Archive for the ‘Literature Teaching’ Category

Connecting with Your Students Who Are Into Mangas (Japanese Graphic Novels Which Are Now Popular in English) and Animé

July 20, 2019

Death Note - the most famous manga of all time                                                                                                         Death Note:  Perhaps the most famous Japanese manga (graphic novel) ever written

Mangas are the new popular genre of literature currently sweeping through the world’s youth.  Are they something which should be accepted or encouraged by teachers and parents?  Are they worthy of respect?  This post will address those questions.

One of my teenage students is consumed with mangas, and this is how I came to know about them.  After investigating, I think the genre is worthy of respect, and something teachers and parents would benefit from knowing about.  However, they would like to know:

–What are mangas?  Why have they become popular?  What is the attraction?

–Are they acceptable?  Are they an art form, or are they trash?

–Should they be encouraged, or discouraged?

It took me a little while to understand what mangas were.  They are essentially Japanese graphic novels that span the entire gamut of fiction experiences covered in more traditional literature.  The best and most popular mangas are made into animé series.  Both mangas and animé feature characters with neotenic  features.

Mangas are divided into five general categories, according to target demographic audience (instead of by subject genre):

Kodomomuke:  for children

Simple and imaginative stories for children, which often teach morals and other good values, focusing on friendship, and solutions to problems.

Shojo:  for teenage girls, ages 10-18

Female lead characters, focusing on romance, interpersonal relationships, but also with action and adventure.

Josei:  for adult women.

Featuring adult women characters (and sometimes male lead characters), in action adventures, slice-of-life, realistic interpersonal relationships, romance, and serious subjects.

Shonen:  for boys under age 15

Young male heroes, focused on action, adventure, and fighting.

Death Note (in original Japanese with English subtitles), a psychological/mystery series, and one of the most famous mangas and animé series ever produced,  is aimed at the shonen demographic.  (Voice-over English versionVoice-over French version).   Death Note is considered to be one of the best mangas ever written.

Great Teacher Onizuka, a humorous series about the problems of a young male teacher, is also for the shonen demographic.

Seinen – for young adult men, ages 15-24, but including men ages 25-50

Tend to be psychological or action thriller/adventures (with more violence than Shonen).  One Quora writer stated that seinen plots ae similar to Game of Thrones.

Mangas and Animé in Asia

In Asia, mangas and animé are read and watched voraciously by ALL age groups.  Why?

Because animé can be produced much more cheaply than movies with real people, animé makes it possible to have a much wider variety of themes; it is essentially a pulp-fiction market.  Therefore, many ideas can be explored which are non-existent in Western media culture.  Authors have a much higher level of freedom to explore their ideas than do authors in the West.  However, readers/watchers in the West are more hesitant to share that they are manga/animé fans, as most non-Asian adults don’t yet consider it acceptable and normal, as it is in Asia.

What Are the Manga and Animé that My Teenager Is Reading/Watching?

If you are a parent or teacher who is worried whether mangas and animé are acceptable–if your teenager is watching animé series–I suggest sitting down and watching a series with your child, right from the beginning.  You might be surprised to find it captivating.  Even if you decide to watch only a few episodes, you will then have an idea what it is about.

Alternatively, I suggest watching some of the Death Note series linked to above. I have provided one link with subtitles, and another link that is dubbed in English (voice-over), and a third link dubbed in French.   These series are all produced in Japanese, and your teenager may be watching them reading subtitles.  Mangas, written in Japan, are now produced and sold in English, and many other languages.

Persepoliis Text Example.png                                                      Persepolis Text Example

So far, I haven’t personally seen or read a manga, but I have read one graphic novel, Persepolis.  This is a true story of a teenager who grew up in Iran after the Iranian Revolution.  I was really shocked when I found it being read in English class in our local high school, as an assigned book.   I then read it myself, and it changed my opinion.  It was an interesting story which held my attention. I included a photo of the text above so that readers may see just how the text looks, and what the reading level is.

I thought about poor readers.  There was quite a bit of reading here, and in a format more accessible to poor readers.  Also, teenagers who are extremely visually-oriented may be able to read this more than a traditional novel.  This doesn’t mean we should discourage traditional novels, but I do think there is room for graphic novels, as well.

I have watched both entire series of Death Note and Onizuka.  I thought they were both good series.  Some parents ask if Death Note is advisable for preteen girls and boys.  I would say yes.  While the story initially seems a bit macabre, it’s actually about a boy who finds a notebook, then discovers that if someone’s name is written in the notebook, that person will die.  So he decides to start doing good in the world by getting rid of all the serious criminals.  But after some time he becomes tempted by the power he has, and begins to use the power of the notebook toward his own personal gain.  This leads him down a morally-dark path.  However, these are just the sorts of moral dilemmas our children and pre-teens  are dealing with every day.  Our children endure daily conflicts with other students, teachers and parents–some of which lead to thoughts of revenge.  Such issues are explored through this medium of fiction, just as they are in other fiction mediums.

It’s been some time since I watched Death Note, but as I recall, it has a morally good ending.  Onizuka was good, but in my opinion, not appropriate for pre-teens.  I’d say it’s more appropriate for older teens and adults.  It also deals with realistic moral issues in a humorous way.

Most mangas and animé series seem to be dealing with action, adventure, relationships, and moral issues–exactly the same issues seen in all fiction mediums.  Yes, the format is different, but let’s now look at why some people like it.

