Yes, Good Grammar Is Important

We make lots of jokes about the importance of good grammar. Some of us are grammar Nazis who lurk on Facebook and other online forums ready to correct the "great unwashed masses" when they forget an apostrophe or misuse to, too, or two. Others are the type telling these seemingly obsessive protectors of the English language to "lighten up" because it's "just the internet after all" and "no one can expect everyone to be perfect all the time."  Whether you fall into one of these groups or somewhere in between, the simple truth is good grammar is important.

If you ask the average person on the street whether or not using good grammar is important, you may be surprised at the variety of responses you will receive. It seems the debate over the significance of prescriptive English grammar is alive, and sometimes slightly aggressive, in the court of public opinion. My personal belief is that the study and mastery of proper English grammar is not only necessary, but also imperative. Our students’ overall success beyond the academic world is dependent upon their ability to write and speak clearly and professionally – an impossible task without at least some degree of working knowledge involving grammar. My ideology regarding English grammar has developed not simply because I am a teacher of English, but also due to the fact that I have spent so much of my life performing a variety of jobs in the private sector including many years spent as a hiring manager for several different businesses.

In this digital age of texts, tweets, instant messages, and emails, some will argue the use of prescriptive grammar has become out-dated or even archaic; however, when it comes to the professional world nothing could be farther from the truth. Kyle Weins, CEO of iFixit and Dozuki, administers grammar tests to every applicant for every position in his companies. Weins’ justification for using this tool across the board is “grammar signifies more than just a person’s ability to remember high school English. I’ve found that people who make fewer mistakes on a grammar test also make fewer mistakes when they are doing something completely unrelated to writing — like stocking shelves or labeling parts” (2012). While Weins’ tactics may be slightly more militant than those employed by other companies, the simple fact is more companies today are including grammar and writing tasks in their application processes. These businesses are also turning more potential employees away due to their inability to successfully complete these activities.

Ultimately, it doesn't matter how intelligent, capable, or qualified applicants may be, if they are incapable of presenting themselves competently through their speech and writing. For better or worse, using poor grammar portrays a person as careless, lazy, or at worst ignorant. None of these qualities are highly sought after by any business owner. In this age of electronic applications, contact with potential employers can be limited to written artifacts like cover letters, resumes, and personal websites or social media profiles. Our written words represent our first, and sometimes only, impression. The ability to use proper grammar signifies not only credibility and professionalism, but also commands a degree of immediate respect from those reading and reviewing the materials presented. This in itself is more than enough reason to ensure our students learn and master grammar.

 Now that I've gotten that out of my system, I will leave you with a bit of fun. Weird Al's take on grammar is entertaining and timely - as we ready ourselves to return to school and decide exactly where grammar fits in our classrooms no matter what subjects or grade levels we teach.

Activity: Using Bloom's to Explore Visual and Traditional News Sources

Recently, I was given the task of creating an activity using Bloom's Taxonomy to guide students through the critical examination of multi-platform news sources. In considering this production, I couldn't help thinking of the old adage from Poor Richard himself:: "Believe none of what you hear, and only half of what you see." I believe nothing, including the news, should be taken at face value. In my opinion, this is also key to the successful media education of students.

I designed this activity with the idea of cross-curricular integration in mind. While it can be used in the English

classroom, it can also be easily adapted for use with Social Studies/History, Science, FACS, Tech Ed, Media Literacy, Speech, Drama, ETC simply by choosing articles applicable to each particular class.

I thought I would share the results in the hope that other would find this type of activity helpful.

Remember –

1. What was the lead story (or front page story)?

OR

2. What story interested you the most?

Understand –

3. Summarize the details of this story. Be sure to include the five W’s of reporting – who, what, when, where, and why.

4. Explain why this news story interested you. (Be sure to consider the topic, the way the story was presented, any personal connection you had to the story, and past interest in other stories like this one.)

Apply –

5. Review the five W’s summarized above. Are there any questions unanswered or not completely or clearly answered? Why do you think this happened? Are there any questions you think should be explained further? Why? (What difference would a better explanation make to the story? Would it make a difference in your opinion of the story?)

Analyze –

6. Examine the story for source information. Did the story give information about the source? Who supplied the information or where was the information obtained? When were the facts of the story revealed? Why was the story released at this time? Does anyone benefit from this story being told at this time?

7. Find another source for the story (i.e. another station, another newspaper, a reliable online source). Are there major differences between the two reports? Using the five W’s, what differences can you identify between the two sources?

