Monthly Archives: July 2010

School’s out Friday

School might be out this evening for most of us, but for the politicians of Australia, it’s nose to the grindstone 24/7 for the next 3 weeks. It’s election time here. We’re in the midst of a hard fought political stoush here in Australia, with some touting it as the dullest campaign ever. For the first time ever we have female leader of the Labor Party, Julia Gillard, and she’s battling criticism over the size of her earlobes, her dress sense, and what did or did not transpire in the party room when she challenged Kevin Rudd for leadership of the party. A political heavyweight, journalist Laurie Oakes, has really targeted her throughout this campaign, so much so that I think he’s starting to win Julia the vote of more than a few women out there who see it as a vendetta against her.

In terms of advertising, it’s been pretty dull. Perhaps both parties need to adopt these adverts, developed for the ABC program, ‘The Gruen Nation‘. I particularly like the Julia Gillard one, and the idea of a nightly forum answering the questions of the people. I think they’re onto a winner there! I didn’t see the actual program, but my friend Helen recommend that I try and locate these for School’s out Friday as we enjoyed a meal together tonight. We were both speculating how useful these would be in our classrooms as we try and convey to our students the impact the media has on our lives.

So while the pollies slog it out on the hustings, I’ll be slogging it out at the gym and the grocery store, and then I might do battle with the washing machine. There was a time in my life when I contemplated entering the world of politics, but right now, I think I’m content with my small scale domestic duty conflicts. After seeing what Julia has had to endure, I doubt my self esteem would survive the intense scrutiny of a politician’s life today.

Make the most of your weekend. They seem to go by pretty fast these days. At least we’ll all probably be nabbing a few more hours sleep than Julia and Tony will.  : )

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Nurturing their Digital Footprint – lessons for Year 12

As part of our continued push to acknowledge the importance of Cybersafety instruction at my school, today I delivered a presentation to our Yr 12 students about how they can nurture their digital profile. Just a month or so ago, we delivered presentations to our Yr 10 and 11 students about much the same thing, but on this occasion, we created an entirely new presentation. There was a need to. Facebook privacy settings had changed, and this group are on the verge of adulthood. Very soon they will be moving into tertiary education or the paid workforce.

Quite a bit of material used in the presentation came from Jefferey Rosen’s excellent article in the New York Times, ‘The Web Means the End of Forgetting‘. I’d highly recommend that you take up the free subscription offer from the New York Times to gain access to this fine piece. It certainly helped to pull together a presentation that I think had meaning for the students present. In fact, I received an email 15 minutes after the presentation had ended from one of the students. Here’s what she had to say;

Hi Mrs Luca J
Just wanted to say I thought your lecture this afternoon was fantastic.
Walking out of the lecture theatre,  everyone was talking about their (sic) going straight home to change their facebook settings!
So yes, thanks for an interesting lecture,

It’s not often you get positive feedback like this. It certainly made me feel like the effort required to put the presentation together was worth it. If you’d like to view it, go to the wikispaces site I maintain.

Helping our students to understand the importance of a positive digital profile is ongoing work for us. I firmly believe that probably the best way to enable our students to appreciate its importance is to encourage them to publish their work online, so that they can be building the profile that will be of most benefit to them in the long run. As Seth Godin said;

“Everything you do now ends up in your permanent record. The best plan is to overload Google with a long tail of good stuff and to always act as if you’re on Candid Camera, because you are.”

I have my students working with new technologies and encourage them to publish the good stuff. The hard thing is convincing others that this is something we should be working towards in our schools. They deserve to know how they can make the best of the Web and themselves in the process.

(*Frustratingly, once again, the Sliderocket presentation will not embed into this post.)

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School’s out Friday

One of the things I have to do this weekend is prepare a presentation for our Year 12 students about how they nurture their social resume. It’s pretty important stuff for those 17 and 18 year olds. (Hopefully they’ll see it from the same perspective!) They’re on the verge of adulthood and about to undertake tertiary education or a foray into the world of work. We prepared a presentation for our Year 10 and 11 students last term, but already we need to update it. We were dealing with Facebook privacy settings prior to their recent changes, so some new screenshots will be in order so that we’re up to date with what’s happening.

