Hey, Mrs. Winkler: A History

May 14, 2025 / Katie Winkler / Leave a comment

In 2014, I started this blog as a way to stay sane as I became increasingly alarmed about the state of things at my institution, a small community college south of Asheville, North Carolina. Since 1995, I had taught English composition, developmental English, British literature, and creative writing. During the first decade or so, I had enjoyed blessed autonomy, trusted to develop my own curriculum that followed limited state and institutional guidelines. I liked it that way, and by all indications, I and other English instructors were effective teachers, especially when preparing students to be successful when they transferred to four-year institutions. We collaborated on the required freshman English classes, using the same textbooks and study materials, but we were still considered the experts when it came to our individual classes and pretty much left to create our own curriculum and assessments.

However, as online instruction and dual enrollment became more popular, the college administration as well as the state sought more and more standardization because, you know, it’s so much easier to collect data and dollars that way and aren’t those the only things that matter? I guess you can tell how I felt about the changes and my loss of academic freedom.

As that first decade of Hey, Mrs. Winkler moved on, I found myself feeling smaller and smaller as an employee, even though I was growing in my abilities and contributions to the college, including the development of four online literature classes—World Literature II (I believe the first online lit. in the state of North Carolina), British Literature I and II, and American Literature II. I also developed accelerated online classes for the two required freshmen English courses, making it possible for students dependent on financial aid to proceed through their courses more quickly.

Even before 2014, I had become deeply involved in the theater department at my college as a writer, actor, director, dramaturg, and publicist. I also collaborated on writing screenplays for short films, one that won the 2008 Asheville 48-Hour Film Project Best Film called Serial Love. I wrote four plays that were produced at the college—a one-act comedy called Green Room, the musical A Carolina Story with music by a former student, Curtis McCarley, a faithful stage adaptation of Frankenstein by Mary Shelley, and a play about domestic violence inspired by Robert Browning’s The Ring and the Book called Battered. All four were fantastic teaching experiences as I collaborated with student actors and crew members when writing and revising the scripts.

In 2017, I launched a literary journal called Teach. Write.: A Literary Journal for Writing Teachers, which now has its own website teachwritejournal.com and is a member of the Community of Literary Magazines and Presses. The latest edition is dedicated to the people of western North Carolina and those who came to help us following the devastation caused by Hurricane Helene.

So, you see, Hey, Mrs. Winkler was not only a place to rant, but also about the wonderful collaborations and incredible students I had over the years. I love teaching, and writing the blog, then editing the journal, gave me opportunities to express all the bad, good, and seriously screwed up things that were happening. It helped me survive those last years. Finally, however, I had to leave teaching, probably because I loved it too much. I just couldn’t take what was happening to it anymore. When the opportunity arose for me to retire a bit early, I took it, and I haven’t been sorry.

It’s been over a year and a half since I retired, and although I miss my colleagues and my students, I don’t miss the administrative hassles and definitely do not miss grading essays! In some ways, especially as I work on my memoir, Lessons: A Teacher’s Life, to be published this year or early next, I feel that I haven’t left. Also, my time as a Dramatists Guild Foundation Fellow helped me rewrite A Carolina Story, which had its beginnings at the college where I taught the bulk of my career. Next month, the new A Carolina Story will have a workshop reading at Hendersonville Theatre as part of their series New Works Readings: Page to Stage

The Beat Goes On.

Education should begin with education

February 29, 2024 / Katie Winkler / 1 Comment

I’ve probably written this in a post before, but it bears repeating. One of the best teaching professors I ever had said, “The goal of any good teacher is to become increasingly unimportant.” To me, that meant teachers are successful when they help students learn how to be independent, critical thinkers–self-starters who can be trusted to troubleshoot and problem solve yet still ask for assistance when needed–people who aren’t afraid of a challenge or obstacles or even failure. My goal was to give my students tools to meet those challenges and overcome obstacles, to learn from failure and become resilient. I wanted to equip students for all of life, not just work.

But here in North Carolina and elsewhere in our country, education has become more of a means to an end. The general attitude seems to be “get those general ed classes out of the way” (I heard that ALL the time). They seemed to say to me, “Those classes, especially English and math, are just annoying steps a person must take to be pumped into “the pipeline” and “enter the workforce.” Gaining an education that helps people live better lives, no matter what they do for a living, or if they choose to stay home and raise children or pursue their art, has been replaced with training for a particular, specific field with a goal of employment, not life-changing education.

