Now: a return to the teaching blogs. Only because I'm required to do one teaching-related-blog per week. Plus: I know ya love 'em. Right?
This last week, we started trying to put together a play of The Ramayana, which is the Indian epic we just finished reading. Early in the week, Viola had mentioned that she might need to leave early. "That's fine!" I said. "I can take 5th period. It would probably good for me to get more face time with them before Matt observes me anyway."
But Viola hemmed and hawed, suggesting another teacher come lead the class, or that she get a sub. Finally, she said, "I'll just stay. It's fine." I admit I was a little disappointed-- I'm comfortable enough with our kids now that I'd love to start "stretching my wings." Plus, I was a theater major-- and we were running scenes! Obviously though, I respect Viola's leadership-- I'm her fourth intern, and she knows what to do with us.
I did ask her though, "I hope you feel comfortable leaving me with the kids... I want you to feel like you can trust me to do a good job with them!"
"Oh, absolutely I do!" she said. We left it at that.
Then I got my chance after all. :) When we started running scenes, I think Viola quickly realized that directing was something I'm very comfortable doing. I was giving the kids blocking (stage directions), and explaining that levels and placement on the stage can indicate more or less power, and I was giving them character directions, and all sorts of things. Working the scenes became very naturally shared between us-- she gave the kids a direction, and then I gave a direction, and us both supported the other. We only disagreed at one point: I encouraged the kids to build " the rickety bridge across the ocean" using chairs and tables, "And then, you know, just carefully traipse across them!" That was the only time Viola pulled rank.
"Liability!"
She was right, and we all knew it. We good-naturedly deferred, the kids giving me a, "Daaang," sort of grin.
Later at lunch, Jane the theatre teacher was complaining that our school sub wouldn't agree to cover her 6th period. "It's his birthday, so he's leaving early..."
"Greta could do it," Viola offered. "She was a theatre major! She was great working with the kids today."
Aww! "I wouldn't mind!" I said.
Jane paused, considering it. "Okay. That would be great."
So then I got to teach a theatre class all by myself! We ran the freshmen's mini-play, and then I worked with the seniors on their scenes. I got to direct almost every kid in some way or another, and I felt really good about how the scenes improved. Jane came in at the end and said, "So how'd it go?"
One girl, who had seemed frustrated that she hadn't gotten more attention earlier, said, "It was BORING."
Talk about raining on my parade. Jane reprimanded the girl, and then watched me finish giving direction to the seniors.
After class, I went to the student who had made the "boring" comment and I said, "Kaley, is everything okay? You seemed a little upset at the end of class."
She looked caught off-guard. "I'm okay."
"Okay. I just wanted to make sure you had a chance to talk to me, if you had anything on your mind. My feelings were a little hurt when you said the class was boring, because I really did my best to make sure everyone had a chance to perform, and that you all got feedback."
"Sorry," she said.
"It's okay. I want you to know that I value your opinion, and that I'm open to talking with you, but I also appreciate your respect."
"Okay."
"Okay. Have a good afternoon."
I finished up with Jane, telling her the directions I'd given the kids. She nodded enthusiastically and affirmed the notes I'd given them. The week culminated with me teaching almost ALL the classes on Friday, because Viola was getting grades in, and she figured I could do it-- that I could run the scenes. And I did it! Even with the hard classes! YAY!!
And what's GREAT about that is that the kids are starting to get used to me as Viola's co-TEACHER, not just her assistant.
I'm loving the one-on-ones, as far as dealing with "attitudes" go. There was a lot of 'TUDE on Friday so I had several more chats, and the kids are just SO much better to talk to and relate to when you're chatting with them one-on-one, than when they're just trying to be a spectacle in class. I haven't mastered the en masse classroom management yet (though I'm definitely getting better), but because I've built relationships with most of these kids, it is SO GOOD talking to them one-on-one about their behavior in class. The conversations are typically polite, and open, and I'm usually able to joke with the kids a little, or at least show them that I empathize with what they're dealing with.
"Okay guys, we're going to do a theatre warm up to get us all a little more energized. Let's start in the neutral position-- arms at your side, legs shoulder-width apart, weight evenly spread-- K? Can you drop your arms to your side?"
(K has her arms crossed, and is SCOWLING. She LIFTS her eyebrow in a challenge when I ask her to drop her arms.)
"Please?"
