Two of our daughters came home for the weekend. (Our neighbors are away and gave us the task of looking after their beautiful pool!) In our family, I am in charge of cooking breakfast. Over the years, I’ve become famous for my cinnamon rolls (made with Jiffy), corn muffins (Jiffy again) filled with fresh corn, banana muffins (fresh), pumpkin muffins in the fall (canned pumpkin), scones (from scratch), pancakes, waffles, or french toast with Challah. I add scrambled eggs, fruit, sausage, or bacon as needed. It has become a ritual, and one that everyone looks forward to and enjoys.
This weekend I decided to try something new! We recently traveled to Sweden as a family, and we enjoyed some delicious Kanelbullar (Swedish cinnamon rolls). I wanted to try my hand at making these treats. I went to the Swedish store to get a few of the ingredients, and prepared to spend a few hours making these delicious rolls (The recipe calls for yeast, so it’s a bit of a process.).
On Friday, as we sat in traffic coming out of New York City, I announced the breakfast plan. Let’s just say the response was not what I had expected.
“We love your cinnamon rolls. You know, the ones you make with Jiffy?”
“We don’t want something new!”
This is particularly strange when you consider that one daughter is a true foodie who runs a supper club and creates and tests new recipes all of the time, and loves nothing better than to try something unusual and different when she is out at a restaurant (One of her latest experiences was a duck tongue salad!). The younger daughter is a modern dancer and fashion expert who loves nothing better than to be on the edge of her craft.
So when I raised this dichotomy, my oldest daughter said, “Yes, change is good, but not when you are talking about a classic!”
OK, I know a bit of sweet talking when I hear it, but that statement really made me think. I’m currently reading Disrupting Thinking by Kylene Beers and Robert Probst. In this text the authors push us to think about how we can challenge children to disrupt their thinking by not just reading what a text says, but also thinking about how they are responding to the text (in their heads and their hearts) and how reading a particular text might change them. The authors also wonder why so many teachers seem content with current “best practices” instead of driving toward what they call “next practices.”
Are we afraid of change, even resistant to it, or is it that some of our teaching practices are “classics” and shouldn’t be changed?
Some food for thought (pun intended).
p.s. I’m making the Kanelbullar this weekend for a different audience. We’ll see how it goes. I might be running back to cinnamon rolls with Jiffy, but at least I can say that I tried a next practice.