by lclarcq on December 19th, 2016
filed under Uncategorized
Yes…I’m talking to myself again. The last two weeks weren’t easy. I’m still stopping, and waiting, for some groups. Ok….all of the 6th grade classes.
The 8th graders have gotten on board….there is a warmth to the room when we are together that is palpable. They smile. They share. They even try to show off their Spanish. Not everyone, but enough that it feels like we are in this together. It helps so much that a) I’ve had a week longer with them and b) they have had Spanish classes prior to this year and our work is connecting to those memories and class expectations.
The 6th graders are new to a language class. This has been their first and only experience. They had 12 weeks of one set of rules/expectations and mine are clearly different. I am asking for their attention, for their comprehension AND their positive, respectful, creative responses.
They are not used to that. They are not confident that they can deliver what I am asking for. And, let’s face it, it’s easier to chat with friends and not be prepared than to do what I am asking them to do.
They ARE making progress in the language. They really are. But they still have trouble staying focused, and not talking with each other, for more than 3 minutes at a time. And this, of course, drives me crazy!!!!!!!!!!!!
By the time Friday was over I was really frustrated. It had been a crazy week…like the week before vacation…two concerts, numbers of kids absent, a crazy schedule…ugly sweater day etc. Only it wasn’t the week before vacation…we still have school this week. I was having so much trouble seeing that this group of kids would begin to get it together and work with me instead of against me. It really seemed like more work than I had energy for.
But then, today was Monday. It wasn’t perfect, but it was better. I think 65% of the students were with me instead of against me. When you start out with only 10% on your side, that is progress.
And you know what? It is the week before vacation and much to my surprise, they brought presents. Presents! Wow. I haven’t taught middle schoolers in a while and their genuine desire to say Merry Christmas…or at least their willingness to deliver their parents’ greetings… really touched me. Relationships are being created. Trust is being built. It is just taking a while…as long as I don’t give up.
by lclarcq on December 7th, 2016
I have three 6th grade/Level 1 classes and like most teachers, I’d like to think that I can have one basic plan for that level. I know better, but I don’t really KNOW better!! I’m trying to get to know not only individual students better, but also the makeup of each class better. It would really help me with my planning. :o)
All three classes need a lot of work with the basics. The first class was able to arrange itself in a circle without too much fuss and I led a series of questions/directed a conversation around several of the students.
There is a boy in the class. His name is ________. He is very, very famous in Spanish class. He has a lot of friends. One of them is also in Spanish class. His name is ___________. He is very, very intelligent. ___________is another student in class. He is very athletic. He likes football. Many students in the class like football. ____________ has a football jersey. Her favorite team is __________.
and then one of the kids ran to his backpack, pulled out a Seattle Seahawks jersey and put it on!! Great class. We are still pausing (often) so they can settle down, focus, stop talking, etc….but it was progress.
We transitioned into a conversation (with pictures) about Prince Royce. They understood, they were interested, and although we are still working on behaving like a class….I was pretty happy. We watched a 3 minute video about Prince Royce in English. (https://www.youtube.com/watch?v=MBHdga54kik) I could follow with a number of questions in Spanish using the “Super Seven” verbs. (Google Dr.Terry Waltz and Super 7…tons of great stuff!). They had some questions in English about Prince Royce that were interesting to hear. Questions about what he was wearing and how he wore his hair. I was able to use their emerging Spanish to talk about Prince Royce the person and Prince Royce the singer. (and to remind myself how important it is to FIT IN in middle school!)
Then we watched a clip from La Voz Kids where Prince Royce is a judge and a young man sings one of Prince Royce’s songs and talked about that using the same basic questions. (https://www.youtube.com/watch?v=buIs7yqT5jE)
I felt pretty good about how that went!
The next class? Ummm. Different story. They could not handle a change in the seating arrangement. When I tried to start the conversation about the class, we could barely get started. The social make up of this group is a study in middle school insecurity. Everyone is trying to be cool and the socially acceptable way to be cool is to make sure that everyone in the class knows that you are cooler than they are. Cliques, sarcasm, eye-rolling, snorts…you get the idea. Lovely individuals on their own. Toxic when together.
