Posts Tagged ‘Fitchburg

21
Mar
17

So, you coach girls. Why?

 

Small talk at a party: “So you coach gymnastics. Boys or girls? Why?” I’ve been asked this about a hundred times, and everyone is surprised when I say “girls.” I think most people just think that a guy coaches boys and a woman will coach girls.  Not true.

So why do I  coach girls? I’ve tried coaching boys; it didn’t go well. I found that I spent more time watching wrestling and saying things like “I can wait until you are ready to listen….” Than I did actually coaching. It takes a special kind of a person to coach boys. I am not that special.

My standard answer when people ask “why girls” is that “girls listen better, pay attention more, and are usually smarter”. Then the universe graced me with two sons. So, I can’t use the “smarter” quip anymore, but the rest was pretty true.

I started thinking about why the difference was seemingly such a no-brainer to me but so hard to explain to others. As usual I ran the self-conversation during a long car trip and made frequent stops to jot notes. Then I did a little organizing research. Here’s what I came up with:

I was raised by my mom. I had a lot of respect for her and I aspire to be a parent like she was. She was confident, decisive, and strong. I realized that many of the girls that I coach have those attributes but often they don’t know it. So, on one hand, I think I want to help them develop those skills. Boys, it seems, are naturally confident, usually decisive (not right or wrong but decisive) and they usually show strength at an earlier age.  But why?

The best I can determine is that in terms of evolution males have always been more independent, had to show strength, and provide for the smaller weaker gender. Females were dependent, had to rely on the protectors and providers for survival, but today those traditional gender roles and attributes are in gray areas as women have become more independent and strong. when it comes to society we are slow to accept this and often the discrimination of our beliefs is unfounded. A big boat is slow to turn around, and this belief that woman are the weaker sex is a big boat of old fashioned thinking.

Developmentally, there is some science to this as well. As fetuses develop, female brains are bathed in estrogen as early as 8 weeks after conception and the hormone bath develops brain areas that will be suited to language, communication, and emotion. While male babies are flooded with testosterone, which develops areas of the brain that focus on aggression and more base needs. As children grow, society reinforces this with subtle prejudicial statements like “she’s so girly” meaning dainty and innocent, and “boys will be boys” which means boys will be rough, uncontrollable and dangerous.

Society tells girls that they need to make the tribe happy, provide harmony, and develop relationships. Meanwhile boys are taught to stand up for themselves, be assertive and challenge the world.

How gymnastics plays a part in development

Because females traditionally have been protected from risk they have not had the benefit of learning from their failures. I believe that this is where sports, particularly gymnastics, has a great developmental benefit. I think that girls can be shown that they can approach perfection, seek to surpass their own perceived potential, and encouraged to take risks. I believe that in so doing, children (not just girls) are given an opportunity to assess their efforts, learn from their skinned knees, and get back to their feet, try again, and grow stronger. Nothing is better than gymnastics at showing you that you did not do your homework. Our sport will let you know when you don’t work hard enough, and it will let you know in no-uncertain terms.

My mother, by virtue of divorce and strict Hungarian parents she had to learn that if she wanted something, she had to work for it. She never took breaks, and when she had 3 sons she knew she had to teach us those very lessons and values. I think that as a pre-parent younger coach starting in the industry,  I felt a strong sense of mission to share that lesson with children growing up. I think I gravitated toward coaching girls because they seemed more eager to learn from me. Boys, at least by the impression they try to give off, already knew everything.

Now I have sons and I get to see behind the veil of masculinity that though boys may show bravado, inside they are still pretty insecure and squishy. I think that too is evolutionary. I know that if I had to coach boys again,  I would see it from a different perspective. I have learned that boys tend to overestimate their skills, while girls tend to underestimate themselves. I have always fought for the underdog, and maybe it’s the “Yes, you can do it”-ness of coaching girls that fulfills me.

I have written before about confidence and how we can help children develop it. I feel as strongly about independence and being self-secure*

Sports show us there are winners and learners and that we will not always be on the top of the podium at every meet. I cannot stand the meets and games that handout awards to every child. It doesn’t allow a child to assess any plan for success. It doesn’t validate their real effort, and it doesn’t imitate life at all.

