Episode 17: “What If They’re Too Comfortable?” — Managing Chill Without Losing Control
When a CI classroom gets too comfortable, strong community can quietly slide into chaos—and managing chill without losing control is a skill every language teacher needs.
Take the CI Proficiency Quiz to see where you land and assess your comprehension-based teaching at https://imim.us/ciquiz.
In this episode of Comprehend THIS!, we unpack how to reset expectations, hold boundaries, and lead with warmth and authority—without becoming the fun police or killing classroom morale.
Need ready-to-use CI lessons, routines, and systems that support structure and joy? Check out the CI Survival Kit at https://imim.us/kit.
#comprehensibleinput, #languageteaching, #classroommanagement, #worldlanguageteachers, #teachingspanish, #citeachers, #teacherpodcast, #proficiencybasedteaching, #teacherburnout, #classroomculture
Hosts:
- Scott Benedict - https://www.instagram.com/immediateimmersion
- Kayla Velasquez - https://www.instagram.com/Srta_kaylavela
- Jackie Deming-Plunk
Resources & Links:
- Assessment Academy: https://imim.us/academy
- CI Survival Kit: https://imim.us/kit
Join the Conversation:
Got thoughts or your own story? Share it in the comments or tag us @ImmediateImmersion!
Watch & Subscribe:
👉 Watch LIVE or replay on YouTube: https://imim.us/live
👉 Listen on your favorite podcast app: https://imim.us/podcastlinks
👉 Never miss an episode: https://imim.us/comprehendthis
Connect with Scott:
Host: Scott Benedict — Immediate Immersion
🌐 https://immediateimmersion.com
📧 Scott@immediateimmersion.com
Youtube: https://youtube.com/immediateimmersion
Instagram: https://instagram.com/immediateimmersion
Facebook: https://facebook.com/immediateimmersion
TikTok: https://tiktok.com/@immediateimmersion
Transcript
Good morning and welcome everybody. How
Speaker:is everybody doing this Sunday morning?
Speaker:The first, well actually it's the second
Speaker:official Sunday of 2026.
Speaker:I hope everybody is having a good week
Speaker:and had a good start to the new year.
Speaker:You are watching the comprehend this
Speaker:webcast and we are today talking about
Speaker:what if they are too comfortable. So you
Speaker:know that moment when your
Speaker:CI class feels too comfortable
Speaker:like they have upgraded from safe and
Speaker:supported to we live here
Speaker:now and make our own rules?
Speaker:Yeah that moment. Today on comprehend
Speaker:this we are talking about what happens
Speaker:when chill crosses the line
Speaker:and how to reel it back in without
Speaker:turning it into a villain
Speaker:in your own classroom story.
Speaker:I am joined by Kayla Velasquez and Jackie
Speaker:Diving Plunk is back with us.
Speaker:Jack Kayla who literally builds familia
Speaker:level community with music, movement,
Speaker:reading and Spanish TV.
Speaker:And Jackie we all know who also knows the
Speaker:delicate art of keeping class fun without
Speaker:letting it turn into a
Speaker:Spanish language sitcom.
Speaker:We are unpacking boundaries, vibes,
Speaker:leadership energy and why fun does not
Speaker:mean do whatever you want
Speaker:while I slowly lose my soul.
Speaker:If you've ever thought wow they are way
Speaker:too comfortable maybe even more too
Speaker:comfortable this episode is for you.
Speaker:We'll be back after these short messages.
Speaker:Pop quiz. Are your assessments align with
Speaker:what you're actually
Speaker:teaching? No? Cool. Let's fix that.
Speaker:The Assessment Academy is 10 pre-recorded
Speaker:lessons that help you ditch the scantrons
Speaker:and actually assess what matters.
Speaker:Like proficiency, performance and whether
Speaker:your students are
Speaker:still breathing by Friday.
Speaker:Watch on your time as many times as you
Speaker:want for a whole year and no there's not
Speaker:a single lesson about bubble sheets or
Speaker:grading 72 essays at 11pm.
Speaker:You're welcome. Go over to mm.us slash
Speaker:academy and start assessing
Speaker:like you actually mean it.
Speaker:Welcome to comprehend this real talk for
Speaker:real language teachers. No drills, no dry
Speaker:theory, just honest stories, practical
Speaker:ideas and a reminder you're not alone in
Speaker:the CI trenches. Let's dive in.
Speaker:Good morning. How are we
Speaker:all doing this morning?
Speaker:Doing great. Awesome, awesome, awesome.
Speaker:Kayla it's your first time with us so let
Speaker:us a little know about if I can speak
Speaker:English this morning. Let us know a
Speaker:little bit about yourself.
Speaker:Sure. I am in my 11th year teaching and I
Speaker:always like to say I hate working but I
Speaker:love my job. So if I have to work I would
Speaker:only want to do this job.
Speaker:I teach in Western Wisconsin at a small
Speaker:rural school. I am a Department of one.
Speaker:So I'm the only language teacher in my
Speaker:district. I teach exploratory middle
Speaker:school and then all levels
Speaker:of Spanish at the high school.
Speaker:And I'm super proud that when I came into
Speaker:this school that there was only Spanish
Speaker:one and two and my fourth year there I
Speaker:graduated a class of 15 Spanish for
Speaker:students and I've been using CI ever
Speaker:since my first of my second semester of
Speaker:my first year teaching because I thought
Speaker:that I was I just thought that it was
Speaker:unsustainable otherwise.
Speaker:So I dove into my CI teaching journey
Speaker:kind of right away. And I use textbooks
Speaker:for literally maybe four months and I
Speaker:haven't looked back since. So my room is
Speaker:filled with books and we do class novels
Speaker:and we do FVR and we do music every day
Speaker:and we do dancing on Fridays and calendar
Speaker:talk and we laugh and we have fun and I
Speaker:cry because I'm so proud.
Speaker:And it's great. So I live here with my
Speaker:husband and my two year old puppy and our
Speaker:two cats one who is the grumpiest one
Speaker:you'll ever meet and one who's the
Speaker:sweetest you'll ever meet.
Speaker:I know I have a dog that's just almost a
Speaker:year and a half. So yes going through
Speaker:those terrible twos getting ready there
Speaker:with her. And I'm like you I only did
Speaker:textbook for the
Speaker:first four months of mine.
Speaker:Once winter break came and I came back
Speaker:while it was actually second semester
Speaker:which was shortly into January. I started
Speaker:with CI back in 2001 and I haven't looked
Speaker:back since so I kind of like the view I
Speaker:did not do the textbook I would not be
Speaker:here today if it were
Speaker:for the textbook at all.
Speaker:Not absolutely at all. So thank you and
Speaker:welcome for being with us. Jackie is a
Speaker:semi regular with us so welcome back from
Speaker:what part of Tennessee
Speaker:is it northern southern.
Speaker:Eastern western and southwest. I'm about
Speaker:two hours from Memphis but still on the
Speaker:state line still in state line. Well
Speaker:welcome welcome back.
Speaker:She wasn't able to be with us last week
Speaker:because illness be struck her household
Speaker:but we're glad to have her this week. So
Speaker:today we're talking about what if they're
Speaker:too comfortable managing
Speaker:chill without losing control.
Speaker:I'm going to say one thing just to start
Speaker:it off because it's a double edged sword
Speaker:for me. I like having continuity I think
Speaker:there's a benefit and a negative to for
Speaker:kids to have the same teacher for their
Speaker:whole you know their whole time their
Speaker:levels one through four.
Speaker:And I've only had that one time where I
Speaker:had all I had like a handful of kids I
Speaker:had levels one two and three because we
Speaker:only talked to level
Speaker:three in middle school.
Speaker:And it was really wonderful because I
Speaker:could see where their progression went
Speaker:and I really like that. And then I also
Speaker:know this is kind of sounds selfish and
Speaker:conceited but I know that where they got
Speaker:to from level one to level three was all
Speaker:because of me because there
Speaker:was no other teacher in there.
Speaker:Because when you have like all there with
Speaker:me for level one and then they went to
Speaker:someone else for level two and they're
Speaker:back to me for level three how much of it
Speaker:was their level one experience how much
Speaker:of what they know is from
Speaker:their level two experience.
Speaker:You don't really know but when you've had
Speaker:them all along. So I like that. But then
Speaker:there's also that negative is when you
Speaker:tell them the class rules and everything
Speaker:they're like oh yeah you know push over
Speaker:here you know they they're get too
Speaker:comfortable and they want to break that.
Speaker:And it doesn't happen. It's like I taught
Speaker:11 years in one school and it happened a
Speaker:lot because I had a lot of repeat
Speaker:customers. And so I was like trying to
Speaker:train my new kids that are in there but
Speaker:the old kids are like bringing up their
Speaker:old bad habits and kind of teaching the
Speaker:kids the bad things.
Speaker:And then I moved to a new school two
Speaker:years ago. This is my second year there.
Speaker:I went back to high school and so last
Speaker:year everybody was new no repeats first
Speaker:semester everybody was new no repeats but
Speaker:now I've got a Spanish to this semester
Speaker:and I've got out of half my kids are
Speaker:repeats and half my kids are new to me.
Speaker:And there's that comfort ability there
Speaker:that they are way too comfortable already
Speaker:like on the first day of school they are
Speaker:already like it's already been six months
Speaker:into school year already that they're so
Speaker:comfortable and and play the games that
Speaker:they play not necessarily in a bad way
Speaker:but they know the buttons to push and
Speaker:they know what they can get away with and
Speaker:what they can't get away with.
