I can’t believe our next class date is Dec. 4.
And as I’m noting all the good/bad things that are implied for me by that date (more unscheduled days > impending deadlines), I’m also noting what I know it implies for you: the dwindling days of your first semester of teaching at QC. Let’s take a moment to honor that.
And I’ve made space in the schedule to reflect a little now.
Our reading is light for this week and non-existent for next, so we can go back to some of the texts and themes that we’ve skipped over lightly up until now.
This week, I hope that you will use your blog post to (choose as many or as few as you like):
- Recommend to us a text that you’ve found through your own research that can help a new teacher at QC;
- Revive a reading or a thread of conversation that you’d like to recover, so we can think more deeply about one of the many important issues that we’ve raised;
- Raise a general or specific teaching question that we have yet to address (e.g., what tools/hacks/tricks have experienced teachers devised to rise to x challenge that we all confront from time to time);
- Reflect on the questions you have about the lesson plan that you post for us to discuss next week;
- Raise a question or observation for somebody else in the class about their paper topic, identifying a way that their idea has lingered with you;
- Raise a question or observation that seems pressing to you at this moment in writing your paper (possibly but not necessarily by noting how your experience of writing informs the way you teach writing);
- Raise a question or observation that I can pass on to Marco and Karen for their visit next week; and/or
- Identify a way that our short reading for this week resonates with you. Does this account of the plight of student writers in the U.S. seem to describe our students– and does it suggest any insights that seem useful to you as their teacher?
I could go on, and I bet you could, too.
Be brave out there.