for things to get easier.
to find my place.
for things to make sense.
for those "AHA!" moments when a student understands something I explained.
for students to understand I am here to help.
for me to feel like I know what I am doing.
for me to feel like I am actually doing what I am supposed to be doing.
for PEC to become something okay, and not something stigmatized.
for my students to understand that its okay to do your work, or to like school, or to enjoy reading or writing or learning.
Today was a hard day. But then again, most of them are. Each day I feel like I have not succeeded in some way. Each day I feel like there is something else I could have said or something more I could have done. Our teacher called it the "disillusionment" phase of your first year of teaching -- when you feel like you're doing everything you can just to keep your head above water, and consistently thinking to yourself "What am I doing here?" or "What have I gotten myself into?"
I'm there. I'm so there.
Monday, August 31, 2009
Friday, August 28, 2009
More and more every day I am aware of why I am here as I interact with my students. And more and more every day this system makes it more difficult for me to do my job. I have multiple students who are on a 1-3 grade reading level and with math skills on par with 1st-3rd graders. How is it fair that a student makes it to 9th grade on those levels?? I am constantly enraged at what this school system has done to my students. It is going to take everything in me to give them what they deserve. They have been abandoned by other teachers, and I have to make up for that.
These past few days have been some of the hardest. I am having difficulty with things involved in getting my Master's. I am also dealing with PEC students who do not want me to talk to them or even look at them. Some appreciate the help (at least in their own way) but I have lots of work with others to get them to understand I am not here to embarrass them but to help them. I am also having difficulty with my advisory. I came into this so excited about that chance to connect even further with students, however I am realizing how much time that is going to take. Zach often reminds me that it wasn't cool to like teachers at any other school except my nerd school. But yesterday we talked about bullying and I was completely disheartened by some of the things they said. It becomes more and more clear what different backgrounds we come from. Not to say that we have nothing in common or that we will never be able to connect, but these students live such different lives in such a different world. It breaks my heart the way that some of them think about things and view their world. I hope that I will be able to teach them something about what life can be like for them.
A few years ago in church we learned about "breath prayers." Mine lately has become "God grant me the serenity." It is first a request for peace of mind and secondly a reminder to myself of the full prayer which tells me to have courage to change what I can and most importantly lately the wisdom to know the difference.
These past few days have been some of the hardest. I am having difficulty with things involved in getting my Master's. I am also dealing with PEC students who do not want me to talk to them or even look at them. Some appreciate the help (at least in their own way) but I have lots of work with others to get them to understand I am not here to embarrass them but to help them. I am also having difficulty with my advisory. I came into this so excited about that chance to connect even further with students, however I am realizing how much time that is going to take. Zach often reminds me that it wasn't cool to like teachers at any other school except my nerd school. But yesterday we talked about bullying and I was completely disheartened by some of the things they said. It becomes more and more clear what different backgrounds we come from. Not to say that we have nothing in common or that we will never be able to connect, but these students live such different lives in such a different world. It breaks my heart the way that some of them think about things and view their world. I hope that I will be able to teach them something about what life can be like for them.
A few years ago in church we learned about "breath prayers." Mine lately has become "God grant me the serenity." It is first a request for peace of mind and secondly a reminder to myself of the full prayer which tells me to have courage to change what I can and most importantly lately the wisdom to know the difference.
Wednesday, August 19, 2009
"Man, this the slow class.."
Today I pulled my ninth graders out of their math support class in order to give them a diagnostic to determine their strengths and weaknesses. One of them told me the quote I used as the title. Mind you, the "Math Support" class is already a class for students who are weak in math and get recommended for it by their 8th grade math teachers. I wanted to respond, that's a slow class too, but I refrained. I can understand not wanting to be called out from a class. However, I did it in the most discreet way possible. Instead of letting the students begin class in the room and then going to get them, I asked the teacher to send them to me as soon as he saw them in the hall. I understand they don't want to be seen as different, or slow, or whatever they or the other kids say. I explained to them my reasoning behind giving them another diagnostic (I gave them one on Monday that actually didn't give me much information, except that they all failed.) I also tried to explain my role. I told them I wasn't there to embarrass them or make them feel bad -- my job was to help them in any way that I could. I told them I only wanted to get them so smart that they beat all the other students when it came time to take our End of Course Tests (EOCTs). Some of them are behind me. Others, I still have to convince.
