Episode 48: Disrupting Traditional Teaching Practices

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Welcome to the Under the Hat podcast,

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the show where we talk

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about everything and

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anything that is top of

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mind in education.

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The goal is to provide

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meaningful conversations to

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what is currently happening

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in our classrooms.

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Stories, pains, moments of success.

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We want to hear it all.

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friends happy saturday and

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welcome back to another

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episode of under the hat

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sophie and I could not be

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more excited about this

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conversation because it's

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almost like we get to chat

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with a friend of a friend

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uh and so that's really at

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least for me how it all got

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started with uh with me

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getting to know the guests

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that we have today sophie

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how excited are you about this chat

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I am extremely excited.

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Wow.

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I'm so excited I can't even talk.

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I'm so excited.

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I've met TR at FETC not this past time,

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but the time before.

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And we got to chat a lot.

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So they are an extremely awesome person.

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chill and amazing, have lots of ideas.

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Tony Rose is a passionate

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sixth grade English teacher

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and English subject

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coordinator and now Modern

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Classroom Project was a

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project fellow at DC

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International School in Washington, DC.

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She's been dedicated to

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creating student-centered

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learning environments that

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prioritize social justice, reading,

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and storytelling beyond the classroom.

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TR's designated hype person,

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human-centered educator, storyteller,

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facilitator, podcaster, connector,

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and instructional designer.

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In their free time, they enjoy reading,

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laughing, and being with their students,

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dancing with their dog,

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and indulging in ice cream, working out,

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and napping.

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Tiara,

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tell us a little bit about your

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education journey.

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Sophie,

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I feel like you just read my entire life,

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and I am excited to meet myself.

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Like, what?

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Yeah, you know, it's really funny.

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Lately,

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I've been in this journey of just

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humanizing everything that I do, right?

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So I've been in education since

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and I've always wanted to be

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an educator actually ever

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since I was little because

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my grandma was an English

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teacher and so I was like

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you know what I really love

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anything and everything to

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do with teaching and I know

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growing up in an Asian

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household our parents

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definitely had other plans

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and dreams for me and so

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they tried to steer me away

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from education actually because

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they always said that it was

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going to be really difficult.

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It was really challenging, right?

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That there are moments where

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I'm going to question

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everything that I've decided to do.

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And the fact that like,

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I will not make any money.

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Now, mind you, money does not,

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is not everything, right?

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But it does help.

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And so I think my parents

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were just really concerned

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about how I was going to make a living,

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a good living out of being an educator.

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So, but yeah,

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Thank goodness I didn't listen to them.

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And I still I rebelled.

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I was like, nope, my life,

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my decision is I'm gonna do what I want.

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And so I went into school.

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I got accepted actually for

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journalism and I quickly

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shifted to early childhood

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education and then also

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quickly found out that I am

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not the one for early

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childhood learners because

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Okay.

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I taught kindergarten for a

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year and I don't know why I did that.

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I was a student teacher, right?

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And again, just quickly realized like, oh,

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they don't understand my sarcasm.

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They don't understand my humor.

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They want to cling on to my

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leg and they're snotty and I can't.

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this is horrible um so my

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professor was actually the

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one who told me you know

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what I think you'd really

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vibe with middle schoolers

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I think middle school is

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going to be something

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that's going to end up

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being your passion you may

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not know now but I know I

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know just based off of like

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your your traits and just

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the way you are as a human

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middle schoolers are going

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to love you and

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Thank goodness I listened.

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I actually listened to an

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adult this time and said, You know what?

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Okay,

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I'll try middle school and ended up

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just like falling in love.

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So I taught in DeKalb County

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and in Georgia for my first

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three years of

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teaching uh absolutely fell

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in love the kids are

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hilarious it is the right

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amount of toxicity that I

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need in my life right of

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like okay cool we will

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teach you we will learn

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together and then you want to cuss me out

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like what why wouldn't I

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want that right um and then

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I went to from georgia to

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baltimore city so if y'all

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have ever watched the wire

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it is spot on from my

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experience I think it's

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like episode four or

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something it's wild that I

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remember where they just

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like covered the education

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system in baltimore city

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and my and I was pretty

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ignorant right I've never I

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didn't teach in an urban

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school setting I taught in

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dekalb county which was like a

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outside the perimeter kind

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of deal in Atlanta.

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So I go into Baltimore City and not, again,

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not doing any research

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because in our twenties,

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who does research?

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Not this one.

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And I ended up, you know, just,

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it was a wake up.

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Like it was just a very

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insightful experience of like, holy cow,

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I've been in this like

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little thing of heaven in

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DeKalb County in Georgia.

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And then going into Baltimore City,

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knowing that

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or not knowing that there

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weren't any funding,

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that there were just so

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many inequities that were happening,

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especially with our kids of

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color and specifically black kids.

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Right.

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Because I did teach it in

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all black school.

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And so it was just such an

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enlightening or insightful

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experience where my students

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really humbled me.

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This is my fourth year of teaching.

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And I felt like I was a first year teacher,

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which is a nice reminder

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for myself because I was getting cocky,

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right?

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Like, okay, four years in, I got this.

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I was like, no, it depends really on...

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environment right so um my

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kids taught me so much that

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year about just again being

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a human before being a

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teacher really getting to

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know my students uh

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establishing those

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relationships and and

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figuring out how to gain

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their trust because some of

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my students a lot of my

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students didn't have a

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teacher their teacher quit

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two weeks in and so they've

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always had subs and and

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this is not like a one one

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school year it's like

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multiple school years right

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And so I understand that they were jaded.

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I understood that like, okay,

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before I could even come

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into having conversations

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or teaching about content,

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I need to get to know these kids, right?

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Like I need to get to know who they are.

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I need to get to know what

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is relevant to them.

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I need to know all of these

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things about them that irks them,

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that makes them happy,

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all of these things.

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And so I felt like Baltimore City

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was probably the most

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influential year in my life,

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in my teaching career.

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And then I went to DC.

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So I was in DC for about six years,

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actually.

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again more middle school and

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uh you know the dc kids

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were trying to be turned up

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and I was like oh y'all got

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nothing on baltimore city

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kids okay y'all could do

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nothing to me I have gone

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through it all with my

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baltimore city kids they

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got me prepared okay so

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y'all can try everything

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and I will be okay um and

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so I think one of the

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things too with with being a teacher um

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is that it was my fifth

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grade teacher who made a

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who made kind of who

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cemented or confirmed the

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fact that I wanted to be a

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teacher was because because

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of her right um I just

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moved from the philippines

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and so I was adjusting to

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the culture shock I moved

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to south georgia and it was

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my english teacher who

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kind of introduced me to the

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world of literature right I

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mean my reality was so

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rough as a kid because

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again there was just so

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many ignorant and racist

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things that were happening

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around me because they

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didn't know who I was and

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they didn't know where I

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came from and so my my

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fifth grade english teacher

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was like hey here's harry

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potter right and we could

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talk about all the things

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happening with that later

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on but like here's harry

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potter here's like here's

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um uh all the other books

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that she just like

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introduced to me and so I

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figured you know what I

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want to do exactly that if

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I can just make a

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difference in one child's

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life I know that I've been

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I'm set right and the I've

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just loved reading and

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writing and so that was

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what kind of got me into

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teaching middle school

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reading and writing and I

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have to say steve and

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sophie my biggest flex is

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getting people to read like i

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Love it.

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My biggest flex.

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So that's probably one of

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the biggest reasons why you

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like to do these book clubs then, right?

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Yes.

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Yes.

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I'm an avid reader.

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For the longest time,

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I used reading to avoid reality because,

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you know,

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reality is real crusty out here.

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Did you say crusty?

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I did, Steve.

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That's hilarious.

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Okay.

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Please continue.

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Okay.

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I love that word.

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It is so much more

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articulate than any like it

00:09:55.280 --> 00:09:56.461
just articulates exactly

00:09:56.500 --> 00:09:57.321
how I'm feeling about the

00:09:57.341 --> 00:09:58.000
world right now.

00:09:58.061 --> 00:09:59.822
And so for the longest time,

00:09:59.902 --> 00:10:01.642
I used it as a way to avoid

00:10:02.163 --> 00:10:03.243
a lot of my realities.

00:10:03.962 --> 00:10:05.384
And then now understanding that,

00:10:05.403 --> 00:10:05.864
you know what?

00:10:06.903 --> 00:10:10.144
I actually use it to, I don't know, learn,

00:10:10.384 --> 00:10:10.764
right?

00:10:10.804 --> 00:10:12.524
To gain different perspectives,

00:10:12.565 --> 00:10:13.745
to gain empathy,

00:10:13.804 --> 00:10:15.885
to gain knowledge about

00:10:15.966 --> 00:10:17.846
different cultures that I'm not aware of.

00:10:19.145 --> 00:10:21.407
And being able to share this

00:10:21.447 --> 00:10:25.707
like joy of reading with students,

00:10:25.768 --> 00:10:28.028
with adults, it's just so much fun.

00:10:28.087 --> 00:10:30.268
And so I am in multiple book

00:10:30.288 --> 00:10:31.328
clubs because I love

00:10:31.389 --> 00:10:32.989
connecting with everybody.

00:10:33.129 --> 00:10:34.589
like everyone and we have

00:10:34.629 --> 00:10:35.710
this shared experience

00:10:35.769 --> 00:10:38.230
right and so um I love that

00:10:38.250 --> 00:10:39.571
you mentioned the book club

00:10:39.630 --> 00:10:41.471
sophie because we do have a

00:10:41.510 --> 00:10:42.931
book club with cami we do

00:10:42.971 --> 00:10:44.011
have a book club that we're

00:10:44.052 --> 00:10:45.751
talking about like you know

00:10:46.052 --> 00:10:48.072
um meeting every learner's

00:10:48.133 --> 00:10:49.413
needs right because that's

00:10:49.513 --> 00:10:51.393
that's what we want to to

00:10:51.413 --> 00:10:53.833
do in education um and so

00:10:55.386 --> 00:10:58.408
All the books, all the shared experiences.

00:10:58.509 --> 00:11:00.529
I could talk about books all day long.

00:11:00.649 --> 00:11:02.149
I could talk about, um,

00:11:03.311 --> 00:11:04.611
writing all day long and

00:11:04.631 --> 00:11:05.951
just creating spaces for

00:11:05.991 --> 00:11:07.373
students to be able to

00:11:07.592 --> 00:11:08.494
students and adults.

00:11:08.533 --> 00:11:08.793
Now,

00:11:09.014 --> 00:11:10.335
I always forget that I work with

00:11:10.375 --> 00:11:11.355
mostly adults now.

00:11:11.475 --> 00:11:14.897
So I have to say like students and adults,

00:11:15.076 --> 00:11:15.157
uh,

00:11:15.216 --> 00:11:18.678
providing a space for them to showcase

00:11:18.719 --> 00:11:20.320
and highlight their stories

00:11:20.360 --> 00:11:21.580
and their experiences and

00:11:21.620 --> 00:11:23.201
really provide again,

00:11:23.221 --> 00:11:25.081
provide a space where they can be brave.

00:11:25.481 --> 00:11:26.682
and show up as authentically

00:11:26.722 --> 00:11:28.283
as themselves right because

00:11:28.903 --> 00:11:30.725
why not like I feel like

00:11:30.764 --> 00:11:33.206
that is more impactful than

00:11:34.025 --> 00:11:36.647
theme and inferences and

00:11:36.706 --> 00:11:37.947
context clues that I'm

00:11:37.988 --> 00:11:40.129
having to teach and

00:11:40.168 --> 00:11:43.250
alliteration and those are

00:11:43.270 --> 00:11:45.432
fun those are fun I love

00:11:45.471 --> 00:11:46.412
alliteration and it's

00:11:46.611 --> 00:11:48.793
really the only um thing

00:11:48.812 --> 00:11:50.474
that I remember from high school english

00:11:53.484 --> 00:11:56.085
So like this joy of reading

00:11:58.166 --> 00:12:00.947
really resonates with me because as a kid,

00:12:01.486 --> 00:12:04.668
like child Steve hated

00:12:04.708 --> 00:12:08.769
reading for a wide range of reasons.

00:12:08.850 --> 00:12:09.471
Right.

00:12:09.510 --> 00:12:10.610
But now I love reading.

00:12:11.803 --> 00:12:13.065
and I think this joy of

00:12:13.125 --> 00:12:15.666
reading often gets lost in

00:12:16.086 --> 00:12:17.407
our k through twelve

00:12:17.447 --> 00:12:18.967
environment right like

00:12:19.268 --> 00:12:21.250
something something happens

00:12:21.929 --> 00:12:24.490
between kinder to because I

00:12:24.530 --> 00:12:25.711
thought twelfth grade so I

00:12:25.751 --> 00:12:26.913
kind of saw the end of it

00:12:27.753 --> 00:12:29.173
for better for worse but

00:12:29.254 --> 00:12:30.634
like there's something that

00:12:30.735 --> 00:12:32.056
happens between k through

00:12:32.096 --> 00:12:34.157
twelve where the the

00:12:34.216 --> 00:12:37.158
curiosity gets squashed the

00:12:38.549 --> 00:12:40.571
like the motivation and the

00:12:40.610 --> 00:12:42.672
curiosity of like what

00:12:42.692 --> 00:12:43.871
could be found in a book,

00:12:44.371 --> 00:12:46.373
whether it's fiction, nonfiction,

00:12:46.393 --> 00:12:47.533
what have you, there's, there's just like,

00:12:47.673 --> 00:12:48.933
man, I don't want to read.

00:12:48.974 --> 00:12:50.754
It's like, um, and, but you,

00:12:50.793 --> 00:12:53.034
you do have the few kids that they,

00:12:53.174 --> 00:12:53.936
they really dig it.

00:12:53.975 --> 00:12:56.275
But I think like as, as, as a whole,

00:12:56.496 --> 00:12:57.437
like what I saw was like

00:12:57.476 --> 00:12:58.336
that gets killed.

00:12:58.856 --> 00:13:01.258
So I kind of, I just love that,

00:13:01.317 --> 00:13:03.178
that that's part of your focal point.

00:13:04.501 --> 00:13:05.445
Yeah, I mean, and Steve,

00:13:05.465 --> 00:13:06.307
there's so many like

00:13:06.368 --> 00:13:10.019
reasons to why students like

00:13:10.902 --> 00:13:12.841
have a love hate relationship with reading,

00:13:12.902 --> 00:13:13.543
right?

00:13:13.582 --> 00:13:14.263
For,

00:13:14.363 --> 00:13:16.082
and we can talk about standardized

00:13:16.102 --> 00:13:16.523
testing.

00:13:16.562 --> 00:13:17.982
We can talk about how, um,

00:13:18.864 --> 00:13:20.203
education has really tied

00:13:20.224 --> 00:13:22.104
success into how fast you

00:13:22.124 --> 00:13:24.004
can read or how much you understand.

00:13:24.085 --> 00:13:24.445
Right.

00:13:25.065 --> 00:13:25.205
Um,

00:13:25.325 --> 00:13:27.225
and so it really does kill that joy of

00:13:27.284 --> 00:13:28.684
like, you know what I'm trying to read,

00:13:28.725 --> 00:13:29.466
but then you're telling me

00:13:29.625 --> 00:13:31.046
I'm failing because I'm not

00:13:31.086 --> 00:13:32.125
reading fast enough or

00:13:32.145 --> 00:13:34.086
because I need more time to

00:13:34.147 --> 00:13:36.106
process what we're actually reading.

00:13:36.187 --> 00:13:36.447
Right.

00:13:36.787 --> 00:13:38.347
So it's been penalized.

00:13:39.028 --> 00:13:39.828
And I think that's why

00:13:39.908 --> 00:13:41.570
students turn away from it.

00:13:41.629 --> 00:13:43.130
And then also just the fact

00:13:43.171 --> 00:13:44.111
that like we're reading

00:13:44.231 --> 00:13:45.352
things that are not

00:13:45.413 --> 00:13:47.333
relevant to students' lives, right?

00:13:48.294 --> 00:13:51.356
We're reading books that are, gosh,

00:13:51.537 --> 00:13:53.418
have been written like many, many, many,

00:13:53.457 --> 00:13:54.698
many, many years ago.

