tag:blogger.com,1999:blog-8166711554903353772024-03-04T22:53:05.699-08:00Different Drummer Secondary English ResourcesI am a High School English teacher to adult felons in jail that usually have with ADHD, social/emotional disorders, general anxiety disorder, PTSD, and other learning disabilities. I am the mom to a 9 year old boy with ADHD and I have ADHD as well. This blog is a place for me to describe my teaching style, vent about the difficulties surrounding ADHD, and explain some of the common issues I face as a teacher and parent.Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.comBlogger69125tag:blogger.com,1999:blog-816671155490335377.post-43797683009077396252015-06-21T21:08:00.002-07:002015-06-21T21:08:49.556-07:00Speech from a Graduate! Twice a year, I have the privilege of watching students who are incarcerated in the county jail graduate high school with an actual high school diploma. Most students drop out of high school some time in their junior year, so they have quite a number of credits to make up. Some work extra hard to <br />
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finish up and attend classes every day as well as packets to fulfill any deficient units. One of their last assignments is to write a graduation speech as a reflection on their journey and how this accomplishment will help them in the future. Some students use it as a platform to thank their teachers, parents, children, and anyone else that supported them on this journey and some take the time to really reflect on how earning their high school diploma will make a difference not only in their lives, but future generations.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuC2dNHV2ai3BXWH-BHJKoc2Sf1a3CK_2_aoRXRDcy1PmYP62fSUVZiFS-0WLnXPyPHhyphenhyphensnlt4MAt57HLEMoKFdXqtC7Tglr4Tz94jDpECChzqR8wzduq8RUedwZjX2s47Y4aeqW8_LA/s1600/free-vector-graduation-cap-and-diploma-vector_001862_1-01.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="166" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuC2dNHV2ai3BXWH-BHJKoc2Sf1a3CK_2_aoRXRDcy1PmYP62fSUVZiFS-0WLnXPyPHhyphenhyphensnlt4MAt57HLEMoKFdXqtC7Tglr4Tz94jDpECChzqR8wzduq8RUedwZjX2s47Y4aeqW8_LA/s200/free-vector-graduation-cap-and-diploma-vector_001862_1-01.jpg" width="200" /></a>Here is one of the most beautiful speeches I have read from this year's graduating class.<br />
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<i><span style="font-family: Georgia, Times New Roman, serif;">There is a question that comes to everyone’s mind throughout
life and it's usually around ten years old and that is “When do we stop
growing?”<span style="mso-spacerun: yes;"> </span>And there usually is an answer-
like around 18-21 for women and 25-27 for men.<span style="mso-spacerun: yes;">
</span>This may be true height-wise and genetically, but that isn’t true for
every aspect of life.<span style="mso-spacerun: yes;"> </span>Truth is, we never
stop growing because the power of education keeps planting
seeds within ourselves that later grow into beautiful art we display in our
lives.<span style="mso-spacerun: yes;"> </span>Education has no age limit.<span style="mso-spacerun: yes;"> </span>It’s
a powerful tool that I believe to be the key to life because having an
education empowers you to do things you never thought you could.<span style="mso-spacerun: yes;"> </span>Education becomes the bricks that pave the
way to your dreams.<span style="mso-spacerun: yes;"> </span>It's the foundation
to what you choose to build in life.<span style="mso-spacerun: yes;"> </span>It
has no setting, no boundaries, no set age group, or no
absolute definitive course.<o:p></o:p></span></i></div>
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<i><span style="font-family: Georgia, Times New Roman, serif;">Education is what you make of it and what you
put into it, is what you’ll get out of it.<span style="mso-spacerun: yes;">
</span>What you want your future to look like? What you want to
become?<span style="mso-spacerun: yes;"> </span>It’s your own portrait, your own
series, your own legacy. You are the director, the artist, the architect of your life.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Education takes
on many forms and is different for every person.<span style="mso-spacerun: yes;">
</span>It’s the invisible </span></i><br />
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<i><span style="font-family: Georgia, Times New Roman, serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3Rymd6SMepVoET1V8erafAwgqxpeuo712h7Ijr0Eg3bfHrIUD-9TUFOzkFc6QvOeDu9SjImSHTHlV24UPZ1yFr6Jrg5XN4UpTMVPLejADonAQ77WzZ7Bh8wZo392IedJHfgfByfEtKQ/s1600/gardening-clipart-xTgbd5LTA.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3Rymd6SMepVoET1V8erafAwgqxpeuo712h7Ijr0Eg3bfHrIUD-9TUFOzkFc6QvOeDu9SjImSHTHlV24UPZ1yFr6Jrg5XN4UpTMVPLejADonAQ77WzZ7Bh8wZo392IedJHfgfByfEtKQ/s200/gardening-clipart-xTgbd5LTA.png" width="193" /></a></span></i></div>
<i><span style="font-family: Georgia, Times New Roman, serif;">garden we carry around with us, continually planting
seeds and watching it grow and morph into things we’ve only dreamed of and
sometimes things we never expected.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></div>
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<i><span style="font-family: Georgia, Times New Roman, serif;">Continuing my education was always part of the plan, but as
we all know, we always stray from the plan.<span style="mso-spacerun: yes;">
</span>It’s positive people in our lives that help us get back on track to continue reaching for the top to achieve more than we actually think we
can.<span style="mso-spacerun: yes;"> </span>To the many teachers, professors,
facilitators, mentors, guides, and to the people with optimistic views who
enlighten us to search for more beyond our dreams and ourselves, Thank
you.<span style="mso-spacerun: yes;"> </span>The lessons they bring to our lives go beyond their jobs and their titles when they invest in our abilities to strive
for an education.<span style="mso-spacerun: yes;"> </span>To them I extend my
thanks and my gratitude because they keep our dreams alive.<span style="mso-spacerun: yes;"> </span>They help you find something more, go deeper than you thought your could, and look for something you
didn’t think you needed.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></div>
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<i><span style="font-family: Georgia, Times New Roman, serif;">And to my forever life teachers; my mom and my dad who have
always been there for me even when I was not there for myself.<span style="mso-spacerun: yes;"> </span>Through my whole life, through grade school, high
school, and even sports, as well as my upbringing of my own children, you have
always been there to give me the words I needed, the confidence to overcome,
and the overall support a son, a father, needed and will always need in
life.<span style="mso-spacerun: yes;"> </span>I thank you now and forever.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></div>
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<i><span style="font-family: Georgia, Times New Roman, serif;">A special thanks goes out to my father, for not only being
the example of a man I should follow but for showing me through his actions as
a husband, as a father, and a man.<span style="mso-spacerun: yes;"> </span>He
continues to pave the road by continuing his quest for education in his life,
even in his late 40’s - sorry Dad!<span style="mso-spacerun: yes;"> </span>You
have always been my hero, my life coach who I can always depend on to help me
achieve my goals.<span style="mso-spacerun: yes;"> </span>It’s like in baseball
when you coached me and said, “Son, you’d be a hell of a baseball player if
you’d just follow through with your swing.”<span style="mso-spacerun: yes;">
</span>You see Dad, that applies to life and education because when you follow
through with that you're sure to hit it out of the park.<span style="mso-spacerun: yes;"> </span>Thanks Dad for giving me strength and
confidence to get back in the box and take another swing at life and at
education.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></div>
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<i><span style="font-family: Georgia, Times New Roman, serif;">In closing, I would like to say thank you for allowing me to
finish what I’ve started many years ago but most of all for enlightening me to
follow my dreams through education.<span style="mso-spacerun: yes;"> </span>I
now know that this is my story and I’m the narrator. In fact, we are all narrators to our
own stories that will continue to move and change throughout our lives, never stopping, always continuing into the next
chapter.<span style="mso-spacerun: yes;"> </span></span></i></div>
<div class="MsoNormal">
<i><span style="font-family: Georgia, Times New Roman, serif;"><br /></span></i></div>
<div class="MsoNormal">
<i><span style="font-family: Georgia, Times New Roman, serif;">It’s your story, you tell
it.<span style="mso-spacerun: yes;"> </span></span></i><o:p></o:p></div>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRTfzo5CMYaPmvwdleHGGjNlZTavVuqJ-45_ZZwEX6eF7M1zKSlQRIvJq_hU_tI_byskvCy2fbwbG3wfnQmHchOlGqFgUGyKYULrD-UTbAPLjG6Hv-Bs6owq8jE4v7MknIJOiiLaoCQ/s1600/091114-PVSP-graduation-3-three-inmates.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRTfzo5CMYaPmvwdleHGGjNlZTavVuqJ-45_ZZwEX6eF7M1zKSlQRIvJq_hU_tI_byskvCy2fbwbG3wfnQmHchOlGqFgUGyKYULrD-UTbAPLjG6Hv-Bs6owq8jE4v7MknIJOiiLaoCQ/s320/091114-PVSP-graduation-3-three-inmates.jpg" width="320" /></a></div>
For all those who think spending money educating inmates is not worth it, think about this: if these guys finish high school, they have a 67% chance of getting a career that will stop the cycle of continuous incarceration for themselves, but more importantly, they have a 87% chance of stopping the cycle of generational incarceration. I think that this is so important to changing the way our society views felons and criminals. They can change. I believe it. I live it. I see it. Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com2tag:blogger.com,1999:blog-816671155490335377.post-91944541525576408612015-02-25T21:01:00.003-08:002015-02-25T21:02:41.362-08:00I See You<div class="MsoNormal">
<span style="font-family: Georgia;">I am who I am <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;"><span style="mso-tab-count: 1;"> </span>You say<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I can’t, won’t, don’t know how to change<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;"><span style="mso-tab-count: 1;"> </span>You say<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I am hard<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I am strong<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I am somebody<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;"><span style="mso-tab-count: 1;"> </span>You say<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">But I see through you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">little one<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Sitting there on the dirty<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">orange carpet with no milk<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">In the fridge<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Tears running down your face<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Terror in your eyes<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Blood in your mouth<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I see you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Baby child with no food<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Trying to fit in<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Without<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">A mother or father to provide<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Food, love, or<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">A chance to make it <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">A chance to survive<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I see you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Dreaming about becoming <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Somebody special<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Becoming a man<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Becoming the hero<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Becoming different than<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">The expectation, the rule<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">What they think you should be<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I see you, little boy<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">With your<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Fear of being hit<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Fear of being left behind<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Fear of fear itself, that unmanly<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Emotion that you can’t feel no matter<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">How much you feel it.