Classroom Door Quotes

The fireworks continued to burn and spread all over the school that afternoon. Though they caused plenty of disruption, the other teachers did not seem to mind them very much. "Dear, dear," said Professor McGonagall sardonically, as one of the dragons soared around her classroom, emitting loud bangs and exhaling flame. "Miss Brown, would you mind running along to the headmistress and informing her that we have an escaped firework in our classroom?" "Thank you so much, Professor!" said Professor Flitwick in his squeaky little voice. "I could have got rid of the sparklers myself, of course, but I wasn't sure whether I had the authority..." Beaming, he closed the classroom door in Umbridge's snarling face.

Three days later, Mrs. Dalloway was in the hall, blocking the classroom door. 'Hi there, Dick. Are you prone to seizures?' 'Uh, no.' Thirty minutes later I was wishing I'd said 'Uh, yes,' because then she's have had to turn off the strobe light. Then again, it might not have made a difference; the loud electronic music and Mrs. D's yelling probably would have been enough to do me in anyway.

I had just started my new paragraph when the classroom door opened and a woman and a fat blond girl walked in. Sharon sits behind me and I heard her say, “Ugh.” Diane sits beside me and she whispered, “I hope she isn’t going to be in this room.

One of Langdon’s Harvard colleagues—a solemn physics professor—had become so fed up with philosophy majors attending his Origins of the Universe seminar that he finally posted a sign on his classroom door. In my classroom, T > 0. For all inquiries where T = 0, please visit the Religion Department. “How about Panspermia?” Winston

If any of you are injured, take a seat in this fine classroom.” Dee opens up the nearest door and peeks in. It’s a classroom with a life-sized skeleton hanging on a stand. “Bones will keep you company while you wait for the doctor.

When I open the door, Baz is wheeling an old-fashioned chalkboard in front of our beds. “Where did that come from?” I ask. “A classroom.” “Yeah, but how did it get up here?” “It flew.” “No,” I say, “seriously.” He rolls his eyes. “I Up, up and away-ed it. It wasn’t much work.” “Why?” “Because we’re solving a mystery, Snow. I like to organize my thoughts.” “Is this how you normally plot my downfall?” “Yes. With multicoloured pieces of chalk. Stop complaining.” He opens up his book bag and takes out a few apples and things wrapped in greaseproof paper. “Eat,” he says, throwing one at me. It’s a bacon roll. He’s also got a pot of tea. “What’s all this?” I say. “Tea, obviously. I know you can’t function unless you’re stuffing yourself.” I unwrap the roll and decide to take a bite. “Thanks.” “Don’t thank me,” he says. “It sounds wrong.” “Not as wrong as you bringing me bacon butties.” “Fine, you’re welcome—when’s Bunce getting here?” “Why would she?” “Because you do everything together, don’t you? When you said you’d help, I was counting on you bringing your smarter half.

For us girls that doorway was like a magical entrance to our own special world. As we skipped through, we cast off our headscarves like winds puffing away clouds to make way for the sun then ran helter-skelter up the steps. At the top of the steps was an open courtyard with doors to all the classrooms.

I can walk by the open door of a classroom and tell you after a couple of minutes whether the teacher is a lifeguard or a swimmer.

I still have a last-day-of-sixth-grade feeling. All year you’re excited for school to end so you can move on to junior high, but then the day comes and you realize that something that was an important part of your life is dying. And endings are still so new that you don’t know quite how to feel. You find an excuse not to run out the door when the bell rings and school’s out. You talk to your teacher one last time. You use the restroom one last time. You take a circuitous route back to your classroom. On your way out, you look back and sigh, and you experience this deep wishfulness, and you wonder if life is just a series of endings. New beginnings don’t make endings any easier.

Since her retirement from teaching Miss Beryl's health had in many respects greatly improved, despite her advancing years. An eighth-grade classroom was an excellent place to snag whatever was in the air in the way of illness. Also depression, which, Miss Beryl believed, in conjunction with guilt, opened the door to illness. Miss Beryl didn't know any teachers who weren't habitually guilty and depressed--guilty they hadn't accomplished more with their students, depressed that very little more was possible.

Ms. Terwilliger didn’t have a chance to respond to my geological ramblings because someone knocked on the door. I slipped the rocks into my pocket and tried to look studious as she called an entry. I figured Zoe had tracked me down, but surprisingly, Angeline walked in. "Did you know," she said, "that it’s a lot harder to put organs back in the body than it is to get them out?" I closed my eyes and silently counted to five before opening them again. “Please tell me you haven’t eviscerated someone.” She shook her head. “No, no. I left my biology homework in Miss Wentworth’s room, but when I went back to get it, she’d already left and locked the door. But it’s due tomorrow, and I’m already in trouble in there, so I had to get it. So, I went around outside, and her window lock wasn’t that hard to open, and I—” "Wait," I interrupted. "You broke into a classroom?" "Yeah, but that’s not the problem." Behind me, I heard a choking laugh from Ms. Terwilliger’s desk. "Go on," I said wearily. "Well, when I climbed through, I didn’t realize there was a bunch of stuff in the way, and I crashed into those plastic models of the human body she has. You know, the life size ones with all the parts inside? And bam!" Angeline held up her arms for effect. "Organs everywhere." She paused and looked at me expectantly. "So what are we going to do? I can’t get in trouble with her." "We?" I exclaimed. "Here," said Ms. Terwilliger. I turned around, and she tossed me a set of keys. From the look on her face, it was taking every ounce of self-control not to burst out laughing. "That square one’s a master. I know for a fact she has yoga and won’t be back for the rest of the day. I imagine you can repair the damage—and retrieve the homework—before anyone’s the wiser.” I knew that the “you” in “you can repair” meant me. With a sigh, I stood up and packed up my things. “Thanks,” I said. As Angeline and I walked down to the science wing, I told her, “You know, the next time you’ve got a problem, maybe come to me before it becomes an even bigger problem.” "Oh no," she said nobly. "I didn’t want to be an inconvenience." Her description of the scene was pretty accurate: organs everywhere. Miss Wentworth had two models, male and female, with carved out torsos that cleverly held removable parts of the body that could be examined in greater detail. Wisely, she had purchased models that were only waist-high. That was still more than enough of a mess for us, especially since it was hard to tell which model the various organs belonged to. I had a pretty good sense of anatomy but still opened up a textbook for reference as I began sorting. Angeline, realizing her uselessness here, perched on a far counter and swing her legs as she watched me. I’d started reassembling the male when I heard a voice behind me. "Melbourne, I always knew you’d need to learn about this kind of thing. I’d just kind of hoped you’d learn it on a real guy." I glanced back at Trey, as he leaned in the doorway with a smug expression. “Ha, ha. If you were a real friend, you’d come help me.” I pointed to the female model. “Let’s see some of your alleged expertise in action.” "Alleged?" He sounded indignant but strolled in anyways. I hadn’t really thought much about asking him for help. Mostly I was thinking this was taking much longer than it should, and I had more important things to do with my time. It was only when he came to a sudden halt that I realized my mistake. "Oh," he said, seeing Angeline. "Hi." Her swinging feet stopped, and her eyes were as wide as his. “Um, hi.” The tension ramped up from zero to sixty in a matter of seconds, and everyone seemed at a loss for words. Angeline jerked her head toward the models and blurted out. “I had an accident.” That seemed to snap Trey from his daze, and a smile curved his lips. Whereas Angeline’s antics made me want to pull out my hair sometimes, he found them endearing.

The problem comes when religion enters the science classroom. There’s no tradition of scientists knocking down the Sunday school door, telling preachers what to teach. Scientists don’t picket churches. By and large—though it may not look this way today—science and religion have achieved peaceful coexistence for quite some time. In fact, the greatest conflicts in the world are not between religion and science; they’re between religion and religion.

First day of your teaching you are to stand at your classroom door and let your students know how happy you are to see them. Stand, I say. Any playwright will tell you that when the actor sits down the play sits down. The best move of all is to establish yourself as a presence and to do it outside in the hallway. Outside, I say. That’s your territory and when you’re out there you’ll be seen as a strong teacher, fearless, ready to face the swarm. That’s what a class is, a swarm. And you’re a warrior teacher. It’s something people don’t think about. Your territory is like your aura, it goes with you everywhere, in the hallways, on the stairs and, assuredly, in the classroom.

The sequence of doors we passed made me think of all the rooms of my past and future. The hospital ward I was born in, classrooms, tents, churches, offices, hotels, museums, nursing homes, the room I’ll die in. (Has it been built yet?)

Ruhn read the words on each wooden door: Year Three. Year Seven. Year Five. She skidded to a halt, gripping a doorjamb. Ruhn reached her side as she shoved her face up to the glass. Year Nine. A group of teenagers—most of them mer, with striped skin and various coloring—sat in rows of desks in the classroom. Lidia pressed a hand against the door. Tears rolled down her cheeks. And then a boy, golden-haired and blue-eyed, looked away from his teacher and toward the window. The kid wasn’t mer. The ground slid out from under Ruhn. The boy had Lidia’s face. Her coloring. Another boy to his left, also not mer, had dark hair and golden eyes. Lidia’s eyes. Behind them, Flynn grunted with surprise. “You’ve got brothers on this ship?” “They’re not my brothers,” Lidia whispered. Her fingers curled on the glass. “They’re my sons.

It was Grandma Holland from Rhode Island—my mother’s mother—who appeared for me finally at the classroom door. She and Mrs. Nelkin whispered together at the front of the room in a way that made me wonder if they knew each other. Then, in a sweeter voice than I was used to, Mrs. Nelkin told me I could go home. We didn’t go home, though. Grandma led me down the two flights of school stairs and out into a taxicab, which took us to St. Paul’s Cathedral. On the way there she told me my mother had had to go to a big hospital in Hartford because of “female trouble” and that my father had gone with her. Ma would be gone for at least two weeks and she, Grandma, would take care of me. There just wasn’t any baby anymore and that was that. We were having creamed dried beef for supper.

You might have saved the Dance," I say loftily, "but I saved this school from Cats." "Not all heroes wear capes," Ryan says, pushing open the classroom door. "You know, I kind of like Cats." "You like watching aviation disaster documentaries too," I say blandly, hiking up my backpack on one shoulder.