Evaluate –

8. Between the two sources, which story do you find to be more believable? Why? (Remember to consider where the story is coming from, who is telling the story, eyewitness reports, and differences in the presentation of the information.)

9. Using the original source, is there evidence of bias present? (Were you given all sides of the story? Is any part of the story speculation? Does anyone benefit either because this story is being told or because of the way this story is being told? Were different viewpoints used in reporting this story?)

Create –

10. Using the information from the previous questions create an alternate version of the story from a different perspective/point of view.

10 Resources for Integrating Art Across the Curriculum

Sadly, fine arts classes are continually being cut in public education today. These classes are seen as a frivolous waste of time and resources in a system ruled by standardized testing. If it is not on the test, then it has no real educational value, right? WRONG! The use of fine arts across the core curriculum (in both example and creation)  actually benefits students in a number of ways. Some of these include: 

1. Responding to art can be very stimulating and can lead onto a great variety of activities.

2. Using of art provides a useful change of pace.

3. Incorporating of art into the class or syllabus can take the students out of the classroom and encourage them to use their language skills in the real world.

4. Creating of art or even thinking about art can be very motivating. Especially for students who may struggle with read and respond activities. It can help put more emphasis on the ability to clearly express thoughts and ideas with skills other than writing or speaking.

5. Responding to and creating art has the potential to develop students’ creative and critical thinking skills.

6. Using of fine arts in the classroom offers students another level of connection to class materials (i.e. visual, auditory, kinesthetic).

Resources

Here are some of the many resources available to educators wishing to integrate art into their curriculum.

Crayola.com - Lesson plans for PK-12

Scholastic.com - Strategies for Arts Integration PK-12

The Walters Art Museum -  resources using visual arts to teach concepts of social studies, science, language arts and math curricula. Designed for middle school students but adaptable for elementary and high school, all content including the printable lessons and flash interactives align with the Maryland State Curriculum. Ideal for visual arts teachers who want to integrate the arts into other disciplines or for non-arts teachers who want to venture into the world of art. Activities can be assigned as homework or in-class assignments.
Note: These resources require both Adobe Flash and Reader.

Arts Every Day - Steps for creating an arts integration school. Extremely interesting site, if you are looking for ways to change curriculum.

Arts Partners - Based in Dallas, this organization offers not only resources, but professional development for arts integration as well.

Education Closet - Arts Integration Links and Resources

ARTSEDGE -  The National Arts and Education Network – supports the placement of the arts at the center of the curriculum and advocates creative use of technology to enhance the K-12 educational experience. ARTSEDGE empowers educators to teach in, through and about the arts by providing the tools to develop interdisciplinary curricula that fully integrate the arts with other academic subjects. ARTSEDGE offers free, standards-based teaching materials for use in and out of the classroom, as well as professional development resources, student materials, and guidelines for arts-based instruction and assessment. A program of the John F. Kennedy Center for the Performing Arts.

Artswork at ASU - Integrated Arts Lesson Plans for Elementary and Middle School Students

Edutopia on Pinterest - Edutopia's Arts Integration Board on Pinterest - excellent resources on arts integration and why it is so important.

National Gallery of Art - Contains NGA Classroom: Online Resources for Teachers and Students;

NGA Loan Programs: Teaching Packets, DVDS, Videos, and Other Media; and NGA kids

Hopefully, these resources will assist you on your own journey to integrate the arts into your own classroom. If you are still not convinced, I would like you to consider this quote from Paul Ostergard the Vice President of Citicorp: "A broad education in the arts helps give children a better understanding of their world. . .We need students who are culturally literate as well as math and science literate." Well said sir, well said.

Practical Skills: What Should We Be Teaching Our Students Today?

Over the years, I have had many spirited discussions with a wide variety of professionals working in and around the field of education debating the purpose of the public education system. What are our ultimate goals of achievement for our students?

I believe the main objective of education is to help prepare students to survive and thrive in the world beyond academia. I support the integration of practical skills in secondary education over the continuation of solely academic pursuits.


Unfortunately, no matter how much we push, prod, and cajole, no matter how much we extol the virtues of seeking an education beyond high school,  approximately 7,000 students drop out of high school every day. Nationally, 75.5% do manage to graduate, but only about 68.3% of these students go on to enroll in college.

For those who see secondary education as a preparation period for students' continuing education, what exactly are we doing for the approximately 31.7% of our students who either do not graduate or do not go on to attend college, but enter the workforce instead?

In 2011, there were 15.9 million people, ages 16 to 24, who were not enrolled in school. They were out in the world working or looking for work.  Even those who attend college are going to have to seek employment. either during college (38.8% of full-time college students also work) or after.

