Ritz Cracker Chicken

Ritz Cracker Chicken couldn’t be easier, or more delicious. With just a handful of ingredients, you’ll have dinner on the table in no time!

It’s hard to believe that we are well over halfway through February, considering January lasted no less than 300 days.

Our basement flooded just a couple of days before New Years. This opened a whole Pandora’s box of issues that we’ve spent the last month and a half dealing with.

Plumbers, drywall repair guys, flooring dudes, they’ve all been in and out of my house for weeks.

I’m over it.

When I am spending big chunks of my day with strangers in my house, I don’t really want to put a lot of effort into dinner at the end of the day. We’ve been eating Ritz Cracker Chicken more often than I actually want to admit these days.

Luckily, it’s a favorite of everyone in my family, so no one around here is complaining.

(more…)

The post Ritz Cracker Chicken appeared first on My Baking Addiction.

        

Comments

• So happy to hear you enjoyed the recipe, Marilyn! Thanks so ... by Jamie
• Real tasty and super easy definitely will try this one on the ... by Marilyn
• Thanks so much for stopping by, Leah! I appreciate you taking ... by Jamie
• It's in my oven right now. Was super easy for a week night ... by leah C sahler
• Great! So glad to hear you enjoyed the recipe, Nancy! by Jamie
• Plus 5 more...

 

from My Baking Addiction http://bit.ly/2Gya94z

Empowering Students in the Day-To-Day Operations of Our Schools

The word “technology” was in my title for a large part of my career as a teacher, with the hopes that I would work with colleagues on finding meaningful ways to implement technology within the curriculum. Yet, simply having “technology” in my title meant to many others on my staff that I could and should fix anything that was technology related in the school. Literally. Anything that had electricity was fair game. I hated it.

One day, I was asked to fix something in a classroom and I was busy working with students so I asked some of my tech-savvy students to go and check in and help the teacher that was asking for help. While I was annoyed with the request, to be honest, my students were excited with the opportunity. They went to the teacher’s classroom immediately, helped them out, and came back and asked if they could do that again in the future.

LIGHT BULB MOMENT!

From then on, they became the student tech team and all requests went their way to help teachers with technology issues in the school. I was a last resort if the students were stuck, yet they never asked me for help. It was beautiful.

So many schools do things similar to this today, and I think it goes beyond taking something off of a teacher’s plate. It is about giving students ownership over the building. Do you remember when students used to pop keys off the keyboard? That ended altogether in our school because students would stop each other because they knew they would have to fix it eventually. Through the process of empowering students in the day-to-day dealings of a school, I unintentionally created a situation where students took more pride in their school because it became “theirs” through the process. They felt valued because they were given ownership over important aspects of the operations of the school.

Making sure that a) students feel that they are valued and needed for school and b) have true ownership, is something that is beneficial to students as individuals and the school community as a whole.

How do you give students ownership over your school community?

• January 3, 2018 Revisiting #ClassroomLeadership
• July 23, 2016 “They have to be part of the solution”
• February 27, 2011 Simple Actions
• June 24, 2018 2 Questions to Focus on Long-Term Learning in Classrooms
• June 8, 2011 The Power of the Self-Fulfilling Prophecy

Source: George Couros

from Connected Principals http://bit.ly/2BE6Rsy

Empowering Students in the Day-To-Day Operations of Our Schools

The word “technology” was in my title for a large part of my career as a teacher, with the hopes that I would work with colleagues on finding meaningful ways to implement technology in meaningful ways within the curriculum. Yet, simply having “technology” in my title meant to many others on my staff that I could and should fix anything that was technology related in the school. Literally. Anything that had electricity was fair game. I hated it.

One day, I was asked to fix something in a classroom and I was busy working with students so I asked some of my tech-savvy students to go and check in and help a teacher that was asking for help. What I was, to be honest, annoyed with, my students were excited with the opportunity. They went to the teacher’s classroom immediately, helped them out, and came back and asked if they could do that again in the future.

LIGHT BULB MOMENT!

From then on, they became the student tech team and all requests went their way to help teachers with technology issues in the school. I was a last resort if the students were stuck, yet they never asked me for help. It was beautiful.

