Making the Cut

A few weeks ago I received notice a photo I had taken of the Minnesota State Capitol building had been put on a shortlist of photos to be included in an online travel guide.

The other day, this showed up in my inbox:

Hi Chuck,

I am delighted to let you know that your submitted photo
has been selected for inclusion in the newly released
seventh edition of our Schmap Minneapolis Guide:

Minnesota State Capitol

If you use an iPhone or iPod touch, then this same link
will take you directly to your photo in the iPhone version
of our guide. On a desktop computer, you can still see
exactly how your photo is displayed and credited in the
iPhone version of our guide at:

Minnesota State Capitol
http://www.schmap.com/?m=iphone#uid=minneapolis&sid=activities_cathedralhill&p=145802&i=145802_8

Finally, if you have a blog, you might also like to check
out the customizable widgetized version of our Schmap
Minneapolis Guide, complete with your published photo:

http://www.schmap.com/guidewidgets/p=82223623N00/c=SK20411610

Thanks so much for letting us include your photo - please
enjoy the guide!

Best regards,

Emma Williams,
Managing Editor, Schmap Guides
www.schmap.me/emma.williams

So, now it's official. My photography has been published. I hope you will take the time to check out not only my photo but the guide to the city I am falling in love with.

Schlegs

Do You Work On The Railroad?

Railroad

I was over at Scott McCleod's Dangerously Irrelevant where I found a video by Dr. Stephen Heppel on 21st Century Schools.

About 3 minutes into the thought-provoking discussion of how schools need to change in order to remain relevant to young people by truly facilitating learning today using 21st century tools and strategies, Heppel invokes the analogy of the Railroad industry early in the 20th century.

With tracks criss-crossing nations, railroad magnates believed the network they had constructed were more than adequate to meet our need and desire for mobility. And then, along came the automobile. It wasn't too long before the railroad as it had been designed was pushed toward obsolescence. So, now, without ever embracing radical and necessary change, rail lines are used inefficiently (in eco and human terms) for simply moving freight.

I can't help but look about the landscape of my school, and thousands like it across America (the planet, too), I'm sure, and see some jaded or intimidated teachers resisting the integration of technology, or other well-meaning educators simply trying to add it to their work as a novel diversion from the norm.

I respect and admire what my colleagues do each day. They are fantastic teachers whom I truly admire for their breadth and depth of understanding in their content areas. But, I fear, unless things change, and we we start turning our teaching on its ears via the 21st century tools available, we'll see ourselves, eventually, just hauling freight along the rusty rails of old school ways.

Catch the video here:
http://www.dangerouslyirrelevant.org/2009/05/21stcenturyschoolsvideo.html

Schlegs

Image taken from
Ironic that the caption reads, "Working on a railroad good buddy for a doller a day / Got to get my money gotta get my pay," huh?

In This Moment, A Redemption Song

Redemption

One of the great things about alternative programs is that they offer, daily, a shot of redemption.

After 17 years teaching in alternative programs, I've come to recognize just how "in the moment" my students are. When it comes to tests, quizzes, homework, and all that school stuff, what happened yesterday is, well, so yesterday. What's going to happen tomorrow, well, it's not here yet, so why worry. In the end, it is this about my students that makes each day truly new, refreshing, exciting, and, at times, redemptive.

So it was today. After yesterday, when I learned my boy CT was on the verge of dropping out by via selectively missing an essential early morning bus ride, and I began contemplating how I failed him, a little redemption was in order.

During an advisory block, I mentioned to CT my struggle with him, with my failings with him, and my hopes for his success - which I know he could find if he just came through on his end with a few things. And, with that I had taken my Mulligan stroke.

Today's redemption arrived 4 hours later when CT took the time to work on a piece of writing with my teaching partner, and pulled out his algebra with me at his side.

The key ingredient today has to be the one-on-one attention CT received. That and his knack for seeing today as the moment in which work was going to be done. No looks back, and no wandering gazes to the horizon. Just here. Just now.

