BWP_LEADERS_0607
This is the way we went to Tennessee.....
Traveling with Joyce and the BWP at the NWP conference in NASHVILLE Tennessee!
It was a cold and blustery day in the neighborhood! Trees were whipping in the wind and leaves flurried to the ground. This cannot be optimal flying conditions, and alas, it wasn’t! Our flight was cancelled, delayed, delayed again, and again and again…Katherine, Scott and I finally boarded a plane (Scott was on standby, but it proved to be a successful venture!) Our fair Janelle, she was cancelled, delayed, delayed and delayed some more. She finally arrived in Opryland-world after 10:00pm. WHEW! What a start! We were not alone; the keynote for the NCTE convention was unable to make his flight. Bad weather abounded, but it didn’t keep all of us from having a wonderful learning experience!
Wednesday was chaotic, but it didn’t stop once we landed. Scott, who had made his lodging accommodations at a nice, clean hotel, well, we were all envious of him! He was gallant enough to trudge with us across what seemed like miles and miles to our LOVELY hotel about ¾ ‘s of a mile from him…we renamed our hotel to the DIScomfort Inn, and we were in varying degrees of, well, discomfort. We all survived the night…our little 6-legged friends and all, and we went directly to another room without passing “go”.
Thursday was a great day for me. I really loved hearing about the work being done by other WP’s. We had the session: The Little Rock Writing Project Presented on an organized approach to go into school districts by
ÿ creating a “who to call” at the district level
ÿ placing a donate icon on the website for interested parties to donate immediately to the LRWP
ÿ they were able to work with a district and asked if they would match money for professional development—the district agreed
ÿ designed “logo” and use the logo on all correspondence and several types of clothing
ÿ Offered an Advanced Institute for previous SI members to hone their areas of interest and knowledge
ÿ Used the Advanced Institute as a means of having individuals work with specific districts/schools and to report back their findings
Interesting Tidbits:
ÿ Some districts match funds, as much as $14,000.00 by one school.
ÿ They used a list-serv to help dialogue.
ÿ The list-serv was also part of the graduate student’s coursework in one class.
ÿ They kept all 8 budgets separated for easy bookkeeping.
ÿ They kept the TC:SI participants at a 3-4:10 ratio.
ÿ They had heard that educators wanted more of a lab situation for their professional development and SI.
The Denver Writing Project was represented by Richard Argys and Sarah Woodard. They approached a dual focus of looking at the content area of mathematics and literacy. The question posed was: What can teachers do to address attitudes, misconceptions and anxiety that kids have about math? How does writing about math (problem solving, the process, the steps) help learners?
The Denver Writing Project used the trinal model of professional development. They started with a study group, then an inservice program and then, they were not that far in the process at this point to know what the next steps might be.
At the High School Level:
ÿ Phase I
o (2003-2004) was a Study Group of ESL learners needs.{There were problems identified, the inquiry was established for the year}
ÿ Phase II
o (2004-2005) presented a continuation of the ESL Study Group (some problems were solved, but many were still at the idea stage)
o Presentations by Teaching Reading and Writing Across the Curriculum. {Special Education, Math, Science, Social Studies…}
ÿ Phase III
o (2005-2006) the study grou switched to writing and did not fair as well
o The Teaching Writing across the Content Area only had about 8 active people
o There were district presentations on the Teaching Reading and Writing Across the Curriculum was a failure and only 2 people attended
ÿ Phase IV
o (2006-2007) They are presenting at the district level Teaching Non-Fiction Writing Across the Curriculum which is leading them back to the planning stage of involving the ESL study of this process…bringing it full circle
That afternoon, I went to a session on recruiting—from invitation to in-service-- how to grow a new TC:
Dr. Harriett Williams of the Santee Wateree Writing Project (SWWP) provided handouts on their individuation of the SI for their Fellows. There are commonalities in several of the Writing Projects, but each has a unique twist to the SI for their participants. This is how their SI works:
o Many apply for the Invitation Institute. There is a meeting from approximately 3:30-9:00pm where the texts are chosen and there is reading and writing. An interview is held and the decision of whether there will be 3 or 6 graduate hours earned is declared by the prospective Fellow. They like the numbers of 12-18 Fellows.
o There is a Teacher-Research Conference in late April. There will be about 50-60 TC’s there. The incoming Fellows will be entering a community. This session is considered Continuity and is a presentation of the research in and out of the classroom that they have conducted. They are given the choice of two topics to bring with them to “Boot Camp” as a working draft.