So, I like coaching girls. I think I understand why, maybe I can’t explain it in a short 3o second chat, but I know that I can help make a difference. I believe that I should help to turn the boat and do my share to help the world see that women are just as strong, just as smart, just as assertive, just as capable, and just as good and anyone could ever ask. I think I owe that to my mom, who truly showed it to me.

 

 

*I hate the term “self-esteem” because it’s such a cliche. It has come to mean an entitled attitude of loving one’s self and feeling good. I use the term “self-secure” on purpose because it indicates a feeling of, though sometimes we may get frustrated with ourselves in action and habit, that we are comfortable knowing that we are good and functional in a positive way. It think it’s a healthy perspective on our self-image as opposed to a glossy “everything about me is great” feeling, that is a lie, at best.

 

 

21
Feb
17

Training Confident Kids (Part 2)

In the last post we covered how people can gain confidence by pushing the envelope of what is comfortable and what is a little out of the comfort box. Doing this frequently allows us to see things that would normally throw us into a fit of panic as only moderately stressful, and things that were stressful before are now simply acceptable.

That exposure to things outside our comfortable little world is a Macro plan. It’s a big idea, it’s something that we do that effects everything we do, everything we are and everything we think. It’s easy to sit back and say “I can do that pretty easily” but in fact the practice is effectively pushing, in small ways, everything we do. That’s not so easy. It’s a very large undertaking and requires a complete paradigm shift, a new way to see stress: as an acceptable challenge.

But there are other tactics coaches and parents can take to instill more confidence in our kids and athletes.

1: Allow children to intelligently and safely define their comfort box and it’s boundaries.

Explain to your children how and why things are done the way they are. This allows them to accept or deny the challenge. If I explain to a gymnast that the upcoming meet will require skills on the high beam, and the calendar allows this week to be on a floor height beam if next week goes to a medium height and up again the following week. If I explain that the skills and drills they’ve been doing apply to the new skill, and I give them the choice to decide in which level they will train today. They can evaluate the supporting reasons and make an appropriate decision.

It’s important to allow them in on some of the decision making because kids want to feel, a least a little, in control of their outcomes. When the progressions turn out to lead to success they are reinforced at making good choices and creating the successful outcome. This reinforces their confidence, not only in themselves but in the coach and the coaching process.

  1. Skinned knees are Okay

If, in the above scenario, the athlete decides to take an easier path, one that doesn’t step outside the comfort box too far; you have to be accepting of their error.  When the athlete, or anyone, experiences failure based on their own decisions it still reinforces the process and even fortifies the other un-chosen options that were available to the athlete. When they are not ready for the competition on the high beam, they (in conjunction with you, the coach) should reconsider the plan they made. Make amendments. And try again. At Gymfinity we have a saying; “Sometimes you win, and sometimes you learn.” Failure can be a powerful teacher.  Note: it’s imperative that we, when processing the re-evaluation of the plan, do not take away their power to make a new plan. We can offer advice, or personal anecdotes of when we faced similar issues, but we should not make the plan for them.

  1. Reading is fundamental

Every child was a winnerYou have to know what it looks like when your kids are pushing the envelope to a little discomfort and stretching the acceptable levels of stress. You also have to know the symptoms of when your kids are over their head.

Every kid is different. Some will be enjoying the thrill of pushing boundaries, others will appear nervous and tenuous. Just like watching people return from a rollercoaster ride; some are smiling and excited, some are tearful and look like they are done for the day.

In any case, you as the coach or parent, need to be sure the child knows that they are allowed to experience the exhilaration of being out of the box, but that you are there for when they are done playing. They should feel that they are free of judgement and criticism, until they feel more competent. In addition, for the times when they are  over their heads, they should still be aware that you are there as their safe harbor.

  1. Everything is a work in progress

Experiences should be created for every child to dabble outside their own comfort area. Occasionally throwing in a challenge keeps kids forward focused. It also allows them to check their progress on their own confidence. If, in the beam scenario above, I explain to the child that next week we will be on the medium beam for the new skill, then I unexpectedly put a stack of mats under a high beam to create an equal in height to a medium beam, I can challenge the gymnast to up the discomfort while still being within the plans of gradual growth. She may balk or she may accept the challenge. Balking means that she is still pretty firmly placed in her discomfort zone. Whereas trying the challenge means she is ready to progress.

  1. They’re looking at us

Our kids are always looking at us to see how a “real adult” handles the things they encounter in their day. We can actually allow the kids to hear us self-talk as we evaluate potential outcomes, the possibility of success or failure, repercussions of each, and the development of a plan of action. Again, what we show kids is what they learn.

