ChangED
ChangED is an educator based podcast for Pennsylvania teachers to learn more about the PA STEELS Standards and science in general. It is hosted by Andrew Kuhn and Patrice Semicek.
ChangED
School of Thought: Evolving Education Together
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We kick off season two with a blend of laughter and reflection on our incredible journey from Penn State University to now boasting over 3,500 listens in our first year. Venturing into the heart of educational challenges, we discuss the significant hurdles in implementing three-dimensional learning and STEELS. As we share our excitement for this season's guest lineup, we reflect on the learning and growth from our previous season. Get ready for more meaningful conversations and stay tuned—your classroom transformation starts here!
Want to send us a show idea or just say hi? Email us at: thechangedpodcast@gmail.com!
Podcast Season Two Launch Banter
Speaker 1And we're back. Welcome back to season two of your favorite podcast, change Ed, changed, changed. I am still your favorite host.
Speaker 2No, you can't say that you need something new for season two, because no one believes you.
Speaker 1That's right, we are back your favorite team there. It is Minus two of them on the team.
Speaker 2We can't even be included, not season two.
Speaker 3We're going to be nicer to each other.
Speaker 2Who said? Who said?
Speaker 1This feels like a New Year's resolution. We said that. And now we're far enough away from it. It a new year's resolution.
Speaker 3We said that and now we're far enough away from it. January 2nd, yeah like, yeah. No, I'm back to you on the diet, it's fine how is your mother, tony?
Speaker 1I'm very curious how she's doing. January 1st was great. Please tell her hello, and I have nothing but respect for her son.
Speaker 2So, but you don't even ask about my mom. How is? No, don't talk about cheryl, she's no cb, don't talk about.
Speaker 1Please tell her hello. Anyway, we're back. I am your host, andrew coon, education consultant from montgomery county intermediate. I'm gonna make the title.
Speaker 2can we unpack? At what point did he make the decision that he's the host and we are the sidekick?
Speaker 3Episode one season one.
Speaker 2And we just rolled with it.
Speaker 3Yeah, okay, but before you joined it was day one, I know Season one. I'm sorry. I believe the birthplace was Penn State University. The Hyatt place. The Hyatt place. The Hyatt place, camp.
Speaker 2I was there for that. I just wasn't allowed to be on because I'm a female.
Speaker 1I just wasn't allowed to be on because I'm a female. I didn't say it, wow.
Speaker 2This season is already. Oh my gosh, we're just going to air it all out. So everybody.
Speaker 1No, there's no airing. There's no airing of anything.
Speaker 2I think people need to know the truth. Andrew.
Speaker 1The truth is, festivus Is that I've got a lot of problems with you people. The truth is that I co-host over the summer, mm-hmm.
Speaker 2And.
Speaker 1Didn't pan out the way I'd hoped, so you two are both back.
Speaker 2Mm-hmm, mm-hmm. I can't wait till we get video so people can see.
Speaker 1How we actually the look on my face when you talk to me. I'm curious from each of you. Wait, we still haven't told who we are. Oh Well, that's you know.
Speaker 2Okay, know, and here with me is I'm patrice semichak.
Speaker 1We're not doing titles, no titles but here's the thing it's not democracy, it's a dictatorship.
Speaker 3Wow tony marabito, are you 21?
Speaker 1all right, you know, I like, I like to work the dictatorship in like a, a democracy kind of style.
Speaker 2So there are words that I want to say, that I can't, because this is an educational state funded podcast.
Speaker 1Thank, you very much, pde for your sponsorship and support.
Speaker 2What are we talking about today, Andrew?
Speaker 1What are we talking about? What are we hopeful for? This year, we talked about ideas of like oh, we're ending it. We're like here's what we think is going to happen, Just like the new year's resolutions. Are they the same? Is it something different? We're on the cusp of the new school year. It's going down. What do we see? What are we hopeful for?
