edu.words

Seven years ago I never would have imagined this day. When I decided I would become a teacher, I imagined that it would be for the long haul. Nevertheless, here I am finishing up my final year as a classroom teacher. In many ways, this does feel like a dramatic change, but in other ways it feels like this step has been years in the making.

Let me catch you up. 

This year, 2020, I accepted a position working with Michigan College Access Network. This is a nonprofit that partners with schools and community groups to support college access for K-12 students. They are also moving into the college success sector this year and working to support students with college completion beyond access. I will be working in the High School Innovation Department, which primarily focuses on supporting K-12 counselors, administrators, and community institutions. A year ago I didn’t necessarily see myself in this role... 6 months ago I didn’t necessarily see myself in this role, but the more I learned about it the more it just made sense. 

First, if it hasn’t been clear in my writings, social media, and advocacy, I have been passionate for years about equity and tackling barriers to education. I became a teacher because I believe in the transformational power that education has for individuals and communities. My first years in the classroom introduced me to what I refer to as the “Goliath” of equity issues in the world of education and access. In many ways, I felt powerless against the systems that made doing the work in the classroom extra challenging. It was frustrating to see this reality while also knowing that my sphere of influence was relatively limited to the classroom in which I taught.

As a teacher at FlexTech I have actively worked to introduce my students to programs and resources that will support their educational and social and emotional development and also regularly designed projects that encouraged students to take on the role of an activist in their communities. I have sought out opportunities to collaborate with community members, nonprofits, and other business partners in order to improve my students classroom experience and also introduce them to the abundance of resources that exist that could support them in their next steps. 

Even when I was in high school I was passionate about advocacy, policy, and community engagement. Back then, I just also knew I enjoyed social studies and helping people so why not become a teacher? And don’t get me wrong, there were plenty of things I loved about being a teacher and will miss incredibly, but I have also learned that it is okay to do meaningful work in different ways throughout a lifetime. These last two years have really solidified my passion and desire to do meaningful work outside of the classroom. 

Six years. I can’t tell if that seems like a long time or a short time. In many ways, I feel like I am still young in my profession. I am still eager to learn and deeply reflective. I am still looking for ways to improve my practice and provide students with a better experience than the year before. I am still growing and I still have a long way to go. On the other hand, the years have been tiring. This year, especially, I have felt weak and burnt-out. There was a period of many weeks where I feared I had lost my motivation and passion forever. I found I would coach myself each day to breath, take it one day at a time, and keep showing up even when it felt impossible.

The sixth-year has been one of renewal. I have had to allow myself the opportunity to choose again, to recommit myself to the “why” of this practice. One of the wisest things anyone said to me this year when I was feeling at my lowest, was to focus on what really matters-- “Love them well.” This wisdom came from a former student. The way that life works sometimes is so beautiful and so profound.

For most of the second semester, “love them well” became my mantra. When I was uncertain about my abilities to teach; when I questioned the impact or rigor of the curriculum; when I wondered if I was even making a difference at all, I reminded myself to love them well. I don’t always have control over whether or not a student is ready to receive the knowledge or experiences that I am providing, but I can control the ways in which I show up for them.

As the year drew to a close, one thing stood out to me over and over again. Despite my own feelings of failure, weakness, and uncertainty, I had somehow managed to make connections with students and build relationships with students in ways I did not expect. There was an outpouring of appreciation in the final days of the year and my heart felt so full. I felt seen and appreciated my students, coworkers, and administration. As I stood to present the staff speech at the graduation ceremony, I was overwhelmed by the positive response from students, some of whom I had only known for a short period of time. I was shocked at the realization that I had somehow managed to reach them. Maybe not all of them, but enough of them. In the end, I loved them well. I showed them that they are worthy of patience, kindness, love, and high expectations.

This work is not easy. To constantly and consistently show up for young people who generally care more about themselves than anyone else is exhausting. I could not do it alone. I have had to learn that I cannot rely on my strength and determination alone to succeed in this work. My faith, my husband, yoga, encouraging friendships, and family have all helped to lift me up on days when I felt like calling it quits.

At the end of a tough year. I am not giving up.

Statistically, I should have left the profession of teaching sometime before this June. In reality, I came close a few times, however, like Cardi B, I like “doing what they say I can’t.” Teaching over these last five years has been one of the hardest, most draining, most difficult, most stimulating, and most rewarding thing I have ever done. 

