Category: Literature

Distance Learning, Day Two

On Day Two of working from home we got dressed. Not that we didn’t get dressed on Day One, but on Day One we definitely didn’t dress like we dress when we dress for work.

But today we did. It felt pretty good.

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Here’s an English teacher teaching Science:

And here’s an English teacher teaching Math:

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So homeschooling is going pretty well. Now, on Day 3, I just need to figure out how to teach Poetry and Shakespeare online to teenagers. Plus decide what to wear.

Distance Learning, Day One

Yesterday—March 23, 2020—was my, and my wife Liz’s, first official day of working from home. We are both teachers, and Friday before last, shortly after arriving home and while helping our kids climb a tree in the front yard, we each learned via Robo-call that our school, like most others in California, would be closed for the next three weeks, the first of those three being Spring Break, which ended this past Sunday.

So our days of social isolation/at-home sheltering consist of a balancing of our own two children’s educational needs, their schools, of course, being closed as well, with the needs of our 150ish apiece students who are suddenly stuck at home.

Thankfully, Liz got a jumpstart on homeschooling our Pre-K’er and 1st-grader early into our Spring Break, filling a jeep with school supplies from the Dollar Store and repurposing our dining room as a Kindergarten classroom, where we spent 8:30 to 10:30am of each Spring Break day reading, writing, adding, subtracting, coloring, gluing, circle-timing, and singing and dancing.

For Liz, Spring Break was no break at all. Besides planning the modified instruction of our students, she also teaches night classes at a local community college—not on Spring Break last week and where, as of last week, all classes, including Liz’s, are now online classes.

So, in the course of a week, Liz has had to transition from classroom high school + junior college teacher to preschool/first-grade homeschool teacher + online instructor, the latter, as of yesterday, when Spring Break at our “day jobs” ended and “work from home” began, extending into her high school teaching.

Plus she’s co-writing a book (with me, manuscript due a little over 3 months from now). And plus she has a parent who falls into each and every COVID-19 “at risk” category and starts chemo next week.

I’d say she’s handling it well. But then she’s a remarkable person.

Back to yesterday: Liz and I both teach in the IB (International Baccalaureate) program. We teach Year 1 (Liz) and Year 2 (me) of Higher Level English Literature (juniors [Liz] and seniors [me]), a two-year course that culminates with a couple of quite rigorous, quite high stakes standardized exams, taken in May of each year.

And on day one of this period of distance learning, having no idea how long said period will last but with the intention of remotely preparing my students for the abovementioned exams, IB, in the wee hours of the morning, announced the cancellation of all exams.

Some of my seniors have been in the IB program since the sixth grade. At minimum, they’ve been in it for the past four years. It’s a grueling program, and, at some point along the line, they’ve each and every one wanted to quit. But we told them that, in the end, it would be worth it. That nothing worthwhile is easy.

This class, though, got to the end, but the end is canceled.

All of that might seem less troubling if, say, you are imaging these students as privileged, private school students, as many IB students worldwide are.

But these students are not that. These students, if we’re labeling, have these labels: socioeconomically disadvantaged, minority, first-generation college-going. They worked really hard for this, with a lot stacked against them.

They’re going to be okay. They’re all still going to college. They’ve all still beaten the odds, but the news, yesterday, that their exams were canceled, amidst the larger context of a global pandemic, must have been…deflating.

It was deflating for me, anyway. For most of the day, I was distracted by responding to the sea of what-are-we-going-to-do-now emails (I counted 105, just over one each from one-third of my total number of students), but around the afternoon, those emails volleyed, I began to sink down an existential drain: we had been preparing for those exams for so long, and I had prepared students for those same exams for so many years, at this time of year, but with those exams cancelled, what on Earth was I going to/expected to teach, remotely or not? What was the point? From which I somehow jumped to And who am I? What is the point of me?

All of which opened to my eyes to my own guilt in perpetuating something I hate about education: putting the assessment of the content before the content. Teaching to the test. As if our teaching is only justified by a subsequent quantitative result.

My plan had been to teach students to read a poem critically—to interact with it and question it and break it apart and put it back together. And then write about it. Why was I going to teach all of that? Because they would need to do that on a standardized test.

So as I circled the drain, I wondered why, with no such standardized test, I would teach them any of that.

Until I remembered that I’m an English teacher. Teaching a higher level capital-L Literature course. And, so, teaching all of that is my job.

And we (English teachers, plural now) teach it because of the transferable skills: thinking critically, reading critically, writing clearly and persuasively.

And we also teach it because it’s poetry. It’s art, and we learn about life (and all its nooks and crannies) by experiencing art, which holds a mirror up to life (and all its nooks and crannies).

Anyway, I felt better. On to Day Two.

