The End of Boot Camp and Some Good Advice

About 6 weeks ago I wrote about starting FSU’s First-Year Composition Summer Boot camp (you can read about it here). I finally finished boot camp and am coming up for air. We have a 3 weeks between boot camp and the first day of classes, so I’m hoping to catch up on my own writing, finish furnishing my apartment, and make it out the beach (I’m in Florida after all).

Boot camp ended up being a really good experience for me. A lot of the theory that we read hasn’t totally sunk in yet, but I know that once I’m in the classroom and have my own experiences that I can use to converse with the pedagogy, it’ll all start to click. On a more practical level it was really great to get experience teaching a few lessons and classes in a summer semester comp class, meet and get to know the other graduate students, and to get time to work on my e-portfolio (you can see the early version of my portfolio here).

Perhaps the most useful part of boot camp, though, was the advice passed on to us from the more experienced TAs. I can’t vouch for it all yet, since I’ve only spent a few lessons in front of a classroom, but I wanted to share what I think will end up being the most useful advice we were given:

• · Be honest, but not too honest: It’s ok to say you made a mistake or didn’t know something—it’ll make your students more likely to do the same. But you don’t need to tell them it’s your first time teaching, how young you are, or what you’re doing over the weekend.
• · Take your teaching seriously, but remember to put your own studies first: It’s easy for teaching to take up all your time. Don’t let it. You need to set limits and remember you can’t do everything.
• · Don’t micro-manage: You can’t fix all the writing problems you see—focus on the big picture not the individual commas. You don’t have time to do it all.
• · Not everyone loves writing as much you do: You can’t convert everyone.
• · Stay true to who you are: Nothing will lose you respect in the classroom as quickly as being a fraud. Be you. It can be an animated version of you or a stricter version of you. But it should ultimately be you.
• · Your students aren’t your friends: They need a teacher far more than they need another friend.
• · Know when to refer your students to others: University writing centers and counseling centers are there for the students to use. If something comes up that is out of your expertise tell them where they can go for help.
• · Write down everything in your syllabus/course policy sheet: If it’s there on paper in black and white, students can’t get away with claiming they didn’t understand or didn’t know.
• · Be confident in your grades: You do know what an A paper looks like (and a B, C, D, etc). But there will always be some students that argue. Have a rubric so you can explain it to them. And remember they won’t lose a scholarship or flunk out of school because of just your class, but you’re probably the only grade they’re arguing. So be confident.
• · Always keep a couple of exercise, quick lessons, or activities in your back pocket: You never know when a discussion or activity might fall flat or finish up a lot quicker than you anticipated. It’s good to have some back-ups to fill up class time or pull the energy level back up.
• · Think of your students as intelligent young adults: They’re not kids anymore and they’re not your children. Treat them like adults, and keep an appropriate distance.
• · Don’t forget to take care of yourself: Grad school is hard. You’ll be busy. But don’t forget to go to the doctor, eat your meals, get sleep, and make time to do the things you enjoy.

Hope this helps some of you. I’d love to hear what kind of advice the rest of you have gotten.

Summer Boot Camp!

While most incoming MFA students this year are busy finishing up their jobs, spending time with old friends, and enjoying their summers, I’ve spent the last week in boot camp.

Most other programs either have some teacher training during orientation or train students during their first semester. But Florida State University is one of the few schools, if not the only, that has an extended summer training session for TAs, affectionately known as boot camp.

When I first found out that I would have to leave my job earlier than anticipated and not have any time off between work and school I wasn’t too happy. But the closer and closer I got to starting my training session the more I realized how relieved I was to be getting these 6 weeks of training before being tossed into a Freshman Comp class of my own.

FSU’s boot camp is designed for all English Graduate students with TAships who have less than 1 full year of college teaching experience. This year’s crew includes 30 incoming Masters and PhD students in Literature, Rhetoric and Composition, and Creative Writing: a diverse, intelligent, and quirky bunch.

