Saturday, 28 August 2021

OAME 2021 Summary

Welcome to a math teacher blogging about life in a pandemic. That's about all you'll get on this blog these days. (I still do weekly journalling, but see no point posting it.)

This is the second of two PD posts; the first was Boardwide PD of April 23, 2021. This time I will discuss the OAME Math Conference, during the week of May 17th, 2021. The current pandemic meant that both events were fully remote (in fact all teaching in Ontario was remote following the "April Break", moved from March).

Screenshot from Wednesday the 19th

Earlier in 2021 I'd hesitated on signing up at all (and see last year's OAME post for how I hadn't planned on going to 2020) but since the virtual conference hours were 4-9pm, with a session at 8pm (after the little one had gone to bed), I decided to at least take in evening sessions. Perhaps the blinders were on in late March?

For the record, OAME 2021 had sessions at 4pm, 6pm and 8pm, with their virtual trade show running in between. This was every day, Monday through Friday, though I stuck with 8pm (mostly). By then I was also teaching a full course load (3U & Data) without a prep (due to quadmesters) so there was a lot going on.


The sessions were: M8.08, "Changing a Math Class Culture", presented by Alice Aspinall and Cesare Cetra. And T08.07, "Blurring Lines between Math and Art", presented by Karyn Hepburn.

The changing culture aspect was largely focused on the Thinking Classroom of Peter Liljedahl and his 14 practices (which I've blogged about elsewhere). This generation of students have different types of learners, with social media and more IEPs; don't start with course information, start with a problem together. Reduces pushback for problem solving in groups later on and sets classroom norms.

Verbal instructions where possible (careful of IEPs) and avoid writing, as it's something for them to fall back on. One marker per group, break down social barriers. Noted many aspects are more difficult during the pandemic and with remote teaching. Consistency through a department is nice.

Chat mentioned the use of Jamboards during online work for collaboration, and there was talk of growth versus fixed mindset along with Peter L's new book "Building Thinking Classrooms in Mathematics” (2020) and Jo Boaler's "Limitless Mind" (Going beyond mathematics).

Their favourite line: "You know more than you think you do." Connect to things already known, and 3-Act math problems. Making mistakes is very important, though kids don't want to hear it (worrying about a negative sign means you lose the process). Most common question is getting students to buy in.

Interestingly the last thing they did before going home for the pandemic in March 2020 was third annual school wide pi day math celebration. Overall it was a fine session - but mostly it reiterated points I've heard a lot elsewhere.

For Math and Art, the school combined the math/art program for Grades 9 and 10, allowing for completion of electives. The math curriculum was spiralled to revisit topics from three perspectives: Art concepts/graphs, Real life phenomena, and Algebraic representations. Allowing more time to absorb concepts in both subjects, and more productivity.

Experimental Probability: Random Art Types #1-4

First assignment was parabolas & texture (not Desmos, though that's another idea), then exponentials & fractals, then lines & patterns (find slope to create good symmetry), then design & 3D printing (for surface area and trigonometry). Photography can also link with trigonometry and contrast. Of note, 10P and 11C have perspective drawing in the course.

There was also a 3C Greeting Card Survey Reflection for statistics (survey the school for things like should there be snow, how many star layers). Once the cards were made from the data, they were signed and given to volunteers. Printmaking can also link to manipulating graphs, so they seem misleading.

During quarantine last year, statistics was instead make art where something can be marked in, such as tree trunks where their location can be plotted with quartiles (also goes to composition).

Karyn then put us in random breakouts, and I was with two other teachers, one from Toronto; we talked a bit about getting administration on side (low cost startup) but I also had to check on the little one who was having more trouble falling asleep (or possibly it was some other interruption around 8:30). To conclude the session, there was a Probability Art activity.

You chose four textures, then would randomly generate numbers from 1 to 4. Creating 8 results versus 32 results leads to experimental vs theoretical, make some predictions and calculate final results. I put in a graphic above.

Rather clever on the overall, and I only realized once it started that I know the presenter themselves. Some of the individual activities (such as that last one) might be ones to take advantage of on a smaller scale.


I (mostly) went to the 6pm Keynote on this day (rather late) because the 8pm session was a follow-up. Both sessions were "Mathematics, Social Justice & Actions" by Robert Q Berry III. (Past president of NCTM. I put one graphic at the top of the post.) Alas, there was some confusion in the household, so I missed the first half of the keynote itself.

When I arrived, Robert was talking about using data and information to provoke questions. Such as a link between cigarette smoking and income, and whether advertisers are targeting a certain group. Or the idea of gerrymandering, and weaponizing in order to advantage some while disadvantaging others.

There was a look at a Social Justice Math Lesson Framework, a seven step plan. What matters: Content (learning goals, relevant issues, analysis tools) and Context (purpose, allies, building identity/agency). Also WHEN matters (current events, contributing to a goal) and HOW matters (strategies, student/parent reactions, how to assess). The Zoom chat mentioned "Skew the Script" and "Math that Matters".

Six elements of a Social Justice Mathematics Lesson Framework were shown. Robert concluded by questioning how Social Justice could be infused in math and what work must be done to prepare. With a reminder that social justice need not always come from a trauma perspective, but can also have a celebratory point of view. Acknowledging those who are not always seen (hidden figures) or shining a light on activism.

This was continued in session W8.02, with a look at three tasks. For reference, there was his book "High School Math to Explore, Understand and Respond to Social Injustice".

Two gender/sexuality graphs were provided, and what do you notice? ("Listen to GLSEN") Data can be organized into a matrix, and can be collected from their own school based on what they've learned. That was more statistical, the second task was finance related.

Culturally relevant income inequality. Complete the following sentence, "before I read, I thought that *** but now I know that ***". Students were to research an article on their own, then do reporting. Connect to race, with the greatest change from 1967 to 2014. Noted students can represent the data, then discuss rate of change, and make sense of that (it may or may not be linear).

Questions to ask: What is the injustice here? How can I make sense of it and mathematize it? What is the action that students will take in learning from this? (Maybe understanding historical significance of how wealth is built, blacks could not own homes or access loans the same, "red line".)

Screenshot from Wednesday the 19th

The third lesson was "A False Positive" on drug testing. Robert also mentioned gerrymandering again (from the keynote), along with a plan for Creating Your Own Lessons. Noted that book chapters are broken up by content (Stats, Geometry, Numbers...)

Consider even COVID cases by County in 2020, from the NYTimes. Why more towards the east? Population density? How do we mathematize it, relative magnitude? Proportionality? Or racial disparity in major sports leagues, players to head coaches. How to mathematize? How to assess not only the math goal but the social justice goal, what will they take away?

There were a few other references, and Robert also took questions in the chat. I posed about pushback from parents or administrators, and Robert says you have to *do the work* to understand the community. How where kids live intersect with standards to teach, meaning use the community as a resource. Might be a lack of understanding and potential of resources.

The social justice should not feel like an add-on or drop-in. You might only do it once or twice every 6-9 weeks, it's a matter of being COHERENT.


The sessions were R8.09, "Creating a Spiralled Course", by Natalie Robinson, and F8.07 "Gender Equity: Promoting Female Presence in STEM fields", by Atinuke Adeyemi.

Personally, I figure spiralling is worth it, my attendance was more to get a sense of how it's best/being implemented. First offered, a "spiral" definition: a combination of laying a foundation of skills/concepts, and building upon these with continuous revisiting. Her department made spiralling a priority in both pathways (academic/applied) so a student who transitions is not losing anything.

To get started, find a friend (two is great to start), prioritize goals, then use previous lessons with revisions on the fly. Look sideways as well as up and down. Seasoned teachers are better with priorities, while new teachers are better with flexibility. Nathalie and colleague started with Grade 9 Applied.

They had FOUR cycles (loops through). Every strand represented in the cycles, which ran 24, 24, 20 and 9... the last was shorter owing to it being consolidating (eg solving for dimensions). It's never perfect on the first try (assemblies, interruptions, EQAO time...) but students were not confused by "jumping around".

Science of successful learning “Making it Stick” book, read around the same time. (Chat: By the Heath Brothers? Peter C. Brown, Henry L. Roediger, and Mark A. McDaniel?) If you don't have a colleague you ARE going to find it overwhelming.

Assessment has to complement the process. Two part HW assignments, due Wed & Fri. Reinforces all concepts are “fair game” at any time. (Pre-teach and repeat options.) You might have taught algebra but the HW is geometry. Will be linking them. Evaluations occur to finish a cycle.

Wanted mobility of 1D/1P (where 1D has the extra strand), so would take framework of 1P and modify it. Analytic Geometry very blank in cycle 1; Numeracy/Algebra very blank in cycle 4. Wanted Grade 11 Mixed. FIVE cycles; cycle 1 had nothing specific to strands (properties of functions, notations, solving equations) then cycle 2 gets more technical (factoring, exponent rules) then in later cycles get transformations and finance.

