Jennifer M. Baldwin

“Rule 3: General Duties of a Teacher: Pull Everything Out of Your Students”

November 9, 2024 / / 0 Comments

It’s not that I don’t try. I just can’t achieve it.

I can’t pull everything out of my students. I can sometimes barely pull anything out of my students.

This is one of the anxieties I have always had about myself as a teacher: that I’m rubbish. I don’t think I’m a complacent or “going-through-the-motions” type, but despite my attempts, my enthusiasms, my professional development, I can’t fulfill Rule 3. I simply don’t know how or don’t have the ability.

I’ve been putting off writing about this Rule because doing so would mean admitting failure. (Perhaps I should glance down at Rule 6 for some perspective…)

If I wondered what Rule 2 means, I really struggle to understand what it takes to achieve Rule 3. How does one “pull”? Is it my style of teaching? Is it the work I assign? Is it the reading list, the pedagogy, the grading system, the relationships I try to form? What is it that pulls everything out?

It sounds coercive. It’s not “coaxing everything out,” it’s not “inviting everything out,” and it’s not just “some things,” it’s EVERYTHING. How does one person pull anything out of another person let alone everything?

I used to do this thing called “ungrading” or a grades-less classroom. I couldn’t completely abandon grades because our school still uses a GPA system and no other teachers joined me in the grades-less revolution, so at the end of the term, students still got grades. But we made the grades a collaborative thing where I sat down with each student and we talked about the work they did for the term, we looked over their portfolios, and they wrote reflections describing what they learned and what they could have done better.

When this system worked–when the students bought into it–it worked great. But most students did not buy into it. They saw it simply as a way to get an easy A. Sure, they did the work, but they still did the work as a means to an end, as a way to get a good grade. I didn’t pull anything new out of these students. And frankly, I don’t blame them for it. Why should they approach their education as anything other than a series of hoops to jump through to get a grade and move on to the next hoop-jumping season and the next grade and so on, until they get a job, I guess. We MADE this system for them, so we shouldn’t be surprised when they do their best to succeed in it.

So inviting students to learn for learning sake didn’t work, at least not when I tried it. Again, maybe that’s on me. I have anxiety about my ineffectual teaching skills. Maybe I just didn’t do a good job. Again, not able to “pull everything out.”

But when I went back to a traditional grading approach, I still couldn’t follow Rule 3. I still had no clue how to do this pulling and have it work. I could pull for them to work hard for good grades, but that didn’t feel like “pulling everything out.” That simply felt like getting them to go through the motions to achieve the external outcome they wanted.

I can pull hard work from the students, and maybe that’s enough–maybe my “hard” grading pushes them to strive for more–but it doesn’t feel like enough. I feel like there’s some secret here that I don’t understand, some qualities I don’t possess. I try to be enthusiastic. I absolutely love reading, writing, and communicating, and I believe these things are worth doing for their own sake; they make us more fully human. I try to communicate this love to my students. Is that what it means to “pull everything out”?

I give them space and opportunities to write and discover and read cool stuff. Is that what it means to “pull everything out”?

And even though I don’t do the “ungrading” thing anymore, I still try to impart a philosophy that says, “Grades aren’t the be-all, end-all. Learning and growth are the lasting rewards.” Is this “pulling everything out”?

I struggle with this Rule because I have no way to measure it. I have my efforts; I know what I’m trying to do. But do I do it? That’s what I don’t know. And that’s why I’ve struggled to write about Rule 3.

Perhaps the struggle to achieve the Rule is what fulfills the Rule. Perhaps this hope is the real duty of the teacher.

Caesar’s Triumph

November 6, 2024 / / 0 Comments

We started watching Shakespeare’s Julius Caesar today in my AP Lang class.

I didn’t feel like teaching. Thinking about the play, the class, being around other people, all of it made me sick. I wanted to crawl into my Bandcamp app and listen to midwestern alternative rock for the rest of my life. I didn’t want to teach. Not today. Not today of all days, and definitely not this play with all that it is.

But as the opening scene started–Act 1, Scene 1– and “Oh Caesar, Caesar! Caesar, Caesar, Caesar!” and the drumbeat and the triumph of the plebes started, I was struck in a way I did not expect.

I always knew art could be a balm. It could be an escape.

But this was different. It was clarity. A startling truth, and with that truth some measure of consolation.

We are in a cycle. This pattern–the pattern of human behavior, of politics, of leadership, of self-interest, of anxiety, of helplessness, of being seen, of needing to be seen, of finding champions who will mirror your desires back to you, of allegiances that shift like quicksilver, of worry, of glories long-past, of the need for some cash, of the need for some scapegoats–all of it is a wheel, turning and turning, each spoke of the circle destined to repeat.

I cannot hate the plebes (of which I am one and not one all at once), as I cannot condone the condescension of the patricians, even if my head agrees. Once we get to Caesar’s triumph into Rome, it’s too late. Brutus never had a choice. Conspire, don’t conspire. None of it mattered. Rome was going to fall to Caesarism no matter what.

