If I never blog again, it's Jamie's fault.

But I'm going to try, because I hate to be one of those people who never updates because they are just too cool for blogging (hint hint - I am kidding about the 'too cool' part, but not about the being lame for not updating).

It's been another crazy week (I really shouldn't say that, because they're all crazy. So really are they crazy if that's how all weeks are, shouldn't I just say "it's been another week" and you all know, 'hey it must have been crazy, because that's how all her weeks are'.) (That... writing analysis... Jamie's fault too.)

I have finally decided to tie up the loose ends and finish my Gifted Endorsement, not that I'm gifted, just that I'm allowed to teach them. It involves going back to school and becoming a college student again. I forgot how meaningless some tasks are. I also forgot how horrid it is read from text books. I do not use text books in my classroom, we use a lot of other resources for expository reading, but I can't stand boring textbooks. It takes more work because there is no, "read ch. 4 then answer the questions", but I'm okay with that because my kids are not bored to death.
This week I am reading about the foundations of Gifted Labeling and classroom placement for those labeled kids. Here's my issue, I know that as a textbook writer you have to read a lot of research, and then you use that research to write your book, but do you (Nielson 1993) realize (Wood 2003) how hard (Nelson 2001) it is to read (Poffenberger 2005) with citations (Washington 1884) every other (Rigby 2000) freaking word!!!!

I do not like citations.

This will be my third endorsement (almost - I'm finalizing my drama this week). And let me say this; Dance and Drama endorsements are a lot more work (serious) but WAY more fun. I am interested in learning how to better teach the gifted, but I would still rather study the intricacies of Shakespeare than read article after article of citations.