Episode 40: "The Teacher I Swear I'll Be This Year"

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(upbeat music)

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Hello everybody and

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welcome to episode 40.

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It's our last episode for season four

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and we're gonna start

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season five in October,

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the first weekend in October,

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as we take a little break

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for the month of September.

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But I hope you'll

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catch us back in October,

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but let's get started

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with today's episode.

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So every August, I write it down.

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This is the year I don't take work home.

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This is the year I stay

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patient in six period.

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This is the year I protect the joy,

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whatever that's supposed to mean.

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And every year around

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the second week of October,

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I find that list in a drawer

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and feel personally

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attacked by my own handwriting.

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Today, Pamela and I

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have Carla McCann with us

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and Carla has been teaching French

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with comprehensible input for 20 years,

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with some Spanish

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thrown in along the way.

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20 years, that's 20 Augusts of promises

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and 20 Octobers of finding out

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which ones were structurally sound.

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At a certain point, you

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stop guessing about this stuff

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and start having actual data.

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And that's the person

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you want in the room

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when the topic is the

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gap between the teacher,

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you swear you'll be, and the one who

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shows up by midterms.

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We're closing out this

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session on which intentions,

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I'm sorry, closing out the season

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on which intentions survived to June,

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which ones were never

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realistic to begin with,

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and how to build goals that bend

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instead of snapping in half

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and taking your

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self-esteem down with them.

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If you've ever quietly

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abandoned a resolution

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and hope nobody noticed,

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nobody did, except you daily.

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We'll be right back

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after these short messages.

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Is it already August again?

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And you're supposed to

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have a fresh, engaging,

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life-changing plan for the first week?

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Cute.

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Here's the deal.

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Back-to-school bootcamp

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is your secret weapon.

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10 short pre-recorded

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lessons you can watch in pajamas

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while hiding from your admin

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or during that mysterious planning period

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we keep hearing about.

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You walk away with strategies,

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plans, and actual confidence,

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not just a Pinterest board full of guilt.

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Access it all for a full year.

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Go to mm.us.bootcamp

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and get yourself together

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before the kids show up.

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Welcome to Comprehend This,

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real talk for real language teachers.

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No drills, no dry

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theory, just honest stories,

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practical ideas, and a

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reminder you're not alone

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in the CI trenches.

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Let's dive in.

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Hello, Pamela, and welcome back.

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Carla, how's

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everybody doing this morning?

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Doing great.

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So glad you could join us, Carla.

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Oh, I'm happy to be here.

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And I love those glasses.

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Those are awesome.

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Love them, love them, love them.

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So, I know, Carla

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hasn't been on for a while.

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She said season one.

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I thought it was season

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two, but it was season one.

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And we're finishing up season four today.

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So it has been a while,

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so we do welcome her back

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and look at her t-shirt saying, "Jador."

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She loves.

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So that's wonderful.

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Wonderful, I've got my

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comprehensible input

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shirt on this morning.

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And so, I know Pamela's

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about to start school this week.

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She had all the PD last week.

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Carla, where are you?

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Oh no, that summer is long gone.

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Yeah.

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We went back August 12th or

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something crazy like that.

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That's what we did.

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August 12th, wow.

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August 12th for our

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kids, and we were late.

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My school district was late

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because most of the school

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district started the week

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before that around me.

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And I'm in Northern California.

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So we started a week before that.

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So, yeah, I got an

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extra few days of summer

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because we had to go back on the Friday

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before the kids came back.

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And what I got to say, of

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all the school districts

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I have ever worked for, oh my God,

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the start of the new year PD was awesome.

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Yay. That's never happened

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in my career because

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you know what they did?

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From 8.30, no, it was eight.

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I think it went at eight.

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From eight to 11 was our PD.

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We went on an hour lunch.

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And then for the next

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two and a half days,

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it was in our classrooms

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getting ready for the first day.

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Wow. Amazing.

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I have never seen PD done so efficiently.

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Not only do they tell

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us all about the first,

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the new school stuff,

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they also did a PD on a

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reading strategy in there

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and got us all out by 11 o'clock.

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I was like, that is how to do it.

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That is how to do it.

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We still don't have our student

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management system unlocked.

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I think the district just forgot.

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I kept sending them emails

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and I saw the tech guy down the hallway

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and I'm like, wait,

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before you go anywhere,

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we don't have Microsoft Teams yet.

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He's like, oh, we got to flip a switch

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and they haven't flipped the switch yet.

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Oh, they haven't flipped the switch.

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How was your start, Carla?

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So far so good.

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We have two PD days before

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the first day of instruction.

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So we always start with

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the kids on a Wednesday

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and they've been, you

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know, my whole school,

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they're pretty loud.

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They let them know what they'd like.

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Please don't bog us

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down with a bunch of stuff.

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So the first day I appreciate it.

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We have to meet in the morning.

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They give us bagels

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and coffee and all that.

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And then we go into our new gym

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and they tell you the important stuff,

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the stuff you do want to know,

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like the changes to this

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policy or that or homework.

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And I really appreciated that this year,

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we have a new principal this

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year and I really like her.

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You know, she was an admin before

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and we really are happy to have her.

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So she knows and she

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kept it brief to two hours,

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crammed everyone, all the

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big admin did their part

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and then they let us

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have a department meeting

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and then they provided us lunch

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and then the rest of the afternoon,

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you know, you have in your classroom.

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And then on Friday we do

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the whole district thing

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and that's where they bring in, you know,

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they do their motivational speech.

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I may or may not have

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been in attendance to that.

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(laughing)

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Hey, listen, I have

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done many years of working

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60 hours a week, trust me.

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I'm at that place a lot.

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I may have been in my classroom

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getting distracted with something.

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I don't know, I may have

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caught the last 30 minutes of it.

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(laughing)

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And I'm like this with the front office.

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So they're always like,

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"Oh, Carla, come over

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here, here's your folder."

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So I'm very, 20 years

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will get you a few things.

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I've been to plenty of those.

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I've been to plenty of those.

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And they always, the intention is good,

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but you know, we never have enough time.

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So I feel that this

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year, those first two days,

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they really gave us plenty of

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time to be in our classrooms,

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which is what we all want.

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Yeah. And yeah.

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Yeah, we had two full

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days, Monday and Tuesday,

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plus half of Friday we had.

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My old school district,

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we used to have that

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district thing in the gym

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and it's the most uncomfortable.

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Adults are not

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designed to sit in bleachers.

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They're not.

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And it's horrible. Oh yeah.

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My back hurts and

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you're like, "Nobody cares.

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"Nobody cares."

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Should have been an email. You could not.

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And it's hot in there.

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And it's hot, you're

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right, it's hot in there.

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Or my other school district used to put

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us in picnic tables.

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Okay, another thing an adult

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should not have to climb into.

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I can't get into a picnic table.

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There's no, it's the

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cafeteria tables that the kids use,

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but they're designed for sixth graders

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and they want 50 year

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olds to go squeeze in them.

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There's no back support.

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And I don't bend to

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get into a picnic table.

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Yeah, no, we have a big--

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I feel like a cowboy getting up

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because I'm always bow legged

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after parent-teacher conferences.

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And I get up after

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three hours of sitting there

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and I'm walking like a cowboy.

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No, a lot of people, we have a new gym,

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so I think that's why

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they wanted to use it

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because they can fit so many people.

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Oh.

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We have it in the plush

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PAC, Performing Arts Center,

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where there's nice velvet seats.

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Yeah.

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We have a party in there,

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but they want to use the new facility.

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But I just, exactly what you said,

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people are like, "That sucked.

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"They should have put us in the PAC."

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So, yeah.

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Yeah, I tell you,

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I don't have enough padding on my butt

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to sit in those hard things.

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I need back support.

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And then I need like

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support to get me back up

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once I'm sitting in those

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weird positions for lunch.

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(laughing)

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I'm gonna bring my

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own lawn chair next time

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and just sit it out that way.

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(laughing)

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Totally.

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Okay, so let's get

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started on today's topic.

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The promises that we make to us,

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some of us make them in August,

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some of us make them in July,

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because we start in August,

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just depends on where you are.

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But the promises that we make ourselves,

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are the changes that we're going to make

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for the following year.

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And I probably got a 50-50 success rate.

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That's about mine, a 50-50 success rate.

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Some took me a long time.

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Like that not taking work home,

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that took me many years.

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And it took me, I think

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it was actually three years

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of me packing up the

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work, carrying it to my car,

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carrying it from my car to my office,

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then realizing I never touched it,

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took it from the office to the car

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and the car back to the classroom.

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So I'm like,

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(laughs)

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I did that for three years,

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and I never done the work.

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So why keep carrying it back?

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And the most infamous ones I

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see this is English teachers.

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They have wheelie

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backpacks or wheelie carts

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that they put boxes on

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and carry all the papers on.

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I'm like, oh my God, that is a nightmare.

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That is a nightmare.

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That is a nightmare.

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And for me, I grade really

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quick if I can spread out.

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So if I can say, oh,

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this is a good paper,

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this goes in this stack, this is,

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okay, I need to talk to this student,

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this goes in this stack.

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These students are

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struggling with this thing,

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this goes in this stack.

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I'm really, really quick grading.

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And it took me again a

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long time to figure this out.

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But if I take the work home,

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first of all, I don't

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have a place to spread out.

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Secondly, just like, it's so

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much easier for me to do it.

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It's fresh in my mind, this

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is what we just did today.

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Spread it out, grade, grade, grade,

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I got the stacks and then

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I can look at the stacks

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and say, okay, all these

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kids are getting good grades.

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All these kids need

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some little intervention.

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These kids need a lot of intervention.

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This kid was absent.

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It's so much quicker

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for me to do it at school.

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And so I don't go home until

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everything's in the grade book

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at school and then I

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can enjoy home, right?

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Yeah, that's the thing.

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And I always, I pride myself,

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I have never in 25 years have lost a

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paper from a student.

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I don't know how when I

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dragged it back and forth,

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but when the papers never leave the

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classroom, guess what?

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I can't lose them.

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And that's what I tell

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the students, I'm like,

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look, I do not leave until

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every single paper is handled

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and in the grade book.

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If it's not in the

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grade book, I never got it.

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Because I don't want to be that teacher.

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And I also don't want to be the teacher

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that the student turns in an essay

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and then three months

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later, the teacher has graded it

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and the student's like, I

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don't remember doing this.

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We know that feedback has

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to be quick and targeted.

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Yeah, I don't even

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remember they did the assignment.

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Kids complained about that all the time.

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And I'll say, I'm not a,

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I don't leave until it's in

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the grade book kind of person

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because I leave when I legally can leave

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and leave at that moment,

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whatever I'm done and done

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and I'm not.

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But my thing is it will

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be in within 24 hours.

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Because when I come in the next morning,

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I do come in early in the

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morning before school starts.

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So I will finish all my

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grading at that point.

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So it will all be done.

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They're like, perfect,

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how did you grade essays in,

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overnight it takes my English teacher

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like a month at least.

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And I, well, they don't know my secret

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that I only grade one class set a week.

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When we do weekly essays,

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I only grade one class set

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and it's at random.

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So they never know

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which one's gonna be graded.

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I tell them, I look at all of them.

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I don't.

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I don't.

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There's not much change

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from week to week anyways.

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Unless a kid goes, oh,

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Profa, you gotta read this one.

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I wrote about this,

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it's gonna be really fun.

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So I better, he's gonna

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ask me about the next week,

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or the next day.

Speaker: 00:13:31

And then if not, a kid comes in and says,

Speaker: 00:13:34

Profa, did you like mine?

Speaker: 00:13:36

I go, which one was yours again?

Speaker: 00:13:37

Because I read so many, I

Speaker: 00:13:38

can't remember which one.

Speaker: 00:13:39

And he tells me about the cat,

Speaker: 00:13:40

the cat eats the hat or whatever.

Speaker: 00:13:42

Like, that was so funny

Speaker: 00:13:44

and let it go at that.

Speaker: 00:13:45

I never read it, never read it.

Speaker: 00:13:47

How about you, Carla?

Speaker: 00:13:49

Yeah, Carla was wagging her finger.

Speaker: 00:13:52

Oh, I was just agreeing with you about,

Speaker: 00:13:54

don't take two months to give feedback.

Speaker: 00:13:56

Although I'm not as quick as you.

Speaker: 00:13:59

I think I was not

Speaker: 00:14:00

prepared for this question.

Speaker: 00:14:01

I thought it was like in

Speaker: 00:14:02

June, are you taking stuff home?

Speaker: 00:14:05

That's different for me.

Speaker: 00:14:08

I don't take stuff home in June,

Speaker: 00:14:11

but I will show you what I do take home.

Speaker: 00:14:14

Uh-oh.

Speaker: 00:14:18

For those who are just

Speaker: 00:14:19

listening and not viewing,

Speaker: 00:14:20

you're not seeing the giant

Speaker: 00:14:21

backpack she's bringing out.

Speaker: 00:14:24

We got the late, we have the options.

Speaker: 00:14:29

We have all the warmups

Speaker: 00:14:32

that kids put their new level.

Speaker: 00:14:35

So look, I did bring stuff home.

Speaker: 00:14:38

Very organized.

Speaker: 00:14:40

Carla, you're very

Speaker: 00:14:42

organized, that's good.

Speaker: 00:14:43

The answer I had prepared,

Speaker: 00:14:44

because I said, I

Speaker: 00:14:45

thought the question was,

Speaker: 00:14:47

what's a promise you make yourself?

Speaker: 00:14:49

Like you said, when you pack up your car

Speaker: 00:14:52

and then you don't touch it.

Speaker: 00:14:54

It's different for me

Speaker: 00:14:55

summertime versus once I'm back in.

Speaker: 00:14:59

I try not to, this year I

Speaker: 00:15:02

took the time to really,

Speaker: 00:15:04

every year I'm getting

Speaker: 00:15:05

better and better at purging.

Speaker: 00:15:07

My problem is organization.

Speaker: 00:15:09

That was my overall answer was

Speaker: 00:15:11

organization in general

Speaker: 00:15:13

is one thing I promise

Speaker: 00:15:15

myself I'm gonna get better at.

Speaker: 00:15:16

I create a lot of content, a lot, a lot,

Speaker: 00:15:21

and I'm not organized

Speaker: 00:15:22

digitally and I'm not organized.

Speaker: 00:15:24

And I've had many systems that fail.

Speaker: 00:15:27

So that was my answer to that.

Speaker: 00:15:28

But as far as bringing

Speaker: 00:15:30

work home on the weekends,

Speaker: 00:15:33

I don't do it every weekend,

Speaker: 00:15:35

but if I give an

Speaker: 00:15:36

essay or a writing prompt

Speaker: 00:15:38

where I'm expecting

Speaker: 00:15:39

everything to come from their head,

Speaker: 00:15:41

like they do it in class writing,

Speaker: 00:15:43

that's part of my test assessments,

Speaker: 00:15:47

always have a little

Speaker: 00:15:47

writing component to it.

Speaker: 00:15:49

And that's what stresses the kids.

Speaker: 00:15:50

And I tell them, I know

Speaker: 00:15:52

it's what stresses you out.

Speaker: 00:15:53

I go, but this is what I

Speaker: 00:15:54

look at the most closely.

Speaker: 00:15:56

This is what tells me the most closely

Speaker: 00:15:58

how you are doing in French.

Speaker: 00:16:00

And so I do take a look

Speaker: 00:16:03

because I've been studying CI

Speaker: 00:16:06

for a long time.

Speaker: 00:16:06

So I do bring those home

Speaker: 00:16:08

and I do do those on my time,

Speaker: 00:16:11

but I don't give

Speaker: 00:16:12

those types of assessments

Speaker: 00:16:13

so often that I'm bogging myself down.

Speaker: 00:16:17

(laughing)

Speaker: 00:16:17

So once a month, I might

Speaker: 00:16:20

have to take some extra time

Speaker: 00:16:22

to, and it's benefits me as well.

Speaker: 00:16:25

Data analysis, you get to

Speaker: 00:16:26

see how the kids are doing.

Speaker: 00:16:28

So I would say grading is

Speaker: 00:16:29

something that I do at home.

Speaker: 00:16:33

Yeah, I do mine.

Speaker: 00:16:34

And organization's a big one.

Speaker: 00:16:36

I love to be organized.

Speaker: 00:16:38

I would love to be organized at home,

Speaker: 00:16:40

but I am organized at school.

Speaker: 00:16:41

I think I use all of my

Speaker: 00:16:43

organizational skills at school

Speaker: 00:16:46

because I have baskets where

Speaker: 00:16:47

the kids put their stuff in.

Speaker: 00:16:49

I pull it out of the basket

Speaker: 00:16:50

and I put it in their class folder,

Speaker: 00:16:52

which is color coded to

Speaker: 00:16:53

match the basket that they go in.

Speaker: 00:16:56

And it just goes from there.

Speaker: 00:16:57

And then from there, it

Speaker: 00:16:58

goes to pass back out to kids.

Speaker: 00:17:00

So it just goes from

Speaker: 00:17:01

the basket to the folder.

Speaker: 00:17:03

I grade it and I put it back in.

Speaker: 00:17:05

And then I do weekly quick write.

Speaker: 00:17:07

So for level one, it

Speaker: 00:17:08

doesn't start till November,

Speaker: 00:17:09

but for everybody else, it starts the

Speaker: 00:17:12

first week of school

Speaker: 00:17:13

because they can do it.

Speaker: 00:17:14

So, but I don't grade, I

Speaker: 00:17:16

grade one class set a week

Speaker: 00:17:19

is all that I do.

Speaker: 00:17:20

I, you know, the first ones of the year,

Speaker: 00:17:22

I read everybody's because I want to see

Speaker: 00:17:24

where their baseline is.

Speaker: 00:17:25

So I know what to expect in that,

Speaker: 00:17:27

but then, but I do take those seriously

Speaker: 00:17:30

when I do grade them,

Speaker: 00:17:31

but I do do them at school.

Speaker: 00:17:33

I don't grade at home.

Speaker: 00:17:35

And I had to break my

Speaker: 00:17:36

rule, not of grading,

Speaker: 00:17:37

but taking work home

Speaker: 00:17:39

the last two weekends.

Speaker: 00:17:41

This weekend I took nothing.

Speaker: 00:17:42

Well, it wasn't, it was digital stuff.

Speaker: 00:17:44

So digital stuff

Speaker: 00:17:45

because I'm still getting used

Speaker: 00:17:49

to the new schedule that

Speaker: 00:17:51

I'm on and the block schedule

Speaker: 00:17:52

and having to plan everything.

Speaker: 00:17:54

And we have to link every

Speaker: 00:17:56

assignment to a online agenda.

Speaker: 00:18:00

So it was taking me a

Speaker: 00:18:02

little bit longer to do that.

Speaker: 00:18:04

And now I realize since

Speaker: 00:18:06

it takes two weeks for me

Speaker: 00:18:08

to see my kids five days, a whole lesson,

Speaker: 00:18:12

that I'm going to stagger.

Speaker: 00:18:13

Like I teach two preps.

Speaker: 00:18:14

So one prep is gonna,

Speaker: 00:18:16

I'm gonna plan this week.

Speaker: 00:18:18

Instead of doing every prep every week,

Speaker: 00:18:20

I'm gonna do this prep, which

Speaker: 00:18:22

I planned for the two weeks.

