a how to

i am working on notes and lesson plans for class, and i’m struggling.  i know seasoned teachers rarely talk pedagogy unless they are having a mutual problem with a particular student.  BUT I WANT TO TALK PEDAGOGY.  and i also don’t.  here’s the thing:

i already know what to do in order to yield the results i want in class, it’s just that i have not yet perfected the implementation of those moves.  in other words, i am like a sleight of hand magician: i know what the trick is supposed to look like in the end, and i know the motions to make with my hands in order to achieve that illusion.  but i have not yet mastered the technique.

what i want is for my students to experience the thrill of having an idea.  the rush you get from making connections.  but i also have in mind, as a teacher, things i think they should know about the material.  i don’t want to lecture.  i’m bad at it.  what i think i AM good at is commenting on free-writes, facilitating discussion, distilling student comments, and re-phrasing them in a more teacher-ly way.

practice, practice, practice…

the good news is that my students are certainly doing their part thus far: they do the reading, they speak in class, they engage, they show enthusiasm.  i hope to hold their interest long enough to nurture and sustain this energy throughout!

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About thedoubleequal

TheDoubleEqual is interested in Anais Nin, Smut and subtext, Queer literature, Intersections of oppression, Jewish communities, Memoir, Poetry, All art, Subways, and Violent spiritual awakenings. View all posts by thedoubleequal

One response to “a how to

  • Nate

    Would it help if I told you that I covet your students’ studiousness?
    Don’t fear. You’ll get something nailed down when you need it. For now, enjoy the freedom that confusion allows.

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