Angry Birds IRL

Thursday. Ninth grade English, special ed. Eighth period.

It's district writing assessment time (as I've mentioned in previous posts). While the other classes I've been in have been in the midst of writing these or finishing them up, this class was just getting started. 

Their essay was to be an argumentative one. They had studied the structure of the thing. This day was for the introduction of the topic. It had to do with climbing Mt. Everest and whether or not they should block people from doing so. (The kiddos get to pick a side and argue it.) 

I showed them a quick video that the teacher had assigned. Then they read the first two of the three articles that were to be their sources. We read the articles together, looking at statements for allowing climbers in and statements against. 

In the second article, one of the arguments against described how people did this thing in Moab, Utah with ropes and slingshots and... The description sounded horrifying. 

"That sounds like Angry Birds in real life." 

Absolutely brilliant statement, and totally funny. The whole class erupted in laughter.

Oh, I should probably mention that there were a total of four students in the class. But yeah, all four of them busted up laughing. 

Me too, really. 

Because yeah, that sounded suspiciously like Angry Birds. 

I was now curious, so I went looking. Yeah, there's video... 

Nope. Nope, nope, nope. Not tempted in the slightest. Nor did the class seem tempted either. 

Once they were done laughing, we finished up the article. They'll spend more time reading a third article and figuring out what they're going to write, but I won't be there for it. 

These essays are interesting as the teachers really go into the nitty-gritty of how to write. And part of it is how to think for oneself. Important lessons, truly. 

Spinning Wheel of Doom

Tuesday. Film Studies. Seventh period. 

When I walked in the classroom first thing in the morning, there was a note projected on the screen. It said to leave the big screen down all day, and that the movie the class was watching would automatically start shortly after class started. Okay, then.

First period, things worked perfectly. The class watched Sisu. 

It was a pretty violent movie. The teacher said it was in the same vein as John Wick. If you like that sort of thing, I do recommend. 

Third period was sophomore English, which I wrote about yesterday. The screen projected a note to the kiddos, reminding them of what they were supposed to be working on. Then fifth period it turned into another note to me, saying not to touch anything. 

It was a little creepy, but I've heard some stories of what subs end up doing, so I understood. I did not touch anything. Why would I? Everything was working perfectly... 

Oh, you know what's coming. 

Seventh period walked in. I took roll. Explained what they would be watching. (They watch movies all year, so this was nothing new.) Then, as planned, the movie started. 

I got comfortable. We were about ten minutes into it when something blinked on the screen, we got the spinning wheel of doom, and the movie froze. 

Naturally. 

The teacher had left his phone number, so when things didn't right themselves, I texted him. When I got no response, I called. 

I explained the situation. He said he couldn't fix it from where he was, and he couldn't leave. (He was on campus.) The class would have to do something else... 

Luckily, this was a good class, so they found something to entertain themselves. 

Just before the period ended, Mr. A walked in. He did something on his phone, and the movie righted itself. He had Apple TV hooked up, and he had programmed the full day on it. Somehow it had lost connection. Mr. A had the remote on his phone. If he had left a remote with me... 

But, as I said before, some subs... Anyway, the kiddos had access to the film, so they could watch it at home. Not as good as on a big screen, but tech issues and all. 

I was kind of glad not to have to watch the movie again. But I know they would have rather had it. Ah well. 

It worked for almost the full day. 

Weather Sense

I have very deliberately not been discussing the weather with y'all. I know much of the U.S. is buried in snow, and the temps have been bitterly cold. I'm sorry. It sucks. I'm wishing for an early thaw and an early spring. I can't even imagine how you all are coping. 

Tuesday. Sophomore English, third period. 

I was at the door, greeting students, as usual. As Jessica entered, she asked me to turn on the heat in the classroom. 

Jessica was dressed in jeans and sneakers, and she was wearing a tank top. No jacket. Deep sigh... 

At the end of the previous period, I checked the thermostat. It read 73 degrees. Knowing how many bodies raise the temperature in the classroom, I went to put on the fan. It was cool enough outside that there was no need for air conditioning. We definitely didn't need the heat. 

