On the Front Lines

HEY CITIZENS,

Wed, 05 Nov 2008 18:44:24 GMT

Just so you know,

We DONT teach any thing about marriage. the who the what the why.

And even if we did teach what was right and wrong...

are you THAT afraid that your children are going to abandon what you, parents, their FIRST teachers, have taught them?

If so, maybe you should not let them leave the house. Because someday, whether we teach things or not, your child MIGHT, if you're unlucky, make a decision for his or herself.

Now I'll have to go back to waiting for the government to do what the people weren't willing to. Come on, courts! Deja Vu, much, United States of America?

Racist much?

Mon, 17 Sep 2007 03:59:17 GMT

Folks, let me share something with you about racism. Read this before opening your mouth or ears to someone in public.

If you have to start a sentence with, "I'm not racist, but....." you are about to make a racist comment.

Racism doesn't mean you want to commit genocide or are ready to openly declare hate or superiority. It is enough that you are going to make a generalization about an entire race or culture based on a stereotype. Surprise! That's racism.

I got into a conversation (okay, it was a debate) with some guy and I had to put on my cape of social justice again. Don't talk to me about education. Don't talk to me about what KINDS of families (like which races) accept their situations and which ones work hard to get out of them. Don't try and tell me who refuses to learn languages.

Because I actually am out there and I KNOW and I see that these fallacies are just stereotypes perpetuated by people who have seen one person like that out there, or listen to some other angry person.

This guy wanted to talk about bilingual education....but somehow all of his points ended up at "NAFTA and Mexican trucks as the reason for our sinking dollar", "THEY have more than one family in a house," "THEM not wanting to excel or succeed in life," "THEM showing their flag in front of their house," "THEM becoming a majoity in California." Everytime I tried to talk about education and research, he wanted nothing to do with it.

The good news? He is moving to Washington state! woo-hoo! I stopped sweating the conversation after awhile because I thought-- It is not everyday that someone leaves here. And this is exactly the kind of person I want leaving here! =)

And WOW. This was forwarded to me by my mother and the staff at her elementary school. Sometimes it blows me away how acceptable this kind of opinion is. I find it funny in the way it was NOT meant to be. <=/

I'll give $10.00

Jose and Carlos are panhandlers.

They panhandle on different areas of town.

Carlos panhandles just as long as Jose but only collects 2 to 3 dollars every day.

Jose brings home a suitcase FULL of $10 bills, drives a Mercedes, lives in a mortgage free house and has a lot of money to spend.

Carlos says to Jose, "I work just as long and hard as you do but how do you bring home a suitcase full of $10 bills every day?".

Jose says, "Look at your sign, what does it say?"

Carlos sign reads, "I have no work, a wife and 6 kids to support."

Jose says, " No wonder you only get $2-3 dollars."

Carlos says, "So what does your sign say?"

Jose shows Carlos his sign.

It reads, "I only need another $10.00 to move back to Mexico ."

what the teacher added was in italics

Skim this before you argue against bilingual education

Tue, 13 Feb 2007 03:14:03 GMT

the myths I'm sure you've heard....

FALLACY 1: ENGLISH IS LOSING GROUND TO OTHER LANGUAGES IN THE UNITED STATES

More world languages are spoken in the United States today than ever before. However, this is a quantitative, not a qualitative change from earlier periods. Concentrations of non-English language speakers were common in the 19th century, as reflected by laws authorizing native language instruction in a dozen states and territories. In big cities as well as rural areas, children attended bilingual and non-English schools, learning in languages as diverse as French, Norwegian, Czech, and Cherokee. In 1900, there were at least 600,000 elementary school children receiving part or all of their instruction in German (Kloss 1998). Yet English survived without any help from government, such as official-language legislation.

FALLACY 2: NEWCOMERS TO THE UNITED STATES ARE LEARNING ENGLISH MORE SLOWLY NOW THAN IN PREVIOUS GENERATIONS

To the contrary, today's immigrants appear to be acquiring English more rapidly than ever before. While the number of minority-language speakers is projected to grow well into the next century, the number of bilinguals fluent in both English and another language is growing even faster. Between 1980 and 1990, the number of immigrants who spoke non-English languages at home increased by 59%, while the portion of this population that spoke English very well rose by 93% (Waggoner, 1995). In 1990, only 3% of U.S. residents reported speaking English less than well or very well. Only eight-tenths of one percent spoke no English at all. About three in four Hispanic immigrants, after 15 years in this country, speak English on a daily basis, while 70% of their children become dominant or monolingual in English (Veltman, 1988).

