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Response to Sara

It is really difficult to offer support and guidance when you aren't sure how it's going to be perceived. One way that I've found in my professional life to be more successful at this is to really know my colleagues. I can say something to one person and it goes over great but say the same thing to another and it doesn't go over well because that individual perceives the same words differently. I've gotten to know each of them so that I make sure I choose my words carefully along with my delivery approach. It does indeed take a lot of courage to be in such a role.

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Response to Rachel

I love your point about how important it is for us to have self-worth and self-love because it's extremely easy to allow one person's comment to tear us down and question our abilities. I think the key is to stay true to our values, mission, beliefs and have the research and data to back up our decisions.

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Response to Andriana:

Ana,
It is so important to remind ourselves that "we are enough." I too, find myself frustrated with many things with the education system. The challenge that teachers face today take both, vulnerability and courage. We must "love with our whole hearts even when there is no guarantees."

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1.     A Literacy Leader needs to have expertise in the reading curriculum, instruction, and assessment in order to model, implement, and provide resources for teachers and students. In addition, they need to be a lifelong learner, constantly finding new literacy research and trying new strategies.  An understanding of the classroom teachers’ role is vital so they can support and guide teachers using reading strategies and best practices to help the range of student achievement found in classrooms today.

2.     If I were in a Literacy Leadership position, I would want to be very knowledge about not only the curriculum but also the latest literacy research. I think it is very important to also understand the culture and community of the school. I would also work hard to create strong professional relationships with the teachers, staff members, and students.

3.     Brene Brown’s talk on vulnerability truly hit me in many aspects in both my professional and personal life. Brown stated, in order to be a “whole-hearted person,” you must have a sense of courage and vulnerability. In the role of a Literacy Leader, it takes courage to offer your support and guidance when you are not sure of how it is going to be perceived. When faced with a need for changes in the reading curriculum, it may be difficult for teacher to buy into the new system. Teachers may feel vulnerability but it is the role of the Literacy Leader to guide and support them with courage through the process.

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Reply to Michelle F:
I totally agree with the connections that you made with Brene Brown's words. I too have questioned every step I made while being evaluated, just to focus on the one thing in my mind I would have changed in my lesson if I had the opportunity to teach the lesson again. Having compassion for ourselves is a hard habit to create, but yet so important.

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1)  Being a leader is a huge component to being a Literacy Leader in a school because it requires a person that doesn't passively sit back but one that is active in coaching, leading, and taking initiative within his or her building.  The person needs to seek out and effectively share resources, strategies and their knowledge with their colleagues in an effective manner that isn't domineering.  The Literacy Leader should have the capability to prioritize their tasks and assess what is most important to tackle within their school.  It certainly is a role that looks different from building to building/district to district and it also involves multi-tasking.

2)  If you were in a Literacy Leadership position, what would your priorities be? If I were a Literacy Leadership position my first priority would be getting to know the students and teachers within my building so I fully understood their needs.   This would include looking at data, having one on one conversations with teachers and also fully understanding my principal's expectations of the role.  From there it would be necessary to assess the needs and then look at my time and develop a schedule based on those needs.  Ultimately, building relationships is extremely important!

3) I've viewed the Brene Brown video before, my colleague recommended that I watch it, but it was a great refresher. I took notes this time because I tend to forget her amazing points and I wanted the ability to go back and reference them. Blankeship (2015) highlights is that having courage in leadership means carrying out what's important to you even if it means you run the risk of failing and Brene Brown pointed out that we need to allow ourselves to be vulnerable which means putting our-self out there and taking failure as it may come. Being an effective Literacy Leader might involve having the courage to have the difficult conversations with teachers who may need more coaching or having to endure difficult situations when the priorities of teachers or administrators don't fall in line with what you believe is the main priority.

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I completely agree with your main priority as someone within a Literacy Leadership position. The students and teachers and my relationships with them would be my main focus. Communication and teamwork is essential for everyone's success - this makes me think of the "shared leadership" described in our readings. Collaborating to improve instruction for all students of the school!

