Lehrnenfreit

Gordon Rohman and Albert Wlecke in their essay Pre-writing; Models for Concept Formation in Writing argue that "the primary badness of writing is not incorrect grammar or inelegant expression; it is rather a matter of stale perspective, cliche response."

In the ideal classroom there are mutual expectations between the instructor and the students about levels of commitment, responsibility, professionalism, respect, competence, etc. that must be met to achieve the full educational potential in the classroom setting.

In real classrooms these expectations always exist, and are satisfied to varying degrees by both educator and pupil.

In the ideal classroom there is a harmony of motivation that is shared by teacher and student, the motivation to achieve and excell to the highest standard possible.

In reality, it is undeniably that there is a point at which the goals and the agenda of master and student diverse. An educator would like their students to perform at an optimal level all the time. It is inevitable that students will not always be completely accepting of this educator wishful policy of maximum exertion and achievement in the classroom.

Magical moments in education occur when a happy medium is met between educator and student and usually involve moments where the practice of honing academic skills sparks a clear interest in a subject beyond its facility in the classroom.

A pedagogical theory that offers the freedom of opportunity for students to follow these streaks of enlightened learning when they occur inside the otherwise traditionally structured classroom is most promising if English composition classes hope to avoid the "stale cliche"-ness that Rohman and Wlecke admonish in their essay on pre-writing.

A good educator kindles the creative and intellectual spark of the interested student.