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Welcome to Integrate This, your go -to EdTech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top EdTech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
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and let's integrate this. Welcome to the integrate
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this ed tech podcast. I'm David burner joined
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by friend of the show. Dr. George balance wherever
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George. Are you there? Good? How are you? They
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just came by my session It was supposed to be
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700 people not everyone came but we had a good
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time Yeah, it was a good time and we could talk
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about all the different things that you did there
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But first I got to ask you something Your session
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was ignite passion to purpose, right? Okay, so
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I got to talk to you about one of your passions
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real quick. Okay, what hasn't happened? that
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just happened since 1973. The Knicks just won
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a championship, the New York Knicks. Big shout
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out to Jalen Brunson, the King of New York. Wherever
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that man is going to go in New York for the rest
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of his life, he's never paying for a meal. Big
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shout out to the Knicks. Yeah, George is a huge
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Knicks fan, so I had to mention that, and I had
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to talk about how I'm a Timberwolves fan. Nobody's
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perfect, though. Yeah, I was heartbroken. Nobody's
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perfect. Cat needs to come back, I guess. So
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George, can you tell us a little bit about what
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it's been like here for you so far at ISTE, been
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having fun? Yeah. ISTE is home for me. When I
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began my career in tech and in speaking, you
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can go back in the archives and look back at
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2017. 2017, ISTE was in Chicago. I was there
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for the first time. I have never seen 20 ,000
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people in one space at the same time. And it
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was amazing. I've come back every single year
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afterwards. I've been a featured speaker. I've
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been a regular speaker. And I can honestly say
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I am home. My first book was published through
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ISTEEN. Yeah. And we just saw someone actually
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that you recognized that. Oh, right, right, right.
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So big shout out to Emily. Emily is one of the
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editors with ISTEEN ASCD. And she handheld me
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on my first book proposal. which took about six
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months because I didn't know how to structure
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a book and through the entire writing process
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which took maybe about a year and a half. Okay.
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So big shout out to her. Yeah, so was that PBL
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Plus or was that? Rev Up Robotics. Oh, okay.
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Yep. It's old school, man. Yeah, and those ones
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are on the website. Yeah, it's still there. Yeah.
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So the session that you had, you talked a little
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bit about the empathy map thing first. Can you
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explain that a little bit more? I was listening
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to that and I was... The concept of an empathy
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map is not new. It actually comes from the business
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world. Fortune 500 companies use empathy mapping
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when they're developing or improving a product.
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So let's say they have developed a sitcom and
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they have a pilot show. So they have the pilot
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and they bring in people. And after the pilot,
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after they viewed it, they'll do a poker screw
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and have some individual interviews with the
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people. They look at these responses and they're
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looking for themes in the data. And they develop
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an empathy map to better understand the thoughts
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and feelings of the consumer. So when they continue
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in developing the show or the product, they're
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developing through the lens of the consumer.
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So for education, I created a version of the
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empathy map, just looking at what business and
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industry does. And for educators, just look at
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the research. John Hattie once said, to see learning
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through the eyes of students. So what does that
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mean? We have to know them both as people and
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learners. So my version of the empathy map has
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six different fields. Three fields are for knowing
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them as people. their interests, their goals,
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and things that they're good at. And then three
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fields are for knowing them as learners. Academic
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needs, their career needs, if it's a CTE teacher,
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but also essential life skills, which might be
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emotional intelligence and things like that.
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Okay, yeah, and the other thing that I really
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picked up on in there, too, is the, and you say
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you put it on your professor glasses, right?
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But when you're looking at your session, I'm
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watching you. you really emphasize like frameworks,
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you can have frameworks or you can have like
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the ideas. So you can talk, what's the importance
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of a framework? Why do we start there? A framework
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is a recipe. Let's say you're in your kitchen
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and you're going to make a lasagna for a dinner
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party, but you've never made lasagna before.
