Category Archives: Professional Development

Utilizing Response to Provoke, Evoke, and Make Thinking Visible #TCTELA19

There’s nothing quite like presenting to a room full of educators who “get it.” You know the type:  they share similar goals for their students, they work to improve their craft as readers and writers, so they can help their students improve theirs. They know the best hope we have in our world and in our communities is a literate society. They teach literacy not just literature.

This was my experience at the Texas Council of Teachers of English Language Arts Conference in San Antonio (#TCTELA19) this past Saturday. And here’s the run down of my session: Beyond What Happened Into What’s Happening: Utilizing Response to Provoke, Evoke, and Make Thinking Visible.

If you teach in Texas, you already know we have new ELA standards coming. K-8 implementation starts next fall with 9-12 the following year. I was blessed to serve on the revision committee for the high school revisions and worked with some wicked-smart educators to craft standards that truly lend themselves to the recursive nature of literacy. And while we never mentioned methodology, I want you to know:  A workshop pedagogy is the best way I know to integrate the standards in our instruction. Many of us are already doing it.

While my session centered primarily on the Response (Strand 3), if you were there, you already know, through response –and the routines of workshop instruction— we can get our students thinking, reading, writing, listening, and speaking about topics and issues they care about in meaningful ways that lead to deeper learning. Authentic learning.

As promised, here’s the videos with the questions to spark response I shared:

Pixar’s short film “Lou”  What do you NOTICE?  What do you WONDER?

Note:  After turning and sharing our writing with a peer, we discussed how topics emerge from this kind of quickwrite. Appreciation, kindness, respect, character, internal struggle, motivation were all topics audience members wrote about in their responses. Through authentic response we help students generate personal and individual writing territories.

Infographics are a great resource for response, quickwrites, analysis, and even composition. Check out Daily Infographics and Statista.

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We read the infographic and discussed our thinking with a partner, which led to the Gillette ad. Of course, it did. (I was slightly surprised at how many in the room had not seen it.)

What do you NOTICE?

What do you WONDER?

What do you FEEL?

You probably see a theme emerging. This is how my brain works. I create a text sets — thematically. And with the new TX ELA standards, specifically, the multi-genre strand, I think thematic units make sense. In my experience, learners engage more when I’ve intentionally curated resources that invite them to make connections.

Connect this ad by Barbasol. (“Stop LOL-ing everything!” Makes me chuckle every time.) This ad was made in 2013. How might knowing that change your response?

And finally, this one — a direct response to the Gillette ad. What do you NOTICEWhat do you WONDERWhat do you want to know more about?

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Photo by Arnel Hasanovic on Unsplash

Now what?

If you know me, you know I am an advocate for self-selected independent reading. The new TX standards put this front and center.

tctela19 -- response-3Which also means students need access to high-interest engaging books they want to read. Lots of access. And teachers need to read these books, not just so they can help match readers with books — but to use them to teach literacy skills.

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Photo by Gaelle Marcel on Unsplash

I wish I’d had more time. We had so much more to talk about. Like these excerpts (The Perfect Score; The Truth as Told by Mason Buttle) from classroom library books — and the open-ended questions that show how we can utilize these books to teach literacy skills — Read like a Readers/ Read like a Writer, all the while integrating several of the new ELA standards. As they should be.

You’ll notice those excerpts both have male protagonists. Both struggling with something. Maybe things that lend themselves to the themes in those little videos.

Some titles from my classroom library I would book talk with students as we viewed, read, talked, and wrote about the sources I share here:

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What resources for response would you add to this text set? What question for response? What titles from your classroom library? Please share in the comments.

 

Amy Rasmussen calls herself a literacy evangelist –among other things. Wife to a lovely man, and blessed to be the mother of six and grandmother of seven (five of which are boys), she loves to read and teach and share ideas that just might make the world a little brighter — for everyone! Follow her @amyrass — and join the conversation around workshop instruction on the Three Teachers Talk Facebook page.

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Sowing Seeds of Light: Reflections Following Time with Cornelius Minor

In October, I heard Kelly Gallagher explain that “our job is to create an ecosystem that serves to democratize opportunity.” In December, I observed Cornelius Minor facilitate this in my classroom. Yep, you read that right. THE Cornelius Minor spent an hour with my students, modeling the moves he makes to “disperse power throughout the room,” swiftly engaging students while simultaneously instructing a group of educators.

