The following is a summary of this morning’s attempt to make “easy” holiday fudge
(1). While mixing ingredients, I discovered that I bought “evaporated milk” instead“sweetened condensed milk.”
(2). While trying to substitute “evaporated milk” for “sweetened condensed milk” by boiling the evaporated milk with sugar, I observed as the concoction overflowed over the stove and onto the floor–a very sticky mess!
(3). While cleaning up the mess, I noticed that I melted the wrong kind of chocolate chips in the microwave.
(4). While pouring the whole, sad mixture into the pan to refrigerate anyway, I realized that I forgot to spray the pan with non-stick coating as the recipe required.
It was a clear disaster, but I’m gearing up to try it again…
Why not just pan the whole thing? What could possibly make me want to try again when something that is clearly “easy” for others is so difficult for me? Perhaps I am energized by a few boosts that teachers may find particularly helpful when supporting struggling students:
- A yummy looking picture of completed fudge: A clear goal in mind about what I am trying to achieve.
- My desire to include the fudge with a box of cookies that I am mailing to my brother: An authentic, personally relevant context.
- A walk to the store today, in which I will focus on purchasing the correct type of chocolate chips and a can of the correct “sweetened condensed milk”: A chance to segment the task into smaller, more manageable sections.
- Stepping away from the fudge disaster to write a blog post: A break to recharge and to rebuild confidence.
- Per my husband’s suggestion, thinking about heating up my creation to make splendid hot fudge sundaes. An opportunity to engage in creativity and high level thinking skills regardless of learning level.
Perhaps the most impactful way to gain perspective about how to help students to overcome learning challenges is to reflect upon what keeps us going when we “fudge it.”