Course Reflection

     I thoroughly enjoyed developing and carrying out my GAME plan. I am now aware of exactly how eBooks work and how to access them. I have been able to assist a few of my colleagues with eBooks and am currently working with a peer to develop a unit based on one of the available eBooks. We are looking forward to carrying out the lessons in the future.

     Also, I have been doing very well at documenting my sources of information and web sites in my lesson plans. Most of my weekly plans have sources clearly listed. It has almost become second nature to do it. One part of the process I have really enjoyed is including a peer for guidance and help with monitoring my progress. It has been great to have someone else’s perspective on planning.

     Overall, my favorite part of the GAME plan process has been monitoring the progress I have made. I took the time to write in a journal on a daily basis and through that, I have realized that it really helped me stay focused. Not only did I reflect on my progress on my GAME plan, but I found myself writing about ideas and feelings about other events of my day.

     I plan to use the GAME plan with students in the future. I think that most students are used to setting goals and making a plan of action. However, I do not think that students take enough time to monitor what they are learning or evaluate the process in the end. I will use the goal, action, monitor, and evaluate parts of the process. Since I am working with 4^th graders, I will need to break down each part and model the process more, but I think I will work out well.

     There are also going to be some adjustments made to my instructional practice as a result of this course. Through carrying out my problem based unit, I realized that my students need additional practice in locating, extracting, and summarizing data from internet sources. So, I will be including that skill in many future lessons. Also, my students were very excited about creating our Wiki space and digital storytelling. They were wonderful methods of teaching content and they allowed my students to be expressive and creative. I can foresee myself including them in my plans at least once on a monthly basis. I already have ideas about poetry, book reviews, book summaries, and mock newscasts. There are so many ways to integrate digital storytelling and online collaboration that the possibilities are endless.

Monitoring my GAME Plan

            So far, I feel that I have been very lucky. Both of my plans seem to be moving along smoothly. I have been able to find the information and resources that I need to move forward. I have started to include my sources of information in my lesson plans and have exposed my students to two lessons about citing sources of information. I feel that my students have responded positively and understand the importance of citing sources. I have also been able to use an EBook with one class of 4^th graders. The students enjoyed it and are excited to be able to access them at home as well. I have not needed to modify my plans thus far and hope that it continues that way.

            I feel that I have learned a lot through my progress. I have found that having a colleague look over lesson plans to help monitor my progress has been very valuable. It is great to get someone else’s perspective on how I plan. Also, I have noticed that it does take a bit longer when writing/planning my lessons when I include the sources. It is a good thing though, because I keep my lesson plans on a data drive and that means I will always have those sources documented to refer to. There have been many times that I have used web sites for lessons and have forgotten where to find them.

            Finally, I have thoroughly enjoyed documenting my progress in my journal. It is all too often that I come home after a long day and see nothing but a blur. I have formed a routine to write in my journal after lunch and right before I leave school. Then, I have something to look back at when I am at home. At home, I can write new ideas and responses to things I wrote earlier. It is kind of like having conversation with myself and it really does help!

           

            I will need several resources to carry out my GAME plans. I will need the assistance of my peers, my computer, the smart board, my lesson plans, and a personal journal. I will need to enlist the help of a peer to help monitor my progress of siting sources and to observe my teaching and modeling. I plan to use a personal journal to document my progress of learning how to use EBooks and to graph my use of siting sources. My lesson plans will be used for viewing my progress of documenting the sources for my lessons. Finally, the computer and Smart Board will be used of carrying out lessons and modeling techniques for my students.

            Some additional information that I will need to complete my GAME plans is to learn more about the use of EBooks. I will be sitting down next week with several of my peers to help each other through the process of accessing and use of the EBooks. Through this meeting of the minds, I will be able to continue to assist other colleagues on how to use the EBooks.  