o In Early May, there is a “Boot Camp” for all the incoming SI participants. It is a day of Writing and Sharing and mirrors Day 1 of the SI. There are also TC Demos. The theory and planning of the demos is deconstructed (choose thoughtful presenters). Books are chosen by participants as those they would use in their classrooms.
o In Late May, the Groups meet three times and prepare one piece of writing. Separate pieces, but on a similar topic.
o Teacher Research Applications are due in early June.
o There are 15 meetings held in June 8:30-3:30 with a working lunch. They begin creation of their portfolio, choose “that thing you always said you’d do if you had time” and a discussion of protocols for Group Letters to participants for their presentation. This is the plan for their inquiry.
o In Late July there is a book sale which generates income for the SWWP. There is a Back to School Conference which serves as Continuity and allows the new TC’s to give their presentations.
o Late July is also time that Projects are Due, Presenters are Selected for Concurrent Sessions at the April Teacher-Research Conferences.
o In order to receive the entire 6 graduate credits, they must create a portfolio, with all previous drafts and an individual explanation of how this work spans Britton’s Continuum. They also have a series of questions regarding their work that will be reflective in nature. They are also asked if there are follow-up activities that they need to continue their growth and work on these topics.
The Red Cedar Writing Project was represented by Mitch Nobis, Co-Director. Their Si is held over the span of 5 weeks to 4 weeks and split the other 5 days throughout the year. They also use these 5 days as Continuity events. Work is started in SI and continued until complete. There are up to 6 hours of graduate credit given. Three are for the completion of a portfolio and 3 more are earned through a Teacher Inquiry project. Approximatley 60-70% of SI participants earn the full 6 hours. The teaching demos are 60-75 minutes and they earn letter grades for the coursework. There is a syllabus just like in any graduate level course. There is a choice of a stipend, 3 hours of graduate level credit or 6 hours of graduate level credit that can be earned.
They are working very diligently on retention and “payback” for the graduate credit. They are tying more follow-through into their SI’s.
Their schedule looks like this:
o 1 Day in May 5-9pm
o 3 Days at the end of May (Thurs., Fri., Sat.) 12-9, 9-9, 9-3
o 15 days in July 9-3 with a working lunch
They form professional reading groups on the first day and are guided through the expectations of SI. There is one coach for each Fellow.
The first 2 weeks they model for the Fellows and guide TC’s to create transactional writing models. Try out different voices.
On the 3 Days in May, they bring a piece of writing of their “practice.” What they are as professionals. As a teacher, I look at what is important. I come up with questions, with the help of my group. They cam eup with creative representations-ask about inquiry. Looked at themes that occurred—many were related to writing across curriculum, inclusion, differentiation, writing. They were all grouped based upon inquiry. They practiced their listening skills and the lists that were generated were shared at their next meeting.
They reviewed their interview process. They chose excited people from a Visitor’s Day that they hold each Spring. There are applications and they go through each application and look for heterogeneous individuals, sparks that stick-out in the process, they look for a rich, diverse mix. They ask them to talk about the writing project…not a course. What is an issue today that concerns you? What participation, practice, process would you like to know more about? What strategies that work or challenge you in the classroom? What types of writing do you currently do? How do you feel about sharing your work with other people? What do you think you will be writing about? What areas of Continuity would you be available to do after SI (professional development, study groups,etc…)
In the late spring they hold a dinner. The presentations held during the dinner are like their “open house” and everyone is invited to participate. Even those who were not chosen to be included this year, they are encouraged to reapply next year.
The interview’s are held by a University represenatative, the Director, all Co-Directors, and a Senior Fellow from the previous year. They re-read their letter of intent and review notes from the interview. Strands that standout and inquiry ideas are gathered even before selection.
By the SI in June they have created writing, drafts, read a book and met with others. Rarely do they ask for their written copy on the first day in case someone has forgotten, they just state that they got “too busy” and to bring their writing again tomorrow.
Approximately 5-6 weeks before the SI dinner, one abbreviated demo is chosen and the evening is like a truncated Day 1.
There are 5 lenses that they need to use when they are reflecting about their own demos or those of their colleagues.
1. Integration of subjects.
2. Drawing helps connect writing.
3. Building community is integral to group writing success.
4. Curricula that relates and reflects the writers in the room.
5. Potential areas of concern—the what if’s.
Each group will take an area of the presentation and present the information through one of the above lenses.
