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Transcript

Empowering Multilingual Learners: Practical Strategies for Educators · The Wheelhouse

0:01
In
0:01
today's
0:02
episode,
0:02
we
0:02
highlight
0:03
practical
0:03
ways
0:04
to
0:04
humanize
0:05
the
0:05
classroom
0:05
for
0:06
multilingual
0:06
learners,
0:07
and
0:08
we'll
0:08
talk
0:08
about
0:08
how
0:09
the
0:09
distinction
0:09
between
0:10
conversational
0:10
language
0:11
and
0:11
academic
0:12
language
0:13
benefits
0:13
each
0:13
student.
0:14
A
0:14
new
0:14
episode
0:15
of
0:15
the
0:15
Wheelhouse
0:16
begins
0:17
right
0:17
now.
0:28
Thank
0:28
you
0:28
so
0:28
much
0:28
for
0:29
taking
0:29
time
0:29
out
0:29
of
0:29
your
0:30
busy
0:30
day
0:30
to
0:30
give
0:30
us
0:31
a
0:31
listen.
0:32
Season
0:32
10
0:32
features
0:33
a
0:33
team
0:33
of
0:33
four
0:34
like
0:34
minded
0:35
friends
0:35
and
0:35
colleagues,
0:36
Kathy
0:36
Mone,
0:37
Michael
0:37
Pipa,
0:38
Dr.
0:38
Alicia
0:39
Monroe,
0:40
and
0:40
yours
0:40
truly.
0:41
We've
0:41
opened
0:42
the
0:42
conversation
0:42
this
0:43
season
0:43
to
0:43
think
0:44
about
0:44
empowering
0:45
educators
0:46
to
0:46
cultivate
0:47
open
0:47
doors
0:48
and
0:48
unlimited
0:49
possibilities
0:50
for
0:50
each
0:50
student.
0:52
The
0:52
Wheelhouse
0:53
exists
0:53
to
0:53
create
0:54
an
0:54
inclusive
0:54
community
0:55
of
0:55
empowered
0:56
educators
0:57
who
0:57
believe
0:57
that
0:58
together
0:58
we
0:58
can
0:59
disrupt
0:59
the
0:59
transactional
1:00
herding
1:01
nature
1:01
of
1:01
schooling
1:02
to
1:02
create
1:03
districts,
1:04
schools
1:04
and
1:04
classrooms
1:05
where
1:06
each
1:06
student
1:06
feels
1:07
confident,
1:07
optimistic,
1:09
capable,
1:09
well
1:10
supported
1:10
and
1:11
emboldened
1:12
to
1:12
be
1:12
and
1:13
to
1:13
become
1:14
who
1:14
they're
1:14
meant
1:14
to
1:14
be.
1:16
Episodes
1:16
of
1:16
the
1:16
Wheelhouse
1:17
will
1:17
explore
1:18
bodies
1:18
of
1:19
knowledge
1:19
and
1:19
expertise
1:20
that
1:20
align
1:20
to
1:21
this
1:21
vision
1:21
and
1:22
these
1:22
guiding
1:23
principles.
1:24
Our
1:24
team
1:24
and
1:25
our
1:25
guests
1:25
are
1:25
committed
1:26
to
1:26
this
1:26
fundamental
1:27
challenge
1:28
to
1:28
realize
1:29
what
1:29
we
1:29
want
1:29
for
1:30
each
1:30
student
1:30
to
1:30
experience
1:31
in
1:31
school.
1:32
In
1:33
this
1:33
episode,
1:33
we're
1:34
going
1:34
to
1:34
focus
1:34
on
1:34
the
1:34
first
1:35
of
1:35
four
1:35
guiding
1:36
principles.
1:37
We
1:37
are
1:37
steadfastly
1:38
committed
1:39
to
1:39
each
1:39
learner
1:40
and
1:40
each
1:41
educator
1:41
believing
1:42
they
1:42
are
1:42
distinctive
1:43
and
1:44
irreplaceable.
1:45
You
1:46
know,
1:46
for
1:46
our
1:46
multilingual
1:47
learners.
1:48
Humanizing
1:49
the
1:49
classroom
1:49
experience
1:50
includes
1:51
five
1:52
big
1:52
ideas
1:54
Centering
1:54
relationships
1:55
before
1:56
content
1:57
so
1:57
that
1:57
students
1:58
see
1:58
that
1:58
who
1:58
they
1:59
are
1:59
matters
2:00
as
2:00
much
2:00
as
2:00
what
2:01
they
2:01
know
2:02
Amplifying
2:03
voices
2:04
so
2:04
students
2:04
thinking
2:05
is
2:05
valued
2:06
regardless
2:07
of
2:07
English
2:08
proficiency
2:09
Honoring
2:10
context
2:11
and
2:11
identity
2:12
so
2:12
it
2:12
frames
2:12
the
2:13
classroom
2:14
as
2:14
a
2:14
place
2:14
where
2:15
each
2:15
student's
2:16
pasts
2:17
enrich
2:17
the
2:18
present,
2:19
creating
2:20
psychological
2:20
safety
2:21
so
2:21
students
2:22
feel
2:22
safe
2:22
to
2:23
try
2:24
even
2:24
when
2:24
unsure
2:26
and
2:26
finally
2:26
focusing
2:27
on
2:27
growth
2:27
over
2:28
perfection
2:29
so
2:29
it
2:29
validates
2:30
students
2:31
as
2:31
learners
2:31
in
2:32
the
2:32
process
2:33
and
2:33
not
2:33
problems
2:34
to
2:34
be
2:34
fixed.
2:35
Today,
2:36
let's
2:36
dive
2:36
in
2:36
deeper
2:37
with
2:37
our
2:37
special
2:38
guest,
2:38
Dr.
2:38
Gretchen
2:39
Oliver,
2:40
Siena
2:41
University
2:41
Assistant
2:42
professor
2:42
of
2:42
Education,
2:43
Co
2:44
Coordinator
2:44
of
2:45
TESOL
2:45
Programs
2:46
and
2:46
the
2:47
Principal
2:47
Investigator,
2:48
Project
2:48
Director
2:49
for
2:49
Advancing
2:50
Language
2:50
and
2:50
Literacy
2:51
for
2:51
English
2:52
learners.
2:53
Dr.
2:53
Greta
2:54
Oliver
2:54
also
2:55
serves
2:55
as
2:55
an
2:55
Educational
2:56
Consultant
2:56
for
2:57
Gregory
2:57
and
2:57
Oliver
2:58
Consulting.
2:59
Dr.
2:59
Oliver
3:00
has
3:00
worked
3:00
in
3:00
a
3:01
multitude
3:01
of
3:01
other
3:01
roles
3:02
including
3:03
as
3:03
a
3:03
faculty
3:04
member
3:04
at
3:04
Clarkston
3:05
University
3:05
Graduate
3:06
School,
3:06
Project
3:07
Coordinator
3:07
for
3:08
grant
3:08
funded
3:08
professional
3:09
development
3:09
and
3:09
research
3:10
projects
3:10
with
3:11
the
3:11
State
3:11
University
3:11
of
3:12
New
3:12
York.
3:12
She's
3:13
been
3:13
a
3:13
faculty
3:13
member
3:14
for
3:14
Casta,
3:15
an
3:15
ENL
3:15
leadership
3:16
coach,
3:16
and
3:17
as
3:17
a
3:17
K12
3:17
French
3:18
teacher
3:18
for
3:18
almost
3:18
a
3:19
decade.
3:19
We
3:20
are
3:20
thrilled
3:21
that
3:21
she
3:21
is
3:21
here
3:21
with
3:21
us
3:22
in
3:22
the
3:22
Wheelhouse
3:22
today
3:23
to
3:23
share
3:23
her
3:24
expertise
3:25
in
3:25
supporting
3:26
multilingual
3:27
learners
3:28
with
3:28
our
3:28
listeners
3:30
and
3:30
Keep
3:30
in
3:30
mind,
3:30
at
3:31
the
3:31
end
3:31
of
3:31
the
3:31
day,
3:32
what
3:32
we
3:32
do
3:32
for
3:33
some
3:33
children
3:33
is
3:34
even
3:34
bigger
3:34
than
3:35
cultivating
3:35
hope
3:35
or
3:36
killing
3:36
dreams.
3:37
It's
3:37
a
3:37
matter
3:38
of
3:38
life
3:38
and
3:39
death.
3:40
This
3:40
was
3:40
a
3:40
great
3:41
conversation
3:41
with
3:42
Gretchen
3:42
and
3:42
our
3:43
team.
3:43
I
3:43
hope
3:43
you'll
3:44
listen
3:44
to
3:44
the
3:44
entire
3:45
episode
3:46
to
3:46
hear
3:46
the
3:46
details.
3:48
Together,
3:48
let's
3:48
open
3:49
doors
3:49
and
3:49
unlimited
3:50
possibilities
3:50
for
3:51
each
3:51
and
3:52
every
3:52
student.
3:53
And
3:54
now,
3:54
episode
3:55
six
3:55
in
3:55
a
3:56
great
3:56
conversation
3:56
with
3:57
our
3:57
special
3:57
guest,
3:58
Dr.
3:58
Gretchen
3:59
Oliver
3:59
and
3:59
our
4:00
wheelhouse
4:00
team,
4:01
Kathy
4:01
mone,
4:02
Michael
4:02
Pipa,
4:03
Dr.
4:03
Alicia
4:04
Monroe,
4:05
yours
4:05
truly.
4:06
Take
4:06
a
4:07
listen.
4:12
Good
4:13
afternoon.
4:13
I'm
4:14
Grant
4:14
Chandler.
4:14
Welcome
4:15
back
4:15
to
4:15
the
4:15
Wheelhouse.
4:16
We're
4:17
taping
4:17
in
4:17
the
4:18
afternoon,
4:18
so
4:19
to
4:19
be
4:19
careful
4:20
what
4:20
I
4:20
said.
4:21
I'm
4:22
back
4:22
with
4:22
my
4:22
amazing
4:23
team.
4:23
Kathy
4:24
Mone,
4:24
Michael
4:25
Pipa,
4:25
Annalisea
4:26
Monroe.
4:27
Good
4:27
afternoon.
4:29
Good
4:29
afternoon.
4:29
Good
4:30
afternoon.
4:31
Just
4:32
like
4:32
a
4:32
choir.
4:33
It's
4:33
beautiful.
4:34
It's
4:35
good
4:36
to
4:36
see
4:36
all
4:36
of
4:36
you.
4:37
We're
4:37
taping
4:37
a
4:37
day
4:37
late,
4:38
so
4:38
my
4:38
whole
4:38
week
4:39
is
4:39
completely
4:40
messed
4:41
up
4:42
because
4:42
I'm
4:42
used
4:42
to
4:43
Tuesday
4:43
morning,
4:43
right?
4:44
So
4:44
it's
4:44
good
4:45
to
4:45
see
4:45
you
4:45
all.
4:46
I
4:47
have
4:47
been
4:47
off,
4:48
and
4:48
you
4:48
know
4:49
that,
4:49
sir,
4:49
because
4:50
as
4:50
we
4:50
talk,
4:50
and
4:51
you've
4:51
been
4:51
trying
4:51
to
4:51
get
4:51
me
4:52
on
4:52
track,
4:52
and
4:52
it's
4:53
because
4:54
I
4:54
did
4:54
not
4:55
start
4:55
my
4:55
Tuesdays
4:56
with
4:57
this
4:58
team.
4:58
I
4:59
just
4:59
have
4:59
been
5:00
in
5:00
such
5:00
a
5:01
weird
5:01
space
5:02
and
5:02
just
5:02
off.
5:03
So
5:03
I'm
5:04
thrilled
5:04
to
5:04
be
5:05
sharing
5:05
space
5:06
with
5:06
all
5:06
of
5:06
you
5:06
today.
5:08
When
5:09
the
5:09
holidays
5:09
come
5:09
on
5:10
Monday
5:10
and
5:10
you
5:10
have
5:11
an
5:11
extra
5:11
Monday,
5:11
and
5:12
then
5:12
Tuesday
5:13
starts
5:13
and
5:13
you
5:13
don't
5:14
know
5:14
what
5:14
day
5:14
it
5:14
is,
5:14
that's
5:15
just
5:15
the
5:15
world
5:15
we're
5:16
living
5:16
in
5:16
this
5:16
week.
5:16
Yes.
5:17
Well,
5:17
we
5:17
are
5:18
super
5:18
excited.
5:19
I
5:19
am
5:19
super
5:19
excited.
5:20
I
5:20
know
5:20
the
5:20
team
5:20
is
5:21
as
5:21
well,
5:22
and
5:22
thank
5:22
you,
5:22
Michael,
5:23
for
5:23
making
5:23
this
5:23
amazing
5:24
connection.
5:24
We
5:25
are
5:25
delighted
5:26
to
5:26
have
5:28
Dr.
5:28
Gretchen
5:29
Oliver
5:29
here
5:30
today.
5:31
I've
5:31
done
5:32
the
5:32
bio
5:33
speech
5:34
in
5:34
the
5:34
introduction,
5:36
so
5:37
welcome,
5:37
Dr.
5:38
Oliver.
