Finding My Voice

As a teacher in a new school, the hardest part of my task, oddly, has been to write my syllabi. Beyond adjusting to the policies of the institution and adding my own rules, I must also write an introductory blurb that captures the essence of the course—and my own persona.

That's just it. First teaching in high school, then in college, I wasn't sure of the type of teacher I would be; I therefore had difficulty finding my voice as the instructor. I read other teachers' and professors' syllabi and was envious of their distinct, easy voices—they had taught the course many times before and were certain of what to teach and who they were in front of a classroom. I was certain of neither.

Now, as I plan the classes for my fourth and fifth terms teaching at the college level, I find it remarkably easier to write their syllabi. I've never taught an honors thesis course (or a business-related course, for that matter), and I've only taught a basic grammar course, but somehow I have a strong sense of who I will be in front of those classes. (From my Grammar 200 syllabus: "Because you have signed up for a summer grammar course, I can assume you are either extremely motivated to learn about our language or are completely mad.")

I've finally become comfortable enough to convey myself confidently and naturally—I've learned to use my normal speaking voice.