Tag Archives: learning

June 11, 2026 · 12:13 am

Avoiding the Tiger Traps of a Humorous Life

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In point of fact, using humor in the classroom is one of the easiest ways I know to become a beloved and effective teacher.  But it requires skill.  It is like dancing barefoot in a mine field that is littered with pit traps for trapping tigers.  See how I linked the title to my opening paragraph there?  Kids in the classroom don’t… unless you make it funny.  Sometimes they want you to fall in the tiger trap on purpose even though there are punji sticks at the bottom.  They want to see what the consequences of the mistake really are so they are not surprised when they immediately make that same mistake.

So, let me tell you about a few of those tiger traps and how to navigate through them.

Poo-Poo Jokes

Yes, one of the unfortunate truths about humor in the classroom is that nothing is funnier to middle school and high school kids than references to sticky brown stuff.  (If that last statement made you snicker, then you know that it even goes beyond school.)   And it can be a devastating thing on fragile, fledgling egos in a school environment where boys will invariably stick a half-eaten chocolate bar in a back pocket on a hot day even though they are wearing khaki-colored jeans.  Over-reacting to a sudden fragrance from one of a number of volatile digestive systems packed into the same small classroom can completely empty the room and imperil the teacher’s job.  (Principals don’t appreciate unauthorized leaving of the classroom… so teachers need to quickly learn how to calm-and-continue in an unusually gassy environment.)  Of course, the girl leading the lemming rush out of the classroom under gas attack is usually the one who dealt it.  But you can’t point that out without crushing some young flower’s petals of self-image.  It is necessary to lay down fences of regulation at the beginning of the school year to regulate exactly how brown and sticky a bathroom joke can actually be before it traps you in eternal detention.

Hurt-y Humor

There is the kind of humor that numerous comedians use as their fall-back style, that Don Rickles-esque “Your mama’s so fat that satellites can see her from space”sort of humor.  It is also a highly tiger-trappy sort of humor to use in the classroom.  Students don’t perform well after being the butt of slappy-face-style put-downs.  You don’t want to remind the kid in the back row of how he mixed up the words “pied” and “peed” in last week’s read-aloud right before taking the State science test that will determine his educational future and your next evaluation.  So how do you resist the urge to tell the snooty little cheerleader that just told you her mom is going to get you fired that she’s got a tail of toilet paper hanging down from the back of her skirt… when she actually does… and the football player she most idolizes is watching every move she makes with that big, tart and trippy tongue of hers?  You take pity on them, and remember that if you break them down into tears in front of their peers you are doing the same thing to them that Bully Bob Beegshout did to you back in high school.  Self-deprecating humor is far more effective at defusing a confrontation.  You get them to laugh at themselves by making them see themselves in the story you just told on yourself.  You can often make them laugh themselves right out of the bad behavior that way.  (Oh, and I didn’t point out the toilet paper, but you can wait until someone else inevitably does and karma can balance the universe in that way.)

So, now that I have rolled well past the 500-word goal and still haven’t used up the whole list of tiger traps, I suppose it is time to reveal there will be a follow-up to this post.

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April 18, 2026 · 12:13 am

Nerd Class

Skoolgurlz

Back in the 1980’s I was given the gift of teaching the Chapter I program students in English.  This was done because Mrs. Soulwhipple was not only a veteran English teacher, but also the superintendent’s wife.  She was the one gifted with all the star kids, the A & B students, the ones that would be identified as the proper kids to put into our nascent Gifted and Talented Program.  That meant that I would get all the kids that were C, D, & F in most of their classes, the losers, the Special Edwards, the learning disabled, the hyper rocketeers of classroom comedy, and the trouble makers.  And I was given this gift because, not only was I not a principal’s or superintendent’s wife, but I actually learned how to do it and became good at it.  How did I do that, you might ask?  I cheated.  I snooped into the Gifted and Talented teacher training, learned how to differentiate instruction for the super-nerd brain, and then used the stolen information to write curriculum and design activities for all my little deadheads (and they didn’t even know who the Grateful Dead were, so that’s obviously not what I meant).    I treated the little buggers like they were all GT students.  Voila!  If you tell a kid they are talented, smart, and worthy of accelerated instruction… the little fools believe it, and that is what they become.Aeroquest ninjas

