Factors of Motivation and Engagement

Posted on January 26, 2016 by Amy's Reflections

As part of the state-wide implementation of the Common Core State Standards, California published an incredible document for educators- the ELA/ ELD Framework. Chapter two details “Key Considerations in the ELA/ Literacy and ELD Curriculum, Instruction, and Assessment”.  Within this chapter is a section on motivating and engaging learners, which identify key factors for motivating students:

  • Interest (relevance)
  • Choice (autonomy and self-determination)
  • Success (self-efficacy or the believe that “I can do it”)
  • Collaboration & real-world interactions (social relatedness and active engagement)
  • Dedication (identification with being a good student, persistence, and willingness to work hard to achieve goals)
  • Goal setting, self-regulation, and guided self-assessment
As educators we are constantly striving to find the best ways to motivate and engage our student learners.  As leaders, are we doing the same for our adult learners? Reading this chapter from the ELA/ ELD Framework made me reflect on engaging teachers and leaders in professional learning.
  • How often are teachers’ interests taken into consideration when planning professional learning?
  • Are the adult learners in your system given choice to create their own professional learning pathways?
  • Do the adults in your system have the self-efficacy to believe they can help ALL students be successful?
  • How do we provide opportunities for adults to collaborate and engage actively?
  • How do adults set professional learning goals and assess their progress?

“Everybody is a genius.  But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” ~ Anonymous

A critical role of a leader is to build respectful, trusting relationships.  With that foundation, people will often follow a decent leader wherever he or she may lead. However, in today’s educational climate, with the achievement gap glaring at us, and 21st Century skills not even accessible to all students and staff, it is even more important that leaders seek to motivate and engage the adult learners in their systems.

The factors listed above are a great place for a transformational, social justice-minded leader to begin when considering the professional learning needs of the adults within an educational setting.

How do you, or how will you, motivate and engage adult learners today? 

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Quotes That Resonate

Posted on January 21, 2016 by Amy's Reflections

I ended 2015 and entered 2016 determined to read more (and watch less bad TV!).  As I read, I highlight lines that stand out to me.  Below are a few quotes from my recent readings that resonated with me.

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“The way you view change- in education, technology, and life- shapes the way you lead.” ~ George Couros, The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity

 

Change is such a challenging dynamic in education.  Leaders play a critical role in how change occurs in a school or district and how new initiatives succeed or fail.  Leadership in times of change is also about knowing your people and ensuring you have created safe, trusting environments where people are willing to take risks for changes that will impact student learning.

“When trust, respect, and clear communication are cultural norms, teachers are more comfortable sharing ideas and learning from each other.” ~ Jim Knight, Better Conversations: Coaching Ourselves and Each Other To Be More Credible, Caring, and Connected 

Trust, respect, and communication go a long way for any teacher, coach, or leader.  These elements must be present and authentic for real learning to occur with students or with adults.  High-functioning PLCs are the model of this quote!

“Research indicates that poverty has a significant impact on the brain and its ability to learn. Perhaps as toxic as drugs and alcohol to a young child’s brain, poverty not only affects the development of cognitive skills, but it also changes the way the brain tissue itself matures during the critical brain “set up” period during early childhood.” ~ Martha Burns, “How Poverty Affects School Success,” from Smart Blog on Education

Every time I read anything about poverty, I am struck by the brutal realities.  So many children in America are growing up in poverty and it does affect their lives inside and outside of school.  Educators need more information on how to support students living in poverty and how to rally a community together to make meaningful change.

“Where online can I see the trail of magic you regularly create?” ~ Seth Godin, “No Direction Home” blog post

I love this as a possible interview question.  In this day and age, we all have a digital footprint, unless you live under a rock and work to actively avoid making a digital mark publicly.  This quote encourages the regular writing of a blog, or posting of pictures or pins or tweets, which I appreciate. It also implies that one has moved beyond the stage of lurker and into that of contributor in the global world.

“‘professional learning’ implies an internal process in which individuals create professional knowledge through interaction with this information in a way that challenges previous assumptions and creates new meanings.” ~ Timperley, Helen (2011-06-01). Realizing The Power Of Professional Learning (Expanding Educational Horizons (Quality) (pp. 4-5). McGraw Hill International. Kindle Edition.