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I completely agree with what you mentioned about how kids these days are so quick to "evade responsibility". I think that this is definitely a domino effect of the way our education system and teacher evaluation has turned all of this pressure on. As you stated, teachers are not allowed to make mistakes in the classroom- in fact, we are not trusted to make our own judgments of what our students need as far as instruction etc. All we do is fear for our student's growth in the form of assessment scores as it falls on our evaluation and deems us ineffective, effective, and highly effective. What is this doing to our teachers? What is this doing to our students? It is shutting us all down... =(

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1.  I believe that a Literacy Specialist must be first and foremost confident in her knowledge and abilities to teach literacy.  A Literacy Specialist must also be able to provide resources to teachers, assess students with reading difficulties, develop and implement professional development experiences for teachers and parents, and assume leadership for the school's reading program!  Wow!  That is a lot and it seems like so much is expected of a Literacy Specialist.  As one of our books stated (The Literacy Coach's Handbook)- a Literacy Specialist wears many different caps!

2. If I was in a Literacy Leadership position, my priorities would be my relationships with the teachers and staff members I work with as well as my relationships with my students.  Above all, is trust.  If my teachers do not trust me- how can we work together in providing the best literacy instruction for our students?  I think that with all of the to-dos and the constant never-ending list of responsibilities that the Literacy Specialist job entails- relationships are sometimes forgotten and that is when things begin to fall apart.  For example, if teachers do not trust me and/or my expertise- why would they be open to attending professional development opportunities I offer?  Why would they invite me to observe them as they teach to then later discuss and offer them with valuable feedback?  This is why relationships would be my number one priority!

3. Brene Brown's video on vulnerability was something that I really needed to watch right now.  I am dealing with my own demons in the public education world (outrageous class sizes, minimal room for financial growth as a young teacher, minimal resources and teacher aides to support my special education students....) and I really enjoyed listening to her speak.  I know now that during these times of frustration and challenge, I need to remember my compassion.  I need to be kind to myself and realize I am doing the best that I can with what I have been given and that is what should count at the end of the day.  Worrying about all of the things I cannot control will do me no good- only harm.  I particular enjoyed when she mentioned how we are so used to "numbing" and that we cannot selectively numb certain emotions we do not want to feel (such as disappointment, guilt, fear, etc.).  When we numb, we do numb everything- happiness,k joy, gratitude...and that is when we begin to question our purpose.  In order to be an effective educator and/or Literacy Specialist- we must be courageous, compassionate, and we must remain connected to those we work alongside and service.  We need to full a sense of worthiness because that will drive our vision for what we want our student's to achieve.

Thank you!

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That's so disappointing to know that someone is so set in their ways that they can't adjust their assessment tools after getting some fresh ideas.

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Response to Kati:
I think you're correct about teachers giving push-back from administration when it comes to the issue of student reforms. I have a feeling however, that this takes place because administration feels as if teachers are not taking the initiative in trying to address student achievement concerns.

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1. A successful literacy leader needs to demonstrate their expertise, possess excellent communication skills and demonstrate leadership in order to achieve positive change in a teaching environment. To make it even more challenging, it's desirable for the Literacy Leader able to demonstrate these skills in a nurturing, nonjudgmental, assertive manner.
2. My priorities as a Literacy Leader would be to find ways to communicate with teachers on a regular basis     to share my knowledge and work to develop a collaborative environment.  It would also be important for me to understand to know what resources I can provide to teachers that will help them achieve positive change and then follow through with delivering those resources to them.

3. Brene Brown's video described how difficult it is for people in many areas of their lives to expose what makes them feel vulnerable. It's almost as if it is shameful for others to become aware of our mistakes and/or weaknesses. A lot of effort is expended to mask the truth from others to see. Blankenship (Ch.2) discussed how dealing with the vulnerable feelings people can lead into developing courage However, there has to be a willingness on the part of an individual to expose what makes them feel insecure in order to achieve a greater good, as it relates to education. If stakeholders among each other acknowledge what needs to improve and work constructively together, then they are closer finding solutions that lead to an improved school environment. The case study that Blankenstein presented about the Alton Community School district illustrated the courageous steps that were needed to overcome obstacles that affected the teaching environment and student achievement. Difficult decisions had to be made during the 12 year long process that resulted in closing schools, exiting teachers and re-organizing how they approached teaching students. In the video, Brown referred to how better off companies would be if, when they made mistakes, they acknowledge the mistake and move on. Although it took a long time, to effect positive changes, that's what this school district did.

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I agree that a literacy leader must understand the curriculum in order to achieve teacher buy-in. I also echo your idea that our greatest resource is each other.

