I'm not using my classifieds, Congress of 1783, mayhap you would like to peruse them?

The other day I encountered a perfect example that illustrates the gap between the hearing and the deaf students with whom I work. And when I say, "gap," I really mean, the huge, gaping chasm into which all kinds of incidental, academic, semantic, social, mathematical, practical, and artistic (just to name a few) forms of knowledge are poured.

True Story: In eighth grade social studies we were discussing the Articles of Confederation and how they were ineffective as a governing document for the United States. Basically, the newly independent colonists (now Americans), were completely mistrustful of the federal government and wanted to prevent a strong centralized government from having king-like control. So, they wrote the Articles to outline the system of government, but they reserved most of the governing to the states. The federal government was very weak because of this, and could do little to control the states. Congress did not have the power to raise taxes and they had no way of forcing the states to pay the money owed to the federal government from the war. While this discussion was going on in the classroom, I was interpreting for a deaf student. We began to work on a chart explaining what each article was and why it was or was not effective. When we got to the part about the United States being in debt and Congress having no way to collect on their debts, I asked the deaf student why this would be problem. His response? "If Congress needs money, they should get a job." I had one of those moments when I wasn't sure whether or not I should laugh or take the student seriously (frankly, working in a middle school, this happens frequently). "Congress should get a job." Congress. Get a job. This came from an eighth grade student. Thirteen years old and this kid doesn't realize that Congress is not a person, it is an entity. And as such, it can't get a job. Not to mention, he's completely missed the point about Congress's ability (or lack thereof) to raise taxes. Simple, real-world reasoning skills. I still haven't completely wrapped my mind around this one.

The Corruption of Christmas

The world has gone mad. As I was driving home from school today, I passed a house that had one of those giant, inflatable Christmas decorations in the front yard. The hideous part was that it was a giant, inflatable Nativity scene. I was horrified. Jesus, Mary, and Joseph (was I just naming the characters in the Nativity? Or was I just swearing in an Irish-Catholic fashion? I'm not sure) were all cartoonishly huge and balloon-like. It was soooo tacky.
Oh, this all reminds me of that story from working one Christmas at Hallmark. True Story: One Christmas, while I was working at the Hallmark at home, a girl came in and wanted to know if we sold any Christmas snowglobes. I directed her to the front of the store where we had a display of Precious Moments snowglobes, all featuring a Nativity scene. The girl, who was probably between the ages of 18 and 20, looked me straight in the eye and said, "Oh, is this it? I was hoping you would have something more Christmasy." SOMETHING MORE CHRISTMASY. I kid you not. Is it even possible to be more Christmasy than a scene depicting the birth of Christ, Himself?

New Poll

The new poll is up. This one is tricky, because, frankly, both of those songs are horrendous. I keep waffling back and forth over which song is actually worse. Every time I go to vote for "Grandma Got Run Over by a Reindeer," because of the absolute crudeness and annoying vocal tones, I then hear the whiny voice of the kid in "Christmas Shoes," begging for some stupid footwear for his sick mother. Seriously, Mom, if you were sick, would you really want me to beg for some special Christmas shoes for you? Wouldn't you rather that I donate a kidney for you or something? But then, when I decide that I'm going to vote for "Christmas Shoes," I realize how much I really, really hate GGROBAR.
It's a conundrum, plain and simple.

I like Vanilla, and I like Coke...but I don't like Vanilla Coke.

Hey this idea comes from a post a while back...Sis and I were talking about Andy Rooney and his general zaniness. I mentioned the title sentence about Vanilla Coke (which is a true statement) and Sis had used the statement, "I like peanut butter and I like cookies, but I don't like peanut butter cookies." Which is a total lie, because she does like peanut butter cookies, including, but not limited to, Nutter Butters and those peanut butter cookies with the Hershey Kisses on top. So, I'm wondering...can you guys come up with some other good comparisons following the pattern from above (two things that you like separately, but not in tandem)? And, they have to be real combinations, not like, "I like cheese and I like chocolate ice cream, but I don't like cheesy chocolate ice cream," or something ridiculous like that.
I'm looking forward to your responses.

