Archeological Insight: Who WAS that Teacher?

In the drama over the demise of the WordPress Daily Prompt, I went to my old Blogger sites to see about maybe you know, switching back? I haven’t looked at those sites for years. Among them are two I developed for my classes. One of them from WAY back before I evolved and changed, way back in 2011.

At the time, I was teaching five sections of basic business communication at San Diego State and several different composition classes at a couple of community colleges. The composition classes were online, hybrid and in the classroom. Being an adjunct teacher is a lot like being the cowboy who’s told to “dance” just before the other cowboy starts shooting at his feet. You have to be ready to do any and everything at the last minute. I taught online classes for as long as there have been online classes because — unlike many English teachers — I’ve always been interested in and comfortable with computers.

Many students signed up for those classes because they didn’t want to go to school or they thought it was an easy way out. It didn’t occur to them that an online class was basically “all writing, all the time.” After a few years, I understood this well and the very first page of a very detailed (cover-your-ass-so-we-don’t-get-sued-by-little-Johnny’s-helicopter-parents) syllabus was actually MEANT to discourage people from signing up. The goal was to help those who DID take the class succeed and to direct students who would not succeed into classes where they would have a better chance. More than traditional classes, online classes depend on reading and writing fluency. There’s no one to talk things over with.

This is a very important class for building a foundation for good writing and thinking skills that you will need throughout the rest of your education and in your life. Writing is a skill everyone uses in EVERY field of work. You will need to be a good writer regardless of your major or planned career.

In any online class, you bear a large part of the responsibility for your OWN learning. This is NOT the best choice if you’re a student who hates English, who hasn’t done well in English classes in the past, and is a second-language learner without native speaker proficiency.  

 Q: Why do most students take online or hybrid classes?
A: Convenience! Most students who choose distance learning choose it because they feel that they can work on their own when it’s convenient for them. Great, huh?
Fact: Online/hybrid classes require MORE self-motivation than traditional, face-to-face classes. They require excellent time management skills and the ability to work without a teacher pushing or praising you. Students need to be very self-motivated and organized to do well in an online class. 
It will be up to you to review lectures, take quizzes, post homework, participate in the discussion forum. You will find lectures online, information about writing online, grammar and reading comprehension exercises online and you are responsible for doing them just as you would be in a 16/17 week traditional class meeting in a classroom with the teacher standing over you waiting for you to hand in your homework. 
Important Things to Think About Before Taking this Class:
  • If you are NOT self-motivated and willing to work very hard for the length of this class learning to write, somewhat on your own, drop this class ASAP.
  • If you “work well under pressure” (meaning you are a person who procrastinates) drop this class NOW.
  • If you think that an online writing class is a good way to “get it over with” an online class is not your best choice. Online classes involve a major time commitment and unless you are organized, motivated and focused, it is very easy to fall behind.
  • Your homework will be posted online where your classmates can read it. If you are uncomfortable letting others read your writing or taking and receiving constructive criticism from your professor and your classmates that others will read, drop this class NOW.

If you are uncomfortable using computers, but you still want to take an online class, take an introductory course to computers FIRST. Your experience will be MUCH better in an online class if you don’t have to learn to use computers too.

If you are not sure about your ability to handle an online class, here are two surveys you can take to assess your aptitude in this area. Answer HONESTLY. It’s for your own benefit to know yourself well and to get the most from a class.

For those mature and motivated enough, the online writing class was usually a good choice and they learned a lot.  Once the mechanical agonies were over, things got good. Reading this made me happy this morning.

How to Comment on the Work of Your Classmates

When you comment on your classmates’ work, open their thread, read what they have written, then press the Reply button. That is the space in which you can comment.

Please write something more than, “I thought it was great.” The hard thing for writers is to know how their writing comes across to other people. To get credit for commenting (worth 1/2 grade point to you) really TELL your classmate what you read. Tell them when something makes sense (and tell them what it is) and tell them when something doesn’t. Comments like, “Great job!” aren’t very helpful when your teacher comes along later and writes more suggestions for correcting your homework than you wrote for your homework. Remember: writing concrete and useful comments to your classmates about their work will help your grade just as reading their comments and applying useful suggestions to your own writing will help your grade.

