Monthly Archives: June 2007

“Picturing Reading Relationships,” Laurence Musgrove

In this 75-minute interactive workshop, participants will graphically explore their attitudes toward and relationships with reading and teaching. I will ask teachers to represent their reading and teaching visually in three ways, first a drawing of what happens when they read, second a drawing of how they would depict reading for their students, and third a drawing of what happens when they teach reading. We will then review these drawings as a way to examine their emotional or attitudinal dimensions, and consider methods for promoting other kinds of relationships with reading and teaching. I will also share examples of students’ drawings from my research that reveal a range of reading emotions.

Click here for a handout from this session.

“The Emotional Life of BECOMING a Teacher: The Getting and Giving of Wisdom,” Bruce Novak

A major source of disturbance in teachers’ emotions can be located in the general devaluation of our profession in contemporary culture. What in most cultures through time has been a very high personal and spiritual calling, a life-renewing ministry, is now mostly seen as an undesirable and servile job, at the beck and call of markets and administrators of various kinds. In this session you will experience in microcosm a course devised to help people tap both into their own INNER teacher—recollecting the transformative wisdom each one of us has acquired that allows us to be imaginative sources of transformative life to others—and into the enormous human power that can be discovered in the tradition of teaching, which is synonymous with the traditions of wisdom.

"Emotions at the Intersection of Realism and Idealism: When Student Emails Treat Teachers Like Flight Attendants," Richard Williams

My students’ emails sometimes make me angry. In this presentation I will I explore the social roots of my emotions through Arlie Hochschild’s notion of “the commercialization of human feelings”. Her idea ultimately allows me to understand the conflicting assumptions that students and teachers have about education—students tend to be realists, while teachers tend to be idealists. Exploring those assumptions, I conclude that the task faced by teachers today is more complex than that of merely helping students; we must also help ourselves. In discussing this, I will explore the interplay between realism and idealism and engage participants in a writing exercise about it.


“Beyond Rhetorical Conventions: Composing as Emotional Process in WAC/WID,” Wendy Ryden. Respondent, Beverly Wall

“Provoking Emotion for Growth in English Language Arts,” Steve Lafer

The session will engage participants in a discussion of emotion provoking topics and in writing exercises designed to move students from feeling to expression of feeling and the adjustment of text and speech to adequately convey the emotion behind the discourse. A discussion of the place of emotion in the classroom, the place of teacher emotions in the classroom, and means for encouraging the emotional involvement of students in reading, speaking, listening, and writing will be facilitated and include dramatic readings of literary works, consideration of the controversial and emotion raising aspects of stories appearing in newspapers, magazines, on television, radio, and in film. We will consider how regular exposure to such materials and activities aid in emotional growth and the development of critical language arts skills.

“The Spooky House": Emotions and Vulnerabilities in the Classroom, ” Patricia Sharpe, Anne O’Dwyer, and Philip Mabry

This workshop will invite participants to acknowledge vulnerability in the classroom, to consider the emotions it evokes, as well as its dangers and possibilities. The story of one teacher’s inability to comprehend and validate her students’ excitement will offer a metaphor for talking about emotions, vulnerability, and the relational “third space” we seek to create with our students. Finally, we will explore how “safe” the classroom can and should be.

“Wrath and Envy: The Leisure Class in My Class(room),” Robert Peltier, and “‘Elitist White Lady Who Tries too Hard’: Pedagogy, Emotion, and Race in Co

“Wrath and Envy: The Leisure Class in My Class(room),”
Robert Peltier, and “‘Elitist White Lady Who Tries too Hard’: Pedagogy,
Emotion, and Race in Contemporary College Classrooms,” Allison Brimmer

How does emotion intersect with the complexities of socioeconomic class and racial/ethnic identities in (and beyond) the classroom? How do teachers and students enact their multiple identities in relation to these categories and with what successes and failures? This session will help participants to understand themselves and their pedagogies in more depth by sharing stories and writing about their experiences.

“Develop a Creative Practice to Help Connect to Emotions and Honor Them as a Teacher,” Laura Roberts

Teachers are members of a “high-touch” & high stress profession (Skovholt, 2001). Many leave the field after only five years (Ingersoll, 2001, 2003). How can we keep teachers in the field happy and help them avoid burnout? I believe that taking care of oneself (emotionally & mentally) is of the utmost importance particularly for teachers who are in an emotionally depleting profession. I will offer a manageable personal creative practice as a way to do this, versus the traditional offerings of professional development, higher pay, or a change in environment. Come reconnect, renew and rejuvenate through a creative practice that helps explore and pay attention to emotions in a safe personal way.

Hidden Depths: A Workshop,” Joonna Trapp and Barbara Turnwall

An interactive workshop drawing on elements of the teaching life that energize and drain us emotionally. Using memoir as genre, what stories can we tell that illustrate the effects of emotions in our teaching? Participants will read, write, and share in community during the workshop.

Opening Plenary Session: Peter Elbow

Peter Elbow

Biographical Information

PETER ELBOW’s ideas about freewriting and responding to writing have shaped the way writing has been taught for the past few decades, both in the United States and in an increasing number of international settings. His perspectives on issues like academic discourse, evaluation, the nature of binaries, voice, dialect, and standard English have helped to define the theoretical concerns of the profession of Composition Studies. Elbow is the author of many books, including Writing Without Teachers, Writing With Power, Embracing Contraries: Essays in Learning and Teaching, Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing, and others, and he is co-author of a textbook, A Community of Writers. He has also published many essays in composition and English journals, and given countless presentations and workshops all over the world. He has taught at various colleges and universities, and directed the writing programs at SUNY Stony Brook and the University of Massachusetts, Amherst, where he is now a Professor Emeritus.


The 2007 Assembly for Expanded Perspectives on Learning (AEPL)Conference begins tomorrow.

Click Here for a printable schedule. This document is a PDF.
If you prefer a Word document, Click Here.

For driving directions Click Here.