1 00:00:00,720 --> 00:00:03,759 Speaker 1: Welcome to the Teacher's New Teachers podcast, the podcast for 2 00:00:03,839 --> 00:00:07,200 teachers who don't want to just survive teaching but actually thrive. 3 00:00:08,000 --> 00:00:10,560 I'm Kim Lapri, and for those of you who don't 4 00:00:10,599 --> 00:00:13,960 know me or if this is your first time, welcome, 5 00:00:14,480 --> 00:00:18,120 I'm a middle school English teacher in California and this 6 00:00:18,160 --> 00:00:21,920 will be my twenty fourth year of teaching. Wow, it's 7 00:00:21,960 --> 00:00:26,359 been a while. Whether you're watching this on YouTube or 8 00:00:26,440 --> 00:00:31,000 listening on a podcast platform, I really appreciate it if 9 00:00:31,079 --> 00:00:35,079 you'd liked this episode and do some form of subscribing 10 00:00:35,200 --> 00:00:39,240 or following, depending on where you're at. And if you're 11 00:00:39,280 --> 00:00:43,119 able to like, you can on YouTube and Spotify. Could 12 00:00:43,119 --> 00:00:46,039 you leave me a comment letting me know how many 13 00:00:46,119 --> 00:00:49,679 years you've been teaching. Maybe you haven't started teaching yet, 14 00:00:49,799 --> 00:00:52,560 but either way, I'm always curious about the level of 15 00:00:52,640 --> 00:00:57,240 experience my audience has, so I would really appreciate it 16 00:00:57,280 --> 00:00:59,039 if you would do that. So at the time of 17 00:00:59,079 --> 00:01:02,679 this recording, Mini, you're heading back to work after winter break, 18 00:01:03,200 --> 00:01:06,040 and before I dive into this kind of heavy episode, 19 00:01:06,120 --> 00:01:09,480 as you're driving or maybe sitting in your classroom before 20 00:01:09,480 --> 00:01:13,799 students arrive, I want to start by sending some expectations. Clearly, 21 00:01:14,359 --> 00:01:16,920 this is not an episode meant to make you dread 22 00:01:16,959 --> 00:01:20,640 the year ahead. But it's also not an episode pretending 23 00:01:20,760 --> 00:01:25,159 that everything is fine and you can do it. It's 24 00:01:25,439 --> 00:01:29,319 about naming the factors that are shaping what we're seeing 25 00:01:29,439 --> 00:01:33,959 in our classrooms right now, especially you're on behavior attention, 26 00:01:35,040 --> 00:01:39,000 so teachers can stop internalizing these things as a personal 27 00:01:39,000 --> 00:01:44,040 failure and start responding in ways that are actually sustainable. 28 00:01:44,760 --> 00:01:49,319 I mean, there's a lot of loud content online about education, 29 00:01:49,680 --> 00:01:52,200 and there's a lot of different takes about how kits 30 00:01:52,239 --> 00:01:56,359 are worse, how attention spans are shot, and how no 31 00:01:56,400 --> 00:02:01,280 one cares anymore. But most of that framing has left 32 00:02:01,319 --> 00:02:05,599 a lot of teachers feeling frustrated. We feel blamed or 33 00:02:05,920 --> 00:02:09,800 quietly questioning whether we're actually cut out for this. And 34 00:02:10,599 --> 00:02:12,439 that's not what I want to do here. What I 35 00:02:12,520 --> 00:02:16,520 want to do is zoom out and look at the 36 00:02:16,599 --> 00:02:21,120 conditions students have been growing up and the conditions teachers 37 00:02:21,120 --> 00:02:24,840 have been teaching in, and then connect the dots between 38 00:02:25,199 --> 00:02:30,800 those conditions and what's showing up in our classrooms. Because 39 00:02:31,080 --> 00:02:34,240 my core belief about all of this is simple, even 40 00:02:34,520 --> 00:02:38,280 if it's uncomfortable and a little bit controversial, and here 41 00:02:38,319 --> 00:02:44,199 it is students are not broken. They are simply responding 