Losing Confidence

You know when you start to clean a room how it always seems to get messier before it gets clean?

Welcome to my life.

It is a bad analogy, but it is the best I could come up with after an emotionally draining day. Today's lesson was the worst lesson I have ever taught. It was really frustrating. My short introduction took my entire lesson to get through and I was so frazzled b/c of behavior, lack of sleep, finding out my favorite student had dropped summer school (which turned out to be false), negotiating my learning and training as a teacher, buying into a rewards/consequence system that I cannot stand, and a lack of materials prep (yay bus detour) that I could not get control of my class and it went down hill quickly.

I really haven't had that awesome day yet, but most have been decent--some better than others--but today in combination with yesterday has me frustrated, emotionally drained, and without much confidence in myself. I feel like while trying to balance so much new learning and strategies and the pressure to move so quickly through concepts that I have lost my teaching style, my teachers voice. It is beyond frustrating. I was so close to crying it was not even funny. I would have cried if not for an awesome FA who helped me gain some perspective and begin to create an action plan for tomorrow. (That and a few empathetic CMs who listened/shared in venting with me--at least I know I am not the only one in this place).

Tomorrow is a new day. It will be better. I have a plan in place to make some changes and the supports to help me do so. My kids deserve a confident teacher. Today they did not learn, tomorrow they will. Welcome to life as a CM.

"What's wrong with your brain?"

"Miss Prinzo what's wrong with your brain?"

"What do you mean?"

"What's wrong with your brain. We know our names."

"I am working hard to learn your names. Sometimes grown up brains take more time to learn."


I did learn this child's name today. Now if I could just get the last few I have been stuck on...

Raising "Nerds"

I have a goal for one of my students to LOVE school. I loved this editorial because it points to some of the reasons we need to really positively re-enforce the value of school...not just as something we should do, but something we want to do. That mentality will help students become life-long learners. To me, that is true success.

"We also don't believe in the value of education, culturally -- we just like to say we do because as citizens of an industrialized nation, we're supposed to. But we can tell our children that school is important until we're blue in the face, they're not stupid.

They see the loudest applause is for the kids on the field. They know teachers are paid poorly and don't drive fancy cars. They know people plan Super Bowl parties but mock the National Spelling Bee.

In other words, they see the hypocrisy, and we can't expect society to correct itself.

If we want to have any lasting influence on the way our kids approach education -- the way future generations approach education -- then we have to grab our pom-poms and paint our faces and celebrate intellectual curiosity with the same vigor we do their athletic achievements"

Full editorial:

Why I'm raising my son to be a nerd

A Chance to Relax

I live for the weekends. More accurately, I am only living because of the weekends. As I have mentioned before, Institute is intense and has a jam-packed schedule. Without the weekend, well really without Saturday, I am pretty sure I would need to be carted off to the loony-bin. Saturday is the one day we really get to enjoy (Friday night is all about decompressing from the week and Sunday is all about preparing for the week ahead).

Saturday is the reminder that there is life outside of Institute and a lesson that we need to have a life outside teaching. I am making progress at both.

Check out my Saturday:

 

 

And when I get back to Nashville I have contacts to get involved with the Nashville chapter of the Young Professionals of the American Cancer Society (YPACS). As excited as I am to continue volunteering with ACS,  the opportunity to have connections and friends outside of TFA is even more exciting.

My future roommate and I are also interested in joining a hiking and climbing club. Exploring Nashville is also way up there on my list of things to do. A new "countdown to Nashville" has started..20 days! (How ironic considering today's lesson will be all about counting forward and backwards from 20.)

Corporal Punishment: A Cultural Adjustment

The first day at our school sites we went over our school discipline plan. It seemed pretty standard--similar to most schools that I have been in. Then our school director made a comment that completely threw me off guard. "At our school we do not use corporal punishment." Wait, what? You have to be joking. Corporal punishment? 


It turns out that my school was in the minority for not allowing corporal punishment. This was a huge surprise to me. I am showing my cultural ignorance here, but I can tell you that it never even occurred to me that corporal punishment was still acceptable in schools.

After a moment of shock, I put it out of my head and stuck with the relief that our school did not take part in this practice.