Speaker: 00:18:23

Then the next prep, the next

Speaker: 00:18:25

week I'll do the next two weeks

Speaker: 00:18:26

will be staggered.

Speaker: 00:18:27

So it worked a little

Speaker: 00:18:28

bit better when I did that.

Speaker: 00:18:29

So kind of batch planning, yeah.

Speaker: 00:18:29

Yeah, so I'm still planning every week,

Speaker: 00:18:32

but it's for a different prep each week.

Speaker: 00:18:34

So it's gonna work out a

Speaker: 00:18:36

little bit better, I think.

Speaker: 00:18:36

So I had to do that, but

Speaker: 00:18:38

I got caught up this week.

Speaker: 00:18:39

So I didn't have to do that.

Speaker: 00:18:40

So that is really, really nice.

Speaker: 00:18:42

Cause the lessons that kick

Speaker: 00:18:44

my butt are my multicultural.

Speaker: 00:18:45

Carla doesn't know,

Speaker: 00:18:47

but I have a new class

Speaker: 00:18:47

called Multicultural and it's a hated

Speaker: 00:18:50

class in the district.

Speaker: 00:18:51

The administrators don't like it

Speaker: 00:18:53

and the teachers don't like to teach it.

Speaker: 00:18:55

I'm having a ball with it.

Speaker: 00:18:57

I really am enjoying it.

Speaker: 00:18:59

Yay, I'm so happy to do that.

Speaker: 00:19:00

And the kids are raving, I guess,

Speaker: 00:19:02

because my

Speaker: 00:19:02

administrator keeps asking the kids,

Speaker: 00:19:04

how's that class going?

Speaker: 00:19:05

And they're like, we love this class.

Speaker: 00:19:06

And it's the disenfranchised

Speaker: 00:19:08

kids who are in that class.

Speaker: 00:19:09

It's to get their language credit.

Speaker: 00:19:11

They failed out of regular language

Speaker: 00:19:13

or they couldn't take

Speaker: 00:19:14

it in the first place.

Speaker: 00:19:15

So that's the kids.

Speaker: 00:19:16

They're mostly juniors

Speaker: 00:19:17

and seniors on the last hope

Speaker: 00:19:19

to get this class in

Speaker: 00:19:20

before they graduate.

Speaker: 00:19:21

So it's those kinds of kids.

Speaker: 00:19:23

I'm loving those kids.

Speaker: 00:19:24

They're having a great time.

Speaker: 00:19:26

But my planning takes me forever

Speaker: 00:19:28

because I don't know anything.

Speaker: 00:19:31

I mean, I know Spanish and

Speaker: 00:19:32

French and German culture,

Speaker: 00:19:34

but I don't know Mongolian

Speaker: 00:19:37

culture or Chinese culture

Speaker: 00:19:38

or Japanese culture or African culture

Speaker: 00:19:41

or all these different cultures.

Speaker: 00:19:43

And I'm trying to teach them a little bit

Speaker: 00:19:46

about all of the world,

Speaker: 00:19:48

not just the world I know.

Speaker: 00:19:50

So I'm learning along with them.

Speaker: 00:19:53

And so that's what makes it fun for me.

Speaker: 00:19:56

And that's cool too.

Speaker: 00:19:57

Yeah. Yeah.

Speaker: 00:19:58

And I tell them I'm learning.

Speaker: 00:19:59

I didn't know that either.

Speaker: 00:20:00

We played "Two Truths and a Lie,"

Speaker: 00:20:03

but we did it with physicality.

Speaker: 00:20:05

So kind of like four corners.

Speaker: 00:20:07

So if you thought number one was a lie,

Speaker: 00:20:09

number two was a lie, they

Speaker: 00:20:09

went to different corners.

Speaker: 00:20:11

And there were some

Speaker: 00:20:11

things that surprised me too.

Speaker: 00:20:14

So I thought that was a fun way

Speaker: 00:20:15

because two truths and a lie.

Speaker: 00:20:16

Otherwise it's not as good.

Speaker: 00:20:19

So I got the kids up and

Speaker: 00:20:20

moving and we're having fun.

Speaker: 00:20:21

Absolutely.

Speaker: 00:20:22

And it was about the

Speaker: 00:20:23

stuff we had studied all

Speaker: 00:20:24

because we're at the

Speaker: 00:20:25

end of our first unit.

Speaker: 00:20:27

So it was all the stuff

Speaker: 00:20:28

that we had talked about

Speaker: 00:20:29

and it was kind of a fun thing.

Speaker: 00:20:30

But that's kicking my butt.

Speaker: 00:20:33

But other than that, I don't take things,

Speaker: 00:20:35

I'm not taking things home.

Speaker: 00:20:36

I'm not planning on doing that.

Speaker: 00:20:38

I made that commitment years ago

Speaker: 00:20:40

and I've kept to that

Speaker: 00:20:41

commitment for a long time.

Speaker: 00:20:44

But it took me many years to get there.

Speaker: 00:20:46

It took me many years to

Speaker: 00:20:47

get there in the first place.

Speaker: 00:20:48

So getting back to the writing grading

Speaker: 00:20:51

and this is something

Speaker: 00:20:52

that I'm banging my head

Speaker: 00:20:53

against the wall with.

Speaker: 00:20:54

Your multicultural

Speaker: 00:20:56

class is a lot of planning.

Speaker: 00:20:58

My English language arts

Speaker: 00:21:00

class is a lot of planning.

Speaker: 00:21:01

And I keep thinking to myself, why is it?

Speaker: 00:21:03

I feel so confident teaching French,

Speaker: 00:21:07

Spanish and Japanese.

Speaker: 00:21:09

Somehow, even though I

Speaker: 00:21:10

love to read, I love to write,

Speaker: 00:21:12

this English language

Speaker: 00:21:13

arts class is killing me.

Speaker: 00:21:15

It's sucking myself up.

Speaker: 00:21:16

So when I get

Speaker: 00:21:17

together with those teachers

Speaker: 00:21:19

and we have to have our

Speaker: 00:21:20

common formative assessments

Speaker: 00:21:22

and everything, I'm like,

Speaker: 00:21:23

wait, wait, wait, wait, wait,

Speaker: 00:21:24

slow down, we have to be laser focused.

Speaker: 00:21:28

Choose one thing we're assessing.

Speaker: 00:21:32

Yes, the students can

Speaker: 00:21:33

write a page of stuff,

Speaker: 00:21:35

but when we're looking over it,

Speaker: 00:21:37

we're only looking for one thing.

Speaker: 00:21:39

It doesn't matter if the

Speaker: 00:21:41

students have a run-on sentence

Speaker: 00:21:43

if we're looking for

Speaker: 00:21:44

figurative language, okay?

Speaker: 00:21:46

Just look for figurative

Speaker: 00:21:47

language, ignore the other stuff.

Speaker: 00:21:49

So for me, when I'm

Speaker: 00:21:51

grading my language classes,

Speaker: 00:21:53

Spanish, French, Japanese, and I'm

Speaker: 00:21:55

grading their writing,

Speaker: 00:21:57

if I'm laser focused, it

Speaker: 00:21:59

doesn't take that long to grade

Speaker: 00:22:01

however many pages they wrote,

Speaker: 00:22:03

I'm just looking for one thing,

Speaker: 00:22:04

did you do the one

Speaker: 00:22:05

thing we were targeting?

Speaker: 00:22:07

Yeah.

Speaker: 00:22:07

And that just like, that again,

Speaker: 00:22:09

that took me many

Speaker: 00:22:10

years to learn, you know?

Speaker: 00:22:12

Cause it's like, oh, you

Speaker: 00:22:15

put the T form incorrectly.

Speaker: 00:22:16

Oh, you conjugated this verb wrong.

Speaker: 00:22:19

Oh, you didn't match

Speaker: 00:22:20

your adjective to your noun.

Speaker: 00:22:21

And you get bogged down in that?

Speaker: 00:22:23

No, no, no, no, put the

Speaker: 00:22:24

red correcting pen away.

Speaker: 00:22:26

Just look for the one thing you said

Speaker: 00:22:28

you were gonna look for.

Speaker: 00:22:29

And you know, I used to do

Speaker: 00:22:31

that and it may be different.

Speaker: 00:22:33

I don't know, cause I'm only

Speaker: 00:22:35

a second language, you know,

Speaker: 00:22:36

enthusiast, I have no

Speaker: 00:22:37

idea about primary language,

Speaker: 00:22:39

but I know that Bilva

Speaker: 00:22:41

and Patton told us about

Speaker: 00:22:43

the experiment that they did

Speaker: 00:22:46

with second language learning,

Speaker: 00:22:48

whether you grade every

Speaker: 00:22:50

error and mark up their paper,

Speaker: 00:22:52

or whether you grade for a single error

Speaker: 00:22:56

and mark up the paper

Speaker: 00:22:57

just for that single error,

Speaker: 00:22:59

or if you don't mark up the paper at all

Speaker: 00:23:04

and just put a compliment at the end,

Speaker: 00:23:07

which papers improved over time.

Speaker: 00:23:10

He said, he said, there

Speaker: 00:23:13

was negligible difference

Speaker: 00:23:15

between the three styles of improvement.

Speaker: 00:23:18

The ones that improved, if you had to say

Speaker: 00:23:21

which one improved the most,

Speaker: 00:23:22

it was a woman with a positive comment.

Speaker: 00:23:25

Yep, so that's what I do.

Speaker: 00:23:26

And it's funny cause I had a

Speaker: 00:23:28

girl when I did the essays,

Speaker: 00:23:31

when I don't read them, when

Speaker: 00:23:33

I actually don't read them,

Speaker: 00:23:34

I just put a smiley face on all of them.

Speaker: 00:23:36

And she's like, she was so excited.

Speaker: 00:23:38

She's like, I got a smiley face.

Speaker: 00:23:41

I got a smiley face.

Speaker: 00:23:43

She was so excited.

Speaker: 00:23:44

And she goes, next week I'm

Speaker: 00:23:46

gonna get two smiley faces.

Speaker: 00:23:48

And she was just talking to her friends.

Speaker: 00:23:50

And so I was just listening.

Speaker: 00:23:51

So you're making a note in your head.

Speaker: 00:23:53

And her writing was crap.

Speaker: 00:23:55

I'm sorry, I don't

Speaker: 00:23:56

remember her name, I apologize.

Speaker: 00:23:57

But her writing was crap so much,

Speaker: 00:23:59

so that I enter her

Speaker: 00:24:00

English teacher and I said,

Speaker: 00:24:01

does she have trouble

Speaker: 00:24:02

writing in English too?

Speaker: 00:24:03

And they said yes.

Speaker: 00:24:04

So it was transference.

Speaker: 00:24:06

But I, so next week I

Speaker: 00:24:09

put two smiley faces on.

Speaker: 00:24:11

She goes, I'm gonna go for three.

Speaker: 00:24:12

I didn't give her three the next week,

Speaker: 00:24:13

but I eventually started

Speaker: 00:24:15

giving her more smiley faces

Speaker: 00:24:17

without even reading the papers.

Speaker: 00:24:19

I didn't read them, except ones I graded.

Speaker: 00:24:21

And she started at like a D minus,

Speaker: 00:24:23

the lowest I could

Speaker: 00:24:24

give without failing her.

Speaker: 00:24:26

And then she ended up at a C

Speaker: 00:24:28

plus by the end of the year

Speaker: 00:24:30

without any specific feedback,

Speaker: 00:24:34

just that she felt

Speaker: 00:24:35

good about her writing.

Speaker: 00:24:36

It's that effective filter.

Speaker: 00:24:37

It's the voice in their head saying,

Speaker: 00:24:39

this is too hard, I'm not even gonna try.

Speaker: 00:24:41

And when you can lower

Speaker: 00:24:43

that effective filter

Speaker: 00:24:45

and they start applying

Speaker: 00:24:46

themselves, yeah, absolutely.

Speaker: 00:24:50

Yeah, it works really, really well.

Speaker: 00:24:53

So let's go on and ask,

Speaker: 00:24:55

what is one thing that you

Speaker: 00:24:59

promise yourself each year

Speaker: 00:25:03

and don't actually

Speaker: 00:25:06

succeed in completing it?

Speaker: 00:25:09

Yeah.

Speaker: 00:25:11

Well, I'm gonna get back

Speaker: 00:25:12

to Carla's organization.

Speaker: 00:25:14

Okay.

Speaker: 00:25:14

Oh my goodness.

Speaker: 00:25:17

I, my computer is very organized, okay?

Speaker: 00:25:20

I've got files upon files upon files.

Speaker: 00:25:22

I know where to find

Speaker: 00:25:23

anything on the computer.

Speaker: 00:25:23

My classroom always

Speaker: 00:25:26

starts out very organized

Speaker: 00:25:28

because I have to be,

Speaker: 00:25:29

I teach three languages plus English now.

Speaker: 00:25:32

And so I've got my filing cabinets.

Speaker: 00:25:35

Yeah, and then health over the summer.

Speaker: 00:25:38

So that's five things.

Speaker: 00:25:39

So I've got my five,

Speaker: 00:25:41

I've got my filing cabinets.

Speaker: 00:25:42

I've got as many

Speaker: 00:25:45

bookcases as I can squeeze in.

Speaker: 00:25:46

I have 36 students per class.

Speaker: 00:25:48

So there's not much room in my classroom.

Speaker: 00:25:52

Um, the district closed

Speaker: 00:25:54

down one of our schools

Speaker: 00:25:55

and the custodian was kind

Speaker: 00:25:58

enough to take me shopping

Speaker: 00:26:00

at the school.

Speaker: 00:26:00

They had like thrown

Speaker: 00:26:01

all this stuff there.

Speaker: 00:26:02

I'm like, I need these, you know,

Speaker: 00:26:03

those kind of plastic key rolling carts.

Speaker: 00:26:06

And I'm like, I'm gonna

Speaker: 00:26:06

stick these under the smart board

Speaker: 00:26:09

because I need more space now.

Speaker: 00:26:11

And so everything's

Speaker: 00:26:11

labeled, everything's beautiful.

Speaker: 00:26:13

I know for a fact,

Speaker: 00:26:16

everything's gonna get trashed in,

Speaker: 00:26:18

give me two weeks, give me two weeks.

Speaker: 00:26:21

I will put something away in place.

Speaker: 00:26:23

It doesn't belong

Speaker: 00:26:24

because I'm doing something

Speaker: 00:26:26

in French class, the bell rings.

Speaker: 00:26:28

I gotta put it down and

Speaker: 00:26:30

get the Spanish thing out.

Speaker: 00:26:31

And I know I'm gonna put

Speaker: 00:26:32

it down in the wrong place.

Speaker: 00:26:34

So I try so hard.

Speaker: 00:26:38

If anyone's good at

Speaker: 00:26:38

organization, please comment

Speaker: 00:26:40

on this video or contact me somehow

Speaker: 00:26:43

on any of the places I hang out

Speaker: 00:26:45

and please give me organization hints.

Speaker: 00:26:48

My father always said something

Speaker: 00:26:50

and I was not good at it as a kid.

Speaker: 00:26:52

I'm not good at it at home, but

Speaker: 00:26:55

everything has a place

Speaker: 00:26:56

and everything belongs back in its place.

Speaker: 00:26:58

So when you take it, it's

Speaker: 00:27:01

just as easy to set it back

Speaker: 00:27:02

where you got it than

Speaker: 00:27:03

to sit on the table.

Speaker: 00:27:04

It's right next to you,

Speaker: 00:27:05

which is what I do at home.

Speaker: 00:27:08

But it's cool I don't, I

Speaker: 00:27:09

make sure it goes back.

Speaker: 00:27:12

Unless you have a broken

Speaker: 00:27:13

leg that just won't heal.

Speaker: 00:27:15

And it's too painful to

Speaker: 00:27:16

walk across the classroom

Speaker: 00:27:18

and put it away.

Speaker: 00:27:20

I'll get to it after school.

Speaker: 00:27:21

That's why you have

Speaker: 00:27:22

children slaves with jobs.

Speaker: 00:27:24

Yes.

Speaker: 00:27:26

And I'm leaning into that Scott.

Speaker: 00:27:28

You convinced me, was it

Speaker: 00:27:30

last week or the week before?

Speaker: 00:27:31

And I sat down and I made up my list

Speaker: 00:27:33

of these are the jobs I need done.

Speaker: 00:27:36

Yeah, you convinced

Speaker: 00:27:37

me, I'm gonna try that.

Speaker: 00:27:38

My most important job

Speaker: 00:27:40

is, your job is to notice

Speaker: 00:27:41

whatever's in my hand

Speaker: 00:27:43

and wherever I lay it down.

Speaker: 00:27:45

Because I'm like,

Speaker: 00:27:45

where did I put my clicker?

Speaker: 00:27:47

Where did I put my marker?

Speaker: 00:27:48

Where'd I put this?

Speaker: 00:27:49

Well, now I have my clicker,

Speaker: 00:27:50

I have my clicker attached to my lanyard.

Speaker: 00:27:53

I have my clicker attached to my lanyard.

Speaker: 00:27:55

And I started that last year.

Speaker: 00:27:57

And so I'm like, where's my clicker?

Speaker: 00:27:59

They're like, it's

Speaker: 00:27:59

hanging from your neck.

Speaker: 00:28:00

Cause I wasn't used to that for a while.

Speaker: 00:28:02

But now I'm used to that's where it is.

Speaker: 00:28:04

But markers, I need to

Speaker: 00:28:05

take markers to my hand.

Speaker: 00:28:07

Because I can never, where

Speaker: 00:28:09

did that stupid marker go?

Speaker: 00:28:12

That's why I have 20 in various places

Speaker: 00:28:15

around the classroom.

Speaker: 00:28:16

That's a job that I have.

Speaker: 00:28:17

Your job is to notice

Speaker: 00:28:19

whatever I have in my hand

Speaker: 00:28:20

and where did I put it afterward?

Speaker: 00:28:23

What about you, Carla?

Speaker: 00:28:26

Just my plan is to be more organized.

Speaker: 00:28:29

I think I have a better

Speaker: 00:28:30

chance at success this year.

Speaker: 00:28:32

I am not teaching for preps.

Speaker: 00:28:33

I'm so sorry that you have that.

Speaker: 00:28:36

I've been there before and it's a doozy.

Speaker: 00:28:38

It's a doozy no matter

Speaker: 00:28:41

whether you've done it

Speaker: 00:28:41

a million times, it's a lot of work.

Speaker: 00:28:44

So this year I'm down to two preps.

Speaker: 00:28:46

I'm teaching only French

Speaker: 00:28:47

one and French two this year.

Speaker: 00:28:49

So my goal is to, this is my

Speaker: 00:28:52

chance to be more organized.

Speaker: 00:28:54

Like I said, I've done, I

Speaker: 00:28:55

used to have this binder thing

Speaker: 00:28:57

that I learned from a

Speaker: 00:28:58

teacher many years ago.

Speaker: 00:28:59

I'm gonna create binders with lamp,

Speaker: 00:29:02

you know, those sheet protectors.

Speaker: 00:29:04

And so I got like 30 binders

Speaker: 00:29:08

with my student created stories.

Speaker: 00:29:10

I've got a Lisa L store

Speaker: 00:29:13

things that I've done,

Speaker: 00:29:15

little grammar things,

Speaker: 00:29:16

cause I'm kind of a hybrid teacher.