Sis, are you okay?

Sis, are you doing okay out there? I haven't heard from you for a while. You haven't posted anything on your blog (The Crafty Snicklefritzes) and you haven't posted any comments to mine for a few days now. You haven't called and you haven't emailed. I know you're having a rough week, what with Robert's death and all. But, cheer up! You can always pull out the records and listen to him belting out "Camelot"!!

What is the one sign that I cannot sign...

without completely losing it and cracking up? ROBOT. That's right, I cannot interpret the word ROBOT. I can't handle it. Even thinking about it while typing this entry is making me chuckle. Seriously, try signing it. I challenge you to sign it in a serious manner. It's impossible. And really, when I'm in the middle of interpreting something and most of my signs only last about a second, I can't help but drag out the sign for ROBOT to about five seconds.
So why is this a problem? Well, currently the seventh graders are gearing up for the good ol'Science Fair. Yes, it's that time of year again. The time when young adolescents dream of grandeur and making the impossible possible. This past week we've watched two videos about science fair projects and ideas, we've visited the computer lab to look at websites with ideas and project help, and we've viewed past science fair projects. All leading to today, when the students had to submit their final topic proposal.
If you haven't done so recently, I recommend talking to a seventh grader. No, really. Have a conversation with one. I promise you, it will be fantastical and hilarious; especially if you ask one to think of a science fair topic. These kids haven't grasped the concept of what is measurable and testable. And, they haven't realized the limits of their own knowledge and ability. Really, that can be a good thing, I mean, all kids should have high goals and strive towards achieving them. But, when a student has difficulty remembering to place his completed homework in the correct tray before the bell rings, it's a little difficult to approve a science fair proposal in which he wishes to construct a robotic arm.
Yes, this is where the sign ROBOT comes into play. My favorite video of the week (note that all interpreters hate interpreting videos) was one that was probably 18 years old and featured a boy who did create a robotic arm. Let's just say that that science class was not one of my finer moments in interpreting; it was a video from 1989 and the word "robot" was used roughly 52 times.

Last Post of the Month

Happy Halloween!!
I didn't do anything special and I didn't get to hand out candy. :o( Still waiting for the day when I will get to spread chocolaty goodness out to the little becostumed (I just made that word up) children of the world.
Yesterday I had the opportunity of interpreting for a kid while he was being suspended. I always enjoy seeing the deaf kids called on their behavior, mainly because most of the teachers and administrators let them get away with so much. "Oh, it's okay if little Johnny is late to class, he couldn't hear the bell." "Oh, Susie just misunderstood what was expected of her." Excuse me while I go vomit. This kid knew exactly what he was doing, but he plays the innocent fool really well.

Poll

Ohmygosh!! I just found out that you can add polls to your blog. I'm so super pumped. Check out my first poll! I know the question is slightly generic and I can probably predict every person's response (of the people whom I actually know read my blog), but who cares? Do the poll anyway!!!!

Waiver Day

Today we had what is known as a "Waiver Day," which means that the kids didn't have to come to school and that we had to sit through meetings all day. Actually, today's waiver day wasn't too bad. In the morning we had presentations about special ed., in which the interpreters participated. I had to speak about processing time by using the question, "Why is the interpreter still signing even when I've [the teacher] stopped talking?" This was a good one because most teachers don't realize that we have a "lag" or "processing" time when they are speaking. Some teachers are even of the mindset that if they have finished speaking and the interpreter is still flapping her arms, that she must be feeding answers to the deaf students. So, I gave a brief spiel about that. I also mentioned how impossible it is for an interpreter and by default, the deaf student, to keep up with a class if it is conducted in a rapid-fire question and answer format. The deaf student will always be behind and unprepared to answer when called on, until he has been caught up by the interpreter.
We also had a question about disciplining the deaf student: if it is the responsibility of the teacher, the interpreter, or both the teacher and the interpreter. Many teachers answered, "The interpreter." This is not so. It is the teacher's responsibility to uphold classroom and behavior management and that includes any deaf students in their class. Of course, there are times when the educational interpreter has to sit up and say, "Hey, I'm an adult and a staff member," and be a part of the disciplining or monitoring of student behavior.