            So far I have been able to site the resources I have used on three different sets of lesson plans. I have begun to graph the amount of times that I have documented my sources. I have also started to write in my journal about the progress of learning how to use EBooks. I have planned a lesson for next week that will show my students examples of how to document sources and explain why it is important to cite the sources.

My GAME plan

I feel pretty confident with technology use on a daily basis in my classroom. There are a few areas that I would like to become more proficient in. I feel that these areas are very important because they will have a strong impact on my students learning and my way of teaching. The two NETS-T standards and performance indicators are as follows:

Promote and Model Digital Citizenship and Responsibility (a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources)

G – My goal for this is to do exactly what the indicator says, model, model, and model some more. I think if my students see me using digital information properly which means citing copyright, intellectual property, and sources, they will catch on to the necessity. When I use digital information in my lessons and planning, I will be sure to point out where I have documented my sources.

A – The action that I plan to take here is to document. I will be documenting all of my sources right into my lesson plans. I do this already, when I can remember. Now, I will be sure to include sources in all of my plans. Also, when I use the smart board, I will add a page or some sort of notification of my sources and reference them when teaching.  

M – I can monitor my progress by creating a graph that will display the number of lesson plans I write per month and the number of lesson plans that I add sources to. I am sure that I will forget to add sources at first, but as time goes on I will get better.

E – I will enlist a peer teacher to help with my evaluation. I would like to have a peer come in to watch at least one lesson and help me monitor my graphing. Having someone to monitor my graph might just help.

Model Digital-Age Work and Learning (b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success

and innovation)

G – My goal is to work with our public library, my colleagues, and parents to gain access to eBooks for students to use in the classroom and at home. Then, I would like to learn how to use the eBooks to the fullest potential.

A – I am planning to attend a meeting with my administrator and a peer at our local library to discuss the purchase and acquisition of several eBooks to use with students. These books will be on several grade levels and can be used by the entire school.

M – My way of monitoring this process is through a personal journal. I will document the outcome of the meeting. I will also document my progress of learning to use the eBooks.

E – My evaluation here will also be a part of the journal. I will be documenting how effectively I have been able to use the eBooks in my classroom and if I was able to pass on my knowledge to my colleagues as well.

Final Reflection

                In week 1, I stated that my personal theory of learning was that children learn best when they are totally immersed in their learning through hands on, concrete activities and when they feel a connection with what they are learning. I also mentioned that I identified with the Constructivist learning theories best. Now that I am at the end of this course, I feel that my views have stayed somewhat the same. However, my understanding of all learning theories has become deeper and more concrete. This is very useful to me because I do not think that one theory covers all children in all situations. I think that having knowledge of all learning theories can help any teacher become more proficient in their instruction.

                As far as technology goes, this class has really broadened my horizons of technology use. I am so very excited to begin a new school year and use/share all of the new ideas that I have learned through this course. I also have a better understanding how technology can enhance almost any lesson. By adding technology tools, a normal lesson can be transformed into one that really deepens and impacts student learning.  I am very anxious to use tools such as VoiceThread, online concept mapping, virtual field trips, and many more. In fact, my principal is eagerly awaiting a list and demonstration of some of these fantastic tools.

                One immediate adjustment I plan to make to my instructional practice is that I will be devoting more time to investigate all possibilities of adding technology to my lessons. This year I used technology in a good bit of my instruction, but it seemed like I used the same resources over and over. It always felt very tedious to me to search and test out new things. Now, I realize how much of an impact skilled technology use can have on the education of my students. I am now more excited to check out all of the new resources I have been exposed to.

                Two resources I plan to use right away are VoiceThread and online concept mapping. I think that they are going to be great for my students to use collaboratively. VoiceThread is going to be a fresh new way to make learning exciting for my students and there are so many ways to incorporate it. I already do concept mapping with my students, but I think students will love creating them online to share with each other. These tools are really going to get my students interacting with the curriculum and each other.

