This is my second dream that gives me some lessons to ponder. I am yet to reflect on it what it was all about.

It was 3:00 A.M. of Tuesday, September 30, 2008, Thailand, that I was woken by my dream about a Japanese pedantic-known Professor, Dr. Oshiro way back in Mountain View College. (Let me scribble this dream fast before I forget). In my dream, I had a class with him about an educational course I was not sure about its specifics. With some students, I was 15 minutes late to enter the classroom that the test had been going on halfway already. I couldn't follow answering all the questions, since I missed the instructions. Some whispered the solution was mathematical. How could I know about doing that way, when the items projected on screen were just statements on facts. So, I decided not to give my test paper to the Professor, thinking that it would be useless if I gave it anyway.

After the test, all the latecomers were gathered together in one corner of the classroom. Above us was a bottle of urine purposely lying to pour urine on us latecomers. We were so pissed off why the Professor and his assistant did it to us. He then asked us questions why we were late. I answered that I had it took time rushing to the classroom after my previous teaching class. So he said, "So, you are teaching, too!" I said, "Yes, ESL in another building." "So, are you trying to justify what you have done? Are you arguing with me?" he smilingly asked and laughed.

All the other latecomers had their reasons, too. And the same questions they received "So, are you trying to justify what you have done? Are you arguing with me?"

After the test and interrogation, some classmates showed me that the answers were not necessarily mathematical, but just an interpretation of the facts. And it's up to the students to answer the questions, whether in a qualitative descriptive way or quantitative mathematical way.

The dream leaves some impression on me. I felt something that a teacher has to be considerate to the students at times, especially if circumstances demand. He has to give proper instructions, and wait for a considerable amount of time until everybody is ready in the classroom. He has to take note of the learning styles of the students, and not forcibly enforce his unbending rules.

Flashes of my Matthayom (high school) students' faces came to my mind. As if, all of them are crying for consideration, though they abused it many times. A could feel a surge of my blood into my heart turning into a natural feeling of empathy for my students. Is it for real?

I asked myself why I had that vivid and carefully made up dream by my subconscious mind. It seems like a carefully written fiction to teach some lessons.

I was tying to find some contexts. A day before that was an interview about Principalship I conducted with my English Program department head, a 35-year in service Thai national. I asked her 10 questions related to the role and responsibilities of a principal/administrator/department head. (I will post that here in due time). One of the lessons she stresses is to never force the students to achieve your goals. We sometimes give in to their needs, but gradually make your point toward your goals. Everything must be for the students--a student-centered teaching.