Full Transcript for How to treat math like a team sport & help every kid find their role w/ Kallen Currie

that I get to play music in my phys ed class. 00:03:50.842 --> 00:03:52.562 And you know what kids listen to these days. 00:03:52.562 --> 00:03:54.522 It's pretty silly most of the time. 00:03:54.522 --> 00:03:58.893 So if you can get some music going, ease the tension, get that anxiety out. 00:03:59.393 --> 00:04:01.133 You, you'll see a little kid pop out a dance move. 00:04:01.133 --> 00:04:01.582 You know what I mean? 00:04:01.582 --> 00:04:03.323 So just small things like that to kind of get them- So 00:04:03.323 --> 00:04:04.902 like getting them into their bodies kind of. 00:04:04.913 --> 00:04:05.652 Yeah, yeah. 00:04:05.652 --> 00:04:06.643 Their comfort zones. 00:04:06.782 --> 00:04:07.353 Why... 00:04:07.413 --> 00:04:09.182 So those are really good things to look for. 00:04:09.182 --> 00:04:10.223 What should we do? 00:04:10.233 --> 00:04:14.962 Like let's say you notice a student that's like off to the side, they're on the s- they're taking themselves out of the game. 00:04:15.122 --> 00:04:15.252 Yep. 00:04:15.293 --> 00:04:19.283 What's a good way to approach that without making them feel like they're being like picked on? 00:04:19.783 --> 00:04:24.463 Maybe just talk to them one-on-one, kind of, you know, it's a little tough in phys ed sometimes. 00:04:24.463 --> 00:04:26.583 You got 20 kids screaming around, right? 00:04:26.653 --> 00:04:35.793 So going to talk to another kid to the side can be a little difficult at times, but maybe just get to the root of the problem by showing that they're, they're valued first, right? 00:04:35.793 --> 00:04:39.742 It's okay to kinda be out of the thing, but then get to the root of the cause. 00:04:39.903 --> 00:04:42.252 Are you, shy of the ball? 00:04:42.252 --> 00:04:43.533 Is something bugging you? 00:04:43.872 --> 00:04:45.312 Maybe you're just not a fan of this game. 00:04:45.322 --> 00:04:46.182 If so, why? 00:04:46.182 --> 00:04:46.843 Yeah. 00:04:46.843 --> 00:05:00.499 So this is really interesting'cause for those of us who teach, who don't teach gym, but let's say we teach math or English or another subject, one thing that probably feels very common is we often thinks, think our students are disengaged because they don't like the subject, right? 00:05:00.499 --> 00:05:00.629 Right. 00:05:00.629 --> 00:05:01.778 Like maybe they hate math. 00:05:02.259 --> 00:05:02.488 Yeah. 00:05:02.538 --> 00:05:10.649 How often is it that one of your students is kind of struggling, not because they hate gym- Yeah but because there's something else going on? 00:05:11.149 --> 00:05:13.168 it happens more than you think, right? 00:05:13.278 --> 00:05:21.838 think, too, a big part of it is you don't know what they're going through maybe back home, if they've eaten that morning, if they've slept the night before, right? 00:05:22.209 --> 00:05:30.988 So kind of having that, building that relationship with your students is important to kind of be able to ask them those questions- and kind of understand them a bit more, right? 00:05:31.129 --> 00:05:31.858 Read their energy. 00:05:32.048 --> 00:05:32.309 Yeah. 00:05:32.338 --> 00:05:32.579 Yeah. 00:05:32.798 --> 00:05:33.389 100%. 00:05:33.668 --> 00:05:35.769 You said that you hated math yourself. 00:05:35.778 --> 00:05:36.908 Can you tell us a bit about that? 00:05:36.939 --> 00:05:37.249 Yeah. 00:05:37.309 --> 00:05:40.249 So growing up I th- well, growing up I loved math. 00:05:40.249 --> 00:05:40.668 I wish... 00:05:40.778 --> 00:05:43.478 I don't know if Donna's in here, but she was my grade two teacher. 00:05:43.538 --> 00:05:48.918 She's currently working at our school as well now, but she used to do, like, Mad Minute, those kind of fun things with math. 00:05:48.928 --> 00:05:49.408 Do you like it? 00:05:49.629 --> 00:05:50.319 I liked it, yeah. 00:05:50.408 --> 00:05:51.098 Oh my God, people hate Mad Minutes. 00:05:51.189 --> 00:05:51.629 I know. 00:05:51.689 --> 00:05:51.959 I know. 00:05:51.978 --> 00:05:52.488 That's what I... 00:05:52.499 --> 00:05:55.028 It's funny because it's like,"Oh, gotta do it as fast as you can." 00:05:55.028 --> 00:05:55.608 But you liked it. 00:05:55.879 --> 00:06:01.418 Yeah, because of, like I said, I like to blabble and I like to do things at a fast paced kind of thing. 00:06:01.798 --> 00:06:02.048 But, 00:06:02.098 --> 00:06:02.737 That's really interesting 00:06:02.737 --> 00:06:08.019 when it got really slowed down, once you get to the middle years and high school- it gets really intimidating. 00:06:08.249 --> 00:06:12.759 There's- four le- four numbers, but there's like a big page to answer it. 00:06:13.178 --> 00:06:14.949 That kind of thing kind of steered me away. 00:06:15.338 --> 00:06:21.119 So when I got to high school, I actually failed grade 10 math two times, so- 00:06:21.418 --> 00:06:23.488 We're kind of twins- Yeah'cause I failed grade 11 math twice. 00:06:23.509 --> 00:06:23.975 Yeah, so- 00:06:23.975 --> 00:06:24.908 I don't know, cute for us 00:06:24.918 --> 00:06:27.629 it's like the craziest thing to do that, I think, in high school, right? 00:06:27.689 --> 00:06:30.428 You kind of feel like, hate to say it, but you feel like you're stupid. 00:06:30.928 --> 00:06:34.228 And, um, you don't want to be a grade 11 taking a grade 10 math. 00:06:34.278 --> 00:06:35.639 You feel kind of silly doing that. 00:06:36.199 --> 00:06:41.098 So yeah, those kind of, things kind of steered me away from having a positive relationship with math. 00:06:41.538 --> 00:06:44.999 So I have a question about- Yeah your math classrooms- 00:06:45.088 --> 00:06:45.298 Yep 00:06:45.338 --> 00:06:45.978 in high school. 00:06:46.048 --> 00:06:46.199 Right. 00:06:46.699 --> 00:06:49.978 What do you feel it was about them, like aside from having... 00:06:50.079 --> 00:06:51.788 it's, it's interesting what you said, right? 00:06:51.798 --> 00:06:56.468 That idea of having a small question, but a big page to answer it, you found that intimidating. 00:06:56.769 -->