Speaker:And if you try to change anything like I
Speaker:change some things up this semester
Speaker:they're like still going with the old way
Speaker:of doing things so there's a double edged
Speaker:sword I like seeing familiar faces and I
Speaker:like that continuity and I think it also
Speaker:benefits the kids in some ways to have
Speaker:that continuity because they don't have
Speaker:to spend time learning all the ins and
Speaker:outs of a new teacher in a new class.
Speaker:I can just focus on the input but there
Speaker:is that double edged sword sometimes. So
Speaker:what do you guys think any opinions.
Speaker:I would totally echo that I have said for
Speaker:years because I've always been a
Speaker:department of one my entire 11 years and
Speaker:I've always said it's a blessing and a
Speaker:curse and I say it's a blessing for the
Speaker:same reason that you do because I get to
Speaker:see exactly where they start from and
Speaker:then where they end up regardless of
Speaker:wherever they decide to end whether it's
Speaker:just one year or two years three years
Speaker:four years and like that sense of pride
Speaker:that I get as an educator of kind of
Speaker:being like oh my gosh look what they can
Speaker:do after being in my room.
Speaker:And then this program and it's amazing
Speaker:and I mean that's that's priceless. It's
Speaker:also makes it really easy as far as
Speaker:lesson planning unit planning long term
Speaker:planning because I know exactly what they
Speaker:know. I know exactly if they've learned
Speaker:this structure before. I know if I can
Speaker:use Shakira and Bizareps Distract with
Speaker:this group because I didn't do it last
Speaker:year with that group like it's it makes
Speaker:it so easy to plan for things.
Speaker:But I totally echo that as far as
Speaker:expectations and classroom management go
Speaker:my Spanish one is the easiest to do that
Speaker:with because they're brand new to me or I
Speaker:mean my eighth graders but I'm talking
Speaker:about like full time 65 minute year long
Speaker:courses my Spanish one when we do those
Speaker:classroom norming things together that's
Speaker:all fresh for them and it's really easy
Speaker:to stick to those expectations from a
Speaker:brand new Spanish one crew.
Speaker:Spanish two it's still somewhat easy
Speaker:because they're still you know it's only
Speaker:been a year in class and they come back
Speaker:and they're excited but you know you
Speaker:revisit expectations and you go over
Speaker:things again and it doesn't seem like
Speaker:Spanish two is one of my harder spots to
Speaker:control but it's when I get into the
Speaker:threes and the fours that it gets tough
Speaker:because they're super
Speaker:comfortable which I love.
Speaker:Like I wouldn't trade that for the world
Speaker:but they're so used to being that room
Speaker:they're used to me they're used to the
Speaker:routines and the procedures and I mean
Speaker:how many I feel like how many times can
Speaker:you do the same classroom norming with
Speaker:the same students and without it feeling
Speaker:like an eye roll or you know you're also
Speaker:getting older students at this point
Speaker:they're 17 they're 18 and I feel like I
Speaker:get a little bit of
Speaker:pushback at that point too.
Speaker:So I guess one strategy that I tried
Speaker:starting last year that I found kind of
Speaker:started to work was really being explicit
Speaker:about our proficiency goals and like
Speaker:their their growth goals like their
Speaker:personal what they want to get out of
Speaker:this class and where they can expect to
Speaker:be by the end of this you
Speaker:know Spanish three Spanish four.
Speaker:So then when we come back to expectations
Speaker:it's like if this is for you if you want
Speaker:to get to intermediate mid on your on
Speaker:your speaking this is why you you have to
Speaker:follow these classrooms expectations.
Speaker:So I've been finding that having those
Speaker:personal goals tied to proficiency has
Speaker:kind of helped in a way and we revisit
Speaker:those goal sheets and we have those
Speaker:individual conversations and class
Speaker:conversations in those upper levels.
Speaker:And I feel like that's something that's
Speaker:helped me a little bit.
Speaker:I also want to say that I, I feel like
Speaker:there might be a little bit of of shame
Speaker:in this whole like idea out there of like
Speaker:it's okay that our classrooms sometimes
Speaker:like run into too comfortable and we
Speaker:shouldn't feel shame about that.
Speaker:Like, see I teachers are amazing at
Speaker:making classroom communities, and I know
Speaker:that, like, as teachers as educators we
Speaker:don't sometimes want to admit that you
Speaker:know we've, we've lost control or things
Speaker:aren't going our way.
Speaker:And I feel like that's something that we
Speaker:maybe don't want to admit but it's okay
Speaker:that that happens. And we just have to be
Speaker:able to talk about it and then talk about
Speaker:what we do to move forward and so that it
Speaker:continues to be like a
Speaker:positive, safe, productive
Speaker:space for us and for our kids and so I
Speaker:just would want to remove any shame that
Speaker:anybody feels like they have from that
Speaker:idea. If you feel like your classroom
Speaker:sometimes does feel a
Speaker:little bit too comfortable.
Speaker:If I can just piggyback on that.
Speaker:Absolutely. I love what you just said
Speaker:there because I was talking to Kayla
Speaker:before we started this morning about my
Speaker:second period last semester which just
Speaker:was not buying into any of it.
Speaker:And that community building just couldn't
Speaker:happen it didn't happen they kept butting
Speaker:heads all along the way. And I would much
Speaker:rather have too comfortable, then that
Speaker:coldness where I walked in the classroom
Speaker:and I could like walk in
Speaker:from, you know, in the beginning
Speaker:of the school year started I'm in
Speaker:Sacramento so it's 110 outside and I walk
Speaker:into a class that's like 54 degrees
Speaker:because they are just not into it. I
Speaker:would much rather have that and you are
Speaker:so right that we as CI teachers work
Speaker:really hard to build that community.
Speaker:I'm there for the kids and I like to get
Speaker:to know the kids and who they are and use
Speaker:what they bring to the table to teach
Speaker:them and if I was just teaching like cold
Speaker:math or you know those types of things
Speaker:where I wouldn't have that relationship.
Speaker:I don't think I'd be here anymore. I mean
Speaker:it's that that relationship with the kids
Speaker:that building that community is so well
Speaker:so you're right. It
Speaker:shouldn't be a shameful thing.
Speaker:We obviously want to manage it so that
Speaker:it's not complete chaos. But as I said I
Speaker:would much rather have too comfortable,
Speaker:then offstand ish type of thing where
Speaker:you're constantly
Speaker:butting heads along the way.
Speaker:Absolutely,
Speaker:absolutely what you just said.
Speaker:What about you Jackie.
Speaker:Yeah I mean I mostly agree. I'm I have
Speaker:never been a department of one that's
Speaker:kind of the only difference in my story
Speaker:so far but it kind of ends up being a
Speaker:department of one because the current
Speaker:school that I'm at and the last school I
Speaker:was at tried to keep all of the students
Speaker:with the same teacher between
Speaker:semesters because we are on a four by
Speaker:four block so the kids take Spanish one
Speaker:in the fall that takes Spanish two in the
Speaker:spring and they try to keep them with the
Speaker:same teacher unless there's some extreme
Speaker:circumstance that requires them to move
Speaker:to a different class.
Speaker:And so yeah semester two they tend to be
Speaker:very comfortable with me. They do get
Speaker:shifted around so they don't have all of
Speaker:the exact same classmates but they do end
Speaker:up with a mostly the same class.
Speaker:There'll be some new people and that kind
Speaker:of shifts the balance a little bit.
Speaker:But yeah I almost take pride
Speaker:in having a chill classroom.
Speaker:My kids are very comfortable talking to
Speaker:me about stuff and I
Speaker:feel like kids do need that.
Speaker:They need an adult they feel like they
Speaker:can talk to. And so to some extent I
Speaker:enable the chill to happen because there
Speaker:is some important stuff happening even if
Speaker:the Spanish takes the
Speaker:backseat for a minute.
Speaker:And I think overall it leads to more buy
Speaker:in in when we're doing
Speaker:things that aren't fun per se.
Speaker:So and really it's it's about learning
Speaker:how to start that balance and it's about
Speaker:learning quick moves to regain the
Speaker:control in the situation
Speaker:and pivot where you need to.
Speaker:And if you can learn to strike that
Speaker:delicate balance then you know things
Speaker:don't get too chill usually.
Speaker:Absolutely. You said something that
Speaker:brought to my mind right away that when
Speaker:kids kids want to talk to me you know
Speaker:they they want to share things.
Speaker:But sometimes it's a little too
Speaker:comfortable about what they want to share
Speaker:and it's not one of those things like the
Speaker:self reporting stuff that you have to
Speaker:report not that kind of stuff but like I
Speaker:had a kid who I like made a joke about
Speaker:something about Target and he's like oh
Speaker:I'm banned from Target.
Speaker:Well oh my gosh I don't know why I asked
Speaker:thinking that it was like shoplifting or
Speaker:stealing but I asked this is so how do
Speaker:you get banned from Target.
Speaker:I mean because he's got a lifetime banned
Speaker:from this Target he cannot go and they
Speaker:got a picture of him in the security ring
Speaker:and he's not allowed in and I am so
Speaker:regretful that I asked and then he told
Speaker:me and I it's not it's not appropriate to
Speaker:talk about here it's that bad.
Speaker:And I'm like oh my gosh he goes well you
Speaker:shouldn't have asked the question if you
Speaker:didn't want to know the answer I'm like
Speaker:yeah but that answer was so out of
Speaker:nowhere I was not expecting that at all.
Speaker:I thought maybe you don't want to know.
Speaker:Yeah it should have been not the NSFW not
Speaker:safe for work comment beforehand you know
Speaker:sometimes they just share.
