I taught college media/film classes for 25 years as an adjunct (the "sharecroppers of academia"). Except for the grading, I loved it. And I'd conclude my class with a bit of Talmudic wisdom: I learned greatly from my teachers, more from my colleagues, and most of all from my students. It was in keeping things fresh and seeing things through their eyes, that I was able to maintain my enthusiasm for teaching even as I was continuing to write.
Hope you'll get another opportunity in the classroom.
Well said! I taught for just over 20 and found I learned as I taught. Also, my first term teaching a course was always my weakest term. Teaching is definitely a learning experience.
I would suggest that every college graduate should teach for a couple of years (actually more, since one doesn't proficient in fully handling a classroom until maybe four years in).
For me it forced me to make sense of the knowledge stuffed into my head as an undergraduate Social Science major with courses in History/Political Science/Psychology/Sociology/English).
I had to figure out to offer content that was of interest to me to kids (high school Jrs and Srs) that could be of more than slight interest to them.
Not only did this give me a leg-up when I pursued my M.A., but after that degree, it was not my content knowledge that was stepping stone into the world of Institutional Investing, but my ability to write, publicly speak, and create content on the concepts of the field --- retirement plan participant investing.
There's teaching and then there's teaching. Before I went to law school I taught 7th grade math. Never hated any job so much in my life (and I cleaned motel rooms in Gettysburg in the summers during college). But I always thought teaching students who wanted to be there might be different and a class of two? WOW! I'm glad it went well and I'd have loved to have been a third student. (And yes, the donuts couldn't hurt.)
I can relate to your working situation. I worked at a college bar in Erie, PA as a bartender at night and "janitor" in the mornings after before classes.
One becomes extremely humbled cleaning the floors in the men's & women's bathrooms of a college bar. Thankfully, the owners accepted my suggestion to offer free peanuts, whose shells could be readily thrown on the floor. This accumulation sopped up much spilled beer and vomit in the general area.
No offense to the ladies reding this, but the women's room was much worse that the men's...much more vomit, but then again, less urine on the walls and floor. :-)
Well done Professor! Before the next time, really, reach out to me. It is what I do, I help college teachers teach, so maybe it won't be quite so hard because a lot of the hard work will be done before as you lay out the semester. But, yes, you now now understand why people teach. Welcome to the club.
I was going to recommend a couple of great books on learning, maybe not so much on teaching. Both by Daniel Coyle: The Talent Code and The Little Book of Talent. The latter I use all the time. It’s 52 tips on learning.
Hopefully, Kevin, that one of the points is to just be yourself, or perhaps get over yourself. Students are there for the knowledge not for the teacher. But if the teacher is "really in love with the course content," that enthusiasm will be transmitted to the students."
What I’d give to be a college student again. Three hours with Cillizza once a week with just one other student? Sign me up! I can’t imagine that Heidi and Andrew fully realize the gift of that class and the impact your honest, vulnerable, and real-life experiences will have on them as they enter the working world. So awesome.
Professor(!) Cillizza is a gift! That’s right - we read the Substack:) Heidi and I are so grateful to have had the opportunity to learn from someone as gifted as you! It’s been an incredible ride!
I loved teaching because I like people and I like sharing knowledge (or as my wife sometimes says, to hear my own voice).
One thing you ought to consider is how much harder it is to teach early elementary classes with 30 students. If the students do not have something to work on, because they finished the previous assignment or the teacher is getting organized to give the next one, chaos ensues, beginning with just one or two students, but spreading fast.
Being nice will not save you and you can’t bribe thirty kids with donuts more than on special occasions. Even munchkins add up when you need enough for 30.
By the way, you might do well giving talks on your experiences. I’d come to one.
Chris, I taught a couple college courses in a prior life for a few years and loved it. It kept me on top of my game, and it was definitely exhilarating and exhausting all at once. I never regretted the experience. I hope you have the opportunity again. I'm feeling very old thinking you had to explain the Appalachian Trail. I'd have loved to have been in your class, even without the donuts.
Well, lots of folks do. I learned this on a visit to Berea, Kentucky.
People who come to the region and say "Ap-a-LAY-cha," (as I did coming from the Northeast ---NY and New England)...you might as well turn around and make tracks to wherever you started from.
In a short essay published 30 years ago in Appalachian Heritage, one Eastern Kentuckian wrote, "What I finally came to understand is that Appa-LAY-cha does not exist. At least, it doesn’t exist in the real world of the mountains.
But, Appa-LATCH-a does exist as the name applied to it by people who live in it.
I taught part-time at northern Arizona University when the faculty was scraping the bottom of the barrel for instructors. After a couple of years I was actually promoted to "assistant professor". Biggest obstacle was that none of the other faculty had ever actually worked in the field, whereas I had for several years. I focused on practical aspects, and avoided silly academic concepts that are all but ignored in real life.
I never comment on these things, but had to say I LOVED the Mad Bitch beer segment! A little tongue and cheek never hurts anyone! Found you on CNN (never understood why they let you go!) and glad you are back. Keep up the great work!
Two students? Really? Lucky for them, but overall sad for the profession (only two potential good replacements now in the pipeline). Oh well, quality over quantity every time.
I taught college media/film classes for 25 years as an adjunct (the "sharecroppers of academia"). Except for the grading, I loved it. And I'd conclude my class with a bit of Talmudic wisdom: I learned greatly from my teachers, more from my colleagues, and most of all from my students. It was in keeping things fresh and seeing things through their eyes, that I was able to maintain my enthusiasm for teaching even as I was continuing to write.
Hope you'll get another opportunity in the classroom.
That is a really good way of seeing and saying it, Daniel. And I hope I will get another chance too!
