Blog 7

           Jill Ewing Flynn’s article entitled, "EJ [English Journal] in Focus: Shifting Perspectives about Grammar" was a look into a classroom that examined and exercised language a bit differently than a regular one. Mr. Ramsey was a new to teaching his 8^th grader but he was still able to teach the how ‘Standard English’ is powerful and how the privilege of language is relevant in today’s world. Ana, one of Mr. Ramsey’s students expressed and experimented with his teachings, talked to the staff of Mr. Johnson that they were familiar with what was going on, she was able to recognize the power of code-switching. Mr. Ramsey’s school has a majority of Caucasian students with small numbers of students of colour but the diversity with economic stasis is high. He shifted the perspective of language and grammar using exercising with different dialects and different language people use and in what context. Students replied well to his teachings by involving themselves with this new way of learning that was presented to them. Even though most of them did not remember is as a learning asset that they can use later in life-it seems to be not seen as an 8^th grader but later in life it is expressed in every day life that language is power. Mr. Ramsey was trying to teach his students that there is no ‘right’ or ‘wrong’ language but different languages that we should all adapt to and respect equally.  I used this article and some ideas from Lisa Delpit’s article “Other People’s Children: Cultural Conflict in the Classroom”, in my language and power project/essay.  I want to be an educator exactly like Mr. Ramsey. He identified the needs of society and his students and made a curriculum out of it. Privilege of language and the power of that privilege needs to be identified. Even though 8^th graders did not completely respond to it like I thought they would at the end, I feel like juniors or seniors in high school would be more accommodating to the learning.

Final Reflective Statement: A Draft

(okaaay here it goes… **deep breath*…. Okaaay well I’m just gonna keep writing this)

         For my final portfolio, I am making flyers with different grammar examples, some even have exercises that you can rip off and take with you, some have definitions, some have written dialects of different languages and there is even a flyer with ‘Standard English’ rules and how it is used. I thought this was an interesting way to do my final portfolio. I thought of many ways to introduce grammar and I could not think of anything- besides a PowerPoint, which isn’t bad, I just make them every week for another class and I would prefer not to. I was walking to class and saw a flyer and it sparked my creative ideas.  A flyer is an interesting way to do such a project because my future students (I plan to use this project in the future) can take my definitions with them or even make their own flyers.

           I would like to teach my students differently than I was taught in my schooling. I do not necessarily want to be an English teacher, even though I am falling in love with English classes all over again. I would prefer to be a history teacher but if I do decide to be an English teach, I would like to follow Mr. Ramsey’s teaching with different exercises that express interest and include all the students and not the students that thrive within the classroom. I would like to use examples of dialect to promote different ways of thinking and not so much “they don’t seem smart because they sound dumb” type way of thinking.

My statement is still very rough but I do feel like I am getting somewhere

Pattern-of-the-Week

I seem to really enjoy dashes. But I like to play around with them because I never had experimentation with them in school.  I would like to experiment with semicolons and colons more but I always feel like I am doing it somewhat wrong but I will just have to play around with that more then.  I would like to think mixing up grammar is important because it shows that one can have fun with their writing, but also has the ability to show their knowledge of different ways of expressing grammar in their work.

Blog 6: Language and Power Project Ideas

I, a Humanities major with an emphasis in CES (Comparative Ethnic Studies), critical race theory and history, was really excited knowing we had a project with the topic of language and power [a list of three appositives, set off with commas to describe myself and my major’s specialties].  Being comfortable and feeling ease, it was nice to know that in a class that is out of my region, there is a section that I feel like I can really do my own thing [two back-to-back present-participle phrases; the participles work well here, since they reflect my constant state of action through the process of this project]. I have always found it interesting that language has such a stronghold of power and can influence all of society and alternate cultures to fit another. I would like to research how Standard English has power and why it is, specifically within the educational institution.  I want to know why it takes form in power and influences such an assimilation process and whom it affects as it does. I believe this is a relevant topic for every future educator because educators are at the forefront of that influence whether they know it or not.

As we did the Tea Party exercise, I got really excited and also frustrated. I got excited because I love hearing other people’s stories. As a future educator, I want to be able to fix the problem or to eliminate ways that the problem can come into my own classroom so that history doesn’t repeat itself. I did get frustrated putting myself in other people’s shoes because I was hearing true stories of how language and violence was used as power to eliminate tradition and cultures. I saw potential for the future and I was upset that if oppression of language is still in affect…is this really the world I want to live in. And so I thought, yes. Yes because I would like to educate my students on the power they hold and how they can use that power for good or bad.

