When I started my final teaching prac, in my last year of Uni, I asked the Principal what his pet hate was. I was keen to make a good impression and finish the prac with a good reference before I graduated. I expected the principal to reply with something like; “late teachers” or “chewing gum”. However, instead, I was surprised when he said:
“Worksheets”
Now, even if this wasn’t the answer I expected, it still made sense. I was at the school to hone the craft of teaching, for one final supported prac before I set off on my own as a fully qualified teacher. So of course the principal would want to see what I can do and not what I could photocopy or reproduce. But years on from this worksheets are still very much in classrooms. They are used by teachers in all stages of their careers. Countless websites and books are selling worksheets for a huge profit. So I’m left wondering, why are worksheets used frequently in classrooms?
We know (and have known for years) that worksheets aren’t best practice, we know they aren’t authentic teaching. So why do they continue Yes, a big part of it is easy of planning, they save time in programming right? And when schools and teachers are feeling the pressure of staffing maybe they do cut prep time down. However, I think there is more than time management to the reason why worksheets have become a pedagogical parasite.
I think worksheets stick their suckers in and hang off the artery that all teachers have. It’s an artery of wanting to have the answers. More specifically, the correct answer. Worksheets guarantee questions that don’t need planning and answers that don’t need consideration. Worksheets come with an assurance of reliability. There is an understanding that the answers have been carefully checked and are correct. And that feeds off our need for reliable answers. It feels safe. Because let’s be honest, a huge fear as a teacher is the fear that we don’t know. That we might have the wrong answer. Or worse, not have an answer.
So when I encourage teachers to rid their grammar education of worksheets during my workshops, it’s a big ask. Because I’m asking teachers to confront a fear. The fear that they might not know the answer. And this is not unfounded. Because when grammar is taught through investigation, rather than worksheets, there will be times that you don’t know the answer. There will be sentences that stump you and clauses to consider. There will be times when you have to go to your “brains trust” and seek the opinions of others. If you remove worksheets you will have to develop your knowledge of grammar. That you might need to consider, discuss and develop answers, and do this in context.
Don’t let this turn you off because improving your knowledge of grammar can be done!
The great Mary Macken-Horarik has tied the concept of good-enough parenting to grammar teaching. If you are unfamiliar with the concept of good enough parenting it is just that, as a parent you do your best and that’s good enough. You don’t try to be perfect all the time or have all the answers. 80% of the time you cook the meals and clean the house but some of the time toast for dinner and dirty houses are good enough. Because 100% perfect is unrealistic. Sometimes as a parent, you have homecooked meals, other days you have chicken nuggets and cereal and that’s ok. That’s good enough. Mary Macken-Horarick compares this to grammar, explaining that as teachers what we need is a “good-enough grammar”. We need some metalanguage and some understanding of concepts and that’s good enough, as long as we are willing to put it into action.
So don’t waste time on another worksheet, learn enough grammar to be good enough. Instead of a worksheet invest in the work of an author, grab an authentic text, play with it and explore it. Then allow students to discuss it and join in on this discussion. If during the discussion you are unsure, be ok with not having an answer, because there is joy and freedom in not knowing all the answers.
Reference:
Mary Macken-Horarik (2012) Why School English Needs a ‘Good Enough’ Grammatics (and Not More Grammar), Changing English, 19:2, 179-194, DOI: 10.1080/1358684X.2012.680760