Category Archives: kids

May 29, 2020 · 8:08 pm

Another “Oops!” School Story

Eating pencils when you are supposed to be writing something isn’t a recommended learning strategy, but is more useful in South Texas than having blue hair.

When I was a rookie teacher in the Spring of 1982, I had to take two busloads of eighth graders nearly a hundred miles to see the State Capitol in Austin for their annual 8th Grade Field Trip.

If you don’t see the potential for disaster in that, well, you are in for a tougher life going forward than the one I am about to complain about.

Anyway, it was an extra-warm sunny Texas day and we had an endless-hours journey in an un-air-conditioned bus with sixty kids and four teachers per bus. And I was the new teacher filled with sizzling rage from enduring eight months and fourteen days worth of get-the-new-teacher tricks by fourteen-and-fifteen-and-sixteen-year-old kids (I didn’t have to rage at the eighteen-year-olds on the field trip because the same things that kept them in the eighth grade until they were eligible for Medicare were the things that disqualified them from going on the field trip). And because the principal was convinced that you could prevent death by throwing things on a bus by having a teacher sitting near the perpetrator, or the potential target, the teachers had to spread out and sit with the kids. Of course, our bus had 59 perpetrators and one potential target (Tomasso, the kid nobody could stand). And the coaches got to sit by the vatos locos most likely to fling metal and hard food. I, of course, got Tomasso.

So, I sat for five hours on the way up to Austin practicing trying to kill apple-core tossers with my best teacher’s stink-eye while ducking gum wads, wrapper balls, and half-eaten Rice-Krispies Treats. And I was also listening to Tomasso’s endless weird questions and comments about penguins that made him the popular target. I got extra practice recognizing bad words in Spanish and resisting the urge to call them “pendejos” in return.

And we got to Austin tired, sweaty, and hungry because it took extra time in both San Antonio and San Marcos traffic, and we missed our lunch connection in a parking lot in central Austin. The kids were mostly not hungry. They were full of chips and hot Cheetos and other salty, unhealthy snack food. Instead of hunger, they were dying of thirst. And while the History teacher in charge of the trip and the coaches were consulting maps and trying to reach the lunch connection with a walkie talkie, I spotted a herd of students going over a wall into a nearby parking garage. I followed to see them walking over the hoods of parked cars to get to a fire hose that they were using as a watering hole.

We were, of course, unable to single out any individuals for punishment. They were dying of thirst, and it was a three-hundred-degree-in-the-sunshine parking lot where we were waiting.

We got to the Capitol and walked around, bored by the tour guide, and found the one entertaining fact about the Texas Capitol Building. Governor Hogg once had two daughters named Ima and Ura. Their pictures hang in an upstairs display case. Kids laughed and called them “pendejos”. Even the white kids.

Then, the way home took an additional seven hours. All of the coaches fell asleep on the way home, and I was the only teacher awake and standing between unpopular nerds and death by de-pantsing. I was told that somewhere in the middle of the writhing masses of eighth grade arms and legs and ultra-loud voices, a shy kid the teachers all liked lost his virginity to one of the more sexually aggressive girls while the other kids close enough to see in the general darkness watched. Was it true? When he got asked in the classroom, he just grinned.

I remember a lot of “Oops!” School Stories happening on field trips. I went on more than twenty of the big trips like that one, and I only remember a handful that went smoothly. But this one stands out in my memory because it was the first. And first experiences set the standard the rest are judged by. And I tell you this because, this time of year, if things were still like they used to be, and there was no pandemic, field trips to hell like that one would be going on for first-year teachers.

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May 22, 2020 · 9:22 pm

Hope and Beauty

Forgive me for putting a picture of a bear-chested girl in this post.

It has been my intention for a while now to tell funny stories on Friday. Specifically, funny stories about being a teacher and dealing with kids, the thing I know best in life. But, with the things that have happened, the pandemic, the screwball gangster President and his Friday follies, ill health, and other things pressing on my mind, I have failed rather badly.