FALLACY 3: THE BEST WAY TO LEARN A LANGUAGE IS THROUGH "TOTAL IMMERSION"

There is no credible evidence to support the "time on task" theory of language learning--the claim that the more children are exposed to English, the more English they will learn. Research shows that what counts is not just the quantity, but the quality of exposure. Second-language input must be comprehensible to promote second-language acquisition (Krashen, 1996). If students are left to sink or swim in mainstream classrooms, with little or no help in understanding native-their lessons, they won't learn much English. If native-language instruction is used to make lessons meaningful, they will learn more English--and more subject matter, too.

FALLACY 4: CHILDREN LEARNING ENGLISH ARE RETAINED TOO LONG IN BILINGUAL CLASSROOMS, AT THE EXPENSE OF ENGLISH ACQUISITION

Time spent learning in well designed bilingual programs is learning time well spent. Knowledge and skills acquired in the native language--literacy in particular--are "transferable" to the second language. They do not need to be relearned in English (Krashen, 1996; Cummins, 1992). Thus, there is no reason to rush limited-English-proficient (LEP) students into the mainstream before they are ready.

Research over the past two decades has determined that, despite appearances, it takes children a long time to attain full proficiency in a second language. Often, they are quick to learn the conversational English used on the playground, but normally they need several years to acquire the cognitively demanding, decontextualized language used for academic pursuits (Collier & Thomas, 1989).

Bilingual education programs that emphasize a gradual transition to English and offer native-language instruction in declining amounts over time, provide continuity in children's cognitive growth and lay a foundation for academic success in the second language. By contrast, English-only approaches and quick-exit bilingual programs can interrupt that growth at a crucial stage, with negative effects on achievement (Cummins, 1992).

FALLACY 5: SCHOOL DISTRICTS PROVIDE BILINGUAL INSTRUCTION IN SCORES OF NATIVE LANGUAGES

Where children speak a number of different languages, rarely are there sufficient numbers of each language group to make bilingual instruction practical for everyone. In any case, the shortage of qualified teachers usually makes it impossible. For example, in 1994 California enrolled recently arrived immigrants from 136 different countries, but bilingual teachers were certified in only 17 languages, 96% of them in Spanish (CDE, 1995).

FALLACY 6: BILINGUAL EDUCATION MEANS INSTRUCTION MAINLY IN STUDENTS' NATIVE LANGUAGES, WITH LITTLE INSTRUCTION IN ENGLISH

Before 1994, the vast majority of U.S. bilingual education programs were designed to encourage an early exit to mainstream English language classrooms, while only a tiny fraction of programs were designed to maintain the native tongues of students.

Today, a majority of bilingual programs continue to deliver a substantial portion of the curriculum in English. According to one study, school districts reported that 28% of LEP elementary school students receive no native-language instruction. Among those who do, about a third receive more than 75% of their instruction in English; a third receive from 40 to 75% in English; and one third of these receive less than 40% in English. Secondary school students are less likely to be instructed in their native language than elementary school students (Hopstock et al. 1993).

FALLACY 7: BILINGUAL EDUCATION IS FAR MORE COSTLY THAN ENGLISH LANGUAGE INSTRUCTION

All programs serving LEP students--regardless of the language of instruction--require additional staff training, instructional materials, and administration. So they all cost a little more than regular programs for native English speakers. But in most cases the differential is modest. A study commissioned by the California legislature examined a variety of well implemented program models and found no budgetary advantage for English-only approaches. The incremental cost was about the same each year ($175-$214) for bilingual and English immersion programs, as compared with $1,198 for English as a second language (ESL) "pullout" programs. The reason was simple: the pullout approach requires supplemental teachers, whereas in-class approaches do not (Chambers & Parrish, 1992). Nevertheless, ESL pullout remains the method of choice for many school districts, especially where LEP students are diverse, bilingual teachers are in short supply, or expertise is lacking in bilingual methodologies.

FALLACY 8: DISPROPORTIONATE DROPOUT RATES FOR HISPANIC STUDENTS DEMONSTRATE THE FAILURE OF BILINGUAL EDUCATION

Hispanic dropout rates remain unacceptably high. Research has identified multiple factors associated with this problem, including recent arrival in the United States, family poverty, limited English proficiency, low academic achievement, and being retained in grade (Lockwood, 1996). No credible studies, however, have identified bilingual education among the risk factors, because bilingual programs touch only a small minority of Hispanic children.

