One of the things I want to be sure to include in this blog is a collection of the great things kids say in class.
I worked in a first grade class yesterday. As I was passing out papers, a little girl said, "Mrs. M, you smell good."
I smiled back at her and thanked her for her compliment.
She added, "You smell like my mom's pet store."
I stopped in my tracks. I had taken a shower that morning, and while it was pretty warm, I was pretty sure that I wasn't stinky. But then she continued.
"My mom uses an air freshener that only lasts for a day, but it smells good when we first take it out."
Oh.
I smiled and moved on, relieved that I didn't smell like a fish tank or the gerbil cage.
You never know what they are going to say.
Wednesday, September 29, 2010
Thursday, September 23, 2010
What do I do when...?
So I was just on the phone with a friend who is teaching overseas and we talked about some issues she was having. Thought I'd post my ideas here and see if anyone has any thoughts or additions to what I came up with.
Problem 1: A kid copies your tone of voice, like "Oh, nice job!" and continues to do so.
Issue: Respect
Solution: Have a general conversation with the class about respect for the teacher. Include a specific example of not copying others. If the behavior continues, tell the student specifically how their behavior is disrespectful, and tell them that if their behavior continues, that you will have a specific consequence (like calling home, being sent to the principal, etc.). Be sure to follow through.
Problem 2: Kids go off-topic in class, either by talking about topics in the most basic of ways when you are looking for more depth, or literally not on topic.
Issue: Time wasting
Solution: Start one day and quietly tally how many times the class is off topic in a day. If that day is not particularly off topic, good, but wait until a day when you get a good count. Once you have a heavy count, on the following day write "OFF TOPIC" on your board, and write down the tally total from the previous day. Have a conversation about what being off topic means, how it affects everyone (distracts from learning), and what the plan is. Over a period of a couple weeks, work on getting that off topic tally total down steadily. Write down the totals from the previous day. Once it has fallen, maybe reward the class with an open reading and discussion time, or just an open social time (giving them a chance to be off topic when it is appropriate). Create a sign that you can point to that says "Off Topic", and post it wherever you can easily point to it during class conversations. When someone goes off topic, you should be able to interrupt them, point to the sign, and ask for apporopriate comments. Students who truly believe they have an on topic comment will usually try to reason with you and explain how their comment is on topic. Repeat if necessary.
Problem 3: A student is purposefully misbehaving to get attention. Once he/she gets that attention, the behavior stops.
Issue: Negative attention getting
Solution: Your goal is to have the student behave positively to get attention. So start out by giving the student positive attention when they are behaving properly. (Hey, I like your backpack, great words in your story, I liked how you organized your desk, good work in reading, etc.) Slather on the compliments. When the student misbehaves, quietly correct the misbehavior and tell them you won't ask again, and walk away. Make that contact as brief as possible. As soon as they correct their behavior, thank them for making a good decision. Keep at it, as often it can take awhile. "Catch them being good". Hopefully you can ease back on the compliments as the behavior turns more positive, but do not completely lay off. You can also introduce a time period of compliments... where students in the class compliment one another for things they noticed others doing. Kids in classes know what other kids have issues with, and sometimes the peer compliment can be more powerful than your own.
Hope this helps!
Problem 1: A kid copies your tone of voice, like "Oh, nice job!" and continues to do so.
Issue: Respect
Solution: Have a general conversation with the class about respect for the teacher. Include a specific example of not copying others. If the behavior continues, tell the student specifically how their behavior is disrespectful, and tell them that if their behavior continues, that you will have a specific consequence (like calling home, being sent to the principal, etc.). Be sure to follow through.
Problem 2: Kids go off-topic in class, either by talking about topics in the most basic of ways when you are looking for more depth, or literally not on topic.
Issue: Time wasting
Solution: Start one day and quietly tally how many times the class is off topic in a day. If that day is not particularly off topic, good, but wait until a day when you get a good count. Once you have a heavy count, on the following day write "OFF TOPIC" on your board, and write down the tally total from the previous day. Have a conversation about what being off topic means, how it affects everyone (distracts from learning), and what the plan is. Over a period of a couple weeks, work on getting that off topic tally total down steadily. Write down the totals from the previous day. Once it has fallen, maybe reward the class with an open reading and discussion time, or just an open social time (giving them a chance to be off topic when it is appropriate). Create a sign that you can point to that says "Off Topic", and post it wherever you can easily point to it during class conversations. When someone goes off topic, you should be able to interrupt them, point to the sign, and ask for apporopriate comments. Students who truly believe they have an on topic comment will usually try to reason with you and explain how their comment is on topic. Repeat if necessary.
