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The teacher stories, comprised of verbatim accounts collected from the participants, were derived from these conversations for the purpose of analysis Amin, In this paper, abbreviated versions of the stories have been deployed to enable the theorising of the nature of teacher knowing. Care has been taken to ensure that the descriptions and analyses are offered in ways that will not enable the participants to be identified. Narratives of Teachers' Knowing Practices. Two contrasting, if not opposing, teacher narratives are presented in this section.

The biggest problem facing our school is to get learners into class. The issue is if you tend to give them a lot of work, they won't do the work and they won't attend classes. So it's a fine line between being strict but not strict enough; strict in the sense that these learners need to be nurtured with small amounts of work that they can handle and that they can enjoy doing.

Initially I used to end up being frustrated when I gave them work. But now I realise, you start with the very simple work, and you progressively increase the intensity, but over a longer period of time. Most of these learners come from single-parent homes, probably living with their mothers. Their mothers aren't able to supervise their work after school and to see whether they are coming to school on a regular basis.

'Teacher' Seduces Student As Girlfriend Secretly Watches On

We have had girls getting up as early as four in the morning, doing the complete housework until seven, and only coming to school after that. When they return home after school, they have to wash the clothes, cook the meals, and by the time they are finished they don't have time to study. These learners cannot cope because they don't have the time.

Then also there are living conditions, many of them are living under terrible conditions in the squatter settlements. I know of a girl, Thandi, in my class who is depressed. She lives with her brother and sister. Her parents are late [deceased]. She is forced to have a boyfriend who is a policeman, because her brother and her sister, although they are at work, they don't give her any money.

When her brother comes home, all the lights must be off, with the result she finds it absolutely difficult to study [sic]. Her boyfriend gives her money to buy candles, to come to school, clothe herself, and have pocket money. She also told me that her sister gets drunk and even hits her, and she showed me the marks.

What I've been doing, in consultation with the Principal; I have asked these learners to contact the welfare authorities. We also inform them of clinic dates, and have given learners telephone numbers of the department of welfare. You've got to be [sic] very cautious when you handle issues like this Teachers say they don't have time but with the new system of teaching, if you have a minute lesson period, no teacher can teach for 55 minutes.

You teach for about 30 minutes and for minutes you set them work. And that gives you enough time to supervise their work as well as to counsel one or two of them at a time. I regard myself as a professional and as a professional I have a piece of work [sic] to do and that is to educate these kids.

I have engaged in a lot of disciplinary enrichment. I furthered my studies; I've attended numerous workshops, seminars and staff development programmes. I regard myself as a highly skilled and developed educator. I can tell, quite honestly, my lessons are planned, executed, and assessed with precision. When the kids walk into my class they know what I expect. I get on with the lesson. There is no unnecessary chitchat. I set the standards and I expect each and every one to achieve.

I accept no excuses; I don't condone disrespect and ill discipline. Everyone has to be punctual and show interest. I don't tolerate any nonsense. In class, teaching is of the highest priority. You see, I don't have to know my learners. I know myself and they have to conform, it is the only way to achieve. What does it help me to know them personally? I'm not interested. And if I were, where is the time to know them, their problems and life trials?

I can't do anything about their life. My job is not to listen to their problems. I am a teacher. Everyone is equal and I treat them equally. In any case, they always use emotional blackmail. I don't fall for their stories. All of us have had some difficulties in life. They must learn that that is life.

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They will have to find their own paths otherwise we are creating a culture of dependence on others to solve problems. My job is to provide them with skills to think, to find jobs, to become independent, and to accept life as it comes. I take my job very seriously. I spend hours and hours after school to get my paper work done.

I sacrifice my personal time to give these kids a good education. I am definitely not going to sacrifice teaching time to [sic] getting to know them. In any case, they will only allow me to know that which will benefit them - like why they come late to school, or why they can't do homework. Somehow my attitude works. They do my homework, they come on time to class and as you will note from my register, absenteeism is very low in my class. Maybe that says a lot. I don't know my kids and they do well. Others know the kids but the kids don't perform. I think that says everything.

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Ways of Knowing Students The data yielded three ways in which teachers get to know their students: solicited knowing, unsolicited knowing, and professional knowing Amin, Navin was found to have demonstrated the first two ways mentioned, whilst the latter-mentioned best describes the way in which Bernice came to know her students. Navin got to know students by soliciting information directly from learners during teaching time, when he also provided them with counselling.