00:06:57.548 Let's start there. 00:06:57.608 --> 00:06:57.968 Yep. 00:06:58.418 --> 00:06:59.658 Why was that intimidating? 00:06:59.658 --> 00:07:02.238 What was the impression you got by looking at that page? 00:07:02.488 --> 00:07:08.658 so the way I was taught in high school, those two times that I did fail, most of it was taught out of a textbook. 00:07:09.158 --> 00:07:16.798 And I know there's nowadays teachers are more open-minded to teaching math in different ways, you know, be hands-on, things like that. 00:07:17.168 --> 00:07:23.829 But just learning out of a textbook just kind of steered me away from, you know, making those connections with math. 00:07:24.199 --> 00:07:29.028 And did you, by looking at that page were you like,"Oh my God, I need to put a lot of information down here"? 00:07:29.088 --> 00:07:31.079 Yeah, like, and then I feel like if I... 00:07:31.079 --> 00:07:38.608 There was times, too, I would think I got the right answer, but the, my work, you know when they say show your work, wasn't like long or- Yeah anything. 00:07:38.608 --> 00:07:41.288 And it'd be like,"This can't be right." Just scribble it out, yeah. 00:07:41.619 --> 00:07:50.298 Well, I think a lot of us struggle with that- Yeah now even as educators is how do we get kids to show their thinking without intimidating them, right? 00:07:50.298 --> 00:07:50.338 Yeah. 00:07:50.338 --> 00:07:54.699 So what, what could a teacher have done to make you feel better in those classes? 00:07:55.069 --> 00:07:58.119 maybe make you feel like you're not alone, offer some more support. 00:07:58.249 --> 00:08:07.848 I know there's been teachers, still teachers out there to this day that they show it on the whiteboard and then they kind of go sit back in their desk- instead of constantly circling around the class. 00:08:07.848 --> 00:08:08.348 You know what I mean? 00:08:08.769 --> 00:08:14.559 And that's one thing that I, I moved to phys ed for was so that I'm on my feet all the time, right? 00:08:14.559 --> 00:08:18.639 I can't stand sitting in a desk myself, so not too sure how some teachers can do that. 00:08:18.668 --> 00:08:21.908 But I think that would've helped me a lot, just constant support. 00:08:22.158 --> 00:08:24.358 Made me feel like you're on a team rather than alone, right? 00:08:24.769 --> 00:08:29.749 I wanna talk more about that because it's interesting as a phys ed teacher that you're bringing up these things. 00:08:29.749 --> 00:08:31.439 Like you're talking about movement. 00:08:31.499 --> 00:08:31.738 Yep. 00:08:31.879 --> 00:08:32.188 Right? 00:08:32.188 --> 00:08:35.318 You're talking about this idea of teamwork and of feeling supported. 00:08:35.328 --> 00:08:37.818 You're kind of talking about coaching- 00:08:37.918 --> 00:08:38.188 Yeah 00:08:38.249 --> 00:08:38.938 in a way. 00:08:38.969 --> 00:08:39.048 Right. 00:08:39.458 --> 00:08:52.528 and I'm curious, I've always thought that we as math teachers or as like traditional classroom teachers have a lot to learn from gym class because I'll just speak for math because I teach math, math is so often treated like this solo sport. 00:08:52.589 --> 00:08:52.828 Yeah. 00:08:52.839 --> 00:08:54.219 Just so use sporting language- Yeah. 00:08:54.219 --> 00:08:54.578 you know? 00:08:55.249 --> 00:08:57.778 how could we treat math class like more of a team? 00:08:58.278 --> 00:09:02.308 Oh, creating that camaraderie, I think, would be a big one in the classroom. 00:09:02.349 --> 00:09:08.558 I know I've seen teachers do groups with math where you're on teams or you can play games, right, where you're on teams against each other. 00:09:09.129 --> 00:09:14.119 And just having that sense of being on a team does wonders for kids, right? 00:09:14.119 --> 00:09:16.489 Feeling like you're not alone, like you have your friends next to you. 00:09:16.798 --> 00:09:17.788 That's a big thing for kids. 00:09:18.089 --> 00:09:25.999 So I have a question about that because I think a lot of teachers are intimidated about, like, okay, so let's say we put- kids on this team in math class, like, right? 00:09:26.019 --> 00:09:27.458 We have, like, groups of three or four. 00:09:27.678 --> 00:09:29.778 What if some of them don't get along? 00:09:29.818 --> 00:09:32.149 Or what if they're at different skill levels? 00:09:32.158 --> 00:09:35.869 Like, now that I'm saying it out loud though, I'm like, but you must do that in gym all the time. 00:09:35.879 --> 00:09:36.178 Yeah. 00:09:36.178 --> 00:09:36.458 Well, even- 00:09:36.499 --> 00:09:37.619 So t- like, what do you do? 00:09:37.639 --> 00:09:40.839 Just looking at, like, even sports in general, like, you just throw them on a team. 00:09:40.839 --> 00:09:42.828 You're all not gonna be the same type of player. 00:09:42.889 --> 00:09:48.489 You're all not gonna be the same, like, the amount of times I've played with people you, like, low-key actually don't like. 00:09:48.859 --> 00:09:50.104 You just gotta learn to like them, right? 00:09:50.104 --> 00:09:50.599 What did you just say? 00:09:50.599 --> 00:09:51.828 Say that louder for the crowd, please. 00:09:51.869 --> 00:09:57.339 As the kids would say- you actually low-key don't like s- Some kid lingo there. 00:09:57.369 --> 00:10:02.769 But, uh, yeah, you just kind of learn to get along as you're a team because you're experiencing things together, right? 00:10:03.119 --> 00:10:07.489 You're going through hardships together, and that creates, you know, bonds basically. 00:10:07.519 --> 00:10:07.668 Yeah. 00:10:08.208 --> 00:10:08.418 That... 00:10:09.009 --> 00:10:10.158 I'm getting weirdly emotional. 00:10:10.759 --> 00:10:13.678 Because Peter Liljedahl, who wrote Thinking Classrooms- 00:10:13.688 --> 00:10:13.739 Yeah 00:10:13.739 --> 00:10:20.688 Building Thinking Classrooms, he always says about this exact phenomenon, he says it's really hard to hate someone up close. 00:10:21.109 --> 00:10:21.469 You know? 00:10:21.469 --> 00:10:29.168 So it's like you can

