Reaffirming thematic changes

Alright so today just reaffirmed what I've been thinking the past few weeks with rearranging the order of what and how I teach my world history class.  My 3rd block class is a bit chaotic this semester.  It's when we have lunch, and this is my class that has my socialites and attention seekers.  And it isn't just one or two, a third to half of them on any given day fit in these categories in a class of 30.  But today, we had some of the best discussions I've had as a teacher with this class.  And it wasn't because we did something super engaging and exciting, no simulations or projects.  Some quick notes, review and some videos to watch and reflect upon.

So why the difference, the topic.  We started really getting into the Cold War, and the students cared, they had questions, they realize that what we're now talking about ties into their lives today.  And I'm stoked about how the class went and then at the same time, a bit frustrated because there's only 15 days or so left in the entire semester and now I've finally got them seemingly hooked in.  And while certainly there are things I could have and perhaps should have done earlier to improve this, I do believe that waiting until the very end to discuss these topics doesn't do me any favors.  At least by starting out with this stuff early, it'll hopefully make the connections that much stronger too when we look to tie in things that happened long ago to more current events.

Teaching thematically.....part 2

Alright, so my latest scores and current classrooms have me looking to blow some things up!  I like using Canvas and have been much more hands on than I was last spring with actually teaching the content I feel, but am still not sure about how much is sticking.  I've tried some new techniques which I'll talk about in another blog coming up, but I really think some wholesale changes might be needed.  I really feel looking back that some of the best years I had teaching, and at least one of the years I felt the most confident in was when I switched things up and taught thematically.

Now this was middle school and those standards made teaching thematically relatively easy.  High school standards are a bit trickier as they're more chronologically driven.  But I don't think chronology is working, or at least I don't feel that moving away from it is going to be a detriment to my students.  Here are some of my concerns or at least my rationale as to why I want to move toward thematic.

1. For world history, the stigma is why should I care, how does this relate to me today?  Difficult to tie in certain eras and civilizations, and while I may care, students don't always.  By the time I get to the last 100 years, which the students at least have a clue about or care about as we get into current day issues, they're burned out and we're now just 3-4 weeks left in the class.  Switching to thematic allows me to start right away with current day issues & themes and hopefully get them engaged from the start.  (also on our final exams, current day is one of the units/periods they emphasize)
2. On that note of getting bogged down by the curriculum guides and going through everything chronologically.  So much gets cut or brushed upon.  There are some times where students can dig deep, but there appears to be much more breadth than much depth.  But again emphasis of standards talks about Renaissance and Middle Ages, but at best there will be a couple of questions on any of that at the end of year.
3. Personally I feel it is tougher to do much PBL or some critical thinking stuff.  I think that kind of stuff is what I should be teaching my students.  Especially in today's world with the needs for media literacy and learning key historical thinking skills, they seem to be pushed aside.  I know good teachers incorporate these, but many focus on content above all else.  I'd rather flip that.  Teach skills, use content to teach, practice, and reinforce them.
4. Lastly, I feel that there can be more choice, which hopefully will help foster more intrinsic learning from my students rather than "checking the box"  I'd like for none of my students to be in the Marshawn Lynch mode of "I'm just here so we don't get fined" and I think more choice, more relevance, and more opportunities to take what they learn and see it as usual can get me there.
5. I also feel that not enough human geography skills are in the course, again topics and issues that impact our students.  More on globalization, human interaction, migration, cultural identity, etc.

Now the big question is how to construct it.  Certainly some units are easier to tie together than others; trade, civilizations & state/empire building, and starting the year off with historical thinking skills/media literacy and current day world.  

So any and all insight or thoughts are welcome, leave them in comments or find me on twitter to discuss, would love to hear it all.  Thanks

Getting back in the groove of things here

Alright, so it's been awhile, life gets busy.  So big points are I'm going to try to blog more, like a lot more.  Decided to go for my National Board Certification too, so figure that some of the reflecting and what not I need to do for it, I can start putting in better practice with this blog.  Some of it will be just general stuff about what's going on in my classroom, others bigger picture stuff, hell some may be completely random.  Realized not everything I write needs to be pressworthy or even necessarily all that coherent.  So this is my first for the night, have another post coming, but if anyone reading has done their NBCT, would love to hear any advice or tips you have either in comments or tweet at me @amcrowe5 

Reflecting on an......interesting year

I'm not exactly sure where to start this or where it'll end up as I think upon this year.  It probably doesn't help that they're using my room right now for graduation practice and so I have a couple dozen antzy seniors in here.  This year has been interesting to say the least.  I'm going to do my best not to rant and complain (I've done that enough I feel) here.  So I'll do my best to stay on point with lessons learned here.