00:13:54.918 --> 00:13:57.400
And yes, we can still learn, right?

00:13:57.441 --> 00:13:58.522
But yes,

00:13:58.581 --> 00:14:00.883
we can learn and there are other options.

00:14:00.923 --> 00:14:02.004
And so I think like when it

00:14:02.043 --> 00:14:02.965
comes to reading,

00:14:03.585 --> 00:14:04.806
options are always good.

00:14:05.316 --> 00:14:07.857
choice, having choice is always good.

00:14:07.937 --> 00:14:08.298
Right.

00:14:08.337 --> 00:14:10.960
And so I think that's,

00:14:11.120 --> 00:14:12.360
that's one of the ways that

00:14:12.620 --> 00:14:14.221
I have conversations with students too,

00:14:14.261 --> 00:14:14.663
of like, Hey,

00:14:14.682 --> 00:14:15.503
let's talk about how you're

00:14:15.523 --> 00:14:16.403
feeling about reading.

00:14:16.524 --> 00:14:16.764
Right.

00:14:16.844 --> 00:14:18.764
Let's talk about why this is

00:14:18.784 --> 00:14:20.447
something that you don't like to do.

00:14:20.606 --> 00:14:22.427
And then, and then also, Hey,

00:14:22.447 --> 00:14:23.268
tell me something that

00:14:23.288 --> 00:14:24.269
you're really into.

00:14:24.408 --> 00:14:26.691
And then I find a book that

00:14:27.051 --> 00:14:28.951
could be really good for them.

00:14:29.011 --> 00:14:29.212
Right.

00:14:29.232 --> 00:14:31.214
That could be, that could peak that,

00:14:31.615 --> 00:14:32.496
you know, interest.

00:14:32.576 --> 00:14:34.258
And so every year of my

00:14:34.278 --> 00:14:35.197
teaching career when I was

00:14:35.217 --> 00:14:36.318
in the classroom, Steve,

00:14:36.359 --> 00:14:38.460
like my most reluctant

00:14:38.700 --> 00:14:40.782
readers would have had read

00:14:40.841 --> 00:14:42.942
like at least one to like

00:14:43.043 --> 00:14:44.303
one to three books that

00:14:44.344 --> 00:14:45.585
year by themselves and

00:14:45.625 --> 00:14:46.985
before they weren't doing that.

00:14:47.645 --> 00:14:51.828
So, and it just, again, it, I don't know,

00:14:52.089 --> 00:14:53.070
it's just such a nice

00:14:53.090 --> 00:14:54.551
feeling to know that you know what,

00:14:54.650 --> 00:14:55.731
that's like one, two,

00:14:55.792 --> 00:14:57.552
three books that you didn't

00:14:57.572 --> 00:14:59.134
touch before that's more

00:14:59.193 --> 00:15:00.014
than what you've done.

00:15:00.575 --> 00:15:03.035
And, and so it's, yeah, and

00:15:03.996 --> 00:15:05.578
again like it's just we want

00:15:06.058 --> 00:15:07.400
right so Margie said in the

00:15:07.441 --> 00:15:09.462
comments right uh really

00:15:09.523 --> 00:15:10.563
hard when kids don't see

00:15:10.583 --> 00:15:11.544
themselves reflected in the

00:15:11.565 --> 00:15:12.725
stories we make them read

00:15:12.745 --> 00:15:14.488
in school it's so true

00:15:14.788 --> 00:15:16.049
because again growing up

00:15:16.070 --> 00:15:17.650
Filipino in South Georgia

00:15:18.832 --> 00:15:20.153
the amount of stories that

00:15:20.193 --> 00:15:21.575
I read about white men you

00:15:22.874 --> 00:15:26.177
why like I could not see

00:15:26.236 --> 00:15:29.259
myself um in those stories

00:15:29.640 --> 00:15:30.902
and I had to really try to

00:15:31.001 --> 00:15:32.363
get engaged with that as

00:15:32.423 --> 00:15:35.046
well right and so um I mean

00:15:35.066 --> 00:15:36.326
we could go on about like a

00:15:36.427 --> 00:15:38.308
list of why reading is just

00:15:38.428 --> 00:15:40.110
not accessible reading is

00:15:40.211 --> 00:15:43.134
not sustainable for some students um

00:15:43.494 --> 00:15:45.515
reading is not fun anymore

00:15:45.576 --> 00:15:46.515
because it's like, oh,

00:15:46.576 --> 00:15:49.038
I have to read fifty pages in one night.

00:15:49.597 --> 00:15:50.139
But why?

00:15:50.178 --> 00:15:52.379
Like, I have a life outside of school,

00:15:52.460 --> 00:15:52.679
right?

00:15:52.700 --> 00:15:54.841
Like, I'm taking six other classes.

00:15:54.942 --> 00:15:57.302
I can't read that many pages.

00:15:57.342 --> 00:15:59.965
And so scaffolding choices options.

00:16:00.164 --> 00:16:01.365
Yes, exactly.

00:16:01.466 --> 00:16:02.287
It's so.

00:16:02.407 --> 00:16:03.307
Yes, that too.

00:16:03.488 --> 00:16:03.707
That too.

00:16:03.908 --> 00:16:05.068
Like, you know what?

00:16:05.089 --> 00:16:06.429
I don't want to read about this.

00:16:06.710 --> 00:16:06.909
Like,

00:16:07.618 --> 00:16:09.038
And I'm with Steve right there.

00:16:09.058 --> 00:16:09.919
I'm right there with Steve

00:16:09.980 --> 00:16:12.802
where I also did not like reading.

00:16:13.162 --> 00:16:14.763
When I was in early elementary,

00:16:14.903 --> 00:16:15.823
I really enjoyed it.

00:16:16.163 --> 00:16:17.965
But it was colorful and

00:16:18.105 --> 00:16:19.586
there were pictures and

00:16:19.687 --> 00:16:20.967
there weren't as much text

00:16:21.128 --> 00:16:22.187
on every single page.

00:16:22.227 --> 00:16:24.090
But when I got into honors English,

00:16:24.129 --> 00:16:24.970
because I had straight A's,

00:16:25.791 --> 00:16:26.751
I got into honors English

00:16:26.772 --> 00:16:27.351
and I'm supposed to be

00:16:27.392 --> 00:16:28.352
reading over the summer

00:16:28.373 --> 00:16:29.573
when I would rather be out

00:16:29.614 --> 00:16:30.514
playing in the river.

00:16:31.434 --> 00:16:32.615
I'm having to stay inside

00:16:32.655 --> 00:16:33.475
and read this book.

00:16:33.716 --> 00:16:34.017
But

00:16:35.461 --> 00:16:37.042
had undiagnosed adhd and I

00:16:37.081 --> 00:16:38.143
couldn't stay focused I

00:16:38.163 --> 00:16:38.984
remember being in fifth

00:16:39.004 --> 00:16:39.964
grade and not being able to

00:16:39.984 --> 00:16:40.945
read a single paragraph in

00:16:40.965 --> 00:16:42.905
social studies class and

00:16:42.926 --> 00:16:44.547
know what it said and it

00:16:44.567 --> 00:16:46.288
was because I didn't have

00:16:46.808 --> 00:16:48.049
that auditory thing so like

00:16:48.070 --> 00:16:48.990
my mom would actually

00:16:49.010 --> 00:16:50.231
record herself and then I

00:16:50.251 --> 00:16:51.192
would listen to it while I

00:16:51.211 --> 00:16:52.113
was reading the books in

00:16:52.173 --> 00:16:54.534
high school you're right

00:16:54.595 --> 00:16:57.056
it's not accessible for

00:16:57.135 --> 00:16:58.057
every single student and if

00:16:58.096 --> 00:17:00.658
we allowed that in our classrooms

00:17:01.561 --> 00:17:03.221
in a variety of ways.

00:17:03.322 --> 00:17:04.403
Earlier in our classrooms,

00:17:04.462 --> 00:17:06.003
we would get kids even more

00:17:06.064 --> 00:17:06.824
interested in what they

00:17:06.844 --> 00:17:08.065
were doing and then also

00:17:08.125 --> 00:17:09.385
allow choice because those

00:17:09.566 --> 00:17:10.487
old books that are

00:17:10.507 --> 00:17:12.587
centuries years old are boring.

00:17:12.607 --> 00:17:15.309
What?

00:17:15.549 --> 00:17:16.770
That's what I read every night.

00:17:20.492 --> 00:17:22.114
You read Star Wars, dude.

00:17:22.275 --> 00:17:25.236
I know.

00:17:25.336 --> 00:17:26.156
To be fair,

00:17:26.436 --> 00:17:28.499
I'm not reading a Star Wars

00:17:28.538 --> 00:17:29.358
book right now.

00:17:29.398 --> 00:17:30.400
Oh.

00:17:31.218 --> 00:17:33.759
I don't know if anybody has

00:17:33.999 --> 00:17:35.440
like those that watch like

00:17:35.599 --> 00:17:37.260
that have access to Apple

00:17:37.300 --> 00:17:38.701
TV and all the shows.

00:17:39.241 --> 00:17:40.281
So I'll really show like a

00:17:40.301 --> 00:17:41.903
really good show called Silo.

00:17:41.923 --> 00:17:44.044
Have you seen that?

00:17:44.124 --> 00:17:44.963
But I realized that there's

00:17:44.983 --> 00:17:46.065
a whole book series on it.

00:17:46.484 --> 00:17:47.664
So now I'm like way into

00:17:47.684 --> 00:17:48.685
this like book series.

00:17:49.066 --> 00:17:49.746
So it's kind of the other

00:17:49.766 --> 00:17:50.767
way around where people are

00:17:50.807 --> 00:17:51.807
like they read and then

00:17:51.987 --> 00:17:52.827
they watch the show.

00:17:53.428 --> 00:17:54.248
I'm doing it backwards.

00:17:56.666 --> 00:17:58.107
kind of like what you're

00:17:58.387 --> 00:17:59.368
like what you're talking

00:17:59.388 --> 00:18:02.009
about instructionally right

00:18:02.089 --> 00:18:03.911
like what you're doing in

00:18:03.951 --> 00:18:05.051
the or what you were doing

00:18:05.092 --> 00:18:06.071
perhaps in the classroom

00:18:06.132 --> 00:18:06.893
and maybe what you're doing

00:18:06.913 --> 00:18:11.255
with adults now is again

00:18:11.275 --> 00:18:12.855
the the title of this pod

00:18:12.935 --> 00:18:13.896
or this episode of like

00:18:14.136 --> 00:18:16.417
disrupting those

00:18:16.498 --> 00:18:17.659
traditional teaching

00:18:17.719 --> 00:18:18.980
practices and when I saw

00:18:19.039 --> 00:18:20.181
you wrote that when you

00:18:20.201 --> 00:18:20.941
booked in I'm like

00:18:21.806 --> 00:18:22.366
That's me.

00:18:22.567 --> 00:18:23.027
That's like,

00:18:23.907 --> 00:18:24.989
I want to be a part of that

00:18:25.028 --> 00:18:26.590
campaign and have this chat.

00:18:27.771 --> 00:18:30.494
So tell us a little bit more about that.

00:18:30.694 --> 00:18:32.696
Like, A, well, let's start with, like,

00:18:32.877 --> 00:18:34.378
why should there be a

00:18:34.479 --> 00:18:36.922
disruption to begin with?

00:18:38.634 --> 00:18:39.496
Okay, great question.

00:18:39.536 --> 00:18:40.955
And I have a quick answer for it.

00:18:40.976 --> 00:18:42.497
There was like a quote that

00:18:42.576 --> 00:18:43.258
I read somewhere.

00:18:43.278 --> 00:18:44.638
It was a book that I was reading,

00:18:44.739 --> 00:18:45.318
of course.

00:18:45.919 --> 00:18:46.680
And it was like, you know,

00:18:46.700 --> 00:18:47.339
if someone from the

00:18:47.420 --> 00:18:48.500
eighteen hundreds were to

00:18:48.560 --> 00:18:50.701
come into our world now,

00:18:51.462 --> 00:18:52.502
the only thing that would

00:18:52.542 --> 00:18:55.065
make sense would be education.

00:18:55.625 --> 00:18:58.247
And think about it.

00:18:58.527 --> 00:19:00.807
Think about it.

00:19:00.827 --> 00:19:01.808
We're still in a box.

00:19:01.828 --> 00:19:02.970
They're still lined rows.

00:19:03.009 --> 00:19:04.049
There's still a teacher up

00:19:04.109 --> 00:19:04.810
at the front of the room.

00:19:06.339 --> 00:19:07.420
exactly I mean yes we have

00:19:07.461 --> 00:19:09.820
technology now cool but for

00:19:09.861 --> 00:19:11.142
the most part right the

00:19:11.182 --> 00:19:12.522
traditional way is getting

00:19:12.563 --> 00:19:13.722
up there and lecturing

00:19:13.782 --> 00:19:15.644
talking at students and

00:19:15.663 --> 00:19:17.144
then hoping that they get

00:19:17.203 --> 00:19:18.964
something right so we have

00:19:19.005 --> 00:19:20.786
created we because I was

00:19:20.846 --> 00:19:21.806
part of that we have

00:19:21.846 --> 00:19:25.048
created this um we've

00:19:25.067 --> 00:19:26.327
created passive learners

00:19:26.387 --> 00:19:27.409
we've created learned

00:19:27.469 --> 00:19:29.269
helplessness we've created

00:19:29.690 --> 00:19:30.490
you know all of these

00:19:30.509 --> 00:19:32.871
things that we like to blame our students

00:19:33.351 --> 00:19:34.971
of doing right like saying

00:19:35.251 --> 00:19:37.492
oh well my students apathy

00:19:37.532 --> 00:19:38.894
like they don't care they

00:19:38.913 --> 00:19:39.973
don't want to do it you

00:19:39.993 --> 00:19:41.555
know like nobody's engaged

00:19:41.795 --> 00:19:43.175
and I'm like okay but can

00:19:43.195 --> 00:19:44.316
we take a step back and

00:19:44.396 --> 00:19:46.037
reevaluate what are we

00:19:46.076 --> 00:19:47.057
doing in the classroom if

00:19:47.077 --> 00:19:48.298
we are standing in front of

00:19:48.337 --> 00:19:50.460
the classroom for more than

00:19:50.519 --> 00:19:52.119
twenty five minutes I mean

00:19:52.140 --> 00:19:53.101
I would say ten minutes

00:19:53.121 --> 00:19:54.481
because like sophie I also

00:19:54.541 --> 00:19:55.801
have adhd so if you're

00:19:55.842 --> 00:19:57.042
talking at me for more than

00:19:57.083 --> 00:19:58.202
like ten minutes and not

00:19:58.222 --> 00:20:00.064
giving me time to process I

00:20:00.084 --> 00:20:01.305
already forgot what you said

00:20:03.146 --> 00:20:04.228
And that's the thing, right?

00:20:04.307 --> 00:20:05.910
Like we had this whole

00:20:05.950 --> 00:20:07.411
notion of no child left behind,

00:20:07.431 --> 00:20:09.012
which I think is a beautiful phrase,

00:20:09.272 --> 00:20:10.233
no child left behind.

00:20:10.534 --> 00:20:11.335
And at the same time,

00:20:11.375 --> 00:20:12.557
we just steamrolled

00:20:12.676 --> 00:20:13.698
everyone else who weren't

00:20:13.758 --> 00:20:15.799
on the same pace as everybody, right?

00:20:16.800 --> 00:20:18.502
When we talk about curriculum,

00:20:19.143 --> 00:20:20.484
we have mandated curriculum.

00:20:21.085 --> 00:20:23.507
And there's a suggested or

00:20:23.586 --> 00:20:24.988
mandated pacing that

00:20:25.028 --> 00:20:27.108
teachers have to follow, right?

00:20:27.729 --> 00:20:28.990
And because of that,

00:20:29.049 --> 00:20:29.891
it also is really

00:20:30.250 --> 00:20:31.652
infuriating because our

00:20:31.711 --> 00:20:33.593
learners don't learn the same way.