So many of the intangibles that occur when students are truly engaged in an educational experience are lost when the emphasis is on training for local, narrowly focused workforce development based on current trends that will shift and change with every economic bubble that bursts. In the last few years of my teaching, I yearned for the days when so many of my students actually enjoyed going to school, who relished simply learning something they never knew about before. They built relationships with their classmates, studied and ate meals together, listened to music, played video games between classes and had spirited discussions in and outside of the classroom. I remember the days when students would work together, pouring hours of work into extra-curricular activities like producing a play, some of them spending hours in rehearsal on top of all of their classes and after school jobs, but they did it because they wanted to–they had a passion for it, even if they had other long-term vocational plans.

There was a time at the college where I taught when all students in the college transfer program were required to take a literature class. There they had a chance to stretch themselves by reading complex texts that are at the foundation of not only ours but the world’s culture and government. Now, a student can get either an Associate of Science or even an Associate of Arts degree without having to take a literature course at all. How can that be?

In addition, more and more in our community colleges, three disturbing trends have taken hold–asynchronous online learning for developmental English students, high school students earning high school and college English credit for the same college-level class, and so-called accelerated classes. I helped to develop some of these courses and taught them, so you would think that I would be a proponent, but in my defense, I was misled in all of these cases into thinking the situations were temporary or that only advanced students would be taking these classes. I feel like a fool. That’s an understatement.

I am mortified.

In my and the college’s defense, the developmental co-requisite English class that I had developed, which was part of North Carolina’s third iteration of developmental education in less than a decade, was not intended to be an online program. The plan was that all developmental classes be taught in the classroom. Then, in March of 2020, when we were soon to roll out our new co-requisite English classes, the pandemic hit. All classes, including the co-requisite English courses, were forced to go online.

It didn’t go well.

Come back soon and I’ll explain.

Those Who Can’t, Teach

October 18, 2023April 22, 2024 / Katie Winkler / 3 Comments

George Bernard Shaw’s 1903 play Man and Superman gave us the infamous saying, “Those who can, do; those who can’t, teach,” which has long been used to disparage teachers. Of course, it isn’t true. Many of the greatest thinkers and doers have been teachers: Albert Einstein, George Orwell, Alexander Graham Bell, and Robert Frost; Maya Angelou, Stephen King, and Steve Wozniak, co-founder of Apple. In addition, presidents John Adams, Lyndon Johnson, Jimmy Carter, and Barack Obama were also teachers.

Shaw’s maxim is silly, perhaps intentionally so, but the saying persists in more than a few people’s minds: teachers are those who have failed to reach their desired vocational goals and are forced, because of inability, to “settle” for teaching. For arguments sake, let’s say it’s true: Community college instructors are second rate. Most of them don’t even know their subject very well. They weren’t able to get a “real” job in what they went to school for, so they teach. Blah. Blah. Blah.

Photo by Andrea Piacquadio on Pexels.com

I hear all of that, and then, I get confused. I mean, during the pandemic, the hue and cry was open the schools back up! Students need in-class instruction with faculty in order to truly learn. Open the schools! Online classes aren’t good for students. We want teachers to find better ways to teach online. We want faculty to immediately pivot to effective, engaging online learning, even though many of them have never taught online because they know teaching face-to-face is more effective.

Then, after the pandemic, it was students want more online classes! It’s more convenient. Let’s severely limit the time in seated classes because that’s the demand, even though our faculty is telling us that we should go back to more seated classes, especially for developmental students. Or–we don’t want these liberals teaching us or our kids. We honored and trusted them during the pandemic, or said we did, but we don’t trust or honor them now. We want to tell teachers what and how to teach even though we know little or nothing about the subjects they are teaching or about the art and science of teaching itself. Of course, we don’t want to do the actual teaching because who wants to do that thankless, low-paying job? Only someone who can’t do, right?

So, if teachers can’t do, then why is the world asking them to do so much? I’ll tell you why–because teachers are willing to do it. Hell, some of them even love doing it!

Here is the thing about quality instructors and professors, even if they aren’t capable of being at the top of the professions they teach: they are willing to go into the classroom day in and day out to do their duty–helping students reach their personal and career goals. The classroom teacher is the grunt of the academic world, following orders and taking the risks for the sake of their students with little hope of reward. Yes, those who become tenured professors may see good salaries or if they are in a “high demand” area such as nursing or engineering, but many of the least paid general education instructors take the brunt of the criticism from students, parents, and administrators, even fellow instructors, because they teach the gateway classes like math and English that are often the hurdles that many community college students have trouble getting over.