This book is all about shifting from professional development to professional learning.  I love the process described here, where true learning takes place after you interact with new information to create new understanding.

“My aspiration to become a jurist had been laid to rest in the Graveyard of Failed Hopes, an all-female establishment.” ~Kidd, Sue Monk (2014-01-07). The Invention of Wings: With Notes (Oprah’s Book Club 2.0 3) (p. 88). Penguin Publishing Group. Kindle Edition.

This was such a powerful book about the lack of rights for African Americans before and after slavery and the lack of rights of women.  This particular quote was a thought by a future Suffragist and I was drawn to the detailed, vivid description. [And I love fiction writing so much I had to include one!]

“Effective teacher professional learning is motivated by their need to know rather than someone else’s desire to tell.” ~ Timperley, Helen (2011-06-01). Realizing The Power Of Professional Learning (Expanding Educational Horizons (Quality)) (p. 14). McGraw Hill International. Kindle Edition.

Another quote from a book listed above- this one jumped off the page at me!  Learning is driven by an individual’s desire, not a mandate.  How are we encouraging professional learning that is individualized and personalized?

 

What quotes have resonated with you lately? 

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Critical Consumers

Posted on January 19, 2016 by Amy's Reflections

During my doctoral studies, one of the first things I learned (or truly understood in application) was the importance of being a critical consumer of educational research. I spent hours reading research and asking questions such as:

  • Who conducted this research?
  • What was the context of the research study?
    • Location (urban or rural, local or international), participants (how many, what demographics), and methodology (survey, interviews, observations) all tell a story.

So much in education is contextualized and not easily replicated by copying another school or district’s idea exactly as is. One of the challenges of being an educational leader is situational leadership- knowing your constituents and their specific needs at any given point in time based on the context.

Well, today I was reminded to be a critical consumer once again by two very different sources.

First, you must know that I recently finished binge-watching the Netflix documentary “Making of a Murderer” (thanks Dad!). I loved the series for hooking me and keeping my interest, and was once again sad thinking about our justice system. I went through many of the same emotions I felt while listening to both Serial and Undisclosed podcasts. After finishing the series, I was less concerned about the guilt or innocence of the key characters, but was more concerned with the evident miscarriages of justice that were portrayed.

I didn’t realize how uncritically I had consumed this documentary until I read this editorial and a few more articles about the series as a whole. While I may not agree with the editorial, it gave me pause for thought. I had watched the entire documentary assuming I was getting the whole picture even though it was heavily slanted to the defendant’s side.

My next reminder to be a more critical consumer came when I saw this tweet:

It sparked my interest enough to click on the link and read the article. The article cites a variety of sources (research and non-research-based) which claim that education’s focus on different learning styles (aka Howard Gardner’s work) was not grounded in valid research.

“In his paper on the subject for Nature Reviews Neuroscience, Howard-Jones argues that it’s not a result of fraud, but of ‘uniformed interpretations of genuine scientific facts.'”

Reading this article forced me to consider my role as a critical consumer. I did do some additional reading (as well as having a brief twitter conversation with the person who tweeted out the link) about both the author and some of the citations within the article. Just like I’m not declaring the people in the documentary guilty or innocent, I am not stating whether or not learning styles are worthless for educators to consider. I am, however, asking myself some different questions such as:

  • How are research-based practices brought to mainstream educators?
  • How do educators ensure they stay current on research trends in education?
  • What research should inform educators making decisions framed to be in the best interest of students?
  • When someone labels a strategy, program, or initiative as “research-based”, how do you confirm the research, especially as it applies to your context?

These recent experiences have reminded me of the importance of being a critical consumer within my life- of research, when making important decisions, and without judgment.

 

 

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Using Your Strengths at Work

Posted on January 13, 2016 by Amy's Reflections

In an earlier post, Coming from a place of strengths, I wrote about my experiences taking the strength-finder quiz at least two times in my life. Two years later, I am reflecting on my strengths once again. Today I’m wondering how I am using my strengths at work.

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Around 2005, my strengths were:

  • Strategic
  • Input
  • Learner
  • Achiever
  • Self-Assurance

In 2013, my strengths were:

  • Learner
  • Input
  • Achiever
  • Deliberate
  • Strategic

After you take the quiz, the results are generated and shared with you in a report that explains each strength in more detail. The order of the words is important- almost from strongest to least.

