We're All Pirates When It Comes Down To It

This week as been so much fun. I have been taking over the class staring with the morning work and finishing just before lunch. I cover every topic but social studies/science. I am starting to understand the balance of what the kids can do and what is maybe too far of a reach for their grade level. I have been developing my own classroom management, and like I said before in my previous post, I am learning from my mistakes and making adjustments.

I have been struggling with some perfectionists in my classroom. There is a group of 7 or 8 students who have a very difficult time feeling any sense of accomplishment if they don't finish a project or if they spell a word wrong. So today, during my lesson, when I spelled "Soccor" on the board while teaching I took a step back and asked the students if that was spelled correctly. -- Side note: my master teacher was evaluating that lesson -- yikes! -- The students responded that it was not spelled correctly and I used that time to remind the students that it is ok to make mistakes and that even though I am the teacher, I still sometimes make errors... but that it was ok because I am learning. My master teacher smiled, my students were happy, and I used my mistake as a learning experience.

On Monday I introduced the book "How I Became a Pirate" by David Shannon and had the students follow along. (I had the book up on the smart board so that the students could see the illustrations and so that they could follow along as I was reading.) I paused and had the students show me their very best pirate voice. -- What a fun lesson.

I also had a few worksheets that I had found on teacherspayteachers.com and had passed those out. One was a pirate themed lined paper and I had asked the students to write down any pirate words that they had heard while listening to the story.**

**I had passed this sheet out prior to the story beginning and had fully explained the activity.** Repetition is key. Reassure the students that they understand the task at hand. Have students rephrase what you just asked them to do. Repetition is key.

The kids loved the pirate theme so I continued it today by recapping what happened in the book and passed out an awesome compare and contrast worksheet I found online. I led the students through the first half of the worksheet and had them work through the rest with their table group. I really enjoy having the students talk through the lesson because then when they are talking it is about the lesson. The kids absolutely loved the lesson and I received full engagement. At the end of the lesson I had the students figure out their "Pirate Name" with another worksheet I had found online. Absolutely love pirates and so do the kids.

Wish me luck,

Megs

Death by Second Graders

I could go into this big long story about how crazy yesterday was and how, at one point in the day, I thought I might die. It was tough. But it wouldn't be as fun to read as today's story will be. Let's just say "Phewwwwww, glad that's over" and move on.

Today:

Math:

 Today the kids had to take a test about what they had been learning for the past two weeks. Yikes. This is when I know I have been doing my job correctly or not. Fingers crossed, I am grading them tonight...with the help of my dog of course.

Before the students started the test, I had them work through a math warmup that was already on their desk when they came in from recess. I walked to each table group and checked over their shoulders if they were doing the work correctly, gave suggestions when needed and very dramatically reassured the students of how proud I was that they were doing such a good job. I wanted to be sure to encourage all of the students, highlighting a few by name that I knew needed a little push in the right direction. I had all the students separate their desk, and with the promise of free choice at the end, the students began their test. I walked around answering any questions that they had on the word problems...after all (and my master teacher assured me of this) the test was not a reading test, it was a math test and the students would be tested on math.

Students worked the entire math period, some took need A.R. quizzes, others read or finished some art projects. Overall, it was a very productive period. :)


Writing:

Yesterday I introduced a new creative writing assignment about penguins. I told the class that I was "giving" each and every one of them a penguin and that it was their job to come up with a creative name, to tell me what the penguin likes, where the penguin lives, and some of its favorite activities.

I was very impressed with some of the names...but honestly, it was a struggle.

Wobbles

Miss. Love Dove

Butterball

FireBall

Bob Stevey

Squigly Squids

-- Like I said, yesterday was crazy. --

Last night I spent some time going over the student's penguin work. I circled misspelled words and asked the students to expand their sentences.

Some needed a lot of revision...some needed a little.

Today I reminded the students of their spelling dictionaries that they had in their desk, had them revise their work and complete a rough draft. Then they got to be creative and draw their penguins. This is always my favorite part of the day because you never know what some kids might come up with.

Updates: 

Ticket System: I have started phasing out the ticket system. It worked to remind students to stay on task, but it was a pain to remember to hand them out, to keep track of tickets (most would end up on the floor) and to remember to have the daily drawing.