So…..back to the drawing board. In the middle of class. Ok…twenty minutes into a 90 minute block. Desks in rows. Take out a sheet of paper. I write a sentence about Prince Royce (on the computer, projected onto the screen). The students write the sentence in Spanish. I ask individual students comprehension questions. No one else is allowed to speak. On the outside I am neutral, calm, maybe even cold. On the inside I am frustrated and fired up!!!! This is BORING. SUPER, SUPER BORING.
But….the class itself was under control. The individuals in the class could each employ self-control. The language was comprehensible.
When we transitioned to the interview they couldn’t contain their reactions. After calming the storm of remarks, followed by the smiling stare of death for 45 seconds, I had to state in English that
a) Prince Royce is an actual human being and I wouldn’t let them mock him, or anyone else, in my presence.
b) Prince Royce is a professional. He has a job. He might be told what to wear and how to cut his hair, etc. etc. It is not our job to do either of those things.
And then we went back to the video. What color is his shirt? What color are his shoes? Do the shoes cost a lot of money? Do his fans like his shoes? Using the same, one student at a time, no one else is answering, and we write the answer on the screen and they write it in their notebooks scenario.
The same material. Completely different lessons.
The hard part? Not putting my own personal label on either one. I was totally miserable during the second lesson….but truthfully…it was probably the right lesson for that group. If I had tried to keep pushing 5th period’s lesson on 7th period, it would have gotten very, very ugly.
Tomorrow I meet with the third 6th grade class. It’s the most challenging one!!!! I’ll keep you posted. Right now I know the material, but I haven’t yet nailed down the lesson plan….
by lclarcq on December 6th, 2016
On Monday I can actually get pretty fired up. I haven’t seen my students for a few days and I’m excited to get going with some new things for the week.
But Tuesdays….ah…that is an entirely different day. It’s the day to dig in and make some progress. Friday seems a mile away. The kids are starting to feel pressure from other teachers and other classes. We are all a little grumpy.
Today was an eye-opener. I gave a quiz to the Level 1 students and got a very clear look at what they can, and cannot do. Let’s just say we have our work cut out for us. It feels like a a lot of pressure….and I’m an adult with a lot of experience behind me.
No one left feeling upbeat. We refocused, got serious, cleared the decks, dug in and started over. It doesn’t feel good to start over 17 weeks in.
This is where I have to really get to know my students. The more we can work together, the more we will get done. I have to work to create situations where we can successfully trust each other. Baby steps, baby steps, baby steps. It’s always the little things that matter.
It’s too early to see many changes, but I’m trying to lay the groundwork by doing the following:
We are making a birthday calendar and talking about birthdays. We celebrate birthdays together.
We are talking about pets. Pets are a powerful magnet for interest and caring about pets a socially aceptable way to show emotion and affection.
I’m using the school’s character ed “points” to recognize kids who are patient and supportive as well as cooperative….in addition to those who are showing improvement. My opinion doesn’t matter enough to them yet to accept genuine compliments as rewards of any kind. They need a concrete reward. (Not my thing if you know me, but it is a school-wide program with noble goals so I can live with it!! 😉 )
We have about 10 classroom jobs…and those are helping us to feel more like a team. Little by little by little by little by little.
We’ve been able to be a little silly. Five-a-day in Spanish, Sr. Wooly, one silly story. Those too will add up.
In time…it’s only Tuesday.
by lclarcq on December 1st, 2016
If you are just starting out with TPRS, and you feel as if you are not doing enough with your students fast enough….take heart….you have an enormous advantage!!!
WE HAVE TO START SLOWLY. I put TPRS+slow into Google just for fun and discovered HUNDREDS of pieces that address how important it is to start off slowly with students who are new to language and/or new to being in a TPRS classroom.
I am choosing only one skill/concept as a goal for my students per week. The only goal I am really focusing on this week is Listening Well. I have to be honest….it’s killing me to do it. I can think of DOZENS of things that I could add to class right now that would make it more interesting, but I know that if I want them to listen WELL, I’d better stick with that.
Now, I am sneaking in opportunities for next week’s goal which is RESPOND WELL. We all know that no skill really works in isolation. But I don’t expect to see any progress in anything other than the LISTENING WELL.
I’m trying to remember to:
Point out what it looks like. (See here for more info.)
Thank students when they do it. (individually or as a group)
Be patient when they get too excited about what we are doing to only listen.
Remind them that listening and talking should not be done simultaneously.
Wait, and wait, and wait, until they are listening.
