In it, teachers in Oklahoma — with master’s degrees and 20 years’ experience — mow lawns, wait tables, cater weddings and drive for Uber to make ends meet.
One needs to use a food bank to eat.
If you’ve been following American news lately, you’ve seen reports of teachers in West Virginia and Oklahoma fighting for higher pay and better conditions in which to teach — like textbooks that aren’t 20 years old and literally falling apart.
Last week, Gov. Mary Fallin signed a bill that gives an average of $6,100 raises for teachers, $1,250 raises for support staff, and adds $50 million in education funding.
From The Atlantic:
Thousands of teachers returned to the picket lines on Tuesday in their effort to secure more education funding from state legislators, forcing the cancellation of classes for public-school students in Oklahoma City and Tulsa. The picketing marked the continuation of a strike that kicked off on Monday, when tens of thousands of educators in about a third of Oklahoma’s school districts walked out, affecting 300,000 of the state’s 500,000 students.
The Oklahoma legislature last week passed a bill raising teacher salaries by $6,000 on average and restoring education funding by $50 million, but educators say it’s not enough given the cuts they’ve contended with in recent years. They are asking for $10,000 more per teacher over the next several years and $200 million in restored education funding. The legislature had been cutting education spending for years, with the amount of per-student funding dropping by nearly 30 percent (when adjusted for inflation) over the past decade, according to the liberal Center on Budget and Policy Priorities. Oklahoma leads the nation in inflation-adjusted cuts to education funding since the 2008 recession.
The great American myth is that the nation cares deeply about “family values” — and the American dream is centered on the belief that each generation will do better economically than the one before.
“One of the most notable changes in the US economy in recent decades has been the rise in inequality. A key inflection point in inequality appears to be around 1980. It was during the early 1980s that there was a pronounced increase in the 90-10 income gap and a sharp rise in the income share of the 1%.
“With the advent of a more unequal society, concerns about a possible decline in inequality of opportunity have risen to the forefront of policy discussion in the US. To better understand inequality of opportunity, economists and other social scientists have increasingly focused attention on studies of intergenerational mobility. These studies typically estimate the strength of the association between parent income and the income of their offspring as adults.”
Not possible when teachers can’t even earn a living and students sit in dark, dirty classrooms with broken desks and chairs.
The Republican governments of “red” states where teachers are walking out in protest believe in cutting taxes to the bone — while offering generous perks to employers and corporations.
I don’t have children or young relatives in the American school system, but my blood boils at the inequity of this.
On a radio call-in show this week, one New Jersey teacher — annoyed she had lost $12,000 in income — said she earns $90,000. That earned spluttering disbelief from a teacher calling in from another state where he earns half that amount.
I moved to the U.S. years after completing my formal education in Toronto and Montreal, which, thank heaven, was well funded and excellent.
The book came out in 1988, but rings true today; millions of American students face a kind of educational apartheid if they live in tightfisted states and low-income neighborhoods where school funding comes from local taxes.
It is deeply disturbing and powerful; he examined the wide and brutal disparities in education funding across the nation.
You want to get schooled?
Watch how poorly and unevenly this country handles education.
If you’ve ever been a “trouble-making” student — or have tried to teach one — this recent op-ed might resonate:
The Department of Education estimates that 7 percent of the student population — nearly 3.5 million students in kindergarten through high school — was suspended at least once in the 2011-12 academic year, the last for which these data are available. Despite the Checkpoint Charlie climate in many urban high schools, where students are herded through metal detectors when they enter the building, suspensions are rarely prompted by violence. Ninety-five percent are for “willful defiance” or “disruption.”
African-American students are hit hardest. They are more than three times as likely than their white classmates to be suspended or expelled. As a result, as early as middle school, many black students have concluded that when it comes to discipline, the cards are stacked against them. They stop trusting their teachers, and their negative attitude becomes a self-fulfilling prophecy. They fall behind when they’re suspended, and many drop out or are pushed out…
In short, this kind of discipline is a lose-lose proposition. What’s to be done? Enter empathy.
This one hit me hard.
I’m white, female and grew up with privilege.
None of which exempted me from being in a lot of trouble, and eventually asked to leave the private all-girl school I’d been attending since fourth grade, when I was eight, which was when I went into boarding.
