Decisions Decisions Decisions...

Regardless of what behavior management system or token system a teacher decides to try, there must be consistency, clearly written rules, precise expectations for the students and the teacher and ease of use for both the teacher and the students.  Drawing from many different behavior management systems to customize something that fits for your classroom setting and your students is the key.  It is easier to mold your students into what you want them to do if they can buy into the behavior management system.  Success will be felt by all parties involved.  A statement made by theorist Alfie Kohn sums it up nicely in an article he wrote for Learning Magazine.  “The whole field of classroom management amounts to techniques for manipulating students’ behavior” (Kohn, 1995).

Kohn, A. (1995, Oct-Nov). Discipline the problem--not the solution. Learning Magazine, (Oct-Nov), Retrieved from http://www.alfiekohn.org/teaching/ditpnts.htm

Are You Properly Trained?

The toughest part of a teachers job is...classroom management!  This is an editorial in the Baltimore Sun...very interesting!

“Too many new teachers aren’t properly trained in techniques to keep their kids engaged and under control” (Panitz, 2014).  Classroom teacher, Beth Panitz, wrote a commentary to the Baltimore Sun titled “Classroom Management Skills Matter as Much as Curriculum”.   She stated that good management skills are the toughest part of teaching.  Panitz (2014) shares that creating a positive learning environment is not something that comes automatically or easily to many teachers.  Teachers must work very hard for many years to develop those skills with many teachers never truly grasping what is needed.  Panitz (2014) also shares that there was a report done in 2013 by the National Council of Teacher Quality (NCTQ) that stated that there is rarely enough instruction time given during teacher preparation programs that are teaching these proven management strategies to new teachers.  The NCTQ report shares that a standardized management system should be taught using the five principles:  rules, routines, praise, misbehavior and engagement.  Many teachers struggle with classroom management, of how to wrap their head around it and get their students to buy into the management system.

  To read more of this newspaper article go to:

Panitz, B. (2014, Jan 08). Classroom management skills matter as much as curriculum. Baltimore Sun. Retrieved from http://www.baltimoresun.com/news/opinion/oped/bs-ed-classroom-management-20140108,0,7197606.story



This was a third grade project that took us forever!!  But it was well worth it!!  We started  by talking about the artist Aminah Robinson.  We did webs, quick sketches, more detailed sketches,  rough draft writing, final copy writing, and completed artworks.  All dealing with the students and something they do with their families just like Aminah Robinson did about her childhood.

 

 

 

 

 

 

 

 

 

Positive and Negative Reinforcement

In the article, “Positive and Negative Reinforcement in Increasing Compliance and Decreasing Problematic Behavior”, (Bernier, Simpson, & Rose, 2012) the authors research the idea of using both positive and negative reinforcement to increase desired behavior.  The subjects preferred positive reinforcement which was edible rewards than to the negative reinforcement which was a break from the task at hand.  The research showed that the combination of both types of reinforcement they saw a decreased undesirable behavior when the reinforcement was dependent upon task completion.

          Using fixed-time reinforcement to change classroom behavior as in, “The Effects of Fixed-Time Reinforcement Schedules on Problem Behavior of Children with Emotional and Behavioral Disorders in a Day-Treatment Classroom Setting” (Rasmussen, & O'Neill, 2006), is using positive reinforcement for students who had frequent verbal disruptions.  These included singing out loud; talking to a peer when teacher was talking, and talking out without raising hand causing disruption.  The students were observed and a fixed time was decided upon. The positive reinforcement desired by these students was teacher/adult attention.  This was successful for this group of students and the teacher saw a decrease in the disruptive behavior.   

Positive reinforcement was also used in the study; “A Token Reinforcement Procedure in a Third Grade Inner City Classroom” (Piper, McKinney, & Wick, 1972) states that elementary teachers usually have a collection of reinforcers within their personalities as well as material goods that the students see as a token/reward.  (I.e. stickers, books, games, computer time, lunch with the teacher, teacher helper, etc.)  The teacher must be able to match the desired reward to the student’s interest.  First in this study the teacher made tokens out of poster board with number denotations on them and gathered three tubs with three different types of snacks/candy.  The students earned tokens for following four specific rules.  They could then use their tokens to purchase rewards.

