Some of us are at that stage of the year when parents are asking us, "What can I do to help my child over the summer?" Some have already crossed that bridge & are just chilling a bit to regain our sense of calm & control. I happen to be in the former group, and while I do have parents asking for camps, tutors and play groups for the summer, I want to focus just now on what I want to do to help ME. I get to this point every year, and every year there are some reccurring themes of "to do's". However, I nearly always have some new challenge each year, which moves me to reflect on how well (or not) I handled the situation, and what I could do differently should this situation occur again in my career (as is very likely).
Once in a while I actually pursue the study urges BEFORE the need occurs, as happened a couple of summers ago. I enrolled in the University of Minnesota's "Struggling Learners in the Immersion Classroom" class. It was definitely a theme that we had discussed in our school, but had never seen much research nor writing on how to approach the unique needs of struggling learners in our immersion classrooms. I did have a vague idea that I would be needing the advice in this class, as I knew of a student who would be coming to my class 2 years afterward. I just completed the year with this student. One of the issues that was discussed in the class was, When or How do you know if Immersion education is not right for your child? I cannot go into the specifics of my particular student, as we are still in that decision making process, but I am so thankful to have had the preparation for having this discussion. (By the way, I highly recommend Carla Summer Institute at the University of Minnesota for your continuing Immersion education!)
My colleague, Megan, has been working on her Masters' with a heavy emphasis on technology in the Immersion classroom---another great theme! What would you like your immersion students to be able to do or find on the internet in the target language? Or how about interventions? Although this is mandated now for all schools, some are incorporating "Response to Interventions" more rapidly and universally than others. Another colleague, Amanda, is making a move this year from our one-way immersion program to a two-way or dual immersion program. I have recommended a very helpful book for her to read over the summer, Dual Language Instruction, by Nancy Cloud, Fred Genessee, and Else Hamayan. Some of us may just need to spend some time reading for our own growth & enrichment in our target language. After teaching 1st grade for so many years, I find that even reading a 3rd or 4th grade novel helps refresh my vocabulary! Some of my colleagues are traveling overseas this summer! (So jealous!!) What a terrific way to immerse ourselves and experience again what it is like to be the learner! Better yet, why not consider visiting a country to experience immersion in a third language!
Teachers and administrators, give us your ideas! Maybe we'd like to follow your lead! Share, share, SHARE! What's in your summer?
~Sheryl René
Tuesday, May 29, 2012
Thursday, May 10, 2012
They say I'm a "digital immigrant"...
That's what my co-worker informed me recently. I won't even take you back as far as my first typing class in High School; I might have to explain too many of the terms from that era! (lol!) However, even just as far back as 1993, I remember going to my children's elementary school to work in the publishing center. Moms brought in their sewing machines, books of wall paper samples, slices of heavy-weight cardboard, and typewriters!!! The 2nd grade students brought their handwritten stories to us and we typed them up. Mistakes were corrected with correction tape or "whiteout". We then sewed the pages together, and glued them into a homemade "hard cover" book. We were all so proud of our young authors! They returned to their classrooms to read aloud their books to their fellow students, then brought the books home to share with their parents.
Fast forward to my first grade Spanish Immersion classroom. It's been my dream for several years now to find a way to get my students' writing published online. My passion for publishing was two-fold: I wanted to highlight my students' successes in writing, and I wanted to provide more Spanish books for my students to read. While our district has done a terrific job of purchasing Spanish books for our library and classroom libraries, it is still a slim reflection of what the traditional English programs and public libraries have available for their students. Neither have the local bookstores caught on yet to the market that is blossoming in West Michigan for Spanish children's books. And taking trips to Spanish speaking countries to buy Spanish books is a little cost prohibitive. So I set out to find an economical way to contribute to my students' personal libraries.
After several failed attempts at finding an economic medium for publishing, I was introduced to VoiceThread in a grad class. Being the "digital immigrant" that I am, I definitely needed help learning to use VoiceThread, and called on my computer savy friend to come to my aide, which he graciously did. The result is a quickly growing list of my 1st graders' Spanish stories. It has become not only an outlet to "shine", but a natural motivator to write more. The students have practice writing, revising, editing, and in addition refining their oral language skills in order to record the books. They may read these books at school, at home, at their friends' homes, on vacation, in the hospital, you name it!
