Co-Teaching from the Special Education Persepctive Part 4: Professionalism (& back to school!)

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       Captain Obvious called, he says, "It's August." Some teachers have already begun their year, others are counting down the days. I'm reflecting on a season where I should be busy with classroom plans and panicking impending paperwork for my caseload, but instead I'm casually sipping coffee and watching the Olympics. My husband and I are moving abroad in 3 weeks, and I'm enjoying a low-stress morning after a stressful previous week of selling, packing, and coordinating our things in preparation for the move. It is REALLY WEIRD that I'm not relating to back to school memes, especially the ones about dreading wearing real pants. I'm still stressing and trying to plan out an upcoming year where I couldn't even begin to predict the outcomes, but my year won't involve a classroom. I won't get to see my little babies that I taught the last 2 years become 8th graders. I won't be working with my wonderful coworkers. I'll repeat, it's really weird. Big sigh.

      Back to school reflections have brought about some inspiration for this last post in my Co-Teaching series. As much as the magnitude of the impending school year can overwhelm teachers, remember one thing: You got this! Pre-year jitters are normal, just like the Olympic athletes I'm watching have pre-race jitters. I mean really, the only difference between the two is that the Olympic athletes have more sculpted abs. Getting nervous for something upcoming just means you care about it, and you care about doing a good job. Give yourself a pat on the back and reassure yourself that no matter what curriculum changes, classroom changes, grade level changes, and staff changes arise, you will have a successful year no matter what.

       As the finale in my Co-Teaching series, here are some encouraging tidbits to remind you and your co-teacher about working together professionally. I hope you've enjoyed the series! (Shameless self-plug: opening week PD is a great time to share these blog posts with your coworkers!)


DIVIDE & CONQUER
There are twice as many teachers in your classroom! This is a GOOD thing! How to best use that to your advantage: Work with ALL students! Pull EC groups sometimes, and then let your co-teacher do the same. Working with the same group of students will wear both of you out, while trading off can give each of you fresh perspective when it’s needed. Likewise, split your grading, assessing, lesson prep, everything! Make co-teaching work for you so that you both feel like you're contributing and taking some of the load off the other teacher.

BE VISIBLE
Meetings come up, things happen, but make sure the students know you are invested in their success. Students should learn from your relationship about how to work together. The more the whole class sees BOTH teachers interacting positively, the more positive your class will be. Let your students see you both take the lead, and let them see you compromise as well. Let them know when you've disagreed (professionally) and how you've gotten through it. Let them know when you've celebrated something together (especially if you celebrated your students!). Mostly, let them see you both actively participating in their education.

BE ON TIME

This is just good professionalism anywhere. If you're the one running from room to room and anticipate being late, tell them. Treat every day like it's the first day and you want to make a good impression. Your students pick up when you get in the habit of being late, running behind, or being absent. They WILL call you out on it!

BE INTENTIONAL

You're developing a personal and professional relationship, in front of a most influential audience! So, remember to keep professional disagreements professional by not including them in conversations with students or peers. Don’t share your arguments with others and be respectful with your co-teacher when you disagree. As a teacher, be intentional about your practice. If you don’t know, ask! Always seek to grow in your skillset and seek advice professionally when needed

BE FLEXIBLE
With time, with planning, with your co-teacher, and with yourself. Compromise is healthy and can help keep the pressure off of one teammate feeling like they have to carry "more" of the load. Always seek to problems solve and come up with creative solutions. Be sure you are working together to resolve or mediate differences, not waiting for the other to fix it! 

BE REFLECTIVE
Just as in any relationship, take time to figure out what’s working and what’s not. If it’s not working, try something new! Be responsive to your co-teacher’s needs. Be sure to make time to talk about student strengths and struggles during your PLC. However, make sure you also celebrate the good and approach student needs with a growth mindset.

...And, most importantly, have a great school year! 

