Tag Archives: teaching

Little 3rd Grade Classroom on the Prairie

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BethNewspaper

Future tree-ring counters: me, Mrs. Turner, Cher-a-lyn Ford, Kevin Mathews (Photo from The Palladium-Item)

 

I was an introverted only child with high sensitivities, so everything about elementary school disagreed with me. I hated the noise, the feel of the cheap gritty brown paper we had to draw on, using the lockless bathroom at the back of the classroom where any unthinking dolt might ignore the octagonal sign that I’d flipped from “go” to “STOP” thus flinging the door open to expose me sitting there on the child-sized porcelain. I hated the near daily lectures about how badly behaved “we” were, and worse, the moment when the teacher would inevitably flip off the lights and snarl “BURY THEM!” and we were meant to not only put our heads on our desks but hide our (horrible, badly behaved) faces in our arms. (I spent those ten to twenty minutes each time it happened wondering a) if the teacher realized I was good and not one of the criminals in question b) if legal intervention could be used to right the injustice of all of us being punished because of one or two bad eggs and c) if it was possible to suffocate from having your nose buried in your own elbow crease.) I hated the smells in the cafeteria, the smell of the paste in the big jar, and the smell of the red rubber ball as it smacked into my face when we played Dodge Ball. There was much to hate.

 

In the mornings, Mom would have to work hard to cajole me out of bed. On more than one morning, she dressed me as I performed what I now recognize as the passive resistance moves people use when cops are trying to drag them away from a protest. Some mornings I would whine, “Why do I have to go?” I felt I wasn’t learning anything she hadn’t already taught me or that I wasn’t gleaning from the stack of library books on my nightstand. School seemed stupid and I didn’t mind groaning about it before 8 a.m. I probably deserved a swat on the backside or the pursed lips of disapproval, but instead, Mom would good naturedly answer my tedious query with, “Because you’re the principal.”

 

Good Lord, elementary school was boring. Aside from the things I outright hated, it was so repetitious and slow. I’d leave every day with a Little House book tucked under my arm so I could disappear into Laura’s pioneer life as soon as I finished my assignments, and if I didn’t have my nose buried in a book then I was staring out the window wishing for the sweet release from my incarceration when the final bell rang. I could draw from memory the views from each classroom because everything on the other side of the glass looked so much sweeter and alive than anything that was happening inside the four cinder block walls of my various classrooms.

 

But then third grade happened. Jessie Turner was my teacher that year at Finley Elementary, and suddenly Mom didn’t have to try to jam my uncooperative foot into a sock because I was up, washed, dressed, and ready to go before she’d had time to get ready herself. What a glorious year that was.

 

Since Mom called me to tell me a few weeks ago that Mrs. Turner had died, I’ve been thinking a lot about her and the classroom she created and what magic she wrought that made 1975-1976 the best academic year of my life and shaped the person I wanted to become. I can’t separate the individual from her classroom environment or from her lessons, but what I do know is that it was evident she was enthusiastic about her job, invested in her students, treated us like humans, allowed for zero dull moments, and required only that we be kind and curious. I can’t remember a single instance when we were barked at to bury our heads or treated like miniature convicts. On the very worst day—one of our members had decided to cut the strings on the loom where we were learning how to weave, thus ruining our joint tapestry—she sat at the front of the room, not looking up at us, fiddling with a book in front of her with tears visible in her clear, blue eyes, and said, voice cracking, how disappointed she was. Though I hadn’t been the guilty party, I wanted to throw myself at her feet and apologize, and I suspect the rest of my classmates felt the same because we were subdued for the rest of the day. Having disappointed her mattered to us because she mattered to us.

 

 

Mrs. Turner’s classroom was a study in stimulation. The walls were filled with posters, artwork, handicrafts, charts. There were a series of “stations” lining the room where we would read or weave or investigate the caterpillar that nibbled on leaves while we waited for it spin its cocoon. She rarely sat, but if she did, it was in front of us—not behind her desk to keep herself protected—but at a long, low table on which were piles of books and magazines and a mesh cage that contained a praying mantis and the egg mass we were waiting to see hatch. There wasn’t a spot in the room where our eyes would land on a blank space. I never had an urge to stare out the window and wish I were free while I was her student because we were so busy inside those walls.