00:20:33.633 --> 00:20:35.513
They don't learn the same time.

00:20:35.554 --> 00:20:36.494
They don't learn.

00:20:36.535 --> 00:20:37.434
They're different

00:20:37.634 --> 00:20:39.175
individuals in the classroom.

00:20:39.256 --> 00:20:41.538
And so if we're talking at them,

00:20:42.438 --> 00:20:44.118
for however many minutes

00:20:44.318 --> 00:20:45.539
long now mind you I did

00:20:45.579 --> 00:20:47.182
this I did this also for

00:20:47.261 --> 00:20:48.402
nine years because I didn't

00:20:48.422 --> 00:20:50.084
know any better um and I

00:20:50.124 --> 00:20:50.844
just thought this was the

00:20:50.864 --> 00:20:52.925
way it's been done right

00:20:52.986 --> 00:20:53.786
and that's typically what

00:20:53.826 --> 00:20:55.387
happens teachers teach the

00:20:55.407 --> 00:20:56.347
way that they were taught

00:20:56.367 --> 00:20:57.028
they were taught

00:20:58.145 --> 00:20:59.287
It is comfortable.

00:20:59.867 --> 00:21:01.450
It is so comfortable for us

00:21:01.490 --> 00:21:02.371
to teach the way we were

00:21:02.411 --> 00:21:03.711
taught because that's what we saw.

00:21:04.833 --> 00:21:05.953
And it's scary to try

00:21:06.013 --> 00:21:07.635
something new because we

00:21:07.715 --> 00:21:09.438
think that students are going to revolt,

00:21:09.557 --> 00:21:09.857
right?

00:21:10.058 --> 00:21:11.380
They're going to take over.

00:21:12.401 --> 00:21:13.301
It's even gonna be more

00:21:13.382 --> 00:21:15.625
chaos if we don't always

00:21:15.684 --> 00:21:17.346
have this control in the front.

00:21:18.186 --> 00:21:21.008
And that's so harmful in so many ways,

00:21:21.367 --> 00:21:21.648
right?

00:21:21.689 --> 00:21:23.028
Because if we're learning,

00:21:23.409 --> 00:21:25.930
learning is a community thing to do,

00:21:26.029 --> 00:21:26.290
right?

00:21:26.310 --> 00:21:27.411
Like learning is so much

00:21:27.471 --> 00:21:28.411
more fun when you're doing

00:21:28.431 --> 00:21:29.172
it with others.

00:21:29.571 --> 00:21:30.711
But if we're just expecting

00:21:30.771 --> 00:21:31.732
for the teacher in the

00:21:31.772 --> 00:21:33.192
front of the classroom to

00:21:33.252 --> 00:21:35.273
teach us all the things all the time,

00:21:35.653 --> 00:21:36.494
then what am I going to

00:21:36.515 --> 00:21:37.914
have time to collaborate

00:21:37.974 --> 00:21:40.296
and be thought partners with my peers,

00:21:40.395 --> 00:21:40.696
right?

00:21:41.797 --> 00:21:43.458
Another thing I heard too is that

00:21:44.278 --> 00:21:46.038
you know the smartest person

00:21:46.138 --> 00:21:49.121
in the room is the room so

00:21:49.221 --> 00:21:50.541
why are we taking up all of

00:21:50.561 --> 00:21:53.343
this airspace right um why

00:21:53.403 --> 00:21:54.163
are we the one that's

00:21:54.703 --> 00:21:57.746
always constantly talking um and

00:21:58.657 --> 00:22:00.820
Instead of and also, you know,

00:22:01.601 --> 00:22:03.423
some of us have forty minutes to teach.

00:22:03.483 --> 00:22:06.586
Some of us have ninety minutes to teach.

00:22:06.646 --> 00:22:06.926
Right.

00:22:06.987 --> 00:22:08.890
And if we just focus on

00:22:09.009 --> 00:22:10.932
lecturing and not actually

00:22:11.071 --> 00:22:12.252
provide a space for

00:22:12.313 --> 00:22:14.336
students to practice what

00:22:14.375 --> 00:22:16.198
they're learning and expect

00:22:16.218 --> 00:22:17.618
them to do that at home.

00:22:18.339 --> 00:22:19.441
that's never going to happen

00:22:20.020 --> 00:22:21.182
and then we get frustrated

00:22:21.221 --> 00:22:22.321
when kids are failing we

00:22:22.342 --> 00:22:23.303
get frustrated when kids

00:22:23.383 --> 00:22:24.423
aren't engaged we get

00:22:24.463 --> 00:22:25.784
frustrated when kids just

00:22:25.824 --> 00:22:27.265
don't get it right it's

00:22:27.305 --> 00:22:28.306
because we actually don't

00:22:28.346 --> 00:22:29.807
provide this time for

00:22:29.846 --> 00:22:31.146
students to process the way

00:22:31.166 --> 00:22:32.268
that they need to process

00:22:32.307 --> 00:22:33.568
and then practice the way

00:22:33.588 --> 00:22:34.749
that they need to practice

00:22:35.390 --> 00:22:38.490
so traditionally lectures

00:22:38.852 --> 00:22:40.372
goodness gracious I did it

00:22:40.392 --> 00:22:44.355
for nine years and I saw how

00:22:46.821 --> 00:22:48.403
I could be as engaging as I want to be,

00:22:48.523 --> 00:22:50.666
and I think I am so engaging,

00:22:51.028 --> 00:22:51.848
but my students are

00:22:51.868 --> 00:22:53.171
sometimes probably like, wow,

00:22:53.230 --> 00:22:54.752
this is a really long lesson.

00:22:55.134 --> 00:22:56.414
And instead of asking a

00:22:56.474 --> 00:22:58.218
question that actually

00:22:58.258 --> 00:22:59.400
relates to the topic,

00:22:59.539 --> 00:23:00.580
I'm going to ask if I can

00:23:00.621 --> 00:23:01.623
go use the restroom.

00:23:03.565 --> 00:23:05.686
or go mess with you know my

00:23:05.727 --> 00:23:07.328
neighbor next to me and

00:23:07.368 --> 00:23:08.589
then there's this whole

00:23:08.630 --> 00:23:10.211
behavior thing coming up

00:23:10.271 --> 00:23:11.752
right so again the

00:23:11.792 --> 00:23:13.034
traditional way of teaching

00:23:13.054 --> 00:23:14.296
and learning is not it has

00:23:14.375 --> 00:23:16.617
not helped anyone for the

00:23:16.657 --> 00:23:18.359
longest time right for the

00:23:18.440 --> 00:23:19.901
longest time and I mean

00:23:19.941 --> 00:23:21.142
margie said it right like

00:23:21.442 --> 00:23:24.144
we're still doing that factory model um

00:23:25.246 --> 00:23:27.027
and it's scary to think that

00:23:27.047 --> 00:23:28.367
way and I believe it was

00:23:28.407 --> 00:23:29.409
like another book and maybe

00:23:29.449 --> 00:23:31.290
it was the udl and um

00:23:32.270 --> 00:23:33.372
blended learning book that

00:23:33.392 --> 00:23:35.053
we did with margie uh and

00:23:35.133 --> 00:23:36.394
our communities together

00:23:36.733 --> 00:23:39.296
yes that's another one okay

00:23:39.355 --> 00:23:41.597
beautiful um and they

00:23:41.637 --> 00:23:43.598
talked about the history of

00:23:43.740 --> 00:23:44.640
education right it is

00:23:44.660 --> 00:23:46.381
factory led it is all about

00:23:46.421 --> 00:23:47.962
like it is around working

00:23:48.022 --> 00:23:51.325
hours it is um based on

00:23:51.484 --> 00:23:53.606
people complying um

00:23:54.326 --> 00:23:55.847
and industrial revolution

00:23:56.248 --> 00:23:57.607
like right that's the

00:23:57.647 --> 00:23:59.788
context they come into your

00:23:59.828 --> 00:24:01.130
box you shove your

00:24:01.210 --> 00:24:03.230
information your product

00:24:03.290 --> 00:24:04.310
into them and then you move

00:24:04.330 --> 00:24:05.351
them onto the next box to

00:24:05.391 --> 00:24:06.672
get more stuff shoved into

00:24:06.711 --> 00:24:08.613
them and you just hope it

00:24:08.633 --> 00:24:12.054
sticks yeah yeah and it's

00:24:12.294 --> 00:24:13.994
and it's really unfortunate

00:24:14.055 --> 00:24:16.855
right that the skills to

00:24:17.336 --> 00:24:18.915
ask questions to challenge

00:24:18.957 --> 00:24:21.998
the tasks right to um

00:24:23.105 --> 00:24:25.707
I don't know, provide ideas, right?

00:24:25.846 --> 00:24:26.708
Like it's not,

00:24:27.008 --> 00:24:28.828
it's not encouraged or invited.

00:24:28.888 --> 00:24:29.308
If anything,

00:24:29.328 --> 00:24:30.890
it just like brings up more like,

00:24:31.250 --> 00:24:32.230
Oh my gosh, what are you doing?

00:24:32.290 --> 00:24:33.570
No, this is what we have to follow.

00:24:34.352 --> 00:24:35.172
But you're punished.

00:24:35.271 --> 00:24:36.031
You're punished for it.

00:24:36.051 --> 00:24:36.772
Cause that was me.

00:24:36.913 --> 00:24:39.233
I questioned things because

00:24:39.314 --> 00:24:41.394
I was curious and I also like I'm ADHD.

00:24:41.414 --> 00:24:42.516
So my brain went a lot

00:24:42.556 --> 00:24:43.336
faster than a lot of,

00:24:43.891 --> 00:24:44.651
my peers and I'm like,

00:24:44.671 --> 00:24:45.770
why are we doing it this way?

00:24:45.790 --> 00:24:47.271
When this like, does it make sense?

00:24:47.372 --> 00:24:49.231
And I did that in high school in sports.

00:24:49.352 --> 00:24:50.333
I questioned the coach

00:24:50.353 --> 00:24:51.692
because things didn't make sense.

00:24:52.133 --> 00:24:53.153
And you'd get punished for

00:24:53.173 --> 00:24:54.012
it because you were

00:24:54.753 --> 00:24:55.874
questioning authority.

00:24:55.913 --> 00:24:58.374
And I was like, oh no, because I said so.

00:24:58.473 --> 00:25:00.835
And I'm like, but why does it make sense?

00:25:00.894 --> 00:25:02.174
Like the whole like justice

00:25:02.454 --> 00:25:04.756
and logic is strong in me.

00:25:04.836 --> 00:25:06.435
And so I would challenge

00:25:06.455 --> 00:25:06.996
stuff and then get in

00:25:07.175 --> 00:25:08.037
trouble all the time.

00:25:08.057 --> 00:25:08.317
Yeah.

00:25:08.336 --> 00:25:10.856
And I think that's why we as

00:25:10.896 --> 00:25:12.077
a society struggling with

00:25:12.117 --> 00:25:13.397
critical thinking skills now.

00:25:17.048 --> 00:25:19.891
They're not allowed to.

00:25:19.931 --> 00:25:21.333
You don't know how to do research.

00:25:22.193 --> 00:25:22.934
Let me say we,

00:25:23.075 --> 00:25:24.656
we don't know how to do research.

00:25:24.797 --> 00:25:25.938
We don't want to take the

00:25:25.998 --> 00:25:27.240
time to learn how to do

00:25:27.279 --> 00:25:28.520
research on things that we

00:25:28.560 --> 00:25:30.644
hear about rather than just like, oh,

00:25:30.663 --> 00:25:31.865
okay, this person said it,

00:25:31.904 --> 00:25:32.645
so it must be true.

00:25:34.367 --> 00:25:34.968
And so again,

00:25:35.008 --> 00:25:36.489
like the traditional way of

00:25:36.528 --> 00:25:37.088
teaching and learning,

00:25:37.209 --> 00:25:39.490
we don't get to teach those skills really,

00:25:39.651 --> 00:25:41.251
because we're just constantly saying,

00:25:41.291 --> 00:25:41.991
this is the thing that

00:25:42.011 --> 00:25:43.272
we're learning and don't

00:25:43.353 --> 00:25:44.232
ask any questions.

00:25:44.252 --> 00:25:45.314
We don't have time actually

00:25:45.354 --> 00:25:46.234
to ask any questions

00:25:46.255 --> 00:25:47.515
because we have to keep going.

00:25:47.976 --> 00:25:49.096
I have this curriculum that

00:25:49.155 --> 00:25:49.836
I need to cover.

00:25:49.916 --> 00:25:50.936
You have to take a test.

00:25:50.977 --> 00:25:53.578
You have to actually ace this test.

00:25:53.598 --> 00:25:54.578
So like,

00:25:55.079 --> 00:25:56.681
let's talk about the content as

00:25:56.721 --> 00:25:58.622
opposed to here are some

00:25:58.682 --> 00:25:59.561
life skills that you're

00:25:59.582 --> 00:26:01.864
going to need to be a productive and

00:26:02.564 --> 00:26:04.224
high functioning citizen in

00:26:04.325 --> 00:26:06.047
this world and that's wild

00:26:06.067 --> 00:26:06.906
to me that's wild to me

00:26:06.946 --> 00:26:08.087
it's twenty twenty five

00:26:08.107 --> 00:26:08.567
y'all like yeah so like

00:26:08.587 --> 00:26:16.233
because you TR you had

00:26:16.253 --> 00:26:17.513
mentioned earlier something

00:26:17.534 --> 00:26:19.576
that like really stood out

00:26:19.596 --> 00:26:20.817
to me was this whole

00:26:20.856 --> 00:26:21.856
concept of like forty

00:26:21.896 --> 00:26:22.758
minutes you have forty

00:26:22.778 --> 00:26:23.798
minutes to do stuff or you

00:26:23.818 --> 00:26:25.559
have ninety and

00:26:25.976 --> 00:26:27.336
towards the end of me being

00:26:27.376 --> 00:26:28.017
in the high school

00:26:28.037 --> 00:26:29.738
classroom there's a huge

00:26:29.778 --> 00:26:31.519
debate because our school

00:26:31.558 --> 00:26:33.500
is going to vote block

00:26:33.519 --> 00:26:36.961
schedule or not and the

00:26:37.001 --> 00:26:38.742
majority was keep it

00:26:38.782 --> 00:26:41.144
traditional um I may have

00:26:41.164 --> 00:26:42.925
been the only nerd on

00:26:42.986 --> 00:26:44.507
campus that was ready to

00:26:44.547 --> 00:26:48.689
make like vote block or

00:26:48.729 --> 00:26:51.770
whatever year it was right and i

00:26:53.573 --> 00:26:54.252
remember having

00:26:54.313 --> 00:26:56.054
conversations with teachers

00:26:56.074 --> 00:26:58.094
that were like not being

00:26:58.273 --> 00:26:59.494
mean to me but being like

00:26:59.595 --> 00:27:01.674
Steve you cannot how would

00:27:01.714 --> 00:27:03.015
you how would you teach for

00:27:03.055 --> 00:27:03.895
ninety minutes and

00:27:04.516 --> 00:27:05.215
something clicked in my

00:27:05.256 --> 00:27:07.356
head I'm like oh they're

00:27:07.696 --> 00:27:09.457
there they don't know they

00:27:09.477 --> 00:27:10.817
don't know how to like get

00:27:10.836 --> 00:27:11.778
in their head that like

00:27:12.278 --> 00:27:13.057
they're in their head they

00:27:13.458 --> 00:27:14.557
I'm gonna have to lecture

00:27:14.577 --> 00:27:17.618
for ninety minutes and me

00:27:17.679 --> 00:27:19.318
ninety minutes to me was

00:27:19.359 --> 00:27:20.880
like the vibe because

00:27:21.876 --> 00:27:22.136
Wait,

00:27:22.297 --> 00:27:23.877
I get to – what does that look like

00:27:23.917 --> 00:27:25.538
with my already existing

00:27:25.577 --> 00:27:26.499
flipped classroom?