42 00:02:44,240 --> 00:02:49,080 to the world they're growing up in. When I finally 43 00:02:49,360 --> 00:02:52,639 understood that, I didn't sit there and use that to 44 00:02:52,719 --> 00:02:57,439 excuse their behavior, but instead I stopped reacting to it 45 00:02:57,599 --> 00:03:02,199 blindly and stopped wax poetic about how great it used 46 00:03:02,240 --> 00:03:06,280 to be. And that shift and perspective alone has really 47 00:03:06,319 --> 00:03:10,319 helped me to make teaching feel more manageable. And my 48 00:03:10,400 --> 00:03:12,360 hope is that by the end of this episode you'll 49 00:03:12,400 --> 00:03:16,159 feel less alone and what you're teaching, and more clear 50 00:03:16,199 --> 00:03:19,159 headed about how you want to respond, both for your 51 00:03:19,199 --> 00:03:23,680 students and for yourself. So before we talk about you know, 52 00:03:23,960 --> 00:03:30,599 attention spans, behavior, parents, admin test scores, there's actually kind 53 00:03:30,599 --> 00:03:34,400 of like this bigger truth underneath all of it, and 54 00:03:34,439 --> 00:03:40,639 it's that students are not malfunctioning. They are behaving exactly 55 00:03:40,680 --> 00:03:44,479 like the adults are around them. When you look at 56 00:03:44,479 --> 00:03:49,400 what society, especially in America, looks like right now, what 57 00:03:49,439 --> 00:03:54,520 we're seeing in classrooms cut it's I mean, schools don't 58 00:03:54,599 --> 00:03:59,039 exist in a vacuum. Classrooms are a lot of times 59 00:03:59,080 --> 00:04:02,280 a mirror of culture we're raising kids in. I mean, 60 00:04:02,919 --> 00:04:06,759 you see this in different areas around the country. You 61 00:04:06,840 --> 00:04:11,199 see it in the ideologies and the mores. It doesn't 62 00:04:11,240 --> 00:04:13,560 matter which country that you live in, but you can 63 00:04:13,639 --> 00:04:17,920 tell that whatever culture they're growing up in, they're raised 64 00:04:18,000 --> 00:04:22,399 in in that area, it's reflected in how they act 65 00:04:22,439 --> 00:04:27,720 out in person. So the thing that's been really hard 66 00:04:27,839 --> 00:04:33,519 that I'm reading about and actually seeing locally is that 67 00:04:33,879 --> 00:04:36,800 behavior issues are more pervasive. Yes, we know that, but 68 00:04:37,279 --> 00:04:41,720 there's often a lack of accountability from students or parents. 69 00:04:42,279 --> 00:04:46,959 It's like, yes, the student is behaving badly in your class, 70 00:04:47,879 --> 00:04:52,839 parents are like eh, the students like whatever, And a 71 00:04:52,839 --> 00:04:58,120 lot of times there's no meaningful consequences from administration because 72 00:04:58,639 --> 00:05:03,079 they feel this need to make parents happy. And in 73 00:05:03,120 --> 00:05:05,800 a way I can understand why admin want to keep 74 00:05:05,839 --> 00:05:10,759 parents off their backs. I mean, remote learning pulled education 75 00:05:10,920 --> 00:05:14,920 into public view like never before. I mean, parents felt 76 00:05:14,920 --> 00:05:18,720 like they saw how school quote unquote really works in 77 00:05:18,759 --> 00:05:22,759 our classrooms, even though I mean that wasn't normal school. 