Why are we teachers generally a bunch of martyrs? Or maybe it's not that we are martyrs, we just have an overdeveloped sense of our own importance and the value we add to our school and our students. I decided it was time for a long-overdue update on my life at school. In the past 6 weeks (so, yeah, most of this term actually) I have had tonsilitis 3 times. This third time (diagnosed on Thursday morning) is by far the worst. Razor blade swallowing would be less painful I am sure and the sweaty, half delirious nights brought on by my raised temperature are severely over-rated. The question is - did I take time off school to recover? Answer- No. Well not any full days anyway. I did what most other insane teachers do and prioritised my health below my Year 11 English student's preparation for their Point of View essay on Nuclear Energy. So Thursday morning I managed to work period one and two and then went home, slept for 4 hours and did two hours of curriculum writing for the new BYTES modules starting on Monday. Friday I rang in sick but told them I would be in at lunchtime, again to teach my Year 11's so that I dont have to postpone their assessment task.
It is interesting that we have this stupid notion as teachers that we can never afford to have time off. This time of the year is particularly bad for teachers with senior classes as the Year 12s (and I have two of them) only have 5 weeks left of school and the Year 11s not much longer. Add to that my BYTES load and I really can't afford to miss school - I get way too behind. So you would think that that would make me be smarter about my health and look after myself so that I dont get sick. Right? Wrong. The reason I am getting sick is because I am so run down. I had this theory that I would find a balance this year and work 12 hour days during the week if needs be (I generally only need to work 10 or 11 hour days so that's not too bad) if it means that I can go out both nights of the weekend and do no schoolwork during the weekend. It has been working fine except that I am going back to school on Monday tired from the weekend and worn out and it is finally catching up with me. The annoying part is that I had made the decision to start taking it a bit easier and to stop going out on the weekends for a bit starting next weekend, but illness beat me to the punch. And boy am I suffering. I feel the worst that I have since I got glandular fever in 1998 and I am only spending marginally less time in bed. If this is what it takes for me to learn my lesson though then I can handle that. Everything in moderation I guess. I havent really had anyone to tell me that for the past year. So in the meantime I am spending this weekend in bed watching episodes of Scrubs on my video i-pod that a student downloaded off the internet for me. Hopefully by tomorrow the razor-blades will have become a little more blunt and the golf balls that are my glands will have gone down a little. Hopefully I will be able to get some more of the work done that needs to be done for Monday. Maybe one day I will actually be able to relax and put my health first... Keep wishing for that one... Pigs might fly too...
Saturday, August 26, 2006
Tuesday, July 25, 2006
Wish List
Today one of the staff who is working closely with me on the BYTES program asked me what it is that I want to do with the funding and CRT days that I have received for Digital Portfolios and for TPL. She got me thinking about exactly what it is that I would like to spend more time doing. It is easy when everything is so busy to forget to reflect and I think that I am at risk of that happening. I would like to have more time to work with the students on their Digital Portfolios one on one - if we are going to make this a worthwhile program and give them a product at the end that reflects their learning journey and their work in BYTES then it is important that they are given feedback and individual help and guidance on their portfolios in order to encourage that higher order thinking and reflection. In terms of making the project sustainable and looking at producing the best reflection over the long term, it is important that I am able to talk to the students to gauge where their strengths and weaknesses are with the project. I need to get their feedback on what they are enjoying/finding difficult/learning/not learning in order to make the necessary changes for next year.
In my typical style I am starting big - the whole of Year 9 is involved in our Digital Portfolio trial and this is one of the major issues for me in terms of managing the project. How do I get to all the students, keep them all on task, give them the sort of prompts that encourage reflection and learning in all students, when they all learn differently? My first challenge was to introduce the program. In those early stages my focus was on how to introduce the concept to the students, how to structure their work and how to get them all to the same level in terms of their ICT ability.
In this next phase, now that most students have started their portfolio and seem to be working quite well on it, is to refocus my energies on getting the focus for them back onto the content of the portfolio, rather on the set-up. I want to encourage evidence and reflection rather than just surface information. Whilst some students are doing this quite well, I think others need to have that one on one feedback to help them on their way.
Moving on from Digital Portfolios, but still related, I think that I need more time out of scheduled BYTES classes in order to go around to students and talk to them about the program and what they are doing in particular classes. I think that it is important to gather data from students about the program when they are actually working in it. At the moment I am teaching during half of the periods and so I am not free to do this. Perhaps I can use some of the TPL stuff to give me more time to pursue that avenue.