Due to the way in which knowing was sourced, solicited knowing was uncertain and tentative, and was an unreliable means of knowing students, as it depended entirely on learners' testimony. Additionally, Navin regarded the personal intimations provided by some students as the experiences of all students, which resulted in partial and incomplete knowing.

Solicited teacher knowing can be seen to be limited to a deliberate mental activity, as defined by Dooyeweerd ; not as a systematic and organised body of knowledge as Dooyeweerd may have intended it to be, but instead, as a mental process of translating solicited knowing into social knowledge. To express it differently, teacher Navin's knowing was conflated with knowledge Cunliffe, , and was accepted as factual knowing about students' lives.

Information volunteered by students, on the other hand, was an unsolicited means of coming to know students. In the case of Thandi, Navin came to know about her domestic situation because she confided in him. Unsolicited knowing in this case changed the teacher-student relationship into a counsellor-client relationship, based on personal interpretations, in the absence of verification of the information provided. He had no reason to doubt the information given to him. In this instance, unsolicited knowing occurred because two groups teachers and students were bifurcated by social class middle and poor , race Indian and African , and generational differences adults and children.

At Amethyst, a poor Black student and a middle-class Indian teacher had different experiences and conceptions of family, childhood and community. Indeed, knowing students required Navin to look beyond behaviours in the classroom. Unsolicited knowing delivered descriptions that made Navin's knowing uncertain and misleading, as he extrapolated his knowing of a few students to all the students he taught. Professional knowing. Professional knowing was linked to the way in which the participants' conceptions of teaching, their roles and functions, and academic training and practices enabled them to know students.

It related to how their professional responsibilities were influenced by what they knew about students. Navin and Bernice were aware that they worked within a complex set of arrangements. Navin was frustrated by the lack of student interest in, and commitment to education. Homework was not done; students stayed away, or did not attend classes.

He did make attempts to adapt to prevailing circumstances. He provided tuition in small doses, allowing students to complete homework in class, and he used teaching time to counsel students. In Navin's class, the tensions between teaching and meeting students' needs were resolved by taking on a counselling role at the expense of pedagogy. In sharp contrast, Bernice deliberately chose not to know or to talk to students about their lives and experiences. Though she averred that knowing herself as a professional was more important than knowing about students, the underlying reason may have had to do with a preconceived idea that students were dishonest.

She assumed that students came up with "excuses", manufactured "stories, and only allow[ed her] to know that which [would] benefit them". Hence, she preferred to focus on her roles and functions at school. She approached teaching according to a 'recipe' that worked for her, namely one where: "[t]hey know what I expect. I set the standards and I expect everyone to achieve. I accept no excuses. I don't condone disrespect and ill-discipline.

Compared to Navin, Bernice relied on her professional training to succeed in a challenging context. She did not, reportedly, experience frustration, anger, impotence and demoralisation, because in her class, students completed homework tasks at home, were punctual, attended classes regularly, and performed successfully. As professionals, Navin modified teaching strategies to students' accommodate psychological needs whilst Bernice, directed her energies to teaching, which she described as "the highest priority".

She relied on professional skills acquired through continuing teacher professional development programmes. She was not sympathetic to students' personal stories and excuses. Her "attitude work[ed]" because teachers like Navin, provided the emotional support students needed, and his counselling role, we presume, was the pressure valve that allowed for students' pent-up emotions to be released in his presence and contained in Bernice's classroom.

Though she came across as unsympathetic, she did care about ensuring that learners gained from schooling, acquiring knowledge and skills useful in the future. Bernice exemplified the way in which it was possible to reclaim a teacher professional identity within a context like Amethyst and provided insights into the way in which students from difficult backgrounds can be disciplined and educated.

It is important to remember, that though Bernice claimed to not know, she knew what she did not want to know. Paradoxically, Bernice's stance to not know students was a way of knowing them. Furthermore, the counselling and the emotional caring offered by Navin, indirectly supported Bernice's success, because the students had a sympathetic space to seek assistance, and to release suppressed emotions.

Navin's approach, was, perhaps, a necessary preparation step for students to learn and to complete the tasks given by Bernice. Teacher Knowing is Dangerous. Navin and Bernice's accounts about students exteriorises the nature of teachers' knowing by unveiling the way in which they constituted students, through knowing them in particular ways. Teachers' knowing can be seen to have been useful in Navin's approaches to assist students, and also in Bernice's academic outcomes focus. The survey of literature indicates that humans have a desire to know Centore, and that knowing is, from a positivist perspective, certain and precise.

