Getting On with It, or, I Postpone Setting Up My New Computer

Consider as made the usual apology for not posting for a long while.  I am not living in my car or under a bridge--yet-- but in my house at home.  As the Beatles sang a few (!) years ago, "I get by with a little help from my friends."  And my family.  And a little freelancing here and there.  And with the help of a part time job working at what I discreetly call The Big Blue Box Store, so as not to violate any company policies should I ever want to do a gripe-and-moan about my experiences there.  Started as a seasonal employee late last March, but was promoted to permanent part time a couple weeks ago.  No raise in pay, but if I take advantage of the medical benefits it offers, it should keep me clear of any awkwardness when the Obamacare ax falls in October.

And as of the 27th of this month, all this might be augmented by the pay I'd get teaching a couple sections of English at our county community college.  My friend Frieda* tipped me off they were hiring adjunct professors, I went on the website and applied, and the head of the Liberal Arts department liked what he saw.  English Literature, and Writing, it would be, and since due to the same Obamacare the college took forever determining their hiring needs, I'll have less than a week to check out the curriculum and draw up lesson plans and evaluation procedures.

Scary.

But the really scary thing was the behavior of my computer, the very one I'm composing this post on, the HP Pavilion Slimline s7600y I purchased in January 2007.  As a teacher on the college level (my past integration into Oxford ways makes me very reluctant to call myself a "professor" of any kind), I'll have to have a computer that works.  There will be student work to pull up, grades to be submitted, emails to be answered and written, and, heaven help us, possible instances of plagiarism to investigate.  I can't be spending a literal hour and a half doing fifteen minutes worth of work, because the stupid system is taking so jolly long to load.

And that's what it was doing every lousy day, up to two weeks ago.  I've gone to sleep on the floor of my study wrapped up in an old blanket with the dog more than once, waiting for a download to complete. Frustrating isn't half the word for it.  And with everything I have to complete and do, especially with the public schools restarting in a week or so and substitute teacher calls resuming soon thereafter, I don't have time for the nonsense.

So two weeks ago I went online to see if HP or any other brand had any slimline towers I could afford.  (Call me a stick-in-the-mud for going for a PC again.  I have my reasons, which I won't detail here.  And it has to be a slimline, for space reasons.)  And lo!  Best Buy had one, an HP 400 Slimline, very highly rated, on sale for $369.99.  Excellent price, especially as Amazon.com was offering the same machine for $599.99.

Now, I have no money.  Everybody knows that.  But as I said before, as a community college teacher I can't be limping along with a computer I constantly have to hard-reboot to make it function.  So after church two Sundays ago I travelled over to the nearest Best Buy that had the HP 400 in stock and bought the silly thing.

Of course, it wasn't a matter of plunking down the $369.99-plus-tax and walking out with it.  Oh, no.  This puppy runs Windows 8, and as the song says, "Suddenly, nothing, nothing, nothing is the same."  Windows 8 doesn't play nice with older software.  Me, I have a lot of what I believe are called "legacy" programs running on my current machine's XP-Pro operating system. Like, um, WordPerfect 6.1, which I like just fine.  And Quicken 2009.  And Lotus Organizer 5.0.  I have no desire to upgrade or change to different software, and even if I did, I don't have the hundreds of dollars that would run me.  This being the case, I had to throw down another goodish chunk of change for the "Win Pro Pack 8" that's supposed to let me run my old software on Windows 8, once I create a virtual partition for them.  And in the wisdom of the geniuses in Redmond, Washington, Win8 won't run any Windows Office versions before Office 2013.  Thanks, guys.  So there's another charge for the "Home and Student 2013" version of that, because, WordPerfect lover that I am, most church secretaries prefer to converse in Word.  Throw in a 32GB flashdrive to create the operating system backup, and we're talking a real investment.

But as I said, the way the old s7600y was dragging along, it was necessary.

So why am I still working on the old computer?

Well, part of it is the fact that I wanted/needed to clear the decks before I set up the new computer.  I literally had not entered anything into my financial software since before tax time last April, and my study was awash in receipts, statements, file folders, and other accounting flotsam and jetsam.  There was no room to put the new system together.

And what if I can't get the virtual partition to work?  I wanted to get my Quicken accounts all entered and balanced before I cut myself off myself off from the use of the software, because it's mentally wearing to not really know where I am financially.  Now, I know good and well I'll still have the use of the old computer, once I get a second monitor.  It's not like it's totally given up the ghost.  Really, what I wanted to do was to clear out my mind as I cleared the paperwork out of my study.  I didn't feel I could enjoy the new computer until I had.

I haven't had many hours in the day to spare for this task these past two weeks.  Bt at last it's done, everything is balanced (well, mostly everything), and as of two nights ago the paperwork is filed and put away.  And as of this afternoon, I've finished entering my checking account transactions into my physical checkbook register, which I hadn't done since last February, for goodness sakes.

So why does the new machine still sit unopened in its box over here on the floor?  Why haven't I run to break it open and explore its wonders?

Maybe because I know it's going to take hours and hours to set up, and I don't feel like investing that right now.

Maybe because I'm afraid, as I said above, that I won't be able to get the virtual partition to work.  Or that if I can, it's going to take forever and I'll be cut off from virtual civilization (i.e., the software programs I depend on) until I can get it all to behave.

It's not that I'm afraid of Windows 8, not in itself, apart from what it'll mean for my accustomed programs. Clerk at the Best Buy let me fool with it a little, and I'm sure I can deal with it, even though it seems a little silly.  I mean, don't we all have enough problems with "Ooooo, shiny!" tendencies these days without graphic tiles sitting on our desktops tempting us to open Facebook and Hulu and Netflix when we should be working?

Maybe I'm so addicted to having a computer (that is, the Internet) running that I don't want to shut the old one down long enough to set the new one up.  (When I was doing up the s7600y I had a laptop open next to it.)

Which leads me to maybe the biggest reason I haven't set the 400 up yet.  Because, gosh darn it, for the last week or more my old PC has gone back to functioning.  It has hardly frozen up at all.  No problem opening anything.  Videos and audio files have been playing just fine.  You'd think it'd gotten wind I was planning on replacing it and wanted me to change my mind.  Maybe it will keep it up.  So why should I stop using it?

Besides, I got a call the other day from the Liberal Arts department secretary at the community college and she said that due to low pre-enrollment, there's a good chance the classes I was supposed to teach will be cancelled or rolled into the schedules of full-time faculty.  They won't know for sure until final enrollment the end of this coming week.  So maybe the need that job posed will disappear.

Maybe.

And maybe this old machine will go contrary on me again.  And maybe I'd like to use the drafting software I downloaded awhile back, that I can never seem to get open, let alone draw with.  Maybe there will be enough students for those English sections, and I'll be stuck after the 27th with an old computer that won't work and a new one sitting in the box with no time to install it.

So I guess I'd better woman up and at least begin.  Besides, I'll be moving the old one down to the dining room.  It'll still be there when I need it, I just won't be asking it to do quite so much.

And maybe with a newer, faster computer, I might post here more often.