5:38
We
5:38
are
5:38
absolutely
5:39
thrilled
5:39
to
5:39
welcome
5:39
you
5:40
to
5:40
the
5:40
Wheelhouse.
5:41
Thank
5:41
you
5:41
so
5:42
much.
5:42
I
5:42
am
5:42
thrilled
5:43
to
5:43
be
5:43
here.
5:43
And
5:44
I'm
5:44
so
5:44
appreciative
5:45
to
5:45
Mike
5:46
for
5:46
connecting
5:46
us,
5:47
and
5:48
I
5:48
am
5:48
as
5:48
well.
5:48
He
5:49
has
5:49
connected
5:49
some
5:50
amazing
5:50
people
5:51
to
5:51
us,
5:52
and
5:53
you
5:54
included.
5:54
So
5:55
we're
5:55
really
5:56
glad,
5:56
really
5:57
glad
5:57
to.
5:57
To
5:58
welcome
5:58
you
5:58
and
5:58
to
5:58
be
5:58
able
5:59
to
5:59
have
5:59
this
6:00
conversation.
6:00
And
6:00
I
6:00
always
6:01
try
6:01
to
6:02
kind
6:02
of
6:03
focus
6:04
each
6:04
of
6:05
the
6:05
episodes
6:05
on
6:06
one
6:06
of
6:06
our
6:07
guiding
6:07
principles.
6:08
And
6:08
as
6:08
I
6:08
was
6:08
trying
6:09
to
6:09
prepare
6:09
for
6:09
today,
6:10
I
6:10
was
6:10
like,
6:10
you
6:10
know,
6:11
we're
6:11
gonna
6:11
be
6:11
talking
6:12
about
6:12
multilingual
6:13
learners,
6:14
and
6:14
we're
6:14
gonna
6:14
be
6:14
talking
6:15
about
6:16
a
6:16
lot
6:16
of
6:16
children
6:16
who
6:17
were
6:17
not
6:17
born
6:17
in
6:18
this
6:18
country,
6:18
and
6:19
it's
6:19
like
6:19
they
6:19
all
6:19
fit
6:20
every
6:20
single
6:21
one
6:21
of
6:21
the
6:21
guiding
6:22
Principles
6:23
are
6:23
completely
6:24
applicable
6:24
as
6:24
we
6:24
talk
6:25
about
6:25
it,
6:25
but
6:25
you
6:25
had
6:26
to
6:26
choose
6:26
one.
6:27
And
6:27
so
6:28
I
6:28
chose
6:28
the
6:28
first
6:28
one.
6:29
You
6:29
know,
6:29
steadfastly
6:30
committed
6:30
to
6:30
each
6:31
learner
6:31
and
6:32
to
6:32
each
6:32
educator,
6:33
believing
6:33
that
6:33
they're
6:34
distinctive
6:34
and
6:34
irreplaceable.
6:35
And
6:35
I
6:35
thought,
6:36
how
6:36
fitting
6:37
in
6:37
2025
6:38
to
6:38
really
6:39
be
6:39
able
6:39
to
6:39
frame
6:40
a
6:40
conversation
6:40
around
6:41
for
6:41
our
6:42
multilingual
6:42
learners
6:43
and
6:43
the
6:44
teachers
6:44
of
6:44
multilingual
6:46
learners
6:46
around
6:47
this
6:47
idea
6:47
that
6:49
they,
6:49
too,
6:49
like
6:50
everyone
6:50
else,
6:51
we
6:51
want
6:51
them
6:51
all
6:51
to
6:51
believe
6:52
that
6:52
they
6:53
are
6:53
distinctive
6:54
and
6:54
irreplaceable.
6:55
So
6:56
that's
6:56
where
6:56
we're
6:57
going
6:57
to
6:57
go
6:59
today.
7:00
So
7:00
I'm
7:00
just
7:01
going
7:01
to
7:01
throw
7:01
out
7:01
a
7:02
question.
7:02
And
7:03
as
7:03
you
7:03
know,
7:03
we
7:03
just
7:03
kind
7:04
of.
7:04
We
7:04
go
7:04
where
7:04
we
7:05
go.
7:07
What
7:07
do
7:07
you
7:08
see?
7:09
What
7:09
do
7:09
you
7:09
see
7:11
as
7:11
some
7:12
of
7:12
the
7:12
needs
7:13
and
7:15
potential.
7:16
What
7:16
is
7:16
it
7:16
that
7:16
you'd
7:17
like
7:17
us
7:17
all
7:17
to
7:17
know
7:18
about
7:19
English
7:20
language
7:20
learners?
7:22
Well,
7:23
they
7:23
have
7:23
a
7:24
huge
7:24
amount
7:24
of
7:25
potential,
7:25
and
7:25
they
7:25
bring
7:26
so
7:26
many
7:26
different
7:26
assets
7:27
to
7:27
the
7:27
classroom
7:28
with
7:28
them.
7:29
Um,
7:29
I
7:29
think
7:30
one
7:30
of
7:30
the
7:31
misconceptions
7:32
about
7:32
English
7:33
language
7:33
learners
7:34
is
7:34
that
7:34
they
7:34
are
7:35
immigrants
7:35
or
7:35
they're
7:36
refugees,
7:36
when
7:37
in
7:37
fact,
7:37
many
7:38
of
7:38
these
7:38
students
7:38
were
7:39
born
7:39
here
7:40
in
7:40
the
7:40
United
7:40
States
7:41
and
7:41
they
7:42
are
7:42
actually
7:42
US
7:43
Citizens.
7:44
They
7:44
were
7:44
just
7:44
raised
7:45
in
7:45
homes
7:45
where
7:46
English
7:46
is
7:46
not
7:46
the
7:47
first
7:47
language
7:48
or
7:48
English
7:48
is
7:49
one
7:49
of
7:49
two
7:49
languages
7:50
that
7:50
they
7:50
learn.
7:51
And
7:51
so
7:51
when
7:52
they
7:52
come
7:52
into
7:52
our
7:52
schools,
7:54
they're
7:54
learning
7:55
English
7:55
for
7:55
the
7:56
first
7:56
time.
7:56
And
7:57
we
7:57
have
7:57
an
7:58
opportunity
7:59
to
7:59
help
7:59
them
8:00
develop
8:00
by
8:01
literacy
8:01
and
8:02
bilingualism.
8:03
And
8:03
that's
8:03
a
8:04
real
8:04
superpower.
8:05
So
8:06
that's.
8:06
That's
8:06
the
8:06
first
8:06
thing.
8:07
They
8:07
bring
8:07
a
8:07
lot
8:07
of
8:07
assets
8:08
to
8:08
the
8:08
classroom.
8:09
With
8:09
them,
8:11
we
8:11
have
8:11
the
8:11
opportunity
8:12
to
8:14
work
8:14
with
8:14
their
8:14
funds
8:15
of
8:15
knowledge
8:15
to
8:17
help
8:17
them
8:18
draw
8:18
upon
8:19
their
8:19
lived
8:19
experiences,
8:20
whether
8:21
those
8:21
be
8:21
formal
8:22
or
8:22
informal,
8:23
and
8:24
use
8:24
those
8:24
as
8:24
a
8:25
foundation
8:25
for
8:26
their
8:26
new
8:27
learning.
8:27
And
8:28
so
8:28
when
8:28
we
8:29
look
8:29
at
8:29
them
8:29
through
8:29
that
8:29
asset
8:30
perspective
8:31
and
8:31
think
8:31
about
8:32
the
8:32
things
8:32
that
8:32
they
8:32
can
8:33
do,
8:34
as
8:34
opposed
8:34
to
8:35
their
8:36
developing
8:37
English
8:37
language
8:38
proficiency
8:39
as
8:39
a
8:39
deficit,
8:42
we
8:42
can
8:42
really
8:43
start
8:43
to
8:43
look
8:43
at
8:44
them
8:44
in
8:44
a
8:44
different
8:45
light.
8:46
You
8:46
know,
8:46
I
8:46
was
8:47
in
8:47
another
8:47
life.
8:48
I
8:48
was
8:48
a
8:48
world
8:48
language
8:49
teacher
8:49
for
8:50
21
8:51
years.
8:51
Yes,
8:51
I'll
8:52
bet
8:52
you
8:52
were.
8:53
And
8:54
I
8:54
was
8:54
always
8:55
jealous
8:56
of
8:57
English
8:58
language
8:58
learners
8:59
because
8:59
of
8:59
their
9:00
ability
9:01
to
9:01
grow
9:01
up
9:02
bilingual
9:03
or
9:03
trilingual
9:05
or
9:05
quadlingual,
9:07
and
9:08
thinking
9:08
about
9:08
all
9:09
of
9:09
my
9:09
other
9:09
students
9:10
who
9:10
are
9:11
struggling
9:12
English
9:12
learners,
9:13
struggling
9:14
to
9:14
learn
9:15
another
9:15
language
9:15
as
9:16
a
9:16
foreign
9:16
language
9:17
in
9:17
high
9:17
school,
9:18
and
9:18
thinking
9:19
all
9:20
these
9:20
other
9:20
students
9:21
that
9:21
we
9:21
come
9:21
in
9:22
contact
9:22
with
9:22
have
9:22
such
9:23
a
9:24
amazing
9:24
potential
9:25
that
9:25
surpasses.
9:26
I
9:26
was
9:26
jealous,
9:26
you
9:27
know,
9:27
that
9:27
they.
9:27
Because
9:28
what
9:28
an.
9:29
What
9:29
an
9:29
amazing
9:29
gift
9:30
to
9:30
be
9:30
able
9:30
to
9:30
grow
9:30
up
9:31
and
9:31
learn
9:31
in
9:31
multiple
9:32
languages.
9:33
Absolutely.
9:35
I
9:35
was
9:35
a
9:35
middle
9:35
school
9:36
French
9:36
teacher,
9:37
and
9:37
my
9:38
first,
9:39
My
9:39
first
9:39
encounter
9:40
with
9:40
an
9:40
English
9:41
language
9:41
learner,
9:42
I
9:42
was
9:42
in
9:42
the
9:42
computer
9:43
lab
9:43
with
9:43
my
9:44
students.
9:44
And
9:44
they,
9:45
they
9:45
hated
9:45
that
9:45
because
9:46
they
9:46
had
9:46
to
9:46
sit
9:46
in
9:46
front
9:46
of
9:46
the
9:47
computer
9:47
and
9:47
they
9:47
weren't
9:48
in
9:48
the
9:48
classroom.
9:48
We
9:48
were
9:49
interacting
9:49
with
9:50
one
9:50
another
9:50
and
9:51
telling
9:51
stupid
9:51
stories
9:52
and,
9:52
you
9:53
know,
9:53
building
9:53
up
9:53
their.
9:54
Their
9:54
knowledge
9:54
of
9:54
the
9:55
French
9:55
language
9:56
in
9:56
real
9:56
contextualized
9:57
ways.
9:57
Anyway,
9:58
I
9:58
digress,
9:59
but
9:59
there
9:59
was
10:00
this
10:00
student
10:00
in
10:00
front
10:00
of
10:01
a
10:01
computer,
10:01
and
10:02
I
10:02
asked
10:02
the
10:02
TA
10:03
in
10:03
the
10:03
lab,
10:04
what's
10:04
going
10:04
on
10:05
here?
10:05
And
10:05
she
10:05
said,
10:06
oh,
10:06
he's.
10:06
He's
10:06
new.
10:07
He's.
10:08
He's
10:08
an
10:08
ESL
10:09
student
10:09
and
10:10
he's.
10:11
This
10:11
is
10:11
what
10:11
they're
10:11
doing
10:11
with
10:12
him.
10:12
And
10:13
my
10:13
heart
10:13
broke
10:13
for
10:14
this
10:14
child
10:14
because
10:15
I
10:15
thought,
10:16
well,
10:17
how
10:17
is
10:17
he
10:17
expected
10:18
to
10:18
learn
10:18
English
10:19
just
10:19
sitting
10:19
in
10:19
front
10:20
of
10:20
a
10:20
computer
10:20
and
10:21
where's
10:21
the
10:22
teacher?
10:22
And
10:23
this
10:23
is
10:24
just
10:24
so
10:24
wrong.
10:27
I
10:27
was
10:27
a
10:28
French
10:28
teacher
10:28
as
10:28
well,
10:28
so
10:29
that's.
10:29
We
10:29
might
10:29
have
10:30
to
10:30
have.
10:30
We
10:30
might
10:30
have
10:30
to
10:31
have
10:31
another
10:31
conversation
10:33
in
10:33
another
10:34
world,
10:34
right?
10:34
In
10:35
another
10:35
world.
10:35
I
10:36
just
10:36
have
10:36
to,
10:36
you
10:36
know,
10:36
I
10:37
just
10:37
have
10:37
to
10:37
tell
10:37
you
10:38
a
10:38
story.
10:38
I
10:38
was
10:38
on
10:38
an
10:39
airplane
10:39
once
10:40
coming
10:40
back
10:40
from
10:41
France
10:41
with
10:42
a
10:42
group
10:42
of
10:42
students.
