Dear List members.

This is the time of the year when semesters are ending and people are beginning to think about their summer plans and what next term will bring. We have had some discussions about the difficulties inherent in teaching developmental courses and in some cases teaching upper level courses. I would like to end this school year on a positive note by initiating a discussion about memorable experiences you have had in your teaching and/or administrative careers where you made a significant impact upon a student or students as evidenced by their response(s) to your actions.

I will start the discussion by sharing with you a letter to the editor of the school newspaper, the Main Sheet, written by one of my students just prior to his graduation last year. Steve Snow was an engineering student who started at Cape Cod Community College in a developmental math program in order to build his skills up to the level where he would be able to meet the prerequisites for engineering. This is where I first met him. He started in my intermediate algebra class and followed this with two of my freshman level engineering classes in mechanical drawing and Engineering Principles. Steve was and still is a very shy person and it took me a few class sessions to notice him. It took a while for Steve to get used to my cooperative learning approach to teaching but he warmed up to it nicely. When he came into my engineering classes he was well acclimated to working with other students and settled right in with a group of pretty outgoing students. He had a great time in the class and made several close friends whom he still associats with.

Steve captured the essence of collaborative learning beautifully in his opinion piece for the school newspaper, where he was a staff writer. I was not aware that he had written it until I open up the paper and recognized his name. When he met me later he explained that he didn't forewarn me because he wanted to surprise me with it just as I had surprised him so many times in class with fun and interesting collaborative activities which he felt drew him out of his shyness. I almost feel funny about taking any credit for Steve's success since cooperative learning has become a natural way of life for me both in and out of class. But I'm not that foolish, so I will credit both the methodology and my good sense to use it.

When I read Steve's article chills ran down my back and I felt that high feeling one gets from teaching, unmatched by any form of drug, when you realize that you have made a real and positive impact on someone's life. It reminds me of the anti-drug slogan "Get High On Life". This one says "Get High On Teaching".

Regards,
Ted Panitz
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OPINION

HELP ADJUSTING TO COLLEGE LIFE IS RIGHT HERE AT CCCC

By Steven Snow

I remember being an incoming freshman, not having any idea what to expect as I peered across the parking lot into these now familiar buildings that are known as Cape Cod Community College.

The word "College" had always sent a chill down my spine. I knew I wanted to go, but wasn't sure exactly what to expect. The thought of college only brought up recurring images of my high school teachers saying "If you think this is bad now, wait until you get to college". Sure enough when I approached this educational mecca of Cape Cod, I could feel the voices of teachers past taunting me. I opened the door to what was, I think th North building, and saw scores of students sitting down on a bench studying intensely for their next class.

My first class was intermediate algebra, and my professor, whom I had arbitrarily selected, having no idea who any of the professors were, was ted Panitz. I remember the moment I first walked into the classroom and I sat down. I felt a huge amount of tension building from the almost unbearable quietness in the room. Finally the professor walked in, with a big smile on his face. He paired everyone up, and told us to go outside and get to know the person that we had just been assigned. So we did, and my partner told me, among other things, that the reason he was taking the class was because of the good reputation of the professor. Five minutes later, when we came back into the classroom. the teacher said, "OK, now I want each of you to describe the person that you were assigned to meet."

It was amazing how much easier it was to introduce another person that it was to introduce myself. Furthermore I don't think it is possible to make friends with other members of a class any faster than we did.

As the class proceeded, "Ted" would assign problem sets, and have us complete them in groups. At first I thought that there was no way I could work in a group, but I was surprised at how effective it actually was.

Iwas lucky to have Ted panitz as my first professor, and my experience dince then has been that CCCC professors are not the monsters that my mind made them out to be. Well, OK maybe some of them were once in a while, but for the most part they do a great job.

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Below is a compilation of memorable teaching experiences which were sent to me.

From: CCSeefer@aol.com

I have had many memorable experiences during my eight years of teaching, but a very simple thing that happened recently will stay with me for a long time. I am teaching a developmental math class this quarter to a small group of adults, many of them carrying around severe cases of "math phobia." This is a course most of them have been dreading. I had just finished explaining multiplication of fractions, during which I showed the students a "short-cut" which would make the process much easier. I assigned a number of problems and was walking around the room, assisting individuals, when suddenly a student named Theresa burst out with, "This is so much fun!!" I guess the reason it had such an impact on me was that Theresa "hates" math, and her ourburst was so spontaneous. She really was having a good time! To me, this is what teaching is all about--to be there when that "light" goes on and to somehow inspire that spontaneous outburst of delight.

Carolyn Seefer Heald Business College Concord, California
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From: William Campbell <wm.e.campbell@uwrf.edu>

Ted, I enjoyed your post about your shy student. Some years ago, while
working at University of Minnesota, Morris, I participated in the creation
and implementation of a required course for all freshmen. Creating this
course was a lesson in the politics of higher ed. Teaching it was my
most wonderful teaching experience ever. I taught it for two fall
quarters, two sections each as I recall. We used lots of writing, lots of
discussion, it was great fun and it worked very well. A few years after
I left Morris I was speaking with one of my former colleagues, the
adviser to a student who had been in one of my sections. This student
told her that I was the best teacher at Morris, why did they let me leave?
I don't for a minute believe I was the best teacher in the school, but it
was flattering, and I was pleased to learn that at least one student
shared my view of how much fun that class was.

