Another episode of CAMPUS is now available!! Click here to access all six episodes!
I wasn’t sure I was going to get out a new episode this week. I got kind of discouraged, feeling kind of down about the music part of this crazy podel project I’m doing. I have visions of what I want it to sound like, but I don’t have the musical ability or technological skills to make it happen, so Sunday, my normal day to publish a new episode, I just sort of gave up.
But yesterday, I had required conferences with some of my students. One young man who wants to be a nurse talked about taking difficult classes like anatomy and physiology along with two English classes AND working AND keeping his girlfriend’s children on track with online school work while she is at work. Another student works at a nearby hospital. She was tired because she had just gotten home, while her husband was leaving to go to work; he works at a hospital, too–2nd shift. She told me how she had Covid-19 a couple of months ago. She just received her second vaccine and the side effects have hit her hard. She had been told that might happen. You know, she still has gotten her work in on time and makes it to every online session that she can. Neither student has complained or offered excuses. They just keep on going.
I listened and felt ashamed. If they can persevere, then so can I. That’s why, after work, I went back to the drawing board and finished it. It’s not what I envisioned, but it’s from my heart–a heart that is thankful for the opportunity to teach these amazing people I call my students. This episode is dedicated to them.
In July 2000, then presidential candidate George W. Bush addressed the NAACP to discuss his plans for educational and economic reform, using the phrase “No Child Left Behind.” Despite how that infamous initiative turned out, the speech that introduced the idea was one of the best speeches I ever heard Bush give, maybe only second behind his speech at the Washington Cathedral after 9/11. Regardless of where you may fall on the political spectrum, George W. Bush’s call for educational equity should resonate with us all today.
Recognizing the continuing disparity between the rich and the poor despite the growing prosperity of the nation, Bush says, “Our nation must make new a commitment to equality and upward mobility to all of the citizens.” One of the ways to make this happen in Bush’s mind was to equalize educational opportunities for every American. That was the dream anyway. Introducing his plan, Bush refers to “the soft bigotry of low expectations,” of how we have become complacent in offering opportunities to all no matter what their position in society.
In the last few years of a long career as an educator, I find myself discouraged and even a bit despondent as we move ever away from the lofty goal set forward in Bush’s speech. In 2000, the community college was still a place where those, especially the traditionally underserved, could gain a quality education that would allow them to advance in society, perhaps gaining a two-year degree, qualifying them for a trade, or leading to the opportunities and rewards, both tangible and intangible, that come with further educational opportunities. The goal was not only to provide meaningful work through a real education but also to bring real meaning to their education apart from work, enriching their lives and their communities in the process.
However, a disturbing trend is increasing at alarming rates within our society, continuing its spread to our colleges and universities–the lowering of the bar for the sake of efficiency, and of course, cost effectiveness. Increased pressure from students, faculty, administrators, and society in general to make English classes easier. Decrease the requirements and the standard so students can get that piece of paper sooner. Make gateway English classes less rigorous (for their sakes, of course) because it is too hard for people who work, too hard for people with children, too hard for low income people, too hard for people who didn’t get a good high school education or who are still in high school or who have been out of high school for a while. We can’t expect OUR students to maintain Standard English in a college-level English class, can we?
Do you hear what I hear? It’s the soft bigotry of low expectations.
Do we expect less because it costs too much time and money to expect more? Do we not think our students are worth the effort to push for excellence in the name of true learning? We discriminate when we ask so little. It is demeaning and arrogant. Who are we to expect so little? In the Letter to the Romans Chapter 12, verse 3, Paul writes, “For by the grace given me I say to every one of you: Do not think of yourself more highly than you ought, but rather think of yourself with sober judgment, in accordance with the faith God has distributed to each of you” (New International Version). Are we, am I, thinking too highly of myself? Am I, are we, guilty of the bigotry of low expectations? Perhaps I am the chief of all sinners in this regard.
But I repent and encourage others in society to do so as well.