Or maybe not.

Gobsmacked

Before I get to work on patching the ceiling in my study, I need to suspend my disbelief long enough to post what I found out this past Saturday:  I did pass my English Language Arts ABCTE exam, after all.  Not only did I pass it, but my incomplete essay on the set 20th century poem got me a mark of "5," while the finished one I produced for the Teaching Knowledge exam only came up with a "4."*  There's no accounting.

I'm still in a state of amazement.  I keep going back and staring at the online certificate, my only proof so far that this is so.  Yes, the 5 is still there.  It hasn't gone away.  Too blinking strange!

So, praise God! I don't have to pay to take the test over, and I don't have to practice-practice-practice so maybe I can complete the essay the second time around.  I'm still working on reading the books and poems on the recommended list, the ones I haven't met up with before.  But I can be more leisurely about it.

The irony, though, is that two parishes, and maybe three, are talking like they're seriously interested in hiring me as their interim pastor.  Wouldn't it be funny if I qualified to teach just when something breaks for me in the ministry department?
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*Oh, yes.  I guess I never posted that I passed the pedagogy exam.  Found out about that a couple of weeks ago.  Mea culpa!

Down But Not Out

I guess.

Quick bulletin:  Passed my ELA multiple choice exam with a scaled score of 377, which puts me in the "distinguished" range.

But I didn't finish my essay, which puts me in the flunking range.

So sometime in the next six months I gotta do it all over.  Maybe by then I will have read all the stuff on the lit list and I'll already have a clue what to say about the prompt.  The one I got I think I may've read before, but not so recently I already had any organizational ideas about it.

Other things were involved in me ploughing this, but no time to rant or moan about them now.  Still have a sermon to write.

Round Two: Already on the Ropes?

This afternoon at 2:00 I take the second part of my English teacher certification exams, over English Language Arts.  In an hour and a half I saddle up and head down to the testing center.  I'd planned to spend a few hours this morning doing some last-minute skimming in Wikipedia and SparkNotes for basic information on all the novels, poems, speeches, etc., I should have read in the past eighteen months but didn't.

But for the most part, I'm not.  I can't.  I'm just too lightheaded and tired.

It's what I get for not turning off the bedside light until 4:00 AM.  Especially after a week or two when I pretty consistently turned in by 11:30 at the latest.  So I couldn't sleep past 9:00 this morning, even if I wanted to.

Five hours.  Not at heck of a lot of sleep before a big hairy test, especially one where I'll have to write a sudden-death essay on some work of literature that I've likely never seen before and know nothing about.

I'm not sleepy.  Just dizzy and quilt-stuffing-headed.  I've eaten a protein-rich breakfast in the past hour, so I doubt it's hunger.  Insufficient sleep, it has to be.

I could have gotten to bed earlier.  I finished the curriculum material and all its quizzes around 10:30 last night.  But I figured I'd better go ahead and take one of the practice tests.  125 questions; they give you three hours to complete it.  Goody for me, I did it in less than an hour and got 90% of them right.  No, actually, nothing to brag about, considering I took the same test several months ago and most of the questions were absurdly easy.  (I doubt the real exam will be the same.)  Turning in at midnight wouldn't've served me too poorly, but no.  I simply had to search online to find out about some of the questions I missed.  And commence my quick-and-dirty knowledge fill-up, starting with the reading list dramatic works I've never read. 

Great.  That took me till a little after 2:00.  I fed the dog, took him out to do his business, shut everything off and went upstairs, took a bath, and got into my nightclothes.  And then I started thinking about a couple of things I still wasn't sure about.  Like, how do you recognize an unreliable narrator?  And what's the difference between irony and paradox?

Back downstairs, restart the laptop, read up on these matters till nearly 4:00.  Learned some interesting things.  Great food for thought.  But this morning, as has been said so cogently in another context, "Teechur, my brayne iz full!"

So instead of cramming, I'm indulging in a nice whinge.  Instead of reviewing my notes (Oh, gosh, what are all the different organizational modes for expository writing?), I'm writing in my blog.  I'm not to the happy point where I can say I don't care if I pass or not.  I just don't have the time or brainpower this morning to deal with anything more.

Yeah, there's a chance I may pass the multiple choice if I read the questions carefully and keep my response to what they actually say and not what I hurriedly perceive them to. And make sure to question my own assumptions about things.

The essay?  Passing that will depend greatly on what the gobbet is (hee-hee, Brit-speak).  And if it strikes any sparks.  Maybe, if I can get my old BSing motor revved up . . . . If the online literary criticism I've been reading is any guide, all I have to do is say the work refers to the inherent corruption of capitalism and the futility of the American Dream, and I'm home free.

Cotton-batting-stuffed head and all.

Ich Haue Ywimpen

I've called the testing agency just now and postponed my English Language Arts exam a full twenty-four hours, to Saturday instead of Friday afternoon.  If there'd been a slot available next week, I would have taken that instead.

Studying for the ELA is not going quickly.  I'm working on it, but I keep getting off on interesting tangents.  Like looking up and comparing different critical takes on Fitzgerald's The Great Gatsy and digging into the intertwinings of The Great Vowel Shift.

I need to keep moving and at least do a run or two through the basic ABCTE online material.  Several weeks ago I took and passed one of the practice tests, but I daren't trust to my English language background knowledge and brazen BS to get me through the real thing.  But another day's worth of study may make it possible.

Of course, the change will play merry hell with my sermon writing for Sunday morning.  I'm sure I won't get home till 6:30 or 7:00 in the evening at the earliest.  And I'm pretty certain I've never preached on the Matthew pericope I'm committed to this Lord's Day.  So no pulling anything out of the drawer and touching it up.  And given the distance to the church and the time of their service, I have to leave the house at 8:15 AM at the latest.  So no staying up till two or three o'clock working on it.

Which means I have to keep my sermon really, really simple, right?

And that I"d need to stop blogging and get back to studying, right away.  Right.

Ai Haz uh Confused

I passed my PTK multiple choice portion today.  Nowhere near acing it, but good enough, considering how much I (didn't) study.  Now I'm beginning the four to six week wait for the score on my memo/essay.

I probably did myself no good this evening haunting the ABCTE Writing Component forum, because everything I read there confuses and discourages me dreadfully.  So many people there, who like me have been writing, supposedly effectively, most of their lives, lamenting about flunking the essay over and over.  So many writing professionals, who somehow fell short of the mysterious, esoteric standard that divides a pass from a fail.

So what hope do I have?  And if I fail (maybe because I didn't spend enough time proofreading), could my fault be a paranoid fixation on content?

Content.  The one point that none of the rubrics and none of the forum comments seem to address.

Content.  An essay or memo can't be written without it.  But as embryo teachers, we PTK examinees are really winging it on theory when it comes to actual classroom practice.  A typical prompt for this exam asks the candidate to write a memo suggesting a solution to some hypothetical school problem (I can't say more than that-- confidentiality issues).  Well, suppose my grammar, spelling, vocabulary, etc., are all fine, but my ideas are way out in left field?  What if I'm in error about a matter of fact?  And what if I in my inexperience omit some "obvious" supporting detail?

