The Great Grammar Dilemma

A grateful shout-out to the teachers who solved what I couldn't

The Struggle Was Real

Let me start with a confession: for years, I felt like a fraud when it came to teaching grammar.

Across my years teaching grades 6-12, I cycled through every approach I could find. Traditional workbooks that promised systematic skill-building but delivered mind-numbing repetition. Integrated approaches where grammar got lost in the shuffle. Daily warm-ups that students completed mechanically. Grammar journals that became just another stack to grade.

Each method had its merits, but none solved my fundamental problem: students could identify

grammar concepts in isolation but couldn't apply them in their own writing. A student would correctly spot a run-on sentence on a worksheet Monday, then turn in an essay full of comma splices Friday.

I knew grammar was essential – perhaps more than ever in our world of autocorrect dependency and social media shorthand. But I also knew my current methods weren't working, and honestly, they felt tedious for everyone involved.

When Fellow Educators Show You the Way

Then something beautiful happened. Through the magic of teacher networking and Teachers Pay Teachers, I discovered two resources that completely transformed my approach to grammar instruction. I don't know these educators personally, but I owe them a debt of gratitude for their brilliant insights.

Laura Randazzo's M.U.G. Practice and Kasey Kiehl's Sentence Dictation didn't just give me new activities – they gave me a completely different philosophy about how grammar learning actually happens.

What These Approaches Get Right

After implementing both resources, I finally understood what had been missing from my previous attempts:

1. Manageable Chunks (1-3 Sentences)

Instead of overwhelming students with paragraph-length passages or isolated word exercises, both approaches focus on just 1-3 sentences at a time. This sweet spot allows students to:

• Process grammar concepts without cognitive overload

• See complete thoughts while still managing complexity

• Experience success quickly, building confidence for harder concepts

  
  

2. Grammar in Context

Rather than teaching grammar rules in isolation, both methods show students how different grammatical elements work together in authentic sentences. Students see:

• How punctuation affects meaning

• How word choice impacts tone

• How sentence structure creates rhythm and emphasis

• How multiple grammar concepts interact naturally

  
  

3. Real-Time Questions and Clarifications

Perhaps most importantly, both approaches create natural opportunities for discussion. Each time I teach these, I'm shocked at some of the gaps in student understanding. "Mrs. Spurrier, do days of the week and months of the year always get capitalized?" Wow, my dear junior honors student, yes they do.

When students encounter a tricky construction or unfamiliar punctuation choice, we can address it immediately. This organic questioning leads to:

• Deeper understanding of underlying principles

• Student ownership of learning through curiosity

• Differentiation based on what students actually need to know

• Authentic, timely assessment of student understanding

  
  

4. Repetition Without Repetitiveness

This might be the most ingenious aspect of both approaches. Students get the repetitive practice they need to internalize grammar concepts, but each sentence offers something new to discover. The variety keeps students engaged while the consistent structure builds familiarity and confidence.

How This Changed My Classroom

I do Laura's M.U.Gs on Mondays. They take about 10 - 15 minutes depending on the number of questions and explanation. Kasey's sentence dictation comes on Fridays. We cover a set of sentences in the first 15 minutes or so of class (including the scoring) and then read independent choice books for the reminder of our time together. Bookending our week this way helps with consistency.

This has made a difference. I've already been impressed by my students' curiosity - a willingness to dig in and ask questions. They also seem to apply what they're learning quicker. For me, grammar instruction feels more integrated rather than isolated. Students are beginning to see grammar as a tool for better communication rather than a set of

arbitrary rules to memorize.

As I see students actually applying what we practiced, I'm encouraged. Instead of dreading having to find ways to integrate grammar - honestly, feeling like it's a waste of time - I see this style of grammar instruction as effective and sustainable.

The Humbling Power of Learning from Peers

Here's what strikes me most about discovering these resources: Laura and Kasey figured out what I couldn't on my own. Despite my years of experience and countless attempts, it took their fresh perspectives and innovative approaches to show me a better way.

This experience reminded me of one of teaching's greatest gifts – we're all part of a community of educators constantly learning from each other. The resource that revolutionizes my classroom might be the creation of someone I've never met, someone wrestling with the same challenges I face. Many times we get siloed, stuck in our own grades, classrooms, or disciplines; we're unable to find the time or energy to connect with other professionals and brainstorm ideas. This is a great example of the need to continue to push for the ability to meet with colleagues across grades or disciplines. There is a wealth of creativity just waiting to help us all improve our teaching.

Why I'm Sharing This

I'm writing this post not to promote specific products (though I genuinely believe both resources are worth exploring), but to celebrate the collaborative spirit of teaching. Sometimes our biggest breakthroughs come not from our own innovations, but from recognizing and embracing the brilliance of our colleagues.

If you've been struggling with grammar instruction like I was, I encourage you to:

• Seek out what other teachers are creating – the solution you need might already exist

• Be open to completely different approaches – sometimes we need to abandon our assumptions

• Give new methods time to work – transformation doesn't happen overnight

• Share what works – your breakthrough might be exactly what another teacher needs

  
  

Looking Forward with Gratitude

My grammar teaching journey isn't over. I'm still learning, still refining, still discovering new ways to help students become stronger communicators. But now I'm approaching that work from a place of hope rather than frustration, thanks to two educators who shared their wisdom.

To Laura Randazzo and Kasey Kiehl: thank you for your creativity, your generosity in sharing your methods, and your impact on classrooms far beyond your own. You've made countless teachers more effective and countless students better writers.

To my fellow educators reading this: what resources or approaches have transformed your teaching? How have other educators' innovations changed your classroom? I'd love to continue learning from your experiences.

We - and our students - benefit when we're humble enough to learn from each other, grateful enough to give credit where it's due, and generous enough to share what works in our own classrooms.

The grammar struggle is real, but so is the community of educators working together to solve it.

What teaching breakthrough have you experienced thanks to a fellow educator's innovation? Share your story in the comments – let's celebrate the teachers who've made our classrooms better.