Tag Archives: teaching

I Is A Teacher Now

Books, teaching, Writing, , , ,

I started teaching at Lee College in Baytown, Texas (close to Houston). It’s been an interesting, yet very positive, ride so far. I like the students, and now if I can just get past the health part of the process, I should be fine.

This semester I am teaching five sections of public speaking, one section of interpersonal communication and one section of business and professional communication. Most of those are great, although the business and professional communication is a night class, starting at 6:00 pm and ending at 7:15 pm. It’s a bit of a struggle, but as I kept saying all last year, I want to teach, not sit in a lab and just help other instructors teach better.

The one (or two) drawback(s) is that it doesn’t give me a lot of time for writing, filming videos, or (okay, three drawbacks) playing games. The one game I’m currently involved in is Guild Wars 2, which is one of those games that occupies any gaming time you have so that you rarely play any other games. It’s a fun game, and they keep churning out new add ons, constantly keeping you occupied. The only problem I’ve had with the add ons is that they make them awfully difficult if you’re not already an expert in the game. I’m pretty good, but definitely not an expert. I remember playing one of the add ons, and I couldn’t get beyond the opening of it because the bosses send me into a corner in a fetal position because they make those add ons way to freaking hard. I play this game to have fun, not to be stomp;ed by boss guys that seem to laugh at me, stomp me into the ground and then steal my lunch money, demanding I bring more to them next time he arrives to stomp me into the ground again.

Well, that’s all for right now. I’m still in dire need of a new kidney, which I’m starting to suspect I will never get. So, read my books, and read them soon because soon that’s all that’s going to be around to communicate on my behalf.

Some updates and current projects

Education, The Deck Const, Writing, , , , , , ,

caption134Well, the first semester at the new college in Texas is finally coming to a close, and let’s just say that things haven’t been all that great, but at the same time, I’m still here, and hopefully things will start to improve a bit. It’s honestly a struggle to teach at a college/university where students aren’t all that interested in doing the work, the institution isn’t all that interested in supporting its faculty and staff, and there’s just not a whole lot of money to pay debts that were actually promised.

Yeah, it’s been a bit of a struggle. We’re all being put on furlough, which means we’ll be losing 20 percent of our pay next semester, and it just makes it really difficult to want to continue coming to a place where you feel like you’re not really respected for the kind of work that you do. Oh well.

As for my writing projects, The Deck Const: Shadows & Rumors was published last month, so it’s now available on most e-readers and on paperback through Amazon.com. I was pretty happy with it.

My next project is a series of three books all involving the King Arthur legend. For years, I’ve been doing the background research for this novel, and now I’m finally ready to start putting it onto paper. The working title has been Return to Camelot, but I can’t promise that’s the name it’s going to end up having.

Not much else going on. The Christmas season is about to come upon us, so I’m hoping that means a few weeks of rest and relaxation. But, of course, I intend to write during that time, so we all know how that whole rest thing goes under such circumstances.

The End of Teaching As I Know It

Education, Writing, , , , , ,

My buddy Joshua as he surfs the web reading the news
Joshua, contemplating another adjunct professor gig

Last semester, I was teaching public speaking, and I started to notice how many of my students really weren’t interested in learning anything, but in just getting through the course. I’ve been noticing this a lot in my courses, although this is not new to me, as I distinctly remember mentioning this phenomenon a decade ago when I was teaching political science in a community college and remembered one of my students honestly asking me during a lecture: “Do we need to know this?”

Every semester, I seem to get one or two of those overly inquisitive souls in my classes that sort of makes things all seem worth it. That’s the student that reminds you of why you teach in the first place, because you realize that they want to learn, and you’re just the person to help them do just that. This last semester was no different as I had a few students who were scared to death of speaking in front of audiences, and I was able to teach them that there was absolutely nothing to fear, and they thrived as a result.

However, I also started to notice that as an adjunct professor, I’m constantly being treated differently than the full time  professors. We obviously don’t get paid as well. Our jobs are often reliant on good student evaluations, which means being  beholden to the whims of students who don’t want too much work. My office is shared with more people than I can count (and I can probably teach mathematics if I wanted to). And this last semester, they concluded a new contract that includes all sorts of “compromises” that adjuncts now have to acquiesce to in order to get that rock star pay we’ve been getting for so many years. You know stuff like more faculty evaluations, more hoops to jump through and a desire of the administration to add more administrative functions to the non-full time faculty.