Problem 3: A student is purposefully misbehaving to get attention. Once he/she gets that attention, the behavior stops.
Issue: Negative attention getting
Solution: Your goal is to have the student behave positively to get attention. So start out by giving the student positive attention when they are behaving properly. (Hey, I like your backpack, great words in your story, I liked how you organized your desk, good work in reading, etc.) Slather on the compliments. When the student misbehaves, quietly correct the misbehavior and tell them you won't ask again, and walk away. Make that contact as brief as possible. As soon as they correct their behavior, thank them for making a good decision. Keep at it, as often it can take awhile. "Catch them being good". Hopefully you can ease back on the compliments as the behavior turns more positive, but do not completely lay off. You can also introduce a time period of compliments... where students in the class compliment one another for things they noticed others doing. Kids in classes know what other kids have issues with, and sometimes the peer compliment can be more powerful than your own.
Hope this helps!
Monday, September 6, 2010
Advice for New Subs
Having been a sub for the past two years (is it really my third year of subbing now?!) I feel that I can offer a few pieces of advice.
1. Be prepared for early (or not so early) morning phone calls. School office staffers will call you at 7:30 am to be at school in 20 minutes. Consider nighttime showers, have outfits set out (or set in your mind), and keep your supplies by the door. Think layering when getting dressed, unless you know how the school is heated or if it is air conditioned.
2. Figure out where all the schools in the district(s) you are working in, are located. Take a day and drive around the district and note where they are, or print out maps/directions. Nothing is more frustrating than trying to get ready on the fly and then realizing you have no idea where the school is. Be sure you take the school number to let them know you are on the way if you run late, too.
3. September is typically a slow month. Consider volunteering your time in schools you'd like to work in. Staffers and teachers will remember you. Leave your name and card with the office staff, in the staff lunchroom, on bulletin boards in the staff prep areas...
4. I keep a bag near my door with standard supplies I have needed. Some things I take with me every day: mechanical pencils, lead and erasers, a purple and a green ballpoint pen, chalk pens, dry erase pens in bright colors, a timer, a highlighter, and a wet erase pen. I also have a small stash of favorite books I like to share with kids (usually grade 3 and under). You will have your own favorite authors, but here is a list of titles or authors I rely on:
Leo Lionni (K-2) Great to give ideas for community and art projects.
Chris Van Allsburg (2-4) The Sweetest Fig and The Garden of Abdul Gasazi are both wonderful with unpredictable endings that can give you an opportunity for discussion.
The Incredible Painting of Felix Clousseau by Jon Agee has another unpredictable ending. (2-4)
Imagine a Night, a Day, and a Place by Robert Gonsalves and Sarah Thompson. 3 books with fabulous, interesting artwork that will intrigue the most reluctant of listeners. (2-4)
If by Sarah Perry (1-3) Another creative book with wonderful art to provoke interest.
For short stories, I rely on the "Weenies" series by David Lubar (3-5)
Note that most teachers have books available for read aloud, but it good to have one on hand just in case. During holidays, it is also nice to have appropriate books, like Martin's Big Words for MLK, and so on. You will find your own favorites. Consider spending some time in the children's section of your local library to figure out what you would like to share.
5. Have a list (mentally or physically) of activities to eat up time. Higher/Lower (guess the number in your mind), Heads Up, Seven Up (for classes that have been well behaved), Around the World math facts (great in older classes), or other activities you have come across.
6. Lunches: I usually make larger batches of pasta salads, casseroles, etc. that can easily be put in a plastic container and microwaved. I also have a stash of canned fruit, tuna, and chicken for quick prep in the mornings. Don't expect that you will have enough time to run out for a lunch.
7. When you get to the school, and after you have checked in with the front office, find the bathroom! This may seem like a silly piece of advice, but trust me, you will want to know where it is during the 15 minute recess.
