Engaging Students From Afar!

Last night I attended a webinar called Supporting student motivation and engagement when learning from home, facilitated by The Education Hub and Harry Fletcher-Wood. If you are wanting to watch the recording of this webinar, you can access it here. This webinar was good timing for two reasons; I'd already been looking into motivation and engagement (see blogpost here), and we are back into online learning after one week before the holidays. The two things I left thinking more about, and two things I could put into action immediately, was that less is more, and to use the chat box to encourage students to share - give them opportunities to respond. 

We are using Google Meet with our classes. For the most part, I'm keeping myself available at the beginning of lessons for 10-15 minutes to give instructions and answer questions and then again for the last 10-15 minutes if students need further help or to have a debrief. This morning though, I wanted to have some deep 'discussion' with my Year 12s, in an attempt to replicate what we'd do if we were at school.

We started to discuss gender and sexuality stereotypes. I would ask a question such as when you think of male or masculine occupations, what do you think? Then students would post into the chat box what they were thinking, and as their comments came through I would read it, and then ask follow up questions. Even though I was the only one talking, the students were actively engaging in 'discussion' through this chat box - it gave everyone a voice, and to be honest there were WAY more voices heard (obviously not literally) than if we were in the classroom!

Secondly, we keep getting reminded that less is more, that we can't expect students to be able to meet the same expectations and complete the same amount of tasks as if we were at school, that we need to prioritise key learning we want the students to retain. After the stereotypes discussion, showing them a prerecorded video I'd made (which included reading a picture book!), and then an adaptation of a human continuum (displaying numbers on their video (could have just used fingers) to represent their opinions on a statement I gave, such as it's embarrassing for males to cry in public), I'd had 26 students actively involved for an hour. I was absolutely stoked!!! So, even though there was still half an hour left, and I had another activity planned, there had already been rich 'discussions' and I felt the students had learnt a lot, so I called it there and told them to go and have a cuppa! I decided to stay on if anyone wanted a general chat, and for half an hour 6 students stayed and conversed with me and each other about their isolation experiences so far!

As we navigate this unusual time, we are learning a lot as teachers, as partners, as colleagues and a lot about ourselves. In addition to these two considerations, remember to maintain your connections and relationships with your students, don't try to recreate the wheel, and help the students to develop study habits/ a routine!

Student Engagement & Motivation: A Few Tips!

Although there is significant research/evidence/readings about engagement and motivation individually, there is also an clear link between the two. I'm sure many would agree, that students are likely to be more motivated in the classroom to complete tasks, asks for help, aim for success, if they are engaged in their learning. This seems obvious, but unfortunately can be easier said than done to achieve. I am struggling to motivate some students, struggling to engage some students, and struggling to motivate AND engage others. As a result, I decided to complete some research on tips to increase student engagement and motivation. 

For your reference, these are the articles and videos I read/watched and have summarised;

• 5 Best Ways to Engage Your Learners (Augmented Learning)
• The Nature of Learning: Using Research to Inspire Practice (OECD)
• An introduction to engagement in educational settings (The Education Hub)
• 10 strategies that promote motivation (The Education Hub)
• Why you MUST engage students (Rob Plevin)
• HOW to engage your students (Rob Plevin)

Key Points Related to Engagement:

• Provide students with a sense of ownership
• Give opportunities for student choice
• Use activities that promote curiosity
• It's important to build connections between home and school (see how I'm trying to create positive connections here)
• Give explanations/insight into why the students are learning those things/completing those tasks, the bigger picture
• Learning needs to be adaptable to reflect differences in student needs
• Include tasks that encourage group work and collaboration

Key Points Related to Motivation:

• Teacher expectations need to be positive, high and realistic (see high expectations blogpost here)
• Quality of Knowledge > Quantity of Knowledge
• "Students' motivation is strongest when they believe they are socially accepted by teachers and peers and their school environment is fair, trustworthy and centred on concern for everyone's welfare." (The Education Hub) 
• Make links between the learning, and students' overall/ongoing goals
• Students need to feel confident that they can meet the level of challenge and have the skills needed for a task, in order to feel they can be successful
• Rather than comparing to others, encourage students to focus on personal improvement
• Provide ongoing, reinforcing, positive feedback
• Actually discuss what motivation is, why it is important and what strategies can be employed to increase motivation

A quote to finish, from Rob's YouTube video, that left me thinking...