Well this thought and this issue is back. Some of my fellow CMs have seen children being beaten in their schools (though in all times it was not by the school). This is an idea that for me, is hard to stomach. I was talking with others in my CMA group and realized how much of a cultural issue this is. It is not an issue of educated/ uneducated, good school/ bad school, it is a cultural belief. My friends who grew up in areas near the delta were surprised that we were so concerned with corporal punishment and I was equally surprised how comfortable they were with it.

This is an issue that will not go away for me. I am glad that it is not a school-policy in my school because I can guarantee you that I would not be able to send a child to the office. I just couldn't. It is against my beliefs. Some of the Delta CMAs and FAs have said that it is a practice that you get used to, but I really do not know if I could.

Our school does not, however, stop parents from physically punishing their children in the school building. This had not happened to me yet, but a few CMs at our school and other schools have experienced times when they were aware of a child being physically punished. In one instance a child was hit with a belt in front of his entire class and teachers. I do believe in parental rights, but I give a lot of credit to these CMs for handling this. It really makes me sick to even think about this. I also realize that this is an issue and topic that I have to work through. It is something I am against, but I am not naive enough to think that I can change the beliefs of thousands of people in several states. I think that is where the locus of control that TFA preaches comes into play.

This issue also led me to start thinking about how I am going to deal with the different cultural practices of my students. I have been so focused on the idea of a language barrier that I have almost forgotten about the differences in culture that I will inevitably experience.

Sorry for rambling. This is something that has been in the back of my mind since Friday and I needed to write it out. Consider me humbled, shocked, and cultured.

A little "research" or "Google-ing" of the issue:

http://www.time.com/time/nation/article/0,8599,1915820,00.html

http://en.wikipedia.org/wiki/School_corporal_punishment
Nashville is one of the states in which corporal punishment is still legal. It is against district policy in the school I am teaching in, but again, many of the surrounding areas allow it.

Because one is not enough

Remember my special project student? Did you really think I would stop at one?

Special Project #2: Make Learning Fun

One of my "enrichment kids" (the students who are in summer school, but on grade level) is much more mature than the other kids. He almost never smiles, rarely pays attention and clearly could care less about my songs or stories--he is also the highest student in the class.

On Friday we had a break through. I was reading Curious George with every bit of animation I could muster...which was a lot considering I was on 3 hours of sleep and my co-lab partner said that that was the most engaged she had seen K the entire week. Yes! Triumph!

Later during dismissal I called him aside to talk with him a little bit and get some information from him. Why? My new goal is to make K excited about learning. He is on level now, but if school does not excite him, challenge him, or interest him I am afraid his skills will not last.

So I started, "K, I noticed you liked our Curious George book today. Do you like books like Curious George?"

"No, ma'am."

((you do too!)) "Hmmm. What kind of books do you like?"

After playing 20 questions (literally) this is what I figured out:

Favorites: Winnie the Pooh, bull dogs, and knights who save princesses. 

I also found out that he hate our songs, but loves hip hop (though I couldn't get him to dance with me). This is what I have to work with...challenge excepted. Let the hard work begin. I will help him have fun at school.

Monday's investment strategy: "Rappin' Clappin' Singing' Counting Rap" Somehow I don't think this was quite what he was thinking, but it is a  first step!

Yes ma'am

My students are clearly raised with respect as a very strong value, I appreciate it alot, but...

I just can't get used to it.  "Yes, ma'am" and "No, ma'am" feel so unnatural coming out of my mouth.

Even worse than saying it? Being called ma'am.

Summer Project

All of my students deserve my attention.
All of my students deserve my patience.
All of my students deserve a well-planned lesson.
All of my students deserve a well-managed classroom.
All of my students deserve opportunities to share and learn.
All of my students deserve the best Miss Prinzo.

But...

There is always that ONE student who you have a special connection to. There is always that ONE student who pushes you to be just a little bit better. There is always that one student who more than anything you want to see succeed.

I have a student in my classroom who in three days has become that student for me. He is a little boy who is just so excited about learning that he gets overstimulated and can't sit still. When he reaches this point he becomes a behavior problem. I was *this* close to sending him to the office today. He sat out almost all of my lesson and would have gone to the offices had our clean-slate policy for a new teacher kicked in. It broke my heart to do it, but he had reached the point in which he was hindering other students' learning.

I found out that he spent the majority of math time removed from the class as well. More than half of his day was spent removed from the class. This is not acceptable. This is my issue, not his.

