So I’m taking the plunge and having a crack at the 30 Day Blogging Challenge, which has been set up by AJ Juliani. I have been following AJ on twitter for a while, and have benefited from receiving his weekly newsletters. Check him out. @ajjuliani
I guess I set this blog up to write about all things to do with teaching but it has been a little bit hit and miss. So this is as good as an excuse as any I’ll have to try and get more stuff happening on here. My goals are: To write 250 words per day Post something substantial once a week Create Digital “Tech Tip Tuesday” videos to post out to my staff every Tuesday. The inspiration from this comes from www.joelsperanza.com. You should check him out too.
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I love it when you go to a PD and when you leave you think, "man, I was seriously meant to be at that PD. It is like a sign or something!"
Well that happened this week. After listening to a Hugh Van Cuylenburg from the Resilience Project present his keynote speech at the ACHPER conference this week, I am seriously inspired. Everything he said struck a chord with me. I never worked in a school in India like Huhg. But I've been there. And I'll never forget the moment walking through the poverty stricken streets of Delhi how much I wanted to go home. Not to mention how lucky I realised I had it in Australia. How some weeks, my biggest worry was how many kicks I had on a saturday during a local footy game. Water, food, shelter... not to mention the privileged position I was in as a teacher... I I just took so much for granted. He's 100% correct in how easily everyone notices the negatives in their life. I see it every day at work. People talking about things (complaining or worrying) about stuff that doesn't really matters. I am also a culprit in doing this. But I think I've gotten better at recognising when I'm doing it. In fact, a part of my own ACHPER session discussed my belief that teachers are the worst in applying negative perceptions to the connotations of what it means to be a teacher. For example, how many times have you heard. "I'm exhausted." "I'm so undervalued." "I'm so underpaid." "I work so many long hours." "I was up all night and hardly got anything done." "I never have time for anything" "We used to do that but now I don't because I'm too busy." Does this sound familiar? Even more crazy, was his thoughts on being grateful & how to be grateful. How empathy for others and when you be nice to someone actually releases oxytocin in your brain (which is scientifically proven to make you feel good). This made me think of something my colleage instigated out our school called "Take the time" where people could write a nice message to someone on staff and leave it in their pigeon hole. I thought it was a great idea! However, i remember hearing comments of people asking 'so what happens if you don't get one yourself?' Totally missing the point! Anyway, I am inspired to take parts of this back to my school & even my footy club. Some of these techniques and strategies can be applied instantly to make people see how many positives are in their lives daily. Not to mention how lucky we are. I loved the story of the little Indian boy that couldn't speak English, but always pointed at something and said "Dis" as in how good is this. I reckon I'll keep saying it for months now! Things I am grateful for today. 1. My job. 2. My little boy. 3. The coffee next to me. http://theresilienceproject.com.au/ I had a moment worth writing about with my Grade 6 students today. I decided to have them create their own video, telling a story in the same manner that Ben Breedlove did on youtube, which attracted over 8 million views. If you haven't seen it, check it out below. This was the first time my Grade 6 students actually watched and listened to something without interrupting or talking. They were completely engaged. At one point I looked around and had to do a double take. What got them was the hook. Something different. As Ben told the story of his condition and cheating death three times, we watched together and read his words on numerous cards. The music in the background, his facial expressions and the words themselves did the talking. We were all compelled to listen. We discussed how hard it would be to sit next to one another and tell a story so private to someone. Even harder might be sitting there and listening to that story. So now, we are in the process of making their own videos about themselves. I can't wait to see what they will come up with! As I sit here in my favorite café contemplating a return to full time teaching, I find myself reflecting upon this opportunity to work as both a Presenter and a CRT for the last 6 months. Travelling across the country to present on the Big Write and VCOP Program has not only provided me with an enormous opportunity to reflect upon the teaching profession, but reinforced the knowledge that I am very fortunate to have a position in a fantastic school. It also gave me the chance to work as a CRT on my off days.