I also sent a student to time out today. I didn't know what else to do. He repeatedly disobeyed me. So I told him if he would act like an adult I would treat him like one, but until then I would treat him like the elementary school student he was acting like. I would like to think that it set some sort of tone. I'm worried it will just backfire. He told me I wouldn't have to worry about him talking in my class anymore because he was going to get switched out of my advisory. We'll see about that. I can't imagine that they would let him switch, but I have seen crazier things happen already this year.
I am working on a way to really invest my advisees in our class. So far, they are bored and unengaged. I have to keep reminding myself that it is only the second week of school. I guess I was pretty cocky thinking that I would immediately be beloved by all! I know it will get better. I remind myself of it every day. Two days until the weekend, and tomorrow is payday (*hopefully* -- if they got my paperwork in town. If not, I have $7 to my name until Labor Day).
I also sent a student to time out today. I didn't know what else to do. He repeatedly disobeyed me. So I told him if he would act like an adult I would treat him like one, but until then I would treat him like the elementary school student he was acting like. I would like to think that it set some sort of tone. I'm worried it will just backfire. He told me I wouldn't have to worry about him talking in my class anymore because he was going to get switched out of my advisory. We'll see about that. I can't imagine that they would let him switch, but I have seen crazier things happen already this year.
I am working on a way to really invest my advisees in our class. So far, they are bored and unengaged. I have to keep reminding myself that it is only the second week of school. I guess I was pretty cocky thinking that I would immediately be beloved by all! I know it will get better. I remind myself of it every day. Two days until the weekend, and tomorrow is payday (*hopefully* -- if they got my paperwork in town. If not, I have $7 to my name until Labor Day).
Monday, August 17, 2009
I feel like I am praying with every breath I take...
I don't even know what to post. Things have gotten better since the first day, but today was a pretty rough day. I'm trying to stay positive, especially since I know it will ONLY get harder. I finally got my own classroom and a 9th grade advisory (like a homeroom but I get to do some more fun stuff with them -- potentially). The 9th graders are an interesting mix. Some of them are eager, some of them are so lazy and negative I want to smack them. The point of advisory is to be fun. We have somewhat of a curriculum, but its things like relationship building and peer pressure and dating and those kinds of things. All the stuff I loved about being a Camp Counselor. Unfortunately, I haven't one my kids over yet. Its early in the morning and they would rather be quiet and bored than do any of my activities with me. I am going to have to get creative in motivating them.
I am consistently frustrated by the system here. So much for walking the walk. I am getting plenty of lessons in patience and figuring out what I do and don't have control over.
The 9th grade class reads on average at the level of a 5th grader. So far 2 are actually on a 9th grade level.
Today might not have been the best day to update. I know things will get better. I know I need time to get to know my advisees before they trust me enough to actually have fun. I know I need time to gain the trust of the teachers, too. I'm just impatient. About so many things in my life right now.
I am consistently frustrated by the system here. So much for walking the walk. I am getting plenty of lessons in patience and figuring out what I do and don't have control over.
The 9th grade class reads on average at the level of a 5th grader. So far 2 are actually on a 9th grade level.
Today might not have been the best day to update. I know things will get better. I know I need time to get to know my advisees before they trust me enough to actually have fun. I know I need time to gain the trust of the teachers, too. I'm just impatient. About so many things in my life right now.
Wednesday, August 5, 2009
But can you walk the walk?
So its now t-minus 5 days until I am standing in front of my high school students, praying that they will respect me. What a mixture of excitement and terror. I am anxious to get started with something I have been thinking and praying about for so long.
I have spent the last week at APS (Atlanta Public Schools) training sessions, orientation to my school, faculty and departmental meetings, TFA training sessions and meetings with my co-teacher(s). I am initially placed as the PEC (Program for Exceptional Children -- the new way of saying Special Ed) teacher for 11th and 12th grade -- primarily working with the ELA (English Language Arts) teacher, Mrs. D. She is a no-nonsense lady who has been teaching for more than twenty years and I am excited to work with her. She has already "taken me under her wing." I also like my principal so far. Both Mrs. D and Mrs. G seem to understand the purpose and the importance of the PEC program. As per my title -- they certainly talk the talk -- I'm anxious to see if they can walk the walk.
