Keep In Touch

First day of a new mathematics seminar, a tried idea that has not had much success in my department before. We need to create a better community with our majors, and, well, no one has any other ideas. I took point on putting it together. My first idea was a meet and greet with games for faculty and students. My colleagues indulged me, and we had students and faculty continue playing well over the hour mark, and feedback was good that this was fun. I was pretty sure I could see it in the students. I think there were even some good conversations about how math could be seen in the games. Cross fingers we can carry this momentum forward to victory!

I get a little overexcited and overstimulated by things like that. I came home wanting a hug. My wish was to be granted, the following arrived in the mail today, from a former student. 20160926_194126 She’s recently completed a tour in the Peace Corps, and enclosed was a souvenir and postcards from her post-Corps trip as she returned to the USA.

I had a voicemail waiting as well from another student who took the GRE today and kicked some serious GRE booty. Somehow I got some credit for that, but I’m not the one who was butt in chair doing the studying.

I tell students that I love to hear from them in the future. If ever they want to write and wonder if they should, YES, YOU SHOULD. And it’s true; I absolutely do.

Harper Lee

I started this a while ago and never finished it. It’s been bugging me since. Time to get it out there, imperfect as it is a tribute to the author of one of the greatest novels I’ve ever read.

Harper Lee passed away this past week. I’ve been talking about writing her a fan letter for … probably 30 (or more) years. And now it is too late. It was one of those things that never was quite important enough to do today, but that was something I wanted to do.

I first read To Kill a Mockingbird when I was 11 years old. It was the summer before the 6th grade, and I knew it would be required in school that next year. I couldn’t put it down, not that that was unusual for me with books. I remember crying when I came to the ending, not because it was sad, but because I would never have the pleasure of reading this book for the first time again.

I have read that book many times again. Perhaps 40 times or more. When it was assigned during my 6th grade year, the class seemed to make little progress on the book, with irregularly spaced discussions. My memory (perhaps faulty) says that I read the book 18 times during the period in which we were discussing the book, and then earned a D on the final reading comprehension test. My parents had nothing to say on the topic, but a friend’s mother was outraged, and felt this was a gross injustice. It might have been. I probably knew the facts of the plot reasonably well. It might not have been. I am not sure that at the time I truly understood the complexities of the rape accusation or what it said about the accuser, or many other subtleties in the novel. Those have seeped their way into my brain slowly over many years.

Adulthood and modern-day discussions of privilege, racism, and sexism have left me with mixed feelings about this favorite novel of mine. Yet another story with white person as the hero. I see this and I know that partly I am sad because I want to be that white hero, defending the oppressed. I can want this even while recognizing this robs the oppressed of their agency.

And yet. And yet. There is still much in this book to love, and much from it that I learned.

There’s Calpurnia, servant to the Finch family. She takes Scout and Jem with her to church one time when Atticus is gone. During the course of this adventure, Scout asks her,

“Cal,” I asked, “Why do you talk nigger-talk to the— to your folks when you know it’s not right?”

“Well, in the first place I’m black—”

“That doesn’t mean you hafta talk that way when you know better,” said Jem.

Calpurnia tilted her hat and scratched her head, then pressed her hat down carefully over her ears. “it’s right hard to say,” she said. “Suppose you and Scout talked colored-folks’ talk at home. It’s be out of place, wouldn’t it? Now what if I talked white-folks’ talk at church and with my neighbors? They’d think I was puttin’ on airs to beat Moses.”

“But Cal, you know better,” I said.

“It’s not necessary to tell all you know. It’s not ladylike—in the second place, folks don’t like to have somebody around knowin’ more than they do. It aggravates ’em You’re not going to change any of them by talkin’ right, they’ve got to want to learn themselves, and when they don’t want to learn there’s nothing you can do but keep your mouth shut and talk their language.”

Emphasis mine. Those words of Calpurnia are what started to teach my arrogant little know-it-all self to start pulling back and not having to show off everything I know. There’s a difference between being right and being kind. It started me thinking about meeting people where they are, instead of trying to force them to meet me where I thought they should be.