"When things are too dull and too easy, the students get bored. And we know that when the work is too difficult, and too confusing, the students get frustrated. Both of these situations led to students switching off..."

Whānau Pride - A Student Motivator

Throughout the year I have been sending home 2 Miss D is proud certificates per week, as previously blogged about here. To check in how they've gone so far, I decided to ask 8 students the below key questions about the certificates, to use their feedback to reflect;

- How did you feel when you received the certificate?

- How did your caregivers respond?

- Have you had any positive things sent home like this before?

- Do you think receiving the certificate affected how you were in Health/PE afterward?

- Would you suggest I continue to send these? Why/Why not?

Although I have 5 major classes, I have only sent one certificate to one Year 13 so far, so decided to focus on my Years 9-12 for feedback. Alongside are some of the key comments the students made, which left me thinking further (and feeling warm fuzzies!).

When I went through the students' responses to the above questions, the common words which appeared were good (8/8), proud (5/8), happy (4) and recognised (4). The overall consensus was that students felt good or happy they had been recognised for working hard in Health and/or PE, and their caregivers were proud of them. This is great news, because this was the intent of the certificates - to increase positive messages and connections with whānau and to spend some of my time acknowledging the incredible things the kids are doing (as opposed to the time needed to spend chasing up students who have been off-task or not self managed for example). Many of the students also spoke about how the certificate started positive conversations with their caregivers about their school successes!

Between this feedback and my own observations, I have noticed how I have begun to look forward to Friday morning when I sent home the certificates. Although some times I struggle to narrow them down to only 2, and other times struggle to think of 2 people who have gone above and beyond, it is a great feeling spreading positivity home to the students and their whānau, making me more excited and passionate about my teaching in hope to send more home!

Another interesting statistic and observation, was the difference in student responses within my class, after the students had received the certificate. 4/8 students explained  that receiving a certificate did positively affect how they were in my class after, 3 Juniors and 1 Senior. Some commented it motivated them to continue to succeed, and others said it made them feel special I had recognised them, so they wanted to give their best to continue to be recognised. The 4/8 students who said the certificate did not affect how they were in my class afterward were interestingly all high academic students, who already want to be successful and I don't think the certificates made a direct difference to their engagement or work ethic for example (as identified by the other 4). Though, the certificates possibly strengthened my relationships with these students. In conjunction with these stats, I have observed the students who are in Years 9&10 are generally more positively receptive to the idea than the Years 11&12. Possibly the Seniors feel the certificate is childish, so I may need to reconsider what to do next year for my Seniors. But I will definitely be keeping the certificates going - particularly as my Year 11s have now started calling it a club that only some people are part of!

A couple of further comments/suggestions from the students I will consider further;

- Tell my classes at the beginning of the year, so the students know they may receive one if they go above and beyond. (This year I've kept it on the complete down-low, and sent the certificates directly home, without discussing them or who received them with my classes). BUT students may feel disheartened if they know about it, but don't receive one.

- Have a board of all of the 'members' and/or the 'ex-members' of the 'club', so we could strive to get onto the board.

Gotta Love 'Em

I have been really unsure about teaching recently, and whether it really is for me and my future.

I have felt as if I do not fit in, that I could be utilised somewhere else in the field more effectively.

I have begun to think about other possible pathways I could lead myself down, as maybe this isn't my jam.

My love and passion for Health and PE is common knowledge, this is something I am 100% sure about. However, I am unsure whether I want to teach in school. Maybe becoming a lecturer is more my cup of tea, as I love to learn, read and research. In all honesty, I am still hazy what I want and where I see myself in the future.

But the past couple of days I have had begun to realise, I would miss the kids too much if I left teaching. Not just the students I currently teach, but students I haven't met yet. Students I can help progress their learning, career pathways and futures. Students who may need me in their life for any reason at all.

I walked around the corner yesterday and saw this, and couldn't help but smile and start to dance myself. The kids were so positive and happy just jamming and doing their own thing, playing a game, without a care in the world. I wish all students were like this, as this is how I think we should be. Happy to dance, look quite idiotic, and really not caring what anyone else thinks, because why should you care?

I enjoy my job because of the students and they joys they bring. There are definitely times I want to walk out or I feel like I am going to cry, but there are also times where I find myself in hysterics, and filled with happiness because of the kids.

Through all of the rubbish that goes on and stuff I put up with as a teacher, this is what I need to keep reminding myself - the kids get me through.