Speaker:I'm like oh my gosh I did not want to
Speaker:hear that and not and it's funny because
Speaker:I had that kid last semester in a non
Speaker:Spanish class and now I have him again
Speaker:this semester in a Spanish class and I
Speaker:can't look at him the same way.
Speaker:It is just I'm like there is just too
Speaker:much information that I know now and I
Speaker:didn't want to know about that.
Speaker:So it's kind of you know sometimes they
Speaker:over that's the word I want to use they
Speaker:over share they get too friendly and they
Speaker:think of you like a friend and they share
Speaker:that kind of information they share with
Speaker:a friend and I'm like
Speaker:I ain't your friend.
Speaker:Nope nope nope nope we're not going over
Speaker:that boundary that boundary you know keep
Speaker:it a little bit a school appropriate you
Speaker:know you don't have to be church like but
Speaker:we do need to be school like you know
Speaker:there's something just because it goes to
Speaker:your head should not come out your mouth.
Speaker:Yep, and that was one of the things I say
Speaker:a lot is I don't want to know. Don't I
Speaker:don't want to know don't
Speaker:tell me I don't I don't I.
Speaker:You know what once he told me the start
Speaker:of it I'm like I don't want to know
Speaker:anymore stop I don't want to know I don't
Speaker:want to know yesterday yesterday was
Speaker:Saturday Friday had a kid.
Speaker:I had him the year before and his name is
Speaker:junior and he's like up I gotta take a
Speaker:dump I need to pass and you to go take a
Speaker:dump I'm going to explode the bat is like
Speaker:going on and elaborate and like we don't
Speaker:need to know this you can just say I need
Speaker:to go to the bathroom what you do in the
Speaker:bathroom we don't need to know the
Speaker:details then he comes back and he tells
Speaker:us all the details and I'm like we don't
Speaker:need to know this you
Speaker:went to the bathroom.
Speaker:Hopefully you washed your hands you came
Speaker:back there is oversharing we are in
Speaker:Spanish and at least if you're going to
Speaker:describe what you did please do it in
Speaker:Spanish at least at least.
Speaker:Yes do that.
Speaker:Yeah, I have very selective hearing
Speaker:sometimes I'm like I especially between
Speaker:bells. I'm like, oh, I'm just gonna
Speaker:pretend I didn't hear that.
Speaker:But I do use the between Bell things. It
Speaker:was so funny, especially I taught middle
Speaker:school. I'm always listening because they
Speaker:are always talking. And so, I'll bring it
Speaker:up like they'll be talking about so and
Speaker:so is now dating so and so, and so I like
Speaker:throw that into a story, and they're
Speaker:like, how the heck did you know that.
Speaker:I'm like, I'm everywhere I see everything
Speaker:and really like you just said it outside
Speaker:in the hall as you're walking into class
Speaker:I mean I was just paying attention.
Speaker:And so I use that information to make the
Speaker:class more fun and interesting because
Speaker:they think I know everything like, oh
Speaker:yeah, and I go up. Well, john and
Speaker:Melissa, you know they you know they're
Speaker:not talking to each other today they
Speaker:broke up and then like that just happened
Speaker:like 10 minutes ago how
Speaker:do you know that already.
Speaker:It was kind of, you know, just keep your
Speaker:ears open so there are things you want to
Speaker:hear that you can use appropriately in
Speaker:class, and there are things that oh my
Speaker:gosh, I wish I always
Speaker:tell the kids sometimes.
Speaker:There are benefits to being deaf and
Speaker:there are benefits to being blind.
Speaker:Sometimes in class that some things I
Speaker:don't want to see in some things I
Speaker:definitely don't want to hear.
Speaker:We had a kid, we were playing. We were
Speaker:doing colors and body parts we play
Speaker:Twister, and I have
Speaker:two giant Twister boards.
Speaker:So they can fit more people on them
Speaker:they're really really big so I takes two
Speaker:of them and it comes up with a good two
Speaker:thirds of my classroom, and we had a kid
Speaker:who was trying to stay up and bent over
Speaker:and his pants came down and is under a
Speaker:rush on I'm like, oh my gosh.
Speaker:Benefits being blind benefits being
Speaker:blind. So that's that was a class joke
Speaker:that whenever he bends over that his
Speaker:pants come down. It was just kind of
Speaker:funny. Those kinds of
Speaker:things that happen in class.
Speaker:And the inside jokes though like talk
Speaker:about community, right? Yeah, like I was
Speaker:there some of those are some of my
Speaker:favorite parts and then you know
Speaker:something will be one year we were, I was
Speaker:doing buska and something with Komeida
Speaker:and so I was hiding like
Speaker:plastic food around the room.
Speaker:And I hit a fry like a plastic French fry
Speaker:and so I was like buska papa frita. And a
Speaker:kid came back with like an actual French
Speaker:fry and I'm like, where did you find this
Speaker:and they found like an actual old gross
Speaker:McDonald's French fry like in my library.
Speaker:I'm like, that's disgusting and I did put
Speaker:that in there. Who knows when that's been
Speaker:in there since but then that old French
Speaker:fry got taped up on the boat on the
Speaker:whiteboard for the rest of the year which
Speaker:is like a piece of tape.
Speaker:And then it just was called my papa
Speaker:frita. And then it just became like an
Speaker:inside joke and the other classes didn't
Speaker:get it and they're like, why is that
Speaker:there and I'm like you had to be there you had to be there.
Speaker:But like, you know, when we talk about
Speaker:classroom community like that is the type
Speaker:of stuff that I love and you can only get
Speaker:it if you're in that
Speaker:if you're in that crew.
Speaker:And so you're on a typical day I have
Speaker:like six, six groups of
Speaker:inside jokes that I'm also better.
Speaker:Yeah, I did the same thing except I kind
Speaker:of spread them around because I like to
Speaker:call my classroom or one big family who
Speaker:can't sit at the same
Speaker:dinner table at the same time.
Speaker:So I share stories from one class to the
Speaker:other. And so we were just in our first
Speaker:week and as I get new students every
Speaker:semester I'm like Jackie on the four by
Speaker:four so I got brand new students and in
Speaker:my level one class in period one we have
Speaker:this kid named Nikolai and Nikolai we
Speaker:already we got we established on the
Speaker:first day that he was not normal.
Speaker:Because when I asked him what kind of
Speaker:music he listened to he said he listened
Speaker:to experimental pop. None of us had heard
Speaker:of that genre of music not once and then
Speaker:we went and looked it up on Spotify and
Speaker:listen to a song and we're like, what?
Speaker:So we tell him he was not normal because
Speaker:he listened to this experimental pop. So
Speaker:it's kind of like a little joke. Well
Speaker:then the next day we were still talking
Speaker:with him and he talked
Speaker:about how he shaves his legs.
Speaker:And we're like, what guy shaves your leg?
Speaker:I mean, if you're a swimmer I understand
Speaker:but it wasn't swimming season and he's
Speaker:not a swimmer. So we were laughing about
Speaker:that he goes, Yeah, my mom makes fun of
Speaker:me for shaving my legs.
Speaker:I'm like, and rightfully so.
Speaker:We kept a vote how many boys shave their
Speaker:legs. Nobody in the class did. So we did
Speaker:that and then next period period two we
Speaker:started I started the class
Speaker:guy class you won't believe.
Speaker:Remember we talked yesterday and I didn't
Speaker:tell them the name I go that kid is even
Speaker:more abnormal than he was yesterday. And
Speaker:I said, Can anybody guess what he does
Speaker:now and nobody could guess because nobody
Speaker:that was not an anybody's bingo card
Speaker:right and I'm like, he saves his legs.
Speaker:He doesn't wax them. He shaves his legs
Speaker:and I'm like, how many boys in here shave
Speaker:their legs and no boy raises their hands
Speaker:and one of the kid recognized it was his
Speaker:friend. I could see it in his face. He's
Speaker:like laughing and then I go and I'm not
Speaker:going to mention any names and they go
Speaker:Nikolai and everybody starts laughing and
Speaker:the other kid laughs. I go,
Speaker:Are you Nikolai's friend? He's like, Yes,
Speaker:I go. You're just as strange then for
Speaker:being Nikolai's friend. And then we went
Speaker:on with another kid and Eli and Eli was
Speaker:talking about he likes to play video
Speaker:games and he plays
Speaker:video Fortnite every night.
Speaker:And so then I asked him, Do you have a
Speaker:girlfriend? He goes, No, I go, Well, it's
Speaker:obvious because you're playing Fortnite
Speaker:every night instead of trying to get a
Speaker:girlfriend. And so we were talking about
Speaker:that a little bit. And
Speaker:then he goes on and he says,
Speaker:I said, because he's in our I'm going to
Speaker:I teach at a career technical academy. So
Speaker:he's in the culinary program. I said, So
Speaker:what's your specialty dish? He says
Speaker:spaghetti. And I go, Oh, poor Eli.
Speaker:Unfortunately, no girls can experience
Speaker:his magnificent spaghetti because he's
Speaker:playing Fortnite all the time. And then
Speaker:we started going and the kids go, Oh,
Speaker:yes, but he feeds his spaghetti to his
Speaker:game controller. So I did that.
Speaker:And we found a little picture of him with
Speaker:his game controller and we have a
Speaker:Valentine's Day dance coming up in, you
Speaker:know, next month. And so I'm like, class,
Speaker:he doesn't take his a girl to the game
Speaker:because he doesn't have a
Speaker:he doesn't have a girlfriend.
Speaker:So guess what does he take to the dance?
