age

  

 

VOLUME XVIII, NUMBER 21

8 INNOVATION ABSTRACTS

PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD), COLLEGE OF EDUCATION, THE —
UNIVERSITY OF-TEXAS AT AUSTIN » WITH SUPPORT FROM THE W: K: KELLOGG FOUNDATION AND THE SID W. RICHARDSON FOUNDATION

  
   

“He’s the Dude Who Makes Salad Dressing”:

Relating to Students

In a literature-based writing class, I introduced “A
Rose for Emily” (William Faulkner) and discovered
that most students have a difficult time putting events
into sequence and struggle to understand the meaning
of the story. Homer Barron, Miss Emily’s ill-suited
suitor, is an interesting character and always the subject
of questions. Consequently, I spend time explaining
Faulkner’s use of symbolism, using Homer as an
example. A student asked why Miss Emily found the
rugged man from the north so attractive. I had the class
“in the palm of my hand,” enthralled, listening to every
word. In explaining the woman’s attraction to the man,
I said, “It’s like how I would feel if Paul Newman
walked in the door!” I immediately saw that I had put
a damper on the discussion; my class wilted before my
eyes! There was an awkward silence which finally was
broken by two talkative, uninhibited young men sitting
in the first row. One looked bewildered, turned to the
other, and whispered in a voice that could be heard by
everyone: “Why does she get the ‘hots’ for someone
who makes salad dressing?”

The Problem

This was my epiphany! I saw that I had become one
of those archaic, distant professors I had complained
about throughout my undergraduate and graduate
days. I remember thinking that this segment of
academia had their own clubs and rituals based in the
middle ages. They spoke a language that had little
meaning to my world and were incapable of under-
standing my youthful culture. Now, standing in front
of the class, I could not conceive of the idea that the
students knew Paul Newman only because he made
salad dressing and spaghetti sauce. How could they
not know he was the idyllic, blue-eyed sex symbol of
not long ago! I knew it was time to update my material
and make a concerted effort to relate to my students—
peppering my before-class banter, in-class lectures, and
one-on-one instruction with more contemporary ideas.
I knew this would not be an easy task, but the thought
of joining the ranks of the crusty, unapproachable and
archaic academics before I was 45 was disturbing.

The Solution

I have discovered several successful steps to becom-
ing a more relevant and contemporary instructor,
perhaps adding to my ability to reach the students and
motivate them to learn the subject matter that I find
stimulating and exciting.

Step 1. Let the students know you are human. You
had problems finding a parking spot, had a hectic
morning, are having problems with your car, and so on.
In short, let them know that you are dealing with many
of the same problems they are facing. But, be careful
not to become the proverbial bore who does nothing
but talk about himself or herself and family.

Step 2. Teach accountability with empathy! Let stu-
dents know you have dealt with many of the same
problems they are now facing. Academic life has not
changed; students are still struggling to find appropri-
ate majors, dealing with finances and all the other
bureaucratic obstacles one must hurdle before obtain-
ing a degree. There are many students who feel disillu-
sioned because obtaining a degree is nowhere in sight. I
usually mention that it took me 20 years, with some
interruptions—such as three children, one husband,
and one dog—to complete two degrees. This is usually
followed by a pep talk about not giving up on goals
and plans for the future.

My goal is not only to teach literature and writing
theory but to teach acceptable student responses.
Essays which have spent several days in the laundry
pile, folded, placed in the back pocket, and smoothed
out on my desk before being submitted are not ac-
cepted. I mention the professors I have had who
refused to accept writing assignments on paper with
one corner slightly turned up, or with too much
“white-out,” too many erased words, and the like.

The most stressful time of the semester for me is the
day the final term papers are due. Because I do not
accept late assignments except in extreme emergencies,
I find that there have been several deaths in the stu-
dents’ families, and I usually end up feeling respon-
sible in some way! When reminding students several
weeks in advance about the due date for the term

 

THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, SZB 348, Austin, Texas 78712-1293