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Charting a Human-Centered Future for Education · The Wheelhouse

0:01
Welcome
0:02
back
0:02
to
0:02
the
0:02
Wheelhouse,
0:03
a
0:03
Students
0:04
Matter
0:04
podcast.
0:05
After
0:06
a
0:06
season
0:06
of
0:06
hard
0:07
truths,
0:07
bold
0:08
ideas
0:08
and
0:09
human
0:09
centered
0:10
challenge,
0:11
what
0:11
do
0:11
we
0:12
now
0:12
see
0:12
more
0:13
clearly
0:13
about
0:14
the
0:14
future
0:14
our
0:15
students
0:15
are
0:15
already
0:16
living
0:16
in?
0:17
There's
0:18
so
0:18
much
0:18
to
0:18
talk
0:19
about
0:19
in
0:20
our
0:20
season
0:20
11
0:21
finale,
0:22
a
0:22
new
0:22
episode
0:23
of
0:23
the
0:23
Wheelhouse
0:23
begins.
0:24
Right
0:25
now,
0:36
The
0:36
future
0:36
of
0:37
education
0:37
depends
0:38
on
0:38
a
0:38
radical
0:39
humanization
0:39
of
0:40
schools.
0:41
Places
0:41
where
0:41
hope
0:42
is
0:42
cultivated,
0:43
opportunities
0:44
are
0:44
opened,
0:45
and
0:45
innovation
0:46
is
0:46
harnessed
0:47
to
0:47
serve
0:47
humanity.
0:49
Only
0:49
then
0:49
can
0:50
we
0:50
create
0:50
futures
0:51
worthy
0:52
of
0:52
each
0:52
student's
0:53
dreams.
0:54
We
0:54
begin
0:54
by
0:55
cultivating
0:55
hope.
0:56
We
0:57
ensure
0:57
possibilities
0:58
are
0:58
real
0:59
and
0:59
accessible.
1:01
We
1:01
design
1:01
futures
1:02
rooted
1:03
in
1:03
humanity.
1:05
But
1:05
the
1:05
future
1:06
is
1:06
already
1:07
here,
1:08
and
1:08
it
1:08
must
1:09
be
1:09
deeply
1:09
human
1:10
centered.
1:11
The
1:11
Wheelhouse
1:12
exists
1:13
to
1:13
create
1:14
an
1:14
inclusive
1:15
community
1:15
of
1:16
empowered
1:16
educators
1:17
who
1:17
believe
1:18
that
1:18
together
1:19
we
1:19
can
1:19
disrupt
1:20
that
1:20
future
1:21
transactional
1:21
nature
1:22
of
1:22
schooling
1:23
and
1:23
reimagine
1:24
what
1:24
it
1:24
means
1:24
to
1:25
learn,
1:26
lead
1:26
and
1:26
belong.
1:28
We
1:28
envision
1:28
districts,
1:29
schools
1:30
and
1:30
classrooms
1:30
where
1:30
every
1:31
student
1:31
feels
1:32
confident,
1:33
capable,
1:34
optimistic,
1:35
well
1:36
supported
1:37
and
1:37
emboldened
1:38
to
1:38
be
1:38
and
1:39
to
1:39
become
1:40
who
1:40
they're
1:40
meant
1:41
to
1:41
be.
1:42
Welcome
1:42
to
1:43
the
1:43
season
1:44
11
1:44
finale
1:45
of
1:45
the
1:45
Wheelhouse.
1:47
This
1:47
season,
1:48
we've
1:48
asked
1:48
hard
1:49
questions
1:49
about
1:49
leadership,
1:51
learning
1:51
and
1:52
what
1:52
it
1:52
really
1:53
means
1:53
to
1:53
prepare
1:54
students
1:55
for
1:55
a
1:55
future
1:56
that
1:56
is
1:56
already
1:57
unfolding
1:58
around
1:58
them.
1:59
We've
1:59
talked
2:00
about
2:00
innovation,
2:01
but
2:01
we've
2:02
been
2:02
even
2:02
more
2:03
honest
2:03
about
2:04
the
2:04
cost
2:04
of
2:05
innovation
2:06
when
2:06
humanity
2:07
is
2:08
missing
2:09
together.
2:09
Today,
2:11
this
2:11
conversation
2:12
brings
2:12
that
2:12
work
2:13
together.
2:14
We're
2:14
joined
2:15
by
2:15
members
2:15
of
2:15
the
2:15
Wheelhouse
2:16
team
2:17
and
2:17
three
2:17
voices
2:18
who've
2:18
helped
2:18
shape
2:19
this
2:19
season.
2:20
Jim
2:20
Vaneda,
2:21
Chiara
2:21
Latimer,
2:22
and
2:22
Neal
2:23
Curry.
2:23
To
2:24
reflect,
2:25
challenge,
2:26
and
2:26
ultimately
2:27
point
2:27
us
2:27
forward.
2:29
This
2:29
is
2:29
not
2:29
a
2:30
recap
2:30
episode.
2:31
It's
2:31
a
2:31
reckoning.
2:33
A
2:33
reckoning
2:33
with
2:33
what
2:34
schools
2:34
are
2:34
getting
2:35
right
2:35
and
2:36
what
2:36
they're
2:36
getting
2:36
wrong
2:37
and
2:37
what
2:38
we
2:38
can
2:38
no
2:39
longer
2:39
afford
2:39
to
2:40
ignore
2:40
if
2:41
we're
2:41
serious
2:42
about
2:42
future
2:42
Ready
2:43
Schools.
2:44
Schools
2:44
where
2:44
innovation
2:45
is
2:45
rooted
2:45
in
2:46
humanity,
2:47
not
2:47
detached
2:48
from
2:48
it.
2:49
So
2:49
as
2:49
we
2:49
close
2:49
this
2:50
season,
2:50
we're
2:51
not
2:51
asking
2:51
what
2:52
comes
2:52
next
2:52
for
2:53
education.
2:54
We're
2:54
asking
2:54
what
2:55
kind
2:55
of
2:55
adults
2:56
our
2:56
students
2:57
need
2:57
us
2:58
to
2:58
be
2:59
right
2:59
now.
3:01
Let's
3:01
step
3:02
into
3:02
it.
3:08
Good
3:09
morning
3:09
and
3:09
welcome
3:10
to
3:10
the
3:10
Wheelhouse.
3:11
This
3:11
is
3:12
the
3:13
finale
3:14
of
3:14
season
3:15
11,
3:17
Future
3:17
Ready
3:18
Schools.
3:18
Innovation
3:19
rooted
3:19
in
3:19
humanity.
3:20
I'm
3:20
super
3:21
excited
3:21
to
3:21
welcome
3:22
back
3:22
some
3:22
of
3:22
our
3:23
amazing
3:23
guests,
3:24
but
3:24
before
3:24
I
3:24
do
3:25
that,
3:25
let
3:26
me
3:26
welcome
3:26
the
3:26
Wheelhouse
3:27
team
3:27
today
3:28
consisting
3:29
of
3:29
Kathy,
3:29
Moni
3:30
and
3:30
Michael
3:30
Piper.
