Each week, I’ll be posting the weird and hilarious comments from my students. If you missed it, check out last week’s edition here.
One task that we frequently ask students to complete is working out the definitions of new words within a passage. In one example, my eight year olds were asked to deduce what ‘paraffin’ meant. The sentence spoke about pouring it, so we decided that it must be a liquid of some sort. Their answers? Turtles and muffins.
One of my four year old kids had a very serious question for me during class. He asked whether jelly was made from jellyfish, and looked extremely relieved when I told him it wasn’t.
We teach the children a thumbs-up technique to differentiate between lowercase ‘b’ and ‘d’. There are plenty more techniques (such as ‘bed’ or ‘b has a belly, d has a diaper’) available on Pinterest.
On discovering that some children were not angling their thumbs correctly, I have switched to the ‘OK’ signal as pictured below. After going round the class and checking each child could both do the gestures and tell the letters apart, one child modified his a bit. He curled down all his fingers leaving just the middle ones up.
Explaining what a disguise was, I told the students that it meant changing your appearance so that you looked different enough to go unnoticed. I gave the classic example of the bushy eyebrows, glasses and moustache. One member of the class suddenly nodded and said, “Oh, like makeup?”
Discussing journal entries, my primary class began thinking about secrets. One bright student raised his hand and told us that he used to have 45 secrets, but he told his brother two of them, so now he has 43 left. I never really considered it, but that is exactly how secrets work!
I gave my primary students a reading list and challenged them to play reading bingo last week. They were genuinely excited, except one girl who seemed perturbed. When I asked her which title she would read first, she asked how long each book was. I told her they varied in length.
Another child then boasted about having read a really long book. The girl spun round and said “How long?” as she raised her arms apart. I realised then that she was thinking about the actual length of the books rather than the number of pages!
Don’t try this at home
Finally, as it was Bonfire Night back home this week, I’ll leave you with this final cracker. Reading aloud, one boy read ‘tested fireworks’ as ‘tasted fireworks.’ That would take more than some Gaviscon to fix.