I am in love with everything around me, the dotted white lines moving across my teacher's blackboard, the smell of chalk, the flag jutting out from the wall and slowly swaying above. There is nothing more beautiful that P.S. 106. Nothing more perfect than my first-grade classroom. No one more kind than Ms. Feilder, who meets me at the door each morning, takes my hand from my sister's, smiles down and says, Now that Jacqueline is here, the day can begin. And I believe her. Yes, I truly believe her.

There were approximately twenty-five people milling around the door and the front of the classroom, but I immediately recognised Julie, the convenor, from Gene’s description: ‘blonde with big tits’. In fact, her breasts were probably no more than one and a half standard deviations from the mean size for her body weight, and hardly a remarkable identifying feature. It was more a question of elevation and exposure, as a result of her choice of costume, which seemed perfectly practical for a hot January evening.

The sequence of doors we passed made me think of all the rooms of my past and future. The hospital ward I was born in, classrooms, tents, churches, offices, hotels, museums, nursing homes, the room I’ll die in. (Has it been built yet?) Cars’re rooms. So are woods. Skies’re ceilings. Distances’re walls. Wombs’re rooms made of mothers. Graves’re rooms made of soil.

unsolicited advice to adolescent girls with crooked teeth and pink hair When your mother hits you, do not strike back. When the boys call asking your cup size, say A, hang up. When he says you gave him blue balls, say you’re welcome. When a girl with thick black curls who smells like bubble gum stops you in a stairwell to ask if you’re a boy, explain that you keep your hair short so she won’t have anything to grab when you head-butt her. Then head-butt her. When a guidance counselor teases you for handed-down jeans, do not turn red. When you have sex for the second time and there is no condom, do not convince yourself that screwing between layers of underwear will soak up the semen. When your geometry teacher posts a banner reading: “Learn math or go home and learn how to be a Momma,” do not take your first feminist stand by leaving the classroom. When the boy you have a crush on is sent to detention, go home. When your mother hits you, do not strike back. When the boy with the blue mohawk swallows your heart and opens his wrists, hide the knives, bleach the bathtub, pour out the vodka. Every time. When the skinhead girls jump you in a bathroom stall, swing, curse, kick, do not turn red. When a boy you think you love delivers the first black eye, use a screw driver, a beer bottle, your two good hands. When your father locks the door, break the window. When a college professor writes you poetry and whispers about your tight little ass, do not take it as a compliment, do not wait, call the Dean, call his wife. When a boy with good manners and a thirst for Budweiser proposes, say no. When your mother hits you, do not strike back. When the boys tell you how good you smell, do not doubt them, do not turn red. When your brother tells you he is gay, pretend you already know. When the girl on the subway curses you because your tee shirt reads: “I fucked your boyfriend,” assure her that it is not true. When your dog pees the rug, kiss her, apologize for being late. When he refuses to stay the night because you live in Jersey City, do not move. When he refuses to stay the night because you live in Harlem, do not move. When he refuses to stay the night because your air conditioner is broken, leave him. When he refuses to keep a toothbrush at your apartment, leave him. When you find the toothbrush you keep at his apartment hidden in the closet, leave him. Do not regret this. Do not turn red. When your mother hits you, do not strike back.

We will fight tirelessly to protect the rights of those who spew hate in the public square, stockpile weapons capable of wiping out classrooms of children, and flood our airwaves with lies to sway elections, but we draw the line at permitting a man convicted of stealing videotapes a door to his toilet, the chance to spend a night with his family, or the experience of preparing his own dinner in his own shirt. If ensuring freedom for those who may harm us is worth the risk when the costs are high, that must certainly be the case when protecting their rights leaves us safer.

There was no good name for this spot. Evie, who had shot like an arrow from school into life, who had never wavered, who had seen clear right from the start where she wanted to get to, had lately found herself more and more in the brambles. Somehow, here she was, no longer certain where she was going. Or even if she wanted to get there. The jobs had been won, the beds made, the dishes washed, the children sprouted. The wheel had stopped, and now what? Where, for instance, was the story of a middle-aged orphan with the gray streak in her hair, the historian who had rustled thirteenth-century women's lives out of fugitive pages, who believed more than most that there was no such thing as the certainty of a plot in the story of a life, in fact who taught this to students year in and year our, and yet who found herself lately longing, above all else for just that? Longing, against reason, for some kind of clear direction, for the promise of a pattern. For this relief--she pulled against the shoulder strap of her satchel--the unbearable relief of an omniscient narrator. Adolescence, she reflected, pushing open the classroom door with a kind of savage glee, had nothing on this.

THE POETRY TEACHER The university gave me a new, elegant classroom to teach in. Only one thing, they said. You can’t bring your dog. It’s in my contract, I said. (I had made sure of that.) We bargained and I moved to an old classroom in an old building. Propped the door open. Kept a bowl of water in the room. I could hear Ben among other voices barking, howling in the distance. Then they would all arrive— Ben, his pals, maybe an unknown dog or two, all of them thirsty and happy. They drank, they flung themselves down among the students. The students loved it. They all wrote thirsty, happy poems.

For the week after the man's visit to my work, campus security will assign an officer to stand outside the door of my classroom while I teach, in case he returns. On one of these days, I teach Alice Notley's grouchy epic poem Disobedience. A student complaints, Notley says she wants a dailiness that is free and beautiful, but she's fixated on all the things she hates and fears the most, and then smashes her face and ours in them for four hundred pages. Why bother? Empirically speaking, we are made of star stuff. Why aren't we talking more about that? Materials never leave this world. They just keep recycling, recombining. That's what you kept telling me when we first met—that in a real, material sense, what is made from where. I didn't have a clue what you were talking about, but I could see you burned for it. I wanted to be near that burning. I still don't understand, but at least now my fingers ride the lip. Notley knows all this; it's what tears her up. It's why she's a mystic, why she locks herself in a dark closet, why she knocks herself out to have visions. Can she help it if the unconscious is a sewer? At least my student had unwittingly backed us into a crucial paradox, which helps to explain the work of any number of artists: it is sometimes the most paranoid-tending people who are able to, and need to, develop and disseminate the richest reparative practices.

On a sleepy morning that I keep waking up to pull my necktie tight And when I pass through my classroom door I can start walking with my chest puffed out just a little The wind blows through such ordinary days I realized I heard it I realized I felt it Now in my chest that started to tremble I realized it was coming already I saw off The millions of stars that were disappearing I waved my hand Saying, "Good for you" I look down at the corner of the hallway in middle of cleaning I think it's a strange thing Even though the time inside of me has stopped It feels like I'm living through different days Dust falls and accumulates like snow I realized you're waiting I realized you're calling Now in this time that started to tremble I realized I found it My lost memories recalled My story Of eternity It's ending I started running before I knew it My hand was being pulled along by you Yesterday was far away, tomorrow was right ahead That natural fact made my heart dance I realized I heard it I realized I felt it Now in my chest that started to tremble I realized it was coming already A new sun overcame thousands of mornings I realized you're waiting I realized you're calling My soul is trembling I realized I found it I saw off The day that's able to disappear like millions of dreams I waved my hand Saying, "Thank you

They met at the high school up on 131st. At night there were adult classes. He was working on his GED and she taught ESL to Dominicans and Poles in the classroom next door. He waited to finish the course before he asked her out. Earned his certificate and feeling proud and it was one of those moments that make you realize you have no one in your life who cares about the occasional triumph. He'd had the thought of getting his GED in the back of his mind for a while. Tended to it like a candle flame cupped in his hand out of the wind. He kept seeing the ads on the subway--Complete Your Studies at Night on Your Own Terms--and was so happy to get that piece of paper that he said,

Kids in my history class pulled out their cell phones and turned them on. I did the same, and as we all lifted our heavy backpacks, the doors of every classroom clanked open and out flowed the river of students with phones clapped to their ears. Soon the quad was a sea of backpacks and people staring nervously into space as they had conversations with people who weren't there.

The classroom gradually filled up with our other roommates, but one bed remained unclaimed, heightening the air of mystery surrounding its future occupant. Then, suddenly, the door crashed open and into the room strode a human hurricane—a sturdy, confident fellow who greeted everyone with great cheer and a ferocious hug. He was almost four years older than me. He introduced himself to me as Brian Blessed. He was not yet the globally renowned actor, mountaineer, adventurer, and star of TV shows, stage musicals, and movies as disparate as Blackadder, Cats, Flash Gordon, and I, Claudius. But I could tell instantly that he was a one-off; they broke the mold when they made Brian. Like Norman and me, he, too, was of humble origin, from the South Yorkshire mining town of Mexborough. I was beginning to feel more comfortable by the minute.

He was worried about his country. Something was rotting from the inside—a slow decay of what was right and wrong. It was as if hundreds of cynical little rats were chewing at its very fiber, gnawing away year by year, until it was collapsing into a vat of gray slime and self-loathing. It had oozed under the doors of the classrooms, the newscasts, and in the movies and television shows and had slowly changed the national dialogue until it was now a travesty to be proud of your country, foolish to be patriotic, and insensitive to even suggest that people take care of themselves. History was being rewritten by the hour, heroes pulled down to please the political correctors. We were living in a country where there was freedom of speech for some, but not all. What was it going to take to get America back on track? Would everything they had fought for be forgotten? He was so glad he and Norma had grown up when they had. They had come of age in such an innocent time, when people wanted to work and better themselves. Now the land of the free meant an entirely different thing. Each generation had become a weaker version of the last, until we were fast becoming a nation of whiners and people looking for a free ride—even expecting it. Hell, kids wouldn’t even leave home anymore. He felt like everything was going downhill.

And nothing compares to the promise of stepping into a classroom knowing she will step out a different person. That she could learn something that would change the way she saw the whole world, and her place in it. There is even the private hope that if she does work as hard as she absolutely can, there is a chance she will be able to sway the outcome of her life, and maybe one day a door will be presented to her, and an opportunity to walk through it.

Down the hall is Ms Englander's classroom. She teachers World Civilization. Her walls are covered with images from the Bible, Greek Mythology, and fairy tales. Passing by, I see Eve at the tree, Pandora, Bluebeard's wife. All those women in stories opening boxes they're not supposed to, peeking through doors to see what they shouldn't, eating forbidden fruit. They do it because they want to know what's really going on. They want to feel alive. Why are they always told no?

