It's funny. As an undergraduate English major, I came across peers in my cohort who hated diagramming sentences and those who loved it. Me? When we began diagramming in seventh grade, I was hooked. I went through a long period where I diagrammed sentences for fun. I was frustrated by the abstract definitions. A noun is a person place or thing? What's a thing? So what is a pronoun standing in for? I think I enjoyed the part of grammar as a concept that reflects what it really is. The auburn pony isn't the same as the pony was auburn. That fascinated me and still does. Grammar should be surprising, joyful, not a stern taskmaster.
Reading this felt like stepping into a shared workshop of becoming where the act of teaching is less about transfer and more about presence, less about content and more about quiet, daily integrity.
In my own teaching and advisory work, I see how easily we slip into thinking of teaching as a deliverable rather than a living relationship. You capture that tension beautifully, teaching isn’t just an act, it’s a continuous invitation to learn again, to listen again, to embody the very frameworks we hope to pass on.
Your piece is a reminder that educators are not mere conveyors but stewards of possibility, shaping spaces where learning can take root beyond the syllabus or slide deck.
Thank you for holding this mirror up so thoughtfully. It’s the kind of reflection that lingers and keeps asking gentle, necessary questions long after reading.
I sent you an email, but I don't know if you received it.
I'm developing a personalized AI tutoring platform for K-12 students and teachers. Through my work, I've discovered how crucial proper grammar has become in this AI era, particularly when communicating with AI systems. I'm looking for assistance in integrating grammar instruction and support into my AI platform to help users communicate more effectively with AI tools.
Grammar isn’t hard to teach but like most subjects teachers can make it incredibly boring.
It's funny. As an undergraduate English major, I came across peers in my cohort who hated diagramming sentences and those who loved it. Me? When we began diagramming in seventh grade, I was hooked. I went through a long period where I diagrammed sentences for fun. I was frustrated by the abstract definitions. A noun is a person place or thing? What's a thing? So what is a pronoun standing in for? I think I enjoyed the part of grammar as a concept that reflects what it really is. The auburn pony isn't the same as the pony was auburn. That fascinated me and still does. Grammar should be surprising, joyful, not a stern taskmaster.
Reading this felt like stepping into a shared workshop of becoming where the act of teaching is less about transfer and more about presence, less about content and more about quiet, daily integrity.
In my own teaching and advisory work, I see how easily we slip into thinking of teaching as a deliverable rather than a living relationship. You capture that tension beautifully, teaching isn’t just an act, it’s a continuous invitation to learn again, to listen again, to embody the very frameworks we hope to pass on.
Your piece is a reminder that educators are not mere conveyors but stewards of possibility, shaping spaces where learning can take root beyond the syllabus or slide deck.
Thank you for holding this mirror up so thoughtfully. It’s the kind of reflection that lingers and keeps asking gentle, necessary questions long after reading.
Thank you so much, Benta. Your comment reflects the same beauty you see in our work. Very, very cool! Thank you!!
Terry,
I sent you an email, but I don't know if you received it.
I'm developing a personalized AI tutoring platform for K-12 students and teachers. Through my work, I've discovered how crucial proper grammar has become in this AI era, particularly when communicating with AI systems. I'm looking for assistance in integrating grammar instruction and support into my AI platform to help users communicate more effectively with AI tools.
I can’t put my fingers on the email, Jim. Try sending it again to tlunder@csus.edu