Bernice's approach challenged Centore's assertion, albeit from a perspective that is equally certain and precise, a desire to not know that which cannot be proven as certain truth. The form of knowing taken as dynamic Skov-smose, is shown to be static, as evidenced by both Bernice's refusal to know, and Navin's acceptance of the certainty of the knowledge he garnered from the time the students were admitted to Amethyst. Knowing of any kind is never neutral or innocent, and this also applies to teacher knowing about students. Navin knew that they had problematic backgrounds and troubled lives and generalised it to all students, just as Bernice believed that all students were manipulative.

These kinds of generalisations, we argue, are dangerous, and as Lather posits, "Foucault's maxim that nothing is innocent and everything is dangerous" is often quoted without its rider "that just because something is dangerous does not mean that it cannot be useful". Consequently, we can ask in what sense and in what ways teacher knowing about learners can be dangerous, or in what ways not knowing about them can be useful.


In teacher Navin we observe the conventional usefulness of knowing about one's students. He reportedly went to great lengths to know his students and intervened in when requested. He even made provision during teaching time to get to know and assist his students. So, in what ways can this teacher's knowing at Amethyst be dangerous or useful? The first danger arises from the nature of teachers' knowing as partial, incomplete, and unverified generalisations, as indicated in the data.

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Navin made various conclusions from having listened to and observed a few students. Teacher knowing in this case, we argue, cannot be seen as what Goldman and Pappas and Swain would describe as justified, reliable truth, because Navin interpreted student actions from his own perspectives, not as students in fact were, but from his own meaning-making or interpretations as their teacher.

Navin's explanations for learner absence from class exemplified the assumptions that underpinned his knowing:. They are not made to understand and value education, and the other reason could be that these kids [sic] are coming from schools where they have been kicked out [sic], where no work has been done in the classroom, expecting the same atmosphere in this school. So they haven't really been disciplined to go to class, to listen, to do what the educators want them to do.

There is much that Navin did not know about students' lives inside and outside school. Conjectures interpolated the details that he did not know, and some knowing about students was extrapolated and presented as a global sense of knowledge about the students he taught. Teacher knowing in this instance is dangerous, because Navin's professional ways of knowing students included other non-educational expertise domains e. Navin gave, in addition to the case of Thandi, another example of a student he called, Agnes:. There was another case that I had this week, Agnes, came to me.

She told me that her mother actually boiled a pot of water and wanted to throw it at her. She has been abused every day from the time she can remember. The mother gets drunk and takes out all her frustration and the mother told her straight [sic] that they are so poor that she should get fat and leave school and go to Point Road, so that they can be rich; in other words, to become a prostitute. But she is very interested in being educated.

This kind of knowing, while important, may not be useful, and can be debilitating and counter-productive for teachers and for the pedagogical processes of a school. In a developing context, without the sophisticated resources to provide for emotional, psychological and social welfare support, teachers, on the one hand, do not have the means to ameliorate the problems and, on the other, instead of offering respite from such difficulties, teachers' risk putting students under the gaze of pity.

Through their middle-class lenses, teachers are precluded from understanding how students' material conditions of living enable and also impose limits on agency, family life, and academic potential. The different cultural capitals of students and teachers not only provide a vantage point to judge each other, but also allow for the knowing of how schools operate and what their values are.

When Bernice purported to know students, she conflated student knowing with self-knowing. In other words, she knew herself, she knew the limits of her professional competence and she knew that she was not professionally trained for a changing socio-political landscape. What was being expressed was not so much about knowing students, but rather about not knowing students, analogous to the proverbial builder fluid, undecidable and dynamic knower becoming the building monolithic, codified knowledge.

Teacher knowing about students was also dangerous, because it displaced teachers' pedagogical and professional knowing. Navin, in accommodating the many, varied and extremely serious problems and difficulties of his students, in effect watered down the official and actual curriculum, utilising only a fraction of the teaching time and effort for growing and developing pedagogical and content knowledge for his high school learners.