Why Some People Enjoy Mangas and Animé

  1.  Getting Involved in Characters’ Lives and Ongoing Situations:  Many popular animé series have many, many episodes, similar to watching a whole series.  Sixty to one hundred episodes are very common.  A few even have 900 episodes, comparable to watching a soap opera that goes on for years.  This means that during the day, while doing other things, they may be eager to get back to the manga or animé to find out what happens next, and they may be thinking about the story and the characters’ lives and dilemmas.  (This is just how any of us feel while reading a good fiction book or when we are caught up in watching a series or daily soap opera).  In other words, the plots are really amazing, and the reader/viewer cares what happens to the characters.   Many plot lines are very complex, deal with many real-life issues on the cutting edge of current life.
  2.   It’s a good, positive way to relax.  Students have daily stresses from school, interpersonal relationships, homework, and physical activities and responsibilities.  Just as any good book or program can transport us to another place, and another life, so can mangas and animé.  Emotional involvement in the characters’ lives and dilemmas transports us far from our own problems, gives us a break, and returns us to our own lives refreshed, and more ready to deal with our own situations.  Reading/watching offers us a fantasy escape from our real lives, or even just an enjoyable fantasy adventure.  Also, seeing characters’ successfully resolve their dilemmas helps us gain positivity that we can, in fact, successfully resolve our own dilemmas.
  3. Manga and animé fans really enjoy this type of artwork.  Neotenous figures (characters with juvenile-appearing characteristics, maintained into maturity are very popular in Japanese society and culture) are a particular feature of both manga images and animé characters of all ages (and of many  people in Japanese society).  One feature of the character artwork which is highly appreciated by fans is the way through which characters show their emotions through artwork, rather than through words.   Stress might be shown by beads of sweat falling from the forehead, or excitement might be shown by the way a character’s hair is moving.  These sorts of things can be done in animé, but would be difficult to do with live, human characters.

Before we are too critical of someone liking this sort of artwork, we need to             remember that all artwork is primarily a matter of personal taste.  For example, my personal preference is very realistic drawing and paintings, while other people seem to enjoy modern art.  While I personally cringe at both modern art and animé art, everyone has the right to their own personal preferences.


Should you be worried if your children or your students like animé?

After investigating this topic, I would say NO, DON’T WORRY.

While the most popular series can be dubbed so that they can be listened to in your child’s own language, most animé is in Japanese, and your child will be forced to read subtitles in order to watch it.  While the language is not complicated, there is still a lot of useful vocabulary in the reading.  Even if it is not traditional reading, AT LEAST IT IS READING AND LEARNING  VOCABULARY (which is a lot better than many young people are doing today).

Even in stories that contain action and violence, the characters are usually acting out of motivations such as saving their friends, or saving the world.  In cases where characters begin to act selfishly, viewers see the moral problems this creates, and see the bad results the character brings upon himself.

As a parent, I would much rather have my child or teenager watching animé and thinking about all the issues presented, instead of a lot of less productive and less positive activities he or she could be up to.

As a teacher, it’s our job to expose students to various kinds of literature.  If students can realize that the teacher knows about mangas and can appreciate why some people could enjoy mangas and animé, students will also be more open to engaging with the teacher and class regarding more traditional literature.

I highly recommend to all teachers and parents to watch some or all of the Death Note series, at the links I have provided YouTube).  You will find the story surprisingly interesting, and your students will impressed that you have watched it.  It will give you another way to engage with your child, or with your students.  (Personally, I watch most of the series that teenagers tell me they are watching, and I recommend it to you, too.)

 

 

Why Reading Levels Continue to Decline–PART I (of 2)

April 30, 2015

Students who still can't read

The problem of students who are unable to adequately read their grade-level textbooks is not new; the problem starts in early elementary school and only gets worse as students move up in grade levels.  Unfortunately, the rise of the internet in the past twenty years has only exacerbated the problem.

Let’s look briefly at the pre-internet reading situation in middle-class schools and above (poor schools have additional problems which will not be treated in this particular article).  Looking back, the most important function of the school library was to be filled with books to be used for school research projects which were at the correct reading levels for students.

Primary School Libraries

Not only were grade-level books provided, but there were plenty of below-grade-level books on every topic available to readers who were still below grade-level.  For example, a middle-school student with a lower reading level could still find good primary-level books on any research topic assigned. There used to be hundreds of books available through publishers, on every conceivable topic, for school libraries and public libraries to choose from.  Bookstores made them available to the general public.

Today, funding priorities are focused less on providing new books for the school library–partly because of the explosion of new topics and knowledge in our modern world, and also because of the explosion of information on the internet.  Now funding must be divided between  books, and new library computers.

The market for children’s non-fiction has plummeted since 2005.  Sales to both libraries and bookstores have dropped substantially. Therefore,  fewer nonfiction books for children are being written and published.  Publishers and booksellers decided to drop most nonfiction, and focus primarily on children’s fiction–for which there does continue to be a market.

Desirable Non-Fiction Book Topics

 The lack of nonfiction is particularly damaging for boys.  They tend to prefer autobiographies, nonfiction, newspapers, and realistic topics. Ever since 2005, as the internet has become more powerful, children’s nonfiction has declined.  This decline is preventing many boys from developing as readers. National standards in Britain and America drive the decline even further, “…as the strictures of the national curriculum have driven many publishers to stop producing anything very original, and how many books on Vikings and rainforests do we really need?”

Starting in middle school–most commonly Grade 6 and above–teachers now direct students to the internet for research, instead of to school libraries. One reason is that science classes are now often researching topics which are not even available in books in the school libraries–things such as genetics, and various types of cells–and this is happening in Grades 6, 7, and 8.

Students are now being asked to research obscure people for reasons of diversity in the classroom, rather than famous people.  This means that the information can only be found on the internet.  Students are now expected to use the internet for all research.  This is now true even in elementary school.  Students may be assigned reports on animals, for example.  Perhaps there are perfectly good books in the school library at the right reading level; however, it has now become “too much trouble” to even check , when one can “just look it up online.”

Using online sources creates a much worse problem–aside from the problem of whether a source is reliable, biased, or incomplete–that is, the problem of reading level!

Below is reading sample from a Grade 5 science text which more than half of students (even in good schools) might find too difficult to read without the teacher’s help.  Why?  Because students are now used to reading only fiction in reading class.  They are not used to the vocabulary in non-fiction; nor are they used to reading expository sentences..