78 00:05:23,399 --> 00:05:25,680 A lot of us were just like thrown into it. 79 00:05:25,959 --> 00:05:27,480 And there are a lot of teachers who don't have 80 00:05:27,560 --> 00:05:34,600 anything digital prepared to administer to the students through online learning, 81 00:05:34,720 --> 00:05:38,480 even in that second year. And so because parents got 82 00:05:38,560 --> 00:05:41,279 to peek into our classrooms just also created this wave 83 00:05:41,480 --> 00:05:49,160 of armchair experts and parents were definitely speaking disrespectfully about teachers, 84 00:05:49,680 --> 00:05:54,040 which when they do that at home, it bleeds directly 85 00:05:54,240 --> 00:05:58,560 into student attitudes and behavior. So there's a lot of 86 00:05:59,120 --> 00:06:02,399 finger pointing at public school education. There's a lot of 87 00:06:02,480 --> 00:06:08,199 criticism by people who don't understand what's actually happening inside 88 00:06:08,279 --> 00:06:12,279 our four walls. And that criticism doesn't stay inside staff 89 00:06:12,319 --> 00:06:18,720 meetings or policy discussions. It moves into people's homes and online, 90 00:06:18,800 --> 00:06:23,759 into group chats and comment sections and dinner tables. Students 91 00:06:23,800 --> 00:06:27,000 hear this, they absorb it, and they learn from it. 92 00:06:27,519 --> 00:06:32,439 And because when adults model this kind of cynicism and 93 00:06:32,519 --> 00:06:39,519 disrespect and basically content towards teachers and education, contempt towards 94 00:06:39,560 --> 00:06:42,360 each other as adults, I mean we've seen that, you know, 95 00:06:42,480 --> 00:06:46,720 kids don't just notice that they replicated it. We used 96 00:06:46,720 --> 00:06:49,639 to have these cultural norms where even if we thought 97 00:06:49,680 --> 00:06:56,360 something cruel, we policed ourselves, We discouraged open hatred, we 98 00:06:56,480 --> 00:07:02,360 shamed bigotry and any kind of dehumanization. That norm is gone. 99 00:07:02,480 --> 00:07:08,480 Adults openly say hateful, bigoted things to each other, and 100 00:07:08,600 --> 00:07:12,680 face to face people are being persecuted in America or 101 00:07:12,800 --> 00:07:16,879 detained based on the color of their skin. I mean 102 00:07:17,000 --> 00:07:22,480 violence is encouraged, it's celebrated or even excused, and rage 103 00:07:22,680 --> 00:07:27,240 is rewarded. Cruelty is what gets people to click or 104 00:07:27,360 --> 00:07:31,480 stay in an app, which of course feeds the algorithm, 105 00:07:31,600 --> 00:07:37,079 and basically uncivil behavior has become normalized. This is the 106 00:07:37,120 --> 00:07:40,959 future we as a society are raising to become our 107 00:07:41,079 --> 00:07:47,160 future leaders. I mean, students aren't broken, They're just paying 108 00:07:47,360 --> 00:07:51,639 attention and they see the way that the adults act 109 00:07:51,759 --> 00:07:55,759 as permission to act the same way. So here's the thing. 110 00:07:56,920 --> 00:08:00,519 Since students are watching how adults respond to stress and pressure, 111 00:08:01,279 --> 00:08:06,439 I wanted to share how I respond in my own classroom, 112 00:08:07,000 --> 00:08:11,079 and this is what has made teaching during this time 113 00:08:11,399 --> 00:08:16,319 more sustainable for me. So the first is structure, just 114 00:08:16,839 --> 00:08:21,199 a real emphasis on structure. I mean, we know that 115 00:08:21,240 --> 00:08:25,120 students need routine. If they can predict what will happen next, 116 00:08:25,160 --> 00:08:29,160 the nervous is sum can stay more regulated, so consistent. 117 00:08:29,240 --> 00:08:31,920 Lesson formats like doing a certain type of warm up 118 00:08:32,039 --> 00:08:35,360 at the start of every class, having certain activities happen 119 00:08:35,440 --> 00:08:39,879 in the same order almost each time. And as much 120 00:08:39,879 --> 00:08:44,200 as we might crave more freedom and creativity in our teaching. 