I've implemented a table group system instead. Each table group is responsible for their own points. The first table group to get to 10 points - taken and freely given whenever I deem necessary - gets a pick out of the box.



Tomorrow is Friday!

Wish me luck,

Megs

If you can't beat em', join em'.

Happy Tuesday to everyone who reads my blog. Today was a little crazier than usual and the students were all kinds of hyper. It was difficult to get the students to focus on the math lesson (which was coincidentally more difficult material than usual -- not the best combination).

Today we focused on using word problems to solve two-question problems. For example, Tracy has 21 potatoes in one basket. She has 18 potatoes in another basket. How many potatoes does she have in all? Then, Tracy uses 22 of the potatoes. Now how many potatoes are there?

Because of the difficulty of the lesson I worked through each of the problems at the front of the class while the students helped guide me through the problems. I made sure to put the responsibility of actually solving the problem on the student by calling random students to solve parts of each problem. The difficulty did not come from students who were not paying attention (although, like I stated earlier, the students were very talkative) but more from the difficulty of the lesson. However, we pushed through and the majority of the students understood how to complete the work.

Lunch (In other words "Teacher's Rest Time")

During lunch I was brainstorming how I could use the fact that the students were very talkative today as an academic advantage. I knew that for the writing activity I had wanted the students to create their own rules as if they were the principal of the school...so I just adjusted my lesson to fit the needs of the students today.  I decided to move the desks around from rows to groups and created five different table groups. I let the students know before going into the classroom that I had moved around the seating and that I wanted them to find their desk and clear everything off because we had a new assignment.

After the students came in and the noise settled I had everyone look around at their table group and explained to them that these people, THESE SILLY, CRAAAAZY PEOPLE, were their partners in the next activity. Then I had them all close their eyes. This is a neat little trick that might not work for all classes, but for now works like a charm in my class. I told them to imagine that they had their own school and that they got to choose their very own rules. I started giving examples of silly things: No homework, only ice cream for lunch, video games everyday, riding dragons to school, etc. The kids all seemed to love the examples and they started getting very excited about the activity.

Then I asked my classroom helper ( I choose a new one everyday) to help pass out the lined paper while I read the following poem:

I reminded the students that they could pick any rule that they wanted but they needed to work together as a team to come up with their rules. Yea for talking! I gave them about 7 minutes to complete this activity and walked around so I could peek at some of their answers.

After everyone had finished I had everyone stand up and push in their chairs and I dismissed them to a certain area of the room. I went around to each group and read the 5 rules from each new "school". I told the students that they were going to need to decide on a school that they wanted to attend. I had them all turn around and tapped each student on the shoulder so they could quietly choose their favorite school.** I did tell them that they were not allowed to choose their own school and that helped balance the selections.

Once everyone had settled at a table group I had the students who chose that school work together to pick, what they thought was, the best rule and indicate it by circling the rule. I had all students return back to their normal seats and fresh paper was passed out so we could compile all the best rules onto our "final draft". I had one student from each group be the spokesperson and they told me what rule had been selected. Our final draft makes for one amazing new school.

Favorite Moment of the Day: 

I had a table group that was half boys and half girls decided that one of their rules was that they didn't want a member of the opposite sex in their school. So we had "THE BIG SPLIT" which, of course, I made a huge deal. The kids thought it was great. The all boys school decided that everyone would play laser tag all of the time. I can't argue with that, sounds great!

You can't scare me, I'm a teacher.

Week 2

Last week was a whirlwind. I had begun teaching writing as well as math. I need to develop my own lessons to teach and on Monday I had no idea what I wanted to do for the rest of the week. Good thing I work well under pressure.

Monday:

We wrote thank you letters as a class. I wrote half of the letter on the smartboard, while being prompted by students, and allowed them to be creative. My writing prompt, that the students decided on, was, “Thank you so much for the beanies. I like them because...” After tossing around creative ideas out loud the students were then given time to write why they each liked them. They were also given time to draw, so that way they could take a mental break from letter writing.

Tuesday:

I had read The Sweetest Fig in class and I wanted to stick with that theme for the following week. The story is about a man who has a magic fig that makes all of his dreams come true. So my extension was, “If I had a magic fig...” As a class we brainstormed different ideas. After passing out small pieces of paper to each student I had each of them clothes their eyes and think about what they would wish for. I made it a game, “Make sure you don't let anyone see your answer.” Then I had my student helper collect all of the small pieces of paper and I read them out loud. I told all the students that when they heard their answer not to make any sounds. When I read a certain answer about quad racing it was obvious who wrote it. So I stopped pacing and stared at that student. This brought out a fit of giggles. I love my students. They are a bunch of silly kids.