At all times, Minor modeled what democratization looks like. Prior to the hour in my classroom with students, he spent time with the staff who would be present during the lesson, in his own words, “planting seeds of ownership.” He asked us, “How are you?” and “What’s one thing to work on with you that would meet the needs of students?”. We delineated this, worked in conjunction with him to plan the lesson, and ultimately, “opted into learning” (Minor’s words again).

What followed in the classroom portion of the experience was remarkable. Because my colleagues asked for modeling of close reading, selecting evidence, and metacognition, Minor engaged the students in a digital text–a short video clip from a TV show–and chunked close reading into noticing stuff and providing structured opportunities for talk (structured in that each student had a role to fulfill). From there, he moved to a more complex text (a controversial poem) and continued to ask students to notice stuff; then he offered multiple perspectives on the text, asking students to grapple with these frames, seek evidence, and explore the inherent symbolism. My students simply, as they later reflected, had no timed to get bored or distracted. I observed true cognitive energy, energy sparked by intellectual curiosity, energy that connected my students one to another, each connection a charged particle contained into a beam of light on that December morning.

This light pushed me to confront the idea that my kindness and my work ethic will be enough. That when things aren’t quite right in the classroom, I can just work harder–at relationships, strategies, skills, feedback, whatever. I am not Orwell’s Boxer. In fact, if I continue defaulting to my strengths (of hard work and kindness) instead of working in small deliberate ways to grow, I oppress my students and myself. I’ve got work to do. I’ve got new terms to perseverate on, strategies to focus to, and questions to keep asking myself. And that beam of light will keep me focused on growth.

Terms to Absorb

Important: (for the student to know later–for that test, the next class, college): a teacher-centric term, a framing that doesn’t necessarily account for students’ perspectives or experiences at that moment.

Text Agnostic: without preference for specific texts. See “important” above. Connects to the value of choice in workshop. Means seeking out regularly what’s on students’ minds to cull texts.

Cognitive Overload: what a learner experiences when both the context and content are beyond readiness (both content and context are hard or unfamiliar). This stifles growth and ultimately creativity.

Justice: “what love looks like in public” (Minor).  

Aspirational Discomfort: What I’m experiencing as a professional right now. Have I mentioned I’ve got work to do? But I’ve already mentioned my Boxer-like tendencies, so…  

Strategies to Disperse Power

Feedback: One of the most important ways workshop presents opportunities to democratize learning is through feedback. Yes, by providing students with affirming and constructive feedback, I communicate to my students that their ideas and words matter in this classroom. But by seeking feedback from students (which is an additional strategy Minor modeled so well), I model the openness a writer needs for growth–even when not modeling this with writing. After all, I am a person in position of authority seeking opportunities to keep growing and getting better. Yes, we tout teacher vulnerability all the time as a tenet of workshop. But there are a million tiny little ways to do this beyond what we do already that will strengthen our ecosystems.

  • Position students in roles to provide feedback (and Minor emphasizes to let students know you’re doing just that); during his time in my class, Minor selected a student to help signal when something was confusing. Since his visit, I’ve been more deliberate and consistent about pulling aside a few students to check in on my pacing, and I plan to make this a routine in my classroom.
  • Seek feedback mid-stream: check in with students in various ways. Ask for permission to keep going. Ask how they’re feeling. Read Minor’s book and you’ll discover other informal ways, including the on-the-fly class meeting.

Roles: A fairly common practice of collaboration, especially within small groups, relies on taking roles.

  • As a teacher, I can share with students when I have conflicted feelings or interpretations of a text (this is a good thing–it models how our understanding is always evolving. Several students reflected on the power of this.).  Awareness of my confliction communicates that the authoritative interpretation of the text doesn’t begin and end with me. My role shifts, however infinitesimally. 
  • Use these conflicted interpretations, critics’ various interpretations, or ones students generate themselves to assign students roles to take. Minor used a complex and controversial text and, after offering two ways to frame it, assigned students (using partners A  and B) to find evidence to support their viewpoints. Roles extended to other tasks of this close reading of this text. Another student noted how “each person had something to look for” while another remarked that “he made us all feel included and excited.”

