“What's wrong?” I said in surprise. “Is this not pure genius? It's so simple! If you use this method, I swear to you, your readers will be eternally grateful, your audiences will swoon at your feet!”
“Calm down!” she shouted.
I put the cap end of the whiteboard marker in my mouth so I would stop talking. I held still, thinking, oh no, here it comes, the statement that will reveal that I'm a crappy teacher to the other three students in the class. Darn it. I knew I should have had a lesson plan! It's all I can do to read the book! Argh!
“I'm confused,” she said accusingly. “I've started my paper already. Now you are telling me I've done this all wrong?”
“It's just a suggestion,” I said weakly.
“Would it help to think of it as a process, rather than an outcome?” I tried carefully. No smile. “Uh, would it help to know you will get an A on the paper even if it is utter crap?” I said. In retrospect, probably not the best thing to say. “What you've written is awesome! All we need is a bit of structure, maybe an outline.”
“I used to know how to outline, but I don't remember now,” she wailed, dabbing at her heavily made-up eyes.
“No worries! No writer writes a perfect first draft, take it from me, the author of many crappy first drafts... and second and third drafts... perfection is unattainable! Not worth chasing!”
I could see she wasn't buying it, and we were out of time. She hastened off to another class, and I was all too ready to pack up and go home. As I exited the building and headed across the dark parking lot to my car, I berated myself. You're a crappy teacher. This episode proves it. And I don't really care. She's got more problems than my half-hearted pep talk can solve, and I don't care. It's not my job to fix what is wrong with her, even if I could. She's got this idea that she has to know everything already, and we are only two weeks into the term. With that misconception, she won't last three more weeks. And I don't care. She'll either figure it out, or she won't.
Some teachers will hold her hand, empathize, and offer reassurances, while other teachers will give her the tough-love treatment: This isn't high-school, this is college. You aren't a child, you are an adult. So man up and start taking responsibility for your own learning. No whining! What kind of teacher am I? I'm soft on the outside, I guess, and hard on the inside. I don't say what I really think anymore, because it only gets me into trouble. It makes everyone feel bad, including me. So, I aim for empathy. A sort of teeth-grit empathy laced with sweaty fear that my evaluations will be so bad that I'll lose my job and have to quit school and live under a bridge. (Luckily we have a lot of nice bridges in this city.)
What kind of life has she had to cause such dread of making a mistake? Her anger is just a mask for her fear. I've seen this fear before in students, but rarely so close and in my face. Sure, students weep when they are under pressure. But usually it happens at the end of the term, not two weeks in. If she is already unraveling, I don't give her much odds of making it. I think if I practiced tough-love on her, she would crumble. I've seen my boss do it to students, ream them a new one—Show up on time or you're outta here!—and a few of them don't come back. Usually young thin blondes. Not sure why that is. Maybe their precarious self-esteem comes from a bottle of hair bleach.
But you never know about people. Some of the weepers, if they stick around, find out they know more than they thought, and they graduate with a confident swagger that is something to see. Maybe this girl will be one of those.
Next week we get to talk about being victims and creators. That ought to be interesting.