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If you have all the ingredients and all the tools
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in your kitchen, but you don't have the recipe,
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you don't have the framework, are you going to
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make lasagna? I mean, you could, but it might
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not turn out. It won't be lasagna. Right. Trust
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me. Yeah. One of the things that I learned in
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the PhD program is when you are studying something,
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you are studying it because you are passionate
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about that thing or you're trying to solve a
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problem. The second step after identifying what
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the problem is, You have to look at the literature,
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the previous research, to see what has been done
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on this topic. What have other researchers discovered
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or have created about this work? And you're going
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to find there's a framework, there's a system
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or a model that's already there, unless it's
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something brand new. You take that and you look
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at your population or what you're doing. and
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you adapt and tweak it and make it your own and
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you implement it. It gives you the theory for
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what you're trying to do. And then when you do
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it, you collect data to see if you affirm what's
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been done or you learn something new. So think
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of our job as teachers. Our job as teachers is
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to teach kids how to learn using frameworks.
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Boom's Textonomy, that's what it is. It's a teaching
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framework. I'm sorry, it's a learning framework.
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But there's other frameworks, there's computational
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thinking, there's design thinking, there's a
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scientific process. Teachers, if we are teaching
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the process, then the learning and the knowledge
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construction along the way is facilitated. And
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so that's why I teach frameworks. So you think
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a lot of the errors that we run into are a result
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of not thinking about the framework at all? In
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my opinion. There's no way of doing something,
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and humans need to see something first. See,
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humans, we started out artistic, meaning whatever
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was in our mind and our heart, we did that. But
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as we developed into researchers, We're now able
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to make decisions based on research and what's
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in our hearts and our mind and that's the blending
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of those two things You could be the researcher,
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but if you're just regurgitating information,
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there's no art It's boring or if you just do
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the art if you don't know the research you've
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got blind spots and If you watch a lot of what's
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happening People speak about things that they've
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never researched that they don't fully understand
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So in it right now like this this AI moment that
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we've been in right you you brought in AI literacy
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and one of the things I appreciated about when
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you were talking was You you emphasize that like
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when you so when you go do a PD, you know The
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people that are there they're already experts
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in things that they do, right? And I you said,
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you know big bar on steel but site so I might
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use that for my own my own PD, right? But like
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that that's a really important thing because
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it's like I think sometimes When I've done PD,
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it seems some teachers are thinking that they're
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already starting back at a deficit, but they're
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actually like, no, you can actually point to
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you're an expert in these things already and
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then now apply AI to what you're doing. Can you
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speak to that a little bit? Yeah, I don't think
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teachers need to change what they teach. I think
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when it comes to AI, I believe we should allow
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kids to do part of the work. And if they have
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the thinking frameworks and the repeatable instructional
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sequences, which are frameworks, then what happens
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is AI becomes a helper. If not, AI does the work
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that they don't understand anyway. And I think
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that's really harmful. I think it's harmful because
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it doesn't reinforce that productive struggle
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that everyone needs in order to learn something.
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Okay, so I have another question for you sure
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we're in that we're in the the magical land of
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Disney here, right? Okay, magical world of Disney
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If you what do you what would you hope for if
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you could wave a wand? What would you hope for
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that people to really take away from the session
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that you did today? Well, I already got that.
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Okay, I had So there's a part of myself. Well,
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I'll back up from visiting schools And not just
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me but other people in schools see that there's
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a big breakdown in relationships. And we talked
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about this on the podcast with Jeremy. Big shout
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out to Jeremy. We had this discussion where I
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brought up that my parents were boomers. And
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the theme or the common theme I've seen in the
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boomer generation and having conversations with
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friends is that our parents didn't take an interest
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in us and what we like. We were told to... Listen
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and obey. And as a father now, and I'm not sure
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if you're a father yet, David, but as a father,
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you start to realize that if you don't take an
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interest in what your kid's like, then what's
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going to happen is you're not going to have a
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relationship with them. Because as a young person,
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you're interested in what's happening right now,
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what your friends are doing. You're interested
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in what's fun. And anyone that's trying to put
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that down, they're not going to have time for.
