Festival of Trees - The Pleasure & Purpose

Last week (Wednesday, May 15 and Thursday, May 16), I attended the Ontario Library Association Festival of Trees at Harbourfront in Toronto. My students and I attend approximately once every two years (e.g. 2011 / 2009) and it is a very popular and memorable school trip for everyone involved. I searched through my blog posts and although I've mentioned the Forest of Reading in prior reflections, I've never actually talked in depth about this culminating celebration.

The photo you'll see on the left is a picture that Simon & Schuster Publications received permission to share on their Facebook page. The ecstatic student in the shot is from my school. He and his parents have signed several media release permission forms granting sharing privileges, and I've double-checked with his father that I'm allowed to share it here. Let me tell you a bit about how Hamrish ended up on stage with one of his favourite authors, and the power (aka the pleasure and the purpose) of this particular reading event.

Different schools determine whom to bring on this trip in a variety of ways. (While at the Red Maple event, I spoke with Karen and Ellen, two outstanding teacher-librarians in the Toronto District School Board - their testimonies about the impact of the Festival of Trees on their students brought me to tears. They were inspiring ... but I digress.) At my school, students must read and obtain at least five signatures in their Silver Birch or Red Maple passports to qualify to attend the festival. I try to offer many ways of gaining these signatures; for instance, this year, students could chat with other teachers or with me via individual chats or group chats in person, via email, or via Skype. Hamrish and his friends eagerly collected signatures for the books they had read. They borrowed them from the public library and the school library. They discovered the joy of e-book copies. Despite the many options for reading confirmation, Hamrish insisted on a face-to-face chat about the Kevin Sylvester-authored book Neil Flambe and the Crusader's Curse because he loved it so much that he wanted to have an extensive conversation about the novel.

In addition to the thrill of attending the Festival of Trees and meeting these authors, the Ontario Library Association also offers students the unique opportunity to apply to be sign carriers or presenters on stage for the actual award ceremony. Many of my students took the initiative to submit their names for consideration and several were chosen for the honour of sharing the stage. Hamrish was picked to introduce Kevin Sylvester (and Mike Deas). He was so excited! The selected students and I worked in the library on creating enthusiastic one-minute speeches and they didn't let the crowds of hundreds of fellow students deter them from doing a great job. In fact, this is what Kevin Sylvester tweeted after the event:

Hamrish ROCKED! RT @mzmollytl: U should've seen the face of the student told he'd be making the speech 2 intro Neil Flambe's author-beaming!
— Kevin Sylvester(@kevinarts) May 18, 2013

Hamrish was a mini-celebrity for the rest of the festival. Strangers approached him and his dad to compliment him on his entertaining speech - AND he got to spend time with an author he admires greatly.

This is just one positive story about the Festival of Trees. I could tell you more:

• about the girl who wrote her author (of her own volition) to see if she wanted to offer input on her speech's content, 
• or the ESL students who gladly gave up their recess times so they could read some of the nominated titles with me so that they could qualify to go, 
• or tales from past years (of a reluctant reader who loved reading the Silver Birch nominees so much that he was featured in a documentary ... or of a student who, in the middle of a very difficult time in his life, said that the only bright spot was going to the Festival of Trees ... or of students that, when meeting a renowned author at school, hurried to show him a video of them being interviewed by the CBC about the Forest of Reading ...). 

There are many anecdotal pieces of evidence that the Festival of Trees is very enjoyable and helps to promote recreational reading of Canadian children's literature. What I'm interested in doing (and have been investigating, with the assistance of several key people) is collecting data beyond these feel-good stories to see the specific appeal of  readers choice programs and celebrations like the Festival of Trees and how they make a difference and create/support readers. This will take a long time to research (so far, three years and counting), but if it can substantiate the experiences that I (and other teacher-librarians like Karen and Ellen) have seen and heard, it will be worthwhile.

P.S. Kevin Sylvester mentioned a fellow author's comment that the Festival of Trees is actually a Festival of Hope - this is a great analogy. Check out Kevin's website, as well as all the other nominees. So much credit needs to go to the approachable, friendly, patient, and enthusiastic authors and illustrators that took the time to attend the Festival of Trees and meet their fans. It wouldn't be the same without them.