10:42
And,
10:43
you
10:43
know,
10:44
the
10:44
landing,
10:44
you
10:44
know,
10:45
when
10:45
you're
10:45
getting
10:45
ready
10:45
to
10:46
land
10:46
back
10:47
in
10:47
the
10:47
United
10:47
States,
10:47
they
10:47
have
10:48
landing
10:48
cards
10:48
for,
10:49
for
10:49
those
10:49
of
10:49
us
10:49
who
10:49
are
10:50
non
10:50
American
10:50
citizens.
10:51
And
10:52
they
10:52
were
10:52
two
10:52
French
10:53
teenagers
10:53
sitting
10:54
next
10:54
to
10:54
me
10:54
and
10:55
the
10:55
steward,
10:56
you
10:56
know,
10:56
the
10:56
flight
10:57
attendant
10:57
comes
10:57
by
10:57
and
10:58
the
10:59
two
10:59
girls
10:59
didn't
11:00
know
11:00
how.
11:00
They
11:00
didn't
11:00
know
11:01
what
11:01
they
11:01
were
11:01
handed,
11:02
and
11:02
they
11:02
didn't
11:03
know
11:03
what
11:03
they
11:04
were
11:04
supposed
11:04
to
11:04
do
11:04
with
11:04
it.
11:05
And
11:05
the
11:05
flight
11:05
attendant
11:06
just
11:06
kept
11:06
speaking
11:07
louder
11:07
and
11:08
louder
11:09
to
11:09
them,
11:10
you
11:11
know,
11:11
and
11:11
I
11:11
was
11:11
just
11:12
cracking
11:12
up
11:13
laughing,
11:13
right?
11:13
Because
11:14
I
11:14
could
11:14
hear,
11:14
of
11:15
course,
11:15
I
11:15
understood
11:15
everything
11:16
that
11:16
they
11:16
were
11:16
saying.
11:17
And,
11:17
you
11:18
know,
11:18
finally
11:18
I
11:18
just
11:18
was
11:19
like,
11:19
they're
11:19
not
11:20
hard
11:20
of
11:21
hearing.
11:23
They
11:23
don't
11:23
understand
11:24
you
11:24
because
11:24
you're
11:25
using.
11:25
You
11:25
know,
11:26
we're
11:26
going
11:27
to
11:27
talk
11:27
in
11:27
a
11:27
different
11:28
language
11:28
and
11:28
see
11:28
how
11:29
you
11:29
do.
11:29
Right,
11:30
we're
11:30
going
11:30
to
11:30
do
11:30
that.
11:31
And
11:32
so,
11:32
you
11:32
know,
11:32
long
11:32
story,
11:33
but
11:34
this
11:34
whole
11:34
podcast
11:35
is
11:35
about
11:36
humanizing
11:37
the
11:37
environment.
11:38
We
11:38
talked
11:39
last
11:39
week.
11:39
We
11:40
had
11:40
an
11:40
amazing
11:40
conversation
11:41
with
11:41
a
11:42
teacher,
11:42
the
11:42
national
11:43
teacher
11:44
from
11:44
the
11:44
Teachers
11:45
hall
11:45
of
11:45
Fame,
11:46
about
11:46
humanizing
11:48
the.
11:49
The
11:49
environment
11:50
for,
11:51
for
11:51
all
11:51
students,
11:51
for
11:52
each
11:52
student.
11:52
When
11:53
you
11:53
think
11:53
about
11:54
humanizing
11:55
the
11:55
environment
11:56
for
11:56
multilingual
11:57
learners,
11:58
what
11:58
comes
11:58
to
11:59
mind
11:59
in
11:59
your
11:59
geniusness?
12:02
Well,
12:02
I
12:02
think
12:03
that
12:03
the
12:03
first
12:04
thing
12:04
that
12:04
we
12:05
need
12:05
to
12:05
do
12:05
is
12:05
just
12:06
see
12:06
them
12:07
for
12:07
the
12:08
individuals
12:08
that
12:08
they
12:09
Are
12:10
we
12:10
need
12:10
to
12:10
build
12:11
relationships
12:11
with
12:12
them.
12:13
We
12:13
need
12:13
to
12:14
help
12:14
them
12:14
them
12:15
trust
12:15
us.
12:16
We
12:17
need
12:17
to
12:17
be
12:17
those
12:19
adults
12:20
that
12:20
they
12:20
know
12:21
that
12:21
they
12:21
can
12:21
go
12:22
to.
12:22
We
12:23
are
12:23
often
12:23
their
12:24
lifeline.
12:26
I
12:26
have
12:27
a
12:27
student
12:27
in
12:28
my,
12:28
I'm
12:28
just
12:28
coming
12:29
off
12:29
of
12:29
my
12:29
summer
12:30
Foundations
12:30
and
12:30
TESOL
12:31
class,
12:32
and
12:33
we
12:33
have
12:34
a
12:35
few,
12:35
few
12:35
texts
12:36
that
12:36
are
12:36
foundational
12:36
to
12:37
our
12:37
program.
12:38
We
12:38
read
12:39
Zaretta
12:39
Hammond's
12:40
Culturally
12:40
Responsive
12:40
Teaching
12:41
in
12:41
the
12:41
Brain.
12:43
We
12:43
use
12:43
our
12:43
New
12:43
York
12:44
State
12:44
Culturally
12:44
Responsive
12:45
Sustaining
12:45
Education
12:46
framework,
12:47
and
12:48
we
12:49
also
12:49
use
12:49
the
12:50
TESOL
12:50
6
12:50
principles.
12:52
And
12:52
so
12:52
with
12:52
this,
12:53
the
12:54
big
12:54
connection
12:54
here
12:55
is
12:55
creating
12:56
a
12:56
welcoming
12:57
and
12:57
affirming
12:58
environment.
12:58
And
12:58
so
12:59
we
12:59
do
12:59
a
12:59
lot
12:59
with
13:00
that.
13:01
And
13:02
I
13:02
have
13:02
a
13:02
student
13:03
in
13:03
that
13:03
class
13:03
who
13:04
was
13:04
an
13:05
English
13:05
language
13:06
learner
13:06
herself.
13:07
And
13:07
she
13:08
had
13:08
written
13:08
in
13:09
one
13:09
of
13:09
her.
13:10
Her
13:10
essays
13:11
something
13:11
along
13:12
the
13:12
lines
13:12
of
13:13
she
13:13
had
13:13
an
13:14
ENL
13:14
teacher
13:15
who
13:15
believed
13:15
in
13:15
her
13:16
before
13:17
she
13:17
believed
13:17
in
13:18
herself.
13:19
And
13:21
that's
13:21
what
13:22
made
13:22
her
13:23
really.
13:24
She
13:24
said
13:24
that
13:25
that
13:25
relationship
13:26
really
13:26
went
13:27
beyond
13:27
academics
13:29
and
13:29
it
13:29
made
13:29
her
13:30
feel
13:30
seen,
13:31
valued
13:32
and
13:32
safe.
13:33
And
13:34
that's
13:34
the
13:34
kind
13:35
of
13:35
teacher
13:35
that
13:36
she
13:36
wants
13:36
to.
13:37
To
13:37
be.
13:37
And
13:38
so
13:38
when
13:38
I
13:38
think
13:38
of
13:39
like
13:39
that
13:39
humanizing
13:40
educational
13:41
environment,
13:42
that's
13:43
exactly
13:43
what
13:43
I
13:43
think
13:44
of.
13:45
And
13:46
I
13:46
think
13:46
Dr.
13:47
Dwayne
13:47
Chisum
13:48
also,
13:48
you
13:49
know,
13:49
talked
13:50
to
13:50
us
13:50
about
13:50
the
13:51
belief
13:51
gap.
13:52
And
13:52
you
13:52
started
13:53
the
13:53
conversation
13:54
really.
13:55
That's
13:55
what
13:55
lifted
13:56
up
13:56
to
13:57
me
13:57
was
13:57
around
13:58
this.
13:59
We,
13:59
we
13:59
have
14:00
all
14:00
of
14:00
these
14:00
assumptions
14:02
about
14:03
students
14:03
who
14:05
don't
14:06
speak
14:06
English
14:06
as
14:07
their
14:07
primary
14:08
language
14:09
that,
14:10
you
14:10
know,
14:10
all
14:10
of
14:10
these
14:11
beliefs
14:11
that
14:12
we
14:12
bring
14:12
to
14:13
the
14:13
table
14:14
that
14:15
more
14:15
times
14:16
than
14:16
not
14:16
are
14:16
inaccurate.
14:18
So
14:18
seeing
14:19
students
14:20
for
14:20
who
14:20
they
14:21
are
14:21
and
14:21
allowing
14:22
for
14:22
that
14:23
space
14:24
to
14:24
truly
14:25
know
14:25
them
14:26
and
14:26
creating
14:27
a
14:27
space
14:27
in
14:28
which
14:29
you
14:29
can,
14:30
and
14:30
that
14:30
vulnerability
14:32
can
14:32
be
14:33
created
14:34
can
14:34
be
14:34
safe
14:35
and
14:35
allow
14:36
for
14:37
that
14:37
humanizing
14:41
environment
14:41
to
14:41
truly
14:42
flourish.
14:44
But
14:44
we
14:44
have
14:45
to
14:45
check
14:45
ourselves
14:47
first
14:48
in
14:48
what
14:49
we're
14:49
seeing
14:50
and
14:50
what
14:50
we're
14:50
doing
14:52
if
14:52
we're
14:53
going
14:53
to
14:53
be
14:53
able
14:54
to
14:54
get
14:54
to
14:54
that
14:55
place
14:55
of,
14:56
of
14:57
truly
14:57
building
14:58
that
14:58
space
14:58
for
14:59
students.
15:00
Well.
15:00
And
15:00
one
15:00
of
15:00
the
15:01
things
15:01
that
15:01
I
15:01
really
15:01
tried
15:02
to
15:02
emphasize
15:03
with
15:03
my
15:03
students
15:04
is
15:04
that
15:05
we
15:05
have
15:05
to
15:06
be
15:06
humble
15:07
and
15:07
we
15:07
have
15:08
to
15:08
see
15:08
ourselves
15:09
not
15:09
just
15:09
as
15:09
teachers,
15:10
but
15:10
as
15:10
learners.
15:11
So
15:12
we
15:12
have
15:12
to
15:12
be
15:12
willing
15:13
to
15:13
learn
15:14
about
15:14
our
15:14
students
15:16
and
15:16
be
15:16
able
15:17
to
15:19
use
15:19
what
15:19
we
15:20
learn
15:21
in,
15:21
in
15:22
our
15:23
lessons,
15:23
in
15:24
our
15:24
activities
15:25
and
15:26
use
15:26
them
15:27
in
15:27
positive
15:28
ways
15:28
so
15:29
that
15:29
we're
15:29
sending
15:30
that
15:30
message.
15:31
I
15:32
see
15:32
you,
15:33
I
15:33
value
15:33
you.
15:34
Your
15:35
contributions
15:36
are
15:36
important.
15:39
So
15:39
I
15:40
thank
15:40
you
15:40
for
15:40
saying
15:40
that,
15:41
because
15:41
identity
15:42
is
15:42
key.
15:42
I
15:43
think
15:43
about
15:43
my
15:44
experience.
15:45
I
15:45
was
15:45
a
15:46
double
15:46
major
15:46
in
15:46
college,
15:47
political
15:47
science
15:48
and
15:48
Spanish.
15:49
I
15:49
identify
15:50
as
15:50
Afro,
15:51
Latina,
15:52
so
15:52
in
15:52
my
15:52
household,
15:53
I'm
15:53
hearing
15:53
patois
15:54
on
15:54
one
15:55
side
15:55
and
15:55
soy
15:56
boricua.
15:57
So
15:57
I'm
15:57
hearing
15:57
Puerto
15:58
Rican
15:58
Spanish
15:59
on
15:59
the
16:00
other
16:00
side.
16:01
As
16:01
I'm
16:01
moving
16:01
and
16:02
matriculating
16:03
through
16:03
the
16:03
Spanish
16:05
courses
16:06
towards
16:06
my
16:07
major.
16:08
It's
16:08
a
16:08
hard
16:08
fit
16:09
for
16:09
me,
16:10
right?
16:11
Because
16:11
my
16:11
Spanish
16:12
isn't
16:12
Castilian
16:13
Spanish,
16:14
right?
16:15
My
16:15
spy,
16:15
my
16:16
Spanish
16:16
is
16:17
near
16:17
and
16:17
dear
16:17
to
16:18
my
16:18
heart.
16:18
It's
16:19
dialect
16:19
Spanish
16:20
of
16:21
the
16:21
country
16:22
that
16:22
I'm
16:23
from.
16:25
What
16:25
helped
16:26
me
16:26
was,
16:27
it
16:27
was
16:27
the
16:27
normalizing
16:28
of
16:29
that
16:29
by
16:29
my
16:29
professor,
16:30
Senora
16:31
Lopez.
16:31
Professor
16:32
Lopez.
16:32
Dr.
16:33
Lopez.
16:34
Dr.
16:34
Lopez
16:35
gave
16:35
me
16:36
that
16:36
love
16:36
that
16:36
I
16:37
needed
16:38
to
16:38
say,
16:38
okay,
16:39
Alicia,
16:40
I
16:40
understand
16:41
your
16:41
identity
16:42
just
16:42
like
16:42
you
16:42
said,
16:43
Dr.
