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Speaking Out

Welcome Back, Professor

7:55 a.m.—“I hope the copy machine doesn’t jam,” I jokingly say to the three other teachers awaiting their turn. I have all my syllabi and first day handouts written; it’s just a matter of getting them copied and getting to class. I don’t want to be late on the first day. It sets the wrong tone and allows the students to think being late is acceptable. I grab the still warm pile of papers and head for class, arriving with a comfortable margin of 32 seconds before 8 a.m.

8:00 a.m.—I look at the roster which lists 21 students and gaze at the 10 pairs of eyes watching every move I make. Ten out of 21 is not a good ratio. Do I:

a. Pass out my syllabi and start my motivational-first-day-of-class speech? Would this be preaching to the choir?

b. Act busy? I can always rearrange my stacks of paper.

c. Pass time with some of the students that are there? Hmmm, I don’t know any.

d. Give a pop-quiz? This will teach those slackers. If I have to be here they should too.

8:05 a.m.—After I distribute the handouts, two more students arrive. I make sure they have the handouts, and they sit. One pulls out her binder and book, calendar and pencil, pen and eraser, pencil sharpener, and highlighter. The other leans back on the chair in obvious relief that he has found a classroom and a place to sit. I restart my review of the syllabus.

8:07 a.m.— The door explodes open and a young woman bursts into the room. She explains she has three children and sometimes it is difficult to get to class right at 8 o’clock. She knows I have children and will understand.

8:09 a.m.—“Is this business ethics?” The question comes from the back of the room. “I thought it was math.” He stands and walks out. Before the door closes another student walks in. At least it was a one-for-one trade and I may still have enough students to teach the class.

8:50 a.m.—First day of class is over. I did end up with 16 students and I know that others will be contacting me to see if they “missed anything?” The class has the usual mix of 18-year-olds right out of high school, students with on-the-job injuries, returning students with high employment aspirations, students at a loss of why they are in class. While I was gathering my papers, one stopped by to say he appreciated  that my class was open, comfortable, and not threatening to him. He thought we would be able to work very well together.

Perhaps I will stay another year.

Paul Fisher teaches business courses at Rouge Community College in Oregon. He is past president of the Rouge Community College Faculty Association and currently treasurer of the Oregon State Community College Council.