I’m thinking that using this parody of an apology from ‘Mark Zuckerberg’ will help to get the message across. I’ll also be using detail from a New York Times article from Jeffery Rosen that was published this week. ‘The Web Means the End of Forgetting’, is 8 pages of very informative reading about the state of the internet and privacy today. Read it if you can. (You will have to register with the New York Times – for free – to gain full access to the article).

But first, a sleep in. My eyes are closing as I type this. I really need a good night’s sleep. Soemone said to me this week,  “It feels like Week Five, not Week Two.” I totally agree.

I hope you have something exciting planned for the weekend ahead. Can’t say there’s anything spectacular on my horizon, but I’m sure I’ll enjoy it nonetheless.

Have fun!

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“It’s what we know.” Helping our students understand Google Search

Most of my teaching career has been as a classroom teacher. I began working as a Teacher-Librarian, but after a few years, the lure of the classroom won me over. I really love the ownership that comes from teaching a class; those kids are your audience, and if it works, it’s because you’ve made it work. It’s a bit like being your own boss. I moved back to a library setting when the internet was just showing its promise. I was excited; knowledge was moving into new spaces and I saw that as something that would reinvigorate the profession. Finding knowledge in new environments is a challenge and not something that necessarily comes easily. Digital Literacy understanding needs instruction. Becoming a critical thinker and searcher is not necessarily intuitive.

The difficult thing for any Teacher Librarian is getting access to classes so that we can work with students and teachers to assist them with Digital Literacy understandings.  Not every teacher out there is comfortable working in a team teaching environment. I really do think there are plenty of teachers out there who are fearful of criticism and unwilling to open their classrooms for others to observe, let alone work with them.

The ideal way to impart understanding is in the context of a course of study. Just in time learning does work. Unfortunately, getting opportunities to work directly with students as they research doesn’t always happen for Teacher Librarians, and sometimes you just have to grab the opportunities that come your way. I’m not sure about you, but when I talk with students and observe the way they navigate the Web, most of them default to Google as their search tool. We had the opportunity to work with all of our Year Seven students last week, so we decided to focus on how they could become more adept at using Google.

We started with this video, featuring Matt Cutts from Google explaining how the search engine works;

It had their attention with its animations and subtitles that helped them follow the explanation provided by Matt. We then went onto demonstrate the new features of the Google search results page using the left hand side bar. Many of them had not yet twigged it was even there! If you’re not up with recent changes, take a look at the following slideshare presentation by Conectica;

Using Google search tips sourced from Dumb little man, we wound up our discussion about Google. Our discussion then moved into ‘What other search engines can you use?’ It was very interesting to hear students offer Safari and Firefox as search engines. The discussion moved into an explanation of the difference between a browser and a search engine. Sometimes you forget to start with some basic understandings; often, I think, we’re guilty of assuming our students have knowledge, when in fact, things need to be spelled out or introduced to them.

I know, some of you out there will be beseeching me right now and saying that this kind of teaching needs to be embedded in what is happening in the classrooms, and you’re right. It should. But sometimes you need to explicitly teach something. I see no harm in direct instruction, as long as it’s part of your toolkit and you vary your teaching methods to suit circumstances and what your learning intention is for your students. Even the teachers who were present in the session came out telling me they had learned something. To wind up the session, we introduced the students to SweetSearch -a search engine for students.  Mark Moran, from Finding Dulcinea – Librarian of the Internet, has helped develop this search engine. It “searches only the 35,000 Web sites that our staff of research experts and librarians and teachers have evaluated and approved when creating the content on findingDulcinea”

When we asked our students why they primarily use Google, one student said, “It’s what we know.” How true. You use what you know. Hopefully our session helped them to understand how they can use what they know better, and maybe it’s opened their eyes to what they don’t know. That just might make them realise that the Teacher-Librarians are in command of a fair bit of practical knowledge that will help them to find their way around the Web. I hope so.

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School’s out Friday

You’re probably one of the nine and a half million people who’ve seen this parody of the BP Oil Spill disaster. I used it with my students this week (and yes, I muted the last words from ‘Kevin Costner’) and they found it very funny. But not only that, after watching it, they were able to articulate their understanding of the real life crisis that’s been unfolding in the Gulf of Mexico over the last three months. It was a great way of beginning a lesson with a giggle, but then moving into complex discussion and analysis of a world event. Thank goodness, news reports today indicate that their efforts to cap the leaking pipe have been successful (at this stage, anyway!).

