Q&A. oh ok, just the Qs then.
2. how do i pitch one lesson to thirty separate individuals when only five of them get what i'm saying, twenty of them want to talk loudly about the weekend, and five are sneaking lollies from their schoolbags?
3. why do these teenagers seem to prefer me standing at the front of the room, didactic-styles, instead of getting in their faces and provoking conversations between groups and individuals?
4. why do they freak out when i ask them to talk about the answers to their neighbour/group before they write it down in ink? or freaker outer when i ask if anyone would like to share opinions with the class?
5. why do some think it's so funny to say unrelated words at double decibels as an answer to a question about the text in front of them? (ok, it's kinda funny - once - more than once is like telling the same knock knock joke over and over. oh, i do that. maybe funny then.)
6. why do they want me to spoon-feed them the answers rather than rejoicing in the quest of finding it out themselves?
7. why must i micromanage the pens down, eyes this way, please move to a different chair stuff?
8. will i actually ever teach anything? inspire inquiry? cause passion? or just babysit?
9. what is the point of the revised curriculum if it ain't manageable?
10. how do i cultivate mutual respect without donning my policeman's hat, or bribing with jellybeans? (and how many beans make five?)
11. what the heck is wrong with my philosophy of teaching? and why do i feel like such an idiot for wanting to trust the learning journeys of beautiful souls?
12. am i wrong to expect skooly-teenagers to still love learning?
13. am i cut out for this?
14. why is the skin on my little finger peeling off?