Today was the first day back at work after winter break. I was greatly concerned, and quite convinced, that the autistic student I have been working with would have a really bad day transitioning with his behavior after two weeks away from school. I would have considered today a success if we made it without him getting physical with staff, as opposed cussing me out, which is what he normally does. Instead, he surprised me by having an absolutely fantastic day. He went to all his classes, he completed all of his assignments, and he never so much as said a single bad word or inappropriate comment. When he is having a good day like that, he is as pleasant a student any teacher could ask for. I know that at some point, he will start acting out again, and have to leave the classroom. I just hope that when it does, it is not on a regular basis like it was last semester. Let's hope we can build upon the progress made from last semester.
On a separate note, I would like to share a funny story from today. I was helping out in a Social Studies class, and they were talking about the Iowa Caucus. One of the other paras in the room was talking about remembering when the state of Iowa decided to change their caucus to January so they could be one of the earliest states in the country to help decide the nominations. A student in the classroom with Asperger's raised his hand and gave the following comment "So, what you are telling me is that Iowa is a very self-obsessed state."
I was apparently the only other person in the room who thought it was funny, because I was the only one to laugh.
Showing posts with label Highlight of the Day. Show all posts
Showing posts with label Highlight of the Day. Show all posts
Tuesday, January 3, 2012
Monday, December 19, 2011
Work Update: End of the Semester
I still have technically a few more days before my winter break begins, but my main paraprofessional duty has been completed until 2012. The student I am assigned to has finished his finals, and has begun his winter break early. This week, I will finish up my last few days at work with my supervising teacher by helping to babysit the remaining students we have, and helping her get grades caught up and her classroom ready for second semester. For all intense and purposes, the first semester has come to a close for me.
The last time I talked about my student, he had begun to make immense progress in his behavior and going to class, but he was starting to slip. His inappropriate behavior, as well as his anger and aggressiveness got even worse proceeding that post. He ended up having a melt-down one day during class, and ended up getting suspended. Partially, his behavior worsened because of his disabilities, but he was also becoming frustrated with many of the students he was surrounded by. We ended up changing his schedule to make sure he was in classes with more well-mannered students (relatively speaking) who were more likely influence his behavior in a positive manner. I knew the effects of this change would not fully alter his negative behaviors (and they haven't), but they have helped decrease them.
With the way the first few weeks of class were going, I was amazed if I would ever get him to go to even 3 or 4 classes. In addition, he was taking long naps everyday that could last up to two hours, and it was pretty much guaranteed he would go off on a tangent of profanity and confrontation with me and other adults that sometimes lasted up to an additional two hours. With a little work (as well as a change in medication by his parents and doctors), he is now going to all of his classes now, at least partially participates in classes, and almost never sleeps anymore. As I mentioned, he still has times where he becomes angry and profane, but it is a lot less frequent.
Before he finished up his finals, I sat down and had a conversation with him. I made it clear that I am so proud of all the progress he has made since he first entered our program. But I also made it clear that my expectations for him have drastically gone up, and my willingness to give him negative consequences would increase when negative behaviors take place. I explained that we would be doing him a disservice as educators by not doing this because we are trying to prepare him to deal with the real world. If his boss comes up at work, for instance, and tells him he needs to be doing something, and he cusses his boss out, that is obviously not going to end well. My student seemed to understand where I was coming from, and respected what was being said. For me, working with this student it is always challenging, and almost never boring. But it has been a pleasure to have been given this assignment, and I cannot wait to see what second semester has in store for me.
The last time I talked about my student, he had begun to make immense progress in his behavior and going to class, but he was starting to slip. His inappropriate behavior, as well as his anger and aggressiveness got even worse proceeding that post. He ended up having a melt-down one day during class, and ended up getting suspended. Partially, his behavior worsened because of his disabilities, but he was also becoming frustrated with many of the students he was surrounded by. We ended up changing his schedule to make sure he was in classes with more well-mannered students (relatively speaking) who were more likely influence his behavior in a positive manner. I knew the effects of this change would not fully alter his negative behaviors (and they haven't), but they have helped decrease them.
