I will read four pages and then go, "What the heck did I just read? My eyes will be doing it, but my mind will be somewhere else. Unfortunately that's how it works with ADHD. You can't really zone in on things like that all the time. I learned for me rewriting the notes, while it's incredibly mundane and it's annoying having to do that — I have hand cramps for days — rewriting the notes helped me, cause I would have to read it and physically write it.
That would help me prepare for the tests. Eleni: I want to go back to something else that you mentioned: the idea that you had a funny teacher and using comedy in the classroom. Do you want to talk a little bit about how that shows up in the classroom? Chris: Yeah, kids just like humor, you know, like even if you tell a corny dad joke, they love it. They act like they don't. They're going to go "Oh, that's so stupid. And it's just simple things here and there.
I have like a couple of memes on my wall instead of a traditional "Here's a picture of the Constitution. No kid looks at that and feels inspired. Which sounds terrible, because the Constitution should be an inspiring thing. Oh, I'm a terrible teacher. But it's not just catching the kids' eye. They might look at the Constitution and go, "Oh, those are nice words. I have a picture of just two bear arms, and it's for the right to bear arms. And they're always like, why is there bear arms?
And I'll be like, "Cause you have the right to bear arms. And I just think it's funny. It's just doing little small stuff like that. Eleni: I appreciate the dad jokes. And like, do you talk to your students about your ADHD and how it impacts you? Chris: Yeah, I like to be open with them. Because part of the reason that I became a teacher is I want to be someone they can confide in if they don't feel like they can go to Mom and Dad.
I know that's how I felt a lot. I want them to have that comfortability around me. Are you depressed? Are you OK? You can tell me this. So I tell them how it was difficult for me. I tell them, I was like, "Look, I got held back in first grade. You're a teacher! I just, you know, I messed up occasionally. And then a lot of the other kids that have ADHD really seemed to like, appreciate that. But I feel like they know how much I had to try to get where I was and they appreciate that.
Eleni: You mentioned it was difficult to like go to your parents about it. What made it difficult to talk to them and feeling alone during that time and not having many people to turn to?
Chris: My parents were just very religious, and there's nothing wrong with that. But, you know, it was kind of like to the point where God will fix it if we pray. And my mom was just the type that didn't want to accept her son could be like that, I guess.
You know, she didn't want me to have an IEP. She didn't want stuff like that. And then I had some teachers, they would see that I was trying, but I was like easily off task all the time.
And they could see that a lot of days I was just physically upset and exhausted. And they would check in, just pull me out in the hall. At first, I thought it was like, oh crap, I'm getting into trouble. I don't even know what I did. It was just to check in on me. How are you feeling? You OK? And you know, that just meant a lot, because I didn't get that as much from my parents as I did from teachers. My track coach, he knew of our financial situation. He knew that sometimes I had to miss practice to go work.
They had these, uh, jackets and whatever. You could buy it if you're on the team. I obviously was not in a position to buy that. For me, 30 bucks, like that's food for a little while. You can't spend that on some zip-up jacket with the school mascot. So he bought that stuff for me.
Just, it really touched my heart in a way. Teachers don't get paid a whole lot. You didn't have to do that for me. And I felt like that was just, I don't know, that's something I kind of wanted one day. I wanted to kind of be someone that could be like, "I'm taking care of you, even though you aren't my own.
Eleni: Yeah, that's really beautiful. And I know that you talked about this idea of going on a tangent, and sometimes the kids take advantage of that a little bit. Were there any surprises when you first started teaching, or any challenges that showed up that you didn't expect? Chris: I didn't think that I would be that distracted that easily. They definitely take advantage of it. They know I love Batman, so I will zoom in on that whenever you talk about it. They'll mention something, and then when I'm like, finally starting to catch back on — OK, we need to do this — they're like, wait, one more question.
You don't want to tell them no. And then you go on a tangent again. So, some problem. Eleni: And I know we've talked about your journey, becoming a teacher. What do you think about being a teacher for other people who have ADHD? Do you think it's a good job or a good career for people who think and learn differently? Chris: I think it is, because you understand how people learn. You understand that not everyone's the same. So I understand things need to be done in increments. If you need to stop for a couple seconds, do a little activity, and then get back to it, I understand that.
You need to take breaks. There needs to be mental breathers there. I feel like that's why people with learning differences go into education, because they know they can help those people.
I feel like that's why, another reason, cause they had a good interpersonal connection with a teacher. Eleni: But you talked about thriving in chaos, about this idea of it being like a very stimulating environment. There's a lot of variety. It's very unpredictable. You have to think on your feet a lot. You don't necessarily know what the kids are going to throw at you. Because ADHD, you have quick reactions. I mean, there's hyperfixation, but you're also quick to react to things.
