Part of what I love about teaching is that I learn new things all the time. My classroom failures teach me how to do it better next time so my students will get as much out of the lesson as possible. I'm lucky that the fields of composition and literature allow me to do this semester after semester. When I no longer learn new things from each class, I'll know it's time to move on, find another job.
I've also been lucky in that I've always been asked to teach English, in one form or another. Composition I and II, American Lit, World Lit—all old favorites that always present new challenges. When I was first hired at Small 'Bama Community College, my new supervisor neglected to tell me I'd be teaching English 092, the remedial English class designed to get students (most of whom were poorly prepared for college-level work) ready for Comp I. I was mortified when I went down to the SBCC campus to pick up my textbooks; how was I supposed to design a syllabus for a class I'd never taught? I'd only had a couple sections of Comp I and II in my teaching life! But the dean gave me a sample syllabus and a pat on the back, as if to say, "You can do it! But you're on your own." I went home scared shitless.
But three years of teaching Comp I and Remedial English at SBCC did wonders for my teaching. By the seat of my pants, I managed to cram the equivalent of six years' experience into my time at SBCC, and it was worth it. I landed on my feet after every instructional fall, and was a much better teacher for it. And, similarly, getting thrown into teaching remedial Regents' Essay Exam courses at Division II University has made me better at the basics (explaining grammar/punctuation rules and basic essay writing), which I take into my higher-division classes every day.
This summer is my second and last quarter at Small Military College (at least as long as my D2U full-time job holds out). Once again, I find myself thrown into another situation that I didn't expect, teaching another class about which I don't know the slightest thing.
The course? "Contemporary Ethics." A philosophy class...taught by an
English professor. Oooookey-dokey.
So, I needed the money—that was the main reason I agreed to accept the ethics class for the summer term. It's only three-fourths what it'd be for a regular term, and SMC pays pretty low wages anyway, but it's money that will last until my full-time position starts in August. And the class only meets for three days: three Saturdays, from 8:00am until 6:30pm. It sounds killer, and it is, but in the long run it leaves
much more of my Saturday time free for the remainder of the summer.
SMC's dean explained it to me this way: to get re-accredited by the Big-Time Accreditation Board, SMC has had to refigure the way it offers courses. Starting in the fall, SMC will have only philosophy instructors (with an M.A. or higher) teaching the course. That's the way it
should be. My class will be the very last time SMC offers "Contemporary Ethics" in its current form, so the dean told me that "[I] can teach it as [I] see fit." Leeway in teaching a last-time-ever class? Academic freedom?
Oh yeeeeeah, baby. So I went about preparing as best I knew how to teach the class. I borrowed a former instructor's syllabus and added a few more readings that I'd taught in my Comp I classes (Stephen Carter's "The Insufficiency of Honesty" and C.S. Lewis's "We Have No Right to Happiness" among them), and a couple of films suggested by
Inside the Philosophy Factory and her readers (
Gandhi,
Thank You for Smoking), and some extra reading from Barbara Ehrenreich's
Nickel and Dimed: On (Not) Getting By in America. I reviewed the text as well as I could in the short time I had to prepare; I'd only taken one philosophy course as an undergrad, and that was "Introduction to Logic." The names were by no means new—Aristotle, Kant, Hobbes, Mill, St. Thomas Aquinas, More—but the explanations of their contributions to philosophy
were.
Class began rather smoothly on Saturday. Ten of my 12 students showed up, all enthusiastic to begin. We discussed logical fallacies and how our not catching them causes us to agree with all kinds of faulty and flawed reasoning, and we began a discussion of what the field of ethics is all about. I encouraged the students to carefully examine the reasoning that each ethicist we read has put forth, and then base their own reasoning on the evidence provided. I let them know that this was not a means of insulting their religious faith, but more to help them understand real reasons behind why they believe the way they do on many of today's "hot button" issues. We took a long lunch break, then viewed
Thank You for Smoking—wow, was that
ever a great lead-in for discussion. Lastly, as the class was wrapping up, I had each student take 15-20 minutes and write out his or her personal core values. What beliefs did the students hold most dear? What were they brought up to believe in? What would they like for other people to see in them? Would they ever take another life? Why or why not? And where did they stand on some of today's controversial ethical topics, such as abortion and the death penalty?
The students got to scribbling furiously. Some students, who seemed shy and quiet at first, completed two pages without much effort. It was
amazing. And for the record, I too wrote out my beliefs for the assignment. I thought it'd make the students feel better, as if I were putting my beliefs up there, too, to be judged, and I could perhaps clarify some of what I thought.
As I called on each student, he or she read out his or her list of core beliefs. I noticed a lot of similarities: hard work, kindness to other people and to animals, loyalty, a belief in God, honesty. I was also struck by what many of them said about the abortion issue—they think it's wrong and would never have one themselves (or ask a girlfriend to do so), but they also wouldn't dare make a woman's decision for her and tell her she
had to bear the pregnancy to term. The students are from a very wide cross-section of society—they range in age from 19 to 60, are Caucasian, African-American, West Indian, and Asian, some are active-duty soldiers while others have never
dreamed of enlisting, and so on. (Perhaps this is a sure sign that the Religious Right does
not have a lock on Americans' personal belief systems.)
The last student read her list of personal core values, and paused briefly. "Okay, Professor Kitty! It's
your turn!" a former student called to me from the back of the room. She was in my World Lit I class, and I don't mind a little ribbing from her. I laughed, picked up my list, and read aloud.
What do I believe in? (my core values)- Kindness to people and animals; sticking up for those smaller/weaker/less fortunate than I am
- Education for everyone
- Freedom of expression/free inquiry, to determine my own future, and to worship how I please (or not!)
- Fairness, tactfulness
- Honest self-assessment (I don't always do well on this one, though I try)
- The power of creativity
- Civility to others
- I think I believe in God...but I have a lot of questions about faith and religion, and I believe that if there is a God, he/she/it is big enough to handle my questions
- Loyalty, integrity
I was raised to be honest, but I saw adults lie and manipulate. I was raised to think that people of other races were inferior to mine, but getting to know people of those races changed my mind. I was raised to believe that I was supposed to be a people-pleaser and subservient to my husband and elders; I am still struggling with this one.
I would like for people to see in me someone who strives for integrity.
And what surprised me most of all in my own inventory:
Yes, I would take another life if I were defending someone else, or myself. If I found anyone abusing an animal, I might not kill them, but they would certainly wish I had by the time I got through with them. I do take lives every day; I eat animals, and sometimes wear animals. It is harder to say whether I would execute a person, as I'm ambivalent on the death penalty. My father was murdered by his brother (who then killed himself) in 1997, and I'm sorry my uncle isn't alive to be on Death Row so he could live, as the rest of the family has had to, with what he did. I wouldn't want my uncle to be executed, but simply to live out the rest of his existence being tormented by the consequences of what he did. On the other hand, if a member of my family were murdered today, I'd probably be all for the death penalty. It's hard to say exactly how I feel on the topic.
My students nodded and listened to what I had to say, just as they'd listened to one another's lists of personal core values. I was grateful to them for doing so, and perhaps I'd put myself with them in struggling, as a human being, to figure out my beliefs and how to explain them to others.
This whole experience of teaching a class whose material is foreign to me will be a good one. I'm clarifying my own beliefs and making my own discussion abilities sharper for the classroom—and for when I return to graduate school.
Labels: Teaching, Why I Love My Students