What are we really saying when we consider “meeting expectations” as equal to an A instead of the C it should indicate? Does our soft bigotry sound like this:
“It’s okay, Nondescript C Student, that you plagiarized the paper, even though I have provided sources, conducted classes on the subject, and provided workshops that you didn’t attend. You just didn’t know what you were doing. I see now that your academic dishonesty is my fault. I mean you work, right? You hate that job and need at least an associate’s degree to do what you really want to do for a living, but I get it. Who wants to really put in any effort to actually learn the subject when it’s a subject you are being forced to take and don’t enjoy at all? Yes, I think putting in some effort to actually read three pages in the text and view a five-minute video explaining in-text citations is a bit too much to ask when we are in the midst of a pandemic. I can’t expect you to have time with all that you are doing. I don’t really know what you are doing, but I know it must be way too much to find time for the education you say you want. You just want it on your terms, not your instructor’s, am I right?
“I’m probably not being flexible enough. Or explaining things well enough. Or maybe my online class is not designed properly. Or perhaps I am not considering your learning style sufficiently. In exchange for my poor pedagogy, let me just allow you to redo that paper. It won’t help you, but it will make me feel like I helped you, so I will feel better, and you will not feel frustrated and complain about me to my superiors, which will make them feel better. But first, let me mark every single error in the paper for you, so that you will not have to think about how to find problems in your writing and correct them. I mean, after all, you aren’t really going to need to know how to properly revise, edit, or document your essays because, I mean, really, how likely are you to go on and get your BA or BS?
“Besides, we need you to be trained for the type of job that people like us, and our children, don’t want to do. We need somebody to do these jobs. It will be easy with a little bit of training to find the type of employment that a person of your background is suited for. Do you even really need a liberal arts education for the kind of life you’re bound to lead? Why in the world should we as a society expect you to read and analyze a poem? Not that I would ever ask you to do such a thing. Read a whole novel by the fourteenth week of the semester? That’s unreasonable. You’re the first in your family to go to college AND you’re still a high school student AND you work AND it’s a pandemic. I can’t ask such a thing of you.
“Now, critically reading novels and poetry requires noticing small details as well as understanding figurative language (like sarcasm) and the nuance of language. That kind of deep reading, especially by authors outside of your demographic, leads to things like, I don’t know, developing empathy. But why would a person like you need to empathize with your fellow human beings during and after a global pandemic? Not really very practical, is it? Not with the economy in the shape that it is and people’s mental health deteriorating. I don’t want to inconvenience you or cause you more stress, so don’t let correcting a little ‘ole plagiarism infraction stand in the way of going to your low-paying, soul-sucking job. So, I am just going to ignore the little mistake of copying word for word from your source without quotations or in-text citation. I know you didn’t intend to do it. We’ll just forget it ever happened, shall we? It will be easier for all of us.
“And while I’m at it, I suppose I should have a meeting with you to help you make the revisions and edits that I have marked. Oh, you don’t have time for an in-person meeting at my appointment times and office hours? How about some other time? You don’t want to come to campus for an in-person meeting. How about a virtual one? A ten-minute phone call? Just don’t have the time? In that case, since you just need a C or above to pass on to the really important training that you will actually need in real life, let me just find some extra credit you can do to make up those measly eight or nine percentage points you need to have a C. (A person like you doesn’t need to know how to communicate clearly and effectively in English, do you? How will that help you get a job?)”
Okay, perhaps I am too carried away, but I had to get it out of my system. When I write in this satiric way, I hear the truth–too many of us who cling to our degrees, careers, businesses, and positions in society–who drive sedans and SUV’s, live in comfortable homes, enjoy financial security and a standing in society–too many of us who think so highly of ourselves are, in essence, only “insects on the leaf” as the Ghost of Christmas Present says, looking down on “our hungry brothers in the dust.”
