Mini Unit 2 Exploring English Eductors

Exploration One:

I had not realized how many variations there were to English Education. There are five emphases that the English Department at BSU focuses on. I understand that they are just a way to break it into bite sized chunks really. They each have their own twists and turns, but they still meet in the middle. It’s like taking a road trip on a tour bus. Each of the passengers traveled the same road but gained different insight. It matters where they sat, which window they looked out of, pamphlets read—every aspect changes the experience.
I am becoming more and more curious as to the “Why teach?” I had uncovered early on that many students become English educators because they bombed Pre-med and Pre-law. I want to know why they continue along the journey. Is it the easiest discipline to jump to? Are there no checks and balances to ensure that BSU puts out the best of the best?
I’ve also been following the English Educator’s Blog site. It seems that many teachers despise correcting essays. That leads me to wonder; why assign them? Why not give out exercises that they want to read or give specifics so that they don’t have to read the same crap over and over again? Are there regulations that say that every student must write x number of essays, x number of reports, and x number of fiction pieces? Are these assignments strictly guided by the districts or could the instructors be more creative?
I’ve also noticed that out of all the disciplines at the University—English varies the most. Not only on a personal level but on an academic level. There are the strict, uptight, legalitarians. They wear neutral colored suits and ties, carry their name brand (a bit battered so as not to appear too well off) attaché cases, and have rigid syllabus for their students. Then you have the gypsies of the department—they are flamboyant and tend to recall that the students pay their wages. They are the ones that thrive on the written works and thoughts of the world around them. They are the ones that laugh and not get tenured.
I am still avidly seeking answers to what qualities an engaging teacher has. I don’t think that just studying the teachers will answer it though. I think that it lies more in watching the students of these teachers. Honestly, for every question I find an answer—three more questions rise up to the surface. Argh. Not enough time, not enough time.