I have often
heard it said that women are unable to recall the trauma of childbirth because
of some chemical released by their bodies after labour. This is usually explained as an evolutionary strategy designed to encourage women to have more babies by preventing them
from remembering how painful and generally awful the birth process actually is. I have also heard that the aforementioned chemical
is vodka.
Whatever it
is, I've been experiencing something similar the past few weeks when recalling
my time in teacher's college. Even though I hated it, and found the whole thing
demeaning, punitive and painful, I've been recalling the whole experience with
a rosy, Vaseline-coated nostalgia, which indicates I must either be drunk or
coming down with something.
This all
started a few weeks ago. Abby and I were
discussing strategies of education, when suddenly I began spewing carefully
selected tidbits from the Ontario College of Teachers' Standards of Practice for the Teaching Profession document I'd
memorized for the ill-conceived Ontario Teacher Qualifying Test (now defunct;
what, you mean a four-hour multiple-choice exam on Ontario curricula and
written and administered by AMERICANS didn't actually prove anything and just
sucked money out of the desperately underfunded school system? REALLY? Well, knock me over with a feather!) After this conversation, I was bewildered at how much
"pedagogy" I can actually still recall, despite spending most of my
in-class theoretical time fiddling with my mechanical pencil and applying hand
lotion. Apparently, I can still raise my
hand with the best of them and say things like: "To engage students in
reflective thinking and other metacognitive processes, strategies such as
concept mapping have proved effective," or "when teachers make a
clear commitment to student equity they recognize the inherent power-struggle
between teacher and student that can occur in a teacher-centred environment,
and demonstrate to students that they are valued members of the educational community
whose voices truly matter." I have
been CURSED.
Apparently,
despite my best efforts to act like a surly and standoffish adolescent in every
single B.Ed class (meaning one who's enduring a severe cognitive limiting
function, due to the brain's shifting of body clock as a response to puberty,
as well as a significant questioning of identity structure and position in a
rapidly changing social dynamic), I was actually LEARNING. Damn that seconded gym teacher! ("Oh, sorry, Professor…I meant 'physical
education' teacher. Of course I
recognize that you do more than coach basketball and encourage eating
disorders. You teach health too. My mistake.")
This realization
provoked me to suspect that maybe, just maybe,
my experiences in teachers' college weren't so awful after all. Maybe I'd invented the inaneness of the whole
thing. Maybe I was only imagining the
part with the crayons and the safety scissors, and the bit where we all lay on
the floor and pretended to be maple keys. Maybe that class where we learned about Shakespeare as if we'd never
heard of him before (Julius Caesar was a real guy???) was actually a dream, as
was that whole course where our notes were marked for neatness, penmanship and
"ink choice."
Hmmmmm…I
thought. Maybe it wasn't so bad. I started
thinking again about going back and getting my special ed qualifications, like
I was planning on doing before the thought of chaining myself to the Ontario
Ministry of Education for life made me want to retch. "Maybe,
the next time I'm in Toronto,"
I thought, "I'll actually go and pick up my degree. And frame
it." I started thinking about reading belle hooks again, and Freire. And Piaget. I mean, I really did like that
part (okay, not the Piaget). I even
considered taking my ed.psych textbook out of the cat box. I mean, the whole experience couldn't have
been that bad, right? Surely I must've been exaggerating ?
So, to
judge whether I was heading down the evolutionary path of a woman pregnant with
her second child, I went back and looked at some of the emails I was sending
around this time last year. Was it so bad as all that?
Gentle readers, you be the judge:
"I actually realized this morning that I would honestly prefer going to the
gynecologist every day than go to class - at the very least it would be more
interesting (they've got a "Where's Waldo" poster on the ceiling) and less uncomfortable."
(January 15, 2004)
"In my educational psychology class (taught by a woman who clearly views Anne Rice as a fashion maven), we had to draw a picture symbolizing adolescence (in a group, no less). Most groups drew stick-figured androgynous teenagers surrounded by various influences - music, food, tv, friends, drugs, etc. My group drew a bunch of sheep grazing in a field growing a giant penis and vagina, pubic hair and all. When called upon to explain our drawing to the rest of the class, I insisted that the vagina was a 'rift signifying the threshold of adulthood' and the penis was a 'microphone representing music and the false suggestion that teens have the power to change the world. What?' " (January 20, 2004)
"This week is looking up, if only because I've got my sense of humour back and we're covering Shakespeare in Drama, which gave me the opportunity to do a scene from Romeo and Juliet with "Dreamy Greg." "Dreamy Greg" is a guy in three of my classes this year who I cannot EVER think of in my head without adding the "dreamy" prefix. He looks exactly like he just stepped out of a Benetton ad - the sort of man who can actually pull off wearing a sweater with a scarf indoors - with the mixed racial features and slightly poofy minidreadlocked hair that all the male models in mid-range clothing campaigns seem to have. He's a brilliant drama teacher, clearly, and he had his first practicum at a very exclusive all girls' private school where he spent most of the time being ogled by his students, who, to his dismay, kept bending over in their little kilts. Working with Dreamy Greg in drama class is just tops - he's clearly got enough improv training to roll with the punches, but he's also got oodles of patience when you (inevitably, because you're too busy drooling over how just goddamn yummy he is) screw up. Very fun." (February 10, 2004)
"I'm trying to get my head around all of my employment applications at the moment, which consists mostly of a sea of unnecessary papers that nobody will ever read that need to be sent to places where nobody really wants to go. I've got things like TB tests and criminal background checks that appear to be neverending. Right now I've just filled in a bunch of little bubbles on a piece of paper that will enable me to write the "Ontario Teacher Qualifying Test" which is a useless waste of four hours on a Saturday in April, that all parties concerned (university faculty, the Ontario College of Teachers, the Ontario Ministry of Education, countless experts, etc.) freely admit has no rationale WHATSOEVER. The absolute best part of the whole thing though, is that the test is administered by the Educational Testing Service, which is, as you probably know, the American company that also administers the GRE, LSATs, etc. Why on earth tests on the Ontario curriculum were designed by people in New Jersey is beyond anyone's attempt to explain, but fortunately the test will be poorly worded, complicated in delivery and on obscure, irrelevant material. "Thank goodness teaching has no practical application, and is easily tested in such a theoretical and hypothetical manner," I find myself muttering, as I beat myself over the head with the Ontario teacher's "Foundations of Professional Practice" yet again (a sample: "Members of the Ontario College of Teachers effect change through decision-making, initiating change, and evaluating and communicating results" - in other words, by DOING STUFF, AND THEN TALKING WITH OTHER PEOPLE ABOUT THE STUFF THEY DID [brilliant stuff, what?]) Sigh. At least it will be painful, and for a prolonged period of time." (February 10, 2004)
"Sometimes think that I too should start a blog, but with all of the 'reflections,' 'personal perspectives' and 'thought journals' I have to keep for my crappy latest degree attempt, I'm flush out of energy for creatively charged writing that doesn't explain how I'm going to 'utilize this knowledge in a classroom setting.' " (February 10, 2004)
Well. That settles it. Fuck the teaching. Clearly, it would hinder my commitment to you people, and I'm far, far too egocentric to let y'all go now, potential to efficiently corrupt Ontario's youth with a solid reign of unmitigated terror notwithstanding.
Besides. Dreamy Greg's already married.