I'd like to give myself some credit for brilliant pedagogy, but really it was a last-minute attempt to fix holes in a couple of syllabi that led me to assign student presentations in all my classes this semester. At the time I had no idea how much I would need those presentations and how beautifully my students would perform.
The English capstone class, of course, always culminates in a major paper and presentation attended by the entire department, and my senior English majors are well on their way toward submitting their drafts next week so they can present their papers next month. Nothing new here.
But I don't always assign presentations in other literature classes and I've never before assigned them in the Concepts of Nature class. Nevertheless I'll be spending the next week sitting in a student desk while my students try to persuade us all to care about specific problems related to nature.
Several factors led me to assign presentations in that class: its small size made presentations feasible; I'd dropped a major reading assignment that left a week's gap in the syllabus; and only three of the students are English majors while the rest are mostly STEM students who thought studying nature in literature would be a fun way to fulfill a General Education requirement. I wanted to challenge those students to make connections between literature and current events.
The assignment is simple: inform classmates about a specific problem related to nature and explain how two of our class readings help us understand or respond to the problem. We spent a class session researching reliable sources on their topics and another drafting thesis statements and outlines, and from what I've seen, it looks like we're going to learn an awful lot about endangered species and deforestation and microplastics in drinking water. How will they bring together serious scientific research and, perhaps, poetry? I'm looking forward to finding out.
The African American Literature class posed a different kind of problem: a large class and too many reading assignments, with no room on the syllabus for individual presentations. So instead I put the students in pairs and assigned them to lead discussion on specific authors. They provide a little context about the author and the work, and then they have to engage their classmates in discussion of the assigned readings for at least 20 minutes. Most of them take the whole hour--and do a fabulous job. They put us in groups, assign discussion questions, or make us get up and walk around and write things on newsprint.
Just this week a pair of students engaged the entire class in a discussion of the meaning of art. We'd read Alice Walker's essay "In Search of Our Mothers' Gardens," which examines the difficulty of finding time and space to create art under oppressive conditions. It's a serious and joyful essay and the students engaged in serious and joyful discussion. A few weeks ago when we were discussing Lorraine Hansberry's play A Raisin in the Sun, the student discussion leaders gave each group a major character in the play and then set the groups debating about which of the characters most deserved the inheritance at the center of the plot. It was a lively debate demonstrating great depth of insight and nuance.
Best of all, though, all I had to do was sit there and let it happen.
Given everything that's been happening outside of class this semester--the flooding, the surgery, the repeated trips to Columbus to tend to my cancer-ridden son--I am exhausted all the time. I reserve my best energy for teaching, but some days it's all I can do to stand there and toss out coherent questions or engaging activities. Never have I been more grateful for regular opportunities to sit and listen and observe while my students take the helm.
And they have done well. Seeing my students grab hold of ideas and make them sing makes me even more certain that it's time to retire. I've had my chance to lead the dance; time to get out of the way and let others take over.
In the Alice Walker discussion, we came to the conclusion that the process of exercising creativity is important even if the product is overlooked or forgotten, so I'm going to engage in that process and hope that others will follow my lead:
I've had my chance to lead the dance
so now I'll step aside
to let my students join their hands
to swing and swirl and glide
through poems and stories, essays too,
debates, deliberations.
They lead so well. This dance is swell!
Come join the celebration!
Come on, now--toss down some lines in celebration of students.







