Freelance teacher trainer and materials writer, Martyn Clarke, explores the difficulties in finding a neat solution to classroom dynamics, given the changing nature of classrooms and the world as a whole.
If you’re looking for a series of articles listing ‘How To Achieve Better Classroom Dynamics’, then stop reading. I have no idea what the perfect classroom looks like. In fact, my opinion on what makes a good class changes frequently. My views on classroom dynamics are, themselves, dynamic.
This is because it’s a complex world. What works in one context, might not work in another. What is successful at one time, may well fail the next. I imagine we’ve all come across this in our careers.
The key question in looking at classroom dynamics is how do we respond to this?
It seems to me there are three basic approaches we could adopt:
1. Methodology is king
We could decide that theories of language learning are universally applicable to all classrooms. There are good and bad classroom dynamics. We can observe behaviour, judge it according to one set of criteria, and ‘improve’ it accordingly. When things don’t work, it’s because students don’t understanding or lack the ability to engage with the approach. I’m the first to admit that this is highly seductive. The certainty of belief provides a sense of security in this uncertain world.
But it’s not quite as simple as that. Every classroom is made up of unique individuals, each bringing their own expectations, values, and attitudes, to create a one-off community. This community is also influenced by the culture of the society it belongs to, and the institution of which it is a part. It is itself constantly evolving, as do its individual members. It really is quite a messy place when you come to think about it, so one-size-fits-all answers won’t, in fact, fit.
Should we, therefore, leave theory outside the classroom door?