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Those poor, misunderstood teachers,
Counting down days till retirement.
Like grunts in The Nam,
Waiting for a reprieve like it was a
Papal dispensation or a Presidential pardon, or
Last minute stay of execution from the Governor.
Teachers: dying a slow death
On the same lame stage day after day,
Performing amateur comedy,
Hosting their very own Karaoke Club;
Filling barely enough seats in the joint
To crack their daily job satisfaction nut.
The kids who do show up for class are too bored,
Or too apathetic to stay awake,
Heckle you or walk out.
Most teachers hate their jobs.
So many teachers, so many miserable mooks
Wishing they had some other job, any other job,
Like plumber or astronaut,
Mortgage broker or CIA assassin,
The last two with similar personality & career profiles
On The Myers Briggs Type Indicator MBTI® Step I Interpretive Report. Anything’s got to be better than being
Trapped in a 40 by 40 foot box all day,
Stuck in some Dungeons & Dragons classroom
All day with 40 chaotic, evil, teenage
Gary Gygax-ed kids, used to entertainment
Of higher quality and sparkle.
The cardinal sin of teaching:  Thou shalt not be boring!

Teachers complain constantly about how bad the money is,
Having to work almost 185 days a year,
Whining about only getting 8 weeks off in the summer &
Every freaking holiday on earth known to man.
Snap out of it: you get paid what may be one of
The last livable, middle class salaries in America,
Not to mention health and defined retirement benefits, &
You’re still kvetching.
Meanwhile, Good Teachers—
Those deliriously happy few,
That small rare band of subversives,
Maybe you can count them on one hand &
Still feel lucky you had that many—
I’m talking about the good teachers,
Who view teaching as an art form,
Atypical teachers with both brains and heart.
These are the teachers that make the difference.
These are the vital early role models we need
To encounter when we first leave home as toddlers.

I can still hear you, Mr. Feeny:
“I want you to go home this afternoon and open a book! I don’t care what you had otherwise planned, I order you, nay, I command you. Go home and open a book.”
Books are sine qua non.
Good teachers start out by reading a lot of books—
That’s the brain stuff.
It is life lessons of the heart, however,
That really counts,
Stuff they’ve learned the hard way,
The pain they’ve felt personally,
Particularly while young themselves.
That’s where the heart comes from.
And for **** sure they never read about it
In whatever passes for textbooks in
Most graduate schools of education,
Largely lame crap masquerading as academic rigor
In the diploma mills serving the education profession these days.
I taught in 15 high schools across the American southwest &
I’ve known some really breathtakingly dumb,
Essentially illiterate teachers.
Even at the highest institutions of higher learning,
The average educator of teachers is
Rarely known for intellectualism.
With the possible exception of Diane Ravitch,
Jonathan Kozol, Paulo “The Brazilian” Freire--&
Maybe that Marxist hold-out, Eric “Rico” Gutstein--
Instructional staff at most university
Graduate Schools of Education are not
Taken seriously by the rest of the academic faculty.
What was your source of heart, Mr.Kotter?
I can assure you, it was not something you
Picked up at a teacher in-service, Gabe, &
Welcome back, by the way.

If you remember one thing about
Teacher licensing, remember this:
Albert Einstein, at the height of his fame &
Intellectual prowess, could not walk in
Off the street from out-of-state, or
Anywhere else in the universe, &
Qualify for a secondary single subject
Preliminary license to teach physics.
Not in any public high school classroom in
California or in the state of New Mexico.
He simply lacked the requisite education,
Hadn’t taken the plenitude of pedagogic courses,
Expensive college credits in such vital subjects as:
Methods of Teaching Science for Dummies;
Educational Technology for Idiots;
Band Aids & First Aid;
Tae Kwan Do for the Inner City;
Teaching & Testing the Test Takers;
Touchy-Feely 101, 201 & 301;
Understanding Special Kids:
Gifted Kids, Not-so Gifted Kids,
Kids with Attitude & Kids with ADD;
Curriculum Simulacrum;
ELL/Cross-Cultural Learning;
Self-Esteem for the Worthless; &
Last but not least, Foundations of Education:
Sarcasm & Humiliation for Fun & Profit.
And I didn’t even mention taking & passing
That sublimely subtle CBEST or NMTA/NES,
Teacher licensure tests,
Essentially 8th Grade literacy exams
Quite a few applicants take 3 or 4 times
Before earning a passing score.

