Tuesday September 5th John Keenan

Tuesday September 5th John Keenan john.keenan@newman.ac.uk
Secondary English Tuesday September 5th John Keenan

Handbooks Blog

Today 1. Pedagogy 2. Reflection 3. Behaviour

Learning outcomes Have considered a pedagogy for teaching English
Will be able to judge against other pedagogies

Learning Outcome Have considered a pedagogy How will I know? Vox Box

What is your pedagogy?

What do you love?

…about English

…about teaching

poetry

Poem for Everyman I will present you parts of my self slowly if you are patient and tender. I will open drawers that mostly stay closed and bring out places and people and things sounds and smells, loves and frustrations, hopes and sadness, bits and pieces of three decades of life that have been grabbed off in chunks and found lying in my hands. they have eaten their way into my memory, carved their way into my heart. altogether- you or I will never see them - they are me. If you regard them lightly, deny they are important or worse judge them I will quietly, slowly, begin to wrap them up, in small pieces of velvet, like worn silver and gold jewellery, tuck them away in a small wooden chest of drawers and close. John Wood

privilege

The Blot What is Miss Maclean’s pedagogy? Hannah

I want to be an English teacher because...

Press the record button
Vox Box Press the record button My pedagogy is...

Freire

There is no such thing as a neutral education process
There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world. Jane Thompson, 1999, Gramsci, Freire, and Adult Education: Possibilities for Transformative Action, by Peter Mayo, Macmillan. Page 5

Pedagogy of the Oppressed
Start with what the students love Understand that they must want to learn Teacher learns from the students

Other Pedagogies for Teaching Traditional Progressivist
Postmodern Progressive all contribute to today’s pedagogy

Petrus Ramus Classical canon Great Men of History Christianity
Pedagogical Spaces 1: Traditional Petrus Ramus Classical canon Great Men of History Christianity Knowledge in books . 16th century Frech shcolar invented the education system of today - took it away form the 1:1 philosopher and guide to printed text books that Shakespeare would have had knowledge taken away from sounds and into books. It was a mater of learning all techniques for writing or division or biology or enything in Ong’s words, dissecting and dividing down, taking apart and this is what happened to literature. Behind I is an ideology that nly men are great, that only certain books are worthwhile and there is one God and the king is on his throne.

The Enlightenment Pedagogical Spaces 1: Traditional Renee Descartes
It follows a peculiar way of looking at the world which tok hold and is still with us today. Renee Descartes was a philoshopher who summed up the prevalent thought in the early 17th century. He was the one who gaveus cogito ergo sum - I think therefore I am. He also gave us a way of thinking dependent on rules - that if something happens we can find a reason for it and create a rule and then we can make it or stop it happening again. Before this, there were sprits, God, ilnesses were called by vapours. There was a whole other condition of living which there still is in pre-industrial parts of the world today about respect for ancestors, culture, tradition. The Enlightnemnet swept this away in a cloud of logic and it is on this that the West is based and it might be seen that its success starts with this philosophy. GET SHEET ON THE ENLIGHTNEMENT PRINTED AND GO OVER

Institutionalised Mass schooling Rigid systems
Pedagogical Spaces 1: Traditional Institutionalised Mass schooling Rigid systems

Pedagogical Spaces 1: Traditional
The ‘iron cages’ of rationalisation This is the time of modernism. Max Weber’s ideas have the birth of modernity as the separation between family and business. IRON CAGES MCDONALDS IKEA Max Weber ( )

Testing John Holt – ‘How Children Fail’ ‘Most children in school fail’
Pedagogical Spaces 1: Traditional Testing John Holt – ‘How Children Fail’ ‘Most children in school fail’ (Holt, 1990: foreword)

‘Nobody starts off stupid…what happens , as we get older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed…We destroy this capacity above all by making afraid, afraid of being wrong…afraid to gamble, afraid to experiment, afraid to try the difficult and the unknown …We destroy the … love of learning in children…by encouraging and compelling them to work for petty and contemptible rewards – gold stars or papers marked 100 and tacked to the wall or As in report cards…We encourage them to feel that the end and aim of all they do in school is nothing more than to get a good mark on a test’ (Holt, 1990: pp.273-4)