Summer left Wellington abruptly and slammed the door on the way out. The shudder sent leaves to the ground all at once, and Zora Belsey had that strange, late-September feeling that somewhere in a small classroom with small chairs an elementary school teacher was waiting for her. It seemed wrong that she should be walking towards town without a shiny tie and a pleated skirt, without a selection of scented erasers. Time is not what it is but how it is felt, and Zora felt no different.

It’s our bad luck to have teachers in this world, but since we’re stuck with them, the best we can do is hope to get a brand-new one instead of a mean old fart. New teachers don’t know the rules, so you can get away with things the old-timers would squash you for. That was my theory. So I was feeling pretty excited to start fifth grade, since I was getting a rookie teacher—a guy named Mr. Terupt. Right away, I put him to the test. If the bathroom pass is free, all you have to do is take it and go. This year, the bathrooms were right across the hall. It’s always been an easy way to get out of doing work. I can be really sneaky like that. I take the pass all the time and the teachers never notice. And like I said, Mr. Terupt was a rookie, so I knew he wasn’t going to catch me. Once you’re in the bathroom, it’s mess-around time. All the other teachers on our floor were women, so you didn’t have to worry about them barging in on you. Grab the bars to the stalls and swing. Try to touch your feet to the ceiling. Swing hard. If someone’s in the stall, it’s really funny to swing and kick his door in, especially if he’s a younger kid. If you scare him bad enough, he might pee on himself a little. That’s funny. Or if your buddy’s using the urinal, you can push him from behind and flush it at the same time. Then he might get a little wet. That’s pretty funny, too. Some kids like to plug the toilets with big wads of toilet paper, but I don’t suggest you try doing that. You can get in big trouble. My older brother told me his friend got caught and he had to scrub the toilets with a toothbrush. He said the principal made him brush his teeth with that toothbrush afterward, too. Mrs. Williams is pretty tough, but I don’t think she’d give out that kind of punishment. I don’t want to find out, either. When I came back into the classroom after my fourth or fifth trip, Mr. Terupt looked at me and said, “Boy, Peter, I’m gonna have to call you Mr. Peebody, or better yet, Peter the Pee-er. You do more peein’ than a dog walking by a mile of fire hydrants.

I pause by the door,schedule in hand, taking a moment to confirm I'm in the right place,since I really don't need to make that particular mistake yet again. Independent study.Right.Last class of the day-praise be,hallelujah, and more. I make my way inside and introduce myself to the man at the podium bearing a squinty mean gaze, a cruel slash of a mouth, a size-too-small T-shirt forced to stretch over a belly that will always arrive well before the rest of him,and a crew cut so tight it's mostly just scalp.Pausing when he places a red checkmark next to my name and tells me to grab any seat. If I've learned anything today,it's that it can't be that easy.It may not be obvious at first sight,but somewhere in this deceptively innocuous classroom, territory has been staked, boundaries drawn,and an invisible wall erected,bearing an equally invisible sign that states clueless new girls like me are not welcome here. "Any seat," he barks, shooting me a look that's already pegged me as just another moron in a succession of many.

We have not thoroughly assessed the bodies snatched from dirt and sand to be chained in a cell. We have not reckoned with the horrendous, violent mass kidnapping that we call the Middle Passage. We have not been honest about all of America's complicity - about the wealth the South earned on the backs of the enslaved, or the wealth the North gained through the production of enslaved hands. We have not fully understood the status symbol that owning bodies offered. We have not confronted the humanity, the emotions, the heartbeats of the multiple generations who were born into slavery and died in it, who never tasted freedom on America's land. The same goes for the Civil War. We have refused to honestly confront the fact that so many were willing to die in order to hold the freedom of others in their hands. We have refused to acknowledge slavery's role at all, preferring to boil things down to the far more palatable "state's rights." We have not confessed that the end of slavery was so bitterly resented, the rise of Jim Crow became inevitable - and with it, a belief in Black inferiority that lives on in hearts and minds today. We have painted the hundred-year history of Jim Crow as little more than mean signage and the inconvenience that white people and Black people could not drink from the same fountain. But those signs weren't just "mean". They were perpetual reminders of the swift humiliation and brutal violence that could be suffered at any moment in the presence of whiteness. Jim Crow meant paying taxes for services one could not fully enjoy; working for meager wages; and owning nothing that couldn't be snatched away. For many black families, it meant never building wealth and never having legal recourse for injustice. The mob violence, the burned-down homes, the bombed churches and businesses, the Black bodies that were lynched every couple of days - Jim Crow was walking through life measuring every step. Even our celebrations of the Civil Rights Movement are sanitized, its victories accentuated while the battles are whitewashed. We have not come to grips with the spitting and shouting, the pulling and tugging, the clubs, dogs, bombs, and guns, the passion and vitriol with which the rights of Black Americans were fought against. We have not acknowledged the bloodshed that often preceded victory. We would rather focus on the beautiful words of Martin Luther King Jr. than on the terror he and protesters endured at marches, boycotts, and from behind jail doors. We don't want to acknowledge that for decades, whiteness fought against every civil right Black Americans sought - from sitting at lunch counters and in integrated classrooms to the right to vote and have a say in how our country was run. We like to pretend that all those white faces who carried protest signs and batons, who turned on their sprinklers and their fire hoses, who wrote against the demonstrations and preached against the changes, just disappeared. We like to pretend that they were won over, transformed, the moment King proclaimed, "I have a dream." We don't want to acknowledge that just as Black people who experienced Jim Crow are still alive, so are the white people who vehemently protected it - who drew red lines around Black neighborhoods and divested them of support given to average white citizens. We ignore that white people still avoid Black neighborhoods, still don't want their kids going to predominantly Black schools, still don't want to destroy segregation. The moment Black Americans achieved freedom from enslavement, America could have put to death the idea of Black inferiority. But whiteness was not prepared to sober up from the drunkenness of power over another people group. Whiteness was not ready to give up the ability to control, humiliate, or do violence to any Black body in the vicinity - all without consequence.

Mrs. Baker opened the classroom door, pulled the shades down on all the windows, turned the lights off, and then patrolled up and down the aisles. I bet she was rolling her eyes then. It doesn’t take very long when you are scrunched under your desk with your hands over your head breathing quietly and evenly to feel three things: That your spine is not meant to bend like this. That if you don’t stretch your legs out soon, they are going to spasm and you’ll lose all feeling and probably not be able to walk for a very long time. That you are going to throw up any minute, because you can see the wads of Bazooka bubblegum that Danny Hupfer has been sticking under his desk all year, which now look like little wasp nests hanging down. But we followed our government’s drill procedures precisely and stayed under our desks for eighteen minutes, until the wind would have whisked away the first waves of airborne radioactive particles, and the blast of burning air would have passed overhead, and the mushroom cloud would no longer be expanding, and every living thing would have been incinerated except for us because we were scrunched under our gummy desks with our hands over our heads, breathing quietly and evenly.

Everything felt wrong. She needed to go home, to her dad’s small lab in the basement, to curl up on one of the tables like she used to. It had been a long time since she’d last brought a quilt down and made a nest for herself among the books, tubes, and wires—a million years or however long it took light to travel. She’d rest her cheek on the table and listen to her dad talk about space. She’d been little when he’d told her about the beginning of the universe and how the solar system was born. How the sun was like an island, and the planets were ships sailing around it. He’d said, “Pluto is our far star sailor,” the way other people said Once upon a time. His words opened a door inside her. She wished she’d brought her NASA book, with six full pages on the “Thirty-Five New Guys,” the Astronaut Class of 1978, NASA’s first new group of astronauts since 1969. On Sally Ride, on Challenger—which she realized was gone now—on Judy Resnik, mission specialist, the second American woman in space. Who Nedda wanted to be. Who was gone now too. They were gas and carbon—and what else? They had to be something else. She wanted her stupid little-kid pony, but it was in the classroom. She wanted to go fishing with Denny, even if it was too cold. She wanted to smell her mother’s perfume until she was sick from it. She wanted to eat all the icing roses off that stupid cake until Betheen yelled.

There aren't many classrooms in the school basement. Most of the space is for storage and utilities. As far as student use goes, the darkroom is down there, along with yearbook and the school paper. Places that either don't require much light or are used by students so happy to be there that they don't care. The only illumination comes from the fluorescents overhead and what filters in from the hallway through the glass upper half of the doors. It usually takes me about ten minutes in French to lose my focus completely. This time,it took less.We were learning the past imperfect tense, which, as well as being completely incomprehensible in practice, in theory describes a state where every action was either left incomplete, unfulfilled, or repeated over and over.

They got to the classroom she and Jay shared this period, but it wasn’t Grady’s class. Instead of walking on, Grady paused. “Violet, can I talk to you for a minute?” His deep voice surprised her again. “Yeah, okay,” Violet agreed, curious about what he might have to say to her. Jay stopped and waited too, but when Grady didn’t say anything, it became clear that he’d meant he wanted to talk to her . . . alone. Jay suddenly seemed uncomfortable and tried to excuse himself as casually as he could. “I’ll see you inside,” he finally said to Violet. She nodded to him as he left. Violet was a little worried that the bell was going to ring and she’d be tardy again, but her curiosity had kicked up a notch when she realized that Grady didn’t want Jay to hear what he had to say, and that far outweighed her concern for late slips. When they were alone, and Grady didn’t start talking right away, Violet prompted him. “What’s going on?” She watched him swallow, and his Adam’s apple bobbed up and down along the length of his throat. It was strange to see her old guy friends in this new light. He’d always been a good-looking kid, but now he looked like a man . . . even though he still acted like a boy. He shifted back and forth, and if she had taken the time to think about it, she would have realized that he was nervous. But she misread his discomfort altogether. She thought that, like her, he was worried about being late. “Do you want to talk after school? I could meet you in the parking lot.” “No. No. Now’s good.” He ran his hand through his hair in a discouraged gesture. He took a deep breath, but his voice was still shaking when he spoke. “I . . . I was wondering . . .” He looked Violet right in the eye now, and suddenly she felt very nervous about where this might be going. She was desperately wishing she hadn’t let Jay leave her here alone. “I was wondering if you’re planning to go to Homecoming,” Grady finally blurted out. She stood there, looking at him, feeling trapped by the question and not sure what she was going to say. The bell rang, and both of them jumped. Violet was grateful for the excuse, and she clung to it like a life preserver. Her eyes were wide, and she pointed to the door behind her. “I gotta . . . can we . . .” She pointed again, and she knew she looked and sounded like an idiot, incapable of coherent speech. “Can we talk after school?” Grady seemed relieved to have been let off the hook for the moment. “Sure. Yeah. I’ll talk to you after school.” He left without saying good-bye, and Violet, thankful herself, tried to slip into her classroom unnoticed. But she had no such luck. The teacher marked her tardy, and everyone in class watched as she made her way to her seat beside Jay’s. Her face felt flushed and hot. “What was that all about?” Jay asked in a loud whisper. She still felt like her head was reeling. She had no idea what she was going to say to Grady when school was out. “I think Grady just asked me to Homecoming,” she announced to Jay. He looked at her suspiciously. “The game?” Violet cocked her head to the side and gave him a look that told him to be serious. “No, I’m pretty sure he meant the dance,” Violet clarified, exasperated by the obtuse question. Jay frowned at her. “What did you say?” “I didn’t say anything. The bell rang and I told him we’d have to talk later.” The teacher glanced their way, and they pretended not to be talking to each other.