Aristotle on Facts

“Questions of Past Fact may be looked at in the following ways: First, that if the less likely of two things has occurred, the more likely must have occurred also. That if one thing that usually follows another has happened, then that other thing has happened; that, for instance, if a man has forgotten a thing, he has also once learnt it. That if a man had the power to wish and do a thing, he has done it; for everyone does do whatever he intends to do whenever he can do it, there being nothing to stop him. That, further, he has done the thing in question either if he intended it and nothing external prevented him; or if he had the power to do it and his heart was set upon it—for people as a rule do what they long to do, if they can; bad people through a lack of self control; good people, because their hearts are set upon good things. Again, that if a thing was “going to happen,” it has happened; if a man was “going to do something,” he has done it, for it is likely that the intention was carried out. That if one thing has happened which naturally happens before another or with a view to it, the other has happened; for instance, if it has light lightened, it has also thundered; and if an action has been attempted, it has been done. That if one thing has happened which naturally happens after another, or with a view to which that other happens, then that other (that which happens first, or happens with a view to this thing) has also happened; thus, if it has thundered it has lightened, and if an action has been done it has been attempted. Of all these sequences some are inevitable and some merely usual. The arguments for the non-occurrence of anything can obviously be found by considering the opposites of those that have been mentioned.

“How questions of Future Fact should be argued is clear from the same considerations: That a thing will be done if there is both the power and the wish to do it; or if along with the power to do it there is a craving for the result, or anger, or calculation, prompting it. That the thing will be done, in these cases, if the man is actually setting about it, or even if he means to do it later—for usually what we mean to do happens rather than what we do not mean to do. That a thing will happen if another thing which naturally happens before it has already happened; thus, if it is clouding over, it is likely to rain. That is the means to an end have occurred, then the end is likely to occur; thus, if there is a foundation, there will be house.”

Rhetoric. Book Two. Chapter 19.

3-Act Analysis of The Office, Season 4, Episode 9, “Dinner Party”

I love the TV show, The Office. So does my wife. And thanks to Netflix, we can watch it at any time. We’ve seen every episode, multiple times.

A strange thing has recently happened, though. My tenth-grade students—all of whom had my wife last year, but independent of our influence—are watching The Office.

I’ve been teaching tenth-graders for thirteen years now. Usually I don’t know anything about the things they are interested in. When I started teaching, it was Twilight. Now it’s Fortnite. But here’re these fifteen and sixteen-year-olds who are obsessed with The Office and who, like this forty-year-old, have seen every episode. They wear Dunder Mifflin t-shirts. They paint portraits of Dwight in art class. They play Office trivia.

A few weeks ago, near the beginning of a unit on Oedipus the King, we were discussing Aristotle’s Poetics and applying three-act structure and reversals to the novels we’ve read (plus a couple of movies we’d all seen).

One of these Office devotees raised her hand and asked, quite earnestly, if this could be applied to “Dinner Party” from Season Four (yes, she cited the season and episode title). Her reason for asking, she reported, was that she had been thinking about it and the episode seemed to be all bad; she couldn’t place the reversals to good fortune.

I asked for 24 hours, came home, watched the episode, and here’s the answer, delivered to the student the following morning:

The Office Season 4, Episode 9: “Dinner Party”

The runtime is 22 minutes. Like most episodes, it begins with a pre-credit opener. Often, these are separate from the main plot, but not this one. In this one, Michael elaborately tricks Jim into revealing that he and Pam have no plans that night, forcing Jim to agree to come over for dinner. This is the INCITING INCIDENT (at minute 1).

Credits

Act One begins with Jim and Pam’s arrival at Michael’s condo. In fact, all of the Act divisions are marked by the arrival of a new couple. Jim and Pam arrive at minute 3. Andy and Angela arrive about one-third of the way in (end of Act One). Dwight and that lady arrive about two-thirds of the way in (end of Act Two). They all literally cross the threshold, which signifies a change or entry into a new world. At the end of Act Three, two cops arrive.

In Act One, Jim and Pam get a tour of the condo, which sets up the ready-to-boil-over antagonism between Michael and Jan, demonstrated by their growing passive aggressiveness. We see this develop throughout the party, and we can all see that this relationship is over.

In the Act One climax, Andy and Angela arrive. REVERSAL: the party seems to be progressing toward its conclusion (how much longer could it last?), but Jan reveals that the dinner won’t be ready for hours (good to bad).

At the midpoint of the episode, Jim seems to have resolved the entire conflict by faking a flooding, but in a good to bad reversal, neither he nor Pam (who comically betrays him) gets to leave.

The awkwardness of the party game (caused by M and J’s passive aggressiveness) leads to a parallel reversal. Pam is able to escape the ugly scene to the kitchen (the archetypal female haven) with Jan and Angela, but, in a good to bad REVERSAL, she is erroneously confronted by Jan about dating Michael. In a parallel scene, the boys escape to the garage (archetypal male haven) but, in another good to bad REVERSAL, Michael awkwardly asks J and A to invest in Jan’s candle business.

Act Two ends with Dwight and the lady arriving. The major REVERSAL here is that Jim and Pam now have more buffer and some entertainment (Pam says, “Awesome!”), but the arrival instead leads to a bitter and personal fight between Michael and Jan about having children.

Act Three begins with the dinner scene, and the climax is Jan breaking the little plasma TV with a Dundee, followed by the cops arriving.

The denouement (unravelling) is the musical montage (Hunter’s song) of all the couple’s after the party.