                I have two long term goals as a result of taking this course. As I mentioned earlier, I would like to start spending additional time looking for more ways to use technology tools in my teaching. That would be my first goal, to devote the time to finding/testing more technology tools. This will be easy for me now that I have knowledge of the great resources from this course. My second goal is to spread the excitement that I have for technology use to my colleagues. Most of my colleagues use technology; however, I plan to share the many resources that have been exposed to so that they can enhance their students’ education as well.

                To conclude, this course has been an incredible asset to my knowledge of teaching. I have become more adept at integrating new technology tools into my instruction. My understanding of the many learning theories has become greater. All of these things will help strengthen the quality of my teaching and boost my effectiveness.

Voice Thread

Parent Involvement

Connectivism and Social Learning in Practice

            In his lecture, Dr. Michael Orey explains that social learning occurs when students are actively engaged in constructing artifacts and conversing with others (Laureate Education Inc., 2010). While the students are conversing, they are sharing ideas, validations, and boosting each other’s confidence. I think that allowing students to work together is very important strategy to use in any classroom. In fact, I have my students work together as much as possible. I have had students work together to complete projects using power points, Wiki spaces, word processing, and podcasting. The results have always been fantastic and the learning powerful.

            Cooperative learning and the social learning theories go hand in hand. Cooperative learning is when students work together in groups to enrich their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cooperative learning is also an important strategy to help with interpersonal skills and decision making. These are skills that work to prepare students for the future workplace.

            Adding technology to cooperative learning is fantastic way to make collaboration more interesting, fun, and exciting for everyone in the classroom. Technology can also help to add some structure to projects and assignments. The idea of cooperative learning is not a new strategy to me; I have been using it for years. However, some of the tools presented in this week’s resources are very novel. I am very anxious to try tools such as ePALS, iWeb, Jigsaw classroom, and Voicethreading in my classroom. I think that students will enjoy working together with tools like these and they will do a lot to boost learning.

            Also, the possibly of reaching out to other classrooms all over the world is amazing. I think it is important for our students to be able to socialize and collaborate with students of different cultures. It is so easy for our students to communicate with each other through texting and Facebook. Why not allow them to bring that into the classroom and communicate globally with other students? We live in a connected society; it is time for education to catch up with what is happening in the global community.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

HELP

Is anyone else having trouble posting comments to eachother? I have spent the better part of an hour trying to post comments to you all and I keep getting booted out and asked for my user name and password over and over again. Any insight would be great because obviously I have been able to post in the past. HELP!

Constructionism/constructivism in Practice

            I feel that I have gained a lot of insight from this week’s resources on the Constructivist and Constructionist learning theories. I have learned that I agree with a lot of what the theories represent. Students should be at the center of learning while teachers facilitate. Student are learning more when they are constructing their own meanings and creating artifacts to share. I especially liked Dr. Orey’s chair explanation for the constructivist learning theory (Laureate Education Inc., 2010). It allowed me to grasp the concept a bit better. We all really do have different ideas and meanings for the world around us. My chair is an overstuffed leather chair with a comfy blanket. What is yours?

            In learning more about Constructionism and Constructivism, I really appreciated reading about the strategies mentioned in our books. Chapter 11 in “Using Technology with Classroom Instruction that Works” there are summaries of six activities that teachers can utilize to help their students generate and test hypotheses. They are systems analysis, problem solving, historical investigation, inventions, experimental inquiry, and decision making. When completing any of these activities students could use technology such as the web, data collection tools, and spreadsheets to help them interpret their data (Pittler, Hubbell, Kuhn, & Malenoski, 2007).

            These activities lend themselves very well to the Constructivist and Constructionist learning theories. The activities allow students to work together to make predictions, conduct experiments, solve problems, make decisions, and work with real world tasks. The teacher is just a guide in these processes. Most, if not all of the activities will have an end product or artifact for the students to share with others and explain.  Of course adequate reflection time is a must.

