Tag: Elisabeth Bostwick

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Learning at Home: Finding Balance

Below is a post from IMPress author Elisabeth Bostwick. If you enjoy this post, you can check out Elisabeth’s book Take the L.E.A.P.: Ignite a Culture of Innovation!

We are in a time in which we are all doing our best with the outbreak of COVID-19. I’m someone who thrives on routines and I know that my boys do, too. However, when kids learn that school is closed and suddenly they’re learning at home, we have to find what works best for all of us. In lieu of the number of teachers and parents who were suddenly seeking resources, I composed a blog post, Resources for Educators and Families in Light of School Closings, filled with many ideas as support. We all know the value of learning and many worry that our kids will fall behind. I validate that concern. However, I want to challenge us to consider some other factors.

Within my blog post, I didn’t just include websites and resources for skill-building, but also for hands on activities, Design Thinking projects, mindfulness, virtual field trips, and activities to engage children in both inside and outside. All of these are so beneficial as they spark curiosity, creativity, and inspire meaningful learning.

It’s Okay to Take a Step Back

The purpose of including these resources was to remind us that we do not need to set up home classrooms that are replicated after a brick and mortar school, and engage kids in worksheets or workbooks for six hours/day. I’m so happy to see people supporting their children, and if your child does best with a home classroom, than it’s good to do what works best. Both of my teens benefit from a quiet space that allows them to organize their materials as they see fit. However, they like to work wherever they’re most comfortable.

A common question I’ve been asked is: to schedule or not schedule? As a mom of teens, we did create a schedule as a reference of some of the things they benefit from daily. For example, time learning, physical fitness, learning something they’re interested in, free time, reading time, random acts of kindness, etc. However, it’s just a guide. They may come up with new ideas each day. I want to remain open and see what they come up with independently. They’re so accustomed to rotating on a bell schedule, so I’m actually enjoying the process of restructuring our days and what learning looks like.

Having teens, it’s important that I also provide them ownership over what their day looks like, too. I think even our youngest learners benefit from this as well. Providing choice, empowers voice. Plus, it also demonstrates mutual respect and trust. Both boys (very different personalities) are doing all of their morning routines on their own and completing daily work sent by school. They’ve only spent an hour, sometimes two, completing their school work assigned by their teachers. However, the first two days, that wasn’t the case. I was patient because I understood that both were adjusting to the change and dealing with feelings of frustration from losing some of the things they love. Julian just made the varsity tennis team and Nolan had joined track. Dances canceled, loss of face-to-face communication with peers, and the loss of teachers who make a positive impact. Everything is suddenly different and finding a way to accept the change may require time. I can’t even imagine how our high school and college seniors must be feeling. We need to allow children space to process what has happened. However, children are incredibly resilient and will likely gain character from these experiences over a course of time.

Do What Works Best for You & Your Family

When it comes to learning, I’m not worried. I believe that our children are resilient and that if on some days they do less work than others, they will be okay. Our country is going through a challenging time and families are in so many different situations. Some of us are trying to work at home and many still need to report to work. Some of you are healthcare workers, and may be returning home completely exhausted. We have to take some of the pressure off and take a deep breath. We have to show ourselves and others some grace.

The same goes for educators. I know how much teachers love their kids and care about supporting them so that they don’t lose any growth they’ve made. Many went remote and are doing online teaching on the fly, kudos! That is a challenge, but very impressive. There are also schools who have not moved to any online learning management system yet, and therefore are sending hard copies home.

As both an educator and parent, I want us to keep it in the forefront of our minds that not all learners have the same level of support at home and many may become caregivers for families. Let’s try to be reasonable with how we continue to promote learning. In my heart, I believe that learning should feel engaging and deeply meaningful. Maybe this is an opportunity to provide some projects that incorporate creativity, choice, and engage on a deeper level? We inspire our learners to dive into authentic learning experiences. And, any way we can remain connected to continue fostering relationships, is beneficial.

A Fresh Outlook

I have to admit I really love seeing everyone’s pictures of their kids learning from home. I love that I’ve seen geocaching, painting, hiking, baking and cooking, Lego challenges, playing outside, website creation, building forts, and making/creating of all kinds. At our home we’ve also been spending more time training our puppy and engaging in time together. Our oldest is mapping out a business he wants to launch and is about to join a course with Don Wettrick on entrepreneurship. Both boys are participating in more family contributions by vacuuming, sweeping, etc. They’re learning how we can all pitch in and work collaboratively with so much more time with one another. Yes, our kids may have assignments to do, but it’s so important to remember that learning happens in many different forms. We need to find the balance within the day for both us and our children.

