I find it hard to believe that you're not good at something.... those that are dancing around the staff room telling everyone how brilliant they are probably need to because no one else is saying it. I am brilliant at behaviour management... but struggle to plan well in advance and my planning on paper rarely looks like the lessons I teach. In other words I have strengths and weaknesses... but I don't think I'm any better or any worse than a teacher who struggles to keep their Y9s from jumping on the desks when they have planned a masterpiece lesson. I teach English and I get really annoyed with those kids who are smug about being able to spell and read fluently.. so much so that they try to show their disdain for any child who can't... so I start every reading lesson by talking with the kids about how we all have different skills and who says being able to read a long word is any better than being able to score a goal.. or being a good friend. I also point out that I have a whole degree in reading but that the science teachers can read words I can't... but I would have a really good try at. I think that the most damaging thing to our profession is that a bunch of people in government have tried to decide what makes a good teacher... it has to be measurable, quantifiable... and usually involves lots of boxes to tick. All of which has very little to do with teaching children what they need to learn in order to function in the real world. Take another look at yourself and see what impact you have on the children you teach... but don't just look at the added value... measure how many children smile at you and how many children turn to you if they're upset.