The Parable of the Sower comes from the Bible, Matthew 13. Jesus talks about how a sower scattered seed along a path, amongst rocky places, around thorns, and within good soil. Depending upon the environment depended upon whether or not the seed could develop into a plant, sustain itself through harsh weather, or thrive in the time of harvest. While Jesus was referring to the Gospel, this can also be pertinent to creating significant learning environments for our students and even ourselves as educators. The past few months have really made me step back and reflect, realizing that I scattered the growth mindset ideas onto paths with no depth, rocky places with no nourishment, and thorns with stronger holds. There is beauty in realizing my shortcomings because now I am choosing to walk away towards cultivating the soil that is my classroom and building a space for flourishment. There are some things I have written and creating to get to this place. Through the lens of mathematics, teaching 21st century skills in a blended learning environment demands a fresh approach to the learning culture. The combination of global, uninhibited connections within a structured, safe environment has the power to transform students into who we need to make the future one to blossom in. Amplified by Piaget's cognitive learning theory, my learning philosophy explores how my perspective on education translates into the classroom for my students. We gravitate towards making sense of everything around us through experiences, connections, and patterns so providing students opportunities to start making sense of themselves and others ensures the foundation for future growth. There was compelling evidence that in order to create significant learning environments for students, I needed to create significant learning environments for myself and others to try this together. Through Dee Fink's 3 Column Table, Learning Environment/Situational Factors Outline, and Questions for Formulating Significant Learning Goals and its comparison to McTighe and Wiggins' Understanding by Design Template, I have a metacognitive plan on creating significant learning environments for teachers to learn about how to create significant learning environments. The stage was set by my growth mindset plan but it was really shaped recently when I realized it really takes a village for the rehearsals and performance to take shape and come alive. I am committed to establishing significant learning environments that foster growth mindset through active engagement, not by passive means, by seeking and sowing the soil for our collective growth. With these things working together, the back of the puzzle box is really starting to reveal the big picture. Ideas are meaningless unless acted upon and implemented, and growth only comes out of reflection and adaptation. Creating a significant learning environment focused on authentic learning first will forge a stronger path for my innovation plan to mold students, fellow educators, and myself into the strong, powerful people we are capable of becoming. References Dee Fink, L. (2003a). A self-directed guide to designing courses for significant learning designing courses for significant learning. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Dee Fink, L. (2003b). Creating significant learning experiences : an integrated approach to designing college courses. Jossey-Bass. Dee Fink, L. (2013). Creating significant learning experiences the key to quality in educational programs. https://media.wiley.com/product_data/excerpt/51/11181242/1118124251-7.pdf Matthew 13 NIV - - Bible Gateway. (n.d.). Www.biblegateway.com. https://www.biblegateway.com/passage/?search=Matthew%2013&version=NIV McTighe, J., & Wiggins, G. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development. McTighe, J., & Wiggins, G. (2009). Essential questions to promote staff inquiry and reflection (examples). https://jaymctighe.com/wp-content/uploads/2013/06/Essential-Questions-for-Educators.pdf McTighe, J., & Wiggins, G. (2012). Understanding by design framework. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
0 Comments
Considering my own journey, my why, and where my head and heart meet, I am a lifelong learner. For as long as I can remember, I have loved learning and actively sought after and found opportunities to push out of my comfort zone so I could learn and grow. This mindset has gifted me with such tremendous experiences that I know I will continue to add to the Living Museum of Me, Math, and More. Starting my career in education, not much has changed in regards to my admiration for learning. Even my blog's title, "I Learned Something New Today!" speaks for itself. Because of this intrinsic desire to learn and grow, I model for students what it looks like to be a lifelong learner, but why stop there? When I submitted my first letter of intent for department lead, I expressed the desire for the role to "allow me to continue the passion I feel to serve and support others to be the best versions of themselves for students and colleagues. I can balance what is best for teachers and their students with administrative responsibilities and I have the capacity to appropriately push people out of their comfort zone in a way that causes them to reflect and adjust their practice for the better." Every two years, the position opens up, so when submitting my second letter of intent, I clearly stated that "for me, a more critical piece (of the department lead position) is the impact on teacher growth, especially in the coming years with adapting instruction and practices based on the rapidly