Computer Writing and Research Lab | University of Texas at Austin

Teaching "Mad Libs"

Submitted by jonathanlamb on April 8, 2008 - 12:11pm

Someone asked me recently who my "Mad Libs" are for teaching. I wasn't initially certain what that meant (you mean who are my nouns, verbs, and adjectives?), but on further thought I see the point of the question. Whom, it asks, do I imitate or simply mime when I have trouble knowing what to say, or how to say it, to my class? Whose language, gestures, formats, structures, reactions, jokes, or aphorisms do I seize on, filling in the blanks with information from the present situation?

This, I think, is an intriguing question. We (read: I) don't often ask whom we imitate or simply copy--especially not as teachers. Though we may borrow (read: steal) ideas or assignments, we (again, read: I) never think to imitate or borrow another teacher's style. Why would I? My style, the thought process goes, is all my own. It's what makes me unique as a teacher, what aligns me with the students in that special way that (I unrealistically but optimistically hope) creates a pedagogical spark.

But certainly I work upon models--probably my own college professors, and perhaps my parents--that tell me how a teacher is supposed to act. (Certainly I have such models for how to dress. Bad models, from the looks of things.) I didn't develop a teaching style out of nowhere, so where did it come from?

When in a pinch for information I can't give, for example, I often introduce a non sequitur. I often bring treats to class. I wear colorful clothing. When really thinking on my feet, I pretend to possess some knowledge hidden from others. I put students under what may be termed spontaneous intellectual pressure, but always to their benefit. I value common sense and get extremely irritated with entitlement. I sometimes come off sounding either scary or obtuse.

After much thought, therefore, and with possible creepiness, I unveil here my own teaching "Mad Libs," the model I (consciously and unconsciously) follow:

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irrelevent discussions can be valuable

Submitted by boudreault on April 11, 2008 - 4:31pm.

I've always loved irrelevant discussions. Especially when professors offer some personal information about themselves. Sometimes it gave the class a little personality for me. I like to offer something personal (not intimate) about myself. While I set up class and get myself organized I might tell a story of something funny that happened on the way to school or my opinion on something I heard on the news that day. I think it can be important in a discussion based class where students are expected to share their views and opinions. I think it makes them more comfortable when they know the teacher a little better, not just what the teacher thinks about the homework.

My model is my Spanish teacher in 11th grade. As she led discussions or listened to students talk she used to (very subtly) stand in ballet poses. Nothing dramatic, but she might move her feet from second position to third position or stand on point for a really long time. The kind of moves that only people who took ballet would recognize or even notice. I don't think she ever mentioned that she danced, but knowing that she did helped me understand the personality that she brought to class and that made a world of difference for me. The college professors that I learned the most from were ones that brought their personalities to class with them. Sometimes I teach on my toes. A few of my students have noticed.

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I'm also a fan of irrelevent discussions

Submitted by SarahJett on April 14, 2008 - 10:38am.

I always share personal anecdotes before class begins, and I frequently and deliberately go off on tangents while teaching. I've noticed that this method creates a more relaxed and open classroom environment. Students feel more comfortable contributing to the discussion or talking to me directly when they have problems or concerns.

I once had a high school journalism teacher who would do outrageous things during class. Once when he sensed he'd lost our attention, he jumped up on top of the table in his boots and yelled, "No one is listenening to me," while stomping slowly and methodically across the table. While that kind of thing is a bit extreme--and hard on tables if I'm the one doing it--I do think that a bit of unpredictable behavior from time to time livens things up.

As a student, I always got the most out of classes that kept me reasonably entertained. My journalism teacher pushed the theatrics to an uncomfortable extreme, but he did keep finding new ways to keep us engaged. When he thought our sports coverage was vague, he dragged us all out to the tennis courts and played an impromtpu doubles game with three of us. The rest of us had to watch and produce appropriate stories for the next class. When we didn't seem to be learning the steps of the editorial process, he had us sing them in a round to the tune of "Row, Row, Row Your Boat." Then he noticed that most of us did not know how to sing in a round, so he spent the rest of the class period teaching us how to do that. He always told us stories about his zany misadventures growing up. Then one day on the way to a UIL meet, he gave the bus driver strange directions. She got completely lost. Looking out the window, he exclaimed gleefully, "Hey, this is my old neighborhood!" I'm pretty much convinced that he planned that detour.

Going to such extremes isn't really necessary, but I do often teach with him in mind, imitating him a bit in spirit, at least. Besides all of these theatrical games, he also taught us journalism. Our high school newspaper consistently won awards.

On a slightly unrelated note, I have just realized that when teaching rhetoric, I tend to model what I learned from various high school teachers. When I taught English last year, though, I drew much more on experiences as an undergraduate.

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irrelevant discussions

Submitted by Ljones on April 9, 2008 - 12:12pm.

I always loved it when my teachers got off topic. I don't know if it was good for my education, but I enjoyed it. Today I stopped class to ask what people thought about the Final Four games. They laughed. I don't know if it perks them up in order to help them focus or not, but that kind of interaction cheers me up as an instuctor as much as it did as a student.

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