So, this summer, I opted out of not teaching a summer class (which wasn’t that big of a deal considering that I’m 1 for 4 in attempts to actually get a class during the summer. But I’ve been asking for at least two classes every semester, which might help me survive on the measly wages they pay, but for some reason they can only ever give me one class a semester.

This leaves me thinking that I might not return to teaching when summer is over. Sure, I can use the fraction of money it pays, but I’m starting to wonder if it’s possible for my writing income to finally supplant this income I was receiving from teaching. So, for the first time ever, I’m probably going to stop teaching college courses.

For years now, I’ve been trying to land a full time community college teaching job, but it’s just never happened for me. Instead, everyone keeps offering me no benefit adjunct jobs. I guess they feel that there are so many of us out there that they don’t have to offer real jobs to any of us.

So, I’m going to take myself out of the pool. While I’d love a full time teaching job, I’ve practically surrendered myself to the realization that it’s probably never going to happen. And while I’m not 100 percent sure this is the direction I’m going to be taking, I’ve seen enough income rise through my writing that it just might be possible to do. I’m tired of being treated like a second class citizen in the academic community.

One of my problems when it comes to teaching

Education, , , , , , ,

The other day, I was teaching a class on Public Speaking. My goal for the evening was to teach the nuances of persuasive speaking topics, so I started in on techniques that decent speakers use in order to engage an audience…you know, the whole ethos, logos and pathos spread. At one point, I was explaining how I was once intrigued by a speech given by Helen Caldicott that she gave to UC Berkeley one night, involving cost overruns on defense programs. I was just going to touch on it and move on, but a couple of the students kept asking me follow-up questions on the concept of cost overruns, and next thing I knew I was teaching them all about how the defense industry has practically bankrupted our country by low bidding for projects and then pushing those same projects way over budget. It didn’t take much for me to realize my audience was more fascinated with the cost overrun topic than they were in learning how to make a point about persuasive speeches. Finally, after I explained far more than I ever should have about a political economic issue, I backtracked and explained that we needed to get back on topic about persuasive speeches.

The problem is: I do this a lot. When I teach political science courses, it’s not so bad, but there are times when I’m introducing Socrates and his theory of justice, and next thing I know I’ve gone onto a tangent involving Socrates, Aristotle, Locke, Hume and numerous contemporary philosophers. Almost always, I hit a point where some young girl says: “Do we need to know this?” or my other favorite: “Is this going to be on the test?”

I remember when lecturing on interpersonal communication a semester or so ago where I ended up explaining numerous stories from Plutarch that helped me explain why people socialize. It may sound kind of strange how that happens, but it almost always makes sense at the time, even if it might take some explanation to say exactly how it might happen.

I sometimes feel like I’m one of those philosopher-scientists of olden days whenever I teach a class like that. I love stories, whether they come from history, biology or strange politics. I remember going through school when a professor would read from the book, and people would fall asleep in the class. I don’t think I’ve had a student fall asleep in one of my classes in ages.

Every semester I receive reviews from students who say they really enjoy my classes, and enough of them stay after class to ask about all sorts of topics that sometimes have little to do with the subject matter itself. Almost always, I try to present material for them to research on their own (to learn it rather than just have me talk about it), and quite often one of those students will come back another day of class and present me with questions based on that suggested reading. There’s no better feeling when some young person comes armed with knowledge, wanting to know more.

The thing I struggle with is that I don’t see a lot of my colleagues doing the same thing. Instead, it’s almost like they’re competing with students to see who can do the bare minimum to get through class (teachers competing against students). I listen to the conversations in the teachers’ office and think I must be doing something wrong, because the conversations often hit me with statements like: “You’re wasting your time. Just teach the material and go home.”

What’s one to really think?

When you’re blind-sided by religion in class

Education, Religion, , , , , ,

The other day I was teaching a public speaking class where the students were required to interview another student and then present a two minute speech about that person. All was going well until one of the introductions of a student indicaated that he was a member of a religion that’s been around the US for a long time but is mostly unknown to most people who don’t follow religious news, or are just not very cognizant concerning theology. One student asked what that religion was, and the student tried to respond by not getting into a conversation about religion. However, the questioning student continued, trying to get more information, essentially putting the original student on the spot to have to explain his religion to a group of people who knew nothing about it.