evolving technology." I have always sought to provide others opportunities to blossom, so they can create significant learning environments for their students too. Before creating a presentation, I considered who my audience would be. Initially, I thought about including the entire administrative team at my school. I also thought about presenting to the Director of Advanced Academics and GT Services, the Secondary Math Curriculum Coordinator, and the Superintendent (who was, at the time, the principal who hired me). While these people are important, it made more sense to start at the core of what I do, which is serve students and serve the other math teachers in my department. The two people who also include this in their work are the Dean of Instruction and our Instructional Coach. I also have worked with them closely to support teachers in other ways in my department lead role, so that culture of improvement and collaboration is solid. With this focus, I knew how to move forward. When creating these resources, I really wanted to let pictures capture my small audience and give them stories they can directly relate to. They know and have worked with Mikayla and Monica personally (you will see these two women in the presentation), so capturing their hearts with people we mutually love and respect made sense. After that, getting into the research I did was necessary. Our Dean of Instruction is data-driven; she loves looking at statistics, comparing our progress with the progress of other campuses in our district, area, state, and nation. She has a heart of gold, but her analytical mindset is hooked with objective information. On the other hand, our Instructional Coach, who also is such a vital support to our work, is hooked through the opportunity to serve others and help them grow. She has witnessed current teacher struggles with providing impactful instruction, especially with a decline in student efficacy, so including how her role can offer her another structure where she can coach teachers to bring strategies into the classroom and really serve them to reach their full potential also needed to be included. This meant reading through a number of articles and reports that compared our current state of professional development with the potential of effective professional learning. Anything that captured my attention and/or would capture my audience, I recorded in a notes document. From there, as I considered the progression of my presentation, I included information from these resources if it followed the narrative I was seeking. Below is a picture of my screen where I have my notes I am going through and the slides I created with the script underneath. The PowerPoint document Effective Professional Learning for Teachers - Pilot is the presentation I would give to my Dean of Instruction and Instructional Coach. The PDF document Effective Professional Learning for Teachers - Pilot NOTES underneath the presentation contains my script that I would practice and use when presenting. The embedded document below contains both the slides and the associated script. My plan is to go through the presentation live with my Dean of Instruction and Instructional Coach, using the script with what to say during each slide while using a clicker to advance the slides on a projection screen. This script allows me to give context to the slides, rather than put it all the text on each slide and just read it to them. I followed strategies included in Garr Reynold's Presentation Zen and Nancy Duarte's Resonate, which highlight the story-telling aspects of presentation through engaging the audience early and setting a clear vision for change (Duarte Inc., n.d.; Reynolds, 2014). If I had chosen any other audience, my presentation would be drastically different. With the relationships I have built over the years with my Dean of Instruction and Instructional Coach, I believe that after this presentation, they will be inspired and respond with "let's get started now". I am excited to see where this journey takes us as we collaborate together to bring teachers effective professional learning. References Duarte Inc. (n.d.). Resonate®. Duarte. https://www.duarte.com/resources/books/resonate/
Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd. org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher- Collaboration-Promote-Teacher-Growth%C2%A2.aspx Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/ 2013-176_ProfessionalDevelopment.pdf Hill, Heather. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development. Kane, T. J. & Staiger, D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle, WA: Bill and Melinda Gates Foundation. Pope, C., Beal, C., Long, S., & McCammon, L. (2011). They teach us how to teach them: Teacher preparation for the 21st century. Contemporary Issues in Technology and Teacher Education, 11(4), 324-349. Retrieved from http://www.cite journal.org/wp-content/uploads/2016/04/v11i4languagearts1.pdf Reynolds, G. (2014). Presentation Zen. Presentation Zen. https://www.presentationzen.com/ TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view /evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development Toikkanen, T. (2016, June 30). Learning Despite School. Retrieved August 1, 2016, from https://medium.com/lifelearn/learning-despite-school-d0879be9464f#.f6roydrfs Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. Technical Report. National Staff Development Council. Retrieved from https://learningforward.org/report/status- professional-learning-2/phase-professional-learning-learning-profession/ We have globally moved from the industrial age