Comics in the Classroom (7.12.09)

http://www.teachingdegree.org/2009/07/05/comics-in-the-classroom-100-tips-tools-and-resources-for-teachers/

Have you noticed how popular graphic novels such as the Bone series has become?

Perhaps you are looking for some suggestions on how to implement comics in your own classroom because what counts is reading and making meaning then the above post is for you.

Great information, lesson plans, tools, etc.

OAT: Grade 4 Overview

A month or so ago I posted a neat little document that Cleveland Heights schools posted on their website that was an item analysis of all released test questions from the OAT. I took the results of their count and put into a chart format that shows what items the state tends to test more than others. There is an old saying..."what is most important is what is measured". You can use this document to help you "predict" where future emphasis on the test may be based on past emphasis. Reading Process is the most tested standard in that category they seem to test summarizing and responding to questions. They have never tested self-monitoring. I'm not even sure what a self-monitoring item would look like. More than half of the Vocabulary standard is context clues. There are plenty of opportunities in any text we read to model that important skill for children. Character analysis seems to be the most important of Literary Text while main ideas and summarizing are most important for Informational Text. Hopefully you can put this information to work and get the most bang for your buck. These skills will not only help your children perform better on the test, but also become better readers. Isn't it great when they all align like that.

The Rules Have Changed

We work in a great school district. We have wonderfully supportive parents and a community that supports education. We have students that are eager to learn and put forth their best efforts on almost all occasions. Upwards of 90% of our students pass the state mandated tests. We have one of the highest performance index scores in the state.

Why worry now? Why change anything, when we are doing such a good job?

Well, dig a little below the surface data and you’ll find that we did not meet AYP in reading and that our initial data on Value Added was not as green or yellow as we would have liked.

While it is still important for a certain percentage of students in any grade level of subgroup to pass the OAT, the rules have now changed, and the criteria has been ratcheted up. Starting next year each student in the state of Ohio from grade 3-8 will need to show one year’s worth of growth. While the means of measuring this is still somewhat fuzzy to me (and I’ve tried to understand it) the fact remains that this important measure becomes public next year.

The fact that is becomes public worries administrators as it should, and it should worry teachers for other reasons. No teacher wants to be told that a student they were responsible for did not grow one year during a year of instruction as compared to “similar” students in the state of Ohio. Teachers put their heart and soul into their job and knowing that they failed a student even when measured by perhaps questionable means will nonetheless be upsetting.

So what can we do now, this very day to start working towards that goal?

We need to continue to define our own internal measures of student growth. For reading (and it is all about reading) we have basically two different types of measures that we need to be using. We need to be measuring a student’s ability with the various indicators. We have a great start on that with the QRA but we need more “in between” or even “before” measures. We need to see what our students already know/can do via pretests, we need to assess as we teach and record detailed results for each learner, we need to reteach when needed, and then we need to use the QRAs as the more summative measure.

But this isn’t the only type of reading measure. We need to use what many call a Curriculum Based Measure (CBM) which isn’t linked to the indicators. Rather it is linked to the overall skill of reading. Many schools do this thru the Dibels tool. Dibels is an oral fluency tool used mostly K-2 but they have norm referenced reading assessments that go thru grade 6. Aimsweb is another (for pay…Dibels is free) measure that not only makes uses of oral reading fluency but also tries to gauge some comprehension levels to help identify the student who reads fluently but has little idea what they’ve read. Countless studies have shown that stronger readers are more fluent readers.

Another benefit of using the CBM measure such as Dibels is that it would help us more easily or systematically identify students who need additional reading support since tests of this type fit nicely with the response to intervention method of identifying students. Dibels will also show more growth detail. For example, a student can show growth from one Dibels administration to another administration in as little as a week. The QRA might show growth...but not in the same detail and remember different content makes up each QRA test although some of the most important (ie context clues) are repeated throughout.

I hope to work with staff this quarter to put one or both of these measures into place in their classroom. The last step and this one may take the most time because I don’t think we are used to always doing it is to document what works best instructionally.

As we teach our content, sometimes modify our content, and then reteach our content we need to keep detailed records of what we tried, what worked, and what didn’t’ work. We need to share our results (both good and bad) so other teachers on our team can learn from each other. Over time we could build a resource of what works with various types of learners. The work is hard and time consuming but the payoff is huge.