11U was also accomplished (8 units became 5 cycles), where it takes LESS time to get through curriculum (even with assessments and some review, still a few leftover days). But be flexible and kind to yourself, even the second time teaching might not be quite right; there's so many moving parts.

The last cycle is always a compilation of all ideas, so you revisit everything (no new concepts just old ideas in new ways), meaning need only a day or two for exam review after.

Teachers from different schools have collaborated on Grade 10 and 11C (Natalie had to do 11C virtually due to pandemic, using those notes, and it was working). If your school has teaching pockets, that's hard on the kids; worst thing is having kids in a successful environment then get thrown into a traditional way next time, there's data on this.

Pros: Many lessons the same, students see links, confidence and understanding improve. Cons: Many other lessons useless, need to build all new tests, feels like new teaching.

You’re only *learning* when you’re a bit uncomfortable. Your brain is not growing and making connections unless it’s straining. Hence quizzes where anything comes up. Could do test and a task over two days. Progress tends to be a reverse bell. (Starts better, then they have to push through a bit, but they end the course UP. So no stress at the end.)

No textbook used, continued through COVID, only truly misplaced students struggle. “I could give you my outlines, but they’re based on our dept priorities, so they might not match your thinking.” Try to make the end of each cycle more an Application/Thinking item (rather than thinking early cycles are Knowledge and later ones are Thinking).

There were some other questions at the end which Natalie said she'd address later, and of course I never got around to revisiting the files. Something else I'd wanted to get around to was watching Friday's 6pm speaker; I only caught the last ten minutes or so of Eugenia Cheng's session. More on that below.

For Friday's 8pm session, Atinuke introduced herself and referenced life experiences influencing her research interest. Arriving in Canada, she noticed low female participation in mathematics despite government interventions. In her country it's reversed, 20 students in a class would have only 4 males.

She asked us for what words we might associate with STEM. A field where we need female contribution and innovation. Context: Concerns in the 1960s, several national publications drew national awareness in 1990s, and despite "improvement" in 2000s, it did not translate to careers in STEM fields.

34% dropped out (66% remained) from 2010 to 2015 within undergraduates. And females were twice as likely (23% vs 12%) to switch into health care/psychology fields instead. Here are some reasons for low participation:
1) Psychological factors (& math anxiety). Women may worry about impressing (or pleasing) others, and have incorrect self-perceived ability.
2) Biological factors. Researchers argue that males’ brains have neurological qualities to allow them to perform better. But female achievement scores refute this argument (2002). 
3) Attitude and Beliefs. Confidence (as from middle grades, females are less confident so they become uninterested or unmotivated). Usefulness (when girls value STEM as highly useful, it leads to career choices). Attribution style (females are more likely to attribute success to luck or effort and failure to ‘low ability’).
4) Social Factors. From parents and teachers, encouragement and support. Parents socioeconomic status and education plays in. Teachers with stereotypical remarks or who themselves possess levels of maths anxiety too. (And equality vs equity – discard the equality.) Peers and peer pressure as well, though from the outset, what do we let them play with?

She showed a video here of how dressing a baby girl as a boy and vice versa, an adult gravitated towards different toy selections. I'd recommend checking it out (from 2017) as well as this other video on gender role expectations.

There was also #5) Societal Belief and Cultural Milieu. (Media portrayal: Big Bang Theory vs Numb3rs. Girls who are “nerds” or not social in the former.) Also, employment trends, few role models. In a qualitative study on math and physics students, the major obstacles were seen as inadequate teaching methods (unappealing lectures), lack of social interaction and solitary feelings.

There had been an activity planned here but we were down to five minutes left, so she gave final recommendations: *Stimulate and increase female interest through exposure from a younger age, then ensure they're aware of some professions. *Organize more outreach programs. Talk about great women in math. *And higher education should accept more women into ranks to serve as role models.

As a general rule, be careful of assumptions. Particularly related to gender.


The sessions were kept online for a couple weeks after the conference concluded, along with other pre-recorded sessions. I decided I was too busy with my full time remote teaching to take advantage... I had at least seen more than I managed to in 2020. One quick shoutout to the Friday keynote here, which I'd hoped to see more of.

Eugenia Cheng was the speaker. ("Inclusion/Exclusion in mathematics", somewhat related to my other Friday session.) She noted that if you teach how to do standardized tests, then that's what students learn, which will not help them later. Need to change from ingression behaviour (to be powerful, we must put down others) to congressional (pursuit of depth and cultural awareness).

Her conclusion referenced how many different possible answers would be a wonderful way to make things more congressive at all ages (like "which one doesn't belong", shoutout to Christopher Daniels). "We don't defeat math by learning it, we make it bigger by learning it".

In the overall, like I said in my prior post about the April Subject PD, there were elements here to reaffirm some of the things I was already aware of (albeit not necessarily doing). The class culture and spiralling aspects fit there, along with a few items like gerrymandering (which fit into my Data class).

There were also things I could consider incorporating, once I have more time to think about them. That being the art aspects, and going deeper with social justice. And of course the gender issue is something to keep in mind, extending even more to my three year old daughter and not wanting to fit her into some societal norm.

If you're wondering about previous OAME conferences I went to, you can have a look at 2013, 2014, 2015, 2016, 2018, 2019 and 2020. (In 2017 the sessions were full before I realized registration was open.)

Alternatively, feel free to drop a comment here. Did you learn something, or have any thoughts about the mathematics? Or the teaching, or applications? Please let me and other readers know. As always, thanks for reading through to the end.

(Note: For a more frequently updated blog, go to that link, where I've started rerunning "Quantum Loop" and other math parody serials.)

Thursday, 26 August 2021

Subject PD 2021

Welcome to a math teacher blogging about life in a pandemic. That's about all you'll get on this blog these days. (I still do weekly journalling, but see no point posting it.)

There will be two posts on Professional Development this month, the Boardwide PD of April 23, 2021 and the OAME Math Conference during the week of May 17th, 2021. The boardwide is subject specific info, rather than how to use Personal Protective Equipment and the like. (Why would I bore you with that anyway?)

The current pandemic meant that both events were fully remote (in fact all teaching in Ontario was remote following the "April Break", moved from March).

For the board wide, this meant it was possible to sign up for any of the subject area online sessions. I took advantage of that to include "Comics in the Classroom", listed under the "Canadian and World Studies" subject header. The other two sessions were within mathematics, and the overall plenary speaker at the start.


The plenary session was speaker Mante Molepo. You should go check out her story yourself; she's a black lawyer who co-founded Parents for Diversity. She presented through YouTube but there were links for audience interaction. Some of the early items I jotted down related to things caucasian individuals (such as myself) take for granted, like "flesh coloured" bandages, default emojis or non-dark tights (which can be a barrier to dance).

Also included were how Inuit names were forced to be changed for identification (their names otherwise evolve through life, a problem for the church), how Pullman Sleep Car Porters were (are?) referred to as "George" (after George Pullman himself, working "for him" as a callback to slavery), and how in fiction people of colour can be relegated to "token" characters who are without substance (tell a joke then fade into the background). Been trying not to do the latter myself.

There's also been repurposing by caucasians, like the image of a fist up. In the legal context, does requiring french remove indigenous options (as a second language)? This talk was, of course, prior to Mary Simon becoming the first Indigenous governor general in Canada, on July 26, 2021.

The analogy is antiracists trying to move up a down escalator. (I was reminded of "How to be an Antiracist" by Ibram X Kendi, which we were then reading for an optional book study at school.) There was also a rather good video about still being in practice (not being perfect).


My first workshop session after this was "A35: Panel discussion to address concerns about transitioning to University in the time of COVID". It was put on by Monica Nevins, Steven Desjardins and Joseph Khoury out of the University of Ottawa, Dept of Math & Statistics.

Even then, at the end of April, the assumption was Fall 2021 would be online. Some downsides of remote are no casual connections/calibrations, more anxiety, it's easier to disengage (watch recordings on the weekend instead), and the necessity of mastering technology platforms.

Some upsides are setting of one's own pace, more resources at hand, equalization (with overseas students not on campus), better focus (no distractions by people in class and/or teacher interrupting themselves for such distractions) and more personalized help/feedback.

What was already noticed in Fall 2020 was unprecedented levels of anxiety, especially before midterms, and a harder time managing deadlines. By happy coincidence, U.Ottawa had planned (pre-pandemic) for different calculus streamed courses in 2020 (one stream having an extra 1.5 hrs of lecture per week for more depth/review) and many took the option. They were hoping to also have a BrightSpace calculus readiness assessment tool in place for Aug 2021 (in both languages), including skill building modules.

After the initial discussion, some polls were posted by the host, including what material may have been dropped from Gr 12 courses, what student skills stand out as better/deficient, and how much work students are completing (almost unanimous result was work is "less because there is less time"). The poll about technology platforms didn't even HAVE "Google Classroom/Meet" as an OPTION, showing a bit of a disconnect there (86% answered Other)... this session was through Zoom.

