No standing on furniture, and no jousting with the meter sticks, or you sit out the rest of the period.
Ms. Frizzle, what does 'jousting' mean?
And then as they lined up to leave the classroom at the end of the period, a discussion began about whether we could really seal off the classroom and fill it with soda. I pointed out that if I had the money to afford that much soda, I'd buy a nicer apartment and take more vacations, and anyway, the custodians wouldn't really appreciate it. The kids suggested that we could put tape around the door and just pour the water in (through the ceiling? I asked). And then one boy at the back of a line started doing a little swimming dance straight out of some undersea mermaid cartoon.
The last time I did this lesson, the kids took nearly two full periods and were still rushed, and their answers varied from about 100,000 L to almost 1,000,000 L. It speaks to the incredible-ness of this year's sixth graders that most groups had an answer before the end of the class period, and that nearly all their answers were between 200,000 and 300,000 L, despite much leeway in their methods for estimating the height of the classroom. One or two groups were off by a power of ten, but they quickly realized their mistake when I went through their math with them.
And after school, another teacher said that the seventh graders must be liking whatever it is we're doing in Science (the seventh graders? Really?). Apparently, during PE class, one of the girls claimed/joked that her shot did not go into the hoop due to the Coriolis effect. Awesome. Anything to create really geeky kids who will over-apply science concepts to explain away their lack of athletic prowess!
Teaching is fantastic. I could not be more in love with my job.
And I hate my job, and had an awful day, and am seriously considering leaving. My interactions with a few of my colleagues are really tumultuous right now - and I'm not generally a tumultuous person - and it's not always their fault. Today it was mine. I don't want to go into it any deeper; it just upsets me because I am not always the person I want to be, and occasionally far from it.
It's weird how things can be so good and so bad at the same time, how I can feel like I've contributed to creating the most amazing school, and how I can feel like I want to escape so badly, how I can yearn for leadership and recognition and to make a bigger difference on the one hand, and long to be allowed to just teach on the other.
Do you ever stop growing up and feel like you've figured things out? (And would that even be a good thing?)