The Highs and Lows of My First Year Teaching College Composition

For those of you who don't know, I entered Minnesota State University's MFA in Creative Writing program this past fall and to pay my way, I've served as an instructor of one section of ENG 101 - Composition. Next week, I'll wrap up my first entire academic year teaching this course and this Thursday, I'll say goodbye to my spring semester kiddos—and let me tell you, I have all the feelings! This year of teaching Composition has been one of the most rewarding and challenging of my life, so I thought I'd highlight some highs and lows of this journey for you:

High: When a student says they now enjoy writing (or at least enjoy it more) after completing your class.

Honestly, I could stop right here—this statement is what makes teaching Composition worth it for me. Often what I've found with my Comp students is that they've been told their whole lives that they aren't good at writing, so they view it in a negative light. But with some encouragement and positive affirmations, these students become more confident and successful writers, no longer finding the task so daunting. This is especially rewarding when you can see it reflected in their essays: for example, this semester, I had many students enjoy writing the narrative essay so much that they begged me to extend the page limit. 

Low: Having to say goodbye to all your kiddos at the end of the semester!

Maybe it's because I'm a big softy, maybe it's because I try to really get to know my students as people first and foremost, but I find it so sad knowing I won't see my Comp kiddos twice a week anymore. All of these guys have grown on my heart so much! I've loved those rare occasions when a past student has come by my office to chat, ask for advice, or just say hi—but I'm still thankful for the small part I got to play in my other students' lives. 

High: When students really appreciate all the hours you dedicate to giving feedback on essays.

When course evaluations come in, the best feedback to receive is that my students understand that I really dedicate my time to in-depth comments on their essays. Of course, I'm glad to give my students that time because I know it helps them improve, but a little verbal appreciation is the exact fuel you need to keep slogging through hours of grading essays. 

Low: Cellphones in class.

I don't know if this has just gotten drastically worse in the past few years or I was sheltered from it by professors who banned cellphone use during class, but my students cannot stay off their cellphones. It does not feel great to spend hours preparing a lesson, only for half of your students to spend the entire lecture with their heads buried in their phones. My policy: if you can't handle the responsibility of using a cellphone during only lulls after finishing an activity or before class starts, then you get that responsibility taken away. 

High: When an ACTIVITY goes really well.

Since students tend to come in to Comp with preconceived notions about how boring it is, I like to do a lot of activities that get them talking and moving around. Sometimes I go into it not being sure whether or not my students will get into it, but it's always very rewarding when an activity gets everyone participating and having fun. Recently, I played Final Review Jeopardy in my class, and my students got a little *too* into it—let's just say, they're a little competitive. 

Low: When a student gets emotional and you can't help.

This year, I had two separate students break down in tears while discussing their grades with me, and as a very empathetic person, that was a low point for me. It's so hard to remember to be strict with grades and syllabus policies when you want to do whatever it takes to help the kid crying in front of you. Luckily, both of these cases were resolved without further waterworks, but it's a reminder that college is tough: it's a time of transition, and every student handles their coming-of-age journey a little differently. You have to remember that along with enforcing your policies and holding your students to high standards, compassion is key—you never know if your student is dealing with mental health issues, family struggles, or health concerns. 

High: seeing college students engage in critical thinking about important issues, literature, and their own futures.

By far, one of my favorite aspects of this job is being surprised by my students' capacity for critical thought. Of course, you're going to get those kids who don't try or don't understand the material/purpose of the essay, but then there are standout students who genuinely try to engage with the lessons and readings, to interact with the essay prompts in exciting ways. It's so fulfilling to read an essay that explores interesting questions and forges intellectual connections and to know that you are at least partly responsible for cultivating that method of critical thought. 

LOW: disrespect from students.

I'm lucky in that I don't experience much disrespect from my students. However, there have been a few instances over the past year that a student has lost their temper with me, given me attitude about an assignment, or tried to take advantage of my policies. Especially in a lower stakes class like Comp, I think some students feel a certain leeway to take the class less seriously than others. And for me, I also have the burden of trying to maintain respect as a female who is not much older than my students. 

High: Knowing that you've made a difference. 

During orientation for this position, they told us that ENG 101 - Composition is the gateway course for undergraduates. For those that take it, passing can mean the difference between having a successful college career and dropping out. One of the most eye-opening moments I had with a student this year was when they told me they were shocked that I wanted to read through their papers in depth and work with them individually until they improved their grade. They said, "I've never had a professor who has actually wanted me to come into their office and ask for help before." I remember how vital it was in my own college career to know that my professors genuinely wanted me to succeed and that I could come into their office hours whenever I needed help, understanding that they welcomed the opportunity, so I strive to do the same for my students.

Many of my students are freshman, and I know that this might be one of the first courses they take—for others, they might take this course when they're struggling through the harshest major classes during junior year or senioritis their final year. For each of these students in whatever stage of their college careers they're in, I hope to make a difference by offering a safe environment, being an empathetic listener, and encouraging them in good academic habits. 

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