In some back and forth, it was advised that if you have to leave something out in 4U (non-Data), it should be the linear algebra. They're not cutting any post-secondary material on their end and have not noticed a difference in marks (there ARE issues but not in respect to overall marks).

Some discussion of cheating (academic integrity) also occurred. Use of "photo math" to check if students match, or in advance pose a question that would give a horrible answer if solved in a way that had not yet been taught. Steve remarked "[cheating] was nowhere as bad as I thought it could be". It was also noted that University professors are not allowed to speak to parents or guardians about academic work/program without written consent; they're adults, no longer minors.

Biggest advice for students: Use available supports, be proactive, and time management is stress management. Also, students like anonymous zoom polls.


My second workshop session was, as referenced earlier, "B4. Comics in the Classroom". Put on by Hugh Goldring & Nicole Burton (of with host Stephen Hoogenraad.

There are various roles involved in making comics, from concept to script to drawing to publicity to publishing. Comics use is growing faster than books, but it was noted that's maybe because they're starting from very little use. For benefits, you can be in space, in time, or concepts personified as superheroes. For challenges, not all kids can draw (or it takes them time).

One can start with character concepts/design. (I mentioned xkcd format in the online chat.) There is also thinking creatively and staging a dialogue (meaning the student gets to play two sides of a conversation), and related, wiping speech bubbles out of comics to allow kids to write in their own.

Detournement (from the french) is taking a text and subverting it's intended meaning, making it political. One example was in the UK reimagining Tintin as someone organizing a union (and it's noted that Tintin has almost no women in it). Some kids do this already, pencilling commentary into textbooks. You can move into propaganda posters, where you're not just drawing in speech, you also need to consider the original art in context.

Some anecdotes included mention of Art Spigelman, "Maus" (which has MetaMaus like a teacher's guide), Oxford University Press (Gr 5-12, with teacher resources in back), and "Enemy Alien" (internment camp). You can also get into conversations that are difficult as a group (some feel vulnerable, others want to joke) where you immerse yourself in another character/storyline. Topics like racism, sexism, mental health and micro-aggressions.

We did a sample exercise on a Jamboard (there were about 58 people present but we didn't all participate; one shared and there was discussion). One of the panels is shown above - what might you include? (Did you automatically assume there was a racial component?)

For creating whole comics, "BitStrips" has closed down, "Canva" can be used and "Comic Life" used to have board support (no more).

Superhero comics can be an analogy to Greek Mythology and many kids already have related conversations (like who fights crime the most effectively, and what does that mean). "The Nib" online mentioned for comics journalism, more current events. Tags on instagram. I asked about manga, and someone mentioned "Barefoot Gen" (atomic bomb, not for the faint of heart).

In conclusion, there's really comics for everything.


To conclude in general, the day helped to reaffirm some of the things I was already doing. Such as trying to be more aware of racial/societal barriers (more on that with OAME), using Meet polls, and giving a summary evaluation at the end of my Data course. (We were mandated to not have exams or summatives, but I put in strand revisits so that we could cover the expectations a second time, and seems post-secondary exams aren't going anywhere... I tried to make it low stakes including a help sheet.)

As far as the comic use goes, maybe personified math helps? I wonder what would happen if I used one of my own comics as a prompt with their dialogue balloons. That might be something to consider. Did you have any thoughts, from reading this?

Obviously there's ways to take all of this further than I already am, but in the midst of a pandemic, sometimes it's nice to know that I'm not completely crashing and burning. What with having to re-imagine courses for the quadmester format. Thank you for reading, and stay tuned for another post about OAME 2021.

Thursday, 31 December 2020

Pandemic Parenting: Dec 2020

Week 128

-Little one 12:30-1:30am; dreamt^ to 3am. Awake with little one 5:40am; trade off as she wakes up an hour later. Took some time to organize my day, brief family time 8am then over an hour Dad time. Shopping after 9:30am, which took 1.5 hrs; put items away, all had yogurts, then Dad time downstairs. Lunch after 12:00, Mom handles snooze as I attempt reference letter, other school, and then snooze itself after an hour of goofing. From 2-3pm I do NaNo, because. Then Dad time for not quite an hour and actual school work on 3M for an hour. Phone home. Dad time, then cooking and plotting out some 3M. Bed by 10:30pm.
-Up 5am; handle 3M test and quiz. Some NaNo, then 6:30am with little one. Mom time after 7am, some emails. School to tidy up the first of the 3Ms; finish the unit. Then monitor a 3C test in another room, creating solution sets. Lunch by 2pm, finalize items, run, then pickup in rain. Home, some emails. Play downstairs, some tidying before dinner. Nail clipping, dinner, finalize ref letter then NaNo crawl. More writing. Bed before 11:30pm.
-Up a bit in night, then from 6:15am. Prep/scan letter, help with dressing, eventually out. Run; forget mask in car. Teach 3M lessons with new set of 16. Emails, quick lunch, quiz correcting, staff meeting. Runs to after 4pm, quick pickup. Home, send letter, then almost 1.5 hr little one as Mom head hurts. Losing my mind before 7pm, eventually back in to handle missing quizzes and other emails. Finish quizzes after 10:15pm (brief break for RDA), then prep. Briefly cook.
-Bed 12:30am. Up by 6am, sled in circles in light snow before departing. First 3M test, many questions. Try to prep remote lesson. Trig continues, then grading quizzes and answering emails. NO staff mtg, brief relax including at home. Dad time 45 min involves cleaning. After 8pm, with dinner, back into quiz corrections until after 10:30pm. Finish remote lesson; decompress.
-Some interruptions. Morning to check messages, share yogurts. 3M test again, set up regression solutions and files. Then into trig. Lunch is a book club for Ibram X (distanced). Emails and calculator disinfecting (needed 7), run, and home. Mixed time includes sadness over island cleaning. Cooking, break, don't get to work until near 10pm on lesson planning. Up later than I wanted.
-Mom up 6am, Dad time 6:30am, school prep and tidying after 7am. Back to a regular teaching day. Put together rest of quads unit. Shopping trip, then notified maybe preschool in a month. Home, Mom time, then Dad time for half an hour, pick up food then back and forth. Dishes. Break, then talk about Xmas. In bed before 10pm.
-Dreamt^^. With little one 6am, Mom takes over 6:30am; over an hour to finalize Alexandra's story translation/photos. Dad time 8-10am, including blowing up beachball and wearing boots. 10am, parent email and video creation. 11am, some grading; 11:30 soup for lunch. By 1pm Mom snoozing, TGIO NaNo wrap party online. After 2pm, grading. 3pm Dad time for an hour; 4pm some grading then nap. 5pm phoning; eventual bath and bed. Grading 8pm, assist with bed before 9pm. Buy gas, milk, bit more grading then classifying photos to 11:30pm.

Item counts to Saturday (Dec 5):
Step Count 2016: About 51,200
-Trying to finish “Girl + Algebra” while baffled by darkness.

Step Count 2017: Over 62,300 (14 stars)
-Home life seems busier than work, wondering about my serotonin, RRL end.

Step Count 2018: Over 68,650 (10 stars)
-Tears in the night became cold too, MDM surveys, last "Time Untied" words for yr.

Step Count 2019: Over 75,850 (13 stars)
-Xmas lights, Santa photo, clear words, cut my finger; hospital, Jughead review.

STEP COUNT 2020: Over 56,400. 11 stars.
SCHOOL EMAIL 2020: 179 New (60 sent)
We have completed DAY 68. Now taught for 39 days vs. quarantine only nine. (3 overlap)

RH Stress Level: 9 (Blaster Mode, Full Power)

