Tuesday, May 29, 2007


If you haven't noticed, my posts have reflected a growing frustration with this profession. When I created this blog, I wrote: I teach because I have to. In all the jobs I've had to pay my way through life, only teaching has (as of today) not left an empty feeling. This is my calling; and sometimes I feel that I chose to teach as much as teaching chose me.
Today, I don't know if I believe it anymore. As I filled out yet another Possible Senior Failure List, a tear or two nearly escaped. Looking at the names of students I have fought for, given my time for, and hoped for, I realized how little influence I have had. I don't know what I have left to give or even if I'd want to give it. Today, I felt empty.
It seems awkward to put this out for the public to read; but I need to. I need to work this out of my system; because if I don't, I could become like the teachers I detest--just picking up a paycheck.
Here are Ten Things I Don't Like About Teaching:
1. Shady Central Office Big Wigs.
2. The Powerlessness to Change a Student.
3. The Laziness of Students.
4. The Empty Feeling of Failure.
5. The Immediate Blaming of Teachers for Student Failure.
6. The Expectation that Teachers Must Always Give Unlimited Chances.
7. Ungrateful Students.
8. Uninformed Parents.
9. Demanding But In a Bad Way Parents.
10. When I Can't Trust a Student.

Here are Ten Things I Like About Teaching:
1. The Hours.
2. When That Kid Gets It.
3. The Mature Students Who Can Carry a Real Conversation.
4. Supportive Parents.
5. Responsbile Students.
6. Trusting Administrators.
7. The Potential for Good.
8. The Vacations.
9. Class Discussions that Don't Rely on Me.
10. Academic Freedom

Friday, May 25, 2007

Low Expectations Anonymous

Via eduwonk.com, watch Education Guru Margaret Spellings on Comedy Central's The Daily Show with Jon Stewart. Here's an excerpt:
Stewart: "Education, why is it such a bedevilling problem; not just for this administration....you could change one thing, you could smite the teachers' union if you wish" [Ms. Spellings makes funny faces as if she agrees before saying "no"] "In a perfect world what is the most vexing part of this whole situation?"

Spellings: "Low expectations. What the President calls the 'soft bigotry' of low expectations."

Stewart then takes the opportunity to make fun of the President--really?

Spellings: "No, seriously, we have to expect more from our kids, and we have lowered the bar, and lowered the bar...kids will rise to the occasion. Kids are bored in high school. They're not being prepared..."

Stewart: "Who is that expects less? Is it the parents that expect less, or is it the teachers expect less...who's got the low expectations?"

Spellings: "I think a lot of time the system does..."

After hearing Ms. Spellings imply that I expect less from my students (I am part of the system), I did some soul searching. I ended up at Low Expectations Anonymous. Here's the transcript:

Mr. McNamar: "Hello, everyone, I'm Mr. McNamar and I don't expect much from my students."
Group: "Hello, Mr. McNamar."
Mr. McNamar: "It started late last month. I had a student who had been an A student most of her school career. I'd noticed that her grades were slipping and her attendance was dropping. I talked to her, telling her my concerns. I contacted her parents. She continued to not turn work in and miss class. I continued to call home and encourage her. Then I noticed that my expectations were too high. Apparently she is not in the upper middle class. So, I lowered my expectations for her. It no longer bothers me that she doesn't come to class or turn in homework."
Group Leader: "How does this make you feel?"
Mr. McNamar: "Well, at first, I felt released from all of the stress I have had for the past months wondering about whether this student would graduate on time, or even if she was safe and okay. But then, I heard a voice from the Education Goddess, Ms. Spellings. She said that the most vexing situation in public education is that teachers, well, she said, 'system', doesn't care to have high expectations. I realized I was one of those poor souls."
Group Leader: "You've taken the first step towards understanding, Mr. McNamar. We are here to help you understand that the students' boredom is not their fault; it's yours. Thank you for sharing."
"Mr. McNamar: "I feel so much better."