So, bear with me (pun intended) as I give it another try with a story about Hope and Beauty.

Going back to the last millennium, in the year 1996, I had one solitary class of sixth grade English while teaching mostly seventh graders in a school building that was being renovated while we were learning within it. Often to the sound of electric drills and hammering. (A new wing was being added as our junior high school of grades 7 and 8 was being magically transformed by a school grant, and the addition of 6th graders, to become a middle school.

Esperanza and Bonita were the leaders of that sixth grade class. Fourteen kids, 7 girls and 7 boys. Esperanza and Bonita were the leaders because they were the two biggest 6th graders in the whole school. Not biggest by weight, the fattest boy in 6th grade was also in that class. The most mature. Bonita was hoping to go out for boys’ football in seventh grade, because she had been told that girls had won the right in court to play football if they wished. And she loved to tackle boys. The midgets in that 6th grade class were all terrified of her. One of the midgets spent his 6th-grade days pining in the back row to sit next to her but was too afraid to ever tell her that.

You may already know that this is not Bonita. It is the character in my book The Bicycle-Wheel Genius that I turned her into.

Esperanza and Bonita were best friends, and they were also the two best students in my class. They sat side by side in the front row. They would answer every single question in class if I let them. Of course, I didn’t let them. I got as much of a laugh out of other students’ wrong answers as they did. They were merciless about every goof Sammy Sanchez made, but Sammy had a good sense of humor about it, and I swear, he made some mistakes on purpose just because he loved to hear Esperanza laughing. She was probably the prettiest girl in 6th grade and had an equally pretty laugh. (That is not, of course, Sammy’s real name. I protect students’ real names in my writing. But the double S’s in his name were paired with the word “Stupid” in real life.) I was fond of both girls. And most of the time they were fond of me too.

“You’re my favorite teacher,” Esperanza once told me. “It’s because we can really talk about stuff in your class. Not just book stuff. But real-life stuff.”

Most of the “stuff” she meant was in journal writing that they did at the beginning of class. That is where I learned that she was a virgin. And it was where I advised her that it was entirely up to her when she gave it up and to whom. I told her no boy had the right to pressure her into doing anything she didn’t want to do. I gave similar advice to the boy in question privately after school, and he was actually a bit relieved to get the advice. I know that I was overstepping boundaries to give such advice. But they both believed that nobody else would ever be told about it. I was the only one who read that journal entry, and they knew that. And I have never told it until now, a fact about which you still don’t know the real names to go with it.

That class wanted badly to have a “class party” after Spring Break when the year was winding down. I only agreed if they would turn it into a learning experience. So, Esperanza and Bonita took charge. They planned and executed the lesson; “How to make and appreciate different kinds of Mexican Food”. The two of them taught it. Bonita was in charge of discipline. Esperanza taught us about all the ingredients in her aunt’s prize-winning sopapillas. Sammy gave us a memorable and even remotely possible run-down on how Doritos were probably made. And Max, the white kid, shared his Grandma’s recipe for German chocolate cake. You can’t get better Mexican food than that. And a certain mournful midget got to sit next to Bonita while they ate cake.

Both girls were in my class for two more years after that. I had the honor of being their teacher in both the seventh and the eighth grade.

As an eighth grader, Bonita broke my heart with a story she wrote about forgiving her stepfather for beating her in the third grade. It was a beautiful story. But I was torn. Teachers, by law, have to report child abuse. But Bonita pointed out that the man no longer lived with her, and besides, the assignment was to write a fiction story. (I never told anybody but my wife about my being sexually assaulted at the age of ten at that point in my life, but it was the reason I could clearly see what was true and what was fiction.) That story made more than just me cry.

And in the end, Bonita never got a chance to play boys’ football in middle school… or high school either. The boys eventually got bigger, and she didn’t. But that was a good thing too. Bonita at linebacker… the boys would never have survived it.

I will end by letting you in on a secret. In Spanish, Esperanza means “Hope,” and Bonita means “Little Pretty One,” or even “Beauty.”