Things to look for:

  • Small grammar problems (sentence fragments, spelling)
  • Something beautiful
  • Something confusing
  • Places where your classmate’s work doesn’t make sense
  • Places where your classmate’s work makes GREAT sense

Give examples in your comment so your classmate can get concrete help and encouragement from you. Ideally you will write at least 100 words.

I remembered how well this had worked out; how enthusiastically and helpfully my students usually commented on their classmate’s work. I thought of the online classes I taught that turned into communities of writers.

I cared SO MUCH about this in 2011, more than did my students, certainly more than did my bosses who just wanted a competent warm body to plug into a slot on the schedule.

That’s the thing about education. It’s predicated on the dedication of teachers. As school shooting is followed by school shooting I wonder that teachers even go to school, but there they go, trucking off with the white board markers they bought themselves, their lesson plans, their iPads, their laptops, their dreams for their students. There they are, staying up until the wee hours, worried about the kid who seems to be suffering from some secret trouble that’s affecting his/her work. There they are, staying late to help a kid understand a story, polynomial equations, the thesis statement. There they are, sitting in the bleachers, sun in their eye, perspiration running down their back in the rented regalia showing the colors of their university, during an interminable graduation ceremony because a student asked them to give him/her his/her diploma. Who does that? What other career “demands” that?

Yesterday I took my walk and on my way home, saw my neighbor outside and stopped to talk. As we were talking, my OTHER neighbor from across the street came running over with rhubarb cake for me. ❤ We were instantly in an animated and funny conversation about being pulled over for making a rolling stop and then arguing with the cop. At one point I said to my neighbor (a retired teacher) “We have that teacher look, E. We kind of scare people.”

We had to laugh. But I’ve seen her when the kids and young teachers walk by on their way to the park. Her face lights up, “School kids! Young teachers!” and she has to say hi to all of them that she knows. And that enthusiasm is really the jist of it. I wanted my students to succeed; I honestly and sincerely cared very much about that even if it meant starting the semester with a tough-love message telling them to drop my class.

http://cactushaiku.com/2018/06/02/ragtag-daily-prompt-rdp-2-insight/

If you’re interested in participating:

Saturday: Mary, Cactus Haiku
Sunday: Patty, Lovenlosses
Monday:  Sgeoil
Tuesday: Lorna, Gin and Lemonade
Wednesday: Curious Cat
Thursday: Tracy, Reflections of an Untidy Mind
Friday: Steph, Curious Steph

“Authentic?”

Back in the day when I was a teacher, I was often called “authentic” or “real.” People said, “You’re yourself, even in the classroom!”

I found this very odd. Who else would I be? ESPECIALLY in the classroom. It was one of the many mysteries of my career that fell under the heading, “What do other teachers do?”

I have no idea. When anyone said it to me, I wondered if other teachers put on a “teacher suit” and walked into their classes every day. For that matter, anyone at any job is not 100% themselves. We all play roles at work. Here’s me teaching:

Walk into the classroom — probably early. Sit down and assemble tools for the hour or however long the class is. Get the file of this class’ work out of your bag, gather handouts if appropriate, load the slide show if there is one, answer questions from the ones who’ve learned if they get there early they get time with the teacher. Joke around with students. Class fills. Look at the clock. At the appointed hour (or a couple minutes after, depending) assuming a (usually sincerely) friendly smile, look around the room. In my eyes is a SECOND message, “We’re starting now,” and the show began.

It was a performance. Always. I haven’t done any of it ONCE since I retired.

But, there were surprises, too. Maybe my “authenticity” emerged in THOSE moments like the time a student I liked, who liked me, said, “Fuck you!” He was angry and he meant it.

How did I “authentically” handle that? “You might want to leave now,” is what I said to him, quietly knowing that the other students’ eyes were on me. What I authentically meant was, “Get out of here before I call security.”

Of course, the kid had to come BACK to class. I knew the moment would come but not when or how. Sure enough, several days later the kid was waiting for me in the hall outside the classroom.

