It was not my best idea, but it was a good idea. I spent most of the day in front of a computer, beginning the class prep for the spring term. (Just twenty-two days away, but let’s never bring that up again.)
Cleaned off the desktop of my work machine. Moved the subdirectories filled with material from last term’s classes into a larger Fall 2025 directory, which I will open less. I started working on some syllabi. Here’s how that is going.
Sometime in junior high I learned that the plural of “syllabus” is “syllabi” and that’s always just be a fun word to say. Thank you, Mrs. Newman, for that. Here she is, in a quick shot from my high school yearbook, which is full of soft focus shots like this.
(I did not shoot for my high school yearbook. But I worry that I might have inadvertently taken on its soft focus style.)
I had Mrs. Newman for English in the 7th grade, and she did not care for that. She taught high school, but she wanted to be at our school. That was her first year there, 7th grade English was her foot in the door, and she made sure we knew it. She didn’t like us much that first year, was our impression. But, by quirk of scheduling, and her progression to where she belonged, I had an English or literature class with Mrs. Newman in 7th, 9th, 11th, and 12th grades. By the time we made it into honors English as juniors and seniors, my cohort was much more her speed. We’d earned a bit of respect. And she’d shaped us into something.
She was a demanding teacher, and she was excellent at what she did. We had to write, daily, on a random topic of her choosing. I wish I still had those notebooks — I am glad I do not. On Fridays we had to write a précis (her class, in the 7th grade, was where I learned the word “précis”) on a magazine article of her choosing. There we all were, 7th graders subscribing to Newsweek. (It was still a terrific magazine back then.) We did this in every class, for four years across junior high and high school. For whatever reason, she graded these things on a scale of one to nine. I recall I once got a six or a seven on a paper and she wrote in the margin that she expected better out of me. In terms of writing, she made me expect better out of myself, too.
She bragged on her Lexus. Bragged on her son, the actor. Bragged about the writers she’d met. She told a story about randomly knocking on an aging William Faulkner’s door, and every time I think of it, now, I’d really like to know if that story was true.
I credit her often, mentally, but that amount could never be enough. Whatever writer I could become, she did the most formal shaping of it. Oh, I had wonderful training in college, and there’s nothing like reading and writing to up your game, but Mrs. Newman was the one that made me try. She smoothed the firmament and laid the foundation for me. She taught me how to be comfortable with volume, made me learn how to synthesize complex and nuanced works, made me write every day, opened the door that allowed me to expect more from what I’m reading, All of this has served me well. All of it was in her classroom in what was, then, called The New Building.
I talked to her once when I was in college. Called her out of the blue, made her tried to guess who I was. She figured it out. I had a question about a paper I was writing and knew she was the person to ask. That was the last time we spoke. She retired soon after that. Presumably she realized she couldn’t improve upon the good work she’d done on us. Her husband, a prominent attorney for decades, died a few years ago. She still lives in the area, I think.
I’m going to write her a letter later this week.
Anyway, I’m working toward three classes for the spring term. One is an online course, Digital Media Processes, I have taught twice before. This might be the first class in the history of me that I’ve taught three times. My hypothesis is that it takes three times to get a class right, but I’ve never been able to try it. If nothing else, I am excited to have a class that’s already prepared.
I’m also teaching my new Criticism in Sport Media again. This will be my second time with that class. The first experience, in the fall, was positive. I saw ways I could make it better. A few weeks ago I started sketching out how that will look. The student feedback was encouraging. They also professed enthusiasm for the point of the class. (High school teachers and librarians are seeing the same thing: kids know they need to be more literate in the world they are growing into.) Will I get to teach it a third time, applying polish from that second effort? No one knows.
But, for now, it’s another syllabus I don’t have to start from scratch. There are a few key changes to make, but it only took a few minutes on this first pass.
I’m also teaching another brand new class, Communicating Rituals and Tradition in Sports. So this syllabus, the lessons, the outline, everything is … well, not a blank slate … I have many scribbled notes and an outline on my phone and a dozen or so open tabs and things I’ve emailed to myself.
Whereas last semester I had three new preps — my 9th, 10th, and 11th since — fall off 2023 — I only have the one new prep this term. It won’t feel leisurely, but in comparison …
Today I started putting it all in the right order. I got about half of the semester situated in some kind of way. The idea here is that we’ll study individual rituals and team and organizational traditions and try to figure out why they are so important to us as fans. And we’ll also work with the athletic department at the university to try to help them come up with some new ideas for cultivating their campus fan base. This class could be really fun. I have it on the books for the spring and again next year. Whatever I learn this time out, then, I’ll be able to improve upon for fall 2026. Will I get to teach it a third time, applying polish from that second effort? No one knows.
Ah. Well. The same worries as every day are now the worries for a different day.
Now, it is back to finding interesting ways to talk about a variety of theories to make this class interesting and useful.