Earlier this year I attended a professional development meeting that compared teaching to the hero's journey. You know, like this one: 

And more and more I am seeing how deeply true this journey is in the world of education. It is both a career-long journey and a year-long journey. At the end of the day, regardless of what stage of the journey I find myself in, what keeps me going is this super cheesy, idealistic idea that I am a hero- that I am giving my students opportunities that they would not otherwise have, that I am showing them a kindness no other adult has ever shown them, that I am believing in their abilities more than anyone else they have ever met... etc. This idealism has been with me from the beginning, and despite the thousands of challenges I have encountered over the last five years, this passion and purpose continue to drive me forward and continue to be my “why” I stay. 

This fifth year was easier than the fourth, which was easier than the third, which was way easier than the second and the first. I like to think that I am reaching some sort of mastery, but I also know that the hero’s journey can have many chapters and seasons. How many superheroes live their entire life only to overcome and defeat one enemy? I can’t think of one (but I am not a superhero wizard, so don’t quote me on that). The point is that the journey is never done. I have grown immensely in five years. I have learned to navigate difficult student relationships and I have mastered portions of my content. I have developed classroom management that works for me and I have raised my expectations of what students are capable of accomplishing, but next year will be a new set of students with new challenges. I am relieved, excited, and grateful for summertime to step back, reflect, and rejuvenate for another year.  

Here are some of my favorite moments from year five: 

- Governor’s Decision Room (Civics)- This was the second year I took advantage of this program. Twice as many students participated this year and seemed to grasp the concepts more deeply. Many students reflected at the end of the year saying that this was their favorite moment from civics because it was hands-on and relevant. 

- Rock the Vote Election (Civics)- Inspired by student feedback from last year, this years election project took a more student-centered approach. I had primary elections in each class and then a general election involving the whole school. Candidates took their role seriously and attempted to come up with real solutions to problems students face at FlexTech. The winner even used his platform to make changes after the election. 

- Liberty and Justice for All? Mock Trial (Civics)- This year was my first attempt at conductive a mock trial. This years case involved freedom of speech, the internet, and what constitutes a threat. Students were either judges, lawyers, or journalists. All students who participated in the Mock Trial were invested and interested in the case. I even saw some passive students take initiative and really step up during the trial. Lawyers were prepared and judges asked reflective and relevant questions. In the end, Judges ruled in favor of censorship (interesting turn of events!). 

- Market Day (Economics) - This year I partnered with Youth Entrepreneurs to bring hands-on entrepreneurship education to my economics classroom. The first project involved students creating their own business and selling items at a school-wide Market Day event. 100% of students in the YE courses participated, 13 out of 15 businesses made a profit, and the turnout from community members and students was beyond expectations. 

- 9th Grade Advisory- I gained a 9th-grade advisory this year and loved witnessing their growth as students and as people throughout the year. They encouraged me regularly and often reminded me of my purpose as an educator. Their kind works at the end of the school year remind me why I love what I do. 

- Washington DC and New York Trip- This year I took students on a trip to DC and New York over spring break. It was exhausting and wonderful. I got to spend time with students I hadn’t gotten to know well before. I saw their personalities outside of the classroom and watched them come alive as they saw and experienced new things. 

I want to start this post by saying I am incredibly grateful for all of the educational experience I have had so far in my career. Every trial I have faced, every challenge I have overcome, has led me to where I am now. After only three weeks of training, I can say that I have never felt as confident in my abilities as I do now, and to be surrounded by such incredible support is a huge bonus. When I compare this new experience to my prior experiences, I am blown away at the contrasts between the two. At my first school, as a first year teacher, I was not properly trained, supported, or prepared to meet the expectations and needs of the school. 

As easy as it is for me to blame the company I worked for (and while I do think they are partially to blame), I cant ignore the reality that my experience is not an isolated incident. I have always been aware of the statistics. I knew I was a part of them- new teacher fresh out of college, no experience teaching in an urban environment, feeling the burnout and fatigue after only two years on the job... I wasn’t searching for a new job when I found it... and I firmly believe I am exactly where I am supposed to be, but my heart still beats for the city. I really loved those kids, and it isn’t east to leave them behind. As a result of this passion I continue to maintain, I find my eyes opened to some truths as I experience education from “the other side of 8 mile and telegraph.” 

Money matters, but it won’t fix the problem. 