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May 3, 2020 · 9:29 pm

Hard Truths Learned the Hard Way

Farmer, truck driver, registered nurse, school teacher, and many more are professionals who deserve more respect and compensation than they ever get. The pandemic has in many ways underlined and reintroduced us to the truth of their value. Jobs like these are not often recognized as being life-or-death in nature the way fireman, policeman, doctor, and paramedic obviously are, but we are in a situation now that proves that they are.

Teachers are much more than mere babysitters. You can tell by figuring out how much you would actually owe them if you paid them the same amount per child and per hour as you do a babysitter. Some teachers have to supervise thirty children per hour for six hours per day. That works out to 180 kids per day. If you paid them only two dollars an hour for each kid, a price no competent babysitter would ever work for, they would still bring home $66,000 per year, a wage that would top any yearly wage I ever brought home by more than $10,000. And a teacher does a lot more than manage classrooms for six hours a day. I would list all those other things in this essay, but it would come out far too long for the purpose of this one paragraph.

As a teacher working with kids under the age of 18, and as a writer of YA novels for kids under 18, I have come to see the hard truth of one stark and horrifying fact. All kids face hard things in their life. Some have divorced parents. Some are abused, sexually, emotionally, psychologically, physically, or any combination, including all of those. Many kids have substance- abuse problems. Many kids battle crippling depression. Depression even kills far too many of them. Most kids live in fear of school shooters, gang shootings, bullying, beatings, and other kinds of violence that specifically targets them. I remember one boy who attended my classes while living out of a paper bag under a bridge. And despite all these terrible things, most kids turn out good and kind and capable of loving others. In fact, the hard truth is, they turn out good BECAUSE of what they have lived through. You will find this same correlation throughout human history. In truth, most of the heinous and evil villains in history come from families where they were mostly protected from hardships. They often turn to evil because the first time they face these things after having been coddled, spoiled, and protected, they are not prepared to deal with them and see themselves only as a victim, no matter how badly they react.

In this essay I have probably not told you anything you don’t already know. In fact, you probably ;agree with most of it. But times like these make you think about what hard lessons you have learned because you have endured hard things.

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April 22, 2020 · 6:28 pm

The Teacher Sleeps

This 2019-2020 school year was my first as a retired school teacher earning extra money by substitute teaching. It ended before I was ready. I not only didn’t get a chance to earn all the money I needed, I did not get the chance to see some of the kids in five different middle schools I subbed for that I had learned to like and hoped to see again before the year ended. I did put in enough time to get rehired for next year. I even got to keep my sub badge so that I can go back if the schools ever reopen again. But I despair a bit over what I have lost. My health may not be good enough to go back to the job I love so much. In fact, I don’t really expect miracles to happen that would let me survive this pandemic. If I do go back to school next fall, it is more likely to be in order to haunt the hallways than to teach again.

The last few nights I have been sleeping longer than I have at any time since I retired in 2014. And I have had vivid dreams of being a teacher in a classroom yet again. But always in schools that are only vaguely familiar and are obviously new jobs with new kids that I haven’t seen or trained before. And yet, as it always is with teaching, they are all the same classroom, all the same schools, all the same kids, just in new packages that I haven’t seen before.

One of the things that is hardest about being a substitute rather than a regular teacher is the fact that one day, one class period, is not long enough to build a relationship with every kid. You cannot get to really know them in such a short amount of time. That’s why going back to certain schools is so exhilarating because you get a chance to cover the same classes again, see the same kids, and work on being a good teacher for them in the way I used to do it for kids that were mine for an entire school year.

And I was one of those rare teachers who actually likes kids.

Many teachers never get over the difficulty of managing a classroom and doing discipline. It is for them a never-ending battle for order and quiet. They only manage it by becoming fearsome ogres or anal-retentive control freaks. Most of those only ever consider discipline to be punishing kids enough to make them mind.

