Vital Confidence: Pre-Service Teachers and Grammar Instruction
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
ears of collaborating with secondary teachers English language arts (ELA) and preparing undergraduate students to enter middle-secondary ELA classroom, Remler and Norman recognized how grammar instruction frequently took a back seat to the study of literature and writing. Anecdotal evidence suggested that although ELA students and teacher interns felt confident doing grammar, they lacked confidence teaching grammar. Recognizing how vital confidence is in making an effective secondary teacher, Remler and Norman sought a strategy to boost confidence levels in these undergraduate students. They hypothesized that sentence diagrams not only reinforce students’ understanding of language conventions but also serve as metacognitive tools for teaching and talking about language concepts. In this interactive presentation, Remler and Norman will provide an overview of the research, explain the implications of that research and discuss opportunities emerging from the initial project.
Session Format
Presentation
1
Location
Scarbrough Three
Recommended Citation
Remler, Nancy L. Georgia Southern University, Armstrong Campus and Norman, Taylor, "Vital Confidence: Pre-Service Teachers and Grammar Instruction" (2020). SoTL Commons Conference. 63.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/63
Vital Confidence: Pre-Service Teachers and Grammar Instruction
Scarbrough Three
ears of collaborating with secondary teachers English language arts (ELA) and preparing undergraduate students to enter middle-secondary ELA classroom, Remler and Norman recognized how grammar instruction frequently took a back seat to the study of literature and writing. Anecdotal evidence suggested that although ELA students and teacher interns felt confident doing grammar, they lacked confidence teaching grammar. Recognizing how vital confidence is in making an effective secondary teacher, Remler and Norman sought a strategy to boost confidence levels in these undergraduate students. They hypothesized that sentence diagrams not only reinforce students’ understanding of language conventions but also serve as metacognitive tools for teaching and talking about language concepts. In this interactive presentation, Remler and Norman will provide an overview of the research, explain the implications of that research and discuss opportunities emerging from the initial project.