There’s the sharp-tongued neighbor, Miss Maudie Atkinson, who gave me another view of the woman I wanted to become. I want Miss Maudie’s generous spirit and incredibly sharp tongue. This is one of few portrayals of women’s efficacious and righteous anger. Miss Maudie is able to put people in their place with a single comment — a power I desperately wish I had. Her command of scripture is formidable, and she is able to use it to deflect the foot-washing Baptists who might criticize her yard. Yet she is generous to the children, taking Scout seriously unless Scout intends to be funny, honoring their experience and helping them see a world broader and more complicated than others portray it.

True enough, she had an acid tongue in her head, and she did not go about the neighborhood doing good, as did Miss Stephanie Crawford. But while no one with a grain of sense trusted Miss Stephanie, Jem and I had considerable faith in Miss Maudie. She never told on us, had never played cat-and-mouse with us, she was not at all interested in our private lives. She was our friend.

There’s also the incredible craftsmanship of the writing, where one large story is told by the intricate interweaving of a thousand small stories. I open this book again and again and marvel at the seamless complexity of its plot and subplots, down to a few sentences in a half paragraph on any page you might open the book to.

These are the reasons that I owed Harper Lee that letter I will never send. So that, perhaps, she would read this from me, and know how much her book has meant to me for the past 35 years. Rest in peace Harper Lee. Few will ever hold a candle to the mastery of craft you displayed in your writing, and I will always treasure the delight of reading what you wrote.

Are you okay?

Yes. No. Yes. I learned a long time ago that when you don’t know the answer to that question, the answer is no. No, I’m not not okay in a way that requires you to do anything about it. But I’m not okay in the sense that I feel far from all right.

I dealt with my students today. I thought I was pretty light on them, all things considered. The first registered his protest but managed to be polite about it. The second, treated much more leniently, cursed at me. We were done at that point. He can talk to my department chair about it. I don’t have to take that from him. I don’t have to take that from anyone. And if he goes in with that to the chair, I’d be willing to bet that he’s going to land in more trouble than he was bargaining for.

Of course, little does he know that I consulted my chair every step of the way through this, from when I first saw it, to deciding what to do about it. I didn’t bother to tell him that.

Dealing with people is hard. Feeling their emotions (especially when they are being blasted at you) is hard. Having to make unpopular decisions is hard.

It’s also my job. To determine what grade a student earned. To determine when something looks fishy and requires a sanction. It doesn’t matter how much integrity or fairness is brought to that process; someone’s going to get angry at you for an outcome that they don’t like. Angry at me.

On the most part, I think I can deal with this, but lately, it’s been too much. Over and over. At something I used to feel like I was good at. And maybe I still am, but I no longer have my reputation preceeding me. The default expectation for female is often pushover, and when it isn’t, that quickly flips to rhymes-with-witch. If, especially as a young woman, you aren’t being called a certain name on occasion, you are probably being far too easy. Or you have a lot more finesse in dealing with people than I do.

It doesn’t feel good. Not one bit. Part of me wishes I could cry about it, but that’s not coming up and out of me. I just … don’t feel okay. No, there’s nothing you can do about it. I don’t need you to help. I don’t need rescuing. I just need to do my best to push through the rest of today, and then to get through tomorrow, and then get through the next day. I know that things come together, then things fall apart. That’s the natural cycle of being. Persevere through this stage, and things will get better again. They’ll get worse again after that, but no sense in worrying about that now. I have enough worries at the moment.

Cutting Corners

I was grading papers and computer code earlier today. When students’ code doesn’t agree with mine, I wonder why. When it looks nothing like the pseudocode in our book, I wonder where it came from. First hit, Wikipedia. There’s the same code with a few names changed to disguise it.

I’m clear in course policies that copying code is against the rules. It’s printed on every assignment that involves code. Do not copy code. It’s in the syllabus, noting that the minimum sanction will be a zero on the assignment.

On the flip side, you can go from the pseudocode in the book to actual code, and I’ve got no issue with that. That’s what the pseudocode in the book is for.

