9-6 grade, prepare, teach, with 2 15 minute coffee breaks and 1 30 minute lunch break, total 8 hours.
Commentary: if I put more thought into preparing the reading class, it would be more lively and people would learn more; the culture class is perfect but that is because these are things I know about and I have consulted with others smart people on the curriculum, and it will be still better the second time I give it; the literature class has too much material and it is jumpy, partly because it is so unfamiliar to me, really, and I am also scrambling to give it in a somewhat modern way, and partly because students are not very advanced, so very, very basic concepts have to be explained. All these classes, but especially language class and any Peninsular class, need more work put into them than I am giving them or have a chance to give them.
Commentary: tracking work is causing me to say no to service every time I can and not to get guilt tripped into it. This is very good.
♦
For various reasons I am obsessed with the Danish king Christian VII and with how it might have been to live in the 18th century. This started with seeing the film about Struensee, and is justified by my teaching the 18th century.
Chasing information about Christian, who I am convinced is not insane, I discovered a fascinating French writer, Jules Vallès, involved in the 1848 rebellions and the Commune. He would apparently write journalistic articles in exchange for bread.
I have now spent over two hours on these people and it has been edifying. Was it priority? Is it work? Est-ce que ça me fait quelque chose?
Axé.
coldhearted scientist وداد 