Her muscles clearly were not just for show. She pulled him into an empty chemistry classroom and closed the door. There were workstations and beakers and sinks with high faucets. A giant chart of the periodic table of elements, both a staple of every science classroom and a cliché, dominated the far wall. “Where is she?” Kristin asked. Adam wasn’t sure how to play it, so he went with honesty. “I don’t know.” “How can you not know?” “We were supposed to meet for dinner last night. She never showed.” “She just didn’t . . . ?” Kristin shook her head in confusion. “Did you call the police?” “What? No.” “Why not?” “I don’t know. She sent a text. She said she needed some time away.” “From what?” Adam just looked at her. Kristin said, “You?” “Seems so.” “Oh. Sorry.” Kristin stepped back, chastened. “So why are you here?” “Because I want to make sure she’s okay. I figured she’d be at work. She never calls in sick.” “Never,

The important parts of my story, I was realizing, lay less in the surface value of my accomplishments and more in what undergirded them—the many small ways I’d been buttressed over the years, and the people who’d helped build my confidence over time. I remembered them all, every person who’d ever waved me forward, doing his or her best to inoculate me against the slights and indignities I was certain to encounter in the places I was headed—all those environments built primarily for and by people who were neither black nor female. I thought of my great-aunt Robbie and her exacting piano standards, how she’d taught me to lift my chin and play my heart out on a baby grand even if all I’d ever known was an upright with broken keys. I thought of my father, who showed me how to box and throw a football, same as Craig. There were Mr. Martinez and Mr. Bennett, my teachers at Bryn Mawr, who never dismissed my opinions. There was my mom, my staunchest support, whose vigilance had saved me from languishing in a dreary second-grade classroom. At Princeton, I’d had Czerny Brasuell, who encouraged me and fed my intellect in new ways. And as a young professional, I’d had, among others, Susan Sher and Valerie Jarrett—still good friends and colleagues many years later—who showed me what it looked like to be a working mother and consistently opened doors for me, certain I had something to offer. These were people who mostly didn’t know one another and would never have occasion to meet, many of whom I’d fallen out of touch with myself. But for me, they formed a meaningful constellation. These were my boosters, my believers, my own personal gospel choir, singing, Yes, kid, you got this! all the way through. I’d never forgotten it. I’d tried, even as a junior lawyer, to pay it forward, encouraging curiosity when I saw it, drawing younger people into important conversations.

So we’ve drifted apart entirely, Milena, and the only thing we seem to share is the intense wish that you were here, and your face as close to me as possible. And of course we also share this death wish—this wish to die ‘comfortably’ but in reality, that is wish small children have anyway, like myself, for instance, during arithmetic. I would see the teacher leafing through his notebook, probably looking for my name, and would compare my inconceivable lack of knowledge to this spectacle of power, terror, and reality. Half dreaming with fear, I wished I could rise like a ghost and run down the aisle between the desks, fly by my teacher as light as my knowledge of mathematics, somehow pass through the door, then, once outside, I would pull myself together and be free in the wonderful air which, in all the world know to me, did not contain any greater tensions than those found in that classroom. That would have been ‘comfortable’ indeed. But that’s not the way it happened.

Are you sure you don't remember? Your mind seems to be working just fine to me." "You know what? Just forget it. Whatever it was, I forgive you. Give me my backpack so I can go back to the office. We're about to get busted anyway, just standing here." "If you really do forgive me, then you wouldn't still be going to the office." He tightens his hold on the strap of my backpack. "Ohmysweetgoodness, Galen, why are we even having this conversation? You don't even know me. What do you care if I change my schedule?" I know I'm being rude. The guy offered to carry my things and walk me to class. And depending on which version of the story I believe, he either asked me out on Monday already, or he did it indirectly a few seconds ago. None of it makes any sense. Why me? Without any effort, I can think of at least ten girls who beat me out in looks, personality, and darker foundation. And Galen could pull any of them. "What, you don't have a question for my question?" I ask after a few seconds. "It just seems silly for you to change your schedule over a disagreement about when the Titanic-" I throw my hands up at him. "Don't you see how weird this is for me?" "I'm trying to, Emma. I really am. But I think you've had a tough couple of weeks, and it's taking a toll on you. You said every time you're around me something bad happens. But you can't really know for sure that's true, unless you spend more time with me. You should at least acknowledge that." Something is wrong with me. Those cafeteria doors must have really worked me over. Otherwise, I wouldn't be pushing Galen away like this. Not with him pleading, not with the way he's leaning toward me, not with the way he smells. "See? You're taking it personally, when there's really nothing personal about it," I whisper. "It's personal to me, Emma. It's true, I don't know you well. But there are some things I do know about you. And I'd like to know more." A glass full of ice water wouldn't cool my cheeks. "The only thing you know about me is that I'm life threatening in flip-flops." That I won't meet his eyes obviously bothers him, because he lifts my chin with the crook of his finger. "That's not all I know," he says. "I know your biggest secret." This time, unlike at the beach, I don't swat his hand away. The electric current in my feet prove that we're really standing so close to each other that our toes touch. "I don't have any secrets," I say, mesmerized." He nods. "I finally figured that out. That you don't actually know about your secret." "You're not making any sense." Or I just can't concentrate because I accidentally looked up at his lips. Maybe he did talk me into swimming... The door to the front office swings open, and Galen grabs my arm and ushers me around the corner. He continues to drag me down the hall, toward world history. "That's it?" I say, exasperated. "You're just going to leave it at that?" He stops us in front of the door. "That depends on you," he says. "Come with me to the beach after school, and I'll tell you." He reaches for the knob, but I grab his hand. "Tell me what? I already told you that I don't have any secrets. And I don't swim." He grins and opens the door. "There's plenty to do at the beach besides swim." Then he pulls me by the hand so close I think he's going to kiss me. Instead, he whispers in my ear, "I'll tell you where your eye color comes from." As I gasp, he puts a gentle hand on the small of my back and propels me into the classroom. Then he ditches me.

About the Phones Closing my car door, you always say - Watch for deer and text when you get home. I want to, I do, but I will forget. Time moves and I forget. - Look I am trying, I am, but it's not the kind of thing that trying solves. Once on the side of a highway, a cop told me about dragging a full grown buck out the windshield of a wrecked car all by himself. About the sounds it made, Like the devil learning what regret feels like. About the woman it kicked to death in the driver's seat. The phone call he had to make to her grown daughter after whose first question was, Did the deer survive? Different cop, different time, different highway. Said she keeps her phone on silent then spoke about securing the crime scene in that classroom in Blacksburg where one student shot all the others. Every single one of them had a cell phone, she said, and for hours after every single one rang and rang or vibrated across the floor in the same slow way that blood pools. No one was allowed to answer, no one, so instead the phones rang all night until batteries were empty, voicemails full of a thousand Call me when you get this so I know you're okays. Turns out time moves the way blood does. Batteries too. Runs out like a startled deer across a road. - Listen I am trying to find a way to tell you this. There are things that trying solves but this is not one of them.

Someone knocks. I startle, then quickly lock the book and shove it under my pillow before crossing to the door and opening it. Xaden stands at the threshold, his hands gripping the frame on both sides, his flight jacket unbuttoned, and his head bowed. My immediate elation is slain by logic. “What are you doing?” I whisper, trying to look past him to see if there’s anyone else in the hallway who could report him. “Did you love him?” The question is a low rumble of sound. “Someone is going to see you!” “Did. You. Love. Him?” Xaden lifts his head and pins me with a look that borders on feral. “I have to know. I can handle it. But I have to know.” “Oh, for Amari’s sake.” I grab the lapels of his flight jacket and yank him into my room, and he flicks his wrist, shutting the door behind him. The loud click tells me he’s locked it, too. “I was with Halden years ago.” “Yeah, I picked up on that.” His brow knits as he nods. “I picked up on a lot of things he was thinking.” I blink. “That’s not how your signet—” “Did you love him?” he repeats. “Holy shit.” My hands fall from his jacket. “You’re actually jealous.” “Yes, love, I’m jealous.” He splays his hand over the small of my back and tugs me toward him. “I’m jealous of the armor that holds you when I can’t, the sheets on your bed that caress your skin every night, and the blades that feel your hands. So, when the prince of our realm walks into my classroom and starts talking to the woman I love with what can only be considered intense familiarity, and then has the audacity to ask her out right in front of me, naturally, I’m going to get jealous.