With the way the first few weeks of class were going, I was amazed if I would ever get him to go to even 3 or 4 classes. In addition, he was taking long naps everyday that could last up to two hours, and it was pretty much guaranteed he would go off on a tangent of profanity and confrontation with me and other adults that sometimes lasted up to an additional two hours. With a little work (as well as a change in medication by his parents and doctors), he is now going to all of his classes now, at least partially participates in classes, and almost never sleeps anymore. As I mentioned, he still has times where he becomes angry and profane, but it is a lot less frequent.
Before he finished up his finals, I sat down and had a conversation with him. I made it clear that I am so proud of all the progress he has made since he first entered our program. But I also made it clear that my expectations for him have drastically gone up, and my willingness to give him negative consequences would increase when negative behaviors take place. I explained that we would be doing him a disservice as educators by not doing this because we are trying to prepare him to deal with the real world. If his boss comes up at work, for instance, and tells him he needs to be doing something, and he cusses his boss out, that is obviously not going to end well. My student seemed to understand where I was coming from, and respected what was being said. For me, working with this student it is always challenging, and almost never boring. But it has been a pleasure to have been given this assignment, and I cannot wait to see what second semester has in store for me.
Monday, November 28, 2011
Work Update
Despite all of the progress we were making, my student's behavior has started slipping further off the rails in the past couple of weeks. He is still going to classes, although we are having to leave the room a lot more. Across the board, he has started acting up more: using profanity, inappropriate conversations, getting angry, hitting the desk, kicking chairs, etc.
Some of his behavior is connected to his Tourette's, and I suspect his Autism as well (although to a lesser extent). Some of his behavior is linked to the one time he was bullied by a student a couple of weeks ago (every other student in our program is treating him with compassion and trying to include him). He now feels more students are either trying to bully him or want to bully him, although at this point, it is purely his perception (no actual bullying that I have noticed).
Some of this behavior is his reaction to watching so many other students misbehave, which is to be expected in a program for students with behavior disorders. He not only feels it is disrespectful and annoying, but he is also frustrated at the fact that he has someone who is with him at all times telling him not to misbehave when he acts up, while none of the other students have someone. I can understand his frustration there. But he honestly thinks that other students do not get into trouble when they misbehave. We at the program have to remind him that a) they do get into trouble, although we may not correct there behavior at every single moment of the day and b) these students have their own set of issues they are dealing with, so not to hold it against them.
Up to this point, my student has taken classes largely with a group of students whose misbehavior is more severe than other students in the program, so that does not help him. These other students that have classes with him also tend to have behaviors more related to conduct disorders, rather than similar disorders to what my student has (Autism, Mental Illness, Tourette's). The program director has switched around his classes so that he will spend more time with student's whose behaviors are less reoccurring throughout the day. While this move was necessary, I am slightly skeptical that he will do that much better, as he is still spending a great amount of time around students with ongoing behavior problems. All I can do at this point is continue to work with him, and hope for the best.
On a positive note, my student has been spending a lot of time playing basketball with other students in the program, which he looks forward to doing everyday whenever we have free time. He has difficulty with fine motor skills, so he has some trouble shooting and dribbling the ball. But the other students that play with him have been very patient, and have done a great job at getting him the ball, letting him shoot, and not saying anything when he double-dribbles.
Some of his behavior is connected to his Tourette's, and I suspect his Autism as well (although to a lesser extent). Some of his behavior is linked to the one time he was bullied by a student a couple of weeks ago (every other student in our program is treating him with compassion and trying to include him). He now feels more students are either trying to bully him or want to bully him, although at this point, it is purely his perception (no actual bullying that I have noticed).
Some of this behavior is his reaction to watching so many other students misbehave, which is to be expected in a program for students with behavior disorders. He not only feels it is disrespectful and annoying, but he is also frustrated at the fact that he has someone who is with him at all times telling him not to misbehave when he acts up, while none of the other students have someone. I can understand his frustration there. But he honestly thinks that other students do not get into trouble when they misbehave. We at the program have to remind him that a) they do get into trouble, although we may not correct there behavior at every single moment of the day and b) these students have their own set of issues they are dealing with, so not to hold it against them.
Up to this point, my student has taken classes largely with a group of students whose misbehavior is more severe than other students in the program, so that does not help him. These other students that have classes with him also tend to have behaviors more related to conduct disorders, rather than similar disorders to what my student has (Autism, Mental Illness, Tourette's). The program director has switched around his classes so that he will spend more time with student's whose behaviors are less reoccurring throughout the day. While this move was necessary, I am slightly skeptical that he will do that much better, as he is still spending a great amount of time around students with ongoing behavior problems. All I can do at this point is continue to work with him, and hope for the best.
