Tag Archives: education

January 10, 2026 · 2:31 am

How To Write A Mickian Essay

I know the last thing you would ever consider doing is to take up writing essays like these. What kind of a moronic bingo-boingo clown wants to take everything he or she knows, put it in a high-speed blender and turn it all into idea milkshakes?

But I was a writing teacher for many years. And now, being retired and having no students to yell at when my blood pressure gets high, the urge to teach it again is overwhelming.

So, here goes…

Once you have picked the silly, pointless, or semi-obnoxious idea you want to shape the essay around, you have to write a lead. A lead is the attention-grabbing device or booby-trap for readers that will draw them into your essay. In a Mickian essay, whose purpose is to entertain, or possibly bore you in a mildly amusing manner, or cause you enough brain damage to make you want to send me money (this last possibility never seems to work, but I thought I’d throw it in there just in case), the lead is usually a “surpriser”, something so amazingly dumb or off-the-wall crazy that you just have to read, at least a little bit, to find out if this writer is really that insane or what. The rest of the intro paragraph that is not part of the lead may be used to draw things together to suggest the essay is not simply a chaotic mass of silly words in random order. It can point the reader down the jungle path that he or she can take to come out of the other end of the essay alive.

Once started on this insane quest to build an essay that will strangle the senses and mix up the mind of the reader, you have to carry out the plan in three or four body paragraphs. This is where you have to use those bricks of brainiac bull-puckie that you have saved up to be the concrete details in the framework of the main rooms of the little idea-house you are constructing. If you were to number or label these main rooms, this one you are reading now would, for example, be Room #2, or B, or “the second body paragraph”. And as you read this paragraph, you should be thinking in the voice of your favorite English teacher of all time. The three main rooms in this example idea house are beginning, middle, and end. You could also call them introduction, body, and conclusion. These are the rooms of your idea house that the reader will live in during his or her brief stay (assuming they don’t run out of the house screaming after seeing the clutter in the entryway).

The last thing you have to do is the concluding paragraph. (Of course, you have to realize that we are not actually there yet in this essay. This is Room C in the smelly chickenhouse of this essay, the third body paragraph.) The escape hatch on the essay that may potentially explode into fireworks of thoughts, daydreams, or plans for something better to do with your life than a read an essay written by an insane former middle school English teacher at any moment, is a necessary part of the whole process. This is where you have to remind them of what the essay is basically about, and leave them with the thought that you want to haunt them in their nightmares later. The last thing that you say in the essay is the thing they are the most likely to remember. So you need to save the best for last.

So, here, finally, is the exit door to this masterfully mixed-up Mickian Essay. It is a simple, and straightforward structure. The introduction containing the lead is followed by three or four body paragraphs that develop the idea and end in a conclusion that summarizes or simply restates the overall main idea. And now you know why all of my former students either know how to construct an essay, or have several years left in therapy sessions with a psychiatrist.

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Tagged as academic-writing, education, essay, essay writing, essays, foolish ideas, How to write an essay, humor, memoir, Mickian essays, teaching writing, teaching writing with humor, writing

January 5, 2026 · 2:48 am

Time For Wasting

wonderful teaching

When I was still alive and still teaching, maximizing and managing time was an incredibly important part of the day. You had to activate learners with an attention step, a lesson focus that grabbed them. Usually that had to follow a warm-up, something you got them to do as soon as you had smiled at them at the doorway, offered to shake their hand, and then pulled them into the classroom to do some work for you. fifteen minutes at the start of the class to rev up mental engines and get the gears turning… shake out the rust and the cobwebs that accumulate the instant the final bell rang in the previous class. I timed that part of class down to the second with my pocket watch… or phone in later years. Then, once the engines started, the focus is in place, you introduce the learning objective. Never more than ten minutes… timed to the second… you give the explanation, the road map of the day ahead, the instruction. Then for the next ten to fifteen minutes you let them discover stuff. In groups, with a partner, teacher to class, student to class, or (rarely) individually, they must apply what you pointed out and figure something out. It could be complicated, but probably it was simple. All answers are welcome and accepted… because all answers will be evaluated and you learn more from wrong answers than you do from correct guesses. Evaluation comes in the five to ten minutes at the end when you evaluate. “What have I learned today?” You try your hardest to pin something new to the mental note-board hanging on the brain walls of each and every student. Depending on how much or how few minutes you are given before the final bell kills the lesson for the day, you have to put the big pink ribbon on it. That tightly-wound lesson cycle goes on all day, repeated as many times as you have classes. In that time you have to be teacher, policeman, friend, devil’s advocate, entertainer, counselor, psychotherapist, chief explainer, and sometimes God. And you time it to the second by your pocket watch.