 After two weeks the teacher added reinforcers beyond candy.  The “natural” reinforcers were added which included teacher’s helper for one day, token distributor for a day, leaving the room to get a drink, time to spend in the art center, privilege of playing with a game or puzzle, lunch with the teacher, etc.  Soon the original candy reinforcer was rarely being selected by the students.  The change in the student behavior and classroom atmosphere had been changed.  This would not work as well in an art room just based on the large amount of students serviced during a week.  However, if you had only one or two students with behavior plans in place it could definitely be carried on through art with the aid of the classroom teacher giving the rewards.  This would also allow the students to see the teachers working collaboratively to make the learning environment better for them. 

I am all for collaborating and continuing the behavior plan that the classroom teachers have in place for certain students when they come into my classroom.  However, the largest problem is getting the classroom teacher to communicate with me what they have in place and what they are doing with specific students. Many times classroom teachers drop their students off at my door and say, “good luck…they are in rare form today!”  I absolutely hate when teachers to this to specialist.  You are setting me AND your students up for failure when this is said in front of the students….becomes a self-fulfilling prophecy at this point.

Check out this article at: 

 Bernier, S., Simpson, C. G., & Rose, C. A. (2012). Positive and negative reinforcement in increasing compliance and decreasing problematic behavior. National Teacher Education Journal, 5(1), 45-51.

 

 

Pre-K students creating "themselves".  They really were into the dressing and attaching hair!!  This was their first time being able to dig through the scrap boxes and finding just the right materials they wanted to use!!Amazing to see what they come up with and the detail that they put into the person.

Communication, communication, communication!!!

Communicating with parents is a key to successful behavior management.  I like to be able to send notes home to parents. Good or Bad...parents need to know what is happening in the classroom.   Many times the students that would get bad notes going home from me already have some sort of behavior log going home in there classroom too.  I found this form on the Incredible Art.org. 

http://www.incredibleart.org/links/toolbox/discipline

I think I would put two of the forms on one page so that I could have one for my records and one to go home with the student. (Make it like a tear-off form because no one has time to go and make copies before the child leaves your room.)  I would also implement the rule that if the note did not get signed and returned…there would be a call made to the parent.  Keeping a paper trail is also important in getting help for some of our students.  Notes and phone calls home play a large part in that documentation.  I also like the idea of all of the specials teacher using the same form…consistency is the name of the game! I hope I can convince my cohorts that this is a good thing too!         

Behavior Report for Related Arts  

Student______________________________________________ Date__________  

Art Computer Library Music P.E. 

Behavior observed: 

____ excessive talking and/or disruptions ____ disrespect towards teacher (or talking back) ____ disrespect towards classmates ____ misuse of school or personal property ____ wandering around the classroom – off task ____ pushing/shoving ____ refusal to be on task/ to cooperate

____ vandalism (to school or personal property) ____ throwing things ____ theft ____ leaving classroom without permission ____ inappropriate language ____ lying to teacher ____ fighting or bullying

 Moredetails:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

I appreciate your support in discussing this inappropriate behavior with your student. Please sign and return this form.

 Teacher______________________________________________________

Parent______________________________________________________ Date___________

Look Mrs. Stepp!!!  I made a sculpture out of  just the pencils and the basket!!  I love these kids!!

Classroom behavior system+ technology= Class Dojo!!!

After beginning to look into token systems and reading much information, I had a teacher share with me a program called, “Class Dojo”.  She was using this in her classroom.  When she brought her kids to art class, she handed me her smart phone.  I just looked at her with a puzzled look I am sure! She then said, “Let me show you real quick how to use this.”  She reported that since beginning to use this program “it was doing wonders” with her students especially those that were having some issues. 

This got me thinking…could I use this with all my classes?  Would this be a worthwhile endeavor for me to set up a “dojo” for every one of the classrooms that I see in a weeks’ time?  Could I have each class’s dojo on the smart bored and ready to go when they came into the classroom?  Could I have the students give themselves points or take away points?  I believe this could work in the specials classroom.

As I see it, there are two ways to approach class dojo in the art room.  First, if you know that the classroom teacher uses Class Dojo, as many in my main building do, you can just use their classroom by logging into their account during the specials class.  This way the classroom teacher has an account of the child’s ENTIRE day regardless of what class they are in at the time. 

