girlporn 1.2 - classroom fantasy

An elementary school classroom, First Grade. SHE is leaning against the shelf under the window, gazing at the bulletin board. TEACHER, a cute young woman in her early 20's, speaks:

TEACHER:

I hope this appointment is convenient for you. I'm so glad I could come in early, I know you must have lots of important things to do.

SHE (sometimes PARENT in this post):

Actually, yes, so I'd like to get started, if we can.

TEACHER:

Of course. I was just waiting for the principal. He was so happy that he was free for this appointment, because --

Classroom door opens. A tall, distinguished-looking man enters. He is the

PRINCIPAL:

Good morning, Parent, I'll only take a moment. I just wanted to tell you personally what a pleasure it is to have Child in our school. I've rarely met a young person with such a sophisticated intellect and such mature social skills. Child is a born problem-solver, and does it politely, too.

TEACHER: 

That's how I'd describe Child, too.

PRINCIPAL:

But of course, Teacher, you have more specific things to report. Well, I'll be going. Thank you again, Parent.

SHE:

How kind of you to stop in. Thank you.

PRINCIPAL:

I can see where Child has learned manners. It's so satisfying to start the day on a high note.

Principal leaves.

TEACHER:

I'll start by pointing out Child's artwork. Note: Teacher knows who Child is!  There seems to be a lot, but that's because the other children don't want me to take it down when I do the boards every week, even though Child thinks it isn't fair. Now, on to academic skills. Child is actually doing Reading with the Fourth Graders, but Fourth Grade Teacher is at a family funeral today, so she asked me to pass on to you that Child's reading is surpassing the Fourth Grade level, and if Child continues to read like this over the sumner - oh, and she says she's sure Child reads a lot at home - well, anyhow, we'll have to see how to accomodate Child's needs in the fall. Actually, Child may have an idea. Child has said summer  would be a good time to write a novel, so perhaps the fall project could be working with an editor.


As to math - a whiz. Child's only difficulty is remembering to write down all the steps to solving a problem - Child solves them mentally and then moves on. Child does seem to find our science sessions boring, especially  since the cutbacks, but is very patient and polite. I've ordered special materials.

SHE:

Excuse my interruption, but The Grandparents want to get Child a laptop. What are your thoughts?

TEACHER:

Oh, my goodness, from the way Child reprogrammed our attendance system, I thought Child already had one! 

SHE:

No, we've limited Child's computer time, and while we're sure Child wouldn't remove parental controls from a laptop, there's no point in asking for trouble, is there? Hm, guess I've answered my own question. 

Door opens again.

PRINCIPAL:

I'm back, I almost forgot! The school district is doing a Parent-Teacher Workshop in a few weeks, and I was hoping that you would be able to be a panelist on Home Influences: Essential Parenting. In fact, if you agree to speak about Parenting, we won't need anyone else.

SHE:

Well - 

PRINCIPAL (grins ruefully):

Yes, I know "parent" is not a verb, but we deal with educators. 

SHE:

I'm still trying to get my head around that topic. Something about the title is a little ....

PRINCIPAL:

Ms. Parent, we'll be happy to hear you on any topic, and we'll call the session anything you want.

SHE:

I have to finish drafting the initial constitution of an Emerging Nation this week, but perhaps next week I'll be able to focus on your request, and I'll let you know.

TEACHER and PRINCIPAL:

Of course, of course, thank you, thank you.

PRINCIPAL leaves.

TEACHER:

Forgive me, I must tell you, I so admire your sense of style. That outfit - and everything fits you so perfectly! I have to ask, are your things custom-made?

SHE smiles mysteriously, holds out her hand. They shake hands and SHE leaves.