was a commonplace among his colleagues—especially the younger ones—that he was a “dedicated” teacher, a term they used half in envy and half in contempt, one whose dedication blinded him to anything that went on outside the classroom or, at the most, outside the halls of the University. There were mild jokes: after a departmental meeting at which Stoner had spoken bluntly about some recent experiments in the teaching of grammar, a young instructor remarked that “To Stoner, copulation is restricted to verbs,” and was surprised at the quality of laughter and meaningful looks exchanged by some of the older men. Someone else once said, “Old Stoner thinks that WPA stands for Wrong Pronoun Antecedent,” and was gratified to learn that his witticism gained some currency. But William Stoner knew of the world in a way that few of his younger colleagues could understand. Deep in him, beneath his memory, was the knowledge of hardship and hunger and endurance and pain. Though he seldom thought of his early years on the Booneville farm, there was always near his consciousness the blood knowledge of his inheritance, given him by forefathers whose lives were obscure and hard and stoical and whose common ethic was to present to an oppressive world faces that were expressionless and hard and bleak. And though he looked upon them with apparent impassivity, he was aware of the times in which he lived. During that decade when many men’s faces found a permanent hardness and bleakness, as if they looked upon an abyss, William Stoner, to whom that expression was as familiar as the air he walked in, saw the signs of a general despair he had known since he was a boy. He saw good men go down into a slow decline of hopelessness, broken as their vision of a decent life was broken; he saw them walking aimlessly upon the streets, their eyes empty like shards of broken glass; he saw them walk up to back doors, with the bitter pride of men who go to their executions, and beg for the bread that would allow them to beg again; and he saw men, who had once walked erect

You whom I could not save, Listen to me. Can we agree Kevlar backpacks shouldn’t be needed for children walking to school? Those same children also shouldn’t require a suit of armor when standing on their front lawns, or snipers to watch their backs as they eat at McDonalds. They shouldn’t have to stop to consider the speed of a bullet or how it might reshape their bodies. But one winter, back in Detroit, I had one student who opened a door and died. It was the front door to his house, but it could have been any door, and the bullet could have written any name. The shooter was thirteen years old and was aiming at someone else. But a bullet doesn’t care about “aim,” it doesn’t distinguish between the innocent and the innocent, and how was the bullet supposed to know this child would open the door at the exact wrong moment because his friend was outside and screaming for help. Did I say I had “one” student who opened a door and died? That’s wrong. There were many. The classroom of grief had far more seats than the classroom for math though every student in the classroom for math could count the names of the dead. A kid opens a door. The bullet couldn’t possibly know, nor could the gun, because “guns don’t kill people,” they don’t have minds to decide such things, they don’t choose or have a conscience, and when a man doesn’t have a conscience, we call him a psychopath. This is how we know what type of assault rifle a man can be, and how we discover the hell that thrums inside each of them. Today, there’s another shooting with dead kids everywhere. It was a school, a movie theater, a parking lot. The world is full of doors. And you, whom I cannot save, you may open a door and enter a meadow, or a eulogy. And if the latter, you will be mourned, then buried in rhetoric. There will be monuments of legislation, little flowers made from red tape. What should we do? we’ll ask again. The earth will close like a door above you. What should we do? And that click you hear? That’s just our voices, the deadbolt of discourse sliding into place.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

A school bus is many things. A school bus is a substitute for a limousine. More class. A school bus is a classroom with a substitute teacher. A school bus is the students' version of a teachers' lounge. A school bus is the principal's desk. A school bus is the nurse's cot. A school bus is an office with all the phones ringing. A school bus is a command center. A school bus is a pillow fort that rolls. A school bus is a tank reshaped- hot dogs and baloney are the same meat. A school bus is a science lab- hot dogs and baloney are the same meat. A school bus is a safe zone. A school bus is a war zone. A school bus is a concert hall. A school bus is a food court. A school bus is a court of law, all judges, all jury. A school bus is a magic show full of disappearing acts. Saw someone in half. Pick a card, any card. Pass it on to the person next to you. He like you. She like you. K-i-s-s-i . . . s-s-i-p-p-i is only funny on a school bus. A school bus is a stage. A school bus is a stage play. A school bus is a spelling bee. A speaking bee. A get your hand out of my face bee. A your breath smell like sour turnips bee. A you don't even know what a turnip bee is. A maybe not, but I know what a turn up is and your breath smell all the way turnt up bee. A school bus is a bumblebee, buzzing around with a bunch of stingers on the inside of it. Windows for wings that flutter up and down like the windows inside Chinese restaurants and post offices in neighborhoods where school bus is a book of stamps. Passing mail through windows. Notes in the form of candy wrappers telling the street something sweet came by. Notes in the form of sneaky middle fingers. Notes in the form of fingers pointing at the world zooming by. A school bus is a paintbrush painting the world a blurry brushstroke. A school bus is also wet paint. Good for adding an extra coat, but it will dirty you if you lean against it, if you get too comfortable. A school bus is a reclining chair. In the kitchen. Nothing cool about it but makes perfect sense. A school bus is a dirty fridge. A school bus is cheese. A school bus is a ketchup packet with a tiny hole in it. Left on the seat. A plastic fork-knife-spoon. A paper tube around a straw. That straw will puncture the lid on things, make the world drink something with some fizz and fight. Something delightful and uncomfortable. Something that will stain. And cause gas. A school bus is a fast food joint with extra value and no food. Order taken. Take a number. Send a text to the person sitting next to you. There is so much trouble to get into. Have you ever thought about opening the back door? My mother not home till five thirty. I can't. I got dance practice at four. A school bus is a talent show. I got dance practice right now. On this bus. A school bus is a microphone. A beat machine. A recording booth. A school bus is a horn section. A rhythm section. An orchestra pit. A balcony to shot paper ball three-pointers from. A school bus is a basketball court. A football stadium. A soccer field. Sometimes a boxing ring. A school bus is a movie set. Actors, directors, producers, script. Scenes. Settings. Motivations. Action! Cut. Your fake tears look real. These are real tears. But I thought we were making a comedy. A school bus is a misunderstanding. A school bus is a masterpiece that everyone pretends to understand. A school bus is the mountain range behind Mona Lisa. The Sphinx's nose. An unknown wonder of the world. An unknown wonder to Canton Post, who heard bus riders talk about their journeys to and from school. But to Canton, a school bus is also a cannonball. A thing that almost destroyed him. Almost made him motherless.

Office and Classroom Tools—Have the child cut with scissors; use a stapler and hole puncher; draw with crayons and chalk; paint with brushes, feathers, sticks, and eyedroppers; squeeze glue onto paper in letters or designs, sprinkle sparkles on the glue, and shake off the excess; and wrap boxes with brown paper, tape, and string. MOTOR PLANNING Jumping from a Table—Place a gym mat beside a low table and encourage the child to jump. After each landing, stick tape on the mat to mark the spot. Encourage the child to jump farther each time. Walking Like Animals—Encourage the child to lumber like a bear, on all fours; a crab, from side to side on all fours; a turtle, creeping; a snake, crawling; an inchworm, by stretching flat and pulling her knees toward her chest; an ostrich, while grasping her ankles; a duck, squatting; a frog, squatting and jumping; a kangaroo or bunny, jumping; a lame dog, with an “injured” leg; a gorilla, bending her knees; a horse, galloping. Playground Games—Remember Simon Says, Ring-Around-the-Rosy, The Hokey-Pokey, London Bridge, Shoo Fly, and Mother, May I? Insy-Outsy—Teach the child to get in and out of clothes, the front door, and the car. With a little help, the child may become able to perform these tasks independently, even if it takes a long time!

Great, but maybe you should mind your own damn business,” I snap. He’s standing there in his normal, causal stance with his hands in his pockets, his stupid sexy glasses hanging off his stupid sexy nose. “Wow, someone’s uptight this morning. Monday blues? You know, I know of something that can ease that tension.” God the nerve. How does he get away with it? I take a few menacing steps towards him, but he never drops that smile. “You know. You may have everyone fooled here. But not me. Ohhhh no! I see right through you. The ‘I’m just this nice innocent science teacher, who compliments old ladies’ cardigans and plays with baking soda and test tubes’. But nope. I know the real you. The condescending type. Thinks all highly of himself. With his big bad muscles and fake—” Peter grabs for me, pulling me into his classroom. The door shuts behind him and my back is thrown against the wall and his mouth is on mine. I spend a half-second thinking of fighting him off before I fight him in a different way, kissing him just as aggressively. God this is so hot. What is wrong with me!? His movement is quick and brutal. He doesn’t bother asking, but takes, as he spreads my legs with his knees, his hands hiking up my skirt. His mouth breaks from mine, his breath caressing my earlobe as he speaks. “We have exactly three minutes before that bell rings. Now you can waste it, or you can enjoy what I’m most definitely going to.” I don’t say a word, because his hand on my thigh is burning a hole through my skin. My silence is his green light, and he raises his hand, pushing my panties aside. The smirk on his face has a lot to do with the realization that I’m already soaking wet. He uses my juices to spread me open then pushing a thick finger inside. His mouth back on mine abusing my lips with his touch while his finger fucks me, in and out, the pleasure, heavenly. “Two minutes,” he says between nips and licks, his finger pulling out and two entering me. God, this is messed up, but so hot. I’m so turned on; my hands are pulling at his hair. “One minute,” he moans into my mouth and I find myself riding his hand thrust for thrust. It’s like I can hear the seconds ticking by, knowing that if I don’t come before that minute ends I will die. “Thirty seconds,” he murmurs across my lips and his pressure increases, his pumps wild, my back riding up and down the wall. He starts counting down from ten, the numbers getting louder and louder in my brain as he slams a third finger inside me and hooks, putting pressure on just the right spot. I explode. I squeeze his fingers so tight and come all over his hand, just as he grunts out the number one. We both hear the bell sound and he pulls out, adjusting my skirt. Taking his fingers into his mouth, he sucks off my juices, never taking his eyes off me. Before I can say anything, the doorknob begins to jiggle. Light appears from the outside and the door opens as a sea of children scatter in. “Thank you Ms. Gretchen, I will most definitely try out three finger servings of baking soda in today’s explosion experiment.” Smiling heftily at me, “But, you should really be getting to class now. The precious youth is waiting for you.” With that he holds his door open, and in a daze, I walk past him. What the fuck…

Next door was a vegetarian café and deli, and next to that was the Wooly Bear yarn shop. Its logo was a caterpillar in shades of yellow, green, and scarlet. Maggie went in. The shop was warm and bright, with one entire wall given over to cubbyholes filled with yarns of every hue in many weights and fibers. The opposite wall held small skeins and spools of thread on pegs for embroidery and quilting. There were racks of pattern books and magazines, and in the back a mini classroom was set up with a small maple table and folding chairs, now accommodating a group of eight-year-olds wielding fat knitting needles and balls of oversize wool. A girl of about sixteen wearing a Rye Manor sweatshirt was helping a little boy to cast on stitches.

Those who leave their learning at the classroom door, will find themselves unsuccessful.