And when, or if, our conscience is inconveniently pricked, we try to cover up our sin, by “making it easier” for the ragged rabble, requiring less and less and less of those poor, pitiful students. Sadly shaking our heads, we move to wipe every tear from their eyes, saying, “Well, really, what did we expect?”
HAPPY VALENTINE’S DAY! Another episode of CAMPUS: A Novel That Wants to Be a Musical is live on Spotify NOW!! And it includes, in true Valentine’s Day form, a love story!! Click here to access CAMPUS.
I am especially excited this week because I think this is my best episode ever! First of all, my daughter Hannah, who is a recent graduate of UNC-Asheville, earning her second degree, a BS in Music Technology, arranged, recorded, and performed Gabhaim Molta Brighde in Irish Gaelic for this week’s episode. Her BA was in Music with a Voice Concentration from Converse College’s Petrie School of Music. The value of her education, one in classic music and the other in advanced music technologies is truly apparent in her recording. I know what you’re thinking, but a mother gets to brag on her daughter on Valentine’s Day, and every other day, too, for that matter. Oh, by the way, she has a job IN MUSIC during a pandemic (not teaching), doing what she loves and was trained for. How do you like them apples?
I’m also hyped because it has been so much fun playing around with the technology that is making this dream of mine come true. This week, with the help of Audacity: free, open source, cross platform, audio software, I was able to record two songs and alter my soprano voice to sound first like a tenor and then a bass. It is a little freaky but totally cool. The second thing I did was download the sound effect of a shower running from freesound.org and add it to one of my recordings. I also laid down background music provided by Anchor, which calls itself the “easiest way to make a podcast,” and I believe it. Anchor is provided by streaming music giant Spotify as an open source podcasting platform. All of my episodes are published immediately on Anchor and Spotify as well as numerous other podcasting databases very easily and at no cost to me.
CAMPUS is my passion project, and I am doing it for fun, but I can also see all sorts of educational applications of the open source technology I am learning to use. I hope you will listen and tell others about my podel (That’s my word for podcasted novel.)
Don’t think I’ve forgotten about the other ongoing project I love, my literary journal Teach. Write. I have already accepted some incredible poetry and flash fiction for this issue, but there is still time to submit for the spring/summer 2021 edition. Submissions close on March 1, and the journal will be published on April 1. See the link above for submission guidelines.
Between work as a full-time English instructor at a community college and working on my newest project–podcasting my satirical novel CAMPUS, I haven’t had much time to blog, but soon I hope to squeeze in a post about my work with RISE, which stands for Reinforced Instruction for Student Excellence and has replaced developmental education in North Carolina. At first, I wasn’t too happy with the change (who likes change), but now that I am teaching RISE English classes and seeing some positive results, I see the advantages more and more. I also want to blog about teaching accelerated English composition classes–the good, the bad, and the ugly. Okay, tired allusion, but I’m tired, so it fits!
In the meantime, I hope you will listen to the latest episode of CAMPUS. Let me know what you think! However, no hate mail please. Satire is supposed to bite a little. Also, remember, THIS IS MY HOBBY. IT’S JUST FOR FUN, AND IT IS PURE FICTION! ANY RESEMBLANCE TO REALITY IS PURELY COINCIDENTAL.
Don’t forget that submissions for the Spring/Summer 2021 edition of Teach. Write. are being accepted until March 1. I would love to read your work. See above for the submission guidelines.
I have written a crazy book called CAMPUS–A Novel That Wants To Be a Musical. Okay, so written might be a bit misleading. I have the first draft of a crazy book.
Here’s the thing–I teach English full-time and online at a community college during a global pandemic. This next semester, I will teach three accelerated composition classes (16-weeks of material in 8-weeks), two 16-week composition support classes (I have only taught them once before; they will again be synchronous online because of the pandemic), and one 16-week British literature course, maybe. I have very little time to do the necessary revision, editing, and, most time-consuming, marketing that it will require. Plus, I have no time to get together with my composer to write the music for the book. You read that correctly–this novel wants to be a musical, so music there will be–one way or another.
