picking the wrong word
Someone really smart once said, “Kids seldom misquote; in fact, they usually repeat word for word what you shouldn’t have said.”
In fact, that person might actually have been sitting in my classroom the day I taught Flannery O’Connor‘s short story “A Good Man is Hard to Find” to a bunch of 11th graders.
I had taught the story dozens of times and found the simple premise and the unfulfilling ending always led to great discussions.
One particular day, I asked my students to take out their copies of the story. A simple directive, right? Only this time, my students started snickering.
Initially, I assumed that perhaps someone had farted or something.
(What? It happens.)
We started to discuss O’Connor’s work, and everything was going along swimmingly. I asked someone what he thought the point or message of the story might be.
Four or maybe five people burst out laughing.
I wondered if I had pit stains or if I was dragging toilet paper around behind me as I walked around the room.
I couldn’t figure it out.
The laughing flared up again. And again.
Finally I couldn’t take it anymore.
“Why is everyone laughing?” I demanded.
I insisted, “Seriously, I’d like to know what is so funny.”
One brave girl tried to help me. “Mrs. Jacobson,” she said, “The story is called ‘A Good Man is Hard to Find,’ but you keep calling it… something else.”
She pointed at the blackboard behind me.
I turned to look at the board and sure enough, I’d even written it out in chalk: “A Hard Man is Good To Find.”
Oh. My. Holy. Embarrassing.
And did I mention that I was about 6 months pregnant?
Well, I was.
So they were all thinking about how I had gotten it on with a “hard man” and it was “good.”
Or something like that.
Teachers have to be careful to watch what they say whether in the classroom or out in public, and I have found the best approach is to assume that everything I say could be published or broadcast to the world. That way, I have to be sure what I am saying is appropriate, clear and concise. And cannot be misinterpreted.
But sometimes I stick my foot in my mouth.
So I’m guessing I was heavily quoted that night.
Unless, of course, that batch of students forgot all about my faux-pas.
Because teenagers do that.
I mean, a lot of stuff happens between 7:50 AM and dinnertime.
In her short story, O’Connor goes to great lengths to show her readers how meaningless many of the small things we concern ourselves with are in the grand scheme of things: how many of the things that we fret over are really not very important at all.
I mean, obviously, in the larger scheme, there are many worse things than jostling up a few words in front of one’s students.
So maybe that moment was not very important.
I can buy that.
So why do I remember it so vividly?
And can somebody help make that memory go away?
Done anything wildly embarrassing recently? Anyone like to predict some dumb things I’ll probably do this semester?