Post 3 of 3: presenting my AR project--not publishing!

So I have had several hang ups with my lit review. This leads me to believe that my project may be more suitable for presenting. This was my first intention anyway. Three choices that had been suitable for my project involving how high schools are changing their news rooms to incorporate convergence media trends from the professional media outlets. The conferences I considered were:
1. TCEA (Texas Computer Educators Association).
http://www.tcea.org/convention/Pages/welcome.aspx

2. ISTE (international Society for Technology in Education)
http://center.uoregon.edu/ISTE/2010/

3. JEA (Journalism Educators Association)
http://www.jea.org/workshops/index.html

The convention that I will apply to present is JEA. JEA holds two national conventions a year for journalism educators. In addition, one of my cycles was focused solely on JEA members. The next convention is Kansas City this fall and Anaheim in the Spring.

Post 2 of 3: narrowing down publishing choices for AR

After some confusion on my part about publishing or presenting my AR project, I blogged last time about presenting it. My natural tendency is to present, not publish. So since I did the presentation part of the project in the publishing arena, I need to back track and look for places to publish. Here are some ideas that I have researched.

http://www.inderscience.com/browse/index.php?journalCODE=ijamc
This is from the International Journal of Advanced Media and Communication. Their journal emphasizes research in multimedia technologies, how it’s used, e-learning and protocols used in technology. This is probably not a good place as the emphasis seems to be on engineering and technology.

Another natural journal to consider is “Convergence: The International Journal of Research into New Media.” It is an online journal that has a variety of research that has a lot of international subjects involving media in other countries.

“New Media and Society” was another suitable journal. Articles seem much more in tune with my paper as topics range from citizen journalism to using social media. http://newmediaandsociety.com. References must be done Harvard style, so I would have to reformat this paper and I also don’t know what it means to provide names of referees.

Wk 4: post #2: free post--the possibility of tears!

As I watched a video that my children showed me on YouTube about the reaction to the USA’s soccer win in last Wednesday’s “do or die” match before Saturday’s game, I was just moved to tears for the second time in two days. Why am I so emotional? I also cried watching “Toy Story 3” last night! What is it about the exciting, patriotic, life-changing moments that do this to me? I am constantly on a roller coaster in this way. When my sone walked out of elementary school for the last time this year, I was moved to tears when I know that the possibilities are nothing but open for him.

Possibilities at this point are such an eye opening way to look at life. This has been the theme of all of my blogs this month. I am truly amazed that this has been so impactful. I realize that the tears are tears of happiness and even uncertainty of the unknown. I hope that I can continue that vision as life goes forward.

Wk 4: reaction post #2: to Chuck Mills "how fascinating"

It all seems so simple, so clear. I have a tendency to focus on others and place blame on them. I need to get rid of the victim mentality I let control me and focus on better things, like solutions for example. Seeing the bigger picture is key to breaking out of this pattern of thinking I have had for a while. The great thing is, I see it! It is very easy to point to others and accuse, even condemn them for “what they have done to me”. This is a big board I’m on in this game of life and I look forward to playing differently.

My REACTION
Chuck,
I think this chapter resonated deeply with many of us who are teachers. It is so easy to blame others for what we perceive as failures. But they are not failures! I love the phrase of considering these mess ups as the chance to stop and say "how fascinating."

It will be fascinating to see how you change that focus next year and I look forward to hearing from you! No more boredom!

Wk 4: MAC reaction 1 to Michael Melvin "blame game"

I am responsible for what happens to me and my life. We travel through live playing the blame game, but who’s at fault. I can empower my choices, actions and reactions. Why not? If something happens in my classroom, I could point out the blame. But, why waste the time it’s my classroom and I’m responsible for managing my class. As all teachers are. I can handle things, in various ways. The fact is I am accepting it and making the change.
We often blame students for not having the desire to learn, but have we exhausted all the possibilities before saying “I’ve done all I can.” Maybe not, maybe we’re thinking “I have 100 or more students, I can’t just focus on one who doesn’t seem to want to get it.” But I can, inspire and motivate that student. By making a choice to learn the student and become the facilitator.

MY REACTION
Michael
I agree. I have played the blame game enough. It's the students' lack of desire; their lack to take advantage of opportunities. While I have left the classroom, I ask myself now: what possibilities does this present to me so that I can make a difference? I don't know the answer. But I like that the question exists so that I can stop the blame game in future situations. My blog is similar to yours this week in that I am trying to figure out how to be the board and invite possibilities for the future that are a result of how things have played out on my board.