16:43
Oliver,
16:44
and
16:44
we
16:45
center
16:45
your
16:45
identity
16:46
in
16:46
this
16:47
learning
16:47
space.
16:48
However,
16:48
what
16:49
I
16:49
teach
16:50
you
16:51
is
16:51
Castilian
16:52
Spanish,
16:53
right?
16:53
And
16:53
some
16:53
of
16:53
these
16:54
words
16:54
are
16:55
far
16:55
fetched
16:56
for
16:56
you.
16:56
The
16:56
accent
16:57
is
16:57
on
16:58
a
16:58
different
16:59
syllable.
16:59
It's,
17:00
it's
17:00
my,
17:01
my,
17:01
my,
17:02
my
17:03
references
17:04
for,
17:04
for
17:05
our
17:05
nouns
17:05
and
17:05
our
17:06
preterites
17:06
and
17:06
our
17:07
subjunctives
17:07
were
17:08
different,
17:08
right?
17:09
Because
17:09
of
17:09
how
17:10
I
17:10
learned
17:10
was
17:11
this
17:11
is
17:12
how
17:12
you
17:12
get
17:12
along,
17:12
Go
17:13
along
17:13
to
17:13
get
17:13
along
17:14
when
17:14
you're
17:15
in,
17:15
when
17:15
you're
17:16
in
17:16
the
17:16
country,
17:16
right?
17:17
And
17:17
when
17:18
you're
17:18
in
17:18
Jamaica,
17:19
West
17:19
Indies,
17:20
please
17:20
don't
17:20
use
17:21
the
17:21
English
17:21
that
17:22
you
17:22
learned,
17:22
right?
17:23
Because
17:23
you
17:23
will
17:23
be
17:23
beat
17:24
up
17:24
in
17:24
the
17:24
streets.
17:24
You
17:25
learn
17:25
the
17:25
patois
17:26
that
17:26
we
17:26
talk
17:26
about
17:27
and
17:28
we
17:28
use
17:28
in,
17:29
in
17:29
the
17:29
spaces.
17:30
How
17:30
do
17:30
you
17:30
normalize
17:32
that
17:32
space
17:32
for
17:33
your
17:33
students
17:33
while
17:34
you
17:34
continue
17:34
to
17:35
uplift,
17:35
Uplift
17:36
and
17:36
center
17:37
their
17:37
identity?
17:39
Well,
17:39
I,
17:40
I,
17:40
I
17:40
hope
17:40
this
17:41
answers
17:41
your
17:41
question
17:42
correctly,
17:42
but
17:43
I,
17:43
I
17:44
think
17:44
we
17:44
really
17:44
try
17:45
to
17:45
emphasize
17:46
the
17:46
point
17:47
that
17:47
language
17:48
is
17:48
such
17:48
an
17:49
integral
17:49
part
17:49
of
17:50
identity
17:51
and
17:51
it's,
17:51
it's
17:52
like,
17:52
it's
17:53
deep
17:53
roots
17:53
and,
17:54
and
17:54
we
17:54
say
17:54
roots
17:55
over
17:55
fruits,
17:56
right?
17:56
Oftentimes
17:57
when
17:57
we
17:57
think
17:57
about
17:58
culture,
17:59
we
17:59
think
18:00
about
18:00
like
18:00
dress
18:01
and
18:01
food
18:01
and
18:02
holidays
18:02
and
18:02
all
18:02
those
18:03
things
18:03
that
18:03
we
18:03
taught
18:03
in
18:04
the
18:04
beginning
18:04
level
18:05
French
18:05
classes,
18:06
right?
18:07
Yes,
18:07
ma'.
18:07
Am.
18:08
But
18:09
when
18:09
we
18:09
think
18:09
about
18:10
like
18:10
the,
18:10
the
18:10
roots
18:11
of
18:11
culture,
18:11
it
18:12
is
18:12
language,
18:13
it's
18:13
worldview,
18:14
it's
18:14
core
18:15
beliefs,
18:15
it's
18:16
group
18:17
values
18:17
and
18:17
all
18:18
of
18:18
those
18:18
things.
18:19
So
18:19
I
18:20
hope
18:20
that
18:20
answers
18:21
your
18:21
question,
18:21
Alicia,
18:22
but
18:22
that's
18:23
kind
18:23
of
18:23
where
18:23
my
18:23
brain's
18:24
going,
18:24
right?
18:25
So
18:25
I
18:25
applaud
18:25
that,
18:26
Dr.
18:26
Oliver,
18:26
because
18:27
that's
18:27
what
18:27
my,
18:28
my
18:29
professor
18:29
did.
18:30
She
18:30
poured
18:30
in,
18:30
right?
18:31
She
18:31
poured
18:31
in
18:31
that
18:31
love,
18:32
she
18:32
poured
18:32
in
18:32
that
18:32
empathy
18:33
and
18:33
then
18:33
said,
18:33
okay,
18:34
now
18:34
we
18:35
need
18:35
to
18:35
get
18:35
you
18:35
through
18:35
this,
18:36
right?
18:37
So
18:37
I,
18:38
I,
18:38
I'll
18:39
get
18:39
it
18:40
right.
18:40
So
18:40
I
18:40
literally
18:41
would
18:41
write
18:42
the
18:42
hand
18:42
in
18:43
the,
18:43
in
18:43
the
18:43
language
18:44
that
18:44
I
18:44
was
18:44
used
18:44
to.
18:45
And
18:45
then
18:45
she
18:46
would
18:46
guide
18:46
me
18:46
to,
18:47
okay,
18:47
this
18:47
is,
18:48
we're
18:48
not
18:49
going
18:49
to
18:49
pass
18:49
this
18:49
way,
18:50
right?
18:50
When
18:50
you
18:51
do
18:51
your
18:51
analysis
18:52
of
18:52
Don
18:52
Quixote
18:53
by
18:53
Miguel
18:54
Cervantes,
18:55
right,
18:55
You're
18:56
not
18:56
gonna,
18:56
you're
18:57
not
18:57
gonna,
18:57
you're
18:57
not
18:58
gonna
18:58
be
18:58
able
18:58
to
18:58
do
18:59
that,
18:59
right?
18:59
And
18:59
I'm
19:00
writing
19:00
a
19:00
50
19:00
page
19:01
paper,
19:02
all
19:02
right,
19:02
my
19:02
capstone
19:03
50
19:03
to
19:03
75
19:04
page
19:05
paper,
19:05
this
19:05
analysis
19:06
on
19:07
Don
19:07
Quixote
19:09
and
19:11
the
19:11
windmills
19:12
and
19:12
this.
19:12
And
19:13
I'm
19:13
like
19:13
having
19:14
to
19:14
use
19:14
Spanish
19:15
that
19:15
is
19:16
not
19:16
familiar
19:16
to
19:17
me.
19:17
So
19:17
what
19:17
she
19:17
said
19:18
was
19:19
write
19:19
it
19:19
in
19:19
the
19:19
hand
19:20
that
19:20
you're
19:20
used
19:20
to.
19:21
And
19:21
then
19:22
my
19:22
learning
19:22
process
19:24
was
19:24
literally
19:25
translating
19:27
into
19:27
the
19:27
language
19:29
that
19:29
was
19:29
being
19:29
taught
19:30
in
19:30
the
19:30
classroom.
19:31
I
19:32
also,
19:32
when
19:33
I,
19:33
when
19:33
I
19:33
taught
19:34
in
19:34
high
19:34
school,
19:35
I
19:36
taught
19:36
elementary
19:37
Spanish,
19:38
right?
19:38
And
19:39
for
19:39
a
19:39
period
19:39
of
19:40
time
19:40
when
19:40
our
19:40
Spanish
19:41
teacher
19:41
had
19:41
to
19:41
leave
19:42
for
19:42
health
19:42
reasons.
19:44
And
19:44
I
19:44
literally,
19:45
my,
19:46
my,
19:46
my
19:47
ESL
19:47
and
19:47
my
19:47
ELL
19:48
was
19:49
not
19:49
English
19:50
to,
19:51
to
19:51
Spanish
19:52
per
19:52
se.
19:52
It
19:53
was
19:53
from
19:53
the
19:53
Spanish
19:54
dialect,
19:55
whether
19:55
that
19:56
be
19:56
from
19:56
the
19:56
Dominican
19:57
Republic
19:57
or
19:58
Puerto
19:58
Rico
19:59
or
19:59
from
20:00
somewhere
20:00
in
20:00
Mexico
20:01
into
20:02
the
20:02
Spanish.
20:03
That
20:04
was
20:04
the
20:04
curriculum
20:05
based
20:05
version
20:06
of
20:06
the
20:06
language.
20:08
So
20:08
that
20:09
experience
20:10
for
20:11
me
20:11
helped
20:12
me
20:13
in
20:13
the
20:13
teaching
20:14
and
20:14
learning
20:14
process
20:15
that
20:15
I
20:15
was
20:15
engaged
20:16
in
20:16
with
20:16
my
20:17
students.
20:18
Well,
20:18
I
20:18
want
20:18
to
20:18
commend
20:19
your
20:19
teacher
20:19
because
20:20
she
20:20
did
20:20
a
20:20
wonderful
20:21
job
20:21
of
20:22
differentiating
20:23
for
20:23
you
20:24
and
20:24
meeting
20:25
you
20:25
where
20:25
you
20:25
were.
20:26
She
20:26
showed
20:26
you,
20:27
she,
20:27
she
20:27
offered
20:28
you
20:28
the
20:28
opportunity
20:29
to
20:29
show
20:30
what
20:30
you
20:30
learned.
20:31
And
20:32
in
20:32
a
20:32
way
20:32
that
20:33
was
20:36
where
20:36
you,
20:36
where
20:36
you
20:37
were
20:37
with
20:37
your
20:37
language
20:38
skills,
20:38
right?
20:38
So
20:39
you
20:39
were
20:39
able
20:40
to,
20:40
to
20:40
show
20:40
your
20:41
content,
20:41
your
20:41
conceptual
20:42
understandings
20:43
without
20:44
the
20:44
language
20:45
getting
20:45
in
20:45
the
20:45
way.
20:46
And
20:46
then
20:46
from
20:47
there
20:47
she
20:48
helped
20:48
you
20:48
to
20:48
build
20:49
up
20:49
your
20:49
language.
20:50
And
20:50
so
20:50
this
20:50
is
20:51
like
20:51
one
20:51
of
20:51
those
20:51
misconceptions
20:52
I'm
20:52
constantly
20:53
dealing
20:53
with,
20:54
with
20:54
in
20:54
service
20:54
Te
20:56
example
20:56
that
20:56
students
20:57
have
20:57
to
20:57
have
20:57
a
20:57
certain
20:58
level
20:58
of
20:58
English
20:59
before
20:59
they
21:00
can
21:00
learn
21:01
grade
21:01
level
21:01
content.
21:02
And
21:02
that's
21:03
just
21:03
not
21:03
the
21:03
case
21:04
that.
21:04
It's
21:05
not
21:05
the
21:05
case.
21:06
They,
21:06
they
21:07
can
21:07
learn
21:07
English
21:08
through
21:08
their
21:09
content
21:09
areas
21:10
and
21:10
content
21:10
through
21:11
English.
21:12
We
21:12
had
21:12
this
21:12
amazing
21:13
summer
21:14
program
21:14
for
21:14
our
21:15
master's
21:15
degree
21:15
students
21:17
put
21:17
on
21:17
by
21:17
a
21:17
veteran
21:18
E
21:18
L
21:18
teacher
21:19
where
21:19
she,
21:20
they
21:20
learned
21:21
about
21:22
AquaPods.
21:23
And
21:25
these
21:25
are
21:25
brand,
21:26
brand
21:26
new
21:27
students
21:27
to
21:27
the
21:27
country,
21:28
middle
21:28
school
21:29
age
21:29
students.
21:30
And
21:30
they
21:30
were,
21:31
they,
21:31
I
21:31
went
21:31
and
21:32
I
21:32
visited.
21:32
They
21:32
were
21:33
having
21:33
so
21:33
much
21:33
fun,
21:34
they
21:34
learned
21:34
so
21:34
much
21:35
English.
21:36
They're,
21:36
they're
21:36
social
21:37
English
21:37
developed,
21:38
their
21:38
academic
21:39
English
21:39
developed.
21:40
So
21:40
this
21:41
is
21:41
one
21:41
of
21:41
those
21:41
misconceptions,
21:42
right?
21:43
You
21:43
can
21:44
learn
21:44
both
21:45
simultaneously
21:46
and
21:46
when
21:47
you
21:47
give
21:48
them
21:48
a
21:48
context
21:50
for
21:50
learning
21:50
the
21:50
language,
21:51
it's
21:51
going
21:52
to
21:52
become
21:52
way
21:52
more
21:53
meaningful.
21:55
Dr.
21:55
Oliver,
21:57
I'm
21:57
gonna,
21:58
I'm
21:58
just
21:58
gonna
21:58
call
21:58
you
21:59
Gretchen
21:59
because
21:59
it
21:59
just
22:00
feels
22:00
more
22:00
normal.
22:02
You
22:02
recruited
22:02
me
22:03
about
22:03
seven
22:03
years
22:03
ago
22:05
to
22:06
be
22:06
a
22:06
supervisor
22:07
in
22:07
the
22:07
TESOL
22:07
program.