Speaker: 00:29:18

So I have like

Speaker: 00:29:19

grammar ones, you know, CIO,

Speaker: 00:29:21

I can't keep up with that.

Speaker: 00:29:23

Just the action of even

Speaker: 00:29:25

putting it in a laminated sheet,

Speaker: 00:29:27

I failed miserably.

Speaker: 00:29:29

Those are now gonna become music binders

Speaker: 00:29:31

and we're gonna have music Friday.

Speaker: 00:29:32

So I'm gonna make use of all the binders.

Speaker: 00:29:34

I went back to an old

Speaker: 00:29:37

file cabinet system.

Speaker: 00:29:38

I'm trying to be more

Speaker: 00:29:39

organized digitally.

Speaker: 00:29:41

So I have my file cabinet

Speaker: 00:29:43

digitally of French one,

Speaker: 00:29:45

French two things I create new stuff.

Speaker: 00:29:47

And then I have a file cabinet.

Speaker: 00:29:50

And I just went to the old

Speaker: 00:29:51

school way of just putting

Speaker: 00:29:52

anytime I make something new,

Speaker: 00:29:54

if it has to do with this topic,

Speaker: 00:29:55

if this is a great CI

Speaker: 00:29:57

thing for adjectives,

Speaker: 00:29:58

it's not gonna go on my adjectives paper,

Speaker: 00:30:02

Manila folder, and that's my system.

Speaker: 00:30:05

And then I also in June,

Speaker: 00:30:08

I'll have stacks of papers,

Speaker: 00:30:09

this that I'm supposed to go through

Speaker: 00:30:12

because someone shared

Speaker: 00:30:12

it with me or a mentor.

Speaker: 00:30:14

Oh yeah.

Speaker: 00:30:15

And it's bold.

Speaker: 00:30:17

Okay, I have still, I'm

Speaker: 00:30:18

down to three in my life

Speaker: 00:30:19

that I still need to go through,

Speaker: 00:30:21

but you know what that's like mentally

Speaker: 00:30:23

to have to go through a

Speaker: 00:30:24

session that starts to get like,

Speaker: 00:30:26

they have nothing to do with each other,

Speaker: 00:30:28

but you know, you can't

Speaker: 00:30:29

just throw that in the trap.

Speaker: 00:30:30

So I found one in

Speaker: 00:30:32

August from two years ago,

Speaker: 00:30:33

a big stack I never went through.

Speaker: 00:30:36

And so, and it's funny

Speaker: 00:30:37

because I'm entering,

Speaker: 00:30:39

the last, I don't know,

Speaker: 00:30:40

five years of my

Speaker: 00:30:42

teaching career before I retire.

Speaker: 00:30:44

I'm gonna finally get this down.

Speaker: 00:30:46

I am the most organized I've ever been

Speaker: 00:30:49

(laughing)

Speaker: 00:30:50

at the end when I'm leaving.

Speaker: 00:30:55

Oh, but you're right,

Speaker: 00:30:57

because like there's

Speaker: 00:30:58

this idea file and I'm like,

Speaker: 00:31:00

yeah, I'm writing this down

Speaker: 00:31:01

so that I can come

Speaker: 00:31:03

back to it in my free time

Speaker: 00:31:05

and never have free

Speaker: 00:31:06

time to come back to it.

Speaker: 00:31:07

Yeah, I write it down too.

Speaker: 00:31:09

I do everything digitally

Speaker: 00:31:11

because I want it to be with me

Speaker: 00:31:12

wherever I happen to be at that moment.

Speaker: 00:31:15

If it's a file and a

Speaker: 00:31:15

file cabinet, I'm like,

Speaker: 00:31:17

I have that, but it's back in my room

Speaker: 00:31:19

and we're at a different

Speaker: 00:31:20

school right now doing PD

Speaker: 00:31:22

and that doesn't help anybody.

Speaker: 00:31:23

So I like everything digital

Speaker: 00:31:24

and I'm very organized

Speaker: 00:31:26

with my files in Google Drive.

Speaker: 00:31:27

It is so organized.

Speaker: 00:31:29

I will say also people,

Speaker: 00:31:32

you never know if

Speaker: 00:31:33

you're gonna leave a school

Speaker: 00:31:35

or district or

Speaker: 00:31:35

whatever for whatever reason.

Speaker: 00:31:37

So store everything in

Speaker: 00:31:39

your personal Google Drive.

Speaker: 00:31:43

I had a friend after eight

Speaker: 00:31:45

years at the middle school,

Speaker: 00:31:47

went to the high school

Speaker: 00:31:49

and it spent almost a week

Speaker: 00:31:52

trying to back up all of her data

Speaker: 00:31:54

to her personal Google

Speaker: 00:31:55

account to take it with her

Speaker: 00:31:57

and she lost some stuff along the way.

Speaker: 00:31:59

So I don't, what I do,

Speaker: 00:32:02

this is my little

Speaker: 00:32:02

secret, my little organization.

Speaker: 00:32:05

I create everything in

Speaker: 00:32:08

my personal Google Drive.

Speaker: 00:32:09

I have one for, it goes by school,

Speaker: 00:32:12

then it goes by year

Speaker: 00:32:13

and then it goes by prep.

Speaker: 00:32:15

So that's how it's organized.

Speaker: 00:32:16

Then I take that year folder.

Speaker: 00:32:18

So right now we're in 26, 27 year.

Speaker: 00:32:21

I will then share that

Speaker: 00:32:24

folder with editing rights

Speaker: 00:32:26

to my school account.

Speaker: 00:32:28

So it's in my school account,

Speaker: 00:32:30

but I create it in my personal account.

Speaker: 00:32:34

So the masters are

Speaker: 00:32:35

always in my personal account.

Speaker: 00:32:36

So they go with me wherever I go.

Speaker: 00:32:40

I don't lose it and I

Speaker: 00:32:41

don't have to spend weeks

Speaker: 00:32:43

trying to copy all that stuff over to

Speaker: 00:32:45

another Google Drive.

Speaker: 00:32:47

It just saves so much time.

Speaker: 00:32:50

So much time.

Speaker: 00:32:51

I totally agree.

Speaker: 00:32:52

I changed over to

Speaker: 00:32:53

that about 10 years ago.

Speaker: 00:32:55

Everything starts with my own personal,

Speaker: 00:32:58

but it used to be the opposite.

Speaker: 00:33:00

My school Google account

Speaker: 00:33:02

and what's really left

Speaker: 00:33:03

over there over time,

Speaker: 00:33:04

I've moved it all.

Speaker: 00:33:05

I share everything with myself now

Speaker: 00:33:07

that I originally

Speaker: 00:33:08

created in my school one.

Speaker: 00:33:11

But yeah, if I use it for school,

Speaker: 00:33:13

I'll share it back with

Speaker: 00:33:14

myself on my school one

Speaker: 00:33:15

and share it through

Speaker: 00:33:16

Google classroom that way.

Speaker: 00:33:18

Sure, but it allowed me to

Speaker: 00:33:20

restart my whole organization.

Speaker: 00:33:22

And I'm like, okay, I'm gonna start over

Speaker: 00:33:24

with just using my own account.

Speaker: 00:33:26

Like you said, you never

Speaker: 00:33:27

know what's gonna happen.

Speaker: 00:33:28

And you might need those materials

Speaker: 00:33:30

if you go to another school.

Speaker: 00:33:32

You know what I mean?

Speaker: 00:33:33

Exactly.

Speaker: 00:33:34

And if you create it in

Speaker: 00:33:35

your own Google Drive,

Speaker: 00:33:36

then school can't claim ownership of it.

Speaker: 00:33:38

Say that you'd created

Speaker: 00:33:40

it in your school account,

Speaker: 00:33:41

that's ours and we're

Speaker: 00:33:43

gonna use it later on.

Speaker: 00:33:45

Yeah, I think my--

Speaker: 00:33:46

Because like my slides for all my slides

Speaker: 00:33:49

for my culture class, I

Speaker: 00:33:51

am spending hours, hours.

Speaker: 00:33:55

Nobody gave me curriculum.

Speaker: 00:33:57

I'm designing the fricking curriculum.

Speaker: 00:34:00

So you ain't getting that for free.

Speaker: 00:34:02

If the other high school wants to use it

Speaker: 00:34:04

for their multicultural,

Speaker: 00:34:05

they're welcome to pay me for my slides.

Speaker: 00:34:08

Exactly, that's your

Speaker: 00:34:09

intellectual property 100%.

Speaker: 00:34:12

Yeah.

Speaker: 00:34:13

Yeah, no, you did this

Speaker: 00:34:14

during your own personal time.

Speaker: 00:34:16

You are allowed to do that.

Speaker: 00:34:18

There's no rule that says

Speaker: 00:34:19

you can't create something.

Speaker: 00:34:20

And if it's, you know, meets the

Speaker: 00:34:22

curriculum that you're,

Speaker: 00:34:24

of course you can use

Speaker: 00:34:25

it in your classroom.

Speaker: 00:34:26

My district, I think

Speaker: 00:34:27

there's someone I read somewhere

Speaker: 00:34:29

and I don't have

Speaker: 00:34:30

clarification that once you use it

Speaker: 00:34:32

for school, that the school owns it

Speaker: 00:34:34

or something like that, I don't know.

Speaker: 00:34:36

I've never heard it that way.

Speaker: 00:34:37

I've always heard if you

Speaker: 00:34:38

create it on school property,

Speaker: 00:34:42

they technically own it.

Speaker: 00:34:45

Well, what if you created

Speaker: 00:34:46

on your own Google Drive

Speaker: 00:34:48

while you're at school?

Speaker: 00:34:51

I go by the rules.

Speaker: 00:34:52

I go, I did it on my own computer,

Speaker: 00:34:56

on my own Google Drive

Speaker: 00:34:58

outside of contract hours.

Speaker: 00:35:00

I might've been

Speaker: 00:35:00

physically sitting in my classroom,

Speaker: 00:35:02

but it was outside of contract hours

Speaker: 00:35:04

and they don't own those hours.

Speaker: 00:35:06

So that's how I do it, get away with it.

Speaker: 00:35:08

Well, thank goodness

Speaker: 00:35:09

there's no flat cameras

Speaker: 00:35:10

in the classroom.

Speaker: 00:35:11

So.

Speaker: 00:35:12

Exactly, exactly, that's so true.

Speaker: 00:35:15

We've got an issue right

Speaker: 00:35:17

now where the school district,

Speaker: 00:35:20

I think they thought

Speaker: 00:35:21

they were doing us a favor,

Speaker: 00:35:23

but they took, like they asked us to,

Speaker: 00:35:25

we're doing all these

Speaker: 00:35:26

common formative assessments

Speaker: 00:35:27

and unit plans and everything.

Speaker: 00:35:30

And they took them and they

Speaker: 00:35:31

fed them through Claude AI

Speaker: 00:35:34

and oh, teachers got mad.

Speaker: 00:35:37

They're like, that's mine, I made that.

Speaker: 00:35:40

You didn't ask permission

Speaker: 00:35:41

to put it in generative AI.

Speaker: 00:35:44

And so this is a bigger issue

Speaker: 00:35:46

than just on school property

Speaker: 00:35:49

outside of contract hours.

Speaker: 00:35:51

This is a bigger, like

Speaker: 00:35:53

everything you guys are saying,

Speaker: 00:35:54

I think the whole world's gonna blow up

Speaker: 00:35:56

over this issue soon.

Speaker: 00:35:58

Well, no, I'm not mad at that.

Speaker: 00:36:01

I'm playing devil's advocate here.

Speaker: 00:36:03

Why not co-pilot?

Speaker: 00:36:04

Aren't you a Microsoft school?

Speaker: 00:36:06

That's what we were saying, we were like,

Speaker: 00:36:08

well, wait a minute,

Speaker: 00:36:09

why are you guys using

Speaker: 00:36:10

Claude at the district office,

Speaker: 00:36:11

but you're forcing us to use co-pilot?

Speaker: 00:36:13

I don't understand.

Speaker: 00:36:15

But anyway.

Speaker: 00:36:17

Yeah. I'll tell you what mine is.

Speaker: 00:36:19

I just think the whole

Speaker: 00:36:20

idea of who owns the work

Speaker: 00:36:22

that you are doing is going to be a big

Speaker: 00:36:25

issue going forward.

Speaker: 00:36:27

Yeah, that's true.

Speaker: 00:36:28

Whether or not it's on

Speaker: 00:36:29

creating curriculum at home

Speaker: 00:36:31

or whatever, I just think

Speaker: 00:36:33

there's going to be discussion

Speaker: 00:36:35

about this issue.

Speaker: 00:36:37

Yeah.

Speaker: 00:36:39

I will say the thing that for me,

Speaker: 00:36:41

that I always say I'm

Speaker: 00:36:44

gonna do and I never do,

Speaker: 00:36:45

but this year I'm kind of forced.

Speaker: 00:36:47

I have to share my

Speaker: 00:36:48

room for one of my preps

Speaker: 00:36:49

because we teach block every other day.

Speaker: 00:36:52

So we teach six out of eight classes.

Speaker: 00:36:56

I have two preps, one an

Speaker: 00:36:57

odd day, one an even day.

Speaker: 00:36:58

On the even day I have to

Speaker: 00:36:59

give up my room for health.

Speaker: 00:37:01

So I have had to hold to it,

Speaker: 00:37:05

keeping my desk neat and

Speaker: 00:37:07

tidy for the next teacher.

Speaker: 00:37:11

That's true.

Speaker: 00:37:13

Somebody else is coming in.

Speaker: 00:37:14

That's the thing.

Speaker: 00:37:15

Because it was a

Speaker: 00:37:17

mess, but it was my mess.

Speaker: 00:37:18

I knew exactly where everything was.

Speaker: 00:37:21

But now it's another

Speaker: 00:37:21

teacher and I had to travel.

Speaker: 00:37:24

It was weird because

Speaker: 00:37:26

my first school district

Speaker: 00:37:27

had a rule in the union contract

Speaker: 00:37:29

that a teacher couldn't

Speaker: 00:37:30

travel more than twice in one day.

Speaker: 00:37:33

So because of that, I had

Speaker: 00:37:39

to give up during my class,

Speaker: 00:37:42

I had to give up a class that

Speaker: 00:37:44

I taught in my own classroom

Speaker: 00:37:46

and have to teach it in

Speaker: 00:37:48

a different classroom.

Speaker: 00:37:50

It wasn't my prep.

Speaker: 00:37:51

I gave up my prep that

Speaker: 00:37:53

someone else used my classroom,

Speaker: 00:37:54

but I also had to give up my classroom

Speaker: 00:37:56

for a period that I normally teach

Speaker: 00:37:59

and I'd have to

Speaker: 00:38:00

become a traveling teacher

Speaker: 00:38:01

for one class period.

Speaker: 00:38:02

That is true.

Speaker: 00:38:02

And that classroom was a disaster.

Speaker: 00:38:05

That was a disaster.

Speaker: 00:38:06

Because that classroom

Speaker: 00:38:08

was a history teacher

Speaker: 00:38:10

and she had history.

Speaker: 00:38:12

There was boxes of papers from the 1980s.

Speaker: 00:38:15

Mind you, this was

Speaker: 00:38:16

2001 or 2002 from the 80s.

Speaker: 00:38:22

They were all lined up against the board.

Speaker: 00:38:25

I couldn't even get to the board without

Speaker: 00:38:27

standing so far back

Speaker: 00:38:28

and having to lean way over

Speaker: 00:38:29

to be able to reach the board.

Speaker: 00:38:32

And she had boxes upon boxes upon boxes.

Speaker: 00:38:34

It was a disaster.

Speaker: 00:38:36

And I could never, if

Speaker: 00:38:37

I left a paper down,

Speaker: 00:38:38

I'd go, "Which is my papers

Speaker: 00:38:39

and which are her papers?"

Speaker: 00:38:40

And I was like, "She's right above me.

Speaker: 00:38:42

She's right above me.

Speaker: 00:38:43

If we have an

Speaker: 00:38:44

earthquake, as this is Los Angeles,

Speaker: 00:38:46

if we had an earthquake, we're dead

Speaker: 00:38:48

because it's all gonna

Speaker: 00:38:48

come crashing upon our head.

Speaker: 00:38:50

And I'm gonna see the

Speaker: 00:38:51

last thing I see is a paper

Speaker: 00:38:52

from 1983 floating

Speaker: 00:38:54

around as I die under a box.

Speaker: 00:38:57

So.

Speaker: 00:38:59

Dying of paper cuts.

Speaker: 00:39:01

Yes.

Speaker: 00:39:02

So that's my thing.

Speaker: 00:39:03

And I've been keeping it very clean

Speaker: 00:39:05

for the next teacher

Speaker: 00:39:06

comes in in fourth period.

Speaker: 00:39:07

He's a PE teacher teaching health.

Speaker: 00:39:10

So I don't think he knows what

Speaker: 00:39:11

organization is anyway

Speaker: 00:39:12

because they don't have a

Speaker: 00:39:13

desk usually anywhere anyway.

Speaker: 00:39:15

But mine's always there.

Speaker: 00:39:17

It's always nice to need.

Speaker: 00:39:18

I always tidy it up.

Speaker: 00:39:20

I make sure I tidy it up

Speaker: 00:39:21

after school when I'm done.

Speaker: 00:39:23

And then I have to tidy

Speaker: 00:39:24

it right after first period

Speaker: 00:39:25

because it's second block that he comes

Speaker: 00:39:27

in on the even days.

Speaker: 00:39:28

So I make sure it's all

Speaker: 00:39:29

nice and tidy before I go out.

Speaker: 00:39:31

And I got a couple minutes

Speaker: 00:39:32

to that before he comes in

Speaker: 00:39:33

because it's nutrition break right then.

Speaker: 00:39:34

So I've got a few minutes to set up.

Speaker: 00:39:37

That has been my goal this year.

Speaker: 00:39:39

And so far I've stuck to it.

Speaker: 00:39:43

That's good.

Speaker: 00:39:44

Four weeks in.

Speaker: 00:39:44

This is week number four.

Speaker: 00:39:46

So four weeks in I've stuck to it.

Speaker: 00:39:51

Okay.

Speaker: 00:39:52

Any things that you committed to yourself

Speaker: 00:39:57

that you failed at and one that you

Speaker: 00:40:00

succeeded, it stuck.

Speaker: 00:40:07

Whoever wants to go first.

Speaker: 00:40:09

I'll let you go, Pamela.

Speaker: 00:40:13

Well, I mean the succeeded

Speaker: 00:40:14

stuff are like, you know,

Speaker: 00:40:18

when I try out a new

Speaker: 00:40:19

technique, I'm like, okay, well,

Speaker: 00:40:21

this seems like it,

Speaker: 00:40:23

this resonates with me.

Speaker: 00:40:24

I'm going to try it out.

Speaker: 00:40:25

I mean, like my whole comprehensible

Speaker: 00:40:27

input journey, you know,

Speaker: 00:40:29

was like me doing a lot

Speaker: 00:40:31

of work to figure out like,

Speaker: 00:40:32

how am I going to do this and making my,

Speaker: 00:40:34

my story scaffolds and everything.

Speaker: 00:40:38

And, you know, I didn't know if it was

Speaker: 00:40:40

going to work or not,

Speaker: 00:40:41

but it resonated with me.

