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Unfiltered Story #45936

Saskatoon, SK, Canada | Unfiltered

(No one eats in the cafeteria at my school. I bought my food and head off across the school to my lunch spot. When I get there, I realize I forgot to pay for my food, so I go back to the cafeteria.)

Me: “Hi! I just realized I forgot to pay for this!” *gives money*

Cafeteria Worker: “You were here like ten minutes ago. We didn’t notice you hadn’t paid, and you still came back?”

Me: “…yes?”

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Unfiltered Story #45800

USA | Unfiltered

This takes place in an ethics discussion. At one point, the students are all trying to decide whether there is any action which is inherently wrong in all circumstances. People bring up murder and theft, both of which quickly are done away with by easily bringing up a scenario where that would be the ethical decision, or at least morally defensible. Finally…

Student 1: Rape. Rape is never morally defensible.

Most students agree. There is no situation where that is excusable. Until…

(Male) Student:… Well…

The entire class turns in unison, completely horrified.

(He went on to say that you could perhaps defend it if you were the last two humans on earth, and for some reason the person absolutely refused sex. People agreed that, whether actually ethical or not, there was a valid argument. But the original unified horror was one of the funniest things. And encouraging for the coming generation)

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Unfiltered Story #45798

TN | Unfiltered

(I attended the same middle school my mother taught at, which meant I was often enlisted to watch the other teachers’ young children while our parents were finishing things up at the end of the day. One teacher had a preschool-age daughter, [child #1] who was, we could say, precocious. Or we could say stubborn and loud.)

Child #2: “[My name], I have a snack in my lunch box. Can I eat it now?

Me: “Sure, that’s fine. Just don’t spill any.”

Child #1, a few minutes later: *tries to take the other child’s snack*

Me, giving the snack back to its rightful owner: “[Child #1], you can’t take someone else’s snack. It’s not yours.”

Child #1: “But I WANT it!”

Me: “I know you do, but it’s not for you.”

Child #1, becoming upset and shouting: “It’s not for you!”

Me: “I…yes, I know it’s not, but it’s not for you either.”

Child #1, still shouting: “It’s not for me!”

Me: “….yes?”

Child #1: *huffs and walks away*

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Unfiltered Story #45799

New Zealand | Unfiltered

(One of my friends is very suggestive. Today I made a stick out of paper, and he wants to “knight me” with it.)

Friend: *somewhat seductive tone* “Let me knight you, [My Name].”

Me: “No.”

Friend: *same tone* “It’ll be fun, just for the night.”

Me: “No, [Friend].”

Friend: “You’ll be the knight in…” *looks downward* “…shining…” *looks back* “armour.”

Me: “By Shiny Armour, do you mean actual shiny metal or lubricant?”

Friend: *continues looking at me*

Me: “Right, you’re going on the internet.”

Friend: “I’m already on the internet, [My Name].

(Yes, there is something wrong with him.)

Friend: *watching me post* “Kinky.”

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Unfiltered Story #45797

NJ | Unfiltered

In one year of high school, our beloved math teacher passed away from an out-of-the-blue heart attack. While we were understandably mournful, a substitute came in to cover his classes for the last couple of months. She apparently did well enough that they kept her on for the next year, when I had her for honors calculus. Suffice to say, she was NOT impressive, constantly sounding more confused than the students were, relying on the sample problems in the book and the teacher’s primer with no improvisation, etc. The running joke was that she was only learning the concepts a week before teaching us!

The crown jewel was working with “i”, the imaginary number that’s the square root of negative one. It’s a wonky concept in and of itself, but “the exponential powers of i” turned out to be the easiest lesson because they just went in a loop: i, -1, -i, 1, then start again. So while there were three different ways to figure out the answer, they should have all come out the same… SHOULD.

One problem was “i to the 40th power.” Every student in the class got the same correct answer, 1, except for ONE STUDENT who got -i. It turns out she was the only one who was using the “count out the steps a total number of times” method, because she couldn’t figure out the multiples (this was, again, a Junior honors calculus class.) I and two others help her out, and she did it 39 times instead of 40… She says she did it 40, despite having three other people help her. So she asks the teacher.

The teacher looks over the work. Looks it over again. WRITES IT ON THE BOARD… And having just copied the student’s work verbatim, not listening to the rest of us that you just needed to do the step ONE MORE TIME, comes to the conclusion that “when you do it with different methods, as you get into the higher exponents you get different results.”

Someone yelled out “That is literally not how math works!” She just said “it did this time.” This teacher left after the mid-terms, at which point we hadn’t even finished chapter 2 of an 8 chapter book, with the average grade in the class being a C+. Somehow, she’d gotten a job teaching ADVANCED PLACEMENT math in another school! At least the replacement who ended up becoming the permanent teacher was a joy: we not only finished the book almost a month before the school year ended, the average class grade was now up to a B+ and final exams averaged an A-, and that was WITH us spending about half that last month just doing reviews, and the other half watching movies!