Cinemorphosis

Tag: learning

  • David Letterman Killed Disco, But Can He Save My Class?

    David Letterman Killed Disco, But Can He Save My Class?

    In one fell swoop, David Letterman killed disco. Not just the music, but the entire polyester empire of rhinestone smarm and sweat-drenched earnestness. Letterman wasn’t seduced by mirror balls. He walked on stage with his arctic deadpan, and with irony as his weapon, executed disco in front of a live studio audience.

    I was just starting college then—a lifelong bodybuilder and Olympic weightlifter who could hoist a barbell but couldn’t hoist a personality. Muscles, yes. Presence, no.

    I didn’t just want to be David Letterman. I wanted to graft his sardonic detachment onto the icy brilliance of Vladimir Nabokov—a cocktail of late-night sarcasm and literary menace. I didn’t know what I wanted to be, exactly, only that it had to involve confidence, storytelling, performance—something that allowed me to “give a presentation.”

    By accident, I stumbled into teaching. In 1987, the chancellor of Humanities at Merritt College launched a pilot program to deliver classes at Skyline High School in Oakland, and none of the full-time faculty wanted the job. My neighbor, Felix Elizalde, whose kids went to school with me, threw me a lifeline. One gig snowballed into another, and soon I was a full-time college writing instructor.

    That was thirty-eight years ago. For most of them, I would have told you the hardest part of the job was grading essays—an endless swamp of half-baked theses and misplaced commas. But now, in 2025, grading essays is only the second hardest task. The first? Something educators and administrators alike love to call “student engagement.”

    I don’t know if it’s the black hole of smartphones or the simple math of age—I’m nearly forty-five years older than my students. Probably both. Either way, I can no longer stand in front of a classroom, channel my inner Letterman, and spin stories until the room vibrates with attention. Instead, I stand beside a giant screen plastered with Google Slides. My students are “visual learners,” raised on swipes and emojis.

    I could go back to the Letterman Method, earn some laughs, maybe even spike engagement for a few minutes. But at what cost? The Google Slides aren’t as funny as my comedy routine, but they do hit the sacred “core concepts” and “Student Learning Outcomes.”

    I’ve become a ghost haunting the pedagogy manuals. Occasionally I slip, crack a joke, earn some chuckles, channel my younger self—but then I reel myself back in, because the templates for counterarguments and rebuttals won’t teach themselves.

    The students aren’t fooled. A few of the candid ones smirk: “Don’t worry, McMahon, ChatGPT will do it for us.”

    And so, as I enter my mid-sixties, I keep trying to stay aligned with the modern world. Yet every step forward feels like five steps backward, as if I’m not teaching writing anymore but rehearsing my own obsolescence.

  • I Have No Illusions About Converting My Students to “The Ways of Literacy”

    I Have No Illusions About Converting My Students to “The Ways of Literacy”

    My college students admit that they barely read. They avoid books. They’ll skim an article. Their “cognitive load” is taken up by texting on their phones and watching TikTok and YouTube videos. They don’t have bandwidth for doing deep reading.

    Many of them were in the eighth grade during the pandemic. They lost close to two years of school, spent time on their phones and Chromebooks, and see ChatGPT as a godsend. They can outsource college instructors’ writing assignments and no longer have to worry about grammar or formatting. 

    Teaching college writing, I have to meet students where they are. I have to teach them rhetorical skills, critical thinking skills, and the transforming power of literacy, so I show them powerful arguments, and what makes them persuasive, and people who have found their higher selves through literacy, such as Frederick Douglass and Malcolm X, and the happiness derived from Cal Newport’s notion of “deep work” as an antidote to the despair and nihilism of popular culture’s default setting for cheap dopamine hits, immediate gratification, and meretricious consumer hype. 

    The good news is that my lessons resonate with the students evidenced by their engagement with class discussions. The less than good news is that these philosophical discussions don’t turn them into readers, don’t make them want to trade their phones and social media platforms for a novel or a biography, and don’t make them want to learn the finer points of rhetoric. 

    My students are smart, decent, reasonable, and pragmatic. They learn what they feel is essential to adapt to life’s challenges. Doing a deep dive into reading and writing doesn’t seem that essential to them even though they’ll acknowledge many of the writers and writing samples I present to them are impressive and worthy of admiration. 

    My students seem to appreciate me for giving them an entertaining presentation and for having made the effort to sell literacy as an essential tool for becoming our aspirational selves, but at the end of the day, they focus on getting their homework done as efficiently as possible, working a part-time job to pay the bills, enjoying their friendships, and nurturing their romantic interest. 

    The unspoken agreement between my students and me is that I will be entertaining and enthusiastic about my subject for 90 minutes, but I will not have any delusions about converting them to The Ways of Literacy. That is a teacher’s fantasy, made even more elusive in the AI Age. 

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

    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.