Speaker:And they're like his game controller. So
Speaker:we we had so much fun with that. In fact,
Speaker:I'm going to show you because then I use
Speaker:I use chat GPT in my
Speaker:classroom all the time.
Speaker:Let's see. Eli with spaghetti. I'm
Speaker:getting that. So I can show you. We made
Speaker:this image. And my first period, they
Speaker:didn't hear this because
Speaker:this happened second period.
Speaker:But I wrote a story for our reading time.
Speaker:And they're going to hear the story then
Speaker:so I can share it with them. And it makes
Speaker:it really funny. Let me pull up the
Speaker:pictures here real quick here that I made.
Speaker:So this is the first one with Eli making
Speaker:spaghetti for his game controller. And
Speaker:that looks just like Eli because I
Speaker:uploaded his school picture to get that
Speaker:picture in there. And then here he is
Speaker:taking his game controller
Speaker:to Valentine's Day dance.
Speaker:So this is going to become a funny story
Speaker:that you know, endeared all of us in that
Speaker:first week of Spanish one, the kids were
Speaker:all laughing, which tells you they're
Speaker:understanding what's going on.
Speaker:And they're now this is going to become
Speaker:this like little class mythology that
Speaker:we're going to be working on. And at the
Speaker:end of class, Eli with a smile comes and
Speaker:goes, Profa, you did me
Speaker:dirty. You did me dirty.
Speaker:And that picture should be framed and be
Speaker:on your wall somewhere in that room. Oh,
Speaker:that's a great I should definitely I'm
Speaker:going to print them on Monday. Now that
Speaker:you said that I'm going to print them on
Speaker:Monday and put them up.
Speaker:Laminate for Valentine's Day. You can do
Speaker:little Valentine's cards with those on
Speaker:the front. You can print a five by seven
Speaker:through Walmart for like 17. Oh, no.
Speaker:They put in color color copy machines in
Speaker:our school. So I can just print it on a
Speaker:copy machine, put it I can laminate it.
Speaker:We'll keep it up. And at the end of the
Speaker:semester, I'll give it to Eli saying
Speaker:here, here's your president
Speaker:for the end of the semester.
Speaker:I usually I make stories about my kids
Speaker:every year. I make four stories a week
Speaker:and I put different kids in them. And
Speaker:what I do is I take all the stories of
Speaker:that they're starting and I print them
Speaker:out for them and give them a little
Speaker:booklet so they can remember Spanish with.
Speaker:But now I can do these pictures because
Speaker:I've been having so much fun that chat
Speaker:now does pictures. I started it last
Speaker:spring, making pictures of kids in the
Speaker:stories that we do that come up because
Speaker:it does takes a couple minutes. I put it
Speaker:on there, put my prompt on there. We
Speaker:continue talking in Spanish and then a
Speaker:couple minutes later, it pops up and I can show it to them.
Speaker:And they are just funny and some of the
Speaker:kids are like, Oh, you can't use my
Speaker:school picture. I'll send you a picture
Speaker:that you can use because I don't want
Speaker:that school picture to be the one that
Speaker:chat TVT uses to make my
Speaker:character. So it's funny.
Speaker:So moving back to our little conversation
Speaker:about being too comfortable. When do you
Speaker:realize what makes you think that all of
Speaker:a sudden this is gone to the
Speaker:one side of too comfortable?
Speaker:I feel like I have some non-negotiables
Speaker:and I guess there's three things. I was
Speaker:trying to think of when, like the
Speaker:difference between a lively classroom
Speaker:community versus a chaotic classroom
Speaker:community because I love lively.
Speaker:And I also love chill and I think they
Speaker:both can live within the same space
Speaker:either at the same time or within the
Speaker:same room, just maybe on different days.
Speaker:But on days where it maybe seems lively
Speaker:and I'm trying to decide, okay, is this a
Speaker:good lively or is this a chaotic?
Speaker:I think chaotic is when things seem
Speaker:either unproductive or uncomfortable or
Speaker:unsafe. And I have some non-negotiables
Speaker:for those three
Speaker:things that I look out for.
Speaker:And I mean, the easiest one, I guess not
Speaker:the easiest, but the least threatening
Speaker:one is the unproductive. So I don't care
Speaker:if kids, I have flexible seating in my
Speaker:classroom and I don't care if kids are
Speaker:laying on the floor during, if they're
Speaker:working on something or if
Speaker:they're doing a group game.
Speaker:I have rugs and bean bags and stuff and
Speaker:so if they're physically laying out on
Speaker:the floor, I know other teachers don't
Speaker:like that, but I don't care about that.
Speaker:But if they're laying on the floor and
Speaker:rolling around, then that's an
Speaker:unproductive type of laying on the floor.
Speaker:So I feel like that's one example of a
Speaker:non-negotiable as far as a physical type
Speaker:of thing that I could see that gets into
Speaker:that unproductive territory.
Speaker:As long as they are doing the thing that
Speaker:I'm asking them to do, I'm okay with it.
Speaker:As far as uncomfortable goes, if I see
Speaker:things happening like exclusion or
Speaker:insults, excessive swearing, I say
Speaker:excessive swearing because I do like to
Speaker:teach the kids like meercolists and like
Speaker:some of those like cute little like, you
Speaker:know, fun little like Spanish, like the
Speaker:shiitake mushrooms, like
Speaker:those versions of things.
Speaker:Just because language is real and
Speaker:language is communication and I swear in
Speaker:my real life and they probably are going
Speaker:to want to too. So I do give them some
Speaker:things that they could use within the
Speaker:classroom context that can allow them to
Speaker:express frustration.
Speaker:But if it goes it like if it's English
Speaker:swearing, like that that makes me
Speaker:uncomfortable and then I tell them that
Speaker:and I'm like that I don't care if you do
Speaker:that on your time, but like I don't like
Speaker:hearing that. So that makes me
Speaker:uncomfortable and I'll
Speaker:just share that with them.
Speaker:And then unsafe things would be like not
Speaker:following like our big school rules, of
Speaker:course, like, you know, like violence,
Speaker:threatening, bullying, I mean, any of
Speaker:those things and I don't I don't I've
Speaker:never had issues with those.
Speaker:But I feel like those those three things
Speaker:are the difference for me in between the
Speaker:type of lively and or chill community
Speaker:that I'm okay with and one that I'm not.
Speaker:And I love what you said, the
Speaker:non-negotiables that that's a really good
Speaker:word for that. And yours are the same as
Speaker:mine, the unsafe, you know, because like
Speaker:in my BFFS class, my building foundations
Speaker:for success class I taught last semester,
Speaker:which was not Spanish related at all.
Speaker:It was all in the kids were on their own.
Speaker:It's like I describe what activity they
Speaker:were working on today and they were on
Speaker:their own. They got rambunctious,
Speaker:especially because I had 17 boys and two
Speaker:girls and all the boys knew each other.
Speaker:So they were slapping each other, you
Speaker:know, doing all kinds of stuff that that
Speaker:progressed into the non safe. And so I'm
Speaker:like, we got to be safe in here. We can
Speaker:have a little bit. You can sit where you
Speaker:want. You can do what you need to do to
Speaker:get your work done as long as you're getting your work done.
Speaker:So I am right there with you. They need
Speaker:to be productive. They need to produce
Speaker:something by the end of that period or
Speaker:that time slot that we're working on some
Speaker:activity. They've got to do that.
Speaker:And exclusion is a big one for me that we
Speaker:don't exclude anybody from the classroom
Speaker:that everybody is welcome. You may not
Speaker:like them outside of class, but at least
Speaker:in class, you're going to treat them with
Speaker:respect and moving on.
Speaker:You don't I'm not asking you to hang out
Speaker:with them on the weekends or have a
Speaker:sleepover with them or do any of those
Speaker:kinds of things. But at least be
Speaker:respectful because in real life we have
Speaker:to work with people we don't necessarily
Speaker:like, you know, you may have to work, you
Speaker:know, even as teachers, we sometimes get
Speaker:put into groups as teachers that we have
Speaker:to work on a project like we're doing our
Speaker:WASC accreditation right
Speaker:now. We're working on that.
Speaker:And so we're put into groups and there
Speaker:might be some people you work really well
Speaker:with and some people you might not work
Speaker:really well with, but we still have to
Speaker:work together in a professional thing.
Speaker:And I think it's a really important skill
Speaker:for kids to understand that, you know,
Speaker:we're not excluding anybody.
Speaker:Everybody's got to be included.
Speaker:But that doesn't mean you have to like
Speaker:them. You just have to respect them as a
Speaker:human being. So I think those things and
Speaker:swearing is a big thing. I came from
Speaker:middle school for the past. I taught 11
Speaker:years in high school and
Speaker:swearing wasn't as big of a deal.
Speaker:Then I taught 11 years in middle school
Speaker:and COVID happened. And then we came I
Speaker:came back to high school and swearing is
Speaker:a really big deal at my school. They do
Speaker:it a lot. And I'm like, oh, my gosh, I'm
Speaker:like my poor virgin ears, all the
Speaker:swearing that I hear on there.
Speaker:So that's another one that I'm working on
Speaker:with them too. So it's been a problem.
Speaker:And I like your thing with the miracle.
Speaker:That's a, you know, those kind of things
Speaker:are the euphemisms kind of funny and
Speaker:brings culture into real life culture.
Speaker:And I always explain to my kids because
Speaker:they want to know the swear words. I'm
Speaker:like, the swear words are 10 times
Speaker:stronger than they in in Spanish than
Speaker:they are in English because a lot of them
Speaker:have religious backgrounds.
