I started using mind mapping after reading I Can See You Naked: A Fearless Guide to Making Great Presentations by Ron Hoff (1988). My first presentation was drawn out like a colorful board game with a route to follow, arrows, and picture images of what I was going to do.

I remember thinking how much easier it was to use than index cards with a text script written on them. It was also much less restricting. I did not feel tied to reading the cards. Rather, I looked at the picture and went from memory. It saved me from the plight of many presenters: that of being tied to a script.

The technique worked so well for me that I started expanding the idea into my teaching efforts. As I read selections from English texts to my students, I drew the events out on paper in a map and graphic format. I would often interject silly ditties and exclamations of passion into the effort to make what I was reading to them stick out in their memory.

Given that my students were at the ‘cool’ age of ‘teen,’ they would often look at me and say, “You are crazy!” My pat answer was always, “Yes, I am, but you’ll remember this because of it.” Moreover, they did.

Students learn and remember graphic organizers better if they create them out of their own mental images and patterns. As a parent who has spent my children’s lifetimes trying to teach them how to learn, I was very excited when I walked into my daughter Shivahn’s college apartment and found mind maps, mnemonics, color, etc. all over one of her walls.

Now, it’s not unusual to find mandalas on her door or on her walls or flashcards scattered about, but this was a huge mind map made from recycled 8.5 X 11-inch pieces of paper. I had no idea what it all meant, but I do know it helped her to get an A in the course. My daughter co-wrote a book with me, Umm…Studying? What’s That?, so it’s reassuring to know that she didn’t ‘just’ write the book but also used the strategies and shared them with her peers.

Research Background for Mind Maps, Etc.

Many experts agree that developing cognitive maps and using advanced organizers increases critical thinking skills.

Long-term memory files information in the brain through patterns, procedures, categories, pairs, and rules. A mind map uses at least three of these five ways to store information, therefore helping the brain remember information better.

A classic mind map begins with a word, phrase, or idea typically placed in the center of a piece of paper. As the author of the mind map expands upon the word or phrase in the middle, the mind map expands to include various ideas that come to mind when considering that central prompt.

Graphic organizers enable the brain to categorize information. A mind map is a non-linguistic representation method of organizing information that enables students to file the information away in long-term memory in multiple modes or memory packets.

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According to The Forest School Association, “a Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.”

A Forest School in China

While in China, I also had the opportunity and privilege of visiting Changwai Bilingual School (CBS), formerly, Changzhou Trina International School. CBS has diverged from the traditional Chinese curriculum in their primary center to engage students in a program that places an emphasis on hands-on learning. Although they carry this philosophy through to grade 8, my tour was focused on the primary center. Their primary center educates children from preschool through to kindergarten and follows the model of “Forest Schools” popular in Scandinavia.

The program is led by Alyson Yadlin, headteacher of the CBS foundation program, who is passionate about hands-on and experiential learning. As I walked through the halls of this beautiful facility, I was fascinated by the abundance of student work, both two and three dimensional, covering the walls and areas of the floor. What intrigued and surprised me was the topics that were the focus of these student projects. Now, remember, this is a preschool, yet, the topics included high-level concepts like nature, government, and world geography. Some of the work emphasized student cultures from around the globe, especially their own culture in China. This is a level of work that I would not expect to see in American schools until the upper elementary grade levels.

When I asked Mr. Tao, CBS’ principal, and Ms. Yadlin how they were able to bring this high level of material to a level that would be understandable by preschool children, they explained that they use analogies, discussion, and hands-on visuals to help the students to gain a level of understanding. Clearly, they do not expect children to understand at the same level that older children would. However, they feel the exposure sets the stage for increased student learning in future years. Their goal is to create a solid foundation for their students.

What intrigued me, even more, was that the children participate in Forest School. No matter the weather, students regularly do a Forest day once a month where they go into the forest and learn about plants, animals, and basic survival skills. The children, who are city dwellers, initially had some hesitation when encountering a Forest day in the rain. But once they got outside and started to explore, they thoroughly enjoyed the experience. Teachers and students moved beyond skepticism and realized the value to this natural form of education. I found it to be almost an oxymoron to consider that a Forest School that brought children into the woods to experience nature at its roots while learning survival skills is considered innovative when considering educational paradigms.

I found it’s disconcerting to realize that while I toured a school in China that was focused on hands-on learning, meantime in the United States, schools are trending away from hands-on learning and focusing on test culture, using the passing of a test as a measure of learning. In the United States students get less and less recess time and hands-on learning, while in China, CBS is spending one day a month encouraging their children to learn and play in the woods. CBS’ early childhood program is the most popular primary center in the city of Changzhou.

Reflection

As I noted in Part 1 of this article, these two schools are the exception rather than the rule in China’s educational system. Both schools have a long waiting list to get in. Parents of children with autism are looking for a school that will educate their child and they have found a treasure in Tian Ai. Tian Ai is one of a few schools that is starting to address a huge unmet need in China.

Historically, children with disabilities are hidden and not acknowledged in China. For many children with disabilities, including children with autism, there is little to no educational support.

Other parents want their children to benefit from experiential learning. CBS provides a solid foundation before entering public Chinese schools where the focus is on passing tests with a very rigid Chinese curriculum. That said, some of the students are fortunate to be able to stay at CBS through to the time that they enter university.
The size of the waiting list for both schools is a testament to how many parents want to get the best education possible for their children. Will China change enough to make programs like this available to many more students?

That’s outside my view. But I found each school’s approach to helping children become more confident in their world and to meet their needs to be inspiring.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!.

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As professionals, we try to make sure to phrase our spoken words in a way that will get a positive response. For example, saying “I’d really like to hear your thinking on this and share my perspective as well,” is a positive way to open a conversation when you have different ideas about something.

Sometimes, however, we don’t really hear what the other person is saying. Our fears, agendas, and even enthusiasm get in the way of doing the kind of listening we need to do to foster good communication. Without effective communication, we make many assumptions about the people with whom we interact. Those assumptions might be very inaccurate and create tremendous conflict, rather than fostering inclusion.

This is where the index card can come into play in a very effective manner. This card is a simple way to give feedback to your coworkers or individual members of the teaching team. I found it to be useful for reinforcing the positives. It can be delivered in person, or placed in a teacher mailbox. Simple 3×5 index cards work well.

What should you say on these cards? Here are some tips for best using index cards to communicate clearly:

– Be as careful with your written phrasing as you are with spoken words.

– Do not use red ink when writing the card.

– If you feel the person receiving the feedback may not understand why you’re communicating using a card, consider delivering it in person.

5 Phrasing Tips for Positive Results

Just as you would with in-person conversations, phrasing your concerns on a card should be equally positive. The only difference is that by writing it down, you’re giving the other person a chance to read and see what you’re trying to communicate, without the filter mechanisms in place that are often used in face-to-face conversations.

– What can I do to support you? How can I help make this challenge easier for you?

– Can we talk about something I think might help us work together better?

– I’d like to talk about…with you, but first I’d like to get your point of view.

– I think we may have different ideas about… I’d really like to hear your thinking on this and share my perspective as well.

– Be careful of your tone of voice…These two letters can mean something completely different depending on the tone of voice in which they are spoken: Oh! Oh? Ohhhhh.

As always, be flexible when trying to improve collaboration with a teacher or paraprofessional. Keep conversations professional, both written and in person. Try to compliment your colleague frequently, especially when others are around.

One of the best ways to head off conflict is to try to keep an open mind in conversations. Express how you feel and listen to other viewpoints. Good communication is necessary for the success of an inclusive classroom, and finding ways for all colleagues to clearly communicate their concerns and ideas will move the teaching team forward toward successful collaboration in the classroom.

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Co-planning is a critical component of co-teaching

More often than not, when teachers have some spare time on their hands, they prefer to use it to correct tests, do some paperwork, or even complain about that certain student. Little do they realize that co-planning, meaning the time they spend organizing their schedule with the other teacher, can help them transform co-teaching from a daunting and challenging task into a rewarding and genuinely fun activity.

According to advocates of co-teaching, it doesn’t really take more than one hour per week to plan a lesson, provided that both co-teachers attend the planning session with their parts of the lesson sketched out. Then, you can use most of the time establishing the most suitable adaptations and accommodations for your students.

Keep in mind that the modifications and plans you sketch for certain lessons will not necessarily work with other classes or courses. Therefore, make a habit of meeting regularly with your co-teaching partner to revisit the initial lesson plan and make adjustments when necessary. Entering these discussions with some ideas for change is always a good idea.

Reaping the most benefits from your co-planning time

In cases where you are often asked to participate in meeting or tend to other responsibilities, remember that it is legitimate to request that your co-planning time not be sacrificed and only used for co-planning. Speak up if such issues arise. Take note that effective co-planning is not all about freeing up your agenda and meeting up with the other educator, but also involves drawing up a plan on how to make the most of that time.

In all fairness, if you don’t establish an agenda for these meetings, then chances are you’ll get sidetracked by details or other discussions. To avoid wasting precious time, you should first establish the targets of the lessons and the materials each of you should bring to class. Once these aspects are clear, you can use the rest of your co-planning time to discuss methods of instructional delivery and assessment strategies.

Many co-teaching teams don’t get common planning time so, when the school provides the time to co-plan your lessons, make the best of it and focus only on planning. Focus on your plan for the lesson, your presentation methods, and ways to reach all the students in your class.

Co-Planning in the Cloud

More and more co-teachers are planning in the cloud. Many use online portals specific to their district. Some plan using Google Drive and Google Apps such as Documents and Google Slides. My favorite, and best, solution is using a combination of Google Drive apps, Dropbox, and TRELLO! First sign up for Trello and create a free account. Here are a couple examples that you can copy into your Trello account and use as a model:

And this one!

What strategies do YOU use to make the most of co-planning time?

Share your ideas in the comments section below and let’s discuss ways to be successful!

Explore even more tips, tools, and resources for collaboration at TheHowofCo-teaching.com!

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The relationship between a teacher and paraprofessional is just that: a relationship. With two people, two sets of opinions and, often times, two teaching philosophies. Sometimes the personalities gel, and sometimes they take time to build trust, a comfort level, and a smooth working relationship.

Whether all is well in your classroom and you want to take it up a level, or whether you are struggling, these paraprofessional tips will help you to be a powerful collaborative team.

The following paraprofessional tips build strong relationships:

• Teachers: Consider the paraprofessional an essential member of your teaching team.  Whenever possible, include the paraprofessional in planning, team meetings, troubleshooting, and any other decision where you feel input from the paraprofessional would be valuable.
• Paraprofessionals: Ensure that you are a team player. Share insights and solutions that you gain from being another set of eyes in the classroom. Be careful not to undermine the team effort by going in a different direction than planned.
• Teachers: Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be worth millions when you must leave the classroom with a substitute, knowing that you have challenging students in the room.
• Paraprofessionals: Honor the teacher’s classroom management style. Mirror it unless it violates your values. If it’s a style you are not comfortable with, try to discuss positive solutions. Worst case: avoid the good teacher/bad teacher dynamic. That’s always a lose-lose situation
• Teachers: Compile a loose-leaf binder for the paraprofessional that contains class rules, expectations, a syllabus, etc., so your paraprofessional is not working ‘blind’. Setting expectations and empowering your paraprofessional with the information they need to truly support students can make an incredible difference in your relationships.
• Paraprofessionals: Honor the effort your collaborative teacher makes to include you in the lesson activities. One of the ways to ensure the relationship fails is to ignore the information provided to you.

Teachers and Paraprofessionals: 

• Communication is critical, not only to the success of the students in the classroom but also to the collaborative relationship. Sometimes when things fall apart, it’s simply a misunderstanding.
• Discuss issues with each other privately, especially when the issue is related to a student.
• Avoid interruption when either of you is working with a student or several students.  Constant interruptions caused by “the other adult in the classroom” while one is working with an individual or small groups of students, breaks the flow of the lesson and might set off students who struggle to regain focus.

Lastly, I’d like to close with a quote from one of my previous articles,

“I sincerely believe that most paraprofessionals are valued by the teachers with whom they work. I believe that most administrators understand and appreciate the contribution that paraprofessionals make in their schools. I believe that if we simply stop and think about the powerful impact a paraprofessional can make in the life of a child, we can rally together to “Throw the phrase, “just a paraprofessional” out the window.”

What are your paraprofessional tips? What have you found to be the key to a strong, positive relationship with your collaborative teacher or paraprofessional? Please share in the comments section.

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Education has changed dramatically over the years. Gone are the days of carrying a bookbag filled with loose leaf paper, pencils, and textbooks. Today, students are much more likely to walk into a classroom with a tablet under their arms and schedule Skype meetings with their professors instead of stopping by office hours.

And while changes in education and technology affect students, they also affect people preparing to enter the educational workforce. Those seeking a career in education can set themselves apart from other job candidates by learning the latest education and technology teaching techniques and demonstrating their understanding of technology’s new place in the classroom.

If you’re preparing to become a teacher, here are a few things you can do to show a potential employer your mastery of education and technology.

Find the right tools for your students to use

It can be tempting to use technology for technology’s sake, but that should be avoided. Instead, look for the best technology tool that will enhance and support their learning. A college class may benefit from having group discussion forums, whereas a middle school class could enjoy having virtual pen pals across the country that they Skype with occasionally.

Introduce only one technology tool at a time

Don’t overwhelm your classroom with technology. Start with a well-developed lesson and choose one appropriate and effective technology tool to use with it. Using one tool at a time will be more effective in enhancing and deepening your students’ learning. Remember, technology should be the third component of lesson planning, after deciding what you want your students to remember over the long-term and what curriculum standards need to be measured; then, you can consider which technology to include in your lesson.

Learn how to evaluate technology and its usefulness in your classroom

You’ll inevitably test out technology that may not end up being perfectly suited for your classroom’s purposes and your lessons, so you’ll need to know how to efficiently assess your technology tools in order to apply them correctly to your lessons.

Use technology to engage your students

There are a wide variety of creative ways that your students can interact with technology. Your students can use Skype to interview professionals across the country, creating a collaborative environment that’s not bound by distance. College students, meanwhile, may appreciate programs such as OpenStax College, which creates digital textbooks for the nation’s most popular classes, or other programs that allow students to get their books without paying hundreds of dollars.

If you’re interested in using technology in your classroom, here are a few ways you can start:

• Share classroom material online so that students can access homework, schedules, and notes no matter where they are.
• Use social media to engage students, whether it’s by sharing articles on a class Pinterest board or using Twitter to interact with a “guest speaker.”
• Flip your classroom so that your students view lectures and take notes at home, using class time for discussion, group activities, creative projects, and assignments.

Teaching with technology isn’t a bonus skill in potential teaching hires anymore- it’s an essential requirement. Impress your future employers and give your students a leg up by utilizing engaging technology in the classroom.

Please share how you are using technology in your classroom or work in the comments section, below.

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My years of experience in the trenches as a classroom teacher have reinforced continually the value of analogies as a teaching and learning tool to help students gain a deeper understanding of new material. Analogies that are drawn from student experience and that can be connected to new information have been successful in my efforts to get a point across or foster memorization more so than most any other method.

An Analogy for the Respiratory System that Help Students Gain A Deeper Understanding of the Parts of the Body

When I taught Science, my co-teacher and I would alternate introductions to the units. When it was my turn to introduce the respiratory system, I struggled to help students find a way to understand parts of the body that they could not physically see. The ceramic models we had available to us were lacking, to say the least, and did not connect to understandings that students already had in place.

I will admit that it took time to find physical objects to represent all the parts of the respiratory system, however, I found it a fun challenge, a game in a sense. The morning that I was introducing the lesson, I showed up to class with two pillow cases filled with my analogous objects. As I dumped the items on the table, my co-teacher looked at me in confusion and surprise. I explained my plan and laid the objects out in the same order they would be used as air passed through the body.

The Teens Rolled Their Eyes… At First

When the time came for me to share this experiment with the students, I gathered them around the table and explained my process.I will admit that, given these were 10^th graders and unused to such methods, I got some rolled eyes and teasing about what I had done. Undaunted, I began the lesson.

As I proceeded, I saw understanding reflected in the student’s eyes and heard it in their responses. “What would happen to a vacuum cleaner hose when I turned on the vacuum if there were no metal rings to hold it open?” “It would collapse and stick together. No air would be able to get through.” one student answered. Others agreed and grasped the concept. “Ok,” I explained, “Just like the vacuum cleaner hose has metal rings to keep it open as air passes through, the trachea has cartilage rings to keep it open when we breathe and air passes through.”

The Analogy for the Respiratory System Clicked

I could see it start to click with the students. The analogy worked. If you don’t have time to find objects to represent concepts you are teaching, assign it for homework. Let students create the analogies. The only time I would not suggest this is if you are studying the reproductive system.

Watch  Analogy for the Circulatory System

Research Background on Using Analogies to Teach

When people use analogies to learn a new topic or solve a problem, they have a higher success rate because they make connections between new knowledge and familiar ideas or models (schema).

According to one study, when three groups of people were asked to solve a medical problem, 75% of the group that was told to use an analogy to solve the problem was successful.  Analogies prove to be a useful tool in the classroom.  Rule and Furletti (WHO ARE THEY) found that form and analogy boxes improved student performance when learning about different body systems. Analogy boxes contain objects and cards that demonstrate similarities between the new concept (i.e. the eye of the nervous system) and the analogy (a camera lens).

Students will enjoy higher levels of success when they are very familiar with the analogies used.  In a study by Friedel, Gabel, and Samuel, teachers often used analogies that related to their own experience and, as a result, students failed to understand the relationships between the new concept and analogy. Teachers must choose analogies that their students will understand as well as emphasize the limits of the analogy to prevent student misconception.

For more information on differentiation and Response to Intervention, see Susan Fitzell’s book, RTI Strategies for Secondary Teachers.

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The debate continues: Is the best placement for under-performing students in general education or special education classrooms? When implementing Response to Intervention  (RTI) strategies, many teachers question whether students who need Tier Three interventions and, in some cases Tier Two interventions, should be in the general classroom as opposed to receiving special education services. Depending on your state or district interpretation of where RTI belongs, some districts and authors are calling Tier Three “special education,”. There are two schools of thought. Some believe placing students with others at their “level” is in the best interest of all. Some believe that including students who are atypical learners in the general classroom is the best option overall.

Students Achieve in an Environment of Excellent Teaching

After co-teaching in inclusive classrooms and witnessing the benefits of inclusion done well in schools and school districts around the country, I am convinced that most students achieve more in the general classroom with an environment of excellent teaching. The trend towards tracking students in leveled classes based on test scores and ability has not been validated by credible research over time. The research on tracking/leveling is about as inconclusive and controversial as the research on homework. Find a study that claims students perform best in leveled classes and there’s another one that states that students perform better in heterogeneous classes.

That said, a small percentage of students are best served within the framework of special education and special classrooms. However, the reality is that this is a small group. In many school districts, special education case loads are overwhelming. If we properly implement RTI, we allow special education teachers to work more intensely with the students who have the greatest needs.

Really Terrific Instruction (RTI) Reaches a Variety of Learning Styles

Response to Intervention provides general educators with the tools to reach most learners while allowing special educators to more effectively meet the needs of the student with special needs. With a system for Response to Intervention in place, secondary teachers can provide instruction that reaches a variety of learning styles, gives additional time where necessary, and monitors progress. The classroom teacher adjusts interventions based on student performance, as determined by progress monitoring. With RTI, classroom teaching is data driven and differentiated. Personally, I think RTI should stand for Really Terrific Instruction because that is what it is!

RTI Embraces Differentiated Instruction

RTI calls upon teachers to break away from the traditional mode of verbal linguistic and auditory teaching, especially at the middle and high school levels. It embraces differentiated instruction that responds to varying student learning styles. Teachers will get the satisfaction of seeing students become more successful than they ever imagined because they intervened with student centered strategies.

Because there is no textbook model currently available for implementation of RTI at the secondary level, there is no one way to implement the process. It is up to school districts to figure out how to best meet the needs of their learners.

While working on my recent book, RTI Strategies for Secondary Teachers,  I interviewed several school districts to see where they were in the RTI implementation process. The following are examples of RtI strategies in place.*

Community High School District 155 of Illinois has an RtI team composed of teachers, counselors, psychologists, building administrators, principals, and vice-principals. Still in the early stages of RtI development, they began the process in a logical place: establishing a strong foundation at Tier One. All secondary teachers in the district receive extensive training in differentiating instruction. The expectation is that those teachers will implement differentiated instruction in their classrooms daily. With a solid footing at Tier One, they are developing Tier Two, yet, they did not leave Tier One behind. They continue to improve upon Tier One, researching high quality best practices and exploring co-teaching. An important step they took was to research measurement and data collection options to identify a fitting measurement device for the many initiatives already implemented.