Well said! I taught for just over 20 and found I learned as I taught. Also, my first term teaching a course was always my weakest term. Teaching is definitely a learning experience.
Daniel,
Excellent point.
I would suggest that every college graduate should teach for a couple of years (actually more, since one doesn't proficient in fully handling a classroom until maybe four years in).
For me it forced me to make sense of the knowledge stuffed into my head as an undergraduate Social Science major with courses in History/Political Science/Psychology/Sociology/English).
I had to figure out to offer content that was of interest to me to kids (high school Jrs and Srs) that could be of more than slight interest to them.
Not only did this give me a leg-up when I pursued my M.A., but after that degree, it was not my content knowledge that was stepping stone into the world of Institutional Investing, but my ability to write, publicly speak, and create content on the concepts of the field --- retirement plan participant investing.
Sounds like you were the student and the two participants were your teachers - sounds like you aced the class - thanks for sharing
Thanks for reading!
This would have been a fun class for me to attend!
P.S. And NOT just because I love donuts!
But the donuts can't hurt...
To paraphrase Benjamin Franklin, donuts are proof that God loves us and wants us to be happy!
How many donuts did you bring and what kind?
There's teaching and then there's teaching. Before I went to law school I taught 7th grade math. Never hated any job so much in my life (and I cleaned motel rooms in Gettysburg in the summers during college). But I always thought teaching students who wanted to be there might be different and a class of two? WOW! I'm glad it went well and I'd have loved to have been a third student. (And yes, the donuts couldn't hurt.)
There are several teachers who I owe a heartfelt letter of apology to for being such a shit.
Maryanne,
I can relate to your working situation. I worked at a college bar in Erie, PA as a bartender at night and "janitor" in the mornings after before classes.
One becomes extremely humbled cleaning the floors in the men's & women's bathrooms of a college bar. Thankfully, the owners accepted my suggestion to offer free peanuts, whose shells could be readily thrown on the floor. This accumulation sopped up much spilled beer and vomit in the general area.
No offense to the ladies reding this, but the women's room was much worse that the men's...much more vomit, but then again, less urine on the walls and floor. :-)
I’m no longer a kid but I would’ve liked attending your class.
Thanks, Melvin. it was pretty good! (I thinK!)
Well done Professor! Before the next time, really, reach out to me. It is what I do, I help college teachers teach, so maybe it won't be quite so hard because a lot of the hard work will be done before as you lay out the semester. But, yes, you now now understand why people teach. Welcome to the club.
Ok, I will. Promise!
I was going to recommend a couple of great books on learning, maybe not so much on teaching. Both by Daniel Coyle: The Talent Code and The Little Book of Talent. The latter I use all the time. It’s 52 tips on learning.
Hopefully, Kevin, that one of the points is to just be yourself, or perhaps get over yourself. Students are there for the knowledge not for the teacher. But if the teacher is "really in love with the course content," that enthusiasm will be transmitted to the students."
I hope Andrew and Heidi become subscribers!
What I’d give to be a college student again. Three hours with Cillizza once a week with just one other student? Sign me up! I can’t imagine that Heidi and Andrew fully realize the gift of that class and the impact your honest, vulnerable, and real-life experiences will have on them as they enter the working world. So awesome.
Professor(!) Cillizza is a gift! That’s right - we read the Substack:) Heidi and I are so grateful to have had the opportunity to learn from someone as gifted as you! It’s been an incredible ride!
I loved teaching because I like people and I like sharing knowledge (or as my wife sometimes says, to hear my own voice).
One thing you ought to consider is how much harder it is to teach early elementary classes with 30 students. If the students do not have something to work on, because they finished the previous assignment or the teacher is getting organized to give the next one, chaos ensues, beginning with just one or two students, but spreading fast.
Being nice will not save you and you can’t bribe thirty kids with donuts more than on special occasions. Even munchkins add up when you need enough for 30.
By the way, you might do well giving talks on your experiences. I’d come to one.
Chris, I taught a couple college courses in a prior life for a few years and loved it. It kept me on top of my game, and it was definitely exhilarating and exhausting all at once. I never regretted the experience. I hope you have the opportunity again. I'm feeling very old thinking you had to explain the Appalachian Trail. I'd have loved to have been in your class, even without the donuts.
How do you pronounce Appalachia?
Who cares?!?
Well, lots of folks do. I learned this on a visit to Berea, Kentucky.
People who come to the region and say "Ap-a-LAY-cha," (as I did coming from the Northeast ---NY and New England)...you might as well turn around and make tracks to wherever you started from.
In a short essay published 30 years ago in Appalachian Heritage, one Eastern Kentuckian wrote, "What I finally came to understand is that Appa-LAY-cha does not exist. At least, it doesn’t exist in the real world of the mountains.
But, Appa-LATCH-a does exist as the name applied to it by people who live in it.
Glad that you shared your experience and friends with those students.
Thanks. Gerald! Me too.
I taught part-time at northern Arizona University when the faculty was scraping the bottom of the barrel for instructors. After a couple of years I was actually promoted to "assistant professor". Biggest obstacle was that none of the other faculty had ever actually worked in the field, whereas I had for several years. I focused on practical aspects, and avoided silly academic concepts that are all but ignored in real life.
I would definitely take a journalism class from you! College should be for more than just young people!
I never comment on these things, but had to say I LOVED the Mad Bitch beer segment! A little tongue and cheek never hurts anyone! Found you on CNN (never understood why they let you go!) and glad you are back. Keep up the great work!
Two students? Really? Lucky for them, but overall sad for the profession (only two potential good replacements now in the pipeline). Oh well, quality over quantity every time.