Trapped in a Cell

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A little while ago, I had a worse than usual incident with in-class cell phone usage. It was towards the end of class near the end of a semester when I was so distracted by a student’s texting that I asked him to put the phone away. He put it face down on the table in front of him. Less than a minute later, he was on the phone again. I asked him to put it away again. He put it face down on the table. I asked him to put it out of sight. He put it in his lap. I asked him to totally put it away, and he completely lost it, saying things I knew he would soon regret. (To his credit, he emailed me that evening to apologize.) I asked the student to leave for the day. He left, but reluctantly, and only after saying a few more regrettable things.

I have my own regrets: that I didn’t have a more clear-cut policy in the beginning of the semester, that I have been too loosey-goosey with inappropriate use of technology in my class. So, I have been drafting my new cell phone policy. It’s pretty hard core, at least compared to my previous policy. I know. I know. Some of you will think what a total marshmallow I must be, but like I told one of my teacher friends long ago, “You know what happens when a marshmallow sits on the shelf too long? It gets hard as a rock!”

So here’s the new policy:

Cell Phone Usage: Cell phone usage has become a major problem in my classes, distracting to the students who are texting or surfing, to those around them, and to me, making it harder for me to teach effectively. If I must consistently stop the class to discipline students on cell phones, I waste instructional time and risk embarrassing or angering the cell phone user as well as the rest of the students.

Therefore, I am instituting a stricter policy this year. Once class begins, phones are to be silenced and kept totally out of sight. Any student having a visible cell phone, holding, or using one during class may likely be asked to leave for the day, even if it is the first offense. If I am consistently having to ask any student to leave the class for violation of the cell phone policy, then I may submit a Behavioral Assessment Form to Student Services as described in the student handbook, which could result in further discipline, perhaps even suspension from the class.

What do you think?

Anyone want to share a policy that he or she has found effective?

I would love to hear from you. I have tried so many different things and nothing seems to work.

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It’s not too late to submit to the Fall/Winter 2018 edition of my online literary journal for writing teachers–Teach. Write. Submissions are open until August 1. Look here for submission guidelines.

 

 

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An email “my colleague” cannot send (plus, it’s too long anyway)

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Hello,
Just wanted you to know that I posted midterm grades for all my students to see. Of course, because I have open grade books, all of my students have access to their grades at any time in the semester, not just at mid-term.  Oh, FYI, by checking the gradebook, any student can see any major graded assignment (and most minor assignments) with a completed rubric or checklist explaining how the grade was calculated (often I include an annotated PDF file for additional accessible feedback as well).

If students complain that I do not give enough feedback, which I hear they are doing quite loudly and inaccurately,  please direct them to the individual assignments where they can see all of the work I have assessed as well as any supporting documents. If they have questions or concerns, please encourage them to contact me rather than scrawl rather inappropriate things about me on the bathroom walls. This behavior is costing the college money and cutting into the maintenance department’s bottom line, I have been told.

Students can also, of course, ask me for explanations or help if they come to see me during my office hour or make an appointment. I have always made myself available to students who need help and will continue to do so, but I don’t always have time directly before or after class as I have many classes and other duties, as you know.  Oh, occasionally, I am so sorry to say, I must also use the ladies room, though a student once wanted to follow me in there to ask a question. I told him he would have to wait in my office just a minute or two. I trust that was acceptable.

I have been offering the support mentioned above to all of my students for years now and continue to work hard on developing more online resources and updating ones from previous years. If students relate to you any confusing details in any assignments, also which I hear they are doing quite loudly, please feel free to have students record specific information about the assignment in question, including the assignment number, and have them email me that information so that I can make corrections. I can’t correct problems of which I am not aware, you see. I know some students have been saying I must be clairvoyant and have eyes in the back of my head, but I would like to squelch those rumors right here and now. I am not clairvoyant.

In addition, I have always offered an abundance of resources to my students, including thorough explanations and directions for all of my assignments. If students want to know how they can improve their grades, or have been absent from class to go on that cruise with their family, then please direct them to these resources. Of course, you may have to explain to them that there will be no extra credit awarded for opening a resource file. So sorry.

Please know that I care very much about all of my students receiving the highest quality college-level instruction I can give based on my 30 years of  experience teaching composition and British literature. When I err, it will never be out of a lack of concern for any of my students but more likely born of fatigue, or short-term memory loss.  I am pushing 60, you know.

Any confusing details or dates may even be a simple mistake as I must maintain six or seven online course shells, prepare materials for six or seven seated and online classes, and grade multiple assignments for 90 – 100 students each semester. Don’t forget those pesky contractual “other duties as assigned”–two committees (chair of one), attending national conferences, writing press releases, creating promotional material, planning major events, participating in student clubs and events. Oh, I know, I’m just whining now. Some of those things I choose to do so they don’t count.