I invite you to visit my website http://www.senoradalman.com/ and click on "Related Links", then VoiceThread and select some stories to listen to. Some stories are written collaboratively, others are individual student authors. I look forward to adding to this list year after year. If you teach upper elementary students or Middle or High School students, there are so many more complex options in VoiceThread that you can access to build more depth into the writing experience. Check it out! Let us all know when you have books for us to read, too. I would LOVE to see an explosion of new stories for our immersion students to read!
I can't wait to see where these "digital native" students will take us someday!
~Sheryl René
Fast forward to my first grade Spanish Immersion classroom. It's been my dream for several years now to find a way to get my students' writing published online. My passion for publishing was two-fold: I wanted to highlight my students' successes in writing, and I wanted to provide more Spanish books for my students to read. While our district has done a terrific job of purchasing Spanish books for our library and classroom libraries, it is still a slim reflection of what the traditional English programs and public libraries have available for their students. Neither have the local bookstores caught on yet to the market that is blossoming in West Michigan for Spanish children's books. And taking trips to Spanish speaking countries to buy Spanish books is a little cost prohibitive. So I set out to find an economical way to contribute to my students' personal libraries.
After several failed attempts at finding an economic medium for publishing, I was introduced to VoiceThread in a grad class. Being the "digital immigrant" that I am, I definitely needed help learning to use VoiceThread, and called on my computer savy friend to come to my aide, which he graciously did. The result is a quickly growing list of my 1st graders' Spanish stories. It has become not only an outlet to "shine", but a natural motivator to write more. The students have practice writing, revising, editing, and in addition refining their oral language skills in order to record the books. They may read these books at school, at home, at their friends' homes, on vacation, in the hospital, you name it!
I invite you to visit my website http://www.senoradalman.com/ and click on "Related Links", then VoiceThread and select some stories to listen to. Some stories are written collaboratively, others are individual student authors. I look forward to adding to this list year after year. If you teach upper elementary students or Middle or High School students, there are so many more complex options in VoiceThread that you can access to build more depth into the writing experience. Check it out! Let us all know when you have books for us to read, too. I would LOVE to see an explosion of new stories for our immersion students to read!
I can't wait to see where these "digital native" students will take us someday!
~Sheryl René
Sunday, April 22, 2012
Don't give up!
I was,... I mean I am,... well actually I'm supposed to be on the Weight Watchers program. I started over the winter & was doing well till I started getting pains in my leg. First I tried my own remedies, like walking longer and harder to "work through" the pain. That ended the day I actually had to walk backwards in order to make it home painfree! Then I had a doctor's prescription for physical therapy. The therapists did their best, gave me stretches to do at home, deep massages, asked many questions to help pinpoint the source of the pain; but I usually walked away from there with the same pain I walked in with. About the same time I signed up for yoga classes to see if they would help (again my own remedy.) Then we took tests like x-rays and MRIs. What they finally discovered is that I have arthritis in my hip. I'm waiting now to see the orthopedic specialist & find out what course of action he has for me.
I'm thinking, this has been all winter (about 6 months now) and I don't SEEM to be any further along than I was in November. However, we have tried various interventions, and at least we ruled out what would NOT work. I suppose there could be some other underlying issues besides arthritis, but I'm hoping that's where the expertise of the orthopedic specialist comes in.
What this brings me around to are my students, especially my strugglers. I have students who struggle academically, physically and socially. While most have made steady progress all year, others have struggled to achieve each new level of reading, each new concept of Math, and each new depth of writing. Some have held their ground on a Reading level for so long, they wonder if they'll ever move on to the next level! We have implemented the Response to Intervention plans, and these students receive additional small group support. I have faith, as I have seen this happen in past years, that these students will also succeed. We just need to be patient. I have often seen a student who has held on at one Reading level for several months, only to find that they jump 2-4 levels at the end of the year. Something finally clicked for them.
Did I do anything wildly different? Not usually. We use best practices, assessments and interventions that are scientifically based, and teachers, interventionists and Reading specialists who develop strong encouraging relationships with these students to gently push them toward success. And they do succeed! Some of our students need the help of additional professional specialists, and as I've mentioned before, our specialists do a great job of helping our students, inspite of not being bilingual. The rest of us, teachers and parents, sometimes need to just be patient, looking toward the end goal, and continuing to be our students{ best cheerleaders! I know sometimes I forget that part in all the stress of doing, doing, doing. That's when I just stop and say to my kids, "Did you know, I really like you a lot!" (¿Sabías que yo te quiero mucho?). Sometimes they say yes, and sometime they say no. That's when I realize my approach to teaching has gone out of balance. I need to stop & say it again, (¡TQM!), followed by a big hug.