I spent every summer at summer camp, all eight weeks, so my life between the ages of eight and 14 was largely spent, (except two years living with my mother at home), surrounded by strangers and subject to their rules.
At the end of Grade Nine, I was told I would not be welcome there again.
If you’ve ever been suspended, expelled or told to leave a school, you’ll also know the feelings of rage, shame, humiliation and possible loss I felt then.
I loved our uniform, (a Hunting Stewart kilt and tie), and the rambling Victorian buildings of campus, its ancient chestnut trees and long afternoons of playing sports in the sunshine.
I would lose contact with some close friends, girls whose names I remember clearly decades later.
I lost my place as someone whose intelligence, and writing, had been winning prizes, respect and recognition for years.
None of which, of course, was ever discussed.
My bad behavior never included drugs or alcohol or physical fights — it was all very WASP-y and Canadian.
Instead, I talked back to teachers.
My bed and dresser, (we were marked every morning on neatness on a sheet of paper at the entrance to our shared bedrooms), were always a mess.
I once thew an apple core across the room, aiming at a waste basket below — instead it hit ancient paper wallpaper, leaving a tell-tale stain. I was 13 at the time.
I was excoriated for my deliberate vandalism.
It was nuts.
I’ve since taught at four different colleges and have had a few tough students.
I’ve not had the challenge of fighting, shouting and blatant disrespect of me or other students — so I wouldn’t presume to say how to manage that.
But I will say this — if a child or young adult is behaving like a monster in class, they’re quite likely plagued by demons outside of it.
They might be being bullied.
They might have parents or siblings with substance abuse issues.
They might be being abused.
You can be sure they are deeply unhappy and may well have no one who cares enough to get past their rage and rebellion to find out why. I still wish someone had done that for me.
You will only know if you care enough to ask them, kindly.
In my case, it was parents who were rarely there, off traveling the world for work or pleasure, or just not particularly interested in knowing I was troubled, just as long as I kept winning academic prizes and keeping my grades high enough to get a bursary.
I was sick to death of being ignored.
Instead of empathy, I was shouted at by ancient, furious housemothers, increasingly disdained by fed-up teachers, shunned by scared fellow students, and moved from bedroom to bedroom to bedroom as punishment.
My worst punishment made me very happy — a room all to myself.
I was later bullied for three years in high school, and didn’t much enjoy my four years at a very large and deeply impersonal university.
As a result, I pretty much hate school.
Also not fond of (useless) authority figures, most of whom insist on obedience with no interest in empathy.
She and I met for the first time last summer through a group of women writers who joined an on-line group and some of whom have trekked out to lunches and dinners to meet one another face to face. So fun!
One of the toughest challenges of working freelance — i.e. with no fixed income or employer — is how lonely it can be. Many of us, as I am writing this blog post, are at home in our sweatpants or gym clothes. Maybe in a co-working space (which costs precious income) or in a coffee-shop or library for a break from midwinter cabin fever.
So making a new friend, and someone with whom you can really share the ups and downs of our field, (and frank details of the places we’ve worked or want to work or think we want to work) is a joy.
It’s also the only way to make a living at this level of the game. Sarah and I are peers, with credentials and experience. We’ve won prestigious fellowships and traveled the world. We’ve taught writing at New York City colleges.
We’re still figuring it out.
When you work for yourself and have creative ambitions — like winning a fellowship (or another and another), or a writer’s residency or selling a book (or your second or third or eighth) — you’re constantly juggling short-terms needs for income with longer-term needs for growth and learning.
How many conferences to attend? Who’s speaking? Who will I meet there? Is it worth it?
How much time can I afford to “waste” on a passion project for whom no one has assigned an economic value (yet)? When will I sell it and to whom? What if no one ever buys it?
Should I take (keep) a part-time job to stay afloat? For how long? Doing what?
That same night I attended an event designed to teach me how to better make use of LinkedIn. It was a firehose of data and exhausting, although I met some nice new people and learned a lot.
I’m also in the middle of pitching several stories to several outlets and fielding requests for more details on them — among them The Wall Street Journal and a major national magazine I don’t want to name yet.
I feel like the hotel clerk in an old-fashioned hotel, the kind with real metal keys and numbers engraved on them, or a sorter in an old post office, popping letters into the right boxes. Deciding who to pitch, when and why is an art, not a science, and it requires skill, nerve, research — and self-confidence.
Rejection is normal.