low-key not like someone or whatever, but then you're all of a sudden on a team with them and, like, there they are in front of you, and now you have to work on a problem together. 00:10:29.408 --> 00:10:35.558 But I love what you just said because I feel like you just kicked it up a notch to be like you're going through something together. 00:10:35.839 --> 00:10:44.158 And what if we looked at that math problem or that game we have to play or that project we have to do as a challenge we're overcoming together? 00:10:44.208 --> 00:10:44.808 Exactly. 00:10:44.818 --> 00:10:44.869 Yeah. 00:10:45.149 --> 00:10:46.089 That is so cool. 00:10:46.109 --> 00:10:46.349 Yeah. 00:10:46.818 --> 00:10:48.078 So, like, say more. 00:10:48.078 --> 00:10:50.479 Like, in a j- in a cla- in a gym class- 00:10:50.499 --> 00:10:50.749 Yeah 00:10:50.788 --> 00:10:58.058 what are some, do you teach them, like, strategies of, like, what do you do when there's conflict, or how do you, like, make sure everyone's playing, like, stuff like that? 00:10:58.499 --> 00:11:00.859 Just kind of giving them Roles I would think is a big thing. 00:11:00.948 --> 00:11:01.278 Roles 00:11:01.298 --> 00:11:02.048 I know the last time we talked- Not 00:11:02.219 --> 00:11:03.178 Roles, not rules, right? 00:11:03.239 --> 00:11:03.519 Yeah. 00:11:03.528 --> 00:11:03.568 Roles. 00:11:03.719 --> 00:11:03.808 Yeah. 00:11:03.808 --> 00:11:04.448 Tell me, tell this right. 00:11:04.649 --> 00:11:04.729 Roles. 00:11:04.749 --> 00:11:05.028 Okay. 00:11:05.109 --> 00:11:09.058 Yeah, like in lacrosse, for example, I don't know if everyone's familiar with lacrosse, but, 00:11:09.058 --> 00:11:09.928 I'm absolutely not. 00:11:09.938 --> 00:11:09.958 Yeah. 00:11:09.958 --> 00:11:09.989 But 00:11:10.219 --> 00:11:10.249 okay. 00:11:10.788 --> 00:11:11.099 It's fine. 00:11:11.589 --> 00:11:15.099 So there's, like, three main positions, I guess, when you're kind of getting started, right? 00:11:15.099 --> 00:11:15.869 There's the goalie. 00:11:16.349 --> 00:11:17.629 There's defense. 00:11:17.668 --> 00:11:18.778 There's offense. 00:11:18.798 --> 00:11:25.219 So, like, everyone, like, if you get a, a taller kid, maybe he's not as fast, throw him on defense, right? 00:11:25.219 --> 00:11:28.479 There's a model we kind of use in lacrosse, that a coach taught me before. 00:11:28.479 --> 00:11:32.869 It's if you're a defenseman, you're kind of built like a buffalo, right? 00:11:32.869 --> 00:11:33.918 You're stronger. 00:11:33.999 --> 00:11:36.269 You're a bigger person, so you're good for defense. 00:11:36.288 --> 00:11:40.229 Whereas if you're a wolf, you can be faster, swifter, right? 00:11:40.318 --> 00:11:41.208 That's your position. 00:11:41.719 --> 00:11:45.678 And, uh, goalie is a turtle because you can deflect things. 00:11:45.678 --> 00:11:47.938 You're, you're strong, and you stay in there. 00:11:47.938 --> 00:11:47.948 Yeah 00:11:48.448 --> 00:11:50.828 Okay, so what, tell us what happened with this

kid. 00:11:51.038 --> 00:11:51.668 Oh, yeah. 00:11:51.668 --> 00:11:53.149 So I was telling her about a story 00:11:53.538 --> 00:11:53.855 with a kid. 00:11:53.855 --> 00:11:54.086 Oh yeah, sorry. 00:11:54.086 --> 00:11:56.288 That was a really bad segue on my end because I know the story. 00:11:56.288 --> 00:11:58.259 He, he wa- he wanted to play lacrosse so bad. 00:11:58.259 --> 00:12:02.278 He was, um, kinda left out from joining any other sports throughout the year. 00:12:02.538 --> 00:12:06.058 He wasn't the fastest, wasn't the strongest. 00:12:06.154 --> 00:12:08.825 Eventually tried playing player, like offense. 00:12:09.254 --> 00:12:12.664 Wasn't fast enough, was kind of not doing very good. 00:12:13.174 --> 00:12:17.764 Defenseman, scared to hit somebody so we thought we'd try this kid in goalie, and uh- 00:12:17.933 --> 00:12:18.474 The turtle 00:12:18.514 --> 00:12:22.974 the turtle, and he ended up, you know, flourishing and we... 00:12:23.053 --> 00:12:25.894 They were all taking turns playing goalie at this point,'cause we were a new team. 00:12:26.504 --> 00:12:27.874 And ended up doing the best. 00:12:27.874 --> 00:12:34.974 I think we didn't do too good this year, so he only let in about 10 goals compared to the other 23 that we would get scored on every other game. 00:12:34.974 --> 00:12:44.583 So eventually he found a role in goalie, and eventually the kids do acknowledged him more as a, not only as a lacrosse player, but as a, a student at school. 00:12:44.583 --> 00:12:47.724 You know, he'd be walking, they're like,"Hey Cassius, were you gonna play goalie tonight? 00:12:48.374 --> 00:12:49.693 You're goalie tonight." You know? 00:12:50.043 --> 00:12:50.193 Wow. 00:12:50.193 --> 00:12:51.884 And then he, it's all he looked forward to. 00:12:51.884 --> 00:12:52.894 "When's our next lacrosse game? 00:12:52.894 --> 00:12:53.813 When's our next lacrosse game?" 00:12:54.313 --> 00:12:58.514 It's so crazy because obviously what you're saying is very sport oriented. 00:12:58.833 --> 00:13:07.094 And in case you guys can't tell, I don't know anything about sports- except for the two weeks I jumped on the Blue Jays bandwagon last year, and I do plan to get back on it- when we're in the World Series. 00:13:07.094 --> 00:13:08.063 I have my hat ready. 00:13:08.474 --> 00:13:20.063 But that being said, what you're saying, that idea of giving students roles actually ties into something you just said earlier today, which is you said not every kid is gonna be the same type of player. 00:13:20.553 --> 00:13:28.134 And in fact, on a team, and what I did learn from watching the World Series for two weeks, is that you don't want a team of the same player. 