"Did it get a bit late last night? Can't keep your eyes open?"
Again, the student agreed. Rolf flashed a huge smile and in a singsong voice said "then I have something for you!". He walked over to his bag, pulled out a stuffed animal and a tiny embroidered pillow. (I have a grainy photo of them somewhere).
Rolf tiptoed up to the student, put the pillow in front of him, and as the student rested his head on the pillow Rolf gave him a pat on the head.
After this Rolf went back, said that if you're that tired it's better to sleep in your own bed. He resumed the lecture, picking up in the middle of the sentence where he'd stopped. No one slept in his class for the rest of the course.
He always wore the same striped sweater. At one point, he took a break to drink some water and remove his sweater. But beneath the sweater was another identical sweater!
I assume everything he did was very well-planned and part of his pedagogic system and routine, but it was often hard to tell if he was acting, or if he was actually being serious but eccentric.
I absolutely loved his classes. I bumped into him a few years ago when I was holding a recruitment thing for Ghost Games and it happened to be just after his lecture. I told him how much I enjoyed his courses.
-George Bernard Shaw
"Those who can, do; those who can't, teach; those who can't teach work here."
I agree struggling for basic survival as a public servant is not ideal, but be careful not to turn education into a lucrative opportunity where people come for money not passion.
Money is certainly not the only way to attract talent (though teachers still need to pay their bills) and in most schools i've attended the talented teachers were just ridiculously hindered by the bureaucrats defining their program and agenda. David Graeber's talk "Manageurial feudalism and the revolt of the caring classes" comes to mind.
What exactly are the downsides of an increase in intelligent people competing for teaching positions?
Your other comment efficiently expresses my intuition on the topic.
'Those who can, do; those who can't, teach; those who can't teach, teach teachers.'
He said that when he had recently graduated and just moved from Norway to Sweden his first job here was as a technician for the local railway. One of his first assignments was a call where the computer controlling all the track switches had stopped working. Luckily there was a backup, but they needed him to fix it immediately.
He arrived, took a look at the computer and its backup running next to it. He started out by measuring voltages on both, comparing to see what the difference was. After a while some men in suits came in and asked how things were going. He said it was all good, they said it wasn't because now all trains had stopped. Apparently, he had short circuited the backup.
"And that's when I decided to go for a theoretical career!" My teacher happily concluded. The classroom was left in a stunned silence.