teaching


11
Jul 10

Lessons in Impermanence, Part III

This continues the “Lessons in Impermanence” series, with continuing some thoughts directly after “Part I.”

Life after grad school also had its share of impermanence as I continued at the urban community college and had a brief stint teaching English at the FIDM. I then tried jumping ship by getting a more “regular” job at one hot mess of a labor union’s headquarters. That lasted for six months, followed by six months of unemployment. Then, during that time, I courted English department chairs and a director of a foreign language school, and I found myself on the freeway flier circuit in the fall of ’07. After a year and a half, I didn’t return to any classes with one district, continued to work for another until I got laid off.

Continue reading →


17
Feb 10

He’s certainly got Cloutier

For some odd reason yesterday, I found myself in the business section of NY Time‘s website when I came across this interview with George Cloutier, an entrepreneur who gets small businesses out of the holes they dig themselves into. He was full of all kinds of glib, but hard-won business wisdom such as “Fire Your Relatives. Scare Your Employees. And Stop Whining.” He also had a tough style of speaking, which fascinated me. Then I realized who he reminded me of: Gordon Ramsay. Clearly, Ramsay and/or his producers must have been aware of Cloutier’s business and his approach to rescuing businesses and realized they could make good TV out of it. With Gordon’s speech resembling a heart monitor and doing the fixer-uppers for ailing restaurants, he had channeled Cloutier without giving props to the man.

Continue reading →


12
Feb 10

Yes, I Burned My Hand on the Stove

Usually, I don’t need articles on some journal website to tell me what to think. However, they can confirm thoughts and feelings I have, like some of Thomas Benton’s articles on the Chronicles of Higher Education, especially “The Big Lie About the ‘Life of the Mind,” “Graduate School in the Humanities: Just Don’t Go,” and “If You Must Go To Grad School.” Perhaps if I read these articles before ever throwing together a portfolio to apply to a graduate creative writing program, I would not have applied at all. Actually, I’m more stubborn than that. I’m the type who has to put my hand on the stove and get burned instead of listening to someone who tells me that it’s hot. Continue reading →


23
Jun 09

Speaking from a Script

I hate speaking off the cuff, especially in front of a group of people. I even hate doing it at times in conversations with someone. I often feel like I’m writing my sentences in my mind before they come out of my mouth, and sometimes the process is choppy. It’s worse if I have to speak in front of a class, because I’m caught up with processing what I have to say in front of everyone, including all my ums, dead end thoughts, and trailing off, which is the sonic equivalent of the ellipses.

I’ve been guilty of speaking off the cuff a lot to classrooms over the past few years. Obviously, preparation is the solution, but it was a matter of time, or that I was too busy, etc. It’s easy to do when there are several classes. However, lack of preparation makes for a trainwreck. And bad communication.

Last week, I made a script for my second day of class for the summer. I made notes on the reading assignment, wrote down what the students essentially needed to know about the text, and even threw in my talking points. Even if it took several hours of my time to prepare, I had a much smoother class session. It was much better than if I took it for granted that I read the story a few times and tried to get class participation out of them. Even if last week’s lesson wasn’t perfect, I was communicating and the students were. Also, I didn’t feel as drained as I would on unprepared classroom sessions.

I wish I could just talk without the pre-written stuff. I envy the people who can really hold their own without the notes and who don’t have to mentally write their sentences. Then again, I can spell and I know my punctuation. I can apply this type of approach of writing before I speak to other things, especially if I am speaking before any kind of audience. For video or podcast, I can write. All I need to do if fine tune it so it doesn’t take so much time to do. For notes I make now, I can always re-use and revise, but creating new stuff is where the challenge is.


13
Apr 09

Doing the Limbo

I really hate discussing education and employment practices though it’s been on my mind a lot. Various factors, including small paychecks and increasing expenses, are guaranteed to put those things at the forefront of my thoughts, even though there are more important things that need my attention (like my lessons and my students’ homework assignments). While I have been polite about the subject, it is no secret how I feel about the issue of adjunct teaching. I often find articles and blog entries that confirm my feelings, such as a recent piece in The Nation.

Continue reading →


12
Mar 09

Rubric’s Cube, II

If I’m not interested in teaching college English as a long term goal, then why do it? Ironically, I find my several semesters of being in the classroom something of value, especially as I’ve been getting my act together. Yes, I used the past progressive, not the passive voice in past tense. I have been working on being a better teacher, but I am also working on skills that will help me in my new career path.

Continue reading →


7
Mar 09

Scary Monsters (and Super Creeps)

After writing this post, I found “Dear Professor: I Hate You” in the Chronicle of Higher Education. Here, professors mention the cruel or strange comments they have received in evaluations from students. The article definitely compliments what I mention about my relationship with one nasty class.

Just thinking about that awful class in writing “Rubric’s Cube” brought back a lot of memories. I had a really cute and clever title and a great example of a horrendous experience that taught me to be better organized and put some time into my classes. With the adjunct lifestyle, this can be quite a challenge, but the customers, I mean students, can be merciless. They may not know if a professor is an adjunct or full-time. Even if they do, they may not care. I never did, but I treated my teachers with respect when I was in college. Now that I’m on the other side, I must keep in mind that not all students are like me.

Continue reading →


6
Mar 09

Rubric’s Cube

cube1

I haven’t blogged, Twittered, or even Facebooked much lately. I got caught up in the Rubric‘s Cube.

In getting back into teaching this semester, I found that I needed to have a system or else I’d quickly sink. Students may not mind a teacher without structure in the beginning, but that soon gets old. If they become restless, students will eat the scattered professor alive.

Continue reading →


25
Feb 09

Many Pieces of Paper

photo-84I’ve had too many pieces of paper with student’s names and more yesterday afternoon. I graded them all and here I am in action. Something to point out: I’m not right-handed. Gotta love how MacBook’s webcam gets things arse-backwards.

img_0676I also need to thank the tree spirits this week as I used up two reams of paper to give my students various hand-outs (all with the hopes that they’d earn good grades, of course).


24
Feb 09

We’ll Just Put The Books Anywhere!


Parker Posey as the accidental librarian in Party Girl.

Last week, I got started on a new career path. I just got accepted into the Master of Library and Information Science program at San Jose State University. I have contemplated applying ever since I was working after graduation from grad school, mainly because adjunct teaching is so unstable. Also, I like libraries a lot. I always have. I finally took action back in November and applied.
Continue reading →