students | Multiple Enthusiasms

Tag: students

September 30, 2008

My “About Me” page notes that I am, currently, an educator based in the Denver area, and I think I’ve mentioned I currently teach composition at a local community college. Previous to this year, I taught composition for a year at the University of Southern California, a name I don’t so much drop as note with gratitude; it was my great pleasure to serve my students there, as it continues to be to serve my students at my current institution. When I started blogging on MySpace, the idea of teaching hadn’t so much crossed my mind, and neither had the ideas of either Denver or Hollywood.

And I look around today, and I think: yowza. This, this is special. I’m extraordinarily lucky (and discover every day that the amount of luck I experience is directly proportional to the amount of effort I put into the work I do).

I mention this because I have now been teaching, at the college/university level, for more than a year, but today was the first day I was ever observed. I found out about the observation a few days ago, and just the idea made me nervous: ZOMG authority! What if they realize I’m a sham? What if they realize I’m, well, me, because no matter how many novels I write and how many people love my work and how many classes I teach, it’s still difficult to think of myself any differently. I’m just me, and I still feel like I’m goofy and silly and really lucky to be anywhere at all. Maybe that’s a self-esteem issue, or maybe it’s the truth. I don’t know. I just know that even though USC recognized me as an expert in writing, and even though I taught my students well enough that I went so far as to inspire them, in a few notable cases, it’s still difficult to realize that.

But today, the totally rad woman who is the composition coordinator of our department sat in my class to observe me.

April 3, 2008

Class day. I’ve been trying to inspire students by empowering them; sometimes it works, sometimes it doesn’t. My prompt this time around uses Reitman’s Thank You For Smoking as an example of satire to examine the form’s efficacy in argument, commentary, and persuasion. Mostly, anyway. I mean, that’s the idea, at least. Really, the point of the prompt is the point of the class (and it’s very nearly the point of the movie): any intelligent person should be able to acknowledge every complex issue as beyond issues of ‘correct’ and ‘incorrect’ and realize that every argument has its counter.

Today, one of my students surprised me. We had a speaker-series evening this week, where a Democrat and a Republican were meant to discuss the mobilization of young voters but which actually became a debate about technology and its efficacy. Which wasn’t bad, exactly, but seemed to be the wrong issue. The Republican called this “Politics for the iPod Generation,” and effused about how great technology is. At one point, he mentioned Live-Aid and how excellent it was that it had increased awareness of how many people in the world were starving.

I wanted to get up and say, well, perhaps, but how many of them are now eating.

Because awareness is all well and good, but should not be confused with action.

One other thing I mentioned was this iPod thing; not everyone has one, certainly. USC is smack between Compton and Watts, in Los Angeles; we get reports from the Department of Public Safety everyday, concerning muggings and etc. And I asked how many people around us actually had iPods, or access to the technology.

And my student raised his hand and said, sure, but one might wonder whether those people vote, anyway.

And it stopped me. Brilliant.

It brings up whole other issues, of course, but that’s beside the point. I was just thrilled to catch them thinking (rather than, you know, sleeping, which has occurred a few times this semester, now).

One thing I’ve noticed is that I think some of these students feel like those people who don’t vote. They seem to continuously seek “the right answer,” while the whole point of the course is that there isn’t one; there’s only their answers. Their papers don’t depend on what they say but how they make their case.

I think they’re getting it.

Here’s hoping.

By the way, new pictures over at Imagery.

March 13, 2008

One of the biggest challenges that came with becoming a writing instructor was a rather silly one; figuring out what my students would call me. Technically, professorship is a tenure-track position; my contract will be up in two months, and because I will graduate in May, I’m fairly certain it’s not extendable. Even if I wanted to stick around for another year, I don’t think I’d be allowed.

It’s been a question since at least as far back as I was a substitute teacher for a simple reason: I’m not comfortable with Mr. Entrekin. It just doesn’t fit me as an appellation. My father won’t let anyone call him “Mr. Entrekin”; when someone tries, he informs him that was his father, who has long since passed away–they can call my dad ‘Steve.’ (That’s his name, after all. Calling him Doug would just be off-putting.) It’s not a simple last name, either: ENT-ruh-kin is not obvious on first reading (many go with en-TREK-in, which is just plain wrong).