“I’m sorry,” he said. “I was…”

“I know. That kind of thing just hurts you. You have to learn to keep your shit together. Come back to class.”

Was that authentic? Yes and no. I happened because of the contract I had signed with the university that carried with it the implication of a contract between me and my students. And that contract carried the notion that “You’re going to be interacting with 19 year olds. There’s no way to accurately assess their mental states at any given moment. Wear a psychic flak jacket when you go in there, and carry vases for the roses you’ll receive.”

What was authentic? I believed in what I was teaching. That was 100% real. I liked my students. I enjoyed the classroom. All of that, authentic. Maybe that was “different,” but I’ll never know.

 

https://dailypost.wordpress.com/prompts/authentic/

Going Along

It’s taken a long time, but I’ve finally realized people don’t always see things the way I do.   😀 When I was growing up, that was already true at home. “Your feelings don’t matter,” my mom said more than once, right out there, a clear message. At school I got a different message, which was that my ideas mattered. I entered the world with the understanding, “Feelings? Useless. Ideas? Good.”

That isn’t true. Feelings are not useless and the world has been — generally — no more interested in my ideas than my mom was in my feelings. It’s kind of a surprise when, somewhere in adulthood, later in adulthood, usually, I think, but I could be wrong, we realize that we’re not all that important in the grand scheme. We’re actually pretty invisible.

To advance our ideas we have to express them, support them, often fight for them and, if we fight, it is often against something a lot more powerful than we will ever be. It’s often against the invisible force known as the zeitgeist. If we’re not (as my brother would say) “on the public pulse” our chances are not great. If Hillary Clinton (whom I did not like but believed would be a better president than His Orangeness) had listened to me, she might have won. What did I tell her? Oh, stuff like, “It’s not about being the first woman president, sweet cheeks. It might be to YOU; it isn’t to US. In the immortal words of Jello Biafra, ‘We have a bigger problem now’.” But she didn’t hear me and probably never heard of the Dead Kennedys or of Jello Biafra and, for all I know, thinks punk rock is a bunch of skin heads…

It isn’t just Hillary. Through my whole life, I have been relentlessly off the mark. Here’s an example. During the 20+ years I was teaching writing at community colleges, many theories about the teaching and learning of writing were gaining traction. In the last decade, one was a particularly formulaic five paragraph essay taught in basic writing classes. It was not the five paragraph essay as I’d learned it in high school, but something far more rote. Begin the essay with a quotation to get the reader’s attention; cover some basic information in 3 sentences following the attention grabber (which you purloin from BrainyQuotes); write your thesis statement.

Students who learned this, universally believed that, to find a thesis statement, all you had to do was look at the last sentence in the first pagagraph. Wrong.

Since I taught writing at a slightly higher level than this five paragraph essay (next class and at the university), I got to read a lot of these. They were horrible, especially when the writer was writing about something he or she had read and could actually glean a relevant quote from their reading. OK, well, it was a start, but I didn’t think it was the best start because there’s more to writing than that formula. I also knew that — at the university level — this patent structure was scorned.

Time marched on and a job opened up at a community college. I got an interview. Part of the interview was my boss pretending to be a student coming to me for help revising the paper. I did my best. Told her to find a relevant quotation from her reading rather than Googling “quotes about XYZ”. I suggested some other things that were absolutely counter to the formula.

The next part of the interview was a teaching demo. I had a PowerPoint (because most of my colleagues were still struggling with it and it was a requirement of the job to have that kind of techxpertise). The topic of the lecture was supposed to be “the four sentence types.” I did my lecture and that was the end of the interview.

I had no idea that I had stepped firmly on the feet — not just the toes —  of many of the people on the committee.

Turned out it was my BOSS who had come up with the formula for THAT particular formulaic five paragraph essay, something that had been discussed in numerous conferences over a period of a few years. She was the one who came up with the idea that students could Google salient quotations to hook the reader. She’d contributed to a textbook and so on and so forth. The four sentence types? Well, in that world it was far more important that students memorize the four sentence types and how to construct them than it is that they learn to use language to say something.

