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.