Wk 4 MAC: post 1--being the board --I need it

I am the framework for everything that happens in my life was a nice reminder that I needed this week.

So, it was a hard work at work. I have been beating myself up ever since I left Friday afternoon. “Why did I get this job? What did they see in me? I have no idea what I should be doing. I don’t think I did a good job on my presentations today.” Yep, downward spiral talk.

This was in stark contrast to the presentation I did for my AR project on Tuesday night. I was knowledgeable about my subject and am a decent/conversational presenter. But I had to present four times on Friday afternoon and honestly, I felt like I was talking in jibberish. It was terrible--at least in my eyes.

But I am in control here. How can I gain back control of this situation. Luckily, we have a team meeting Monday morning where I can explain that I feel overwhelmed. Ask for feedback about where everyone thinks I went off track. Then I have a one-on-one with my boss that afternoon. I know she will listen and offer suggestions on to do better next time.

How does this relate to being the board? I can bring in the thoughts of “how fascinating” of how overwhelmed and inexperienced I am. I can include that many opportunities are being offered to me to learn about how I can be more effective in this position. Hopefully, this frame of reference will help to make for a better week.

Wk 3 Response #2 MAC--to Carrie Kleber's post

Art of Possibility chapter 7-9
I found myself less inspired by the three chapters we read this week than the previous chapters. I’m not sure why, they had good ideas and practices to offer, but they didn’t reach out and grab me. That being said, I did have a few thoughts and reactions to share.
I have often found myself in situations where downward spiral talk abounds. Quite often, I’m the one doing it. It is so easy to get caught up in the negative of a situation, that you fail to see a way out. I like the idea of stating the facts of the way things are...not the opinions, but the facts, and then figure out a way to move on. I think sometimes teachers, myself included, get stuck on the way we see a non-responsive student, and can’t do anything else but complain and be frustrated. I’m sure we could be a lot more productive if we stated the facts, and then went from there. No, it won’t be perfect, but at least we can move on.
As I read through the chapter on passion, I had to admit that I often hold back and don’t let myself fully experience the moment. I’m not sure why, perhaps I’m afraid of looking stupid, but it’s something I would like to work on. I’d like to take a chance, and discover a whole new world.
Finally, there was the idea of lighting the spark. I found the story about Ben bringing the Philharmonic Orchestra to the failing school in London to be very inspiring. It’s amazing how things can work out when we quit manipulating and instead try and let people see our vision, and in turn allowing ourselves to see someone else's vision.
MY RESPONSE
Sheryl Floyd
Carrie,
Amen. I get caught up in downward spiral talk all the time--particularly with other teachers. It's always someone else's fault! But I am generally not a negative person! I truly always try to find the positive side to things and then I like to try to find the other side to something that might need figuring out. When I surround myself with negative people, I become one of them. I hate that. Thankfully, I have removed myself from this. Maybe I will be able to light some different types of sparks in the future!

Wk 3 Response #1 MAC--helping others in need

Becky Day wrote:
I read a lot. Usually I read bestselling novels, but I have a few favorite authors. Lately, I've been reading books that have been made into movies. I'm one of those people who has to read the book before I see the movie. So last week I bought Push by Sapphire. This was the book that was made into the movie Precious. I'm only halfway through the book, and I am absolutely saddened by what has happened to the protagonist of the book in just her short sixteen years.

A short synopsis:
The protagonist, Precious Jones, has been raped repeatedly since the second grade by her own father and mother. When she was twelve she gave birth to her first child (by her father) in the middle of her kitchen, while her mother kicked her in the head for "stealing her man." The baby was born with Down's Syndrome. Now, Precious is sixteen and pregnant with her second child (also by her father). Precious cannot read or write and has been kicked out of school for being pregnant. After she gives birth to her second child, she is kicked out of her house because she told a social worker that the first child is being raised by her grandmother, not her mother, thus ending her mother's welfare money. The only refuge that Precious has is the school that she is attending to bring up her reading and writing skills so that she can eventually get her GED.

I haven't even got to the part where Precious's mother comes to the halfway house to tell her that her father died of AIDS.

I think I've always known that stuff like this happens in America. I was told in high school that one of my classmates had HIV, but the teacher obviously couldn't tell us who. So I've known for a while that the world is cruel.

So what does this have to do with anything? I promise this post isn't a book review, nor is it a push to get other people to read the book, although I do think that more people should read it and open their eyes to the injustices that are possible in our society.

