tag:blogger.com,1999:blog-53724861106124915732024-02-19T17:07:21.448-06:00All Things PlatoJoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.comBlogger277125tag:blogger.com,1999:blog-5372486110612491573.post-81017143341525483862020-07-26T01:35:00.003-05:002020-07-26T01:38:06.008-05:00ClarityEvery year for the last several years, starting in 2012, I have picked a word and participated in Ali Edwards' <a href="https://aliedwards.com/one-little-word-2020">One Little Word</a> workshop throughout the year. This year's word that I have chewed on for 7 months is<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBVSqitt8ZCGwyD1oDI4dQWpj236rGqsWefN5inq-lYRecaZbGdwmDN7ljeeZ0Q0M9eWGi0FdcbBYlvO_AjhLInGF6AIwMMMrCEWjmJRYWcbchrIcLDsp4pRzv8Jcot1hth4_f8yvD6IZb/s1800/IMG_2398.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1800" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBVSqitt8ZCGwyD1oDI4dQWpj236rGqsWefN5inq-lYRecaZbGdwmDN7ljeeZ0Q0M9eWGi0FdcbBYlvO_AjhLInGF6AIwMMMrCEWjmJRYWcbchrIcLDsp4pRzv8Jcot1hth4_f8yvD6IZb/w256-h170/IMG_2398.PNG" width="256" /></a></div><div class="separator" style="clear: both; text-align: left;">For July, I have been sitting with my word almost daily. A question that keeps surfacing: About what am I clear at this point in 2020? I thought I would take some time for a brain dump on my sorely neglected blog. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">It is clear to me:</div><div class="separator" style="clear: both; text-align: left;"><ul style="text-align: left;"><li>that life is precious</li><li>that talking about lives affected in terms of percentages is callous</li><li>that the society I live in (United States) believes it is invincible</li><li>that hypocrisy is rampant</li><li>that we are all affected by COVID-19</li><li>that public opinion changes on a dime</li><li>that people can amass great amounts of power and have very little sense</li><li>that schools and their teachers are vital to a well-running economy</li><li>that children's sports are viewed as more important than protecting children's health</li><li>that a large portion of US society gets an F in science</li><li>that critical thinking and discussions are skills that must be instilled in our youth and retaught to our adults</li><li>that I look through the world with the lens of a white female</li><li>that I can always make it a priority to understand a different perspective</li><li>that shutting my mouth and listening is not synonymous to agreeing, and it is helpful for the common good</li><li>that sometimes people with good intentions make bad decisions </li><li>that wide brushes need to be put away</li><li>that I can't be surprised at how we treat people of all backgrounds when we abort unborn babies and neglect the aging</li><li>that considering a person's intersectionality helps in understanding his/her view</li><li>that I need to perpetually think and surround myself with minds that bring up differing perspectives</li><li>that my definition of summer has non-negotiables</li><li>that altering the rhythms and seasons of life can have a ripple effect in my emotional health</li><li>that social media can build up as well as tear down</li><li>that everyone is doing the best they can with what they have</li><li>that we need to lean in to delayed gratification</li><li>that I dislike feeling physically vulnerable because of the non-action of those in charge of my well-being</li><li>that autism can be lonely when you are a teenager</li><li>that hiring practices rely heavily on social communication skills that are created through a lens that excludes many</li><li>that I need to open a school that has alternative "business" hours for kids whose circadian rhythm matches mine</li><li>that powerful women can intimidate the weak</li><li>that depression sucks the life out of its victims</li><li>that the new "normal" stinks, but God has a reason for new pathways</li><li>that my job as a human is to learn the lessons that this time in history is teaching</li></ul><div><br /></div><div>That's a whole lot of clarity!</div><div><br /></div><div>JoLynn</div></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div><br /></div>JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-70230518460959467412018-08-03T10:57:00.001-05:002018-08-03T15:35:06.208-05:00An Open Letter to LeBron JamesDear LeBron,<br />
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I hope you don't mind me calling you that. Right now, I feel like you are part of a huge tribe of people who get what you get, and Mr. James sounds too formal to me.<br />
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I teach/taught students like you. Students who, for whatever reason, missed an enormous amount of school at influential grade levels. Kids who have dreams, but a society who has no investment in them. Kids whose parents did not attend/finish college, being raised by parents whose income can barely get food on the table, much less consider saving for or finding the available funds for a college education.<br />
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LeBron, I have to be transparent. I judged you. When you went to the NBA without college, I was ticked. I felt you saw the dollar signs, but were not thinking what would happen if, one day, you physically could not play and had no form of income through basketball. You were giving my students an example I did not need, I told myself. I was afraid you were setting a precedent for African American males that devalued education over stardom, while I was trying to develop their minds and praying that they made it through high school.</div>
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My distorted view of you started to crumble this spring when I was researching the use of edTPA at various colleges across the United States. I took a look at the University of Akron, and did a double take. There it was: <a href="https://www.uakron.edu/education/">The LeBron James Family Foundation College of Education</a>. At first, I thought, "This dude funds the <i>entire</i> College of Education at the University of Akron?!" Then I went to your <a href="http://lebronjamesfamilyfoundation.org/">Foundation site</a>. Holy cow. So here and now: I apologize for my judgment.</div>
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You have just opened your IPromise school. So what? Lots of people open schools, right? Well, sort of. Yours is a public school, connected to a university, specifically to help disadvantaged kids who are one or two years deficient in reading in third and fourth grades. The students I have been giving my emotional life to for the last 10 years of teaching are the kids your foundation recognized needed a boost.</div>
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<a href="https://media.nbc4i.com/nxs-wcmhtv-media-us-east-1/photo/2018/07/30/vlcsnap-2018-07-30-13h59m00s137_1532973593801_50144669_ver1.0_640_360.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="180" src="https://media.nbc4i.com/nxs-wcmhtv-media-us-east-1/photo/2018/07/30/vlcsnap-2018-07-30-13h59m00s137_1532973593801_50144669_ver1.0_640_360.jpg" width="320" /></a></div>
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The school looks beautiful, and is on my list to visit. The students will be proud to be a part of this. You are using your money to do something amazing, and I hope that this endeavor changes the outlook of the students you are targeting. So often, the schools that house students with this description are not upheld as a district's "pride and joy." I see this as a step toward a paradigm shift for school boards and superintendents across the United States, as well as university lab schools. We will all be watching to see what happens in Akron. I, personally, cannot wait to watch the students work toward living their promises.</div>
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From this teacher to you, THANK YOU!</div>
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JoLynn Plato</div>
JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-38672349997855422552018-06-17T12:55:00.002-05:002018-06-17T12:55:59.517-05:00Fatherless Father's DaysTwenty-five years ago this Father's Day was the last earthly conversation I had with my father.<br />
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We had just seen him that spring as my parents came out to celebrate Scott's Confirmation into the Church on Easter Vigil. I called to wish him a Happy Father's Day that June, and we enjoyed what I shall call the most conversant conversation we had ever had. My father was typically a man of few words with me. It's just how our relationship was. We had 15 hour car rides to Illinois and back to PA that were pretty quiet, but not in an uncomfortable way. Little did I know I was being prepared for my relatively quiet husband.<br />
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So, having an extensive conversation (I could not tell you what we discussed) was pretty cool. "I have arrived at adulthood," was my thought. This was what the next stage of life would be like.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoMyMicyDiGeeVKo5c9zO7CBT3KplmyHZUxb799hz2779a469o2c1NfDTVpm5eYaroeVFlkvlN_Xa0EF1FKvIT_Qve27OYn9n8b2mHjr14KHO9v404nSamIAHIvHaMCDTYjhcjnTaEBHFi/s1600/10450134_10203480820652756_1993230214161068106_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoMyMicyDiGeeVKo5c9zO7CBT3KplmyHZUxb799hz2779a469o2c1NfDTVpm5eYaroeVFlkvlN_Xa0EF1FKvIT_Qve27OYn9n8b2mHjr14KHO9v404nSamIAHIvHaMCDTYjhcjnTaEBHFi/s200/10450134_10203480820652756_1993230214161068106_n.jpg" width="200" /></a>My father, I am told, had low expectations for the length of time he and I would have together. He was 42 when I was born, and my mother tells the story that he remarked he would never see me graduate from high school. And yet, he did. And he was at my college graduation. And he walked me down the aisle at my wedding. Despite his heart attack at age 50, he persevered and was there for these important days in my life.<br />
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He was also there for the seemingly ordinary. The man loved Valentine's Day. He would always bring me some sort of surprise on that day. Despite his challenges with being on time, he was quite a chauffeur for my busy school extracurricular schedule (or, I learned the BARTA route home quite well). There were always day trips during his summer vacation times, including lots of AAA Trip Tix (the ultimate GPS precursor) for Washington, D.C. (let's be honest...the Air and Space Museum) and the Jersey shore, with an occasional Philles game in there, too. <br />
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When I received a series of phone calls at the end of July 1993, the earth stopped turning. I learned what an aortic aneurysm was and what it did if it blew. I learned what it was like to go from telling him to fight like hell to telling him it was OK to let go (and rely on my acting props to sound like I meant it). Letting go of the dreams of my future children having a grandfather, their PopPop, on this earth, as Scott's dad also passed a month before our wedding.<br />
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It was also, I did not realize, the beginning of the road for my depression. Like a trooper, I buried the despair because I felt my strength was needed for others. Like a volcano's lava, depression does not stay buried. It waits until there's enough pressure to blow. For me, it was the ASD diagnosis of my boys.<br />
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I have had two fairly severe bouts with my depression. Both times, I was able to ask for my dad to help me. Literally, those were my words through the insanity of tears, not being able to catch my breath, feeling like "normal" was gone from my vocabulary forever. Both times, he helped me find peace. Because, whether he's here or elsewhere, he is still my Daddy and he is able to give me comfort when my heart is being ripped out of my chest.<br />
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It's time for me to reframe my deficit model of thinking about the loss of my dad. It's time for me to reflect more heavily on what I was blessed to have when he was on earth, and ways he helps me in present day. For those reading this on the first Father's Day without their dads, I offer hope. I am still crying as I write this, but that pain is no longer an every day feeling. You will get numb on the daily. Then this day will come. And you will be sad. And you have permission to stare at a wall, cry, lock yourself in a room for a little while. Because it sucks. Embrace that. Allow the scar to form.<br />