Yesterday I was told that I may also co-teach history. At first, I was nervous. However, I felt better soon. The 11th/12th grade history teacher, who is also the grade-level team leader, is a 2nd year TFA (CM) Corps Member who was Teacher of the Year last year -- hallelujah!! I can already tell he is going to be great to work with and they will all definitely be a support team for me. I also learned that there is another 2nd year CM at my school, so I am excited to meet her as well.
All in all, this past week has been a positive experience. As the only new teacher at STEMS, and therefore the only 1st year teacher, I was worried about how I would be viewed or treated. But everyone has been so friendly so far. I am making relationships with teachers both within my grade assignment and those who aren't and also in a range of subjects. So far, I feel like I have been placed in a good situation. I know I will certainly have my challenged -- but I am in a better place than many of my peers.
Culture shocks for this week:
---metal detectors guard the doors where the students enter the school
---Mrs. D told me that of the 56 seniors, roughly half of which are girls. Of these girls, she could only think of 3 or 4 who had never been pregnant.
---I am one of two white teachers at my school. A school which I am told has no white students.
This will be interesting...
I have spent the last week at APS (Atlanta Public Schools) training sessions, orientation to my school, faculty and departmental meetings, TFA training sessions and meetings with my co-teacher(s). I am initially placed as the PEC (Program for Exceptional Children -- the new way of saying Special Ed) teacher for 11th and 12th grade -- primarily working with the ELA (English Language Arts) teacher, Mrs. D. She is a no-nonsense lady who has been teaching for more than twenty years and I am excited to work with her. She has already "taken me under her wing." I also like my principal so far. Both Mrs. D and Mrs. G seem to understand the purpose and the importance of the PEC program. As per my title -- they certainly talk the talk -- I'm anxious to see if they can walk the walk.
Yesterday I was told that I may also co-teach history. At first, I was nervous. However, I felt better soon. The 11th/12th grade history teacher, who is also the grade-level team leader, is a 2nd year TFA (CM) Corps Member who was Teacher of the Year last year -- hallelujah!! I can already tell he is going to be great to work with and they will all definitely be a support team for me. I also learned that there is another 2nd year CM at my school, so I am excited to meet her as well.
All in all, this past week has been a positive experience. As the only new teacher at STEMS, and therefore the only 1st year teacher, I was worried about how I would be viewed or treated. But everyone has been so friendly so far. I am making relationships with teachers both within my grade assignment and those who aren't and also in a range of subjects. So far, I feel like I have been placed in a good situation. I know I will certainly have my challenged -- but I am in a better place than many of my peers.
Culture shocks for this week:
---metal detectors guard the doors where the students enter the school
---Mrs. D told me that of the 56 seniors, roughly half of which are girls. Of these girls, she could only think of 3 or 4 who had never been pregnant.
---I am one of two white teachers at my school. A school which I am told has no white students.
This will be interesting...
Saturday, June 20, 2009
1st week teaching
So I have finished my first week teaching -- what a crazy week it was.
My kids are precious. They have attitudes, don't get me wrong. But they are precious. I already have so many stories about almost all of them. We have 12 kids in our class, 7 of whom are actually Special Ed. It's interesting to already be getting some practice, however its frustrating because we can't see their IEPs so we don't know what these children need to help them learn (accommodations, modifications, etc.)
My lessons have not gone very well, as a general rule. 5th grade math is a lot harder than you might think, especially since the majority of what we are learning is so second nature to a 22 year-old that I don't even know how to break it down enough to teach it to them. I plan for hours, try to come up with games or activities to get the kids engaged, but something is disconnected between what I say and what they understand. I am certainly learning a lot, though. And my lesson on Friday was finally a success, I believe. In fact, I had 3 hundreds on their exit assessments! That made me feel pretty good.
Thursday, however, was another story. One of my kids actually told me to "Go to ..." you know =). I just looked at him. I could never imagine saying that to a teacher, but this is the world I have now entered. I also had a test thrown at me -- "man, I'm not takin' no stupid test." The good thing about all of this: I have a pretty stellar teacher face and teacher voice. I certainly have room to grow in many things -- but a raised eyebrow does wonders for getting a kid's attention.