Who doesn't love a good cuckoo clock?

Who? No one, that's who. That's right, I'm speaking for the entire world population when I say that everyone loves cuckoo clocks. How could one not? They're so happy and jolly; one can't help but be cheered by them.

Worst Banking Customers Ever!

Yeah, Mom, you think you would have taught us better than this...but, Mike and I have become some of your dreaded "worst bank customers." Saturday morning (who am I kidding, we all know it was barely morning), Mike and I went to the bank to update our accounts. We both had checks to deposit and then we needed to add Mike to my account and change my name, etc. And we decided to add Mike to my account based solely on the fact that I have my account number memorized and he does not have his memorized. Forget the fact that he actually has direct deposits, etc. That was of no consequence to my way of thinking. Anyway, we get to the bank and we get in line to make our deposits, and I have completely filled out my deposit slip, while Mike has not. Because, as I mentioned just four sentences ago (you're going back and actually counting the sentences now, aren't you?), I have my account number memorized and Mike does not have his memorized. So, there, strike number two against Mike: no account number on his deposit slip. You're probably wondering what strike number one was...it was Mike and me walking into the bank at 11:55 Saturday morning. That's right, we had serious banking business to do, and we waited until five minutes till close in which to conduct it. Mom would be so proud. Not.
But wait, it gets better...once we make our deposits, we still have to meet with a personal banker and set up Mike on my account and do a name change. This actually took a lot of time because the guy we met with seemed to sit and stare at his computer screen a lot while we were there. He would tap on his keyboard for a few seconds and then sit and stare. So, the bank either had a really slow operating system, or a really slow operator, not sure which. Strike number three: Mike and I had to have the doors unlocked for us as we exited the bank at twenty after twelve.

The Tribe Rocks My World!!

Ack, I don't want to type too much about the Tribe right now, since the game is still in progress, not like I really have the power to jinx them...even if I believed in jinxes...(but they're pounding the Redsox right now!!)
School was all right today. One of the students was absent, so I don't have any good social studies stories. No, wait, I'm lying, I can share a story from last week. True Story: There are seventh grade students in this world who do not realize the difference between Zeus and Jesus. And when I say this, I mean, one of the teachers was trying to tell the students that Greek mythology was a bit like religion because there were gods and goddesses and people worshipped and prayed to them. But Zeus was not a real person. Jesus was. (Or as the billboard I pass on my way home to Mom and Dad's proclaims: "Jesus is real.") For some reason, this concept was really difficult for some of the kids to understand. Jesus was a real person. He really lived on this Earth. He walked around. He spoke, ate, slept, etc. Zeus (and the other Greek gods/esses) were never living, breathing beings. Some of the kids couldn't quite grasp this difference. And then, some of the kids kind of understood this, but they kept asking how the teacher could say, "Jesus was real," when you're not allowed to teach religion in school. So then the teacher had to explain that she was not preaching religion, that she was merely stating a truth. Regardless of your religious convictions, people like Jesus, Siddhartha, and Muhammad really lived. And it's okay to talk about them in a historical context when we are in school. This was an intriguing conversation for the kids. It was a good social studies class, because the kids were really thinking critically about how you can speak about religions without preaching and that (at least) three of the world's major religions were founded by the ideals and teachings of people who really lived.
It was good, too, because so much of social studies class is so distant for the kids. Meaning, they know that when we discuss Pericles or Julius Caesar, that these were real people. But they can't relate to stories about the Peloponnesian War or life in Sparta. This is how I hear students ask how the ancient Romans connected to their MySpace page if there was no electricity back then. The events that we discuss have no personal meaning for them. These are kids who have never known a lack of technology. But, for some reason, the teacher emphasizing the realness of Jesus forged a connection with some of the kids. Perhaps it is that they have so separated church and school, that for these kids, to take someone from the church realm and insert Him into the school realm made it real. I don't know. It was like the Helen Keller "water" experience. The light bulb came on for some of the students.