Bill Campbell
Director, Grants & Research
University of Wisconsin-River Falls
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From: crust@potlatch.esd112.wednet.edu (Chris Rust)

Thanks for suggesting this. I hadn't thought about this student for awhile
and the memory helped me today.

John was a student in an adolescent day treatment program. He was severely
disturbed and his diagnosis fluctuated between oppositional defiant
disorder, schizophreniform disorder and conduct disorder, depending upon
which psychologist had seen him last. He was prone to physical aggression
and I had to be involved in restraining him on a number of occasions. John
had been abused in all ways for most of his life, sometimes at the hands of
agencies who were attempting to be of help.

When he left our program, he wrote a short message to me: "Thanks Mr Rust
for making me feel okay." That message is the most cherished gift of my
career.

Chris Rust Technogizmologist crust@esd112.wednet.edu Battle Ground
Alternative Learning Prog.
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From: Johnny Hamilton <jhamilton@constructpress.com>

Dear Ted,
I read your request for stories about most memorable moments with
students. You will find this a little different from your other replies.
About eight years ago, I completed two night pre-calc courses and and a
brief calculus course at the local community college, while working as a
pipe fitter during the day. I took the courses because I wanted to
upgrade my knowledge of mathematics. Most people do not comprehend just
how math intensive construction and design is from concept to completion.
My understanding of my work changed almost daily as I went through the
courses. Being a child of teachers, I naturally shared the information I
could with other people in my trade. One thing became quickly apparent,
most people did not have the background to understand many of my
explanations thought I tried to make them as simple and straightforward
as possible. One fellow, Gibbs, was more interested than most and soon
arranged to be moved in the fabrication booth next to mine.
Gibbs was a smart man but hadn't received much of an education even
though he had a HS diploma. His math education in HS was General Math
which is little more than a little more arithmetic. We started with
fraction and decimals using a scientific calculator. It wasn't long
before he was finding the degrees of the angles of right triangles then
using that skill in calculating what we call offsets. I wrote problems
down for him and others constantly. One day I started showing Gibbs how
to use his knowledge of angles to determine how to mark and cut piping
intersections. (Basically two cylinders intersecting.) At one point of
this discussion, he stood straight up and looked a hundred miles
away...through the large vessels and tanks...through the miles of
pipe...through all the steel and concrete of the large industrial site.
He was seeing the power of this tool called math. It was not trick of the
trade or a rule of thumb: It was the basis of all of our work. I received
more pleasure from that faraway look of comprehension that all the other
work I did combined.

After I received my layoff from that job, I started writing for the
Gibbses. I wrote "Pipe Fitter's Math Guide", then co-wrote "Math to Build
On: A Book for those Who Build." Although the books are not well accepted
by the math community, they are well received by the people who were not
so well served by the math educational system. We get thank you calls
from all over the country by crafts people and non-crafts people who have
found our books in libraries-public and personal. We have received
excellent reviews and even awards. The books are used in schools,
colleges, and appenticeship training programs. Yet if I ever question
what we are doing I remember that far away look in Gibbs' eyes. When I
write about math, I always write to my friend, Gibbs because he wants to
understand.
Johnny

Construction Trades Press jhamilton@constructpress.com
Johnny E. Hamilton 910-592-1310
P.O. Box 953 910-592-9266 Fax
Clinton, NC 28329-0953
http://www.istar.com/constructpress/page1.html
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From: "Tim Peil" <PEIL@mhdma.moorhead.msus.edu> To: amte@csd.uwm.edu

When I was teaching high school, I tried to balance memorization,
learning new skills, conceptial understanding, and problem solving. I
used both individual and group activities, in class and as homework.
I was known as a demanding instructor, not liked, but respected. The
following incident occurred during my first year of graduate school,
during a visit back to the high school at which I had taught for nine
years.

Four Junior boys came running up to me---three of which received an F
and one of which received a D from me the previous year.
They said, "Mr. Peil, Mr. Peil, we have good news and bad news for
you."

I said, "Well, what is the good news."

They said, "We are all passing math."

I said, "Great! I knew you could do it. What's the bad news?"

They said, "We learned more when we were failing with you."

That incident and the conversation that followed made a deep
impression on me. I think the statements clearly expressed their
feelings.

Timothy Peil, Ph.D. email: peil@mhdma.moorhead.msus.edu
Mathematics Department Phone: (218)-236-2454
Moorhead State University Fax: (218)-236-3945
Moorhead, MN 56563
++++++++++++++++++++++++++++++++++++
From: brahier@bgnet.bgsu.edu (Daniel Brahier) To: amte@csd.uwm.edu

Good one, Tim!

I teach an 8th grade algebra class, and my students have to pass an exam at
the local high schools to "test out" of algebra and "into" geometry in
their freshman year. Last week, I was complimented by the department chair
of one of the high schools because my students were among the highest
scores in the area on that test. I chuckled because the students he was
referring to are struggling to get B's and C's in my class. Then, I
wonder, is my assessment of their progress the reason for the discrepancy,
or does the problem lie with the relative simplicity of that test? I've
never seen the test, so I'm not sure.
++++++++++++++++++++++++++++++++++++
From: Liz Miller <l-miller@tamu.edu> Subject: Student High
Texas A&M/Center for Teaching Excellence

I was very dispirited earlier this past winter, wondering whether my
teaching really counted for very much--not my usual optimistic outlook at
all--when I received a letter from a student I had taught five years ago.
While I can't put my hands on his exact letter, I loved the metaphor.
He wrote something like this: "Dr. Miller, I love to work puzzles, and
anybody knows that your best clue about how to proceed and get them put
together properly is by looking at the picture on the puzzle box. Well, Dr.
Miller, you probably don't even remember me, but I had you for INST 202 and
you kept telling us that each person should and could make a difference in
his world. I thought about the things you said to us in that class a great
deal and I have made some big changes in my life. I was considering my
course of study and the more I thought about what you said the more I wanted
to do something different. Dr. Miller, I'll bet you'll be surprised, but I
decided I wanted to be a teacher. I'm almost ready to graduate and I am so
excited. I just wanted you to know that you are my picture on my puzzle
box. I look at the way you taught and the things you said and they are
helping me put my life puzzle together in a way I had never considered until
I looked carefully at the picture on the box. You probably will think I'm
crazy but I just wanted to tell you what you meant to me in that class and
after."