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I agree with you that our coworkers are a tremendous resource to us. Also, that in order for a literacy coach to effect real change and have teacher buy-in they need to have a genuine understanding of the curriculum.

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If I were in a literacy leadership position my priorities would be professional development and coaching of teachers. I would make certain there would be time for one-on-one collaboration with teachers, grade-level collaboration and whole school collaboration. I love the idea of a coach for every teacher too.

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I think literacy leaders need to know the curriculum, apparently for the entire K-12 population. They need to know how to manage administrators, teachers and students, as well as be strong advocates and coaches for teachers. Additionally, they need to effect real change within a building by creating an environment of collaboration and trust amongst staff.

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I so enjoyed Brene Brown's video. It really spoke to me both as an educator and a parent. I always try to tell my sons that people don't want excuses, that is is so normal to screw-up and mom does that on a daily basis. The important thing is not the mistake, rather being accountable for it, apologizing and fixing it are all people care about. I do think we teach this generation that they shouldn't make mistakes and when they do don't admit it…evade responsibility. Sometimes, I have to remind myself when either my students or children do something how old they are and how basic it is to make a mistake, but how respectable it is to own that mistake. I think it's scary for teachers to go out on a limb and try something new in fear it could fail. There are so many expectations on teachers today and no wiggle room to experiment and understand what works and what doesn't. Making mistakes in the classroom isn't tolerated. Success and test scores seem to be the only thing worth talking about.

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Response to Amy

Your responses were so similar to my responses and thoughts! I particularly loved how you responded to number three. Admitting you are in need of help is one of the most difficult things in our profession (or any) and it is the key to success. The feeling of failure can overcome someone so quickly if we suppress those feelings instead of face them head on. Well said!

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Response to Molly

I wish my kids were old enough to understand the video!

I love how you touched on the idea of compassion. As teachers, we are always second when it comes to priorities. Our students come first and it is sometimes overwhelming to the point where you forget that your mental health is important as well. We must be vulnerable and compassionate for ourselves before others!

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1. I believe that a Literacy Leader must be able to work and connect successfully with both children, teenagers, and adults, but also be able to differentiate between skill levels. Teaching a first grader reading strategies and phonics skills (for example) is significantly different than teaching a sophomore who reads at a first grade level. A Literacy Leader must also find purpose and motivation in their work, but also be able to instill that in their pupils. Blankstien discusses "clarity of purpose" as one of his 5 axioms.
2. As a Literacy Leader, my priorities would be my relationships with my students and my colleagues. Blankstien also discusses the importance of building and maintaining relationships as a key of being successful in this job. Supporting your students, your colleagues, and also receiving support yourself is the key to success as a Literacy Leader and a teacher. If your fellow staff believes and trusts you, collaboration is more successful and therefore implementation of change will be more welcomed in the environment you're in.
3. First of all, I LOVE Brene Brown. She's fantastic. Her video really resonated with me in all aspects of life. Teaching especially is a profession that is consistently criticized at all levels from the way we teach to how we dress and what we do with the kids in our room. I feel that all the many hats a Literacy Leader has that were mentioned in "The Literacy Coach's Handbook" have a way of tearing a person apart and making them question their purpose. As educators, we are consistently putting others before ourselves and it is imperative that we posses self-worth and self-love to maintain sanity and courage throughout our careers. The first step to these things is being vulnerable and realizing that we are human and we all feel. Suppressing these feelings and emotions can only lead so self-implosion.

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Response to Jennifer
I agree that there definitely needs to be a mutual respect between teachers and specialists. In order for specialists to really work together with the classrooms it is necessary to have clear communication with an open door policy.

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Response to Laura

I definitely agree about how the literacy leader needs to be competent in what they are coaching. This is essential in teachers "buying in" and I have seen first hand that his can often be very difficult.

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1. I think in order to be an effective literacy leader you need a repertoire of skills including, leadership skills, reading strategies, recognition of reading difficulties and disabilities, as well as the ability to work with adults and children. A literacy leader also needs to have strong reading teaching skills and resources to pull from.
2. If I was in a leadership position for literacy my priorities would include diagnosing reading disabilities, providing instruction for children with reading disabilities or difficulties, providing teachers with current strategies or tools to help them in the classroom as well as meeting periods to keep role of the specialist and the teacher cohesive.
3. I think that courage and vulnerability play a big role for the reading specialist when it comes down to working with adults. I know that many teachers go into teaching in small part because they love working with children and not so much adults. It be a lot more challenging to work with adults than with children. I think that the vulnerability really is huge when being in a leadership position especially when working with teachers who have been in the profession for a long time. I think if the leader can show vulnerability and courage towards teachers then teachers would also reciprocate and like Brene Brown said, that is when we truly grow and learn.