Maybe teachers can’t do the one thing society values more than anything, making a lot of money, but the good community college teachers, the true teachers, do one thing that many are not willing to do these days. They show up.

creating new lesson plans
learning and using new educational technology
enforcing academic integrity, when allowed
entering the classroom daily without tenure, sometimes without contracts
continuing despite unclear or unfollowed policies and procedures
going on despite constant criticism and little praise
enduring someone else’s idea of professional development
sticking with it in the midst of distrust
risking their livelihoods with few administrators whom they can turn to for support

Yes, they show up every day for people who often ignore them, despise them, or even mistreat them.

Photo by Kampus Production on Pexels.com

Many are choosing not to stay, and who can blame them? Others are staying, but any passion they had has cooled. Teaching has just become a job. However, I have found that more than a few, dare I say many, soldier on and fight, wondering to what purpose–until that student comes along–the one who stops by the office to ask a question, who brings an essay in to be honestly reviewed, who stays in the writing center until the knowledge breaks through. Once and a while, a teacher can make a class smile or laugh and learn all at the same time. Then, it is a good day.

Why do they do it? Why do they keep on keeping on?

The good teacher answers: “I can’t do much, but tomorrow, I am willing to walk into that classroom again and teach, because that is something, by God, I can do.”

And do well.

Back to School?

August 14, 2023 / Katie Winkler / Leave a comment

For the first time in 27 years, I did not go back to work today. July 28, I said goodbye to the community college where I developed curriculum for and taught, at one time or another, English composition, developmental reading and writing, creative writing, and business English as well as American and British literature. Some of my other duties over the years included advising and registering students each semester, regularly writing the weekly BRCC column that appeared in the local paper, serving as the faculty council chair for two years, writing plays, screenplays, and press releases as well as frequently appearing in productions for the college’s drama department. Those last few things were less responsibilities and more for the sheer joy of it.

I was also interested in online learning and one of the first instructors to teach online. Unlike many of my colleagues, I enjoyed engaging in new educational technology and preferred teaching some classes online. For about a ten year period, I frequently attended state and national conferences to share what I was learning about using technology more effectively in English classes.

Another thing that I did all those years was ask questions. I asked a lot of questions that were rarely answered, not to my satisfaction anyway, and led to me getting a reputation as a “trouble maker.” But honestly folks, I just asked questions. Honest questions.

Truth be told, since I’m still trying to be honest, although I felt many administrators’ displeasure, no one every really tried to overtly interfere with what I did in the classroom. I’m not sure why that is, except maybe I earned my high school nickname, Bulldog, for a reason. Hey, maybe I was just a really good teacher. I like to think I was. No, the pressure on me was much more subtle—patronizing condescension, gradual marginalization, simple avoidance.

Oh, well.

For the bulk of my career, I loved my work despite the occasional bureaucratic and administrative headaches because I felt like I was a vital part of the college, that I mattered more than a body to cover the classes that needed to be covered, record grades, or register students so the college could reach new statistical highs and claim bragging rights. Towards the end, and one reason I retired early, I just didn’t think I mattered anymore. Worse, I couldn’t continue to watch the people in power care less and less about my students beyond the data their presence produces.

So today, I begin again and go back to a different kind of school, one with a curriculum of my own design, that will guide these early years of my “refirement” (see my last blogpost) because I still have much to learn and many questions…so many questions.

Come back next week and see what questions Mrs. Winkler is asking now!

Chatting with ChatGPT

July 7, 2023 / Katie Winkler / 2 Comments

I had a chat with ChatGPT today. It was very interesting and actually quite encouraging. I know that a great many educators are extremely worried about what AI will do to the teaching of composition, and I have my concerns as well, even after my “interview” with Chatty (my pet name for it), but just as I said in a meeting with English faculty and administrators when ChatGPT was breaking in the news earlier this year, I think we should embrace AI and move to change the way we teach and assess research skills and writing.

So, here are some excerpts from my little talk with Chatty: Note: Together the two of us generated 2, 749 words in about 15 minutes. It took me longer to type my questions than it did for ChatGpt to answer in most cases.

Q 1–(truncated) How can English composition instructors combat students cheating with AI?