Speaker 3I think when we first started this, we were just hoping that we could get maybe five to 10 lessons other than my family. So the fact that we were able to get over 3,000 in our first 10 months of an education podcast, I thought that was a pretty big win.
Speaker 2Skyrocketed once I joined. Oh, without a doubt. Yeah.
Speaker 3Yeah, less Andrew, more Patrice. Once we started doing that, that was the magic algorithm.
Speaker 2There's shirts for that. Less Andrew, more Patrice that would be great.
Speaker 3That would be great. Maybe we should put that on a mug. Double that this year, I think would be fantastic.
Speaker 2That's my goal 9,000, because we're going to get 6,000 in a year.
Speaker 3Add those together. Yeah, I think that's good, 9,000. 9 is good. I like it.
Speaker 1Are you saying you want to double Les Andrew Moore and Patrice, or you want to?
Speaker 2double our yes. That too, Two things can be true. Two things can be true at one time.
Speaker 1But sure, I'd love to hear your insight.
Speaker 2Well, I second what Tony said. I think we've done a really great job of connecting people and bringing people on board and hearing those things. I'm really looking forward to more opportunities for the three of us to sit down and talk and spend more quality time with my favorite men.
Speaker 1And if they're not available, you'll take Tony on.
Speaker 2Well, Tony's one of my favorites, but you'll do Okay.
Speaker 1I'm trying the New year's resolution of being nicer, how's that working out for you horrible, didn't?
Speaker 3even go 30 seconds into that taste gross episode what are you looking for for myself?
Speaker 1I really want to give a nod, nod of the hat to our listeners. You know, as we were establishing ourselves, pandering, as we were stabbing at ourselves, please, like me more.
Speaker 3Poor guy lost the poster contest. That's all I can think about before season one.
Speaker 2Oh, is that part of part of your resolution is to win the poster?
Speaker 1contest oh, that's done, we don't need that anymore. No, it's coming back. We're far too big.
Speaker 2I love that Tony wasn't even there one of the days and he still beat you. And your stickers were bigger and he still beat you.
Speaker 1Well, if we're being honest, I mean the Maribu does run Pete and C, so they, you know it's just underlying there were all these. You know everybody was related to Tony that they showed up.
Speaker 2So people didn't really know who I was. How did I beat you? Wait, did I beat everybody?
Speaker 1Oh yeah, we didn't even show up. Basically, we were there.
Speaker 2It's because I'm so nice.
Speaker 1So I feel like what I was saying before. I want to give a nod of the hat to our listeners and you know we worked hard on putting out a lot of podcasts and find it. What are they looking for? How can we really be responsive to them but also bring new ideas and new thought processes out there? I think the whole intention of this podcast was so that we could create a Monday morning quarterbacking for education, where people are able to listen to our podcast on the way into work on Monday morning and then have conversations.
Speaker 2Oh, my goodness.
Speaker 1Oh, that's mine.
Speaker 2We all know it's yours.
Speaker 1Go ahead, Tony.
Speaker 3You're laying in.
Speaker 2He puts it in my face. He puts it on my face. He'll come up to me and stick it in my face and I don't understand when Pop Pop needed the light To show up that he has a message.
Speaker 1Yeah, but because of how it sounds in my ears, I thought it was one of yours. I was really hopeful.
Speaker 3Nope.
Speaker 2Neither one of us need. I was really hopeful.
Speaker 1Nope, neither one of us need a light and a sound to indicate that our phone is going off. I couldn't see it without my glasses. All right, so we are in the thick of season two.
Speaker 2I think we have a lot of great. We're just starting.
Speaker 1Yeah, Well, you know we've recorded. We're just starting. We've recorded. Yeah, that's true. I'm excited for our guests this season. I think we've. I hate both of you so much. This being nice to you too, it feels like torture.
Speaker 2This is why I need it once a month, so you have to be nice to you too is the more it feels like torture. This is why I need it once a month, so you have to be nice to me once a month. Can you drink something please? Not on the thing. Did you mute me? Yes, I muted you. That's terrible.
