When I was in 10th grade, I took one of those tests that's supposed to tell you what you should be when you grow up. The test told me that I should be a journalist.
My eighth grade teacher, Mrs. Pabst, had done her master's thesis on Tolkien. She showed me how the trilogy was patterned after Norse mythology. She was also the first person to encourage me to submit stories for publication. The idea of writing a fantasy based on myths never left me, and many years later, this would lead me to write Percy Jackson.
I think anytime you're writing to the middle grades, you're writing to young readers who are trapped in a number of ways between two worlds: between childhood and adulthood, between their friends and their parents.
I've been reading Greek mythology since I was a kid. I also taught it when I was a sixth grade teacher, so I knew a lot of mythological monsters already. Sometimes I still use books and Web sites to research, though. Every time I research Greek mythology, I learn something new!
I went to a large consolidated school in Appalachia. And I wrote the story when I was in the second grade and I took it up to the third floor to the school newspaper office that was written and edited by juniors and seniors.
I think generally I'm a pretty good person if I had to grade myself. Or toot my own horn.
I have loved football as an almost mythic game since I was in the fourth grade. To me, the game wasn't even grounded in reality. The uniform turned you into a warrior. Being on a team, the mythology of physical combat, the struggle against the elements, the narrative of the game.
Children, of course, don't understand at first that they are being cheated. They come to school with a degree of faith and optimism, and they often seem to thrive during the first few years. It is sometimes not until the third grade that their teachers start to see the warning signs of failure. By the fourth grade many children see it too.
In a culture of technique, we often confuse authority with power, but the two are not the same. Power works from the outside in, but authority works from the inside out. . . . I am painfully aware of the times in my own teaching when I lose touch with my inner teacher and therefore with my own authority. In those times I try to gain power by barricading myself behind the podium and my status while wielding the threat of grades. . . . Authority comes as I reclaim my identity and integrity, remembering my selfhood and my sense of vocation.
In 1957, when I was in second grade, black children integrated Central High School in Little Rock, Arkansas. We watched it on TV. All of us watched it. I don't mean Mama and Daddy and Rocky. I mean all the colored people in America watched it, together, with one set of eyes.
A church is an incubator, a nursery, a grade school. You start where people are and move them to where they need to be.
I grew up in a very small, close-knit, Southern Baptist family, where everything was off-limits. So I couldn't wait to get to college and have some fun. And I did for the first two years. And I regret a lot of it, because my grades were in terrible shape.
I've been to the Hall of Fame many times, in grade school and high school. I had field trips to the Hall of Fame and taking tours of it. I just never thought about that one day I possibly might be in it. I think it'd be great.
My dad, as a guy, had to quit school in the ninth grade, fought in the Battle of the Bulge. And spent his life pushing wheel barrels of heavy wet cement. So we've gone from pushing cement to now in one generation pushing legislation. But we always want any president to succeed, to do well; that means America does well and Americans do well.
I liked English and art and did a lot of painting. And for some reason I was good at math, but I wasn't an A student. I really had to work hard to get good grades.
Math was a two-part exam and I once didn't go for the second part. I knew I'd done so badly on the first it was hopeless. I re-took it about four or five times. I think I eventually got it by getting the top GCSE grade.
I was a paper boy, beginning the summer between my fourth-grade and fifth-grade years.
As a teacher you can see the difference in kids who have parents who were involved. That difference, by the time these kids get to the third grade, is drastic.
One of the first serious attempts I made to write a novel was when I was in Grade 6 and I had read 'Matilda.' I wrote my own version and my teacher had it bound and permitted me to read it to the class - cementing my love of reading, writing and Roald Dahl!
I've been acting since second grade, telling stories, making my parents laugh here and there, so I'm hoping my "thing" is acting. But I also make a really good bread pudding.
I don't know why I always liked aerospace engineering. I was in the 10th grade when I figured that's what I wanted to do.
My father is a university professor so when the schools needed a little kid for their productions I was often the kid they used. The first time I was ever on stage was about 2nd grade.
I am committed to writing appropriate books for the middle grades. This means no bad language, no gratuitous or explicit violence, and no sexual content beyond what you might find in a PG-rated movie – expressions of who likes whom, holding hands, and perhaps the occasional kiss. The idea that we should treat sexual orientation itself as an adults-only topic, however, is absurd. Non-heterosexual children exist. To pretend they do not, to fail to recognize that they have needs for support and validation like any child, would be bad teaching, bad writing, and bad citizenship.
My big break was back in the third grade playing the third monkey in 'Horton Hears a Who.
I was filling entire school notebooks with stories by Grade 3. Of course, they were double-spaced, and the handwriting was huge.
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