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Fear, the shame of feeling<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">The shame that men can’t feel<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Can’t trust, can’t run from<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I see you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Crying out for love<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">For something different<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">For a future<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I see you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I acknowledge you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I care about you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">I see you<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">Not as you see yourself<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia;">But I see you…I see you<o:p></o:p></span></div>
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<span style="font-family: Georgia;">As the someone you will be<span style="font-size: 14pt;"><o:p></o:p></span></span></div>
Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-73174583110258350312015-02-17T23:07:00.000-08:002015-02-18T22:35:01.405-08:00I'm having a problem...I thought that what I was doing would be accepted by everyone. I thought that what I was doing was amazing. I thought that EVERY American citizen would be interested in the difference between educated post-felons and non-educated current felons. I thought I would be respected....<br />
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I'm having a problem. I found out that not everyone believes in education for felons. Not everyone wants to divert state funds to educating people in jail. Not everyone believes they are worth anything more than a basic meal and a life spent away from society. Except- here is the problem- if they were <br />
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taken out of your community, they will eventually be put back into your community. You don't have a choice. You can't yell or tantrum your way out of changing this fact. It simply won't happen once they are out on parole. So, then by not accepting this change, you are telling me you that you want the same drug addicted, high school dropout, father or mother to 3-4 kids by as many different partners on the streets. No? Yeah, I don't either.<br />
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See, here's the thing. I didn't get into this line of work because I wanted to martyr myself. I had NO information about this lifestyle prior to this job. I didn't know anything about gangs, tattoos, cultural expectations, or violence. I have been completely naive and stuck under the rock of natural selection. I admit this but I have seen a different side to life. I want to HELP them. I want to give them something to hang onto so that they can actually find work that will not only fulfill them but will give them a life they can be proud of.<br />
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I want to give them a future.<br />
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But I am finding it hard, no...really different... than what I anticipated. See, I thought, based on what I have been told, that I would be set up by the students so that they could get me into trouble. The problem is that this hasn't happened. The students have been ridiculously respectful, ready to work hard, get into the text and work like they never have before. The issue that I have been having is with the Deputies.<br />
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THEY HATE ME. <br />
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No, seriously, they hate me. The guy in the bubble that buzzes me in and out is so insulting, I want to run away. The two inmate trustees are awesome and respect me and want to make sure I am so absolutely protected that they tend to be a little overbearing, but in reality, I am the only thing they can protect, so they take it seriously. The CAs or Custody Assistants that I work with in this program are awesome and really into making sure that we are comfortable. But the reality is that 50% of the<br />
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Deputies are not happy. They hate what we do. They hate what we teach. They hate that we spend our time trying to educate people they think are not capable of being educated. They hate that the students are respectful and willing to work for me when they are really not interested in doing anything productive for the Deputies.<br />
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Yet, I have to maintain respect 24/7. I have to be their teacher, supervisor, counselor, fixer, confidante, role model, and maintain countless other roles that I have not necessarily been trained for. It's not so different than what I was doing before, but yet it is. I deal with a faction of the government that I never anticipated questioning and all the while, I am trying to teach and enlighten people that our society has given up on. I am trying to teach the "unteachable."<br />
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But, these guys needs metaphorical cheerleaders that are constantly telling them they can do whatever is in front of them. It is important. It has never happened in their lives. They need believers. We can be those believers. We can be the change.Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-23370650034417623672014-09-12T21:11:00.002-07:002014-11-20T19:45:22.679-08:00Felons Love Macbeth??<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 13px;">You know that saying "when you expect it, they will bring it" (or something like that, it is Friday, so please bear with me) well, my guys, ages 18-65, felons, some in there for 40+ life for all types of crimes, came into my English class on Monday not understanding what they were getting into and opening Macbeth. </span><br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 13px;">See, I had had most of them in the semester before and over time, they grew to trust me. They knew that I wasn't going to let them flail about and drown so they took a chance and requested my class again. (BTW: this doesn't happen very often) I front loaded a ton of info about the life of Shakespeare, the language, the feeling of the society, the background of King James I of Scotland and his love of witches- basically if I thought they would benefit from it, I was going to give them the information. </span><br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 13px;">But today, as I was looking around the room, hearing them analyze Act I, Scene 7, and snicker at Lady Macbeth's over manipulation and her way of stripping away Macbeth's masculinity, I knew that I had done my job, not only as an educator, but as a person that they can still count on to explain, show, answer, create analogies- they wouldn't drown even when it got a little harder and even when it was something they would never consider doing on the outside. It was an awesome feeling...</span>Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-61503389791828101022014-08-23T12:06:00.001-07:002014-11-20T19:41:53.887-08:00So...I teach in a Jail...I am now teaching in a jail. A bit different and quite a story, but here is the thing...it's really not that much different! Most of my students struggle with learning, most have some type of learning disability that had gone unnoticed by their teachers, and most need to hear that they can accomplish something in school that is acknowledged with a star on their paper and an "Attaboy!!" verbal exclamation.<br />
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But- there are some interesting differences...<br />
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For one thing, most of my students look something like this guy. All have tattoos somewhere and some of the more prominent gang members have tattoos on their scalps, their faces, on their ears, necks, fingers, and virtually any place they can have one, they usually have one.<br />
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They also flash gang signs to guys walking by, and some have been in hard state prisons for years at a time. Some are just waiting to be sentenced and hoping that they can show the judge improvement by going to school. Some are terrified that they will be away from their wives and children for years and their kids will grow up like they did, without their fathers to help them wade through the very real danger of gangs and murder on the streets.<br />
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I don't ask them about where they came from or why they are there. Some will tell me though and their stories are always so heartbreaking. I feel badly for these guys. Most grew up without stable parents, some were foster kids in and out of the system. Some were horribly abused and some watched their parents abuse drugs and alcohol. All of them were searching for something when they were arrested and usually that something is a quick dollar because they didn't finish school and couldn't get a job that made their family enough money to survive. Drugs became a way out, both financially and literally but most couldn't deal without being a part of a gang and so that is what they did- because they had to and because for many of them, it was the first real family that they had. Except it is difficult to just "dabble" in a gang. If you are a part of one, you become a true part of one and you must participate in everything that goes along with it...<br />
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So...I teach in a jail...and it's not that different, except it is...Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-91907710543044930962014-03-26T12:51:00.003-07:002014-03-26T12:52:13.514-07:00A New Way to Teach Descriptive WritingSome of my lower level English students struggle with understanding the impact of descriptive writing. They understand what an adjective does and what its function is in a sentence, but translating that to a larger scale and applying that concept to descriptive writing in a story is very difficult for them to do. After trying a couple of techniques to increase their ability to identify descriptive writing and becoming frustrated, I decided to have the students "DO" instead of just "LISTEN."<br />
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I only had four students in this class on this day and I could really take the time to show them what they were missing and where they needed to go. I placed them at different points around the school and had them look at the scene in front of them. I told them to write down all of the adjectives that they could think of to describe what they were looking at in 1 minute. <br />
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I timed them and once they were finished with that scene, they rotated clockwise to the next scene. Once they were finished with all of the scenes, I had them come back to the classroom where I drew a table on the board and wrote their names across the top and the title of each scene along the side. Each student recited the adjectives they thought of to describe each scene and I wrote them on the board. We discussed the different adjectives and I asked them if they saw any trends in the adjectives they chose.<br />