Pedagogical Space 2: Progressivist
John Dewey Maria Montessori

John Dewey 1900 ‘To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct appeal; to preparation for a more or less remote future is opposed to making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world’ cited in Katzinger and Cross, 1993: pp45-6

John Dewey ‘Textbooks and lectures give the result of other men’s discoveries, and thus seem to provide a short cut to knowledge; but the outcome is just a meaningless reflecting back of symbols with no understanding of the facts themselves’ Dewey and Dewey 1915 cited in Cross and Katzinger, 1993: p.46 To Steiner schools and sumerhill

John Dewey (At school children should learn to be) ‘cooks, seamstresses, or carpenters.’ cited in Katzinger and Cross, 1993: p.45

Progressive Pedagogy as Ideology
Pedagogical Space 2: Progressivist Progressive Pedagogy as Ideology The idea of progress Standard English was to be the conclusion Correct acquisition served an industrial purpose ‘Motivated student activity was a pedagogical tool in the interest of progress and modernity and these cultural assumptions were as powerfully singular as those of the traditional curriculum of a classical canon, even to the point of sharing some of the same objectives - correct grammar, for example - albeit objectives that were now to be achieved by a different means’ Cross and Katzinger, 1993: p.47 In other words here done in a related wayas an outgrowth of the child -rogani. Dewey also wanted to erase cultual difference and the curriculum gav singluarity c

Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
difference discontinuity cultural fragmentation linguistic fragmentation ‘the postmodernists pronounce the end of history; the decadence of grand metanarratives…the demise of progress’ Cross and Katzinger, 1993: p.48

High Windows When I see a couple of kids And guess he's fucking her and she's Taking pills or wearing a diaphragm, I know this is paradise Everyone old has dreamed of all their lives-- Bonds and gestures pushed to one side Like an outdated combine harvester, And everyone young going down the long slide To happiness, endlessly. I wonder if Anyone looked at me, forty years back, And thought, That'll be the life; No God any more, or sweating in the dark About hell and that, or having to hide What you think of the priest. He And his lot will all go down the long slide Like free bloody birds. And immediately Rather than words comes the thought of high windows: The sun-comprehending glass, And beyond it, the deep blue air, that shows Nothing, and is nowhere, and is endless. Philip Larkin Post-modernism is a theory. The people who write about it, though do not have any real agreement,. It is in a sense, a philosophy and one you can get hold of again and critique. You can consider how true you think it is. Just as Foucault is best described to me by God and angels. So poetry brings the subject up of the death of God as here in Philip Larkin’s High Windows READ

The reasons why this incredulity crept in are, like philosophy up for debate but multinational firms are either a response to the changes ie they crept in because the nation state declined in power and could not put up a fight against them. Which of us wants to rail against McDonalds in a way, I suspect before the war we would have had a yanks go home attitude and stuck to our roast beef. It also could be a contributor, particularly the multinational media firms which bring their images and the different global ways of interpreting relaity which undermines our own.

humans are active meaning makers no universal meaning - polysemic no privileged discourses the death of the author a curriculum relevant to experience power to marginalised discourses e.g. Creole Language is ‘a system of signs structured in the infinite play of difference’ Aronwitz and Giroux, 1991: p.13 cited in Cross and Katzinger, 1993: p.50

Where were we? 1990s-2000s, postmodern progressivists
1980s-1990s, Conservative traditionalism/vocational 1960s-80s, Progressivist 1890s-1960s, traditional/vocational

Where are we now?

