Clothing, False Perceptions, and Talking

Last night was not everything that I hoped it would be. It started out o.k., but ended on a slightly sour note. Let me explain.  I woke up feeling like a touch of the flu was coming on.  So, I made myself an Emergen-C cocktail (no booze!), and spent most of the day on the couch trying to get over that general feeling of lethargy.  I read the newest edition of Cosmopolitan, caught up on an episode of Rookie Blue, and petted my adorable orange cat, Cosmo.

Eventually, it was time to shower and get ready for school.  After I showered I did take a few minutes to compose some outfits for the coming week– expect lots of Fall-ish colors.  Then, I got ready for class, packed my lunch, and took my outfit photo’s for the day before I headed off to campus.

Once on campus, I went into the adjunct faculty room where I hold my “office hours.”  The problem with this is that this room is absolutely freezing.  Not exactly what I needed when I wasn’t already feeling too hot.  I made a quiz for next week and reviewed my notes for the evening and then I decided that it was just too uncomfortable in there.  I took my lunch bag and ate my dinner outside.  It was much more comfortable out there.  After a while I packed up all my stuff and headed down to my classroom.  There was a class in there before me, so I didn’t get the chance to go in and set up as much as I would have liked.

In the ten minutes before class began, a few of my students were already in the room.  I usually announce to them that “we are having a quiz, and even though class hasn’t started now is a great time to ask any questions that you may have about the quiz, the syllabus, or class in general.”  But, they usually never ask any questions.  They don’t even usually talk to each other.  It’s very quiet and awkward at times.  One student, whom I will call, Eric asked me “if I like quiet before class began?”  I shook my head “no.  I don’t care if you talk.  It’s a public speaking class.”  And still, no one talked.

Once class actually began, I again announced that if anyone had any questions about last week’s material that I would be happy to answer them before the quiz.

No one talked.

Eric asked a general question, “Are we doing well on the quizzes as a group?”  It was a good question.  To which I responded, “Some people do very well, 9’s and 10’s.  Some people do not: 3’s and 4’s.  But, everyone seems to be consistent with themselves.  The students getting 5’s and 6’s get the same score nearly every time.”  I went on to explain to the students that the quizzes are not meant to be a torture device, but a way to measure whether they are grasping the material, or not.  And they can use them as a barometer.  If they are not getting the scores that they want they need to ask themselves, why not?

Are they reading the chapters, carefully?  Are they coming to class and taking good notes?  Are they asking for clarification on terms and concepts that they may not understand?  Are they reviewing the material and studying for the quiz?  Are they focusing on the right material from the chapter– can they identify the most important material or do they focus on the lesser important content?  And lastly, is there something that they need me to do differently?

No one talked.

And then I handed out their quiz.  After I collected the quiz I lectured over chapter 3: finding resource material.  After chapter 3, I started on chapter 4: identifying and evaluating supporting material but we didn’t get to finish the chapter.  We got about 3/4 of the way through.  I always seem to be running out of time in the class.  Truth be told, I would like to forgo the quizzes because they take up valuable class time!  There is so much more that I would like to give to them in the classroom, rather than taking time away for quizzes.  Perhaps I will make their next quiz a “take-home” quiz.

Back to my story.  After class was over, one of my students informed me that he would have to miss Thursday’s class due to a family matter.  He asked if he could take the quiz early.  I explained to him that there is no make-up work, that you have to take the quiz at the time that it is given.  He made some good points, that he wanted to put himself at a disadvantage and take the quiz early, not late.  He also stated that he didn’t think that he should be punished for having to miss class for a family issue.

I tried to explain to him that regardless of whether he wanted to take the quiz early or late it would be at a different time than the rest of the group, and I would have to make that an option for all students and it just gets too difficult to do that and be fair.  I also tried to explain to him that it’s not meant to punish him, that it isn’t a policy that is just for him, but that it is for everyone.  And, I can not play judge and jury on whether one student has to miss class for a good reason or someone else has to miss class for a bad reason.  So, we have the blanket policy that will cover all events.  But, I do appreciate that he genuinely cares about his grade and having to miss class.  But, I think that he is putting too much emphasis on one 10 point quiz, when there are over 1,000 points for the whole course.  One missed quiz will not cause him to fail the class.