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I talk with my dad almost every day. If I had a belief deficit that his soul was nonexistent, I would not be able to overcome my grief. I thank God for my faith that I will, indeed, see him again, and that he is guarding me right now. <br />
<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-52056517677906094502017-01-22T22:00:00.002-06:002017-01-22T22:04:50.288-06:00American Woman I have had the blessing of being a female citizen of the United States for 47 years. I consider myself fortunate on so many levels. For twenty-six of those years, I have enjoyed a career in education. Every career has its criticisms. But, in all, I am quite happy to call myself a teacher. Spending my day with children is awesome, even on our worst days.<br />
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In those 47 years, I also consider myself a force. I am not an easy person to "handle" because I speak what needs to be spoken, and sometimes what does not want to be heard. I have been a leader. Others have been the sheep. No matter what I seem to do, leadership has fallen in my lap ever since my tween days. I accept that burden, as part of me enjoys it. And the other part? Well, it gets pretty pissed off at women who are A-OK with others having the uncomfortable conversations.<br />
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So, my Sisterhood of Women. You marched. You got out there. You showed numbers and solidarity. I could not be prouder. Now, how will you insure that you do not become sheep yet again, allowing a few to speak up while you silently agree? How will you make damn sure that the "Women's Movement" does not get labeled the "Planned Parenthood PAC," and PP does NOT represent the views of all women? How will you allow ALL women at the table, regardless of whether you agree with them or not? How will you make this about us and not just a show against President Trump's mouth?<br />
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How will you change your workplace? Example, my career is dominated by females---except in the administrative positions. (Check out <a href="http://aasa.org/SchoolAdministratorArticle.aspx?id=14492">Where Are All the Women Superintendents?</a>) What about your workplace?<br />
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How will you empower young women? When was the last time you volunteered at, not only your child's school, but any school? Do you know if local schools have groups, like my school, that work to empower girls? When was the last time you spoke to your daughters about how they should treat other women? How to rise up instead of tear down? Does your daughter leave your house knowing that you believe she is strong and capable, not just well-dressed and polite?<br />
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Do we teach our daughters that hate speech does not cancel hate speech? That empathetic listening and action are the keys to change? Or do we teach them to be female dogs when they are jealous or don't get their own way? Better yet, what do our actions show them?<br />
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Yes, they might have at least one male boss who is threatened by their spirit, their brains, their leadership, and their ability to call him out when he needs it. And that person will do his best to be sure she does not get the positions she deserves. And, alas, they might have female bosses who have the same characteristics. Are we sharing the reality with them?<br />
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Do we support one another? When a new mom comes back to work for the first time, do we comfort her? Do we say, "OH MY GOSH, I KNOW what you are going through?!" Do we give help when we know a colleague was up all night with a sick child? <br />
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I have spent today wondering what is next. I am praying the march wasn't a "We'll Show Him" movement, because guess what: HE DOES NOT CARE. Do not do things thinking that you will change his mind. You won't. He does not accept criticism, and he does not validate that the march was a reaction to his ill-spoken statements. HE DOES NOT CARE. We have to be agents of change for ourselves.<br />
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Let's go grass roots, ladies. Keep the momentum going. The Civil Rights Movement was not just a march. It was a revolution. It was day in and day out struggle. It continues to this day. March in your own territory. Change the portrait of the American Woman every day of your life. <br />
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-53917166076621059062017-01-12T00:01:00.000-06:002017-01-12T00:01:12.027-06:00Are You Happy?A nighttime ramble--<br />
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Sometimes, people are just ridiculously stupid. Oftentimes this stupidity is induced by the sinister tentacles of social media, or rather, electronic media...the fast food for our brain in the 21st century. And its long-term effect is like that of eating a Big Mac meal every night.<br />
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As I near that half-century milestone in the next few years, I have come to realize that three words are all that matter: Are you happy?<br />
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These are the words said to me by my father over the phone when I told him I was engaged 26 years ago. <br />
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<i>Him</i>: Are you happy?<br />
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<i>Me</i>: Yes, I am.<br />
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<i>Him</i>: Then that's all that matters. Did your train stop in...<br />
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And the conversation strolled on.<br />
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I now realize the power of that litmus test.<br />
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I have added flavor to it over the years. When worrying about finances at 11 PM, I embraced the phrase, "It's [insert time here]. The bank is not open. There is nothing you can do about it now. Quit worrying."<br />
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To my family members who have done various things to automobiles over the years, my response has been, "Were you hospitalized? Did you hurt anyone else? No? Then keep perspective. Calm down."<br />
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We have before us a glut of information. We hear from media outlets that are trying to break a story before checking their sources. We read opinions of our "friends" who might not think as we do. We "converse," and then ask ourselves whose mind we are really changing by even commenting. People "tweet" pithy remarks, like writing graffiti on a wall. And I have one question. Do these things make you happy? Sometimes yes, most times no.<br />
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My soul is interwoven with a sense of righteous indignation. Trust me. I get it. But I also know what it feels like to have torn my soul into so many pieces that I don't have anything left with which to fight the good fight. I must now be choosier about that fight.<br />
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Enter the change of American President. Wow. In my lifetime, there's been Nixon, Ford, Carter, Reagan, Bush 1, Clinton, Bush 2, Obama, and now Trump. People, we have been through this before. No one human being will ever be perfect in that position. And I am a chick in Central Illinois on my computer at almost midnight. Do you really think any of this "discourse" will make a difference? <br />
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My answer: No. We are just pissing each other off. Here's my action plan.<br />
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<span style="color: #741b47;"><b>Pray</b></span> | For those with whom I agree and disagree as well as the President-elect and his crew. I did not do this enough during the Obama administration's 8 years. I think it could have made those 8 years less contentious for me.<br />
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<span style="color: orange;"><b>Love</b></span> | One another. Everyone. Especially the seemingly unlovable.<br />
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<span style="color: #6aa84f;"><b>Respect</b></span> | Everyone. Because none of us is really superior to the other. We may think we are, but that's not the way we were fashioned.<br />
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<span style="color: magenta;"><b>Discuss Issues</b></span> | I am irritated by the presentation--the brand-- our President-Elect represents. That has muddied my thoughts. I want to stick to issues instead of getting lost in persona.<br />
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<span style="color: #3d85c6;"><b>Embrace</b></span> | I get this day. Maybe not even the day. I get this minute. What am I doing with it? Is what I am doing making me happy?<br />
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[end of ramble]JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-38647084484632161362016-12-24T23:49:00.003-06:002016-12-24T23:49:36.724-06:00Merry Christmas!<div class="separator" style="clear: both; text-align: center;">
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-21512667073044956092016-04-30T09:42:00.001-05:002016-04-30T09:42:42.395-05:00Our recent experience with fraudIf criminals put 1/8 of their brainpower to something worthwhile, we would have a cure for cancer and an end to all wars.<div><br></div><div>The past few days have been harrowing. It started with a call to my son from our credit union's fraud investigation service. When we travel and use our debit cards, they usually call and make sure it's us making purchases in atypical places. I appreciate this service. Since my son had just traveled back to school from IL to VA, I assumed they were calling about the charges on his newly activated debit card. [Note: The previous debit card was just deactivated as a precaution due to compromised information. This is not unusual, and is a safety measure. It also adds to the bitter irony of this tale.] So, I encourage him to call, feeling that it will be a check in.</div><div><br></div><div>It wasn't.</div><div><br></div><div>In the last week a variety of charges had been made at a Wal Mart near Indianapolis, each a little over $100, totalling almost $500. $500 of his McDonalds-minimum-wage-job money. $500 of his hard-earned money for books and incidentals at school. HIS money. From the kid that, if you needed $100, he would give it to you. The money has been recovered. The feeling of being robbed? That will linger for a lifetime.</div><div><br></div><div>Now, these criminals are quite smart. So this blog post is more about providing fair warning to others. Lessons from this situation:</div><div><br></div><div>1. It is believed that the criminal(s) skimmed his card at a gas station pump in Centerville, IN. The local manager sent a person out to check the pump. This person returned about 2 minutes later, saying there was no skimmer at the pump. My husband spoke with the district manager, who took this VERY seriously. They have complaints of fraud from 3 people that come down to that same station.</div><div><br></div><div>The pump was one that was fairly far from the entrance, yet still under camera surveillance. The gas station pumps are also open 24 hours, even when the store is closed. They are reviewing camera footage with local law enforcement. He said that, having dealt with these things quite a bit at his level, he goes in and pre-pays for pumps that are that far away from human eye. Good advice!</div><div><br></div><div>2. The local WalMart management was marginally helpful. Higher management assistance needed to happen. They are scanning their cameras and working to determine what occurred.</div><div><br></div><div>Our first question was, "How can these purchases be made without his card?" Apparently, the magnetic strip can be scanned, and a new card can be made. Many times, they are made with a stolen pre-paid card, and criminals program the card to take money from the scanned account. Then they sell the card for less than its value. So a warning to those who might buy cards for less than their face value. This might be a scam.</div><div><br></div><div>3. If you use a credit or debit that does not have the fraud alert that ours did, check your statements carefully.</div><div><br></div><div>All for now. Stay tuned.</div><div><br></div><div><br></div>JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-57719506227520159112016-02-20T11:25:00.002-06:002016-02-20T11:25:52.093-06:00Unshakeable: Chapters 19 and 20<div class="separator" style="clear: both; text-align: center;">