00:27:26.778 --> 00:27:27.638
What does that look like

00:27:27.798 --> 00:27:29.500
with the project-based

00:27:29.539 --> 00:27:30.440
learning and design

00:27:30.480 --> 00:27:32.820
thinking stuff that I was

00:27:32.881 --> 00:27:33.800
doing with my students?

00:27:33.820 --> 00:27:34.721
I'm like, dude,

00:27:34.741 --> 00:27:36.321
I get to have way more time

00:27:36.362 --> 00:27:37.623
to do some really cool

00:27:37.742 --> 00:27:40.044
stuff in one sitting, right?

00:27:40.144 --> 00:27:41.183
Instead of – I was like,

00:27:41.203 --> 00:27:42.125
there'll be less homework.

00:27:42.144 --> 00:27:43.265
There'll be like –

00:27:43.484 --> 00:27:45.847
And really it's like, for me,

00:27:46.148 --> 00:27:47.529
what we're talking about

00:27:47.911 --> 00:27:49.333
and Tiara is kind of like, you know,

00:27:49.393 --> 00:27:50.693
where I'm going with this is like,

00:27:51.194 --> 00:27:52.576
how do we shift this?

00:27:53.196 --> 00:27:53.498
Right.

00:27:53.718 --> 00:27:54.960
And cause it does feel like

00:27:54.980 --> 00:27:55.861
an uphill battle,

00:27:55.901 --> 00:27:56.821
particularly if you look

00:27:56.862 --> 00:27:58.203
like how credentialing is

00:27:58.263 --> 00:27:59.305
still being handled.

00:27:59.545 --> 00:27:59.786
Right.

00:28:01.086 --> 00:28:02.288
And then also like,

00:28:02.963 --> 00:28:03.923
they've been teaching like

00:28:03.943 --> 00:28:05.644
this for a long time like

00:28:06.224 --> 00:28:08.204
what and I guess my

00:28:08.244 --> 00:28:09.205
question for you is like

00:28:09.266 --> 00:28:10.685
what what have you seen

00:28:10.726 --> 00:28:11.526
with the work that you've

00:28:11.546 --> 00:28:13.146
been doing that maybe like

00:28:13.166 --> 00:28:14.247
a little bit of light of

00:28:14.326 --> 00:28:15.946
how we could move the

00:28:15.987 --> 00:28:18.827
needle that's a great

00:28:18.847 --> 00:28:20.448
question uh definitely

00:28:20.488 --> 00:28:21.888
teach your mindset right

00:28:22.048 --> 00:28:23.709
let's kind of let's have

00:28:23.729 --> 00:28:25.210
these conversations of why

00:28:25.230 --> 00:28:26.289
do you teach the way you teach

00:28:27.217 --> 00:28:28.939
Let's take a step back and

00:28:28.979 --> 00:28:31.319
think about that because I

00:28:31.359 --> 00:28:32.240
work for Modern Classrooms

00:28:32.260 --> 00:28:33.422
Project and we've done a

00:28:33.461 --> 00:28:34.803
lot of really innovative stuff.

00:28:34.823 --> 00:28:35.364
And we have this

00:28:35.403 --> 00:28:36.384
instructional model that I

00:28:36.544 --> 00:28:37.644
wholeheartedly believe in

00:28:37.664 --> 00:28:38.306
because it's just

00:28:38.346 --> 00:28:39.946
transformed the way that I

00:28:39.987 --> 00:28:42.888
taught about whatever

00:28:42.949 --> 00:28:43.890
concept I was teaching.

00:28:44.711 --> 00:28:49.114
And so when we think about, gosh, see,

00:28:49.173 --> 00:28:50.015
I lost my train of thought

00:28:50.035 --> 00:28:50.555
because I'm just so

00:28:50.595 --> 00:28:52.676
passionate about this model.

00:28:54.258 --> 00:28:54.999
Teacher mindset.

00:28:55.019 --> 00:28:56.539
So I've worked with a lot of teachers,

00:28:56.599 --> 00:28:56.940
right?

00:28:57.141 --> 00:28:58.181
They find us,

00:28:58.201 --> 00:28:59.362
they find the model because

00:28:59.863 --> 00:29:01.443
something's not working in

00:29:01.463 --> 00:29:02.265
their classroom and they

00:29:02.345 --> 00:29:03.726
want to create something

00:29:03.766 --> 00:29:04.886
different for their

00:29:04.926 --> 00:29:06.208
students and for themselves.

00:29:06.288 --> 00:29:06.568
Right.

00:29:07.169 --> 00:29:09.671
Um, and so they actually come and find us.

00:29:09.971 --> 00:29:12.073
And when you have educators

00:29:12.093 --> 00:29:13.875
who find you and who want, you know,

00:29:13.954 --> 00:29:14.596
I'm going to change,

00:29:14.655 --> 00:29:15.496
I want to do this thing.

00:29:15.536 --> 00:29:16.576
I'm going to do, you know,

00:29:16.636 --> 00:29:18.338
whatever it takes to create

00:29:18.358 --> 00:29:19.420
something different for my students,

00:29:19.460 --> 00:29:20.861
because it's clearly not working.

00:29:21.181 --> 00:29:21.741
That's different.

00:29:21.801 --> 00:29:23.143
Those teachers have already

00:29:23.182 --> 00:29:24.984
done the reflection piece, right?

00:29:25.425 --> 00:29:26.626
And then we have another

00:29:27.086 --> 00:29:30.111
group of teachers who come in because of,

00:29:30.230 --> 00:29:31.832
you know, the top down, like, hey,

00:29:31.872 --> 00:29:33.134
we're doing this, you got to do it.

00:29:33.213 --> 00:29:35.695
And so those are the more

00:29:35.776 --> 00:29:37.178
reluctant educators.

00:29:37.577 --> 00:29:39.579
And I don't say that in a bad way.

00:29:39.700 --> 00:29:40.861
I say that in a way that, like, hey,

00:29:40.901 --> 00:29:41.421
you know what?

00:29:41.560 --> 00:29:42.362
They're questioning it.

00:29:42.382 --> 00:29:43.962
They're challenging it, which is dope.

00:29:44.083 --> 00:29:45.644
Like, definitely challenge it.

00:29:45.744 --> 00:29:46.965
Definitely question it.

00:29:48.006 --> 00:29:49.307
And then come to find out it

00:29:49.366 --> 00:29:51.348
is a lot of fear behind

00:29:51.888 --> 00:29:53.290
doing something different, right?

00:29:53.330 --> 00:29:53.510
Like,

00:29:53.851 --> 00:29:55.992
what do you mean that what I'm doing

00:29:56.093 --> 00:29:57.634
is not working, right?

00:29:57.673 --> 00:29:59.075
Like, it's kind of that wake-up call of,

00:29:59.115 --> 00:29:59.295
like...

00:30:00.375 --> 00:30:00.976
wait but I thought

00:30:01.016 --> 00:30:02.616
everything is fine right

00:30:02.676 --> 00:30:04.097
like but you know my

00:30:04.157 --> 00:30:05.419
students are seated there

00:30:05.538 --> 00:30:06.759
and they're quiet and

00:30:06.779 --> 00:30:08.039
they're not acting out so

00:30:08.099 --> 00:30:09.361
like that means I'm doing

00:30:09.421 --> 00:30:11.301
well right um and so when

00:30:11.342 --> 00:30:12.702
it comes to teacher mindset

00:30:12.742 --> 00:30:13.542
you know at modern

00:30:13.563 --> 00:30:14.844
classrooms we have blended

00:30:14.884 --> 00:30:16.505
learnings uh mastery based

00:30:16.525 --> 00:30:17.586
learning and then as well

00:30:17.766 --> 00:30:18.786
as self-paced learning

00:30:18.846 --> 00:30:20.307
right and those are three

00:30:20.346 --> 00:30:21.907
phrases that educators have

00:30:21.968 --> 00:30:23.108
heard over and over again

00:30:23.128 --> 00:30:24.569
so they could tell you what it means

00:30:25.369 --> 00:30:26.691
But I think what's missing

00:30:26.730 --> 00:30:28.230
and what our what our

00:30:28.250 --> 00:30:29.112
instructional model does

00:30:29.132 --> 00:30:30.652
really well is the support.

00:30:31.053 --> 00:30:31.272
Right.

00:30:31.313 --> 00:30:31.972
The how.

00:30:32.472 --> 00:30:34.114
And this is, you know, Steve,

00:30:34.134 --> 00:30:35.795
you're talking about like, oh, teachers,

00:30:36.154 --> 00:30:36.835
you know, like, oh, man,

00:30:36.855 --> 00:30:37.674
you mean you tell me I have

00:30:37.694 --> 00:30:38.915
to lecture for ninety minutes.

00:30:38.996 --> 00:30:39.236
Right.

00:30:39.576 --> 00:30:42.217
I think when we create again

00:30:42.257 --> 00:30:44.337
or provide a space where we say, OK,

00:30:44.377 --> 00:30:45.719
we're going to scaffold this actually.

00:30:46.179 --> 00:30:47.279
We're going to scaffold this

00:30:47.299 --> 00:30:48.299
and we're going to give you

00:30:48.359 --> 00:30:50.861
time to process and to plan

00:30:50.942 --> 00:30:52.402
and to implement and then

00:30:52.442 --> 00:30:54.863
give you grace to make mistakes.

00:30:55.223 --> 00:30:56.503
I think teachers will be a

00:30:56.584 --> 00:30:57.924
lot more open to that.

00:30:58.825 --> 00:31:00.365
Teachers will be a lot more,

00:31:01.326 --> 00:31:02.166
they would feel a lot more

00:31:02.207 --> 00:31:03.307
motivated to try something

00:31:03.387 --> 00:31:04.548
new if they know that

00:31:04.587 --> 00:31:06.169
they're not going to be penalized.

00:31:06.588 --> 00:31:08.309
I think we have these

00:31:08.369 --> 00:31:09.891
expectations of teachers to

00:31:10.010 --> 00:31:11.491
scaffold for their students,

00:31:11.991 --> 00:31:13.373
but I think sometimes

00:31:14.133 --> 00:31:16.074
we don't scaffold things for teachers.

00:31:16.534 --> 00:31:18.413
And that is so frustrating.

00:31:18.493 --> 00:31:20.355
And so me as a teacher as well,

00:31:20.434 --> 00:31:21.914
I was outspoken and I was

00:31:21.934 --> 00:31:23.576
going to say whatever I wanted to say,

00:31:23.635 --> 00:31:24.536
okay?

00:31:24.675 --> 00:31:26.076
I got in a lot of trouble for it.

00:31:26.395 --> 00:31:27.217
And it is what it is.

00:31:27.237 --> 00:31:27.757
I'm like, okay,

00:31:27.777 --> 00:31:29.096
this is just not my environment.

00:31:29.156 --> 00:31:30.817
I can't show up the way I need to show up.

00:31:31.258 --> 00:31:31.577
And so...

00:31:32.458 --> 00:31:33.617
for me I would just always

00:31:33.657 --> 00:31:34.739
you know I was that type of

00:31:34.838 --> 00:31:36.858
educator that I would that

00:31:36.878 --> 00:31:38.819
would say why do we need to

00:31:38.859 --> 00:31:41.380
do that show me how to do

00:31:41.400 --> 00:31:43.161
that you're docking points

00:31:43.240 --> 00:31:44.820
off of my evaluation

00:31:44.881 --> 00:31:46.161
because you're saying I

00:31:46.201 --> 00:31:47.382
can't do something okay

00:31:47.422 --> 00:31:49.221
cool teach me come into my

00:31:49.241 --> 00:31:51.262
classroom and teach me show

00:31:51.282 --> 00:31:52.222
me how it's supposed to be

00:31:52.282 --> 00:31:54.203
done and I have been met by

00:31:54.284 --> 00:31:55.723
school leaders saying like

00:31:56.284 --> 00:31:56.904
Actually, no,

00:31:56.964 --> 00:31:58.526
here are three one hour

00:31:58.546 --> 00:31:59.467
videos that you can watch

00:31:59.487 --> 00:32:00.528
about differentiation.

00:32:00.667 --> 00:32:01.608
I don't have time to show

00:32:01.648 --> 00:32:02.348
you how to do it.

00:32:02.789 --> 00:32:04.151
And so it's just always that excuses.

00:32:04.171 --> 00:32:06.692
So then I was like, up in arms, like, okay,

00:32:06.732 --> 00:32:07.614
cool, you can't show me.

00:32:07.634 --> 00:32:08.835
So I'm gonna keep doing what I'm doing.

00:32:10.036 --> 00:32:12.037
You know, I think like, we really need to,

00:32:12.557 --> 00:32:14.519
again, provide teachers a space

00:32:15.359 --> 00:32:15.840
because we've been

00:32:15.881 --> 00:32:17.623
criticized over and over and over again,

00:32:17.663 --> 00:32:21.125
if not by admin, by other stakeholders,

00:32:21.205 --> 00:32:23.548
if not stakeholders, community, right?

00:32:23.587 --> 00:32:25.390
Like during COVID, if you think about it,

00:32:25.430 --> 00:32:28.413
like at first teachers, everyone's like,

00:32:28.512 --> 00:32:28.953
oh my gosh,

00:32:28.993 --> 00:32:30.035
teachers are doing so much

00:32:30.115 --> 00:32:32.076
work because I can't

00:32:32.096 --> 00:32:33.758
believe that this is what

00:32:33.778 --> 00:32:35.039
they've been doing, right?

00:32:35.619 --> 00:32:36.560
And then all of a sudden,

00:32:36.861 --> 00:32:37.961
I don't know when it shifted,

00:32:37.981 --> 00:32:39.201
but it was like back to, oh,

00:32:39.221 --> 00:32:40.143
teachers are the worst.

00:32:40.343 --> 00:32:41.864
Y'all aren't actually doing your jobs.

00:32:42.084 --> 00:32:43.744
So it's always constantly

00:32:44.026 --> 00:32:44.925
like a back and forth.

00:32:44.945 --> 00:32:46.247
So I get why teachers are up

00:32:46.287 --> 00:32:47.387
in arms and say like, you know what?

00:32:47.468 --> 00:32:48.107
I'm just going to keep

00:32:48.127 --> 00:32:49.648
teaching the way that other

00:32:49.669 --> 00:32:51.230
people and I'm used to

00:32:51.250 --> 00:32:52.631
teaching so that I don't

00:32:52.671 --> 00:32:55.874
have to deal with any of these other mess,

00:32:55.953 --> 00:32:56.294
right?

00:32:57.595 --> 00:32:58.394
So I get it.

00:32:58.634 --> 00:32:59.175
I get it.

00:32:59.195 --> 00:33:00.836
We got to create a

00:33:00.936 --> 00:33:02.397
psychologically safe space

00:33:02.417 --> 00:33:03.919
for teachers to make mistakes,

00:33:05.799 --> 00:33:08.541
play and be creative and we

00:33:08.602 --> 00:33:11.242
also need to trust them to

00:33:11.282 --> 00:33:12.243
do the job that they

00:33:12.324 --> 00:33:14.605
actually want to do because

00:33:14.625 --> 00:33:16.546
with dignity and respect

00:33:16.945 --> 00:33:19.166
like right yeah right yes

00:33:19.287 --> 00:33:23.750
exactly and yeah and like

00:33:24.369 --> 00:33:26.191
kind of what you're speaking on

00:33:26.892 --> 00:33:28.553
like the bigger picture I

00:33:28.613 --> 00:33:30.773
feel is like this the whole

00:33:30.854 --> 00:33:34.355
system because we teachers

00:33:34.375 --> 00:33:35.615
like you you're talking

00:33:35.635 --> 00:33:37.176
about giving teachers that

00:33:37.297 --> 00:33:38.817
safe space that safe

00:33:38.877 --> 00:33:40.798
environment they don't have

00:33:40.837 --> 00:33:42.659
that space nor do they have

00:33:42.699 --> 00:33:45.320
the time even if that space

00:33:45.520 --> 00:33:47.801
were found and then you're

00:33:47.821 --> 00:33:48.301
talking about like the

00:33:48.362 --> 00:33:50.343
leader level on the administrative side

00:33:51.436 --> 00:33:53.258
A good administrator will do

00:33:53.298 --> 00:33:55.858
some walkthroughs and support,

00:33:56.220 --> 00:33:56.940
offer guidance.