I told Jessica no. Then I asked her where her jacket was. 

She explained that when she stepped outside to leave for school, she noted how it was overcast and cool. But she didn't feel like turning around, going back inside, and getting a jacket. 

Her problem, then. 

The previous day, Jessica would have been dressed okay. The previous week, Jessica was dressed completely appropriately. Because the previous week, we were in the 80s. Yeah. End of January/beginning of February, and I had been wearing shorts. There were a couple days where we were pretty close to 90 degrees. 

But the weather reports had told us the temperature would be dropping. Rain was forecast for Tuesday evening. Our projected high was to be about 65 degrees. 

I pulled out warmer clothes. The rest of the class was dressed appropriately in long sleeve hoodies and the like. It wasn't bitterly cold, but it was not the day to be wearing a tank top with nothing over it. 

Jessica admitted she hadn't been paying attention to the weather reports. So, I warned her that the rest of the week was forecast to be cool. She might want to be bringing her jacket for the next couple weeks. 

This is very much a case of a lack of planning on your part does not constitute an emergency on mine. I do not understand why it is so hard for teenagers to learn how to keep up with the weather reports. There's a default weather app on every phone. 

Accountability?

I'm tired, so I'm going to let someone else do the talking today: 

I will not let the world forget what the Trump administration did to Minnesota.

[image or embed]

— Peggy Flanagan (@peggyflanagan.bsky.social) February 12, 2026 at 3:42 PM

If you can't access the video, the post is here. 

Although, I don't believe ICE is really leaving Minnesota. ICE is still in LA. But it's not making national news, so we've kind of forgotten. ICE is expanding, not retreating. 

They are still committing atrocities. (Against children.) Do not forget. 

How I Keep Track

Last week I got a question about how I keep the pattern for this sweater straight while I'm knitting it. This is one of those things that we knitters figure out along the way. My process works for me. I picked up some of it from other knitters, and some of it just made sense to me.

The pattern is When Harry Met Lucy. If you scroll through it, you'll see that the sweater is made up of five different panels. One center cable. Two side cables. And two raindrop stitches. 

Each panel has a different number of rows to complete the repeat. How could one possibly keep track of all of that? Well, it's not really that hard. 

There's my current sleeve. I have added lines to show each of the five panels. 

Before I started, I took screenshots of each of the charts for each panel. (Working from charts is much easier than working from written out instructions. Especially for this.) Then I took those images and added them to a document. I adjusted the size so that it all was about the same and all fit on the same page. And I printed out: 

The paper shows the wear it's gotten as I've used this for the front, the back, sleeve one, and now sleeve two. 

I took a picture of the sheet where it's at right now, so you can see my sticky notes. Each one is underneath the row I will knit next, so I can easily see which stitches I should be making. It's numbered one to five as that's the direction I work while knitting. 

Then the "wrong side" is the exact same, so I knit back (from five to one) knitting the knit stitches and purling the purl stitches. At the end of the non-public side, I move each sticky note up two rows, and I work from one to five again. 

The sticky on the sticky notes wears off after a while, so I have replaced those sticky notes a few times. I also cut them to fit each panel. Panels one and five are worked multiple times over the stitches, while panels two through four are only worked once. The panels are worked bottom to top, so when I reach the top, I start over again at the bottom. 

You can't really see the markers in my knitting if you look at my knitted piece, but they're there. I have a marker at each one of the lines, marking each one of the panels. Because if I somehow get lost in one of the panels, I only have to count back to that section, not back to the beginning of the row. 

Any questions, comments, or concerns? 

I'm getting close to finishing this sleeve. I'm not going to say how long it should take, because experience tells me the minute I make that guess, something is going to rise up out of nowhere and hit me across the face, stopping me in my tracks. 

So, until next week... 

The sweater's previous posts:

• Starting the Sweater
• Getting to the Back
• Missed Deadline
• Distractions from Knitting
• A Month Late
• Inching Along
• Tracking the Growth
• Weekly Sweater Update
• Moving Right Along
• Good Progress
• Almost to the Interesting Part
• Plot Twist
• Not Worth the Effort
• Sleeve Progress
• Continuing Sleeve One
• Sleeve Two!
• Continuing Sleeve Two
• Setting a Deadline
• Almost There

Cough-Wink-Cough

Tuesday. Photography. 