I guess my point is that I hope that none of my students is ever this bad off. No one deserves the stuff that happened to the main character.

I want my child to grow up knowing that bad things happen in the world. I just hope none of those bad things happen to her.

My response:
Becky,
I had to leave teaching for these very reasons. I am not a social worker. My campus became rife with situations that I could not handle or maybe didn’t “want” to handle.

I taught a boy, “Blake,” who was one such situation that was beyond my means. He was from a single-parent home whose mother worked a double-shift at night and then slept all day. He came to class with no supplies. I gave him a binder and other things during the year. He would lose them. He would ask questions about how to do PowerPoint--in 9th grade. During the last six weeks, I finally got in touch with his mother who had never seen his report cards.

I appreciate those of you who are still helping those kids in needs. I am thankful that I didn’t have to overcome such obstacles and I can’t imagine what type of person I would be if I had to do so. Thankfully, there is help for those who want to take the opportunity to seek out the help that they need.
Sheryl Floyd

Wk 3 post #2 MAC--my journey was not alone

My AR presentation is this week--yikes! That means the end is near.

So, I can’t imagine what it will be like once this program is over. The connections I have made over the miles has far exceeded anything I could have dreamed. As Joe Bustillos keeps saying: “online learning is not solo learning.” And as we get closer to the end, what will become of those connections that have taught me so much along the way? I will be sad, no doubt, that I will miss several of those and they will drift off. Others, will probably still be Facebook friends who knows what else.

With that, I would like to thank a few of you who have really touched me and helped me out beyond belief. Currently, Carrie Kleber is my lone surviving “critical friend” who started out with me on this journey at the same time. In addition, Tim Bemiller was also a terrific group member and knowledgeable friend who was a valuable resource all along the way.

Others who have been fun to read about and “discuss with” along the way are Chuck, Marianne, Joanne, Christina, Tia and Natasha. Those names off the top of my head are regular contributors and fascinating educators that I am privileged to have known.

Finally, my two friends who had to take LOA--Jessica Cruz and Larry Harris who began with me in our MLR class--I wish the best for you and happy graduation day when that time comes for you too! If I left anyone out, please forgive me.

I could have not made this journey alone. The instructors have been beyond anything I could have wanted--telling me things I didn’t know I needed to know. And challenging...don’t even get me started. Balancing family, work and education has been very hard. But so well worth it!

wk3--publishing/leadership project part 1 of 3--ideas for publishing

Fortunately, I have presented ideas and sessions several times to large groups--at state conventions and even at national conventions. So the idea does not make me nervous. What bothers me is finding an audience that makes sense for my AR project.

The audience that would most likely be interested in my research would be other journalism teachers who are interested in convergence media. Some obvious places where this information might be well received:

JEA (Journalism Educators Association) national convention--they have two conventions each year;
TAJE (Texas Association of Journalism Educators)--state convention each October;
TCEA (Texas Computer Educators Association)--state convention each February;
SXSW(South by Southwest) Interactive (technology-related conference in Austin, TX)

If the project was to be published, I would consider “Journal of Computing in Teacher Education” or as it is now known “Journal of Digital Learning in Teacher Education.” But after looking at a variety of these journals, I am not sure that my project pertains to the audience of these journals. It also may be not be academic enough as it really has to do with a variety of media trends.

wk 3 post--MAC--The way things are

Why have I been so negative for the past two years? Why couldn’t I just have said “Rule #6?” Each school year always brings about “new beginnings.” Yet, somehow, the negative talk seems to wear me out. The downward spiral and conversations for possibility always got the best of me. It almost wishes I had stuck with it. But, I can now see a positive outcome of that situation.

I had to find what I really liked about my “present” situation. I really liked technology. I liked learning and teaching about it too. I also enjoy research and writing. I thought at first that I might go into law school. That was just too many hurdles and too costly. But the EMDT program was the answer and is the answer to “the way things are.” How can I make my present situation something amazing? I incorporated all of the new ideas and technologies into my teaching. I felt like they were cutting edge ideas and that my students would be excited as I was about all of the new, cool stuff out there.

So, maybe they weren’t. But that didn’t stop me from pursuing other avenues of my inner geeky self. I found a pathway out and grabbed it! Now the way things are --are the way things “should be.”

And finally, two passages that really spoke to me from this chapter seven were: 
“...separate our conclusions about events from our description of the event themselves until possibility opens up.” It’s really hard to do this, I realize. I need to work on this.

