Category Archives: Work

You Don’t Pay Me For That

I’ve been hearing a lot of talk lately about how teachers should be armed. This would then put the power in the hands of a teacher to protect their students. I know I made light of some things in the podcast, but the gravity of all of this has become pretty hard to escape.

The romantic image being painted here is pretty vivid. The teacher, recognizing a threat – maybe hearing a gunshot – projects in an authoritative voice: “Get down!” Students scramble to positions as the teacher loads a clip and takes position behind a makeshift barricade. The door opens halfway as the attacker bursts into the room. A student screams, but before the attacker can even turn his body to the sound, the teacher levels his gun and fires three shots into the attacker’s head and torso.

“Threat contained.”

So what’s wrong with this picture?

First of all, what the heck are the logistics of arming teachers?

“You give them a little bit of a bonus, so practically for free, you have now made the school into a hardened target,” says our President. I don’t know if he’s referring to just the price of the gun and training or something, but would this involve training teachers, or is it just the “you get a gun” bonus?

What stupid teacher would take a bonus for something like this? There’s already so much that we’re expected to handle that doesn’t show up anywhere in a contract and certainly isn’t covered via income. I’m supposed to know how to use a deadly weapon to defend my students? As simple as you make that sound, let’s take a look first at how we’re expected to handle less than this.

Below is from the website of the NEA about how we’re supposed to handle fighting in a classroom.

NEA Breaking Up Fights

You will notice that nowhere does it say “directly intervene and prevent harm from happening to anyone to your best ability.”

It’s very clear: Teachers are expected to watch and monitor only, not to fight or beat their students. Obviously one of the problems involves legal liability. One cheap shot on a student because you intervened, Romeo-style, and you’re in trouble!

why came you between us
“Why the devil came you between us?”

These same teachers that are officially kept from directly intervening in a physical altercation, are now obligated to eliminate deadly threats that may very well be members of the student body he or she is tasked with protecting? What if a stray shot hits a student? What if the gun jams and a student is killed by an attacker because the gun wasn’t cleaned? What if a surreptitiously armed student pulls on the teacher because he’s already stressed about an attack taking place?

My point is when this plan invariably goes wrong in one of the billion ways that it can, whose fault is it? If the answer is “the teacher’s, because he should know blah blah blah” then I’ll tell you where you can stick your gun.

Teachers do so many things that are not accounted for when being paid. This is an old gripe but needs to be considered when you want to add being trained bodyguards and all of the liability contained with that. There’s already an absurd liability on the teacher based on the fact that they are alone with the students for so long – who else is liable if not the teacher, right?

You don’t pay me to stay after school with your students. You don’t pay me to answer your student’s texts for help. You don’t pay me for the lesson I’m making at home. You don’t pay me for the fact that I would step in and prevent your son from getting his head thrown into a wall if it came down to it. You don’t pay me for any of that.

A bonus won’t go any way toward training me to kill for you or anyone else. I didn’t become a teacher to kill, nor did any of my peers. If being prepared to kill for you becomes part of the job, you can bet the “little bit of a bonus” won’t mean anything to me. Plus, you’d have to pay me what I’m worth for the job I already do before I’m willing to believe you’ll be able to compensate me for that kind of job detail. This job isn’t one that’s compatible with that one.

I may or may not have the ability to be the hero needed in the scene depicted above. The truth is, it’s all messed up. None of it is the job I signed up to do. In fact, a lot of being a teacher is doing a whole bunch of stuff that I didn’t sign up for. You think teachers need to step up to be heroes? We’re already working on it. We’ve done what it takes without you foisting “the ability to kill a man” into our job requirements.  This isn’t even cowardice or any kind of self-doubt talking.  Teachers have been reacting to these attacks and there are little to no notable accounts of any of them behaving less than admirable in high-stress attacker situations.

I don’t really see the complication here. There’s no need for a semi-automatic weapon to be easy to buy. Guns are already regulated, you say? Sure. Then keep developing those regulations so it’s harder for people to buy. Stop lecturing me about the AR-15 having only the minimum power of a bullet to take down a deer because again, I don’t care about the power – a semi-automatic weapon makes a dangerous person into a deadly person way more efficiently than a pistol or any other kind of non-automatic weapon.  I’m not saying that I want anyone’s guns taken away, but stop expecting me to cry you a river over this “right to bear arms” that had nothing to do with automatic or semi-automatic weapons and everything to do with being able to defend oneself and to join a militia to protect your state.  Limiting the type of arms is not unconstitutional or even unprecedented.  I know this because I’m in a state that doesn’t allow me to own a pair of nunchaku.

