Finding a Way

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I’m behind keeping up with my summer loves, especially reading and writing, because I’m working this summer. It’s not too bad a gig–Monday through Thursday schedule, three classes instead of five or six, ten weeks instead of sixteen with a two-week vacation at the end. I can handle it this summer and the next because I have something to look forward to–permanent summer break.

Yes, retirement begins on August 1, 2023. I’m a little excited. Can you tell?

In the meantime, I make the best of things in my temporary office in the library at our college as we await the final touches being put on the new multi-million dollar building that replaces two of the oldest buildings on campus. One of those buildings was my work home for 26 years, so as the building is being torn down, I admit I have become nostalgic. Who wouldn’t?

photo by Katie Winkler

However, I am not too sorry to see it go. It served us all well over the years, but it was built during a different time and doesn’t meet the needs of a 21st-century student body or its faculty. My students being able to access the WI-FI from my office will be a nice change. I hear the adjustable stand-up desks are really rad as well. Do people still say “rad”?

So, I watch the goings-on across the lake, answer numerous messages and emails, occasionally chat with colleagues, teach one small seated class, and grade, grade, grade the assignments and essays of my mere 43 composition and developmental students. During regular semesters, English faculty usually teach six classes and have 100 or more students. To earn an overload, an instructor must have over 110 students or more than six courses, so this “leisurely” pace helps a little.

Despite the tedious nature of grading essays, I know from long experience that working directly with student writing through grading and conferencing and therefore establishing a relationship with students as individuals is the most important work I do as a composition teacher. I do not think there is any substitute for it.

Hence the dilemma.

The demand for English instructors to deliver online instruction is higher than ever, but course loads that already did not consider how much time an English professor needs to deliver meaningful writing instruction online have not been altered to reflect the nature of effective andragogy in the English classroom and how it has been affected by the increasing number of online students.

In addition, the number of students desiring accelerated online English instruction has increased. If you take the already heavy grading load of a 16-week semester and cut it in half, something’s got to give. Often times that is the student, who may or may not have been advised that the course must cover 16 weeks of material in 8 weeks’ time.

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Currently, I am the only instructor at my institution who is crazy enough to attempt teaching eight-week online freshman composition classes. I must say, now that I have taught them for several semesters, the accelerated classes work extremely well for a certain type of student, especially those who are working towards degrees to gain a promotion at work. Highly motivated students like those in our pre-nursing, emergency medical services, and law-enforcement programs also tend to do well.

Students who are not good candidates for online learning, are not prepared for the workload, are not willing to make changes to their schedules to make room for the extra time they will need to spend, or those who do not manage their time well, along with those who are weak students or writers in general, simply should not take the accelerated course.

But they do.

So what is an English teacher who cares about learning for ALL students, whether they should be there or not, supposed to do? Furthermore, what does an instructor do if she wants to infuse her own personality into her course and resists the impersonal “canned” classes that so often do not fit her institution’s student body and do not help build the vital personal relationships that are required for good teaching of any kind?

Find a way.

With all that extra time (guffaw) I have this summer, I am continuing to make changes in hopes that the Mad English Person who, after my retirement, steps into the perilous land of acceleration will have an easier time of it. Here are a few things I have done and am doing to help that poor soul:

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  • Adding lessons–In my learning management system (LMS), I can create multi-media lessons that help guide the students through the essential material. My own simple questions can be embedded throughout each lesson that is automatically graded by the computer, allowing an easy low-stakes grade for the student and zero work for me. Of course, I must take considerable time to build the lessons, but remember, I have all that extra time this summer.
  • Early in the course, assigning paragraphs instead of full-length essays–Having students write paragraphs of seven to ten sentences instead of full essays has been a game-changer. I can still teach multiple rhetorical modes as required by the state, including illustration, process analysis, classification, and definition, but now I have more time to focus on the basic elements of any good writing–thesis, support, conclusion, organization, transitions, sentence structure, diction, grammar, and mechanics. In addition, I can grade closely without overwhelming the students. My constructive criticism seems easier for them to digest. Best of all–it’s doable for even the weakest of my students.
  • Fewer and shorter essays–Beyond a doubt, less is more. In an accelerated class, I must limit what students write for both our sakes, but I have found that the writing is stronger because I have more preliminary work leading up to the final draft that is low stakes for them and little work for me. Win. Win.
  • Require rough drafts but give little direct feedback. If one of the learning objectives is for students to revise and edit more effectively, why in the world am I going to revise and edit for them? How does that help anybody learn? I am handicapping students if I give too much feedback on a rough draft. I require them because they help students with time management, and I have an earlier draft to judge students’ revising and editing skills. Because I give mainly completion grades for drafts (and make sure students are aware of this), there is little work for me.
  • Line editing less–In the “old” days, I felt like I owed it to students to mark every single error I could find. No more. I save time, energy, and my sanity, by line editing the first paragraph of an essay, and then marking and making comments occasionally after that. I used to spend 45 minutes to an hour grading one researched essay, but now I can effectively grade one in half that time.
  • Make use of the LMS advanced grading system–I am not a fan of Turnitin (subject for another day), and I’m too close to retirement to want to pursue a change in our relationship, but I do make use of the LMS’s built-in advanced grading system. I can easily build new rubrics and checklists. I also have access to a “quicklist” when I am marking an essay. I choose from a long, long drop-down menu of common comments. Over the years, I have added links to webpages that give students more information or offer exercises to help them with various writing issues. It has really helped me save time.
  • Adding more required online sessions and conferences–I am able to record the sessions, so even though few students can attend live, one or two usually do, and the other students are required to view the sessions. Logs on the computer allow me to verify if the student downloaded and viewed the recording. The conferences are even better because I can speak in person to each student, which helps to form those all-important relationships between us through discussing the student’s writing and listening to their concerns.
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I may be old and worn out, and some people can’t seem to wait to put me out to pasture, but I’ve been at this work a long time, and I am not afraid to say it–I’m damn good at it. I know what works, and letting some AI, no matter how sophisticated, do the instruction, may lead to better data in the short term, but it won’t lead to better writing–only holding students to a standard, then compassionately working directly with them and their writing can achieve that.

Way Too Long

The last time I wrote a blog post was back on April 9, so it is high time I write another. I suppose.

I’m not sure what writing this blog means to me anymore. No one is forcing me to do it. I rather think there may be some who would be perfectly happy if I never wrote another word. Ah, who am I kidding? Mrs. Winkler, do not think of yourself more highly than you ought. I mean, what are you doing? You muse and mutter about this life work you do that may be important to you and possibly to some of your students but the essence of which seems to be of little importance to the “people who count,” those who seem to measure success through the uptick of certain numbers and the downward trend of others.

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But enough of this muttering, I say to myself. Buck up, Buttercup! You aren’t long for the world of decreasing academic freedom and shrinking shared governance. You, my dear Mrs. Winkler, are bound for retirement!! Ah, yes, many blissful days with absolutely no grading of freshmen essays laden with 1st and 2nd person pronouns, unnecessary repetition, and comma splices. You will only write and read what you wish as you sit on the front deck with your feet propped up, a cup of steaming coffee or glass of iced tea in your hand. Your daughter will give you more and more gift books like The Dictionary of Obscure Sorrows to fill the lazy days. And you will like it very much.

How’s that for a segue into my next book review?

Yes, for Christmas, my daughter gave me this unusual, incredible book called The Dictionary of Obscure Sorrows by John Koenig. She had a hard time finding a copy when she went Christmas shopping because she considers the book more like poetry or creative non-fiction than anything else. She found it finally in the reference section of the bookstore. Someone with a literal mind shelved it there, I suppose.

The book is as hard to describe as it was for her to find. It is indeed a dictionary because it has a series of words along with their parts of speech, definitions, and etymologies, but that is about all this book has in common with a dictionary. The invented or reinterpreted words are not in alphabetical order, but they are separated into categories that are equally as obscure as the words, such as “Between Living and Dreaming” (1) and “Montage of Attractions” (81)

Each entry defines a word that describes an emotion, feeling, or action that eludes denotation, but somehow, the author, through his poetic prose, puts words to what seems undefinable. Following each definition is the word’s etymology, so clever and accurate that it leaves readers nodding their heads and saying, “Yeah, that’s right. I know that feeling.”