This research project, even though it is shorter than what I am used to, I have a lot of ways to thrive through this topic. Mainly because I am in a classroom full of future educators-there are ways my research can assist my peers. As we all will be educators, I think the whole class would benefit from having research done by a peer so that they have some connection towards this issue instead of re-reading articles (even though I love them myself). There are ways to know what institutional influence has on our teaching and it is importance to develop knowledge on what it looks like. Standard English and units of grammar (for example) has dominant effect in the classroom yet has no reason to overpower someone else's language. It is important to acknowledge how it happens so that it’s easier to eliminate the problem that was set when we were in school and even when our parents and grandparents were in school.

Here is a bit of an outline for my paper and research:

·      Introduction:

o   Thesis

§  Still working on it**

·      Paragraph one:

o   Historical introduction with a story

§  Use one of the Tea Party stories and connect it to historical context of the issue

·      Paragraph two:

o   What issues come up within the educational institution that should be addressed

§  Use article to identify issues

·      Paragraph three:

o   How to address the issue of Standard English in the classroom to eliminate oppression and assimilation of other cultures and languages.

§  Use articles to determine how to do so

I experimented with the patterns I used because I have never really purposely put them into my writing, and I barely never put them in my writing without thinking about it.  I think I incorporated it well, maybe not 100% correct but I did my best J. I would like to experiment with it more because I really like how it changes up written work. I would just like to know if I did it somewhat correctly.

Language and Power

Linda Christensen’s chapter on Language and Power challenges the ‘normal’ ways of teaching and the systematic ways of the educational institutions. In her chapter she describes an activity that empowers stories of real people who have struggled with their true background and the harsh realities of racism and sexism [A complex sentence with a relative clause that begins with a relative pronoun]. I did not completely understand the action of the process until we did it in class. It was mind blowing. I have always taken CES (comparative ethnic studies) but since I am privileged I have never been able to see or even set myself in a setting where I represented someone who had struggles within the educational institution. I really appreciated the exercise because it opened my own eyes and my peers seemed to like it as well, which makes me want to use it in my own classroom some day [A complex sentence with a relative clause that begins with a relative pronoun].

For extra credit, I was able to go to a conference event on campus where we watched White Like Me, a movie describing a white man’s life but realizing his privilege a discussion the issue of racism. He describes ways to overcome language and how to make a stand against words and hate. I think teachers need to first educate themselves about CRT (critical race theory). They then can see the potential they hold as superiors but also as peers. If you can change your own language into a neutral and safe environment then your students are most likely going to follow that trend.

As a teacher I may face the reality of racist or sexist students that may come from that background. I need to address the problem that the student is having along with addressing the issue with their parents. Of course this is hard for anyone, but I need to show and stand by a setline in my classroom and state that there will be no racist or sexist or even gender-ized language. I cannot make rules completely outside the classroom but if it starts somewhere then it should start in my classroom or all classrooms. Not all people will follow what I set in my classroom but I need to really stand up what for what I believe in. Even though what someone thinks may be unfair and unjust but they have the same rights to think the way they do and how they express themselves- just like I do.

Christensen’s article helps me think about the curriculum that I might teach by changing what I may teach [A complex sentence with a relative clause that begins with a relative pronoun]. I can use different language and set language barriers so that it lessens chance for oppression-istic words.  I would choose material that sets the stage for real life situation that students can relate to and can open their eyes to. I would choose specific works that students can be influenced by so that they can see their own potential as people and writers.

I would even like to use the Tea Party activity in my own classroom to set the stage for what I expect. As a student I appreciated this activity and I can see the change and influence it could have on my own students.

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I experimented with the pattern with using a complex sentence with a relative clause that begins with a relative pronoun such as that and which. I have never thought or have gone over the proper use of that and which and when we went over it in class; I was stunned because it was actually really interesting…and useful. I hope I used the pattern correctly! It is still kind of iffy for me but I read over my work and tried to double check if I used it correctly but I think I did J

Sudden Possibilities

Reading Darren Crovitz’s article “Sudden Possibilities,” really opened my eyes as a student and a teacher. First of all, like I state in every blog, I have never experienced any kind of formal grammar teaching, this including DOL and DGP. I can recall some learning that could be seen as DOL, and regardless, I did not like it[compound sentence joined with a comma+FANBOYS/Coordinating Conjunction] . I did not get anything from it, and when I did do it, I either didn’t get it or I was bored. From Crovitz’s article, it seems like I could have concluded the same thing, just from the student’s perspective. Just like Crovitz explains, DOL/DGP is a waste of time and exercise.  Students do not understand the point of grammar exercises, and they continue on with typical error patterns that they started out with[compound sentence joined with a comma+FANBOYS/Coordinating Conjunction]. Teachers do not exercise their teaching abilities and almost waste time because the point of the exercises fails. I appreciated the way Crovitz explained both sides of student and teacher views on how DOL/DGP does not benefit anyone.