I think that it is important if we want the DP project, and BYTES on the whole to survive and thrive, this, being the trial year, is the year that we need to gather the most data about how to improve the program, what the students are enjoying or not and what the staff think needs to be done to really engage the students. Obviously this year we have had the issue of space - because our custom-designed MERC is not built yet and that is impacting on staffing and spaces and how we do things. The new building will make a big difference in terms of student and staff attitudes, teaching methods and facilities, and will see us truly team teaching for the first time.
Therefore I really want to work on further developing the curriculum, building in further choice and engagement for students and building in new opportunities for staff to relate to students on a different level.
I want to visit other schools and find out what it is that they are doing with their new spaces and their new curriculum - work out what is working and what is not - learn from their mistakes and their successes to enhance our own program. So I need to work out where I want to go and make that happen.
I want to spend more time doing this - writing and reflecting on exactly what it is that we are doing and what we are trying to achieve with DP's and BYTES. I want to spend more time reading and working out where to from here.
So now that I have worked out what it is that I think that I want the next challenge is how to see that it happens. To my trusty AP...
In my typical style I am starting big - the whole of Year 9 is involved in our Digital Portfolio trial and this is one of the major issues for me in terms of managing the project. How do I get to all the students, keep them all on task, give them the sort of prompts that encourage reflection and learning in all students, when they all learn differently? My first challenge was to introduce the program. In those early stages my focus was on how to introduce the concept to the students, how to structure their work and how to get them all to the same level in terms of their ICT ability.
In this next phase, now that most students have started their portfolio and seem to be working quite well on it, is to refocus my energies on getting the focus for them back onto the content of the portfolio, rather on the set-up. I want to encourage evidence and reflection rather than just surface information. Whilst some students are doing this quite well, I think others need to have that one on one feedback to help them on their way.
Moving on from Digital Portfolios, but still related, I think that I need more time out of scheduled BYTES classes in order to go around to students and talk to them about the program and what they are doing in particular classes. I think that it is important to gather data from students about the program when they are actually working in it. At the moment I am teaching during half of the periods and so I am not free to do this. Perhaps I can use some of the TPL stuff to give me more time to pursue that avenue.
I think that it is important if we want the DP project, and BYTES on the whole to survive and thrive, this, being the trial year, is the year that we need to gather the most data about how to improve the program, what the students are enjoying or not and what the staff think needs to be done to really engage the students. Obviously this year we have had the issue of space - because our custom-designed MERC is not built yet and that is impacting on staffing and spaces and how we do things. The new building will make a big difference in terms of student and staff attitudes, teaching methods and facilities, and will see us truly team teaching for the first time.
Therefore I really want to work on further developing the curriculum, building in further choice and engagement for students and building in new opportunities for staff to relate to students on a different level.
I want to visit other schools and find out what it is that they are doing with their new spaces and their new curriculum - work out what is working and what is not - learn from their mistakes and their successes to enhance our own program. So I need to work out where I want to go and make that happen.
I want to spend more time doing this - writing and reflecting on exactly what it is that we are doing and what we are trying to achieve with DP's and BYTES. I want to spend more time reading and working out where to from here.
So now that I have worked out what it is that I think that I want the next challenge is how to see that it happens. To my trusty AP...
Friday, July 14, 2006
Professional Conduct?
I found out recently that one of my Year 12 English students is going to another Year 12 English teacher's classes in her free periods. Humph. This raises a variety of issues I guess. Is this really professional conduct? What message is it sending to the students (mine and his) and what are the implications of a student being taught the same topic by two different teachers?
Is it unprofessional to allow a colleague's student into your class? I know that some people would not see it as an issue as long as the student attends the class they are supposed to be attending but I fear that it is not as simple as that. Personally I don't know how to feel. In a way it is totally undermining for me to have a student choose to attend another teacher's class as well as mine. I know that it is probably only because the student is listening to the hype that the other teacher surrounds themselves in, but nonetheless it hurts my pride to think that my teaching may not be good enough in her opinion. Perhaps I need to get a thicker skin, but the fact remains that as teachers, we can console ourselves with the fact that our classroom is our domain to a large extent and no student can really compare us to anyone else because they are not in the other class. In this case the student is being taught the same thing by the two of us and is able to compare how we are teaching and what we are saying. It doesn't sit well with me either because I know that the other class are further into the play than we are so she has already learnt the content and so she sits in my class disinterested.
