Being a Student Again: How Taking Classes Made Me Reflect on Teaching Classes

I feel like I’m in high school again, and it’s been an unexpectedly good thing for thinking about teaching.

I recently moved to Montreal and decided to take French classes. As I filled out the online registration forms, I thought to myself, “A little morning routine, a little french, and the possibility of interaction with other humans in the brand new city I’ll be google-mapping my way through? This is a great settling-into-a-new-city-plan.”

I wasn’t wrong: the classes have been immensely useful for grounding my first couple of weeks. They have also been unexpectedly helpful for thinking about my own teaching.

Here are the top three things that being a student has got me thinking about:

The Vulnerability of Learning

As a kid, I was in French immersion – a Canadian public school program where students from non-French speaking families take most of their elementary and high school classes in French. So, technically, my French is decent. Practically, it is not.

Trying to find my knowledge of French has been felt like being in the movie Inside Out: I spend my morning classes running around my brain, searching for old memories. Much to my dismay, it seems that many of these memories have been dumped to make room for new skills and knowledge.

To the shock of no one that knows me: I have a robust set of feelings when I’m not instantly good at something. So, when my teacher hands back my homework, and I see the 1003 minor grammar errors, I can’t help but wince a little.

Other than the hit to my ego, this has been a critical reminder of the the vulnerability of not knowing, of not understanding, of trying but not getting it right the first, second, or even the third time. I try to acknowledge this vulnerability when I teach but sometimes I forget how amplified it can feel for students.


Three weeks ago, I could not have told you the last time I took a midterm. That changed, last Wednesday. And, much to my surprise, I think that’s a good thing.

As a university instructor, I know that tests can be good evaluative and pedagogical tools, and I do incorporate final exams into some courses. But, I also know that tests favour certain learning styles over others and can prompt huge levels of stress and anxiety for students. In the context of rising mental health crises across American and Canadian post-secondary campuses, the stakes of stress and anxiety can be concrete and significant. It doesn’t help that, even when test-related stress is contained to the classroom, students generally hate exams.

Actual archival evident that I took a French midterm some time after high school.

In my French class, I was no different. I did not want to take my midterm. In fact, I briefly considered refusing to do so (me: at my most mature).

After having a little chat with myself, however, I decided to write the midterm. This meant I had to study. And, you know what? Studying prompted me to engage with the material in a way I’d been avoiding: I went back and reviewed some of the core concepts; I memorized the rules; I did mock exercises.

Did it bring back a whole bunch of weird want-to-succeed-in-evaluative-contexts feelings? Why, yes it did. Did it also light a fire under my learning feet? Most definitely.

On Mattering

As a university instructor, I’m aware that, within the context of a classroom, I am in a position of power. As a student, I am am actively reminded of how this power looks and feels.

The teacher – who is like every french teacher I can remember: energetic, kind, passionate, precise – is the point toward which I, and all the other students, are oriented physically and intellectually. And, boy oh boy, do we notice everything she does:

  • I notice that she tends to stand on the right side of the white board (likely so she doesn’t have to cross when she needs to start to write a sentence). This means that she often unintentionally favours the right side of the class, who are physically closer to her.
  • Another student feels that she pays more attention to those with stronger language skills.
  • Another student feels her pedagogy is better than any of the other instructors they’ve had.

Even for adults with diverse areas of expertise and experiences (the class of twelve includes adult learners from 7 different countries who work in a range of fields from health care to hospitality to academia) the teacher matters, and that mattering often articulates in very embodied, and sometimes very emotional, ways.

I already knew all of these things, of course.

After all, I’ve spent big chunks of my adult life as a student. And, even though I’m done with formal coursework (phew!), I’m an active learner. I take professional development workshops, praxis sessions, and all kinds of classes. And not all of these classes are in areas where I excel either. I, Kelsey Blair The Historically Inflexible, take yoga classes.

But being in a semi-intensive, pass-or-fail class with medium-level stakes for most of the students has reminded me, at a bodily level, of what it feels like to be a student.

This, in turn, has reinforced something I already suspected: being a student, particularly in moderate- to high-stakes environments, is invaluable to the development of my teaching practice.

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