#prompt2 — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #prompt2, aggregated by home.social.
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I once had a 3rd floor classroom that was missing the screen on the window. I had told maintenance about it many times but kept my windows closed so it wasn't a huge deal. Well then we had one of those days in the winter where the heat got broken on too hot (happened fairly often at that school) so a student asked to open a window and without thinking I said sure. Next thing I know, a student has thrown his shoe out the window just so he could "see for sure that there was no screen". What?! Teaching freshmen is an adventure sometimes...
#classroommath #prompt2 -
I once had a 3rd floor classroom that was missing the screen on the window. I had told maintenance about it many times but kept my windows closed so it wasn't a huge deal. Well then we had one of those days in the winter where the heat got broken on too hot (happened fairly often at that school) so a student asked to open a window and without thinking I said sure. Next thing I know, a student has thrown his shoe out the window just so he could "see for sure that there was no screen". What?! Teaching freshmen is an adventure sometimes...
#classroommath #prompt2 -
I once had a 3rd floor classroom that was missing the screen on the window. I had told maintenance about it many times but kept my windows closed so it wasn't a huge deal. Well then we had one of those days in the winter where the heat got broken on too hot (happened fairly often at that school) so a student asked to open a window and without thinking I said sure. Next thing I know, a student has thrown his shoe out the window just so he could "see for sure that there was no screen". What?! Teaching freshmen is an adventure sometimes...
#classroommath #prompt2 -
My small story about one of my favorite moments from this past school year:
Me and a math teacher at a nearby elementary school started a partnership last year between my math team and his 5/6th grade Math Olympiad math team. I traveled with my students every 3-4 weeks to the elementary school so my kids could work with and help his kids complete problems, develop problem solving strategies, etc. So cute and heartwarming to watch them work together.
The big end of year event was a district-wide fun math competition at my high school for all 5/6th graders in the district. My students helped me create a middle-school friendly, pump-up playlist to blast as all the buses arrived with the middle schoolers (lots of Katy Perry, Taylor Swift, Bruno Mars lol). Watching the high schoolers yell the lyrics and cheer for the younger kids and greet them with a huge high-five line as they got off the buses was so fun to see - an amazing end to the school year! -
My small story about one of my favorite moments from this past school year:
Me and a math teacher at a nearby elementary school started a partnership last year between my math team and his 5/6th grade Math Olympiad math team. I traveled with my students every 3-4 weeks to the elementary school so my kids could work with and help his kids complete problems, develop problem solving strategies, etc. So cute and heartwarming to watch them work together.
The big end of year event was a district-wide fun math competition at my high school for all 5/6th graders in the district. My students helped me create a middle-school friendly, pump-up playlist to blast as all the buses arrived with the middle schoolers (lots of Katy Perry, Taylor Swift, Bruno Mars lol). Watching the high schoolers yell the lyrics and cheer for the younger kids and greet them with a huge high-five line as they got off the buses was so fun to see - an amazing end to the school year! -
My small story about one of my favorite moments from this past school year:
Me and a math teacher at a nearby elementary school started a partnership last year between my math team and his 5/6th grade Math Olympiad math team. I traveled with my students every 3-4 weeks to the elementary school so my kids could work with and help his kids complete problems, develop problem solving strategies, etc. So cute and heartwarming to watch them work together.
The big end of year event was a district-wide fun math competition at my high school for all 5/6th graders in the district. My students helped me create a middle-school friendly, pump-up playlist to blast as all the buses arrived with the middle schoolers (lots of Katy Perry, Taylor Swift, Bruno Mars lol). Watching the high schoolers yell the lyrics and cheer for the younger kids and greet them with a huge high-five line as they got off the buses was so fun to see - an amazing end to the school year! -
I was teaching 7th grade math, and we were discussing the concepts of integers and their opposites.
Students were giving real life examples of numerical opposites, like making $50 and owing $50.
One kid suggested 12 donuts.
Me, surprised: What's the opposite of positive twelve donuts?
Kid, exasperated and clearly questioning my intelligence: Negative twelve donuts!
Me:
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I was teaching 7th grade math, and we were discussing the concepts of integers and their opposites.
Students were giving real life examples of numerical opposites, like making $50 and owing $50.
One kid suggested 12 donuts.
Me, surprised: What's the opposite of positive twelve donuts?
Kid, exasperated and clearly questioning my intelligence: Negative twelve donuts!
Me:
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I was teaching 7th grade math, and we were discussing the concepts of integers and their opposites.
