Participant 1
P 1
|
1. Preliminary information
provided prior to S.I.
I felt welcomed and encouraged by Judy's friendly informative availability.
I talked with her several times. About the program and as a result looked
forward to the experience. |
| P 1
|
2. Preliminary assignments
I think the copies of the Standards were vital to set the focus of the
workshop. I feel more focused when I can come to a workshop with some preparations.
I like the advance work. |
| P 1
|
3. "What is math" activity
Great! Love the videos. This was a way to introduce ourselves and learn
more about our work. |
| P 1
|
4. Tessellation
Loved it! I learn best by doing and feel excited about starting the school
year with this unit. I understand the process as much better with the "Walk"
. . . and felt the pace of the unit. Denise was a great help with this! |
| P 1
|
5. Area
P.M. is a challenge in any workshop. It was easier to understand once
we had gone through one entire tessellation process. This, too, is a unit
I look forward to teaching. |
| P 1
|
6. Remodelling
This sounds like an interesting unit with many possibilities for tying
in concepts learned in the first two. Special Ed students need the review
& repetition. This will also not look like the "same old thing." |
| P 1
|
7. Sessions on learning differences
Well done - well presented. I had heard so many wonderful things about
Dana Packman. She certainly lived up to her reputation. I was interested
in the math teachers' responses to her because this is where my colleagues
are in reg. Ed. |
| P 1
|
8. Reflections on teaching math through inquiry
Worthwhile. The processing was grueling and worth the time. |
| P 1
|
9. Assessment issues
I felt overdone. I thought the facilities better for learned e.g., the
air conditioned room. |
| P 1
|
10. Preparation to planning
Good. Again, Denise made so many excellent clarifying points. Connecting
for fall was a good link. |
| P 1
|
11. Journals
The journals were a good modeling experience. I think they are necessary
to document the process for fall. It seemed as though we could have less
assignments. I found the workload overwhelming. Journal entries every other
day or as a single assignment would have meant I handed in a work of higher
quality. |
| P 1
|
12. Supporting materials
Materials - excellent. I look forward to following these lesson plans
and modifying them for the following year or teaching experience. |
P 1
|
Other comments
The food was superb. Cold water all the time - just wonderful. We could
have used more space for working and the heat really effected my performance
level. I functioned better in the July 7 air conditioning. |
Participant 2
P 2
|
1. Preliminary information provided prior to S.I.
Very complete - not misleading by any means |
P 2
|
2. Preliminary assignments
Student's story wasn't that imp. to do it seems. The readings and "thinking"
were good. |
P 2
|
3. "What is math" activity
Excellent. It was our 1st real chance to share in front of
others - Find an easier (faster) way to get strangers in groups. Once I
left the "security" of my partner, I didn't know what group to
join. Have it predetermined. |
P 2
|
4. Tessellation
All the Tessellation discoveries were valuable - Didn't see the real
value of trying to remember in exact sequence what we did. If you had broad
headings we could fill in details quickly - that activity dragged. |
P 2
|
5. Area
I didn't feel I was "discovering" because I knew what area
was. Most of us were sharp enough that with a small group we quickly figured
it out. It wasn't novel like tessellation. But a good activity. |
P 2
|
6. Remodelling
I didn't think sharing our remodeling exp. Was that valuable. Something
to talk over lunch - get right into the unit. |
P 2
|
7. Sessions on learning differences
Case studies didn't show enough could be left out. F.A.T. City - OK -
More talk about learning style - for ex. Can we all do this inquiry
approach? Maybe it's not suited to some of us? |
P 2
|
8. Reflections on teaching math through inquiry
This is crucial stuff - instead of generating all of it - if it was topically
arranged we could discuss it and not spend so much time thinking of it. |
P 2
|
9. Assessment issues
Nothing special comes to my mind except looking at a cum. Folder as a
group was not a good use of time. If you want to do that, give multiple
copies of the same one to the same group. Someone was looking at a paper
and someone else would say "What's that?" It would waste time!
I guess I'm big on not wasting time. It's ironic because I think I do
waste a lot of time in my personal life. But at school I find myself asking
my principal what will occur at a mtg. So I can get a "mind set"
and suggest things to "move it along" more quickly. I think it's
because w/kids my home time is limited so I don't want to set in dull useless
meetings at school!