Needless to say, when I have a day where everything seems headed downhill
and I can't get closure on any of my projects, finish grading all those
papers, or any of the other things that can spoil an academic day, I just
chuckle over the fact that I'm a picture on the puzzle box for one of my
former students.
++++++++++++++++++++++++++++++++++++++
From: rpilgrim@ucsd.edu (Dick Pilgrim)

Ted,

Here is an email I received just before Winter Break this academic year -
one of the best presents a teacher could receive:

* Prof. Pilgrim,

* I took Math 1A from you Winter Quarter, 1994, an it was a turning point for
* me. My confidence in math wasn't very good at that point, and I had
* struggled with both Math 1A an 2A many times. You explained it in such a
* way that I not only understood, but also became an ex-math phobic.

* I graduated in June 1995 with a B.A. in Psychology and I'm happy to say
* that I've got a great career at Qualcomm Inc. as a software engineer. Much
* of the confidence I have in engineering comes from the fact that I know
* that I conquered calculus. I wanted to make sure you knew that your
* teaching is much appreciated.

If that won't put you on Cloud Nine, nothing will!

reply to: Richard Pilgrim
University of California, San Diego
9500 Gilman Drive 0423
La Jolla, CA 92093-0423
Internet: rpilgrim@ucsd.edu Office: (619) 534-3298 Fax: (619) 534-1011
+++++++++++++++++++++++++++++++++++++++++
From: rcjdunne@umslvma.umsl.edu (Joseph Dunne)

About five years ago I was standing in my front yard and talking with
a contractor who was installing siding when an unfamiliar car pulled into
the driveway. I could see an elderly woman hunched in the passenger seat.
The driver, a fellow perhaps about forty, got out and walked over, offering
his hand.

"You're Mr. Dunne, right?"

"Yes."

"You don't remember me. I'm Joe Salvi [not his real name]. I was
in your writing class at Meramec. I live in the East now, but when I'm in
town I drive by here running errands for my mother."

He nodded toward the woman in the car. And I recalled Joe and his
twin in a writing class a long time ago, two nearly identical guys sharing
in class the knowing glances of siblings.

"I've been wanting to stop and thank you," he said. "You told me I
could be a writer. I'm in business, but for a hobby I write magazine
articles about hunting and fishing. I get to go to places I could never
afford, places I'd never see because I can write about them. And you told
me I could do that. You changed my life. I wanted to thank you. Gotta
go."

And he shook my hand again and ran back to the car, waving as he got
in. Hardly a minute had passed.Steve, the siding contractor was amazed.

"Does that happen often?"   he asked.

I didn't have the presence of mind to shrug, "Oh sure, every couple
of weeks or so." Later I dug through my old gradebooks and looked up Joe
and his brother. Joe and Jim Salvi were in my Developmental English class
in Fall 1969. Joe was in my Comp I class the following semester. I
changed his life. He earned a C.

Joe Dunne
St. Louis Community College at Meramec
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From: cdiller@popmail.mcs.net (Charlotte Diller)

Dear Ted -

What a wonderful idea to end the year! I am a brand new teacher having
just completed my M.A.T in December, 1995. I switched to teaching from a
career in marketing and I am so glad that I did.

My most memorable experience so far came out of my student teaching in a
Chicago public school. I helped my 7th grade language arts class start a
lunchtime newspaper club. We met once or twice per week and the students
determined everything from content to layout to staffing and roles. It was
wonderful to be a facilitator for such energy and enthusiasm! A few of the
students really liked using computers and, as that is one of my interests
as well, we would periodically discuss computers and the Internet. The
newspaper even included an Internet section containing reviews of sites.
The students continued the newspaper club after I completed my student
teaching. One day a month or so later, I received an e-mail from one of my
former students. "'Our Town' is on the Web," Isaac wrote. "Check out the
Dedication." Isaac, on his own and using tools gleaned from the Internet,
had published "Our Town" on the Internet.

I was thrilled! And *touched* when I read the dedication, on a Netscape
enhanced background of apples, "On behalf of the entire staff and class we
would like to dedicate this to Miss Diller [our student teacher]. We thank
her for help in arranging this and helping us [with the production of the
first issue]. Her kindness and courtesy will not be forgotten. It is
because of these aspects of her that we drove to complete this; to prove
that we would not let her down.

Sincerely,
Us"

The class now has two issues of "Our Town" published on the 'Net at
http://pages.ripco.com:8080/~alderson/index.html. Isaac also qualified as
a 6-8 grade finalist in MultiMedia Schools Magazine Student Technology
Leadership Competition. Wow!
Teaching can be tough, much more so than the competitive business world,
but the rewards are huge. Kids are wonderfully terrific and energizing. I
am so fortunate to be a teacher!

