Not much. Same old, same old, which I guess is an explanation. Last semester, I had a lot of students, and they were pretty much the usual, and yeah. Let me catch you up.
Remember Neddy? He turned up in one of my colleagues classes, which I managed to find out by accident. I could not resist asking about how he had been, to which she replied “he is very keen, and he asks good questions, and he persists until he gets the answer”. Anything about crazy shit he says in class? Nope. Anything about how he can’t string an idea into a paragraph? Again, nope. “Of course,” she says, “he does have accommodations for his learning disability”. Nice that things are working out for him, and I get a fist pump for knowing it wasn’t just me.
Last semester I tried out some new technology in the classroom, and this caused a crazy-ass student who was doing badly to report me to all kinds of authorities. The logical fallacy here was that her disliking my method of taking attendance had anything to do with her inability to think. Lest you accuse me of harshness, I will illustrate by the following example: when asked the most interesting thing about herself, said student responded “I went on holiday to Mexico.” ORLY. Did you encounter Mexican culture and thus broaden your mind? “No, we stayed at a resort. She then dropped the class, because I was “teaching it at the wrong level”.
This semester we have an exciting new agreement about hiring that means I now get yelled at by a committee when my student evaluations aren’t high enough. Evaluations are being taken MOAR seriously. I need to work harder to get good evaluations. I have to take this seriously. Except, fuck me, I find it hard to take seriously the comments of jerkwads, snowflakes and dickholes who use the evaluations as a platform to complain about general curriculum requirements over which I have no control, my personal appearance, my accent, and the fact that they were stupid enough to voluntarily sign up for an 8am class that they find “too early”.
This brings us to the present. It’s Reading Week. All of my classes were supposed to give me essay proposals last week, so that they could be working on their essays this week. My amazing Children’s Lit class (srsly, this class is made up of geniuses, eg the guy who wrote an essay arguing that Hop on Pop teaches kids important science facts like Newton’s 3rd Law, which it totally does, just think about it) all had proposals in hand which they showed me on the designated day. The point of the exercise was for me to tweak them a little where needed, give suggestions and send them off. Mission accomplished.
In all the other classes, very few students remembered or bothered to do this. The instructions to all the classes were the same, except, no, I lie, I don’t think I reminded the Good Class. So I’ve had a few emails about it. Well, I’ve had a few emails from a few students, and 25 from this one guy. I am beginning to suspect he doesn’t want to write the essay. Because he suggests a topic, and I say “yes” or “no” or “this would work if you narrowed it down to x”. And then he sends a new email with a new topic. JUST PICK A FUCKING TOPIC, ALREADY, I wish to cry. But no, this dipshit gets to evaluate me, so I have to be responsive to his needs.
So, I’m back. Thanks to everyone who in any way nagged me or reminded me that I have a blog, and a special shoutout to Sarcastic Bastard, who really needs to write a guest post about teaching creative writing in drag.