And so it goes in alternative education. Yeah, I set my kids eyes forward to the future, often. I encourage them to frame dreams and goals around a passion, and i use that to inspire the moment in which they are working. Otherwise, if we pile on every block's work and expectations, eventually the wall is built and students like CT not only feel trapped, but they see how trapped they could be.

For today, for one block, there was no missed bus, no Infinite campus report littered with "Missing" in bold red strokes, and, thankfully, no walls. Just a daily dose of redemption.

So, in this my moment I sing.
Schlegs

Image taken from Somehow, it seems fitting the image comes from the Brooklyn Police impound lot, doesn't it?

A High, A Low, and a Confession of Sorts

I have been taken to great heights today, and I've been pushed down to deep lows as well - all between 8am and 3:20pm

I started an Area Learning Center (ALC) in 2000 to help students who were not finding success in the mainstream curriculum available in my suburban Minneapolis junior hgh school. In that first year I created a program around the personalities of 20 8th and 9th graders handed to the program as well as 7 7th graders I helped select.

In that mix was a quiet 8th grade girl, H.T., who seemed mildly out of place in the mish-mash of black, chains, and alternative attire and attitude. Yet, Hannah hadn't been successful in 7th grade, and, according to the 7th grade teachers, needed a place to call home and connect with school. Over two years Hannah came out of her shell and conencted deeply with a few of her classmates, forging relationships that would've fit in a localized adaptation of Of Mice and Men (minus the ending). By the end of 9th grade, Hannah had fully emerged, and she was more than ready, academically and socially, for the rigors our 10-12 high school offered.

Bucking the trend set by her more alternative peers, Hannah pursued a traditional high school path, enduring AP Biology as a senior. Eventually, H.T. pursued a Biology degree from Winona State University, an irony becasue several years ago her place in AP Bio was questioned because of those junior high alternative roots. And, this morning, she stopped by the ALC to say, "Hi," tell me about her pending December graduation with that degree with a "Genetics" emphasis, and let me know that being in my program made all the diference for her. Wow.

My current 9th graders shook their heads in disbelief at my giddiness over seeing H.T. I assured them I'll be the same way when they return to check in, even though the lot of them are much too cool to admit they'd do such a thing.

The wow bubble popped, though, within the last hour before this post.

A student's motehr called the room to let us know it was time, time to get her son into a program closer to their home, into a place where he can start new. He has, for all practical purposes, given up on earning any credits here, and he's taken to some bad habits such as not getting up and off to school. Granted, this boy hops a bus form one suburb into the city, and another from the city out to our school, all of which means arising way earlier than his peers. And, granted, the boy has a number of academic gaps. But, the kid has a load of potential, and dropping out isn't the best option for him

Now, mom is acknowledging that her son is essentially that, dropped out, choosing to miss the bus, choosing to pack it in for the year.

Now, and here's the hardest part of my day, where I was reveling in a victory this morning, I am now staring straight into the face of a shortcoming, or, I don't want to admit it, a failure on my part.

Yeah, the boy has to take ownership of the fact he never wanted to accept that as a 9th grader he was(1) in high school, (2) the work was going to be more challenging, and (3) he was going to have to work at something in order to understand it. Yeah, he has to own that his behaviors and choices have had a negative impact on his success and failure this year.

But, if he has to own his part, then I, too, have to own mine.

At some point in the year, I gave up.

There, I have said it. I'm not sure many colleagues have the guts to own this from the heart. I'm not breaking my shoulder here, but...At some point I got tired of the boy's antics and his unwillingness to let me in and help where he was lacking, and I just couldn't find a way to catch him from falling faster and deeper. So, I let him go.

Now, he's totally checked out. And, I cannot blame him.

As much as I was stoked by the reality of success, I am cut down by the reality of falure. Mine and the boy's.