Ask any student who responds to or asks a question to wait until their peers are quiet before they speak.
It is so hard to move in baby steps when there is so much ground to cover. But this kind of teaching is about the journey not the destination. I have to be where my students are, NOT try to get them to where I want to be. It’s the only way we will ever be together.
I realized today that part of my ‘inner stress” comes from thinking that I am not in control if I meet them where they are. My perspective was skewed. I cannot change where they are right this minute. I AM NOT SUPPOSED TO BE IN CONTROL OF THAT. I can only be in control of where I am and how I interact with them. If I chose to meet them where they are, we will be together and I can help them on the journey. If I stand at the finish line, impatiently waiting for them to show up, expecting them to arrive in a place they cannot get to on their own, I am choosing stress for all of us.
The dear and brilliant Brian Barabe told me once that TPRS is like yoga…and to use the mantra “You are where you are supposed to be.” I need to remember that more often.
by lclarcq on November 29th, 2016
So today I bit the bullet and decided to try to start a story in every class. I told myself (and them) that it didn’t matter how far we got with the story. I said that we would just get started. I told them that it wasn’t easy, at first, to just starting creating stories together. I told them that we would deal with the story-building skills as we went along. (and said a little prayer….)
One of the things that I have told my classes is that I work very hard so that Spanish class will be interesting and that acquiring Spanish can “feel” easy. However, none of the work I do with make any difference if the students against me rather than with me. I need this group to work with me….and they aren’t there yet. (and they sometimes look at me like I’m from another planet for wanting that!)
Over the years, many teachers have crafted a list of “behavior rules” for their classes as a way to get classes to work together. I knew that I needed to outline something similar for my new students but inside I was cringing at the idea that students with between 7 and 9 years of schooling needed “behavior rules.” I mean, I know that kids don’t always “behave” but it isn’t because they don’t know, by now, what appropriate school behavior is!!
So I tried this week to put out the expectation that every day we would be using four sets of skills. The first one is Listening Well. I didn’t want to make it too complicated (as a teacher I love doing that lol) , so I left it at this:
Listening Well means paying attention to what is said and what it means. I figured that that could cover a lot of bases!
Listening Well is Skill #1 because nothing else in acquisition happens without it…especially for Novices. I can check in with my beginners by simply asking them what I said and what it means.
In reality, Listening Well is NOT an easy skill, for anyone, in any language. We can all improve at it. (I know that I can!!)
What Listening Well looks like needed to be clarified for them.
For instance, Listening Well doesn’t happen if you are speaking at the same time. :o)
Listening Well to the teacher doesn’t happen if you are listening to a classmate. :o)
Listening Well doesn’t happen if you have earbuds in your ears. :o)
(I’m also pretty sure that I’ll be clarifying and re-clarifying those points on a regular basis!)
It is why I needed them to be able to focus on me and be silent at my signal. ( For more on signals…Check out this post!)
The idea is, I told them, that if the class can hear me, they will know when and how to add interesting pieces to the story.
And for a while in every single class, they were able to demonstrate that skill!! For the 8th graders ‘a while” was between 15 and 20 minutes. For the 6th graders it was between 10 and 15 minutes!!
I made it clear that when the skill got too difficult, we would change activities…so once I had to refocus any class for the second story I paused the story-asking and told them how we would continue next. (See the post-script at the bottom!) And then we moved on to another activity. They didn’t want to end it (yay!) but I did. I wanted to pause each story before it fell apart (or I did!).
Next post: Skill #2: Responding Well.
FYI….I still did a LOT of waiting until they were quiet, staring at whisperers (with a smile of steel), and walking over and standing next to the easily distracted!! I was not as patient with one group as I would have wanted!!!! It’s a fine line between calling a student out on behavior and publicly embarrassing him/her. In Middle School it’s even more delicate…I’m learning and re-learning!
PS. Our progress:
8th grade class A: Identified a character and setting, identified a problem, attempted to the solve the problem. Final activity: In Spanish, write down one reason in English the character will not solve the problem and tell me before class. (i.e. doesn’t have $, asked the wrong person, etc.)
8th grade classes B and C: Identified a character and setting, identified a problem. Final activity: In Spanish, write down where (location) the character goes to solve the problem and why. Hand in before leaving.
