So, there is a crew of kids who walk in and out of class, come to class late because they are socializing, get passes every day, every class...You teachers know who I'm talking about. The crowd of students to gather at the end of a hall, never staying in class for long. "Ehhhh Boo! Watchu up to? Where you goin?"
The teachers at our academy decided to take a stab at the "in and out" culture by making a list of students who are not to be issued passes during class time.
I announced this to my class, stating the reason, naming the students, and explaining how to get off the list (each list will last for 2 weeks). The room erupted in side conversations, angry comments ("Who idea was that? Oh that was so-and-so...Imma talk to her." and "It don't matter, Imma walk out anyway!"), and the tangents that inevitably accompany such angry comments. One girl pronounced "Be quiet, and let her talk. I wanna here this dumb logic!"
"Dumb logic."
Tuesday, January 15, 2013
Tuesday, January 08, 2013
"Agree to Disagree"
I don't know if I'm going to follow my NY's Resolution to write down the funny things that happen at work, but here's a start.
Yesterday, January 7, 2013: B (15 yr old boy) told me that it was disrespectful to "respectfully disagree" and also that it was impossible to "agree to disagree." Had a hard time keeping a straight face at those utterly laughable statements.
Today, January 8, 2013: J's phone rang in class and he commented that his phone was messed up. A asked "What?" and with J's response of "Why do you always think people are talking about you?", she promptly flipped out on him and pulled a can of pepper spray out! If I hadn't been so close, she would have sprayed him.
Now, as all of this is going on, I'm having a really bad migraine. I can't see out of my right eye, my head is throbbing and I'm nauseated. This girl is about to pepper spray someone and all I can think is "Oh god, why are they yelling? I'm going to throw up on her!"
I can't tell if this is funny or sad, but I have to laugh at these things, otherwise I am going to go crazy!
Yesterday, January 7, 2013: B (15 yr old boy) told me that it was disrespectful to "respectfully disagree" and also that it was impossible to "agree to disagree." Had a hard time keeping a straight face at those utterly laughable statements.
Today, January 8, 2013: J's phone rang in class and he commented that his phone was messed up. A asked "What?" and with J's response of "Why do you always think people are talking about you?", she promptly flipped out on him and pulled a can of pepper spray out! If I hadn't been so close, she would have sprayed him.
Now, as all of this is going on, I'm having a really bad migraine. I can't see out of my right eye, my head is throbbing and I'm nauseated. This girl is about to pepper spray someone and all I can think is "Oh god, why are they yelling? I'm going to throw up on her!"
I can't tell if this is funny or sad, but I have to laugh at these things, otherwise I am going to go crazy!
Wednesday, March 31, 2010
Saturday, March 13, 2010
Pleasure reading
I don't seem to have a lot of concentration the past couple of weeks for pleasure reading. I've been jumping from book to book to book, getting slightly further in each, but not finishing any. This troubles me because normally it's easy to lose myself in the words and characters and I speed through books at a rate a velociraptor would be envious of. It also troubles me that I think this is caused by stress at work. Instead of coming home and reading, I go home and want nothing to do with the printed word (grading, lesson planning, reading or otherwise). Instead, I cook and go to the gym and watch tv. There is something innately less satisfying in watching an episode of NCIS or Anthony Bourdain's No Reservations than completing a book. I have so many books on my shelves untouched, it seems a waste.
On the other hand, I'm doing more crocheting.
On the other hand, I'm doing more crocheting.
Sunday, January 31, 2010
$64.34
That is what DCPS owes me for the first thing of the new year that I purchased for my classroom needs. That is also the amount that I will never get reimbursed from DCPS.
I had to make photocopies for my new semester classes: syllabi, major project assignments, a couple articles that will supplement the textbook (something that they want us to do!!), a graphic organizer to make learning Cornell Notes easier for my students, and a weekly homework/warm-up/exit slip/behavior tracker. I seriously considered what was genuinely NEEDED to make copies of and came to the decision that all of it was necessary because these classes are new and need to understand the structure of my classes. What did I ACTUALLY make copies of before I felt like my pocketbook would be too strained? The syllabi, the tracker, and the articles. Not the major project assignments or the graphic organizer (though, I will have to copy the projects later). 603 copies for 74 students. And I didn't even finish! You might wonder why I had to spent money to do this. I'll tell you: I only get about 1000 copies a MONTH at school. Last month (January), I only got 500 copies. I've already used about 400 of my February copies because, didn't I mention I HAVE NEW CLASSES?!!! My school puts a cap on the copies because the copiers, if overused, break down too much, the school doesn't have money in the budget to repair them, nor does it have money to purchase toner for the 2 copiers available for teacher use (so we only get 1 and when that breaks, we're screwed), because people have abused the previous "unlimited copies" norm, and "because we should be environmentally conscious." I will admit, I've gotten very good about finding copy-less ways to hold lessons, but still....ESPECIALLY at the beginning of new classes, why can't we have both copiers running or 2000 copies for the month, or a Kinkos card or SOMETHING? I got scolded last week for not making my copies before the day-of and that I should be planning ahead in case of emergencies. So tonight, I went and made copies so that I would have them all ready to go.