We had our morning breakfast with the entire Texas WP crew on Friday and it was a wondermous opportunity to bond with other worker bees from Texas. It was so wonderful to see all of the Texas Writing Project participants together. It was such a great beginning to our visionary day. It brings us together physically and emotionally.
Friday morning was a great speech, despite a technical difficulty with the microphone. It is always so moving and powerful to see others that work hard (or harder!) than I do, those who have the great inspiration that I have, and the commonalities that I share in my love of literacy. It was another great presentation of information, here is what I gathered:
o Writing should be at the top of school reform
o When teens were asked why they left school it was because they considered school boring, uninteresting and alienating
o The Youth Dreamers—a group of 11-15 year olds who are writing for real purpose, making a future for the youth of today
o Their voices were heard
o Too many young people get into trouble after school and through this understanding, the Youth Dreamers were “born”
o They wrote grants and received money
o Ninety-eight percent of teachers stay in education throughout their careers
o Seventy-two percent of these teachers stay in the classroom
o Operations Home Comings allows those who have experienced the war to write about their experiences
o The “Bipartisan Effort” touted by politicians was NCLB
o In 2004-2005, there were 95,000 individual teachers served in one year
o What proportions of learners were served in one year by NWP? 1/35, approximately 2.9%-this percentage is 1/8 in elementary schools.
o Fifty-seven percent of NWP sites are over 10 years old
o Nineteen percent of NWP sites are over 25 years old
o New NWP sites in the past five years—48
o Eighty percent of SI’s used technology in their writing/learning
o Ninety-seven percent say that NWP provides better staff development than other professional development opportunities
o Ninety-six percent of TC’s say they learned how to be a better teacher because of NWP
o Milton’s theory of False Knowledge transfers to learning. A one-time shot of learning is NOT the key to increased knowledge
o Teachers who over rate themselves are the most limited teachers
o Writing has been understood to be the most powerful instrument we use
o Writing in SI transforms teachers emotionally, intellectually, and forever
We were asked to write about what led us to teaching and here is my unfinished piece:
I chose to go to school after staying home with my 3 kids. I went to college with 3 credit hours under my arm and decided I would teach kinders when I completed my education. It was my husband, Curt, who knew my calling when I had no idea what the next venture in my life would lead. At 33, I enrolled at the University of Central Oklahoma, in Edmond, Oklahoma and worked for 2 ½ years to accumulate knowledge and a cadre of courses that I felt were necessary to teach. I entered the world of teacher’s education with the eyes of a mom. As a mom who had raised 3 literate youngsters, and was now ready to embark through the experiences that a classroom of 4 and 5 year olds would hold. I was terrified and exhilarated. I was green, but wise…I still smile when I think that my husband was the one who knew and has always known what I needed to do, he said that it was just as obvious as day to him. Wow! I wish I had taken off my sunglasses YEARS ago!
After the general session, Jeannine, Janelle, Katherine, Scott and I went to the coolest restaurant, The Aquarium, in Opry Mills. It was a very therapeutic respite in the middle of a crazy and busy day. Aside from being surrounded by fish and water, we shared a good meal and some great conversation. We had the opportunity to get together and debrief. We started sharing our vision of the future, our involvement in the BWP and the growth and nurturing that our tiny, but growing Bluebonnet WP needs. You really need to stop by and see this restaurant when you are in Nashville. Great ambiance!
That afternoon, I had the opportunity to attend a life changing institute, it was on social change and how it can be a catalyst for writing; important, purposeful writing. I cannot wait to share some of the great information that I learned while in this session. The educator who was responsible for the example of life-changing writing was one of the presentors that I had the opportunity to work with, first-hand, in the afternoon session. It was so powerful and moving. I felt like I was going to fly back home under my OWN power. It was so interesting and such a great opportunity to learn. Here are the highlights of the session:
Although I have heard that there was a maniacal driver zipping up and down I-40, I do know that she had every intention of getting us to and fro in the shortest amount of time possible. Let’s just say that no one was injured in the venture AND wonderful or LOVELESS biscuits were procured by all that rode in the speedy Nissan, well, less one who doesn’t like biscuits L ! Pass the good ole’ country cooking!
The next day the flight to Bluebonnet land was problem-free and we all made it home Saturday without any weather, turbulence, or lost baggage.
We all came home tired, full of ideas, and just ready to conquer the world. Hang on UTA and outlying areas, we are coming back and ready to change the world one learner at a time…
Traveling with Joyce and the BWP at the NWP conference in NASHVILLE Tennessee!