Working with my students has helped lift the heavy feeling I was experiencing on Monday. First lesson of Year 9 saw one of my students begin the lesson saying very loudly and enthusiastically,

“Mrs. Luca. Great book!”

as she held aloft her copy of ‘The Running Man‘. Plenty of others then joined in to echo her sentiments. How wonderful to hear students say this was the best book they’d read that had been set as a class text. Better still, 90% of them had done as I asked and read it over the school holidays in preparation for this term’s unit of study in English. (The other 10% were well on their way to completion). If that doesn’t help lighten a teacher’s load, then I don’t know what does! I’m very lucky; I teach wonderful kids.

I’ve been on a bit of a health kick this week, so I actually feel pretty good heading into the weekend. Not a skerrick of chocolate or sliver of a potato chip have crossed my lips! Amazing, considering both are my worst vices. I even clocked up 3km on the treadmill tonight. I hope you’re feeling energised and can make the most of the the time we get for family and friends.

Have a great weekend. : )

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Day one, term three – that heavy feeling is back

Last week, I took a bit of time out and laid off the social networking. In fact, I don’t think it’s social networking at all, I think it’s professional networking. Let’s face it, would I be doing this if I worked as a landscape gardener? Maybe I would, but I’m not entirely sure about that.

I felt good about things while I was having the downtime; I was on school holidays and enjoying time spent with my kids. That heavy feeling left me for awhile, and I was a better person for it.You know, someone who was relaxed and smiled and read a paper book.

Today, the heavy feeling is back. First day of term three, and I feel a tad overwhelmed already. Not for any particular reason, just because I know what lies ahead. All of the expectations and stresses associated with the teaching profession. When you’re a teacher, I think there’s always that feeling that there’s something more that needs to be done. You don’t leave your job at the door; it’s with you, niggling away, telling you that you should be looking for better resources, or updating that wiki, or re-reading that text, or forward planning to ensure the service you deliver is top notch. It sits on your shoulders and doesn’t allow for full freedom of movement.

Pretty grim, huh. Makes you wonder why we do it.

I’ll tell you why. It’s because, despite the weight, there are some pretty wonderful things that can happen when you have the privilege of working with young people. They can make your day with a smile, a kind word, an expression of appreciation, and especially when they share a moment from their lives with you. That’s why we do what we do, and when the kids from my school return to classes on Wednesday, it’ll all come flooding back to me why I choose to work at a job that doesn’t end when I walk out the door at the end of a day.

The rewards are there, but it’s not easy. I kid you not, I think I’m working harder now than I ever did, and I hear the same story from plenty of other teachers out there. I don’t quite know how our profession is going to address this. We need good teachers, really good teachers, who can inspire and motivate the next generation. We don’t need burnt out teachers who leave the profession, because that job that leaves itself at the door is a far greater temptation than the one that’s sitting on your shoulders and weighing you down.

OK – day one rant is over. Sorry for laying that one on you. Just needed to get it off my chest.

Thanks for listening. I feel better. : )

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School’s out Friday

My school is steeped in tradition. I like it. A lot.

Surprisingly, really.

It’s surprising to me, anyway, because I didn’t attend a private school when I was a kid. I went to a high school in a lower demographic area and then went on to teach at that same school for well over a decade all up, give or take a few years out when I had my kids and taught at a couple of other schools. The school was not steeped in tradition, but it was a supportive community for the students and the teachers there were a unified group. Sadly, the original school no longer exists. A victim of the Kennett years of Government here in Victoria, when forced amalgamations saw some very good schools go by the wayside. I was a staunch supporter of public education, and still am. I swore I would never teach at a private school, but here I am, doing just that and feeling very connected to the community I belong to. I no longer beat myself up about this; I know very well that I wouldn’t be doing the things I’m doing now had I not made this career change. I’m very grateful that I work in a school that supports my professional development and allows me to explore new ways of doing things.

But back to tradition. House activities are high on the agenda at my school and one of these is House Music. In house groups, the students all sing a set song, and then they have Madrigal performances when smaller groups represent their house and sing a song of their choice. This year, one of the groups sang Fleetwood Mac’sLandslide‘. It was simply beautiful. I was immersed in the moment as they sang and haven’t been able to let the song go ever since. On days like that, I can feel the school’s traditions wafting over me. And I like it. A lot.