Those sorts of teachers don’t believe me when I tell them that the way to do discipline is not by quashing behaviors and limiting behaviors through punishment, but by encouraging the behaviors that you want. And by leading them into the excitement of reading a good story or learning an interesting new thing.

As a sub I went into the classrooms of punishing teachers and weak-willed teachers who let students do whatever they will. Invariably you meet boys who are convinced they are stupid and doomed to fail. They suspect their parents don’t like them. And all they want to do is stop lessons from happening by being disruptive. And invariably you meet girls who think the only hope for them is to capture the right boy (without any earthly idea what the right boy will be like). And they suspect their parents don’t like them very much. And all they want to do is fix their make-up, talk about boys with other girls, and talk boys into disrupting lessons to show their manliness.

As a substitute, I also went into the classes of teachers who knew the secret and actually loved kids. They had positive posters on the wall that could be paraphrased as, “There are wonderful things to do in this life, and I believe you can do them. You should believe it too.”

And they will say to their kids things like, “Look at this wonderful thing you have done. You are really good at this. And when you do things like this, nobody can tell me you aren’t a good and wonderful person that makes the world a better place.”

Kids need to see the evidence and hear those things from their teacher. And if the teacher is giving them that, they will even behave well for the substitute with very little work on the part of the substitute.

So, I have been dreaming about being a teacher again. It is a thing that I love to do, and I fear that, because of this pandemic, I will never be able to do it again. Even as a substitute. And if that is the case, then I hope that at least one person reads this and discovers the answer to the question, “How do you become a good teacher?” Because I believe I have it right. I know it worked for me. And I think it is true even if no one ever believes me.

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February 21, 2020 · 8:23 pm

I Really Kinda Like That Kid

As a retired school teacher who retired for health reasons, I have a limit to how much I can teach. As I substitute, mostly for teachers who planned on being out for in-service training or special educational meetings, I can usually only do two jobs a week. That limits the number of kids you have contact with, especially the more gifted and talented sorts of kids. But that doesn’t really matter much. As a regular classroom teacher I always focused more on making connections with kids, especially the challenging ones. My two jobs this week consisted of sixth grade Science all day on Tuesday, and seventh grade AVID classes on Thursday.

Sixth graders are the rabid squirrel monkeys of the middle-school monkey-house. They are the ones who jump around the most, scream at each other the most, and swing from the light fixtures the most. And if you think of it as being only metaphorically true, you don’t really know much about sixth graders and modern education.

But the coach I was subbing for is very good at discipline. He gave them an article on the organ systems of the human body and told them to to use the annotation marks on his close-reading poster. Now, you and I both know that coaches don’t really walk sixth graders through note-taking and reading-comprehension drills regularly. There’s a reason coaches are more likely to teach Science, History, or even Math before taking on English or Language Arts teaching assignments.

So, I did a quick-teach using the two-page article on how to circle key words, underline main idea sentences, and how to do a SWBS (Somebody-Wanted-But-So Charts) analysis to summarize the article. They, of course, did not do that before in science class, or even in English that they could remember. I basically simplified his fifty-minute busy-work assignment into a simple twenty-minute reading assignment that would take the slow readers longer. So, I had to occupy the smart, quick, and evil kids with something else while I helped the stragglers finish. I drew a cartoon rabbit, a cartoon duck, and a Disney-esque Goofy on the white board, challenging them to copy it.

I got to work one-on-one with several slow readers. Xavier, a hyper, mouthy kid who had dyslexia was tickled pink to learn he could pick out and put together key words and main ideas. He was unable to write the summary, but he annotated correctly, possibly for the first time ever. And that was a break-through for him. I subbed with him in other classes where he was one of the awfullest chandelier swingers, so that connection made a huge difference for him for at least fifty minutes of his school life. Malik the Mouth who never does anything but insult the others, and gives somebody else’s name to the sub when he gets in trouble, actually kept his bargain with me from the last time he was baby-sat by me. He stayed in his seat and kept working all period. The only time I had to make him give me his name was at the end of class so I could leave a good-job note for the coach after class ended. I actually like those sorts of kids who other subs routinely blow up at and send out of class. Xavier and Malik (possibly not their actual names) are both a hoot to teach. And they help add to my list of funny classroom anecdotes when they lose control and get in trouble with me. I always try to turn those into teachable moments.