He kept going on, even trying to jokingly offer me money, and he finally gave up.  At that point, Eric said to me, “I want to talk, but I feel like you will be mad at me.  You seem very strict.”

I assured him that I would not be mad at him, that I want the students to talk and participate.  I also added that I am strict, but I am also a pretty easy-going person.  To which the other student replied, “So you should let me take the quiz!”

“I said I was easy-going, I didn’t say that I was a push over.”  And then we had to part ways.

This whole exchange makes me feel a little deflated.  First of all, I want my students to take me and the class seriously– I want them to put in the time and effort that this class requires and not try to cut corners.  The quizzes are designed to make sure that they are reading the material and coming to class prepared.  And, if they don’t there is the consequence of doing poorly on the quiz.  But, I do want them to feel comfortable talking and answering questions and letting their personalities come through.  I have to find more ways to engage them in the classroom.

I always just feel this pressure to stand up in the classroom and lecture over the material using Powerpoint.  I do hope that playing Pictionary with them on Thursday will help break the stigma.  I have been wanting to incorporate this for a few classes now, but we keep running out of time.  Pictionary is one way that I help them meet and interact with some of their classmates, and a way that I get them up to the front of the room without focusing on being up there in front of everyone.  It is a very helpful tool in beginning to eliminate speech anxiety.

I also feel that I can help achieve this goal with my clothing choices.  Maybe instead of focusing on being professional and all business-like, I need to focus a little more on outfits that make me seem more accessible.  For me, I think that translates into wearing pants and flats.  And, adding in accessories with more personality.  I think that if I start to show them more of my personality they will start to show me more of their personality.  At least it’s worth a try, right?

Sorry for the long story, but that comes from the writer in me!  But, without further ado, here is the outfit that I wore last night:

Black and grey dress: J.C. Penney. Black belt: borrowed from blazer. Pandora bracelet and charms: gifts. Silver watch: Fossil. Black tights: Target. Black booties: Dillard’s. Black blazer: not shown here (thrifted.)

This is the big blog debut of my booties!  I purchased them about a month ago, and after breaking them in by wearing them around the house, I wore them to a meeting on campus.  The first time that I wore them, it was only for a few hours but my feet were very sore.  I was very upset.  These booties are by Antonio Melani and cost $100.  This is the most that I have ever spent on a pair of shoes, but I was looking at them as an investment piece.  They are made from leather– which is a big plus in my book.  After wearing them to teach in last night, I have to say that they were more comfortable than the first time that I wore them, but I am still not convinced that they were worth the major investment.  Only time will tell, I guess.

I wasn’t as comfortable in this outfit as I would have liked to be.  First, without some sort of cinching around the middle, this dress is waaaaay too 70’s mod/ maternity looking.  I thought that just the blazer would be enough, but I was a little too warm in it, so I knew that at one point I would want to take it off.  I took the fabric belt from the blazer and tied it around my waist so that the dress would look o.k. with or without the blazer.  The other reason why I was a little uncomfortable was because of the length of the dress.  It is longer than fingertips, but it still feels so short!  Even paired with the dark tights I felt like I was showing a lot of leg.  And it just made me feel a little self-conscious. I think that this dress is better with an opaque tight or even leggings.

What do you think? Are there outfits that are “appropriate” by all the standards and rules, but just leave you feeling uncomfortable? Do you have better days when you feel completely comfortable in what you are wearing? Maybe it was because of the impending sickness, the outfit, or a combination of the two that came across to my student that I would be mad if he talked. Whatever the reason for that perception, I want to figure it out and change it, fast!