In addition, we need to reinforce their efforts regardless of outcomes. A “nice try” or “good effort” goes a long way. I find myself frequently saying (following a failed attempt) “I see what you were trying to do, and I like that”.

Having a good plan and knowing things you can do to help a child is only part of the process. You will also need to know how to process the results of trips to the discomfort zone, and do so consistently. Questions I usually ask are: What did you learn? And what would have made that easier? Come up with questions that you can use to help them talk about and own their new found confidence.

Coaching, like parenting, is a paradox of urging children to dare risky things and the fear that they may not be successful. We also have to encourage risk while simultaneously being afraid that they may be totally safe. It’s often a fine line to balance upon.

I have stepped over my kids before to tell them what to do, I have pushed my agenda for growth without consulting the athlete, and I have also done it right several times as well. This is all very natural. Just like our kids we have failures too, and hopefully we learn from them. Yet if we do it right, we can develop confidence in our kids so they will be able to attempt and fail, many times if needed.

We will develop kids who can confidently make decisions about how to proceed in skill development, performance, maintenance, and growth.

Our kids will be powerful in mental, emotional and cognitive strength as well as being physically strong.

And best of all, our kids will not feel shame in failure because they will know that it is a means to an end. In so doing, they will never be afraid to try.

07
Feb
17

Training Confident Kids (part 1)

I had some people ask me questions regarding a past post discussing motivation and it’s relation to confidence.  Here is the first of a 2 part post on Confidence and how we get kids to be more confident.

As coaches, we always want the best for our athletes. We train them physically to be strong, flexible and powerful. We train them cognitively to know the skills, routines, and rules. And we train them emotionally to be strong, brave, and confident. Or do we?

For our discussion lets explain confidence in relation to our comfort level in doing things. Our comfort levels are depicted by a box. Within the box we have everything that we are comfortable with, things we do easily, people we know, experiences that range from typical to mundane. Right outside the box are new and different things.  Experiences that put us on edge, make us a little uncomfortable, new places, people, and things. Far away from the box are the things we are very unsure of; things we feel very uncomfortable with, things that make us stressed or nervous.

Confidence is developed by knowing we can perform or interact with the world in a way that is comfortable to us. Things we do that are within our comfort box can be done confidently and things outside might be done with less confidence.

While the majority of our lives occur within our comfort box, it’s only when we reach outside the walls of the box  that we can truly grow and learn. Our comfortable box is where we wish everything to be, but sadly, that is not reality. In the box, we often operate by rote memory, we do our routines and our day to day existence just seems to happen. Chicken or egg? Are we comfortable in that “box” because we do things there easily, or are things easy because we have the confidence to do them? The answer is both.

I remember as a young baseball player, I played 3rd base, shortstop, second base, and catcher. Our coaches rotated us, what seemed at times to be, randomly. It’s likely that they were trying to find our ideal position, the place where we were comfortable playing and where we would be the most effective for the team. But what it also did was allow us to “try” other positions; positions outside of our comfortable little boxes. This was imperative for expanding our proverbial comfort zone as players and as kids.

We are always being advised to “step outside the comfort zone”, or “think outside the box”. When we are confronted with occasional challenges, it allows us to expand our acceptable “zone” or, put another way, our “box” gets bigger and more of the world outside comes within.

When we are no longer afraid of stepping outside the comfort zone, we find that the space within, where we feel in control, becomes bigger. When our coaches moved us around, often unexpectedly, we found that we became a more confident team. I know personally that I gained a lot of confidence because I knew I could handle more than I originally had thought.

For another example, let’s take a gymnast learning a new skill. At first the skill is new and requires focus and a lot of effort. After practicing it for a bit it gets added to the repertoire and becomes “just another thing she can do.” It no longer causes her stress or discomfort, it has become “easy.” But, that same gymnast no longer trains that skill, it is possible for her to “lose” it. That’s obvious. But also, if that gymnast is not challenged with performing the skill in a new combinations, on a new apparatus, or in a performance situation, like a meet or a public demonstration, the skill again may equally be lost. Coaches have to allow that gymnast to perform the learned skills under pressure so that when that skill is needed in a meet performance  it falls within the skills in the comfort box. When it does, it reinforces confidence in performance and positions the athlete to seek more new skills and more growth.