(Rolls her eyes and flings down her arms.) K was my main antagonist on Week One, but she's been great since then. The fact that she was being contentious over standing in the "Neutral Position" obviously indicated she was in A MOOD.
After the circle broke up and the kids were getting into their groups, I called her over.
"Hon what's up? You seem kind of off today."
"I'm having a REALLY bad day," she said angrily, and started to tear up.
"Okay... Okay. I know how a crappy day can affect... everything. I'll try not to ask too much of you today, but if you are involved in something we're working on... Can you give it your best shot?"
She nodded.
"Okay. Do your thing. Feel better."
And off she went.
Anyway: point being: I love the one-on-ones.
I AM SO LONG WINDED. THIS BLOG IS SO LONG. MY BLOGS ARE SO LONG.
Speaking of: it turns out that this is La vie d'une fille's 100th blog. The centennial blog. Bam.
Also, the two songs rounding out New 2 were picked yesterday: Eddie Vedder's "Hard Sun" from the Into the Wild Soundtrack, and then Michael Franti and the Spearhead's "Say Hey" which is AMAZING!!!! Watch the video. It will make you so happy. Let's all move to Jamaica.
Showing posts with label viola. Show all posts
Showing posts with label viola. Show all posts
Nov 9, 2008
Sep 14, 2008
Week Two: Put the Gun in the Holster
Reflecting then on the second week:
I liked this week. I just really like what I'm doing. I like the students, even when they have big attitudes, and I like getting to know them, and I like talking about what we're talking about in class, and I like writing down ideas of what I want to do for my class next year. This is just FUN, and exciting. I'm sure I'll have plenty to complain about later on, but for now I'm happy to be happy.
I did more observing than teaching this week, so it was a little less eventful. There were some great moments though, so I'll focus this blog on those:
1.) Remember K? For whatever reason, on Wednesday of this week, she had a great day. We had a warm moment when she greeted me in an assembly and I squeezed her foot, which she'd rested on the seat in front of her. Later I had to ask her to take it down, but she willingly complied. In class that afternoon, she was polite and focused and at one point asked me a question, starting it with, "Gretchen, what was...?"
I responded, "It's actually Greta," and then answered her question.
"Oh! I'm so sorry, I didn't mean to do that, I'm really sorry...!"
"No worries K, it happens."
I saw her again on my way out the door that afternoon and said, "K, you were so great today. I really appreciated how polite you were!" She gave me a silly grin, and finished running up the stairs.
On Friday, she seemed to be in a contentious mood again, but she seemed more ready to listen and be reasonable when I questioned her on it. It feels like there's more of a relationship there, which other teachers tell me is huge in managing harder students. And I loved that we had that good day-- if nothing else, the next time she's being really tough to work with, I can pull her aside and say, "K, I KNOW how great you can be, I've seen it. What's the deal with today?"
2.) More relationship building: a ninth-grader named "I"-- I'll call him Isaac-- often has trouble focusing and is frequently flirting with the girl across from him, or talking under his breath, or showing signs of great boredom. On Monday, I kept catching his eye, and indicating, "Isaac, stop" or "Isaac, cut it out." At one point, I looked over and he'd made his hand into the shape of gun and was pointing it at his head, like, "Shoot me, this is so boring." I caught his eye, and made my hand into the shape of gun, and put it to my head. Then I mimed putting it in the holster and raised my eyebrows at him. He looked at me for a second. Then, he took his "gun" off his head, twirled it, blew the smoke off his fingers, and finally holstered it. We both grinned.
On Friday, we'd given the class work-time to fill out a "Hero Journey worksheet" that they'd been assigned for homework, which essentially asked them to start translating their own stories into a Hero Journey. I came over and asked Isaac and his gal pal if they were working. "Yes! Yes we are!" she started out quickly.
"Great! What are you coming up with?"
"Isaac is figuring out-- he's going to do something with a frog prince!" They both laughed at her quick improvisation.
"Oh you ARE? Isaac-- it's going to be your mission to find a frog prince?? Well that's great! I didn't know you wanted a PRINCE! How sweet! I honestly didn't realize you went that way, but that's great, I'm really happy for you, I'm glad you know what you're looking for!" The other kids at the table erupted into giggles, and Isaac grinned at the ribbing, turning red.
