I’ve had a few days to think about what I wrote in class on Wednesday, and for the most part I’ve decided that I don’t really believe a word that I said/wrote. Sure, a teaching pedagogy is good to have. It’s good to identify yourself as having a certain type of teaching slant.

"My fellow teachers, I define myself as skew expressionist."

"Well class, I lean subjectivly from my podium, with just the smallest bit of objectivism–for the grade assignation ability, you understand."

Should teachers really be content to pick a category and shoot for that.? Aren’t most decisions made arbitrarily in the first place? Based on the strength of a wind gust and whether or not a penny lands heads up? I guess what I’m stuck on is how "we" ( the royal We) as teachers decide to teach? Or maybe how much of our learning style is pushed upon students?

I personally cannot stand --fill in the blank-- therefore I will not teach it.

I would honestly like to type that I’m a subjective teacher. I would like to say that I change my mind constantly based upon every situation. How horrible would that be? Would that be any better than looking at an essay and taking off ten points because one aspect of the MLA format was not used? I suppose consistence is a good idea. Consistency and clarity.
Maybe I also suppose that I don’t really know what my teaching pedagogy is. Maybe I get aggravated by the fact that I should even feel the need/desire to be able to say that I identify with one or the other or the other or the other.
Maybe I’m assuming that picking a pedagogy has far too many implications.
I’ve taught in one classroom, and all I really took from those classes was that I could not teach everyone the same way. Some people needed specific attention. Others wanted group work. Some students couldn’t stand to be helped. So, how do I, as a "teacher," wade my way through that information, through the individualized needs of thirty people, ages 14-68?
Does it matter?
I'm aware that all teachers are not inherently "bad," and neither are they inherently "good." And that most students aren't going to be ruined for academia simply because s/he had a few bad experiences.
Does good teaching require categorization?

But also, can I Vin diagram my thoughts in a sincere and unbiased manner?