Here’s the other thing–I’m 60-years-old, and I’m a darn good writer, in my mind, but I’m not much of a business woman. I don’t know anything about marketing and don’t really trust people who do. I’m not sophisticated or wordly-wise. However, I’m not naive enough to think my book will be published traditionally, especially not with times as they are, and I’m not interested in self-publication, not in book form anyway.
So what’s a busy old teacher to do?
Since my specialty is 19th Century British literature, perhaps it is appropriate that I have decided, like Charles Dickens, George Eliot, and Wilkie Collins, to serialize my novel; however, my satirical novel in parts will have a 21st Century twist. It will be a podcast….
Maybe it will be a blog or a vlog or something else entirely. I hope it will eventually be housed within a parody website. Oh, I have ideas, but not much of anything solid yet. All I know is that cutting the project into small bits, like I suggest to my students all the time, will allow me to pour my heart into teaching like I always do, but also make it possible for me to work on revising and editing the novel a little at a time and not wait too long to share it with people. Wait. Will anybody want to read it?
I’m the only one who needs to because within this world that I am going to create, no one gets to tell me what it looks or smells like, what the people in it need to be or think or feel. No one can criticize, ostracize, or minimalize me on this campus.
What happens there will be completely of my making, for good or ill.
Merry Christmas to me!
Note: If you would like to follow me on my little adventure, I hope to air the first chapter of CAMPUS on Sunday, January 10. More details to follow after Christmas.
Starting this new project does not mean that I have abandoned Teach. Write. If you are interested in submitting something, you can read submission guidelines here. The deadline for the Spring/Summer 2021 edition is March 1, 2021.
So don’t stop thinking about tomorrow. Okay, enough with the Fleetwood Mac allusions. I’m getting a little bit punchy. It’s been a whirlwind start after a quiet summer without the usual activities. Sad? Yes, in some ways. I miss being with my friends and extended family but also very healing–a time to focus on exercising, cooking, reading, and writing–for myself!!!
I did work a great deal on my classes, taking my knowledge of new technologies and integrating them into my already strong online classes. (No brag, just fact) Our distance learning staff has been doing a lot of course redesign training, and I am trying to put their ideas into practice. So far, students seem to be responding well to the changes.
Speaking of students, I need to get to it, but I will leave you with a link to a great article from Inside Higher Education about the positive side of remote learning and the incredible job some inspired faculty with a passion for education, like the people I am blessed to work with, are doing.
A great deal has happened since my last post, and I have been busy converting my three seated classes to online (I already have two other online classes to maintain), readying myself to teach my classes from home. My transition has been easier than some because I have been teaching online for years and even prefer an online environment in many cases.
I know many of my students do not feel that way at all. All of my students are dealing with upheaval in their lives in so many ways, and now this. Therefore, I have taken some steps to help us move forward in our class. Here are some of the things I have done, am doing, and will do to help my students finish the semester successfully.
Communicate. Communicate. Communicate. Last week, when we were still meeting as a class, I started preparing my students for continuing as an online class. It has helped that I already have a robust online presence. For years, I have posted online resources, and all assignments are already collected and graded online. My students are already used to the online classroom environment in many ways. One of the first things I did was develop a survey to distribute through the LMS that asks a few simple questions about their readiness to continue online, their comfort levels as far as DL classes go, and most recent contact info. I added a comment box, where they could write any questions or concerns.
Be positive. In my communication, I am trying to be as positive as I can while acknowledging the obvious difficulties we are all facing. I try to emphasize that completing an education is more important now than ever and that strong writing and critical thinking skills, which have always been important, will be even more so in the days to come. I also tell them that I believe in them, and I do. They will face this crisis and move through it stronger than ever before. I tell them they have a resiliency that some of them don’t even recognize they have. My students are some of the best, strongest people I have ever met, and they deserve to get a quality education no matter what the delivery system.
