Reflective Journals
Reflection #1:
Chapter 3: Teacher as Cultural Mediator pg. 43-44
In this section they talk about how teachers have to create an effective learning environment for children of diverse cultures. It always gives you different steps to make sure you are increasing your personal knowledge about diversity. To increase your personal knowledge as a teacher you can explore the students' own personal histories and memberships in groups, learn about the histories of the diverse groups in their classrooms, visit student families and communicate that cultures have their own integrity, validity, and coherence. When it comes to talking about culture in the classroom teachers have a few different roles, they are cultural organizers, cultural mediators, and orchestrators. Culturally responsive instruction will provide different learning conditions for all learners that will help the students not to get so frustrated in the classrooms. All the student systems are not the same, North America classrooms are not a traditionally structured diverse setting. Doing this in the classroom, I think would help to have an open mind when it comes to teaching something new in the classroom. Keeping that open mind with your students would help them to comprehend more with lessons that have been taught. There has to be a safe environment for the students to encourage them to negotiate meeting all their peers. In my classroom, there would be a calming space where my students can go and relax.
Reflection #2:
Chapter 4: Gathering Information pg. 57-58
In this section, it talks about how to prepare for a new ELL and students. There are three things you have to know about your student: basic information, preview schooling, cultural information. Basic information is the child’s name, their language, address, guardians, telephone number and health history. It’s good to know how the child will get to and from the school, to make sure they are safe. Teachers have to know their background history like race, ethnicity, and their culture. Previous schooling is to know what school they came from, did they start the school on time or did they start later in the year. See what resources that they used for the student, they show you how to use the resource to help the student. Children who have received instruction continuously in their countries of origin will understand how school functions, will have literacy skills, and will be able to adapt to the classroom more easily. Some of these children are not able to use a pencil or a pair of scissors. When teaching ELL, you have to use a learning plan for them, different from a plan of a child with first language literacy and education. Learning about ELL’s cultures is helpful for developing relationships with the child and avoiding miscommunication. It helps when you are planning for their instruction and how to keep the student engaged.
Reflection #3:
Chapter 6: Content Learning and Oral Language Development
In this part of the chapter they talk about different content areas and how to use them in your classroom. My endorsements are English and Social Studies, this chapter really gave me ideas on how to teach any one of these subjects. For Language Arts is to learn through reading a text. When it comes to writing it’s difficult to comprehend because the dialogue is missing, vocabulary words are difficult to pronounce and sentences are longer and a greater complexity than speech. Language arts is literature of different genres, students are taught about personal narrative, poetry, novels, short stories and more. In language arts there are so many ways to learn about different genres by videos, story telling, and electronic texts. Social studies is history about the U.S. government and some much more. The history textbooks are filled with abstract, multiple meaning vocabulary and complex, compound sentence forms. Teaching methodology in social studies has sometimes been limited to accessing information in a textbook and answering the questions at the end of the chapter. While reading chapters in the history book, they teach the text backward with hand-on activities in the application and expansion section and followed by group discussion and perusal of the questions at the end of the chapter. Application and expansion activities help students to develop an understanding of the underlying concepts in the chapter while making connections of what they already know. This goes for other subjects as well, you can use the text backwards method in science and language arts. In science after you do an experiment, there are questions you have to answer at the end of the experiment. I would incorporate the text backwards method into my lessons to see if my students understood the lesson.
Reflection #4:
Chapter 8: The Language/Literacy Matrix
In this section of the chapter they talk about how language and literacy skills do not necessarily develop in parallel with ELLs. Some learners might have a good first-language literacy and English language instruction focusing on reading and writing. Some of them might need practice with oral language, they might be difficult with english sounds. Some other learners might have some oral proficiency in English, that can affect them with learning how to read in a different language. Teachers that work with ELLs should do assessments with them to see how their reading development is going. There are four different literacy levels, which are emergent literacy, early literacy, early fluency, and fluency. Emergent literacy is a level of understanding that writing can carry a meaningful message. They are still learning how to decode, encode and how to understand the message. Early literacy is a level to understand that books have messages that don’t change and how the message is presented. They are starting to begin reading and writing simple fiction and nonfiction texts. Early fluency is a level of learners beginning to use multiple clues to make meaning from the text and are able to understand the main ideas of texts as well their emotional impact. The last one is fluency as learners are becoming mature readers. They are able to understand the text that they are reading and use it to native speak with peers. As teachers, I believe it is very important to use vocabulary words with what you are teaching because it will help students to expand their vocabulary and comprehension. That’s why it is good for students to have assessments on their reading and writing because that helps teachers to figure out what they need to work with the class and to see their strength and things they need to work on.
