Category Archives: Pedagogy

Wait, Wait, Don’t Tell Me

What do “The Second Choice” by Theodor Dreiser, “Hands” by Sherwood Anderson, and “The Wagner Matinee” by Willa Cather all have in common? The fact is that I have to teach them all for my ENG 605 Literature Pedagogy class. Also, they are all written during the early part of the 20th century. They are dirty and gritty and explore all of those ideas that make us cringe: industry, relationships, sexuality, public and private domains, music, and modernization in all of its forms.

I think I could spend the entire class period talking about Dreiser. Well, now that I think a little more about it, I could spend a whole class period talking about each story. Each story is thick and voluminous, not easily explored in one pass. Short stories remind me of the Grand Canyon: on first glance you think you’ve seen it all (yeah, it’s a big hole), but then you realize that there are layers of color, trenches and rises, shrubbery, animals, and a river way down there at the bottom that you can barely see from the rim.

Teaching is about gleaning. It’s about looking around for the scraps that no one will notice and that no one cares about until you point them out, or until your students point them out to you. I think teaching resembles standing next to a dumpster of knowledge, poking around in it with a stick. You find something new and suddenly everyone wants it. In teaching that is good.

If everyone is interested enough to talk, then you know you’ve hit some sort of truth or importance in text. Your resonance strikes with someone else’s resonance and before you know it you’ve blown a speaker!

Is this really necessary?

This may not be.

This definitely is.

Adventageous: Waiting for Whom

Sometimes I hate church. I hate going there and being challenged by God or some human to think a little deeper about life. I hate leaving the pole-barn looking building after sermons like today’s with this nagging doubt that I am not doing what I have been called to do. I hate this feeling. I struggle with it often, as anyone who has read my writing more than once knows. Sometimes I just want to shovel through all my crap and baggage so that I can see in me what God sees in me.

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There is nothing with studying literature, but I wonder if there isn’t something more meaningful that I should be doing. I know my students appreciate having me in class because I always get comments about helping them to learn to like English. Frequently, they tell me that I helped them learn about themselves and to see how they fit in with the bigger picture that is the world. Occasionally, I believe them.

I often find myself wondering what type of people generally teach English because I don’t feel like I do anything special. I am excited about my students learning how to express themselves in writing. Are most English teachers lethargic?

This semester my students said they appreciated using blogging and technology in the classroom. I was surprised when many of them put their fingers— without my prodding—on my most immediate pedagogical goal. Several of them wrote in their reflective letters that they foudn it both enjoyable and helpful to write consistently. A couple of them even said they have never had a writing class where they got to write every day. They were able to see how writing every day helped them to carry over from writing project to writing project.

I was appreciative of the level of feedback and serious reflection because I needed to hear that what I am doing is valuable. I needed some positive feedback. I am not usually a person who needs so much positive feedback, but a long, hard semester combined with my continual urge to quit and go farm combined with the intermittent feeling that I am going into the wrong profession, vocation, career made me crave some direction. The positive feedback helps remind me why I do what I do, but sometimes I still have doubts.

I guess that doubt has something to do with the actual words profession and vocation. I don’t perceive what I do to be a calling or something where I profess things I really believe in. I should. I don’t. Yet. Maybe I will one day. Until then I will just hang on to knowing that my students are impacted by me and my passion for literature, writing, and most importantly for them.

Of course, my passion for them comes from God’s passion for me. I can’t understand how deep or how wide that passion is, but I can profess how passion has changed me. I remember who I was, and I know who I am now. So, I love times like advent in which God lets us wait for [Their] miracles. I am moved from looking from the wood of the manger to the wood of the cross. I am overtaken by the fact that God sent his son to the earth just so he could die thirty-three years later to give us grace.

What does that mean for me? It means I wait. I wait for my savior to be born. I wait to sing the news of his birth. I wait to mourn his death. I wait to see how he will work in my life and through my life for another year. I wait with a sense of expectation, joyful expectation to experience moment that I can only make it through by God’s grace.

601: Syllabus Ideas

I want my students to create a visual rhetoric defining their stance. Who are they? Where do they come from? What are their beliefs? What are their interests? I assume I will have them write some sort of literacy narrative as well. I also would lihe them to analyze someone else’s rhetorical device, like magazines, or news shows, or YouTube or something? I know I want to include a cellphone clause, a hate speech clause, etc. I also want to begin the class by everyone talking about who they are through some actual objects they bring to class. I am not sure. This weekend I need to break down my syllabus. Saturday’s project. Attendance policy: you can miss twice after that your grade is affected?