I managed to get to maybe a dozen schools, met dozens of teachers and hundreds of students. Not to mention numerous CRT’s. It’s been an eye opening experience that has helped formulate my belief that the profession at large often underestimates and undervalues Casual Relief Teachers. Without them, schools would fall apart. I am also somewhat ashamed of my very much ‘generalised’ perceptions of CRT’s. CRT teachers are just like other teachers. Just because they don’t hold a full time position makes them no less of a teacher than anyone else. In fact, in many cases, the exact opposite is true. I want to make it clear from the outset, I am fully aware my situation differs to that of other CRT’s. I have an ongoing position and took 6 months leave without pay to pursue an opportunity for professional & personal development. I’ve essentially had a “free crack” at something different, knowing that if something went horribly wrong or my situation changed I could go back to my job. I understand many people don’t have this luxury. I didn’t feel the financial pressure of needing to work as much as possible, getting your foot in the door & making a good impression with leadership that I know others live with every day. However, I hope this gives some insight into the world of CRT's and can give you some tips or at the very least get teachers with permanent positions think about how they interact and treat CRT's. 1.Every day can feel like your first day You know that feeling. the impending sense of excitement mixed with dread of walking into a place unfamiliar to you. Being a CRT is like that every day. You awake in the morning, prepare to leave not necessarily knowing where you’re going. Waiting for a phone call is torture. Will you get a call? Won’t you get a call? How will I fill the day if I don’t? However, the excitement and freshness of arriving at a new school does break from the routine and was always for me a positive experience where I learnt a great deal. 2.You’re in a permanent state of limbo Being a CRT means you are never officially a "staff member" at a particular school. You can “buy” into everything that’s happening there, but you are never “officially” a part of it. And it's hard to feel a part of it sometimes. It’s like constantly walking in between two worlds. What I mean by this is that people can make you feel welcome and you can really try to make an effort to talk to other teachers, but you never really feel like one of them. It’s like trying to hang out with the “cool” group at school. Having said that, I have met crt’s who work predominantly at the same school, and they have said that they do feel a lot more comfortable and a part of the school, but for me it’s not the same. Strangely enough, I even felt this CRT’ing at my own school. How quickly you fall out of the loop with everything was a big surprise. 3.Schools have clicks that are hard to crack and inadvertently make you feel like a 2nd class citizen. Upon reflection, I am certain I have contributed to this feeling for others. For me, entering a schools staffroom is more nerve racking than public speaking in front of 50 people. Everyone in that room knows each other. They are comfortable in their surroundings and the people that surround it. You, on the other hand are an outsider. Sure, some people make you feel welcome and have the time of day to make the effort. (I had mostly pleasant experiences of this) As well as a few that were the complete opposite. Imagine sitting next to someone at work and them not even acknowledging you? It happens ALL the time. Experiencing this made me contemplate my own interactions with CRT’s. I was ashamed to realise I had done this myself. I think it comes down to the fact that teachers are so busy. And sometimes, making the effort is so mentally draining It’s not worth the effort. On top of that, teachers just sometimes don’t see you as a CRT. You are there, but almost invisible. You’re in the periphery. Someone who might not be there tomorrow or never again. So what’s the point of trying to build a relationship with them when you could spend your energy somewhere else? This is a tricky one, but I know for a fact now that I will always make an effort to make sure a CRT is comfortable at my own school. (At least, I say that now…) 4. CRT= instant judgement Would you believe that CRT’s aren’t CRT’s, but TEACHERS? What struck me quickly was the way I was perceived and viewed by leadership people and other teachers. I wasn’t viewed as a teacher with 7 years’ experience. I was a CRT. Sometimes, the detail they went into explaining how things worked and ensuring I knew everything made me feel inept. Some of course, were being friendly and accommodating, but at times it had the opposite effect. By explaining programs and how things work under the assumption I didn’t know anything about was interesting experience. But this would obviously be different if you were a Graduate Teacher and would be an important discussion point for you and your point of contact. But this got me thinking. How many different types of experiences and skills CRT teachers bring to a school. There are so many different types of CRT’s after all. There are the graduate teachers. Some who are CRT’ing to make money to go travel and haven’t tried to get a full time position. Others, who despite their best efforts missed out on a full time position and are trying to make the effort to get their foot in the door. The teachers on maternity leave who have ongoing positions elsewhere, doing a day here and there. The retired teachers with decades worth of experience. (These CRT’s I found speaking with fascinating. their views on the profession and CRT’ing itself were really eye opening and i learned heaps from their experiences!) Even more interesting, is the generalisation of the teachers you are replacing and the notes they leave for you. Some days, trying to interpret meaning from the notes and planners of the teachers whose class you