Category Archives: kids

I Hope You Dance…

When you walk to the front of the classroom and take up the big pencil in front of a group of young teens and twelve-year-olds, there is a strong pressure to learn how to sing and dance. That, of course, is a metaphor. I was always too arthritic and clunky in my movements to literally dance. But I looked out over a sea of bored and malevolence-filled eyes, slack and sometimes drooling mouths attached to hormone-fueled and creatively evil minds. And I was being paid to put ideas in their heads. Specifically boring and difficult ideas that none of them really wanted in their own personal heads. So I felt the need to learn to dance, to teach in ways that were engaging like good dance tunes, and entertaining in ways that made them want to take action, to metaphorically get up and dance along with me.

I wanted them to enjoy learning the way I did.

But the music of the teacher is not always compatible with the dance style of the individual learner. The secret behind that is, there is absolutely no way to prompt them to dance along with you until you learn about the music already playing in their stupid little heads. (And you can’t, of course ever use the word “stupid” out loud, no matter how funny or true the word is,) You have to get to know a kid before you can teach them anything.

The discordant melodies and bizarre tunes you encounter when you talk to them is like dancing in a minefield blindfolded. Some don’t have enough to eat at home and have to survive off of the nutrition-less food they get in the school cafeteria’s free-and-reduced lunch program. Some of them have never heard a single positive thing from the adults at home, enduring only endless criticism, insults, and sometimes fists. Some of them fall in love you. Some due to hormones. Some due to the fact that you treat them like a real human being. Some because they just stupidly assume that everyone dances to the same tunes they hear in their own personal head.

Some of them automatically hate you because they know that if you hear their own secret music in their own self-loathing heads, you will never accept it. They hate you because you are a teacher and teachers always hate them. Some of them, deep down, are as loathsome as they think they are.

But, if you find the right music, you can get any of them, even all of them, to dance. It might be hard to find. It might be a nearly impossible task to learn to play that music once you find it. But it can be done.

And if you get them to dance to your music, to dance along with you, I can’t think of anything more rewarding, anything more life-fulfilling. Have you ever tried it for yourself? If you are not a teacher, how about with your own children or the children related to you? Everybody should learn to dance this dance I am talking about in metaphors. At least once in your life. It is addictive. You will want to dance more. So the next time the music starts and you get the chance… I hope you’ll dance!

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Filed under commentary, education, kids, metaphor, Paffooney, teaching

Sugar-Free Johnny

He was one of my all-time favorite students. I know I say that about an awful lot of kids. I can’t help it. Once you get to know them well enough to teach them anything, you tend to be hooked for life. They are your kid. You are their teacher. And that means almost as much as if they were born to you.

I first got to know Johnny on one frightful morning in September of 1984. He was a tiny, frail little seventh-grade boy sitting in the second seat of the second row. And as I was trying to get them to read a short story in the literature book, he kept nodding off, falling asleep. Sleeping is not an effective reading strategy. Three times I tried to wake him up and get him on task. He could have told me then, but he was painfully shy, and the only word I had heard from him was, “Here,” spoken during roll call. So, the fourth time I took him outside the classroom door to ask him what was wrong. He was deathly pale.

“What’s wrong? What do we need to do to make it better?”

He looked towards the boys’ restroom. “I gotta go…”

I told him to go, then followed him down to the restroom because I knew it was something serious. Serious enough to leave my class unattended. But they were deathly quiet, because unlike me, they knew what was wrong. I found him throwing up in the trash can. He told me he was sick in a barely audible voice.

Immediately I went to the office and told the secretary that he was ill.

“They have juice for him in the refrigerator in the ESL room,” Ms. Lawler said. “I’m sorry we haven’t gotten the nurse’s list out to teachers yet. He’s got juvenile diabetes.”

Whoa! I didn’t know much about diabetes then, but I did know it was too deadly of a thing to allow myself not to know everything I needed to know. At the time the school nurse had to take care of all four campuses in the school district, and she was only at the Junior High on Thursdays.

Thankfully, over time, not only did I learn more about handling that disease, but medical science did too. When I would later develop adult-onset diabetes in 2000, treatment for diabetics would become much more effective, rendering the disease far less destructive.