Some of the definitions are short but others, my favorites, are essay length, often accompanied by a photograph or some other illustration. One of my favorite examples is the definition of Lumus, which comes from the Latin lumen, meaning light or brightness and humus–dark, rich soil. The brief definition of the word is “the poignant humanness beneath the spectacle of society” (127).

Pretty obscure, right? Until Koenig writes about what it means–to get away from society’s expectations and rediscover our humanity only to be swept back up into the rat race again. Then, his meaning becomes clear: “We know it’s all so silly and meaningless, and yet we’re still here, holding our breath together, waiting to see what happens next. And tomorrow, we’ll put ourselves out there and do it all again. The show must go on” (129)

Yeah, I say. That’s right. I know that feeling.

I know it right now. And am inspired to write my own word to name this current malaise.

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The word is Meloncholied, which comes from the German Melancholie (melancholy)+Lied (song)

And so goes the old teacher’s song:

I’m not sure I even know what it is I do anymore. It seems like more and more, pardon the sports metaphor, I’m playing some evasive game with definite, elusive rules that are only made clear once they are broken and penalties are imposed. How do I score if I don’t know where the goal line, post, net, or basket is?

And the chorus:

You are simply more trouble than you are worth, Mrs. Winkler. We won’t even bother trying to rein you in since your pasture has been seeded and will soon sprout its winter grass. But these young content experts, whose subject knowledge exceeds that of anyone else at our college, whose enthusiasm for teaching has not been beaten down by political pandering and bureaucratic busyness, let’s pour all our condescension and patronizing onto them while we passively aggressively work on the lowering of the industry standards we claim to uphold.

And yet!

Oh, the blessed “and yet” — the turn of my sonnet–the sestet to the glum octave.

And yet, there is hope. Our educational felix culpa. It is coming. It is. I don’t know if I will live to see it, but the fire is coming that will burn down all of these false constructs that have plagued the educational institutions of our country for so long. After the destruction, we can build anew and again lay a foundation of learning for learning’s sake.

That is my hope anyway.

Therefore, despite feeling lost at times in this specious world, where upholding academic standards for the eventual betterment of students’ lives and society at large is no longer the apparent goal of our colleges and universities, I am nevertheless optimistic about the future of higher education in America. A dread, mixed with excitement is growing in me as I sense that we are on the cusp of major change–painful, soul-wrenching, horrible, miraculous, life-giving change.

For that, I wait.

And tomorrow I teach.

Meloncholied.

Work Cited:

Koenig, John. The Dictionary of Obscure Sorrows. Simon & Schuster, 2021.

New Episode of CAMPUS, Finally!

Episode 13 of my podel (podcasted novel) is now available. Why not take a listen to it and the other twelve as well? I hope it won’t be so long between episodes again. Episode 13: Mrs. Whittakers 7,360th Class

CAMPUS: A Novel That Wants to Be a Musical has gnomes and fairy godteachers among other magical creatures.
Also, coming up April 1 is the Spring~Summer 2022 edition of Teach. Write.: A Writing Teachers’ Literary Journal. It’s gonna be a great issue, y’all! Mrs. Winkler’s on a roll!!

Tale End of the Baby Boomers

I stated in my last blog that I would review the book my daughter gave me for Christmas, but I’m going to put that off. Recent events at work have caused me to revisit some “teachable moments” in my past that have shaped me as an educator and a human. But come back for the review. The Dictionary of Obscure Sorrows is a little book packed full of wistful wisdom.

My parents on their honeymoon in New Orleans–December 1955

And now, here’s a little bit more about Mrs. Winkler back when she was Ms. Whitlock.

I was born in 1960, towards the end of the Baby Boomer generation. Kinda awkward I’m finding, especially as a woman. Unlike some women born in the ’40s and ’50s, I inherited some of the privileges that had been denied them but still had, and have, a long way to go, baby.

At least I could open a bank account.

Yes, that’s right.

Writing for the financial website Spiral, LeBach Pham writes that although women had been financiers in America throughout its history, it was not until the ’60s that banks could no longer legally keep a woman from opening an account. (Pham). I was 14 when women obtained the right to open a credit card account or to take out a mortgage on their own thanks to the Equal Credit Opportunity Act, although I wasn’t ready to have a credit card until I was well into my 20’s.