00:33:56.960 --> 00:33:57.720
But then you also have the

00:33:57.759 --> 00:34:01.142
leaders that are gotcha type of leaders.

00:34:01.402 --> 00:34:02.063
They'll poke in.

00:34:02.083 --> 00:34:02.403
I'm like,

00:34:03.063 --> 00:34:04.844
how many cell phones do I see out?

00:34:05.324 --> 00:34:06.644
Where's the objective?

00:34:07.365 --> 00:34:09.686
You have those gotcha kind of moments.

00:34:10.226 --> 00:34:11.748
But even the administrators

00:34:11.768 --> 00:34:13.648
that are doing that really good work,

00:34:14.824 --> 00:34:15.784
like they don't have the

00:34:15.844 --> 00:34:17.286
time and space too.

00:34:17.827 --> 00:34:18.086
Right.

00:34:18.186 --> 00:34:20.108
Like I,

00:34:20.208 --> 00:34:22.931
it just feels like our buckets are

00:34:22.971 --> 00:34:25.893
very full and we don't know

00:34:26.273 --> 00:34:28.115
where to find room.

00:34:28.215 --> 00:34:31.197
Like, where do we, where do we prioritize?

00:34:31.579 --> 00:34:35.442
And if this goes on for X amount of time,

00:34:36.583 --> 00:34:39.766
this problem is going to snowball into a,

00:34:40.791 --> 00:34:41.693
kind of a situation that

00:34:41.753 --> 00:34:43.094
we're not really even

00:34:43.394 --> 00:34:45.639
envisioning because like

00:34:45.679 --> 00:34:46.460
you said it earlier,

00:34:46.519 --> 00:34:48.382
it's kind of crusty out there.

00:34:50.114 --> 00:34:50.635
And, you know,

00:34:50.735 --> 00:34:52.076
I want to do track back and

00:34:52.436 --> 00:34:53.396
if it seemed like I was

00:34:53.416 --> 00:34:54.338
attacking school leaders,

00:34:54.378 --> 00:34:55.619
it's not it at all.

00:34:55.659 --> 00:34:57.039
It was just more so the system, right?

00:34:57.059 --> 00:34:57.800
Because there's school

00:34:57.820 --> 00:34:58.501
leaders and there's

00:34:58.541 --> 00:34:59.461
districts like it just

00:34:59.481 --> 00:35:00.563
keeps going up and up and up.

00:35:00.882 --> 00:35:02.244
And it's always the pressure

00:35:02.364 --> 00:35:03.664
of just continuing to do

00:35:03.724 --> 00:35:05.226
things the way that we've been doing it.

00:35:06.568 --> 00:35:07.228
Because, again,

00:35:07.288 --> 00:35:08.349
there's no energy and the

00:35:08.389 --> 00:35:10.050
way there's no energy, there's no time.

00:35:10.610 --> 00:35:12.793
And the way that I'm seeing it now, Steve,

00:35:12.813 --> 00:35:14.494
is that there's a lot of distractions,

00:35:14.875 --> 00:35:15.135
right?

00:35:15.594 --> 00:35:18.177
it's either we welcome those

00:35:18.217 --> 00:35:20.057
distractions and say okay

00:35:20.099 --> 00:35:21.619
cool I you know what here's

00:35:21.639 --> 00:35:22.420
a distraction I'll take

00:35:22.440 --> 00:35:23.360
care of that here's another

00:35:23.380 --> 00:35:24.121
distract I'll take care of

00:35:24.141 --> 00:35:25.943
that or we actually like

00:35:25.963 --> 00:35:27.443
you said prioritize

00:35:27.804 --> 00:35:29.324
figuring out how can we

00:35:29.465 --> 00:35:30.847
create a learning

00:35:30.907 --> 00:35:32.068
environment whatever that

00:35:32.108 --> 00:35:33.068
learning environment is how

00:35:33.088 --> 00:35:33.789
can we create a learning

00:35:33.829 --> 00:35:35.170
environment where people are

00:35:35.630 --> 00:35:37.311
feeling brave and safe in

00:35:37.351 --> 00:35:39.112
this space so that people

00:35:39.132 --> 00:35:40.431
can actually do their jobs

00:35:40.472 --> 00:35:41.313
and students can actually

00:35:41.353 --> 00:35:42.693
learn and everyone is happy.

00:35:42.733 --> 00:35:44.213
Like, I don't know, it's just,

00:35:44.474 --> 00:35:44.934
there's a lot of

00:35:44.974 --> 00:35:46.195
distractions in the world, right?

00:35:46.235 --> 00:35:47.516
Like, what do we focus on?

00:35:47.596 --> 00:35:49.096
Do we focus on those distractions?

00:35:49.135 --> 00:35:50.237
Or do we focus on the things

00:35:50.257 --> 00:35:51.476
that we actually want to

00:35:51.597 --> 00:35:54.079
create for our youth?

00:35:54.099 --> 00:35:54.778
I don't know.

00:35:55.298 --> 00:35:57.039
And I know it's easier said than done.

00:35:57.559 --> 00:35:58.860
But the system is definitely

00:36:05.952 --> 00:36:06.213
Well,

00:36:06.253 --> 00:36:08.353
the system that we've had for so long

00:36:08.373 --> 00:36:10.514
has been based on, um,

00:36:10.554 --> 00:36:13.893
like these laws and funding.

00:36:14.733 --> 00:36:17.235
So we're just trying to

00:36:17.335 --> 00:36:19.195
ensure that we are compliant.

00:36:19.235 --> 00:36:20.994
Cause I've been thinking about this a lot.

00:36:21.054 --> 00:36:21.976
Like they're just trying to

00:36:21.996 --> 00:36:24.376
stay compliant and keep the money going.

00:36:25.215 --> 00:36:26.936
And so that's what certain

00:36:27.155 --> 00:36:28.137
levels district ones

00:36:28.257 --> 00:36:29.936
specifically state ones specifically.

00:36:30.356 --> 00:36:32.157
that are just trying to keep things going.

00:36:32.396 --> 00:36:33.117
Like, yes,

00:36:33.318 --> 00:36:34.277
we want to make sure that we're

00:36:34.297 --> 00:36:35.239
still educating the future,

00:36:35.259 --> 00:36:35.778
so we've got to be

00:36:35.818 --> 00:36:36.719
compliant and we've got to

00:36:36.739 --> 00:36:37.739
make sure we keep the money.

00:36:38.039 --> 00:36:38.440
And we've got to be

00:36:38.481 --> 00:36:39.800
compliant so we keep the money.

00:36:40.121 --> 00:36:43.963
And then that sort of

00:36:43.983 --> 00:36:46.525
trickles down to the school level,

00:36:46.545 --> 00:36:47.686
district level, and the school level.

00:36:47.726 --> 00:36:47.925
Like,

00:36:47.965 --> 00:36:49.065
we've just got to stay compliant and

00:36:49.085 --> 00:36:49.606
keep the money.

00:36:49.686 --> 00:36:51.327
And then that stress

00:36:51.347 --> 00:36:52.947
trickles down to the teachers.

00:36:53.128 --> 00:36:54.708
And the way you stay

00:36:54.728 --> 00:36:55.409
compliant and keep the

00:36:55.449 --> 00:36:56.190
money is make sure you're

00:36:56.210 --> 00:36:57.451
following the IEPs and get

00:36:57.471 --> 00:36:58.692
good test scores.

00:37:01.034 --> 00:37:03.096
So then that just trickles

00:37:03.115 --> 00:37:03.936
down and trickles down

00:37:03.976 --> 00:37:05.699
until that stress also goes

00:37:05.739 --> 00:37:06.360
to the students.

00:37:06.400 --> 00:37:07.360
We have some students that

00:37:07.380 --> 00:37:08.641
are in third grade having

00:37:08.681 --> 00:37:09.923
panic attacks over their

00:37:10.003 --> 00:37:13.668
first standardized test in third grade.

00:37:14.291 --> 00:37:16.313
that's wild that's so wild

00:37:16.333 --> 00:37:17.054
to me and it's not

00:37:17.094 --> 00:37:18.414
surprising right and this

00:37:18.454 --> 00:37:20.277
cycle continues because

00:37:20.297 --> 00:37:21.157
like you said it's tied to

00:37:21.197 --> 00:37:22.318
funding and if we don't

00:37:22.338 --> 00:37:23.840
have funding then how can

00:37:23.900 --> 00:37:25.181
we continue to do the work

00:37:25.221 --> 00:37:26.981
that we need to do right um

00:37:27.202 --> 00:37:28.023
and I think there's also

00:37:28.043 --> 00:37:29.864
this unsaid expectation of

00:37:29.945 --> 00:37:31.445
instant gratification so

00:37:31.485 --> 00:37:32.387
it's like hey we want to

00:37:32.427 --> 00:37:33.327
try something different

00:37:34.108 --> 00:37:35.728
and then it's this again

00:37:35.789 --> 00:37:36.610
expectation okay you're

00:37:36.630 --> 00:37:37.150
going to try something

00:37:37.190 --> 00:37:37.831
different but we need to

00:37:37.851 --> 00:37:39.311
see results right now you

00:37:39.331 --> 00:37:40.472
know what I'm saying and

00:37:40.492 --> 00:37:42.054
it's like no that's not how

00:37:42.074 --> 00:37:44.596
that works it takes time it

00:37:44.615 --> 00:37:47.577
takes time to change it's

00:37:47.617 --> 00:37:49.059
not how it works um my

00:37:49.079 --> 00:37:50.119
first three years teaching

00:37:50.199 --> 00:37:51.860
I was in a very rural area

00:37:52.382 --> 00:37:54.862
and I was introduced to

00:37:56.545 --> 00:37:57.885
crap it was a carnegie

00:37:57.925 --> 00:37:58.885
learning curriculum it was

00:37:58.925 --> 00:37:59.947
very student-centered

00:38:00.007 --> 00:38:02.268
project like real world

00:38:03.139 --> 00:38:06.920
I was a math teacher, very reading,

00:38:07.019 --> 00:38:11.420
doing and collaborating within groups.

00:38:11.481 --> 00:38:12.461
I'm not in front of the room

00:38:12.481 --> 00:38:13.481
teaching you how to do it.

00:38:13.521 --> 00:38:14.121
And then you're just going

00:38:14.141 --> 00:38:15.442
to regurgitate and practice

00:38:16.143 --> 00:38:16.902
the thing that I did.

00:38:16.922 --> 00:38:18.943
But let's it was very you're

00:38:18.963 --> 00:38:19.963
going to figure it out.

00:38:20.043 --> 00:38:21.023
What do we need to do based

00:38:21.123 --> 00:38:21.963
on what you learned?

00:38:22.463 --> 00:38:24.525
And I thrived in that.

00:38:25.728 --> 00:38:26.628
And the test scores went up.

00:38:26.648 --> 00:38:27.849
The kids were really understanding.

00:38:27.869 --> 00:38:28.989
The kids enjoyed coming to

00:38:29.030 --> 00:38:29.670
class because they were

00:38:29.710 --> 00:38:31.351
talking and doing projects.

00:38:31.391 --> 00:38:33.291
And we were trying to have

00:38:33.451 --> 00:38:34.610
fun and have discussions.

00:38:35.451 --> 00:38:37.092
And then other teachers were like, well,

00:38:37.472 --> 00:38:38.751
my kids aren't actually

00:38:38.811 --> 00:38:42.112
doing that when they were

00:38:42.132 --> 00:38:43.452
trying to do the same strategies.

00:38:43.492 --> 00:38:44.773
Because the district bought this,

00:38:44.813 --> 00:38:46.353
then we were trying to do this new thing.

00:38:46.614 --> 00:38:47.954
So the other teachers were

00:38:47.974 --> 00:38:49.494
really struggling because

00:38:50.614 --> 00:38:51.675
they didn't know how to

00:38:51.755 --> 00:38:53.036
shift to that

00:38:53.076 --> 00:38:54.456
student-centered environment.

00:38:55.440 --> 00:38:56.661
They were very traditional.

00:38:57.282 --> 00:38:58.123
Y'all are quiet.

00:38:58.362 --> 00:38:59.744
I'm going to be teaching up here.

00:39:00.083 --> 00:39:01.224
We'll do some hands-on

00:39:01.304 --> 00:39:03.166
activities like surface

00:39:03.266 --> 00:39:05.347
area cover and make the

00:39:05.568 --> 00:39:07.369
package pretty around Christmas time.

00:39:07.449 --> 00:39:08.471
But you're going to be quiet

00:39:08.550 --> 00:39:09.190
when you're doing it.

00:39:09.231 --> 00:39:11.313
And we're not talking about anything else.

00:39:11.452 --> 00:39:11.612
Yeah.

00:39:11.632 --> 00:39:15.536
I mean, and if you think about it too,

00:39:15.556 --> 00:39:16.797
I mean, it still goes on, right?

00:39:16.838 --> 00:39:18.539
Like, yeah, we,

00:39:18.798 --> 00:39:20.239
we have a new curriculum and it's,

00:39:20.601 --> 00:39:21.782
it's on you to figure it out.

00:39:23.302 --> 00:39:23.563
Yes.

00:39:26.934 --> 00:39:28.396
And then if we have to,

00:39:28.695 --> 00:39:30.358
even if you have training, do you have,

00:39:30.378 --> 00:39:31.179
they bought into the

00:39:31.219 --> 00:39:32.202
training or are they just

00:39:32.222 --> 00:39:33.083
sitting there rolling their

00:39:33.103 --> 00:39:34.003
eyes in the back of the training?

00:39:34.724 --> 00:39:37.489
But, and also like, okay, we have training,

00:39:38.210 --> 00:39:39.291
but is it just the

00:39:39.331 --> 00:39:41.054
presenter talking the whole

00:39:41.094 --> 00:39:42.237
entire time or.

00:39:42.757 --> 00:39:44.217
do they actually have time

00:39:44.318 --> 00:39:47.039
to implement and plan and

00:39:47.119 --> 00:39:47.860
do the things that you're

00:39:47.940 --> 00:39:48.780
asking them to do?

00:39:49.041 --> 00:39:50.001
So if you're telling me that

00:39:50.021 --> 00:39:52.382
we go into a PD that's two hours long,

00:39:52.802 --> 00:39:54.864
and you're talking at me

00:39:54.905 --> 00:39:55.965
the entire time and telling

00:39:55.985 --> 00:39:57.365
me I need to do this, need to do that,

00:39:57.405 --> 00:39:58.686
and here's the new curriculum,

00:39:59.007 --> 00:40:00.467
but then you don't give me

00:40:00.527 --> 00:40:02.548
time to look at it in those two hours,

00:40:02.849 --> 00:40:03.989
when am I supposed to do that?

00:40:05.130 --> 00:40:06.791
And then now I'm thinking, I'm like,

00:40:06.911 --> 00:40:08.572
this has to be the same way with students,

00:40:08.632 --> 00:40:08.833
right?

00:40:08.853 --> 00:40:09.554
Like if we're going to tell

00:40:09.594 --> 00:40:10.494
students that we want them

00:40:10.534 --> 00:40:11.193
to do something,

00:40:11.233 --> 00:40:12.574
we need to provide time for

00:40:12.635 --> 00:40:13.476
them to process and

00:40:13.536 --> 00:40:14.835
practice and play around

00:40:14.856 --> 00:40:17.097
with it in those forty to

00:40:17.177 --> 00:40:18.277
ninety minutes of class

00:40:18.297 --> 00:40:19.318
time that we have with them.

00:40:19.639 --> 00:40:21.219
Because if we're just saying like, OK,

00:40:21.260 --> 00:40:21.460
here,

00:40:21.480 --> 00:40:22.701
I'm going to introduce this concept

00:40:22.740 --> 00:40:24.521
and then you go do it on your own time.

00:40:25.342 --> 00:40:26.563
And we're expecting kids to

00:40:26.603 --> 00:40:28.224
do that as an adult.

00:40:28.304 --> 00:40:28.923
I don't do that.

00:40:30.885 --> 00:40:31.284
Funny.

00:40:31.304 --> 00:40:31.485
Right.