So many schools do things similar to this today, and I think it goes beyond taking something off of a teacher’s plate. It is about giving students ownership over the building. Do you remember when students used to pop keys off the keyboard? That ended altogether in our school because students would stop each other because they knew they would have to fix it eventually. Through the process of empowering students in the day-to-day dealings of a school, I unintentionally created a situation where students took more pride in their school because it became “theirs” through the process. They felt valued because they were given ownership over important aspects of the operations of the school.

Making sure that a) students feel that they are valued and needed for school and b) have true ownership, is something that is beneficial to students as individuals and the school community as a whole.

How do you give students ownership over your school community?

• January 3, 2018 Revisiting #ClassroomLeadership
• July 23, 2016 “They have to be part of the solution”
• February 27, 2011 Simple Actions
• June 24, 2018 2 Questions to Focus on Long-Term Learning in Classrooms
• June 8, 2011 The Power of the Self-Fulfilling Prophecy

from Connected Principals http://bit.ly/2DR2iv9

Empowering Students in the Day-To-Day Operations of Our Schools

The word “technology” was in my title for a large part of my career as a teacher, with the hopes that I would work with colleagues on finding meaningful ways to implement technology in meaningful ways within the curriculum. Yet, simply having “technology” in my title meant to many others on my staff that I could and should fix anything that was technology related in the school. Literally. Anything that had electricity was fair game. I hated it.

One day, I was asked to fix something in a classroom and I was busy working with students so I asked some of my tech-savvy students to go and check in and help a teacher that was asking for help. What I was, to be honest, annoyed with, my students were excited with the opportunity. They went to the teacher’s classroom immediately, helped them out, and came back and asked if they could do that again in the future.

LIGHT BULB MOMENT!

From then on, they became the student tech team and all requests went their way to help teachers with technology issues in the school. I was a last resort if the students were stuck, yet they never asked me for help. It was beautiful.

So many schools do things similar to this today, and I think it goes beyond taking something off of a teacher’s plate. It is about giving students ownership over the building. Do you remember when students used to pop keys off the keyboard? That ended altogether in our school because students would stop each other because they knew they would have to fix it eventually. Through the process of empowering students in the day-to-day dealings of a school, I unintentionally created a situation where students took more pride in their school because it became “theirs” through the process. They felt valued because they were given ownership over important aspects of the operations of the school.

Making sure that a) students feel that they are valued and needed for school and b) have true ownership, is something that is beneficial to students as individuals and the school community as a whole.

How do you give students ownership over your school community?

• January 3, 2018 Revisiting #ClassroomLeadership
• July 23, 2016 “They have to be part of the solution”
• February 27, 2011 Simple Actions
• June 24, 2018 2 Questions to Focus on Long-Term Learning in Classrooms
• June 8, 2011 The Power of the Self-Fulfilling Prophecy

from Connected Principals http://bit.ly/2DR2iv9

Learning From Mistakes but Not Allowing it to Hold Yourself Back

This article struck me on “self-compassion.” Here is a snippet:

Many would jump to the conclusion that academic excellence is bolstered by self-esteem, which can certainly help. But there’s a dark side to focusing solely on helping your child boost his or her self-esteem (as you’ll see in a second).

The better way forward? Focus on teaching your child self-compassion.

University of Texas psychology professor Kristin Neff, author of Self-Compassion: The Proven Power of Being Kind to Yourself, told KQED that self-esteem is about value:

Self-esteem is a judgment about how valuable I am: very valuable, not so good, not valuable at all. In contrast, self-compassion isn’t about self-evaluation at all. It’s about being kind to oneself. Self-compassion is a healthy source of self-worth because it’s not contingent and it’s unconditional. It’s much more stable over time because it’s not dependent on external markers of success such as grades.

So am I saying we should teach children to not care about grades? Not at all. It’s a matter of whether your child sees grades as the ultimate end goal or a positive side effect of embracing the learning process.

Neff says most of us motivate ourselves through self-criticism. Your child is aware of the consequences of failing that test. But the side effects of this approach are perfectionism, a fear of failure, and even procrastination because the fear of not measuring up can be paralyzing.

