A Quote by Brian Kernighan
I seem to get totally wrapped up in teaching and working with students during the school year. During the summer, I try to spend time in the real world, writing code for therapy and perhaps for some useful purpose.
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Teach your students real-world writing purposes, add a teacher who models his or her struggles with the writing process, throw in lots of real-world mentor texts for students to emulate, and give our kids the time necessary to enable them to stretch as writers.
I teach one semester a year, and this year I'm just teaching one course during that semester, a writing workshop for older students in their late 20s and early 30s, people in our graduate program who are already working on a manuscript and trying to bring it to completion.
We spend all our time teaching reading and writing. We spend absolutely no time at all, in most schools, teaching either speaking or, more importantly still, listening.
In my teaching, I try to expose my students to the widest range of aesthetic possibilities, so I'll offer them stories from Anton Chekhov to Denis Johnson, from Flannery O'Connor to A.M. Homes, and perhaps investigating all that strange variation of beauty has rubbed off on me. Or perhaps that's why I enjoy teaching literature.
My initial plan was to spend a year in France, go to some kind of school and learn a bit of French. I went a year in an American college in the outskirts of Strasbourg, but got a glimpse of a real art school, L'Ecole des Arts Decoratifs, and enrolled the following year.
Writing is my therapy. In addition to my real therapy. God knows where I'd be without it. I'd probably still be at my last job, working in HR at a religious organization. I was horribly miscast.
I have my writing therapy. For me, writing and friends therapy is an internal journey where you go in deep, you reflect, you try to heal your inner child. But as an activist, there's the outward, going wide therapy, where you get to realize at a certain point that talking about yourself gets boring. And it's also unhealthy to be so much into yourself. At some point, you have got to be able to look at the issue and say, "It's not about you. It's about a culture, a people, a nation, a family."
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
I haven't taught creative writing all that much (my CW teaching consists of a few summer workshops for elementary school children and an eight-week class for older adults), and I don't really know what my teaching style is yet.
Law school has been described as a place for the accumulation of learning. First-year students bring some in; third-year students take none away. Hence it accumulates.
I went to night school and summer school, I made that whole year up and I actually graduated on time. Also, I got a part-time job at the radio station.
Teaching I realized took up a lot of my time. I was a kind of a teacher that spent time with students, spoke to them after class, tried to help them out. I'd talk with them personally about their work and try to get out of them what they were thinking about, forcing them to thinking seriously and not just falling back on all the ideas that they had picked up someplace. And so I took my job teaching very seriously and that - as a result, it took up a lot of time.
MindSparks has produced some of the best materials on the market for teaching students how to read and write history with intellectual integrity and depth. Rarely have I come across curriculum so useful in helping students become literate, thinking citizens. Bravo.
Every year, some 65,000 high school students - many of them star students and leaders in their communities - are unable to go to college or get a good job because they have no legal status.
I'm so despondent about everything. Everything I try goes totally wrong. There's no escape from this hole here. I feel drained. So far, I still haven't found a real purpose in life. Sometimes, I'm afraid to get out of bed in the morning. There's nothing to get up for.
From my first year on the faculty, there was always so much more I wanted to impart to the students. I decided that, rather than waste the last day of class summarizing the semester, I'd spend my time talking about what I'd learned in life that was useful.
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