Blame society?
Blame the parents?
Blame the politicians?
No, teachers:
Blame yourselves.
Lawrence Hall Feb 2018
Some ‘bloggers have ‘blogged thus:

All teachers trample the Constitution
All teachers promote contempt for the Flag
All teachers should be in an institution
All teachers are weird (and that one’s a f*g)
All teachers despise the military
All teachers should be slowly microwaved
All teachers hate meat; they’re vegetary
All teachers hate Jesus; they can’t be Saved
All teachers are evil; the children are harmed

And now they ‘blog: All teachers should be armed!
Danielle Shorr Nov 2013
To all the teachers who have let me down, to the teachers who made me feel isolated and alone for all the teachers who made me lose faith in the education system and caused me to believe that my strengths werent nearly as large as my weaknesses, to the teachers who have made me feel like my only purpose for living was to get good grades. I want you to know how you made me feel.
To the health teacher sophomore year who during the ****** education unit ignored my inquiries about safe *** in same *** relationships and then proceeded to tell me that my questions were innapropriate and that i was too young to be asking that, i want you to know that hearing that was a slap in the face to me. Hearing that sent 16 year old me so far back into the closet that i couldnt see any ounce light. I could not see a reason to be hopeful because you deemed my sexuality as wrong and made me feel like i was alone, i want you to know that it took me 2 years after that to understand that my feelings were not something to be ashamed of and it took me a week and google to find the responses to the questions you refused to answer.
To the chemistry teacher who told my counselor that i am a ******* addicted drug user and never even had the nerve to ask me why my hands shake, i want you to know that i have a disorder called essential tremor and my shaking is something that took me years to embrace. I want you to know that your assumptions stole the years of confidence i had built up in the acceptance of my disability and made me feel targeted and insignificant, if only you had simply just asked me then you would have saved me the loss. To the same teacher who made me sit out in the hall for the whole hour long class period because i talked while you were talking, i want you to know how ****** that feels. To any teacher who sends students in the halls, know that there is nothing worse than isolation and that making your students sit out in the hallway wont do anything but make them feel the pangs of loneliness and embarrasment.
To the spanish teacher with the bad temper who always took the time to complain and point out my mistakes, i want you to know that it never helped me learn anything and for someone who preaches tolerance amd respect i think its ironic that you made students feel so bad to the point where theyd leave your class crying. I want you to know that i tried my hardest to get your approval and never got it at all. But even though there have been those who have let me down, there have also been those who have brought me up. There have been those who have pulled me out of the deepest of slumps and showed me how to be brave.
To the math teacher who was more like a mother to me, a really cool one at that, who had awesome taste in music and understood that intelligence is not defined by grades, i want you to know that even though i hated math, walking into your class always made my day a little bit better. I want to thank you for understanding me and teaching me to try even when my attitude was ****. Im lucky to have met you because if i hadnt, i wouldnt have so much motivation.
To the theatre teacher who i met before highschool even started, i want you to know that you are the person who guided me to where i am today. And even when i cant find the words to say how i feel, you always know how to lead me to them. You were like a father to me when my own father was sick and for that i will always be appreciative.
To the theatre teacher who i can say without a doubt saved my life, who brought my out of the darkness and helped me see light, who understood all of the issues going on in my life, i owe my life to you. Meeting you was something that i am forever grateful for. You always know how to make me feel better and less alone and when i feel like im falling down you always help pick me back up. You're the only teacher who can see when im not okay and the only one who i can share with why im feeling that way, you're the only teacher that still manages to inspire me everyday and make me laugh at the same time. Thank you can't even begin to explain how much you have changed my life.
Ive learned that teachers have a bigger impact on kids than we think, they can affect them so much even in even the little things, ive learned that the things that teachers do can either inspire or haunt you for the rest of your life and its important that teachers understand that school is not the only thing in a students life, its important to understand that in just a day a teacher could either save someone or break someone. Empathy is the most important key that a teacher should hold because if you can make someone feel less alone, then youre doing it right.
EFFECTS OF CHILD ABUSE ON PERFORMANCE OF PRIMARY SCHOOL IN KAPYEMIT WARD, TURBO CONSTITUENCY, UASIN-GISHU COUNTY.





BY
ERICK NYAKUNDI
KIS/03013/14




A RESEARCH PROJECTSUBMITED TO THE SCHOOL OF ARTS AND SOCIAL SCIENCES, DEPARTMENT OF SOCIOLOGY AND PSYCHOLOGY IN THE PARTIAL FULFILMENT FOR THE AWARD OF THE DEGREE OF BACHELOR OF SOCIOLOGY



MAY, 2014

DECLARATION

I, the undersigned, declare that this project is my original work and that it has not been presented in any other university or institution for academic credit.