A 1–To combat students cheating with AI in English composition classes, instructors can employ several strategies:

1. Clear Academic Integrity Policies: Establish and communicate a comprehensive academic integrity policy that clearly defines what constitutes cheating and the consequences for such behavior. Make sure students are aware of the ethical implications and the importance of original work.

3. Assign Original and Personalized Topics: Design writing assignments that require students to express their own thoughts, opinions, and analysis. Select topics that prompt critical thinking and reflection, making it difficult for AI tools to generate suitable responses. (I have long been a proponent of this technique. It has helped reduce plagiarism in my classroom)

4. Promote Authentic Assessment: Incorporate assessment methods that emphasize originality and creativity. Encourage students to engage in class discussions, presentations, and debates that showcase their unique perspectives. Use open-ended questions and prompts that elicit thoughtful responses. (Ditto on this technique)

5. Frequent Progress Checks: Break down assignments into multiple stages, such as topic selection, thesis statement, outline, rough draft, and final submission. Require students to submit their work at each stage, ensuring progress and monitoring the writing process. (And this one–problem is that even using a checklist or rubric, the grading load can be brutal if the instructor has to teach 16 weeks of material in 8 weeks)

8. Personalized Feedback and Revision: Provide individualized feedback on writing assignments, highlighting areas of improvement and offering suggestions for further development. Emphasize the value of the writing process and the importance of revisions. (Also can be brutal with a heavy teaching load, but I asked Chatty about that. See below)

9. Foster a Supportive Classroom Environment: Encourage open communication and foster a classroom culture that values originality and academic integrity. Engage students in discussions about the ethical implications of cheating and the benefits of personal growth through authentic learning. (Difficult when teaching online. It can be done, but it requires a great deal of work that overloaded instructors often don’t have.)

By implementing these strategies, English composition instructors can actively discourage and prevent students from cheating with AI while promoting the development of essential writing skills and fostering a culture of integrity.

Q2–What if I have over 100 students’ papers to grade? How can English instructors do the things you suggest when they have so much grading to do?

A2–Grading a large number of student papers can be time-consuming and challenging. However, here are some suggestions to manage the grading process effectively while still implementing the strategies mentioned earlier:

1. Set Clear Expectations: Clearly communicate your grading criteria, expectations, and the reasoning behind them to students at the beginning of the course. This will help students understand the parameters within which they should work and reduce the likelihood of cheating.

2. Use Rubrics: Develop a comprehensive rubric that outlines the key components you will assess in students’ papers. This will provide a structured approach to grading and ensure consistency across multiple papers.

3. Prioritize Key Assignments: Consider selecting a few key assignments that require more in-depth analysis and focus your efforts on providing detailed feedback on those. For less critical assignments, you can use more streamlined feedback methods, such as highlighting common errors or providing general comments.

5. Implement Efficient Grading Techniques: Explore strategies to streamline the grading process. For example, you can set a specific time limit for grading each paper to maintain consistency and prevent burnout. Additionally, consider using abbreviations or standardized comments to provide feedback efficiently.

7. Consider Sampling: Instead of grading every paper in its entirety, you can employ sampling techniques. Randomly select a subset of papers to grade comprehensively, while giving the others a lighter evaluation, focusing on key areas or specific aspects you want to assess.

Remember, it’s important to strike a balance between providing valuable feedback and managing your workload efficiently. By implementing these strategies, you can effectively grade a large number of papers while still incorporating the suggested methods to combat cheating with AI.

Q3–How can I incorporate AI into the English composition classroom? Can you give me a sample assignment?

A3–Incorporating AI into the English composition classroom can offer various opportunities for engaging and innovative assignments. Here’s a sample assignment that integrates AI technology:

Assignment: Exploring AI in Writing Analysis

Objective: To critically analyze the impact of AI on writing and language usage.

Instructions:

1. Research: Begin by conducting research on the applications of AI in the field of writing and language analysis. Explore topics such as automated grading systems, AI-powered writing assistants, and language generation algorithms.

2. Case Studies: Select at least two case studies or examples where AI has been utilized in the context of writing analysis. These could include plagiarism detection tools, grammar and style checkers, or content summarization algorithms.

3. Comparative Analysis: Compare and contrast the strengths, limitations, and ethical implications of each AI tool or system you have chosen. Consider factors such as accuracy, bias, privacy concerns, and the impact on creativity and originality in writing.