I'll start with my AP class, just in case I'm fortunate to teach AP World again.  I was able to implement so new stuff this year, the questions of the day were more frequent and good bell ringers.  I did more with analyzing art and I thought that went well.  I wish I could have been there to get into more contemporary pieces, especially Guernica by Picasso.  We got to the writing a lot earlier than I had the prior year, and I think/hope that helped.  I know there was certainly a good sized gap during the winter, but I think hitting the writing early helped as I saw some improvements in just the 3-4 months I was there to oversee things.  I also think the blog style homework did well.  I think I need to be a bit more specific for its purpose in the writing process, but it was a good way to get the students introduced to some good outside readings, cover some of the crash course material, etc.  That said, I know I still missed covering some things that I really had hoped to, like the Easter Island statues and some of the Polynesian migration.  I think I was still getting a feel for pacing and making sure that I cover a lot while trying not spend too much time to one place that in all honesty might have been covered in 1-2 questions tops.  I'm looking at you Greece and Rome.  I'm interested to see how the course changes go and shape AP World too.

As for the second semester, being able to look back now, it was definitely a learning experience.  I was definitely unhappy/frustrated during good chunks of the year.  Disappointed that the school I came too wasn't close to what my expectations of it were.  Disappointed at the negativity and seeming apathy I came across in fellow teachers and administrators.  I know that this isn't anything new, but it made me appreciate the work that my previous school did to not only have competent teachers, but I think they made it a point for the group to be one that worked together, wasn't afraid to challenge one another, but also for the most part genuinely liked one another.  We could all (or mostly) could hang out after work, eat lunch together, and it made coming in a lot easier day in day out.  I know that is something that as I look at potential other schools that it is a question I need to be upfront about.  I want to work with those that I not only like, but that will push be to be better.  I don't think I have that here, and it's unfortunate since there is certainly potential.
As for in the classroom, I underestimated the changes to some extent and took the easy way too often.  Moving to standard level classes, I had the mindset that I wouldn't "dumb" down the course or material because it wasn't honors.  I'm proud that I stuck with that, and most followed through and did well.  In all honesty, I think my class worked a lot harder and did more than the honors class did.  Hopefully they got more out of it too, their final exam scores are at a spot where I am pleased.  We will see what almighty EVAAS says about their growth, I hope it was similar to what I accomplished last year.  But it was challenging, I had some work that some students could do in 15 minutes while others struggled to get it done in 50.  I moved the class to mostly online since all the students had Macbooks, and that was good but I definitely could do better.  More forms, kahoots, or socrative formative assessments or reviews.  I'm not sure I stopped very often along the way to check what all they were learning, or more importantly seeing if they put it into the larger historical puzzle.  I also just gave up a couple things because I didn't push them or got lazy.  I was going to do current event stuff, more tie-ins to make it relevant, but after the first week, it felt forced, the students didn't really care, and rather than fixing it, I just trashed it.  I think if I continue on block, it's something I need to do more with.  Even if it is smaller topic (ie. a Last Week Tonight kind of thing) I think I should do this going forward.  Make students more aware, etc.

That's all I got for now, I'm sure throughout the summer I'll put some of my ideas down to paper, especially once I figure out what (and maybe where) I'm teaching.

Remaking Education...do we need to do it?

So I saw this article recently in the Washington Post about how Governor McAuliffe in Virginia has proposed a potentially radical plan to state board of education.  Essentially he's looking to allow students more opportunities to become prepared for the workforce and more opportunities at earning college credit.  It's an interesting take, one that doesn't seem that odd actually if you're in your mid-30s or older to be honest I think but it brings up a big no-no word in education; tracking.  Yes the dreaded tracking which of course brings up images of scenes from Waiting for Superman.

