This week the news has been littered with the Penn state child sex scandal involving former Defensive coordinator Jerry Sandusky as well other school officials, most notably Joe Paterno. This was a terrible example of what happens when good people stand by and do nothing. While pondering this issue, I thought back to kindness day, and the time I got to spend with those children. Those victims were near the same age as those kids. This saddens me because it is a horrible manipulation of power, one which could all too easily go unchecked. We had a conversation a few weeks ago concerning power manipulation in class. I remember defending the power that educators possess, proclaiming that “I pay for a service, and I expect for that service to be adequate”. I felt comfortable in placing a high level of trust in teachers hands. Although this incident is on a more vicious level of consequences from trust, it nonetheless speaks to what happens when those with power are not challenged or questioned. Perhaps this issue bothers me more because I have a daughter that is close in age to the victims. I also wonder how I could combat this as an educator. These victims were defenseless, and in many cases they didn’t decide to come forward until many years later. When we discussed anti-bullying in class we collectively decided that teachers have to make themselves more accessible and make efforts to encourage students to confide in us. However, people will often only do what is required of them. When we looked at the Minneapolis public school policy for bullying the language was very vague. So when a teacher reads that they can choose to act in accordance with the policy only and be justified. I hope that I have the courage to push beyond what is required and do what is right. I wonder what causes faculty to do nothing in those moments. Furthermore, what training programs are being used to educate teachers on their reporting procedures and what to do in the event of witnessing or hearing about child molestation? I just want to make sure that I am prepared as much as one can be to deal with that situation and make sure that I am doing everything I can to help the child in my classroom receive support and justice.
This past week we have discussed in great detail how lesson plans are created. In light of this surface knowledge of lesson planning, I have decided to create a lesson plan for my final project to challenge myself to complete this daunting task. I use the word daunting because it seems endless in nature, with the possibility of running off into several different tangents and potentially missing your intended benchmark and in the process wasting your students time for 50 to 90 minutes. However, what I have found through asking several teachers who I know is that many educators don’t view lesson planning as difficult at all. In fact, people used words like “easy”, and “just part of teaching” to describe making lesson plans. I honestly felt like we weren’t talking about the some task when I was listening to some of them talk. “How can they think making a lesson plan is easy?!”, I thought. Then something occurred to me, why would they consider this task simple? The answer I derived is one that I am not willing to accept, but seems like the only logical conclusion I could draw: they think it’s easy because they are not trying very hard. The teachers felt handcuffed by No Child Left Behind, and so they simply taught to the benchmarks which led to easy lesson planning. I don’t mean to demerit their ability to teach, and maybe they are gifted educators who have a very clear vision of what they want to teach. What does bother me though, is this notion of what the students need to learn, and how a teachers success can be measured by how well the students perform on a standardized test. the problem lies in the lesson planning process. There are no checks and balances in place. I don’t think having someone observe your class a few times a year is enough. However, I am not sure on how to fix it. An idea I have is to have lesson plans created collectively by department, although I’m not sure if that would work either. I just feel like there needs to be intentional dialogue geared towards examining lesson plans before they are presented to a class of students.
During my student led conferences, Michael posed a question to me that I had never heard before. He asked if it was better to get an A without trying very hard and barely learning, or get a B while trying your best and gaining comprehension of the subject? Was this Idea of the grade a reflection on what I was conditioned to strive for? I value knowledge more than grades, but in the conference the grades were what mattered to me most. In my experiences in school, the grade is what mattered most, and now as I reflect I realize that this mentality is based on very basic, static lesson plans. If we were to make lessons culturally inclusive, or made the lesson designed to make students think critically, perhaps more students would value the learning over the grade. I also think that if someone views lesson planning as easy, then there is no way their lesson is culturally relevant. Perhaps those teachers don’t think culturally relevant is important. For me, using student’s experiences and culture will help create a more rich and complex lesson.