The first case was so blatant, that it’s pretty obvious what I need to do.

Then there’s the second case. This time the code from Wikipedia was modified to fit in an alternative environment, but it’s still pretty clearly the Wikipedia code, and certainly not the pseudocode from our book.

I don’t know what to think. I don’t know what to do. I don’t know what to say. No, I don’t want to forbid students from looking at internet resources, I think you can learn a lot of valuable things that way. But, if you are assigned to code something we learned about in class, I expect your main resource to be either materials from class or from the book, not copying and pasting something off the internet.

It never occurred to me that I would have to spell that out. Maybe I need to spell that out.

I see an ugly situation in my future. I know I can handle it. But this year has been such a year of handling and struggling. Part of me just wants to hide.

Add to my mistakes: looking myself up on RateMyProfessor. Never got any feedback from Texas A&M. But the complainers are out from my new school. I give too much work and it is *so* hard. I don’t help enough in class, and I have a good teaching philosophy, but I just don’t use it.

Note to self: don’t look at that stuff. Haters gonna hate. Your job is to teach, and to ask hard questions. If you are only asking easy questions, something is wrong with what you are doing.

But another part of my job is to motivate students to want to try and do well. I wish I knew what I could do better at that. On that, I thought this was a good article. Rethinking Positive Thinking.

Painful truth

Dear Students,

I know I upset one of you today, and goodness knows whether I will upset more of you tomorrow when I actually hand back homework.

The student I talked to today worked very hard and felt he got robbed on his score. Unfortunately, he just got the math wrong. Scores in general were lower than I would have liked them to be. I know I caught some students out — they were not thinking that 2 weeks to do homework means 2 weeks of homework to be done. I know others got caught thinking that if a few problems were easy then they all would be easy.

I don’t know if I’m harder or more conscientious than other instructors. I do know that I believe that all of you can master this material and get it right. I know that I am going to push you to get to that level.

If I tell you that you got something right when you really didn’t, I am leading you into complacency when you are capable of doing more and doing better. I would rather have you angry with me and have you figure out how to make a stronger, better effort to get things right and understand why you are right than have you satisfied with your grade and mediocre at solving problems.

Would you rather believe a pleasant lie or know a painful truth? I have always lived on the side of painful truths. Today feels like one.

Honestly? I want you to like me. I want you to enjoy my class. I want you to learn a lot. I want you to grow. I know that all those things go together. If you hate me, and you hate my class, learning a lot and growing are less likely to occur. But if I have to give you a false sense of the merit of your work to make you like me, that won’t work either.

So, if you get this homework back and you need to be angry with me, I encourage you to be angry with me. Anger at me that keeps you motivated and working is better than anger at yourself that is paralyzing and makes you think, “Why should I even try? Why should I even bother?” Or worse, fall into inaction because of those thoughts.

I am a grown woman, with a strong soul. I can handle your anger.

That said, I hope that I can bring honesty and encouragement and grace and motivation to you. I hope that I can be someone who helps you to believe in yourself. I hope that I can hold you to high standards, and motivate you to hold yourself to high standards and help you see that you are capable of meeting them. Even when the work is far, far from easy.

That’s what I want for you. That’s what I want for me. That’s what I want for this class, and every other class that I teach.

With sincerity, and encouragement, and even, yes, with love,

Dr. Jinx

Discouragements

The last thing you want when starting a new job is to run into trouble straight out of the starting gate.

My grad class is now down to 2 students. I had 4 last quarter. Both of the students who dropped either are struggling with prerequisites and the material, or struggling with study skills and study habits (or possibly both). I don’t think anythings gone off the rails this quarter; the opposite in fact.

For background see

Instead of having me lecture and them sit passively (since I can’t stop them from being passive), I am having them read the sections and hand in an outline before we cover the section in class. The outline is worth 2 points. You did it is 2 points, you sorta did it is 1 point, and you didn’t bother is 0 points. I discovered quickly that “outline” is a foreign concept. If you are outlining a section that is broken down into subsections with differently colored bold faced headers, then, it seems obvious to me that every subsection must be summarized by at least one sentence. And, if there’s a major formula, theorem, or method of doing things in there, that should definitely get a mention as well. Last, they should put any questions or points of confusion in their outlines. I review these before class and make sure I’m ready to answer their questions.