TCAF 2013 Highlights

This was a very busy weekend for me. My god-daughter's brother had his First Communion, I visited my mother for Mother's Day, and I attended the Toronto Comic Arts Festival. This experience was unique because I brought four of my students to the Librarian and Educators Day. They will be making their own blog posts on what they saw and learned on our private intermediate division wiki - I hope they'll give me permission to share their thoughts here as well.

Toronto Comic Arts Festival 2013 Librarian and Educator Day

Keynote by Raina Telgemeier and Dave Roman

Raina (creator of Smile and Drama) and Dave (creator of Astronaut Academy and TeenBoat) talked about the misconceptions people have about comics, their experiences in the comics industry, and comic heroes (not the caped kinds - the organizations and individuals promoting and supporting comics for kids).

My $0.02 = Raina and Dave are two of the nicest, most approachable kid comic creators in the business. I was pleased to hear about Kids Comics Revolution, a podcast Dave and Jerzy Drozd have established. They've also launched the KCR! Comics Awards, a readers choice award for Canadian and American young people - they vote for their favourite kids comics! (This fits nicely with my research on readers choice awards.)

Comics Defense 101

This panel, consisting of moderator Robin Brenner, Gene Ambaum, Eva Volin, Rebecca Scoble, Charles Brownstein, and Diana Maliszewski, discussed "content concerns and challenges, and ways for advocating for the inclusion of comics in collections and curricula" (according to the TCAF website).

My $0.02 = We had some interesting conversation during this panel. Jamie Coville, a diligent and hard-working gentleman who records panels like this for www.TheComicBooks.com/audio.html, took the time to record this talk for the website. I'll post the link here so you can hear the discussion. It's interesting to hear from the audience - for example, one person had problems getting her most advanced readers to accept comics at her high school, while another had the exact opposite problem. Another person wanted to include American Born Chinese on their high school media course reading list and was having opposition, yet another educator in the group was using it without complaint in a Grade 7-8 class. 

Bill Amend and Raina Telgemeier in Conversation

Bill Amend is the creator of the syndicated comic Foxtrot. Raina interviewed him.

My $0.02 = Bill has a very unusual background for a cartoonist - a degree in physics. He incorporates math and science (as well as popular culture references that he enjoys, such as D&D and Star Wars) into his comics, so much so that textbooks often use his strips. It is challenging to do comic strips that appear in newspapers because the comic must be safe enough for children and seniors to consume but still be funny and edgy. It took two years for Foxtrot to be accepted (it was one little note at the end of one of his rejection letters, saying "we like your art, writing, and humour - just tinker with the subject matter) that led him to ditch his original concept of a science studying animals in a jungle and persevere. He said that readers are not his only customers (the newspapers that choose to run his strip are as well) and he has to work hard to keep both happy. He told some great stories about meeting Bruce Springsteen, Bill Waterson (Calvin & Hobbes) and George Lucas. This was a great talk for media literacy - understanding audience, creating a product, making decisions - I think I can bring some of these ideas (as well as Bill's new kid anthology of Foxtrot, which I bought) into the class.

Using Children's Graphic Novels with Confidence - Build a Collection and Put Them to Use!

Scott Robins, author of A Parent's Guide to the Best Kids Comics, shared a short history of comics, the evolution of acceptability, and ways to evaluate comics.

My $0.02 = Scott knows comics well - he's one of the bloggers for School Library Journal on comics and his book is very helpful. (Bias note: he's also a friend of mine.) We couldn't stay as long as I would have liked to remain, because the afternoon sessions started late and I had to get our students back to school on time. I took several screen shots of his Powerpoint slides, because even though I already feel pretty confident about my comic collection in my school library, there's always something new to learn!

As is often the case, I learn just as much from the in-between conversations as I do from the official sessions. It was great to talk to Leslie, Scott, and Sasha. It was informative to buy new books for our collection. It was helpful to expose my students to a very different learning method (for them, I think they liked choosing their topic of interest to attend, but I think the format felt very long for them and it took courage and encouragement to quietly excuse themselves when they needed to stretch). I also learned that Toronto Reference Librarians are strict - I went to take a picture of my students in one of the futuristic study pods and was scolded sternly - taking photos in the library violated user privacy. I was inspired enough by Friday to make my own comic on the back of a kids place mat while at dinner with my family.

I only had 3 crayons to work with, so it's not my best work.

Fashion in Comics!