Levers text

 

Not only have student reading levels declined in real terms, but the sources students are now attempting to use are usually written at far too high of a level for their age.  Students in middle school and high school usually go first to Wikipedia (and are often specifically told to do so by their teachers, particularly in international schools that have much less access to English-language printed material).  Unlike school library books or school text books of old, vocabulary is not controlled for difficulty.  Sometimes the articles are poorly written, and written by scholars who are just trying to impress other scholars with their difficult vocabulary.

Below is a section of what one of my 7th-graders attempted to read for a report on glial cells last year, using Wikipedia.  Most students now need adult help to translate and explain what they are trying to read.  To a poor reader, this may as well be in Chinese:

Glial cells text from Wikipedia

Those students who can afford it hire private tutors.  My students show up and say, “I have a project or report due next week on glial cells (or guard cells, or an obscure historical figure).  Can you help me?”  Students arrive knowing nothing about the topic, and are expected to research on line, and write a report listing their sources.  So, together we look on line and usually find very scholarly articles, which I, as an excellent reader in my 60s with a graduate degree and decades of experience teaching, sometimes have trouble understanding!  So we pull out little snippets of information from various articles, which I explain in plain English and then mark our source.  Even many Wikipedia articles are written by scholars, seemingly just in order to impress other scholars!

Hiring a private tutor

I learned a great trick years ago when I was in a professional writers’ group.  If you need good, concise information on an area or a subject, one of the best ways to find it is to go directly to children’s books, where you can find the information thoroughly distilled and written in clear, easy English.  I use this same strategy now and show students how they can search on the internet using the search terms “my topic + explained for children.”  It doesn’t always work, but it often does.  Sometimes we arrive at a website where something has been clearly explained at a reading level appropriate for middle-school students.

The thing which most excited me about the internet when it first began, especially as an overseas teacher with little access to English-language reading materials, was its potential as a world library at our fingertips.  Sadly, much of this potential is being lost for two reasons.  First, children are not developing adequate non-fiction reading abilities to function in society.  Second, most of what is available on the internet is written at far too high of a level for students to be able to benefit from it.

In most American schools, for the past several decades, the textbook has been seen by teachers as only one resource of many for classroom use.  In fact, years ago, over-reliance on the textbook was almost seen as the mark of a lazy teacher, within the teaching profession.  Unfortunately, the current result of this attitude has now led to teacher over-reliance on the internet, with students who are unable to understand either their textbooks OR the internet!  I personally have come around 180° to the view that students would be better served if they learned and discussed in class everything which is in the textbook.  Now, however, there is a new problem!  Many schools are now moving entirely away from textbooks as a way to save money, and teachers are mostly downloading random worksheets from the internet. Unfortunately, it is students who are again losing out on their education.

Part II of this series will discuss what parents, schools, and teachers can do to address these problems.

–Lynne Diligent

Why the Flipped Classroom Has Gone Too Far

April 20, 2015

 

Flipped Classroom

The flipped classroom is just not appropriate for all subjects, all of the time.  This educational fad has gone way too far, and is being used for the wrong reasons.  Most importantly, it runs into problems when teachers attempt to use it as a time-saving device in order to cover more material, because only a small percentage of students’ reading levels are actually up to grade level.

While the flipped classroom sounds like a new idea, it is actually an old idea.  Several decades ago, it was called preparation–a good name–in Britain, although I am not aware of any specific name for it in America.  It often consisted of reading a selection in a text book before arriving in class, for example, so that one could better benefit from a lecture.

The flipped model works extremely well for math classes.  As an elementary teacher, I would look each day at the following day’s homework section.  I would give about fifteen minutes of instruction and guided practice specifically on what my third graders needed to complete that day’s homework. We did not waste time in class doing homework.

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I expected all children arrive in class with their homework complete, in order to be ready for the most important part of the lesson, learning from mistakes.  Right or wrong, they all got nice, big A‘s on the homework for completing it in pencil (including showing all work and carry numbers or cross-outs).  If they did not show their work, or if the work was either undone, or incomplete, they got a large, red F.  Within a short time EVERY child arrived daily with homework done.  We then put pencils away, and got out ink pens which we called “marking pens.”  Each child corrected their own paper.  There was no incentive to erase wrong answers, because the child already had an A, just for completing the homework.  We spent the following 30 minutes going over the problems missed by the largest numbers of students, working them on the board.  Students learned so much when they could see where they went wrong.  In most cases, we found errors such as subtracting the ones place, while adding the ten’s place, in the same problem–or, in forgetting to add in carry numbers, things like that.  In math class, the flipped classroom works fantastically.

Using the flipped classroom as a time-saving device runs into trouble in subjects which require a lot of reading for two reasons.  One reason is that in many good schools, students are feeling overwhelmed with the amount of homework, leading them to take ineffective shortcuts.  Using Spark Notes, and similar services, just do not engage student interest, and students miss the benefit of the literature.

The most important reason the flipped classroom runs into trouble is that students’ reading levels are just not up to grade-level standard in terms of being able to read either text books, or literature, on their own.

This problem is not new.  It was widespread in the 1970s and 1980s.  Secondary teachers in Colorado at that time were required to take Reading in the Content Area.  It was a course designed to help secondary teachers help students who were unable to read their textbooks adequately.  Because of the decline in book reading and adequate reading instruction, together with the rise in technology, in 2013,  more than two-thirds of students in the United States were now below reading level for their grade.

4th Graders Who Scored Below Profient Reading 2013

Unfortunately, today, most students, even some of the best students are not even attempting to read literature (or their history, or science, text books).  Most are attempting to find the film online.  Poor readers who attempt to read Spark Notes have trouble understanding even that, and certainly no one finds Spark Notes inspiring.

Many secondary English teachers (including elementary reading teachers, and secondary science and history teachers) are now assigning reading for homework, in order to cover more material and just have discussion in class.  The problem with this is that two-thirds of students are either not able to read effectively, and do not even attempt to read because of feeling overwhelmed.

So what do teachers need to do in order to combat these problems effectively?

