Monday's post of classic student quotes from my teaching days reminds me how much I loathed teaching, and how glad I am never to engage in such ever again. If only I had been allowed to crush those defiant kids with a bulldozer, just like the caped crusader in this startling Tiananmen Square cover image (from Scott H as always, click to enlarge--right on, driver). Sadly I could not legally operate heavy machinery, so I had to try and crush them in other ways. If nothing else, I did come out of two years of teaching-assistant hell with a hefty grab-bag of Amusing Anecdotes®, collected below. Most of these I've told to friends (or in their hearing) dozens of times, so if you remember, try to say them along with me! Probably more to come if I stay sober long enough to recall.
Revenge of the Ditz: In my very first English 101 class, one (otherwise quite bright) girl didn't like the whole no-grades, portfolio-writing structure. In particular she didn't like my disinterest in justifying why this or that instruction had to be obeyed. It was like she questioned the whole college teacher authority paradigm! Madness. I don't know what she was worried about, as she had no problems with the writing assignments and had excellent grades. I must have enforced some correction that challenged her A-student egomania. Anyway, we clashed on a number of occasions, frequently "resolving" with Mexican standoffs where I would conclude by saying, "There's really no point to discussing this any further. Moving on." She would narrow her eyes like the cobra, oh yes she would. Unfortunately for me, she was also quite athletic, and imagine my surprise and horror to find her among my opponents in the coed soccer league the next quarter. I was goalie on a cheerfully inept team of grad students, most of whom were habitual smokers, copious drinkers, eaters of fatty flesh, recreational drug enthusiasts, and averse to exercise generally. About halfway through the game -- after toying with me from afar with a few easily blocked lobs -- my nemesis charged in and drilled a shot at me from close range. The ball smashed me directly in the face. No goal, but that wasn't the point, was it? I staggered backward and salvaged about two microns of dignity by not falling over, but I was just coherent enough to see the girl trotting off, pumping her fist and fairly incandescent with gleeful triumph. Rest assured she figured prominently in my own revenge fantasies for months afterward.
Royal Notice: Another student was a fine young man of Kuwaiti origin. What he was doing in Spokane, WA, is anyone's guess. He periodically flew to London on weekends to see his father, who owned a chain of Mercedes dealerships in Kuwait City. This kid was so rich he would actually have to hire someone to hire someone ELSE to kill me. Anyway, one Monday after one of these weekend trips, he didn't show up in class. Not on the following Tuesday either. Our fascist composition department had a very strict zero-tolerance policy on absenteeism; either you had a specific note from a physician, or you got three absences for the quarter, then you failed. So when the kid showed up on Wednesday looking fine, I approached him about the looming badness of two unexcused absences. He promptly and apologetically handed me a sealed envelope. This envelope and the single sheet of paper it contained were so dense and creamy that they could have been classified as dairy products. The stationery was from the office of the Royal Physician in Extraordinary to the Queen of England, certifying that the young Kuwaiti had been struck down with flu and unfit for airplane travel until Tuesday evening. To this day I kick myself for not holding out for a free Mercedes to seal the deal.
Blood Simple: During the final essay exam, students had to remain silent. They could raise their hand to ask me a question, and I would approach their desk and hear their plea. However, they could only ask me dictionary-type questions (definitions or spelling), or questions about the essay question itself. One girl raised her hand, and I leaned in to hear what she wanted. She reared back a little, stammered a quick, "oh, excuse me," and let loose a titanic sneeze. Unbeknownst to us both, she was also on the brink of a massive nosebleed. She sprayed blood all over my arm, left side, her desk and essay, and the back of the student in front of her. She shrieked and ran out of the room. I froze for a second, looking in amazed disgust at my arm and hand, and then calmly led the bloody-backed student over to the restroom, where we washed up. I told him to go finish his exam, then I stopped by the department office to let them know what happened. (They were amused, and said to let them know if the student was ill, or if I got AIDS.) I returned to class to find the bloody-sneeze girl already back in her desk. I asked if she was OK and she said yes, and she apologized, obviously mortified. Eventually, time was called, and essays were handed in. After the girl left, other students asked me what happened, and I explained. They looked visibly relieved, and said that when we three left the room earlier, there had been animated discussion -- some of the students were convinced I had punched the student in the face, resulting in the spray of blood. You can tell you're dealing with a bunch of rough-and-tumble farm kids when, despite this possibility, they all just returned to writing their essays.