Southland Independent School District in Texas also has an RTI team in place, which includes an administrator, a reading specialist, and a dyslexia coordinator. At Tier One, all teachers regularly differentiate instruction. At Tier Two, general education teachers use flexible grouping three times a week. They also implement peer tutoring. At Tier Three, middle school students are pulled from their non-core classes for interventions that support core classes.

Southland’s eighth graders achieved a 100% passing rate on their state tests in 2010. Teachers feel this was a direct result of the RTI process.  It is interesting to note that at Southland, none of the students receiving Tier Three interventions are students with special needs. They don’t even have a special education teacher on the RTI team.

Havana High School of Havana Community Unit School District #126  (Illinois) employs the mantra, Every Child, Every Day and says they are at the “What do we need now?” stage of RTI implementation.

The sole high school in the district, Havana is home to only 350 students. Their RTI team consists of a social worker, a psychologist, a teacher, the principal, a school counselor, and an RTI specialist.  All teachers are expected to differentiate. Every freshman is assigned an adult mentor who checks in with the student every day.

If a student is earning lower than a C, the RtI team and the student’s mentor pull the student’s grades and meet with the student to discuss his or her learning. Consequently, no student slips through the cracks. Someone is always checking in with each student. If a student is failing a class, or in danger of failing a class, then that student is assigned to Academic Learning Support, a structured study hall. A skilled paraprofessional monitors the study hall room for the entire day at Havana. The paraprofessional has a list of students receiving RtI team assistance. Instead of covering a study hall, teachers are now available during that time for academic assistance.

As a Tier Three intervention, Havana High offers struggling readers a reading class, which counts as an elective. Students in the class receive direct reading instruction from the teacher, read novels, and use LEXIA reading software . Students who are struggling in math can take a double block math class, which provides them with one math credit and one elective credit.

Midland High School of Midland Community School District #7 (Illinois) is in the early stages of RtI development. Their RtI teams include co-teaching teams from the English and Math departments as well as the principal. The entire teaching staff is expected to differentiate instruction at Tier One regardless of whether students are receiving RtI interventions.

Midland is using The Key to Tracker learning assessment software  to monitor students’ learning progress. The co-teaching team divides their block-scheduled class with 20-minute interventions scheduled into each two-hour block: one at the beginning of the period and one at the end of the period. Each 20-minute intervention session targets a different set of students. There is an intense focus on the freshman class because having success as a freshman sets a student up for three more years of success.

RTI Models as Examples of a Starting Point

These school districts differ drastically in their process and progress. Any one of them could serve as a model for a starting point at your school or in your district. My goal in sharing these vignettes is to reinforce the message that, at this point in time, there is no one right way to implement RTI at the secondary level. I recently worked with a high school that believed they were making a mess of RTI. I disagree. The school diligently worked at assessing what they already had in place, evaluating next steps, and bringing in support to help them move forward. That’s a positive start.

Start the process, assess, adjust and reassess. Most importantly, once the process is started, support teachers and intervention specialists with hands-on examples of how to lesson plan for RTI.

*Given the lag time between the interviews, and publication, the schools referenced in this post may be at a different place with RTI at this time. The purpose of the examples is simply to show how many approaches there are to implementation.

For more information on differentiation and Response to Intervention, see Susan Fitzell’s book, RTI Strategies for Secondary Teachers.

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I love teaching this session! I’ll cover:

*Practical strategies, tools, forms, and tips for defining paraprofessional roles, collecting data as well as cueing strategies for tests, quizzes and more.

*Identify meaningful and effective resources to recognize personality types and determine how to collaborate with opposite and varied personality types.

*Proactive ways for paraprofessionals to prevent discipline problems and positive ways to deal with challenging behavior when it occurs.

*Proven, practical strategies to effectively and efficiently adapt coursework, homework and study assignments to meet IEP, RTI and 504 requirements and increase student academic achievement

Paraprofessionals are such a valuable part of the educational process. I know that the paras that I worked with were often my right arm, never mind my right hand.

If you are in the area of these presentations you can find more information about the sessions at www.ber.org. I would love to see you there. Let me know that you read it in my blog!

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