Give Yourself a Break, Find a Balance

One friend on Facebook was thrilled with her first day of homeschooling her child. She celebrated that it was a complete success! The second day, not so much. Suddenly the child refused to do the work sent home from school. A fellow educator on Twitter also shared how her daughter was refusing to read and many others jumped in and shared their similar struggles. No one is expecting you to run a full-on school day at home. We also want to ensure we avoid power struggles with our children and remember that they have their own emotions in connection with what’s happening.

At school, kids do not sit for hours on end completing worksheets (at least I hope not). They engage in STEM, art, music, create projects, engage in discussions, physical activity, learn through game based activities, play outside and even make within makerspaces. Flexible routines are beneficial, but allowing kids to have a say in the order in which they complete work or engage in activities is helpful, too. Kids of all ages benefit from breaks if they’ve been engaging in school work for some time for balance.

Also, it’s okay that they complete school work on the couch, floor, or even in bed–– as a teacher, I had flexible seating and never insisted they remained in one place (we did have an organizational system though). We all have so many things going on that we have to take time to breath and let our kids breath, too. Each day may look and feel different.

Together, we will provide support to one another and persevere through this. Just know, you’re not alone. Keep in mind that we all need to take time to care for ourselves, too. Self care is not selfish. Carve out time to ensure you’re doing something for yourself so that you can remain centered and your best for others. Finding balance in this time is so crucial for all of us.

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Inspiring Innovators and World Changers

Below is a blog post from IMPress author Elisabeth Bostwick, author of Take the L.E.A.P. Ignite a Culture of Innovation.

I was reading the article, Five Teens Who Changed the World, and it reminded me of one of the sections within my book, Take the L.E.A.P.: Ignite a Culture of Innovation. Malala is one of the five teens mentioned in the article, who I also share about in my book while speaking on risk taking. Malala, an activist for female education, took significant risks because of the passion and determination she felt for her cause. Now, here in 2019, we have Greta Thunberg turning heads and making waves as an environmental activist. Regardless of if you agree with her stance or not, I think we can all agree that her passion is palpable- and she’s an influential leader at just 16 years of age. The Global Goals for Sustainable Development are also amplifying the voices of our youth through the 17 goals in connection with the United Nations. There are so many children who feel compelled to speak up and stand up for what they believe in. Watch this video to learn more and feel the passion children exude for finding solutions to existing problems.

#KidsToday

Although this level of leadership from our youth is incredibly unique, I notice other children from around the world making an impact, too. If you visit the hashtag of, #KidsToday, used regularly by Tom Murray, you’ll see many examples. Murray shared with me that he began using the hashtag, “to change the narrative of how we talk about this amazing generation of kids.” From an eighth grader who created a school closet to provide needy classmates with clothes and necessities, to a ten year old boy inventing a genius device to stop children in hot cars after his neighbor’s death, our kids really are doing some incredible things!

The hashtag of #KidsToday is a reminder that our kids are pretty spectacular. They are capable of great work and are more driven when they have ownership, in addition to feeling invested in something personal and meaningful. It makes me wonder what it would be like if all children had the opportunity to explore their interests, develop their strengths and passions, and had the support along the way. We need to ensure we are laying a foundation that supports all learners to thrive and that doesn’t mean just being successful with learning content. Every individual who steps out of their comfort zone to help others, raise awareness or take action on their ‘big idea,’ has the potential to make an impact. Isn’t that an opportunity we want to foster for all?

As educators, are we creating space for learners to identify their interests and develop passions? 

Are we fostering a culture that supports thoughtful risk taking and celebrating efforts to persevere through challenges or failure, just as much as we celebrate accomplishments? 

This is Your Moment, Step Out

Many of our learners may have their own big ideas while others haven’t even begun to consider what it is they’re passionate about. However, we can create opportunities for exploration and empower students through authentic and meaningful learning experiences. Makerspace, project and problem based learning are excellent for this purpose. We can approach this work through various avenues. My hope is that together, we will inspire our youth to identify what deeply matters to them so that they can engage in purposeful work that they’re passionate about- becoming world changers and innovators.