Questions to Encourage the Reflection Necessary for Doing the Work

  • How do I fuel my students to preserve that cognitive energy?
  • How do I scaffold experiences so as to avoid cognitive overload?
  • In what ways and at what times do my students “opt” into learning?
  • In what situations in the past have my students “opted” into learning?
  • In what ways can I plant seeds of ownership?
  • How do I send power throughout the room?

I’ll keep doing the work. I’ll continue the journey of democratizing my classroom in small ways, every day. I’ll work to improve how students see themselves in my classroom, helping them harness the power that’s always been theirs. I’ll keep sowing seeds of light. 

Kristin Jeschke teaches College Prep English and AP Language and Composition at Waukee High School in Waukee, Iowa. She marvels at her students who so readily engaged in the moment, even with a classroom full of educators studying their every move. She marvels, too, at the light emanating forth from the giants in our field, inspiring us all to keep reaching. Follow her on Twitter @kajeschke. 

 

A Sneak Peek at the List I Sent to Santa

I’ve never had the winter break creep up on me like this.  Between coaching responsibilities, Student Council activities, and English IV team lead duties, I always kept an eye on finals week, not because I wished for the semester to be over, but because that week meant we were out of time and every minute up to that point better have been accounted for.

The changes in my responsibilities, duties, and campus freed me up, I’ve come to realize, to just flat-out teach. Thus, I find myself staring at one more week of school remaining in the semester, confident I’m living my best teacher-life.

So I thought I’d share a few items I sent to Santa in the hopes he’s thought I was a good boy this year.  I only included a few of the items from my list because I’ll probably just end up with a lump of coal:

Item #1 – A Really Nice Pair of Shoes

My wingtips are hand-me-downs and the soles are so bad that by the end of the day my knees and ankles feel like I’m almost forty years old. Wait…um…

Item #3 – Notebooks and Pens

I love notebooks and pens and after reading Amy’s list of teacher supplies, I’m hoping to see a Moleskin notebook or a pack of Flair pens in my stocking.

Item #7 – More Amazing Reading Experiences

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This is my book stack for the break.

I read a ton of books this semester, but most were assigned as required reading for my young adult literature class.  Since that class wrapped up, I’ve treated myself to Dry by Neil Shusterman and son, and I savored the immaculate The Poet X by Elizabeth Acevedo.  I also snuck in the guilty pleasure known as a Lee Child novel. Past Tense, like all Jack Reacher books, ended before I was ready for it to be finished. Currently, I’m bouncing back and forth between Nic Stone’s new book, Odd One Out, and A Very Large Expanse of Sea by Tahereh Mafi.  I love both of these books and will be talking about them in my classes in January.

Item #8 – More Amazing Reading, Writing, Thinking, Talking Experiences in My Classroom

Thursday, I whet their literacy palates with the first three pages from Dry before we looked at the pairing of this piece by Leonard Pitts and “The World is Too Much with Us” by William Wordsworth.  I should have an Elf on the Shelf in my classroom so that maybe Santa will catch wind of the amazing thinking, talking, reading and writing that the kids are doing in room D120.

Item #12 – Organic and Authentic Professional Learning

Maybe Santa can bring me more learning opportunities like this most recent adventure with the whole class novel.  A Novel Approach by Kate Roberts is a great resource and I’ve read Gena’s post at least three times, but I can’t say enough about how my colleagues facilitated my exploration of the shared reading experience in a workshop setting. They handed me a blueprint and I took it and ran…away from boring, disengaging, traditional teaching practices.

Item #15 – More Experiences like NCTE

Co-presenting with a team from Three Teachers Talk is going to be one of those “career highlights.”  I may never get the chance to speak on a stage like that again and I refuse to take it for granted. I can’t believe I’m so lucky. My batteries recharged from meeting Cornelius Minor, receiving a giant hug from Penny Kittle, sitting slack jawed absorbing the power of Christopher Emdin. I run on inspirational people and those were just a few of the men and women I look up to. I’m flying solo as a presenter at TCTELA, and my session is about research writing in the workshop setting.  Bring your popcorn because this sesh is gonna knock your socks off. It will be fun, and a growth experience. ILA, in the fall, is the next big conference for which I’m crossing my fingers and praying.