Integrate interesting technology. I love educational technology and most of my students do, too, so have tried to add some interesting assignments over the years. They use PowerPoint and Google docs, of course, but we create infographics and annotate text electronically. I have created screencasts with my iPad to show them how to research databases using our state’s virtual library. I show them how to use Survey Monkey for conducting surveys of their fellow students. I do glossary assignments using our LMS that allow them to create study guides as a class.
I want to start using more interactive educational technologies that will allow all of my students to see and hear each other. Here are some that I have wanted to explore more, but haven’t had time to work with much until now:
Flip Grid—Allows teacher and students to ask and answer questions through a video format. Smartphone- and user-friendly.
Collaborate—Allows for synchronous or asynchronous meetings with students. Through our LMS, I can create Collaborate lessons within the course just like assignments
Lesson packages—our LMS allows us to create whole lessons where we can add our own discussion questions, quizzes, or other assignments within the lesson that the computer can grade and send to the grade book. These packages help track which students are actually viewing the material or not.
Zoom—Similar to Collaborate, it allows for real time instruction.
Google hangouts—I took an educational technology PD course a few years ago and experimented with Google hangouts, but I would like to use it more. Really great for tutoring sessions because I can share my screen
Google Maps—I have wanted to add a Google Maps segment to my signature travel project in Brit. Lit. Now is my chance to explore it.
YouTube—the live steaming feature will be useful.
So many more. I will blog about my adventures as we go along.
It is a brave new world, but I am determined that I will give my students the tools to navigate it successfully.
Not earth-shattering. Not life-destroying. Not important at all in the grand scheme of things, or even in the niggling scheme of things, but here are some of my pet peeves. I freely admit that I peeve myself at times, and I’m sure, others as well. But here goes anyway–for kicks and grins.
Using st, th, and nd when writing dates–Example–January 1st, 2020. In American usage, the convention has been, and will continue in my teaching, to be–write January 1, 2020 and say January 1st, 2020. The problem is that the British often use the endings when writing the dates, leading to understandable confusion. I am an anglophile from way back, so I’m not dissing the Brits, but I am also an American English teacher, so I will teach American standards. Here’s more about it from Daily Writing Tips: January 1 Doesn’t Need an “st”
Placing the end mark outside the quotation marks–Example. She said, “We are in America, so we should use American punctuation conventions”. Yes, we should, and in American English the punctuation almost always goes INSIDE the quotation marks. “We should use American punctuation conventions.” Here is more on the subject from Grammarly: Does Punctuation Go Inside Quotation Marks?
Leaving out the possessive apostrophe OR adding an apostrophe with a simple plural. We need apostrophes, yet we don’t need apostrophes. The rules are simple:
Use an apostrophe with contractions or to show possession.
Do NOT use an apostrophe with a simple plural.
If the word ends in s, then generally the apostrophe comes after the s, but there are significant exceptions, such as when using irregular plurals.
It seems insignificant, and maybe it is sometimes, but not using the apostrophe when appropriate and using it unnecessarily can both lead to misunderstanding and also drives Mrs. Winkler crazy!
An example–I cant attend the New Years party, but I dont want to go to Sherrys house again because I dont like her childrens’ loud toys’ that company’s seem to love selling at this time of year.
Now my spell checker caught dont, Sherrys, and childrens’, but not the cant , Years, toys’, and company’s because although the spellcheck programs are more and more sophisticated, they are not (yet) sentient and can’t replace a writer’s own careful editing and revision.
Here’s more on the subject of apostrophes from Purdue University’s Online Writing Lab (OWL), one of the first and still one of the best: Apostrophe Introduction
It’s and its, a problem that gets its own category. Its own category–no apostrophe because it’s a possessive pronoun. It’s a possessive pronoun--I used an apostrophe because I am using the contraction It’s to mean It is. I think people understand the rule for the most part, but its an easy mistake to make (I did that one on purpose. I swear). Here are the rules again (not trying desperately to be clever this time):
It’sis the contraction for It is–Example–It’s snowing on January 5, 2020. The little trick I give my students is, “Can you say, It is in place of It’s? If so, then you have correctly used the apostrophe.