Making shifts can feel uncomfortable. Anytime we step beyond our comfort zone, we may feel unsteady about where we’re headed as the outcome may be uncertain. Especially if it means that we are turning more ownership over to learners. But, until we decide to take those thoughtful risks, we won’t know. If we ensure that we have structures in place such as daily routines, protocols for learning, processes for reflection, feedback and revision, etc., our students develop an understanding of what’s expected. Often, we blossom through the process. To demonstrate this in my book, I share about the filming of The Greatest Showman.

Excerpt from Take the L.E.A.P. Ignite a Culture of Innovation:

The hit movie The Greatest Showman is packed with emotionally charged songs full of passion and inspiration. One song, “This is Me,” sung by Keala Settle, has become incredibly popular. A YouTube video of the live behind-the-scenes recording of this anthem reveals the immense synergy felt amongst individuals who collaborated to bring this musical masterpiece to life. In an interview with director Michael Gracey and Settle, they share that the recording captured the very first time Settle sang, “This is Me,” as no one had heard her sing it before that moment. To this day it fascinates me to learn from the interview that Settle didn’t even want to come out from behind the music stand to sing in front of others. Having watched the movie and listened to the soundtrack numerous times, I initially struggled to look at Settle through a different lens. How could someone who possesses extraordinary talent and appears so confident feel uncomfortable and even scared to step out in front of others in the studio to shine?

I encourage you to take a moment and watch the video to gain the full context. Watch until the end to grasp the magnitude of their synergy and feel their emotion:

 

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Leveraging Technology to Empower Learning

Below is a post by IMPress author Elisabeth Bostwick,  author of Take the L.E.A.P. : Ignite a Culture of Innovation. 

With the constant innovation occurring within EdTech, it can leave educators scratching their heads on which way to turn. Some educators opt to utilize technology as a substitution for paper and pencil tasks while others are seeking tech tools that engage and empower learning to transform experiences. Many educators use a combination of approaches to infuse technology in a meaningful demeanor. There’s not a right or wrong way to leverage technology per se, but what we need to be cognizant of is how it’s being used to create deeper or transformational learning. Technology can deeply engage, leading to empowered learning that fosters competencies in our learners in combination with honing in on developing skills.

As Eric Sheninger shares on IGTV, “Competencies are a dynamic combination of abilities, attributes, and behavior, as well as knowledge that is fundamental to use the skill aligned to learner outcomes.” We need to be intentional at helping learners become competent in the skills we’re fostering.

Let’s reflect on our current practice. When integrating technology into the classroom, where is our primary focus?

Is it on drilling a skill, moving students through a scripted “personalized” online program, or are we encouraging our learners to engage as active communicators, goal setters, creators and problem solvers, increasing student agency?

Students may appear engaged while using tech tools to practice math or reading skills. This isn’t necessarily wrong to do on occasion, but if it’s primarily how students are using technology in the classroom, we’re missing the boat. When I see this in action, I like to take a minute and approach students to gain their perspective. I ask them, “do you enjoy what they’re working on?” And, if they do, I’m always curious to find out what it is that they like about it. In all transparency, kids tend to look at me like I’m crazy when I ask this question, particularly if they’re not accustomed to being asked to share their voice. Most often I find that students who appear to be engaged using technology as an electronic worksheet are simply being compliant.

We need to create meaningful learning experiences and empower learners to do so for themselves, too.

Take the L.E.A.P.: Ignite a Culture of Innovation
#LEAPeffect

Technology continues to evolve, making our lives better or easier in some regard. It has the capacity to open doors to new opportunities as we redefine learning, creating limitless possibilities in the classroom. However, that doesn’t mean that everything we do in the classroom has to involve technology. As educators, we benefit from beginning with the end in mind and working backwards. Ultimately, we need to consider what the learning outcomes are and then how we will get there, while also thinking of the competencies we are seeking to foster. It’s important to create ample opportunities for students to explore, create, and collaborate through authentic problem solving within learning.

The SAMR model can be extremely useful when we want to transform learning experiences in our classroom by leveraging technology in a meaningful way to empower learning. Rather than substituting a worksheet with an online platform that basically replicates the work, we can move into augmentation, modification and redefinition. Opportunities to foster competencies increase as students utilize technology that incorporates the desired skill while empowering them to work in teams toward learning targets. Let’s explore.