The biggest highlight of the week (and the moment that runs through my head when I am exhausted at 3 in the morning still lesson planning or when a kid is refusing to take a test):
One of our students, R (for privacy and such we can't say their names) was the first of our students to make a one hundred on an exit assessment. We had already decided that we would have a "Hundred Club" and that any student who received a 100 would get a medal/badge thing and they would get a standing ovation from the class. We wanted to make it a really big deal and make them see that it was cool and exciting to get a 100, not dumb. Anyway -- on Wednesday morning we were able to tell the class about our Hundred Club. You should have seen how excited the kids got when they found out about it. (especially since if you get in the Hundred Club, you get FIVE "I Can" coins -- our token reward system. As my co-teacher said, "Can you imagine, that at 8:31 and 16 seconds, you could already have FIVE COINS?!" To which the entire class gasped!) So then we told them -- we already have our first member of the Hundred Club. They freaked! So of course we built up the excitement to telling them who it was. When we finally called R's name -- I cannot even express in words this child's face. He looked at us in complete and utter surprise. He looked around the room at all four teachers and was so stunned he didn't know what to do. My co-teacher Erin (Ms. Johnson) told him to come up and receive his prize.. and he just looked at us. He turned to me and said, "Is it really me??" I could have cried. I actually think that all four of us started to tear up watching his face. For the rest of the day, he would come up to me and say "Ms. MeGahee, look! I'm gonna get another hundred. I really am!" He was so proud.
This child has completely stolen my heart. When we observed the class last week (when the real teachers were teaching), he had to be consistently separated from the class because he has some behavior issues that keep him from working with others. However -- that is beginning to change. We had a talk about how he was a role model for the class now because he was the Hundred Man (I don't know why I called him that, but he loves it). Anyway, we are working on his behavior and now he sits with the class just like everyone else. He has also gotten a 100 every day since Wednesday. So last week, he got three in a row, and we already know he will be getting one on Monday. He told me Friday his goal was to get 10 in a row!
I could probably talk for a very long time about all my kids -- there is C who is so smart but so easily frustrated and quick to give up. I am trying to figure out how to keep him motivated even if he doesn't get a 100. Then there is K, who doesn't think its cool to be smart -- so even though he knows the answers and knows the skills, he doesn't do the work on his assessments. However, Friday he received a 100 on my assessment -- I can't wait to show him and make a big deal about him so that he will see its okay to be smart and do well -- in fact its cool.
Then there's T, who has been so beaten up by the fact that he is Special Ed he doesn't even want to try his work. I think he is so afraid of failing he just doesn't even attempt it. We haven't figured out a way to motivate him -- when I told him he had received a 100 in reading so he could do it in math too, he told me "Man, I'm just not good at math." When I told him he needed to do the work so he could pass and go to 6th grade, he told me "I don't want to go to 6th grade." Pray for him and pray for us trying to reach him. I know he has it in him -- I wish I knew how to motivate him and get him invested in school.
That's probably the over-arching theme of this class. Our kids just don't think they can do things. So most of the time that means they don't even try. If I had a nickel for every time this week that I heard "I don't know how to do this" I wouldn't have to worry about finding money to pay for an apartment!
Things are going well. I'm often exhausted and frustrated, mostly at myself and at this system that lets kids get to this point, but I know that I am learning a lot and that I am slowly reaching these kids. Hopefully, lesson planning will get easier with more practice so I'll have time to update this more frequently. Cross your fingers!!
My kids are precious. They have attitudes, don't get me wrong. But they are precious. I already have so many stories about almost all of them. We have 12 kids in our class, 7 of whom are actually Special Ed. It's interesting to already be getting some practice, however its frustrating because we can't see their IEPs so we don't know what these children need to help them learn (accommodations, modifications, etc.)
My lessons have not gone very well, as a general rule. 5th grade math is a lot harder than you might think, especially since the majority of what we are learning is so second nature to a 22 year-old that I don't even know how to break it down enough to teach it to them. I plan for hours, try to come up with games or activities to get the kids engaged, but something is disconnected between what I say and what they understand. I am certainly learning a lot, though. And my lesson on Friday was finally a success, I believe. In fact, I had 3 hundreds on their exit assessments! That made me feel pretty good.
Thursday, however, was another story. One of my kids actually told me to "Go to ..." you know =). I just looked at him. I could never imagine saying that to a teacher, but this is the world I have now entered. I also had a test thrown at me -- "man, I'm not takin' no stupid test." The good thing about all of this: I have a pretty stellar teacher face and teacher voice. I certainly have room to grow in many things -- but a raised eyebrow does wonders for getting a kid's attention.
