Why English Teachers Die Young

Nearly a year ago, the parent of one of my students sent this to me in an e-mail, and it still makes me laugh. I posted it in my personal blog, but it occurred to me I’ve never posted it here, where fellow educators can enjoy it.

Why English teachers die young: Actual Analogies and Metaphors in High School Essays

  1. Her face was a perfect oval, like a circle that had its two sides, you know like gently compressed by a Thigh Master.
  2. His thoughts tumbled around in his head, making and breaking alliances like underpants in a dryer without Cling Free softener.
  3. He spoke with the wisdom that can only come from experience, like a guy who went blind because he looked at a solar eclipse without one of those boxes with a pinhole in it and now goes around the country speaking at high schools about the dangers of looking at solar eclipses without one of those boxes with a pinhole in it.
  4. She grew on him like she was a colony of E. coli and he was room-temperature Canadian beef.
  5. She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.
  6. Her vocabulary was as bad as — like — whatever.
  7. He was as tall as a six-foot-three-inch tree.
  8. The revelation that his marriage of 30 years had disintegrated because of his wife’s infidelity came as a rude shock — like a surcharge at a formerly surcharge-free ATM.
  9. The little boat gently drifted across the pond exactly the way a bowling ball would not.
  10. McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup.
  11. From the attic came an unearthly howl. The whole scene had an eerie, surreal quality, like when you’re on vacation in another city and Jeopardy comes on at 7:00 p.m. instead of 7:30.
  12. Her hair glistened in the rain like a nose hair after a sneeze.
  13. The hailstones leaped from the pavement, just like maggots when you fry them in hot grease.
  14. Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.
  15. They lived in a typical suburban neighborhood with picket fences that resembled Nancy Kerrigan’s teeth.
  16. John and Mary had never met. They were like two hummingbirds who had also never met.
  17. He fell for her like his heart was a mob informant and she was the East River.
  18. Even in his last years, my Grandpappy had a mind like a steel trap, only one that had been left out so long that it had rusted shut.
  19. Shots rang out, as shots are wont to do.
  20. The plan was simple, just like my brother-in-law Phil. But unlike Phil, this plan just actually might work.
  21. The young fighter had a hungry look, the kind you get from not eating for a while.
  22. He was as lame as a duck. Not the metaphorical lame duck, either, but a real duck that was actually lame. Maybe from stepping on a land mine or something.
  23. The ballerina rose gracefully en pointe and extended one slender leg behind her, just like a dog at a fire hydrant.
  24. It was an American tradition, like fathers chasing their kids around waving power tools at them.
  25. He was deeply in love. When she spoke, he thought he heard bells, as if she were a garbage truck backing up.
  26. Her eyes were like limpid pools, only they had forgotten to put in any pH cleanser.
  27. She walked into my office like a centipede with 98 missing legs.
  28. It really hurt! like the way your tongue hurts after you accidentally staple it to the wall.

The only thing that makes me doubt these are real is that some of them are really good!

Grad School

I have a genuine dilemma on my hands — one I’ve been wrestling with for a few years, actually. What am I going to do about grad school? I have been teaching for seven years with a bachelor’s. Beginning a master’s within three years was sort of a condition of my being hired. I don’t have the first clue what I want to actually study in grad school. Do I want to get a degree in Education? I’m already certified, so I wouldn’t have to go that route. English? If so, what area? I don’t even know my options. I am limited in that I will need to go nights (but not Wednesdays, because my husband is lead tenor in church choir), weekends, or summers only. I will not leave my teaching position to further my education, even though it would be cool if my school options were a bit more wide. I need to look at schools in the Atlanta area. I graduated from UGA, but I don’t think I want to commute that far to school. I may not even be able to do it.

Surfing college websites hasn’t helped me much. I need to find a good, reputable school that has an online master’s program so I am not limited to what’s in my area. Any ideas?

Good Morning Boys and Girls

I absolutely love Tolerance.org. I think it is wonderful that they supply teachers with materials for free — and good materials, too. If you haven’t checked them out, you should.

Because I’ve order materials in the past, I’ve been subscribed to their bi-annual magazine, Teaching Tolerance. I have found some good lesson plans in the past. The current issue had an interesting opinion piece entitled “Good Morning Boys and Girls” The subtitle? “Simple greetings can promote discrimination in young children.” I was intrigued so I read on.

The contention of author Rebecca S. Bigler is that we highlight differences between boys and girls more by using gender as a means of organiziation (alternate boy/girl seating) and in lessons (alternating boys and girls in turn-taking). She notes, for example, that we would never use race or ethnicity as a label in this way: “Good morning, whites and blacks,” or “Latinos, get your backpacks now.”

Does she have a point? Well, there are David and Goliath’s tee-shirts for girls. As a girl child, I probably would have considered them funny. As a mother of a son (as well as two daughters)… not so much.

While I think some of her arguments are valid, I wondered if this isn’t a mountain created from a molehill. I grew up in an era which was marked by less gender equality than my students seem to feel. I remember feeling pressured to pretend I wasn’t smart. That isn’t to say I succumbed to that pressure, but then, I was also considered a nerd, too. There were plenty of smart girls who played dumb. I also remember going through a period in elementary school during which boys were extremely yucky, and my peers and I spent plenty of time highlighting our differences. I grew out of it, and it seemed most of our peers did, too.

The more I think about it, however, the more unsure I feel. What exactly are we saying to children in our classrooms? What sorts of messages are they receiving? Does all this matter?