“These walls that they put up to hold us back will fall down
It’s a revolution, the time will come
For us to finally win.” – Taylor Swift
As the title of this blog indicates my posts are about revolutionizing teaching and pedagogy. I’m still quite amazed to find that the practice of diagraming sentences is still very much in practice across the United States. My family members teach in schools where it is taught. I’ve worked at schools where it is taught. I also have a global network of educators with whom I speak that have indicated quite clearly to me that the practice is alive and well… even though research has clearly indicated its poor ability to actually teach grammar. A recent article in The Atlantic: “The Wrong Way to Teach Grammar” highlights some of these research findings.
As early as 1985, the National Council of Teachers of English declared that “repetitive grammar drills and exercises” — like diagramming sentences — are “a deterrent to the improvement of students’ speaking and writing.” Yet the practice persists in classrooms throughout the nation. Furthermore a careful study of the Common Core State Standards makes no mention of Diagraming Sentences. Why then is this antiquated practice allowed to continue? When research clearly indicates that it is ineffective at best why is it allowed to swallow valuable instructional minutes in an already cramped work day? a recent NPR article also talks about the debate regarding diagraming sentences.
It seems that ancient practices are like vampires… hard to kill unless brought into the bright light of public scrutiny. Yet that is difficult to do when teachers who cling to ancient pedagogical techniques continue to shroud the truth in a cloak of shadows. The argument is usually “I learned this in school it was good we should still teach it”. Wow, research be damned. No wonder there is so little respect for the teaching profession as it continues to pick and choose those research articles that it likes and just ignore data if it goes against tradition. One only need to look at the phenomenon of Homework… largely expected in every grade level yet the research findings are clear… In the elementary grades Homework has clearly been demonstrated to have no effect on student learning or even worse, a negative affect. Positive gains do not appear in the research for elementary students… if they do they are the minority of articles, yet teachers continue to extol its merits…. simply because we’ve grown accustomed to its ineffectual presence.
If you’re a teacher, and administrator, a parent, a student, a human being somehow impacted by school and education I implore you…. start taking a critical look at what is being taught in our schools. What practices take place. Don’t take for granted that just because you experienced it as a child it has value today. Remember there was a time when a person who had a headache would have his or her skull cracked open to let the bad spirits escape… I’m glad medical science actually uses data and grows in its practices or else we’d all have holes in our heads by now.
Take a step back, look at the data, make a good decision. The future of our students depends upon you.