Strategy IV: "Format Matters"
1) Summary
Doug Lemov asserts that the “complete sentence is the battering ram that knocks down the door to college.” Fluent syntax is truly vital in society for people who are concerned about having a career or doing well in academia. “Format matters” is a technique from Teach like a Champion that prepares students to succeed by requiring students to uses complete sentences and proper grammar every chance in the classroom. The technique hones in on four proper formats that should be adhered to, grammatical format, complete sentence format, audible format and unit format. Grammatical format emphasizes the correct syntax, usage, slang and grammar in the classroom. “Format matters” stresses that even if the instructor believes that certain student divergence from such grammar practices is acceptable, it should be corrected. Grammatical format adheres to a “language of opportunity,” a language in which subjects and verbs must agree, and English language rules are followed. Lemov explains that there may be a time to discuss with more advanced age students the circumstances in which certain dialects or discourses from grammar are acceptable; but on the whole scholarly language is all that should be accepted in school settings. In “format matters,” instructors should call attention to poor language skills by identifying the error, usually in an interrogative tone (i.e.: “We was going to the playground? Do you think that is right student A?”) Or, teachers can identify poor grammar by outright making the correction. Complete sentence format is equally important to the “format matters” technique. It may seem redundant, but giving students many opportunities to craft a complex sentence is significant practice. Audible format should also be emphasized in the classroom. Many students struggle to speak up or out and encouraging them to speak louder is necessary because after all, there is not much point in having class discussions if half of the conversation is not distinct enough to be understood. Finally, “format matters” holds that unit format also matters. Unit format refers to the necessity of placing defining units next to numbers often in science or math class. The extra step of identifying centimeters versus inches, or B.C. /C.E. on dates is an important step in academics or particular careers; therefore it is important to get learners used to these distinctions early on.
2) Explanation in Evidence
“Format matters” is an essential tool in the classroom. It would be inappropriate and ineffective learning wise to let a classroom environment function around improper grammar or improper prose. “Format matters” is a proven technique because of its use of repetition. Sure, sometimes it may not be critical for proper English to be used at every junction but it is important to ensure correct grammar is used because the classroom provides daily experience to practice linguistic skills. One of the primary jobs of upper level teachers is to prepare students for college or the work force. In both academics as well as careers, a certain level of professionalism and intellectualism is required so it is important that while students are in the classroom they have ample amount of opportunities to use sophisticated language and writing. Repetition can be a meaningful way of learning and storing knowledge into long term memory, therefore, requiring proper language or the use of a complete sentence every time should help engrain mature English skills in the learner. “Format matters” is well-developed because the technique takes into account cultural mismatch. Doug Lemov acknowledges that is inevitable certain students will come from homes that celebrate a different culture than the dominant culture in the class or school; this could lead to language discrepancies or slang talk. Although it is important to respect all cultures, “format matters” holds S.A.E; or standard American English as the acceptable classroom protocol. Standard American English has long been regarded as the customary and effective way to conduct interaction and writing in American classrooms. “Format matters” is also a verified teaching strategy because Doug Lemov suggests simple verbal signals to refocus students. In regards to audible format, Lemov suggests that instead of wasting valuable class time on a lecture to get students to raise their voice, a simple cue like the word “voice” may be a more effective way to get a student to adjust their voice louder. Signals generate an effective class because they do not call prolonged attention on one child or waste time but still get the message out that a certain behavior must be adjusted.
3) Example in the Classroom
I am a history as well as secondary education major, and from my experience in history classes at Appalachian State as well as at my past high school, I am certain that the principles contained in the technique “format matters” are not enforced nearly enough in most social studies classrooms. It would be an inaccurate blanket statement to say that the only teachers I have had care about grammar and syntax are English teachers, but it wouldn’t be a grossly exaggerated statement. Since leaving middle school, the majority of my teachers have been more concerned about their particular subject than sentence structure and standard American English. Some of my teachers have strived to integrate “format matters” technique standards into their class rooms but most do not. In most of my history classes I have taken, essay grammar is not nearly as important as historical content. In other words, if the prompt was answered and it wasn’t English class, I could rest easy knowing my punctuation, spelling and sentence structure would not be evaluated in my grade. When I have a high school social studies class room of my own I intend to integrate grammar rules into my assignments. I found it frustrating to be held to a different level or language skills in English class versus History class and I want to bridge that gap. When I assign a paper, as many history classes require, I will make sure that my students use appropriate grammar and complete sentences as part of their rubric scaled grade. I will also encourage these language skills in classroom discussion. For example, if as a high school teacher I teach civics and economics and I assign an essay on the process of a bill making it from constituents to the president’s office, my rubric may look something like below.