First, they need to read the book (or text book section) themselves, in the mindset of a student, thinking about vocabulary which many students may not know, and noting it down.  They need to think about the major ideas and how those ideas relate to life today.

Next, they need to introduce the book or reading selection with a short, inspirational talk, that will make students feel like they can’t wait to read more!  They need to talk about and explain vocabulary (whether it is old-fashioned language or science terms) before students start to read.  History teachers need to think about the problems they are teaching about in a historical context and how those problems relate to life in the world somewhere today. Introduce the similar problems and questions of today and how they are being dealt with in the modern world, then look at the same questions in how they are being dealt with in the novel, or in history, or in the science text book.  Discuss what could happen in the future with the same issues.

Rather than starting a unit with reading the text book or novel, start the unit with a discussion of the students’ life questions about the issues which will arise in the reading selection  Here are three examples:

R-20091229-0074.tif

History:  While studying various political decisions of Roman Emperors, first discuss similar problems in the modern world.  Open with a question, “What do you think about when you hear of an apartment building collapse that kills people because of shoddy building practices?  What should be done?”  Or, “What’s it like to be stuck in rush-hour traffic?  What would it be like if the highway were also clogged with pedestrians, donkey carts, and horse-drawn carriages all at the same time, and it happened four times a day instead of two times a day?”  Then, “Now let’s see how they dealt with these same problems in ancient Rome.”

Rhett loves Scarlet, while Scarlet loves Ashley and uses Rhett!

Rhett loves Scarlet, while Scarlet loves Ashley and uses Rhett, in Gone with the Wind

Literature:  “How many of you have ever had the experience of being in love with someone, only to have that person be in love with a different, third person?”  Then, “The problem of love triangles is universal throughout human history, and that’s what this novel is about.”

Science (Astronomy):  “Does alien life exist on other planets, or in other galaxies?  What do various current scientists think about this, and why?  Which planets and stars are most likely for this?  What kinds of planetary conditions are thought to be necessary?  Could we actually travel to other stars or planets, and how long might it take?”  Then, “Now let’s turn to the text book and begin reading together about the planets.”

Lastly, MUCH more time needs to be devoted to in-class reading (even in high school).  If teachers are concerned about embarrassing some students reading aloud, or if there are poor oral readers, students benefit greatly (even in high school) from the teacher reading aloud well (and adding in inflections and pauses), while they follow along.  It also gives everyone a chance to stop and discuss various points, such as how they feel about actions characters take, or what situations they find themselves in.

Teachers need to inspire and motivate students, and help students to see connections that they would not see on their own.  If the teacher is excited about the material, he cannot help but communicate that love and excitement to the students.

–Lynne Diligent

 

 

Young Student Remembers Past Life?

January 20, 2013

Soldiers

Several years ago, while teaching third grade, the school asked me to have students write stories.  One of my third-grade boys (age 8) wrote a story unlike any I have ever seen in all of my years of teaching.  Instead of writing about the usual kinds of stories which children do, he wrote about his experience as an adult man during war.

His story was about trying to save his family while he was being called off to war.  He was rushing to hide them in the basement and get them necessities, while trucks of soldiers were coming by to pick him up and take him with them off to war.  It was in Europe, and there were trucks.  It’s been several years, and I no longer recall all the details, but the essence of the story has stayed with me ever since.  Out of all the stories my students wrote over the years, it is the only one I can clearly remember today.

As someone who believes in reincarnation, I’ve always wondered if, in fact, this child’s story was a past-life memory.  It was shocking to read.  It sounded like one of the World Wars.  His concerns sounded just as if an adult man of 35 was speaking about his feelings.  There are a number cases now researched and published of young children who remember past lives, and even past lives in wars.

I mentioned the story to his mother, and she responded, “I know.  He’s just like an old man, in a little boy’s body.”

–Lynne Diligent

Each Tutor’s Most Crucial Dilemma

March 3, 2012

“Thinking back to literature tutoring days, there’s a fine line between helping students, and doing the work for them.  Students and parents are happiest only if the tutor crosses it.  How do you handle such situations?”  a fellow tutor asked me.

This is the tutor’s most crucial dilemma, in a nutshell.

Most successful long-term tutors have also been teachers.  As teachers, we want students to benefit from doing their own work.  However, as tutors, we have to remember who we are working for, if we wish to stay employed.

Most students who choose to use a tutor are not reading the required books in school anyway.  Few students are.  These days, tutors or not, I’m finding that upwards of 90 percent of students are just watching the movie, and a few students are going to Spark Notes and reading those notes, or taking those quizzes.  (Few actually read the Spark Notes well, and even fewer bother to take their quizzes.)

As a tutor, what I’m really being paid for is to make sure my students get good grades.  Parents are willing to shell out money for this, but not so much for someone who tells students that they must read on their own and who does not coach non-reading students for their tests.  So, what is a tutor to do?

Formerly as a teacher, I prided myself on getting all of my students to LOVE reading for pleasure, and to become truly interested in whatever subject we were studying.  Presently as a tutor, I pride myself on getting my non-reading students to read SOME, and to APPRECIATE what we are reading or studying.

I use all sorts of techniques to achieve these aims.  I sometimes rewrite books that use difficult language, to tell the story in simpler language.  I read these simpler rewrites with my students, and once they understand, they are sometimes motivated to read the original.  Sometimes they are unable to read the original, but at least they read SOMETHING, and learned about the story, and are able to pass a test asking them about the story.  We discuss the story and how we feel about it as we read it (even if it is in its easier version), and the students gain an appreciation for the piece of literature.

Is this acceptable?

As a tutor, I cannot take the same attitude I would take as a teacher.  As a tutor, I am coming from the perspective that students are not reading, and are not going to read.   If I can get them to read ANYTHING (even if I have to “spoon-feed” it to them), they are reading more than they would if they were not coming to me.  If I can get them to APPRECIATE the story, they are appreciating it far more that if they were not coming to me.  If they are PASSING THE TEST, they are learning far more than if they were not coming to me.

spoon-feeding students

Should we spoon-feed pupils?