Second, the specials teacher could make his/her own accounts for each class that he/she teaches.  This would enable the specials teacher to keep his/her own data for just their classroom.  It would be easier to track a particular student for yourself.  If all of the specials teacher would buy into using this system you could make accounts for just the specialists to use for each class.  So you would then have data on the students not only in art, but in music and physical education separate from the classroom teachers.  It might be interesting to see how the students do with the different specials topics and teachers.  After collecting data for a while with Class Dojo the specialists could read the data and share ideas of what is working for this student and what is not working for that student. 

I believe that I am going to give Class Dojo a try next year…I will keep you posted as to the progress!

Check it out!!

http://www.classdojo.com/

 

Preschool Winter Art Project

Snowmen made from Pinecones with fiber-fill stuffed in the openings, baby socks made into hats and felt gloves, pipe cleaner noses, This year we made eyes out of felt but have used wiggly eyes in the past.  Then students painted recycled boxes white  and glued on packing peanut for snow and we put a bit of fiber-fill in the bottom and added the snowmen!

 

Everyone needs a HUG!!

Good phone calls are awesome!  But if you are a specials teacher then it is not humanly possible to call every students house that is doing a good job…so I have created a “Good Note” that I can sent home with those students.  It is AMAZING what students will do for a colorful piece of paper saying that they  had a great day!!   

_______________________ HAD A GREAT DAY IN ART TODAY! 

GIVE THIS CHILD A HUG!!

DATE AND SIGNATURE______________________________________

 

 

 

 

 

Wonderful Email Surprise today!!

Look what I found in my email today from The Art of Education!!!!  This is a great idea!!  This would so work in the specials classrooms.  The card could be changed to suit music or physical education, too!  This would be a great way to start off the new school year!

Best Behavior BINGO: Free Download

By Sarah on Jun 09, 2014 12:00 am

Games are a classic student motivator, so what could be better than a classroom management (http://www.theartofed.com/2014/05/16/a-fresh-perspective-on-classroom-management/?mc_cid=f4bc35adb6&mc_eid=20c85bb4b5) game? How about one that is pretty much built for you!? Enter: Best Behavior Bingo.

Click for Free Download!

http://www.theartofed.com/wp-content/uploads/2014/06/Best-Behavior-Bingo.pdf?mc_cid=f4bc35adb6&mc_eid=20c85bb4b5

The idea is simple and easy to implement. Each class gets a bingo-style card posted in the art room.  Just like a classic bingo card, the letters at the top spell BINGO. Instead of numbers, the squares are filled with behavior goals.

Here is how I run the game…

 

1. It’s a carrot. I dangle it up until the very end of class as a way to keep kids focused. Carrots are not guaranteed! If we have a particularly rough class, we don’t mark a square. Classes who are on point may get to mark two squares.
 
2. I use real bingo markers and let a student with “BINGO Behavior” mark the square, usually after we have lined up to leave the classroom. (Sometimes it works as a positive reinforcer to encourage continuing good behavior in the middle of the period.) The markers are cheap, and you can color code your classes.
 
3. Once a class has earned a row or column of five BINGO Behaviors, they get to vote on a pre-determined experiential reward (modeling clay day, sidewalk chalk, art centers, lunch with me, etc.).

The best thing about the game is the cards can be the same because the classes aren’t necessarily competing with each other. If you want to get fancy you could create a unique card for each class and have them compete for the experiential rewards. Post the rewards with the BINGO cards and once a class wins one, indicate that it is no longer available by crossing it off. This adds another layer of motivation. Cards can last for quite awhile: once the row is complete move on to blackout!

You can download a PDF version of our Best Behavior BINGO card by clicking http://www.theartofed.com/wp-content/uploads/2014/06/Best-Behavior-Bingo.pdf?mc_cid=f4bc35adb6&mc_eid=20c85bb4b5

If you’d like a customizable version, please click http://www.theartofed.com/wp-content/uploads/2014/06/Best-Behavior-Bingo.docx?mc_cid=f4bc35adb6&mc_eid=20c85bb4b5!

 

How do you make following the rules fun in your room? 

Would you consider using this in your classroom? Why or why not?
 
  

This article was written by AOE Team member Sarah Dougherty.  Sarah is the Visual Arts Curriculum Coordinator and Arts Integration Specialist for the largest school district in Iowa, prior to which she served as an elementary and HS art teacher for 7 years.

