Teaching at Trinity
For 22 years, I taught either third or fourth grade at Trinity. I had many interesting experiences there, but will relate just a few of them.
Years ago, our classes were always very large. One year I had 60 students in third grade. I usually was not one to complain, but this year, I told the school board that unless they got some help for me I would have to quit, as I felt I was not able to handle this. The reason they had not hired another teacher was because there was not another room available. Now with this ultimatum before them, they were forced to find room. Since my room was fairly good-sized, they put a partition across the middle, open at the top and bottom, with an opening for a door on either side. After having the 60 students for 5 weeks, they hired another teacher to help me, and believe me I was grateful for this.
This was certainly a better arrangement although far from ideal. The other teacher and I had to be very compatible, as we often disturbed each other in our daily work. When we taught music, we arranged it so I taught one week and she the other, while the class behind the partition had to listen and participate. In morning devotions, we did the same. Throughout the school year this worked out fine, and needless to say, I developed a very close relationship with the other teacher. Since then, a new school was built which relieved this problem of overcrowding. Now, however, many years later, space is again at a premium, and plans are underway to enlarge the school.
Another year, during our Christmas Eve Service in church, when the program was in progress, a cat came into the church. It sauntered all the way from the back of the church to the front, right during the time my class was up in the front doing their part of the program. The situation was really tense, as I wondered if they would refrain from giggling under the circumstances. This was always an evening of tension, as I hoped that the kids would remember their songs and recitations, and that they would behave, but with a cat walking up among them, this tension increased considerably. But they did just fine, and aside from a sideways glance at the cat here and there, they pretended it wasn't even there. Was I relieved when an usher came and picked it up and carried it outside, without any interruption to the program!
One other story I must relate here is the story about Wally. I had been trying to train my class to be quiet and stay in their seats when I left the room. One day I was called out of the room for something and upon returning, I found Wally watching the door. When he saw me coming, I heard him say,"Here she comes! Here she comes!" Then there was a flurry of activity as everyone scrambled back into his seat. I was really rather provoked, since I had just lectured them about this. I told Wally in no uncertain terms that if he wanted to be a watchdog, he should be by the door. So I put him in the hall, right outside the door and told him to be sure to notify us when he saw someone coming.
In the meantime, we started our Social Studies class, and as I got involved in it, I forgot all about Wally. Not intending to leave him there for long, I was shocked when I noticed his empty desk. Without further thought or hesitation, I said, "Where's Wally?" The little girl who sat right in back of him and second from the front, got all excited and red in the face, said, "Don't you remember? You put him in the hall. He's the dog watcher!" Then I got the giggles. I really had to laugh at her remark and the fact that I had forgotten all about Wally. This broke the tension. Everybody laughed and I brought Wally back into the room and we continued our lessons for the day.
I think I put my point across, as Wally did not have to be the watch dog or the dog watcher after that. I have not seen Wally since he left this school but if and when I do, I will certainly relate this little episode to him and see if he remembers it.