Even the goofy teacher is capable of believing the opposite of what is obvious and starts treating them like super-nerds because he actually believes it.  I soon had kids that couldn’t read, but were proud of their abstract problem-solving skills.  I had kids that could enhance the learning of others with their drawing skills, their singing ability, and their sense of what is right and what is wrong.  I had them doing things that made them not only better students for me, but in all their classes.  And I did not keep the methods to my madness a secret, either.  I got so good at coercing other teachers to try new ideas and methods that I got roped into presenting some of the in-service training that all Texas teachers are required by law to do.  And unlike so many other boring sessions we all sat through, I presented things I was doing in the actual classroom that other teachers could also use with success.  The other teachers tried my activities and sometimes made them work better than I did.

Teacher

Yes, I know this all sounds like bragging.  And I guess it probably is.  But it worked.  My kids kept getting better on the standardized tests and the State tests that Texas education loves so much.  And Mrs. Soulwhipple was still the superintendent’s wife, but she did not stay a teacher forever.  She eventually went to a new school district with her husband.  And guess who they started thinking of when the question of who would be the next teacher for the nerd classes was considered.  That’s right, little ol’ Reluctant Rabbit… that goofy man who drew pictures on the board and made kids read like a reading-fiend… me.

So, a new era began in Cotulla.  In addition to still getting to teach all the deadheads (because they weren’t going to trust those precious children to anyone else, naturally), I began teaching at least one edition of Mr. B’s famous Nerd Class every school year.  We actually assigned long novels and great pieces of literature for the kids to read and discuss and study in depth.  Novels like To Kill a Mockingbird by Harper Lee and Across Five Aprils by Irene Hunt were read.  We began talking about “big ideas”, “connections to the wider world”, and how “things always change”.  We began taking on ideas like making our world better and how to help our community.  Kids began to think they were learning things that were important.  We did special units on Exploring Our Solar System, The World of Mark Twain, Finding the Titanic, and The Tragedy of Native American History.  And we spent as much as a third of the year on each.  I am myself cursed with a high IQ and a very disturbing amount of intelligence.  I am the deepest living stockpile of useless facts and trivia that most of my students would ever meet in their lifetimes.  And even I was challenged by some of the learning we took on.  That’s the kind of thing that makes a teaching career fun.  It kept me teaching and meeting new students and new challenges long after my health issues made it a little less than sensible to keep going.  And if I manage to tell you a few Nerd Class stories in the near future, then at least you stand a chance of knowing a little bit about what-the-heck I am talking about.  So be prepared for the worst.  I am retired now, and have plenty of time for long-winded stories about being a teacher.

 

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February 13, 2026 · 2:04 am

Boo Boo Testing

Blue and Mike in color

I miss being a teacher.  But even if I was suddenly healthy enough again to return to the classroom, I would have to think twice… or three times… or twelve times about it.  I know excellent teachers who are being driven out of the education field by the demands of the job in the current educational whirlpool of death and depression.  My own children are very bright and capable, but they face State of Texas mandated tests this next couple of weeks because that’s what we do in Texas, test kids and test kids and test them some more.  If we don’t stress them out and make them fail on the first round of testing, there will be at least two more to get the job done.  And believe me, the real reason for all the testing is to make kids fail.  It sounds harsh, and like one of my loony conspiracy theories, but the Republican legislature of this State has discussed in earnest how test results prove our schools are failing, and how we must certainly need to fund more private schools and schools for profit, and stop teaching kids on the taxpayer’s dime (although they don’t really care about my dimes, only the dimes of millionaires and billionaires which we have more of in Texas than we have ever had before).  Of course, these private schools they speak of will be for the children of well-to-do families, particularly white Anglo-Saxon protestant families.  Public schools will be okay for everyone else, preferably built next to for-profit prisons where the public-school kids will move after graduation.