As for Johnny himself, he became a part of the small group of housing-project kids who would come to my apartment on Saturdays, and sometimes after school to hang out, use my computer, and play table-top role-playing games. I made a special effort to engage Johnny in conversations about a little of everything. He was a very bright boy when he felt well. I got to know his seriously diabetic mother too. And his older sister would later become a nurse at the local doctor’s office, so I got to know her as well. Johnny didn’t have a father at the time, which also applied to each of the other boys from the project, except for the Camacho brothers whose father was a seriously depressed Vietnam veteran. I suppose that’s why Johnny became like a son to me, one of five boys who at the time treated me like a second father. I taught him. I entertained him. And occasionally I cooked for him.

One of my two girlfriends at the time that I was mentoring Johnny liked to give him sugar-free candy. She got so accustomed to always having some available at her place that she actually got hooked on it herself.

In school Johnny opened up the way a cactus flower blooms when it gets a little rain. He began to talk to other kids a lot. He made himself into a group leader, and he even went out for high school football. Truthfully, I was amazed by him on the football field. He played defensive back. And he played like a star. I watched him intercept the ball about three times and run it back the other way. The coaches soon felt about him the same way I did. He was part of their family too.

And it turns out that being physically fit practically cures juvenile diabetes.

He got stronger and healthier with each season. He gave me the football portrait not because I had anything to do with his success, but because he loved me. I have hugged that boy three times in my lifetime, and each time is a cherished memory that I hope to carry with me to Xibalba, the Mayan Land of the Dead.

When I developed diabetes myself, Johnny’s older sister kept track of my wellness charts herself. Johnny’s family was experienced with handling diabetes, and they looked after me like a member of their family.

The last time I saw Johnny it was in the hallway at school. It was only a year before I left Cotulla for good. He had come especially to see me. I didn’t even recognize him at first because I hadn’t seen him for a decade. I wanted to talk to him and catch up. But I had to pick up my eldest son that day from second grade as he had been ill. I was not feeling well myself. So, I asked for a rain check. He still had that beautiful smile. And he didn’t tell me that that was the only chance he had to see me before leaving town again. It broke my heart when they told me that later.

But I see him again now as I tell you the story of Sugar-Free Johnny. He was probably the sweetest kid I ever taught. He will always be a part of my story. And apparently I am part of his story too.

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Filed under autobiography, education, humor, kids, Paffooney, strange and wonderful ideas about life

Dilsey Murphy in Living Color

Dilsey Murphy

I finished the art project.  Here is Dilsey Murphy as she looked in 1990 while wearing her dad’s old Carl Eller Minnesota Vikings jersey from the 70’s.  I wasn’t sure I could finish it this quickly, but the colored pencils blaze with speed when you are coloring someone you love.

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How Learning Takes Place

So many people in this society seem to think they know better how to do what a teacher is supposed to do than those people they actually pay tiny amounts of money to for doing decades worth of the job of teaching. “Drill and practice!” “Teach them to pass the sacred State test!” “They need to diagram sentences!” “Endless practicing of math problems like long division!”

I need to be clear about this. Those people who have never stood in front of a class of thirty to thirty-five kids who are immensely stupid with a criterion-referenced State test hanging over their heads and no help with the cannibals and criminals embedded in every class need to shut up and hear this;

You need to know WHAT TO TEACH, WHY THEY NEED TO KNOW IT, AND HOW THEY WILL LEARN IT!

Was that said clearly and loud enough? I wrote the important parts in ALL CAPITAL LETTERS!

By the time they reach second grade, they should all be reading at the second-grade level. Memorization of the alphabet, addition, subtraction, and multiplication tables should be reinforced, but pretty well mastered by that time. So, mere memorization skills need to be firmly in place, ready to move on to higher-order thinking skills.

In the third grade, they should already be moving on to applying reading strategies, like rereading, looking for main ideas, and interpreting compound and complex sentences (like this one.) Also, they should use the application of simple formulas in math, (2+3) x 5 = 25, and apply the directions in a recipe to the successful baking of chocolate-chip muffins.

By fourth grade they should be moving on to being able to think more abstractly, using deduction, inference, prediction of outcomes, and synthesis of ideas.

In fifth and sixth grades they should already be moving from concrete and literal thinking to abstract and metaphorical thinking.

The emphasis should not be on creating semi-competent minimum-wage workers at McDonald’s and Walmart. It should be on teaching everyone to think critically and be capable of complex problem-solving. They need to be capable of telling fact from fiction and evaluating their own conclusions and solutions to problems. In other words, they need to be ready to form unions, demand higher wages at Walmart and Dollar Tree, and tend to their own interests in the business world, just like no corporate CEO ever wants them to do.