Hooray! No School Today!

Ahh, the best part of my job...days when we don't have school. Oh, yeah, there are those days that I help the deaf kids actually learn something new. Those are good days, too. But, let's face it, I work in a middle school. I have to put up with, listen to, and observe a lot of nonsense before we can actually learn anything new or exciting. And, don't worry, we may not have school today, but I'm still learning. I have Sesame Street on as I type. So far, I've learned about the letter "D" and the number "17." I've also learned about feelings with Dr. Phil and the muppet Dr. Feel; and right now Oscar is busy grouching about something (have you ever noticed that Oscar is like the Andy Rooney for the four-year-olds of the world?). They just had Evelyn Glennie on, which was cool because she is deaf, but it was a little discouraging because when Oscar and Telly asked her how she knew what they were saying, she said that she could read their lips. Now millions of little children are under the impression that deaf people can read their lips. Very, very few deaf people can accurately read lips.
Speaking of deaf people, you should check out this short film. It's in BSL, but some of the signs are similar to ASL. http://uk.youtube.com/watch?v=8NoOKcpZzGE

But ours goes to 11...

I interpret in two social studies classes: seventh grade and eighth grade. The seventh grade class is the one where the kids are currently studying ancient Greece (big test on Monday); the eighth grade class is currently studying the events leading up to the Revolutionary War. When I was in eighth grade our social studies class was all about Ohio history, which they no longer study. This makes me a little sad, because the kiddies should know about the cool stuff George Rogers Clark and Simon Kenton did and it ticks me off, because the kids should have to memorize all 88 Ohio counties like we were forced to. Not like I seriously remember all 88 counties...one time Sis and I were on a road trip and we tried to name all 88 and failed miserably. I believe we could remember about 45 of them. And back in the day before Ohio went to number stickers on the license plates to identify the county, when one could still read the name of the county on the bottom of the plate, I can recall being surprised every now and then by one of the counties that I had forgotten about.
Nowadays, the eighth grade kids are supposed to learn the states and capitals. I find this to be laughable, mainly because this is something pupils in my time had to learn in the fourth grade. Also, it's slightly upsetting to realize that the eighth grade students cannot find most of the states on the map, let alone their capitals. I mean, is America becoming the land of the idiots? Now, I admit, I do confuse Vermont and New Hampshire; at times, forgetting which one is west of the other (although, thanks to me vicariously repeating eighth grade, I've learned which one is which). But, some of these kids have difficulty finding Pennsylvania and Kentucky; these are states that border Ohio and they can't locate them. Thankfully, these students CAN locate Ohio.
Anyway, right now we're studying the events leading up to the Revolutionary War and the students participated in an activity where they had to pick up different cards describing the events (i.e. The Stamp Act, the Boston Massacre, the Proclamation of 1763), read the cards, and then fill out a chart with summaries of each event. On the chart, the students had to rank how upset they would feel about each event, on a scale of 1 to 8 (one being not upset, eight being upset enough to revolt), and then provide an explanation for their ranking. Some of the rankings were interesting, such as the kid who put down a 1 for the Boston Massacre, explaining that the colonists were the one who provoked the British. And then there was the deaf student with whom I work, who put down an 8.5 for one of the events. When I saw that one, I was like, "M------, the scale is only one to eight. It doesn't go any higher." I think he thought it was a 1 to 10 scale. But when I was saying that to him, the whole time I was thinking, "But ours goes to 11..."

Speaking of soccer injuries...

