One of the things I've really been missing during this year away from the classroom is getting to know my students...like really getting to know them. Prior to making student interviews a central part of my teaching, I would say I only sort of knew them. It wasn't until I started interviewing my students that I began consistently finding out about what mattered to them. Every day I learned about students' meaningful relationships, cute pets, childhood stories, pet peeves, and so on. These personalized details made learning vocab words and certain phrases highly memorable, but more importantly, this type of sharing allowed natural, genuine connections to be formed -- between me and the students, and between the students and one another. I'd come into class and hear students ask each other questions like:
Before doing these interviews, I would say my classroom was welcoming, but not in the same way that it is now. Before, I'm not sure all students really felt known by me or by one another. There would sometimes be a class (or two) where something was off. Despite how hard I worked at lesson planning and how determined I was to bring my A-game, a few students weren't "bought in" and I'd feel nervous that my lessons could be derailed by sarcastic comments or lackluster effort. But I can honestly say that these interviews, and the warm environment of belonging they've helped create, have made that nagging fear vanish. Walking into class and connecting with my students feels joyful. I was first introduced to the concept of interviewing students by my colleague Darah Harper, who attended a session on it at NTPRS in Chicago in 2019 (a conference that's since stopped running I believe). She raved about it and insisted we try doing interviews. I felt unsure: what if students didn't want to talk about their lives? What if the conversations got awkward and didn't go anywhere? What if? What if? What if? But we went for it and WOW -- game changer. I write in detail about my approach to these interviews, which I call "Star of the Day," in my book. There are as many ways to interview students and do follow-up activities as there are teachers, but I made a change last year that I think is worth blogging about here. I streamlined my process into something short and sweet that can work for all types of teachers and classes: middle school or college level, big class sizes or small ones, standard-level or advanced...this approach can work. My new take on interviews came about after I returned from maternity leave. Since I was coming back late in the school year, it was decided that I wouldn't get my old classes back. Instead, I would cover for a colleague who was coincidentally going out on leave just as I was coming back. I got 60 new students with six weeks left of school. In order to build rapport, I did one short interview a day to start every class. Each interview covered the following questions, pretty much in this order:
I also had:
In terms of the interview process, I asked all the questions at first, then as kids grew used to the routine (after about a week, really!), I involved them. "What more information do we need?" "What else do we need to know?" and kids would say things like, "When is your birthday?" "What do you like to do?," etc. I think the best part of these mini interviews came at the end when we looked at the student photo submission. To ensure students remembered to send me a pic, I emailed them the day before their interview (a complete schedule of who was going when had already been established with them) and said: ¡Hola! Just a reminder that you're tomorrow's star! We'll start class with your interview. I'll ask your name, birthday, likes and dislikes and then we'll look at a pic from your life and I'll get some participation from the class on what they see. You don't need to do anything besides send me two pics via email -- I'll just pick one photo, but I like to have two options. I'm looking for real pics from your life that are interesting / meaningful to you in some way / will produce some good discussion. I look forward to receiving your two pics and learning more about you. Hasta mañana, Ms Lodge These interviews gave me a way to connect with students of all kinds, especially the reserved ones. In the clip below, I'm interviewing a student who transferred to our high school from a new school and was very reserved in class. After this interview, there was so much for all of us to say and laugh about with him. He doesn't like his middle name and didn't share it. He loves food, except kale. It annoys him that teachers are always taking kids' phones in the cafeteria. In the interview, he talks in very simple Spanish and gives most of his responses in English -- I was fine with that even though he's in a Level III class. What mattered to me was for all of us to get to know him. In this last part of the interview, he admits to having some pets and something funny came up that ended up being an ongoing joke in our class. If you're on the fence about doing interviews, try it! Start small, and maybe stick small! You could try this same approach -- 5 questions and a picture! I promise it leads to awesome results.