This was actually a panel I attended with my daughter on Saturday. We went together, had a "spirit animal sketch" done by Brian McLauglin (I'll check the spelling later), bought books and had them signed by Svetlana Cmothzky (I'll definitely check the spelling of that later), and then heard this talk. It was also very informative (I'll copy and paste the TCAF official description below.) It was a great TCAF experience, and I hope more people (especially those not particularly familiar with comics) will attend.

Fashion in Comics! This program opens up a conversation about the importance of fashion in comics. What are fashion’s influences on a creator’s work, and conversely, comics’ influence on fans and real life fashion? What approaches and research does one go through to depict specific fashions? Is comic book fashion good? Join moderator Krystle Tabujara in a spirited discussion with Fashion Journalist Nathalie Atkinson (The National Post), Willow Dawson (No Girls Allowed), Kagan McLeod (Fashion Illustrator, Infinite Kung Fu) Bryan Lee O’Malley (Scott Pilgrim), Ramon Perez (Wolverine & The X-Men), and Maurice Vellekoop (fashion illustrator, TCAF Featured Guest).

TCAF-Inspired, Year-Long Project Complete!

I am SO very excited about the video I've posted above. Let me set the scenario.

I love going to the Toronto Comic Arts Festival every year. Last year, I wrote about my son and my daughter's plan to create a movie using a book from Colleen A.F. Venable's excellent Guinea P.I. series. I am happy to report that, after a year's worth of work (okay, more like four months work and eight months of procrastination), we finally have a finished product to share with the world!

There were several hurdles we had to overcome. We switched executive producers at the beginning of the project. We had some casting difficulties because we couldn't find any Webkinz hamsters to buy to fill the roles of the other hamsters besides Hamisher. (Thankfully, my husband found some toys online through Indigo and had them shipped to our local Chapters store.) We had to do some creative problem solving, like when we wanted the fish to move without seeing our hands. We had some technical difficulties when I transferred all our photos and videos off the iPad and iMovie needed the files so I had to resend all the required video files to the Photos folder. Despite it all, we persevered and we succeeded.

What I adore about this project was that it was something my children undertook of their own accord. When they'd get discouraged, they'd read the inscription that Colleen wrote in the book we bought from her that she autographed. We didn't want to let her down, and just in time for TCAF 2013, we posted our film to YouTube. If this was a school project, it would combine reading, media literacy, music, drama, and ICT. The learning skills their teacher could remark on would include responsibility, collaboration, initiative, organization, and self-regulation. My kids didn't do it for any marks. They were inspired to undertake authentic learning because of their shared love of a graphic novel and a charming author.

I wish we had a chance to do projects like this more often in school. I was able to do something similar with some of my students. My Grade 3-4s are nearing the end of their year-long foray into their What Is Media - Minecraft Style video. The uneasy part of this type of project-based learning is that it's hard at times to sift out all the individual assessments from the collective project, and because we spent a long time on this one huge task, it represents a large portion of the students' media mark. (If anyone reading this has any insights on assessment in project-based learning, I'd appreciate hearing it. I have some solutions in mind for assessing this major project, but it'd be great to hear other suggestions.)

This Friday, I'll be attending the second annual TCAF Librarian and Educators Day - but this time, I'll be bringing four of my intermediate division library helpers along with me. I hope that they will be inspired by the comic authors and illustrators they will meet and maybe they'll try writing their own comic, or making a movie adaptation of a book, or some other project of their choosing, just because.

My Return to Tribes-World

On the weekend, I attended the Ontario Tribes Learning Community Consortium conference in Stratford, Ontario. While I was there, I saw a couple of familiar faces - Mary and Nancy, the two Center Source Systems representatives that led my Tribes TLC Leadership training way back in 1999. Not only did I have to take a photo, I was inspired to find the photos I took way back then.

Nancy and Mary (middle right) in 1999 from my scrapbook

Nancy and Mary at the OTLCC conference in 2013

This really took me on a trip down memory lane. Here's a short Tribes timeline:

• 1998 = went through my basic Tribes training (my Tribe was called "The Mixed Nuts")
• 1999 = attended my Tribes facilitator training (my Tribe was called "PHNER")
• 1999 = facilitated my first Tribes training (with Lillian at York University)
• 2002 = re-certified my trainer qualifications at a summer institute
• 2008 = the last training I co-facilitated (with Moses)

Part of the reason I attended this 2013 conference was because I'm scheduled to do another Tribes training in June 2013. I haven't trained in five years (for a variety of reasons) and I wanted to ensure that I was fresh and ready to take the plunge. I'm nervous about being involved with training again, but with wonderful people like Moses and Terry around for support, I'm ready to return. Although I haven't facilitated a training, I've been using the Tribes TLC process throughout my years of teaching and I consider myself fortunate that I heard about Tribes so early in my career. (I began teaching in 1997.) It has helped me so much.