Speaker:And if you walk down the street and start
Speaker:using these bad words, some strangers
Speaker:gonna slap you across the face because
Speaker:they're not used like they're using
Speaker:English. And they're like, well, my
Speaker:Hispanic friends swears just as much as I
Speaker:do. I go, that's because he learned that
Speaker:from you that it's acceptable in America.
Speaker:But ask him if he'll do that in Mexico or
Speaker:Guatemala or that and they'll say, uh,
Speaker:uh, you know, and where nudity is a
Speaker:little bit more freeing in other
Speaker:countries where it's not so much here. I
Speaker:say it's kind of like the opposite thing.
Speaker:Nudity is okay in other countries more so
Speaker:than swearing in here, you know, swearing
Speaker:is more okay than nudity. So it goes,
Speaker:it's kind of like that. Now bring that
Speaker:cultural point to them that they won't.
Speaker:And if I see some random Hispanic kid
Speaker:walking in the hall, I'll say, come in
Speaker:here for five minutes and let's ask these
Speaker:questions about the swearing and they'll
Speaker:say, oh no, my grandma will slap me if I
Speaker:start saying those words.
Speaker:But you swear here and she goes, well,
Speaker:that's because all the Americans do. So
Speaker:I'm used to doing it that way. Right?
Speaker:When in Rome. Yeah. And to bring in that
Speaker:cultural, you know, component of it too
Speaker:and just educate them about it.
Speaker:And I think kids appreciate that. Like
Speaker:they, they don't know that. So they like,
Speaker:they, I think they genuinely like hearing
Speaker:that. And I, I feel like I'm going to
Speaker:bring that now next time that
Speaker:conversation comes up. So
Speaker:I'm glad you mentioned that.
Speaker:And I should. And back in our day, we
Speaker:couldn't look the words up. They weren't
Speaker:in the dictionary most of the time, you
Speaker:know, stuff. But now I say you really
Speaker:want to know what I'm, go ahead and look
Speaker:them up when you go home.
Speaker:You know, you can find them online if you
Speaker:really want to, but I'm just letting you
Speaker:know that most of the words have a
Speaker:religious connotation. Like when you're
Speaker:using the B word that's referring to
Speaker:Mother Mary and people are not going to
Speaker:think that is a fun word for you to be
Speaker:using on a regular basis.
Speaker:You know, the, the, the F word has to do
Speaker:with the goat, but the goat is the devil,
Speaker:the representation of the devil on the,
Speaker:you know, in the Bible. So, you know,
Speaker:just be mindful of your
Speaker:audience when you use some of this.
Speaker:When you use some of this, because I
Speaker:remember in when I was in high school in
Speaker:the eighties, I know I'm old, I had my
Speaker:Spanish, Spanish story had this kid who
Speaker:was Mexican and he taught me this song
Speaker:that I still know today and it's full of
Speaker:swear words, but it's
Speaker:to Bippity Boppity Boo.
Speaker:It's to that music.
Speaker:So, but I still know those swear words,
Speaker:but I knew the context in which it was
Speaker:okay to use them, because he was really
Speaker:hesitant to teach me that song.
Speaker:Because of the American way of, you know,
Speaker:using swear words and back in the
Speaker:eighties we did not use swear words like
Speaker:they use the swear words now. Not at all
Speaker:we would never swear in front of an adult
Speaker:not ever ever ever ever
Speaker:would that ever have happened.
Speaker:But nowadays they just don't care. So
Speaker:yes, I like your your idea of non
Speaker:negotiables I think that's a really good
Speaker:word for that that's the
Speaker:way they go over that line.
Speaker:Absolutely. What about you Jackie.
Speaker:So, for me, I do have some non
Speaker:negotiables. Unlike you guys, I am not as
Speaker:bothered by swearing.
Speaker:You don't just say yeah you can say
Speaker:whatever you want in my classes totally
Speaker:cool and fine and whatever like I
Speaker:definitely emphasize the idea of time and
Speaker:place. That's another thing I say a lot
Speaker:in my classroom is like hey you know
Speaker:there's a time and a place.
Speaker:This is not the time and this is not the
Speaker:place, you know, just to start getting
Speaker:them to think about, oh, you know, there
Speaker:are things that are appropriate in
Speaker:certain situations and there are things
Speaker:that are not in others you know and I
Speaker:tell them like you know there are things.
Speaker:Y'all are not my friends. You are
Speaker:children I'm not friends with children,
Speaker:it's just never going to happen. You
Speaker:know, I like you guys I love you guys I
Speaker:care about you guys but you are not my
Speaker:friends and so the way that I talked to
Speaker:you and the way that I talked to my
Speaker:friends is different.
Speaker:The way I talked to you and the way I
Speaker:talked to my friends is different than
Speaker:the way I talked to my family.
Speaker:You know, and you need to learn that
Speaker:there are times and places for certain
Speaker:things, you know, and, and my thing with
Speaker:whenever they asked about cussing as I'm
Speaker:like, number one, cussing in Spanish is
Speaker:not like cussing in English.
Speaker:It's a lot more illustrative.
Speaker:You know, it's, and it's not something
Speaker:that is done the way it is here, it's not
Speaker:as casual. And, and then I also I'm like
Speaker:an ethically and legally I'm not allowed
Speaker:to teach you those words.
Speaker:Like, I am by law, not allowed to teach
Speaker:you that. And they're like, what, I'm
Speaker:like, yeah. And, you know, and I go over
Speaker:that with them like you know there are
Speaker:rules and laws and ethics that guide what
Speaker:teachers are not
Speaker:allowed to do with you guys.
Speaker:So if there are teachers who are doing
Speaker:these things, then that's a problem, you
Speaker:know, and that kind of goes back to a
Speaker:safety thing for me. And that's a lot of
Speaker:it for me is like, are we being safe,
Speaker:physically and, you know, mentally and
Speaker:emotionally with each other?
Speaker:And, you know, are we, are we being
Speaker:productive, you know, because there's a
Speaker:point where, and it's always about
Speaker:finding that line like, you know, it's
Speaker:fine for them to express frustration to a
Speaker:point, but then it gets to a point where
Speaker:it's no longer productive.
Speaker:And that's what I'm like, okay, and we're
Speaker:going to move on. Thank you for the tea.
Speaker:Let's move on. And, and just kind of
Speaker:going that and usually it involves if, if
Speaker:it won't go anywhere else than changing
Speaker:activities is a good way to recalibrate
Speaker:the pacing and just kind of go all right
Speaker:and pivot and you know we
Speaker:go into a different activity.
Speaker:And that's something I got from john
Speaker:coward with his packet method he's he was
Speaker:teaching in Memphis, which when I first
Speaker:encountered his work I was teaching in a
Speaker:Memphis light kind of situation.
Speaker:And so it was it that was very helpful
Speaker:for me to kind of learn how to make those
Speaker:shifts into how to get
Speaker:into a more productive space.
Speaker:Absolutely. And you hit about a couple of
Speaker:things that I that I was thinking as
Speaker:you're going through.
Speaker:Oops, if I hit the wrong button on the
Speaker:wrong screen I'm trying to take notes as
Speaker:you're going through so I remember
Speaker:everything and I'm on the wrong screen.
Speaker:The swearing. I'm going to rephrase, I'm
Speaker:not offended by the swearing because I'm
Speaker:not one of those prude type people not at
Speaker:all, but I always just joke
Speaker:about that with my students.
Speaker:But my thing is like you like say time
Speaker:and place and when they become too
Speaker:comfortable with using these words.
Speaker:They're going to use them in the wrong
Speaker:time in the wrong
Speaker:place outside of school.
Speaker:I mean, in school, it's low stakes, they
Speaker:get in trouble, they get written up, you
Speaker:know, nothing really big happens. We
Speaker:protect them. But let's say it's a job
Speaker:interview and they let out the F bomb
Speaker:because they're so used to
Speaker:saying the F bomb out there.
Speaker:You know, that's that's a job
Speaker:opportunities now lost. Or let's say they
Speaker:got the job they made it to the
Speaker:interview, but now they're
Speaker:cussing a little too much.
Speaker:And some people are getting offended and
Speaker:putting this under harassment. And now
Speaker:they're getting into more because they
Speaker:don't know the audience that they're
Speaker:doing so that time and
Speaker:place is a real thing.
Speaker:And when they become too comfortable,
Speaker:they don't even know that they're doing
Speaker:it. And when they're doing it, I taught
Speaker:with she's gonna hate
Speaker:me for calling her out.
Speaker:But Carmen sent Carmen Andrews from Las
Speaker:Vegas, I taught with her for many years.
Speaker:And we always used to have to remind her
Speaker:because we'd be talking in the hall right
Speaker:at the beginning of the school year.
Speaker:And she has forgotten to turn off her
Speaker:summer mouth and moved it to her school
Speaker:mouth. So we're in the hallways and she's
Speaker:like cussing up a storm like we're in
Speaker:school, we're in school schools.
Speaker:Because I keep forgetting I haven't
Speaker:gotten that mode to switch back into
Speaker:school mode where you know, you're
Speaker:filtering what you're saying. And that's
Speaker:the that's the big thing
Speaker:with me with the swearing.
Speaker:It's more about them being mindful of
Speaker:time and place. And they don't really
Speaker:understand that schools a different time
Speaker:and place because they hang out with
Speaker:their friends. That's the reason for
Speaker:being school for them.
Speaker:They do not think about it as education,
Speaker:it's a place for them to hang out with
Speaker:their friends. So that's not there's no
Speaker:difference in place between
Speaker:the mall and school for them.