The one thing I could see was that he was very uncomfortable talking about his religion in front of class (the student who interviewed him had only mentioned it as an aside, saying she was exposed to it for the first time when talking to the student and was more intrigued than anything else, and then she moved onto another subject). So, as this student tried to explain quickly and without any elaboration, the asking student still continued to want to know more information.

What I found interesting from the exchange was that the questioning student appeared to be more interested in talking about the religion because it didn’t fit his understanding of Christian religions (although it actually was one of the more Baptist variety). It almost felt like this was about to turn into a “explain your religion so I can see if I approve of it” converation, although there’s no way to know that was the direction it would have taken. Fortunately, the discussion ended quicky, and then we went onto another group of students. At least before it became too uncomfortable.

This reminded me of the many political science courses I’ve taught over the years where one student is an outlier from a completely different political philosophy than everyone else. It is so easy to make just one student very uncomforable, which is something that most educators are supposed to learn is never acceptable. Over the years, I’ve taught courses where I try to take the middle ground of a group presenter/moderator rather than someone with a political opinion. What usually happens is a select few students start to suspect I’m politically opposed to their personal philosophy because they always seem to notice when I’m not siding with their side and giving conversation time to a side they might not agree with (when in reality, they haven’t a clue that my philosophy is so out of the mainstream that they’d be hard pressed to actually try to guess it if they were put on the spot to do so).

Religion is one of those scary topics because no matter how hard you try to avoid it as a conversation, someone always manages to try to pull it back in and then tries to put you on the spot to engage the topic. Students generally feel more comfortable when they can back a professor into a boxed corner. Why? I haven’t a clue. But I find that happens way too much.

For that class, we managed to avoid a political/religious issue that seemed to want to take the stage, which tells me it will likely happen again. All I remember is when I was in class instead of standing up in front of the class, and so many professors took the bait and allowed their classes to become very uncomfortable for a lot of students. What’s amazing is that administrators NEVER discuss this with professors as to how the college/university stands on such issues, so you’re generally on your own until some administrative body decides you took the wrong approach (and then they fire you).

The funny thing is: Even though my class was a success that day, there’s really no way to tell if you’re maintaining the peace as well as providing the correct education. It’s almost a continuous series of trial by error moments that you hope is helping to provide the best education to all involved.

Whether or not there are children who are unteachable

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Dave Murray of MLive published an interesting commentary on Are there Children Who Are Unteachable? What’s most interesting about the post is the commentaries from mostly Michigan readers of MLive (which is the online presence of the Grand Rapids Press). After you get beyond the knee-jerk reaction responses of people who post to every article with diatribes against whatever spot issue they have, some of the responses actually become quite interesting. I’ll let you read through all of that on your own and save my personal views on the issue, mainly because unlike the majority of the responders, I realize that I’ve never been a grade school teacher, so I’m not going to truly understand how difficult (or easy) it might be.

However, I thought I would share one somewhat similar story because it involved one of the first classes I was teacing. It was about a decade or so ago when I was teaching political science at Kalamazoo Valley Community College. I was really new, and I’d be shocked if I wasn’t making numerous mistakes in my attempt to use my doctorate knowledge in political science to teach others. However, one thing that remains in my memory was one student I had who was struggling throughout the entire semester.

He was a quiet Hispanic younger man who rarely chimed in during class, and we were nearly halfway through the course when he remained after class and wanted to speak to me. He said he was having trouble with some of the information and wondered if there was anything he could do to bring himself up to speed. Now, over the years, a lot of us teachers have a similar kind of story where some student, who is failing the course, suddenly realizes he’s failing out and tries to salvage his grade. He’ll promise all sorts of thing, but usually not deliver. Generally, this really burns out a lot of teachers because this happens so many times.

However, I offered him the chance to stop by my office hours, and I’d look deeper into his situation (as it wasn’t something we could solve in the few minutes after a lecture). To my surprise, he showed up the next day for my office hours.

We sat down for about an hour, and he told me what was giving him problems. Our subject at the moment in class was about Congress and the committee structure. His question, when he asked it, opened me up to realizing something that really impacted me. He wasn’t confused about Congress and the committee structure. He had no idea what Congress was.

During all of my lectures about Congress, I just sort of assumed that most young college students at least knew what Congress was, so that it was an easy jumping off point. My conversation with him made me realize that he had no idea what the concept of the legislature branch was and was listening during all of the classes, unsure of how to place it in greater context with the things he did know. And shortly after he started communicating, I began to realize what his context was: He knew nothing but street life, violence and family that threw him out of their home when he was only a teenager. He was working a crappy job, and someone told him the only path to any future success for him was either joining a gang (something he was considering) or school. So he decided to try school first.

