To Everything a Season

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Photo by Pixabay on Pexels.com

“To everything there is a season, and a time to every purpose under the heaven:” Ecclesiastes 3:1

Part of summer for me is evaluating the school year and analyzing some of its positive and negative aspects. What worked? What didn’t? One thing that struck me this year was how much pressure some of my younger high-achieving students put on themselves.

I had several students, especially early college and dual-enrolled ones, who seemed to be in a constant state of agitation, worrying about minor grades, wanting to turn in work before instruction was complete and becoming defensive, sometimes even arguing, over relatively unimportant comments on essays.

Once I lost patience with one of these students who would just not let go of her concern over a minor assignment she missed due to an absence, even after I explained that in-class assignments can not be made up, according to class policy as stated in the syllabus. Rather than argue with her, I gave in and let her make up the assignment.

Now, upon reflection, I think I should have stuck to my guns, but at the same time, I want to find a better way to communicate with students who struggle with perfectionism, help them learn how to better manage the pressures they face at home, at school, and increasingly, at work.

NPR correspondent Allison Aubrey’s article, “The Perils of Pushing Kids Too Hard and How Parents Can Learn to Back Off” offers some sensible advice not only to parents of high school-aged students but to educators as well, such as, offer resilience training, celebrate all kinds of success, don’t supervise everything and under-schedule.

I am thinking of ways to start a conversation with my students early in the semester through journaling and conferencing that can help them understand my expectations and build their resiliency as well as help them find a healthy life balance on their own terms. Another idea is to change the way I present grades to better reflect each assignment’s relative weight so students can more easily see how each one affects their grades.

My hope is for my students to embrace the idea that everything has its season, like summer is for me this year—a time for reflection and refueling.

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If you are or ever have been a writing teacher in any capacity or at any level, please consider submitting to my literary journal, Teach. Write. Submissions are open until August 1. See submission guidelines.

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Mrs. Winkler Settles Down

View from Schloss Neuschwanstein

View from balcony of Schloss Neuschwanstein near Füssen in Bavaria, Germany — Photo by Katie Winkler–June 2018

Whew!! I have been busy, y’all! End of a stressful, albeit successful school year, a successful, albeit somewhat daunting, writers’ conference at Brevard College, a daunting, albeit wonderful ten-day trip to Germany to see my brother and his family, two days of recovery, and I am ready to settle into the rest of my summer.

One issue  nine-month faculty members consistently face is how to handle the glorious three-month sabbatical that they receive each year. Here in the South, we laugh and tell the old joke–What are the three best things about teaching?  June, July and August. According to my daughter, however, I don’t know how to enjoy those halcyon days of summer. I can’t stop thinking about teaching, even when I need to be thinking about my writing, and most importantly, refueling my body, mind and spirit with reading, studying (for fun), and above all, spending time with my family and friends. Somewhere in there I need to do housework, too. Oh, I forgot–cataract surgery on both eyes in June and July.

That old plate just keeps getting full–just like dinner on the grounds at a Southern Baptist church homecoming. So, I have a plan. Let’s see if I can stick to it this year and practice what I preach to my students about time management. Maybe writing it down on this blog will help me hold myself accountable.

Here are the primary objectives (in order of importance):

  1. Spend quality time with family and friends
  2. Prepare for cataract surgery and rest afterwards
  3. Finish rough draft of the new play–Death or Love?
  4. Finish the rough draft of the novel–Flood
  5. Write blog post at least twice a month and work on Teach. Write. 

 

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Speaking of Teach. Write. Submissions are now open (until August 1) for the fall 2018 edition. If you have ever taught English composition at any level, then please consider submitting fiction, non-fiction, poetry or drama. You can find complete submission guidelines here. I would love to see your work!

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Submissions Now Open for Fall 2018 Edition of Teach. Write.

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The year is winding down. Graduation tomorrow, and I will be finished for this academic year, but there is an exciting summer of traveling and writing ahead, so bring on the professional development!

The spring edition of Teach. Write.: A Writing Teachers’ Literary Journal has been well-received. The journal is available online–print copies are also available–just follow this link–Spring 2018 Teach. Write. 

If you are or ever have been a composition instructor, then please consider submitting creative nonfiction, flash fiction, short story, poetry or drama.  See submission guidelines and deadlines here.

Poetry’s Power

Poetry’s power partly lies in its ability to distill a great deal of meaning into a small space. An English teacher friend of mine used to explain to her students that poetry is the tomato paste of the literary world. Novels are crushed tomatoes, short stories are tomato sauce, but poetry is the thick paste that only comes out of that tiny can with a spoon (or opening both ends of the can and pushing the paste out in one big flavorful lump).

 

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The compact nature of poetry also makes it useful for teaching English composition, especially in college-level classes that often must stuff yards of material into inches of calendar space. For example, when the state where I teach decided to re-design developmental English, shoving 16 weeks of material from two separate 16-week reading and composition classes into one class of 8 weeks, I was having difficulty fitting in essential grammatical information.

 

Our old developmental English textbook used Langston Hughes’ “Harlem” as a way to teach vivid verbs, but my students had a hard time understanding what a verb was in the first place, so the poem became my way to simply identify verbs and introduce the concept of syntax, denotation and connotation as well as  analyzing concrete texts and the original purpose of verb usage.

In addition, we would discuss the importance of symbolism, metaphor, simile, and other figurative language, all concepts the re-design material stressed as important information to cover.

It worked beautifully.

I would introduce the poem and put it into historical context–an African-American writer titling a poem “Harlem”that he wrote in 1951 New York. We would talk about the importance of the title and how it helps the reader understand the poem better.

I would have students identify the action verbs and verbals in the sentence–happens, deferred, does, dry up, fester, run, etc.

Then we would look at the similes  “like a raisin in the sun,” “stink like rotten meat,” and “crust over like a syrupy sweet.” We would talk about the imagery and the importance of syntax and rhyme. Why is it important, I would ask, that the two lines rhyme and come one after the other in the poem?

Inevitably, I would have at least one student who would, in the beginning, question the relevance of studying a poem in a developmental English class, but by the end of the discussion, I would have almost always won the student over to the importance of using connotation, syntax and figurative language in their writing.

No doubt about it–plain and simple. It was the Power of Poetry that won them over in the end.

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The Power of Poetry is certainly displayed in the fine poetic contributions to the

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Spring 2018 edition of Teach. Write.: A Writing Teachers’ Literary Journal.

Check it out!

 

 

No Time to Write

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Busy grading and working on the new edition of Teach. Write. slated for publication on April 1, but been thinking a great deal about optimal number of students in online writing intensive classes. Below is a link to an article by Wayne D’Orio, an award-winning education journalist, writing for Inside Higher Education.

“Online class sizes: one size does not fit all.”

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My favorite comment: “All sources for this story agreed that writing intensive courses demand fewer students.”

BTW—online literature courses are writing intensive if taught correctly.

Just sayin’.