Looking into a different token system...

My original idea was to use the token system for some behavior students…but many of these systems are geared more for a classroom teacher with 20-30 students.  This is not possible for the specials teachers to do this will all the classes that they see I thought until I stumbled across “The World’s Easiest Token System for Behavior Management”! 

Watson (2011) discusses the ins and outs of this system.  The token system is effective because it DOES NOT require:

•       you to track each child’s behavior in order to penalize or reward

•       the entire class to ‘behave’ in order to be rewarded

•       you to punish those who did behave due to actions of those who didn’t

•       the same behavioral standards for everyone

•       students who are frequently in trouble to get all of the reinforcement

•       any money to be spent on candy or prizes

•       the staging of elaborate rewards

•       a complicated class helper system (tokens assign to job privileges)

•       class time that should be spent on academics

•       a lot of maturity in students: even preschoolers can participate

In the specials classroom the teacher would have to assign each student in each class a number.  Each class would get the explanation on how the system will work.  Watson (2011) says to remind the students that the teacher is the only person that can hand out the tokens and that she/he is looking for good student behavior. Discuss with the students what good behavior looks like and that the teacher will not reward every single time and that the students will be surprised when it happens so they must be working on that good behavior to get caught.  The teacher has a box of tokens (could be simple slips of paper) with numbers on them for each student.  When the student gets “caught” one of the tokens with their number on it goes into the special container.  Watson (2011) also emphasizes that token will be drawn for special duties in the classroom and can be drawn many times a day for many tasks or jobs at the teachers discretion rather than for purchased items. This could work well in a specials classroom however; the teacher would have to be very organized and diligent about the student numbers.

I think this would take organization and follow through on the teacher’s part but I feel like it could be very successful. This would have to be a specials teacher that had a classroom and not someone who travels on a cart from classroom to classroom.

Watson, A. (2011). The world’s easiest token system for behavior management [Web log message]. Retrieved from http://thecornerstoneforteachers.com/free-resources/behavior-management/token-system

Second Grade Circle Weaving

Second graders use a paper plate for a weaving project.  Then we turn them into flowers with very large stems and hang them in the hallway like a flower garden.  My students LOVE this project! 

 

“The quality of teacher-student relationships is the keystone for all other aspects of classroom management” (Marzano & Marzano, 2003).  Teachers hear this all the time! Invest the time and develop and maintain a relationship with your students.  This is critical in the classroom.

 Marzano & Marzano (2003) state that research has shown that teachers have a huge impact on their student’s achievement. Teachers make more than TWICE the impact on students over anything else dealing with school.  Classroom management has the largest effect on student achievement.  Marzano & Marzano (2003) reminds us that research shows that the importance of the teachers ability to balance actions that provide students with clear consequences for undesirable behavior and actions for rewarding acceptable behavior all while teaching and engaging students in a lesson.  Steps to beginning this balance include:

•       Appropriate Levels of Dominance

o       Establish clear expectations and consequences

o       Establish clear learning goals

o       Establish assertive behavior

•       Appropriate Levels of Cooperation

o       Provide flexible learning goals

o       Take personal interest in students

o       Use equitable and positive classroom behaviors

•       Awareness of High-Needs Students

o       Passive students

o       Aggressive students

o       Attention problem students

o       Perfectionist students

o       Socially inept students

•       Don’t Leave Relationships to Chance

o       Student and teacher relationships are an essential foundation for effective classroom management (Marzano & Marzano, 2003).

This all seems very straight forward and something that every teacher certainly strives for in their classroom.  However, keeping all of these points moving forward, teaching the lesson and providing access to technology all simultaneously is quite a huge task for any teacher.  This is a bit more difficult for a specials teacher to accomplish in the time constraints that we are limited too. 

I have been very lucky to have been in the same building for 17 years so far…heading into the 18^th!  Being the only art teacher in the building, having all of the students, and many of the students I have had in class since they were in Pre-K so there is that ability to develop relationships through the years.  Unfortunately, that is not always the case…especially in larger districts where teachers have to be moved around to cover changing numbers in population throughout the district.  We do the best we can do and make art class the best we can make it!