Its is the possessive pronoun–Example–The horse chewed on itshay. I understand why people get confused here: Its is a possessive pronoun. We hear the word possessive, and we immediately think apostrophe, but I tell my students, think of it this way– we don’t write hi’s car or his’ car do we? Nouns that show possession use apostrophes; pronouns that show possession do not. Here is an exercise to practice distinguishing between the two from one of my favorite grammar sites–Grammar Bytes: Word Choice–Exercise 13
Capitalizing when one shouldn’t and not capitalizing when one should. Okay, I get it that people don’t want to capitalize. It is sooooooooo much trouble to hit the shift key and type a letter, especially when writing with a smart phone. But increasingly I am seeing words that should NOT be capitalized being capitalized, especially doctor, lawyer, mother, father, even brother and sister, as well as a myriad of other words that should not be capitalized in academic writing. I am not too peeved by occasional unnecessary capitalization, often the person is just trying to show respect, but often capitalization errors show a lack of concern for proper writing, even when the person is writing assignments for a composition class! Here is more about capitalization from Grammar Girl: When Should You Capitalize Words?
I definitely get peeved when a person does not capitalize the personal pronoun “I” when emailing an English instructor. Come on, guys! Get with the program!
How much can an English teacher take?
I promise I won’t get peeved with you if you submit your best work for publication in my bi-annual literary magazine Teach. Write. Submissions are open for the 2020 spring/summer edition until March 1. See submission guidelines here.
It isn’t that I’ve lost interest or feel that the blog isn’t important.
I haven’t and it is.
I have been forced to…no, I have chosen, to put my efforts elsewhere.
It has been a pivotal year for me in some ways, and I have discovered many things about myself, my teaching, my students. That’s never a bad thing. It has sometimes been a difficult year, especially for some of the people I love, but even those difficulties are not without worth, without purpose. The sorrows of the year have been tempered with joy. They haven’t necessarily made me stronger, but they have helped me to realize that weakness is not a sin, not evil–it is human.
So here are some thoughts about my year as an English professor:
Individual conferences continue to be invaluable and should be done earlier and more often. I have long held research paper conferences with my students and have almost always found them effective, but because the research paper comes later in the semester, some students are too behind to gain the full benefit of a one- on-one meeting time with me, so in the future I want to hold conferences more often.
I have always liked Oxford’s “personalised learning” model of tutorials where small groups of students (three or four) meet once or twice a week with a faculty member to discuss readings and essays. Although this style of teaching is not possible when a faculty member has over 110 students in composition-heavy classes like I did this semester, I would like to move in the direction of more individualized instruction when I can and make room for it in my schedule.
Less is more. This year, I had too many students, too many papers, too many assignments. For example, at the beginning of the fall 2019 semester, I had 120 students–three first semester English composition classes (close to 60 students and 20 online), one second semester freshman English composition class (20 students), close to 20 online British literature I students (composition heavy) and the rest an online eight-week study skills course. That course may seem like the easy one, but I do a great deal of time-consuming direct communication with students because it is such an important introductory course.
I know, I know, some of you teachers out there are scoffing at my “light” load, but these heavy teaching loads are not good for us or our students, and I for one am determined to work on making my grading load lighter so I can do justice to my students and have the time to give more meaningful feedback to them, which leads me to my next thought.
Discovering what meaningful feedback is. This year, I have relied more heavily on advanced grading techniques provided by our LMS, particularly rubrics and checklists. I have spent more time tailor-making grading tools for each particular assignment, so each includes more feedback with less effort.