were relieving was like trying to break a code. It would be so much easier if they left a blank a4 pieces of paper that just says “do whatever you feel like.” There’s robust discussion online about this and it’s fascinating to hear what teachers think about the expectations of CRT’s. What do you think? And this leads me to my next point… 5. You have little right to judge what a CRT does in your classroom when you’re not there. Once upon a time, a colleague said to me, “I’m going to tell (whoever is in charge of booking CRT’s) to not get that CRT again. They did hardly anything I left on the planner!” Sure, CRT’s have a right to use your planner, but to follow it step by step to the letter with no prior knowledge of your daily routine or your students? I don't know about that. A CRT can talk to students about the rules and how they’ll leave a note for the normal teacher on their behaviour. But they’re not stupid. Kids know you’re not their teacher. They’re going to test you out and try to get a read on what they can get away with and what not to get away with. But what’s the point of yelling at kids as a CRT? (I'm not a massive fan of yelling anyway) I think trying to find a level where you can give and take a little with them is way more effective than appearing from nowhere and ruling with an ironfist. Give respect and you will receive respect. It's a juggling act. If you’re grade is challenging, leave a planner, but be careful how much information you put in there. The majority of teachers know how to teach subtraction or how to write a Recount. Give them some credit. Your Grade will survive without you. Two things you should do next time you’re leaving a note for a CRT. 1. Thank the teachers in your team or next door who will be able to answer any questions for the CRT. 2. Leave a note that says, ‘do whatever you feel you need to so that you have a positive experience with my students.” (Even if that means, not doing what you've planned) 6.You get a decent gauge on the school by the time you’ve interacted with 3 people. I read a book once that said people create perceptions and judgement after only a few minutes. And it’s true in relation to schools. A part of my views on this aren’t just on being a CRT but presenting in schools. It’s hard not to judge a school on the first few people you meet. First Impressions count big time. I’ve walked into schools where the principal walked passed without a second glance. The opposite was also true where a principal made the effort to talk to me each of the three times our paths crossed. I felt incredibly welcomed. It hadn’t taken much effort on their behalf. This interaction in the beginning tells you pretty quickly what the leadership is like and how organised people are, which in turn has a flow on effect on the overall behaviour of the students within the school. Why does this even matter? Well, CRT’s talk. and so do teachers. It’s amazing what a little leading comment might do… ‘I’ve been a bit all over the place at this school…” ‘yeah, that’s this person for you…” It’s amazing how quickly these perceptions can develop. It doesn’t even matter if they’re true or not. One negative experience from a CRT can inadvertently outweigh a positive. 7. Glorified babysitting I hate to say it, but some days… I literally did nothing but babysit. The teachers had such a good structure to the way the days operated that the kids knew exactly what to do. For example, teachers whom had strongly implemented Daily 5. The odd intro lesson here, brief explanation and the students were off and away without a comment. Team teaching rooms made it even easier. Some days, I basically sat back and went on a ride watching them teach and counted the $$$ going into my bank account. Not because I didn't want to help, but because it was 'easier' for the other teacher to 'do everything'. (Don't get offended if this happens to you.) It's actually easier for everyone if this happens. As bad as that sounds. Other times, I was tossed into a grade while a teacher caught up on laminating or some assessments. This is awkward and often unproductive. Sometimes they stayed in the room, working at the desk or just outside the room, probably not getting much done and sometimes telling kids off. It made no difference to me. As an experienced teacher and CRT I bumped into regularly during the past 6 months would often say. “CRT'ing is 120% care/ zero responsibility.” Meaning, you put in 120% to do a good job, but at the end of the day you're not responsible for that grade once the bell goes. 8. In comparison to a full time gig, CRT work can be monumentally less stressful You might be saying, ‘that’s obvious’. But it’s so true. Yes, there’s no sick pay and financial security. No holiday pay. But you work about 6 hours a day and get paid about $300 for it. You can walk in the door at 8:30 and walk out at 3:30pm knowing you can switch off entirely. You might have had a challenging class? For sure. For me, I once had a shocking day in a grade 4 classroom. I was walking on egg shells trying to ensure 3 boys didn’t explode. I felt stressed and was on edge for every minute! But as soon as I walked out, I switched off. In fact, I didn’t even think of those boys until I returned to that school a few days later. Imagine facing that every single day instead? There is a monumental difference with full time teachers. reports, interviews, meetings, planning, organising, phone calls, etc. etc. etc creates a heavy toll on mental health & wellbeing. CRT’s don’t have that 'in classroom' stress. 100% care – zero responsibility. 9. At the same time, CRT’ing can be less rewarding Towards the end, I found myself getting tired of being a Relief Teacher. There was very little intrinsic reward some days. I didn’t build relationships like I could as a permanent teacher with students and staff members. You can’t take an active involvement in the school community and see the results of both. Yeah, you might get a kid say to your an awesome teacher and that is fantastic. But a lot of the time, I feel that comes from the novelty of being different from their normal teacher. When a student says that to you after teaching them for a year, it is incredibly more powerful. 