Although I like change and variety, I’m also drawn to perfection. This may seem like a great combination of personality traits, especially for a(n English) teacher, but it is a source of conflict too.
You know… I’ve always dreamt of colour-coded folders in which teaching materials would be neatly organized based on specific categories (year, level, skill, etc.). And then, before each lesson, I’d just run my finger over the spines of the files and I’d fish out the handout I needed.
Unfortunately, this strategy has never quite worked out for me. The thing is that first of all, there are simply too many categories that overlap and intersect so grouping and cataloguing become confusing. It may be feasible for someone but for me, it’s only a source of additional stress because, well, the result is never perfect. Also, I feel that maintaining such a system would be quite time-consuming since the materials go out of date too soon and if you want to move with the times, so to speak, they constantly need to be updated. And although specific types of materials, such as grammar sheets, don’t necessarily expire that quickly, the way I approach teaching grammar is constantly evolving so they may also become quite redundant at some point. However, the main reason I’ve given up on this ‘ideal’ way of storing materials is that these days, it’s simply futile to do so. Why? Because the Internet itself is a great catalogue where you can access everything quickly and easily without making too much mess on your desk.
Just think of all the fellow teachers out there who, now and then, recommend something one simply can’t resist trying out in class so there is no time (or no desire) left to keep doing the same old tricks. Also, the students will never be the same; their skills and needs are evolving too. While one group might have been quite happy with an activity handout five years ago, this year, another group at an allegedly same level may find it totally inappropriate. Plus, I sometimes feel like a cheater when introducing the same activity over and over again.
Anyway, the past couple of years have shown me that having stacks of paper folders and laminated cards is a touch obsolete and those materials I had collected over time were actually pretty useless during the pandemic. I do admit, though, that such a collection can be a source of inspiration and a backbone of your course, even during a remote teaching period, but I personally didn’t use them much, mainly because I couldn’t be bothered to bring them home from my office.
So, as a result, instead of sticking to the safe old tricks, I had to widen my horizons. There was no other way. I had to step out of my comfort zone (oh, how I hate this phrase!) – I had to visit new websites and download new apps.
Well, times have obviously changed … but what has also changed dramatically is my attitude to teaching materials. Although the quality of the resources we use is definitely crucial, they are not (and cannot be) the part of the teaching process we spend most of our time and energy on. It’s primarily the student and our teaching skills that should take centre stage. In other words, it’s not important what kind of resources we currently own and in what form we store them, it is important to be flexible and creative when looking for suitable materials we need at a given moment. Subsequently, the same amount of creativity and flexibility will be needed when applying those materials in class. So, I believe it is the experience that we should store, catalogue or bookmark (i.e. remember), not the handouts.