Charlotte Diller--Newbie Teacher Technology Coordinator
Baker Demonstration School 2840 Sheridan Road Evanston, Illinois 60201
phone: 847/256-5150 ext. 2213 e-mail: cdil@evan1.nl.edu
cdiller@popmail.mcs.net
++++++++++++++++++++++++++++++++++++++
From: skaplan@unlinfo.unl.edu (Sandy Kaplan)

Ted: Several days ago I posted to our list a note about the Geology 105
class that I just completed teaching this semester (entitled "Life of the
Past"). For the first time, I included cooperative learning in my class,
student presentations, group work, journaling, and some other novel (for
me) techniques. The attached letter is one I received from a pre-service
science teacher who was enrolled in my class last class. IF you choose to
share this, would it be appropriate to remove the student's name from the
letter? In any case, it surely gave me a thrill to read it....plus, some
unknown student out there nominated me for Outstanding Teacher of the Year
at University of Nebraksa-Lincoln. On top of all that, I like the "novel"
techniques. Have a great summer! Sandy

Sanford S. Kaplan, PhD E-mail: skaplan@unlinfo.unl.edu
Water Project Coordinator Phone: (402) 472 - 4303
N-158 Beadle Center FAX: (402) 472 - 7842
University of Nebraska-Lincoln
Lincoln, NE 68588-0664
+++++++++++++++++++++++++++++++++++++++++
The Water Project is an interdisciplinary distance learning project of the
Satellite Education and Environmental Research (SEER) Program

It is not often that I find myself in this position. The position
of thanking a university teacher for all the wonderful moments he or she
had given me throughout a semester course. In fact, you are one of three
teachers I have had throughout my college career of five years that has
inspired me to write a letter of gratitude of this sort. The other two are
Dr. Ron Bonnstetter (my methods instuctor) and Kris Miller (my
multicultural education teacher). Together with them, you have offered me
something very few educators at the university have been able to offer
me....an experience. You have somehow managed to make what some people
might call a "boring" or "unexciting" class, interesting.

How did you do that? Well, you and I both know that. Thanks to
your open mind, your genuine enthusiasm for 'Life of the Past', your
sincere interest in the students, your titilating lecture style, and
perhaps a few tidbits you picked up from Action Research you have managed
to make this class anything but unexciting and dull. Congratualtions!
On a personal level, you have inspired me, just as I am sure you
have inspired a great deal of other students who have come to know you or
have taken your courses. I can take great pride in the fact that someday
soon I will be able to stand up in front of my class and tell them about my
mentors and how they helped shape who I am today. Of course, your name has
undoubtedly made the list. I have aspirations of being half as good a
teacher you are today. Thank-you, Dr. Kaplan, for bestowing me with the
memories, the experiences, and the knowledge. You can be rest-assured that
I will put your tools to good use!
Sincerely,

Andrew Widhalm 1326 Sumner Lincoln, NE. 68502 (402) 438-6811
e-mail: aw82842@ltec.net
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From: Merryellen Schulz <mschulz@ops.esu19.k12.ne.us>

What a nice to do! This is a perfect time of year to reflect on what has gone right with your teaching. All of the students I teach have been identified as being "at-risk." I have many stories, but the following is very meaningful to me.

Most of my students are not read to at home, and do not have many books in their homes. Because of my frequently changing grades Marcus was my student for first, fourth, and sixth grades. When he was in first grade he was the third child in his family. He had two older sisters who had serious behavior problems at school. In September of first grade a little brother was born. Marcus learned very well and became very close to me. He tried to behave when many of the other boys in class thought it was very uncool to do so. I would bring my son to school on Saturdays and he and Marcus would play games on an Apple IIE computer. By the time Marcus was in fourth grade, his sisters were in foster care and his mother was drinking, and gang influence in the neighborhood was

increasing. By that time I had a computer with a hard drive and good word processor and Marcus became very proficient at using it. His mom would come to school and express amazement at what he could do. She was extremely proud of him.

The summer before sixth grade Marcus' mom was arrested twice and his sister was diagnosed iwth hepatitis B. Marcus continued to do well in school and to behave when others did not. When he participated in a shadowing program with a local business partner they were surprised by his computer skills. Instead of teaching him what he already knew they gave him an old computer to take apart. He came back very excitedly telling me that that was what he wanted to do when he grew up instead of being the pro fooetball player he always had inssisted that he wanted to be. That year his mom had another baby in February. There were complications and Marcus fixed the meals and kept the household going for his family. When the baby was born Marcus helped with his care. The next month I nominated Marcus for an award for students who overcome obstacles to succeed in school. The day of the banquet his mom got word that a replacement liver had been found for his sister. She had to go to the hospital, but somehow got Marcus to the banquet. Again, through the weeks of his sister's convalesence Marcus took care of his two little brothers. At theend of that year I sent him off to Junior High knowing he wouldn't be my student again, but hopeful that he would succeed, because he had a love of reading and respect for learning. That summer his older sister had a baby who became fatally ill a month after birth. The sister ran away and abandoned the baby to her mother. Marcus helped his mother care for the baby and was with her when it died at 4 months. He came to talk to me and let me know how hard it had been for him. While all of this was happening he continued to do well at school. He attended a computer magnet school and they moved up to 8th grade computer classes because of his skills. In the fall of 8th grade Marcus' sister had another baby which was healthy, but the other sister needed a second liver transplant. Her friend was killed in a car accident and the family donated the liver to Marcus' sister. Again, Marcus was taking care of things at home. He came to tell me about it. He said the baby brother who was then approaching two-years-old was "bad." I started to advise him of ways to handle the two-year-old when Marcus interrupted me and said, "Oh, I just read to him, Mrs. Schulz!" I got teary and told him that I was very proud of him.