Stop talking about responsible gun owners being inconvenienced; if you having to wait another month and another background check to get your gun saves my kids’ lives and gets you to shut up about me having to decide who lives and who dies when I’m not even trusted to stop a one-on-one scuffle, then that is a trade I’d make in a heartbeat.

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The First 2018 Update

I know it’s been a while since I updated the blog.  I am still alive, no worries!  I realize though that sometimes I don’t use the blog as a blog – look at these entries, they’re like little articles!  That’s all well and good, but sometimes I don’t have a topic that I want to harp on but I still need to write to get my thoughts in order, so I’ll put something out like this that just gives a little update.

Podcast

I’ve made a pledge to get the Podcast out on time, and I intend to keep it.  All 7 of you that listen, hear me now!   I will get the Podcast out on time!  I’ve received compliments from everyone who has listened… but honestly, that could just be because they like me.  I’ll be looking for ways to connect with my audience in the future.  That’s a win-win, because if it’s other people I’ll get to network and discuss fun stuff, and if it’s just people I know then I’ll just be keeping in touch with them – which is nice to do if they’re showing me love by listening to my Podcast.

(… why am I capitalizing Podcast everywhere?  I’m not sure.  Maybe because I keep having to make it part of a title.  It reminds me of how I used to spell “receive” wrong.  I would stubbornly put the i before the e.)

I recently had some new equipment roll in, and the most recent episode is using my condenser microphone from back in my college days.  I’ve also bought theme music, and I am enormously satisfied.  The instructions involved the words “catchy bass line,” which… tell me that’s not catchy!

Some of my students discovered my Podcast and listened to it in lieu of music during their work time.  It was a somewhat strange situation; my students were listening to me talk in front of me doing work for my class, occasionally chuckling and sharing something I said with me as if we were talking about a YouTuber we both watched.  I appreciated the love.

Weirdo kids, haha.

Positive Reinforcement

I’ve started an experiment regarding teacher interaction.  I noticed that students were extremely defensive when beginning an interaction; in particular, the standard acknowledgment of being addressed was “What?!” or “Huh?”  The first one was a sign of being on guard, the second one to buy time while they figured out if they were in trouble.  I decided that I wanted an interaction that was guaranteed to be positive, one in which they wouldn’t have to wonder if what I said to them was going to be positive or negative.  No guessing games.

So, I decided that every Friday, I would acknowledge a student in each period that I judge to be “killing it” and acknowledge their success, along with a small boon of candy.  The reaction so far has been very positive, with students applauding their peers enthusiastically.  I rather like the idea of looking for reasons to reward students instead of looking for reasons to take points away.

Reading

I’ve gotten back into reading recreationally in a big way (and the worn case on my Kindle is starting to show it)!  After reading the new Stormlight Archive book, I decided that I might do some blog entries that are character studies of the characters I really liked in the series, which hopefully would attract the attention of fellow enthusiasts and stir discussion up about them.  Yeah, either that or people will read the books – or, barring that, they’ll just read what I have to say about them and find the insights interesting.

In order to do that, I decided to reread the first two books – a monstrous task, but one I’m really enjoying.  I’m about 70% of the way through the 2nd book, and I think I started with the first book about – what, early January?  I’m not 100% sure.  I’m 20% sure that I was 40% of the way through 56% of the series so far after about three-fourths of the month had –

I’m trolling.  Don’t try to follow those numbers.  Suffice it to say with a disturbingly visual figure of speech that I’ve been devouring the books despite it being a reread.

I also started looking at doing some writing on Medium, but only after I get the flow down for this blog and the Podcast.  Don’t want to take on too much and just suck at all of it!

I promise to update with stuff about the Napa Google Summit and Dragon Ball FighterZ thoughts soon.  This weekend is going to be STUFFED!

I plan to release something fun musically soon as well.

Until next time!