to the digital age, but our educational system relies heavily on industrial age techniques. Classrooms mimic the factory-model process where, according to Thomas and Brown, “learning is treated as a series of steps to be mastered” (2011). When students are addressed as though they are machines achieving repetitive tasks as efficiently as possible, success is defined by the results they produce through standardization of assessments and grades (Thomas & Brown, 2011). One thing that remains constant in this world is that it is always changing, but our educational system attempts to force an outdated approach in this new environment and reality. Rather than trying to play catch up, we need to grow and adapt with the current digital age. Part of this requires adopting a new culture of learning. One reason teaching high school mathematics can be challenging is because of the instilled societal mindset: people are born good or bad at math and there is nothing one can do to change that, so why invest one’s time into something they will “never” be successful in? While a yet mindset can address this concern, incorporating a wider set of characteristics and skills that all people need, regardless of their choices in life outside of the mathematics classroom, bridges the connection between one’s passions, desires, and dreams for life with the academic knowledge. Yes, a significant amount of math content is explicit knowledge, “content that is easily identified, articulated, transferred, and testable” but despite that, according to Brown, “the pool of unchanging resources is shrinking, and that the pond is providing us with fewer and fewer things that we can even identify as fish anymore” (Thomas & Brown, 2011). Math is important, don't get me wrong, but as math teachers we need to be realistic and consider all of the other skills students can learn beyond the math content. How many students are going to be graphing transformations of functions and writing the key attributes domain, range, intercepts, etc.? Not many, but how many of them are going to have to analyze visuals and draw information and conclusions from these visuals? Plenty. Rote memorization only serves a small group of students, holistic approach serves all. Teaching 21st century skills in a blended learning environment through the lens of mathematics requires the new culture of learning approach, which heavily relies on adopting its two essential elements simultaneously: global connectivity and structured environment. With the world and information at our fingertips, society has “unlimited access and resources to learn about anything” (Thomas & Brown, 2011). There is, however, a need to be able to discern between what is valuable, relevant, and appropriate, and what is not. The focus should not be on just answering prefabricated questions, but using these answers to generate more questions because this continuous cycle fosters the mindset of life-long learning. It shifts our view to not valuing what we already know but embracing what we do not know yet and allowing us the opportunity, the time, and the space to discover and create new ideas and perspectives. Critical and analytical thinking, creativity, collaboration, communication, and metacognition are all 21st century skills that current and future employers seek because our world is experiencing new problems and questions we could not fathom even five, ten years ago. All levels of companies and brands need innovative employees to think outside the box and really utilize and adapt the current reality to fit the needs of the future. These skills are only taught through experience. The analogy of learning to ride a bicycle comes to mind. One can watch others ride a bicycle, get all the safety gear and training wheels, have someone coach and guide them through staying balanced, but you only know you have learned how to ride the bicycle when you fall, get back up, keep adjusting, and then having the elation of finally pedaling a few feet without crashing. Once one learns and truly understands how to ride a bicycle, other ideas and tricks start to emerge, like wheelies or trail riding. If you have not been on a bicycle in a while, getting back on takes a little time but it becomes second nature. Being able to ride a bicycle opens up the world even more than on foot. Our classroom needs to have the structure of the watching others, providing safety gear and training wheels, coaching and guiding through setbacks. Students will make mistakes and fall down, but the culture in feeling safe to get back up because those around you will support you is vital. Additionally, learning is enhanced when it becomes a collective through the relationships, and a blended learning environment that intentionally incorporates communication and collaboration builds the opportunities to develop those relationships that will improve student engagement and learning. Not only that, but it also mimics our global society, where everyone’s individual perspective and experience is relevant and valid but can positively contribute to the collective and help us to adapt our own viewpoints. Creating a significant learning environment through blended learning addresses the problem that our community considers the educational system as broken, because it is not helping students grow into young adults that can positively contribute to society. A big challenge that comes with building a blending learning environment is battling the established perception that a traditional classroom is the only appropriate structure for mathematics, but according to Gallup (Inc, 2022), Americans are