Co-Teaching From the Special Education Perspective

     I was recently given the opportunity to present to some of my teacher peers at the first ever Orange County Schools summer conference. The county Board of Directors and School Board have determined that one of their main objectives in the county strategic plan is to do a better job of appreciating teachers in hopes to retain more teachers. In the Triangle area of North Carolina, teachers often move between counties- for a better school, better supplement pay, or even just a change of pace. On top of that, North Carolina is continually ranked low on the list of states where you'd want to teach, for a variety of reasons I can get into later. The point being, the first annual summer teacher conference, where the presenters were all teachers in the district and the organizers made the teachers feel like royalty for 2 days, was a big hit! I had a great time learning from my peers, CHOOSING my professional development sessions, and getting some free swag (and ridiculously delicious mac and cheese) along the way.

     I had signed up to present a short session on co-teaching from the Special Education perspective, in hopes of demonstrating some co-teaching techniques and strategies. Unfortunately, I was told last minute that instead of a room for presenting, I had to follow a round table presentation format, which didn't quite fit the type of presentation I was planning. I made do, but the situation birthed the idea of a blog series about co-teaching. So many of the teachers I have worked with or talked to about co-teaching, from student teaching until now, have struggled with co-teaching in some fashion. I had planned to start off the session with a poll to gather audience perceptions of their co-teaching experiences. Because the format was a round table in a room full of 7 other round table sessions, we didn't quite have the space/volume to really get into everyone's concerns. I thought that of the few respondents I had, the results were quite telling:

Responses (7) to the question "How would you best describe your experience(s) co teaching in Orange County Schools?"

     Most people, especially when talking to them about their co-teaching experiences, feel they don't have enough time to co-plan, and that they do not have enough resources to know HOW to co-plan. Based on these discussions and my previous experiences co-teaching, I am hoping to address a few of you who actually read this post with some resources and strategies I've found to work well (and some that don't).

     I'll have a short series of posts in the next few weeks to give some background information on the types of co-teaching, strategies for the special education teacher in a co-teaching relationship, and general advice I've followed throughout my 3 years of co-teaching (with a total of 5 different co-teachers across 3 grade levels and 2 content areas!). Stay tuned, and if you like the advice, share it! You can never be armed with enough information about co-teaching, in my opinion.

     I'll link to the posts here as I complete them, for easy reference: 

Part 1: Get organized! 
Part 2: Relationship and Communication
Part 3: Types of Co-Teaching
Part 4: Be a Professional Collaborator 

Self-Paced Unit: 8th grade Volume

I'll set the scene: it's the 9th day back at school since Christmas. Students no longer have pencils, notebooks, homework- they're done trying to make a good impression (that was last week). They've got an insatiable desire to socialize, they somewhat remember what we've been learning, so the're a little confident that they don't need to pay attention very well (or, they DO remember what we've been learning and are more than ready to move on). When the students had left for the day, the three of us that teach 8th grade math just looked at each other, exhausted, shaking our heads. My co-teacher said, "Am I crazy to want our next unit to be a self-paced one?" She had just completed a self-paced unit on Pythagorean Theorum with her 7+ class, and had gotten really good feedback. She wanted to create some of that independence in learning for our students and give them time to focus on the learning, instead of on each other. 

But our classes are inclusion. My thoughts turned to thinking about individual students on my caseload, wondering if they'd be capable of managing a self-paced lesson. Several of our peers have had success with it, so why shouldn't we give it a try? 

In many ways, self-paced units are perfect for inclusion classes. Students can move at their own pace, meaning the high-flyers are able to move on instead of putting their heads down while someone else asks a question we answer with 3rd grade math. Others who need a little more time are allowed that time, without anyone knowing they're moving at a slower pace. Those who need 1:1 or small group instruction can get that, because I'm not large group instructing, and I have time to pull students, float around and answer individual questions, and there are two of us in the room doing so! Students keep track of their own scores on the check-ins, and thus learn a way to manage their own learning. It really is the perfect idea. We all agreed that the next unit, on Volume, would be a good one to schedule as self paced for these classes- it's short, mainly involves memorizing and using formulas, and we were confident that we could make it manageable for our lowest performing students, through both monitoring and organization.

The only real problem for us was that we were starting the next unit the NEXT day. 