It was a cold and blustery day in the neighborhood! Trees were whipping in the wind and leaves flurried to the ground. This cannot be optimal flying conditions, and alas, it wasn’t! Our flight was cancelled, delayed, delayed again, and again and again…Katherine, Scott and I finally boarded a plane (Scott was on standby, but it proved to be a successful venture!) Our fair Janelle, she was cancelled, delayed, delayed and delayed some more. She finally arrived in Opryland-world after 10:00pm. WHEW! What a start! We were not alone; the keynote for the NCTE convention was unable to make his flight. Bad weather abounded, but it didn’t keep all of us from having a wonderful learning experience!
Wednesday was chaotic, but it didn’t stop once we landed. Scott, who had made his lodging accommodations at a nice, clean hotel, well, we were all envious of him! He was gallant enough to trudge with us across what seemed like miles and miles to our LOVELY hotel about ¾ ‘s of a mile from him…we renamed our hotel to the DIScomfort Inn, and we were in varying degrees of, well, discomfort. We all survived the night…our little 6-legged friends and all, and we went directly to another room without passing “go”.
Thursday was a great day for me. I really loved hearing about the work being done by other WP’s. We had the session: The Little Rock Writing Project Presented on an organized approach to go into school districts by
ÿ creating a “who to call” at the district level
ÿ placing a donate icon on the website for interested parties to donate immediately to the LRWP
ÿ they were able to work with a district and asked if they would match money for professional development—the district agreed
ÿ designed “logo” and use the logo on all correspondence and several types of clothing
ÿ Offered an Advanced Institute for previous SI members to hone their areas of interest and knowledge
ÿ Used the Advanced Institute as a means of having individuals work with specific districts/schools and to report back their findings
Interesting Tidbits:
ÿ Some districts match funds, as much as $14,000.00 by one school.
ÿ They used a list-serv to help dialogue.
ÿ The list-serv was also part of the graduate student’s coursework in one class.
ÿ They kept all 8 budgets separated for easy bookkeeping.
ÿ They kept the TC:SI participants at a 3-4:10 ratio.
ÿ They had heard that educators wanted more of a lab situation for their professional development and SI.
The Denver Writing Project was represented by Richard Argys and Sarah Woodard. They approached a dual focus of looking at the content area of mathematics and literacy. The question posed was: What can teachers do to address attitudes, misconceptions and anxiety that kids have about math? How does writing about math (problem solving, the process, the steps) help learners?
The Denver Writing Project used the trinal model of professional development. They started with a study group, then an inservice program and then, they were not that far in the process at this point to know what the next steps might be.
At the High School Level:
ÿ Phase I
o (2003-2004) was a Study Group of ESL learners needs.{There were problems identified, the inquiry was established for the year}
ÿ Phase II
o (2004-2005) presented a continuation of the ESL Study Group (some problems were solved, but many were still at the idea stage)
o Presentations by Teaching Reading and Writing Across the Curriculum. {Special Education, Math, Science, Social Studies…}
ÿ Phase III
o (2005-2006) the study grou switched to writing and did not fair as well
o The Teaching Writing across the Content Area only had about 8 active people
o There were district presentations on the Teaching Reading and Writing Across the Curriculum was a failure and only 2 people attended
ÿ Phase IV
o (2006-2007) They are presenting at the district level Teaching Non-Fiction Writing Across the Curriculum which is leading them back to the planning stage of involving the ESL study of this process…bringing it full circle
That afternoon, I went to a session on recruiting—from invitation to in-service-- how to grow a new TC:
Dr. Harriett Williams of the Santee Wateree Writing Project (SWWP) provided handouts on their individuation of the SI for their Fellows. There are commonalities in several of the Writing Projects, but each has a unique twist to the SI for their participants. This is how their SI works:
o Many apply for the Invitation Institute. There is a meeting from approximately 3:30-9:00pm where the texts are chosen and there is reading and writing. An interview is held and the decision of whether there will be 3 or 6 graduate hours earned is declared by the prospective Fellow. They like the numbers of 12-18 Fellows.
o There is a Teacher-Research Conference in late April. There will be about 50-60 TC’s there. The incoming Fellows will be entering a community. This session is considered Continuity and is a presentation of the research in and out of the classroom that they have conducted. They are given the choice of two topics to bring with them to “Boot Camp” as a working draft.