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Although drawing and doodling are often associated with elementary education, these techniques shouldn't be dismissed as mere child's play. Rather, drawing and doodling are powerful tools for facilitating learning and building connection between students in the world language classroom. Students of all kinds -- from five-year olds to 50-year olds -- have something to gain by rendering drawings with pencil and paper as they take on learning a new language. The act of drawing can help students build memorable and personal connections to language. What's more, playful drawing exercises give students a way to share something of themselves. Similar to handwriting, doodles have a distinctively personal stamp. The way students represent figures, cars, or animals is unique to them. Through art making and sharing, students are able to recognize and enjoy each other's artistic quirks, while also developing a strong visual understanding of new words. One of my favorite drawing activities to use in the world language classroom is called Visual Notetaking. Visual Notetaking is something that can be done while listening to a story, a student interview or really any kind of auditory input. Visual Notetaking focuses on doodles, symbols, arrows, X’s, emojis, stick figures -- anything that provides a visual representation of what a student is understanding. ➡️ 🚳 ☔ 🏖️😀 🐷 🦋 🍓 🍔 ⚽️ 🎮 🚘 ✈️ ⏰ 💜 🚫 Students can include some keywords during Visual Notetaking -- writing isn't forbidden -- but primarily their page should be filled with doodles. This little exercise is really my nod to the kid who loves to doodle in their notebook during class, the kid who needs to keep their hand busy in order to concentrate -- I was that kid! To administer this activity, hand out blank paper and pencils, then cue up some audio. I recommend letting students listen to several lines of audio, then stopping the recording so they can draw freely. Hit play again and maybe even repeat a portion of the audio they just heard. You could choose to only do one two-minute excerpt or you could choose to do several excerpts. One caveat for Visual Notetaking is to pick a passage that has things that can be represented easily in a visual format, e.g., concrete vocab words or specific events. If people or characters are talking about their opinions or abstract concepts, it will be harder to do this exercise. I learned this truth the hard way by trying to do it with a recording of “Una experiencia inolvidable," a story in the Nuestra historia III curriculum by Voces Digital. In that story, the characters are talking about their opinions on art, and it didn’t translate well into doodling. So be mindful of what story you pick and even try it yourself first before leading the activity in class. In general, giving students a chance to draw their understanding of what they hear is a great way to focus their attention rather than having them feel intimidated by the sounds of another language and ultimately spacing out. Drawing is a great anchor in that way. Visual Notetaking can be used to get a sense of where students are before, during, or after engaging with content. After doing the exercise, one form of follow up is to put students in small groups to compare their doodles and share information back to the group. What images did they have in common? What was different? Another idea is to collect student work and say in the target language, “Hey! I noticed a lot of people picked up on the word _____” and show examples of what students drew on the document camera. Dogs tend to come up a lot in my Spanish class, and students very much enjoy viewing each others' renderings of dogs, especially ones that look like primitive stick figures! Some teachers have asked me whether this kind of sharing can be problematic -- do the students who lack so-called artistic talent get teased? Do people make fun of their contributions? The answer comes down to classroom culture. In all the ways you've been encouraging students to be supportive, openminded, and connected during other activities, the same goes here. I find that the naturally gifted students receive a lot of praise, but there is also real appreciation for the cleverness and originality of unrefined work because it manages to get the point across -- and sometimes even better than the aesthetically pleasing drawings! Student art can bring real joy, laughter, and fun into the classroom. I'm hopeful to present more on the topic of Drawing and Doodling -- perhaps at #NECTFL2024! I'm on the waitlist for now. If I present, I'll demo this activity as I did at #RIFLA in October. (Update! My RIFLA session was "Best of Rhode Island" this year, so I will be presenting at NECTFL afterall!) An hour session goes by fast, but there are many more drawing activities that I have up my sleeve that I want to demo with teachers. I'm thinking Crazy Sentences, Pictionary Mania, and 9 Panel Comic. I'm also contemplating adding more of these types of activities to a new chapter in the next edition of A Teacher's Guide to Our Story. Art is a powerful tool in the classroom and there is so much to say.
What does it take to heal? What does it take to forgive? What does it take to heal and forgive in the face of horror and evil? I'm thinking of the physical and psychological torture inflicted by Hamas against Israeli citizens earlier this month and of the ongoing loss of innocent life in Gaza. I see images of lifeless children and anguished parents and think: what if this were me and my family? My heart is pierced and I feel enveloped by fear. Peace, peace, peace, I pray. But how? Then a thought: Colombia. I've taught my students about Colombia's peace building efforts for the last several years, but the information takes on a new relevance and urgency in light of what is happening in Israel and Palestine and how this war has the potential to draw many nations (including our own) directly into global conflict.
