Tag Archives: Education

The Bathroom Issue

This debate is one that often transcends any single plane of argument.  One minute it’s about logistics, the next it’s about ethics.  The situation starts as a simple hypothetical: A student asks to use the restroom in the middle of your class, at a time when you’ve just started getting your class into gear.  What do you do?

Online, I’ve noticed that there are several lines drawn here.  Parents almost unanimously cry foul at a teacher’s refusal, citing human rights for why their angels should be allowed to use the restroom whenever they feel the need, and that furthermore, they shouldn’t feel pressured to put themselves out in any way upon feeling said urge – the teacher needs to just let them go and suck it up, they say.

Students feel the same way – “We’re young adults, you can’t tell us what to do.  Just go, no matter what the teacher says.”

Teachers are divided: Half say “Don’t let them go.”  The other half says “Go, you don’t want to get sued, especially if admin won’t back you up.”  Sad truth.

I will first tell you my bathroom policy, followed by my responses to these arguments.

I tell my students that my class is like a car ride, and that they need to go before they get in the car.  If they ask to use the restroom, I use Classcraft to take 10HP from them with a preset called “Go on your own time,” or I say “No.” until they ask again.  I do tell them that they are at my mercy, as in my class I am the Morning and Evening Star.

Is this a power trip?  No.  I will explain.

First of all, this argument needs to be put into context so that I don’t have a swarm of Common Sense Media parents clamoring for my execution.  I teach high school.  Young adults, they’re called.  Not elementary students.  My policy is based heavily on this factor.  The three skills that I focus on in my class are the same that I would want my own kids to develop as young adults, and they’re the same traits that pushed me into adulthood and maturity.  Students find that mastering these three things is the only thing they have to do to be sure they will do well in my class – the rest happens by itself, usually.

Phan’s Trinity of Maturity
  1. Managing Time
  2. Managing Priorities
  3. Managing Communication

At my school, students are given a passing period to use the restroom, etc. and of course breaks and lunch.  If students don’t use the restroom during this time, then they are not managing their time, and they are certainly not prioritizing their own well-being.

What about a medical condition or an emergency?

The contingency I do allow is reliant on the 3rd skill.  If you have a medical condition or an emergency, you need to adequately and effectively communicate it.  That’s just survival.

My child shouldn’t have to humiliate themselves in front of the class to use the restroom.

Then certainly it’s their job – or at the very least the PARENT’S job if the student is determined to be helpless – to tell the teacher ahead of time and work out some kind of signal system if they have a condition… I mean, it’s not like effectively conveying need in an emergency situation in a quick and efficient manner is a life skill or anything.

Communication is the major skill here, because I’m not a robot!  If you can convey the gravity of the situation, you probably have nothing to worry about.  It’s about knowing why the system is in place.  The system says nobody can go, but the system is not in place to stop people with full bladders.  It’s to facilitate learning.

If you need to pee and you’re not just trying to escape class because you’re bored, then you’ll have no worries, because you’ll have no problem finishing the sentence you’re on before going.  You won’t have any qualms about handing over your phone while you’re gone either, right?  Since you’ll be right back and it’s not like you were going to call your friends or tweet for 45 minutes and come back when the bell rings?

It’s messed up to take points away for having to use the bathroom in class!

If you really need to go, you can’t control it, right? It’s like having bad weather that cancels your practice.  If you take the hit, then work extra hard to make up for the hit!  That’s being responsible.  If you accidentally break something, you still own up.  If you have to go to the bathroom, it’s not the teacher’s fault, it’s not your classmates’ fault, so obviously it comes down to you to deal with the issue – and sometimes that means taking the hit.  You know what?  Life will go on.  I don’t know what the aversion is to losing points for things that aren’t anyone else’s problem.  That’s life.  If I’m paid by the hour for a job and an asteroid strikes my car and keeps me from going to work, I’m not going to insist I get paid anyway.  No, I take the hit.  If your dog eats your homework, you take the hit and then in the future you take better care of your homework – and your dog.

And as for the student insistence that they have the freedom to just “go, no matter what the teacher says?”  That’s true, you have that freedom.  A teacher won’t bodily stop you.  I can technically walk out of the classroom whenever I want, too.

You see, freedom comes only to those who accept the consequences.  If a teacher forbids you to go, and you need to go, then by all means go.  Then take the referral the teacher writes you, serve the detention, whine about it to your mom, and sleep soundly knowing you were in the right.  Then use your knowledge of your teacher’s jerk attitude and the system to avoid having to go in their class anymore.

As for getting sued… well, honestly, no teacher can do anything if they fear being sued.  My advice for that is usually just to be smart, be transparent, and always do your very best to do what’s right in your heart, and the world will have a hard time condemning you.

Yeah, sometimes I’m more naive than the students.  I don’t really see how anyone who isn’t an idealist in some fashion or another can become a teacher, though.