The silver lining, if there is one right now, is that mom trusted us enough to seek our guidance in finding a new placement. When the chips were down for her - I cannot forget this boy has a family equally perplexed and overwhelmed by this, too - mom came to us because she knew we cared enough to help redirect her som toward success.

That said, I'm not a big fan of silver.

Schlegs

I'm sorry, CT, and I hope you can find a place and soemone you can trust who'll take you where you need to go.

From Nebraska With Web2.0 Love, I'm Sure

Consider the irony in this: A teacher in Minneapolis sits with members of their building staff development team, designing an upcoming "late start" staff development program, when their Tweetdeck chips the arrival of timely and relevant "staff development" from Nebraska and Georgia.

Let clarify and set the scene. My building is embarking on a path toward Common Formative Assessment (CFA), an element of which is offering short, periodic assessments to gauge prior knowledge as well as demonstrated understanding and learning. Ultimately, we argue, this practice will help us evaluate more clearly and objectively if our instruction is in fact reaching students.

My colleagues Becky Allen and Jodi Markuson brought me and another technology integration specialist, Marissa Grodnick (Tweet her @mgrodnick), together to devise how we could integrate existing technologies into the process. Both Marissa and I felt that in a year in which we had launched a huge promotion of Google Docs, incorporating that utility into the process would provide continuity. Not to mention, it would be a truly practical application of the technology, and educators love when previous staff development can actually be applied to their work.

The collaborative nature of the CFA process known as "unwrapping the standard" lends itself perfectly and naturally to integrating Google Docs. Simply upload the unwrapping templates and "worksheets" into Google Docs, share them with content area teachers working in small groups, and allow them to collaborate. Consider the potential: Multiple people utilizing Google Docs to examine a single content area standard, identify key elements, and ultimately, devise sets of common assessments. Smooth as silk, right?

Well, the rough patch was the assessment. We have Expressions which integrate with the ACTIVBoards in the building. Scan Trons, while archaic, provide quick data collection & analysis. And, exit cards/tickets, although requiring more time to grade and analyze, are simple. The stumbling block was the integrating Google Docs into this Assessment component.

I informed my colleagues that I had heard chatter of creating quizzes using Google Forms. In fact, I reminded them, when I first used a form, it was clear the tool could house an assessment. But, Iwondered, how would it be scored or graded. Enter my Twitter PLN.

Right then, at the table with my colleagues, I posted, "Anyone with resources to help make a Google Form into a self-grading or calculating quiz?" into my stream. And, the meeting continued on. Within the next 20 minutes I had received a Twitter reply from Jason Schmidt (Tweet him @jasonschmidt123) of Omaha, Nebraska, answering my question. Much thanks to Jason who provided a link to a screencast detailing how to transform a Google Form into a self-grading quiz (here's the link if you're interested: http://www.screencast-o-matic.com/watch/cjXeqwnDe).>


Later, after the meeting, I received another link from Beth Still (Tweet her @bethstill) of Scottsbluff, Nebraska. Beth's resource actually sent me to a the Coolcat Teacher Blog hosted by yet another person I'm following in Twitter, Vicki Davis (Tweet her @coolcatteacher) of Camilla, Georgia.

It's great that I discovered an solution to how we can further incorporate Google Docs into the Common Formative Assessment process. But, perhaps the most awesome part of this story is that real staff development came to me, in Minneapolis, from Nebraska (and Georgia, too, I guess) "with web2.0 love" because of professional learning network connections I have been fostering via Twitter.

As an educator we I'm mandated to engage in staff development, some good, some bad. Most often, much of it doesn't come packaged in relevance. I'm certain that what we devised in our face to face meeting will be met skeptically, at best, by several colleagues. Others, while they may not filly embrace what we bring to the table, will give it consideration. And, sadly, a small number will rub their hands with an engaged satisfaction.