It's fun to be getting to the point where I can joke around with them. :)
3.) Some moments that indicate room for improvement: the students seem to have uncovered an Achilles Heel for Viola and me as far as clear communication on what one of us has told the students. For example, one student will ask me to go to the bathroom and I'll approve; then Viola will see the student leaving and say, "Mary sit back down please, you can go after I finish explaining this." Another student on Friday asked Viola if she could listen to her I-pod when doing independent work; Viola told her no, and then when the student asked ME later, I said that she could, so long as I could see that she was working. Crossed-wires make us BOTH look bad... Luckily, Viola's been great about recognizing when she accidently undermines what instruction I've given, and understanding when I accidently undermine hers. Bottom line-- we just need to make sure that we're on the same page!
4.) One more thing I'll mention: Viola also teaches a Swing Dancing Class for our elective, so I've been getting to Lindy Hop my heart away during 6th period. It's GREAT to end the day doing something active, and I love getting to interact with the kids on a different level. We have many of the Dance students in our English classes, and getting to be silly with them in Dance helps our interactions in English. :) Viola especially gets goofy when she's teaching the class-- she has Buddy Holly glasses frames without any glass in them that she always puts on to commence her instruction, haha! I'm happy to report that 10 years of dance training enables me to fake it well enough to be accepted by the students as a legitimate Swing Dancing T.A., although-- I'm still under suspect by some of the students who don't have me for class. On Thursday, a little guy was peering in the window of dance class and distracting some of the students. I opened the door and asked, "Where are you supposed to be right now?"
"Karen's class."
"Well, how about you go to Karen's class?"
"What...? Are you even a teacher?"
"Yes!"
"No you're not, SHE'S the teacher!" (pointing to Viola)
"I'm her intern! Now scoot yourself, get to class!"
That was my own fault I think-- I was wearing a funkier outfit that day (siiiigh, again, with the wardrobe) and looked younger. I felt tickled by the exchange though. Haha!
But I will say: dancing with teenage boys that are supposed to see me as a teacher can be so awkward!! There's usually no eye contact, plenty of B.O. and cologne, lots of sweaty palms, and lots of awkward responses to my conversational questions. It's uncomfortable, but hilarious!
Alright, that should wrap up Week 2. :) Yay for fun interactions!
I liked this week. I just really like what I'm doing. I like the students, even when they have big attitudes, and I like getting to know them, and I like talking about what we're talking about in class, and I like writing down ideas of what I want to do for my class next year. This is just FUN, and exciting. I'm sure I'll have plenty to complain about later on, but for now I'm happy to be happy.
I did more observing than teaching this week, so it was a little less eventful. There were some great moments though, so I'll focus this blog on those:
1.) Remember K? For whatever reason, on Wednesday of this week, she had a great day. We had a warm moment when she greeted me in an assembly and I squeezed her foot, which she'd rested on the seat in front of her. Later I had to ask her to take it down, but she willingly complied. In class that afternoon, she was polite and focused and at one point asked me a question, starting it with, "Gretchen, what was...?"
I responded, "It's actually Greta," and then answered her question.
"Oh! I'm so sorry, I didn't mean to do that, I'm really sorry...!"
"No worries K, it happens."
I saw her again on my way out the door that afternoon and said, "K, you were so great today. I really appreciated how polite you were!" She gave me a silly grin, and finished running up the stairs.
On Friday, she seemed to be in a contentious mood again, but she seemed more ready to listen and be reasonable when I questioned her on it. It feels like there's more of a relationship there, which other teachers tell me is huge in managing harder students. And I loved that we had that good day-- if nothing else, the next time she's being really tough to work with, I can pull her aside and say, "K, I KNOW how great you can be, I've seen it. What's the deal with today?"
2.) More relationship building: a ninth-grader named "I"-- I'll call him Isaac-- often has trouble focusing and is frequently flirting with the girl across from him, or talking under his breath, or showing signs of great boredom. On Monday, I kept catching his eye, and indicating, "Isaac, stop" or "Isaac, cut it out." At one point, I looked over and he'd made his hand into the shape of gun and was pointing it at his head, like, "Shoot me, this is so boring." I caught his eye, and made my hand into the shape of gun, and put it to my head. Then I mimed putting it in the holster and raised my eyebrows at him. He looked at me for a second. Then, he took his "gun" off his head, twirled it, blew the smoke off his fingers, and finally holstered it. We both grinned.