“unashamedly elitist”
From 2010

National Curriculum 2014 Employers, universities and colleges are often dissatisfied with school leavers’ literacy and numeracy even though the proportion of young people achieving good grades has gone up in recent years. We believe making GCSEs and A levels more rigorous will prepare students properly for life after school. It is also necessary to introduce a curriculum that gives individual schools and teachers greater freedom to teach in the way they know works and that ensures that all pupils acquire a core of essential knowledge in English, mathematics and sciences.

Multi-academy trusts “At the heart of our plan for education is our commitment to supporting schools to be in the driving seat of school improvement and professional development, working together to spread best practice, knowledge and experience. We know that many of our best leaders believe strongly in a school-led approach to improvement and are already working to achieve it. Nicky morgan from 2014

Justine Greening Grammar schools

Teach...learn

Learning Outcome Greater understanding of some of the processes students undertake in learning How will I know?

‘when I came into teaching no-one said anything about learning’
On being asked to go to a teaching and learning training session: ‘when I came into teaching no-one said anything about learning’

Learn? Qualified Teacher Status ‘understand...pupils’ learning’

What is your name – learned fact What is your quest – learned fact
Learning Monty Python What is your name – learned fact What is your quest – learned fact What is your favourite colour – learned fact (?) What is the capital of Assyria – not learned Grey, 2006: 47

What is learning ‘learning is an active process of acquiring and retaining knowledge so it can be applied in future situations’ Sousa, 2001: 24 ‘making meaning’ Watkins et al, 2000: 6

Learning is change

Acquisition of knowledge Constructing understanding
Change of behaviour Acquisition of knowledge Constructing understanding Adapted from Pritchard, 2005: 2

How do people learn?

teaching without learning or learning without teaching?
Which do you think is more prevalent – teaching without learning or learning without teaching? Pritchard, 2000: 11

More is learnt in the bedroom of the teenager than the classroom.

‘It’s not that I haven’t learnt much
‘It’s not that I haven’t learnt much. It’s just that I don’t really understand what I’m doing’ Ruddock, Wallace and Harris, cited in Watkins et al, 2000: v

Closure strategies – tell your partner what you know
Learning Strategy Already know Get attention Relevant Model Teams Goals Visuals Think and talk aloud Mnemonics Note taking Closure strategies – tell your partner what you know Adapted from Fulk 2000 cited in Sousa, 2001: 34

Your task In pairs 10 minutes Choose one learning outcome
Follow the strategy through a lesson Be ready in 10 minutes to feedback to the group how you will know you have achieved your learning outcome

You have 10 minutes left ©CAS 2004

You have 1 minute left ©CAS 2004

STOP ©CAS 2004

WHICH 3 DO YOU DO MOST OFTEN IN CLASS? COPY FROM A BOOK 67 56
MORI POLL COPY FROM A BOOK LISTEN TO THE TEACHER FOR A LONG TIME CLASS DISCUSSION Cited in Grey, 2012: 215

New learning Existing concepts, knowledge and experience Geoff Petty

Teach others/immediate use of learning
5 % 10 % 20 % 30 % 50 % 75 % 90 % Listening Reading Audio -Visual Demonstration Discussion groups Practice by doing Teach others/immediate use of learning Students Receive information Students Apply their Learning Students are Increasingly active, and challenged. Experience is increasingly practical and multi-sensory Student’s recall rate 25 ways of teaching without telling

Your task In pairs 10 minutes Choose one learning outcome
Follow the strategy through a lesson Be ready in 10 minutes to feedback to the group how you will know you have achieved your learning outcome

You have 1 minute left ©CAS 2004

STOP ©CAS 2004

Reflective writing and professional portfolios

What is in reflection?

Learning Outcomes Understand what the purpose of the portfolio is
Greater understanding of what it means to reflect

Learning Outcome By the end of this session you should have greater understanding of the ways of developing your reflective writing with particular reference to your Portfolio assessment. This is also good practice, to make sure everyone knows what the intention is. In this case, the session is designed to help you to improve your final reflective assignment by showing you the sources of information which can help you to develop as a teacher.

Why do we need to reflect?