Put this same population in a space such as Twitter, empower them with the knowledge of how to develop a professional learning network, and I am convinced their time spent in professional development will increase dramatically. Moreover, their their engagement and retention of what they have learned or acquired will be exponentially greater than in a traditional staff development forum.

I mentioned how happy i was a solution came via Twitter. However, as a fan of irony, i was pleased as punch the 'real' staff development I needed and could use immediately arrived in the midst of planning scripted/canned staff development set to take place at a later date and time.

Today's Four Essential Technologies

When it comes to technology resources, my classroom is outfitted with a Promethean Activboard, a teacher laptop, an LCD projector, 8 flower pot iMacs, two 10mp cameras, a 10GB flash video camera, a snowball microphone, a few portable cd-players, and, on any given day, 20-30 cell phones and/or ipods/mp3 players. The latter are handhelds are clandestine as the powers that be have branded them taboo from 7:42 -2:42, daily, The former several items are all part of my technology tool shed which I can access daily.
 
As well outfitted as my classroom is, I believe its time to identify the 4 Truly Essential Technologies without which students and teachers alike could not do what they do best,teach and learn.
 
4) The battery - Can you imagine what Thomas Edison, would say if he was around to see today's batteries? Menlo Park was home to some serious battery development until the place went up in smoke, and I have to believe that while Edison was working primarily on cells for automotive and home energy applications, had he the opportunity he would have worked his way around to creating batteries for the myriad of household uses for which they are employed today.
 
Consider the laundry list of technologies in my classroom alone. the cameras, phones, cd players, mp3 players, and my laptop all run on batteries. Without the battery, the portable technologies we use throughout the day just wouldn't have a place in this world. IPod or 70's Boombox, you cannot listen to music on the go without batteries. And, without batteries, calling home from the road wouldn't require we actually stop the car, get out, and plunk down some change in a payphone
 
3) Binary - the folks who developed binary were sheer genius. If it's digital in any way shape or form, it depends upon binary code, or something out on binary code's family tree, at least. Everything we do is coded, even our latest iTunes download owes itself to binary. Brilliance. And, as with the battery, without binary, none of the technologies fueling our lifestyles would be at all possible.
 
2) The pencil - manufactured in consumable and mechanical forms, the pencil is the OG of word processors. Entirely handheld, the pencil comes complete with command-x (ctrl-x for PC types) functions, and with a cranial interface and some time proofreading you have instant grammar/spell check, minus the squiggly lines, of course. Up grade from the consumable to mechanical models, and a ready supply of lead is just a click away. This may read as cliche, but there is a great deal of truth to this being an essential technology. No electricity - pencil works. Errors can be cleanly erased (unlike pens!), and it's portable without the worry of bulk or naggng fears you'll damage it.
 
Now, for the the #1 essential technology impacting our places as educators and learners;
Indoor Plumbing & Running Water.
 
Hydration is essential to learning. Water "lubes" the grey matter and gets our motors running (sorry, Steppenwolf) so we can remain alert and receptive to learning. And, as it is so readily available in each of our American schools and homes, we likely take this for granted and fail to see the marvel it is.
 
I sponsor two boys in Democratic republic of Congo where clean, potable drinking water is an issue (as is an accessible education). And, my dear friend makes frequent trips to western, Sub-Saharan Africa on behalf of WorldVision, often with development projects focused on bringing clean, running water to the people.
 
Water is life. Without it we cannot learn. The fact we can access it with the twist of the wrist, push of a button, or flip of a spigot, is simply amazing.
 
So, why this list?
 
Well, it's easy to get hung up on SMART Tables, ACTIVboards, iPods in the classroom, yada, yada, yada, and miss the genius in the simplicity and what I might term "the basics before us."
 
What's fresh and new is most certainly worth exploring and diving into with some reckless abandon (ie. Twitter for professional development and growth). But let's not forget those essentials upon which we can rely and without which we'd really have a tough time.