I suppose I'm worried about this because I was taking pains to avoid it.  And therefore ran out of time on my final proofread.   I felt compelled to cover the subject realistically and thoroughly, and at the end I thought of a detail of this sort and went back to insert it, totally convinced the graders would think I was an inadequate fool if I left it out.  But maybe I'm wrong.  I wonder what those who pass the essay would say about this.  Can you write piffle with good mechanics and still sail through?

Something else.  The experienced souls on the forums keep saying one should avoid being "eloquent" in one's PTK essay.  Why is that a bad word, anyway? It means fluent and persuasive! What's the difference between the dreaded "eloquence" and having a strong, diverse, communicative vocabulary, as called for by the rubric?

I read on the forum that to pass, one should write like a fifth grader.  I'm sorry, but I've substitute-taught fifth graders, and I doubt the scorers want us to write as incoherently and clumsily as that.  Frankly, I can't write like that.  Maybe the advice should be, "Write as if your correspondent were a fifth grader."  Fine.  But what principal (a typical addressee) would put up with being talked down to in that fashion?  And how does fifth-graderism result in writing that is "fully develop[ed, with] elaborate[d] ideas," where "[t]he writer . . .  uses great variety and complexity in sentence structure"?  The very rubric seems to militate against anything so simplistic.

Or is the rubric so much piffle and they really score these essays by using them as targets at the corner pub darts tournament?

I hope that in a few weeks I'll be embarrassed because I've passed and find out I've been ranting for nothing.  But given what I read on the forums, I doubt it.  I doubt it very much indeed.

Sink or Swim

In approximately a half hour I'm getting in my car and driving nearly 25 miles to a testing center, where I will take the Professional Teaching Knowledge examination for the ABCTE English Language Arts teaching certificate.

I signed up for this online program a year and a half ago, in late January of 2010.  I've already been granted one six-month extension, which ends July 31st.  If I do not take both my exams before the end of this month, I forfeit my tuition.  If I do take them, and fail, I can apply for another six months for a retake.

So I'm venturing my PTK today, ready or not.

So why am I not ready?  Several reasons, some more reasonable than others.  In the first place, the ABCTE website is not the clearest to navigate and it wasn't easy to find out where the material even was to be found.  In the second place, I was diagnosed with possible ovarian cancer the month after I signed up.  Going through surgery and chemo isn't conducive to study and retention.  In the third place, I can be a terrible grasshopper.  Sing and hop from task to task and do what seems most attractive and best at the time, oh, yeah, and never mind delving into hard and esoteric new subjects.

And my biggest reason of all for putting off really, really studying until the past three or four weeks?

I've been a substitute teacher for the past two years.  And as much as I love and enjoy the kids (even the mischievous, difficult ones), as much as I enjoy sharing and enciting knowledge, understanding (and all the rest of the Bloom's Taxonomy levels of learning), I hate, hate, hate educational politics.  I hate the prospect of having to join a union that does not reflect my political views.  I hate the squabbles that go on in the media and sometimes literally on state capital grounds over the perceptions of teachers and their rights.  And most of all, I hate the squirmy, slimy, cuttle-fish-ink-squirting politics that goes on in individual schools, where policies both official and unspoken make it difficult to maintain good discipline, let alone to guide the students to high levels of understanding.

But I paid the money.  It's a big chunk of change and I mustn't waste it.  And like it or not, becoming a public school teacher may be my only hope at this stage of my life of getting a steady job and getting my debts paids off.

So I'm going.  Wish me luck.

Irony Rich

About an hour ago, my telephone rang.  By the caller ID, I knew it was the board secretary from the school I sub at the most.  And I let it ring three, four, five times, before I put out my hand to pick it up and answer it.  And when I did, I saw that my hand was shaking.

I do not want to substitute teach at that school.  Sometimes, I wonder if I want to substitute or teach anywhere at all.  But let's stick to that school.  It's gotten so there's only four of us who'll come and sub there.  Everyone else has told them not to call any more.  But do we get any respect from the administration?  No.  The principal thinks it's perfectly all right for the board secretary to call us in for one class, then switch us to another.  We're the ones who get yelled at when the regular teachers leave inaccurate or conflicting schedules or lesson plans.  The principal persists in spelling my name wrong on the office assignment board, even though the school secretary has tried to correct her on it.  Their  attempts at discipline are useless.  You can't send a disruptive child out of the class unless she or he is physically violent.  The detentions we give seem to have no effect.  The kids are trained to the utmost pitch to recognize when they're being 'bullied,' but never seem to notice when they're bullying somebody else. 

The kids, especially the younger ones, can be well-meaning and sweet.  They're at a disadvantage, really, when it comes to focussing and working quietly.  The school's a partial open-plan, and even if your class is fairly silent, you still get noise from all sides.  And other teachers' students walking through the back of your classroom, to get to theirs.  Stressful and distracting for everyone involved.  And the stress is mounting up for me.

Between my regular expenses and the credit card bills and the medical copays, I am appallingly broke.  Even if I were to work seven days a week, subbing and front-desking and preaching, I still couldn't cover all my expenses.  But still I felt a wonderful peace this morning when 6:45, 7:00, 7:15 went by with no call to come in and teach, especially from that one school.  Am I lazy-- or do I show signs of truly being sane?

But the irony.  Yes.  That comes with what was told me nearly three years ago by my executive presbyter, when he said my Committee on Ministry unilaterally decided to bar me from looking for a new solo pastorate, because I was "too traumatized" by what went on in my last full time call.  And that they'd be more likely to recommend me for the kind of ministry posts they will allow me if I'd get some secular work, even if it was just clerking in a department store.  Hey! I'd like to say to him now, I'm doing that.  I've been sub teaching for almost two years now, and don't get any help out of you or COM at all.  And now, if my trembling hands are anything to go by, I am traumatized.  So what has been the point of keeping me from fulfilling my call?

But never mind that.  Yeah, I told the board secretary I'd come in tomorrow.  It's not like I can afford not to.  And I have to go in two more times this week as well.  But this can't go on.  I have to think of something else, because it can't go on.

"Drill, Ye Tarriers, Drill!"

Haven't fallen off the edge of the world.  But things have changed in my work life, and it's not just that I have less time to blog, but also that I'm feeling less impetus to blog.

I'm getting more substitute teaching engagements since the start of the new year.  That's largely because I've been taken off the naughty list of one school I'd formerly subbed for a great deal.  I was put on their naughty list last October when the principal thought I'd said too much about why the teacher I was subbing for was out having surgery.  (No, dear readers, I didn't sign any HIPAA pledges when I took that job, and the way the other teachers were talking about her op, I didn't think it was a secret).  Principal was sure I'd offended the regular teacher, so I was out until further notice.  Further notice came the day after the January teachers' meeting, when the teacher in question asked why she hadn't seen me around for so long.  She hadn't been offended at all!  So I'm back on that school's list, and they're calling me two, three, four times a week.  That on top of the other schools that call me, too.