But when the coach came in at the end of his smartest class, saw everybody was done, and saw cartoons on his board, he got mad at them. I had to take the blame for them and explain why they were not simply blowing the assignment off and playing around. Coaches don’t usually understand that classroom learning can be fun.

Thursday I was subbing for AVID classes again. These are special classes where at-risk kids are put in college-prep courses and treated like gifted kids. The program is misused as a warehouse for failing discipline-problem kids by this school district. But the Field Middle School has their act together for this program. The kids were working with college-level education students as tutors, and had to fill out self-examination forms that evaluated how they were doing in working with their tutors.

These are well-trained, smart, and seriously funny kids. Xochitl (an Aztec name pronounced ZOACHIE for a Hispanic girl that I have suprisingly encountered more than once in Texas) was a giftred complainer and procrastinator who was too lazy to lift a pencil, yet did the actual work in a few short minutes when she finally got around to it. She had time to tell the kids at her table, one of the tutors, and me about a time when she knocked the head off of a cucaracha (a cockroach who speaks Spanish) and tried to wait for an entire day for it to finally die so she could pick it up and flush it. The thing is, a cockroach only needs its head to eat with and see with. It is perfectly fine otherwise until it starves to death or gets eaten by a rat. So, when she went to pick it up with salad tongs, it was still alive and wiggly. She pantomimed how she threw the thing across the kitchen in surprise, and when it landed in the sink, she nailed it with the garbage disposal. This girl is a gifted story-teller. She had us all laughing. And her school grades were all A’s and B’s.

I admit it. I love kids like that. They are the best things about teaching. And whether they are Aaargh! Sixth Graders! or Uggh! Seventh graders! (the chimpanzees of the middle-school monkey-house) I actually love them. (But PLEASE don’t tell them that!)

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February 14, 2020 · 5:45 pm

Dibbletey Dobbletey Doo

On Wednesday I subbed again for a science teacher at Long Middle School. They were eighth graders, the chest-thumping apes at the top of the monkey-house food chain. There was an AVID class with too many at-risk and under-disciplined kids in it. And the Long ESL classes contain too many rabid monkeys who don’t understand monkey-English well and are liberally dispersed through-out the harried eighth-grade teachers’ day. In other words, the Wednesday job caused me brain damage from which I haven’t recovered from fully at this writing.

So, today I am obsessed with finding the magic necessary to avoid having any more teacher-meltdowns and brain injuries like that 6th period debacle. (“Debakkil” is a magic word, but it is an evil magic word),

In the Disney animated classic Cinderella, the Fairy Godmother uses a magic spell called (in a song) “Bibbety Bobbity Boo”. In the course of singing the song, the old F-G turns a pumpkin into a carriage and mice into horses, the swayback horse into a driver, and the dog into a groom. I need a spell like that to remedy the monkey-house meltdown syndrome that I was victimized by.

So, here is how “Dibbletey Dobbletey Doo” will work.

The spell is cast initially on a male student, a monkey-like being swinging from the light fixtures, but obviously smarter than the other male monkey-students. You could magically turn his raggy clothing into a ball gown and embarrass him completely (which would be true to the metaphor, but would turn him into your worst nightmare)… but don’t. Instead, tell him that he is smart enough to be a leader. Put him in a position of power, making him in charge of a group, and telling him his consequences will be either a reward for good leadership, or the blame for the bad behavior of the group. Remind him that he has natural leadership skills. If he speaks to others respectfully, they will be respectful to everybody. If he shows them how to behave properly, they will use him as a positive example. He will get the credit for the good things they will do.

“Dibbletey Dobbletey Doo!”