If you want to crawl into bed in the fetal position when your work is rejected, cowboy up! Not an option.
Figure out what didn’t work and move on.
Freelancers live like Sheherazade, spinning tale after tale after tale to save our lives, to simply earn enough income to pay the mortgage/rent/groceries.
We also teach, online and in person; I offer individual webinars ($150, skedded at your convenience) and coaching at $225/hour. Details here!
Our health insurance bill recently jumped — from an impossible $1,500 per month to a WTF $1,800 month. So this week I’ll also be ditching a plan I like and trust, but which is killing us financially, for one I hope will give me what I need most.
Peace of mind.
I’m also trying to figure out what to do about a book proposal I wrote in December but is stalled; my agent isn’t happy enough with it to send it out. And no one wants to read a proposal without an agent’s imprimatur.
I’m also endless revising and fact-checking my latest story for The New York Times, for whom I’ve been writing for many years; some clips here.
Readers have no idea how heavily edited — and questioned and challenged, by multiple tough editors — each of their stories is. It takes a lot of time and energy, even after I interviewed eleven sources and, oh yeah, wrote the story.
Next month, I’ll once more be a finalist judge for Canada’s National Magazine Awards; I won mine in 1998. I speak fluent French, so some of them might be en francais.
That’s another way we give back to our industry, an honor when asked.
In addition to my daytime work, this week includes a variety of social and professional evenings out as well.
One is an event where an editor I need to meet face to face, (and who I’ve already written for), is speaking. Another is a new-to-me market, invited by a friend who’s already well-known to them and who generously asked me along.
The third is a retirement party for a friend, colleague and neighbor who’s leaving The New York Times.
A piece in today’s New York Timeshas, so far, drawn 564 comments on the bizarre notion that a woman’s face is something total strangers can expect to make them feel happier:
RBF is now the topic of multiple “communities” on Facebook, dominated by women.
Plastic surgeons say they are fielding a growing number of requests from those who want to surgically correct their “permafrowns” (again, primarily from women).
The country star Kacey Musgraves recently helped Buzzfeed create a list of 17 more accurate names for RBF (among them, Resting “this wouldn’t bother you if I was a guy” face).
A New Jersey business journal, NJBIZ, even published a special report on the topic.
If you’re an American woman, the larger culture demands you be real friendly! all the damn time — and a woman who doesn’t walk through the world with a big fat reassuring smile plastered on her face is deemed angry, annoyed, frustrated and (wait for it), rude as a result.
I grew up in Canada, a British-inflected nation (see: stiff upper lip, emotional reticence, subdued expressions of feelings) where no one — thank God — expects you to be chatty and charming to every single person you meet. It’s exhausting!
I moved to the U.S. in 1989 and one of the biggest cultural adjustments I’ve made in the 25 years since then is the cultural norm of being genial to strangers. Why, exactly, is never made clear.
It’s just a cultural norm. I still don’t feel compelled to be “friendly” to anyone, and don’t feel compelled to apologize for not doing it. Civil, polite — of course!
Beyond that? I conserve my emotional energy for situations I think require it.
It was much worse in the 2.5 years (Merry damn Christmas, already!) I worked retail as a sales associate for The North Face, working in a suburban New York mall, serving customers who were often extremely wealthy and whose behavioral expectations were off the charts. Surrounded daily by minions they’d hired and could fire in a heartbeat — nannies, chauffeurs, au pairs, maids or their workplace employees — they were positively stunned when we dared to utter a one-syllable word to them.
As in, “No, we don’t have that jacket in your size/color.”
The only way to soften the terrible blow of their delayed gratification was by offering an automatic huge smile and a heartfelt apology — all on low wages. (This is called emotional labor and it is, very much, a thing.)
I know I’ve got a severe case of BRF and I’ve even addressed it explicitly in job interviews because when I concentrate hard I don’t always keep eye contact (bad) let alone I fail to smile reassuringly (even worse) at the person trying to decide if I’m likeable enough to hire.
One reason I work freelance alone at home!
I have no doubt my lack of reflexive emotional appeasement helped tank some of my student evaluations this past year when I taught at a very expensive private college in Brooklyn. I don’t smile a lot. I don’t make an effort to ingratiate myself. I have a sense of humor and love to laugh, in the classroom and outside of it.
But sticking on a fake smile to soothe people for no apparent reason? No.
