September 21, 2016

Dear Janet Smith,

It has come to my attention that you are concerned with the grammar teachings Junior is
receiving in my classroom. I understand your worry regarding the teaching method I am using.
Although it may seem as if I am not focusing on grammar, I am. The instance of Junior
shrugging his shoulders unaware if I teach grammar or not is quite the compliment. That is one
of my course goals as an educator, to teach grammar in a concealed manner, so students do not
notice or experience the dreary stigma attached. The method I use when teaching grammar does
not decode grammar lessons from the rest of my teachings. I choose to integrate grammar within
lessons; it is proven to work more successfully for students in this structure. With that being said,
there are several studies within the last 75 years stating that students do not transfer grammar
concepts learned in isolation to their writing. The reason for this is because students do not
process the notions on the levels demanded by Blooms taxonomy. Resulting in their thought
process to be temporary and shallow rather than deep and permanent.
I stand behind my technique of teaching and I have strong effective results of students
learning the content and becoming capable of using it later on in their writing pieces. I am a firm
believer in student led learning. I believe students should be in control of their assignments,
progress, and motivation. As the teacher, I strive to motivate students to progress, but I never
force anyone. The way these students will learn or remember the information and apply it in their
own writing is if they are applying the rules on their own, after modeling several times. When I
return papers back to students I do not correct the grammar mistakes for them. However, I
always direct the student in the proper direction in order to improve their writing piece, whether
it is grammar, content, sentence structure, etc. I offer students unlimited opportunities to
resubmit revised drafts. I believe if a student is persevered to edit and improve their writing, then
they deserve the higher grade. I am not sure if Junior has discussed with you or not, but I offer
office hours for students to come and converse their scores on any assignment, as well as
brainstorm ways in order to improve. With that being said, I would be more than willing to meet
with Junior to talk about this paper. My goal as an educator is to have all students in my classes
aware of what is being taught and make sure that no one is left in the dark. I am always
differentiating my teaching strategies for students who may have different learning needs.
Our school district has chosen to change the curriculum this school year. Teaching
grammar in disguise is a method all of the English teachers in our district have come to
consensus on. We have done studies and researched, and we have only gotten positive results.
Teaching is a profession that always changes, which is a great thing for our students. The needs
of students are different than the needs of students ten years ago. As teachers we are required to
modify to best fit our students needs. Many schools no longer teach grammar in a traditional
manner; rather the goal for teaching grammar is so students can write well.

If you have any other concerns feel free to email me back; we can also figure out a
meeting time to discuss this further if youd like. I understand your concerns, and I can assure
you Junior is in great hands.

Sincerely,
Miss. Rashell Elias