Reflection # 5:
Chapter 10: Beyond The Lesson: Providing Reasons for Further Communication
In this section of the chapter, it talks about how to discuss what students have learned after the lesson. One way to get further communication is independent practice which is the phase of the lesson during which we as teachers want our students to internalize the new learning by integrating it into the other knowledge structures that they already have. There are some example questions teachers can ask to yourself while finishing your lesson, which are what assignments or homework shall I have my students complete to facilitate long-term retention? Another question is does this assignment reflect on students' learning styles, interest, and knowledge level. As teachers, we have to advocate with activities like using visuals and realia and have support with it. The role of the teacher is to support learners as they move outward through these four spheres to achieve the last sphere, where learners can read printed text with no visuals or contextual supports and achieve comprehension through the language alone. The sphere method is to see where the students are at in the lesson, see if they are comprehending what they are learning. The first sphere is what the learner can see, hear, and touch directly. This is in the classroom. The second sphere is what the learner knows from their own experience, what they do in their everyday life. That can be what they have seen in their neighborhood, home, or native country. The third sphere is what the learner has not yet experienced directly, but what they can call to mind with an effort of the imagination, with pictures, charts and plans. The fourth sphere is what is brought into their mind through the spoken, written or printed word alone, without help through audio- visual aids. The reflection happens with the learner. The conversation happens with a speaker and hearer who are face to face. A reflection can be an assignment where they can talk about what they have to learn by writing an essay about it , or talk about it with their peers. I would definitely incorporate this into my classroom because it is a good way to check in with them when we are learning a lesson.
Reflection # 6:
Case # 11644 Texts and Making Connections in Literature Circles (ESL/ Grade 6)
In this class, this teacher was teaching past and present, they were reading a book that had different experiences that had happened and that they have learned good or bad things. The teacher gave them an example where she talked about her past and present . So they were broken into groups and each student had a role, someone was the timekeeper, area manager, reporters, connectors, checkers, facilitators. That was good for them because everyone in the group contributed something. They have some really good experiences with their past and present, a lot of them talk about their families and how they made them a better person. The students were so engaged with that activity. In one group, one of the students made sure everyone in his group noticed that one of his classmates was shy and he asked her Devina, how about you?. He made her feel like she was a part of the group. After they did that activity, they did another activity that was with their book as they were reading. They had to put what happened in each chapter from past to present. The teacher went around the room checking on them to see if they needed help. The teacher showed them how to connect with what they have learned from the book to their everyday life. This was really good for ESL students because they were able to talk in English the whole time while they were doing the group activity. They communicated with their classmates effectively, they were able to talk things through. They were all focused, they didn't really need the teacher's help, she was just there to monitor them while they worked into groups.
I plan on using this activity with my class because that will help them to collaborate with their peers. I would have them talk about their past and present with their classmates, that is a good bonding activity for them. They get to see what if they all have some things in common, they can learn from each other. As a classroom we can all learn from each other, and help each other out. We can all grow together, and make goals for each other.
Reflection #7:
In- Class discussions -2/15
In class, we talked about how you can use different strategies in our content area for oral language.The first content area we talked about was Math, and how you can use visuals like drawing pictures can connect with word problems, and equations. The second content area we talked about Science, designing and implementing experiments. It's kind of like that's really science based, they can work in groups while doing the activity.The next content area was Social Studies, is to ask the student if they have any prior knowledge before going into the lesson. If they know some information then the teacher can adjust the lesson or keep everything the same. Another strategy is to help them make connections with the concepts discussed in the chapter and it said, to make sure if they're not connected to the students' lives adapt them to ensure closer cultural concepts. ESL oral language strategies were to invite specific Community members into the classroom and help promote like storytelling and Development of vocabulary and the English language, if they hear them speaking English and then they take what they take bits and pieces of it and continue it in the classroom like for the rest of the time. The last strategy is language arts, the idea of doing readers theatre because it allows them to take a story and turn it into a script that helps with comprehension of the English language. With these strategies, we were able to discuss with our groups to become up with a lesson for Black History month for the students. I was in the Social Studies group and for our lesson we came up with a project for them to do, the project would be called the live museum so the students would have to choice someone that they want to talk about for Black History month, they have to dress up like them and have at least 3 facts about them and present their person to the class. Solid ideas. I like how you intend to have them act out roles. Just be mindful of those who might be older that might not wish to dress up. I would use this project in my classroom because it's a good project for my students to interact with their peers.
