References
References
Teaching Evaluations, Baruch College
Composition
Interpretation of Literature
The Bernard Baruch College/ CUNY Teaching Evaluation for Joanna Goodman Course: Freshman Composition
To Whom it May Concern:
I am writing in support of Joanna Lynn Goodman's candidacy for a position on an English or Creative Writing faculty. She is a wonderful teacher of literature as well as an exciting new poet.
I have the good fortune to know her in both roles. Joanna is a winner of Discovery-The Nation, a poetry contest I founded and still coordinate. Three prominent poets selected her poems from a pool of more than one thousand applicants. Consequently, her poems were published in The Nation and read at the 92nd Street Y. And no wonder. Joanna Goodman is a poet of extraordinary accomplishment. I've had the pleasure of reading her new book, Trace of One, far beyond a first collection in its technical mastery and accuracy of emotion. The book displays a range of knowledge both of the outer world and of the self.
As if her gift and her education were not enough, Joanna Goodman is a marvelous teacher. I know this at first hand. Before she won the Discovery-The Nation award, before I knew her, and quite by coincidence, I was assigned to observe her teaching at Baruch College. I had thought of the assignment as routine, having observed countless adjuncts for years on that enormous faculty. Not so with Joanna's class: She exhibited a rare combination of charm and knowledge, and the students responded to her with an energy I'd never seen.
In short, she is excellent. I would recommend her to any faculty without reservation.
Yours,
Grace Schulman
Distinguished Professor
English
The Bernard Baruch College/ CUNY Teaching Evaluation for Joanna Goodman
Course: Interpretation of Literature
Discussion of Class Session: Purpose and Results
...Ms. Goodman then turned to the play (Death of a Salesman) itself, and,
calling two students to the board, asked
them to draw the setting that Miller describes at the beginning
of Act I. Again she very effectively drew the other students into
a discussion, getting them to tell the two at the board what to
draw and to suggest changes to the drawing of the play's setting.
By the end of the exercise she had taken them through a
consideration of how the setting affects the mood and tone of the
play, establishing a set of expectations for the audience. When I
left the class Ms. Goodman was asking the students to comment on
their expectations of the characters in the play, especially
Willy. The students were actively responding.
Ability to Generate Interest and Respond to Student's Needs
Ms. Goodman has an excellent rapport with her students. It
was quite clear from the beginning of the class that the students
were quite comfortable making comments and asking questions of
Ms. Goodman and each other. She has a real gift for setting the
scene, so to speak, and then getting her students to participate
in a discussion so that a substantial dialogue takes place and
she and the students arrive at a place of knowledge. She trusts
her instincts with the students and they with her. She creates an
atmosphere in her class that encourages and facilitates a real
exchange of ideas and feelings
General Comments
Ms. Goodman brings a real enthusiasm and a very sustained
thoughtfulness to her teaching, motivating and encouraging her
students to engage in discussing the texts she has them read. She
was able to get them to see the multiple and complex effects of
the dramatic text they were reading, making the world of Miller's
play palpable and real. She has a talent to immerse her students
in dialogue, actively engaging them in an immediate and real
learning process.
Observer: William Mclellan
Professor of English
Baruch College/CUNY
The Bernard Baruch College/ CUNY Teaching Evaluation for Joanna Goodman
Course: Interpretation of Literature
"A book must be the axe for the frozen sea inside us."
The epigraph that Joanna wrote on the board from Kafka
certainly seemed apt enough, not the least of all because his "Metamorphosis"
proved an excellent ice-breaker for discussion. Starting with questions
about the ending --why does Gregor have to die? what does that mean ?--
the discussion touched on a host of perspectives and points of focus.
discussion never flagged, it did have a sense of effective (Though
not neat and tidy) resolution, and then Joanna told a moving story
of Styron's reaction to his mother's death: how, a paper boy, he
road his bike out to the lake, threw the papers in, sat on the
bank watching them sink slowly one by one. Rapt, the students
responded almost chorally to the question of what was most
striking and memorable about that story: the image of the sinking
papers, they said. Having given them this little lesson in the
power of the objective correlative, she urged them to attend to
specifics in their own writing and that of their classmates, then
turned them to peer review of drafts in progress.
ABILITY TO GENERATE INTEREST AND RESPOND TO STUDENTS' NEEDS
The Styron story is a good example of Joanna's ability, not just
to make points, but to make them seem compelling. Another was
when she physically acted out the concluding description of
Gregor's sister stretching out, demonstrating that it suggested
the emergence of a butterfly from a cocoon. But the focus was
actually more on the students, what they could contribute.
They were encouraged to approach the issue of Gregor's fate from a
variety of perspectives, for instance: Gregor's, the author's, the
reader's -- even Jane Smiley's (who, in a companion piece, offered a
version in which Gregor does not die -- "That's nice," said the
student who summarized it, "but that's not what happens"). There
were many regular contributors, but less active participants got
called on, so virtually everybody had something to say.