3:31
Hello.
3:32
Good
3:32
morning.
3:33
Good
3:33
morning.
3:34
It's
3:34
just.
3:35
It's
3:35
just
3:35
us
3:36
today,
3:36
Michael.
3:36
We're
3:36
going
3:37
to
3:37
have
3:37
to
3:37
carry
3:37
this
3:37
for
3:38
Alicia.
3:38
Like,
3:39
yeah,
3:39
there's
3:39
no
3:39
replacing
3:40
our.
3:41
No
3:42
Dr.
3:42
Mike.
3:43
A
3:43
huge
3:43
shout
3:44
out
3:44
for
3:44
Dr.
3:44
Monroe.
3:45
She
3:45
will
3:45
be
3:45
joining
3:45
us
3:46
later
3:46
in
3:46
this
3:47
episode,
3:48
but
3:48
she
3:49
is
3:49
not
3:49
with
3:49
us
3:50
right
3:50
now.
3:51
And
3:51
we
3:52
have
3:52
three
3:53
amazing
3:54
guests
3:54
who
3:54
are
3:54
returning
3:55
to
3:56
the
3:56
Wheelhouse
3:57
for
3:57
the
3:57
finale
3:58
of
3:58
this
3:58
season.
3:59
Kiera
4:00
Latimer,
4:01
Neal
4:02
Curry
4:02
and
4:03
Jim
4:03
Veneta.
4:04
So
4:05
welcome
4:06
my
4:06
new
4:06
friends
4:07
to
4:07
the
4:07
Wheelhouse.
4:08
Thanks
4:08
for
4:09
having
4:09
us.
4:10
We're
4:10
super
4:10
excited
4:11
to
4:11
have
4:11
you
4:11
join
4:12
us
4:12
again
4:13
and
4:14
we
4:14
look
4:14
forward
4:14
to
4:15
this
4:15
conversation
4:17
where
4:18
we've
4:18
had
4:18
such
4:19
amazing
4:20
conversations
4:21
about
4:21
joy
4:22
filled
4:22
learning
4:22
and
4:23
what
4:23
is
4:23
innovation
4:25
and
4:26
what
4:26
does
4:26
future
4:27
ready
4:27
mean.
4:28
And
4:28
then
4:29
Janice
4:30
Gobert
4:30
joined
4:30
us
4:30
to
4:31
talk
4:31
about
4:31
her
4:32
work
4:32
with
4:32
Ink
4:33
its
4:33
and
4:33
AI
4:34
and
4:34
the
4:34
Human
4:34
in
4:35
the
4:35
Loop.
4:35
And
4:35
we
4:36
had
4:36
conversations
4:37
with
4:37
Chiara
4:37
Latimer
4:38
about
4:39
students
4:39
who
4:39
identify
4:40
as
4:40
neurodivergent
4:41
and
4:41
what
4:41
does
4:42
that
4:42
mean
4:42
for
4:43
the
4:43
educational
4:44
landscape.
4:45
And
4:45
then
4:46
we
4:46
had
4:46
Neal
4:47
Curry,
4:47
who's
4:47
doing
4:48
amazing
4:49
work
4:50
in
4:50
the
4:50
state
4:51
of
4:51
New
4:51
York
4:52
with
4:52
a
4:52
lot
4:53
of
4:53
things,
4:53
but
4:54
particularly
4:54
we
4:55
talked
4:55
about
4:55
his
4:56
amazing
4:56
program,
4:56
Teach
4:57
Brother
4:57
Teach.
4:58
And
4:58
Franklin
4:58
Campbell
4:59
Jones
4:59
was
4:59
here,
4:59
the
5:00
author
5:00
of
5:01
the
5:01
Cultural
5:01
Proficient
5:02
Journey
5:03
talks
5:03
a
5:03
lot
5:04
about
5:05
what
5:05
will
5:05
happen
5:05
if
5:06
we
5:06
really,
5:07
really
5:07
and
5:08
truly
5:09
reimagine
5:10
learning
5:10
and
5:10
the
5:10
panic.
5:11
Right.
5:11
He
5:11
called
5:12
it
5:12
a
5:12
good
5:12
panic
5:12
that'll
5:13
happen
5:13
if
5:13
we
5:14
do
5:14
that.
5:15
And
5:15
of
5:15
course,
5:15
most
5:15
recently,
5:16
our
5:17
dear
5:17
friend
5:17
Jim
5:18
Venator
5:18
returned
5:19
to
5:19
talk
5:19
about
5:20
what
5:20
he
5:20
expects
5:21
students
5:22
will
5:22
want
5:22
to
5:23
talk
5:23
to
5:23
us
5:23
about
5:23
when
5:24
we
5:24
engage
5:24
with
5:25
them
5:25
directly
5:26
in
5:26
season
5:27
12.
5:28
So
5:28
welcome,
5:29
welcome.
5:29
And
5:30
let's
5:30
just
5:30
kind
5:31
of
5:31
start
5:31
with
5:32
that
5:33
question
5:35
about
5:35
students
5:36
and
5:36
then
5:37
we'll
5:37
see
5:37
where
5:37
this
5:38
conversation
5:38
takes
5:39
us.
5:40
We
5:40
say
5:40
that
5:41
future
5:41
ready
5:41
schools,
5:42
there's
5:43
that
5:43
whole
5:43
idea
5:44
that
5:44
that's
5:44
tomorrow.
5:45
Well,
5:45
future
5:46
ready
5:47
schools
5:47
and
5:47
preparing
5:48
children
5:48
for
5:49
life
5:50
in
5:50
the
5:50
21st
5:50
century
5:51
is
5:51
here,
5:52
right?
5:52
It's
5:53
here.
5:53
And
5:54
our
5:54
children
5:55
are
5:55
dramatically
5:56
different
5:57
than
5:58
when
5:58
we
5:59
were
5:59
young
6:00
people.
6:01
So
6:02
for
6:02
the
6:02
entire
6:03
panel,
6:03
because
6:04
we
6:04
all
6:04
work
6:04
with
6:05
students
6:05
every
6:06
single
6:06
day,
6:06
some
6:07
more
6:08
than
6:08
others,
6:10
one
6:10
of
6:10
the
6:10
questions
6:11
that
6:11
we
6:11
have
6:11
on
6:11
our
6:12
list
6:12
here
6:12
is,
6:12
you
6:12
know,
6:12
what's
6:13
one
6:13
thing
6:13
that
6:13
students
6:14
today
6:15
will
6:15
no
6:15
longer
6:15
tolerate
6:16
from
6:16
their
6:17
schools?
6:17
And
6:17
do
6:18
they
6:18
have
6:18
the
6:18
right
6:18
not
6:18
to
6:18
tolerate
6:19
it?