Week 129
-Dreamt*. Up 5:30am, more photo sorting. With little one 6am for two hours (first 30 min asleep). After 8am, start calendar sorting and do more grading (including online course setup). After 11am, outside with Alexandra to park. Back noon, cook lunch; after 12:30pm head to snooze. Asleep after an hour; more grading (one set down). Nap myself for over 45 min. More grading after 3:30pm (near completion). Depart after 4:30pm with Tatie for Kanata Lights. (40 min wait from 5pm opening.) Home 6:30pm; little one out of sorts. Quick emails. Bed after 7:30pm; 8pm into prepping of Monday 3C Quiz/Review. Bed by midnight.
-With Alexandra before 6am. Break to queue up posts (and download images) at 6:30am. Regular day, two lessons and review, during which I can write out solutions. After lunch, put together finance assignment with solutions. Quickly out to buy card. Home with back and forth crashing until together after 6:30pm. Evening of trying to finalize finance and handle Geometry in a lesson. Breakdown. Bed by 11pm.
-Up from 5:30am, with little one from 6:15am. Regular day (cycled back to finance) with some missing students. Graded remote quizzes after lunch. Home, managed dishes then family time then Dad time; eventually take 10 min. Dinner, send emails about missing quizzes, prepare new quiz and geometry sheet. RDA while finalizing and queueing post, bed after 11:30pm.
-Up after 5:30am but all quiet. Finish sorting all photos, bit of sled in new snow. Test at school, finalize finance lesson, teach geometry (barely staying ahead). No quizzes?? Catch up with emails and some prep work, quick shopping trip. Home, and they read book online which lets me do one quiz and lie down. Then Dad time for 30+ minutes, her dinner 7pm which lasts a while. Start sending 'missing' emails before 8pm, takes half an hour. Time for dinner, eventually something in by 10pm; to bed by 10:30pm.
-Awake before 5:30am; trying to deal with emails. With Alexandra from 6:15 to 7am, then trying to complete quiz marking. Time outside, to work -- forget my drive. Anne-Lise emails me needed files. Alexandra sticker for going in the preschool door. Me two evaluations that day, won't see them again in 2020, exhausting. Finalize Friday tests. Run, home and an hour of grading probability quizzes; rejoin at 5:30pm for family and Father time. Bed after fall at 7pm; cook then 8pm Exec Social. Before 9pm, doing work, no energy to grade. To bed before 10:30pm.
-Up 5:30am. Do prep work for next week until 7am. Head out to another testing day, not as intense; have time to adjust Trig lessons. Then we start trig, and I find a video to show as things go fast. After lunch, draw up solutions and finalize more of next week; student doesn't show for Meet. Send emails about Assignment. Run, home, some back and forth and a half hour Dad time. After bed, I largely take the evening off; my bed after midnight.
-Up 6am. Start dealing with Holiday Parody. Dad time for 1.5 hrs from 6:40am; time away to figure out shopping. Tatie's after 9am, shopping to 10am, dealing with related items to 11am. Back to song parody. Drop-off at noon, more parody during snooze (with brief interruption to help); dishes once it's complete. Dad time half hour, then 2 hrs of grading along with some family time inserted; Dad time again 6:30pm. Bed after 7:30pm, dinner, wrapping gifts to mail, and more grading. Bed after 11:30pm.

Item counts to Saturday (Dec 12):
Step Count 2016: About 58,600
-Groaned about holidays breaking routine, tried to get ahead.

Step Count 2017: Over 67,000 (14 stars)
-Too busy before the holidays, Cappies mentoring, tried new phone.

Step Count 2018: Over 76,000 (12 stars)
-6 hrs sleep decided as standard, Similac Stage 2 & solid food, laughter video.

Step Count 2019: Over 71,700 (14 stars)
-Alexandra bandaid, Cappies mentor show, to Aunt Alyssa's, breakdown.

STEP COUNT 2020: Over 56,950. 11 stars.
SCHOOL EMAIL 2020: 137 New (60 sent)
We have completed DAY 73. Now taught for 44 days vs. quarantine only nine. (3 overlap)

RH Stress Level: 9 (Blaster Mode, Full Power)

Week 130
-Up 6:30am. Sort photos, check messages. Family time 8:15am, getting out the tree and assorted garland, ladder, etc. Dad time 9:15am, then before 10am dealing with wrapping gifts and sorting boxes. Breakdown by 11am. Out to post office before 11:30; drop by store to look for replacement bottle (broke at Sat snooze). Home by 12:30pm, doing snooze before lunch. She's asleep after an hour, before 2pm... trying not to freak over still no grading today. Also considering ppt creation. Finally to work 3:45pm for 1.5 hrs, then phoning home, family time and dinner. Bath, cooking, back to work 8:30pm. Finish that after 10:30pm; dinner and put together powerpoint. Sleep after 12:30am.
-Dreamt*. With Alexandra from 6:45am; dresses with Mom after 7am. Teaching is back to 3M, the quieter class(?). Quads and Sins, then grading remains of 3C, emails, and handling probability. Home for more emails and grading; Dad time outside before 6pm for over half an hour, pulling sled in new snow. After dinner, the cooking and finish grading then getting midterm marks into the system during RDA; finish about 10:30pm. Then aim to record Holiday Song after 11pm. Trial run; attempt #1 slides do not advance; attempt #2 my computer shuts off despite power; attempt #3 the chromebook glitches audio; attempt #4 is hopefully fine, to bed before 12:30am.
-Up by 5:30am with little one. 6:30am, verify the vid audio and fix remote attendance. Then family, and head out. Teach the class I've seen 3 times; manage to grade a quiz on break. Once done, quick lunch, then Meet a student for 15 min, then enter all the Low Grades data (~45 min) then finalize and copy test. Now after 3pm, still need to start quizzes; send apology to stream. Quick shopping. Then emails & quizzes for over 1.5 hrs at home; Dad time before 6:30pm (Mom tapped out). Still more quizzes after she's asleep before 8pm, finally done 10pm. Consider dinner. Bit of prep, in bed by 11:30pm.
-Up after 6am. Dad time including her out of sack by herself; to work, still cold yet do my run early again. Hand out OSSTF magazines. Test (for finalizing next review), then finish quadratics. Handle parent emails (absences, midterms), student emails, quiz feedbacks, photocopying, attendance, probably more things; leave after 3:30pm (oops). Home for more quizzes and emails. Dad time for 45 min before 6pm, dinner, then lie down 15 min. After bed, quizzes and doing dishes. More emails. Bed by 11:30pm at least.
-Asleep after 1am; dreams included watching a small plane crash and I have no phone. Up 6:30am. Pull together Daycare articles, handle remote attendance. Needed 7:15am to dress in PJs. Morning announcements have my song; second test day, after review. Parent email, then Book Club. Quick lunch, then quiz corrections. Pickup after 4pm, home as Mom arrives. Brief staff gather 5pm (whoever's left from 4pm), then more quizzes. Dad time 6-7pm, quick break. More quizzes/emails before 8pm. Cooking, then printing at 9:30pm. Dinner 10pm, then de-stressing, then need to prep final lesson; bed after midnight.
-Awake by 6am; dreamt^. Dad time, and she likes the elastic with the Santa on it. To work, last test of 2020, I manage to sort my emails. Intro trig. Get Daycare message/photo about Santa's visit, despite my internal stress it didn't go well anyway. ("Gone.") By 1pm, 50/50 draw then contact tracing binders in, lunch (and I'm the Holiday poet from trivia?). Email student who was away and the one not returning in Jan. Write down the road map for both courses before I forget. Depart 3pm, do shopping, run, pickup. Start laundry, realize we need diapers so run out again before 5:30pm (also get printer ink). Dad time for 45 min after 6pm, then sushis. Asleep by 8pm, I square away some things, BNL live concert at 9pm. I'm wiped out by 10pm, bed.
-Decent night, up by 6:30am, start Epsilon story work and sort photos. Family after 8am, Dad time for an hour including sticker art from 8:30am; lie down for half an hour. Couple items, then outside 10:45am for family time. Small car to park with slides and swing; home solo after 11:30am. Lunch, then Mom takes snooze while I deal with Xmas lights; the extension cord has one prong too wide so need to deal with duct tape around door, takes an hour. Run, wake others 3pm to start laundry and do measure - she's ~93 cm. Dad time for an hour, then I need to deal with pedometer, check messages, lie down for half an hour. Back in and it's Dad time for almost an hour (including downstairs), then dinner on my lap. Vector to sleep is almost 8pm, then cooking and decompressing and I forgot to deal with photos and dishes and still have a list a mile long, fml bed 10pm.

Item counts to Saturday (Dec 19):
Step Count 2016: About 46,500
-Was meeting deadlines amid chaos.

Step Count 2017: Over 70,900 (14 stars)
-Car repair issue, caught a cold, secret santa art sketches.

Step Count 2018: Over 79,800 (10 stars)
-Holiday gatherings, visited school, into size 2 diapers, Timeless movie.

Step Count 2019: Over 77,100 (12 stars)
-Craft show, put up tree, unwraps own book, school protests and upload of files.

STEP COUNT 2020: Over 60,350. 10 stars.
SCHOOL EMAIL 2020: 245 New (105 sent)
 Removed 57 sent Placemat exports
We have completed DAY 78. Now taught for 49 days vs. quarantine only nine. (3 overlap)

RH Stress Level: 10 (Barrier Burst)

 (I wonder if that's harsh then remember I broke down in front of the little one dealing with shipping and had to handle "midterm" marks and song recording and Jan work for a student and all the quizzes and theme days and Xmas light extension cord and fml.)