Form over substance. That’s how I saw it. I didn’t get the job. Obviously. BUT they continued to give me as many classes as they could every semester because what I did in the classroom worked.

Was I right? Were THEY right? I’d say both, but IF you’re not going with the tide, you are against the tide or carried along in spite of yourself. I was carried along and grateful to be because I needed to earn a living, but when the water level dropped, I was left on the bank.

Thank God.

 

https://dailypost.wordpress.com/prompts/invisible/

Honking My Own Horn

For the first few months after I left teaching, my brain was busy trying to make sense out of a 30+ year career that had ended. I wrote about it (big surprise), a small text dump of philosophy and experiences. A blog reader here on WP suggested I post on Medium. I found myself part of a “magazine” — The Synapse — dedicated to teaching.

One of my pieces, “Student Centered vs. Teacher Center Learning” has been read by thousands of people, mostly young teachers. They’re highlighting passages, clapping for the content, following me. It makes me so so happy to have said something useful — after all — and helpful, for the ones just walking into the classroom now as teachers.

Another thing that’s happened related to teaching since I left, the Youtube videos I posted for my students (and never took down) are helping students today. Once in a while I get a comment thanking me. “That was the clearest explanation of the thesis statement ever. Thank you Mrs. Kennedy.”

I don’t think of myself as a teacher any more. I’ve also realized it was a way to make a living and I enjoyed it, mostly. It was NOT the grand “vocation” I often believed it to be back in the day. It seems to have been a long, long time ago that I was teaching, though it was only 3 years. But when I learn that something I’ve written has helped a young teacher or a kid in an English class, I feel warm inside.

https://dailypost.wordpress.com/prompts/honk/

To Teachers on the First Full Day of School

Watching the news and stuff… I see all these young people in Anti-fa outfits, old people marching with signs that hearken back to the last time they carried signs, I see a post on FB by a kid who doesn’t know what happened in the 60s re: race and thinks that the counter-protestors are no better than the White Supremacists. I try to explain history to him, and, to his credit, he Googles Birmingham and comes up with a church bombing.

It’s something. He realizes that he’s in the lurch; he has now looked into Fibber MacGee’s closet and doesn’t want to do the work. It’s a whole lot easier to say, “Violence is bad and the White Supremacists were planning a peaceful demonstration. Do you really think it’s all-right for the anti-fas to use violence? Anti-fa is fascist!”

He’s found a soapbox from which he believes someone of my generation will be cowed. But, no. I was never a “Peacenik” or whatever. I envy the Anti-fa outfit. It’s black. It’s scary. It says “Anarchy!” How to fight evil? Give it no quarter. I have learned that the hard way.

“Fascist, my child, is a particular thing,” I tell him. “Anti-fa may or may not be thugs, I do not know, but they are not fascist.” I see the whole thing sinking even lower into semantics. I end the conversation and ask my friend who this kid is.

“He’s an OK kid. Just got married. The nephew of my son’s ex. Rescued a husky last year.”

Rescued a husky? He’s OK in my book whatever his politics. Well, almost. I don’t think a Nazi husky rescuer would be OK. I’m going to have to take this on a case-by-case basis. I see that now. This kid hasn’t gone that far. And he’s curious. Curiosity means a lot. And he rescued a husky.

SO…

 

All you teachers out there, past, present and future, heading to school today, you have your work cut out for you. I’m glad it’s not me any more. I honor your effort, I respect your challenge, I love the work you do. Please help this kid out in whatever shape or form he arrives in your classroom. Our world depends on you. Seriously. I’m weeping as I write this.

I’m sorry. I’m sorry you don’t have a better salary. I’m sorry the gubmint doesn’t recognize the vital work you do. I’m sorry for acting out in 9th grade (3rd grade, 10th grade, 11th grade). And thank you for everything. ❤

https://dailypost.wordpress.com/prompts/lurch/

Viper Dip

Back in the day when I was teaching English as a Second Language at an international school in San Diego, there were many Arab students in my classes. I enjoyed teaching them because they were open, very friendly, willing to try to speak in the new language and undaunted about making mistakes. I taught writing at the intermediate level, so I got to enjoy many of these.

