Beyond the Red Pen: Meet Cynthia, High School Chemistry

Meet Cynthia, a high school chemistry teacher for Los Angeles. Her favorite teaching accessory is Google Drive (have you ever accidentally saved something?), she stays healthy and hydrated with Korean pears, and how Standards Based Grading elevated her classroom.

What is your current location?
Los Angeles, California

What subject and grade (s) do you teach?
11th grade Chemistry

What is your favorite teaching accessory?
Google Drive. I can easily restore an old version of a file if I accidentally saved over it!

“I saw everything on Google Drive so I can see my activity (what got deleted, what I added) I could share with other chem folk and I can easily search if I want to find a specific PowerPoint or worksheet.

Tips and tricks on making the best “teacher lunch?”
Always pack fruit to quench a dry throat. My favorite fruit is Korean pears.

“I label each bin according to their period. Students automatically turn in the papers into the designated bin.”

What’s your super grading secret?
I have my students grade their assessments right after they take the exam. They know immediately how well they did and which standards to improve on. To keep student accountability, students must fill out a Scantron and the exam sheet. They hand in the Scanton before we start grading so I have their raw answers.

(Editor’s Note: Gradeable is a perfect solution to quickly grade and analyze student results for a faster turnaround time!)

What’s your favorite time to grade and why?
Right after students take the assessments. Students want to know how their assessment affects their grades as soon as possible. I need their assessment data to inform me how to approach the next few lessons. It is a win-win situation.

What is your must have grading tool/utensil?
Snacks (Trader Joe’s White Cheddar Popcorn), Paper Mate Flair, Paper Mate Ink Joy

How do you find grading “zen?”
With other teachers and no students!

What is your super secret tip to grade faster that you wish all teachers knew?
My district uses Data Director, a Scantron scanning system, and quickly grades multiple choice. Whatever technology is available to your school or district, use it your advantage!

How do you get to know your students?
There are some get to know you activities at the beginning of the year but I really get to know them when I ask them individual questions during conversations in the hall way, before class, and after school. I also get to know students by listening into their conversations.

What is one strategy that has worked to increase student motivation?
Switching to standards based grading. Students can easily track their progress. It is easier to articulate what they don’t understand if the standards are split up. In a student’s perspective, it is so hard to understand why they received a low grade on Quiz 2. What exactly was tested on Quiz 2?

“Students retake the same standard multiple times and the scores are recorded so students can track their progress. For example standard 4.7 was tested in 2 quizzes (green) and 2 tests (purple). The first student on there scores 2/4 during the first quiz and first test but by the second quiz and second test, the student got a 4/4.”

What is the best teaching advice you’ve ever received?
Do not grade everything. Only grade items that show individual mastery. Give feedback to other items that lead up to individual mastery but you don’t have to input into the grade book.

Do you have specific teaching shoes? If so, what are they?
Skecher Shape Ups. They look ridiculous but my feet are not sore at the end of the day!

What’s the last thing you bought for your classroom?
Lamination for my students’ photos I post in class. My students work in groups every day. I take pictures of them working together to build the classroom culture.

How can Gradeable empower your beyond the Red Pen? Sign up for a free trial and see for yourself: www.gradeable.com/sign_up

ProTip Wednesday: Reflection Questions to Fine-Tune Your Teaching

As part of our “Summer of Reflection,” we want to make sure that you’re asking the best questions that will move your instruction to a higher level. So far, we’ve gathered and organized, now let’s deeply analyze the materials and ask the hard questions to ourselves. Feel free to use questions that best fit your teaching situation or even create a matrix of questions and responses to better organize your data. Or just simply print this list out and sit with colleagues to talk it out. Happy reflecting!

Teaching


• What resources did you use this year? Which were especially helpful and that you would use again?
• In what ways have you gotten better in teaching this subject? In what ways do you need to improve?
• Which parts of your teaching or the results were deeply satisfying and why?
• What were your goals? Did you meet your goals or how did your goals change during the year?
• What did this past year reveal about you as a teacher?
• What did you learn about yourself as you taught this year?
• Compare and contrast a project or lesson done at the beginning of the year versus at the end of the year.
• Did you teach your lessons and conduct your classroom the same way other teachers do? If not, what did you do differently?
• If you were your own teacher, what comments would you give yourself?
• What caused you the most stress this year? How did you solve it?
• When was a time that you felt the most joy or inspiration during this year?