The other passage was, “...speaking in possibility springs from the appreciation that what we say creates a reality; how we define things sets a framework for life to unfold.” I should be more careful with my words--in particular how I speak with my children.

Week 2/MAC--response #2 Carrie's AR project

Carrie KIeber wrote:
I am happy to have complete my Action Research website to the best of my ability thus far. Even though I haven’t received any feedback on it thus far, I feel proud to have accomplished so much, and relieved to have the majority of the website completed.
I am most excited about my cycle pages. They contain the information needed to replicate my study. I was able to included lesson plans, surveys, assessments and examples that should allow someone to recreate my research.
The cycle data pages felt like a repetition of many of my AR blog entries which was a little frustrating. On the other hand, the information I had already written helped me complete these pages successfully (I hope).
I am the most nervous about my Literature Review. I have put a lot of time and effort into the review, but it is also the most academic aspect of this project, and therefore will go under greater scrutiny.
Overall I think I am in good shape with my AR project. I may have some changes to make, but I am happy to make any changes that will help my website be professional and academic.

MY RESPONSE:
Carrie,
As one of your critical friends, I am incredibly impressed with your ideas and research and cycles! I can't wait to give you feedback and to see where your work goes.

This feeling of accomplishment really almost brings this degree to closure because it seems like at the end of it all we have something huge to show for our work...not to mention "all the work" we have done in our courses. Remember that feeling of accomplishment Carrie. It is something you should reflect on when you are having one of those days...you have truly contributed to your school and our EMDT community and beyond!

Week 2/MAC--response #1 Chuck's light

when I was younger than now. For the first twelve years of my life I was raised by my biological family, which was funded by welfare. Several weeks before my 13th birthday, DYFS came in, took us all away (11 children) and placed us in permanent foster care. Strangers took me and my 5 brothers and 5 sisters in, gave us homes, fed us and cared for us. I eventually landed in a home with a family that I consider my family to this day. I was deeply appreciative of everything they did for me. I spent many years of my life “contributing” and giving back. It was a natural response!

I married later in life at the age of 30 and began to raise a family. My outlook and concern for others changed significantly when I began to focus more on my family, my career and myself. I suppose some of this is natural due to the different responsibilities I assumed but some of it was by design as well. At school I drew back over the years and became different than I once was. Some of this was to protect myself and some of this is just being selfish. I don’t “go the extra mile” as often as I used to.

The EMD&T program has helped breathe new life in me and revitalize some of the dreams I once had. I feel rejuvenated technically, academically and now spiritually and emotionally. The Art of Possibility tugs at the heartstrings and provides a perspective for me that takes me back to a more selfless time in my life. The possibility of making a difference in the lives of more of my students, friends and neighbors is appealing and inviting to me. Time to heed the call!

RESPONSE:
Your journey has indeed been a journey Chuck. I appreciate your comments and personality as seen on discussions and in Wimba more than you know! Your light does shine through and I believe this EMDT journey has been an incredible growth experience for all of us! Congratulations to you and your achievements.

On another note, I too had been feeling like I couldn't go that "extra mile" anymore. I always felt like I "had" to do everything that was requested of me. Family and other commitments really are more important than our "jobs." However, with our newfound skills, I feel like our contributions will be more significant, efficient and effective. Your ripple in the pond has certainly been felt by many!

Wk 2 post #2 MAC--from my leadership chair

If you aren’t sick of it yet, please indulge me yet again with stories about “my new job.” So, as I started my new job this week--yes I’m three whole days into it--I have already seen how leading from any chair aptly applies to not only my company but to me as well. The picture in this blog is of my actual chair (by a huge window!) in my new office. Chapter 5 has shown me how. Now, I have been given the magical powers to:
1. use messenger to text message co-workers from my computer
2. provide my input on projects
3. give ideas for future tools that will benefit customers.

How are these magical you might ask? First of all, I’ve never had instant messenger on my computer at work. Not only is that cool, but it has come in extremely handy already as I have been able to help a fresh-faced, just-out-of-school co-worker immediately with questions and advice. OK, she has helped me too, but seeing as how I am nearly twice her age, it’s pretty cool to help out.

Secondly, remember my last post on contribution? Well the contributions I have made this week have been small, but I feel significant. I have been able to provide changes and edits to major projects that needed fresh eyes. And you know what? I even passed on a nifty Web 2.0 tool to my boss. Remember Lucidchart and Dabbleboard from EDE and Dr. Deason (thanks Dr. Deason!)? These may help us on an upcoming project.

