Hey, you! Listen up!

A series of events have happened over the past few days that found me in the emergency room not once, but TWICE! Of my seven years living in Victoria I had never set foot in the hospital and then BAM.  Two days in a row.  What are the odds?


The hospital sign above is an accurate description of how long it takes to see a doctor while waiting in the “emergency room”.  In April, for example, it takes…hours.  In my case, five and half hours, to be exact. Needless to say, my Saturday was less than awesome.

My Sunday was also less than awesome, as I found myself back in the emergency room (more of a scheduled check-in because the same lovely doctor was working all weekend.  Bless him).  I left Sunday’s session with strict orders to “lay low” for one week, paired with a doctor’s note to stay off work.  Now…those of you who know me well know that “laying low” isn’t really part of my lifestyle, but as I hobbled my way out of emerg, I knew I had no other choice.  On the flip side, I was kind of excited because I’ve never been ordered to stay off work before…except for that time I was given a doctor’s note to quit my job because I was so allergic to the trees I was working with that I ran the risk of anaphylaxis (cue my dad: “Who knows where you get all these allergies from?”)

So I am now halfway through my week of laying low and do you want to know what I’ve done so far?  Nothing.  My friend texted me to check in and see how I was doing (she’s also bringing homemade pie over tomorrow night since my ability to move around and cook right now is relatively non-existent).

THIS is what I've done for three consecutive days.

THIS is what I’ve done for three consecutive days.


Confession: I had never played Candy Crush before this escapade began.  In three days I’ve become a champion.  My husband warned me to not spend money on the game…or else.

I’m trying really hard to have a chill attitude about my situation right now and it hasn’t been that easy.  As you’ve probably guessed, I cannot run.  In fact, I highly doubt I’ll be able to do my scheduled half marathon coming up June 1st.  I’m a wee bit peeved about that fact because I had been working SO diligently on this particular goal.  However, Meaghan had a brilliant idea – she told me to ask the race organizers to change my half marathon registration to a 5k registration.   I know I will be able to do 5k again by June 1st, so I might just follow Meaghan’s advice!

My body is screaming for some attention right now in a, “Hey you! Listen up!” kind of way.  I think the fact that I ended up in emerg over the weekend is a sure sign that I need to slowwww down for now.  I can’t be the person I am meant to be if my health isn’t in check.  And I certainly cannot be the teacher I know I am when I’m ordered by a doctor to stay at home for the week.  I said that I’ve been doing nothing this week, besides eating and playing Candy Crush (ha!), but what I have been doing is a whole lot of thinking.  Work wise, I’ve crafted up a science test in my mind (now just to type it out!) Priority wise, I’ve listened to my body more than I have ever before and I am learning quite a bit about what I need and don’t need right now.  It’s pretty amazing, actually.  The yogi in me is doing backflips because of all the self-awareness/learning that is happening from my reclined couch position!

This post’s closing words of wisdom come from a certain pop artist by the name of Ricky J:


When you body screams those words to you, you better well listen! Now if you’ll excuse me, my cat is calling me back to the couch.

Keep care everyone.


Teach it Tuesday: Science & Photography

Today’s Teach it Tuesday is not a one off, take away lesson like most of our Tuesday posts are.  Today’s post is more of an ongoing, experimental, let’s-see-if-this-is-gonna-work kind of thing.

My grade 8s have been studying light and optics for about a month now.  We’ve taken notes, we’ve done experiments, we’ve watched videos…but while I was planning this unit back in March I kept thinking, “How can I make this more awesome?”

My husband and I are “into” photography in the sense that we know how to use our Cannon T3i and have attended workshops and courses to learn more about our camera and our ability to make images with it.  This past January I took a course with Mike, of Clock Tower Images.  Mike is a local photographer who has worked at two Olympic Games and has traveled the world taking wild life photos.  Mike agreed to come in and speak to my students about his job as a photographer.  My class thoroughly enjoyed Mike’s presentation, stating that he “did a good job keeping a room of teenagers engaged because that cannot be an easy thing to do!”  Mission accomplished, Mike!

Mike's very cool camera he brought in to show my students.

Mike’s very cool camera he brought in to show my students.