 

She was never hemmed in by those walls either and saw the classroom not as a physical space. She frequently took us outside, marched us around the neighborhood—the oldest one in Richmond—and showed us living history: a side street where bricks hadn’t been covered with pavement, the star brick sidewalks that had been there for over a century, the old street names (Market & Marion) embedded on the corner of a house from a time before the streets had been boringly renamed 6th and C and those names written on ugly green signs on poles. She walked us past the old German cottages and Italianate houses and had us count out every seventh row of short bricks to help us identify buildings from a certain time period. She taught us to read and draw maps that we carried with us, and when we weren’t having history lessons, we were observing insects, wildlife, learning to count the rings of a tree trunk, and then expected to speculate about what might have been going on in the world when we got to that centermost ring where the tree had begun its life. She took the entire class to Camp Clements and there we hiked and made dioramas and had a campfire before falling into damp sleeping bags on stiff bunks. It is, perhaps, the only time in my childhood when I wasn’t homesick on an overnight, and I suspect that is because I was too busy to realize I missed my own bed. Plus, why would you want to make yourself miserable when you were so happy to be in Mrs. Turner’s presence?

 

My Little House long-dress-and-sunbonnet-wearing dreams were fulfilled because it was America’s Bicentennial. I regularly went to class decked out like Laura Ingalls Wilder (missing the irony that Laura hated her sunbonnet and would have never voluntarily worn one). In addition to our regular studies and the nature studies Mrs. Turner included in our curriculum—we did a host of activities to celebrate America’s birthday. We wove on a loom. We ground corn on a Native American grinding stone borrowed from the museum (and, sadly, returned broken because of too vigorous grinding) and then made cornbread after our hard work, which we slathered with butter we had churned. We carded wool, learned about spinning, and made nine-patch quilts. At her insistence, we memorized a poem called “Indian Children” that forced us to think about who had lived where we were now—and she told us when we were 50 we would still remember it. (It is the only poem I’ve ever memorized and she was right, I can still recite it.) She made me keep my first journal and taught me how to bend language to my will in order to create a cinquain (a sort of elementary-friendly haiku) that instilled in me a love of puzzling out the best words to use and where to use them.

 

She was a whirlwind in the classroom, moving from one space to the next in a cloud of the eucalyptus cough drops she sucked, and we were sucked into her vortex. We followed her where she went and had little opportunity to let our minds wander.

 

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Mrs. Turner as I knew her and in her youth, looking all Sundance-y!

At her memorial service, I was looking at old photographs of her and realized my fascination with the women of the Sundance Catalog likely stems from her influence 40 years ago. Though she wasn’t inclined to prairie skirts and cowboy boots, she dressed like a woman who, if she hadn’t been teaching 3rd graders the importance of ecology in east central Indiana, would have been hiking in the mountains or investigating cacti on some mesa somewhere. She was often in pants and shoes that wouldn’t hinder trekking, maybe a vest, and she regularly had on turquoise jewelry, which looked exactly right on her.

 

I was particularly entranced by the synchronicity that surrounded a silver ring she wore on her finger because it bore her initials; she explained one day that it had belonged to a good friend who had had the same initials until she got married, and then the ring made it’s way to Mrs. Turner. (I was so entranced by the meaning of that ring—the initials, the connection to another—that the following year I wore a ring with an “M” on it that I’d found in a bag of junk jewelry that someone else was casting off. I was, apparently, a weirdo even as a child as there was no “M”, lowercase or uppercase, in my name, but I wore the ring happily, and determined that I’d marry a man with an “M.” While I don’t think I chose Z because his surname begins with an M, it does make me feel a little 10-year-old-girl giddy that a ring I haven’t seen in years was prophetic. That’s nearly as good as having a friend with your initials share her ring with you.)