One of the common activities that Tribes facilitators do is lead a discussion around "what brought you to Tribes". This is an abbreviated version of my Tribes story: in 1997 I attended a workshop led by the delightful and patient Simon Storey in the former Scarborough Board of Education on a particular conflict resolution program that my school was using. (I won't mention the name of the program because the rest of the story shines a bit of a negative light on it.) During the training, I kept raising my hand and questioning what Simon was saying. "My students can recite what they need to say but they don't transfer the skills." / "That doesn't work because my students don't care if they hurt other people's feelings." In hindsight, I felt bad for Simon for constantly interrupting and challenging him - but at the end of the workshop, Simon approached me and said "You know, you should try Tribes. That'll help answer some of the questions you raised." I took the training, embraced the philosophy and process, and the rest is history. Thank you Simon (and thank you Nancy and Mary and all the others that helped me along the Tribes trail). I hope I'll be a positive influence to some other educators as I introduce them to Tribes. 

OTLCC Conference

Twitter has been abuzz this weekend because of the Pearson Canada's Ontario Social Media Summit. Andrew Campbell has an excellent blog post about it, complete with many comments and discussion. I was at another conference in Stratford, Ontario. The Ontario Tribes Learning Community Consortium Conference was a three-day event but I was only able to attend on Saturday, April 27, 2013. This convention may not have the same clout that the #ontsm or #gafesummit (Google Apps for Education Summit in Waterloo the week prior to this) would have, but I wanted to share my notes, my photos, and my learning as I continue to process it all. (I may spread this post over a couple of days, to share photos that might not fit the words or include other reflections.)

Ontario Tribes Learning Community Consortium

Welcome and Inclusion Activity by Linda Groen / Melanie Douglas

We used the strategy "What's In Your Wallet" with a new twist: you can share an item in your wallet/purse or from your cell phone. I was pleased to meet Justin, a classroom teacher turning administrator from the Durham District School Board, Laura and Sherry who traveled all the way from Fort Francis to attend.

Keynote Address by Barrie Bennett

SUMMARY: Barrie's topic was Effective Group Work, Beyond Cooperative Learning. Barrie likes to tell stories to get his points across. He described his first cooperative lesson (taught in 1982) which bombed spectacularly, and joked that he's probably gone through the Tribes training more than any other individual (6 times - the 1st time he didn't like it [because as a secondary teacher, the passion he had for his teaching subjects weren't honoured in the training], the 2nd time he got it, and the 3rd time he said that Tribes didn't get it).

3 KEY POINTS

• cooperative learning is not a strategy; it is a belief system about how kids learn and it's a complex system to understand and implement (so much so that Bennett attends workshops as a participant so he can learn more about cooperative learning) > e.g. jigsaw is a strategy and cooperative learning is a concept
• less powerful methods are crucial to more powerful processes > you cannot do problem-based learning or inquiry learning in a class that lacks inclusion and influence (Tribes allows us to push processes to more complex thinking while building safe spaces, Tribes strategies connect to non-Tribes tasks like concept attainment and makes them work better, and connects to other methods / ideas like Johnson, Kagan, and Bloom)
• Even the youngest of children can play with complex processes and work at all six stages/levels of Blooms Taxonomy; it is the adults, the teachers, that are the problem 

SO WHAT? NOW WHAT? There were a lot more points than just 3! I loved how Barrie taught while he talked. He demonstrated how mutual respect is played out in so many ways, by simply contrasting a pointed finger at a student to an open-hand invitation to a open-palm gesture that includes multiple people. He had us do an activity where we did a jigsaw-type task (brainstormed attributes of effective group work through a think-pair-share, then examine and chose our top three, then marked ourselves on "equal voice", and afterwards shared with a Marco Polo-esque motion [A stays, B strays], followed by a return to the home group to re-examine our top 3 list and then evaluate the strengths and make suggestions to improve the lesson plan he delivered). It made me want to ensure I used certain strategies with purpose, deliberately choosing what and how to do certain activities. I need to be intentional (and label) when I want to push to a higher level of thinking. I think I need a copy of Blooms posted in my library. 