Looking at the continuum, where do your students spend the most time?

There are numerous tools that can be leveraged to move through the continuum toward redefinition. When I’m seeking to transform the experience, I also consider how I can infuse the 6Cs of Reimagining Learning.

In my book, Take the L.E.A.P.: Ignite a Culture of Innovation, I provide L.E.A.P tips on how we can foster each. Now, I realize that we could add many more words that begin with the letter C such as citizenship and culture to name a couple, but I find that these can also fall under the category of connectedness, for example. When we are intentional about fostering the 6Cs of Reimagining Learning, we naturally begin to transform learning. And, for the greatest possible impact, we can embed competencies to deepen learning all around by being cognizant of how we employ the use of technology.

Let’s begin by thinking about how students use technology outside of school. While many passively watch video content of their favorite streamer or YouTuber, they also utilize technology to converse with peers, post pictures or use a combo of media to create Instagram Stories, comment on posts, and create content in connection with their interests. They even like to watch how-to videos that are relevant to them. Many kids have their own YouTube channels, even elementary students. Let me take a pause and express that as a parent, we do need to ensure we’re supporting our children to navigate technology appropriately and that I’m not advocating for young kids to be all over social media or on YouTube, but that’s a completely separate blog post for the future! Anyhow, I see youth using editing software to create their own video content, code robotics, and more outside of school. I cannot recall a time when I’ve seen youth outside of school using technology as a form of an electronic worksheet unless it has been assigned by a teacher. However, not all students have the same access to tech tools as others and as mentioned above, and some are less informed on how to use it appropriately.

In our schools, we have a unique opportunity to help students grasp how they can leverage technology appropriately to foster interpersonal skills, creativity and innovation, self-direction, and how to organize and present information to have an impact on the world… That’s right, the world! Technology allows us to share our voice and connect with experts from around the globe. We can bring elements of how children use technology outside of school, inside of school.

The Power of Video Creation

Integrating video creation in the classroom can be extremely powerful. Using anything from iMovieto WeVideo, students can create video content that curates their learning and then post videos to the class YouTube channel (with teacher permission). If you are uneasy with using YouTube (even despite privacy settings), SeeSaw or Flipgrid can be used as an alternative. The benefits of SeeSaw and Flipgrid are that students can add voice recordings or text sharing feedback with peers.

In our classroom, we used video for newscasts in connection with Project Based Learning and opinion writing, too. Video can also be used for acting out or creating a new ending for a book. Students were empowered to create how-to videos and weekly updates that we posted on our web based newsletter for families. Rather than me doing all of the communication, they became the co-creators of content and as a result, more families tuned in!

Tip: If employing video creation, I highly suggest that students have a graphic organizer handy that connects to their work so that their information is mapped out prior to creating the video. Developing a workflow supports learners to remain focused, helping them to be clear and concise.

I’ve seen first hand how creativity, collaboration, and communication skills skyrocket when video creation is interwoven in learning. Simply adding the option of creating a video while learning math, draws students in more deeply than merely working on a math assignment. Here’s why: when students are empowered to capture their own learning; demonstrating the process, their misconceptions or findings- they unleash creativity and personalize their product due to having ownership.

Video creation requires learners to watch and listen to their product, providing the opportunity to catch errors or identify what they’d like to improve upon. Video also empowers students to share their voice with others around the world. Our goal is to create authentic learning opportunities, and leveraging the power of video creation is limitless!

Harnessing the Capabilities of Apps and Websites

It’s rare that we use apps for anything other than to create our own content to demonstrate or capture learning. As a coach, expose learners to versatile apps that empower them to demonstrate creativity, communicate their thinking, collaborate with others, set goals, and integrate Design Thinking. In our classroom, learners have access to several apps or websites that have similar functionality such as Book Creator, Explain Everything and EduCreations (to name a few). Students select their preferred tool based on what they feel is best and then share their product on SeeSaw or Flipgrid to receive feedback.

[Carving out time for feedback encourages students to respond with empathy, think critically about how others can improve or what they did well, and reflection. The opportunity to refine work allows learners to build upon their learning, rather than viewing it as final.]