I suppose in my early years, I took for granted some of the privileges that many women, especially college-educated women, had fought so hard for. Part of the reason, I suppose, is because my wonderful parents were both fierce supporters of education. I remember one of my favorite family pictures before my younger brother was born is my father, smiling, seated in the middle of the picture with me, the youngest at the time, about two or three I think, on his knee, then, my gap-toothed brother and my sister, the oldest, standing on either side of him. Behind my father, arms reaching out and resting on her children’s shoulders as if to cover her whole family, is my mother, in her full regalia, having just graduated with her BA in English from Auburn University.

After graduating from Lanett High School in Lanett, AL, my mother, who wanted to see a bit more of the world than the little cotton mill town where she was widely known as the principal’s daughter, headed out to Shawnee, OK, to attend Oklahoma Baptist University. For her day, it was a bold move, I think, to attend a university over 800 miles west of her protective home.

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My mother tells the story of how she arrived by train that first year and walked with her bag toward the campus to see it covered in black. As she got closer she realized what she was seeing a giant swarm of locusts. Big black and gold locusts. She said she couldn’t move without stepping on one. I couldn’t imagine anyone staying after that introduction, but mom did and went back the next year, even after falling in love with my dad, whom she had known all through school but never dated until that summer after her first year in college.

She had promised my grandparents she would go back one more year and she did. But it wasn’t until after marriage and the birth of her first three children that my mother finished her degree at Auburn University, with my dad’s full support and encouragement

I remember going far away from home, too, when I was right out of undergraduate school. I went to Oral Roberts University during the 900-foot Jesus years. You had to be there. Nevertheless, I feel I got a good education at ORU. Yes, I had to take a course called Holy Spirit in the Now, but I also took Survey of the Old Testament and Survey of the New Testament. Those two courses have served me well as a student and teacher of literature, especially at a community college in the buckle of the Bible belt.

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My first teaching assignment was at a small church-affiliated school in Aliquippa, PA, outside of Pittsburg. Until I was flown up to the school for an interview, I had never been anywhere near Pittsburg, had no relatives there, and knew no one, but, just like my mother, I saw it all as a grand adventure. The school was small, and I taught three levels of English and two levels of German.

Turned out it was rather out of the mainstream theologically, but I did not become aware of this until after I took the job, even though I asked specifically about the church’s and school’s doctrine during the interviews. For example, although I had hauled all my German Christmas materials with me and moved them into my little attic apartment, I wasn’t able to use them because the church was vehemently anti-Catholic and did not believe in practicing any of the “pagan” holidays, so I just kept my copies of “Stille Nacht” in my files at home.

At the very first faculty meeting I attended, soon after I was introduced, our principal announced that he wanted all of the teachers to incorporate into our curriculum the support of prayer in public schools. He looked at me and the one other English teacher and said, “You will have your students write letters to their congressmen in support of prayer in schools. I will give you a sample letter I want them to follow”

Without hesitation, I said, “No, I won’t be able to do that.” He looked shocked. I looked around the room and the other teachers, especially the women, seemed shocked as well. I felt that I needed to explain. “I will discuss writing persuasive letters to our congressmen and create an assignment, but I want my students to write about the issues that are important to them and formulate their own letters.”

Everyone seemed still surprised.

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“Of course, if they want to write and send letters to their congressmen about prayer in schools, then I will assist them in editing the letters, but I can’t require them to write those letters.”

Silence.

A silence that spelled trouble for me from then on.

And yet, several of my fellow teachers, all women, came up to me after that faculty meeting and thanked me. They called me brave. It was my turn to be surprised. I didn’t feel particularly brave, just strong in my convictions that teaching writing didn’t have anything to do with religion or politics, no matter where I was teaching.

I remember speaking up again a few months later when I found out that the single male music teacher was making more money than I was. He had let it slip when he was hitting on me. I was appalled (at both) He had less education, fewer responsibilities–I had five preps in two disciplines, morning duty, lunchroom and afternoon duty as well as serving as assistant soccer coach and theater director. He had his classes, four I think, including band and choir practice.