Speaker 1No, it's not.
Speaker 2I'm saving everyone's ears. We could hear you doing that when you were getting water.
Speaker 1Oh, it's terrible.
Speaker 2You know what I'm going to start slipping Claritins in your water, that is my dad.
Speaker 1I sound like George when I do that. He used to do that all the time. I'm like I will never do that.
Speaker 2I feel like George would be a great interviewer. I feel like we need George on here.
Speaker 1Yeah, boy, you want two of us going. That'd be awesome.
Speaker 2Only if we never have my dad on, because my dad will ham it up.
Speaker 1Done.
Speaker 2Your dad's on here, no my dad does not need to be on here.
Speaker 1I'll tell Escapades in Scotland. Now I have an older brother Done. His name is also Andrew. His name is Paul.
Speaker 2That's what I said. Oh yeah, andrew's in Hamburg. Yeah, yeah, wow, do you even listen to me? Sorry, what were you?
Speaker 1saying you know, guys, I think what's successful is how professional we are on this podcast. That's what makes it such a success. Or, my charm, one of the two.
Speaker 2Going to go with the professionalism.
Speaker 1Tony, how about we have your brother on here? I'd love to hear from him oh.
Speaker 2Do you want to have a brothers episode? We all have brothers.
Speaker 3He does teach science at the college level. Cheech, cheech.
Speaker 2yes, I really was hoping you didn't catch that he does teach science.
Speaker 1Oh, I'm going to highlight that I'm going to be spaying the sound of that.
Speaker 3He does teach science at the college level. It would be interesting to see college students and how prepared they are to learn science at the college level.
Speaker 2Like he teaches educational science or like a science course Anatomy at the college level yeah Temple. Good for him. Wow, my brother doesn't do that. My brother works on dental imaging equipment and he manages like 100 people, but it's still pretty cool. It's also a sound tech. He like mixed. That's pretty cool.
Speaker 1Yeah, he's very cool, talented, how about your brother and, even with that being said, your brother's never complimented on my mouthiness and the noises.
Speaker 2He always tells me how you and my brother don't connect. I feel like if my brother spent more than three minutes with you he'd be like geez man that man's got a moist mouth.
Speaker 3You got a pretty mouth.
Speaker 1Oh my God, I'm now trying not to cough. It's worse.
Speaker 2It hurts more. Can I give you some?
Speaker 1No.
Speaker 3Swallow. It Is that the courthouse right there with the clock on it? Yes, I got my marriage license there.
Speaker 2Oh, I paid a speeding ticket there. I might have got my marriage license there too.
Speaker 1I tried to block that to you all right, this is the episode that will never air, do you?
Speaker 2have any more questions, andrew? What are you looking forward to? What's your favorite part about me? Is that your next one? What are you looking forward to? What's your favorite part about me? Is that your?
Speaker 1next one You're a monster. Sorry, you guys are like Andrew, you have to be nice and we're coming at you both barrels. No, this is just one. What? This is a question I got from our fans. What?
Speaker 3They sent me an email exclusively because they knew I would. I would like more fan interaction. I think that would be pretty cool. I agree Topic we could add A little mailbag situation.
Speaker 1Besides the threats that I get from her mother.
Speaker 2I really like that idea. The threats from his mother, yeah.
Speaker 1I'd like some other interaction with our fans.
Speaker 2She's a very nice woman.
Speaker 1I do not believe. Lovely, lovely, she's threatening you. My mother keeps talking about that episode every time I talk to her and she's like it'd be so great.
Speaker 2It's funny my mom hasn't. She's like I never want to do that again. That Andrew dude, was too much.
Speaker 3The gentleman that works with my mom at the office in Bath, the borough. They would like to start a podcast, actually, and go over the different aspects of what happens at the borough municipality that would be very interesting explanation that goes into all the decisions that are made just because nobody knows what yeah, nobody happens at that level and why decisions are made or how they're made and how to be involved and how to make change, things like that that would be a cool podcast.