I don’t know why, but the song has been with me today. So I thought I’d share it with you too. I hope you enjoy it.

Have a great weekend. School resumes here on Monday, so I intend to make the most of the time left before the engine starts up again.

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ISTE 2010 reflection

ISTE 2010. So, what were my impressions. In a word, big. Really big. Probably overwhelmingly big. The scale of a conference this size (17,000 or so attendees!) really is hard to comprehend from the outside, and difficult to comprehend from the inside too. There are acres of people and it’s a struggle to get into sessions. I was shut out from quite a few I wanted to attend as were countless others. You weren’t allowed to sit on the floor to get into full sessions, although this was relaxed in a couple of rooms where the numbers occupying floor space were too many to usher out.

You need to be organised, and I have to confess, I wasn’t. I’d been occupied with reports and end of term happenings, and then spent the time before I left getting the MICDS and ISTE presentation organised. I didn’t give myself time to study the conference program, and I should have. Note to self: do this before attempting a conference of these diminsions should you ever attend another one.

Edubloggercon: A great day, and a nice way to start a conference like this. Steve Hargadon chairs the day, but sessions are determined by participants. There was a session about the changes/monetisation of Ning networks. A representative from Pearson publishing was present to discuss the free networks that are only available to North American educators. I don’t think he was expecting to see an international presence there. Both myself and Julie Lindsay (who teaches in an international school in Beijing), expressed our concerns about the lack of support for teachers outside of North America. To his credit, the representative has sent on our concerns to Pearson and has said he will remain in email contact. Let’s wait and see. Interestingly, Adam Frey from Wikispaces sat in on the discussion. I use Wikispaces all the time, and appreciate the support they give to educators with their product. He spoke to me at the end of the session and said he’d talk with Ning about the concerns we were raising. I hope he does so.

Lots of discussion at Edubloggercon about the iPad and it’s usefulness as a device for schools to consider. There were people there talking of it becoming their 1:1 computing device and a lot of push back saying that it doesn’t have the ability to be a creation tool. It seems that people are relying on the developer community to create apps that are going to make the iPad more adaptable to the needs of students. Many people spoke of the benefits of the battery life. I can attest to this. I took an iPad with me to the conference and was amazed that I could use the device all day without having to look for a power outlet to recharge. I was anticipating that I’d use it rather than my laptop. It’s great as a web surfing device and handling email, but I was hoping to be able to edit Google Docs along the way and take notes that I could access from my Mac later. I was really surprised to see that I could access my Google Docs, but I couldn’t edit them. Talking with conference participants throughout the coming days, it seems that an app called Office HD for $7.99 is something that can allow you to edit your documents. People were pretty happy with how it works, but reviews on the App site suggest there are some problems with it crashing.

The best session for me at Edubloggercon was run by Monika Hardy and her students from Loveland, Colorado. They are doing great things at their school with an innovationlab project they are running from August onwards. Students will have time in their school day to explore the things they are passionate about and will be using whatever tools they need to get their message out there and contacts made. The students were inspiring to listen to. They are in good hands with Monika; she is a passionate educator who wants to do the best for her students. She is enacting in her school what many people talk of doing. Keep tabs on Monika’s progress. I would love to see my school make some connections with this program and do a similar thing.

Dean Groom ran a session about how you go about creating an iPhone/iPad app. It was very well attended and Dean presented in a no nonsense way how you access free code out there (and something called The Kitchen sink!) to assist in creating a app for the iTunes store. He made it sound achievable. It got me thinking that something like this would be a great inquiry week project for the students at my school. I’m going to need to find time to immerse myself in the process first to see if I can get somewhere with it so that I can support the students with their learning. Hmmnn…wondering when I’ll be able to manage that!