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The #1 trend they noticed was that almost all of the adjectives they chose were colors but there wasn't anything to describe the temperature, the sounds, the sights, the smells, the change in texture, sunlight, or perspective. I wrote a list of the five senses on the board and asked them to re-do one scene from outside using their five senses, and find adjectives to describe the scene that addressed each sense.<br />
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Once more, we went back inside after the minute was up and I wrote their new adjectives on the board next to their previous choices. It became obvious that these new adjectives made a huge difference in describing what they saw and to further make this point, I gave each student a different student's list and asked them to write a paragraph using the new adjectives.<br />
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One student only came up with two new adjectives and to the student who had to write a paragraph using only two adjectives, it soon became apparent that in order to write a paragraph, you needed more than two adjectives to describe a scene.<br />
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This exercise not just TOLD them but SHOWED them how important descriptions were to the development of the setting. In a story, instead of only reading the words, I want them to be more aware of how the author is creating the setting by accessing their five senses to create a comprehensive experience for the reader. I want them to to be able to identify when descriptive writing is being used and how it affects the development of the story.<br />
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Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-73119844265192743432014-01-14T18:44:00.002-08:002014-01-14T18:56:11.952-08:00Writing Guides: Providing Useful Organization for the ADHD and Learning Disabled Student<i>"Utter fear- that is what went through my head when my teacher assigned an essay for homework. First off, I am a crappy writer and then, I had to write about something I didn't understand, something that wasn't clear. It wasn't clear for a number of reasons- the topic wasn't explained well enough and getting to the point of actual writing a five paragraph essay was taught with the assumption that my previous teachers had taught me correctly EVERY.SINGLE.TIME. Except, here is the funny thing- since each teacher assumed the PREVIOUS teacher taught it to me, I never learned how to do it! Also, when you tell a dyslexic kid with ADHD to just 'write a hook sentence, include sentences about what the next body paragraphs are going to be about and follow your notes to write a thesis sentence' you basically set me up for failure."</i><br />
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I have talked extensively with my husband about why he wasn't successful in school until I met him during his Junior year of college. It always comes back to the same thing- he never learned how to write an effective sentence or paragraph or essay.<br />
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<tr><td class="tr-caption" style="text-align: center;"><i><span style="color: purple;">This is just a complete waste of time for students with ADHD.</span></i></td></tr>
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My husband is an incredibly smart person. I am not kidding- he can take a multi-level, extremely difficult condominium project from blueprints to complete build. He sees this stuff in his mind as already completed, putting it into a 3D version as he reviews the plans, mentally going in and out of the rooms and seeing everything internally. The guy, as smart as he is though, simply can't write. He can just barely write a legible email and anything more complex leaves him very nervous and self-conscious. When I met him, he was earning just barely a C- in his college level courses that depended on papers and essays for grades. All other classes that were project based or test based, he was earning a B+ or better.<br />
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When he met me, I was in the middle of taking classes for a History major and double minors in English and Anthropology. I should have switched it around and worked for an English major but at the time I was feeling like I needed a challenge and History was harder for me than English. My husband would get so angry at me because I would have a paper due on Friday that I wouldn't start on until 7 pm on Thursday night, then I'd bang out 10-12 pages in two hours, go to the bar that night and still earn an A on it. He would spend 10-12 DAYS writing the same amount of pages and only come back with a D.<br />
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Writing always came pretty easy to me. In elementary school, I had fantastic teachers that modeled proper writing organization for me and would correct and critique my writing attempts, helping me learn how to self-edit my work as I went along and showed me the proper way to build on a proper sentence, then paragraph, then essay. It fit together for me like a giant puzzle and I loved the challenge. In my high school years, I had a teacher in my Honors English class that tore me apart and broke down my writing style until I was laid bare and learned how to say exactly what needed to be said and no more. After I mastered that skill, he helped me create the writer I wanted to be, eloquent and expressive, without being overly confident and self-indulgent.<br />
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When I became a teacher, I realized that writing in an organized fashion simply isn't natural to most people and by the time they reached high school, most students were so perplexed by the writing process, they put in the minimal amount of energy, doing what they needed to do to complete it, but not<br />
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caring about what they wrote or how it sounded. They were simply overwhelmed and too frustrated with the entire process because they were either taught by (well-meaning) people who used those tried <span style="text-align: center;">and true statements such as "the hook sentence needs to come first in your introductory paragraph" or "write the thesis statement so it connects with your three body paragraphs" or better yet "you need to analyze the quote from the book in this paragraph." These people were simply parroting what they learned and how they understood writing. However, these statements don't take into account those kids who don't understand what those words mean or how to organize the essay. When these students hear statements like this, it is the same as the teacher saying to them "now, put your foot behind your head and hop in a counterclockwise direction chanting the ancient Navaho request for rain". It simply does not make sense.</span><br />
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So how are they supposed to know what to do, how to do it, and feel confident in the process? Answer: They simply can't.<br />
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I hate to see these students feel bad about their writing ability and I resolved to find a way to help them. I started at the beginning, remembering how I helped my husband organize his essay with simple verbal questions asking him to say what he wanted to say in his paper. Then, I used a very straightforward, linear organizer that had the components of each paragraph outlined with sentences and prompts that told him exactly what he needed to include in each sentence, eliminating the uncertainty of what goes where.<br />
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This seemed to help them "see" how to construct the essay and also what elements were included and why they were important. Originally, I designed the organizer without any breaks in between the paragraphs and I found that students were still feeling overwhelmed by the idea that there was SO MUCH to write! So, I separated each paragraph to be on its own page, eliminating the "wall of lines" and allowing them to focus on just finishing <i>that</i> paragraph instead of being daunted by "what comes next." To say I saw an improvement was an understatement!! Their essays were organized, included all the components of a correct essay such as a thesis statement, quote, analysis, transition sentence, and a correct conclusion that DIDN'T simply re-state the argument!<br />
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I have now expanded my <a href="http://www.teacherspayteachers.com/Product/Five-Paragraph-Essay-Organizer-Worksheet-654667" target="_blank">Original writing guide</a> to include one for a <a href="http://www.teacherspayteachers.com/Product/I-Have-a-Dream-and-Speech-in-the-Virginia-Convention-Analysis-Unit-685670" target="_blank">Compare/Contrast essay</a>, a literary analysis essay, and "How To" guides for writing <a href="http://www.teacherspayteachers.com/Product/Edgar-Allan-Poe-Create-Your-Own-POE-spired-Short-Story-824820" target="_blank">a Murder Mystery</a>, an <a href="http://www.teacherspayteachers.com/Product/American-Gangster-Biography-Writing-Guide-and-Activities-1030750" target="_blank">interesting biography</a> and just recently, reflective journals. Some of the these writing guides are included in the units I designed them for, but I have been debating whether or not to make a large bundle with instructions on how to implement them for all levels and subject areas....still working on it though!<br />
<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com1tag:blogger.com,1999:blog-816671155490335377.post-41189070720980481182013-12-12T17:51:00.000-08:002013-12-12T18:00:30.938-08:00The Controversy between Red Dye#40 and ADHDAnother issue floating around regarding ADHD has to do with the addition of Red Dye #40 into many of the food choices available for children. <br />
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The FDA recently concluded a study of children with ADHD trying to find a possible link between food dye and hyperactive behavior. The government sponsored advisory panel reached the conclusion that there is no direct link between food dyes and increased hyperactive behavior. However, it has been noted that many of the studies that were used to come to this conclusion were inherently flawed because the tests were either skewed due to the formula used or the quantity of dye in each test. Because there were no set levels or single dyes used in any of the tests, the panel was unable to come to a decision. (See Full Report <a href="https://www.childrensmercy.org/Content/uploadedFiles/Clinical_Practice_Guidelines/Red%20Dye%2040%20Final.pdf" target="_blank">HERE</a>)<br />
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It should be noted, though, that the European Union decided to ban specific dyes from food imported from the United States or produced in the Union in 2007 and required products that included other food dyes to place a warning label in plain sight of the consumer. <br />
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So, what does that mean to us parents of kids with ADHD? Can we determine that hyperactivity is either exacerbated by food dye or that it can even <em>cause</em> ADHD symptoms in kids who don't have clinically diagnosed ADHD? Scientifically speaking- no, we can't determine that there is a direct and sure link between food dye and ADHD. <br />
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However, as a parent to a child who would become extremely violent within 20 minutes of eating something with Red Dye #40, I can tell you that I found a connection, one that was very disturbing and frightening to witness. Now, my child can be extremely hyperactive, I admit that in every way but he has never been violent towards me or intended to hurt me. I have never seen his eyes go from the bluest blue to full, black pupils except when he has eaten something with Red Dye #40. How do I know it is from the Red Dye? Because I didn't change anything else in his diet. And my son did not spontaneously decide to kick me and bite my arm that was around him for the hour prior to his "treat." Because I started keeping notes about what he ate and his reactions and noticed that a trend started to come through...anything with Red Dye #40 not only enhanced his hyperactive behavior, it even added an element of violence and determination to hurt those in his path of destruction. <br />