Thursday, May 24, 2007

No Child Left Behind vs. Student Stupidity

From the Seattle PI, here's a link to a story about a Kentridge High student that posted a derogatory video on youtube.com. I want to swear--alot--after reading the article and watching the video.
The lawyer, Jeannette Cohen, believes that the student has a right to "free speech." She claims the student, Gregory Requa, did not produce the video but that even if he had, his punishment violates his free speech; she claims, "What is at stake here is the school district message that if you post things we don't like, you will be punished."
A few thoughts:
1. Ms. Cohen, the lawyer, can claim a violation of free speech all she wants, but when that free speech disrupts the school day, the student can be held accountable--the same a way a teacher can be held accountable for his free speech if it disrupts the school day.
2. What is at issue is not the production of the video but the content of the video. At one point, a student can be seen "freak" dancing behind the teacher. Does Ms. Cohen believe that a student has the right to "freak" dance on a teacher? If so, Ms. Cohen is a moron.
3. The fact that anyone would defend this video goes to show what little respect society gives to its teaching force. My guess is that in an institution like the military, if a cadet ever disrespected his leader in the manner that these students do, there would be some type of punishment--my guess is that it would be of the physical nature. Not so in public schools.
4. Seriously, though, the teacher really should be more aware of what's going on behind her; but I'm not going to judge her as a teacher based on this video.

But more importantly, I'd like to know how exactly our esteemed leader, Ms. Spellings would deal with such an issue. If while she presented a speech on the importance of NCLB, a student got up behind her and mocked her, would she be okay with that?
Lastly, this video has given me one more reason to give up on teaching as a career. I'm already experiencing the three year burn out emotions and the rejection by the first district I interviewed with in Connecticut. Now, I see a video produced by a "model student" as the lawyer claims mocking a fellow teacher. Really? This is what I want to spend my time teaching?

Monday, May 21, 2007


I am too cocky to know how to handle rejection. My self-confidence leads me to believe that no matter what the situation, I can prevail. So when I received the phone call to inform me that I had been rejected by a school district in Connecticut, I didn't know how to respond. So, I am going to blog about it.
Yes, my wife, daughter, and I are planning to move to Connecticut. My parents, younger brother, and sister all live there; and my older brother lives in Rhode Island. Having to raise my daughter away from aunts, uncles, cousins, and especially grandparents is not something I wish to do. So, this summer we will leave the Pacific Northwest for my native New England.
The scariest part is that we don't have jobs yet. But I did interview last week. The interview happened over the phone, something I don't recommend to anyone. Personally, I need to have the people in the room. Today, the principal of the school called to inform me that I wasn't in their top three.
The reasons baffled me. They had a strong applicant pool--my recommendations clearly state my strengths. In the end, my G.P.A. and my few years of experience hindered me.
What? My 3.1 G.P.A. from my Church Ministry Degree (what I received prior to returning for my Teacher Certificate) affects my ability to teach? Really? Hmmmmm. I disagree, but okay, I'll concede that on paper things like G.P.A. might stand out.
But my years of experience? Hmmmmmm. Again, I disagree that a teacher who has eight years of experience makes her a better qualified candidate than me. I am just too cocky to believe that.
Any way, here's what gets me. I can't do anything about my G.P.A. or my years of experience. Had the principal said, "Well, your lack of experience with Connecticut's standards, blah blah blah, I could go out and learn those standards this week. My rejection, at least the reasons I was given, had nothing to do with ability to teach.
I'll keep my head and chin up because that's what I do. But I wont' lie. I feel pretty low tonight.

Sunday, May 20, 2007

Just a Link

At this time of the year, I really enjoyed this post. Go check it out!

Senior Failure List

When the fourth quarter grades are finalized, all teachers who have seniors begin to fill out our Possible Senior Failure List. The list generates letters that are sent to the parents. A small percentage of my students were on this list to start. But as fourth quarter has progressed--there are only 17 days left for seniors--my Possible Senior Failure List has grown.
What bothers me most is that I seem to care more about this growing list than the students on the list. Shouldn't it be the other way around?

Thursday, May 17, 2007

James Dobson, Shut Up.

Prior to leaving for college, someone gave me Dr. Dobson's book, Life on the Edge. The book offers practical advice for young people trying to navigate through life unaffected by less than moral decision making. Dr. Dobson was revered in my household, the church I grew up in, and the university I attended. And though I fear excommunication for what I am about to say, or actually already said, I must say it: Dr. Dobson, Shut UP.
I try to stay out of politics on this blog because I don't think all of you smart people really give a hoot what Mr. McNamar from The Daily Grind thinks about politics. But I am tired of influential people like Dr. Dobson attempting to speak as if his beliefs always are from God.
If Dr. Dobson would rather not vote because both candidates, or one, does not have the exact same beliefs on abortion or gay marriage or whatever other non-issue he is preaching against, then should anyone really be listening to him? Yet, there he is, on cnn.com getting coverage.