Speaker: 00:40:42

And then as I was getting

Speaker: 00:40:44

better and better at it,

Speaker: 00:40:45

of course it stuck, you know?

Speaker: 00:40:47

And so there's a lot of techniques.

Speaker: 00:40:48

Cause I, I don't use just one technique.

Speaker: 00:40:50

I use a million techniques.

Speaker: 00:40:51

Cause I don't know what's going to

Speaker: 00:40:52

resonate with the kids

Speaker: 00:40:53

and what's going to fail miserably.

Speaker: 00:40:56

Cause I, flexibility is

Speaker: 00:40:57

really the name of the game.

Speaker: 00:40:58

When you're a teacher, you

Speaker: 00:40:59

gotta be willing to pivot.

Speaker: 00:41:00

You've got to be willing,

Speaker: 00:41:01

something's going to work for period one,

Speaker: 00:41:03

but it's not going to

Speaker: 00:41:04

work for period five.

Speaker: 00:41:05

And maybe it works for

Speaker: 00:41:06

period one on Tuesday,

Speaker: 00:41:07

but it doesn't work for

Speaker: 00:41:08

period one on Friday, you know,

Speaker: 00:41:10

whatever.

Speaker: 00:41:10

So, so yeah, I mean, there's

Speaker: 00:41:13

obviously I've had a lot of

Speaker: 00:41:15

successes or I wouldn't

Speaker: 00:41:16

still enjoy what I'm doing.

Speaker: 00:41:18

Right?

Speaker: 00:41:20

The big stuff that blows up

Speaker: 00:41:21

in my face are usually the

Speaker: 00:41:23

things that I need some assistance to do.

Speaker: 00:41:28

I need assistance on like I

Speaker: 00:41:29

had this grandiose idea over

Speaker: 00:41:32

the summer last year.

Speaker: 00:41:33

I was like, we are going to make

Speaker: 00:41:35

alfombras de Guatemala.

Speaker: 00:41:37

I think they're so beautiful.

Speaker: 00:41:39

I think they're so cool.

Speaker: 00:41:39

And I think we can do it

Speaker: 00:41:40

because I've been watching some

Speaker: 00:41:41

YouTube videos.

Speaker: 00:41:42

I need the sawdust.

Speaker: 00:41:43

I could buy Kool-Aid,

Speaker: 00:41:44

really cheap Kool-Aid is nasty,

Speaker: 00:41:46

nasty dye stuff.

Speaker: 00:41:47

I mean, when I'm like tie

Speaker: 00:41:48

dyeing clothes, I use Kool-Aid.

Speaker: 00:41:51

I can, I can save cardboard

Speaker: 00:41:53

and make stencils and stuff.

Speaker: 00:41:54

And this'll work.

Speaker: 00:41:55

This'll be really great.

Speaker: 00:41:56

You know what?

Speaker: 00:41:57

Why should I do it alone?

Speaker: 00:41:58

And I think my other Spanish,

Speaker: 00:41:59

one of my colleagues will do it with me,

Speaker: 00:42:01

my Spanish teacher colleague.

Speaker: 00:42:02

I've got, I'm one of

Speaker: 00:42:03

five Spanish teachers,

Speaker: 00:42:04

but I know for sure

Speaker: 00:42:05

one will do it with me.

Speaker: 00:42:06

And let me talk to the art teachers.

Speaker: 00:42:09

Let me talk to the shop

Speaker: 00:42:10

teacher and see if I can get his

Speaker: 00:42:11

sawdust.

Speaker: 00:42:12

And so I made it like this big,

Speaker: 00:42:14

it was a big school wide thing,

Speaker: 00:42:16

but you know, I live in Seattle, right,

Speaker: 00:42:18

right outside of

Speaker: 00:42:19

Seattle and it's raining,

Speaker: 00:42:21

raining, raining, raining, raining.

Speaker: 00:42:23

And so all the days that

Speaker: 00:42:26

would have made logical sense to

Speaker: 00:42:28

do it around Easter, rain, rain, rain,

Speaker: 00:42:32

just the weather was terrible.

Speaker: 00:42:33

Okay, we'll put it off and we'll do it.

Speaker: 00:42:35

We'll do it in May.

Speaker: 00:42:37

No, May was rainy too.

Speaker: 00:42:38

Okay, we'll do it in June.

Speaker: 00:42:40

We'll coincide with

Speaker: 00:42:41

the district art show.

Speaker: 00:42:42

And then by then my

Speaker: 00:42:44

colleagues had all kind of fizzled out

Speaker: 00:42:45

of my grandiose idea.

Speaker: 00:42:47

And so I never got to do it.

Speaker: 00:42:50

And I'm hoping to do it this year,

Speaker: 00:42:51

but I'm thinking I'm going

Speaker: 00:42:52

to have to do it in September.

Speaker: 00:42:54

Okay.

Speaker: 00:42:54

The students will know their colors.

Speaker: 00:42:56

I can teach them their shapes, you know,

Speaker: 00:42:57

so that'll be good.

Speaker: 00:42:59

But I think it's just going

Speaker: 00:43:00

to be me and not everyone.

Speaker: 00:43:02

Cause I was kind of waiting for every,

Speaker: 00:43:04

all the pieces to fall together.

Speaker: 00:43:06

And if you have to postpone it,

Speaker: 00:43:07

you've got nine months to do it.

Speaker: 00:43:10

Yeah, yeah, true, true.

Speaker: 00:43:13

So, so it's, I think it's,

Speaker: 00:43:15

it's when I, when it's like,

Speaker: 00:43:17

I think really hard about the logistics

Speaker: 00:43:20

because there's a lot of

Speaker: 00:43:21

things I do that are a lot of work,

Speaker: 00:43:23

but if they fill my

Speaker: 00:43:24

bucket, then I'm good with it.

Speaker: 00:43:26

You know, if I'm enjoying it,

Speaker: 00:43:28

I don't ever want to

Speaker: 00:43:29

teach a boring lesson.

Speaker: 00:43:30

Cause I, it will just kill

Speaker: 00:43:32

me to teach a boring lesson.

Speaker: 00:43:33

I, I want to be having fun too.

Speaker: 00:43:36

So I think when it doesn't

Speaker: 00:43:37

work is when I'm doing something

Speaker: 00:43:39

I think is fun, but the

Speaker: 00:43:40

kids don't think it's fun.

Speaker: 00:43:42

And I need to pivot quickly or when I'm,

Speaker: 00:43:44

I'm waiting for pieces to fall into place

Speaker: 00:43:46

and they don't ever

Speaker: 00:43:47

quite fall in the place.

Speaker: 00:43:48

That's those are, those are

Speaker: 00:43:50

when I make a promise to myself

Speaker: 00:43:51

and I'm like, oh, the

Speaker: 00:43:52

world conspired against me.

Speaker: 00:43:57

Do you have one, Karla?

Speaker: 00:44:01

You know, I, I, some of my

Speaker: 00:44:03

goals that I set, you know

Speaker: 00:44:05

at the beginning,

Speaker: 00:44:06

sometimes they last, like you said

Speaker: 00:44:08

by October, it's hard

Speaker: 00:44:10

to create new habits.

Speaker: 00:44:12

So there's some things like, you know

Speaker: 00:44:14

I have some dance routines

Speaker: 00:44:15

that we just do as a brain break

Speaker: 00:44:17

these French songs where you're just

Speaker: 00:44:19

imitating the movement.

Speaker: 00:44:21

You're just going to get up

Speaker: 00:44:22

and get the brain flowing.

Speaker: 00:44:24

One that has lasted is squats.

Speaker: 00:44:26

We practice numbers with squats.

Speaker: 00:44:28

I make the kids do 10 squats in French,

Speaker: 00:44:31

and or we go by tens to a hundred.

Speaker: 00:44:34

It's something we do throughout the year.

Speaker: 00:44:36

And it just gets, and always

Speaker: 00:44:38

causes a rock is, oh my God

Speaker: 00:44:40

some kids think it's

Speaker: 00:44:41

fun and some, you know

Speaker: 00:44:43

you know, can't be bothered with it.

Speaker: 00:44:45

So dancing squats, like

Speaker: 00:44:47

my music Friday things

Speaker: 00:44:48

they wouldn't always last

Speaker: 00:44:51

the way I had envisioned them

Speaker: 00:44:53

but I will say this and

Speaker: 00:44:56

another like a personal thing

Speaker: 00:44:57

I make personal goals, you know

Speaker: 00:44:59

last year I couldn't with my four preps

Speaker: 00:45:01

that was just impossible.

Speaker: 00:45:02

But now it's like over the summer

Speaker: 00:45:04

we all kind of adopt

Speaker: 00:45:05

a healthier lifestyle.

Speaker: 00:45:06

I feel like us teachers, we have more

Speaker: 00:45:08

time to sit in the sun

Speaker: 00:45:10

go to the gym, get our

Speaker: 00:45:11

vitamin D go in the sauna

Speaker: 00:45:13

whatever it is that

Speaker: 00:45:14

you do for your health

Speaker: 00:45:16

cause that's really

Speaker: 00:45:17

important to, you know what I mean?

Speaker: 00:45:19

For your mental health, you gotta be,

Speaker: 00:45:20

so that's important to me.

Speaker: 00:45:22

And this year I'm like, okay

Speaker: 00:45:24

the universe is telling me

Speaker: 00:45:25

you got two preps this year

Speaker: 00:45:26

no excuses, you gotta

Speaker: 00:45:27

keep up what you started

Speaker: 00:45:29

over the summer, you know

Speaker: 00:45:30

when I had all the hours

Speaker: 00:45:31

in the world to do that.

Speaker: 00:45:32

So, you know, I hope that I can

Speaker: 00:45:35

but what unfortunately

Speaker: 00:45:38

the one thing that does

Speaker: 00:45:39

end up being consistent

Speaker: 00:45:41

between August to the end of May

Speaker: 00:45:44

is I deliver a hundred

Speaker: 00:45:45

percent to all my preps

Speaker: 00:45:47

at my cost sometimes.

Speaker: 00:45:49

And so I do not like you said

Speaker: 00:45:53

my lesson plans have to be on point

Speaker: 00:45:55

I have to be entertained,

Speaker: 00:45:57

they have to be entertained

Speaker: 00:45:58

I hold myself to very high standards.

Speaker: 00:46:00

And unfortunately that is

Speaker: 00:46:03

not even one of my goals

Speaker: 00:46:04

but it ends up getting in

Speaker: 00:46:06

the way of the other goals

Speaker: 00:46:08

if that makes sense.

Speaker: 00:46:09

So, yeah.

Speaker: 00:46:10

I think that it's so

Speaker: 00:46:11

important that you put it in there

Speaker: 00:46:12

that when I thought about this topic

Speaker: 00:46:15

I was thinking about what

Speaker: 00:46:17

promises do I make school wise

Speaker: 00:46:20

to make my year go better or whatever.

Speaker: 00:46:23

Never thought about the

Speaker: 00:46:24

health or the, you know

Speaker: 00:46:26

the me stuff, the stuff that

Speaker: 00:46:28

because if you're not ready

Speaker: 00:46:31

then your kids aren't gonna be.

Speaker: 00:46:33

So if you're not whole on yourself

Speaker: 00:46:35

you're not gonna be able to

Speaker: 00:46:36

do anything with your kids.

Speaker: 00:46:37

You've got to take care of yourself first

Speaker: 00:46:39

and we don't ever think about that.

Speaker: 00:46:43

And we don't think about

Speaker: 00:46:45

that once the school starts

Speaker: 00:46:46

it's not about us, it's about

Speaker: 00:46:47

all of our kids and our work

Speaker: 00:46:48

and that's one of the things

Speaker: 00:46:51

about taking work home or not

Speaker: 00:46:52

you need to have a

Speaker: 00:46:53

good work life balance.

Speaker: 00:46:55

And we don't as

Speaker: 00:46:56

teachers, most of us do not.

Speaker: 00:46:58

And I look at my week why I'm so tired

Speaker: 00:47:00

like my eyes could close right now

Speaker: 00:47:03

and I could go to sleep

Speaker: 00:47:05

because during the week I have got a dog

Speaker: 00:47:08

I love her to death

Speaker: 00:47:09

but she's very demanding with my time

Speaker: 00:47:12

because she's so active.

Speaker: 00:47:13

She needs about five

Speaker: 00:47:15

hours of exercise a day

Speaker: 00:47:18

but I can only give

Speaker: 00:47:19

her about three or four.

Speaker: 00:47:21

When I come home from school

Speaker: 00:47:23

by the time I get home

Speaker: 00:47:23

from school it's 4.30.

Speaker: 00:47:25

I eat dinner, then I take her to the park

Speaker: 00:47:28

and I take her to the park

Speaker: 00:47:29

so you can play with her

Speaker: 00:47:30

friends and get her energy out.

Speaker: 00:47:31

I get home around

Speaker: 00:47:32

nine and then I go to bed

Speaker: 00:47:35

and then I start my day over again.

Speaker: 00:47:37

I take her to the park seven days a week

Speaker: 00:47:40

but five days of the week

Speaker: 00:47:42

I have no personal time.

Speaker: 00:47:45

I don't count making dinner and eating

Speaker: 00:47:47

dinner personal time

Speaker: 00:47:49

and I'm so exhausted physically.

Speaker: 00:47:51

Yes, am I getting my sleep?

Speaker: 00:47:53

I'm getting my sleep.

Speaker: 00:47:54

Yes, am I going outside?

Speaker: 00:47:56

I am and I am somewhat

Speaker: 00:47:57

relaxed when I'm there.

Speaker: 00:47:59

Sometimes I gotta play with her

Speaker: 00:48:00

but last time she's got

Speaker: 00:48:01

her friends to play with

Speaker: 00:48:02

but just the routine of it.

Speaker: 00:48:06

During that week I

Speaker: 00:48:08

don't have any personal time

Speaker: 00:48:10

and so on Saturday and

Speaker: 00:48:11

Sundays I got the time

Speaker: 00:48:13

but I'm so physically exhausted

Speaker: 00:48:16

that I can't always do the me stuff,

Speaker: 00:48:18

the stuff that I need to get done

Speaker: 00:48:20

for myself to regenerate.

Speaker: 00:48:22

I'm so fortunate, I

Speaker: 00:48:24

love my kids this year.

Speaker: 00:48:25

My kids are great, my classes are great.

Speaker: 00:48:28

Everything is going so well.

Speaker: 00:48:30

Knock on wood that it doesn't change

Speaker: 00:48:34

but usually the honeymoon

Speaker: 00:48:36

period starts to end about now

Speaker: 00:48:37

because we're in about

Speaker: 00:48:38

fourth week and it hasn't yet.

Speaker: 00:48:39

So I'm doing pretty

Speaker: 00:48:41

good but that's the thing,

Speaker: 00:48:43

yeah, keep my fingers crossed.

Speaker: 00:48:44

But that's the thing I

Speaker: 00:48:45

think is so important

Speaker: 00:48:46

is you've gotta take care of yourself

Speaker: 00:48:48

because if you're not whole as yourself

Speaker: 00:48:51

you can't be there for the kids.

Speaker: 00:48:53

So that's a good point.

Speaker: 00:48:54

Thank you for bringing that one up.

Speaker: 00:48:56

Carla, you are so right.

Speaker: 00:48:58

So I've got this broken

Speaker: 00:49:00

leg that will not heal

Speaker: 00:49:01

because I never get a chance to sit down.

Speaker: 00:49:04

And it was like December last year

Speaker: 00:49:07

and I'm on winter

Speaker: 00:49:09

break and I'm a good girl.

Speaker: 00:49:11

I know how to handle this.

Speaker: 00:49:13

I'm doing my exercises

Speaker: 00:49:15

and I suddenly realized

Speaker: 00:49:16

because I'm like, oh my gosh,

Speaker: 00:49:17

I'd never have time to exercise when

Speaker: 00:49:19

school starts again.

Speaker: 00:49:20

And I realized I'd

Speaker: 00:49:21

better carve out the time.

Speaker: 00:49:23

And so you're so right about the dance

Speaker: 00:49:27

and the movement and everything.

Speaker: 00:49:28

Because I started saying like,

Speaker: 00:49:30

okay guys, it's time for Etiros Mont.

Speaker: 00:49:32

We're gonna get up

Speaker: 00:49:33

and we're gonna stretch.

Speaker: 00:49:34

I found all these five minute videos.

Speaker: 00:49:36

So by golly, you're gonna

Speaker: 00:49:37

work on your body parts.

Speaker: 00:49:38

You know arms, you

Speaker: 00:49:39

know legs, you know left,

Speaker: 00:49:40

you know right, you know

Speaker: 00:49:42

forward, you know backwards.

Speaker: 00:49:43

We're doing a Rajeo Taiso.

Speaker: 00:49:45

You know, it's such a good

Speaker: 00:49:46

way to work on body parts.

Speaker: 00:49:48

And when the kids grow and I'm like,

Speaker: 00:49:50

hey, this is for me, this isn't for you.

Speaker: 00:49:52

I need to be doing my stretching.

Speaker: 00:49:55

So I deliberately carved

Speaker: 00:49:57

out that time during class.

Speaker: 00:49:59

But again, you know,

Speaker: 00:50:00

because you think about

Speaker: 00:50:01

the work life balance, the separation,

Speaker: 00:50:03

and I realized I better

Speaker: 00:50:05

be bringing this into work

Speaker: 00:50:06

or by the time I get home,

Speaker: 00:50:08

I'm gonna be in too much pain.

Speaker: 00:50:09

I'm gonna be too exhausted

Speaker: 00:50:11

to do the exercises that I need to do.

Speaker: 00:50:14

Yeah and when I bring in that.

Speaker: 00:50:16

My prep period, you know, I live in

Speaker: 00:50:19

Southern California.

Speaker: 00:50:20

I forced myself to go

Speaker: 00:50:21

to the further copier

Speaker: 00:50:23

so I can walk in the

Speaker: 00:50:24

sun for eight minutes.

Speaker: 00:50:27

My doctor says get 15 and I, you know,

Speaker: 00:50:30

and I do get a lot of

Speaker: 00:50:31

exercise according to my Apple watch

Speaker: 00:50:34

when I go and make copies.

Speaker: 00:50:36

And sometimes I purposely make two trips

Speaker: 00:50:38

so I can get some walking.

Speaker: 00:50:40

If I know I'm gonna, it's

Speaker: 00:50:41

gonna be one of those days

Speaker: 00:50:42

where you're not gonna

Speaker: 00:50:43

be able to go to the gym.

Speaker: 00:50:44

I just try to do something,

Speaker: 00:50:46

go up and down the

Speaker: 00:50:47

stairs a couple of times.

Speaker: 00:50:48

Okay, I'm embarrassed

Speaker: 00:50:49

to say this publicly

Speaker: 00:50:50

on worldwide internet.

Speaker: 00:50:52

But when I'm at the copy

Speaker: 00:50:54

machine, I'm taking steps.

Speaker: 00:50:56

I'm marching right there

Speaker: 00:50:57

where the copy machine is going.

Speaker: 00:50:58

Oh no, that's good, that's good.

Speaker: 00:50:59

So I'm getting my steps.

Speaker: 00:51:02

In my old copy room,

Speaker: 00:51:03

I would make my copies

Speaker: 00:51:05

before school started,

Speaker: 00:51:06

before anybody was there.