10. You need a serious bag of tricks It is said a lot, but a bagful of tricks will get you through the day with or without the classroom teacher having left a planner. That doesn't necessarily mean a suitcase full of resources!!! For anyone starting out as a CRT, check out my post on what to put in your CRT kit. http://mrstevecrowe.weebly.com/blog/january-09th-2017 11. The ridiculous amount of programs running in schools. You can do it, Play is the Way, VCOP, Writers Workshop, Writers notebook, 7 steps, Daily 5, CAFE, Kids Matter, Ymer maths, PLC, 1 to 1 Ipad Programs… etc.etc. etc. All schools are different & I’m sure there are schools everywhere that will tell you and be able to back up with results that these programs work. Then there will be others that say it doesn’t work. In my, inexperienced and non-researched opinion, I believe it doesn’t matter what programs you are running. what matters is if it’s happening at a whole school level & everyone knows about it. Programs that operate at a whole school level where leadership people with a clear understanding about them will work much better than those that don’t. From what i have seen, teachers that are doing different programs in different year levels and different teams will not work. something like vcop & daily 5 work so well because of this: Every students knows what it is Every teacher knows what it is When a school says it is running an effective program and only half the staff aren’t doing it. it won’t get the results you’re after. It is imperative that it runs at a whole school level. And if you are new and don't know what some of they are, try not to stress about it. You will get there in the end and learn on the go! Conclusion I am very grateful to have had this opportunity & have a better understanding of the great work Casual Relief Teachers are doing. Without them, schools would fall apart. And for anyone out there struggling to find full time work, stay positive and know that you are invaluable to every school out there. Being enthusiastic, staying positive and working with a growth mindset will being you the chance or opportunity you've been waiting for. My final thought is to teachers working in schools. The next time you see a CRT in the room, go and say hello to them. You might learn something new, or something that will benefit you in the future. At the end of the day, we are all TEACHERS. Three months into my adventure as a Presenter/ CRT and I have come to the realisation that I've learnt more in this short period of time than I did in the last few years. Not just about myself as a teacher, but the ways in which schools and other teachers operate. My interest about teaching stems from the bizzare nature of our profession. We are all university trained. We all work in schools. We all teach every day at work trying to be positive influences on our students.
And yet, everything is so vastly different. I could work in a school twenty minutes from my own and I could be in a parrallel world. Timetables are different. The Programs utilised by teachers and the structure of planning, lessons and assessments is different. The entire vibe of the schools are different. But that's the thing about teaching isn't it? Every child is different. Therefore every teacher is going to be different and that adds a certain flavour to the school. FASCINATING. I doubt I would have realised some of this had I not had this oppurtunity. And it stems from my interest in developing a whole school approach to Health and PE. Last year, I tried to think of ways to begin trying to instigate different things to get teachers excited about H&PE & found I was confronted by a number of challenges. Now, working as a Presenter advocating the VCOP & Big Write approach to writing, I have been exposed to the notion of a whole school approach, but from a different perspective and found some similarities that have reinforced my view that whole school approaches are imperative. I believe it doesn't matter what programs you run at your school, whether it be Daily 5/Cafe, VCOP & Big Write, Readers Workshop, Writers Notebook, 7 Steps to Writing, THRASS, Spaulding, Spelling Mastery, Play is the Way, You Can Do it, etc.etc.... It doesn't really matter. I am convinced that what matters is that everyone needs to be doing it. Every teacher in your school, including leadership, Integration Staff etc, needs to have an understanding of the program and enact its core principles on a daily basis. And furthermore it needs to flow out into the parent community. Otherwise, it doesn't work. Or more specifically, the results your trying to achieve won't be as successful unless everyone is doing it. Let's use VCOP as an example. Schools that have experienced success in their Writing across their whole school have done so because the language has become familiar across the school and community. Parents know what VCOP stands for. Grade 6 teachers can interact on a higher level with Grade 3 students they don't know through the common language of Vocabulary, Connectives, Openers and Punctuation. It is spoken about at Assembly and is seen on display throughout the school on windows and walls and regularly in newsletters. The effect on students learning, is nowhere near as powerful if only a few grades are doing it. As a teacher, I've experienced what its like to have both. A few years back when I was a PE teacher, our school instigated Wilson McCaskill's Play is the Way Program. The change in the students behavior and the specialist teachers ability to deal with challenging situations improved out of sight because we could use the Play is the Way language. "Are you making a strong or weak choice?" "Are you being your own boss or am I being your