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So in looking at the literature, before we can
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get there to take an interest in what they like,
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we have to form some type of rapport, not even
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relationship of rapport. And you do that by having
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high expectations. You have to believe in them,
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but also positive words and interactions. So
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how did I get it? I have to give you the background.
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Speaking positivity into others, it doesn't come
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easy for everyone. I've discovered that, especially
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for folks where it hasn't been modeled for them.
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So what I do in the workshop is I have people
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send a text to someone in their life who would
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benefit from some kind words and encouragement,
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and just to tell them that they did a good job
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at a skill, an attitude, or something that they
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did well. One of the teachers in the workshop
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when everyone was doing the empathy map pulled
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me aside and said I just touched my 17 year old
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Some appreciation and he gives me one word answers
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every time. Okay. Thanks He said today I got
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a paragraph So if one kid Gets something out
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of what we did with teachers. That's all you
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need and then it doesn't matter that everyone
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didn't show her Absolutely. So one of the things
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too, I want to just ask you here as we kind of
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wrap up our time is what type of things do you
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have coming out that you want to highlight? You
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know, obviously we're at ISTE now, but what do
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you have coming up that folks can look forward
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to? New book, anything, you know, like that?
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My entire website has been redone. It's almost
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done, but it focuses on my three lanes. Instructional,
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innovation, that's for leaders in schools. Project
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-based learning plus with AI literacy that's
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for teachers also admin, but I have a series
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that I've been developing for years and It's
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called leading through conflict. I'm working
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on that book now But there's a lot of articles
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on medium around that topic that I'm working
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on is for people Leading whether at home at school
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in the boardroom any walk of life with emotional
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And that's it. And lots of workshops and keynotes
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and stuff. So it's been a blessing. Absolutely.
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And we'll make sure we put everything in the
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show notes so people can access that too as well.
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George, just want to thank you for joining us.
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Appreciate it. Nick's going to win next year.
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Repeat? We'll see. All right. Thanks, everybody.
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Thanks for listening to Integrate This. Want
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to take your learning further? Head over to our
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YouTube channel for quick tutorials, deep dives,
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Don't forget to subscribe and catch new podcast
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episodes every Thursday on Apple, Spotify, or
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wherever you get your podcasts. Until next time,