So yes, I DO cross that “line” as a tutor, but I try to do it stealthily, where I sneakily make the student work and understand more than he planned to do before he came to me!

This same dilemma exists in helping with writing assignments, with math homework, and with everything else that a tutor does  As a tutor, I try to help lighten the students’ burden, while at the same time actually teaching the student on a one-to-one basis, in a way which would be impossible in a full classroom.  For example, I often do math homework problems on individual white board along with the student.  Then we compare answers.  If they are the same, we move ahead.  If they are different, we go back through the problems step-by-step to see where we diverged.  I feel students learn more this way.

I would like to hear about how others deal with this dilemma.  If you are a tutor, where do you draw the line?  If you are a teacher, what are your thoughts?  If you are a parent, what are your feelings?

-Lynne Diligent

English Chaos!

January 16, 2012

G. Nolst Trenité, aka Charivarius

This amazing poem, containing over 800 notorious irregularities in English spelling, is better known abroad by foreigners than by native speakers.  (I only learned, myself, of its existence from foreign speakers.)

The Chaos was written by G. Nolst Trenité (1870-1946), a Dutchman, in 1922.   Trenité was a student of classics, law, and political science, and a teacher in the Netherlands, later in California, and finally in Haarlem.  He published several textbooks in English and French, and wrote many columns for an Amsterdam weekly newspaper using the pen name Charivarius.

The poem is extremely difficult for non-native speakers to read correctly.  The author originally added it as an appendix to a book of English pronunciation exercises.  The point is that non-native speakers can never tell how to pronounce words encountered in writing.

For any non-native speakers, YouTube has a reading aloud by an Englishman HERE.

Several versions, which have been added to by others over the years, are in circulation.  Some of these circulating versions have nearly doubled the length of the poem.  Below is the author’s original version.

The Chaos, by G. Nolst Trenité, aka “Charivarius”

Dearest creature in creation
Studying English pronunciation,

I will teach you in my verse

Sounds like corpse, corps, horse and worse.


I will keep you, Susy, busy,
Make your head with heat grow dizzy;

Tear in eye, your dress you’ll tear;

Queer, fair seer, hear my prayer.


Pray, console your loving poet,
Make my coat look new, dear, sew it! 10

Just compare heart, hear and heard,

Dies and diet, lord and word.


Sword and sward, retain and Britain
(Mind the latter how it’s written).

Made has not the sound of bade,

Say – said, pay – paid, laid but plaid.


Now I surely will not plague you
With such words as vague and ague,

But be careful how you speak,

Say: gush, bush, steak, streakbreak, bleak, 20


Previous, precious, fuchsia, via
Recipe, pipe, studding-sail, choir;

Woven, oven, how and low,

Script, receipt, shoe, poemtoe.


Say, expecting fraud and trickery:
Daughter, laughter and Terpsichore,

Branch, ranch, measles, topsails, aisles,

Missiles, similes, reviles.


Wholly, holly, signal, signing,
Same, examining, but mining, 30

Scholar, vicar, and cigar,

Solar, mica, war and far.


From “desire”: desirable – admirable from “admire”,
Lumber, plumber, bier, but brier,

Topsham, brougham, renown, but known,

Knowledge, done, lone, gone, none, tone,


One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel.

Gertrude, German, wind and wind,

Beau, kind, kindred, queue, mankind, 40


Tortoise, turquoise, chamois-leather,
Reading, Reading, heathen, heather.

This phonetic labyrinth

Gives moss, gross, brook, broochninth, plinth.


Have you ever yet endeavoured
To pronounce revered and severed,

Demon, lemon, ghoul, foul, soul,

Peter, petrol and patrol?


Billet does not end like ballet;
Bouquet, wallet, mallet, chalet. 50

Blood and flood are not like food,

Nor is mould like should and would.


Banquet is not nearly parquet,
Which exactly rhymes with khaki.

Discount, viscount, load and broad,

Toward, to forward, to reward,


Ricocheted and crocheting, croquet?
Right! Your pronunciation’s OK.

Rounded, wounded, grieve and sieve,

Friend and fiend, alive and live. 60


Is your R correct in higher?
Keats asserts it rhymes with Thalia.

Hugh, but hug, and hood, but hoot,

Buoyant, minute, but minute.


Say abscission with precision,
Now: position and transition;

Would it tally with my rhyme

If I mentioned paradigm?


Twopence, threepence, tease are easy,
But cease, crease, grease and greasy? 70

Cornice, nice, valise, revise,

Rabies, but lullabies.


Of such puzzling words as nauseous,
Rhyming well with cautious, tortious,

You’ll envelop lists, I hope,

In a linen envelope.


Would you like some more? You’ll have it!
Affidavit, David, davit.

To abjure, to perjure. Sheik

Does not sound like Czech but ache. 80


Liberty, library, heave and heaven,
Rachel, loch, moustache, eleven.

We say hallowed, but allowed,

People, leopard, towed but vowed.


Mark the difference, moreover,
Between mover, plover, Dover.

Leeches, breeches, wise, precise,

Chalice, but police and lice,


Camel, constable, unstable,
Principle, disciple, label. 90

Petal, penal, and canal,

Wait, surmise, plait, promise, pal,


Suit, suite, ruin. Circuit, conduit
Rhyme with “shirk it” and “beyond it”,

But it is not hard to tell

Why it’s pall, mall, but Pall Mall.


Muscle, muscular, gaol, iron,
Timber, climber, bullion, lion,

Worm and storm, chaise, chaos, chair,

Senator, spectator, mayor, 100


Ivy, privy, famous; clamour
Has the A of drachm and hammer.

Pussy, hussy and possess,

Desert, but desert, address.


Golf, wolf, countenance, lieutenants
Hoist in lieu of flags left pennants.

Courier, courtier, tomb, bomb, comb,

Cow, but Cowper, some and home.


