Transitions SUCK

I have been teaching as grad assistant, then as adjunct, at "MY University" for almost 10 years. One of the frustrating aspects of this- beyond the fact that adjunct faculty is not really paid a professional wage- is that I have stayed busy, done lots of teaching- but with one thing and another, scholarly writing hasn't been a priority.  AND the department really didn't give much mentoring/advice/support for getting published.

Well, there have been a number of changes over the past few years. The chair of the department, let’s call him Previous Chair (PC), has stepped down as chair. He was my major mentor. I think he has personal issues going on, but whatever.

Anyway: So, theater department chair is gone, with an interim chair working while search committee does its thing. At the same time, the Dean of the College of Fine, Performing and Communications Arts left for a different position. So did the assistant dean. Interims and searches there, too.

Plus, the economy in Michigan was one of the first to suffer and one of the slowest to recover. While it is true that in a down economy many go back to school, they aren't exactly beating down the doors of the theater department.

Also, I've been told/hinted to/read between the lines that *if* there is hiring, it won't be me. Because I haven't published those scholarly articles. I haven't written big time grants. I haven't brought prestige to the university. I've just done an outstanding job of teaching students.

What is particularly painful is that this semester, I was asked at the last minute (really, about 2 and a half weeks before the start of classes) to teach two great classes (because the tenured faculty that taught them quit- I mean, abruptly retired- in a fit of pique because he couldn't get along with the interim chair). I LOVED teaching these two classes, for upperclassmen, theater majors. And the students RAVED about my classes, how great they were, how much they were learning. Other faculty stopped me in the hall and dropped by my office to tell me how much my students loved my classes.

But none of that matters: word on the street is that when faculty is hired, it will be published people with grants to their credit to enhance the prestige of the university.

Add to that, that the PhD program from which I received my degree has been "suspended" because the PhD *faculty* has not been publishing! (No wonder we received no mentoring!)

What this means for me, is that there are fewer opportunities for adjunct faculty such as myself, because now the tenured senior faculty have to teach the lowly undergrads to retain their jobs.

It is bittersweet. I am trying to stay positive- look at this as a blessing in disguise. My University has been my comfort zone, because it was something that I know. Perhaps this is the impetus I need to write more.

Also, with gas in Michigan hovering at $4 / gal, the 110 mile round trip commute is not missed!

For now, I am still technically employed at My U as I am teaching an online class in Intro to Theater. After June 30, we shall see what the universe has to offer.

Marching on...

Here it is already March 4, and I have yet to post a blog! I have some topics coming up- Negative Impact is one title, and sharing family stories is another theme- and I would have blogged about my rage against woman-haters like Rush Limbaugh but my daughter of Little Pixie Magic beat me to it.

Instead, I will briefly mention that I am at the midterm for the two classes I am teaching at university.

Once again, most of my students are doing well. And, once again, a few are failing.

In one class, I sent out emails to those who were just not doing the work. I told them what work each was missing and gave them a deadline for turning in late work for partial credit. And then I sent a reminder email a day before the final deadline.* (I have put the other class on alert that a deadline is ahead for them.)

There were 9 out of 20 students in this class who were in this predicament.

Since the emails, 2 students decided to drop the class.

Good, that is fine. Wise choice.

Of the remaining 7, 5 have turned in work by the deadline.

Of the remaining 2, 1 was not actually failing yet, and has room to catch up.

The last 1 is perhaps my favorite in the class. And this particular student did not show up this Friday, which was the deadline day.

I don't understand it. Most of these students are actually the brightest, most eager and passionate in discussion.

Why not just do the work?

It isn't hard to pass my class- even get a good grade.

You have to do the work! Read the texts!

What is particularly ironic is that this student is the one who asked the class (admitting to as much guilt as anyone else) Let's stay on topic in discussion, okay? Because we are paying for this class, let's get the most out of it!

* Honestly, how many teachers send individual emails alerting students to the danger of failing? Should I even do this?

Adventures in substitute teaching: Green Cats and Invented Spelling

I was substitute teaching for a kindergarten class. In each of the kindergarten classes, there is a teacher's aide full time assisting the teacher. As a result, it is fairly simple to sub for these classes, because the aide knows all the routines and standards.

The teacher left me an assignment for the class: Practice writing D, d, and use d in a sentence. The practice sheet had lines for practicing D, d, then "dog" then room for your sentence. There was a box at the bottom of the page for the students to draw a picture. There was a step by step model of how to draw a dog.

The aide pointed out that the students' spelling words for this week are the "-at" family- so, cat, mat, rat, sat.

I encouraged students to think of sentences that would include "d" words and also words from the "-at" family.

The aide layered on the idea that the picture- which was to include a dog (and I modeled the step-by-step instructions on the whiteboard)- should reflect what was written in the sentence.

These instructions were getting pretty complex, I thought.

I had the aide model the forming of the D and the d, as I know that the students are taught specific strokes in a specific order and I didn't want to confuse them.

So, finally, the students are busy writing and drawing. I move from table to table checking the progress of the students.

Seeing a student has written "I hav a dog" I asked the aide, do we correct spelling? And she replies, if you can sound it out, we don't correct the spelling.

Okay.

So the students move on to the drawing and coloring. Students bring up their work to the aide for the final check before putting the work in their folders.

A student shows the colorful work of "the dog sat on the cat".

The cat has a voice bubble that says: "AHHH!!!!"

The aide says: I don't know any cats that say "AHHH!!!!" - cats say "meow"- go fix that.

?!?!?!

(I have never heard a cat say "meow" either.)

Then another student brings up a picture with a colorful drawing which includes a green cat.

The aide says: Are cats green? No they are not. Go fix that.

And students who have a yellow dog have to fix it.

And students who have a red dog do not have to fix it- because of Clifford the big red dog.

!?!?!?!

And I want to say: Have you never seen Picasso's blue period work?

Have you never seen ERIC CARLE?

But, I am only a sub.