22:08
And
22:08
since
22:09
the
22:10
inception
22:10
of
22:10
my
22:10
work
22:11
in
22:11
the
22:11
program,
22:11
I've.
22:12
I've
22:12
not
22:13
stopped
22:13
learning
22:14
about
22:14
the
22:15
value
22:17
our
22:17
ENL
22:18
teachers
22:18
bring
22:19
to
22:19
the
22:19
school
22:20
community
22:20
where
22:20
they
22:21
work.
22:23
Once
22:24
those
22:24
relationships
22:26
are
22:26
established
22:27
and
22:27
the
22:28
trust
22:28
is
22:29
there.
22:31
The
22:31
learning
22:31
that
22:32
happens
22:33
for
22:34
RLS
22:35
isn't
22:36
exclusively
22:38
about
22:38
English
22:39
language.
22:40
It
22:40
is
22:41
about
22:42
all
22:43
of
22:43
the
22:43
kinds
22:44
of
22:44
learning
22:45
that
22:45
happens
22:45
under
22:46
a
22:46
school
22:46
building
22:47
roof.
22:47
And
22:48
what,
22:48
what
22:49
makes
22:49
it
22:49
possible
22:50
are
22:51
the
22:51
structures
22:52
that,
22:53
you
22:53
know,
22:53
I
22:54
love
22:54
working
22:55
with
22:56
from
22:56
our
22:56
program,
22:57
whether
22:57
it's
22:58
kbic,
23:00
whether
23:00
it's
23:01
how
23:01
the
23:02
relationship
23:02
between
23:02
a
23:03
content
23:03
objective
23:04
and
23:04
a
23:04
language
23:04
objective
23:05
serves
23:05
as
23:06
such
23:06
a
23:06
foundational
23:08
concept
23:08
and
23:08
every
23:08
single
23:09
lesson.
23:10
And
23:10
I
23:10
wondered
23:11
if
23:11
you
23:11
could
23:11
talk
23:11
a
23:11
little
23:12
bit
23:12
about
23:13
how
23:14
the
23:16
instructional
23:17
design
23:18
training
23:19
teachers
23:20
receive
23:20
in
23:21
the
23:21
program
23:22
gives
23:23
them
23:23
that
23:23
important
23:24
set
23:25
of
23:25
tools
23:25
to
23:26
leverage
23:27
learning
23:28
for
23:29
our
23:29
els
23:30
so
23:31
that
23:32
because
23:32
of
23:32
the
23:32
lesson
23:33
design,
23:33
language
23:35
stops
23:35
becoming
23:36
a
23:36
barrier,
23:37
concepts
23:38
are
23:39
accessible
23:39
now.
23:40
And
23:40
then
23:41
the
23:41
structure
23:42
for
23:42
learning
23:43
and
23:43
knowledge
23:43
building
23:44
is
23:45
taught
23:45
so
23:46
that
23:46
there
23:47
is
23:47
a
23:47
rinse
23:48
and
23:48
repeat
23:48
sure
23:49
fire
23:49
model
23:50
to
23:51
create
23:51
learning.
23:52
And
23:53
that
23:53
has
23:53
been
23:53
one
23:53
of
23:54
the
23:54
most
23:54
exciting
23:54
things
23:55
for
23:55
me.
23:56
The
23:56
expectations
23:57
for
23:57
our
23:58
ELs
23:58
are
23:59
as
23:59
high
23:59
as
23:59
they
23:59
are
24:00
for
24:00
every
24:00
single
24:01
other
24:01
learner
24:01
in
24:02
the
24:02
building,
24:04
and
24:04
these
24:05
structures
24:05
make
24:05
that
24:06
possible
24:06
for
24:06
our
24:07
kids.
24:07
Can
24:08
you
24:08
talk
24:08
more
24:08
about
24:09
how
24:09
you
24:10
guys
24:10
develop
24:10
that
24:11
and
24:12
how
24:12
you
24:12
expect
24:12
teachers
24:13
to
24:13
be
24:13
working
24:13
with
24:13
that?
24:14
Yeah.
24:14
So
24:15
we,
24:17
my
24:18
dear
24:18
colleague
24:18
and
24:19
friend
24:19
Karen
24:19
Gregory
24:20
and
24:20
I,
24:21
we
24:22
wrote
24:22
a
24:23
proposal
24:23
for
24:24
a
24:25
research
24:25
project,
24:26
professional
24:26
development
24:27
project,
24:27
that
24:27
was
24:28
funded
24:28
from
24:28
the
24:28
US
24:29
Department
24:29
of
24:29
Education,
24:30
the
24:31
National
24:31
Professional
24:32
Development
24:32
Project.
24:34
We
24:34
are
24:34
currently
24:34
in
24:35
year
24:35
four
24:35
of
24:36
hopefully
24:36
five
24:37
years,
24:38
and
24:39
we
24:39
had
24:39
to
24:39
find
24:40
an
24:40
evidence
24:40
based
24:41
literacy
24:41
practice
24:42
that
24:43
met
24:43
what
24:44
Works
24:44
Clearinghouse
24:45
efficacy
24:45
standards.
24:46
And
24:47
so
24:47
we,
24:47
we
24:48
looked
24:48
at
24:48
Dr.
24:49
Noni
24:49
Lasso
24:50
and
24:50
her
24:50
research
24:50
team's
24:52
project
24:53
around
24:54
academic
24:55
vocabulary
24:56
development
24:56
and
24:57
we,
24:58
we
24:58
were
24:59
working
24:59
with
24:59
this
24:59
knowledge
25:00
building
25:00
framework.
25:01
And
25:02
consequently
25:03
New
25:04
York
25:04
State
25:04
actually
25:05
has
25:05
developed
25:06
this
25:06
framework
25:06
with
25:06
their
25:07
advanced
25:07
literacies.
25:09
Anyway,
25:10
this
25:10
is
25:10
where
25:10
we
25:11
come
25:11
into
25:11
that
25:11
knowledge
25:12
building
25:12
piece.
25:12
And
25:13
in
25:13
what
25:13
knowledge
25:14
building
25:14
does
25:14
is
25:15
it
25:15
really,
25:16
it
25:16
focuses
25:17
instructional
25:18
units
25:18
of
25:18
study
25:19
around
25:19
big
25:20
ideas
25:21
and
25:21
essential
25:22
questions
25:23
and
25:23
content
25:23
rich
25:24
texts.
25:25
And
25:25
so
25:26
what
25:26
we
25:26
teach
25:26
in
25:27
our
25:27
literacy
25:27
class
25:28
is
25:30
having
25:30
these
25:30
instructional
25:31
units
25:32
around
25:34
content
25:35
concepts
25:36
and
25:37
then
25:38
planning
25:39
intentionally
25:40
for
25:40
language
25:40
development
25:41
using
25:43
all
25:43
four
25:43
modalities,
25:44
listening,
25:45
speaking,
25:45
reading,
25:45
writing
25:46
in
25:46
an
25:46
integrated
25:47
way,
25:48
and
25:48
then
25:49
planning
25:49
for
25:49
interaction.
25:50
Interaction
25:51
is
25:51
essential.
25:52
Kids
25:52
need
25:53
to
25:53
be
25:53
able
25:53
to
25:54
use
25:54
the
25:54
language
25:55
to
25:55
have
25:55
the
25:55
language
25:56
developed.
25:56
They
25:56
can't
25:57
just
25:57
sit
25:58
and
25:58
listen
25:59
in
25:59
a
25:59
stand
25:59
and
26:00
deliver
26:00
kind
26:00
of
26:00
setting.
26:02
We
26:02
also
26:03
want
26:03
to
26:04
assess
26:04
language
26:05
and
26:06
content
26:07
understanding
26:08
through
26:08
performance
26:09
based
26:09
assessments.
26:10
So
26:10
we,
26:10
we
26:10
did
26:11
ask
26:11
them
26:11
to
26:11
develop
26:12
language
26:12
production
26:13
projects
26:13
and
26:14
these
26:14
are
26:14
performance
26:14
based
26:15
assessments.
26:16
So
26:17
rather
26:17
than
26:18
like
26:18
getting
26:18
lost
26:19
in
26:19
the
26:19
minutia
26:20
and
26:21
you
26:21
know,
26:21
memorizing
26:22
a
26:22
ton
26:22
of
26:22
facts
26:23
that
26:23
they're
26:23
going
26:23
to
26:23
forget
26:24
later
26:24
on
26:25
and
26:26
only
26:26
do
26:26
it
26:26
through
26:26
the
26:26
written
26:27
word
26:27
and
26:27
multiple
26:27
choice
26:28
tests
26:28
that
26:28
are
26:28
super
26:29
easy
26:29
to
26:29
grade,
26:30
we
26:30
want
26:31
to
26:31
go
26:32
deep,
26:32
go
26:33
for
26:33
depth
26:33
of
26:34
learning
26:34
and
26:35
study
26:35
these
26:35
big
26:36
ideas.
26:37
And
26:37
I
26:38
always
26:38
say
26:38
I
26:39
want
26:39
our
26:39
students
26:41
to
26:41
be
26:41
interesting
26:42
guests
26:43
at
26:43
a
26:43
dinner
26:44
party
26:44
rather
26:45
than
26:45
a
26:45
good
26:45
contestant
26:46
on
26:46
Jeopardy.
26:47
Yay.
26:50
Well,
26:50
you
26:50
know,
26:51
one
26:51
of
26:51
the
26:51
things
26:51
that
26:52
I've
26:52
been
26:53
able
26:53
to
26:53
observe
26:54
over
26:54
the
26:54
last
26:54
six
26:55
years
26:55
is
26:55
the
26:55
impact
26:56
of
26:56
our
26:57
else
26:57
students
26:58
on
26:59
their,
27:00
their
27:01
classmates
27:01
who
27:01
are
27:02
native
27:02
English
27:02
speakers.
27:05
Those
27:05
students,
27:06
as
27:06
they
27:06
grow
27:07
through
27:08
that
27:08
continuum
27:09
of
27:09
English
27:10
acquisition,
27:12
more
27:12
and
27:12
more
27:13
of
27:13
their
27:13
personality
27:15
becomes
27:15
accessible
27:17
through
27:17
language.
27:18
But
27:18
the
27:18
moment
27:19
they
27:19
enter
27:19
class
27:20
and
27:21
are
27:21
engaged
27:22
in
27:22
group
27:23
activities
27:23
with
27:24
their
27:24
native
27:24
speaking
27:25
English
27:26
students,
27:27
their
27:27
personalities
27:28
just
27:29
come
27:29
out.
27:29
Because
27:29
kids
27:30
are
27:30
kids.
27:32
And
27:32
the
27:32
impact
27:33
and
27:33
connection
27:34
that
27:34
happens
27:35
across
27:36
cultures
27:36
and
27:37
languages,
27:38
that's
27:38
just
27:38
human
27:40
is,
27:40
it's
27:41
a
27:41
wonderful
27:42
thing
27:42
to
27:43
watch
27:43
and
27:43
to
27:43
be
27:44
a
27:44
part
27:44
of,
27:44
to
27:45
go
27:45
in
27:45
and
27:45
observe.
27:46
It's
27:46
what
27:46
makes
27:47
me
27:47
passionate
27:48
about
27:49
the
27:49
TESOL
27:50
program
27:50
and
27:51
the
27:51
new
27:52
teachers
27:52
who
27:52
enter
27:52
the
27:53
field.
27:53
It's
27:54
just
27:54
one
27:54
of
27:54
the,
27:55
for,
27:56
you
27:56
know,
27:56
our
27:56
colleagues
27:57
who
27:57
might
27:57
be
27:57
listening,
27:59
who,
27:59
you
27:59
know,
28:00
may
28:00
not
28:00
have
28:02
an
28:02
ENL
28:03
program
28:03
in
28:03
their
28:03
building
28:04
or
28:04
their
28:05
population
28:06
may
28:06
be
28:07
just
28:07
beginning
28:08
to
28:08
develop
28:10
those
28:10
individuals.
28:11
You
28:11
guys
28:11
are
28:11
on
28:11
a
28:12
really
28:12
exciting
28:12
track
28:13
because
28:14
it
28:14
adds
28:15
so
28:15
much
28:15
dimension
28:16
to
28:16
the
28:16
learning
28:17
and
28:17
humanity
28:18
of
28:18
the
28:18
classroom.
28:20
But
28:22
that's
28:22
one
28:22
of
28:22
those
28:23
important
28:24
products
28:25
of
28:25
all
28:26
of
28:26
the
28:27
philosophical
28:28
and
28:28
practical
28:28
work
28:29
you
28:29
guys
28:29
do
28:30
because
28:31
it
28:31
happens
28:31
as
28:31
a
28:32
result
28:32
of
28:32
these
28:33
new
28:33
teachers
28:34
who
28:34
come
28:34
in
28:35
so
28:35
skilled
28:36
and
28:36
ready
28:37
and
28:38
they
28:38
just
28:38
make
28:38
those
28:38
kinds
28:39
of
28:39
moments
28:39
happen
28:40
again
28:40
and
28:40
again
28:40
on
28:41
a
28:41
day
28:41
to
28:41
day
28:41
basis.