I’m looking forward to being a part of that work.

Reading 101

I’ve shared articles from the Reading Rockets website before. Reading 101 is a primer for anyone interested in reading instruction. The article gives basic definitions about key reading terminology such as phonemic awareness, fluency, text comprehension and the gives additional articles related to each topic. Great review of information and a chance to find some articles you might not have read yet.

http://www.readingrockets.org/teaching/reading101

Do You Still Read for Enjoyment? Do Your Children?

The National Endowment for the Arts recently released study stating that teenagers, children, and adults are reading for pleasure much less these days.

Not only are Americans reading less... they are also scoring lower on standardized reading measures. The study finds

"less than one-third of 13-year-olds are daily readers, a 14 percent decline from 20 years earlier. Among 17-year-olds, the percentage of non-readers doubled over a 20-year period, from nine percent in 1984 to 19 percent in 2004." "On average, Americans ages 15 to 24 spend almost two hours a day watching TV, and only seven minutes of their daily leisure time on reading."

So why are we reading so much less? There are lots of blogs posts about the study trying to explain this trend. Theories range from the pervasiveness of visual media (TV, computers, video games) to the rise sports participation, to the general lack of societal value of highly literate people. Smart people are ridiculed on your average TV show.

Some people even theorize that school, most notably the tests in school, has taken the fun out of reading. Some theorists say we have outgrown reading....we are evolving passed it. For thousands of years we told our stories by word of mouth. By comparison, the written word is still relatively new. With the enhancements of visual media, the theorists explain, we are simply taking communication to a new level. At first I kind of laughed that one off....then I started thinking more about it and wondered if there might actually be a partial truth there.

I read each night before going to bed…as much to wind down as educate myself (I’m more of a nonfiction reader). My own kids read at home most days…but sadly they will almost always pick the computer over a book. Fortunately a read aloud with mom or dad is still a favored activity.
I would like think the reading is simply losing market share in an ever competitive market for people’s time. 20 years ago there were 3 channels on TV. Now people have hundreds of channels as well as a hard drive worth of movies DVR’d to their machine to choose. They receive top rated feature movies in the mailbox on an almost daily basis and can order movies to be streamed to their TV.

20 years ago a child could play baseball in the spring and that was it. Now they can play 2 seasons of outdoor soccer, winter indoor soccer, lacrosse, football, wrestling, and just about every imaginable sport. 20 years ago the Internet was available for research scientists to share their data. There was no YouTube or WebKinz to eat your time. Reading (as entertaining as it can be) is simply losing the battle.

I do have to wonder whether there is time in a classroom to just read a book and talk about it with other people. With the emphasis on standards and NCLB we need to figure out how to teach each and every possible indicator as part of our children's reading activities. Do we sometimes take the fun out of book by wringing out every possible standards tie-in? Do we read anymore just to discuss and share the experience with a peer?

To Read or Not to Read
http://www.nea.gov/news/news07/TRNR.html

Alternative to Oral Reading Assessment Needed?

A new study published in Reading Psychology suggests that oral reading assessments lead to a misunderstanding or misdiagnosing of some student’s reading abilities. The study suggests that schools should shift more of their ongoing reading tests to silent reading tests with followup comprehension tests and to reduce their reliance on oral based tests.

Not saying we should throw the baby out with the bathwater...but it does sound reasonable that we might need to take a look at the way we assess fluency.

http://www.sciencedaily.com/releases/2007/11/071123210103.htm

Narrowing Our Focus on Achievement Test Prep

I was looking for achievement practice test items and came across another valuable document created by another Cleveland school. Cleveland University Heights schools has done an item analysis by standard and benchmark of the OAT since it has been administered. Of course, the state isn’t releasing the entire test anymore but the document is still extremely valuable.

Basically it boils down to this….there are lots of indicators but not all are tested. To best prepare our students for the tests we might try to teach all of the indicators but we would be wise to really make sure that students are proficient with the ones that the state consistently tests each year. For example, on the Grade 3 test the state has always asked a fair amount of comprehension questions (literal, inferential, evaluative), central ideas on Informational Text, and Main Idea, Characters, Setting for Literary Text. On the other hand they have never asked a question on High Frequency Site words.