4. Critical Reflection: Write a reflective essay that addresses the following points:

a. Describe your experience using AI writing tools, if applicable. How did they impact your writing process and outcomes?

b. Evaluate the effectiveness of AI tools in detecting plagiarism, improving grammar, or enhancing writing style. Reflect on their strengths and weaknesses.

c. Discuss the ethical considerations associated with AI use in writing analysis. Explore concerns related to authenticity, privacy, and the potential suppression of unique voices.

5. Recommendations: Based on your analysis and reflection, provide recommendations for students, instructors, and policymakers on how to navigate the use of AI tools effectively and ethically in writing contexts.

6. Class Discussion: Engage in a class discussion where students share their findings, insights, and recommendations. Facilitate a dialogue on the benefits and challenges of integrating AI into the writing process, while considering the broader implications for education and society.

By assigning this project, students can deepen their understanding of AI’s impact on writing, critically evaluate its benefits and limitations, and develop informed perspectives on the responsible use of AI tools. Additionally, class discussions allow students to engage in collaborative learning, exchanging ideas, and exploring diverse viewpoints.

(I love these ideas. I am not going to teach much longer, so I won’t have a chance to try them out in the classroom; I retire on July 28, but I certainly will encourage faculty to use some of these techniques through this blog and in my upcoming book about teaching. I hope to have it finished by the end of the year.)

Q4–I feel that educators are going to end up using computers to grade computer-generated material produced by students. Any suggestions on how to prevent this from happening?

A4–(truncated) If you have concerns about the potential over-reliance on computer grading systems, here are some suggestions to prevent or mitigate the exclusive use of such systems:

1. Emphasize the Value of Human Evaluation: Educators can highlight the importance of human evaluation and the unique insights and perspectives that human graders bring to the assessment process. Promote the understanding that human evaluation encompasses qualities that automated systems cannot fully capture, such as creativity, critical thinking, and context-based analysis.

2. Educate Stakeholders: Engage in conversations with administrators, fellow educators, and policymakers about the limitations of computer grading systems. Share research and evidence that supports the benefits of human grading in assessing complex skills, such as writing, where context, nuance, and originality play crucial roles.

8. Involve Students in the Discussion: Foster open dialogues with students about the value of human evaluation and its impact on their learning experience. Encourage their active participation in the assessment process and seek their feedback on the benefits and limitations of different grading methods.

By actively promoting the importance of human evaluation, engaging in advocacy efforts, and encouraging a balanced approach to assessment, educators can help prevent an overreliance on computer grading systems and ensure that the value of human assessment is recognized and upheld in the educational setting.

Q5 omitted

Q6–Write a paragraph about how a college can improve its online teaching using at least one academic source cited in MLA 9 format

Photo by Christina Morillo on Pexels.com

A6–Improving online teaching in colleges requires a comprehensive approach that considers pedagogical strategies, technological infrastructure, and student engagement. According to Smith (2020), incorporating active learning techniques in virtual classrooms can enhance student participation and deepen understanding. One effective method is the use of breakout rooms, which allows for small group discussions and collaboration. Additionally, integrating multimedia elements, such as videos and interactive simulations, can facilitate content comprehension and engagement (Jones, 2019). To ensure equitable access to online education, institutions should prioritize providing necessary technology and reliable internet access to all students (Johnson et al., 2021). By implementing these strategies and considering the recommendations from academic sources, colleges can enhance the quality of online teaching and create a more interactive and inclusive virtual learning environment.

References:

Jones, A. B. (2019). Enhancing engagement in online courses through multimedia learning materials. Journal of Online Learning and Teaching, 15(4), 160-177.

Johnson, K. D., Veletsianos, G., Seaman, J., & Henderikx, P. (2021). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 25(2), 6-24.

Smith, J. M. (2020). Active Learning in Online Instruction: Evidence-Based Practice and Future Directions. Online Learning Journal, 24(4), 198-213.

(Very impressive in some ways, especially that Chatty generated this paragraph in a few seconds; however, the citations are in APA 7 style, not MLA 9. Knowing this, I can warn students ahead of time that if they use AI to generate their papers, they still need to know MLA 9 well enough to make changes to the citations. Another thing missing is the database name, url, or doi that I require to indicate where the student found the article. AI is not able to generate that but students should be required to provide it.)

Q7–Can you use a source from NCLive to support the previous paragraph?