FALLACY 9: RESEARCH IS INCONCLUSIVE ON THE BENEFITS OF BILINGUAL EDUCATION

Some critics argue that the great majority of bilingual program evaluations are so egregiously flawed that their findings are useless. After reviewing 300 such studies, Rossell and Baker (1996) judged only 72 to be methodologically acceptable. Of these, they determined that a mere 22% supported the superiority of transitional programs over English-only instruction in reading, 9% in math, and 7% in language. Moreover, they concluded that "TBE [transitional bilingual education] is never better than structured immersion" in English. In other words, they could find little evidence that bilingual education works.

Close analysis of Rossell and Baker's claims reveals some serious flaws of their own. Krashen (1996) questions the rigor of several studies the reviewers included as methodologically acceptable--all unfavorable to bilingual education and many unpublished in the professional literature. Moreover, Rossell and Baker relied heavily on program evaluations from the 1970s, when bilingual pedagogies were considerably less well developed. Compounding these weaknesses is their narrative review technique, which simply counts the votes for or against a program alternative--a method that leaves considerable room for subjectivity and reviewer bias (Dunkel, 1990).

Meta-analysis, a more objective method that weighs numerous variables in each study under review, has yielded more positive findings about bilingual education (Greene, 1998; Willig, 1985).

Most important, Krashen (1996) shows that Rossell and Baker are content to compare programs by the labels they have been given, with little consideration of the actual pedagogies being used. They treat as equivalent all approaches called TBE, even though few program details are available in many of the studies under review. Researchers who take the time to visit real classrooms understand how dangerous such assumptions can be. According to Hopstock et al. (1993), "When actual practices...are examined, a bilingual education program might provide more instruction in English than...an 'English as a second language' program." Moreover, from a qualitative perspective, programs vary considerably in how (one or both) languages are integrated into the curriculum and into the social context of the school. Finally, simplistic labels are misleading because bilingual and English immersion techniques are not mutually exclusive; several studies have shown that successful programs make extensive use of both (see, e.g., Ramirez et al., 1991).

Even when program descriptions are available, Rossell and Baker sometimes ignore them. For example, they cite a bilingual immersion program in El Paso as a superior English-only (submersion) approach, although it includes 90 minutes of Spanish instruction each day in addition to sheltered English. The researchers also include in their review several studies of French immersion in Canada, which they equate with all-English, structured immersion programs in the United States. As the Canadian program designers have repeatedly stressed, these models are bilingual in both methods and goals, and they serve students with needs that are quite distinct from those of English learners in this country.

FALLACY 10: LANGUAGE-MINORITY PARENTS DO NOT SUPPORT BILINGUAL EDUCATION BECAUSE THEY FEEL IT IS MORE IMPORTANT FOR THEIR CHILDREN TO LEARN ENGLISH THAN TO MAINTAIN THE NATIVE LANGUAGE

Naturally, when pollsters place these goals in opposition, immigrant parents will opt for English by wide margins. Who knows better the need to learn English than those who struggle with language barriers on a daily basis? But the premise of such surveys is false. Truly bilingual programs seek to cultivate proficiency in both tongues, and research has shown that students' native language can be maintained and developed at no cost to English. When polled on the principles underlying bilingual education for example, that developing literacy in the first language facilitates literacy development in English or that bilingualism offers cognitive and career-related advantages--a majority of parents are strongly in favor of such approaches (Krashen, 1996).

REFERENCES

California Department of Education (CDE). (1995). "Educational demographics unit. Language census report for California public schools." Sacramento: Author.

Chambers, J., & Parrish, T. (1992). "Meeting the challenge of diversity: An evaluation of programs for pupils with limited proficiency in English. Vol. IV, cost of programs and services for LEP students." Berkeley, CA: BW Associates.

Collier, V. P., & Thomas, W. P. (1989). How quickly can immigrants become proficient in school English? "Journal of Educational Issues of Language Minority Students," 5, p26-39.

Cummins, J. (1992). Bilingual Education and English Immersion: The Ramirez Report in Theoretical Perspective. "Bilingual Research Journal," 16, p91-104.

Dunkel, P. (1990). Implications of the CAI effectiveness research for limited-English-proficient learners. "Computers in the Schools," 7, p31-52.

Greene, J. P. (1998). A meta-analysis of the effectiveness of bilingual education. Claremont, CA: Tomas Rivera Policy Institute.

Hopstock, P., Bucaro, B., Fleischman, H. L., Zehler, A. M., & Eu, H. (1993). "Descriptive Study of Services to Limited English Proficient Students." Arlington, VA: Development Associates.