121 00:08:44,360 --> 00:08:48,679 Like I get it. I find that doing the creative 122 00:08:48,720 --> 00:08:53,559 stuff within predictable containers of time or routines, or within 123 00:08:53,600 --> 00:08:56,720 the usual way of practicing skills that tends to keep 124 00:08:56,840 --> 00:09:00,519 students in check. So it's like they know that we're 125 00:09:00,519 --> 00:09:03,720 doing this type of activity and I can just be 126 00:09:03,759 --> 00:09:07,000 a little more creative by adding some more engaging elements 127 00:09:07,080 --> 00:09:11,799 to it. And because the expectations are consistent, when you 128 00:09:11,919 --> 00:09:15,519 have to address their behavior, it's no longer personal. It's 129 00:09:15,759 --> 00:09:20,799 also not negotiable and it's not debatable. It's basically the 130 00:09:20,840 --> 00:09:23,759 line of look, this is the routine, this is how 131 00:09:23,799 --> 00:09:25,679 we do this, and this is when we do this. 132 00:09:26,559 --> 00:09:30,559 You're not doing what's expected at this time, so these 133 00:09:30,600 --> 00:09:33,200 are the consequences. Another thing that I found that I 134 00:09:33,240 --> 00:09:38,360 have to do is explicitly teach focus as a skill. 135 00:09:39,279 --> 00:09:43,159 But when my students are like in the flow in 136 00:09:43,159 --> 00:09:46,159 the assignment, I call it when I see them sort 137 00:09:46,200 --> 00:09:49,120 of like you know, phasing or spacing out, or falling 138 00:09:49,159 --> 00:09:54,120 asleep or just struggling in general, and I tell them, 139 00:09:54,519 --> 00:09:57,720 you know, I know you're bored. I know this is hard, 140 00:09:58,480 --> 00:10:01,720 but just push through for three more minutes. And that 141 00:10:01,840 --> 00:10:05,440 three more minutes gives them an end point and three 142 00:10:05,600 --> 00:10:09,039 minute mark, give or take. I switch gears, and that 143 00:10:09,120 --> 00:10:12,559 usually involves having them share what they wrote with their 144 00:10:12,639 --> 00:10:16,120 group and then make it more interesting. Sometimes I'll mix 145 00:10:16,200 --> 00:10:18,480 up the order in which they read to their group 146 00:10:18,559 --> 00:10:21,399 members by things like you're going to share an order 147 00:10:21,480 --> 00:10:25,279 of shortest the longest hair, things like that. So it's 148 00:10:25,399 --> 00:10:29,600 just having them change gears, even just for a little bit, 149 00:10:29,639 --> 00:10:34,200 even for just sixty seconds, really helps in terms of 150 00:10:34,600 --> 00:10:36,919 teaching them how to focus for a certain amount of 151 00:10:36,919 --> 00:10:39,279 time and put their all into that amount of time. 152 00:10:40,320 --> 00:10:43,600 But I also normalize bored on. I'll even tell them, yeah, 153 00:10:43,639 --> 00:10:45,879 you know what, I know, this part's boring, but you 154 00:10:45,919 --> 00:10:47,639 need to learn how to do it because we're gonna 155 00:10:47,639 --> 00:10:50,559 be doing X y Z next week, so just lock 156 00:10:50,639 --> 00:10:55,360 in and you'll struggle less later. Teaching in shorter chunks 157 00:10:55,360 --> 00:10:58,840 also really helps. Sometimes I found that you actually have 158 00:10:58,919 --> 00:11:02,080 to plan these or set a timery for yourself, because 159 00:11:02,120 --> 00:11:03,799 you know, you can get carried away when we're in 160 00:11:03,840 --> 00:11:08,080 the middle of something. Otherwise, even something that we think 161 00:11:08,159 --> 00:11:11,399 should be fun, like grouperg it can kind of start 162 00:11:11,480 --> 00:11:14,600 to go off the rails because they've been doing it 163 00:11:14,679 --> 00:11:19,200 for a long period of time and they haven't switched modes. 