The very next morning It was Valentine’s Day! They grabbed all their cards and went on their way. The classroom was decked out in red, pink, and white, with balloons and streamers, so festive and bright. Someone dropped by with a giant bouquet addressed to the teacher, who blushed right away. The card was signed “From a secret admirer,” but everyone knew it was Mr. O’Meyer! They played pin the heart and won goofy toys, and girls ran away from kissy-face boys. The art teacher came and painted kids’ faces. She put hearts on cheeks and sillier places! At last it was time to deliver the cards. Look! One for Lisa, Jim, and Bernard. They opened them up, read them and smiled, and laughed at the cards that were totally wild. Then they ate goodies, sweet cherries, and grapes, and drank punch with ice cubes in little heart shapes. And just when they thought the party was done, a knock on the door came at quarter past one. When what to their wondering eyes should appear, but the principal himself dressed in full Cupid gear! His arrows--how golden! His bow--curved and tight! The wig that he wore was a comical sight. He spoke not a word and was gone in a minute, leaving a present behind. Now what could be in it? They read Cupid’s note as he leapt down the hall: “Happy Valentine’s Day-- to one and to all!

Class was almost over, thankfully. Right before the bell rang a girl entered the classroom, the same chick that had cornered Greyson in the hall that first day. She hadn't really, but I rewrote that scene to one I liked better. Mr. Price had already retired to his desk. He looked exhausted. "Alexis Owens?" I was focused on the pink paper in her hand. My flyer. This couldn't be good. "Yes." She turned the paper over. It was the LOST CAT flyer. I chuckled then realized the chick looked about ready to cry. Didn't she know you couldn't believe everything you read on a bulletin board? "Did anyone claim him?" Before I could answer her, her focus shifted to Greyson. My jaw might have dropped, but his chick did not walk into our class with a bogus flyer just to get a look at Greyson? By the way she was licking her lips, yes, she had. I had to give it to her; she was bold. I glanced over at the object of her obsession only to find he was looking at me. That sweet burn moved down my spine in the most pleasant way. Maybe she wasn't so crazy walking in here to get a look at him. If I wasn't such a coward, I'd take the opportunity to talk to him but I was glued to my seat. I watched every move he made. I wasn't much better than the chick. He headed for the door, but as he passed the girl he said, "I claimed him. Cat is a delicacy in Ireland." Those pale eyes glanced back at me and he winked before he walked from class.

Hearing a door slam and human voices down the hall, she slipped inside the classroom. Harrison lowered the book, still squinting. “Hello, Charlie.” “How’d you know it was me this time?” She’d thoroughly washed the balm off her hands and put on some of Momma’s flowery lotion before leaving the house. His smile slanted in a way that made her heart buck. “The way you walk.” Oh,

Yeah, but I don’t think anybody else made it,” Skelee said. All of a sudden we heard noises coming. “RRRAAAAAGGGHHHRRRR!!!” “Did you hear that? Quick, let’s hide!” I said. We ran down the school hallway, checking all of the classroom doors to see which ones were open. Creepy and I found one at the end of the hall, and Skelee and Slimey jumped into another open classroom close by. “Quick, Creepy, hide in the closet,” I said. I was trying my best to keep Creepy calm. But he was hissing so much. Even his liquid Nitrogen inhaler wasn’t helping. “RRRAAAAAGGGHHHRRRR!!!” The Pumpkin Heads were right at the door. I locked Creepy in the closet, and then I jumped behind the teacher’s desk hoping they wouldn’t find me. The door slowly opened, and I heard two of them come in. “RRRAAAAAGGGHHHRRRR!!!

She came down to my dorm that night, knocking on the door around nine o'clock. Martha was at the library, and I was eating graham crackers and reading 'Glamour'. She didn't wait for me to open the door but turned the knob herself and stepped inside. Seeing her in the threshold was both surprising and perfectly natural - since I'd left her classroom, my head had been pretty much continuously buzzing with pieces of my conversation, and her presence felt merely like the physical manifestation of what I'd already been imagining. "I'm not onterrupting, am I?" she said. I stopped chewing. "No." "Here's what I want." I could feel the energy coming off her body - she'd had an idea, she'd decided something, she'd walked briskly through the cold air across campus - and how it contrasted with my own inertia, my bad posture, the crumbs dusting the front of my shirt. I sat up straighter. "I want you to cut my hair, " she said. "I'll give you a grade for it. And that's how you can make up the paper. Whatever grade I give you for the haircut replaces the F". I looked at her and felt suddenly, extremely tired. "How's that for a deal?" she said.

She came down to my dorm that night, knocking on the door around nine o'clock. Martha was at the library, and I was eating graham crackers and reading 'Glamour'. She didn't wait for me to open the door but turned the knob herself and stepped inside. Seeing her in the threshold was both surprising and perfectly natural - since I'd left her classroom, my head had been pretty much continuously buzzing with pieces of my conversation, and her presence felt merely like the physical manifestation of what I'd already been imagining. "I'm not interrupting, am I?" she said. I stopped chewing. "No." "Here's what I want." I could feel the energy coming off her body - she'd had an idea, she'd decided something, she'd walked briskly through the cold air across campus - and how it contrasted with my own inertia, my bad posture, the crumbs dusting the front of my shirt. I sat up straighter. "I want you to cut my hair, " she said. "I'll give you a grade for it. And that's how you can make up the paper. Whatever grade I give you for the haircut replaces the F". I looked at her and felt suddenly, extremely tired. "How's that for a deal?" she said.

And I want to report here what happened one day, which is that through the open window a cat suddenly jumped into the room, right onto the large table. The cat was huge, and long; in my memory he may as well have been a small tiger. I jumped up with terrible fear, and Sarah Payne jumped up as well; terribly she jumped, she had been that frightened. And then the cat ran out through the door of the classroom. The psychoanalyst woman from California, who usually said very little, said that day to Sarah Payne, in a voice that was—to my ears—almost snide, “How long have you suffered from post-traumatic stress?”And what I remember is the look on Sarah’s face. She hated this woman for saying that. She hated her. There was a silence long enough that people saw this on Sarah’s face, this is how I think of it anyway. Then the man who had lost his wife said, “Well, hey, that was a really big cat.”After that, Sarah talked a lot to the class about judging people, and about coming to the page without judgment.

When I started sixth grade, the other kids made fun of Brian and me because we were so skinny. They called me spider legs, skeleton girl, pipe cleaner, two-by-four, bony butt, stick woman, bean pole, and giraffe, and they said I could stay dry in the rain by standing under a telephone wire. At lunchtime, when other kids unwrapped their sandwiches or bought their hot meals, Brian and I would get out books and read. Brian told everyone he had to keep his weight down because he wanted to join the wrestling team when he got to high school. I told people that I had forgotten to bring my lunch. No one believed me, so I started hiding in the bathroom during lunch hour. I’d stay in one of the stalls with the door locked and my feet propped up so that no one would recognize my shoes. When other girls came in and threw away their lunch bags in the garbage pails, I’d go retrieve them. I couldn’t get over the way kids tossed out all this perfectly good food: apples, hard-boiled eggs, packages of peanut-butter crackers, sliced pickles, half-pint cartons of milk, cheese sandwiches with just one bite taken out because the kid didn’t like the pimentos in the cheese. I’d return to the stall and polish off my tasty finds. There was, at times, more food in the wastebasket than I could eat. The first time I found extra food—a bologna-and-cheese sandwich—I stuffed it into my purse to take home for Brian. Back in the classroom, I started worrying about how I’d explain to Brian where it came from. I was pretty sure he was rooting through the trash, too, but we never talked about it. As I sat there trying to come up with ways to justify it to Brian, I began smelling the bologna. It seemed to fill the whole room. I became terrified that the other kids could smell it, too, and that they’d turn and see my overstuffed purse, and since they all knew I never ate lunch, they’d figure out that I had pinched it from the trash. As soon as class was over, I ran to the bathroom and shoved the sandwich back in the garbage can.

Whiskers taut, front teeth bared Shaking breath, round eyes scared Winter kept falling from the sky, building up under the windowsills, and crawling with frost over the panes. When clouds kept the sun from burning the frost away, Miri could see the outside world only as a grayish blur. So much time indoors, so much time with no one to talk to, was making her feel wretched. Her body ached, her skin itched as though she were wrapped tight in wool and could not stretch. The next time Olana dismissed the girls outside, Esa turned to Miri before leaving the classroom and gestured that she should follow. Miri sighed with anticipation. If Esa forgave her, perhaps the others would as well. Her determination to be just fine alone melted under the bright hope of making everything all right. She had one small task first. After waiting until all the girls left the classroom, Miri crept to the book shelf for a chance to return the volume of tales. She was standing on her tiptoes, inching the book back into place, when a sound at the door startled her. She jumped and dropped the book. "What are you doing?" asked Olana. "Sorry," said Miri, picking up the fallen book and dusting it off. "I was just . . ." "Just dropping my books on the floor? You weren't planning on stealing one, were you? Of course you were. I would have allowed you to borrow a book, Miri, but I won't tolerate stealing. In the closet with you." "The closet?" said Miri. "But I wasn't . . ." "Go," said Olana, herding Miri like a sulky goat. Miri knew the place, though she had never been in it. She looked back before stepping inside. "For how long?" Olana shut the door on Miri and clicked the lock. The sudden lack of light was terrifying. Miri had never been any place so dark. In winter Marda, Pa, and Miri slept by the kitchen fire, and in summer they slept under the stars. She lay on the floor and peered under

A classroom can be a post box. In writing that letter, she is trying to stop the same things from being posted: white supremacy as occupying of space. But the letter ends up being what is posted. A complaint about the letters in the box becomes another letter in the box. This is why to hear complaint is to learn about occupation. What usually happens keeps happening because those who try to stop it from happening, who complain about the hostility of an environment, are stopped. To post that letter, to make that complaint, can mean to end up being displaced. PART III IF THESE DOORS COULD TALK?