I've always been able to play out things in my head a little bit as they move along. And it's very good because it is all over the place, and when you're someone that learns best in chaos, this job is chaos. You don't know if a kid's going to smile and say "How's your day going? It's all over the place. It's unpredictable. And I think that's really good in a lot of ways.
Especially when you have ADHD, if you do repetitive things all the time, your attention is all over the place. You no longer have that zoned in on that. But when things are doing different things, almost every other day, it can keep you more alert and paying more attention.
I could never do someone's taxes. I could not just look at papers all day and fill in numbers. There's no way. I do think that it's very great for somebody that needs the extra stimulation. Because even if you teach the same lesson twice a day, it's not the same lesson those two times.
Eleni: You just mentioned not really enjoying repetitive tasks. And I know you had other jobs before you were a teacher. What are some of the things you learnt about yourself during those jobs? Was there anything that you were able to reapply to teaching or anything that made you figure out that maybe that wasn't the job for you? Chris: Yeah. I mean, I've done a lot of jobs. I've been — done factory work, several different kinds of factory work.
Made it one time with sanitation. One time, it was like a line person, like assembly line. I don't know if you've ever seen the movie "The Wedding Singer," but there's a part where he's singing "Somebody kill me please. I cannot do it. I learned I can not be standing in one place doing this.
I can't do it. And I mean, it paid better than like retail. So that's why I did it. But I knew I couldn't do that forever. Eleni: And you mentioned that you hated retail. Do you want to talk a little bit about what you hated about it?
Chris: I was at Kmart, and there was a lawnmower in lawn and garden, like a riding lawnmower, and someone wanted it in layaway. You can't run a gas vehicle in a building. So I had to push by myself a manual riding lawnmower across from one end of the store to the other. And like, that was awful. And just like, there was no room for improvement.
And stocking shelves is just so boring. And there's a thing called like facing shelves where you just push it forward. Like, does it really hurt people to reach a little farther back on the shelf?
I just, it was stuff like that. I didn't see purpose in it. I didn't see anything beneficial out of it. And I just, I thought it was just, I don't know. I thought it was dumb. I just hated it. It just was not for me. Some people like doing that stuff. I have a buddy who's like a manager at a Walmart and he loves it. And I just don't understand that at all.
So, not for everyone. Eleni: Definitely not. I used to work in a supermarket and I also did facings. I know exactly what you're talking about. Chris: I hate it. I don't — like, why does that matter? I don't know. Eleni: So, did you ever want to be anything other than a teacher? Chris: I wanted to be a film director. I'm a visual learner. So movies would show me the emotions that I should be feeling.
And then like, it really, I did feel them. And I liked that. I feel like that helped me during that teenage angst phase. I'm trying to figure myself out. But it is just such a cutthroat industry that I decided to not pursue it. And I wasn't, I'm not exactly, like I said, did not come from a wealthy background.
So even if I was magically able to figure out how to go to somewhere like USC and be able to afford it, I would probably graduate and not have a job for a very long time and be in trouble. So that just was something that wasn't worth it. And I thought about being a lawyer for a while, but I don't know if I would be good for it. Because like I said, I liked teaching cause I help people. I like helping people. Eleni: OK. So you mentioned filmmaking earlier. You also mentioned comedy, and we've talked about storytelling before.
How do you bring those things into the classroom? Or do you bring those things into the classroom? Chris: I like to just include life stories. And I actually have this technique where if they're getting off topic, I will bring up a random story, but I won't finish it. And it'll be one that sounds like it has an exciting, like ending.
And they'll be like, "Dude, Mr. Ivan, no. Tell us. So if, I'll tell you what. If we get through the rest of the week and we get as far as I want, I'll finish the story. And they, if they start to forget, the other kids will be like, "Shhh! He's got that story he's going to tell at the end of the week. It doesn't even always have to be that exciting of an ending. But sometimes they are exciting and it just gets the kids to really want to know more.
So they will pay attention. Eleni: Positive motivation, I love that. So Chris, if someone with a thinking and learning difference like ADHD is listening and thinking about becoming a teacher, where would you suggest that they start? And what should they know before going down that path? Chris: I would definitely look into observing a teacher. I feel like there needs to be more career exploration in your senior year. I mean, I had no idea. You really don't. I think, I mean, one semester maybe I did observing before, like student teaching.
And by then you've practically graduated. Your student teaching is your last semester. And at that point you're like, oh, now that's my degree. Lopez and the students would focus on a page in the book and discuss its message. And she plans to do the same again this school year. Without the support of all the donors that come together on this platform, we wouldn't have a sliver of what I've been able to provide for my students, especially during the pandemic," she says.
To help teachers like Ms. Lopez drive this important mission forward, donate on DonorsChoose. In perhaps the most universally agreed-upon choice it's ever made, People magazine has named Paul Rudd as 's Sexiest Man Alive. Rudd, with his boyish grin and flawless skin, is certainly cute. But when you add in his well-established talent and extreme likability, the miraculously immortal year-old becomes beloved.