6:20
Let's
6:20
talk
6:20
about
6:21
that.
6:21
What
6:22
will
6:22
they
6:22
not
6:22
tolerate?
6:23
I'll
6:23
dive
6:24
in
6:24
because
6:24
this
6:24
came
6:24
up
6:25
in
6:25
our
6:25
season.
6:26
Surprise,
6:27
surprise.
6:29
We
6:29
talked
6:30
a
6:30
lot
6:30
about
6:31
the
6:31
future
6:32
being
6:32
so
6:32
uncertain
6:33
for
6:33
a
6:33
lot
6:33
of
6:34
students
6:34
and
6:34
they're
6:34
very
6:35
focused
6:36
on
6:36
the
6:36
now.
6:37
Right.
6:37
I
6:37
think
6:37
developmentally,
6:38
but
6:39
I
6:39
think
6:39
especially
6:41
in
6:41
our
6:41
current
6:41
context,
6:42
they
6:42
have
6:42
a
6:43
lot
6:43
of
6:43
concerns
6:44
about
6:44
what's
6:44
going
6:44
on
6:45
in
6:45
the
6:45
world
6:45
and
6:46
what's
6:46
going
6:46
on
6:46
in
6:46
their
6:47
lives.
6:48
They
6:48
are
6:48
not
6:49
going
6:49
to
6:49
tolerate
6:50
any
6:51
sense
6:51
of
6:51
disrespect.
6:52
They,
6:53
they
6:53
don't
6:54
respect
6:55
authority
6:56
automatically.
6:58
And
6:59
that's
7:00
not
7:00
necessarily
7:01
a
7:01
bad
7:01
thing.
7:01
If,
7:02
if
7:02
they're
7:02
not
7:03
in
7:03
an
7:03
environment
7:04
where
7:04
they
7:04
feel
7:05
they
7:05
belong,
7:07
where
7:07
they
7:07
feel
7:07
they
7:08
have
7:08
some
7:09
agency,
7:10
they
7:11
have
7:11
the
7:11
respect
7:12
that
7:12
they
7:12
know
7:12
they
7:13
deserve,
7:13
they're
7:14
out.
7:14
They
7:15
don't
7:15
want
7:15
to
7:15
be
7:15
part
7:15
of
7:16
that.
7:17
And
7:18
that's
7:18
a
7:18
unique
7:19
challenge
7:19
for
7:19
adults
7:19
who
7:20
are
7:20
used
7:20
to,
7:21
I'm
7:21
the
7:22
authority
7:22
figure.
7:23
When
7:23
I
7:23
tell
7:23
you
7:23
to
7:24
do
7:24
something,
7:24
you
7:24
do
7:25
it.
7:25
And
7:26
we
7:26
can
7:26
help
7:26
shape
7:27
that,
7:27
shape
7:28
that
7:28
into
7:28
some
7:28
activism.
7:30
But
7:30
we
7:31
need
7:31
to
7:31
understand
7:31
that
7:32
to
7:32
keep
7:33
students
7:34
engaged
7:34
in
7:34
our
7:35
schools,
7:35
they
7:35
need
7:36
to
7:36
be
7:37
respected
7:37
and
7:38
have
7:38
a
7:38
sense
7:39
of
7:39
worth.
7:39
I
7:40
think
7:40
related
7:40
to
7:41
that
7:41
too
7:41
is
7:41
I
7:41
think
7:42
students
7:43
want
7:44
to
7:44
know
7:44
why
7:44
they're
7:45
being
7:45
asked
7:45
to
7:45
do
7:46
certain
7:46
things.
7:46
So
7:47
we
7:47
have
7:47
to
7:47
be
7:47
clear
7:48
about
7:48
giving
7:48
them
7:48
rationales
7:50
for
7:50
what
7:51
they're
7:51
being
7:52
asked
7:52
to
7:52
do.
7:53
And
7:53
they're
7:53
less
7:53
likely
7:54
to
7:54
do
7:54
things
7:55
just
7:55
because
7:57
that's
7:57
the
7:57
way
7:58
that
7:58
they've
7:58
always
7:58
been
7:59
done
7:59
and
7:59
it's
7:59
conventional.
8:00
So
8:00
what
8:00
is
8:00
the
8:01
real
8:01
utility
8:01
of
8:02
what
8:02
we're
8:02
asking
8:02
them
8:03
to
8:03
do
8:03
and
8:04
why?
8:04
And
8:04
I
8:04
think
8:04
schools
8:05
have
8:05
to
8:05
do
8:05
a
8:05
better
8:05
job
8:06
of
8:06
having
8:06
rationales
8:07
for
8:07
what.
8:07
Why
8:08
are
8:08
we
8:08
doing
8:08
these
8:08
things?
8:10
And
8:10
to
8:10
get
8:10
students
8:11
to
8:11
buy
8:11
in
8:11
because
8:11
they're
8:12
willing
8:12
to
8:12
do
8:12
it
8:13
if
8:13
it
8:13
has
8:14
value.
8:15
But
8:15
we
8:15
have
8:15
to
8:15
be
8:15
honest,
8:16
a
8:16
lot
8:16
of
8:16
things
8:16
that
8:16
we're
8:16
asking
8:17
them
8:17
to
8:17
do
8:17
doesn't
8:18
have
8:18
a
8:18
lot
8:18
of
8:18
value
8:19
or
8:20
utility.
8:21
Were
8:21
any
8:22
of
8:22
you
8:22
told,
8:23
well,
8:23
you
8:23
won't
8:24
have
8:24
a
8:24
calculator
8:25
in
8:25
your
8:25
pocket.
8:26
Yes,
8:27
all
8:27
the
8:27
time.
8:28
You're
8:28
going
8:28
to
8:28
have
8:28
to
8:29
know
8:29
how
8:29
to
8:29
do
8:29
this
8:29
because
8:29
you
8:29
won't
8:30
have
8:30
a
8:30
calculator.
8:30
Well,
8:30
we
8:31
do.
8:31
And
8:32
we
8:32
have
8:32
Google
8:32
and
8:33
we
8:33
have
8:33
ChatGPT.
8:35
We
8:36
need
8:36
to
8:36
dig
8:36
deeper
8:37
in
8:37
explaining
8:37
the
8:37
why.
8:38
Exactly.
8:39
We
8:39
literally
8:40
have
8:40
computers
8:40
in
8:40
our
8:41
pockets
8:41
now,
8:41
not
8:41
just
8:42
calculators,
8:44
unless
8:44
they're
8:44
wrapped.
8:45
Up
8:45
in
8:45
some
8:45
little
8:45
plastic
8:46
bag
8:46
that
8:46
we're
8:46
not
8:47
allowed
8:47
to
8:47
touch
8:47
them.
8:48
But
8:48
that's
8:48
for
8:48
another
8:49
conversation,
8:50
right?