(This was an informal, non requested journal! |
P 2
|
10. Preparation to planning
Listening to the teachers was most valuable. Somehow incorporate more
of their expertise. |
P 2
|
11. Journals
It was beneficial to see how people were feeling. I didn't have any thought
that "sharing w/ all" was inappropriate and I've never written
journals professionally before. Couldn't see why people felt funny about
it. |
P 2
|
12. Supporting materials
The day by day account was great. If it's too much to do, maybe do it
for the first 3 days only so people get a flavor of it. If any of the teachers
were videotaped doing any units it would be great to see more of them. Tessellation
was good but we used 2 days - could it be cut down? Maybe do area first
- get ideas about inquiry in the open and do tessellation. Later? I wonder
how people would react? I think they'd be more confident and bold. |
P 2
|
Other comments
Everyone was so prepared and knowledgeable - no reflection on anyone
personally but Judi was the best w/large groups. Connie was too soft
spoken and I felt she wasn't as demanding as I always felt Judi was. Dana
was calming and non-threatening but could move her presentations along faster.
Raffaella seemed "out of her element" at times. Had so much
obvious knowledge that I think she was used best as a small group
planner the follow up day. She was supportive and right on target!! Excellent.
But I didn't get that feeling from her in the large group formats. |
Participant 3
P 3
|
1. Preliminary information provided prior to S.I.
Directions were excellent. The description of the Institute was very
clear and specific. I have no suggestions for improvement. |
P 3
|
2. Preliminary assignments
NCTM Standards - Good idea! All of this provided a framework and a common
base for all. |
P 3
|
3. "What is math" activity
Probably a good way to start - you have to start somewhere. But this
wasn't my favorite activity. It seemed a bit vague in direction. Probably
most valuable was the whole group discussion afterwards. |
P 3
|
4. Tessellation
This was taught very well. The walk down memory lane went on too
long - I'd try to shorten it up a lot. It's valuable - but due to the length
some people tuned out. |
P 3
|
5. Area
The teaching of the adults clearly modeled the appropriate way to teach
children. We enjoyed it and learned together. For the August Institute -
do it the same way! |
P 3
|
6. Remodelling
I think there was time to remodel something - even if small - so that
we could experience the unit as we did with area and tessellation. |
P 3
|
7. Sessions on learning differences
Unfortunately, there wasn't time to study the case studies people had
brought to the Institute. Dana did an excellent job with a diverse group
in terms of background in special education. The folder study was productive. |
P 3
|
8. Reflections on teaching math through inquiry
This went on too long and much of it was already apparent as we had reflected
on strategies as we went along. |
P 3
|
9. Assessment issues
The article was very helpful. The teachers experienced with the units
had some good ideas to share. |
P 3
|
10. Preparation to planning
This was extremely beneficial. Glad you gave us phone numbers, too because
they will be great resources during the year. |
P 3
|
11. Journals
Always a good idea to solidify learnings by having students put thoughts
into words. You provided just the right combination of structure & openness
to journal assignments. |
P 3
|
12. Supporting materials
Thursday night's assignment seemed a little long. The rest of the week
was manageable. I liked the way you selected certain parts to read - an
we needed to read it to have a base for the next day's learning. The articles
you gave us on the follow-up day were interesting - and you could even give
us more hopefully we have time to read it then! |
P 3
|
Other comments
A tremendous experience! You obviously put a lot of time and energy into
organization and implementation. Well done! |
Participant 4
P 4
|
1. Preliminary information provided prior to S.I.
Materials were provided in a timely manner. Allowed me to read the material
slowly. Assignments were clear. |
P 4
|
2. Preliminary assignments
Disappointed the student's story was addressed more in depth. All reading
was relevant. |
P 4
|
3. "What is math" activity
Video was great. Length of it was good. Useful activity to give us a
common ground to work from. |
P 4
|
4. Tessellation
The small group discussion was very rich although the number of examples
was cumbersome. Large group was OK but the "walk down memory lane"
was not productive. Was it really necessary for the participants to recall
every step and then fill in the details? I would've liked to have heard
more discourse on the non-tessellation items as I'm convinced the road to
learning includes "what it is" as well as "what it is not." |
P 4
|
5. Area
Great! Don't change anything. Fish activity really got people thinking
& hearing how everyone went about it was enlightening (counting, seeing
symmetry, etc.) |
P 4
|
6. Remodelling
Great! |
P 4
|
7. Sessions on learning differences
Video was very good in making its point. Case studies video could've
been better (more close ups on student as well as clearer audio).