I thought it would be neat to link my passion for teaching and photography by engaging my students in a Project Based Learning style experience – we are going to build pinhole cameras! So far all we’ve done is collect enough shoe boxes and appropriately allocate said shoe boxes.  Oh, I’ve also ordered the extremely expensive photo paper we’ll need to make our images (we’re using paper rather than film for the sole purpose of simplicity).  Our next step is to paint the insides of the boxes black and seal all tiny holes to make sure absolutely no light gets in.

I’m excited to see how this little project unfolds as we delve deeper into it.  I’ve spent a lot of time talking to my class about pinhole cameras and how they work and I’ve even shown some examples of what pinhole camera pictures look like.  Despite all this prep, I’m a little distressed about the fact that one of my students (seriously) asked, “But…where do we put the SD card?” Buckle up kids, we’re going retro!

I’ll keep you posted on how our photography and light and optics experiment pans out.

What are some PBL style projects you’ve taught or participated in? What did you like/dislike about them?




Guest Post: Poet Laureate Ryan

In line with yesterday’s post, my boyfriend Ryan decided that since he is “so good with words” (i.e. massively overuses the thesaurus) he would like to write a guest post for us today in poetry format. Please enjoy his rendition of “Theo thy Saurus.”


Theo-Saurus you are my friend. companion

With you, I’ve re-written essays again and again.

You help me when I have nothing new to add. append

And I’ve tricked all my teachers since I was a young lad –

Because I’m quite sure that all of them said:

“His vocabulary is robust, he must be well-read.”

Oh Theo-Saurus, with your neck so long, extended

Your words are rarely every wrong. immoral

With you I learned to shovel the shit, feces

And once I started, I could not quit:

I highly recommend Theo-Saurus to all,

And I greatly endorse his words, big and small. diminutive

Practice What You Teach

I often find myself looking up examples for activities that I want to do in class and hesitant to write my own. Now usually this is mainly because of time but sometimes it is because I am intimidated to create my own example and share it with the class. But then what do I ask my students to do? Create their own and sometimes share it with the class or a small group…

Learning is a vulnerable place.

It is hard to be “wrong” in a culture that demands we are “right.” It is hard to “just try” when we are ingrained to wait until we can succeed. It is hard to share our imperfections when our schools and society want perfection.

When we don’t put ourselves in that place of practicing, we may forget what can be scary and intimidating for our students. So my goal moving forward is to practice what I teach, to put myself in the place of vulnerability in learning. If I expect my students to share their work then I will share my work. If I expect them to be okay with getting an answer wrong then I will be corrected without apologizing for making a mistake. In this way I hope to model this messy, vulnerable process that learning is for us all.

In order to show my commitment to this process I am going to share a poem with you today because a) poetry is very far outside my comfort zone and b) April is poetry month. So without further ado….

Anywhere Else

A small town in a city,

Too small, nothing new.

I am bored by the sameness – the everyone knows you.

Grey skies, rain falling down, day after day…

Some days I’m desperate to break out –

To seek out a new place with new adventures:

Anywhere else.

And then the sun peaks through,

A soft ocean breeze blows cherry blossom petals in swirls down the street.

Ocean and mountain views peak out through the clouds:

Beauty on every corner.

Friends passing by with smiles to greet you.

This small town in a city

Has a heart and soul

I’ve yet to find

Anywhere else



Skype in the Classroom

I know of several teachers who use Skype in their respective classrooms for a wide variety of fun things.  For example, some teachers/students at my school have recently Skyped with their Quebecois exchange friends who are coming to visit next month.  Also, back in January, Meaghan and I used Skype to conference call with a Uni class of student teachers/blog readers at McGill (also in Quebec).  Personally, I use Skype every so often to connect with family and friends in Germany and to chat with my parents when they’re gallivanting the globe (New Zealand, Bahamas, etc).  Today my students had their own awesome Skype experience with one of our classmates who is currently in Ecuador!  Doesn’t Skype just make the world that much smaller?!


One of my students is currently in Ecuador for two weeks volunteering and exploring with her mom.  This student, we’ll call her Ella, has been planning this trip for months! She and her mom have been saving and raising money at every opportunity they could get and finally last week they flew away to Ecuador.  I remember meeting with Ella’s mom back in October when I first started in my class – she told me that she and Ella were going on an adventure of a lifetime in April and would it be okay that her daughter missed two weeks of school?  Being the avid traveller that I am I quickly assured Ella’s mom that of course they should go travelling and not to worry about the school work (let’s be real – this student is learning more in Ecuador than I could ever dream of offering her within the four walls of our classroom).