Sure, I could make it easier on myself, do less and offer fewer opportunities for my students to practice writing, but I am still convinced after all these years that there is only one way students can effectively learn to compose, revise and edit at the level they need to—by doing it. I know it is shocking for some students to hear that they must write essays in a freshman English composition class (plus revise and edit them too), but my hands are tied, I fear…

by my conscience.

Thank you for your time.

Remaining Anonymous

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The above piece is representative of work (creative non-fiction) that I would welcome for the spring edition of Teach. Write. Submissions are open until March 18.

Submission Guidelines

Teach. Write. Submission Extension.

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The deadline for submissions to Teach. Write. has been extended until Sunday, March 18. I have accepted some terrific short stories, essays and poems from writing teachers around the US and even Australia and am excited about the upcoming edition; however, I would like to get a few more submissions to fill out the journal.

Therefore, if you are or ever have been a writing instructor in any capacity, including workshop leaders, elementary language arts teacher, secondary, college or university level, then I want to see your work!! Click here for the submission guidelines.

It continues to be my belief that submitting creative writing for publication helps us become better composition teachers, especially because it reminds us of the importance of revision and editing.

unbrokencircleThe spring edition of Teach. Write. is still slated for an April 1 appearance, and I still plan to take copies of Teach. Write. for distribution at the Appalachian Studies Association Gathering in Cincinnati, Ohio. I will be attending the conference April 5-8 and reading from my story “I Have Not Yet Returned,” about a daughter grappling with her father’s mental illness. Three other writers whose work appears in the anthology Unbroken Circle: Stories of Cultural Diversity in the South,  published last May by Bottom Dog Press, will also be performing.

In August, one of the editors of the collection informed authors that the book was selling well, being used as a text in a couple of college classrooms, and that readings were planned not only at the Appalachian Studies Association Gathering, but also in Knoxville, Tennessee, and at Marshall University in Huntington, West Virginia.

I am excited to be a part of the conference and am looking forward to attending other sessions about teaching and writing in the Modern South. For distribution at the conference, I will also take copies of  both editions of Teach. Write. as well as information about my musical A Carolina Story. I was looking in the program and even see some opportunities to perform a song from my musical at several open mics planned around the city, so maybe I will brush off the old guitar and practice.

Then work up the guts to risk making a fool of myself to promote my art.

Oh, well, we’ll see how it goes.

Hope to see your work in my inbox very soon!!!

 

 

Teach. Write. featured in blog

A few months ago I was interviewed by flash fiction author Jim Harrington for his blog “Six Questions for…” which is focused on picking the brains of writers and editors to aid fiction writers in composing, revising, and marketing their work. Many thanks to Jim for the feature and for his interesting and informative blog.

The interview is now appearing on Jim’s blog. Hope you will take a look, and if you are now or have ever been a teacher of writing in any capacity, then please consider submitting to Teach. Write.  Submissions for the spring edition are open until March 1.

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Teach. Write. Open for Submissions

product_thumbnailToday, Teach. Write. : A Writing Teachers’ Literary Journal, opens again for submissions for the Spring/Summer edition and will remain open until March 1, 2018. The Spring/Summer 2018 edition will launch on April 1. If you are, or ever have been, a teacher of writing, I would love to see your work and consider it for publication.

See complete guidelines here: Teach. Write. Submission Guidelines

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I posted that the North Carolina Writers’ Network mentioned the first edition of my literary journal for writing teachers on their Hats Off page, but they also wrote a short blurb about the journal in their publication called White Cross School back on Sept. 12, but I just saw the article for the first time a couple of days ago and have to share:

http://www.ncwriters.org/whitecross/2017/09/12/teach-write/

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Writing Conferences offer great opportunities to learn and hone new skills as well as spend quality time with fellow writers. Consider attending the North Carolina Writers Network Fall Conference in Wrightsville Beach, November 3-5.

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I am swamped right now but hope to get to post again soon and do a little diagramming of sentences as suggested by my friend and fellow writer Joe Perrone, Jr. 

 

First Edition of Teach. Write. Receives Notice

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The first edition of Teach. Write. is being featured on the North Carolina Writers’ Network’s Hat’s Off page. The North Carolina Writers’ Network is a wonderful support organization for North Carolina writers. If you live and write in North Carolina, please consider joining and supporting this fine organization. There are even some writers from other states who are members of NCWN. The conferences, residencies, workshops, communications and other services are invaluable ways for writers to meet and support one another.

If you would like to purchase a print copy of Teach. Write., then visit the journal’s page on Lulu.com.