            As I mentioned in my discussion post, I really do love the ideas in this week’s resources. This is what should be going on in all classrooms around the country. But, I have a strong feeling it is not. There are many obstacles such as budget constraints, curriculum, standardized testing woes, and time that can get in the way. For now, I will continue to learn and appreciate these theories while striving to make them a part of my classroom.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

            In his lecture, Dr. Michael Orey explained the information processing model in the cognitive learning theory. In this model, when a student is exposed to new information through sensory input, the information is then moved to short term/working memory, and then through further processing it is moved to long term memory. Dr. Orey then went on to explain that when information is presented while integrating multiple senses, deeper learning takes place (Laureate Education, Inc., 2010). The more connections that can be made by students through images, sounds, emotions, and text, the greater the chances are that the information can be cemented into long term memory.

            This week’s reading provided me with two instructional strategies that fit directly into the cognitive learning theory. They are cues, questions, and advance organizers and summarizing and note taking. When students use cues, questions, and advanced organizers, they are exercising their ability to retrieve, use, and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Using different types of advance organizers help students to understand and keep focus on the information that is being presented. Summarizing and note taking help students to synthesize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use various types of note taking plans and summary frames with students. Students can also use their summaries and notes to teach each other the information again.

            There are numerous ways to integrate technology into the strategies mentioned above. Word processing, spreadsheets, online concept mapping tools, multimedia, wikis, and online resource are just to name a few. They can help teachers to involve students in their learning in a far grander scale. Virtual field trips are yet another way to help access multiple senses. The episodic experiences help to build the critical connections that aid students in storing new information.

            I am very excited to begin to use the strategies with the technology I learned about this week. I think it will be very exciting to see the benefits of adding new technology to strategies I am already using, such as concept mapping. My students seem to enjoy concept mapping and I am sure they will like it even more when we complete it online.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2007). Using Technology with Classroom Instruction That Works . Alexandria: ASCD.

Behaviorism in Practice

            As stated in this week’s discussion, I definitely feel that behaviorist theories have a place in the classroom. In this week’s reading I explored two instructional strategies, reinforcing effort and homework and practice. I feel that these two important strategies directly relate to behaviorist theories. I was pleasantly surprised to learn some new ways to incorporate technology into these instructional strategies. It was also nice to affirm that I am already using some of the strategies in my classroom right now.

            I am a strong believer in reinforcing the efforts of my students. Students who display the correct behavior and study habits deserve to be recognized. It is that positive attention that really makes a difference and it is great for behavior management. As Dr. Michael Orey mentioned in his lecture, the reinforcement of desirable behavior is more powerful than the punishment of undesirable behavior (Laureate Education, Inc., 2010). I have also noticed that other students tend to look up to the ones who are getting the positive attention and try to emulate them.

            In my classroom, I always set high expectations for all of my students. To help them obtain their goals, I provide them with clear learning objectives and direct feedback on their learning. One way I do this is through the use of rubrics. I like to use rubrics for different kinds of assignments such as writing, group projects, and technology projects. A rubric is a great way for students to see the relationship between their effort and the grade they receive (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I am anxious to explore some of the websites mentioned in the literature this week to find new ways to incorporate technology into my rubrics.

            I do not currently use spreadsheets or other data collection tools with my students. My use of spreadsheets is more for my own organization and examination of their grades. I never thought to include students in that process. I really like that it gives students something concrete to look at and it also cements the fact that effort is linked to achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

            The other instructional strategy discussed in this week’s videos and reading is homework and practice. Homework and practice is an integral part of the learning process. Regular practice and practice in different forms is essential for learning to happen (Smith, 1999). These activities must be authentic and the students should understand what skills the homework is reinforcing. Even though it does take some time, I make sure the review most of my homework assignments and provide immediate feedback.

            A great way to incorporate technology into homework and practice is to use word processing, spreadsheets, and educational websites. I think that using this technology takes the monotony out of skill and drill homework. I love to use practice websites like Brain Pop in the classroom. However, as Dr. Michael Orey explained, the overuse of some online tutoring sites can actually backfire causing them lose effectiveness.