On Friday, we'd given the class work-time to fill out a "Hero Journey worksheet" that they'd been assigned for homework, which essentially asked them to start translating their own stories into a Hero Journey. I came over and asked Isaac and his gal pal if they were working. "Yes! Yes we are!" she started out quickly.
"Great! What are you coming up with?"
"Isaac is figuring out-- he's going to do something with a frog prince!" They both laughed at her quick improvisation.
"Oh you ARE? Isaac-- it's going to be your mission to find a frog prince?? Well that's great! I didn't know you wanted a PRINCE! How sweet! I honestly didn't realize you went that way, but that's great, I'm really happy for you, I'm glad you know what you're looking for!" The other kids at the table erupted into giggles, and Isaac grinned at the ribbing, turning red.
It's fun to be getting to the point where I can joke around with them. :)
3.) Some moments that indicate room for improvement: the students seem to have uncovered an Achilles Heel for Viola and me as far as clear communication on what one of us has told the students. For example, one student will ask me to go to the bathroom and I'll approve; then Viola will see the student leaving and say, "Mary sit back down please, you can go after I finish explaining this." Another student on Friday asked Viola if she could listen to her I-pod when doing independent work; Viola told her no, and then when the student asked ME later, I said that she could, so long as I could see that she was working. Crossed-wires make us BOTH look bad... Luckily, Viola's been great about recognizing when she accidently undermines what instruction I've given, and understanding when I accidently undermine hers. Bottom line-- we just need to make sure that we're on the same page!
4.) One more thing I'll mention: Viola also teaches a Swing Dancing Class for our elective, so I've been getting to Lindy Hop my heart away during 6th period. It's GREAT to end the day doing something active, and I love getting to interact with the kids on a different level. We have many of the Dance students in our English classes, and getting to be silly with them in Dance helps our interactions in English. :) Viola especially gets goofy when she's teaching the class-- she has Buddy Holly glasses frames without any glass in them that she always puts on to commence her instruction, haha! I'm happy to report that 10 years of dance training enables me to fake it well enough to be accepted by the students as a legitimate Swing Dancing T.A., although-- I'm still under suspect by some of the students who don't have me for class. On Thursday, a little guy was peering in the window of dance class and distracting some of the students. I opened the door and asked, "Where are you supposed to be right now?"
"Karen's class."
"Well, how about you go to Karen's class?"
"What...? Are you even a teacher?"
"Yes!"
"No you're not, SHE'S the teacher!" (pointing to Viola)
"I'm her intern! Now scoot yourself, get to class!"
That was my own fault I think-- I was wearing a funkier outfit that day (siiiigh, again, with the wardrobe) and looked younger. I felt tickled by the exchange though. Haha!
But I will say: dancing with teenage boys that are supposed to see me as a teacher can be so awkward!! There's usually no eye contact, plenty of B.O. and cologne, lots of sweaty palms, and lots of awkward responses to my conversational questions. It's uncomfortable, but hilarious!
Alright, that should wrap up Week 2. :) Yay for fun interactions!
Aug 20, 2008
Apple on the Tree; Ivy on the Ground
Yesterday I met the woman who is going to mentor me as her student teacher for this entire school year. I'd been praying about this, because my school/mentor placement will not only hugely affect my grad school education, it will also likely play a major part in where I get hired in the future. Two possible placements had already fallen through, and I was starting to feel seriously concerned. Most teachers, after all, are going back to school this week or next-- who was I going to be tagging along with??
The first teacher I'd been possibly placed with was an impressive teacher-- I watched one of her classes, and she had a great rapport with her students, and they were demonstrating great writing. But the school's theatre program had recently been cut altogether-- a big concern for a grad student hoping to get endorsed in both English and Drama. Although the teacher told me that I could assist one of their guest directors on a production, she said, "Do it at your own risk-- because we'll have our hands full with our English classes." The school would have also entailed a huge commute, and its student population was largely upper-middle class. Not totally the demographic I was hoping for... I want to teach lower-income students in the future, so I wanted to be in a situation that would teach me how to DO that.
I went back to the lady who coordinates placements. "Is there any way we could try to find me a school that has English AND Theatre classes I could observe...?" Ideally, I was hoping to be paired with a teacher that balanced both subjects, so that I could learn how to time-manage between those two very time-consuming subjects. But really, I'd be happy to just be IN a school with a theatre program.