Mr. S arrived shortly after I did. He explained that the art department was having their yearly planning session (which I was there for last year, covering a different teacher), and that he wanted to explain the assignment to the class. Okay, then... 

Their "open house" was the next day, only they call it something different now. They've shifted it to now as the students are getting ready to choose their classes for next school year, and the event is more about the various elective teachers and other programs promoting their offerings. 

Mr. S instructed his students to pick their best photograph and upload it to the slideshow that Mr. S was going to use for his open house presentation, to try to entice students to choose photography next year. They had to do it in a certain way so that Mr. S didn't have to go through and fix it later. 

I completely understood what the kiddos needed to do, but it kind of did need to come from him. 

While he was explaining the assignment, he had another announcement for the class. 

Mr. S: "Oh, and before I forget, and in case I forget to mention this on Thursday... So, you know how sometimes your teachers will tell you they feel like they're coming down with something, so they're going to miss school the next day? Yeah, well, I feel like I'm coming down with something, so I won't be here... Monday and Tuesday..."

The class? Crickets. 

I don't know if they got what Mr. S was hinting at, but whatever. I did. I really hope he had something fun planned. 

Then Mr. S went to his planning meeting, which was practically next door to the classroom, and he didn't return at all. (Unlike the teacher I covered last year.) 

Unsettled

Thursday. Eighth grade English, co-taught. 

I was expecting a two sub day, but nope, Ms. C was there, like the last time I covered this class, just a couple weeks ago. 

They were doing the district writing assessment. Every quarter every student is required to write an essay. The prompts are standardized by grade level. They're given some source material (usually articles, but sometimes videos), and then they have some sort of question to answer. 

For this essay, the eighth graders were writing an argumentative essay on the media. (They could choose pro or con.) 

This was day two of the essay, and Orson had taken over the couch in the back of the room, stretched out. He had a computer with a game on it. Okay, then, Orson had finished the essay. 

The rest of the class, however... 

Ms. C gave them instructions. They basically already knew what to do. Ms. C had already explained the structure, and they'd been over things like citing evidence and creating a hook. Then Ms. C took a group of the students to work in another room, leaving me alone with the remaining group. All they had to do was to start writing...

Yeah, no.

While I hovered, helping those that had questions (mostly things to get started), the rest of the class started talking. And got louder... 

Then a boy arrived, late. He joined two others at the front of the room, and those three got into play mode. 

As I tried to figure out who the late boy was and settle the class, Cedric suggested that I adjust their seats. (Cedric was the boy from this day, unnamed the the post, but he was the one who played that entire period, at least until he left and had to be shooed back by security.) 

Just when I thought I was going to lose the class, Ms. C returned. And the whole class settled. Sigh.

(She apologized for being gone so long. There was a group of eighth graders roaming the school, including the boy who arrived late, and she was helping the principal corral them.) 

The three boys at the front? Ms. C stationed herself in front of them, and they still needed constant redirecting. 

And before you ask, one of the boys was not supposed to be sitting there, but Ms. C let him when the late boy wasn't there. Then when the late boy appeared she just left it like that rather than disrupt things during assessment essay time to move him. 

Ms. C told me that was her worst class. Me: "Really? I couldn't tell..." 

Changing My Password

Wednesday I was back at the continuation high school. And... Meh. The teacher was chaperoning a field trip whale watching. I had one student per class period. Yeah. Seriously. 

Alas, at the end of the day they had not seen any whales. They did see lots of dolphins, though. 

But I had one major thing I had to do on this day, and it had nothing to do with the students. 

Last summer, the district implemented a bunch of new security protocols. There were some breaches. Nothing bad has happened as of yet, but the IT people are concerned. So, two factor authorization became mandatory, and passwords now have to be at least 15 characters long and include a capital letter, one of the other special characters, a number, an incantation to summon the rain god, and the name of our first grade teacher. 

