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MY TEACHER GLOWS IN THE DARK (RACK SIZE) Paperback – Aug 15 1991


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--This text refers to an alternate Paperback edition.

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Product Details

  • Paperback
  • Publisher: Aladdin (Aug. 15 1991)
  • Language: English
  • ISBN-10: 0671754254
  • ISBN-13: 978-0671754259
  • Product Dimensions: 16.8 x 10.2 x 1.3 cm
  • Shipping Weight: 91 g
  • Average Customer Review: 4.8 out of 5 stars  See all reviews (6 customer reviews)

Product Description

About the Author

Bruce Coville has published more than one hundred books, which have sold more than sixteen million copies. Among his most popular titles are My Teacher Is an Alien, Into the Land of the Unicorns, and The Monster’s Ring. Bruce also founded Full Cast Audio, a company that creates recordings of the best in children’s and young adult literature. He lives in Syracuse, New York, with his wife, Katherine. --This text refers to the Hardcover edition.

Excerpt. © Reprinted by permission. All rights reserved.

My Teacher Glows in the Dark

CHAPTER ONE

I Choose the Stars


So there we were—Susan Simmons, Duncan Dougal, and me, Peter Thompson—sitting in an alien spaceship the size of New Jersey, waiting to learn how we were supposed to save the world, when Susan said, “All right, Peter, give.”

“Beg your pardon?” I asked innocently.

“Tell us what’s been going on! Five months ago you took off for outer space with Broxholm. Five minutes ago you showed up in a beam of blue light and told Duncan and me we had to help you save the world. I want to know what happened in between.”

“Me, too!” said Duncan.

Five months ago I wouldn’t have cared what Duncan Dougal thought. As far as I was concerned, he was the world’s biggest snotball, a kid whose main hobbies were drooling on his homework, farting in class, and beating me up. I thought he was as likable as a mosquito, as friendly as a rattlesnake, and as useful as a screen door in a spaceship.

But that was before I got a good look at the inside of his head—which was less frightening and more sad than I ever would have guessed.

“Well, since you asked . . .” I drawled.

“Peter,” snapped Susan, “for five months every kid in Kennituck Falls has been dying to know what happened to you after you went off with Broxholm. Stop stalling and tell the story, or you’re going to be very sorry!”

So I told them. But that wasn’t good enough. Oh, no. Now they insist I have to write it down. “We wrote about our part,” they keep saying. “Now it’s your turn.”

So here goes:

As you probably know, it all started when this alien named Broxholm wanted to kidnap five kids from our sixth grade class last spring. He started by trapping our real teacher, Ms. Schwartz, in a force field. He kept her in his attic while he disguised himself as a substitute teacher named Mr. Smith and took over our class.

One day Susan followed Mr. Smith home and saw him peel off his face. Underneath his human mask was a green-skinned, orange-eyed alien.

Susan came to me for help, mostly because she didn’t think anyone else would believe her. She thought I might because I used to read so much science fiction.

The two of us spent days trying to figure out how to stop Broxholm. One night I was sitting home alone, eating a can of cold beans and wondering where my father was, when it hit me that if we couldn’t stop Broxholm, if some kids had to go into space, I might as well be one of them. It wouldn’t be any worse than staying where I was. And it might be better.

I was frightened by the idea, of course. But I didn’t think the aliens were going to dissect my brain or anything like that. In fact, I figured I might learn as much from them as they did from me.

That was the key, I guess; I knew I could learn something. That was important to me, since learning is the one thing I really like. If that sounds strange, look at it like this: if other kids treated you like a nerd and a geek all the time, if you went for weeks feeling like books were your only friends—well, you might really be into learning, too.

Anyway, between being the school dumping ground for emotional toxic waste and having a father who didn’t give two bags of llama droppings whether I was alive or dead, I figured I didn’t have much to lose by going with Broxholm.

Besides, more than anything else in the world, I wanted to travel to the stars and explore other planets.

That’s why when Susan and the school band overpowered the alien on the night of our spring concert, I slipped around back to help him escape.

After I let Broxholm out, he turned and used something that looked like a pencil to melt the door shut.

Oh, oh, I thought. Now you’re in for it, Peter.

But then I thought, Well, wait a minute. If he has a weapon like that, he could have fried the whole crowd.

Since he hadn’t, I figured he wasn’t going to make me into sausage; at least, not right away.

So when he started to run, I began to run alongside him.

“What are you doing?” cried the alien.

“I want to come with you!”

I think Broxholm would have stopped running right then, if he had figured it was safe. It wasn’t, so he kept going. He was in good shape; I didn’t hear him pant or gasp for breath at all. (Of course, for all I knew, when people from his planet got tired it made their armpits ache.)

Three blocks from the school he stopped running.

Then he disappeared.

I felt like my heart had disappeared, too. Never mind that Broxholm was a lean, green kidnapper from outer space. He was going back to the stars, and I wanted to go with him.

“Broxholm!” I yelled. “Wait! Take me!”

“Be quiet while I adjust this!” snapped a voice beside me.

An instant later I disappeared, too. Which is to say, I became invisible because of something Broxholm did.

“Wow,” I whispered, looking down at where I used to be, “that’s awesome!”

“Shut up, or you stay here,” growled Broxholm.

I shut up. I may have saved his bacon back at the school, and I may have been the only one willing to go with him, but I figured if I got in the way of his escape, Broxholm would dump me faster than my mother had dumped my father when something better came along.