Then, three or so weeks ago, my friend Frieda* called and said, "I've just gotten a job working the front desk at Dick & Harry's Tax Service*.  They still need people.  Didn't you work for them before?  You should call and see if you can get on, too."

I did call, I was rehired, and currently I'm working every evening, five weeknights a week.  This week I'm on from 4:00 to 9:00.  Really fun (not) coordinating that with the subbing work, where I often don't get off till 3:30, but we manage.

So "it's work all day for the sugar in your tay," and that's about what my earnings will buy me, the pay in both of these jobs being so low.  But I have to take what I can get.

Today I did not get called in to teach.  I caught up on my sleep, and now I have to a) do housecleaning, to get rid of the sanding dust so I can refinish my stairs, and/or b) do architectural continuing ed (blast! my calendar is backed up with that!), and/or c) do my on-line study for my English teacher's certificate, and/or d) finish what I need to do with my email addresses so I can finish dumping my old DSL Internet provider, now that I've been nearly a month with the local cable people.

And am I excited about doing any of these things?  No.  My mind is obsessed with when payday will be and will it bring me enough to cover my looming bills, and damn! I'm supposed to be so educated but here I am working twelve, thirteen hours a day for peanuts, which probably won't cover my looming bills, and sometimes I just want to cry.

There is light and blessing in all this.  Like the teaching gig I had last Friday where the regular teacher wasn't leaving until lunch time and I had all morning to sit-- yes, get off my feet and sit!-- in the teachers' lounge boning up on advanced Algebra so I wouldn't look like an idiot when it came time that afternoon to teach it.  And the local Red Wing Shoe store a couple weeks ago had some nice, comfortable, lace-up black shoes on sale for $10.00 a pair, and aren't those a godsend, especially in this weather!  And yesterday the student teacher did most of the work, so the fact that I had to report to Dick & Harry's without any dinner didn't make as big a difference in my front desk performance.  Imagine if my full energies had gone to teaching and disciplining and organizing first graders all day!

Well, three hours now till I have to change my clothes and get to the tax office.  God grant I use them wisely.  But you don't blame me, do you, when I come home at 9:30 and just want to watch reruns of I Spy or Magnum, P.I. on Hulu.com?

I'm Not Sure

I had my first stint substitute teaching today since before my surgery last April, and I'm not sure I have the stamina for it.

If I were a better cat-herder-- I mean, a more proficient emergency teacher of 2nd graders-- I might think differently.  But by the end of the school day I was nearly weeping from exhaustion.  And now it's almost 7:00 PM and I'm sitting here still in my work clothes starving to death because I'm too shattered to get out of my desk chair.

Except for one child, who was so obstreperous early on that he started kicking the aide and had to have Security called on him, the kids weren't malicious or bad . . .  they just didn't know how to stay in their seats quietly doing their work.  They didn't understand that finishing a test early didn't give them the license to walk around the room bothering those who were still working.  They didn't realize that the end-of-the-day leaving chaos was not a good time for them to blindside me with fundraising forms, saying they had to take them to the office. And as my limited energy ran out, so did my creativity.  By 3:00 PM I was reduced to saying, "I know nothing about that.  Ask your teacher on Monday."

I'd just say No to substituting until the chemo treatments are over, except that a) I need the money; and b) I'm on a tiny bit of Unemployment Compensation, based on the subbing I did last fall and winter, and if I turn down work it's deducted from my benefit amount.  I don't know: the full possible benefit is equivalent only to two days of work and may not be worth demolishing my health over.  But again, anything coming in helps and it seems wrong to forfeit it.

My throat is sore, my sinuses are blocked, and I need to go eat. But I'm on to preach on Sunday with a sermon still to write so I won't exactly be resting this weekend.  We'll see what my blood counts look like when I go in for my chemo Monday morning.  The way my body feels now, I'm frankly glad I can't accept any teaching work that day, whether they can infuse me then or not.

Pouring

Raining, raining, raining, raining, raining . . .

And me reminding myself that my first summer in this region, 2003, was very rainy, as was 2004, and, I think, 2006, and so on, and so on.

This is not apocalyptic. This is southwestern Pennsylvania normal.

So buck up, girl, and do something useful.

Early this afternoon I called another nearby car repair shop at a venture and made an appointment to bring my car over at 2:00 PM. They were willing to put on the alternator belt I bought, though it wasn't their usual policy. And would've done it this afternoon. But the mechanic told me there was two belts involved, and the alternator belt is the one on the inside. Since it's so hard to get at them in the PT Cruiser, it'd make much more sense for me also to buy the other one, that goes to the air conditioner, the idler, the generator, and so on, and get it replaced at the same time. And come back Friday to get them installed.

He didn't think I was in danger of the alternator belt breaking, unless it got caught on a pulley. So I can afford to run some errands in the meantime.

The second belt, which I ordered this afternoon, is in at the AutoZone. I'll pick it up tomorrow.

Did some online research on Asperger's Syndrome. Especially wondering about the subject of AS and moral responsibility. Best perspective on that comes from people who have Asperger's themselves.

I'm reminded that as I teach, I have to keep in mind not all misbehaving students do so because they're deliberately being obnoxious. And not all kids with autism disorders or learning disabilities have been diagnosed.

An alarming thought: What if the reason why my Presbytery won't let me go for another solo pastorate is because they think I have some social development or behavioral disability, and they're too scared to tell me so? And that "You did nothing wrong" means "You just couldn't help it?" Whatever "it" was?

No, I don't think I do have that sort of inborn disabiity. But it wouldn't surprise me if they thought so, the way the PC(USA) seems unable to operate in terms of sin, repentance, and forgiveness any more.

What else? Made a cake out of canned pears and their syrup emulsified in the blender. No recipe. Toothpick in the center came out clean after 45 minutes, and the edges had pulled away from the side of the pan. Still, it's mushy and pudding-like. Underbaked, or just the nature of the formula?

Rain, torrential and streaming, from a yellow-gray sky. Then a steady drip, drip, drip from the surfeited gutters. Darkness falls.

I need to go work on stripping the stairs to the third floor.

The pear cake needs more baking.

Wonder if the pan needs regreased.

It's still raining.

Raining.

Raining.

Ominous

Today I got called in to teach at an elementary school I'd never been to before. Despite what I'd heard about the difficulties of its open plan design and about the recalcitrance of some of the students, the day went rather well.

It wasn't until I was well on my way home that I thought at all about perhaps getting the results of Monday's CAT scan today. And I don't know why, but as I was putting my key in the door and wondering if there'd be a message on the answering machine, I thought to myself, "I don't have a good feeling about this."

And immediately reflected, "Yes, but my pessimism won't make things bad if they really are good, and I would like very much to be proven wrong."

Yes, the machine was flashing and beeping. It was the nurse at the surgeon's office, who had called this morning. The CT scan results were in, and I could/should call her to discuss them.

And, she said, there were a couple of things they needed me to do before the 25th.

One was to go to the local hospital where I had the scan and pick up the films. I'm to bring them with me when I come for my surgery. So (unless the envelope is sealed) I guess I could take a look at them myself after all.