Speaker 1Were they inspired? To do that before or after?
Speaker 3After they heard how awesome you were. Yeah.
Speaker 1Personal flying bonus.
Speaker 2You looked him right in the eyes when you said that and, like same sincere, I'm impressed. I'm impressed, tony, yeah.
Speaker 1Well, he was probably one of the people in Bath that was forced to listen to it, right, Like that was like one of the martial laws that came down. You will listen to this podcast.
Challenges and Solutions in SEALs Education
Speaker 3My mom locked them all in her room Push play on all your devices.
Speaker 1At one time, our fans were asking what are the biggest changes that we've seen since we started working in steals to now? What's so different? What are we missing? What have we not been talking about? Patricerice, I know you want to say something right away.
Speaker 2Go ahead what do you?
Speaker 1mean, what are we missing? I don't know. I made that up. I'm trying to think you guys are all looking at me all the time to ask all the questions.
Speaker 2Well, you're the host does the host not have the?
Speaker 1job.
Speaker 2I asked all the questions you wanted to be the host therefore you have the hardest job, okay a question, a question I often hear.
Speaker 3Now that we've been at this, we have the unique. We have the unique opportunity to be able to work with teachers and train in the steels realm. We're kind of over the theory of what is three-dimensional learning, things like that, because they've heard it all. Now they kind of want to see what it looks like in the classroom. They, they want concrete examples.
Speaker 3I think most teachers now embrace 3D learning. They just want to be proficient at it and so they want concrete examples. They want to see how it's done. So that's kind of what they bring up to me. They would love to see the videos when we showed the Mount Everest, the example that we do during the immersive, where the teacher kind of gets up in front of the classroom and shows the different diagrams and the students working together, I think, bits and pieces and morsels of lessons that are being taught teachers kind of sharing their experiences. I think that's kind of helpful and getting more of that, maybe getting teachers on the podcast that would be willing to share their experiences I think that will go a long way to making other teachers feel comfortable kind of teaching in this new steals light.
Speaker 2Totally agree.
Speaker 1And I really appreciate you talking about the format that it comes out in.
Speaker 1Having conversations through the podcast is different than watching a video of somebody teaching a very specific lesson, because I think with all of it, it takes a lot of grace. It takes grace from the teachers, it takes grace from people who are providing the information, because not every part is going to work in your specific classroom, and that's one thing that we've ran into in different arenas that we've been part of. They're like well, this is great, but I teach 11th grade biology. This is not going to work for 11th grade biology. So I think for all of us is how do we take that 10,000 foot view? And then is it our job as the educator to kind of narrow that down? So I think these conversations help us to narrow it down in a way that allows us again that grace to find it in our own space, versus, I think a lot of times in trainings you're like oh, this is how you do it, but I can't replicate that. So instead we're having these conversations great point okay how many minutes were you here?
Speaker 2I went somewhere else 18, but a solid 16 of them. We can't use.
Speaker 1Let's just start.
Speaker 2Welcome back. Did we even do that?
Speaker 1Yeah, Tony said, and we're back.
Speaker 2That was the best part, yeah.
Speaker 3What are some common threads that you hear when you're delivering professional development, or some concerns even at the expo, like what are teachers still wanting to learn about when it comes to SEALs?
Speaker 2Time. How do you do it, especially at the elementary level? Wait, hold on.
Speaker 1Yes, that was so gross, it sounded so terrible in my ears. Okay, grew, I also do voice impression guys wow, okay, time, the elementary level.
Speaker 2How do you fit it in? How do you? Where do you cut time from? There's a very limited time in our day and all these initiatives are coming down, like science of reading and the math and all these things you have to try and fit into a day.
