Rule Breaking & Grammar Instruction

 Dearest Gentle Teachers, 

Rumor has it that the art of language instruction is evolving right before our eyes. Who better to address this than the ever so humble teacher intern, yours truly. So gather 'round, for today we delve into the delightful, occasionally chaotic, world of language instruction, where words take on lives of their own, and the classroom becomes a stage for language revelations. 

Teach Lanuage as a Tool & Not a Standard

Do you remember learning grammar when you were in school? How was it? If you are anything like me, you probably stopped at the first question to think. I don't remember a lot about learning grammar, which honestly makes teaching grammar scary. I remember the sentences that teachers would have on the board for us to correct as bell work. I remember being taught the difference between you're and your. And I especially remember being taught all of the rules. Rules like "don't use 'and' or 'but' at the beginning of a sentence" and whether I should use "who" vs "whom." 

Did you notice I already broke the rules? Well, I actually didn't break any rules. Fun story, I didn't learn that I could use 'but' or 'and' at the beginning of my sentences until I was 25. But you can use these words. There is no true rule against it. Can we please, as educators, stop telling our students these made up rules? 

Code-Meshing vs. Code-Switching

Sometimes people be thinking grammar gotta be all proper and fancy, but real talk, language just be about getting the message across how you feel it. No cap. Okay but let me be real with you, language backgrounds and cultural difference are strengths. Not weaknesses. As educators we need to encourage our students to view their unique backgrounds as strengths in their writing and speaking. Code-meshing, which is an approach that sees all languages and dialects as equal, validates students' diverse backgrounds. Picture this: you are a high schooler who just finished their personal narrative essay. You shared things with the teacher that you don't like to share with others. You're proud of this essay. You used language that you use at home because that is just natural to you. Your teacher grades that essay and gives it back. All you see is pen markings everywhere. "Wow, was it really that bad?" you ask yourself. 

You lose your drive to write. What's the point? So what if you used "gotta" instead of "have to." Didn't the teacher still understand it? 

While some of you may think that scenario I just listed out was a bit exaggerated and maybe it was. It wasn't a scenario that I went through but it was a scenario that I have heard my friend go through. An experience that made them hate writing anything. So maybe it seemed exaggerated, but maybe it is also a real thing that people experience. Let's lay down the pen. Even if you mark all over that paper, is your student going to look at it as a way to improve? Some, maybe. But not everyone. And everyone matters. 

The Power of Feedback

Instead of taking your powerful red (or blue, pink, purple, etc.) pen you typically wield and scratching through the sentences and adding all of the markings to the paper, try talking to the student. Bring them over to your desk and talk to them about it. Write feedback, like actual sentences, in the margins. My favorite method in leaving feedback is the praise, question, polish method. Write something they did well that you enjoyed reading about. Ask a question about their writing, something that maybe they can further look into to improve their writing. And finally, suggest something that they can do to make their writing better. You can do this for any type of writing and I highly suggest it. 

Grammar is Part of the Writing Process, So Let's Teach It This Way

Why do we try to do an entire unit on grammar and expect the students to learn what we are teaching them? As I mentioned before, grammar is scary. The word itself I feel has a negative connotation when people hear it. (I was going to say "unless you're an ELA teacher," but after careful thought, I think it may be an even scarier word for us). Instead of singling out grammar teaching, let's incorporate it into all of our units. There is never a time that you couldn't teach grammar. Harry Noden's Image Grammar: Teaching Grammar as Part of the Writing Process is a useful tool if you don't know where to start. In his book he encourages us to look at our writers as artists and to become a great artist you have to start with basic brush strokes (2011). The five basic brush strokes include: the participle, the absolute, the appositive, adjectives shifted out of order, and action verbs. 

These simple brush strokes, much like other parts of grammar instruction, can be taught using multiple different scenarios. You could use an excerpt from a novel or even some of their own past writing. Crafting lessons that are fun for your students while somewhat hiding the fact that they are learning that terrifying seven letter word can help students. Integrate grammar and language study with critical thinking. 

And so, dear teachers,

we conclude this little journey through the twists and turns of lanaguge instruction. But rest assured, the world of grammar and language holds far more secrets and delights yet to be discovered. Until next time - keep your pencils sharp and your curiosity sharper. 

Yours Truly, 

Lady Ace

Citations

Noden, H. R. (2011). Image Grammar: Teaching grammar as part of the writing process. 2nd ed. Heinemann