With a less than a week left of the Motley Group reading of Joyce’s Dubliners, I am lingering a bit too long, I realize, mid-collection, thinking about what I’ve read, how the stories talk to one another, undercut or intensify each another. I get pulled out of the book altogether for a few days at a stretch by the other calls on my time. I have to get going here…onward into “Clay” and “A Painful Case” today. I might even have to set a reading schedule to make sure I have enough time to hang out in “The Dead.” I can’t remember when I have ever read a collection this slowly, with breaks, and rereads, and trips out to my fellow readers’ blogs and to this site. And I know I have not walked down the long driveway in search of the mail with such anticipation in a long long time.
This is as close as I have ever come to what I asked of my students and their blogging back in my teaching days. Yes I blogged with them, but never on equal terms, at best as guide. In fact I stayed off our class blogs for the most part, posting on my own blog in meta-reflection so as to keep their conversation open, playful and free between peers instead of performance for the teacher, something I’ve written about many times over the years here, including the final paragraph of one of those long-long posts of mine from 2005 (with lots of broken links):
“And it is the Motherblog that keeps them linked within a community–they venture back and forth onto one another’s blogs, taking comfort in their peers’ experiences, pushing one another, and learning from one another. And I’m rarely on the blog at all. Isn’t this what we’re after in a liberal arts education? The students naturally, on their own, gravitate towards the learning ecology. I’m keeping these second-wave bloggers in mind as my young first-years wonder aloud why we’re doing this public blogging thing. I want them to read the Blogging-the-World blog, and I want them to look down the road at where they might be in two years. If I teach them the grammar of the blog well, and they take to it, they can use the medium (or whatever other tool will be in play by then) to make their learning real, active, and worth crowing about.”
I’m realizing that this Motley reading experience is as close as I’ve ever come to being absolutely inside classroom blogging–as a reciprocal apprentice. I see the personalities come into play–who likes posterous, who their own blog, Flickr, postcards. Who dropped out, never started, is still thinking about starting, is on the fence about continuing, is doing her own thing with responses. Absolutely fascinating. I’m learning more about my own inclinations as a reader as I hear Lanny’s puzzlement over the postcard I sent him, and how the image is linked in any way to the reading experience. In learning about how the others are approaching and responding to the stories, I think more deeply about my own readings, my own way of reading. I really don’t think I did that enough as a teacher. I see now how much I continued to dominate my classes even when I tried my best not to, even though I believed that students would learn how to think and communicate if they had to rely on one another as much as on me. This experience almost has me hankering over another go in the classroom. Almost.
Something else has me stumbling over my departure from the classroom. My old student, now my good friend and teacher, Stephanie Saldana, has been visiting for the past couple of days as she tears about the country on her first book tour. Yesterday she gave a splendid, moving reading at the college. Four former students were in the audience: three still at the college and another, Stephanie’s best friend here fifteen years ago, another gifted writer, who drove over from Maine. 
Stephanie read to an audience made up of townspeople, students and her former professors–a reading that showed her big heart as well as her considerable intellect, a reading that allowed us to glimpse her struggle with a broken world from the vantage point of living in the Middle East. I thought, how brave, to come back here where you were a star poet/scholar and read from a book so human, so real, so true. Later, a young Palestinian remarked to me that this was the first lecture/reading about the Middle East he’d been to here that hadn’t been dissecting, theorizing, and/or intellectualizing the trauma. There was no sense of the personal, the lived in those other lectures and readings as though problems could be understood and solved purely from knowing enough. Stephanie’s reading and discussion gave him the space for his own story. There it was again, the heart, the heart. Later that evening, my two old students and another grad from that time sat on the floor of my livingroom and shared how they felt that their undergraduate classes had been far too much about the intellect. Where was life in the classroom? How did community outside the school have anything at all to do with what was going on in the classroom? Where were the hearts of their teachers?
If I could do it all over…I would have been a more radical teacher than I was, and isn’t it too bad that I have to say that teaching from the heart in a liberal arts college is radical? For a moment, I wanted another chance…but no, I am getting another chance…this way: with Motley readers, with my students turned teachers, with my messy work with storytelling in communities (ALL about heart), with my fumblings with camera.
It’s funny how I’m coming across this reminder repeatedly this week. This morning, I opened T.S. Eliot’s essay on Dante to find:
“In my own experience of the appreciation of poetry I have always found that the less I knew about a poet and his work, before I began to read it, the better. A quotation, a critical remark, an enthusiastic essay may well be the accident that sets one to reading a particular author; but an elaborate preparation of historical and biographical knowledge has always been to me a barrier. I am not defending poor scholarship…At least, it is better to be spurred to acquire scholarship because you enjoy the poetry, than to suppose that you enjoy the poetry because you have acquired the scholarship.” (“Dante” 1929 Essay p. 205 in Selected Prose of T.S. Eliot)
That’s what I so like about writing and receiving postcards as well as posts–they feel like little bursts of felt response–by readers who love to read and love to feel the pen on a card, having to move within the confines of that small white square, and caring enough to take the time to find a postcard, a stamp, go to the post office after engaging with the text. Bound together by a love of reading, the freedom to come and go as we wish, the playfulness of responding however we like, and, for me, a commitment to speaking from the heart as well as head and to stick with it even if I don’t have time, love all the stories, or feel I have anything useful to say. You just never know when you’ll stumble upon the new, or touch someone, or learn something you thought you already knew.
Filed under: Classroom Blogging, community, Emergence, Leaving School, Questioning, Reading, Teaching and Learning, transitions | Tagged: dubliners, heart, joyce, learning, motleyread, stephanie saldana, teaching | 5 Comments »
Image by 
My grandfather, my uncle, my father ( the older brother) in 1939, Upstate New York
And 
Teens from all over Vermont are taking to the site–ALL kinds of teens, not just motivated students– both prompted by teachers and finding their own way there, publishing their writing and connecting to one another through their writing and photography on a site that also involves adult writers and teachers. This kind of interactive site meant for both kids and teachers could well be a model for teaching and learning in the 21st century–check it out.
(the new) bgblogging 