Still not convinced he was on the level (as to his desire to actually pass this course), I gave him the opportunity to visit me during my office hours each time I held them, and I said I would try to help him figure out what he didn’t know. I figured he’d be like most students who would act really interested and then I’d never see him again. But he showed up each office hour, and he brought his book, opening it up each time and pointing out the things that didn’t make sense to him.

At this time, I was talking to a college colleague, who saw this student in my office one day and then pulled me aside, indicating that the majority of the instructors knew who he was and gave up on him a long time ago because “he is lazy”. Not convinced, I then offered my student the opportunity to visit my office for more periods beyond my office hours, just to see if he was serious.

And he was. After a few weeks, he started to actually do much better on quizzes and examinations. And his questions were always very well thought out. By the time we reached the final examination, he was earning a solid B in the class.

He passed my class, and he then stopped in one day a few semesters later, saying that he was transferring to a local university, having been accepted under a special program for indigent students. Where he is this day, I don’t know, but I can only hope he managed to finish and made a better life for himself.

However, I did want to point out a couple of things. I really felt ill about my fellow colleagues at that time, because they gave up on this student long before they ever should have. He wasn’t lazy. He was just lost. The other thing is that I also realize that my experience doesn’t prepare me to comment on K-12 education as I have never taught in those arenas. It also doesn’t talk to the realization that if I had been confronted by a classroom full of this same type of student, I might not have reacted the same way, having been so overwhelmed, there’s no telling what mechanism I might have used to keep myself from being overcome by such problems. This is the fact that a lot of teachers have to face on a daily basis with entire classrooms of struggling students, and it doesn’t surprise me that so many good teachers probably burn out and never continue.

So, if I was to comment at all, I’d think that what’s needed is administrative attention to detail on how to best support those teachers out there who want to do more but are overwhelmed. Just blaming teachers for not doing enough is often a very weak approach, quite often enough to push even more teachers out of the business. I read through all of the comments that come from MLive, and I’m often saddened to the point where I realize that I’d never be a grade school teacher with such hostility pointed at that discipline.

Arbitrary Observations on a Thursday Afternoon

Education, Memoirs, Relationships, Social Networking, , , , , , ,

I was walking from one building where I work to another one, which involves a couple of doors that need to be opened. As there was a bit of pedestrian traffic in the area, at one point I found myself holding the door open for other people. At the time, I ended up holding the door open for four different people at different times (not one right after the other), and the one thing that struck me as odd was that each person reached for the wide open door I was holding, almost as if I was going to shut it in their face. If it would have happened once, it would have just been one of those things, but four different people all reached for the opened door, almost as if they had bad experiences with other people holding open the door for them. Kind of strange. At least they said thank you, even though they seemed to suspect I was going to rescind my offer to keep the door open for them.

Another observation: When teaching at a community college, I’ve discovered that the axiom once taught to me by Professor Ashlyn Kuerstin was that you should always explain on the first day of class that attendance is mandatory AND that the death of your grandmother doesn’t affect attendance. I forgot to give her spiel this time around. Two students have now reported ill or dead grandmothers. Kind of strange, but strangely enough, expected.

One of my colleagues was let go today by the company for not meeting expectations. I walked by her desk today and noticed her half filled (or half empty, depending on psychological disposition) cup of water is still on her desk, the straw in it, as if ready to continue drinking. I guess someone will eventually clean it up and throw it out. I often wonder what that person must think to himself as he or she cleans up after someone’s now empty desk. Probably just glad it was someone else. Or not. Who knows what people think?

I have tomorrow off from work. I have a doctor’s appointment in the afternoon, and I need to get to the Secretary of State’s office to renew my auto registration, which means I have to find my current insurance card (for some reason I never replaced my old one, even though I have the same insurance and the same policy number). I’ll probably have to sit in that place for a few hours because it’s always slow no matter when you go there. I guess that’s why I put off these sorts of things. I hate bureaucracy, almost as much as Kafka.