00:40:35.242 --> 00:40:37.143
you so you you had not to

00:40:37.282 --> 00:40:38.463
not to completely shift

00:40:38.483 --> 00:40:39.445
gifts here but like because

00:40:39.465 --> 00:40:41.545
tr you you had uh mentioned

00:40:41.585 --> 00:40:44.148
modern classroom um you

00:40:44.168 --> 00:40:45.768
know just the work that

00:40:46.570 --> 00:40:47.990
you've done in the little

00:40:48.030 --> 00:40:49.210
collab that you've done

00:40:49.271 --> 00:40:50.711
with with our friend margie

00:40:50.751 --> 00:40:52.733
and with cammy like sophie

00:40:52.753 --> 00:40:53.614
and I know what modern

00:40:53.634 --> 00:40:54.554
classroom is we're like for

00:40:54.614 --> 00:40:56.356
anybody that is listening

00:40:56.416 --> 00:40:58.797
watching what is modern classroom

00:41:00.061 --> 00:41:00.762
Oh my gosh, you know,

00:41:00.822 --> 00:41:01.682
I should be prepared for

00:41:01.702 --> 00:41:03.284
this two minute spill, right?

00:41:05.106 --> 00:41:08.650
The way that I say it is that it,

00:41:10.427 --> 00:41:13.208
We create humanizing spaces

00:41:13.309 --> 00:41:14.849
where it's student-centered

00:41:15.271 --> 00:41:16.311
learning environments

00:41:16.391 --> 00:41:18.552
through blended self-paced

00:41:18.652 --> 00:41:20.054
and mastery-based learning.

00:41:20.673 --> 00:41:22.054
So what that means is it

00:41:22.094 --> 00:41:23.516
really is disrupting the

00:41:23.536 --> 00:41:24.677
traditional way of teaching

00:41:24.697 --> 00:41:25.838
because you're no longer in

00:41:25.858 --> 00:41:26.798
the front of the classroom.

00:41:26.858 --> 00:41:29.000
You're actually creating

00:41:29.039 --> 00:41:30.300
instructional videos that

00:41:30.340 --> 00:41:31.461
students and any

00:41:31.521 --> 00:41:32.882
stakeholder can access

00:41:32.902 --> 00:41:34.463
whenever they want so that

00:41:34.503 --> 00:41:36.945
there's transparency and there's access,

00:41:37.025 --> 00:41:37.847
right, as well.

00:41:39.547 --> 00:41:41.048
and then we do self-pacing

00:41:41.128 --> 00:41:43.311
as well where it's like you

00:41:43.351 --> 00:41:44.331
learn on your own time

00:41:44.510 --> 00:41:46.233
here's a video right if you

00:41:46.273 --> 00:41:47.632
need to play it fifteen

00:41:47.672 --> 00:41:49.315
times for you to understand

00:41:49.335 --> 00:41:50.394
what we're saying if you

00:41:50.434 --> 00:41:51.916
need to pause if you have

00:41:52.016 --> 00:41:54.777
adhd you need breaks go for

00:41:54.818 --> 00:41:55.699
it right you're not

00:41:55.798 --> 00:41:57.139
interrupting anyone else

00:41:57.639 --> 00:41:58.820
just know that there are

00:41:58.860 --> 00:42:00.702
suggested due dates and

00:42:00.742 --> 00:42:02.503
there is a hard deadline

00:42:02.543 --> 00:42:03.784
for some of these things

00:42:03.985 --> 00:42:06.045
and so these the self the

00:42:06.085 --> 00:42:07.047
self-pacing actually

00:42:07.086 --> 00:42:09.128
teaches students to be more

00:42:09.409 --> 00:42:13.391
um what's this word like more efficient

00:42:13.731 --> 00:42:13.972
Right.

00:42:13.992 --> 00:42:15.393
They learn how to prioritize.

00:42:15.432 --> 00:42:17.213
They know time management skills.

00:42:17.273 --> 00:42:18.735
They make better decisions

00:42:18.795 --> 00:42:19.956
of who they can work with,

00:42:19.976 --> 00:42:21.117
who they can't work with.

00:42:22.257 --> 00:42:24.518
And then with mastery based learning,

00:42:24.858 --> 00:42:25.599
when we're thinking about

00:42:25.639 --> 00:42:26.740
mastery based learning,

00:42:26.981 --> 00:42:27.900
a lot of the times people

00:42:27.940 --> 00:42:30.222
think they go straight to grades.

00:42:30.543 --> 00:42:30.902
Right.

00:42:31.423 --> 00:42:32.764
And this is another thing

00:42:32.804 --> 00:42:33.764
that we could talk about.

00:42:34.326 --> 00:42:36.226
But with mastery based learning,

00:42:36.606 --> 00:42:37.628
we're really focusing on

00:42:37.708 --> 00:42:39.309
whether or not students

00:42:39.409 --> 00:42:40.510
mastered the concept.

00:42:41.050 --> 00:42:42.291
it's not I'm grading them

00:42:42.331 --> 00:42:43.311
because of behavior I'm

00:42:43.351 --> 00:42:44.072
grading them because of

00:42:44.172 --> 00:42:45.052
effort I'm grading them

00:42:45.092 --> 00:42:46.152
because of attendance I'm

00:42:46.172 --> 00:42:46.833
grading them because I'm

00:42:46.873 --> 00:42:47.693
having a bad day and I

00:42:47.713 --> 00:42:48.635
don't like this kid today

00:42:49.534 --> 00:42:50.815
you know what I'm saying no

00:42:50.876 --> 00:42:51.755
it's like we're really

00:42:51.835 --> 00:42:54.498
focused on exactly we're

00:42:54.557 --> 00:42:56.139
really focused on mastery

00:42:56.199 --> 00:42:58.340
based learning so that we

00:42:58.380 --> 00:42:59.800
can actually understand

00:42:59.920 --> 00:43:01.621
what kind of scaffolds do

00:43:01.681 --> 00:43:02.983
students need to know

00:43:03.382 --> 00:43:05.005
And so I just said a lot of things, right?

00:43:05.025 --> 00:43:06.106
And again, I've said in the beginning,

00:43:06.146 --> 00:43:07.907
like these three phrases, people,

00:43:07.927 --> 00:43:09.487
our educators have heard of them.

00:43:10.088 --> 00:43:11.911
They can define them all day long.

00:43:12.371 --> 00:43:14.112
And Steve, you mentioned flip learning,

00:43:14.192 --> 00:43:14.492
right?

00:43:15.434 --> 00:43:18.896
We're not flip learning because, I mean,

00:43:19.157 --> 00:43:20.318
it's similar, but it's not,

00:43:20.378 --> 00:43:21.458
if that makes sense, right?

00:43:21.478 --> 00:43:22.338
So like the instructional

00:43:22.358 --> 00:43:23.360
videos are created

00:43:24.340 --> 00:43:25.563
And there's time for

00:43:25.603 --> 00:43:26.563
students to watch those

00:43:26.603 --> 00:43:28.427
instructional videos in the classroom.

00:43:28.487 --> 00:43:29.467
It's not an expectation that

00:43:29.507 --> 00:43:30.670
they watch it at home.

00:43:31.610 --> 00:43:34.054
And so we're really creating, again,

00:43:34.094 --> 00:43:35.436
this space where students

00:43:35.456 --> 00:43:36.978
have access to everything

00:43:36.998 --> 00:43:37.719
that they need to.

00:43:37.778 --> 00:43:38.820
They know the direction.

00:43:38.840 --> 00:43:39.882
They know how many lessons

00:43:39.922 --> 00:43:41.043
they need to master.

00:43:41.804 --> 00:43:43.585
they have clear expectations

00:43:43.644 --> 00:43:44.806
and so it alleviates a lot

00:43:44.846 --> 00:43:46.126
of stress because we talked

00:43:46.186 --> 00:43:47.827
about stress right we don't

00:43:47.887 --> 00:43:49.148
do a surprise element

00:43:49.208 --> 00:43:50.648
anymore of like oh surprise

00:43:50.668 --> 00:43:52.429
you have a quiz today no

00:43:52.449 --> 00:43:53.851
like students actually know

00:43:53.931 --> 00:43:55.952
okay I have five lessons

00:43:55.992 --> 00:43:57.492
for this unit and I need to

00:43:57.532 --> 00:43:58.914
figure out how to manage my

00:43:58.954 --> 00:44:01.094
time so that I can fully

00:44:01.195 --> 00:44:02.556
understand and process all

00:44:02.576 --> 00:44:03.175
the skills that I'm

00:44:03.195 --> 00:44:04.777
learning in this in this classroom right

00:44:05.177 --> 00:44:05.938
so we're thinking about

00:44:05.998 --> 00:44:07.579
personal personalization

00:44:07.619 --> 00:44:08.318
we're talking about

00:44:08.358 --> 00:44:09.199
differentiation we're

00:44:09.239 --> 00:44:10.420
talking about all of these

00:44:10.480 --> 00:44:11.920
things that we have been

00:44:11.981 --> 00:44:13.762
wanting our teachers to do

00:44:14.101 --> 00:44:16.384
but never provided a

00:44:16.983 --> 00:44:18.284
training session for them

00:44:18.324 --> 00:44:19.846
that was actually like

00:44:21.239 --> 00:44:22.840
teachers creating the thing

00:44:22.900 --> 00:44:24.762
right and so um I

00:44:24.802 --> 00:44:25.902
implemented the model my

00:44:25.983 --> 00:44:28.425
tenth year of teaching and

00:44:28.605 --> 00:44:30.385
again mind you before I was

00:44:30.425 --> 00:44:31.807
like oh I know my students

00:44:31.887 --> 00:44:32.887
right my relationships with

00:44:32.927 --> 00:44:34.148
my students are great

00:44:34.168 --> 00:44:36.050
because I know them they're

00:44:36.210 --> 00:44:37.771
they're being I know who

00:44:37.791 --> 00:44:38.853
they are as human beings

00:44:39.112 --> 00:44:40.693
but then if you ask me hey

00:44:40.833 --> 00:44:42.235
what's Jennifer struggling

00:44:42.255 --> 00:44:44.036
with academically I'd be like oh

00:44:47.119 --> 00:44:48.019
I'm struggling with that.

00:44:48.719 --> 00:44:50.302
So then when I implemented the model,

00:44:50.742 --> 00:44:52.663
I knew my students as human

00:44:52.702 --> 00:44:54.264
beings and I knew their

00:44:54.324 --> 00:44:55.045
strengths and their

00:44:55.085 --> 00:44:57.367
weaknesses academically as well.

00:44:57.626 --> 00:45:00.369
And I think that was a game

00:45:00.409 --> 00:45:01.789
changer for me because.

00:45:02.951 --> 00:45:03.510
I could tell you

00:45:03.650 --> 00:45:07.193
individually what students were, you know,

00:45:07.413 --> 00:45:08.393
what students strengths were,

00:45:08.472 --> 00:45:09.914
what students were grappling with.

00:45:10.673 --> 00:45:12.835
And then, of course, I had students with,

00:45:14.076 --> 00:45:14.295
you know,

00:45:14.376 --> 00:45:16.217
different types of learning abilities.

00:45:16.317 --> 00:45:16.556
Right.

00:45:16.597 --> 00:45:17.697
So I had students with five

00:45:17.737 --> 00:45:18.918
of fours with IEPs.

00:45:18.938 --> 00:45:19.818
I had a lot of students who

00:45:19.838 --> 00:45:21.619
were learning English and

00:45:21.918 --> 00:45:23.500
students who were not diagnosed.

00:45:23.579 --> 00:45:26.440
And so being able to save my

00:45:26.561 --> 00:45:28.262
energy because I'm not in the top,

00:45:28.382 --> 00:45:29.282
I'm not in the front of the

00:45:29.322 --> 00:45:30.222
classroom anymore.

00:45:30.762 --> 00:45:31.543
really, again,

00:45:32.005 --> 00:45:33.266
made it more intentional and

00:45:33.286 --> 00:45:35.007
meaningful of how I engage

00:45:35.027 --> 00:45:36.048
with students during that

00:45:36.088 --> 00:45:37.411
class time that I have with them.

00:45:37.911 --> 00:45:39.512
So Modern Classrooms Project,

00:45:39.592 --> 00:45:41.996
we help our teachers create

00:45:42.195 --> 00:45:45.239
this space for students to thrive

00:45:45.900 --> 00:45:47.621
And for teachers to be able

00:45:47.641 --> 00:45:50.204
to take a breather, right?

00:45:50.264 --> 00:45:51.025
Like, oh,

00:45:51.085 --> 00:45:53.268
I don't have to be on the entire time.

00:45:53.288 --> 00:45:53.467
Like,

00:45:53.648 --> 00:45:55.710
I can actually go and have small

00:45:55.750 --> 00:45:56.751
groups with my students.

00:45:56.811 --> 00:45:57.771
I can go check in with my

00:45:57.811 --> 00:45:58.733
student one on one.

00:45:59.193 --> 00:46:00.856
Or if I have a visitor in the classroom,

00:46:01.275 --> 00:46:02.277
I can talk to them for a

00:46:02.297 --> 00:46:03.277
little bit because it's not

00:46:03.398 --> 00:46:05.440
interrupting the learning at all.

00:46:05.800 --> 00:46:06.922
And so time and time again,

00:46:06.942 --> 00:46:08.744
we've just heard our educators say, like,

00:46:09.244 --> 00:46:11.065
wow, I thought about quitting teaching,

00:46:11.164 --> 00:46:12.144
but now with this model,

00:46:12.164 --> 00:46:13.166
like I want to stay for a

00:46:13.226 --> 00:46:15.445
while because it's a lot more attainable.

00:46:15.465 --> 00:46:16.586
It's a lot more sustainable.

00:46:16.947 --> 00:46:18.387
I feel so much better about

00:46:18.447 --> 00:46:19.527
work life balance.

00:46:20.387 --> 00:46:20.889
And so we're an

00:46:20.929 --> 00:46:22.148
instructional model and we

00:46:22.188 --> 00:46:24.590
provide training for

00:46:24.630 --> 00:46:26.170
teachers to actually

00:46:26.371 --> 00:46:28.570
understand and implement

00:46:29.152 --> 00:46:30.572
blended self-paced and

00:46:30.612 --> 00:46:33.213
mastery based learning environments.

00:46:33.233 --> 00:46:33.813
That's what we do.

00:46:34.054 --> 00:46:37.315
I longer than two minutes that so

00:46:38.320 --> 00:46:41.083
I can't express how much my

00:46:41.182 --> 00:46:43.465
heart just grew over the

00:46:43.505 --> 00:46:45.086
last X amount of minutes,

00:46:45.126 --> 00:46:46.628
just hearing you describe all that.

00:46:47.568 --> 00:46:47.969
And it's,

00:46:48.389 --> 00:46:50.030
it's because of one thing really.

00:46:50.271 --> 00:46:51.592
And like our,

00:46:51.672 --> 00:46:53.635
a teacher's energy from the

00:46:53.735 --> 00:46:55.577
start of the day to when they get home,

00:46:56.197 --> 00:46:58.199
that is what the energy, like that's,

00:46:58.719 --> 00:47:00.021
that's been the budget baby.

00:47:00.181 --> 00:47:00.822
Like that is,

00:47:01.302 --> 00:47:03.123
that's the bank account of energy.

00:47:04.554 --> 00:47:07.416
But where I think things get

00:47:07.456 --> 00:47:09.539
lost is where are we

00:47:10.418 --> 00:47:11.860
pushing that energy out?

00:47:12.061 --> 00:47:14.402
How are we hitting that gas

00:47:14.682 --> 00:47:17.885
on the car of energy with respect to,

00:47:18.246 --> 00:47:18.567
cool,

00:47:18.586 --> 00:47:20.068
that's a lot of energy to talk at

00:47:20.108 --> 00:47:20.789
kids all day.