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I couldn't stop this behavior even though I tried everything in my arsenal of tricks and every possible calming method I knew. I put him in time outs, took away his toys, even had his father come home to physically hold him so he wouldn't hurt us, the animals, or himself. He didn't calm down until he physically exhausted himself and when we realized this, we would take him to the track and let him run it out. Sometimes this would take anywhere between 30 minutes to 2 hours of just running back and forth, helping him metabolize the dye in his body to where it didn't affect him as much. <br />
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Of course, some people did not believe me, especially my parents and in-laws and still gave him foods with red-dye...that is until they were watching him after giving him said food and had to handle the fall out themselves instead of just sending him back to us before the tornado hit. After they were able to see first-hand how it affected him, they agreed with me and honored our wishes to stop giving him food with added food dye. <br />
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For us, this meant changing the way we did things. Yes, it was hard to change what we ate, where we went out to dinner, saying "no" when he wanted that strawberry ice cream cone or yogurt from a friend's house. It meant packing his lunch with food that required greater preparation and close reading of items from the grocery store. In fact, it even meant that we needed to completely change the places we shopped and the dinners we made. Instead of popping into Vons or Ralphs and picking up a microwave entrée and rewarding him with McDonald's, we had to consciously plan our meals, looking through condiments and throwing away perfectly good food, declining party invitations, even bringing our own cupcakes to friend's birthday parties.<br />
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So, yes, it was hard. <br />
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But the effect was immediate. He stopped reacting so oddly after eating food, even food that are considered treats, such as candy or ice cream. He was able to feel better and although he realized that he was different than his peers, it didn't seem to bother him, especially after he ate a cupcake with Red Dye #40 by accident one day and went into crazy mode. After he came out of it and had some space, he actually told me he didn't like how he felt after eating the cupcake and he didn't like not having control over his actions or thoughts. I think he was about four and a half at this point and he hadn't had anything with Red Dye in about 6 months. It was the validation that I was looking for to prove to me the connection between Red Dye and ADHD.<br />
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Look, you can do what you want to do with your child, that goes without saying, but if there was a chance, even a small chance that you could help your child be more successful or less hyperactive, wouldn't you want to help him or her? If there was a chance to bring some calmness to your house and less chaos, isn't it worth it to try? Besides, it is not like you are completely changing every thing your child eats, you are just swapping their favorite foods with dyes with different brands of similar food that don't have these additives in them. Why not give it a chance?Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com4tag:blogger.com,1999:blog-816671155490335377.post-83766677866308873732013-12-05T19:52:00.002-08:002013-12-09T21:12:17.670-08:00Gothic Literature A.K.A Weird Stories about Dreadfully Fiendish Things<br />
I think I finally understood the complexity and depth that some writers can go to in order to create alternative worlds and new experiences when I read Edgar Allan Poe's "Fall of the House of Usher" in my 11th grade AP English class.<br />
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Prior to reading this, I had been entertained, taught, even brought to tears by books and stories, but I never really got that tingly feeling through my toes and been unable to tear my eyes away from the story developing before me. I don't know what it was that caught me, but I think it was the Poe's use of words and descriptions, his vague references of crazy family relations and the supernatural, and the dichotomy between sanity and insanity.<br />
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I was hooked...to the creepy, the macabre, the dark themes that Poe explored and I wanted to know more about it. Unfortunately, it wasn't until I was a teacher that I could spend time on the Gothic authors, researching the time period, the origin, other Gothic authors, and read more in this genre. I read Stoker's <i>Dracula,</i> almost all of Poe's collected works, Horace Walpole's <i>Castle of Otranto</i>, and of course, Ms. Shelley's <i>Frankenstein</i>. As I was reading, I kept noticing elements and details that were found in each of these stories and it seemed to me that these authors relied so much on the setting to help them create the mood and tone of the entire story. I also noticed that some of places or locations were similar, the characters were similar, and even some of the more creeptastic descriptions were similar.<br />
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After looking for some information on teaching Gothic literature as a sub-category of the Romantic era, I was able to track down some lists that explained the origin and common elements found in most Gothic Literature. First of all, Horace Walpole started the genre of the Gothic novel with his story, <i>The Castle of Otranto</i> set in a castle similar to his own, Strawberry Hill. If you've ever read this story and if you are anything like me, you'll spend most of the time looking incredulously at the story and mentally repeating "WTF!!" because the story is crazy weird and completely unnerving. However, he set a precedent that was followed and upheld by authors who followed down his dark and demented path.<br />
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<b><span style="font-size: large;">Common Gothic Elements:</span></b><br />
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<b>Setting</b>- Most of the time, the story is set in an old, crumbling mansion, family house, or castle of some kind. The location is central to the mood or tone of the story and Gothic authors took this element very seriously. Great detail and a large amount of adjectives were used to explain the setting to the reader and to provide a sense of "dread" or "darkness" to the upcoming events. And let's be honest, when have you ever gone into an abandoned house, factory, church, mansion, or castle and not felt a certain presence or unearthly influence? Yeah...me either...<br />
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<b>Ancient Prophecy</b>- Many of the stories have an underlying reason for the events that happen to the characters or family. This is usually because the character who owns the house or castle or the main character of the story is a part of prophecy that either needs to be fulfilled. It could also be that there is a link in the chain of events that must take place for peace to come to the family and the house.<br />
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<b>Ghosts, Moving Objects, Supernatural Elements-</b> Ghosts or supernatural events are featured heavily in Gothic literature because, let's face it, ghosts are kinda scary and I sure as heck do not want to be in a crumbling old castle with a prophecy that states something bad is going to happen and <b><i>THEN</i></b> turn around and come face to face with Lady Madeline's <b><i>GHOST</i></b>!! Nope, you can bet your money that I will turn my butt around and run screaming away from that situation!! But Gothic authors capitalize on this fear, manipulating it into a dual force of interest and terror- a necessary reaction to keep audiences captivated!<br />
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<b>Metonymy- </b>First of all, this is a very strange word. I can't seem to remember it or connect it with what it actually means. See, metonymy means a metaphor or comparison that is created between the audible characteristic and what it evokes in the reader. For instance, have your ever seen a graveyard or a funeral portrayed in the movies and it is a beautiful, bright sunny day? When you are watching a freaky ghost movie, do you ever see entities in the bright sunshine with rainbows shown behind them? No? This is because authors depend on the connection between the action in the environment and the reader's reaction. The creaking door, the howling wind, the rain beating against the window are all examples of metonymy because it conveys a sense of darkness, sorrow, and ominous foreboding that helps create a unique, menacing mood. I try to teach my kids that looking for examples of metonymy is not necessarily about the similes and metaphors, but an exercise in evaluating their personal reactions to what they are reading. If the hairs start go up on the back of their neck, or they find themselves feeling a little frightened, chances are the author is using metonymy.<br />
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<b>Women in Distress (a.k.a annoying girls who scream at everything)- </b>Typically, in the time period that the Gothic novels were written in, and with the exception of Mary Shelley, women were not considered as strong as men. Consequently, many women featured in Gothic stories were often simpering, weak individuals who ran away from danger and need the help and protection of a strong masculine figure. The exception is Edgar Allan Poe. In his stories, the females are either incredibly strange and seem a tad demented- or dead and walk around as ghosts or holed up in the wall. (Poe was seriously screwed up! I love him!) But one of the interesting aspects of the screaming female figure is that the story depends on this character to continue the storyline and provide the readers with a sympathetic connection to the situation unfolding before them. Without a character like this, they can't experience some of their feelings of fear and anxiety that have built up in their daily lives. This character becomes a release for them and readers can experience all the feelings that come from crying or screaming without actually doing it. A nice win-win for all involved!<br />
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There are other elements that can be found in the Gothic novel, such as necromancy, visions, the doppelganger, and the pursued protagonist, and I go through each those as well as the elements discussed <a href="http://www.teacherspayteachers.com/Product/The-Gothic-Novel-Powerpoint-Presentation-163497" target="_blank">here in my Gothic Novel PowerPoint</a>. Students can also use this <a href="http://www.teacherspayteachers.com/Product/Elements-of-the-Gothic-Novel-Worksheet-986932" target="_blank">Elements of the Gothic Novel worksheet</a> to find and analyze Gothic elements in any piece of literature written in the Gothic time period or style.<br />
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I also have some fun activities that encourage students to <a href="http://www.teacherspayteachers.com/Product/Edgar-Allan-Poe-Create-Your-Own-POE-M-Activity-386516" target="_blank">write a poem</a> in the style of Edgar Allan Poe or <a href="http://www.teacherspayteachers.com/Product/Edgar-Allan-Poe-Create-Your-Own-POE-spired-Short-Story-824820" target="_blank">create a murder short story</a>. Each of these activities use graphics that encourage participation and visual interest and are excellent for students who aren't very interested in school or learning. (**Please be aware that these activities do include graphics such as blood splatter or bloody drips and hand prints so use caution for younger students) By using visuals and powerful images that demand attention, students become interested not only in the subject matter but in creating something pretty amazing.<br />