I had the opportunity to work for two different schools in the city, both with access to tons of resources as far as students were concerned. In one school, every child was given a laptop or desktop computer, we had SMARTboards and iPads, our Title I room had access to funding and supplies that I had never seen before. In the other, technology was a bit outdated but available, including SMARTboards in each room. Although they lacked in some areas when it came to ordinary teacher supplies, there were few times when I was unable to get what I needed for the plans I prepared. Yet, day after day, week after week, month after month, kids were failing to make the progress we hoped for. Now I don’t know the answer to “why”... not exactly, but I have a theory. This theory is that access to technology makes a big difference, and funding makes a difference, but those things in isolation do not bring success. Students desperately need qualified, passionate, (happy), supported teachers who believe in their ability to be successful. The lack of success we witnessed seemed to directly correlate with high teacher turnover, feelings of low-morale, fatigue, and pressure, and a push for progress rather than a focus on building a foundation that empowers students in their education. 

No matter what people say, it is impossible for teachers to completely separate the art of teaching, from their personal autobiography. Every teacher became a teacher for a reason. Some are noble, some are not... but they are reasons nonetheless, and these reasons influence their classroom climate, presentation, drive, and passion. The next chapter in the book "What Keeps Teachers Going?" describes teaching as an autobiography, and includes various excerpts from veteran teachers about how their past experiences led them to become a teacher, and continue to resonate in their teaching style and expectations of their students. I was inspired by the chapter to spend some time reflecting on my own autobiography that led me to this career choice. 

I didn't know I wanted to be a teacher until late in my high school career. Growing up, I envisioned a career full of creativity and influence- bouncing around grandiose ideas of artist, singer, actress. I remember a distinct time in my life where I wanted to be a "motivational speaker." I realize now that all of these characteristics directed me towards my ultimate decision to choose education. As a student, I was polite, hard working, and interested. I loved learning, gaining knowledge, and even the challenge of being unsuccessful. As a young child, I was never the "top of the class," even though I was best friends with those who were. I had an imagination, and big ideas. I remember once in 5th grade, I was so interested in the notes I was taking for science class that I taped specimens onto the lined pages, drew sketches, and added my own commentary. I was enthusiastic about learning. I don't remember any teachers taking particular interest in my skills, interests, or abilities until high school. I had plenty of great teachers, and some who taught me lessons I still remember to this day, but I was another quiet, well-behaved, student. I don't think many would remember me upon first glance. My perspective at the time was a bit different, I loved my teachers, or at least the ones who deserved my love. When the school librarian passed away in elementary school, I crafted her a memorial scrapbook page complete with a handwritten poem. This was my first taste of the bitterness of death. These adults meant a lot to me.

In high school my love for social studies was realized. I was exposed to the dramatic, romantic, exciting, and tragic stories of the past. My US History teacher made these stories come to life in my mind. She taught me that social studies was more than a series of events and dates, and full of struggles and successes. In later years, she challenged my perspectives by showing me that the story of the past was not so easy to understand as a page from a textbook. She introduced me to Howard Zinn, who challenged the perspective of "history as told by the victors," and exposed me to the injustice of modern American education. She presented me with a new perspective... one that lit a fire in me about social equality and educational justice (even though I didn't know it by this name at the time.) I was entranced by these stories, and deeply moved by the inequalities demonstrated by this great countries past. She encouraged me to pursue education, and set the bar high for the kind of teacher I wanted to be someday. To this day, I have yet to meet someone who is so in love with their content as she is. She showed me that teachers not only have the power to impart knowledge, but also to influence, encourage, uplift, and inspire. She showed me that I could be an artist, a motivator, an inventor, and a creator-- as an educator.

A few more months have gone by, and I find myself becoming increasingly less reflective, and wishing daily that I had written more down from my first year of teaching. There were strategic lesson plan adjustments I made, and was proud of, that I don't remember... or productive and thought-provoking conversations that are lost in the chaos of daily life. I'd like to say I will do better for the last half of my second year.. and my new Years resolutions support this idea, but I am trying not to put too much pressure on myself. If I am successful, than GREAT! and if not, I will continue to try to improve. Without further ado, I will get to the inspiration for this entry.  In light of the New Year (Hello, 2015), I made some resolutions. Of these, I decided that I need to be more intentional about including sustainable practices in my daily life (more writing, reflecting, reading, and meditation). The trend of 2014 was to keep moving forward... often working 10 hour days multiple times a week and feeling constantly behind. You can't do that forever and be successful... and despite my best efforts, in the weeks before winter break I was feeling stressed, ineffective, unorganized, and unprepared. I was not my best teacher-self, even with all the hard work. Something needs to change... Secondly, I added pursuing employment opportunities to my list- However, at the same time, I want to work smarter at the job I currently have, and remember why I chose this profession in the first place. 