8. Once I get in the classroom, I find the notes that have (hopefully) been left for me by the teacher. Sometimes the teacher will e-mail notes to a team teacher, sometimes you have to decipher their plan book. Find all the curriculum supplies, check to make sure you have copies, and make sure the correct schedule for the day is posted. (Kids will have NO problem telling you what the schedule is if it is wrong!) I also write my name on the board, near the date. For younger classes, I shorten it to Mrs. M. Be sure you also know the evacuation procedure and have an updated class list. Fire drills always come on days you sub - I think it must be in the bylaws or something. Don't have any plans at all? DON'T PANIC! Check with team teachers, and with older classes, you can ask them what they have been doing in each subject as it comes along during the day. (I have had to do this. Really.) Obviously, you will have students who try and tell you that they have chat time and eat candy all day, or have recess every few minutes, but use your common sense. This is where quiet reading can come in handy, and writing prompts as well. (What did you do last weekend? for younger classes, and more provoking prompts for older classes like pro/con of technology or How they would be impacted if they won a million dollars, something along those lines.)
9. Have several ideas on how to get attention. I hate hand claps personally, so I have a variety of other methods: a bell, Quietly saying if you can hear me, put your hand on your shoulder, knee, etc until the class is following you, 1-2-3, Eyes on me! (they say back to you, 1 -2 Eyes on you!), raising hand up in a V-sign, I also do a countdown: 5, 4, 3, 2, 1.... and mouths should be closed. Some kids will follow along, thank them and then repeat so that all the class follows instructions. Some classes have their own methods, and kids will be happy to share them with you. Just ask at the start of the day. Another great line (thanks to a friend of mine) for that kid not following directions is, "What would you be doing right now if you were following directions?" It gets them back on task. Don't overuse it.
10. Be prepared to be surprised. Kids want to tell you how to do everything, and depending on your confidence level, you can try and follow it, or you can tell kids that you will do it your way for the day. With younger classes particularly, it is important to let them know that you are the sub, so you might do things a little differently, but that the teacher left you instructions, and that it will all be okay. Kids will say a lot of interesting things during the day, so be sure you keep that smile on your face. You can also remind students that you will be leaving the teacher a note telling them how the class behaved for you. Younger classes especially are surprised to learn this. Schedules can change, so be prepared to get kids lined up for an assembly you did not know about. Again, evacuation drills always happen on your sub day, so know what to do. (This is a mistake I have made too many times! Nothing is worse than standing with your jaw dropped, asking a first grader where they go for a fire drill, while the alarm is blaring.)
11. Have fun! You will discover lesson plans you adore, curriculum that other districts use, classroom decor ideas, and methods of management to add to your repertoire. Be thankful for the oppotunity to work and get your name out. Districts, when hiring, will first turn to people they know and trust, and who have worked in the district. Even after a couple of years of subbing, I am learning new things.
Last year, I earned the nickname "super sub", a title reserved for the top sub at that particular school. She was already working on a long term assignment when I was called in for what ended up being a long term assignment. Did I work really hard? Yep. Was it worth it when I heard other teachers refer to me as "super sub"? Oh YES! When parents told teachers and staffers how much they liked me? Oh YES!
Yes, this job is stressful, but it has a lot of benefits as well. So hang in there, wish for the phone to ring (even at 5:30 am!), and be ready to wow your students.
Have a great year!
1. Be prepared for early (or not so early) morning phone calls. School office staffers will call you at 7:30 am to be at school in 20 minutes. Consider nighttime showers, have outfits set out (or set in your mind), and keep your supplies by the door. Think layering when getting dressed, unless you know how the school is heated or if it is air conditioned.
2. Figure out where all the schools in the district(s) you are working in, are located. Take a day and drive around the district and note where they are, or print out maps/directions. Nothing is more frustrating than trying to get ready on the fly and then realizing you have no idea where the school is. Be sure you take the school number to let them know you are on the way if you run late, too.
3. September is typically a slow month. Consider volunteering your time in schools you'd like to work in. Staffers and teachers will remember you. Leave your name and card with the office staff, in the staff lunchroom, on bulletin boards in the staff prep areas...
4. I keep a bag near my door with standard supplies I have needed. Some things I take with me every day: mechanical pencils, lead and erasers, a purple and a green ballpoint pen, chalk pens, dry erase pens in bright colors, a timer, a highlighter, and a wet erase pen. I also have a small stash of favorite books I like to share with kids (usually grade 3 and under). You will have your own favorite authors, but here is a list of titles or authors I rely on:
Leo Lionni (K-2) Great to give ideas for community and art projects.