Signature...............................................­..... Date...................................
ERICK NYAKUNDI
KIS/03013/14






SUPERVISOR
This project has been submitted for examination with my approval as university supervisor
DR. W. O. ABUYA
Signature..................................................­.. Date....................................




DEDICATION
I dedicate this work to my Dad, Mom, my sister Lydia and my lovely brother Dun who contributed in one way or another to make this project to be successful.


















ACKNOWLEDGEMENT
I would like to thank all individuals who contributed and sacrificed their time towards completion of this project.
To my supervisor, for the guidance and support in the development of this research project, His advice and criticism made this project what it is.
Thanks to colleagues and friends for their suggestions, advice and encouragement. To all of you may God bless you abundantly for your tireless effort.

TABLE OF CONTENTS
Contents Page
DECLARATION i
DEDICATION ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURE viii
ABSTRACT ix
CHAPTER ONE 10
STUDY OVERVIEW AND STATEMENT OF THE PROBLEM 10
1.1 Background of the Study 10
1.2 Research Questions 13
1.3 Research Objectives 13
1.4 Justification of the Study 13
1.5 Significance of the Study 14
1.6 Scope of the Study 15
1.6.1Assumptions of the Study 16
CHAPTER TWO 17
LITERATURE REVIEW 17
2.1 Introduction 17
2.2 Common Forms of Child Abuse 17
2.2.1 Child ****** Abuse 17
2.2.2 Physiological or Emotional Abuse 17
2.2.3 Physical Abuse 18
2.2.4 Child Neglect or Abandonment 18
2.2.4.1 Physical Neglect 19
2.2.4.2 Educational Neglect 19
2.2.4.3 Medical Neglect 19
2.2.5 Child Fatalities 20
2.3 How Child Abuse Affects Academic Performance 20
2.3.1 Child Abuse and Academic Performance 20
2.3.2 Child Abuse and School Image 23
2.3.3 Child Abuse and Dropout Rate 25
2.4 Strategies that Schools can Employ to Curb Child Abuse 26
2.4.1 Role of Public Regulation 26
2.4.1.1 Nurturing and Attachment 27
2.4.1.2 Social Connections 27
2.5 Theoretical Framework 27
2.5.1 Learning Theory 28
2.5.1.1 Relationship with the Study 28
2.5.2 Family Dysfunction Theory 29
2.5.2.1 Relationship with the Study 29
CHAPTER THREE 30
RESEARCH DESIGN AND METHODOLOGY 30
3.0 Introduction 30
3.1 Site Description 30
3.2 Research Design 30
3.3.1 Target Population 30
3.3.2 Sample Size and Sampling Procedure 31
3.4 Description of Research Instruments 32
3.4.1 Research Instrument 32
3.4.1.1 Questionnaire 32
3.5 Data Collection Procedure 32
3.5.1 Validity and Reliability of Research Instruments 33
3.5.1.1 Reliability of Research Instruments 33
3.5.1.2 Validity 33
3.6 Data Analysis and Presentation 33
CHAPTER FOUR 35
DATA PRESENTATION AND ANALYSIS 35
4.0 Introduction 35
4.1 Background Information 35
4.1.1 Age of the Respondents 35
4.1.2 *** of the Respondents 35
4.1.3 Education Level of the Respondents 36
4.1.4 Marital Status 36
4.2 Specific Information 37
4.2.1 Effects of Child Abuse on Academic Performance 37
4.2.2 How Child Abuse Affects Dropout Rate of Students in School 38
4.2.3 Proposed Strategies that Schools can Employ to Curb Child Abuse 41
CHAPTER FIVE 43
SUMMARY, CONCLUSION AND RECOMMENDATIONS 43
5.0 Introduction 43
5.1 Summary of the findings 43
5.2 Discussion of the Findings 44
5.3 Conclusion 45
5.4 Recommendations 46
REFERENCES 47

LIST OF TABLES & FIGURES
Table 3.1 Target population 32
Table 3.1 Sample size 33
Table 4.1 Age of the Respondents 36
Table 4.2 *** of the Respondents 37
Table 4.3 Education Level of the Respondents 37
Table 4.4 Marital Status 38
Table 4.5 Effects of Child Abuse on Academic Performance 38
Table 4.6 How Child Abuse Affects Dropout Rate of Students in School 40
Figure 4.1 Views of the Pupils on Abuse 41
Table 4.7 Proposed Strategies that Schools can Employ to Curb Child Abuse 42





