I always wanted to be able to teach well, and make an impact on the lives of my students as a result. Teaching was never about being obsessed with my content area, but about the 100 or so faces that pass through my classroom each and every day. If it wasn't for them, I would have given up long ago. 

To assist in my commitment to these resolutions, I started reading a book that was given to me, "What Keeps Teachers Going?"   From what I have read (the intro), this book is going to be both an encouraging reminder of the power of teaching, and a challenge to myself as a professional. The book is written by the kinds of teachers I hope to someday be, but am not yet. The introduction reminded me of some harsh realities....

... impoverished and poor communities are struggling with academics at an alarming percentage. 

..."The school climate, and whether or not it welcomes and supports new teachers as professionals is crucial in retaining new teachers."

... "Dilapidated, segregated, and increasingly staffed by inexperienced teachers who know little about their students... these are the schools of our nations most vulnerable children."

..."despite their good intentions, many of those who work with culturally and linguistically diverse student populations... have limited experience in teaching them"

When I first got my job, I planned on journaling or blogging all the time. I knew the first year would be tough, and at the end of it all it would be beneficial to look back and see the evidence of how far I had come. 

Now that "year 2" is only days away, I am disappointed to say I never picked up my pen and wrote about my teaching days once. I certainly talked about it a lot, but those conversations have been long forgotten. In an attempt to reflect, I am writing this blog as a memoir of my first year teaching in a brand new charter school in Detroit. 

Day 1: 

This day is a blur in my mind now, but I can clearly remember it being one of the most challenging days of my life. The school I am employed by prides itself on encouraging student "choice" in nearly every decision, and thus we had no "real" beginning of the year plan. Students showed up expecting a first-day experience complete with the presentation of expectations, syllabi, and a student introduction survey. We provided them no such things. Instead they encountered limited staff with equally limited experience, a chaotic shuffling around as we attempted to teach lessons and provide every student with something to keep them busy. I finished my first day wondering how I would ever survive. I was not ready for the challenges these kids would throw at me, and I certainly was not ready for the realities of working for a company that has plenty of ideas, but no real plan.

1st Semester.

I came home and cried a lot. I looked for new jobs regularly, and when asked about my job, I always tried to force a smile and say it was going alright, but every week, every day, was a struggle. The lowest point I ever reached was sometime in the winter.  I had students steal another students laptop out of my room without my knowledge, I had students disappearing because they informed me they were going somewhere else and left the school instead, and I was being challenged on a daily basis by the students who love to put up a fight. One particular student pushed me to the point of red-in-the-face yelling at him to leave and get out of my room. After that, I held it together for a few minutes and then had to leave the room for a good half hour crying tears of frustration in front of my coworkers. "These kids are going to run me out of my job" I often thought. I had never felt so weak. I remember telling my husband that I couldn't do it, and would be surprised if my students were learning anything from me at all.

April:

The kids were one challenge, the company was another one altogether. In April they decided to completely redesign the school. I was only teaching middle school since October, now I would teach middle school and high school throughout the week. I was only at the school 3 days a week, now I would be there 5. Along with these increased responsibilities, came increased expectations, and less pay. I had always believed I would have a new job by June... maybe July, and wouldn't have to deal with these people for another year, so I sucked it up and did what was asked of me. Taking one day at a time as I often day dreamed of a new job somewhere just around the corner. 

July: 

After applying for dozens of jobs without so much as a promise of an interview, I realized that I would probably be working here for another year. For about 2 weeks I was distraught, dreading the upcoming year, but recognizing that if I survived year 1, I can surely survive year 2. 

Summer Months: 

Summer school proved to be a comfort. Less students meant more opportunities to perfect classroom management and individualize assignments. Regular attendees meant more opportunities to build relationships and trust. In no time, I was feeling more confident and in control than I had ever before. Other people began to notice too. At our staff meeting celebrating the 1st year teachers, I was recognized as someone who proved everyone else wrong by sticking around when everyone else was giving up (Every other teacher who had started with me in the fall had quit by January). I had earned the respect of my coworkers and students by showing them I was not one to give up easily. At lunch one day a student mentioned that he was surprised I stayed, and that I have a strong backbone for putting up with them all year. Another student chimed in that I have his respect because of my determination. A particular staff member who I was always intimidated by, reminds me on a regular basis how much I have grown and changed throughout the year. He always said one day I would rise up and be one of the very best teachers, and now, he says, I am there. A high school student mentioned to him that I have really changed since the beginning of the year, that I am more confident now. I didn't recognize the change as it was happening. I always just tried to do the best with what I knew. I still have bad days, or course, but the bad days are few and far between. I carry myself with more confidence now, am not afraid to confront poor student behavior, and have learned how to better demand high expectations from my students rather than allow them to make the decision to do less than their best. 