What makes a fact a fact is that it can be verified as either true or false in a consistently repeatable manner. Every fact needs to be tested and retested. Even proven facts need to be doubted, re-proven, and even nuanced when new evidence or random anomalies occur.

Again, I hope I am being clear and loud enough to get the point across. This is the whole basis of the Scientific Method which you need to understand before we proceed to WHY THEY NEED TO KNOW IT in Part Two. That follows logically because we just finished discussing WHAT THEY SHOULD BE LEARNING.

So, bear with me as I continue to pontificate and elucidate things all good teachers know about teaching even if they only know it by instinct. I am going to be preachy and unkind just as stupid people who think they know the teaching job better than I do tell me about it constantly, only with a strong wind blowing in the opposite direction. I taught middle school and high school English for 31 years, taught every subject except foreign languages as a substitute teacher for three and a half years, and was both the head of an English department and a Gifted and Talented program for a good portion of the thirty-one years. I was even an ESL teacher for well over a decade, teaching English to non-English speakers. I am probably not as dumb as you think I am, and certainly as certain that I am right than any of the people who argue with me have any ghost of a chance of being.

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Filed under angry rant, education, grumpiness, humor, kids, Liberal ideas, strange and wonderful ideas about life, teaching

Telling Teacher Stories

My Art

Here’s a secret that is only a secret if you are one of the well-over-six-billion people that don’t know I exist; I loved being a public school teacher.  I taught for 31 years.  24 years of that was in middle school.  I taught more than 1000 different seventh graders.  And I loved it.

Please don’t reveal this secret to any mental health professionals.  I like my freedom.  And I am really not dangerous even after teaching that many seventh graders.  I promise.

But it has left me with a compulsion.  I confess it is the reason I write humorous young adult novels and why I continue to write this blog.  I have to tell teacher stories or I will surely explode.

I have to tell you not only about the normal kids I taught, but the super-brainy mega-nerds I taught, the relatively stupid kids I taught, the honor students, the autistic kids, the kids who loved to sleep in class, the classroom clowns that tried to keep them awake, the kids who loved my class, the kids who hated my class, the times I was a really stupid teacher, the times I achieved some real milestones for some wonderful kids, the kids I still love to this day, the kids I tried really hard to love, but…. (well, some kids not even a mother could love), the drug dealers I had to protect my class from, the kids who talked to me about suicide and abuse and horrible things that still make me cry, the kids I lost along the way, and, well, the list goes on and on but this is an epic run-on sentence and the English teacher inside me is screaming at the moment.

You get the idea.  Like most writers… real writers, not hacks and wannabees, I write because I have to.  I don’t have a choice.  No matter what it costs me.  And what do I have to talk about in writing except being a school teacher and the almost infinite lessons that experience taught me?

I loved being the rabbit holding the big pencil in the front of the classroom.  And that metaphor means, as crazy as it sounds, I loved being a teacher.

 

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Filed under autobiography, commentary, education, humor, kids, Paffooney, teaching

There Are No Stranger Things Than Kids

I am planning to re-watch all eight hours of Netflix’s Stranger Things.  I can’t help it.  I really seriously love that show.  And the reason is the kids in the series.  Yes, it was set in the 80’s, a decade I long to return to, but I wasn’t a kid myself in the 80’s.  That was my first decade as a teacher.  The thing is… I taught each and every one of the kids in that series.  I admit, they had different names and lived in different bodies, but they were the same faces, the same personalities.

And it is not so much the characters the kids inhabit in the show, though they were obviously cast as themselves.  It is the real-life screwiness that Jimmy Fallon brings out with the silly string that I recognize.

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Finn Wolfhard’s character, Michael, is basically me.  The dreamer determined to make the fantastic become true.  And when they played Dungeons and Dragons in the basement, he was the Dungeon Master.  That was me.  The teller of the stories, the maker of the meaning.  He’s the one who creates the Demogorgon adventure that eerily comes to life.  He is also the one who finds and befriends the mysterious Eleven.  He is the driving force that leads them all to the inevitable conclusion of the adventure.

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And while I never met anyone quite like the mysterious Eleven, Millie Bobby Brown is definitely no stranger to me.  She is bubbly, outgoing, and utterly charming.  She can channel Nikki Minaj.  I must’ve taught at least five different versions of Millie in three different schools when I was a teacher.

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She makes the weird and otherworldly character of Eleven become believable through the sheer force of a natural talent for empathy and understanding.  She is a highly intelligent girl with a knack for making things work.