It works. We had a poster project to do in groups of four. They were supposed to create a diagram of the mechanics of the four seasons of the year, with a sun and four representations of the earth with its axis and equator tilted properly in relation to the sun. That’s the kind of assignment that can result in the explosion of the science lab or the total cannibalization of the substitute. But I made it successfully work in four out of five classes.

Why did it go wrong in that last period? 1. Classes that are out of control for the regular teacher are impossible for even the best sub to control. 2. Too many students in one classroom are impossible to control when you have more groups than work tables. 3. Supplies run out at the end of the day, and empty pens and markers become projectiles. 4. Eighth graders all need to take mandatory naps in the afternoon (using sedative darts and a dart gun when necessary) but no school or principal is aware of that fact. 5. Cranky afternoon baboons grow longer fangs than they had in the morning.

So, Mickey must revise and rework this particular spell for the afternoons. And he must refuse the next job coming from this particular teacher.

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February 9, 2020 · 10:16 pm

Talking to Nobody

I entered the classroom silently. Death doesn’t have to make any sound when it enters a room, but I remember many times when I entered a classroom in a fully enraged-lion roar. Probably too many times.

This time it was a small lesson to a small class. Little Mickey, ten years old, was sitting there in a front-row desk. He was wearing that stupid purple derby hat that he always wore in his imagination. And he was wearing nothing else besides.

I gave him that old death-eye stare of disapproval. He grinned and shrugged. “Hey, I like to write about nudists, okay? They tell the truth more than most people.”

I simply nodded.

Sitting the next row over, in the front seat also, middle-aged Mickey was slumped in his seat like the cynical, world-weary teacher-thing he actually was. I nodded disapprovingly at him too. “I know, I know,” he said. “My time is running out. I have to get started on my writing plan for real this time. My stories will never get written if I don’t.”

The third seat in the third row contained Old Coot Mickey with his wrinkled clothes, his long Gandalf-hair, and his frizzy author’s beard. He grinned his goofy grin at me and nodded at me cheekily. “I’ve got fourteen novels written and published now. Taint my fault that nobody ever reads ’em. They are mostly good stories, too.”

I rolled my eyes at the dark ceiling.

On the chalkboard I wrote out. Today’s Lesson Is…

“I know! I know!” shouted little Mickey, naked except for his purple hat. “The next novel is A Field Guide to Fauns. It is all about nudists in a nudist camp. I am definitely down with that!”

“Is that really a good idea, though?” asked middle-aged Mickey. “I think I was meant to be a writer of Young Adult novels, like the ones I taught so often in class. I know how those books are structured. I know their themes and development inside and out. I know how to write that stuff.”

“But the little naked guy has it right. You have ta be truthful in novels, even as you tell your danged lies.” Old Coot Mickey made his point by punctuating it with a wrinkled hand thumping on the top of his desk. “You have written novels with characters forcing other characters to make porn films in The Baby Werewolf, and sexual assault of a child in Fools and Their Toys, and lots of naked folks, and betrayal and death… All of that is the kinda stuff kids really want ta read. And them stories don’t glorify that stuff neither. Stories can help fight agin that stuff.”

“Remember, that stuff is hard to write about because I actually went through some of that stuff in my own life. It’s possible for even a fiction book to be just too real for a YA novel.” Middle-aged Mickey had entered fighting mode with his fists on his hips.

“But the underlying truth is why you had to write those stories to begin with. You have truth to tell… But in fiction form,” argued little Mickey.

“And horrible experiences turn into beautiful survival stories and heroes’ journeys with time and thoughtfulness and art,” said Old Coot Mickey.

I agreed with all three of me. I nodded and smiled.

“But you are Death, aren’t you?” asked middle-aged Mickey.

“And you’ve come to take away at least Old Coot Mickey!” declared little Mickey.

“You’ve got me all wrong,” I answered all three of me. “I am not Death. I am Nobody.“

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February 7, 2020 · 7:34 pm

Doing Dumb Discipline

Yes, I am writing this post in response to another hard day of substitute teaching. 6th graders! Aaargh!

But the real point of it is that most of the problems I had are due to every teacher’s daily nightmare… discipline management.