To me, learning is a serious business and those who feel cheated without fake bonhomie are a poor fit for my style.
So to tell women walking down the street, or buying groceries, or chairing a meeting or sitting on a park bench, “Smile, honey!” is a normal grotesquerie for many of us. Because, somehow, if we’re not making you feel better about yourself, we’re failing you.
As some of you already know, I make my living as a full-time freelance writer, with clients ranging from non-profits like WaterAid to journalism for The New York Times and many others. I’ve been writing for national magazines and newspapers since my days at the University of Toronto, was a staff reporter for three major daily newspapers, a magazine editor and now work from home for a wide range of clients.
Whether it’s a personal essay, a reported story, an investigative piece — or a blog post — I know how to do it and can help you do it better!
The basics of great writing never change: clear thinking produces clear writing. But sometimes you need a smart and helpful editor to talk it through. That’s me.
I love teaching and coaching and take great pride and pleasure in my students’ progress.
This year I taught freshman writing at Pratt Institute, a private college in Brooklyn, and also taught blogging — where my students’ blogs helped them win prestigious internships and polish their writing and social media skills.
I also teach writing at the New York School of Interior Design in Manhattan, and recently helped six designers better understand the world of publishing and social media in my class “How to Catch an Editor’s Eye”. My classes there start again September 23.
As someone who’s been writing for demanding editors in Canada, Britain and the U.S. for decades — also author of two well-reviewed non-fiction books — I’m able to help newer or less-experienced writers refine their pitches, conceptualize ideas for a book proposal, think through your next steps in building a writing career.
As I did for this piece, I can also read a first draft of your story, offering many helpful, constructive editing comments, (tone, reporting, structure, etc.)
I met its young author at a conference in New York a few years ago and, since we’re both from Toronto, stayed in sporadic touch. She sent me a draft of her challenging and complex piece — about a murder by a former high school classmate of hers — and I helped her with it.
It’s since gotten a lot of attention, including from the Washington Post, Jezebel and others.
I often coach fellow writers — in person, by phone or Skype — as I recently did for one English journalist when I was on holiday in Dublin; I charge $225/hour (U.S.), payable in advance by Paypal to focus on anything you’d like advice on: blogging, journalism, online writing, non-fiction writing, pitching…
I attended two schools of higher education, as different from one another — as the British say — as chalk and cheese.
I did four years of undergraduate work at the University of Toronto, Canada’s toughest university. Our professors were world-class scholars, some of them terrifying in their capes and bow ties, quoting in Latin or German or Greek.
We didn’t dare speak to them outside of class, and rarely during class. They had little idea who most of us were — lost in a sea of 53,000 students across a downtown campus so large it took me 20 minutes to walk from one side to the other.
I later attended the New York School of Interior Design, where I also now teach occasionally, and found a totally different experience: warm, welcoming, demanding but supportive. I love its bright red door on the north side of East 70th., ducking into Neil’s Diner down the street for a coffee before or after class.
Our classes were small, our teachers consistently insisting on our excellence. I loved it all. OK, except for drafting.
I decided not to switch careers, but don’t regret a minute of the thousands of dollars I spent there. I loved my classes and have developed a strong and solid alternate skill set.
Learning can be fun, exhilarating, inspiring.
So, too, can teaching.
Not because simply transferring skills and knowledge is pedagogically complex. People learn at different speeds, with different levels and styles of intelligence, aptitude or interest.
Last Saturday I attended and spoke at a writers’ one-day conference in Bethesda, Maryland; I was on the day’s final panel about how to turn a print career into a book.
I’ve been writing for a living for decades — why bother listening to all the others?
What’s left to learn?
Lots. If you’re open to it.
I sat beside legendary biographer Kitty Kelley at lunch and heard delicious out-takes from her book about Frank Sinatra as we ate our sandwiches.
I heard a law professor describe her solution to the exact problem I’d just faced in my own classroom and asked her if she’d advise me more in future.
I heard one biographer describe how much — after years of work — she decided she loathed her subject, Harold Ickes — and gave all her materials to another writer. What generosity!
This week I’ll teach my two college classes, as usual, on Thursday.
Then, all day Friday and Saturday, I’ll sit in stuffy hotel meeting rooms for the American Society of Journalists and Authors’ annual conference in New York City, and learn as much as I possibly can — about new markets, about how to do social media better, about how to improve my thinking and writing.
