Confessions of a Muscled Impostor: How Not Knowing How to Teach Made Me a Better Teacher

I was twenty-four, had zero pedagogical training, and was entirely unqualified to teach college writing. That, of course, made me the perfect hire for Merritt College’s emergency “bridge” program at Skyline High School, a gig none of the seasoned professors wanted. My only credential? A shiny new Master’s in English and a well-placed friend whose father was a desperate administrator. If nepotism were an Olympic sport, I’d have taken gold.

Truthfully, I had no intention of ever teaching. I wanted to be a novelist, famous and feared, spinning tales about neurotics and grotesques while charming the world with my lexical brilliance. But the novels weren’t going anywhere except maybe the recycling bin, and I was making peanuts at a snooty Berkeley wine store, where all of us over-educated slackers pretended we were too brilliant for regular jobs.

So, guilt-tripped by childhood memories of swimming in my friend’s pool, I took the job.

Lacking any actual teaching chops, I improvised. I gave long, baroque vocabulary lectures, using Nabokovian polysyllables illustrated by grotesque anecdotes. “Sycophant” became the story of a vomit-covered airline lackey too deferential to wipe himself off. “Serendipitous” was illustrated by a teenager fishing a silver dollar out of a toilet during a disco brawl. “Lugubrious”? Richard Lewis, alone on Thanksgiving, eating turkey in a black armband. The kids loved it. And it ate up class time like a champ.

When vocab stories weren’t enough, I filled the silence with tales from my bodybuilding days and recycled material from my failed novels. My biceps did the rest. I intimidated my way through teaching—jacking iron before class to maintain a physique that made other instructors mistake me for the wrestling coach. They kept their distance. Good. I didn’t want anyone close enough to realize I had no idea what I was doing.

I became friends with my students, especially the ones who played basketball with me after school. We’d hoop at Merritt College with my boombox blaring The Cocteau Twins. So much for maintaining professional boundaries.

We were all poor. I saw them at Laundry Land. We shared shameful nods while “Seasons Change” played on loop from the jukebox. I was no role model. Just a dude schlepping a mesh laundry bag and trying not to spill detergent on his Cocteau Twins T-shirt.

Collaborative learning was a disaster. No one read the handouts. Group projects devolved into gossip-fests. Points meant nothing. I might as well have been offering them coupons for discounted paper towels.

Yet, somehow, I kept getting hired. I was the adjunct version of a touring rock band, dragging my briefcases from one campus to another, mixing up lectures, and still receiving praise from students for being “brilliant.” I couldn’t believe it either.

Eventually, I got a full-time lectureship in California’s Central Valley, where rent was cheap and I could finally trade in my Toyota Tercel for an Acura Integra, as any insecure man-child would. I thought I’d made it. I bought pirate shirts from mail-order catalogs and confused this consumer charade for fulfillment. I was, in short, a highly literate buffoon.

And then—somewhere in that desert—I learned to shut up and listen.

I met Kong, a pre-med student who told me how his father, a professor in Cambodia, had saved his life by pushing him on a raft into the river, seconds before being executed by the Khmer Rouge. Kong had survived, emigrated, and was now calmly acing my class while radiating a sense of gratitude and grit I couldn’t fake on my best day.

I met Evelyn, whose South Korean parents had given up wealth and comfort so she and her sister could study in America. They worked a dry-cleaning job in obscurity so Evelyn could ace her papers in my class, all with grace and humility that made my “me me me” inner monologue shrink in shame.

Then there was Kim, abandoned by her addict parents and raised in chaos, now a young mother herself. She told me something I’ll never forget: by loving her daughter, she became the mother she never had. I left my office that day, fell to my knees, and asked God to forgive me for being a colossal dumbass.

These students—these warriors of resilience—taught me what no pedagogy seminar ever could. Teaching wasn’t about syllabi or academic jargon. It was about listening. Really listening.

So yes, I was an impostor. But I was an impostor who learned. And that, I think, made all the difference.