The class Gels.

The expression, "to gel" refers to something coming together in some meaningful way.  Classes either come together, or they don't.  For me, the class has gelled. 

I recall my very worst film class.  It was many years ago.  Before you were born, in fact.  Well, maybe not that long ago, but almost.  1996. 

I just couldn't get people interested, and almost nobody would answer any questions, or give any indication that they were enjoying the films.  I would ask questions, and, unless I asked the one student who was alive and awake, I just couldn't get an answer. 

In fact, I lost my temper at one point, which is never a good idea.  By "lost my temper" I don't mean I barked at everyone, or made a mean face, or threatened to defenestrate several particularly onerous malefactors.  That's not "losing my temper."  That's called "effective teaching." A good teacher does that every other day.  After all, there is no other way to control the terrorist organization that is a class of 34 teenagers.  

I mean I flipped out and turned over a desk and ranted and raved and generally made a thorough fool of myself.  Naturally, such a display of childish petulance did nothing to endear me to an already alienated class, and one shouldn't imagine for a moment that the level of class participation increased as a result of my exuberance.  After all, how can students participate when they're all hiding in the coat closet? 

No, that class never gelled. 

By the way, the one student who provided the silver lining around that dark, malevolent, thunderhead was none other than Mr. Manzo!  He saved the day for me, and I've always loved him for it, even when I'm making fun of him, or yelling at him for not keeping up with me when we both teach Global 1.  Yes.  Mr. Manzo was, without a doubt, the most enthusiastic student I've ever taught.  (Notice I chose my adjective carefully)  Homework was never his strongest suit, but I would trade 100 conscientious scribblers for one Mr. Manzo.  Because he possessed (and possesses) the one single quality in a scholar that I value and admire more than all others.  He is endlessly curioius and fascinated and always wants to learn more about whatever topic is being covered.  I taught him AP European history, AP Government, Economics, Film, and Military history.  And it didn't matter if the subject was the Atomic Bomb or the lesson was a bomb, the entire class could have been fast asleep, but there he was, sitting bolt upright, listening, nodding, asking, answering, analyzing, synthesizing....   As a student, and now, as a teacher and administrator, the man is pure gold. 

But, I digress. 

It's not in my nature to be overly complimentary.  I think it is the result of my Jesuit education.  It could also be because I'm smarter than everyone else, but my wife assures me that I am deluded in that regard.  However, I'd like to say that members of this film class has provided original analysis, on more than a few occassions.  This is really remarkable, and my hat is off to the whole gang.  I say it's remarkable because I've been teaching these films to very, very bright students for 20 years!  One would think that anything you can say about Citizen Kane, has been said.  Yet, today alone, several students provided insights that neither I nor any of the thousand or so film students I've taught over the years articulated. 

Suffice it to say I'm very pleased so far with the level of discourse in class. 

Now, let's see if we can't get those blogs cranking.  I like my Jell-O in double helpings.