In 4th grade Reading the emphasis is on Summarizing for both Reading Process and Reading Applications while the state hasn’t asked a single question on the Characteristics of Genre. Good information to have if you ask me.

http://resources.chuh.org/curriculum/gradelevel.lasso

PBWiki Ideas...

This one is too good not to share!

PBWiki is a site that will give teachers a free wiki. A wiki is a shared website in which multiple people can contribute to the content being worked on. Wikipedia is the best known of the wikis.

Karen M. was saying that she wanted to use more technology this year. I'm all for that. Karen is always full of meaningful ideas that make the content more meaningful for the students.

About a week ago Karen and I signed up for a wiki (it takes a whopping 30 seconds or so to do it). She had a great idea for her literature groups. Sequencing and main ideas are important concepts in the grade 3 curriculum...as well as grade 4 and 5. Karen's idea was for the students to create and maintain a wiki page as they read their story. They would be required to find and list important events in their story. They were required to keep a list of events in the story.

Here is where is gets good....they could only keep a limited number. They just couldn't record each and every event. They had to list only the most important. So after a number of chapters were read the students listed 20 events that happened in the story. Then the students had to read a few more chapters, record the events, and then update the wiki. The students couldn't go over 20 events so now they have to start evaluating the importance of the events in terms of the story. If you recall, Bloom held "evaluation" in very high regard :) So with each revisiting of the list the students have to review the current list and decide what to keep, delete, and add.

I know Karen is still working thru the project, because as a student updates that wikis it automatically emails their changes. I'm not sure how the project is going since I haven't talk to Karen about it since she started, but the idea is so great I just had to share.

The district is in the process of putting up the own wiki, but I don't feel like you have to wait for us....grab a PBwiki for the time being and start posting....give your kids a real audience to write for.

http://pbwiki.com/education.wiki

A Reading Report Card for IHES

Reading First is a federally funded program geared towards raising achievement of high risk learners in economically challenged schools. In researching effective reading programs I came upon a report published by Florida’s Reading First group. http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadComplete.pdf (full report)
http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadSummary.pdf (overview)
In their research of schools that were raising achievement they found some common traits of those schools. Among those traits are:

· Strong Leadership
· Positive Belief and Teacher Dedication
· Data Utilization and Analysis
· Effective Scheduling
· Professional Development
· Scientifically Based Intervention Programs
· Parent Involvement

I wondered how many we have and to what degree we have them and since it has to do with school why not attempt a report card. The report goes into detail on each of the traits and defines exactly what is meant by each.

Strong leadership means that the building leader is knowledgeable about reading instruction, knows children and is up to date on best practices. A strong leader is someone who sets the course and has pointed the staff in the right direction and supports them thru the ups and downs. Change doesn’t happen overnight, but if I were to make a report card for our school on these traits I would give an A at this time..

Positive Belief and Teacher Dedication means there is a pervasive belief that all students can achieve…despite whatever barrier or obstacle is in the way….teachers believe that all students will achieve. Teachers take the extra time needed to make sure all learners meet the goal. I agree that while our teachers are extremely dedicated we as a district aren’t doing everything that might help raise achievement…. especially of those students who struggle to meet the achievement goals set by the state. I have read about schools elsewhere who have extended the learning opportunities for learners who need extra help/support outside of the school day. I’m talking supplemental work beyond the school day for students. There is no teaching intervention that works better than an experienced teacher working one on one with a student in need. We provide many wonderful specials classes at Indian Hill. While they are important to growing the whole learner, I wonder if reading support at that time might be more beneficial to a student in the long run. Report card: B

Data Utilization and Analysis means gathering and looking at all available data to improve learning. Two years ago I would have given our school a C in this area. With the addition of Pinnacle Analytics and our homegrown reading assessment I will move that grade to a B. Remember, B is not bad, it is still above average. PA is good....but we are still just using it to look at "milestone" data. We need it to house the in between state testing measures.

To truly reach the A level we need to be gathering more regular data that measures a student over time…not just on acquisition of an indicator but also on reading fluency and comprehension. If we aren’t measuring every few weeks, how do we know learning or growth is taking place…how do we identify the students that need the extra support that we have available? The Florida report recommends data being gathered several times a month. Each measurement doesn’t have to be a big blowout stop teaching assessment. It can be something as simple as a fluency test followed by comprehension questions. We are doing some of this with our reading inventories (BRI) but I don’t get the sense that they are impacting instructional decisions on a regular basis yet and they aren’t recorded for administration to review progress and right now they happen only twice per year unless a teacher chooses to go above and beyond.