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I think Reading Specialists must be competent in many different areas of education. Not only do they need to be aware of ELA, they must also be aware of how to incorporate literacy strategies in all other subjects that involve literacy (which is all of them in one way or another!). From my own experience with out literacy coach, he is seen as another "thing [teachers] have to do for evaluations." They have missed the whole reason why a literacy coach was even hired; however, I know why--they were not asked or observed on how they conduct their daily lessons. We are told we need to incorporate reading strategies in our teaching. Well, most teachers and people, in general, do not like to feel undermined and then told what they need to do. It seems that teachers must be met in the middle and not just told they have to do something else in the classroom. Even though I am only on year 5, I have seen plenty of teachers sit through professional development and then continue making copies of the same basic comprehension test they have given for the last ten years.

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1. First and foremost, I think that Literacy Leaders need to have a competency not only in reading instruction across the age levels, but a solid understanding of various disciplines and how they can best teach reading. Our coworkers are our greatest resource in helping to help students read more effectively, and if Literacy Leaders don't have an understanding of those disciplines then content teachers won't "buy in".
2. I am currently in a Literacy Leadership position at my school, and my priority is helping content teachers to understand that it is not only the job of an English teacher to teach reading skills. My second priority is providing them with realistic strategies that don't require a background in reading to implement effectively in their own classrooms.
3. To put it simply, I think that the TED video we watched this week connects to the readings because it highlighted the importance of embracing the positive over the negative ("leaning into joy"), as well as the importance of being empathetic and vulnerable. Letting other teachers into our own vulnerabilities about the difficulties of teaching reading effectively, or about our own struggles with reading growing up, or our own resistance to change, will open the door for communication amongst coworkers, as well as (ideally) collaboration.

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Amy Hudgins

I agree about needing to know not only ELA curriculum. As many schools start moving toward more structured content area literacy and fewer ELA classes, this becomes more and more important.

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1. I believe that a literacy leader must not only be competent in the curriculum, but also in supporting and encouraging both students and adults. Working with students and adults can be very different. When working with students, they seem to be the ones who are vulnerable - the teacher is in a position of authority and the student is there to listen, learn, and follow directions. When working with adults, each has his/her own background, prior knowledge, skill set, and ideas about what and how things should be done. Working together, taking the lead, or allowing someone else to take the lead often causes adults to feel vulnerable with one another. Knowing how to assess various situations, as well as the mood and feelings of the people you are working with, and being able to fluidly move into different roles accordingly is important.

2. If I were a literacy leader, my priorities would be to build relationships with both students and staff. It is important to make sure the students, who often are embarrassed or resentful of needing additional support, feel comfortable, supported, and know they will find success. Building a relationship with staff is equally important. By collaborating, offering support, and building a network of strategies together the students will receive better support. If teachers feel threatened, judged, or as if they are being forced into something, they may become resentful and hesitant to move forward, and the support for struggling kiddos may suffer.

3. There are many ways adults can feel vulnerable, but as teachers I think admitting you need help or feeling as though you've failed your students are big ones. Add to that the thought of being judged for needing help or for failing, and it is understandable that teachers may be hesitant to work with specialists. Literacy leaders need to make sure teachers know it's okay to ask for help, and that they are there to support the teacher, help him/her in anyway they can, and that they are certainly not there to judge.

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Response to Kati-  I agree that sometimes when things come from the top down, teachers push away or are turned off. I also like how you said that we need to meet teachers where they are at and that you can work on changing things together.

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Response to Jennifer-

I agree that a priority should be clarifying your role. I think so many teachers are reluctant to allow Literacy Leaders into their room because they aren't fully clear what their role is. I think that if teachers understand that they are there for support and not judgement they would be more willing to allow them in their rooms and work with them collaboratively.