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keep exploring, keep innovating, and keep integrating
00:13:54.320 --> 00:13:54.700
this.
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Welcome to Integrate This, your go -to EdTech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top EdTech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
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and let's integrate this. Welcome to the integrate
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this ed tech podcast. I'm David burner joined
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by friend of the show. Dr. George balance wherever
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George. Are you there? Good? How are you? They
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just came by my session It was supposed to be
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700 people not everyone came but we had a good
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time Yeah, it was a good time and we could talk
00:00:44.000 --> 00:00:45.640
about all the different things that you did there
00:00:45.640 --> 00:00:49.020
But first I got to ask you something Your session
00:00:49.020 --> 00:00:53.039
was ignite passion to purpose, right? Okay, so
00:00:53.039 --> 00:00:54.299
I got to talk to you about one of your passions
00:00:54.299 --> 00:00:57.060
real quick. Okay, what hasn't happened? that
00:00:57.060 --> 00:01:00.500
just happened since 1973. The Knicks just won
00:01:00.500 --> 00:01:03.240
a championship, the New York Knicks. Big shout
00:01:03.240 --> 00:01:06.120
out to Jalen Brunson, the King of New York. Wherever
00:01:06.120 --> 00:01:08.420
that man is going to go in New York for the rest
00:01:08.420 --> 00:01:11.079
of his life, he's never paying for a meal. Big
00:01:11.079 --> 00:01:13.500
shout out to the Knicks. Yeah, George is a huge
00:01:13.500 --> 00:01:15.680
Knicks fan, so I had to mention that, and I had
00:01:15.680 --> 00:01:19.019
to talk about how I'm a Timberwolves fan. Nobody's
00:01:19.019 --> 00:01:21.060
perfect, though. Yeah, I was heartbroken. Nobody's
00:01:21.060 --> 00:01:24.290
perfect. Cat needs to come back, I guess. So
00:01:24.290 --> 00:01:26.609
George, can you tell us a little bit about what
00:01:26.609 --> 00:01:28.870
it's been like here for you so far at ISTE, been
00:01:28.870 --> 00:01:33.549
having fun? Yeah. ISTE is home for me. When I
00:01:33.549 --> 00:01:39.629
began my career in tech and in speaking, you
00:01:39.629 --> 00:01:41.329
can go back in the archives and look back at
00:01:41.329 --> 00:01:45.870
2017. 2017, ISTE was in Chicago. I was there
00:01:45.870 --> 00:01:49.450
for the first time. I have never seen 20 ,000
00:01:49.450 --> 00:01:53.010
people in one space at the same time. And it
00:01:53.010 --> 00:01:56.170
was amazing. I've come back every single year
00:01:56.170 --> 00:01:59.849
afterwards. I've been a featured speaker. I've
00:01:59.849 --> 00:02:02.670
been a regular speaker. And I can honestly say
00:02:02.670 --> 00:02:05.909
I am home. My first book was published through
00:02:05.909 --> 00:02:08.870
ISTEEN. Yeah. And we just saw someone actually
00:02:08.870 --> 00:02:11.330
that you recognized that. Oh, right, right, right.
00:02:11.530 --> 00:02:14.949
So big shout out to Emily. Emily is one of the
00:02:14.949 --> 00:02:19.389
editors with ISTEEN ASCD. And she handheld me
00:02:19.389 --> 00:02:22.139
on my first book proposal. which took about six
00:02:22.139 --> 00:02:25.099
months because I didn't know how to structure
00:02:25.099 --> 00:02:28.180
a book and through the entire writing process
00:02:28.180 --> 00:02:31.340
which took maybe about a year and a half. Okay.
00:02:31.500 --> 00:02:34.099
So big shout out to her. Yeah, so was that PBL
00:02:34.099 --> 00:02:37.139
Plus or was that? Rev Up Robotics. Oh, okay.
00:02:37.280 --> 00:02:40.159
Yep. It's old school, man. Yeah, and those ones
00:02:40.159 --> 00:02:42.659
are on the website. Yeah, it's still there. Yeah.
00:02:42.979 --> 00:02:45.860
So the session that you had, you talked a little
00:02:45.860 --> 00:02:48.780
bit about the empathy map thing first. Can you
00:02:48.780 --> 00:02:50.360
explain that a little bit more? I was listening
00:02:50.360 --> 00:02:54.900
to that and I was... The concept of an empathy
00:02:54.900 --> 00:02:58.000
map is not new. It actually comes from the business
00:02:58.000 --> 00:03:01.900
world. Fortune 500 companies use empathy mapping
00:03:01.900 --> 00:03:04.120
when they're developing or improving a product.
00:03:04.919 --> 00:03:08.740
So let's say they have developed a sitcom and
00:03:08.740 --> 00:03:12.300
they have a pilot show. So they have the pilot
00:03:12.300 --> 00:03:15.969
and they bring in people. And after the pilot,
00:03:16.050 --> 00:03:20.289
after they viewed it, they'll do a poker screw
00:03:20.289 --> 00:03:24.289
and have some individual interviews with the
00:03:24.289 --> 00:03:28.349
people. They look at these responses and they're
00:03:28.349 --> 00:03:31.810
looking for themes in the data. And they develop
00:03:31.810 --> 00:03:34.370
an empathy map to better understand the thoughts
00:03:34.370 --> 00:03:37.150
and feelings of the consumer. So when they continue
00:03:37.150 --> 00:03:40.650
in developing the show or the product, they're
00:03:40.650 --> 00:03:42.830
developing through the lens of the consumer.