Yelling at the Ocean

During a staff collaboration, our department head showed us a TED talk by Eduardo Briceño that discussed the reason why people’s skills at their profession tended to plateau in skill despite large amounts of time being invested into their improvement.  Specifically, he said that the average person has two zones:

  • In the Learning Zone, people are relaxed and situations are very low-stakes.  The emphasis is on becoming better.
  • In the Performance Zone, the emphasis is on execution and evaluation, and the stakes are higher.

Briceño then stated that the problem is that most people almost always place themselves in the Performance Zone, and are seldom in the Learning Zone.  This is apparently impressed upon us at a young age: we are taught that school is evaluative through grades, and are often punished or docked for mistakes, enforcing the principle that mistakes are bad.  Furthermore, because the Performance Zone is one of judgment, not of improvement, the mistakes made are not used to improve any skills.

The first thing that came to mind when Briceño discussed a low-stakes situation Learning Zone was my time playing soccer.  More than any teacher making me spell and write repeatedly, my time playing soccer – especially with my father – taught me the importance of practice.

When I started playing soccer, I was typically awful.  However, about two or three years into playing the game, my skill level spiked suddenly.  This was not just due to maturity, or finally understanding the sport.  My kicks were powerful for my age, and I was able to aim the ball precisely – almost with x, y, and z-axis precision.  I was able to trap almost any ball flying toward me at my feet with a technique involving my shin.  These skills made me a valuable asset to my team, despite my lack of precise ball control as a dribbler.

SONY DSC
Demosthenes projecting his voice over the ocean.

As I reflect now, Briceño’s words color my experience with a new significance.  His example of the Learning Zone was made clearer by his reference to the orator Demosthenes, who practiced posture by suspending a sword blade above his shoulder, who spoke against the ocean on the beach to perfect his projection, and who put rocks in his mouth to master enunciation.  Individual skills were perfected and honed in ways that far surpassed the difficulty of what he was practicing for – but the situations were low stakes.  Nobody would know if he failed during these exercises but himself.

Soccer practice ran similarly.  No matter how much we begged for a scrimmage (essentially a simulation of an actual game), both my coach and my father would instead focus on drills, which were little tasks that perfected individual skills in preparation for the game.

“There’s no point in a scrimmage if you have no skill.” said my dad to me once in the car.  Essentially, using a soccer game to practice for a soccer game was limited in usefulness because it was a performance zone.  Drills were specialized in practice: We practiced dribbling.  We did sprints and liners to practice changing direction.  We did the Give-and-Go.  We juggled the ball with our feet.

When I reflect now, I realize that the things I spent the most time practicing with my dad (mostly because we couldn’t really run around) were my kick (shooting the ball with my father as the goaltender – he was better than any elementary kid would be) and my trap (my dad would always expect me to trap the ball – no self-respecting soccer player would do otherwise if a trap was possible.)

mgqo3r

Soccer practice was low-stakes but higher in difficulty.  If I missed a goal (you know, because my goaltender was a full-grown adult), I just had to try again.  Every time I missed a trap, I just had to run and get the ball.  There was no punishment. I practiced for way more hours than I ever played in a game.  I realize now that my father kept me in the Learning Zone.  Every time I tried to shoot a ball past my father, I was Demosthenes yelling at the ocean.  The drills that I performed faithfully improved my skills.  Accordingly, the drills that I performed less diligently – like running laps, dribbling, and ball-handling – did little to help me.

My skill plateaued eventually – and again, that’s easy to explain.  As I got older, I was shorter than a lot of my teammates.  When they did better than I did in practice, I was disheartened, instead of focusing on myself.  I practiced less with my father, and soon I only heard his feedback from watching my games.  Without realizing it, I had transformed my practice time into a Performance Zone.

Many parents make this same mistake with their child’s education.  Low grades are punished, average performance ignored, with only high performance receiving acknowledgment. – implicitly teaching that mistakes are bad.  If mistakes are bad, then everything is high-stakes, which makes school a Performance Zone, not a Learning Zone.

In addition, the social imperative mirrors this as well. For some reason, teenagers care what their peers think, to the point that their worst nightmare is to be caught in a vulnerable position.  The fear of becoming a social pariah as a consequence is about as high as stakes get, with teens tossing and dodging labels like “snitch” and “slut” in their day-to-day lives.  If you worry about what other people think, how can you be safe enough to make mistakes?

