tried & true

Mark Twain once said, "Prosperity is the best protector of principle". When a principle is effective for meeting the desired end, it is considered prosperous and in turn is valued and "protected". As I read through chapter 1 of the Anthology, this is the thought that came to mind. Methods come and go; some are too context-specific, others are too distinctive and don't interact and work together. Principles, though, are like overarching themes that allow the teacher autonomy to make decisions on how to act, or what technique to carry out, in order to meet a need that they have seen in their students. This is done under the basic limitations of the principle, which guides the teacher but does not require a specific method of instruction that is sometimes not appropriate for the situation. Thus, a principle can be applied to many situations, while some specific methods cannot.

I found this concept to be very intriguing. Methods have come and gone; principles have stood the test of time. Methods are limiting; principles are open-ended and adaptable. Methods discourage creativity; principles require it. I love the freedom that operating under "principles" afford teachers! We can use the best plan for our students, which may change yearly, monthly, weekly, or even daily, rather than conforming to a method that would be better applied in a different situation, or perhaps not even at all. I love that operating under a principle makes it a necessity for teachers to truly know their students.

Brown writes, "The interaction between one's approach and classroom practice is the key to dynamic teaching. The best teachers are able to take calculated risks in the classroom; as new student needs are perceived, innovative pedagogical techniques are attempted, and the follow-up assessment yields an observed judgment on their effectiveness. Initial inspiration for such innovation comes from the approach level, but the feedback that teachers gather from actual implementation then reshapes and modifies their overall understanding of what learning and teaching are - which, in turn, may give rise to a new insight and more innovative possibilities, and the cycle continues" (11). A cycle of innovation - it seems so exciting and refreshing. Our teaching techniques shape themselves around how our students learn and what their needs are.

Brown goes on to write, "As teachers and teacher trainees develop and carry out classroom techniques, they can benefit by grounding everything they do in well-established principles of language learning and teaching. In so doing, they will be less likely to bring a prepackaged - and possibly ineffective - method to bear, and more likely to be directly responsive to their students' purposes and goals" (17).

Some things in this world are considered timeless - they can be applied to any place, any time, and any person. Principles of teaching are like this - they can be applied and adapted. Like anything timeless, they are tried and true!

"love thy neighbor as thyself [...]"

Our readings for today can be summarized and synthesized by one word: change. In "New Demography of America's Schools", we read about the changing population in the United States and the population that is therefore present in public schools today. In "Who Speaks English Today?" we read about the "new" Englishes that are developing across the world, and the global impact of English in social and political terms. In the third article about culture, we read about the impact that the aforementioned changing population has on the United States, its schools, and its economy. Things - English, language, the world, the United States, American public schools, language instructional methods - are changing!

Rather than just looking ahead, I really appreciated Diaz-Rico and Weed's chapter that discussed the historical perspectives of language and culture in the United States and the potential impact that this has on the future. I think it is very valuable to look back rather to see what has been done in the past, what worked, and what needs to, once again, change.

The authors write: "In many cases, this exploitation continues to this day, as the underclass of the United States, whether white, brown, or black, is inadequately paid and under-educated, forced to live without health benefits or adequate housing. Temporary jobs without benefits are the hallmark of the crueler, harsher world of the 21st century as economic and political forces polarize society. The most difficult piece of the puzzle is the challenge of population growth. Creating jobs for a burgeoning population that will provide the financial means for the purchase of health care, education, housing, and adequate diet is the issue. The population in 2050 is projected to consist largely of developing nation's peoples. The challenge is evident. Wrongs from the past cannot be righted, but present and future citizens can avoid these wrongs by understanding exploitative measures and working for change" (222).

We have so much - but we aren't entitled to what we have! There is a often-forgotten underclass that has so little. We've been blessed with what we have. Mankind must be willing to forgive one another, to admit where we've been wrong and/or wronged others, and to be willing to change. Perhaps this means a lifestyle change, or an attitude change. Perhaps this means a change of heart. Perhaps it means a change of instructional methods so that students who usually remain on the outside can come in and learn.

How much do I love my neighbor? (St. Mark 12:31)