Speaker: 00:51:07

So I could walk from the copy room.

Speaker: 00:51:09

It was right next to the main office.

Speaker: 00:51:10

I go there, walk

Speaker: 00:51:11

around the secretary's desk,

Speaker: 00:51:12

then come back and

Speaker: 00:51:13

just keep going around.

Speaker: 00:51:14

Cause what else are you gonna do

Speaker: 00:51:15

while you're waiting

Speaker: 00:51:15

for the copies to go?

Speaker: 00:51:16

So I get my steps in

Speaker: 00:51:18

there to get some extra steps.

Speaker: 00:51:19

So yeah, people come in and they're like,

Speaker: 00:51:21

I'm like, what are you doing?

Speaker: 00:51:22

Get my steps, get my steps.

Speaker: 00:51:24

And last night at the

Speaker: 00:51:25

dog park, me and my friend,

Speaker: 00:51:27

he's 20 years old, he's my dad's age.

Speaker: 00:51:29

He's 75 years old, great health.

Speaker: 00:51:31

He's in great health for 75.

Speaker: 00:51:32

He goes out camping and

Speaker: 00:51:34

metal detecting every weekend.

Speaker: 00:51:36

Last night we go, how

Speaker: 00:51:37

many steps do you have?

Speaker: 00:51:38

I go, well, I'm kind of light today

Speaker: 00:51:39

cause it was a Saturday.

Speaker: 00:51:40

I only had like 2,500 steps.

Speaker: 00:51:43

And he's like, I've got 26.

Speaker: 00:51:45

I go, not for long.

Speaker: 00:51:46

And we had a little competition.

Speaker: 00:51:48

A little competition.

Speaker: 00:51:49

And we went around.

Speaker: 00:51:50

And I ended up with 5,100

Speaker: 00:51:52

by the end of the night.

Speaker: 00:51:53

And he had about 55,000.

Speaker: 00:51:56

So it was funny that

Speaker: 00:51:57

we, you know, we just had,

Speaker: 00:51:59

come on, where's the go?

Speaker: 00:52:01

And we were the only

Speaker: 00:52:01

ones at the park there.

Speaker: 00:52:02

When else had left.

Speaker: 00:52:03

And then we were kind of embarrassed

Speaker: 00:52:04

when two other people

Speaker: 00:52:06

came in the park, but I go,

Speaker: 00:52:07

I'm finishing till I get my 5,000.

Speaker: 00:52:09

I don't care.

Speaker: 00:52:12

Set your goal.

Speaker: 00:52:13

Set your goal.

Speaker: 00:52:14

So taking care of

Speaker: 00:52:15

yourself is very important.

Speaker: 00:52:16

And I'll say, I'll

Speaker: 00:52:17

tell you one that I made

Speaker: 00:52:19

and I've just given up at this point.

Speaker: 00:52:20

It's not sticking.

Speaker: 00:52:22

What resonates with me

Speaker: 00:52:25

is an approach called

Speaker: 00:52:27

whole brain teaching.

Speaker: 00:52:29

It used to be called

Speaker: 00:52:30

something else I forgot

Speaker: 00:52:31

and I liked the idea and

Speaker: 00:52:34

it's started in college actually

Speaker: 00:52:36

but really resonates with

Speaker: 00:52:38

elementary and middle school.

Speaker: 00:52:39

It's a lot of repetition

Speaker: 00:52:41

and hand gestures and stuff.

Speaker: 00:52:43

And I picked and choose

Speaker: 00:52:44

what I thought would work

Speaker: 00:52:45

in my classroom.

Speaker: 00:52:46

Cause some of the

Speaker: 00:52:46

stuff doesn't really work.

Speaker: 00:52:48

They have things like, you know, mirror.

Speaker: 00:52:52

And that means that

Speaker: 00:52:53

you're gonna repeat everything

Speaker: 00:52:54

that I say, like instructions.

Speaker: 00:52:55

You go, okay, we take out your pencils.

Speaker: 00:52:57

And then they have, I've

Speaker: 00:52:58

already taken out their pencils.

Speaker: 00:52:59

You know, kind of

Speaker: 00:53:00

things that really do help

Speaker: 00:53:01

all kinds of kids.

Speaker: 00:53:02

And I like some of the things.

Speaker: 00:53:05

But I started off strongly

Speaker: 00:53:07

and then I even forget in the middle

Speaker: 00:53:09

that I'm supposed to be doing this.

Speaker: 00:53:11

And so it never sticks.

Speaker: 00:53:12

And even some of the stuff

Speaker: 00:53:13

I thought really would like,

Speaker: 00:53:15

I used to go, every time I said clase,

Speaker: 00:53:18

I wanted them to say, see?

Speaker: 00:53:20

Cause there's a thing that

Speaker: 00:53:21

says, when you say class,

Speaker: 00:53:23

they say yes.

Speaker: 00:53:24

Every time so that

Speaker: 00:53:25

their attention is on you.

Speaker: 00:53:27

But then I realized there

Speaker: 00:53:27

are sometimes I say clase

Speaker: 00:53:29

where it's not appropriate to say see.

Speaker: 00:53:31

I'm like addressing

Speaker: 00:53:32

them to answer questions.

Speaker: 00:53:34

Like instead of asking

Speaker: 00:53:35

Johnny, I'm saying clase,

Speaker: 00:53:37

kiteguk, you know, whatever I'm asking.

Speaker: 00:53:40

And so then it would say see

Speaker: 00:53:41

and it would interrupt

Speaker: 00:53:42

my rest of my sentence.

Speaker: 00:53:42

I hadn't finished yet.

Speaker: 00:53:43

It wasn't my clase

Speaker: 00:53:45

attention getter, it was.

Speaker: 00:53:47

So I've tried it for years.

Speaker: 00:53:51

It never stuck the whole year.

Speaker: 00:53:53

Then I gave it up for a few years

Speaker: 00:53:55

and then a new edition of it came out

Speaker: 00:53:57

and I read the book, the new edition.

Speaker: 00:53:58

I go, okay, there's some new things.

Speaker: 00:54:00

And I stole some things.

Speaker: 00:54:01

I've always had a scoreboard.

Speaker: 00:54:02

I got that from Fred Jones, but that's

Speaker: 00:54:04

part of their thing.

Speaker: 00:54:06

They had, what they added in part two

Speaker: 00:54:08

was a super improver board

Speaker: 00:54:11

where you look at habits or

Speaker: 00:54:13

behaviors in the classroom

Speaker: 00:54:15

and they only get

Speaker: 00:54:16

points when they improve

Speaker: 00:54:17

from the previous class.

Speaker: 00:54:18

They don't have to be perfect.

Speaker: 00:54:20

They just improve and work up the scale.

Speaker: 00:54:23

That stuck.

Speaker: 00:54:24

I've got that in my room, we're using it.

Speaker: 00:54:27

But other things have

Speaker: 00:54:28

just kind of gone way bored.

Speaker: 00:54:29

So I started it up

Speaker: 00:54:30

again about two years ago,

Speaker: 00:54:32

but it's gone and I

Speaker: 00:54:32

didn't even start it this year.

Speaker: 00:54:34

Other than the super improver board,

Speaker: 00:54:36

I have that, that's only it's left over.

Speaker: 00:54:39

I was like, try to, it

Speaker: 00:54:40

just, it resonates with me.

Speaker: 00:54:42

I think, oh my God, this is good.

Speaker: 00:54:43

It's active.

Speaker: 00:54:44

It's keeping people's minds and hands

Speaker: 00:54:47

engaged all the time.

Speaker: 00:54:49

And it would be really, really good.

Speaker: 00:54:50

I just can't keep it up consistently.

Speaker: 00:54:53

I forget some of the times.

Speaker: 00:54:55

And I'm like, I go, class

Speaker: 00:54:56

C and the kids are going C.

Speaker: 00:54:57

I'm like, why are you saying C?

Speaker: 00:54:58

We're not that, oh, that's right.

Speaker: 00:55:01

It's those kinds of things.

Speaker: 00:55:02

So the column response

Speaker: 00:55:05

doesn't always get up

Speaker: 00:55:06

and it resonates with me.

Speaker: 00:55:08

And I go, it's such

Speaker: 00:55:09

good educational practice

Speaker: 00:55:11

and it applies to all kids.

Speaker: 00:55:12

So it really helps the special needs kids

Speaker: 00:55:14

and the lack of focus

Speaker: 00:55:16

kids and all the kids.

Speaker: 00:55:17

But oh my gosh, I just

Speaker: 00:55:20

can't keep that one up.

Speaker: 00:55:21

I make that promise.

Speaker: 00:55:21

So I was here, I go, I made my promise

Speaker: 00:55:24

to not make that promise this year.

Speaker: 00:55:28

So I'm going to

Speaker: 00:55:28

suggest instead of saying,

Speaker: 00:55:30

instead of being your

Speaker: 00:55:31

signal word being class A,

Speaker: 00:55:32

have it be like, OJ class A.

Speaker: 00:55:35

So by putting the OJ in

Speaker: 00:55:36

front, you're signaling yourself,

Speaker: 00:55:39

oh, I'm going to get a response.

Speaker: 00:55:41

And also it's not the same

Speaker: 00:55:42

thing that you're just saying,

Speaker: 00:55:43

like in the middle of your

Speaker: 00:55:45

story asking or something.

Speaker: 00:55:46

For me to be able to think

Speaker: 00:55:47

of that and say it that way,

Speaker: 00:55:48

because I have been doing

Speaker: 00:55:49

this for 25 years to change.

Speaker: 00:55:51

Old dogs, not all old

Speaker: 00:55:53

dogs can learn new tricks.

Speaker: 00:55:58

Because when our teachers told me once,

Speaker: 00:56:00

he goes, you say muy bien a lot.

Speaker: 00:56:02

So I've been trying to

Speaker: 00:56:04

remember to change it

Speaker: 00:56:05

to something else than muy bien

Speaker: 00:56:07

when a kid does something well.

Speaker: 00:56:09

So I've been trying,

Speaker: 00:56:10

but that's still hard.

Speaker: 00:56:11

And she told me that

Speaker: 00:56:12

like 15, 20 years ago.

Speaker: 00:56:15

And I'm still struggling with not using

Speaker: 00:56:17

muy bien all the time.

Speaker: 00:56:19

You know what, I would say be yourself.

Speaker: 00:56:21

If that's what you say,

Speaker: 00:56:22

that comes from your heart.

Speaker: 00:56:24

That's a nice phrase, who cares?

Speaker: 00:56:26

Be yourself, be easy on yourself.

Speaker: 00:56:29

I would never beat myself up.

Speaker: 00:56:31

Say muy bien, tres bien, I still do.

Speaker: 00:56:35

And I know that you could say,

Speaker: 00:56:36

pamal and you could say

Speaker: 00:56:37

a bunch of other things.

Speaker: 00:56:38

I think you should all be you.

Speaker: 00:56:40

The reason I'm concerned about it

Speaker: 00:56:42

is not because they pointed out,

Speaker: 00:56:43

it was a French teacher

Speaker: 00:56:44

just making an observation.

Speaker: 00:56:47

But I think, gosh, I could

Speaker: 00:56:48

teach so many other expressions

Speaker: 00:56:51

if I used more expressions.

Speaker: 00:56:53

So that's my thinking behind it.

Speaker: 00:56:56

But I always gotta go,

Speaker: 00:56:57

okay, don't say muy bien,

Speaker: 00:56:58

say something else.

Speaker: 00:57:00

I've gotta consciously think about it

Speaker: 00:57:01

each and every time.

Speaker: 00:57:04

Each and every time. That's true.

Speaker: 00:57:05

We were playing a game, oh, I don't know.

Speaker: 00:57:07

This was maybe seven, eight years ago.

Speaker: 00:57:09

Playing a game with mini whiteboards.

Speaker: 00:57:11

And my French student,

Speaker: 00:57:13

she holds up her whiteboard.

Speaker: 00:57:15

She goes, "Trey bien, this!"

Speaker: 00:57:18

And I was like, okay,

Speaker: 00:57:19

maybe I use it a lot.

Speaker: 00:57:20

But I was so proud of her.

Speaker: 00:57:22

I was so happy.

Speaker: 00:57:23

She was excited, she was invested.

Speaker: 00:57:25

So yeah, Carl is right.

Speaker: 00:57:27

Don't beat yourself up over it.

Speaker: 00:57:29

But I fully agree.

Speaker: 00:57:31

I've tried to do more like,

Speaker: 00:57:33

pamal, that's something

Speaker: 00:57:34

very French that they would say

Speaker: 00:57:36

because they're not as

Speaker: 00:57:37

complimentary as we are.

Speaker: 00:57:39

They're very understated.

Speaker: 00:57:40

Yeah, that's a compliment.

Speaker: 00:57:42

So I'll be like, ooh, pamal, which is

Speaker: 00:57:44

like, say, in trey bien.

Speaker: 00:57:45

So I agree with you.

Speaker: 00:57:47

I just, I stopped beating

Speaker: 00:57:49

myself up over those things.

Speaker: 00:57:50

Oh, make sure 90% of the time and all

Speaker: 00:57:54

these little things,

Speaker: 00:57:55

I do my best, that's what I do.

Speaker: 00:57:58

That's all we can do

Speaker: 00:57:58

at the end of the day.

Speaker: 00:58:00

That's all that we can do is do our best.

Speaker: 00:58:04

And that's one thing, like,

Speaker: 00:58:05

I have a teacher who's

Speaker: 00:58:06

interested in what we do,

Speaker: 00:58:08

but he's like, I tried it years ago

Speaker: 00:58:12

and it was a lot of work.

Speaker: 00:58:14

And I'm like, he tried to explain to me,

Speaker: 00:58:18

I go, oh, I see what you're saying,

Speaker: 00:58:19

but let me tell you what you're doing

Speaker: 00:58:21

compared to what I'm doing.

Speaker: 00:58:23

I put in 125% in the

Speaker: 00:58:28

classroom from bell to bell.

Speaker: 00:58:30

I am on, I am performing,

Speaker: 00:58:32

the on air light is there,

Speaker: 00:58:35

flashing in my face.

Speaker: 00:58:37

But when that bell rings at

Speaker: 00:58:39

the end of the day, I'm done.

Speaker: 00:58:43

I do not have a stack of workbook pages

Speaker: 00:58:46

that I need to grade.

Speaker: 00:58:49

And he go, and I go, so

Speaker: 00:58:51

I'm done with the bell.

Speaker: 00:58:52

I may have a couple things to grade,

Speaker: 00:58:55

but we're not talking long thing,

Speaker: 00:58:56

I may be a warm up or an exit ticket.

Speaker: 00:58:58

And once a week, my essays, that's it.

Speaker: 00:59:02

A test every couple of

Speaker: 00:59:03

weeks, you know, that's all I do.

Speaker: 00:59:06

I spend most of my prep

Speaker: 00:59:08

time planning new activities

Speaker: 00:59:10

or coming up with new ideas or writing

Speaker: 00:59:12

stories for my kids.

Speaker: 00:59:14

That's what I spend a lot of time on.

Speaker: 00:59:16

That's what my prep time is.

Speaker: 00:59:17

I said, so yes, it is a

Speaker: 00:59:19

lot of work in the classroom

Speaker: 00:59:21

where in the

Speaker: 00:59:22

classroom, I'm gonna be honest,

Speaker: 00:59:24

and not just to him, just

Speaker: 00:59:25

anybody uses a textbook.

Speaker: 00:59:27

It's a less demanding of a way

Speaker: 00:59:31

because you did your instruction,

Speaker: 00:59:33

and now you're saying kids,

Speaker: 00:59:35

get to work on the next exercises

Speaker: 00:59:37

that practice that instruction.

Speaker: 00:59:39

And then you're

Speaker: 00:59:39

walking around there and go,

Speaker: 00:59:40

get to work, get to work.

Speaker: 00:59:41

Yeah, you're doing it right.

Speaker: 00:59:42

No, let me fix this.

Speaker: 00:59:44

You're not really on at that point.

Speaker: 00:59:47

You're just monitoring, you're

Speaker: 00:59:49

supervising at that point.

Speaker: 00:59:51

And so you have some downtime.

Speaker: 00:59:53

And one of the things

Speaker: 00:59:54

that teachers always say,

Speaker: 00:59:55

you know, with CI, you

Speaker: 00:59:57

don't have any downtime.

Speaker: 00:59:58

Yes, you do, this is what you do.

Speaker: 01:00:01

Silent reading is your downtime.

Speaker: 01:00:04

Doesn't mean you're not reading,

Speaker: 01:00:06

but that you sit down and

Speaker: 01:00:07

read a book that you enjoy.

Speaker: 01:00:09

So I'm not always reading Spanish books,

Speaker: 01:00:12

but I am reading a book

Speaker: 01:00:13

in a foreign language.

Speaker: 01:00:14

So whatever, because I'm

Speaker: 01:00:15

modeling, not reading Spanish,

Speaker: 01:00:17

I'm modeling reading a language

Speaker: 01:00:19

that I am learning to try

Speaker: 01:00:21

to acquire more language.

Speaker: 01:00:23

So it'll be a French

Speaker: 01:00:24

book, it'll be a German book,

Speaker: 01:00:25

or right now I'm trying to find some

Speaker: 01:00:26

Maltese books to read

Speaker: 01:00:28

because that's what I'm learning.

Speaker: 01:00:29

So I find that that is

Speaker: 01:00:30

really helpful to do it that way.

Speaker: 01:00:34

And the other thing

Speaker: 01:00:35

which I never did before,

Speaker: 01:00:37

but I started doing it

Speaker: 01:00:37

a couple of years ago,

Speaker: 01:00:40

I took a workbook approach to CI.

Speaker: 01:00:44

So once a week, they have

Speaker: 01:00:47

to work on two activities.

Speaker: 01:00:48

One's a listening activity,

Speaker: 01:00:50

and one's a reading activity

Speaker: 01:00:51

that doesn't require my input.

Speaker: 01:00:54

I've done the input, I

Speaker: 01:00:55

wrote the story in there,

Speaker: 01:00:57

I've recorded a listening story for them

Speaker: 01:00:59

that answer their questions.

Speaker: 01:01:01

It takes them five to

Speaker: 01:01:02

seven minutes to complete,

Speaker: 01:01:03

but that's the one time

Speaker: 01:01:05

where I'm down once a week.

Speaker: 01:01:07

So there are times, but

Speaker: 01:01:09

that's the difference I find.

Speaker: 01:01:12

I don't have all that stack of papers

Speaker: 01:01:13

that he's got to grade after the fact,

Speaker: 01:01:16

because all those

Speaker: 01:01:17

activities you have them do is that.

Speaker: 01:01:20

And my activities are

Speaker: 01:01:21

self-graded by the grading program

Speaker: 01:01:23

because I make them

Speaker: 01:01:24

multiple choice deliberately.

Speaker: 01:01:26

It's not a test, it's

Speaker: 01:01:27

just a practice for them.

Speaker: 01:01:28

So who cares if it's a multiple choice?

Speaker: 01:01:31

Then they get instant feedback right away

Speaker: 01:01:32

because as soon as they finish it, it

Speaker: 01:01:34

gets in their grade.

Speaker: 01:01:35

Bingo, bingo.

Speaker: 01:01:36

Yeah, feedback is crucial.