00:47:21.871 --> 00:47:23.353
but it's such a waste of

00:47:23.432 --> 00:47:24.913
energy if you think about

00:47:24.992 --> 00:47:26.333
the fact that you could be

00:47:26.793 --> 00:47:27.873
providing a learning

00:47:27.914 --> 00:47:29.514
environment where now your

00:47:29.695 --> 00:47:31.315
energy is more authentic,

00:47:31.416 --> 00:47:32.496
it's more meaningful,

00:47:32.695 --> 00:47:35.757
it is better scaffold, differentiated,

00:47:36.438 --> 00:47:38.057
and it just humanizes the whole thing,

00:47:38.297 --> 00:47:38.599
right?

00:47:39.798 --> 00:47:42.139
And I just love this

00:47:42.760 --> 00:47:43.681
approach of helping

00:47:43.820 --> 00:47:46.222
teachers and students

00:47:46.422 --> 00:47:47.402
figure out what that

00:47:47.621 --> 00:47:48.722
environment looks like.

00:47:49.262 --> 00:47:49.623
So good.

00:47:50.666 --> 00:47:51.226
Yeah,

00:47:51.266 --> 00:47:53.967
and one thing too that I was thinking

00:47:54.007 --> 00:47:54.266
about,

00:47:54.666 --> 00:47:55.807
just as an educator and working

00:47:55.827 --> 00:47:56.947
with so many educators,

00:47:57.467 --> 00:48:01.168
we're always so worried about students,

00:48:01.188 --> 00:48:01.989
which rightfully so,

00:48:02.010 --> 00:48:03.150
we should be worried about students.

00:48:03.190 --> 00:48:04.389
We should always constantly

00:48:04.489 --> 00:48:06.731
look for ways to support our students,

00:48:06.791 --> 00:48:07.070
right?

00:48:07.731 --> 00:48:09.331
My thing is like, yes, and...

00:48:09.972 --> 00:48:11.572
we also need to take care of our teachers.

00:48:11.972 --> 00:48:13.333
We need to take care of our teachers.

00:48:13.353 --> 00:48:14.293
Let's listen to the

00:48:14.313 --> 00:48:15.514
challenges that they have.

00:48:15.795 --> 00:48:16.735
And instead of providing

00:48:16.875 --> 00:48:18.536
more challenges for them,

00:48:18.835 --> 00:48:19.757
figure out how we can

00:48:19.797 --> 00:48:20.556
enhance what they're

00:48:20.677 --> 00:48:22.117
already doing so that they

00:48:22.157 --> 00:48:23.398
can actually breathe.

00:48:25.378 --> 00:48:26.619
Steve, Sophie,

00:48:26.639 --> 00:48:27.922
when I implemented this

00:48:27.981 --> 00:48:30.563
model and I learned that my

00:48:30.603 --> 00:48:32.106
students were still learning,

00:48:32.246 --> 00:48:34.007
even if I'm not in the classroom,

00:48:34.547 --> 00:48:35.789
when I tell you I went to

00:48:35.829 --> 00:48:38.132
so many conferences, I went on vacations,

00:48:39.693 --> 00:48:41.375
I was like gone a lot.

00:48:41.414 --> 00:48:43.916
And my students were like, yo,

00:48:43.996 --> 00:48:44.697
where are you?

00:48:44.717 --> 00:48:46.298
I'm like, hey, you're still learning,

00:48:46.338 --> 00:48:46.539
though.

00:48:48.646 --> 00:48:50.648
And the subs absolutely

00:48:50.807 --> 00:48:52.909
loved my classroom because it just like,

00:48:53.329 --> 00:48:54.429
it just worked well.

00:48:54.570 --> 00:48:55.329
The students knew how to

00:48:55.429 --> 00:48:56.490
access all the things that

00:48:56.510 --> 00:48:57.550
they needed to access.

00:48:58.112 --> 00:48:59.753
And I wasn't stressed and I

00:48:59.793 --> 00:49:00.672
wasn't trying to grade

00:49:00.753 --> 00:49:02.054
everything all the time.

00:49:02.173 --> 00:49:04.534
It was just so much more.

00:49:05.155 --> 00:49:05.514
again,

00:49:05.554 --> 00:49:07.476
just sustainable for me as an educator.

00:49:07.496 --> 00:49:08.177
And I can actually,

00:49:08.197 --> 00:49:09.277
there's a work-life balance,

00:49:09.297 --> 00:49:11.438
which I never thought I would get, right?

00:49:11.458 --> 00:49:12.378
And that was my tenth year

00:49:12.418 --> 00:49:14.639
of teaching that it was possible,

00:49:14.760 --> 00:49:16.641
that it's possible to go

00:49:16.681 --> 00:49:18.481
and attend things to expand

00:49:18.521 --> 00:49:20.103
my brain while my students'

00:49:20.143 --> 00:49:21.443
brains are also expanding.

00:49:21.663 --> 00:49:23.244
It doesn't, the learning doesn't stop.

00:49:23.304 --> 00:49:24.085
It continues.

00:49:24.144 --> 00:49:25.204
And that's what we want.

00:49:25.244 --> 00:49:25.744
We want that.

00:49:25.784 --> 00:49:26.326
We want that.

00:49:28.547 --> 00:49:29.407
I love that.

00:49:29.427 --> 00:49:29.927
So good.

00:49:31.548 --> 00:49:32.809
TR,

00:49:32.851 --> 00:49:34.931
we may have to have you back because I

00:49:34.972 --> 00:49:36.552
feel like there's so much

00:49:36.693 --> 00:49:38.394
more that we could unpack.

00:49:38.514 --> 00:49:43.239
But we are coming up towards the end here.

00:49:44.280 --> 00:49:46.380
And before we go, before we do all that,

00:49:47.581 --> 00:49:48.103
on this show,

00:49:48.262 --> 00:49:50.545
we do ask our guests questions.

00:49:51.512 --> 00:49:55.056
that big question of, you know,

00:49:55.737 --> 00:49:56.918
what is top of mind?

00:49:56.998 --> 00:49:58.219
What is under the hat for

00:49:58.239 --> 00:50:00.021
you right now in education?

00:50:00.061 --> 00:50:01.481
It could be something you've touched on,

00:50:02.023 --> 00:50:02.963
or it could be something

00:50:03.364 --> 00:50:04.864
that we've not discussed yet,

00:50:04.905 --> 00:50:07.588
but very keen to hear what

00:50:07.628 --> 00:50:08.528
is top of mind for you.

00:50:10.170 --> 00:50:10.751
Yeah, Steve,

00:50:10.771 --> 00:50:11.992
this is a really great question.

00:50:12.911 --> 00:50:14.592
I recently did a Vipassana

00:50:14.632 --> 00:50:16.894
meditation of like ten days

00:50:16.934 --> 00:50:18.295
of silent retreat,

00:50:18.815 --> 00:50:20.135
essentially meditating for

00:50:20.195 --> 00:50:22.318
ten days all day long.

00:50:22.918 --> 00:50:23.677
And one of the things that

00:50:23.697 --> 00:50:24.818
came up was they talked

00:50:24.858 --> 00:50:26.559
about appropriate effort.

00:50:28.210 --> 00:50:29.952
And I was just thinking about that.

00:50:30.052 --> 00:50:30.853
And I was like, wow,

00:50:30.893 --> 00:50:32.813
we're really trying to innovate education,

00:50:32.954 --> 00:50:34.014
which great.

00:50:34.054 --> 00:50:35.777
We should be innovating education.

00:50:35.836 --> 00:50:36.117
Right.

00:50:37.338 --> 00:50:38.719
And I hear about all these

00:50:38.798 --> 00:50:41.019
efforts that's being done to innovate,

00:50:41.541 --> 00:50:43.061
but I haven't heard the

00:50:43.181 --> 00:50:45.282
appropriate effort, right?

00:50:45.322 --> 00:50:45.403
Like,

00:50:45.423 --> 00:50:47.304
cause we can continue to try and to

00:50:47.405 --> 00:50:48.206
innovate, innovate,

00:50:48.565 --> 00:50:49.166
and we're not going

00:50:49.206 --> 00:50:50.887
anywhere because the effort

00:50:50.927 --> 00:50:52.548
that we're providing is not

00:50:52.628 --> 00:50:54.849
the appropriate effort for that space.

00:50:54.889 --> 00:50:55.650
If that makes sense.

00:50:56.077 --> 00:50:57.099
So I think like something

00:50:57.119 --> 00:50:58.800
that I'm thinking about is like, okay,

00:50:58.840 --> 00:50:59.920
how can we make,

00:51:00.541 --> 00:51:01.382
how can we be more

00:51:01.422 --> 00:51:04.324
intentional with appropriate effort,

00:51:04.385 --> 00:51:04.664
right?

00:51:04.704 --> 00:51:05.706
Like efforts that will

00:51:05.865 --> 00:51:07.306
actually be appropriate to

00:51:07.387 --> 00:51:08.568
the surroundings that I'm in,

00:51:08.628 --> 00:51:10.188
to the communities that I'm in,

00:51:10.228 --> 00:51:11.429
to the student, to, you know,

00:51:11.469 --> 00:51:13.070
for the students that I'm with.

00:51:13.632 --> 00:51:14.753
And so that's just been kind

00:51:14.793 --> 00:51:16.974
of sitting with me, you know,

00:51:17.034 --> 00:51:19.056
let's innovate, innovate, innovate, cool.

00:51:19.635 --> 00:51:20.876
There's efforts, yes.

00:51:21.677 --> 00:51:22.759
Okay, let's dig deeper.

00:51:23.099 --> 00:51:24.501
What are the appropriate

00:51:24.541 --> 00:51:25.862
efforts to make sure that

00:51:25.922 --> 00:51:28.445
innovation actually is

00:51:28.525 --> 00:51:29.668
implemented in a way that

00:51:29.788 --> 00:51:31.769
is going to make students

00:51:31.971 --> 00:51:34.974
and teachers feel successful, feel joy,

00:51:35.474 --> 00:51:36.615
feel all the things that we

00:51:36.655 --> 00:51:37.536
want them to feel when

00:51:37.556 --> 00:51:38.659
they're learning something new?

00:51:42.547 --> 00:51:43.809
if there's anything that you

00:51:43.829 --> 00:51:45.269
really get my head going

00:51:45.469 --> 00:51:47.331
and maybe like something to

00:51:47.371 --> 00:51:48.851
really think about over the weekend, it's,

00:51:49.271 --> 00:51:51.512
it's that I, I'll be honest.

00:51:51.612 --> 00:51:52.992
I've not put too much

00:51:53.853 --> 00:51:55.414
thought around that concept

00:51:55.454 --> 00:51:58.556
before of like, we, we work right.

00:51:58.596 --> 00:51:59.416
We're educators.

00:51:59.695 --> 00:52:00.657
We're putting that work,

00:52:01.117 --> 00:52:02.097
but I don't like for me,

00:52:02.157 --> 00:52:03.137
I never sit down with like,

00:52:03.657 --> 00:52:04.739
is this the appropriate

00:52:04.759 --> 00:52:05.739
amount of work or is this

00:52:05.759 --> 00:52:08.139
the appropriate amount of effort on X, Y,

00:52:08.179 --> 00:52:08.661
or Z?

00:52:09.501 --> 00:52:09.621
Uh,

00:52:10.702 --> 00:52:11.842
Sophie, am I alone here?

00:52:12.163 --> 00:52:13.963
How much have you thought about this?

00:52:14.164 --> 00:52:15.083
I've definitely thought

00:52:15.103 --> 00:52:16.684
about intentional and

00:52:16.764 --> 00:52:17.864
purposeful use of

00:52:17.905 --> 00:52:19.186
technology and intentional

00:52:19.246 --> 00:52:22.246
purposeful use of tools and

00:52:22.427 --> 00:52:25.628
strategies and just-in-time

00:52:25.648 --> 00:52:26.867
teaching type thing.

00:52:27.228 --> 00:52:28.748
But I've never really thought like,

00:52:29.309 --> 00:52:33.070
so we put out this idea to

00:52:33.110 --> 00:52:33.929
do something new,

00:52:34.010 --> 00:52:35.331
like integrate AI in the

00:52:35.431 --> 00:52:36.231
classroom or something.

00:52:36.271 --> 00:52:39.132
But if you're still doing like,

00:52:39.844 --> 00:52:40.784
you're in product still

00:52:40.804 --> 00:52:41.784
looks very similar to what

00:52:41.804 --> 00:52:44.465
you were doing before that

00:52:44.485 --> 00:52:45.365
was a whole lot of effort

00:52:45.385 --> 00:52:47.425
to learn something for

00:52:47.525 --> 00:52:53.648
nothing to happen yeah so

00:52:53.708 --> 00:52:55.548
yeah and then we're quick

00:52:55.588 --> 00:52:57.809
to say it didn't work yeah

00:52:57.849 --> 00:52:58.849
like I usually I'm in my

00:52:58.869 --> 00:53:00.150
classroom and nothing happens like

00:53:01.889 --> 00:53:03.269
But did you change anything

00:53:03.289 --> 00:53:04.329
about the way you were teaching?

00:53:04.389 --> 00:53:06.471
Did you put in the effort to learning it?

00:53:06.490 --> 00:53:08.532
But did you actually change

00:53:08.552 --> 00:53:09.552
anything about the way you

00:53:09.572 --> 00:53:11.393
were teaching to your students?

00:53:13.574 --> 00:53:14.795
It is interesting to think about.

00:53:16.795 --> 00:53:18.797
And I was a district coach for a bit, too.

00:53:18.836 --> 00:53:20.157
And so it's interesting to

00:53:20.177 --> 00:53:21.199
think about even just the

00:53:21.259 --> 00:53:22.980
little data that you would

00:53:23.000 --> 00:53:23.599
take throughout,

00:53:23.639 --> 00:53:25.101
not the standardized data, but like the.

00:53:26.869 --> 00:53:27.969
pulse checks the temperature

00:53:28.009 --> 00:53:28.590
checks that you could

00:53:28.610 --> 00:53:29.949
potentially provide your

00:53:29.989 --> 00:53:32.530
students when you provide

00:53:32.590 --> 00:53:33.670
an accessible learning

00:53:33.710 --> 00:53:34.690
environment even if it's

00:53:34.731 --> 00:53:37.532
just you can now chat in

00:53:37.672 --> 00:53:39.753
this google question chat

00:53:39.813 --> 00:53:41.094
discussion rather than

00:53:41.134 --> 00:53:42.034
raise your hand and talk in

00:53:42.074 --> 00:53:43.934
class he this one

00:53:43.954 --> 00:53:45.054
particular teacher then

00:53:45.114 --> 00:53:46.434
realized that that quiet

00:53:46.454 --> 00:53:48.016
student actually knew what

00:53:48.036 --> 00:53:50.215
they were talking about or

00:53:50.657 --> 00:53:51.896
the kid that talks all the

00:53:51.936 --> 00:53:53.697
time has very surface level

00:53:53.737 --> 00:53:55.398
understanding of stuff they're just

00:53:57.219 --> 00:53:58.400
givers so there couldn't be

00:53:58.500 --> 00:54:00.581
ethics type of stuff and

00:54:00.601 --> 00:54:01.280
that the kids didn't

00:54:01.360 --> 00:54:02.900
actually understand the

00:54:02.940 --> 00:54:04.702
concept he was trying to

00:54:04.782 --> 00:54:07.161
teach and that data that

00:54:07.202 --> 00:54:09.182
you can gather by doing

00:54:10.782 --> 00:54:13.623
putting effort into making

00:54:13.664 --> 00:54:14.864
things more accessible for

00:54:14.983 --> 00:54:16.344
all learners being a little

00:54:16.384 --> 00:54:17.443
bit more student-centered

00:54:17.985 --> 00:54:19.244
was really eye-opening for

00:54:19.264 --> 00:54:20.005
him because he thought his

00:54:20.025 --> 00:54:20.824
kids really knew what they

00:54:20.844 --> 00:54:21.885
were doing because this one

00:54:21.925 --> 00:54:23.505
or two students always said

00:54:23.525 --> 00:54:24.746
the right answers in class

00:54:27.072 --> 00:54:29.715
I'm like, dude,

00:54:29.735 --> 00:54:30.536
there's more than those two

00:54:30.577 --> 00:54:31.597
kids in your class.

00:54:31.617 --> 00:54:37.563
Those two are so good though.