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I have also taught about four different incarnations of the Dustin character’s actor, Gaten Matarazzo.  The goofy but courageous kid with a broad sense of humor and a focus on food is a very common type of junior high kid.  And while he isn’t usually a leader in the classroom, he’s the one you turn to when you need help getting the group to choose the right path.

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I swear to you, I know all these kids, even though I have never met them.  You see, when you are a teacher for long enough, everyone in the world comes in through your door.  You have to get to know them and learn to at least like them if not love them.  You do the thing for long enough, and you learn that there are a limited number of different faces and personalities that God distributes over time and circumstance to many different people.  It is possible to get to know nearly all of them.  And there are no Stranger Things than kids.

 

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Filed under Dungeons and Dragons, horror movie, humor, kids, review of television, strange and wonderful ideas about life

Translating Texican

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I came to Texas from Iowa.  I was well-versed in how to speak Iowegian.  (I was, don’t-ya-know, and spoke it fluently, you-betcha.)

Then I arrived, fresh-faced and ready to change the world as a twenty-five-year-old teacher, and began working in a mostly Hispanic middle school in deep South Texas.  Dang!  Whut language do they speak?  (Yes, I know… Spanish.  But my students straight from Mexico couldn’t understand the local lingo either. South Texas Spanish and Castilian Spanish from Mexico are not the same language.)  I couldn’t talk to the white kids either.   It is possible to communicate with Texicans, but it took me years to learn the language.  It takes more than mere usage of “ya’ll” and “howdy”.

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You can probably see what I mean when you look at these fake quotes based on the things real Texicans actually once said to me.  Of course, I can be accused of being a racist by interpreting things this way.  Texicans are concerned that you understand that they are not racists.  They merely rebel against being “politically correct”.  Apparently the political-correctness police give them all sorts of unfair harassment about speaking their minds the way they always have.  I should note, however, that I had to use a quote from Bubba rather than Dave Winchuk.  Dave is so anti-political-correctness concerned that he regularly said to me things with so much racial heat in them that they would even melt the faces off white people.  Face-melting is bad.  If you don’t believe me, re-watch the end of Raiders of the Lost Ark.

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And to speak Texican, you must actually learn a thing or two about guns.  Yes, Texas is an open-carry State.  Apparently, Second Amendment rights are the most important rights in the Constitution.  My two sons grew up in Texas; the oldest is a Marine, and the younger is in the Air Force.  Guns are important to them.  I have those same arguments with former students, too.  I have learned to say the right things so that they will tolerate my unholy pacifist ideas about how the world might be safer if everybody didn’t have five guns in the waistbands of their underpants.  So gun-stuff ends up as a part of the Texican language I have learned to speak.

The point of it all is, language is a fascinating thing that grows and changes and warps and regresses.  I love it.  I try to master it.  And the mistakes I make usually sound purty funny.

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Filed under angry rant, education, gun control, humor, irony, kids, Paffooney, red States, self pity, strange and wonderful ideas about life, Texas

All That Really Matters

This is a classic repost from June of 2020

I was not able to post yesterday for a number of reasons. Not the least of which is the turmoil caused by this nation trying to come to terms with those sins of the past that come back to haunt us and hunt us in the present.

I am an old white man. I suffer from “white privilege” in ways I can’t explain to some of my white friends back in Iowa, a State that was almost entirely white when I was growing up there. (And I pray that I grew UP, not just old.)

I learned yesterday that it matters how you put in order the things that you can say on matters of race. You can’t just say, “Black lives matter” to some white people. They will angrily insist that “All lives matter.” They will then proceed to tell you that you are being a racist when you suggest that black people are somehow more important than white people. I learned that you should say instead, “All lives matter, which means black lives certainly matter too. And the debate now is about a few recent black lives that were treated like they didn’t matter, and so, their lives ended in being murdered.” You can’t give white people a reasonable-sounding way to get out of admitting that, or they will. (See, I can be a bit racist too. I sometimes have a hard time believing all white people have positive human feelings in them somewhere.)

My illustrations for this post all came from Pinterest.

It has often, in my teaching career, been a disadvantage to be a white male. Black kids don’t believe you can see them as a good person. If you have to call them down for misbehavior, the worst ones will automatically assume it is about their race and not their behavior. A good teacher needs to listen more than they talk. You have to get them to open up about what happens in their lives that makes them behave the way that they do. You have to make them understand that you actually care about them and want to help. You have to earn their trust to get their best learning behavior. And being white makes that all so much harder. Not just with Afro Americans. Hispanic kids too. Vietnamese kids too. And I promise you, if you take the time to really get to know a kid… from any race or culture… you will discover that underneath it all, there are no bad kids. You stand a very good chance of learning to love them… no matter their racial or cultural differences from you.