at an all-time low in terms of satisfaction in the education system. The top three reasons Americans are dissatisfied is the quality of education: 65% believe there are problems with the curriculum or educational approach, 15% believe the curriculum is poor and/or outdated and 9% believe students are not learning adequate life skills. Now is the time to shift from the present average methods that produce average students with ostensibly average results to innovative environments that prepare students for a relentlessly adaptive future (Harapnuik et al., 2018). The current data shows that the current educational approach is not generating growth or superb results. Also, college is losing its leverage as a necessity to enter the lucrative workforce. With organizations conducting micro-credentialing options for specific on-job skills that introduce and strengthen an employee’s projected professional abilities and business standards (Pelletier et al., 2022), this leaves the public education system to provide significant learning environments where students can begin to develop the traits that can set them apart and help them rise above the status quo. Students will reflect your attitude and mindset towards learning, so when we shift to creating significant learning environments, we need to establish structures and routines that support students to find passion and imagination in any content area. I tend to think about the big picture but introduce things to students in pieces, starting with mindset. As the year progresses, I add other pieces that involve additional 21st century skills. Everything at once would be overwhelming, especially at the high school level, where usually up to this point, they have been conditioned to learn the game of school and think drill and kill is what teaching looks like. Incorporating reflection throughout the learning process creates a supporting layer where the small steps of growth can be redefined as exponential growth as those small pieces are added to build to the back of the puzzle box big picture. Imagine trying to do a connect the dots puzzle but without the numbers. Unless the picture is overtly obvious, it is highly unlikely we would be able to accomplish the task of creating the final picture. So many possibilities of how those dots could connect, this could easily be turned into a math lesson. If you have a picture with 10 dots, and you connect all of the dots together, that would create 45 total lines with a 362,880 combinations of ways to get those 55 lines. WOW. Imagine trying to put a puzzle together but without a picture. They actually sell those for people who want a challenge! Okay, now let's say you have that picture. What process do you take? A lot of people will start with the edges first and work their way in. Some people look for color patterns, others look for piece type patterns, and it makes managing a 100-piece puzzle that mathematically has approximately 9… with 157 zeros… 9000000000000000000000000000000000 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 ...ways to choose pieces and put them down in the correct place so much easier. When you do puzzles with friends, the different perspectives help. As educators, we have the final picture, and it is our learning environment that provides students the pieces. How we provide those pieces is what makes the difference between collecting dots and connecting dots. Because we have put together this puzzle year after year, we must intentionally consider how to provide students access to these different pieces and implement structures to give them opportunities to explore how to put them together independently or collaboratively. We can tell them all we want how to connect them but it is not until they realize for themselves the connections that they really get it. Teaching 21st century skills in a blended learning environment through the lens of mathematics requires a new culture of learning approach, relying on two essential elements simultaneously: global connectivity and structured environment. With our connections to worldwide communities and the intentionally designed settings that nurture the new culture of learning, we can change the world one student at a time, turning them into the heroes of the future. References Beautiful butterfly jigsaw puzzle. (n.d.). Lovejigsawpuzzles.com. https://www.lovejigsawpuzzles.com/jigsaws/butterfly-jigsaw-puzzle/butterfly-jigsaw.jpg
Butterfly extreme dot-to-dot / connect the dots PDF. (2023). https://teachsimplecom.s3.us-east-2.amazonaws.com/images/butterfly-extreme-dot-to-dot-connect-the-dots-pdf/image-1628885272548-1.jpg Free Vector | Bicycles icons flat color set with people riding bikes isolated vector illustration. (n.d.). Freepik. https://www.freepik.com/free-vector/bicycles-icons-flat-color-set-with-people-riding-bikes-isolated-vector-illustration_38754353.htm Free Vector | Character illustration of people with global network concept. (n.d.). Freepik. https://www.freepik.com/free-vector/character-illustration-people-with-global-network-concept_3425172.htm Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License. Inc, G. (2022, September 1). Americans’ Satisfaction With K-12 Education on Low Side. Gallup.com. https://news.gallup.com/poll/399731/americans-satisfaction-education-lowside.asp Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, N., & Educause. (2022). 2022 EDUCAUSE Horizon Report, Teaching and Learning Education. Educause. Thomas, D., & Brown, J. S. (2011). A new culture of learning : Cultivating the imagination for a world of constant change. Douglas Thomas And John Seely Brown.
