Toward a Postmethod Pedagogy(B. KUMARADIVELU)

After I have read this article about a postmethod pedagogy, three pedagogic parameters: particularity, practicality, and possibilty come to my mind. Even though I have taught English for about 15 years, these parameters gave me an opportuntity to think about my job as an English teacher.
I read new theories in anticipation that these fantastic theories could solve all the problems I would face with my students in the classroom. However, whenever I tried to apply the theory in the class, I felt frustrated. The theory was not fit for my students. The class was a mess. First, I didn't consdier my teaching situation; my students' levels, my goals and students' needs, even more institutional context. Without considering the specific situation, I just tried to pour all the knowlege I have learned to my students. My students were very embarrassed and I was very frustrated in spite of my efforts. I have always thought the theory was useless for me and it is just an ideal.
When I had chances to listen to lecutures about new theories, I always nodded my head. However, I didn't try to test theories in my classes. I just tried once or twice. That's all. As I mentioned above, my efforts were always useless. I didn't analyze the reasons theories were not so effective in my classes. I always doubted about the usefulness of theories. Frankly speaking, I know that I need to acquire context-sensitive pedagogy knowledge and to use it in every day teaching. However, I know that it is too difficult. Very often I think that it is difficult to just follow theories without any consideration of the context. Right now, I am very frustrated. I am wondering if I can deal with this practicality parameter in my classes. I think it is really painful to theorize through my practice and practice what I theorize. In my opinion, first I need to firm my context-sensitive knowledge through endless efforts.
In my teaching experience, I didn't think about the last parameter, possibility. Language teaching is not neutral. I can have a strong influence on students' identity formations. I was a little bit of surprised to see that nobody wants to have English nick name, even though I was forced to make up my English name when I was very young. People tend to understand the relationship between English names and their identities. I should aware what I am teaching and asking all the time. In addition to that, language is related to power. I also need to conscious of sociopolitical aspects, for instance, the changes of social positions when I teach English.
In conclusion, after I have read this article, I feel responsibility as an English teacher. Before I came here, I was too passive that somebody had a key for my problems. However, the key is in me. The greater autonomy I have, the more responsibility I accept.