I know this story is long and the punch line is short, but if you understand the situation in which I teach, you understand how important it is that this young man reads to his little brother.

Merryellen Towey Schulz mschulz@ops.esu19.k12.ne.us
Sixth Grade Teacher School phone: 457-6737
Wakonda Elementary School Home phone : 558-0789
Doctoral Student UNL - Curriculum & Instruction FAX: 558-5784
++++++++++++++++++++++++++++++++++++++
From: FRAZIER@CCIT.ARIZONA.EDU edstyle

I like the following episodes. I taught microcomputer classes at the university of Arizona. The first really great teaching buzz was when two very large and scared men came to my Intro to microcomputers class. The two older men were so scared they sat and shook in the first few minutes of class. I greeted them and as a good teacher, questioned why they were in my class, what they hoped to gain from it, and of course.. the small chit chat that helps scared students of any age. Well they were two 55 yr old staff members who were professional plumbers. They were given two expensive computers and told all reports and supplies
orders were to be done on that computer. If they didn't do it the way their younger boss suggested, they may be terminated as several people already had been.

I know very little about plumbing, but understand lots about tools and that a computer is just a tool. I calmed them down, told them if I had given them an expensive tool for checking for water leaks, would they be this scared. I work hard to give them a good start, called them and those others in class that needed help. I grouped them with the students who had a love of computers. In the few weeks that I had these plumbers, I pushed the limits and challenged them while calming fears. These two plumber have come back many times with hugs and thanks. They have joined the local computer club, done news letters and have helped me with my pet project (free repaired computers to the special needs children). I still have a glow even after a few years. The second story, was a learning lesson for me. It was the starting point in my learn about teaching and touching. I am an expressive person and give praise and hugs when the students get the problem, the light goes on and they understand the logic and use for the computer.

I had a student from some african nation. He was having problems with understanding the english and computer terms. I paired him with another man who was a jolly soul who loved computers. One day this man discovered the connection between the commands and the purpose for giving them in DOS (before windows). He was soooo excited, I reached over and gave him
a hug. The poor man got hysterical, screamed and ran out of the class. I was shocked and his partner went to check on him. He was crying so hard in the hall, and I couldn't figure what Ihad done so wrong. Moral of the story. A young white women hugged him. That was a death sentance in his home town. A young women touched him, he had to marry her (me) or I would be shamed. Yicks, his partner calmed him down, told him no one would kill him, I didn't have to marry him and everything was ok.
It wasn't a fun lesson to learn, the young man dropped my course. I now have learned the art of praise without a touch, or just a touch of hands.

A hard lesson, but fair when you work in an university environment that has many cultures. I had to give up teaching for a while, but now I am finished with my degree, and ready to help older americans with computers. I volunteer still with my special needs children, the various clubs and still get students who remember me and tell me how fun and informative my microcomputer class were. I still get hugs(I never turn down a hug!) but let the others make the first move. :-}
+++++++++++++++++++++++++++++++++++++
From: ketz@hcc.Hawaii.Edu (Ed Ketz)

Ted,

Sorry it took so long to respond to your post. Nice way to end the year!
My most fulfilling, pleasant, positive experience with a student was with a
non-native speaker who was taking both math and English, for which she had
occassion to come into the learning center. She had tested into remedial
math and freshman comp. I first began working with her on her math. She
was (is) one of those people that I just sort of hit it off with. It
didn't hurt that she wanted desparately to learn. Her only problems were
an unfamiliarity with the English language, and the feeling that this made
her "stupid." Turns out she isn't, and her language difficulties weren't
near as severe as she thought.

At some point she gave me one of her papers to read. It was this
heart-tugging narrative of her family's escape from Viet Nam. She packed a
lot of emotion into a few paragraphs, but really got to me was the fact
that she wasn't trying to evoke sympathy. Her point was that she was VERY
angry that Americans take their rights and freedom for granted.

As the cliche' goes, "to make a short story long," we spent the semester
working pretty close together and she ended up finishing THREE math classes
(geeting through everything up to and including elementary algebra) with
A's and got a B in her English class. When I complimented her on her
achievement she gave me this very deep look told me that I was the reason.
She told me she'd never had such a patient teacher, and that my stories (I
use a lot of anologies and strange little stories to teach) made the
learning fun, even if some of them were a little weird (actually she was
too kind - MOST of them are strange). She said she didn't feel stupid any
more. I told her I was glad, 'cause she wasn't stupid to begin with. She
said something like "but you're the first teacher who showed me how to show
myself.

They" can keep the money. When a student makes that kind self-discovery,
that's why I do what I do. Just before she headed off for summer fun, she
sort of hesitated for a for a few seconds (as if unsure if it working
something out in her head) and then gave me a hug.
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From: fhr010@mail.connect.more.net (Rosemary Grant)ednet@noc1.oit.umass.edu

One of my best was in a contemporary issues class about 4 years
ago. I was sort of down about how the class was headed. I didn't think I
had contributed much or my expectations had been too high or something. I
liked all my students, but they weren't that interested in current events
on a day to day basis. I felt like I was just not the teacher they needed,
but I was not totally defeated. I kept trying different things with them.
Finally, in desperation one day I decided I would work on
established better rapport with them. I decided that the material in the
magazines and newspapers were not as important as these kids themselves. I
thought about what I could do that might make them feel better about
themselves. In addition, I just wanted to connect to each of them in a
human sort of way instead of an academic one. I figured, why not tell each
of them what I liked about them, and what I had recognized as their strong
points as the year went along.