As I look over my two lists, it makes me happy that Learner moved into the top spot the second time I took the quiz. I always consider myself a learner (see my very first blog ever!) and in 2013 I was in my doctoral program, living a student life (while working full time!). In my new job, I am most definitely a learner- as I learn a new district, new schools, new staff members, and a new culture.

The Input strength has always connected to Learner for me. Rath and Conchie describe, “People strong in the Input theme have a craving to know more. Often they like to collect and archive all kinds of information” (p.191). I am a collector of words, ideas, books, articles, and information to be read and learned!

Achiever is accurate in the drive I have to reach my professional goals. I seek out new opportunities, and then I work to make them a reality. I work hard to achieve the success I have. However, because I am an introvert, you will not usually find me shouting about my own successes from rooftops. I like to achieve with a team, celebrate together, and receive praise as a team or in private. I do not enjoy, nor do I seek out, public recognition for every achievement.

Between my two quizzes, Self-Assurance disappeared and Deliberate appeared. I think this transition nicely captures my transition from being a new site principal to being a district leader with many more years of experience. I have always had confidence in my abilities at work, but the longer I have been a leader, the more I recognize how much more there is to learn. I have become much more deliberate in my actions, and even more so with my spoken words. “With time comes wisdom,” or so they say.

Strategic was once my number one strength and now it is my fifth. I don’t think I have become any less strategic in my work, but I think that over time I have learned how to facilitate strategic discussions with others. I have worked hard to build capacity in those around me, so that I am not making decisions in isolation. I have done this strategically!

As I reflect on my strengths, according to Rath and Conchie, I recognize how I am able to use them within my current work. Is there room for improvement? Always!

I think it is just as important for me to get to know the strengths of those with whom I work, to better tap into their strengths in our collaborations. We are better collectively than we are alone.

 

What are your strengths?

How do you use your strengths at work? 

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Day in the Life at Work

Posted on January 11, 2016 by Amy's Reflections

During 2015 I wrote three Day in the Life posts, capturing what three very different days looked like in my job as a district administrator. In November, I changed jobs. I am still a district administrator, but in a larger secondary district, as opposed to a smaller elementary district. Here is what one of my days looked like during my first month on the new job!

7:15AM- Arrive to work for an early morning final round interview with a candidate for a position I will be supporting. Three of us had an honest chat about the work and then the job was offered and accepted!

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7:45AM – Race out of meeting to drive across town for a site visit with a high school principal. I’ve made it my goal during my first month or so to meet with each school principal individually, at his or her site, to get to know people and sites. The principal and I discuss the school’s vision, current professional growth needs, and then go out to visit classrooms. I found out later that one of the teachers I observed is married to a teacher from my former district (small world!).

9:30- After leaving my first site visit, I stop by to visit with a former colleague since I was literally driving by my old office. We have a quick chat about our work and then I’m off to the next site.

10:00 AM- Now I’m at a middle school that happens to feed into the high school I visited this morning. It was great to see signs of articulation and discussion between the principals. During classroom visits here, I met a teacher I had already connected with on Twitter, which was fun!

11:15AM – After this site visit, I head back across town to the district office. During this first month I have driven over 100 miles around my new district!

11:45 – I eat my lunch while I catch up on some emails in my office.

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CCC licensed work by Pixabay user Nemo

12:20- After lunch I head over to another school, my second middle school visit of the day. For this visit, the principal invited me to sit in on her weekly meeting with her instructional leadership team. This was a great experience for me, as I am getting to know the site and the district work. I loved hearing a group of teachers plan how they would facilitate the staff professional development day the following month! The principal has built capacity within her site for teacher leaders to step up and be confident in their leadership.

3:30PM – I return to my office to do one of the hardest, but most important tasks I have. Today is the day I am calling the people who interviewed (for the position I offered this morning!) but were not selected for the job. While I never enjoy these calls, I find it important for me, as the lead interviewer, to call and give personal feedback to all who made it through multiple rounds of interviews. Interviews can be so stressful and we had many great candidates for this particular position, so it was easy to give positive and constructive feedback.

4:30PM- Tonight our district’s administrator group is hosting a gathering, so I head out (adding more miles onto my tally for the week!) to meet some of my new colleagues. I see some familiar faces in the crowd, including some people I had just met this morning on site visits, which was nice.

