Apart from the grading, my semester is now over. It was a reasonably good one, but I'm left feeling vaguely disgruntled. This is my tenth year of full-time college teaching, and my ninth at RU. I'm not tired of my classes--I have enough opportunity to design new ones and find the old ones consistently interesting--but I think I'm tired of my teaching.
Most teachers have their go-to teaching strategies. Maybe you're the kind of person who has students work in groups, analyzing particular passages or concepts and then comparing and debating their findings. Maybe you have students free-write for five minutes at the start of class and then build discussion from there. Maybe you do a lot of collective close-reading. Maybe you draw elaborate charts on the board. Maybe you begin every class with a student presentation.
I've done almost all of those things, at one point or another, but there are some techniques that just feel right--for me, for the subject matter, for the size and level of the class--and that I rely on more heavily than others. Sometimes, at the end of a semester, I realize that 80% of my class meetings for a given course had roughly the same format. Sometimes my students even comment on it.
And I've found myself wondering: why do I teach the way I teach? Partly it's that Strategy X feels right and produces the kinds of results I value, but some of it is that I've gotten in the habit of teaching certain texts certain ways. Over the past decade I've hammered out sturdy, reliable lesson plans for the works I teach semester in and semester out. Sure, I adapt them when I'm teaching at different levels, but the methods are mostly the same. If I did group work on this part of a text in the past, then I do it the next time. If I did a collective brainstorming-and-mapping-out-major-ideas-on-the-board, then I do that again. If I usually work with scenes A, C, and F, then those are the one I focus on the next time I teach the play.
It makes sense to stick with what's worked in the past; it's hard-won knowledge, for one thing, and there aren't enough hours in the week to reinvent the wheel. Still, I'm feeling itchy and bored, wishing I could just burn all my lesson plans and start over with the energy, enthusiasm, and fear of ten years ago.
I won't; I can't. I have one class this spring that I am redesigning from the ground up (I taught it several years ago and it was Not Good), and that's where my energy needs to go. My other two classes are trusty warhorses. Until I can afford to replace them, I guess I have to keep sending them into the field.
Readers, how do you deal with pedagogical burn-out--or how often do you revamp your classes or otherwise keep things interesting?