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, Retrieved from http://portfolio.project.tcnj.edu/summer2008/Kinney/Articles/gordonk-The_Key_to_Classroom_Management-3551108108.pdf

Teacher Tight Rope

A classroom balancing act…like walking the teacher tight rope…this is classroom management.  What a mental picture this paints!  If you have taught you know exactly how this feels. 

Parsonson (2012) sees behavior problem in the classroom to increase the stress level of both the teacher as well as the students.  Behavior issues “disrupt the flow” (Parsonson. 2012) of learning objectives set forth in the classroom.  Parsonson (2012) tells us that the focus of the classroom shifts from the learning objectives to the one or two students causing the disruption and dealing with the problem.  Students come with baggage.  Teachers come with baggage.  Unfortunately, both have to learn to leave it at the door and move forward with the learning objectives of the day or hour. 

Parsonson (2012) shares that there must be effective classroom based behavior management and effective school-wide management and interventions that work together cohesively. If both are not working together for the students there will be students falling through the gaps, trying to see what they can get away with, pushing “buttons” of teachers and administrators to see how far they can go and increase the stress levels of both.  There has to be a “marriage” between the classroom and the building management systems to make it most effective for the students.

Over the years I have been in many schools.  Some schools are managed very effectively and some not so well.  Before I can have an effective behavior management in my classroom there has to be a school-wide system in place and followed.  It is also very helpful if the classroom teachers have a strong behavior management system in place and functioning.  I have said many times in my teaching career that I only see the students once a week. I cannot fix their behavior in an hour.  If they are not behaving in their classroom generally they are not going to behave in my classroom either.  There are those exceptions but they are few and far between!

Check out more about this strategy at:

Parsonson, B. (2012). Evidence-based classroom behavior management strategies. Kairaranga, 13(1), 16-23. http://eric.ed.gov/?id=EJ976654

 

Pre-K students working on patterns while creating caterpillars out of cardboard egg cartons.  We are a recycling art room! 

 

You tube is has something for everyone!

I was surfing around the net looking for cool stuff for my blog.  I found these two videos on you tube that I am going to try using these in the beginning of the school year.  I believe that my students would really enjoy them and I would be getting a message across at the same time!!  You know two birds with one stone kind of thing...

These videos will be great attention grabbers and conversation starters when I have each classroom help to create..

Rules to live by

 

Having the students help to create the rules for their class makes it easier for them to live by them.  I also have every student sign the bottom of the rules poster so that I can pull it back out and say, 'Look, _____________, you signed this saying that you were going to follow the rulers that YOU helped to create." 

 

Check out these videos!!  They are great!! 

Respect Rap Only
This was created by the Fearless Lions At Frank Porter Elementary School in Chapel Hill, NC.
https://www.youtube.com/watch?v=iGuT9-_Y5J4&list=PL7998CC1807293038


Art Room Rules Claymation
This was created by 5th grade art students at Thomas Elementary School in Dublin, Ohio.
https://www.youtube.com/watch?v=kmQKMYm7WS4&list=PL7998CC1807293038&index=5

        I find that sometimes you just have to be blunt with the students and tell it like it is! We can EITHER do a project or learn from the textbook and do a writing assignment about the artist/artistic style or period. YOU (the students) make that choice based classroom behavior. I like the "door" options described in this website post!

       "A Fresh Perspective on Classroom Management" written by Sarah Dougherty for The Art of Education website; the author discussed that one idea to freshen up your classroom management is to "Make ‘Door A’ more appealing than ‘Door B’ " (Dougherty, 2014). This is allowing the students to make a choice.

In "Door A", we can learn about art by making it and discussing it together with the class.

In "Door B", we can learn about art via text books and writing activities.

 Either way we are learning about art!



         If the students are not making good choices during instructional time then they would opt for "Door B" so that the other students would be able to continue with their good choices and continue with the lesson/project. This management tool seems like it could be paired with any of the token management systems very easily in the specials settings.
I am all about giving the students choices. But some of the choices don not have to be ultra-appealing I you too find this appealing check it out at: Dougherty, S. (2014, May 14). A Fresh Perspective on Classroom Management. Retrieved from http://www.theartofed.com/2014/05/16/a-fresh-perspective-on-classroom-management/

 

Recycled Quilts

       First Graders used the cardboard inserts that separate the apple sauce cups in the boxes when they come into the school lunch room to create  "quilt".  Patterns, patterns and more patterns. After adding the color with either crayons or color sticks they got to choose from a bag of fabric strips to complete the "weaving" portion of the project.  They so love this project!