 

Mrs. Turner shared herself with us. She told us about the year she and her husband and children had lived in Alaska, how they’d have to bring the car battery into the house at night if they had any hope of the car starting in the morning, how beautiful and cold and empty it was. She spoke of the Eskimo people there and brought in a pair of goggles made from caribou hooves or antlers with tiny slits used to prevent snow blindness. She told us about the children’s novel her husband had written, The King Bear, about a boy growing up on a homestead in Alaska, and she lent me a copy so I could read it myself. I was in awe: an actual human person I knew married to a real live author. She talked about her children, talked about her childhood, told us about the wider world. One day she told us about the years when she and her family had lived in the mountains of Colorado, how beautiful it was, how much it meant to her, but how she wasn’t sure—again, her eyes damp, her voice cracking—that she would ever want to see it again because so many people were moving there and ruining that natural world she loved so much.

 

I’m not sure if before 3rd grade I’d ever been allowed to see my teachers as humans with loves and frailties, but it made a tremendous impact on me, and affected the way I saw the world. Made me notice when some of my less exotic bits of Indiana were bulldozed for parking lots, made me long to see distant places like Alaska and know more about people past and present from all walks of life.

 

She was the most compassionate teacher I had in elementary school. She saw us all as individuals and tried to meet our needs. In the spring, we wove baskets and she encouraged us to give them to our parents for Easter, but my parents were divorced, so she let me weave a second so I didn’t have to choose. One day she had gotten to the chapter in By the Shores of Silver Lake in which Laura’s bulldog Jack dies, and she asked me if I would read it to the class for her because the dog’s death upset her. I sat at her place at the long, low table, read solemnly and considered for the first time the possibility that though I was an introvert, it actually felt good to be at the front of a classroom. She recognized that a few of us needed more stimulation, and so she gave us tasks to perform: backdrops for the Christmas pageant that needed painting, seasonal decorating for the showcase window by the door, a play based on one of the Little House books (written, directed, and starring yours truly). There were other activities custom crafted for students with other likes and talents too, and I don’t think a single one of us felt ignored or left out. We trusted her because we knew she had our best interests at heart.

 

She was inspiring and we were inspired. Because she treated us with respect and expected us to be interested in the world around us, we (mostly) were respectful and interested. I left her classroom wanting to be a teacher, wanting to write, wanting to study history, and wanting to be as curious about the world as she was daily.

 

I was lucky in that my mother worked for the school system and so Mrs. Turner wasn’t lost to me completely the day I left her classroom. Though I didn’t see her with any regularity afterward, there were occasions when I’d be lucky enough to re-enter her orbit. In particular, I remember a visit to the beautiful brick Federal where she lived and as soon as I walked into it I was inspired because it was filled with bits and pieces of things that were of interest to her and her family. There were items I recognized as things she’d brought in to share with the class (those Alaskan snow goggles!) but also books, antiques, old family photos, an abandoned hornet’s nest. Her house was like her classroom with the added bonus of a ghost named Lydia who occasionally wreaked havoc. I closed my eyes and tried to soak up Lydia’s vibes, but couldn’t keep them closed because there was so much to see, so much I wanted to remember. Like her classroom, I felt charged by her living space. It was electric with ideas, with history, with feeling.

 

Though I hadn’t seen her for ages, when I got engaged eight years ago, I knew I wanted her at the wedding so I sent off an invitation. It was a cold December evening, she was now walking with a cane, and I can only imagine there were other ways she would have preferred spending a Saturday night, but she had her daughter bring her and the night was all the happier for her presence. I was glad, too, that she got to meet Z.

 

That’s the kind of teacher she was: one who would come to your wedding 33 years after you were her student and make you feel like your life event—your happiness—mattered deeply to her. Still.