I marched down to the principal’s office and just asked him–Why is so-and-so making more money than me? The answer–“Some day he will have a family to provide for.”

My turn to be shocked.

I may have been able to open a bank account when I taught in PA at that small private school, but I certainly didn’t make much money to put into one.

I did go back another year, believe it or not, partly because I had been promised a raise (although it never materialized), and partly because I had a long talk with my very wise daddy who had seen growth in me that first year and just felt I should go back. He wasn’t sure why. Always trust the instincts of someone who loves you, I thought then and still do. But the biggest reason I went back was pure orneriness, I reckon. Yeah, I thought, you fellers are going to have to deal with an uppity southern woman one more year.

At the end of that year, after I faced the fact that I couldn’t afford to live on the salary I was making, I began to enjoy the fruits of my labors. I started dating, Mr. Winkler–the best man that I know and as wise as my sweet daddy.

I came back South to get my second degree at Auburn University. Mr. Winkler, followed me down South a year later, and after I finished my degree and started working for Floyd County Schools in Rome, GA, I became Mrs. Winkler and have never regretted it one bit almost thirty-three years later.

However, while I was still Ms. Whitlock, teaching English and German at two high schools in the county, I still felt that “in-between” feeling, although I did enjoy some privileges denied me at the private school –being paid on a state teaching salary schedule at least. This meant I was supposed to be paid as much as a man, but I noticed that most of the male teachers also had paid coaching positions at the school, while I was assigned assistant soccer coach as one of my regular duties–no extra paycheck came with that.

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But, I was making a decent salary at least, enough to even open a credit card account and take out my first loan to buy a new car. This time the inequities were more subtle, but very much there. For example, at one of the high schools where I taught, I had the star football player in my class–he was the kicker for the team. Now, I am no football expert, but my father had played football for Auburn and been a football coach so I knew enough to know, after watching a couple of games, that this kid was, well, not very good.

However, he and the administration felt differently about his abilities I guess.

One day in class, the students were working on an assignment, and I looked up to see that our star football player was putting a small paper cup under his desk. I walked toward him, and the cup fell over, spilling out a disgusting black liquid. Tobacco usage of any kind, including chew, even in that rural part of a Georgia county, was strictly forbidden; the faculty had been strongly reminded of that in a recent memo from the principal. So, I called the kid on it. He claimed it wasn’t his cup. “I saw you put the cup under your desk,” I said and wrote him up for detention.

Later that day, I was summoned to the principal’s office. The principal had barely spoken to me before that day. “You’re new here,” he said, “so you may not know that so-and-so is our starting kicker and an important member of the team.”

“Oh, I’m aware that he’s on the team, but I saw him put a cup full of tobacco spit under the desk. It fell over, and he refused to clean it up, so I wrote him up for a detention.”

“Did you actually see so-and-so spit in the cup?”

“No, I suppose I didn’t.”

“He says he didn’t spit in that cup. That he was covering for his buddy.” I tried to continue my argument but was cut short. The principal said, “I’m going to rescind this detention because you didn’t actually see so-and-so spit in the cup, and if he gets one more detention, he will have to sit out a game, and he’s too important to the team.”

I knew it would be better for me to say nothing, and I knew it probably would do no good at all to say anything, but just like in PA, I couldn’t help it, I spoke out. “Okay, I suppose you are going to do this no matter what I think, but I will tell you that word is going to get around quickly that I have no authority in my own classroom, and I am going to have more and more trouble.”

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That my prediction came true has never given me any comfort.

And yet, over thirty years later, I am still speaking out about the dangers of administrators ignoring the ramifications of taking authority away from the teacher in the classroom. I’m still predicting how that loss of authority is chipping away at the academic integrity of our schools, colleges, and universities.

But who am I? A little, mouthy Southern woman–just another boomer on the verge of retirement.

NANOWRIMO–DAY THREE

Today’s tally is 1,782 words for a total of 5,591. Not bad for three days of writing after a full day of crafting responses to students, grading British literature exams, and putting out various fires. Doesn’t make for much time to blog.

