Activist Classroom Reader, we have made it to December 2021 … which feels even more surreal than usual.
In writing my last post, I reflected on self doubt in my teaching this semester. As part of my writing, I did a search through the AC archives to see what Kim had written. And, behold! She had some really helpful musings on “failure,” prep, and self doubt from 2015 (!).
I found the post really helpful — both emotionally (teaching solidarity across time!) and practically. It also has the wonderful line “prep is the thief of time.”
In hopes that you, too, might find the post helpful, I’ve re-posted it below.
So it finally happened: I had my first epic fail of the term. Bertolt Brecht and Antonin Artaud were on the roster in Performance Theory this week, and on Tuesday our job was to get some preliminary definitions of their main stuff (“Epic Theatre” and “Theatre of Cruelty”, for those of you who are not already theatre geeks) on the table. We did a brainstorming exercise at the white board, which went fairly well. Then, according to my prep, we were supposed to do this:
Usually, I like a nice debrief. We talk about what we’ve been discussing/writing/sharing on our own/in groups/in pairs, and exciting new insights emerge. I jump around and get exercised about the groovy things the students have discovered; we laugh at my shenanigans, and then we learn.
This week, however, when I looked toward the white board the temperature inside my body suddenly rose a couple of degrees. It may have been that southwestern Ontario is unseasonably warm this week, and the building in which I work is ill equipped to handle autumnal climate fluctuations; or perhaps I had finally succumbed to a combination of Prof Flu and Plane Flu (I was in the UK last week; more on that in my next post). Anyway, the result was the same: blank of blanks.
Somehow, we got through Artaud. But I left Brecht – Brecht! My hero! – on the floor. A big, flat, dialectical dud in the middle of the sweaty room.
Class ended with me asking the students (all of whom are always so game to just go with what comes out of my mouth at any given moment – bless!) to free-write for two minutes in response to the Brecht reading they’d completed. I then ran away to my office and cowered behind the recycling bin for a bit, weeping. The pressure immediately to dive into my prep for Thursday and re-write ALL OF IT was overwhelming. But I resisted.
I’ve written before on the blog about epic classroom fails, and about the power of just throwing the damn prep away in order to improvise in the moment. I’ve also been concerned recently with “prep creep,” and with it my looming anxiety that I’m spending too much of my (increasingly precious) work time on prep. All of this occurred to me as I cringed at the memory of Tuesday afternoon.
There was a time when I would absolutely, without question, have gone home and rewritten the heck out of Thursday’s prep – anything to give myself the impression that I was “ready” to “fix” the problems that had arisen on Tuesday. Instead, this week – mindful of my crazy workload, of the power of prep creep, and of the fact that much of what went wrong on Tuesday had exactly nothing to do with my preparedness, and everything to do with what I was feeling (exhausted; a bit sick) – I simply said: fuck it.
I reminded myself: Thursday’s class is already pretty well planned. I’m going to forget about this one, bad day; I’m going to go back on Thursday and regroup; I’m going to do a version of what I’ve already planned, and it’s going to be Just Fine.
And here’s the shocker: it WAS fine!
I arrived to class Thursday afternoon and asked the students to share what they’d written at the end of Tuesday’s class. There was some really good material on offer, and we chatted for a bit about the ins and outs of Brecht’s theory. Then, I turned back to my prep, which called for us to watch two very different performances…
(Buffy is SO BRECHT. No, really.)
(Societas Raffaello Sanzio… freaking everybody out, but in a good way)
… and then to connect them to Brecht and Artaud, respectively. The students responded to the performances with enthusiasm, disquiet, and real verve. I trusted myself in the moment to make the connections I already knew were there, and to speak with passion about two theatre practitioners with whose work I’m well familiar. In short, I trusted the students, and I trusted me too. I glanced a few times at my prep document (of course I did!) but mostly I went off-piste, letting the students’ reactions guide our discussion. And it was absolutely fine. It was more than fine, in fact: we had a terrific class.
Prep is the thief of time: it is necessary, of course – but it’s also so, so easy to delude ourselves, on really bad days, into thinking that more and more prep will make a better and better class next time out. But will it? Is that “better” class really better for the students in the room, or does it just appear to be better from the perspective of the struggling teacher who strives to regain control over his or her feelings about the class, about how things are going?
This week I decided to wing it: partly out of desperation, and partly out of a small confidence that I knew my stuff well enough to get away with winging it. In the process, I realised that I need to trust myself more, full stop. The prep is there as a fail-safe, a backup, but let’s face it: I’m well trained in this work, and I need to be confident that I can communicate it to students – and have compelling conversations with them about it! – without a whole bunch of paperwork, and anxiety, getting in the way.
Why it’s taken so long for me to absorb this fundamental truth I have no idea; I chalk it up to the power of imposter syndrome. But truly, it’s been such a relief to realise, this week, that I did NOT need to do more work to salvage the class; all I needed to do was show up, be present and committed, and bring what I already had on hand to the table.