As educators, we often find ourselves immersed in the ever-evolving landscape of pedagogy, exploring innovative approaches (like inquiry) to engage and empower our students. This week, however, I’ve decided to take a step back from the excitement of inquiry-based learning to reflect on the enduring presence of traditional teaching methods in our educational system.

It’s a topic that’s been on my mind lately – how did these traditional methods persist for so long without significant pushback? Join me as we dive into this exploration and unravel the complexities surrounding the endurance of traditional teaching in our classrooms.

One of the most apparent reasons for the persistence of traditional teaching methods is their familiarity (its something we know therefore it cant be wrong or bad can it?). For generations, the image of a teacher at the front of the classroom, delivering lectures and assigning textbook readings, has been deeply ingrained in our collective understanding of what teaching is. Both educators and students have grown accustomed to this model, viewing it as the tried-and-true approach to teaching and learning.

Another thing that I have been considering that contributes to the longevity of traditional teaching methods is their alignment with standardized testing and curriculum requirements (BLAH GROSS). For decades, education systems around the world have relied heavily on standardized assessments to measure student achievement and school performance. As a result, teachers often felt compelled to prioritize covering content over facilitating deeper understanding or inquiry-based exploration.

Traditional teaching methods are also perceived as efficient for managing large class sizes and diverse student populations. In a teacher-centred classroom, instructors can maintain control over the pace and direction of instruction, ensuring that all students receive the same information within a specified timeframe. This uniformity is often seen as necessary for maintaining order and meeting curriculum standards. So what happened to the students with physical or intellectual differences? How was this just glossed over for so many years? 

Despite their enduring presence, traditional teaching methods have faced increasing scrutiny in recent years (I mean that makes sense right?). Critics argue that this approach often prioritizes memorization over critical thinking, stifles creativity, and fails to adequately prepare students for the complexities of the modern world. As a result, educators, researchers, and policymakers have increasingly advocated for pedagogical shifts towards more student-centred and inquiry-based approaches (WHOOHOO) But how does such a big shift happen when the majority of our learning ESPECIALLY in post secondary, has been about memorization of facts and writing what we think out prof would appreciation over our own critical thinking skills (or lack there of). 

Reflecting on the endurance of traditional teaching methods offers valuable insights into the complexities of education reform. For me, understanding the historical context and reasons behind their persistence, I can better articulate how educators can better navigate the challenges and opportunities for creating meaningful change in our classrooms. As we continue to explore innovative approaches to teaching and learning, let’s not forget to honour the lessons of the past (cause we need to do that in order to move forward) and embrace the possibilities of the future (which leaves me speechless to where things will go next!) 

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^ what we are aiming to achieve ^