I finish typing up a basic guide for MLA formatting and look at the clock on my phone. It’s 8:30. I’ve already put in a couple hours of work, so I close the document and give my short American coffee a tentative swirl. Almost empty. It looks like this morning will be a two-cup day, so I grab the nearly empty cup and ask the barista for a refill.
I’m already preparing for fall semester, even though I have the next three weeks off. I wasn’t happy with last semester’s English Literature Course. I had integrated the new Peer Lead Team Learning format into my course and things did not go as smoothly as I had hoped. I know the flaw was in my course design, not in the PLTL model itself. I have used PLTL in my English Composition course and found it was quite helpful.
At the end of last semester, I expressed my disappointment in the course structure and asked students for their honest feedback. Each student gave me five ways I could improve the course and their reasons why. Many of the students turned in thoughtful detailed feedback that I found extremely helpful in my course redesign.
Research into the reader-response approach to literature has also been helpful. Understanding how other instructors implemented the reader-response approach into their classrooms has given me a few ideas of my own. My goal is to help my students become experts rather than rely on experts. Although it is valuable to consult the expert opinions of others, it is even more important to be able to evaluate and integrate those opinions in a constructive way. This is a skill that will serve them beyond literature into their personal and professional lives. It is a technique I use every time I update my course, or make a major life decision.
I stop typing and pick up my coffee. As the liquid swirls in the cup, I realize that my coffee is half empty already. I look at the clock and almost 30 minutes have passed. Ten words a minute is certainly not a land speed record. Contemplative reflection is deliberate like that. It has a way of slowing down forward motion, but it can make the forward motion more meaningful, more focused, and more productive.
I take a deep breath and consider my next steps, weighing experience, feedback, and expert advice. I take out my planner, to review my goals for this week, and my journal, to record the random thoughts bouncing around in my head. This is my design and redesign process. I use it in my teaching, in my writing, in my art, and in my life, a slow spiral that both revisits the past and projects into the future, moving up from a wide base to a specific point.
This is what I want to teach my students, more than just writing or literature. I want them to learn persistence, resilience, and focus. I want them to be able to weigh experience, feedback, and expert advice. I want them to be able to spiral up from a wide base to a specific point. Most of all, I want them to be able to teach others to do the same.