Students were giving real life examples of numerical opposites, like making $50 and owing $50.
One kid suggested 12 donuts.
Me, surprised: What's the opposite of positive twelve donuts?
Kid, exasperated and clearly questioning my intelligence: Negative twelve donuts!
Me:
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I was teaching 7th grade math, and we were discussing the concepts of integers and their opposites.
Students were giving real life examples of numerical opposites, like making $50 and owing $50.
One kid suggested 12 donuts.
Me, surprised: What's the opposite of positive twelve donuts?
Kid, exasperated and clearly questioning my intelligence: Negative twelve donuts!
Me:
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This week will be fun and frivolous in the best kind of way, dear peeps who love math and teaching! We’re going to do two things. We’re going to play “Some truths and maybe a lie?” and also you’ll share a photograph from your phone that brings you joy -- and explain why.
In your post:
1. Write down three facts about yourself, but one, two, or all three can be lies!
2. Share your photo and explain why it brings you joy.
3. Tag your post with #prompt3 and #ClassroomMathOf course the whole point of this is to get people talking! So after you post, look around at other posts with the #prompt3 hashtag and make a guess! Are any of them lies? All of them? Bonus fake points if you start talking with someone you’ve never talked to.
As always, to practice using mathstodon, two challenges. First, find a new hashtag based on one of your interests that people are posting with (for example, #knitting) and “follow it” so it shows up in your timeline. Then share it with the #ClassroomMath community in case others are interested.
Second, many of you have been using the official mastodon app, but (@jreulbach and @samjshah) have tried many apps and we’re loving IceCube for iPhones: https://apps.apple.com/us/app/ice-cubes-for-mastodon/id6444915884. So our first suggestion is to check that out!
If you have any ideas for future prompts or ways to build community, please DM @samjshah and @jreulbach! We’d love help keeping the conversations happening!
[Note: If you want to know what the previous prompts were, you can read them here https://samjshah.com/2023/07/04/lets-get-mathstodoning-together/ and you can also search for #prompt1 and #prompt2 to see the replies!]
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This week will be fun and frivolous in the best kind of way, dear peeps who love math and teaching! We’re going to do two things. We’re going to play “Some truths and maybe a lie?” and also you’ll share a photograph from your phone that brings you joy -- and explain why.
In your post:
1. Write down three facts about yourself, but one, two, or all three can be lies!
2. Share your photo and explain why it brings you joy.
3. Tag your post with #prompt3 and #ClassroomMathOf course the whole point of this is to get people talking! So after you post, look around at other posts with the #prompt3 hashtag and make a guess! Are any of them lies? All of them? Bonus fake points if you start talking with someone you’ve never talked to.
As always, to practice using mathstodon, two challenges. First, find a new hashtag based on one of your interests that people are posting with (for example, #knitting) and “follow it” so it shows up in your timeline. Then share it with the #ClassroomMath community in case others are interested.
Second, many of you have been using the official mastodon app, but (@jreulbach and @samjshah) have tried many apps and we’re loving IceCube for iPhones: https://apps.apple.com/us/app/ice-cubes-for-mastodon/id6444915884. So our first suggestion is to check that out!
If you have any ideas for future prompts or ways to build community, please DM @samjshah and @jreulbach! We’d love help keeping the conversations happening!
[Note: If you want to know what the previous prompts were, you can read them here https://samjshah.com/2023/07/04/lets-get-mathstodoning-together/ and you can also search for #prompt1 and #prompt2 to see the replies!]
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This week will be fun and frivolous in the best kind of way, dear peeps who love math and teaching! We’re going to do two things. We’re going to play “Some truths and maybe a lie?” and also you’ll share a photograph from your phone that brings you joy -- and explain why.
In your post:
1. Write down three facts about yourself, but one, two, or all three can be lies!
2. Share your photo and explain why it brings you joy.
3. Tag your post with #prompt3 and #ClassroomMathOf course the whole point of this is to get people talking! So after you post, look around at other posts with the #prompt3 hashtag and make a guess! Are any of them lies? All of them? Bonus fake points if you start talking with someone you’ve never talked to.
As always, to practice using mathstodon, two challenges. First, find a new hashtag based on one of your interests that people are posting with (for example, #knitting) and “follow it” so it shows up in your timeline. Then share it with the #ClassroomMath community in case others are interested.