164 00:11:19,360 --> 00:11:22,960 So if you can just like plan some shorter chunks 165 00:11:23,080 --> 00:11:25,519 or just some ways to break it up, I found 166 00:11:25,600 --> 00:11:27,840 that that has really helped. This is probably something that 167 00:11:27,879 --> 00:11:30,919 a lot of you are already doing, but if you're 168 00:11:30,960 --> 00:11:35,240 finding it harder and harder to maintain the intention of students, 169 00:11:35,240 --> 00:11:38,120 you might actually have to do it more. I found 170 00:11:38,120 --> 00:11:44,159 that building in movement and reset moments definitely helps get 171 00:11:44,159 --> 00:11:46,759 them back on track. So if I can catch them 172 00:11:46,799 --> 00:11:50,440 before I completely lose them, then that's even better. So 173 00:11:50,440 --> 00:11:52,240 you've got to build it in. So something is simple 174 00:11:52,360 --> 00:11:56,159 as having students stack all other papers and their group 175 00:11:56,279 --> 00:11:59,440 together and then having them nominate someone to bring it 176 00:11:59,480 --> 00:12:03,039 to you. That alone is a reset just anytime that 177 00:12:03,080 --> 00:12:07,519 they're just switching gears. Also, if you use timers or 178 00:12:07,559 --> 00:12:10,279 like I said, give them a timeframe, if you refer 179 00:12:10,360 --> 00:12:12,679 visually to the agenda, maybe you have it written on 180 00:12:12,720 --> 00:12:15,480 the board. That also helps them manage their mental load 181 00:12:16,200 --> 00:12:19,879 and also holds you accountable to ensure that they get 182 00:12:19,879 --> 00:12:23,000 that kind of like mental and physical break that they need. 183 00:12:23,320 --> 00:12:26,759 Something else that I've always done, but have been more 184 00:12:26,759 --> 00:12:33,360 intentional is giving grace without lowering the bar. So I 185 00:12:33,480 --> 00:12:37,399 started to integrate low stakes activities into my class, and 186 00:12:38,240 --> 00:12:43,559 this allows me to offer emotional support without removing the rigor. So, 187 00:12:43,679 --> 00:12:46,399 for example, I decided that I was not going to 188 00:12:46,399 --> 00:12:50,559 grade the warm ups, and you might think, well, then 189 00:12:50,600 --> 00:12:53,840 students won't do it. They will if you build in 190 00:12:53,919 --> 00:12:57,679 ways to check for understanding. But basically I use the 191 00:12:57,679 --> 00:13:01,320 warm ups as an opportunity to few to clear up 192 00:13:01,360 --> 00:13:05,840 misunderstandings and confusion and maybe even allowing students to get 193 00:13:05,879 --> 00:13:09,919 some time to just like get mentally set for your class. 194 00:13:10,480 --> 00:13:13,519 I found this to be really important for my students 195 00:13:13,559 --> 00:13:16,720 with ADHD, who need a few minutes just to be 196 00:13:17,399 --> 00:13:21,000 fully present. So maybe they're not really getting the most 197 00:13:21,039 --> 00:13:23,559 out of your warm up during that time, but what 198 00:13:23,600 --> 00:13:26,000 you're getting out of it is a student who is 199 00:13:26,120 --> 00:13:29,720 more present and ready to learn because they had those 200 00:13:29,799 --> 00:13:34,360 few moments to get set. During that warm up. I'll 201 00:13:34,360 --> 00:13:37,159 engage them with a mix of something fun like we 202 00:13:37,240 --> 00:13:39,600 do would you rather, which the kids I think is 203 00:13:39,639 --> 00:13:41,960 great because to get to talk about their opinion and 204 00:13:42,399 --> 00:13:45,440 maybe add something funny, and then I also balance it 205 00:13:45,480 --> 00:13:49,600 with sentence correction, and so both ways they're still practicing 206 00:13:49,679 --> 00:13:52,559 skills