On a positive note, my student has been spending a lot of time playing basketball with other students in the program, which he looks forward to doing everyday whenever we have free time. He has difficulty with fine motor skills, so he has some trouble shooting and dribbling the ball. But the other students that play with him have been very patient, and have done a great job at getting him the ball, letting him shoot, and not saying anything when he double-dribbles.
Saturday, November 19, 2011
Work Update
Great news since the last time I wrote about work. The student I am working with has made a few adjustments in his medication, which in turn has changed the way he behaves as school. He is now going to all of his classes, and on an everyday. In addition, he is getting all of his work done (with very few modifications), and he doesn't take naps anymore. He also seems to be fitting in well in all his classes. He participates in an appropriate manner, and most of his peers seems to be treating him with respect and trying to incorporate him into the lessons. We did have one incident where he was being bullied, but this was promptly dealt with, and hasn't reoccurred since. He still goes home and deals with his own issues of misbehavior there, but even that has greatly improved from where he was.
We have, however, started running into one major problem regarding peer interactions. Since my student has began to really find his comfort level in his classes, he is trying harder than ever to fit in with some of the "cool kids". This includes mimicking the inappropriate language and topics of conversation that he hears. Such misbehavior is normal in just about any secondary education setting, but it is especially prevalent in programs for students with behavior disorders. When we confront him about this behavior, his response is that he feels other students are allowed to get away with it, so why shouldn't he? We try to explain to him that those other students do not get away with it, even though we might not go up to them and tell them to stop it immediately the way we do to him.
I suppose mimicking such behavior wouldn't be such a big deal if the student I was working with could stop himself like other students. But one of the disabilities he has are Torrette-like-symptoms, and one he starts speaking inappropriately, it is hard for him to stop. This has become a very frustrating problem for everyone involved (especially him). We are starting to look for other students in the program that he can be around that will set a better example for him (easier said than done given the type of students in the program).
Despite this setback, he is doing a lot better than he was when he first entered our program. He is a wonderful kid, and I am so proud of him!
We have, however, started running into one major problem regarding peer interactions. Since my student has began to really find his comfort level in his classes, he is trying harder than ever to fit in with some of the "cool kids". This includes mimicking the inappropriate language and topics of conversation that he hears. Such misbehavior is normal in just about any secondary education setting, but it is especially prevalent in programs for students with behavior disorders. When we confront him about this behavior, his response is that he feels other students are allowed to get away with it, so why shouldn't he? We try to explain to him that those other students do not get away with it, even though we might not go up to them and tell them to stop it immediately the way we do to him.
I suppose mimicking such behavior wouldn't be such a big deal if the student I was working with could stop himself like other students. But one of the disabilities he has are Torrette-like-symptoms, and one he starts speaking inappropriately, it is hard for him to stop. This has become a very frustrating problem for everyone involved (especially him). We are starting to look for other students in the program that he can be around that will set a better example for him (easier said than done given the type of students in the program).
Despite this setback, he is doing a lot better than he was when he first entered our program. He is a wonderful kid, and I am so proud of him!
Thursday, October 27, 2011
Work Update
Recently, I have been rather hesitant to write new "Highlight of the Day" segments of my blog. This is something that is supposed to force me to update my blog on a near-daily basis by talking about an interesting or funny story from work. Currently, my work is being a one-on-one with a young man who has autism. These days, my job consists mostly of the same schedule everyday.
In the morning, my student comes to school, and we spend the first few hours of school dealing with bad behavior. These includes inappropriate language and topics of conversation, violent and threatening language, hitting and kicking objects, and throwing objects. When he get's angry and aggressive (and there isn't always a reason why he gets angry), I become the primary target of his aggression because I spend the most time with him. So far, I have been kicked, spit on, and had various objects thrown at me. Some of this behavior is work avoidance, and some of it is his Torette's. Depending on the day, there is little or any school work that gets done by lunch. He goes to lunch, and usually takes a nap (a product of the different types of medicine he is on). By the time he wakes up, he has time to do maybe one or two assignments. There are usually less than 2 hours left by the time we reach this point in the school day. With maybe an occasional exception here and there, my student's schedule goes like this everyday.