Ella’s two little sidekicks, who are missing her something fierce, were beside themselves with happiness today because of the Skype call.  These two girls sat front and centre before my iPad and guided our class’ 30 minute Q&A style interview with Ella.  Questions were asked with some prompting on my part: What are the washrooms like in Ecuador?  What are the houses like?  Where are you volunteering? Why are dogs and roosters in the background? Where do you sleep? Is stuff expensive in Ecuador? Is Ecuador a rich country or a developing nation?  What does “third world country” mean? Where IS Ecuador? All good questions that Ella answered with newfound knowledge and confidence after experiencing these things first hand.

I am a firm believer in learning through hands on experience.  I am sure Ella will come back to us in May filled with loads of stories and learning to share with us face-to-face.  Skyping from our grade 8 classroom to Ecuador today is probably as close to South America as many of my students will ever get.  Because of that I’m incredibly in awe of and thankful for the technology of Skype.  As I sit in my 1970s kitchen nook whipping up this post, Ella is getting ready for bed in Ecuador and the rest of my class is probably eating dinner.  What a wonderfully small world we live in!


Tell us about some of your own awesome Skype-in-the-classroom experiences!




Teach it Tuesday: Read Aloud Time

We are starting a new unit in English right now that involves a read aloud novel that WILL be really good and intriguing but there is some getting used to with the style of language first. This means that although I wish the class was hooked from my first words, there was a lot of uninterested faces today…


How can we make sure read aloud time is engaging for students?

1. Choose the right book. (I know this book will work for the class once we get a few chapters in) I think it’s important to choose a book that is either at or higher than grade level so that they are engaged and maybe it is something that they wouldn’t be able to read on there own.

2. Discuss expectations. I find that in middle school this is very important (elementary kids seem to grab this read aloud time easier). Middle school students sometimes – most times – will choose any opportunity possible to turn class time into chat about the weekend time and read aloud can seem like an opportunity for this if you don’t discuss the reasons and expectations with them.

3. Allow for differences in listening style. Some students need to keep their hands busy, some need to put their head down, some just sit and listen, and some nod along. All of these ways CAN show that a student is listening as long as you have discussed expectations first and they know things like putting your head down does not mean nap time!

4. Give an easy activity for students to complete. Some things you can try are vocabulary hunts, key idea organizers, question developing, short summaries, AB Partner talk, doodle responses, etc. There are many ways to give students a small assignment that keeps them on task without it taking away from the reading experience.

5. Don’t be afraid to pause and ask questions. “What do you think they mean by that?” or another simple question can go a long way in engagement. Students will quickly understand that there is an expectation to be paying attention but they are also gaining a deeper understanding of the text this way.

What do you do to keep read aloud time engaging for your students?

Any suggestions for getting through those (sometimes boring) introduction chapters?



Science Curriculum: Where Is The Environment?

For those of you who are not teachers in British Columbia we currently have new curriculum drafts that have been put out for teachers to test and review. There is a lot of good intent with the new curriculum: more space for teachers to explore content on a deeper level, the focus on big ideas instead of small prescribed outcomes, and a push towards personalized learning. I really like this and the new focus towards personalized learning could be a really good thing – as long as we don’t forget to teach about compassion and community alongside.

Now for a variety of reasons we try not to get too “political” here on the blog and although we definitely have strong opinions we like to focus on the journey we are on more than the circumstances we are in BUT today I need to talk about the new science curriculum that’s been put out – and it won’t be sugar coated…

Remember back when I said I didn’t like teaching science? Well a lot has changed since then! In those first weeks of my fall contract I got to teach a unit about Water Systems on Earth and I began to love it for a variety of reasons, namely my students loved it and there was room for creativity and problem solving. I care so much about taking care of each other and the earth, and I was able to let this show in the unit. But even more importantly than that is that students care! They understand about the environment, they care about the environment, they are invested in their own futures, and they want to make a change.

When we learn about the environment we make connections to ourselves, connections that make the content come alive.

So if that is what I saw in my classroom, and that is what my colleagues see, than why is that missing from the new curriculum? Why is the most important, engaging, relative material being cut? Why, in times of environmental crisis, are we being told that learning about the environment is not important enough – that it’s not a “big idea”?