Second, many of you have been using the official mastodon app, but (@jreulbach and @samjshah) have tried many apps and we’re loving IceCube for iPhones: https://apps.apple.com/us/app/ice-cubes-for-mastodon/id6444915884. So our first suggestion is to check that out!
If you have any ideas for future prompts or ways to build community, please DM @samjshah and @jreulbach! We’d love help keeping the conversations happening!
[Note: If you want to know what the previous prompts were, you can read them here https://samjshah.com/2023/07/04/lets-get-mathstodoning-together/ and you can also search for #prompt1 and #prompt2 to see the replies!]
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This week will be fun and frivolous in the best kind of way, dear peeps who love math and teaching! We’re going to do two things. We’re going to play “Some truths and maybe a lie?” and also you’ll share a photograph from your phone that brings you joy -- and explain why.
In your post:
1. Write down three facts about yourself, but one, two, or all three can be lies!
2. Share your photo and explain why it brings you joy.
3. Tag your post with #prompt3 and #ClassroomMathOf course the whole point of this is to get people talking! So after you post, look around at other posts with the #prompt3 hashtag and make a guess! Are any of them lies? All of them? Bonus fake points if you start talking with someone you’ve never talked to.
As always, to practice using mathstodon, two challenges. First, find a new hashtag based on one of your interests that people are posting with (for example, #knitting) and “follow it” so it shows up in your timeline. Then share it with the #ClassroomMath community in case others are interested.
Second, many of you have been using the official mastodon app, but (@jreulbach and @samjshah) have tried many apps and we’re loving IceCube for iPhones: https://apps.apple.com/us/app/ice-cubes-for-mastodon/id6444915884. So our first suggestion is to check that out!
If you have any ideas for future prompts or ways to build community, please DM @samjshah and @jreulbach! We’d love help keeping the conversations happening!
[Note: If you want to know what the previous prompts were, you can read them here https://samjshah.com/2023/07/04/lets-get-mathstodoning-together/ and you can also search for #prompt1 and #prompt2 to see the replies!]
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One of my favorite "I really should have thought before saying that!" moments--I told a class of 11th graders, "We don't like you for your A-ness". Instead of stopping to investigate the chuckles, I continued, "We don't base our love and support for you on your B-ness."
Context: As an advisor after a bad round of test grades, I was trying to make the point that teachers see students, not their grades getting ability. Not a fan of giving grades at all anymore!
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One of my favorite "I really should have thought before saying that!" moments--I told a class of 11th graders, "We don't like you for your A-ness". Instead of stopping to investigate the chuckles, I continued, "We don't base our love and support for you on your B-ness."
Context: As an advisor after a bad round of test grades, I was trying to make the point that teachers see students, not their grades getting ability. Not a fan of giving grades at all anymore!
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One of my favorite "I really should have thought before saying that!" moments--I told a class of 11th graders, "We don't like you for your A-ness". Instead of stopping to investigate the chuckles, I continued, "We don't base our love and support for you on your B-ness."
Context: As an advisor after a bad round of test grades, I was trying to make the point that teachers see students, not their grades getting ability. Not a fan of giving grades at all anymore!
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Nothing too crazy but definitely something that sticks with me from my first year of teaching...
S: "Mrs. Eiland, can I tell you something and you won't get mad?"
Me: "Um, I guess so??"
S: "You know who you look like?"
Me: "Oh Lord."
S: "The Statue of Liberty!"
😂😂 -
Nothing too crazy but definitely something that sticks with me from my first year of teaching...
S: "Mrs. Eiland, can I tell you something and you won't get mad?"
Me: "Um, I guess so??"
S: "You know who you look like?"
Me: "Oh Lord."
S: "The Statue of Liberty!"
😂😂 -
Nothing too crazy but definitely something that sticks with me from my first year of teaching...
S: "Mrs. Eiland, can I tell you something and you won't get mad?"
Me: "Um, I guess so??"
S: "You know who you look like?"
Me: "Oh Lord."
S: "The Statue of Liberty!"
😂😂 -
First-year teaching shenanigans: My still-favorite student evaluation of all time is from my first semester teaching at U. Michigan, going on 30 years ago. It started: "What a s***** class" and went on for an entire page about how difficult I made everything (probably true in retrospect), what a terrible person I was, how I didn't teach anything and made the students learn everything on their own, etc, etc. And then the last sentence: "But I learned a lot."
