A Quote by Gulzar
We have been teaching 'Paradise Lost' and 'Julius Caesar' to the students but we are not teaching them 'Kalidas' or Indian drama and epics.
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Julius Caesar owed two millions when he risked the experiment of being general in Gaul. If Julius Caesar had not lived to cross the Rubicon, and pay off his debts, what would his creditors have called Julius Caesar?
The list of potential candidates for Julius Caesar is quite large. You could go, "Well, he's a Caesar." Idi Amin, or Bokassa in the Central African Empire, or in Zimbabwe, Robert Mugabe coming to power. They have all, at some point in their lives, been candidates for a casting as Julius Caesar.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
I was doing a lot of teaching on my online guitar school and I started to use vocal melodies as a way of teaching my students. To be able to do that, I had to learn them myself.
I've had students at Yale: my main task with them in drama school was not helping them with their writing but showing them how valuable they were. Because they're ready to give it up and go into teaching or television.
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.
The best answer to the question, 'What is the most effective method of teaching?' is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, 'Students teaching other students.'
For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.
I don't care if it's a mystery story, a Western, or the story of Julius Caesar. To me it's the emotion, the lies, the double-cross, whether it's Brutus doing it to Caesar or Bob Stack doing it to Robert Ryan that defines what kind of drama it is.
I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.
Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.
I believe in teaching just a few students, as teaching requires a constant alert observation on each individual in order to establish a direct relationship. A good teacher cannot be fixed in a routine, and many are just that. During teaching, each moment requires a sensitive mind that is constantly changing and constantly adapting.
I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!
Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
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