I’ll meet old friends from across the country, and make some new ones.
Learning is something we do, ideally, until the day we die.
In a few short weeks, I’ll finish the first semester teaching college at Pratt Institute, a highly-regarded private college in Brooklyn and Manhattan.
I’ve loved it, but I’m pooped!
“Teaching” is really a one-word shorthand for describing the multitude of feelings, behaviors and interactions that happen in each classroom, ranging from pride, joy and satisfaction to shame, frustration, even anger — those of the students’ and the teacher’s!
I really enjoy teaching — I teach writing to freshmen and blogging to four seniors — but was taken aback by how much emotion also swirls around my classrooms. I knew that adolescents like, and need, to push back against authority figures, especially in college as they start to discover their own intellectual abilities, and their limits, in a tougher setting filled with strangers.
I didn’t anticipate how challenging it would be to manage those emotions publicly, making snap decisions in the moment how to respond to pushback or rudeness while knowing the wrong choice could destroy whatever classroom environment of trust and enjoyment I had been able to create.
One of the many challenges I’ve faced as a teacher is when, how, where and if to chastise a student for their laziness or poor work and when to praise them.
Publicly or privately? Face to face or in an email?
I remember all too well what both feel like as a student.
So I was intrigued, and a little horrified to read this New York Times story about the ClassDojo app now being used by many American teachers:
ClassDojo, a behavior-tracking app that lets teachers award points or subtract them based on a student’s conduct. On the board was a virtual classroom showing each student’s name, a cartoon avatar and the student’s scores so far that week.
“I’m going to have to take a point for no math homework,” Mr. Fletcher said to a blond boy in a striped shirt and then clicked on the boy’s avatar, a googly-eyed green monster, and subtracted a point.
The program emitted a disappointed pong sound, audible to the whole class — and sent a notice to the child’s parents if they had signed up for an account on the service.
ClassDojo is used by at least one teacher in roughly one out of three schools in the United States, according to its developer. The app is among the innovations to emerge from the estimated $7.9 billion education software market aimed at students from prekindergarten through high school.
I was badly bullied in my Toronto high school, and every day meant listening to the taunts and jeers of a small group of nasty boys. Praise and kindness, from any source there, meant the world to me in contrast.
One day — and thank god for Mr. Stickney’s compassion — I lost my shit. The redheaded asshole, whose nickname (yes, really) was Moose, kept droning onandonandonandon, a litany of the same old insults toward me, as he sat in front of me in 12th Grade math class.
Our textbook that year was hardcover, thick and heavy. I raised it, and whacked him, hard, on the back of his head.
Finally, blessed silence. All I wanted was to be left in peace, to learn.
“Caitlin, can you please sit at the back of the classroom?” Stick asked.
I could, and did.
Being a student, whether you’re four, 14 or 20, means making yourself deeply and publicly vulnerable to the judgments about you made by fellow students, your teachers and school administrators.
If they’re kind and sensitive, (and it’s usually a mixed bag), school can be a place you look forward to and thrive in — or a special daily sort of hell.
In my early teens, I had become something of a troublemaker in my Toronto boarding school, miserable and frustrated to be parked there while my parents were….elsewhere. By the end of Grade Nine, I was asked to leave.
An app like ClassDojo would have made my life even more nightmarish, making clear to every class how much trouble I was in and dragging them down with me. It would have further concretized the alienating and shaming consensus that I was something annoying to be gotten rid of — instead of the deeply unhappy and smart little girl that I was.
It was bad enough that our area’s neatness, and our behavior, was graded every single day on a chart by the door of our shared bedroom. Public shaming is not an effective way to motivate!
No one simply bothered to sit me down and ask: “How are you? What’s going on with you these days?”
There’s no app for compassion.
There’s no app for sensitivity.
Teacher — students — what do you think of this sort of thing?
What’s it really like to work as a full-time freelance writer in New York?
Strap in and hang on!
My husband flies home today to New York from Texas, where he attended the memorial service for his half-brother. I meet him at Laguardia airport, a journey by car that costs more than $16 in tolls and $12 for parking. Some people wonder why I set my rates so high — costs like this are one reason.
I’ve been asked to come up with a projected budget for my expenses for an assignment in England in early January. It’s easily done, thanks to Google, but imagine life without it. We take quick, ready, free access to information totally for granted now, but I began my career long before there was an Internet or email or Google.