Kloss, H. (1998). "The American Bilingual Tradition." Washington, DC and McHenry, IL.: ERIC Clearinghouse on Languages and Linguistics and Delta Systems Inc.

Krashen, S. D. (1996). "Under Attack: The Case Against Bilingual Education." Culver City, CA: Language Education Associates.

Lockwood, A. T. (1996). Caring, Community, and Personalization: Strategies to Combat the Hispanic Dropout Problem. "Advances in Hispanic Education, 1." Washington, DC: U.S. Department of Education.

Ramirez, J. D., Yuen, S. D., & Ramey, D. R. (1991). "Final report: Longitudinal study of structured immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children. Executive summary." San Mateo, CA: Aguirre International.

Rossell, C., & Baker, K. (1996). The Educational Effectiveness of Bilingual Education. "Research in the Teaching of English," 30, p7-74.

Veltman, C. (1988). "The Future of the Spanish Language in the United States." Washington, DC: Hispanic Policy Development Project.

Waggoner, D. (1995, November). Are Current Home Speakers of Non-English Languages Learning English? "Numbers and Needs, 5."

Willig, Ann C. 1985. A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education. "Review of Educational Research," 55, p269-317.

This Digest is drawn from the National Clearinghouse for Bilingual Education (NCBE) report Best Evidence: Research Foundations of the Bilingual Education Act (1997), by James Crawford. For the complete report, see the NCBE home page at http://www.ncbe.gwu.edu.

James Crawford is author of "Bilingual Education: History, Politics, Theory, and Practice," 4th ed. (Los Angeles: Bilingual Educational Services, 1999) 800-448-6032.

Why you should be suspicious of SCHOOL VOUCHERS

Fri, 25 Aug 2006 01:52:55 GMT

Let's think critically.

Why would the US's appointed Secretary of Education promote Bush's plan to give money away to send students to private schools? (and yes this is an OPINION page)

possible answers:
-because schools are low performing?
-because everyone has a right to private education?

Let's think harder. Lets' ask some questions.
-WHY is the federal government willing to speand FEDERAL/PUBLIC money on PRIVATE education? is this an unfair use of money? Is this a way to get their foot in the door and now influence what education goes on in private organizations?
-WHY is the govt not putting this money toward funding the schools who need more support to teach what is in all likeliness a population that needs resources (both academinc and economical)? I mean, they're only failing according to the FEDERAL policies. Shouldn't there be a rescue/improvement plan rather than an assess-then-abandom-ship plan?
-WHY would the govt want to lower popluations of public schools and therefore employees on their payroll? Then maybe they could start to weaken those damned unions while they're at it.

we must shout, "No! We remember"

Sat, 27 May 2006 22:37:29 GMT

I just watched the Oprah special, "Auschwitz: Death Camp" with ellie weisel.

It was, I am sure a surprise to no one, indescribable. I know sometimes with tragic events, we walk this thin line between the beliefs of wanting to stop seeing the imagery or hearing the stories because it is thought to be excessive, and always needing to be reminded. I am of the side of the fence that thinks having access to that sort of emotion, however unpleasant, is necessary. We should never be disconnected from life--past or present-- for reasons of uncomfortableness.

The show, which was primarily interactions between Oprah and Mr. Weisel, also comfirmed my belief that Oprah IS doing what she can. It is easy for me to say she can be doing more when I see her shows about puppies or white trash meth addicts of middle america. Lately, however, I have focused a lot more on her donations and programs she has set up,and the shows challenging the marginalization of women or the inequity in education.

When Oprah and the survivor were looking over the tons of human hair (or was it shoes...they're each so surreal that it blurs together), they spoke about being so angry that they cannot do enough to stop the injustices in the world. And I thought about all of the things I have seen Oprah do, and the things that she does silently, and I listened to the survivor speak of how he feels like such a failure to have published 49 books, won a Nobel Peace Prize, and still not be able to stop everything.......and it made sense to me. Neither one of them stops what they are doing because it isn't enough ( and wow on the scheme of things I think they do a very great much). It made me hopeful.

Some (not direct) quotes that stood out:

Language has been an obstacle because there exist no words to describe what went on here.

In those times, it was human to be inhuman (his explanation of how humans, not devils, made this possible)

Because I suffered, i do not accept when others suffer. It makes me stand up to their suffering.

Judge moves to block high school exit exam

Tue, 09 May 2006 23:56:02 GMT

I was shocked to hear recognition that a standardized test was biased against certain economic groups. Progress?

