#DBC50Summer 15/50: The Classroom Chef

In May of 2006 I graduated from Appalachian State University in Boone, North Carolina with a degree in Elementary Education and a concentration in mathematics.  I wanted to teach math, and only math.  I had absolutely no interest in teaching kids how to read (ironic that I now work in a media center).  I enjoy reading (obviously… um, hello #DBC50Summer, haha), but the process of “how to read” was lost on me the entire time I was in college.  When I was hired for my first teaching job in a small town in northwestern North Carolina, I was overjoyed to teach math exclusively, three times a day, to 5th grade students! When I saw the next book in the line up, I was thrilled to get it and read about my favorite subject area (more on that little misconception about the book soon enough)!

During my undergrad coursework, I was required to take multiple math methods courses, one of which was insanely difficult taught by a professor who rode a motorcycle and requested a classroom with whiteboards or chalkboards on every wall.  The assignments in this class were always the same. Problem Sets of 6-8 math problems (on white computer paper, mind you) were given to groups of 3 or 4.  Each person had to solve at least two problems before the next class period.  We had to write up how we would solve the problem with examples in order to be able to explain the process to a kindergarten student, even if it was a 5th grade concept.  Upon returning to class, we had to present our problems to the class in detail using the chalkboards or whiteboards that were on the walls.  I hated that class.  It was tough; it made me think.  I had to discover mathematical reasoning and problem solving for myself for the first time in my educational career.  It was also the class that was the most beneficial of any math class I ever took.  I even went on to take the next course she taught, which was taught in the exact same format.  She allowed us to struggle.  Because of that, I understood math.


John Stevens and Matt Vaudrey coauthored the 15th book in the Dave Burgess Consulting, Inc line up.  This book, called The Classroom Chef, focuses on ways to make math meaningful to students.  Because of my mathematical background, I was beyond excited to crack the cover on this book!  I expected to be taken back to my days in the classroom teaching students math concepts.  I did not expect to be blown away by the insanely amazing lessons John & Matt describe in this book!  The restaurant theme runs throughout the entire book from setting the table to appetizers, entrees, and dessert!

In Dave Burgess’s post “Table Talk Math: Finally a Math Resource for Parents is Here!” Dave refers to The Classroom Chef as Teach Like a Pirate “with every single example straight from a math classroom”.  This assessment is spot on!  However, I have to stop and mention one little thing…

Don’t let the fact that this book specifically says “math” on the cover deter you from getting a copy!  Just as Dave’s book sharing examples from a high school social studies class doesn’t make it a “social studies only” book, John & Matt’s book sharing math examples doesn’t make it a “math only” book!  This book is for everyone, no matter your content or grade level!

See, the book isn’t just about a subject, it’s about a shift in education.  It’s about preparing a lesson, not lesson planning.  It’s about making your content meaningful to students.  It’s about giving students time to struggle with an idea.  When students discover the answer themselves, it’s much more meaningful to them, thereby allowing them to remember it longer.  Whether our students are struggling with the FOIL method in math, with discovering how people impact erosion in the environment in science, why we went to war in Korea, or what would have happened if Romeo & Juliet had lived in today’s time period… students need to experience struggle & failure in every class.  We must create a space in which students feel like failure is okay, as long as they take the opportunity to correct their mistakes.

Within the pages of this book, John & Matt present multiple ideas to make math fun!  Again, this doesn’t only apply to math, though.  Just because the focus of this book is math doesn’t mean that math is the only course that can use a little injection of fun!  Fun quickly became “the F word” and educators tend to steer their educational ship clear of that.  I, personally, want to run my little educational pirate ship straight up to Fun and invite it onboard!  In fact, I don’t even want to be on the ship unless Fun is on it with me! Otherwise, it’s just another lonely old boat ride around the island.  I think this recurring theme of bringing fun back (Did you just sing Justin Timberlake? Because I did!!) in the DBC books are a piece of what keeps me coming back book after book.  Multiple books, just within the first 15, mention making school fun/amazing/exciting again.  Each of the following books (linked to their respective #DBC50Summer blog) revolves around this common theme.  School should be fun!  It shouldn’t be easy.  There are ways to use your brain, think critically, fail, and still have fun!