"Quad Racer"

"Fire Powers"

"Guinea Pig with a Brown Eye"

"Ice Powers"

"Math Teacher"

"Popstar"

"I would buy a fish"

After that, we worked through a graphic organizer together and I had asked the students to help me fill in the bubbles. The center bubble was “If I had a magic fig” and we made three extensions from there. So on and so forth.

Wednesday:

I had taken home their graphic organizers over night and had circles their best idea and had written small comments encouraging each student. I handed out the templates that I had made for the students to help guide them through the writing process. And lead them through the process. Template shown below:

If a student did not know how to spell a word I reminded them that they all had a spelling dictionary in their desks and that they needed to use it. After the students had filled in the template, I passed out lined paper and had them write their story. I took those home over night and circled, in pencil, any word that was misspelled.

Thursday:

I handed back the lined paper and had students make corrections. Once they were finished I passed out a blank sheet of paper so that they could finish off their creative writing with a visual image. I was really impressed with some of the finished projects.

** Please note the smart board**

Friday:

We had rotations between all of the second grade classrooms. Meaning each teacher had a group of students for 30 minutes each and then they rotated to the next classroom. My master teacher decided to teach about Jerry Rice, some kind of football player that I know nothing about. Yikes. (Don't you worry, I know a lot about him now). That was a lie. Moving on.

I walked around to different classes to check out what each teacher was doing and to also see a few different classroom management styles. The lessons included: Darius Rucker, The Underground Railroad and making a classroom quilt. Each teacher had their own form of classroom management so it was good for me to see all the different styles.

Also, at the end of the day I forgot to finish the Friday drawing. So no one got any prizes. Yikes. I'm going to be in trouble on Tuesday. Yes, we have Monday off. **Hallelujah!**

The Case of the Smellies.

Monday presented a few challenges. The kids were a little crazy today during the math lesson. We worked on subtraction with regrouping. Because we had already been over this subject, the majority of the students completed this lesson with ease. Like always, I introduced the lesson by recalling previous information.  I made sure the students were telling me how to solve the problems. I went over the first page with them, one problem at a time, while asking the students to help me, step by step, solve the problem.

Weaknesses: The students were pretty rowdy so it was difficult to maintain the attention of the class. When the noise level became so that I became frustrated I had the use the "d" word. I had to tell them I was disappointed in them. After that the class seemed to settle down; the started paying attention and either decided to work on old homework or read a book.

Lunch happened. (Yay mental break!)

Today began my first week in charge of the writing portion and we completed thank you notes. Last week all of the students received beanies with our school pride on them so we focused on thanking the people who helped make them possible.

Because it was my first time working with the students on writing, I was unsure about their content knowledge. So I put the assignment in their hands by asking them what made up letter writing. I asked the students what made up a letter and they answered:

"You need the date."

"You have to start with dear."

"Don't forget your capitals."

I had the students guide my entire lesson by telling me what they already knew about writing letters.

Teacher Read:

Tomorrow I will be using this book as the writing portion of the class. It's about a man who eats magical figs that make all of this dreams come true. My writing prompt will be something like, "If I had a magical fig..." (Still in the works.)

On another note, today the super students were able to take off their shoes during class time...

...and someone had really bad gas.

Smelly day.

Friday Funday?

Let me tell you a little story about Friday.

The Room from Hell

At my school every class has a partner class. As second graders we have been partnered with a kindergarten class. We do everything from art projects to mitten exchanges. Today we needed to help our buddies with a research project. The kindergartners needed to pick an animal that they wanted to learn more about. So we met them at the computer lab. After we were done having all the second graders pick out their computer we led the kindergarteners into the room. They lined up against one wall and one by one they found their assigned buddies.

Using the computer proved easy, as my class had already had previous experience using them. All of the students successfully decided on their animal and printed out the required text. Then we decided to switch rooms. *DUH DUH DUNNNN*

Now, here's the thing, we had 40 elementary students so we needed a bigger room. We wanted the students to read through the material and highlight some important facts. We needed a big room. So we had them line up with their buddies and their newly printed sheet and lead them to the art room. NEVER. AGAIN.