I’m sure computer science isn’t happy about this. Of course, after they blew off my request to talk about the course over the break and complained to my department chair instead, I am also not so happy with them.

I wonder how this will all figure into the tenure equation in a few years. Meanwhile, I am trying to remind myself to bring my honor to my work. It doesn’t have to be my best work ever, but it has to be an honorable effort. To try not to work too hard, since part of the reason for coming here is to have more of a life. And to enjoy what I can, each day and each week. Our lives are time, and we don’t get redos on the past. In the worst case, I get to look for another job eventually, and there’s a good chance I could get one of those tech jobs I’m supposedly training this group for on the west side, and earn 2x what I am here for doing it. That would not be the end of the world.

I love teaching. I want to do it well. Universe, please help me out here.

Meanwhile, I will remember a favorite quote, “Courage doesn’t always roar. Sometimes courage is the little voice at the end of the day that says I’ll try again tomorrow.” (Mary Anne Radmacher) I will try again tomorrow.

And still struggling

I think of the teaching award that I won last spring, and I think the universe must be laughing right now to see me struggle with my graduate class.

Homework is due at noon. Homework is due at noon because a few weeks ago, when homework was due at midnight, I had a student demand that I make time help him that afternoon. I didn’t have office hours scheduled, and I did have several other things that I had to do. I was angry enough to let my anger show. That’s not a productive situation.

One student has been having a hard time getting his homework in on time; even with a midnight deadline, things would come in at 3 am. I warned him in a comment on his last assignment that this should not continue. Guess who has his computer open in class today? “What are you doing with the computer?” I asked. “Working on my homework,” he replied. “No you aren’t. You need to pay attention in class. Put it away,” I said. He did (fortunately). I turned back to my lesson and got a few more sentences out. Then I sat down to talk about what just happened. And the related issue that none of my four students takes notes in class, and there have been several times when they missed something done in class that was relevant to homework or exam material. I don’t think I won that battle.

After class guess who asked for an extension on the homework. My short answer was “NO.” “Do you know why the answer is no?” The student looked puzzled. “Two reasons. One, there is a late policy for this class, which requires you to ask 12 hours ahead of the due date for an extension. You didn’t follow it. Two, you were just very disrespectful in class. And that adds up to a NO.”

And there I am. I know I need to do something to change things, one of which is to start expecting things like this to happen so that they don’t rankle me as much. I also have to figure out how to reeducate this group. I never expected to have to go through this with a graduate class; that’s certainly one of the challenges — I am fighting my own frame of reference as well as dealing with the behavior.

When I am geocaching and can’t find a cache, it is often because I am functionally fixed on how I think the cache should be hidden. This causes me to be blind to however it actually is hidden. When I am in that state, I know I need to think differently, but the problem is, I don’t know how. Sometimes it takes several trips back to a place before I have the insight. Sometimes I’ve had to get some help from someone else to show me the hiding spot to break me out of the fixed thinking patterns. I feel like that is exactly where I am at with this class right now.

Still Struggling

I am still struggling with my graduate class. It is amazing that a class of four people could make me so miserable. Although many people would claim that we make ourselves miserable.

How am I making myself miserable?

  1. I am giving them my hard work, that they do not appreciate.
  2. I assign them what seem to me to be meaningful (and often nontrivial tasks), which they do not appreciate or like.
  3. I don’t give high grades when I see poor work, and I have to deal with the arguments.

I could simply

  1. Not try as hard. Can I restructure class so that I’m not working so hard for it?
  2. Give easier assignments.
  3. Give high grades all the time.

The first of those seems like a reasonable course of action, but I think my integrity has arguments with the next two.

I need to care less about what they do, what they think, and how they complain. Maybe if I can manage to not react to it, it will drop off. And think carefully about what the learning objectives should be, given the level and disinterest of the students. What can I make stick given who I am working with?

