The Nelson Gage Dictionary has this note about teaching: Teach emphasizes giving information, explanation, and training, by guiding the studies of the person who wants to learn.
Every little child is a question box, wanting to learn about the world in which he finds him/her self. The questions become wearisome for parents. We don’t have all the answers; we don’t have enough time; sometimes the questions are embarrassing, such that we don’t know how to give an answer that fits the level of understanding of the child.
Let us beware lest we stifle the desire to learn of this little child of ours. Once that desire dies, it is very difficult to rekindle it. It never completely dies, but the child may redirect it to subjects and sources of information that are neither wholesome nor useful in developing a successful life.
Schools deaden the “want to learn” of a child. They teach literature and history in particular in a way that makes them deadly boring. Grammar and arithmetic are boring, unless the child sees their usefulness. When a child struggles in school, the teacher is not the first one to blame. A child is not a receptacle into which a teacher pours information; a child needs to be an active participant in learning. He/she must have the “wants to learn” mentioned by the dictionary.
A child learns step by step, each step built upon the one before it. If a child has not learned phonics, finds it hard to understand what is on the page before him, he will agonize over every succeeding step and find it near impossible to master.
We are often told that phonics are useless in English because so many words do not follow the rules of phonics. Children who have a good grasp of phonics can decode 85% of English words without hesitation. Another 12% of words in English have one sound that does not follow the rules of phonics. That sound is usually a vowel; by a combination of phonics and the context in which they find the word, children can successfully decode those words. That leaves only 3% of English words that present difficulties. Does it make sense to abandon phonics and force children to memorize 100% of words because 3% are difficult?
My mother did not speak English when she started school and only spent six years in school. She was the best teacher I ever had. Perhaps I owe that to my grandfather. He was nearly blind and depended on my mother to help with the financial affairs of the farm. She read the farm papers to him and when she read a book; she had to retell the story to him. She continued to be a reader, studied the dictionary, spoke English without an accent and with a larger vocabulary than many others. When she married my father, she took over managing the family financial affairs.
I never knew that she was teaching me. She gave me this big set of alphabet blocks and let me do whatever I wanted with them. When I asked about the symbols on the blocks, she told me what they were and what sound they made. I wanted to know more and more; she put a few blocks together to make words like CAT, DOG, MOM, DAD. From there I went on to larger words, even spelling my name (which took a lot of those blocks). Soon I was reading little books for beginning readers and anything I could get my hands on. Then I started school.
She taught me numbers, too. How to read them, how to add and subtract. I have no memory of how she taught that, I just remember that I knew it when I started school.
Above everything else, she taught me I could learn anything I wanted to learn. She didn’t teach these things explicitly, she just guided the “want to learn” of her little boy.
The greatest gift of all was that I always knew that Mom loved me. Even when I disappointed her, I still knew that she love me and believed in me, and believed that I could overcome my failures. That gave me the courage to try again.