7:00PM- By the time I get home, it is dark and I am tired of driving! But I am happy about all the classrooms I visited and the people I met today. All these visits remind me of how much I loved teaching middle school! I end my day by vegging out in front of some mindless TV before getting ready for bed (and my usual 5:00 AM wake up alarm!).

 

What does a day in your work life look like? 

 

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Things I’m Loving Friday, Volume 16

Posted on January 8, 2016 by Amy's Reflections

Fridays are fun days, right?  On Fridays I like to share the things I’m loving, often related to leadership and learning.  This week’s edition has a new years’ feel to it!

  • One Little Word:  I love this time of year, when people all over the world, from all walks of life, are determining their one little word for the year.  Last year was the first year I picked a word (mindfulness) and I was guided by Susannah Conway’s work.  This year, I have seen many more educators selecting a word.  I love the #LeadLAP challenges created by Shelley Burgess and Beth Houf.  My word for 2016 is rejuvenate.  What is your word?

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  • 365 day challenges/ goals: This is also the time of year when so many people create resolutions, goals, and plans for the year.  A trend I am enjoying is the 365 day challenges.  I have a very creative friend who looks for whimsy and catalogs it via numbered pictures (aiming to fill a year-long calendar someday!).  I have another friend who is looking forward to her 40th birthday in December of 2016.  Her word for the year is focus and she has created her own hashtag to share some of the pictures she will be taking daily this year.  Do you have a challenge for yourself this year?  Are you trying to do something every day in 2016?

I have made it a point to take a picture of a sunset every day that I see one, notice one, appreciate one, or just remember to be more mindful at that time of day.

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January 1, 2016 sunset from inside my comfy living room

What are you loving this week? 

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Creativity Rediscovered

Posted on January 5, 2016 by Amy's Reflections

While we are 16 years into the 21st Century, we are still grappling with creating school experiences that will create 21st Century citizens. In my previous job, we spent many hours discussing the 4 C’s:

  • Communication
  • Collaboration
  • Critical thinking
  • Creativity

In our biweekly team meetings, I built-in time for a creative activity. I led the first activity, and each of our team members led at least one creativity-inspired event in the following weeks. It was so much fun to give ourselves time to think outside of the box, to let our creative juices flow, and to just have fun! It was our own mini version of “Genius hour”. If you aren’t familiar with genius hour, I encourage you to watch this simple explanation video here.

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In many of our schools, creativity has been stifled by the negative ramifications of high-stakes testing and accountability. Teachers are fearful of trying something new when they have been chastised in the past for straying from “fidelity to the program”. One of our biggest challenges to date is the need to empower teachers to find their own creativity once again.

To me, this means that leaders need to step up and be models of creativity. Leaders can appreciate when they see students and teachers expressing creativity throughout the learning process. Leaders can build in time for creative activities, instead of spending time delivering information that can be read in a bulletin update. Leaders can help teachers rejuvenate or rediscover their creative side in support of true learning.

If we want true 21st Century students who can create successfully in the future, we must open up the compliance boxes we have been living in and let some new light shine on our creativity.

 

Thoughts to ponder:

  • How do you build in creativity in your site or district?
  • Do you have a genius hour? 

 

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My Word of 2016

Posted on January 1, 2016 by Amy's Reflections

Last year was the first year I picked a focus word for myself. I found the process of selecting my word, and the year spent focused on it, were beneficial. My goal last year was to find a word that helped me grow as a leader (at work) and grow healthier (personally). I chose mindfulness for a variety of reasons and loved developing the habits of being more mindful throughout 2015.

As I began to contemplate what my word might be for 2016, the idea of a growth mindset came to mind. I again began my reflection thinking that I wanted a word that could apply to work or personal life goals. Mindset felt like it would do the job, but it didn’t feel just right.

I used Susannah Conway’s prompts, and I spend a few days really considering what I wanted for myself in 2016. It was during a fun weekend away in Ojai, CA (a fun place to visit if you ever get the chance!) that I found my word, my focus, the word to help define my goals for 2016.