Reflection #8:
Pain & Privilege Chapter 9: Sika
In this chapter, Jessica Samuels talked about her identity when she was growing up. During the time she was growing up she knew that she didn’t look like her mom and she thought that because her mom is white and her dad is indian but when her and her cousin was into it her cousin told her that her dad is not really her dad. So meaning that the person that she calls her father is her step-dad. She was so confused and had to ask her mom because what she was identifying with wasn’t correct. Once her mom told her about her real father, her whole identity changed. She is actually mixed with white, Puerto Rican. Even though she grew up with an indian culture, she feels like that is not a part of her identity. Once she found out her real identity she stuck by it, and people would talk about her because of what she looks like and how she can speak two different languages. Based on her looks people would ask her how she can speak two languages. She was tired of explaining her identity because she kept thinking it was just based on her race. When she went to college, she was working for this company and they had to make a presentation to get people in their program. When they were presenting the lady that induced her identity Sika was a Native American. Sika immediately cut her off and told her that she is not Native American her family is, she doesn't like when people label her under something that she is not. But in reality she is Native American culturally that is how she grew up. She might not look like it but she grew up knowing that culture. When her cousin won the award she acknowledged Sika and talked about her mixed identity. I enjoyed reading this chapter because it really made me open my eyes when you are so used to people telling you they are not something, you start to agree with it. That doesn’t mean that they are correct but after a while you believe it is. As a society, why do we judge and label each other for what they look like? I had to take a step back and evaluate myself. I don’t want to judge anyone or label them.If I did I’m sorry for it, that's why I watch everything that I say. I want to make sure I do that to my future students, I want them to be accepted for who they are.
Reflection #9:
Pain & Privilege Chapter 12: Bordered Lives
In chapter 12, Francisco and Paloma are sister and brother and they are latio and they are transnational border crossers. . When they moved to California when they were younger. When it was time for them to go to college. They had a very hard time applying for scholarships and trying to get into college because they were U.S citizens. When Paloma was starting to apply for college. She had a hard time, when she was accepted to the college in California. They were trying to make her pay out of state tuition but she lived 20 minutes away from the school. She didn’t know what to do because she didn’t have a second plan. She saw a flyer about pre-law and people that volunteer to help you get on the right track. So the lady told her that all she has to do is get some papers from immgration services that's in writing she lives in the U.S. During her college years she met a few different people that were just like her. When it was time for Francisco to go to college, he couldn’t afford to go. He wasn’t able to get financial aid or scholarships because he didn’t have his documents. He had to work to pay for school and he worked with his family. They wanted to get their Masters after they graduated. Since they are undocumented it was hard for them to find somewhere to go. They found this master program that is great for both of them. The masters program is in Canada, they have to find a way to get to Canada. In order, to go to Canada they have to go back to Mexico to get a work permit. They went back to Mexico to get the work permit, Paloma was to get her with no problem. Francisco had a hard time getting one for some reason. They did get the work permit and they were able to get their Masters and they received their papers.This chapter was very interesting, I believe this was a very eye opening chapter. Paloma and Francisco went through alot growing up. There were so many times they wanted to fail or didn’t believe they were going to make it. This helped me understand that every student has a story. Students come to school everyday not to learn but get away from everything. Teachers play a big role in their students' lives.
Reflection #10:
Case #971- Classifying Figurative Speech as Simile, Metaphor, Hyperbole, or Personification
This case involved 6th graders playing a match game with figurative speech . There were three students and one teacher, they all were in a circle with cards in front of them. The objective of the game was for them to find the math between the cards that they had and see what category the phrase went with. One student would pick up a card and read it aloud and the other students had to find what phrase went with that card. Once they find the match, they have to discuss it as a group so they can come up with the right answer. I enjoyed watching them use their context clues to figure out the right answer, they also encouraged each other when they started to second guess themselves. They didn’t get upset with each other, they let each other explain their reasoning why they put that phrase and what category it goes under. The teacher was great, she helped them to come up with the answer. She didn’t tell them the answer right away, just let them stop and think about what they were going to say.She let them explain why they believe this is the right answer and this is how I know this is the right answer. I would definitely do this with my class, I would put them into small groups so they can work on that together. This activity was a good way for them to understand figurative speech without just talking about it as a class. That’s helping students to work with each other, and to learn how to learn from each other.