 

My senior year of high school after friends and I had gone to see The Breakfast Club we suggested to a teacher there who was in charge of the National Honor Society that she should see the movie because it explained so well what it felt like to be a teenager in the 1980s. She shook her head, visibly cowered, and said, “Oh, no. I wouldn’t want to have to see that. I don’t want to know.” My public school education was adequate. I had other excellent teachers who shaped my worldview and inspired me, a couple of whom I stay in touch with and consider friends. But during the thirteen years I was in school, I had more teachers like the one who visibly shrank at the idea of having to understand her students better. They wore armor to protect themselves from us. They coasted through class sessions so they could get to the after-school coaching gigs that had drawn them to teaching in the first place. They saw us as would-be criminals who had to be contained, herded, de-toothed. We were a generation that was not delighted in. Many of them just wanted us to bury our heads so they wouldn’t have to look at us, see our faces, recognize us as individuals.

 

But not Jessie Turner.

 

She changed my life. I’m sure she changed more than mine. While I wouldn’t want to paint my little elementary school as bad or rough, we were—most all of us—poor. Of the elementary schools in Richmond, mine would have been one with more kids on free lunch, more kids that experts would predict would end up incarcerated because of “statistics,” more kids who weren’t going to be on track for college, more kids who no one expected to amount to much. If she saw us that way, she didn’t let on. For that single, glorious year, we were important and we were treated as if we were the same as everyone else.

 

Though I wouldn’t like to call it luck because the lucky thing would have been if she’d lived another 86 years, I was relieved that her memorial service happened to fall at a time when I was back home in Indiana so I was able to go, able to say goodbye, to introduce myself to her family and tell them what they already knew: how special she was, how much she mattered, what a difference she made to all of us. I loved looking at the photos from her life, reading a snippet from a journal that her children had put out, seeing a quilt students had made with messages written on it about how she’d changed their lives too. There was even a letter I’d written her twenty years ago out on a table for the world to read. It was a thank you that I’d written after an exercise in The Artist’s Way had forced me to name the person—outside of family—who had shaped me most. In the funeral home, the Bee Gees were playing in the background. There were flowers, balloons, bubbles. It felt like she was there and I could see her in her children. Certainly, she should have been there, celebrating and being celebrated.

 

A few days before the memorial service, I had lunch with C, a favorite former student of mine, whom I hadn’t seen for ten years. I recognized on the first day of her first class with me that C was different. Her energy and enthusiasm were catching. The world and the people in it fascinated her and she was hungry to gobble up all the knowledge she could. Now, she’s ten years deep into being a public school teacher. She’s done some inspiring things with students to get them to give back to the community, to the world at large, to respect people who are just like them but different.

 

Our lunch was a sort of lovefest. We both have great appreciation for each other, so we sat there laughing, eyes getting damp as we tried to express gratitude, faces red with embarrassment and heads shaking off praise heaped on by the other. The truth is, I am in awe of C. She is the kind of teacher I dreamed of being but don’t have quite enough energy or complete lack of cynicism to be. Even so, she insisted that she was inspired in my class, that she learned a lot, that she tortures her students with things I taught her or nuggets of information I passed on to her. It was humbling, and I don’t record it here to toot my own horn. I’m a good teacher. I can own that. But I’m not great. I’m not the teacher I planned to be back in third grade when I was learning at the feet of the master. I am plagued with demons of self-doubt, procrastination, discombobulated thinking on any given day. My lesson plans are as likely to be written on the back of an envelope as in a notebook and there will never be PowerPoint slides to accompany a lecture. It is unlikely that I’ll ever dedicate my free time to ushering students around on field trips or to conferences or to perform public service. I would never take them camping. I’ve got limitations.

 

Before meeting her end on the Space Shuttle Challenger, the teacher Christa McAuliffe said, “I touch the future. I teach.” Because she was so publicly and heroically dead, I didn’t roll my eyes like I wanted to the first time I read that line. It seems like something that is so full of itself that it should be too embarrassing to think let alone cross-stitch on and hang above your desk. I would certainly never say it about myself. In retrospect though, I suspect I was applying it to the average teachers I’d had. The ones who inspired me only to be good and get my homework in on time because I didn’t want to be hollered at. When I read McAuliffe’s quote, I wasn’t thinking about the few stellar teachers I’d had.