Juan Manuel Santos, Colombia's former president, was awarded the Nobel Peace prize in 2016 for his efforts in brokering a peace deal between his government and the FARC, the country's most violent rebel group. At the time, I read that Santos hoped Colombia would serve as an example to other regions affected by war. Today, 7 years after the deal was signed, the terms have not reached their full potential, hindered by both a lack of political will on the part of Santos' successors, and by a lack of economic opportunity for those still caught up in the FARC's grasp. Yet Santos' vision for peace and his ethical leadership style provide hope (in my mind) and a potential template for other leaders to follow. I first learned about Colombia's path toward peace while attending a fundraising event for NEACOL (New England Association for Colombian Children). There, I was introduced to an organization called Respira en Colombia, which promotes peace by teaching la atención plena (mindfulness) and breathing exercises to citizens throughout the country. Respira makes a pointed effort to train schoolteachers in rural zones most affected by the armed conflict. See video below:
This organization is but a small cog in a larger wheel churning Colombia toward peace. As Santos was drawing together the peace accords, he understood that peace building necessitated a multifaceted approach. Therefore all sectors of Colombian society -- arts, business, education, pop culture, etc. -- were involved in promoting peace under his leadership. For instance, there was an ad campaign called "Respira Paz," co-sponsored by the United Nations, which included TV commercials where celebrities adorned with blue nasal stripped that said "Respira" (Breathe) encouraged people to breathe deeply before reacting. Along with these adverts, there were billboards and print ads featuring the split faces of disparate individuals connected via blue strips. See print ad from Behance.net below:
The hugely popular musical group Bomba Estéreo, known for hits like "Soy Yo," released a single called "Respira Paz" (Breathe Peace), which includes the lyric, "We are all capable of changing the way we do things by breathing." Full lyrics and Youtube video below:
I asked my students what they thought. Could a mindfulness campaign play a pivotal role in ending war? Could something as simple as pausing and breathing deeply give people the fortitude to not seek revenge? Of course, first I needed to give my students background on the armed conflict. I gave them these questions and sent them off to Google:
The next question -- what role does the FARC play in Colombia now? -- is complicated. Peace building is imperfect and messy. Santos is a realist about that. I had my students watch this hard hitting interview between Santos and a journalist from Al Jazeera who challenged him on whether his peace deal had actually been a failure. Specifically we watched minutes 2:55 to 9:40 of the clip below:
My students were impressed by (1) Santos' impeccable English and (2) his unflappable demeanor, which brought us back to the idea of developing personal calm.
A couple of years ago, a student asked if we could integrate mindfulness exercises (of the type Respira was teaching to Colombian schoolchildren) into our class. Yes, I said. We experimented with several things, but eventually settled on sitting in the dark in silence for the first three minutes of class. Given how much of a trendy buzzword "mindfulness" is these days, it wouldn't have surprised me if the majority of students had rolled their eyes at this request. But they were connected to what they were learning and didn't see sitting in stillness as a hokey gimmick, but rather as something worth experiencing (at least based on their end of year evaluations). Stillness and non action build restraint. From restraint comes better action. So I ask: Can Juan Manuel Santos' playbook for peace offer lessons for world leaders now? In this quick three minute clip, I am struck by his compassionate reimagining of what a "body count" in war can be, his idea of a "humanized" war:
I'll end with this quote from an interview Santos did with Globovisión after his two-term presidency ended. Screenshot below, followed by my translation in English.
Do you believe that the peace process can teach something to the international community?
"...That there is no conflict that can't be resolved, as difficult as it may be. No one in Colombia thought that what we did could be possible. But we did it. With difficulties, but we achieved it. And if we can in Colombia create the necessary conditions and maintain political will for resolving conflicts, I know that it's possible to resolve any kind of conflict. " - Juan Manuel Santos
I pray his words ring true in Israel and Palestine and elsewhere in the world. I ask world leaders to look to Santos' example.