Wednesday, May 16, 2007


I figure I'll put that disclaimer in the title because media types regularly like to miss the point in order to get a story to sell papers or advertisments. In the story you can read by following this link to the Seattle Times, a teacher clearly stepped over any boundry between joke and seriousness when he states, "I ought to take whoever is talking in my class, line them up against a wall and shoot them." Let me be very clear, we shouldn't say things like that.
Of course, the story ends up in the news. But the story that doesn't end up in the news, but should as well, is the story of the student "spacing out." No one seems outraged, other than the teacher, that the student wasn't paying attention. Again, this is not an excuse for what the teacher said; I merely point it out because while our media types love a good story about failing schools and how the public education system is failing our students, the media regularly overlooks student behavior.
I'd like to know what "going off" on the student really means. I once sat my Pre-College English class down and had a heart to heart discussion about their grades. I shared my deep concern for their progress. I did not yell; I did not label; I simply shared my disappointment with their approach. Later in the day, a student from the later class walked in and said, "Hey McNamar, 'Susie' said you went off on her class." There's that phrase, went off.
Also, and not defending what the teacher said, how many times in a day do we hear students make statements as absurd and "scary" as what this teacher said. Those students don't end up in the local newspaper. Today, as I walked through the lunch room, an argument was taking place between two students. Some not so nice words, and threats, were spoken. I didn't call up the Seattle Times to have them come write a story about it. Mostly because I knew they would laugh at me.
They are only kids, these students who say whatever they want to say. They don't understand the seriousness of it. So, we'll talk to them, but that's about it. At some point, I would like our society, and media, to focus on the reality of what our teenagers are really like. Believe me, it's a lot worse than what this teacher said--but, I am not supporting or defending what he said.

Tuesday, May 15, 2007

Spelling Bee on ESPN

Instead of airing a baseball game or NBA basketball, the World Wide Leader in Sports aired the National Spelling Bee. It was much better than American Idol.

Here are the 18 words from the Championship Round.

1. Dasyphyllous--spelled correctly
2. Clinamen--spelled correctly
3. Icteritious--spelled incorrectly: leaves two spellers.
4. Machirotage--spelled correctly
5. Recrementitious--spelled correctly
6. Esquisse--spelled correctly
7. Psittacism--spelled correctly
8. Maieutic--spelled correctly
9. Aubade--spelled correctly
10. Polesis--spelled correctly
11. Kanone--spelled correctly
12. Tutoyer--spelled correctly
13. Izzat--spelled correctly
14. Koine--spelled correctly
15. Tmesis--spelled correctly
16. Wectschmerz--spelled incorrectly.

This left one speller to spell two words correctly for the championship.

17. Kundalini--spelled correctly
18. Ursprache--spelled correctly

The winner: eighth grader, Katherine Close.

I can't wait to read this list to my Pre-College English class, just to make fun of them--and me too, I only got three of the final 18 words right!

Monday, May 14, 2007

The Better Part of Me

I am a confident teacher. I can stand in front of lethargic teenagers who checked out weeks ago and provide them with solid, necessary information. I know I can.
But for all my ability to present that material, I often need reminders that I can actually teach these students. I don't want to be that teacher who bloviates in front of the class while the students make funny faces behind him--I'd rather see them do it!
Today, I had a reminder that I can actually teach my students. And of all the strange ways to get that reminder, it happened during a parent-student-teacher conference. This particular mother has a wonderful relationship with her daughter, and is quite involved with her daughter's academics--let it out everyone, that long sigh of "geez, I wish I had parents like that."
We met because this student has been working on an essay that she is intent on making better than average. She is not satisfied with a C. Instead of whining about it, she has decided to figure it out. I scored the essay, gave it back to her, and scored it again--giving it back to her a second time. But she wants it to be correct. So, today I sat with her and the mom to plod through the essay again, pointing out all of the minor details that will make the essay above average.
We spent over an hour working word by word, phrase by phrase, and paragraph by paragraph until at last, we looked at the essay as a whole. I've never felt more confident as a teacher. I loved every second of that conference.
Across the table from me a mom worked to understand how she can support her daughter; next to her, the daughter feigned disinterest but has spent far more hours on this essay than most of my students spend on three essays.
I wish I could do this for every student--it really is the better part of me.

Sunday, May 13, 2007

Whaddya Wanna Bet? (Mother's Day Edition)

The Whaddya Wanna Bet posts are some of my favorite times to blog. And because my mother is one of my favorite people, I'd like to honor her with the first ever Mother's Day WWB?.
So, mom, Whadya Wanna Bet...

That the time you tried to spank me when I was eleven, and I couldn't stop from laughing, remains one of my greatest memories?
That had they made a baseball card with you on it, I would have put it in a hardcover case to protect it?
That had you not always put your children first, we wouldn't have become the successes we are?
That I am blessed to have a wife with many of your characteristics?
That for all of the times I wished to get out of the house and go to college far away from home, returning home will bring my journey full-circle?
That my return is far closer than it ever has been?
That your "hairy eye ball" look deserves to be enshrined in th Mother's Hall of Fame?
That for everytime I hear the word 'awesome' I think of you?
That your fascination with The Lord of the Rings always seemed strange, but it turned out you were well ahead of the curve on its popularity?
That your heart and compassion for people is an admirable characteristic?
That your inability to say "no" to people annoys me?
That I often can't say "no" to people either?
That you taught me how to respect others and hold my head up high?
That Tate will be blessed to have you around as she grows up?
That for all of the times you embarrassed me by simply being a mom, I propably have still embarrassed you, simply by being ME, more times?
That I am thankful you always let me be me?
That had you been a helicpoter parent like many today, I would have become an even more selfish individual than I already am?
That the values you instilled in me have made me a successful human being?
That secretly I share your fear of heights?
That secretly I tear up easily like you?
That I couldn't be happier to have a mother like you?

Saturday, May 12, 2007

F--- School?

Komo TV headlined a story from the Seattle Weekly titled, "F--- School." I couldn't resist reading that article.
The stories of the two teens in the article could be the stories of countless young people around our country. The inability to find value in education will remain an unpleasant aspect of humanity, but I will never understand the choices made by students like the ones profiled.

The article returns me to the question of responsibility, and who should take responsibility for a student's choices. We live in a society that values the freedom to choose, yet we force children to attend school. To what extent must society go in order to educate all students. NCLB wants us to teach every child to proficient levels, but not every child wants us to teach them.

In previous generations, an eighth grade education was sufficient. Children worked on the farms and contributed to society. The industrial age changed all of that. Maybe we need to change our perspectives. Is it possible that not every student needs to continue on into high school. Maybe we need to change our system in order to create successful individuals.
The current system of locking up kids for missing school doesn't seem to meet their needs. The question, and I don't have an answer, remains, what exactly does meet their needs.

Thursday, May 10, 2007

Buzz Words

Nothing like a buzz word to set off an administrative investigation that leads to a teacher firing. For instance, if a student ran through the hallway and a teacher put out his hand to stop the student how could the student get the teacher in trouble instead? "He grabbed me."
Or, if a student tried to walk out of an assembly without a pass and with no where to go and a teacher grasped the students arm to get his attention how could the student get the teacher in trouble instead? "He grabbed me."
Grab is a buzz word. Teachers can't grab a student because the word grab is violent. The poor teacher. But I like this student:
"Meghan Johnson, the captain of the varsity softball team, said it's 'unbelievable' a teacher can lose his job for enforcing a school rule while students who break rules go unpunished."

Again from Connecticut, another teacher is in trouble for "targeting," anothe buzz word to get teachers in trouble. Tough call. Class assignment or silent protest? But in contrast to Ms. Johnson in the quote above, one of the moms who is quoted gets the Why Parents Should Be Held Accountable in NCLB award for this stupid remark:
"I’m pleased that there is an investigation but whether I’m satisfied depends on how it ends."

WAIT. STOP THE TRAIN. This mom is pleased that an investigation is happening, but will only be satisfied if the result of the investigation are to her liking. But, what if the investigation finds that her daugther was in the wrong. What if the investigation uncovers nothing improper by the teacher and nothing improper by her daughter? She's still going to be mad.
Those statement reflect everything that is wrong with public education.