 

I sure wasn’t thinking about Jessie Turner.

 

Here’s the thing: anything C was praising me for while we had lunch? That was some quality, some nugget of wisdom, some way of teaching that I learned from Mrs. Turner (or a teacher who came later who had her qualities and thus I flitted around like a moth). I didn’t become Mrs. Turner. I couldn’t. No one could. But whatever magic it is she worked back at Finley Elementary certainly helped me be a conduit so a few of my students could carry the best bits of her towards infinity.

 

How lucky are we?

 

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An Antidote to Careful Living

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JustSayNoCoasters

Today, I would like to talk to you about coasters.

 

You know what I mean, right? Those little bits of tile, slate, or cardboard that you use to protect your hardwoods from the sweaty bottom of your glass?

 

When I was growing up, Mom had a set of fruity ones of coiled raffia-esque material. For years, she only had one of the more polite, roundy fruits (an apple? an orange?) out for use because a) it went with her Early American décor and b) our end tables were Formica, and therefore impervious to the sweat from my Kool-Aid mug or a (glass) bottle of Coke no matter how icy  nor how long it sat there. However, the wooden bookcase next to the chair where most guests sat was maple, and therefore, at risk for water rings, hence the coaster.

 

One day I discovered that this coaster was from a set that Mom kept secreted in the drawer of the end table. This seemed like a remarkable discovery to me, and though I can’t remember the other sister-fruits, the one that made my heart race a little was a series of tiny coiled circles that added up to a cluster of grapes.

 

It was, ohmygosh, purple! Clearly Mom had either failed to recognize it’s majesty OR she was saving it for very special guests, like Indianapolis TV personality Cowboy Bob or, even, possibly, the president, should either of them happen to stop by our apartment in Richmond. I suspect I tried to encourage her to use it. (Mom is a great preserver of things that are “good” and to be used or worn “for something important” and I rail against this: if you have something nice, you must use it. Use it all up. If tomorrow never comes, then you’ve enjoyed your best blouse or your best teacup.) Though I don’t remember how I was alerted that this grapey treasure I’d found was off limits, the case was closed: the “good” coasters stayed in the drawer and never, to the best of my memory, ever saw the light of day.

 

But I knew they were there, those beautiful, unused grapes, just waiting to be liberated and fulfill their purpose in life.

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Photo Credit: Reluctant Girl Scout Mother (see how pristine the grapes are!)

 

I tell you this unnecessary story so you’ll know this about me: I am a coaster person. I believe in them. I believe you should try to have attractive ones that either match your personality or that are, at the very least, souvenirs from some travel/ favorite pub. Despite having been raised with those impenetrable Formica end tables, I was encouraged to respect hardwood and would no more think of putting a sweaty glass on a wooden table—my own or someone else’s— than I would take a box cutter to it. It’s barbaric.

 

At my former teaching job back in Indiana, each office was supplied with a set of truly depressing tan metal office furniture, including one bookcase (like that would be enough for all of my books), a rattle-y desk, and lateral filing cabinet. It was as far removed from my idea of a university as you can imagine. I draped scarves over surfaces, I covered the filing cabinet with magnets, I bought a little wooden table to put near the chairs where students would come to chat, and when my George W. Bush stimulus check arrived in 2008, I stimulated the economy by buying some not-that-expensive and only-vaguely-wooden-ish office furniture that looked like Frank Lloyd Wright designed it instead of the imagineers at Target. I wanted to be transported to another kind of academic office—the kind where Tolkien and C.S. Lewis could sit around talking about hobbits and wardrobes when they weren’t teaching. And more importantly, I wanted my students to feel welcomed there and to feel like they were some place besides the bank trying to get a short-term loan.