So, I'm blogging today to show you (mostly you fellow teachers!) that no matter how little time you have to prepare, a self-paced unit isn't an overwhelming amount of work. Part of why we had not done one in our class yet was because we thought- "WHEW that's going to take a lot of work!" It does, but it doesn't have to take more work than you have time for. Here's what we put together, in just one afternoon! I don't have feedback yet about how it went because we are only on "day 2." I'll update that when we've finished the unit and moved on. BUT, I can say, by the end of the 1st day, some of our hardest working  (and successfully so) students were students with disabilities. It was a proud teacher moment to watch them succeed on their own! 

(Sorry for the potato quality pictures. My laptop didn't want to cooperate with editing. )

 UNIT OVERVIEW

My Co-teacher used this format in her other class. It simply lists, in student friendly language, the goals of the unit, the CC Standards, and the directions for the unit. To foster independence and allow us as teachers to focus on content questions, we refer all the instructions questions back to this page.

OUTLINE

Keeping things simple, and again using my co-teacher's formatting, we list the standards for each "day" of the unit, the pages they'll use in their interactive notebook, the lesson outline (aka what the students must complete), and what the assessment will be.

Highlights denote items they'll need paper copies for; links go to the videos, Google Docs, and pdfs they'll need for notes and instruction. Not only does the outline keep the student on track, but it helps with those DuFour questions we use in PLC's.

(Unit Outline page 2, so you can see not every lesson starts with a video)

SAMPLE ASSESSMENT

Since formulas are one of those "you get it or you don't" things in Math, we've used basic exit tickets for assessment. We also use the TenMarks lessons as an assessment to mix it up. TenMarks has a free component that is great! We used it last year, then petitioned for the accounts this year- which ended up being a district wide purchase based on our experience.

 STUDENT SCORESHEET

We created this as a half-sheet for students to put in their interactive notebooks. This way, they keep track of their grades. With her 7+ students, my co-teacher simply had them make a copy of the overview document and track their scores that way. With our inclusion students, we didn't want to deal with the hassle of copy/sharing, so we just gave them this. We check if they've mastered it after grading their assessment, and then they move on! If they have to move on but haven't mastered, we note their score in the score column and leave mastery blank, so they know to go back and try again later on. 

TIPS

Prioritize! 

Collaborate! 

Modify what you already have!

Share it with parents, including answer keys as appropriate!

Gradual and Non Traditional Resolutions

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     2016 will be here soon! As in, 2 days from now I'll start forgetting the date and writing "2015" on the boards, only to be corrected by my students, which will amaze me, because they're SO observant about the date but not about the math we're learning?!? Blows my mind.
     When I sat down to write this post, I didn't really have a direction for the content. You might have heard the saying that being a teacher is like having "a web browser with a million different tabs open in your brain,"  and if you hadn't heard it, well now you have. That is how I felt sitting down to type this post. Some examples of my brain-tabs, because I love lists:

• I'm planning on baking 5 weeks worth of baking challenges this week so I can say I finished my challenge "on time." 
• I'm finally getting over congestion from colds/bronchitis/colds/allergies and ready to work out again, and I'm trying to come up with my schedule to get back into it. 
• I am wondering HOW IN THE WORLD I will be able to wake up at 6am again next week for work.
• "I really should write another blog post."
• Many future plans were discussed with family over break- totally overwhelming at the moment.
• Still planning New Year's Eve events for when my brother and his girlfriend get into town this week. Probably should get that figured out.

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      Brain-tabs like these are often the cause of our failure at new endeavors. For example, let's say your New Year's resolution is to eat healthier. Good for you! So, January 1st you get rid of all your junk food and you only buy the healthiest stuff at the grocery store. Your breakfast, lunch, and dinner over the weekend are super healthy, you're feeling great, and then you wake up late Monday morning. You have your brain-tabs going crazy because you need to get to work on time and when lunch rolls around, you finally remember you didn't pack anything. Maybe you skip it, or maybe you go out because you NEED to eat (understandable). When you get home, you're tired and just want something quick for dinner. Your brain-tabs are trying to load for quick, healthy dinner that fits your New Year's goal...but all it can come up with is "order pizza. The kids are hungry NOW." And within a week, you feel like you've failed your New Year's Resolution already. Planning to exercise more? Your brain-tabs will, no doubt, come up with many other things that you need to do before you exercise, and eventually, instead of exercising. Having worked at a gym in college, and seeing people try to just adopt a healthy lifestyle overnight, I've written reports on gym usage year after year that prove this to be true. Wanting to save more money? Unexpected expenses are just waiting around the corner and, in addition, your brain-tabs will come up with all kinds of things you need, want, or forgot about. It happens-and not just to you!