50 Shades of Grey

I left my first day outfit up to chance and asked all of you to vote.  Sadly, the outfit that I thought was the best first day outfit did not win, but that didn’t deter me from wearing it on the 2nd day of class with my T/TR students.

The 2nd day of class was good.  It’s very hard to get a good read on people the first couple of days– everyone is trying to get situated.  I was sad to see that after Tuesday’s class I had 3 students drop.  Coincidentally, all 3 of the students sat in the front row the first night of class.  (I swear that I brushed my teeth and wore deoderant.)  I am trying not to take it personally, though.  I try to give my students and honest and realistic snapshot of what the class is about and the expectations for the semester.  It is better for students to drop right away if it’s not what they thought that it was, or they discover that now is not the best time to be taking the course.

The course is very demanding with writing the outlines and delivering the speeches, so I always tell students to take an honest assessment of their other classes and lives in general.  If they have another class that they anticipate is going to be very difficult, or they have a lot of responsibilities outside of school–work, family, etc., they really need to be honest about their chances of success.  And, that is the goal– to succeed.

The second night we talked about The Informative Speech process.  This new textbook breaks it down into a 5 step process.  It is also a good overview for the process of writing a speech.  It starts to get them familiar with some of the terminology that they are going to be learning: general purpose, specific purpose, central idea and the steps that they are going to take to complete the process.

The other nice thing is that it creates some redundancy.  They have heard me say some of this information from the Overview chapter we covered on Tuesday and the Informative speech chapter on Thursday.  They are also going to hear it again when we talk about Selecting a Topic and Purpose.  I hope that this redundancy means that they are going to retain this information!

I liked this outfit.  I did add a 3/4 sleeved black cardigan, but my camera battery died and I didn’t get any pictures with the cardigan on.  Oh well, maybe next time!

Grey dress: (thrifted.) Silver hoops: J.C. Penney. Pink belt: Target. Silver watch: Fossil. Grey pointy-toed slingback pumps: (thrifted.)

Oh, and just in case you were wondering, why yes that is a 1980’s style banana clip that I am rocking!  Yes, you can still by them new.  Check out your local Wal-Mart.  I took a side shot for you so you could see my banana clip in all its unbridled awesomeness.

What do you think? Do you have a more favorably reaction to this outfit now that you’ve seen how I styled it? Or, are you sticking by your original number 1 pick?

Back on Track

Last week I mentioned that I had been having a few trying days in the classroom, but I feel like we are back on track!  Last Wednesday the students delivered their Demonstrative Speeches and afterwards I continued our foray into Monroe’s Motivated Sequence.

On Monday, I finished up talking about the other half of the chapter– motive needs, motivational appeals, motive clusters, and Maslow’s Hierarchy of Needs.  It was nice to be able to enjoy a much slower pace and to have the information build on each other–rather than just feel like I am force feeding a toddler.

Over the weekend, I had some time to play in my closet.  One of the things that I did was to create different Summer outfits.  Most of them were comprised of skirts or dresses and could be dressed up for class or dressed down for a Summertime date.  I don’t always have the time to create outfits, but when I do I feel a lot better about what I am wearing.  There are sometimes where I have an idea for an outfit but when I get out all the pieces and put them on, it doesn’t actually work the way that I thought it would.

Sometimes it might be because a top is too casual for a skirt, or the fabric is too heavy or light for the season, the color palette could be off, or it just may not work out.  I’ve had to veto outfits because a skirt was too sheer, a top wasn’t long enough to tuck in, or I discovered that an item of clothing needed: ironed, mended, washed, etc.  Plus, when I  plan outfits, I can try them on with different accessories– this wide belt or that skinny belt, this sandal or that pointy-toed pump, this necklace or that bracelet, etc. to create just the look that I am after.

If I wait until the morning to get dressed before class, I am leaving this all to chance!  And, while some really cool style choices have been borne from the threat of being late for class, I more often find that I get more duds than firecrackers that way.