ABSTRACT
Child abuse is the physical, ****** or emotional maltreatment or neglect of a child or children. The consequences of child maltreatment can be profound and may endure long after the abuse or neglect occurs. The purpose of the study was to investigate the effect of child abuse on school performance in Primary Schools in Kapyemit ward, Uasin-Gishu County. The objectives of the study were: To assess the impacts of child abuse on academic performance; to determine the effects of child abuse on schools image, to identify the impacts of child abuse on pupil drop out rate, to investigate the effects of child abuse on pupil transition rate. The study employed a survey study design. The study targeted 160 respondents which includes; 5 Head Teachers, 40 Teachers, 70 Pupils and 35 parents of which a sample size of 48 was obtained from using 30%. Purposive sampling technique was used in selecting the head teachers while simple random sampling technique will be used to select the teachers, Pupils and parents who formed the respondents of the study. Questionnaires and interview schedules were used as data collection instruments. Data was analyzed quantitatively and qualitatively and presented in form of tables, percentages and frequency. The study helped in the understanding of the effects of child abuse on the school performance, the realization of the roles parents and teachers play in the curbing of child abuse among pupils and raising awareness on the same.

CHAPTER ONE
STUDY OVERVIEW AND STATEMENT OF THE PROBLEM
1.1 Background of the Study
Child abuse is the physical, ****** or emotional maltreatment or neglect of a child or children. The consequences of child maltreatment can be profound and may endure long after the abuse or neglect occurs. The effects can appear in childhood, adolescence, or adulthood, and may affect various aspects of an individual's development (e.g., physical, cognitive, psychological, and behavioral). These effects range in consequence from minor physical injuries, low self-esteem, attention disorders, and poor peer relations to severe brain damage, extremely violent behavior, and death. In extreme cases, child abuse affects the performance of schools in the affected region (Daniel, 1978).
Performance refers to how students deal with their academic studies and how they cope with or accomplish different tasks given to them by their teachers. Performance is also the ability of a school to portray a good image which can influence the public (Decastro, 1978). There are several factors that influence the performance of a school at large, however, there is a critical factor that most researchers have avoided to discuss, and child abuse has been a crucial factor that has contributed to children’s dismal performance. Apart from children’s personal intelligence, child abuse is among then key factors contributing to poor performance of learners. Child abuse can lead to school dropping, emotional trauma or can even be fatal, hence destructing or even terminating the educational ambitions of a child. (Harris, 2005)
Worldwide, according to World Health Organization (WHO, 2000) approximately 40 million children are subjected to child abuse each year. According to Human Rights Watch (2001) about 30% of all severely disabled children relegated to special homes in the Ukraine died before they reached 18 years of age. UNICEF estimates that two million children died as a result of armed conflict during a recent 10-year period and that another six million were injured or disabled. In Canada, the U.S. and Mexico, over 6.5 million children annually are exposed to unwanted ****** materials over the internet; over 1.7 million of these report distress over exposure to these materials. In the United States, the Centers for Disease Control and Prevention (CDC) and the Department for Children and Families (DCF) define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child. Child abuse can occur in a child's home, or in the organizations, schools or communities the child interacts with. Each year, approximately one million children around the world are introduced into commercial ****** exploitation despite this problem; these developed countries have put measures to curb the vice. Rehabilitation schools have been formed and introduction of counseling centers as well. Despite the prevalence of child abuse in this developed nations they narrowly affect the academic performance since there are organizations put in place to curb the situation e.g. child associations, guidance and counseling institutions, and school based counseling programs (Giles, 2001)
Concern for victims of child abuse in Africa expressed by the African network of the International Society for The Prevention of Child Abuse and Neglect (ISPCAN) which gave five main presentations of child abuse: child labor, street wandering, ****** abuse, child battering and abandonment (Elma, 1977). Child labor according to the international labor organization (ILO), about 10 million children less than 15years in Africa are in formal employment, working long hours with poor pay and are exposed to substantial health hazards. Wandering of children refers to children, usually unkempt and with delinquent propensities, living rough in town. The reasons for children taking to the street remain poorly understood particularly in relation to factors in the child rather than parental hostility and economic (Dubowitz, 2002)
****** abuse is another. For example, arranged under-age marriages are common in some parts of the continent and doubt was often expressed as to whether a young girl fully gave consent to being betrothed (Galdsone, 1965). Prevalence rates in Africa are very difficult to ascertain because of the fear of disclosure by victims and lack of proper documentation. Most of the girls by reasons of shame fear or surprisingly respect for their usually older perpetrators. Physical battering is also eminent. Physical abuse of children is widely claimed to berate in the third world; however, there are anecdotes from east Africa skeletal frame or localized body areas of all first attendees aged 0-12 years at this hospital during the four-year period 1 January 1987 to 31 December 1990 (Garbarino, 1975). Sixty-nine of these reports reveals evidence of multiple bone fractures wither without evidence of rib or skull fracture. Abandonment of children to roam around the streets in what we call street children is also eminent in Africa, though valid and adequate information on abandonment are difficult to obtain due mainly to failure of offending parents to show up out of guilt, shame, judicial repercussions or a combination of these. However, some euro-American missionaries identified inter alia breech birth. (Erickson, 2003)
Child protection measures in Kenya are currently not implemented effectively and fully (Galdstone, 1965). Compliance with such legislation would increase if the magnitude of the problem and better knowledge about the factors that put children at risk was available. Additionally, involving stakeholders, especially agencies charged with protection, as well as involving affected children, will highlight the issues and thereby promote adherence to protection policies. Kenyan children, child activists and children organizations are pinning their hopes on the implementation of the Children’s Act to improve the lot of the nation’s youth. The Act, which came into effect on 1 March 2002, puts in place full safeguards for the rights of the child. Its passage was a giant stride in harmonizing the national laws with international agreements which Kenya has signed such as the UN Conventions on the Rights of the Child (CRC, 2002)