A possible break seemed to present itself: one of my fellow teaching interns is currently the Performing Arts Director at his large, highly-esteemed Seattle district high-school. He was going back to school for his Masters, but had worked professionally for years, and had taught at the college and high-school level. He wouldn't have been able to "officially" mentor me, since we were both in the program, but I could OBSERVE his awesome classes... And in the meantime, I could be mentored by an English teacher down the hall. Additionally, this school has an incredibly diverse student body-- literally, any type of student I would ever expect to teach would be here. Talk about a learning opportunity! My intern friend and I got really excited about this prospect, and he talked to his principal, and I emailed the placement lady at my University. She came back to me with a pessimistic outlook: my cousins go to this high-school, and teaching in a school with 'relatives' is against University policy. This high-school is also apparently really hard to get into, and she guessed that they had already reached their "intern" quota for the year. "Don't get your hopes up," she said. Crap.
Monday arrived, August 18th, and I still had no idea where I'd be teaching for this year.
Then the placement lady emailed me. "I think I have what could be an excellent placement for you," she began...
And did.
She.
EVER.
This lady, Viola, is a high-school English teacher who also teaches the winter Musical Theatre class: a teacher that teaches both subjects! The school is a small alternative public school that focuses on incorporating a great deal of the arts and social justice themes into its curriculum. Did I MENTION that I went to a small alternative public school that focused on combining arts with academics and world-related themes?? This school is basically the Seattle version of MY high-school, which I LOVED. Viola also mentioned that she had just finished taking a workshop at the Oregon Shakespeare Festival and would love to work with an intern that was interested in Shakespeare.
Fact: I am a Shakespeare GEEK. Like... major, MAAAAJOR geek. AND, when I was in high-school, our theatre classes went on yearly field trips to that same Shakespeare festival. What. I get to nerd-out with with my mentor teacher about Iambic Pentameter!!
AND, this woman has an extensive dance back-ground (she teaches a Fall elective on the Lindy-Hop, which I get to take too. Seriously??). Fact: I took ballet for ten years, jazz for five, modern for three, and tap for one. I LOVE DANCING.
ANNND, as we were going over the curriculum, she said that we would be working with the Social Studies classes on covering similar time periods and historical movements. This is exactly the type of thing I want to do as a teacher: open up literature to broader relevance and show kids how it connects to other elements of their world. She spoke about how important it was to her to teach in a way that helped students relate to it personally.
THATISTOTALLYWHATIWANTTODO!!!
She mentioned at one point during our coffee date: "Something you should probably know is that we'll have a lot of low income kids. We're about 60% free-and-reduced lunch." She looked at me like, "How will you do with that?" I looked back at her like, "Are you seriously saying this right now?"
I'll be teaching the kids I want to teach.
She said, "I give the students a tough curriculum, because I want them to believe that they can do it. I tell them, 'My daughter went to a private school, but I don't believe you should have to pay all that money to get a good education. You're going to be able to get that right here.' That makes them sit up straighter." That's what she tells them. That's what she teaches them. That's what...I...want...to...GAH! (Spazzing with excitement.)
We'll be covering the Middle-East, Asia, and then Africa in our curriculum. By the time we get to Africa, I'll be doing the majority of the teaching, and guess what we're reading? Things Fall Apart, by Chinua Achebe. Viola was thrilled to hear that I'd been to Africa. "You can use that in your teaching!" I'll get to revisit that transforming time in my life: I get to teach about Africa. She said, "Ooo, let's see if we can get someone to come in and teach them African dance!" Cool!!
Oh, and did I mention the school is like, three miles away?
I feel like this spot was created JUST for me. It is exactly, and everything that I want to do, and I loved meeting with Viola: she's going to be so much fun to work with. She's creative, and spunky, and energetic, and open. Praise the Lord-- what a gift, you know??
I "go back to school" on Tuesday!!!
The first teacher I'd been possibly placed with was an impressive teacher-- I watched one of her classes, and she had a great rapport with her students, and they were demonstrating great writing. But the school's theatre program had recently been cut altogether-- a big concern for a grad student hoping to get endorsed in both English and Drama. Although the teacher told me that I could assist one of their guest directors on a production, she said, "Do it at your own risk-- because we'll have our hands full with our English classes." The school would have also entailed a huge commute, and its student population was largely upper-middle class. Not totally the demographic I was hoping for... I want to teach lower-income students in the future, so I wanted to be in a situation that would teach me how to DO that.