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It seems all of us have a specific genre or time period that we are particular to- Gothic Literature and Transcendentalism are two of my favorite time periods, what is yours?<br />
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Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-70454744985051014362013-11-20T13:54:00.000-08:002013-11-20T14:05:41.144-08:00Finding a Currency that WORKS!How many times have you heard from all those "parenting experts" <span style="font-size: xx-small;">(I really just don't get that title...aren't we all parenting experts or experts-in-training when we have kids?...anyway)</span> that to improve your child's behavior, all you need to do is find their "currency" so they can learn about the consequences for their behavior?<br />
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'Cause I sure have...more time than I can count. </div>
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I agree with it to an extent. Think about it, if you are able find what your child cares about, you <em><strong>can</strong></em> use it to help them think about and monitor their own behavior, while acknowledging the consequences for their actions. <br />
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But what happens when your ADHD child doesn't really have a "currency"? What happens when they don't have genuine, deep connections to objects or material items? What happens when you finally find their currency and after a couple of attempts to control their behavior through restricting their currency, they loose interest and don't care about it anymore? Or what happens when that currency is either reading or playing outside?<br />
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Let me share with you some stories of myself when I was younger in an attempt to explain what happens when you try to control behavior through a child's "currency"....<br />
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When I was around 7, my mother started to require my participation with the family chores. I was supposed to feed the dog and empty the dishwasher. She thought, as many parents do, that an allowance would motivate me and make me want to complete the chores in a timely manner so I could do fun things, like see a movie, with my friends. However, she did not bargain for the fact that money didn't really interest me and my desire to go out and do fun things did not overpower my disinterest in doing my chores. She then tried a sticker chart to visually show me what I could earn if I did my chores. She changed the currency to a toy, one that I had been very vocal about wanting. But as soon as that toy became the prize for doing my chores, I didn't care about it anymore. She took it one step further and said that for every chore I didn't do, I would have to spend 10 minutes in my room after school. No problem!! I loved reading and would gleefully curl up with a book, thus avoiding my homework at the same time while serving my punishment. Pretty sweet deal if you ask me!! <br />
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To be honest, I never really had a material currency, and if I did, it was watching TV after school to decompress and re-charge my <a href="http://differentdrummersecondaryenglish.blogspot.com/2013/08/all-about-afternoon-meltdown.html" target="_blank">dopamine and serotonin levels</a>. But I could even go without TV since reading did the same thing for me. What <strong><u>did</u></strong> work was saying that it had to be finished by the time we left to go somewhere. One of my <a href="http://differentdrummersecondaryenglish.blogspot.com/2013/09/adhd-different-symptoms-does-not-equal.html" target="_blank">OCD tendencies</a> is to obsess about the time we needed to leave. If you say we have to leave in 15 minutes, we need to leave in 15 minutes and any later meant my anxiety would go into overdrive. If my mother said my chores had to be completed before we left and we were leaving in 15 minutes, you better believe I would get those chores out of the way before we left. <br />
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My advice is to not too much stock in trying to find your child's physical currency, instead, try to figure out what they focus on and what needs to be "right" in their little internal world for them to feel calm. As weird as it sounds, you need to use that need to your advantage. If your child is obsessive about rules, make it rule they must do BLANK. If they love going outside to play, they need to make sure that BLANK is finished before this. <br />
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This can even work for inappropriate behavior. For instance, my son hates to clean the bathroom floor. I know this and reserve this chore as a punishment to add to his other chores. He has three strikes in the morning and then we start over in the after noon. Strike 1 is a warning, Strike 2 is the loss of his dessert, and Strike 3 means that in addition to putting his backpack away, feeding the animals, doing his homework, and putting away his clean clothes, before he goes to bed that night, he has to clean the bathroom floor. He knows this because it has been a part of our routine for a couple of months now. But, if he started to outgrow this chore and I had to change it, I would do it slowly so he could get used to a new routine and then it would become normal. Flipping out or throwing a tantrum only serves to increase the amount of time he has to help me clean on the weekend. <br />
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This can help create a sense of expectation about behaviors accepted or tolerated and also provide your ADHD child with a connection to a feeling or internal checks and balances instead of checking out the entire process all together. And if it doesn't work, you can always keep changing it, trying new things until it does! We are "parenting experts-in-training" after all...its a constant work in progress!Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-74787470561494502892013-11-10T18:57:00.006-08:002013-11-10T18:58:29.508-08:00The Other Side of ADHD- Hyper Focus!Most people who are aware of ADHD or have some experience with a person with ADHD, they can all recognize the hyperactive elements. The inability to stop moving, getting up, the impulsive behavior, and even the need to constantly talk or be the center of attention. However, the hyperactive behavior isn't the only reaction that comes from a person with ADHD. Sometimes, when a person becomes really interested in something or really involved in creating something, they become hyper-focused.<br />
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This hyper-focus allows them to stay on one task for hours on end, trying to either perfect something, accomplish something, or come to the end of the activity they find fascinating or challenging. When this happens, it can be extremely difficult to get their attention, even impossible in some situations where the activity requires all a person's senses.</div>
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I find this type of focus fascinating and although I can recognize when I get into the "zone," as my husband calls it, it is especially interesting to see my extremely hyper seven year old focus in on creating a huge multi-dimensional lego jet bomber. All of a sudden, his need to move shuts off, his need to be stimulated quiets down, and he sits in one spot for hour at a time, methodically piecing together this incredibly difficult airplane without even the need to tap his foot. He will be like this for as long as it takes to completely finish it, even if it takes three days. </div>
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It is so hard to get his attention because he replies, "Wait a minute Mom, I just need to ______________ (insert the next step here)" While I respect his need to finish the task at hand, since I can recognize this intense, almost uncontrollable need to complete the task, it becomes difficult to get him to accomplish ANYTHING! I have had to actually pry a half-completed lego formation from his clenched hands so he can go to sleep. But then, he will come out a half of a dozen times to "tweak" his creation and it goes back and forth until the end. </div>
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Now, when he finally <b>DOES</b> finish it, he can put it to the side and forget about it. He doesn't play with it, or even care if it gets destroyed. For him, it is the <b><u>PROCESS</u></b> of building the lego formation, not the end result. As his Mom though, I can be proud of him and his ability to complete something like this and be content knowing that when he does find something that speaks to him, he will likely see it through- we just need to get him through those other less appealing tasks required of him by education!</div>
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Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-41192734947259103472013-11-05T21:07:00.002-08:002013-11-06T08:13:42.779-08:00Why Students Work Better While Listening to MusicWhen I was in high school, I would put on our local alternative music station and I would get focused and do my homework. My father would always come in and look incredulously at the music coming out of my little radio/clock/alarm and tell me that I couldn't possibly be focusing to the extent that my homework required. Seeing as I didn't really understand anything about ADHD at the time, I would always just shrug and say that it helped and honestly, it did, I just didn't get why.<br />
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I never really thought about it until much later, when I started teaching high school English with a different type of population and every time they started to work, they all took out their iPods and put in their earphones. I questioned their use and they all said that the teachers allowed it because it helped them focus. I couldn't believe it! Right in front of me were students who were just like me as a student and they all had some form of ADHD. I started to observe these students, analyzing their reaction to the music and connecting it to their ability to focus, so surprised that I could relate to their need to be focused on two different levels that I did a little research...not surprisingly, at that time, there wasn't a lot of information about why music works for kids with ADHD and I started to come up with my own theories.<br />
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Here is what I think and what I have gradually come to understand about why music works with kids who are studying:<br />
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There are two different levels of consciousness and people without ADHD only need one attended to. This means that people without ADHD find music playing while they are trying to focus on studying or completing homework distracting and irritating. However, people with ADHD have two levels of consciousness and in order for a person with ADHD to study effectively, their secondary, more unconscious level needs to be engaged so that their conscious can focus on their task.<br />
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This is where the music comes into play. Music can keep that secondary level of consciousness entertained so that the primary consciousness can actually learn. I have proof that this works- not only from my own experiences but because I have seen students need music to help them focus on the task ahead of them, turn up the volume on a song that even I can't stand listening to, and really buckle down to finish their task.<br />