            I think that if a teacher can harness the power of using the combination of behaviorism, instructional strategies, and technology in the classroom, great success will be achieved by all. Students will be able to see the rewards of their efforts and have better understanding of expectations. Similarly, I think that teachers will see that their instruction becomes more meaningful and their job just may become a bit easier.

References

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection: Final Blog Posting

In what ways has this course helped you to develop your own technology skills as a professional teacher?

            This course has helped me to become more proficient in many areas of technology use. For one, I have been able to develop my skills in using Wiki Spaces, blogs, and podcasts. I am very happy to have had the chance to incorporate these valuable tools in my classroom and will continue to use them even more in the future. These tools will help to transform my teaching and my students’ learning. This course has also deepened my understanding and appreciation of how technology enhances the classroom experience. I now realize how important it is for me as an educator to embrace technology. My desire to learn how to use other technological tools is stronger and I will continue to seek out more opportunities to advance my skills.

In what ways have you deepened your knowledge of teaching and learning process?

            My knowledge of the teaching and learning process has definitely grown through taking this course. I now understand that students in today’s classrooms are expecting more from their teachers. With increased access to technology, students are coming to school wanting to be more engaged in the classroom. It is also necessary for me to help prepare my students for today’s workplace by integrating 21^st century skills into my lessons. I plan to increase the use of skills such as group collaboration, communication, problem solving, and critical thinking. I owe it to my students to make their educational experience as rich as possible.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

            With the increased use of technology in the classroom, my role as a teacher begins to change. Instead of me being the bringer knowledge, I become more of a facilitator. I have the ability to show my students the tools they need to access a wide array of information. I will be their guide to help them explore those tools and show them how to use them responsibly. My students will also need to become more critical of the information they find and must learn to weed out what is not accurate. Finally, I have become more familiar with the many ways my students can communicate their projects and ideas. For example, through the use of Wiki spaces, blogs, and podcasts, my students now have more ways to share their work with the world. With the increased use of technology, my students become masters of their own learning with me as their guide.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

            There are many avenues through which I will continue to expand my knowledge of learning, teaching, and leading. I plan to seek out more opportunities to be trained in the newest technological tools. By attending such trainings, I will deepen my knowledge of technology use and then pass on that knowledge to coworkers and students. I will also continue to sing the praises of increased technology use in the classroom so that my peers and administrators begin to see its value. I think by doing what I can to expand my knowledge of technology and how to use it in the classroom I can increase student achievement. Also, by spreading the word I can collaborate with other teachers to help them to increase their students’ achievement as well.

Set two long term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

            My first goal is to increase the amount of 21^st century skills into my lessons. I would like to add more of the critical skills that my students will need for the future. These skills include problem solving, critical thinking, collaboration, communication, and innovation. This goal will entail some changes to my teaching that may raise some questions from administration. I am certain that when I show that I able to integrate these skills into the regular curriculum, I will be free to continue.

            My second goal is to maintain the use of podcasting, blogging, and Wiki spaces in my teaching. When I introduced Wiki spaces to my students recently, it generated so much excitement. It was a long process and a lot of hard work. However, two groups of my students finally finished a Wiki space of their own. The Wikis are very simple, but they are very proud of their work and cannot wait to add to them. Also, podcasting was a lot easier than I thought it would be, so I will definitely be using it more in the future. Finally, blogging is going to take some research on my part. Most blogging sites are blocked by my district, so I must investigate some other sites that are school safe.

Refer to your checklist from week 1. Have any of your answers changed after completing this course?