Follow up day activity of looking through folders was useful. I liked
explanations of what to and not to look at & how to interpret something.
Even if I don't remember everything, I know now to ask. |
P 4
|
8. Reflections on teaching math through inquiry
Would've liked more specific feedback of what teaching strategies were
used. Maybe go through our list & verify "yes we consciously did
this." "Yes we did this, but did set out to do it." |
P 4
|
9. Assessment issues
Once we brainstormed, more explicit or concrete examples that have been
used would have been helpful. |
P 4
|
10. Preparation to planning
OK. Not as exciting as I had hoped, but I think more planning time was
needed. Maybe require first 2 days on paper before follow-up day. |
P 4
|
11. Journals
Worked well to help us get to know one another quickly. Would've liked
a response to the journals. |
P 4
|
12. Supporting materials
I think all the choices were great. There was no time to discuss the
reading more in class, but time was given for questions & that was all
that was needed.
The story of Denise's class ( day) was especially helpful. |
P 4
|
Other comments
Try not to have sandwiches so many days in a row. |
Participant 5
P 5
|
1. Preliminary information provided prior to S.I.
I found the information to be clear and understandable. I appreciated
receiving information that may not have been addressed to my particular
role. This let me know the background and responsibilities of others who
were to attend the Institute.
The Tessellation assignment was a surprise, and therefore, quite intriguing.
I quickly went to a math text, found the definition to be similar, and looked
at the examples in the book. I spend about thirty minutes on the assignment.
A colleague joined me, and she and I discussed the attributes of tessellations
- even though she had come to invite me to lunch! I found I could more easily
reproduce things on paper. I had examples and non-examples to bring to class.
Observations:
I found there was a lengthy discussion on participants consulting books/experts.
There seemed to be surprise and some dismay that such consulting had taken
place. A comment was made to the effect that a late mailing had taken place,
so that such a thing was less likely to happen. In my opinion, such individual
investigating led naturally to an inquiry approach. I don't think anyone
was over-helped, or led to an answer that took away from the assignment.
|
P 5
|
2. Preliminary assignments
The most difficult task of the student story was to settle on one particular
student. I found the questions to be clear, and ones that I wished I had
thought about throughout the year.
Observations:
I had not realized that the notes I had jotted down were meant to be
handed in. Even after I re-read the assignment I was unable to determine
that those observations were for someone else to read. I believe I was not
the only participant confused by this issue. Another assignment I am embarrassed
to admit confused me was the direction for writing down my own questions.
The assignment before that refers to learning about the NCTM standards over
the course of the Institute. I assumed the questions were to be developed
over the course of the Institute also, and therefore was not as well prepared
as I should have been. |
P 5
|
3. "What is math" activity
This is a critical piece to the presentations that follow. It seemed
as though our group approached it more as an ice-breaker. As I look back
on it, my group approached our task with different ideas on how to express
what we felt was needed. We all seemed to be a bit unclear as to what our
perspective should be. Perhaps it was the timing of the piece, but video-break-video
did not give me time to absorb what had been discussed, and move to a different
mindset. At this time we also talked about our questions on math. Using
the video, freewrite, poster and small group discussion left me feeling
we had only skimmed the surface. I needed more depth at that point, and
fewer transitions. I had not known whether or not to make a switch from
learner, teacher, participant or observer. |
P 5
|
4. Tessellation
The tessellation activity from start to finish was captivating. The scope
of the discussion was ever changing. This was an excellent vehicle to rattle
our cages. We were made uncomfortable and unsure, but not necessarily due
to lack of skill. It was more a shift in perspective. I found the comments
by Sandy Segal to be enlightening and reassuring. I found the "Walk
Down Memory Lane" to be an interesting activity. Although I found the
actual writing somewhat tedious, I could feel the steps clicking into place.
I think it is important to be complete on each step, so due time constraints
I would suggest having the steps written out on paper so that all we would
write are the middle and final column. (We would still brainstorm the list,
but you already know what we'll say). Or I might suggest that this technique
be used in two chunks, so that there is less to write at a time. This would
also serve to reinforce this strategy. |
P 5
|
5. Area
I found the selection on area to be most interesting. Perhaps I was feeling
cocky because I had survived tessellations. I thought the questions and
discussion was so intriguing. It was great to hear different approaches
from different people, and to see that sometimes their perspective might
make an "incorrect" answer acceptable. When I go in the small
group, I let the experts take over, and as a result I was lost on the homework.
