On Criticism

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On Criticism

by Naomi Beth Wakan

“He [and she] has a right to criticize, who has a heart to help.”
Abraham Lincoln

I have just read a letter to the writer, Philip Roth, from the writer, Mary McCarthy. “Academic, literary chit-chat,” you may think, and dismiss it as not relevant to your life, but wait. In the letter, Mary is criticising Philip’s book, The Counterlife, and rather severely too, for towards the end of the letter she says, “Forgive me if all this is disagreeable to you,” so she knows she’s over-stepping the mark, or at least Philip Roth’s mark. What does Mr. Roth do? He pettily replies point by point starting with the statement, “I’m delighted that you have been so candid with me,” so we know that he is not.

Criticism is not rejection. As adults, we know it’s not, and yet how many of us react with childish petulance as Roth did? How many of us can mull criticism over gently, digest it and absorb the helpful and truthful bits. Often our first reaction is more like the childish “you’re not so great either” response—a useless and pointless retaliation. Ideally, the recipient of criticism is able to stay open to suggestion, and to use suggestion as a catalyst for growth, for growth should be the result of well-meaning criticism.

As Winston Churchill said, “Criticism may not be agreeable, but it is necessary. It fulfils the same function as pain in the human body. It calls attention to an unhealthy state of affairs.” This is rather a strong description of the criticism we offer in the classroom, but part of our role as teachers is to help our students grow, and we know that criticism is often a necessary step in that growth. The question is, how can we offer criticism constructively so that the recipient stays open, trusting, and most important of all, growing?

Just like everyone else, our students want to be respected, understood and taken seriously, and so respect and understanding should be the parameters of our criticism. One strategy is to do what every good teacher does—first praise the positives. That doesn’t mean telling lies, but it does mean searching out and building on the strengths of the student, so that he or she has a firm and confident ground from which to respond openly to your ideas or requests. You must also stay open, for there may have been some information you have missed that can meet your criticism, or explain the behaviour.

Criticism is more likely to be accepted when a positive relationship between the critic (teacher) and the recipient (student) has been established. This may take time, and it may be necessary to work on the relationship, in a getting-to-know-you kind of way before launching into serious criticism of work or behaviour.

As a person of spontaneous wit (or so I’m told), I know only too well how easy the quick put-down at another’s expense can be given, and I know from personal experience how devastating a thoughtless, disparaging remark from a teacher can be. It is only in Zen monasteries that a quick thrusting comment by the Master can break the student into shards and so bring enlightenment. In the teacher/student situation, at least in North America, hasty criticism on the teacher’s part and smart-alec responses on the students’ are not helpful. If you express the criticism too directly, it feels too much like an accusation. The thing, I think, is to word the criticism in terms that the student recognises as true. The ability to do this is a skill, an art, and depends very much on our own development, our own character. I aspire to it, but cannot always pull it off.

We teachers want the knowledge that we have to share, to be listened to, noted and absorbed. That is what we are trained for and that is our job. The student wants to learn (we hope), but also needs validation as a human being, encouragement in a tough world, and to have his or her ability to learn and question strengthened. By experience, we each eventually find our optimum way of offering criticism so that we are not left with a feeling that we have lessened ourselves and others, but that we have both grown a little. The childlike qualities of questioning and willingness to experience the world with openness are precious and we are here to nourish them.

Getting You Writing!
By Naomi Wakan
Bevalia Press, 2007
ISBN 13: 978-0-9782868-0-4
$10, 44 pp, adult
www.naomiwakan.com

This collection of 50 writing exercises is drawn from Naomi’s writing workshops for “late bloomers” but can be used just as effectively in the classroom. Naomi’s intent in her workshops and in writing this book is to make writing fun, and to tap into the writer’s experience and knowledge to facilitate the writing process. Getting You Writing! is written as if the reader is a workshop participant; instead of hearing Naomi’s introductory comments, you read them. You could easily assume Naomi’s role and make her comments your own as you adapt the exercises for your students. Be prepared to be amused and inspired to write yourself as you borrow these ideas for your writing lessons.

Naomi Beth Wakan is a poet, essayist and encourager of budding writers. She has written over thirty books herself including Telling Tales on the Rim and Read Aloud, Talk About (both available from Pacific Edge Publishing). Her book to encourage seniors to write, Late Bloomer – on writing later in life (Wolsak and Wynn) came out in Fall 2006. Her writing workshops empower new writers.