When I was a sub, I solved the problem by letting the students call me “Mr. E”.

But that didn’t feel right for a college classroom.

Some of my colleagues just let their students call them by their first names. But there’s something– in my head, my students are paying as much for an experience as they are for the information. They are none of them older than 19, which puts me a solid decade ahead on the age scale, but more than that; I feel I’ve earned some degree of distinction, to distinguish myself from them. I don’t feel as though they are my peers; I feel, in fact, as though we are in a relationship very much related to a business transaction, providing a service to them as consumers.

The thing is, though, it rarely comes up. They rarely need to address me. Which is why, last semester, it became a running question, for a few weeks, until a solution presented itself when a student settled on a title.

He called me sensei.

And it just fit.

It was perfect. Because Bob Kennedy taught me as much about writing and thinking as he did about faith, and he did so by forcing me to learn it. My feelings about writing are intricately tied to my beliefs about faith and spirituality and life, as well.

Later during last semester, I received a few emails generated by the college database, which addressed me as ‘Professor Entrekin,’ and so validated that title, in a way; if USC recognized me as a professor, I had earned the right to let students call me one.

But that other title, that student-chosen title, the one that came from one pupil who knew nothing of my background . . . that fit. I am a guide moreso than I am a teacher; I am there less to teach or instruct them than I am to help them learn.

It’s a subtle distinction, perhaps, but I think they sense it.

February 25, 2008

I’ve been reading John Scalzi’s blog for a while now, though not nearly as long as it has, apparently, existed. I first learned of it last year or so, in, I believe, an issue of Wired. Scalzi is a science fiction writer whose books I’ll admit I’ve not read; I really only know about (and enjoy) his blog.

Today, he posted about his thoughts on blogs and bookselling. Scalzi is a blogger who blogged before ‘blogging’ actually existed as a word (I believe the word dates back to around 2001. Neil Gaiman is another); which, coincidentally, was before Scalzi actually had anything to sell. Nowadays he’s a multiple nominee for multiple awards (and has won several, including one for best new writer), but I loved his last paragraph:

“Personally I think people think about all this crap too hard. The reason to do a blog is because you want to. If you do it for any other reason, people will be able to tell, and it’s probably going to fall on its ass. The reason I think Whatever does well is because I like doing it, and I’ve liked doing it all the time I’ve done it. Simple enough.”

That’s why you’re here, actually. I haven’t talked about it much, but by summer of last year, I’d basically had a MyMeltdown; blogging on MySpace had become akin to my years in corporate America, or perhaps more accurately, my years temping. The site seemed to have become about either bashing or the relentless pursuit of more popularity. When I got the letter accepting me into my lectureship, I realized that I needed to learn how to reconcile my teaching life with my writing life. I realized I’d be standing, soon, before a group of students and attempting to play a very particular role, and I wished not to deviate from it. I didn’t want them to think of me as pretty much anything besides their professor, because I never did until I was well out of college.

The other thing I’ve already alluded to; Rupert Murdoch’s already bulky pockets. For my second assignment last semester, I guided my students through a prompt on journalistic integrity; what does it mean, who has it and how did they earn it, and can blogging fill the same role. Many explored the idea of conglomeration; that having a certain company behind you can help your credibility, but it also creates problems if it’s the wrong company, or if said company is concerned almost solely with ratings, as many seemed to be. Most noted that they didn’t believe anything they saw on Fox News.

That assignment helped prompt my decision to start this up. I learned as much through that assignment as they did. And now, it’s good to be back. It wasn’t so much that I didn’t realized what I had until it was gone so much as I didn’t realize how much I missed it until I came back.

Thans for coming back with me. I missed you.

Multiple Enthusiasms

Infinite jest. Excellent fancy. Flashes of merriment.

Tag: students