Kindergarten-Week One

After surviving day one we were off to a great start. In fact, the whole week was great. The only complaints I heard from Sarah regarded the PE teacher Mrs. Geisler and Nimo (who must be completely nuts because everyone else adores Sarah.)

We know that Nimo HATES Sarah - for no apparent reason. But what's the deal with Mrs. Geisler? Doesn't she know that everyone loves Sarah - particularly teachers and boys? Evidently Mrs. Geisler is not a very warm lady (problem #1 in Sarah's book) and Sarah, it seems, is not on her list of favorite kids. Why, one might wonder - well, on the first day of school a little boy took a baton from Sarah, which she promptly took back. - Mrs. Geisler only saw Sarah take the baton back from the little boy. Mrs. Geisler then pulled the baton from Sarah's hand, gave it to the little boy and proceeded to fuss at Sarah about taking the baton and refused to listen to Sarah's side of the story. Oh boy!!

Later in the week I heard another story about Mrs. Geisler. #1, She talks rude. She said one of Sarah's classmates was sick in a "really rude way - you know, like Fallulah is sick today, awww." Okay, so she's missing the warm, fuzzy personality that Sarah prefers. #2, Sarah fell down and "it hurt everywhere." Then Mrs. Geisler "drug me to a table and made me sit there. And she didn't even say anything."

So here we go - we already have a teacher that doesn't adore my child. How dare she not think my little Sarah is PERFECT!!! I'm sure 95% of this perceived meanness is just because this poor lady has forty two brand new kindergartners to wrangle at one time. Can you imagine the patience this woman must have? I might be mean too, if I had 42 kindergarteners to manage. I tried to coach Sarah on how to cope with gruff personalities - fearing that she'll be ruined on PE for life. So far so good - on Thursday Coach Tidd helped out in PE and Sarah really liked him - yay! Of course in Sarah's book, Mrs. Geisler is still the meanest, worst lady on the planet - at least for now . . . .