     I noticed this trend early on in life- people just don't keep New Year's resolutions. I do like the idea of having them, because resolutions are rooted in self-improvement. Establishing a mindset focused on self-improvement is a very healthy trend in which society should invest. So, instead of spurning resolutions, I decided in college to try what I call "gradual" resolutions.  I figured that maybe I could approach a resolution gradually, and surprise, it worked! I kept the resolution all year. I tried it again the next year, and it was a success again! Rather than recounting my successes, I'll leave you with a list of examples of gradual, and non-traditional resolutions. Happy start to 2016 everyone! 

Traditional Resolutions, made gradual: 

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--> If you want to EAT HEALTHIER, try having a healthy breakfast once a week, then twice a week, then three times a week...and so on. Once you're happy with your healthy breakfasts, try adding healthy dinner once a week, twice a week, etc. HELPFUL TIDBIT: Don't approach the meal plan change all at once or you will overload. Repeat recipes- have the same healthy meal once a week for a month. Then, your brain will remember the recipe, so that when you're rushed for time, you have a brain-tab to load that is a healthy option!

--> If you want to EXERCISE MORE, there are several ways to do this. New to exercise entirely? Resolve to try a new form of exercise once a week, to see what you like. Then resolve to do it with increasing frequency. Need to get back in the habit? Resolve to workout with increasing frequency, and then add in resolutions to bring a buddy, find a new place to run, set a goal (time, weight lifted, distance) and resolve to meet it. HELPFUL TIDBIT: Make a plan and post it on your fridge, so others can hold you accountable or find a Facebook or social media group to keep you accountable. Whatever you do, don't ask my husband to text you and say "get off your butt, fatty," because he WILL do it. 

--> If you want to SAVE MONEY, make it gradual by saving a little a week, cutting out part of an expense, or learning a budget software at first. HELPFUL TIDBIT: Give yourself TIME to adjust. We started using a budget software last February, and it took us 3 months to truly feel comfortable using it, and that didn't involve any saving! While it was frustrating, since then, we've been able to save for several specific things, and that has felt great! Saving money takes time and long-term commitment.

--> If you want to make an INTERNAL CHANGE (being more positive, for example), you've got to surround yourself with the mindset before you can adopt it. Find some good books or blogs you feel are positive, are about having a positive outlook, or are even self-help books to guide thinking. Reading is an important part of an internal change. Then, find little ways to implement what you've read. Pay it forward at a restaurant or coffee shop, start a daily positive reflection on Twitter or other social media, or even in the privacy of a journal. Put positive post-it notes on your mirror for daily affirmations. Find YouTube channels devoted to giving daily positive affirmations. There is a lot out there!

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Non-Traditional Resolutions: 

~ Resolve to take better care of your skin; research your skin type and try different face washes to see which ones work best. There is quite a bit of research to read on the subject! Sally beauty Supply has great products, often cheaper, to try out. This includes finding a good sunscreen!

~ Resolve to give whenever you get. Birthday coming up and you've asked for electronics? Donate some of your old ones (research online where to donate different items). Shopping spree and you've bought  a lot of clothes? Clean our your closet and donate to friends or family in need, or to thrift stores. 

~ Resolve to question media and fact check. Find out which sources are reliable and which are not. If you hear something on the radio, don't take it as gospel because you heard it from your favorite morning show host- check it out in other sources to see if it holds up. 

~ Resolve to learn a new skill. Did you know there are websites, YouTube channels, blogs, and all sorts of free resources on the internet to help you learn just about ANY skill? People make a living providing online resources for learning, and you can benefit from them- for free! Want to learn a new instrument? Try your hand at Calculus again? Learn the art of photography (not just Instagram), cooking ridiculous foods, writing poetry, or travel trivia!