And DCPS still owes me $64.34. I'm keeping a tab.
I had to make photocopies for my new semester classes: syllabi, major project assignments, a couple articles that will supplement the textbook (something that they want us to do!!), a graphic organizer to make learning Cornell Notes easier for my students, and a weekly homework/warm-up/exit slip/behavior tracker. I seriously considered what was genuinely NEEDED to make copies of and came to the decision that all of it was necessary because these classes are new and need to understand the structure of my classes. What did I ACTUALLY make copies of before I felt like my pocketbook would be too strained? The syllabi, the tracker, and the articles. Not the major project assignments or the graphic organizer (though, I will have to copy the projects later). 603 copies for 74 students. And I didn't even finish! You might wonder why I had to spent money to do this. I'll tell you: I only get about 1000 copies a MONTH at school. Last month (January), I only got 500 copies. I've already used about 400 of my February copies because, didn't I mention I HAVE NEW CLASSES?!!! My school puts a cap on the copies because the copiers, if overused, break down too much, the school doesn't have money in the budget to repair them, nor does it have money to purchase toner for the 2 copiers available for teacher use (so we only get 1 and when that breaks, we're screwed), because people have abused the previous "unlimited copies" norm, and "because we should be environmentally conscious." I will admit, I've gotten very good about finding copy-less ways to hold lessons, but still....ESPECIALLY at the beginning of new classes, why can't we have both copiers running or 2000 copies for the month, or a Kinkos card or SOMETHING? I got scolded last week for not making my copies before the day-of and that I should be planning ahead in case of emergencies. So tonight, I went and made copies so that I would have them all ready to go.
And DCPS still owes me $64.34. I'm keeping a tab.
Saturday, January 09, 2010
When is professional football like a school district?
Disclaimer: I know practically nothing about professional football. These are just observations.
It seems to me that there are some odd similarities in current education policy and professional football. At least, similarities with these things in DC. Jim Zorn was fired from the Redskins' head coach on Monday, after only two years on the job. His "West Coast offense" strategies haven't been paying off for the team, who have had a 4-12 record so far this season. Owner Dan Snyder and general manager Bruce Allen are currently interviewing replacements. What is interesting to me about this is that this replacement will be the 7th head coach that Snyder has brought in since 1999. Now, let's think about DC Public schools. Since 1996, DCPS has had several (anyone know the exact number? I'm finding between 5 and 6, including Rhee) superintendents. Dr. Janey was given barely 3 years to implement his reforms, and the incumbent, Paul Vance, before him was in office also 3 years. This is hardly enough time to truly reform such a troubled district as DC. The numerous changes in leadership has imprinted itself onto the schools where, with each new superintendent, new programs are put in place: Read180, America's Choice, Excellor-something, Leap-Jump-whatever, and so on. New infrastructures are put in place and torn down, schedules are changed (block? regular 7-period? modified block? A-B block?), new buzz words are overused (warm-up, rigor, teaching and learning, SWBAT, assessment, data, word wall, reflect, etc.).
My point is this: good teaching works. Communication works. Notification works. Logic works. CONSISTENCY works. If we want to improve, perhaps we have to stick to something for more than 2 or 3 years to see if IT WORKS.
It seems to me that there are some odd similarities in current education policy and professional football. At least, similarities with these things in DC. Jim Zorn was fired from the Redskins' head coach on Monday, after only two years on the job. His "West Coast offense" strategies haven't been paying off for the team, who have had a 4-12 record so far this season. Owner Dan Snyder and general manager Bruce Allen are currently interviewing replacements. What is interesting to me about this is that this replacement will be the 7th head coach that Snyder has brought in since 1999. Now, let's think about DC Public schools. Since 1996, DCPS has had several (anyone know the exact number? I'm finding between 5 and 6, including Rhee) superintendents. Dr. Janey was given barely 3 years to implement his reforms, and the incumbent, Paul Vance, before him was in office also 3 years. This is hardly enough time to truly reform such a troubled district as DC. The numerous changes in leadership has imprinted itself onto the schools where, with each new superintendent, new programs are put in place: Read180, America's Choice, Excellor-something, Leap-Jump-whatever, and so on. New infrastructures are put in place and torn down, schedules are changed (block? regular 7-period? modified block? A-B block?), new buzz words are overused (warm-up, rigor, teaching and learning, SWBAT, assessment, data, word wall, reflect, etc.).