in the wild

Arts and humanities-type class offerings are becoming increasingly rare.  We don’t teach them to be creative any more.  We have to focus on core subjects, Reading, Writing, History, Science, and Math.  And not the high-level stuff in any of those areas, either.  We test them on the minimum competency stuff.  But we make it harder every year.  Back in the 80’s it started when Governor Mark White let H. Ross Perot spearhead a school-reform drive that began with idiot-tests for teachers.  The Mad Dwarf of Dallas was convinced that the biggest problem with Texas Education was incompetent teachers.  But we didn’t test them on classroom management skills, or skill at motivating young learners.  We took basic English tests where the teachers weeded out were mostly black and Hispanic.  I helped one very gifted Science teacher pass the test which she nearly failed three times (the limit before contract non-renewal) since she was taking her teacher test in her second language, not her first.  When they finally got it through their heads they were only weeding out the good teachers with test anxiety, they changed the tests to make them harder.  They stopped giving life-time teaching certificates and made you prove that you were not an idiot every five years.

Teacher

It was Governor George W. Bush (a Forest Gump clone with DNA mixed in from Bullwinkle the Moose and Elmer Fudd) who decided that teachers needed to be weeded by demanding that their students perform to a certain level on standardized State tests.  If you watched the John Oliver video, you have a clear idea already of the value of that.  We worked hard for a number of years to do better on the alphabet tests.  The TAAS test became passable by most of the State, including the poorer districts, and so they replaced it with the TAKS test, a criterion-referenced test that they could provide all new and harder questions for every single year.  I sat on a test review board for two years as the representative of the Cotulla District in South Texas.  I got to see some of the horrendously difficult question before they were asked.  There were very real cultural discriminations among those questions.  Why should a Hispanic child in South Texas be required to know what “galoshes” are?  And when teachers began teaching to the tests well enough to get a majority of students passing, Emperor Rick Perry, the permanent Governor of Texas after Bush, decreed we needed STAAR Tests that students had to pass in order to graduate to the next grade level.  And, of course, we had to make them harder.

sweet thing

When I started teaching exclusively ESL kids in high school (English as a Second Language) that special population was mostly exempt from taking the alphabet tests.  After all, it takes at least five years to gain proficiency in a second language even for the brightest among us, and all of those students had less than five years of practice speaking English or they weren’t qualified for the program.  But scores on the TAKS and then STAAR tests were generally too high.  So ESL and Special Education Students were required to take them too.  And, although the passing standards were lower for ESL students than they were for regular students, the passing standards were ratcheted up every single year.  And we eventually did worse than the expectation.  Our ESL Department got a lot of the blame for Naaman Forest High School in Garland, Texas losing its perennial recognized school status.  (We got the blame even though our scores were high enough to be rated exemplary on the sliding scale… it was actually the low socio-economic students in Math that lost us our yearly recognition… just so you know.)  The paperwork nightmares I had to fill out for our ESL Department were one of the reasons my health got so bad I had to retire.  Healthy teachers can’t take it any more either.  We are looking at a crisis in Education in Texas.  Teacher shortages in Math and Science are already apocalyptic.  We are intentionally doing away with Art, Band, Chorus, and other artsy-craftsy things… things that are good for the brain and the self-esteem and the creative problem-solving abilities of students.  Teaching has become a nightmare.

I hope you will take me seriously over my conspiracy-theories and lunatic teacher complaints.  I have been told too often that you can’t solve education’s problems by throwing money at it (though I do not remember the time they speak of when money was actually flying through the air).  I have been told too often that teaching isn’t a real job.  You just sit around all day and talk to kids and you have the summers off.  How hard can that be?  And I have been told too many times that Johnny can’t read, and it is apparently my fault as a Reading teacher… it can’t be anything politicians have done, right?  It certainly isn’t anything that politicians have done right!

