Grammar+and+Usage


 * Grammar/Usage – Learning Module #2 **

There are several innovative approaches to grammar usage and instruction. This smorgasbord of theory and thought is quite overwhelming. We have competent theorists arguing legitimate points from various angles of the issue. Some feel grammar should be a focal point in the English curriculum while others find it best taught on an as needed basis. Regardless to popular recommendations, there are some non-negotiable qualities of language instruction deemed germane to effectively teaching grammar and usage. All grammar and usage instructional approaches need to be concrete, inductive, personal, developmental and contextual.

The approaches to teaching grammar are plenteous. Usually, one needs to be acquainted with the uniqueness of their students’ deficiencies to wisely determine the most effective method for instruction. Fortunately, grammar is a skill that needs consistent development and maintenance within the pupil. Therefore, the daily method of grammar instruction is my choice. It is applicable to any English academic level and the skill can continuously be strengthened and stretched. If cleverly incorporated daily, the skill will become second nature with students. As an English teacher, I must clearly explain the importance of being proficient in the proper language of the marketplace and academia, standard English. Regardless to my students’ ambitions, the ability to speak and write formal English language correctly is paramount to their professional merit and success. Therefore, I seek to interweave grammar regiments into every literary, non-fiction, writing and speaking lesson.

For students and teachers alike, the websites proved to be compacted with valuable information and exercises regarding proper grammar and usage. //Grammar for High School – A Sentence-Composing Approach// is an awesome way to combine usage while teaching any literary or non-fiction piece. It reinforces and layers language using the focal text, making it functional and alive. The tutorials found on [|www.jc-schools.net] and [|www.dailygrammar.com] are user-friendly approaches to sharpen and build grammatical dexterity for students and teachers on a continual basis. The two articles targeted for teachers and parents, //English Grammar Online Exercises// and //What Works in Teaching Grammar// sheds light on current instructional approaches and resources to fortify the craft of grammar and teaching the discipline.

Even with this surplus of information, I still possess questions regarding instructional approach. What will work with //my// group of students? Will my style of teaching reach them? Can I sell them on the need to use grammar correctly? Nothing is better suited to calm these inquiries than a classroom of my own. No level of debate and coaching will yield an adequate answer. Until I get classroom experience, I will gladly glean knowledge from seasoned professionals on the topic – placing all their nuggets of wisdom in my mental tool case. Once I my classroom, I will unpack this knowledge and see which particular or combination of tools work on my students. Only then will my questions be satisfied. Knowledge of functional grammar definitely improves speaking and writing skills, not grammar literacy. Students, who are not seeking to specialize in the field of English, have no need to retain the technical terms governing grammar to use it properly. English teachers need to possess a strong command of grammar intricacies – students need to know the proper function only. To require students to become grammar and usage literate absorbs time needed for more useful lessons under the umbrella of language arts.

Grammar should never be taught in seclusion from text. You have to make the system of grammar relevant to students. Teaching students grammar is like placing each ingredient to chocolate chip cookies on the counter expecting a child to fall in love with finished product. I can’t teach them about the separate principles of eggs, milk, sugar and chocolate and expect them to understand the concept of a cookie. I must first give them a cookie and let them eat it. Watch them fall in love with it and feed them more. Once they are hooked on the cookie, they are eager to discover how to produce cookies on their own. Grammar must be introduced and baited in the same way.