I call a client I last spoke to in August, and for whom I’ve set aside most of November to work on her organization’s project. That also means I am relying on the income from it. I call her — and she blithely tells me, with no prior warning, they won’t be doing it until February.
Another client referred to me who said she had almost $600 in her 2014 training budget to hire me tells me I had to have invoiced her last week. Now it’s too late.
Not a good start to the week, or month.
I read and grade the papers of my 12 freshman writing students; I teach two classes at Pratt Institute in Brooklyn. I’ve decided to mix things up and gave them a visual writing prompt, a photo of a WWI soldier and a photo of a WWI uniform. I gave them total freedom to produce 500 words, and the results are stunning: original, moving, evocative.
I confirm with my two guest speakers, one for the writing class and one for blogging, that they’ll be coming this week.
We have a mini-invasion of small brown mice. We lay traps, which I hate, but we live in a small apartment and I work at home. Co-existence is not a realistic option.
I start the day with my usual walk, with a friend who lives across the street. The fall leaves are at their glowing peak, so it’s a gorgeous way to kick off the day. I live 25 miles north of New York City, so have the best of both worlds, ready access to it, but leafy, quiet and more affordable life just beyond its borders.
More questions on one story from an editor. Sigh.
I teach my last writing class at the New York School of Interior Design, where I was a student in the 1990s when I considered leaving journalism for design. I’ve only had two students here, but have really enjoyed both of them, one of whom is working on a renovation of the Plaza Hotel and shows me some photos.
It’s pouring rain so I’m in the car by 7:00 a.m. to drive to Pratt, which usually takes 60 to 75 minutes. This time it consumes 2.5 hours.
My guest speaker for the writing class fails to appear and I scramble to fill that hour by discussing the week’s reading — an excerpt from “Hella Nation” by Evan Wright.
My friend, in a neck brace (!) has traveled 90 minutes by subway from Manhattan to Brooklyn, but arrives just as class is ending! We pivot, and seven of my 10 students sit around a cafeteria table downstairs so they can still have a chance to hear him and ask questions. He and I catch up personally for the next hour before he heads back to Manhattan.
Another guest speaker, a friend of a friend, also arrives from Manhattan to address my blogging class. I’m so grateful for their expertise!
I’ve been negotiating a profile of a local lawyer for a major women’s magazine and scheduling time with her through her assistant; my editor and I chat by phone and email about what she needs and when I will file a first draft, December 1. It’s not much time in which to research and write 3,500 words! But I’m really excited. This is the biggest assignment I’ve had in a while.
I drive home, and arrive exhausted; as I’m walking across our driveway in the dark, I slip and fall — hard. My laptop (not in its padded case) skids across the wet cement and I bruise and scrape my bare right knee. Ouch!
I watch an extraordinary film on TCM from 1941, Meet John Doe, in black and white. The film begins with a newspaper publisher firing half his staff and bringing in cheap, new, desperate blood. Too ironic — my husband’s employer of 30 years, The New York Times, needs to have 100 employees accept their offers of a buyout by December 1.
Plus ca change…
It’s a cold, blustery day with thick gray clouds scudding over the Hudson River, which I can see from my bed, where I spend the day reading, napping, listening to the radio, drinking bright pink herbal tea and eating popcorn.
I’m now halfway through my first semester teaching at Pratt Institute, a small private college in Brooklyn focused on art, writing and design. My two classes, writing and blogging, one with 12 freshmen and the latter with four seniors. are going well and I’m loving the experience.
But it’s a marathon.
When I stepped back into those two classrooms, I hadn’t taught in 20 years. I’d read everything I could about millennials, and arrived fearful of finding a room filled with entitlement and attention spans lasting mere seconds — a challenge with a two-hour class.
For any thoughtful teacher, it’s a cringe-making look from the students’ seats, and gave me a lot to think about.
From the Washington Post:
Key Takeaway #1
Students sit all day, and sitting is exhausting.
I could not believe how tired I was after the first day. I literally sat down the entire day, except for walking to and from classes. We forget as teachers, because we are on our feet a lot – in front of the board, pacing as we speak, circling around the room to check on student work, sitting, standing, kneeling down to chat with a student as she works through a difficult problem…we move a lot.