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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.

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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.)

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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.

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.

 

To People Who Don’t Read

A lot of young people like to make the excuse that they “don’t read.”

Word?

Reading books and writing are among brain-stimulating activities shown to slow down cognitive decline in old age, with people who participated in more mentally stimulating activities over their lifetimes having a slower rate of decline in memory and other mental capacities.

Translation: How do you not read? It’s literally the other way to communicate.

“No, no, I don’t read for fun.”

That’s like saying I’m bad at math because I don’t spend my evenings graphing parabolas.  Like mathematicians are at home begging, “Mom, after dinner can I recite the quadratic formula? I love the way that everything divides by 2a!”

Even so, if you know that not reading is the reason you’re awful, then doesn’t it make sense to start now?

Here’s the thing; there’s some guff on the internet that says something about how “you don’t even use what you learn in school, anyway” or something like that.  That’s complete malarkey – a successful person will figure out how to use most of what they learn in high school to some degree.  But even if you accept that flawed premise, here’s a stone cold truth: Reading and writing are NOT on the list of things you won’t need.

I tell this story to everyone who tells me they won’t need reading and writing skills.  In my first job at a bowling alley, I worked with a coworker/supervisor (I’m not telling which because that’s too specific for creepy internet stalkers) who wanted to advertise a special deal: Pepperoni pizza for $1.00 a slice.  He had the bright idea of making this special appear on the score screens of all 32 lanes in large letters that would march across the screen.

“Peperroni Piza, $1.OO per slise – munday thru thirsday!!!”

Not only is every word except “per” and “thru,” (an acceptable abbreviation) misspelled, but he even had a typo on the part with “$1.00,” because he used O’s instead of zeroes.  Yes – dude misspelled a number.  I was mortified and had to fix it immediately, and of course, anyone who saw it was probably similarly mortified.

I’m not stopping the story here, though, as a cautionary tale where all listeners go “Well, I’m not THAT bad!”

The reason I tell that story is to deliver a message: If you write without capitalizing, it’s exactly as noticeable as this situation.  If you can’t write three sentences without showing why you didn’t get a diploma, it will look exactly the same as if you had written that pizza sign.  If you can’t read in the work world, it will be noticed and seen in exactly the same way as I, and now you, look at this guy.  There is no way to reveal a lack of reading and writing skill that isn’t embarrassing, except in school.

In my head, I feel like even youths caught up in gang activity might even be like “I’m gonna trust you to have my back?  I’m gonna trust you with a gun?  You didn’t even pass English 1, man.”  After all, if you can’t sit still long enough to learn how to read with people paid to help you, how are you going to fend for your life in this world?

I’m not saying people not good at these things have no value; I’m saying that there’s no way to hide it or ignore it.  It’s not like a scar you can conceal.  In most cases, within minutes of knowing you and hearing you talk, reading your texts, or viewing your Snapchat, employers, friends, enemies, and everyone else will know whether you would sell “piza” or “pizza.”

Here’s the kicker: Even people with similarly bad or worse spelling and grammar can tell when someone can’t write.

“I never read when I was young, Mr. Phan, so it’s too late for me.”

A lot of people seem to think that if you don’t start reading at a young age, then you’ll never become good at it. And I see why they might think that.

According to studies done by the University of Oxford, “Young brains do tend to be able to absorb new information better than old ones, although not necessarily to integrate it as well with what has been learned previously.”

That’s why little kids can’t take over the world. Little kids can learn faster, but older people use what they learn better.

That’s why I’m better at arguing than you are.

However, learning how to read at an earlier age doesn’t mean a rooster’s crow.

“Being taught to read at an early age (such as five years old) does not ultimately result in better reading skills, and if it replaces more developmentally appropriate activities, then it may cause other harms.”

Studies conducted in 2015 indicate that

“there is no evidence to support a widespread belief in the United States that children must read in prekindergarten or kindergarten to become strong readers and achieve academic success.”

You can start NOW!  So what if it’s harder for your mind to absorb?  You’re also older – perhaps more mature now, and better able to suck it up and do the work.  It’s never too late to improve your reading skill.  Gorillas are doing sign language, man!

“Mr. Phan, I don’t have any books!”

Get a library card, homey!  Plus, I’ve got some more tips and tricks for you:

1: Borrow books from people.

The reason you want to do this is because, for many people, reading isn’t attractive because it’s a solitary activity, and we like to be social. If you borrow a book from someone, you instantly have someone else who also read the book, so you can talk about that one epic scene where the warrior slapped the king in the face. For bonus points, ask teachers! They’ll probably let you borrow some stuff!  You also will make more friends who also read, a really important thing that can help if you need to be surrounded by a positive atmosphere.