July 16, 2012
White t-shirt: Target. Necklace: gift from mother-in-law. Blue silk skirt: Old Navy. Nude wedges: Target. Silver watch: Fossil.

This outfit was one of those that I had preplanned.  But, it didn’t go off without a hitch.  I was originally going to wear this white t-shirt with my coral colored knife-pleated skirt.  I even had the outfit on with my mint J.Crew knock-off bubble necklace.  But, somehow while drying my hair, I screwed up the permanent press of the pleats on the skirt and managed to smudge something or other on the skirt.  So, I had to re-think my outfit for the day.  This outfit was one that I had been toying with a few weeks back when I was trying to incorporate my new sparkly gold heels into an outfit.

Funny story.  I had on a white t-shirt and this blue skirt with a long 3-strand gold necklace, dangly gold earrings, a gold watch, and my new sparkly gold shoes.  I was feeling pretty hot-to-trot.  And then, I was doing my makeup and I accidentally smeared makeup on my white t-shirt.  I immediately took it off and started trying to get the stain out.  I sprayed it liberally with SHOUT! and put it into the laundry.  A few days later, I laundered it with my other whites, but much to my dismay the makeup stain did not come out.  I was disappointed, but that’s the way with white t-shirts.

The next time I was at Target I picked up this new white t-shirt.  I paired it with this skirt and wore it to school.  I did not have time to take outfit photo’s, so I opted to do them after class.  When I got home, my couch was singing a siren song and so I took a short (2 hour) nap.  When I awoke, I decided to take my outfit pictures.  I spruced up my hair and was freshening up my makeup when all of a sudden, my foundation bottle sputtered out it’s last contents.  And drops of foundation landed on my new white shirt.  I immediately took it off and started trying to get the stain out.  I sprayed it liberally with SHOUT! and rinsed it with cold water.  Then, I used a Tide stain remover pen.  These two products were not working.  I busted out the big guns: the bleach bottle and tried to dab off the spot and bleach it with a bleached soaked cotton swab.  I laid it flat and prayed that the makeup would come out.

Guess what?  It didn’t.  Stay put makeup is great for my face, not so much for my white t-shirts.  White t-shirts: 2, Carla: 0.  Nevertheless, on Tuesday I put this outfit on and took my outfit photo’s.  As I was putting the finishing touches on my hair and makeup, you’ll never guess what happened.  Yep.  I dribbled lip gloss down the front of my shirt.  If you look closely you may be able to see the lip gloss and the foundation, but I’m pretty savvy with Photoshop so my hope is that you cannot see the stains.  Now, if I only had Photoshop for real life!

P.S. I did pick up another new white t-shirt at Old Navy yesterday.  This one is a boat neck style with two adorable buttons at the neck/shoulder of each side.  We’ll see if I can manage to wear this one on the blog without ruining it.  And, I thought I was doing so well with white clothing–I managed to wear these pants and this shirt without incident.

Demonstrative Speeches and Leopard Print

Wednesday was a speech day– one of my favorite types of day.  It is nice to be able to sit back and listen to the students deliver their speeches.  Although, it’s not all fun and games.  I still have to evaluate each speaker.  The class does peer evaluations also, but they only have to evaluate two speakers, so the other two they get to sit back and enjoy.  Usually, since I’m not going to be taking center stage as much, I like to take the opportunity to dress down a bit.

And, Wednesday was no exception.  I chose to wear my leopard print tie-neck button up.  I had originally envisioned pairing it with khaki trousers, but when I put the outfit on it was a complete khaki overload.  I’ve paired this top with a black pencil skirt and black dress pants before, so in an effort to style it differently, I reached for my denim colored trousers.  And they worked.  (I feel like I almost always reach for these pants on speech days– it’s about as close as I can get to wearing jeans in the classroom!)  To finish off this outfit, I chose red patent leather ballet flats and silver accessories (again, trying to be different.)

