#VirtualVNPS

Yesterday was Monday, August 10th, 2020.  My mind is swirling with all the uncertainties this fall holds.  I was fishing on a lake in Maine and it allows my brain to empty and then get creative.  

I was thinking about #VNPS - Vertical Non-Permanent Surfaces - working at whiteboards in collaborative groups in the classroom - 3 kids staying in a close spacing - passing/sharing/taking turns with 1 marker.  Well, that won't be allowed this school year.  I was trying to think about how I could turn these lessons into a virtual whiteboard lesson.  I miss the math conversations.  I worked some hard on getting them the past 3 years and then when we went to zoom remote teaching in the Spring, most kids had their microphones off and lost their voice.

 Now, I need to find a way to hear students' discussion/debates/strategies and watch them work it out.  I thought I need some practice students to try some tech tools on to see if it will meet our needs.  I put a tweet out at 11am EST for people to sign up to help me on Tuesday at 11 am EST - 24 hour turnaround.  I didn't want to think about it much more.  

And, people signed up.  Over 50 teachers came to join in our investigation.  I was estimating we might go for an hour, but we went for almost 2 hours.  I appreciate everyone who came to play today.  I think in the business world, this might have been considered a Focus Group and people might actually get paid to test the tools like we did.  But, you know...it's different in the teacher world.  I am on vacation and did this.  But, enough of that.  

I had high hopes.  I thought I was going to try 4 and come away with at least 1 maybe 2 tools that might do the job.  

Synopsis of our work:

• Google Slides with a Visual Pattern type problem. Ask students to investigate what changes as the step changes.  We did this at #TMC17 and I have used it on the first day of school in Geometry every since.  I made a google slide and made slides for groups of 4 to work on together.  I gave them a topic to investigate after we did a brainstorming session.  I wanted them to be able to work in breakout groups and discuss as well as use a pencil tool with different colors to show their thinking. We learned:
• There isn't really a pencil tool in Google Slides.  It is the line segment and you choose squiggly.  Some people added text, so people tables, but not so great to draw.
  
• I should lock my backgrounds so students don't accidentally move them - make them, take a snapshot, and then add back in as a picture.
• It was suggested if I have 8 groups, to make those 8 pages hyperlinks so the kids can just click on their page.
• Teacher can see if live.  Teacher could write on if needed.  
• Desmos New Whiteboard in Activity Builder with Geometry Oral instructions.  In my old class, I would have groups of kids at the board and I would say 1st person, draw and label Point P, draw and label line AB, etc.  I envisioned the Whiteboards in Desmos as if it was a group one and they would all be able to write on it in the same group.  I made 15 whiteboards in one Activity Builder.  I made breakout groups but didn't put them into the groups - instead had them write down their room number and student number as they were listed.  I said, all my #1s, draw and label Point P.  I thought there would be 1 WB for Group 1 with a point on it and one for group 2, etc.  Instead, there were 5 WB in Group 1 because - my brain wasn't working correctly - and each student is working in their own Desmos AS, they aren't working on each others, so not really the collaborating I wanted.  We learned:
• I could use the overlay function to see all of Group1's together, but that is not what I was intending.
• Also, pointed out, oral over zoom may be too difficult for hearing impaired students so would need another way for directions - in chat?
• Next up, we tried Whiteboard.fi.  Students don't need to sign in.  I gave them a code.  I had not used this one.  I did know they would be individual whiteboards.  I combined this with an Open Middle problem where students had to use #1-9 to fill in blanks.  I had the picture on My WB for them and they had their to look at.  We learned: 
• I can push my image onto the student's board under the bottom of the teacher WB (little tough to find)
• Ethan wrote on his WB before I pushed my image so it covered his work.  He then could remove my image too.  So, that is a little weird that it isn't locked.
• I can see everyone's work, but I am not sure there is really a way to collaborate.  
• Oh, yes and Sam moved in on Ethan's WB by signing out and signing back in using Ethan's name and then he could write on Ethan's WB.  That could be trouble.
• And, my fourth and final was Classkick.com.  I used this a lot in the spring.  Both my kids and I liked it.  I used it more for live practice.  I made like 4 slides each with a problem on it.  Not so easy in math with having to add equations.  I still have to type it in Google doc and screenshot it and input as a picture.  I can see all their WB and write on them.  I used these in Zoom so I could call someone back to a certain slide and work with them on it, or they could call me to a slide if they were stuck.  Kids can raise a hand using the tech and if it is teacher enabled, then you can let other students help someone who is raising their hand.  We learned:
• If someone helps someone and then leaves, you can't tell who helped out (or maybe wrote something inappropriate).