Because English is written in the opposite direction of Arabic, there is a particular kind of Arab dyslexia that led to some funny mistakes, usually confusing words — kitchen and chicken for example, Spinach and Spanish. Some letters — particularly the silent ones — look the same to Arab students. E and C are commonly confused. Because S can sound like C they are also confused.

My favorite one was confusing snake for snack. For example (this is a real example), “We were angry (hungry) after the movie so we went to store for snakes.”

All I had to do to help the student with this one was draw a cartoon on the back of the paper of the student buying snakes at Vons (the local supermarket). What would make a Korean girl blush in shame and anger — and never return to class — only made the Arabs laugh — and proofread.

And that, Mr. Trump, is your lesson in international relations for this Friday.

https://dailypost.wordpress.com/prompts/snack/

Dr. Mueller

“Fair is for soccer,” said the Intro to Religious Studies professor. He said this every semester, maybe to every freshman class he taught. There are things that must be said to university freshmen, and that’s one of them. “Don’t expect ‘fairness’ out of life.”

“Yeah, but…” sputtered a long-haired blonde girl in the front row.

“There’s no ‘yeah, but.’ It’s how it is. Fairness is something humans have made up. It’s why we have laws.”

“That doesn’t make sense,” said a kid in the third row from the left, toward the back.

“It doesn’t? Why not?” asked the Prof.

“Justice comes from God.”

“Does it? Tell that to the mother of the baby born dead. Tell that to the family whose husband/father is killed by a drunk driver. There are plenty of people who believe God ‘did’ that to punish those people. Is that what you mean but ‘justice comes from God’?”

“Well, the 10 Commandments.”

“Law. Those are laws.”

“But they came from God.”

“They came from someone who didn’t want to give his name.” The professor smiled. This is how it went every semester. “Anyway, law is our attempt to create fairness in an unfair world where some people are just plain luckier than others.”

“I don’t believe in luck.”

“You don’t think you’re lucky to have a chance to study at a university while that mentally retarded guy two doors down from you is lucky to tie his own shoes? You don’t think that’s luck?”

“I didn’t think of that.”

“Maybe human ethics means we’re able to equalize the unfair portions of luck just a little bit. Let’s say you discover, through your time here at the university, that you want to do research on the human brain or you want to be a social worker or teach special ed. Any one of those things could change the life of that mentally retarded guy two doors down for the better. Your luck could improve someone else’s. That is higher justice. See what I’m saying?”

“There’s no law that says I have to help that guy, Professor.”

“No, there’s no law. Laws are for the lowest common denominator of human behavior. The laws forbid you from hurting him and tell you that you’ll be punished if you do. There is no law that says you must help him. There can’t be.”

“Why not?”

“That’s a question I want you to answer in your journals for Monday. I look forward to finding them in my office by 9 am.”

***

P.S. Dr. Mueller is/was a real professor. His lectures were so well delivered, so animated and engaging, that I used to sit in on them. Lecturing was not my strong point as a teacher, but it was a necessary evil especially in the beginning of a semester. I saw this dialogue play out three or four times and it always amazed me.

https://dailypost.wordpress.com/prompts/portion/

Back in the Goodle Days of Teaching Freshman Comp

As many people know, I was once an English teacher. I taught composition, critical thinking and business communication. Once in a GREAT WHILE (like twice in two decades) I was “allowed” to teach summer literature. I spent 35 years of my life reading student papers. What’s more (and possibly strange) I liked it. I liked teaching post-adolescents and I never got tired of it. Everything I ended up hating about “teaching” really had little to do with teaching or students.

There is a thing about college freshmen and sophomores, it’s a good thing, but it’s also challenging, funny and annoying, they think they’re VERY VERY VERY smart and that they created the world and everything in it when they hit 18. I thought this, too, at that time of my life, so I have and always have had total sympathy with the hubris of youth. Now I know two things about it 1) their frontal lobes are not completely grown, 2) if we didn’t feel that way as young people the world would never change.