I guess I have been hesitant to write about my job because, frankly, I haven't felt like writing about it. At times, my job is fascinating and silly (he can be a really funny and sweet kid). At other times, it is frustrating and downright depressing. I feel so bad for the emotional roller coaster that his mind takes him on from hour-to-hour. A lot of nights, the last thing I want to do is sit down and write about these difficult days in an internet post. I hope readers will understand where I am coming from.
That doesn't mean I won't ever share any stories. For instance, my student was talking about Monty Python yesterday, and he did his impression of the monks who hit themselves from The Holy Grail. I don't think I have laughed that hard in a long time, and I know the other adults in the room thought it was funny too (by the way, he didn't actually hit himself). For those of you who have never seen The Hold Grail and don't know what I'm talking about: first of all, SHAME ON YOU FOR NOT SEEING IT. Go rent it right now. Secondly, here are the monks who hit themselves.
In the morning, my student comes to school, and we spend the first few hours of school dealing with bad behavior. These includes inappropriate language and topics of conversation, violent and threatening language, hitting and kicking objects, and throwing objects. When he get's angry and aggressive (and there isn't always a reason why he gets angry), I become the primary target of his aggression because I spend the most time with him. So far, I have been kicked, spit on, and had various objects thrown at me. Some of this behavior is work avoidance, and some of it is his Torette's. Depending on the day, there is little or any school work that gets done by lunch. He goes to lunch, and usually takes a nap (a product of the different types of medicine he is on). By the time he wakes up, he has time to do maybe one or two assignments. There are usually less than 2 hours left by the time we reach this point in the school day. With maybe an occasional exception here and there, my student's schedule goes like this everyday.
I guess I have been hesitant to write about my job because, frankly, I haven't felt like writing about it. At times, my job is fascinating and silly (he can be a really funny and sweet kid). At other times, it is frustrating and downright depressing. I feel so bad for the emotional roller coaster that his mind takes him on from hour-to-hour. A lot of nights, the last thing I want to do is sit down and write about these difficult days in an internet post. I hope readers will understand where I am coming from.
That doesn't mean I won't ever share any stories. For instance, my student was talking about Monty Python yesterday, and he did his impression of the monks who hit themselves from The Holy Grail. I don't think I have laughed that hard in a long time, and I know the other adults in the room thought it was funny too (by the way, he didn't actually hit himself). For those of you who have never seen The Hold Grail and don't know what I'm talking about: first of all, SHAME ON YOU FOR NOT SEEING IT. Go rent it right now. Secondly, here are the monks who hit themselves.
Thursday, October 20, 2011
Highlight of the Day: 10/20/2011
Two new things to report on:
1) Great day for my student. No behavior problems at all. First time that has happened since the first day I worked with him last week. I hope we can have days like this on a regular basis, but for right now, I will take once a week.
2) I finished up a mandatory, crisis intervention program that I have been attending for a few weeks now. It wouldn't be so bad, except they have been taking place after school and going into the evening. I missed the first half of the World Series tonight. But, I took my test tonight, I'm got the proper certification my building requires me to have, and I am done with it.
This day calls for a song. Ice Cube, will you do the honors?
1) Great day for my student. No behavior problems at all. First time that has happened since the first day I worked with him last week. I hope we can have days like this on a regular basis, but for right now, I will take once a week.
2) I finished up a mandatory, crisis intervention program that I have been attending for a few weeks now. It wouldn't be so bad, except they have been taking place after school and going into the evening. I missed the first half of the World Series tonight. But, I took my test tonight, I'm got the proper certification my building requires me to have, and I am done with it.
This day calls for a song. Ice Cube, will you do the honors?
Tuesday, October 18, 2011
Highlight of the Day: 10/18/2011
Since I wrote my last Highlight of the Day, the student I am working with has (for a lack of a better phrase) shown me the other side of his personality. At multiple points during a given day, he will swear, insult me, and utter some of the most outlandish and shocking vulgarities I have ever heard (and I don't shock easy). Although less frequent, he has also shown my violent behavior ranging from kicking and pound walls, to kicking tables, to once even kicking me. While he has never outright refused to do any school work for me, there is only so much work that is completed during the day. He does have moments where he is calm, polite, fairly rational, and even remorseful for when he does behave badly. But, having said that, the behavior I saw the first day I worked with him was not same I have seen since. While everyday brings at least one great challenge, I can say with complete sincerity that I am still happy to be working with this young man, and will do everything I can to be a good teacher to him. Especially given the fact that, so far, I am the one that is doing any teaching with him throughout the day.