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<i>Chapter 19: Re-write the story you tell yourself about teaching</i></div>
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This chapter is one of the best ones in the book for what I needed to hear right now in my career. Watson discusses what she calls "flip[ping] the script." This corresponds well with <a href="http://halelrod.com/books/">another book</a> I'm reading.</div>
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Watson focuses on our inner voices and what we tell ourselves about teaching. I feel that this is true of pretty much everything in life. She suggests positive affirmations of the things that are going right and well. She offers many examples on p. 240-241 of negative statements we might say, new stories we can tell ourselves ("flip the script"), and new habits we can practice to make the new story come to fruition. This feeds in to the problem-solving gene of mine.</div>
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I will say however, for those teaching with others who are struggling, we want to tiptoe carefully. Exaggerating the positive can be as damaging as focusing on the negative. Too much Pollyanna makes colleagues want to punch you if they are not in that space. I think our job is to embrace our own journeys and support those who are having a rough go. When they are ready, we can feed them little bits of sunshine. </div>
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<i>Chapter 20: Innovate and adapt to make teaching an adventure</i></div>
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The beginning of this chapter made me think of my colleague and buddy, Emily. Her first couple years of teaching were spent at my school. We always talk about things being an adventure, especially when we are faced with not so fun things. <br />
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I like that Watson stresses reflection. We do so very little reflection as a practice in our profession. We just seem to move on from one thing to the next because it's in the curriculum. I usually go through curricular content slower than other teachers because reflection is a huge part of what I do. If the students did not get the material, my teaching was not successful. Why would I want to just move on if I screwed up?<br />
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On page 248, I felt like she was mentioning my resume. Taking on different roles and responsibilities has definitely been a huge part of my career. I agree with her point that we need to keep giving ourselves challenges. This is definitely true. My latest challenge has been to "flip the script" I have told myself about teaching science. I have embraced NGSS <i><b>before</b></i> I was told to, and I have focused my PD this year on bringing the new science standards into my classroom. It has definitely been a challenging yet fulfilling change. I feel like this is what she reinforced on p. 251: "Don't just stand still and brace for impact. Run toward the changes in education. Be an innovator. Be the one who looks at a difficult situation and figures out how to make the changes work to your benefit and the kids'."<br />
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I paused when she said, on p. 249, "you will never be happy as long as you insist on knowing what's going to happen in the future." She was referring to the anxiety of the unknown and constant changes. She also ends the chapter with an excellent point about rolling with "mandates." We as teachers are SUCH rule followers. If we are being told to do this, we must do THIS. I have even worked with colleagues who have "tattled" to administrators when others were not teaching EXACTLY from a book as we were <b><i>told </i></b>to do. <br />
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I am not a robot. My kids are not all the same. I am a diagnostician. I have to see where they are and take them from there. Canned programs are not intuitive. We owe it to our students to be intuitive to their needs and plan for them as individual learners. Perhaps if others worried about their own students as much as they worry about what's going on in the classrooms of others, they, too, would have time for true differentiation.<br />
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I said in the beginning that I was not sure how I was going to like this book. Now that I am finished I can say I VERY MUCH enjoyed reading it. It helped me a great deal through some of the hardest months of school. I now have some practices, skills, reminders, and validations that will carry me through. <br />
<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-84540236493827435652016-02-14T20:54:00.001-06:002016-02-14T20:58:57.708-06:00Unshakeable: Chapters 16, 17, and 18<div class="separator" style="clear: both; text-align: center;">
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<i>Chapter 16: Connect with kids and gain energy instead of letting them drain you</i></div>
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This is, in my humble opinion, the #1 reason many of the teachers who want to or do leave the profession do so: the drain. Again, I return to the people who claim they put as many "hours" in as teachers do in a week. Fair enough. The number of hours may be the same. Are they breathing deeply trying not to scream in the face of a small being in front of them? Until the next small being needs undivided attention? And the next question: would they even begin to be able to handle it? I believe and acknowledge that each job has its annoyances. Truly. But our "annoyances" are supposed to also be our raison d'etre. And that is where the rub is.<br />
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I consider myself a "lifelong educator," as Watson uses the term on p. 196. And I highlighted this very important point she makes: "After all, if you don't enjoy the kids, what's left? The meetings? The paperwork? The testing? The kids <i>have</i> to be your greatest source of enjoyment as an educator." This point resonates.<br />
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I enjoyed her discussion of Morning Meeting on p. 198. It made me miss my advisory time at the junior high level. I have become so embroiled with "getting in" all the content I can, that I have forgone the importance of that first part of our day. My kiddos are jumping right into a math review sheet at that time. Maybe I need to spend more time making that time a time for renewal and reset.<br />
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On p. 199, Watson suggests making a connection with 5 kids a day. What a great idea. I am sure I have heard it before, but it's amazing what one forgets after many years in this business. I really liked this one. She offers a <a href="http://thecornerstoneforteachers.com/2015/01/an-easy-way-to-build-individual-relationships-with-students.html">printable</a> that will help in keeping track of connections.<br />
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I was really inspired by the idea of thanking students who do the right thing, as addressed on p. 202 and 203. We have Mustang Money for reinforcing good behaviors, but, you know what? I often forget to hand it out when it would benefit students most. I give a "buck" to students for coming to school, because I sincerely am thankful for their presence. After that, I need to become more conscious about focusing on those who do as they should, day in and day out.<br />
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On p. 205, I loved the idea of wrapping a child's desk for their birthday. In fact, I enjoyed many of her suggestions for birthdays, because they did not necessarily involve huge, icing-laden cupcakes and craziness. Having the student's picture as the background on the desktop, or whatever the student might like, is such an awesome idea.<br />
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I, like Watson, need my lunch time. I used to try to get to extracurriculars, but I need my family time. I need to be present to the people who lose so much of me to school. So, at this point in my life, that is not happening. I feel no guilt in that.<br />
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<i>Chapter 17: Choose to love kids most when they act most unlovable</i><br />
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Watson makes some of the most important points of her book in this chapter. <br />
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<li>Control the environment. You cannot control the attitudes of a child.</li>
<li>Choose to raise yourself up instead of letting the kids get you down.</li>
<li>Don't take behavior as a personal attack.</li>
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<li>"I have to consciously remind myself that children who are disrespectful, obnoxiously attention-seeking, or totally indifferent are not necessarily acting that way <i>toward me</i>." p. 214</li>
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<li>There is a difference between off-task behavior and misbehavior.</li>
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<li>When kids do "kid" behaviors at the wrong time, we must respond differently than when there is a conscious choice on their parts to <i>mis</i>behave.</li>
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<li>On. p. 218, Watson states what my whole building knows to be true.</li>
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<li>"The key to solving behavior problems is to figure out which unmet need the child is attempting to address, and then help him or her meet that need."</li>
<li>"Always make it your goal to respond in love."</li>
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<li>She mentions the <a href="https://www.pinterest.com/pin/81135230762905938/">2 x 10 method</a> of working with problem behaviors in students.</li>
<li>Watson wraps up the chapter with my favorite mantra. My friend Jessie and I have said this for years:</li>
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<li>I can do anything for nine months.</li>
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<i>Chapter 18: Be truly present and look for the light bulb moments</i></div>
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On p. 225, when Watson mentions, "When you're fully present with kids, you process interruptions and unwanted behaviors differently in your mind and attend to them rather than your own agenda," it reminded me of something that happened in my room the other day. A colleague was telling me something. A student came up to us. I addressed him to see what he needed, and she sent him away, asking for him to "not interrupt and give us a minute." I reflected that I must be giving her some idea that the students are not the main focus of my room. I am NOT saying that students should not learn when to interrupt and when not to interrupt. Trust that I spend a great deal of time working with them on that. Truth was, she was not telling me some pressing information, and I really did want to attend to the child. It reminded me that it is important for all adults to recognize the culture of our rooms and that the children are the reason we are there.</div>
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Same thing happens when my phone rings (either the vibration of my cell or my actual class phone). I tell the students that THEY are the most important thing in the room, not the phone. And I mean it. Watson's points about being fully engaged with the kids are great reminders.</div>
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On p. 230, she admits to enjoying "having" to be at the copier, as it slows her down a bit and lets her have time to think. I am like that at copiers, at store registers, and the like. I enjoy things that make the world stop.</div>
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She ends the chapter with something that I realize I believe, but some teachers do not. "Your work is important. Ultimately, whether someone else tells you that or not is irrelevant," p. 234. Such truth. I find that others who need our boss to acknowledge their importance are constantly scrambling for her acceptance, and, in the end, becoming colleagues we would rather not have. We must believe in ourselves and our work.</div>
JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-11078320655421952762016-02-05T12:29:00.001-06:002016-02-05T12:36:38.635-06:00Unshakeable: Chapters 13, 14, 15<div class="separator" style="clear: both; text-align: center;">
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<i>Chapter 13: Build in periods of rest throughout your day</i></div>