Reflection #11:
Case: #158 Engaging Critical Thinking through a Nuclear War Scenario
In this case, there are 7th graders talking about World history. They are in groups and they are discussing two different scenarios, they are trying to figure out who would save first. They are eliminating the people they don’t think is going to make it. They are talking amongst each other about who they are saving first in the War, and why should they save them. The teacher gave them a worksheet with a list of different people like police officer, teacher, nurse, lawyer and etc. They all have to come up with five people they want to save but a lot of groups are stuck in between so they have to convince each other why they pick this person. % other people they didn’t pick and why. When they were in their groups, they weren’t so loud, when the teacher was talking they all were quiet. I didn’t hear any side conversations which is good. When they were in their groups, the teacher walked around the classroom making sure that they were staying focused and if they had any questions they could ask them. He gave them about 15-20 minutes to come up with a decision. I would incorporate this activity in my classroom because students will have to make their own decisions and explain why they are making this decision. Also, I like how the teacher helped one group get back on track, they started to talk about something else and he asked them questions about it. Middle schoolers have a hard time making the right decision, this activity can help them with that.
Reflection #12:
In- class Discussion - 3/31
In class, we broke up into groups using a nearpod. I have never heard of nearpod before. I was impressed how the people in my group can write on the nearpod all that once. This platform shows you everything that each classmate wrote, you can also see their post. Our groups were based on different sections in the article. We can make as many posts as we want as long as it was on our group slide.We talk about what each group wrote on their slide as a class. Each group had to summarize what they wrote on the nearpod. We did have some technical difficulties as first with nearpod, Dr. Hurd didn’t give up. As a class we all try to figure it out and work together, we stay calm. We all were very patient about the situation. Eventually, we were able to figure it out, it's hard to do everything online. I’m glad we went through some technical difficulties today because sometimes that will happen, you have to have a backup plan. In my future classroom, I will use a nearpod because it's a great way to see everybody work on different slides and the whole class can look at it together. I have learned so many different websites that I can use with my future students. Hopefully, my class will be very patient when things don’t go right with technology. Middlers are not that patience when it comes to certain things.
Reflection #13:
Pain & Privilege Chapter 4: The Unidentified Nationality
This chapter is about a boy Hye Pyung Yoo who was a third culture kid. He has moved around so much when he was younger. For the longest he stayed at one school from 4th-6th grade. He has become so used to living separate lives, one school he has to speak English and he didn’t really talk about his identity. When he went to a different school with his culture, he embraced his culture. He talks about how he has a American side, and Korean side. When he was in middle school he embraced his American culture. He started to really get to know this American culture like the other students. His family didn’t really want to know about his American culture. He was around a culture that didn’t acknowledge different identities and that was hurting him as a kid with his Korean identity. He also talks about how his parents tried to support him and they wanted to be a part of his American culture with him. He tells them about his tooth fairy, and when he loses a tooth, he has to put it under his pillow. When he wakes up there should be money under his pillow. So when Hwa lost his tooth, his parents put 20 dollars under his pillow which is a little too much. They were really trying their best to support them. Then, he talked about how he might act like American but he can’t be all the way apart from it. In 5th grade, he experienced racism and his family was thinking about moving back to Korea. His family decided to stay for his middle school years. Not having that outlet to go back and forth to Korea, they notice how important it was. When he was getting ready to go to high school, he decided to move back to Korea with his family. He was able to embrace his culture and his identities for who he really is. I would like to be able to help my future students to learn how to deal with their different identities.