 

On the whole, I was satisfied with my creation, particularly when someone new would walk in and use the word cozy or when an old student would email me and tell me that he or she missed sitting there across the faux oak, talking about their work.

 

That said, I was regularly in a state of consternation and apoplexy because people—and not just students—would come in with their oversized, dripping Big Gulp cups, look directly at the coasters I had out for their use, and then choose—deliberately choose—to set the cups or bottles on the table. This forced me into a position wherein I had to decide if my strong desire for friendliness and hospitality would win out over my equally strong desire not to have water rings on my surfaces.

 

And this brings me to the question that has been plaguing me for awhile: why, when we see or read a character who insists on someone using a coaster, are we immediately meant to assume that person is prissy, uptight, tedious, and annoying? Isn’t that a bit unfair? Isn’t it really the guest who assumes he or she can leave their mark on your belongings who is the problem? A cretin? Maybe even passive aggressive?

 

I haven’t come up with an answer for this yet, but I think it has something to do with injustice and lazy writing.

NoCoaster

Barbarous hoards have left glasses here, coasterless.

 

Lately, as Z watches me spend hours on a one-page piece of writing that doesn’t really matter, he has been trying to direct me towards Voltaire’s Don’t let the perfect be the enemy of the good. I am a weird perfectionist in that the perfectionism only applies to certain areas. My kitchen floor is rarely clean, for instance. You can’t see the top of Melvin, our coffee table. In high school, anything less than an A in a class I cared about would have gutted me, but I was perfectly content with a B in biology because I had no desire to dissect a frog.

 

But writing is my Waterloo. A single sentence in an email could take twenty minutes if I let myself, and I can’t tell you the number of times Z has walked into the room and seen my face all pinched and twisted while I stare at the screen or the notebook in front of me and said, with alarm, “What’s wrong?” Nothing is wrong except the words in front of me aren’t perfect.

 

I’m not sure how my quest for the perfect sentence and coasters are related except I’m sure they are.

 

Maybe it’s self-protection—I don’t want anyone to point out that I’ve misused a word or missed an opportunity for some lovely imagery. Criticism is the water-ring on the coffee table of my writing.

 

Ugh. That was a terrible metaphor.

 

We had a weekend heat wave here in Seattle, and since I knew it was a weekend-only heat situation I didn’t spiral into my Reverse Seasonal Affective Disorder Depression (which Z will insist is NOT a thing and which, I am here to tell you, IS a thing). I did get completely addled from the heat though. It’s a bit like that old public service announcement where someone breaks open an egg on the hood of a car that has been sitting in the sun, the egg fries,  and then a commanding/ parental voice says, “Hot enough to fry an egg ? THEN IT’S HOT ENOUGH TO FRY YOUR DOG’S BRAIN.”

 

As PSAs go, I guess it was an effective one in that even in the dead of winter I used to worry that if I ran into CVS to get toilet paper and left Mac in the car that there would be some reflection of light that might turn 30 degrees into 100 in the two minutes I was inside.

 

Clearly, I’ve never been that strong with the science.

 

If it gets over 74 degrees my brain synapses start working with the sluggishness of a sloth. I’m extra clumsy. I can’t think of words. Z will ask a simple question like Do you want a glass of water? and you’d think he’d asked me to solve a geometry proof whilst riding a unicycle. I have no answer. He makes me a drink and then for good measure brings me a wet cloth to put on the top of my head to cool my core temperature down.

 

At one point on Sunday, Z and I were writing out some cards to friends and family for various reasons, and I kept putting words on the page that made no contextual sense and then I’d have to invent a whole second part of the sentence that made it seem like it was all planned out that way. I was so delusional from heat that I thought I’d gotten away with it, but then even Z—who is so supportive of everything I write that I sometimes distrust his praise—shook his head and raised an eyebrow as if I’d lost my mind.