In the skills section, the new curriculum states students are to consider environmental impact, and I have heard the argument that teaching this skill will mean that environmental education is MORE embedded. I don’t buy it.  If it is not specifically in the curriculum it might not get taught. If it takes a back seat to cell theory and plate tectonics it is not made a priority. If environmental education is not spelled out in our curriculum it is too easy to forget about. And if the aim is to move towards integrated environmental education then this would appear throughout other curriculum areas and not just in science.


We cannot afford to wait any longer to make changes. In BC right now, we have some MAJOR environmental~political issues happening – Is this connected to the new curriculum? I can’t say myself, although I have my speculations. What I do know is that if we sit back and let this change happen, then we all lose.

Environmental education is arguably one of the most important topics we can cover in current times. Students love it and are engaged. Teachers enjoy teaching it. This is a need, not a want. The world needs it.

There is a petition to keep environmental education in the curriculum here. Also, if you are interested in more information there are two articles that explain further details here and here.

How do you incorporate environmental education into your teaching?

Any other thoughts on the new curriculum drafts?




Grade 8 Legacy Project

The students at my school were recently challenged by admin to do something in the community that would leave a lasting impact or legacy.  My teaching team and I got to thinking and after tossing a few ideas around I brought up the thought of “chalking the concrete”.

Two years ago, in the last year of my B.Ed, I took an excellent course called Community and Culture.  One of our main projects in this course was to do an “Act of Transformation” project.  Two friends and I came up with the idea to chalk the path at Dallas Road, a popular and stunning ocean side path here in Victoria.  We spent about two hours chalking the path one sunny afternoon, leaving little messages of hope, love, joy and inspiration for the runners, walkers, kite flyers and dogs.  Our Act of Transformation project was met with enthusiasm by total strangers; some people stopped to talk to us, others asked to join in.  I remember one man in particular who was working very hard on his new exercise regime; he told us that our notes along the concrete path had inspired him to keep running, even though he was totally exhausted.  Here are a few photos from our project:




You can’t actually see the view in this photo, but it is a glorious one!

Back to grade 8. For a few weeks we spent our CAPP time searching for inspirational/fun/silly quotes that might make people smile.  We talked about who our audience would be for this kind of community project (strangers, family, friends, children dogs, etc.) We wrote down our quotes and thoughts and I kept those pages stored on my desk because all teachers know that if you really want things to be saved, you better just keep it yourself (and then remember where you put said important pages!)  And then we waited for good weather.

This past Monday the sun was shining and there was promise of Mr. Sun hanging around for at least a day, so one teacher on my team ran out at lunch to buy a whole bunch of chalk and we canceled our afternoon classes.  All 85 of us (teachers, students and EAs) went outside and we did a “trial run” for our big legacy project – we chalked the concrete at our school!  I handed out the pages with quotes written on them and away we went…



I think our school’s art teacher did this one!

Admin and the amazing ladies in the office got notes outside their windows (how precious is this!?)

Admin and the amazing ladies in the office got notes outside their windows (how precious is this!?)

Some students really made their quotes and phrases pop by adding pictures and using the shapes in the concrete to enhance their work.

Some students really made their quotes and phrases pop by adding pictures and using the shapes in the concrete to enhance their work.

This one is my personal favourite.  This is the door I use (along with many other teachers) every single day.  Some darling child snuck around the corner and added this phrase to the side door.  On Tuesday when I got to school I saw this one for the first time and was brought to tears immediately.  I love that at least one of our 80 grade 8s understands that we are all in this together.

This one is my personal favourite. This is the door I use (along with many other teachers) every single day. Some darling child snuck around the corner and added this phrase to the side door. On Tuesday when I got to school I saw this one for the first time and was brought to tears immediately. I love that at least one of our 80 grade 8s understands that we are all in this together.

This project’s impact on our local community spread immediately.  Our concrete area at school serves as a walk through to get from one street to another so we often have all kinds of people passing through our school grounds on a daily basis.  The other day I had a conversation with a lady about the project while my class was getting ready for PE outside.  She was writing down some of her favourite quotes and asked if we had taken photos of the process, to which I replied, “Of course we did! I document everything!” ha.  Admin witnessed several people stopping to read and take photos of the work our grade 8s did.  I think it’s safe to say our trial run went very well!  We will bring our project to Dallas Road for the real deal sometime later in the spring when the weather is more reliable (if that’s even possible in this city). I promise to share photos!