When I think of DBC books, my mind automatically shifts to Teach Like A Pirate and all of the “Like A Pirate” books, Kids Deserve It, Innovator’s Mindset, etc.  Before reading it for #DBC50Summer, if I’d been asked to name the DBC books, I would have struggled to remember this one.  After reading it though, it will likely be partnered up with Teach Like A Pirate in my head! I will be recommended it to EVERY ONE!  I want my children in classes where teachers are preparing a lesson, not lesson planning!  I want to know that my daughters have been served an appropriate multi-course educational meal.  And not just in math!

The obvious implementation for this book would be to pull in my friend, Holli Hudson, who teaches 7th and 8th grade math at my school.  We have co-planned (or should I say… co-prepared) and co-taught some incredible lessons together!  She read this book earlier in the summer, and she’s already been brainstorming for our first planning session.  Next year we’re preparing an immersive lesson in which students will engage in a book tasting in the media “cafe” with books they can actually purchase with Mustang Money and decide if they have enough money after subtracting the amount of any discount they may have earned, along with adding the tax.  Sounds cool, right?

However… that’s not my implementation for this book.  Instead, I’m going to encourage my accelerated classes to sign up for three times to bring students to the media center and facilitate BreakoutEDU sessions with me.  For those that aren’t aware, BreakoutEDU is an immersive learning game in which students must think critically to decipher clues to reveal or receive the combinations to multiple locks on a hasp on a box.  They must do this as a clock is counting down and with only two hints that can be used.  Last year every content area teacher in the building signed up for BreakoutEDU sessions, except 3 of my 4 accelerated classes.  This is why I want those classes to try it out.  It is widely known that many times our advanced students despise struggle and challenges more than any other student.  They just want to the answers so they can spit it back out on a test, feel accomplished, and move on.  I felt that way, too.  It will be good to watch the playing field be leveled a bit while they struggle through a BreakoutEDU game.

Discovering teachers’ love for implementing BreakoutEDU was actually a direct result of an epic failure!  Our htc Vive virtual reality headset had a broken lighthouse station (the part that allows you to walk around, which basically rendered the headset useless until repair) which derailed multiple experiences for about four-six weeks when we could get the replacement part.  I didn’t want to lose the momentum I had built with teachers signing up for time in the media center and the collaboration occurring between the teachers and me, so I suggested a BreakoutEDU game to a science teacher, who immediately jumped onboard.  It was so difficult for her to watch the students struggle through their first experience with BreakoutEDU.  No one in the class broke out of their box.  By the end of the year, nearly every content area teacher had brought their students to experience BreakoutEDU because the buzz about how awesome it was had reached their room.  Students were begging to do more, even after some students did 5 or 6 different games last year. Students thought much more critically and, as Matt & John mention in the book, they solved a problem (as opposed to being problem-solvers).  They figured out what to do when they didn’t know what to do.

Through the creation of a safe place to fail in our media center at school, it is my hope that I have encouraged risk-taking, critical thinking, and a desire to solve problems in both my students and my teachers.

I thoroughly enjoyed reading The Classroom Chef, and I look forward to diving deeper into the Classroom Chef website, linked here.  On the website, you can find shirts, book study documents, and a menu which serves “take-out” (additional math resources).  John’s website is pretty awesome, as is Matt’s.  You’ll find many of the math lessons from the book linked on Matt’s blog.  You can also check out the #MTBoS community on Twitter to connect with other math teachers sharing ideas!  You may also want to follow the community in #ClassroomChef or the account of the same name.  Finally, the Flipgrid (thanks to Andrea Paulakovich for the incredible idea of using Flipgrid as a global book study) is ready for your thoughts!  Share using the passcode DBCSummer.

Well…what are you waiting for?  Go get your copy of DBC’s 15th book, The Classroom Chef!

*Edit: I goofed!!!  It happens!  Messed up the order of release dates on previous version of post! OOPS! The correct Book #16 is Launch by John Spencer and A.J. Juliani!  This is the era of DBC, Inc in which the releases started happening back to back in rapid fire.  I LOVE that I am struggling to figure out which one was first – it means that the demand for conversation, authentic, TLAP-style educational/professional development books had skyrocketed!  So…what an incredible problem to have!  So many amazing ideas coming from the home of Dave & Shelley Burgess that the information couldn’t get to us fast enough!  I am beyond excited to read about Design Thinking and bringing out the maker in every student!  I firmly believe we should be creating creators and not consumers and this book looks like a great addition to the DBC, Inc line up!  Let’s get it done!