The play is incredibly dark, but not untrue. Watching that opening, as the tribunes chastise the plebes, as the plebes want nothing so much as a holiday, as we await the ominous fate of Flavius and Marullus (“they are put to silence”), we know where the train is headed and that it can’t be stopped. Once the triumph starts, the play is on its way. It can only end with Octavian’s raised fist and “this happy day.”

I don’t know why, but watching it unfold on the screen–a dramatization of the pattern we simply cannot escape–was strangely comforting. There are artists, writers, poets who have seen what we have seen and they have responded to it–not with despair, but with creation. Not much can be done, in the immediate, but art can be done, and it can last, and generations hence shall act this lofty scene “in states unborn and accents yet unknown!” and that’s more than a comfort.

It’s a call, a voice out of time, a reminder that poetry still stirs the heart. That theater and performance and art and imagination are not dead. They are part of the cycle too, and they are destined to keep turning.

“Rule 2: General Duties of a Student: Pull Everything Out of Your Teacher: Pull Everything Out of Your Fellow Students”

September 28, 2024 / / 1 Comment

Who are my teachers? Who are my fellow students?

Finding teachers (recognizing them, really) wasn’t too hard, but this Rule also mentions fellow students and that was a much harder find. Who exactly are my fellow students? Without being enrolled in a school or class, I’m kinda just on my own. My teachers are the successful authors and artists and thinkers whose books I can study, but who then are my study-buddies?

Perhaps the real answer is one I’ve been avoiding for over a decade now.

My fellow students are my fellow writers who are at or slightly above where I’m at right now in my craft and career.

The trouble is that I am resistant to joining writers’ groups. I always have been. I’m not sure why either, other than I’m not naturally a joiner and I am painfully shy and awkward when it comes to meeting people and making friends.

The other problem is that I’m not exactly sure where to look for fellow students who are at my same level. I can find beginning writers easily enough. But I’m not sure how helpful that would ultimately be for my own growth.

And I can identify writers who are further along than me, but they won’t want me in their groups for the same reason I’m resistant to joining a group of beginners: too much gap between their skills and mine.

Finding fellow students is probably a good project for me to undertake, but for now, for this week-to-week experiment in following Sr. Corita’s Rules, I’m fudging it a bit and defining fellow students as those writers and artists whose newsletters I subscribe to. They are also, in a lot of ways, my teachers. Teacher/student is a fluid designation, then. Those who can teach us are also themselves students.

I am both teacher and student too. In some ways, Rule 2 and Rule 3 are leading to the same destination: pulling everything out of everyone. Who the teacher is and who the student is may change and shift at times, but our “General Duties” remain the same.

But how to do that pulling? How does it work to “pull everything out” of one’s teachers, one’s fellow students?

What I did this week was read and listen and watch more deliberately. I took more notes on what I was reading. I spent time with pieces of advice and examples and words of wisdom from my various teachers, reflecting on these small lessons in my notebooks, mulling them over and trying to make connections. I spent more time copying quotes and ideas down, letting them sit for awhile before moving on to the next chapter or the next video.

Essentially, being more attentive and more thoughtful.

Also this week, I just started reading In Praise of Slowness, and I think its thesis fits with my idea that “pulling everything out” requires thoughtfulness and deliberate study. It requires a slowing of the pace so that ideas can sink in and take root. Carl Honore’s book is also proving to be one of my teachers at the moment, so I need to make sure I pull everything out of his book that I can.

I’ll admit that following Rule 2 this week was harder than last week’s Rule 1. Rule 2 requires a lot more slowness, more time for inquiry. It’s not just about being in a place but about relationship between people (even if those people are only coming to me through the pages of a book). Relationship, study, learning: these things take time. If things are too haphazard, the “pulling out” of everything turns into a half-hearted scurrying for crumbs.

I tried hard to do more than scrape up crumbs this week, but I’m not sure how successful I was. Got some good lessons and ideas from my teachers (namely, Derek Sivers, James Scott Bell, Ursula Le Guin, Mervyn Peake, and Rebecca Roanhorse). But reflecting back on the week, I don’t think I’ve quite achieved EVERYTHING.

Maybe the lesson is that this Rule requires persistence. Pulling everything out of one’s teachers and fellow students requires patience, diligence, and humility. It can’t be achieved in a week. Not even a semester or a year. We often only have limited time with our flesh and blood teachers and students, and so trying to pull everything out of them in the school term can feel like an impossible race against time.

But what if we continue to pull things out of our teachers even after the last bell has rung and summer vacation beckons? What if we hold onto their wisdom, their advice, and keep it rolling around our brains, peppering our journal entries with their ideas, mulling things over well past the semester’s end?

I often think back to things I learned in classes gone by, of wise words from my teachers, of projects and lessons done in a classroom or workshop. I continue to pull new things (and old things renewed) out of those experiences. The general duties continue even as the classes have ended. Even decades after.

Just as I am continuing to trust my place in the downstairs room, I have to continue to pull things out of my teachers, my students, and myself. Attentiveness and trust. Thoughtfulness and patience. Slowing down and sitting with things for awhile. Openness and humility.

