Card Thank You Teacher Quotes

I was terrified of death by the time I was three or four, actively if not lucidly. I had frequent nightmares about snakes and scary neighbors. By the age of four or five, I was terrified by my thoughts. By the time I was five, the migraines began. I was so sensitive about myself and the world that I cried or shriveled up at the slightest hurt. People always told me, "You've got to get a thicker skin," like now they might say, jovially, "Let go and let God." Believe me, if I could, I would, and in the meantime I feel like stabbing you in the forehead. Teachers wrote on my report cards that I was too sensitive, excessively worried, as if this were an easily correctable condition, as if I were wearing too much of the violet toilet water little girls wore then.

Things I Used to Get Hit For: Talking back. Being smart. Acting stupid. Not listening. Not answering the first time. Not doing what I’m told. Not doing it the second time I’m told. Running, jumping, yelling, laughing, falling down, skipping stairs, lying in the snow, rolling in the grass, playing in the dirt, walking in mud, not wiping my feet, not taking my shoes off. Sliding down the banister, acting like a wild Indian in the hallway. Making a mess and leaving it. Pissing my pants, just a little. Peeing the bed, hardly at all. Sleeping with a butter knife under my pillow. Shitting the bed because I was sick and it just ran out of me, but still my fault because I’m old enough to know better. Saying shit instead of crap or poop or number two. Not knowing better. Knowing something and doing it wrong anyway. Lying. Not confessing the truth even when I don’t know it. Telling white lies, even little ones, because fibbing isn’t fooling and not the least bit funny. Laughing at anything that’s not funny, especially cripples and retards. Covering up my white lies with more lies, black lies. Not coming the exact second I’m called. Getting out of bed too early, sometimes before the birds, and turning on the TV, which is one reason the picture tube died. Wearing out the cheap plastic hole on the channel selector by turning it so fast it sounds like a machine gun. Playing flip-and-catch with the TV’s volume button then losing it down the hole next to the radiator pipe. Vomiting. Gagging like I’m going to vomit. Saying puke instead of vomit. Throwing up anyplace but in the toilet or in a designated throw-up bucket. Using scissors on my hair. Cutting Kelly’s doll’s hair really short. Pinching Kelly. Punching Kelly even though she kicked me first. Tickling her too hard. Taking food without asking. Eating sugar from the sugar bowl. Not sharing. Not remembering to say please and thank you. Mumbling like an idiot. Using the emergency flashlight to read a comic book in bed because batteries don’t grow on trees. Splashing in puddles, even the puddles I don’t see until it’s too late. Giving my mother’s good rhinestone earrings to the teacher for Valentine’s Day. Splashing in the bathtub and getting the floor wet. Using the good towels. Leaving the good towels on the floor, though sometimes they fall all by themselves. Eating crackers in bed. Staining my shirt, tearing the knee in my pants, ruining my good clothes. Not changing into old clothes that don’t fit the minute I get home. Wasting food. Not eating everything on my plate. Hiding lumpy mashed potatoes and butternut squash and rubbery string beans or any food I don’t like under the vinyl seat cushions Mom bought for the wooden kitchen chairs. Leaving the butter dish out in summer and ruining the tablecloth. Making bubbles in my milk. Using a straw like a pee shooter. Throwing tooth picks at my sister. Wasting toothpicks and glue making junky little things that no one wants. School papers. Notes from the teacher. Report cards. Whispering in church. Sleeping in church. Notes from the assistant principal. Being late for anything. Walking out of Woolworth’s eating a candy bar I didn’t pay for. Riding my bike in the street. Leaving my bike out in the rain. Getting my bike stolen while visiting Grandpa Rudy at the hospital because I didn’t put a lock on it. Not washing my feet. Spitting. Getting a nosebleed in church. Embarrassing my mother in any way, anywhere, anytime, especially in public. Being a jerk. Acting shy. Being impolite. Forgetting what good manners are for. Being alive in all the wrong places with all the wrong people at all the wrong times.