There is hope that the new legislation will dramatically change the inattention, neglect and abuse towards child rights. The Act outlaws any form discrimination of children, and forbids Female Genital Mutilation (FGM), child prostitution, and child labor, among other forms of abuse. The Children’s Act has immensely improved the lives of many Kenyan children plagued with high illiteracy levels, frequent **** cases and child labor since it guarantees children the right to health and medical care, provision of which is the responsibility of the parents, the extended family and the government (Erickson, 2005).
Cases of child abuse in Uasin-Gishu region have been so eminent in the recent years ((Kenya Media Report, 2004). In the year 2010 and the year 2011, there was a program started to rehabilitate this behavior. This problem is clearly evident when you first arrive in Eldoret town, it is among the towns in the country with the highest number of abandoned children who keep on moving from one Centre to another seeking help from passersby. Parents have developed behaviors of abandoning their children and deliberately sending them to the town so that they can benefit from their borrowing. So to say this has led to child labor in this region. High profile cases of school dropouts have been recorded regarding the environs of this region. Young school children from different locations in Eldoret converge in town to persuade people to offer them financial assistance. Some attend school in numbered days and decide to spend some good number of days out of school.
The communities and societies around tend to assume this situation and term it as norm. A few who might seem concerned lack cooperation from the rest. This has adversely affected the performance of most of schools, hence leading to poor living standards of the people and a poisoned future of a young citizen. The problem has affected learners in regions like many areas in Uasin-Gishu County. It has really affected child development and affected their attendance and performance in school. Little intervention measures has been taken to advocate the holistic development of the children. It was to this reason that the researcher conducted the research in the named above region
1.2 Research Questions
The study was guided by the following questions;
1) What is the effect of child abuse on the academic performance of students in Kapyemit Ward?  
2) What are some of the proposed strategies that schools can employ to curb child abuse?
1.3 Research Objectives
The study was guided by the following research objectives;
1) To identify the effect of child abuse on the academic performance of students in Kapyemit Ward.
2) To identify proposed strategies that can be employed to help curb child abuse.
1.4 Justification of the Study
It is becoming increasingly difficult to separate child abuse prevention into separate categories. For instance, strategies on the societal level include increasing the “value” of children, increasing the economic self-sufficiency of families, discouraging corporal punishment and other forms of violence, making health care more accessible and affordable, expanding and improving coordination of social services, improving the identification and treatment of psychological problems and alcohol and drug abuse, providing more affordable child care and preventing the birth of unwanted children.
Very little analysis has been done to estimate the total cost of preventing child abuse and neglect or the long-term social costs of not preventing it. There is now a move to situate child abuse and neglect within the continuum of intervention which addresses multiple aspects of family behaviors. The efficacy of tackling portions of the problem of child abuse apart from broader societal needs is not known. And, perhaps prevention can only come in tandem with efforts to reduce poverty, improve health care and make children’s issues a national priority. However, despite these constraints, evaluations of prevention programs can be improved by coming to terms with definitions of key varia
Francie Lynch  Sep 2015
Teachers
Francie Lynch Sep 2015
Parents are your first teachers;
But if they were permissive,
Teachers have rules they follow through on.
If parents were too strict,
Teachers cut you slack.
If you fall, they may or may not pick you up.
If you were abused, they will report it,
Despite all your objections.
If you've been excluded, you're now in a class.
If you're really smart, they'll show you how much there is to learn.
If you're struggling, they'll show you how to learn.
If you're afraid, stand beside a teacher.
If you're a bully, you will confront your victims.
If you're in doubt, they'll search you out.
If you're cocky, they'll trim your spurs.
If you're lonely, they have room.
If you need solitude, they have a room.
If you're in love, they know the season;
If you know hate, they know the feeling.
When you compete, they're in the seats.
When you're sad, or conflicted,
Teachers listen.
They taught Moses, Jesus and Mohamed,
Yes. Teachers beget teachers.
They instructed Socrates, Aristotle and Plato.
They put us in North America and on the moon.
They worked with Salk and Banting, Gates and Jobs.
Anyone can learn something.
They even taught our parents,
But not everyone learns.
*Hey, Teachers, don't leave those kids alone!
The 10% Rule:If you have ten people in a room, one of them is sure to be an *******. If you have fifty teachers in a school, five are sure to be jerks. It's the same in all professions and walks of life.
Alexia Côté Jun 2014
Here’s to teachers who are different,
Teachers who don’t always teach us the same,
Boring old grammar lessons,
Who learn each and every one of our names,
And who are well-respected men,