This is not a book I could have imagined writing a dozen years ago. When an older couple from another town attempted to set up and lead a Bible club at my daughter's public elementary school in Southern California in 2009, they might as well have been alien visitors showing up at a beach party. The purpose of the club was to convince children as young as five that they would burn for an eternity if they failed to conform to a strict interpretation of the Christian faith. The club's organizers were offered free and better space in the evangelical church next door to our school, but they refused it; they insisted on holding the club in the public school because they knew the kids would think the message was coming from the school. They referred to our public school as their "mission field" and our children as "the harvest." ... As I researched the group behind these kindergarten missionaries, I saw that they were part of a national network of clubs. I soon discovered that this network was itself just one of many initiatives to insert reactionary religion into public schools across the country. Then I realized that these initiatives were the fruit of a nationally coordinated effort not merely to convert other people's children in the classroom but to undermine public education altogether. Belatedly, I understood that the conflict they provoked in our local community- -I was hardly the only parent who found their presence in the public school alarming was not an unintended consequence of their activity. It was of a piece with their plan to destroy confidence in our system of education and make way for a system of religious education more to their liking.

We steal a permanent marker, scrawl STOOPID on their classroom doors, above posters that read Knowledge. Wisdom. Discipline. From the corner of our eyes, we study each other while we hold our Styrofoam lunch trays, wait on bus stops, and stretch in gym class, our sneakers skidding against scuffed floors. Think: Her body is not mine is not mine is not mine. And yet.

Integrating technology into education opens doors to new opportunities, empowering students to become creators, collaborators, and critical thinkers in an ever-evolving digital landscape.

I glanced in the first open door and stopped short. Desks. Four tiny desks. A wall of faded posters of alphabet animals. A blackboard, still showing the ghost of numbers. I blinked, certain I was seeing wrong. Derek nudged my legs, telling me to get moving. I looked at him, and I looked at the classroom. This was where Derek had grown up. Four tiny desks. Four little boys. Four young werewolves. For a second, I could see them—three boys working at the three clustered desks, Derek alone at the fourth, pushed slightly away, hunched over his work, trying to ignore the others. Derek nudged me again, whining softly, and I looked down to see him eyeing the room, every hair on his neck on end, anxious to get away from this place.

A Pineapple Chart is a systematic way to put a “welcome mat” out for all classrooms, a central message board that lets other teachers know that you’re doing something worth watching today, and if they’d like to come by, your door is open.

Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding abstract science and math concepts. For older students, making combines disciplines in ways that enhance the learning process for diverse student populations and opens the doors to unforeseen career paths.

I fetched my bag, tucked the folded newspaper inside, and grabbed the house keys. Clay beat me to the door.  I scowled down at him.  He stared back at me.  After a moment, he shook his neck, jangling his tags.  Defeated, I clipped on his leash.  He negotiated well without using a single word. I used my cell to call the number for the first ad.  The man sounded a bit brusque as if my planned visit inconvenienced him.  Shrugging it off, I led Clay to the address.  A rusty car parked on the front lawn with a “for sale” sign affirmed I had the right place.  Clay and I walked toward the car. A man called hello from the open garage and made his way toward us.  As he neared, his demeanor changed, and I inwardly groaned.  He introduced himself as Howard and looked me over with interest.  Clay moved to stand between us, his stoic presence a good deterrent. Howard talked about the car for a bit, going through the laundry list of its deficiencies.  Then he popped the hood so I could look at the engine.  In the middle of Howard’s attempt to impress me with his vast mechanical knowledge, Clay sprang up between us.  Howard yelped at Clay’s sudden move and edged away as Clay placed his paws on the front of the car to get a good look at the engine, too.  I fought not to smile at the man’s stunned expression.  At Clay’s discreet nod, I bought the car, not bothering with the second ad. No matter what errand I wanted to run during the week before classes started, Clay insisted on tagging along.  On Friday, when I drove to the bookstore, Clay rode a very cramped shotgun and waited in the car while I made my purchases.  Later, he sat in the hot car again while I bought some basic school supplies. However, Monday, when I tried leaving for my first class, I put my foot down.  He bristled and growled and tried to follow me. “Your license only wins you so much freedom.  Dogs aren’t allowed on campus and definitely not in the classroom.” Thankfully, Rachel had left first and didn’t hear me scold him. I tried to leave again, but he stubbornly persisted.  Finally, exasperated, I reminded him that he slept on my bed because of my good grace.  He resentfully stepped away from the door. *

By the time first period was over, my head felt back to normal, and I was well on my way to congratulating myself on my quick recovery from my encounter with Alex Crawford. Right up until the moment I walked out of the classroom and straight into his arms. It was hard not to. He was standing right outside the door. His hands came up to grasp and steady me at the same time as he flashed me that mind-numbing smile. How on earth did he get here so fast? I wondered. “Hey, Jo O’Connor,” he said. “Hey, yourself,” I mumbled. At that moment, I made a snap decision, a thing I usually avoid. My usual new school adjustment techniques just didn’t seem to be getting me anywhere, at least not with Alex Crawford. If at first you don’t succeed, try try again. Only a fool tries the same thing twice, though. If fading into the background wasn’t going to work, maybe standing out by being obnoxious would. “What did you say your name was, again?” I asked. Alex laughed. Oh, nice move, O’Connor; I thought. It was the same kind of laugh he’d given before. Open, easy, unselfconscious. A laugh that softened all my defenses and pretty much made my heart want to melt like one of those little pats of butter you get at Denny’s, left out in the sun.

accumulation of dirt from the corridors and classroom floors. She went to the exit doors, stopping long enough to dig her key ring from her bag, and then unlocked the door and stepped into the warm evening air. She carefully locked the door

I love you, precious, but you may need to run your ass off,” Dad said as we headed out of the classroom area of the church. My pelvic bone smacked against the Kevlar in the soldier’s suit as he ran, we burst out the entrance double doors with my bridal lingerie in view for the whole world to see. He threw me on the back of the truck. How rude. It’s a good thing there are no customer service surveys for emergency evacuations or this guy would have failed. I could see a group of slowly moving people head towards us. They looked like they needed to go to the tanning bed. The worst part was that they smelled like they had eaten a batch of dead kittens. I still want to puke when I think about

Alex whispers, “There’s a thin line between love and hate. Maybe you’re confusing your emotions.” I scoot away from him. “I wouldn’t bet on it.” “I would.” Alex’s gaze turns toward the door to the classroom. Through the window, his friend is waving to him. They’re probably going to ditch class. Alex grabs his books and stands. Mrs. Peterson turns around. “Alex, sit down.” “I got to piss.” The teacher’s eyebrows furrow and her hand goes to her hip. “Watch your language. And the last time I checked, you don’t need your books in order to go to the restroom. Put them back on the lab table.” Alex’s lips are tight, but he places the books back on the table. “I told you no gang-related items in my class,” Mrs. Peterson says, staring at the bandanna he’s holding in front of him. She holds out her hand. “Hand it over.” He glances at the door, then faces Mrs. Peterson. “What if I refuse?” “Alex, don’t test me. Zero tolerance. You want a suspension?” She wiggles her fingers, signaling to hand the bandana over immediately or else. Scowling, he slowly places the bandana in her hand. Mrs. Peterson sucks in her breath when she snatches the bandanna from his fingers. I screech, “Ohmygod!” at the sight of the big stain on his crotch. The students, one by one, start laughing. Colin laughs the loudest. “Don’t sweat it, Fuentes. My great-grandma has the same problem. Nothing a diaper won’t fix.” Now that hits home because at the mention of adult diapers, I immediately think of my sister. Making fun of adults who can’t help themselves isn’t funny because Shelley is one of those people. Alex sports a big, cocky grin and says to Colin, “Your girlfriend couldn’t keep her hands out of my pants. She was showin’ me a whole new definition of hand warmers, compa.” This time he’s gone too far. I stand up, my stool scraping the floor. “You wish,” I say. Alex is about to say something to me when Mrs. Peterson yells, “Alex!” She clears her throat. “Go to the nurse and…fix yourself. Take your books, because afterward you’ll be seeing Dr. Aguirre. I’ll meet you in his office with your friends Colin and Brittany.” Alex swipes his books off the table and exits the classroom while I ease back onto my stool. While Mrs. Peterson is trying to calm the rest of the class, I think about my short-lived success in avoiding Carmen Sanchez. If she thinks I’m a threat to her relationship with Alex, the rumors that are sure to spread today could prove deadly.

intellectually process the academic studies, so I can work out a really good program that will heal women from their brains outward, with God’s help. When we close that door in the green classroom of the weight-loss classes, we let out our terrible pain and we pray, and we acquire real-life tools to use for losing weight and respecting our bodies with a healthy diet, exercise, and a serious prayer life.

The thing is, I think I like kids, more or less. I was an English teacher for a few years before I quit to enter publishing, and I enjoyed most of the work—the performing, the encouraging, the dispensing of door-opening revelations, even the wheedling and dickering you have to do with reluctant, sullen, grade-grubbing teens—but I was driven out of the classroom by the prospect of a life spent correcting papers. Maybe that reflects badly on me, makes me seem selfish or lacking in stick-to-itiveness or community spirit, or maybe it’s just evidence that I’d never have survived as a parent, with all the correcting and explaining that job entails. But believe me, you don’t even have to read sixty eighth-grade essays on To Kill a Mockingbird to suffer an unholy agony. Just carrying them around in your briefcase can bring you to tears from the anticipated tedium.

Whatever it was, it caused me to be late getting the roll taken, and I had just turned to that task when the door opened and Molly Bendixon walked in abruptly. ‘Where’s your absence report?’ she demanded. ‘They’re waiting for it in the office. It’s holding everybody up. Haven’t you been told that you’re supposed to take the roll first thing and get it down there?’ Her tone was sarcastic and patronizing. ‘I’m just taking it now,’ I said. ‘I’ll have it down there right away.’ I was furious but determined not to show it in front of the students. Molly turned and marched out, and I followed her, closing the door behind us. I hadn’t had my morning coffee yet, and my anger was getting the upper hand. ‘Miss Bendixon,’ I said, ‘let me explain something.’ She sighed and turned, evidently expecting an excuse. ‘My classroom is off limits to you. You are never again to enter it unless I invite you. And if you ever humiliate me in front of my students again, I will knock you on your ass. You can tell that to the principal if you want to, and if you don’t believe me, try me.’ I went back to my classroom and slammed the door, hard. Several of the students had slipped up to the door and had been straining to hear what I was saying to Molly, but they scuttled back to their seats when I came in, and everybody was very quiet.