Now I know I'm not really addressing the merits of tracking and data and all those lovely things that keep teachers up at night.  But the plan does essentially put students onto two different tracks if you will, the workforce or university.  Which if we're honest as teachers, is kind of the point for us.  We talk about molding the minds of tomorrow, but what we're really hoping for is that the kids that we teach can grow up and find their role and niche in the universe and be happy, productive and all that jazz.  And while we'd love to send students to the Ivy League, that's not going to happen with the vast majority of our students (sorry if any former students read that.  You can totally make it to Princeton or Harvard if you want, its just those couple of students that sit by you, you know the ones.  They may not make it).  And that's totally fine.  I don't need someone with a degree from Cornell when my transmission craps out, or when the HVAC unit stops pumping out hot air in the middle of winter.  Most students have a decent clue about what they want to do by the time they're 15-16 years old.  Why should I force kids to take trigonometry or chemistry if they want to go into the workforce and into jobs where that's not necessary.  Guess how many times I've used cosine, sine, or tangent since high school?  Yeah that's right, a whopping zero times, and in all likelihood, you haven't either.  And I pick on math but I kind of like this plan by Gov. McAuliffe.  Two core years, and then let students decide their course from there.  I swear that we had several students when I was in high school that spent at least half the day taking classes for the more technical skills they'd need because they weren't sure they could afford, or more importantly, even wanted to go to college.  I'll bet that a student that is choosing courses because they know it this could be useful for them in the immediate future is going to be far more serious and engaged about the material than a senior being forced to take world history for the second time to check the box and say they did it.

It goes to the TED Talk spoke of last time by John Green, comparing learning to cartography.  Shouldn't we hope that for all of our students.   I know many out there pull out all the stops to make class fun, interesting, engaging, relevant, etc.  But even we can admit that for some (especially at the secondary level) it's checking a box for these kids.  If I have a student that wants nothing more than to grow up working on a farm and would be happy if they never have to leave the state in their lifetimes; why do I need to force feed them world history.  Is learning about the world important, absolutely.  But not everyone thinks it's as important as I do.  Why not put some of the power and responsibility on these young men and women to make the best decision for themselves.  Isn't that what we complain about anyway, that these darn kids are freeloaders and don't work hard, and won't get off our lawn.  How about instead of just pushing them through a obstacle course they don't want to do, we let them have some say.  Maybe this isn't such a radical idea after all.

My life is a Reel Big Fish song

A tribute to Turn the Radio Off  turning 20 this year, which is crazy and makes me feel kinda old.  And no I'm not selling out, my wife isn't leaving me for another girl, and nothing to do with beer.  The song is "Everything Sucks."  Now that's fairly melodramatic of me, but this is my space to vent, bitch, and complain if I want.  So we're trying to sell a house, which is extremely stressful and sucks.  The trailer on the family farm is becoming more and more expensive to make livable which we of course didn't plan on, and spending money on a temporary home where we were supposedly going to save money sucks.  And we're confined in this tiny 2 bedroom box during the winter in a place we don't have outlets to go like the gym/pool, neighborhoods to walk around, and that's stressful causing everyone to be a little more on edge.....and that sucks.

And I'm well aware that my life is still better than 95% of those around the world, so to some extent I need to just suck it up.  But one aspect that sucks that I really am struggling with is transitioning of schools.  I feel I'm really struggling to "fit in" and move on from Northern.  The people I work with are nice, I don't see eye to eye with some as far as methods and teaching practices, but it's nothing major.  I've talked about some of the other challenges like going to block and the 1:1 stuff, and I have change up my routines from teaching AP World to just world history.  But two things are really getting to me.

1) I feel I've lost an edge by losing AP.  I watched John Green's TED Talk about learning and he used a great analogy comparing learning to cartography.  AP World did that for me, it wasn't just the teaching, it was the learning for me as well.  Bettering myself and finding a community and network that would really push me to be a better teacher, and also a better person.  I've lost that somewhat.  I don't have students with the same drive and curiosity and so I don't feel like I have that same push to be at my best.  I'm settling a bit.  I'm not sure this is a place or environment (even if I get a chance to teach AP again) that is going to offer me that same drive which is unsettling too.  But it's tough, I feel I can too often just give assignments and sit back, and while it's easy to say just change how you do things, it's another thing to intrinsically motivate yourself to do it.  Like I said, I'm settling too often I feel like, and I really don't like it.  It's not fair to my kids even though they probably have no idea or clue.

