Some
interruptions are for attention or because of inattention, others for real or
imaginary illnesses and injuries, and still more for no reason whatsoever. I
have pledged myself, like Faust, not to linger awhile over any fleeting moments
but to keep a straight face, make a judgment call, and continue to keep the
life of the classroom moving on to the next pleasure. It’s a juggling act at
times, but the trick is to try to keep all the different balls or objects in
the air even when a new one is unexpectedly introduced.
The
younger children have not yet learned how to filter the information traveling from
their minds to their mouths. I have been innocently informed, apropos of
nothing, of some alarmingly personal details of life at home: “My dad had to sleep in the car last night because he and mommy
were arguing.” “My mom loves wine!”
“Daddy got a ticket for speeding.”
Sometimes
the interruptions are for attention and because of a perceived injury. At least
once a day a kindergartner would approach.
“Mr. K.,
my finger hurts.” Let’s have a look.
She shows me an unblemished pinky.
Where does it hurt?
She points to an invisible dot.
Run it under the cold water. That will make it feel better (which it always does).
Occasionally, unforeseen circumstances interrupt the students’ ability to perform. One day,
filling in for a teacher on sick leave, I was checking the second graders’ work
for the week: homework, handwriting pages, math and spelling sheets, and so on.
One little boy’s portfolio had fewer pages than those of his classmates.
Where is
the rest of the work, Raymond? I asked.“Oh, I was absent for two days,” he said.
I see. Were you sick?
“No, I had diarrhea.”
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