This is all that remains of my classroom rules poster from the 1980’s.

Teachers, even substitute teachers, are expected to keep an orderly classroom. But the truth is, no adult human being can make a twelve-to-eighteen-year-old member of the monkey house do anything… or refrain from doing the most harmful thing that occurs to the immature monkey brain.

It is just as Carl Sandburg once suggested in a clever poem. If you tell them not to put beans in their ears, the only thing they will definitely want to do is put beans in their ears.

So, this post is my list of excuse-a-mes for why the classes I taught yesterday all had bean-filled ears.

Excuse number one; 6th graders! Aaargh! Yes, I had four classes to teach, and three of them were made up solely of 6th graders. They are the squirrel monkeys of the middle-school monkey house. Unable to sit still and be quiet on their best days, they were super-stirred and hormone-activated. It is, after all, February, a week before Valentine’s Day, the hormonal-monkey holiday. It was a writing class and they had a writing assignment that they are supposed to be working on for the next week. And the generally accepted rule among monkeys; Do no work for substitute teachers, no matter their educational backgrounds in English and writing.

Excuse number B; To maintain discipline you have to know the kids. Here’s the most pernicious problem that substitute teachers are saddled with. I had never seen over ninety-five percent of these squirrel monkeys before… not in their natural habitat… not even in cages at the zoo. Boy, do the nerd-like teacher-pleasers who are actually classroom comedians and attack-monkeys in disguise really mount up in that particular saddle and ride you for the rest of the monkey-rodeo you thought was going to be a writing class.

Excuse-a-me Three; There are too many monkeys in the monkey house. Especially the Avid class of 30 super-heated seventh and eighth grade warm bodies that I had to teach as a bonus-penalty for being a “good” substitute. AVID is a special program for troubled and at-risk kids where you put them together with a good teacher and treat them like gifted students and set their lovely little monkey-feet on a path to college. Except, this under-funded special program that works spectacularly well in some schools, is basically misused and abused across Texas where practically all kids who are not white or not wealthy are at-risk for one reason or another. I got to walk into a classroom cold with these thirty high-risk monkeys because no other sub had signed up for this particular nightmare job. No lesson plans were available. No attendance sheets were ready. And it was a science lab, so the room was filled with kids who had helped themselves to rulers and yardsticks with which they were conducting sword-fights. The teacher next door who was giving a test found for me a stack of worksheets to give out. I located a class list to use for attendance. And then I proceeded to put them into seats with work to do and threatened several lives and put one overly-aggressive girl in temporary time-out and denied restroom privileges to scores of kids who probably weren’t going to actually explode into showers of pee. And I didn’t keep them quiet, but when the bell finally rang 50 hour-long minutes later, no one had died a horrible death. And they all had their clothes still on. And it appeared that the structural integrity of the classroom was still sound enough for one more class period. And I, of course, had to quickly rush back to the 6th graders for the worst class of the day.

Excuse-a-me Finale; The sub in the room next door was more incompetent than I was on this particular day. That isn’t really an excuse for my poor showing, but it at least made me feel sorry for someone besides myself. Some of his students came to me as their next official class, already charged up for a super-fun murder-the-sub day. Some of the students who came to me had to go to him for their next period and tried to stay in my room instead. Some of his students went for extended tours of the parts of the campus where they knew no assistant principal or security guard would be. There were fights in that class. They were banging on the the walls. They were noisier than my classes. The poor young guy had none of the substitute survival skills that I had, and I was too pressed to help him at all. But he was young and healthy. He had apparently been there for a couple of weeks as he was doing a long-term job for a history teacher who was having a baby. So, he will soon learn that he does not want to become a Texas public school teacher in his future.

So, as a disciplinarian, I was really dumb for a day. I do know how to handle these things correctly, and I will make future posts about the How-to-s of that. But for today, it is enough to say that I survived to teach another day.