(via Edutopia)

Unit and Lesson Plans


• Did this unit’s lesson address the topic?
• Was there enough scaffolding and prior knowledge engaged?
• Where does the unit fit in the long term plan?
• Did you follow best practices and address the standards?
• What kind of background knowledge and skills did students bring this year? Did you engage in instructional strategies that met their needs?
• Do you see patterns in your teaching style, like replying rapidly after a student question?

(via Peter Pappas)

Image via Nivanthiratnayake

Students

• What do you hope your students remember your best as a teacher?
• What was the biggest mistake you made with them this year? How can you avoid making that mistake next year?
• What is something you did this year that went better than expected?
• Who was your most challenging student and why?
• In what ways did you change the lives of your students this year?

(via Minds in Bloom)

Image via Nivanthiratnayake

A/B Testing Your Classroom for Student Achievement

Teacher Pinterest boards are filled with innovative, new classroom ideas. “Oh, awesome lab for teaching the water cycle.” “Oooh, I like this classroom motivation strategy!” We Pin and bookmark with the intention of elevating lesson plans that will reach a level of engagement and learning all teachers strive for. But are we truly experimenting in a meaningful, purposeful way?

The relationship between teaching and digital marketing

In digital marketing, there is something called A/B testing. It’s a strategy (or experiment) where just one variable is changed in digital content. Red button versus a blue button, large font versus small font. The idea is to continue to experiment with little tweaks to see which garners the greatest returns, i.e. click rate in emails. As a former teacher and now a student of digital marketing, I know that teachers already do A/B testing, even if it’s not explicit. You might start with a Think-Pair-Share instead of your Do Now between first and second period iterations, or you might pass out scissors before passing out construction paper between yesterday’s and today’s iterations. Which decision had the greatest classroom workflow or student thinking? You’ve just A/B tested your lesson plan.

Image via Six Nutrition

Now that it’s summer, it’s time to go to the next stage of A/B testing and that is evaluating, “grading,” and iterating. Teachers know first and foremost what works and what doesn’t work, but do you truly know? Is it backed up by evidence of student work and with identifiable patterns? Our teaching should be laser-like and precise, but it cannot be that way without hard-won evidence. Let’s do a deep dive:

1. Evaluating gives you a map of where you need to go

After you gathered and organized your evidence, it’s time to study your past work, just as you ask your students to do, and ascertain its success. Did the students “get it?” What was the response level? The purpose of evaluating is not only to prove the lesson’s success level, but to also give you cold, hard evidence of what did not work. Nominet Trust provides 10 reasons why you should start evaluating: evaluating gives you insights into unexpected outcomes for more variables in future “A/B tests.” And most importantly, if it is working, you can know why it did work. You are then better prepared to show the value of your experimentation to your colleagues and administrators.

Image via Mappio

2. Grading yourself

Lifehacker quotes one teacher that graded herself by asking, “How many kids am I steering in the right direction?” Grading your teaching might be in the form of how many “got it” or what kind of lessons were created. You’ve graded yourself on college course evaluations where the professor asked you to grade your own participation— and you were always stumped, probably giving yourself a lower grade than deserved. We’re our own greatest enemy, but when you ask yourself the right questions, you can give yourself a truly authentic grade that measures the value of your work. The data you gain from this grading exercise will be helpful for the final step in A/B testing your classroom.

Image via Soda Head

3. Iterate, iterate, iterate

I hear this word a lot in the digital marketing world, but it’s also a word I didn’t hear much about when I was a teacher. However, as with all of the previously mentioned topics, teachers already do this! First we’ll evaluate our work, then we’ll grade ourselves. The next step was always to make little changes in the next experiment and see what the results are for that with the whole process starting over again. A/B test your lesson plans! Maybe in a scientific method lesson plan, you taught the fundamentals of graphing before the lesson to mediocre success. In this next iteration, you can teach the graphing lesson within the scientific lesson plan so that students can better contextualize it.

Evaluate. Grade. Iterate. It takes a great teacher to be able to look at their past work, student work, and ideas and give an objective evaluation and grade, but in the end, it is all part of the journey of fine-tuning our craft to become the best teachers we can be.

Tomorrow, we’ll have a ProTip that will help take this first step further— by asking the right questions.