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#1 I think that Literacy Leaders need to have the skills and knowledge of the curriculum in order to make sure that the students are succeeding and meeting the goals we have set for them or that are set by the standards. I also think Literacy Leaders need to be skilled in communication. I think communication between the Literacy Leaders and teachers is so important. This will help us be on the same page and allow the students to receive the best support they can.

#2 I think first and foremost, my priority would be the students. I think building a relationship with students is so important in them trusting you and putting forth their best effort. If students don’t trust you or if they are uncomfortable or hesitant they won’t be able to put forth their best work. My next priority would be the teachers. It is so important for teachers to understand that I am not there to evaluate them or judge them in any way and that I am solely there for support for them as well as the students I will be working with. I think having a good relationship with the teachers also makes collaboration easier and the more we can collaborate together, the better support the students will receive.

#3 I think Brene Brown’s video really connected to our readings this week. In The Reading Specialist, Bean wrote about teachers and reading specialists knowing their roles and establishing clear expectations. She also mentioned the importance of this and how without it, teachers wouldn’t see the benefit of having the Reading Specialists in their rooms. I think one of the hardest things for teachers is allowing others in their room due to fear of judgment. I think watching Brown’s video really shows how courage and vulnerability can lead to great things. Just from personal experience, I had to work up the courage to allow our Literacy Coach into my room. At first I was very skeptical and thought she was just there to judge me.  I felt very vulnerably and worried constantly what she was thinking about how I do things. However, once I got past that and worked with her on several occasions, I saw just how much help and support she really was.

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Jennifer Lombardi

I agree with your comment about "strong willed adults." I think that a literacy leader has a tough job communicating and advocating change with certain veteran teachers. I believe that strong, trusting relationships need to be built in order for change to occur.

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#2.  If I were in a literacy leadership position I think one of my priorities would be clarifying my role.  I would want to build credibility with teachers and effectively define my role within the school. I think teachers are sometimes unclear about exactly what a literacy specialist is supposed to do.  Teachers and literacy specialists need to be on the same page and communicate effectively in order to develop trusting relationships. There needs to be a mutual respect.
I also would make connecting with my students a priority. I think in order for there to be success and growth, there needs to be strong relationships built. I had a second grade student I worked with last year who was dyslexic and very resistant to reading support. He struggled with self confidence and he hated to read. After discovering that he loved learning about the presidents, I found as many books as I could to get him excited about reading. With time and practice he began to grow as a reader. More importantly he saw himself as a reader.

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Response to Katie

I also though about showing the video to my classes!

I like how your superintendent posed the concept of failure as a challenge, I think that can be a powerful concept to get outside of our comfort zone.

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Molly Dunlap
1. I think that a Literacy Leader needs to be able to work well with other strong willed adults. In a school community, there are many teachers and administrators that often have a mindset that how they've always done things is the only way. In order to fully build and develop a literacy curriculum across the school/district, Literacy Leaders need to be  able to get this closed minded educators to buy into what they are selling so to speak. The backbone of this skill is communication and the ability to develop relationships with colleagues, which is a key point that Blankstein highlights in his book.

2. If I were a Literacy Leader in my school tomorrow, my main goals would be to make connections with the students that need extra literacy support, and to make sure that the rest of the staff knows that I am there to help and not judge. I think so often teachers perceive outside resources like literacy specialists as an intrusion into their classes, or they simply focus on the cons of changing literacy curriculum, instead of seeing all of the pros. One of my first priorities would be to ensure that the teachers and administration felt supported, which would make coming into their classes to work with students go much smoother. In order to truly help the students that need extra literacy support, ALL of their teachers need to be on the same page, and building those relationships from the beginning should make the entire process easier and more effective.

3. I absolutely loved Brene Brown's video, and thought that it really connected to our readings this week, particularly Blankstein. In my own classroom, many of the social/behavioral issues that arise between my students stem from the idea that Brown touches on that people have to be compassionate to themselves before they are compassionate to others. Many of my students have faced major difficulties and trauma in their previous schools, and they often bring that sense of disconnection and failure with them, which makes it often hard for them to connect with their peers or understand their perspectives. A major part of my role as an educator, and one that would be central to being a Literacy Leader, is to be completely transparent with my students about my own experiences of vulnerability. So many times in my own classroom, I have shared a story of how I struggled with school or family and perceived, and it always strikes a cord. Often, students simply want to know that we hear them and we value what they are saying and who they are, and once that relationship is established, They are more willing to be courageous and vulnerable with their own education

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1. I think that a literacy leader needs to have several competencies. They need to be competent in communication with their peers to ensure that all involved in working with students are on the same page. The need to be competent in classroom management so that students are able to learn. They need to know the curriculum, not only in ELA but in all subjects to they can help student with literacy in all content areas. They also need to have leadership skill as they will be advocating for the best literacy practices within their school or district.