He's got it all—the eyes, the hair, the teeth, the bod, as well as the acting chops, the humor, the humility and the genuine nice-guy-ness that makes a man sexy in the eyes of most, if not all, of us.
There are so many people that should get this before me. I just hang out with my family when I'm not working. That's what I kind of like the most. After some giggling and shock, she said 'Oh, they got it right.
She was probably not telling the truth, but what's she going to say? I would. I mean I'm going to lean into it hard. I'm going to own this. I'm not going to try to be like 'Oh, I'm so modest.
But all of my friends will destroy me and I expect them to. And that's why they're my friends. And I figure I'll be on a lot more yachts.
I'm excited to expand my yachting life. And I'll probably try to get better at brooding in really soft light. I like to ponder. I think this is going to help me become more inward and mysterious. And I'm looking forward to that. He said he had to read the email twice when he received the news, and his first reaction was "Oooh, get ready for outrage.
But of course, there is no outrage because Paul Rudd is a perfect choice. Nailed it, People. And just to add one more fun bit to the mix, watch Stephen Colbert put Paul Rudd through a rigorous audition process to see if he was worthy of being named Sexiest Man Alive:.
Thank you, People, for finally acknowledging the obvious. And thanks for the crushforlife hashtag that speaks for all of us. As a kid, Jamel Holmes knew he wanted to be a teacher.
He would spend rainy days giving spelling tests and playing math games with other children in his apartment building in New York's South Bronx. But throughout elementary school, Holmes never had a teacher who looked like him. It wasn't until seventh grade that he had his first Black male teacher—Mr. In some ways, he was lucky.
Teachers of color make a difference, which is why education nonprofit DonorsChoose has teamed up with The Allstate Foundation to support them. An analysis published in Education Next also found that Black teachers tend to have higher expectations of Black students, which contributes to greater success. Diversity in teaching helps white students, too. Educational laboratory REL Northwest found that white students with non-white teachers develop better problem-solving and critical thinking skills, expand their range of creativity and social and emotional skills, and increase their sense of civic engagement.
A joint initiative from DonorsChoose and The Allstate Foundation offers individuals and groups opportunities to help bridge racial gaps in the classroom. For one, The Allstate Foundation will match all donations to teachers of color who are using DonorsChoose to crowdfund projects for the first time.
DonorsChoose has also partnered with The Allstate Foundation to launch a Racial Justice and Representation category on the site, making it easy for donors to help fund classroom projects focused on increasing diversity in curricula and creating a more inclusive environment. From buying books written by diverse authors to providing materials for anti-racism education, donors can directly support teachers working toward racial equity.
By creating this new category on DonorsChoose, we want to support these students and give voice to their teachers, tapping their frontline wisdom. You can see those projects here. Jamel Holmes did grow up to become a teacher. He earned a master's degree and now teaches special education for sixth graders at East Bronx Academy for the Future, the same school he attended.
Holmes uses DonorsChoose to help his students get what they need both inside and outside school. He has crowdfunded technology tools for his classroom as well as personal care items for his students.
He drives through the Bronx to give school supplies, clothing, laundry essentials and food to kids whose families are in need, and even takes students to get free haircuts. He wants to be a role model students can turn to. Courtesy of Jamel Holmes. Schools are charged with providing a safe, nurturing and equitable environment for students and teachers.
Supporting educators who are trying to create that environment by helping fund their racial equity projects is a good place to start. The New York City Marathon took place this past Sunday, as 33, runners of all shapes and sizes ran the Among them was a runner no one would have expected—an energetic white duck named Wrinkle. Wrinkle's owner shared her triumphant running videos on TikTok and YouTube , which highlight Wrinkle's daily doings, and people have been sharing them with great joy on social media.
Who can blame them? Ducks are adorable. Ducks in shoes are super adorable. And a duck in shoes running in a marathon is too adorable to handle. Wrinkle's owner wrote on the video share on YouTube:.
The video of Wrinkle running in the marathon has garnered more than 4 million views on TikTok and thousands of comments. One commenter wrote, "I know this may seem silly, but I've been so deeply depressed lately and seeing this little lady running has actually made me smile. Wrinkle responded: "As an official emotional support duck hearing this makes me feel like I'm doing my job well.
Wrinkle loves you. The New York Rangers hockey team wrote, "She's a runner, she's a track star" a reference to the song "Track Star"—of course, several commenters chimed in to correct it to "quack star".
Undoubtedly, Wrinkle did not run the entire If you're wondering how Wrinkle trained for her five minutes of fame, check this out with the sound up, please :. Okay, wrinkle. You've won us over with your cute widdle waddle and the pitter patter of your widdle footsies. The shoes are really just icing on the cake.
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