We’re only a week in, but already things have been very busy. Between two pedagogy classes (one on general theory and one more specific to the classes we’ll be teaching) and an internship in a summer term freshmen comp class, there is a lot of reading, a lot of assignments, and a lot of class time. But there are also been parties, lunches, and faculty readings to attend.

It’s proving to be a really great transition period for me. Getting used to homework and managing my own time without traditional office hours has been a challenge (Homework or nap? Nap or homework?) But I’m glad I’m having a chance to get back into the swing of things now before the semester starts. Another perk has been the assigned reading of the books we’ll be using in the fall. Having lesson plans and readings as a priority now will inevitably make fall term much easier. And though I’m still nervous about teaching, I at least feel like I’ll have the right support, particularly all the current TA’s we’ve been meeting with and learning from.

At FSU all first year TAs teach First Year Composition. We have the option of picking one of several “strands” which come with syllabus outlines and assignment suggestions. The strand system is a great one for first year teachers. It gives us enough of a built in structure to make sure that there is consistency across freshmen comp. But it also gives us a lot of flexibility in picking a strand that works for us and in adapting it in ways that allow us to develop and compliment our own teaching style and interests. I already have my eye on a strand with a creative writing emphasis. We also have the option of designing our own strands and special topics to teach after our first year.

It’s been a whirlwind of a week so far. But despite my struggle to get used to having homework again, boot camp has been a lot more fun than its name implies.

Unfunded in the MFA

I haven't posted in a long, long time. In fact, I haven't written a single post since I've actually been in my MFA program. Why? In the beginning, it was because I was so busy trying to get my footing that I never had a moment to post. The first few months were a dream: I met so many new and enthralling writers (both my peers, professors, and writers from outside the Mason community), I took engaging and wonderful classes, I wrote 79 poems in one semester for my "79 Works" class (no big deal), and I felt like I was in the right place.

Then, winter hit. November, December, the dark months. In the flurry of getting ready for the semester end, I started thinking about what was coming ahead. I had to prepare for another difficult process. Having come to George Mason unfunded, I knew that a long-and-hard battle for funding was coming up.

George Mason invites it's continuing students the chance to apply for a teaching assistantship in their second year. For those of us who are unfunded, we know it's going to be a painful, uphill battle. Dissatisfaction sets in. Fear sets in. We start to panic and wonder whether we'll be able to stay in the program for two more years without funding. Back-up plans are made. I started hoarding all my money, trying not to go out as much. I stopped buying unnecessary books, clothing, food, etc. I started to think about getting a full-time job and going to school part time. This process does terrible things to a person. I started to think about leaving, moving back home, starting over again.

And then the TA officially process began. In a desperate bid for an unknowable number of spots, about a dozen of us applied. We interviewed, we worried, we got ulcers, we had panic attacks. We cried about it, we wrote about it, we drank about it. And now, finally, after weeks of waiting, we know.

I was offered my TA position over two weeks ago, and since that fateful Thursday afternoon, I have existed in a state of sun-drenched relief. Next year, I'll be tutoring in the Writing Center and preparing to teach Composition and Literature in my third year. I am delighted. And for once I am free from the worries that come with finances, the insecurity that comes with not knowing how I'm going to continue on this path. I will no longer have to work roughly thirty hours a week on top of my class load. Starting in the fall, I'll be a fully-funded MFAer. I can't believe it.

In accepting my TA position, I exchanged several emails with the program director. In one, he thanked me for my "great bravery" in coming into the program unfunded. I know that right now there are many students about to enter MFA programs without funding. Some people would call that decision stupidity, but I agree that's it's bravery. We can go on and on about how MFAs should be funded, how this degree should cost nothing. And yes, holding out for funding is an option. But for so many others, accepting an unfunded spot can be the RIGHT CHOICE. If I hadn't taken the spot I did, I'd be miserably unemployed in a state (Michigan) whose education system is failing and whose economy is still degenerating. But instead, I'm in a vibrant place with several jobs I love, and the job I've always wanted starting in the fall. And I'm getting the time and support I need to write. For those of us who decide to take the leap, financial consequences be damned, this is an act of bravery, an act of faith. We are making an investment in our lives, our selves, and our futures. There is value in that.