and concepts I teach, well, they get to be 207 00:13:52,639 --> 00:13:56,919 silly for a bit. And I also find that encouraging 208 00:13:57,000 --> 00:14:01,720 retakes and revisions helps students take risks, especially whether they're 209 00:14:01,720 --> 00:14:06,600 not confident about an assignment. And this goes with normalizing 210 00:14:06,639 --> 00:14:11,039 mistakes too. We want your students to make mistakes, but 211 00:14:11,240 --> 00:14:14,480 it only works if you know how to tell them 212 00:14:14,879 --> 00:14:18,600 that they may have mistake without humiliating them. So for me, 213 00:14:18,799 --> 00:14:21,000 some things that I'll do if they answer in correctly, 214 00:14:21,200 --> 00:14:24,480 I'll just make this like eke face, like E say 215 00:14:24,679 --> 00:14:30,840 are you sure? Oh no? Or another thing I'll say, 216 00:14:30,879 --> 00:14:34,320 you know, actually, if I had said X, Y and Z, 217 00:14:35,000 --> 00:14:37,879 then you'd definitely be right, So I'm not calling them 218 00:14:37,879 --> 00:14:40,919 out for being wrong. I'm saying, wow, in this other instance, 219 00:14:40,960 --> 00:14:44,320 that was the correct answer. Or another way i'll say 220 00:14:44,360 --> 00:14:47,759 it is, I can see why you got that because X, 221 00:14:47,879 --> 00:14:50,600 Y and Z. But you're close you want to try again. 222 00:14:52,000 --> 00:14:55,200 And if I'm randomly calling on students and one student 223 00:14:55,240 --> 00:14:58,679 they're like really struggling, then all of a sudden, I'll 224 00:14:58,679 --> 00:15:02,080 stop and I'll say okay, everyone, thirty seconds in your 225 00:15:02,080 --> 00:15:05,000 group discuss what you think the correct answer is that 226 00:15:05,080 --> 00:15:08,039 gives that student time to actually check if they're right 227 00:15:08,480 --> 00:15:11,679 or to check why they're wrong, to get the correct answer, 228 00:15:12,120 --> 00:15:15,000 and then I call on them again and they of 229 00:15:15,039 --> 00:15:18,120 course say the correct answer, and it build confidence and 230 00:15:18,159 --> 00:15:21,639 it builds trust in me. So those are just some 231 00:15:21,679 --> 00:15:25,559 of the things that I do to build the relationships 232 00:15:25,639 --> 00:15:29,480 with my students and build trust and as a result, 233 00:15:30,080 --> 00:15:32,919 I get more buy in. Another thing that I think 234 00:15:32,960 --> 00:15:36,279 is really important during this time it's just so hard, 235 00:15:36,440 --> 00:15:39,480 is to find at least one other teacher who you 236 00:15:39,519 --> 00:15:42,799 can invent to. It would be awesome if they were 237 00:15:42,840 --> 00:15:45,879 in your school, but if not, I get it. But 238 00:15:45,960 --> 00:15:48,120 you want to be choosy. You want to make sure 239 00:15:48,200 --> 00:15:51,840 that when you find someone with whom you convent, theyre's 240 00:15:51,879 --> 00:15:55,159 someone who actually listens and not someone who is going 241 00:15:55,200 --> 00:15:58,039 to gaslight you or try to want up you how 242 00:15:58,120 --> 00:16:00,960 like they had it worse. Yes, convent to you too, 243 00:16:01,639 --> 00:16:06,440 but there's just something about finding someone who will actively listen, 244 00:16:06,960 --> 00:16:09,480 and it makes all the difference when you have that 245 00:16:09,600 --> 00:16:13,120 difficult student, that difficult parent, difficult admin, you know what 246 00:16:13,120 --> 00:16:17,159 I mean. It's just really important to find those people 247 00:16:17,200 --> 00:16:19,399 who you can always rely on and who you can 248 00:16:19,399 --> 00:16:22,480 also provide the same kind of support. And if you 249 00:16:22,519 --> 00:16:25,679 don't have anyone in your school, maybe you're new, or 250 00:16:26,279 --> 00:16:31,159 maybe the environment's toxic. Then online forums like Reddit, Facebook groups, 251 00:16:31,360 --> 00:16:34,279 they can be really helpful, but just be careful to 252 00:16:34,360 --> 00:16:37,600 not let it become like this echo chamber for frustration. 