We'll get there. Your child will get there. Remember the tortoise & the hare? Slow and steady....oh and don't forget to practice those flashcards!
~Sheryl René
I'm thinking, this has been all winter (about 6 months now) and I don't SEEM to be any further along than I was in November. However, we have tried various interventions, and at least we ruled out what would NOT work. I suppose there could be some other underlying issues besides arthritis, but I'm hoping that's where the expertise of the orthopedic specialist comes in.
What this brings me around to are my students, especially my strugglers. I have students who struggle academically, physically and socially. While most have made steady progress all year, others have struggled to achieve each new level of reading, each new concept of Math, and each new depth of writing. Some have held their ground on a Reading level for so long, they wonder if they'll ever move on to the next level! We have implemented the Response to Intervention plans, and these students receive additional small group support. I have faith, as I have seen this happen in past years, that these students will also succeed. We just need to be patient. I have often seen a student who has held on at one Reading level for several months, only to find that they jump 2-4 levels at the end of the year. Something finally clicked for them.
Did I do anything wildly different? Not usually. We use best practices, assessments and interventions that are scientifically based, and teachers, interventionists and Reading specialists who develop strong encouraging relationships with these students to gently push them toward success. And they do succeed! Some of our students need the help of additional professional specialists, and as I've mentioned before, our specialists do a great job of helping our students, inspite of not being bilingual. The rest of us, teachers and parents, sometimes need to just be patient, looking toward the end goal, and continuing to be our students{ best cheerleaders! I know sometimes I forget that part in all the stress of doing, doing, doing. That's when I just stop and say to my kids, "Did you know, I really like you a lot!" (¿Sabías que yo te quiero mucho?). Sometimes they say yes, and sometime they say no. That's when I realize my approach to teaching has gone out of balance. I need to stop & say it again, (¡TQM!), followed by a big hug.
We'll get there. Your child will get there. Remember the tortoise & the hare? Slow and steady....oh and don't forget to practice those flashcards!
~Sheryl René
Monday, April 16, 2012
T-H-E.....Who knew?
I love that our Immersion program is so well supported by some terrific specialists who work so hard to help our students who struggle. These specialists are our Resource Room teacher, psychologist, Occupational Therapist, Speech Therapist and Social Worker. They are not Spanish speakers, so their time is limited for working with our students; but they have done a heroic job of being available to confer with us, to listen to our frustrations, concerns, and questions, and to offer us advice, with full knowledge that it may or may not be applicable to our Spanish Immersion setting.
I am thankful for "teachable moments" as one professional to another. Just this week I was talking with our Resource Room teacher, and she mentioned her concern that our Spanish Immersion students tend to get stuck spelling 'the' as 'thu'. She was so perplexed as to how these students came up with 'u', until I explained that with Spanish the vowels have only one sound, and that sound is spelled just like it's name says. So for these kids, when they hear someone say 'the' in English they go directly for the letter that they've been taught that makes the "uh" sound in English.....the letter u! (Good ole' short vowels!!) These students are actually employing great transfer skills from one language to another, only those skills aren't always univeral.
I was so encouraged that day when the Resource Room teacher not only accepted my explanation, but expressed her thanks for that mini lesson in Spanish phonetics. Now she has new understanding to help these students make the transition back into English, either as part of the reintegration of English into the Immersion classrooms, or for students who are transferring out of the Immersion program and back into the traditional classroom. LIkewise this same Resource Room teacher has given me many helpful ideas to help my student who has cerebral palsy. Thank you!
Do you have auxiliary staff who have been particularly helpful in your Immersion program? I encourage you to take time today to let them know how much you appreciate them! I think we all realize that there will not be an overabundance of bi-lingual specialists anytime soon in our schools. So what can we all do to better service our struggling immersion students and continue to involve our specialists? Let us know how you tackle these issues!