Here is my Google Slide LINK to what I used. (Hint; There are Schitt's Creek GIFs in it)

 Here is our long Zoom conversation.  Password is: V2JRq+3N. ( I hope that works)

Overall, it was so good to have this conversation in a safe place where we could trial and error and discuss and learn and make mistakes.  I did not walk away with 1 tool I will use.  As usual, I will have to figure out what it is I hope to accomplish with the task and then find the best tool to handle it remotely.

HINT: Someone should make something where kids can work on whiteboards collaboratively with a decent tool for drawing and writing out math and a good teacher dashboard.

Thanks!

Making Videos for Remote Learning

I was asked a few questions about how I did remote learning with videos in Spring 2020.  It was a process. 

For some reason, I felt the need to build a lightboard and film myself teaching using Loom (not Zoom, Loom) so the kids could actually see me and see me writing.  It was about $100 for the materials.  I found Loom easy to use.  It already flips me so I am writing correctly for the students (not backwards).  But on day 2 of making videos Loom was having issues so I went looking and ended up at Screencastify.  That is how I did the rest of my videos/screencasts.

Here is my first teaching video with Loom and the lightbox.  Ugh, I hate to go back and look at the "early days"  This was for Accelerated Algebra 2, graphing Sine.  Video

You don't have to do that.  Don't try to find plexiglass.  I was lucky and bought it early before all the stores realized they needed to use it.

In the regular classroom, I use Google Slides, so I had to update what I would have used in class and in some cases make new slideshows to then teach remotely.  In regular class slide shows, I would just project the problem for the students and then we would do them together.  Now, in remote, I needed to show each step.  NOT so easy in Google Slides.  I had to type my problem and each step into a google doc (a PAIN with their equation editor, I am sure there are easier ways, but now I am used to it).  Then, I have an apple, so I would Shift, Command, 4 to screenshot the work.  (I use this shortcut ALL the time). 

Then, I drag these steps into a google slide.  I add a white text box over everything but the original problem.  Then, I slowly copy the slide, and move the white text box down to slowly reveal each step.  Again, tedious, but it worked for me. 

I could use this in Zoom class and have the kids work each step or I could use it in a Google Slide/Screencastify video for the kids to watch on their own time. 
Here is a lesson for Accelerated Algebra 1 on Dividing Rational Expressions with me using Google Slides and Screencastify to record.  Video

Here it is in Geometry.  I used this ppt with slow reveal to actually teach the lesson in Zoom class, have the kids working on the problems and call on kids for answers.  This video is on Volume and I did Dan Meyer's Popcorn Picker 3 Act in Zoom class and then practice problems: Geo Video

And, Pam, to answer some more of your questions:

I used my Apple mac book - regular microphone on the computer.   (for both Loom and screencastify)
For the stylus and grading in Google Classroom, I used the GC app on my ipad and a $12 stylus from Staples.  I bought a rounded end.  I wasn't even thinking about the tip but some people prefer the pointed stylus.  My writing on work looked like this with the stylus in GC, on an ipad.





Thanks for reading.