I proceeded around the room, up one row of students and down the
next. Eventually, I got all the way around the room and had something
personal and complementary to say about each one of them. It wasn't always
about academics...maybe about their appearance...or that I was glad they
liked to read for pleasure...or the way they always were in their seat and
ready to go to work as soon as the bell rang. I didn't program in advance
what I would say; I didn't even know I would do this until after class had
started and I saw some of those same meaningless stares into space from the
eyes of some of my students.

What I said was sincere and from my heart. A few times I surprised myself
to get sort of choked up as I spoke the words. They were all listening, and
you could hear a pin drop that day. I had connected with these boys and
girls in a way I never dreamed I could do, and they believed what I said.
Then something even more wonderful happened. One of my students
said, "Now that you have given us these complements and spoke to us from
your heart, can we all have a chance to tell you something?" WOW! I told
them that it wouldn't be necessary because that was not the purpose of what
I had shared with them. Nevertheless, they insisted that was not the
reason for their request. I agreed for them, but I sort of worried about
what they would tell me. What could they say about me because I had never
been voted teacher of the year or won any popularity contests on campus,
but I was in for a big surprise.

After just a few of their wonderful comments, I started to really
choke up. I knew what they were telling me would probably be the best
words I would ever hear because of the tone of the class that day. They
shared things about my teaching that I figured had been overlooked for
years, but kids are more perceptive than I had given them credit for. They
showed an appreciation for my standards in their work. They told me they
were amazed at my knowledge, etc. Some of the students said they liked my
earrings and my choice of shoes, etc. The complements that meant the most,
however, were the ones about my teaching.

After that day the rest of that teaching year was a breeze. I wish
I had written down everything they told me because I've already forgotten
most of them. The main point that I remember was that they appreciated all
my hard work and my scholarship and love of learning. They said they hoped
they could be something like me someday.

Wish I had those experiences in a bottle and I could open it up and
let out a little on bad days. Every teacher should have such an experience.

Manett High School History/Humanities Instructor, Ed.D.
UMKC adjunct professor fhr010@mail.connect.more.net
Monett, MO 65708 1-417-235-5445 & fax 1-417-235-7884
++++++++++++++++++++++++++++++++++++++++
From: Annette Gourgey <FMCBH@CUNYVM.CUNY.EDU>

Ted,

Recently I wrote you about my best experience with cooperative learning. When I taught the composition course based on the theme of male-female communication, I had mixed-gender groups talk about a hypothetical case of Tom and Mary (Tom comes home and wants to read the newspaper to unwind whereas Mary wants him to tell her about his day and communicate). In the groups, and later in a composition, they had to listen to and later write about how the *opposite* sex viewed this situation. As you may recall, the groups got quite argumentative and even angry, and writing the essay was very hard for them, but at the end of the semester they all agreed that though this assignment was difficult they had learned more from it than from any other assignment. Without the groupwork, I would never have been able to reach their deeper beliefs, and they would not have had the chance to listen to each other so they could see things differently. It was so exciting for me at the end of the semester because before that I hadn't been sure that I had really helped anyone to be more receptive to a different viewpoint.

Your latest List question got me to thinking, though, about how teaching is like planting seeds. It takes a long time to see results and you never know at the time which ones will germinate or how they will grow. The rewards may not come for a very long time. Consider this story: My very first semester classroom teaching was in 1981 when I adjuncted several classes, one of them Developmental Psychology. It was a nice group of evening students and a fun class to teach. But did it have lasting effects?

I found out around 6 years later when a young woman greeted me on the street. I remembered her as one of my students, but from which class? She told me she had taken developmental psych with me, had liked it so much that she majored in psychology and was now in a program to get her MSW. She thanked me profusely--it was because of my class that she had chosen the career that she did.

Wow. Who would have thought, six years later, that the class would have made such a lasting difference? Who knows, really, what our students will think about years from now, for good or for ill, about what we have done? When I feel like Sisyphus pushing the rock up the hill, not knowing if I am making a difference, I think about stories like these.

My own story is similar. In elementary school I did well in math but didn't like it until in 7th grade I got a teacher who was a doctoral candidate in math education. He taught us symbolic logic, which was my first experience with the idea that math wasn't just arithmetic, and it turned me on to the subject. Largely because of him I took 3 years of honors and AP math in high school. Twenty-five years later I went to a conference where symbolic logic was mentioned and realized I remembered it perfectly because I had *understood* it, not just memorized it. Some time after that I learned that he was on the faculty of one of the CUNY colleges and I wrote him a letter telling him how much I had enjoyed and been influenced by his class. He wrote me back, and

I could tell I had given him just the thrill you described about knowing when you've made a difference, close to 30 years after
+++++++++++++++++++++++++++++++++++++++++++++
The most part of my teaching at the National Institute of Education was teaching preservice teachers, the pedagocial aspects of primary social studies. Pupils in one of my workshop groups one year gave a picture frame with the words,"

"The most memorable lessons are made by Christine Lee" and around the picture and the main text...they scribbled personal thanks-you for the year, e.g. "Your lessons are the life of my NIE days", "Thank you for the care and help you have

given us"", It's really grat being in your class".