Friday, September 9, 2011
Highlight of the Day: 9/9/2011
First full day of working with students. So far, I am getting along well with the students, but that is because I am not enforcing discipline yet. As I mentioned yesterday, the head classroom teacher told me to ease my way into confronting students about their behavior because it is important to establish a rapport first. Next week, I will probably start stepping things up.
Here is dialogue from a conversation I had with a student:
Student: How do you like the job so far here? Do you hate it yet?
Me: No, not yet (laugh). So far, so good. (pause) So, are you excited it's Friday?
Student: Not really. You can't really go do anything when your under house arrest.
Me: Oh . . . yeah, that could put a damper on things.
I have a feeling I will be having lots of conversations like that in the upcoming months.
Here is dialogue from a conversation I had with a student:
Student: How do you like the job so far here? Do you hate it yet?
Me: No, not yet (laugh). So far, so good. (pause) So, are you excited it's Friday?
Student: Not really. You can't really go do anything when your under house arrest.
Me: Oh . . . yeah, that could put a damper on things.
I have a feeling I will be having lots of conversations like that in the upcoming months.
Wednesday, September 7, 2011
Highlight of the Day: 9/7/2011
Today was my first day at my new paraprofessional job . . . sort of. Most of the day was spent in orientation meetings. Learning about benefits, professional development, going through paperwork, watching training videos, etc.
The last hour of the day, I got to meet the teacher I will be working with most of the time, and another para that will be in the same classroom as me. I also got to see the classroom I will be spending most of my day in, and learn a little bit about the students I will work with. I don't get to work with any of them until tomorrow, but let's just say I will be coming home with lots of interesting stories. I didn't think that would be possible compared to my last job, but this just might have me beat.
For instance, she let me look at a student's behavior notes for the day. Several times I saw in the notes where he called the teacher "bitch" and said "fuck you", and had to be escorted to the cool down room (and this was considered a good day for him). I am also told I am going to be the brunt of a lot of profanity and verbal abuse from students, and there is very little I can do to help the situation. These are students who have been taken out of their regular classrooms so they can work on behavior modifications.
Right now, I should be sweating bullets and freaking out, but I am actually excited. Perhaps that will change, but right now, I'm ready to go.
The last hour of the day, I got to meet the teacher I will be working with most of the time, and another para that will be in the same classroom as me. I also got to see the classroom I will be spending most of my day in, and learn a little bit about the students I will work with. I don't get to work with any of them until tomorrow, but let's just say I will be coming home with lots of interesting stories. I didn't think that would be possible compared to my last job, but this just might have me beat.
For instance, she let me look at a student's behavior notes for the day. Several times I saw in the notes where he called the teacher "bitch" and said "fuck you", and had to be escorted to the cool down room (and this was considered a good day for him). I am also told I am going to be the brunt of a lot of profanity and verbal abuse from students, and there is very little I can do to help the situation. These are students who have been taken out of their regular classrooms so they can work on behavior modifications.
Right now, I should be sweating bullets and freaking out, but I am actually excited. Perhaps that will change, but right now, I'm ready to go.
Tuesday, March 8, 2011
Highlight of the Day: 3/8/2011
Photo from Answers.com
Today, I went on a field trip with some of my students to the Harry S. Truman Presidential Library in Independence, MO. It was a very pleasant trip, and there were no major problems as there easily could have been. I enjoyed walking through the library and explaining different events that happened during the Truman Presidency to my students. However, I am not sure they understood everything that was discussed, and I am skeptical of how much they will remember whenever we get a chance to talk about the trip in class (it is at least partially a function of their disability). My US Social Studies classes just finished discussing the Civil War, so we haven't discussed World War II yet (although I think I will get to this very shortly). I did tell the students from my classes that were on the trip to expect questions in class, so they should try to absorb as much information as possible. We will see how that goes in a couple of days.
As far as what I think of President Truman, I am generally a fan. I won't say I necessarily agree with all of his actions (e.g. dropping of atomic bombs, forcing end to railroad strike, etc.) But overall, I believe our country was better off because of his Presidency. And as unpopular as he was when he left office, it is interesting to see how history now views his presidency in a more positive light. I am sure that part of the reason I am such a fan is my bias as a native Missourian. He isn't my favorite President, but he is definitely in my Top 5.
