Recently, tornados have hit Missouri and wildfires have wreaked havoc in Napa Valley. This last week an Alaskan form of devastation hit my parents' back yard. A moose in rut left its own trail of destruction. Here's an excerpt from my dad's email:
Some bad news. A young, love sick, bull moose has been hanging around the house here. He came in the other night and worked on the swing set. He was back this morning and finished making fire wood out of the swing. He attacked a few other items in the yard and then he went out to your truck and started on it.
I think he has been after the truck before. I could not run him off. He destroyed the canvas covering on the truck, left several scrapes and some dents in the truck. Then he broke the plastic strip between the front bumper and the grill. That will be expensive to repair. Our insurance paid $850 for a repair on a car that your mother hit and broke the same piece.
I brought the truck up to the drive way. I don't wa…
As a grant administrator and school administrator I’m building budgets all of the time. No, really, it happens quite often. Zero based budgeting and incremental budgeting are two methods that I use. With the zero based method I start off with a total budget amount in mind and build my budget up to that amount, aiming to have zero money left over. An incremental budget means that I take the last budgeting cycle amounts and base my new budget on what was actually spent last time, attempting to take into account future needs. I find that using these methods together is very effective.Obviously, my school district has professional accounting software that tracks the real money, so there is no need for me to adopt another system that tracks actual purchases. Most of the time the budgets that I create are quick, one-off, planning budgets that help inform purchasing, grant reporting, and grant writing. That said, the normal Word, Excel, Pages, Numbers tools don’t really allow you to do…
For a teacher, popsicle sticks are a randomization tool. You can write student names on them, stick them in a jar, and then use them to help you, as the teacher, to be unbiased when calling on students or picking a student for a job. Let's not forget that the popsicle sticks are a tool for you as the teacher. We should not confuse a randomization process for choosing engagement as helping to heighten levels of actual engagement.
"Threatening possible engagement is not the same as actually being engaged," said me as a 5th grader.
With a critical eye, look at your classroom instruction. Is there any process in your day that is causing you to inadvertently manifest the above scenario, where compliance is the real goal and possible engagement is used as a threat for compliance? Is this really what you wanted?