00:03:43.099 --> 00:03:46.659
So for education, I created a version of the
00:03:46.659 --> 00:03:48.740
empathy map, just looking at what business and
00:03:48.740 --> 00:03:53.539
industry does. And for educators, just look at
00:03:53.539 --> 00:03:57.199
the research. John Hattie once said, to see learning
00:03:57.199 --> 00:03:59.699
through the eyes of students. So what does that
00:03:59.699 --> 00:04:02.259
mean? We have to know them both as people and
00:04:02.259 --> 00:04:06.319
learners. So my version of the empathy map has
00:04:06.319 --> 00:04:11.639
six different fields. Three fields are for knowing
00:04:11.639 --> 00:04:14.490
them as people. their interests, their goals,
00:04:14.810 --> 00:04:17.069
and things that they're good at. And then three
00:04:17.069 --> 00:04:19.970
fields are for knowing them as learners. Academic
00:04:19.970 --> 00:04:23.250
needs, their career needs, if it's a CTE teacher,
00:04:23.529 --> 00:04:28.189
but also essential life skills, which might be
00:04:28.189 --> 00:04:29.750
emotional intelligence and things like that.
00:04:30.269 --> 00:04:31.810
Okay, yeah, and the other thing that I really
00:04:31.810 --> 00:04:35.269
picked up on in there, too, is the, and you say
00:04:35.269 --> 00:04:37.089
you put it on your professor glasses, right?
00:04:37.889 --> 00:04:40.930
But when you're looking at your session, I'm
00:04:40.930 --> 00:04:44.420
watching you. you really emphasize like frameworks,
00:04:44.779 --> 00:04:46.620
you can have frameworks or you can have like
00:04:46.620 --> 00:04:49.600
the ideas. So you can talk, what's the importance
00:04:49.600 --> 00:04:52.540
of a framework? Why do we start there? A framework
00:04:52.540 --> 00:04:55.759
is a recipe. Let's say you're in your kitchen
00:04:55.759 --> 00:05:00.839
and you're going to make a lasagna for a dinner
00:05:00.839 --> 00:05:03.100
party, but you've never made lasagna before.
00:05:04.100 --> 00:05:08.319
If you have all the ingredients and all the tools
00:05:08.319 --> 00:05:11.319
in your kitchen, but you don't have the recipe,
00:05:11.480 --> 00:05:13.519
you don't have the framework, are you going to
00:05:13.519 --> 00:05:16.279
make lasagna? I mean, you could, but it might
00:05:16.279 --> 00:05:19.720
not turn out. It won't be lasagna. Right. Trust
00:05:19.720 --> 00:05:22.240
me. Yeah. One of the things that I learned in
00:05:22.240 --> 00:05:26.240
the PhD program is when you are studying something,
00:05:28.000 --> 00:05:31.300
you are studying it because you are passionate
00:05:31.300 --> 00:05:33.379
about that thing or you're trying to solve a
00:05:33.379 --> 00:05:37.139
problem. The second step after identifying what
00:05:37.139 --> 00:05:39.870
the problem is, You have to look at the literature,
00:05:40.269 --> 00:05:43.449
the previous research, to see what has been done
00:05:43.449 --> 00:05:46.970
on this topic. What have other researchers discovered
00:05:46.970 --> 00:05:50.449
or have created about this work? And you're going
00:05:50.449 --> 00:05:52.990
to find there's a framework, there's a system
00:05:52.990 --> 00:05:56.370
or a model that's already there, unless it's
00:05:56.370 --> 00:06:00.490
something brand new. You take that and you look
00:06:00.490 --> 00:06:03.360
at your population or what you're doing. and
00:06:03.360 --> 00:06:06.180
you adapt and tweak it and make it your own and
00:06:06.180 --> 00:06:08.899
you implement it. It gives you the theory for
00:06:08.899 --> 00:06:10.620
what you're trying to do. And then when you do
00:06:10.620 --> 00:06:14.920
it, you collect data to see if you affirm what's
00:06:14.920 --> 00:06:19.519
been done or you learn something new. So think
00:06:19.519 --> 00:06:22.560
of our job as teachers. Our job as teachers is
00:06:22.560 --> 00:06:25.300
to teach kids how to learn using frameworks.
