Chapter 1: Weaving a Tapestry of Multigenerational Effective Teaching Practice

As a nation our country is a rich tapestry of generational backgrounds and experiences. Each generation is shaped by different forces and events, and is in different places in their lives, experiences and backgrounds, and for the first time in human history, we have four generations living and working side-by-side (Hammill, 2005).

In thinking about the nature of the relationship between generations the visual image and design of a tapestry comes to mind. The creativeness of a tapestry is expressed in the infinite number of designs and threads. As a result, we can examine various techniques and methods which enable us to date examples and to determine the different centers of production: in fact, each region (of the world) develops its own designs and jealously maintains its tradition. Each motif has a particular meaning, handed down from generation to generation as a tell-tale sign of the origin of the family of work. Such is the nature of generational study in my view—a merging of different colors, threads, dyes and designs creating a rich and diverse presentation of our world over periods of time. “Baby Boomer,” “Generation X,” “Generation Y,” “Millennial”—these terms arise from a theory that attempts to explain how different generations develop different value systems, educational attainment, and the impact that these have on how younger and older people interact with the world around them and with each other (Codrington, 2008).