What Teachers Say

This is my extra credit assignment.

Comments are due by Friday, October 16. This article can be found here.

What Teachers Say
This article overviews the differences between what college courses teach prospective teachers, and what is actually taught at the high school level. The article specifically refers to grammar instruction.

Attitudes Toward Teaching Grammar

• The findings of this article is that attitudes towards learning grammar was both difficult and dull; therefore, it was abandoned by most teachers. They believed it had no reflection on their writing. The author discusses his own opinion based upon his own classes. She found that children had creative ideas, but that their attitude toward grammar was lacking. However, she feels that teaching grammar is necessary in writing. She discusses several attempts she took, as well as trying to adjust to diverse environments. Since teacher's often abandoned grammar instruction, student teacher's were pushed into teaching a curriculum that they knew little about themselves.

Researchers vs. Classroom Teachers

• The author of this article found that student teachers have very similar opinions about teaching grammar; they all say that it is necessary in some form and for the same reasons. The difference found between reasearchers and classroom teachers is their definition of "formal grammar instruction." Researchers define it as a combination of technology, memorization, and a lot of drill and practice. Teachers, however, define it in mechanics. They only teach it in the context of their writing.

What Teachers Say

• The research conducted by the author was by formulating opinions of a few student teachers she knows and was acquainted with. One student teacher stated that the controversy of grammar instruction is irrelevant and simply exists for the purpose of discussion. He says that the curriculum is more revolved around writing, and thus he teaches it in the context of writing, and using the grammar to help get the writer's point across. Another teacher in a similar school environment agreed, but emphasized the need of teaching grammar slightly more. He stated that grammar is necessary, but easier taught after writing is developed. Other opinions from teachers is that they care more about the final product, or the final draft, as opposed to the journey through grammar that got them there. As long as they know how to produce a well-written paper, the teachers do not seem to care if they know how to diagram a sentence or how to develop an adverbial clause. An experienced teacher says that she has the students fill in worksheets during class that requires them to develop sentences on their own, and also assists in individual help. Teachers today think students need to read more as well- they must know how something is supposed to look in order to produce.

Discussion

• The author finds that it is upsetting that researchers cannot distinguish the formal teaching-learning process of grammar instruction. They teach the application over the process. Outside of the application, most teachers do not find the point in simply teaching the grammar aspect. Teachers in modern day environments graduate with a teaching certificate without a solid background in grammar, although common opinions are that it is essential. One teacher noted that, "The professors tell you not to teach grammar, but if you make a mistake on one of your papers, they sure do mark it!"

Conclusion

• Conclusions of this article is that grammar is necessary, but is mostly helpful in reflecting upon writing. Teachers and students together are generally not interested in grammar by itself because they have to find the need for it, which is in the application. The author also notes that possibly downsizing classes might help so that individual conferences could take place.