I guess some of my issue comes down to my own insecurity. I don't like the thought that the student may have decided that she thinks the other teacher is better than me or knows more or teaches better. What message does this send to my students? That they will not do well in my class because I am not a good enough teacher? That they will only succeed if they have this one particular English teacher? What does it say to his class? That I am so crap that one of my students chooses to attend 5 extra classes a week so that they actually learn something? Despite the fact that none of this may be true, that is the perception that the students may have based on the fact that she is in both classes.
The question that I ask myself is this... how should I feel about this situation? I am annoyed that a) One of my students saw fit to ask another teacher if they could sit in on their class because that hurts my ego and that b) that teacher said yes and allowed her on numerous occasions to be in that class. I know that b) has nothing to do with me and is all about that other teacher's ego but it still makes me uncomfortable.
It also makes me question myself which isn't fair. I prepare fully for my senior classes, and although it is the first year that I have taught Year 12 English I think that I am doing a pretty good job. This just takes the shine off things a little bit.
Regardless, I will continue to do my thing and try to remain unaffected by the whole affair. It is out of my hands now anyway because other people know about it and are dealing with it. I will continue to refuse to give extra help to or answer questions from other people's student's because that is undermining and unfair and hopefully some time soon others will begin to do the same...
Is it unprofessional to allow a colleague's student into your class? I know that some people would not see it as an issue as long as the student attends the class they are supposed to be attending but I fear that it is not as simple as that. Personally I don't know how to feel. In a way it is totally undermining for me to have a student choose to attend another teacher's class as well as mine. I know that it is probably only because the student is listening to the hype that the other teacher surrounds themselves in, but nonetheless it hurts my pride to think that my teaching may not be good enough in her opinion. Perhaps I need to get a thicker skin, but the fact remains that as teachers, we can console ourselves with the fact that our classroom is our domain to a large extent and no student can really compare us to anyone else because they are not in the other class. In this case the student is being taught the same thing by the two of us and is able to compare how we are teaching and what we are saying. It doesn't sit well with me either because I know that the other class are further into the play than we are so she has already learnt the content and so she sits in my class disinterested.
I guess some of my issue comes down to my own insecurity. I don't like the thought that the student may have decided that she thinks the other teacher is better than me or knows more or teaches better. What message does this send to my students? That they will not do well in my class because I am not a good enough teacher? That they will only succeed if they have this one particular English teacher? What does it say to his class? That I am so crap that one of my students chooses to attend 5 extra classes a week so that they actually learn something? Despite the fact that none of this may be true, that is the perception that the students may have based on the fact that she is in both classes.
The question that I ask myself is this... how should I feel about this situation? I am annoyed that a) One of my students saw fit to ask another teacher if they could sit in on their class because that hurts my ego and that b) that teacher said yes and allowed her on numerous occasions to be in that class. I know that b) has nothing to do with me and is all about that other teacher's ego but it still makes me uncomfortable.
It also makes me question myself which isn't fair. I prepare fully for my senior classes, and although it is the first year that I have taught Year 12 English I think that I am doing a pretty good job. This just takes the shine off things a little bit.
Regardless, I will continue to do my thing and try to remain unaffected by the whole affair. It is out of my hands now anyway because other people know about it and are dealing with it. I will continue to refuse to give extra help to or answer questions from other people's student's because that is undermining and unfair and hopefully some time soon others will begin to do the same...
Friday, July 07, 2006
Blah Blah Blah
At the moment our school is trialling online roll marking. Eventually, both the rolls and a lot of our teaching content will be available to us online - including other teacher's resources and ideas - a great way to teach and learn and collaborate. Being the technobrat that I am, I think the idea is great - the online roll marking (which is the only bit that is really up at the moment) is an easy program to use, takes the same amount of time as manually marking the roll in your chronicle and has the added benefit of making the roll monitors that used to travel from class to class checking attendence defunct. This means that your classes are no longer interrupted by a student who requires you to stop teaching and tell them who is absent. In all a great idea that actually saves us time already.