~Sheryl René
I am thankful for "teachable moments" as one professional to another. Just this week I was talking with our Resource Room teacher, and she mentioned her concern that our Spanish Immersion students tend to get stuck spelling 'the' as 'thu'. She was so perplexed as to how these students came up with 'u', until I explained that with Spanish the vowels have only one sound, and that sound is spelled just like it's name says. So for these kids, when they hear someone say 'the' in English they go directly for the letter that they've been taught that makes the "uh" sound in English.....the letter u! (Good ole' short vowels!!) These students are actually employing great transfer skills from one language to another, only those skills aren't always univeral.
I was so encouraged that day when the Resource Room teacher not only accepted my explanation, but expressed her thanks for that mini lesson in Spanish phonetics. Now she has new understanding to help these students make the transition back into English, either as part of the reintegration of English into the Immersion classrooms, or for students who are transferring out of the Immersion program and back into the traditional classroom. LIkewise this same Resource Room teacher has given me many helpful ideas to help my student who has cerebral palsy. Thank you!
Do you have auxiliary staff who have been particularly helpful in your Immersion program? I encourage you to take time today to let them know how much you appreciate them! I think we all realize that there will not be an overabundance of bi-lingual specialists anytime soon in our schools. So what can we all do to better service our struggling immersion students and continue to involve our specialists? Let us know how you tackle these issues!
~Sheryl René
Sunday, April 1, 2012
Baseball--béisbol--yakyuu
Spring Training is officially over. The Big Leagues have chosen who will be in "the Big Show", and who needs more preparation, rehabilitation or just maturation. For those of you who are in Spanish or Japanese Immersion, this season offers you a new theme to build your lessons around, as baseball is a passion in many Spanish speaking countries, Japan, and of course the USA! Baseball and Spanish are very close to my heart. Our son, Caleb, started playing baseball in Venezuela at age 6, and let me tell you in Venezuela they are SERIOUS about their 6 year old baseball players! No T-ball for them! Give them just a few weeks of coach pitch, and send them out there like the big boys! They practice 2-3 hours on each of their practice days. I remember many times seeing Caleb eat supper with his eyes closed, and his head just about falling into his plate, he was so tired. But he never wanted to give it up! With no worries about Winter weather in Latin America, the kids play baseball almost the entire school year. If they are a winning team and make it to national playoffs, they can be playing 12 months out of the year! That's one reason why you see so many Latin players in the Big Leagues these days: they've been training for this since they were 6 years old!
Many children in Latin America who do not have access to "little league" baseball, play their own version of street ball using broom sticks (palos) and metal bottle caps (chapas). What terrific training for finding that "sweet spot" on both the bat and the ball! Another thing that I always appreciated about raising our children in Venezuela was the "single sport focus"; that is, the parents weren't as driven to put their children into every sport available. You just picked one (for the most part) and stuck with it. While that might seem very limiting to us in the US, I saw how it helped our own children focus on a particular activity, and to hone their skills in that area. I truly believe that that ability to focus on one thing, and do it well, is an invaluable life skill, especially in light of our world of multi-tasking/multi-distractions.
That leads me back to the start of the 2012 Baseball season. We are so fortunate to have a minor league team, the West Michigan Whitecaps (part of the Detroit Tigers organization) right here in Grand Rapids! These players are just starting their professional baseball careers. They're fired up, nervous, over-confident, shy, and many of them do not speak English. We have had players in Grand Rapids from Japan, the Dominican Republic, Venezuela, Puerto Rico, Panama, and Mexico. If you're fortunate enough to live near a minor league team, such as the WhiteCaps, I highly recommend that you check with their business office to invite a player to your classroom. I've had players from Venezuela, the DR, and Puerto Rico in our Immersion program. We usually have them visit individual classrooms to speak to the students in Spanish about their life as a baseball player, their favorite foods, colors, etc. and always end with a time for the players to give the students their signatures. While it doesn't take much time from either your day or the players' lives, it reaps rich dividends in "real life" interaction in the target language, and sometimes begins some very special relationships between the players and the kids. I think we've actually helped ticket sales because of the visits! :)
I'll leave you with this commercial that highlights playing baseball in Venezuela with "chapas y palos":
http://www.youtube.com/watch?v=d-ztZ2ww6zg
Play ball!