Monday, March 7, 2011
Highlight of the Day: 3/7/2011
Reviewed my teacher evaluation with a principal today. I definitely improved since the last time I was evaluated. While I still have some improvements to make, I am definitely proud of how I did. Now I just have to wait to hear from the powers that be about whether or not they want to renew my contract for next year. Keeping my fingers crossed.
Sunday, March 6, 2011
Highlight of the Weekend: 3/5/2011-3/6/2011
Normally, I will not be writing "Highlights on the Weekend" because the only work-related activities I am usually doing then are working on lesson plans and IEPs. However, I have to share this story.
It is Saturday morning, and I am sitting in my pajamas eating breakfast with my wife. I get a phone call from a number I do not recognize. It turns out to be the mother of a girl I work with at school. This girl had brought home an electric simulation baby doll for the weekend for her parenting class to see how she takes care of it. It is one of those dolls that mimics the actions and needs of a real baby (crying, hungry, uses the bathroom, etc.) That morning the baby stopped working, and the girl is freaking out. I would be to, because those dolls are quite expensive, and the students are held responsible for any damage done to them. Mom wanted to know if I had a home phone number to contact the teacher of the parenting class. I didn't have one, and I recommended that she email the teacher, and hopes she checks her email over the weekend, and gets back to you. I guess I will find out what happens Monday morning.
It is Saturday morning, and I am sitting in my pajamas eating breakfast with my wife. I get a phone call from a number I do not recognize. It turns out to be the mother of a girl I work with at school. This girl had brought home an electric simulation baby doll for the weekend for her parenting class to see how she takes care of it. It is one of those dolls that mimics the actions and needs of a real baby (crying, hungry, uses the bathroom, etc.) That morning the baby stopped working, and the girl is freaking out. I would be to, because those dolls are quite expensive, and the students are held responsible for any damage done to them. Mom wanted to know if I had a home phone number to contact the teacher of the parenting class. I didn't have one, and I recommended that she email the teacher, and hopes she checks her email over the weekend, and gets back to you. I guess I will find out what happens Monday morning.
Friday, March 4, 2011
Highlight of the Day: 3/4/2011
Gave a math test on Geometry today. Specifically: types of lines, polygons, types of triangles, finding the missing angle in a triangle, perimeters, area of square/rectangle, circumference, and area of a circle. The scores varied. What unit shall I cover next? I will probably work on money and word problems a little bit next week, and then decide from there.
Thursday, March 3, 2011
Highlight of the Day: 3/3/2011
My teaching was evaluated by one of the principals at the high school I worked at. I did a lot better than my first semester evaluation, though the misbehavior of a couple of my students cramped my style. Still, I feel pretty good about it, and glad it is over. I will know the results of my evaluation Monday.
Wednesday, March 2, 2011
Highlight of the Day: 3/2/2011
As busy as I am, I don't get to do longer posts as much as I would like to. So, I am think I am going to try something new that would help me publish material on my blog a little more frequently. The "Highlight of the Day" is going to be something that happened at my job that simply shares what is going on in my job. It can be good, bad, interesting, or just plain bizarre. It really doesn't matter. I will tell you that most days, it will be short, and to the point. I won't promise that I will post it everyday, but when I am up for it after work, I will make an effort to put something. Here is my first highlight of the day:
Today, I got to play a 30-second sample of Bob Marley's Classic Song "Buffalo Soldiers" for my US Social Studies course. We are finishing a unit on the Civil War, and I gave them a worksheet on the African-American Army infantries with the same nickname. I thought the song would be a nice addition to the worksheet. Most of the students liked it, but a few were indifferent. Only a couple had ever heard of Bob Marley (I was disappointed at that).
Read a little American History, then listen to some Bob.
Today, I got to play a 30-second sample of Bob Marley's Classic Song "Buffalo Soldiers" for my US Social Studies course. We are finishing a unit on the Civil War, and I gave them a worksheet on the African-American Army infantries with the same nickname. I thought the song would be a nice addition to the worksheet. Most of the students liked it, but a few were indifferent. Only a couple had ever heard of Bob Marley (I was disappointed at that).
Read a little American History, then listen to some Bob.
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