Carolyn is right on target. Good teaching really boils down to teacher-student rapport, a pre-requisite not restricted to ANY single method. Simply put, my article is an open rebellion against current rampant dogma. I was not free to teach my way, though test scores, student support, and parental support said I was an outstanding teacher. I chose to take the year off. Actually I am NOT retired, just temporarily fed up. Gee, does it show?
F.S.

However, I have seen some teachers try to use a method that has been very effective for someone else but it does not work for them. This could be because of the teacher’s comfort level with the strategy, his/her personality, the comfort level of the students, their relationship with the teacher, inappropriate topic for the strategy etc.

Successful teaching/learning depends more on the relationships built between teacher and students. True respect, which is a two-way street, is developed not imposed. Without this element any strategy or method used will not be fully effective.

The Tree Syndrome

Firmly rooted in fertile research,
The sapling sends no buds aloft.
Its destiny lies in the
Stunted undergrowth;
Its only acquaintances—
Scrub of similar stature.

Pity the life not knowing
The forest of towering oaks
To which it ought to aspire.

Fred Strine

Robert Pondiscio put it well: “It’s rarely an issue of which approach is right or best, but rather how quickly it becomes standard operating procedure, no questions asked (or allowed).” His examples are to the point, and I could provide more.

Also, Strine is right about the danger of giving kids too much authority. They really do start to believe that their opinions are as good as anyone’s. If their families teach respect for elders, they are likely to show such respect to teachers. If not, then they likely won’t. The school must teach respect–and this does not happen overnight, nor does it happen when the kids are automatically set up facing each other.

Teachers must earn respect, some say. No–that’s a different kind of respect. Teachers should have–and show–basic respect no matter what. Once that is established, the more profound respect can be built between student and teacher.

False dichotomies have been too common in educational discussions: direct instruction vs. hands-on-learning; whole language vs. phonics; performance assessments vs. standardized tests…. It’s refreshing to think (and act) in terms of a using a professional repertoire customized for audience and purpose.

This is one of those classic disconnects between the research community and teachers. There’s not a good idea that doesn’t become a bad idea the second it hardens into orthodoxy. Having many arrows in your quiver, and learning when to pull each out, is the soul of good professional practice.