2. Read your interests.

Don’t be afraid to re-tread some of your old interests. See a movie recently? Read the book. Reading a book of a story you already know lets you not stress out about understanding the plot and instead can let you focus on other things – like the differences between the two.  Find the sequels.  Find other books by authors of books you already read.

3. Watch all of your movies with subtitles.

Even if you think you’re ignoring them, your brain will actually do a lot of work without you knowing. Also when you don’t hear something, you’ll instinctively look at the subtitles before bothering anybody with questions. Lastly, hearing the words being used will help expand your vocabulary and also help you recognize difficult words. That’s right, you can watch Terminator 2 and still increase your reading level.  Arnold definitely taught some people how to say “cybernetic organism.”  Netflix offers captions for almost everything.  This is great for rewatching movies that you’ve already seen.

4. Pronounce long words.

Sound that stuff out! I can’t stand it when someone’s reading in my class and they get to a word longer than two syllables and stop dead.  Everyone in my class now knows what I want them to do: Be brave. Sound it out, say it the best you can. If you say it wrong, say it wrong forever until someone teaches you the right way. You gotta keep a growth mindset. You’re not going to learn how letters work in the awful, complicated world of English unless you’re wrong first.

This will also help you if you learned to read by sight (memorizing words) vs phonetically (sounding them out.)  Reading by sight with memorized words leads to students being stopped in their tracks at even the most rudimentary words.  It’s like teaching someone to skate and then expecting them to be able to dance – and then finding out they never learned to walk.  Sound out the words.  Do that old-fashioned thing in Sesame Street where they combine two signs into one word.

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5. Google stuff.

Google is a verb here, but it works as an adjective too.  Ask Google what stuff means.  Most devices will allow you to do this in seconds.  “Okay Google, define equilibrium.”  It’s over.  There was a time when if you had questions about something you read, it meant consulting this:

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This is a real photo from the place in which I grew up.

Those days are gone.  In seconds you’ll know that equilibrium means “a state in which opposing forces or influences are balanced,” AND is also an underrated action movie with Christian Bale and Sean Bean about a dystopian world that destroys books and drugs people into happy submission.  How can encyclopedias compete?  The only possible answer is: by looking so wonderfully photogenic.

It’s never too late to learn to read skillfully… until you embarrass yourself.  Blogs are a great start.  So I suppose, while you’re increasing your reading level, enjoy your stay, and feel free to click around!

How I Infuse Joy into My Teaching Day.

Life can seem difficult as a teacher; we have notoriously difficult jobs, and that can bring us to put our own morale aside. Students can pick up on this quick, however, so it’s just as important to keep your enthusiasm up as it is to maintain the enthusiasm of your class. Here are some things that I do to keep the beast at bay and bring maximum happiness into my career.

1. Journal Questions

Journal Questions are often a missed opportunity to connect with students… and to have a little fun.  The first 5 minutes of class are for answering the journal prompt – then the second 5 minutes are for sharing, with Fridays for Friday Freewrites.  The important rule that I like to apply to make it fun for me is that I share last.  The students like these questions because they get to share themselves – and find a little bit out about their teacher.  Questions like “What do you believe happens after death?” and “Describe your daily routine as a vending machine.” keep kids engaged.

2. #Custom #Gamification

classcraftflash

Tools like the awesome Classcraft can be tailor-made for your class.  In Classcraft, there’s this feature called the Random Event.  The first thing I did with it was I went through them and added custom events based on information I knew about my students.  I have events based on TV characters, characters from the books we read… no limits!

3. A Change of Scenery

I use a projector in my class to help the students follow along when we read or to model how to do some of the assignments.  One thing I like to do is change the desktop wallpaper every week or so.  Students appreciate the change – and they love when they can connect with something like what show you’re watching lately or a trip you went on based on whatever image you use. You can also use pictures from the news if you want to start a conversation that way.

4. Take risks.

You may have gotten so experienced that you are loath to reinvent the wheel by trying anything new. One thing I’ve learned though is that if you dread it, the kids will dread it. If something is going to be painful, take your own time and remake it. Tell the kids what you did! “I was going to have us read Medea, but then I realized we’d all have more fun with The Merchant of Venice!” Students seem to like when I go out on a limb for them.

 5. Character Study

Sometimes I teach with different voices or accents. This can be taken to an extreme; what if you taught a science lesson as Charles Darwin? What if Atticus Finch ran today’s discussion of To Kill a Mockingbird? You don’t necessarily have to be an awesome actor for this; you just have to commit. Don’t break character for a moment, wear the right clothing… and of course, if someone uses your real name, act confused, but tell them that they sound like a really good-looking person.

These ideas can breathe new life into your work – and provide the morale boost you need to get through the day. Most importantly, they can teach and model for the students how being in the professional world doesn’t necessarily entail a moratorium on happiness; all it can take sometimes is the right combination of factors for your passion to ignite theirs.