2. If I was in a literacy leadership position by main priority would be the students. I think a literacy leader must work to ensure that students are receiving the support and resources they need to be successful. My other main priority would be on fostering relationships between the adults in the building. It is hard for teachers and literacy leaders to be on the same page at all times. I think communication and teamwork is key for the success of students and this would be one of my top priorities.

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I really like what you said in question #2 when you said that one of your priorities would be to continually educate yourself. I know as a teacher, I respect anyone in a position of authority more when I know they are researching and working in the field currently.

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Question #2

I've been thinking a lot about this idea of "what I would do" lately as a Literacy leader. Yesterday and today my principal and assistant principal took me to a professional development at Oakland Schools about deepening learning. Though I'm a classroom teacher and not a literacy leader yet, I was invited to figure out how we were going to present our findings a the PD to the staff. After reading the "Failure is not an Option" text and listening to the leaders in my building, I've come to the conclusion that in order to be an effective leader, you have to make it a priority to meet the staff where they are and go from there. I've never seen a successful shift in a building being forced upon teachers. Whenever something comes from the top down, teachers are immediately turned off. I can speak from experience and say that it feels like every year is a new initiative with another buzzword. My number one priority would be to meet teachers where they are at and make sure that they know they are on this journey of change together and their input is invaluable moving forward.

I loved the video on courage and vulnerability! I actually think I will share this with my students. This video related really well to chapter 2 in the Literacy Coach's Handbook. I liked how in that chapter they used small anecdotes (like the Chilean miners incident) to illustrate that bravery and vulnerability, in all aspects, are vital in being a leader. Our superintendent this year and last year has told us to "dare to fail." Though it sounds silly, it sets the tone that it's ok to not know everything and it's better to try something that you think will be best for your students then to never try it at all.

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1. I believe a Literacy Leader must be competent with the content in which they are teaching, behavior management, and the ability to work with other adults. Working with other adults can sometimes be the most difficult job a Literacy Leader will encounter. They must obtain a "buy in" from the teachers in which they are pulling children. LIteracy Leaders and teachers must develop communication between one another in order to develop lessons that bridge gaps for children and create a sense of cohesiveness that children are able to follow.

2. As a Literacy Leader the greatest priority would be the children in which I serve. To obtain academic successes, working and planning with classroom teachers would be a priority. I believe Literacy Leaders and classroom teachers need to have constant communication with one another in order to discuss weekly goals, objectives, student successes, and strategies. I believe another priority would be continually educating myself on new strategies to incorporate during intervention, class time, or at home. I would also prioritize  staff development and making myself available to my colleagues.

3. I believe Brene Brown's video related to the theme of purpose and belonging as a Literacy Leader, as mentioned by the texts. As a Literacy Leader, it can be difficult trying to figure out how your services best fit with each classroom teacher, especially if the classroom teacher is close minded to the idea of intervention from another teacher. I believe it can be difficult to develop a plan in which the LIteracy Leader feels welcome and purposeful in the classroom, in addition to the teacher feeling comfortable with another teacher in the classroom. It takes a sense of vulnerability to express your ideas and thoughts regarding strategies and suggestions to an entire staff.

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How does Brene Brown's video connect to your reading this week? What kind of courage/vulnerability does it take to be an effective Literacy Leader?

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What competencies do you think a Literacy Leader needs to have?

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If you were in a Literacy Leadership position, what would your priorities be?

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Respond to the questions I have posed as well as to the responses of your colleagues.  Simply click on the + in the red circle and a box for typing will appear.  Click on the pencil and begin typing.  Please type your name in the title, as well as the # of the question you are responding to. Your response will appear on this Padlet.  You can change the shape of your box, as well as it's location, by left clicking and moving the box or clicking on the border to change the box shape.
This is not a 'graded' assignment.  It is simply an opportunity for you to interact with other RDG 540 class members. My hope is that "hearing" the thoughts of your colleagues will help you compose your response to the Online Forum questions.