I really liked the practice sentence-combining alternative. It gives students the opportunity to mess around and experiment with different sentence structure. Even with shorter sentences students will be able to see how sentence structure works while combining them into longer sentences. This could be such an improvement instead of simple and over-repeated exercises that students lose interest in. I would use a large paragraph with some rule breakers (long run-on sentences) and still try and see if students could separate them into short yet correct sentences. Then I would use the opposite activity. I would take short sentences and have students create paragraphs. They would create new and long sentences that still make sense. There may be room for error where student may not create sentences or they may create run-on sentences but I could teach what those look like so that they do not break the exercise and create errors.

 

I would use this example and it could create a new form of exercise and it would benefit students learning outcomes by making room for improvement with less risk of having errors. It seems like with normal DOL/DGP is redundant and boring with fill in the blank work. The work that teachers put on the board is just a time filler and I would walk around and see how students are writing and what exactly they need help with so when we get back to a whole class effort, I can explain what struggles were seen and how my students could correct their errors. My examples could accomplish acknowledgement of how sentence structure words. It would take place of a basic and base concept for students to see sentence structure and grammar assets.  I could create separation between students who know how to separate sentences and can create paragraphs and those who do not. I do hope it creates a bridge so that students who have struggles can find a gap that they can understand and establish bases for sentence structures for grammar.

 

I experimented with compound sentences joined with commas +FANBOYS/Coordinating Conjunctions. I did not do it with every sentence, just so I can see where I normally do it and where it actually belongs. I hope I did it correctly. I will see what other students think so I can learn more about FANBOYS. Like I always say, “I never had a strong education on grammar and grammar structure. Its still difficult to see my work and I like to see how other’s see my work, which helps me learn.

Post 3: Diagramming Sentences

Diagramming sentences for the use of presenting grammar is an interesting way to present such material to a class. As I was reading the beginning of chapter 7 in Grammar Alive! I was agreeing with some of the suggestions that were given. Not only were they giving the reader (me) insight about how to use diagrams to express the important of grammar but also addressing knowledge a teacher needs to be aware of [I was addressing that GA! was addressing its audience, which I was apart of so I used parentheses instead of the usual dash]. Teaching grammar (or any other subject) one needs to be aware of whom the material includes and whom it excludes [I used parentheses to emphasize that GA!’s material suggestion doesn’t always have to just be for grammar but I mainly wanted to address the teaching of grammar]. I realized, with the examples of different kinds of diagrams, I never learned grammar this way and it was extremely confusing for me. As a student, I am a visual learner and as someone who is learning how to teach grammar, this was difficult to understand.  I understand the basics of course but dealing with vertical and horizontal lines within the diagram, I understand where most people get confused.

I have seen diagrams like this before, but this was my first time reading material presented in such a way. I never had any formal education of grammar and that hinders my idea of what experiences using sentence diagramming as a visual. But I can see where this comes in handy and student thrive from the visuals and I can also see where they could have troubles. Some positive outcomes of using sentence diagramming are the visualizations of where objects are placed within sentences. Sometimes modifiers and prepositions and conjunctions are confusing and the diagrams show a physical way to see it [list without the final “and” and using all “ands”].  Students will be able to pick apart sentences and using diagrams they will be able to get a sense of how to put them back together. Students would benefit from this because they would also be able to analyze sentence structures.   Some difficulties that students may have are the confusion of where modifiers and prepositions and conjunctions could go using the diagrams. Students may get confused when they try to use diagramming as a way to learn if they are not visual learners. Diagramming sentences is kind of like a math problem that one needs to solve. If one understands what equation is given, they have the ability to solve it.

Since I haven’t had personal experience with being taught grammar, let alone diagramming sentences, I can’t say that I have experienced such content as a student. As a teacher, I have taught sentence structure with basic sentence diagramming overseas.  I taught examples like 1-4 in chapter 7 in GA! I was able to teach through diagramming and most students understood it but most were confused, probably just because there was a language barrier. That is basically my only experience with visual ways of presenting grammar.