I still make some markings directly on more heavily graded essays, but I usually stop at the first paragraph or first page and include a statement from my “quick list” that says “I will stop line editing here. See the rest of the paper for any additional comments.” (I LOVE my quick list embedded in the LMS’s advanced grading system that allows me to save common comments and quickly add them to the graded paper.) Then, when posting the grade I include this comment or one similar to it: “See the rubric and comments on the document for feedback. Contact me if you need more information.”
My marks on papers are more useful to me than students. This year I have come to face the fact that most students don’t read or try to understand the marks that I make on their essays, but I continue to line edit the first paragraph or page and make spot comments throughout the essay because it helps me grade more accurately and efficiently. I typically grade ten or more essays in one sitting, so it’s easy to lose track of each paper’s strengths and weaknesses. However, if I have made comments, it’s easy to flip back and re-read them before marking the rubric.
The downside of plagiarism detectors. This year, I have encountered less direct word-for-word plagiarism but more academic dishonesty. How can that be? My theory is that students use the plagiarism detection software incorrectly or they do not understand or abide by the basic tenets of proper documentation.
Quite a few of my students, therefore, are turning in papers that are at best poorly documented and at worst out-and-out plagiarized because often they will only change around a few words or retain the syntax of the original quote. Sometimes, these quotes are simply dropped into the paper without any attempt to integrate them into the paper. In addition, some students will include complete works cited lists at the end of the papers but have no internal citations. Occasionally, they will question why this is considered plagiarism and seem truly baffled that I would give the paper a low grade or a zero. Next thought.
Our society thinks too highly of technology. Don’t get me wrong. Modern educational technology is a great tool. I love it and embrace it, but it is only a tool. It can’t do the heavy lifting required to be a good writer, which comes more from reading and comprehending complex texts than from any other single thing. But online writing, like this blog, does not lend itself to the deep, intense labor of reading that is needed to give birth to good writing. Also, technology makes the process of revision and editing easier in a myriad of ways, but I have yet found a truly effective way to motivate my students to use the tools technology supplies. One draft, and I’m done, seems to be the mantra.
Five Easy Ways. One way I have tried to help students grasp the concepts of revision and editing is through my “five easy ways” to revise writing. These are simple concepts that I learned in graduate school that can help students learn to find and revise errors. Not always effective when students have been writing one draft only for years. However, students who persist consistently improve. Isn’t that always the case?
The continued value of working with others. I am an extrovert. I tend to draw energy from being around and interacting with people. I like collaboration, working together with people toward a common goal. And I continue to enjoy my extroversion. One of the great things that happened this year was the world premiere of my play Battered, probably the best thing I’ve ever written and would have never happened without the director, who is one of my closest friends, the cast, crew, and so many others. It was wonderful–one of the highlights of my career as both a teacher and a writer.
On the other hand, I have also been learning the value of working alone. I have been a people-pleaser most of my life. It goes against my nature to do things just for me without someone suggesting or guiding me, or vice-versa, but as an effective English instructor with 30 years teaching experience, I now see the value of not trying to convince others that my way is the best way but simply doing things my way to the best of my ability, while listening to other voices I trust, like my colleagues at the college, continuing to research andragogy, the teaching of adults, and being humble enough to honestly assess my teaching and make changes when necessary.
One big change I made as a result of teaching an eight-week freshman composition course is streamlining the course–fewer papers, fewer assignments, less ineffective feedback, but more information provided through advanced grading methods, which are standard for all students, and personal communication, only when requested by the student (forcing the students to take more charge of their education has been a big plus). I do NOT plan to teach in the summer ever again, please Lord, no, but I did keep the eight-week model and spread it out to 16 weeks this past semester, and all would have been well if I had not made the stupid decision of picking up a third first semester freshman English course. My fault, not to be repeated.
I definitely have plenty of thoughts floating around, but this blogpost is getting a little long and have a novel to work on and some after Christmas sales to hit, so I will sign off for now and blog some more later.
BTW, this is fun and relaxation for an English professor on holiday.