As for the second thing, she said, "We also need you to get an ultrasound done, of your liver, prior to the surgery."

I sat there, still in my coat, on the arm of the sofa next to the phone table. My liver. Liver cancer. She's telling me the tumor on my ovary actually is malignant and it's already spread to my liver. Stage IV.

And again I have to face my own mortality. I've relaxed a bit from a month ago when my gynecologist gave me the word about the ovarian mass. I wasn't prepared for this, at this point. Maybe later, later, later, when I'd fought the good fight for awhile and was getting tired of it all. But now? Frankly, I was and am rather scared.

Feeling that way, I know it's time to rally the prayer troops. That's what kept me out of anger and despondency a month ago; that's what's going to do it now.

So although I'd planned to spend the evening patching my upstairs hall floor and working on my sermon for Sunday (I'm subbing for a very ill pastor over in Ohio), I used most of it letting people know my latest need. Facebook, email, phone (that call was to my mother), and yes, don't laugh! the community blog frequented by regular commenters on i can haz cheezburger.

And looking at online information about liver cancer. Oh, joy. Another of the types with only subtle symptoms, most of which I don't have. But now I'm wondering if the feeling of pressure I've had on the right side of my abdomen and just under my ribs is my liver being enlarged, and not referred pain from the ovarian tumor at all. Absurd, how I didn't feel it at all lately until after I got that phone message, and now I do with a vengeance.

I'd still like to write a page or two of sermon before I turn in. But I can't stay up too late-- they've scheduled that ultrasound for me at 8:45 tomorrow morning, at a hospital a few miles down the road towards Pittsburgh. Nothing by mouth after midnight. Right. I'm getting good at this.

I'll try to put in a call to my surgeon's office and talk to the nurse about the CT scan results before I leave for the ultrasound. Better I should know going in what it is they want from this new test and face it squarely, in the power of the Lord.

(Heaven knows I have none of my own.)

Well, I'll Think About It

This evening I attended an informational session down near Pittsburgh to learn about a fast-track program for teacher certification here in Pennsylvania.

It's sponsored by a legitimate organization, started a few years back in conjunction with the US Department of Education. Their program is recognized here in the Commonwealth and, so far, in eight other American states. In lieu of two years of college it offers one year (or less, if you work faster) of on-line training, with more rigorous-than-usual tests at the end of it to guarantee the quality of the graduates (the presenter said that countrywide, the pass rate was only 50%). After initial certification, a stint of mentored classroom teaching is required, then the same graduate hours required of graduates of traditional programs, to gain one's Level I and Level II state certifications.

The initial cost isn't too awful: $825 for the training and testing if one signs up before the end of this month, or $975 thereafter. There's the cost of the grad level tuition and fees after that, but presumably one would be working when it came time to do that.

The thing is, do I want to do this? Would this be a departure for me, a resignation of my architectural and pastoral dreams? Or in regard to the ministry end of things, would having a teaching certificate allow me to take on a tent-making position at a church?

But that's not really it. The question really is, do I want to teach in a public school? Things are so messed up today; I can't see how I could do it without putting my foot in things politically. And I'm not just talking national politics, either.

Though I suppose a certificate would make me more attractive to a private or a Christian/parochial school . . .

I don't know. I'm not worried about passing the tests at the end of the course, no. It's just, I don't know, is this something I want to make a commitment to at this time of my life? Or is $825 a "small" enough amount for me to take this on as a What the heck, why not?

I'll have to think about it.

And pray about it. Yes, definitely, pray.

Why It's Nice to Be Reformed

. . . Admitting at the outset that I'm not as Reformed as some people. Whether that's good or bad, I won't pronounce.

But at this season of the year, it's nice to reflect that Christ is assuredly born, and He most certainly died for my sins and rose from the dead, whether or not I have my Christmas cards written and sent or my tree up or any of the cooking projects I planned completed. I don't have to make Christmas, I only have to receive it.

Which is good, because since subbing at Castellcoch* High School day before yesterday I am still exhausted. I highly suspect Mr. Chummy* the new principal was playing games with me. I got called in at the last minute to fill in for a teacher who had to be out in the morning, but when I arrived Mrs. Berlin* the school secretary said that assignment had been given to someone else. I was sent to sit in for one of the Learning Support teachers while she had a meeting with Mr. Chummy . . . then I cooled my heels in her room the next two periods waiting for the office to give me something real to do. A movie was going, but the kids were talking so loud you couldn't hear the dialog, the two LS teachers talked between themselves, and I sat there bored out of my gourd.

Lunch then, then no sitting down the rest of the day. Mrs. Berlin had me supervise three straight lunch periods, with all their noise. Beginning of 8th period, I'm back in the office, asking her if Mr. Chummy had come up with any class he wanted me to cover. There was a party that period for all the kids who'd escaped getting written up all semester, and they needed, I presumed, coverage for the kids who had to remain in the classrooms while the teachers accompanied the "good" kids to the gym.

"Oh!" says Mrs. Berlin. "Mr. Chummy didn't give you anything to do yet? He's in the gym, at the party. Go there and see where he wants you."

I duly went, and found him personally dishing up the ice cream. I repeated what Mrs. Berlin said, asking, "Where do you want me?"

"Here," he replied. "Mingle." All very nice, but it meant another hour on my feet. With doubled noise since they had a DJ blasting out music (not Christmas music, I remarked).

I was grimly amused to see that at least three kids I'd personally written up were there, all three of them Mr. Chummy's former 7th grade Science students and one of them a boy with a very ominous reputation in the teacher's lounge. I said nothing . . . but had to wonder if the reason he wanted me there was so I could see how little seriously he considers my disciplinary efforts.

But I was a good girl. And mingled. And smiled. And when it was over and I returned to the LS room for my coat, I was so drained I about slid down onto the floor and cried.

Crawled under the covers early Tuesday evening for a short nap and didn't get up till 7:30 yesterday morning. Shaky and nervous all day yesterday, and today I'm not much better. Don't think I'm getting the flu; haven't a scintilla of a fever. But I don't feel up to going out and running errands, I don't want to make candy; I'm just going to address the cards that're going to the friends I'll be seeing tomorrow and get to bed early.

And be glad that as nice as all the trimmings of the season are, they aren't some magic I have to perform to make Jesus live for me or in me.

Merry Christmas!

And You Wondered What's Wrong with America's Public Schools (Part 4)

Part 3 is here.

All day I'd meant to call the Castellcoch district's substitute teacher dispatcher Mrs. Rockslide* as soon as I got home. I meant to find out what the H-E-double-hockey-sticks was going on. Miss Birdsong* told me this morning that Mrs. Rockslide had called her on Wednesday to tell her to come in on Friday. Mrs. Rockslide told me on Tuesday I'd be in all week. Did she just get mixed up?

