Journal of Secondary Alternate Education

Journal of Secondary Alternate Education: Homepage Reviews of and Comments About the Journal Volume 9, Number 1, Winter 2012 Volume 9, Number 2, April 2012 Volume 9, Number 3, May 2012 Volume 9, Number 4, June 2012 Volume 9, Number 5, July 2012 Volume 9, Number 6, August 2012 Volume 9, Number 7, September 2012 Volume 9, Number 8, October 2012 Volume 9, Number 9, November 2012 Volume 9, Number 10, December 2012 Volume 10, Number 1, January 2013 Volume 10, Number 2, February 2013 Volume 10, Number 3, March 2013 Volume 10, Number 4, April 2013 Volume 10, Number 5, May 2013 Volume 10, Number 6, June 2013 Volume 10, Number 7, July 2013 Volume 10, Number 8, August 2013 Volume 10, Number 9.0, September 2013 Volume 10, Number 9.1, September 2013 Volume 10, Number 10, October 2013 Volume 10, Number 11, November 2013 Volume 10, Number 12, December 2013 Volume 11, Number 1, January 2014 Volume 11, Number 2, February 2014 Volume 12, Number 1, December 2015 Volume 13, Number 1, January 2016 Volume 13, Number 2, February 2016 Volume 13, Number 3, March 2016 Volume 13, Number 4, April 2016 Volume 13, Number 5, May 2016 Volume 13, Number 6, June 2016 Volume 13, Number 7, July 2016 Volume 13, Number 8, August 2016 Volume 13, Number 9, September 2016 Volume 13, Number 10, October 2016 Volume 13, Number 11, November 2016 Volume 13, Number 12, December 2016 Volume 14, Number 1, January 2017 Volume 14, Number 2, February 2017 Volume 14, Number 3, March 2017 Volume 14, Number 4, April 2017 Volume 14, Number 5, May 2017 Volume 14, Number 6, June 2017 Volume 14, Number 7, July 2017 Volume 14, Number 8, August 2017 Volume 14, Number 9, September 2017 Volume 14, Number 10, October 2017 Volume 14, Number 11, November 2017 Volume 14, Number 12, December 2017 Volume 15, Number 1, January 2018 Volume 15, Number 2, February 2018 Volume 15, Number 3, March 2018 Volume 15, Number 4, April 2018 Volume 15, Number 5, May 2018 Volume 15, Number 6, June 2018 Volume 15, Number 7, July 2018

Column: Lukiv's "Place" for Educators to Think About Teaching

Previous column:  

Principles of Instruction (from The Master Teacher. [2001.] Vancouver, BC: y press and BCTF Lesson Aids), by Dan Lukiv

All methods I use as a teacher spring from my principles of instruction. I don't use methods, or theories, for that matter, simply because someone says they're terrific, or because someone is parading them on a bandwagon through professional development days or staff meetings. Some in The Quesnel School District have frequently paraded William Glasser's Choice Theory through such days and meetings over a couple of decades. I don't blindly follow trends. I use methods according to what I perceive as the educational and socio-emotional needs of my students--methods that my principles of instruction, which are based on my experience, tell me will work. I am suspicious of bandwagon approaches because they often don't address individual needs of all students; however, Choice Theory often does address such needs, and when it does I adopt Glasser's ideas.

I am, I'd like to add, suspicious of the term learning disabled. "This student is learning disabled," a teacher will say. Not necessarily. Perhaps the student needs a particular method of instruction that teachers haven't provided. From that point of view, the student isn't learning disabled, but rather his or her teachers are teaching disabled by not using appropriate methods of instruction.

My focus, then, is student-centered. A world of great stresses due to technology shock (accelerating technological advance), family dysfunction, uncertain futures due to the threat of global annihilation, the threat of never obtaining employment beyond minimum wage, the threat of illness due to a witches' brew of toxins that mankind has ingeniously (?) designed, and problems with peers, teachers, and assignments create, at times, mind-numbing turmoil for students. Teachers need to be aware of that, and need to apply principles of instruction that help students feel worthy and be productive in spite of their stresses and problems. Here are principles of instruction that I apply to help me help my students:

1. I choose methods that my experience says will work on an individual basis according to what I perceive as the educational and socio-emotional needs of each student.

2. I choose methods that show respect and concern for, and that value, the student, reinforcing for the student that his or her individuality and learning style, providing they don't encroach of the rights of others, are important.

3. I choose methods that adequately prepare a student for his or her career path. If that means providing a rigorous learning experience that enables a student to score high on government exams, so that he or she may enter a prestigious university, then I provide such.

4. I choose methods that allow for negotiation between myself and student and that keep the dignity of both intact.

5. I choose methods that enable the student to acquire skills as a lifelong learner.

Every so often, I re-look at my principles, and tinker with them. I make changes as society changes, the needs of students change, and my knowledge increases. I do that to present myself with the best direction as a teacher that I can muster. The list could look different next year. Maybe you have suggestions that will improve my list. If you do, by all means send them to me at

Next Column: