I was in my NQT year. I was teaching an ordinary Year 3 English lesson about descriptive writing. We were focussing our writing on Harry Potter and his battle against “he who shall not be named”. The children were struggling to write about it so I started rambling on about what the children could write about.
As an imaginative writer I put myself in Harry’s shoes. How would I feel facing my worst enemy? What would I do? I began describing how Harry was looking around to see where he could run, but he’d never make it there in time to escape. So… He whipped out his wand and pointed it at “he who shall not be named”. He was so scared, his legs began to tremble. Still clutching his wand, he waved it around stammering a spell to counteract his enemy’s attack…
…at which point, my TA was in a fit of giggles on the floor. A hearty chuckle echoed in the room as the children and I were wondering…what on earth has tickled her?
Then I realised what she was thinking. My mentioning of a wand, waving it about with legs trembling, had caused her to think about Harry Potter in a less than innocent way. Luckily, none of the children had cottoned on, (they were only 7 or 8 years old) but I’ve always remembered that lesson for different reasons than I probably should. I avoid all possible situations that might require me to describe a scene from a story on a whim now. I pre-plan my descriptions to save myself the embarrassment. It just means my lessons are a lot less hilarious for the adults listening now.