Speaker 2The other thing that I hear a lot is at the elementary level as well is the content. I don't. I'm not strong in the content. I want to be strong in the content, but I don't have the time to go in and learn the physics or the biology or the chemistry or any of that that comes along with it. And so how do I? I had this really great conversation with someone. Her question was how do I, if I'm not an expert in the space, when I'm paid to be the expert in the space, how do I open it up enough for my students to be able to be free in their questioning, but narrow enough to get where I need them to get? So how do I navigate that? And I mean, we're also kind of figuring it out. So I think it's a really interesting question.
Speaker 1That would be a great podcast topic, if I'm being honest, and when you were saying that, patrice, it made me think of a tunnel, a tunnel that goes through a mountain and on the other end is the white, white light and that's kind of that narrow focus you want to get to, but then kind of the the darkness of the tunnel is like, but I want to have it open so we can figure it out.
Speaker 3But I know I want to get you to that spot I know we say no free ads, but open side does a really good job, at least at the middle school level. Before you teach a unit they do like an hour webinar video giving you an outline, because you probably haven't taught this topic in years, right? So just giving you a little bit of background information, some things that you might incur during teaching this topic, so especially at the elementary level. Being an ex-elementary teacher, that would be so helpful to me, but it's still not going to answer everything, but at least make you a little bit more comfortable. So I hope, whatever programs are being used or whatnot, it'd be great to have some kind of video series to be able to look back on. That might guide help a little bit. I know when you're going to have the time to watch that, but at least you know some teachers would take the time to kind of review that and make themselves a little bit more comfortable with the content before they teach it.
Speaker 1For me, there are two things that really stand out. One is modeling, and that's what we were talking about just a little bit ago. There's that educators rightfully so, or like. I would like to see how this plays out. Right, I understand it all, I get it, I'm behind it, I want to see it. So what that looks like and how that actually plays out is can be a challenging scenario, right, trying to get teachers in that space with all the different challenges we have.
Speaker 1So what does modeling look like? And what does it look like to teach in a way that hasn't been modeled for the majority of us, nor have we experienced? And the other thing would be assessments. Assessments are a very, very big deal Because of how standards have worked for us in the past. Our new standards are less focused on the standards and more focused on the learner in their experience with our new steel standards. So that's a significant shift. And then what does that significant shift look like for the assessment? There are a lot of things that we just don't have the interest to, but also we have podcasts that we're already working on lining up this year to dive more into assessments itself. What is that? How do we peel that back? How do we pull back all the layers on that onion and not only understand it but then understand what does it look like for us moving forward? So that's a big focus.
Speaker 3I know we always look to New Jersey because they're 10 years ahead and they've been going through this, but I wonder how their assessments have changed, not only like in the classroom after you know a chapter or a unit, but also like state testing. I wonder if we could get that information.
Speaker 2We're actually. We have a podcast lined up with someone from New Jersey, don't we? In October?
Speaker 1Who also came to our expo. He's an educator Very well Knowledgeable.
Speaker 1No, very knowledgeable, Great experiences, Very, they're very well so knowledgeable, no very knowledgeable, great experiences, very open to sharing. And he used to work for ETS in practice I'm sorry, ETS in the testing world and he has a lot of great insight into this. And I think the answer is just kind of what you're talking about, Like what are other states doing? What are they still not doing? How are we figuring it out? Because I think that the secret sauce not to give too much away about it the secret sauce to this is like well, it has been around for 10 years.
Speaker 1It's still new enough that everybody's still trying to figure out how do we accurately test for this? So if we don't know how to test for it, there isn't one field of thought to say, well then, if we can't test it, it's not the right way to do it. But then there's another field of thought that says, maybe we just don't know how to test for it correctly. It doesn't mean we're not doing the right thing, we're just we're trying to fit a square peg in a round hole.
Speaker 2Well, we're also trying to mass test. So there's a difference between mass test and taking an assessment that is easy, quote unquote, to grade, versus assessing understanding, and so those are two different things. And at the state level, we're trying to do mass testing and in the classroom, we're testing for something very different. We're testing for understanding, and can they coherently explain what they're doing, and so I think that that's the disconnect that we need to have some larger conversations about. Like, yes, just because we're being measured for this mass test doesn't necessarily mean what we're doing is wrong, nor should it be assessed that way. In the classroom, yeah, they should practice multiple choice and fill in the blanks and open-ended responses, but in reality, what are we really assessing and what are we trying to teach is where I think the difference is.