Doug Lemov asserts that the “complete sentence is the battering ram that knocks down the door to college.” Fluent syntax is truly vital in society for people who are concerned about having a career or doing well in academia. “Format matters” is a technique from Teach like a Champion that prepares students to succeed by requiring students to uses complete sentences and proper grammar every chance in the classroom. The technique hones in on four proper formats that should be adhered to, grammatical format, complete sentence format, audible format and unit format. Grammatical format emphasizes the correct syntax, usage, slang and grammar in the classroom. “Format matters” stresses that even if the instructor believes that certain student divergence from such grammar practices is acceptable, it should be corrected. Grammatical format adheres to a “language of opportunity,” a language in which subjects and verbs must agree, and English language rules are followed. Lemov explains that there may be a time to discuss with more advanced age students the circumstances in which certain dialects or discourses from grammar are acceptable; but on the whole scholarly language is all that should be accepted in school settings. In “format matters,” instructors should call attention to poor language skills by identifying the error, usually in an interrogative tone (i.e.: “We was going to the playground? Do you think that is right student A?”) Or, teachers can identify poor grammar by outright making the correction. Complete sentence format is equally important to the “format matters” technique. It may seem redundant, but giving students many opportunities to craft a complex sentence is significant practice. Audible format should also be emphasized in the classroom. Many students struggle to speak up or out and encouraging them to speak louder is necessary because after all, there is not much point in having class discussions if half of the conversation is not distinct enough to be understood. Finally, “format matters” holds that unit format also matters. Unit format refers to the necessity of placing defining units next to numbers often in science or math class. The extra step of identifying centimeters versus inches, or B.C. /C.E. on dates is an important step in academics or particular careers; therefore it is important to get learners used to these distinctions early on.
2) Explanation in Evidence
“Format matters” is an essential tool in the classroom. It would be inappropriate and ineffective learning wise to let a classroom environment function around improper grammar or improper prose. “Format matters” is a proven technique because of its use of repetition. Sure, sometimes it may not be critical for proper English to be used at every junction but it is important to ensure correct grammar is used because the classroom provides daily experience to practice linguistic skills. One of the primary jobs of upper level teachers is to prepare students for college or the work force. In both academics as well as careers, a certain level of professionalism and intellectualism is required so it is important that while students are in the classroom they have ample amount of opportunities to use sophisticated language and writing. Repetition can be a meaningful way of learning and storing knowledge into long term memory, therefore, requiring proper language or the use of a complete sentence every time should help engrain mature English skills in the learner. “Format matters” is well-developed because the technique takes into account cultural mismatch. Doug Lemov acknowledges that is inevitable certain students will come from homes that celebrate a different culture than the dominant culture in the class or school; this could lead to language discrepancies or slang talk. Although it is important to respect all cultures, “format matters” holds S.A.E; or standard American English as the acceptable classroom protocol. Standard American English has long been regarded as the customary and effective way to conduct interaction and writing in American classrooms. “Format matters” is also a verified teaching strategy because Doug Lemov suggests simple verbal signals to refocus students. In regards to audible format, Lemov suggests that instead of wasting valuable class time on a lecture to get students to raise their voice, a simple cue like the word “voice” may be a more effective way to get a student to adjust their voice louder. Signals generate an effective class because they do not call prolonged attention on one child or waste time but still get the message out that a certain behavior must be adjusted.
3) Example in the Classroom
I am a history as well as secondary education major, and from my experience in history classes at Appalachian State as well as at my past high school, I am certain that the principles contained in the technique “format matters” are not enforced nearly enough in most social studies classrooms. It would be an inaccurate blanket statement to say that the only teachers I have had care about grammar and syntax are English teachers, but it wouldn’t be a grossly exaggerated statement. Since leaving middle school, the majority of my teachers have been more concerned about their particular subject than sentence structure and standard American English. Some of my teachers have strived to integrate “format matters” technique standards into their class rooms but most do not. In most of my history classes I have taken, essay grammar is not nearly as important as historical content. In other words, if the prompt was answered and it wasn’t English class, I could rest easy knowing my punctuation, spelling and sentence structure would not be evaluated in my grade. When I have a high school social studies class room of my own I intend to integrate grammar rules into my assignments. I found it frustrating to be held to a different level or language skills in English class versus History class and I want to bridge that gap. When I assign a paper, as many history classes require, I will make sure that my students use appropriate grammar and complete sentences as part of their rubric scaled grade. I will also encourage these language skills in classroom discussion. For example, if as a high school teacher I teach civics and economics and I assign an essay on the process of a bill making it from constituents to the president’s office, my rubric may look something like below.
Notice that the format section of the rubric is highlighted. Although weighing a grade so heavily on composition and grammar in a social studies class may seem unfair, it is actually important in order to provide a student with a well-rounded education. The “format matters” technique is important because the classroom is an important and guaranteed place to practice proper language skills that are essential to having a successful professional life.