There is a tendency in the field of education to gravitate to the idea of “standardization.” It is determined by those in a position of power, earned or otherwise, that all things must meet an established standard. There is nothing inherently wrong with this. A baseline or a goal must be implemented in order to measure mastery, however the means in which we ascertain that mastery should never be reduced to something as rudimentary as a pre-determined standard. If a classroom is to be dynamic, that is to be fluid and adaptive to the needs of the students therein, then the means of implementing instruction on a day to day basis must be malleable to whatever degree the instructor’s specific population necessitates.
I teach senior level English Language Arts. My student population is diverse when taken as a whole and even more so when examined on a sectional basis with regard to individual class rosters. In years past I have had students coded as special ed, though this year that population group includes only a single child in a single instruction period. As such, examining the different populations, learning styles, and personality types present in a given period, it is functionally impossible to classify a “typical” day in my classroom because each individual population presents itself as an independent and wholly identifiable “type.” For example, comparing block 1A to block 2A is largely a futile venture, as instructing them in the same material necessitates entirely different teaching styles. Block 1A, coming in so early in the instructional day, requires more rigorous warm-up activity to incite their young minds to engage in what will follow. That extra time needs to be built into the lesson plan. Conversely, block 2A, having already endured a morning period arrives largely ready to engage in activity with little patience for anything they might perceive as extraneous or a diversion to the central points of the day. I have referred to them at times as “all business,” and do not use this term in a derogatory manner, simply a statement of my understanding with regard to their mindset in the classroom.
While each individual class may be hard to categorize or typify, all English classrooms essentially boil down to the same central idea; instruction in the utilization of the English language to comprehend, analyze, and communicate information. Whether a student is looking at informational text, classic literature, poetry or unclassifiable genre writing, they should be focused on understanding the central message of the text, finding the importance behind the words written, and concentrating on communicating their understanding through a written composition of their own. At any given point in a day in an English classroom, irrespective of the individual assignment at hand, the students should be engaged in an aspect of that process. Every assignment is a link in the aforementioned chain of understanding, analysis and communication. If a student is reading a text, they should be seeking understanding of said text. If they are working on a graphic organizer, seeking to structure their ideas generated while reading a given text, it should reflect the analysis they have engaged in. A submitted draft of an essay should signify mastery of a concept, showcasing their ability to communicate the learning they have processed throughout several days of learning.
As such, technology should serve as an essential tool in facilitating this process. According to experts at Edutopia, “effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.” When used effectively, technology allows students to begin a self-sufficient journey of knowledge discovery. When a student is unsure about a concept, it is not enough for an instructor to supply a response that fulfills the query. Instead, the teacher can provide an opportunity for further learning opportunities by initiating a process that allows the student to research the solution to their problems for themselves. Technology should not be a crutch for students, instead it should be a valuable resource that enhances the learning experience itself. For example, if a student has an issue with the definition of a particular term, an instructor could utilize a resource such as Vocabulary.Com to teach not only the meaning of the word in the context that the student is requesting, but alternative uses that could be of value to the student at a later date. Essentially, technology helps to turn learning into a true process for the student. Studies show that “mastery of learning is also important. Children need an opportunity to redo assignments until they learn the material. Some people take longer than others to learn, but that does not mean that they are inferior or cannot learn” (Wadhwa). At the end of the day, technology should be utilized to build bridges over gaps for students, not serve as a detour from the expectations set forth by the instructor.
A typical classroom should not be able to be categorized. When appraising a classroom, observers should be quick to understand that no two classrooms are the same; not within a single school, nor a single department or even a single instructor. Instructors in modern education understand that flexibility is key and that the utilization of available resources allows for a vibrant, diverse teaching environment across multiple class periods and populations. All instructors should know the truth, only the strong survive; nise forte vivere.
Edutopia. “Why Integrate Technology into the Curriculum?: The Reasons Are Many.” Edutopia. N.p., 17 Mar. 2008. Web. 20 Feb. 2017.
Wadhwa, Vivek. “Here’s How We Can Reinvent the Classroom for the Digital Age.” The Huffington Post. TheHuffingtonPost.com, 09 Apr. 2015. Web. 20 Feb. 2017.