The biggest highlight of the week (and the moment that runs through my head when I am exhausted at 3 in the morning still lesson planning or when a kid is refusing to take a test):
One of our students, R (for privacy and such we can't say their names) was the first of our students to make a one hundred on an exit assessment. We had already decided that we would have a "Hundred Club" and that any student who received a 100 would get a medal/badge thing and they would get a standing ovation from the class. We wanted to make it a really big deal and make them see that it was cool and exciting to get a 100, not dumb. Anyway -- on Wednesday morning we were able to tell the class about our Hundred Club. You should have seen how excited the kids got when they found out about it. (especially since if you get in the Hundred Club, you get FIVE "I Can" coins -- our token reward system. As my co-teacher said, "Can you imagine, that at 8:31 and 16 seconds, you could already have FIVE COINS?!" To which the entire class gasped!) So then we told them -- we already have our first member of the Hundred Club. They freaked! So of course we built up the excitement to telling them who it was. When we finally called R's name -- I cannot even express in words this child's face. He looked at us in complete and utter surprise. He looked around the room at all four teachers and was so stunned he didn't know what to do. My co-teacher Erin (Ms. Johnson) told him to come up and receive his prize.. and he just looked at us. He turned to me and said, "Is it really me??" I could have cried. I actually think that all four of us started to tear up watching his face. For the rest of the day, he would come up to me and say "Ms. MeGahee, look! I'm gonna get another hundred. I really am!" He was so proud.
This child has completely stolen my heart. When we observed the class last week (when the real teachers were teaching), he had to be consistently separated from the class because he has some behavior issues that keep him from working with others. However -- that is beginning to change. We had a talk about how he was a role model for the class now because he was the Hundred Man (I don't know why I called him that, but he loves it). Anyway, we are working on his behavior and now he sits with the class just like everyone else. He has also gotten a 100 every day since Wednesday. So last week, he got three in a row, and we already know he will be getting one on Monday. He told me Friday his goal was to get 10 in a row!
I could probably talk for a very long time about all my kids -- there is C who is so smart but so easily frustrated and quick to give up. I am trying to figure out how to keep him motivated even if he doesn't get a 100. Then there is K, who doesn't think its cool to be smart -- so even though he knows the answers and knows the skills, he doesn't do the work on his assessments. However, Friday he received a 100 on my assessment -- I can't wait to show him and make a big deal about him so that he will see its okay to be smart and do well -- in fact its cool.
Then there's T, who has been so beaten up by the fact that he is Special Ed he doesn't even want to try his work. I think he is so afraid of failing he just doesn't even attempt it. We haven't figured out a way to motivate him -- when I told him he had received a 100 in reading so he could do it in math too, he told me "Man, I'm just not good at math." When I told him he needed to do the work so he could pass and go to 6th grade, he told me "I don't want to go to 6th grade." Pray for him and pray for us trying to reach him. I know he has it in him -- I wish I knew how to motivate him and get him invested in school.
That's probably the over-arching theme of this class. Our kids just don't think they can do things. So most of the time that means they don't even try. If I had a nickel for every time this week that I heard "I don't know how to do this" I wouldn't have to worry about finding money to pay for an apartment!
Things are going well. I'm often exhausted and frustrated, mostly at myself and at this system that lets kids get to this point, but I know that I am learning a lot and that I am slowly reaching these kids. Hopefully, lesson planning will get easier with more practice so I'll have time to update this more frequently. Cross your fingers!!
Sunday, June 14, 2009
One week down!
So I finally have the time to update everything that has happened in the past week. I have honestly never been so exhausted in my entire life. We go from about 5:30 in the morning to at least about 11 every night -- usually later though. It has been crazy and quite a roller coaster of emotions.
Monday I will teach my first lesson to kids! For the summer, we are placed in teams of four teachers who are responsible for one summer school class. Our class is fifth graders who failed both the math and the reading parts of the CRCT (the test in GA that determines if you move to the next grade) so our job is to teach them as much as we can in essentially 18 days so that they will be able to pass the test. No pressure! The first two weeks I will be team teaching math for 45 minutes each day and the last two weeks I will teach reading every other day for 90 minutes. Fortunately, I really like my other team teachers and we get along pretty well. I have already heard some horror stories that some of my new friends have experienced with their team.