Well, maybe not quite all of those. 

And, of course, now passwords must be changed every three months. 

To change the password, one must use a district-issued device. Of course, as a sub, I do not have a district-issued device checked out to me. (I do get one when I'm on a long-term assignment.) And most teachers nowadays have laptops checked out to them that they don't leave in their classrooms for their subs to use. 

Some classrooms still have very old desktops. And some classrooms have newer desktops. So, knowing that it's been about three months since I changed my password, I was delighted to see a district-issued device that I could access in Mr. P's classroom. Which meant that this was the day that I could update my password so I don't have to worry about this again until May. 

I had a new password picked out and everything. 

Second period was my prep. As soon as my first period student left, I went about logging in and getting that password changed. 

And for the next hour... 

Because, yeah. I spent an hour on this ridiculousness. 

I mean, the actual changing of the password was pretty quick and painless. It was just in updating everything that uses that password that took for-ev-er. 

So, there's the login to the district computers. And my emails. (I have two with the district.) Then there was the login I'd used to login to the computer I was using, so every tab I had open suddenly didn't work. I have the district email on my phone, so that had to be updated. As well, I had to update my Wi-Fi access, as I can access the district Wi-Fi, but only via my username and password. 

And then the big problem. I had to re-login to Google on my phone, as that's what I'm using for my 2FA (because texting a code led to other issues), and that required 2FA, and... 

Like I said, an hour. 

And so, now I don't have to worry about this again. Until May. Sigh. 

All done. All clear. Until the next day when my computer wouldn't log in so I could take attendance, and I took way too long to find where to update the Wi-Fi password on that computer. Because of course there would be one more thing I hadn't quite updated. 

Whew. 

*My first grade teacher's name was Mr. Elm. 

Combat Voter Suppression

This week I want to talk about the voter suppression act making it's way through the Senate. The so-called SAVE Act will make it harder to register to vote. By disenfranchising voters, the regime hopes to stay in power. 

Your job is to contact your senators and urge them to vote no. 

Are you a married woman? You're going to have to jump through hoops to register to vote. Your marriage certificate is not an accepted form of ID, and since your name is different than the name on your birth certificate, you'll have to get other proof you are who you say you are.

(Did anyone jump through those hoops to get a Real ID? I heard it was a pain in the rear. Same issue.)

Anyway, here's the actual bill. And here's some more info via the League of Women Voters. 

I read the “SAVE Act” (the GOP’s new voter suppression bill) so you don’t have to. This is my one page summary. Jesus it’s bad. 1/

[image or embed]

— Jenny Cohn (@jennycohn.bsky.social) February 6, 2026 at 11:54 AM

In case you can't see that Bluesky post, here's a link to it, and also so you can view the whole thread.

After calling your senators, check out the Adopt a Day Labor Corner. There's also a virtual webinar about it on February 18th. 

And, finally, there's one more video following up last week's follow up (and here's that direct link as I know some of you can't see the video here):

Almost There

There's something about knitting sleeves...

My great-grandmother, the one who taught me to knit, stopped knitting sleeves. When I knew her, she only knit vests. (This post contains some pictures of her work.) 

I'm beginning to understand why. 

When I started sleeve one, it seemed like I'd be working on that sleeve forever. It didn't seem to be gaining any length. Until it did. And there was a moment when I looked down at my work when it went from, "Will this sleeve ever be long enough?" to, "Wow, I'm almost done." 

For sleeve two, I hit that point Saturday. 

That's roughly 13 inches. I just need 18 inches to be finished. I think it was 18 inches... (My notes are across the room. I'll look it up later.) 

It's closer to the length of sleeve one, anyway.

My self-imposed deadline is looking more and more doable. Wish me luck.