o In Early May, there is a “Boot Camp” for all the incoming SI participants. It is a day of Writing and Sharing and mirrors Day 1 of the SI. There are also TC Demos. The theory and planning of the demos is deconstructed (choose thoughtful presenters). Books are chosen by participants as those they would use in their classrooms.
o In Late May, the Groups meet three times and prepare one piece of writing. Separate pieces, but on a similar topic.
o Teacher Research Applications are due in early June.
o There are 15 meetings held in June 8:30-3:30 with a working lunch. They begin creation of their portfolio, choose “that thing you always said you’d do if you had time” and a discussion of protocols for Group Letters to participants for their presentation. This is the plan for their inquiry.
o In Late July there is a book sale which generates income for the SWWP. There is a Back to School Conference which serves as Continuity and allows the new TC’s to give their presentations.
o Late July is also time that Projects are Due, Presenters are Selected for Concurrent Sessions at the April Teacher-Research Conferences.
o In order to receive the entire 6 graduate credits, they must create a portfolio, with all previous drafts and an individual explanation of how this work spans Britton’s Continuum. They also have a series of questions regarding their work that will be reflective in nature. They are also asked if there are follow-up activities that they need to continue their growth and work on these topics.
The Red Cedar Writing Project was represented by Mitch Nobis, Co-Director. Their Si is held over the span of 5 weeks to 4 weeks and split the other 5 days throughout the year. They also use these 5 days as Continuity events. Work is started in SI and continued until complete. There are up to 6 hours of graduate credit given. Three are for the completion of a portfolio and 3 more are earned through a Teacher Inquiry project. Approximatley 60-70% of SI participants earn the full 6 hours. The teaching demos are 60-75 minutes and they earn letter grades for the coursework. There is a syllabus just like in any graduate level course. There is a choice of a stipend, 3 hours of graduate level credit or 6 hours of graduate level credit that can be earned.
They are working very diligently on retention and “payback” for the graduate credit. They are tying more follow-through into their SI’s.
Their schedule looks like this:
o 1 Day in May 5-9pm
o 3 Days at the end of May (Thurs., Fri., Sat.) 12-9, 9-9, 9-3
o 15 days in July 9-3 with a working lunch
They form professional reading groups on the first day and are guided through the expectations of SI. There is one coach for each Fellow.
The first 2 weeks they model for the Fellows and guide TC’s to create transactional writing models. Try out different voices.
On the 3 Days in May, they bring a piece of writing of their “practice.” What they are as professionals. As a teacher, I look at what is important. I come up with questions, with the help of my group. They cam eup with creative representations-ask about inquiry. Looked at themes that occurred—many were related to writing across curriculum, inclusion, differentiation, writing. They were all grouped based upon inquiry. They practiced their listening skills and the lists that were generated were shared at their next meeting.
They reviewed their interview process. They chose excited people from a Visitor’s Day that they hold each Spring. There are applications and they go through each application and look for heterogeneous individuals, sparks that stick-out in the process, they look for a rich, diverse mix. They ask them to talk about the writing project…not a course. What is an issue today that concerns you? What participation, practice, process would you like to know more about? What strategies that work or challenge you in the classroom? What types of writing do you currently do? How do you feel about sharing your work with other people? What do you think you will be writing about? What areas of Continuity would you be available to do after SI (professional development, study groups,etc…)
In the late spring they hold a dinner. The presentations held during the dinner are like their “open house” and everyone is invited to participate. Even those who were not chosen to be included this year, they are encouraged to reapply next year.
The interview’s are held by a University represenatative, the Director, all Co-Directors, and a Senior Fellow from the previous year. They re-read their letter of intent and review notes from the interview. Strands that standout and inquiry ideas are gathered even before selection.
By the SI in June they have created writing, drafts, read a book and met with others. Rarely do they ask for their written copy on the first day in case someone has forgotten, they just state that they got “too busy” and to bring their writing again tomorrow.
Approximately 5-6 weeks before the SI dinner, one abbreviated demo is chosen and the evening is like a truncated Day 1.
There are 5 lenses that they need to use when they are reflecting about their own demos or those of their colleagues.
1. Integration of subjects.
2. Drawing helps connect writing.
3. Building community is integral to group writing success.
4. Curricula that relates and reflects the writers in the room.
5. Potential areas of concern—the what if’s.
Each group will take an area of the presentation and present the information through one of the above lenses.