6th grade classes: Identified a character and setting. Given a problem: The character needs ____________. Final Activity: Write down in Spanish two things the character might need.
by lclarcq on November 28th, 2016
Hello from California!! I managed to be retired for all of six weeks before I moved cross country and sign on for a new job. It wasn’t an easy decision, but I think it was a good one!
For the past 30+ years I have worked in small districts in rural, upstate (seriously upstate) New York. For some of those years I taught grades K-8 but the majority of them were teaching high school students. My new job is teaching 6th-8th graders in a suburban, well-populated section of Northern California!
The students had another teacher for over 10 weeks and now we are all starting over.
I had met a few times with the sixth graders and today was our second real day together. They have been out of school for two weeks between Science Camp and Thanksgiving Vacation!!! So yes…we are really, really starting over.
The 8th graders and I got started the week before Thanksgiving. So today was day 6 for us.
I forgot how much there is to accomplish at the beginning…….
These students, all of them, are brand-new to me. Our very first accomplishment will be working together. Seriously. They are used to a different set up in class and mine requires a great deal of self-control…..or at least more than they have had to use. 🙂 I know they are capable. They know they are capable. Now…I have to get them to agree to do it.
The first day I worked with them (class sizes about 30), they were sitting with friends in groups of four. I tried to speak. I tried to get their attention. No one stopped talking. Not one student.
My pulse was racing, my face was flushed, my smile was frozen and my heart was pounding. I did not know the name of one single student. For the first time in nearly 30 years I also did not know their parents, their siblings, or even their other teachers.
I don’t know how long I stood in front of the room before I tried again. It was probably seconds…it felt like hours. I was being completely ignored.
So I tried again. I used a ‘signal’ that their former teacher had used. A few students noticed and responded half-heartedly…then kept right on talking. This was not going the way I had hoped!!!
Try number three….in a slightly louder, more authoritative voice. This time more than half of the class looked at me, shifted in their seats and mumbled a response. AND….made eye contact.
This was the most crucial moment for me. It happened in all three classes. I had to maintain eye contact with the 15 or so students spread across the room. With a smile on my face, I held my ground….for maybe 15 seconds. A small girl near me whispered to me, “I think it’s working!” I tried to just keep breathing!! One by one the rest of the group settled down and then turned around….finally realizing that something was happening. When everyone was quiet I smiled at stared at them while I (painfully!) counted to 5 in my head. Then I finally introduced myself. I think that was the most challenging 30 seconds of my teaching career.
I am dead serious.
I have no history at this school. No reputation precedes me. I felt completely naked and alone in front of those kids waiting for the silence, and for their attention. My head said…wait, wait, wait it out. My heart said…this isn’t going to work…they are going to ignore you forever.
I’d like to say that after that one encounter in each class, that I was able to establish order in a heartbeat with a look. Or at least using our signal.
Um, no. The 8th graders and I have found a direction in the week we have had together…but daily reminders, and those 30 second wait times, while not nearly so heart-pounding, still happen once during every class. The 6th graders? Well….we didn’t get much done today academically. There were maybe 10 “usable” minutes out of 35. i’m still learning names, getting them into a routine, helping them adjust to transitions and working to get them to function with a new seating system (where they all face forward and don’t sit with their friends.)
BUT…in one class 5 of those 10 usable minutes were truly beautiful. Students were asked if their vacation was “excelente” or ‘terrible” or somewhere in between. Only one girl said terrible. I asked her if the reason was a secret, she said no, she wanted to share. (Thankfully the class was quiet and listening….and this, of course, is why we needed it…) She shared in a whisper to me that her aunt had cancer. I told the class in Spanish. Then I asked, in Spanish, ‘Who has a friend, or someone in their family, with cancer?” Over half of the class raised their hands. Even though these kids had only a few weeks of Spanish, I could say to her…The class is with you. They are your friends. You are not alone.
I could tell the class that in 2013 I had cancer. And we learned the word hope.
She needed that. So did I. So did I.
by lclarcq on November 28th, 2016
filed under Curriculum and Planning
Hello my friends. It’s a long time since I have posted on here….but I am back. I’ve accepted a new position and you can read more about how that is going, I promise.
This post is to let you know that I have started to post materials for teachers on the Teachers Pay Teachers site. I’m trying to offer a balance of free materials and materials for purchase.
