teaching
>We work in these places. We sew clothes.
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Debbie Nathan on the collision of history, immigration, and language learning @ Mr. Beller’s Neighborhood.
In the spring of 1980 I was a cocky new teacher of English as a Second language, fresh from education grad school, with innovative pedagogy that I couldn’t wait to try out on students. My first job in New York was a gem: “Vocational ESL.” It was funded by the feds and I’d gone to the French Quarter in New Orleans for training. By night I’d visited blues clubs to see Professor Longhair. By day I’d studied how to teach foreigners words like “key punch card, “on-off switch” and “transmission.”
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| Debbie Nathan on Amazon |
Read Full Post | Make a Comment ( None so far )Back in Manhattan my new workplace was called Solidaridad Humana—Human Solidarity. It was a giant shipwreck of a public school on Suffolk and Rivington Streets, long abandoned and vandalized before being commandeered by militants and mural painters with barely enough funds to clean the graffiti. The temperature inside was ridiculous even in March: we had no heat from oil. But there was plenty of heat from enthusiasm. The students were all recent arrivals from the Dominican Republic. Their population in New York was still small then, and they were breathtakingly ambitious. I had the vague sense they worked in shady places for illegal alien wages, and I knew they wanted clean labor in bright offices and big auto repair shops run by Americans. I knew because those were the jobs whose vocabulary I was supposed to teach them. And these were the words we used. We never talked about how they made a living in the meantime.
>Through the eyes of my students
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| Blaine Fontana @ Sycamore Review |
Paula Marantz Cohen rethinks the teaching of literature @ The American Scholar.
Although I have been teaching for almost three decades, I feel I have only recently begun to teach. For years, I was doing what was expected: preparing detailed syllabi, grading piles of papers, and pontificating in front of a class about the importance of the subject matter that I had assigned. I thought I was teaching, and some of my students thought so too. But they were the diligent, receptive ones, and lately I’ve come to feel that diligent, receptive students don’t need teachers. The ones who do are the ones I used to gripe about: those who went directly to the Spark Notes, who didn’t proofread their papers, and who gave rote responses in class. They were the students whom I traditionally wrote off as not belonging in college—or at least not in my classroom.
Read Full Post | Make a Comment ( None so far )Why did my thinking change? I suppose the precipitating factor came when I had children of my own. There is nothing more humbling to one’s self-esteem, more profoundly disruptive of one’s established worldview, than children—those creatures who know nothing of convention or tact, who speak truth to power (that is, their parents) because they haven’t yet learned to pretend or been cowed into doubting themselves. My children, though like me in some respects, were unlike me in others, and I eventually came to see myself through the lens of their difference. Their stubborn individuality forced me to acknowledge otherness in a new way and to question some of my most cherished assumptions. Watching them develop their tastes and interests spurred me to recall how I developed the tastes and interests that define me.
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