Have you ever seen a project like this before? Have you been involved in other types of community or legacy projects? Share your experiences with us, we’d love to hear about it!




Guest Post: To Teach or Not To Teach?

Today’s guest post is brought to you by Naomi Keane, teacher, mentor, health-enthusiast, and dear friend of mine.  Naomi and I (Karley) met while working for ivivva, a children’s branch of lululemon, in 2009.  Our similar interests and passions connected us and we’ve been close friends ever since.  Naomi is a trained teacher, but she chose to take a different path with her teaching degree.  Read more to find out about where Naomi’s true passion lies and how her B.Ed helped her achieve her career goals and dreams.   i heart real foodI’d like to thank you for taking the time to read this post and for your ongoing support of Karley and Megan’s insightful blog. I have been asked by my beautiful friend to share about why I did not choose to go into teaching.  Without hesitation I said yes, but as I  sat down to plan out my post, I began feeling unsure about my decision to guest post on this topic. Not for one second do I regret my decision to pursue a different career path, but I do however hope you, my beloved tribe of educators, can feel my love, support, and pride I have for you and your sacred careers.

My name is Naomi and I was born and raised in beautiful Victoria, BC. As long as I can remember I have always wanted to be a teacher; rather I was born a teacher! Whether it was dance, fitness, or cooking, I would always find myself in these leadership/teaching roles. I also loved school, thus teaching was a natural career progression for me. Oddly enough when I take a moment and think back to my university experience I do remember stepping foot on campus and saying to myself, “this isn’t it.” There was something inside of me that knew this was only my beginning but definitely not my end. I grew up with an entrepreneurial spirit, and at the time of my B.Ed  I had no idea that my passion for small business would eventually become one of my ultimate life passions. I continued to study social sciences and Chinese with hopes of teaching both at the high school level. At this point I was already on contract for dance for grades 6, 7, and 8. I loved my life but something just wasn’t right. purple lulu   My love for movement transformed into a passion for group fitness and participating in fitness competitions. As you can imagine, juggling teaching, prep time, training, dance, aerobics, competing and a relationship, my life began to spiral. I always grew up with a busy schedule and large work load so it wasn’t so much how busy I was that was the problem, but rather how unhappy I had become. I wasn’t inspired, I wasn’t fulfilled, and I definitely wasn’t uplifting my community. Everything I was doing wasn’t because I wanted to but rather because I had to. I needed change and I needed it fast!

I left a loving relationship and disconnected from my everyday life. I remember being asked all of the time why I had left teaching. I hated that question! For some reason I always felt so guilty answering that question. Money! I would always say it was because of the money. I was making nearly double my teaching salary with teaching dance and fitness outside of school. So, money became my easy answer. Now let me make it clear, I always loved teaching and to this day thrive when I am teaching, but the entrepreneur in me was hungry to be challenged and I knew that I could make a good living doing what I loved on my own terms.

Over the course of six months I noticed I was still teaching heavily within both the dance community and fitness community and I was actually really happy! This was it! With the partnership of my sister we began Keane 2 Be Fit, a health and wellness company. Over the past few years we have worked hard to build a brand for ourselves. We have been on a mission to educate our clients and our communities how to live their happiest and healthiest lives possibles.   For the first time in many years I can say without doubt leaving my B.Ed was the best decision for me. I did indeed use money as my initial reason for leaving teaching; but today I would say I left teaching school because school wasn’t the best medium for me personally to inspire and help others to my full potential. I strive very hard to help my community feel and be amazing.

Today fitness and nutrition are my vehicles to motivating and inspiring. My passions, talents and core desired feelings motivate me everyday to live my best life possible. I am still a born teacher and will always spend my life teaching and coaching others. I believe that without proper nutrition and movement our bodies and our spirits cannot thrive at their full potential.   Once again thank you for taking the time to read about my journey. School teachers, I hope you are not offended but rather inspired by my courage. I love what I do today and wouldn’t give it up for anything. I know the world needs more amazing teachers! I thank you for the ongoing love and passion you have for your work and your students. In close, I’d like to ask you a few questions, how do you want to feel everyday? and not just feel, but REALLY FEEL? What is the first emotion you want to have when you wake up in the morning? Is your life serving you and allowing your core desired feelings to determine what you do everyday? I challenge you to incorporate this idea into your classrooms. Inspire your students and get them thinking now about what makes them happy and how will they continue to cultivate bliss in their lives as they grow.   Recipes:

Infused Water x4

Citrus juices are very alkaline and promote healthy digestion. Ginger root is a good
source antioxidants and has great anti-inflammatory properties._DSC9566

Blueberry Mint
1 1.5L pitcher of filtered water
2c ice cubes
1 cup frozen blueberries
1/2 cup muddled mint leaves

Mango Melon
1 1.5L pitcher of filtered water
2c ice cubes
1 cup mango chunks
1/2 cup sliced melon of choice

Citrus Ginger
1 1.5L pitcher of filtered water
2c ice cubes
2 slices grapefruit
2 slices lemon and lime
2 slices orange
2 large slices of ginger

Strawberry Kiwi
1 1.5L pitcher of filtered water
2c ice cubes
2 kiwis sliced
1 cup sliced strawberries

Combine all ingredients together into pitcher and allow water to steep for at least
30 minutes. The longer the water steeps for, the more intense the flavour will be.

Keaner Tip: Once you drink all your delicious infused water, just refill your
pitcher and let it steep for a few hours. You can reuse your fruit and herbs for up
to three days in the fridge.

Chocolate Coconut Disks

Servings: 12
Prep Time: 20 minutes

3oz finely chopped cocoa butter
2oz coconut oil
2oz coconut flesh
3 tbs cocoa powder
1/3 cup chocolate protein powder
1/2 tsp stevia

In a small saucepan, melt finely chopped cocoa butter, coconut oil, and coconut
flesh. Place all ingredients including melted coconut oil  into a food processors or
blender and blend until smooth.
Pour mixture into a small bowl and place in fridge for 3 minutes until mixture cools
and thickens but is still slight runny.
Line a cookie sheet with parchment paper and pour chocolate into twelve equal disks.
Sprinkle with topping(s) of choice: dried fruit, coconut flakes, pumpkin seeds, date
powder, and cinnamon, course sea salt.

Keaner Tip: Have fun experimenting with any toppings of you desire. Fruit and nut
combinations, for example, are always a hit!

naomi@keane2befit.com http://www.keane2befit.com

Teach it Tuesday: Revising and Editing

Sometimes we have to do things in our classrooms that aren’t exactly “exciting” for our students… or for us teachers really. For me one of these is revising and editing. This is not something I particularly like to do for myself to begin with so sometimes it feels almost impossible to hook kids into this as a good practice.


Usually when I have to teach a skill I think about what works best for me first – so I can share a personal story alongside my introduction sometimes – and then I talk to other people or use that wonderful Google tool to find other ways that can help as well. My most clear examples of revising and editing recently have been through blogging so when I went to introduce today’s activity with my class I told them how sometimes when I write a blog post I re-read it aloud to myself or someone else and that is when I notice things like word choice, sentences starters, etc. After my introduction (and the explanation of “why do we have to do this?”) we jumped right into a four part activity for editing:

We used our AB Partner list for these activities so that it was easy to switch partners after each round.

1. First Partner: With your first partner, take turns reading your stories aloud to one another. When you are listening think about the general flow of your partners story and if there are any parts that don’t make sense, are choppy, or sound a bit awkward. At the end of your turn listening give your partner some specific feedback. 12 minutes

2. Second Partner: After you switch partners, exchange your story with your new partner. Read through their story and use a highlighter to highlight parts or sentences that could use further description. If you have an idea write an example on the margin for them to look at later. 6 minutes

3. Third Partner: With your next partner, exchange your stories again. This time you are reading through for word choice. Underline any words that you think could benefit from being changed to a synonym or by adding another descriptive word. 4 minutes

4. Fourth Partner: Exchange your stories with your final partner and this time you are editing their work for spelling, punctuation, and grammar. 10 minutes. In my class we were looking at paragraph structure in particular and I also gave them an editing symbols key so that we would all be on the same page with the changes to be made.

Overall I was happy with the amount of discussion that was going on between partners. I think that talking about the words and sentences they chose really helped my students to think about the intention behind their words.

How do you do revising and editing in your class?

What lessons do you find the hardest to make interesting?