While I'm just getting this blog up and running after eight years away, I did write a guest post last year on Voces Digital's blog. I wrote it nearly a year ago exactly: that time of year when teachers are in the THICK of it. If you find yourself drowning in grading, this one is for you! Help! I'm Drowning in Grading Already (First published September 29, 2022 on www.vocesdigital.com/blog.php) At this point, we’ve survived the back-to-school whirlwind. We’ve got a few lessons under our belts and have learned our students’ names. But a harsh new reality is setting in: we have papers to grade. Ungraded work is a common source of stress for most teachers. We know feedback is necessary. Students need it in order to improve their skills, but they can only benefit from it if it's given within a reasonable timeframe and presented in a thoughtful manner. If we’re lucky, we might have a few automated tools up our sleeves that can save us time, but many assignments require our real, live, human insight—and that takes effort. So how can we avoid sacrificing our precious personal time in order to meet the demands of our jobs? After all, we’re only a month or two into school and still have many more months to go before the blissful freedom of summer hits. While there’s no magic pill for burnout, there are some practices that can help make grading papers a more manageable task. Let's examine a few. Pairwork - Turn 30 projects into 10 or 15 by putting your students into small groups or pairs. Nothing will slash your workload faster than reducing the total number of papers you need to grade. Top Five Errors - Instead of meticulously grading every student’s assignment, scan through all of the submissions and find a few mistakes that stand out. As part of your next lesson, compliment your students on their collective work so that they know you’ve taken the time to look at it. Then point out the “Top Five Errors” you noticed. Students can take notes or review their own papers as you go over these highlights. Spot Check - Tell students that you are going to focus on one or two responses rather than reviewing all of their work. For instance, instead of listening to every single recording on an Interpersonal Speaking task, pick one or two audio tracks and listen to them intently. Give your students a heads-up that you’ll be approaching their work in this way. Your feedback will be focused and your time will be saved. Catch Up Day! - Give your students a chance to make progress on various personal tasks. This tip is from an article called “20 Ways to Cut Your Grading Time in Half” by Jennifer Gonzalez. Gonzalez writes: "You don’t have to take a sick day or show movies in class to get caught up. If your administration will allow it, plan a 'catch-up day' with your students. Let them know you need some down time to get caught up on grading, and have them organize their binders, sort out the files on their tablets or laptops, catch up on make-up work, do homework, or read or write silently. You can give them a participation grade if that helps keep them quiet!" While I’ve yet to try this piece of advice, I like what Gonzalez has to say here. She's centered her approach on helping everyone—students and teachers alike—maintain a healthy work-life balance. They Grade It - Involve your students in the grading process. Nothing is worse than spending time grading student work, only to watch students give it a passing glance before shoving it into their bags-or worse, into the recycling bin. Special correcting pens can make the process more fun, especially for younger students. Those are my go-to's. I have one more hack for grading in mind, but it's a bit of a pipe dream. I dream of having a personal assistant who does all my grading, plus manages my email inbox and Google Drive -- that would be amazing. I began this blog in 2015, but realized that no one was reading it so eventually quit. That could very well happen again, but here I go! It's my first time stepping out of the classroom in 17 years due to the birth of my daughter Autumn. My passion for teaching is still as strong as ever, so I've found a way to stay connected to teaching while being a stay at home mom via the conference circuit. I'll be presenting at RIFLA in Providence next weekend and will be in Chicago for ACTFL, which I'm excited about! In addition, I still contribute to Voces Digital, where I write curriculum and offer teacher trainings. Opening up this blog for the first time has caused me to reflect on changes that have happened between 2015 and 2023, both professional and personal. One of the biggest changes in my teaching between 2015 and 2023 is the way I've found connection with my students. I started doing student interviews in 2019 and that was a real game changer in terms of classroom culture. Student interviews (inspired by Bryce Hedstrom's "Star of the Day" method) introduced more laughter, trust, connection, motivation, inside jokes, creativity, and true learning into my classroom than anything else I've ever done. It's also one of the things that motivated me to write my book, A Teacher's Guide to Our Story, and is the focus of Chapter 6.