Week 131
-Dreamt*. Up 6am to write, with little one from 6:45am to near 8am. Break to clear camera and write, then 9am shoot holiday video for family. Dad time before 9:30 for over an hour towards family time outside. Home 11am to cook and finalize her story. Family from 11:45 including lunch, then vector to snooze. Asleep by 1pm; then I sleep (dream of someone short driving my car who can't reach pedals, somehow I help from in back?). Mom time after 2:30pm, write. Depart after an hour to Piquards; depart there 5:30pm, phone grandparents. Dinner after 6:30pm, bath, asleep after 8pm. Discuss calendar photos. Dinner, then dishes, asleep after midnight.
-Awake 6am with little one; relieved by 6:45am, Mom's glasses missing. To Daycare and Back to start self-clean oven and finish Epsilon Entry. Buy new battery for pedometer (fails to update properly?) and scones. Card for ECEs. To mall for ornament and new camera card. Home for lunch as lockdown's delayed. Buy gift certificates en route, pick up and right to Chapel. Play there, home after 6pm picking up food, eventually she sleeps as I shift to Photo Issues, then Calendar Issues. School email says do the impossible about impending lockdown (mesh the class with cohorts in different places). Some RDA also. Bed by 11:30, moving so slow.
-Awake 5:20am for relief duties. After 6am, more calendar work. 6:45am Dad time, but Mom must dress so handle breakfast and recycling. Brief sled play, Daycare. Finish calendar from 8:30-11:30am. Return a call, deal with dishes. Quick shopping, then bookstore, run and haircut 3pm (appointment yesterday morn). Second bookstore and novelties store to complete shopping. Pickup, exterior lights on by 4:30pm return. Then go pick up calendars; 5pm quiet time. 5:30-6:30pm back and forth, little one lacks energy, dinner was included... bed routine before 7pm. Half hour reduce before 8pm. Then into Xmas video rendering. Also break time. Bed about 10:30pm.
-Up 2:30-4:30; allowed to sleep past 7am. Update photos, social media, family time 8am (Dad focussed). Nose runs a bit; cold? Depart before 10am to Chapel, Alexandra grandparent time; I finish video rendering and print her story. Then mail calendar to Mom (G'ma) and final shopping, slip and skin my knees on ice. Lunch, then upload to Taylor Xmas and do gift wrapping. (Also Toddler room switchover, but I still want songs.) Depart 4pm for pickup and tea, return 5:30pm. I deal with emails and full photo card. Dad time 6pm, dinner after 6:30pm, asleep by 8pm. Cooking, some videos, finish 'Adachi/Shimamura' then 9:15pm into sketches. Bed 11pm. She definitely has a cold.
-Up 6am, tidy these files; 6:35am Dad time for 1.5 hrs including holiday outfit. Break for 1.5 hrs includes inking sketches. Dad time as Mom cooks chocolate; eventual lunch. Snooze attempt, I do dishes, tidy, finish wrapping... need to help finish sleep. After 1:30pm I complete channel edits to 10th Annual Parody and some colouring of scans... snooze extended to 4pm. Some family time, then I lie down for 45 minutes. Arrivals start 5:30pm. Little one gifts after 6pm. Dinner 8pm with her in PJs (after stocking) and me spending time by mattress - as she doesn't want to miss out but is tired. Eventually she helps carry gifts to people. Actual sleep after 10:30pm (she insists on book again), alone after 11pm. I finish scan colouring and prep work, bed 12:30am.
-Awake after 7am; little one up 7:45am. Out for stocking 8:30am by which point my video is online. Santa stuff. Call parents but they have snow (we have rain), so breakfast. Called back before 11am, an hour of remote gifts. Lunch, snooze attempt before 1pm succeeds before 2pm. I get my blog post online (and research chocolate). Lie down half an hour, back up 3:30pm. Potty talk. Depart before 4:30pm to Chapel; family dinner there and cleaning supplies. Depart 7pm, bath, bed 8pm but I take over 9pm, no success until 9:45pm. Do my run, we tidy up living room. 11pm break time. Bed after midnight.
-Awake after 7am; Dad time from 7:30am. Starting to feel like a cold. Mom from 8:15am as I fold up rug for a potty train day. Then do dishes. Some back and forth, family time outside after 10am. Dad time in park, then she gets small shovel; back inside 11:30am. Take time for inking, lunch, then shopping. Home before 2pm, more Banner work. Dad time for 1.5 hrs from 3:45pm including floor accident. About 5:30pm lie down and finish banner colouring. Before 7pm dinner, then Mom finishes truffles; bed before 8pm. Needed before 9pm. Asleep before 9:30pm. Banner completed, goof off online to 1am.
-Lotus Prince "Dino Crisis 2" (from Nov) #1-5 & AT4W

Item counts to Saturday (Dec 26):
Step Count 2016: About 36,000
-Was sick, but pleased by my writing of 2016.

Step Count 2017: Over 55,400 (19 stars)
-Getting over being sick, did art and writing, busy but not stressed.

Step Count 2018: Over 56,400 (10 stars)
-Dealing with gifts, long drive on Boxing Day, musical sleeps, 10 subs on Tapas.

Step Count 2019: Over 52,500 (7 stars)
-Sick, parody & calendar work, new car seat, driving and hospital (her then me).

STEP COUNT 2020: Over 58,150. 10 stars.
SCHOOL EMAIL 2020: 10 New (3 sent)
We are holding at DAY 78. Taught for 49 days vs. quarantine only 9. (3 overlap)

RH Stress Level: 8 (Starlight Breaker, Extension)

Week 132
-Awake 6am after being up earlier; Mom takes over, me Tylenol, bit more sleep. Post banner, family time 8am. Dad centred from 8:30am; lie down again after 9:30 (one success and 10 min later one accident). Organize photos. Dad time reading by 10:15, then depart in car to get in-laws. 11-12:30am including brunch (and I email photos). Snooze attempt from 1pm, and I lie down, she's up after an hour. Rejoin 4pm, after another success. Phone grandparents 5pm, then videos. Lie down 6pm, back for dinner, aborted by shark in bath. Asleep after 8pm. Update some files, still sick, bed 10pm; actually read some Potty Train book chapter first to after 10:30pm.
-Awake 6:30am, Dad time 7am including paints. Outside with family after 8:15am for shovel and sled. I come in 9:15am to finish sorting photos. Rejoin 10:30am, Dad time until Mark H phones. Dad time again after laundry but losing patience; making lunch before noon. Grading from 12:30-4:30pm (during snooze and books), then back outside for 45 min. Family time, brief grading 6pm but then yoga. Health fading from 7pm, soon bed routine; cook, more grading, decompress (some RDA) and to bed 11pm.
-In A's room a lot with micro sleeps. (Like Reuben suddenly comes in says 'oh you're still here' then I'm awake.) Mom takes over 6:45am, micro sleeps. (Like we're setting up RP and I need to pick a bunny avatar; also we're around a table with a Gold account?) Join 8:15am, Dad centred time 8:30am. Family time before 9am, depart before 10am to Chapel. Once home, handle dishes and tidying, get online Archies, finish grading more tests, move humidifier. Drop-off 4pm, home for tallying tests. Chapel dinner after 6pm; depart before 7:30pm. Last things, I finish test tallies after 9pm. Bit more tidying, videos time. Bed after 10:30pm.
-Relief from 5:15am; awake 7:15am (micro sleeps). Dad time to 8am, grading 8:15am. Dad time 9:30am, cleaning begins 10am. Depart for store/bills (and book), return by 11:15am. Dad time, briefly outside (nice snow, but ice). Lunch, then snooze 12:30pm, goes quick. More book reading. Lie down 45 min, awakened 2:30pm. Resume grading, through another set by 4:15pm. Dad time including self-awareness and outside for 45 min; inside for rest after 6pm. Some grading before 6:30pm, rejoin 6:45pm. Dinner etc after 7pm; cook, bit more grading, sort photos, break, bed from 10pm.
-Dreams**. 7am deal with photos, finish grading tallies. 8am family time, Dad time for an hour after pants issue. Depart by 10am for Chapel. Home 10:45am, break, then grading online regressions. Still not done after 3pm; do run anyway. Pickup after 4pm, grading after 4:45pm. After 6pm DONE with 3M (3C remains). Dad time 40 min with much cleaning. Dinner, bed, record Daycare screen video. Family arrives before 9pm (watch little one videos); dinner after 10pm. Crackers at midnight. Bed after 12:30am.
-Awake before 7am, Dad time for 75 min including books. Sort through email then start grading. By 9:45am, back with others and Dad time to 11am. Family time, including call to Great Aunt. Dad time, then lunch. Then need to tidy kitchen, put things away; some grading before 2pm possible. 3pm Dad time, then depart for Chapel. Return before 4:30pm, grading (and Commencement view). Return 5:30pm for family dinner; arrive home 7:45pm (circled back for giraffe). Grading again after 8pm, needed to help sleep, grading after 9pm. Doctor Who special from 9:30pm, then 11pm needed potty (that was unexpected). Send emails, bed from midnight.
-Dreamt&. They're up 7:15am. I catch up with some non-school things. Join 8:15am, Dad time from 8:30am with lots of reading. Back to work 9:45am, also try to convert MOV to be visible by old FinalCut (VLC allows saving as wmv/asf but not without watermark?). After 11am out to shovel as family. Brief Dad time then noon potty including new book. Lunch after 12:30, snooze 1pm, asleep 2pm and I can read more on training (including Daycare section). Up 3:30pm, I attempt file render then off to Chapel for scheduled swim. Photos, mark tallies, back home for an hour of Dad time including tree ornaments. Break for email (and file render died), dinner and bath. Finish grading, then bath fault. Bed before 8pm; potty again before 9pm. After re-recording and cooking, quick run, read new yuri. Bed after 11pm.
-Lotus Prince "Dino Crisis 2" #6 (end) & Drakengard 3 pieces

Item counts to Saturday (Jan 2):
Step Count 2017: 52,000
-Roundup posts, finally started tackling item backlog post-writing.