I treasure that piece and it hangs in my office behind my computer. At times when I am depressed that I cannot meet the research and publication expectations of my institution because of teaching and administrative responsibilities....I look at that picture frame...and it reminds me of why I am in teacher education in the first place - and what is my first priority - making a difference to the experience of my student teachers in NIE...and to change a perception so prevalent about teacher education ........that teacher training is a waste of time and irrelevant to the realities of the school.

Christine Kim-Eng Lee Division of Geography Natonal Institute of Education
Singapore LeeC@NIEVAX.NIE.AC.SG
+++++++++++++++++++++++++++++++++++++++++
From: tpowers@uscsumter.uscsu.sc.edu (Tom Powers)

Ted,
One of the more memorable occasions when a student reported
being changed by my teaching came, as such things so often do,
serendipitously and without intention. To that extent, it touches
not only your question about such experiences, but some previous
ideas about "explicit teaching" (or whatever the buzzword was) as
well.

I was teaching the second half of a History of Western
Civilization survey, and we were dealing with the "isms" so popular
in 19th-century European thought. As part of the discussion of
romanticism, I had mentioned romantic idealization and the
enthronement of love as the answer to all sorts of ills. I had made
specific reference to Wagner's "Ring" cycle, which begins with a
musical theme of "nature," and ends with the theme of "redemption
through love" soaring above and outlasting themes of nature, death,
power, the gods, even fate itself.

After class, a young woman came up to me and thanked me for
changing her life! She said she had been thinking about romanticism
as an ideology, and had suddenly realized why she had been engaging
in some self-destructive behaviors. She had quarrelled with her
parents and left her home under unpleasant circumstances. She had
had difficulty maintaining friendships, and even cordial working
relationships. She had become involved with a married man, and, in
fact, had left her home town and come to where I taught in order to
follow him. And her guiding star in all these decisions had been
the convictions that love conquers all and that you must follow
your heart wherever it leads and whatever it costs. Discussing
romanticism in the same class as nationalism, liberalism,
conservatism, even Marxism, had led her to recognize where some of her
ideas had come from, and to look at them differently.
It didn't stop there. A few days later, she called to inform
me that she was dropping out of college. She had ended her
relationship with the man she'd been following, and was going home
to reconcile with her parents and the friends she'd abandoned in
pursuit of love. She promised that she'd enroll in college in her
home town as soon as the next semester began. And she thanked me
again for the insight, and for showing how the study of history
really can change the way we see things, and even the way we live.
I never heard from her again, so I don't know how any of that came
out, but clearly, the class had an effect on her.

I think of that student every time I hear someone insist that
every class must be oriented around specific objectives, and
evaluated in terms of the degree to which students achieve them. It
reinforces my conviction that teaching is not indoctrination, and
that the purpose of a college education is to help students
understand themselves better and to help them to make more informed
choices. To me, the most valuable things about classes such as I
teach have little to do with anything I could control or manage;
and everything to do with what students decide on their own to do
with what I can help them learn. Every life is unique, and so will
respond uniquely to new ideas. Each must be nourished and
encouraged, not molded into predetermined expectations. I could
never have imagined trying to change someone's life as this student
said I changed hers. Yet, what she got out of the class, though
entirely different (so far as I know) from what anyone else took
from the same class, was surely no less meaningful nor educative
(in the best senses of the word) than anything which might have
been pronounced up-front as an explicit objective of the course.

Tom Powers Professor of History The University of South Carolina at Sumter
TPOWERS@USCSUMTER.USCSU.SC.EDU
+++++++++++++++++++++++++++++++++++++++
From: cwitt@lanl.gov (Connie Witt)

Ted,
I'm sure this rambling wasn't what you had in mind when you called for our
responses and I'd be just as happy if you didn't share it. But I want to
thank you providing the trigger that set me reflecting on all this. The
following is my unedited, gut reaction to your topic.
I had a great experience just this last fall. I received a nomination for
"Who's Who in American Education" ( or something like that). I don't have
much respect for the publication, which just seems like a money making
scheme to me, but it was fun to be acknowledged and to hear from my former
student. It seems that when Arie was nominated for "Who's Who in American
Colleges" she was given a chance to nominate a teacher that she felt was an
influence on her life.

This came as a real suprise to me. I'd been her sixth grade teacher and
hadn't heard from her in years other than a high school graduation
announcement from a neighboring town. Since I teach in a small town, it's
not unusual for even us elementary teachers to get graduation announcements
or invitations from former students. I love to go to graduation and watch
"my kids" and beam with pride at their honors, speeches, or in some cases,
just over the fact that they stuck it out and got their diploma! Over the
years, I've gotten a thank-you card or the occasional teacher mug from
these grown kids of mine. I enjoy running into them at the grocery store or
movie theater and getting an update on their lives along with a big smile
or hug. But usually you can guess which students you'll hear from, and it's
often the ones who gave you the most grief and need time away from school
to come to appreciate you. That wasn't the case here, and when I saw Arie's
name on the nomination form, I couldn't for the life of me understand why
she'd singled me out for recognition.