My point is this: good teaching works. Communication works. Notification works. Logic works. CONSISTENCY works. If we want to improve, perhaps we have to stick to something for more than 2 or 3 years to see if IT WORKS.
Saturday, October 31, 2009
Reason #127 to hate NCLB
States lowering their proficiency standards so that more schools can reach AYP. Who thought this was a good idea!? How is it good for the bar to pass abysmally easy tests to be set so low that it barely requires students to read?
UDC
With 10 missing board members, how is the University supposed to function? And do Rhee and Fenty seem to be unwilling or unable to meet with the President? If a vast majority of UDC students are coming from DCPS, wouldn't you want to meet with the University's President? I just don't understand...But then, there is a lot about DCPS that I don't understand. I'm too lowly.
Sunday, October 04, 2009
AYP
Nelson Hernandez's Wednesday article on Montgomery and Prince George's counties failing to meet annual yearly progress (AYP) does an excellent job of highlighting the ridiculous nature of that particular beast. How is it that only 26% of Baltimore special education high school students are able to pass the state's reading test, while Montgomery's and Prince George's high school special education students are passing at 61% and 41% (respectively), but Baltimore did (according to the state's standardized test) make AYP and Montgomery and Prince George's didn't?
I understand that the goal for each year for school districts to improve upon the previous year's scores and that the big goal is to have every student passing these tests, to provide a measure of how well a district is doing it job. But, now the focus becomes district safety rather than providing each student with the individual education that he or she needs. It places the focus away from the individual and becomes a push-push-push for results.
I understand that the goal for each year for school districts to improve upon the previous year's scores and that the big goal is to have every student passing these tests, to provide a measure of how well a district is doing it job. But, now the focus becomes district safety rather than providing each student with the individual education that he or she needs. It places the focus away from the individual and becomes a push-push-push for results.
Saturday, October 03, 2009
The Impact of IMPACT
Some of me thinks that the new teacher evaluation system, IMPACT, is good. And some of me wants to scream when I think about it. I'm still a pretty new teacher and it worries me that because I'm struggling to figure out how to hit all the learning styles will be counted against me. The videos that they had us watch to "norm" the evaluations...Those didn't show us what they (the District) thought good teaching was. The videos showed passable, not great, and downright awful teaching was. In my first Master Educator observation, I found myself stumbling over my words, getting lost in my lecture, recalling later that I only employed two learning styles in the 30 minutes that she was there....I don't know what she is going to say when she meets with me on Thursday. And frankly, it scares me. IMPACT scares me.
For more information, read Bill Turque's almost glowing review of IMPACT and then go look at the actual framework. Make sure you read the .pdf file at the bottom to get the full story.
For more information, read Bill Turque's almost glowing review of IMPACT and then go look at the actual framework. Make sure you read the .pdf file at the bottom to get the full story.
Friday, October 02, 2009
Layoffs
Whether or not it was Michelle Rhee's intention to fire veteran teachers in the layoffs that took place this afternoon between 1:58 and 3:15 pm, it certainly wasn't handled in the best of manners. If I were to be fired, I'd want to hear it from my principal or my assistant principal, not another teacher. I don't know if this happened at my school, but I know that it happened in at least one school in the district. I'm shocked at the unprofessional, heartless manner in which teachers were escorted from their classrooms by police officers, or sent down to the main offices like a truant. Teachers should have been given the dignity of hearing this news in a private meeting with a superior during their planning period, not in the middle of a class, in front of students.
I don't care if Ms. Rhee intended to fire these teachers months ago or not. I care about what is best for the school community and it definitely isn't good for the school as a whole to be under the impression that they (teachers, staff) could be chopped at any time and in such a brutal manner. Let alone the message that it sends to the students. DCPS...I didn't think you could disappoint me any more, but I guess I was wrong.