During the varsity game, the deaf kid for whom I interpret got knocked down by someone from the other team. He was down for a little while and so the coach and I started to run out onto the field. (Once again, on the outside, I was projecting a cool and in-control persona, but on the inside I was like, "Yikes! I'm running onto the field!") I had thought that once we came up to the deaf kid we would see blood pouring out of his nose or something, but he looked okay, and he actually got up before the coach and I reached him. But, since we had run out, according to the rules, this student had to leave the game (he went right back in after he reached the sideline). Apparently someone's elbow connected with his jaw when they were going after a ball and it knocked him down.
But this whole experience, coupled with the earlier experience of the ambulance carting some other kid off, actually made me wonder: what happens if that WAS the deaf student? Am I supposed to go with him in the ambulance? What about when we reach the hospital? I'm not trained in medical interpreting. What if I signed something wrong? Would I be liable? But seriously, I'm not going to NOT go with some deaf kid if they're injured. I asked our lead interpreter and she said that she would check into it, but as of right now, I don't think that our district has a policy outlining our (interpreter) role in that situation.

Say it with me, "I'm the adult here."

Yes, I am the adult. No, I probably shouldn't be as hyper as the kids with whom I'm working when the ambulance pulls up to the soccer field.
True Story: Last Thursday I was interpreting for a soccer game. Actually, there were two games, JV and varsity, with the JV game being first. So, I was sitting with the varsity team, watching the JV game, when one of the kids on our JV team went after a corner ball. A kid from the other team kicked it and it ricocheted off of our kid's upper leg. Our kid then proceeded to let out a horrendous shout and fell to the ground, screaming. Well, the varsity team and I at first thought that this kid was just making a big production out of getting hit with the soccer ball. I mean, shoot, I've been hit with a soccer ball about fifteen times in the past three years that I've been interpreting for the team (knock on wood, I haven't been hit yet this year). Sure, depending on how hard the ball was kicked, it can sting; but, I've never screamed about it. Mostly, when it happens to me, I just turn around and give the kid who kicked the ball the evil eye. And, I'm a 27 year old female and therefore have a way higher pain-tolerance threshold than some 15 year old boy, but still, we were baffled as to this kid's screaming. Well, this kid remained on the ground, screaming for several seconds, when we figured out that something else must have happened. Apparently this kid landed on his ankle wrong and broke it. THANK GOODNESS I didn't hear the snapping of bone and cartilage. I can take a lot as an interpreter (True Story: I once had a girl throw a mouse on me), but I don't think I would have been able to handle that. Needless to say, the coach called 9-1-1 and an ambulance came. The varsity team, including the deaf student, and therefore me, were totally sucked into the drama of it all. It's times like those that I have to remind myself that I am the adult and therefore cannot let myself get carried away. Just like the other day at the middle school when the electricity went out. On the outside, I'm projecting a cool and in-control persona, but on the inside I'm saying, "Oh my gosh, maybe we'll be sent home early!!"

A Message From God???

Let's see, today is Wednesday, so it was on Monday...
Monday I was sitting in math class, interpreting a lesson on complementary angles and supplementary angles, when one of the freakiest things I've ever seen happen happened (yes, I know I just repeated the word "happen," read the sentence aloud and it will make sense). Well, first of all, we're in a classroom that overlooks the street. So, we hear this loud BOOM and the lights go out. We looked out the window, and I saw a utility pole across the street swaying back and forth, but we didn't see a car or anything, so we figured that it could not have been an accident that caused the power failure. Of course, the entire class followed the teacher, the other interpreter in the room and me to the window and they have their faces pressed up against the glass, trying to see what happened, even though there really wasn't anything to see. Yet. Because then we saw a utility pole on our side of the street go nuts. There was a blue light, which I describe as similar to the burning bush effect in The Ten Commandments, totally unreal-looking, yet still happening. So, this blue light is coming from the wires on the utility pole; it flashed for about three seconds and then a huge explosion of sparks went off with another loud BOOM. By this time the kids are freaking out: "We're going to get to go home early!" "Ohmygosh! What was that?!" "The school's going to blow up!" "Do we still have to do our lesson if we don't have electricity?" You can imagine a classful of middle school students in the midst of the excitement outside. Because, let's not forget to mention the school security guard, the school police officer, the principal, numerous members of the janitorial staff, and a couple of lunch ladies, who ran outside to see what was going on. The power is trying to come back on, it flickers a few times, and then somehow it comes back on for good. We still can't see for sure what happened. We were thinking that since there was no actual car accident in sight that perhaps there had been a huge power surge or something. The kids slowly got back to their seats and we continued on learning that complementary angles add up to 90 degrees and supplementary angles add up to 180. Eventually, by the end of the day, we learned that a delivery truck (a semi) for the grocery store across the street had snagged the power line and pulled it down. The utility pole was broken off and power lines were snaking across the street. Part of the road was closed down and it was a mess getting the kids dismissed in a safe manner (although, we probably wouldn't have missed a few of them, had they been silly enough to approach the downed lines).
Seeing the wires light up and spark was seriously one of the craziest, weirdest, unbelievable things I have ever physically witnessed.