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However, I can’t let the day go by without saying this: Academic freedom for faculty is not an option for any institution of higher learning. It is an absolute necessity. As the people hired due to our expertise in different subjects, we have an obligation to prepare our students for the rigors of the academic world if they are transfer students and the industry standards for our students that will go immediately into the workforce.

Furthermore, we should maintain that standard for ALL students regardless of their program of study, age, background, or obstacles. One standard for all student groups–regardless of their situation. We must also help ALL students reach that standard without regard to those factors; nevertheless, the standard must remain. It is in the classroom where that standard is supported, so it should be the ones who manage those learning environments, be they virtual or seated, who should decide, within the bounds of the course description established by the state, of course, how that standard is maintained.

Our accrediting body, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) seems to agree. In Section Six of the Principles of Accreditation, it states:

Qualified, effective faculty members are essential to carrying out the mission of the institution and ensuring the quality and integrity of its academic programs…. Because student learning is central to the institution’s mission and educational degrees, the faculty is responsible for directing the learning enterprise, including overseeing and coordinating educational programs to ensure that each contains essential curricular components, has appropriate content and pedagogy, and maintains discipline currency.


Achievement of the institution’s mission with respect to teaching, research, and service requires a critical mass of qualified full-time faculty to provide direction and oversight of the academic programs. Due to this significant role, it is imperative that an effective system of evaluation be in place for all faculty members that addresses the institution’s obligations to foster intellectual freedom of faculty to teach, serve, research, and publish (p.17).

Shared governance and academic freedom for faculty are not rights or privileges–they are basic principles essential to the health of any institution of higher learning.

Okay, enough writing for today, Mrs. Winkler.

You got some teaching to do tomorrow. You need your sleep!

Newest Edition of “Teach. Write.: A Writing Teachers’ Literary Journal” is Now Available

Once again I pushed things to the limit, but I am publishing the Fall~Winter 2021 edition of Teach. Write. on October 1, as promised. Wonderful work by frequent contributors and new writers as well. I am constantly amazed and humbled at the quality of the work that is sent my way and honored to publish the work of these fine writers, most of them teachers.

I started Teach. Write. because I know how much teaching composition has helped me improve as a writer and how writing for publication has helped me become a better teacher. I am so glad to offer opportunities for writing teachers, and students too, to see their work in print. So satisfying.

Click below to see the edition!

FALL~WINTER 2021

I will be talking about Teach. Write., my blog, podcast, and more during my workshop for the North Carolina Writers’ Network. It is an online workshop taking place Tuesday, October 19. Click here to see more information: The Big Share.

Another writing opportunity I have enjoyed is writing two screenplays for the anthology of short films being produced at my college–one comedy and one musical. The premiere of Haunted Hendo will be October 28 and afterwards the films will be streaming online. Don’t worry. I will be sure you all get the link!

IMPOSSIBLE DREAM?

My vision.

I have a vision that every community college board of trustees member and administrator, from the president on down, would take a freshman composition class from a master teacher who has been at the same college for ten years or more. The board member or administrator could choose a seated or online class, but they should take it in its entirety, complete the work by the due dates, and submit their work for evaluation. Of course, the faculty member should be informed and agree to the process. There should be agreement that there will be no retaliation if the administrator does not receive an A. (That last line was a joke–I think so, anyway.)

To get the full experience, each individual should agree to be evaluated by the instructor and receive non-degree seeking credit, but auditing would at least help administrators see what the course is like and what the demands are on the English instructors as well as the students. Imagine if every board member and administrator had on their official transcripts an A or B in an English class at the college where they serve!

I have a vision.

If those in power see what truly happens in a college English composition classroom conducted by a veteran instructor, perhaps they would become partners with the English faculty, smoothing out so many of the adversarial relationships that have developed during these difficult times that have divided us so much along socio-political lines. For this to work, however, the instructors must be allowed the academic freedom to conduct the courses as they see fit within the parameters of each college’s academic freedom policy and the guidelines of national organizations such as the American Association of University Professors. In return, the instructors must treat all members of the class honestly and with the respect that all students are due.

If we, all of us, believe what we say, that we are tired of the division and that we want what is best for the students, all students, not just those who believe the way we do, then don’t we need to start understanding what it is that students and the faculty who teach them are actually doing in their classes? Relying on hearsay, no matter where it comes from, is not the best way to gain that knowledge, is it?