Recap of Spring Remote Teaching 2020

I meant to type this for June 20, 2020 as my next installment of #MTBoS2020 - a blogging initiative to encourage people to blog on the 20th of each month.  But, I was busy.  Yeah, right, who is really too busy during Corona time besides nurses, doctors, other essential workers - thank you all!

But, I didn't blog and recap, so here I am on July 17th, 2020, trying to think forward to this next school year by reflecting on what I did this spring.  It was a practice run.  There was a lot of stress trying to figure out the best technology to use.  Trying to figure out a lot of things.  We have been out of school for 1 month today.  Time is warped.  Sometimes it feels like a long time ago.  Sometimes it feels like we just finished.  I do know the start of the school year will come fast and I am not prepared yet.

I was happy with the way our school did remote learning this spring.  We had a regular schedule and met for Zoom classes.  We met 3 classes on Mondays and Wednesdays and 2 different classes on Tuesdays and Thursdays.  Fridays was open for prep, extra help, etc.  Our daily schedule was one zoom class at 9 -9:45, then 9:45-10:30, a little break (much needed), then 10:45-11:30.  As teachers, we only had to be on Zoom for a max of 60 minutes, so we did not need to be on for all of these 45 minute intervals.  Sometimes I was, sometimes I wasn't.  Depended on what had to get done in zoom.

I spent some time finding the right way to teach my lessons.  This also depended on the content.  I ran to Walmart right at the start and bought a piece of plexiglass (you can't find it now) and a light strip and built a light box so I could stand at it like a whiteboard and teach.  I really liked it.  I wrote out a script of the lesson with problems on 2ft x 2ft whiteboards I took home from my class.  I recorded on Loom.  It went smoothly for 3 complete videos and then I couldn't save in Loom and that started my spiral down the rabbit hole to look at other ways.  It was just an issue with Loom that day and I should have stuck with it and may return to it for my fall videos.  But, it led me to Screencastify.  I use a lot of Google Slides in my class, so I updated the ones I had or made brand new ones and then used Screencastify to talk over the slides for my lessons.  I kept my face in a little circle on the screen.  The kids could listen, fast-forward, rewind, whatever they needed to do.  I think this worked well.

Within the live Zoom class, I started by holding up a little whiteboard with the agenda.  I always had the day and date on the top because we were really losing track of time then.  I can't believe I actually wrote March, April, May, and June dates.  I used google classroom for students to check their homework answers and upload their homework.  Within their homework, I encouraged them to circle wrong steps or put question marks or even write my questions.  A few did this and I loved it because I finally got feedback.  I could take this to the zoom class and comment on it.  Then, we would usually do a few problems.  I found Classkick worked well for this and I hope to continue.  I would put about 4 problems in and give them the code.  They would work as I can watch them live writing.  If I see a mistake, I am on zoom so I can call Sarah back to problem 3 and I can write on her screen and she can see what I am doing.  It worked well for us. 

Of course, I used Desmos.  That worked wonderfully in Zoom.  Sometimes the whole class stayed together in Zoom and worked on it, or I put them in breakout rooms so they could discuss and try to figure it out.  I would open the desmos teacher dashboard on my home computer so I could see their progress.

As far as assessments, it was tricky, trying to find the best way.  I tried Edulastic and it was good some of the time.  I would still have to spend an hour or 2 per class regrading it because a student might say the answer is 3.4 instead of 3.5 and I have to overwrite and accept that.  There is some space for students to write out their work, but most didn't use it.  So, it became about getting the correct answer and not really about the process.   I switched to typing up a shorter test in google docs (yes, a pain for math equations).  But, I did like this because then I could open Google Classroom on my laptop and use a stylus to circle and write right on their tests.

One thing about this is the scanning in.  If they have an iphone, they can use notes to take a picture of all 3 pages and save as one scan.  That is an important piece, trying to get it as 1 scan instead of 3 because when you have to open it in Google Classroom, there are 6 actions there instead of 2, per student.