Using 4 Minutes of Toy Story 2 to Teach Anagnorisis and Peripeteia

My three-year-old watches a lot of Toy Story. Daily, you could accurately say, sometimes to the chagrin of the six-year-old, the thirty-five-year-old, and the forty-year-old he lives with. But a couple of weeks ago, during that week’s fifth-or-so screening of Toy Story 2, I came upon a teaching idea.

My 10th-grade students were reading Oedipus the King and had just received a lecture on Aristotle’s Poetics during which we defined the terms anagnorisis (recognition) and peripeteia (reversal), those definitions, according to Aristotle, being as follows:

ANAGNORISIS = RECOGNITION = “change from ignorance to knowledge”

PERIPETEIA = REVERSAL = “a change of the actions to their opposite”

Here’s what Aristotle had to say about these:

“A recognition is finest when it happens at the same time as the reversal, as does the one in Oedipus.”

Cue Toy Story 2. I showed my students a short clip that starts at around an hour and four minutes in and ends a bit past an hour and eight minutes.

In the clip, Woody’s friends have come to rescue him from Al’s apartment and bring him back to Andy, but Woody doesn’t want to go. Instead, he wants to go to a museum in Japan with his new friends, the Round Up Gang.

Woody’s friends try to persuade him to come with him, but they fail and then leave. After they’re gone, Woody sees an old videotape of a little boy playing with his Woody doll. As Woody watches, his eyes widen and his mouth opens. Suddenly, he calls after his friends; he wants to go with them after all, and he has very nearly convinced the Round Up Gang to come with him when Stinky Pete the Prospector blocks them from doing so. End of clip.

I asked the students to tell their neighbors what they had just witnessed, and because we had just reviewed the aforementioned terms as well as Aristotle’s opinion as to their “finest” application, the students were able to report that Woody had a recognition (anagnorisis) that he couldn’t abandon Andy, and this recognition caused and therefore occurred simultaneously with a reversal (peripeteia) in the action.

So: Toy Story 2 ended up being a great setup for the students’ reading of Episode Four of Oedipus the King, in which Oedipus experiences the simultaneous recognition and reversal that Aristotle had deemed “finest.”

FOUR TYPES OF TEACHERS, ONLY ONE OF WHICH IS REALLY TEACHING

This week, I have been re-reading John Barth’s The Friday Book: Essays and Other Nonfiction, which is John Barth’s ninth book (and first book of nonfiction, though the subject throughout is fiction).

The Friday Book, along with Barth’s story collection Lost in the Funhouse and Jorge Luis Borges’s Collected Fictions, were the books about which I wrote my critical thesis as an MFA student nine or so years ago, and this current re-reading is the ninth stop in an (aforementioned here) reading (or, in some cases, such as this one, re-reading) of Barth’s entire bibliography, an effort that has now lasted several years (due to [also aforementioned] all of the side roads that those readings/re-readings have suggested exploring) and that (among many other things) I have “written into” my current metafictive work-in-progress.

In the introductory remarks to one piece in The Friday Book, Barth recounts a panel discussion on teaching creative writing, at which Wallace Stegner was a panelist and during which Stegner, in occasionally equestrian terms, gave the following description of teaching, or approaches to teaching, paraphrased by Barth and numbered by me:

“The writing teacher, Stegner declared, can be (1) an authoritarian who breaks his colts with a two-by-four; or he can be (2) a rebel who by his unorthodoxy tries to stimulate originality in his charges…; or he can (3) abdicate responsibility and let go the reins entirely, admiring everything his students do and being correspondingly loved by them; or (4) he can really teach, declaring his principles and stating his standards and obliging his students to demonstrate that any innovation they make is better than what they give up to make it.”

I’ve been a teacher for twelve years. Not a newbie but by no means a veteran. I’m somewhere in the middle of the labyrinth, still making my way, appalled at the flawed navigational decisions I made upon entering, each turn around each corner now simultaneously producing greater understanding of where I am and where I’m going but more questions about the same.

At various points in my twelve-year career, I have been each of the four teachers described above, some more often than others, but, after a couple thousand days in the classroom, each often enough.

My observation, though, is that good teachers (despite a protean nature day-to-day, mostly early in the career) will tend toward the fourth type—toward “really” teaching.

I believe (and hope that my belief is true) that I am mostly (nearly completely) the fourth type.

I used to teach night classes part time for University of Phoenix. At their twice-a-year general faculty meetings, they would give awards to the teachers who gave the lowest grades while getting the highest student reviews. U of P was (is, I suppose) a somewhat ridiculous institution, but I thought that that measurement had merit.

I get along reasonably well with my students, including with (sometimes particularly with) those who struggle the most in what I believe (and hope my belief is true) is a rewardingly difficult class.

There are teachers whose students love them despite rigid expectations and rigid adherence to those expectations, and then there are teachers whose students love them precisely for the lack of such standards, or for the inability to adhere to any.

It’s important (I think) to always be honest with students (brutally honest, when that is called for).

And establishing unmovable principles and standards and applying them with the rigor they demand is a type of honesty.

And to not do so is not only dishonest, according to Stegner (according to Barth), it is not even really teaching.