“Now, follow me,” whispered Broxholm.

“How? I can’t see you!”

After a moment of silence, I felt strong hands grab me by the waist. “Stay quiet!” hissed Broxholm as he tossed me over his shoulder. It reminded me of the first day I had met him, when he picked up Duncan and me to stop us from fighting.

He started to run. He was amazingly fast.

When we reached the little house where Broxholm had been living, he made us both visible again. Turning to me, he said, “I have some things to do before we can go. I also owe you a favor. Here it is: you have three minutes to change your mind. Otherwise, you’re coming with me.”

Before I could say a thing, he walked away—leaving me alone to make the biggest decision of my life.

Back at school that decision had been easy. Lying in my bed, in my empty house, I had known for sure what I would do. But this wasn’t just some wishing game anymore. It was real.

I thought about my father. Would he miss me? Probably. At least, for a little while. Then he’d probably be just as glad I was gone; one less nuisance for him to cope with.

I thought about school, where I spent most of my time trying not to get beat up by Duncan and other jerks who thought being smart was a crime.

My life would have been a lot different if it was okay to be smart in school. But it’s not. It’s okay to be pretty smart. But not real smart—which is kind of stupid when you think about it. I mean, all these guys picking on smart kids and calling them geeks and dweebs are going to grow up and want to know why they don’t do something about the terrible state the world is in.

I can tell you why. By the time they grow up, most of the kids who really could have changed things are wrecked.

I’ll bet you this very minute, even while you’re reading these words, some kid who’s bright enough to cure cancer when he or she grows up is getting hassled for being an “egghead.”

Any takers?

Anyway, I had plenty of reasons to run away. But that wasn’t what made up my mind. I didn’t just want to run away; I wanted to run to something. And that something was space.

I thought about my father again, and wondered if he had ever loved me.

I thought about the stars, and the secrets they held.

Broxholm walked into the kitchen, carrying a large wooden box and two flat pieces of plastic. I recognized the pieces of plastic: they were part of his communication system. Later I found out that the box was his dressing table, all folded up.

“Well?” he asked.

My hands were trembling like a pair of gerbils that had just been dropped into a snake pit. Some of that was terror; some of it was pure excitement. Looking straight into his huge orange eyes, I whispered, “I’m coming with you.” --This text refers to the Hardcover edition.

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So there we were-Susan Simmons, Duncan Dougal, and me, Peter Thompson-sitting in an alien spaceship the size of New Jersey, waiting to learn how we were supposed to save the world, when Susan said, "All right, Peter, give." Read the first page
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Format: Paperback
My Teacher Glows in the Dark is the third book in Bruce Coville's My Teacher series. While these books are written primarily for a 4th-6th grade audience, I as an adult have had a lot of fun reading them. I especially love Coville's way of presenting each story in the series. The series revolves around three pretty normal kids on Earth - the smart and brave Susan Simmons, nerdy dreamer Peter Thompson, and bully turned nice guy with newly-acquired brain-fried intelligence Duncan Dougal. Susan narrated the first book in the series, My Teacher is an Alien, wherein she discovers that her new teacher is an alien and joins up with Peter to stop him from kidnapping five students. Duncan narrated the second book, My Teacher Fried My Brains, in which we see inside his unhappy life, come to understand why he lashes out at people the way he does, and admire his effort to turn over a new leaf in life with the help of an artificially-advanced intelligence. Now, in My Teacher Glows in the Dark, it is Peter's turn to tell a part of the story.
While this is book three of the series, it actually fills in the gap separating books one and two. Peter left with the alien Broxholm at the end of book one and showed up back on earth at the end of book two, and now we get to hear what he has been doing up in space over the course of the earth's summer. I found this to be the most enjoyable book of the series so far; instead of dealing with an alien among humans, we now have a human among aliens, and this makes for a decidedly entertaining read. We meet all kinds of aliens, learn a few things about a few of their cultures, and get to see all kinds of alien technology in use. In addition to this, the human side of the story takes on much more significance.
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By A Customer on Jan. 2 1998
Format: Paperback
Peter Thompson, the veneriable "nerd". Always picked upon by Duncan Dougal, and generally shunned by Susan Simmons. In this extreme departure from the "My teacher is an alien" series, the whole story takes place on an alien spacecraft. Peter has since been missing from earth ever since his departure in "My teacher is an Alien" and his little brain chat with Douglas' mind in "My teacher fried my brain". This story explains just what went on through Peter's eyes during all of that... to perfectly string all three books together. The wild, imaginary aliens, and the new threat to earth. Will Peter be the one to talk the "council" out of frying the earth!? Find out in this wonderfully weird and fascinating third installment in the "My teacher is an Alien" series. I reccomend this to everyone! -Alex M.
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By A Customer on Jan. 13 1998
Format: Paperback
I liked this book. It had good characters, a good plot, and tied all books in the My Teacher Is An Alien series together very well. However, some things were exceedingly unrealistic. A good example is the captain of the spaceship. For anyone who doesn't know, this captain is a sort of fish tank like box who can speak and think, and supposedly his species from his planet are advanced enough to join the League of Worlds. This is utterly ridiculous. The only thing that sets us humans apart from is one gesture: thumb to finger. Even if a box had a brilliant idea, he would not be able to carry it out because he would have no way to carry it out. He could not get the supplies, put them together use his invention, because he cannot grip. I rest my case.
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