VISUALS

Illustrating why co-op learning isn't a strategy

Blooms Taxonomy, in case I forget again!

The argument to support PLCs: skill augment & transfer

Side A are strategies where you decide, Side B are pre-ordained thinking levels

Breakout Session #C3: Teaching and Assessing Learning Skills Using the Tribes Process by Meaghan Muir, Sherryl Tuttle, Andrea Brown, and Anita Macdougall

SUMMARY: The Growing Success document sent some teachers into a tailspin, because it changed how we were supposed to write report cards and examine learning skills. These four teachers from the same school were part of a team that used Tribes to help everyone teach and assess learning skills.

3 KEY POINTS:

• Learning skills are not character traits - we must examine how we are teaching learning skills and where we get the data to support the evaluation we provide on the report card (e.g. in their report cards, they directly cite strategies like community circle, I messages, etc. in their comments)
• Using a version of "I used to ... And now I", the participants used stickers to rank where they would be on the report card for learning skills as a child and as an adult - this led to some deep discussion (e.g. it's okay for teachers to share that they have a goal area themselves [like for organization "I'm a piler, not a filer" but important to demonstrate to students what strategies and supports you can put in place to help you grow)
• This has been a 4 year process for this team and they are still toying with it. They examine which collaborative skill will help them get to a particular learning skill, and examine the possible causes why someone might be struggling to improve in a certain learning skill (e.g. if I am weak on collaboration, is it because I don't listen enough? because I want to be the boss? because I want others to take the lead?)

SO WHAT? NOW WHAT? I was very pleased with this break out session. Everything the group of presenters did demonstrated that they understood the Tribes principles deeply. I want to copy some of the techniques they had (such as when encouraging kids to choose someone other than their friends to partner with for a think-pair-share, they'd say "add a branch to your friendship tree", or "put on your superhero cape and TA DA, be brave and find someone in need"). They were considerate of the group - they knew they were running out of time so we did a closed-eyed vote to decide what the final task would be, and when it turned out to be a tie, they modified their plans so both tasks ran simultaneously. When someone questioned why we were sorting strips if "the pink sheet already had the answers", they didn't get mad - they explained that the results would be different because school culture interpreted Growing Success guidelines differently and they didn't feel like their compilation was the only right one. 

VISUALS:

Participants grading themselves on the learning skills

A sample chart - notice any trends?

The strips = growing success goals, the paper =  the petals of the Tribes process

Breakout Session #D4: Building Inclusion through Technology - How Tribes can engage the 21st Century Learner by Heather Michlik and Jan Marconi

SUMMARY: (taken from description) During this session, participants will explore new technological tools and discover ways to implement them that promote the Tribes philosophy in our classrooms. With particular emphasis on community agreements and building inclusion, we will make connections to ways that we can teach the 21st century learning as we journey through the Tribes trail. We will share strategies, student voices, and experiences; together, we can brainstorm ways to facilitate the safe growth of our students as we embrace I.T.

3 KEY POINTS

• community agreements, collaborative skills, and the Tribes trail all fit with technology norms - it is important to establish and constantly review the norms so things like teasing and bullying do not happen 
• technology allows differentiation and engagement (invite your students to put their devices on the table so you can see who has what) - must also consider how to deal with students that do not have technology
• focus on the feature instead of the specific device (i.e. back channel or polling using www.polleverywhere.come or www.todaysmeet.com or Google form or www.surveymonkey.com or www.socrative.com / photo or video gathering using class community on YouTube or Vimeo)

SO WHAT? NOW WHAT? This was not the original session I was supposed to attend (instead I was scheduled for "Bringing the 5 Es to Life in Your Classroom - Develooping an Inquiry Group with your Class. Yes it can be done!"). I felt disappointed when my table group and I were scolded by one of the presenters when we asked for a repeat of a URL. Although the presenter celebrated the diversity of problem solving the tables undertook when she publicly addressed the whole assembly, this was not the emotion I sensed when in the small group. This disconnect with the Tribes process repeated when we were asked to stand when sharing the attitude to student-led technology (someone did not want to stand and expose that her board banned all devices, but this view wasn't respected). I'm afraid this affected my impression of the workshop. I might like to try Poll Everywhere.