Although it is meant to focus on children and parenting, couldn’t we all do this better?  The part in the article where it shares to help children to “encourage them to support themselves as they would a friend” hit me especially hard. I can be tough on my friends, but I can be horrible to myself.

As I read this, I thought of how we need to teach ourselves to hold ourselves accountable and learn through moments of our failings but also not to let it stop us from moving forward.

I will have to digest this more, but you can read the full article here. 

• August 27, 2017 Investing in the Future
• November 1, 2017 A Cadence of Accountability to One Another
• December 13, 2010 Super Book of Web Tools for Educators
• November 20, 2018 Using Technology to Humanize
• May 29, 2010 Principle, Princepal, Princaball, Prinsiple, Principal Couros

Source: George Couros

from Connected Principals http://bit.ly/2tlNboG

Learning From Mistakes but Not Allowing it to Hold Yourself Back

This article struck me on “self-compassion.” Here is a snippet:

Many would jump to the conclusion that academic excellence is bolstered by self-esteem, which can certainly help. But there’s a dark side to focusing solely on helping your child boost his or her self-esteem (as you’ll see in a second).

The better way forward? Focus on teaching your child self-compassion.

University of Texas psychology professor Kristin Neff, author of Self-Compassion: The Proven Power of Being Kind to Yourself, told KQED that self-esteem is about value:

Self-esteem is a judgment about how valuable I am: very valuable, not so good, not valuable at all. In contrast, self-compassion isn’t about self-evaluation at all. It’s about being kind to oneself. Self-compassion is a healthy source of self-worth because it’s not contingent and it’s unconditional. It’s much more stable over time because it’s not dependent on external markers of success such as grades.

So am I saying we should teach children to not care about grades? Not at all. It’s a matter of whether your child sees grades as the ultimate end goal or a positive side effect of embracing the learning process.

Neff says most of us motivate ourselves through self-criticism. Your child is aware of the consequences of failing that test. But the side effects of this approach are perfectionism, a fear of failure, and even procrastination because the fear of not measuring up can be paralyzing.

Although it is meant to focus on children and parenting, couldn’t we all do this better?  The part in the article where it shares to help children to “encourage them to support themselves as they would a friend” hit me especially hard. I can be tough on my friends, but I can be horrible to myself.

As I read this, I thought of how we need to teach ourselves to hold ourselves accountable and learn through moments of our failings but also not to let it stop us from moving forward.

I will have to digest this more, but you can read the full article here. 

• August 27, 2017 Investing in the Future
• November 1, 2017 A Cadence of Accountability to One Another
• December 13, 2010 Super Book of Web Tools for Educators
• November 20, 2018 Using Technology to Humanize
• May 29, 2010 Principle, Princepal, Princaball, Prinsiple, Principal Couros

from Connected Principals http://bit.ly/2GJvcAy

Types of Sugar

When it comes to baking, sugar is one of the most important ingredients we use. But do you really know the difference between all of the types of sugar?

Sugar is an integral part of the baking that we do day to day.

Of course, the sweetness it provides to things like cookies and cakes is obvious. In breads and rolls, however, it feeds the yeast that makes for a beautiful rise.

For most people, the first thing that comes to mind when hearing the word sugar is white, granulated sugar. It’s the type that America uses most often for baking and sweetening our morning cup of coffee.

However, the more often you bake, the more different types of sugar you may come across.

In an effort to expand my own baking horizons, I thought we should discuss the types of sugar that are available for all of our baking needs. Are you ready to talk sugar?
(more…)

The post Types of Sugar appeared first on My Baking Addiction.

        

Comments

• Hi Paula – I have never substituted superfine sugar for ... by Jamie
• Is superfine sugar more sweet than regular granulated sugar? ... by Paula
• Thanks so much for stopping by, Maman! I appreciate you taking ... by Jamie
• Thanks so much for stopping by, Lucie! I appreciate you taking ... by Jamie
• Really helpful. I never knew there were so many types of sugars. by Lucie
• Plus 5 more...

 

from My Baking Addiction http://bit.ly/2GoweCN