#DBC50Summer 14/50 – 140 Twitter Tips for Educators

I cannot make this up… I did not do this on purpose.  I promise it just happened this way.

Book 14 is 140 Twitter Tips for Educators by Brad Currie, Billy Krakower, and Scott Rocco.



Today is my FIVE YEAR Twitter-versary!!!  I signed up for Twitter five years ago today! And the fact that I am writing a blog about Twitter and how amazing it is on our 5th anniversary is a bit mind-blowing! Isn’t that crazy?! … Okay, back to the book!

This incredible book, which pretty much serves as a user’s manual to create & use your own professional Twitter account, was shared with several hundred North Carolina educators over the past week.  I’m fairly certain the words, “best PD I’ve ever had… ever” came out of my mouth in association with using Twitter as my primary platform for being a connected educator.  Numerous photos were taken of the cover of the book, and a couple even purchased the book while sitting right there in my sessions.

In two weeks, I am so fortunate to work with superstar educator, Emily Brown, to connect dozens of educators (possibly even up to 140, ironically enough) with one another through Twitter.  We are facilitating a session called #Twitter101: Unlock the Power of Being Connected (link to session presentation to be shared after presentations are complete) at the North Carolina Digital Learning Competencies For Educators By Educators “traveling roadshow”.  The North Carolina Department of Public Instruction’s Digital Teaching and Learning Division selected 33 educators through an application process to serve as Ambassadors for Digital Learning Competencies.  Emily & I both felt that Twitter has been a powerful tool and, as she and I are Professional Learning Network (PLN) friends, we decided to work together on the development and implementation of this session!  Ambassadors travel to 4 locations in the western half of the state and 4 locations in the eastern half.  Roughly 500 educators per location are able to attend through registration.  They will receive up to 5 sessions (and lunch) of professional development in digital learning, which is the equivalent of 0.7 Continuing Education Units (CEUs).  A minimum of 2.0 CEU in Digital Learning Competencies are required for teaching licensure renewal in North Carolina.

After encouraging and helping our new friends create a Twitter account, we will show them how to use it to create basic tweets.  Each participant will complete #MyFirstTweet while there.  I am so excited!  I’ve never been in a delivery room to witness the birth of a child, but I would imagine it will feel almost like that to see these educators take their first steps into becoming connected… Okay, maybe that’s a bit exaggerated… maybe. We’ll see.

If the participants choose to stay for the second part of the Twitter session series with me, they will embark on creating a PLN.  It’s so important to find your tribe on Twitter.  We believe in the Chinese proverb, “Give a man a fish and you feed him for a day.  Teach a man to fish and you feed him for a lifetime.”  I will teach these educators how to fish by engaging them in a LIVE #ncdlc chat each day!  It is my goal that teachers will feel confident with the typical guidelines of a Twitter chat and Q1/A1 format by having someone there to walk them through a chat in person, helping with tweet composition, etiquette, etc.  I hope you will join our chat at least once, if not all four days, from Monday, July 23 – Thursday, July 26, 2018.  The tentative time for the chat portion of these sessions will be 11:00-11:30 AM EST.  Please drop in and show these newly connected educators the power of Twitter in education!  I will continue to advertise this information throughout the next two weeks on Twitter.

The final two sessions of the day will be about #BookSnaps, founded by rockstar author Tara Martin, who wrote the 51st DBC book, Be REAL: Educate from the Heart!  Participants will learn how to connect the text and the tech using Snapchat, Google Drawings, Seesaw, Google Slides, etc.  You can find Tara’s How-To videos on her blog here.  Below are examples of #BookSnaps I created and tweeted about 140 Twitter Tips for Educators.