The Conference itself: There’s a bit of ‘Razzle Dazzle’ at a conference like this. Keynote presenters are introduced with a band playing music that doesn’t always coincide with the message being transferred. In Australia, we just clap. I found myself in a couple of sessions where speakers were evangelical in their ‘call to action’. I found it a little ‘full on’; maybe it’s a cultural thing. I haven’t been to conferences here in Australia that are like this. Early in the peace, David Warlick was asking how this conference differs from Australia. I said I felt like I was at Disneyland; I felt like I was being entertained. (I feel a need to explain this; I’ve noted David has indicated ‘ISTE as Disneyland for teachers’ as a possible post and I presume he is referring to my comment). Please don’t take this the wrong way; the presenters were relaying important messages that educators should be listening to, it’s just that it was full on, and maybe that’s just their style of presenting. And that comment was based on a microcosm of the conference; at that stage I’d only attended the Keynote and a couple of sessions. Let me preface that as well by saying the the keynote speaker was not providing ‘entertainment’, but the opening music on his entry was!

It’s probably a reflection of the sessions I chose to attend (and being a Teacher-Librarian you won’t be surprised) but there was a strong message coming through that we need to focus strongly on digital literacy skills and understandings. Howard Rheingold had the best term that I’d love to be using at school, but I can imagine some would feel it inappropriate. He calls it ‘The Art of Crap Detection 101″. Thankfully, you can view this presentation online.  (and you can visit here, to see other presentations ISTE has released for public viewing) I missed it as I was involved in my poster session while it was being delivered. Howard seems to have partnered up with Microsoft, who have created a very useful guide for teachers called ‘Critical Thinking in the Classroom‘ that you can download as a PDF. You can also access lesson plans and handouts from the site. They have worked closely with American Teacher-Librarians  and students in the process of creating this, and it looks useful. Some of their examples are US centric, and I brought this up in the session. They acknowledged that they do need need to put on a Global hat when they are creating resources like this so that they can be useful everywhere, in all school systems. The session made me think more about using Bing with my students; it looks like they are doing some interesting things in their labs.

It was great having the opportunity to catch up with Joyce Valenza again at this conference. Joyce is visiting Melbourne in July and is presenting for SLAV. I would encourage you to send your staff along, and not just your Teacher-Librarians. Joyce is a dynamic presenter who has a raft of advice to offer about how you integrate new ideas into teaching and learning.I was able to help with the backchannel at the ‘Learning Tools Smackdown‘ that was hosted by SIGMS (Special interest group Media Specialists). The wiki supporting this session is a fabulous resource, as is the Twitter hastag #SIGMS where you will find the resources referenced collated as live links. It was really wonderful seeing Teacher-Librarians and Ed Tech integrators sharing what works for them in their schools. All of the presenters had put so much effort into the wikipages they have created. I can see this being a very useful resource to take back to my staff.

And that brings me to probably the most valuable resource at this conference. Twitter hashtags. Whether you were there in person or attending virtually, the hashtags supporting the conference are a veritable mine of information that can act as your professional development opportunity in the coming weeks. Hashtags to search via Twitter include #iste2010 and #iste10. You should also check out the Diigo group, ISTE 2010; many educators have been adding links there that you will find useful. One of the problems with any conference is that you are just one person and you can’t go to everything. Being able to access information post-conference like is invaluable.

I had a great time meeting people from my online community. Some I’d met before, and some were people I was meeting for the first time. Meeting Jeff Agamenoni was a highlight. Jeff is such a nice guy, both online and in person. I shared a really fun night out with Jeff, his family and Dean Groom. Thanks for your hospitality Jeff and Joanie, and for driving me back to my dodgy accomodation! I shared a great conversation and was so pleased to meet Richard Byrne who writes ‘Free Technology for Teachers’. Richard’s a very nice guy who is doing great work to support the teaching community across the world. I really enjoyed catching up with my PLP friends, Sheryl Nussbaum Beach, Will Richardson and Robyn Ellis . Once again, thanks Sheryl for your hospitality.

Sue Waters and Frances McLean were rocks for me. I loved sharing time shopping, eating and laughing with them. Frances and I even managed to see Toy Story 3 together! Dean Groom, Judy O’Connell and June Wall were also fun companions to be around. Thanks for sharing time with me. I do think we all tend to gravitate to one another because we’re Australian; you look for the common thread in unfamiliar surroundings, and the accent and shared understandings are connective glue.

I ran a poster session on the last day of the conference. I wasn’t too sure about the format, but it was worthwhile. I spoke to many people who were interested in applying Ning environments to their school settings and who seemed to appreciate the fact that I’d embedded the presentation into a wiki and had added a voiceover to help them with their understanding. Hopefully people elsewhere will find it useful too.