The sweater's previous posts:

• Starting the Sweater
• Getting to the Back
• Missed Deadline
• Distractions from Knitting
• A Month Late
• Inching Along
• Tracking the Growth
• Weekly Sweater Update
• Moving Right Along
• Good Progress
• Almost to the Interesting Part
• Plot Twist
• Not Worth the Effort
• Sleeve Progress
• Continuing Sleeve One
• Sleeve Two!
• Continuing Sleeve Two
• Setting a Deadline

Building a Wall

I managed to catch a three-day assignment to round out my week. The last time I had subbed for this teacher he taught computer stuff (coding and such). But I knew he had moved into a new discipline in the career and technical education department. I thought he was teaching woodshop. 

It's not woodshop, though. Now the class he teaches is called residential construction. And yeah, it is what it sounds like. 

Residential construction 3, so the students in the third year of it, were building a shed for the activities director. Residential construction 2, second year, were building a tiny house. On the day I was there, a couple students were working on installing a toilet while a third was adding siding to the outside. 

And the first year students were doing a small wall. 

(Normally I would be stuck with them doing online work while their teacher was out, but the classes had instructional aides who could supervise, so they could actually work on their construction stuff.) 

I'm calling it a small wall as that's kind of what it was. First they built a frame. Then into that frame they attached outlet boxes. And then they had to wire them. 

Before they could move on, they tested the wiring. The IA plugged a bulb into the socket. They connected the wiring to a live outlet. And then they flipped the switch. If the light turned on, they passed. 

Then it was time for drywall. 

They had to cut the pieces to fit. Then they screwed it into the frame. 

Some students were behind and just getting the wiring done. Some were ahead and able to drywall. But a few were in a holding pattern as they were just about out of drywall. (The teacher was going to bring more, but he's out for a reason.) 

Well, they had online work, too. There's a website sponsored by Home Depot called Path to Pro. They have instructions on how to do all sorts of construction stuff. (The year two and three students were completing OSHA training stuff.) So, they had enough to keep them busy.

Of course, high school students, so some were more on their phones or on online games. But that's pretty standard. 

Just in case you were wondering what they're teaching the kiddos in school nowadays.

Returned

By the luck of the app, I happened to catch a day in the art class I had started this school year in. (If things hadn't been so dead lately, I probably would have "missed" it, but I couldn't afford to miss another day as there was no guarantee that anything else would pop up.) 

First period. Tuesday. 

They had a shading assignment. I was given instructions to go over with them, so it was a more labor intensive day for me. (Not a bad thing, but it meant that I was pretty busy engaging with students, and I had less dead time than usual.) 

And, of course, I had many restroom pass requests. 

I don't give this a lot of thought. If no one else is out of the room, the kiddo can go. I write down their names and the time they left (so I can track how long they were gone). 

Joshua was out of the room. I had three other students who were waiting to go. And the phone rang. 

"Did you let Joshua out to go to the restroom? Security found him out wandering..." And this is where I got reprimanded for letting Joshua out of class, because Joshua was on the escort list. 

Escort list? 

Okay, so some students take advantage of restroom passes. They leave their class, and instead of doing their business and getting back to class, they wander campus. They meet up with their friends. They share vapes in the restroom. I don't know what they do out there, but it's not something they should be doing. 

Students who take too long out of class get added to an escort list. That means that if that kiddo asks to use the restroom, the teacher has to call security to escort them to the restroom. They hate this, but they've demonstrated that they can't be trusted to leave class on their own. 

They provide subs with the list. It's in the folder we get. Although, usually the teacher will leave the names of who we need to call security for. It didn't even occur to me to check the list, not that I had time to do so. 

(Oh, and the list is a mess. It's mostly alphabetical by first names, grouped by grade level, but there are a few with last names listed first. And then half the list is a jumble of I don't know what, because it's not quite alphabetical and it's definitely not grouped by grade level.) 

Joshua returned to class fifteen minutes after he left (yes, I was keeping track). Surly. Ah well. 

Ms. D was on campus (they were doing some curriculum planning) and stopped by after first period. I told her of the incident. 

It turns out that Joshua was on the escort list for a week a while ago. Otherwise she totally would have left his name. And there were no other students on the escort list (as far as I could tell; I went through the list and compared it to the class rosters, and... well, I mentioned that the list was a mess). 

There has got to be a better way to deal with restroom passes and wandering students. I don't know what it is.

