A Quote by Ted Kooser
I try to be realistic with students. And say that there's a good chance that they're not going to get a creative writing teaching job, that there aren't enough jobs to go around and the university faculties are cutting back on staff and that they may have to get some other kind of work. None of them wants to hear that, but it is true and I think I'm a good example for them of somebody who took the other route.
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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.
Someone will say, 'Well, that's good enough.' As soon as I hear 'Good enough,' it really bothers me. I spend as much time as I think I can on anything I do. I try to do that with the people that work with me. I try to get the best out of them.
I took a job at a factory in New Jersey to try to save money to go to Europe. When I took the job, I set a date for quitting. I was going to hitchhike around, be a hippie, see the world. I just wanted to be responsible long enough to get up the money to get there and trip around.
When half of the people get the idea that they do not have to work because the other half is going to take care of them, and when the other half gets the idea that it does no good to work, because somebody else is going to get what they work for, that my dear friend, is the beginning of the end of any nation
I think my strength in teaching and what I get a lot of good feedback on is going towards the students and asking them what they are about. It's about putting your own personality into the work.
For some reason there's this myth that creativity - [especially] in terms of creative writing - is a gift you either have, or you don't. So when people first start writing, if they write something that's not very good, or if they try and it's difficult, they go, "Oh, I guess I don't have it." That doesn't seem very fair, you have to try and you have to work at it. If we get scared of one bad poem and quit, that's not doing anybody any good.
Sure, some employers are are afraid of letting older workers go because they think they're going to get sued. And they probably will get sued. But the reality is, you could get sued at any time by any kind of worker. I think its incumbent on an employer, if they want to be smart, to figure out what is the benefit of keeping this employee or letting them go. Do the calculation and just go ahead and either keep them or let them go based on what's good for the business.
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.
If you don't have the good fortune to work a lot then you take any job you get offered, whether it's a good job, fun job, a bad job, horrible job, whatever, you just take what you need to take. But I'm lucky in that - at the moment anyway and hopefully forever, but who knows - I get the chance to pick jobs for the kick of it and the fun.
I just put people together. I just identified jobs that have to be filled. And then I have to go out and find the right people and make sure they talk to each other. So I'm the beneficiary of good things that other people do. I get credit for that. If they don't do a good job, I get the blame for it.
It's good to go back and look at what other states are doing. For example, Mayo Clinics and the University of Minnesota had a collaborative grant program that we modeled our program after, so we went back to talk to them about the successes of their program. It's been very successful, the state is going back to fund it again, and it's resulted in a great deal of collaboration and specifically patented technology.
Friend, you cannot legislate the poor into freedom by legislating the wealthy out of freedom. And what one person receives without working for, another person must work for without receiving. The government can't give to anybody anything that the government does not first take from somebody. And when half of the people get the idea they don't have to work because the other half's going to take care of them, and when the other half get the idea it does no good to work because somebody's going to get what I work for. That, dear friend, is about the end of any nation.
Peer mediation is a chance for students to work with other students to help them resolve problems, arguments, disagreements without having to get the teacher or the administration involved.
Teaching and writing, really, they support and nourish each other, and they foster good thinking. Because when you show up in the classroom, you may have on the mantle of authority, but in fact, you're just a writer helping other writers think through their problems. Your experience with the problems you've tried to solve comes into play in how you try to teach them to solve their problems.
The world bursts at the seams with people ready to tell you you're not good enough. On occasion, some may be correct. But do not do their work for them. Seek any job; ask anyone out; pursue any goal. Don't take it personally when they say 'no' - they may not be smart enough to say 'yes.'
I think it's probably true that creative people are touched by melancholy more than the average person, and to the extent that delving into that shadow world produces good work, I'm all for it. But I think you have to be able to step back from the work, and say, "Look how miserable I felt. Look how beautifully I wrote about it. Now I'm going to get an iced coffee and chat with a friend." Writing should be a way out of despair.
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