REJUVENATE

According to Merriam- Webster dictionary, rejuvenate means:

  • to make (someone) feel or look young, healthy, or energetic again
  • to give new strength or energy to (something)

It is really that second definition that rings true for me this year. I want to give new strength and energy to myself- personally and professionally. I hope that by focusing on rejuvenate throughout the year, I will find that strength and energy and will then cultivate it in those around me. I look forward to another great year!

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What is your word or your goals for 2016?

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What I Read in 2015

Posted on December 31, 2015 by Amy's Reflections

This year I have kept track of everything I read for my own memory, and as part of the #read15in15 challenge. While some bloggers write reviews of books read, or have articulated rating scales, I am much more informal. I rarely write about a book I disliked, because I often abandon books that I don’t enjoy. While I have more time on my hands since finishing my doctoral program, I don’t have enough time to waste reading books I dislike! So anything you see on my list was something I enjoyed reading. That doesn’t mean my book list is for everyone, but it is my record for the year.

In my #decemberreflections photo challenge, I had to post a picture that represented the “best book of 2015”.  I was thrilled I had a visible list of what I read this year, on the blog, to refer to. In case you are curious, #9 and #8 were my favorites this year!

As always, I’d love suggestions to add to my “must read” list in the comments.

Here is what read in 2015:

  1. Outviews by Brandt Legg
  2. Stuck in Downward Dog by Chantel Guertin
  3. Panic by Sharon Draper
  4. Word After Word After Word by Patricia MacLachlan
  5. The History of Us by Leah Stewart
  6. A Mango- Shaped Space by Wendy Mass
  7. The Miraculous Journey of Edward Tulane by Kate DiCamillo
  8. The Girl on the Train by Paula Hawkins
  9. Leaving Time by Jodi Picoult
  10. Eternal on the Water by Joseph Monnigner
  11. The Department of Lost & Found by Allison Winn Scotch
  12. Pieces and Players by Blue Balliet
  13. Big Little Lies by Liane Moriarty
  14. Hold Fast by Blue Balliet
  15. Roots of the Olive Tree by Courtney Miller Santo
  16. Gone Tomorrow by Lee Child
  17. Back Luck and Trouble by Lee Child
  18. Openly Straight by Bill Konigsberg
  19. Small as an Elephant by Jennifer Richard Jacobson
  20. Most Talkative by Andy Cohen
  21. The Vacationers by Emma Straub
  22. Remember Mia by Alexandra Burt
  23. I Suck at Relationships so You Don’t Have To by Bethenny Frankel
  24. Silent Girls by Eric Rickstad
  25. 61 Hours by Lee Child
  26. Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change by Anthony Muhammad
  27. Furiously Happy: A Funny Book about Horrible Things by Jenny Lawson
  28. Nothing to Lose by Lee Child
  29. What Remains: A Memoir of Fate, Friendship and Love by Carole Radziwill
  30. George by Alex Gino
  31. The Good Girl by Mary Kubica.
  32. Maybe in Another Life by Taylor Jenkins Reid
  33. Wildflower by Drew Barrymore
  34. When I Found You by Catherine Ryan Hyde
  35. Uplifting Leadership: How Organizations, Teams, and Communities Raise Performance by Andy Hargreaves, Alan Boyle, and Alma Harris
  36. Going off Script: How I Survived a Crazy Childhood, Cancer, and Clooney’s 32 On-Screen Rejections by Giuliana Rancic
  37. Tankborn by Karen Sandler
  38. Becoming a Learning System by Stephanie Hirsh, Kay Psencik, and Frederick Brown
  39. The Orphan Train by Christina Baker Kline
  40. Creativity: 63 short exercises to a happier life by Dr. Andy Goodman
  41. Overcoming Adrenal Fatigue by Kathryn R. Simpson
  42. The Life-Changing Magic of Tidying Up: The Japanese Art of Decluttering and Organizing by Marie Kondo
  43. The Invention of Wings by Sue Monk Kidd
  44.  The Zen Teacher by Dan Tricarico

My thoughts on the books I recently finished:

32.  When The Skimm recommended this book with a connection to the movie Sliding Doors, I knew I had to read it. This was a story about a woman whose life takes two very different directions based on one decision. Each chapter is the same period in her life, told from the perspective of each of the directions. There were a lot of similarities to the overall concept of the movie, and I enjoyed getting to see the characters in different ways. I appreciated that the ending wasn’t the same style as the movie.