The first set of items is a series of Story Outlines. What is a Story Outline? Simply, it is a skeleton of a story!! One of the things that teachers often share is that they struggle to get started creating a story. I am hoping that these will be of help.
They are actually the format I have used to help students become better (or beginning) writers. It has been very successful and I hope that you may find it helpful for you as you plan for your students.
Here is an example of a Story Outline of a very familiar story!:
I have posted a free document that includes Ideas for Story Outlines on Teachers Pay Teachers, but I am going to upload it for you here as well. Feel free to look it over and ask me any questions that you might have!
with much love,
from my new home,
by lclarcq on April 17th, 2016
The following was a response to a dialogue on Ben Slavic’s blog and several folks suggested that I share it here. The conversation centered around the challenges of teaching students towards the end of the year!
Part of the reason that April/May are tough is that the kids that we have now are not the same students that we have in August/September. They have different interests, different skills and sometimes different friends and even family.
This is a great time of year to acknowledge that! Get to know them all over again. Reconnect.
It is also a good time to “step up the game” and introduce new activities that are more in line with their level of acquisition and maturity.
There is no standard way to outline this because each school is so very different.
If I were teaching a Level 1 class of 7th graders I might start using topics like part-time summer jobs (babysitting, lawn mowing, etc.) that kids have in this area. I might start creating stories about 8th grade and all of the advantages they will have next year. I might start to introduce any kind of real person connection to the language that their squirrellier 7th grade selves might have dismissed.
If I were teaching a Level 1 class of 9th graders I would definitely start incorporating summer jobs, summer concerts, and summer clothes…..which would lead into a story about the dress code, which will soon be a big issue for our freshmen because it is a big deal at our school I would ask about what next year’s freshmen will need to know, and create a BB, or PP or letter for the incoming freshmen.
At any level, if you haven’t started an FVR (Free Voluntary Reading) time, this is a great time to do that….if you have the materials. In my level 3 and 4/5 classes they get 20 minutes 2-3x per week to choose their own activity: read novels, children’s books, cloze activities with lyrics to songs that we have done, write a story, take a practice quiz (similar to one section of the final and check with a key), read articles that I have ripped out of People in Spanish, or whatever else I can come up with. They start each 20 minutes with a grade of 100. Every time that I see that they are NOT engaged in the activity at hand, I subtract 10 points from their grade. Even my rowdiest can keep it together for 20 minutes IF they are choosing their own activity (and are not sitting near a friend!!) I play music quietly in the background and it is a nice, well-earned change of pace.
Music, music, music, music, music. It’s a great time to have a “dance-off” like my friend MB did using “Five A Day” in your language….if you don’t teach French/Spanish, just print off the expressions, and yell them out over the voice of the video. My Spanish kids actually prefer to do the French one. 🙂 If you don’t teach language at all…any 3-5 minute dance off would really wake up your students! (Would love to teach American history and use the Hamilton soundtrack!)
The skills that are most needed are the ones that you use in your class to complete transitions and to refocus. Reteach and practice those. Allow 3 minutes here and there for just heads down and silence. Life is crazy for us all this time of year.
Hang in there!!!
by lclarcq on February 25th, 2016
Many of you know that I teach in a small, rural district in upstate New York. A few weeks ago our department began to build a display entitled “Whitman Wanders The World”….and it has been such a joy to work on!
After posting the picture on Facebook and Twitter, I’ve had a few questions about how we put it together so….here goes:
1. We made a list of all of the students that we could remember who had studied abroad, volunteered for the Peace Corps, been stationed overseas, etc.
2. We put out a call on Facebook for former students to share where they had been.
3. After collecting all of the information that we could, we created a card for each graduate. On the card we wrote:
the graduate’s name
year of graduation
college(s) attended if applicable
military service if applicable
We labeled each card with a sticker that identified how the graduate had travelled: a flag for military service, a star for study abroad, a blue dot for working, a peace sign for Peace Corps, a red dot for Rotary etc.
4. We used a laminated world map and put a smiley face on each country/territory that a Whitman grad had set foot on.
5. Then we simply arranged the cards around the map. It isn’t high tech and it is all hand done…not a fancy project, but definitely a heart-felt one.
Since the pictures have been posted we have had folks send us even more information so now we have more cards to add!!
Our next step is to add blue cards for where staff have studied/ worked/ etc.