I certainly remembered Arie, anyone would. She was a great student who
began winning SAT sponsored competitions in the 7th grade. One of those
kids who quietly do their work and then asks if she can clean off your desk
for you. She was a little shy, and a little pudgy and awkward as 6th grade
girls often are. She'd do anything to get out of p.e. and hated going out
for recess. She and a friend would bring in some needlework and I'd dig out
mine (usually saved for boring teachers' meetings) and we'd chat. Sounds
great doesn't it? But the truth is, those sessions were almost always
interrupted by other students, calls from the office to help intervene with
another student in a playground fight, etc. We never really got to chat as
I intended. We never got the opportunity for her to pour out her soul about
her parents' divorce, or for the heart-to-heart where I would reassure her
that I could see the beautiful young woman lurking there behind the baby
fat.

I always felt I'd let her down. I had a rough class that year. Twenty-nine
6th graders in a classroom much too small for all those bouncing hormones.
Nineteen boys and ten girls. Out of the 19 boys, 12 were receiving special
ed services of some kind and 10 were on medication for ADD. Most of my time
outside of class was spent meeting with other teachers who had my kids for
part of the day,(such as the 24 year veteran librarian my class had the
honor of being the first to make cry!) or with students and their parents
to work out the behavior contracts which along with class meetings were my
main classroom management tools.

There wasn't much time for the Aries of that class. I had to work too hard
just to make sure the classroom was safe for all of us. I'd like to say I
had great individualized lessons that let her intelligence and creativily
soar, but the truth was I just tried to share with her my joy of reading
and loaned her my own favorites. When the nomination form came in the mail
and I saw her name, I felt the old guilt wash over me, about how I hadn't
done enough for the quiet, smart, well-behaved kids in that class. I sat
with a cup of coffee ( I'm out of the classroom now and actually
occasionally have time to sit with a cup of coffee!) and reflected on that
year. I tried to remember something special I'd done for Arie. I could
remember her science fair project as one of the few that actually reflected
science process skills and that she got to take it to the state science
fair; but other than my provision of poster board, markers, "how to"
sessions in class, etc., the project came from her alone. All I could
remember was how much I enjoyed having her in class and that anything
outstanding in our shared experiences came from her.

Then it finally came to me. That was it, just that I was "there" for her,
seeing her as a person that I enjoyed and appreciated. Why is that so hard
to remember? To remember that you can go so nuts trying out new strategies,
curriculum, etc. until you're so stressed and distracted that you're not
mentally or spiritually "there" for the students.

A couple of years before I had Arie in my classroom I'd gone through a
period of trying to be super teacher. I'd decided to go back into the
classroom after eight years of being a building principal and then
assistant superintendent. I wanted to bring into my teaching all the
insights I'd gained during those years and lead school reform from the
grass roots of my classroom. I'd model in my classroom, all those
innovations I'd come to believe in and I'd find other staff to team and
collaborate with and we'd all be on our way. I just about burned myself out
the first semester and one day I caught myself. I was at my desk over
recess and concentrating so hard on my plans for the inservice I was
involved with that afternoon after school,that I was totally unaware of
this little hand (it was a 3rd grade class) tugging at my arm and a small
voice calling my name. I found myself feeling very annoyed at the
interruption and that irritation must have showed in my face and body
language, because when I was finally able to focus on the student he
appeared startled and I thought I saw a moment when he was actually scared
of me. I felt as though I'd had a bucket of ice water dumped on my head.
How did I let myself get so far off track? How could I forget that the very
essence of teaching/learning is the student teacher relationship? When did
I lose sight of that spark of trust, mutual respect, and co-commitment that
is the heart of the classroom and fuels everything else that happens? When
did that relationship and the student to student relationships lose my
focus? It was so freeing to allow myself to let go of all the "stuff" of
teaching and just rediscover the joy of being with kids that led me to
teaching in the first place. This reaffirmation of my relationships with
kids brought the joy of teaching back to me and I haven't lost sight of it
again. Except, of course, for those passing periods of frustration,
disappointment, or when I find just plain exhaustion distancing me from my
students. I keep a short phrase like a mantra in my head to help me
refocus, "Be still, be 'present' for and with the kids, and everything will
go just fine." That's how I influenced Arie. I was plain and simply "there"
for her and she knew it. It was nice to remember that and be rewarded for
just living the relationships that are the heart of teaching.

Connie Witt Program Coordinator
Phone: (505) 667-1919
Los Alamos National Laboratory Voice: (505) 665-5194
Science Education and Outreach Fax: (505) 665-4093
Box 1663 MS:P278 e-mail cwitt@lanl.gov
Los Alamos, New Mexico 87545
++++++++++++++++++++++++++++++++++++++
From: dbriihl@grits.valdosta.peachnet.edu (Deborah Briihl)

Been away for a while (GS Day Camp)and I just got all the messages on
student testimonials and I have to share my own story. In college, I had
one prof that most students didn't like, but we really got along with well.
I worked with him on a few projects, etc. He's the person that influenced
me the most while I was in undergrad. Anyway, after I got my degree, I
often thought about sending him a memo, telling him what I was doing with my
life and how influential I thought he was, but I figured, nah, he probably
has had so many students that he would never remember me. Well, about a
week ago, I get a letter and a really nice pen from him, congratulating me
on earning my Ph.D. He had read about it in our alumni news. I have not
spoken to this person since I finished college about 8 years ago. Wow. I
was really moved. Just goes to show you what people remember goes both ways
and I find myself wondering which students I will be wondering what happened
to in a few years. What students do you remember?

Dr. Deborah S. Briihl Dept. of Psychology Valdosta State University
Valdosta, GA 31698 dbriihl@grits.valdosta.peachnet.edu (912) 333-5994
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