As for Bill Turque's coverage of these events, it seems too cut-and-dried. "The day proceeded quietly for the most part." Really, Bill Turque? Did you bother to talk to any of the schools in SE? I know there was craziness in Ward 7 and I'm sure there was craziness at Ballou and Anacostia.
Back to my original point: during 4th period?! REALLY!?
I don't care if Ms. Rhee intended to fire these teachers months ago or not. I care about what is best for the school community and it definitely isn't good for the school as a whole to be under the impression that they (teachers, staff) could be chopped at any time and in such a brutal manner. Let alone the message that it sends to the students. DCPS...I didn't think you could disappoint me any more, but I guess I was wrong.
As for Bill Turque's coverage of these events, it seems too cut-and-dried. "The day proceeded quietly for the most part." Really, Bill Turque? Did you bother to talk to any of the schools in SE? I know there was craziness in Ward 7 and I'm sure there was craziness at Ballou and Anacostia.
Back to my original point: during 4th period?! REALLY!?
Tuesday, July 28, 2009
Senegal, in a whirl
I landed in Dakar at 5 am on July 7. JC picked me up at the airport and we spent the day in the Dakar market and walking around. The next day, we headed out of Dakar on the 4 hour sept-place (seven-seater station wagon that is the main form of transportation around the country) drive to the Peace Corps Regional House in Kaolack. The next day, we make the last leg of the journey to Wilanene, JC's village, about 7 km outside of the town of Kaffrine.
Our days in the village were pretty lazy: we woke up around 7 am and usually walked to another village (anywhere between a 15 and 45 minute walk) to check up on the farmers that JC works with. We'd get home around 11 and cool off with a quick shower and a book. Naps were the normal before and after lunch. We'd do some planting or watering or clean the hut. More reading or napping or both. Sometimes we go sit outside the compound and visit with the women who'd walk passed. Dinner was served late, after JC's host mom closed the robinet.
We went to two baptisms while in the village. One was for a woman who JC didn't know very well and the other was for her friend, Fatou. The women got very dressed up and there was drumming and dancing in the evening.
After spending about 5 days in the village, we headed out to the island of Ginak and slept on the beach there. JC thought that she got stung by a jellyfish, but we're not sure if it happened. We only spent one night on Ginak and then headed back to Kaolack to stop over on our way to the Langue de Barbarie, a bird park in the northwest of the country. There, we canoed and took a boat to visit the Island of the Birds and did some more napping and reading.
After the bird park, we met up with two other Peace Corps volunteers, friends of JC's, and went to the Deserts of Lompoul, where we camped in tents on sand dunes and went for a camel ride. While there, I got a wicked fever and spent most of the time tossing and turning, but the camels made it worth it!
Since our trip was coming to an end, we went back to Dakar. My last day we spent again the Dakar market, buying fabric, and went to Ile de Goree, an island off the coast where there had been a slave outpost. The island is now a tourist destination and has a couple of great museums and lots of artists.
So, that was my trip, in a whirl! Check out the photos on Picasa for more details.
Our days in the village were pretty lazy: we woke up around 7 am and usually walked to another village (anywhere between a 15 and 45 minute walk) to check up on the farmers that JC works with. We'd get home around 11 and cool off with a quick shower and a book. Naps were the normal before and after lunch. We'd do some planting or watering or clean the hut. More reading or napping or both. Sometimes we go sit outside the compound and visit with the women who'd walk passed. Dinner was served late, after JC's host mom closed the robinet.
We went to two baptisms while in the village. One was for a woman who JC didn't know very well and the other was for her friend, Fatou. The women got very dressed up and there was drumming and dancing in the evening.
After spending about 5 days in the village, we headed out to the island of Ginak and slept on the beach there. JC thought that she got stung by a jellyfish, but we're not sure if it happened. We only spent one night on Ginak and then headed back to Kaolack to stop over on our way to the Langue de Barbarie, a bird park in the northwest of the country. There, we canoed and took a boat to visit the Island of the Birds and did some more napping and reading.
After the bird park, we met up with two other Peace Corps volunteers, friends of JC's, and went to the Deserts of Lompoul, where we camped in tents on sand dunes and went for a camel ride. While there, I got a wicked fever and spent most of the time tossing and turning, but the camels made it worth it!
Since our trip was coming to an end, we went back to Dakar. My last day we spent again the Dakar market, buying fabric, and went to Ile de Goree, an island off the coast where there had been a slave outpost. The island is now a tourist destination and has a couple of great museums and lots of artists.
So, that was my trip, in a whirl! Check out the photos on Picasa for more details.