The room has this nifty way of making anything anyone says echo. So you can only imagine 40 elementary students in this classroom. Holy potatoes.

After that, my master teacher was exhausted. So that is a testament to how environments can effect the lesson. Word of advice: never use the art room.

Lesson I Taught

I had a chunk of time to complete an art lesson with my class. We decided to complete a bubble letter project. This is what the finished product looked like:

Step 1: Have students write their name on the big sheet in pencil. Remind them to write lightly as they will need to erase later.

Step 2: Introduce block letters and have them outline their name. I also displayed block letters on the smart board so they could see what the final product would look like.

Step 3: Make sure that each student has a box of crayons and a large eraser. I showed the students my final product and had them answer a few questions about them. I made sure they students understood the importance of outlining the entire letter. I suggested using different colors for each letter while encouraging them to be creative.

Step 4: Provide students some time to start outlining their letters. I had the students use their eraser *very carefully*  to erase the inside of their bubble letters. Then I showed them my final product again. I led a discussion about the different patterns that were inside each letter. I asked if anyone had any of their own ideas for the inside patterns. Students responded.

Step 5: Have students creatively complete their patterns and names. Have them raise their hands when they are done. After they have finished coloring in their name

*Make sure the students color pretty hard with their crayons because they will be painting on them.*

*Also, check their work and give them positive feedback and suggestions, if needed.*

Step 6: Paint over the name. I had students paint in groups of three. I provided three different colors to choose from; gold, silver, and blue. Be careful with darker colors. If the student chooses a darker color remind them to really spread their paint out so their name doesn't get completely colored by the paint.

Step 7: Enjoy!

We are going to use their completed projects as the front cover for their art portfolio.

Das alotta tickets!!!

Day 3.

Because Mrs. C, my master teacher, has allowed me to take over the math portion of her class I taught the math section again. Today we focused on subtraction with regrouping, only instead of the questions being set up in a vertical equation they were laid out in a horizontal line.

I started by asking the students to remind me what we worked on yesterday. I emphasized the key term “regrouping” by asking several students what they had learned from yesterday's lesson. They each gave me the “subtraction with regrouping answer” including my Superman.*

“Subtraction and borrowing”

“Minus and regrouping”

“Subtracting with borrowing”

*I'm not sure if I've mentioned Superman before. If not, here's a quick recap. Superman is an amazing student who we believe to be slightly autistic. He has trouble paying attention in class for long periods of time and struggles with articulation. Superman has the ability, and when prompted and constantly reminded, he completes all of the expected work. He has an amazing heart but tends to get frustrated with himself. At the beginning on student teaching he had little to no desire to complete any work. Today he surprised even himself.

While I explained what is expected and worked through some problems with the class I also gave out tickets using positive reinforcement. “Oh my word, Miss Dots*, thank you so much for staying on task and working quietly.” In doing so, it prompted other students to get back on task and reminded them that they had things to accomplish.

*Miss Dots: Adorable young lady who asked to sit next to me yesterday. I call her miss dots because she is my girly-girl of the class. She loves anything and everything girly and pays me at least on compliment per day on my outfit.

In my opinion, my lesson went smoothly and I engaged all students for the majority of the time. I was very proud of Superman because he was consistently on task and completed ALL of his work. He earned 9 tickets today for all that he had accomplished today. He even passed his timed math, which made my heart happy because I did not see the disappointment that I normally see at the end of the testing period. I'm sure he's very proud of himself and after school I made a point to tell his father about his accomplishments. Superman light up while I was talking about him. **Happy Dance**

I found the ticket system to be highly motivating. I also found that when I am stern and the students know what I expect of them it is easier to motivate them to complete work. When I try to be the “best teacher” by being a friend to everyone, then nothing gets done. I think I am beginning to find a good balance.

Friday's schedule is a little different. I will not be teaching a math section, but this weekend I will be preparing to take over the writing and language arts section as well as math. I will be teaching a pretty big portion of class time for only being in my second week of student teaching. I've said it before and I will say it again. My master teacher is awesome.