Speaker:But I want them to realize in the real
Speaker:world, that's good, that can be a
Speaker:problem, you can get in trouble for
Speaker:cursing too much in the job place. If
Speaker:you're offending other people. So I like
Speaker:that that time and place is really there.
Speaker:And that is key. Always have a backup
Speaker:activity in the back of your pocket for
Speaker:when anything goes wrong.
Speaker:I have backup activities, but sometimes I
Speaker:use them too much. So I have what I call
Speaker:a thinking activity, not for them to
Speaker:think, but for me to think how am I to
Speaker:get myself out of this hole
Speaker:that I just dug myself into.
Speaker:And it's usually I have backup videos
Speaker:that I can play, whether it be a senior
Speaker:wooly song that I've got three or four
Speaker:minutes to think of
Speaker:some activity I can pivot.
Speaker:Or I have some funny animated shorts that
Speaker:I have that are there and it gets the
Speaker:kids to pay attention while I'm
Speaker:scrambling for an
Speaker:activity to do in the background.
Speaker:Like what haven't I done? What can we do
Speaker:that's a little bit different that I can
Speaker:transition them to because what we're
Speaker:doing right now isn't working just
Speaker:because it's not that
Speaker:day for that activity.
Speaker:Or it went so far down the rabbit hole
Speaker:that I can't get it back. So I need to
Speaker:find something else.
Speaker:So I have some of those.
Speaker:Back up activities or what I call teacher
Speaker:thinking activities where the kids are
Speaker:doing something like watching a video
Speaker:that I don't have to grade later.
Speaker:And I can just go ahead and while that
Speaker:video is going and maybe takes two videos
Speaker:for me to think of something that we can
Speaker:pivot to to do right away
Speaker:that was really helpful.
Speaker:So I like that to the backup activities
Speaker:really really important for that.
Speaker:Jackie do you have some go to backups?
Speaker:When in data make them right.
Speaker:Because it takes a while to.
Speaker:Yeah. And it also like it's because
Speaker:usually what ends up happening is they
Speaker:get to piling around a
Speaker:little too much and like it.
Speaker:If I change modes and get them to start
Speaker:writing then they have to focus on the
Speaker:writing and they can't they can't focus
Speaker:on the writing and keep running around
Speaker:the room like a bunch of goofballs.
Speaker:You know and it's something that it's
Speaker:recenters them and focus on that focuses
Speaker:on them down to a single point.
Speaker:And then I can transition them into like
Speaker:reading or something like that where it's
Speaker:individual and they're having to be quiet
Speaker:and focus on something.
Speaker:And that usually works as like a reset.
Speaker:Is it work for me sort of.
Speaker:The only way it's it's really worked for
Speaker:me is if we haven't really done anything
Speaker:that we can write about but I can always
Speaker:find us something to write.
Speaker:You know even if it's just the discussion
Speaker:that they were having that took us off
Speaker:the rails or you know because a lot of
Speaker:times that happens when we're in calendar
Speaker:talk or they're getting too crazy with
Speaker:their story and trying to come up with
Speaker:really elaborate complicated things.
Speaker:To put into it and then I'm like you know
Speaker:that sounds great that in
Speaker:your version that you write.
Speaker:Which is something I got from I think Von
Speaker:Ray is the one who
Speaker:said that in a conference.
Speaker:He might have gotten it from playing. I
Speaker:don't know but it came from that world.
Speaker:And it just kind of like
Speaker:cuts the tension and we move on.
Speaker:And they get a reason for it. And
Speaker:essentially later on if they really want
Speaker:it. I'm like yeah it's just we got to
Speaker:keep it a little simpler for the sake of
Speaker:you know like progression.
Speaker:Exactly.
Speaker:Do you have any backup
Speaker:activities you use Kayla.
Speaker:As we're having this conversation I'm
Speaker:trying to think of some that I've done
Speaker:and I do feel like I tend to go to
Speaker:writing but I also like to
Speaker:find that I still like to be.
Speaker:Give the illusion that I'm like up in
Speaker:front and in charge. So I
Speaker:like to do the 1310 rights.
Speaker:So then it you know it kind of it's like
Speaker:the independent but then I'm also still
Speaker:there like leading the activity. So it's
Speaker:like I did plan this.
Speaker:This wasn't this wasn't a fallback for me
Speaker:this was actually in my plan.
Speaker:You know and then it just makes it seem
Speaker:like it's a little bit more of a you know
Speaker:of a structured activity.
Speaker:I really like the idea of the thinking
Speaker:breaks. I last year I bought all of all
Speaker:I'm gonna be so sad that I can't remember
Speaker:who wrote who wrote the books all of the
Speaker:in case by Pensando all of the what am I
Speaker:thinking about riddle book in Spanish.
Speaker:And so those have been a good fallback
Speaker:for me where we'll do riddles of like you
Speaker:know guess who I'm thinking of and we'll
Speaker:you know read clue by clue and kind of go
Speaker:through those and that it's a reading
Speaker:activity but it's a you know we'll do it
Speaker:on the dot cam and we'll go one by one.
Speaker:And you know they they fill
Speaker:time but it also allows me to.
Speaker:They need to really focus on what the
Speaker:clues are and then I have to explain the
Speaker:clues and so it's a good kind of reset
Speaker:type of activity because they have to
Speaker:really be focused on it.
Speaker:And I have all of I think there's seven
Speaker:books out now I got them all on Amazon.
Speaker:And so I have taught of
Speaker:them so I have not run out yet.
Speaker:So I feel like those are
Speaker:two that I've that I've done.
Speaker:Yeah.
Speaker:When I say when I say
Speaker:writing I mean writing discuss.
Speaker:So turns into a whole class conversation
Speaker:but I have them writing while I'm typing
Speaker:it up on the screen.
Speaker:Yeah because then and I make them write
Speaker:it by hand as well because that that
Speaker:physical act of writing means that
Speaker:they're remembering it
Speaker:more and it's pushing them to.
Speaker:It's a way for them to help internalize
Speaker:the structure of the grant.
Speaker:And you know the
Speaker:diacritical marks and stuff like that.
Speaker:So I do think it's important
Speaker:to have them writing as well.
Speaker:I also find it's a very my classroom is
Speaker:always very calm when everyone is writing
Speaker:and I don't know if that's it's probably
Speaker:just a coincidence because everyone's
Speaker:literally focused on pen to paper but it
Speaker:those are all some of the
Speaker:most focused moments in my room.
Speaker:And those are some of the I mean that's
Speaker:when you can really get your great pop up
Speaker:grammar in you know that's
Speaker:really my only time that I do.
Speaker:I feel like I get my best type of types
Speaker:of pop up grammar lessons and you know
Speaker:chats about like meta language and all
Speaker:that type of cool stuff that
Speaker:those kids want to know about.
Speaker:So yeah absolutely those are
Speaker:some really really great ideas.
Speaker:We're getting close to the end so I want
Speaker:to ask what routines or phrases help you
Speaker:reset expectations without killing the
Speaker:vibe killing the morale without going
Speaker:into that you know the Snoopy want want
Speaker:want want want teacher.
Speaker:When things get close to that point where
Speaker:I'm about to lose it I will I will say no
Speaker:me molestes porque me están molestando
Speaker:don't bug me because you're sure me and
Speaker:they all know what that means.
Speaker:And then if it gets past that point with
Speaker:the particular students that are the
Speaker:offenders then I switch to English and I
Speaker:invite them to take a walk and then they
Speaker:know I mean business because when I
Speaker:invite someone to leave my room then it's
Speaker:like become an issue.
Speaker:And I think everyone who knows me just
Speaker:knows like if she tells you to leave like
Speaker:it's you're past the point
Speaker:of it being funny anymore.
Speaker:Yeah so usually it's just you need to
Speaker:take a walk and think about this and you
Speaker:take a walk and and calm yourself.
Speaker:You need to take a walk and and recollect
Speaker:your thoughts you know and it's just it's
Speaker:in English and it's quick and it's
Speaker:they'll say yes or no and then we just
Speaker:continue to move on
Speaker:with what I need to do.
Speaker:I think that's key also that you make it
Speaker:quick and dirty and then come right back
Speaker:and get back into class it's not turns
Speaker:into a lecture type of thing I think
Speaker:that's an important thing because I think
Speaker:the lecture will definitely take the vibe
Speaker:and you're not going to get it back.
Speaker:What about you Jackie.
Speaker:You know, like I said before I use the
Speaker:whole time and place thing.
Speaker:And I will also ask if
Speaker:I look if I look amused.
Speaker:Like, you know, and like and I got this
Speaker:from my mother but I have
Speaker:a very good scary stare.
Speaker:And do not have that.
Speaker:Oh yeah no I have a very good scary stare
Speaker:all of my friends were afraid of my
Speaker:mother I was afraid of her like, I had
Speaker:that look in high school I remember I was
Speaker:backstage during a rehearsal and some
Speaker:people were planning around backstage
Speaker:which you were not supposed to do because
Speaker:you were supposed to be silent backstage
Speaker:because everything that goes on backstage
Speaker:you can hear on stage
Speaker:and in the audience.
Speaker:And I just stood
Speaker:there behind one of them.
Speaker:And just did I did my best mom stare and
Speaker:and the kid turned around and like
Speaker:startled and it cut it out. So I do have
Speaker:the benefit of a very nice RBF.
Speaker:That I will pull out and I will just
Speaker:stare at them. And then I usually get a
Speaker:sorry ma'am. And, you know, so I
Speaker:typically don't even have to say
Speaker:anything. I can just stare at him and
Speaker:then I also like, well, I
Speaker:try to keep time to in Spanish.