I had to come up with an alternative answer, and I was sure mine did not
have the merit that others had. I found this to be valuable, as I think
this happens frequently with students, and I hope I will be more cognizant
of the signs, and can help remedy it. |
P 5
|
6. Remodelling
As I look back on it now, I think the Remodeling unit will be one I will
have great fun with. I remember Connie saying she did not want it to be
the "poor sister," and at the time it was being discussed, I remember
that my brain had gone through major overhaul in the past few days, how
could I concentrate on anything new? But as we shared the math embedded
in remodeling experiences, I realized that the new aspect was more the way
of looking at the problem. I see great applications across the curriculum. |
P 5
|
7. Sessions on learning differences
Having seen the video a few times, I wasn't sure whether of not it would
hold my interest. But I did become drawn in and wished there was time for
more segments. This presents many issues in a no-nonsense fashion. I think
we need to be made uncomfortable so that we are apt to recognize the need
for a change.
Observations:
I recognize there is a time pressure, but according to the journals there
were many people who had not seen the video. Perhaps you could make the
uncut version available during the work session from 2:30-4:30. Or make
it available as an optional assignment.
I observed much interest on the part of participants when it came to
the information re: the three LD students. I wish we could have spent more
time on our case study students, perhaps sharing problems with others to
get some ideas on what to do to increase a success rate. |
P 5
|
8. Reflections on teaching math through inquiry
The use of newsprint to record our responses was effective. It helped
me stay focused, and helped clarify responses. I observed much attention
from the participants, and although there was little disagreement on the
issues presented, people responded with energy and enthusiasm. I still feel
the parts where the experts did a "stand and deliver" was important. |
P 5
|
9. Assessment issues
I had decided to spend this day as an observer, rather than a participant
so that I could recognize problems, and ask some final questions during
the debriefing. So I was only partially prepared for any of the assigned
tasks. But the groups were so small that I was called upon to participate,
and I really was in over my head. I felt that Judi and Barb recognized that
the direction we were headed did not meet the objective, and this raised
my level of concern. Because time is a factor, and people have such varied
backgrounds, I think it is acceptable to say that a specific type of response
is more helpful, and will lead us into the next level. Direct nudging is
necessary. Sometimes a push is required. |
P 5
|
10. Preparation to planning |
P 5
|
11. Journals
I enjoyed reading the journals each evening. I was amazed at what similar
issues, questions, and concerns we shared. I appreciated Dana making a personal
comment to me re: my journal. I wish the facilitators could have written
one journal entry. I was able to see the humor and personal side of you
because of the debriefing sessions, and it did give me a different perspective
on events the following day. I feel I will use journals next year. I realize
my comments will be important. |
P 5
|
12. Supporting materials
I found the pink, blue, and green booklets to be a wealth of information.
I can easily understand what is being presented, and it has integrity. It
is new, I have read little like this. The other handouts had merit. They
were obviously chosen for a reason. The piece we read the first night was
so true for our experiences that day. I especially find the Goals booklets
to be helpful. Justification for this approach is clearly written, and will
help immensely in planning next year. The only readings I did not find helpful
as of yet were the readings handed out the final day. Again, time seemed
to be a critical factor. They were handed out so quickly. |
P 5
|
Other comments
What a great opportunity to meet each of you! I am very fortunate to
have made your acquaintance. Watching the lengths you went to to "get
it right" made me reassess the focus of my time and energy in my work.
What better way to model the importance of improvement and the lessening
of complacency? Thanks for the push! |
Participant 6
P 6
|
1. Preliminary information provided prior to S.I.
I found all information sent prior to the workshop to be relevant, although
the opportunity to meet with Judi helped to clarify that information. The
tessellation assignment was worthwhile. The reading homework was borderline
in its helpfulness. |
P 6
|
2. Preliminary assignments
Levine's reading and the student's story seemed to be busy work. I don't
feel that the preliminary reading added that much, if anything, to the institute.