Here’s to teachers who are different,
Teachers they call crazy or eccentric,
Teachers that people think don’t do the trick,
With their sense of humor they charm,
And they never mean any harm,

Here’s to teachers who are different,
Teachers with a need to tease,
For every kid is an opportunity to seize,
As history has shown,
It’s their difference that has student’s minds blown
This is a sort of parody to the poem "Kids who are different" by Digby Wolff. I wrote it because my english teacher posted this in the front of his classroom and I wanted him to know how much I admired him.
Lee  May 2016
Teachers
Lee May 2016
I don’t trust most teachers
Not because they give us homework or test
But because they claim to be our guide
To help us in school and life
They practically beg us to come to them
But when someone finally gets the courage to ask for help
Teachers laugh them off
Or say they’re too busy

They preach lies and expect us to accept it
They are so filled with self-pride
That they can’t see the pain they bring to others
Too many kids have left classes crying
Feeling as though they aren’t worth anything
Because when they turn stuff in
The teacher looks at it
And hands it back with a smile and says
It’s not worth a grade

Teachers are meant to be examples
But I can’t trust a single word that comes out their mouths
You don’t wanna be here
I don’t wanna be here
So why make us both suffer

Teachers deceive students into thinking they care
They’ll stay after school to “help you”
But once the going actually gets tough they bounce
Why would us students ever trust a liar like that?
I’m still waiting for all their pants to catch on fire

Don’t tell me I’m too young to be upset
How would you feel if all you’ve known for 12 years was a lie?
My words and feelings are important
But teachers have trained us to believe other wise
I don’t understand why you want us to be this way
Maybe because it’s too much fun to see our smiles fall to the ground
Rather than raising them up to the sun
I’m not asking for the moon and the stars
Just peace and a smile

Too many days I want to cry
When the bell rings before that one class
Because that class doesn’t have a lesson plan
It has a plan for destruction
Counting the smiles that walk in
And the tears that storm out

Now don’t get it twisted
There are some good teachers out there
Maybe one or two
But you and I both know the bad outweighs the good
Sometimes the darkest hole of despair is more comfortable
Than these beige brick walls
I rather be alone
Then be surrounded by enemies I am not allowed to fight back