Speaker 1Yeah, I think a big thing that we have to face in education is just because something's easy doesn't mean that it's right, and we found that even in our own classroom. We might be like this is an easier way to get this done, but is it the right way? So we're always battling time. I think in education, the number one opponent that we all have, no matter where we are in education or what we're doing in education, is time, and that's just a human issue of like. We can't get around time. So do we create shortcuts to help us get through more? Or do we dig in and say these bigger concepts are more important, so we're going to spend more time covering less, which is really the concept of steals, which is NGSS rooted of like we're going to spend more time on fewer things. So you really understand. You've gone a farther distance, so you can be a lifelong learner.
Speaker 2But also going back to your point we've talked about this a few times before we don't necessarily need to know all the content anymore. We need to know what to do with the content, and so going deeper with smaller amounts of information still allows for you to go to a point where you can take that information and then synthesize it differently and then do something else with it. So I think it's all kind of interconnected.
Speaker 1Tony, I'm going to be honest with you. I don't even remember what your question was, because we've gone on such a deep dive with this what questions, but I'm going to toss your question back at you whatever it was, and have you answer it.
Speaker 2What questions have you got?
Speaker 3What I asked.
Speaker 2Let me say it again what questions have you got in the field that, that?
Speaker 3we've gotten in the field. That was your question.
Speaker 1That was it.
Speaker 2That was it Okay. Four times See it wasn't me.
Speaker 1I always listen to Patrice. It's Tony who's the rude one.
Speaker 3I'm going to be honest, that crane over there was just moving around and I stared at it for a while.
Speaker 2All the time and then he yells at me when I'm not focused. He's like pay attention Snaps.
Speaker 1I threw a thing down there, I don't snap.
Speaker 2I'm going to do what I always do they built this whole building and I sat here and watched them build this whole building.
Speaker 3I mean, this is a horrible room to concentrate in on anything.
Speaker 2The ADD is bad in here.
Speaker 3Yeah, I'm going to do what I always do and bring it back to AI. I think, patrice, you were just kind of hitting on it when you said anything is like Google-able, look-up-able. If you can just find the answer, then what's the point of teaching it? Being able to discern, look through that information, vet it, and then how do I use that information? Learning, how to test that information, and then what do I do with that information once it's tested? I was just having this discussion with some educators over at DeSales and they were getting upset because it can just be easily found on AI now. So we kind of have to get comfortable, being uncomfortable with using AI and then comparing them and just using AI to kind of help us with an assignment rather than being afraid of it. So I'll do what I always do and bring it back to AI.
Speaker 2Well, I think it goes a little bit beyond that too. I think it goes to the point of making it un-AI-able, which is that I kind of like that phrase, but I'm having a hard time saying it. The idea is that you're going deeper and it's the synthesizing of the information. Ai can, yeah, probably do that, but not in the way that a human would. Yet Then maybe it'll get there, but I think that's the whole point. You have to ask those higher level questions. You can't ask level one questions anymore without knowing that it's going to get searched up and Googled.
Speaker 3There's also a skill prompting it too.
Speaker 1Right, that's going to be a job that's also a career in the future.
Speaker 1And I think already we as humans are starting to already acknowledge like oh, that was written by AI. Like you can tell, when we go to different things or you know, somebody did a write-up, you're like, hmm, it sounds almost too good to be true, right? So, like you said, it's the nature of like a dialogue with AI versus write this for me. Okay, I'm going to drop this in here and then in the new common, and you hear the person speaking like wow, that does not match up, right? I was expecting so much more. So that dialogue means again. Actually, it connects directly back to SEALs. I have to know what I'm talking about so well that I'm okay with a conversation about it, not saying give me this, this is exactly what I want you to give me. Instead, it's like oh, that's an interesting thought. How about this?