~ Resolve to be more thankful. Start by buying a bunch of Thank you notes from Target's dollar spot. Keep them in a place you spend a lot of time (by the couch, in the kitchen, etc.) to help you remember to use them. Make a list of people's addresses and print it out to post somewhere easy to find in your house. USE THEM. Ultimately, some part of a resolution involves YOU doing something YOU want to keep doing!

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CHEESY REFLECTIONS

I'm glad I finally started a blog this year! I had thought about it quite a bit, but wasn't sure I could make the time commitment. The first 3 years of teaching really are a bit of a mess, especially in terms of managing time to give yourself actual personal time. I know the blog title is a bit unorthodox but I truly believe it fits my plans for this little space in the internet. I've realized my writing is CRAP. I used to write so much, both for school and personally, and I've totally lost touch with my writing style. Writing at work is either on an average 5th (or lower) grade level, so ALL students understand, or it's writing legal documents (IEPs), both of which  leave zero room for practicing creative pursuits. I have a few followers and I plan to pick up the pace with posts, projects, and followers in 2016. Cheers!

Debunking Common Core Math

     On Friday, after a long day of school where I had lost my voice, the internet had been out all day, it poured and the kids were stir crazy, I decided to "zone out" for a minute and check Facebook, to clear my brain and take a time out before getting some other work done. This was both a positive and negative choice. Positive because it inspired this post, which I believe is truly important and probably the only thing I have to say worth sharing at the moment. Negative because it did not give me a "time out," and instead put me in a foul mood. Why? Because people post things like this on Facebook, and it drives me crazy:

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Don't even get me started on the grammatical error in the
first image, which has gone viral and been on news
 shows. It should say "old fashioned" because
it is past tense. Ugh. 

     It drives me crazy to read so many people bashing Common Core, telling their kids it's not important, spreading viral posts with incorrect information, and worst of all, giving the public another reason to trash the teaching profession. It's exhausting to be a teacher, and it's even more exhausting to come home and see my social media overrun with comments about the "Satanic" Common Core. I fully believe that if you take away one thing from reading/glancing at/or "National Geographic"-style picture stalking my blog, it is the following:

Our society should not have a single problem with Common Core math. 

("problem" pun intended)

     There, I've said it. And in this post I'm going to tell you why it's true. I've learned that in order to change someone's opinion, you need to have authority. You'll read this with your own perspective, and maybe you'll think that I am full of it, so let me try and set the mood by telling you 3 reasons why I'm qualified to tell you what you should think about Common Core:

1. I am a teacher; I teach math to 7th and 8th graders. Specially, I am one of 4 Special Ed teachers at my school, and I  work exclusively in inclusive math classrooms. I work with THE best team of Math teachers who are true experts in their field, who teach responsively to their students' performance (using myriad data), who care about the education of ALL of their students, and who do all of those things while being ethical, responsible, team players, and most of all, fun to work with. Therefore, we all enjoy our job, we take it seriously, and we perform our job requirements to the best of our abilities. Can you say that about you and your coworkers? Honestly? I can.

2. I have a Master's degree in Special Education (from a top 50 School of Education). "Special Education" is the art of educating those whom society labels "different," and who have qualified to meet the Federal guidelines for having a disability which affects their ability to access "typical" education. Part of my master's program was spent learning about all of these federal guidelines, regulations, and the legal paperwork that takes up a large part of my time at work. I take my job seriously because if I do not, I can cost my school district hundreds of thousands of dollars in legal fees, not to mention losing my job and teaching license. The other part of my master's program was learning how to teach the core content areas (Math, Reading, Writing) as well as adapt grade level work to meet the needs of students with varying disabilities. I took an entire class dedicated to learning to teach math using the Common Core.

3. I have read the Common Core. I've used it daily. I've used the extended standards as well, which are the Core standards broken down into their most basic pieces (for students with severe disabilities). I have taught Common Core Math Standards from Kindergarten to Grade 8 in my 4 years of teaching (including teaching summer math at a private school). I'm very familiar with it.

Hopefully by now you understand that I know what I'm talking about. No, I'm not saying you should take my word as Gospel, but I am suggesting that you should refrain from slamming anything I say until you've done your homework.

So, with my preface given, let's get into the reasons why no one should be complaining about Common Core Math. 