 I originally intended to write an entry discussing the benefits of introducing new technology in a classroom, and was reading an article discussing the positive influence technology has on students, and then I came across this paragraph: 

“Working with a larger budget gives a school system more freedom and flexibility to purchase new tools and technology to use in the classroom. According to the study by CompTIA, 27 percent of K-12 educators believe obstacles, such as budgetary restraints, will make the adoption of new technology more difficult during the next 12 months.”

These days, almost everyone you come in contact with will regularly participate in at least one social media website every single day. For many people, they regularly check, update, and post on four, five, or six different social media sites whenever they have a spare moment of time. Social media has webbed and weaved its way into our everyday lives. For many schools, this has posed a threat to the sustainability and quality of education. Teacher’s fear that students are growing more interested in ESPN’s or Glamour Magazine’s latest tweet than they are in engaging with curriculum while in the classroom. Although this certainly poses a problem, can you blame them? Students are learning to rely on constant stimulation, fast paced updates, and quick transitions from one interesting topic to the next, and we expect them to behave appropriately in school as we force them to take notes, listen, and sit still for 6 consecutive 55 minute periods. I am not arguing that the system is to blame; I simply think that maybe… just maybe the two can coexist. Through my research on the topic I have encountered some unique ways that teachers and schools are combining social media and education. Here are a few:

  A blog post titled, 37 Ways Teachers Should Use Pinterest, highlights specific examples such as, lesson planning, teacher collaboration, student projects, and learning new material, as reasons why teachers should use Pinterest. A few of the examples suggest classroom activities using Pinterest which involve students using the photographs and resources found on the website to become photojournalists, create virtual field trips, or come up with interesting project ideas. Not only canPinterest be useful to educators for lesson planning, classroom organizing, etc., but students can also use Pinterest as a tool for learning in creative and interesting ways.

Find the complete article here: 

http://www.bestcollegesonline.com/blog/2012/02/05/37-ways-teachers-should-use-pinterest/

Now, I admittedly do not have experience with edmodo personally, but I have worked alongside a teacher who regularly utilizes edmodo as part of her classroom, and from what I can tell, it works great! Edmodo is an interactive classroom media website that is edu-friendly and easy to use. Many teachers have made use of this site as a place for students to post review tips, thoughts on classroom material, or interesting material they have discovered about the current classroom topic. In essence, edmodo can work as a secure and safe classroom facebook page, where teacher and student are abl to interact with one another outside of school. It wastes no time in class (unless you want to incorporate it with your lesson), it’s quick, it’s easy to use, and it peaks the interests of students who may spend most of their time on the internet.

Complete article concerning edmodo found here: http://www.edsocialmedia.com/2012/02/2-minutes-and-2-years/

For twitter I encountered this easy-to-follow googledocs slideshow with some great ideas of how to use twitter in the classroom. Check it out!

https://docs.google.com/present/view?id=0AclS3lrlFkCIZGhuMnZjdjVfMTE4Y2ZiOG1zZjg&hl=en

            I encountered an interesting concept when searching the Internet for unique ways to use technology in the classroom. This concept was using simulation games to teach students about different cultural, political, and history curriculum elements. I had never explored the possibility of using games to teach my students, but quickly saw the benefits in using such a tool.

Firstly, games are interactive. Students are given the opportunity to do something, rather than listen to a lesson, read their books, take notes, and study for a test. When you give students the task of playing a game, they are completely involved in the learning process, and most of the time, students will enjoy this type of teaching more than a consistent process involving lectures and textbooks.

Secondly, games can save time. There are some concepts that are difficult to teach and may require a lot of class time to explain in words, such as the battles and differences between the Union and Confederate Armies during the Civil War. A game can show students those differences and offer them an opportunity to participate in the important battles of the war. Games offer teachers an opportunity to teach students elaborate concepts while they are playing the game.