Effective Scheduling means that teachers can teach reading for uninterrupted blocks of time no less than 90 minutes. Students that need intensive intervention should receive 105+ minutes of uninterrupted instruction. Also under the heading of Effective Scheduling is the teacher’s planning schedule. Teachers need to have common time to discuss intervention and their impact on student learning. This allows teachers to continue to learn from each other about different instructional practices. I have to give our school a B- on this. Although grade 5 has common planning time, we haven’t figured out a way to give all 3rd and 4th grade teachers common planning time. Some schools have accomplished this by changing the teacher’s workday (with extra pay) so that teachers can get together after school is over and continue to work on their intervention plans for the next day. The article also talks about the flexibility in grouping that needs to occur so students can move from group to group as needed. That’s right…homogenous reading groups from time to time. I hope our district takes a look at the Professional Learning Community (PLCs) practices that are showing positive results around the country. We share information and strategies...but if we can formalize the process a bit more we can gain more by making a conscious effort to do it, record it, and share it.

Professional Development for teachers needs to be ongoing and continual. New brain research is impacting the way we teach children, especially those who struggle to learn how to read. Teachers need to continually learn to hone their craft in order to be more effective with their students. There is no teacher who knows it all or can’t learn a new trick or two from effective professional development. Other professionals are responsible for staying at the top of their profession and so should teachers. Although our professional development has changed drastically (for the good) I think we are still missing out on new learning opportunities. There is much to learn and not enough time to learn, digest, and put it all together in order for it to truly more the impact in the classroom that it might. Two half days and a number of faculty meetings simply aren’t enough. The new learning needs have outgrown the model of delivery that we available to us. We need to reinvent that model of delivery. B-

Scientifically Based Intervention Programs are those that have been demonstrated by research to work…meaning they teach young people how to read. There are commercially produced intervention materials that have shown excellent results with different learners. The drawback is that these programs are expensive and take time to have impact. Last year our school purchased Academy of Reading which is one of the most researched commercial products for reading instruction. The intent of the program is to reach those students who are still struggling with phonemic awareness and decoding. Higher levels of reading such as comprehension won’t happen until students are able to READ the text in front of them. I will have to abstain from a vote in this area, since I really am not sure if what we use or are doing with our struggling readers is scientifically validated one way or another.

The last of the traits is Parental Involvement which relates to the relationship that a school/teacher have developed with a parent/family. The bottom line is: are the lines of communication open? Can parents ask questions about how to help their child? Does the teacher communicate progress on a regular basis? If someone asked me if I communicated progress on a regular basis to my parents, my default answer would be….of course I do, I post all the grades on PIV, I send home graded papers, and I fill out a report for each student. But does that really transfer to a parent knowing how well their child is doing? As a parent who is now just starting to receive this kind of communication from my own children’s school I am less sure that it provides a big enough picture. Perhaps that is because I am an educator. Last year our first grader was really struggling with the letter/sound association. Because of this he was pulled out of class and worked with a reading specialist. We would receive monthly reports, complete with graphs of his progress. This type of information was very helpful for us in terms of understanding the needs and growth of our child. The teacher was also very helpful in sending home specific assignments/activities what would help our first grader learn what he most needed. Wouldn’t it be great if all parents were able to receive that type of reports for their child…regardless of their ability? Schools might not be able to provide that level of detail…but the state via their upcoming Valued Added plans will make an attempt. The Value Added reports will be sent home to parents starting next year and parents will see if their child grew by a year in a year’s worth of schooling (at least by state standards). B+ as I think that we could still do more….especially if we begin to gather more data….we can share this data with our parents to keep them informed. I think we might also want to consider working on some professional development for our parents…..having special evening sessions in which we “teach” parents how to support the learning efforts of their child. We could grow this program by later inviting parent volunteers to come in and work in small groups with students. Once again, the value of this is creating smaller groups for the students to participate in. With appropriate training I think a parent could be very effective in providing some reading support and reinforcement in the classroom.