00:13:28.193 --> 00:13:28.764 Exactly, yeah. 00:13:28.764 --> 00:13:32.313 Because what, like you can't have 20 goalies or however many people are on a team. 00:13:32.313 --> 00:13:32.413 Yeah, yeah. 00:13:32.413 --> 00:13:32.464 Right? 00:13:32.464 --> 00:13:33.474 Like, you can't do that. 00:13:33.974 --> 00:13:38.033 But in a traditional classroom, we expect kids to be the same type of student. 00:13:38.173 --> 00:13:45.624 We expect them to all be fast, to all know their math facts- to all solve problems in the way they're supposed to solve them, and that makes no sense. 00:13:45.724 --> 00:13:46.474 Exactly, yeah. 00:13:46.703 --> 00:13:50.724 So I'm like now wondering how we can bring this idea into our classrooms. 00:13:51.274 --> 00:13:56.624 Because you were able to see his strengths, like as an educator, which is so cool, right? 00:13:56.624 --> 00:14:02.754 Like you were able to see his strengths and then p- give him a role in which he would find success in. 00:14:02.974 --> 00:14:03.104 Yeah. 00:14:03.104 --> 00:14:06.183 And then when he found a role that he found success in, he felt successful. 00:14:06.333 --> 00:14:09.423 Then when he felt successful, he wanted to show up more and engage. 00:14:09.433 --> 00:14:09.453 Yeah. 00:14:09.604 --> 00:14:12.683 And when he wanted to show up more and engage, he became a part of a team. 00:14:12.693 --> 00:14:19.474 Like, we're talking about belonging, but we're actu- also talking about you having that skill to f- to see where he might thrive. 00:14:19.624 --> 00:14:20.923 What tips can you give us? 00:14:20.953 --> 00:14:34.138 Like, how can we see where students can thrive, and also how can we kind of bo- broaden our definition of thriving maybe so that we are seeing Like success is something bigger than just like getting the right answer- Yeah and getting a good grade. 00:14:34.148 --> 00:14:34.427 Yeah. 00:14:34.477 --> 00:14:37.888 So I was just talking about this with my partner last night too. 00:14:37.988 --> 00:14:44.837 you have to go through lots of failures to feel success, and I think that's where kids kind of get the wrong or steered away from it, right? 00:14:45.248 --> 00:14:46.607 And maybe even educators, too. 00:14:47.057 --> 00:14:50.668 But you, without success, or sorry, without failure, you can't get success. 00:14:51.087 --> 00:14:57.298 So I guess understanding that you're gonna have to go through a few f- few failures, to get success is really important. 00:14:57.658 --> 00:15:00.087 Because you're not- gonna automatically be successful at anything. 00:15:00.268 --> 00:15:05.327 Well, and you said you tried him at the two other roles- Yeah and he didn't do so hot, and then he got moved to goalie. 00:15:05.327 --> 00:15:05.638 Yeah. 00:15:05.638 --> 00:15:11.217 So how did you actually help him go through those failures and not give up until he got to the goalie position? 00:15:11.217 --> 00:15:13.197 Just repetition of games, I guess. 00:15:13.518 --> 00:15:18.307 He, he, uh, tried it a few times, and then if, you know, try goalie. 00:15:18.847 --> 00:15:25.607 So when he, okay, when he like wasn't so good at being offense what did, like what did, w- was he ever like,"Oh, f- fuck it. 00:15:25.607 --> 00:15:25.687 Like I'm out." 00:15:25.687 -->

00:15:25.888 Yeah. 00:15:25.927 --> 00:15:32.957 No, and we've had more kids too on the team who exact same thing, like they, um, didn't find their role on the team until actually... 00:15:33.307 --> 00:15:37.957 'Cause it, it was a new sport to these kids, too, so they didn't- Right quite know where they were, right? 00:15:38.248 --> 00:15:45.048 But I explained to them with the animals and stuff, like you're gonna find a role on the team, and you know, you'll, you'll f- you'll find it. 00:15:45.327 --> 00:15:47.677 Y- maybe not now, maybe next game. 00:15:47.687 --> 00:15:49.337 If not that game, maybe the next game after that. 00:15:49.457 --> 00:15:49.788 Okay. 00:15:49.788 --> 00:15:55.248 So I wanna, like I want everyone to take this in because I feel like you did this so naturally. 00:15:55.248 --> 00:15:57.977 You're not even like mapping how- skillful this is. 00:15:58.067 --> 00:15:58.368 Yeah. 00:15:58.388 --> 00:15:59.477 But this is really skillful. 00:15:59.488 --> 00:16:01.557 You gave them an experience to engage. 00:16:02.057 --> 00:16:07.498 That experience was likely to result in failure because it's something new, and it might not be their skill set. 00:16:07.587 --> 00:16:12.967 But you preempted the experience by telling them that, by saying,"Everyone has different roles. 00:16:13.118 --> 00:16:17.118 You might not find your role today, but maybe you'll find it next time. 00:16:17.498 --> 00:16:22.418 And the only way you're gonna find your role is by trying different roles." So you already have that belief, right? 00:16:22.418 --> 00:16:23.418 You're giving them that belief. 00:16:23.418 --> 00:16:24.418 You're explaining that to them. 00:16:24.628 --> 00:16:37.677 Now you're giving them the opportunity to be- ta- engage in a behavior, which is you're gonna try a different position, see how you do, and now it doesn't land so hard when maybe they don't get the outcome they wanted with that because they know there is gonna be another chance to try something else. 00:16:37.827 --> 00:16:44.207 You also said the words,"You will find your role." And imagine if we said that to kids in our classroom. 00:16:44.347 --> 00:16:44.548 Yeah. 00:16:44.567 --> 00:16:45.837 "You will find your place. 00:16:46.018 --> 00:16:46.998 It might not be today. 00:16:47.207 --> 00:16:48.248 It might not be tomorrow. 