00:54:37.623 --> 00:54:39.324
High engagement, high engagement.

00:54:40.856 --> 00:54:41.336
Oh, man.

00:54:41.476 --> 00:54:41.657
Yeah.

00:54:41.818 --> 00:54:42.998
So, Tiara, really,

00:54:43.358 --> 00:54:44.498
really love that answer.

00:54:44.518 --> 00:54:45.440
Thank you for sharing.

00:54:45.780 --> 00:54:48.221
I know that everybody that listens,

00:54:48.240 --> 00:54:49.041
that's watching, like,

00:54:49.442 --> 00:54:50.021
I know they're really going

00:54:50.041 --> 00:54:52.123
to get a lot out of this conversation.

00:54:52.983 --> 00:54:55.945
And, folks, if you do want to learn more,

00:54:56.206 --> 00:54:58.367
and Tiara will go to, like,

00:54:58.427 --> 00:54:59.407
put this up on the screen here.

00:54:59.987 --> 00:55:01.568
Classroom Flex.

00:55:01.849 --> 00:55:02.748
I love that.

00:55:02.929 --> 00:55:04.050
That is amazing.

00:55:06.615 --> 00:55:07.496
So good.

00:55:07.536 --> 00:55:08.896
So that's where you,

00:55:08.916 --> 00:55:09.876
correct me if I'm wrong,

00:55:09.996 --> 00:55:11.097
but that's where anyone

00:55:11.117 --> 00:55:13.378
could find you like social media wise,

00:55:13.398 --> 00:55:13.878
right?

00:55:13.938 --> 00:55:14.338
Yes.

00:55:14.559 --> 00:55:14.898
Yes.

00:55:15.699 --> 00:55:16.099
Awesome.

00:55:16.400 --> 00:55:18.101
And the other thing too,

00:55:18.221 --> 00:55:21.242
I do have a thing here to

00:55:21.282 --> 00:55:23.663
share for those that are watching.

00:55:25.724 --> 00:55:28.385
We have the Modern Classroom website.

00:55:28.465 --> 00:55:30.865
I believe this is the site.

00:55:30.945 --> 00:55:31.166
Yep.

00:55:32.083 --> 00:55:33.625
So folks can come in here,

00:55:33.744 --> 00:55:34.846
check stuff out.

00:55:34.865 --> 00:55:37.708
We like the blended, the self-paced.

00:55:39.309 --> 00:55:39.510
Tiara,

00:55:39.590 --> 00:55:40.731
anything you would want to share

00:55:40.751 --> 00:55:41.351
about in terms of

00:55:41.411 --> 00:55:43.954
navigating the site or how to use it?

00:55:44.838 --> 00:55:46.759
Yeah, I mean, play around with it.

00:55:46.778 --> 00:55:47.980
It depends on what you're interested in,

00:55:48.039 --> 00:55:48.219
right?

00:55:48.260 --> 00:55:49.340
If you want to do research,

00:55:49.960 --> 00:55:51.342
go to the Discover Impact.

00:55:51.382 --> 00:55:52.342
There's a lot of research

00:55:52.402 --> 00:55:54.224
based off of what we have

00:55:54.844 --> 00:55:56.565
gathered from just

00:55:56.644 --> 00:55:57.405
educators and school

00:55:57.425 --> 00:55:58.826
leaders in states who have

00:55:58.865 --> 00:55:59.726
implemented our model,

00:56:00.306 --> 00:56:01.248
because I know research is

00:56:01.288 --> 00:56:02.387
important to a lot of people,

00:56:02.427 --> 00:56:03.708
which is really nice.

00:56:03.969 --> 00:56:04.650
Go for it, right?

00:56:04.789 --> 00:56:05.389
Do the research.

00:56:06.291 --> 00:56:07.190
One of the things that I

00:56:07.210 --> 00:56:09.012
would highly suggest too is, you know,

00:56:09.032 --> 00:56:10.293
you see that click, that

00:56:10.733 --> 00:56:11.795
orange button on the right

00:56:11.815 --> 00:56:12.815
where it says course login

00:56:12.835 --> 00:56:14.235
we do have a free course so

00:56:14.255 --> 00:56:15.197
if you want to check it out

00:56:15.597 --> 00:56:16.498
this is again not saying

00:56:16.518 --> 00:56:17.378
you have to do the entire

00:56:17.418 --> 00:56:18.179
course so if you're like

00:56:18.199 --> 00:56:19.079
you know what I got blended

00:56:19.119 --> 00:56:19.920
learning I want to learn

00:56:19.960 --> 00:56:21.001
more about self-pacing

00:56:21.021 --> 00:56:22.141
because that's where I'm

00:56:22.181 --> 00:56:23.742
struggling with do the

00:56:23.782 --> 00:56:25.403
self-pacing and in the free

00:56:25.443 --> 00:56:26.563
course as well you'll see

00:56:27.005 --> 00:56:28.985
other content as well so

00:56:29.025 --> 00:56:30.347
it's like teaching English

00:56:30.387 --> 00:56:31.387
in a modern classrooms or

00:56:31.427 --> 00:56:32.648
teaching special education

00:56:32.668 --> 00:56:33.708
in modern classrooms like

00:56:34.126 --> 00:56:35.347
what all that entails.

00:56:36.188 --> 00:56:37.289
Another thing too that I

00:56:37.309 --> 00:56:39.311
would highlight is our Facebook group.

00:56:39.431 --> 00:56:41.411
It has over twenty thousand

00:56:41.532 --> 00:56:43.313
educators in the Facebook

00:56:43.353 --> 00:56:45.775
group and it is just so

00:56:45.855 --> 00:56:46.775
live and pop and like it's

00:56:46.815 --> 00:56:48.036
a whole vibe out there, right?

00:56:48.056 --> 00:56:50.938
Like I feel like it's a party of, you know,

00:56:51.219 --> 00:56:52.019
like sometimes it's a

00:56:52.099 --> 00:56:53.360
really great party where

00:56:53.380 --> 00:56:54.141
everyone is just sharing

00:56:54.161 --> 00:56:54.942
their celebrations.

00:56:54.961 --> 00:56:56.143
And then sometimes, you know,

00:56:56.163 --> 00:56:57.382
it's like one of those like, OK,

00:56:57.402 --> 00:56:58.103
let's be real.

00:56:58.143 --> 00:56:59.445
Here are some challenges and

00:56:59.505 --> 00:57:00.565
I need I need help.

00:57:00.786 --> 00:57:01.085
Right.

00:57:01.927 --> 00:57:03.447
And our teachers just

00:57:03.987 --> 00:57:04.809
I don't know they share

00:57:04.869 --> 00:57:06.170
resources they hype each

00:57:06.210 --> 00:57:07.311
other up like I don't have

00:57:07.331 --> 00:57:08.632
to do anything I just read

00:57:08.652 --> 00:57:09.431
through the comments and

00:57:09.452 --> 00:57:10.393
I'm like dang they said it

00:57:10.413 --> 00:57:12.673
better than I did um and so

00:57:13.255 --> 00:57:14.876
definitely check out the

00:57:14.916 --> 00:57:17.277
the Facebook group um that

00:57:17.478 --> 00:57:19.298
is just that's where that's

00:57:19.358 --> 00:57:20.639
where all the magic happens

00:57:20.699 --> 00:57:22.742
I feel like um we have our

00:57:22.822 --> 00:57:24.123
own podcast so if you like

00:57:24.163 --> 00:57:25.304
hearing from me um

00:57:27.244 --> 00:57:28.164
we do have our modern

00:57:28.184 --> 00:57:29.545
classrooms project podcast

00:57:29.565 --> 00:57:30.726
that we release an episode

00:57:30.826 --> 00:57:32.405
every week and I try I

00:57:32.505 --> 00:57:34.726
really try to uplift the

00:57:34.806 --> 00:57:35.706
voices that we don't hear

00:57:35.746 --> 00:57:38.108
from often right so um that

00:57:38.148 --> 00:57:39.807
could be educators of color

00:57:39.887 --> 00:57:41.108
it could be content that we

00:57:41.128 --> 00:57:42.268
don't really cover like

00:57:42.688 --> 00:57:43.548
family and consumer

00:57:43.568 --> 00:57:45.190
sciences but just really

00:57:45.250 --> 00:57:46.949
create just finding school

00:57:46.969 --> 00:57:48.871
leaders thought leaders uh

00:57:48.931 --> 00:57:49.951
to expand our brain and

00:57:49.971 --> 00:57:51.371
have you know more

00:57:51.471 --> 00:57:52.791
interesting conversations

00:57:52.831 --> 00:57:54.112
about all the things so

00:57:55.016 --> 00:57:56.976
Definitely check that out as well.

00:57:58.177 --> 00:57:59.518
Yeah, please do.

00:58:00.358 --> 00:58:01.898
I have listened to your pod.

00:58:05.539 --> 00:58:06.440
It's really good.

00:58:07.199 --> 00:58:08.400
And I've not listened to a

00:58:08.440 --> 00:58:09.121
lot of episodes.

00:58:09.300 --> 00:58:09.820
Obviously,

00:58:09.940 --> 00:58:11.882
I listened to the one with Margie.

00:58:12.882 --> 00:58:13.503
Obviously.

00:58:14.242 --> 00:58:15.882
For best friend reasons.

00:58:16.603 --> 00:58:17.003
Yes.

00:58:17.204 --> 00:58:20.644
So I will say just like I

00:58:20.724 --> 00:58:22.885
love just how authentic you are.

00:58:24.005 --> 00:58:25.047
on your pod, like,

00:58:25.427 --> 00:58:27.070
like this is just who I am.

00:58:27.231 --> 00:58:27.833
And it's like,

00:58:28.253 --> 00:58:29.817
everything about it is the vibe.

00:58:29.936 --> 00:58:30.657
And I just really,

00:58:30.677 --> 00:58:32.581
I just really enjoyed listening to it.

00:58:32.661 --> 00:58:33.905
So I just want to give you that shout.

00:58:35.481 --> 00:58:36.762
No, thank you so much.

00:58:37.643 --> 00:58:39.043
You know, it kind of like you said,

00:58:39.083 --> 00:58:40.885
we had a conversation about

00:58:42.405 --> 00:58:43.967
who can I show up in this space?

00:58:44.186 --> 00:58:46.268
Like, how can I show up in this space?

00:58:47.329 --> 00:58:48.510
And so I just really

00:58:48.550 --> 00:58:49.731
appreciate I think that's

00:58:50.172 --> 00:58:50.871
one of the things that I'm

00:58:50.931 --> 00:58:51.693
taking away too,

00:58:51.753 --> 00:58:53.054
is that when we model

00:58:53.313 --> 00:58:54.614
showing up as ourselves,

00:58:55.315 --> 00:58:56.376
it provides this

00:58:56.416 --> 00:58:57.356
opportunity for other

00:58:57.396 --> 00:58:59.597
people to also show up as themselves,

00:58:59.659 --> 00:59:00.139
because

00:59:00.579 --> 00:59:01.478
again, you know, right,

00:59:01.518 --> 00:59:02.639
like the world is crusty.

00:59:02.679 --> 00:59:03.519
So why do we want to

00:59:03.539 --> 00:59:04.679
continue creating crusty

00:59:04.719 --> 00:59:06.021
spaces when we can create a

00:59:06.740 --> 00:59:08.461
space that's really fun and

00:59:08.862 --> 00:59:10.521
engaging and a space where

00:59:10.561 --> 00:59:11.822
we're not going to be

00:59:12.543 --> 00:59:14.443
punished or made fun of or

00:59:14.643 --> 00:59:16.023
anything like that, right?

00:59:16.063 --> 00:59:17.385
So like, let's make mistakes.

00:59:17.425 --> 00:59:18.445
Let's crack jokes.

00:59:18.625 --> 00:59:20.346
Let's laugh at all of our

00:59:21.786 --> 00:59:22.766
things that have happened

00:59:22.786 --> 00:59:24.226
that are embarrassing and

00:59:24.766 --> 00:59:26.188
yeah so just thank you for

00:59:26.688 --> 00:59:27.989
inviting me in this space

00:59:28.010 --> 00:59:29.590
steve and sophie this is so

00:59:29.630 --> 00:59:30.851
great and allowing me to

00:59:30.891 --> 00:59:32.474
just talk talk talk talk

00:59:32.494 --> 00:59:36.356
talk because I love talking

00:59:36.476 --> 00:59:38.498
I do plan on adding crusty

00:59:38.539 --> 00:59:40.420
to my everyday vocabulary

00:59:42.181 --> 00:59:42.882
don't worry I'll give you

00:59:42.922 --> 00:59:45.644
credit it's so good so

00:59:45.684 --> 00:59:48.106
great right it's so great

00:59:48.327 --> 00:59:49.668
it's it's it it allows you

00:59:49.708 --> 00:59:50.909
to be like cool I'm gonna

00:59:50.949 --> 00:59:52.170
call something out

00:59:52.918 --> 00:59:54.978
without being super toxic about it.

00:59:55.219 --> 00:59:56.159
Like, yes.

00:59:56.219 --> 00:59:56.480
Yeah.

00:59:56.960 --> 00:59:57.300
Yes.

00:59:59.340 --> 00:59:59.581
Right.

00:59:59.641 --> 01:00:01.161
And it makes people laugh too.

01:00:01.222 --> 01:00:01.722
Right.

01:00:01.942 --> 01:00:02.742
Like, you know,

01:00:02.762 --> 01:00:04.184
if someone says some wild things,

01:00:04.224 --> 01:00:05.684
I'd be like, wow, that was really crusty.

01:00:05.884 --> 01:00:07.445
And that's the response is like, wait,

01:00:07.465 --> 01:00:08.425
did you just say crusty?

01:00:08.445 --> 01:00:09.246
And I'm like, yeah.

01:00:09.266 --> 01:00:10.666
Cause what you said was crusty.

01:00:10.726 --> 01:00:16.128
Like, so we gotta have fun.

01:00:16.210 --> 01:00:16.889
We gotta have fun.

01:00:18.280 --> 01:00:20.021
absolutely absolutely all

01:00:20.420 --> 01:00:21.782
right well tr thank you so

01:00:21.822 --> 01:00:23.182
much really appreciate you

01:00:23.483 --> 01:00:24.943
you know coming on sharing

01:00:24.983 --> 01:00:25.864
your wisdom sharing your

01:00:25.945 --> 01:00:27.806
insight um thanks for

01:00:27.905 --> 01:00:28.907
everybody out there that's

01:00:28.947 --> 01:00:31.148
watching listening um

01:00:31.188 --> 01:00:32.648
continue to to you know

01:00:32.969 --> 01:00:34.650
share that love give us that love

01:00:35.210 --> 01:00:36.831
We are going to announce

01:00:36.851 --> 01:00:39.032
something pretty soon for

01:00:39.052 --> 01:00:40.032
the month of March.

01:00:40.271 --> 01:00:41.771
So stay tuned.

01:00:41.831 --> 01:00:43.273
We can't reveal it yet,

01:00:43.572 --> 01:00:45.172
but it is going to be very

01:00:45.233 --> 01:00:47.112
Marchy up in March.

01:00:49.034 --> 01:00:50.634
And so be on the lookout with that.

01:00:51.094 --> 01:00:51.873
Sophie, what do you got there?

01:00:51.893 --> 01:00:58.235
I might have a little hint.

01:00:58.376 --> 01:00:59.275
Oh, you gave a hint?

01:00:59.416 --> 01:01:00.235
Yeah, you kind of did.

01:01:00.275 --> 01:01:00.536
Oh, my gosh.

01:01:00.556 --> 01:01:01.115
I can't take you anywhere.

01:01:01.135 --> 01:01:02.976
Anyway.

01:01:05.322 --> 01:01:05.762
Well, friends,

01:01:05.862 --> 01:01:07.385
enjoy the rest of your Saturday.

01:01:07.905 --> 01:01:10.708
You know, as always, keep your hats on,

01:01:10.929 --> 01:01:12.170
but your minds open.

01:01:12.570 --> 01:01:13.652
Until next time.

01:01:13.672 --> 01:01:13.913
Bye-bye.