While knowing about students was necessary, this extreme kind of care risks compromising teachers' professional work and relationships with students. Moreover, teachers may not be able to extend this care to all learners in large classes. Not only is it uninformed, it is also a patchy, hit and miss affair, through which teachers may assist some learners, but also exacerbate the situation for others. The practices of teacher Navin could possibly provide some of the explanations for poor schooling outcomes in developing contexts.

When a teacher has to choose between pedagogy and care work, the outcome is not measurable for either teacher or student. Indeed, teacher knowing can be dangerous when it is thought of as "knowledge", and becomes essentialised in the mind of the teacher, because it produces a false sense of certainty, of regarding knowing, not as a dynamic concept as espoused by Skovsmose , but as irrefutable knowledge used in the same conflating and interchangeably synonymous ways that theorists like Belenky et al.

Teachers cannot keep track of the constantly changing and fluid situations of learners who navigate extremely poor, violent, abusive or conflict-ridden home and living situations. The challenges are especially exacerbated in a school like Amethyst, where the numbers of children living in conditions of poverty outnumber those with more favourable home backgrounds, giving credence to Glewwe and Kremer's claim that there is little learnt in schools and that the drop-out rates are high. Additionally, there is little that a school or a teacher can offer to change the material conditions of children's lives.

The notion that teacher knowing about students can be dangerous is not to be interpreted as promoting an idea that teachers are dangerous persons in the school system. The danger lies at the cognitive level, specifically, of not being aware of the contradictory, partial, incomplete, and complex segments that are signified by their claims to know students. Teachers, of course, are influenced by dominant rhetoric that enshrines the usefulness of knowing, which has been extensively propagated and promoted within the profession of teaching, where the empty signifier 'knowing your students' is a respected and important value.

Information about students is consciously sought, shared and remembered. But the way in which teachers purport to know is not simply based on their personal ideas about students, it is experientially significant, making its impact felt in the lives of individuals in terms of how they teach and what students learn.

The theoretical differences between knowing which is tentative and 'fluid', and knowledge which is certain and established, gets blurred in practice, with both knowing and not knowing accepted as infallible, irrefutable knowledge. Teachers are not dangerous; but they too are seduced by a belief in a dangerous idea, and an empty signifier, namely that 'knowing your students' is useful. Teacher Not Knowing is Useful Notions of a will to know as espoused by Cunliffe and Lonergan preclude discussions about the merits of not knowing.

But in this study, the notion of not knowing, that is, a refusal to know students, emerges as a useful approach. Amethyst teacher, Bernice, exemplified the approach of not knowing. She consciously made the decision not to know students despite this being counter-intuitive and, purportedly, enjoyed successful teaching in a context where those who chose to know struggled to meet the demands of teaching, and were overwhelmed by the challenges of teaching those they knew or thought they knew.

So how and why is the danger of not knowing useful? Bernice's pedagogical stance provides us clues. The students in her class were punctual, completed assignments, paid attention during teaching, actively participated in lessons, and passed the subjects she taught. These were the same students who were taught by Navin, a teacher who experienced quite the opposite. What explains the different experiences of Bernice and Navin at Amethyst? We posit that it is related to Bernice's refusal to know students, where it appears that there may have been a relationship between not knowing and successful teaching.

It makes sense to 'not know' because knowing, the data showed, is flawed and incomplete, and the teachers were - in not knowing - privy to students' experiences as gendered, classed, cultural, racial, and professional learning subjects. If we argue for knowing students then we are, by implication, arguing for flawed, incomplete, and misinformed knowing, and for that which makes teaching far more challenging at schools like Amethyst.

If that be the case, then not knowing has to be both viable, and valuable. The strength of not knowing is its applicability to working in untenable conditions and contexts, where social, economic, and emotional traumas are so intricately bound together, and where the tyranny of 'frustrating teaching' as a hegemonic form of knowing, can be displaced with an approach to pedagogy that delivers hope, achievement, and success.

In school contexts like Amethyst, not knowing offers a more critically and socially just approach to teaching, as it allows teachers to function without succumbing to a marginalisation of the non-traumatised and those without challenges at a personal level; in effect, it translates into treating all students as equals in an academic setting, such that in one instantiation, students are driven to strive for academic achievement, instead of focusing on emotionally debilitating distractions that cannot be resolved by teachers' knowing, understanding, or sympathy.