My goal for tomorrow is to start teaching him strategies to self-regulate his behavior. It has to happen. He is an extremely bright child and up for promotion. Our students are divided into three status levels: Retention (returning to kindergarten), promotion ( have the opportunity to move to first grade IF they reach a set reading and math assessment goal), and enrichment (students who are here to build skills for first grade). After knowing him for only a few days I believe that he has this status because of attention and behavior issues.

We have to find a way to make learning happen for this child. We have to maximize our time with him. This is my goal, this is my challenge and this student will become a first grader next year.

Awesome Literacy Resource

Our Literacy Specialist at Institute is AMAZING! She is very concise and has a lot of great strategies and ideas for teaching literacy explicitly. This is a more direct-instruction oriented model than I am used to, but I am beginning to see how her sessions fit into my ideal of a balanced literacy, workshop style classroom.

Here is a link to her Literacy Blog. She just started it, but it already has some awesome tools!

http://delta11lowerelit.wordpress.com/

UC Class of '11 in TFA

"At UC’s June 11 Commencement ceremonies, UC President Gregory H. Williams mentioned Teach For America as a direction to become involved, as he advised graduates to apply their knowledge toward the greater good. “Our community and our world need you to become involved,” he said to the nearly 5,000 seniors who were graduating from UC."

In front of Teacher's College

http://www.uc.edu/news/NR.aspx?id=13830

As always, Proudly Cincinnati!

Institute: 1 word description

If I had to pick one word to describe institute it would be...

intense

I don't hate it. I don't really love it, but I appreciate it. I admire the sense of urgency, responsibility, and drive to succeed among TFA staff, my fellow CMs, our partner schools, and most importantly our students. 

All of these people have pushed me to become a better teacher--especially the students. In only 3 days of teaching I have experienced small moments of great success, a lot of moments of frustration, confidence, poise, assurance, timidness, and uncertainty. All of this with an over-arching lack of sleep.

Our days are jam-packed and I, as well as many of the other CMs, are realizing the impact our mental and physical health can have on our students and the culture of our classroom. I took the night off (well post 9:00pm) to relax and had a savory off-campus, Sonic dinner. It is the small coping strategies that are helping me maneuver through institute. 

Gold Teeth

Miss Prinzo: Who can tell me what they think a goal is?
Student #1: A reading goal.
Miss Prinzo: Right, we have reading goals, but what does it mean to have a goal? Any ideas?
Student #2: "Gold Teeth"
Miss Prinzo: hmmm...that is a little different. ((tries to explain the difference between the words 'goal' and 'gold'))
Students #3 and #4: "Gold teeth...like this" (points to where gold teeth are in your mouth).

I guess I will just explain it!

Witnessing the Achievement Gap

"The achievement gap" is one of the most common phrases in TFA-world. We talk about it constantly. The achievement gap drives our every move.  We are here to close the gap. Knowing the realities of the achievement gap is the justification for our early mornings and 14+ hour days. It creates the sense of urgency that we have internalized. We know the achievement gap exists and we want to fix it.

I knew the realities of the achievement gap coming into it, but on Friday, the day we met and pre-assessed our students, I witnessed it. It was too easy to compare my students at Fairview to the students here. Easy and horrifying. The majority of my Brain Train students are entering first grade at a level below the reading level that my LOWEST first grade frogger started the year on. First grade is really a relative term.

Friday made me realize the need and the injustice that students in this area are suffering. They go to school just as any other student in this nation, yet their education is so much less. I am lucky to be a part of turning it around. The staff and students at my summer school are phenomenal and they are very clearly on the path of improvement. TFA summer school is only a small piece of a much larger improvement plan, but I feel very lucky to be a part of this plan.

Meeting our students on Friday is a huge motivation to wake up tomorrow. Four weeks is not a very long time, but it is enough to make a small difference. I am here to make a difference and later this summer I will head to Nashville to make a difference--to impact my students' education on a transformational level. Regardless of my love/hate relationship with TFA, I do believe this organization is making a critical impact and will help me become a stronger teacher. They are helping me gain the tools to make a difference.

The only thing left? For someone to remind me of this when I curse my alarm clock tomorrow morning!