8:50
That's
8:51
so
8:51
interesting
8:52
that
8:52
you
8:52
say
8:52
that,
8:52
Jim,
8:53
because
8:53
I,
8:54
I
8:54
literally
8:55
just
8:56
recently
8:57
I
8:57
had
8:57
the
8:57
opportunity
8:58
to
8:59
engage
8:59
with
8:59
one
9:00
of
9:00
my
9:00
former
9:01
students.
9:01
You
9:02
know,
9:02
so
9:02
when
9:02
I,
9:03
a
9:03
fourth
9:04
grade
9:04
teacher,
9:04
many,
9:05
many
9:05
moons
9:06
ago,
9:06
I
9:07
said
9:07
that
9:07
very
9:08
thing
9:09
because
9:09
it
9:09
was,
9:10
it
9:10
wasn't
9:11
the
9:11
now
9:12
at
9:12
that
9:12
point,
9:13
you
9:13
know,
9:13
and
9:15
it
9:15
was,
9:15
you
9:16
know,
9:16
your
9:16
calculator
9:17
is
9:17
right
9:17
here.
9:18
It's
9:18
your
9:18
head.
9:19
And
9:19
she,
9:20
she
9:21
brought
9:21
that
9:21
up.
9:22
So
9:22
that
9:22
was
9:22
something
9:23
that
9:23
stuck
9:23
with
9:24
her.
9:25
And
9:25
she,
9:26
you
9:26
know,
9:26
we
9:26
laughed
9:27
about
9:27
it
9:27
and
9:28
thinking
9:29
that's
9:29
what
9:29
she
9:30
was
9:31
told
9:31
by
9:32
me
9:32
and
9:33
many
9:33
other
9:33
teachers.
9:34
And
9:35
that
9:35
is
9:35
not
9:36
the
9:36
reality.
9:37
And
9:38
thinking
9:38
about
9:39
how
9:39
quickly
9:40
technology
9:41
is
9:41
moving.
9:42
I
9:42
mean,
9:42
Janice
9:43
Gobert,
9:44
when
9:44
she
9:44
was
9:44
talking
9:44
about
9:45
just
9:45
the
9:45
world
9:45
of
9:46
AI,
9:47
you
9:47
know,
9:48
but
9:48
the
9:49
significance
9:49
of
9:49
having
9:50
that
9:50
human
9:50
in
9:50
the
9:51
loop.
9:51
And
9:52
that's
9:53
what,
9:53
to
9:53
me,
9:54
connects
9:55
with
9:55
what
9:55
both
9:56
you
9:56
and
9:56
Neil
9:56
are
9:57
saying
9:57
around,
9:58
okay,
9:59
why
9:59
are
10:00
we
10:00
doing
10:00
it?
10:00
What's
10:01
the
10:01
relevance
10:01
of
10:02
that?
10:03
And
10:04
the
10:04
respect
10:04
that
10:05
comes
10:05
along
10:05
with
10:05
that
10:06
in
10:06
that
10:06
conversation,
10:07
in
10:08
that
10:08
connection,
10:09
which
10:09
we
10:10
talked
10:10
about
10:10
most
10:10
recently
10:11
with
10:11
the
10:11
episode
10:12
with
10:12
Jim.
10:13
I
10:13
hope
10:13
it's
10:13
okay
10:13
if
10:14
I
10:14
throw
10:14
in
10:14
just
10:14
a
10:14
little
10:15
bit
10:16
of
10:16
a
10:16
historical
10:17
take
10:17
that
10:18
was
10:18
inspired
10:18
by
10:19
both
10:19
comments.
10:20
First
10:20
Neil's
10:21
and
10:21
then
10:22
yours,
10:22
Kathy.
10:23
I
10:23
was
10:25
watching,
10:25
in
10:25
a
10:26
sense,
10:26
watched,
10:27
all
10:27
of
10:27
the
10:28
material
10:28
in
10:29
the
10:29
Ken
10:30
Burns
10:31
documentary
10:32
on
10:32
the
10:32
Revolutionary
10:33
War.
10:34
And
10:34
there's
10:34
this
10:34
one
10:35
little
10:35
moment
10:35
where
10:37
a
10:38
Prussian
10:38
commander,
10:40
I
10:40
think
10:40
it's
10:40
von
10:41
Steuben,
10:42
is
10:42
lamenting
10:43
what
10:44
it's
10:44
like
10:44
to
10:44
try
10:45
to
10:45
train
10:46
these
10:46
American
10:47
colonists
10:47
in
10:48
this
10:48
army.
10:49
And
10:49
he
10:50
says
10:50
to
10:50
a
10:50
colleague,
10:52
they
10:52
are
10:52
not
10:53
our
10:53
soldiers.
10:54
When
10:54
you
10:55
train
10:55
our
10:55
soldiers
10:56
and
10:56
you
10:56
tell
10:56
them
10:57
to
10:57
do
10:57
something,
10:57
they
10:57
do
10:58
it.
10:58
When
10:58
you
10:58
tell
10:59
these
10:59
soldiers
11:00
to
11:00
do
11:00
something,
11:01
their
11:01
first
11:01
response
11:02
is,
11:02
why?
11:03
Why
11:03
would
11:03
I
11:03
do
11:03
that?
11:04
But
11:04
then
11:04
he
11:05
says,
11:05
after
11:06
I
11:06
finish
11:06
yelling
11:07
at
11:07
them
11:07
and
11:08
I
11:08
explain
11:08
why
11:09
they
11:09
do
11:09
it
11:10
assiduously,
11:11
and
11:11
I
11:11
think
11:12
about
11:12
the
11:12
character
11:13
of
11:13
individuals
11:14
who
11:15
comprised
11:16
those
11:17
first
11:17
military
11:18
forces.
11:19
They
11:19
were
11:19
the
11:19
poorest
11:20
of
11:21
the
11:21
population.
11:22
They
11:22
had
11:22
nothing
11:23
to
11:23
lose,
11:23
and
11:24
they
11:24
ended
11:24
up
11:24
losing
11:25
everything.
11:26
They
11:26
fought.
11:26
They
11:27
were
11:27
not
11:27
paid.
11:28
They
11:28
died
11:28
of
11:28
disease.
11:29
Right.
11:30
So
11:30
what
11:30
on
11:31
earth
11:31
would
11:31
make
11:31
them
11:32
commit
11:32
to
11:33
war?
11:34
And
11:34
I
11:34
think
11:35
it
11:35
comes
11:35
down
11:36
to
11:36
a
11:37
lack
11:37
of
11:37
being
11:38
seen,
11:38
being
11:38
heard,
11:39
and
11:39
being
11:39
represented.
11:40
And
11:40
they
11:41
had
11:41
lived
11:42
the
11:42
truth
11:43
that
11:44
an
11:44
authority
11:45
that
11:45
will
11:46
not
11:46
respect
11:46
us
11:47
does
11:47
not
11:48
deserve
11:48
our
11:48
respect.