When Lauren returned from lunch there were two dozen breathtakingly gorgeous red roses in a vase on her desk. She removed the card from its envelope and stared at it in blank amazement. On it was written "Thank you, sweetheart," followed by the initial J. When Lauren looked up,Nick was standing in the doorway,his shoulder casually propped against the frame. But there was nothing casual about the rigid set of his jaw or the freezing look in his gray eyes. "From a secret admirer?" he asked sarcastically. It was the first personal comment he had addressed to her in four days. "Not a secret admirer exactly," she hedged. "Who is he?" Lauren tensed. He seemed so angry she didn't think it would be wise to mention Jim's name. "I'm not absolutely certain." "You aren't absolutely certain?" he bit out. "How many men with the inital J are you seeing? How many of them think you're worth more than a hundred dollars in roses as a way of saying thank you?" "A hundred dollars?" Lauren repeated, so appalled at the expense that she completely overlooked the fact that Nick had obviously opened the envelope and read the card. "You must be getting better at it," he mocked crudely. Inwardly Lauren flinched, but she lifted her chin. "I have much better teachers now!" With an icy glance that raked her from head to toe,Nick turned on his heel and strode back into his office. For the rest of the day he left her completely alone.

Parental efforts to gain leverage generally take two forms: bribery or coercion. If a simple direction such as “I'd like you to set the table” doesn't do, we may add an incentive, for example, “If you set the table for me, I'll let you have your favorite dessert.” Or if it isn't enough to remind the child that it is time to do homework, we may threaten to withdraw some privilege. Or we may add a coercive tone to our voice or assume a more authoritarian demeanor. The search for leverage is never-ending: sanctions, rewards, abrogation of privileges; the forbidding of computer time, toys, or allowance; separation from the parent or separation from friends; the limitation or abolition of television time, car privileges, and so on and so on. It is not uncommon to hear someone complain about having run out of ideas for what still might remain to be taken away from the child. As our power to parent decreases, our preoccupation with leverage increases. Euphemisms abound: bribes are called variously rewards, incentives, and positive reinforcement; threats and punishments are rechristened warnings, natural consequences, and negative reinforcements; applying psychological force is often referred to as modifying behavior or teaching a lesson. These euphemisms camouflage attempts to motivate the child by external pressure because his intrinsic motivation is deemed inadequate. Attachment is natural and arises from within; leverage is contrived and imposed from without. In any other realm, we would see the use of leverage as manipulation. In parenting, such means of getting a child to follow our will have become embraced by many as normal and appropriate. All attempts to use leverage to motivate a child involve the use of psychological force, whether we employ “positive” force as in rewards or “negative” force as in punishments. We apply force whenever we trade on a child's likes or when we exploit a child's dislikes and insecurities in order to get her to do our will. We resort to leverage when we have nothing else to work with — no intrinsic motivation to tap, no attachment for us to lean on. Such tactics, if they are ever to be employed, should be a last resort, not our first response and certainly not our modus operandi. Unfortunately, when children become peer-oriented, we as parents are driven to leverage-seeking in desperation. Manipulation, whether in the form of rewards or punishments, may succeed in getting the child to comply temporarily, but we cannot by this method make the desired behavior become part of anyone's intrinsic personality. Whether it is to say thank-you or sorry, to share with another, to create a gift or card, to clean up a room, to be appreciative, to do homework, or to practice piano, the more the behavior has been coerced, the less likely it is to occur voluntarily. And the less the behavior occurs spontaneously, the more inclined parents and teachers are to contrive some leverage. Thus begins a spiraling cycle of force and counterwill that necessitates the use of more and more leverage. The true power base for parenting is eroded.

Our lessons went well beyond the standard subjects of spelling, math, and physics. We also had to learn about the miraculous revolutionary changes the divine Kim Il-sung had brought about. The most important thing was how faithful you were to the Great Leader. Teachers and every other adult I knew tried to brainwash us into becoming slavish members of their pseudo-religious cult. I played along. I learned quickly that in that sort of situation, if you want to survive, you have to stifle your critical faculties and just get on with things. I had to pick my battles carefully and not let myself get riled up by every little thing. But the trouble is that some people really do end up brainwashed. They come to believe all the bullshit. But, thankfully, there are also many who don’t. And one day, they’ll be the downfall of the house of cards that is North Korea.