Furthermore, learners are empowered to add videos and pictures of their projects that include voice over, text, and graphics which allow them to reflect on their learning journey and unleash creative potential. Within learning environments of empowerment, you’ll observe students moving independently around the room to utilize resources and materials that support and enhance their learning. When integrating technology, leverage tools that are relevant to learners and that are likely to be used outside of school. This includes blogging, shared documents for collaboration, providing feedback to peers through avenues such as Google Classroom (Google Docs) or Office 365 and developing media to enhance presentations or demonstrate learning.

“Human beings have an innate inner drive to be autonomous, self-determined, and connected to one another. And when that drive is liberated, people achieve more and live richer lives.”

-Daniel Pink

Equip Learners to be Confident, Future-Ready Individuals

Technology isn’t a substitute for teaching. Rather, it has the potential to be a powerful tool for deepening the education experience for both learners and teachers. Let’s move beyond scripted online programs that often diminish the drive to learn. Ultimately, we desire students to be intrinsically motivated and driven to grow. Let’s increase intrinsic motivation and foster competencies that are fundamental to skill development by leveraging technology in a meaningful way. Looking at how students are using technology outside of school provides insights on what will feel authentic to them. And, by exposing students to other relevant uses equips them as confident, future-ready learners and unleashes each individual’s potential.

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EMBRACE YOUR INNER LEADER

A Blog Post by Elisabeth Bostwick- Author of Take the L.E.A.P.

Countless educators aim to inspire, be the change and exude positivity. I’m grateful for my connection to educators who exhibit this as it’s what encourages others to persevere in the face of adversity. As someone who has always embraced this concept myself, I tend to find it challenging to know how to share my voice on wrongdoings best. Afterall, positive people stick to positive messages, right? However, we cannot stand to glaze over apparent dysfunction or bow in fear to hierarchical models of leadership when we know something is blatantly wrong and ultimately hurting individuals. I believe that we can discuss semi-controversial topics while identifying creative ways to address them. Exuding positivity, as well as demonstrating professionalism is essential to me as an educator. Due to my deep sense of integrity, I’m also driven to be an agent of change, and my integrity makes it nearly impossible to ignore that there’s an enormous elephant in the room that exists for many educators.

Blogging and being connected as an educator has provided an avenue for us all to share our voice. Too many opt to talk behind closed doors while keeping their heads down instead of stepping out and addressing the elephant. Together we can creatively seek solutions to move forward or ways to change the course of our ship when we realize the time has come.

For countless years I have identified numerous avenues to reach all kids and foster curiosity, creativity, critical thinking and joy in learning. I believe in this wholeheartedly, and my commitment is unwavering. I’ve been incredibly fortunate to have the support of many administrators, teammates, colleagues, and my professional learning network. These individuals have carried me through difficult times without necessarily realizing that they have. We’ve celebrated highlights and encouraged one another more times than I can count.

To be transparent, I’ve also experienced my fair share of mistrust. As someone who always seeks to give the benefit of the doubt and aspires to see the good in every situation, truth be told, some individuals allow their ego or personal agendas to dictate the course our ship sails. Egos and personal agendas cause the ride to feel rough and unsettling. In turn, it leaves others scrambling to figure out how to guide the ship best. Historically, I’m a ‘sail adjuster.’ When the wind blows in an unexpected direction or hits without warning, I merely adapt and move on, without missing a beat to provide students with the best learning opportunities. If by chance the wind batters the sail causing rips and tears, I not only adjust but make necessary repairs to remain on course. I’ve repaired my sail more times than I can count, and each time it seems to become stronger and more vibrant than before. After all, each gust is an opportunity to learn that encourages growth.

Situations exist where educators have exhausted every option to continue moving forward even in the most challenging situations. If the damaging effects of the wind grow so strong that the sail is irreparable, it may be time to either navigate a different course by joining another crew or even sailing on your own. Whether you’re adjusting, repairing, or replacing your sail, I hope you employ strategies that act as flint to ignite passion and exuberance to sail further than you ever have before.

Anyone of us can step up and lead to cultivate a healthy culture. Perhaps we don’t have complete control over every decision we’d like, but that’s not to say that we lack impact. Leadership is a title that can be held by anyone who has influence. Being a leader is not solely meant for those with an administration degree. Jimmy Casas, author of Culturize, writes,

“You don’t have to have a leadership title to be a leader. You just have to lead. When you have a disposition about you that others immediately recognize and sometimes want to emulate, you are a leader. When you draw people in and make them want to be around you, you are a leader. Maybe you have a unique skill set that people quickly notice and appreciate, or maybe it’s your words or tendency to notice the best in others that inspires the people around you to want to be better.”