28:43
It's
28:44
really
28:44
exciting
28:44
for
28:44
us
28:45
because
28:45
we
28:46
feel
28:46
like,
28:48
well,
28:48
we,
28:48
we've
28:48
heard
28:49
from
28:49
school
28:49
leaders.
28:50
We
28:50
have
28:50
one
28:50
school
28:51
leader,
28:52
we
28:52
did
28:53
some
28:53
consulting
28:54
for
28:54
him
28:54
for
28:54
the
28:54
Title
28:55
3
28:55
funding
28:56
he
28:56
had
28:56
to,
28:56
to
28:58
allocate
28:58
for.
28:58
Anyway,
28:59
he
28:59
said
28:59
to
29:00
us,
29:00
you
29:01
guys
29:01
are
29:01
really
29:02
helping
29:02
us
29:02
change
29:03
the
29:03
culture
29:03
here.
29:04
We've
29:04
had
29:05
so
29:05
many
29:05
of
29:06
our
29:06
teachers
29:06
go
29:07
through
29:07
your
29:07
program
29:08
and
29:08
now
29:09
everybody's
29:09
having
29:10
the
29:10
same
29:10
conversation.
29:12
And
29:12
he
29:13
said,
29:13
the
29:13
other
29:13
thing
29:13
he
29:14
said
29:14
was
29:14
that
29:14
these,
29:15
these
29:16
things
29:16
that
29:16
they're
29:16
learning,
29:17
these
29:18
best
29:18
practices,
29:19
they're
29:19
not
29:20
just
29:20
good
29:20
for
29:21
English
29:21
language
29:22
learners,
29:22
they're
29:23
best
29:23
practices
29:24
for
29:24
all
29:24
students.
29:25
And
29:25
I
29:25
said,
29:26
of
29:26
course.
29:26
Because
29:27
who,
29:27
who
29:28
is
29:28
a
29:28
native
29:28
speaker
29:29
of
29:29
academic
29:29
language?
29:31
Nobody
29:31
is.
29:32
So
29:32
you
29:32
know,
29:33
when
29:33
we're
29:33
putting
29:33
a
29:33
focus
29:34
on,
29:34
on
29:35
language
29:35
development,
29:36
on
29:36
academic
29:37
language,
29:38
guess
29:38
what?
29:39
All
29:39
kids
29:40
are
29:40
going
29:40
to
29:40
benefit.
29:42
Not
29:42
to
29:43
gentrify
29:43
things
29:43
here,
29:44
but
29:44
all
29:44
kids
29:44
are
29:45
going
29:45
to
29:45
benefit.
29:45
Absolutely.
29:47
And
29:47
again,
29:47
again
29:47
we
29:48
hear,
29:48
and
29:49
I
29:49
hope
29:49
you
29:49
talk
29:49
a
29:49
little
29:50
bit
29:50
about
29:50
the
29:50
impact
29:50
of
29:50
co
29:51
teaching
29:51
that
29:51
occurs
29:52
when
29:52
our
29:52
ENL
29:53
professionals
29:53
are
29:54
working
29:54
with
29:54
the
29:54
gen
29:54
ed
29:55
classroom
29:55
teacher
29:56
and
29:56
a
29:56
co
29:56
teaching
29:56
model.
29:57
Again
29:58
and
29:58
again
29:58
I
29:58
hear
29:59
from
29:59
those
29:59
gen
29:59
ed
30:00
teachers
30:00
who
30:00
take
30:00
me
30:01
aside
30:01
when
30:01
I
30:01
come
30:01
in
30:02
to
30:02
observe
30:02
one
30:03
of
30:03
our
30:04
interns
30:04
and
30:05
they
30:05
just
30:05
say,
30:06
I
30:06
just
30:06
want
30:06
to
30:06
say
30:07
thank
30:07
you.
30:08
I
30:08
cannot
30:08
tell
30:08
you
30:09
what
30:09
a
30:09
semester
30:09
of
30:09
learning
30:10
I've
30:10
just
30:10
had.
30:11
This
30:11
is
30:11
unbelievable.
30:13
There
30:13
are
30:13
probably
30:14
10
30:14
things
30:14
I
30:14
could
30:15
list
30:15
if
30:15
you
30:15
have
30:15
a
30:15
moment,
30:16
that
30:16
I
30:16
will
30:16
be
30:16
doing
30:16
differently
30:17
as
30:17
a
30:17
result
30:17
of
30:18
my
30:18
work
30:18
with
30:20
your
30:20
candidate,
30:20
your
30:21
intern.
30:22
But
30:22
that
30:22
co
30:23
teaching
30:24
component
30:24
and
30:25
how
30:25
we
30:25
move
30:25
teachers
30:26
to
30:26
it,
30:27
can
30:27
you
30:27
talk
30:27
a
30:27
little
30:27
bit
30:28
about
30:28
its
30:28
impact
30:29
on
30:29
buildings,
30:30
its
30:30
impact
30:30
on
30:31
gen
30:31
ed
30:31
staff?
30:33
Yeah.
30:33
So
30:34
we,
30:34
we
30:34
really
30:34
try
30:35
to
30:35
position
30:36
our,
30:36
our
30:37
ENL
30:38
interns
30:39
in.
30:39
ENL
30:40
is
30:40
English
30:40
is
30:41
a
30:41
new
30:41
language
30:41
here
30:42
in
30:42
New
30:42
York
30:42
State.
30:42
We
30:43
recognize
30:43
that
30:44
students
30:44
may
30:45
come
30:45
to
30:45
us
30:45
with
30:46
already
30:47
two
30:47
or
30:47
three
30:47
languages.
30:48
So
30:48
we
30:48
don't
30:48
want
30:48
to
30:48
say
30:49
English
30:49
as
30:49
a
30:49
second
30:50
language.
30:51
So
30:51
our
30:52
ENL
30:52
interns,
30:53
they,
30:54
they
30:55
will
30:55
teach
30:56
in
30:56
a,
30:56
in
30:56
a
30:57
standalone
30:57
setting,
30:58
meaning
30:58
just
30:59
English
30:59
language
30:59
development.
31:00
And
31:00
then
31:00
they'll
31:00
also
31:01
teach
31:01
in
31:01
a
31:01
co
31:01
teach
31:03
integrated
31:03
setting,
31:04
usually
31:04
in
31:05
the
31:05
ELA
31:05
classroom.
31:06
And
31:07
so
31:07
what
31:07
we
31:07
do
31:08
in
31:08
our
31:08
coursework
31:09
is
31:09
we,
31:10
we
31:10
prepare
31:11
them
31:11
to
31:11
be
31:11
language
31:12
development
31:13
specialists.
31:14
And
31:14
so
31:14
we
31:15
focus
31:15
on
31:16
the
31:17
language
31:17
of
31:17
the
31:17
different
31:18
disciplines.
31:19
And
31:19
when
31:19
we're,
31:20
we're
31:20
asking
31:21
students
31:22
to
31:22
narrate,
31:23
for
31:23
example,
31:24
what
31:24
is
31:24
the
31:24
language
31:25
of
31:25
narration?
31:26
And
31:26
we're
31:27
asking
31:27
them
31:27
to
31:27
inform.
31:28
What
31:28
is
31:28
the
31:28
language
31:29
of
31:29
inform?
31:29
What
31:30
are
31:30
the
31:30
language
31:30
structures?
31:31
What
31:31
are,
31:32
what
31:32
are
31:32
the
31:33
types
31:33
of
31:34
signal
31:34
words
31:35
that
31:35
we
31:35
might
31:35
see?
31:36
What
31:36
are
31:36
the
31:37
different
31:37
types
31:38
of
31:38
action
31:39
verbs
31:39
that
31:40
students
31:40
would
31:40
be
31:41
needing
31:41
to
31:41
use,
31:42
what
31:42
other
31:43
types
31:43
of
31:43
questioning
31:44
words,
31:44
et
31:45
cetera,
31:45
et
31:45
cetera.
31:45
Anyway,
31:46
and
31:46
then
31:47
how
31:47
is
31:47
that
31:48
different
31:48
from,
31:48
for
31:49
example,
31:49
argue?
31:51
So
31:51
they
31:51
really
31:52
have
31:52
a
31:52
good
31:52
understanding
31:53
of
31:53
the
31:54
different
31:54
key
31:54
uses
31:56
of,
31:56
of
31:56
language
31:57
and
31:57
then
31:58
they
31:59
understand
31:59
how
31:59
to
32:00
scaffold
32:01
the,
32:01
the
32:02
content
32:02
in
32:03
ways
32:03
that
32:04
are
32:04
appropriate
32:05
for
32:06
the
32:06
various
32:06
levels
32:07
of
32:07
proficiency.
32:08
So
32:09
what
32:09
they
32:09
would
32:09
do
32:10
for
32:10
a
32:10
student
32:10
at
32:11
the
32:11
entering
32:11
level
32:12
in
32:13
the
32:13
mainstream
32:14
integrated
32:15
classroom
32:16
would
32:16
be
32:16
different
32:17
from
32:17
some,
32:17
a
32:18
student
32:18
at
32:18
the
32:18
transitioning
32:19
level.
32:20
Right.
32:20
And
32:20
so
32:20
they
32:21
know
32:21
when
32:21
to
32:22
have
32:22
more
32:23
supports
32:24
and
32:24
how
32:24
to
32:25
gradually
32:25
pull
32:26
those
32:26
supports
32:27
back
32:27
as
32:28
students
32:29
gain
32:29
more
32:30
proficiency
32:30
in
32:31
the
32:31
language,
32:32
we
32:33
do
32:33
a
32:33
lot
32:34
of
32:34
work
32:34
with
32:34
them.
32:35
They,
32:35
they
32:35
know
32:36
the
32:36
New
32:36
York
32:36
State
32:37
next
32:37
generation
32:38
learning
32:38
standards
32:39
like
32:39
the
32:40
back
32:40
of
32:40
their
32:40
hand.
32:41
We
32:41
insist
32:41
upon
32:42
it.
32:42
And
32:43
they
32:43
even
32:43
know
32:44
a
32:44
little
32:44
bit
32:44
around
32:44
the
32:45
social
32:45
studies
32:45
standards,
32:46
they
32:46
know
32:47
the
32:47
literacy
32:47
standards.
32:49
So
32:49
we
32:50
say
32:50
to
32:50
them,
32:50
you
32:50
know,
32:51
if
32:51
you're
32:51
going
32:51
to
32:51
be
32:51
integrating
32:52
in
32:52
these
32:52
classrooms,
32:54
you
32:54
have
32:54
to
32:55
have
32:55
a
32:55
sense
32:55
of
32:55
what's
32:56
going
32:56
to
32:56
be
32:57
going
32:57
on.
32:57
You
32:57
don't
32:58
have
32:58
to
32:58
know
32:58
all
32:58
the
32:59
facts
32:59
and
33:00
all
33:00
of
33:00
the
33:00
dates
33:01
and
33:01
all
33:01
of
33:01
the
33:02
people,
33:02
but
33:03
you
33:03
need
33:03
to
33:03
know
33:05
what
33:05
a
33:05
DBQ
33:06
is
33:07
and
33:07
what
33:07
the
33:08
language
33:09
of
33:09
a
33:09
DBQ
33:10
is.
33:10
For
33:10
example,
33:11
if
33:12
a
33:12
student's
33:12
going
33:13
to
33:13
be
33:13
having
33:13
to
33:13
write
33:13
a
33:14
lab
33:14
report,
33:15
you
33:15
need
33:15
to
33:16
know
33:16
what
33:16
the
33:16
language
33:17
of
33:17
that
33:17
lab
33:18
report
33:18
is
33:19
and
33:19
be
33:19
able
33:19
to
33:19
support
33:20
the
33:20
student
33:20
in
33:21
that.
33:21
And
33:22
so
33:22
that's
33:22
what
33:22
we
33:22
emphasize
33:23
in
33:23
our
33:23
courses
33:24
and
33:24
help
33:25
them
33:25
to
33:25
develop
33:25
that
33:26
expertise
33:26
in.
33:28
So
33:28
it's
33:29
interesting
33:29
that
33:29
you,
33:30
I
33:31
mean,
33:31
I
33:31
went
33:31
back
33:31
to
33:32
my
33:32
notes
33:32
from
33:33
last
33:33
week's
33:34
conversation
33:34
because
33:36
as
33:36
you
33:36
think
33:36
about
33:37
and
33:37
listen
33:38
to
33:40
the
33:40
conversations
33:41
throughout
33:42
this
33:43
season
33:44
and
33:44
really
33:45
thinking
33:45
about
33:46
open
33:46
doors
33:46
and
33:47
unlimited
33:47
possibilities,
33:49
and
33:50
you
33:50
said,
33:50
you
33:50
know,
33:50
they're
33:51
language
33:51
development
33:52
specialists.
33:53
And
33:53
last
33:54
week
33:55
Rich
33:55
said,
33:56
I'm
33:56
a
33:56
human
33:57
development
33:58
specialist.
33:59
And
34:00
that
34:00
really
34:00
stood
34:01
out
34:01
to
34:01
me.