11:49
And
11:49
we
11:50
will
11:50
ask
11:50
why
11:51
every
11:51
time.
11:51
And
11:52
it
11:52
makes
11:52
me
11:52
think
11:53
that
11:53
perhaps
11:54
this
11:54
is
11:54
part
11:55
of
11:55
the
11:55
sacred
11:56
American
11:56
character,
11:57
and
11:57
always
11:58
has
11:58
been,
11:58
that
11:58
when
11:59
we
11:59
don't
11:59
feel
12:00
well
12:00
represented,
12:01
we
12:01
make
12:01
our
12:01
respect
12:02
conditional,
12:02
appropriately,
12:03
as
12:03
a
12:04
means
12:04
of
12:05
taking
12:05
back
12:05
power
12:06
that
12:06
is
12:06
deservedly
12:07
ours.
12:08
I
12:08
don't
12:08
know
12:08
if
12:08
that
12:08
holds
12:09
true
12:10
in
12:10
your
12:10
thinking,
12:11
but
12:12
I
12:12
was
12:12
inspired
12:13
to
12:13
kind
12:13
of
12:13
maybe
12:13
make
12:14
that
12:14
link.
12:14
Yeah,
12:15
no,
12:15
I
12:15
think
12:15
that's
12:15
a
12:15
great
12:15
connection
12:16
because
12:16
I
12:16
think
12:16
it
12:17
speaks
12:17
to
12:18
us,
12:18
really,
12:18
looking
12:19
at
12:19
students
12:20
as
12:20
full
12:20
human
12:21
beings.
12:21
Right.
12:22
And
12:22
so
12:23
oftentimes,
12:23
you
12:23
know,
12:24
as
12:24
the
12:24
adults,
12:25
when
12:25
we
12:26
see
12:26
these
12:26
behaviors,
12:27
we
12:27
immediately
12:28
identify
12:28
them
12:28
as
12:29
problems.
12:30
Right.
12:31
Because
12:31
it's
12:32
interfering
12:32
with
12:32
our
12:32
agenda,
12:33
you
12:34
know,
12:34
as
12:34
opposed
12:34
to
12:35
looking
12:35
at
12:35
them
12:35
as
12:35
full
12:36
human
12:36
beings.
12:36
And
12:37
when
12:37
they're
12:37
full
12:37
human
12:38
beings,
12:38
then
12:39
they
12:39
have
12:39
the
12:39
full
12:39
range
12:39
of
12:40
emotions
12:40
and
12:40
thoughts
12:41
and
12:41
attitudes.
12:42
And
12:42
you're
12:43
allowed
12:43
to.
12:43
When
12:44
you
12:44
get
12:44
to
12:44
be
12:44
an
12:44
adult,
12:45
you're
12:45
allowed
12:45
to
12:45
kind
12:45
of
12:45
think
12:46
these
12:46
things
12:47
a
12:47
certain
12:47
extent.
12:48
And
12:48
I
12:48
think
12:48
we
12:49
could
12:49
train
12:49
our
12:49
students
12:50
better
12:51
by
12:51
having
12:52
them
12:53
question
12:54
more,
12:54
you
12:55
know,
12:55
force
12:56
them
12:56
to
12:56
understand
12:57
more,
12:59
and
12:59
then
12:59
they'll
13:00
be
13:00
better,
13:00
they'll
13:01
be
13:01
better
13:01
citizens,
13:02
you
13:03
know,
13:03
in
13:04
the
13:04
long
13:04
run.
13:04
But
13:04
if
13:04
you're
13:05
in
13:05
an
13:05
authoritative
13:06
system,
13:08
you
13:08
know,
13:08
all
13:08
the
13:09
way
13:09
till
13:09
adulthood,
13:10
and
13:10
then
13:10
we
13:10
expect
13:10
you
13:11
to
13:12
know
13:12
how
13:12
to
13:13
act
13:13
in
13:13
a
13:13
democracy,
13:15
they
13:15
haven't
13:16
had
13:16
much
13:16
practice
13:16
at
13:17
it.
13:17
So
13:17
there's
13:17
a
13:17
fundamental
13:18
shift
13:18
in
13:19
the
13:19
role
13:20
of
13:20
the
13:20
educator.
13:21
Right.
13:21
Which
13:21
has
13:22
always
13:22
been
13:22
there,
13:22
but
13:23
we're
13:23
highlighting
13:24
it,
13:24
right?
13:24
Because
13:24
in
13:25
order
13:25
to
13:25
teach
13:25
your
13:26
content,
13:27
whatever
13:27
your
13:28
content
13:28
is,
13:28
it
13:29
doesn't
13:29
matter.
13:29
Whatever
13:30
your
13:30
content
13:30
is,
13:31
you
13:31
have
13:31
to
13:32
know
13:33
your
13:34
students
13:34
well,
13:35
you
13:35
have
13:36
to
13:36
respect
13:36
the
13:37
identity
13:38
of
13:38
each
13:38
of
13:38
them
13:39
and
13:39
you
13:40
have
13:40
to
13:40
figure
13:40
out
13:41
what
13:41
the
13:42
connection
13:42
is
13:43
as
13:43
to
13:43
why
13:44
a
13:44
student,
13:45
whoever
13:46
they
13:46
are
13:46
and
13:46
however
13:47
they
13:47
identify,
13:48
would
13:48
find
13:49
value
13:49
in
13:50
what
13:50
you're
13:50
asking
13:50
them
13:51
to
13:51
learn
13:51
and
13:52
what
13:52
you're
13:52
asking
13:53
them
13:53
to
13:53
do.
13:54
And
13:54
we
13:54
call
13:54
that
13:55
joy
13:55
filled
13:55
learning.
13:57
But
13:57
it
13:57
requires.
13:59
There's
13:59
more
13:59
to
14:00
the
14:00
equation,
14:01
right?
14:01
There's
14:01
more
14:01
to
14:02
the
14:02
equation
14:03
than
14:03
simply
14:05
your
14:05
content.
14:06
Right.
14:06
You're
14:06
not
14:06
just
14:07
teaching
14:08
solving
14:08
quadratic
14:09
equations,
14:10
but
14:10
you're
14:10
teaching
14:11
solving
14:11
quadratic
14:12
equations
14:12
to
14:13
young
14:13
people,
14:14
to
14:14
a
14:14
human.
14:15
To
14:15
a
14:15
human.
14:17
To
14:18
humans.
14:19
The
14:19
humanization
14:20
of
14:21
education.
14:22
I
14:22
remember
14:23
having
14:23
to
14:23
teach
14:24
my
14:24
son,
14:25
my
14:25
oldest
14:26
son
14:26
algebra
14:26
because
14:27
he
14:27
was
14:27
really
14:27
struggling
14:27
with
14:28
algebra.
14:28
And
14:28
then
14:28
of
14:29
course,
14:29
algebra,
14:29
too,
14:29
became
14:30
a
14:30
nightmare.
