Last night I concluded 2 evenings’ worth of guest-lecturing and assignment-giving to a class of high schoolers. The class was taught by a friend of mine, and the subject was audio for films.
At first, the major concern was getting over my fear of public speaking, which according to surveys, most people actually rank higher than their fear of death. That turned out to be the easy part; 2 minutes or so into the lecture, the tremors and stammering had vacated.
The hard part came in the interactions afterward, where I was giving the assignment and helping the students along. The project was (I thought) a nice even mix of left-brain rigor and right-brain creativity that allowed multiple approaches and let kids show their differing strengths. But I soon ran into the realization that some kids were far advanced, got it right away, and took it and ran … while others were left in the dust, laboring just to get the basics. The latter part was, honestly, a little frustrating. I realized I was going to have to summon some inner reservoir of patience that I wasn’t even sure I had in order to help these kids. That first night, I basically faked said patience as best I could and tried to absorb some of it from observing my friend.
I ran into a problem, also, with the “bright” kids, the ones who immediately got it. As I observed them working, I noticed some very creative and astute approaches being taken, and I couldn’t help singling them out and holding up their work as an example to their classmates. But then came the question: When does praise like this cross the line into favoritism? How does it make the other kids feel about their own work in comparison?
Going home after that first night, with my Ipod on shuffle, Pink Floyd’s “Another Brick in the Wall Part 2″ came on. Gee, how poignant. I thought about how easy it would be to become one of those tyrannical “thought-controlling” teachers the song decries. It happens, I suspect, *very easily*, usually without the teacher even realizing.
By the second class, some of these concerns had abated. My friend gave me some advice about the praise issue: Don’t be afraid to dispense it, but spread it evenly — find something in every student’s work to praise, and also give constructive criticism no matter what. Then another interesting scenario presented itself: I was helping one of the kids who was really struggling, going laboriously over every step, surprising myself with my own patience level, when I realized a pattern in the way she was relating to me. She kept asking, am I doing this okay? Do you think this is right? Over and over, enough that I realized she was motivated to do the assignment mainly by the desire to get my approval — not (primarily, at least) because she wanted to do well on her own terms. This struck me as a Very Bad Thing, a wrong-headed habit to let a student fall into.
To clarify: I didn’t take it as one of those dangerous teacher-idolization scenarios. I could just tell that she’d internalized, over the course of her schooling, the idea that she was there to conform to her teachers’ expectations & to do things by rote without thought given to her own role in them, or the value of the assignments in themselves. To just please the teacher & get good grades, so she can keep them off her back. Which makes the assignment, in my mind, nothing more than busywork.
I called time-out on the project and explained that I wanted her to be the judge of her own work, to do it because she took an interest in it, not because some authority figure was looming over her. I don’t know how deeply it registered, but it seemed to take away some of her anxiety.
Before I got into all this, I’d read a book by Derrick Jensen called “Walking on Water” which detailed his philosophy on teaching, gleaned from years of giving writing instruction to college kids as well as prisoners at a maximum-security institution. The major lesson I took away from the book is that a teacher should not see, as their primary job, the instilling of blind obedience in students (which, sadly, I’d say is the attitude taken by many if not most teachers as they help prepare kids for a life of obeisant wage slavery,) but instead, to help each student become Who They Are.
Which is all fine and dandy, I thought, when you’re teaching creative writing, Derrick — but how do you help a person find their core essence through something like chemistry, algebra, or I dunno, audio for films? You know, the more “prosaic” [ha ha] stuff?
Now I get that this directive stands at all times, and applies to any subject. Being a fair and helpful, rather than damaging, teacher of any kind takes perpetual vigilance and self-examination. And I’ve got lots of respect for anybody who can do it (like my friend.)
The best part of the experience came when, 10 minutes before wrap-up, a student gave me an unsolicited compliment:
“Thanks for helping us step up our game, James.”
Wow. Effing sweet. That was, like, the best thing anyone could’ve said. It means I was helping this kid do something he wanted to do, rather than force-feeding him unwanted knowledge and unquestioning obedience. Awesome. Worth far more to me, ultimately, than the paycheck.