Sunday, July 05, 2009
Into Africa
I'm heading out to visit JC in Senegal tomorrow. I'll try to update a couple times while I'm there (I get back around noon on July 22), so that you all can hear some stories. I've also made (FINALLY) a Picasa site to upload pictures. Go there for pictures of the trip and adventure! The link is also in the sidebar on the right (Adventures in Color). If you need to reach me, email is probably the best, but I have no way of knowing how often I'll be able to get to an internet cafe. Love to everyone!
Friday, June 26, 2009
Almost done...
I'm about 80% done with my portfolio for my masters. I really can't wait for it to be over! They talk about how assignments should be meaningful and useful for students and then assign us this huge portfolio bull-crap. It's infuriating! I hope to goodness' sake that I never assign such a meaningless activity and manage to make school activities and work useful and have some relevance.
After it is over, I should be able to relax. I'm going to Senegal for two weeks on July 6 to visit JC, but I think it will be an adventurous, relaxing and eye-opening vacation. At least I'll be experiencing something completely different with someone who knows the region very well and will be able to steer me in the right direction about things to do or not to do. I think the plan is to go to her village for a bit, and maybe to the sand-dunes and to the beach. But honestly, she could completely change her mind before I get there and I wouldn't have any idea. If anyone knows of something that I should do, let me know via emails.
After it is over, I should be able to relax. I'm going to Senegal for two weeks on July 6 to visit JC, but I think it will be an adventurous, relaxing and eye-opening vacation. At least I'll be experiencing something completely different with someone who knows the region very well and will be able to steer me in the right direction about things to do or not to do. I think the plan is to go to her village for a bit, and maybe to the sand-dunes and to the beach. But honestly, she could completely change her mind before I get there and I wouldn't have any idea. If anyone knows of something that I should do, let me know via emails.
Tuesday, June 09, 2009
Generosity
I asked family members and friends to contribute to my effort to start the AP World History program next year by pleading for copies of Jared Diamond's "Guns, Germs, and Steel." Happily, enough people contribute that everyone enrolled in the class will get a book. Now I just need to get book plates! Thank you to everyone who was so generous to me and my crazy, wonderful students. We'll be reading the book over the summer and, I hope, having a few great conversations about it. I hope I'll be able to follow the thank-yous up with some more interesting, like a video of a class discussion or something.
Sunday, May 24, 2009
Guns, Germs, and Steel: 11 down!
11 to go! I really love my family! I can't tell you how much I appreciate this! Everyone rocks!
Monday, May 18, 2009
High Expectations
From a Washington Post article about how 'Gingrich and Sharpton both agree that education can be improved!!' WOW!
"What's a high expectation?" Hassan Floyd, 7, asked his mother, Fathma Floyd-Brent, a teacher who works in a Baltimore high school with no air conditioning or computers and has one of the lowest graduation rates in the city.
"It's when I tell you I don't expect no 70s, 80s or 90s," she said. "But 100s."
The boy, who is already talking about going to college and one day being president, nodded knowingly."
What is a high expectation? 100s. No standard for how to judge that 100. It could be that he merely turned in the work, despite getting every single question wrong. Or maybe that he wrote 1 paragraph instead of 2.
The other day, I was listening to this NPR segment about whether or not business schools can be held accountable for the recession. A portion of the piece talked about how business schools have yet to streamline the body of knowledge taught, unlike law schools and medical schools. The same could be said for almost every grade level of schooling, except for law schools and medical schools.
So, if we have different standards, how can we arrive at any other definition of a 'high expectation' other than '100s'? Are high expectations really like pornography, you know it when you see it?
"What's a high expectation?" Hassan Floyd, 7, asked his mother, Fathma Floyd-Brent, a teacher who works in a Baltimore high school with no air conditioning or computers and has one of the lowest graduation rates in the city.
"It's when I tell you I don't expect no 70s, 80s or 90s," she said. "But 100s."
The boy, who is already talking about going to college and one day being president, nodded knowingly."
What is a high expectation? 100s. No standard for how to judge that 100. It could be that he merely turned in the work, despite getting every single question wrong. Or maybe that he wrote 1 paragraph instead of 2.
The other day, I was listening to this NPR segment about whether or not business schools can be held accountable for the recession. A portion of the piece talked about how business schools have yet to streamline the body of knowledge taught, unlike law schools and medical schools. The same could be said for almost every grade level of schooling, except for law schools and medical schools.