14:31
And
14:31
one
14:32
one
14:32
night
14:32
we
14:32
were,
14:32
you
14:33
know,
14:33
and
14:33
I
14:33
was
14:33
having
14:33
to
14:34
dig
14:34
up
14:34
my
14:34
algebra
14:35
skills
14:36
from
14:37
many
14:37
years
14:37
ago.
14:38
Right.
14:38
So
14:39
I
14:39
was
14:39
having
14:39
to
14:39
like,
14:39
study
14:40
it
14:40
the
14:40
night
14:40
before.
14:41
Yeah.
14:41
And
14:41
he
14:42
looked
14:42
at
14:42
me
14:42
one
14:42
day,
14:42
he
14:43
goes,
14:43
he
14:43
goes,
14:43
you
14:44
don't
14:44
add
14:44
letters.
14:46
Letters
14:46
make
14:46
words.
14:48
Why
14:48
are
14:48
you
14:48
trying
14:49
to
14:49
teach
14:49
me
14:49
how
14:50
to
14:50
add
14:50
letters?
14:52
A
14:52
plus
14:53
A.
14:53
He
14:54
goes,
14:54
no,
14:54
no,
14:55
what
14:56
are
14:56
you
14:56
doing?
14:58
And
14:58
I
14:58
was
14:58
like,
14:58
oh,
14:59
my
14:59
gosh,
14:59
I'm
14:59
not
14:59
trained
15:00
how
15:00
to
15:00
do
15:00
this
15:00
right
15:02
area.
15:06
Absolutely
15:07
no
15:07
sense
15:07
to
15:08
him
15:08
whatsoever.
15:09
I,
15:09
I
15:09
think
15:10
we're
15:10
used
15:10
to
15:11
the
15:12
question,
15:12
what,
15:12
what's
15:13
the
15:13
point
15:13
of
15:13
this?
15:13
Or
15:14
when
15:14
am
15:14
I
15:14
ever
15:14
going
15:14
to
15:14
use
15:15
this?
15:16
And
15:16
so
15:17
often
15:18
the
15:18
answer
15:19
from
15:19
educators
15:19
has
15:19
been,
15:20
well,
15:20
if
15:20
you
15:20
get
15:20
a
15:20
good
15:21
education,
15:21
you
15:21
can
15:22
get
15:22
a
15:22
better
15:22
job
15:22
and
15:23
you'll
15:23
make
15:23
more
15:23
money.
15:24
That
15:24
is
15:24
ringing
15:25
less
15:25
and
15:25
less
15:25
true.
15:27
And
15:28
we
15:28
as
15:29
educators
15:29
have
15:30
to
15:30
dig
15:30
deeper
15:31
into
15:32
the
15:32
why
15:33
and
15:33
connect
15:34
to,
15:34
okay,
15:34
so
15:35
maybe
15:35
this
15:35
is
15:35
not
15:35
going
15:36
to
15:36
make
15:36
that
15:37
much
15:37
of
15:37
a
15:37
difference
15:37
in
15:37
your
15:38
earning
15:38
power.
15:39
Maybe
15:40
this
15:40
education
15:41
is
15:41
not
15:41
going
15:41
to
15:42
be
15:42
the
15:42
magic
15:43
wand
15:43
that
15:43
gets
15:43
you
15:43
out
15:44
of
15:44
poverty,
15:45
the,
15:45
that
15:45
frees
15:46
you
15:46
from
15:46
oppression.
15:47
But
15:48
I
15:48
can
15:49
teach
15:49
you
15:49
to
15:50
challenge
15:51
the
15:52
systems,
15:52
think
15:53
critically,
15:54
and
15:54
push
15:54
back
15:54
in
15:55
ways
15:55
that
15:55
may
15:56
make
15:56
more
15:56
of.
15:56
A
15:56
difference
15:57
over
15:57
time
15:58
so
15:58
that
15:58
you
15:58
have
15:58
opportunities.
15:59
I
16:00
mean,
16:00
that's
16:00
the
16:00
big
16:00
thing.
16:01
So
16:01
it's,
16:02
what
16:02
are
16:02
those
16:03
opportunities?
16:04
How
16:04
does
16:04
it
16:05
open
16:05
doors
16:06
for
16:06
you
16:07
by
16:07
having
16:08
that
16:08
education?
16:09
And
16:09
how
16:10
does
16:10
literacy
16:11
and
16:11
numeracy
16:12
contribute
16:13
to
16:13
a
16:13
facile
16:14
mind
16:14
that
16:15
is
16:15
highly
16:15
responsive
16:16
and
16:17
becomes
16:17
really
16:18
adept
16:19
at
16:19
identifying
16:20
valuable
16:21
and
16:21
questionable
16:22
information?
16:23
No,
16:23
I
16:24
was
16:24
thinking
16:24
about
16:24
the
16:25
conversation
16:25
that
16:25
you
16:25
all
16:26
had
16:26
with
16:27
Dr.
16:27
Campbell
16:28
Jones
16:29
about,
16:30
you
16:31
know,
16:31
identity
16:32
and
16:32
belief.
16:33
So
16:34
besides.
16:34
So
16:34
I've
16:34
been
16:34
thinking
16:35
a
16:35
lot
16:35
about
16:35
that
16:35
in
16:35
terms
16:35
of
16:36
the
16:36
educators
16:37
having
16:37
to
16:38
really
16:39
go
16:39
through
16:39
the
16:39
exercise
16:40
of
16:40
knowing
16:40
who
16:40
they
16:41
are
16:41
first
16:43
at
16:43
a
16:43
deep
16:43
level
16:44
before
16:44
they
16:44
enter
16:44
the
16:45
classroom,
16:45
and
16:45
then
16:46
also
16:46
knowing
16:46
and
16:46
then
16:47
the
16:47
process
16:47
of
16:48
getting
16:48
to
16:48
know
16:48
who
16:48
your
16:49
students
16:49
are
16:50
beyond
16:50
their
16:51
categories
16:51
or
16:52
demographics
16:53
in
16:54
order
16:54
to
16:54
be
16:54
able
16:54
to
16:55
make
16:55
a
16:55
deeper
16:55
connection.
16:57
To
16:57
be
16:57
able
16:57
to
16:58
do
16:58
what,
16:58
Grant,
16:59
what
16:59
you
16:59
were
16:59
talking
16:59
about.
17:00
And
17:00
I
17:01
think
17:01
that
17:01
that
17:01
is.
17:02
Has
17:03
to
17:03
be
17:03
a
17:03
bigger
17:03
part
17:03
of
17:04
the
17:04
process.
17:04
So
17:04
we
17:04
talk
17:05
about
17:05
humanizing
17:05
education.
17:05
That's
17:06
really
17:06
what
17:06
it's
17:06
about.
17:06
We're
17:07
talking
17:07
about
17:07
human
17:07
to
17:08
human
17:08
context.
