“Duck shoes” — leather upper, rubber sole — are popular. We only sell athletic shoes — Nike, Reebok, etc.
Girl: “Do you have duck shoes?”
Me: “No, their feet are too wide and we find it hard to fit them.”
Girl: “Okay.” *Walks away obliviously*
I work at a church as a sacristan helping keep the church orderly for Mass. There are often special elderly parishioners in attendance who have issues.
Old Lady #1: “This is my pew!”
Old Lady #2: “No, this is my pew.”
Me: “Excuse me, ladies. Here at [Church] we believe that community members should share the Mass together. How about both of you sit in this pew?”
Old Lady #1: “This is the 10:30 Mass and this pew is my pew for the 10:30 Mass. I have always sat in this pew for the 10:30 Mass. I have been sitting in this pew for the 10:30 Mass since 1932. Long before you or this bat have been here!”
Old Lady #2: “No, I’ve been sitting here. This is my pew!”
The conversation proceeds on like this with me trying to interject and break things up to no avail. Eventually, a priest comes over.
Priest: “Excuse me, but what seems to be the issue here?”
The two old ladies are practically at blows. They shout their pew story at the priest and he takes [Old Lady #1] by the hand and leads her to a different empty pew, talking with her all the way.
Old Lady #1: “No, no, that’s my pew!”
Eventually, we started Mass and they stopped. This happens every other week. We still have yet to figure out how to resolve it.
A customer drives up to the speaker in the drive-thru.
Customer: “Is this the Colonel Restaurant?”
I clearly am not expecting that question.
Me: “Excuse me?
Customer: “Is this KFC?”
Me: “Um… yeah?!”
Customer: “What kind of chicken do you guys have?”
I cut off the mic for a second.
Me: “This is gonna be a long night.”
I am a math teacher at an elementary school. In the late 1980s, I had this one fourth-grader who was very brilliant but sometimes took directions a little too literally. One day, I had the class do a special math problem together after the lesson, where they not only had to show their work as usual but also provide a written explanation on the back of the worksheet detailing the purpose of each step taken to solve the problem.
While the class was working, I noticed that the brilliant kid took a little longer to solve the problem than usual. When he turned it in at the end of class, I saw why.
He had written an overly-detailed explanation explaining literally everything he had done. It was so long and detailed that he actually took up not only the whole backside of the worksheet — most students needed only little more than half — but also about a dozen lines on a sheet of notebook paper.
I laughed to myself and gave him a four — the highest score possible — because he had solved the problem correctly and, while very long, his explanation was ”technically” correct. I told him that the next time I gave him a similar problem, he only needed to explain the solution the same way that his math book explained how to solve example problems.
It’s been over thirty years, and he has since graduated from a nearby Ivy League college and gotten a career in statistics. His son now attends my school and will be in my class for the 2020-21 school year.
I work at a large chain fast food store and we have just switched over from breakfast to lunch. I am taking orders in the drive-thru.
Customer: “Are you still serving breakfast?”
Me: “No, we’re not.”
Customer: “Oh. What are you serving now, then?”
Me: “Lunch?”