You can’t make everyone happy. And being in a group of really unhappy people can definitely rub off. Insulate myself better. And detach, detach, detach.

Sitting in Judgment

I was on a hearing panel that suspended a student yesterday.

It’s funny how everyone says, “This isn’t me.” Guess what? This is you. This isn’t all of you, but this is part of you. We are the sum of all of our actions. The kindnesses, the cruelties, the lies, the truths, the intentions, the regrets, the results. All.

I am no exception to this. I have done things I am ashamed of. I have hurt people, with intentional and unintentional cruelty. I have helped people, sometimes intentionally. Sometimes not. I have stolen, taking that which I knew was not mine. I have been scared of consequences, and chosen an action that I knew was not correct, and hoped that no ill would come of it. I have had moments of grace. I have had moments of failure. And all these things are the sum of me.

What I have learned is to try to keep myself out of the situations where I might be tempted do wrong. I have learned to be more mindful of the impact my actions have on others. I have learned that my intent and the result I obtain are not always the same, and so I must be cautious with my intent, cautious in my action, and aware, always, of what is going on around me. I don’t often succeed to the extent I wish I would.

When we suspend a student, we confront someone who has done wrong. Several wrongs. Rare does a student get suspended on a first offense. If one is, it means the actions were both premeditated and egregious. The student stands before the council and faces their least honorable self often with words of denial, ‘This isn’t me.’ Often with apologies. Often claiming to respect the honor code they have broken.

I don’t want to hurt them more, but I do want to say, “Yes, it is you.” But this is not the sum of what you are. You can take this experience, the darkness you’ve found inside yourself, and you can accept it. Learn from it. Learn to avoid putting yourself in a position where you will make a bad decision again. Learn how to put/keep yourself in positions to make good decisions. And you are greater, and will be greater than this one thing you did. No matter how horrible this one thing was. Let it motivate you to do better in the future.

And let it open you to compassion when you are confronted with others who wrong you. Remember this darkness is in all of us, but so is the ability to learn, change and reach for light.

Death and purpose

Last night I found a geocache in a cemetery, and this sparked a conversation about death. Or, rather, about what my friend wants to have happen to her when she dies. She’d opt for cremation, and has plans for friends to help her husband with her collectibles. Such a calm, reasoned plan in the face of the inevitable, and I envy her equanimity.

Me? I don’t even like to think about it. Thinking about death, most specifically mine, still has the power to provoke an anxiety attack. I’m not ready to face it. I believe in real death; that you disappear from this world. We will leave it and be forgotten entirely. Not immediately, but certainly by the time the sun dies its death. By that time, no living being will remember us and whatever influence we had will long have faded into nothingness.

Religious adherents may be tempted to argue with me at this point, or tell me to find God and find comfort. I’ve spent years thinking about that aspect of the situation. If that works for you, great. That line of argumentation has never worked for me nor resonated true with me. I don’t believe, and I’m not going to sacrifice a heart-felt truth for comfort. Do you prefer comfortable lies or uncomfortable truths? I prefer uncomfortable truths.

Except that, when I can, I would avoid thinking about this one.

But even believing that in the end we disappear, there is still the question of what is my purpose in this here and now. I do not choose to live a purposeless existence. Even if every act is eventually erased.

Certainly part of it is to do my best by my students. To teach them not only about math but to try to give them wisdom and strength to get through life. An idea or a thought, source forgotten, that helps them find their path and their purpose.

Another part of my purpose is to write. Here, this blog, this is practice. I don’t know what exactly it is I have to say yet, but writing here, day by day, I hone my craft and tune my voice. And wait, and watch and think. I will find my message and my way of writing it.

A last part is certainly in human connection, but this part has me lost. It is something I should write about at a future time. Suffice for now to say that I find myself in middle life, alone, but for family of choice (and some by birth that I am less close to). Not a path I chose for myself, but one that circumstances thrust upon me. It gets to me sometimes, though I have found much comfort this past year in focusing on the love I can give rather than the love I wanted to find. Focus on what you can control, and keep moving forward.