Feeling The Love

I just logged on to check out my stats and see these! Very exciting for me. May seem low to some, but before this year I have never shared my work and experiences globally.

If you read/visit my blog, I would love to hear from you, to know whether my posts are useful in any shape or form. I am amazed how people outside of NZ have taken the time to jump onto my blog and it excites me I may be able to connect with you all (I am unsure why the numbers don't add up!). I have found myself reading absurd things like this! So, please leave me comments! Look forward to reading them. :)

The Need to Motivate

Today's focus for our Professional Learning Group was to create a short Explainer video with a focus on our teaching inquiry.

Students' motivation is low in my Year 12 PE class in particular, and I am currently strategising how to improve this. Throughout my research and evidence gathering I have discovered a lack of motivation is a byproduct of a lack of self efficacy, a lack of self belief. 

Check out my basic Explainer Video... Bare in mind I am still learning! Please leave any suggestions/strategies you have for me to increase student motivation and self efficacy. I think this is linked closely with students' self esteem issues, as I discussed in my previous blog post.

Head Bobbing and Chuckles

This week we have been fortunate enough to have two guest performances for the full school to enjoy. On Tuesday we were visited by iLuminate dance crew, and today a well-known New Zealand comedian, Mike King.

Mike King

iLuminate are an American group, who have become well known for following dreams, living amongst their passions and being unique. They have combined the love for technology with the love of dance, to create something quite extraordinary. iLuminate perform in the dark, because their suits light up - that is the main attraction and explains their name.

Apologies if it is difficult to see!

The brains behind this masterpiece is Miral Kotb, who is a talented software engineer with a love for dance. She merged her two loves together to create iLuminate; performers who dance in suits that light up in sync with the music, through a wireless network. Amazing!

The message put across from the crew, who were from low-socioeconomic, 'rough' neighbourhoods growing up, is that the only thing you need to be successful and to be happy is passion. Passion provides us with drive and determination towards something, which should not be ignored. They discussed the importance of following our dreams and doing what we love, because even if it may not feel like the best option at one given time,  and even if we need to make sacrifices or take risks, it is most likely following our dreams will result in a happier life.

The performance concluded with Tamaki's kapa haka group teaching and performing the haka alongisde the dance crew. I was proud of the prefects particularly and then the whole school perform a haka as a cohort.

I am more excited about creating a dance unit for the Year 9s for Term 4, because the students were amazed by the performance. The kids have headphones in 24/7, when they are moving between classes, they are often having a boogie along the way - they love music and they love to dance. This was visible during iLuminate's performance, as the students were cheering, applauding and dancing with the music. I am so excited to see my own students performing later in the year!

Following on from this, earlier today we had an interactive presentation from award-winning comedian Mike King. Mike told us his story from the beginning to today, and his fight against depression, alcoholism and a drug addiction. His presentation, Cool to Korero, aims to increase awareness and acceptance of mental health and urges the need to ask for help. Mike cleverly kept the school engaged and high spirited throughout a touchy subject, a subject that can be difficult to talk about, by keeping his presentation very light hearted. I found myself crying of laughter.

Mike was phenomenal. His messages were very powerful, as they were easily relatable to the students and their lives. Mike's presentation encouraged Maori and Pasifika to recognise that even if they are Decile 1a, if that's how they identify and label themselves, then that's how others will. He encouraged students to consider themselves as equals, to everyone else in the world, because the reality is - they are equal. 

Self esteem and self confidence in our community is low. Dangerously low, so much it frightens me. A goal of my own teaching, as well as many other teachers in the school, is to increase students' self esteem and self confidence. Mike's presentation supported this considerably, which was wonderful. I look forward to the programme Mike is currently developing and working alongside him.

My favourite part of these powerful presentations was their openness and willingness to be approached and contacted whenever students need. Mike even provided students with his personal email and mobile number! 

I encourage anyone to contact me too, if they need someone to talk to. If you, or anyone you know show any signs or symptoms of depression (i.e. anger, self blame, self harm, sleep or appetite changes), ask for help. Whether this is a loved one, a trusted adult or a counsellor, it is ok to ask for help. Some organisations who can help in New Zealand for a variety of support are listed on the New Zealand Mental Health Foundation website.

Time Flies

As the sun sets, beautifully might I add, on an 11 week term, I begin to reflect on my progress as a first year teacher so far. But, I don't even really know where to begin - so much has happened!