I have a vision.

Imagine what could happen if board members and administrators were able to express their own opinions about topics important to their own lives and their important work at the colleges through their writing assignments. I have been teaching at my college for over 26 years, if you count my adjunct years. In that time, I have rarely been given an opportunity to share my work with board members or administrators or to find out what they do, what it is important to them, how they feel about education, or how we could work together to better serve our students, school and its employees, local businesses, the community at large, as well as the colleges and universities our transfer students will go to. I want to know what the board and the administrators think, so I can support them in their important work. I admit, I haven’t always wanted this, but I have repented my past attitudes, and now I truly want to know.

I have a vision.

I see me getting a chance to talk to those in power, to put aside the things that divide us and let them know how much I care about all my students, no matter what their career goals or lack thereof, that caring, as an English instructor, means not accepting work or behavior that is non-standard or inappropriate, that there are consequences at school and in the real work world for tardiness, absences, not following directions, sub-standard performance, negligence, sloppiness, and most of all, not submitting to the authority in the classroom or at the workplace.

But I also want to show them that there are real rewards, going beyond a pat on the back and a “good job,” when students work hard to improve their writing by revising and editing their work, leaving behind the “wait to the last minute, one and done” mentality so many of them have when it comes to writing academic essays and professional reports. My students, the ones who are teachable, truly do become better writers and communicators in school and in the workplace, and they know it. They know that it is largely their effort bringing them there, and it empowers them. Isn’t that our collective goal?

I want so much to let the board members and administrators understand the passion that I have for my work, that it is not just a job for me–as a devout Christian, I consider it my calling–a sacred honor to help my students communicate better, even those, maybe especially those, who malign me or do not go through the college’s grievance policies to lodge complaints about me and other instructors. These students need me, and I want to help them. I want the administrators to know that if they will only send the students back to the faculty members, or at least talk to us before instantly believing an upset or angry student, that many problems might be resolved before any escalation can occur.

I pledge that at my college, if any board member or administrator reads this, that I will be the first volunteer. I invite you to take one of my classes and actually complete the assignments by the due dates, bravely subject your writing to be evaluated, just as my courageous students do. Then, at the end, let’s talk, as equals, just two people who want what is best for our students.

It’s good to have a vision, I think, even for old English teachers like me.

This Colossal Wreck

Busy trying to teach my heart out (which means writing my fingers to the bone since I teach completely online this semester), attending fantastic auditions for our drama department’s upcoming series of short films called Haunted Hendo (I am directing a script my daughter wrote, and she is directing one I wrote), and unfortunately, satisfying the economic and data gods (at least 1/3 of my job these days), so I do not have much time at all to write.

And yet…..

I must express my deep discontent with the state of higher education during this time, only a very small part that can be blamed on the pandemic. I will do so with one of the most romantic of British Romantics, Percy Bysshe Shelley. Take it away, Percy Bysshe!!!!

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Ozymandias

I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”

Yes, Scarlett, I know. Tomorrow is another day.

And it’s the last day, August 31, to submit to the fall/winter edition of Teach. Write. Here are the submission guidelines. I will be glad to take a look at your work.

CAMPUS, I haven’t forgotten you, you silly little satirical novel that wants to be a musical and is now being podcasted. Thursday, September 2, is the goal to air Season 2, Episode 2, so look for the link here at Hey, Mrs. Winkler, and to all my teacher friends, Hang in there! It’s almost Tuesday, but Monday (Labor Day) is comin’!

Season Two, Episode One of CAMPUS now available

This summer is very different than last, which is not a bad thing, of course. However, I am getting out more and doing more that is keeping me away from working on the podel (podcasted novel), but I have episode one of the second season for listening pleasure (I hope).

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I like it anyway, if that counts for anything. Here’s the link to the next episode of CAMPUS: A Novel That Wants to Be a Musical.

Also, if you have something to submit to Teach. Write.: A Writing Teachers’ Literary Journal, then I will welcome it. Submissions of the fall/winter 2021 edition are open until September 1. See the submission guidelines for more information

The promised book reviews will be coming tomorrow. I hope.