Wednesday July 11, 2012
Leopard print tie neck blouse: (thrifted.) Zodiac necklace: Target. Silver cuff: J.C. Penney. Denim trousers: Target. Silver watch: Fossil. Red ballet flats: Target.

The demonstrative speeches were very interesting. The students have to select something that ties in to their program of study or intended career choice, so I get to learn about a wide variety of topics!

Salmon: It’s Not Just for Dinner

After a few rough days last week I really wanted to start fresh on Monday morning.  Alas, that didn’t exactly happen.  Instead, all of the tension that had been steadily mounting erupted into an overflow.  This resulted in a student speaking with the department chair about her frustrations and later that same day, myself going and speaking to my department chair about the situation.  And that is really all that I want to say about that!

We’ve had a break in the weather since last weeks unbearable temps of 95+ and have returned to our normal summer temperatures of mid-80’s.  And I am thankful.  Although those 90 degree days can be nice if you have nothing better to do than go hang out at the pool, they make trying to accomplish anything else–even sleep!– all but impossible.  And, I can’t deny that the decrease in heat and humidity is much better for my hair– I was having a great hair day on Monday which made me super-duper excited.

I decided to wear this aztec-y jersey printed tank top that I purchased a while back from Target.  I knew when I bought it that it was going to have lots of remix possibilities.  I’ve worn it several times and each time I’ve managed to wear it just a little bit differently.  (See here.) I love the color palette, the cut and style, and the fabric– it’s like wearing a super soft t-shirt.  Plus, I can dress it up for school, or just throw it on with denim shorts for a perfect summer look.  If I had to pick one piece that I think defines my Summer style it would be between this shirt and my printed khaki shorts from Old Navy.

This time around, instead of bringing out the yellow-gold hues, I played up the pinks and peaches.  I paired it with my blush colored trousers and salmon-y cardigan.  (For other ways that I’ve worn these trousers see here and here.)  I went with brown shoes and silver-toned jewelry instead of gold.  I also added my wooden bead-bauble-y necklace.  I was a little unsure about the necklace with the ruffle detail of the shirt, so I photographed it both with and without the necklace and (just like last time) I liked it better with the necklace.  It just feels like a more finished product.

Savvy readers will also notice that I have layered my necklaces, again.  This time I am wearing a silver rope chain in addition to the orangish wooden necklace.  This is a styling detail that I am really in love with right now.

Monday July 9, 2012
Salmon cardigan: Target. Ruffled tank top: Target. Wooden bead necklace: (thrifted.) Silver necklace: gift from grandma. Earrings: gift from bf. Blush colored trousers: (thrifted.) Brown pointy toed heels: (thrifted.) Silver watch: Fossil.

After class I spent some time talking to a faculty member about my class and then headed towards the main campus to speak with my department chair.  After a mentally exhausting day I needed to decompress.  For me, this meant stopping at J.C. Penney on my way home to do a bit of shopping.  I did pick up two new items, a sleeveless gold cowl-neck top and a silver cuff bracelet.  While shopping, I remembered that it was a co-worker’s last day at my other job.  I quickly texted another co-worker to see if she wanted to meet up and say a quick good-bye.

She was just leaving work for the day and agreed to meet me in about 30 minutes.  I made a quick stop to Wal-Mart to pick up a card and then met my friend at work.  Sadly, our co-worker had already left for the day.  But, it worked out fine in the end because my friend and I got to spend some QT together have a cocktail and an appetizer on the patio.

Since we have to wear uniforms to work, this was (possibly) the first time that my co-workers had seen me in dress up clothes.  It was fun to see their reaction.  I got a lot of compliments on my outfit, necklace, and shoes.  I would be lying if I didn’t say that it made me feel great–especially since I wasn’t really trying to go there dressed to the nines.  It just so happened that I was having a good hair day and looked polished and put together.

It’s times like these that make me happy that I put in the time and effort to pick out outfits and that I share them with you through this blog.  The idea that the way we dress does, indeed, make a difference is constantly reinforced.