Speaker: 01:01:37

And all I have to do is copy the grades

Speaker: 01:01:39

and paste them in my grade book.

Speaker: 01:01:41

That is all that I have to do.

Speaker: 01:01:42

But I do get data like Carla was saying,

Speaker: 01:01:45

I get really accurate

Speaker: 01:01:47

data about which questions

Speaker: 01:01:49

they got right, which ones they didn't,

Speaker: 01:01:50

which standards they're

Speaker: 01:01:51

hitting, which ones they aren't.

Speaker: 01:01:53

I get all that data from my app.

Speaker: 01:01:55

So that's one of the

Speaker: 01:01:57

things that I noticed.

Speaker: 01:01:59

So it is a lot of, I

Speaker: 01:02:00

don't consider it work

Speaker: 01:02:01

because I'm getting paid

Speaker: 01:02:02

during those times anyways.

Speaker: 01:02:04

When you're grading and

Speaker: 01:02:05

doing all that stuff after hours,

Speaker: 01:02:07

you ain't getting paid for that.

Speaker: 01:02:08

You are donating your time.

Speaker: 01:02:11

That's true, that's true.

Speaker: 01:02:13

So I'd rather work 125% bell to bell

Speaker: 01:02:19

when I'm actually getting paid,

Speaker: 01:02:21

then putting in 50% during class

Speaker: 01:02:24

and have to take the

Speaker: 01:02:25

other 50% after school's over

Speaker: 01:02:28

when I'm not getting paid.

Speaker: 01:02:29

It's that life, the

Speaker: 01:02:31

work-life balance again.

Speaker: 01:02:34

Well, if you, in the beginning,

Speaker: 01:02:35

CI for a level one teacher, I

Speaker: 01:02:38

would say it is a lot of that

Speaker: 01:02:41

you're on, by the way, I'm

Speaker: 01:02:43

gonna look for an on-air light

Speaker: 01:02:44

that I'm gonna put

Speaker: 01:02:45

because I'm very strict

Speaker: 01:02:47

about when we are doing a CI activity.

Speaker: 01:02:50

Cause there's a lot of

Speaker: 01:02:51

room for giggle time.

Speaker: 01:02:53

I give them one

Speaker: 01:02:53

minute breaks, chat it up.

Speaker: 01:02:55

But when it's time to lock in,

Speaker: 01:02:57

I will say I'm very

Speaker: 01:02:58

strict and the kids know

Speaker: 01:02:59

we have no homework in this class.

Speaker: 01:03:01

I don't give any homework.

Speaker: 01:03:02

I go, but when it's time to lock in,

Speaker: 01:03:05

when I'm about to give you input,

Speaker: 01:03:07

you can think about

Speaker: 01:03:08

rainbows and skittles if you want,

Speaker: 01:03:10

but you are not going

Speaker: 01:03:11

to disrupt this lesson.

Speaker: 01:03:12

So you have two options.

Speaker: 01:03:14

They said learn something or

Speaker: 01:03:15

pretend you are, that's it.

Speaker: 01:03:17

And so I--

Speaker: 01:03:19

Carly, I love that.

Speaker: 01:03:22

Yeah, you have two options,

Speaker: 01:03:23

learn or pretend

Speaker: 01:03:24

you're learning, that's it.

Speaker: 01:03:26

Let me not see the

Speaker: 01:03:27

difference and we'll all be fine.

Speaker: 01:03:29

And I just need that.

Speaker: 01:03:31

I don't rattle on for

Speaker: 01:03:32

more than 10 minutes

Speaker: 01:03:33

of like something I

Speaker: 01:03:34

really want to get input in.

Speaker: 01:03:37

But so level one, yes.

Speaker: 01:03:39

But if you really adopt a mostly CI,

Speaker: 01:03:43

like I said, I'm a hybrid teacher.

Speaker: 01:03:45

So, but some of my downtime, and I

Speaker: 01:03:46

learned this during COVID,

Speaker: 01:03:48

we practice things like

Speaker: 01:03:50

connect the dots with numbers.

Speaker: 01:03:52

Sometimes we do downtime stuff.

Speaker: 01:03:55

I always, once they

Speaker: 01:03:56

get going, all my stories

Speaker: 01:03:57

have an accompanying

Speaker: 01:03:59

comprehension worksheet

Speaker: 01:04:00

and then we create that in class.

Speaker: 01:04:02

You have 10 minutes, who

Speaker: 01:04:04

wants to get participation?

Speaker: 01:04:05

Kia, you know, promené

Speaker: 01:04:07

les chien dans lis drap.

Speaker: 01:04:08

And so I go, I do a

Speaker: 01:04:11

feedback in real time.

Speaker: 01:04:13

So we read a story.

Speaker: 01:04:14

I've been teaching MCI for one, two

Speaker: 01:04:16

years, my level twos.

Speaker: 01:04:18

I can now present them.

Speaker: 01:04:19

If I wanted to, a story per day,

Speaker: 01:04:22

I could have lots of downtime.

Speaker: 01:04:24

I could do a story per day

Speaker: 01:04:25

that I pull out of my arsenal

Speaker: 01:04:27

with comprehension questions.

Speaker: 01:04:28

I do not do that.

Speaker: 01:04:30

But other examples of

Speaker: 01:04:32

downtime, like what Scott said,

Speaker: 01:04:34

you know, silent reading,

Speaker: 01:04:36

I have a children's library

Speaker: 01:04:38

that I've been curating for 20 years.

Speaker: 01:04:42

I've got some baby books

Speaker: 01:04:44

all the way up to whatever,

Speaker: 01:04:46

level four books.

Speaker: 01:04:48

You talked about silent

Speaker: 01:04:49

input, but at the same time,

Speaker: 01:04:51

once you get going, I do

Speaker: 01:04:53

give them the last 15 minutes

Speaker: 01:04:55

of class to answer these

Speaker: 01:04:57

questions about Povraan

Speaker: 01:04:59

or whatever it is that we're reading.

Speaker: 01:05:00

Le petit prans, if it was level four.

Speaker: 01:05:04

Sometimes I time it.

Speaker: 01:05:05

If we have time, I'll start going over

Speaker: 01:05:07

some of the questions

Speaker: 01:05:08

and then beep, the bell rang.

Speaker: 01:05:10

And so I take those 15 minutes

Speaker: 01:05:13

while they work collaboratively.

Speaker: 01:05:15

I put them in quads.

Speaker: 01:05:17

All my students forever sit

Speaker: 01:05:18

in quads and they work on that.

Speaker: 01:05:20

So that is kind of some

Speaker: 01:05:22

downtime, but in the beginning,

Speaker: 01:05:24

it does feel like a lot.

Speaker: 01:05:26

If you're brand new to CI and you,

Speaker: 01:05:29

it does feel like a lot of work,

Speaker: 01:05:31

but over time it has its payoffs.

Speaker: 01:05:33

Yeah, it does.

Speaker: 01:05:34

I think it has.

Speaker: 01:05:35

Even when I started, it was work,

Speaker: 01:05:37

but I say it's work from bell to bell.

Speaker: 01:05:40

And I'd rather do the work

Speaker: 01:05:41

then than any other time.

Speaker: 01:05:45

We are coming near the

Speaker: 01:05:46

end of our time today.

Speaker: 01:05:48

Last week, Karla, we

Speaker: 01:05:50

went almost two hours.

Speaker: 01:05:52

Oh my.

Speaker: 01:05:53

We were so verbose.

Speaker: 01:05:55

Yeah, we were so involved.

Speaker: 01:05:57

It was a good episode.

Speaker: 01:05:59

It was a good episode,

Speaker: 01:06:01

but I don't want to

Speaker: 01:06:02

do that to people again

Speaker: 01:06:03

because I know when my normal podcast,

Speaker: 01:06:06

I listen to her like an hour and a half

Speaker: 01:06:08

and I see that they're two

Speaker: 01:06:08

and a half hours that day.

Speaker: 01:06:09

I'm like, oh crap, when am I

Speaker: 01:06:11

going to be able to earmark

Speaker: 01:06:12

two and a half hours?

Speaker: 01:06:13

I'll have more time now.

Speaker: 01:06:14

It's not to watch those

Speaker: 01:06:15

stupid district videos.

Speaker: 01:06:16

I finished those for the year.

Speaker: 01:06:18

So I finished all those videos

Speaker: 01:06:20

and they changed it this year.

Speaker: 01:06:22

So it's a lot in the

Speaker: 01:06:22

background while I do other stuff.

Speaker: 01:06:24

Well, if you,

Speaker: 01:06:26

it was funny because

Speaker: 01:06:29

they changed it this year.

Speaker: 01:06:31

If you've seen the video before,

Speaker: 01:06:33

there's a record that you've seen,

Speaker: 01:06:34

you can just go straight to the test.

Speaker: 01:06:36

And if you pass test, you're good.

Speaker: 01:06:38

But there were certain ones,

Speaker: 01:06:41

there were certain ones

Speaker: 01:06:42

that are required by law.

Speaker: 01:06:44

So the sexual harassment

Speaker: 01:06:46

one and the LGBT plus one,

Speaker: 01:06:49

those ones were hour long

Speaker: 01:06:51

and the LGBT came in two parts.

Speaker: 01:06:54

So it was two hours

Speaker: 01:06:55

plus the sexual harassment

Speaker: 01:06:58

was another hour.

Speaker: 01:06:59

So that was three hours

Speaker: 01:07:00

and you couldn't fast forward

Speaker: 01:07:01

because they time it.

Speaker: 01:07:02

How long you go in there?

Speaker: 01:07:04

Though I did find a secret,

Speaker: 01:07:05

I could speed it up to 1.3.

Speaker: 01:07:09

I could, that's as

Speaker: 01:07:10

fast as you could go, 1.3.

Speaker: 01:07:13

But if you went too fast,

Speaker: 01:07:14

it won't let you fast

Speaker: 01:07:15

forward to the next section.

Speaker: 01:07:16

So it was funny, but I

Speaker: 01:07:18

got those last ones done.

Speaker: 01:07:19

So now I can listen to a

Speaker: 01:07:22

podcast in the background

Speaker: 01:07:23

as I'm doing my work,

Speaker: 01:07:25

instead of listening to LGBT.

Speaker: 01:07:27

It's funny when a kid

Speaker: 01:07:28

walks in and it says,

Speaker: 01:07:29

and you're gay students.

Speaker: 01:07:31

And they're like, what

Speaker: 01:07:32

are you listening to?

Speaker: 01:07:36

Say I'm on your side, I'm on your side,

Speaker: 01:07:38

don't worry about it.

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Yeah.

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I'm like, I have seen this video like

Speaker: 01:07:43

nine years in a row.

Speaker: 01:07:45

It hasn't changed.

Speaker: 01:07:47

Let me just take the test.

Speaker: 01:07:49

Let me just take the

Speaker: 01:07:50

test to prove I did it.

Speaker: 01:07:52

Bloodborne pathogens, yeah.

Speaker: 01:07:55

I didn't have to take bloodborne

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pathogens this year.

Speaker: 01:07:57

That's amazing, that is so cool.

Speaker: 01:08:01

But they talked all

Speaker: 01:08:01

about the AIDS pandemic

Speaker: 01:08:03

and the LGBTQ.

Speaker: 01:08:04

I'm like, the AIDS

Speaker: 01:08:05

pandemic was in the eighties.

Speaker: 01:08:07

We are now 30 years,

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almost 40 years away from that.

Speaker: 01:08:09

We don't need to talk about it.

Speaker: 01:08:11

Yeah, we don't need to

Speaker: 01:08:12

talk about that at this point.

Speaker: 01:08:15

The kids that are going

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through school right now

Speaker: 01:08:17

who are LGBTQ plus,

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they have no clue what that was like.

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Yeah. None.

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As I remember when your parents told you,

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when we didn't know what caused it,

Speaker: 01:08:29

like don't share food with your friends,

Speaker: 01:08:31

don't trade food, don't

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drink out of their drink.

Speaker: 01:08:33

Remember all those things in the eighties

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because we were all terrified.

Speaker: 01:08:36

Nobody knew what caused it.

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I was traumatized in

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90s, 92 is when I graduated.

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I'm dating myself, but

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we had to go in the gym

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and they scared us to death about AIDS

Speaker: 01:08:50

and the condoms and everything.

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I mean, I left that just going,

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oh my God, I do not wanna get this.

Speaker: 01:08:57

I mean, they did a pretty good job of

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obviously not giving us enough

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information about it,

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but enough to scare me.

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You know what I mean?

Speaker: 01:09:06

At least in the nineties,

Speaker: 01:09:07

they knew what caused it at that point.

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But when I was, when they

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started in the early eighties,

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when they started talking

Speaker: 01:09:13

about it, they had no clue.

Speaker: 01:09:15

No clue.

Speaker: 01:09:17

Don't share pencils with your friends.

Speaker: 01:09:20

It was like all these kinds of things.

Speaker: 01:09:22

That's terrible, that's terrible.

Speaker: 01:09:24

Do you guys remember

Speaker: 01:09:25

when we used to have to give

Speaker: 01:09:27

the AIDS lecture to

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the students ourselves?

Speaker: 01:09:30

I never, I never heard that.

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Oh my gosh, I used to have to.

Speaker: 01:09:34

And I had planned like

Speaker: 01:09:35

what my Japanese lesson

Speaker: 01:09:37

was gonna be right after that.

Speaker: 01:09:39

And I hadn't like, I'm so sweet.

Speaker: 01:09:41

And like if I married

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the only man I ever kissed,

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you know, we've been

Speaker: 01:09:45

married for 33 years now.

Speaker: 01:09:47

And so I had no idea the kids walk in

Speaker: 01:09:50

and I'm trying to teach them about

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this important Japanese concept.

Speaker: 01:09:53

You have to attach a

Speaker: 01:09:55

verb either going or coming

Speaker: 01:09:57

so that you can show

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direction from the speaker.

Speaker: 01:09:59

So I start talking about going and coming

Speaker: 01:10:01

and the kids are dying.

Speaker: 01:10:03

And I'm like, what?

Speaker: 01:10:04

Oh, you guys, you're such children.

Speaker: 01:10:06

I cannot believe, but

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it never occurred to me.

Speaker: 01:10:11

It never, I always

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insert both feet in my mouth

Speaker: 01:10:12

because I'll say something and I'm not

Speaker: 01:10:14

have that teenage brain

Speaker: 01:10:16

and they associate

Speaker: 01:10:16

everything I say with sex.

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Yeah, that happens to me all of the time.

Speaker: 01:10:21

All of the time.

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I've talked about it.

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The whole Jewish thing.

Speaker: 01:10:24

We don't know that.

Speaker: 01:10:25

Oh yeah.

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Some of them are, and I teach near a

Speaker: 01:10:31

place called Seal Beach

Speaker: 01:10:32

which is a seal is a folk.

Speaker: 01:10:34

So there you go.

Speaker: 01:10:35

Yeah, a folk, yeah.

Speaker: 01:10:36

Oh my French students,

Speaker: 01:10:39

they wanna put in folk

Speaker: 01:10:40

into every single story we do.

Speaker: 01:10:42

And I'm like, okay.

Speaker: 01:10:44

Of course, but I hope

Speaker: 01:10:46

maybe let's get over it.

Speaker: 01:10:48

Let's come on, get the giggles out.

Speaker: 01:10:51

He, he, he.

Speaker: 01:10:52

Do you have problems?

Speaker: 01:10:53

How about with Oon Douche?

Speaker: 01:10:55

Yeah.

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Oh yeah.

Speaker: 01:10:56

When you teach Oon Douche, yeah.

Speaker: 01:10:58

Everyone's favorite number, Diz Nuff.

Speaker: 01:11:01

Oh Diz Nuff, oh, that's true.

Speaker: 01:11:04

I don't teach French.

Speaker: 01:11:06

So I understand what

Speaker: 01:11:07

you're saying, but it's funny

Speaker: 01:11:08

because I don't know what

Speaker: 01:11:09

the funny words are in French.

Speaker: 01:11:11

I can't think of them, you

Speaker: 01:11:12

know, but German and Spanish,

Speaker: 01:11:15

I know, cause you know, like

Speaker: 01:11:17

Bon Voyage is a Goutte Fart

Speaker: 01:11:19

in German.

Speaker: 01:11:21

Goutte Farts.

Speaker: 01:11:21

So they hear good farts.

Speaker: 01:11:23

And then we have lots of farts in German

Speaker: 01:11:25

cause we have an Einfart and an Ausfart.

Speaker: 01:11:28

An Einfart is an entrance ramp

Speaker: 01:11:30

and an Ausfart is an

Speaker: 01:11:31

exit ramp on a freeway.

Speaker: 01:11:33

So they have these, so we fart with

Speaker: 01:11:35

everything in German.

Speaker: 01:11:36

You know, we've got funny little words

Speaker: 01:11:38

with fart in there all the time.

Speaker: 01:11:40

Einfart, Ausfart, Goutte Fart.

Speaker: 01:11:43

Cause Faren means to go or travel.

Speaker: 01:11:47

That's what the word means.

Speaker: 01:11:48

It's probably related to depart.

Speaker: 01:11:50

It's probably the part, right?

Speaker: 01:11:52

It could be, I don't know.

Speaker: 01:11:53

Faren is the actual verb, F-A-H-R-E-N

Speaker: 01:11:57

is the original verb, the infinitive.

Speaker: 01:12:00

But it's just funny,

Speaker: 01:12:01

all the things I know.

Speaker: 01:12:02

I hate teaching the

Speaker: 01:12:04

irregular preterite of French to put,

Speaker: 01:12:07

because it's Poussé,

Speaker: 01:12:09

and the kids always start going off that.

Speaker: 01:12:11

Or gonorrhea, which

Speaker: 01:12:14

means would win in Spanish,

Speaker: 01:12:17

but it's a sexually transmitted,

Speaker: 01:12:19

and it always comes up

Speaker: 01:12:20

that word always comes up.

Speaker: 01:12:21

Molestar.

Speaker: 01:12:22

Yeah, oh, molestar too.

Speaker: 01:12:24

Oh geez.

Speaker: 01:12:25

The gonorrhea always comes up

Speaker: 01:12:26

right after they had

Speaker: 01:12:27

their sex ed unit in science,

Speaker: 01:12:29

always, always.

Speaker: 01:12:31

And then yeah, the molestar,

Speaker: 01:12:32

and I actually stole from a

Speaker: 01:12:34

hotel the no moleste sign.

Speaker: 01:12:38

So I could show them

Speaker: 01:12:39

that it really does mean

Speaker: 01:12:40

do not disturb.

Speaker: 01:12:41

And then I show them because they go,

Speaker: 01:12:45

I don't want the other

Speaker: 01:12:46

thing to happen either.

Speaker: 01:12:47

So it's a good sign.

Speaker: 01:12:52

And I'm like, originally to

Speaker: 01:12:54

molest way back in the day,

Speaker: 01:12:56

it was to bother in English.

Speaker: 01:12:59

Yeah, it was.

Speaker: 01:13:01

And I go, even when I

Speaker: 01:13:01

was a kid in the eighties,

Speaker: 01:13:02

we never used that word.

Speaker: 01:13:04

I don't remember ever

Speaker: 01:13:04

hearing that word in the eighties.

Speaker: 01:13:07

It's a euphemism.