I'll admit, it's easier to say all this from the position of financial security. It's easier to believe it. But that doesn't mean it's any less true. I felt like someone needs to talk about being unfunded: not about the struggle (although it is one) or the stress (lots of that, too), but about the benefits of taking the leap. You're welcome to disagree with me, many do, but for those of you who are out there and unfunded, know that it can one of the best decisions you've made.

End o' year thoughts

by: Raina Lauren Fields



Whew! What a semester! If you’re interested in reading about wrapping up: my first year of graduate school, my first semester of teaching, getting engaged, and what I think is in store in fall 2010, then read on!


CLASSES:
This semester, I took:

Poetry Workshop – Erika Meitner
Editing a Literary Magazine – Bob Hicok
Practicum – Matthew Vollmer
Modern African American Fiction – Virginia Fowler

Classes were stressful this semester. I took my first graduate literature course and felt in the dark, a lot of the class. It was a lesson into what I need to do to step my game up in these literature classes in the future. We read a lot of great literature – some of which I read before, but with a much more refined eye to the texts: Gwendolyn Brooks’ Maud Martha, Toni Morrison’s The Bluest Eye, and Ralph Ellison’s Invisible Man, were just a few of the books we read during the semester.

Poetry workshop went smoothly and I felt like this semester was a breakthrough in my level of writing. Unfortunately, none of the pieces I produced this year were published in any literary magazines or journals, but I hope with some work and some love that I can place them somewhere in the future.

The literary magazine course I took involved reviving The Minnesota Review, a leading critical magazine’s work and bringing up the status of the literary work that is presented in the magazine. I read slush for the poetry section, along with several of my classmates. I also was involved in researching marketing and advertising opportunities. Next semester, I will act as the General Editor, providing support and guidance to the publication. In addition, my classmates and I have started an online literary magazine under the guidance of Bob Hicok. While it’s not formally affiliated with the MFA program (in that it’s not being funded by the university), it’s a great learning experience in the inner workings of a magazine.

TEACHING:

Teaching…is hard. For the spring semester, I taught one section of Virginia Tech’s ENGL 1106: Writing with Research. Side effects included student drama, continued feelings of overwhelm and fatigue, and dear God, what did I sign up for! Next semester, I will be teaching two sections of ENGL 1105: Introduction to College English. This summer, I’m spending some time to get together my syllabus, lesson plans, and researching different exercises and activities that are not only intellectual but fun.


PROFESSIONAL STUFF:

I went to AWP in Denver! I was a blast! Met a ton of great folks, including some of my poetry idols, Rita Dove, Allison Joseph, and Patricia Smith. I spent way too much money at the book fair, but the only consequence of that is being smarter! (Oh and a smaller wallet, but you win some and you lose some). I also was on a panel entitled “The 21st Century MFA student.”

I am back in VA after two weeks of the Callaloo Writer’s Workshop, which took place in College Station, TX – also known as Aggieland, also known as the town of Texas A&M. I’ve never experienced workshops like that ever before. Every day was emotional, every day was learning something new not only about your poetry but yourself. I am so thankful from that experience and am still decompressing and still writing.

Nest semester, I hope to get more involved in and out of the department by volunteering, tutoring, etc. I've also started the ground work for a professional certificate that I could complete by Spring 2012, but am playing with the idea of trying to design my own certificate in education. Not sure if the graduate school will buy it, but there's always trying!

Oh, there's that pesky thing called a thesis I'm starting to think about. And always mapping out what will happen in the future, once I've finished this darn MFA. But I'm trying this new thing called "living in the moment," so let's see how that goes.