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<a href="https://www.blogger.com/"></a><span id="goog_673793152"></span><span id="goog_673793153"></span>Before the start of the school year, I got a wicked case of plantar fasciitis, also known as something NO teacher should have. It feels like you have rusty stakes in your heels as you walk. I was not sitting down at all. I was working out and getting my room ready, averaging about 14K steps a day according to my Fit Bit. That sounds reasonable to some, but not after a 5K/day summer. Teaching with plantar fasciitis was almost unbearable. I had to wrap my feet to do my job. I'll repeat that one: <i>I had to wrap my feet to do my job</i>. I don't know that others outside teaching understand its physical toll. They'll say to me, "I work 12 hour days, too." Oh, did you? On your feet all day? Because it is HELLA different at a desk. When I say all day, I am including my lunch, which I was using as an additional prep. I don't want sympathy, just acknowledgement that this is a job unlike others. I believe a nurse might completely understand.<br />
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This chapter needed to be written, and I am glad Watson included it. Every teacher knows that feeling when the admin pops in and you are sitting down or not enveloped in a fascinating lesson. I had a parent walk in this week when I was sitting, and thought immediately of this chapter! I agree that permission is granted to sit. Trust me, I have seen plenty of admins do it, too.<br />
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I liked the idea on p. 161 that, if you must sit, bring some of your "lovies" to a table with you. In the rare cases when I must write an office discipline referral, it takes a while. There are also times when I must speak with colleagues, like the principal and the nurse. I could be more mindful of sitting at these occasions, too.<br />
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Great ideas abound on p. 162. I can't stress enough her "comfortable shoes" suggestion. After having surgery to fix my foot after 10 years of teaching, I had to give up the heels and trendy shoes. I also miss having a mic. When I had a hearing impaired student, I had a mic, and it was a huge bonus. Reading this made me think of researching for a cheap mic. The culture of the students I teach can sometimes be loud, and a mic would help a great deal. <a href="http://www.amazon.com/Teachers-Amplifier-Waistband-Speakers-Instructors/dp/B00L1E6NR8">This one</a> looks like an option. I just ordered it, so I'll let you know!<br />
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<i>Chapter 14: Construct a self-running classroom that frees you to teach</i><br />
<i><br /></i>This chapter reminded me of <a href="http://www.eastside.k12.ca.us/pages_inc/Never_say_anything_a_kid_can_say.pdf">this article</a> I read about a decade ago during math training entitled, <i>Never Say Anything a Kid Can Say</i>. I was also reminded of my NGSS training this summer in which we we were shown and reinforced the importance of using <a href="https://www.teachingchannel.org/videos/student-participation-strategy">Talk Moves</a>. I am constantly being reminded that the less talk I present to the students, the more thinking they do. It comes down to what Watson says on p. 179, "Don't steal the struggle."<br />
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I am a huge fan of routines. This is fortunate since I am the mom of two boys with ASD. Routines keep us sane at home. It is the same in the classroom. At the start of the chapter, I kept thinking how good these suggestions were universally, but how imperative they are for students with special needs. Routines help students with special needs merge into a general education setting so much better than chaos.<br />
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The Ask 3 Before Me reminded me of my student teaching, where I had my very first complaint to the principal from a parent (yessssss, those who know me are laughing aloud). Yup. Student teaching. A kiddo went home and told his mom I would not answer his questions. Basically, he did not <i>want</i> to ask his peers, and the little sucker went home and asked Mom who asked, <i>Why do you not ask your teacher?</i> See where that went? I thought I was being empowering! I thought I was making him think! Oh yeah, I was making him think all right. I was making him decide how to manipulate adults to get what he wanted. Go me! It is imperative that we explain to students (and parents? and administration? and co-teachers/aides?) why we are doing these classroom management techniques so that there isn't intentional and unintentional undermining of our fantastic strategies.<br />
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The last thing I was made conscious of in this chapter was the ever-present teacher question, <i>Does that make sense?</i> Do we ever really give students time to think when we ask that? Sometimes we ask while they are processing, so they have no idea what to answer. Other times, they ask us just to get us to stop talking. I think that question might be recycled by Plato.<br />
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<i>Chapter 15: Motivate students to take charge of their learning</i><br />
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If there's anything that I would say is close to my "vision" for teaching, it is placing learning in the hands of (sometimes resistant) students. I have been having a hard time with the idea of student-led conferences, which I once loved, for the sheer time involved. I wish that the system would acknowledge that, to do conferences well, using the word they love, "integrity," we need more than one day. I do not shy from putting in extra time. Far from it! I just get agitated when the time something should take is underestimated by those who control scheduling. I just wasted a week on conferences that I did not need. I needed more time in October, but there is an insistence on having a day in February as well. <br />
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So, I shall focus on what is in my circle of control now that I got that out of my system. I can say that I try in my everyday to hand things over to the kiddos whenever I can. This chapter was a good reminder to persevere.<br />
<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-56749733168013382342016-01-25T22:35:00.001-06:002016-01-25T22:35:30.451-06:00Unshakeable: Chapters 10, 11, 12<div class="separator" style="clear: both; text-align: center;">
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<i>Chapter 10: Uncover the compelling reason for every lesson you teach</i></div>
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I find this easier to do with the younger students. I have only ever taught one high school course, but I do recall there was a syllabus and there were things that were on common exams. It did not matter whether they wanted to or not, or whether they knew why, the students HAD to know the material. The better you know the curriculum (I only taught that class one year), the better you can facilitate a "why" conversation. I pulled the "why" into the class conversations that year when I could. Perhaps if I had taught it for more than that year, I could have gotten better at this.</div>
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I have disdain for our reasoning ever being "because you will need it for..." [insert class, or grade]. It might be true that you need your math facts for future algebraic pursuits, but you could also use them to figure out if you have enough money at a store or if you got the appropriate change back when paying a clerk. I have always appreciated a bigger picture, although I KNOW I have probably said students will need something for future school endeavors. It is my last resort.</div>
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On page 128, Watson states, "When we truly believe in the purpose of an activity, we enjoy teaching more and do it with greater effectiveness." I can't tell you how many times I have had that conversation. I recall when CCSS rolled in, administrators/consultants were saying that some teachers would have to give up their preferred units because they did not fit the grade level anymore. I thought to myself...why? Why would you ask someone who is teaching their own "passion project" to give that up? Kids know when we love something. My teaching partner loves <i>Maniac McGee </i>by Jerry Spinelli. I do not love it. If he loves it, he teaches it well. If I hate it, I teach it poorly. We have to allow for teachers to be human--to be great at some things, and not-so-great at others.</div>
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I appreciated Watson's shout out to metacognition in this chapter as well. Get the students thinking about why they are thinking. Amen, sister.</div>
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My greatest takeaway from this chapter was on page 129 when Krissy Venosdale was quoted, "Posting a target before teaching a lesson is like announcing what a gift is before it's opened. Post a question. Bring curiosity and thinking back to the classroom!" Sounds like a good change in the Plato Teaching Evolution Timeline!</div>
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<i>Chapter 11: Create curriculum "bright spots" you can't wait to teach</i></div>
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This chapter was mentally exhausting. I get what she was saying. But, man. Talk about work. Yes, when you get lessons that are terrific, you can reuse them. And yes, I try to be a pretty exciting teacher. But 4 different subjects (if you count ELA as one big area) and millions of targets make it hard to have a ton of "bright spots." But I hear her. The subtitle for this book was "ways to enjoy teaching every day.." Watson did not promise these would all be easy or effortless.</div>
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I appreciate her delineation of 21st Century Skills to include: Life and Career Skills; Information, Media, and Technology Skills; and Learning and Innovation Skills (critical thinking, communication, collaboration, and creativity). I am not sure I have heard them specified in this way before.</div>
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I like the idea of creating daily bright spots. For example, on Thursdays, I co-teach social skills lessons with a colleague. I look forward to that every week, because she lead teaches and does a marvelous job, and we get to discuss skills that are relevant to our kids and their future (and current) success. </div>
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<i>Chapter 12: Incorporate playfulness and have fun with learning</i></div>
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Did anyone else read this chapter and have this picture in their heads?</div>
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Fo shizzle, Ms. Frizzle.</div>
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I really do have a great time when I teach (most days), mainly because I am a nutcase. I am not sure I could work with adults all day after spending 25 years being a goofball with children. On page 149, Watson mentions the risk of looking like an idiot. If you have any intention of having a long career in grades 4-8, you better embrace that risk. Students frequently look at us (and many times laugh at us) as if we have lost our minds. Good times.</div>
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A shout out to KLew. You know I thought of you and Jayme when she wrote about integrating music! Every time I teach the Northeast in Social Studies, I burst out into Alicia Keys and JayZ's Empire State of Mind. You're welcome. It stays in my head for days.</div>
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We definitely have dance and movement breaks in my room. I am intentional with them, as we have a really long morning.</div>
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Transform yourself into a different character and use different accents made me think of my buddy Maureen who pulls out her Irish accent, or when I pull out East Coast JoLynn on my babies. We have a lot of fun with that. Humor is most definitely celebrated in my room.</div>
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I will say this chapter touches upon some things I don't think are comfortable for everyone at every grade level. It made me laugh when she mentioned puppets. Sometimes, when I am feeling my class is not listening, I will create two little puppets with my hands and have them talking to each other about, "Why Mrs. Plato is talking when no one seems to be listening?" I keep up this skit until I have a room full of curious, partially scared, eyeballs...as it looks pretty nuts when I am doing it. I get my point across (and I chuckle to myself as well). Success!</div>