Favorite Moment of the Day:

During the math lesson I asked if anyone could tell me how they knew, during a subtraction problem, if they needed to regroup. Miss Dots raised her hand and answered with an extremely well put together solution to my question. I made my “OH MY GOODNESS” very impressed face as I walked over to pick up my roll of tickets. While Miss Dots was still explaining her answer I slowly unrolled the tickets. All of the students were watching and gasped at the amount of tickets I handed Miss Dots.

I'll be honest, the amount probably only totaled about ten or eleven...but the reaction was priceless. And to the kids "Das alotta tickets!!!"

Miss Dot's answer prompted me to share some of their math homework from yesterday that I was able to grade and the few answers, given by students, that I was very proud of. The question was “How do you know in a subtraction problem if you need to regroup?” Now, I can only imagine how hard that question was to answer and there were 4 students out of the bunch that really stood out. During the math lesson I pulled out their homework and I shared, with the whole class, the four students that I was extremely impressed with. Loved seeing their smiles as I shared their answers.

My outfit today!

"Miss Megan, you look like a carrot today." - Mini Sky

Wish me luck,

Megs

It's a takeover!!!

Second day down!

"This isn't my class, it's our class". -Mrs. C.

Today I was asked to start implementing my own form of classroom management. I decided to first focus on my reward system. Because I have had the opportunity of observing many different teachers who all have their own reward system I was pretty excited to piece together different aspects of my favorite reward systems.

I chose a ticket system! Yay!

I explained that I was different than Mrs. C. so my reward system was going to be a little different. Then I pulled out my giant roll of tickets and received the reaction I was expecting. TOTAL CHAOS. The students were so excited. One student even fake fell off his chair which led to an eruption of laughter...I'm sure other teachers can relate. I then explained to the students how it would work while I passed out 4 tickets to each of them.

My Ticket System: 

Students receive tickets for multiple reasons such as; good behavior, extra credit completed, using manners, not missing any homework, basically anything that I deem "ticket-worthy".

Students write their names on all of their tickets and can place them in the bucket at the end of the day right before the raffle. 

At the end of the day (Monday - Thursday) I draw 3 names from the bucket and they have a 50% chance of being able to choose a treasure from my master teacher's bucket. Prizes include; snacks, bouncy balls, visors, etc.

If their name is drawn the student has a chance to win a prize by throwing a giant plush dice.They chose whether they think the dice will be even or odds. They state their selection out loud and all the other students are very excited if they win. If they win they get to choose from Mrs. C's treasure chest. Everyone is involved and very excited about the raffle. 

On Fridays, I select two winners from the tickets that they have been accumulating all weekend and they get to choose from my own bin which includes; necklaces, silly putty, glow sticks, stuffed animals, books and all sorts of amazing toys.

The response from the students are so much fun. When it becomes raffle time, the entire class falls silent while they wait to hear who has been selected. They are all very excited about the opportunity and they are happy when their classmate wins.

During the math section that I taught today I gave one student five tickets at a time and the whole class went a little crazy. Everyone straightened up in their seats and about ten hands shot up wanting to answer the next question.

Normally, or so I'm told, the master teacher will wait for the first couple weeks before allowing the student teacher to take over a lesson. Well, here's the thing, my master teacher is awesome and she won't be having any of that nonsense. She has already allowed me to take over the entire math section.

Following recess the students all started working on the math worksheet that was placed on their desk. After most of them were halfway done I began working through the sheet using the smart board. I called names of students using the popsicle sticks.

Then we started on timed math. -- Tomorrow I need to remember to dismiss them four at a time to grab their timed math worksheets. Hopefully tomorrow it will be an easier transition.

After timed math I introduced the math lesson for the day. We worked on the following:

Favorite moment of the day:

One of the students, I call her Miss Dots, used her free seating coupon to sit next to me. My heart melted. 

Room for improvement: During my lesson I had two students who were consistently blurting out during the lesson. It was very frustrating. Tomorrow I will be watchful of those students.

Outfit of the day. Also, my dogs are both models.

And I'm grading papers at home.  I guess you could say I'm an adult now. 

Wish me luck! 

Megs

I'm only a day smarter than my students.

Holy. Cow.

"Don't get overwhelmed, you only need to be a day smarter than your students." 

My first day of student teaching has finished. I have never, not once, in my life been as tired as I am at this very moment. It was honestly a whirlwind of information, students asking me questions, working hands-on with a few students who needed it, learning about my master teacher's classroom management, and everything in between. My eyelids should be taped up at this point.