But students move almost never. And never is exhausting. In every class for four long blocks, the expectation was for us to come in, take our seats, and sit down for the duration of the time. By the end of the day, I could not stop yawning and I was desperate to move or stretch. I couldn’t believe how alert my host student was, because it took a lot of conscious effort for me not to get up and start doing jumping jacks in the middle of Science just to keep my mind and body from slipping into oblivion after so many hours of sitting passively.
I was drained, and not in a good, long, productive-day kind of way.
Here are ten ways I find this work challenging:
Teaching demands self-confidence
It takes guts to stand before a room filled with dubious/tired/hungover/distracted/nervous students, hoping to forge useful intellectual and emotional connections with each of them and to foster a collegial atmosphere among them. As someone who was badly bullied in high school, I find it stressful to be looked at and listened to, so the very decision to teach means facing and conquering that fear each week.
You also have to really know your stuff! When a student challenges you, hard, are you ready and willing to discuss the question with the full confidence everyone else is watching you as you do so?
Teaching demands stamina
It takes sustained energy — physical, mental and emotional — to teach a 15-week semester with consistent enthusiasm. You might feel ill or have personal issues distracting you. I have a 90-minute driving commute just to reach campus, then climb four flights of stairs to reach my first classroom, lugging books, papers and computer. I bring a large thermos filled with tea, and was heartened to see that another professor I know has an equally stuffed tote bag, including her large thermos of tea!
Teaching demands self-control
This is a big one. When a student hits one of my buttons — if I feel they’re being disrespectful, for example — it’s a challenge to remain calm and even-tempered. They’re young. Some are very immature. It’s my job to set the tone and keep things cool.
Teaching demands self-awareness
Every week, interactions with students force me to reflect on my own emotions and sensitivities. I try to separate my feelings from my work, but it’s not always simple or easy. You have to strike a balance between being too friendly or too stiff. While I want to be warm and approachable, I don’t want to be someone they feel they can take advantage of.
Teaching demands exquisite attention to time management
This is a big one. I do set lesson plans, but also know that when things are going really well, it’s best to stay in the moment and enjoy it! I recently did a “rapid round” — asking each of my 12 students to share something surprising about themselves — and we did it four or five times. It took longer than I’d planned, but it was so much fun and we were learning a great deal.
Balancing the need to communicate enough timely specific material, while allowing enough room for students’ ideas and questions, is a challenge every single week.
Teaching means not taking anything personally
Another big one, at least for me. I grew up as an only child and have been working alone at home for the past eight years. I’m hardly feral, but I’m not someone who grew up with the rough-and-tumble of a large, close family, or has a collegial workplace where I can reality-check my experiences. Having other friends who are teaching to turn to for advice is extremely helpful!
Adjuncting — which leaves us wholly vulnerable to student evaluations for our ongoing employment, little contact with my dean and none with my fellow teachers — is lonely! I’ve leaned hard on others teaching writing as well, a friend in Tucson and another in Minneapolis, to help set me straight.
Teaching demands emotional openness and sensitivity
I don’t have children or nephews or nieces. and grew up in a family with little to no bandwidth for my own struggles, so facing students’ fears and worries is new for me. I’m glad when they feel comfortable enough to share those with me, but not always sure how (best) to respond. Parsing fear/bravado/anxiety in them is not easy.
Teaching demands a deep, broad knowledge of your material — and engaging students in it
I’ve been writing for a living since I was a college undergrad, and can both recall my initial nervousness about my career and my excitement as I realized I could make a living as a writer. I enjoy sharing my insight with those hungry for it.
But knowing how to make my knowledge comprehensible and immediately useful?
Teaching means trying to fully engage a room full of strangers
By definition, we each bring different forms of intelligence and learning styles to class. It’s daunting, indeed, to discover that some of my students also struggle with dyslexia, anxiety, depression. Some are bored. Some are lagging. Some are happy to speak out, while others sit there silently, no matter how many times I insist that class participation is essential to their grade. I also think students need to own their education, not sit back passively.
I have to work harder to find ways to not just drone on and get them excited and involved.
Teaching means being able to pivot — whether mid-class, mid-term or mid-conversation
I handed out mid-semester evaluation forms recently to get a sense for what’s working, and what’s not. It helped a great deal and I made changes to one syllabus as a result. But flying solo means having to figure it all out on the fly.
