Showalter, Teaching Dangerous Subjects (Chapter 9)
Evaluate the information in a report on suicide in college students from The National
Mental Health Organization. I have downloaded the report to our Bb documents.
USF Counseling Center has produced a document to aid you in
helping a student in distress. This is also in our course documents.
What sorts of experiences with "dangerous subjects" have you had and how have they played out in the
classroom? Do Showalter's suggestions seem helpful? Can we do better in providing suggestions for
handling dangerous subjects in the classroom?
Discuss your experience with the use of so-called "trigger warnings" on your syllabus. Pros and cons?
Teaching Literature in Dark Times (Chapter 10)
Showalter identifies two types of crisis you will meet as a professor, the personal or private crisis of
your own and the public or shared crisis. Evaluate some of the professors' responses to crisis
in this section. What is your reaction to these stories?
How might teaching literature be different from other disciplines in times of crisis? What
opportunities might it offer? What limitations or disappointments might it yield?
McKeachie, chaps. 12-13
At USF student diversity is fairly high. After reading chapter 12 on Teaching Culturally Diverse
students, what cultural conflicts or confusions might you expect to encounter as a teacher? How
might your own cultural identity affect the dynamic of the classroom? What might help?
What, if anything, did you learn about culturally diverse populations in this chapter and how
might it be useful to you?
Are there any ethnic or "diverse" populations left out of this particular discussion? What can
What is the very first thing every teacher should consider when encountering a problem in the
How would you describe McKeachie's philosophy or theory in handling classroom management problems?
What is the common ground in his solutions/recommendations? Evaluate.
Active learning and discussion