How many times do you run in to an ex, old boss, or former acquaintance and say “Darn, I wish I didn’t look so put together and polished right now?” NEVER, right? It’s usually more like, “Darn, I wish I wouldn’t have ran out of the house looking like this!”

Debby and Wrinkles

This week we’re having  a cold snap in our neck of the woods due to tropical storm Debby.  I mean, if 75 degrees in the summertime is cold.  Of course when the days preceding are in the 90’s the twenty degree difference is bound to make people turn off their air conditioners and put on pants!

And I was no exception.  Sunday night I ironed out the horizontal crease in my thrifted white trousers so that I could wear them on Monday.  Trouble is, I didn’t quite iron out some of the other wrinkles in the material.  When I put the pants on Monday morning I deluded myself into thinking that with a quick spray of Febreze, the wrinkles would just fall out.  It didn’t work.  And I wore them anyway.

I paired them with my blue silk blouse.  The last time I wore this shirt I went with brown and gold accessories, so this time I decided to switch it up and pair it with cool silver and pearl jewelry.  I had some trouble with my shoes, though.  I tried on about 7 or 8 pairs, comparing them to each other and trying to find the best one.  My BF helped for the first three pairs, but then he conceded.  Ultimately, I settled on my blush patent leather wedges because they had silver toned accents and because they have yet to make their blog debut.

Blue silk button-up: (thrifted.) Pearl earrings: J.C. Penney. Camisole: gift from mother-in-law. Pearl necklace: unknown. Silver zodiac necklace: Target. Pandora bracelet and charms: gift(s). Silver watch: Fossil. White pants: (thrifted.) Wedges: Target.

The outfit was o.k.  It looked better in my head.  I wanted to wear the shirt tucked in for a tailored look, but it didn’t look quite right.  Also, the shoes just felt off.  I did like the idea of the outfit, though.  Also, I am layering my necklaces, again.  This is a look that I am starting to really dig.  Lastly, I tried to echo the red-orange toe nail polish with a similar hued lipstick.

In class we covered chapter 10: delivery.  I’m doing things a bit different from normal.  In the past, I have covered some of the information, the students gave their first speech, then I expanded upon their knowledge with the chapters on wording and delivery.  This way, they didn’t get too apprehensive about delivering their first speech.  But, since this is an 8-week accelerated course, it was a bit if a challenge to fit everything in.  This time around, I have also placed more emphasis on the outline.  I will have collected it and given feedback twice.  The third submission they will receive their final grade.  I think this is good because it allows them to do well on one of their first big assignments.  (Although, I get the feeling that they have a different opinion.)

I tried to give them everything that they needed to prepare for their first speech.  However, I was having some technological difficulties that really put a wrinkle in things!  I had planned to show them two examples of informative speeches so that we could critique them and they could get a good sense of what they are expected to produce.  But, the sound wasn’t cooperating and we only had time to watch the “needs improvement” version of one of the speeches.  I still made use of the 20 minutes before the building administrator got it working, but it wasn’t what I had planned.

What do you think?  Are there times where things don’t turn out the way you plan and you just have to roll with the punches?  Is it something that you are able to do gracefully, or do wrinkles in your day get you all in a tizzy?

P.S. Please go comment on my 100th post so that I can give away this $10 Starbucks gift card.  (I’d really like to reach 10 comments on my 100th post before I reach my 200th post.)

Word Nerd and Classroom Confrontations

Wednesday, I collected the revised outlines from my students.  They were charged with fixing any mistakes based on my feedback from the first turn-in, adding an introduction and conclusion, connectives, and identifying their organizational pattern.  I also started off class with a quiz.

The quizzes are relatively short, 12 questions–usually all multiple choice, and cover material that we previously discussed.  I have always allotted about 10 minutes for the quizzes, but on this particular day I had a student who balked at the idea that they only had 10 minutes.  (She wasn’t quite finished with her quiz.)  Most all of the other students had finished their quizzes.  I did have one student who arrived 10 minutes late to class, and that left 5 minutes for her to complete the quiz.