Speaker: 01:13:08

It's a euphemism

Speaker: 01:13:09

because we didn't want to say

Speaker: 01:13:10

it was actually happening.

Speaker: 01:13:12

Yeah, so it was, it's just weird.

Speaker: 01:13:15

But yes, all these words that we have,

Speaker: 01:13:16

and the kids laugh about,

Speaker: 01:13:17

enfoca is close enough.

Speaker: 01:13:20

They do the same kind

Speaker: 01:13:21

of thing with that one.

Speaker: 01:13:22

But yes, the funny things that we say.

Speaker: 01:13:24

Or when you're late in class,

Speaker: 01:13:25

when you're late, you're en retat,

Speaker: 01:13:27

and I am a kind of a unity person.

Speaker: 01:13:30

And so when people come in, I'm like,

Speaker: 01:13:32

oh, you know, Jensen, il est en retat.

Speaker: 01:13:36

And I'll write it on the board,

Speaker: 01:13:37

and it looks like un-retard.

Speaker: 01:13:39

And then, you know, but let's,

Speaker: 01:13:41

and I do it deadpan face, like, let's

Speaker: 01:13:43

talk about it, guys.

Speaker: 01:13:44

A person who is, I go, in this class,

Speaker: 01:13:47

you're not only gonna learn French,

Speaker: 01:13:48

you're gonna learn some fancy English.

Speaker: 01:13:49

Like, we're gonna dissect language.

Speaker: 01:13:51

If a person is mentally retarded,

Speaker: 01:13:53

that means their brain

Speaker: 01:13:54

works a little slower, right?

Speaker: 01:13:56

Well, when you were late,

Speaker: 01:13:58

you were slow in getting here.

Speaker: 01:14:00

There's a connection linguistically

Speaker: 01:14:02

that has nothing to do

Speaker: 01:14:03

with the derogatory way

Speaker: 01:14:04

that people use that.

Speaker: 01:14:06

So, and then, you know,

Speaker: 01:14:08

and then they're like,

Speaker: 01:14:09

oh, okay, so this is

Speaker: 01:14:10

like a serious moment.

Speaker: 01:14:11

Okay, she's being serious.

Speaker: 01:14:12

And then, and so then they'll be like,

Speaker: 01:14:14

oh, en retat, en retat.

Speaker: 01:14:17

But we've already established that.

Speaker: 01:14:18

We're not saying this,

Speaker: 01:14:19

but go ahead and say,

Speaker: 01:14:21

get the word out of the way.

Speaker: 01:14:22

Let's get the

Speaker: 01:14:23

silliness of it out of the way.

Speaker: 01:14:25

I always have to teach him

Speaker: 01:14:26

because I know French uses est-du-pi

Speaker: 01:14:29

all the time for everything.

Speaker: 01:14:30

But in Spanish, it's- Oh, yeah, yeah.

Speaker: 01:14:32

It's Spanish.

Speaker: 01:14:33

It's almost a swear word.

Speaker: 01:14:34

It's almost a swear word

Speaker: 01:14:35

when you use it to people.

Speaker: 01:14:36

You can use it for things,

Speaker: 01:14:37

but you can't use it for people.

Speaker: 01:14:39

Because that's like, get you in the

Speaker: 01:14:41

office kind of trouble

Speaker: 01:14:42

or someone's gonna punch you in the face

Speaker: 01:14:44

and you deserve it for calling them that.

Speaker: 01:14:46

So we don't use

Speaker: 01:14:47

est-du-pi though for the people.

Speaker: 01:14:48

I always teach them tonto,

Speaker: 01:14:49

like Homer Simpson kind of dumb.

Speaker: 01:14:51

Tonto, yeah.

Speaker: 01:14:52

But they don't understand why I go,

Speaker: 01:14:55

even in English, the

Speaker: 01:14:56

original meaning of stupid

Speaker: 01:14:58

was a level of mental

Speaker: 01:14:59

retardedness that someone had.

Speaker: 01:15:01

It's a medical term with moron, imbecile,

Speaker: 01:15:05

all of those were

Speaker: 01:15:06

original words for that.

Speaker: 01:15:08

And that's what they

Speaker: 01:15:08

still mean in Spanish.

Speaker: 01:15:10

So we don't use those words in class

Speaker: 01:15:12

when we're referring to people.

Speaker: 01:15:13

And I get like you,

Speaker: 01:15:14

very serious about it.

Speaker: 01:15:15

We don't, we do not use those words.

Speaker: 01:15:18

They are degrees, a level of retardedness

Speaker: 01:15:21

and how severe the

Speaker: 01:15:23

mental deficiencies are.

Speaker: 01:15:24

That's where they originally came from.

Speaker: 01:15:26

Now in English, it's

Speaker: 01:15:27

changed, that's fine.

Speaker: 01:15:29

But in Spanish, we do not use that word.

Speaker: 01:15:31

Only with things, never with people.

Speaker: 01:15:33

Only with things, never with people.

Speaker: 01:15:35

Only with things, never in people.

Speaker: 01:15:37

Then I have a French student that goes,

Speaker: 01:15:39

but in French, I go, that's in France.

Speaker: 01:15:41

That's not here. That's in French, yeah.

Speaker: 01:15:43

The French is est-du-pi, everything's

Speaker: 01:15:44

est-du-pi in French,

Speaker: 01:15:46

but not in Spanish.

Speaker: 01:15:48

When I agree with you, you use tonto,

Speaker: 01:15:50

we have bet and bet means dumb, silly.

Speaker: 01:15:53

It's far on that.

Speaker: 01:15:54

So I save stupid for

Speaker: 01:15:57

things that truly are,

Speaker: 01:15:59

unquestionably stupid, like bullying or

Speaker: 01:16:02

something like that.

Speaker: 01:16:04

Say that, we can call that stupid.

Speaker: 01:16:07

But that's about it.

Speaker: 01:16:08

Yeah, exactly.

Speaker: 01:16:11

Okay, so we've gone to

Speaker: 01:16:12

one hour and 16 minutes.

Speaker: 01:16:14

What is your one piece of advice?

Speaker: 01:16:16

At least it's not the one hour and 47

Speaker: 01:16:18

that we did last week.

Speaker: 01:16:20

No, but I mean, I love, like for me,

Speaker: 01:16:22

there's no like-minded

Speaker: 01:16:24

people in my school district.

Speaker: 01:16:25

There's no like-minded

Speaker: 01:16:26

people within a, I don't know,

Speaker: 01:16:28

40 mile radius of me.

Speaker: 01:16:31

It is so nice to get to

Speaker: 01:16:33

sit down and talk to people.

Speaker: 01:16:35

It is.

Speaker: 01:16:35

Who kind of share my

Speaker: 01:16:36

philosophy and this is great.

Speaker: 01:16:39

I hate getting up at seven

Speaker: 01:16:40

in the morning on a Sunday,

Speaker: 01:16:42

but once I'm here, I enjoy it.

Speaker: 01:16:44

So, I just like, dang,

Speaker: 01:16:48

why'd I schedule it so

Speaker: 01:16:49

damn early in the morning?

Speaker: 01:16:51

Because the East coast.

Speaker: 01:16:53

Because the East coast, that's why.

Speaker: 01:16:54

Dang East coasters.

Speaker: 01:16:56

(laughing)

Speaker: 01:16:58

So, excuse me.

Speaker: 01:17:01

I'm sorry.

Speaker: 01:17:02

That's okay.

Speaker: 01:17:02

What is our last thought

Speaker: 01:17:04

we would like to give people

Speaker: 01:17:06

about making these promises to ourselves

Speaker: 01:17:10

and whether we keep

Speaker: 01:17:11

them or not keep them?

Speaker: 01:17:14

Who would like to go first?

Speaker: 01:17:17

I'll go first.

Speaker: 01:17:18

I'll go first.

Speaker: 01:17:18

Okay, go ahead, Karla, go.

Speaker: 01:17:19

Okay, go Karla.

Speaker: 01:17:21

I learned this thing this summer

Speaker: 01:17:24

from watching some, you know,

Speaker: 01:17:26

doing some reading, radical acceptance.

Speaker: 01:17:28

So, you know, the promises that you keep.

Speaker: 01:17:31

If it doesn't work out

Speaker: 01:17:32

or your idea blows up

Speaker: 01:17:34

or you can't keep up with

Speaker: 01:17:36

it or your leg is hurting

Speaker: 01:17:38

and you're like, that's

Speaker: 01:17:38

just not gonna happen.

Speaker: 01:17:41

Radical acceptance just

Speaker: 01:17:42

means let's not focus on the why,

Speaker: 01:17:46

the victimhood or any of those things

Speaker: 01:17:48

that we can all fall victim to.

Speaker: 01:17:49

And that's one thing.

Speaker: 01:17:50

If I get some

Speaker: 01:17:51

disaster, okay, we're gonna,

Speaker: 01:17:53

okay, it's here, what

Speaker: 01:17:54

are you gonna deal with it?

Speaker: 01:17:55

And we're gonna move forward.

Speaker: 01:17:56

I'll try not to, but

Speaker: 01:17:58

basically not to beat ourselves up

Speaker: 01:18:01

and just radical acceptance.

Speaker: 01:18:03

Accept it, move on and don't dwell.

Speaker: 01:18:06

And my other thing is, you know,

Speaker: 01:18:08

with Miss Dolly Parton dying,

Speaker: 01:18:10

that's really bummed me out this week.

Speaker: 01:18:13

And I am just continuing this year with

Speaker: 01:18:15

what would Dolly do?

Speaker: 01:18:17

And even when the kids

Speaker: 01:18:19

start to annoy us in October,

Speaker: 01:18:20

I am going to really try to

Speaker: 01:18:23

lead from a place of love.

Speaker: 01:18:26

I'm going to put WWDD

Speaker: 01:18:28

question mark in my room.

Speaker: 01:18:32

And when that October comes around,

Speaker: 01:18:34

what you were talking

Speaker: 01:18:35

about in some of these,

Speaker: 01:18:36

I'm gonna really try to

Speaker: 01:18:38

keep that one going all year

Speaker: 01:18:40

and just lead with love

Speaker: 01:18:42

and radical acceptance.

Speaker: 01:18:43

That's my words.

Speaker: 01:18:44

I think that's a really good thing

Speaker: 01:18:45

that you have to forgive

Speaker: 01:18:47

yourself and let it go.

Speaker: 01:18:48

Your brain and your

Speaker: 01:18:50

physicality can only handle so much.

Speaker: 01:18:53

So I think that is really,

Speaker: 01:18:54

you've gotta be forgiving to yourself,

Speaker: 01:18:56

just like you are for your students.

Speaker: 01:18:58

So I think that's a really good one.

Speaker: 01:19:00

What about you Pamela?

Speaker: 01:19:02

I love your term radical acceptance.

Speaker: 01:19:04

I haven't heard that before,

Speaker: 01:19:05

but I wrote right in my

Speaker: 01:19:06

notes, what I was gonna say,

Speaker: 01:19:07

I wrote, cut yourself some slack.

Speaker: 01:19:11

You know, we do the best we can.

Speaker: 01:19:13

And sometimes things just don't work out.

Speaker: 01:19:18

Just cut yourself some slack.

Speaker: 01:19:20

And you know, there's this

Speaker: 01:19:21

phrase that we always say

Speaker: 01:19:23

and we hammer to death and it's,

Speaker: 01:19:25

the students may not

Speaker: 01:19:26

remember everything they learned

Speaker: 01:19:27

in your class, but they will

Speaker: 01:19:28

remember how you made them feel.

Speaker: 01:19:31

And so as long as you are

Speaker: 01:19:32

connecting with your students

Speaker: 01:19:34

and you're doing the best you can,

Speaker: 01:19:37

that's all the universe asks of you.

Speaker: 01:19:39

Yeah.

Speaker: 01:19:40

And I'll say, I hate this phrase.

Speaker: 01:19:42

It came out after COVID and

Speaker: 01:19:44

administrators loved

Speaker: 01:19:46

to use it to death.

Speaker: 01:19:47

Give yourself grace, give us grace.

Speaker: 01:19:50

You know, if there's an

Speaker: 01:19:51

error with the computers working,

Speaker: 01:19:52

give our teachers some grace.

Speaker: 01:19:54

I'm like, stop saying that.

Speaker: 01:19:55

I can't stand that phrase.

Speaker: 01:19:57

It gets way overused,

Speaker: 01:19:58

but that's kind of like

Speaker: 01:19:59

what we're talking about.

Speaker: 01:20:00

Let it go.

Speaker: 01:20:00

Let's find another way to say give grace

Speaker: 01:20:02

because I'm so tired

Speaker: 01:20:03

of hearing that phrase.

Speaker: 01:20:05

I know why the intent

Speaker: 01:20:06

is there, but I'm like,

Speaker: 01:20:07

can we find some other way to say this

Speaker: 01:20:09

instead of saying it at the same time?

Speaker: 01:20:11

Because you keep saying it the same way,

Speaker: 01:20:12

does not have the same impact anymore

Speaker: 01:20:14

after you keep hearing it for a while.

Speaker: 01:20:16

So I think that is a really good one

Speaker: 01:20:19

that we really do have to

Speaker: 01:20:20

let ourselves go sometimes.

Speaker: 01:20:22

Let it go if it's not,

Speaker: 01:20:23

because some things we

Speaker: 01:20:25

make promises to ourselves

Speaker: 01:20:27

and it's because we

Speaker: 01:20:28

want to try something new.

Speaker: 01:20:31

And it may resonate to you on paper

Speaker: 01:20:34

or on a video that you

Speaker: 01:20:35

see if you're watching

Speaker: 01:20:37

a YouTube video or a

Speaker: 01:20:39

training video or something,

Speaker: 01:20:40

but it doesn't just

Speaker: 01:20:42

work in your classroom

Speaker: 01:20:43

or with your personality.

Speaker: 01:20:45

And so it's okay to let that go.

Speaker: 01:20:48

It's not a failure.

Speaker: 01:20:49

It is not a failure.

Speaker: 01:20:51

The failure is not

Speaker: 01:20:52

trying it in the first place.

Speaker: 01:20:55

That's where the failure is.

Speaker: 01:20:56

That means like you said,

Speaker: 01:20:58

setting the goals are great.

Speaker: 01:21:00

So today's thing was

Speaker: 01:21:01

about setting the goal.

Speaker: 01:21:02

What is something

Speaker: 01:21:03

you'd like to keep great?

Speaker: 01:21:04

It's all great.

Speaker: 01:21:04

And I'm gonna do it

Speaker: 01:21:05

every year over and over.

Speaker: 01:21:07

I'm gonna set those beautiful goals,

Speaker: 01:21:10

idealistic goals.

Speaker: 01:21:11

Some are gonna work out.

Speaker: 01:21:12

Some over the years have gotten better.

Speaker: 01:21:15

They're not where I want them to be.

Speaker: 01:21:17

So that's what I said.

Speaker: 01:21:18

Okay, just accept it.

Speaker: 01:21:19

But my husband has the same like,

Speaker: 01:21:22

do the work, stay out of the results.

Speaker: 01:21:24

So do the work.

Speaker: 01:21:27

Don't focus too much on the goal.

Speaker: 01:21:29

Am I reaching my goal?

Speaker: 01:21:30

And if it doesn't work out,

Speaker: 01:21:32

but it doesn't mean,

Speaker: 01:21:33

hey, if it doesn't work out,

Speaker: 01:21:34

do the work, but forgive

Speaker: 01:21:36

yourself if things don't go

Speaker: 01:21:38

exactly as you had envisioned them.

Speaker: 01:21:40

And I will also say--

Speaker: 01:21:42

How are you gonna know?

Speaker: 01:21:43

How are you gonna know unless you try?

Speaker: 01:21:45

Unless you try.

Speaker: 01:21:46

I'll also say,

Speaker: 01:21:49

don't give yourself multiple things

Speaker: 01:21:52

on your plate as a goal.

Speaker: 01:21:55

One good thing.

Speaker: 01:21:57

And I look at it,

Speaker: 01:21:58

what will make the big,

Speaker: 01:22:02

it may be a small thing,

Speaker: 01:22:04

but what will make the biggest dent

Speaker: 01:22:07

in whatever I'm trying to fix,

Speaker: 01:22:09

that's what I wanna focus on.

Speaker: 01:22:11

And it may or may not work,

Speaker: 01:22:13

but I'm gonna try,

Speaker: 01:22:14

but do one.

Speaker: 01:22:15

And it either sticks or it doesn't.

Speaker: 01:22:18

And then after that point,

Speaker: 01:22:20

then you choose a second one.

Speaker: 01:22:22

Don't give yourself like three

Speaker: 01:22:24

at the beginning of the school year.

Speaker: 01:22:25

The beginning of school

Speaker: 01:22:26

year is the most stressful time

Speaker: 01:22:28

of the year as it is.

Speaker: 01:22:31

So why would you do that to yourself?

Speaker: 01:22:34

Give yourself one that

Speaker: 01:22:36

you're gonna focus on,

Speaker: 01:22:38

try it out if it doesn't work.

Speaker: 01:22:40

It's okay.

Speaker: 01:22:42

It is okay.

Speaker: 01:22:44

And then give yourself

Speaker: 01:22:46

a little bit of a break

Speaker: 01:22:47

and come up with something else

Speaker: 01:22:48

that you'd like to work on.

Speaker: 01:22:50

But I look at the things

Speaker: 01:22:51

that will make the most impact.

Speaker: 01:22:53

Like I told you, organizing my desk,

Speaker: 01:22:55

it's a small thing.

Speaker: 01:22:57

And it really doesn't make an impact

Speaker: 01:22:58

for me or for my kids,

Speaker: 01:23:00

but it makes the teacher

Speaker: 01:23:01

coming into my classroom

Speaker: 01:23:03

feel welcomed and appreciated

Speaker: 01:23:05

that I don't have papers

Speaker: 01:23:06

all over the desk everywhere

Speaker: 01:23:08

and they don't have their own space.

Speaker: 01:23:10

You know, it's bad enough.

Speaker: 01:23:12

I have all my posters around the room.

Speaker: 01:23:14

It's bad enough that I

Speaker: 01:23:15

arranged all the desks

Speaker: 01:23:16

in the format that I wanted.

Speaker: 01:23:18

It's bad enough that I do

Speaker: 01:23:20

this, this, this, this, this.

Speaker: 01:23:21

They don't feel like any parts their own.

Speaker: 01:23:24

And they, I mean, for only

Speaker: 01:23:26

having one out of eight periods,

Speaker: 01:23:28

it doesn't make sense for

Speaker: 01:23:29

them to get a whole wall

Speaker: 01:23:30

or something like that in the classroom

Speaker: 01:23:33

when I'm there for

Speaker: 01:23:34

the other seven periods,

Speaker: 01:23:36

but giving them their little space,

Speaker: 01:23:38

it's a small thing that

Speaker: 01:23:39

makes a big difference

Speaker: 01:23:40

for that teacher at least.

Speaker: 01:23:42

So that was my goal this

Speaker: 01:23:43

year and I have been doing it.

Speaker: 01:23:46

So keep that, give yourself forgiveness.

Speaker: 01:23:48

I'm not gonna say grace,

Speaker: 01:23:50

give yourself forgiveness

Speaker: 01:23:52

for not being able to always do them.