I kind of wish I had some kind of social life these day, but I don’t. I don’t even really have close friends anymore, other than a few close colleagues who I basically only ever get to see at work (one of whom I consider a friend, even though we don’t really spend any time together outside of work). I’m at that age where I don’t really feel comfortable going to bars (I don’t drink), especially alone, and I don’t really have any other options to meet people. E-dating never works, at least not for me. I sometimes suspect that the same people doing well at e-dating are the same people who do well at regular dating; they’re usually players who lie to women and get away with it. I’ve never been good at that sort of thing, and because of it, I’m probably never going to meet anyone. Women talk about liking nice guys and all that, but they lie, and everyone knows it. Eventually, they might settle for a nice guy after they’re done playing their own games, but by then, we’re off the market, playing World of Warcraft or Star Wars: The Old Republic, because at least there we have something that makes a bit of sense, even if it means no real social interaction.

Anyway, that’s my Thursday. I teach my class tonight at the college, and then I go grocery shopping before heading home to a house full of friendly stuffed animals. Well, mostly friendly. Some of them can get a bit roudy. But they mean well.

Burning Bridges

Education, Relationships, , , , , , , ,

I got fired today. Not from my regular job, but from one of my teaching jobs. I teach at two community colleges, or at least I teach at one community college and I was about to start teaching at a new one yesterday. I was assigned two political science courses at Kalamazoo Valley Community College. I had taught there about seven years ago back when I was finishing my Ph.d work at Western Michigan University. Other than a visit to see my friend Melanie (who was defending her dissertation and visiting from Germany), I hadn’t been back to Kalamazoo once since those days. It’s changed a lot.

But what happened was I mapquested the instructions to get to KVCC on my computer, printed them out and then drove down from Grand Rapids (where I live). I left an extra hour early so I would have time to get some stuff done on campus before my first class. And then I hit Kalamazoo, turning off the freeway at the first sign that indicated I was near Kalamazoo Valley Community College. Trying to remember if this was the path to get there, I drove along the path, following the signs that led to KVCC, and when I made the last turn, I discovered that I was nowhere near KVCC. The signs in Kalamazoo all led me to an alternative campus of KVCC. So I was lost.

As I drove around Kalamazoo, I continued to get more and more lost. And then it got dark. And then I was completely lost.

After an hour or so of driving around, I finally found my way to the freeway again, and this time I decided to follow the Mapquest directions to the letter. And that brought me to a wonderful factory that had nothing to do with KVCC whatsoever. So, a friendly security guard gave me directions to the campus, as this was not the first time someone showed up at the factory thinking it was KVCC, and I continued on. Before leaving, I contacted security on campus and informed them of what was going on. I didn’t know who else to contact because the information sheet they sent me in the mail had the incorrect information for the person who was my main contact (it ended up connecting me with somebody else completely who was completely unaffiliated with the person I needed to contact).

I finally got to campus half an hour after my class was to begin, and of course, no one was there. So I ended up walking around the campus a bit and trying to see if I an accomplish anything. Which wasn’t possible because I had no keys to get into my own office, get my own mail, or anything. Finding my contact’s actual office (by physically just looking for it), I left him a message, detailing my adventure that evening. And then I hopped in my car and drove the hour and six minutes home.

This morning, at work, I received a blistering phone call from the dean who was really only interested in riding my ass about not showing up to class. After I explained what happened, and how it would be rectified in future situations (I also teach a class on Friday there), that didn’t seem to be enough. It was one of those conversations you have with a girlfriend whose only interest is in continuing the fight because she realizes she has the upper hand and wants to put in as much damage as possible while she has that first wind. And as friendly as I tried to keep it, it never really stayed there because she just kept trying to goad me further into more confrontation. Realizing my own temper was starting to rise, I realized I either needed to end this conversation, or I was going to lose it. And then she threw in a “and I’m still waiting for an apology from you!” By then, I was no longer in an apologetic mood, Basically, I wanted to say, “go fuck yourself” although I didn’t. Instead, I said, “I’m ending this conversation now and hanging up.” And then I hung up.

About ten minutes later, I started getting phone calls on my cell phone from the dean, and I just pushed them to voicemail, still being very upset by our previous conversation. I figured any conversation we had was going to make me lose it, and honestly, that isn’t very productive. So at one point, her voice mail stated that she was revoking my contract, and I could call her if I had any questions.

I don’t really have any questions. Instead, I’ll go back to work and then tonight I’ll go teach at the other institution where I teach. Unfortunately, I won’t be able to teach at KVCC, but when their administration is basically hostile to the point of making your instructors not want to be there, well, that just leads to obvious conclusions.