1. Common Core Math is a SET OF STANDARDS. Here's an example of a first grade math standard in Common Core: "Standard 1.NBT.2.A (NBT = Numbers in Base Ten) Students can understand that the two digits of a two digit number represent amounts of tens and ones." And that's what the whole of Common Core Math looks like! It is a list of COMMON standards, organized by the 5 principles of mathematics, which outline the skills students should have in order to have what is globally considered to be "an understanding of mathematical principles and processes." That's it! We use it in the US in order to make sure that students in the same grade levels in different states are learning the same material in their math classes. This also makes our federally mandated assessments more representative of how each state is performing, but that's an aside.

2. Common Core standards are NOT NEW. The standards were essentially developed in response to the Trends in International Mathematics and Science Study (TIMSS) surveys done in the 1990s. The TIMSS done in the 1970's (which showed the US was performing VERY poorly in mathematics instruction) sparked a movement into researching and developing new methods of teaching in order to develop this mathematical understanding our country was lacking. By 1996, when the 1995 TIMSS results came out, the USA was STILL lacking. There were many countries outperforming us. We scored 13 points below the international average in math performance, and we trailed the leading countries by more than 100 points. We were the country pioneering computers, laptops, and the internet, and our math scores were completely non-competitive internationally. Our government and math education researchers got to work trying to find a way to shift mathematics education across the country. The Common Core standards were developed and educators continued the research to make sure the standards were relevant and appropriate. In the early 2000's, the standards were presented to the states as a way to improve their mathematics performance. The subliminal tagline included was that if states compelled teachers to teach to the standards, they would improve not only test scores, but individual student mathematical reasoning skills. This was over 10 years ago! The wave of parent outrage over not being able to help their students with homework, which has become commonplace in the media in the last 2 years, is NOT due to Common Core! Which brings me to my next point...

3. Nothing in Common Core says to teach using "new methods." The shift in curriculum and the reason that Common Core standards focus on concepts such as the above mentioned "numbers and operations in base ten" (which means adding, subtracting, multiplying, and dividing using 10 as an anchor number) is to develop a deeper understanding of mathematical concepts in order to more easily manipulate numbers and complete operations mentally instead of needing paper and pencil. The reason many adults can't help their children with this homework is likely because they are not competent in the understanding of the topics themselves. Yes, they learned the algorithm to add and subtract, but can you explain, using mathematical vocabulary and sound reasoning, what exactly you are doing when you "borrow" while using those algorithms? Do you know what an algorithm is? (An algorithm is simply a set of steps to follow to complete a process, by the way) The Common Core standards dictate that students should develop a deeper understanding of number sense, and yes, as education innovates and evolves in its practice, there are new methods developed for teaching these concepts. However, their sole purpose is conceptual understanding, not practical application. The Common Core does NOT dictate that students balance a checkbook using tenframes; in fact, it dictates that students learn the standard algorithms (or "old fashioned" way) of performing all operations. Instead of teaching first, and hoping conceptual understanding comes later, Common Core starts with the concepts and ends with the algorithms. Which isn't a crazy statement in the slightest! If you were a mechanic, wouldn't you start with understanding the parts of an engine before you learn the steps to repair one?

4. Lastly, I agree that some of the new methods may not be great methods for teaching these concepts. However, I'll repeat that Common Core does not mandate using any specific method to teach specific standards. New methods are typically distributed by school districts or district math coaches, who are not infallible, and who are absolutely able to fall under poor guidance. Individual teachers as well could be using bad methodology (can I call it math-odology? No?) because most districts forego training due to strict budgets. The previous school district I worked in adopted Common Core standards across all subjects (Did you know there's Common Core Language Arts too?? Surprise!) during my first year there and did zero training on Common Core standards or the vertical standards map (which is how the standards build from year to year) until the next school year! That's like me requiring a restaurant to abide by new health standards and then giving them the details of the standards a year later. That is what is ridiculous. Teachers should be able to explain Common Core to their parents, and supplement them with information that parents can use in order to be able to help their children with homework. If teachers aren't educated in the standards, though, well, no wonder parents are upset!