 

Monday, it cooled down, which was a relief because I teach on Monday nights in a room that must formerly have been a terrarium, but the heat fog in my brain was still hovering. The critiques I wrote took twice as long as usual and were likely less coherent. I sketched out some lesson plans in my notebook with my trusty green pen and discovered that what the syllabus said we were meant to be learning I’d already taught the week before. I scratched down some other possible lecture points and activities, packed my bag, and headed out the door.

 

Without the notebook.

 

Class was fine. (I am good at improvising.) I’ve loved re-discovering how much the classroom agrees with me, and even beyond that, how much I like working one-on-one with someone to get their writing to a stronger, sharper place. This group is very enthusiastic and very forgiving of my tangents, which is good, because ¾ of the way through class I looked down and realized that the green pen I’d been writing lecture notes with in my notebook was still nestled in my cleavage. It had come with me even if the notebook was still back at the apartment.

 

I looked at it, plucked it from it’s resting place casually, as if I were brushing a stray hair off my shoulder, and went right on with the critique. I suppose I could have left it there and hoped no one noticed, but it was my favorite pen and I write better last-minute marginal notes with it while a critique is in progress.

 

This attitude—this ability to improvise, to not be bothered by a snafu or poorly executed phrase—this is the thing I need to embrace in lieu of perfectionism and self-protection.

 

Don’t let the perfect be the enemy of the good, yes. But also, if offered, always use the coasters.

Librarycoaster

Can I offer you a drink?

 

 

Flashback Friday: Help Desk

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[Today’s installment from the past includes my momentary brush with NPR fame, a continued online flirtation with a visiting writer, and concern about my feet. If I had a time machine, I probably wouldn’t go back go to early 2006.]

 

12 April 2006

The iMac carcass is on my bedroom floor begging to be buried or turned into an aquarium, so during the computer help segment on WMUB, the local NPR station, I emailed the experts and asked if it was possible to stuff a Mac Mini into my old purple iMac case. Only the email was funny. And they laughed, which pleased me. Though perhaps my email wasn’t funny. Maybe they were laughing at me because the color of my computer matters more than Gigs or USB ports or processing speed. One of the techs said, “Why doesn’t she just buy a new iMac or Mac Mini?” and Cleve Callison, the host, said, “Well, she admits here that she is emotionally attached to her computer. And she really likes purple.” They didn’t have any answers for me and got distracted by “invisible desktops” but I got a certain amount of pleasure out of having made three guys laugh on the air.

Though I think the PC guy was snickering if you want to know the truth.

Belle and  I had dinner tonight and she asked what I’d heard from “our boy.” I had no idea who ‘our boy’ was at first, but she meant the visiting writer with the suckable lips from last month. Mr. Top 25. My phantom baby’s daddy. I haven’t heard from him because I haven’t written him since I was in Ireland. I’m trying to think of some new clever line of conversation to zip off to him. I’m just not very good at being a girl. I email him and he emails me right back, but his emails lack “hooks” and so then I go silent. I wish they would have taught useful flirting skills even middle aged women could use back when I was in Home Ec or Girl Scouts. Because in all honesty, I’ve never had to make tea sandwiches or start a campfire. It turns out you can live a big hunk of your life without having to do either or those things. But flirting? Well, I could use those skills, even at this late date.

So far I have: “Hi! How are you?!” but beyond that, zip.

Today, a student asked me what anal beads were. It was an innocent question, though I’m unsure why anything with that adjective in front of it would seem like something within a writing instructor’s field of expertise. Of twelve students, three are writing about sex and one is writing about comic books (which is sort of the same thing). Maybe the ‘laid back & open’ tenet of my teaching philosophy needs to be revisited if they are going to mistake me for Susie Bright. I just shook my head and let one of the other students do the answering.

Beyond that, today I have been obsessed with my own feet. It was warm enough to wear sandals. (Teva flip flops–a little piece of $17 heaven.) But the thing is, my feet didn’t look like mine. All day I’d look down and feel like I’d checked my feet in for a pair of bowling shoes and then, somehow, when I went to get my feet back they had been swapped for someone else’s less attractive, more worn feet. Forget the iMac. How do you rectify THAT?