Draw a square, a circle, a triangle and a snake anywhere on this page

Beach Sea What you wore Right Left Box Cup Darkness

ask open blind tell unknown hidden Johari Window

Because we don’t know ourselves fully

The Choosing We were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making Liz Lochhead

Because we don’t realise the external factors which constrain us

4. to ground teachers emotionally;
For Brookfield, critical reflection is important for some of the following reasons: 1. to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2. to enable teachers to provide a rationale behind their practice which can be crucial to establishing credibility with student; 3. to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4. to ground teachers emotionally; 5. to enliven the classroom by making it challenging, interesting and stimulating for students; 6. to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behaviour and a moral tone. These are reasons why we reflect. Someone once said to me – so it’s just to make us feel better then, in a rather negative way and I thought that if that is all it does then it is something. Teacher can be too hard on ourselves. Appraisal is often blaming ourselves when it may not have been our fault. Reflection does more than this as you can see from the list. You may not agree with everything here but some should ‘strike home’ as an important weapon in the teacher armoury.

Critical dialogic reflection
What is reflection? Descriptive writing Descriptive reflection Dialogic reflection Critical dialogic reflection

1. Descriptive writing: what happened
2. Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: shows awareness of self and role; examination of qualities of judgements; gives alternative explanations of events; is analytical; is integrative, links factors and perspectives; is deliberative; is cognitive; is multi-narrative, weighs competing claims and viewpoints; has contextual awareness; explores alternative solutions; is social reconstructionist 4. Critical Dialogic Reflection: integrates theory into dialogic reflection Adapted from Hatton and Smith 1995

Reflexive practice involves thinking more critically about themselves, their assumptions, actions, and situations they encounter; to see multiple interpretations and constructions of reality (Cunliffe, 2004 pp )

Brookfield (1995) US STUDENTS THEORY COLLEAGUES

the component of emotional
Lens One US Self talk the component of emotional intelligence that frees us from being a prisoner of our own feelings. Goleman (2002, p.57)

Lens 2 Others There is another way of seeing things differently – others. Think of the blind part of the Johari window – they know things about us we don’t. Why not ask them? Ask about how they think we are doing and what we could do differently. They may be wrong, but at least we are opening ourselves up to thinking differently.

Lens 3: Theory Having books and journal articles with us lets us access some of the best teacher in the world. Those who have been successful and been through what you have, have written it down. Read. Learn from the experts. Better still, negotiate with theory – do you agree? Are there better approaches. The more you read, the more you will see that there is no simple answer but there are answers. There is no simple student, no simple teacher, no simple critical incident. It may take a few ‘shots’ to get it right but theory gives you another ‘shot’.

Enriched by theories of experts
Whose theory? Expertise Your theories Peer theories Informed and challenged by experiences elsewhere; theories supported by research in literature Enriched by theories of experts Expertise

Structuring your views
Brookfield (1995) US THEORY Structuring your views PEERS These are four of sources we can use. Have a look at them and consider how each one can bring a unique perspective onto a situation. In the case of this session, we are going to view ‘critical incidents’. These are moments in your teaching practice which have made you consider whether you stop and think – moments when potentially you learnt something new about yourself and your professional practice. The lens idea is a metaphor – we view things differently through lenses and each one helps us to see an incident differently. We have to be aware that we see matters in only one way and someone else will do so differently. A lesson we think went well, a student may have been upset by, or not learnt from and vice versa. Colleagues – and as a trainee teacher, particularly experienced ones like mentors – can also help you to see an event differently. For example, someone else may be a lot more charitable about your ‘mistakes’ understanding that you are learning and need to make them to develop. Sometimes teachers are afraid to get student views. This is a shame. What are we scared of – that they might be negative? The student has a right to be heard and can help us to change our lessons. In the end her/his learning is paramount not our teaching so listen to your students. Theory is like having an expert always with you. The writers have been where you are and have read around the subject of teaching as well so can give you an overview. We should always use theory as another ‘voice’ to help us to become better teachers. EXPERTS

Theory Behind Reflection John Dewey – the legitimacy of ‘I’
What is reflection? Theory Behind Reflection John Dewey – the legitimacy of ‘I’ Jurgen Habermas – interpretation, acting David Kolb – experiential learning Reflection Theorists Jenny Moon Hatton and Smith

What is in reflection?