The corridor has twenty doors on the left-hand side and eighteen doors on the right-hand side. Also it has a door at either end. One door is painted red, and it leads to the classroom–so Melanie thinks of that as the classroom end of the corridor. The door at the other end is bare grey steel and it’s really, really thick. Where it leads to is a bit harder to say. Once when Melanie was being taken back to her cell, the door was off its hinges, with some men working on it, and she could see how it had all these bolts and sticking-out bits around the edges of it, so when it’s closed it would be really hard to open. Past the door, there was a long flight of concrete steps going up and up. She wasn’t supposed to see any of that stuff, and Sergeant said, “Little bitch has got way too many eyes on her” as he shoved her chair into her cell and slammed the door shut. But she saw, and she remembers. She

When students become empowered to ask questions and seek out answers, everything changes, and you cannot—and should not—think that you can leave inquiry at the classroom door. When teachers see themselves as learners and researchers and planners, they will question traditions and policies. And as a community, everyone has to learn how to bring these ideas to bear to make the school whole. We must understand that this is what is

HERSHEY HIGH AS BODY The classroom bell like a slow heartbeat pumps students through the hallways of your veins. Your cafeteria growls and your doors close like eyelids at night when you sleep. What do you dream about, high school? Do you dream that you are a hospital, keeping us alive with your textbooks-heart monitors, your basketball court, an emergency room? When I fall down in the hallway, my books spraying over the floor like vomit, you wish you could pull your motor arms out of the earth and pick me up. But you can't help me. No one can.

Butterflies,” the instructor interrupted, shutting the classroom door with a snap, “are among the dumbest insects and therefore feel most comfortable around humans of a similar nature. Now, this is not an open-discussion class, Ms. Leake, so I would appreciate it if you merely listened unless your name is called.

timen11 to welcome students individually at the door, the level of academic engagement in the classroom goes up by more than 20 percent, while disruptive behavior goes down. It’s the simplest concept in the world, really: Gladness is nourishing. It is a gift. When someone is happy to see us, we get a little steadier on our feet. We have an easier time locking into our poise. And we carry that feeling forward.

My Mother’s Love Gave me a chance to live Grateful that I am alive Glad she helped me survive I can feel the depth of her sacrifice She closed the doors of early death on me Through her act of bravery Indeed, she has been so kind What can one give To a parent who took the risk By saving an unborn child? I am privileged enough Being counted among the living Thank God she lived too! Although she is now gone Her efforts will not go unnoticed She chose my life over hers I will forever honour her Because for me to be here It is due to my Mother’s love

Do Not Be Silent Encouraging words from a Loving Mother to her wonderful child There is greatness inside of you Allow your voice to be heard It is like medicine for the soul With healing power to the wounded Let your gifts take you through better doors Showcase your brilliant work to the world You can only get going after you have started So, invest in what is good for you Be an agent of transformation Help those in dire situations Lead others in the right direction Be part of the solution Choose to make a mark Open your mouth Say what is deep within your heart Do not be silent

I wait until he’s out of earshot to say, “I don’t like him.” “What? Why? He’s nice.” “He wants to fuck you.” She chokes, eyes wide as she stares at me, “Excuse me?” “He’s nice to you because he wants to fuck you.” “Is there not another way you can say that?” She looks back toward the door and then back to me, her face scrunched in confusion, “But, I mean. I just introduced you two, he knows that I have a boyfriend.” “Yes, but he didn’t before. And even though he does now, he doesn’t care. He thinks he has a chance.

Do your best and your best gets better". Was posted on my classroom door for years.

It is possible to identify numerous ways that students with disabilities are controlled and taught their place: (1) labeling; (2) symbols (e.g., white lab coats, “Handicapped Room” signs); (3) structure (pull-out programs, segregated classrooms, “special” schools, inaccessible areas); (4) curricula especially designed for students with disabilities (behavior modification for emotionally disturbed kids, training skills without knowledge instruction for significantly mentally retarded students and students with autistic behavior) or having significant implications for these students; (5) testing and evaluation biased toward the functional needs of the dominant culture (Stanford-Binet and Wexler tests); (6) body language and disposition of school culture (teachers almost never look into the eyes of students with disabilities and practice even greater patterns of superiority and paternalism than they do with other students); and (7) discipline (physical restraints, isolation/time-out rooms with locked doors, use of Haldol and other sedatives).11

Children of Babylon Early Marxists and Communists understood that to gain the hearts of a generation, seeds must be planted during childhood and early youth. The family of my Jewish-Israeli tour guide, Gideon Shor, originally lived in the Soviet Union. Gideon told me that prior to the 1917 Russian Revolution, Russia was a strong Christian nation. Communism needed to defeat the ideas of Christianity. His grandparents remember attending a public school where there were numerous Christian children. When the time came for lunch, the teacher asked the children to pray to God for food to appear. When they did, no food appeared. They were then asked to pray to “Father Stalin.” Those who did were amazed to see a cart of food, fruits, nuts, and candy roll through the classroom door. This was repeated daily, brainwashing the children into believing that Stalin and the Communist regime were the sole providers of their food. The youth living today are accepting radical ideologies that have totally failed. Multitudes who migrated to America from former Communist and Socialist nations are against both systems as they witnessed first-hand the oppression, government control, loss of freedoms, and hatred toward religion. Personal poverty, oppression, and a basic, simple life eventually rule in the majority of Socialist-Communist countries.

Do people depend on you and rely on you for guidance and help? As long as we live, this instinctual need to matter never changes. You’ve likely never heard about the specific framework of mattering, but you’ve surely felt it. Mattering occurs in life’s big moments, like being celebrated with heartfelt toasts by friends. It’s found in everyday moments, too, like when you’re sick and a friend brings over a pot of homemade soup. The feeling that hits you when you open the door is mattering, that you are deeply valued by your friend and worthy of love and support. When a teacher assigns a child a classroom chore like watering plants, that child feels like they matter, that they are counted on and capable of adding important value to their little world. Mattering has many layers. It begins with mattering to our parents and then extends outward to our community and the wider world. The more we feel valued, the more likely we are to add value, and the other way around—a virtuous cycle of interdependence that can continuously feed our sense of mattering, notes the community psychologist Isaac Prilleltensky. Mattering is what he describes as a “meta need,” or an umbrella

Your are such a jerk! Marie stomped her foot as she watched Isis walk by,What did i do? Isis countered. You took away hunter! he was mine! Marie complained and threw herself at Isis. Being the smart girl Isis was she moved to the left and watched as Marie hit the wall face first and fell over. Isis smiled and kicked her body and continued down the hallway,Well bye then loser,Isis laughed and opened the door to her classroom

After the initial, unavoidably chaotic lockdown period in the spring of 2020, we should have paid more attention to the toll of online learning: the terrible equity impacts on lower-income families who didn’t have the tech; the way it left out many students with developmental disabilities who needed in-person supports; the way it made it impossible for single parents to work outside the home and often inside it, with devastating effects for mothers in particular; the mental health impacts that social isolation was having on countless young people. The solution was not to fling open school doors where the virus was still surging and before vaccines had been rolled out. But where were the more spacious discussions about how to reimagine public schools so that they could be safer despite the virus—with smaller classrooms, more teachers and teacher’s aides, better ventilation, and more outdoor learning? We knew early on that teens and young adults were facing a mental health crisis amid the lockdowns—so why didn’t we invest in outdoor conservation and recreation programs that could have pried them away from their screens, put them in communities of other young people, generated meaningful work for our ailing planet, and lifted their spirits all at the same time?

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

He’s very hard to see,” said Mrs. Wushy. “He’s small, and he can run very fast.” “Have you ever seen him?” I asked. “One morning when I was unlocking the classroom door, I saw a blur of something orange run between my legs. I am pretty sure it was him.” “What was he doing?” “Playing tricks! He had made a big mess in the classroom.

her mother and grandmother and great-grandmother had walked her to the classroom door and Mammy had cried a bit and Granny had told her to cop on and Nana then had told Granny to cop on herself and they’d nearly started one of their fights right there in front of all the other children and parents and the teacher

Hitler killed many millions. What of a despot whose death toll numbers in the hundreds of thousands? Miriam recited her litany, the one that linked the Great Man to deaths. Deportation of migrants, caging of children—for her, those outrages were the first among many. The news told of dead journalists, dead churchgoers and concertgoers, dead nurses, dead checkout clerks, deaths in prisons, deaths in classrooms, deaths on city streets, deaths from domestic abuse and botched abortions, deaths from health care denied, deaths from race hatred and homophobia, deaths from floods and fires and poisonings and pollution. The deaths of despair, the suicides and overdoses—how many of those could be laid at the Regime’s door? And that was just at home. The Great Man embraced foreign tyrants, wars erupted, and innocence perished. The Great Man squelched resistance here, and artists and writers died in distant jails. The seas rose and coastal dwellers drowned on distant shores. For the Regime, death was a matter of policy. Nina”s arbitocracy was, to Mimi, better understood as thanatocracy. The Regime was anti-life. The Regime was pro-death.

Jake pulls out the phone. The buzzing sound is a text from Kenny. Where are you? English classroom, Jake advises.  North side, right? Right. Stay there. Lock the door. Tell the teacher. Someone has a gun and is shooting people on the south side. Shit! Seriously?

I longed for the Confederate flags of the South, because at least the South had clear lines of demarcation and warning. In Minnesota, there were only smiling faces, open classroom doors, and a stinging persistent coldness that let me know that I was in a new, different place that wasn’t really welcoming—and that this place was resistant to me calling it home.

Even our celebrations of the Civil Rights Movement are sanitized, its victories accentuated while the battles are whitewashed. We have not come to grips with the spitting and shouting, the pulling and tugging, the clubs, dogs, bombs, and guns, the passion and vitriol with which the rights of Black Americans were fought against. We have not acknowledged the bloodshed that often preceded victory. We would rather focus on the beautiful words of Martin Luther King Jr. than on the terror he and protestors endured at marches, boycotts, and from behind jail doors. We don’t want to acknowledge that for decades, whiteness fought against every civil right Black Americans sought—from sitting at lunch counters and in integrated classrooms to the right to vote and have a say in how our country was run.

Of course, on a map oriented along the lines of this jingle: North to the ceiling, South to the floor, West to the window, East to the door it did appear that the Nile River flowed up. I can’t tell you much else about what happened in that classroom that year.