34:01
And
34:02
really
34:02
thinking
34:02
about
34:02
how
34:03
do
34:03
you,
34:03
how
34:04
do
34:04
you
34:04
intertwine
34:05
those
34:05
pieces
34:06
to
34:06
be
34:06
knowing
34:07
that,
34:08
to
34:08
know
34:09
that
34:09
we
34:10
can
34:10
come
34:10
in
34:10
and
34:11
we
34:11
can,
34:11
we
34:12
can
34:12
teach
34:12
the
34:13
skills,
34:14
right.
34:14
We
34:14
can
34:15
teach
34:15
the
34:15
standards,
34:16
we
34:16
can
34:16
teach
34:16
all
34:17
of
34:17
these
34:17
pieces.
34:19
Where
34:19
does
34:19
that
34:20
human
34:21
factor
34:21
come
34:22
in,
34:22
that
34:22
human
34:23
development
34:24
piece?
34:24
And
34:25
really
34:25
thinking
34:25
about
34:27
how
34:27
those
34:27
two
34:29
intertwine.
34:30
Yeah.
34:31
So
34:32
we
34:32
just
34:33
finished
34:33
up
34:33
our
34:33
last
34:33
module
34:34
and
34:34
the
34:34
guiding
34:35
question
34:35
for
34:35
that
34:36
module
34:37
was
34:38
how
34:38
do
34:38
we
34:38
create
34:39
a
34:39
warm
34:39
and
34:39
welcoming
34:40
environment?
34:41
And
34:42
we
34:43
looked
34:44
at
34:44
all
34:44
of
34:44
the
34:44
different
34:45
roles
34:45
that
34:46
ENL
34:46
teachers
34:47
play
34:48
throughout
34:49
the
34:49
day
34:49
and
34:50
throughout
34:50
an
34:50
entire
34:51
school
34:51
year.
34:52
And
34:53
we,
34:53
you
34:53
know,
34:53
they're
34:54
advocates,
34:55
they're
34:55
counselors,
34:56
they're
34:57
the
34:57
go
34:57
to
34:57
person.
34:58
They're
34:58
often
34:59
called
34:59
upon
35:00
to
35:00
do
35:00
professional
35:01
development
35:02
and
35:02
curriculum
35:03
work.
35:04
I
35:04
had
35:04
the
35:05
students,
35:06
my
35:06
students
35:07
look
35:07
at
35:07
a
35:08
video
35:08
of
35:08
a
35:08
school
35:09
in
35:09
Michigan
35:09
where
35:10
it
35:10
was
35:10
a
35:10
school
35:11
wide
35:11
effort
35:12
to
35:12
make
35:12
sure
35:13
that
35:13
all
35:14
of
35:14
the
35:14
students
35:14
and
35:14
their
35:15
families
35:16
felt
35:16
that
35:16
they
35:16
were
35:17
safe
35:17
and
35:17
they
35:18
were
35:18
welcome
35:18
and
35:19
they
35:19
were
35:19
seen
35:20
and
35:20
valued
35:21
included.
35:22
And
35:22
then
35:22
I
35:22
had
35:23
them
35:23
listen
35:24
to
35:26
the
35:27
2024
35:28
Teacher
35:28
of
35:28
the
35:28
Year,
35:28
Missy
35:29
Testerman's
35:31
keynote
35:31
address
35:32
from
35:32
the
35:33
TESoL
35:33
International
35:34
Convention
35:34
last
35:35
year.
35:36
And
35:36
what
35:36
an
35:36
amazing
35:37
person
35:38
Missy
35:39
is.
35:39
She
35:40
had
35:40
pictures
35:41
of
35:41
all
35:41
of
35:41
her
35:41
different
35:42
students
35:43
and
35:43
she
35:44
just
35:44
kind
35:44
of
35:45
took
35:45
us
35:45
through
35:46
her
35:47
experiences
35:48
as.
35:48
As
35:49
an
35:49
ESL
35:49
teacher
35:50
and
35:50
the
35:50
different
35:50
ways
35:51
that.
35:52
That
35:52
she
35:52
does
35:53
that.
35:53
That
35:53
she
35:54
humanizes
35:56
her
35:56
students
35:57
and.
35:57
And
35:58
the
35:58
things
35:58
that
35:59
she.
35:59
She
35:59
does
36:00
to
36:02
really
36:02
make
36:03
them
36:03
successful.
36:04
And
36:05
one
36:05
of
36:05
the
36:05
quotes
36:06
that
36:06
she
36:06
had,
36:06
I
36:07
just
36:07
love
36:07
this,
36:07
and
36:08
I
36:08
hope
36:08
you'll.
36:08
You'll
36:09
take
36:09
it
36:09
and
36:09
run
36:09
with
36:10
it.
36:10
She
36:10
said,
36:11
be
36:11
the
36:11
talent
36:12
scout,
36:13
not
36:13
the
36:13
deficit
36:14
detector.
36:15
And
36:16
I
36:17
just
36:17
thought
36:17
that
36:17
was
36:18
so
36:18
amazing.
36:19
And
36:19
you
36:20
know
36:20
what?
36:20
I
36:20
know
36:20
every
36:21
single
36:21
one
36:21
of
36:22
my
36:22
students
36:23
listen
36:23
to
36:23
that
36:24
keynote,
36:25
and
36:25
it
36:26
made
36:26
an
36:26
impression
36:27
on
36:27
them.
36:27
And
36:28
I
36:28
think
36:28
that
36:28
they
36:29
will
36:29
take
36:29
away
36:30
quite
36:31
a
36:31
bit
36:31
from
36:31
that
36:32
and
36:32
be
36:32
able
36:32
to
36:33
reflect
36:34
on
36:34
that
36:34
and
36:35
use
36:35
that.
36:35
I
36:36
think
36:36
it
36:36
will
36:36
impact
36:36
them
36:37
because
36:37
it
36:37
was
36:38
just
36:38
so
36:39
touching
36:40
the
36:40
way
36:40
that
36:41
this
36:42
teacher
36:42
of
36:42
the
36:43
year
36:43
really
36:44
had
36:44
a
36:45
relationship
36:45
with
36:45
all
36:46
of
36:46
her
36:46
students,
36:47
wanted
36:48
the
36:48
absolute
36:49
best
36:49
for
36:49
them,
36:49
and
36:50
did
36:50
everything
36:50
in
36:50
her
36:51
power
36:52
to
36:52
make
36:52
sure
36:52
that
36:53
they
36:53
not
36:54
only
36:54
succeeded
36:55
academically,
36:56
but
36:57
they
36:57
felt
36:58
that
36:58
they
36:58
were
36:58
seen
36:59
and
36:59
they
36:59
were
37:00
a
37:00
part
37:00
of
37:01
something.
37:02
So
37:03
when
37:03
you
37:03
think
37:04
about,
37:04
you
37:04
know,
37:05
it's
37:05
August,
37:06
right?
37:07
It's
37:07
August
37:08
and
37:09
everybody's
37:09
going
37:10
back
37:10
to
37:10
school.
37:10
They're
37:11
either
37:11
finishing
37:11
up
37:11
summer,
37:12
right?
37:12
And
37:13
they
37:13
were.
37:13
They're
37:13
getting
37:14
ready
37:14
to
37:14
go
37:14
back
37:15
to
37:15
school.
37:15
Some
37:15
have
37:16
started
37:16
already.
37:17
I
37:17
just
37:18
finished
37:18
a
37:18
conversation
37:19
with
37:20
a
37:20
district
37:20
in
37:20
California,
37:21
and
37:21
their
37:21
students
37:22
were.
37:22
Is
37:22
day
37:23
three
37:23
with
37:23
students
37:24
already.
37:24
And
37:25
North
37:25
Carolina
37:25
went
37:26
back
37:26
two
37:26
weeks
37:26
ago,
37:27
and
37:27
people
37:27
are
37:27
all
37:28
heading
37:29
back.
37:30
What
37:30
is
37:30
it
37:30
that,
37:32
as
37:33
you
37:33
think
37:33
about
37:33
this
37:34
next
37:34
year
37:35
and
37:35
you
37:35
think
37:35
about
37:36
educators
37:38
who
37:38
are
37:38
trained
37:39
specifically
37:40
to
37:41
work
37:41
with
37:41
students
37:42
who
37:42
are
37:42
learning
37:43
in
37:43
multiple
37:43
languages,
37:44
or
37:44
teachers
37:45
who
37:45
are
37:45
not
37:45
trained,
37:46
but
37:46
who
37:46
are
37:47
supporting
37:48
students
37:49
who
37:49
are
37:49
learning
37:49
in
37:50
multiple
37:50
languages,
37:51
what
37:51
is
37:51
it
37:51
that
37:52
you
37:52
hope
37:53
that
37:53
every
37:53
educator
37:54
who's
37:54
listening
37:55
to
37:55
this
37:56
podcast
37:56
will
37:56
take
37:57
with
37:57
them
37:57
today?
38:00
Just
38:01
embrace
38:01
the
38:02
opportunity
38:03
to
38:04
work
38:05
with
38:05
multilingual
38:06
learners.
38:07
They
38:07
will
38:08
enrich
38:08
your
38:08
classrooms.
38:11
They.
38:11
They
38:12
will
38:12
add
38:14
such
38:14
a.
38:16
A
38:16
different
38:16
perspective.
38:18
They
38:18
have
38:19
different
38:19
ways
38:19
of
38:20
seeing
38:20
the
38:20
world.
38:21
They
38:21
will
38:21
open
38:21
up
38:21
the
38:22
world
38:22
to
38:22
your
38:22
classroom.
38:25
Their.
38:25
Their
38:26
developing
38:27
English
38:28
proficiency
38:29
is
38:29
not
38:30
a
38:30
barrier
38:31
to
38:31
overcome.
38:33
When
38:33
we
38:33
put
38:33
a
38:34
lens
38:34
on
38:34
language,
38:35
we
38:36
offer
38:36
opportunities
38:38
for
38:38
everybody
38:38
to
38:39
learn
38:39
about
38:39
language,
38:40
and
38:41
that's
38:41
a
38:41
good
38:41
thing.
38:43
Language
38:43
is
38:43
beautiful.
38:44
And
38:46
I
38:46
mean,
38:47
I.
38:48
I
38:48
love
38:48
language.
38:49
I'm
38:49
a
38:49
language
38:49
geek.
38:51
But
38:51
when
38:51
we
38:51
can.
38:51
When
38:52
we
38:52
can
38:52
really
38:52
think
38:53
about
38:53
language
38:53
and,
38:54
and
38:54
how
38:54
people
38:55
use
38:55
language
38:56
and
38:57
what.
38:58
What
38:58
words
38:59
mean
38:59
and
38:59
what
38:59
phrases
39:00
mean
39:00
and
39:00
where.
39:01
Where
39:01
things
39:01
have
39:02
come
39:02
from,
39:03
that
39:04
can
39:04
be
39:04
really
39:04
powerful.
39:06
And,
39:06
you
39:06
know,
39:07
words
39:08
mean
39:08
things,
39:09
words
39:09
carry
39:09
meaning,
39:11
and
39:11
I
39:11
think
39:11
that
39:12
sometimes
39:12
we
39:13
lose
39:13
sight
39:13
of
39:13
that.
39:14
And
39:15
I
39:15
also
39:15
think
39:15
that
39:15
when
39:16
our
39:16
students
39:17
struggle,
39:17
whether
39:18
they
39:18
are
39:19
multilingual
39:20
learners
39:21
or
39:21
they're
39:22
learning
39:22
in
39:22
the
39:23
only
39:23
language
39:23
they
39:23
know.
39:25
Right.
39:25
And
39:25
they
39:26
struggle.
39:30
It
39:30
is
39:30
the
39:30
language
39:31
that
39:31
gets
39:31
in
39:31
the
39:32
way.
39:32
It
39:32
is
39:32
this
39:32
distinction
39:33
between
39:35
common
39:35
everyday
39:36
language
39:36
and
39:37
academic
39:38
language.
39:39
Right.
39:39
And
39:39
there's
39:40
a
39:40
huge
39:40
difference
39:42
in
39:42
the
39:42
two.
39:43
And
39:43
I
39:44
think
39:44
for
39:44
teachers
39:45
who
39:45
are
39:45
not
39:45
trained
39:47
in
39:48
what
39:48
you're
39:48
talking
39:49
about.
39:49
Right.
39:50
Need
39:50
to
39:51
be
39:51
mindful
39:52
of
39:52
the
39:53
difference
39:53
between
39:55
everyday
39:56
colloquial
39:57
language
39:57
that
39:57
we
39:58
all
39:58
speak
39:59
in
39:59
the
39:59
cafeteria
40:00
and
40:00
in
40:00
the
40:00
hallway
40:02
and
40:02
the
40:02
language
40:03
that
40:03
we
40:03
need.
40:04
Right.
40:04
Which
40:04
is
40:05
often
40:05
more
40:05
formal
40:06
and
40:06
more
40:06
complicated
40:07
and
40:07
more
40:07
complex
40:09
in
40:09
an
40:09
academic
40:10
situation.
40:11
Yeah.
40:11
I
40:11
mean,
40:12
it's
40:12
the
40:12
language
40:12
of
40:13
assessment.