I did do student checkins.  Sometimes, I asked right at the beginning to share something they are doing, or near summer, to share something they are looking forward to in the summer (most wanted to see friends).  Sometimes I built the check in to a ClassKick or Desmos slide just for me to see and comment on. 

I had them do surveys at the end.  Here are some results. (I teach Alg 1, Geo, and Alg 2)
I was blessed with small classes this year for some weird reason but it worked out better for remote learning.  I had 83 students. 59 answered my surveys:

1.) When we were in school, what was a favorite memory you have from math class?
Most wrote about my review games.  I had my Alg 1 and Geometry students make shrinky dinks.  A lot of them remembered that.

2.) Now, switching to our remote learning class, did you like Google Classroom?
1/59 did not like Google classroom

3.) Explain what you did or did not like about Google Classroom.
Most kids liked the organization.  We were out of the classroom for 10 weeks, so I made a week a topic.  Topic: Week 1.  Under each week, we met twice, so I called those 1A and 1B.  I had google slides for each and homework for each and homework worked out solutions for each.
I think the 1 person who said they didn't like GC said they didn't like how a lot of the later assignments were there.  Maybe it was overwhelming for them.  I get that.  I did use the due dates.  If something was due on Wednesday before Zoom class and a student did it after that time, I got an email notification that they submitted this.  I really appreciated this because I didn't have to go into each old assignment looking for new entries.  GC told me and I could mark it down.
As far as putting other assignments in, I tried the scheduling piece, assign it for when that lesson needed it, but then I couldn't remember if I actually scheduled it, so I just put everything up as I made it.

4.) Did you like ClassKick practice in Zoom classes?
Most classes were 100% but 12 kids did not care for it.

5.) When asked to explain their answer to 4 on Classkick:
It was hard to do work online (they could do it on paper and just write answer).
Hard to upload answers
Sometimes Glitchy (yes, they acknowledge a time when they were trying to keep up with demand.)
A bit stressful because I didn't feel I was keeping up with the other kids (happens in real time class too).
It was tough having to solve them early in the morning.
It felt like the teacher was looking over my shoulder (good, I am trying to, just like I would in class)
But most kids liked that I could see their work and give them feedback.

6.) Did you like Edulastic for assessments?
18/59 did not care for it.

7.) Comment on Edulastic
Some said having the timer was stressful.  (It just keeps track of time, but is not timed per se)
Hard to graph in (agree)
Hard to navigate different boxes for multi step problems (agree)
Kids wrote they prefer paper and pencil.
First grades were really low until teacher regraded it.
Student response: "It actually wasn't that bad, and it worked well, but every time I got my results before ms. Fairbanks checked it I had a heart attack."  (I hate that feeling too)

8.) Asked about taking paper and pencil test and uploading it:
7/59 did not care for this.  I think a lot more kids liked this because I used Edulastic first and they didn't really like it, making them realize they liked paper and pencil tests better.

9.) Did you use my full calendar with all the links? (Note: I used Google Classroom and went week by week, but I also arranged it differently for myself in a table format that was a calendar with all the links posted.  I used that and figured I would share it with the students who might prefer that visual instead of the list type in GC).
49/59 did use it in someway.  I really like it and am glad they used it.

10.) Was having full, worked out solutions helpful to you?
Almost everyone said yes, 1 no in there.
With three preps and making everything new daily, I will admit I had mistakes on answer keys, but this promoted discussion.

**Next year, I will put 1 mistake on each homework answer key.  I will tell them I am doing this.  So, if they are straight out copying my work, they will not find the mistake and have it on their paper.  If they do their work first and compare it to mine, they should be able to find it.  If they do it this way and can't find my mistake, then they made the same one I did and will have to go over their own work.  I am not doing this to trick the kids, but to make them think.

11.) With my Google Slide lessons, I posted the plain google slide and I posted my talking over them, teaching in it, using Screencastify.  Kids could use either.  I asked which they preferred.
12 preferred the plain Google Slide, 47 preferred the video lesson.
I will continue to post both.