The student story could have been eliminated entirely without affecting
what I received from the workshop. I was already familiar with the NCTM
standards and did not reread them thoroughly. |
P 6
|
3. "What is math" activity
The video I had seen before and, unlike most workshop participants, I
found it to be of limited value. The problem with most math class tapes
is that fit into the lecture type approach which we are trying to minimize,
if not eliminate. The small and large group discussions were beneficial.
I liked the activity and will probably modify it for classroom use. |
P 6
|
4. Tessellation
I found this to be the most enjoyable part of the week. I'm sure the
novelty of the topic had much to do with the benefits I derived from it.
This will be the first unit I use in class because of its novelty. Just
as I felt more interested because of the relative unfamiliarity of the material,
I feel the kids will react the same way. |
P 6
|
5. Area
The introduction to the area unit was rushed and confusing. It wasn't
until we actually got into the material the following day that the value
of the approach became clear. I do have some problems with "agreeing
upon" an acceptable answer. Although there were several different approaches
and interpretations as to what the area of the fish was, there was a definite
answer. What would happen if a student gave a convincing argument for a
completely erroneous answer to a similar problem? Would the consensus then
be accepted even if inaccurate? |
P 6
|
6. Remodelling
This entire topic was too rushed. It might be better to discuss a number
of units than to try and rush through one. I have done similar units in
class and derived nothing new from this session. |
P 6
|
7. Sessions on learning differences
The F.A.T. City video bothers me. I am well aware of what is being done
during the course of the tape, but I still feel that the presenter violates,
unintentionally, some of his own policies. The tapes were of limited value
due to the quality of the tapes and the accompanying visuals. |
P 6
|
8. Reflections on teaching math through inquiry
What amazed me the most is the degree to which this material is appropriate
for ALL students. I suppose that just maximizes the notion that LD students
are not different in kind, but in degree. What is beneficial to some students
is probably beneficial to all. |
P 6
|
9. Assessment issues
I did not like the "pass out the folder" approach. The time
would have been better spent with a straightforward discussion on what to
look for in such folders. I now average five labeled student per class.
I need to know the essentials at the beginning of the year. The team teaching
approach allows for the discussion of students on a daily basis. Interestingly
enough, more time is spent on specific non-labeled students than on those
already coded. Another approach; some straight forward advice on how to
get help to those kids not coded. I feel that there are many more LD students
than on the books. These are the kids we spend hour after hour discussing.
Many students are obviously in need of services, but have somehow slipped
through the cracks. Sometimes parents fight against having their kids labeled.
Sometimes our own efforts defeat our intents! I had a student this year
suffering from encopresis. He was obviously in need of servicing and received
a lot of attention. The attention paid off and this student showed amazing
progress throughout the year. This progress is now working against him.
Since he showed some success, he may be deemed not longer in need of help.
What is wrong with this picture? |
P 6
|
10. Preparation to planning
I appreciate the opportunity to question the second year teachers, but
I would have preferred immediate feedback to questions rather than a "list
them all" approach. If one question seemed to be getting prolonged
attention, it could be cut off with a promise to return to it if time permitted. |
P 6
|
11. Journals
I found them interesting, but of limited value. The primary benefit seemed
to be a chance to voice opinions or ideas not thought of during workshop
time. |
P 6
|
12. Supporting materials
I was, and still am, overwhelmed by the amount of written material provided.
I appreciated the guidance as to which parts to read first. Judging from
the number of questions, more definite leads as to where to purchase the
necessary "hands on" materials would be appreciated. Case studies
I find of limited value. |
P 6
|
Other comments
Overall, I thought that the workshop was very successful; much more so
than I had anticipated. The most successful aspects were those with which
I was least familiar and with which I had the opportunity to deal with "hand
on" and over a relatively prolonged time. The least successful units
were those which were rushed. I would rather have a "how you could
adapt this generic unit" approach than to rush through a specific unit
as we did with remodeling.
Thank you for all your time and effort. |
Participant 7
P 7
|
1. Preliminary information provided prior to S.I.
The confusion over the "cost" of the institute - recall the
mailing with the BOCES charge - may have discouraged some potential participants.