Haha, even if it DOES come at the expense of an assertion that one reason low-income students are not level with more advantaged students is "sub par teachers." aye aye aye

did you know? #7

Sun, 07 May 2006 19:22:42 GMT

Nineteen percent of poor children are without consistent health insurance, compared with 12% of all children; 13% of Black children are without insurance, compared with 8% of White children.

did you know? #6

Tue, 18 Apr 2006 07:00:09 GMT

Lower-class children, on average, have poorer vision than middle-class children, partly due to prenatal condition. Fifty percent or more of minority and low-income children have vision problems that interfere with their academic work.

did you know? #5

Sun, 16 Apr 2006 02:32:21 GMT

Low-income children have dangerously high blood-lead levels at five times the rate of middle class-children. Although lead-based paint was banned in 1978, low-income children are more likely to live in buildings constructed prior to that date and in buildings that are not repainted often enough to prevent old layers from falling off. Urban children are also more likely to attend older schools, built when water pipes contained lead.

did you know? #4

Mon, 03 Apr 2006 06:44:26 GMT

A 2004 government report found that 30% of the poorest children had attended at least three different schools by third grade, while only 10% of middle class children did so. High mobility-- each move requiring a readjustment to teachers, classmates, and curriculum-- depresses achievement.

my students are always moving to find a place they can afford...which they often can't do. it's strange how much the apartments across from my school cost... they couldn't pay me to live there.

did you know? #3

Wed, 29 Mar 2006 21:08:35 GMT

Median Black family income is about 62% of median White family income, while median Black family net worth is only 12% of White family net worth. This means that White middle-class families are more likely than Black families to have adequate and affordable housing.

(ooh, but the effects of generations of racism and slavery are surely erased since we do not see them today!)

did you know? #2

Mon, 27 Mar 2006 20:06:36 GMT

In real dollars, the value of minimum wage has plummeted by 25%, impacting largely on low-income families and their children.

did you know? #1

Fri, 24 Mar 2006 06:51:03 GMT

"Among the 21 most affluent nations, the United States has the highest percentage of poor children-- twice the rate of the country next in line."

funny-- NCLB the Basketball version

Thu, 09 Mar 2006 05:30:32 GMT

"No Child Left Behind" is the federal legislation that makes my job a living hell. This sounds exaggerated, but it is an accurate analogy! LOL

No Child Left Behind: The Basketball Version

1. All teams must make the state playoffs, and all must win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable.

2. All kids will be expected to have the same basketball skills at the same time and in the same conditions. No exceptions will be made for interest in basketball, a desire to perform athletically, or genetic abilities or disabilities. ALL KIDS WILL PLAY BASKETBALL AT A PROFICIENT LEVEL.

3. Talented players will be asked to work out on their own; without instruction. This is because the coaches will be using all their instructional time with the athletes who aren't interested in basketball, have limited athletic ability, or whose parents don't like basketball.

4. Games will be played year round, but statistics will only be kept in 4th, 8th, and 11th games.

5. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals.

If no child gets ahead, then no child will be left behind.

a plea to Californians

Thu, 08 Sep 2005 04:17:05 GMT

Help. <=(

just so you know:

regular teachers do NOT have tenure.

In the interests of open education, we are granted the right to due process when you fire us. yes, we can and will be fired when we are bad. we are not untouchable. due process just stops us from being fired because my boss doesn't like me teaching the Holocaust or whatever someone might not want passed on.

For the first 2 years of teaching, I can be fired at the drop of a hat if my supervisor chooses. That's it for me being a teacher. After my 2 years, I relinquish my "probationary" status but am still subject to routine evals and observations. I have to renew my crednetial often and am constantly required to attend the latest and greatest trainings and research. as it should be.

The upcoming Proposition is retroactive. it means that once AGAIN, after obtaining my credential and jumping through the agreed hoops, I am again invalidated, and will be probationary for 5 years instead of 2. This becomes more questionable considering my school could be taken over next year. Teachers can be forced to leave and the principal-- arguably the most respected and esteemed principal in my district-- could be replaced. why? my school improved its OWN scores with 30% growth, but this does not measure up the federal goal for how many students should score proficient or advanced on the state test.

kids who have only been at OUR school a few months. or kids who have only tried English for 10 months.