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There was another day I remembered when I read this chapter that went SUPER well. There was a student in sixth grade who just would not be quiet. So, I decided that I would proclaim that day Aaron day. I made a sign with his picture and wore it around my neck as a necklace that read, "It's all about Aaron!" I also included a heart on my sign so he knew I was being playful and not a raving bi&%#@. The other kids thought it was so funny that they wanted their own days as well. This child is an adult now, but I still remember how humor saved my sanity, his self-esteem, and, well...that day.</div>
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-27406867823697872392016-01-17T14:05:00.000-06:002016-01-17T14:05:03.019-06:00Unshakeable, Chapter 7, 8, 9<div class="separator" style="clear: both; text-align: center;">
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<i>Chapter 7: Do your part to create a positive school culture</i><br />
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Ah, my love language. School culture. It is so critically important. I recall reading about school culture in my grad classes and getting fully behind how critical it is that we cultivate a comfortable place for working and learning.<br />
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For some of the administrators for whom I have worked, cultivating school culture has been low on the priority list. For others, it was higher on the list, but there was little understanding of how to ferment the necessary elements. I agree with Watson that teachers often need to make this happen themselves. It is possible, because it happens with my colleagues.<br />
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When you teach students with abundant, intensive needs, you can get pretty emotionally beaten up. I understand when Watson said, "You have the right to seek out other teaching opportunities..." but in reality, that might not be a viable option. I have tried. When in your 40s, it becomes harder, as you make a great deal of money for the profession, and some positions require a large pay cut. If you have taught for a district for a long time, some administrators are not willing to take you on, particularly if you are a strong leader and threaten their sense of leadership and self-worth. Politics abound. Going outside the profession is also hard, as other options see a teacher's skills in only one particular way, and do not see the skills can carry over in other ways. I have had several teaching positions in my career. However, that seems to be stagnating. Lucky for me, I am pretty happy where I am.<br />
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I agree with Watson that the teachers can take charge of school culture. My colleagues have "Pig Out" once a month, which involves an all-day grazing fest. We have also instituted an "I Noticed board," as well as writing notes of encouragement to each other. We have a "Pride" committee that does something special for the staff each month. I try to give verbal compliments, or at least a pleasant smile and conversation, to colleagues whenever I can. A smile and "good morning" to the custodian who has been there since 5 AM clearing snow off the sidewalks goes a long way. So, with that part of the chapter, I felt a great deal of validation.<br />
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The first part of the chapter that discussed conversations served as reflection. I think I am involved in all kinds of conversations. I will say, when I cannot supersede constant negativity, work seems like a chore, and it's harder to be happy about teaching. On page 95, Watson mentions being "mentally and emotionally on guard around negative colleagues, especially if they have a tendency to blindside you with hurtful comments...Keep negative co-workers at arm's length and don't value their opinions enough to allow them to hurt your feelings." Not sure if my feelings get hurt or if they just piss me off. But I know of what she speaks!<br />
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<i>Chapter 8: Take charge of your own professional development</i><br />
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This chapter was preaching to the choir. I love good PD, and I seek it out often, especially in areas where I feel I need some development. Watson makes a good point that we must be in charge of our prof dev. "If <i>you</i> don't take the initiative to increase your teaching motivation, who will?" Amen. Two Master's degrees and NBPTS certs later, I have a clear prof dev addiction.<br />
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Teachers always seem annoyed at SIP days planned by others, as they typically miss the mark for what is needed. Truth is, each person has a different need. I have a dream SIP day that involves teachers choosing their own paths and proposing how they will spend their day. Not just having workshops available, but truly letting everyone propose their day. Who knows? Maybe I should propose that?<br />
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I appreciate how she included social media as a way to develop professionally. I have definitely seen Pinterest as a "player" in this movement. I have found some fantastic ideas there, and I use it for business and pleasure.<br />
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<i>Chapter 9: Let your vision define your value and measure of success</i><br />
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This chapter really made me think. A vision is definitely an important thing to have. I kept asking myself, "What IS your vision in 2016?" I think it has changed over the last 25 years.<br />
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Several years ago when school choice was in full swing, I read an e-mail from my superintendent regarding the schools that had to offer "choice" to their parents. Mine was one of them. There is no way to explain how degrading that felt to our staff, particularly to me. What added insult to injury was that he noted that the district would do everything they could for the schools that were getting the additional students. That actually caused tears, and I am not a crier. Despite the fact that I knew we were being placed in an unwinnable situation--that standardized testing was never going to show the successes in our school-- it was such deep and public humiliation for our teachers, for our kids, and for me. Logic was not winning over emotion. Clearly, trying to meet the unattainable goals of ESEA ("No Child Left Behind") took over any reasonable vision I should have had at the time. Watson indicates a truth on p. 121 that I learned the hard way: "You cannot allow other people's actions to determine whether you feel good about your work, and recognition cannot be your primary motivation for working hard."<br />
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On p. 119, Watson shares the thoughts of a teacher in Milwaukee: "If I don't do my job, I'm sentencing these kids to either a prison sentence or a death sentence. Without an education, most of them have no hope of a better future. That knowledge is what drives us to do what we do. It's about the vision." This is true of the situation in which I currently teach.<br />
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I appreciated her idea of having an articulated class vision. That can definitely anchor much of the conversations we have as a class. I envision cutting it in vinyl and posting it on our whiteboard so we can see it. I like having the students play an active part in creating the vision. We have a school code, yet it remains vague and forced on the students. This will definitely be part of my professional reflections in the coming months.<br />
<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-49847737953802520872016-01-09T18:20:00.004-06:002016-01-09T18:20:47.400-06:00Unshakeable, Chapters 5 and 6<div class="separator" style="clear: both; text-align: center;">
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<i>Chapter 5 Go the extra mile for families (but don't take forever to get there)</i></div>
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I know I was inadequately prepared for dealing with parents. I began my teaching career in 1991, and I believe this was when the parenting shift was in full force. Perhaps you have seen this cartoon?<br />
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I was more prepared for parents that acted the way I was raised. If I got in trouble at school, I got in trouble at home. It was my responsibility to get the best grades I was able, and it was my fault if I did not. If I was going to be in activities, that was fine, as long as my grades did not suffer. Then, something had to go. Man, that pendulum has swung! </div>
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I recall drafting a letter of resignation through tears in 1997 when I was about nine months pregnant. The parents that year were ruthless. I had been hailed by them when I taught their kids in sixth grade, and crucified (pardon the pun...Catholic school) by them when I taught the same students in seventh. They were very social, so I knew their social gatherings had a moment or two of ripping me apart. I was in my sixth year of teaching, five of which occurred at that school. They were relentless. They did not care why I was doing what I was doing, only that their children were not getting As. And they made that very clear. Looking back, I was young and did not handle the situation the way I would have now. But I truly believe they would not have picked the battle now. I mean, one of them wrote me a scathing note the day I was to leave to have my baby. Seriously. I can't make this stuff up. Luckily, I had a very supportive principal and great colleagues who told me standing firm was worth it. I am much stronger now in a lot of ways.</div>
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I always hold students to high levels. I realize that some of them can/will reach them, and some of them won't. If it's a true learning disability that keeps them from achievement, I am in constant contact with their caseworkers to be sure I am accommodating their needs and modifying when appropriate. However, I learned something too late for my 27 year old self to benefit. For a teacher to be successful with parents, you MUST LISTEN with empathy. My younger self was listening to try to win them over to my point of view. That is not what they were looking for. I have learned to listen, to validate, to clarify, and to thank. I have learned that a smile and pleasant tone will always help. I have learned that you can talk an irate parent into being calmer, but you MUST LISTEN first. This mantra has served me well for years. </div>
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I agree with many of Watson's points in this chapter. Getting parents on your side, creating two-way communication (NBCTs unite!), being sensitive to the cultures which you are teaching, and taking the offense instead of the defense are all great, effective strategies. Making parents your allies, your partners, takes solid commitment, and the time spent early in the year is worth it.</div>
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In my current employment, it is hard to get parents invested on the school end of things. Some were not successful themselves, some do not want to hear bad things, some truly do not have time due to work schedules, and still others are dealing with abuse situations...substance, domestic, emotional...and are in crisis. School is the least of their priorities. Understanding that and loving on their children is vital.</div>
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<i>Chapter 6 Learn to say "no" without guilt and make your "yes" really count</i></div>
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Oh my goodness. This chapter is so tough. When you are a young, non-tenured teacher, you think you must say yes to everything and make a good impression. We call it being "voluntold" when an admin comes to a newer teacher asking them to lead something or be active in something. You definitely do not feel like "no" is an option in those situations. You get into the "yes" habit, and saying "no" becomes very hard. </div>