Assessment Driven Instruction

One of the biggest changes I have had to make in my teaching is the idea of planning based on objectives and assessment (instead of fitting objectives to activities or a hybrid of both ways of planning). It makes a lot of sense to plan based on objectives and growth assessment, but at the same time I feel like I have lost a little bit of the creativity and sparkle that is typical of my lessons. I have been so focused on teaching to the template, that those things that to me, and for many of my students, really make a memorable lesson.

I do believe that assessment driven instruction is both necessary and effective, but right now my challenge is to find a balance. My students deserve me at my best and I right now I do not feel that way. It has been a long week and writing lessons has become a mechanical process rather than an enjoyable one. On the plus side...the three lessons I have written this week are very well planned and are much more detailed than the majority of plans I wrote last year. I have a feeling that tomorrow this planning, when put into action, will pay off. Despite being a little bit boring, the lessons are solid and my students will learn from them. That is enough for the first few days. My goal for Thursday and Friday's lessons are to put the magic, a long with a backwards-planned structure, back into reading.

Comprehension

" In the case of good books, the point is not how many of them you can get through, but rather how many of them can get through you." --Mortimer J. Adler


This was the opening to our literacy session today and I love it. I am not going to lie, I spent a lot of time during the session texting. I wasn't trying to be rude, it had just been a long day and in the advice of my CMA (core member advisor)...check out when you think you can teach the material. After working with Melanie and taking 6 courses of ECE literacy, I think I have a pretty good handle on it. I really like how the session simplified teaching reading comprehension. I wish I had this method when I first started! Here are some take-a-ways...

Process for creating lit. objectives:
(1) read the objective--what does it mean, what will students be able to do
(2) answer: what is the literary element focused on?
(3) Answer: What will students do with that literacy element? (What is the verb?)
(4) Answer: What reading strategy best supports performing this objective?

Defining key points:
WHAT: Definition of literacy element
HOW: Explanation of the process of applying the reading strategy. "In order to _____, good readers ________, so they can better understand the text."
WHY: Tell why using the strategy will help them better understand.

In TFA world defining key points helps teachers effectively structure assessments, connects to key goals, and ultimately frames the presented lesson.

Today was refreshing. I feel like I learned a lot to refine and improve my planning and assessment skills--mainly to think more critically about planning and actions in the classroom. I am excited for tomorrow when we begin to write our own plans!

Side note: planning and assessment are two of my weakest points as a teachers. I am lucky to have a natural instinct of what a well-put together lesson looks like and thus, over the past year I was very lazy in my planning. I would often write my plans after teaching. Looking back, when I slacked off on the planning my students got a "good" teacher. When I really planned well, my lessons would go better. That is when my students got a "great" teacher. Now, with this training, my students will have the opportunity to have an "excellent" teacher--one who is constantly developing. This is what they deserve. Nothing less.

Some fun shared on our TFA*Nashville page:

Have a good night...be glad you don't have to wake up at 4:50am like this girl :)

Institute Day 1: Those Damn Relentless Mosquitoes

My first long day! I have officially been up 16 hours and counting! Today was a PACKED day and I am pretty exhausted so I am going to write a laundry list of things that I found interesting/concerning/worth looking up today. Hopefully I will have the chance to expand at a later date, but that is doubtful given our schedule.

Here it goes...

Goals must be ambitious AND feasible. Ambitious=high, more than expected, challenging to students. Feasible= this has been done before/ is slightly higher than before.

My School Site Goal: ON AVERAGE students will achieve 100% of their individual growth goals.

"When we see it is possible, other people can do it"

I have learned more about the use of assessment and data in 2 days then I did the past 2 years. I am excited to combine my classroom experience with this new knowledge.

The Delta Institute makes up the 2nd largest "school district" in the Mississippi Delta.

In no way do standardized scores tell everything about a student. They do, however, provide a broad context of student achievement and the achievement gap.

Use data as a motivation/ urgency to build skills, mindsets, and habits.

All of us are responsible for students achievement. It is not "these" kids...it is OUR kids. They are MY kids.

Research points to 9th grade as a critical year to determine graduation rate.

In our classrooms we engage in rigorous and challenging activities AND we like it. We have fun doing it.

I believe that a child's teacher is the most important factor in his or her education. This does not mean there are no other factors, but it is a mindset that inspires achievement and prevents excuses for why students cannot/are not learning.

We want confident students so we need to be confident teachers. Teachers are climate setters for their classroom.