Item #19 –  A Dallas Cowboys Super Bowl Win

Is that too much to ask?


Charles Moore loves watching college and professional football with his son, but he hates losing to his mother-in-law in fantasy football.  Maybe the third time will be a charm as they face off again this week in the playoff semifinals.  Perhaps an upset is brewing.  He’s so proud of his daughter’s Snowy Christmas Tree and his son’s tenacious love of reading.  

NCTE 2019 Pregame- Gearing up our Action Plan!!!

Why am I so nervous?

The lights and the stage don’t scare me.  The topic of our presentation is something I’ve lived, day in and day out, for a few years now.  The faces in the crowd, the silence begging to be filled, the words I’ve rehearsed over and over…none of that scares me.

Is it because I want so badly for ears to hear our message? Is it because I’ve been afforded this massively important opportunity to share this message?

Late this afternoon, at the NCTE Conference, I will share the stage with some very important teachers.  These women, like me, believe that inclusivity is something that we must address intentionally.

I’ll spend every second of my allotted time sharing how I’m moving my classroom library from something that reflects traditional, mainstream texts to one that is more inclusive.  One that invites students to read books that give them a better opportunity to see themselves on the pages and a better opportunity to see themselves in this world.

Please join us this afternoon at 4:15 in 361 C.

NCTE 2018- shared slides

Good books — and a teacher’s expertise in using them — can do it all

On Sunday, my friend and extraordinary literacy-leader, Billy Eastman, and I got to giveBookTweet away books. We presented at the Coalition of Reading and English Supervisors of Texas (CREST) fall conference, and Follett Learning gave us 30 books, six signed by the authors, to raffle off to our audience. It was kind of an Oprah moment: “You get a book, and you get a book.” Oh, the thrill of book giving.

But giving books is just part of the thrill. We know this. We ‘give’ books to readers and students we hope will become readers often. We model our reading lives. We read aloud. We line whiteboard rails with new titles. We do book tastings and speed dating with books. We celebrate our readers and exhaust our arsenal of book-loving ideas.

And some would-be readers still don’t read. What’s a teacher to do?

Here’s three ideas that have worked for me:

1. Never give up. When we set high expectations, when our students know we are serious about Book Love, when we practice keep-on-keeping-on with all the things I listed above– and we relentlessly share our joy, passion, and commitment to their reading lives– even if we never get a student, or a handful of them, to read a book, we have succeeded.

2. Believe in #1. Often we focus on the one student who just won’t budge. She chooses books, flips a few pages, fakes reading a chapter, bluffs her way through a conference, and we get discouraged. Keep trying — but do not let her be a black hole. So often we find ourselves gravitating to the one over and over again when we need the energy to keep encouraging, moving, and celebrating the many.

3. Make it okay to not read novels (yet). Anthologies are awesome. Sometimes

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“… this anthology empowers the nation’s youth to listen, learn, and build a better tomorrow.”

students who don’t like reading just need to enjoy a good piece of writing. Many will then want to read more by a particular author. One title many of my students dabbled in, and often read in its entirety, is Flying Lessons & Other Stories with authors Kwame Alexander, Jacqueline Woodson, Matt de la Pena, and more. I’ve recently purchased Fresh Ink, which is similar and looks equally engaging. It’s got authors Nicola Yoon, Jason Reynolds, and more! And I just read about this one this morning:  We Rise, We Resist, We Raise Our Voices. It’s now in my shopping cart.


In our session at CREST, Billy and I discussed implementing the new ELAR standards for Texas (We both served on the teacher committee that wrote them), and we shared the transformative role investing in teacher expertise and authentic resources has made in his district (We wrote about some of it in this English Journal article.). Access to engaging books like the ones we gave away in our session is just part of it. Knowing how to use them to teach thinking, reading, writing, speaking, and listening skills is the other.

Good books — and a teacher’s expertise in using them — can do it all.

Billy Eastman at CREST

We know the real thrill isn’t in getting a new book but in the knowledge, the empathy, or the know-how that books gives to us. This is the thrill we want for our readers. It’s the reason we do what we do.