A7–I apologize for the inconvenience, but as an AI language model, my responses are generated based on a mixture of licensed data, data created by human trainers, and publicly available data. I have not been directly trained on specific publishers or have access to proprietary publishers like NCLive. I should note that while I strive to provide accurate and up-to-date information, my responses may not always reflect the most current research or publications in the field.

I encourage you to consult NCLive or other reputable sources directly to obtain the necessary information and academic sources in MLA 9 format to support your paragraph on improving online teaching in colleges.

(I was quite encouraged by this answer. If instructors will craft their assignments in such a way as to require more local or regional resources to support more specific, personalized subjects, then students will be less likely to be successful in using AI to generate an inordinate amount of material for their compositions.)

Q8–I am a teacher trying to discover how to prevent cheating by using AI. You have given me some good information, but I don’t know how to convince students of the importance of academic integrity when society seems to care mainly about the final grade a student receives in any given course. Any suggestions on how I can convince students of the importance of academic integrity?

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A8–(truncated) Convincing students of the importance of academic integrity requires a multifaceted approach that combines education, engagement, and fostering a culture of integrity. Here are some suggestions to help convey the significance of academic integrity to your students:

1. Start with the Why: Begin the conversation by explaining the underlying principles and values that academic integrity upholds. Emphasize that it goes beyond just obtaining a grade and is essential for personal growth, ethical development, and long-term success in academia and beyond. (In an 8-week online course, I try to do this through frequent recorded sessions. Students are required to attend live or view the recording)

2. Create Meaningful Connections: Connect academic integrity to real-world examples and situations that students can relate to. Discuss the impact of dishonesty and plagiarism on professional reputation, the trustworthiness of research, and the consequences in various fields and industries. (Hard to do in an accelerated online course)

5. Explain the Learning Process: Help students understand that the primary purpose of assignments and assessments is to promote learning, critical thinking, and skill development. Emphasize that by engaging in academic dishonesty, they are robbing themselves of the opportunity to grow and succeed based on their own abilities. (I also use the recorded sessions to explain the learning process.)

6. Teach Research Skills and Citation: Offer guidance on proper research methods, citation practices, and the use of academic sources. Demonstrate how correct citation and referencing strengthen their arguments, demonstrate credibility, and contribute to the scholarly conversation.

7. Showcase Academic Achievements: Highlight and celebrate instances of exemplary academic work, original thinking, and creativity. Recognize and reward students who demonstrate a commitment to academic integrity, reinforcing the value and importance of ethical conduct. (I wish I had more time to do this technique, but it is tough with a heavy teaching load and accelerated classes.)

10. Lead by Example: Demonstrate integrity in your own teaching practices. Clearly communicate expectations, provide fair assessments, and model ethical behavior in the classroom. Be available to answer questions and provide guidance when students face challenges.

By consistently promoting the value of academic integrity, fostering open dialogue, and providing support and guidance, you can help create a classroom environment where students recognize the significance of academic honesty and are motivated to uphold it.

***

Chatty certainly offers some excellent advice and demonstrates an impressive command of educational techniques. However, like so many other technological tools to help students and educators, Language AI is not the savior nor the threat that so many seem to take it. It is a tool to be used for good or ill, as a valuable time-saver or as a debilitating crutch. It is only as good as the human using it.

In the end, education doesn’t happen through the use of impressive technology. Even in the age of AI, teachers still reach students the same way they always have, through building relationships, one student at a time.

Two Teacher Friends Take off the Kid Gloves

May 29, 2023May 29, 2023 / Katie Winkler

No April Fool! Teach. Write. Delayed a Few Days

April 1, 2023April 1, 2023 / Katie Winkler / 1 Comment

This will be the cover of the 2023 Spring~Summer edition of *Teach. Write.: A Writing Teachers’ Literary Journal* Photo by Carli Jeen on Unsplash

The 2023 Spring~Summer edition of Teach. Write. is supposed to be published today, but my impeccable timing led to a large number of essays and other assignments I have had to grade just as I was preparing to work on the final stages of putting the journal together. Therefore, I have been teaching and writing (notes on freshman comp. essays, responses to discussion forums, and e-mails responding to unhappy students after they receive the grades on their essays) like crazy, but not editing and proofreading my journal.

I have written to my contributors about the delay, but I want to let all my loyal readers know that the journal will be here soon and that it will be worth the wait! I am excited about this edition. Please come back to take a look at the next edition of Teach. Write. I’m predicting Friday at the latest.