"The Metamorphosis" is a wonderful story for pushing students to
see the necessity of interpretation: it not only prompts the
question Why? but subverts it (since, as Joanna helped them to
see, Kafka makes Gregor oddly unreflective about his
transformation). The crucial thing is that the students were not just
consistently challenged to interpret but to anchor their interpre-
tations in evidence -- sometimes seeing that crucial clues could be
as slight and yet as key as a single word (the apple thrown at
Gregor, his being splayed, spread-eagled in consequence, etc.).
....One of the first texts read, Glaspell's Trifles (a play about a wife's disposal of her husband in perhaps justifiable homicide and the neighboring women's
conspiracy of silence), was treated to a full courtroom drama in
class....
It says something that many of the students have followed Joanna
from her section of ENG 2100 last term. She certainly has a
substantial cadre of students who are, for this early in the term,
unusually disposed to venture into sustained and risk-taking
interpretive comments. She gives them some rein -- and praise when
it's due -- but she is very much in control.
George Otte
Chair
English Department
Baruch College/City University of New York
Evaluation of Teaching/Correctional Educational Consortium (CEC) , a college program for recovering alcoholics and drug-addicted students, taught in a small office in a building near Penn Station in NYC
Mercy College/Correctional Educational Consortium
Teaching Evaluation for Joanna Goodman
Composition
Making the most of a challenging environment. Ms. Goodman converted a small storage room into a classroom, bringing in chairs and a portable writing board. The subiect of the class at the time of the observation was the composition of definition essays. Effectively using the writing board to outline her thoughts and record her students' contributions, Ms. Goodman led the class through an initial brainstorming, then outlining activity on writing a five paragraph essay defining respect in a marriage. Each student was involved in the process, their enthusiasm a display of the love for learning and writing Ms. Goodman inspires in her students.
Towards the end of the observation, students exchanged photocopies of one another's essays, which they analyzed in accordance with a predetermined format.
Ms. Goodman is clearly a well-organized, knowledgeable instructor. Her ability to bring out the best in her students, despite less-than-ideal conditions, is commendable.
Mercy College/Bronx
Teaching Evaluation for Joanna Goodman
Dramatic Literature
Skill in interaction with students: excellent
Effectiveness of teaching pedagogies: very effective
Student willingness to participate: students actively participated, responding to the instructor and to each other
"Ms. Goodman is a skilled an knowledgeable instructor who enthusiasm generated students' interest and involvement in the play. At one point, students began discussing the drama with each other, a certain indication they were involved in the process of learning. In addition, her use of three levels of questioning: literal, interpretive, and evaluative, enabled the students to use critical thinking skills, a required competence in the core curriculum,"
Dr. Frances Biscoglio
Professor of English
Mercy College
To Whom It May Concern:
… It was the start of my senior year, and though I had formed friendly relationships with my professors, I had yet to feel that I could pinpoint a professor/student relationship as pivotal to my college life. My experience with Joanna, beginning in Writing Poetry, changed this viewpoint entirely...Joanna was not only my professor, she was, and still is, a person I look up to and respect for her warmth and energy. I felt that she truly cared about my success as a student, as well as my success past her class. Because I felt this way, I worked harder than I had in any other class; I wanted to prove to her that I was capable of being the best.
That semester she also encouraged me to think beyond my current classes and apply for a fellowship at the Bucknell Seminar for Younger Poets, as well as the two creative writing awards F&M offers, The Barbara Nelson Award in Creative Writing and the Academy of American Poetry Prize. I was probably more surprised than anyone when I not only won a fellowship to Bucknell, but both poetry awards. I attribute these successes to Joanna's enthusiasm for my work, which motivated me to improve my craft and my self-esteem. My mind has opened up to poetry and embraced it. I have realized that I want to keep writing and working as part of a writing community for the rest of my life…
For these reasons, I owe Joanna a wealth of gratitude. She was the most influential professor I had at Franklin & Marshall.
Elizabeth McDonnel
Former Student
Franklin & Marshall College
To Whom It May Concern:
I have known Joanna Goodman for three years and have no hesitation in saying
that she has had the most profound effect on my positive college experience at Franklin& Marshall. Not only has she been an inspiration inside the classroom but an invaluable mentor, helping me overcome individual obstacles and planning for my post-graduate work.
…Joanna is often referred to as inspiring, unique, passionate, and brilliant.
In the spring of 2006 (my junior year), I took Professor Goodman's "Writing
Poetry" course. Within the first week of the course, I knew it was unlike any other I had taken during my time at Franklin and Marshall. The classroom dynamic was extremely comfortable while still demanding and involved. Each class, Joanna had a radically
different set of exercises that inspired us to become familiar with our own voices as well as certain mechanics of poetry....The variety of Joanna's activities inspires her students to tap into a part of themselves they otherwise might not know they have. I am extremely grateful for taking this course as it has solidified my desire to pursue poetry for the rest of my life; I came out of it knowing I had found my passion. I know I would not have been so confident in my decision were it not for Joanna's teaching and consistent support.