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One thing that struck me as interesting in this chapter was the idea of parents signing that they have read and agree to your policies. Well, Angela, what if they <i>don't</i> agree? For example, my son's high school had a late work policy I abhorred. If something was late, the highest grade possible was a 50%. Man, I cannot tell you how much that policy, and its effects, made me want to scream. I wonder if she offers parents an option that they read the policies, but disagree with some of them.</div>
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I liked her point on page 82, "Your job is not to treat everyone equally, but to treat them equitably," meaning some parents will require more of your time and resources than others for very good reasons. We must differentiate our time use with parents similarly to how we differentiate instruction.</div>
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Watson's suggestions to soften the blow of "no" are really good. In fact, the "I can't say yes" option on p. 88-89 is one I plan to try Monday with one of my students who gets irate when "no" is said. She wraps up the chapter with a point it took me years to realize: </div>
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<i>When you start to feel guilty about saying no, remember what you have effectively said yes to. Saying no to a colleague means saying yes to time for relaxing that evening. Saying no to a student's parent means saying yes to time with your own children. </i></div>
<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-78850926494473716342016-01-09T13:22:00.001-06:002016-01-09T13:24:31.193-06:00Unshakeable, Chapter 4: "...the kids are the most important thing..."<div class="separator" style="clear: both; text-align: center;">
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I decided to break my posts up for this week's reading, especially after reading Chapter 4. This chapter is one I wish I had many years earlier in my career. The title: <i>Determine how to do what matters most and let go of the rest</i>.<br />
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When in college, I had a vague idea of how to do <a href="http://jfmueller.faculty.noctrl.edu/205/madelinehunter.htm">"academic" lesson plans</a>. I believe there is a place for these plans, but it was not made clear that I was not going to be able to sustain my well-being if I planned every lesson this intensely. A teacher can definitely think in this manner, but writing it all out takes an enormous amount of time in one's week.<br />
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What we did not discuss was prioritizing, which is the theme of this chapter. I believe it might be the early destruction of too many teaching careers. I hope it's being addressed better now, but I doubt it. As I am embarking on another student teacher's journey, this chapter reminded me that this is a topic I must address.<br />
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I see teaching as a marathon that one never finishes. I used to think there should be a feeling of being finished. Early in my career, it was not unusual for me to pull all-nighters in an attempt to get everything done. The last time I did so, three months later I was looking at a home pregnancy test and panicked as to the idea of not caring for my physical health at his earliest stages of development. Luckily, that baby boy is in college, but it was a wake up call that this craziness had to stop.<br />
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Watson recommends a <a href="https://www.teacherspayteachers.com/Product/FREE-Detailed-Teacher-To-Do-Lists-Editable-forms-for-short-long-term-planning-331826">prioritized to-do list</a>. Some of what she mentioned reminds me of <a href="https://www.stephencovey.com/7habits/7habits.php">Seven Habits</a> training, especially the subheading, <i>Urgent and important aren't always the same</i>. It reminded me of the <a href="http://www.brefigroup.co.uk/acrobat/quadrnts.pdf">four quadrants</a> Covey uses in Habit 3. That book was a game changer for me, and probably saved my life when I read it. Theme: not everything is of equal importance.<br />
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I find writing down my tasks to be very important. I am at my best when I write them on Post-Its or cute note paper and toss the Post-Its when I have completed all that is necessary. There's something about physically throwing them way that assists in the great feeling of getting them done. Plus, Post-Its are mobile. If something is an urgent action (as in something that must be done at the end of the day before the students leave), my colleague and friend, Maureen, places the Post-Its on her door so she can see them as she leaves her room.<br />
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I like the question Watson recommends to ask: <i>What would happen if I didn't do this task?</i> I have a task on my list that I have placed lower in priority that is now gaining importance on my list because it is time-bound in nature. I have said to myself all week, "You don't need to do this now." However, this weekend, it is top priority. Pushing it lower allowed me to get a great deal done that needed to be done.<br />
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Her recommendation about grouping similar tasks together is an interesting one. I think there is a limit to that. I used to be mainly an ELA teacher. Grading a group of student writing at one time was NEVER mentally acceptable for me. In fact, it drove me nuts. I did not feel I was fairly grading student papers when I kept pushing through just to get the task done. So, I think this depends on the task one is considering.<br />
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Watson makes a great suggestion when she discusses celebrating accomplishments. When she said, "Celebrate yourself the same way you'd celebrate a student who persevered through a dreaded task..." I immediately thought of how many times a week I do that very thing for kids. I must start doing it for myself!<br />
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I agree with Watson 100% when she states, "...the kids are the most important thing, and the work is secondary." Ultimately, I don't care of my room is decked out like an apartment or if a bulletin board is in seemingly urgent need of being changed. I need to be sure I do what is needed for the teaching of the students FIRST. The rest is icing.JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-19203443550531746752015-12-31T11:30:00.003-06:002016-01-02T00:38:56.650-06:00Unshakeable Reflections: Chapters 1-3<div class="separator" style="clear: both; text-align: center;">
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I am participating in a book club that is reading <a href="http://thecornerstoneforteachers.com/books/unshakeable"><u>Unshakeable: 20 Ways To Enjoy Teaching Every Day...No Matter What</u></a> by blogger, podcaster, and consultant <a href="http://thecornerstoneforteachers.com/">Angela Watson</a>.<br />
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<i>Chapters 1-3 Reflections</i><br />
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This was an easier read than I anticipated. I was worried that it would not be something I wanted to continue to pick up for some of the very reasons stated in these chapters. I did not want my school life invading another part of my personal life. After reading the first three chapters, I felt like it was less of an invasion and more of a reflection/extension exercise.<br />
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I have read other things by Angela Watson, and, as a teacher of 25 years, I tend to be skeptical of persons who are no longer "in" the classroom after spending "only" a few years on the front lines. I feared she would be the Teaching Pollyanna, and I would, yet again, feel inadequate because I was not "choosing" optimism for my profession. I was pleasantly surprised that this book went a different, real direction.<br />
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<i>Chapter 1 Share your authentic self to bring passion and energy to your teaching</i><br />
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The first part of this chapter was a validation chapter for me. I enjoy sharing parts of me with my students that make me "real" to them. They typically leave a year with me knowing that I have two sons, knowing that I talked too much in fourth grade, knowing that I love dance aerobics, knowing much about me.<br />
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Around page 14, Watson discusses energy. "The point here is awareness," she states. "We must be aware of and plan to manage not only our time, but also our energy." I had not thought of planning energy before, and I will say I needed to do so years before now.<br />
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She discusses the need to re-energize--that time naturally replenishes itself, but energy does not. We must replenish our energy.<br />
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Watson winds up the chapter discussing the teachers that appear to do it all, and she asks the question, "Why do people like that get so much more done?" She indicates that replenishing energy levels and having a passionate vision are keys to becoming an efficient teacher.<br />
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<i>Chapter 2 Allocate your time and energy wisely through productive routines</i><br />
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I have learned a lot by trial and error in this area over 25 years. I agreed with many of her points in this chapter.<br />
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She recommends going to work in order to, well, <i>work</i>. During the day, she recommends not doing things that can detract from the bigger picture. She made points about e-mail (check it when everything else is done) that made me grateful, as I never have time in my day for e-mail. She considers it something that can get productivity off-course. She recommends coming in early, and, in theory, I agree that you can get quite a bit done. However, teachers with their own children have a much harder time getting in early. I am a stay later kind of gal, although this year I am getting there earlier because of my son's earlier start time. It's like I have an extra prep in my day.<br />
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I laughed at, and appreciated, the two things she said one should not schedule for the morning: what puts you in a bad mood and what is essential for your day. TRUTH!<br />
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On page 22, I found a takeaway that I want to put into action: creating a morning ritual for an easy transition into my day. I really think this is something that will benefit me.<br />
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Watson gives some interesting insight to plan time. I wholeheartedly agree with her that you cannot depend on your plan time. Inevitably, something comes up that throws you. Then, on page 25, her statement, "Sometimes you need your prep period to consist solely of sitting in a quiet, dark classroom while taking deep breaths and eating half a box of chocolates." I realized at this point that I was considering that I always needed to be a worker bee during my prep period. Sometimes, it just needs to be used to chill. She spends time discussing lunch and where you have it, but does not push one opinion as a primary one. <br />
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<i>Chapter 3 Establish healthy habits for bringing work home and decompressing</i><br />
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HELLLLOOOOOO. Anyone who knows me knows that this is the chapter I dearly needed. <br />
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Watson recommends decompressing with ONE co-worker that you trust. This makes sense, and is something I will try better to incorporate. Otherwise, you just re-open the wounds, and, for me, get angry all over again. Plus, you run the risk of being labeled a complainer.<br />
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She hits upon something we do well at my school: socialize. I think we have this one covered. We are celebrators, for sure.<br />