The past three months have been a total blur, I feel like I only just started! Everything has come and gone so quickly, it is actually crazy. I knew the life of a teacher is chaotic, but I really did not appreciate how much so. I have been going 110%, with guns blazing and my heart laid on the table 24/7. Literally. Emails all hours of the night asking for help, up early hours of the morning working out and trying to fit my teaching in somewhere!

The unfortunate reality I have discovered, is amongst all of the behind the scene admin and follow ups, there really is little time for planning and reflection. Having three co-teachers to meet and plan with has it's difficulties, but I have managed to make it work. To build on this, however, I do need more time from two of the teachers, so that I don't feel like I am only just keeping above water.

I have learnt a lot about myself this term though. I have learnt that I need challenges. I need to learn. I need to ask lots of questions. I need to be supported. I need to focus more on the positives than the negatives. The most significant discovery is that I need to remember to switch off when I leave school.

The most challenging part about working at a lower decile school, is the clientele whom we teach. These students come from backgrounds/homes I cannot even begin to imagine, and I wish that I could help more. I have struggled most with changing my focus and mindset to my life, and my wellbeing when I leave school, because I just want to keep giving. I want to help as much as I can, but the reality is most of the difficulties these kids face are well beyond my control. Thus, I need to learn how to put the kids aside when I go home, so I stop losing sleep.

Over the weekend I watched The Freedom Writers, a film about an at risk class of students in L.A,, who had been deemed incapable of learning. The teacher turns their lives around. I found this true story incredibly relatable and this is what encouraged me to reflect on my first term as a qualified teacher. The teacher has given me inspiration and motivation to continue to give my all for my students, as something will come from it. I encourage all to watch the film, read the novel, or visit The Freedom Writers Foundation website.

Share - What Does This Mean?

This afternoon we spent time discussing the value of the 'Share' component of Manaiakalani's Learn, Create, Share model. Share mostly relates to sharing of our knowledge, our work, our learning and our creations with our peers, colleagues and community, however this discussion got me thinking about share as much more than that.

To be an effective teacher I believe I need to be an open book, willing to share more than my creations and my work. I need to share everything in my life, especially in the Manaiakalani community.

Students value knowing me. Me as a person, not just me as a teacher. Our Pasifika and Maori students value this considerably, which I knew beginning the job, but now I have my own experiences. Willingness to share my family, my interests, why I teach, what I want to do in the future, encourages barriers to go down. Barriers many of our tamariki have when they first meet someone. Barriers that may effect their learning and the classroom environment. Barriers that are present because they are protective of their school, their learning and their friends. 

I have enjoyed the barriers eroding over the past ten weeks and some of them have completely vanished, because I am open and honest with the interest students have in my life and my feelings. What is the point in hiding or not talking about things if a student is interested? Of course, there are times when there may be that one student who oversteps the privacy line - but I just let them know that what they are asking is confidential. 

The biggest thing I have taken away from this afternoon, upon reflection, is sharing is not only constrained to creations of learning and our work but much more than that. I want to begin to share my work, and my students' work more, so that we are gifting the world with our creations, but this will take time. I am trying to be realistic that the fairies and rainbows and perfection I want, is a long way away, but chipping away a little bit at a time and taking small steps forward will help get there. 

I am busy, I am tired, I am stressed and boy I am looking forward to the holidays. I am more than happy to share that! But for now I need to potter through the final week of term.

Doctor Maya Angelou is one of the most influential voices of our time, an important figure in the American Civil Rights Movement. I thought her words in the above quote simply expresses how to share, and encouraged me to consider why we teach and give. I am now inspired to read more of her work.

A Deserved Long Weekend

The Dean in charge of my tutor group

This week has been tough. Mentally, emotionally, physically and psychologically exhausting. I am giving 110% every minute of every day, and unfortunately that is coming at a cost to my own mental wellbeing. However, I am thankfully surrounded by people who are very supportive of me. 

My mentor and HO

I needed a bit of time to gather my thoughts and reflect on everything that is going on at school, at uni and at MDTA at the moment, as well as my own personal life. 

The boss suggested a day off, I hesitated at first as I want to be with my learners, but I definitely needed it. Now I have also had a 5 day Easter break to reboot myself, to get through the last 3 weeks of term. Hallelujah this week is only 3 days!

We need to always remember that even though our learners mean everything to us, sometimes we have to put ourselves first. This is the lesson I have learnt this week, and need to keep reminding myself, so that I don't drive myself into the ground. 