We had our morning breakfast with the entire Texas WP crew on Friday and it was a wondermous opportunity to bond with other worker bees from Texas. It was so wonderful to see all of the Texas Writing Project participants together. It was such a great beginning to our visionary day. It brings us together physically and emotionally.
Friday morning was a great speech, despite a technical difficulty with the microphone. It is always so moving and powerful to see others that work hard (or harder!) than I do, those who have the great inspiration that I have, and the commonalities that I share in my love of literacy. It was another great presentation of information, here is what I gathered:
o Writing should be at the top of school reform
o When teens were asked why they left school it was because they considered school boring, uninteresting and alienating
o The Youth Dreamers—a group of 11-15 year olds who are writing for real purpose, making a future for the youth of today
o Their voices were heard
o Too many young people get into trouble after school and through this understanding, the Youth Dreamers were “born”
o They wrote grants and received money
o Ninety-eight percent of teachers stay in education throughout their careers
o Seventy-two percent of these teachers stay in the classroom
o Operations Home Comings allows those who have experienced the war to write about their experiences
o The “Bipartisan Effort” touted by politicians was NCLB
o In 2004-2005, there were 95,000 individual teachers served in one year
o What proportions of learners were served in one year by NWP? 1/35, approximately 2.9%-this percentage is 1/8 in elementary schools.
o Fifty-seven percent of NWP sites are over 10 years old
o Nineteen percent of NWP sites are over 25 years old
o New NWP sites in the past five years—48
o Eighty percent of SI’s used technology in their writing/learning
o Ninety-seven percent say that NWP provides better staff development than other professional development opportunities
o Ninety-six percent of TC’s say they learned how to be a better teacher because of NWP
o Milton’s theory of False Knowledge transfers to learning. A one-time shot of learning is NOT the key to increased knowledge
o Teachers who over rate themselves are the most limited teachers
o Writing has been understood to be the most powerful instrument we use
o Writing in SI transforms teachers emotionally, intellectually, and forever
We were asked to write about what led us to teaching and here is my unfinished piece:
I chose to go to school after staying home with my 3 kids. I went to college with 3 credit hours under my arm and decided I would teach kinders when I completed my education. It was my husband, Curt, who knew my calling when I had no idea what the next venture in my life would lead. At 33, I enrolled at the University of Central Oklahoma, in Edmond, Oklahoma and worked for 2 ½ years to accumulate knowledge and a cadre of courses that I felt were necessary to teach. I entered the world of teacher’s education with the eyes of a mom. As a mom who had raised 3 literate youngsters, and was now ready to embark through the experiences that a classroom of 4 and 5 year olds would hold. I was terrified and exhilarated. I was green, but wise…I still smile when I think that my husband was the one who knew and has always known what I needed to do, he said that it was just as obvious as day to him. Wow! I wish I had taken off my sunglasses YEARS ago!
After the general session, Jeannine, Janelle, Katherine, Scott and I went to the coolest restaurant, The Aquarium, in Opry Mills. It was a very therapeutic respite in the middle of a crazy and busy day. Aside from being surrounded by fish and water, we shared a good meal and some great conversation. We had the opportunity to get together and debrief. We started sharing our vision of the future, our involvement in the BWP and the growth and nurturing that our tiny, but growing Bluebonnet WP needs. You really need to stop by and see this restaurant when you are in Nashville. Great ambiance!
That afternoon, I had the opportunity to attend a life changing institute, it was on social change and how it can be a catalyst for writing; important, purposeful writing. I cannot wait to share some of the great information that I learned while in this session. The educator who was responsible for the example of life-changing writing was one of the presentors that I had the opportunity to work with, first-hand, in the afternoon session. It was so powerful and moving. I felt like I was going to fly back home under my OWN power. It was so interesting and such a great opportunity to learn. Here are the highlights of the session:
Although I have heard that there was a maniacal driver zipping up and down I-40, I do know that she had every intention of getting us to and fro in the shortest amount of time possible. Let’s just say that no one was injured in the venture AND wonderful or LOVELESS biscuits were procured by all that rode in the speedy Nissan, well, less one who doesn’t like biscuits L ! Pass the good ole’ country cooking!
The next day the flight to Bluebonnet land was problem-free and we all made it home Saturday without any weather, turbulence, or lost baggage.
We all came home tired, full of ideas, and just ready to conquer the world. Hang on UTA and outlying areas, we are coming back and ready to change the world one learner at a time…
posted by Kinderbeanie :) @ 5:55 PM
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