Category Archives: Teaching

I’ve Never Been a Daredevil, But . . .

Posted on by

As I settled into my seat at the movie theater and muted my phone, an unwelcome thought sneaked in, “Is going out to the movies risky behavior?” I stifled it quickly, “A crazed gunman in the old-fashioned Edina Theater? That’s silly.” Worrying about my safety at movie theaters never used to cross my mind. I resent having to consider it now.

It’s disturbing to realize so many of the ordinary things I do put me in the kinds of places where mentally ill people or terrorists choose to murder and wreak havoc. However, I have no intention of curtailing my activities.

Shopping at malls – I don’t spend much time in malls, but while there, I have never worried about my safety. However, the shoppers in the mall in St. Cloud, Minn. or near Seattle, Wash. probably didn’t give it a second thought either.

Tutoring at the high school – I love the work I do tutoring adult immigrants and have never felt remotely threatened by any of them. The students I know are hardworking and determined to learn, get better jobs, and live the American Dream. But schools and colleges have been the scene of mass shootings in recent years. Perhaps I should be worried, but I refuse to be.

 Visiting international cities – I enjoy traveling overseas, but because of the history of terrorism in London, Brussels, and Paris, I will have to consider my safety in airports as well as in the cities themselves when I go. Losing my luggage or getting pickpocketed seem like more realistic threats than terrorism, but I can’t help being aware of the potential for an attack.

Often, public places happen to be the settings where a personal grudge is played out—I might not be the target—but I still could be injured or killed by a stray bullet. The issue is not that one middle class white person has to think harder about her safety. It’s that no matter who you are or where you live in America, you are at risk of mass shootings, because of our gun laws and cultural tolerance of violence.

Equally troubling is that zealots with knives, trucks, and bombs threaten people across the world, not just Americans.

I remain defiant. There are no easy solutions to gun violence and terrorism. But part of the solution has to be resistance—resisting the impulse to hide and resisting the impulse to shrug and say, “Oh well, what can you do?” We have to keep fighting for change.

Although terrorism and acts of mass violence are now part of our reality, I refuse to give in to fear. I’ve never been a daredevil, but I have no intention of giving up activities I love like movies, shopping malls, tutoring, or traveling.

Back To School Blues

Posted on by

For 22 years—first as a student and later as a college instructor—the school year framed my days. Consequently, the first day of school still evokes strong feelings.

red-plaid-lunch-boxWhen I was younger, heading back to school touched off a prowling anxiety. Worries stalked me at odd moments—What if I can’t find my room? What if none of my friends are in my class? What if the teacher is picky and mean? Once classes were underway, anxiety gave way to feeling trapped. Oh God, I’m stuck in school for months on end. Lectures, homework, tests. Somewhere between Day 1 and Day 2, I accepted my fate and began to acknowledge bright spots—a teacher who liked to joke, Oreos in my plaid lunchbox, or a book I didn’t mind reading.

 

When I began teaching college English, I discovered teachers often dread the start of school, too. For me, it was a sinking feeling that began several weeks before school started. Oh, God, I need to make a syllabus, which means I have to decide exactly what I’m covering: choose readings, dream up in-class exercises, and plan the assignments. What if I get a handful of surly students? They could completely undermine the class dynamic for 10 weeks. tan-brief-bag

My anxiety culminated in a night-before-the-first-day-of-class nightmare. Every quarter, I dreamed a variation of this dream: I’m 20 minutes late to class. I’m walking down an endless corridor and can’t find the room I’m supposed to be in. I finally arrive only to realize that I’m in my pink chenille bathrobe and the students have given up on me. Some of them are already in the English department office complaining about me. My stomach would be roiling when I woke up. As I stuffed my leather briefbag with mimeographed syllabi, lecture notes, and my grade book, I laughed at how ludicrous the nightmare was.

 

This fall, on the first day of class, I was surprised to again feel a frisson of nerves. What if I got lost or showed up late? Just to be sure, I double checked the transit routes and downloaded a campus map. What if the professor thinks retirees are cranky know-it-alls? Do I really want to show up twice a week and sit through lectures?

Wait. Yeah, I do. Anxiety about the first day of school may be deep-seated, but it no longer makes sense. I’m only auditing a history class at the University of Minnesota. There’s no pressure to perform as a teacher or as a student. In the rush of those habitual feelings, I’d nearly forgotten that the beginning of school also sparks an invigorating sense of a fresh start.

backpackI loaded up my backpack with the three heavy textbooks—ooof—and set off.