One approach is to go to listservs that the target audience uses and post
invitations to join ATEG and the ATEG listserv. An example would be
NCTE-Talk. I'll bet that several members of ATEG are already on NCTE-talk.

Bill

>I think Jeff has brought up a very important question: How do we recruit
>elementary school teachers into ATEG? If we are going to achieve our most
>often stated goals, we really need to bring up the rear, so to speak (this
>isn't a value judgement ... I couldn't find a more accurate metaphor). I
>think we also need to bring in K-12 Language Arts coordinators and other
>power-brokering administrators in order to get the ball rolling.
>
>Let's brainstorm some ideas.
>
>Paul E. Doniger
>The Gilbert School
>
>----- Original Message -----
>From: Glauner, Jeff <[log in to unmask]>
>To: <[log in to unmask]>
>Sent: Thursday, November 30, 2000 3:44 PM
>Subject: Re: A Blow for Grammar
>
>
>> Maureen,
>>
>> You're on the right track now.  We need to develop our pedagogical grammar
>> using the best parts of contemporary learning theory (including multiple
>> intelligences).  That's one reason I want us to try to recruit elementary
>> teachers to ATEG.  They study pedagogy.  They can shed light on why
>grammar
>> teaching doesn't stick.  We know it would be good for every student to
>have
>> a grasp on the metalanguage of grammar.  Elementary teachers, whose job it
>> is to covey this metalanguage to children, might be able to help us find
>out
>> how to do it.  So how do we recruit them?
>>
>> Jeff Glauner
>> Associate Professor of English
>> Park University, Box 1303
>> 8700 River Park Drive
>> Parkville MO 64152
>> [log in to unmask]
>> http://www.park.edu/jglauner/index.htm
>>
>>
>> -----Original Message-----
>> From: Maureen Fitzpatrick [mailto:[log in to unmask]]
>> Sent: Wednesday, November 29, 2000 9:28 AM
>> To: [log in to unmask]
>> Subject: Re: A Blow for Grammar
>>
>>
>> Is there any room in this discussion for the concepts of multiple
>> intelligences, or is that something people would rather not get into?
>Isn't
>> it possible that for students with a strong logical-mathematical
>> intelligence, the patterns and form or grammar make a wonderful amount of
>> sense? Or that teachers who have an intuitive intelligence for spatial
>> relations might teach things like sentence trees more effectively? In
>short,
>> I don't think it is the subject but the relationship between one teacher's
>> take on language and the learning styles of the twenty-five people in the
>> class.
>>
>> It seems like we have spent the better part of two decades recognizing
>that
>> different people learn and teach differently, but many people still want
>to
>> rush in to one-size-fits-all education. Of course grammar instruction
>won't
>> help a lot of students. Of course it will help a lot of students. But what
>> would probably help most is teaching matters of style (whether it be
>> subject-verb agreement or reducing wordiness) in a variety of ways rather
>> than just tossing a book to students and assuming they will absorb the
>> information they failed to absorb the first five times it was introduced
>to
>> them.
>>
>> The thing about this discussion that interests me is that it really seems
>> like preaching to the choir - there isn't going to be a soul on the
>Assembly
>> for the Teaching of English Grammar list who doesn't think teaching
>grammar
>> is important. The question facing most of us is how to do it effectively
>for
>> the largest number of students - particularly those for whom traditional
>> instruction has failed so far.
>>
>> Maureen Fitzpatrick
>> Associate Professor, English
>> Johnson County Community College
>>
>>  -----Original Message-----
>>
>> To join or leave this LISTSERV list, please visit the list's web interface
>at:
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>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
>To join or leave this LISTSERV list, please visit the list's web interface at:
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>and select "Join or leave the list"
>
>Visit ATEG's web site at http://ateg.org/


William J. McCleary
3247 Bronson Hill Road
Livonia, NY 14487
716-346-6859

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