Speaker: 01:23:55

But look, and one thing

Speaker: 01:23:56

that Pamela always reiterates

Speaker: 01:23:59

and it's so important,

Speaker: 01:24:01

we have to reflect on the goals and the

Speaker: 01:24:04

practices that we do

Speaker: 01:24:05

and find out which work for

Speaker: 01:24:08

not only us, but our kids.

Speaker: 01:24:12

And it may work this

Speaker: 01:24:13

year, but not next year.

Speaker: 01:24:14

It may work for first

Speaker: 01:24:15

period, but not second period.

Speaker: 01:24:16

Those kinds of things.

Speaker: 01:24:20

And see what actually works

Speaker: 01:24:21

and what's actually worth.

Speaker: 01:24:23

Keep trying year after

Speaker: 01:24:25

year to perfect better.

Speaker: 01:24:27

Because some things are just better

Speaker: 01:24:28

just to let go completely.

Speaker: 01:24:30

Others, you might, as Carla says,

Speaker: 01:24:32

it might not be where she

Speaker: 01:24:33

wants to be with it yet,

Speaker: 01:24:35

but she's gonna keep working at it.

Speaker: 01:24:36

And that's okay too.

Speaker: 01:24:38

But you won't know if you don't try

Speaker: 01:24:41

and if you don't reflect

Speaker: 01:24:42

on the practice to see,

Speaker: 01:24:44

is there benefit that's

Speaker: 01:24:45

coming out of the practice

Speaker: 01:24:47

or is it just for practice sake?

Speaker: 01:24:50

And that was what kind of

Speaker: 01:24:51

me with that clase c thing.

Speaker: 01:24:53

It wasn't giving me any more benefit.

Speaker: 01:24:55

Like I'd never done the Blaine Ray thing

Speaker: 01:24:57

where you have to react emotionally

Speaker: 01:24:59

to everything that I say.

Speaker: 01:25:01

It sounded so fake after a while.

Speaker: 01:25:03

You go, oh, Paul

Speaker: 01:25:05

without realizing why.

Speaker: 01:25:19

So those kinds of things

Speaker: 01:25:20

you have to really look at it.

Speaker: 01:25:22

So please make goals.

Speaker: 01:25:25

Please try new things.

Speaker: 01:25:27

Please reflect on those are working

Speaker: 01:25:30

and feel okay about

Speaker: 01:25:32

getting rid of the things

Speaker: 01:25:33

that aren't working and keeping sticking

Speaker: 01:25:36

with the things that may be hard,

Speaker: 01:25:38

but are showing some benefit.

Speaker: 01:25:40

And you may not be where you wanna be,

Speaker: 01:25:43

but anything worth doing is

Speaker: 01:25:44

worth doing poorly at first.

Speaker: 01:25:48

That's true.

Speaker: 01:25:49

I heard that from Blaine

Speaker: 01:25:50

and I don't know if

Speaker: 01:25:51

that he came out with that

Speaker: 01:25:52

or it came up from somewhere else.

Speaker: 01:25:53

I don't know.

Speaker: 01:25:55

But I love that phrase

Speaker: 01:25:57

because it's so true.

Speaker: 01:25:58

Nobody's getting an A for like,

Speaker: 01:26:01

if you never skateboarded before,

Speaker: 01:26:02

the first day you get on the skateboard,

Speaker: 01:26:04

you are going to fail.

Speaker: 01:26:05

You are going to fall flat on your face.

Speaker: 01:26:07

You are going to break something.

Speaker: 01:26:08

That's just what gonna happen.

Speaker: 01:26:09

But you gotta get back on that skateboard

Speaker: 01:26:11

and keep on going.

Speaker: 01:26:12

So anything worth doing,

Speaker: 01:26:14

you've got to work is

Speaker: 01:26:15

worth doing poorly at first

Speaker: 01:26:17

because no one's an expert

Speaker: 01:26:18

out of the gate on anything.

Speaker: 01:26:19

Go ahead guys, see you.

Speaker: 01:26:21

There was an old phrase

Speaker: 01:26:23

from the old TPRS days.

Speaker: 01:26:26

This is a long time.

Speaker: 01:26:28

Your worst day in TPRS is still better

Speaker: 01:26:32

than your best grammar lesson.

Speaker: 01:26:34

Yeah.

Speaker: 01:26:36

Just remember that.

Speaker: 01:26:38

Remember that if you feel like

Speaker: 01:26:39

you had a terrible CI lesson,

Speaker: 01:26:41

it's still way better.

Speaker: 01:26:43

I will tell you it's at

Speaker: 01:26:44

least more interesting

Speaker: 01:26:45

and fun for the kids,

Speaker: 01:26:46

whether you fail, you failed,

Speaker: 01:26:48

then teaching them 30 minutes of grammar

Speaker: 01:26:51

and giving them drill

Speaker: 01:26:52

and kill work sheets.

Speaker: 01:26:53

Yep.

Speaker: 01:26:54

Because you know what

Speaker: 01:26:55

my kids can do right now?

Speaker: 01:26:57

Because we've been doing

Speaker: 01:26:58

calendar talk plus school rules.

Speaker: 01:26:59

I don't do all my school

Speaker: 01:27:00

rules in the first day.

Speaker: 01:27:01

I kind of spread them out over the week.

Speaker: 01:27:03

So we finally finished them after the

Speaker: 01:27:05

third week last week.

Speaker: 01:27:07

So I can actually get

Speaker: 01:27:08

beyond calendar talk,

Speaker: 01:27:09

but we've done calendar

Speaker: 01:27:10

talk every single day so far.

Speaker: 01:27:13

So my kids know the days of the week.

Speaker: 01:27:16

They know the weather

Speaker: 01:27:17

that I've been working on,

Speaker: 01:27:18

the weather that I've been

Speaker: 01:27:19

working on has been simple.

Speaker: 01:27:20

It's cold, it's hot.

Speaker: 01:27:23

Is it raining?

Speaker: 01:27:24

Is it snowing?

Speaker: 01:27:24

Those are the four that

Speaker: 01:27:25

I've been working with.

Speaker: 01:27:28

And they know the numbers around the

Speaker: 01:27:31

dates that we've had.

Speaker: 01:27:32

So the 20s of August,

Speaker: 01:27:35

they've known those numbers,

Speaker: 01:27:36

well, from the 12th through the 28th,

Speaker: 01:27:39

what was it Friday,

Speaker: 01:27:40

28th, something like that,

Speaker: 01:27:41

whatever it was.

Speaker: 01:27:43

They know those.

Speaker: 01:27:44

And guess what?

Speaker: 01:27:45

The improvement, they

Speaker: 01:27:46

don't know them in order,

Speaker: 01:27:48

which I love because I

Speaker: 01:27:50

hate teaching months.

Speaker: 01:27:51

You don't want them in order?

Speaker: 01:27:53

I teach them in order

Speaker: 01:27:55

because they only can do them

Speaker: 01:27:57

in order.

Speaker: 01:27:59

Like if you teach them the

Speaker: 01:28:00

numbers from one to 20 to count,

Speaker: 01:28:02

you go, give me number 20,

Speaker: 01:28:03

and they gotta go through the whole list.

Speaker: 01:28:05

I'm like, no, we just have

Speaker: 01:28:07

the numbers random in there.

Speaker: 01:28:08

So same thing with the days of the week.

Speaker: 01:28:10

They don't have to go from Monday

Speaker: 01:28:13

all the way through the whole

Speaker: 01:28:14

week to get to me this Sunday.

Speaker: 01:28:16

Because I do teach them

Speaker: 01:28:17

that the Spanish and the French

Speaker: 01:28:18

and the German way you

Speaker: 01:28:20

start the week with Monday,

Speaker: 01:28:21

not with Sunday, like an America does.

Speaker: 01:28:23

We talked about that culturally, but it

Speaker: 01:28:26

all came through CI.

Speaker: 01:28:27

So I could have drilled

Speaker: 01:28:28

them and killed them with,

Speaker: 01:28:30

let's memorize the days of the week,

Speaker: 01:28:32

let's memorize days a week,

Speaker: 01:28:34

but I haven't had to do that

Speaker: 01:28:35

because just using it with

Speaker: 01:28:36

calendar talk is a great,

Speaker: 01:28:40

in context, it works so much better.

Speaker: 01:28:42

And they go, I know these.

Speaker: 01:28:43

I go, did you sit down and study them?

Speaker: 01:28:45

No, good.

Speaker: 01:28:46

I don't want you to

Speaker: 01:28:46

sit down and study them.

Speaker: 01:28:48

You know them because

Speaker: 01:28:48

you've heard them in context

Speaker: 01:28:50

and you know what they are.

Speaker: 01:28:52

So.

Speaker: 01:28:52

You know, Carly, you're so right.

Speaker: 01:28:53

Cause when I first started CI,

Speaker: 01:28:56

I was like, of course,

Speaker: 01:28:58

really terrible at it.

Speaker: 01:29:00

And I, like after class

Speaker: 01:29:05

was getting up to leave,

Speaker: 01:29:06

and I realized my French

Speaker: 01:29:08

students know the negative.

Speaker: 01:29:10

And the negative I had

Speaker: 01:29:11

been teaching with grammar

Speaker: 01:29:12

and it was so hard to teach.

Speaker: 01:29:14

You got a nut in the front,

Speaker: 01:29:15

you got a pot in the back,

Speaker: 01:29:16

or you got a nut in the front,

Speaker: 01:29:17

you got a réan in the back.

Speaker: 01:29:18

Like, and after one day

Speaker: 01:29:20

of horrible, horrible CI,

Speaker: 01:29:22

my French students knew the negative.

Speaker: 01:29:24

And I was like, oh, this is golden.

Speaker: 01:29:26

I'm sticking with this.

Speaker: 01:29:27

It's, I learned a lot.

Speaker: 01:29:29

Are you teaching French this year?

Speaker: 01:29:32

Are you teaching, is

Speaker: 01:29:33

that what you're prepped?

Speaker: 01:29:34

Am I French?

Speaker: 01:29:36

Yep.

Speaker: 01:29:37

French two, three,

Speaker: 01:29:37

and four are all crammed

Speaker: 01:29:39

in the middle of class this year.

Speaker: 01:29:41

All right.

Speaker: 01:29:41

Well, I have free

Speaker: 01:29:42

resources to make your life easy.

Speaker: 01:29:45

My Monday weekend chat,

Speaker: 01:29:47

that's a very CI thing.

Speaker: 01:29:49

You can download them on

Speaker: 01:29:50

my teachers pay teachers.

Speaker: 01:29:52

I hope you can use those to me that.

Speaker: 01:29:56

Yeah, go to my, Madam McCann,

Speaker: 01:29:59

just look up Madam McCann

Speaker: 01:30:00

on TPT and I have them free.

Speaker: 01:30:03

I've been there before, I think, yeah.

Speaker: 01:30:05

I have, and I've linked her

Speaker: 01:30:06

TPT page in the show notes.

Speaker: 01:30:09

They are there for you as

Speaker: 01:30:10

well, so you can have that.

Speaker: 01:30:12

That's perfect.

Speaker: 01:30:12

And my other goal too is to share.

Speaker: 01:30:15

Like I said, I'm

Speaker: 01:30:16

entering my end of my career

Speaker: 01:30:19

and I've been holding

Speaker: 01:30:20

onto this arsenal of things

Speaker: 01:30:21

that I have, like Scott, like you,

Speaker: 01:30:24

have spent years of my

Speaker: 01:30:26

life curating and doing.

Speaker: 01:30:28

I really, but time is

Speaker: 01:30:31

always an obstacle for me to--

Speaker: 01:30:34

It's always time.

Speaker: 01:30:35

Share, so my weekend chat,

Speaker: 01:30:38

I'm gonna do another podcast

Speaker: 01:30:39

where we can talk

Speaker: 01:30:39

about our CI strategies,

Speaker: 01:30:41

but Pamela, please save yourself some

Speaker: 01:30:44

time, download them.

Speaker: 01:30:46

They're super CI.

Speaker: 01:30:47

I did a how to use these products.

Speaker: 01:30:49

It is the meat and potatoes

Speaker: 01:30:51

from level one to level four.

Speaker: 01:30:53

We spend our Monday as much

Speaker: 01:30:55

as they want to be consumed,

Speaker: 01:30:57

talking about what chores

Speaker: 01:30:58

that you do, where'd you go,

Speaker: 01:31:01

common activities, how was it?

Speaker: 01:31:03

My Savva Bien Savva Mall check-in page

Speaker: 01:31:06

are hilarious with the visuals.

Speaker: 01:31:08

Please use it and reduce--

Speaker: 01:31:11

Yes Savva Bien.

Speaker: 01:31:12

Cause you're for preps.

Speaker: 01:31:13

I'm gonna be thinking of you this year.

Speaker: 01:31:17

(laughing)

Speaker: 01:31:18

And I will say also, you know,

Speaker: 01:31:21

because of my French background,

Speaker: 01:31:22

I took French all the way

Speaker: 01:31:23

through intro to French lit

Speaker: 01:31:25

in 1992 in college.

Speaker: 01:31:28

So I have my French background too.

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I'm learning Maltese as I said,

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and Maltese has the same

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thing with putting something

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in front and adding something.

Speaker: 01:31:36

It's a suffix though.

Speaker: 01:31:38

You put ma in front of the verb

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and then you add a suffix

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X at the end of the verb.

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It's a suffix that gets

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added and that negates it.

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It's an Arabic

Speaker: 01:31:50

structure, but it's in there.

Speaker: 01:31:53

So I got that nail and they

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do numbers like Germans do

Speaker: 01:31:58

backwards where the

Speaker: 01:31:59

ones come before the tens,

Speaker: 01:32:00

which actually makes sense.

Speaker: 01:32:02

And English used to do that too.

Speaker: 01:32:04

One in 20, four in 20.

Speaker: 01:32:06

That's how they used to do it in English.

Speaker: 01:32:08

In old English go

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back, German still does it

Speaker: 01:32:10

and Maltese still does it.

Speaker: 01:32:12

I guess the Arabs still do it.

Speaker: 01:32:13

The Arabic language still does it.

Speaker: 01:32:15

So I'm, there's very

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few things that I can grab

Speaker: 01:32:20

from my other language

Speaker: 01:32:21

experience into Maltese

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cause Carter, you might not know,

Speaker: 01:32:24

but Maltese is an

Speaker: 01:32:25

ancient dialect of Arabic

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written with Latin letters.

Speaker: 01:32:30

Nice.

Speaker: 01:32:30

And then it's been infused with Italian.

Speaker: 01:32:32

So 90% of the grammar, 90%

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of the grammar is all Arabic

Speaker: 01:32:39

grammar, the way it all works.

Speaker: 01:32:42

And then there's about 10% of

Speaker: 01:32:43

the grammar that if the word

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was taken from Italian,

Speaker: 01:32:46

it follows Italian grammar,

Speaker: 01:32:48

Italian rules and stuff like that.

Speaker: 01:32:50

But it has nothing, no comparison.

Speaker: 01:32:53

The only two comparisons I

Speaker: 01:32:54

can make with Latin languages

Speaker: 01:32:57

or European languages, I

Speaker: 01:32:58

should say, is the negative

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and the numbers, everything

Speaker: 01:33:01

else is totally different.

Speaker: 01:33:04

Cause you have to memorize every plural.

Speaker: 01:33:07

It kind of goes like from mouse to mice.

Speaker: 01:33:12

That's how all of the plurals go.

Speaker: 01:33:14

And I learned a new grammatical term.

Speaker: 01:33:16

That's called a broken plural.

Speaker: 01:33:20

Because you're not adding a suffix,

Speaker: 01:33:22

you're breaking apart the root

Speaker: 01:33:24

and putting it back

Speaker: 01:33:25

together as a new root.

Speaker: 01:33:27

So I didn't know what that was.

Speaker: 01:33:28

You guys are trying to

Speaker: 01:33:29

memorize any linguistics.

Speaker: 01:33:30

Arabic uses broken plurals.

Speaker: 01:33:32

I'm like, what's a broken plural?

Speaker: 01:33:34

And I looked it up and that's what it is

Speaker: 01:33:35

when the middle changes.

Speaker: 01:33:37

Fascinating.

Speaker: 01:33:38

I learned something new today.

Speaker: 01:33:40

Thank you.

Speaker: 01:33:41

Yeah.

Speaker: 01:33:42

So great.

Speaker: 01:33:43

So with that, we're almost

Speaker: 01:33:44

at our 100 and our one hour

Speaker: 01:33:46

and 47 minutes now.

Speaker: 01:33:49

(laughing) So everybody, thank you so

Speaker: 01:33:52

much for participating today

Speaker: 01:33:54

and all season long, we

Speaker: 01:33:56

just finished 10 episodes,

Speaker: 01:33:58

started back at the beginning of summer.

Speaker: 01:34:01

So that's the season number four.

Speaker: 01:34:03

Thank you for spending

Speaker: 01:34:04

your Sunday mornings with us

Speaker: 01:34:05

instead of sleeping, which

Speaker: 01:34:07

sometimes I wish I could do,

Speaker: 01:34:08

which was available

Speaker: 01:34:09

to you the entire time.

Speaker: 01:34:12

Carla, thank you so much.

Speaker: 01:34:14

20 years in and you still

Speaker: 01:34:15

describe the October collapse

Speaker: 01:34:17

like it happened last week,

Speaker: 01:34:19

which is either impressive recall

Speaker: 01:34:21

or evidence that it never

Speaker: 01:34:22

fully stops happening to us

Speaker: 01:34:23

no matter what.

Speaker: 01:34:25

Either way, it's the

Speaker: 01:34:26

honesty this episode needed.

Speaker: 01:34:28

And Pamela, thank you

Speaker: 01:34:28

for asking the question.

Speaker: 01:34:30

I was carefully steering around.

Speaker: 01:34:31

You are always keeping us going.

Speaker: 01:34:34

If you take one thing

Speaker: 01:34:35

out of today, take this,

Speaker: 01:34:37

pick the promise you can actually keep

Speaker: 01:34:40

and let the other 11 go.

Speaker: 01:34:42

They weren't making it

Speaker: 01:34:43

past Halloween regardless.

Speaker: 01:34:46

Subscribe so next season shows up

Speaker: 01:34:48

without you having to remember we exist.

Speaker: 01:34:51

We're gonna take a

Speaker: 01:34:52

break until October 3rd.

Speaker: 01:34:53

We'll be back on October 3rd.

Speaker: 01:34:55

I'm working on our topics today actually.

Speaker: 01:34:59

So look forward to that.

Speaker: 01:35:01

Leave a review of your feeling generous

Speaker: 01:35:03

and send this to the

Speaker: 01:35:04

teacher down the hall

Speaker: 01:35:06

who is currently writing her August list

Speaker: 01:35:08

in a brand new planner

Speaker: 01:35:09

with a brand new pen.

Speaker: 01:35:11

Watch us live on

Speaker: 01:35:12

YouTube or catch the replay

Speaker: 01:35:14

wherever you get your

Speaker: 01:35:15

podcasts, ditch the drills,

Speaker: 01:35:17

trust the process and

Speaker: 01:35:19

we'll see you next time.

Speaker: 01:35:21

I comprehend this.

Speaker: 01:35:23

Thanks for joining us.

Speaker: 01:35:25

Bye.

Speaker: 01:35:28

Outro.

Speaker: 01:35:30

(upbeat music)