I went back to the lady who coordinates placements. "Is there any way we could try to find me a school that has English AND Theatre classes I could observe...?" Ideally, I was hoping to be paired with a teacher that balanced both subjects, so that I could learn how to time-manage between those two very time-consuming subjects. But really, I'd be happy to just be IN a school with a theatre program.
A possible break seemed to present itself: one of my fellow teaching interns is currently the Performing Arts Director at his large, highly-esteemed Seattle district high-school. He was going back to school for his Masters, but had worked professionally for years, and had taught at the college and high-school level. He wouldn't have been able to "officially" mentor me, since we were both in the program, but I could OBSERVE his awesome classes... And in the meantime, I could be mentored by an English teacher down the hall. Additionally, this school has an incredibly diverse student body-- literally, any type of student I would ever expect to teach would be here. Talk about a learning opportunity! My intern friend and I got really excited about this prospect, and he talked to his principal, and I emailed the placement lady at my University. She came back to me with a pessimistic outlook: my cousins go to this high-school, and teaching in a school with 'relatives' is against University policy. This high-school is also apparently really hard to get into, and she guessed that they had already reached their "intern" quota for the year. "Don't get your hopes up," she said. Crap.
Monday arrived, August 18th, and I still had no idea where I'd be teaching for this year.
Then the placement lady emailed me. "I think I have what could be an excellent placement for you," she began...
And did.
She.
EVER.
This lady, Viola, is a high-school English teacher who also teaches the winter Musical Theatre class: a teacher that teaches both subjects! The school is a small alternative public school that focuses on incorporating a great deal of the arts and social justice themes into its curriculum. Did I MENTION that I went to a small alternative public school that focused on combining arts with academics and world-related themes?? This school is basically the Seattle version of MY high-school, which I LOVED. Viola also mentioned that she had just finished taking a workshop at the Oregon Shakespeare Festival and would love to work with an intern that was interested in Shakespeare.
Fact: I am a Shakespeare GEEK. Like... major, MAAAAJOR geek. AND, when I was in high-school, our theatre classes went on yearly field trips to that same Shakespeare festival. What. I get to nerd-out with with my mentor teacher about Iambic Pentameter!!
AND, this woman has an extensive dance back-ground (she teaches a Fall elective on the Lindy-Hop, which I get to take too. Seriously??). Fact: I took ballet for ten years, jazz for five, modern for three, and tap for one. I LOVE DANCING.
ANNND, as we were going over the curriculum, she said that we would be working with the Social Studies classes on covering similar time periods and historical movements. This is exactly the type of thing I want to do as a teacher: open up literature to broader relevance and show kids how it connects to other elements of their world. She spoke about how important it was to her to teach in a way that helped students relate to it personally.
THATISTOTALLYWHATIWANTTODO!!!
She mentioned at one point during our coffee date: "Something you should probably know is that we'll have a lot of low income kids. We're about 60% free-and-reduced lunch." She looked at me like, "How will you do with that?" I looked back at her like, "Are you seriously saying this right now?"
I'll be teaching the kids I want to teach.
She said, "I give the students a tough curriculum, because I want them to believe that they can do it. I tell them, 'My daughter went to a private school, but I don't believe you should have to pay all that money to get a good education. You're going to be able to get that right here.' That makes them sit up straighter." That's what she tells them. That's what she teaches them. That's what...I...want...to...GAH! (Spazzing with excitement.)
We'll be covering the Middle-East, Asia, and then Africa in our curriculum. By the time we get to Africa, I'll be doing the majority of the teaching, and guess what we're reading? Things Fall Apart, by Chinua Achebe. Viola was thrilled to hear that I'd been to Africa. "You can use that in your teaching!" I'll get to revisit that transforming time in my life: I get to teach about Africa. She said, "Ooo, let's see if we can get someone to come in and teach them African dance!" Cool!!
Oh, and did I mention the school is like, three miles away?
I feel like this spot was created JUST for me. It is exactly, and everything that I want to do, and I loved meeting with Viola: she's going to be so much fun to work with. She's creative, and spunky, and energetic, and open. Praise the Lord-- what a gift, you know??
I "go back to school" on Tuesday!!!
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