My personal journey on Twitter began in 2013 when I used Twitter for all things Hollywood gossip and Panthers football.  I didn’t tweet, but I followed all the blue checks I could, ha! In 2014, I met Lucas Gillispie who inspired me to try it out as an educator to gain insight, resources, reflect, and share.  Lurking for many months, I finally jumped in to a few chats and would tweet occasionally while attending edcamps.  I’m not sure why I started becoming more invested, but one day in 2015, I received a direct message from a friend telling me about an opportunity to apply for the North Carolina Digital Leaders Coaching Network through the Friday Institute for Educational Innovation.  I applied, was accepted, and just finished my third (and sadly, my final) year as a mentor for that network of professionals. I credit my connectedness on Twitter to many successes I have had in education, and many of the successes of my students.  I also give my PLN credit for picking me up when I felt knocked down.  There were years that I’m not sure I would have returned to education if it weren’t for the amazing educators on Twitter constantly lifting me up.  I feel selfish when I don’t share how incredible my PLN on Twitter is with other educators because it truly is the best professional development I have.  It benefits both me and my students, which is a win-win!  I feel that each and every educator needs to be connected, whether it’s on Twitter, Facebook, Instagram, etc.  Our world is wide open now, and we need to get into it – sharing, collaborating, and reflecting on our practices.  That, in turn, makes our students’ experiences in school better which leads to lifelong learners.

It feels as if it’s a Twitter love story of sorts. HA! Are you rolling your eyes? Stop rolling your eyes, and hear me out!  It’s kind of like Twitter and I met in 2013 through a mutual friend; we’ll call that friend Hollywood.  We went out a few times, but it was never anything serious.  I never completely gave up, but I was quickly losing interest.  Then, a friend came and told me various examples about how wonderful Twitter was, and I decided to it was worth a second chance.  Maybe it had changed… so we started dating here and there again. Then, one day, after about 9-10 months of sporadic dating… it just happened.  Connection.  Love.  Inspiration.  I was hooked.  Twitter and I have been together exclusively for almost 4 years now.  It’s been wonderful.  We have many mutual friends and I want to share Twitter’s awesomeness with everyone around me.  Luckily for them, Twitter has many doppelgängers, looks just like my Twitter, but has a different personality and will meet their own needs.

See… love story… that’s why we’re celebrating our anniversary… (Yes, I did. I went there.)

My implementation of this book, as I celebrate five years of Twitter, is to continue doing what I do on Twitter, but do more of it!  I collaborate, share resources, advocate for students, retweet other educators, and participate in chats with educators who share my vision, as well as educators who challenge me.  I tweet what my students and teachers are doing throughout the school year, as well as during conferences and blog posts.

For me, this book was affirming.  For those who are not yet connected, this book is a must have!

You can follow the conversation on Twitter using the hashtag #140EduTips!  The website for 140 Twitter Tips for Educators is here.  Check out Vicki Davis’s (CoolCatTeacher) blog & podcast with Brad and Billy,   Join the discussion on FlipgridAndrea (the genius behind the idea of using Flipgrid for #DBC50Summer and my #tlapsister) and I would love for you to show some love to those you think everyone should follow on Twitter, and hashtags that you can’t live without!  As always, the password is DBCSummer – and don’t be afraid to step out and be a trendsetter.  This space will become a global book study for all DBC books, so go ahead and take the leap! Again, go grab a copy of this book… Book 14!

Book 15 is a book I wish I had when I taught 5th grade math!  If I had Ditch that Textbook and this book during that time of my life, implementing the ideas and philosophy behind both of them, my students would have been much happier and would have had increased critical thinking skills and would have been better problem solvers, rather than workbook navigators!  I am so looking forward to reading The Classroom Chef by John Stevens and Matt Vaudrey!  Dave Burgess says he gets asked all the time about creating Teach Like A Pirate style lessons for math – this book is it! Soooo cool! Grab your own copy because I’m off to read book 15 for myself!

#DBC50Summer 13/50: Play Like A Pirate

Book 13… lucky #13!  The school year in which I implement all of the ideas from the #DBC50Summer is coming up fast.  It is my 13th year in education… lucky #13. This is going to be a fantastic year; I can feel it.  Big things are going to happen, and I’m so excited to experience it!  Last night, as I finished up the blog on Book 12, How Much Water Do We Have, I noted that I was thrilled to be moving into the next book.

