Read Online Hot For Teacher -- A BDSM Erotic Romance Story (Submission University #1) by Nathan Stratton - Free Book Online Page B
Authors: Nathan Stratton
Ads: Link
kind expression on his face. Something about the way he looked at me made me calm down a bit, despite the discomfort of the situation. He stepped closer again, away from the podium, his voice dropping in volume as he approached me.
“Could you tell me, please, April, what ‘power dynamics’ means to you?” he asked, in a gentle tone.
I hesitated. “Well, I’m… not really sure,” I began. “I mean, that’s kind of what I wanted to learn in the class.” A hush had fallen over the room; no one was laughing now. It was an awkward silence. I was sure I knew what people were thinking: What’s she doing here? She’s too old to be in college. I took a deep, quavering breath, staring straight ahead and not letting my eyes leave Professor Stone’s.
“That’s good,” he said. “It’s a good start. I imagine that’s why we’re all here – to learn. Expect for Mr. Fisher, perhaps.” More laughter. “But if you had to take a wild guess, April, just from the words themselves, what do you think they might mean?”
I exhaled slowly, trying to calm my jangling nerves. “Well… I guess it would refer to how one person can take control over a situation, whereas maybe another person might not have that same control. And what the psychology of that phenomenon is, and why some people are able to do that.” I threw up my hands in a shrug. He nodded thoughtfully as I spoke, but didn’t say anything. The moment dragged on uncomfortably, and his silence compelled me to keep speaking.
“…Like you,” I blurted out.
His eyebrows perked up. “Like me?”
Shit.
Why did I always do this? Whenever I was nervous, I’d start babbling – it had gotten me into trouble plenty of times in the past. And now, I was sure my cheeks were turning a shade of crimson they’d never been before.
“Uh, well, you know…” I faltered. “I mean, you, um, you took control over the room, right? You started talking and we all shut up. So in this situation, you have the, um, the power…” I trailed off miserably, blushing hard and feeling totally humiliated. My eyes glanced to the exit, and I prepared to make a hasty getaway as soon as this moment was over.
But to my surprise, he seemed to like my answer. “That’s… excellent!” he said finally. “You’ve got it exactly right. That’s a wonderful example.” I couldn’t tell if he really meant that, or if he was just saying it to make me feel better – but either way, I was curious to hear what he’d say next. He began pacing back and forth now in front of the podium, excited by the ideas shooting through his head. “The dynamic of a professor in a classroom is of critical importance to this field, and actually, it’s the subject of a landmark psychological study, coming out of Harvard in the 1960’s. We’ll spend at least one lecture later in the semester on this very topic.”
He paused, looking back to me and beaming. “Well done, April.”
“Thanks,” I squeaked.
He kept speaking after that, but for the next several minutes I was lost in my own little world. I kept replaying our conversation over and over in my head – it had only lasted a minute, but I couldn’t let it go. While I replayed the scene in my mind, I watched him move around the classroom. As the lecture continued, Professor Stone became more and more excited and animated, and his back-and-forth pacing reached a fevered pitch by the end of the lecture. He didn’t use any slides or notes, I noticed. For the whole hour, he delivered a lecture purely from memory. He kept calling on students periodically, and I noticed that no matter who he spoke to, he always subtly changed his demeanor to match their own personality. He was stern and sarcastic with the students like Brian, warm and friendly with the shy students like me. It was just like he’d said – he was continually taking control of the dynamic, always asserting himself as the one in charge,
“Could you tell me, please, April, what ‘power dynamics’ means to you?” he asked, in a gentle tone.
I hesitated. “Well, I’m… not really sure,” I began. “I mean, that’s kind of what I wanted to learn in the class.” A hush had fallen over the room; no one was laughing now. It was an awkward silence. I was sure I knew what people were thinking: What’s she doing here? She’s too old to be in college. I took a deep, quavering breath, staring straight ahead and not letting my eyes leave Professor Stone’s.
“That’s good,” he said. “It’s a good start. I imagine that’s why we’re all here – to learn. Expect for Mr. Fisher, perhaps.” More laughter. “But if you had to take a wild guess, April, just from the words themselves, what do you think they might mean?”
I exhaled slowly, trying to calm my jangling nerves. “Well… I guess it would refer to how one person can take control over a situation, whereas maybe another person might not have that same control. And what the psychology of that phenomenon is, and why some people are able to do that.” I threw up my hands in a shrug. He nodded thoughtfully as I spoke, but didn’t say anything. The moment dragged on uncomfortably, and his silence compelled me to keep speaking.
“…Like you,” I blurted out.
His eyebrows perked up. “Like me?”
Shit.
Why did I always do this? Whenever I was nervous, I’d start babbling – it had gotten me into trouble plenty of times in the past. And now, I was sure my cheeks were turning a shade of crimson they’d never been before.
“Uh, well, you know…” I faltered. “I mean, you, um, you took control over the room, right? You started talking and we all shut up. So in this situation, you have the, um, the power…” I trailed off miserably, blushing hard and feeling totally humiliated. My eyes glanced to the exit, and I prepared to make a hasty getaway as soon as this moment was over.
But to my surprise, he seemed to like my answer. “That’s… excellent!” he said finally. “You’ve got it exactly right. That’s a wonderful example.” I couldn’t tell if he really meant that, or if he was just saying it to make me feel better – but either way, I was curious to hear what he’d say next. He began pacing back and forth now in front of the podium, excited by the ideas shooting through his head. “The dynamic of a professor in a classroom is of critical importance to this field, and actually, it’s the subject of a landmark psychological study, coming out of Harvard in the 1960’s. We’ll spend at least one lecture later in the semester on this very topic.”
He paused, looking back to me and beaming. “Well done, April.”
“Thanks,” I squeaked.
He kept speaking after that, but for the next several minutes I was lost in my own little world. I kept replaying our conversation over and over in my head – it had only lasted a minute, but I couldn’t let it go. While I replayed the scene in my mind, I watched him move around the classroom. As the lecture continued, Professor Stone became more and more excited and animated, and his back-and-forth pacing reached a fevered pitch by the end of the lecture. He didn’t use any slides or notes, I noticed. For the whole hour, he delivered a lecture purely from memory. He kept calling on students periodically, and I noticed that no matter who he spoke to, he always subtly changed his demeanor to match their own personality. He was stern and sarcastic with the students like Brian, warm and friendly with the shy students like me. It was just like he’d said – he was continually taking control of the dynamic, always asserting himself as the one in charge,
Similar Books