Chris Van Allsburg (2-4) The Sweetest Fig and The Garden of Abdul Gasazi are both wonderful with unpredictable endings that can give you an opportunity for discussion.
The Incredible Painting of Felix Clousseau by Jon Agee has another unpredictable ending. (2-4)
Imagine a Night, a Day, and a Place by Robert Gonsalves and Sarah Thompson. 3 books with fabulous, interesting artwork that will intrigue the most reluctant of listeners. (2-4)
If by Sarah Perry (1-3) Another creative book with wonderful art to provoke interest.
For short stories, I rely on the "Weenies" series by David Lubar (3-5)
Note that most teachers have books available for read aloud, but it good to have one on hand just in case. During holidays, it is also nice to have appropriate books, like Martin's Big Words for MLK, and so on. You will find your own favorites. Consider spending some time in the children's section of your local library to figure out what you would like to share.
5. Have a list (mentally or physically) of activities to eat up time. Higher/Lower (guess the number in your mind), Heads Up, Seven Up (for classes that have been well behaved), Around the World math facts (great in older classes), or other activities you have come across.
6. Lunches: I usually make larger batches of pasta salads, casseroles, etc. that can easily be put in a plastic container and microwaved. I also have a stash of canned fruit, tuna, and chicken for quick prep in the mornings. Don't expect that you will have enough time to run out for a lunch.
7. When you get to the school, and after you have checked in with the front office, find the bathroom! This may seem like a silly piece of advice, but trust me, you will want to know where it is during the 15 minute recess.
8. Once I get in the classroom, I find the notes that have (hopefully) been left for me by the teacher. Sometimes the teacher will e-mail notes to a team teacher, sometimes you have to decipher their plan book. Find all the curriculum supplies, check to make sure you have copies, and make sure the correct schedule for the day is posted. (Kids will have NO problem telling you what the schedule is if it is wrong!) I also write my name on the board, near the date. For younger classes, I shorten it to Mrs. M. Be sure you also know the evacuation procedure and have an updated class list. Fire drills always come on days you sub - I think it must be in the bylaws or something. Don't have any plans at all? DON'T PANIC! Check with team teachers, and with older classes, you can ask them what they have been doing in each subject as it comes along during the day. (I have had to do this. Really.) Obviously, you will have students who try and tell you that they have chat time and eat candy all day, or have recess every few minutes, but use your common sense. This is where quiet reading can come in handy, and writing prompts as well. (What did you do last weekend? for younger classes, and more provoking prompts for older classes like pro/con of technology or How they would be impacted if they won a million dollars, something along those lines.)
9. Have several ideas on how to get attention. I hate hand claps personally, so I have a variety of other methods: a bell, Quietly saying if you can hear me, put your hand on your shoulder, knee, etc until the class is following you, 1-2-3, Eyes on me! (they say back to you, 1 -2 Eyes on you!), raising hand up in a V-sign, I also do a countdown: 5, 4, 3, 2, 1.... and mouths should be closed. Some kids will follow along, thank them and then repeat so that all the class follows instructions. Some classes have their own methods, and kids will be happy to share them with you. Just ask at the start of the day. Another great line (thanks to a friend of mine) for that kid not following directions is, "What would you be doing right now if you were following directions?" It gets them back on task. Don't overuse it.
10. Be prepared to be surprised. Kids want to tell you how to do everything, and depending on your confidence level, you can try and follow it, or you can tell kids that you will do it your way for the day. With younger classes particularly, it is important to let them know that you are the sub, so you might do things a little differently, but that the teacher left you instructions, and that it will all be okay. Kids will say a lot of interesting things during the day, so be sure you keep that smile on your face. You can also remind students that you will be leaving the teacher a note telling them how the class behaved for you. Younger classes especially are surprised to learn this. Schedules can change, so be prepared to get kids lined up for an assembly you did not know about. Again, evacuation drills always happen on your sub day, so know what to do. (This is a mistake I have made too many times! Nothing is worse than standing with your jaw dropped, asking a first grader where they go for a fire drill, while the alarm is blaring.)
11. Have fun! You will discover lesson plans you adore, curriculum that other districts use, classroom decor ideas, and methods of management to add to your repertoire. Be thankful for the oppotunity to work and get your name out. Districts, when hiring, will first turn to people they know and trust, and who have worked in the district. Even after a couple of years of subbing, I am learning new things.