Confidence come from challenges

Confidence come from challenges

Sometimes we can be asked to reach far away from the box; this is when we have greater discomfort over a task or skill. When we feel that we are over our head or incapable of performing, it manifests as a lack of confidence and the feeling can be so strong that we believe that we cannot be successful without the help of someone else.

When an athlete  has rarely been challenged to step outside their comfortable box and are then confronted with change or challenge, they often cannot adapt. Usually this person must rely on others to carry them or assist them through their tasks. I have seen this situation in several scenarios: kids who freeze up, suddenly cannot do more simple skills, or devolve progressions for new skills. There are other reasons that these outcomes may occur too, but it’s often the lack of confidence is the culprit.

Confident people have a larger comfort box and  it affords them a expanded ability to adapt and feel adept.  Also, by occasionally being challenged it allows for a greater tolerance for uncertainty, which means that the areas that cause panic are minimal. However, people with confidence are not fearless. They do experience fears but the fear is often mitigated by both feeling that they can accomplish things with a little  effort, and/or with minimal help. Confident people have either made choices to be challenged or had life throw them enough curve balls that they have learned that they have the capacity to hit any pitch. Or more easily put; they’ve learned, by adaptation, to figure out problems and conquer what once seemed daunting.

Next time: 5 things we can do to create more confidence in our kids.

23
Jan
17

Don’t cry because it’s over, smile because it happened.

A few weeks ago my wife and I took a mental health weekend, and traveled to Sedona Arizona. It was beautiful and relaxing, and the energy in that city was exactly what we needed at that time. While we were gone, Wisconsin experienced it’s first snow storm of the season. We came home from the desert mountains to a foot of snow and below zero windchill. While the plane circled the airport we could see the white snow on the ground

Yes that's me on the rock....look close.

Yes that’s me on the rock….look close.

and I began to feel anxious. Then I remembered a Doctor Suess quote* from “Oh the Places You’ll Go” that really resonated. Suess said “Don’t cry because it’s over, smile because it happened.” and my anxiety slipped away.

I had just spent a few days in one of the most beautiful places in the world with my best friend, what better cause to smile? I got to thinking about life in general, and realizing the impact of the words on our lives. Having lost my father this year had struck me deeper than I ever imagined it would. My father and I were not very close being a child of divorce.** My relationship with him was borderline positive sometimes, until he became a Grandpa. I learned more about him and his life growing up, his time as a Milwaukee Police Officer, his time as a soldier, as a business owner, and simply as a man, in the last 12 years than I learned in my first 40 years.  I have posted before about my dad and some of my experiences (Doing it for the Cupcake: May 2015) but I was forced now, with him gone to reach inside and figure out how I felt.

Of course I was sad, I lost my father. Of course I mourned, I would never be able to speak (or argue politics) with him again. But I did find some comfort in the realization that I was very fortunate to get to know him. To see him as a Grandpa was a joy for me and my sons. To have him, in the middle of a political battle, say “yeah, you may be right.” was a big validation for me. I thought about my dad and I smiled.

I realized, circling the airport in the dark,  that it doesn’t have to be sadness when we reach a chapter’s end when, overall,  we appreciate the book.

 

  • * Sorry about bringing up Dr. Suess again, I guess he had more influence on me than I thought. (see a few posts ago, The Only Doctor I’ve Ever Trusted December 2016)
  •  ** I was born in November of 65, my parents divorce was finalized in April of 66. I cannot recall living in a house with my father.
09
Jan
17

Motor Boats and Trains

I have, for a long time, used the analogy of motorboats and trains when I speak to my team kids about motivation. As I raise my own children I realized how this also applies to anyone who may need a little flame placed under the backside.

I ask my team kids if they are a motor boat or a train. I explain to them that I want to help them, I am there as a resource and can provide them drills for skills, code application for routine development, and simple guidance as they progress through the sport, but I need to know what drives them. download

Are they a Train? Are they the type that needs to be pulled? The engine in front, pulling the trailing cars. The conductor sitting in the engine car and deciding where the train goes, how fast it travels, and when it can make stops? As an athlete, do they need me to pull them? Are they needing to tuck in behind me and have me call all the shots, determine the routines, the meets, the training and pull them forward?