Games in the Classroom

Gaming in the classroom or as a way to teach content experience has been growing in the past few years. I would like to talk about some of those games in the future since I think they have such potential…but I’m still looking for something that is more appropriate for students of our age groups.

While researching different games that can be played in the classroom I came upon several “easy” games that I think I teacher could use here and there and of course place on a website or as a Blackboard link to help students. These games are drill and practice which usually gets a bad rap…but in this case they are skills that can be practiced and enhanced with drill…i.e. mostly math.

If you search online for “educational games” you will find over 46,000,000 pages. Yikes! I’ve found a few that I think have a bit of potential if used in the right way. Many teachers are familiar with Math Mayhem. On this site you log on and practice your math by competing against other online players who are answering the same problems at the same time. Nothing like a bit of competition as incentive.

The other site that you might want to take a look at is Academic Skillbuilders.

Skillbuilders offers both Math and LA games. It looks they are adding games that have more interaction with other players….so instead of always playing against the computer, you are playing against an opponent online.

Obviously we can’t build our curriculum around games like this…but they are a nice supplement. What about making playing one of these a homework assignment? To ensure that the students actually did their work you could ask them to do a screen capture and print of several of their winning screens. All the student would need to do is hit the “print scr” button on their keyboard. The print screen button basically takes a picture of whatever is showing on the screen and places it on the clipboard. All the student would have to do is open a word processor and paste the screen capture in and print it out or better yet older students might be able to go paperless and email the Word document to you using Blackboard.

Can you imagine how excited one of your students would be to tell their parents that for homework they need to get on the computer and play games!

I will try to add more learning games in the future.

http://www.learningplanet.com/act/mayhem/index.asp
http://www.arcademicskillbuilders.com/

Reading Strategy: Reciprocal Teaching

Our journey towards building a community of better readers is a long one. Like all journeys, it happens in small measured steps. Learning to read is perhaps one of the hardest things a student will ever learn to do. Intervention Central is an excellent resource to help you find different teaching and intervention lessons/activities. One of my favorite strategies is reciprocal teaching. This technique involves lots of think aloud between the teacher and the students. The basic idea of the strategy is that we learn by watching, then roleplaying, seeing effective modeling, and then actually doing it. Reciprocal teaching is based on the what good readers do when they read text.

It can be done in whole group and perhaps even more effectively in small group once the students have had experience with the technique. Basically the process involves the teacher modeling the self-talk they have while reading a section of text related to summarizing, question generating, clarifying and predicting. As students become familiar with the structure of the activity there is a release of responsibility and the reciprocal part happens when the student plays the role of the teacher and has their own talk aloud with the teacher. In time the students can work together in small groups and take turns being the teacher and talking to their peers about the text as they read together. The talk would always include a running dialogue about what is happening in the text, asking questions about what isn’t understood or why certain events happen in the story, make their understanding more clear as they read (confirming predictions), and make future predictions. The technique works equally well with nonfiction and fiction text although the conversation for each type of text will be quite different.

Give it a try….

Reciprocal Teaching: A Reading Comprehension Package
http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/reciptchng.php

Be A Careful Reader: 4 Strategies to Better Understand What You are Reading
http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/reciptchng1.php

Reciprocal Teaching Strategies Worksheet
http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/reciptchng2.php

Reciprocal Teaching Prompt Cards to Print
http://www.adrianbruce.com/reading/room4/recip/index.htm

Reciprocal Teaching: Building Reading Comprehension
http://wilearns.state.wi.us/apps/Default.asp?cid=129

Ongoing Measures as a way to Reach AYP

One more reading article worth looking at (at least for this week) concerns how to use curriculum based measures (addressed above) to meet AYP goals (Determining Adequate Yearly Progress From Kindergarten through Grade 6 with Curriculum-Based Measurement .
Meeting AYP...that is pretty much what we are trying to do….and I think the measures are worth investigating. DIBELS is one of the more widely known CBM systems. The price (in this budget tight times) is certainly right. The measures were developed by the University of Oregon and they have made all materials free upon registration at their site. People don’t realize (I certainly didn’t) that DIBELS measures go up all the way to grade 6. The only thing that costs is the use of the DIBEL website which is what you can use to upload and analyze student scores. The cost is just $1 per year per student and all funds go towards funding growth of the program.

