My students asked me today if I am bi-polar. I thought about it for a minute and said, “Yes.” While no clinical verification exists to support my self-diagnosis, I believe I am bi-polar when it comes to teaching reading and grammar. During the reading lesson for the day, I am chipper and more than likely in a good mood. Teaching the parts of a plot and discussing relevant issues in YA Novels with my kids is pure enjoyment. What literary devices is the author using? What do you think this means? The simple questions of self-discovery all children should be introduced to when approaching literature. It makes me very freaking happy!
However, a slight transformation takes places when we venture into the grammar aspect of our day. Yes, yes, I understand grammar is important. That is not the point. But teaching grammar to a room full of 7th graders feels like the dull point of a stake is being pounded into my head. The look of confusion and the numerous exceptions to EVERY grammar rule is absolutely insane (thank you NCLB for making sure EVERY child must know EVERY rule, yet only the most recluse rules are represented on the test making sure EVERY child feels like a dud-err left behind). My mood changes because my students and I HATE grammar. Really why do we need to know an indefinite pronoun like “anybody” is singular. Most (and I do mean most) will say “Anybody is” and not “Anybody are.” MOST people intrinsically know that plural subjects take plural verbs without understanding the actual definitions or inner workings of why it is. I do not understand how an engine works. But that doesn’t mean I can’t drive a car. Most students learn grammar through reading.
It took me only three months to put 116,000 words to DISMAL KEY, a month to cut it to 81,000 words, and now going on month three of revisions and grammar checks. I feel bi-polar now in the wake of the pure joy of writing the book. I understand it is an important process in becoming published, but it doesn’t mean I have to like it.