Last year, I earned the nickname "super sub", a title reserved for the top sub at that particular school. She was already working on a long term assignment when I was called in for what ended up being a long term assignment. Did I work really hard? Yep. Was it worth it when I heard other teachers refer to me as "super sub"? Oh YES! When parents told teachers and staffers how much they liked me? Oh YES!
Yes, this job is stressful, but it has a lot of benefits as well. So hang in there, wish for the phone to ring (even at 5:30 am!), and be ready to wow your students.
Have a great year!
Thursday, August 26, 2010
Wow!
So I just had to post that I just received the nicest e-mail from a principal at a school I applied to. I did not get the job, but the e-mail explained that they look at people within the district first (makes sense), and that even though they had a ton of fully qualified people apply, they went with someone from within the district.
Somehow, that is an easier let down than the usual silence.
The school year hasn't started yet... still some hope!
Somehow, that is an easier let down than the usual silence.
The school year hasn't started yet... still some hope!
Friday, August 20, 2010
First Day of School Lesson Plan
First Day of School Lesson Plans
Times are approximate.
May need to add specials, adjust for recess/lunch times
Needed:
Envelopes for storing extra supplies, labeled with student names
Precut construction paper circles 5" diameter, 1 per student, extras available
New Student Bingo, 1 sheet per student
Notepad to take notes on Classroom Rules
Class Job setup
Student list with bus numbers, etc. Clipboard
Stand by the door, greeting students and parents.
As students arrive in class, have them put their back packs on their desks. (Note this on the board as well.) Jackets can go on the backs of chairs for the time being.
8:00 - 8:10 Take attendance. Ask students for their nicknames and note this for future reference. Introduce yourself to them. Hand out (or have on desks) envelopes labeled with student names for extra supplies.
8:10 - 8:45(?) Begin organizing supplies. Have students keep 4 pencils, plus scissors, 1 glue stick, 1 pencil sharpener, markers/crayons/colored pencils, (to go in a pencil box) and all paper products. Extras should go into their envelopes. (Write this on the board.) When this is accomplished, collect (or have parent) the envelopes and show students where they will be available in the student center. Next, show students where their backpacks and jackets will go. Call students up in groups to stow these away. (Have a parent) collect tissue boxes and store in a box or in a cabinet.
8:45 - 9:00 Once all students have stored their backpacks, hand out the circles and explain that these circles will be their name tags for where their backpacks go. Have them decorate them appropriately, making sure their name is clearly written. While students are completing this task, collect loose leaf paper or copy paper and store. Collect tissue if not already completed. Spirals should stay on the corner of students desks.
9:00 - 9:30 Collect circle tags for lamination (have a parent laminate if possible). Hand out New Student Bingo. Students will need a pencil. Explain the rules (students will walk around, introduce themselves and see if they can find a person the matches one of the spots on the sheet. Once someone has a bingo line, see if they want to go for a second line or blackout. Once this has been achieved, we will return to our seats and introduce someone from your sheet. Go around the room. See if one square was never covered, etc. )
9:30 - 9:50 Classroom Tour and attention getting. Have students stay in their seats while you touch on the areas of the classroom. Show students where the Student Center is, the Library, Schedule, what each wall is for, bathrooms, water fountains. Also explain basic expectations about each area (putting things away, treating things with respect). Do students have questions? Comments? Also discuss how we get each other's attention (bell, chimes, etc. and hands up, fingers crossed, etc.)
9:50 - 10:10 Recess. Remind students the rules about going to and from recess (walking feet, noise level, listen for whistle, what door to exit and enter through, etc.) Have student line up to go to recess.
10:10 - 10:30 Snack and Read Aloud. Have students return to their seats after recess (write this on the board). Excuse students a group at a time to get their snacks. Give students a few minutes for talk time and settling in. Introduce the read aloud book. Read aloud and have students eat, take bathroom breaks, get water, etc.
10:30 - 11:15 Rules. Talk about important school rules and expectations. Review recess rules and how students returned from recess. What kinds of improvements need to made? What compliments can we give? Have students select one of their spirals as their Personal Journal. Once they have chosen one, have them open it up to the first page and have them write down the classroom rules they feel are the most important. There should be a minimum of three, maximum of 6. (Write on the board) There is likely to be lots of repetition. While they are doing this, go around the room with labels and label each Journal. Give students about 7 minutes to complete this task. Once completed, have students leave their pencils at their desks, bring their Journals to the carpet area, and discuss the rules. Write down rules proposed. Make sure each student gets to share, even if it is to repeat what may have already been said. Add in any rules that may have been overlooked. Tell students you will make a list of the rules and post them. This is also a good time to discuss carpet rules, lining up rules, and practice. This may take longer than time allowed.