Today in class we had a conversation I honestly never expected to have in a college level classroom. All three of the instructors delivered a message that was clear as crystal. Before I mention what the conversation consisted of, lets consider a few facts about our class. My classmates and I are taking courses that are geared towards us becoming teachers. All 13 of us wish to stand next to our instructors as colleagues one day. We want to have the chance to impact lives in elementary, middle, and high school or some of us in early education. As a group, we have talked in great detail about what qualities make a good teacher. Some desired traits we unanimously decided on were approachability, mastery of content, having a caring attitude, and being responsible. We talk about high expectations according to the pillars of Lisa Delpit. We’ve envisioned high expectations through participating in the “theater of the oppressed” exercises. Together, we have pushed the boundaries of our own preconceived ideas of what is means to teach, to be a student, to be a parent, a person of color, a bully, the bullied, the bystander, the perennialist, the existentialist, and so much more. Now I want to turn the examination inward towards us, the students. Not a month ago I used this blog as a chance to tell my classmates, and whoever else who reads my blog about how incredible you are and how I am honored, truly honored to be in this cohort with you. Whether you want to believe that or not is your choice, but it’s how I feel.
However, I was disappointed when our adult teachers had to tell adult students the importance of turning in work and meeting deadlines. We spend hours reading and writing about teaching and what impact we want to have on our students. What about the impact on ourselves?? You are all more than capable of meeting and exceeding our teachers expectations, and if you need help doing that I will help you. I like all of you have a story, and it’s far from perfect. I have done things that I am not proud of. I wasn’t always a great father to my daughter, in fact I went a year without seeing her when she was younger because I was a coward. I was ignoring my responsibilities as a man. I wasn’t a man. Men don’t do that. I have attended college on three different occasions besides now with limited success. Not due to some extraordinary circumstances, but just because I was lazy and didn’t want to put in the work. All of these things paint a pretty ugly picture of someone, and yet I REFUSE to be defined by these moments in my life. I use them as lessons from a book of fables. I am determined not to repeat these errors. There are several occasions where you guys refer to me as the “smart” one or look to me to provide feedback during classroom discussions. I am thankful that you value my opinion, but what you don’t understand is that your input is just as valuable. Your experiences provide valuable insights that I may not have, and to be honest I learn from them. I think it’s time that we look deep within ourselves and decide what is important. We know the type of teachers we want to be, but do you know what type of student you want to be? What kind of student you need to be? Please…. PLEASE reach out to me if you need assistance. I have a vested stake in this cohort, I want all of us to succeed. It has to start within you. Not coming to class because you don’t feel like it is bullshit. I want us all to pass, but I don’t want colleagues in my profession who can’t honor their commitments. I hope you choose to use me as a resource because I will help you as much as I can. As she-who-will-be-named (Kristy Snyder 🙂 ) always says to us, “Game on”. Let’s take her words to heart and up the ante.
This week I got to travel to Anwatin Middle school to observe an intelligent, experienced teacher and her 7th grade humanities class. Prior to class starting, she informed me that the students would be rambunctious because the weather prevented the students from getting a chance to go outside. Her classroom was decorated with student projects that reinforced the current lesson they were working on as seen here. the desk were aligned in a U shape in the front of the class, with other desks grouped together scattered throughout the classroom.
While looking around her classroom, I couldn’t help but imagine what Ayers would think of her classroom, specifically,”What messages do the students get when they walk through the door? What does this space invite them to do?” (Ayers & Alexander-Tanner, 2010) I feel like her classroom was welcoming and promoted a sense of independence. From what I could gather there were no assigned seats, and the teacher’s desk was nothing more than a place for students to put supplies. She seemed to really embrace the notion of existing with her students instead of separately.
Once the students entered the classroom, I noticed that they were indeed wired and full of energy. Their Teacher politely asked for the children to take their seats, remain quiet and pull out their school planners. These planners were for the students to keep track of what assignments are due. One student by the named of Alex decided he wanted to be defiant and continued to carry on a side conversation. The teacher asked him to be quiet or she would send him out of the classroom to the assistant principal. He continued to speak and she told him to stand by the door, which seemed to get his attention. Although she didn’t send him to the office, the threat seemed to be enough for him to change his behavior. It’s in these moments that I see the flexibility in guidance philosophies that teachers must exhibit to maintain order. On the wall of her class is a list of acceptable and desired behavior created by the students. This is a progressive approach to establishing rules while effectively finessing the language to make the children feel empowered. However, some situations required some assertive discipline to maintain control.The teacher decided to let me introduce my self and speak to the students for a moment. I told them about my experiences in the Army, which sparked a barrage of questions ranging from geography, political allegiances, and of course, “Have you ever shot a gun?” They were respectful and courteous, in my opinion a reflection of the expectations of their teacher.