~Sheryl René
Many children in Latin America who do not have access to "little league" baseball, play their own version of street ball using broom sticks (palos) and metal bottle caps (chapas). What terrific training for finding that "sweet spot" on both the bat and the ball! Another thing that I always appreciated about raising our children in Venezuela was the "single sport focus"; that is, the parents weren't as driven to put their children into every sport available. You just picked one (for the most part) and stuck with it. While that might seem very limiting to us in the US, I saw how it helped our own children focus on a particular activity, and to hone their skills in that area. I truly believe that that ability to focus on one thing, and do it well, is an invaluable life skill, especially in light of our world of multi-tasking/multi-distractions.
That leads me back to the start of the 2012 Baseball season. We are so fortunate to have a minor league team, the West Michigan Whitecaps (part of the Detroit Tigers organization) right here in Grand Rapids! These players are just starting their professional baseball careers. They're fired up, nervous, over-confident, shy, and many of them do not speak English. We have had players in Grand Rapids from Japan, the Dominican Republic, Venezuela, Puerto Rico, Panama, and Mexico. If you're fortunate enough to live near a minor league team, such as the WhiteCaps, I highly recommend that you check with their business office to invite a player to your classroom. I've had players from Venezuela, the DR, and Puerto Rico in our Immersion program. We usually have them visit individual classrooms to speak to the students in Spanish about their life as a baseball player, their favorite foods, colors, etc. and always end with a time for the players to give the students their signatures. While it doesn't take much time from either your day or the players' lives, it reaps rich dividends in "real life" interaction in the target language, and sometimes begins some very special relationships between the players and the kids. I think we've actually helped ticket sales because of the visits! :)
I'll leave you with this commercial that highlights playing baseball in Venezuela with "chapas y palos":
http://www.youtube.com/watch?v=d-ztZ2ww6zg
Play ball!
~Sheryl René
Thursday, March 15, 2012
Built up and Blessed!
I was reminded again tonight about how fortunate I am to work in an Immersion school in West Michigan. I just got home from the West Michigan Alliance of Immersion Educators. This alliance was started about 4 years ago as an attempt to give Immersion educators more support. We usually meet two times during the school year, with different schools hosting the group. Ada Vista Elementary in Ada, MI and Zeeland Christian in Zeeland, MI have been the two schools/districts that have hosted most of the meetings. We have teachers and administrators from public and private schools; from Spanish Immersion, Chinese Immersion, and two-way Immersion schools in attendance.
Each time we get together the host school invites a speaker to give us new food for thought. Tonight we were very fortunate to have Dr. Myriam Met, an expert educator in foreign language immersion. It is so refreshing to have a presentation specifically designed for us immersion teachers. It makes us feel like we're "home", knowing that this presenter has been where we are, and can empathize with our challenges and keep us focused on best practices for immersion. Thank you, Dr. Met!
Dr. Met will also be speaking at the MABE (Michigan Association of Bilingual Educators) conference in Detroit, Michigan May 10-11. If you've never been to MABE, I encourage you to attend this year. If you're from another state, I encourage you to seek out a similar Immersion association for further professional development and collegiality. (We also throw in a pretty yummy meal each time!)
Here's hoping all you immersion educators find those special groups and moments to build up and bless each other!
~Sheryl René
Each time we get together the host school invites a speaker to give us new food for thought. Tonight we were very fortunate to have Dr. Myriam Met, an expert educator in foreign language immersion. It is so refreshing to have a presentation specifically designed for us immersion teachers. It makes us feel like we're "home", knowing that this presenter has been where we are, and can empathize with our challenges and keep us focused on best practices for immersion. Thank you, Dr. Met!
Dr. Met will also be speaking at the MABE (Michigan Association of Bilingual Educators) conference in Detroit, Michigan May 10-11. If you've never been to MABE, I encourage you to attend this year. If you're from another state, I encourage you to seek out a similar Immersion association for further professional development and collegiality. (We also throw in a pretty yummy meal each time!)
Here's hoping all you immersion educators find those special groups and moments to build up and bless each other!
~Sheryl René
Monday, March 5, 2012
Is it really just generational?
As a baby boomer, I've seen music go from LPs, & 45s to cassette tapes, CDs, digital voice and personlized radio stations. The changes and updates are coming faster and faster. I discovered this just recently when my husband bought me a docking station for my ipod. However, even my ipod was so antiquated that the docking station did not have the inner workings to support my old ipod. OLD???? How can an ipod be old? Really?