So if you ask me why I don’t trust these teachers
It’s because my momma always told me
Never believe anyone that smiles in your face
And tells you a bold face lie
Lucas Perry Jan 2013
Teachers come and teachers go,
with new students every year.
But few teachers are so well loved,
remembered because they are so dear.
Teachers teach us lessons,
we could never learn alone.
They guide us, and they lead us,
out of our comfort zone.
You have gone over and beyond,
and taught me quite a lot.
And you even had faith in me,
when you knew that I did not.
You changed my world,
and you’ve changed my view.
And for that I’d like,
to say, “thank you”.
This is for the teachers who carried me through my journey. They taught me many life lessons, and ways to be a better person. I want to thank the few that continue to give me guidance.
Here's a thanks to my grade school teachers

thanking my first grade teacher
for getting me into writing

thanking my second grade teacher
for letting me write a longer book than anyone else
and teaching me it was alright to be different

thanking my third grade teacher
for being stern with me
and letting me know that not everyone is going speak to you with sugar coated words

thanking my fourth grade teacher
for showing me to share a little bit of yourself with everyone

thanking my fifth grade teachers
for helping me with the first year of middle school when no one else would

thanking my sixth grade teachers
for probably the greatest year of my life and teaching me life lessons I wouldn't have gotten until now

thanking my seventh grade teachers
for teaching me that being funny and creative is nothing to be afraid about and giving feels just as good as receiving

thanking my eighth grade teachers
for making me feel alright about the scary transition coming up and bonding with my classmates even more

thank you for helping me grow up
Just going down memory lane
Kimberly Weber Jul 2014
It feels so forbidding,
And yet so permitting,
To be behind the teachers desk.
To be in control, and have the power to scroll through papers and mess.
It feels so pleasing to be seizing the grade book
And take a look.
Behind the teachers desk,
That's where I like to be,
Behind the teachers desk,
The chair waits for me.
The false sense of power and control,
Drive me through to be on patrol.
Behind the teachers desk,
Yes that's the place for me,
Behind the teachers desk,
Working patiently.
Oh Mrs. Weber,
Oh Misses Me!
How you work so wonderfully,
Behind the teachers desk!
Who is the teacher?
Not me!
The ghost of a 6th grade me; a lost poem found
A SALUTE TO TEACHERS *  

Since time immemorial, in every land,
Saints and teachers, enlightened,
Have shown the way by lighting the lamp
Of knowledge and wisdom, true and fair,
To faltering mankind, mired in ignorance;
In situations painful and conflicting,
Unable to choose between right and wrong.
In the hoary tradition of true teachers
Of all religions the world has seen,
A luminous star, Dr.Radhakrishnan,  
Rose on the glorious Indian horizon,
Guided the world with knowledge, ancient and modern,
In the light of the Vedas and Upanishads
As well as the wise doctrines of other religions.
Great Plato's ideal of a philosopher king,
Was realized when he was elevated
To our nation's  highest position as President,
An inspiring teacher, par excellence,
Unfailing light to future generations.
       *     *     **  Narasimhamurthy. M.G.
*Dr.S.Radhakrishnan's birthday  (5  September ) is celebrated as TEACHERS' DAY.
Dr.S.Radhakrishnan, (b 1888), great philosopher and educationist is known for his profound and ext nsive knowledge  of philosophy, eastern and western, was elevated to the position of the President of India
There was once a girl named Caroline. Caroline was very lonely, as she did not have a family, or any friends. Caroline read a lot, which made her feel less lonely, but books couldn't love her back.

One day, Caroline decided she would make friends. She went to school and tried to talk to everyone one who walked by her, but nobody talked to her. She raised her hand, but the teacher wouldn't call on her. She sat alone at lunch, but she was still happy there were tater tots.

When Caroline got home, she went to take a bath, as she was very *****. Before she could turn on the water, a small voice called up to her. "Please don't turn the water on," the voice said, "The water will wash me down the drain!" Caroline thought for a second, and then decided to get a closer look.

When Caroline got closer, she noticed a spider in her bathtub. The spider didn't look scary, like her teachers had always told her they were. This spider looked small and scared. She decided to pick up the spider, rather than wash it down the drain. The small spider began to talk to Caroline very fast.

"Hello, my name is Ivy. Thank you for saving me. I know you must be very scared, but I am not a bad spider. There are some very scary spiders out there, but you don't have to be scared of me." Caroline looked at the spider curiously, and asked why a spider would live in the bathtub. "Well, nobody usually bothers me here. You're the first person to talk to me". Because Caroline didn't have any friends, and because she wanted to help the spider, she asked if Ivy would like to be her friend, and live somewhere with less water. "That would be lovely!" cried Ivy.

Every day, Caroline would come home from school and talk to Ivy and read to her. Caroline came to love Ivy very much, as Ivy always made her smile and laugh, or help her with her homework.

One day, Caroline came home and Ivy wasn't in her normal spot. Caroline went searching for her, but could not find her. Soon, she decided to take a bath. Caroline turned on the water, and then heard a much louder voice than she heard the day she met Ivy. As she looked down she spotted Ivy, avoiding the water.