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Filed under aliens, foolishness, humor, kids, monsters, Paffooney, teaching

February 5, 2020 · 8:28 pm

Other People’s Children

I was a substitute teacher for seventh graders on Monday. And I experienced a bit of the time-warp sensation that becomes a big part of the lives of old people… especially crazy old coots like me.

My whole-day sub job was definitely happening on the 3rd day of February, 2020. And yet it took me back to 1988, 1996, and 2002 all in the space of three 50-minute periods.

I was visited by three former students from the past. They looked almost the same as I remembered them. They definitely acted exactly the same. And they had exactly the same kind of classroom behavior as they did before. And what was equally confounding, they were all in the seventh grade yet again and in the year 2020, apparently inhabiting new bodies with new names attached and attending school again at Dan F. Long Middle School in Carrollton.

Raul was a feisty comedian-type kid, too lazy to do the actual work, but more than up for a titanic effort at disrupting a class in order to avoid doing the actual work. He was up and out of his seat repeatedly, harassing the resident weird kid to make him bellow, and then blaming everybody in the room except for himself about the paper-wads and mini paper planes that flew when I had my back turned (an old trick from ’88), He got in trouble yet again, though this time it was not me who would be calling his mother to explain the need for some capital punishment at home.

And in that same class, Heather, Cotulla cowboy cheerleader from my seventh grade class in ’96, sat two rows over from Raul. Secretly laughing at everything Raul did, and laughing even harder (though without actually making a sound) at every punishment I gave out.

And two periods later, freckle-faced Pearl from 2002 was sitting in her customary front-row desk, laughing at all of my jokes that the other kids in that Advanced-Placement English Class for seventh graders were not quite sharp enough to understand.

If you teach for long enough, you realize that you are really only teaching the same kids over and over and over again. Names change, the years change, the technology and society around us change, but the kids are always the same. Heck, on Monday, three of them even looked the same.

Teachers are routinely put in charge of other people’s children. As a teacher, you are responsible for the care and well-being of under-developed human beings which you not only have to keep safe and clean and diapered (well, figuratively only, hopefully), but you also have to spoon-feed them whatever curriculum the wealthy, white pettifoggers with no teaching experience (I’m talking about you and your kind, DeVos) have foolishly decided is the proper thing to stuff into their little under-developed brains. And the kids never really change. The names change, but nothing else that is important. The pettifoggers eventually change, but not enough to make any real difference.

So, there you are. You are left with the task of nurturing future people. And everybody criticizes. Except, usually, other teachers. And you have to learn to love other peoples’ children. And, I discovered I still do. I still love even the bad ones, even after I have given up the game and no longer have any class of my own. And I don’t love any of them inappropriately, either. I know better than to touch them, especially the radioactive ones. Unless it is about touching the heart and the mind metaphorically. I know I posted before about hating 7th Graders. But you have to know them better than a substitute gets to know them to hate them. Loving them generically is much better for the soul, and even as a sub, I can still do that.

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

January 24, 2020 · 8:52 pm

The Difference a Day Makes

A typical middle school Reading Class at the end of the period.

A second straight half-day of subbing at a middle school has smoothed out my ruffled feathers and damaged teacher-ego. It was, first of all, a different middle school. Blalack has better stewardship and more carefully worked-out standard practices. They handle misbehavior far better and the actual teachers are respected far more. I do not blame yesterday’s teachers or assistant principals. They were doing their jobs as best they could.

But today’s 8th grade Reading Classes were smaller. Twelve to fifteen students rather than almost thirty. They were given routines to follow every day in class that maximized their time on reading tasks and left students with little or no time to think of evil misbehaviors or acting out.

The differences in race, socioeconomic backgrounds, and cultures are practically non-existent. The kids I had a good time teaching today were no different then the ones I hated dealing with yesterday. The differences were all in how each set of kids are treated and managed every day.

So, we had a good day. Practically no student was involved in a reading-related death. No skulls of non-readers collected at the reading-raptor’s feet. Today teaching was fun.

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Filed under humor, kids, Paffooney, teaching, Texas, Uncategorized