Or are they a Motor Boat? Are they the type to be in the captain’s seat and determine direction but need a push from the engine that sits at the stern? Do they have direction and drive and just need the coach as a boost and occasional force?

I have often spoken about the development of the coach relationship with kids in the sport. When they are young, or lower level, the relationship is very much like a master and servant. The coach says “jump” and the gymnasts jump  until Simon says stop jumping, (that works particularly well if the coach’s name is Simon). All decisions are made by the coach, and the gymnast begins learning about how they will develop by seeing it planned out in front of them. In the mid-levels, around beginning optionals, the relationship becomes more like a partnership. The coach is still the primary director but the gymnast has input into their own development and performance. I often say, at this stage, that the coach says “jump” and the gymnasts now ask, “how high?” In later levels and ages, the coach relationship becomes more like a reference that the gymnast can come to for assistance. At this stage, the gymnast directs their pathway and the coach helps in facilitation. This is when the gymnast may ask “Should I jump?”. The relationship and the most effective coaching style evolve over time.

I any event the gymnast is going to need motivation, either internally or provided for them externally. This is true and applicable regardless of the relationship level with the coach. When the coach, boss, teacher, or parent, understands how the child is motivated they can better help the child move forward. Motor Boat or Train? Neither is preferred and degrees of both may be present, but it’s understanding at any given moment which vehicle you are driving that makes a coach more effective at any stage of the game.

03
Jun
15

Congratulations Graduates says I

Every year I have written a graduation commencement speech. Someday some University somewhere will grant me an honorary doctorate and I will speak before 100’s of graduates. Until then…

“Congratulations, you made it past the hard part. I stand before you having arrived here by years of education, years of laboriously attending to every day’s tasks, to be sure my businesses were successful, my people were happy, and my family was secure. I came up, not through a business path, but blindly stumbling from mistake to failure and back again until all my trials, all my tribulations added up to success. I rose up after seeing a vacuum where leadership was needed, seeing no one able to step before a group of driven people and unite them behind a common vision. I learned to be a leader by working harder, succeeding more, failing more, looking for opportunities, and still never taking my eyes off of my goals.

Now you are in a place to jump into the world of trials and tribulations. You have an opportunity to realize everything you’ve ever dreamed of. Some of you will be complacent to work day to day. Wake, eat, work, sleep and repeat. That is what your life will become and you are looking forward to it, jumping into it with both feet. Well, you’re not the ones I am talking to, so please just sit quietly while I talk to your future overlords.

What will it take for you to lead in this new era? When people are more in tune with their hand-held devices then they are with other people, how will you position yourself to stand apart?

The answer is two-fold: be more of a human being and be more of a robot.  Now when I say, be a robot, I’m not talking about R2D2, I’m talking about a Roomba; the robotic vacuum cleaner. You laugh, but let me explain.

The leader of the future must exhibit some “rromba-esque” qualities.  A Roomba has its own timeline. It knows when to come on to get its job done and when to sit quietly in wait under the couch.  John Quincy Adams said that Patience and perseverance have a magical affect before which difficulties disappear and obstacles vanish. To lead you have to watch for your opportunities to appear. No starting bell will ring and no teacher will point out the right procedures. You have to patiently wait to execute your plan. The successful leader of this new generation will need patience.  And like the robot under the couch, you have to know when to work on your tasks without impeding on someone else. In fact, you will need teams of people to share your vision and work with you. But people will buy into the leader before they buy into the leader’s vision*. You must present your goals and visions with bold clarity, you have to embody the passion that sets others afire. You will have to be able to share with your people the “why” before they will be willing to work on the “what”.  While others will be head down over a keyboard, or focused solely on the unreal world of Simm people and simulated situations, you must engage. Your communication skills will be such a valued commodity in a world where people have forgotten how to talk to one another. Be a speaker, be a listener. General Colin Powel expressed it best when he said “Great leaders are almost always great simplifiers, who can cut through argument, debate, and doubt to offer a solution everybody can understand.  Powell was a communicator. Though his military was a tech army, he was the leader because he could listen, problem solve and communicate solutions that aligned with the overall vision of his Army.  I cannot overemphasize that you need to develop or cultivate interpersonal skills to be a leader.  You will need to know people, people beyond a digital interface. You will need to know what motivates and what achieves the opposite. People need to be stimulated, and when a person who lives in the digital non-human world is given a true human emotion it can move mountains. Without it people fade and wither, but with the right leader, the right nourishment, people will see that you care for them, see that your vision is their vision, and you will enhance your productivity and your loyalty.