Want to teach your students how to evaluate, grade, and iterate their learnings? Sign up for Gradeable and learn more!

ProTip Wednesday: 7 Things to Toss When Decluttering Your Classroom

The largest dilemma I had at the end of the year was not my impending summer plans, but whether I should keep the Valentine’s Day teddy bear or #1 Teacher mug from students. Or how my set of emergency beakers for on-the-fly demos suddenly grew to 20 beakers (and growing…). We now know what to keep—so what should we toss?

To Toss: (May be most helpful with good music and a friend)

1. If it looks like it went through battle

Markers, crayons, colored pencils, construction paper, binders—if it looks like a truck ran it over twice, then it’s probably best to throw it out. (via Responsive Classroom)

2. Things with missing parts

Board games, lab equipment, math activities, books — if the reason it’s missing a part is due to your class size, be sure to put that into the “donate” pile for a teacher who has different class sizes than yours. (via Responsive Classroom)

Image via Learning Things

3. Unread books

I brought in my entire childhood library when I started teaching, but unfortunately, some of my middle schoolers didn’t share the same enthusiasm for them as I did. You can pass on those books to another teacher or donation center to clear out the way for books with greater circulation. (Cue: tears) (via Responsive Classroom)

Image via New York Times

4. If it can be found online

I’m all for binders and paper resources because I’m still attached to my highlighter and pen. However, if it can be digitized or stored online, then it’s a good time to transition into online storage.

Gradeable is incredibly helpful in helping you transition to a paperless classroom and storing paper assignments online easily – just scan and it’s saved!

Image via McKay Alumni

5. Things that do not fit into conventional student storage

You know those extra bendable rulers or emergency name tags you keep for the “one day” situations— just toss it. According to Liam at Teaching with a Twist of Liam, if it doesn’t fit into a student’s pencil box, tool box, or a back pack, then it’s not necessary to keep.

Image via Happier Than Ever

6. The growing pile of student gifts

Although my collection of stuffed animals has grown since teaching, I realized that they were starting to take over bed space, shelf space, and overall home space. But we all remember who gave it to us and what it meant so it’s a hard decision to toss these sentimental items— then again, the #1 Teacher mug can’t live forever on your desk. (via Teaching with a Twist of Liam)

Image via Travelasaurus

7. Things that were not touched in 2 years

I think I still have a life-sized Christmas stocking from Student Council days (Are my StuCo advisors out there? You feel the pain of hoarding resources.), but I haven’t touched it recently. Anything that falls under this category should be soundly tossed.

Don’t forget that there is some first year teacher out there that would love your old things, especially if you transitioned grade levels. Other donation options include:

• local day care centers
• after-school programs
• homeless shelters
• Goodwill

New Feature: Import Existing Assessment and be Gradeable Ready!

Why should I create quizzes now?

Imagine having your ducks in a row by the first day of school—for the entire year. Gradeable aims to give you peace of mind that your quizzes are Gradeable Ready. All you would need to do is print and go and your students will benefit from the question-by-question data analysis that you can use to re-teach with.

Instead of manually rebuilding existing assessments on the Gradeable platform yourselves, simply upload your documents and the Gradeable Robots will have it ready for you to just print and go.

How does it work?

1. Use any of your existing assessments (PDF, doc, docx, excel, csv, jpg).

2. Go to Assessment

3. Click on Import Existing

4. Fill out the form and upload the document

5. Within 24 hours, you will receive email notice that your assignment is Gradeable Ready!

And all you have to do is to press Submit!

ProTip Wednesday: Organize Teaching Files in 5 Steps

The Teacher Desktop is almost as bad as the Teacher Window (20+ tabs in one window). Don’t wait to organize your computer files— start now! It’s easy to hide old lesson plans and PowerPoints in a folder, it’s not easy to find it again months later. As part of our summer of re-evaluation tips and tricks, the first step is to get organized. Summer is the best time to clear the virtual clutter and have it organized for the Fall.

