Teacher: “Student, you need to sit down or I’m going to make you eat that pea on the floor.”
Me: “Ewwww! You better sit down!”
Student: “Oh no. No little airplane is going to come into this mouth.”
Student: *walks over to me while looking at another person* “Ms. Daley”
Me: “Hold on a second. I’m talking right now.”
Student: *Starts to tap my shoulder*
Me: *turns to face student* “What is so important...?”*I stop mid sentence to see said student not looking at me but still tapping what he thinks was still my shoulder but actually my left boob.*
Student: “uhhh” *turns and walks out”
I still don’t know what he needed.
Today we finished reading Chapter 1 and 2 of The Hatchet. We got to the part where the pilot had a heart attack. Most of the class believed that a heart attack is when your heart is actually on fire, so I decided it would be beneficial to research the symptoms of a heart attack! I wanted them to understand how the main character, Brian, was in an awful situation.
I allowed the students to choose to write either a letter to the main character or to create a poster about the symptoms of a heart attack. Being the amazing artist I am, I made a quick poster on the board as an example. Look at its beauty below:
I reexplain the instructions once we settled into the computer lab and began walking around to see how everyone’s doing. One student, who chose the poster, took my beautiful example very literal.
I couldn’t help but laugh, which cause 19 curious 6/7th graders to stare at the drawing. One student shouted, “Wow. That’s so stupid.” I told the student that he has made mistakes before and shouldn’t make fun of others. I finished my lecturing by saying, “Y’all need to take a chill pill.” Another student the responses with, “A pill? Pills are bad Ms. Daley.”
Words are hard.
Student 1 to Student 2: “Rememeber I was trying to show you my elbow?”
Student 2: “No.”
Student 1: “You wouldn’t look at it. You said it wasn’t bad.”
Student 2: “Yea it wasn’t bad. I’m happy I’m back though.”
Student 1: “Back from where?”
Student 2: “Therapy”
Student 1: “where?”
Student 2: “Therapy.”
Student 1: “Oh. You need therapy.”
Scene: I'm running late (if you know me, this isn't a shocker to you) and rushing into my classroom. I'm greeted by my cherubs almost in hysterics.
Me: "Good morning guys! What's going on?"
Student 1&2, at the same time: "THERE'S A RAT IN THE ROOM! THERE'S A RAT IN THE ROOM!"
Me: "Oh. Well he's probably cold."
Student 3: "Cold?! That's gross!"
Student 1: "Yeah, there shouldn't be a rat in here."
Student 2: "Well then stop leaving food in your bag."
Me: "Did we name him yet?"
Student 1: "Uh no. We ain't gonna name him. He shouldn't be here."
Student 4: "YEAH! HOW ARE WE GOING TO GET HIM OUT?"
Me, trying to not think about how this situation will ultimately end for the rat: "WE aren't going to do anything."
Student 4: "What do you mean we aren't going to do anything?"
Student 3: "You want us to sit in here, right?"
Student 4: "WE CAN'T SIT IN HERE. THE RAT PROBABLY HAS AIDS. I DON'T WANT AIDS."