2) I still too often think and worry about my students at Northern.  And I know it's probably normal.  And some may say, just move on; it's not that easy for me.  With AP, I feel like you're selling the class to the students too.  We grew that class by nearly 50 students and a lot of that came from the experiences my first crew had and my own sales pitch talking about how I was going to safely help all these students navigate one of the most challenging AP courses there is.  And after half a year, I'm leaving.  And I see them post stuff which I can only assume is about the class, and I get hints about how quickly (or not I fear) the class is moving and I'm extremely concerned and can't help but feel guilty.  I gave the teacher all my stuff but it's not my class anymore even though I feel like I put my heart and soul into revamping it.  And I love that some of my students still reach out to ask for help or just to say hi, but I wish I was there for them daily.  I try not to compare Northern to here, but it's no contest really.  Sure there are a couple things I like a bit more here, but all the things that mattered most don't even stack up.  Most notably the connections I made with co-workers and my students.  I hate I can't be senior advisors for some (although I still have one that may petition for that and I hope the school allows it) and I feel responsible when I see some of the frustrations my current crew has.  I'm sure they posted negative things about me and the class when I taught it, but the frustrations I sense are tough because I feel helpless and responsible.  I doubt this will get easier either until the year ends.  I hope and pray that I never have to change schools midyear again, I wouldn't wish it on anyone.

Is too much tech making me a lazy teacher?

So as I've chronicled the past couple posts, I've switched schools and about everything is different; traditional to block, full year to semesters, AP to basic level classes. on and on.  Some changes are nice, others not as much, but one that has been both positive and negative for me has been our use of technology here at new school.  Every student has a laptop, so we're 1:1 and certainly I'm trying to maximize these new tools.  I think more than a few teachers here see them as just a distraction for the students, I'm hoping to have them be more than just something they can watch netflix, youtube, or play video games on.

For some things, it's been great.  I really like the Canvas program that we use.  The entire class is on the website and it links into our gradebook tools to, so I can export their grades directly into the gradebook.  All of the assignments, projects are linked there, it's easy for me to use programs like Kahoot and Socrative for quick quizzes or exit tickets.  But, I feel like I'm spending more and more time behind my desk or standing aimlessly around while they work (or pretend to work).  And while I know this is gearing them more towards the real world, where their employers will give them a task/job/whatever and expect them to get it done.  And not that I want to be the "sage on the stage" at all times (or much at all); I'm not sure how much I'm really teaching.  I don't know if I'm really doing much different than I did before with a traditional hour long class, and maybe the extra 30 minutes just makes it seem like I'm sitting on my butt more.  I think the balance is just harder to achieve and with so much being new, this is another thing I'm still trying to figure out.  At least these exit tickets and Kahoot quizzes allow me to check to see if the students are grasping things (and for the most part they are).

I just can't help but feel a bit lazy.  Maybe that's more a "me" issue than a 1:1 issue though.....

In need of some tweeking

So I'm a week or so in at the new place and the transition is going alright, but there is one thing I'm certainly having to figure out, and that's teaching block scheduling rather than just traditional 60 min classes.  As I do this, I really am trying to make sure that I don't just find and give busy work as filler, but it's challenge now as I have some that fly through work and others that never have enough time.  I think I need to do more and more creative things with their laptops since we're 1:1 too.  Lots of things to explore, but this seems to be my new challenge.  I don't have that constant drive that AP gave me to learn as much as possible since I know this course is not ramped up as much and doesn't have the writing aspects but I have to find something to drive and push me.  I've had a couple classes already were a majority of the class is finished well before the bell, so I'm needing to find something to compete with the desires of youtube on their laptops.  Next week we'll have our first project, our world religion travel itineraries which I'm excited about and hoping that can be something to push them to learn something new and spark some creativity as well.  I also think I'll need to try something I saw from the great Alice Keeler (Google tech guru) and that's have the students create something on thinglink (or really any new website) without really giving them the parameters or rubric and really allow them to work independently or collaboratively to figure out this new site and learn to create their own project how they want it to be rather than be confined by what the teacher wants.  It's a bit scary since we teachers like to have a certain amount of control, but I'm excited to see how it goes.

Any ideas for good digital tools, etc let me know.  I'll let you know how the adjustment goes and how the thinglink idea goes.  Thanks for reading as always.

Snow Days.......

