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.
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;
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.
During my middle-school teaching years I also bought and read copies of The Prince and the Pauper, Roughing It, and Life on the Mississippi. I would later use a selection from Roughing It as part of a thematic unit on Mark Twain where I used Will Vinton’s glorious claymation movie, The Adventures of Mark Twain as a way to painlessly introduce my kids to the notion that Mark Twain was funny and complex and wise.
Catch a Falling Star 
Telling Teacher Stories
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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