As far as adult supervision, each team has two main advisers. Our CMA, or Corps Member Advisor, is our advisor on the TFA side. They all have at least two years under their belt, and some have more. My CMA Brooke is great -- so much more approachable than I imagined in the beginning. We also have an FA, or Faculty Advisor, who represents the Atlanta Public Schools. They have been teaching our kids for the past week and they are in the room observing us all day every day, and they are the ones who are legally responsible for the class. Our FA was actually an Atlanta corps member in 2000, so she is all about TFA!
I am being tested and tried more than ever in terms of my flexibility. My classroom was switched, my teaching assignment was switched, and then my specific lessons were switched after I had already planned them. Let's just say, I have cried a lot this week and been frustrated beyond belief. But I am trying to keep positive. It's not always easy when you're runnin on empty though.
So tomorrow, we conquer fractions and word problems. It is amazing to me how difficult it is to teach 5th grade. You think it can't be that hard, because it is all basic information at this point. The problem is that it is so basic that I don't even know how to explain how to do some things! I mean, I know how to simplify a fraction -- but what are the rules for why you do that? And what is the process? It's quite a challenge!
Speaking of challenges -- my sweet kids are so far behind. We did reading assessments last week for them, and even though I knew what I should expect it still surprised me. My 5th graders are on kindergarten and first grade reading levels. So even if they can do the math involved in a word problem, they don't have the skills to comprehend what the question is asking them to do. It will certainly be interesting.
That's about all for right now. I am excited and a little bit terrified for tomorrow when I actually stand up and am in charge of a classroom. Who knew that a bunch of 5th graders could be so intimidating?? I'll be excited when making a lesson plan doesn't take me 4 hours. And when I can get my rough draft of my lesson plan back without it being highlighted all over with things to change. Oh well. Baby steps =)
Never has the phrase "Taking it one day at a time" meant so much to me. Here we go...
Monday I will teach my first lesson to kids! For the summer, we are placed in teams of four teachers who are responsible for one summer school class. Our class is fifth graders who failed both the math and the reading parts of the CRCT (the test in GA that determines if you move to the next grade) so our job is to teach them as much as we can in essentially 18 days so that they will be able to pass the test. No pressure! The first two weeks I will be team teaching math for 45 minutes each day and the last two weeks I will teach reading every other day for 90 minutes. Fortunately, I really like my other team teachers and we get along pretty well. I have already heard some horror stories that some of my new friends have experienced with their team.
As far as adult supervision, each team has two main advisers. Our CMA, or Corps Member Advisor, is our advisor on the TFA side. They all have at least two years under their belt, and some have more. My CMA Brooke is great -- so much more approachable than I imagined in the beginning. We also have an FA, or Faculty Advisor, who represents the Atlanta Public Schools. They have been teaching our kids for the past week and they are in the room observing us all day every day, and they are the ones who are legally responsible for the class. Our FA was actually an Atlanta corps member in 2000, so she is all about TFA!
I am being tested and tried more than ever in terms of my flexibility. My classroom was switched, my teaching assignment was switched, and then my specific lessons were switched after I had already planned them. Let's just say, I have cried a lot this week and been frustrated beyond belief. But I am trying to keep positive. It's not always easy when you're runnin on empty though.
So tomorrow, we conquer fractions and word problems. It is amazing to me how difficult it is to teach 5th grade. You think it can't be that hard, because it is all basic information at this point. The problem is that it is so basic that I don't even know how to explain how to do some things! I mean, I know how to simplify a fraction -- but what are the rules for why you do that? And what is the process? It's quite a challenge!
Speaking of challenges -- my sweet kids are so far behind. We did reading assessments last week for them, and even though I knew what I should expect it still surprised me. My 5th graders are on kindergarten and first grade reading levels. So even if they can do the math involved in a word problem, they don't have the skills to comprehend what the question is asking them to do. It will certainly be interesting.
That's about all for right now. I am excited and a little bit terrified for tomorrow when I actually stand up and am in charge of a classroom. Who knew that a bunch of 5th graders could be so intimidating?? I'll be excited when making a lesson plan doesn't take me 4 hours. And when I can get my rough draft of my lesson plan back without it being highlighted all over with things to change. Oh well. Baby steps =)
Never has the phrase "Taking it one day at a time" meant so much to me. Here we go...
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