Rule 2 is a general duty. It’s always there for us to follow. We must never stop the work of drawing forth the good and the true from one another. We are all of us teacher/student. Not just for a week, but always.

“Rule 1: Find a Place You Trust and Then Try Trusting It for a While”

September 21, 2024 / / 1 Comment

This is the first rule of the Immaculate Heart College Art Department under the direction of Sr. Corita Kent.

I’ve decided to take one rule each week (hopefully) and try to live it out as fully as possible (while also continuing to live out the previous weeks’ rules).

Rule #1 is to find a place I trust and then try trusting it for a while. This place is my downstairs desk in my house. It’s kinda been my “place” since we bought the house and bought the desk, but I feel like this past year I haven’t been using the desk as much, for various reasons, and I’d like to get back to this “bliss station” and see how it helps me work.

I think I drifted away from the desk because I felt a bit lonely down here, like I was abandoning my husband and kids. But when I tried to work up in the main areas of the house (dining room, living room), I found that I was perhaps too available? Maybe? There are definitely more distractions up there. It’s warmer, both temperature-wise and relationship-wise, but maybe the slight cold and emptiness of the downstairs room desk is a good thing. I’m creating stuff to fill that void?

So I’ve been hanging out down at the desk this week, making a point to do morning pages here five-out-of-the-seven days, and also writing some fiction here too.

I’m trying to spend the time in this place, trying to give myself permission to be here. Thinking less about the work I’m doing and more about being in the place itself. I don’t know if that makes sense, but it’s a subtle shift that speaks to “trusting.”

I can’t trust a place if I don’t allow myself to dwell in it a bit. It can’t be transactional. If all I’m doing is trying to hit a word count or complete a task, then I’m focused on the end product, on the thing and not on the place. Nothing wrong with focusing on the thing, but I feel like trusting the place requires that I spend time there, emphasizing the dwelling and not necessarily the doing.

Though what I’ve found is that once I settle into my downstairs desk and allow myself to be fully present in this place, I end up getting a lot done. It’s me saying, “I’m here. What shall I do while I’m here?” For whatever reason, that trust — the trust that says, “I will end up doing something fun and worthwhile here” — has resulted in me having lots of fun and doing stuff that feels worthwhile.

Part of that trust is also accepting that when I come downstairs and place a little distance between me and my family, it’s a good thing. It’s like Madeleine L’Engle’s need to go to the brook in the afternoons at her farmhouse:

“I used to feel guilty about spending morning hours working on a book; about fleeing to the brook in the afternoon. It took several summers of being totally frazzled by September to make me realize that this was a false guilt. I’m much more use to family and friends when I’m not physically and spiritually depleted than when I spend my energies as though they were unlimited. They are not. The time at the typewriter and the time at the brook refresh me and put me into a more workable perspective.”

I don’t stay in my place all day long. It’s a respite. A short span of time, but a very full and meaningful span, and by trusting that it will refresh me, it does.

I can’t say I’ll always be able to do my creative work at my downstairs desk. Sometimes the place I must trust will change. But for now, I’m glad to have this place. I’m going to keep trusting it for a while.

Draw or Make Something Every Day (in September)

September 2, 2024 / / 0 Comments

This was an idea my husband proposed today, so we’re getting a one-day-late start to the challenge, but he suggested that everyone in our household (aka me, him, and the kids) should try to make or draw something every day this month.

(If we miss a day, we can do multiple things in a day to catch up.)

I decided that I might draw some stuff for a zine I’m working on (title: “Saturday Morning”), but I might also “make” something for my various role-playing game campaigns (a solo one, a husband-and-me one, a family one, and a kids one). These somethings can include making a PC, an NPC, a map, a location, a dungeon room, a whole dungeon (!), or a treasure/magic item. I’m stealing this a bit from Dungeon23, that fabulous challenge from last year that got me started making my very first megadungeon (which, sadly, I never finished… so maybe I can work on that for my “makings” this month!).

Anyway, I like a loose definition of “making.” We have a similarly loose definition in our Creativity Club at my school. Spurred by their time in my Creative Writing class last year, the students who started the club are welcoming anyone who does any kind of creative endeavor to join, and we aren’t judgy about the kinds of things that count as “making.” We decided that even kids who want to make jam are welcome in the club! (But they should definitely share their jam with us once it’s made. :D)

My “making” for today’s family challenge was to come up with some NPCs and their backstories/personalities for the Hero Kids game I’m playing with my children. They are currently investigating the Basement O’ Rats and trying to find Roger, a local village boy. I’ve got an idea that Roger was taken by the King of Rats at the behest of a dark force that is also taking others away from Brecken Vale for mysterious reasons. This will be the central mystery of the campaign.

Does this counting as “making something”? I think it does. I took an idea, put it to paper, and developed it. I also stat-blocked Roger in case he comes with the Kids on any further adventures.

I’d say that counts for the day.

Now I just have to make something to count for yesterday…

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