Reflection #14
Case #190- Writing Cause and Effect Sentences
This case shows a teacher instructing ELL students in cause and effect relationships using realia, and students writing cause and effect sentences using transition words and content specific vocabulary. The teachers are using physical items to help students to pronounce the word. First, he has them say the word in English and then he lets them say it in Chinese. On their smart board, they have things that represent the words. They are matching the words with the picture so they see the word and look at the picture of the word. They can understand the meaning of the word. They are doing this activity as a class, he let some of the students come up to answer the questions. He has posters around his classroom with cause and effect sentences, he keeps them up so they can refer back to them. I like how he has the physical object with him, when they are talking about a word, he has the object so they can see in person. One of their cause and effect sentences was about the cold weather and he had a scarf and a coat to represent that. The class has to pronounce every word together as a class and after they do that they have a worksheet that they worked on. The worksheet was about cause and effect, they had to fill in the blanks. This is a great lesson to do with ELL students and other students because that will help them improve their reading and writing. Each student needs to know about cause and effect because that is the way the mind thinks.
Reflection 15:
Pain & Privilege: Chapter 3- Stepping Towards Healing About Learning Disability at Our Intersectionality
In this chapter they talk about two people that have different learning disabilities. Lisa was the first person that told her story in the chapter, she is a white woman that is getting a PHD in education and talks about herself as a Croation woman who is about of German. Also, she talks about how she doesn’t identify as her disability but it is still a part of her. She never really said what kind of learning disability that she has, she just talked about how she was given extra help at both community colleges and university. Lisa has different ways of being privileged but she talked about different ways she wasn’t. She knew as a white woman that she was getting help in different ways other students were not. She had a hard time in school because she knew she had a learning disability. In all the different ways she was privileged she was able to get far in education. The next person that told his story in this chapter was David, his learning disability was a part of his identity. His identity is a gay, Palestian and Salvadorian, immigrant to U.S., he is bilingual in Spanish and English and has an auditory disability. David's story is totally different from Lisa, he didn’t have a privilege when it came to certain educational experiences. Being an immigrant he didn’t have the same privileges with his education. He didn’t really understand his learning disability until his undergraduate. Also, he talked about how he was bullied a lot as a kid. David has so many privileges which is his identity. This is one of the chapters I enjoyed reading because students that have learning disabilities just wanted to be treated the same. There are so many people that have learning disabilities and they are very well educated. In my future classroom, I want to make sure that each and everyone of my students get the help that they need.
Reflection #16:
Pain & Privilege:Chapter 8: Will I ever Be Enough?
In this chapter, it's about a story of a boy that never felt like he belonged because he was Louisiana Creole of color. Louisiana Creoles is another term for a person from Louisiana that is mixed race. That means that there are different colors that are from darker to someone who could go for white. There are people that are mixed with African, Native American, European and Spanish descent. Most African American believe that they are mixed and they have some kind of privilege of being seen white. He tells the story that this is not true, they can be half white and still be treated differently. He identifies as a francophone Louisiana creole of color. Also, he talks about intersectionality and intersectionality is the study of a person’s identity and how different parts may cross with others. This can be culture, language, race, sexuality, gender, economic status and ethnicity. Raymond talks about how in America everyone looks at whites as a standard race and that white is considered as a status quo. He explains why creoles of color are just discrimationed against someone who is not mixed. Also, he talks about how society groups of African descent into one big group and anyone who is dark must be African descent. He started to talk about how his skin is darker but people looked down to him because he can speak a different language. In America everybody thinks English is the only correct language you can speak and that is not true. A francophone means someone who is fluent in French, people look at him differently when he speaks French in public. As a future teacher I want my students to embrace their culture and if they can speak and different language they can teach us some new words. Also, I want them to know there is no correct way to act in America, just be yourself.
