Hmmmm....

Gerriets' (Gerriets's? Gerrietsis's?) idea about cover letters and dialogue is definitely a new one for me. I'm still not entirely sure how I feel about the idea, though I can definitely see where it could have some merit.

I quite like this part at the beginning: "To reach this diverse group of students, I need to establish a conversation with each student and build on it throughout our time together. The specific practice I feel most confident about in my writing classes is the ongoing dialogue between me and each student" (255). Like I've mentioned in this space before (being the snooty one with teaching experience), I found my relationship with the students both the most important part of my teaching and the part with which I had the most ease. Even when my actual teaching and ability to communicate with the students was somewhat lacking, I could always fall back on our good relationship to maintain a relatively orderly and productive classroom. I liked how Gerriets used the cover letters to establish and maintain this relationship and develop a strong connection that allowed him to communicate information and advice.

Where Gerriets makes me a bit nervous, however, is on 260: "many of them will not accept such instruction from me as an authority figure; instead, they need to see me as a friend who corrects and exhorts them for their own good."

Um, what?

From what I've experienced and heard from other teachers, being seen as a "friend" instead of a teacher is one of the biggest problems a teacher can have. I'd rather have my students see me as an authority figure, even if that sacrifices part of our relationship. Being just a friend saps much of the authority a teacher should have, even if the students don't necessarily like it.

So that's my big concern with Gerriets, though I'm giving strong thought to using the cover letter idea in my class. I appreciate the need for trust and a good relationship, but getting too friendly is always a problem.