-->question: how many of you scored within the 80-90th percentile on your SAT? and even after more than 10 months of knowing English, too, right? what if you're not a good test taker?

anyway, I digress. long story short, if this spun-out "anti-tenure" prop passes, I could be denied my final approved credential (which I am supposed to have in 2006) at a time when my school could be taken over even though we are making huge relative growth. :( most of you don't know how much work we do to stay credentialed and current, because I vent enough about the trials (and SUPER REWARDS!!!!!!!!!!!) of the classroom.

but really, we're starting to feel like it doesn't matter.

please vote NO on prop 74

why one SHOULDNT always take the trash out

Tue, 24 May 2005 06:30:56 GMT

In an effort to "tidy up" a bit on Saturday, I threw away my reimbursement check for $125. Thank god I hadn't taken the trash out!!!!! I JUST NOW found it.

phew!!!!!

to answer back to those I've seen...

Sat, 30 Apr 2005 02:16:42 GMT

hey- thats' kinda cool-- I've been to 4 out of these 5 places! But I think I would have rated the weather question a little heavier...

American Cities That Best Fit You:

70% San Francisco

60% Los Angeles

60% New York City

55% Chicago

55% Philadelphia

Which American Cities Best Fit You?

movin' on up

Thu, 17 Mar 2005 02:48:21 GMT

But please, no mini vans. And no lotto tickets. ew!!
--> I think the funniest part is what category I scored LAST in!

You scored as Middle Class. You're content in your position and would prefer a house or a family than a seven figure pay cheque. But you have your moments of weakness when you buy a lottery ticket in the hope of knowing how the rich and famous live.

</td>

Middle Class

71%

Upper middle Class

63%

Lower Class

46%

alternative

42%

Luxurious Upper Class

38%

What Social Status are you?
created with QuizFarm.com

geez, people-- grow up already =)

Sun, 06 Mar 2005 10:09:07 GMT

I know I havent always made the wisest LJ decisions, but when I look around at other people's LJs every once in awhile (you know when click leads to to click and suddenly you're in the unfamiliar?)...

I am SURPRISED AT HOW MANY PEOPLE STILL ACT LIKE THEY'RE IN HIGH SCHOOL!

lol =D damn, it's actually pretty sad. People can't get past being passive-agressive/public about stuff. insults via public forum? yikes!

"and I'll tell you whyyyyyyyyyyy"

Tue, 25 Jan 2005 03:22:55 GMT

I just received my CD the Boxx (from Star---Gina, you know what I am talking about!) and it is sooo good! I heard it 2 weeks ago while shopping for over an hour in one store. It makes me all on-the-verge-of-tears but in a good way! I've been like that for a few weeks and I talked about it with Leslie (it happened with anything-- even SATC or Law & Order! I get so moved) ANyway, thats all for now! More to update later.

no pride

Tue, 28 Dec 2004 22:42:21 GMT

I am possibly the world's WORST player at this:

WORST

sleep all day

Mon, 29 Nov 2004 07:11:07 GMT

Well: had a wonderfully rested weekend and did PRACTICALLY NOTHING for school that I had planned on. But hey-- that's what weekdays are for I spose.

Damn I got a beautiful amount of sleep. I really loved playing nintendo, gambling at cards, taking a bubble bath, seeing the movie Ray (tremendous movie), and now I have planned a trip to revisit San Antonio in early January! Yep, I just can't stay away from those country Boyles!!! => I am so excited. Nikki already said she will leave up her christmas decor and I am thinking we'll get to celebrate our own Christmas as usual...just with a delay. Yippeee!

I am looking forward to seeing my kids tomorrow- maybe because I have a test planned for the afternoon and that ALWAYS is grand. I can't wait to see how their Thanksgivings were. One kid was so excited because he was going to Mexico and he LOVES turkey and pie and informed me that WRESTLING would also be on Thursday night, making it the best day EVER. I love him. He needs to be less of a jackterd though. =P

my ciaobella

Wed, 24 Nov 2004 06:25:54 GMT

I miss you Nicole.

all right, I'm boring

Sat, 20 Nov 2004 22:14:56 GMT

You Are the Loyalist

6

You have strong relationships and are intensely loyal.

People find you easy to love and care for.

You like your world to be stable and secure, no surprises.

You're cautious. You prefer your inner circle to the outside world.

What number are you?

the edge of reason

Sat, 20 Nov 2004 21:33:52 GMT

Cindy's birthday yesterday. It was great. The Bridget Jones' Diary sequel was lovely. I was so jealous of her. I am in love again with "Mr. Darcy." From Pride and Prejudice to Bridget Jones, he is so sweet. BIG SIGH. =) <3 <3

Oh. Now I forgot what to post. Ah well, this Grape-apple I am eating is delicious!