The project the students were working on required them to create signs with the names of famous individuals during the renaissance era. the students were allowed to work independently with little supervision on behalf of the teacher. Worked diligently without being disruptive. It was quite impressive really, but I find myself wondering why I think it’s impressive. I guess my ideas about what middle school children are capable of comes from my own bias stemming from my experiences at that age. I am comforted that are teachers in this world that maintain high expectations for their students regardless of age or socio-economic demographics. I believe I will continue to observe this class to gain more perspective to this teacher’s approach because she is effective.
Ayers, W. & Alexander-Tanner, R. (2010). To Teach: The Journey, in Comics. New York, NY: Teachers College Press.
My beloved instructor( she-who-will-not-be-named) posed some interesting questions this week about the motives of teachers, and the power that is bestowed upon them. In that instant I was confronted with my own view of what is to be expected from those who educate me. I trust that those who teach me will plant positive seeds of knowledge that will blossom into a well-rounded, multifaceted understand of the subject material addressed in the lesson. But should I? I wish for my future students to trust in me in the same manner. But should I? One of the main reason i wish to teach is to get my students to question their world and form their own thoughts. Can I do that and still expect that same level of trust? It seems like a delicate balance between expecting that trust and encouraging the right to question. And what does that look like in a classroom? I think it starts with having mastery of content. your vision must be clear of what you want your students to learn, but be willing to be flexible in instructional styles as well as the actual content you provide. Another aspect to consider is encouraging your students to ask questions. I have always considered having answers as the measuring stick for knowledge. Consider this passage from The Critical Thinking Community(2011),
“Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such. This is why it is true that only students who have questions are really thinking and learning. Moreover, the quality of the questions students ask determines the quality of the thinking they are doing. It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions. That we do not test students by asking them to list questions and explain their significance is again evidence of the privileged status we give to answers isolated from questions. That is, we ask questions only to get thought-stopping answers, not to generate further questions.”
I think we have all at some point discovered an answer to a question and felt a sense of accomplishment, or even finality to some degree. It’s interesting and perhaps even unnerving for someone to consider asking questions as expressing knowledge. How does that way of thinking relate to expectations or even assessment? I left having more questions than answers and I am curious to hear feedback on the matter.
The Role of Socratic Questioning in Thinking, Teaching, and Learning (2011). Retrieved from http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
This week I had the pleasure of observing a history and english teacher and her wonderful students at south high school. The building was quite consistent with most high schools I have ever been in. The teacher I was observing was clearly passionate and must have been a favorite of the students there because she was constantly visited and many of the students spoke when we walked down the hall. The two classes she taught were a history course called All Nations, which covered Native American history and culture, and advanced placement (AP) language and composition. While her overall attitude remained consistent, there were clearly different classroom management techniques between the All Nations course, consisted of mostly minority underclassmen, and her AP language and composition class, which was primarily white upperclassmen.
At the start of the All Nations course, the teacher spent a few minutes trying to calm them down so she could begin her lesson. the class consisted of tables formed in a U-shape with chairs on both sides of the table. The students were allowed to sit on either side of the tables (remember that…). Although the seating would suggest a progressive approach to teaching, the work she presented seemed on par with most classrooms I had experienced in the past. She instructed them to copy and define vocabulary words from the textbook for the first twenty minutes of class. When confronted with disruption she asked them to be quiet, or she would give a referral, a clear sign of consequence modeling. There was very little interaction between her and her students. She presented a very teacher-centered, teacher powered stance as she did most of the talking, and at one point even read to them. The passage she read was from a small book called Native American Stories. The passage described a young native american girl learning how to do beadwork for the first time. This struck a positive with the students, as most were native american and knew someone who did beadwork, or knew how to do it themselves. There were also two native american women who were aids in the course, and they provided some insight into beadwork as well. If I were to apply Delpit’s ideas of expectations into this class, I would say that the teacher seemed to have low expectations for these students. Between the vocabulary words, and the reading of the passage, there was little room for community discussion, or critical thinking.