Some helpful references
Gillie Bolton Reflective Practice (2nd Ed)Paul Chapman 2005 John Dewey Experience and education Collier 1938 Hatton, N and Smith,D Refelction in teacher education David Kolb Experiential learning as the science of learning and development Prentice Hall 1984 Eddie McNamara Positive Pupil Management and Motivation: a Secondary teacher’s Guide David Fulton 2000 Jenny Moon Handbook of reflective and experiential learning Routledge 2004 David Tripp Critical Incidents in teaching Routledge 1993

The Steer Committee 2009 The Steer Report Woody Allen

The quality of learning, teaching and behaviour are inseparable issues, and the responsibility of all staff Poor behaviour cannot be tolerated There is no single solution to the problem Respect has to be given in order to be received The support of parents is essential "Children learn how to behave, so adults have a responsibility to teach them and help them behave properly so they become full members of society”

I think teachers should be a little bit barmy and dance and not just sit down and drink tea and coffee. Kirsty, 10. To make a good school I would say you need trust. Trust between a student and a teacher, between students, between teachers, and the whole school. You need fairness; teachers shouldn’t show favouritism, they should keep it inside; and students should be expected to behave in lessons and get good treatment back. Natasha, 12. We would only have the teachers who knew and understood what they were talking about; they would all be passionate about their subjects and help us to unleash our passions. Maisie, 14. I think we should have a ‘teach the teacher’ day. We can teach the teacher how it feels to be a kid and see how hard and fast we have to do our work and so WE can set the standard. Jonathan, 10. I don’t understand why teachers ask so many questions. It seems to me that it is the learner that should ask the questions. Give us the freedom to ask questions and do us the courtesy of helping us find answers. Joy, 14. Teachers should be under 49. Sophie, 9. The teachers are all nice but when the children are bored the teachers get cross. Amber, 5. Hay McBer Report 2000

A good teacher is kind is generous listens to you encourages you has faith in you keeps confidences likes teaching children likes teaching their subject takes time to explain things helps you when you're stuck tells you how you are doing allows you to have your say doesn't give up on you cares for your opinion makes you feel clever treats people equally stands up for you makes allowances tells the truth is forgiving. Descriptions by Year 8 pupils Hay McBer Report 2000

Walls ‘Either learners play it safe and withdraw, feeling crushed and lacking in self-confidence as a result; or they hit out in retaliation, becoming disruptive. Either way pupils, and their learning, are damaged’. (Petty, 2004: p.16)

Some people want to lose
ADHD Anxiety Dyslexia Autism spectrum Low self esteem Rebellion Willis (1977) ‘the most basic, obvious and explicit dimension of counter-school culture is entrenched, generalized and personal opposition to ‘authority’’ (p.11, cited in Docking, 1987: 78) Some people want to lose Teach First experience. Punk. Catcher in the Rye

What a Waste Instead I chose to play the fool in a six-piece band First night nerves every one night stand I should be sad to be so inclined What a waste! What a waste! But I don’t mind. Ian Dury

Your theories Peer theories Informed and challenged by experiences elsewhere; theories supported by research in literature Enriched by theories of experts

No-one has the truth Epistemology – value of the knowledge weighed Being in critical dialogue

Your theories

Teaching is about relationships
Treat students as people. No authority. Speak outside of the lesson – teach first example. Holly

Preparation is all 90% preparation and 10% what in the classroom.