Step 1. Centralize all the files

If you’re like me then you also have lesson plans on multiple flash drives and email addresses. When it comes to finding that one quiz you gave on the Atmosphere three months later, it’ll take awhile. To start the organization process, go through all potential sources that you have files, and save it all on your personal computer or hard drive. Be sure to look through:

• Flash drives
• Emails between co-workers
• Google Drive
• DropBox
• Computer bookmarks
• Evernote
• YouTube
• School computer
• Online learning management systems like Edmodo
• Online lesson planning websites like BetterLesson or Share My Lesson

And don’t forget to clear out your school computer before the district wipes your emails and computer for the summer!

via Wikipedia

Step 2. Create folders (please!)

Now that you have a slew of files, it’s time to organize them into folders. Turn on some music, bring out some coffee and place relevant files into their corresponding folders.

Tip! Don’t try to organize too deeply at this step. For example: Instead of making folders for Metamorphic, Igneous, and Sedimentary rock lessons, just make one for the Rock Cycle. If that’s too detailed, keep to big units. Don’t worry about re-naming or separating by pictures or Word documents—leave that for the next step.

via MakeUseOf

Step 3. Organize, organize, organize

This step will take more time and consideration because this is a good opportunity to figure out what to archive, keep, or trash. According to MakeUseOf, file organization can happen several ways.

• Organize by Category: Files like PowerPoint, Word Documents, PDFs, etc. For us teachers, this is not the most optimal way of organizing as we know that we have more PowerPoints than we know what to do with.
• Organize by Date: Our teacher-in-residence and Head of Customer Success, Sheri, likes to organize her teaching files by date. Example: 020414PythagoreanTheorem (February 4, 2014) After 10 years, she says that organizing by date helps with pacing.

Other teacher-focused ways of organizing folders and files:

• By Unit/Standard
• By Semester or grading period
• By Project
• By Theme

Within these master folders, subfolders can look something like this:

• Weather Cycle
  • Presentations
  • Lesson Plans
  • Media
  • Projects
  • Worksheets
  • Assessments

Check out how Kindergarten Works organizes their digital folders, along with graphics!

via Kindergarten Works

Don’t forget to re-name files with a uniform, simple, and easy way that is recognizable at a glance.

Step 4. Set up for success

The worst thing that can happen is if your hard-earned system dissolves due to disuse. Starting in the summer, get into the habit of moving files to their dedicated folders instead of letting them live on the desktop. Or you can try some of these other strategies:

• Set up a “file organization” time each week, like Sunday mornings at 11am. That extra 10 minutes will keep your desktop clean, files organized, and sanity in place.
• Use Evernote to clip interesting lesson plans, news, or media. The tagging feature will be useful to organize and find information when you’re fixing lesson plans in the future.

Step 5. Clean up and back up

I’m guilty of keeping screenshots that I have no idea what I kept it for because it just lived on my desktop or Pinterest. Regularly vet your files and see what is not important. Also, back up files to an external hard drive or service like DropBox. Nothing can be worse than rebuilding an entire unit because of digital memory loss!

Tip! Using programs like Grand Perspective can give you an idea of which files are taking up large amounts of space. For example, after running the program, I realized that many of the videos I use for Presentations were taking up at least 10GB of space. I either kept it on my YouTube or exported to an external HD without compromising more space. You can also consider keeping a Picasa or Shutterfly account to organize pictures.

via Macenstien

Funny Teacher Stories at the End of the School Year

via the internet

As we reflect on the 2013-2014 school year, we can’t forget to remember the moments that made us laugh. Here are some teaching moments to put a smile on your face. Have a good one to share? Tell us about it in the comment section or email me bon@gradeable.com. We love a good story!

Enjoy 🙂

More than one way to dry a turkey

“When teaching a close reading lesson on a turkey recipe for 2nd graders, the ingredient list included a 14 lb. turkey, washed and dried. I asked if I could bring the turkey in the shower with me, and they laughed and agreed that I should wash it in the sink. When I asked what I should dry it with, I got the following answers: leaf blower, the sun, a hair dryer, a towel, an old shirt, the oven, and a microwave. Note: no student came up with paper towel. It was priceless.”