Deaf World Order

I interpreted for the soccer team tonight. *Sigh* If only they would win some games...they work so hard in practice but when it comes to the games, it's like they're scared to get physical and go after the ball.

Anyway, while we were waiting for the JV team to finish up their game, the kid I interpret for outlined his plan for the future...the future where Deaf people rule the world. It was actually quite interesting. He had all of these social classes figured out, with Deaf people at the top, followed by hard of hearing people, and hearing people at the bottom.

It's all over but the Timtex

So, I've been working on a sewing project the past couple of evenings, and I'm almost done, so I'm pretty excited. I just have to press it, insert the interfacing, and do a final stitch around the perimeter. I'll see if I can get some pictures up when I'm all done. Although, I'm sure my pictures will be nothing compared to my sister's. Check out her uber-crafty blog at thesnicklefritzes.blogspot.com. She's got a lot of cool stuff posted.

Okay, so it's been a week, cut me some slack

Yes, this is my third post of the day. But, I hadn't posted in a week, so I have lots to say. I just emailed a link to my blog to Ma and Pa, and I realized that my last entries were mostly just complaints about the HI teacher. I do have positive things going on in my life, too. Like, Saturday, I went to the KSU football game and watched them totally stomp Delaware State. Looking at a home team winning scoreboard while at Dix Stadium is a little weird. I don't think I ever experienced that when I was a student in the marching band. But, it was Delaware State, so it should be expected that Kent win.
I ran into a couple of good friends from the marching band, too, so that was cool. I didn't get to spend much time talking to them after the game, though, because Mike and I had friends coming over to the apartment and we had to hurry home and finish cleaning. That was cool, too, because we haven't had too many people come over and hang out at our place.

SimCom Insanity

I can't believe I forgot my True Story of the day.
True Story: I was interpreting in third period "study skills" and the HI teacher was rather ridiculously trying to sign for herself. I say "rather ridiculously" because it is a well-known fact that it is IMPOSSIBLE to sign and speak at the same time. It really is. I liken it to speaking German and writing Spanish at the same time. You can't do it, right? Well, in much the same way, you cannot speak coherent English and sign coherent American Sign Language at the same time. You can't even speak fluid English and sign correct Signed English at the same time. It's impractical, unfeasible, and just not possible. You will either speak proper English and drop signs or you will speak broken English and sign correctly. Either way, you get massive miscues and ungrammatical and nonsensical utterances in both languages.
So, the HI teacher is speaking to the kids in "study skills" while attempting to sign simultaneously. Let's not forget that I am an interpreter in the classroom, who is there to provide interpreting services. So, I can see one of the students turning his head as though he were in attendance at Wimbledon, trying to decided at whom he should be looking. Finally, this student raises his hand and signs, to the teacher, "I don't understand what you are signing." I, of course, being a good interpreter, adhered to the Code of Ethics, and voiced this in the manner in which it was spoken (in this case, signed), which means that I had to supress the exasperation that I was feeling on the inside. Still waiting to see if the teacher will get a clue.