00:06:26.000 --> 00:06:29.480
Boom's Textonomy, that's what it is. It's a teaching
00:06:29.480 --> 00:06:32.220
framework. I'm sorry, it's a learning framework.
00:06:33.129 --> 00:06:35.569
But there's other frameworks, there's computational
00:06:35.569 --> 00:06:38.310
thinking, there's design thinking, there's a
00:06:38.310 --> 00:06:43.370
scientific process. Teachers, if we are teaching
00:06:43.370 --> 00:06:47.410
the process, then the learning and the knowledge
00:06:47.410 --> 00:06:52.569
construction along the way is facilitated. And
00:06:52.569 --> 00:06:55.329
so that's why I teach frameworks. So you think
00:06:55.329 --> 00:06:57.889
a lot of the errors that we run into are a result
00:06:57.889 --> 00:07:01.389
of not thinking about the framework at all? In
00:07:01.389 --> 00:07:04.269
my opinion. There's no way of doing something,
00:07:04.910 --> 00:07:09.250
and humans need to see something first. See,
00:07:09.829 --> 00:07:18.110
humans, we started out artistic, meaning whatever
00:07:18.110 --> 00:07:21.889
was in our mind and our heart, we did that. But
00:07:21.889 --> 00:07:26.769
as we developed into researchers, We're now able
00:07:26.769 --> 00:07:29.470
to make decisions based on research and what's
00:07:29.470 --> 00:07:31.310
in our hearts and our mind and that's the blending
00:07:31.310 --> 00:07:34.629
of those two things You could be the researcher,
00:07:34.629 --> 00:07:37.310
but if you're just regurgitating information,
00:07:37.350 --> 00:07:41.490
there's no art It's boring or if you just do
00:07:41.490 --> 00:07:44.209
the art if you don't know the research you've
00:07:44.209 --> 00:07:47.850
got blind spots and If you watch a lot of what's
00:07:47.850 --> 00:07:51.009
happening People speak about things that they've
00:07:51.009 --> 00:07:53.370
never researched that they don't fully understand
00:07:54.720 --> 00:07:57.939
So in it right now like this this AI moment that
00:07:57.939 --> 00:08:00.899
we've been in right you you brought in AI literacy
00:08:00.899 --> 00:08:02.839
and one of the things I appreciated about when
00:08:02.839 --> 00:08:06.560
you were talking was You you emphasize that like
00:08:06.560 --> 00:08:08.779
when you so when you go do a PD, you know The
00:08:08.779 --> 00:08:10.560
people that are there they're already experts
00:08:10.560 --> 00:08:14.639
in things that they do, right? And I you said,
00:08:14.939 --> 00:08:17.579
you know big bar on steel but site so I might
00:08:17.579 --> 00:08:21.019
use that for my own my own PD, right? But like
00:08:21.019 --> 00:08:22.379
that that's a really important thing because
00:08:22.379 --> 00:08:26.240
it's like I think sometimes When I've done PD,
00:08:26.399 --> 00:08:27.959
it seems some teachers are thinking that they're
00:08:27.959 --> 00:08:31.420
already starting back at a deficit, but they're
00:08:31.420 --> 00:08:33.559
actually like, no, you can actually point to
00:08:33.559 --> 00:08:36.480
you're an expert in these things already and
00:08:36.480 --> 00:08:39.620
then now apply AI to what you're doing. Can you
00:08:39.620 --> 00:08:42.279
speak to that a little bit? Yeah, I don't think
00:08:42.279 --> 00:08:46.120
teachers need to change what they teach. I think
00:08:46.120 --> 00:08:48.919
when it comes to AI, I believe we should allow
00:08:48.919 --> 00:08:52.480
kids to do part of the work. And if they have
00:08:52.480 --> 00:08:55.559
the thinking frameworks and the repeatable instructional
00:08:55.559 --> 00:08:58.820
sequences, which are frameworks, then what happens
00:08:58.820 --> 00:09:03.200
is AI becomes a helper. If not, AI does the work
00:09:03.200 --> 00:09:06.259
that they don't understand anyway. And I think
00:09:06.259 --> 00:09:09.740
that's really harmful. I think it's harmful because
00:09:09.740 --> 00:09:14.100
it doesn't reinforce that productive struggle
00:09:14.100 --> 00:09:16.659
that everyone needs in order to learn something.