PERSONAL LIFE:

For Spring Break, my boyfriend and I visited Paris and London. It was a great, romantic trip. We also got engaged in Paris! My fiancé, Ross, and I had been dealing the effects of a long distance relationship since I started my MFA program in the fall. (He’s in NJ, I’m in VA – an 8-hour distance). He also works full time, so seeing each other more than once a month, just isn’t an option. Methinks we will be getting married Summer 2012, though no date is set yet.

Ross recently got into the MFA program in poetry at Virginia Commonwealth University with full funding! We are now going to be 3.5 hours apart, which is much better!

Hopefully, I’ll be spending the summer in NJ with Ross, though finding any semblance of a summer job is so difficult. I do need to keep up with my apartment and my car payments, so I’m praying something goes well. I have a few internship offers in NY, which I’m really grateful for, but they would be unpaid and it may not be practical to do something like that now.

So, we shall see!

Congrats to everyone who finished their first year! We did it!

The Things I Never Expected

by Emily May Anderson

I was teaching class this afternoon, and about halfway through the class period, I heard a helicopter fly over. Then again, and again, circling low and slow and very loud. I couldn't talk over it, so I stopped for a moment, then when I could make my voice heard, I said "What is going on?" I thought it was a rhetorical question, but the students (or most of them at least) already knew. A freshman student had disappeared on Saturday night/Sunday morning after leaving a fraternity party; the campus police, and other law enforcement officers were looking for him. Apparently the university has an emergency warning system for things like this, and most all of my students had received either email or text messages about it. So the helicopters were circling, and there were a lot of police officers outside (we could see them through the window); it was really rather disturbing. I found out tonight that maintenance people found his body today, two buildings away from where we have class, apparently dead from a head injury sustained in a fall. Here is a link to an article. It sounds like it's really just a tragic accident, but it's really sad, and one of those things that I know I'm going to have to discuss on Wednesday and I don't know exactly how to handle it. A couple of the students today were freaked out, and I really don't know what, if anything, I need to say to them on Wednesday......

On Getting Oriented, Part 1 - The Numbers

by Emily May Anderson

So, after two days of orientation, I must say that I feel much more prepared to teach than I did last time I posted. I promise to come back and reflect more fully on the orientation process over the weekend (in other words, when the orientation process is complete), but for now, here is an overview of Penn State’s orientation for graduate instructors…

22 – MA/PhD track students in orientation
6 – MFA students in orientation
0 – difference in how we are treated

1 – section/course of freshman comp we will teach this first semester
24 – max number of students in the course we will be teaching

15 – hours spent in orientation over the first two days
22 – hours scheduled for orientation later this week
3 – books to be used in the class (a rhet comp text, a grammar manual, and a PSU-specific collection of student writing)
484 – pages in the instructor binder of helpful material
2 – types of syllabi provided to us (1 ready to give students, 1 fully annotated for instructors with suggestions for exercises, and references to the binder, etc.)

1 – full week of orientation
1 – credit hour class that will guide us through teaching this whole semester
4 – new students per “teaching mentor” (an upper level PhD student who’s been successful as a graduate instructor and will meet with us once every couple weeks and answer any questions we have)

Those are all the number I can come up with right now, but suffice it to say, that orientation is a LOT of information, but that the support/training we have as instructors is multi-layered and will be ongoing throughout the semester. It seems pretty comprehensive.

We got our keys, office assignments, and course schedules yesterday so I got to see where I’ll be teaching and where my office is. We grade our first sample papers tomorrow. Exciting stuff! Oh, and I'm teaching on MWF from 4:40-5:30pm, kind of an odd time frame, but we'll see how it goes, I guess.

Anyway, I’ll report back again after the week is over. My brain is a bit full right now. Hope everyone is having good luck with their preparations, moving, settling, orientations, classes, or wherever you are in the process!!!!