VISUALS

The ISTE Nets and 6 Cs

The benefits of tech outweigh the problems

Closing Reflection by Jeanne Gibb

Jeanne Gibbs is Tribes personified. She spoke with dignity, grace, humility and humour, about her many attempts to retire (and her realization that she can't because there's still so much to do), the way gatherings like this sustain, energize, and inspire her, and how we, she, and Tribes need to change and continue. It was such a thrill to see and hear her in person.

More on the conference later!

Shortest. Post. Ever.

It's twenty minutes to midnight and this is my post.

I don't have time to write something eloquent.

Remember that post a few months ago about decisions?

I'm trying something new, which excites and frightens me.

If it becomes something, I'll elaborate. If it becomes nothing ...

Bad Combinations

On the weekend, after my editorial board meeting downtown, I popped by the Toronto Humane Society. We have been having some difficulty with our rabbit, Dolly (I've written about her in the past on this blog) and I was fortunate enough to speak with Kimberly, their resident rabbit behaviour specialist. She suggested I send some photos and videos of the bunny and her environment and from this data, she could provide some tips that might assist us.

L-R: Wilbur (in igloo), Chita, Dolly, Max (December 2012)

It turns out that our communal exercise time for the animals was a big mistake. As Kimberly explained in her follow-up email,

Rabbits do not interact with each other the same way other species do, so this can cause anxiety and confusion. If it's a regular occurrence  it can serve to increase her overall discomfort as well. Never let other animals into her cage, either. Rabbits are highly territorial animals, and need to feel that they have a safe space that no one will go in. ...

I was sorry to learn that I was contributing to our rabbit's anti-social, aggressive conduct through my actions.While I was on the premises, I took some literature about rabbits bonding and rabbits with other animals and I found this important paragraph:

Most rabbits don't tend to interact well with other small species, such as guinea pigs or hamsters. The natural activities of smaller mammals can clash with those of rabbits, who, when frightened, deliver a solid kick and can sometimes lead to injuries of either species. Therefore, to keep all of your small domestics happy and healthy, it's best to keep them separate at all times.

I had heard from my skinny pig Facebook community group that inter-species socialization was tricky but I assumed that with vigilant supervision, we would be able to keep the peace between all our various animals. Unfortunately this seems to be wrong. (Even though I am biased, Max the skinny pig is very easy-going and he never seemed to be bothered by either the chinchillas or the rabbit. However, there are other issues that demonstrate that I should still keep them apart.) There's very little literature on rabbit-chinchilla interaction - and now I know why! Chinchillas and rabbits are a bad combination!

Sometimes, there are just bad combinations that you've got to avoid, even though you think that you can overcome the obstacles. This point was driven home to me through two school-related conversations with colleagues (one last week and one today).
The first conversation was with a junior division classroom teacher; I was trying to decide on the best way to group her students for an upcoming media/library/oral communication project they'll be undertaking. Should I let them pick their partners? Should I assign them? Should I roll a dice and let it be random? She said that she uses a variety of methods for group formation in her class - sometimes friends, sometimes her choice - but that I may want to consider small groups over pairs because it's easier to minimize any "bad combinations" that occur (e.g. partnerships where one person does all the work and the other coasts, or pairings where the two students fight for dominance). It was a good suggestion and one that I can combine student choice (the pairs) with teacher direction (which pairs form small groups).
The second conversation was with a primary division classroom teacher; I had to place three of her students in time-out multiple times today during the two periods I had her class and eventually had to send one individual to the office (something I am loathe to do). After speaking to the parents together, we commiserated and noted how, when one of these students was away for several months out of the country, the second student was not as disruptive. Now that Student #1 had returned, Student #2's behaviour declined. She vowed that when we organized classes for next year, we would need to make a concentrated effort to separate these two students because it was just a bad combination.

I hate to label certain student relationships "bad combinations" but like Dolly the bunny with Chita and Chilli the chinchillas, it seems like the best advice for peace is to keep certain groups as far away from each other as possible. Separating adversaries doesn't guarantee tranquility (because they may just find a new person to have a love-hate or hate-hate relationship with) but it may leave supervisors with a little less grey hair.