In his two workshops on teaching history, Andrew encouraged faculty to take a wholistic and sympathetic approach to historical figures and events. Although it is fashionable (and easy) to stand in judgment over history, we can still acknowledge historical evils while taking events in their complexity. Andrew introduced a variety of tools for helping history come alive in the classroom — ranging from the study of primary sources (for younger students) to building models of pyramids.

 

In his workshop on teaching poetry, Andrew emphasized close reading of a poem’s particular details and gave some strategies for breaking down complex poems in a classroom setting. Unlike, say, a math problem or a philosophical treatise over which a good student might demonstrate mastery by being able to articulate solutions and complete step-by-step summaries, a poem is a work of art, an organic whole that must be seen as such. Of course, we can “analyze” poetry, but as one of my best English professors put it — “the purpose of criticism is always to return to the text and to enhance and deepen our experience of the work.” In other words, you can take a poem apart all you want, but you have to be able to put it back together!

 

Andrew also shared his approach to teaching seminars, which he demonstrated using Flannery O’Connor’s short story Parker’s Back. Andrew provided some tips for building interest and engagement and pointed out several pitfalls to which even seasoned teachers are susceptible and then showed his methods in action as our faculty discussed the story. The story sparked a lively discussion — O’Connor’s work, far from simple, shows the workings of grace in the lives of deeply flawed characters who inhabit a messy, sinful world.

 

I wrote earlier that the session was refreshing, and I mean that in precisely this way: we were able to end the year reading and engaging in academic discussion. We were able to put aside the bustle of end-of-year business to think about our craft as teachers. The final days of the year are, inevitably (and necessarily) filled with logistical matters, but no teacher worth his or her salt became a teacher in order to organize books. Two days among colleagues and friends, focused on important questions of subject matter and how to best deliver it sends us off not only with some useful tips as we prepare next year’s classes, but with a reminder of who we are, what we do, and why we do it.

 

I wish you all a lovely, leisurely, and rejuvenating summer!

 

Mr. Joseph P. Rudolph, Ph.D.

Dean of Faculty, Upper School