We live in a culture that is so driven by instantaneous results or responses that waiting for a fraction of a second longer than a blink of an eye is too long. When you text someone, if they don't reply in a minute or two, SOMETHING MUST HAVE HAPPENED. When you place an order on Amazon, if it cannot arrive three minutes ago, THIS IS A NIGHTMARE. When you have a structured settlement and you need cash now, CALL J.G. WENTWORTH.
Let's consider weight loss or a fitness goal. When we have routines to try and watch our weight or be healthier, the small growths don't always feel significant, especially if the way we measure the progress measures pounds and not ounces, minutes and not seconds, miles and not feet. Having one goal maintains focus and we can determine the small actions that add up over time. It's really how we expect our students to act, right? We tell them to keep practicing skills and slowly but surely, they will make improvements, have light bulb moments, and get the confidence to aim for a bigger goal! Why don't we do the same in society? Working on my four disciplines of execution and coming up with a wildly important goal requires thinking about lead versus lag measures, what is actually measurable, and dedicating the time to follow through with accountability towards achieving this wildly important goal. Slow and steady will have to win the race in an instant world. Something I have learned through my role as a student and an educator in the education system is the word "yet" does not mean that I am on the cusp of a dramatic change or extreme growth in a short period of time but rather an opportunity to grow in almost a miniscule way in the moment, but those moments add up.
References
Wentworth, J. G. (2019, January 29). J.G. Wentworth | Opera Bus 2019 | :60. https://www.youtube.com/watch?v=bkORcziEx6g
My Why: The Purpose
Everyone deserves access to opportunities that nurture the deeply intrinsic human desire to make the most out of life by learning and growing daily through experiences as individuals in a global community.
My How: The Process
Supporting students to become the better people they desire to be by pouring into them the love, encouragement, support, and feedback that has been poured into me comes from teaching 21st century skills in a blended learning environment through the lens of mathematics.
My What: The Result
Students will learn connections between mathematics and the characteristics that set them apart to be positive contributing adult members of society with more opportunities to continue learning and growing in college, career, and/or military.
Education and learning has been my safe space for as long as I can remember. While my parents provided me the foundation for Maslow's Pyramid of Needs, including the physiological and safety needs, it was through my friends and teachers in school that I progressed towards self-actualization from belongingness, love needs, and esteem needs (The School of Life, 2019). I have had the deficiency needs met almost daily and the growth needs fulfilled almost daily as well in some capacity (Hierarchy of Needs, n.d.). I also recognize that I come from privilege and I have been called to use my privilege to provide others opportunity to move from the deficiency needs to growth needs. For most teachers, we get a group of students for only one academic school year while they sit in our classrooms as students on an official roster. We also recognize that our students become a part of our hearts forever, even after they leave for the summer, graduate from high school, and move into adult life as a college student, career person, or military personnel. Because we are invested in their livelihoods as well as academic content, we cannot just spend time focusing only on the subject knowledge. Students who buy into your classroom are the ones who know why we do what we do - we care about their well-being and their future. Our actions of what and how we operate in our classrooms, lessons, and interactions are rooted in this belief in them. We urgently need to meet students where they are at in their hearts first to create deep, meaningful impact on their lives because they deserve the opportunity for someone to invest in them and this very well may be the only chance. We cannot assume students have this in their lives yet through parents, coaches, or other teachers. We could literally be the teacher in their life that they reflect back on and see a monumental shift in their future. We can know that students need this but feel like it is too much work. It is just like, you can know you are smart but feel dumb. You can know you are beautiful but feel ugly. You can know you are valuable but feel worthless. Just because I know something to be true doesn't necessarily change how I feel 100% of the time. This reconciliation of heart versus mind is something I personally struggle with in certain capacities in my life, but part of my personal decision and intrinsic motivation in moving towards change is that I have been able to convince my heart and rely on my past experiences to acknowledge the disconnect between logic and feeling and keep moving towards a goal. It makes me consider all the times when I have tried to build relationships with challenging students. Daily battles, feeling like I did not matter to that child and nothing I could do would change that, did not stop me from continuing to try because I knew that at some point, whether in my classroom or not, they would have an opportunity to reflect back and know that I cared deeply about them as a student and a person. I know this to be true because I have had a student or two who would, at the end of the year, express their appreciation for my role in their education and life. In contrast, there are students who have also expressed their elation for never having to step foot in my class again... but those moments of clarity and reflection from the positive provide me memories and reminders that even when the head doesn't agree with the heart, keep moving until they do. Rather than asking why, we should ask why not now? Tomorrow may be too late and yesterday did not have this opportunity. Today is it.