However, nothing could have prepared me for opening that book up again!  Typically my DBC books have been purchased from Amazon and I can tell when I bought the book by the purchase date at the top of each book’s page.  I realized that there was no purchase date for our 13th book, Play Like A Pirate by Quinn Rollins.  I knew I had the book; I remembered reading it very clearly because I was never into GI Joe, Transformers, but I do (errrr… did) enjoy playing with Barbies and Lego!  I immediately went to my DBC shelf (yes, that’s a thing at my house).  It’s behind glass in the TV console, not even kidding.  I was thinking that I’m going to have to pay extra to have it shipped in one day rather than 2-Day Prime because I am not letting anything slow me down on #DBC50Summer right now.  Sure enough, there it was – bright yellow and beautiful!  I couldn’t remember if I had highlighted in it, and upon opening it, realized I had not.  I also noticed that the spine of the book looked like it was coming apart.  Moving the first page to lay it down and see if I could repair it (I am a librarian and have book tape for DAYS), I found Pirate Treasure!  Inside the front cover of the book… Written in black ink was the words, “Enjoy #PlayLAP, Dave Burgess”!  It REALLY is Lucky #13!  I couldn’t believe it.  I must have won that book at an edcamp a few years ago!!! That would explain why I had no Amazon purchase date, AND why Dave would have even written in the book.  That was an amazing, LUCKY little discovery last night!


Within this book, Quinn talks about his own passions of toys, games, and comics.  He discusses ways that educators can use them in the classroom to make learning fun again.  I, too, enjoy toys, games, and comics, so I was enthralled by every word (I used a yellow highlighter for this book, in case anyone is wondering; it felt appropriate).  Here’s the thing though… I could go into some specific examples and link to templates that Quinn references in this book.  I could talk about what I have used in the past to make learning fun for my students.  However, Quinn reminds us that it’s not about incorporating THESE exact ideas into our classroom; it’s about incorporating MY (and YOUR) passions in the classroom.  As I noted in The Zen Teacher blog, I am consumed by work.  It doesn’t feel like work to me, and I enjoy learning new things and creating new lesson ideas.  I also enjoy inspirational quotes (usually related to education, perseverance, etc).

But passions outside of education??? Do I have any of those? Heck, do I even have ONE of those?  In The Zen Teacher blog, my way of “relaxing” was push-mowing the yard… really?  Who does that?

So while there are a bazillion ideas that I can take away from Play Like A Pirate, written in black and white on Quinn’s pages, that’s not what I am moving into the 2018-2019 school year implementing.  Every single idea in the book is something I can see myself doing, and something my students would love, and I will definitely share them with teachers in my school and beyond.  I especially love the trading cards activities and creating Barbies for different eras in history with their Barbie set!  I enjoy a good Lego lesson like the best of ’em!

Before I tell you what my idea for implementing will be, let me share a short story with you.  Like Quinn says on one of the last pages, storytelling is something that educators should be masters at doing.  I am CONSTANTLY teaching through story.  So let me tell you one real fast.  And it’s a true story (which you know are always more interesting, right?)…

As a young girl, I remember Grandma (that was my mom’s mom – she passed away in March 2017) collecting porcelain dolls.  I remember them always being behind glass display cases tucked in corners around the house, except for a few she had displayed on shelves in her room.  When I say shelves, I mean, the individual shelves attached to the wall… and there were a TON of them!  I remember a room that was closed off to me as a kid that held many, many, many more porcelain dolls, still cozy in their original boxes.  Near the dolls in the living room and Grandma’s bedroom, there were pictures mounted in frames with pictures attached at each corner on nearly every square foot of every wall in the house.  See Grandpa and Grandma had 11 children… eleven (some from a previous marriage).  Grandma wanted to be sure that every one of her children and their families were represented.  The tree gets enormous super fast!  It was a true farming family of the south… at the time of her death at age 87, Grandma has 31 grandchildren (I am one of the oldest of the youngest; Mom is number 10 of 11, and Grandma’s youngest daughter – there are generations of us that don’t know one another because the family is so varied in age).  Grandma had 35 great-grandchildren and SIX great-great-grandchildren.  This is important to the story, because of all of those members of the family, before Grandma passed, she wanted me to have one of her porcelain dolls, and it was my choice which one I received.  It was the kindest gesture Grandma could have made and it should have made my eyes well up with tears.  I should have beamed with pride that I was getting one of her precious dolls.  However… I was never allowed to play with those dolls. They were always “off-limits,” so selecting a doll somehow felt… wrong. I eventually chose a doll because it meant so much to Grandma, and was told to choose one for each of my daughters.  I did.  It made Grandma so happy to see her dolls go home with me.  She just knew the dolls, her passions, would continue on, as a way to remember her.  The sad reality is, they are put up in our storage building at the back of our land wrapped up in newspaper and probably won’t be taken out again until my daughters are sorting through my things after I have passed (hopefully many MANY moons from now, ha).