Unfortunately there are some (the vocal minority) who are unable to look past the fact that they have to take their laptop to class and that they have to log into the program which requires them entering their password three times and that the wireless network lets us down in some classrooms. I am constantly hearing people whingeing and complaining about such minor things. The general state of negativity to anything new in this school both depresses and aggravates me. I know that this school is no different from any other in terms of attitudes - in fact it is probably more progressive than many with a large cohort of graduate teachers who are embracing the changes as making their jobs more simple. However I still cannot escape the negativity that started with the mere suggestion of these changes last year and has continued throughout the training and particularly this week. Why do people get scared by the idea of change? Is it because they do not understand the process behind the system? Is it because they are stuck in their ways and fail to see the benefits of the new way of doing things? Is it because they have nothing better in their lives to focus their attention to? Nothing better to talk about and so they are using it as a conversation starter? It annoys me that technology is always the first thing to get a bashing from the uneducated and unconverted. It's the old adage of knocking what you don't understand I guess.
Needless to say - I haven't had any problems with the new system. It does not bother me that I have to type my password in three times to get into the system because I can type fast and it takes me about 8 seconds. I do not complain about having to take my laptop to class because I take it will me everywhere anyway (you never know when google or dictionary.com may com in handy in the English and History classroom). I do not feel the need to use this new system as a starting point for conversation because I have a life and plenty of other things to talk about that are far more important and worthy of my time (was that a bit harsh)?
So what am I doing about this? I am helping those who may have problems or concerns by showing them how to use the program effectively and by talking them through and explaining the technical difficulties that they may be having. The two staff members supporting the new system are doing a brilliant job - and working a lot harder than they should have to to ensure that there are minimal issues and that staff have the support they need. There is a new computer tech to join the other two in helping to sort out any of those issues and allow students. Largely though people are not actually having difficulties - over 90% of the rolls were marked for the very first day of the trial without an issue which I think is a brilliant achievement. Largely people just want to complain - any excuse will do. My technobrat solution - to put my new 60Gb Photo/Video I-pod in my ears on full volume and ignore them. It's the only way a girl can get any work done these days...
Unfortunately there are some (the vocal minority) who are unable to look past the fact that they have to take their laptop to class and that they have to log into the program which requires them entering their password three times and that the wireless network lets us down in some classrooms. I am constantly hearing people whingeing and complaining about such minor things. The general state of negativity to anything new in this school both depresses and aggravates me. I know that this school is no different from any other in terms of attitudes - in fact it is probably more progressive than many with a large cohort of graduate teachers who are embracing the changes as making their jobs more simple. However I still cannot escape the negativity that started with the mere suggestion of these changes last year and has continued throughout the training and particularly this week. Why do people get scared by the idea of change? Is it because they do not understand the process behind the system? Is it because they are stuck in their ways and fail to see the benefits of the new way of doing things? Is it because they have nothing better in their lives to focus their attention to? Nothing better to talk about and so they are using it as a conversation starter? It annoys me that technology is always the first thing to get a bashing from the uneducated and unconverted. It's the old adage of knocking what you don't understand I guess.
Needless to say - I haven't had any problems with the new system. It does not bother me that I have to type my password in three times to get into the system because I can type fast and it takes me about 8 seconds. I do not complain about having to take my laptop to class because I take it will me everywhere anyway (you never know when google or dictionary.com may com in handy in the English and History classroom). I do not feel the need to use this new system as a starting point for conversation because I have a life and plenty of other things to talk about that are far more important and worthy of my time (was that a bit harsh)?
So what am I doing about this? I am helping those who may have problems or concerns by showing them how to use the program effectively and by talking them through and explaining the technical difficulties that they may be having. The two staff members supporting the new system are doing a brilliant job - and working a lot harder than they should have to to ensure that there are minimal issues and that staff have the support they need. There is a new computer tech to join the other two in helping to sort out any of those issues and allow students. Largely though people are not actually having difficulties - over 90% of the rolls were marked for the very first day of the trial without an issue which I think is a brilliant achievement. Largely people just want to complain - any excuse will do. My technobrat solution - to put my new 60Gb Photo/Video I-pod in my ears on full volume and ignore them. It's the only way a girl can get any work done these days...
Sunday, June 04, 2006
Some breathing space...