00:09:18.289 --> 00:09:20.350
Okay, so I have another question for you sure
00:09:20.350 --> 00:09:22.950
we're in that we're in the the magical land of
00:09:22.950 --> 00:09:25.549
Disney here, right? Okay, magical world of Disney
00:09:25.549 --> 00:09:29.049
If you what do you what would you hope for if
00:09:29.049 --> 00:09:30.730
you could wave a wand? What would you hope for
00:09:30.730 --> 00:09:33.429
that people to really take away from the session
00:09:33.429 --> 00:09:36.269
that you did today? Well, I already got that.
00:09:36.549 --> 00:09:40.830
Okay, I had So there's a part of myself. Well,
00:09:40.830 --> 00:09:45.970
I'll back up from visiting schools And not just
00:09:45.970 --> 00:09:49.600
me but other people in schools see that there's
00:09:49.600 --> 00:09:53.919
a big breakdown in relationships. And we talked
00:09:53.919 --> 00:09:56.759
about this on the podcast with Jeremy. Big shout
00:09:56.759 --> 00:10:00.740
out to Jeremy. We had this discussion where I
00:10:00.740 --> 00:10:04.799
brought up that my parents were boomers. And
00:10:04.799 --> 00:10:08.360
the theme or the common theme I've seen in the
00:10:08.360 --> 00:10:10.720
boomer generation and having conversations with
00:10:10.720 --> 00:10:13.700
friends is that our parents didn't take an interest
00:10:13.700 --> 00:10:17.639
in us and what we like. We were told to... Listen
00:10:17.639 --> 00:10:21.720
and obey. And as a father now, and I'm not sure
00:10:21.720 --> 00:10:24.759
if you're a father yet, David, but as a father,
00:10:25.460 --> 00:10:27.679
you start to realize that if you don't take an
00:10:27.679 --> 00:10:29.860
interest in what your kid's like, then what's
00:10:29.860 --> 00:10:32.539
going to happen is you're not going to have a
00:10:32.539 --> 00:10:36.940
relationship with them. Because as a young person,
00:10:37.080 --> 00:10:38.700
you're interested in what's happening right now,
00:10:38.720 --> 00:10:40.700
what your friends are doing. You're interested
00:10:40.700 --> 00:10:43.980
in what's fun. And anyone that's trying to put
00:10:43.980 --> 00:10:46.279
that down, they're not going to have time for.
00:10:48.059 --> 00:10:54.940
So in looking at the literature, before we can
00:10:54.940 --> 00:10:57.039
get there to take an interest in what they like,
00:10:57.820 --> 00:11:00.779
we have to form some type of rapport, not even
00:11:00.779 --> 00:11:03.500
relationship of rapport. And you do that by having
00:11:03.500 --> 00:11:06.360
high expectations. You have to believe in them,
00:11:06.419 --> 00:11:09.000
but also positive words and interactions. So
00:11:09.000 --> 00:11:11.320
how did I get it? I have to give you the background.
00:11:13.060 --> 00:11:15.559
Speaking positivity into others, it doesn't come
00:11:15.559 --> 00:11:18.080
easy for everyone. I've discovered that, especially
00:11:18.080 --> 00:11:20.259
for folks where it hasn't been modeled for them.