The fact is that in our society today no one knows what the future is going to look like. As educators, we are currently trying to prepare our students for a world (and a job market) that does not yet exist. According to Meghan Casserly's article at Forbes, here are 10 jobs that didn't exist 10 years ago:

• App Developer
• Market Research Data Miner
• Educational/Admissions Consultant
• Millennial Generational Expert
• Social Media Manager
• Chief Listening Officer
• Elder Care
• Sustainability Expert
• User Experience Design
• Cloud Computing Services

According to the 2012 Job Outlook Report from the National Association of Colleges and Employers, employers today are looking for:

1. Ability to work in a team - 79.8%
2. Leadership - 77.2%
3. Communication skills (written) - 75.6%
4. Problem-solving skill- 74.1%
5. Strong work ethic - 73.1%
6. Analytical/quantitative skills - 72.0%
7. Communication skills (verbal) - 67.4%
8. Initiative - 65.3%
9. Technical skills - 61.1%
10. Detail-oriented - 57.5%
11. Flexibility/adaptability- 56.0%
12. Computer skills - 55.4%
13. Interpersonal skills (relates well to others) - 54.9%
14. Organizational ability- 50.8%
15. Strategic planning skill- 29.0%
16. Friendly/outgoing personality - 29.0%
17. Creativity - 22.3%
18. Entrepreneurial skills/risk-taker - 21.8%
19. Tactfulness - 21.2%

This is a lot of information to consider, but it seems to me that a systematic and concentrated integration of practical skills education would be the place to begin educational reform.

 

Technology

 

First, when looking at both the list of new jobs and the skills employers are looking for, technology obviously plays a huge role. From what I've seen in the majority of high school technology programs, they need to be improved. Kids today know all about playing with technology, often better than the teacher - my students have taught me many tricks. However, if all we are allowing them to do is play with it in school, then they really aren't learning much. Students need to be given practical assignments to show off their skills, learn new ones, and realize that technology can be far more than play.

 

Not to say that there are not exceptional teachers in the field of technology or those that integrate technology in practical ways, but as a whole, technology applications need to be made more practical. Additionally, I strongly believe that all schools should require compulsory technology training as part of their Professional Development Plans every year for all teachers.

 

How can we possibly teach kids about technology, if we do not have the skills ourselves? Also, an added benefit would be teachers who actually use the technology available to them in their classrooms. I cannot count the number of classrooms I have been in that are equipped with SMART boards that are NEVER used - what a waste of money and resources!

 

Practical Work Opportunities

 

The majority of students who drop out do so because either they see no life value in what the are receiving from their educations or they believe they would be better off working or they have to work to help support themselves and/or their families. Why not take advantage of the government monies available for training (it is out there) and involve the larger community by partnering up and offering students the opportunity to apply for paid internships with local businesses?   

 

Additionally, students in high school should all be required to take a personal finance/life skills class, and it should be as realistic as possible. Students should be taught to manage a budget and balance a checkbook using information from the real world such as average pay, rental prices, gas prices, etc. from they area in which they actually live. They should be taught how to write resumes and fill out job applications. They should be exposed to tax forms and learn how to read them. They should be exposed to paycheck stubs and learn how to interpret them. These are all practical skills that everyone is going to use eventually. When they are tailored to a specific area and to a particular student, they can be invaluable and, best of all, applicable to his/her life.

 

Team Building and Teamwork

 

Notice the top two attributes employers today are searching for: ability to work in a team and leadership. Team building and group work should be used on a regular basis across the curriculum. In real life situations, your students are not going to be working all by themselves exclusively. Dealing with group dynamics (both the good and the bad aspects) is a skill that must be learned. How to work effectively in groups is a skill that must be learned. Helping facilitate this learning is the responsibility of each and every educator.

 

Schools and teachers should also always be looking for opportunities to generate leadership roles and spread them out among the school population. Working in groups and teams can help provide these roles. I also support the use of community service projects and volunteerism to foster leadership skills, teamwork skills, and a number of other skills which I will discuss further at another time. Participation in sports, clubs, and organizations also offer the chance to work on leadership and teamwork. I believe teachers, sponsors, and coaches should use these opportunities to allow members to take on responsibility for and leadership of various tasks to help the greatest number of students.

 

 

Overall, I strongly believe the integration of practical skills education has the potential to both encourage and retain disenfranchised students, while also offering all our students (college-bound or not) authentic abilities applicable to their worlds beyond academia. So, if we are going to discuss educational reform, this seems like the most logical place to begin.