I’ve talked before about how we need to be uncomfortable.  In order to do that and get to sword-suspending and ocean-yelling, we need to identify our Performance Zones and our Learning Zones and treat them as such.  This is also why hobbies are a good idea: you can use the skills they give you in their assorted Learning Zones with your Performance Zone.  For example, rapping has been a low-stakes way of building confidence when speaking and demanding attention, which is something crucial when teaching teenagers.  It also expands my vocabulary and refines my pronunciation.  Blogging helps me with my writing skills and with expressing my thoughts in words, which is definitely an imperative for an ELA professional.

The concept of the Learning Zone is the rebuttal we’ve been looking for to the tired claim that you “don’t use what you learn in school anyway.”  Yes, you do!  Of course, problems aren’t like they were in school.  A school is a Learning Zone.  School tasks are drills.  School is yelling at the ocean.  Real life replaces the ocean with real people and raises the stakes – because now the waves can hear you or destroy you, and your words matter.

Tech Tips: Dual Monitors

Over the last few weeks, I’ve found myself repeating some of the same advice time after time, and I thought I’d put together a sort of collection of these common pieces of wisdom to refer to in the future.  Technology can be daunting, especially because sometimes overcoming the learning curve is an obstacle that can prevent it from being as useful as it’s supposed to be.  Cut my grading time in half, you say?  Sounds great.  Oh, you mean after 3 hours of bumbling my way through your software? A lot of teachers would just stick to their own methods.  I’ve tried to be braver about this in order to cut through some of that stigma and amass a plethora of knowledge regarding tech that can actually save time and actually make life easier.  Essentially, this will be a list of tech tips that are worth the learning curve.

Using Dual Monitors

Holy toledo, I made this one first because it saves so much frustration.  Half the reason people still print things out – like emails, memos, and even lesson plans – is because it’s so darn cumbersome to switch from window to window for reference.  Sure, you could arrange your windows side by side, but then you’re cutting your monitor real estate in half, and for many teachers, that makes us endlessly frustrated as we alt-tab, ctrl-tab our way through different windows and tabs.  So we print things out and hold the paper or list or whatever as we go through our grading and planning.

Using an extra monitor can seem daunting because it just looks like too much trouble. You have to plug it in, then connect it to your computer, and then fiddle with the display settings… ugh!

Do it when you know you’re going to spend some real time on your work, not for a quick email check.  I cannot convey enough how some of the most mundane, time-wasting things that you don’t even think about are solved by having two monitors.  In most cases, you only need to use one monitor because most teachers have laptops.  Once you set the monitor as an extension, you’ll feel so good with Google Classroom on one screen, Schoolloop on the other… or your powerpoint on one screen, your reference materials on the other… or even a parent’s email on one screen with their student’s work on the other.

Now you can drag the picture from the browser over to your powerpoint instead of alt-clicking and switching tabs.  It has changed the way I grade, the way I teach, and the way I plan.  I will never go back.  If you take your laptop from place to place, and the plugging/unplugging game starts to get to you, consider getting another device as a dedicated workstation.

I have a home computer that I use as a workstation and it has two monitors.  I use it for planning and grading.  I can do most of my planning and grading in about two work sessions per week – including essays!

dual.png
Notice also that my monitors are in portrait mode – a must for teachers, especially ELA!

My school laptop is now only for school and is plugged into the projector there, which extends my desktop and also outputs that extension to a second monitor.  The result?  On the left screen, my laptop, I can put up attendance, etc.  Anything I want the kids to see, I can drag to the right screen, and look at it without turning my back on my kids to look at the projector.

picscreens.png For on-the-go purposes, I usually just grab a Chromebook from the cart rather than my plugged-in laptop.

If you have an idea for a Teacher Tech Tip, or you have a problem that you hope I can solve with technology, go ahead and leave a comment or hit up my Twitter handle @TheEnglishPhan.

Why Teachers Need Hip Hop Education in the Classroom

Note: The following post was featured on the Classcraft Blog, and is simply reproduced here. You can see where it was originally published by clicking here.

Hip Hop Ed has become an ever-growing popular movement today, especially due to its cultural relevance and its tendency to promote—through its connection with students—an increased social and political awareness in an academic setting.

Simply put, Hip Hop Education is the use of hip hop culture, especially rap songs and lyrics, as classroom content— both in the creation of material to learn and in the delivery of existing material. #HipHopEd even thrives on Twitter weekly, with the movement inspiring teachers and students alike.