But she still probably wants an apology, so here it is, even though she doesn’t read my blog and won’t ever know: I’m sorry I didn’t get to teach that class. I’m sorry I got lost and couldn’t find the campus. And I’m sorry that you have the people skills of a wandering raptosaurus. The pay wasn’t that great that I’m going to miss the paycheck. The students, however, will miss out on a really good instructor who actually really cares about his students. During that whole conversation, that was the only reason I never lost it completely. I like to teach, but unfortunately not always do circumstances make it possible.

Reviewing “That Used to Be Us” by Thomas Friedman and Michael Mandelbaum

Books, Business, Economics, Education, News, Politics, , , , , , ,

I picked up this book on whim, not sure if it would end up being partisan drivel, interesting or just a waste of time. Well, halfway through it, I decided on “interesting”. While reading it, I couldn’t help but be reminded of my experience when I was reading the book “Teachers Have It Easy” (don’t remember the three authors), a book that tells the brutal truth of what it’s like to be a teacher. I remember at the time of reading that book how some of their stories rivaled my own, and there were times when I just shook my  head because I knew that other people needed to be reading the book, but they never would (or will). So, I’d end up reading a book that reinforced what I already knew, and I’d constantly be berated by people who knew nothing of teaching, but would act like they knew everything because “my mom was a teacher” or “I know a teacher” or my favorite: “I don’t have to be a teacher to know how easy they have it.”

“That Used to Be Us” also talks about one of the platforms that needs to be embraced in order to make things better, and one of those platforms involves teachers. In order to make America strong again, we need to empower teachers, and that means asking a lot of people to do something that definitely won’t be in their best interest, and that’s the part their book never really addresses. You see, the majority of the critics against teachers outright hate teachers. They don’t know enough about them, but they know that they hate them, and they take every opportunity to cast ridicule upon them. I see it on message boards and newspaper letter sites all of the time. MLive.com is one of those that excels in this. What happens is a bunch of “good ole’ boys” start posting about how teachers have it so easy with their big paychecks, their miniscule hours and the fact that they get these HUGE vacations every year. And then they’ll drone on about unions and how teachers are lazy, overpaid, quite often stupid, and more often than not, the problem. Try to talk to them politely, and they flame you left and right. Try to engage them in argumentation, and they start making personal attacks that have no actual basis in reality, but are designed to hurt and throw mud all over the walls.

Friedman and Mandelbaum rightly believe that the solution needs to start with an empowering of teachers who will then embrace a Colorado style of educational reform, but at the same time don’t seem to offer any way of getting everyone else on the side of teachers to make it happen. What ends up happening almost every time that standards are increased is that they become punitive so that unions become defensive, and then you end up with no one actually trying to improve things for children but people are seen as targets rather than part of the solution. For most people, educational reform is a zero sum game where one side has to lose for the other side to win, rather than their approach which is for all sides to win. Unfortunately, that’s what always makes it completely incapable of achieving success.

Part of the solution would be a simple paradigm shift in respect towards educators, which doesn’t happen too often in this country. I saw it when I went to Korea and was traveling home through China. I was stopped at the Beijing Airport, and I was being questioned about the medication that I was carrying with me (I had stupidly forgot to pack the prescription information with it, and Korean pharmacies have a tendency to just package pharmaceuticals in individual bags with no markings on them). I was in a seven hour layover, so I wasn’t in any hurry, but it didn’t look like I was going to be getting through customs any time soon. However, about fifteen minutes or so into it, one of the customs guards asked me my occupation, and I said I was a teacher, that I taught little kids (which is what I had done in Korea). His eyes opened, and he immediately took off to track down his supervisor, who had been in and out of dealing with me about the whole “drug” issue. The supervisor came back with another customs guard, a young woman. They both stood there for a second and just stared at me. Then the first guard started talking to them with animation, pantomiming the whole “little kids” action I had done when describing my job. Then both the supervisor and the other customs woman smiled, thanked me for my time and packed up all of my Korean bags of pharmaceuticals into my bag and released me to the waiting area untl my plane arrived.

Right then and there, you could see how much respect they had for someone who actually taught children. It didn’t matter that I was an American, and that the children I taught were Korean. I was a teacher, and it mattered to them.