11:15 - 11:50 Name Game. Have students return their Journals to their desks and return to the carpet, standing in a circle. Have each student come up with a movement associated with their name. The next person has to copy it and add their own. The teacher comes last.
11:50 - 12:35 Lunch. Have students line up for lunch. Select students to take lunch wagon. Remind students to take lunch cards (if necessary). Practice lining up, walking quietly in line. Remind them where to meet after recess.
12:35 - 1:00 Student Writing. Have students get their personal Journals and open to the second page. Take about 10 minutes and let them write "What a ____ Grader Looks Like". (Write this on the board. ) Ask students to share if they want to. Have students turn them into the turn in basket.
1:00 - 1:30 Jobs. What jobs are necessary is the classroom? Brainstorm and write on board. Select students for jobs. Post at Student Center. Have students get lunch wagon.
1:30-2:00 List out walkers, bus riders, daycare, etc. students. Talk about how to leave the classroom. What days are Chairs up days? Practice lining up.
2:00 - 2:10 Clean up, excuse students to go home.
After school:
Review Personal Journal Entries, return to students
Laminate name circles and post to cabinets
Type up, print and post classroom rules
Review bus/going home information
Post Classroom Jobs
Make notes for tomorrow, review events of the day, review plans for tomorrow
Label other spirals Math, Writing Journal, leave on desks.
First Day of School Lesson Plan
At the request/advice of a coworker, I am posting my First Day of School Lesson Plan. Thoughts are appreciated.
Wednesday, August 11, 2010
Creating Lesson Plans
So I just created my First Day of School Lesson Plan, based upon the schedule of the 4/5 blend where I usually substitute.
I had a blast doing it. Obviously, when I get to use it (when I get hired - note the positive outlook) I will have to adjust it for the actual schedule, and include specials and stuff. It is amazing the time you have to allow when you haven't set up the expectations for behavior in a classroom yet. And when you don't know the kids (or how many of them there will be).
It was good practice to remember balancing the activities (how long have they been sitting at their desks, at the carpet, have they had a chance to talk independently...) and ensure that by the end of the day, they have a general sense of the classroom, their classmates, and you, the teacher. And do you know which ones get on which bus, which ones walk, and which ones do something different.
I also had to remember to put in notes about the parents that might just be hanging around that first day. (Hey, can you collect all the tissue boxes and put them in this cabinet for me? Thanks so much...) I think I managed to hit all the vital things, but setting expectations will have to be on the second day. I made sure rules were reviewed of course, and included time for discussion and meeting each other. Academics, no, I am afraid not. That has to wait a day. I did get some writing in though... does that count? :)
Anyway, it was good practice. Think I will continue with this for the entire first week of school. Worst case scenario, I will have to use it, and wouldn't that be nice?
Yeah, it sure would.
Cheers to all the teachers out there!
I had a blast doing it. Obviously, when I get to use it (when I get hired - note the positive outlook) I will have to adjust it for the actual schedule, and include specials and stuff. It is amazing the time you have to allow when you haven't set up the expectations for behavior in a classroom yet. And when you don't know the kids (or how many of them there will be).
It was good practice to remember balancing the activities (how long have they been sitting at their desks, at the carpet, have they had a chance to talk independently...) and ensure that by the end of the day, they have a general sense of the classroom, their classmates, and you, the teacher. And do you know which ones get on which bus, which ones walk, and which ones do something different.
I also had to remember to put in notes about the parents that might just be hanging around that first day. (Hey, can you collect all the tissue boxes and put them in this cabinet for me? Thanks so much...) I think I managed to hit all the vital things, but setting expectations will have to be on the second day. I made sure rules were reviewed of course, and included time for discussion and meeting each other. Academics, no, I am afraid not. That has to wait a day. I did get some writing in though... does that count? :)
Anyway, it was good practice. Think I will continue with this for the entire first week of school. Worst case scenario, I will have to use it, and wouldn't that be nice?
Yeah, it sure would.
Cheers to all the teachers out there!
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