Teaching and Practice: Living with the Pendulum: The Complex World of Teaching

Abstract

In this article, Jeanette Throne describes how educational reforms seem to swing from one opposing ideology to another, while teachers confront the complex nature of the classroom, where different need exist simultaneously. Throne looks at this problem from two perspectives: a historical look at curricular reforms and her won classroom practice. Examining the evolution of her kindergarten language arts curriculum, she questions whether the learning needs of individual students can be met within the bounds of a single theoretical framework. Throne reflects on and analyzes the learning processes of her students, focusing on both their successes and challenges as they begin to read and write. She then describes the ways her students' learning has informed her teaching and prompted her to integrate several theoretical perspectives into her curriculum in order to ensure their success. She concludes by stressing that educators must look beyond either/or choices in order to see solutions that reflect the realities of the classroom, and emphasizes the importance of creating ongoing dialogue between teachers and theorists, researchers, and policymakers in order to foster a more comprehensive view of students and their learning needs.