Speaker:And so like I just reset the timer and
Speaker:then I just stare at holding the button
Speaker:to start it again until they stop and
Speaker:then eventually their classmates stop
Speaker:like because I believe
Speaker:in in in in peer pressure.
Speaker:I'm with you I do the silent I stop I say
Speaker:the angrier get the quieter I become.
Speaker:So I'll just stop everything and be quiet
Speaker:and just wait and I'll wait and I'll
Speaker:wait. But you know, you said that stare
Speaker:face. I don't have it. You know, I was
Speaker:told my years ago with when I was working
Speaker:with Carmen Andrews.
Speaker:I was like, I do not have I don't have
Speaker:kids. So I don't have that face. I just
Speaker:don't have it. She goes, well, make your
Speaker:face and let's see. And then we're at
Speaker:lunch and all of a to you're like, yeah,
Speaker:that wouldn't work for me either. That
Speaker:face that you have. It's
Speaker:it's not going to work.
Speaker:And then I find it hard because sometimes
Speaker:what the kids say are so inappropriate,
Speaker:but at the same time so funny that it's
Speaker:really hard not to laugh
Speaker:or keep a straight face.
Speaker:Just some of the things that come out of
Speaker:their mouths and I'm like, I know I
Speaker:should not be laughing at this, but I
Speaker:can't help it there. I mean, it was just
Speaker:hilarious. And then I'll have to say
Speaker:something like so inappropriate funny,
Speaker:but definitely inappropriate.
Speaker:Not the time, not the place kind of
Speaker:thing. So for me, what works for me and
Speaker:is just going silent. Just going silent
Speaker:and the kids know it's really bad when
Speaker:I'll go, I'll cancel class. It will be
Speaker:like 10 minutes at the end of class and
Speaker:I'll be like, okay,
Speaker:everybody put your stuff away.
Speaker:You're just sitting there quietly. I
Speaker:don't want no talking, no nothing. You
Speaker:can't open a book. You can't read. You
Speaker:can't do anything. You just have to sit
Speaker:there. We're all going to sit there and
Speaker:quiet because I'm done teaching because
Speaker:you're done learning.
Speaker:And we just sit there and then they're
Speaker:like, it's like 10 minutes of really
Speaker:uncomfortability. And then at the end of
Speaker:class, they go, okay, that was painful.
Speaker:We're going to start fresh tomorrow.
Speaker:Give that little thing. So the silence
Speaker:really works that peer pressure, like you
Speaker:said, does work when you get really,
Speaker:really silent. That's what works best for
Speaker:me. And like Kayla said, to make it quick
Speaker:and come right back to what you were
Speaker:doing so that it's not so because lots of
Speaker:times what they're trying to do is to get
Speaker:attention and they don't care whether
Speaker:it's a negative
Speaker:attention or positive attention.
Speaker:It's just attention is what they want.
Speaker:And so they'll do that. And then if you
Speaker:give them more attention by disciplining
Speaker:them there in that moment for an extended
Speaker:period of time, they got exactly what
Speaker:they want. And they're more likely to do
Speaker:something like that again in the future,
Speaker:where if you shut it down really quick
Speaker:and then get right back to class, they're
Speaker:less likely to pull that saying that,
Speaker:well, that didn't work.
Speaker:So in that those moments.
Speaker:And then what I have days I try to do is
Speaker:I try to preempt some of that. So like if
Speaker:I know I have kids who are like that, who
Speaker:just want and crave attention. Sometimes
Speaker:I try to give them a little bit of one on
Speaker:one attention at the beginning of class,
Speaker:like when they're doing bell work and
Speaker:stuff like that. And I just kind of like
Speaker:focus on them and talk to them a little
Speaker:bit and like give them that one on one
Speaker:adult attention that I
Speaker:know that they kind of crave.
Speaker:And that kind of helps later on it
Speaker:because it helps them, I guess, regulate
Speaker:or whatever it is. It helps, but it also
Speaker:humanizes need to them. And so then when
Speaker:I need to get onto them, you know, they
Speaker:know it's not because profe hates me.
Speaker:It's not because of this, that and the
Speaker:other. And then, you know, if it's a lot
Speaker:of them doing stuff, the other thing I
Speaker:will say is like, guys, I
Speaker:don't need to pass this class.
Speaker:I already took this class and I already
Speaker:got my degree in Spanish. I don't need
Speaker:Spanish to y'all need it. Y'all need to
Speaker:pass this class so
Speaker:that you can graduate. So.
Speaker:And I just leave it at that. And that
Speaker:usually shapes a lot of them.
Speaker:Yeah, that's something that you talked
Speaker:about is something that Susie Gross
Speaker:talked about is filling their love bank
Speaker:so that you can take withdrawals. So you
Speaker:have to boost them up so that they know
Speaker:that you do like them. And it's not about
Speaker:their, you know, that
Speaker:you don't like them.
Speaker:You're boosting that up. And then then
Speaker:when you need to take a withdrawal and
Speaker:discipline them, you've got something to
Speaker:take. If you've never filled their love
Speaker:bank up first, then you're going in,
Speaker:you're going into the negative. And then
Speaker:that starts to make some tension between
Speaker:you and the student right off the bat. So
Speaker:I think that is a really good point.
Speaker:Yeah, I was gonna say it kind of goes
Speaker:well after what you just said, both of
Speaker:you of when I have days that get really
Speaker:uncomfortable like that, usually the next
Speaker:day, like to have a little bit of closure
Speaker:to then begin that day. So I'll be like,
Speaker:Hey, I know this happened yesterday. I
Speaker:love you guys so much, though.
Speaker:And like, let's please remember why
Speaker:you're here. So I'll either you know,
Speaker:I'll bring in like, we're here because
Speaker:you want to learn Spanish, I know you
Speaker:guys want this and we'll get what you've
Speaker:been able to, you know, achieve until
Speaker:this point. So let's keep that going. But
Speaker:what happened yesterday cannot happen.
Speaker:And then I usually have like a meme or a
Speaker:GIF, literally related to the incident
Speaker:that happened, like on my welcome side,
Speaker:like there'll be like a meme of like,
Speaker:when you and your friend are looking at
Speaker:each other like this after the teacher comes in, they'll be like, oh, I'm sorry, I'm sorry.
Speaker:Yeah, he sees me, he's Martha last night. So you're gonna like eventually, like, my
Speaker:dad alwaysVE been on the phone and widget
Speaker:and I feel normal about it, but then it's
Speaker:awesome that you, just if you are, less often than not. You're making me pay off,
Speaker:you may have just like 8 hell to go, you know, get something to
Speaker:get back on high the..
Speaker:Single fingers and having weirdthen your
Speaker:You know, some of my kids who've been the
Speaker:offenders of certain
Speaker:things, you know, have
Speaker:come into class and been like, I'm really
Speaker:sorry for what happened yesterday.
Speaker:It was just, it was for this reason and
Speaker:it won't happen again
Speaker:and blah, blah, blah.
Speaker:You know, everything's,
Speaker:it's good going forward.
Speaker:It's because we built
Speaker:that community ahead of time.
Speaker:So absolutely.
Speaker:And I tell my kids always, I go, I might
Speaker:get angry in the moment,
Speaker:but I'm not one who holds
Speaker:grudges when the bell rings.
Speaker:It's over for me.
Speaker:And we start fresh the next day.
Speaker:We start with fresh, um, to let kids know
Speaker:that you don't have
Speaker:to hang onto the anger
Speaker:and it doesn't have to linger and it
Speaker:doesn't have to fester
Speaker:to become something bigger
Speaker:than that.
Speaker:That we just say, you
Speaker:know, it, it happened.
Speaker:It's over.
Speaker:Let's start fresh and start anew.
Speaker:Cause we all make mistakes.
Speaker:I make mistakes.
Speaker:You make mistakes.
Speaker:We'll make mistakes tomorrow, but we can
Speaker:all grow from those
Speaker:mistakes and start every,
Speaker:every day with a fresh
Speaker:start so that we can move on.
Speaker:And I think it's a really
Speaker:important kind of thing.
Speaker:It's a good like whole citizen teaching
Speaker:moment for them, not just
Speaker:a Spanish teaching moment
Speaker:that we are, you know, we're
Speaker:trying to be good citizens.
Speaker:And if we hold grudges and stuff like
Speaker:that, those kinds of
Speaker:things fester into something
Speaker:much more, much bigger than we can then
Speaker:into a point where we
Speaker:can't control it anymore.
Speaker:So we need to be able to let go.
Speaker:Life's too short to be able to hold onto
Speaker:these kinds of things.
Speaker:And I think it's a really, um, a really
Speaker:good lesson to teach them.
Speaker:Absolutely.
Speaker:Yeah.
Speaker:Yeah.
Speaker:It's very needed.
Speaker:And because a lot of them
Speaker:are not getting it at home.
Speaker:Yeah.
Speaker:A lot of them aren't getting anything at
Speaker:home to be quite honest.
Speaker:In some of my cases, some of my cases,
Speaker:they don't get any kind
Speaker:of attention, feedback,
Speaker:positive or negative,
Speaker:you know, be teaching.
Speaker:Yeah.
Speaker:Their home lives are really
Speaker:depressing for some of them.
Speaker:And I feel for these kids, some of them
Speaker:that they only love and
Speaker:attention they get is at
Speaker:school.
Speaker:Mm-hmm.
Speaker:And that's just a sad
Speaker:situation that we're in.
