Restraining The Restroom

Allowing a student with a miniscule bladder to visit the restroom frequently is desirable compared to stymying the process because it is likely to encourage improved focus, healthier happiness, and ultimately, a sharpened classroom. Enduring day-to-day activities carrying the most microscopic of bladders can be rather cumbersome. To ease this burden, permitting a pupil to quietly exit the classroom can form a symbiotic relationship. In this relationship, the student is a beneficiary because he/she can relieve the nagging, relentless pain of restraining the urine. The teacher, also, is a beneficiary because he/she no longer has to continually call on the student; the two parties now have a mutual understanding of appeasement. For instance, when high school scholar Caden Burgett has an unrelenting, frustrating, annoying urge to use the restroom, benevolent educator, Mrs. McFarlain grants him the right to quickly, and silently, leave the classroom. On the other hand, if Mrs. McFarlain were to deny Caden of his fundamental humanitarian rights, he would be forced to wiggle and squirm for the remainder of the class period, while hoping not to excrete any premature …show more content…
How could being able to urinate make someone happy? Well, no longer does the person become impatient or grumpy due to the overbearing sense of impending doom. Now, he or she is filled with the blissfulness and joy that comes from being allowed to freely alleviate the struggles that accompany a subpar bladder. Why cause the surrounding colleagues to become angry when the person can simply exit the room when necessary? Additionally, these predicaments can invoke a sense of comradery between innocent, loving student and joking, sometimes intense, teacher. This develops a mutual sense of joking happiness betwixt the two people. Now, pain and suffering is enjoyable, and even