Teaching Grammar Communicatively - Organic garden approach VS Brickwall approach

When started teaching, intuitively, I have always been looking at the target language as something whole, like a system i.e. if something fails, everything (Gr, Wr, Vocab, L) will go astray. Our pedagogic approaches towards SLA should be balanced and principled. Here the ‘organic garden approach’ will come out handy. I suppose that grammar should be taught within (or tied to) a meaningful context so that Ss will be greatly exposed to the authentic material and task-based activities. My problem is that I think that Ss are already aware of some grammar points, for ex., if I know Subjunctive Case, so do my Ss! And they don’t! So, at this very point I have to go back to the drawing board and start everything from scratch. Why not balance organic and brickwall approaches from the beginning? I’ll have a job dealing with this problem right now. So much to delve into!

It's been discussed a lot about the organic approach but sometimes a brickwall approach might be of great help if a student has some special needs (mentally-challenged, for example). It all depends on many factors or variables which approach will work out best. It’s all up to us to observe our students, learn their academic needs and styles, know about our own teaching style, design the more student-centered activities, etc.

Not sure about the restrictions in using the organic garden approach in my teaching practice (TP), though. I am following my own designed or created syllabuses, so I am absolutely free to choose any materials that will be productive and fruitful for my Ss. The Administration of my Center (for Talented and Gifted Children) supports me in all my endeavors.

To do list:

1) more meaningful-based/content-based activities MUST be incorporated into my lesson planning;

2) balanced approaches;

3) more student-centered activities;

4) balance inductive and deductive techniques.