| Teaching reading and writing in the classroom is | | | | they cannot correct them on the spot. One of |
| like being a drill sergeant in the U.S. Army. As it | | | | my greatest strategies teachers can utilize is just |
| pertains to writing, drill sergeants would do | | | | plain doing a "scan-correct" or a quick happy face, |
| repetition, model, and show their soldiers how to | | | | etc., letting the child know his progress right there |
| make a paragraph They would do so in a manner | | | | on the spot. I use this technique daily in my |
| that would command attention and they would | | | | classroom, and I can't tell you how many smiles |
| lead by example. No one would dare stop or | | | | I've seen over the years when the light bulbs |
| interrupt them in the process of teaching. | | | | come on and the students say something like: |
| In paragraphing, drill sergeants would model how | | | | "Oh, that's how you do it, how did I mess up on |
| to do a paragraph, then they would meticulously | | | | that?, that's where you put the four, oh, I get it, |
| inspect everyone's writing, and if it wasn't correct, | | | | thank you I get it now, oh, that's easy!" and |
| they'd have them do it over and over again. | | | | many more explicatives! |
| Picture if you will a fully uniformed Army Sergeant | | | | Over next few days, the drill sergeant would then |
| pacing the room looking for correctness and | | | | go into descriptive, narrative, and expository |
| noting errors immediately. Wait a minute, I think I | | | | writing Then he would expect to see examples |
| hear Sergeant Writer now: "Atten-Hut Students, | | | | from every recruit. He would hold each of them |
| check that form, check that content, who will | | | | accountable, and he would grade them with a bold |
| read theirs first? Yes, private, what did you | | | | pen! He would not tolerate late papers and those |
| write? Ah, very good, you started that paragraph | | | | who were late would be in the Kitchen on KP |
| by indenting on your first new thought! Good | | | | Duty washing dishes or washing the bathroom |
| soldier! Now who's next?" | | | | floors with a toothbrush. That would soon end |
| A U.S. Army drill sergeant would go into the topic | | | | tardiness or late papers! |
| sentence, and then the supporting details, he's | | | | I believe that teachers need to be participative |
| have his recruits repeat aloud the steps to | | | | motivators, like the U.S. Army Drill Sergeant, that |
| supporting details for the topic sentence, and | | | | the job must be done, and that it needs to be |
| everyone would give an example Then everyone | | | | quality writing, not sloppy, disordered, or nonsense |
| would write again, get inspected, and be rewarded | | | | words. Teachers need to model the structure, |
| with verbal praise and extra medals. The | | | | command the presence, and be the U.S. Army |
| Sergeant would give immediate feedback. So | | | | style coaches to their students. When |
| many teachers these days seem to forget about | | | | expectations are high, as they are in the U.S. |
| this step. If you grade the papers later, you don't | | | | Army, the student will arise! |
| have the student to inform of their errors, and | | | | |