And that’s no April Fool!

Do I Help Too Much?

March 16, 2023 / Katie Winkler / Leave a comment

Simply put, yes!

Of course, I tell myself that I help so much because I care, and I do; more than that, I truly like my students–no matter what their age or socio-economic status. However, just like a too-permissive parent, sometimes I help simply because it is easier to do so than not. Yes, I could say that I’m being pushed to help my students more and more, but the reality is, I am helping more to help myself feel better. If I work more and they work less, while they still maintain an A, or in some cases a B, then maybe they will like me, and they, or their parents, won’t complain to the administration or give me a poor evaluation. Maybe I can keep my retention and success rates up so that the administration will see me as a good and effective instructor because the data will prove it, right?

Photo by ThisIsEngineering on Pexels.com

Therefore, I assign work due on a regular schedule and reinforce the due dates with reminders in the morning on the day something is due. These reminders appear on a Course Announcements forum and in the students’ college e-mail, but I am aware that many students do not check their college account regularly, so sometimes I go to our college’s retention management system where I can send messages to the student’s personal e-mail as well. If their grades get too low, I report that to the student through the LMS, copy that message, and send an alert through the advising and retention system, which sends messages to a team of people, including a “success coach,” an advisor, and sometimes one of the counselors. BTW, students can access their gradebooks at any time through the LMS and know exactly where they stand as I make sure to keep up with my grading, especially recording zeros when students miss work.

I also answer student e-mails and messages during each work day, usually within minutes, and often after 8:00 pm in the evening, on weekends, and vacations. If students say they need the assignment explained more clearly, I explain it again. They miss class and need to have more explanation than the thorough instructions already given on the LMS? Okay, I supply that explanation in an e-mail.

Why am I over-helping? I never did it before the advent of the early college or before so many online classes. Perhaps I never helped this much because all of society knew that to be successful in college, students would have to take on more personal responsibility for attending regularly, reading important material, following instructions, working diligently, and meeting deadlines. You know, like they will have to do in real life. For whatever reason, I’m helping too much, and I need to stop because it is bad for my students. Now that I’m teaching seated classes again, including a large number of high school students, I can see that doing too much leads to dependence and a lack of confidence, something I began to see in my students before March 2020.

The pandemic only exacerbated a growing tendency to lower our expectations for the sake of younger or underprepared students. High school students should be treated differently than college students, apparaently. I mean, how can we expect them to perform as college students when they are facing so much and times are so hard? Almost all of our students have to work, so we shoud be more understanding and offer more extensions on assignments when many of us already offer a more than generous late work policy.

We educators breed some of these problems because we want, we need, our students to perform better, on paper anyway, because that is how we are judged as educators by our data-driven society. We can’t afford to let the students figure out how to do things for themselves because then they might receivie less than desireable grades, withdraw, or fail, and if that happens, it is a poor reflection on us, so we provide as much as we possibly can. To do anything less would be wrong, wouldn’t it?

But now I ask myself, isn’t it equally as wrong to deny my students the opportunities to build the all important life skills that will mean more to them, and their employers, than anything else–skills like reading comprehension, time management, clear and concise communication, problem solving, critical thinking, respect for authority, persistence, and resilency?

Students acquire these skills only by being challenged. In order for that to happen, I have to stop trying to make the way quick and easy by smoothing over every trouble and answering every question. I must take the much harder route of leading them, sometimes painstakingly, to answers they discover for themselves.

Higher Education?

September 19, 2022September 19, 2022 / Katie Winkler / 1 Comment

I know college costs too much–not my fault. Anybody who sees my paycheck can tell you that. I know community college is often seen as pseudo-higher education–I have no control over people’s perceptions. I only know that I will continue to hold my students to a high, but reachable, standard. I know some instructors do not expect college-level work from their students–I’m not one of them. I know some advisors and administrators sincerely feel sorry for those with difficult life situations that often interfere with student success. I understand. I empathize with them as well. However, I can’t allow that to affect my judgement. I cannot, repeat cannot, let any of these considerations interfere with my assessment of students’ performance in my class.

To do so would be unethical.

Consider this: Let’s say I’m teaching a fully online foundational English composition course to a first-semester freshman. The student sends an e-mail the night the first major essay is due and says that they will not be submitting the assignment on time because they were working a double shift and were too worn out and sleepy to turn in their best work, so they are requesting, very politely, an extension.

Some people would say, “Oh, come on, give the kid a break!”