Moral of the story: without being able to play with ‘the thing’, without being able to get our hands on whatever ‘the thing’ is, ‘the thing’ has no real meaning.  Don’t you think it’s the same way for our students?  Quinn creating these hands-on opportunities, which you’ll notice most of which are analog, allows students to get their HANDS ON the thing you’re trying to teach.  Without that experience, your content has no real meaning.  It’s just another ‘thing’ filed away with other useless stuff that you keep collecting and can’t seem to get rid of.

I tell that story because I want to know what my passions are.  Grandma knew her passions.  She may have kept them locked away and out of reach, but at least she had a passion.  I could look around and see it, but I wasn’t allowed to touch it.  My goal in 2018-2019 is to really discover what it is that I’m passionate about.  I was talking to a DBC author friend through DM the other night and I had a realization that I get excited about MANY things in education.  I can talk to educators knowledgeably about nearly ANY educational topic.  I am a educational Jack (ummm, Jill?) of All Trades…but what am I PASSIONATE about?

I like working with other teachers to create lessons in Minecraft… but I don’t know that I’m PASSIONATE about it!  I enjoy leading students through virtual reality experiences, but after nearly two years of high-end virtual reality, I can’t say that it’s a PASSION of mine.  I used to really get into coding and how to implement it in the classroom, but now that has fallen by the wayside. It’s cool & definitely a literacy our students need to know! Don’t get me wrong about that.  But I’m just not passionate about it!  I get incredibly “excited” about new trends in education, a new tech tool, a creative way to use an old tool, helping teachers integrate the tool for the first time (teachers also have the same lightbulb moments that our students do – as I coach I get to see that… the A-HA moment; it’s pretty cool), but after a few months, I’m ready for the “next big thing” and I want to move on.  I could almost say that lifelong learning, continual improvement, and growth mindset are passions, but they are becoming buzzwords – which kills any passion I have about them.

So… what is my passion?  What will sustain me for the next 17 years of education?  Next year will be tremendous.  Next year, I have my “next big thing” – it’s implementing #DBC50Summer… but what will be my passion in Year 14 and beyond?  I joke about how “when I grow up, I want to (insert person to be like or insert job to have)”.  I am coming close to the halfway point of my educational career. What will sustain my enthusiasm?  What passions will drive my instruction?  Going back to Grandma…

What passion will I be able to share with my students that will be meaningful to them because I’ve shared it with them?

That is my implementation for Play Like A Pirate. Quinn shares three passions on the cover of his book (toys, games, and comics).  Surely I can figure out three passions that I have? When I have them figured out – I will let you know! Stay Tuned for that information.  In the meantime, what are your passions?  What is it that you want to, or have implemented, in your classroom or school that brings learning to life and makes it fun for your learners?  Share with Andrea Paulakovich and I on our Flipgrid.  The purpose of the Flipgrid is to create a space for a global book study of each of the Dave Burgess Consulting, Inc books – both the 50 that were out when #DBC50Summer began in June, and all of the subsequent ones!  DBC isn’t stopping, so neither are we! (Shoutout to Andrea for the incredible Flipgrid idea – follow her journey through #DBC50Summer here!) . As always, the Flipgrid password is DBCSummer.

Play Like A Pirate, as most DBC books do, has a following on Twitter – use the hashtag #PlayLAP to unlock the resources within that community.  You may also find Quinn’s website and blog posts here. You will notice along the side of the page, the templates that Quinn references throughout this book.  If you’re interested in where Rubber Duckie is traveling, check out his facebook page here!  Join The Principal Center podcast as they discuss #PlayLAP with Quinn!

Book 14 is one of my favorites, which I’ve got to tell you, is kind of odd.  I don’t typically pick favorites from within the DBC collection (unless it’s #TLAP because hello, it was first; Dave Burgess stepped out on a REALLY shaky limb to get that one to us, and thankfully the limb didn’t break – instead it bore fruit… wow, it’s getting deep in here, and insanely late for me).  However, 140 Twitter Tips for Educators by Brad Currie, Billy Krakower, and Scott Rocco is one of my favorites!  Come back for #DBC50Summer 14/50 to find out why!