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The big takeaway for me in this chapter is the idea of scheduling my time outside of school. On page 39, Watson says, "The goal is to spend your evenings and weekends doing the things you enjoy most, so try to bring home the work you get personal satisfaction from completing." She also addresses making your work time at home pleasant and comfortable. She then stresses reframing your thinking to give the work a more positive spin. It reminded me of the simple change of saying what you "get" to do rather than what you "have" to do. Two final points that she makes ring loudly true for me. On page 46, she asks, "When and how did exhaustion become the standard for a productive day?" For me, that happened early on in my career and became a horrible habit. I will say I am critical of newer teachers who zip out of school at the end of the day. It is an expectation of my generation of teaching: If you are new, you better be busting your butt. That typically equates to having a long day. I need to readjust that attitude so that workaholism is not held as the ideal. There has tto be a balance between bare minimum and overboard, though. <br />
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Lastly, and most importantly, Watson states, "The key is to make sure that the way you spend your time is aligned with what you say you value the most. Create time for the people and activities you care about most <i>before</i> you make time for work." While this seems like common sense, it is so easy as a teacher to imbalance your life. Or at least it happened for me for many years. I continue to struggle in this area.<br />
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-60759441389010166992015-11-28T20:42:00.001-06:002015-11-28T20:42:42.766-06:00First BreakIg's first break has come and gone. He is en route to the train station as I type. In less than three weeks, he will be back. <div><br></div><div>My metaphor: At the birth of a child, God puts a piece of duct tape on the parents. As years go by, He ever so slowly lifts parts of the tape. Then comes college and---RRRIIPPP--- off it goes. And then it gets stuck on again when you see each other and ---RRRIIPP--- again when he leaves. I am hoping that the adhesive dulls over time.</div><div><br></div><div>Just sayin'.</div>JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-64689820941674563672015-11-08T17:31:00.002-06:002015-11-08T17:31:23.084-06:00November 9. Again.People recognize anniversaries of all sorts of things. Birthdays. Weddings. First dates. Passings of loved ones. Major national events.<br />
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What is November 9 for me? Tomorrow will be 9 years since the ugly specter of depression has been a diagnosed part of my life. Nine years since the day which started with the high-pitched, unending screaming of a toddler who could not tell us what he needed. Nine years since I could not step foot in my sixth grade classroom because I could not pull myself together after 16 years of teaching middle level, mainly because I had no patience left by 7:45 AM. Nine years since this metaphor rang true: You must put on your own oxygen mask before you can assist your children. Nine years ago, I thought for sure my sane life was over.<br />
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What has happened over the last nine years? A grade-level change that I viewed as temporary, but God keeps reminding me is actually the best thing for me. Going back to school with the hopes of surviving year after year, when, in fact, I thrive. Expanding my circle of friends and colleagues. Relying on God more than ever before. Realizing that anything can be lived through. An exceptionally wonderful son raised to age 18, who completed high school and is commencing through college. Losing 40 pounds, gaining 40 pounds back, a result of going on and off meds. Saying my earthly goodbye to my grandmother, as well as some friends. Going through the diagnosis of Autism Spectrum Disorders with both of my sons. Getting an equally wonderful son into school and making sure his needs are met every year. Moving closer to some friends, and farther away from others, like the ebb and flow of the sea. In and out of therapy. Creating my own therapy of scrapbooking and cardmaking. Attaining Master's degree number 2 in Educational Leadership. Moving in and out of people's good graces in my work life because I insist that things be said and not ignored.<br />
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As I type, I am trying to wean off of my second SSID. I am not sure this weaning is a good idea after today and the motivation suck it has been, but it HAD been going well. But this weekend involved embracing the death of another loved one and its grenade-like shock on my soul. Death is always a catalyst for depression in me. But I am fighting like hell to smack it down this time. We shall see.JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-36763163211305113632015-08-29T07:27:00.001-05:002015-08-29T07:27:32.727-05:00Here. Now.<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilifrUBJcZdcTM27Qn0yMYzTl6U4JZaV4X6JWoHfDsPshr6gFUL9SMua9acU73I3WHSfLzcGBkjNCVqWuJ8F9St16e9MNHgGTmt-TCbrt5e1YpZBqKJC5COjT4JbVKQEzZ2qgJzD8JCSAP/s640/blogger-image--1664083045.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilifrUBJcZdcTM27Qn0yMYzTl6U4JZaV4X6JWoHfDsPshr6gFUL9SMua9acU73I3WHSfLzcGBkjNCVqWuJ8F9St16e9MNHgGTmt-TCbrt5e1YpZBqKJC5COjT4JbVKQEzZ2qgJzD8JCSAP/s640/blogger-image--1664083045.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Quiet. Unbelievably quiet. His dad watches the hugs with tears filling his eyes. Quiet knowing glances. Last pats with the dog. Sitting. Slow tears (mine). Texts. Calls.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Max is, of course, the matter-of-fact one. "We'll see you in October, and then Thanksgiving, and then Christmas, and then summer break." Indeed, we will.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">I find that others warn you of this day, much like the day he entered this world. The baby who failed part of the APGAR because they needed to make him cry. No one can fully describe the moment they launch as adults. Its similarity to Kindergarten is shocking. He's ready. It's time. We've given him wings, a map, and a net. And our hearts.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Milestone experienced.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div>JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-33883262310449358392015-06-28T23:42:00.000-05:002015-06-28T23:42:20.720-05:00Focus<div class="separator" style="clear: both;">
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Just one of those simple, overpriced pictures they take at Six Flags when you walk in. They are hoping that you will buy their merchandise. I did, indeed, purchase this after a trip to Six Flags in Gurnee with Ignatius. I believe he was nine at the time. Maybe 10. </div>
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Tonight, I looked in it only to see he and I as both younger people. So much had not happened in our lives at that point. It was just Mom and Ig enjoying a day together. </div>
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As of late, I have been thinking about the reality of what is to come. He will really be going to Virginia, and I will really be staying here. It's the end goal. It's what I was working for 18 years to have happen. Right? So why does the mind play its tricks? Why is there sadness involved? It should feel only like success. Instead: ambivalence. </div>
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-29571804535686576992015-06-06T23:54:00.002-05:002015-06-06T23:55:20.220-05:00Explaining AutismIf you follow this blog (apologies for my looooong absence), you know that we have had many blessings, coupled with several challenges, in this life of ours. One of the challenges is helping our sons navigate the world as they deal with social communications disorders.<br />
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We have been upfront about Asperger's, what it means, how it manifests itself, and that my elder son deals with it on a daily basis. Since he was diagnosed around age 10, we have been openly discussing and naming the disorder. </div>
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My younger son was a different case. He was only two when diagnosed, and he is a totally different kid with completely different needs. He was diagnosed with autism disorder (they would both now be considered persons with autism spectrum disorders). We struggled to get him speaking and acclimated to advocating for his needs. He learns very differently from his brother, and he struggles with the minutiae of the academic world. It was difficult to determine when we should name why he had the need for sensory, why he struggles with math and reading comprehension, why sometimes kids do not want to play with him, why he repeats, shouts, and the like. I always felt I would know when to have the conversation. It never seemed right because he was constantly flipping out if anything about him seemed atypical. Well, the opportunity did, indeed, present itself. Now, my son has a name to answer many of his questions. Autism.</div>
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In 2007, I created a scrapbook called "Speak to Me." The scrapbook was dedicated to Max's journey through the communication struggles he was having. Max has loved this scrapbook--honestly, he loves all scrapbooks--because it was solely about him. He also loves that it has buttons to push and a variety of audio recordings from that time. So, after introducing him to the word "autism," we grabbed the scrapbook (which I made before his diagnosis) and read through what was happening with him at the time. I cannot tell you how valuable that scrapbook was to this process. God knew. He gave it to me as an outlet, then as a guide.</div>
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Does he "fully" understand the breadth of his ASD? No. None of us does. It's a developmental mystery that is different for each child who is on the spectrum. However, he almost seemed relieved to have a name for the things about him that he knows are different from the norm. We will move onward with building his confidence in the many ways he is unique, special, and in some ways, completely typical of any 10 year old boy. </div>
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JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-42762807880859337752014-10-04T00:19:00.001-05:002014-10-04T00:19:31.933-05:00About Today<div class="separator" style="clear: both; text-align: center;">
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It started off as a typical Friday. I had to present at an 8:15 faculty meeting, I was off to an early start, but forgot some ice cream sandwiches I promised my students. I met Scott halfway from home, and then went on my way, thinking that would be the biggest setback of the day.<br />
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Pulling in to the school parking lot, I notice that familiar vibration of a text on my cell. It's from Ignatius. Was I coming to the Assembly at 9:00? This morning. Not just an assembly, the Assembly.<br />
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Here's what I have not known by being tethered to a classroom for the four years of high school: the Assembly on the Friday of Homecoming is a pretty big deal.<br />
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Ignorant of the full breadth of the situation, I receive an almost simultaneous call from my husband. Neither one of us was able to make a 9:00 Assembly. I call and explain this to Ignatius, who understands. He thought I knew about the Assembly through the strings of communication coming from the school. None really addressed the important nature of this. I figured that all the hoopla would be taking place at tonight's football game.<br />
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I then text my buddy and CCHS teacher, Ann, while basically wallowing in self-deprecation. Meanwhile, I am getting ready to present, (badly) holding back tears that come from that deep place in the psyche of every teacher-mom. Work interferes. Again. For the millionth time in his seventeen years of life.<br />
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Ann texts me and lets me know that the Assembly starts at 10. My principal insists that I leave my class in the capable hands of my aide, a retired teacher who is more than capable and willing to take the helm. Good thing, as my next text was going to be to ask Ann to stand in for me! <br />
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I present my information to my colleagues, we finish the meeting, and I scurry off to change out of my Irving spirit wear and into my Assembly clothes. I make it to CCHS with plenty of time to spare.<br />
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Upon arrival, I realize that the Assembly includes <u>every</u> senior in an activity in the fall being called to the front of the school-filled auditorium to present his/her mother with a rather large mum. One by one. So that my absence would have been brutally obvious, as it was for a few moms that could not make it. <br />
