Teaching--or the version I imagined it would be.

From my little corner on the southwestern side of campus, I see the world through rose-colored glasses.

It's not optimism this year, as it was in years past when I stood at the door anxiously greeting the wide-eyed ninth graders newly shocked by their new beginnings. I'm not in the corner shoving spoonfuls of sugar into my medicine, convincing myself I'll herd cats or change minds or mold maniacs. It's actual happiness.

For the sake of saying it, being labeled a braggart, and moving on, I'll mention that in this, my fifth year of teaching, I'm working with two groups of seniors and one a group of twenty in an elective course. An elective course I was fortunate enough to design, by the way.

Without getting into the minutia of the Woodland Joint Unified School District, this opportunity first blesses me with far less paperwork than that demanded by curricula for freshmen (and sophomores). Secondly, most of the attitudes, habits, and behaviors unfit for the classroom have been abandoned, redirected, or escorted out. This translates into civil conversations, agreeable requests, and a continual show of faith in the educational process.

I do not yet know the evolving symptoms of senioritis, when it will strike, and how I will combat it.

I do know that I no longer preoccupy myself with policing cellular phones or iPods because I no longer feel like I'm dealing with children. If they can master the etiquette of technology use in social settings, they deserve a green light to continue navigating.

For now, though, the architecture of my lessons do not hinge on gimmicks, buy-in activities, or acting. I begin with questions and ask them to respond. I make them argue and support, read, and discuss. We write about our thoughts and feelings because, well, they're able to write about their thoughts and feelings. It's glorious.