While some individuals seek to foster leadership skills to develop capacity in others, I tend to think that there are instances where some people are threatened by those who demonstrate leadership without the ranks of title or degree. In some cases, it appears more comfortable to hold individuals at arm’s length to silence their efforts and even attempt to belittle through comments spewn to foster a sense of insecurity. Fortunately, we own our emotions, and while mistrust may develop, how we choose to feel is ultimately up to us. Some may think it’s crazy, but I’m grateful for the opportunity to stand staring in the eyes of the elephant in the room while the wind tears at my sail. Both have taught me countless lessons that serve as real-life experience. From these experiences, I’ve developed more profound empathy and compassion for others. While there are numerous leadership books out there such as Culturize, Lead Like a Pirate, and Start Right Now that provide phenomenal tips and in-depth strategies, here are just a handful of the leadership tips I’ve learned firsthand.

Embrace your inner leader by:

  • Committing to relationships first, next, and always
  • Nurturing a culture of yes
  • Adding-value to those you work alongside by frequently recognizing their efforts
  • Seeking ways to give back in an effort to show appreciation for the contributions made by individuals
  • Celebrating! Celebrate accomplishments, persevering through failures, risk-taking, awards or recognitions as a school and district to demonstrate appreciation
  • Spending time in classrooms with learners (as an administrator) serving alongside teachers when possible
  • Employing the use of Pineapple Charts so that teachers can visit and learn from colleagues
  • Tearing down fortress walls to allow for open conversations between teachers, administrators and the Board of Education
  • Trusting that individuals have the best intentions, this fosters deeper levels of trust
  • Empowering teacher voice… Scratch that… Developing shared OWNERSHIP amongst all stakeholders
  • Being transparent and authentic by walking the talk
  • Simply apologizing for wrongdoings even if unintentional

I know this list could continue and I’m happy to add on over time. In closing, it’s vital that we ALL embrace our inner leader. Every person is facing some kind of battle; you may be the difference maker that rekindles passion within an individual who has lost their why, or eases the feeling of pressure when the going gets tough. With teacher shortages in addition to fewer students enrolling in teacher preparatory programs, collectively we need to cultivate a school culture that retains quality teachers. As leaders, let’s respectfully address elephants and create sustainable change. Together we can collaboratively navigate the waters to support one another along the journey.

If you want to learn more about embracing your inner leader and how to Take the L.E.A.P., check out Elisabeth’s book on Amazon!

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Take the L.E.A.P.

 




Take the L.E.A.P. to reimagine learning!

Our schools ought to be places where students explore, inquire, and unleash creative thinking within a supportive, collaborative environment. Too often, however, they feel more like factories that demand compliance and uniformity—a reality that stifles innovation and leaves students ill-equipped for their futures. The good news is that you can help change that when you reimagine learning by sparking curiosity, inspiring creativity, and promoting student agency.

Take the L.E.A.P.: Ignite a Culture of Innovation will inspire and support you as you to take steps to grow beyond traditional and self-imposed boundaries. Award-winning educator Elisabeth Bostwick shares stories and practical strategies to help you challenge conventional thinking and create the conditions that empower meaningful learning.

  • Luminous Culture—Shine a light on every individual’s creative potential.
  • Empowered Learning—Encourage students to take ownership of their education.
  • Authenticity in Learning—Tap into passions to create relevant learning experiences.
  • Potential Soars—Ignite a movement of inspired, confident learners.

Are you ready to L.E.A.P.?

“Elisabeth Bostwick wraps together a wonderful blend of inspirational stories, applicable research, and her rich educational experiences . . . . This book will be a gem in your collection and one you will refer back to often.”

—Todd Whitaker, professor of educational leadership, University of Missouri

“Take the L.E.A.P. will not only challenge your thinking but also provide direction on how to move toward the innovation economy.”

—Don Wettrick, founder and president of STARTedUP Foundation

“Anyone could easily take this book and transform their classroom to increase student empowerment and creative, divergent thinking.”

—Mandy Froehlich, author of The Fire Within and Divergent EDU

Take the L.E.A.P. is available on Amazon!  Join the conversation online using the hashtag #LEAPeffect and learn more at Elisabethbostwick.com.