So I have finally had a chance to breathe this weekend. My reports are written, the new BYTES have started (generally without too much of a hitch), all of my correction is done and I managed to leave school on Friday without anything (including guilt-bag) in tow but my laptop - so nice to have such a light load on my shoulders. This last few weeks have been hectic to say the least. i have had Year 12 English SACS (50 SACs to correct with 4 essays in each), Year 12 History SACS (60 essays) and Year 11 Text Response Essays and exams. The BYTES changeover meant that I ran a six period long Digital Portfolio session for the entire year 9 cohort including producing a 37 page booklet to guide them. I also wrote the new english BYTE (with a little late help from my friend). Needless to say the school buildings and I have become inseparable over these past three weeks to the point where I have been working 12 hour days to get things done (and I still had to take last Wednesday off to get some of my SACS corrected). But I am not complaining. On the contrary it is nice to know that I am capable of such hard work and it is nice that I have the head-space to concentrate on my job so thoroughly. It is almost like I have such a clearer head this year and it is getting me places. I really feel like I can say that I have achieved this year already. I have pushed myself, I have dreamt big and then managed to make most of the dreams become reality in some form. I am happy, professionally, personally and emotionally. I am making decisions for myself about myself and my life and it feels nice to be in control.
In terms of work I feel like I have finally been challenged and given a role that I know that I can perform - something that is brand-new and that I get to make my stamp on. A new program that is being shaped and pushed along by me and that is challenging me but also giving me a sense of autonomy and control that I don't feel that I have had before. Despite the fact that I am at work at 7 in the morning and leaving at 7 at night at the moment, I feel that i am making progress and I am happy with my job right now. I am working the long hours during the week but trying to keep my weekends largely free in order to go out and have fun and let my hair down. So it seems that now, more than ever before I am getting the balance thing right. I am balancing work and play so that neither is suffering. I think it would be interesting if I was still in a relationship though - I think that it would be suffering because I am giving so much at school that when I get home I dont even want to talk (as my sister could tell you).
It is one of the interesting things about teaching I think. The job can be so all consuming and emotionally draining that it is hard to find that balance. It is difficult to switch off at the end of the day (if you are lucky enough to be able to spend enough hours at work to actually get your work done so that you dont have to bring it home). It is difficult not to take your work home with you whether it is planning, correction or even just the relationships. It is difficult to get to sleep some nights with everything going on in my head. But despite the things that make this job hard I love it and at this stage I wouldnt change it for anything.
In terms of work I feel like I have finally been challenged and given a role that I know that I can perform - something that is brand-new and that I get to make my stamp on. A new program that is being shaped and pushed along by me and that is challenging me but also giving me a sense of autonomy and control that I don't feel that I have had before. Despite the fact that I am at work at 7 in the morning and leaving at 7 at night at the moment, I feel that i am making progress and I am happy with my job right now. I am working the long hours during the week but trying to keep my weekends largely free in order to go out and have fun and let my hair down. So it seems that now, more than ever before I am getting the balance thing right. I am balancing work and play so that neither is suffering. I think it would be interesting if I was still in a relationship though - I think that it would be suffering because I am giving so much at school that when I get home I dont even want to talk (as my sister could tell you).
It is one of the interesting things about teaching I think. The job can be so all consuming and emotionally draining that it is hard to find that balance. It is difficult to switch off at the end of the day (if you are lucky enough to be able to spend enough hours at work to actually get your work done so that you dont have to bring it home). It is difficult not to take your work home with you whether it is planning, correction or even just the relationships. It is difficult to get to sleep some nights with everything going on in my head. But despite the things that make this job hard I love it and at this stage I wouldnt change it for anything.
Friday, May 12, 2006
A Learning Curve (of the mountainous variety)
I Just foudn this post and it was never finished but i think that it should be posted in the interest of capturing a moment...
So this has been one of those weeks. A week of mountains rather than undulating hills, a week of tiredness and bad moods (possibly due to last Saturday night and the hangover that endured longer than it should have) a week where it seems that possibly all that could have gone wrong has gone wrong. But it is Friday. And I am still here and relatively unscathed. This week I have been juggling my BYTES committments, including producing a 37 page instruction booklet for their Digital Portfolio project, with the committment to my student teacher, my Year 12 students (one class who are preparing for a SAC, one class who have just finished), Year 12 correction (of the aforementioned SACs), and a myriad of other things that crop up unexpectedly in the life of a teacher.
So this has been one of those weeks. A week of mountains rather than undulating hills, a week of tiredness and bad moods (possibly due to last Saturday night and the hangover that endured longer than it should have) a week where it seems that possibly all that could have gone wrong has gone wrong. But it is Friday. And I am still here and relatively unscathed. This week I have been juggling my BYTES committments, including producing a 37 page instruction booklet for their Digital Portfolio project, with the committment to my student teacher, my Year 12 students (one class who are preparing for a SAC, one class who have just finished), Year 12 correction (of the aforementioned SACs), and a myriad of other things that crop up unexpectedly in the life of a teacher.