Blogs, like this one, exist to share opinions. Social media in general exists so that people can share their feelings, thoughts, medical concerns, and opinions.  Everyone is entitled to their opinions and I respect that, but just because teaching "seems like an easy job" and has a reputation of being the profession you choose "if you can't actually do anything" doesn't mean that people uneducated in education topics have the rights to rail so hard on a SET OF STANDARDS which guide instruction.

Get informed, people, before you rant. And PLEASE, cut your teachers some slack! They are superheros in the midst of some pretty crappy circumstances right now, and your rant about how they're failing your child, when actually they are giving your child a better understanding of concepts that you were deprived of learning, is the last thing they need to see at the end of a long day of TEACHING. Respect the teaching profession and engage in purposeful, forethought dialogue instead of hateful rants. 

Explaining the Title

Polymath (n.): A person of great learning in several fields of study

     I was at work and we were eating (surprise!) someone else's baked treat that had been brought to celebrate a birthday. It was a DELICIOUS pecan monkeybread. I'm still drooling thinking about it. Anyways, I'm standing in the workroom, laminating cards for my students to use to play "Go Fish" (with fraction/decimal cards), and a coworker and I are discussing aforementioned monkeybread (drool). He starts asking about my baking ventures. "You're like, a talented baker, right? You just make all sorts of things?" We talk for a bit about that, my previous life with an egg allergy, baking inspiration, yada yada and then he asks how my other projects are going- the quilt I've been making, packing to move, prepping for the school year, blah blah.

     Enter another coworker, and coworker #1 says something along the lines of "Did you realize all the different stuff Sarah can do? I mean she has a million hobbies." So of course I'm flattered and embarrassed and try to avoid the conversation by bringing up whoever made the monkeybread (seriously I need a bib) and fumbling with my fraction/decimal cards. The two of them start talking about how I should start a blog. And one of them says "There's a lot of blogs out there, but you really have a lot of talents worth sharing!" Generally, I never share this sort of flattery. I admit, I enjoy it, and it made my day, but I don't usually like to brag about people bragging about me.  It even sounds weird in that sentence. But it's relevant to the next part of the story, so, yeah. I'll just be over here blushing (and drooling)...

     Fast forward to later that day, while I'm trying to finish THAT DARN QUILT. I'm tying knots (only 9 more to go!) and listening to this when-I-was-in-college-era mix of mostly acoustic mousic (I'm leaving that typo because I like it) when a Mason Jennings song comes on that made my brain wax a wee bit philosophical. I thought a good blog pursuit would be something about being a "Renaissance Woman." That sounds so...touristy, to me, though. It didn't feel flattering. Like, "Oh I can be a renaissance man but I'm a female so I have to classify that with gender specific vocabulary" and I just wrinkled my nose at the sound of introducing myself as "The Renaissance Woman." I also pictured this horrifying scenario where I just start getting offers to perform at Renaissance fairs, totally not the same thing.

     So I did what any average human being does, and I Google search the term "Renaissance man." There it is! My inspiration! I had completely forgotten about the Greek word where the idea of Renaissance man originated- polymath. I love the way the word polymath flows, though! And as a newly discovered math teacher, who's been nerding hard over manipulative activities this summer, the word has the added bonus of containing the word "math."

     I have always envisioned myself spending my life learning to be good at whatever I'm doing. I anticipate that my life ventures may change every now and then because I'm a very flexible person with a large variety of interests. I love the idea of using this blog to be a platform to that journey of becoming a person who spent their time on Earth cultivating knowledge of all sorts. Do I have a cluster of more strong interests? Sure. There will probably be a lot more posts on this blog related to things I pursue often- baking/creative outlets, active lifestyle pursuits (I haven't talked about running yet, have I?)- but I hope that my journey to discover and learn can bring along all sorts of people with me. I'm sure there are many interests that I have yet to discover, and I hope that blogging about them when I do discover will leave behind a trail of inspiration for others to follow.

A Series of Lists

      I completely blame hockey playoffs!! The Caps made it to the end of the 2nd round and that meant every other day for a month I was watching a hockey game in my spare (ha) time. Making it to the 3rd round would have been history in the making and I wanted to be along for every minute of every game.