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33.  I listened to Drew read this herself through Audible. I love when autobiographies are read by their authors, it makes the stories come alive in a special way. And Drew was the most dramatic reader I’ve listened to in awhile. This was not like the many other celebrity memories/ autobiographies I’ve read/ listened to. Each chapter was about an important person in Drew’s life, but the stories were told in a random order and really just gave the reader small glimpses into her life. When the book ended, I admired her more as a person and a woman, I missed my mom more than usual, and I was inspired to consider how to tell the people I love how important they are to me.

34. This book was recommended to me by a work friend whose reading life parallels mine; I will also read any book she recommends!

35.  I bought this book after hearing Dr. Hargreaves speak at the AERA conference last spring. He shared just a few of the stories behind the research that led to this book that is truly uplifting. The authors researched the leadership and vision of various companies, school systems, and organizations, creating six factors and a framework for Uplifting Leadership. The organizations studies include: Fiat, Singapore school system, Dogfish Brewery, Burberry, and more!

36. I listed to this story on Audible awhile ago, but somehow it never made it onto my recap list. It was a typical celebrity memoir-type story. Many of my friends shared with me how much they do not enjoy this particular celebrity, but listening to her stories made her more than the celebrity you see on screen, and I enjoyed this overall.

37. This YA book is part of a trilogy recommended on a recent blog post I read. While it took awhile to get into the story, due to the complicated and intricate world created by the author, I enjoyed the book. The story became fast-paced as it raced toward the climax, and also building possibilities for future stories to emerge. I will read the next book in this series eventually, though I need a break from the fantasy world for now.

38. My boss loaned me this book and it was a quick and informative read. As a leader in a new-to-me district, in a new-to-the-district position, systems thinking is a critical part of my work. What I appreciated most was all of the resources referenced in the book, as it was easy to go online to find additional information. Great read for district leaders.

39. I loved this book! I love the storytelling- from the flashbacks and forwards, to the two different main characters and their similar life journeys coming together, to the sad tragic realities of foster youth. Great read!

40. I downloaded the e-version of this book at work on my previous job. We spent many hours discussing creativity- how to inspire it in our teachers and students, how to build creative activities into our learning times, and how to acknowledge the creativity of others. This book has short, simple ideas (some of which were fun to do and others we skipped!).

41. This was a quick read that helped me have deeper discussions with my nutritionist and acupuncturist about all of my various health issues this year. I recommend this book to anyone who is suffering from adrenal fatigue and needs to understand it.

42. Multiple bloggers I follow regularly raved about this book, so when I saw it in Bart’s Books (the largest independently owned outdoor bookstore!), I knew I had to buy it. I read it in one day and loved it! I followed the method and began decluttering my clothes. After a few hours I had 8 bags to donate and two full bags of trash. I already feel lighter! I plan to continue to follow the method until I sort through everything I own. I love the simplistic approach and the concept of keeping only that which brings you joy. 🙂

43. I LOVED this book! I’ve read most of the author’s previous books, so I’m familiar with her writing style. I didn’t even know, until I read the author’s notes at the end that this story was based on real people and real events. While the structure of chapters told by different narrators is not new, I enjoy it every time an author employs this as a story telling element.

44. A great, quick read that goes along nicely with my year of mindfulness. I like the simple suggestions Dan shares for all teachers to find time, balance, and their Zen.

In addition to this list, I reread many excerpts of professional books (such as my favorite by Elena Aguilar), and I read journal articles, blogs, and tweets from around the world!

Previous reading updates this year:

 

What did you read this year?  Will you join the #read16in16 challenge and sharing your reading? 

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December Reflections 2015

Posted on December 30, 2015 by Amy's Reflections

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This year marks the second year I have participated in December Reflections photo experience (much better description than the word challenge!), created by Susannah Conway.  If you are on Instagram, type in #decemberreflections and search through the 25,000+ photos linked to the daily prompts.  Some of the prompts were quite challenging for me, while others immediately reminded me of a recent picture, and still others stretched me to look at the world around me with a different view.  I love photo challenges experiences, and look forward to Conway’s challenges every August and December.

Here are a few of the pictures I took this month.

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Day 2

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Day 11

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Day 14

 

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Day 27

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Day 26

 

What photos did you take this month?

What memories did you capture?

How did you reflect? 

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