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The Assembly comes to a close after a motivating alumnus conveys a message of students being concerned with "who" they are rather than being defined by "what" they are. I return to my classroom to see the students working quietly on a math assessment, and Gigi, my colleague, happily relaying to me how nice it was to "teach" again. <br />
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The calmer end of my day allows me to reflect on the many parts of today that grew from chaos into grateful serendipity: the kind guidance of colleagues who reminded me of where my head, heart, and body needed to be; the easy-going son who was willing to go with whatever reality he was handed, knowing that the communication breakdown could have been avoided; the placement of a wonderful friend in my son's school, his guardian angel for 4 years; the opportunity to rely on someone else, not knowing that my need was, in turn, fulfilling her need. There is, indeed, a reason and time for every purpose under heaven.<br />
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-40749849139143073962014-09-29T23:51:00.001-05:002014-09-29T23:51:53.826-05:00What's new?When school hits, the world stops in this house apparently. Poor little blog.<br />
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A new year started for everyone. </div>
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Ignatius begins year 13 of his schooling. A senior. </div>
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Max started year 5 of his schooling. A fourth grader.</div>
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I started year 24 of teaching. Currently, I spend my day with fourth graders for the seventh year in a row (I think that's a record for me).</div>
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Scott smiles and endures the start of another school year. He's a trooper and has chilled out a lot about how much he dislikes September.</div>
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Ignatius' time is spent with school work (AP Calc and AP English Lit keep him on his toes), McDonalds (lots of good hours), and college applications. Scott and I continue to marvel at his essays. He plans to go solo to Homecoming this weekend as he learned that going with a date is quite a lot of work.</div>
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Max amazes me day-by-day. He works so hard in school at things that come quite easily to other children. We see growth for sure. He is starting to dig in to chapter books, though not on his own. Math continues to be a challenge, but we are actually seeing him retain facts with some automaticity. Step-by-step.</div>
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I have 27 little bodies in my classroom each day. Each has his own need. As those who know me can attest, that is exhausting, as I want to solve their problems and help them grow, but there is 1 of me and 24 hours in a day. Luckily, I work with some pretty funny and supportive people. We are in a contract negotiation year in my district, and it does not always feel like we are supported (and I am not talking financially, but realistically), so my comrades help me continue in the profession.</div>
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So there you have it. Onward to October! Max has yet to decide on a Halloween outfit. That's always fun!</div>
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JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-69316273490073980412014-08-07T12:36:00.001-05:002014-08-07T12:36:33.490-05:00Forty-fiveFor whatever reason, 45 feels like a "big deal" birthday.<br />
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My first thought is of people I have met along the way who never saw this particular birthday. With that thought, I am filled with gratitude that I am healthy and, well, around.<br />
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My next thought is how vividly I recall turning 40, and how it does not feel like it was 5 years ago. I was not exercising, packed on some serious pounds thanks to depression meds, and was needing a bit of a change before all that got out of hand. And change I did. Exercise has been a consistent part of my life since then. Zumba, Werq, Strong, RIPPED, walking, and running have been in and out of my days as needed. I keep somewhat regular doctor appointments and take most precautions offered.</div>
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In theory and if I am so blessed, this is mid-life. Some inventory of what I have done with the precious gifts I have been given is in order. These are NOT in priority order, and some of these far outweigh others.<br />
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-Graduating with honors from high school, college, and two graduate school experiences<br />
-Receiving National Board certification...twice<br />
-Maintaining a thoughtful teaching career for twenty-three years spanning a wide range of experiences<br />
-Granddaughter, daughter, sister, niece, aunt, great aunt, cousin to some pretty amazing people<br />
-Successful (surfing the ups, downs, and in-betweens) marriage for twenty-two years<br />
-Supporting an active and intentional life of faith, with the guidance of the Catholic church, including fervent, sincere, and frequent prayer<br />
-Mothering two extraordinary boys for seventeen years in a world that may or may not accept their differences<br />
-Accepting leadership roles since grade school and the responsibilities a leader has<br />
-Fighting for what I believe is right--even when I see the eyes roll, even when I know I need to shut up, even when I realize the fight might be a waste of energy, even when the fight is for others and not for me--telling it like it is<br />
-Building wonderful friendships that allow me to walk a tightrope knowing that their net is always there for me<br />
-Conquering the stormy sea of grief, OCD, and anxiety, holding in the the boat for dear life and praying that it won't capsize, bailing out the waters of depression<br />
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If this is halfway, I'll take it with very little complaints. </div>
JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-47732512509103935292014-06-06T21:06:00.001-05:002014-06-06T21:06:11.426-05:00100 Happy Days, Days 46-69<div class="separator" style="clear: both; text-align: center;">
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Day 46: Watching my school kids let loose and be silly</div>
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Day 47: I made this money you didn't. Right, Ted? We outta here.</div>
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Day 48: Finished Ig's NYC album!</div>
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Day 49: Truth</div>
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Day 50: Two-handed Bud Light at Schooners with my co-workers</div>
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Day 51: Scott wins the MSC raffle for the day!</div>
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Day 52: Veggies popping up</div>
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Day 53: This never gets old</div>
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Day 54: A gift from a former student</div>
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Day 55: Ellis Island simulation day: My little German immigrant</div>
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Day 56: Eggo Thick 'N Fluffy Waffles...mmmmmm</div>
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Day 57: Making cards, right down to the envelope, makes me happy</div>
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Day 57, Part 2: Chicago at night from a plane...amazingly large</div>
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Day 58: Clint and Emily's beautiful wedding</div>
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Day 59: Angry Orchard at the Harrisburg Airport</div>
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Day 60: Who cares what the school calendar says? Fairview after school.</div>
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Day 61: Pictures like this remind me of how far we have come.</div>
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Day 62: A beautiful corsage and thank you note from one of my students</div>
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Day 63: Awww yeah. Anderson opening day!</div>
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Day 64: Coming in to 602 on a Sunday at the end of the school year and being far from the only one here</div>
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Day 65: The "Warm Weather Wipe Out" selfie</div>
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Day 66: Year 23. Done.</div>
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Day 67: Having stuff on the calendar for Mrs. Plato's Summer School ensures less arguing...and soothes my OCD</div>
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Day 68: A garage sale find. Who latches onto it? And what's his first song? "Reindeer are better than people. Oh Sven, don't you think I'm riiiight?"</div>
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Day 69: Summer is here! Kids Run for Fun!</div>
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WHEW! Finally caught up!</div>
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0tag:blogger.com,1999:blog-5372486110612491573.post-15509730139969670502014-05-31T23:16:00.003-05:002014-05-31T23:21:44.144-05:00100 Happy Days 32-45<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOnzlqr2W9WOhCLyvOZbH_fT9GJTRRxVJzCrWmOQ5k_B9a_e6yATNjfR4xAAVyeNV-PdyBAXMejpv5XwROFD6YEtGMhCwLNyw2FmFFeY07yoy9r64v6aYmVAxXAhDQLy6319he0CLWBAiR/s1600/IMG_5812.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOnzlqr2W9WOhCLyvOZbH_fT9GJTRRxVJzCrWmOQ5k_B9a_e6yATNjfR4xAAVyeNV-PdyBAXMejpv5XwROFD6YEtGMhCwLNyw2FmFFeY07yoy9r64v6aYmVAxXAhDQLy6319he0CLWBAiR/s1600/IMG_5812.JPG" height="320" width="239" /></a></div>
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Day 33: Organizing Alphabet Stickers (of which I have a ridiculous amount)</div>
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<object width="320" height="266" class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="https://ytimg.googleusercontent.com/vi/Da69-pu_pqc/0.jpg"><param name="movie" value="https://youtube.googleapis.com/v/Da69-pu_pqc&source=uds" /><param name="bgcolor" value="#FFFFFF" /><param name="allowFullScreen" value="true" /><embed width="320" height="266" src="https://youtube.googleapis.com/v/Da69-pu_pqc&source=uds" type="application/x-shockwave-flash" allowfullscreen="true"></embed></object></div>
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Day 34: <span style="font-family: inherit;"><span style="background-color: white; line-height: 20px;">Today, I finally felt the significance of the lyrics: "No longer riding on the merry go round/I just had to let it go." and "When I say that I'm okay/Well, they look at me kind of strange/Surely you're not happy now/You no longer play the game."</span><span style="background-color: white; color: #37404e; line-height: 20px;"> </span></span></div>
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Day 35: The return of the green!</div>
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Day 36: McTeacher night with some of my favorite people</div>
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Day 37: The day the Papertrey server died and the longest group text ever between these two craft-addicted crazies</div>
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Day 38: The chain</div>
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Day 39: National Scrapbooking Day car selfie</div>
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Day 40: Doing my favorite thing: scrapbooking</div>
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Day 41: A start to a healthier path</div>
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Day 42: Struggling with the DVD subtitles actually made this feel like a Disney Sing-Along video</div>
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Day 43: Letters of appreciation from my students</div>
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Day 44: Another happy Meijer customer</div>
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Day 45: Mother's Day rainbow cake with Funfetti icing</div>
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<br />JoLynnhttp://www.blogger.com/profile/07693454713924177306noreply@blogger.com0