40:14
If
40:14
we're
40:14
only
40:14
using
40:15
social
40:16
language
40:16
and
40:17
we're
40:17
watering
40:18
everything
40:18
down
40:18
and
40:18
we're
40:19
taking
40:19
like
40:19
an
40:19
academic
40:20
text
40:20
and
40:21
we're
40:21
putting
40:21
it
40:21
into
40:21
an
40:22
AI
40:22
tool
40:23
and
40:23
it's
40:24
simplified,
40:25
we're
40:26
widening
40:26
that
40:26
opportunity
40:27
gap
40:27
for
40:28
kids.
40:28
And
40:29
in
40:29
a
40:29
similar
40:29
vein,
40:30
if
40:30
we're
40:30
translating
40:31
everything
40:32
into
40:32
a
40:32
student's
40:33
home
40:33
language
40:34
with,
40:34
with
40:35
very
40:35
good
40:35
intentions,
40:36
I'm
40:36
sure
40:38
that
40:38
we're
40:38
not
40:38
giving
40:39
them
40:39
access
40:39
to
40:40
English.
40:40
And,
40:40
and
40:41
frankly,
40:41
we're
40:42
sending
40:42
a
40:43
message
40:43
that
40:44
English
40:44
isn't
40:45
for
40:45
you,
40:45
that
40:45
I
40:46
don't
40:46
think
40:46
that
40:46
you
40:46
can
40:47
handle
40:47
the
40:47
English.
40:48
So
40:49
rather
40:49
than
40:49
doing
40:50
that,
40:50
we
40:50
need
40:50
to
40:51
think
40:51
about
40:51
how
40:52
we
40:52
can
40:54
engineer
40:54
a
40:55
text
40:55
is
40:55
a
40:55
term
40:56
that
40:56
we
40:56
use.
40:56
So,
40:57
you
40:57
know,
40:57
you,
40:57
you
40:57
chunk
40:58
it,
40:58
you,
40:59
you
40:59
add
41:00
white
41:01
space,
41:01
you,
41:02
you
41:03
use
41:03
different
41:03
text
41:04
and
41:05
underlining
41:06
and
41:06
bold
41:06
and
41:07
add
41:07
a
41:07
glossary
41:08
and
41:09
bring
41:09
in
41:09
visuals
41:10
and
41:10
do
41:11
these
41:11
different
41:11
things
41:12
to
41:12
make
41:12
it
41:12
more
41:13
accessible.
41:15
So
41:15
yeah,
41:15
there's,
41:16
there's
41:16
different
41:16
ways
41:17
to
41:17
go
41:17
about
41:17
things,
41:18
but
41:18
certainly
41:19
watering
41:20
things
41:20
down
41:21
and,
41:21
and
41:22
giving
41:23
students
41:23
things
41:24
that
41:24
are
41:24
way
41:25
below
41:25
grade
41:25
level
41:26
is,
41:26
is
41:27
no
41:27
way
41:27
to
41:27
help
41:27
them.
41:29
The
41:29
art
41:29
of
41:29
languaging
41:30
is
41:30
humanizing
41:31
within
41:31
itself.
41:32
So
41:33
it
41:33
is
41:34
the,
41:34
it's
41:34
the
41:35
foundation
41:36
of
41:37
community
41:37
building.
41:38
So
41:38
when
41:38
we're
41:39
talking
41:39
about
41:39
powerful
41:40
student
41:40
care
41:41
and
41:42
dignifying
41:44
and
41:44
humanity,
41:46
the
41:46
basis
41:47
is
41:47
our
41:48
geological
41:48
processes.
41:50
Right.
41:51
And
41:51
the
41:51
languaging
41:52
and
41:52
how
41:52
we
41:52
share,
41:54
it's
41:54
also
41:55
empowering.
41:58
To
41:59
give
41:59
face
42:00
and
42:00
identity
42:01
to
42:01
language
42:01
is
42:02
empowering.
42:02
It's
42:03
telling
42:03
me,
42:03
do
42:04
I
42:04
belong
42:04
here?
42:05
Like
42:05
you
42:05
said,
42:06
do
42:06
you
42:06
value
42:06
me
42:07
or
42:08
I
42:08
don't
42:08
matter?
42:10
It's
42:10
for
42:10
us
42:11
to
42:11
hold
42:11
space
42:12
to
42:12
that
42:13
diversity
42:14
which
42:14
comes
42:15
within
42:15
the
42:16
element
42:16
of
42:17
languaging
42:18
that
42:19
we
42:19
need
42:19
to
42:19
really
42:20
develop
42:21
to
42:21
really
42:21
create
42:22
a
42:22
humanizing
42:23
approach
42:24
to
42:25
education.
42:26
Yeah.
42:27
So
42:27
I,
42:27
I,
42:27
I
42:28
fully
42:28
support
42:29
bringing
42:29
in
42:29
students
42:30
home
42:30
languages
42:31
and
42:31
asking,
42:31
you
42:32
know,
42:32
putting
42:32
that
42:32
lens
42:33
on
42:33
language
42:33
and
42:35
again,
42:36
using
42:36
their
42:37
home
42:37
languages
42:38
as
42:38
an
42:38
asset.
42:39
One
42:40
of
42:40
the
42:40
ways
42:40
that
42:40
we
42:41
suggest
42:41
doing
42:41
this
42:42
with
42:42
this
42:43
knowledge
42:43
building
42:43
approach
42:44
is
42:44
when
42:44
we're
42:45
selecting
42:45
vocabulary
42:46
to
42:46
see
42:47
study
42:48
find
42:48
those
42:49
words
42:49
that
42:50
maybe
42:50
have
42:51
cognates
42:51
in
42:52
a
42:52
student's
42:52
home
42:52
language
42:53
or
42:54
thinking
42:54
about
42:55
how
42:55
languages
42:56
in
42:56
general
42:57
are
42:57
purposeful
42:58
and
42:58
patterned.
42:59
And
42:59
so
42:59
maybe
43:00
we're
43:00
looking
43:00
at
43:00
different
43:01
word
43:02
parts,
43:03
so
43:03
maybe
43:03
suffixes.
43:04
So
43:04
for
43:04
example,
43:06
we're
43:06
going
43:06
to
43:07
be
43:07
looking
43:07
at
43:07
adverbs
43:08
that
43:08
we
43:09
know
43:09
in
43:09
English
43:09
and
43:10
in
43:10
ly
43:10
and
43:11
I
43:11
know
43:11
in
43:11
French
43:11
that
43:12
ends
43:13
in
43:13
M,
43:13
E,
43:13
n,
43:13
t
43:14
or
43:14
in
43:14
Spanish,
43:15
whatever
43:16
it
43:16
is
43:16
in
43:16
Spanish.
43:17
Right.
43:24
Exactly.
43:24
So
43:25
it
43:25
my
43:25
point
43:25
here
43:26
is
43:26
that
43:26
we
43:27
can
43:27
help
43:28
students
43:28
to
43:29
learn
43:29
word
43:30
learning
43:30
strategies
43:32
by
43:32
putting
43:33
a
43:33
lens
43:33
on
43:33
language.
43:34
We
43:34
can
43:34
also
43:34
look
43:35
at
43:35
root
43:35
words
43:35
and
43:36
we
43:36
can
43:36
talk
43:36
about
43:36
how
43:37
those
43:37
root
43:37
words
43:38
are
43:38
similar
43:39
in
43:39
English
43:40
and
43:40
in
43:40
students
43:41
home
43:41
languages.
43:42
And
43:42
that
43:42
is
43:43
saying
43:44
your
43:44
home
43:44
language
43:45
is
43:45
important
43:45
and
43:46
it
43:46
is
43:46
a
43:46
tool
43:47
that
43:47
you
43:48
can
43:48
use
43:48
to
43:49
be
43:49
able
43:49
to
43:50
build
43:50
up
43:51
your
43:51
content
43:51
knowledge
43:52
and
43:53
your
43:53
English
43:54
language
43:54
skills.
43:56
Well,
43:57
what
43:57
a
43:57
fantastic
43:58
conversation.
43:59
And
43:59
I
44:00
really,
44:00
really
44:01
appreciate
44:02
us
44:02
being
44:02
able
44:02
to
44:03
spend
44:03
an
44:03
entire
44:03
time
44:04
talking
44:04
about
44:05
the
44:05
needs
44:06
of
44:06
our
44:06
multilingual
44:07
learners
44:08
and
44:08
how
44:09
we
44:09
support
44:09
them
44:09
in
44:09
a
44:09
humanizing
44:10
environment.
44:11
Thank
44:11
you
44:11
Gretchen
44:12
Oliver
44:12
for
44:13
joining
44:13
us
44:13
today
44:14
and
44:15
we'll
44:15
see
44:15
you
44:15
next
44:16
week
44:16
in
44:16
the
44:16
Wheelhouse.
44:23
And
44:24
that's
44:24
a
44:24
wrap
44:24
of
44:24
Season
44:25
10,
44:25
Episode
44:26
6
44:26
of
44:26
the
44:27
Wheelhouse.
44:27
A
44:28
special
44:28
thank
44:28
you
44:28
to
44:29
my
44:29
special
44:29
guest,
44:30
Dr.
44:30
Gretchen
44:31
Oliver
44:31
and
44:31
the
44:32
Wheelhouse
44:32
team,
44:33
Kathy
44:33
Mone,
44:34
Michael
44:34
Pipa
44:34
and
44:35
Dr.
44:35
Alicia
44:35
Monroe.
44:36
We're
44:36
back
44:37
in
44:37
the
44:37
studio
44:37
next
44:37
week
44:38
and
44:38
we
44:38
can't
44:38
wait
44:39
to
44:39
continue
44:39
the
44:40
conversation
44:40
with
44:40
you.
44:41
Coming
44:42
up
44:42
next
44:42
week
44:42
in
44:43
episode
44:43
seven,
44:44
our
44:44
special
44:44
guest,
44:45
Dr.
44:45
Shavita
44:46
West,
44:46
a
44:47
performance
44:47
coach
44:48
at
44:48
DeKalb
44:49
County
44:49
School
44:49
District
44:50
and
44:50
founder
44:51
of
44:51
SL
44:51
West
44:52
Consulting
44:53
and
44:53
Opal
44:53
Davis
44:54
Dawson,
44:54
an
44:55
instructional
44:55
leadership
44:56
coach,
44:56
co
44:57
founder
44:57
of
44:57
the
44:58
Best
44:58
College
44:58
Match
44:59
foundation,
45:00
an
45:00
ASCD
45:01
faculty
45:01
member
45:02
and
45:02
curriculum
45:02
strategist.
45:04
You
45:04
are
45:04
not
45:05
going
45:05
to
45:05
want
45:05
to
45:05
miss
45:05
it.
45:07
We
45:07
hope
45:07
you'll
45:08
join
45:08
the
45:08
Wheelhouse
45:09
Company.
45:10
Are
45:10
you
45:11
a
45:11
like
45:11
minded
45:11
educator
45:12
who's
45:12
committed
45:12
to
45:13
open
45:13
doors
45:13
and
45:13
unlimited
45:14
possibilities
45:15
for
45:15
each
45:15
student?
45:16
Follow
45:16
Students
45:17
Matter
45:17
LLC
45:18
on
45:18
Instagram
45:19
or
45:19
LinkedIn
45:20
or
45:20
any
45:21
of
45:21
the
45:21
four
45:21
of
45:21
us
45:22
individually
45:22
who
45:22
are
45:23
also
45:23
on
45:23
LinkedIn.
45:25
Subscribe
45:25
to
45:25
the
45:25
Wheelhouse
45:26
Chronicle
45:27
on
45:27
Substack.
45:28
Michael's
45:28
waiting
45:29
to
45:29
hear
45:29
your
45:29
comments
45:29
and
45:30
we're
45:30
all
45:30
excited
45:31
to
45:31
continue
45:31
this
45:31
conversation
45:32
with
45:32
you.
45:33
That's
45:33
the
45:34
Wheelhouse.
45:38
Join
45:38
the
45:38
curated
45:38
community,
45:39
the
45:39
Wheelhouse
45:40
Forum,
45:40
only
45:41
available
45:41
at
45:42
Students
45:42
Matter's
45:43
very
45:43
own
45:44
Learn
45:44
Harbor.
45:45
That's
45:45
learnharbor.thinkific.com
45:50
the
45:51
Wheelhouse
45:51
is
45:51
a
45:51
production
45:52
of
45:52
Students
45:52
Matter
45:53
LLC.
45:54
Our
45:54
show's
45:54
theme
45:55
music,
45:55
Off
45:55
We
45:56
Go,
45:56
was
45:56
written
45:56
and
45:57
performed
45:57
by
45:57
Cody
45:58
Martin
45:58
and
45:58
obtained
45:59
through
45:59
soundstripe.com
46:01
stop
46:01
by
46:01
our
46:01
website
46:02
and
46:02
check
46:02
out
46:02
what
46:02
we
46:03
offer
46:03
at
46:03
www.ourstudentsmatter.org.
46:08
together,
46:09
our
46:09
goal
46:09
is
46:09
to
46:09
prove
46:10
to
46:10
each
46:10
student
46:11
and
46:11
to
46:11
each
46:11
teacher
46:12
that
46:12
they
46:12
are
46:13
both
46:13
distinctive
46:14
and
46:14
irreplaceable.
46:16
Until
46:16
next
46:16
time.
46:16
Remember,
46:17
we
46:17
got
46:18
this.