So my chair, humble as it is, has already provided me with magical gifts that I will be able to share with others. Oh yeah, and my the rest of my co-workers are in the same great boat as I am. We will all be giving each gifts of leadership. I have seen it already as two young guys delivered a stellar product today to a computer giant. We may not call it the chair leadership gift--but I will know what it is every time I see it. Are you jealous yet? I believe that this experience is there for everyone. You just have to find it!

wk 2 post #1 MAC--Contributing & transformations

The chapter 4 about being a “contribution” was so freeing. This book has somehow changed my attitude about several negative ideas and feelings that I have been experiencing for the past few months. I almost have permission not to feel those things anymore. Here are some changes in thought that I have shifted--like a paradigm shift just recently:

THEN: not doing enough as a mother for my children
NOW: I have contributed by preparing meals in advance for my kids, I have arranged for activities for them, I am starting a new job so that I will be in a better frame of mind for them (all in the past week).

THEN: I am not being a happy, productive worker (teacher)
NOW: I can make a better impression within a smaller (new) workplace and exercise new skills and gifts

THEN: I have had little time for friends and don’t have time to do much of anything because I am so busy
NOW: Even with a new job, time in the evenings and weekends will soon be mine to devote to others again, especially as I finish this degree.

I already feel freer about transforming my train of thought in this process. This book could not have come at a better time in this program. This program has brought so much value to my life and my career that I just want to pass it on. That is the subject of chapter 5--”Being a leader from any chair”--the subject of my next blog post.

"Why is your dog in the picture?" Because I am contributing to his happiness by taking him to Starbucks with me and giving him whipped cream more often!

Wk 1 post #4 MAC: Graduation day looking ahead and behind

Our high school seniors graduate today. It's always a joy to go through this exercise as part of the faculty because there is so much therapy in releasing these kids into the wild. Today, though, I am looking at my own "graduation" of sorts--leaving a job field that I have been passionate about since 1992. I love journalism. I love the success that my students gained in this field. But, as with all good things--time to move on.

I really knew I had made the right decision about two weeks ago when two adorable sophomore boys decided to pour glue all over their hands while we were evaluating presentations on media history. I didn't even get upset. I just stared aghast. But I firmly sent them down to the principal's office. They were truly sorry. But I wasn't. I'm feel like I need a change. Those types of incidents are not why I love the field of journalism or teaching.

So, even as I embark on my new job as a technical writer--unknown, different, foreign come to mind--I know that everything I have done in my life has led me here. And I can truly thank the online master's degree from Full Sail for getting me here.

Thus, even though graduation day is still two months away, I feel like I am at graduation rehearsal by sending in my Action Research project this week. It's a culmination of stuff that is currently going on in the journalism world and a chance to show off my skills as a pretty successful student.

Along the way, I have had caring and helpful teachers give me information that I didn't know that I needed to know. I hope I have provided that same level of care and teaching for these graduates today as well. So congrats to all the seniors this year and to my EMDT cohorts for making this far as well!

wk1 response: Chuck Mills/stay in the lines "NOT"

I don’t read much at all. Though I enjoy reading, my life is so busy I find it difficult to find the time. Over the years I have read very few books with the exception of the bible. Many of my friends can’t understand this because their perception of the bible is that it is a book of rules, of do’s and don’ts, of penalties and judgment (hell, fire and brimstone), and weeping and gnashing of teeth (as one professor recently alluded to in a Wimba session). These things are not what stand out to me. I see hope, redemption, forgiveness, compassion, love, and the fact that though I could never “measure up”, I am an “A”.


Life on the other hand can cause me to lose faith when I lose sight of the right perspective. I refer to not only spiritual faith, but faith in others…like faith in my students! When I consider my teaching career, with all its ups and downs, I can clearly see how I have allowed myself to be boxed in and consequently, have drawn boxes for my students to operate within. It reminds me of an auto commercial that came out several years ago of a young driver being instructed to “stay between the lines”. When the “lines” ran into a roadblock (traffic), the driver turned and went off road…and did just fine! I rationalize drawing boxes for the purpose of “safety”, careful to protect my students and me. Most of it is because of a few minor mistakes made when some “liberties” were taken with video projects. Reflecting on the reading and considering my classes, I see that I have become judgmental and am limiting possibilities for my students. Time to step outside some of the lines I have drawn and open my eyes to a world of possibilities for my students.