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First-year teaching shenanigans: My still-favorite student evaluation of all time is from my first semester teaching at U. Michigan, going on 30 years ago. It started: "What a s***** class" and went on for an entire page about how difficult I made everything (probably true in retrospect), what a terrible person I was, how I didn't teach anything and made the students learn everything on their own, etc, etc. And then the last sentence: "But I learned a lot."
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First-year teaching shenanigans: My still-favorite student evaluation of all time is from my first semester teaching at U. Michigan, going on 30 years ago. It started: "What a s***** class" and went on for an entire page about how difficult I made everything (probably true in retrospect), what a terrible person I was, how I didn't teach anything and made the students learn everything on their own, etc, etc. And then the last sentence: "But I learned a lot."
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First-year teaching shenanigans: My still-favorite student evaluation of all time is from my first semester teaching at U. Michigan, going on 30 years ago. It started: "What a s***** class" and went on for an entire page about how difficult I made everything (probably true in retrospect), what a terrible person I was, how I didn't teach anything and made the students learn everything on their own, etc, etc. And then the last sentence: "But I learned a lot."
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@samjshah #mathclassroom #Prompt2 A short story I used to take my shoes off while teaching from time to time. Once when I did this a student took my shoes and hid them. Let’s just say I leave my shoes on now!
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@samjshah #mathclassroom #Prompt2 A short story I used to take my shoes off while teaching from time to time. Once when I did this a student took my shoes and hid them. Let’s just say I leave my shoes on now!
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@samjshah #mathclassroom #Prompt2 A short story I used to take my shoes off while teaching from time to time. Once when I did this a student took my shoes and hid them. Let’s just say I leave my shoes on now!
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@samjshah #mathclassroom #Prompt2 A short story I used to take my shoes off while teaching from time to time. Once when I did this a student took my shoes and hid them. Let’s just say I leave my shoes on now!
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@jreulbach
#ClassroomMath #Prompt2I was selected to be part of the 1994 TIMSS video study for 8th grade math. I was teaching in a wonderful, public, middle school in Spanish Harlem, NYC named Academy of Environmental Science. I was also in graduate school at Bank St. College and I loved Marilyn Burns' books. I adapted one of the lessons for the video. My implementation was not great and it was not an effective lesson. They gave me a VCR tape of the lesson. Fast forward twenty-some years later, I am now a math teacher educator working with preservice teachers. I had the tape digitized, add it to my LMS and show it in my methods courses so students can see a lesson, hear my reflection, and revise it to make it a high-cognitive demand task. Plus, it allows students to give "the teacher" feedback as we practice "Post-Lesson Discussion" one of our Lesson Study phases. They will teach a "Math for Elementary Teachers" lesson later during the semester using an adapted Lesson Study protocol.
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@jreulbach
#ClassroomMath #Prompt2I was selected to be part of the 1994 TIMSS video study for 8th grade math. I was teaching in a wonderful, public, middle school in Spanish Harlem, NYC named Academy of Environmental Science. I was also in graduate school at Bank St. College and I loved Marilyn Burns' books. I adapted one of the lessons for the video. My implementation was not great and it was not an effective lesson. They gave me a VCR tape of the lesson. Fast forward twenty-some years later, I am now a math teacher educator working with preservice teachers. I had the tape digitized, add it to my LMS and show it in my methods courses so students can see a lesson, hear my reflection, and revise it to make it a high-cognitive demand task. Plus, it allows students to give "the teacher" feedback as we practice "Post-Lesson Discussion" one of our Lesson Study phases. They will teach a "Math for Elementary Teachers" lesson later during the semester using an adapted Lesson Study protocol.
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@jreulbach
#ClassroomMath #Prompt2I was selected to be part of the 1994 TIMSS video study for 8th grade math. I was teaching in a wonderful, public, middle school in Spanish Harlem, NYC named Academy of Environmental Science. I was also in graduate school at Bank St. College and I loved Marilyn Burns' books. I adapted one of the lessons for the video. My implementation was not great and it was not an effective lesson. They gave me a VCR tape of the lesson. Fast forward twenty-some years later, I am now a math teacher educator working with preservice teachers. I had the tape digitized, add it to my LMS and show it in my methods courses so students can see a lesson, hear my reflection, and revise it to make it a high-cognitive demand task. Plus, it allows students to give "the teacher" feedback as we practice "Post-Lesson Discussion" one of our Lesson Study phases. They will teach a "Math for Elementary Teachers" lesson later during the semester using an adapted Lesson Study protocol.