17:08
So
17:09
we
17:09
don't
17:09
spend
17:10
a
17:10
lot
17:10
of
17:11
actually
17:11
allowing
17:12
for
17:12
that.
17:14
And
17:14
so
17:14
you're
17:14
expected,
17:14
the
17:15
teachers
17:15
are
17:15
expected
17:16
to
17:16
do
17:16
that
17:17
in
17:17
a
17:17
very,
17:17
very
17:18
short
17:18
amount
17:18
of
17:19
time
17:19
and
17:19
they
17:19
feel
17:19
overburdened
17:20
with
17:20
the
17:20
amount
17:21
of
17:21
content
17:21
that
17:21
they
17:22
have
17:22
to
17:22
cover.
17:23
So
17:23
that
17:23
part
17:23
gets
17:23
skipped
17:24
over
17:24
a
17:24
little
17:24
bit.
17:24
But
17:25
I
17:25
was
17:25
really,
17:25
I
17:26
really
17:26
was.
17:27
His
17:27
conversation
17:28
really
17:28
resonate
17:28
with
17:28
me
17:28
in
17:29
terms
17:29
of
17:30
reflecting
17:31
on
17:32
how
17:32
your
17:32
identity
17:33
impacts
17:34
your
17:35
approach
17:35
and
17:35
then
17:36
how
17:36
your
17:36
beliefs
17:38
impact
17:38
that.
17:38
So
17:39
we
17:39
all
17:39
go
17:40
in
17:40
with
17:40
certain
17:41
biases
17:42
and
17:42
certain
17:42
thoughts
17:42
and
17:43
feelings.
17:43
But
17:43
you
17:44
have
17:44
to
17:44
interrogate
17:44
that
17:45
individually
17:46
to
17:46
know
17:47
where
17:47
did
17:47
those
17:47
ideas
17:48
come
17:48
from
17:49
and
17:49
how
17:49
does
17:49
that
17:50
impact
17:50
your
17:50
approach.
17:51
And
17:51
I
17:51
see
17:51
that
17:52
so
17:52
often
17:52
with
17:53
teachers.
17:53
And
17:53
really
17:54
in
17:54
any
17:54
system,
17:55
you
17:55
know,
17:55
we
17:56
went
17:56
through
17:56
this
17:56
system,
17:57
so
17:57
now
17:58
everybody
17:58
behind
17:59
us
17:59
has
17:59
to
17:59
go
18:00
through
18:00
the
18:00
same
18:01
pain
18:01
that
18:01
we
18:02
went
18:02
through.
18:03
Right.
18:03
It's
18:03
like
18:04
a
18:04
hazing
18:05
thing
18:05
because.
18:05
Amazing.
18:06
Yes,
18:07
that's
18:07
just
18:07
how
18:07
it
18:07
goes.
18:07
Right.
18:08
As
18:08
opposed
18:08
to
18:08
being
18:09
agents
18:09
of
18:09
change,
18:11
you
18:12
know,
18:12
like
18:13
we
18:13
should
18:14
be
18:14
saying,
18:14
I'm
18:15
not
18:15
going
18:15
to
18:15
make
18:15
you
18:15
go
18:15
through
18:16
what
18:16
I
18:16
had
18:16
to
18:16
go
18:16
through
18:18
to
18:18
make
18:18
it
18:18
better.
18:19
But
18:19
we
18:19
don't
18:19
often
18:20
do
18:20
that.
18:20
And
18:20
in
18:21
interrogating
18:21
our
18:21
mental
18:22
models,
18:23
sometimes
18:23
we
18:23
realize
18:24
that
18:24
our
18:24
mental,
18:25
or
18:25
hopefully
18:25
we
18:26
realize
18:26
that
18:27
our
18:27
mental
18:27
models
18:28
are
18:28
sometimes
18:29
maybe
18:29
often
18:30
based
18:31
on
18:31
inaccurate
18:32
information.
18:33
Or
18:33
limited
18:34
or
18:34
very.
18:34
Just
18:34
very
18:34
limited
18:35
information
18:35
or
18:35
very
18:36
limited.
18:36
Yeah.
18:37
Otherwise
18:37
it's
18:38
not
18:38
productive
18:39
adversity
18:40
that
18:40
we're
18:40
Providing
18:41
our
18:41
learners.
18:42
And
18:42
what
18:42
Jim
18:42
is
18:43
telling
18:43
us,
18:43
right.
18:43
And
18:43
what
18:44
Neil
18:44
is
18:44
reinforcing
18:45
is
18:45
they're
18:46
not
18:46
going
18:46
to
18:46
do
18:46
it
18:46
that
18:47
way.
18:47
That's
18:47
not
18:48
what
18:48
they
18:48
expect.
18:49
That's
18:49
not
18:49
what
18:50
they
18:50
will
18:50
tolerate.
18:52
And
18:52
I
18:52
think
18:52
that's
18:52
a
18:52
really
18:53
important.
18:54
I
18:54
love
18:54
how
18:54
I
18:55
worded
18:55
that
18:55
question,
18:56
right,
18:56
Because
18:57
I
18:57
think
18:57
it's
18:57
really
18:57
important
18:58
for
18:58
us
18:58
to
18:58
think
18:58
about
18:59
this
18:59
for,
18:59
from
19:00
the
19:00
viewpoint
19:01
of
19:01
the
19:01
student
19:01
because
19:02
we,
19:02
you
19:02
know,
19:03
I
19:03
don't
19:03
remember.
19:04
I
19:04
mean,
19:04
it's
19:04
been
19:04
a
19:05
little
19:05
while
19:05
since
19:05
I've
19:06
been
19:06
a
19:06
classroom
19:07
teacher
19:07
and
19:08
it's
19:08
been
19:08
a
19:08
little
19:08
bit
19:08
longer
19:09
since
19:09
I
19:09
was
19:09
trained
19:09
to
19:10
be
19:10
a
19:10
classroom
19:10
teacher.
19:10
But
19:11
nowhere
19:12
in
19:12
that
19:12
conversation
19:13
did
19:13
the
19:14
idea
19:14
of
19:14
what
19:14
a
19:15
student
19:15
would
19:15
tolerate
19:16
ever
19:17
come
19:17
into
19:17
the
19:17
conversation.
19:18
Right.
19:19
It
19:19
was
19:19
all
19:19
about,
19:20
you
19:20
know,
19:21
moves
19:21
that
19:22
I
19:22
would
19:22
make
19:22
as
19:23
an
19:23
instructor,
19:24
as
19:24
a
19:24
teacher.
19:24
But
19:24
it
19:25
wasn't
19:25
about
19:26
looking
19:26
at
19:26
it
19:26
from
19:27
the
19:27
other
19:27
side
19:27
of
19:27
the
19:28
conversation,
19:28
which
19:29
was
19:29
what
19:29
will
19:29
they
19:29
tolerate
19:30
and
19:30
what
19:30
will
19:30
they
19:31
not
19:31
tolerate?