While searching the internet for some #authres, I came across the Youtube channel for "LosPolinesios," a trio of Mexican siblings that film themselves doing hilarious retos, or challenges. Mostly, they dare each other to eat outrageous food items, but they also play practical jokes on each other and make silly videos. They have a series of videos called Reto: Éstos no son mis brazos (Not My Arms Challenge), where one person talks and the other provides accompanying arm movements. Lesslie did a video, with Karen as her arms, in which she discussed her rutina diaria, which just so happens to be a unit in our 8th grade Spanish curriculum. Lesslie covered a lot of our reflexive verb vocabulary in her video: despertarse, cepillarse los dientes, maquillarse, peinarse, desayunarse. Perfect #authres! I showed the video to my students and asked if anyone was brave enough to try to make a similar video. I wasn't sure how they would respond, but before I could even get the idea out of my mouth, several of them were clamoring with excitement. Speaking in Spanish...on camera...while having someone throw a bunch of beauty products in your face takes a certain personality type. I wanted everyone to feel involved and comfortable, so I said students could pick from three main roles: the speaker, the brazos, and the helper. The helper would be entirely behind-the-scenes and would help edit the video. INTRODUCTION AND SET UP1. Showed the video to my students and gauged their interest. 2. Put 3 roles on the board: speaker, brazos, helper. 3. Asked each student his/her preference and wrote names under each category. 4. Had students mingle and create groups. They figured out their teams without any problem. Out of three sections, only 2 students needed help figuring out who to pair up with. 4. Gave basic guidelines for the project. GUIDELINESLOGISTICSDay 1: Students were introduced to the project, formed teams, and began brainstorming. Day 2: Teams put their ideas / script into a Google Doc, shared with me, then were approved for practice. Day 3: Students practiced in class. Day 4: Filming (4 groups in 40 minutes) Day 5: Filming Supplies that came in handing on filming day:
VIDEOThis was the first video that came into me. The student editor for this video added in sound effects and played with the video speed. The only requirement I gave was providing subtitles, but she had fun playing around with iMovie. She has a few typos in the subtitles, but I love the spirit of this video! STUDENT FEEDBACK"I liked this project because we were moving around, not sitting and listening, which really doesn't work for me." "I enjoyed the laughter that came out of this. I loved seeing the other ideas that my classmates had." "I learned the words while they were put into action, which was helpful." "I liked to see people using the phrases. It helped a lot." COMPETITIONThe videos are beginning to come into me as students finish editing. Each class will vote for the best video from their section. They will choose the videos based on the quality of the Spanish and overall humor. I spoke with my principal in advance, and we decided to show the top video from each class at our morning assembly. The student body will vote on the best video and that class will win a reward. I'll post the results in my next post. To be continued...
In my Spanish 8 class, we have been working with the topic of health and sickness for some time. This topic provides endless possibilities for activities, conversations, and projects. Heading into the Winter Recess, I was looking to wrap up the unit. Students created silly first aid videos based off of a booklet on primeros auxilios. First aid videos
When we came back from vacation in January, I didn't feel we were ready to move on from the health topic. I wanted students to spend more time speaking about health and wellness in Spanish. I decided to try a doctor-patient scenario that would give students the perfect opportunity to practice tried and true vocabulary (¿Cómo te llamas? ¿Cuántos años tienes?), while at the same time allowing them to tie together the ideas we had been working with (describing symptoms, asking how someone is feeling, etc.). DOCTOR-PACIENTE TIMELINE1. Students took a look at a real patient intake form in English. They worked in groups to figure out what questions needed to be asked to fill out the form, and how those questions would be worded in Spanish. 2. We worked on compiling an accurate master list of Spanish questions and answers. 3. We began practicing the questions and answers through a variety of classroom activities. 4. We practiced a doctor-patient scenario in class for two days. 5. Students spent a class period taking on the roles of doctors and patients while I observed them and evaluated them according to a rubric. 6. Students completed a self-evaluation and then prepared for a minor written quiz covering the same material, but focusing on accent marks and spelling. PATIENT INTAKE FORMDuring the spoken assessment, students had access to the document below, which I based off of the English-language, patient intake form. The "doctors" filled out this document and could show it to the "patients" during the interviews. SAMPLE videoHere is a clip of two students in the middle of a doctor-patient scenario on the day of their assessment. All my students were having conversations at the same time, so there is a lot of background noise, but here is the transcript of the clip: Doctor: ¿Dónde te duele? Paciente: Está aquí (points to head). Doctor: Describe tu dolor...0 a 10. Paciente: 6. Doctor: Describe tu dolor. ¿Es agudo, ardiente, doloroso, punzante? Paciente: Doloroso. STUDENT FEEDBACK"It was cool to do this project because when I get older I want to be a doctor." "I learned how difficult it can be if a doctor speaks a different language than the patient." This assignment helped me learn how to say the vocab out loud, and I think that it helped me learn the vocab quicker and I will remember it longer than I would have if it was just a written quiz." Next upThe next unit will be deal with daily routines and reflexive verbs...