00:16:48.618 --> 00:16:49.837 It might not be next week. 00:16:49.937 --> 00:16:51.918 But there is a place for you here." 00:16:52.018 --> 00:16:52.298 Yeah. 00:16:52.347 --> 00:16:55.557 And I think that is pro- one of like the most- Yeah powerful things you can do. 00:16:55.807 --> 00:17:07.278 And like one of the most rewarding things too, not only being a phys ed teacher but like a coach, I'm sure the same thing with the teacher, is like watching a kid go through a couple failures, and then when it clicks for them, they're like, you know? 00:17:07.508 --> 00:17:08.478 That's, that's a good feeling. 00:17:09.178 --> 00:17:09.478 Yeah. 00:17:10.137 --> 00:17:11.087 That's really, really incredible. 00:17:11.107 --> 00:17:11.377 Yeah. 00:17:11.817 --> 00:17:12.258 Oh my God. 00:17:12.278 --> 00:17:12.557 Okay. 00:17:12.557 --> 00:17:16.897 Well, I feel like that is such a strong message and something we can all do. 00:17:17.397 --> 00:17:18.837 What else do you want us to know? 00:17:19.298 --> 00:17:28.998 Like, is there anything else that you're kinda like, thinking about your own math experience and the way you run your gym class right now, is there anything else you feel like it would be useful to bring into our classrooms? 00:17:29.357 --> 00:17:30.288 Uh, for sure. 00:17:30.317 --> 00:17:32.827 Positivity, I think, is a big one, right? 00:17:32.928 --> 00:17:34.907 Kids read off your energy 100%. 00:17:34.917 --> 00:17:42.337 Like, if you show up to work being neutral, maybe dismissive with the kids, it's not gonna create positive energy in your class, right? 00:17:43.030 --> 00:17:43.998 Positivity. 00:17:44.067 --> 00:17:46.127 Like, you're the role model, too, right, at the end of the day. 00:17:46.508 --> 00:17:52.117 So if they see you being positive to, um, them, they're gonna carry that on to their peers, right? 00:17:52.508 --> 00:17:58.248 So that's a big one I would encourage alwa- even if some days you really don't feel like you can, try. 00:17:58.478 --> 00:17:58.847 Yeah. 00:17:58.857 --> 00:17:59.127 Yeah. 00:17:59.478 --> 00:18:01.228 And what does positivity look like? 00:18:01.228 --> 00:18:04.157 It's a word that I feel like has taken on so much, right? 00:18:04.157 --> 00:18:06.367 We sometimes even talk about, like, toxic positivity. 00:18:06.367 --> 00:18:06.607 Yeah. 00:18:06.607 --> 00:18:11.518 What, what is your version of what it means to show up as a positive role model for students? 00:18:11.577 --> 00:18:15.128 Um, Smile, be encouraging, um, positive affirmations. 00:18:15.128 --> 00:18:15.290 Ooh, give us one. 00:18:15.290 --> 00:18:15.500 Like, give me one. 00:18:15.500 --> 00:18:15.696 An easy one. 00:18:15.696 --> 00:18:15.737 Yeah. 00:18:15.737 --> 00:18:21.117 Give me, just give me one. 00:18:21.117 --> 00:18:22.958 I would actually like a positive affirmation. 00:18:22.958 --> 00:18:23.288 I need it. 00:18:23.288 --> 00:18:23.407 Um, 00:18:23.417 --> 00:18:23.508 okay. 00:18:23.867 --> 00:18:28.827 A funny one these kids are saying nowadays is,"You have great aura today." You have awesome aura." 00:18:28.917 --> 00:18:29.778 Why is that funny? 00:18:29.778 --> 00:18:30.016 I, uh- 00:18:30.016 --> 00:18:31.768 I think that's, like, a legit thing to say. 00:18:32.837 --> 00:18:34.478 It's like they always say it and, like, when- 00:18:34.478 --> 00:18:34.928 They do? 00:18:34.928 --> 00:18:39.478 another kid says that to each other, that's like, it's like the nicest thing you could say to somebody, 00:18:39.647 --> 00:18:40.587 you have a great aura." 00:18:40.597 --> 00:18:40.617 Yeah. 00:18:40.817 --> 00:18:44.817 Or,"You have a

thousand aura," and I'm like, But they love it. 00:18:44.817 --> 00:18:45.798 They say it to each other all the time. 00:18:45.798 --> 00:18:46.577 Okay, I love it. 00:18:46.897 --> 00:18:47.708 I love this. 00:18:47.708 --> 00:18:47.907 Yeah. 00:18:47.907 --> 00:18:47.968 Yeah. 00:18:47.968 --> 00:18:50.228 Okay, so we all need you-have-a-great-aura posters- 00:18:50.518 --> 00:18:50.817 Yeah 00:18:51.448 --> 00:18:51.582 in our classroom. 00:18:51.582 --> 00:18:52.718 You have a thousand aura. 00:18:52.938 --> 00:18:52.958 Yeah. 00:18:52.968 --> 00:18:53.688 What's a thousand? 00:18:53.728 --> 00:18:53.923 That's grammatically incorrect. 00:18:53.923 --> 00:18:54.288 I don't know. 00:18:54.288 --> 00:18:55.367 I guess that's- No, don't like that 00:18:55.367 --> 00:18:56.758 the top of max of aura, I guess. 00:18:57.258 --> 00:19:00.248 Okay, that's, that's something for the math teachers to discuss, in my opinion. 00:19:00.248 --> 00:19:00.577 Yeah. 00:19:00.678 --> 00:19:05.877 If you said that to a kid, they'd smile, and they'd probably be like, like, love you for you saying that to them. 00:19:05.917 --> 00:19:06.938 Well, and you know what? 00:19:06.958 --> 00:19:09.468 I think we make a lot of fun of positive affirmations. 00:19:09.498 --> 00:19:09.718 Yeah. 00:19:09.718 --> 00:19:11.298 But tell us why it's actually important. 00:19:11.827 --> 00:19:13.587 Cause you Like right now, everyone's laughing, right? 00:19:13.988 --> 00:19:15.298 I know we're having a good time 00:19:15.298 --> 00:19:17.758 if, if your kid's laughing, you're easing their tension. 00:19:17.768 --> 00:19:19.087 You're, they feel positive. 00:19:19.087 --> 00:19:20.087 They feel safe, too, right? 00:19:20.488 --> 00:19:21.077 Absolutely. 00:19:21.087 --> 00:19:21.107 Yeah. 00:19:21.327 --> 00:19:23.577 And you know, I always talk about co-regulation. 00:19:23.788 --> 00:19:25.178 Polyvagal theory tells us this. 00:19:25.198 --> 00:19:27.387 We have evolved to co-regulate. 00:19:27.387 --> 00:19:35.397 So if Kallen and I were sitting up here all grumpy and serious, like, you guys would kind of be like,"Ugh." Like, you can feel- Yeah you can legit feel someone's aura. 00:19:35.407 --> 00:19:36.798 This is actually true, right? 00:19:36.917 --> 00:19:36.938 Yeah. 00:19:36.958 --> 00:19:39.038 It, it sounds woo-woo, but it's actually science. 00:19:39.038 --> 00:19:40.458 We can feel one another's energy. 