Wednesday, May 09, 2007

Effective Principals

During the third quarter of this school year, my seniors wrote expository essays on the theme of feminity and masculinity. Many students, especially the female students, chose to write about how women in positions of authority need to become more pervasive. As Hillary Clinton and others continues their bid for the White House, I'd like to explore effective leadership.
My principal has accepted a new position at a "coming to theaters" high school--meaning it hasn't opened yet. One of the vice prinicipals is retiring and the other accepted a principal's position at another school. This has created a leadership vacuum--well, not exactly because a new principal has been hired; she was introduced today.
As she was introduced, I recalled two conversations; one conversation was with a female student, the other with a female colleague. The female student had told me that she would never vote for a female president because she didn't believe that women make the most effective leaders. The female colleague shared her thoughts about having to work for female principal who may be "territorial."
These two conversations brought back my experiences with female bosses. I will focus on one of the jobs I had before becoming a teacher. While working for a popular chain restaurant, I had the joy of working for a female general manager. She ranks as my second favorite boss, ever. She was confident, decisive, and understood people. While at the same restaurant, I worked for a less confident, extraordinarily decisive, and less understanding woman--we butted heads quite a bit.
Before I move on, let me tell you about the greatest boss I have ever had--Tom Mitchell. This man will forever live in my memory as the best manager of people I have ever known. He understood that in order for him to succeed, his team had to trust that he would "go to bat" for them. His success was not tied to revenue or standards, but to our committment to him.
In looking at effective leaders, the restaurant boss and Tom Mitchell reflect what I believe great leaders have. It is not about whether one is a male or a female, but whether or not they possess the characteristics that other people want to follow.
Do the trust their employees? Do they listen to their employees? Do they fight for their employees? Too many principals today have become pawns of the Central Offices. I can't blame them. When $100,000 is riding on their willingness to cooperate with an ineffective Central Office, it is hard to blame them for going along. Thing about Alex Rodriguez--I'll lambast him for taking the money because of my principles, but I can't blame him: $250,000,000 is a lot of cash.
I want to work for leaders who understand that the success of the school is not in their hands; it is in the teachers' hands. I want to work for leaders who understand that teachers are more important than the Central Office. I want to work for a leader who will take a risk to support the people who make his job simpler.

Monday, May 07, 2007

Mental Health Alert

At what point does a teacher have to let go of his students?

In the last two weeks, the tension between leaving no child behind and giving up has amassed outside the gates of my sanity. Some of my students might actually believe that I have already given in to the latter--and I couldn't blame them for believing it.
Teaching seniors has wonderful advantages. They have an excitement about them that I can readily recall from my schooling. But while I enjoy the maturity above the underclassmen, their apathy in May guts my emotions.
One student began the year with tremendous promise. I believe in this student's future--it holds so much promise. And yet, as we've progressed through the semester, that chair is often empty. It kills me. Maybe I should focus on the ones who do show up. Maybe I should realize that at least a handful are still reaching for the best.
I can't. I am too busy thinking about the one who has allowed her grades to slip, almost beyond salvaging (I could help if she'd come talk to me.) Instead, she just doesn't show up.
Focus on the young man who still asks deep questions about the book.
I can't. I am too busy wondering if the young man who always finds a reason to miss class will ever return. I believed in him, too.
When do I let go? When do I give in to what seems inevitable? No child left behind, says the government. But at what cost to me?

Roger that.

I need to digress briefly from posting about education. Roger Clemens has joined the New York Yankees.
Roger Clemens has had an astounding MLB career. I once sat in the seats of Fenway Park as Roger pitched. I wasn't that old. I don't remember much of the game, but I do remember that, as I left the bathroom, some guy handed me an official MLB game ball that had obvious markings from bats. Roger Clemens had pitched that ball.
But Clemens left the Red Sox. Some say he was forced out by management, others said Roger was too demanding. However one looks at it, he ultimately joined the Yankees. End of story. I can't like him.
But there's more to not liking him than just that he is a Yankee. I'll admit to liking Joe Torre, Derek Jeter, and Mariano Rivera. Three individuals with class and loyalty. Clemens? He's about the money. He is everything that is wrong with pro sports--self-indulging and arrogant. Ultimately, I am glad the Red Sox didn't get to bring him back. Today, too many Red Sox fans are bandwagon freeloaders, with no understanding of the Clemens history. So, to the Yankees, I say enjoy the Rocket Man--he really is one of yours.

Sunday, May 06, 2007


The Hartford Courant reports on the problem facing school districts when students misbehave, in-school suspension or out-of-school suspension. Democrat Andrew Fleischmann from West Hartford, believes that out-of-school suspensions are "...outdated model of discipline."
With all due respect to Representative Fleischmann, I wonder what makes him an expert on student discipline. Of the twenty-four bills introduced by Fleischmann, only one related to education.
But, nevertheless, the discussion about discipline is worth having. At the heart of the debate lies a fundamental problem. Before we begin, you must consider your attitude towards who holds responsibility for student behavior--meaning, when a student behaves irresponsibly, who is culpable, the student, the school, the parents, or society?
I believe that it should be a primary mission of our culture to educate our children; I wouldn't be a teacher if I didn't value that beginning point. Unfortunately, not everyone believes that the primary mission of a public school is to educate, or rather, to develop the intellectual, social, and emotional faculties of our children. No, instead, some view public education as a place to send their children for free daycare, neither supporting the overall mission of the school nor assisting in what should be a partnership between schools, communities, and parents.
So, when a student misbehaves, we are forced to grapple with how to discipline that student while balancing the world view that every child deserves education with the world view that not every child wants such education. Public schools do not have the privelege of sending its students packing. Public schools must accept students of all skill, background, and attitudes.
It does seem contradictory, though, to suspend a student from attending school when the mission of the school is to educate the student. Though I was never suspended from school, I often wondered what it would be like to, in essence, get a free vacation from attending classes. Some behavior, like criminal activity or activities that endanger others, should be grounds for removing student from school. Yet, the article points to out-of-school suspensions for tardiness, and simple teenage angst--or in the case of the elementary school, childish behavior.
But what Rep. Fleishmann doesn't understand is that all types of misbehavior inside of the classroom is irritating and distracting for the teachers and the other students. So, what is best? The success of one, or the success of many? How you answer that question certianly determines how you view the debate between in-school and out-of-school suspensions.
At any rate, the debate is a philosophical one, with even deeper philosophical questions to add as background. And that background is, who ultimately is culpable for the behaviors? Schools must handle all types of students. I believe, as I've stated in other posts, that parents should be held accountable when students misbehave--it is their responsibility to teach their children how to act.
Today, while shopping at the Home Depot, I watched as two early teen boys used the aisle as their playground. One pushed the cart, which the other boy sat in, until they reached an appropriate speed to catapult the other out of the cart. The mother and father, who strolled in just as the one boy leaped out of the cart, laughed and congratulated their son.
I was thankful that the two boys were not in my class.

Wednesday, May 02, 2007

It Must Be May

I'm tired. Not the type of tired you get when you've worked out for two hours, or the type of tired you get when you eat too many slices of pizza at a RoundTable pizza buffet. I am tired in the emotionally and mentally drained way.
Here it is, 8:00 p.m. on a Wednesday night, and I am ready for bed, my eyes barely able to stay open. In an effort to keep myself awake, I stopped in at my Pre-College English classes blogs to see what the students had written for this week. We have just finished Book II of Cry, The Beloved Country. As I scroll through the sites, I notice a few things. One, just over ten of my fifty plus students had posted--they must post before the end of today. Why does this bother me? It shouldn't. I know they all wait until the last minute, 11:59 before they post. They will throw-up a few words onto the screen and call it good. Kinda defeats the purpose of a class blog.
Two, already someone has posted about the NBA Rookie of the Year, Brandon Roy. SERIOUSLY? We are two thirds of the way through a novel like Cry, the Beloved Country, and I have to read a post about the NBA Rookie of the Year?
Three, perception can be a dangerous enemy of a teacher. For Cry, the Beloved Country, I have used Literature Circles to allow for self-directed learning. I try to float around the room and sit with groups that are seriously off-task or are discussing something of value. Apparently I have not disbursed my time evenly. One student took exception to this. He also believes I ripped him apar today in class. I perceived the interaction as not letting him get away with vague answers to critical thinking questions. But, he at least recognized that.
It all goes back to being tired. So, here is my list of things I am tired of:
1. Lazy students.
2. High School Athletics--I just finished coaching back to back seasons for the first time.
3. District Officials who don't do the right thing.
4. Cool temperatures and little sunshine.
5. Nancy Pelosi and George Bush.

Just for Fun

Do you believe Stephen Jackson, NBA nut-job, when he states:
"If I wanted to blow up, I could've blew up then. Why blow up when there's 8 seconds left when the game is over? It doesn't make no sense. Do I have 'moron' written on my forehead when I walk out on the court or something? I don't. ... I'm smarter than a lot of people think. I'm going to continue to play basketball and do what I do."

This just cracked me up.