It’s the third week of the semester, so the dust is starting to settle from the start of another school year. Because I teach first-year students, the first few weeks of fall semester are inevitably spent getting everyone acclimated to college, college schedules, and a college workload.
Right now my students and I are discussing Nathaniel Philbrick’s In the Heart of the Sea: The Tragedy of the Whaleship Essex, which is this year’s common reading selection at Framingham State. In the second chapter, Philbrick describes the bumbling confusion new crewmen, or green hands, feel as they set sail on their first whaleship. Ordered by their captain or first mate to unfurl the sails, the green hands nervously look around, realizing they haven’t yet learned which ropes go with which sails, much less how to man those ropes. Newbie whale men need to (literally) learn the ropes before they can work together as a well-organized team.
This morning my students peer reviewed rough drafts of a narrative they’re writing: their first experience reading their writing aloud to their new peers. As my students sat with their desks huddled into small groups, I stood at the front of the room, eavesdropping as my students read and then talked about their writing. Listening to the quiet murmur of students reading and commenting on one another’s work is one of my favorite tasks as a teacher: on good days, I feel expendable, my expertise needed only if something should go awry.
With the story of the whaleship Essex fresh in mind, I imagined each huddled group of students as the crew of a whale boat, my students diligently clustered around their laptops like whale men plying their oars. Three weeks into a four-year voyage, these once-strangers are unifying around a common task.