They wrote papers and they confused words. They confused words because they wanted to use big words. They had a few things going on in their minds. 1) they wanted to use big words because they were smart people and smart people use big words, 2) they wanted to impress their English teacher and everyone KNOWS English teachers are impressed by big words, and, 3) you get good grades by impressing your teacher. The advent of “spell check” made this problem even more interesting. :p

I think “plethora” is probably the favorite big word of college freshmen to use in their English essays. I’ve read that word almost exclusively on freshman English papers. One student even said, “Did you like how I used ‘plethora’?”

They also liked to get on their soapboxes. In order that they learn to be logical in presenting their arguments, they were required to write a PERSUASIVE PAPER on a controversial topic. I made rules. They could not write about legalizing pot, capital punishment or abortion. “Why, professor?”

“Well, here’s the deal. I don’t want to read a bunch of papers about legalizing pot, capital punishment or abortion. You gotta’ see this from my side. You’re going to write ONE paper. I’m going to take home 30 papers from each of my 3 freshmen comp classes. I don’t want to read 90 papers on abortion, would you?”

“No!”

“All right then. Come up with something YOU really care about.”

“I care about that.”

“Find something else.” If a student were too invested in one of those three topics I was pretty sure they already had a paper and works cited page, probably from high school. There was also the reality that there are  9 million freshman papers available for sale on those three topics… I hated dealing with plagiarism.

If you have never sat down to a stack of freshman level persuasive papers, you have not lived (huh?). 🙂 Usually they were pretty OK. Occasionally they were abysmal, often they were cliché, sometimes they were inspiring. There was always at least one paper that took it upon itself to defend Freedom and the American Way. Almost always that paper told me that it was my right to peruse happiness.

***

https://dailypost.wordpress.com/prompts/pursue/

“Kennedy, You’re Weird”

“I never feel like I get any closer to you,” she’d say. When the Carpenters came out with their song, “Close to You,” she’d say, “That’s how I think of you. You’re difficult to reach.”

It made me feel guilty, but I didn’t understand what she meant. I was just me. I was just a kid. What were other people like?

“I never feel as if I really know you, or touch you. You’re always somewhere else.” Echoes but this was the great love of my life, not my mom.

What in the world did they want?

Now I believe the “complaints” came from fundamental differences in personality that I didn’t know about until I required hundreds of business majors (my students) over a period of years take the Myers/Briggs Personality Inventory as part of a report project. My goal was to:

1) teach them how to write a business report as a group project,
2) teach them about different kinds and levels of research,
3) expose them to a work problem — there were two; one was using personality tests in hiring which is done fairly often and the other using personality tests for team building, also used fairly often,
4) give those who were unhappy in their major a chance to question their direction if they wanted to.

I learned about me.

Some of my students rejected the tests out-of-hand saying, “It’s like a horoscope” to which I replied, “Sure if you get your ‘sign’ by answering questions about yourself then it is. I agree.”

Most of my students thought the project was kind of fun. One of them said, “Whoa, I’m changing my major to ceramics.” That was the ONE kid out of thousands who had the same MBTI type as I have. INFJ, (Introverted/iNtuitive/Feeling/Judging) statistically the rarest personality type. No, that doesn’t make me think I’m special. It actually makes me special. Sorry. So all the people who have said over the years, “Kennedy, you’re a freak,” knew what they were talking about. 😉

A group of business majors is already a self-selected, elite group of people who are unlikely to be introverts, and very few were. Most were men, my direct opposite ESTP  (Extraverted/Sensint/Thinking/Perceiving) and ESTJ with one or two “accountants” ISTJ sprinkled in. Since the class wasn’t required for accounting majors, there were never many of those. Once in a while there was an “N”, an intuitive person, usually a girl, who was tuned in to the feelings of others. All of these types are very common in our world. They are the people that keep the world going every single day.