The title of the project though apt may've been unattractive. Words and
pictures are co-leaders in my learning thus a amp would've helped me better
locate the N. H. School. The tessellation assignment is necessary however
it is unfortunate that we tend to approach this "new" stuff as
we've been trained - look it up first, then . . . rather than try to imagine
a tessellation. A suggestion: don't use the word "tessellation"
in the first assignment - fake 'em out with a phony name then apologize
later. Teachers can take it as long as a sound learning basis can be shown. |
P 7
|
2. Preliminary assignments
The readings are definitely appropriate to set the tone for the institute.
Writing my own "case study" encouraged reflection at a greater
depth than I am accustomed to but I found it to be an enriching experience
and exactly on the mark for the institute. |
P 7
|
3. "What is math" activity
I feel that the "What is Math" activity would be more genuine
if the writing preceded the video and was presented using a metaphorical
construct "Math is like . . ." or "Doing math is . . . ". |
P 7
|
4. Tessellation
The small group discussion was very rich although the number of examples
was cumbersome. Large group was OK but the "walk down memory lane"
was not productive. Was it really necessary for the participants to recall
every step and then fill in the details? I would've liked to have heard
more discourse on the non-tessellation items as I'm convinced the road to
learning includes "what it is" as well as "what it is not." |
P 7
|
5. Area
The area project looks like it could include connections to a huge number
of typical geometry topics. I was indeed a learner when the "usual"
rhombus formula grew to include diamonds. The various methods "discovered"
in the small groups and later shared in the large proved the very small
groups and later shared in the large proved the very powerful nature of
mathematics exhibiting its variety. This may've been the strongest small-large
group learning sequence during the institute. The posters and presentations
were effective communication/learning modes. These techniques were well
modeled. The "discovery" of the diamonds within the stars demonstrates
the fundamental value of strategic classroom planning - well done - and
certainly reinforces the learning orbit of the star. The structure of the
whole "lesson" encourages (is that a strong enough word?) the
participants to rethink traditional pedagogy. |
P 7
|
6. Remodelling
Without a real remodeling job to accompany/consummate this topic. I wouldn't
care to see this used in a classroom. However, the goal of putting the learning
into practice needs to be addressed. |
P 7
|
7. Sessions on learning differences
Every educator (aides, teachers . . . , BOE members) should experience
the FAT City video; it effectively set the tone for discussion which followed.
The pair/share discussion of our own learning styles might have been more
worthwhile if after sharing each reported the learning styles of the other
person in the pair. My partner at the time offered some incredibly insightful
observations on my learning styles. The case studies presentation was ineffective
due to technical considerations which I hope will be overcome at the next
institute. Mixing the learning of the math and the LD concerns is the right
thing to do. The supported use of headphones really surprised me - but I
can dig it. |
P 7
|
8. Reflections on teaching math through inquiry
When the Effective Schools program swept the institutional landscape,
I learned new names for some teaching techniques which were already my common
practice. Reading Raffaella's book and doing the institute provided a similar
experience. What can't be effectively learned using "inquiry"?
But as the size and the chemistry of a classroom grows, I am unsure of the
continued success of the model. I recognize the need for the "reflection"
component of the package but have little experience with it. Barbara's writing
workshop (at Waterloo SHS) also convinced me of writing's power. |
P 7
|
9. Assessment issues
I'm glad there are lots of groups "out there" working on assessment
models it's a tough one. The small and large group discussions were worthwhile
but were we looking for some closure which never came? I suspect a workable
recommendation may be to continue to read, experiment, and share successes
and failures. I'm not sure the public is ready to accept too many of the
latter. |
P 7
|
10. Preparation to planning
This seemed chaotic and fruitless. |
P 7
|
11. Journals
What an effective vehicle for communicating in a reflective, thoughtful
manner. Though journals are not part of my regular classroom methodology,
I hope to introduce them in at least 2 classes in Sept. Shared journals
were an important component of the institute. |
P 7
|
12. Supporting materials
Ya gotta have all the stuff but think of the trees! Next time you use
the star dittoes please don't have the diagonals already drawn. Particularly
valuable were booklets containing the daily insights offered by the teachers. |
P 7
|
Other comments
When (I can't recall her name) the first year teacher was talking about
fumbling while modeling learning at the overhead, was a learning opportunity
lost to make the point that is exactly what learning looks like?
Breaking the institute in a 5 long break -1 day pattern did not work
for me. Perhaps the holiday threw off the rhythm but I suspect that is not
a valid excuse.
So did you figure out "what my dad did"? Sandy did. See my
journal for Wed - Journal 3. |