I experimented with two patterns because I felt like I needed practice with all three. Of course I am exposed to all three but I sometimes forget how to use them and their purpose. Pattern 1, parentheses, seemed to be simple, even though I second-guessed myself. It seemed simple enough. I used pattern 2 but there was some confusion if I completed my sentence correctly. After I experimented with it, I believe I did it correctly but I used the pattern in the middle of the sentence.

Task 1: Summarize and Respond to Our Assigned Reading

Linda Christensen was able to explain and further my understanding of what it means to teach grammar but she was also able to challenge my thinking and knowledge of the subject. I was never really exposed to grammar in a classroom setting so my understanding of ‘Standard English’ was more exposed from my parents, grandparents and tutors. As I moved to from the states to Canada, I was not taught grammar skills because of bad timing. I relied on my teachers for my understanding of the content of my English courses but they relied on me to know ‘Standard English’ as assumed knowledge. I appreciated Christensen’s articles for the fact that I related to the similar ideals that she portrayed in her teaching. Grammar Alive!’s article, similar to Christensen’s, incorporated the importance of ‘Standard English’ and how to teach in between he parallels of personal student wring and learning with the ability to convert to ‘Standard English’.

The articles confirmed by passion of teaching with a twist of societal norms that students are exposed to—visible or not [to emphasize an important point]. Christensen affirmed my belief that no writing is perfect and there are different kinds of grammar and there is no higher or correct version. I have always believed that everyone has a different form of language and I enjoyed how Christensen related student’s word to the importance of real world situations that everyone experiences or knows that’s real. Grammar Alive! Explains the similar importance through language variety, which is an interesting way to look at grammar.

The articles challenged my understandings of what it means to teach grammar because I have always seen teaching grammar as having a right or wrong answer, even though as student I never wanted to be wrong. The goals in Grammar Alive! Twisted my understanding because as a teacher I explain to be open to student differences and writing and then it said to have a strong form of structural teaching of grammar so students can be coherent of the content. I can image how this could be done but it just confuses me and challenges my knowledge.

Teaching grammar, as I image, has requirements but no set answer and even as a student I believe that to be true. Being a student I can see how grammar is fluid and always changing. ‘Standard English’ makes it difficult to completely comprehend grammar because it has a dominating influence of everyone’s grammar and writing. Christensen and Grammar Alive! were both able to confirm and challenge my understandings and as a teacher I feel like your teaching and understanding of teaching needs to be exposed to both. Even as a teacher you are still learning.

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I am experimenting with dashes because I have never used them before I would like to see how my writing could input them. I have never understood where exactly to put them so I experimented them in this blog post to see if I did that correctly.  I am not sure if I did so, but I feel like I since I am working on different things, it is still good practice.  I am learning more about dashes, which I have never, have and experimenting with them is really fun.

Blog #1: Self Assessment Blog

I have never taken an English class (that I can remember) that was influential or that taught me grammar, punctuation or even sentence structure. I moved to another country right before I was getting to it and when I moved my grade had already passed that content. I grew up not really understanding, not really knowing if I was correct, and not knowing different forms of grammar, punctuation or sentence structure. I would like to focus on those 3 forms of the English language as they interconnect.

Grammar to me is the natural flow of the English language that brings clear concise ideas together. I feel like I have some grasp on the idea but I want to strengthen how I write so that I can teach other how to write; I want my students to know how to correct their own flow and composition. I do not always understand the “rules” of grammar in the sense that I do not know the rules of some punctuation. I want to focus on having my freestyle writing ability to have more than simple periods and commons. I am over it. It is too generic. I would like to experiment with the colon and semicolon, preferably, and I would like to have more fun with exclamation points. I can not wait! I am exciting for this course and even more so to learn how to use punctuation; I can not wait to strengthen my writing ability.

Sentence structure is something that can be very easy but sometimes I have trouble doing is professionally. It is the age of texting, Facebook messaging and Twitter, so everyone has a mixed sense of sentence structure and I would like to experiment with more professional sentence structures that I can put in emails, essays, and even practice for when I speak to professors or in my classes. I would like to use something other than short and sweet sentences. I have trouble with long sentences and making it not make sense. I would like to experiment with long sentences so that that I can learn how to have dynamic and dramatic stances in my writing. Punctuation can also help me with experimenting because semicolons and colon prolong sentences and mix it up a little.