Step Count 2018: Over 56,300 (14 stars)
-Sick AGAIN, so was either moping or very busy doing things.

Step Count 2019: Over 64,750 (8 stars)
-"Doctor Who" special, movie, sorting "Time Untied", vaccinations & standing

Step Count 2020: Over 39,500 (5 stars)
-Hospital and driving, SO sick alone in basement, "Frozen II" & "Star Wars".

STEP COUNT 2020/21: Over 53,150. 11 stars.
SCHOOL EMAIL 2020/21: 15 New (3 sent)
We are holding at DAY 78. Taught for 49 days vs. quarantine only 9. (3 overlap)

RH Stress Level: 7 (Starlight Breaker)

 -Sketches for 2019 holiday parody
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~August 2018)
 -Read some of the books sitting at my desk

Monday, 30 November 2020

Pandemic Parenting: Nov 2020

Week 124

-Time change went surprisingly well. Awake 5:50 (6:50), with her in chair until 6:30 (7:30); then it's Mom and I go to categorize all the photos. Done 8am. Breakfast, then Dad time from 8:30am. Over 1.5 hr including park trip. Once back, I work out cooking pumpkin seeds; others get France call. Start lunch 11am (noon) of soups. Seeds also a success. Towards snooze by noon (1pm), asleep 12:40pm with me. Awake 2:15pm, so change, and then I do a NaNo WriteIn from 3-4pm. Dad time, then record video for relatives, then phone home 5pm (6pm). Snacks, dinner, eventually bath and bed; needs me to help. Done after 8pm, quick shopping trip (replaced ceramic pumpkin on sale), video edits and then more NaNo items. Bed, midnight, after writing.
-With little one by 6:30am, croissants. Run before school, support day, manage to finalize last unit with tests including in-class. Start grading, also emails. Shopping trip, back home. Family time, Dad time, including yoga mat fun. Signs of tired by 6pm, bed before 7pm but needs help. NaNo Discord by 7:45pm, whole mess of fire engines. 9pm switch to RDA, finish many items (new post, pay Daycare, tidy car, etc). Bed before midnight.
-Terrible night, most sleep was on floor of her room. Spacy morning; eventually corrected all in-class and totalled, also started writing in solutions for stats. Staff meeting (online) before 3pm. Pickup and home, crash for 20 min. Family time & Dad time (including mouse play and dinner), getting tired. NaNo words from after 7:30-9pm, then dinner. Bed by 10:30pm.
-Up with little one from 6am (awake with Mom before that). Break after 7am, head out to Traffic Duty for ~40 minutes before 8:15am. Check USA updates, finish marking scheme and start sorting handouts and old tests into my 3M/3C. (Attempted questions in Gr 9 Meet flop.) Do some writing through lunch. Leave for pickup 3pm, bring car in for tires (some new) 3:30pm, home via scones. Clean up, back out 4:30pm to pick up car. By 5pm Dad time for 75 min including park trip, dinner. Brief break to 6:30pm. Tidy kitchen, vector to bed, deal with cooking. By 8pm, NaNo words. 9pm, dinner break. Social media, bed 11:30pm.
-Over 1.5 hr on floor but some sleep&. Half hour checking medias, to school. Morning starts with writing, then attempt Gr 9 Meet Qs, handle emails. Anime Club (VLE) during Music Support (no sound). Then lunch and grading. Meet, quick shopping (for Fri lunch), home. Brief break, family time after 5pm for an hour of park. Then Dad time including dinner to before 7pm; bed routine. By 8pm, NaNo words. 9pm, dinner break. Before 10pm, little one crisis; Mom takes over before 10:30pm, pass out.
-Up with Alexandra 5:30am; out of chair an hour later; tidy for cleaners. Mom joins after 7am. Pullups talk at Daycare (seems no). Last support day at work; no one in Meets, I get grading caught up (some items still outstanding). Staff gather 1pm outside with cookies. Home, 5pm I clean ladders and put away Halloween items, then family to park. Pick up food, still 30 min park, home for dinner. Dad time under 30 min, bath and bed. By 8pm, NaNo words. 9pm, dinner break. Bed by 10:30pm.
-Some dreams*, partially awake 5am with her, fully awake 6:20am with her. From 7am, working with Untied blog. Out 9am, Dad time for 3 hours from 9:20am; indoors a bit of everywhere. After lunch, Mom takes snooze, I do Music WriteIn 1pm. Also tidy. They talk to France after 3:30pm, I lie down, end up asleep for 40 min. We all go out by 5pm to parks, home over an hour later, Dad time includes dinner. To bed after 7pm, asleep by 8pm, I do emails, photos and social media. Then finish Untied blog post. Bed midnight.

Item counts to Saturday (Nov 7):
Step Count 2016: About 52,000
-ALL the writing, including considerations for restored math comic.

Step Count 2017: Over 60,250 (15 stars)
-Board messed with me as I returned to work. Marking for reports.

Step Count 2018: Over 68,800 (10 stars)
-Grading in car with little one, sicknesses and mostly downstairs sleeping.

Step Count 2019: Over 73,400 (16 stars)
-Haircut, Big School Fight, OSSTF 100 yr with balloons. All Day Writein.

STEP COUNT 2020: Over 57,250. 10 stars.
SCHOOL EMAIL 2020: 132 New (54 sent)
 Removed 15 evidence exports and 17 Gr 9 Meet msgs
We have completed DAY 48. Now taught for 19 days vs. quarantine only six.

RH Stress Level: 6 (Break Shoot)


Week 125

-Dreamt^. Up before 6:30am, Dad time before 7am for 1.5 hrs including sausages and park. Family time outside, then I do dishes and have a quick lie down. Then some back and forth (I tidy files), basement time, lunch and snooze. An hour to fall asleep, I do 35 minutes of NaNo, then lie down. Awakened nearly an hour later. Family time 45 minutes, then Dad time out at both parks and phoning grandparents. 5:45pm I deal with school emails, then it's dinner, final video view, bath and bed. From 8pm, some social media and some writing. Bed 10:30pm.
-Dreamt of teachings; giraffe tossed at 3am is wanted at 5am. Scanning medias before 6am. All having yogurts after 7am. Final week of Data concludes three lessons; parent email and others. Shopping after school. Home, some back and forth before family dinner after 6pm. Towards bed 7pm; NaNo writing from 7:30-9pm. Dinner and RDA afterwards, bed before 11pm.
-Vivid but fleeting dreams; awake before 6am as Mom still next door. With little one from 6:30am. Finish main teaching with other Cohort. Update test and stream, messages, quick shopping. Do Car Wash on way home, which goes very badly; pick up Mom en route and then home routine. Some back and forth time. Bed towards 7:30pm, I'm on NaNo Zoom writing by 8pm. Dinner after 9pm, bed before 11pm.
-Some time from 6:30am to tidy writing. Poppy for Alexandra, Remembrance Day Ceremony at work, not much in terms of teaching so catch up (temporarily) in grading. Gift from student is nice. Photocopier issues, preview tomorrow's videos, Anime post. Pickup and home, out before 5pm to put away hose (water off) and enjoy last evening over 10 degrees. Park, and looking at stars. Corn for supper. She's asleep before 8pm, I deal with school quizzes then NaNo Writing. Break for a run (forgot pedometer to school), finish after 10pm. Then grade tests. To bed after midnight.
-With little one from 6:30am. Cereal sharing. Does not want to leave; cries en route. Finish grading tests, then last in-class test. During which I set up marking scheme, new Classrooms and send Math Contest msg. An hour to finish course, then Dept Meeting over lunch. Break, set up library test and briefly talk with other Dad Teachers. Then finish Fragtime during after school run (been reading it then, in bits since finishing Life's Strange). Home, quick turnaround as Mom has appointment. 45+ min with little one, then 45+ min to lie down/clean out garage. Dinner, towards bed; I'm into NaNo writing before 8pm. After 9pm, dinner. By 10pm, grading papers. After 11pm, finalizing Smoke writing. Photo sort. Bed midnight.
-With little one after 5:30am; break before 6:30am. Fall 7am, family time. Last day of Quadmester 1, final test (again) during which I catch up grading and arrange next cohort. Later need to check IEPs, reprint seating plans, send Class invites, etc. Leave 3:30pm, quick shop to avoid cooking, home. Mom time 45 min, Family time 30 min, Dad time 45 min, then dinner. Bath, bed by 8pm, I'm dreading everything. Do some NaNo. Manage some grading. Bed after 11pm.
-Dreamt&. Up 5:30am; take over with Alexandra 6am. She falls asleep after 6:30am so I grade papers for half an hour. Dad time from 7:30am to after 9am (with brief family breakfast), bit more grading, Dad time for half an hour. NaNo AllDay from 10-12, then cook lunch. An hour to find snooze, I log back in at 2pm for half an hour. Rest half an hour. Some Dad time, NaNo from 3:30pm for an hour. (Over 2500 words total.) Dad time from 4:30-5:30pm, family time, Dad time for 20 min, family time, eventually bed after 7pm. Depart 8:15pm to get NaNo Baggie and Do Shopping. Home by 10pm, dinner and dishes. Back into grading papers after 11:30pm, whee.