Image credits:

Old Batteries photo by Eva Ekeblad; retrieved from http://www.flickr.com/photos/evaekeblad/345146792/

Binary Easter Egg photo by Rakka; retrieved from http://www.flickr.com/photos/rakka/123380632/

On My Desk Pencil photo by Greg Peverill-Conti; retrieved from http://www.flickr.com/photos/gregpc/430541666/

The Big Drip photo by Scott Wills; retrieved from http://www.flickr.com/photos/scottwills/24834659/

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The teenagers are guilty; so, too are the adults

Teenagers need to be protected from their own stupidity, not prosecuted for it -- which brings me to the parents-on-Facebook part. My older daughter gets to sign up for Facebook next year, when she starts high school, and we've been pre-skirmishing over whether she will have to "friend" me.

As I learned when I tried to friend the children of some close friends, this is considered a terrible faux pas, somewhere between intrusive and creepy. Parents friending their own children is seen as a particularly unnatural act. As my daughter explained, perfectly pleasantly, "There are things that I talk about with my friends that I don't need you to know."

Fair enough -- I was 14 once, and perhaps not as irredeemably nerdy as she thinks. So fine: Use the phone. Text or IM. Video chat. But Facebook is essentially a public venue, captured in bytes for eternity. My daughter is, knock on a plasma screen, too sensible to sext. But if the notion of a lurking parent makes her or her friends think twice before posting something -- well, that's all to the good.

One parent I know tried to friend his son's elementary school teacher a few years ago and received a polite rejection -- but enough access, under Facebook rules, to let him see the pictures of her bending over backward while a friend poured beer into her mouth. Like I said, captured in bytes for eternity.

I admit it, I'm guilty as charged by my wife, and 8 and 11 year-old sons I'm addicted to social networking. I never took to MySpace; it was and is just too gaudy in appearance, and bawdy in much of its content for me; instead, I've dived head first into the terse and pithy 140-character bands of Twitter, taken a liking to the Classroom2.0Ning space, and prefer the clean look and feel of Facebook.

The former two utilities are professional networking outlets in which I divine resources to aid me as a classroom educator and technology integration specialist. The latter, well, at this stage of my usage,Facebook is as my wife has dubbed it, "a classmates dot com for 2009." (Author's disclaimer: In defense of the over 35 Facebook set, you've got to start somewhere, and where better than 20-25 years in the past?)

Ning and Twitter are purely professional for me, with enough social banter infused in order to bring a sense of legitimacy and depth to the relationships cultivated through the different posts, chats, and interaction.

Facebook, on the other hand is, for me, more truly a social outlet and forum. As such, it's likely to brings about a set of sharing options and temptations not necessarily present in the other two spaces.

And this is where we find ourselves in our first conundrum - "we" referring to educators and other self-respecting professionals whose reputations among clients and community members could be severely compromised by the social networking missteps. What exactly do we post in 140 characters or in response to "[your name] is..."?

I can assure you I'm not sexting on my Facebook or in my Tweets. I've got too many sags & wrinkles, and, besides, I just don't have the time to GIMP or Photoshop myself into sexting shape. In the same sense, I'm not beer-bonging or going on a bender and documenting it in my status bars. It's just not how I roll.

But, I do like a few varieties of Leinenkugel's, and at times I might refer online to enjoying an adult beverage and the good company I'm in at that moment. So, is it bad to mention that when I am among friends? I'd say the same things sitting around the fire pit out back with the neighbors and their kids. So, what gives?

The answer is, as always, the company you're keeping. Ruth Marcus points out, "Teenagers need to be protected from their own stupidity," and proved evidence that we adults need to do likewise. Do I accept the invite? Not without doing a little research.