Sheryl Floyd
Chuck,
I understand what you mean about limiting our students. I feel like I have to squelch projects because they just aren't appropriate. I had to ask students the other day "How is 'What would you do for a Klondike bar?' a story?" In retrospect, it probably would have been fine and humorous. I really didn't give them a chance to show me how it could be worthy for production.

I wonder if I (or teachers in general) have been programmed to stay in the lines? I, for one, am a rule follower. I do what I am told. I follow rules. I just do what I am asked to do. But I realize I limit everything around me by creating and staying within those boundaries.

Thankfully, this EMDT program has taught me alternative ways to stimulate others and modernize my meaning of lines. I have assessed students in whole new ways. But what I need to still work on is maintaining that level of possibility day in and day out. That will probably also take more stamina!

http://web.me.com/cmills5/MAC/Blog/Entries/2010/6/2_%22Stay_Between_the_Lines%22...NOT!.html#

wk1 response 1: wk1 reading; thoughts on chpt. 2

Thursday, June 3, 2010

Wk 1 Reading--Thoughts on Chapter 2

This chapter leads to another thing that I do. I read a lot and have a fairly big vocabulary, but sometimes I just cannot come up with the perfect word--so I make one up. I grew up watching my relatives do this so it was really nothing new. However, after a while, I forget if words are real or ones that I have made up. At the same time, though, as long as everyone understands what you mean, does that really matter?


As I read through this chapter, it seems to me that this world of possibility is where most young children live. When they are excited to come to school and have a great time there, they seem to be living in this world of possibility. As we write our birthday books, they see nothing wrong with “giving” each other very large gifts and sometimes ones that seem odd to an outside observer. For instance, this little girl is giving a friend a house, a cat, and a person for his birthday. Most five year olds couldn’t afford to give a house and none that I know could give a person, but this did not dampen the enthusiasm in the least. The gift was accepted in the spirit in which it was given--freely.



However, as they move into the world of measurement, they often become less and less eager to come to school. It is as if they don’t find joy in it anymore. When something really cool happens, though, like an experiment succeeding or “the lightbulb going off”, you can glimpse that joy from the world of possibility just for a moment again. Maybe that is the reason that a child comes to school at age 4 or 5 almost too excited to learn and within just a few short years seems bored and disinterested.

Sheryl Floyd
Tia,
I see the results of that measurement world everyday at the high school level. I wonder where that joy of learning goes. Why isn't school cool everyday? I incorporated new technology and lessons this year. I did not give one scan tron or question/answer type of test. I did alternative assessments. I gave choices on how projects could be produced and turned in. Did it matter to the students (9th-12th grade)? No.

So, how do THEY find that realm of possibility? Their fires apparently burned out sometime in middle school. By 9th grade, they are jaded, guarded and cynical. Appreciation and openness to possibility is nowhere to be found. I hope future chapters help us help others to find possibility.
http://web.me.com/auntsissy00/MediaAssetCreationBlog/Week1/Entries/2010/6/3_Wk_1_Reading-Thoughts_on_Chapter_2.html#

wk 1 reading--Giving myself an A for the summer

Dear Sheryl,

While the summer may seem like it only started yesterday, here it is again--the end of summer--with what may seem like another lost opportunity for the following:

---time used to organize your closet and kids’ closets;
--heavy duty cleaning of the windows;
--reading the books that your friends suggested;
--cleaning out the garage;
--just hanging out with the kids and actually getting wet in the pool.

Well guess what? You will have completed two months of your new job without the chance to much of that at all because you won’t have been home during the work week to do so. However, here is what you will have accomplished:

--better moods in the evenings spent with the kids;
--better time management for getting things done on the weekends and in the evenings;
--better time management for actually getting in the pool and reading;
--completing projects that have to be done with prioritizing a major factor because of limited time availability.

While the only regret I had in leaving my teaching job was the time off I spent during summers and holidays with the kids, my goal to be happier in my new job as a writer and curriculum developer will have come true. Yes, you can give yourself an A for the summer because you earned it by providing for the family and starting yourself on a new career path.

Love,

Sheryl


While this wasn't the only message I got out of the reading this week, it was certainly most on my mind. I will begin a new job next week and it is full of uncertainty and the unknown. I hope to bring a sense of purpose and passion to my new job and to share the possibilities of what I can bring to my new company. This letter will help me remember why I did what I did for the summer.