Or what about when we decided to buy our first cell phone? We were living in Barquisimeto, Venezuela, and were perfectly happy to continue using our landlines. However, our oldest daughter, Ashley, was participating in the Orquesta Infantil de Lara, and frequently went on road trips with the orchestra. With traffic being so unpredictable, we never knew when they would arrive, and so with her safety in mind, we purchased our first cell phone for her! It just made phone calls. Imagine that! No videos, no texting, no games, no camera, no video, no itunes! Ashley could now alert us to her arrival in time for us to be there waiting when she arrived on the bus.
But there was an unforeseen advantage to this cell phone purchase. Ashley started getting more phone calls from her friends, more invitations to parties, and in general a more lively social life. We had no idea that this would happen! We had actually been living on a totally different social plane up to this time.
So warp speed ahead to 2012 and let's look at all the technological options out there for us to use, in education specifically. Broadband brings so many cloud options into our classrooms. We can read books, listen to music, watch the news or a movie, or even watch the latest whimsical, homemade youtube video that ends up going viral & snagging big bucks! We can chat immediately with our closest friends, or our oldest, most distant acquaintance, through Facebook. We can upload photos immediately, and our former principal and his family, now living in Italy, can live the moment with us. We can Google the earth, and zoom in close enough to wave to our neighbors across the country! For those of us who may have dreamed of becoming authors, we can start writing our thoughts on a public blog and see if they resonate with others.
Technology is a wonderful gift! And while I warm up to each new venture a little hesitantly, I do eventually find someone who will help me learn the intricacies of using it; and I feel more connected to my culture, the 21st century, and to education in general. But quite honestly, I still love sitting in my old gold, stuffed chair, with my first graders gathered close, leaning in to hear what happens next to Jorge el curioso (Curious George) as he stumbles into one more new adventure. I love looking into their eyes, I love seeing the surprise, laughter, and tenderness on their faces as they feel the moment with me. I'm reading to these impressionable 6 &7 year olds. I have their undivided attention. And I'm using a book. I don't know if I'll ever be able to totally give up my books for technology. Hopefully, they'll be able to co-exist amicably in my world.
~Sheryl René
Or what about when we decided to buy our first cell phone? We were living in Barquisimeto, Venezuela, and were perfectly happy to continue using our landlines. However, our oldest daughter, Ashley, was participating in the Orquesta Infantil de Lara, and frequently went on road trips with the orchestra. With traffic being so unpredictable, we never knew when they would arrive, and so with her safety in mind, we purchased our first cell phone for her! It just made phone calls. Imagine that! No videos, no texting, no games, no camera, no video, no itunes! Ashley could now alert us to her arrival in time for us to be there waiting when she arrived on the bus.
But there was an unforeseen advantage to this cell phone purchase. Ashley started getting more phone calls from her friends, more invitations to parties, and in general a more lively social life. We had no idea that this would happen! We had actually been living on a totally different social plane up to this time.
So warp speed ahead to 2012 and let's look at all the technological options out there for us to use, in education specifically. Broadband brings so many cloud options into our classrooms. We can read books, listen to music, watch the news or a movie, or even watch the latest whimsical, homemade youtube video that ends up going viral & snagging big bucks! We can chat immediately with our closest friends, or our oldest, most distant acquaintance, through Facebook. We can upload photos immediately, and our former principal and his family, now living in Italy, can live the moment with us. We can Google the earth, and zoom in close enough to wave to our neighbors across the country! For those of us who may have dreamed of becoming authors, we can start writing our thoughts on a public blog and see if they resonate with others.
Technology is a wonderful gift! And while I warm up to each new venture a little hesitantly, I do eventually find someone who will help me learn the intricacies of using it; and I feel more connected to my culture, the 21st century, and to education in general. But quite honestly, I still love sitting in my old gold, stuffed chair, with my first graders gathered close, leaning in to hear what happens next to Jorge el curioso (Curious George) as he stumbles into one more new adventure. I love looking into their eyes, I love seeing the surprise, laughter, and tenderness on their faces as they feel the moment with me. I'm reading to these impressionable 6 &7 year olds. I have their undivided attention. And I'm using a book. I don't know if I'll ever be able to totally give up my books for technology. Hopefully, they'll be able to co-exist amicably in my world.
~Sheryl René
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