I say the kindest thing to do is, as gently as possible, deny the extension. Why? Because….

I accept late work that carries a significant grade penalty, allowing the student to begin to learn important soft skills while still salvaging their grade.
the student may begin to understand that in the “real” world, people are expected to meet deadlines
the penalty stings enough to begin teaching the student a valuable lesson about time management
the student may learn that making excuses and blaming circumstances are only short-term solutions
the student has a better chance of developing a growth mindset, learning from their mistakes and becoming not only a better student but also a better person.

It is true that denying any student anything nowadays carries with it certain risks. There is always the chance that the student, or the student’s parent, will complain, not to me, an instructor with no tenure and little power, but to one of my many supervisors, saying that I am being unreasonable and that I should not only accept late work for assignments that students have known about for weeks or even months but that I should also award points for punctuality to an essay that was not turned in on time.

But I am willing to assume that risk for the student’s sake. I learned long ago that enabling students only helps make my life and the lives of my bosses easier. It does nothing to truly help the student or to foster the higher education that my college claims to provide.

Student Teacher–Teacher Student

July 30, 2022July 30, 2022 / Katie Winkler / Leave a comment

If I can put aside my oh-so-fragile ego, I can learn a great deal from my students. I am trying to listen more to what they say. One way I am learning from my students is by requiring my first semester freshman English composition students to write a short researched persuasive essay on a topic that is relevant to our college specifically or to one of the communities it serves.

Students can choose from a list of research questions I brainstormed, or they can submit their own questions for approval. Most of the time, the students pick one of my groups of questions. One set that became much more popular during the pandemic has been about online learning:

What is our college doing to help retain online students? Is it enough? Why? or Why not? What are some things that other schools are doing that our college might do to help retain online students? Is our college doing any of these things?

This short summer semester, without any prompting from me, two of my best students chose the same group of questions. After research, including separate personal interviews with the college’s Director of Teaching and Learning, my students argued two different, but similar, theses. Happily, both recognized the students’ role in their own success and offered suggestions for what students could do to help themselves complete online courses with the desired results.

However, one student emphasized the faculty’s role in improving online retention, and the other argued that the administration could take steps to help more students achieve success. I found both viewpoints interesting and insightful.

So, what did I learn?

The two big takeaways–Faculty should interact more with students, and administrators need to lighten instructors loads so that students can do so. Wow! I mean, my students didn’t teach me anything I didn’t know already. I’ve been saying it for years; however, what is new is hearing about the importance of interaction and building a personal relationship from online students themselves, one who has had six semesters of online classes at my institution.

Both students indicated how helpful it is when instructors quickly respond to inquires and return graded material as soon as possible. This is the first time, however, that I have had a student discuss the administration’s responsibility to be sure that faculty do not have an overload.

Their arguments are well-taken.

A case in point was my schedule this summer. I had three classes and a shortened semester of ten weeks instead of sixteen. Since I have been teaching sixteen-week English composition in eight weeks the past couple of years, ten weeks seemed like a summer vacation. With the lighter load, I was not only able to communicate more often and with more detail but also had time to develop my courses and further refine them for our mutual benefit. In addition, I was able to hold more live virtual sessions and record them for the sake of students who could not attend the sessions. Students mentioned how helpful these sessions were.

Both students mentioned the need for proper advisement when students are registering for online classes. Sometimes, they said, students are ill-prepared for the rigor of online classes and may not possess the time-management skills to be successful. I have found that some of my eight-week online students are not even aware that they are taking an accelerated English course and quickly drop out.

One student mentioned in their essay the problem of recruitment taking precedence over retention. This point resonated with me. For example, on more than a few occassions, I have had developmental and other ill-prepared or otherwise weak students placed in my eight-week courses, or even worse, with advising restrictions removed since the pandemic, students are signing themselves up for classes, which can easily lead to misplacement. Most of these students withdraw; the expectations and pace are simply too much.

The hope is that administration will return to advising restrictions, but the lure of classes filled beyond capacity, and the funds that generates, so far seems to be too strong. As long as enrollment numbers are considered above all other considerations, including limiting the number of students in online classes, hiring more instructors, and better preparing them, I, and two of my most talented students, recognize that we will most likely continue to have low retention and success rates in online classes despite the efforts of even the most dedicated and talented faculty.

Hey, Mrs. Winkler!

Musings and Mutterings About Higher Education in the South

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