Solder, soldier! Blood is thicker“,
Quoth he, “than liqueur or liquor“, 110

Making, it is sad but true,

In bravado, much ado.


Stranger does not rhyme with anger,
Neither does devour with clangour.

Pilot, pivot, gaunt, but aunt,

Font, front, wont, want, grand and grant.


Arsenic, specific, scenic,
Relic, rhetoric, hygienic.

Gooseberry, goose, and close, but close,

Paradise, rise, rose, and dose. 120


Say inveigh, neigh, but inveigle,
Make the latter rhyme with eagle.

Mind! Meandering but mean,

Valentine and magazine.


And I bet you, dear, a penny,
You say mani-(fold) like many,

Which is wrong. Say rapier, pier,

Tier (one who ties), but tier.


Arch, archangel; pray, does erring
Rhyme with herring or with stirring? 130

Prison, bison, treasure trove,

Treason, hover, cover, cove,


Perseverance, severance. Ribald
Rhymes (but piebald doesn’t) with nibbled.

Phaeton, paean, gnat, ghat, gnaw,

Lien, psychic, shone, bone, pshaw.


Don’t be down, my own, but rough it,
And distinguish buffet, buffet;

Brood, stood, roof, rook, school, wool, boon,

Worcester, Boleyn, to impugn. 140


Say in sounds correct and sterling
Hearse, hear, hearken, year and yearling.

Evil, devil, mezzotint,

Mind the z! (A gentle hint.)


Now you need not pay attention
To such sounds as I don’t mention,

Sounds like pores, pause, pours and paws,

Rhyming with the pronoun yours;


Nor are proper names included,
Though I often heard, as you did, 150

Funny rhymes to unicorn,

Yes, you know them, Vaughan and Strachan.


No, my maiden, coy and comely,
I don’t want to speak of Cholmondeley.

No. Yet Froude compared with proud

Is no better than McLeod.


But mind trivial and vial,
Tripod, menial, denial,

Troll and trolley, realm and ream,

Schedule, mischief, schism, and scheme. 160


Argil, gill, Argyll, gill. Surely
May be made to rhyme with Raleigh,

But you’re not supposed to say

Piquet rhymes with sobriquet.


Had this invalid invalid
Worthless documents? How pallid,

How uncouth he, couchant, looked,

When for Portsmouth I had booked!


Zeus, Thebes, Thales, Aphrodite,
Paramour, enamoured, flighty, 170

Episodes, antipodes,

Acquiesce, and obsequies.


Please don’t monkey with the geyser,
Don’t peel ‘taters with my razor,

Rather say in accents pure:

Nature, stature and mature.


Pious, impious, limb, climb, glumly,
Worsted, worsted, crumbly, dumbly,

Conquer, conquest, vase, phase, fan,

Wan, sedan and artisan. 180


The TH will surely trouble you
More than R, CH or W.

Say then these phonetic gems:

Thomas, thyme, Theresa, Thames.


Thompson, Chatham, Waltham, Streatham,
There are more but I forget ’em –

Wait! I’ve got it: Anthony,

Lighten your anxiety.


The archaic word albeit
Does not rhyme with eight – you see it; 190

With and forthwith, one has voice,

One has not, you make your choice.


Shoes, goes, does [1]. Now first say: finger;
Then say: singer, ginger, linger.

Real, zeal, mauve, gauze and gauge,

Marriage, foliage, mirage, age,


Hero, heron, query, very,
Parry, tarry, fury, bury,

Dost, lost, post, and doth, cloth, loth,

Job, Job, blossom, bosom, oath. 200


Faugh, oppugnant, keen oppugners,
Bowing, bowing, banjo-tuners

Holm you know, but noes, canoes,

Puisne, truism, use, to use?


Though the difference seems little,
We say actual, but victual,

Seat, sweat, chaste, caste, Leigh, eight, height,

Put, nut, granite, and unite


Reefer does not rhyme with deafer,
Feoffer does, and zephyr, heifer. 210

Dull, bull, Geoffrey, George, ate, late,

Hint, pint, senate, but sedate.


Gaelic, Arabic, pacific,
Science, conscience, scientific;

Tour, but our, dour, succour, four,

Gas, alas, and Arkansas.


Say manoeuvre, yacht and vomit,
Next omit, which differs from it

Bona fide, alibi

Gyrate, dowry and awry. 220


Sea, idea, guinea, area,
Psalm, Maria, but malaria.

Youth, south, southern, cleanse and clean,

Doctrine, turpentine, marine.


Compare alien with Italian,
Dandelion with battalion,

Rally with ally; yea, ye,

Eye, I, ay, aye, whey, key, quay!


Say aver, but ever, fever,
Neither, leisure, skein, receiver. 230

Never guess – it is not safe,

We say calves, valves, half, but Ralf.


Starry, granary, canary,
Crevice, but device, and eyrie,

Face, but preface, then grimace,

Phlegm, phlegmatic, ass, glass, bass.


Bass, large, target, gin, give, verging,
Ought, oust, joust, and scour, but scourging;

Ear, but earn; and ere and tear

Do not rhyme with here but heir. 240


Mind the O of off and often
Which may be pronounced as orphan,

With the sound of saw and sauce;

Also soft, lost, cloth and cross.


Pudding, puddle, putting. Putting?
Yes: at golf it rhymes with shutting.

Respite, spite, consent, resent.

Liable, but Parliament.


Seven is right, but so is even,
Hyphen, roughen, nephew, Stephen, 250

Monkey, donkey, clerk and jerk,

Asp, grasp, wasp, demesne, cork, work.


A of valour, vapid, vapour,
S of news (compare newspaper),

G of gibbet, gibbon, gist,

I of antichrist and grist,


Differ like diverse and divers,
Rivers, strivers, shivers, fivers.

Once, but nonce, toll, doll, but roll,

Polish, Polish, poll and poll. 260


Pronunciation – think of Psyche! –
Is a paling, stout and spiky.