12.) This was an interesting question with a mix of results:
Discuss the success of our Zoom class - was it enough teaching, asking questions, and doing practice problems for you?
For the most part the students appreciated the variety within the zoom and practice problems and the feedback.  
If I needed help, I could ask.
It was a good balance.

13.) Did you have difficulty uploading homework and tests?
5 did.  I will work on that.

14.) Did you check your answers and work before uploading?
2 did not.  I am curious why not?

15.) What worked well for you?
Student responses:
"I think having shorter zoom classes and more independent learning with the homework really worked for me. I think doing the homework first and then going over it in class helped me to understand the content a little bit better. "
"For math, online learning, I'd say, went well! I never really had any major issues with technology. I enjoyed having class twice a week and I thought the homework we received was a perfect amount and it allowed me to continue to feel like I had some sort of "normal" schedule during this unusual time.  "
"I liked the amount of homework we got. I felt that it was enough for me to understand the topic and it wasn't excessive."  (I tried to keep homework to 6-10 problems per night)
"I loved the unit plan thing. All the links where there and I used that a lot more than I used classroom. I actually loved using the answer key to help me learn, I am a very visual learner so I did best when I saw the work and had to figure out what the steps are. I’m definitely carrying that knowledge with me next year."
"Google Classroom really helped me and the videos you made also helped me because it was very organized and you taught us everything that was needed and it was very clear. "
"The lessons where the teacher talked over were my favorite "  (so cute)

16.) What did not work well for you?
Student responses:
"Overall, I very much enjoyed the math material we covered over these past two months. There was never really much I struggled with, except some minor technology issues! However, I really do miss school and I wish I could have had my lacrosse season. "
"I would have preferred if the review zooms were optional"
"Sometimes, it was hard to get feedback on our homework assignments/tests because Mrs.Fairbanks could not physically hand us the paper for us to see. "
"I struggled with keeping my attention in Zoom classes because I got really tired of staring at a computer screen for hours."
"Having the answers right away kind of let me check to see how you did it before I could solve it myself whenever I got stuck, so I didn't really push myself hard enough"
"In all my classes, it was hard to be motivated to do homework every day without coming to school. "
"Nothing really, if I found I was struggling I would go back to the videos/power points."
"I struggled with just not being in the classroom because i missed the interactions."
"I had trouble uploading multiple pages as one using the note scan for the first time, but now I think if I had to do it again I would be fine"

17.) (Kids were told classes would be pass/fail).
How did you feel about this course being Pass/Fail? Student responses: (It was a mix)
"I felt like this course was better Pass/Fail. It took a lot of the stress off of school, however I still put effort into learning and felt like I learned the material just as well."
"I was unhappy about it because math is one of my stronger subjects but pass/fail is helpful in other classes."
"With the class being Pass/Fail, I still felt motivated to learn the units and do the homework because I knew that I would probably need that information for future math classes. However, I felt very little motivation to study or do well on tests because I knew I would pass by getting a 60 or above."
"It was less stressful because I wasn't so worried about grades."

18.) Overall, did you like being an independent learner?
(out of 59 students:)
Yes: 20
No: 1
Sometimes: 38

19.) Do you have any suggestions for me if we have to teach remotely in the future?
Student responses:
"Keep doing what you are doing Mrs.Fairbanks, it was a pleasure working for you this year in your class. I will never forget algebra 2!!" (So sweet!)
"Do more of the teaching in the classes (what we are doing now) because I know it made it more difficult for me to do the work outside of class when I knew I had to learn the lesson as well as do the work."
"Keep doing what you're doing for the most part. Maybe encourage students to learn to use their scanners/printers instead of submitting pictures from their phones. Also, using the google classroom app to submit pictures might be easier than transferring to computers then submitting for people who prefer that."
"maybe have check-ins with smaller groups? So if someone has trouble understanding a concept they won't have to disturb the entire class?"
"Maybe post additional practice on a skill that is not mandatory, but if people want extra help they could complete the practice."
"The zoom classes are really helpful because of the practice problems"