Invalid Excuse

After catching a gig at 3 AM only to have it cancelled five minutes later, I was very happy to catch a Spanish class on Monday at 6 AM. (Things have been very slow lately. But February is more than half booked now.) 

Spanish 2, fifth period.

I had been asked to cover a third period elsewhere. (It was the teacher's prep period. They're on a block schedule; this was the odd periods day.) There was a minute or two of the passing period left when I arrived back at the classroom. I unlocked the door, and the students who had arrived before me filed in. 

Teachers covering other classes on their prep periods is pretty common. And some teachers will take the passing period to hit the restroom. The students wait. It's so common as to be something I've never needed to comment on before. 

Fifth period started. I got the students started on their online assignment. (Well, some of it was in their books, but the instructions had been posted online by their teacher.) I took roll. (So, a few minutes of the period had passed.) 

Two students walked in. Tardies have been a huge issue lately. The schools are trying many things to curb it. But for me, it just means I need to be aware of latecomers so I can mark them as tardy in the attendance. 

As they were arriving, the two students explained. "We knocked. You weren't here." 

I did not comment on this. Nor did I add this comment to my note to the teacher. I marked the kiddos tardy in the attendance. 

Because, huh? They knocked? When? And why did they leave? Where did they go?

Yeah, no. They're supposed to wait. If I wasn't there at the beginning of the period... Well, even then, they should wait. (There have been times when the teacher is late. This is very obvious because of the crowd of students waiting outside the door.) 

I checked. They're freshmen. That tracks.

Here for the Graffiti

This past Saturday I went to visit my father as I usually do on Saturdays. 

The route I usually take goes past a certain flag-flying house. The flag flown is one you may have seen. Navy blue. The lettering touts a certain president's electoral wins, one of which is blatantly false. The guy (I assume it's a guy) has swapped the flag from time to time, flying the most current iteration. 

I found that giving the flag the one-finger salute as I pass makes me feel better. It doesn't do anything, but it does put a smile on my face to do it. 

This past Saturday, I had to take a slightly different route. (The reasons for this are irrelevant.) Instead of just passing the back of this guy's house, I traveled along the side, making a right turn onto the usual street. 

On his front lawn he had another flag planted, one you're probably aware of. And then I saw the side of his house. 

Someone had spray painted "F*** Trump" there in green paint. Although, the sentiment hadn't been censored in spray paint. And I found myself smiling.

This house is in Orange County. While California is a blue state, Orange County is a very red county. (It's been getting more liberal over the years. I grew up there.) That the guy has had these flags up for years does not surprise me. That anyone spoke out against him does. 

There is reason to be hopeful. 

I posted this before, but it's been a while: 198 Methods of Nonviolent Action.

And a follow up to the video I posted last week. (If you can't see it, here's a direct link.) 

Setting a Deadline

I may have done something stupid. 

The place where I usually get my brother's birthday gifts was having a sale, so I bought his present. Since it is way before his birthday, I'm shipping it to me, and then I'll ship it out to him closer to his birthday. 

I mean, I'm going to eventually have a package to ship to Ohio. This sweater I've been working on since last July, eldest nephew's Christmas gift, is going to be finished. Eventually. My brother's present can hitch a ride when I mail that out. 

So, now I have a deadline. I need to get this sweater done in time to get my brother's birthday present to him on time. That is, if I want to only ship one package. 

Can I do it? I think I can. We'll see. 

My brother's birthday is March 30th. 

I have sleeve two to finish. 

Then sleeves one and two need the ribbing. 

Then the sweater gets assembled. And then the collar is knit on. 

We'll see...

The sweater's previous posts:

• Starting the Sweater
• Getting to the Back
• Missed Deadline
• Distractions from Knitting
• A Month Late
• Inching Along
• Tracking the Growth
• Weekly Sweater Update
• Moving Right Along
• Good Progress
• Almost to the Interesting Part
• Plot Twist
• Not Worth the Effort
• Sleeve Progress
• Continuing Sleeve One
• Sleeve Two!
• Continuing Sleeve Two