Thursday, May 04, 2006
A BYTE Anyone?
It seems that old chestnut is true - it never rains it pours. Melbourne weather alone at the moment would suggest that is the case but there is also so many things going on in my life that are making me wish for finer weather.
Life at school at the moment is busy. The first round of BYTES modules are coming to a close which means that new curriculum is being written, subject selections are being done, student and staffing allocations are being organised, and we are also having our BYTES students complete a Digital Portfolio. All of these things are my responsibilities under my (undefined) role as BYTES coordinator and so my head has been full of nothing but BYTES for the past week with no end in sight. But I am plodding along and things are getting done. I am half way through the student manual I am producing on Digital Portfolios (8 hours later) and I have organised a PD night for the BYTES teachers on Digital Portfolios and how to construct them so that they are able to facilitate students during the Digital Portfolio workshops I am planning. Despite the amount of time it is taking to complete these tasks I am loving it. I enjoy the creation and curriculum side of this job. I love the opportunity that it gives me to branch out and try new things and to give my other skills a workout. I am lucky that this week has largely been free of work and planning for my year 12s because both classes have been preparing for their SACS.
To life outside of school things have been okay. My sister is still living with me until another mate moves in and then she will move home to try and save money. At the moment we are cruising along nicely although I am getting a bit grumpy lately and I dont know why. I think it may be that I was used to having more time to myself than I am getting these days because my sister is home more than my brother was. At any rate it will be nice to be living with a guy again in a couple of months. They talk less and grunt more and that is fine by me (in fact I prefer that really)!
Other dramas in my life? Apart from me dropping my phone in the bath last night and possibly destroying it (okay so I was bathing and removing nail polish and trying to answer a text message)(multi-tasking at it's finest!) things are pretty calm with me at the moment. On my own again after a short and rather dismal dalliance (and now I dont even have the dalliance's number due to said bath water incident) and loving it. It certainly is preferable to be on my own than in the hands of a loser and I just need to remember that whenever I am in doubt!
Mostly I am just concentrating on having fun. Going out with friends and having new experiences. This year like last year is a learning curve year. Actually I hope that all of my years are learning curve years from here on in. Cause if learning curve years are all as fun as this last year has been I am sure to enjoy them!
What a strange and random little post this is...
Life at school at the moment is busy. The first round of BYTES modules are coming to a close which means that new curriculum is being written, subject selections are being done, student and staffing allocations are being organised, and we are also having our BYTES students complete a Digital Portfolio. All of these things are my responsibilities under my (undefined) role as BYTES coordinator and so my head has been full of nothing but BYTES for the past week with no end in sight. But I am plodding along and things are getting done. I am half way through the student manual I am producing on Digital Portfolios (8 hours later) and I have organised a PD night for the BYTES teachers on Digital Portfolios and how to construct them so that they are able to facilitate students during the Digital Portfolio workshops I am planning. Despite the amount of time it is taking to complete these tasks I am loving it. I enjoy the creation and curriculum side of this job. I love the opportunity that it gives me to branch out and try new things and to give my other skills a workout. I am lucky that this week has largely been free of work and planning for my year 12s because both classes have been preparing for their SACS.
To life outside of school things have been okay. My sister is still living with me until another mate moves in and then she will move home to try and save money. At the moment we are cruising along nicely although I am getting a bit grumpy lately and I dont know why. I think it may be that I was used to having more time to myself than I am getting these days because my sister is home more than my brother was. At any rate it will be nice to be living with a guy again in a couple of months. They talk less and grunt more and that is fine by me (in fact I prefer that really)!
Other dramas in my life? Apart from me dropping my phone in the bath last night and possibly destroying it (okay so I was bathing and removing nail polish and trying to answer a text message)(multi-tasking at it's finest!) things are pretty calm with me at the moment. On my own again after a short and rather dismal dalliance (and now I dont even have the dalliance's number due to said bath water incident) and loving it. It certainly is preferable to be on my own than in the hands of a loser and I just need to remember that whenever I am in doubt!
Mostly I am just concentrating on having fun. Going out with friends and having new experiences. This year like last year is a learning curve year. Actually I hope that all of my years are learning curve years from here on in. Cause if learning curve years are all as fun as this last year has been I am sure to enjoy them!
What a strange and random little post this is...
Subscribe to:
Posts (Atom)