I'm going to say something that is probably going to be fairly unpopular with some of my fellow teachers and definitely with any students out there.  But I hate snow days, there I said it.  I've never understood the fascination with them.  Maybe it's because most of my grade school childhood was spent in California where we didn't have days off for weather.  And then my last couple years were in upstate New York where you needed to have a couple of feet fall overnight to get a snow day.  And sure, the "breaks" are nice I guess, but it's not like it's a day lost as most seem to think.  The days almost always get made up.  So now I sit here, having had 1 teaching day out of the last 10 school days with exams and snow days.  The semester just started and now I feel like I'm behind the 8 ball already.  And don't get me started on how most teachers are expected to come in during these days.  Most businesses close or allow others to work from home, having teachers come in for some of these days is just silly.  Most of what we need to do can be done remotely now too, no need for us to burn sick days when we have to stay home because our children can't go to school or daycare either.

Anyways, enough of that rant, today is finally day 2 of the semester for me.  Somethings I'm looking to do this semester as I've moved from AP level back to regular world history and moved to block schedule from a traditional.

1. First, going to continue to spend time and energy on big picture/themes.  Their NC Final isn't about remembering the typical historical who, when, where, what, so my class won't really either.  
2. I'm going to continue to do my question of the days like I did with my AP students.  Won't do them as often, but still good practice and I feel they learn from break down key topics & I can reinforce main information.
3. I'll also continue to use DBQs and the SHEG lessons, I want to get students to be able to read sources, make opinions, see both sides of a topic.  Teach bias and point of view.  Let's be honest, those skills are more important than remembering how many Roman emperors there were.
4. I want to do more to help bring in current events, so we'll have a quick current events Friday piece.  I'll see how it goes, but it's something I've kind of wanted to do for years, but never felt I had time.  Just little pieces, bring world news and events into the classroom and put it in front of the kids.  Let them discuss how it relates to our lives, or how it relates to what we're learning about.
5. Lastly, I'm able to use a program called Canvas through the Home Base program (although I'm sure you can use it without being a home base school like all of NC is).  It's used often for online classes, but so far it's a place that I can put everything online and organized for my classes which is nice.  Supposedly I can grade assignment, give quizzes, etc through Canvas and it'll go straight into my gradebook.  I'll write more about it as I get used to it all.

So that's all for now, off to get ready to see my students, I feel like I have to remember what I'm actually doing it's been so long.  Thanks for reading as always.

Why are some people teachers.....

Okay, so a follow up rant/blog.  I've taken over for a teacher that left over a month before I arrived but I walk into his classroom and there's nothing for me.  NOTHING.  No plans, no pacing, nothing that appears to have been given to the substitute teacher, again, NOTHING.  And from what I hear from the students and other teachers, this was really how things were the entire semester.  I know students will stretch the truth, but the consistent message from multiple students and different classes is "yeah we never really had to learn, we could pretty much do whatever we wanted" then obviously something was going wrong here.  And I get that we're low on teachers, it's an unpopular profession, more of the emphasis is on everything terrible about it and God knows we're not paid anywhere close to our true value or worth....but still.  If you can't motivate yourself enough to do your job, which is to advocate, teach, better our next generation, WHY ARE YOU TEACHING?!?  You are much a part of the problem as all of the legislators and federal and state mandates that we all have to deal with.  You are the lowest common denominator that some of these backwards rules and oversight are all directed at.  Your job isn't to have to cushy job where you can hang out with high school kids (or younger) and be pals.  Students need more than just a "friend."  You can be the cool teacher without letting the students run the show.  It's no wonder I have students that don't know how to act, for my freshman especially they've been allowed to do whatever they want since day one, and I get to clean up the mess.  More importantly, how does this prepare students for the business world or college.  Their bosses and professors aren't going to be their friends, they're not going to allow you to act petulant and just hang out doing nothing.  No wonder the stereotype of this next generation is so terrible that they're lazy and unmotivated and incapable to caring about anything but themselves.  Yes, parents and the individuals share a large portion of the responsbility but so do we.  Even if it's just one kid that we can reach, that's our job, that's the role you chose, your profession.  Not just some paycheck or something easy where you can talk history or math or science because you like it.