— Katie Novak

Words to get their attention

I have a large class of Pre-Kinders this year and needless to say they are all VERY busy and VERY chatty. I also have a rocking chair for the first time in my career. So, as I was trying to begin a large group lesson and was gazing over my class wondering how in the world I was going to quiet them down, i noticed that I was beginning to feel nauseous. I looked down to see not one, but two little people, one on each side of me, rocking me away. These little people are identical twins! I planted my feet and said, “Please stop rocking me, I am feeling NAUSEOUS!” The room fell silent. All the children gazed at me in hopeful wonder until someone broke the silence and asked: “What does that mean?” I stopped and chuckled and then embraced the very teachable moment!! Out of that silly little moment, I learned that all I have to do is throw a big vocabulary word at them to gain their attention:)

— Gina Flynn

A reason to call home

I’m currently teaching a grade 4 class and when the lunch bell went a boy asked me if he can call home. I ask him why and he responds with, “My mom didn’t pack me the right sandwich. I wanted a sandwich with focaccia blackjack bread and she gave me regular bread. I need to call her because I like focaccia bread more.” That’s one of the best reasons to call home that I’ve heard.

—MrTeacher

Rhymes with what??

While on recess duty, a 1st grade girl came up to me and said that a boy swore at her and said the S word.  I asked her if she could tell me what it was and she got nervous about saying it outloud.  When I inquired more, I asked her what it rhymes with.  Without missing a beat she said it rhymes with “F%#K”.   After pulling my jaw off of the ground, I quickly told her that I would go talk to him and reminded her not to use that word again either.

—GymClass

Teachers don’t make that much!

I was speaking to some of my grade 7 students after school the other day when one of them asks me if I have a second job to which I reply I do. She told me she wasn’t surprised about this and when I asked her why this didn’t surprise her she responded with, “I was sure you had a second job because I saw you have an iphone 4 and we all know teachers don’t much that much!”

—grade7teacher

Hope you are keeping your humor during the home stretch. Thanks for stopping by! Have a great weekend, folks!

Recommended reading: 

• Productive Summer Reflection in 6 Steps 
• The Key to Improvement is Reflection 

ProTip Wednesday: 6 Steps to be Productive in Summer Reflection

We now know that feedback is incredibly important to students’ growth, but that same feedback is also extremely beneficial for us—the teachers— to grow as well. Because isn’t teaching also always growing and changing? But it’s hard to start looking back because we were so ready to look forward come June 1st. Here are 6 steps I personally took to get my mind out of “I need summer break. Now.” to “I’m going to own it next year.”

Step 1. Gather the evidence

Like we mentioned yesterday, it’s very easy to give into summer break and just throw the forgotten projects and student surveys into the circular bin right now. It’s not as easy when it comes August and you’re trying to wrack your brain to remember if your lesson on Metamorphic rocks was successful. Be sure to gather:

• Teacher evaluations
• Long term plans
• Standards taught this year
• Lesson plans saved on your teacher desktop
• Student surveys: beginning of the year, mid year, and end of the year
• Snap pictures of your bulletin boards and desk arrangements
• A list of all student names
• One or two examples of every test, assignment, or notebook that you can find

Another great strategy to avoid scrambling for paperwork at the end of the year is to use Gradeable. Gradeable makes digital portfolios and the process of organizing artifacts simple and streamlined.

Step 2. Clean house

After gathering what you need to reflect, it’s time to clean house — also known as your classroom. It’s cathartic to throw out anything superfluous and truly start fresh for a summer of evaluating and iterating your craft.

Step 3. Decompress with the department

Before your fellow teachers leave with their ideas or extra materials, be sure to drop by and chat with your department. Not only will it help to blow some steam by reminiscing about the ups and downs of any school year, but it’s also a great time to informally reflect together and validate any successful universal planning efforts. There shouldn’t be any need to reinvent the wheel by yourself if you have an entire department full of friends. And are there teachers retiring? Don’t let them throw away years worth of time-tested lesson plans and materials without asking.

Step 4. Do a brain dump

A personal favorite, I like to do a kind of “brain dump” before going into organizing and evaluating, especially since my mind tends to forget the little details with time. A good exercise is to go to your favorite coffee shop and take your long term plan and standards list. Write comments in the margins of whatever you may remember. Good questions to start with are:

• Was it successful? (Be sure to define what success means.)
• Did the students enjoy this lesson?
• Did you enjoy teaching this lesson?
• Where there any learning obstacles?
• Did it take too long to prep? Or was it easy to do?
• What comments do you remember? What were the students’ reaction?
• What is the general feeling or thought you have as you think back on this lesson?

Another way to organize this exercise is to make a two-column document where one column are lesson plans you taught this year and the right-hand column is where you could write comments, thoughts, and other general ideas.