References
Cassie . (2021, December 21). 23 Inspirational Quotes for Teachers to Lift You Up When You’re Down. Teach Starter. https://www.teachstarter.com/us/blog/10-inspirational-quotes-teachers-us/
Hierarchy of Needs. (n.d.). Www.wichita.edu. https://www.wichita.edu/services/mrc/OIR/Pedagogy/Theories/maslow.php#:~:text=Maslow The School of Life. (2019). Why Maslow’s Hierarchy Of Needs Matters. https://www.youtube.com/watch?v=L0PKWTta7lU Jr, M. (2017). Know Your Why | Michael Jr. In YouTube. https://www.youtube.com/watch?v=1ytFB8TrkTo
Stumbling upon a Reddit post about New York City and the reputation of being rude, someone clearly articulated why there are people who agree with this stereotype and others simply don't see it. The response was about ask culture versus guess culture. The moment of new perspective and clarity hit me so hard that I have to share it and connect it to my classroom. The following video is a great explanation of the two different cultures.
Personally, I lean more towards ask. Being direct with me eliminates any ambiguity of what you might actually mean and it is not my fault that you did not clearly articulate your needs or desires. The superpower of mindreading is one of the last things I would want, especially if I don't need it when you can just tell me what's on your mind if you feel comfortable to do so. Being direct can also mean actually telling me you aren't comfortable to share. Around certain people, I become a guess because it's my attempt to mirror their style and not be offensive. Now, when in my classroom, I have to consider how my students live with these different perspectives and how our interactions are a result of these cultures. Naturally, like-minded people tend to get along well with each other. It's when an ask person and a guess person start to communicate that trouble could happen. Every year, I start the school year off by sharing with students The Yet Mindset but this has me thinking there could be more this or that perspectives worth exploring and sharing, starting with Ask or Guess. Being aware of your own perspective, other perspectives, and how all of them come across to others really opens up better communication and collaboration between students, building a positive classroom culture. Initially, I thought about simply fostering an ask culture in my classroom because that's what I am comfortable with. We tend to follow confirmation bias, especially as we grow older, so rather than restrict students for my benefit (I am literally rolling my eyes with how selfish I sound by saying that) , embracing both viewpoints is another opportunity to incorporate 21st century skills: communication, collaboration, metacognition, and reflection. We can start Teaching 21st Century Skills in a Blended Learning Environment and really building the whole student while also learning and growing ourselves.
References
Therapy in a Nutshell. (2022). Are You Ask Culture or Guess Culture? This Communication Skill Is Life-Changing. https://www.youtube.com/watch?v=9OXlZUfbsPI
|
My husband lovingly teases me when I reflect on my day with him and say "I learned something new today!" because he would be surprised if I didn't learn something new.
This blog is a collection of the new things I learn along the way. Categories
All
Archives
May 2024
|