00:11:20.759 --> 00:11:23.480
So what I do in the workshop is I have people
00:11:23.480 --> 00:11:27.240
send a text to someone in their life who would
00:11:27.240 --> 00:11:29.539
benefit from some kind words and encouragement,
00:11:30.259 --> 00:11:32.799
and just to tell them that they did a good job
00:11:32.799 --> 00:11:39.259
at a skill, an attitude, or something that they
00:11:39.259 --> 00:11:42.919
did well. One of the teachers in the workshop
00:11:42.919 --> 00:11:45.559
when everyone was doing the empathy map pulled
00:11:45.559 --> 00:11:48.639
me aside and said I just touched my 17 year old
00:11:48.639 --> 00:11:53.259
Some appreciation and he gives me one word answers
00:11:53.259 --> 00:11:58.480
every time. Okay. Thanks He said today I got
00:11:58.480 --> 00:12:04.500
a paragraph So if one kid Gets something out
00:12:04.500 --> 00:12:06.639
of what we did with teachers. That's all you
00:12:06.639 --> 00:12:09.059
need and then it doesn't matter that everyone
00:12:09.059 --> 00:12:13.139
didn't show her Absolutely. So one of the things
00:12:13.139 --> 00:12:15.820
too, I want to just ask you here as we kind of
00:12:15.820 --> 00:12:18.639
wrap up our time is what type of things do you
00:12:18.639 --> 00:12:20.820
have coming out that you want to highlight? You
00:12:20.820 --> 00:12:22.720
know, obviously we're at ISTE now, but what do
00:12:22.720 --> 00:12:24.679
you have coming up that folks can look forward
00:12:24.679 --> 00:12:28.039
to? New book, anything, you know, like that?
00:12:29.580 --> 00:12:33.000
My entire website has been redone. It's almost
00:12:33.000 --> 00:12:36.720
done, but it focuses on my three lanes. Instructional,
00:12:36.720 --> 00:12:39.799
innovation, that's for leaders in schools. Project
00:12:39.799 --> 00:12:43.019
-based learning plus with AI literacy that's
00:12:43.019 --> 00:12:46.600
for teachers also admin, but I have a series
00:12:46.600 --> 00:12:49.419
that I've been developing for years and It's
00:12:49.419 --> 00:12:52.700
called leading through conflict. I'm working
00:12:52.700 --> 00:12:55.279
on that book now But there's a lot of articles
00:12:55.279 --> 00:12:57.919
on medium around that topic that I'm working
00:12:57.919 --> 00:13:04.440
on is for people Leading whether at home at school
00:13:04.440 --> 00:13:08.600
in the boardroom any walk of life with emotional
00:13:10.859 --> 00:13:14.120
And that's it. And lots of workshops and keynotes
00:13:14.120 --> 00:13:16.320
and stuff. So it's been a blessing. Absolutely.
00:13:16.440 --> 00:13:17.860
And we'll make sure we put everything in the
00:13:17.860 --> 00:13:19.860
show notes so people can access that too as well.
00:13:20.460 --> 00:13:22.240
George, just want to thank you for joining us.
00:13:22.240 --> 00:13:24.100
Appreciate it. Nick's going to win next year.
00:13:24.259 --> 00:13:27.080
Repeat? We'll see. All right. Thanks, everybody.
00:13:28.899 --> 00:13:31.620
Thanks for listening to Integrate This. Want
00:13:31.620 --> 00:13:33.860
to take your learning further? Head over to our
00:13:33.860 --> 00:13:36.820
YouTube channel for quick tutorials, deep dives,
00:13:37.039 --> 00:13:39.779
and more edtech tips you can use right away.
00:13:40.580 --> 00:13:43.320
Don't forget to subscribe and catch new podcast
00:13:43.320 --> 00:13:47.279
episodes every Thursday on Apple, Spotify, or
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wherever you get your podcasts. Until next time,
00:13:50.779 --> 00:13:54.320
keep exploring, keep innovating, and keep integrating
00:13:54.320 --> 00:13:54.700
this.