boss?" As the years went by, with changes in staff and leadership, this common understanding dwindled. Some students still knew the language, but other times, students would look at your like you were from Mars. I don't know what that means!' Upon reflection, this was partly my fault. As I should have been more vocal and more of a driving force in the importance. New teachers didn't have the background we did initially & their was no one to step up in the absences of the driving forces that had moved on. But back then, I hadn't seen the difference. One school in particular that I've seen, drives the Play is the Way Program heavily. The language is everywhere throughout the school, and the teachers are convinced that its changed the attitude in students behaviors because EVERYONE IS DOING IT! Do you run programs at your school which are "WHOLE SCHOOL?" Have you experienced what happens when some people aren't onboard? Does one person not onboard make a difference? I'm interested to hear peoples thoughts.
1. Pretend, pretend, pretend. In writing, any successful story about something related to sci-fi or fantasy, the writer must create a” suspension of disbelief.” Readers know it isn’t real, but if they can suspend their disbelief by engaging with, or relating to the characters, they will ebuy into it completely, no matter what the imaginary narrative is about. In a sense, you are the writer of your character. It is you who can and must create this suspension of disbelief. I always say to my students "Scruffy is as real as you want them him to be." Students know the mascot isn't real. They know it instantly. It’s up to us, the teacher to suspend their disbelief and show them how much fun it can be to play along. If you believe the mascot is real, so will the students. Tip: I use my ipad, phone and interactive whiteboard to take photos of Scruffy doing things in the room after school hours. Especially things he shouldn’t be doing. Students love it. 2. Your Mascot doesn’t need to “talk” This was a problem for me to begin with. I was like, “How can I make it seem real if the Scruffy can’t talk?” And even worse, “How will I be able to pretend to use a puppet voice in front of other teachers teachers aides? I am not even close to being a ventriloquist and it will be flat out embarrassing!” So don’t have your puppet talk. The way I overcame this was to have Scruffy be a shy character who “didn’t like talking out loud.” So, he whispered to me in my ear. I would always pretend to listen and then relay what Scruffy “said” to the children. I feel like this actually had more success than trying to invent a voice. By me listening, other students were drawn into listening too. They would sit in silence, eagerly awaiting what Scruffy was going to answer. 3. Set some behavioural Rules and stick to them. Once your class has bought in, their enthusiasm will explode! Sometimes, they’ll get so excited they’ll call out or try to grab him. Make sure you set some ground rules and stick to them. As soon as they're broken, put your mascot away. (But be careful not to do so because of an isolated incident that focuses on one student. This will have a negative effect on their willingness to play along.) Strict rules will quickly get students attuned to expected behaviours. One good way to stop calling out is to have the puppet whisper to you that someone is breaking a rule. That way it’s not you saying it, but the puppet making them aware to self regulate their behaviour. Sometimes, I’d also have Scruffy hide his eyes behind his hands and droop down low like he was anxious. That would also signal students to listen or stop talking. 4. Sending your puppet home . If you are going to send your puppet home you need to consider whether you can risk them being damaged. Some are super expensive. Set some rules. Send a note home to parents or communicate to them what the expectations are. They are essentially another "classmate" so ensure they are treated as such. Your parents might even become competitive and want to take your Mascot on the best adventure of all time. (Actually, you can almost guarantee this will happen!) 5. Be Prepared to feel foolish! The first time I used Scruffy in front of my ES staff was the most embarrassing thing I've ever done. I had planned it so they wouldn’t be there, only for them to come back unannounced. My face went bright red! Once they stopped laughing (maybe from shock), they were probably my greatest asset on suspending the disbelief. They added to the "magic" of the Mascot. I strongly suggest that you get out of your comfort zone. Don't be afraid to try some of this. As teachers we do silly and fun stuff every day to motivate our students and this is no different. It’s important we don’t take yourself seriously. We have the best job in the world. We might as well make it fun too. I believe a teachers most precious resource is their time. For so long, it's just been the norm to not even question our colleagues statements of, "get use to long hours." or "it's just apart of the job." People are content to think this way, but how often are we doing something about it? Being okay with spending long hours at work because you're passionate is important. But being so passionate about your job and knowing your going to experience stress so severe you'll almost have a nervous breakdown is not okay. Being passionate is what teaching is all about. But long hours, agonising over assessments, planning and meetings at the expense of your mental health is not going to sustain that passion for long. My inspiration to post this has been drawn from books written by people in other professions to maximise and be highly effective with their time and still achieve the same results. There's a lot we can take from their advice we can apply to teaching. I am not claiming to be an expert, but here are 10 things I believe made me a better teacher and improved my own mental health and number of hours spent away from work.