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In my class, students are allowed to listen to music when they are reading, completing their individual classwork or homework, and studying. I do NOT let them listen to music while they are taking a test because even in college, teachers do not let students test while listening to music. I am trying to help them find something that works for them while also making them successful beyond high school.<br />
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<a href="http://8tracks.com/spiffynerd/hit-the-books" target="_blank">Click here to listen to more than 6 hours of study-inducing music!!</a></td></tr>
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As I was going through posts on Pinterest, I came across an amazing post about a 6 hour list of proven music mix that helps all those ADHD procrastinators get back into the groove of productivity and actually complete what they need to.<br />
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Click the links above to listen to some music that is proven to be an excellent mix between upbeat and easier sounding music. I would also encourage you to look at students who seem to gravitate to their music as someone who is not trying to deliberately disobey you and more as someone who might need to help their two levels of consciousness focus in order to be productive.<br />
<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com2tag:blogger.com,1999:blog-816671155490335377.post-33468569708654699082013-11-03T20:47:00.001-08:002013-11-03T21:02:51.508-08:00Grammar- I LOVE to HATE it!Every year, I am confronted with the fact that most of my students are completely uneducated when it comes to grammar and basic sentence structure rules.<br />
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It is like every time their teachers have said to them, "Hey guys, now it is time to put away art and take out your grammar workbooks" my students do this weird zoning out that only kids with ADHD can accomplish. I mean that while they are fully capable of going through the tasks assigned and even answer the questions the teacher directly asks them, nothing, and I mean <b>NOTHING</b> goes further than their preventative learning shield. They have developed this shield over many years of having to learn things they believe they didn't need to know or things that they have deemed "boring."<br />
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Yeah, all fine and good when they are younger and not much is required in regards to grammar when understanding the difference between a direct and indirect object is really not that important, but when they get to high school and they are required to actually utilize these skills and supposed knowledge in unique and meaningful ways, I get to see just how tuned out they have been during grammar lessons. Fun!<br />
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Don't get me wrong, I do not blame the teachers! This skill to actively participate and yet not is quite interesting and well developed, especially among the population of students I teach. But this leaves me with the task of trying to engage them, teach them grammar and sentence structure <b>WITHOUT </b>going into the identifying and diagramming, all while breaking through their protective knowledge shield.<br />
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I have to make grammar relevant and teaching it is difficult enough to hold their interest while also keeping in mind that I cannot, and I mean <b>CANNOT</b>, throw a ton of identifying words at these students. Why? Because they don't care what those words are. Seriously, you can say a word is a preposition, it sounds like "whah whah" to them. There is no connection between what the word represents and what the word is; and it can't really be connected either because there is no foundation from which to pull. So I find myself creating completely new ways of teaching fundamentals in 10th grade, such as the difference between a noun, verb, and adjective, all in a way they can understand. I find myself telling them to say things<b> OUT LOUD</b> so they can hear how a sentence is constructed to be able to then eventually understand where the mistakes are and how to change them.<br />
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These skills come slowly and with so much practice that I can't even begin to explain the lengths I have gone to help them! I have to reinforce concepts and fundamental knowledge constantly, building on whatever information managed to get through their "non-listening" force field. But, I have found that when I do away with the terminology that most English teachers use while teaching grammar, I am able to show them what they need to do and why. I utilize their sharp hearing and the need to be engaged in every way to teach them how a sentence should <b>SOUND</b>, instead of what it looks like on a diagram.<br />
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I think that if you say to students "What part of speech is the word 'attitude'?" and they respond with "verb," you should respond with, "Can you 'attitude'?" or "If I were standing here and you asked me to 'attitude,' what would I do?" It might help them<b> visualize</b> the difference between a noun and an verb. That makes so much more sense to me than just simply memorizing it. It helps them see the difference between something you "do" versus something that is there.<br />
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When I teach adjectives, I tend to use the verb "to be" in front of an adjective to <b>show</b> them it is a description. I ask them "Can I be 'pretty'?" If they answer "yes" I know they can hear the difference but need help singling out the word and prompted with the question to be able to identify it in context.<br />
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For me, teaching grammar is like trying to teach a toddler how to learn a different language. Instead of sitting there, calmly waiting for my lecture, with a pen ready to take notes, they would rather use a sharpie to tag the furniture. But when I show them what to do, ask questions in a format that helps them hear the difference of sentence structure and correct grammar usage, I can get the to use their strengths and apply them to learning something they are increasingly understanding is crucial to their success in their lives, regardless of where they go after high school.Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-75810589104656218452013-10-30T21:01:00.001-07:002013-10-30T21:01:11.085-07:00Trying Hard Not To Avoid BurnoutI haven't posted much of substance recently because...well..I've been really busy and I can't think of anything to write about! I have things pretty well handled (for me) and I usually only get sparks of inspiration when things are going to crap or when I can't seem to have all of my balls that I typically keep in the air, stay in a circular motion.<br />
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So maybe I will discuss what I have been doing that has made a serious difference in how I approach my career and my home life.<br />
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THE GYM!!!!<br />
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I have to work out to feel great. I hate starting back up at the gym because it hurts and it sucks and I just can't stand it. But then, I get in a groove and start trying new things, upping my difficulty and levels of resistance, and really getting into the reason why I need to work out.<br />
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See...when I work out, I lose track of everything and sort through the bullshit and yellow tape from school. I go through conversations with students where I felt frustrated and say all the things I wanted to say in that moment in my head. I yell at them and sometimes cuss them out depending on how irritated I am with them, but I need to do that because I have to get it out somewhere. I found that if I keep it in, it goes onto my husband or my kids and that can't happen. BUT it also can't happen on the students.<br />
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When I have my headphones in, I listen to raunchy, rhythmic rap music. I know, I know, completely weird to have a 30-something High School English teacher listen to popular rap music and I admit, it is a little different, but I love it and it keeps me going with the rhythm and sense of speed. The faster the song, the faster I pump my legs or go through my sets. It gets me through and I love it.<br />
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Then, right after my workout, I feel like it all came out...through my legs, my arms, my abs. I enjoy the burn and the feeling like I left everything out on the (I almost said field...) at the gym makes me a clearer and better person at home and in the classroom. I have always been an athlete, playing softball through high school with an offer for college level playing, but I couldn't take advantage due to a serious injury in my ankle. I get how an athlete needs to train and I love the feeling of achieving a difficult skill. It is what makes me feel accomplished and triumphant. I apply that in all facets of my life, but right now, I am applying this determination and athletic resiliency to figuring out a way to physically working through frustration, irritation, problems, issues, and of course, drama...<br />
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I promise to be back soon with some posts with substance and interesting experiences, but right now, exercise is doing that for me!! = )Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-22617286583009316762013-10-28T20:21:00.001-07:002013-10-28T20:23:03.880-07:00The True Grammar Police<div class="separator" style="clear: both; text-align: center;">
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<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-70002054474136607292013-10-23T08:25:00.002-07:002013-10-23T08:27:10.736-07:00Question of the Day- Unreasonable Authority FiguresWe are currently reading <u><strong><a href="http://www.teacherspayteachers.com/Product/One-Flew-Over-the-Cuckoos-Nest-Complete-Literature-Guide-880823" target="_blank">One Flew Over the Cuckoo's Nest</a></strong></u> in class and the students (all Senior boys) are really enjoying the story and the development of the characters. One of the themes we are discussing happens to deal with unreasonable authority figures and how to deal with them. Since most of these students are not yet 18 and the majority of them have been to a residential treatment center for mental or emotional problems, they have a unique perspective about the mental health departments or programs in our country. Some have even said this book is a scary parallel to their own experiences. <br />
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After asking this question:<br />
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We had a great discussion about how to handle people who use their power to control others against their will. Some suggestions, including illegal ones, were thrown around and then we discussed the consequences for these actions. How do you get around the authority figure when the consequences for going against these people are usually severe and intended to keep others in check? If faced with a horrible consequence for "bucking the system," would you still attempt it? What about if that consequence would affect not just you, but your family? How far would <em><strong>you</strong></em> take it? </div>
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Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-83719397204608114102013-10-20T21:02:00.002-07:002013-10-22T09:12:40.386-07:00The Puzzle With CharacterizationAs teachers, we are supposed to teach how to analyze characters. We start with the obvious- the physical features, and most writers are explicit about physical features because, let's be honest, your readers have to "see" the characters you want them to trust in, believe in, and use as their models for the internal perspective of the story. Then, us teachers kinda peeter out.<br />