The front page of the local newspaper. Cleveland and Delta State have been  extremely supportive of TFA and incredibly welcoming! From fraternity boys and boy scouts helping us to unpack, Walmart's TFA section, to free ice cream and coffee I have definitely felt very welcome!

We had an inspiring session tonight that was the first time the whole institute was able to come together. We heard from TFA alumni, directors, current CMs and saw a welcome video from Wendy Kopp. The bottom line is that we are together, united under one vision: That one day all children will have have the opportunity to attain an excellent education. Like mosquitoes it is our job to work relentlessly (and effectively) to make this a reality.

Thy Loyal Children We Will Be

It's official. I am an alumni of the University of Cincinnati. An alumni? Where did the past four years go?

Today was a really hard day for me. While my classmates put on their caps and gowns, I was in Nashville far away from the celebration.  I spent a lot of time on facebook and the UC website trying to get a glimpse of the graduation festivities. The truth is I could have gone back if I wanted to. I could have gone back, and as much as it hurt to stay, I do not at all regret my decision.

I don't need a ceremony to celebrate my degree. I am living it. Right now I am showing the world what it means to be Proudly Cincinnati. Today, instead of celebrating my own success I was painting a new school STEM prep. This brand new school will very soon be the home to middle school students and the curriculum and culture of the school will be to introduce and reinforce the idea of going to college among students. Someday, the students at this school will be able to walk across a stage to receive a college diploma. Believing that I am a part of helping to get these students there (be it a VERY VERY VERY small part) is almost as good, if not better, as celebrating my own graduation. 

My "Senior" Picture with my Honors Medal

It was heartbreaking to leave UC before the very end of my senior year, but it was a great test of my school spirit. I can guarantee you I lived up to the test. I am pretty sure everyone here is sick of hearing about UC, but I can't help sharing the accomplishments and special qualities of my school. School pride is a big deal here and I could not be happier to show my Bearcat Pride. I have been singing this one in my head all day...

O Cincinnati, magic name, I proudly to the world proclaim;

No sweeter word ever charmed my ear,

None to my heart was ever so dear,

A fountain of eternal youth, a tower of strength, a rock of truth.

Oh varsity, dear varsity, thy loyal children we will be,

Thy loyal, loyal children we will be.

A Mississippi Girl Don't Change Her Ways...

I am headed to Mississippi tomorrow morning. After a rocky start things have really started to fall into place. I feel so lucky to have the opportunity to work with 100 talented, dedicated, and passionate individuals! I am sure that I will learn so much from them and am excited to get to the point where not only can I remember everyone's name, but really know them and make new memories with them.

All week (and really for the past few months) Institute (our 5week training program) in the Mississippi Delta has been something on the forefront of everyone's minds. I was excited to start training, but at the same time I was dreading living in the middle of no-where, dealing with way too hot temperatures, fighting mosquitoes, and living on very little sleep. I don't like to speak for other people, but I am pretty sure this was the feeling that many other CMs had.

On Friday, we had a session about what to expect at Institute. I had a pretty big reality check. The staff member that led this session did a great of explaining/ reminding us WHY we were going to the Delta. It is not about us...it is about the students that we get to work with in the Delta and when we get back to Nashville. It is always about the students. We start on the path to becoming great teachers at institute because we feel the pressure and urgency to make sure the students in the Delta have an excellent educational opportunity. CMs are not the type of people who accept mediocrity or failure...especially when we know students' lives and futures are impacted by our actions. We become great teachers by doing everything we can to give the students what they need. This session made me realize something very important: it's not about US anymore. It's about the students. As I head to Mississippi I am going to leave you with the Delta vision. In the Delta during summer school, TFA creates the 2nd largest school system in the region. We have the privilege to make a lasting impact.

The Mississippi Delta TFA Vision:

We see a vibrant Delta where students have unlimited choices and opportunities and are able to positively impact their communities as a result of a rigorous and inspiring education.

Flexibility should be the new core value

TFA has a set of core values that are supposed to guide and drive every action in the program and in the classroom. The core values are things that I immediately accepted and embraced. They are things that I believe are critical for teachers (and really leaders of all professions). Here are our core values:

- Transformational change
- Leadership
- Team
- Diversity
- Respect and humility

What is missing? Flexibility! The need for and appreciation of your own and other's flexibility has been constant during induction. There have been time changes, path changes, and the everyday experience of people collaborating with one another. I personally have made a few changes in mindset and planning thus far. The biggest change was inspired by the need for MNPS to better serve students who are English Language Learners. I decided to open my assigned placement to an ELL/Elementary placement and was recently hired as a 1st grade teacher in a school that has a very high percentage of students who are English Language Learners. It was a major decision that had to be made quickly, but it is a decision that I am happy with. I am ready for this added challenge and thanks to some encouragement from a family friend and my mentor teacher believe I can be very successful as a teacher with children who are ELL.

