Dispatches from the first day of class

Twenty minutes until class begins and I am SOOOOO looking forward to seeing a room full of freshpersons on a cold dark January morning!!!!!  Except the room won't actually be full because who wants to take an 8 a.m. class? And one student will be on Zoom because of Covid quarantine, so that means I have to remember to turn on the camera, turn on Zoom, check the microphone, share the screen, and include the quarantined student in class discussion....How about if I just give up and go back to bed instead?

And now here we are in the middle of class and the Zoom link doesn't work inside Moodle. It worked fine yesterday! I can open up the Zoom link outside Moodle, but all I get inside Moodle is an error message. Nice! I have to email the Zoom link separately to my quarantining students and try to figure out the problem later. 

Am I allowed to refer to our Zooming student as quarantining? Does it violate the student's privacy? I've announced that the class Zoom link isn't intended to accommodate students who  just don't feel like getting out of bed and walking to class, but it is available to those with valid medical excuses, like a need to quarantine because of Covid, so even if I don't mention that Zooming students are in quarantine, their classmates will surely figure it out.

Everyone writes on the first day of class, not for a grade but to give me an idea of their writing and thinking skills. My first-year students are writing about a personal goal and some obstacles they might face in reaching that goal, and they're pretty united in wanting to improve on their academic performance from last semester (I clearly have some repeat customers in this class) while about half of them say they want to be their best self, in those exact words. If I were Oprah I might be able to help them with that, but all I can promise is to try to help them become better writers, which might come in handy if that best self ever needs to communicate. (At 8 a.m., I'd be happy if my second-best self showed up.)

About a third of the students on my roster didn't show up for class at 8, which is a bit alarming, but the 9:00 class did better--perfect attendance, plus an extra who wandered in a bit late. We later determined that he's on the waitlist and I was happy to admit him to the class, since I suspect that the amount of reading and writing on the syllabus will scare away a few students.

And if the reading doesn't scare them away, the writing might. What a horrible person I am to make students in a literature class look at a work of art and write a paragraph or two about what they see! I don't let them see the name of the work but you can view it here. When we meet again next Wednesday, we'll look at the work again and discuss how to start analyzing an  unfamiliar cultural artifact, and I'll try to discourage the secret hidden meaning approach to literary analysis. "The meaning isn't hidden," I'll tell them; "It's right there in front of your face, but sometimes you have to look at it a little sideways before it clicks."

Back in my office--two classes down, two more to go, but I could use a nap already. I'd like to wander down the hall to visit with a colleague, but she's on sabbatical this semester and so keeps not being there, lucky her. Who's going to step in and take care of my emergency chocolate needs? If the Professional Development committee had known how much I rely on this colleague when I desperately need a bite of chocolate, they never would have approved her sabbatical. 

But it's time for my 11:00 class, which seems crowded. How did 20 students get into a course limited to 18? Good thing I made extra copies of the syllabus!

It's my first time teaching the new sophomore seminar course so I spend a little time explaining to students why we felt the need to add this course to the general education curriculum: It's all about scaffolding. The sophomore seminar will reinforce the skills students learned in their required first-year courses (information literacy, writing, public speaking) while building a bridge toward the junior core class, which I'm teaching this afternoon. 

The sophomore seminar is supposed to be an interdisciplinary approach to a big question, so in my class (My Happy Place) we'll examine what connects people to specific places by reading and responding to place-based literature alongside some history, psychology, and science. Fun? I hope so, but then an English professor's idea of fun may not be the most reliable gauge.

Lunchtime, and yet another reason to be glad my husband has moved back home from Jackson: the man can make a sandwich! Homemade ciabatta bread, sliced turkey, cheese, and mustard--if that sandwich can't power me through my final class, nothing can. (Though a little chocolate right about now wouldn't hurt.)

Last class of the day! Five bright young English majors wondering why they're required to take a class called The Ethical Author. This is my dessert class--my end-of-the-day reward for all those 8 a.m. composition classes. Right now my English majors are writing about the role poets would play in their ideal society, a question that will loom large in our readings for the next couple of weeks. What is literature for, anyway? I'm eager to see what they say.

But mostly I'm happy for the chance to sit down and shut up. By the time I've gone over four different syllabi, I'm tired of hearing the same sentences come out of my mouth over and over, so I've changed things up bit: "I live in the woods, where we communicate by whispering messages into the fuzzy ears of woodland creatures. If you can't reach me after hours, you're talking to the wrong raccoon."

And now they're done writing so my teaching day is over. I'll take care of a few things in my office before heading out, and the really good news is that I don't have to make that 90-minute drive to Jackson every Friday afternoon but instead I can head straight home, where the most pressing issue this evening is whether to call that new squash-and-sausage dish squasage or sausquash. 

I miss teaching when I'm not doing it and I never feel more alive than when I'm with students, but at the end of the day, I'm worn out. Next week I'll be back in the classroom trying to add some new twists to the same old song and dance, but until then, it's squasage time!

(Though I really could use a little chocolate. Help?)