The Greatest Day the World Has Ever Known

Hmm, it's been a week, so it must be time to update the world as to my latest shenanigans.
Last week our lead interpreter at school had a meeting with our special education coordinator and the SST (don't ask, I don't know what that stands for), basically, our bosses downtown. I don't know what all was on their agenda, but I sent an email to the lead terp with a list of "concerns" concerning the HI teacher at the middle school. Naturally, I presented the concerns in a diplomatic way. I'm hoping this means that the powers that be downtown are now aware that they placed someone in the TOD position who was not properly prepared. Why would you hire someone and then not train them on the use of audiological equipment or how to use interpreters, etc.? Of course, they may now be aware, but that does not mean that they will remedy.
Of course, last week also saw the 27th commemoration of The Greatest Day the World Has Ever Known. If you're in doubt over the validity of claiming September 11, 1980 to be The Greatest Day the World Has Ever Known, ask yourself, "Was my life better before September 11, 1980 or after?" Seriously, I can guarantee your life has improved since that day.

Hmm, anything cool happen at school today? Of course not, I'm doomed to work in a middle school. And we all know that there is NOTHING cool about middle school. Hmm, speaking of middle school, The Backstreet Boys just started playing on my Yahoo! radio station. How did that happen? I don't remember selecting the teeny-bopper station.
One of the interpreters was out today and we all had to cover for her. That was not fun. Although I did totally love going into third period "Study Skills" and telling the HI teacher that I couldn't interpret for her that period. YES, THE DISTRICT-HIRED TEACHER OF THE DEAF USES A SIGN LANGUAGE INTERPRETER IN HER OWN CLASSROOM. The look on her face was priceless. Can someone please explain the logic in hiring a woman to be the HI teacher when she has no experience teaching deaf students? She hasn't signed for years. And believe me, I went through three years of the same deaf ed. program where she earned her degree, so I know who her professors were, and I know what the teaching philosophy was. This woman is not one of the first people I would pick to put in a classroom with deaf students. In fact, any person reading this post could probably do a better job of working with these deaf students than the current HI teacher does, and yes, that includes you, Bosco, reading over your mother's shoulder. At least Bosco would have the sense to refrain from using the term "deaf, dumb, and blind" in front of the students.

Bedtime

Now that I have a blog, I keep meaning to post more to it, but I'm getting pretty tired tonight, so I don't think I will take the time to type much. I have to work at my ridiculous Hallmark job tomorrow, unfortunately. I'm getting pretty sick of that job; I don't think I'll be there much longer.
Here's a good one for all of you. True Story: A girl in social studies class asked (on Thursday), "Why would people go hunting and kill animals when they could just go to the store and buy their food there?" Let's take into consideration the fact that we are currently discussing the land bridge and the peoples of prehistoric America. Then, let's take into consideration the fact that if you're buying meat at a supermarket, it had to have been killed by someone at some point along the line.
Goodnight.

When You're in the Dungeon...

do NOT, I repeat, DO NOT pick up a duck.

MySpace + Ancient Rome = HUH?

Oh, school. Is it May yet?
Seriously. Is it? Because I'm not sure that I can handle going through middle school again this year. Last year was alright. I was in seventh grade and it was cool. Okay, not cool, because it was seventh grade, but cool as in, "I'm okay with this." I'm not so sure about this year. I just don't remember having that much DRAMA and STUPIDITY in my life at that age.
True Story: We were discussing the Roman Empire and their amazing network of roads and their ability to carry messages from one corner of the empire to the other in a matter of days. The point was being made that the Ancient Romans did not have electricity, and therefore, no telephones, television, or Internet. One girl actually asked how the ANCIENT ROMANS would access their MySpace pages if there was no electricity. One would think that having been told that there was no electricity would then lead one to the knowledge that there was no such thing as MySpace. Not true of the middle school students in Akron.