I return to Bethel
Finally, my Xanga has been shut down.
I moved into Mary’s & Martin’s new house. My helpers were M&M, my uncle, my brother Stephen, and Sabby — heroes.
Right now, M&M’s basement contains approx. 30 boxes of my books. Their garden contains my treadmill, abandoned to the recyclers. So long, Timothy. …
I teach just one section at Bethel but often walk across campus to get to IUSB. What an innocent place, Bethel. There isn’t much feeling of urgency …
… except in the class that I teach. There the students sit up straight, eyes wide open.
Through the grapevine I hear:
The readings are difficult;
When he lectures he uses big words.
(And I thought I was so colloquial!)
Our first textbook is Hume’s Dialogues, which many of the students have been supplementing with SparkNotes (not what I recommended, but OK). The class discussions are satisfactory. The students make good points. I wonder which points are from SparkNotes.
Yet somewhere a screw has come loose. In previous years I would quickly learn all the students’ names; this semester, so far, I haven’t bothered to. I know the names of the most frequent talkers. That’s all.
Maybe the reason is that I have so many students (one section at Bethel, two at IU). Even a few students’ faces seem unfamiliar. I never used to have this problem.
Or maybe, during the last year, something happened that is now preventing me from caring like I used to.
Right now, M&M’s basement contains approx. 30 boxes of my books. Their garden contains my treadmill, abandoned to the recyclers. So long, Timothy. …
I teach just one section at Bethel but often walk across campus to get to IUSB. What an innocent place, Bethel. There isn’t much feeling of urgency …
… except in the class that I teach. There the students sit up straight, eyes wide open.
Through the grapevine I hear:
The readings are difficult;
When he lectures he uses big words.
(And I thought I was so colloquial!)
Our first textbook is Hume’s Dialogues, which many of the students have been supplementing with SparkNotes (not what I recommended, but OK). The class discussions are satisfactory. The students make good points. I wonder which points are from SparkNotes.
Yet somewhere a screw has come loose. In previous years I would quickly learn all the students’ names; this semester, so far, I haven’t bothered to. I know the names of the most frequent talkers. That’s all.
Maybe the reason is that I have so many students (one section at Bethel, two at IU). Even a few students’ faces seem unfamiliar. I never used to have this problem.
Or maybe, during the last year, something happened that is now preventing me from caring like I used to.