Via The Everygirl

Step 5. Say good-bye to each student

More than likely, the longer you teach, the more often you will have a “type” of student. For example, types like the student that could not concentrate because they liked visuals or kinesthetics better than note taking, or the student that could do mutivariable math equations mentally but could not finish their homework. I wrote each of my students a personalized letter which I used as a good period of reflection of what I thought achieved this year and what I remember about their personal lives. Many times I went back and referenced their beginning of the year surveys to help show them their growths and strengths.

If you do not write notes, you can also take that list of student names and go through a similar exercise as step 4. With each student, write down any event or feeling that pops to mind because it could help you with differentiation strategies for next year’s lesson plans.

Step 6. Face the feedback

Feedback from student surveys will be extremely useful but can also be hard to digest. Bring out a glass of wine and turn on your brave face because even if your students’ feedback and past work may be difficult to swallow, it will also help you grow. Keep a spreadsheet or notebook nearby to write down common comments and trends because you’ll need it later to evaluate old lesson plans.

 

Next week’s ProTip will be taking a deep dive on what is exactly in your box and your computer and figuring out what to toss and what to keep.

Want to get all your artifacts and assignments together digitally? Check out what Gradeable can do for you today: www.gradeable.com

The Key to Improvement is Reflection

via teaching.moster.com

Like all you first-year teachers out there, I am wrapping up my very first school year. I started writing for the Gradeable blog back in September of 2013 and it’s been a whirlwind of researching pedagogy, learning my audience of educators, and keeping on a schedule. More often than not, taking a good, hard look at my work took a backseat to keeping up with a blog. Sometimes, I felt like I was losing the forest for the trees. Perhaps you can relate.

The key to improvement is in our backlog

As the school year winds down, I have more time to clean up the blog, assess areas for improvement, and gear up for the next school year—just like you are probably doing before September rolls around.  Some of it is fun—revisiting pieces I forgot about. Some of it makes me cringe—like finding posts without pictures. Most of it is tedious—going back to make sure everything is organized. Although it would be much easier to leave this year behind, charge forward, and focus on next year, improvement starts by making sense of what’s behind us.

So it’s the end of the year. You’re surrounded by extra copies of assignments long past, old projects students never took home, lost homework that suddenly reappeared. If you’re like me, you have an overwhelming urge to file everything in the circular bin and start anew. However, we all know that in that mound of work lies a primary resource for improving your craft. According to educational theorist David Kolb, “reflection plays an important major role in the transformation of experience into knowledge.” [sic] The key to improvement is in our backlog.

via hypescience.com

To be effective, reflection for improvement must be deliberate. I’m not just rereading my blogs to reminisce about blogging days gone by—I’m analyzing my efforts to see how we can pivot to create better content, to increase reader engagement, and to organize more logically. For example, one thing on my agenda is to comb through all our blog posts to make sure they are labeled consistently. I’m making sure all the exit ticket posts are tagged “exit tickets” and “formative assessment example“. That way, at the end of next year, I can avoid manually re-labeling everything. By looking back on the things I did and adjusting accordingly, I set our team up for success the next time around.

via dashburst.com

Some questions to ask yourself

Reflection of a school year starts with the syllabus or your lesson plans. Dig up those bad boys (or girls) and match up your original plan with how you executed it. The University of California, Berkeley has some pretty good reflection questions to start with:

• What worked well in this class, and why? What didn’t, and why?
• Where did the students seem to have difficulties?
• Were there any noticeable points where the students seemed very engaged with the material?
• What types of things may need greater clarification the next time?
• Were there any particular pedagogical strategies that seemed to work well?
• What will I change the next time I teach this topic?

Of course reflection is unique to each teacher and each lesson plan, but the idea is the same:  analytical reflection helps us act instead of react. Next time around, what will you do differently based on what you’ve learned?

We’ll be spending our summer months talking about strategies and philosophies around reflection for improvement. Got ideas to share? We’d love to hear them because we’re really excited about this topic so comment below! Wondering how to streamline the reflection process in your classroom? Learn more at www.gradeable.com.

Bonus for the engineers out there: Doesn’t all this feedback talk make you think of control systems and feedback loops! =D

Double bonus for people interested in control systems: “Feedback loops take the system output into consideration, which enables the system to adjust its performance to meet a desired output response.”