I called Mrs. Rockslide. And I was nice about it. It's not Christian or pastoral or fair to go ripping on people without cause. So I said, "Mrs. Rockslide, I was wondering what happened today . . . "

And the short version is that the whole thing was the principal Mr. Chummy's* decision. He found out after two days that I (in cahoots with Ms. Haluska--shock!) was actually expecting the students to do some work, be I sub or be I none. And, says Mrs. Rockslide, Mr. Chummy doesn't believe in substitute teachers actually teaching or getting the students to work. He thinks it alienates the kids and makes them think the Administration Is Not Their Friend. And as the new principal, his first goal and intention is that all students should know that The Administration Is Their Friend. So, "He prefers young substitutes who won't stand up to the kids and won't make them do anything."

Said I, "Is he suicidal? I talked to one teacher today who says discipline is so bad at Castellcoch, there'll probably be attacks on teachers by next May!"

"I know," and I could visualize her head shaking in perplexity. "Discipline is the worst it's ever been. A lot of substitutes refuse to come here."

"Does he have a death wish for the school? Does he really want things to get so bad nobody can learn anything?"

"I know! I told Mrs. Berlin when she called Wednesday that you were in the Biology class till Christmas break. And I had Miss Birdsong scheduled in for Mr. Chucovich* [a Social Studies teacher] on Monday. But she said Mr. Chummy wanted it changed, and I couldn't do anything about it."

Apparently she wasn't allowed to call and tell me about the switchover, either. So all yesterday I'm thinking and planning and working--?

Yes.

She was glad I called, as this has been bothering her. She knows it wasn't fair to me or to the kids. She tries to stand up for the substitutes, but feels she's alone in the battle. And what was she to do with Mr. Chucovich's classes on Monday? Mr. Chummy definitely has said Miss Birdsong is to take the Biology kids that day as well. Could I, would I?

I really wished I could have said, "I'm sorry, no." But, as I admitted to Mrs. Rockslide, I'm on emergency unemployment compensation. And if I miss "any available work," I lose not only the money I would have made, I also lose the same amount in UC benefits. I am poor and struggling. You, Mrs. Rockslide, have just offered me "available work." You have me over a barrel. Yes, I will substitute for Mr. Chucovich on Monday.

"But wait a minute," I said. "If I come in for Mr. Chucovich, I'll make his kids work as well."

"Yes, but the thinking is, it's only for one day."

"Oh, yes, right. Of course. I can't do that much 'damage' in that short a time."

"Yes. He wants the substitutes young and inexperienced."

(Let us pause for grimly ironic laughter.)

Shall I now draw an explicit moral on the egregious state of public schools in these United States? No, you may come to your own conclusions.

And You Wondered What's Wrong with America's Public Schools (Part 3)

Part 2 is here.

I hung up my coat in the Biology room, started to take Homeroom roll, then, oh, crap! in walked the ingenuous Miss Birdsong*, the substitute's substitute. So the ground is lost. I see.

But at least I could save the kids' chance to actually do some thinking during this interim period! I finished taking roll, then went over the research paper handouts with her. Nod, nod, nod from Miss Birdson. And, Miss Birdsong, here's the computer time schedule I've booked for all today's Biology classes. Nod, nod, nod.

Just then, Mrs. Berlin* over the intercom began to lead the school in the Pledge of Allegiance. No way I was going to go on talking during the Pledge; it would set a bad example. I raised my eyes to the flag and saw--

The back of Mr. Chummy*, the Principal, saying the Pledge. What the hell? Did he think I would refuse to leave and come up to throw me out? He approached and said, "You'll be taking Mrs. Evans* classes today. Miss Birdsong will teach Biology." Then he left, as the 1st period students were coming in. Seeing me with my bags and coat ready to leave, one of the kids took in the situation and made loud salaams to his version of the Deity: "You're not in here today? Oh, thank God! Thank God!!"

"Never mind," I told them all. "Your papers are still due on Monday. Miss Birdsong has all the information and will help you with them. See you around!"

As I walked downstairs, I thought, "Mrs. Evans, Mrs. Evans . . . oh, damn and blast [yes, my friends, the preacher cusses. Within good taste and reason]! That's the Choral Music teacher!"

You'd think I'd enjoy that, wouldn't you? But I've subbed for Mrs. Evans' classes before and it was the absolute worst. Combine someone like me who loves music, with a bunch of students who don't give two hoots for it and don't even want to be in there at all, with a big room with risers perfect for running amok in, with a regular teacher who thinks entertainment films and kindergarten-level busywork are enough to keep the kiddies pacified all the long day, and you have the cacophonous full score for Variations on a Disaster. Adventures in substitute teaching? More like adventures in babysitting!

And meanwhile, upstairs in the Biology classroom? I saw some of those kids last period, but didn't ask them what had gone on. Maybe I didn't want to swear in front of them. But I did ask a couple students from the one section of Human Anatomy that I'd also inherited from Ms. Haluska, whether Miss Birdsong had gone on with the Muscle Groups overheads I'd begun teaching yesterday.

"Oh, no," both of them said. "We just worked on our question packets. She didn't teach us anything, she sat back there at the teacher's desk the whole time."

"She didn't teach at all?"

"No."

("Good grief!") muttered under my breath.

Now, I have to be fair. These Anatomy students did have those packets to complete for Monday. And maybe Miss Birdsong wanted to look over the Muscle Groups material just in case things are still weird on Monday and she has to come in then, too. Maybe. But if these kids were being honest and she really "sat back there the whole time" and she didn't walk around keeping a close eye on things, that doesn't lend any strength to this possibility. And it gives me very little hope that the Biology students did any research whatsoever on the computers today. Played online games the whole time, more like it.

I was hoping I'd get less fed up as the day went on. But between the chaos of that Chorus room (complete with kids running and tackling one another, kids tipping over their chairs, and near-universal lack of attention), hearing the frustrations of other teachers vented from time to time during the day, and thinking about the chance those sophomores were being cheated out of, by the time I left this afternoon I was beating my dashboard in barely-suppressed rage.

(To be continued)

And You Wondered What's Wrong with America's Public Schools (Part 2)

Part 1 is here.

So here's what happened today:

I arrived at Castellcoch Junior/Senior High early again this morning so I could run off enough sample research paper outlines for all the Biology classes. But when I signed in in the office, Mrs. Berlin*, the school secretary, told me I wasn't to teach Biology again today, I was to go fill in for some other teacher!

Yes, my Facebook friends, it's true, I was doing my own threeping and wailing Tuesday when I got lumbered with those kids. But by today, we were making progress! By today, I had given them some real work to do and they were starting to do it! I was learning their names and who could be relied on and who should be given no slack at all!

"Excuse me," I calmly but firmly said to the secretary. "I was booked to be with those Biology students at least through Monday. We're in the middle of an big assignment. It's due Monday. I need to be there with them to see it through. I've spent time last night coming up with more material to give them."

"Well, you'll have to talk to Mr. Chummy. He's on the phone right now."

"I need to run these pages off," I told her. "They need this handout."

Besides, if I went down the hall it'd give time for Mr. Chummy to finish up on the phone.