We don’t get that sense of pride in this country. Ever. And that’s why it is so hard to find quality teachers who really care about their job. It obviously isn’t the money that keeps them in the profession, no matter how much political spin people want to put into it. For someone who has a master’s degree, the pay for the work isn’t worth it. The drama, the politics, the hassles and the unrealistic expectations with the lack of care of parents for the proficiency of their children…just doesn’t make it worth it. So it has to be something that keeps teachers in the business, and quite often it’s the few successes they do get from the struggles we go through.

Unfortunately, as long as the people in this country treat teachers as they always treat teachers, don’t expect things to get any better. And as for the book, much like the previous book I mentioned, I don’t expect anyone to read it who needs to read it. It will be read by people who already have an idea of what the book is expected to say, and only by them. I’ve actually be surprised at a lot of the information contained in the book, and I am one of the people who tends to read this kind of book. Unfortunately, the people who need to read it…well, they won’t.

I is a teacher

Education, Social Networking, Technology, Writing, , , , , , , ,

A new semester is finally about to begin. Again, I will be teaching college political science and interpersonal communication, two separate disciplines, but two fields I am qualified to teach). Strangely enough, the two disciplines really aren’t that different from each other.

While I’m looking forward to a new semester of new young (and some older) minds to educate, I’m also feeling a bit apprehensive, and it’s mainly because our country is so negative towards teachers that I’m tempted to tell America to go screw itself and stop educating anyone on anything. The money isn’t all that great, so that’s not the only reason anyone would ever teach. But whenever I read about some critic of education going all half cocked about how teachers are lazy, how they only work a short period of time and get great pay (which they rarely do), and all sorts of other insults, I want to just say screw it. It’s not worth it. If America sees education as less important than business than let’s let the market figure it all out (which to make a long story short, the market is completely incapable of handling altruistic disciplines, like education, because there is no profit in doing the right thing to make your country benefit in the long run). Altruism, which is quite often the only reason to teach, is very difficult to maintain, especially when society goes out of its way to ridicule your field and everyone who has ever gone to school is convinced he or she is an expert on teaching, even though they have absolutely no experience at teaching, or so little that they have nothing solid to contribute.

When I first started teaching years ago, I remember being bogged down by the fact that I was overly concerned that a few of my students were struggling and no one else seemed to care. Other colleagues would tell me they were lazy, so forget about them, but I didn’t feel that way, and by getting closer to them, I discovered that there was more going on with their personal lives that was actually interfering with their learning. I realized then and there that they were going to fail because everyone else gave up on them because it was too much work to care, not because it was the right or wrong thing to do. What I discovered then and there is that educators who care are quickly discouraged from caring and working harder, quite often by the system, and sometimes by the same people they educate. Yet, I was convinced that this was important to overcome, or our very reason for teaching was gone.

Years later, I found myself in the same situation with a few students just last semester. It was so difficult to try to be more available than the system allowed, yet I tried, and in the end all you get is sometimes a belated thank you from someone who may or may not have saw you as their ally rather than the person who was making their education “more difficult” by forcing them to jump through hoops no one forced them to do so in the past. A couple of students out of the blue contacted me and thanked me, which may not have been the reward that completely paid back the efforts, but it helped, and that sort of thing is the item that keeps a teacher going. However, when attacked by so many other who really don’t care and see you as the enemy (for bizarre reasons that make no logical sense), it becomes less and less likely that you’ll continue trying.

So, I go into a new semester, thinking that maybe this will be the time when I find that one struggling student who needs that certain nudge forward, and hopefully I won’t be discouraged, rejected and forsaken at the time that one person needs a little more from an educator who is doing everything possible just to make sure the trains run on time (for the sake of an Italian historical reference of competent leadership).

When you’re standing up in front of a class of students and explaining the virtues of the governmental system, as proposed by Adams and Madison, you have to bite your lip after that young student in the back row raises her hand and asks: “Do we have to know that for the test?” I remember once responding to that exact question with a ten minute lecture on the importance of knowing information, history and relevance to all sorts of connective synapses of knowledge. How Caesar understood that Alexander’s charge into India incorporated phalanx technology with the scattering of forces or how Patton understood that Caesar’s understanding of Alexander showed him how a faster tank can be stopped by a barrage of spread ammunition. To them, nuance was more important than specific knowledge, but they came to specific knowledge through understanding of nuance. Even when explaining such things, you’ll still have one student sitting there wondering, “is this going to be on the test?”

Unfortunately, teaching can be a lot like that.