Speaker 2do I have to know it so well or do I have to know how to? Because when you say that I have to know something so well, my elementary teacher brain is like well, I'm out, I don't. I don't know enough about the physical science or the earth science or the, the life science. I don't, I'm out, like, I can't know it so well to be able to speak articulately to someone who, like, lives this life.
Speaker 2I think there's a difference between what you're saying. I think you can, yeah for sure, be able to speak to it, but how can you? The skill comes in. How can I take what I know, connect it to what I'm talking about over here, and then how can I infuse AI and use that tool if we're going there right now? But, like, how can I use that tool to help enhance what I'm saying? I feel like when we say things like I'm not trying to, you know, be mean, but like I feel like when we say things like I need to know things so well that, for me, I'm like and the perfectionist in me is like I can't even have a conversation about it because I don't know it so well.
Speaker 1That makes sense, and I guess I guess that that me making a blanket statement doesn't help. I guess what I'm thinking is what we have to know well, is how our students learn. How do we learn? So I guess I'm not specifically thinking content, but more like how do they learn? So understanding the three dimensions really is significant, but also then at your specific level. So third grade is going to look, as we all know, very different than seventh grade, right, because you know everything is different. So I guess that's more what I was thinking. So I'm glad that you said what you said.
Speaker 1Look, how nice we're being to each other. Feels gross.
Speaker 2Why did you have to go there? I was actually enjoying the dialogue and then you went poo-poo all over it.
Speaker 1Okay, thank you, and we're done. Well, let's do something different this season and give you guys the final thoughts, and I'll just write down all of the amazing things that you guys say I hate when he does this Like it's so much pressure.
Speaker 2He's been doing it for a year.
Speaker 1You can. You can ping pong back and forth. Second second to last final thought.
Speaker 2Oh, we still have the second to last final thought. Well, yeah, I mean, if you want me to sweep it all up, if you want me to sweep it up.
Speaker 1I can do that.
Speaker 2Oh, please, andrew, sweep it all up for us. I feel like we need a support group, yeah.
Speaker 3We definitely have to make a podcast, just you and I.
Speaker 2It would be so lovely.
Speaker 3Like Andrew Abuse, an AA group.
Speaker 2An AA group, we can invite everybody who interacts with him. That's correct.
Speaker 1I was thinking of Wawa, wait, about Andrew, oh.
Speaker 3He even has the name of his own podcast about his abuse.
Speaker 1I will allow it if you name it Wawa.
Speaker 2This really is a dictatorship. Wow, do you have to sit in on the conversations and stare at us while we talk about you too?
Speaker 1I'll write down the questions you can ask.
Speaker 3My closing thought is I can't wait to learn more about. I just can't even.
Speaker 2There's no redemption.
Speaker 3I can't wait to learn from our guests this season.
Speaker 2Me too.
Speaker 3Because last year's guests were truly amazing. I came in thinking I knew a good amount about Steeles, when really it was Just the tip, such a minuscule amount. And then there's still so much more to learn, so much more to experience, so much more to experience and that's what I'm carrying into this next season.
Speaker 2I actually really enjoy our time together, despite how much we like.
Speaker 1Painter.
Speaker 2Yeah, sometimes it's hurtful and I do have to call my therapist in the car on the ride home.
Speaker 2But, like most of the time, I enjoy our time together. So I really I like getting to spend time with you guys and I like getting to know other people. But I also think it's not a usual opportunity for three teachers to sit in a space and talk about what we get to talk about, like we get to talk about pedagogy and changing the way education happens, and I don't think in the normal day to day a lot of our teachers get opportunities to do that.
Speaker 1So I'm really looking forward to more of that get opportunities to do that, so I'm really looking forward to more of that. Remember to subscribe and listen and smash that like button. What I don't know what do you do? Is that YouTube terminology? Subscribe and listen. Okay, pop up, listen, thank you.