253 00:16:38,039 --> 00:16:41,080 You will be validated, but sometimes it can actually just 254 00:16:41,200 --> 00:16:47,480 like amplify more negativity than provide perspective. So I don't 255 00:16:47,480 --> 00:16:49,320 want to end this by telling you how to feel 256 00:16:49,360 --> 00:16:52,360 about teaching right now. I just want to be clear 257 00:16:52,399 --> 00:16:55,200 about this. What you're seeing in your classroom, it makes 258 00:16:55,240 --> 00:16:58,600 sense when you look at the conditions that the students 259 00:16:59,080 --> 00:17:02,320 and all of adults, including us, have been living in. 260 00:17:03,360 --> 00:17:08,200 My intention of this reframe is to assure you that 261 00:17:08,480 --> 00:17:11,640 you don't need to fix the system or absorb every 262 00:17:11,720 --> 00:17:15,720 behavior as a personal failure, because I see a lot 263 00:17:15,799 --> 00:17:20,880 of teachers who just think that these problems reflect how 264 00:17:20,880 --> 00:17:25,079 they are as a teacher. Especially hoping that you'll see 265 00:17:25,079 --> 00:17:28,640 that the majority of the negative behaviors you're seeing aren't 266 00:17:28,680 --> 00:17:32,359 actually personal, even if they hurt. I recently had a 267 00:17:32,359 --> 00:17:36,160 student come up to me with a smirk, maybe even 268 00:17:36,200 --> 00:17:39,920 a sneer, and say, I heard from other students that 269 00:17:39,960 --> 00:17:43,799 you're the worst teacher. She just had that like ruk 270 00:17:43,839 --> 00:17:48,039 assault type of attitude, and I smiled sympathetically. I didn't 271 00:17:48,039 --> 00:17:50,759 miss a beat and I said, Oh, that's too bad 272 00:17:50,799 --> 00:17:56,079 for them, And inside my initial reaction was to be offended, 273 00:17:57,119 --> 00:18:00,759 but then I remembered my interactions with their parents, and 274 00:18:01,119 --> 00:18:05,920 I knew that the student was just parroting, mimicking that parent. 275 00:18:06,039 --> 00:18:08,559 So a lot of it isn't personally now, knowing all 276 00:18:08,640 --> 00:18:12,119 this isn't going to necessarily make it feel better what's happening. 277 00:18:12,160 --> 00:18:15,160 But honestly, all we can do is make choices that 278 00:18:15,279 --> 00:18:20,799 keep our classrooms steady and our nervous systems intact and regulated, 279 00:18:20,920 --> 00:18:24,359 especially if you want to make it in this profession 280 00:18:24,599 --> 00:18:28,599 until we retire. That's what's going to happen for me. 281 00:18:28,880 --> 00:18:33,039 I'm sticking it up. I still love it, but this 282 00:18:33,200 --> 00:18:36,759 is how I managed to still love it despite everything 283 00:18:36,839 --> 00:18:40,400 going on. So I'd love to hear your opinions on 284 00:18:40,440 --> 00:18:44,400 this topic as well as your experiences. I mean, what's 285 00:18:44,440 --> 00:18:47,319 happening for you in your classrooms, both good and bad, 286 00:18:47,519 --> 00:18:50,960 because I know it's not bad everywhere, but let's share 287 00:18:51,119 --> 00:18:54,440 and help each other out. So be sure to leave 288 00:18:54,480 --> 00:18:58,160 a comment if you can thank you for being here 289 00:18:58,160 --> 00:19:01,119 with me today and I will see you next time.