Action - consequence Consistency

Happens at the start

Peer theories

Informed and challenged by experiences elsewhere; theories supported by research in literature Enriched by theories of experts

Antecedents - behaviour - consequences
McNamara Stimulus to bad behaviour eg pupil – teacher; Setting factors eg seating arrangements Curriculum eg content, delivery Organisation eg sanction systems Antecedents - behaviour - consequences

Consequences ‘in summary, in addition to consequences, the other major determinants of behaviour, i.e. What happens immediately before (stimulus conditions); the classroom situation (setting factors); what is being asked of the pupils (curriculum content, structure and delivery), and organisational factors such as the composition of the class (e.g. Mixed ability or set). Thus if pupil behaviour (B), its antecedent (A), and significant consequences (C) are assessed, an analysis of pupil behaviour can be pursued’ (McNamara, 2000: 7) Critique functional analysis

Criticism – functionalist, positivist

RPI Rules Rules Rules, praise and ignore Masden et al (1968)
Few in number Simple Described positively Consistent with school policy

To ask yourself: What are the rules of your classroom? Were the pupils involved in the rules? What strategies have you to promote compliance? What strategies to redirect noncompliance? Strategies to avoid ‘criticism trap’ Critique - rules are there to be broken

Becker et al (1975) ‘Thus, while there is an immediate cessation of the behaviour, in a longer time the behaviour occurs more frequently. This analysis explains why some teachers persist in using negative control techniques when they patently ‘don’t work’’ (cited in McNamara, 2000: 13)

Transactional Theory Eric Berne
Strokes = from positive words to full personal commitment. From ‘great job’ to ‘I love you’ Negative strokes are better than nothing David don’t do that. David stop this

From criticism to cooperation
‘The traditional model of classroom control incorporates the teacher as controller and the pupils as controlled...However, there is inherent potential for stress, tension and conflict in this model – for the possibility always exists that the submissive party...may choose not to be submissive...conflict can result...the cooperative learning model is based on an assumption of teachers and pupils as partners’ (McNamara, 2000: 14) Chris You can tell he’s new he tries to reason with them – he’ll learn

Criticism – deliberate disruption
Contradicts ABC?

Trevor Wright Don’t YAVA

Bill Rogers

Case studies from Louise Leaman
Read issue How would you deal with it first. Then remove Post-It What is the advice? What do you think of the advice?

Fidgeting Desktops clear Tidy up planned Clutter-free classrooms Agreed hand-signal Quiet word Sliding scale of intervention Give cloth to fidget with

Attention seeking Establish hands up rules Be inclusive – make them feel valued Don’t ignore – they will go to the next level Tell them you’re not interested and are in those who work Redirect to an appropriate method eg hands and praise when done Praise the good

Refusal to cooperate Use ‘I want you to’, ‘I expect you to...’ Give the choice and leave the pupil to do what is required...praise those who do Emphasis choice – you are choosing to... Give time – I want you to...in these minutes Talk to the student about consequences

Being sworn at Get your inner self...smile, assess Tell pupil to leave room Seek an apology Apply consequences Reflect on triggers

Informed and challenged by experiences elsewhere; theories supported by research in literature

Behaviourist Theory Skinner Pavlov

Bloom’s Taxonomy of Learning
Cognitivist Theory Constructivism Piaget Bloom’s Taxonomy of Learning

Humanist Theory Carl Rogers Abraham Maslow

Homework Read one article from the blog by next Tuesday Read through some of the following articles on pedagogy

http://www. independent. co

https://www. theguardian

http://www. cws. illinois

https://www. theguardian

Children’s quotes from Extracted from:
Burke C. and Grosvenor I. (2003) The School I’d Like London: RoutledgeFalmer Charlton, T and David, K (Eds) (1993) Assessing and Understanding Children’s Behaviour, Chapter three of Managing Misbehaviour in Schools (2nd edition) London: Routledge Docking, J (1987) Control and discipline in schools (second edition), London: Harper and Row McNamara, E (2000) Postive Pupil Management and Motivation: a Secondary teacher’s Guide. London: David Fulton Publishers Petty, G (2004) Teaching Today (3rd Ed). Cheltenham: Nelson Thomas

Tuesday September 5th John Keenan

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