I've decided, as this information is public and out of respect for my future career and my students, that everyone that I work with will be anonymous. I will be changing all of their nicknames that I've given to them based on their personality, that way you can feel as if you are in my classroom.

Our daily schedule is broken into blocks. I'm not sure if it is organized the same way at all elementary schools, but I sure appreciate the frequent breaks. It allows the students a bit of a mental break...and let's be honest... the teachers as well.

Schedule:

8:00 - 8:20- Morning Work
8:20-9:00 - Reading
9:00-10:00 - Reading /P.E.*
10:15- 11:30 - Math
12:15-1:00 - ELA / Writing
1:15-1:45 - Science/ Social Studies
1:45-2:00 - KBAR/ Clean Up
End of Day! (In other words, WE DID IT!!!)

*I really appreciate this section because it allows the children to be broken up into smaller groups at their reading level and the teachers have the opportunity to work with each student. Such a great way to connect with the students and to monitor their academic progress.

Today, as it was my first day, I was observing as much as I could. I walked around the classroom monitoring student's work, answering questions, and helping with some classroom management. I was slightly involved with what the students were working on at the time but mainly observing.

However, I did have the opportunity to help with some of the math lesson. My master teacher introduced subtraction problems that needed to be regrouped. Most of the students had a difficult time understanding what they needed to accomplish so Mrs. C had them work individually with us helping them. It was a little overwhelming. I have been asked to lead the math lesson tomorrow. So please 110% be praying for me. Yikes! 

Favorite Moment of the Day:

Mrs. C asked me to read to the students from a new chapter book. I was able to read to them for ten minutes and I absolutely loved every second of it. We read Franny K. Stein: Mad Scientist. I love love love this book! It was so fun to read and the content kept all the students engaged. Very fun read.

This was my outfit for my first day! 

 Without my giant blanket with sleeves. I get super cold. 

Above: Story of my life. One of my kids, I'll call her Miss Sky, asked me why I look so ugly in pictures when I'm pretty in real life. 

Below: Our new seating arrangement! Yay!

Wish me luck! 

Megs

Technically, Blogging is my homework.

Tonight was the student teaching orientation. 

I am absolutely overwhelmed and encouraged at the same time. I'm not exactly sure if I can do this. 

One day at a time. 

Few mentionable moments: 

• "Look for the positive."
• "The only bad day is one in which you did not learn anything."
• "Did you have a normal day today?" -- "Define normal."

Tomorrow begins the first week of student teaching. 

I need to be there at 7a.m. It's ok. Who really needs sleep anyways?

If working as a barista has taught me anything, it's the importance of being prepared and the importance of sleep. 

I'm already showered, smelling great, my first outfit is picked out and ready, and I WAS fully planning on being in bed by 8. 

Blogging was calling my name. And you know... it's technically an assignment. I need to keep a daily log of my activities. So I will be blogging everyday about my classroom experiences. 

Also, you should know, I'm currently watching The Bachelor and cuddling my dog. 

Wish me luck tomorrow! 

Megs

Just call me Miss Megan

2014.

Ok. This is the year of change. This is the year I begin student teaching. This is what I've been preparing for my entire college career.

I'm ready. (Nope, no I'm not.)

It's Saturday and I'm in bed, cuddling my dog and panicking about what Monday brings.

Monday begins my first 9 weeks of student teaching.

I'm ok.

I know that I can accomplish great things. I trust myself to finish out this credentialing program.

I'm still panicking.

Alright, now instead of rambling on for the next 40 or so lines I'm just going to explain my first placement.

Second Grade.

My master teacher is a wonderful woman who has been teaching 10+ years. She is gracious and is great at what she does. He classroom management is impeccable and the students all love her. I have had the privilege of helping out from time to time. I know the students and the students know me.

Her classroom is messy and fun. It is bright and welcoming.

Her classroom is exactly what I would want mine to look like.

***I'm assuming all of my readers will either already be teachers or will be aspiring to become one.***

Therefore, it's safe to say that we've all had teachers that have inspired us and teachers that we will never forget.

She is one of them.

 My boyfriend's mom got me this cute teacher mug. 

"Teachers are a gift, they touch our hearts forever."

This is a preview of my master teacher's classroom. 

Obviously, more to come.

Wish me luck, 

M.