The AP class was a completely different experience. Upon entering the class, the students also listened to music, but the students could not sit where they wanted. In fact, they were specifically instructed not to sit on the insides of the tables. She wanted everyone to face the middle so they could see each other. She also pulled a chair up, and sat with the students in the circle. A stark contrast from the standing and pacing posture she demonstrated with the class prior. I believe she decided that a more constructivist approach was more suitable for this group. The lesson of the day was on ethos, pathos, logos. As she sat with the students, she often encouraged participation and discussion from her students. She seemed to be more comfortable allowing the students to share more of the power in this class. She appeared to create a climate where learning was the main priority, and had high expectations for these students.
Upon reflecting, I think she felt she needed to change her power dynamic to fit her students maturity level more than cultural background or race. I was disappointed to see the change in expectations. I just wonder if that was something did intentionally, or unintentionally? Either motive for lowering expectations is wrong, but unintentionally could tell another story of how she views those students of color, and that can be dangerous ground. All in all, I enjoyed my time and look forward to observing more classes in the future.
Last week we covered the extremely complicated system of educational funding. not surprisingly, schools that are considered “urban” or inner-city receive less funding then their rural or suburban counterparts. Although the current funding formulas are revered as just, there does seem to be an initiative that is designed to keep African-Americans and Latinos as a permanent underclass. Wow… while writing this blog I just saw a news segment on FOX news about affirmative action bake sale organized by a republican student association at UC-Berkeley. I attempted to find the segment directly from Fox News, but was unsuccessful. Observe this news clip from CNN on the same issue…
In this clip Tim Wise speaks in reference to institutionalized racism that afford whites in this country a more beneficial educational experience prior to college. His comments caused me to start thinking about what relationship school funding plays in that scenario. I find myself going back to the passage from Kozol in City Kids, City Schools (2008) where he describes the average per-pupil funding for bronx students being about 4,000 dollars less than their suburban counterparts. When I think about affirmative action, I often find myself torn between the ideas of leveling the playing field, and being offended at the fact that the playing field needs to be leveled in the first place. While I believe at its core affirmative action is a just program, I can’t help but feel like the puppet strings are being pulled on a little. The existence of affirmative action started the conversation, but does it open the floodgates? I can’t help but imagine the film The Matrix: Reloaded when the architect reveals that the function of “the one” is to aid in the rebuilding of Zion after it is destroyed. Where Neo is heralded as protector, only to find out he actually part of the system of control. So while Affirmative Action keeps the masses united in hope of equality, is it actually just another form of control designed to keep us from asking the real questions such as,why do minorities need it if the access to education is equal and consistent? Or how “equitable” is school funding when a 4,000 dollar per-pupil deficit exists in institutions only miles apart? I understand the reason it was created, and quite frankly I feel the achievement gap would probably be greater without it, but I do have my reservations. I just hope that the eventual goal of affirmative action is to move beyond getting more college applicants and job offers through and start looking at “leveling the playing field” in the schools systems.
This weekend I returned to Fort McCoy to attend a wedding for a former co-worker. During the 180 minute drive I reflected on my first 4 of weeks of school and the time spent in LCOM1010. So far my journey into the world of pedagogy has been a pleasant one. Together with my classmates we have shattered our previous notions of what being a teacher is all about, only to build new images, and then have them shattered again (thanks Kristy). I certainly was convinced that the power in a classroom must lie with the teacher, anything else would suggest anarchy. The contention that the core curriculum is the key to academic enlightenment was a part of my thinking as well. Like most in our class, I was a product of my educational experiences. Between the readings, lessons, and even conversations with some of my friends who are teachers, I find that the struggle to define and maintain power in the classroom is a constant one. There are many approaches to asserting, and/or sharing power. A teacher can use the assertive discipline model to maintain consistency in rewards and consequences across the board, or let the consequences fit the crime like in a logical model, or use both. What I am starting to realize is that these models can be tweaked and tailored to fit your individual teaching style, in other words let “theory shape practice”. And just when you belive you have the slightest inkling on a type of pedagogy, watch out because now you need to factor in race, socio-economic class, gender and culture into your pedagogical equation. Back to the drawing board indeed. For me though, I think the foundation for mastering the art of teaching starts with the power dynamic