Things that suffered on account of time spent hockey during the playoffs: 

Hockey memes are okay [source]

- keeping up with baking challenges
- grading student papers
- social relationships
- level of house cleanliness
- any and all exercise
- maybe personal hygiene (but only on the weekends...)




     I also blame the end of the school year! We've got 2 weeks left until summer break. So much to do, so little time. Last week I was at school every day until 6 or 6:30, which means I'm fried when I get home. Any blog post I'd have written would have been utter gibberish last week. And the week before. Come to think of it, this might also be gibberish...

Teacher memes are great  [source]

Things that continue to suffer because it's the end of the school year:
- keeping up with baking challenges
- social relationships
- level of house cleanliness
- most exercise
- maybe personal hygiene (but only on the weekends...)



I'm keeping this short:
- in the hopes that I write another one soon
- to try and reclaim some sort of exercise regimen (I'm supposed to meet people to play soccer in 40 minutes)
- to build suspense...


Here are some posts I hope to write about in the upcoming weeks: 
- I'm competing in a local baking competition for a brewery! It's really nothing major, just for fun, but I'm fairly competitive so I'm obviously playing to win (the keg)
- My summer job is pretty cool, and I'm being trained in something new this year so I hope to describe that a bit
- I need to do some painting this summer and want to share those
- Summer adventures in general!!
- I WILL finish that d%&$ t-shirt quilt I've been working on for 2 years now (actually). I plan to share my process as a moderate sewer who tried to get way too fancy, and how it all turns out


      Stay tuned! I promise I won't be so delinquent now that hockey playoffs are over.

Feeling Springy

     The weather has finally gotten less "abominable snowman" and more "typical spring." We have had so much rain...thank goodness the temperature warmed up or we'd be in school until August! Living in a place where there is no plan for snow days and no good way to make roads safe when it does snow has been frustrating. I'm used to living in a place where it's not a state of emergency when you get a couple inches of snow, and I do love a good snow day. However, the last two years of "HOLYCOWTHERE'SSNOWLETSALLFREAKOUT" has been a little tiring.

I think that this image defines "Meh."
This is my beautiful curtain that looks
so blah in the low light. 

     Meh. I'm feeling meh. It's just that time of the school year where we teachers start wondering if we've really done all we needed to do, and figuring out our priorities for the last 9 weeks of the year. I've felt a little inadequate in the teacher realm lately due to being completely overwhelmed with paperwork. So I tried to do something this week that would make me feel like I made a positive impact. Which, of course, meant heading to the kitchen. My baking challenge this week was "fillings." Fillings? Fillings. The suggestions were all sweets, which I LOVE and I had so many ideas for all kinds of delicious, provocative, and sinful looking treats that I could make (most involved chocolate), but I challenged myself to go a different direction.

"One day, all of this will be yours." "What, the curtains?"

      See, I am not a breakfast fan. Don't get me wrong, I love breakfast foods. Brunch foods as well! There's so many delicious options! But in the morning, my body would rather be asleep than getting up, and for some reason my stomach wakes up dead last. It takes a while before I really want to eat something! I have learned in the last 2 years that going in to work before 8 and having to be professional while interacting with middle-schoolers takes two things: COFFEE, and breakfast. I usually stick with something like a half a bagel, or a banana, or granola bar...something small and really not that great for breakfast.

     So I made what I will call "biscuitmuffins," because they look like a muffin and taste like a biscuit. And I stuffed them with scrambled eggs, bacon, and some cheddar cheese. It's a sneaky way to add protein (and CHEESE omg) to an otherwise carb-based breakfast. I thought it might be a way to start changing my breakfast habits. Plus, it's just the size of a muffin (some were smaller than this one, even) so they were perfectly sized for my lacking morning appetite. Not only that, but they taste great. Like, really really great. Like the kind of great that makes your same sex coworkers ask how your marriage is, because they want you to get divorced and then they can marry you and you can cook for them all the time.

Cheesy bacon biscuitmuffin deliciousness.
Also, next up...photo editing software. 

     I followed the dough recipe from this site, and the process, and it made exactly 8 biscuitmuffins.  Looking back I could have made a few of these a little smaller and made 10, but that's really just me being picky. Happy eating!!