Kate,

Give them a problem to solve: how can we make this class work? I know it seems like you are copping out asking them to do this, but if you are frustrated and even a little mad at them., well ... let them know. You might introduce this by showing a short clip from the movie Network where the main character does his "I'm mad as hell speech..."

I know we have all made fun of Parker Palmer, but the guy is pretty much "spot on" when he says that you have act from an honest place within yourself. Every place else is swamp because the enemy instinctively knows it's not you. And that ain't touchy-feely, that's a harsh reality.

I have the same problem when I discuss the assigned readings in class. That's why I use the readings in the middle. this is how I do it, your mileage may vary.

1. Do first draft.
2. Workshop the draft.
3. Do second draft.
4. Do readings that are relevant to that assignment.
5. Discussion centers on comparing Short Takes essays to their own through discussion.

The idea is to try to create a personal context from which to speak. Thus (a big transition here, I admit), they become part of the writing "club" in which reading becomes a fundamental tool inextricably vined into their writing. I always forget how speaking is a skill, too, that must be taught. Being able to speak about their own writings intelligently and helpfully is a skill that must be "educed" so be patient. If you can get them to do that several times in the course of a semester, pat yourself on the back. This is not low expectations, but a recognition of how difficult this reading/writing/speaking/listening/reflecting act is. And always, always, always have plan B. My Plan B is to tell stories, read them articles, have an apt poem handy.

I am not a teaching god here. Anyone who has taught for more than a semester (at least with their eyes wide open) will tell you that the only rules are that there are no rules. Except one: you must teach who you are. I have an apt excerpt from John Taylor Gatto's book A Different Kind of Teacher that addresses this. He says that teaching is a "continuous demonstration". Evocative is good, yes?


or just threaten to beat them! ;-)
Carrie