Latin Bling Video from Allynn Lodge on Vimeo.
In addition to teaching Spanish this year, I have one section of 6th grade Latin. Learning about grammar can get a little dry, so we rewrote the lyrics to Drake's hit "Hotline Bling" and sung about the accusative case ending "m" in Latin.
Making the video
I used an old digital camera to film, but quickly realized I need to purchase an HD camera for better quality. Maybe Santa will bring me a GoPro, but in the mean time, my Canon Powershot gets the job done.
I imported the clips into iMovie, along with a "color loop" downloaded off Youtube. I also downloaded the instrumental track to Hotline Bling off Youtube, using Listentoyoutube.com. I checked with a librarian friend, and we think this project avoids copyright issues due to the fact that it was created for educational use. I used iMovie to edit, and had a student rap over the "Instrumental" track using the voiceover feature within iMovie; she used headphones with a built-in mic to improve sound quality. Without the headphones and mic, the volume of the voiceover was almost inaudible. The latest version of iMovie had a cool neon title feature which I used for the opening and ending credits. #TBT
The last time I taught Latin and made a video was when Gangam Style was a big hit...
M's Accusative! from Allynn Lodge on Vimeo. Above: A student tries different kinds of "refrescos" (soda) in a blind taste test conducted in my 8th grade Spanish 1 class. The past two years, I have been focusing on moving away from paper tests and creating assessment scenarios that are task-based and hands-on. I believe that real-life scenarios draw communication out of students in a way that paper tests can't. On a paper test, if a student doesn't know an answer, she might leave a blank; in a real-world scenario, if a student doesn't know the answer, she won't be able to finish the task and won't be able to have the experience. Students have greater incentive to learn the vocabulary and grammar structures. In addition, I think task-based assessments help seal the learning in place. A student is more likely to remember the word "manzana" if she is holding one and tasting one, rather than if she sees it on a vocabulary list. La prueba a ciegas, or “Spanish Blind Taste Project,” was the culmination of a unit on likes/dislikes and food in my Spanish 1 class. Students each selected a food item and then had to bring in three variations of it, for example: red apples, green apples, and yellow apples. They worked in teams. On the first day of the test, one person worked the taste test booth while the other person rotated and tasted different items; the next day, they switched. To start, each person asked demographic information of their classmates - always good to sneak in practice of the traditional questions that are taught in the first year.
Day 1 – Introduction and explanation of project Day 2 - In-class practice Day 3 – In-class practice Day 4 - In-class practice Day 4 – Taste Test Day 1 Day 5 – Taste Test Day 2 Day 6 – Data analysis Day 7 - Data analysis with Piktochart Day 8 - Piktochart continued While this project was designed for my introductory Spanish class, it could be adapted to any grade level, and any language. The questions they asked could be more complicated, and the write-up at the end of the project could be longer. Instead of a short paragraph, it could be a lab report, for example. I was reluctant to join Twitter when my cousin first told me about it in 2007. I didn't "get it" and didn't think the site would take off. By the time terms like "tweet" and "hashtag" were common place, I figured I had just missed out on it. A year ago, I had to join the Twittersphere as part of the NAIS Teachers of the Future program. Technology in the classroom was the program's main focus, and we were supposed to have a Twitter handle. I came up with @allynnshandle, which maybe wasn't the best choice, because people think it says "Allynn Shandle" instead of "Allynn's Handle." But oh well. I am still learning the ins and outs of Twitter, but one of the most amazing things I have discovered is the sheer amount of information that is out there. I've been connected to some amazing Spanish teachers, like Laura Sexton (@SraSpanglish) and Amy Leonard (@aleonard) and I've discovered the concept of "slow chat." Just type in the correct hashtag and you can be part of a day long conversation about a given topic. I was looking for a list of ed chats to share with my colleagues, and came across this great calendar: Calendar of Education Chats on Twitter Foreign language slow chats take place on Thursday nights @ 8pm EST with the hashtag #langchat. A separate website archives and organizes all the langchats by topic and is a great resource. If I had to post a topic for a #langchat slow chat, it would be: Q. How do you introduce and ultimately assess vocabulary in your classroom? |
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