Not knowing offers viable possibilities for working with students, whose lives are compromised by low socioeconomic conditions and problematic family relations. Caring work is draining, both in terms of energy and emotion, taking away from the enthusiasm and effort required for intellectual and educational work. Not knowing allows a future-focused approach, because teachers can choose to be freed from that over which they have limited expertise, understanding and the potential to change.

Furthermore, the trope of not knowing can be judged against the historical trajectory of South Africa's political transformation. The separatist policies of the apartheid era provided a platform of not knowing, which resulted in alienation and marginalisation, and created a climate of fear, which prevented interracial socialisation. In reality, racial stereotypes and pejorative beliefs about those who were dissimilar were not automatically unlearnt in the post-apartheid era.

Bernice, it can be argued, subverted the potentially pernicious practice of knowing that results in forms of pseudoknowledge, paradoxically deploying a means of not knowing towards more successful teaching outcomes. What if this argument is flawed because the success imputed to not knowing is an example of the Gettier Problem Steup, ? Pryor explains the Problem thus:. You're in the meadow, and you see a rock which looks to you like a sheep.

So you say to yourself, "There's a sheep in the meadow. You just think you do. The fact that there really is a sheep in the meadow, which you don't see, seems to be a gratuitous accident. It doesn't have anything to do with your belief or evidence for your belief italics in original. In other words, the Gettier Problem highlights the illusion of truth, certainty, and reason, and when applied to the study at hand, may undermine the reliability of the foundations of Bernice's not knowing, by raising the possibility of coincidence and chance.

The idea that not knowing is useful may possibly be flawed from an analytical perspective; however, Bernice offered this as an explanation for the academic success of the cohort of students in question who did not do as well in subjects taught by teachers who chose to know them. Teacher Knowing and Not Knowing about Students The two teachers at Amethyst, Navin and Bernice, characterised two very different positions and app-roaches to knowing students.

For Navin, knowing about students and their backgrounds was important, where a strong pastoral role was evidenced by the teacher, which emphasised the emotional and the care-oriented aspects of education. By contrast, for Bernice there was a strong focus on attending to students' crucial academic and educational needs, and in which a professional role was asserted by the teacher, with attention carefully and deliberately paid to the intellectual aspects of students' lives. My father was standing there in a suit that must have cost a fortune, waiting for me.

He furrowed his eyebrows as he was observing my outfit. No way. Reader] Ch8 Two days passed since Levi had taken me to the hospital. He deceived me, made me unconscious and brought me here, then tied me up. I even had to get into some fight with Oluo. Even so, I understand his reasons. I still have no idea whether Levi likes me at least.

Reader] Ch3 From last chapter: I raised my head. I needed energy, and I needed to compose myself. I was still too nervous. No weapon, nothing that could help me escape. So in conclusion… I have to get out of here, the attic. But how? I heard Levi lock the trapdoor carefully. Therefore - I continued thinking — I have to wait until someone checks on me or something.

The other thing was that I had no idea how. I let my face be buried in his shoulder. And if you think you did something glorious which will make it easier to outbreak, I should tell you that you only made it more difficult. It was so soft. I yawned, my eyes still closed.

I stretched my limbs. Ah, my body is so stiff. But…why does is hurt everywhere? I hissed quietly. It was a dull pain. Slowly, I opened my eyes. I peered. Reader]Ch11 Suppose you had to be killed. No escape, no excuses, you just have to. Not simply to die, but to be a victim of a murder. Now the question is: how would you like to be killed?

Let the person be… a serial killer, for instance. How do you want the killer to treat you? Or… would you prefer a cold murder? No feelings, nothing personal. The icy fear immediately invaded my heart. I held my breath but I already knew I was late. My vision started becoming blurry and my body was going numb. I have to push away his hand with the tissue…I…have to… I struggled weakly but I was only getting slower and slower. Finally, I gave in and surrendered to the darkness. I whimpered and slowly opened my eyes. Then I froze. I had no idea where I was. Well, on the floor, and my back was resting against the wall, that was all I knew.

My head ached. I looked around, feeling a bit nauseous.

‘teacher student’ stories

I was in an attic. Some light came in from a little window, but nothing more. I have to do something soon enough, or else they will notice the missing cutlery. I closed my eyes. Well, at least not in the conventional meaning. I did have to use force. I stared at the disgusting mess in front of me: the half-chewed meat that Oluo spat out and the smashed potatoes.