Denver is a beautiful place, and a conference like ISTE is incredible. It’s an experience to be had, that’s for sure!

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Rives responds – real life digital literacy

Recently, I posted about my daughter Cassidy’s emoticon story that she completed for an English project. It was inspired by the poet Rives, who delivered ‘A Story of Mixed Emoticons‘ at TED 2008. While I was looking at Rives’ blog, I noticed that he provided an email address where you could contact him. So contact him I did.

While I was waiting for a flight to LAX, I received an email from Rives. He was directing me to his latest post, where he had featured Cassidy’s own emoticon story. Here’s what was in his post (Cassidy’s video was embedded at the top of the post);

Hi Rives, I’m a teacher from Melbourne, Australia. We have being doing a thematic study of Romance and Relationships and have used your ‘Story of mixed emoticons’ in our classes to help with this. The students had to produce a creative task using technology in response to the theme. My daughter attends the school and her response was inspired by your mixed emoticons story. Just thought you might like to know that you are inspiring people all over the world, –J


[J is referring to the emoticon piece that I performed at TED 2008. Incidentally, my piece always ends with a hot & sexy music cue ("Laid" by the band James) which TED didn't have the rights to so...they left it out. The result is much flatter than I like and it also seems to make the deliberately ambiguous ending even more ambiguous: does the emoticon couple get together? I say they do; J's daughter, in her charming, flattering version, seems to take the other side of the dollar. Which in Australia is a coin.]

How cool is this! Please visit Rives’ blog to see for yourself.

What’s even cooler is the fact that Cass is able to see for herself the power of a connected Web. She’s watching the stats grow on her YouTube video and knows that it’s because Rives’ post is driving traffic there. Her simple, (charming!) video project has an audience and is finding its way to far more people than it would if she had kept it on her computer hard-drive and shared it with just her teacher. Cass got a ‘B’ for this project. Do you think that really matters in the scheme of things? Look at the learning that has taken place outside of the structures of school. She knows what can happen if you decide to take the plunge and share your work with the world. She knows that you can reach out and connect to the people who influence you, and sometimes they just might sit up and take notice. She knows that her positive digital footprint is growing as a result of this. She has learned skills that are important in the world we live in today.

At ISTE2010, having students establish a positive digital footprint was a theme I heard over and over again in sessions I attended. I also heard many teachers talking of school structures that prevented them from posting student content publicly and using student’s names on the Web. Hopefully, a story like this will help teachers work with their administrations to convince them that we need to assist and support our students to share their good work in public spaces.We need to help them grow their digital footprint in a positive way.

Cass is lucky. She has a mother who understands the Web and can support her with her learning. Many of the students we teach have parents who don’t understand the workings of the Web. It’s imperative that we as teachers avail ourselves of knowledge and help our students develop digital literacy understanding, in all its forms.

Thanks Rives, for taking the time to acknowledge my daughter’s work. : )

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School’s out Friday

Yes, it’s late, but my excuse is that I’m still running on a US time zone, only just having returned from a long haul flight back to Australia. Once again, the improveverywhere crew are providing some amusement for us this week, as they divide a New York street into ‘New Yorkers’ and ‘Tourists’ and spend a morning channeling people into their designated walking zone. Sometimes, I think it’s the tourists who are the faster walkers – I know I was as I ran to make connections at LAX and Sydney airport yesterday!

Having just returned from ISTE 2010, it’s time for me to process the week that was and write a response. I intend to do that this weekend, and then impose on myself a week’s hiatus from online work. I need some downtime, and my kids need their Mother’s full attention. That, I intend to give to them this week. I’ll probably put up a School’s out Friday next week, but I’m going to lay off the Twitter and clear the headspace!

The jet lag is nowhere near as bad as the New York/Philly trip in January, so the weekend ahead looks pretty normal. Surprisingly, I’m looking forward to the Germany vs Argentina match tonight in the World Cup. Have I finally become an ardent Soccer fan? Looks like it!

Enjoy the weekend – and if you’re watching the World Cup, soak up the sound of all those vuvuzelas. I saw someone tweet the other day that they thought the supporters had become more practised over the course of the World Cup and were almost carrying a tune!

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