Some of my tutor group :)

The reality is, no teacher is perfect, no day is perfect and we cannot do everything. We can try, but sometimes we won't succeed. This is tough, but what is picking me up when I feel guilty for meeting a friend rather than marking an assessment, picking me up when I am up until midnight planning lessons and then teaching off 5 hours sleep and picking me up when my lessons don't go to plan.

Teachers are people too.

Passion is Lifesaving

I briefly mentioned Hauora in my previous blog, and I think it is important to understand what this is, especially amongst my rainbow of emotions this week. 

Put simply, this Maori concept, created by Mason Durie, is comprised of four aspects; spiritual, mental/emotional, social and physical, to reflect different parts of our lives, to view our wellbeing holistically. These aspects are commonly referred to walls of a house/whare. Metaphorically speaking, if one of these 'walls' crash and burn, the other walls of the whare may collapse too.

Model located from here.

Today I realised how important it is to have things in your life that you are passionate about, and how these passions can influence your wellbeing, your four walls, greatly.

I always knew this was true, I have experienced both positive and negative aspects of my wellbeing spiralling other aspects out of control many times. However, it wasn't until tonight when I really felt a sudden change in my wellbeing. You could say it's as if my whare was rebuilt in 24 hours, on fast forward.

I am clearly passionate about physical activity, sport inclusive. For instance, I have been playing social football for the past few months. Our team certainly aren't All Whites, but we try our best and have a heap of fun in the process, which was the whole aim of the season.

Tonight we played against the top of the table. We were the bottom. And it was absolutely bucketing down. Prior to the game we considered forfeiting as the weather was so average and we were feeling pessimistic about playing the top team. But, they had terrible attitudes.

The opposition talked each other down. The whole game. I couldn't believe how negative they were toward one another, even though their skill level was astounding.

The adverse comments, alongside our team being supportive and encouraging, got in their heads. They cracked, and we won! 

This simple passion for sport completely and utterly reshaped my wellbeing. My rainbow of emotions leant more towards happiness than of recent. This passion saved my sanity.

What's the moral of the story? Always engage in things you enjoy, do things you are passionate about, because you never know how 40 minutes may lay the foundations of a strong, rebuilt Hauora.

If you would love to learn more about wellbeing models including Hauora, visit this website. In addition to Hauora, there are Pasifika models discussed such as Fonofale and Fonua.

A Rainbow of Emotions

How I feel now, compared to how I felt this morning is a considerable contrast.

Last night I slept the best I have since I started school, because I finally had a clear head and started to settle. I didn't feel like I had 6 million things to do, maybe only 3 million. This could also be because one of my students yesterday told me she loved PE when I taught her, which substantially boosted my self confidence. So, today started wonderfully.

I co-taught two Junior Health classes with my colleague. She discussed our korowai (class contract), and I introduced the year outline to the students i.e. a basic understanding of the units we will be covering. Wow. The students were pretty close to 100% engagement! Yay, happy!

I had another awesome comment from a student, a young man, which reiterated how important the teacher is for a students' learning. He said to me;

"Hey Miss, this is the most fun I have had in a subject. You are really interesting to listen to. I wish my other teachers were like you!"

My heart melted. 

This is why I became a teacher.

However then my world flipped upside down. My timetable changed. I am losing some of my students I have made relationships with, and classes I have made a foundation to. To say I was devastated would be an understatement. For the rest of the day, my head was in the clouds, I felt so lost.

Things just didn't seem to get better. The day ended with a student swearing at myself and my colleague. Not ideal. And then I get home to mull things over and I have locked myself out of my house. Total, utter, sadness.

After crying on my Mum's shoulder for the first time in I don't know how many years, I knew I needed to gather my thoughts, clear my head and move on. So here I am. I am now starting to calm. In the bigger scheme of things, my troubles today are nothing. I just hit breaking point. I hit the wall. 

Life as a beginning teacher is tough, is challenging but is also incredibly gratifying when you have comments like the above. So now, my hurdle is to get through the wall. I am tired literally all the time, because I am giving 120% day in, day out.

Right now, it certainly doesn't feel like it, but I know today was a huge learning experience for me. I know, in hindsight I will look back and know how I am feeling is a little OTT. The world isn't going to end, I know that, but at the moment I feel like it is spinning in so many different directions. I just need some stability. 