So I took care of business in the copy room. When I returned to the office, Mr. Chummy himself was behind the counter. I repeated to him what I'd told Mrs. Berlin. I said, "If we go switching around like that, it will really teach the kids they don't have to listen to subs!" The two of them went into his office. The secretary returned alone and pronounced, "Miss Birdsong* was called in to take the Biology classes."

"But I was supposed to be in there! Couldn't Miss Birdsong take the other class? She wouldn't have any idea what to do with the Biology kids!"

The school secretary was silent, thought a moment, then said simply, "Go on upstairs."

"For the whole day?"

"That's up to Mr. Chummy."

So as the morning release bell rang and the students and I tramped up the stairs, I went to the Biology room, thinking perhaps sanity had prevailed.

(To be continued)

And You Wondered What's Wrong with America's Public Schools (Part 1)

Durdy werdz, durdy werdz, durdy werdz!!!

As I mentioned last post, I probably should have been consistently recording my Adventures in Substitute Teaching. It sure would save work and verbiage now.

First, some background:

1st of December, I got called in to sub in the junior high Science classes at the Castellcoch* Junior/Senior High School. Seems the regular teacher had been kicked upstairs to become the school's principal. I saw the first day that he hadn't left them at all enough to do, so I added to it and yes, the kids did the work. When it became obvious I'd be there until a new permanent Science teacher was hired, I asked the embryo principal to give me some real work for the kids to take on. He did, and with the help of the other junior high Science teacher, we proceeded, even though I have no Science background.

We didn't get on as quickly as I hoped, though, because the classes were thoroughly undisciplined. I soon discovered it was not just Let's Be Rude to the Sub behavior. No. The kids would say, "But Mr. Chummy* always lets us . . . ("eat in class, play our iPods in class, take any seat we want, finish tests the next day if we don't happen to get finished today, use each other's notes and talk out loud during tests"-- you fill in the blank). And when I'd ask him about this, more often than not, they were telling the truth!

Too bad. Mr. Chummy wasn't their teacher any more and their new teacher-to-come wouldn't be interested in that kind of thinking. So we soldiered on, and after the untangling of some bureaucratic red tape and nine class days that seemed like half a year, the new junior high Science teacher came on board.

Ms. Haluska* is not new to Castellcoch School. She'd been teaching high school Biology and had her own reasons for wanting a transfer to the junior high. Finally approved by the school board, she started this past Tuesday.

Oh, good, thought I last Monday night. I will have a well-deserved rest. But I got called to come in anyway, because Ms. Haluska had a doctor's appointment Tuesday afternoon. Oh, all right. I'd come in in the morning to do coverage then take the 7th graders again after she left. And wouldn't it be a hoot to see their faces!

So what happened Tuesday morning? School office tells me I'm to go upstairs and take Ms. Haluska's former Biology classes! Hey, I can fake it with junior high Science, but I've done no Biology since my own high school days!

Worse, Ms. Haluska had thought her replacement would also be on board last Tuesday, and hadn't left all that much material, to give the new teacher a clear field.

But I got on the phone to Ms. H. and between us we arranged that the kids would watch a film depicting the problems with the toxic waste at Love Canal back in 1978, then write a summary of what they'd seen. For credit. That took us through a couple of days.

And having watched the film, I got an Idea. On Wednesday, I decided it'd be good for these sophomores to do a little (2 pages handwritten) research paper on the effect of the environmental chemical of their choice on human health. For a lot more credit. I ran it by Ms. Haluska and she agreed it was just what those students needed to do. And me, I don't know a lot of the details about Biology, but as an Oxford grad, I certainly can teach kids how to do research.

So I typed up and ran off an assignment sheet and gave it to the kids at the beginning of their classes yesterday. There was some threeping and wailing, but once the kids got into the computer lab (I'd also managed to arrange that), most of them actually started to work!! Woot!

Final period yesterday, one young person protested that "We don't know how to dooooo this!" I told me what he needed to do was on the assignment sheet, and I'd help him once that class could get into the computer lab today. But I got to thinking: Maybe they don't know how to write a research paper. So I went home, and on my own time, I composed a sample outline, with examples so outrageous there's no way they could copy them and get away with it.

(To be continued)

Hairy Experience

A couple weeks ago I was substituting in an area junior high school and one of my responsibilities was a study hall. The eighth graders were, um, multitasking at their studies, and besides looking at algebra and geography they had lots of attention left over for chatter and moving around the room. I came back to one boy's desk to get him refocussed on his homework. As I did he piped up, "I really like your glasses! Where did you get them?"

Well, I may be middle-aged in years but I'm young and dumb in public school teaching. Me, I didn't want to seem cold and unfriendly. So I answered him: "At the dollar store."

A little later, same kid calls up to me as I stand at the front of the room: "That's a great skirt you have on? Where did you get it?"

You see how young and dumb I really was, for I took that at face value and answered it, too: "At the Goodwill." I mean, why should I be ashamed to champion reuse and recycling?

Whereat the eighth grader grins impishly, taps his buddy in the seat in front of him, and snerks, "Yeah, I thought so!"

I was alerted to his lack of bona fides now. Awhile later, when I was walking along their row trying to keep things going in the general direction of study, the first kid's buddy pipes up and says, "Hey, I really like your hair! It looks so smooth and shiny! What shampoo do you use?"

All right, that's enough. The glasses I don't really like, they were just the ones I could find that morning that were the right strength. But hey, maybe somebody else might truly like them. The skirt was a classic challis print, not the height of fashion, but a good cut for me. My hair that day, however--! Any references to it being "smooth and shiny" had to be blatant lies. I knew good and well it was a frizzy stack of straw, because I'd had to blow it dry the day before and it was worse than usual. But my hair is naturally wavy, even curly, and what could I do?

Serendipitidous, then, that a few days ago I came across this post on Beauty Tips for Ministers on the trials of coping with naturally curly or wavy hair. In the comments I found a link to a post on the Curly Girls blog, all about how to make the best of your curls. Condition twice if your hair needs it, don't wring out your hair or towel it dry, comb out once but otherwise avoid using brush or comb, apply curl gel or mousse, dry your curls individually at high heat, high speed by laying them in the trough of your blow dryer's big diffuser. Etc., etc.

Hmm, think I, it might be worth taking a shot at that. I waited till today, when I had no summons to come in and teach. That'd give me the extra time.

Okay, hair washed and conditioned twice. Check. Excess water squeezed out only. Check. Combed through, part put in and that's all. Check. Curly hair gel applied. Check. Curls dried individually at high speed and heat in the trough of the blow dryer diffuser?

Not check. Oh so very not check, indeed.

The author of the Curly Girls blog has long hair. Maybe she can get her strands individually into the diffuser. My hair at the moment, however, is chin length. Will you please tell me how I can get any separate strand into that big diffuser? And how can I use the dryer at high heat and speed without it blowing into frizz my entire head of hair?

Maybe she could, but I can't. I reduced the speed to Low and tried a little more, then flipped my head back up. Front was dry-- in all sorts of useless directions, partularly the bangs-- and the back and sides were hanging there flatly in little curvy strands, soon to become frizz.

Phooey.

I've "set" the back and side hair in a scrunchy. I'll take it out when my hair's dry and see how things look then.