My flexibility paid off...I am the newest first grade teacher at a school in MNPS! My school seems like it has a strong place in the community and our principal seems very open, supportive, and aware of what is happening in his school.

Getting a job is one giant piece in the "flexible" puzzle I am living right now!

First days in Nashville

I finally made it to Nashville! It has been a long time coming, but I am finally here! It was really hard leaving UC and Cincinnati, but I am starting to really like it here. I will admit, I am a little bit homesick though.

One thing I loved about today is that we had a community panel with all different players in education reform. They gave me a lot to think about. In the interest of time...I have to be ready for dinner in like 10 minutes...here is a list of some of the things on my mind:

- How do you as a teacher and a Corps Member going to talk about the work you are doing?

- Public opinion's top issues in education: funding, discipline, parenting vs. our panel: teacher quality

- We need to re-professionalize the teaching profession...transform it into a career that others respect the weight and responsibility of this role; create a setting of healthy-competition; set up a system of leadership for professional growth.

- Many teachers who leave the profession say they wanted a setting in which team spirit, unity among co-workers, and autonomy is the norm.

- What is a teacher's role in education reform?

- "There is no pinnacle moment in teaching."

- "You have to cease any opportunity that you have to expose to others what is happening in your classroom."

- Tennessee legislation: charter school laws, the Achievement School District

- How can we make teacher effectiveness a standard. It is not ideal for programs like this one to have a bunch of "rock stars" into the classroom and have them leave after a few years.

Dinner time!

Sharing Relay with my students

One of the things I have learned this year is that it is important to let the students get to know you. In my other practicum experiences I was very distant about my personal life with my students. I would answer questions when they came up, but I never really shared with them. We spend a lot of time learning about our students' lives so it only makes sense to help them get to know their teacher beyond the classroom as well. My mentor teacher really provided me with a good example of how to share her personal life with students while still maintaining a professional separation between school and home. Following her lead, I began to share more about myself with my students. One of the major aspects of my life outside of the classroom is volunteering with the American Cancer Society as an event chair of Relay For Life at the University of Cincinnati.

My initial, very ambitious plan, was to host a mini-Relay at Fairview so students could experience a Relay did not happen. I just didn't have the time or energy to put the plan into action. I did, however, work with the school to invite families to our event and I did a special art project with my students in honor of the Cancer Survivors at Relay For Life.

Though my students knew I volunteered with Relay, they did not really understand what it meant. Before the art project I spent a few minutes talking with my students, in first-grade terms, what the American Cancer Society was and how we were able to help. My mentor teacher and I really worked hard this year to help the students realize how their actions contribute to others' feelings. This activity was a perfect reinforcement because we were able to talk about how good the Survivors at Relay would feel knowing that 20 students were thinking about them and were willing to share their art work with them!

Using our Fun Friday time and X-group's Friday center time my students tissue-paper collaged over top of Relay logos, signature phrases, and (in conjunction with our theme) the word 'hope' written in all of the different languages children in our classroom speak (8!). We had a lot of fun using the tissue paper. I was really impressed that all of my students were engaged and not a single student asked if they could keep their artwork. After they finished tissue papering, I trimmed the pages, glued them onto black construction paper, and connected them to make a banner to hang at our Survivor dinner. It looked AMAZING:

Our banner hanging at Relay!

After the event I brought in pictures from the dinner to share with the students. They were so excited to know that their artwork was put up on a real college campus!

I am not going to lie, this project was probably more for me than the students. It was important for me to connect two of my biggest passions. It also helped me begin to brainstorm ways that children can contribute to their community without even leaving the classroom. This is something I hope to continue. Maybe a monthly or quarterly activity? I will have to think about it!

For those of you unfamiliar with Relay For Life visit our event page:http://main.acsevents.org/site/TR?pg=entry&fr_id=32694 or watch a video about what Relay For Life at UC is all about: