I apologize for my hiatus. The last three days have been filled with schooling young children. Wednesday was a blast. I got to teach 6th graders about Eastern Europe. The kids were fun and eager to learn—“Do checkers come from the Czech Republic?”—and I’m already feeling kind of bummed that I won’t be certified to teach this grade. The 6th graders, for the most part, are still pretty sweet and want to be your friend. One kid asked if I could come back and be their teacher, as their current teacher was “old and mean.” Two kids came up to my desk and told me I was “cool.” Obviously.
Thursday was a different story. I had two 7th grade classes and two 8th grade classes. The 7th graders were pretty well behaved. The 8th graders were a little more spirited, and I think things would have gone better had we had something different to do than watch the world’s worst movie about the world’s most boring man:

The movie was just foul. It was part of a Biography for KIDS! series, and I can safely aver that whoever is in charge of making this series has never met a KID! in his life. In fact, the creator was probably never a kid himself but spawned from a pod on the planet boring. The worst part of the experience was the annoying, uber-blonde host who popped up every few minutes to recap what had just happened before making some truly painful joke: “Paul Revere rode on for another 12 hours! Talk about saddle sores!!! OMG LULZ!”
Needless to say, the kids were not paying attention, and they wasted little time before engaging in tomfoolery, hijinks, and miscellaneous shenanigans. My I’ll-Be-Your-Pal-If-You-Respect-Me-And-Be-Quiet teacher mode was not successful in quieting them down, as it had been the previous two days. Thankfully, we all emerged from the day relatively unscathed.
Friday was much, much better. I had the same class again, and was instructed by the teacher to play another movie. This time it was on:

I approached this day with a different strategy. Before heading to class, I did a little research on Ms. Anthony, at least enough to ask some questions and try to activate student background knowledge before launching the video. Unfortunately, most of the students had no background knowledge. There was one class of 8th graders who couldn’t tell me what the constitution was.
However, being the intrepid, four-days-of-experience educator that I am, I tried to incorporate into our pre-movie discussion what my training has professed to be the most important aspect of teaching: making the learning relevant to students’ lives. So I started over, this time asking the kids what privileges they enjoyed, what privileges their parents took away from them when they got into trouble, and what privileges and rights they looked forward to attaining when they got a little older. They were more than happy to regale me with stories about various groundings, missed youth center dances, the dream of the driver’s license, dating when they reached 16, etc. Next, I tried to ask them how they’d feel if these rights were taken away, or if they’d never have the chance to enjoy such privileges. By this point, most of the class was engaged, and it seemed a pretty easy task to link our discussion to the subject of women’s rights and Susan B(est let me vote, bitches) Anthony.
Most of the kids were then able to give the video their attention, at least for the first three-fourths of the period, which was a huge improvement from the horrors of Paul Revere Day. By the last period—I probably took some liberties I shouldn’t have—I opened the class with the above discussion and fast forwarded to the most interesting parts of the film, instead of making them watch the whole thing and risk losing their interest. All in all, I think it was a pretty successful day, and I left feeling that I might possibly, just maybe, be able to do this job.
It was pretty damn fun, too.