00:19:40.458 --> 00:19:41.528 So it's true. 00:19:41.538 --> 00:19:51.077 That idea of you bringing positivity into the room, getting a student to laugh literally does physically and emotionally and spiritually lightens us to absorb content later, right? 00:19:51.077 --> 00:19:53.208 And to actually feel more confident about ourselves. 00:19:53.708 --> 00:19:55.048 This has been so amazing. 00:19:55.048 --> 00:19:56.327 We have, I don't know h- the time. 00:19:56.327 --> 00:20:00.678 We only have five minutes left, and I actually would love to open it up to see if anyone has any questions for you. 00:20:00.938 --> 00:20:03.857 Before I do that, is there anything you wanted to say that I didn't ask you? 00:20:04.357 --> 00:20:05.327 I think we covered it all. 00:20:05.438 --> 00:20:06.137 Not too sure. 00:20:06.188 --> 00:20:11.748 What are some of the biggest similarities you see to math as to phys ed class? 00:20:11.847 --> 00:20:13.157 He's, he's interviewing me. 00:20:13.157 --> 00:20:13.178 Yeah. 00:20:13.178 --> 00:20:13.988 He just plot twisted me. 00:20:15.268 --> 00:20:16.867 Yeah, there you go. 00:20:16.867 --> 00:20:16.928 What just happened? 00:20:16.928 --> 00:20:16.988 There's no reverse. 00:20:16.988 --> 00:20:17.008 Um, 00:20:17.008 --> 00:20:22.218 you know what, it's funny you say that because I think a lot of people would be like,"I don't understand what gym has to do with math class." 00:20:22.218 --> 00:20:22.528 Yeah, yeah. 00:20:23.087 --> 00:20:26.998 But to me, if you think about it, they're both, both very performance-oriented. 00:20:27.117 --> 00:20:27.337 Yeah. 00:20:27.758 --> 00:20:34.978 But- I actually think with math class, we for some reason are, like, stuck to the performance aspect. 00:20:34.998 --> 00:20:37.817 Like, we have not managed to do what gym class has done. 00:20:38.028 --> 00:20:42.468 I see gym class more as, yeah, obviously sports are performance-oriented, right? 00:20:42.468 --> 00:20:55.107 Like, you know you're supposed to get a goal, but I think we've done a lot more work in physical fitness and in sport to train athletes to be like, fine, yeah, you gotta get a goal, but the last thing you should do is focus on getting o- the goal, right? 00:20:55.127 --> 00:20:56.897 You're never gonna get a goal if you focus on getting the goal. 00:20:57.067 --> 00:21:02.508 I feel in gym class it's more about participation, it's more about belonging, it's more about community, it's more about process. 00:21:02.857 --> 00:21:04.057 Think about this,'kay? 00:21:04.127 --> 00:21:10.448 Kids will practice a soccer drill every single morning at the crack of dawn, even if they have not scored a goal yet. 00:21:10.617 --> 00:21:11.458 They will do it. 00:21:11.577 --> 00:21:14.218 Why won't they practice their math skills? 00:21:14.248 --> 00:21:15.597 Why won't they do their math homework? 00:21:15.667 --> 00:21:23.667 I think it's because we've created something in gym class that is so much more rewarding than math class, and I'm really trying to bridge that disconnect. 00:21:23.698 --> 00:21:23.907 Yeah. 00:21:24.407 --> 00:21:25.498 How do we do it? 00:21:25.928 --> 00:21:26.557 That's a good question. 00:21:26.577 --> 00:21:26.867 Right? 00:21:26.867 --> 00:21:27.928 Like, it's like- Yeah do you know what I mean, though? 00:21:27.928 --> 00:21:31.317 It's like at the end of the day, are, are, is anything that we teach that different? 00:21:31.718 --> 00:21:31.788 W- 00:21:31.978 --> 00:21:34.587 No, there's similarities in all of it when you really think of it, right?

00:21:34.748 --> 00:21:39.087 We're, we're using content as a gateway to becoming a better, more skilled person. 00:21:39.298 --> 00:21:41.488 That's what I think all of us, we're using content as... 00:21:41.768 --> 00:21:46.587 But in, it's odd that in math it has become so contentious. 00:21:46.617 --> 00:21:50.208 It's like it is sh- performance is the only thing that matters. 00:21:50.528 --> 00:21:52.448 Grades are the only thing that matters. 00:21:52.778 --> 00:22:10.587 Like, people feel like they're pitted against each other, they're comparing one another, whereas in gym class you can kind of like, yes, sometimes it feels that way, but everything you're saying to us, like, you've spent so much time making sure that actually the thing kids get out of that gym class is resilience, perseverance, belonging, safety. 00:22:10.587 --> 00:22:22.817 Like, that, I don't hear you, n- never hear on this podcast, that we are recording live never hear have you once said, like,"And the way I get kids to score a goal is this," or,"The way I get our team to win..." I don't think you've said that once. 00:22:23.317 --> 00:22:25.637 Why are we always talking about test scores and you're not? 00:22:26.137 --> 00:22:26.607 Exactly. 00:22:27.107 --> 00:22:27.327 I'm not too sure 00:22:27.377 --> 00:22:28.038 Answer me. 00:22:28.538 --> 00:22:29.317 Repeat it, sorry. 00:22:29.758 --> 00:22:29.978 Repeat it again. 00:22:29.978 --> 00:22:30.647 UNO reverse. 00:22:30.647 --> 00:22:31.377 UNO reverse. 00:22:31.397 --> 00:22:32.107 You got me there. 00:22:32.117 --> 00:22:38.188 But I do, I do Like, what you've shared today has been so valuable, because I think, like, we can These are things we can all do. 00:22:38.688 --> 00:22:39.097 You know? 00:22:39.107 --> 00:22:39.397 Yep. 00:22:39.897 --> 00:22:43.788 And I also think for, in our schools, like, we, we don't need to be so pitted against one another. 00:22:43.788 --> 00:22:45.968 I think we can learn I feel like we're so siloed. 00:22:46.018 --> 00:22:52.778 I even find when sometimes I do talks, it's like, it's the elementary teachers versus the high school teachers, and it's like, what is up? 00:22:53.178 --> 00:23:04.627 Like, we're all as, as Jason, who was in my last session and is sitting front row center said- I asked him when he walked into the room, I said,"What do you teach?" And he said,"I teach students." And I was like,"Oof." Is that an UNO reverse? 00:23:04.627 --> 00:23:05.627 I don't understand the term. 00:23:05.688 --> 00:23:06.127 No, no. 00:23:06.127 --> 00:23:06.597 Oh, okay. 00:23:06.718 --> 00:23:06.761 It's good. 00:23:06.761 --> 00:23:06.978 No, it's not. 00:23:06.978 --> 00:23:07.178 Okay. 00:23:07.178 --> 00:23:07.681 It's a flex. 00:23:07.681 --> 00:23:08.188 Oh, it's a flex. 00:23:08.188 --> 00:23:08.567 Okay, yeah. 00:23:08.788 --> 00:23:10.428 Like, it's like we're all teaching students. 00:23:10.428 --> 00:23:15.417 We're all using different mediums to teach them, and we have