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Either we haven't been shown how to go deeper into characters OR some writers don't provide enough information to analyze a character's internal nuances, feelings, thoughts, growth, or change. We stand there knowing we need to go deeper, instinctively knowing that more <em>should</em> be modeled and students <em>should</em> be able to analyze more than what they do <strong>but</strong> how do we do it and more importantly, <strong>how do we show them how to do it</strong>??<br />
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I have created something to help with this. I think that in addition to showing students what to find and analyze, you also need to give them something that is visually interesting yet simple enough to understand and complete. If a graphic organizer is created with bubbles, like I have said before, students with visual learning disabilities and ADHD have a VERY hard time following it. If there is a ton of extra space on a graphic organizer, these students will focus on the extra space instead of the assignment. But if there are varying squares, each organized on the page in an appealing and symmetrical way, their eye will follow it without getting distracted. Interesting huh? I have found this out over many years teaching students with visual learning disabilities and ADHD. It just makes sense to their brains!<br />
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<a href="http://www.teacherspayteachers.com/Product/Character-Analysis-Activity-Character-Maps-635403" target="_blank">Check out this FREE product on Teachers Pay Teachers</a> to see what I am talking about!<br />
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi04_PYln0BrOYG79QAQ9ohNKCvHuOcCEALZkHAATh49Fiao6vbzhIXUcGnAuBfK2WWMetU1Fy4pG7wolSLNkJJj2yu4J2QbvakX2SYq3gnlxPzdArIw_kEu8tK077PIEs62LwAK3cIfg/s1600/Creating+a+Character+Map+page+2.jpg" height="320" width="240" /></div>
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<a href="http://www.teacherspayteachers.com/Product/Character-Analysis-Activity-Character-Maps-635403" target="_blank">Character Analysis Graphic Organizer</a></div>
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There is a complete page of instructions to show teachers what students need to include with examples and ideas of how to help students find what they need to fill out the map. In addition, there are examples of correct MLA citations and helpful tips to cite the quotations they need to include for evidence. (Did you see what I did there? I included many different skills in this one awesome activity!!)</div>
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Seriously, if you have ever struggled with how to help students analyze complex characters from Shakespeare to The Outsiders to One Flew Over the Cuckoo's Nest, this Character Map will help.</div>
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*Psst: If you do download it, can you please leave feedback? I would love it you would!!</div>
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<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com1tag:blogger.com,1999:blog-816671155490335377.post-80922318522068737522013-10-14T18:03:00.002-07:002013-10-14T18:03:32.019-07:00So You Think You Know How To Teach...Please Tell Me More...<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOVjX1hSsdtF1mHj2Uibn9XNL7nRFB8PY5jAae0rDWJWTqNzM7KwfBegD9rdoLqORe0ws91_8vfR1QXkKKGsyKA7Y7BOookUulSgLdmj8S9iZjZmqUQdISz4Eu8lntVeFvu-WyKrZOmQ/s1600/teacher.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOVjX1hSsdtF1mHj2Uibn9XNL7nRFB8PY5jAae0rDWJWTqNzM7KwfBegD9rdoLqORe0ws91_8vfR1QXkKKGsyKA7Y7BOookUulSgLdmj8S9iZjZmqUQdISz4Eu8lntVeFvu-WyKrZOmQ/s1600/teacher.jpg" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-55077050151385235222013-10-09T19:24:00.000-07:002013-10-09T19:24:32.112-07:00After I Pass Out An Activity...<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbnjkCTNgvHjYQJIsFoZ7IltUDFHVYTgYYgvT6HzmgqKf9-FhDylA7fGoSRV1ERNvnk9f1YQuPu1CKFN8ze6u5d7OGQmS4M5wynba_lEBVPW5qdZFN5t2vKYkjUnDLMpjnY_Sb_F30Cg/s1600/simpsons.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbnjkCTNgvHjYQJIsFoZ7IltUDFHVYTgYYgvT6HzmgqKf9-FhDylA7fGoSRV1ERNvnk9f1YQuPu1CKFN8ze6u5d7OGQmS4M5wynba_lEBVPW5qdZFN5t2vKYkjUnDLMpjnY_Sb_F30Cg/s1600/simpsons.jpg" height="305" width="400" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-6962859799064421192013-10-09T18:16:00.001-07:002013-10-09T18:16:14.881-07:00Student in Court Tomorrow<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', HelveticaNeue, Helvetica, Arial, sans-serif; font-size: 14px; line-height: 19px;">I have a 16 year old student who came into my class toward the end of last year. He had gotten in trouble with the law and needed a place where he was academically challenged but with small classes and with teachers who cared about his success. </span><br />
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<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', HelveticaNeue, Helvetica, Arial, sans-serif; font-size: 14px; line-height: 19px;">Immediately, I saw his potential and started to create a connection with him. Surprisingly, he opened up with me from the beginning and we have built a foundation of respect and mutual care and concern. Tomorrow, he is going to court to stand in front of a judge and ask for leniency in his sentencing and a chance to do something else with his life. He has the potential to be amazing and I hope that he judge recognizes his efforts to change and improve his position in life. </span><br />
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<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', HelveticaNeue, Helvetica, Arial, sans-serif; font-size: 14px; line-height: 19px;">We were asked by the school counselor to write about how he is doing in class and how well he has adjusted to life at our school. Some of the other teachers don't particularly like him or get the fact that he hasn't had anyone in his life who can provide a support system and teach him about the world outside drugs and gangs and a rough life in a rough part of town. </span><br />
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<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', HelveticaNeue, Helvetica, Arial, sans-serif; font-size: 14px; line-height: 19px;">I hope he is able to swallow his pride and be apologetic and honest about how his actions and choices have affected his life to this point and what he has learned from this experience at our school. Because honestly, he can go anywhere and do anything but he needs to be shown what is out there.</span>Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-14469112942594348852013-09-28T13:28:00.002-07:002013-09-28T21:23:25.083-07:00ADHD: Different Symptoms Does Not Equal Different Disorders Many people are aware of ADHD and whether they believe in the prevalence of the disorder or not, there is no denying that some kids have something different going on with them. But many people don't understand the umbrella of symptoms that can be seen in ADHD kids or the additional disorders that can be associated with ADHD.<br />
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Let me explain- ADHD exists in the part of the brain that is also responsible for controlling sensory feedback, controlling thoughts, anxiety, and depression. Since it basically a chemically based disorder that relies on the levels of Dopamine and Serotonin in the brain and is found in the same area, it can "borrow" symptoms from these other disorders. Children with ADHD can have some obsessive compulsive tendencies or become anxious a lot faster and easier than children without ADHD. They can become depressed and even have ticks like children with Tourettes Syndrome do. That does not necessarily mean that is their Primary disorder, it just means that children with ADHD can show symptoms of these other disorders, yet have their primary diagnosis as ADHD.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimwYH2QR_SnjPMVOGYwsGKkmVHPNXRVOcZyW6fgkH6q356BWKF8jgPD4LAnr7BluVzAnnaKMCz_Qr_ZOX-Q1_kgqAXpRzsmZWUES251HWkc_hkzYpbgqL-hKxmg_HkyXLYxGOzL8ySQw/s1600/ADHD2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimwYH2QR_SnjPMVOGYwsGKkmVHPNXRVOcZyW6fgkH6q356BWKF8jgPD4LAnr7BluVzAnnaKMCz_Qr_ZOX-Q1_kgqAXpRzsmZWUES251HWkc_hkzYpbgqL-hKxmg_HkyXLYxGOzL8ySQw/s1600/ADHD2.png" height="371" width="400" /></a></div>
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It is important that parents and teachers acknowledge the possibility that their kids or students can exhibit other symptoms and they should keep track of them because the chance of developing a secondary disorder from the above disorders is higher than children without ADHD. Kids like my 7 year old can have the primary ADHD diagnosis early on and then start exhibiting another disorder that needs to be addressed with additional medication. We will be starting medication for his Generalized Anxiety Disorder symptoms soon due to the severity of it, yet we have managed his Sensory Integration Disorder symptoms through cognitive behavioral therapy. It really depends on what the child is experiencing and the options available to help those symptoms.</div>
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As a teacher to high school students, I generally see ADHD with some other diagnosis. Most of the time, it is anxiety or depression yet I have seen a Gifted student with ADHD exhibit some Asperger's symptoms with OCD tendencies. We address the issues that come up and help students monitor their own symptoms to determine what they need help with. Sometimes this means therapy, sometimes this means medication, and sometimes this means increasing their self-awareness about their triggers and learning how to avoid them. </div>
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Since each child is different, they will require different methods and therapies, but I urge parents and teachers to become educated about the different disorders that exist within the ADHD umbrella so they can identify their child's combination of symptoms and respond accordingly.</div>
<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-44940900344120800512013-09-26T20:47:00.003-07:002013-09-27T09:46:36.746-07:00College: Which Colleges Provide the Best Services for ADHD and Learning Disabilities?If you read my post about <a href="http://differentdrummersecondaryenglish.blogspot.com/2013/09/college-what-does-it-look-like-for-adhd.html">what college options look like after high school</a>, you will be aware of the lack of understanding and/or education about what is available for kids with ADHD or learning disabilities. This really isn't the student's parents fault because many of the high school counselors don't really know about the available programs or services out there. And it really isn't the school counselor's fault either since they are usually not in the classroom and are maybe not as aware of the student's struggles are or what their IEP or 504 plan states.<br />
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So...where can we look to place the blame? Well, how about we don't blame anyone and instead, focus that energy into looking for programs and colleges that provide comprehensive services to students who need them. What if we start looking at the potential of these students instead of automatically placing them in the "Junior College Only" category? Because these kids shouldn't be overlooked or opted out because they have different needs or even more needs than other students- they should be given the same opportunity that other students have so that they can feel the success that comes from attending a school that empowers them instead of shaming them.<br />
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Through my research about such programs and talking to parents who have come before me and done some of the initial leg-work, I have come up with a couple of amazing programs that help bridge the gap between Parent's house and Independent Living, some options that help provide a smaller stepping stone between living at home and living out the world by themselves. If you have any other suggestions, I would LOVE to hear about them so that we can create a comprehensive resource for parents, counselors, and even the students themselves.<br />