I don't know where the next generation of teachers are going to come from and I understand why so many look at the profession and say it's not worth the trouble or headaches.  And some days they're right.  But most of the time, for those of us that actually care and give a .... it's the best job.  I can't image not teaching right now.  Hell, I'm currently teaching at two schools technically since I'm helping my old students finish out the semester with a substitute until their new teacher comes in...and even then I'll be advising him somewhat from what it appears.  And I'm totally okay and up for that.  It's crazy the difference between my students from yesterday to today, and all I did was teach a little.  Kids that are "problems" aren't, treat this job with the tenacity that it calls for and you'll rarely ever have a bad day or have a class that you hate.  But if you're not willing to do that, maybe teaching isn't for you.

One word for 2016

So there has been a lot on twitter by my fellow educators about their one word that will be their focus for 2016.  I definitely want to write more so I thought it'd be a good kick off for the year.  My word is CHANGE.  And while most of the change is for me, I think change will be there for my students as well (both past and future now).

For me personally and professionally, the change is huge.  My family has moved cities, I've had to leave a school I really liked for a new one and we've downsized temporarily while we sell our house and save up a bit into basically a 2 bedroom apartment with 2 kids and 2 dogs.  And done all of that within the last two weeks of the 2015.  Fun times.  I'm also changing subjects as I'm going from teaching AP level to mostly standard/academic (lowest level).  And after one day at my new school I see that this is going to be a bigger change for me than I realized, and potentially a big one for my students too.  I've come in during the last week before finals taking over for three classes that apparently didn't have a great teacher (according to the students to who knows) and a month's worth of substitute teachers.  I only have them a week, but it was staggering how little some of the students cared or even attempted to do any work.  My school has laptops for every student, and I'm not even in our district's system yet, so I really was teaching with both hands behind my back.  So I had a couple things I could have them do, and really today was more for me to observe and see where the next four days are going to go.  For my seniors, I can work with them, most realize they gotta get through this course, and senioritis hasn't completely taken over yet.  But my freshman civics class was something else.  And I'm trying really hard to A) not compare these students to my former ones because that's not fair and B) to not hold it against these kids because it seems that their original teacher checked out on them in early November, and they had subs for all of December.  They're used to being able to not having to any work, to being able to be on their phones, or play games on their computers, and no one ever established any kind of rules with them.  I can't try to completely shock the system, since it's only four days now, and I do need them to trust me a bit so I can at least get them prepared for their finals. So if we can all survive the week, victory for me, and I really hate that mentality but I've never felt as frustrated and helpless in a classroom as I did today (more on that in an upcoming rant/blog post).

So once I get my new class, I think I really need to change things up for these kids.  Many of them are used to having their macbooks and that constant stimulus of their phones, etc all through the day.  I know and embrace the push and use for technology, but I think I'm definitely going to have to find a better balance than what I've seen so far.  Also, especially going to block schedules, I have to change the way these students work.  There needs to be less downtime, quick transitions, timed, organized, etc.  That'll be a bit different for me, since I could get through a couple things and offer plenty of time with AP, there was so much to cover, I could easily assign somethings that would take a majority of class.  But I know even then, I was guilty of sometimes having work that some students flew through and they had the end of class to do other things.  Now with an extra 30 minutes, I really have to be deliberate with what I do, and more important what they students do.  It can't just be simply, do A, then B, then C and let them go to work.  I definitely want to get more groupwork, more discussions, bring some of the AP things that I did and cater it to my new students, but push them change the way they've learned.  I think with the block scheduling, there is a greater tendency to get caught up and fall behind the pacing and then it creates a mad scramble at the end of the year to "oh crap here's 50 years of history in 2 days."  If my students are used to dragging through units and chapters, then they'll have to adapt, not that I live and die with my pacing, but for history, if we don't cover the modern history, in my opinion, all the stuff we learned is useless.  I don't want students to learn world history because they have to, I want them to care about other cultures and better understand how the world got to where it is today, and more importantly for them, how does our country and culture fit into it.  It's a globalized and interdependent world, but if the students don't get to see and learn that, what's the point.  That's something I try to push every chance I get, but it's important to cover the here and now as well, not just the Ancient and "boring."

So I'm ready to embrace the change for 2016, and hopefully my students will as well.  Or it could be a long spring.  We'll hope it all works out okay...oh yeah and sell our house soon so we can move back into something bigger than an extended stay suite will be nice too.  (Could be worse, the price is right for it and it'll for now)

Until next time, thanks for reading as always.