20.) Thank you for all your patience and efforts this Spring. I really appreciate it. Please tell me something you are looking forward to this summer. 
Student responses:
"I am looking forward to focusing on different hobbies and projects I’ve always wanted to try instead of surviving in school :)"
"

I will hopefully get to see friends. a lot has been cancelled but I know some people and groups are really trying to find ways to still have events and things, like summer band, it likely wont happen but I'm hoping it will lead to opportunities to meet with people and keep playing music."

"I'm looking forward to spending time with my friends and family!" (Common answer)

"I'm looking forward to eating a lot of ice cream and having time to go outside to read instead of being on zooms all morning." (Me too)

 

Thanks for reading if you got this far.  I needed to analyze it - look back so I can start looking forward.  I wish our school would tell us we are going 100% remote to start.  Not that I loved it.  Zoom was exhausting.  But, I really think it is the safest way to start.

 

Now, time to change my lessons over to virtual.

 

 






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School and Home Life during Corona as of May 20, 2020

This is my 5th installment of #MTBoS2020 - blogging on the 20th of each month during the year 2020.  If you want to blog or to read some blogs, find out more here: #MTBoS2020.

I couldn't forget today, because it is my baby's birthday.  My son, Luke, is the youngest of 4 boys and turning 19.  He just finished up his first year at UMaine and will be transferring to UMASS Amherst this fall (hopefully) to be a tad closer to home.

First, my school stuff, then a little about home life.

Our school cancelled due to corona on May 11th.  That was our first day off.  We weren't sure what the plan was right away, so our school did 3 weeks of review material.  April 6th was our first day teaching "live" and new material.  At that point, we weren't sure if we would go back.  I was hopeful and then, I wasn't hopeful.  From April 6th to mid June, I counted 10 weeks, so I went with that for a plan. I named each week by the week: Week 1, Week 2, etc.

I was happy with our school's plan.  We have 7 classes and normally see them about 4 times a week.  We cut it in half to see each class twice:



They asked teachers to be live for at least 1 hour per day, so while each class is scheduled for 45 minutes, you don't have to do all 45 minutes live.  With two classes each week, I called them: 1A, 1B, 2A, 2B.  Each lesson had a zoom session, a google slide lesson that I screencastified to teach over it, a homework of about 6 -10 problems and a worked out solution answer key.  These were all created brand new (3 different preps - Algebra 1, Geometry, and Algebra 2).  I uploaded them all to google classroom.  I had not used it before, but I liked it more and more each time I used it.  Here is what my week looked like.
 


 I added each week as a "topic", each google slide as "material", and each homework as an "assignment".  With the homework being listed as an assignment, I could put a due date on it.  That way if someone handed their homework in late, I would get a notification.  I do not get a notification that they handed it in.  I didn't want that. That would be too many emails.  But, by getting the late notification in an email, I could then go back to my gradebook and give them credit.

I hand the students either print out the homework or do it on paper, take a picture and upload it to google classroom.  Within google classroom, I can click on the Grades tab and I can see who turned it in and whose is missing.  I do this right before Zoom class because they might submit it in the morning.  I go back and check it after Zoom to see if anyone entered it.  Then, I put a checkmark in my online gradebook to show them and parents completion.  I also put a checkmark for coming to Zoom.  Parents can see if they are coming to Zoom class and if they are doing the homework.  We are doing Pass/Fail in the end.  Here the students' names are listed in a column to the left.



After I see if they have done the homework.  Then, I can click on each one to take a look at their work.  They are so cute, leaving me messages "I think this one has a mistake". "This one was tough I had to look at the answer key."  "Can you do this one in class?"  "help!"   So, I take this feedback and bring it to the zoom class. 