Like a Roomba, you will need to bounce off of obstacles. Stay on task and not let skeptics, pessimists and the occasional failure get in your way. Stay optimistic, channel your fears and your doubts into passion, let it fuel your ability to innovate and create. It’s likely when someone is tearing you down it’s because they are sad they didn’t take initiative before you did. Listen to your critics, remove the malice and look for the jewel inside. Is there truth to their criticism? Can it lead you to a new way to see your situation? One of the best motivators for a leader to grow or to create is by hearing feedback that they might not feel comfortable with. Some big-shots may find it demeaning to be questioned or advised by a junior colleague but the truly successful leader will look for ideas and solutions wherever they may appear. When they find that jewel, from a critic or a junior, a good leader will always share the credit. John Maxwell said, “A good leader is a person who takes a little more than his share of the blame and a little less than his share of the credit.” Maxwell is a leader, Maxwell is a Roomba.

The world is starved for Roombas. We have messes everywhere and a vacuum of true leadership. The pool from which future leaders will be born is flooded with complacent, factory droids that would rather digitally interact with you than speak to you. There is an increase in the demand for leadership characteristics to be instilled at the earliest of ages, but don’t worry. There is still time for you to become your own potential. There is no doubt that the road ahead of you will demand hard work, strategy, and passion. And NOW is your time to lead. Now is your time to learn from my digital tool example. These tools that make life easier but less human. To lead, to prosper, and to succeed you will need machine like efficiency but human quality. Be the leader we are all looking for, be the creator of new ideas, new strategies. Be everything you can be, and never rest until you realize your vision.

* People buy into the leader before they buy into the vision. —John Maxwell

20
May
15

Doing it for the cupcake

A few weeks ago we traveled to Florida to spend some time with my dad. He and I spent a lot of time talking, and when we do I always get new insights into him: things I never knew he did, or felt. One morning we spoke over a some cold tea while the kids went to the pool, and he told me of when he first moved to Florida.

When my Dad relocated from Wisconsin he had retired from a career of owning his own business that was often 20 hour days and 7 days a week. Some would say he was a workaholic, but in our family we see it as “just doing what needs to get done.”  In Florida he started volunteering to make use of his new-found surplus time . He volunteered in a school and was given the task of supervising 4 of the biggest behavior cases in the class of 3rd graders. Now years ago before going into business, my dad was a Milwaukee cop. Back in the day being a police officer was all business and he had to be a pretty tough guy. That same facet of his personality was called up again when he had these kids to deal with. It was no B.S. when you were with Mr. O.

Through the course of the year the kids fell in line and learned to behave respectfully to the teacher, the other kids and the school. The kids learned that though Mr. O was demanding, he had respect for them and he knew they were capable of being as successful as the other kids. He told them that if they did the work they could accomplish anything.  Near the end of the year my father was saying good-bye to the class and his 4 students. He was convinced that the kids would be happy to see an end to their time with Mr. O, the tough ex-cop. But one little girl came to him and hugged him around the leg, (my dad is a tall guy), and gave him a cupcake  she had made for him. She said thank you for the year and told him that she would miss him over the summer. When my dad shared this story with me, we were both clearly emotional: him because he knew his time had meant something, and me because, maybe, for the first time my dad might see why I do what I do.

I explained to him that the reason I became a teacher (and coach) was never for the money, it was for the cupcakes and the too often silent appreciation of the children and parents who know that you, in some way, have changed their child for the better. You cannot take the figurative cupcake, or a literal cupcake for that matter, to the bank, but the non-cash rewards are so much sweeter.

gymfinity, dad and the boys

My dad, my sons, and me.

When we do evaluations of our staff at Gymfinity, we always ask them what is the favorite part of their position. Most reply that they love to see the children develop confidence, strength, or skill. Being witness to that is what fulfills a teacher. We do it for the love of teaching and maybe for the importance of being important to a child.

So “Good on you Dad”, somewhere there is a little girl who is doing great in school because of you. She thinks back on the tough teacher’s aide she had in 3rd grade; the one who believed in her,  and as she does her work respectfully her eyes are on the future. Some of the success can be attributed to you Dad. Enjoy your cupcake, you deserve it.




March 2017
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