Item counts to Saturday (Nov 14):
Step Count 2016: About 57,300
-Went to a staff gathering. Started putting NaNo work on Wattpad.

Step Count 2017: Over 61,400 (14 stars)
-Full work week. NaNo at 23k, first TTNexus article, last fertility injection.

Step Count 2018: Over 72,000 (11 stars)
-Forgot food Nov 11, car alignment broke, lost mind, AllDayWriteIn.

Step Count 2019: Over 66,800 (13 stars)
-Colleague funeral, flu shot, 3-flow bottle, book from Group.

STEP COUNT 2020: Over 54,700+. 10 stars.
SCHOOL EMAIL 2020: 172 New (59 sent)
We have completed DAY 53. Now taught for 24 days vs. quarantine only six.

RH Stress Level: 8 (Starlight Breaker, Extension)


Week 126

-Grading to after 1am (when monitor dies). Up twice during night. Decompress for 1.5 hrs in morning, minimal work; after 8am, Dad time for an hour (including briefly outside). Then Mom time for 1.5 hr, mostly finish in-class grading and do emails. Dad time for an hour before 11am. During snooze, a run, grade tallies and no NaNo (need 'flix). Dad time for an hour from 2:20pm, then start to crash. Lie down, then back to restart Parabola Lesson and categorize media works. Dad time before 5pm, phone home 5:15pm. Order out; go pick up food 6:15-6:45pm, dinner, bath, bed. 8pm decide to do writing. 9:30pm back to work (finish lesson, more grading). Bed midnight, downstairs.
-Five hrs sleep, too much on my mind. Do some writing, get breakfast, Dad time from 6:30am. After 7am, send placemat updates. Near breakdown over waffles. Keep it together, new class at school, juggling seating and remote learning Meet and parabolas. Take lunch, grade medias. Continue that at home; then family time (out to park but dark). Some Dad time, eventually asleep 7:30pm, again grading. NaNo from 8:40-9:20pm, grading. Collapsed before 11pm, though little one 11:30pm.
-Mom takes over before 3am; I'm in before 6am for half an hour. Then finalizing media assigns and sending emails to students wondering about missing work. Not out until after 7:15am; slower morning. Arrive 8:15am, again snippy before class, but re-run of Monday goes okay. Lunch, then handle attendance, uploads, etc... as I finish after 2pm, call from RH. Pick up little one, fever. Scramble to get math contest and messaging dealt with. Home after 3:15pm, clean up, brief relief for Mom. 4:15-5:15pm I'm assembling the work to leave with a sub, then FINALLY half an hour of Stats Grading. Then Dad time. Then emailing around to figure out what Thurs looks like. Eventual bed, order pizza, and delivery guy drives on the lawn next door (whaaat?) then gets upset at me "for overreacting". I get back into grading, also a run. About 10:30pm, online to NaNo in class sprint. Bed before midnight.
-Six hrs sleep, Dad time for 1.5 hr from 6:45am (first 30 min asleep). Then 3 hrs of finishing all grading and tallying final marks (during Mom time). An hour to go to Doctor, Covid test (with sticker & mask) then return. After lunch, snooze time (which goes well) and I finish all report cards with comments. Also emails. Lie down 20 min, then Dad time continues to total 4 hrs (1.5 asleep). Teacher AGM 4:30pm! Over 1.5 hr later, Dad time for 30 min; dinner. Towards bed after 7pm, I'm in after 8pm for 30 min. NaNo brief write-in at 8:45pm, then my dinner; after 10pm join Discord for another writing session. Falling asleep after 11pm.
-Up a few times in night; in morning learn that no math teacher is able to cover. Then breakdown as I can't sort through the day. Eventually with Alexandra around 1.5 hrs, then 1.5 hrs to put together solutions for 3M lessons and post. Lunch, then tidy up the place; snooze does not go well with Mom. Work on tomorrow's lessons, wake them 3:30pm for ~3 hrs including trip outside and phoning grandparents. Break, also check messages. Family time from 7pm. Eventual bed; I help after 8pm. NaNo write to 9pm. Dinner; deal with text questions and start doing lesson solutions. 10:45pm brief NaNo. Still working past midnight.
-Bed 1am after emailing remote work. Dad time from 6:45am for an hour (mostly in bed), then queue up posts and remote attendance. Do dishes. Dad time from after 8:30am for 1.5 hrs to house cleaning. Break for 1.5 hrs to tidy and adjust background info for Untied. Briefly in Meet for own class, then lunch and snooze (~45 min to sleep). Handle emails, then do OSSTF vote, lie down briefly. Then subdued Dad time for 1.5 hrs, and (with negative test in) I head out shopping. Return in under an hour (they went out), then family time. Food pickup and freezer delivery. Bumpy sleep, I manage some NaNo writing in between. Dinner after 9pm with Szabo stream. Online play; bed before midnight.
-Decent night, morning shower. Family time from 8am, to Tatie's before 9am. Home, I do my run and retweak my writing. By 11am, out to buy boots and neck warmer for little one; stop at bookstore for her too. Home and lunch. Mom takes snooze, I do NaNo Roll20 Write-In until after 3pm. Then family time from 3:30pm, including trip to see boats that barely has any, and park - Dad time by then - where I have trouble with snowsuit and swings. Home after 5:30pm, I start dinner and take a brief break. Then more family time for over 30 min including chair climbing. Eventually vector to bed before 7:30pm. TWO HOURS to fall asleep. A bit of NaNo writing before first shift to me, then I'm so exhausted. To bed before dinner, before 10pm.


Item counts to Saturday (Nov 21):
Step Count 2016: 59,800
-Lamented my regular schedule of posts that no one seemed to notice.

Step Count 2017: Over 60,500 (14 stars)
-Resuming regular teaching and writing. Discovered Lotus Prince.

Step Count 2018: Over 69,000 (10 stars)
-Math contests, movie, put up outside lights and parents in w/ gifts.

Step Count 2019: Over 67,100 (11 stars)
-BTTF Nexus column set, packed day incl Chrome training, snooze shenanigan.

STEP COUNT 2020: Over 63,100. 15 stars.
SCHOOL EMAIL 2020: 156 New (56 sent)
Not including 15 Placemat Exports Sent
We have completed DAY 58. Now taught for 29 days vs. quarantine only nine. (3 overlap)

RH Stress Level: 10 (Barrier Burst)
 (When I break down crying in front of my daughter, it's over a 10.)