Something else I pondered while driving was our class itself. My classmates and instructors. Brandon, Bailey, Ulrich, Christina, Alexis, Ronnie, Thong, Garyione, Thomas, Tim, Brian, Trina, Michael, Hope and Kristy(all of the names were typed off memory. Sorry if I spelled your name wrong). I am fortunate to be in a class with some incredible men and women who come from all walks of life. I am 28 years old, a father, a veteran, and a future husband and a good friend. I came in with the belief that I would be out-of-place in school having been away for so long. Nothing could be further from the truth. We all bring very different stories which so far are creating a wonderful novel. You all are inspirational, thoughtful, aggressive, artistic, funny, passionate, and professional. I learn so much just from interacting with all of you. Brandon, you are a warrior. A father who works, goes to school, and trains for MMA fights. Amazing. Christina, you are a fierce mother. Your passion and love for your daughter is evident and beautiful. Your writing reflects the same passion, which is why I like reading it so much. Ulrich, your silence tells a its own story, one of a deep understanding of what we are learning. Your 200 word analysis helped me understand the material better than hours of fumbling through it on my own. Ronnie, you have a wealth of knowledge and personality. You truly have the desire it takes to teach. Thanks for hanging with me the other day. Alexis, there is something beneath the surface with you that is intriguing. When we discussed the ideas for the progressive school, you had some clear vision on what you wanted based on your own experiences. I believe that will translate well for you when you become a teacher. Bailey, you have that positive energy that just rubs off on anyone that you work with. I have no doubt that kindergarten and first grade students will love to have you as their teacher. In fact, one day one of them will write of you what you wrote about your first grade teacher. Brian, father of four. Damn enough said. Thank you so much for providing critical insight and challenging me to focus my position on topics. Thomas, you fit in right away bro. You are the one without a doubt who will find effective ways to implement anti-racist philosophies within your classroom. Keep keeping me on my toes. I want to write about all of you, but I still have to comment on 2 of your blogs haha. I said all those comments about my classmates because I feel as a future educator, it is my obligation to know that much about the students I have in my classroom. I feel that building those personal relationships are crucial to establishing trust, and ultimately creating a foundation for learning.
It’s no secret that the 1980’s was a detrimental decade for many inner city communities. The crack epidemic claimed the minds, and lives of those living in the inner city, and subsequently affected schools as well. The film Lean on Me tells the true story of Joe Louis Clark, a principal at Eastside High School in 1987 who helps to improve the décor, academics, and overall learning culture during one particular school year at Eastside High School. Lean on Me very explicitly tackles the notion of, “if it works, is it right?” through the constant dyadic internal struggles of Joe Clark.
This film tells a story of conviction, dedication, and triumph through the close look at Joe Clark, played by Morgan Freeman. The film also points out the disparities in schools within the inner city, and how society turns their back on them. Joe Clark is determined to succeed even at the cost of being alienated by parents, faculty, and city officials. His vaulted ambitions lay the groundwork for this academically under-achieving institution to transform from a place to fear, to a place to learn.
The film starts with an energetic, polite, and dedicated Joe Clark teaching at Eastside High School in 1967. His enthusiasm is cut down when he discovers that his colleagues agreed to a union contract that mandates their curriculum. Upon hearing this news, Joe storms out the school saying, “this place deserves exactly what it gets” (Lean on Me, 1989). Apparently the school deserved graffiti, drugs and violence to plague their halls. The opening credits are accompanied by the adrenaline charged Guns & Roses hit “Welcome to the Jungle” as we are exposed to bullying of students and teachers alike. Director John Avildsen doesn’t miss out on the opportunity to show the “poor, defenseless” white faculty and students brutally maimed by the “barbaric” black students. Nonetheless, Eastside High was indeed in dire straits. The mayor and superintendent of schools need someone to turn Eastside around otherwise the state will take over, which I guess will also cost the mayor his re-election. This “jungle” of a school is viewed as a nightmare job, and there is only one person that would be crazy enough to take it. Enter Joe Clark or “Crazy Joe” to the rescue, reluctantly of course. The superintendent of schools Dr. Napier recruits Joe Clark from what I can only gather is a suburban new Jersey elementary school judging by the screen shots of happy children frolicking about while being picked up in nice cars by their parents, and of course no graffiti.