I needed to do something more radical in order to leave this attic. I crawled forward, avoiding the di. View Gallery. Levi x Reader x Rivaille How the fuck does one tell the difference between identical twins? You met them at a bar one night. Your ex-boyfriend had been bugging you again, sending you countless text messages bitching and moaning about how you should give him another chance. Gods, as if. You were so frustrated that you felt like downing a bottle of vodka or seven, and so, you came to your favourite bar.

You met a short — but incredibly attractive — man there, Levi his name was. And good fucking god were you hooked the moment you spoke to him. There was just something about his crappy sense of humour that really intrigued you. The two of you w. Levi x Teen! Reader Being here was going to ruin his reputation, he was sure of it. No one really wanted to mess with him, which he greatly appreciated. The last thing he wanted was to be approached by a bunch of assholes he wanted nothing to do with. But… the bad part about repelling so many people was that you were among them.

It was disheartening, especially considering you were the one person he actually wanted to approach him. Despite that, Levi was always distant from others, he never went to parties or did anything with anyone outside of school — it gave him that mysterious sort of aura that people were intimidated by. He just had t. Handcuffed Cop! They were starring.

You shifted your hand over the fleshy bruise encompassing your left eye. It was so embarrassing to even be here.

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You could handle yourself, you didn't need any damn police officer giving you fake sympathy. The entirety of the bullpen seemed to be giving you the eye. Hardened criminals were handcuffed to benches, waiting for lawyers to arrive. Witnesses and bail bondsmen chatted with the officers at desks. And here you were, a young woman stranded on a cushy chair, looking like you had been in a bar brawl.

You ignored the curious looks and concentrated on the desk facing you. Not much to look at there. In fact, almost nothing. It was completely spotless, save a manilla folder positioned dead center. A singular black pen was positioned parallel to the document. If you had a ruler on you, which would be incredibly odd or coincidental, you would find everything spaced by exac. Levi by soobuns [Teacher! Levi x Student! Reader] Our Little Secret [Teacher!

Not so loud! Knowing what was to come, you were reluctant to turn around, but there wasn't much you could do at this point. Resigned to your fate, you and your best friend slowly turned to meet the clearly pissed off face of your home room teacher. You gave your best smile to hide your apparent nervousness, but to no avail. Good afternoon, sir Now who exactly is "the worst possible decision for a teacher in the history of forever"? Not like he was ever playing around though. Levi Ackerman was the harshest and most serious person alive. That fact, as well as his vulgar vocabulary, was one of the many reasons why students such as yourself saw him unfit to be a high school English teacher.

Before you had a chanc. A Learning Experience - AU! Little over a month ago, your parents noticed your ever-slipping grades in school and decided to hire on a tutor to give you the extra education you clearly needed. Your grades just continued to get worse with him around! You would watch him like a ravenous tigress, fantasising about what you wanted him to do to you — or what you wanted to do to him.

For all his gall and smart-mouthed comments, he never could get the answers to simple problems. Truthfully, he was actually kind of an idiot. And illegal. It was simply a matter of him being a teacher and you being a high school student. His high school student. Levi was a fairly new teacher in the school — he only came in last year — but he struck an interest in you right away. He taught mathematics, and he definitely did not seem like your average maths teacher.

First and foremost, what purpose could he have with being so physically fit. Attck on titan by KikiLynnhedgehog Enough - [Punk! Levi x Prostitute! Reader] [AU] You slid down the cold metallic pole. The music faded, and the stuffy, dark room erupted into cheers, catcalls and whistles. Immediately, you turned a heel and concealed yourself behind the thick curtains as the next performers strutted their way out.

The choreographer, the sweet little ginger, Petra Ral, clasped her hands in delight, as your boss naturally looked unimpressed as usual. They seemed to like it okay. She did great even without their approval! I could get you fired for that! Seven Minutes in Heaven - AU! Levi x Reader You heard some arguing going on in the main room — clearly whoever you were paired with was getting cold feet.

But nonetheless you made yourself as small as you could before they arrived. The sudden bright light flooded the room too fast for your eyes to adjust to, and before you could properly see who had just entered everything had gone dark again. The cleaners usually have their own. Connie, satisfied with your response, leaned back in his chair, crossing his arms behind his head.

A shit-eating grin spread across his face, and he responded with a haughty tone: "Eyup. I heard him the other day, he was cursing in french at something that had gotten on his boot. How do we know you aren't lying? I don't beleive you. Your gaze turned towards Armin, who's brow was scrunched in thought. I'm pretty sure Corporal has french heritage.

View More. God the teacher was late. You switched your crossed legs noticing a few glances from various males such as Reiner and Jean as the skirt rode up with the movement. You simply rolled your eyes at the boys Caught Teacher!

Teacher student grades. The English Teacher Official Trailer #1 (2013) - Julianne Moore

Maybe it was because you two never did get caught. Could some masochistic, voyeuristic part of him wanted the secret to spill? His thoughts drifted lazily as he watched a pencil roll to the edge of his desk and pause, teasing him, making him ache for the simple noise of it hitting the ground. Panic attack. That's what it would be labeled as, if he were to see any qualified doctor or physiologist.

Got any hot students? Have a little fun with them? She wasn't hot. She was beautiful. There was nothing pornographic; fetish satisfaction about it, either. Not like you saw in pornos, the aging teacher lifting his plastic blonde student up onto a desk or a. You were currently curled up on his couch, your bottom lip stuck out in a pout, not enjoying the fact you weren't getting the attention you craved from him.

Levi made no effort to say anything, as he continued hurriedly writing with his quill. You let out a sigh. Then another, and another. Levi's feline gaze went from his paperwork to you, his eyebrows furrowed together in annoyance. But before you could open it, you cautiously turned around. Levi's eyes were back on his paperwork, his face just as expressionless as always.

An idea popped into your mind, as you slowly stroll. That's basically what I am once I'm done with all my paperwork. It sounds weird, but I'd rather have paperwork than be stuck with and equally bored Hanji in her lab. No, we weren't experimenting, considering that Hanji is actually a human that gets tired. For once, she wasn't talking, just rolling a pencil back and forth on the table.

I, on the other hand, was lying down on the couch with a book over my face. I sighed, taking the book off my face. We finished all of our paperwork. Hanji placed her index on her chin, trying to think of stupid things we could do. Her face brightened up and I saw a childish spark in her eyes. I looked at her and slowly walked backwards once she started laughing like a maniac. You look at Jean and he gives you a smirk in return. You stare at him with no emotion. Mikasa walks into the room, and sets herself down next to Eren. She didn't want to play this game almost as much as you didn't want to play it, but since you're so.

The Art of Seduction - Levi x Reader Going to Hanji for help was never a good idea, and never had this been more emphasised than at this very moment. Levi was trying to seduce you. Foolishly, he approached the only one he thought was wild enough to actually know anything about courting. And, to be quite honest, their interaction went exactly as expected — poorly. Levi had always had a thing for you; ever since you started working with him there was just something that caused him to eye you endlessly.

You were just so alluringly attractive to him, and once he got an eyeful of you no one else seemed to cut it anymore. He always liked that colour on women. Maybe it was the perfect way it collided with the shade of your skin. You smiled cheerfully and brought your chair over to his side. You leaned your head on his tense shoulder, that soon relaxed once he felt your touch. He chuckled, and brought his hand up to your face, placing his thumb and index finger on your chin.

He turned around in his chair to face you, making you bring your head off his shoulder and look him in the eyes. You smiled softly, as he leaned in and placed his lips on top of yours. They moved slowly against yours, until he pulled away, and stared at your features lovingly.

You giggled and pecked his lips once more. During dinnertime, Erwin has ordered that no one leaves the mess hall, for he was going to make an announcement that would change how things work in the Survey Corps. Everyone was on the edge of their seat, wanting to know what exactly is that announcement the commander was about to say.

What is it? You are soldiers who, unfortunately, have to throw your humanity away at some times. Based on that, I want all of you to f. Yes, Sir Drunk!

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Supposedly the proud parent of romantic encounters around the numerous landmarks, gigantic blow out parties in the hottest night clubs, and the ritziest people found on every high end block. Now, if someone could explain how that translated to you dragging a drunken Mr. Ackerman home, that would be just lovely.

Beginnings are the best place to start things, so let's roll back a few hours. The annual company bash was in full swing, the windows of the office's lobby reverberating with the noise. You weren't sure if a single coworker was sober outside yourself. Even the sullen Mikasa had a pink tint to her cheeks, and the company's President, Erwin, looked a bit tipsy. The law-firm of Rose, Sina, and Maria were celebrating their fifth year of being an economic empire.

The money couldn't be stopped from rolling in, and said circumstances meant bonuses.