I mentioned the other day an apartment/condo complex nearby wanted to be my friend. I was a clueless "Accept" misstep away from being viewed by all the residents of Stratford Woods. Thankfully, I am in the habit of tracking back every friend and follower to verify (1) the veracity of the request, and (2) their "worthiness" of having a place in my on-line circle. Yes, I said that, their "worthiness." It's a key determinant of if I accept or reciprocate with a "follow." I want certain people in my networks, and I'm going to do my best to cull the chaff in an effort to maximize the potential for meaningful interaction. Doing otherwise means that perhaps, just perhaps, the family of one of my students living in Startford Woods might just scour their status updates, see some reference to Leinekugel's, and start connecting dots that just aren't there.

Enter conundrum #2. While we control our networks, we cannot control the networks of others. Let's be honest, we reveal what and who we want people to see, and it's often on case by case basis that we determine what we divulge to whom. As it is in our first lives, so it is in our second, social networking lives. Unfortunately, "the seven degrees of separation" and the speed and ease of online communication virtually assure some body's finding out what you don't want them to know.

So, it seems, just as we need to protect the kids,we need to protect ourselves from our own stupidity.

Article Source:

"The teenagers are guilty, but not as charged:  The actual crime: Using broadband technology without a hint of inhibition."

By Ruth Marcus, Washington Post

found at http://www.startribune.com/opinion/commentary/42355852.html?page=2&c=y

Gimme "The Works" & Self-directed Learning

My sons, in a way, are lab rats. They just don't know it.

Like all kids, they are subject to the trial and error known as parenting; however, as an educator I get to take the trial and error process involving my own children to a whole new level.

Naturally, age-appropriate classroom management techniques get the once or twice over in my home, wherever and whenever applicable. This way I can work out, or at least foresee, any of the kinks that might result in parent calls or e-mail down the road.

But, even more often than behavioral tools, I find myself testing learning activities, outings, and/or strategies on my boys in hopes of finding glimpses into what could work with my school dependent students. 

Oh, can you imagine the dialogue if they discovered they were, in part, pawns in my grand scheme to more wholly educate them and my students? 

"Boys, what say we head over to the Science Museum today?"
"The science museum? Again? Wait a minute! What is it you want your kids to learn now?"

You get the picture.

Well, today, the lab reopened for business. My youngest son and his buddy B. accompanied my wife and me to The Works, a hands-on exploratory learning and science discovery center located in the Edina, MN, community center.

The boys moved quickly from display to display, tinkering with gears, pulleys, binary code, robotic bumblebees navigating mazes, and interactive displays on the properties of light and wind turbines. Herein lies my key observation: the boys moved according to their whimsy, freely experimenting and investigating what they were interested in at the moment. After a few minutes with the programmable bumble bees, the boys moved on to the robotic cranes to manipulate a ball from point a to b. Next, they moved on to the room of foam bricks for a little case study in wall-building (and, of course destruction), and what construction technique makes the most sturdy wall. And so it went this afternoon.

Most interesting to me is that the process was organic, and initiated by the boys themselves. And, equally important is the observation they frequently returned to exhibits for further investigation. For example, The Works has a "light room" with exhibits featuring illuminated pulsating water droplets, stage lighting, the color spectrum, and light refraction. A. and B. ventured in and took in all the room had to offer - the "disappearing" nature of red images when viewed through a red lens and blue elements through a blue lens being a favorite. Then, whoosh, it was off to the fun house mirrors and photo sensitive light. 

After several other explorations the duo returned to the light room and began working in earnest with the stage lighting. Heads were placed into the exhibit, and eyes focused on the different elements. And, get this, they even read the placard explaining the information about and science behind the display. The lights were then adjusted in a number of patterns and combinations. And, then, again, whoosh! It was off to something new, attention-getting, and equally as engaging (it was wind turbines, for what its worth).

So what do i conclude? Well, first, I do not for a second believe my son and his buddy have a truly sound understanding of any of the principles they explored, But, their attention to them was, without a doubt whet. As for genuine conclusions, I believe this is a way in which we learn most naturally: investigating, exploring, leaving one thing for another, and then returning to refine our understanding. 