Joe Clark is steadfast in his approach to pull Eastside High out of despair and into prominence. In his first meeting with his faculty, he basically tells them that they are worthless and haven’t been doing their jobs “otherwise I wouldn’t be here would I?!” (1989). His methods of discipline are immediate, and severe. His approach seems to be one of destroying their confidence and self-worth and rebuilding from the bottom up. I was disturbed by the way he spoke to many of students during the first act of the film. He refers to one student as a slob, which is damaging to insult any child. However, his focus is clear. He wants to alter the learning culture and attitude at Eastside High. He is aware of the main issue of disparity and achievement gap that is crippling the success of the students as seen in this clip.
During this scene Joe is confronted by the superintendent Dr. Frank Napier, played by Robert Guilliame, for his reckless behavior and his complete disregard for any of his staff. Although it is obvious that Dr. Napier supports his decision to hire Joe Clark, there is some concern over Joe Clark’s self-centered attitude. In this regard, the director does an excellent job of showing the passion for change these two men share,although they are on opposite ends of the spectrum of how to generate results. Even though they disagree, they share one common idea: the fight to save Eastside High is a war that either of them can afford to lose.
There are also softer sides seen of Joe Clark throughout this film. None more evident than his relationship with one of his senior students Kaneesha Carter, played by actress Karen Malina White. Kaneesha’s prior history with Joe Clark (he was her grade school principal) immediately translates to an endearing first encounter in which Joe invites her to seek him out if she has any issues. Coincidentally she does have several issues, most notably abandonment and teen pregnancy. As a result of her issues and his willingness to support her, we are rewarded with one the most powerful and authentic scenes in the film when Joe and Ms. Levias, an assistant principal, escort Kaneesha home to speak with her mother.
In this scene when Kaneesha’s mother is sharing her experiences with the two administrators, you get a vivid and despondent picture painted of the struggles of many inner-city families at that time. Single-parent homes, drug addiction, that weighted feeling of hopelessness, all these burdens manifest themselves in the expressions on both Kaneesha and her mothers faces. What is also interesting to observe is the attentiveness and desire to help from Joe Clark. Here is this man who up to this point in the film is shown as an abrasive, arrogant dictator who preys on the weakness of his faculty and students alike. However, in this clip, in this moment, the veritable, complete Joe Clark is revealed to us. We see the duality between the man who is cold and absolute, and the man who is caring, benevolent, and wishes to serve his students and community. This scene serves as one of several points in the film where we see Joe Clarks’ dictatorial armor is slowly removed to show a well-rounded, compassionate individual. Because the honest truth is whether you agree with his methods or not, there is no denying his intent,or more specifically the results. Joe Clark while very questionable in the methodology, desires more than anything to change the lives of his students so they are prepared for the challenges they will face after high school. And that’s a moral foundation I think is strong enough for anyone to lean on.
Throughout the my writing of this review, I often questioned many of my friends about their feelings assoicated with this film. Not surprisingly, almost all of them loved it, and agreed with many of the tactics used by Joe Clark to improve Eastside High. I heard several comments like,” Good for him whipping those kids into shape”, or “Sometimes you gotta be harsh with those kids”, and my personal favorite, “that’s just tough love”…… riiight.This also shouldn’t come as a shock: none of them were teachers. When dissecting this film for the those not in the field of education, it’s critical that the you relate the story to them on their own terms. It is quite easy to be swept away by the romantic idea of saving students futures and cheering for Joe Clark standing triumphantly with his three-piece suit and baseball bat, but his tactics and tone with his students would make any parent cringe. Remind them while this film is at its core has a positive message, there is this implication that you have to manage urban kids like inmates in order to see conclusive change. A teacher should never insult or belittle students especially in front of their peers, and you definitely cannot alienate your staff and parents like he did in most of the film. Teaching requires cooperation from the parents, students and faculty in order to succeed.
List of References
Avildsen, J. (Director), & Twain, N. (Producer). (1998). Lean on Me [DVD]. United States: Warner Bros. Pictures. “Original Release”(1989).
lean on Me- Benson is the H.N.I.C. (2007) . Retrieved from http://www.youtube.com/watch?v=3trbNiJcDMM.
Lean on Me Clip 2 (2009). Retrieved from http://www.youtube.com/watch?v=ywA0kDPSgS4.
djohnson82 