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@jreulbach
#ClassroomMath #Prompt2I was selected to be part of the 1994 TIMSS video study for 8th grade math. I was teaching in a wonderful, public, middle school in Spanish Harlem, NYC named Academy of Environmental Science. I was also in graduate school at Bank St. College and I loved Marilyn Burns' books. I adapted one of the lessons for the video. My implementation was not great and it was not an effective lesson. They gave me a VCR tape of the lesson. Fast forward twenty-some years later, I am now a math teacher educator working with preservice teachers. I had the tape digitized, add it to my LMS and show it in my methods courses so students can see a lesson, hear my reflection, and revise it to make it a high-cognitive demand task. Plus, it allows students to give "the teacher" feedback as we practice "Post-Lesson Discussion" one of our Lesson Study phases. They will teach a "Math for Elementary Teachers" lesson later during the semester using an adapted Lesson Study protocol.
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@samjshah #Prompt2 #ClassroomMath #MTBoS
Here is a shenanigan from my first year of teaching. Smart boards were brand new tech and I had learned that if you write a word on the board, the software could translate your writing into typing “so the kids could read it” better. So off I went graphing a rational function and labeling the asymptote. Then I tried to convert the word asymptote into text and there in giant letters it became ASS@$!!?@&$$. My students thought that was hilarious. 🤣
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@samjshah #Prompt2 #ClassroomMath #MTBoS
Here is a shenanigan from my first year of teaching. Smart boards were brand new tech and I had learned that if you write a word on the board, the software could translate your writing into typing “so the kids could read it” better. So off I went graphing a rational function and labeling the asymptote. Then I tried to convert the word asymptote into text and there in giant letters it became ASS@$!!?@&$$. My students thought that was hilarious. 🤣
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@samjshah #Prompt2 #ClassroomMath #MTBoS
Here is a shenanigan from my first year of teaching. Smart boards were brand new tech and I had learned that if you write a word on the board, the software could translate your writing into typing “so the kids could read it” better. So off I went graphing a rational function and labeling the asymptote. Then I tried to convert the word asymptote into text and there in giant letters it became ASS@$!!?@&$$. My students thought that was hilarious. 🤣
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#ClassroomMath #prompt2 when things happen as a new teacher, you don’t always understand the impact of your action or inaction. This was NOT a story I shared with anyone until I read the book “So You Want to Talk about Race”. And even after reading that book, I didn’t write this blog until after George Floyd’s life was cut short. I share this blog entry with my college students. It’s a start. https://mathteacher24.blogspot.com/2020/06/the-writing-on-desk-apology-for-my.html?m=1
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#ClassroomMath #prompt2 when things happen as a new teacher, you don’t always understand the impact of your action or inaction. This was NOT a story I shared with anyone until I read the book “So You Want to Talk about Race”. And even after reading that book, I didn’t write this blog until after George Floyd’s life was cut short. I share this blog entry with my college students. It’s a start. https://mathteacher24.blogspot.com/2020/06/the-writing-on-desk-apology-for-my.html?m=1
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#ClassroomMath #prompt2 when things happen as a new teacher, you don’t always understand the impact of your action or inaction. This was NOT a story I shared with anyone until I read the book “So You Want to Talk about Race”. And even after reading that book, I didn’t write this blog until after George Floyd’s life was cut short. I share this blog entry with my college students. It’s a start. https://mathteacher24.blogspot.com/2020/06/the-writing-on-desk-apology-for-my.html?m=1
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#ClassroomMath #prompt2 when things happen as a new teacher, you don’t always understand the impact of your action or inaction. This was NOT a story I shared with anyone until I read the book “So You Want to Talk about Race”. And even after reading that book, I didn’t write this blog until after George Floyd’s life was cut short. I share this blog entry with my college students. It’s a start. https://mathteacher24.blogspot.com/2020/06/the-writing-on-desk-apology-for-my.html?m=1
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#ClassroomMath #prompt2 when things happen as a new teacher, you don’t always understand the impact of your action or inaction. This was NOT a story I shared with anyone until I read the book “So You Want to Talk about Race”. And even after reading that book, I didn’t write this blog until after George Floyd’s life was cut short. I share this blog entry with my college students. It’s a start. https://mathteacher24.blogspot.com/2020/06/the-writing-on-desk-apology-for-my.html?m=1
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I have a terrible memory for stories. This past year, I archived one good moment from each day [https://onegoodthingteach.wordpress.com/author/samjshah/] so that I could keep looking for the positive in my life. I’m so glad I did because I have a whole repository of small moments!
Let me wind back, though. I remember something from my first year of teaching, when I knew nothing and had very little support. I was teaching out of a textbook at that point. I also was pulling some crazy late nights trying to prep for classes.
It was probably 8pm one night when I left school to go home. I thought I had brought the teacher’s edition of the textbook home with me. I opened my bag to do a little last bit of work, and *gasp* it wasn't there. I mean, I had been bringing it home with me every day.
I was sure it should have been in my bag. I thought I had lost it. I thought it was a *big deal*. What if a student had stolen it? What if I left it somewhere and it was forever gone? I was so freaked out by the thought that it was possibly gone that although it was past 9pm, I head BACK on the subway to go back to the school building to see if I had left it on my desk. I did that. I really did that.
Looking back, I see how crazy this was. At the time, knowing nothing, I didn’t know the difference between a mountain and a molehill.
It wasn’t there on my desk either.
I finally went home again. I passed out. Another first year failure. The next day, I went back to school. I told colleagues and they laughed at me. It turns out one had borrowed the book from my desk.
I was such an idiot. A neurotic neophyte baby teacher idiot who didn’t know anything.
I'm better now. Still scarred, fifteen years later, but better. :)
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I have a terrible memory for stories. This past year, I archived one good moment from each day [https://onegoodthingteach.wordpress.com/author/samjshah/] so that I could keep looking for the positive in my life. I’m so glad I did because I have a whole repository of small moments!
Let me wind back, though. I remember something from my first year of teaching, when I knew nothing and had very little support. I was teaching out of a textbook at that point. I also was pulling some crazy late nights trying to prep for classes.
It was probably 8pm one night when I left school to go home. I thought I had brought the teacher’s edition of the textbook home with me. I opened my bag to do a little last bit of work, and *gasp* it wasn't there. I mean, I had been bringing it home with me every day.
I was sure it should have been in my bag. I thought I had lost it. I thought it was a *big deal*. What if a student had stolen it? What if I left it somewhere and it was forever gone? I was so freaked out by the thought that it was possibly gone that although it was past 9pm, I head BACK on the subway to go back to the school building to see if I had left it on my desk. I did that. I really did that.
Looking back, I see how crazy this was. At the time, knowing nothing, I didn’t know the difference between a mountain and a molehill.
It wasn’t there on my desk either.
I finally went home again. I passed out. Another first year failure. The next day, I went back to school. I told colleagues and they laughed at me. It turns out one had borrowed the book from my desk.
I was such an idiot. A neurotic neophyte baby teacher idiot who didn’t know anything.
I'm better now. Still scarred, fifteen years later, but better. :)
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I have a terrible memory for stories. This past year, I archived one good moment from each day [https://onegoodthingteach.wordpress.com/author/samjshah/] so that I could keep looking for the positive in my life. I’m so glad I did because I have a whole repository of small moments!
Let me wind back, though. I remember something from my first year of teaching, when I knew nothing and had very little support. I was teaching out of a textbook at that point. I also was pulling some crazy late nights trying to prep for classes.
It was probably 8pm one night when I left school to go home. I thought I had brought the teacher’s edition of the textbook home with me. I opened my bag to do a little last bit of work, and *gasp* it wasn't there. I mean, I had been bringing it home with me every day.
I was sure it should have been in my bag. I thought I had lost it. I thought it was a *big deal*. What if a student had stolen it? What if I left it somewhere and it was forever gone? I was so freaked out by the thought that it was possibly gone that although it was past 9pm, I head BACK on the subway to go back to the school building to see if I had left it on my desk. I did that. I really did that.
Looking back, I see how crazy this was. At the time, knowing nothing, I didn’t know the difference between a mountain and a molehill.
It wasn’t there on my desk either.
I finally went home again. I passed out. Another first year failure. The next day, I went back to school. I told colleagues and they laughed at me. It turns out one had borrowed the book from my desk.
I was such an idiot. A neurotic neophyte baby teacher idiot who didn’t know anything.
I'm better now. Still scarred, fifteen years later, but better. :)
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Here's a fun moment from my teaching history. I typed an email to a parent, telling her how her son was giving me difficulty that day. Our email client back then spell-checked before sending, and offered a "correct all and send" option. I accidentally clicked that button, and the email client autocorrected her name to Mrs. Knockers! I was so embarrassed. I immediately emailed her and CC'd my principal apologizing. Luckily she found it hilarious! 🤦♂️