Teacher

I miss being the rabbit holding the BIG PENCIL. Now that I am retired, I am no longer on the clock… no longer subject to careful time management. My pocket watch is broken and lying in a box somewhere in my library. I live now in non-consecutive time periods of sleep and illness and writing and playing with dolls. I have entered a second childhood now. Not really a simple one because of diabetes and arthritis and COPD and psoriasis and all the other wonderful things that old age makes possible. But a childhood free of school politics and mandates from the school board and from the State. A childhood where I can once again dream and imagine and create and play. That’s what this post is if you haven’t already figured it out. I am playing with words and ideas. They are my toys. Toys like this one;

turtleboy

This, of course, is Tim, the turtleboy of irony, holding his magic flatiron that he uses for ironing out irony. He is flattening it out now with a cartoony Paffooney and wickedly waggled words. Ironically, I have often taught students to write just like this, making connections between words and pictures and ideas through free association and fast-writing. Have you learned anything from today’s retired-teacher post? If you did, it is ironic, because you were never meant to from the start.

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Tagged as education, focus, goofiness, humor, irony, learning, lesson cycle, paffooney, satire, teachers, teaching, time management, writing, writing exercise

November 27, 2025 · 1:31 am

Islands of Identity

Who am I?

Why do I do the things that I do?

No man is an island. John Donne the English poet stated that. And Ernest Hemingway quoted it… and wove it into his stories as a major theme… and proceeded to try to disprove it. We need other people. I married an island girl from the island of Luzon in the Philippines. She may have actually needed me too, though she will never admit it.

When I was a young junior high school teacher in the early eighties, they called me Mr. Gilligan. My classroom was known as Gilligan’s Island. This came about because a goofball student in the very first class on the very first day said, “You look like Gilligan’s Island!” By which he meant I reminded him of Bob Denver, the actor that played Gilligan. But as he said it, he was actually accusing me of being an island. And no man is an island. Thank you, Fabian, you were sorta dumb, but I loved you for it.

You see, being Gilligan on Gilligan’s Island was not a bad thing to be. It was who I was as a teacher. Nerdy, awkward, telling stories about when I was young, and my doofy friends like Skinny Mulligan. Being a teacher gave me an identity. And Gilligan was stranded on the Island with two beautiful single women, Mary Ann and Ginger. Not a bad thing to be. And I loved teaching and telling stories to kids who would later be the doofy students in new stories.

But we go through life searching for who we are and why we are here. Now that I am retired, and no longer a teacher… who am I now? We never really find the answer. Answers change over time. And so do I.

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Tagged as artwork, book review, books, education, fiction, Gilligan's Island, humor, island girls, paffooney, relationships, teaching, the search for identity, writing

October 11, 2025 · 1:46 am

Wielding the Big Pencil

The guy holding the big pencil used to be me. I know you are thinking, “But, Mickey, you are not a rabbit!” Well, that’s true, but it is also true that the whole thing is a metaphor, and metaphorically I was always Reluctant Rabbit, pedagogue… teacher… the holder of the big pencil. It is a writing teacher thing. The best way to teach kids to write is to have them write. And the best way to show them what you mean when you tell them to write is to write yourself. You learn to read better by reading a lot. You learn to write better by writing a lot, reading what you wrote, and reading what other people wrote, especially if those other people were holding the big pencil in front of the class.

I was recently reminded by people who know me that once I held the big pencil in front of the class. They both asked me, “Really? You were a teacher?”

I suppose it is hard to believe when once you’ve gotten to know me, at least a little bit. I don’t strike people as the sour-faced, anal-retentive English-teacher type. I smile and laugh too much for that. They can’t believe that someone like me could ever teach.

But over the years, I got rather good at holding the big pencil. I learned, first of all, that anyone can be a good teacher. You only have to be competent in the subject area you are trying to teach, and open to learning something new about teaching every single day for the rest of your life.

Here’s something you have to learn about teaching to be any good at it: Discipline is not about making kids behave. You can shout, stamp your feet, and hit them with a ruler and you will never get them to do what you want to them do. It has to be about limiting the choices they have for what they will do. Yes, one of those choices is to be removed from the classroom to go have fun sitting in the uncomfortable chair next to the assistant principal in charge of discipline’s desk, but the good teacher knows you should emphasize that they can either sit like a lump and imitate a rock, or they can participate in the activities presented. And in my classroom, activities led to jokes and laughing and trying new stuff… some of it hard, but most of it easy. Kids don’t end up having a hard time making the right choice.

Here’s something else you absolutely have to learn to be any good at it; You have to like kids. Not just the well-behaved teacher-pleasers, but also the class clown who’s too smart to sit still for stuff he already knows, the shrinking violet who is a wonderfully complex well of deep thoughts who is only a little bit too scared to actually speak in class and share her thoughts, and the dark snarky demon who is quietly plotting the next outburst that will make your life a living hell so he or she can spend time with their old and dear friend, the chair in the assistant principal’s office. If you don’t like them, you can’t teach them, and driving dynamite trucks in war zones is an easier job. It pays better too.

I often try to picture Donald Trump teaching English to seventh graders. What a slapstick comedy that would be. The man doesn’t know anything. He is always angry. And he hates everybody except his daughter Ivanka. My fourth period class wouldn’t merely eat him alive, they would skeletonize him faster than a school of piranhas could ever hope to match. And it might be entertaining to watch (assuming it was metaphorical, not literal).