Week 127

-Awake 5:30am, so over 7 hrs sleep. An hour fixing up my NaNo writing with the fixed plot idea from yesterday. Dad time for 1 hr+ before 7am, including bacon, full breakfast with Mom after 8am. Start pulling schoolwork together 8:45am, also unraking/storing leaves. After 2+ hr, Dad time for an hour including first aid to bee-bear. Lunch, then snooze attempt. Some writing 1:45-2:15pm. Dozed, up 3pm. Managed some work (revising review) before 4:30pm, then Dad time outside in snow. Tiny car to park, last slide (last swing was Sat). Home before 5:30pm, phoned parents. Break to finalize quiz at 6:15pm, then dinner and bed. Cooking, then photo sorting, food, then handling emails of the week. Bed by midnight, after run.
-Cannot escape little one's room for less than 45 min after 2:30am. At 6:30am need to shovel snow (and snowman). Some family time, depart 7:30am because snowy roads; manage to deal with math contests before 8:30am. Teaching?! Check books, emails, attendance, try to assemble a new slide for Wednesday. Home, and math meeting from 5-6pm. Family time. Do NaNo write-in from 8-9pm despite mental warnings about catching up on work; then RDA. Bed by 10:30pm.
-With little one from 6am for an hour (half while in crib). Brief shovel of ice; depart before 8am solo ^o^. Run before school, class was a repeat of Monday (mostly). Finalize test and get some prep done, then mark on time quizzes and send emails to missing quizzes. Depart 3pm, quick shop, home. Depart home 4pm to get to where family is. (Little one fell in snow, got flu shot, didn't nap until stroller and then was having allergy tests.) Pickup and return by 5pm; Dad time with books and family time until sushis. Once I can, I finalize test. Brief NaNo break, finalize exponential handout. Then work through Car Project until after 12:30am.
-Bumps in night; tired. Bumps getting out in morning; goes okay (tree at Daycare!). During morning test, finalize a lesson on finance for 11:30am. After teaching need to deal with emails, sending seating plans, math contest invoice, emails to parents... no lesson prep time. Home, outside after 5pm for fun with sled for an hour. Misbehaving at dinner before 7pm. Eventually brief NaNo and get to work. Mandatory stuff done, complete collapse by 10:30pm.
-Awake after 5am; queue up email and relieve next door 6am. Up with little one 6:15am, dog car, dress, empty dishwasher, breakfast, after 7am find Mom. Quick quiz correction, sled outside in front until 7:55am. Regular school, course cohorts drifting out of synch. Manage quick shop, home and join others at sled about 5pm. Home 5:30pm, Dad time for half an hour includes photos. Dinner, last things, bed; I do Zoom NaNo for 45 mins, then dinner, then back to work prepping finance. Bed after 11pm.
-Up 5:45am with little one, swap out 6:30am to prep posts and an email. Regular school including no batteries and co-ordinating a student writing next week thanks to dept head; finish with song again. Finish typing minutes and send them out; take a look at 3M for next week. Break by 3:30pm for half an hour, home, break for 15 min, family time at 5pm but still collapse by 5:15pm. Back in after 5:45pm for an hour, family at dinner, eventually doing NaNo from 8-9pm. Dinner, then manage some grading. Distracted, bed before 1am.
-Up 6am with little one but we both sleep almost another hour in room. Dressed by 7:45am, Mom does breakfast, I do 30 min grading. Alexandra time for an hour, briefly together, then I grade and prep until 11:30am. Lunch prep, take snooze; goes well? Quick run, sort photos, then snooze myself. Up before 2:30pm, to Tatie's by 3pm. Home, and I start grading tallies/levels, then we go buy some presents for little one. To Tatie's by 5:30pm, hang around for half an hour. Once home, finish tallies and probability work; dinner then to bed. Dishes then cook dinner. NaNo Writing from 9pm; interrupted 11pm, bed not long thereafter.

Item counts to Saturday (Nov 28):
Step Count 2016: About 55,230
-Had responses to my lament of posts that no one seemed to notice.

Step Count 2017: Over 67,400 (16 stars)
-WriteIns, musical rehearsal, procrastination on grading/review writing.

Step Count 2018: Over 72,000 (10 stars)
-Little one photo & protest, cut self cleaning dishes, first use of aspirator.

Step Count 2019: Over 71,850 (14 stars)
-Mall stroller walk, have colds (downstairs), nail clipping awake.

STEP COUNT 2020: Over 62,650. 10 stars.
SCHOOL EMAIL 2020: 137 New (72 sent)
We have completed DAY 63. Now taught for 34 days vs. quarantine only nine. (3 overlap)

RH Stress Level: 9 (Blaster Mode, Full Power)

 -Sketches for 2019 holiday parody
 -2020 Banner for TPolys
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~August 2018)
 -Read some of the books sitting at my desk

Monday, 2 November 2020

Top Pandemic 2020 Changes

 What if you woke up one morning, and everything about the way you did your job had completely changed? You still have to go into work, physically, but your PC is now a Mac (or vice versa), half your project team is in the room while the other half isn't (and they're all working at different paces), and you're the one in charge of disinfecting and monitoring correct pandemic procedures in the area (on top of your regular job, naturally).

I mean, some of that could apply, no matter what your profession? Let me know. I can only speak about teaching.

Oh, and for those of us in Ontario, the government has additionally completely changed curriculum, with virtually no training, AND there's going to be online standardized testing for the first time ever (assuming we don't count the fiasco of the OSSLT in 2016) AND math destreaming is coming next year. What pandemic, don't be lazy. Anyway.

There's a really good video here that gets at what teaching is like in 2020, at numerous levels, indicating how burnout will be a real thing.

I thought I'd take a moment to quickly highlight what seem to be three of the biggest changes from my point of view, as a window into one educator's struggles.

3) Everything comes home every night. Everything.

At first glance, this is not much different from a teacher's usual routine. Always bringing grading and prep work home. But I do mean everything. The attendance notes, the curriculum documents, the chromebook WITH its power cable, ev-ery-thing. Only to bring it all right back in the next morning.

Because there might not be a next morning.

This even happened to me once. My young daughter got a runny nose in the evening. We abruptly had to self isolate. I'd left my marking scheme (handwritten for an online test) on my desk. Whoops! Gone. (Fortunately no other symptoms presented themselves, I was back within 36 hours.)

But even for educators without young children, maybe you get cold symptoms yourself. Or you get a call that there was a case in your class, and you have to stay home. Or Doug Ford (our premier) just randomly decides to close schools with under 24 hours notice, the same notice he gave for shutting down restaurant dine-ins, you don't know.

Everything comes home. Then bring your family portrait, potted plant and charging cables right back in the next day.

It doesn't help with the work/home balance. I feel it's a lot more blurry.

2) Teaching three courses? Nope, six.

Where I am, we're teaching in a hybrid model; we see half a class on Monday/Wednesday/Friday and the other half the class Tuesday/Thursday. The days when they're not in class, they're working from home. (There's a whole virtual support system in place with other teachers on remote days, I won't get into it here.)

I set up a Google Classroom. Another teacher I'm supporting set up 2 Classrooms, one for their CohortA and one for CohortB. I think they had the right idea.

Because the problem is, your cohorts get out of synch. The way the schedule runs, at the end of a month, you've seen A for six periods (M/W/F) and B for only four (T/Th). Yes, a full month because there's another class they're doing on alternate weeks.

Meaning, if you wanted to do a test on Day 3, for A that's on a Friday, for B that's on a Tuesday after 12 days of not being in class with you. Slight difference in concept retention. Also likely needs a second version of the evaluation.

And yes, there are ways of working around this like synchronizing lessons on a Wednesday (remote + in-class) which might make sense if you have a (virtual) guest speaker anyway. But we're also not supposed to record Online Meets that contain students (privacy) so how do you get the information out to students who couldn't attend?

The mechanics of it all are... problematic. Meaning you're not teaching the same course twice, you're teaching two of the same course simultaneously.

Me, I've been flagging messages "Cohort A" and "Cohort B". Having two classrooms removes that issue, but creates the issue of now having two separate Google Meets for each Cohort.

And if you have two courses, still double, so you're running four classes... with no prep time to speak of, on top of that.

This is on top of teachers already potentially teaching courses they haven't taught in years. (I have a 3C class coming up, my notes on auto sales are 6 years out of date.) On account of the virtual teaching problem. (Another video, if you were unaware of that.)

So, that's a thing. But it's not the number one thing in my list.

1) No handouts/Revise group work

The previous items have been mostly about the mechanics of teaching. The trouble is, the format has changed too. "No handouts" may have some flexibility, but part of what prompted this post was the fact that I used the photocopier for the first time (since March) on October 28th.

My Data textbook was published in 2003. (There have been subsequent revisions, education is not being funded to the point of affording them.) I normally supplement with handouts rather frequently.

Those handouts and worksheets are now online. (If students are having printer problems, I'd potentially still need to print them.) I had to track down an online textbook too.

My quizzes had to be converted to an online format as well, along with automated feedback so they can be done on a remote day (maximizing face to face time). And I put a number of evaluations online too, for the same reason.

I've lost track of the number of times I've shaken my fist at my Chromebook for not highlighting the correct section that I want to comment on.

(I need to remember the stylus. I tend to forget about the touch screen, until I go to wipe off a bit of eraser dust, and suddenly close five tabs on my browser. Can't blow the dust off, you're wearing a mask, silly.)

Activities also need revision, you can't pair students off by giving one of them a graph and another one an equation, or not in the same way. You can't create a work group of those who had similar errors, unless it's a breakout room in a Google Meet when you're remote, which is also new technology and my brain hurts.

I will say this last isn't even as much of a problem for me as it is for other teachers. I teach more U level courses, I don't have tons of group activities... I tended to create desk pods of three and go from there. (Also not an option, fwiw.)

And all of this is simply for me, a teacher at the secondary level. For elementary teachers? (Who are also grappling with that new curriculum, thanks to Doug Ford and friends?) I can only imagine it's even more of a challenge, given what little I know.

Then there's also the custodians, the office staff, teacher librarians and more.

Everything's changed.


That's it - because really this is all I have time for. In fact I don't have time for this, I just wanted to get that downloaded out of my mind. Teaching is not the same, perhaps in ways you hadn't realized.

Or perhaps it was in ways you had realized? Perhaps you're an educator yourself? Do you have any thoughts or comments on what I put in the post? Feel free to drop a comment down below.

Note that I also put up a previous post about Stress Statistics back in August, for further reading. Thanks for getting to the end, we'll keep doing our best out here, enjoy your day.