So, if we have different standards, how can we arrive at any other definition of a 'high expectation' other than '100s'? Are high expectations really like pornography, you know it when you see it?
Frontline: Growing Up Online
About a year ago, Frontline produced a piece called "Growing Up Online". To view the video, follow the link in the upper right corner of the page.
It's an interesting idea, to say the least, that the generation of students that are currently in school have very separate-and yet, closely linked-identities from reality. Yes, they do and even, to a large extent, do the current 20-somethings. I and others have straddled the divide. At the beginning of high school, I got my first email address. But I had no idea what to do online, except check my email...and I rarely got any of that! Now 7 year old are given "primers" on "online behavior." Can't we just go play Cops and Robbers?
Below are my reactions to a few of the more ridiculous quotations from the Frontline episode.
1) "To walk into a classroom that doesn't have any of that media, must be like walking into a desert." -Steve Maher, social studies teacher of 11 years.
No wonder we aren't as successful with our students as the wealthy suburban districts! We are teaching in a desert!
2) "I feel like I've cheated it. I kinda feel like I owe it to myself to read some of these books, but I just know I don't have time. If there were 27 hours in day I'd read Hamlet. I know I would." -High school senior
Why don't you have time? What are you doing? You honestly think that if you had 3 extra hours each day, you would spend it reading? No, you wouldn't. You'd spend the newly found 3 hours playing a game or chatting with friends or maybe playing field hockey.
3) "I'm not saying cheating is ok. I'm saying cheating is something that you have to look at closer to see what is cheating and what is not cheating." -same social studies teacher
WHAT KIND OF TEACHER ARE YOU? You honestly think that copying and pasting off of SparkNotes is acceptable?
It's an interesting idea, to say the least, that the generation of students that are currently in school have very separate-and yet, closely linked-identities from reality. Yes, they do and even, to a large extent, do the current 20-somethings. I and others have straddled the divide. At the beginning of high school, I got my first email address. But I had no idea what to do online, except check my email...and I rarely got any of that! Now 7 year old are given "primers" on "online behavior." Can't we just go play Cops and Robbers?
Below are my reactions to a few of the more ridiculous quotations from the Frontline episode.
1) "To walk into a classroom that doesn't have any of that media, must be like walking into a desert." -Steve Maher, social studies teacher of 11 years.
No wonder we aren't as successful with our students as the wealthy suburban districts! We are teaching in a desert!
2) "I feel like I've cheated it. I kinda feel like I owe it to myself to read some of these books, but I just know I don't have time. If there were 27 hours in day I'd read Hamlet. I know I would." -High school senior
Why don't you have time? What are you doing? You honestly think that if you had 3 extra hours each day, you would spend it reading? No, you wouldn't. You'd spend the newly found 3 hours playing a game or chatting with friends or maybe playing field hockey.
3) "I'm not saying cheating is ok. I'm saying cheating is something that you have to look at closer to see what is cheating and what is not cheating." -same social studies teacher
WHAT KIND OF TEACHER ARE YOU? You honestly think that copying and pasting off of SparkNotes is acceptable?
Wednesday, April 29, 2009
MapTools
Finally got around to looking at MapTools with g! It's pretty sweet and will make the game go much faster!
It's been about 85-90 degrees here for about 4 days...that is, until today when it went back to being mid-60s and rainy. I swear, DC's weather is much worse than Chicago's because of it's awful mediocrity. I would prefer 10 degrees and snowy infinitely more than 30 degrees and rainy. Or 95 with a breeze off the lake to 89 and swamp-like humidity. It's awful.
I got some new pictures of the kids today. They are growing up so fast! I can't believe Megumi is 5! What the heck, man!? I'm going to need to do some special aunt thing with her next time I go in to visit. Maybe Auntie Momo would go with us. :)
In other news, I only have 1 more class for AU after this semester ends next week. Thank goodness! That program has been a waste!
It's been about 85-90 degrees here for about 4 days...that is, until today when it went back to being mid-60s and rainy. I swear, DC's weather is much worse than Chicago's because of it's awful mediocrity. I would prefer 10 degrees and snowy infinitely more than 30 degrees and rainy. Or 95 with a breeze off the lake to 89 and swamp-like humidity. It's awful.
I got some new pictures of the kids today. They are growing up so fast! I can't believe Megumi is 5! What the heck, man!? I'm going to need to do some special aunt thing with her next time I go in to visit. Maybe Auntie Momo would go with us. :)
In other news, I only have 1 more class for AU after this semester ends next week. Thank goodness! That program has been a waste!
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