Seduction By the Innocent: I had just shaved my head, a dramatic shift from my typical frizzed-out shoulder-length locks of the time. In my creative writing class, there was one lil’ goth chick who wrote a series of bland Stephen King ripoff stories. There was some good detail work though, and she was a fine student otherwise. Part of the class routine was a one-on-one meeting with each student halfway through the quarter, where the student read their current story aloud, then we discussed. She and I met in my tiny office and went through her story. I was reading over one paragraph and pointing out good bits and pieces, when I looked up to see her staring at me as if hypnotized. She breathed huskily, "I loooove your hair." Despite several precedents from colleagues, I wasn't ready for student-teacher freakin' in the office, so I delicately and nerdily steered the conversation back to the work. I don't think her heart was in it, though. If I'd known baldness was such an aphrodisiac, I'd have shaved back when I was a nubile coed myself.
Starving Artist: My last English class took place in the evening at the urban extension campus, so it was mostly what we euphemistically call "adult students" (insulting both to adults and students). One of these was the bitterest man I ever met in Washington state, a place known for bitterness. He was in his early 30s and married to a shrew of a wife. He worked as some kind of obscure banking assistant, but his dream was to be a sculptor. His evil wife, however, thought that his art was a waste of time, so she forced him to sculpt only in the basement, and only in one corner. He told me once that if his wife found any sculpture, tools, or materials outside a clearly demarcated line in that corner, she would throw them away. Actually drive them to a dumpster somewhere so he couldn't retrieve them. She apparently performed this check while he was in my class, so he was always preoccupied, wondering if he'd violated the line of death, and if his artwork would be gone when he got home. This is why Spokane produces so many serial killers.
Low-Interest Clones: I was teaching the class with the embittered sculptor when the story of Dolly the cloned sheep hit the media. Since we studied rhetorical writing, I always seized on any issue that could be clearly separated into for/against sides. (Capital punishment and abortion were both forbidden topics, as students instinctively regurgitated the most trite, brainless arguments available.) Given all the scary talk about scary clones that Dolly caused, I though this would be a fun one. Plus, we're actually arguing about cloning! It was so sci-fi. Anyway, imagine my surprise and disappointment when it became clear that the class did not seem scared or threatened at all by cloning. Despite all the hue and cry from religious spokespeople, none of the highly religious students objected to cloning. So, I tried to imagine the most morally objectionable cloning scenario possible. "What if," I said ominously, "the government found one really strong, durable guy, and cloned him a million times over to create a ... SLAVE RACE OF CLONES!" (cymbal crash!) ... No reaction. If anything, they seemed mildly attracted to the idea of slave-clones handling society's crap jobs. Finally, as I continued to prod them for possible negative consequences, one hand went up. I eagerly called on the student, one of the few younger college-age kids. "What if," he said, "the clones rebelled against us?" Hmmmm ... well, naked self-interest isn't exactly moral outrage, but it's a start. "Good point!" I said, beaming. "So, to prevent rebellion, let's say we engineer our grunt-clones to have only the most rudimentary intelligence. We'll factor down their brainpower to that of a toddler!" Dramatic pause! Imagine this horrible future of retarded clone slaves! Another hand went up. Yes, you! Older female student in the back who has never spoken until now! "Maybe," the lady whispered uncertainly, "we should keep them down more? Like, only as smart as a dog?" Other students nodded. There you have it. Moral quandary solved. So much for all your dithering, egg-headed bioethicist wimps.