Reading Websites to Help Us...

The first site of special interest is Reading Rockets . The site is funded by WETA (Washington DC’s PBS TV) and the US Department of Education. The goal of the site is to help all children learn to read and support the caring adults who try to do just that.

The first article I came across was How to Adapt Your Teaching Strategies to Student Needs . The article tries to take the mystery out of adapting your instruction for different student needs. The suggestions are practical and doable. The article is broken down into different sections such as “If the child has difficulty learning by listening then try….”, “if the child has difficulty expressing themselves verbally then try….” and so on.

The next article worth delving into is one about the 4th grade slump.
The 4th grade slump is when a student must really start relying on what they’ve learned previously to succeed and to continue building on their learning. 4th grade is when reading goes from decoding and word recognition to fluency and comprehension. In Ohio, it also represents a new age level band in the curriculum meaning that there are lots of new skills for the students to master. The article discusses new research initiatives to better understand people learn to read and why some struggle and how to overcome those various struggles. We know students who start off behind often take years to “catch up” to their peers if at all. RTI (response to intervention) has shown promise to systematically identify learn who struggle and to help them get the proper support the need. A big part of RTI is ongoing data collection of a student’s progress. We have the QRA which are a good, but they only measure the progress towards the OAT goals and they only take place 3x per year. Progress monitoring needs to be more regular and ongoing so we know if our instruction is improving reading based on fluency and comprehension measures. I had a major lightbulb moment when Melissa Stewart stated that all our cramming of the indicators are wasted if the students lacking the most basic reading skills. These shorter term assessments aren’t indicator specific, rather they measure fluency and in some cases comprehension. Perhaps we should be gathering this data to help us identify where are learners are in terms of reading not just the indicators

Are we in Lake Wobegon?

Every now and then I’ll hear a bit of Garrison Keillor’s Lake Wobegon radio while running errands on a Saturday morning. While I don’t enjoy it as much as Car Talk I do appreciate its humor. I always chuckle at the opening line about Lake Wobegon.where “all the women are strong, all the men are good looking, and all the children are above average." That sentiment seems to be pervasive when we compare ourselves to other. I do, I’m guessing you do it and I think we do it with our school. Raise your hand if you were shocked when IH didn’t make AYP. We were oh so close, but close doesn’t cut it. Since then I’ve been doing some reading on reading instruction and have come across some interesting resources. I will continue to add them to this blog as I find them.

So why didn’t we make AYP? I don’t know all the answers but I think I have some clues. The students we teach today aren’t the ones we taught even five years ago. Almost fifteen years ago I was a 5th grade teacher and I took pride in my reading instruction. I did literature groups and facilitated some great higher level, thoughtful discussions. Knowing how to read wasn’t any issue for these kids…they were almost all avid readers. Those who weren’t were still very literate and never struggled with the above grade level texts I presented them with. I don’t think I could teach the same way today….I certainly couldn’t two years ago when I did a one year stint in 4th grade. It was first year teaching that I had students that struggled with more than just higher level questioning….rather than struggled with basic comprehension and making sense of text. I did my best, but still don’t know if I did all that I could to advance their reading skills. I did leveled books from our guided reading library but the work of keeping 4 or 5 different books moving forward and incorporating all the skills/indicators the state mandates was a bit of a strain and I honestly don’t know what help I was. I know that the students did enjoy the small group with each other and their teacher. If I were back in the classroom again I think I would take some special education classes to better prepare myself for the varied types of learners we face each day. I would need to learn new ways to teach to make myself as effective to all the learners as possible. The old ways aren’t bad…I would just need to be able to build upon the new ways as well. I came across a great quote this weekend (from the 4th grade slump article below) addressing the 4th grade slump seen across the nation. He talked about the transition that all students need to make from learning how to read to learning from our reading. He said we just can’t assume they get it. I just assumed they “got it”. I was so focused on the skills/indicators that I fear I was overlooking bigger issues. Don’t assume it, probe and find out about their reading. Reading is basically a foreign language…it is a made up system. We are wired to speak from birth, but we need to learn to read. We need to take the little squiggles on the page and make meaning from them. For many learners it will be the hardest learning they ever do in their life.

image from: carlala0817 on flickr