Lastly, games are interesting. Many classrooms do not allot students to play games when they use computers in class. Typically, playing games in school is considered a waste of time, but they do not have to be. Students can learn in an interesting, engaging, and fun way and still learn. When I was younger I remember playing the game “Lemonade Stand” for a math class. This game required us to use problem-solving strategies to try to make as much profit from our lemonade stand in a certain amount of days. Before long, most of us in the class wanted to play Lemonade Stand every free moment we had- we did not even realize that the game we were playing was teaching us important skills.

            I think it is important to use games as a supplementary tool in the classroom to reinforce lessons rather than guide the curriculum, but after looking at the various games that are available to students; I am very impressed by the opportunities these games offer. Below is the link to a website that hosts many games that could be used in a social studies classroom:

         As the world we live in becomes increasingly more connected, the lines between the professional and personal realms are beginning to blur. I have grown up alongside the development of social networking websites and have watched the influence these new technologies, including texting and twitter, have on people in my life that I have known primarily in the professional field. As I was exiting high school, more and more teachers began to openly inform students about their Facebook pages. Some maintained that they would not befriend their students until they were no longer in their classrooms any longer, or warned their students that their responsibilities of being their teacher came first before their position as a “Facebook friend,” and if they saw things that were inappropriate or illegal, they would not hesitate to take the appropriate steps to take proper action. I thought that these statements were necessary to make and beneficial for student’s to know. With the popularity of social networking growing, students need to be aware that the things they post are put out into the internet, can be accessed, and can be used against them. Personally, I would like to welcome and encourage open communication with my students, and will probably create a “teacher” Facebook account for the purposes of being able to communicate with students on a more reliable basis; however, I also shy away from insisting a 24/7 “open door policy.”

When I was in elementary school, we had days where we practiced keyboarding. Big and bulky plastic computers that did nothing but type letters were fascinating for me. I was 13 years old when my family got our first computer. I grew accustomed to going to the computer lab for schoolwork on Word or Excel in middle school, and learned how to research, take notes, and cite sources using the Internet in high school. Essentially, through my 12 years of schooling, I experienced the growth of the technological age. As I sit here now, typing on my MacBook Pro while listening to music on iTunes, technology has become a part of my everyday life. Throughout my experience with college of education classes at Eastern, I have learned about various resources on the web such as Prezi and Weebly websites, and am currently working with a cooperating teacher who makes regular use of both of these in her classroom.

This being my third year at Eastern Michigan University, I have taken classes on campus and online. Having experienced both, I thought I would offer a short analysis of each for those who are contemplate which route to go with their college career. On-Campus Classes 

For those who are interested in the complete “college experience,” face-to-face classes are most likely to fulfill your expectations. With face-to-face classes you have the opportunity to build relationships with your classmates and your professors that can benefit you in semesters following and even after graduation. For those who learn best audibly, rather than visibly, I would suggest on-campus classes. Even though some online classes supplement the reading material with audio-recorded lectures, I find it more difficult to concentrate on an ominous voice, then listening to someone speaking while standing in front of you. Taking classes on campus also helps with organization. Typically, if you stick to your schedule, attend your classes regularly and spend a decent amount of time on work at home, you will do well in the class. Most of the information you need to know to be successful in the course is taught in class, and you have the opportunity to ask questions and receive an immediate response from your professor.   On the other hand, on-campus classes can pose a challenge for the commuter or the working-student. Especially in a state with unpredictable weather conditions, such as Michigan, commuting to campus can require more risks and more time than would be desirable. Online Classes

Online classes offer an opportunity for students to take classes and maintain their busy schedule at the same time. For those who work full-time during the day, taking online classes would allow them to continue to make money while continuing their education towards a higher degree. Online classes have created opportunities for people who may have been unable to receive a college education otherwise. However, online classes sacrifice the personal interaction between other students and professors for the convenience of a “schedule-free” class. I would argue, too that online classes require a student to have excellent time-management abilities. I have spoken to at least a handful of peers who have taken online classes and were unsuccessful because they did not read the syllabus carefully and remind themselves of due-dates or failed to understand the expectations of the professor. For some students, having the freedom to create your own schedule is dangerous and should be avoided. Online classes require a constant understanding of what is expected of you and a proactive approach to education. Although communication with professors and fellow students is still available, a response is hardly ever immediate, and therefore misunderstandings or questions need to be addressed as soon as possible. This requires the student to view deadlines as the absolute last day to turn something in, and not the day to begin an assignment.