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<b>Landmark College:</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1vX7A8Hpf_6tmFNjSeDdUvWZ_EM4ydxmZtGBMuvIvCx5uaegGp6gUxJuq1biysF81I91p3xMsTUUtp2WH_VgPI1EpQwkrz5NBCtUt0QIJYfJVGie_PZDbCG-i1dEiHVbjVDSiEWpQ7A/s1600/Landmark_College_230413.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1vX7A8Hpf_6tmFNjSeDdUvWZ_EM4ydxmZtGBMuvIvCx5uaegGp6gUxJuq1biysF81I91p3xMsTUUtp2WH_VgPI1EpQwkrz5NBCtUt0QIJYfJVGie_PZDbCG-i1dEiHVbjVDSiEWpQ7A/s1600/Landmark_College_230413.gif" /></a></div>
Landmark College is an Associate Degree program in Vermont that provides students with a comprehensive education that has been designed specifically for students with dyslexia, ADHD, and ASD. Students learn that the WAY they learn is as important as WHAT they learn and start educating themselves accordingly. This program focuses on proven strategies for students who need adaptive teaching methods and technology based teaching. Students learn how to self advocate as well as coping skills that benefit them both in school and in real life.<br />
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Michael from Scaggsville, MD says that "(He) only had three other options: return to Franklin and Marshall, return to community college, or stay home and get a job. I chose Landmark. I have loved it. At Landmark, they teach you about yourself and what your strengths and challenges are and how to overcome those challenges by focusing on your strengths."<br />
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Check out more at http://www.landmark.edu/ or email them at admissions@landmark.edu<br />
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<b>Menlo College</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm9XQLKLeATvuFOYDMvInYJ1UOI5wInJwf7TeO9K7NLrWlwFgHFjwd8jNyJzB3Hh_u5XB0alDKgrH5NgQcvDRhy3Zk0OUfzvdJkYP_2joPuM3eY_VVQytOkue7njzZ_3oRLzlsfM6mIg/s1600/20091211_Menlo_Logo.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm9XQLKLeATvuFOYDMvInYJ1UOI5wInJwf7TeO9K7NLrWlwFgHFjwd8jNyJzB3Hh_u5XB0alDKgrH5NgQcvDRhy3Zk0OUfzvdJkYP_2joPuM3eY_VVQytOkue7njzZ_3oRLzlsfM6mIg/s1600/20091211_Menlo_Logo.JPG" height="270" width="320" /></a></div>
This is a top business school in the Silicon Valley, California and name "Best in the West" by Princeton Review for two years. The best part about these amazing distinctions is that Menlo also provides extensive services for students due to their amazing 14:1 student to faculty ratio. These services can be from simple tutoring to a personal faculty liason for students who need interventions and specific help from the teachers. Students say that this personal connection with their professors is one of the main reasons why they are so successful because "no one will leave them behind."<br />
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Check out Menlo College at http://www.menlo.edu/<br />
and email questions to admissions@menlo.edu<br />
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<b>Beacon College</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikurJyJ9ew8Fc8ATXKjvlzi-m7RleiO3oeK5Z0W_eWKNMeSUUqWdeZ6Fl-Btbr8phFMz4H1g_UcJ_wk22O4NQuczh3K4JrO_N5FWLCvcQqxsL0VHPRPhndRY8vqvuWe3JU9RkL8-I6Dw/s1600/MBV4MY7G2Y.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikurJyJ9ew8Fc8ATXKjvlzi-m7RleiO3oeK5Z0W_eWKNMeSUUqWdeZ6Fl-Btbr8phFMz4H1g_UcJ_wk22O4NQuczh3K4JrO_N5FWLCvcQqxsL0VHPRPhndRY8vqvuWe3JU9RkL8-I6Dw/s1600/MBV4MY7G2Y.jpg" /></a></div>
Beacon College is a four year college in Leesburg, Florida that provides degree programs for students with dyslexia, ADHD, and those on the autism spectrum. Students have the opportunity to study Business Management, Computer Information Systems, Interdisciplinary Studies, Human Services, and Psychology. What makes Beacon unique is their belief that all students, regardless of their disabilities, can achieve a four year degree that provides them with the stepping stone necessary for most American young adults trying to make it in a world where a B.A. is a necessary trade mark of a career driven person.<br />
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Andrea Cornick, 2013 graduate, said "What I love about Beacon College is the fact that it gives you a chance to shine and prove to yourself and others that you are capable of achieving more than your best expectations. Beacon College is the place to make your academic dreams come true."<br />
<br />Learn more about Beacon College at <a href="http://www.beaconcollege.edu/">http://www.beaconcollege.edu</a> and email them at <a href="mailto:admissions@beaconcollege.edu">admissions</a><a href="https://www.blogger.com/null"><a href="mailto:admissions@beaconcollege.edu">@beaconcollege.edu</a>.</a><br />
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<span style="font-family: hypatia-sans-pro;"><span style="line-height: 23px;"><b>College Living Experience</b></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh98f-PK5O7RK9QmXhSSdxlyFUCIU5Fs1bNry8JF0r0G7b-skk-GfULTKrcgMESHQ-g0BE-xzqGyuxupxBgBXFzyB-EolGsg54k6ykVFBxsqUJymEFfKc0fB49uOZ1Tw6cgq-sNso-OIg/s1600/CLE-Ann%252BPalmer%252BEvent%252Bon%252BJune%252B24th.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh98f-PK5O7RK9QmXhSSdxlyFUCIU5Fs1bNry8JF0r0G7b-skk-GfULTKrcgMESHQ-g0BE-xzqGyuxupxBgBXFzyB-EolGsg54k6ykVFBxsqUJymEFfKc0fB49uOZ1Tw6cgq-sNso-OIg/s1600/CLE-Ann%252BPalmer%252BEvent%252Bon%252BJune%252B24th.jpg" height="174" width="320" /></a></div>
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I am actually really excited to talk about College Living Experience because I know for a fact how much good it can do for my students and their parents. College Living Experience is a program that helps students with ADHD and Executive Functioning Disorders attend school at either a four year university or community college and participate in a live-in program that provides structure and regulations for students. They have specific meetings they must attend, such as tutoring hours, study hall, and social and academic workshops to increase their skills, housekeeping presentations, and living skills classes. These services provide students with a stepping stone between their parent's house and living completely independently. Students are able to participate in any of the services that are provided, however students are also expected to start the process of understanding what it takes to function on an independent basis. I think it is such a great chance for college students to find out how to be successful away from home yet still learn how to make a difference in their own lives by self-advocating for their needs.<br />
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Contact College Living Experience at http://experiencecle.com and call them at (800) 486-5058.<br />
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Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com1tag:blogger.com,1999:blog-816671155490335377.post-79130446767560135062013-09-19T20:43:00.001-07:002013-09-21T14:24:48.078-07:00College: What does it look like for the ADHD student?<div class="separator" style="clear: both; text-align: center;">
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This map of the top colleges and universities in the United States is the typical expectation of post-secondary education for most American students. But what happens when a student has learning or executive functioning disabilities that prevents them from attending these top colleges? Where can they go and receive support, tutoring, counseling, or classes about living skills? What happens when they are ready to move out, but not ready to be out in the world?</div>
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I am just starting out on this college counseling journey, wading through opportunities, and looking at different ideas and support for potential college students. Then, I started to look carefully at my own students who come into my school with a significant disadvantage before they even begin to LOOK at what college means. Due to their ADHD or learning disabilities, social or emotional disabilities, or even psychological issues, parents just want their children to graduate high school and college isn't even on the radar.</div>
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But something happens at our school....when there are smaller classrooms, teachers who understand their struggles and seek to work with their deficiencies instead of becoming annoyed, and a chance for them to succeed and then, they actually start to feel successful. All of a sudden, their grades go up, they begin to make their way out of the fog of "Can't" and into a situation where college - and dare I say - a FOUR year college instead of just a community college - is actually within reach. </div>
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However, the parents are still stuck in survival mode, where they are the motivator, the demander, the threat. When I approach them about potential college plans, they always say, "Oh no no no - I don't think s/he is quite ready for such a challenge and I would prefer s/he just stay at home and complete a couple classes toward an AA degree." I get it- I honestly do! I realize what it is like to parent a kid, deal with the daily issues, defiance, lack of motivation, even struggles with addictions or partying. </div>
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I don't know their history with the student who I see try every day in my classroom. I am not at home with them during the knock down drag out fights but I can see amazing growth in just a few months. I see them start to participate, feel good about an "A" grade, and see them unfold themselves into mutually beneficial and positive relationships with their peers. I see their eyes light up when I talk to them about potential college plans and go through their "Getting Ready For College Worksheets." </div>
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I am trying to increase their self-concept about what they are capable of and that doesn't mean putting out of reach college or universities that are popular but are not a great fit for them. This means doing the research to find programs that will support their writing assignments, social programs that help kids who need a push to increase their social skills, a psychiatric program that is available for students who need additional psychiatric care. </div>
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That is my job and it isn't just about helping my students get into the top universities, it is about helping them get into and attend the RIGHT university. I hope that when my 7 year old and 2 year get old enough for a college counselor, that they will not be drawn by the glittery lights of the Big Universities but will find something that speaks to them and says, "You will fit in here, this is the place to start your adulthood." </div>
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I hope that your kids or students do as well...</div>
Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-14745283269375107242013-09-12T09:41:00.002-07:002013-09-12T09:42:44.808-07:00Question of the Day - Good v. Evil<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh39YcqTqJHQFI014mIGJMUeyxVMf4qNjdcE9Zzx0V2w8I0zz-YsrTQTsc24KqZw8rpioZukSRhfCRK1pImL76zczZzh9q9tJSS-Gyyl-1iZtgv6KCls93EwsXmbjr-tYqNLbzgumLj9w/s1600/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh39YcqTqJHQFI014mIGJMUeyxVMf4qNjdcE9Zzx0V2w8I0zz-YsrTQTsc24KqZw8rpioZukSRhfCRK1pImL76zczZzh9q9tJSS-Gyyl-1iZtgv6KCls93EwsXmbjr-tYqNLbzgumLj9w/s400/Slide1.JPG" width="400" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/08134496253402527110noreply@blogger.com0tag:blogger.com,1999:blog-816671155490335377.post-6224904368113283042013-09-10T21:14:00.000-07:002013-09-10T21:17:40.720-07:00It's Been a DAY!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF8XVUNnsCPOfbdCv867I0PJrV10m-plP-Zwksux-zTVHawSJ8jS7z6UwW-n6CqXH0Z-5NYq2c0PJd2XAExJSY3MO5SY6hiyh9ZS7rbF7q_MOO30kaWFyJ1x6KZquNPE0O12DjNVIKkA/s1600/kids+who+need+love.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF8XVUNnsCPOfbdCv867I0PJrV10m-plP-Zwksux-zTVHawSJ8jS7z6UwW-n6CqXH0Z-5NYq2c0PJd2XAExJSY3MO5SY6hiyh9ZS7rbF7q_MOO30kaWFyJ1x6KZquNPE0O12DjNVIKkA/s1600/kids+who+need+love.jpg" height="400" width="376" /></a></div>
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