Reflection #17
In-class Discussion- 3/22
In class we talk about chapter 14 and 17 in Pain & Privilege. We also talk about what happened over the weekend with a shooting against Asian Americans. There were 8 women that were murdered that were of Asian descent. They were American citizens, they weren’t immigrants or aliens. It’s sad that this happened when it was women's week last week and this had to happen. The killer was having sexual frustrations and took it out on these women by murdering them. Also, we talk about how we would have these discussions with our students if we have Asian American students. Some students just need a break from doing school work and just reflecting on what is going on and expressing how they will feel. Also, having an open discussion with your students, let them all get in one big circle and let them talk about how they feel with what is going on. Dr. Hurd talked about how we need to be woke, we need to make sure that we are using equitable anti racist pedagogy. It doesn’t matter if you have Asain Americans or another different nationality in your classroom you can still have a discussion with your student about it because they might feel a certain way about the situation. In chapter 14, Hannah is a third culture kid, military kid and Asian American. She went to international Christian school through middle school.One day she was in the lunchroom and how she wished she could get the other kids food because she smelt. She brought green tea or barley, water and it was basically yellow water. People didn't want to sit next to her because of what she brought to lunch. Then we talked about chapter 17, Iman was an undergraduate and she was an education major. She talks about how her mom is white and her dad is black. She has a mixed identity. She talks about an experience that she had on the playground that they were going to pour a water bottle on her because she had a white mom and a black dad and then so it just she she felt like it was just that her identity was that she had a white mom and a black dad and then.It kind of put race in the picture for her that, instead of choosing like her white teacher to tell it to she chose her black teacher and it kind of made race thing for her. As a future teacher, it is important to talk to you students about what is going on and to make sure to do something if a student comes to be talking about a situation.
Reflection #18
In- class Discussions- 4/14
We talk about current events that have happened with Black males. The first current event was a Black Latino individual that was in the military that was pulled over by two white male police officers. The young Latino was in full uniform, and he had his hands up so the officers could see them. One officer had pepper spray in his hand and continued to spray him constantly even though he had his hands up. They pull him over for traffic evaluation. They pulled him out of the car and he didn't even do anything. One of the officers was already fired. The black Latino guy was very smart because he pulled a gas station where it was well lit. Some officers need to understand that just because you have a badge doesn’t mean you use brandish a weapon whenever you feel like it. Also, we talk about another current event that happened that Sunday night with Daunte Wright in Minnesota. He was pulled over for a violation, he didn’t pull over right away. Once he finally did he called his mom telling her he was pulled over by the police and his girlfriend was also in the car. His mom told him to be calm and just listen to them. Right when the mother hung up that's when he was shot and the officer said she was trying to reach for your taser gun not her real gun. After that the girlfriend called his mom back telling her she was shot. This happened 10 miles away from the George Floyd incident. Daunte was only 20 years old and a Black African American male. This is so sorry how society has come to, what are these police officers thinking when they pull people over, are they already mad at something and take it out of others. In class we talk about how we should take a break and talk about these events because they are basically happening everyday. We can talk about the bigger events and if something does happen and students want to talk about it we will. However, tell your students about what is going on, it might be difficult but they need to know.
Reflection #19
In-class Discussion- 4/14
In class, we talk about the conclusion in the Pain & Privilege book. Dr. hurd read part of his conclusion when he went to the Museum of art in Philadelphia. This museum only had two paintings of mixed identities, maining albinos and coyotes. The two paintings were different from each other. The first painting was from Spaniard and Morisca, Albino. In this painting the people look well put together, they are wealthy. The child in the picture is Albino, he is lighter than his parents in the picture. In the next picture they are darker, their baby is mixed. They are from Indian and Mestiza, Coyote. The women in both of the pictures are Muslium. Also, in the second picture they didn’t have a lot of clothes like the other people in the other painting. We also talked about how people that are albino can create an issue and can be killed because of their skin. In the painting Jose is saying that if you are mixed with Spaniard you are going to have a good kid because they are going to have lighter skin. It was good to have lighter skin in those times because you are working business kind of jobs. And if you had darker skin, you were more likely working outside. It’s crazy how Philadelphia had over 240,000 artifacts and only had 2 mixed identity paintings.
Reflection #20
Case #1646: Expressing Opinions and Understanding Perspective Through the Text "How Many Days to America?: A Thanksgiving Story" by Eve Bunting
In this case, the teacher gave each student a partner so they can ask each other different questions and explain why they gave that answer. They are asking questions about the text that they have read and to write a letter about it. I enjoyed seeing that the students didn’t ask general questions, they asked questions for the other students to explain why. When they didn’t know how to pronounce the word in English they said it in Spanish and the teacher or one of the students will say it in English so they can know. While they were doing this activity nobody was brought down on another. They didn’t judge them on how they answer the question or try to fix what they mean. Everyone was able to express their own opinion about how they felt about the book. The teacher had to be one of the students' partners and that was good because no student was left out. I would do this with my class because that will teach them how to ask questions and won’t be asked to ask them. You can never ask a stupid question, if they ask a question that everybody doesn’t understand they should be able to back it up.