Their personality types were extremely outgoing. They were not prone to self-reflection, not aware of the feelings of others or overly concerned about them. Extroverted, Sensing and Thinking, they went through life without a lot of interpersonal awareness. This is all a way to say they were not the most sensitive people in the world and were strongly ego driven. I, as an introverted, intuitive am almost always aware of what’s going on with other people and I wear my heart on my sleeve. They could hurt my feelings easily. They would say things to me and get in a physical proximity to me that were very challenging. When I understood who they were, I realized it wouldn’t hurt them at all if I gave them back what they were giving me, and it didn’t. They expected it. They gave it to each other. It was the way things were supposed to be in their worlds, from their perspectives. I stopped defending myself ever.

“Why did you give me a D?”

“I didn’t give you a D. You earned a D. If you don’t like the D, you can talk to me about what you could have done better, otherwise, I don’t have anything to say.”

“OK. What could I have done better.” Challenge, provocation dripping from his/her voice.

“I’ll tell you if you’re really going to listen, but if you’re just angry at me right now make an appointment to come and talk to me next week.”

“I’m angry.”

“OK. Come see me Tuesday before class. I don’t talk to angry students.”

I don’t think those kids ever knew what it took from me to be the classroom teacher whose classes they fought to get into or the teacher in the office who sat with them for hours helping them learn to see their own work, their own selves, take responsibility for their own achievement. They naturally figured I was like them, deriving boundless energy from proximity to other human beings.

Until I had done this project with several classes, I’d been skeptical about the tests. I’d seen it simply as a good project that would interest my students at this moment in their lives — 19 is all about self-discovery. I became a believer when I saw how knowing the overall personalities of a class of business majors could help me teach them.

We are not all the same. That “special little snowflake” thing has more than a germ of truth to it, but we’re stuck with the other people in the world. From this experience, I saw why I’m hard to be close to. I need a lot of psychic and physical privacy. I have a lot going on inside my head. I thought everyone was like this, but my 10,000 business majors taught me that is not the case. They also taught me how to compensate, how to reach others, and that was an enormous gift I wish I’ld learned earlier in my life.

***

https://dailypost.wordpress.com/prompts/privacy/

Rock Star

I got an ovation once. It was at the end of a student show at the end of the term at the international school where I was teaching. I was thrilled, surprised, honored by the ovation. Proud of my students and of myself. The group in the auditorium — students — stood up and yelled, “Martha! Martha! Martha!” But now I don’t even remember the amazing thing they did under my Professor Keatingesque tutelage!

For some reason, for years I was kind of a “rock star” to students. My classes were “not like the other teachers’.” I don’t know how they were different, but… For a while when I walked across campus students would cheer. It’s true. It’s weird, but true. I’m a humble person, and I found it kind of embarrassing and still kind of cool.

I wasn’t even completely aware of it as a phenomenon until, one day, one of my former colleagues at the international school asked me, “How’s teaching at the university? Are you still a rock star?”

That’s when I started noticing it. I also began noticing the way my colleagues looked at me.

We all know teaching is a serious business. Teachers aren’t supposed to have fun and students aren’t supposed to have fun. If the teacher and the students ARE having fun, no one’s learning anything. My experience over the years showed me that teachers are often among the most conventional and unimaginative purveyors of social norms. Thinking about that some more, I began to see that’s what’s expected of teaching. A teacher’s job is to keep the values of society intact. A teacher’s job is not to challenge and provoke and inspire. I began to see that clearly in the response of my colleagues to me.

If students do well in your class and get high grades, you’re an easy grader NOT an effective teacher. If students do Hamlet  as an extended role play, you’re not teaching Shakespeare. If, in a class that lasts 4 hours, your remedial writing students turn out a complete essay, you have failed to teach them discipline.

I viewed teaching as a dance. The students were my partners and we were trying to get through the song with as much grace and joy as we could. I believed nothing was too hard for them IF they wanted to do it. I believed some things that were difficult were so good and so important that they needed to deal with them — but I’d help them. I believed they were human beings, and, as most were 19, they were human beings in search of self not in search of society’s expectations of them.

I’m glad I was a rock star. It’s kind of hard to imagine at this point, but it really happened. And there are students out there — now in their 30s or 40s — who know that some of our best friends are “dead friends” (exist for us between the covers of books) and that the Crossopterygii was our ancestral hero.

https://dailypost.wordpress.com/prompts/ovation/