Ironically, during this mornings (what felt) glorious lessons, I begun to teach the Maori concept, Hauora, to explain how health and wellbeing is complex. Is multidimensional. How one dimension of our wellbeing can significantly impact on other dimensions.

Then mine came crashing down.

But, where to from here? I need to continue to be resilient, among all of the changes happening in my life. Tomorrow is a new day.

Feeling similar? Don't worry, everyone does, as Gilles, Cramer and Hwang discuss here.

(Gilles, Cramer & Hwang, (2001). Beginning Teacher Perceptions of Concerns: A Longitudinal Look at Teacher Development, Action in Teacher Education, 23:3, 89-98, DOI: 10.1080/01626620.2001.10463079)

Over the Moon

I told myself I needed to try keep my weekends free for me. Georgia time. But oh my, I am currently jumping for joy. Well, I was before I sat at my MacBook!

I am sure all teachers can vouch for me when I simply say Term 1 is an organised mess. Due to the state of the mess - we are reshaping our Health and PE Curriculum currently. I feel so privileged and excited to be a part of this, and I look forward to seeing where the department will be in the future.

Today was a minor, yet huge accomplishment for me.

Earlier this week I discussed with my Head of HPE what we were going to include in the Junior PE Curriculum. I instantly noticed a couple of things missing - no dance and no aquatics units. I suggested these be included into the Curriculum because dance and performance is a part of the students' culture, and many of the students do not know how to swim or have any water safety knowledge. 

I have just received an email from my HOD confirming these units will be included in the Junior Curriculum. I am so happy.

However, this is not all of my success, only part of it.

I have been asked to write the dance and aquatics units.

Over the moon. Way past the moon! THIS IS SO EXCITING!

I am making a difference!

Everyone around the world, come on!

Another Learning Curve

Today was another spanner in the works, to add to the ever-growing pile of spanners.

Uni. Take 2. Bring it on.

This time, however, I am at a postgraduate level, working in a Professional Learning Group (PLG) called the Manaiakalani Digital Teacher Academy (MDTA). I have been both nervous and excited about today and what the future has in store. Especially as I am a dinosaur when it comes to technology!

For this reason, I am counting my blessings today was a basic Google 101. Phew! I now know the simple things I need to know for efficient and effective use of the digital world within my classroom. Check my snazzy slide, explaining the basics I learnt today. May seem minimal to some, but for me it's a step towards expertise, which will come.

You are a star. They are stars. Be stars together. I believe every student shines in their own way, they just need the opportunity to shine, which is my job. I think many students in lower socio-economic areas particularly have low self confidence, thus do not allow their potential and ability to shine through. I know I am a star, so I need to show this to my students, to bring out the star in them. Without stars, there is no light in the dark, no light equals no learning. Together, the students and I can make light as we shine.

Do I demonstrate digital knowledge for and with the students? ... I should be! Today I had a lightbulb moment. How on Earth can I expect students to build upon their digital skills, if I cannot demonstrate new and exciting things myself? As aforementioned, I am totally behind the times, which is why I feel so privileged to have an opportunity to become a techno whizz, but this means I have a lot to learn to be on par with the students. Feeling sub par isn't all that dandy.

Is this yours to share? Unsure? Well, ask. Don't plagiarise. I was so excited to learn about the 'Research' tool that can be utilised in Google Docs (Can this magic tool be used in other apps? Can't wait to find out!), I wish I had've learnt about it years ago for University assignments. No excuses for my future papers now! Alongside this treasure, I learnt how to search for things that don't need referencing, which means students can use pictures for example, and not be breaching any copyright rules! This is genius. Pure gold.

There is so much to learn. So much more. Always. Although when I made the slide I was relating to Google apps specifically, this is appropriate for life holistically. I will definitely be discussing this with my Health students at some point, as I believe it is important to understand there is always more. If you want to learn more, ask. Extend your thinking further. Push yourself. Reach your limits. Learning is not confined to periods spent in a classroom, but confined to your open-mindedness and imagination.

Don't fall behind. YELL FOR HELP. Although this is going to be hard for me, I know it is crucial. For both my sanity and to ensure student learning is the best it possibly can be.

I am petrified, but also over the moon with this opportunity. Although I am feeling a little overwhelmed right now, it is all part of the challenge. Challenges aren't supposed to be easy, but they are supposed to be rewarding. This program is going to be incredibly rewarding once I cross the finish line.

Extrinsic motivation can go a long way, so seek it. How about here?