3. Refrain from keeping kids in at recess & lunchtime. Yes, I'll admit sometimes you can't let a student get away with not finishing work. But you need to be careful. If you're not getting into the staffroom at recess or lunch more often then not you're at risk of burnout. There are alternatives. Send unfinished work home. Send a reminder to parents on ClassDojo on your phone as your walk to the staffroom that it needs to be completed. Then get into the staffroom for a coffee! Take a freakin break! I'd like to hear other teachers thoughts on this. Are there other reasons why your student hasn't finished? Is it just as simple as they haven't worked hard enough? It really bugs me seeing colleagues not taking a break. It's the perfect time to take to debrief (without taking precious time away from your colleagues). Furthermore, you're limiting time students should be spending in physical activity!
7. Write a do to list & cross it out quickly. The worst thing about to do lists is that they never end. Whatever is on there, prioritise and get it done. Don't let it sit there. I'm amazed at how often things you're supposed to do don't ever get done because of a whole range of factors. Meaning, often there are little things we think are important and need to be done that actually do not. What's important? What's not important? What will happen to me if I don't get this done? If its nothing serious, don't waste your time doing it! How will it improve or make a difference? If it's not meaningful, don't do it and get rid of it. 8. Increase your exposure to Professional Development through Twitter. OMG again! Twitter was a game changer for me. How many times have you sat in a PD that you've been thoroughly disengaged and disconnected with? How many times have you sat there thinking "Man, I hope the lunch spread is better than what I'm listening to?" Furthermore, have you ever thought "I really should go to a PD on this?" But can't because of a whole range of factors (PD budget, location, time, etc.) Through Twitter, you will never experience boring PD again or be constrained by budgets. Connect with experts in a field of interest, filter out the people you don't want to view anything from, be directed to links to articles, resources, further PD, group chats etc. There is someone out there that knows more than you on a particular subject, and most are posting free stuff about it on Twitter. This link below is great for further info. http://www.slideshare.net/mikepaul4/10-reasons-why-twitter 9. Use I-Doceo on your Ipad This is great if you have an Ipad and want to go paperless in your classroom. If not, read on! I-Doceo is an assessment app that allows you to keep everything in one digital spot. I really found it frustrating how much paper I wasted or began piling up over the years. You can just about cut paper out of your office with I-Doceo. Take photos, record kids reading or video presentations, create checkboxes that link to AusVels curriculum content descriptors and do your report comments as you go. It's really easy once you set everything up. I utterly loathe writing reports & this helped cutting report writing time in half. This is a great link on the app below and a website full of awesome websites from some fantastic innovators in the profession. http://www.asquaredphysed.com/idoceo.html 10. Ask for Help One of my biggest frustrations is how much we as teachers always seem to try and reinvent the wheel with everything. Why? Why don't we ask for help more from the experts we work with. I guarantee, there is someone at your school that knows more than you about spelling. Maybe someone is a gun writer, or brilliant at warm up maths games. And I'd also bet they're already using some resource, program or tool that's much more effective than yours. Otherwise you wouldn't need any help. And if they're not at your school they will be out there somewhere in the online community. Ask for help and save yourself the trouble of looking yourself! DO YOU HAVE ANY TIPS ON HOW TO SAVE TIME? I'D BE INTERESTED TO HEAR! |
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