Doing it “Right”
I’ve talked a lot lately about my reasons for moving back to Ohio. And I’ve talked about things like family, isolation, and a general discontent or disquiet with my life and my work in North Carolina. All of that is true.
It’s true, but even all of that taken together would not be enough to take the leap of faith I’ve taken and make the change I’ve made.
By that, I mean that I feel very good about the choices I’ve made in the past six weeks or so. Even though there’s a leap of faith involved (in terms of owning my house in NC and moving here), I’m very much at peace with what I’ve done, in part because I know that I’ve done it for the right reasons.
Even with all the right reasons, though, the comfort comes from some things I’ve seen in terms of the job I’ve taken. I’ve had a lot of encouragement from friends and family in terms of the choice of institution, and that means a lot to me. I also feel that the community college setting is a better “fit” for me, my teaching, and my personality, at this point in my life and my career.
Beyond that, though, not any old community college position would have done. Not even any in Ohio. And that’s what I mean about “doing it ‘right’”—there’s one major thing about this job, the work itself, that attracted me.
For some time now, you see, I’ve had a dream of how I want to teach. Particularly of how I want to teach composition. I think the seeds of this dream fell on the soil of my mind while I was in grad school at Purdue, but they didn’t really take root until I was working, in my first job, and they have continued to grow in the past four years.
In that time, I’ve tried to make that dream a reality. And it’s been a struggle.
I was convinced that the struggle was due to the fact that the approach I wanted was innovative (to put the best spin on it) or just plain weird (to explain the resistance I felt like I was encountering). And it really was a struggle.
But where I’m going now, my dream for teaching composition (or at least something that looks a lot like it) is already the reality.
When I start the new job in the fall, I’ll be teaching composition classes that are divided quite nicely into “lecture” and “lab.”
Instead of all the instructional time being devoted to lecture, discussion, and activities, half of the instructional time for each course each week is set up as a lab time—a time in which students can actually work on their projects. In my presence. With me there to help.
They may not get all of the work done during the lab time, but they’ll be able to do the actual work of the course in an environment where I can be there to help, provide guidance, and demonstrate things that need demonstrating.
This is my dream. Or, at least, something very like it.
I have long loathed the disconnect between the classroom “content” of the course and it’s out-of-class “assignments.” And it’s looking like I might be living my dream in the fall.
Don’t get me wrong, though. My experience last year has taught me not to go in expecting things to be a dramatic improvement over the last place. What I do is a lot the same no matter where you do it. I know that.
I am thinking, though, that I’ve found a place and an approach that can be more than an incremental improvement.
And I hope I’m right.
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