 

 

 

 

Positive Reinforcements!!!

     I am all for POSITVE Reinforcement in the classroom! You can draw more flies with honey rather than vinegar! (Prov. It is easier to get what you want by flattering people and being polite to them than by making demands.) I work in an urban district and found this article very interesting!

     Positive reinforcement was also used in the study; "A Token Reinforcement Procedure in a Third Grade Inner City Classroom" (Piper, McKinney, & Wick, 1972) states that elementary teachers usually have a collection of reinforcers within their personalities as well as material goods that the students see as a token/reward. (I.e. stickers, books, games, computer time, lunch with the teacher, teacher helper, etc.) The teacher must be able to match the desired reward to the student’s interest. First in this study the teacher made tokens out of poster board with number denotations on them and gathered three tubs with three different types of snacks/candy. (I would do pencils, erasers, sharpeners, or small dollar store trinkets rather than candy.) The students earned tokens for following four specific rules. They could then use their tokens to purchase rewards.

      After two weeks the teacher added reinforcers beyond candy. The "natural" reinforcers were added which included teacher’s helper for one day, token distributor for a day, leaving the room to get a drink, time to spend in the art center, privilege of playing with a game or puzzle, lunch with the teacher, etc. Soon the original candy reinforcer was rarely being selected by the students. The change in the student behavior and classroom atmosphere had been changed. This would not work as well in an art room just based on the large amount of students serviced during a week. However, if you had only one or two students with behavior plans in place it could definitely be carried on during art with the aid of the classroom teacher giving the rewards. This would also allow the students to see the teachers working collaboratively to make the learning environment better for them.

We must teach our students the importance of cooperation and collaboration by setting that example for them. To check out this article on your own you can find it here:
Piper, T., McKinney, V., & Wick, T. (1972). A token reinforcement procedure in a third grade inner city classroom. Education, 93(2), 118-123. http://files.eric.ed.gov/fulltext/ED534397.pdf

Mondrian and Kindergateners LOVE lines!

 

Sharing some of my research...

I want to share some of the research that I have looked at for classroom management/behavior systems that would work in the specials classroom. Hopefully, you can find one that will work for you or parts of many that you can combine and create your own that will work for your students

There are many ways to tackle a token/reward system in a classroom. In the article "The Token Economy Classroom" by Brenda Gargus (2010) she reminds us that focusing on the good classroom behavior rewards is more effective than taking away privileges. She also shares that rewards do not have be "things". Students thrive on praise and special privileges that the students are invested in some example can include computer time, lunch with the teacher, or being the "helper" for a specific task or time period.

The token system must be an easy system to understand and maintain for both the teacher and the students; especially in the specials classroom because of the sheer volume of students that we see every week. Gargus (2010) believes that the most important part of a token system is keeping good records for both the tokens and the students. A drawback to a token system is "keeping enough for students to purchase" (Gargus, 2010). Above everything, Gargus (2010) says the system has to be consistent and fair.

To read more about this toked system please follow the link.
Gargus, B. (2010). The token economy classroom. Retrieved from https://suite.io/brenda-gargus/4k1e2nr

 

Over the next few days I will share more of my research findings.  I hope this is helpful in choosing or creating your own classroom management system.  Good luck!!

Combining Token System and Positive Phone Call Home

The second classroom that tried a token behavior system with another student who could single handedly set off the entire class. This student again had a sticker chart for every 15 minutes of time on task, not yelling out and using kind words. However, for this student I used positive phone calls home to Grandma. This student was successful 75% of the time. Again, as I shared before…if the student came to my classroom in a mood or had already had some issues before getting to my room…many times I could not get them back together and turned around to do what I needed them to do.

  For this student the positive phone call is what he loved!! He got positive attention from me AND Grandma made a big deal about it when he got home after school! Double dose!! Knowing what drives your students if half the battle to success.

Here is a link to a teaching colleague that has done some research on the effects of making positive phone calls for students. http://excellentteachersphonehome.blogspot.com/

 

This is the sculpture that this student made. He was so proud of himself that he was able to work every day and get the project completed.