And I sincerely wish I could hold the big pencil in front of class again. It was the act that defined who I was and what purpose I had in life. But it isn’t gone since I was forced by ill health to retire. I held the big pencil for over two thousand students in the course of thirty-one years. And I will always hold the big pencil in their memories of it. It is a sort of immortality for teachers.

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Tagged as education, learning, teachers, teaching, writing

September 30, 2025 · 1:16 am

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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Tagged as community, education, learning, teachers, teaching

September 17, 2025 · 12:07 am

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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Tagged as education, learning, school, teachers, teaching

September 5, 2025 · 12:12 am

Translating Texican

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”.

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.

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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Tagged as education, humor, learning, paffooney, satire, talking like a Winchuk, talking to Texans, teaching, writing

August 26, 2025 · 12:05 am

Stoicism for Teachers

I will attempt to share with you now a bit of hard-earned Stoic wisdom learned not from Greek philosophers, but from long years worth of trying with all my power to teach anything at all to twelve-and-thirteen-year-olds. Bear with me, I am not crazy. I am a retired middle school teacher.

*No matter how naturally gifted you are with teaching skills, you have to learn everything about teaching the hard way, trying and failing repeatedly until you get it right, or until the students kill and eat you.*

*The only person whose behavior you can control is you yourself. Student behavior is chaos.*

*While you can’t control student behavior, you can use your behavior to corral attention and lead them towards something that resembles civilized behavior. (But learning how to corral those little piggies can take forever.)*

*You will want to do everything “the easy way” because that is the only way you can reach classroom goals in a reasonable amount of time. Of course, it takes practically no time to learn that there is NO EASY WAY!*

*Most teachers rely on drill and practice, and this is why there are so few excellent teachers. Drill and practice is the most effective way to teach students to hate the subject you are trying to teach.*

Students quietly studying, a thing no students in real life actually do (except for the fact that some of the pages in his textbook have obviously been torn and folded on the left side of the book to conceal love notes.)

*Students learn best in a “Laughing Classroom” where they talk to each other, activities are creative and sometimes loud, and learning becomes fun.*

*Many principals consider “Laughing Classrooms” to be a good reason to punish or dismiss a teacher.*

*Good teaching is a subversive act. Only the people who are supposed to teach or learn really want it to take place in most schools.*

*All of your students will misbehave at one time or another. Some only briefly and very mildly. Others for an endless period of time that you hope ends short of murder.*

*When a student misbehaves and you have to take them into the hallway to yell at them and/or murder them, you secretly tell them that you believe in them, describe the behavior and why it disappointed you, and then describe what they should have done instead. Follow that by asking them if someone else needs to get involved, parents, principal, police, or executioner, or if they would like to go back in the room and try again.*

*Your worst students are the ones who need you the most. You better learn somewhere along the way to love past the ugly.*

*Nothing you will ever do in your career will beat reaching the unreachable and teaching the unteachable. I pray that you will get to experience it at least once. And no one but you and that student will ever know about it.*

Now you can go be a school teacher and be all Stoic like Epictetus and Marcus Aurelius. And there was no secret code for anything evil in that last one. If you ever experience it, you will know then what I am talking about. Not everything you are proud of doing in life has to get a gold medal on a stage to be worth doing. But if you are a teacher, you already know that.

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August 2, 2025 · 12:04 am

Reluctant Rabbit

Mister R. Rabbit is a school teacher. He is not the scariest animal in the world, but he is quick and eats carrots, and for thirty-one years he started off the first week of school as the one holding the BIG pencil. He was the one that planned and carried out the lessons. He was the one with the carrot of irony in his pocket and the carrot of good humor tucked away in his desk drawer. For thirty one years he stood in front of the class just as you see him here.

But tonight, he is contemplating the end of the first week of no school. This week, this school year, Mr. Reluctant R. Rabbit has no class. He is now retired. No more F’s and no more A’s. No more students standing on desks to get a different perspective a la The Dead Poet’s Society. No more giant pencils. No more carrots of irony in the pockets.

This bit of a classroom rules poster is from 1982. The old rabbit had it on his classroom wall for most of the first five years that he taught. She didn’t know it at the time, but this girl is a colored pencil portrait of one of the quietest little mice that he ever taught. She didn’t know it was a picture of her, but many others recognized her. When he taught her son twenty two years later, the boy asked because he thought he recognized her. Mr. Rabbit lied and said it was somebody else in the picture.

Mr. R. Rabbit has stopped crying about it now. You can’t plant carrots of wisdom in your garden forever, and sooner or later the carrots of irony get chewed. But he still misses it mightily. He still wonders if he couldn’t have lasted one… more… school… year…

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Tagged as artwork, carrots of irony, cartoons, colored pencil, drawing, education, humor, learning, memories and tears, missing teaching, paffooney, school, teachers, teaching