Today I began my first experience of teaching independently at the college level. I’ve spent several semesters as a TA and delivered seminars and presentations to younger students, yet I was untried as the authoritative educator in a college classroom. I considered myself prepared for the opportunity: I had a plan for the day’s lesson (simple alliterative introduce-yourself ice breaker and going over the syllabus), I had set up my office (lavender-vanilla plug-in and cute silver-gray lamp), and I had practiced the route to my classroom and tried my key in the lock. I had planned my outfit—an a-line vibrant floral skirt, tailored black blazer, and sensible black shoes—twirled my hair into a bun at the base of my neck, and donned my pearl earrings for good luck. Normally I don’t believe in luck—I think you make your own by surrounding yourself with good people and being open to new ideas—but, when I touch the smooth round pearls, I am reminded of the people that support me through love and incandescent belief.
I packed my navy school bag, cramming a 3-pocket folder with copies of the syllabus, slipping my laptop into its red sleeve, and finding a place for my portable video magnifier and aluminum water bottle. I had lunch in a separate bag, made of bright paisley material so it would be easy to spot in the crowded fridge when I was ready for it. I set up camp in the office and checked a few emails. I wrote responses. I flipped the crystal of my braille watch open. 10:04am. I snapped it shut. I waited, inhaling deeply. I checked the watch again. And again.
When the long hand finally rounded the 6, I stood, packed my bag, switched off the lamp, and locked the office. I walked down a hallway, took a left, and walked down another hallway, taking another left. I emerged into the humid, bright morning, surprised by the proliferation of sunlight that muddied the path I was supposed to take. I remembered the mantra my mobility teacher used to recite insistently: “Think up and out.” She meant, of course, that I should focus on my destination and let my intuition guide me—that I should not get distracted by the increase in light or space, that I should be mindful of the route I knew rather than baffled by the current situation.
So I lifted my head and I aimed myself at where I imagined the double doors of Building 2 should be. I walked, wishing I could trail the low concrete wall with my hand, but refusing to do so. What if the wall ended abruptly? What if the wall sloped downward? It would distract me, and, anyway, I knew this route!
As you walk away from Building 8 and toward Building 2, you can feel the ground sloping beneath your feet. It’s a very slight incline, but it lets you know whether you’re heading in the right direction. When you cross the threshold of the entrance into Building 2, you feel a strange, ridged material on the floor. It makes an odd, metallic scraping as you walk on it. After the strange, striped material, you find tile an elevator and the left turn that will lead you to my classroom.
When I reached the set of double doors, I stepped inside—and immediately felt carpet beneath my feet. Wrong turn, I told myself, confused. I thought I had correctly followed the straight path across the way! Where am I?
Deciding that I did not have the energy to panic, I turned around and traced the sun-drenched walkway back to Building 8. I explored, finding the door I had used to exit (the building has several entrances), and I began to retrace my steps. As I did so, I became aware of another walkway, and, as I looked, I saw familiarities. The way the light played across the pavement’s surface, the looming darkness where the building stood, the curve of the walkway as it filled up the space in front of me, a trash can placed near the stairs…I noted these things and walked forward. My cane thudded sonorously against a glass-fronted door and I reached for a handle. I had to grope for a few seconds before finding a smooth, rounded entity I could pull.
I opened the door. I stepped inside, My sensible shoes crunched metallically across the ridged floor surface. I saw tile and an elevator! Again, I took note of where I was. I had learned!
Several times over the course of the day, I walked this route between the two buildings—from 8 to 2 for class, from 2 to 8 after class, from 8 to 2 for tutoring, from 2 to 8 leaving tutoring. Over and over I made the same wrong turn and experienced an instant of pure bafflement. Each time, I reversed my erroneous path and found where I should have ended up. Each time I noted something about the wrong turns I took. In lighting, space, and contours of motion, these paths felt very different from the route I was supposed to take. I know now that there is a fabric mat in front of the entrance to some unknown building that is not Building 2. If I take the wrong walkway when exiting Building 2, I know that there is a brick building that lacks the wacky trapezoidal edges of Building 8. I don’t know the names of these new locations, and I’m not sure I need to. I think it suffices that I understand where I am and where I want to be. When these two locations—my actuality and my aspiration—differ, I continue to learn about myself by happening upon the wrong place.
2 thoughts on “A Cane-User’s Education: First Lessons”
Emily, congrats on your graduating to teaching Freshman English II as well as tutoring writing students. Meanwhile, your editing job goes on! Having taught Freshman English for about four years (including writing classes), I have a good idea of the challenges that await you. I sincerely hope that your students are more prepared for college classes than the students i worked with in the 70s. So many of them could barely read and comprehend what they read and most of them could not frame an effective sentence much less a coherent paragraph when they reached my classes. It appeared that high school English classes were not very heavy into composition. Since I taught in Gainesville at UF, and at a junior college in Ocala, and then later at the University of Maryland, I saw students from many different environments and educational programs. Yet they all shared the same deficiencies–poor grammar, inadequate reading comprehension and pitiful writing skills. Let me know if your students are coming from improved high school backgrounds in these areas, please.
Loved your article on finding your way to your classroom and office building and am, once again, so proud of your independence and your logicality as well as your supreme honesty in your blog! Thanks for sharing.
Thank you, Lois! I hope my students are well-prepared.