Currently, I am doing a semester-long independent with her. We meet once
every week and alternate our focus during the meetings. During one week we discuss
readings I have done on fixed forms, mechanical devices, and sound. We also review
poems by classical and contemporary poets- discussing certain techniques that appeal to me. During the next week, we focus on editing and discussing my own poems. During this independent, Joanna has been incredibly supportive. Simultaneously, she demands a great deal from me and challenges me to work on areas that I know are my weakest and which initially feel uncomfortable. I can see my writing improving greatly and Joanna never hesitates to remind me how proud she is of my progress.
Over the three years I have known Joanna she has become more than a professor: she has become a mentor and a friend. Above all things, her devotion to her students as individuals is invaluable. She is extremely receptive and supportive. After one of my "Writing Poetry" classes, I was frustrated with being unable to articulate myself in one of my poems. Any other professor might have just told me not to worry and gone on with the rest of their day but when I returned home I had an email from Professor Goodman. The last line read: "I just wanted to let you know that you should be proud of yourself for digging down deep into the heart of what matters."
…It is rare that you come across someone that talented who is also devoted to her students as individuals. She never hesitates to believe in her students, even when they cannot believe in themselves.
Sincerely,
Saskia Everts
Bronxville School District
Middle School - 8th Grade
Recommendation for Joanna Goodman
Joanna Goodman has been the poet in residence at Bronxville Middle
School since 1996. At that time, the English department received a grant from the local
Bronxville School Foundation for the teaching of poetry. We interviewed several poets
by phone and in person, and Joanna Goodman was clearly the most outstanding
candidate.
Although we knew her warm personality, creative ideas, and unique teaching
techniques would reach our students, we had no idea to what extent. Her arrival has transformed the way poetry is taught at Bronxville. Before, teachers had students read poetry, analyze it for figurative language, research the life of a poet, and maybe write an original poem. Joanna has expanded our understanding of poetry through a multi-disciplinary approach that includes looking at art and photography and listening to music...The moment
she enters the classroom, the whole atmosphere changes. There are verb lists hanging on
the walls, pictures, photographs stuck on cabinets, music inviting students into the
classroom. Each day, student poetry is displayed in the classroom, giving students
immediate recognition. The rich environment encourages students to see their world
differently, and to be willing to take risks.
Students and faculty look forward to her visits each year. She is a treasure that we hold dear. We hope that she will continue to bless us with her energy and enthusiasm for poetry.
Mary Schenck
English Teacher
Bronxville Middle School
Written by Linda S. Miller, Bronxville, Eastchester, Pelham Teachers' Consortium
(I taught a class for teachers focusing on teaching writing to middle school-aged children)
Joanna Goodman has a unique way of inspiring new material, and of encouraging all her students, at all levels of ability and experience.
As a teacher myself, as well as a director of professional development, I believe I have a
good sense of what makes a "good teacher." Joanna has that natural ability to nurture,
teach, and inspire that leads to the best learning environments. Based on the evaluations I
received from the other adults in her class, I can say that she was unanimously received as
an excellent instructor.
Linda S. Miller
Eastchester · Pelham · Tuckahoe · Teacher Center Consortium
Pelham Memorial High School
I have had experience with Joanna Goodman as a poet and teacher in three different forums. Several years ago, she was a poet-in-residence in one of the elementary schools of the Pelham School District for which I am the Public Information Coordinator. I was so impressed with the work written by the children in her workshops that I did a story on one session. I was mesmerized by the way she used paintings, music and poetry to stimulate ideas in seven-year-olds. Joanna just seemed to have some magic potion to turn on their imagination and use of language. Based on that experience, I recruited Joanna to do a workshop for high school students. It turned into a group of girls only, ranging from experienced writers to novices such as my daughter. She was delighted with the experience and I still remember her comment. "I always wanted to write poems like this .* The workshop culminated with a visit to the Museum of Modern Art where the students wrote a series of poems based on paintings.
Last month, I had the joy of participating in one of Joanna's workshops. Joanna brings much to a class. She used a variety of exercises that resulted in every one of us completing several poems. She is very encouraging because she sees so much in a draft, pointing out styles and images, helping us to develop concepts and techniques we were totally unaware we were using. I also liked how she shared her own insights as a poet and writer. She is so well read and gave us wonderful material. All this naturally enriches her classes.
I highly recommend her.
Angela Iadavaia-Cox
Pelham School District--Elementary, Middle, High School
Evaluation of Editorial Work/American Poetry Review
I’m writing on behalf of my dear friend and colleague Joanna Goodman, whose intelligence, language skills, imagination and ability to work collaboratively are in my experience simply unparalleled.
I know her best as her collaborator on a literary project that brought into play all of her abilities—and more...as a clue to her character, one learns only very gradually—because she never boasts—the breadth of her experience as an editor as well as her literary talent and accomplishments. She is also one of the very brightest, most talented people I’ve ever known. It gives me genuine pleasure to be able to recommend her with no qualifications whatsoever.
Sincerely yours,
William Kulik/ Adjunct Professor of English/Temple University
and Contributing Editor, The American Poetry Review (1975-present)