And as an old white man, I suffer the disadvantage of never being able to truly understand what it feels like to have to worry that, at any moment, the police might kill you with a gun, or press the life out of you with a knee on your neck… just because of the color of your skin. That is in no way a fair thing that black men, black women, and black kids have to worry about that.

I am saddened and frustrated too that I can’t do any more to correct this terrible injustice than I am doing. I can’t attend protests because of my poor health and the pandemic that will probably kill me anyway. I am too old and crippled and broke to do any more than write this essay and post things on social media that make some of my old white friends angry and ready to argue.

I feel bad. The deaths of George Floyd, Breonna Taylor, Philando Castile, and too many more diminish me, make me hurt in my heart. And all I can do about it is tell you that there needs to be more love in this world, and less hate. And I hope maybe you have a little more of it to add to the world. After all, that’s all that really matters.

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Filed under 1000 Voices Speak for Compassion, angry rant, commentary, compassion, empathy, kids, Liberal ideas, philosophy, racial profiling

Walk the Walk with Diabetes

Today during the school-drop-off downpour, I was forced to pull into the Walmart parking lot and pass out for a few rainy minutes.  Good times, huh?  But life is like that with diabetes.  I have been a diagnosed diabetic since April of 2000.  I have learned to live with my sugars out of whack, my mind potentially turned into Swiss cheese with cream gravy at any moment, and a strangely comforting capacity to weather headaches, both the heartbeat in the temples like a timpani kind, and the red-hot needles of Nyarlathotep boring into my skull kind.  I suffer, but I also survive.  In fact, the terrible incurable disease most likely to kill me is, in some ways, a sort of a back-handed blessing.  I certainly don’t take life for granted with it.  I am more conscious of how food can affect me and make me feel.  I have had to learn how to take care of myself when taking care of myself is tricky like an Indiana Jones’ adventure  in the Doomed Temple of Mickey’s Body.  I take going to the doctor seriously and have learned what questions to ask.  I have been to the heart specialist and the endocrinologist and the dietitian more than most people, though not more than most people should see them.  I have also learned how to make fun of dread diseases… a skill I never imagined I might develop later in life.

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My first experience of diabetes wasn’t even my own illness.  Back in 1984 I had a boy in my seventh grade class who seemed to be falling asleep constantly.  He was a shy little Hispanic boy with curly hair who was usually whip-smart and very charming.  But I couldn’t seem to keep his head off his desk.  So I asked him what the matter was.  He was too shy and worried that he had done something wrong to answer me.  So I asked him to get some water to wake himself up.  The reading teacher across the hall told me, “You know, Juanito is diabetic.  His blood sugar might be low.”

So I asked him, “Is that your problem?”

He nodded and smiled.

“The office keeps some orange juice in the refrigerator for him,” the reading teacher said.

So, I saved his life for the first time in my career without even knowing what the problem was or how to solve it.  He came back from the office perky and smiley as ever.  And I realized for the first time that I needed to know what diabetes was and what to do about it.

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Juanito became one of a number of fatherless boys that adopted me and spent Saturdays hanging out with me to play video games and role playing games.  He was one out of a pack of kids that swarmed my home in the off hours and would do anything I asked in the classroom no matter how hard.  He was a juvenile diabetic, the son of a woman with severe type-two diabetes (adult-onset).  His older sister had become a nurse at least partly because of the family illness.  Juvenile diabetics, though their lives can be severely at risk, have the capability of growing out of it.  As a seventh grader he didn’t really know how to take care of himself.  Teachers who unknowingly offered candy as a motivator could’ve put him in a coma because he was too polite and shy to say no.  But I fed him a few times, befriended him a lot, encouraged his interest in sports, and he grew up to be a star defensive back on the high school football team.  He gave me the portrait I share with you here for attending so many of his football games and rooting for him to overcome the odds.  When he visited me at the school years later, he was basically diabetes-free.

Juanito’s story gives me hope.  I know I will not overcome the dreaded Big D disease of South Texas.  I will live with it until it kills me.  It caused my psoriasis.  It gives me episodes of depression and chronic headache.  But at this point, I am still controlling it through diet and exercise, not taking insulin or other drugs.  (In fact, it was one of those other drugs that was making me pass out at work constantly from low blood sugar.  Diet works better than pharmaceuticals.)  One day it will give me a fatal infarction or a stroke and be the end of me.  But until that time I will continue to do the difficult dance with it  and get by, because, after all, dancing is exercise, and exercise overcomes the effects of the disease.  Just ask Juanito.