It has been so fun to watch the students’ and staff’s reactions to the board. Because so many people stay in the immediate area, and the folks who leave often stay gone, it is really eye-opening to see who has been where!!
I hope that helps any of you interested in this project for your school.
by lclarcq on February 22nd, 2016
Richard asked, “Aren’t there ‘predictable obstacles’ or challenges that most of us are likely to encounter along our way toward using TPRS primarily in class?”
This (again) is a wonderful question…and this post is just a compilation of my thoughts and observations. What are the challenges/obstacles for teachers who begin to teach with TPRS?
1. Fear of the unknown.
Will it work? What will work? How do I know it’s working? What do I do if..? What do I do when…? The list of worries is …well, unending. Without experience we are walking on faith (or hope) alone. That is not easy to do. It takes courage.
The best way to handle this is to watch other teachers whenever possible: conferences, demos, in person, via Skype, on Youtube. And watch the students. Watch them closely. When we are teaching this way, we are constantly reacting to our students….so pay attention to the students when you observe, not just the teacher.
This will give us more of an idea of what to expect from our own students…and what to ask for from them as well.
2. Not knowing how to prepare students to be successful.
Trainers and presenters have SO much to share about preparing to teach with TPRS, and usually not nearly enough time to do it. Unfortunately, we often do not show teachers how to prepare the students for this new approach. Here are some past posts that might help teachers to do that:
3. Trying to be someone else (and forgetting all of the wonderful things we already bring to the classroom)
When teachers want to change their actions in the classroom, they often want to emulate the teachers/presenters they have seen. This is a GREAT way to start, but please don’t forget that you are your students’ already amazing educator. When we try to “be” ___________ (insert your favorite presenter here) we set ourselves up for failure.
Your students don’t want Blaine, Jason, Carol, or anyone else to be their teacher. They want you. They know you. You will be there every day for them. Bring yourself first. Then add the actions, expressions, motions, ideas of your mentors.
If you aren’t sure how to incorporate your teaching personality, ask someone in your TPRS/TCI community about the teachers/presenters that they have seen. There is no “perfect” personality for this job. You can be loud or soft-spoken, high energy or completely chill, left-brained or right-brained, organized or impetuous, stand-up-comedy funny or steady and serious. Really. I promise!! The steps will be the same…and you get to be you!!
4. Biting off more than we can chew.
There are many teachers who ‘jumped in with both feet” to this way of teaching. “I threw out all of the textbooks!” “I decided never to go back to my old ways again!” “I ordered class sets of all of the novels and started the next day!” Teachers tell me this all the time.
But I meet just as many teachers who say: “I tried it but it was too overwhelming.” “I spent hours scripting stories.’ “It was so exhausting.’ “I have 5 preps, I just couldn’t do it.” “I was great for a week, but then the kids and I lost interest. I didn’t know what to do next.”
My suggestion is to start small and start slowly. We set our students up for success. We need to set ourselves up for success as well. Some ways to start slowly:
a. Only incorporate circling. Practice using a variety of questions and responding to students’ answers.
b. Have a conversation with students about a picture. Ask a lot of questions using the circling techniques and practice getting choral responses and individual responses.
c. Ask a story that they already know well in English (but ask in the Target Language!) Does Cinderella or Goldilocks dance with the Prince?
d. Use a story script. ‘Ask” a story for 5-10 minutes and then stop. Don’t worry if the story isn’t finished!
e. Try a Movie Talk. The video clip will provide instant structure, comprehensiblity, and interest!
5. Trying to do it all alone.
It’s not hard to do, but it is hard to do alone. I really meant what I said about connecting with a colleague or a community of support. Talk with other people. Let them share with you. Share with them.
6. Not being able to let things go.
There is a lot to let go of. Along the way we will begin to let go of our fears and insecurities, our old lessons, our imperfections, our former expectations, our need to control stories, our desire to wax poetic over grammar topics, our beloved projects, our bell-curve practices, so much of our former teaching selves. When we hold on too tight to these things, we fail to make room for our newer selves and a new, exciting experience for our students.
How do we learn to let go? We practice embracing the unknown. We prepare our students for their new role (and ours). We remember that we are not letting go of our true selves. We let go a little at a time, and we let in new experiences a little at a time. We share our worries and our successes with others. And we relax. And it happens.