Speaker:We are at our time.
Speaker:Does anybody have any final things that
Speaker:they would like to say
Speaker:as we close out today?
Speaker:One final thing I wanted to add is that
Speaker:I, um, I think part of
Speaker:the way that I maintain
Speaker:that, uh, uh, vibe of being friendly
Speaker:leader, not buddy who
Speaker:teaches Spanish is I like to
Speaker:share about my, um, professional
Speaker:endeavors with my kids.
Speaker:And I find that they
Speaker:find it really interesting.
Speaker:And I was trying to think back to my high
Speaker:school teachers and
Speaker:nobody ever shared any
Speaker:of that with us.
Speaker:And it was, and maybe it was because no
Speaker:one was really doing
Speaker:anything outside the classroom,
Speaker:which is fine.
Speaker:But I find when I present, I attend
Speaker:conferences, when I, um, do
Speaker:service work, um, even, even
Speaker:this podcast, I like to
Speaker:share that stuff with my kids.
Speaker:Like, Hey, I'm doing this.
Speaker:And I feel like that kind of creates that
Speaker:like subconscious,
Speaker:like, okay, like Cinderita
Speaker:is cool, but she also knows her stuff.
Speaker:So like, we're gonna, we're still gonna
Speaker:like listen to what she
Speaker:has to say and like trust
Speaker:her with like our trust
Speaker:her with our Spanish journey.
Speaker:So, um, and I don't know, I think to role
Speaker:modeling and, you know,
Speaker:seeing, seeing teachers
Speaker:and seeing adults in their careers and in
Speaker:their professions,
Speaker:um, continuing to learn
Speaker:networking and, and being part of these
Speaker:professional communities.
Speaker:And so I, I think there's maybe a stigma,
Speaker:like, you know, don't
Speaker:share too much about
Speaker:your lives with your kids, but in this
Speaker:regard, I really like to
Speaker:share those things with them.
Speaker:And I found that it's,
Speaker:it's been really beneficial.
Speaker:It also teaches them that we're lifelong
Speaker:learners and that we
Speaker:always, you know, every school
Speaker:has it somewhere in their mission
Speaker:statement to make lifelong
Speaker:learners out of these kids.
Speaker:But if we don't demo that, just telling
Speaker:them that it's not
Speaker:going to work, that you need
Speaker:to be learning.
Speaker:Tell them I'll be
Speaker:watching something on TV.
Speaker:Like years ago, probably about 10 years
Speaker:ago, I watched this program.
Speaker:It was not even a documentary.
Speaker:It was a TV show.
Speaker:And they were talking about plants that
Speaker:didn't need, um, soil or water to live.
Speaker:And I'm like, what?
Speaker:That can't be a real thing.
Speaker:So I had a pause.
Speaker:The TV show is on and I went and looked
Speaker:it up on Google and
Speaker:there is, it's a plant that
Speaker:lives like in crevices of mountains that
Speaker:you can buy them in, um,
Speaker:in, you know, plant stores.
Speaker:Um, and they don't need any soil.
Speaker:They just live in a crevice of a rock.
Speaker:And then they get all their moisture out
Speaker:of the air that they need.
Speaker:And that's all that they need.
Speaker:And I'm like, well, I
Speaker:mean, I'm always learning.
Speaker:There's something I'm watching or
Speaker:something that triggers
Speaker:something and I have to look
Speaker:it up right away or, you know, our
Speaker:learning communities that
Speaker:we're part of, or if we go
Speaker:to conferences, I think
Speaker:that's really important as well.
Speaker:Because it shows them that, yeah, we have
Speaker:our degrees and we
Speaker:might be, um, at the end
Speaker:of our careers or in the middle of our
Speaker:careers, but we're still learning.
Speaker:We didn't just stop and
Speaker:be stagnant at that moment.
Speaker:Absolutely.
Speaker:It's a great way to end that one.
Speaker:What about you, Jackie?
Speaker:Um, so sometimes it can seem scary and it
Speaker:can seem like you
Speaker:don't have control of your
Speaker:classroom when they get chill and they
Speaker:get too comfortable and too relaxed.
Speaker:And because there is this mentality of
Speaker:like school is serious
Speaker:and you come in and you
Speaker:sit in a desk and you face the board and
Speaker:you take notes and then
Speaker:you take a quiz and then
Speaker:you take a test, you know, at very like
Speaker:super harsh, strict.
Speaker:And so relaxing out of that can feel
Speaker:really scary because it
Speaker:feels like a lack of control.
Speaker:Um, and it's important to realize that
Speaker:like you can have the
Speaker:relaxed vibe and relaxed
Speaker:atmosphere and the community aspect and
Speaker:still be the adult in the room.
Speaker:Um, and it can take time to develop that
Speaker:balance, but it is
Speaker:possible and it's not always going
Speaker:to feel super comfortable.
Speaker:Um, but that's okay.
Speaker:And I think a lot of teachers kind of shy
Speaker:away from it when it feels uncomfortable.
Speaker:And especially as language teachers,
Speaker:we're not, you know,
Speaker:we're not regular subjects.
Speaker:Like we teach communication and we teach
Speaker:connection and you have to feel
Speaker:comfortable to do that.
Speaker:So it just, it just makes sense.
Speaker:Absolutely.
Speaker:And I'm just going to reiterate from my
Speaker:closing, um, that the
Speaker:non-negotiable is a really key
Speaker:word there.
Speaker:What are you willing to
Speaker:put up with in your class?
Speaker:And it may not look, I mean, another
Speaker:teacher's like, Oh my gosh,
Speaker:there's no way I would allow
Speaker:that to happen in class where other
Speaker:teachers like, you know, flexible
Speaker:seating, like sitting
Speaker:on the floor and that kind of stuff.
Speaker:I allow that to happen too.
Speaker:As long, my rule is as long as you're
Speaker:paying attention, you're
Speaker:with us, however you sit,
Speaker:doesn't matter to me
Speaker:because that's not the point.
Speaker:I want you to be comfortable.
Speaker:But if you're not
Speaker:paying attention, guess what?
Speaker:You're in that hard child seat, that
Speaker:student seat that's
Speaker:sitting there and you're going
Speaker:to be sitting upright feet on the floor.
Speaker:Um, no crossing legs, no nothing, you
Speaker:know, that kind of thing.
Speaker:So it's up to you how you do that.
Speaker:But that works out really, really well.
Speaker:Make that non-negotiable.
Speaker:What, what are you willing to let slide
Speaker:or let happen in your
Speaker:classroom and where is
Speaker:that line and make sure that your kids
Speaker:know where that line
Speaker:is, those non-negotiables,
Speaker:things like being unsafe, whether it be
Speaker:emotionally, because I like
Speaker:that Jackie brought that in.
Speaker:We normally think of unsafe, we think
Speaker:physically, but
Speaker:emotionally unsafe as well.
Speaker:Being unproductive, excluding people, too
Speaker:much swearing in the
Speaker:wrong time and place,
Speaker:those kinds of things have that, that,
Speaker:um, that line, those non-negotiables.
Speaker:I think that's really, really good.
Speaker:And don't just think
Speaker:about them in your head.
Speaker:Things don't exist
Speaker:until you write them down.
Speaker:So even if you don't share the list with
Speaker:your kids, write it down,
Speaker:have it on a sticky note
Speaker:close to your, um, your desk.
Speaker:I have tons of sticky notes that I taped
Speaker:to my desk that I kept
Speaker:like, okay, these, in
Speaker:fact, what I sometimes do is I take a
Speaker:piece of paper and I
Speaker:stick my sticky notes to this
Speaker:paper and tape it down.
Speaker:And I put that in one of those protective
Speaker:sleeves and I taped the protective sleeve
Speaker:to my desk.
Speaker:So I have quick references I can look at
Speaker:it, go, oh, I need to
Speaker:hit the super seven.
Speaker:These, I have a list of my super seven
Speaker:verbs that are up there.
Speaker:So I make sure that I'm hitting them.
Speaker:I have my non-negotiable things, things
Speaker:that I'm not willing to,
Speaker:to do those kind of little
Speaker:notes that are there and
Speaker:on my table at all times.
Speaker:And they're not laminated because I need
Speaker:to maybe add or change.
Speaker:So I just have that sleeve.
Speaker:I slipped the paper in
Speaker:and slipped the paper out.
Speaker:Works really, really well for me.
Speaker:Little reminders for myself.
Speaker:You know, yes, no, either,
Speaker:or question word questions.
Speaker:Just that I forgot to ask
Speaker:a question word question.
Speaker:It helps me keep myself on track.
Speaker:So with that, that's a
Speaker:wrap today, everybody.
Speaker:A huge thanks to you for
Speaker:hanging out with us today.
Speaker:An extra big thank to Kayla and Jackie
Speaker:for keeping it real and
Speaker:reminding us that strong
Speaker:community still needs structure.
Speaker:And if today's episode helped you rethink
Speaker:boundaries, leadership
Speaker:energy, or how to reset
Speaker:without nuking your classroom vibe,
Speaker:mission accomplished.
Speaker:If you haven't already, make sure you
Speaker:subscribe, leave a quick
Speaker:review and share this episode
Speaker:with that one teacher friend who
Speaker:definitely needs it,
Speaker:but will never admit it.
Speaker:You can watch us live on YouTube or catch
Speaker:the replay on your favorite podcast app.
Speaker:Ditch the drills, trust the process, and
Speaker:I'll see you next
Speaker:time on Comprehend This.
Speaker:Bye-bye, everybody.
Speaker:Bye.