 

Amy Rasmussen is a mother, grandmother, reader, writer, and wannabe sleeper. She spends a lot of nights thinking about growing readers, encouraging writers, and talking to her writer’s block. She’s back to working on that book she started five years ago, so if you’ve got any extra luck hanging around, please send it her way. Follow Amy on Twitter @amyrass 

What Do Today’s Students Need?

This post very nearly slipped through the cracks, but I’m tickled to have found it. Mid-July Lisa and Two-Weeks-Into-School Lisa are of the same mind, if not the same sleep surplus, and now is the perfect time to resurrect my enthusiasm around knowing our students from as many angles as possible.


Greetings from McKinney, Texas where the RealFeel temperature is 108 degrees and this Wisconsin gal is melting her way through professional development with an awesome group of enthusiastic, inquisitive, and insightful secondary teachers.

It is always such a privilege to be asked to teach teachers. The energy that’s built around sincere investment in collaboratively improving practice is inspiring, even in those desperate weeks when “Back to School” advertisements burst onto every conceivable media outlet in that all-out assault to all things summer that makes me equal parts desperate, angry, and a little bit twitchy.

In our work in McKinney, we’ve had a goal to both educate teachers on the inner workings of workshop instruction and to encourage them to provide opportunities for students to have transactional experiences with texts. To begin, Amy shares a quick YouTube piece that gets us all thinking about how the students who sit before us are defined (and how they are not defined) based on the chaotic, frenetic, and often times depressing experiences the wider world has thrust into their lifetimes.

We then reflected in our notebooks on what this video suggests to us about the needs of our students.

Now, let’s be frank before your own list of student needs forms in your head. If the needs of our students are defined by the standards that require assessment, the chunks of curricular content that define the roadmap of our lesson planning, and or our preconceived ideas of their abilities, we’ve started in the wrong place.

We must always remember…we teach humans. Our work with specific content, abilities, skill levels and learning styles can be important factors in meeting our professional obligations and/or defining parts of what we do each day. However, it is the growth of students as readers, writers, and thinkers that must be at the center of our determination of their needs.

With this in mind, here was my sixty-second jot list:

  • They need role models
  • They need calm in a world of unending chaos
  • They need security
  • They need to learn to communicate effectively, both in person and through technology
  • They need to see themselves reflected in their education
  • They need to see the value in their voices and then have a place for that voice to be heard
  • They need to better understand one another in an effort to build empathy.

The large group shared out a list of ideas that was beautifully responsive to the wide variety of difficult realities our students face. These are the needs of a generation, as one PD participant suggested, who have been largely raised by “lawnmower parents,” in other words, those who pave the way for their children to avoid conflict, though the wider world is full of it. So in essence, our students need not only a respite from the chaos of the world but also a place that then challenges them to critically think through how they can maneuver their way through it and problem solve solutions to big issues.

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So, what to do with this information? Everything. We do everything with this information. It guides the choices we make from the start of the year to the end, from the first time we sit down to plan to our responsiveness in the face of differentiated preferences and needs, from the enthusiasm that bolsters the start of the year to the shadow that can fall on our practice when we’ve lost our way and enthusiasm and productivity can plummet in our classroom.

It’s no easy work, but as we know, so often that means that it is precisely the work that needs doing most.

What specific needs are your students exhibiting early this year? How are they impacting your daily work? Feel free to comment below!

Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. Follow Lisa on Twitter @LDennibaum 

Takeaways from Tyrolia: Four Days with Kylene Beers, Penny Kittle, Bob Probst, and Linda Rief by @KarryDornak

Tyrolia Ranch
I still haven’t mentally returned from my time at Tyrolia, Kylene Beers’ ranch, in Waco, TX. My mind still thinks I am sitting at her dining room table, painting a watercolor picture while overlooking a pond banked with Cypress trees. Or nestled on one of her incredibly-comfortable couches talking about a podcast with a newfound friend. Or riding a Mule (the all-terrain vehicle, not the animal) with Penny Kittle and five other people who were just as giddy as I was. Or sitting around her living room chatting and laughing with Bob Probst and Linda Rief while the aroma of the evening’s dinner tempted our senses.

Scenic Tyrolia RanchIt’s amazing that a place of scenic tranquility and beauty could rouse such feelings of rebellion and determination.

But you can’t talk about rebellion without first talking about power, so let’s start with the power of literacy.

