Woohoos and Worries! Sheeeeesh!

I gave students lined paper and they gave me their textbook; they wrote an in-class essay while I checked through books to see who had done the work.

Writing words of encouragement is delightful. Today my students wrote the first in-class essay for this semester. Another one will be written before class concludes in early June. I prefer to teach the "pre-transfer" writing course. It is a course that receives little fanfare and students are disappointed when their assessment test places them in this course; however, once they get over the shock and disappointment, and the semester starts to roll, I have the privilege of teaching them to "find a point" in published articles and to "make a point" in their own writing.

So before the in-class essay today they submitted to me their textbook, which is a workbook, so that I could check to see that they have completed the work. Sounds terribly elementary, but if I don't collect the books, they don't do the work . . . that's frightening, at least to me. Most students, at least the ones in my community college classroom, do as little work as possible. Yes, they want the parchment that says they have a degree, but they don't want to do the "pain" that produces the "gain." So I usually ask them if they were going to have surgery would they want the doctor who had studied seriously or the one who eased through doing as little as necessary and begging for extra credit. Well, you know the answer.

So it is my privilege throughout the semester to rattle their cages and ask if they really want to continue to make "Leisure" their god or do they want to roll-up their sleeves, get a little dirty or maybe a lot dirty, but change the world while doing so.

I can teach the Eight Comma Rules and the importance of a preposition, the silliness of a dangling modifier, but motivation cannot be taught, it has to be caught. It doesn't come in an aerosol canister -- pop the top and the effervescence fills the room. No, students have to arrive with some unique desire; they've had to have tasted motivation earlier in their lives and have a faint remembrance, a flavor that still lingers in their memory. So when the slightest hint of motivation floats on a quick breeze through the classroom, I see acknowledgement in the eyes of just a few.

This semester that has happened once, twice, maybe even three times. Today, when I pulled this book from the stack to look at the pages, I could see the student's fingerprints on every activity; on twice as many pages as had been assigned. Two days ago I nominated her for "Student of Distinction" for the English Department. I had nonchalantly learned that none of my colleagues had nominated a studious literature student, nor a clever creative writing student.

These are some of the statements I wrote about this student on the nomination application: "Throughout the semester she has found time in her busy schedule to contact me personally to ask questions about assignments and to confirm instructions for assignments. She then submits quality projects composed with clarity, precision, comprehension; all revealing her critical thinking ability. She is not only academically excellent, she has leadership skills that go above and beyond for someone of her young age. This is revealed in the fact that she also works 40 hours a week managing a pizza restaurant. She is a conscientious, consistent student and citizen. I have every confidence in her ability to succeed at her goals."

She has done all this in spite of living in a family that is fragmented. Her job is in Anaheim Hills, so I asked why she is attending Norco College and she explained that she moved here with her mom and her mom's boyfriend. Mom and boyfriend got married, but now they are divorcing, so my student is living with her boyfriend's family in Anaheim Hills which is 20 miles from the campus. Sheeeesh! Against all odds! I knew none of that when I asked her if it would be okay if I nominated her for "Student of Distinction" for the English Department.

So seeing her book today, especially today, was immensely meaningful. I hope no one in the English department over-rides my nomination with a student in a transfer-level course.

I wish all teaching stories could be like that one; however, I went to bed last night after having just read a threat from another student. This person had dropped my class, and emailed to inform me that even though I am a terrible teacher, she would still be attending to get "all" that I am teaching so she can "practice." Rather illogical!

I responded that someone who is not enrolled in the course is not allowed to attend that class; it is college policy. She replied with a threat . . . she was coming to my class and I better allow her in. To say that I was freaked-out is not overstatement. I woke at four this morning and emailed my department chair about this situation. Thankfully my chairperson arrived at my office this morning and accompanied me to the classroom. Honestly, my chairperson could charge Hell with a squirt gun and do some serious damage. The student who threatened me, never showed-up. Sigh of relief!

So this morning the textbook displayed in the photo above was a cause for celebration. I'll let you know if this textbook owner is awarded with the "Student of Distinction." And won't that be a reason to celebrate! Does anyone out there want to celebrate? Did anyone read this far? Maybe! Woohoo!

Good night from Southern California.
Rosie (& Mr. Fun), aka Carol

P.S. Now I have a huge stack of in-class essays to read! Guess how I'll be spending my spare time the next few days.