Won’t it make you lose your wits

Writing groats and saying ‘grits’?


It’s a dark abyss or tunnel
Strewn with stones like rowlock, gunwale,

Islington, and Isle of Wight,

Housewife, verdict and indict.


Don’t you think so, reader, rather,
Saying lather, bather, father? 270

Finally, which rhymes with enough,

Though, through, bough, coughhough, sough, tough??


Hiccough has the sound of sup
My advice is: GIVE IT UP!

–Posted by Lynne Diligent

Attend Filmmaker Luke Holzmann’s Free Film School Course on Line

January 16, 2012

As a teacher (or even homeschooler), have you ever considered how adding filmmaking capabilites could enhance your teaching abilities with students?

The only materials you need to do so are a computer with high-speed internet connection, and a simple point-and-shoot digital camera with video capabilities (although higher levels of video cameras or those with more manual controls are always a plus).

Filmmaker Luke Holzmann now offers a free, online, 36-week course to all who are interested.  A brief description of the course and simple materials needed (which most of us already have) can be found HERE.

Filmmaker Luke Holzmann

Many teachers, students, and adults are interested in filmmaking, but most don’t have a clue where to start if they are not actually in school especially for this purpose.  Check out this exciting course, either to enhance your career skills, or as an enjoyable hobby.

I’m going to try it, and I’m signing up today.

–Lynne Diligent

Cyberbaiting of Teachers, A New and Dangerous Trend

January 5, 2012

Well-behaved middle school students

A well-behaved middle-school student I tutor expressed her frustration to me with some of her formerly well-behaved classmates who now talk back to teachers and act up in the classroom.

When my student asked these friends why they now behave this way, they say it’s all about fitting in and being accepted by the “cool” group.

Anyone not accepted by this group is a target for their bullying.  My student has a mature attitude and refuses to behave this way; as a consequence, she has to stand up to various forms of insults and bullying constantly.

At one point, our school debated putting in cameras to film student behavior in every corridor and classroom, and then decided not to.

It may have been both about cost, and about invasion of privacy, as well as our school being a high-level college prep school in a Middle Eastern country.

However, lack of cameras is no longer a protection for privacy for anyone, as every student is now capable of filming anything and everything and posting it anonymously and publicly on-line.  As this article explains, many students are now purposely provoking a teacher to the breaking point with the advance intention of filming it and posting it on-line.  This form of bullying is both demeaning to teachers, and can cost many teachers their jobs.

All teachers need to remember that now, the eyes of the world are watching every second.  This applies not just to teachers, but to everyone.  Teachers, however, are more vulnerable because students with evil intentions are purposely setting out to put them in a compromised situation.

–Lynne Diligent

Why Teachers Should NOT Treat All Students the Same Way

November 25, 2011

When I first began my teaching career, I made a great effort to be fair with all students by treating them the same way under the same circumstances.  We all want to be fair with students if we are decent human beings as teachers.

However, over many years of teaching (and parenting) I discovered that treating all the same way was not producing the best results.  Over time, my focus changed from concentrating on being “fair” to doing whatever was necessary to bring each student to his highest and best performance in my class.  Furthermore, each student’s best performance was not at the same level as any other student.  This is where teaching becomes an “art” rather than a procedure, or a delivery.

Let’s look at some specific examples.  If students don’t do their homework (math, for example), they arrive in class unprepared to learn from their mistakes in that day’s lesson.  It is not important if they got the right answer in their homework; what is important is whether they attempted the problems and knew at which points they encountered difficulty.  Then they were ready for that day’s work and explanations.

So, how can teachers get students to do their homework (each student’s highest and best effort)?  In my early teaching days, in attempting to be “fair,” I would have given an identical penalty to every student who did not do their homework.  After two decades in the classroom, my approach had changed.  In Grade Three, I put A’s on every paper where the homework was completed (correct or not, although grades were not counted–unknown to the students, but known by their parents) and F’s on any homework undone or uncompleted (again, not counted, as above).  Other than that, I used different incentives for each student.

One student might need a threat–threat of a phone call to a parent, threat of staying in from recess, threat of extra homework.  Another student might need a reward–verbal praise, positive note home from the teacher, getting to be first in line all day long, reading a book while others continue to work.  Still another student might need extra help in class, extra time with the teacher, help from a classmate arranged with the teacher’s blessing, help speaking to a parent.

This is where teaching becomes an art.  In order to know when to use the carrot and when to use the stick, and how much carrot or stick, or which carrot or stick to use, a teacher must know all of his or her students individually, and know them well.  In a normal class of 25-30 students, it takes about two months to know the students this well.

Some teachers don’t want to know their students, and put up a wall.  It’s also harder for younger teachers who are closer in age to the students they teach.  The older one is, the easier it is to get to know students individually without compromising privacy or classroom discipline.  Sometimes older students assume that younger teachers want to be their “friend,” whereas younger students with an older teacher don’t make this assumption even if they do become actual friends at some point.  So the older the teacher is, the easier this is.  Sometimes younger teachers need to erect more of a barrier.

So, how to get to know one’s students?  The first way is through grading their papers, reading their opinions, and by commenting on their papers regarding what they have said.  The second way is through classroom discussions, and by being open and honest with students in classroom discussions, which encourages them to be open and honest with teachers in return.  You both learn about each other.  It’s always easier to do this in primary school than in secondary school.

Regardless, any effort expended in knowing students individually will pay dividends both in personal rewards as well as for knowing what to use to motivate that particular student.  Students who know and respect a teacher will work hard for that teacher as a person.

The reason students must not be treated the same is that some are motivated by carrots, some by sticks, and most by alternate use of various carrots and sticks at different times, and under different circumstances.

–Lynne Diligent

Teaching Conditions Faced by Teachers in the Rural Middle East and North Africa

November 22, 2011

Imagine 46 students per class (with the teacher having 550 different students per week), no chalk, no electrictiy, and no heat in freezing winter conditions.