Speaking students’ language

From the 1970s to today, there is no denying the pervasiveness of hip hop in today’s youth culture. While it has been present and even popular for decades, with hip hop figures represented among different generations, hip hop culture has always—even as it has aged and matured—had an association with the youth of today. This in itself is an anomaly; how can something be about and in response to historical events, political climates, and even living conditions without dating itself?

The answer lies in hip hop music’s close connection to hip hop culture and in its ability to maintain a strong connection with its practitioners and fan base despite any shifts in technique, medium, or content. At the center of hip hop culture is something universal and integral to human nature: oral tradition. It’s a medium of catharsis and expression coming together and being spat out in the exact way it is meant, there to be admired for what makes it art—and especially for what makes it “ugly” to some listeners.

This steady relation to youth is a no-brainer as a way to connect with young students. It’s important not only to art but also history and even contemporary life. Most importantly, hip hop in education is a powerful way to teach students the skills they need to help themselves, at school and at home.

It’s about mutual respect

The academic world tends to recoil in response to any connection to hip hop culture. It’s uneducated, one might think; it’s not socially appropriate and promotes destructive behavior. In an essay accusing hip hop of destroying the “potential of black youth,” Jeffrey Hicks states that “hip-hop culture deadens the drive toward civility and legitimizes backwardness.” However, using hip hop in the classroom doesn’t mean I am turning a blind eye to all of the things that can make its presence in the classroom uncomfortable (although I do disagree with this “evil” portrayal). In fact, you should use hip hop especially if you’re not comfortable with it!

First of all, actions speak louder than words. Using hip hop in the classroom is an action that has a huge effect on what students receive from you. They see you reaching into a world that they are familiar with instead of pulling them into your world. They see you playing and engaging with them instead of retreating in fear. Not only may you accidentally show them another thing to value about your curriculum, but even the mere attempt to connect is so visible that it can’t be ignored. Whether you mean it to or not, you are showing respect for something that is theirs in your classroom.

Every teacher knows and acknowledges that there are actions, items, and concepts that are inappropriate for a classroom setting. What this can sometimes manifest as, however, is an environment in firm denial of the existence of anything “inappropriate.” The class becomes a “safe space” but then morphs into a bubble of disrespect, teaching students to look down on any other environment not mirroring the same ideals. If you instead show them the relevance of what they’re learning in the context of the culture they themselves appropriate, you are doing something incredibly important by example.

Hip hop forces discussion about race, poverty, identity, family, hate, and the Man—all of which are things students worry about daily when they’re supposed to be thinking about your step-by-step tutorial on Shakespearean sonnets. You have an opportunity with hip hop to acknowledge pain, hate, anger, and injustice instead of denying it and further losing respect from students, who go home to these real issues and face them instead of your homework. You can show them through hip hop staples (rhyme, repetition, storytelling, catharsis, reflection) how to handle these issues and even use them to navigate another discomfort: your academic world.

Another thing that lends hip hop culture well to a classroom atmosphere is its intolerance for silence. Hip hop is about taking life’s problems and putting them “on blast,” whether it’s coming up with solutions or even just spreading awareness of the issue. Subscribers to hip hop may profess that “snitches get stitches,” but the truth is that hip hop culture is about snitching on life and the world.

Incorporating hip hop into your teaching

By reflecting this “take the good, eschew the bad” ideology with your handling of hip hop, you are modeling how to take what life gives, incorporate what is useful, and filter the rest. You are showing students that the proper response to adversity is not flight, despair, or dismissal—it is action, discussion, and collaboration, all ideals heavily promoted in hip hop culture and in academia alike.

You aren’t encouraging mindless adoption of hip hop ideals, as Hicks suggests, resulting in young people “applying for a job with unsightly cornrows, baggy clothing, and using less-than-acceptable English.” Discussion of hip hop culture as a connection or even a medium for learning is not the same as adoption of hip hop culture.

So teach a verse that helps them remember the quadratic formula, but also includes how much you hate remembering it. Have them make a diss track against whoever they think is responsible for the tragedy of Romeo and Juliet. Anger is healthy but should never be coupled with indifference; this distinction is important in discouraging destructive action versus angry expression.