Fellow teachers — and professors — what do you find most challenging?
It’s been a while since I’ve taught college, which I’ve done at Concordia University in Montreal, Pace University in New York and elsewhere. This fall at Pratt Institute in Brooklyn, I’m teaching a two-hour writing class to freshmen and a two-hour blogging class to seniors.
I work as an adjunct, i.e. someone hired to work only part-time, with no benefits or security or chance of attaining a full-time position. I’m paid a set fee, negotiated in advance with the dean, paid every few weeks.
In return, I offer my skills, experience, wisdom and advice. I don’t have an office. I don’t have a locker. (I do have a mailbox.) I can make photocopies for my classes free.
I don’t live on, or anywhere near, campus, which means a two-hour commute each way and my physical unavailability to students between classes, held once a week.
If I want to meet with students — which, technically, I’m not paid to do — it’s on my own time and in the cafeteria. If they want additional advice, or just a chance to chat, it needs to be then, (when I also need to rest and recharge between classes!), or by email or phone.
I risk looking aloof and uncaring, yet my re-hiring, as it does for many adjuncts today, relies on student evaluations. So does my income.
Should I hand out high grades like candy bars on Hallowe’en to placate them?
Grade harshly, if fairly, to prepare them for the reality of life as a working writer?
Minimize my time and energy out of the classroom to save both for other revenue streams, and for my own life?
Give them the most possible to prove my commitment to them; (see: student evaluations)?
Most undergraduate students have no idea what an adjunct is, or why we’re there — (cheap! lots of daily practical experience to share! plentiful labor supply!) — or why we might view them and their school somewhat differently than those with tenure or working towards it.
To them, we’re just another professor, someone they can shred, or praise, on Rate My Professors, even adding a chile pepper, (yes, really), to show how “hot” they think we are.
And, here in the U.S. where a year of tuition alone can cost $40,000 or more, we’re also fighting a consumerist mindset; I’m acutely aware that every hour I spend with my students represents a parental investment of X-hundred dollars.
Am I worth it? Am I providing sufficient value? (Am I fun/likeable/relatable/helpful?)
And what are the objective metrics for those?
Unlike most aggrieved adjuncts, I don’t have a Phd nor multiple advanced degrees. I haven’t invested thousands of dollars and hours in acquiring academic credentials, in the hope or — worse — expectation that all this time and energy will produce a steady, well-paid income.
“The most shocking thing is that many of us don’t even earn the federal minimum wage,” said Miranda Merklein, an adjunct professor from Santa Fe who started teaching in 2008. “Our students didn’t know that professors with PhDs aren’t even earning as much as an entry-level fast food worker. We’re not calling for the $15 minimum wage. We don’t even make minimum wage. And we have no benefits and no job security.”
Over three quarters of college professors are adjunct. Legally, adjunct positions are part-time, at-will employment. Universities pay adjunct professors by the course, anywhere between $1,000 to $5,000. So if a professor teaches three courses in both the fall and spring semesters at a rate of $3000 per course, they’ll make $18,000 dollars. The average full-time barista makes the same yearly wage. However, a full-time adjunct works more than 40 hours a week. They’re not paid for most of those hours.
“If it’s a three credit course, you’re paid for your time in the classroom only,” said Merklein. “So everything else you do is by donation. If you hold office hours, those you’re doing for free. Your grading you do for free. … Anything we do with the student where we sit down and explain what happened when the student was absent, that’s also free labor. Some would call it wage theft because these are things we have to do in order to keep our jobs. We have to do things we’re not getting paid for. It’s not optional.”
I blog frequently about income inequality and the difficulty many Americans, even those well-educated, now have of finding well-paid work. It’s an odd and disturbing issue if professors who have invested their lives preparing to work in academia are, as the Salon piece says, on food stamps to survive.
But my industry of 30 years — journalism, specifically print journalism — has also fallen to pieces and I now expect very little any more from the formal “job market.”
After losing my staff job at the New York Daily News in 2006, I had few choices:
1) return for re-training into a wholly new career (costly, no guarantee of work upon graduation); 2) keep trying to find a full-time job, with many fewer available; 3) learn a wholly new-to-me skill set (coding, HTML, etc) and compete with 25-year-olds; 4) remain freelance, but supplement/broaden my income with as many other revenue streams beyond print journalism as possible.