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Filed under autobiography, battling depression, humor, illness, kids, psoriasis

Being a Teacher at Heart

Being a teacher at heart… I want to recommend that career…even though I know full well it is a super-hard crappy job of glorified baby-sitting that pays in literal peanuts and nobody in their  right minds recommends it to smart young up-and-comers as a glamorous choice… and it is only getting worse under a new anti-education administration.

Being a teacher at heart… I can’t help remembering how it all started for me.  The last thing in the world I imagined myself being when I was in high school was a teacher.  I wanted to be a cartoonist or a comic book artist.  I wanted to write best-selling science fiction novels and maybe direct a movie.  You know, the kind of thing millionaires line up to bestow on college grads with a degree in English  and a transcript filled with mostly A’s in my art classes.

But after my remedial master’s degree gave me a provisional teaching certificate, and my one and only interview for an illustrator’s job resulted in compliments on my portfolio and best wishes for my teaching career, I headed to Texas, one of only two states actually hiring teachers in 1981.  (The other was Florida, which it turns out it was a very lucky thing my family had already moved to Texas to help me make that decision.  Have you seen the education news coming out of Florida?  I now know where Satan gets his mail.)

Turns out the only job available in 1981 was all the way South on Interstate 35 in Cotulla, Texas.  I was there to teach English to 8th graders.  Mostly Spanish-speaking 8th graders.  And the previous year the 7th grade English teacher had run out of the classroom screaming after the little darlings exploded firecrackers under her chair and put scorpions in her coffee cup.  I was given her classroom and the same students that forced her to re-think her career choice.  El Loco Gongie, El Loco Martin, Talan, El Mouse, El Boy, El Goofy (whose one and only talent was to turn his whole head purple at will), La Chula Melinda, and the Lozano Twins  were the nicknames I had to learn because practically everyone was named Jose Garcia… even the girls.  Talan and El Mouse were the first ones to threaten my life.  They picked up a fence post on the way to lunch (we had to walk four blocks to the elementary school to get lunch because the junior high building had no cafeteria).  Talan said something threatening in Spanish that I didn’t understand and added the name “Gringo Loco” menacingly to whatever he said, and El Mouse pantomimed using the metal fence post as a sword to cut me in two.  All this because I was trying to get them to keep up with the rest of the class on our little hike in the 100 degree heat.  (I think I knew then why Satan moved to Florida.)  Fortunately they must’ve decided that murdering me wasn’t worth the hours of detention they would have to spend, and dropped the post.  Class was definitely disrupted when handsome El Boy and La Chula decided to break up, or rather, El Boy decided he like brown-eyed Alexandra better after she got blue-eyed contact lenses that made her eyes look yellow-green.  Girl fights are harder to break up than boy fights because girls fight to the death over matters of the heart, and they really don’t care who dies once the fight is started.

Now you may think my account of my first horrible year as a teacher must be exaggerated and expanded with lies because you know I am a humorist and that I went on to teach for many more years.  But I swear, only the names have been changed.  The nicknames and the incidents all are real.  (Yes, he really could contort his face in a way that turned his entire head purple.  It was freaky and made the girls scream.)    As I reached the spring of the year that year and had to decide whether or not to sign my contract for the next year, I really was planning to get out of teaching all together.  But I was standing on the playground one day that spring glaring at the vatos locos to prevent fights from breaking out again when Ruben came up to stand beside me and talk to me.  Ruben was one of the brightest and physically smallest of all my kids that year.  But he had such a charm about him that the bullies left him alone (except for the time he got in trouble for forging El Boy’s mother’s signature on a failing report card).  He said to me, “I want you to know, you are my favorite teacher.  I learned a lot from you this year.”  I had to bite my lower lip to keep from crying right there and then.  It was the moment when I decided I had to be a teacher.  They were not going to make me run away in defeat.  I was going to work at it until I knew how to do it right.  For Ruben.  And for all the other boys and girls like Ruben who liked me as a teacher… and laughed at my jokes… even the really corny ones… and needed me.  That made all the hard stuff worth it.

Being a teacher at heart… I recognize now that there was never anything else I was going to be.  It was what God chose me to be.  And my only regret about my choice is that I had to retire and can’t do it any more for health reasons.  I still miss it.

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