this beautiful pipeline that we're all a part of. 00:23:15.417 --> 00:23:15.508 Yeah. 00:23:15.688 --> 00:23:20.097 But I think, and, you know, to quote our keynote from this morning, Dr. 00:23:20.097 --> 00:23:32.337 Grant, like, he, it is our systems, I think, that do create this tension, but I think we can, we can rally against them- Mm and kinda use a lot of what you've taught us to be like, what is first and foremost? 00:23:32.367 --> 00:23:35.998 And like you said, student safety is at the epicenter. 00:23:36.147 --> 00:23:40.597 Once they're safe, then we can talk about content, then we can talk about performance. 00:23:40.847 --> 00:23:45.238 But if a student doesn't feel safe, how can you- How can you even think about performance? 00:23:45.758 --> 00:23:46.057 Right. 00:23:46.557 --> 00:23:48.788 Wait, but let's end on something you say instead of something I say. 00:23:48.788 --> 00:23:49.057 Okay. 00:23:49.057 --> 00:23:50.377 Well, I just had a thought in my mind. 00:23:50.377 --> 00:23:50.708 Yes. 00:23:50.708 --> 00:23:51.758 Now, now I kinda lost it. 00:23:51.827 --> 00:23:52.117 Oh. 00:23:52.577 --> 00:23:55.218 As teachers, I think we need to be, like, more encouraging too. 00:23:55.218 --> 00:23:58.387 Like, I have a lot of kids, when they're leaving the gym, they're smiling, right? 00:23:58.397 --> 00:23:59.988 Had fun, all sweaty and whatnot. 00:24:00.478 --> 00:24:04.827 But, uh, they're like,"Ugh, we have math now," or,"We have science," or, you know? 00:24:04.877 --> 00:24:06.988 They're, like, nagging about what they have to go do. 00:24:06.998 --> 00:24:07.028 Okay. 00:24:07.038 --> 00:24:11.117 But as a teacher, phys ed teachers, encourage those kids, right? 00:24:11.167 --> 00:24:15.417 Encourage them to get to the next class and say,"What's wrong with math? 00:24:15.448 --> 00:24:17.468 I love math," you know? 00:24:17.478 --> 00:24:17.948 Okay. 00:24:17.958 --> 00:24:19.298 Now, might be lying to them there, but 00:24:19.417 --> 00:24:21.357 No, but, but hold on. 00:24:21.407 --> 00:24:23.567 This is actually such a good point. 00:24:24.008 --> 00:24:25.778 I really want everyone to hear this. 00:24:26.478 --> 00:24:28.228 It, you don't have to lie, I don't think. 00:24:28.307 --> 00:24:31.867 But I think that idea of, yes, we are all in community. 00:24:31.867 --> 00:24:33.897 This idea of if you hear a kid being like,"Ugh, math. 00:24:33.958 --> 00:24:38.637 Ugh, science," you could say something like,"Hey, like, I used to feel that way, too." 00:24:38.657 --> 00:24:38.857 Yeah. 00:24:38.907 --> 00:24:39.214 You know what I mean? 00:24:39.214 --> 00:24:39.298 For sure. 00:24:39.298 --> 00:24:43.968 Something like,"I used to feel that way, too," or,"But math class is just..." You know what I would love the gym teachers to say? 00:24:44.377 --> 00:24:53.897 Because I actually always say this, is math class is another arena for you to practice your resilience or, like, drills or, like, the things you're using in gym. 00:24:54.048 --> 00:24:54.307 Yeah. 00:24:54.667 --> 00:24:54.948 Right? 00:24:54.948 --> 00:24:55.087 Like- 00:24:55.087 --> 00:24:55.248 For sure. 00:24:55.577 --> 00:24:58.768 Yeah, strengthens you in different ways more than you could think of, right? 00:24:58.877 --> 00:25:01.238 Absolutely, and we're, we're actually teaching the same skills. 00:25:01.238 --> 00:25:02.038 Like, you're teaching... 00:25:02.038 --> 00:25:02.417 Think about it. 00:25:02.448 --> 00:25:03.468 What are you teaching? 00:25:03.698 --> 00:25:08.857 You're teaching kids how to overcome struggle, how to deal with failure and get back up and keep trying. 00:25:09.107 --> 00:25:10.428 That's what we're doing in math class. 00:25:10.478 --> 00:25:10.827 Yeah, every class. 00:25:10.827 --> 00:25:11.478 Every class. 00:25:11.488 --> 00:25:12.708 Science, English, everything. 00:25:12.708 --> 00:25:12.897 Yeah. 00:25:12.958 --> 00:25:13.307 Yeah. 00:25:13.337 --> 00:25:13.577 Yeah. 00:25:13.778 --> 00:25:17.538 Art, you mess something up, you're only getting better for the next project, right? 00:25:17.548 --> 00:25:19.228 Oh my God, this is so inspiring. 00:25:19.268 --> 00:25:20.597 Do you wanna do my keynote with me later? 00:25:21.097 --> 00:25:21.637 That could be fun. 00:25:21.867 --> 00:25:23.688 Honestly, thank you so, so, so much. 00:25:23.688 --> 00:25:24.018 For sure. 00:25:24.018 --> 00:25:24.117 Thanks for having me. 00:25:24.117 --> 00:25:25.028 That was such a great... 00:25:25.028 --> 00:25:25.988 Yeah, that was incredible. 00:25:26.147 --> 00:25:27.837 Does anyone wanna ask a question? 00:25:27.837 --> 00:25:28.698 Does anyone have a question for Kallen? 00:25:29.357 --> 00:25:29.377 no. 00:25:29.377 --> 00:25:29.897 I w- Oh. 00:25:29.907 --> 00:25:29.938 No. 00:25:30.378 --> 00:25:31.259 Can I ask him a question? 00:25:31.259 --> 00:25:31.884 Okay, go for it. 00:25:32.453 --> 00:25:37.473 why do you do the, like, come to school and- Why do you do the things that you do? 00:25:37.473 --> 00:25:38.314 I know it's not the money 00:25:38.933 --> 00:25:39.403 Oh my God. 00:25:39.403 --> 00:25:41.943 Okay, so the question was, why do you come to school? 00:25:41.943 --> 00:25:43.013 Why do you do what you do? 00:25:43.074 --> 00:25:44.784 He then said,"I know it's not the money." 00:25:45.284 --> 00:25:49.203 Just the reward, like we talked about earlier, seeing those kids' smiles, right? 00:25:49.203 --> 00:25:51.513 And, that click moment when they get it. 00:25:52.023 --> 00:25:57.564 And that's one thing that kind of steered me to becoming a phys ed teacher, is that I wasn't always teaching phys ed. 00:25:57.663 --> 00:25:58.874 I used to be a science teacher. 00:25:59.443 --> 00:26:03.074 but I was coaching sports at the time, lacrosse, hockey, all these different things. 00:26:03.594 --> 00:26:11.743 But that feeling of when I was coaching, watching kids, you know, that click moment, building camaraderie with one another, right? 00:26:11.743 -->