In 2016, I created a unit that focused on the human reaction to times of trauma, something that a depressingly high number of students are familiar with. Framing an examination of Tim O’Brien’s The Things They Carried, students had to compare the way O’Brien and his self-named character within the story dealt with trauma, both in the depiction of himself and in the actual creation of the stories. By the end of the semester, students were examining methods of catharsis for their own lives.

After that final project, I had students reflecting on assignments who, instead of responding with the first semester’s “I learned how to read and write better,” now wrote things like, “I learned how poetry could help me cope with my sister’s death.” I was emotionally drained, but one thing was for sure: There were some students that had needed the hip hop presence in my class to know that they could answer problems themselves.

For all of its ugliness, I felt I had brought them something through hip hop that they hadn’t gotten before and might not have had the chance to learn otherwise. I realized I had given them something integral to living and coping with life—all this through an English class.

Fear as a call to action

If you are worried that the chance to express oneself will result in a wild classroom of students, then don’t you have a responsibility to go through the process of expression with them, offering constructive guidance so they don’t unleash that energy recklessly?

In other words: If you don’t teach them how to handle their own lives and cultures despite their fear, then you end up passing on something to be fearful of. What does it say if a student can handle school but not life? Why do we not want to show students where their own cultural identity fits into all this?

Hip Hop Education is a chance to engage students not only with your classwork, but with their own lives. My students had a reason to study metaphors, and they had reasons to look at how Tim O’Brien dealt with the death of his friend Kiowa—because through hip hop, these elements of English curriculum were now yielding secrets that provided clues to their own problems.

I found that hip hop didn’t just make my students care about the content; it gave me new reasons to care about it, too.

 

You Don’t Like Sleep.

Sleep is a beautiful thing.  Sleep helps you lose weight, grow taller, heighten your senses, process memories, dump old memories – you get all that for SLEEPING, an activity that, in theory, takes little to no effort, and only requires you to take the time to do it.

When I was young, I squandered the opportunities to sleep as often as I could.  Well, according to my memory anyway; apparently, when I was a baby I was a very good napper.  I didn’t do any of that crib-climbing stuff that I watched my little brother do with fascination.  In fact, at one point, my mom said she put me on a mattress on the ground – no restraints, fences, nothing – and I made no attempt to escape whatsoever.  What a loser.  My brother in that same situation for one parent-imposed naptime was crawling out of there like Gollum.

But intellectually, I fought naptimes, and I stayed up late doing homework, IMing, gaming, binge-watching Netflix and staying up with my insomniac brother.  Over time, I kind of forgot what it was like to have a full, complete sleep.  Sometimes I noted that I was too tired to sleep.  Yep, in moments of extreme tiredness, my body would do things not conducive to sleeping.  My body was too sleepy to figure out how to sleep – short of collapsing in exhaustion when I finally hit zero.

It was actually my wife who pushed me to go to bed on time during my first two or so years of teaching.  I still remember what it was like that first morning after an eight hours sleep.  I had super powers!  My food didn’t drag me down, my senses were loading up my brain with information, my work got done so fast with my usual planning that I had all this extra time, too!  Life was… better!  Who wouldn’t do this?!

Now, sleep is one of the only things that lacks in my life.  Lack of sleep makes it hard to lose weight, work, and even spend time with my wife – which, because I’m suffering from lack of sleep, makes it so I have to make up for all of this by… you got it: NOT sleeping – which made it WORSE.  Yes, learn this lesson now.  Right my wrongs.  Not sleeping will make you so bad at being awake that you won’t get a chance to sleep.

So now I see these young teenagers every day at my work, and on the surface of it, it looks like they’re smarter than I was.  “I love sleep!” they’ll say.  Yet, day after day, students will wander into my classroom with half-lidded eyes and profess to long nights of Netflix, gaming and Snapchatting.  I thought you loved sleep?

When I love something, I prioritize it.  I make time for it.  That’s not what’s happening when my students are thinking about sleep.  They are doing things that aren’t sleep, and putting it off further and further, and only thinking of it wistfully because they’re bad at being awake.  “I can’t wait till spring break so I can just get some sleep,” which means that they can do all of their night time stuff and oversleep with no consequences.

So maybe it’s time to be precise: Do you love sleep, or do you hate waking up?

If it’s the latter, would you hate waking up so much if you just got some sleep?