PIDP 3260 Professional Practice Journal Entry 2


“…there will be very few standardized practices that help students across the board learn essential skills or knowledge. An approach that one student finds particularly useful or congenial may well be profoundly unsettling and confusing to the student sitting next to her.” (Brookfield, 2006, page 17). With a quote like this, it makes you wonder how an instructor will deal with this reality. How do you deal with the fact that when using certain teaching practices, only a fraction of your class are grasping the concept, where the rest are getting more confused? Will instructors be on the never-ending quest to find these few techniques that can reach all of your students?


When I read this quote, the 2 words that jumped out at me were ‘standardized practices’. It made me think about the term and question: What is the purpose of standardizing teaching practices? What benefits does it have for the learner? I ask those questions because as I am going through the PIDP, the main focus is the learner and it’s obvious why. Our success as instructor hinges on the fact that we help students learn. When you think about standardized practices, it doesn’t make me think about the learner. I feel the benefits of standardized practices are within the institution’s administration to create consistency in teaching, not learning. I found an interesting website that discusses areas of standardization and weighs the advantages and disadvantages. “The most obvious and concrete problem with standardizing level, pace, and path is illuminated by how poorly that serves students who are far from “average” in any given academic area.  It isn’t news that students who “get” the material quickly often disengage due to boredom and students who struggle disengage due to hopelessness.”


When I look at this quote, I feel it has validity. To think that there are certain practices that will reach all your students is unreasonable. As a result, instructors will need to find multiple practices to reach all your students. When starting a new class, you must be prepared to face students with different personalities, cultures, and beliefs. No two classes will be exactly the same with an entire class ready to learn concepts in one particular fashion. As the instructor, this is an opportunity expand your mind and discover new ways to reach certain types of students. “”We want to have a class where everyone can be successful because we need everyone to be successful,” says Brian Lukoff, an education researcher at Harvard who is studying ways to more effectively teach large classes.”


As I have stated earlier, in order to have a lesson be effective to my entire class, I cannot rely on standardized practices. Every class I intend to teach will be different from one another and it is part of the job to understand what types of personalities, learning styles, and beliefs I am working with. From there, I will have to decide what combination of practices and techniques will work best with my current class. “The most we can hope for in facing them is that we settle on responses that make sense for context in which we find ourselves, and that lessen rather than exacerbate the tensions we inevitably feel….I know I will never connect with everyone’s preferred learning style 100 percent of the time because the diversity of my students’ personalities, experiences, racial and cultural traditions, and perceptual filters (as well as my own personality, racial identity, learning style, cultural formation, and professional training) make that impossible. (Brookfield, 2006, page 9) Having read that, it doesn’t make sense to believe that I would be able to find a one style fits all practice in instruction.


Brookfield, S. D. (n.d.). Skillful Teacher: on Technique, Trust, and Responsiveness in the Classroom {Jossey-bass Higher and Adult Education Series ; 2nd Ed.}. John Wiley & Sons, Inc. (US). Pages 9 and 17.

Bjerede, M. (2013, April 26). Education Standardization: Essential or Harmful?

Media, A. P. (2017). Rethinking the Way College Students Are Taught. Retrieved February 26, 2017



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