The student who wasn’t quite finished asked me “Where in the syllabus does it say the quizzes are timed at 10 minutes?”  I told her that it wasn’t stated in the syllabus, to which she replied “Why not?!”  Of course, I was caught off-guard.  Now, I can think of a zillion answers to her questions, but in the moment she had me stammering a bit.  (And, like I mentioned, all of their quizzes had been timed, I just don’t think that she had ever noticed.)

Trying to be diplomatic, I explained that I couldn’t allow an endless amount of time for the quiz because it eats away into lecture time.  It takes us about 2 hours to get through one chapter and the lessons are designed for a 50 minute class period.  I have been banging my head up against a wall trying to figure out why it takes so long to get through it all.  She suggested that they have 20 minutes to complete the in-class quizzes.  I explained that I was willing to increase the time limit t 15 minutes if all of the students agreed that it was practical.

No one said anything.

I’m not sure if that meant that they were in agreement or disagreement. But, I also made the stipulation that if I increased the time allotted to 15 minutes, the quiz would be handed out at 9am sharp, not 9:05 or 9:10.  I also noted that it was 9:25 and all that we had done for the day was a short quiz and that we couldn’t let time get away from us.  I suggested that I could put a note on the online discussion board for the class about the change and update the syllabus.  The student was feeling very hostile and said “You don’t have to do anything.”  And I just let it go at that point.

But, that wouldn’t be the end of students being argumentative towards me for the day.  Later, while we were discussing chapter 9: wording the speech, a student offered an example of using simplistic language.  However, her understanding was a little off because the example she offered was not correct.  I explained to her why it didn’t fit, but she wanted to continue arguing that she was right.  I tried my best to quell the tension.  I stated the she offered an example of something else that was covered in the chapter and perhaps after we had discussed that topic she would have a greater understanding.  But, she just wouldn’t let it go.

I was starting to feel very frustrated.  Time was getting away from me again and I felt like I was in opposition with this student.  I don’t want to have that sort of atmosphere in the classroom.  I want the students to offer examples and speak freely and without fear that if they are wrong I will squash them.  It can even be good when they answer a question incorrectly–it helps me to be able to clear up and misconceptions that they might have.

Finally, I told the student that she could put her thoughts into an essay and turn it in next class period.  This was the only way that I could get her to let it go and continue with the lesson.  However, this sparked all sorts of controversy from other students who mistakenly thought that I was offering this person extra credit.

Needless to say, it was a very trying day.  And the worst part of it all is that it is probably my favorite chapter in the book and I look forward to teaching it!  It’s all about words, and I am somewhat of a word nerd.

Black dress: Old Navy. Black cardigan: Target. Pink belt: Target. Black wedges: Target. Watch: Fossil. Earrings: J.C. Penney

I had originally planned to wear my new-to-me white trouser pants that I recently washed, but when I pulled them off of the hanger and put them on there was a horizontal crease on the thigh area from being on the hanger.  I was saddened because I didn’t have time to iron them that morning and I had to find a different outfit to wear.  Since my first choice was out, I didn’t want to fuss with putting another outfit together, so I reached for a dress.  I have worn this dress before, but it was layered up for Fall weather.  To make it more Summer appropriate, I layered a light 3/4 sleeved black cardigan over top (my classroom is air-conditioned) and paired it with open-toed wedges.  For a bright and fun pop of color, I added this hot pink belt.  I kept the jewelry to a minimum, adding only silver hoop earrings and a silver watch.

You may have noticed that I did get my hair trimmed, so it is looking quite good in these pictures–if I do say so myself.  I also tried to echo the pop of hot pink in my makeup, with a very bright and cheery pink blush.  I liked the outfit, overall.  Another great perk about this dress is that it has pockets!

How about you? For the teachers out there, how do you handle confrontations with your students? What would you have done differently?