In contrast to the natural way of learning, much of our time as students and teachers is spent following linear, structured "explorations" of predetermined topics with predetermined results and answers. While I am a firm believer in absolutes, I am also equally firm in my belief that when we explore a topic or conduct an experiment it isn't genuine if the outcomes and results have already been found and are merely scattered for us to find in some sort of academic Easter egg hunt.

After visiting The Works I am convinced that I (read "we" if you're an educator) need to alter some of what I am doing in my classroom. I need to continue using wikis as a means of allowing my students the opportunity to fish for and build content-driven web references and resources. But, this is only a starting point. The wikis need to be harnessed for the information they contain, and offered up to real audiences. Next, I need to create opportunities for genuine web exploration mirroring the same "investigate, move on, and return" process I saw at The Works. Third, instruction and investigation should be structured with the aim of solving problems and answering essential questions in ways relevant to the kids' perspectives on and understanding of the issues. Finally, I need to address the same keys or principles within each different unit or investigation in an effort to spiral my students in and out of different concepts. For example, focusing in the Rights, Revolutions and Reformations across our nation's history will allow me to touch upon different time periods on multiple occasions in a year from different angles.

I really enjoy taking my sons out to the maze, uh, I mean for a little learning fun. Although, if I'm honest, it's usually their father who experiences the greatest lessons of all. 

** The Works can be found in Edina, MN, or online here.

Facebook Bad, Facebook Good

The score, at least this morning as I post, is  Facebook Good 1 - Facebook Bad 1.

Let me begin with the minus side of Facebook. Besides "Flair," and frivolous "Which _________ are you?" quizzes, the most annoying Aspect of Facebook is that now organizations are getting involved and soliciting different demographics for their friendship. And some of them just don't plain make any sense. 

Enter Stratford Woods. 

At first I figured Startford was a some preppy fellow associated with my college fraternity. A blue blood from down south, perhaps? Uhhh, not really. It seems Stratford is actually an apartment complex somewhere within my zip code. And, Startford, according to "her profile" is a she, not a he.

I'm all for connecting to people via social networks. And therein lies the problem. First, I'll follow an organization at my discretion. Don't invite me, lest I start viewing Facebook friend requests as the evil web2.0 twin of the phone solicitor. Second, if you as an organization are going to request my "friendship," know who I am before you do so. I'm a 40-something homeowner. I don't need an apartment. If I want a cup of coffee in the midst of friends, I'm still able bodied enough to walk to my living room and enjoy a cup and my wi-fi with my wife. Or, I could even drive or bike the, hold your breath, mile or two to the local Caribou where they have wi-fi and a fireplace to boot.

I've got space for the inquiries, if they are genuine and make sense.

Enter the Omar Saldana inquiry.

Way back in '91, I trucked my life from the Midwest to the Colorado Front Range to begin a teaching career. I was one and done in Colorado because, quite frankly, I sucked at what I was asked to do. Over the last 17 years I've grown tremendously as an educator, and I have found the soil in which my teacher tree grows best. And, I'm certain I don't suck. That said, I have always looked back at that first year, shaking my head and thinking, "Lord, I hope I didn't do any irreparable damage." (I was really that bad).

Last night, an email from Omar, testified to the power of the social network. Omar was in my first 9th grade English class at Sproul Junior High in Colorado Springs. And he "found me" via Facebook. I'm not sure how it happened, but find me he did. And in the process, he revealed how Facebook can bring people together who have been apart, share something in common, or simply want to develop a network connection.

I'm still stunned a student 17 years in my past, a past I was hoping I could truly put behind me, could find me. Perhaps that past I have look back upon with disdain isn't something to run or hide from anymore. Perhaps in his inquiry, Omar has revealed the real power of social networking - it can release us from some of the barriers, judgments, and mis-perceptions that have driven us.

Given the time it's taken to draft this, I think I'm upping the score - Facebook Good 2 - Facebook Minus 1

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