And maybe next hair wash I'll try doing everything up to the blowdry point and then just let it airdry, as I was advised by a former hairdresser when I was getting permanents. And take my comb down the basement (where my only shower is) and run it through my hair while it's still hanging upside down, before I even step out onto the bathmat. Just the lag time of going upstairs and getting dressed may have dried some of my hair out too much.

But the blowdryer? Meh. There's a reason I haven't gotten it out for years.

As for those two impudent kids, I chose to be snarky right back. What shampoo did I use? "Same as your mother buys for you!" Not the response most advisable, I now realize. Smart*ss kid doesn't call for smart*ass teacher. No, next time a student asks me personal questions like that, I'm thinking I'll have him look up the meaning of "impertinent" in the classroom dictionary. And make him copy out the entire definition, phonetic markings and all. On the chalkboard. Twenty times.

That'll larn 'im!

Wherein St. Blogwen Pinch Hits and Tries to Herd Cats

Yesterday I had my first go ever at substitute teaching at an area public school. And it was, well . . .

Actually, it was well.

We know how it's supposed to be with substitute teachers. You, as the student, are supposed to give them grief Just Because. Cut up and throw them off their game. Say outrageous things to embarrass them. Conspire for everyone to push his or her books off the desk at 2:00 PM to see how high you can make the sub jump. When I was doing the non-violent self-defense training class this past May, some of my fellow students, who had already started substitute teaching, told me how scared and shaky they were the first couple of times they got up before a class. Whoa! formidable bidznezz, subbing!

Tuesday, I got my call to come in at the crack of dawn yesterday morning. I didn't waste energy being scared about being in front of the class. I was more afraid of not being out of bed and ready so I'd arrive at the school in time to fill out the paperwork and then make it to the classroom before the students did.

Because I had to, had to go over the lesson plans for the day before the first class began. Aaaagh! What if the regular teacher had forgotten to leave them on the desk, or there was too much to read, or I wouldn't be able to comprehend it all? I knew I'd be filling in for a special ed ("Learning Support") teacher; what subject I'd be expected to tackle with the kids, the district secretary who called me had no idea.

But shock and amazement! I did get up in time. And found a handy parking place. And I didn't have to fill out the paperwork right away; I could take it away and do it later. And what do you know, the regular special ed. teacher wasn't sick or absent, she was just taking a day or two to write student evaluations. She was waiting for me in the classroom and went over the day's lesson plan with me.

Too funny: The subject was 7th and 8th grade Pre-Algebra lab. Me, I nearly flunked Algebra as a 7th grader. But this was the early, basic part, and the answers were all in the book.

The homeroom kids cleared out, the Pre-Algebra lab Learning Support students filed in, the regular teacher introduced me, then gave the eight or nine students some warnings and admonitions. Then she cleared out and the classroom was mine.

And you know, standing up in front of that chalkboard presenting the material, asking questions, and soliciting answers, it hit me, I've done this before. It doesn't matter that my previous experience with junior high kids was with confirmation class or Sunday School, I'm not really new to this, I've got experience here, and I'm ready to rock and roll!

As it turned out, these were Learning Support pupils who needed extra help for various reasons, but apparently don't suffer from clinical intellectual deficiencies. I was pleased to see how well they were grasping at least the basic algebraic concepts, and even more pleased to find how well they could do arithmetic in their heads (the only calculators in the room were on the teacher's desk).

As I hit my stride, I was aware of a certain spirit of rebellion-- in me, not in the students. Before the regular teacher left, she was calling out particular pupils as "having a bad attitude" or as being "certain to cause trouble." Yeah, I know there are kids like that; I've had them before in church settings. But I also know that you get the behavior you expect and that if you go looking for kids to be a pain, they'll oblige you. Besides, it's only the second week of school, good grief already! What you want to go labelling kids like that for so early in the year?!

So I made a point of asking these kids in particular to contribute and encouraging them when they did. Youcandoityoucandoityoucandoit! And asking and remembering everyone's name. And trying to make sure everyone got called on, not just the eager beavers with their hands up all the time.

And so, woot! first period went very well. I can do this! Even with Algebra!

I wish I felt as good about the rest of the day. First period was the only chance I had to do sustained front-of-the-room teaching. Two other periods I was in with the another, regular, Algebra teacher, observing and giving assistance. I think-- I'm not sure-- I was supposed to confine my attention to the handful of kids I'd be seeing later back in the Learning Support Algebra lab. But I didn't know who they were and besides, this teacher spent most of both of these periods going over the class rules and regs. I watched for kids who weren't looking at the material and floated over to get them back on task, but otherwise I didn't have a hell of a lot to do. Which was a letdown.

The other three periods I had back in the math lab were just glorified study halls with many of the same students returning two or three times. Whether it was the kids I'd had first period or the Learning Support pupils whom I'd first seen in the other teacher's class, they had the same Pre-Algebra homework and I was there to help them with it. But it was hard to keep them on task when I couldn't fix all of them with my eye. As I was at one student's desk, two or three others would be up wandering around. And it was always for some ostensibly good reason. I need to sharpen my pencil! I need the pass to go to the bathroom! Teacher! I need to go to the nurse! If I say No, am I being needlessly strict? If I say Yes to everything, am I being a pushover?

It was grimly amusing 4th period to have one of the kids from the 1st period accuse me of being "mean," unlike their regular Learning Support teacher. Yeah, the same teacher who had jumped on kids earlier before they'd done anything wrong. Oh, yeah, I recognised that for the emotional blackmail it was. I wasn't falling for it, or for the temptation to contradict him with my impression of their regular teacher's "meanness." Solidarity, solidarity.

Still, I was sorry that she and I hadn't had the time to go over what was or wasn't permissible. It felt like going on a childminding job and having the parents forget to go over the rules. Such as, is it really ok for the kids to toss around the Math Ball when they say they're done with their book work? I knew any kid had to have a medical pass to go to the Nurse's office; where the dickens were they? And that if a pupil misbehaves and disregards an initial warning, the next step in discipline is an after-school teacher conference with the child. But as a substitute, how could I do that? I wasn't about to send my particular problem children (two boys from the other math teacher's room) to the Principal's office; how lame is that? So all I could do is try to distract and channel the annoying behavior, and write a note to the regular teacher when the day was over.

For that matter, shouldn't there be a Batphone button on the class telephone to connect me to the Principal's office directly? Final period, it was essential we come up with some medical passes (one young lady had ripped her feet to shreds with some new shoes, and the bandaids I supplied her 1st period weren't making it). One of the students had to find me the phone list, and the blinking Principal's office wasn't even on it!

Last period, all the kids insisted their homework was done and I gave permission for them to play with the Math Ball, as long as they left the teacher's swivel chairs out of the game. But I'm not satisfied that we used the time as well as we might have.

From talk I heard, the Learning Support teacher may be taking tomorrow off as well. If I am called in again, I've got some ideas on how to get some more structure in the later periods. I imagine she imposes it, and I need to, too. Kittehs is nice, but I don't want to have to herd them.