God help me, in spite of all that, I really miss being a teacher.

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February 9, 2026 · 12:48 am

Grandma Frozenfield

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In order to understand this story, you have to have a little bit of background first… a solid sense of context, in order to avoid anyone feeling that I might be ridiculing someone in an unfair or unloving way.  So here’s a bit of context.  I was a teacher for 31 years.  I was considered a good teacher, in fact, a master teacher by something like 28 different principals and assistant principals, while only 3 felt like I was an incompetent mess, and two of those were eventually fired themselves.  I only got fired once.  So it can be safely assumed I know what incompetence in teaching is and can reliably identify it in others.  Further, incompetence in teaching does not make you a bad person.  Far too many people who believe they could be a good teacher have traits that would torpedo their own boat if they actually set sail on the sea of education.  So, even though Grandma Frozenfield was a horrible teacher, she was actually a very nice and caring person, and makes a wonderful character for stories that lovingly make fun of bad teaching.  And I should remind you, I don’t use real names when talking about people from my past so that their privacy is not violated by whatever my artist’s eye might reveal about them.  The portrait I added to this post does not even look like her.

Grandma Frozenfield was a mid-year emergency hire who filled the position of 8th grade math teacher during my first year of teaching.   She was already sixty-eight years old when she came to Cotulla, Texas, and she had five years of previous teaching experience in schools up north.  How she survived five years in schools more competently run than Texas schools in the 80’s, I will never be able to figure out.  She was able to hang on in our school for several years only because we were desperately strapped for warm bodies to teach Math classes in Texas junior high schools.  Only idiots and coaches ever took on the job willingly.

Grandma Frozenfield had seventeen dogs and ninety-nine cats at home.  That right there tells you something about which stereotype she easily fits into.  But she was also a woman of great mystery.  Her father had been a famous college professor in Minnesota.  She had inherited a number of very valuable books from him, and kept them in random boxes stacked in dusty corners of the old run-down house she bought in town.  She was actually quite bright, and though she would have spells of foggy thinking and confusion, she could capably discuss mathematics and physics and other sciences with me.  She had a daughter who showed up during her third year of teaching at our school, and the daughter had a cute little son of about seven years old.  Neither she nor her daughter had ever been married.  In fact, rumor had it the daughter was telling people she was adopted.  And her daughter and grandson disappeared from her life about four years after they started living with Grandma.

But the old lady was a spectacularly bad teacher.  As bright as she was, she could never talk to kids or relate to kids in ways that kids could understand.  She seemed to sincerely hate kids, calling them bad names in the classroom and telling them in detail how they would one day die in prison (a prediction that unfortunately came true for a couple of them).  She would come into the teacher’s workroom after class plastered with spitballs on her back and in her hair.

A couple of the sweeter and more pro-active girls in her classes tried to protect her a bit from vandals and explained lessons to others in class to mitigate the chaos a bit.

She did not engage with students.  Other than a few of the sweeter girls, she did not talk to them about anything but math.  They didn’t understand her, and so they didn’t like her.  She did not know how to monitor a classroom, so the infidels were on a rampage all the time in her room.  It would definitely have felt like being in Hell to be her, teaching in that classroom.  Why she ever wanted to be a teacher, she never said.  I know it was in her family history.  I know she was a caring, lovely individual.  But when she died of throat cancer at 77 it was a lonely and sad thing.  She had been forced to teach until two years before the end because of medical bills.  She was never happy as a teacher that I observed.  But she never missed a day without good reason, either.  Good people don’t necessarily make good teachers.  But she taught me things far beyond the 8th grade math she tried and failed to teach to students.  I don’t think of her often.  But I do think of her.  She and her 17 dogs and 99 cats are all gone now.  But not forgotten.

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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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October 11, 2025 · 1:46 am

Wielding the Big Pencil

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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.

blue-and-mike-in-color

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.

skoolgurlz

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.

Cool School Blue

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.

goopafootootoo

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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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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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September 5, 2025 · 12:12 am

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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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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