bodhimcbodeface replied to your post: that wwx+juniors gifset got me...
isaac tell me how to be that cool of a teacher because I wish I could be all "congratulations! you got poisoned!" but I mostly teach algebra to kids who hate math
it does not have to involve actual poison! the poison can be a metaphor! (the poison is HOPEFULLY, IDEALLY a metaphor) but yeah, the coolness of the subject matter, or even your relative passion for the subject matter, does not necessarily define if you can bring yi city!wei wuxian vibes to ur [pedagogical theorist voice] teaching persona*
but like. my classes had to write some objectively BORING papers. this was mostly, although not entirely, the department’s fault. however, aside from the types of papers we had to do, I was incredibly unsupervised (especially after my first semester as instructor of record)!
so the wwx vibes came from showing up in t-shirts, sitting on the desk, and regularly going “look, we are writing this type of paper because we have to! these are the parts of the assignment that we are only technically doing, because I feel like they’re busywork and by this point you all know how I feel about the very concept of busywork. these are the parts of it that are incredibly necessary to your next course, so even if I and you both think they’re boring, let’s all pay attention so we don’t like Die in the 200 course.”
“these are the parts of it that I think are kind of very cool actUALLY and yes that’s maybe because I’m a nerd. okay. now, I was going to start with X activity but I realized in the five minutes before class that this computer is broken, so here is a different thing! I think it is useful for these reasons but it is COMPLETELY A THING I JUST MADE UP so HANG IN THERE - [literal finger guns]”
[student, without raising hand since I am fiddling with pieces of paper instead of actively talking] “do you think we’ll get out early?”
[me, mock-affronted, also very proud of them for not raising their hand] “are you trying to decide whether or not to participate in discussion, Kevin?”
[student, also mock-affronted] “I participate!”
[me] “but I dunno, yeah, probably a few minutes early”**
I do not advise or endorse all these behaviors in all contexts, necessarily. however, part of the thing about wwx’s teacher vibes is that they are inherently some kind of inadvisable. you just have to decide what kind of inadvisable works for you. and also you have to talk about being mutually doomed in a very cheerful voice. not like, TOO mutually doomed? you gotta scale it to the age and subject matter? but like “wow yes! absolutely this sucks! we will get through it by being SOMEWHAT MORBIDLY PEPPY!” is a take that the youth.....go for. plus, aside from the bonding with your students and the cheering them up, it’s just a super useful tactic in startling them enough to make them refocus.
[student, doing in-class group work on a text I hate but had to assign] how are we supposed to identify any rhetorical devices in this article? it’s way too confusing it’s so much harder than the last unit
[me, terrifyingly upbeat] well, a question to think about as you read our Favorite Dude here might be! which rhetorical devices become very confusing when they are used b a d l y !
*yes. that is a technical term. yes. I hate it. what’s your ~~teachersona~~
**this is a very accurate portrayal of how I talked in class actually? very minimally internet-ized. this is generally not the advised approach for a teacher who is (generally) 2-5 years older than their students to take; people tell you that you’ll have Discipline Problems and that you can always loosen up but you can’t become more strict. but I found that it worked super well, especially because lowering people’s anxiety around writing was a huge priority for me. I also found that I could become more strict/structured when I needed to, as long as I was very thorough about explaining how this benefitted the students. it does probably help that I have a pretty good older-sibling-type eyebrow-lift+unamused stare.