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#10219 11/15/00 05:09 PM
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When you consider how few hours of teacher/pupil contact time there actually are

Hmmm, but it's not necessarily about contact time, is it? If kids see a lot of official notices/letters/whatever that contain grammatical errors, then they gradually get the impression that those errors are at best unimportant, and at worst that they are not errors at all.

And much as I agree on the importance of parental influence, I don't see how any of your examples other than the cornflake packet could cause written grammatical errors, mav...

Hmmm (again), maybe song lyrics are on very dodgy grammatical ground, though they're too dagnabbited small for me to read these days.


But Mr Kellog was innocent, last time I checked!







#10220 11/17/00 08:35 AM
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When you consider how few hours of teacher/pupil contact time there actually are

I don't think you can get away with this excuse, mav. Contact hours overall are likely to be in the order of twenty-two to twenty-six, I think? and every teacher is in contact with pupils for a similar amount of time. It is the cumulative effect that counts, and it is necessary that all of the teachers should be exposing the brats to the civilizing effect of good, well constructed English. If any one of them is doing otherwise, then at the least there will be a tendency to confuse the recipients if not to corrupt them (linguistically, that is). You have a share of the corporate responsibility, therefore. Which is not to absolve the other people on your list from their responsibility, of course. But I do feel that teachers, above all others, should bear a heavy load of responsibility for "the quality of the product", as educationists (ugh!! - another nasty word) would put it, damn them.

I write the above as a fellow teacher - although, "No teacher I of children or af lesser fry / No teacher I of Teachers - no, not I / For me, the further aim, the longer reach: / I teach men how to teach men how to teach!


(apologies for the sexist nature of the doggerel - but I couldn't work out how to turn it into bitcherel )




#10221 11/17/00 12:17 PM
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a fellow teacher

I am actually currently hacking my way through a business jungle rather than attempting to civilise the nasty little oiks sprung upon an unsuspecting world by doting parents! However, I take your overall point about responsibilities - I have nothing but respect for all those attempting to spread the values of civilisation via the inhumane process of 'education'. I may even consider retraining as a teacher at some point in the near future.


#10222 11/17/00 03:10 PM
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and change your soubriquet from maverick to masochist?



#10223 11/17/00 04:34 PM
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Well, when the established pattern is to leave the profession in droves, who but a maverick might decide to join? (und put zat vhip down)


#10224 11/22/00 11:41 AM
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(und put zat vhip down)

Not only the whip, but the board-rubber, the well-aimed piece of chalk and the flat of your hand!
No wonder educational standards are slipping.



#10225 11/24/00 07:34 AM
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Yeah, right on, Rubie,

I learned a lot from that sort of thing.

lusy


#10226 11/26/00 01:17 PM
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Here's some help with loose and lose.....remember if something/someone is loose they are free to roam or run...the nmemonic is "The Moose is Loose" easy to figure as moose generally run around loose, being wild animals and all. So, by elimination lose means you have put something away so carefully that you cannot find it...it's lost. Perhaps passing this along will help in the battle!


#10227 11/26/00 06:46 PM
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Here's some help with loose and lose.....remember if something/someone is loose they are free to roam or run...the nmemonic is

In point of fact, I do need help with "loose" and "lose" - I "lose it" every time someone lets loose with it.


#10228 11/26/00 06:51 PM
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I "lose it" every time someone lets loose with it.
Don't you mean gets loose with it?


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