"How dare you, Caroline! You almost drown me! You should've known I was in the shower!" Caroline was confused. "I'm sorry! I looked for you, but I couldn’t find you, so I came to take a bath. I didn't know you were in the shower!" To that, Ivy responded, "Well, I guess I forgive you, but make sure that you don't do it again."

As weeks went by, Caroline noticed Ivy listened to her stories most of the time, but some days she only pretended to listen. Caroline Blamed herself, because she almost drowned Ivy. Caroline kept reading and telling Ivy about her day, even when she was only pretending to listen.

A few weeks later, Caroline came home to find Ivy missing again. She searched all over for her, even the bathroom where she found her last time, but Ivy was nowhere to be found. Caroline knew it was time for her bath, so she went to the other bathroom, just incase Ivy was in the first bathroom.

When Caroline turned on the water, it ran for a few minutes before she heard a long yell. It was Ivy. She tried to apologize, but Ivy just kept yelling. Caroline turned off the water and tried to pick Ivy up to help her, but Ivy bit Caroline, so Caroline threw her down in pain. "Ow!" said Caroline "You bit me! I didn't mean to hurt you! I didn’t know you were there. I'm sorry. I just wish you would stop sitting in the bathtub…"

With this, Ivy only became more angry. "I was in the bathroom first! Nobody bothered me in here until you came along! This is my space, but you keep ruining it by turning on the water!" Caroline didn't know what to do, so she just started to cry. "I'm sorry Ivy. I just wish you wouldn't sit in the bathtub, because the water may wash you away one day, and I would be very sad to lose you. I love you a lot, Ivy. I'm just scared you might get hurt."

Ivy grumbled and told Caroline to leave her alone, because she didn't want a friend who hurt her like Caroline did. Caroline became very sad, but the spot where Ivy bit her began to hurt a lot, so she had to find somebody to help her.

The next day at school, she showed her teachers where Ivy had bitten her, and they tried to help her, but they only put burn cream on her and told her to wash Ivy down the drain. Caroline loved Ivy, and she did not want her to be washed away, she just wanted her to stop sitting where the water could hurt her. The burn cream didn't help.

After a very long time, Ivy crawled into Caroline's room and told Caroline she was sorry. The spot where Ivy had bit Caroline hurt a lot now, but the teachers would only give her something that didn't help, and hand her a bucket of water. Caroline felt bad for Ivy, so she let her come back into her room.

For the next few days, all was well. But after a week, Ivy was missing again. Caroline found her in the bathroom, so she tried to pick her up, but Ivy just bit Caroline in the same spot again. Caroline threw Ivy down and ran to her bedroom, followed by Ivy's angry voice.

Once again, Caroline told her teachers about Ivy and how she had bitten her in the same spot as last time. The teachers told Caroline they couldn't do anything more than they already had, and they ran out of water. Caroline went home with a very big spider bite, and an even bigger frown on her face.

Caroline was very confused now, because while she loved Ivy very very much, Ivy seemed to only love hurting Caroline. Caroline didn't want to lose Ivy, because Ivy was her first and only friend, but the teachers kept telling her she needed to see a doctor about the spider bite, and she needed to find her own water to wash Ivy away.

Caroline could not go to the doctor right now, because Ivy assured her she was not poisonous, and that she was only imagining the bite being as bad as it was. Caroline tried to stay away from Ivy, but Ivy kept coming into her room and then getting angry and leaving again, but that hurt Caroline too.

After several weeks, Caroline's bite hurt more than it ever had, so she went to the doctor. The doctor told her that it was in fact a spider bite (even though Caroline already knew this), but that only time could heal it.

Caroline went home very sad that day. When she got home, Caroline decided to pack up all of her books and get a bath, no matter if Ivy was in there or not, because Caroline was very *****.

When Caroline turned on the water, Ivy began to yell very loud. Caroline didn't hear her this time though, because she was leaving in an hour and she had to get a bath, and nothing but that mattered. Ivy flowed down the drain with the rest of the ***** water, and Caroline was once again clean.

An hour later, Caroline got onto the bus with her books and smiled, because she was clean again.

Epilogue

A few years later, Caroline looked down at the small scar on her hand where she had been bitten a few years ago. It still hurt every so often, but she knew this was a different kind of pain. The bright lights of the city gleamed down on Caroline and she smiled, because no spider was too big for her in a big city.

— The End —