            Most of my answers have remained the same on my check list. In the beginning, I answered sometimes to all of the questions. I cannot say that I can move any of the answers to often yet. However, there are some areas of my teaching that are almost there. For example, I have been providing more opportunities for my students to collaborate, self-reflect, and engage in problem solving. Also, my students have been able to share their thoughts and ideas through different mediums such as podcasting and Wiki spaces. Finally, I have been seeking the advice and expertise of other professionals through blogging. This has helped me tremendously and I have learned a lot by communicating with others. As I continue to use and explore technology, I am sure that more of my answers will move to often in the future.

Partnership for 21st Century Skills

·         My reaction to the website

The Partnership for 21^st Century Skills is an organization that promotes the idea that every student must possess the skills needed for today’s changing workplace. The site provides an explanation of its mission and framework for learning. It also lists council members and partner organizations. In addition to a great deal of useful information, the website offers tools and resources that may be downloaded and printed in PDF format. I agree with the premise of the website and with the fact that our students need to be prepared for the workplace. It all sounds great in theory; however, there were some aspects of the site that were questionable to me. My biggest concern is how this vision will be accomplished with diminished state funding and the stress put on state assessments.

·         Information on the site that surprised you or helped you develop a new understanding of the issues surrounding 21st-century skills

Some of the information that surprised me on this site was included in the Framework for Learning. I can identify with most components of the framework such as the core subjects, learning and thinking skills, life skills, and ITC literacy. However, I am left with some questions about the 21^st century content and 21^st century assessment (these questions I will explain below).

I was also amazed to see that there were only 15 out of 50 states participating in the program. I am wondering why more states are not on board and how much of that has to do with funding.

Another surprise was the fact that some of the resource publications, reports, overviews, and skill maps have not been updated since 2006. Maybe I am being overly critical, but I would think an organization based on 21^st century skills would update content a bit more often.

·         Information or opinions on the site that you disagree with along with an explanation of why you disagree

Some of the questions I have are things that I do not necessarily disagree with, but I fail to see how they would fit into curriculum. For example, listed as part of the 21 century content is financial, economic, business and entrepreneurial literacy. As an elementary teacher, I cannot envision trying to teach students about business or economics at such an early age. It just seems a bit intense for my 4^th graders.

Another question involves the 21^st century assessments. I understand the need to assess students to see if they are retaining what is being taught. However, with the many state assessments that are already given in math, reading, writing, and science, I am not sure how a technology assessment can be crammed in there too.

• The implications for your students and for you as a contemporary educator

As an educator, I am aware of the importance of teaching students the skills mentioned on the Partnership website. I constantly strive to include skills such as critical thinking, problem solving, communication, collaboration, creativity, and innovation in my instruction. However, I think that for the vision of the Partnership website to become a reality, all states must participate and be on board with the program. If not, the United States may continue to struggle to keep with other countries in the global economy. As for now, I will continue to teach my students with the technology and curriculum that I have and continue to hope that changes will come down the road.

Blogs in the Classroom

     I am a reading teacher for grades 3-6. I work with readers who need that extra nudge in the right direction to become proficient readers. I would use blogs in my classroom in two ways. I would have one blog for the students to access to publish their work. They would publish book responses, answers to comprehension questions, new vocabulary words (definition, use in an original sentence), and they would be allowed to post reviews on the books they've read. I would like to see them interact with each other, to just talk about reading in general.
     I would also have a blog that parents and students can access at home. I would have assignment lists, due dates, a list of helpful reading strategies, links to good reading websites, and a list of recommended books for the students to check out. I would also include an explanation on what my students are working on each week so that parents are aware of the weekly skill or strategy to focus on at home.

THE TEST.....YIKES!

With the PSSA (Pennsylvania's state achievement test) looming ever so close, we are all feeling the heat at my school to get our students ready. We have been working on PSSA skills for so long now that our students are getting burnt out and we the teachers are getting burnt out. Is anyone else out there feeling the pressure?

Hello Bloggers!

Hello there, I hope I am doing this right. I am very new to blogging and may need some guidance along the way. I am a very vocal person, so I will be always willing to share my thoughts and feeling with you all.