00:26:12.913 I kinda wanted to do that. 00:26:12.933 --> 00:26:15.324 Create love for sports, it's always been a big thing of mine. 00:26:15.334 --> 00:26:16.804 I've always played sports my whole life. 00:26:17.203 --> 00:26:19.003 It's the best feeling you could ever feel, honestly. 00:26:19.263 --> 00:26:20.134 For myself personally. 00:26:20.144 --> 00:26:27.653 It might be different for other people, but just seeing those kids' smiles and, um, creating that, uh, connection, too, with sports is a big thing. 00:26:27.653 --> 00:26:29.814 'Cause sports are, you know, it's... 00:26:30.064 --> 00:26:34.304 Especially in indigenous communities, it's, it's a big, It can bridge you to different places. 00:26:34.304 --> 00:26:35.364 It can take you all over the place. 00:26:35.864 --> 00:26:36.263 Wow. 00:26:36.273 --> 00:26:36.294 Yeah. 00:26:36.294 --> 00:26:40.963 That, that's really powerful,'cause you're, I mean, you're saying sports, and in my mind, like obviously for me it's not sports. 00:26:40.963 --> 00:26:42.064 Thank you for asking that question. 00:26:42.064 --> 00:26:43.003 It was a beautiful question. 00:26:43.273 --> 00:26:47.243 For me, it feels like math for me, because that was the thing, like, I overcame. 00:26:47.713 --> 00:26:55.864 And I think for a lot of us, that idea of like showing a kid they can do this thing they couldn't do before, whatever, so for you it was like sport, right? 00:26:55.894 --> 00:26:59.038 Like for me maybe it was math or maybe f- it was kind of art for me. 00:26:59.038 --> 00:26:59.544 Yeah, it's different for everybody, 00:26:59.544 --> 00:26:59.614 right? 00:26:59.614 --> 00:27:01.013 It's every- Yeah whatever that thing is though. 00:27:01.013 --> 00:27:02.334 Again, like it's a gateway. 00:27:02.403 --> 00:27:02.493 Yeah. 00:27:02.773 --> 00:27:07.933 And f- that extra piece of like being like it can, it can take you to places, right? 00:27:07.933 --> 00:27:09.963 Like yes, sport can, and like, so can education. 00:27:09.973 --> 00:27:11.963 That's why this stuff is so important. 00:27:12.023 --> 00:27:12.364 Yeah. 00:27:12.574 --> 00:27:15.433 And a big thing too, it's like it's not gonna happen overnight. 00:27:15.433 --> 00:27:17.273 It's not gonna happen in a month, a year. 00:27:17.413 --> 00:27:22.544 It's building that repetition, the relationships with your students, your, athletes, right? 00:27:22.624 --> 00:27:25.564 It's not gonna happen now, but could happen later. 00:27:25.564 --> 00:27:28.413 And when it does, it's probably gonna be the best feeling you've ever felt, right? 00:27:28.913 --> 00:27:29.144 Okay. 00:27:29.144 --> 00:27:30.449 I can't think of a better way to end. 00:27:30.449 --> 00:27:31.074 That was great. 00:27:31.114 --> 00:27:31.497 Yeah, it's good. 00:27:31.497 --> 00:27:31.823 Thank you so much. 00:27:31.823 --> 00:27:33.163 Thank you guys all so much for being here. 00:27:33.433 --> 00:27:34.864 Okay, let's clap for the audio, yeah. 00:27:34.864 --> 00:27:35.463 Yeah. 00:27:35.463 --> 00:27:35.673 Yeah. 00:27:36.127 --> 00:27:37.488 Thank you guys so much. 00:27:39.811 --> 00:27:41.271 Oh my God, I loved that. 00:27:41.352 --> 00:27:50.971 Like, I was surprised by a lot of it, and I loved all of it and I keep coming back to this one idea Kallen said so casually,"You will find your role." Like, just like that. 00:27:50.981 --> 00:27:53.981 Like, imagine if every kid walked into math class knowing that. 00:27:54.422 --> 00:27:56.592 You might try something and totally fail at it. 00:27:56.692 --> 00:28:05.332 You might look around and feel like everyone else knows what they're doing and you somehow missed the memo, but none of that means that there isn't a place for you here in this classroom. 00:28:05.632 --> 00:28:09.892 That is such a different message from the one that so many of us got in math class. 00:28:10.301 --> 00:28:14.192 And I also love Kallen's reminder that this stuff doesn't happen overnight. 00:28:14.442 --> 00:28:22.922 You build it through repetition, through encouragement, through relationships, and through showing kids again and again that one bad attempt does not kick them off the team. 00:28:23.382 --> 00:28:25.132 So here's what I want you to think about this week. 00:28:25.402 --> 00:28:29.231 What would change if you treated your classroom more like a great team? 00:28:29.672 --> 00:28:36.561 Where could you create more belonging, more different roles, and more opportunities for kids to fail without feeling like they are failures? 00:28:37.011 --> 00:28:48.319 And obviously, please send this episode to the gym teacher, the coach, the math teacher, the science teacher, any teacher who understands that at the end of the day, we are all teaching kids how to struggle, recover, and try again. 00:28:48.480 --> 00:28:50.759 Because as Kallen said, it's every class. 00:28:51.579 --> 00:28:56.190 As always, thank you guys so much for listening, sharing, and being a part of the Math Therapy community. 00:28:56.660 --> 00:29:02.730 Math Therapy is hosted by me, Vanessa Vakharia, produced by David Kochberg, and the theme music is by our band, Goodnight Sunrise. 00:29:03.009 --> 00:29:08.519 Also, feel free to join our Facebook group using the link in the show notes, and I will see you next week