For the first time in history, power is no longer based solely on wealth. Power is a Tweet. A YouTube video. A social media post. Kylene gave a fascinating talk about the “ugly roots of literacy in America.” In Colonial America, “literacy” primarily meant one’s ability to sign a document or contract. Who held the power there? Those who could sign the document, or those who could write the document? During the Revolutionary and Civil War times, penmanship was valued as literacy. But who had the leisure to practice their penmanship? Those with wealth, privilege, and power. From the Civil War to World War I, literacy meant one’s ability to recite poems, monologues, and stories. But who had the leisure to practice memorization? Those with wealth, privilege, and power. Then we get to the Industrial Revolution, where the assembly line was born. And then our schools began modeling the assembly line design (can’t you just picture kids on a conveyor belt being carried from class to class?). From the 1950s to 1980s (and even in the present), literacy meant analyzing the meaning of what we are reading. But still, someone else held the power (it was the teacher — or CliffsNotes —  who determined if a student’s analysis was correct or not).

The point is, the definition of literacy shifts to reflect what is happening in the country and world. Presently, businesses see the value in synthesizing information and identifying potential problems rather than just solving existing problems. So what does this mean for our classrooms?

It means we abdicate the power we as teachers have held on to for decades and give it to our students. If we are only teaching them analytical literacy, we are preparing them for 1980. For this century, students need the same literacy skills they’ve always needed: to summarize, to retell, to articulate, to evaluate. But more importantly, they also need a willingness to see another perspective, the chance to take a risk, the ability to sustain their focus, an acceptance of ambiguity, and the self-confidence that allows them to identify as readers and writers. Because that’s power, right?

But the chances are, if you’re reading this, you already believe this. Chances are, if you’re visiting Three Teachers Talk, you are already subscribed to the belief that education has not caught up to the 21st century. And chances are, you sometimes feel alone in this belief. Or isolated. Like you are fighting a losing battle. Like you have found a great discovery, only to feel that no one else believes you.

That’s where Penny Kittle’s words ring true  — that courage is more important than caution. I understand not wanting to “rock the boat” or damage friendships with your colleagues, but at what cost? The risk of sending our students into the world illiterate by 21st century standards and powerless?

Kylene told us that to start [educational, metaphorical] fires, we must start with our best kindling. So find your tribe. Find your people. Those who value courage over caution. They may not be in your hallway. Perhaps they’re across campuses, across districts, across states, across international borders. That’s who I found at Tyrolia. I found my tribe.

And persist. Penny said that it is often the changemakers who take the lumps. And I don’t know about you, but I have definitely felt it. But our kids are worth it. Linda echoed this sentiment when she said that even if you just change one teacher, that is one group of kids who are benefitting. To add to the conversation, Bob suggested we focus on the 5%: the 5% of teachers who are ready and willing to make a change, or the 5% of our teaching that we are dedicated to improving. So ask: “What’s one thing we can change this year?”

For me, I am vowing to write more. Penny encouraged us to start the habit of writing for fifteen minutes a day. You know what I said to her? I’ve tried to keep notebooks and journals, but I always lose interest because I feel like what I’m writing doesn’t matter.

Dwell on that sentiment: My words don’t matter.

You know many of our students feel the same way. How can I show my kids that their words and voices matter when I don’t even feel that my own do?

But she told me that my words did matter. And then four days later, she retweeted this, and I can’t help but think it was for me:

PK notebook tweet

The truth is, words matter.  Everyone’s: mine, yours, our students’. The words we read shape our thoughts. So immerse yourself in the words of Kylene Beers, Penny Kittle, Bob Probst, and Linda Rief. Their words are life-changing.

Immerse your students in words of both the past and the present, so that they understand how we got to now, and how we can change the future. And the words we write matter. They help us reflect, learn, process, and discover.

I’m slowly wakening from the dream that was Tyrolia, but I hope that we all remain:

Determined to write.

Unafraid to rebel.

Revolutionaries for 21st century literacy.

On a mission to find our tribes.

The 5%.

As of today’s publication, Karry Dornak has continued to write, rebel, revolutionize, and seek out her fellow 5%. She is balancing life in Spring, TX, as an instructional specialist, teacher, wife, mom, and Pumpkin Spice Latte enthusiast. Follow Karry on Twitter @karrydornak

 

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