Grammar for Everyone - Barbara Dykes 2007
Teaching strategies for the contemporary classroom
Part I. Teaching grammar
Definitions and explanations
We know it - can we explain it? Because we know something, it does not follow that we can explain it to others - especially to a child who may learn in quite a different way from you - his teacher. For example, take the concept of a syllable. Most of us have some understanding of what a syllable is, but when asked to show how one would explain it to students you might get something like this:
’It’s part of a word.’
But so is a letter!
’It’s when you break it up
Similarly for a letter. ’Try again,’ you say.
’It’s got a vowel in it.’
Better, but so has any word!
Eventually you put it all together to give an accurate definition: a unit of speech (consisting of) a word, or part of a word, containing one sounded vowel. Or for adult students: a segment of speech, uttered with one emission of breath (the breath is emitted with the sounding of the vowel).
So, to teach about syllables we need first to be sure that we understand what they are ourselves; then we need to put that information across in the best way to suit the age and stage of the students. This will require a full explanation of the definition, which can be done with practical demonstrations such as clapping, or feeling when the jaw drops for the utterance of the vowel.
Rule 1: Know your definition or at least have a good dictionary handy so you can check.
Rule 2: Remember to give your definition (as the dictionary does) in the same part of speech as the word being defined.
Rule 3: Keep the definition as simple as possible while maintaining all aspects essential to accuracy.
Rule 4: Discuss with examples to increase understanding and application.
Rule 5: Take note of words with two or more meanings, but the same spelling (homonyms) such as chest, bulb.
Rule 6: Practise! And use the words in both oral and written sentences.
Animating teaching strategies for all learning styles
Often the mistake is made of assuming that what seems to be a purely academic subject such as grammar can be taught only in a dry unimaginative way. But this is far from true. Awareness of the need for more active involvement in learning has come about with the greater understanding of how the brain works, and the accompanying recognition that people vary considerably in their learning modes. In addition, the importance of teaching to the whole brain through multisensory activities cannot be over-emphasised.
We know then that people learn in a variety of ways. Even within one family we often see that what works with one child may be useless for another. One may learn to read just by looking at letters or matching words and pictures; a more auditory child will absorb information principally by listening and repetition; yet another needs motion and physical connection in order to ’inbuild’ the information. So, while the more sedentary skills of reading and writing are an essential component of grammar education, active learning with kinetic exercises can play a vital part in reinforcement, especially with younger age groups.
By delivering instruction in a variety of creative ways, using all the channels to the brain, we are ensuring not only that all students can benefit, but also that they will enjoy their lessons.
Gender differences
Though it was probably never in doubt, research techniques show that boys, in general, are less inclined to sit at tasks for lengthy periods. They prefer, and need, more physical activity.4 This may involve, firstly, varying activities centred on a learning unit and, secondly, allowing more short breaks or including creative activities for practice and reinforcement.5 Sometimes, offering choices is a good strategy, particularly with a mixed class.
4 Cole, Martin 2001, ’Equality boss hits special help for boys’, Courier Mail, 22 February; House of Representatives, Standing Committee on Education and Training 2002, Boys: Getting it right, report on the inquiry into the education of boys, [AGPS], Canberra.
5 Macmillan, Bonnie 1997, Why schoolchildren can’t read, Institute of Economic Affairs, London.
Confident language mastery
Developing confident language skills is arguably the most important outcome of our teaching procedure. The term ’language principles’ refers to a body of core essentials for understanding and manipulating one’s language, and indeed, learning a foreign one.
Certain principles govern the use of every language and relate to such things as word meaning (and accuracy), the arrangement of words or word groups in a sentence (syntax), stress given to certain parts of a word and, in most languages, the use of punctuation.
Most modern languages have systems that indicate number (singular or plural) and tense (when something takes place, i.e. in the present, past or future). Another important distinction denotes the purpose of a statement, i.e. is it just a simple statement, asking a question or giving a command.
Intonation
It is important, too, to be aware of some of the principles, or at least guidelines for the way we use our voices and thereby convey the purpose of our utterance. It is easy to overlook the fact that we cannot use intonation in written communication - neither can we be asked to repeat or clarify it; our writing must convey all our intentions. Test the following passage by reading it in monotone.
'Hello Dad. Oh no! Mick’s just fallen in the fishpond. Get out.’
’Help, help.’
'He can’t. Get a rope. Quick!’
’Catch the rope. Good. How did you manage to fall in? Now I’m all wet.’
The same passage written without punctuation would be impossible to interpret accurately.
Ambiguity
As teachers, we need to be highly conscious of the potential for ambiguity that exists in a language like English, which depends heavily on word order for meaning. A typical kind of ambiguous sentence is that in which a clause is misplaced, for example: ’Sisters were united after 30 years in the check-out queue.’ Instructions and examples need to be carefully monitored to avoid confusion, and students need to be made aware of this problem in their own writing and speaking.
Long-term memory
We always aim for our students to retain our teaching in the long-term memory. The human brain actually encompasses infinite memory but the secret of retrieval lies in how we record information in the first place.
We can use the analogy of a computer, which is itself designed to imitate the operation of the human brain. We know that we have to install a computer program in a totally accurate way; omitting even one dot may impede its function. Then once the program has been successfully installed, we are able to add information to its files and recall it at the click of a mouse.
As the human brain can store infinitely more information than any computer, we can see the importance of accurately filing the information that we want it to retain. By ensuring that our teaching follows a logical progression, we are enabling each detail to be filed systematically; only in that way do we establish a fully functioning system for recall.
The best time to learn
Looking at English books for seniors it seems amazing that students at this level are having phrases and clauses explained to them long after they should be manipulating them confidently and showing a high degree of language competence. No wonder they are bored and frustrated at what, to them, must seem belated and therefore irrelevant.
Ideally, this information should form a substantial part of the English curriculum in upper primary so that correct forms of sentence structure have been well practised by the time that the mature student needs to concentrate more on subject matter. Upper primary years can be perceived as the preparation time during which skills are honed, furnishing students with the ability to read and write competently in a variety of subject areas. Moreover, the junior student is far more receptive to training in the
basic mechanics of language, and while the teacher has an ongoing responsibility to coach and direct, the more mature mind should now be exploring more creative ways of manipulating language for a variety of purposes.
Structure the program
Because grammar is such a structured science, it is of the greatest importance that we teach it in a structured way. As it pertains to everyday speech and writing, to the visible and concrete as well as the abstract objects in life, it is not difficult to start grammar instruction in the third year of schooling. Once children have mastered the requirements of a sentence - that it ’starts with a capital letter and ends with a full stop’ - they have already been trained in two rudimentary principles of grammar.
Now we need to establish the foundation on which our structure is to be built, namely the parts of speech, and the terminology, definition and function of each one. The order in which we teach these also forms a logical sequence. Using the logical progression of simple to complex allows us to teach in easy steps whereby one concept fits on to the previous one to form a cohesive whole, just as by building brick by brick, we can construct a solid and stable wall.
As this book is designed for all teachers, including some who have learnt little or no grammar themselves, it is important that all detail is included. If you choose to skip, bear in mind that tips, activity suggestions and tutors’ discoveries are all included.