Prior to the Zoom class, they will have watched the video lesson, done the homework, checked their answers, and uploaded it to Google Classroom.  Then, they come to Zoom.  I have little whiteboards at home, so I write the agenda on that and hold it up in my Zoom window.  We usually discuss the homework.  Sometimes I will screenshot my answer key or their wrong work and put that into a Google Slide to screenshare with the class in Zoom and discuss that way.  Then, we will usually do a couple of problems.  Sometimes I write them out and hold them up on a whiteboard, then put them into breakout groups so they can unmute and actually discuss the problems.  I pop into each breakout room to see if they have any questions.  They can also call me to the room if they have a question.  Another option I have used is Classkick.  I like this because I can see them working live and I can write on their screen and they can see my work.  With this, I usually do 4 problems.  I keep them in Zoom and then can call them back to a screen...."Abby, come back to screen 2, so we can look at your work."  I do Desmos Activities in a Zoom session.  I pull the Desmos up on my home computer so I can still see the kids in Zoom and read my Desmos teacher dashboard.  Sometimes I will put them into breakout rooms so they can discuss a Desmos marbleslide for example.

As far as tests, I have been using Edulastic.  It had a bit of a learning curve.  I have used the questions provided in the bank as well as created my own.  I do have to go back and re-grade them because of variations to correct answers.  It has taken me about an hour to regrade them.

I am giving an Algebra 2 trig identity test this week and I want to be able to see each step of their work and comment on it, so I am not using Edulastic.  I just shared a google doc regular looking test.  They will take it and upload it to google classroom.  Then, on my ipad, I will open google classroom and I can write on it, circle thing, use arrows to provide better feedback. 

When I am testing my classes, I will open a test on a Wednesday and give them until Friday at 2 pm to finish it.  I am glad I decided on the 2pm deadline versus a midnight deadline.  Students always have last minute questions and I am not answering emails after 8 pm.  So, by making the deadline 2 pm, they are asking questions during a normal school day.

This is week 7 for us.  We are getting closer.  I will say the newness has worn off.  But, I am more comfortable now that I have figured out what tech works best for what I want/need and I have taught myself how to use it.  I am in the swing of things.

I asked my Algebra 1 students for some feedback in a short Nearpod (another tech tool I am using).  We did two problems in Nearpod in Zoom on Monday and then I asked them to tell me how life and math were going.  Most students reported it was just right - the right amount of work and they were able to keep up with it.  That was really important feedback for me.  I feel like I am doing the right amount, but not knowing until I asked them.

Home Life continues.  My whole family is all blessed to still be working.  My husband is still working the night shift which has been an adjustment.  We just celebrated Luke's birthday at lunch time so Dad could be with us.

I am on a 106 day streak with my Duolingo Spanish.

I am continuing to exercise every day, up at 6:30.  I am very disciplined in the morning - only due to the fact that we have 2 cats and 2 dogs that get very hungry in the morning and my husband is sleeping in because he works late.  This morning they woke me up at 5:30 am, so I was on a long bike ride by 5:45 am.

I continue to write in my journal daily.  I am going to have to buy a new one for part 2 of this year because I am documenting so much stuff.

And, I am still doing my temperature scarf each day.  Our town got to 81 degrees this Saturday, so I finally got to knit an orange row!  I will pearl the row for Luke's birthday today.  (I am pearling each of our birthdays so they stand out.  5/6 bdays done for the year, mine is in November.)
The top by my hand is May.


Oh, and I decided to write each of my students Thank You postcards.  I took class pictures in September as I do each year so I can put a class picture in a Google Slideshow for parent night.  They were all sun-kissed and happy and smiling.  I wrote Math 2020, Mrs. F, and Algebra 1 on each, had Snapfish print as pictures, then added a sticker label to the backside to write on.  I have written 2 classes, 3 more to go. 

And, my Algebra 2 classes did the Desmos Art project, so I have to grade those too. 

But, alas, it is a gorgeous day out and I will head outside for a much needed break now.  Thanks for reading.