The current generation of young teachers are often placed in government public schools which are now built in agricultural and mountain regions.  I spoke with one of these teachers, an incredibly dedicated first-year English teacher, who is teaching in one of these schools, and listened to him describe to me the teaching conditions he has to endure.

He teaches in a school without electricity or any sort of heat (and it is winter now with freezing temperatures), and without enough chalk for him to use.  The school finally was able to obtain one box of chalk to use.  When I asked him how long this was supposed to last, he told me the whole year.  I asked him if it might be possible for him to buy additional chalk from  his own pocket (even though he shouldn’t have to).

A rural, public secondary school.

He said that the problem was that as a new teacher, he hadn’t received his salary yet.  When I asked why not, he told me that all the teachers placed in public schools did not receive their salary for the first one-to-two years on the job (although I am assuming that they do eventually get the salary to which they are entitled)!  He said that teachers at private schools do get their monthly salaries upon starting, and that this is just a problem in the public-school sector.  When I asked about salaries, it appears that new teachers in the public sector generally make about $400 a month; whereas veteran teachers of many years usually make about $700 a month.  The top end of the salary scale is around $1,000 a month for the most veteran teachers in the most difficult subjects (possibly math, chemistry, physics).

My next question was, therefore, how was he managing to live, if he wasn’t getting any salary?  I asked if students ever invited him to their homes for meals.  He said no.  He said that he was very fortunate, compared to some teachers, because his parents had actually moved to his new location with him (he’s 25) so that he could live with him and they could support him during his first few years in this job.  (In this country, most new teachers are placed first in rural areas, and after several years of teaching in such conditions, they can apply to come to the city.  But it usually takes many years to actually be able to get to a school in a city.)

School hours are from 8:00 am – 12:00 Noon, and again from 1:00 pm – 5:00 pm.  This particular teacher is an English teacher in a middle school.  He has 550 students a week.  His classes average 46, and in each class, the age of students ranges from 13-20!  Each of the 550 students spends about two hours a week in his class, once a week.  So each day he has three classes.  One goes from 8:00 am to 10:00 am.  Then he has a ten-minute break.  The next class goes until noon, followed by an hour for lunch.  The third class is from 1:00 pm – 3:00 pm, and another class from 3:00 pm to 5:00 pm.  He has tried assigning homework, but has so far found that only five or six students out of 550 actually did the homework.  He says that most students take notes, but never open their notebook once they have left class.  The school has no library at all, and twenty classrooms which are equally as crowded as his.  The school has no extra resources even to buy an extra box of chalk for the teachers.

I asked about the sex ratio in his classes.  He said that being a secondary school in a rural area, it’s about 70% boys and 30% girls, but that the girls are far more serious, and study better.  Some of the reasons behind the lower attendance of girls have to do with girls’ labor being needed in the home, as well as it being dangerous and far for the girls to walk to school.  They cannot walk alone (for safety reasons).  The school is 2-3 kilometers from most of their homes.  The older girls get, it is more difficult for families to keep them in school, than it is for boys.

This teacher told me that he started his class year by having only two rules, which he explained to his students.  These are to have RESPECT, and to DREAM BIG.    He talked to the students about respecting themselves, about respecting others, about respecting their teachers, and about what it means to have respect in each of these areas.  Next he talked to them about their dreams.  He tried to encourage them in whatever their dreams were, to take steps toward pursuing them, whether it be becoming a soccer or basketball player, or becoming an artist.  The saddest thing, he said, was that most of them don’t have ANY dreams at ALL.  He said they have been raised in such a way that such thinking and ideas are not encouraged.

A typical public secondary school in a small city.

I told him (speaking as a teacher of many years) that no teacher can hope to be that “special” teacher for everyone, but that every teacher CAN hope and expect to be that “special” teacher for at least some students.  Teachers can change the lives of students by opening up possibilities and giving emotional support.  We discussed it, and he said that while middle-class students are now having dreams, that lower-class students (the majority) are not yet to that level.

As a first-year teacher, he told me that he desires to be a “modern” teacher, using games, songs, and playing.  However, he quickly found this did not work.  “If you have fun with them,” he says, “then they think you are a cool teacher who ‘lets them do whatever they want’ and they don’t respect you.”  He has problems with students getting up out of their chairs out of their chairs without permission, and many students talking in class, disturbing the others.  When he tries to get them to CALM DOWN they don’t want to listen.  These are the same problems I had for many years in my classrooms in this country, although I found getting older (as a teacher) helps!

Interestingly, English teachers in this French-speaking country tend to follow Western models of teaching, and the education departments follow modern methods from America.  They are not being taught in ed school just to have students “memorize” and the like; however, they have the same trouble as foreign teachers do with finding that often more fun and interesting methods don’t seem to work with students who have been raised with different sorts of ideas by their parents, and by the local culture.

This teacher and I live in different parts of our country, and I spoke with him over Skype.  His English was unbelievably good, even compared to other English teachers I have met.  We are a French and Arabic-speaking country (upper classes speaking French, and lower classes speaking the local dialects of Arabic).  It was as good as if he had been raised in England or America, and only had a very slight accent.  He spoke with perfect grammar and pronunciation, and in our two-hour conversation I heard only one slight mistake, which he self-corrected.  I think it’s amazing that someone of this quality is teaching in such a far-off rural school.

I mention this teacher’s good English as a comparison  to my daughter’s experience less than ten years ago in respected private school in a big city in our country.  I went to a presentation for parents in a large auditorium.  The English teacher got up and spoke to parents for five minutes from the stage, explaining what the students were going to do.  Yet, I could barely understand a word!  When my daughter (a native speaker) was in her class, she used to tell my daughter that she wasn’t speaking English correctly (not true).  Since that time, I have found that the English standards of the public-school teachers generally seem quite superior to those of many private-school teachers (although I’m not yet sure why that is).

This teacher’s dedication really impressed me and made me feel as if I wanted to be a student in his class!

–Lynne Diligent