19:31
Tolerate.
19:32
That's
19:32
a
19:32
very
19:33
interesting,
19:34
I
19:34
think
19:34
a
19:35
very
19:35
provocative
19:36
innovation
19:37
rooted
19:37
in
19:38
humanity
19:38
kind
19:38
of
19:39
question
19:39
to
19:39
say,
19:39
hey,
19:40
wait
19:40
a
19:40
minute,
19:40
let's
19:40
think
19:40
about
19:41
this
19:42
from
19:42
the
19:42
standpoint
19:43
of
19:43
students.
19:43
And
19:43
what
19:44
are
19:44
they
19:44
willing
19:44
to
19:44
tolerate
19:45
from
19:45
us
19:46
and
19:46
what
19:47
are
19:47
they
19:47
not
19:47
willing
19:47
to
19:48
tolerate
19:48
from
19:49
us?
19:50
What's
19:50
that
19:51
power
19:52
over
19:53
versus
19:53
power
19:54
with
19:55
that
19:55
we've
19:56
talked
19:56
about
19:56
throughout
19:57
the
19:57
season
19:58
and
19:59
you
19:59
know,
19:59
when
19:59
in
20:00
the
20:00
educational,
20:01
in
20:01
the
20:02
higher
20:02
educational
20:03
system,
20:03
if
20:04
it's
20:05
about
20:05
creating
20:06
classroom
20:07
management
20:07
plans
20:08
and
20:08
doing
20:08
all
20:08
of
20:09
these
20:09
things
20:09
that
20:10
it's,
20:10
are
20:11
we
20:11
truly
20:13
having
20:13
conversations
20:14
with
20:15
new
20:15
educators
20:17
and
20:17
current
20:17
educators
20:18
about
20:19
that
20:20
interrogation
20:21
of
20:21
am
20:22
I
20:22
of
20:22
self?
20:23
Am
20:24
I
20:25
focused
20:25
on
20:26
power
20:26
over
20:27
or
20:27
power
20:28
with?
20:29
And
20:30
each
20:30
one
20:31
of
20:31
those
20:31
then
20:32
leads
20:33
to
20:33
very
20:33
different
20:34
behaviors
20:35
of
20:35
how
20:36
I'm
20:36
choosing
20:36
to
20:37
interact
20:38
with
20:38
these
20:38
humans
20:39
that
20:39
I'm
20:40
entrusted
20:40
with.
20:41
And
20:41
I
20:41
think
20:41
this
20:41
whole
20:42
idea
20:42
of
20:43
co
20:43
creating
20:44
with
20:45
is
20:46
really
20:47
important
20:47
to
20:48
the
20:48
conversation.
20:49
I
20:49
remember,
20:50
you
20:50
know,
20:51
what
20:51
that
20:51
requires,
20:52
right.
20:52
If
20:53
I'm
20:53
going
20:53
to
20:53
co
20:53
teach
20:54
with
20:54
somebody,
20:55
then
20:55
there's
20:55
a
20:55
lot
20:56
of
20:56
questioning
20:56
going
20:57
back
20:57
and
20:57
forth.
20:58
There's
20:58
a
20:58
lot
20:58
of
20:59
questions
20:59
about
21:00
how
21:00
we're
21:00
going
21:00
to
21:00
do
21:01
so
21:01
if
21:01
I'm
21:02
co
21:02
creating
21:02
with
21:03
students,
21:04
there
21:04
should
21:05
be
21:05
a
21:05
lot
21:05
of
21:05
questions
21:06
I'm
21:06
asking
21:07
to
21:08
students,
21:09
right.
21:09
As
21:09
we
21:09
co
21:10
create
21:11
whatever
21:12
that
21:12
experience
21:13
that
21:13
we
21:14
are
21:14
co
21:15
creating,
21:16
I'm
21:16
going
21:16
to
21:16
ask
21:17
you
21:17
all
21:17
to
21:17
think
21:17
about,
21:18
you
21:18
know,
21:19
one
21:19
aspect
21:20
of
21:20
that.
21:20
Right.
21:21
If,
21:21
if
21:21
we
21:21
were
21:22
to
21:22
walk
21:22
into
21:22
a
21:23
school
21:24
that
21:24
was
21:25
truly
21:26
human
21:27
centered,
21:28
what
21:28
would
21:28
we
21:28
see?
21:29
The
21:29
short
21:29
answer,
21:30
if
21:31
a
21:31
school
21:31
is
21:31
human
21:32
centered,
21:33
a
21:33
lot
21:34
more
21:34
empathy.
21:34
That's
21:35
all
21:35
right.
21:35
That's
21:36
the,
21:36
the
21:36
broad
21:37
short
21:38
answer.
21:38
But
21:38
so
21:39
if
21:39
it's
21:39
human
21:41
centered,
21:42
Neil,
21:43
what
21:43
would
21:43
you
21:43
see
21:43
if
21:43
you
21:44
walked
21:44
into
21:44
a
21:44
school
21:45
and
21:45
you
21:45
go,
21:45
this
21:46
school
21:46
or
21:46
this
21:47
classroom
21:48
is
21:48
truly
21:49
human
21:49
centered?
21:51
I
21:51
think
21:51
there
21:51
would
21:51
be
21:52
a
21:52
lot
21:52
more
21:52
emphasis
21:53
on
21:53
relationships,
21:55
teacher
21:55
to
21:55
student
21:56
and
21:56
student
21:56
to
21:57
student.
21:59
So
22:00
the
22:00
idea
22:01
about
22:01
having
22:02
cooperation
22:03
happening
22:05
where
22:07
how
22:07
other
22:08
people
22:08
are
22:08
treated
22:08
would
22:09
be
22:09
at
22:09
the
22:09
center
22:10
and
22:10
the
22:10
forefront
22:11
of
22:11
that.
22:11
And
22:12
so
22:12
I
22:12
think
22:13
relationships
22:13
would
22:13
be
22:14
really,
22:14
really
22:14
important.
22:15
So
22:15
it
22:15
would
22:15
be
22:15
evident.
22:15
So
22:15
there's
22:16
lots
22:16
of
22:16
ways
22:16
that
22:16
I
22:16
think
22:17
schools
22:17
can
22:17
do
22:18
that.
22:19
One
22:20
simple
22:20
way
22:21
is
22:21
like,
22:22
how
22:22
often
22:22
are,
22:23
are
22:23
we
22:23
checking
22:24
in
22:24
to
22:24
see
22:24
how
22:24
people
22:25
are,
22:26
are
22:26
feeling,
22:27
you
22:27
know,
22:27
before
22:28
we
22:28
jump
22:28
into
22:29
what
22:29
our
22:29
agenda
22:30
is,
22:30
you
22:31
know,
22:31
how
22:31
are
22:31
you
22:31
feeling?
22:32
How,
22:32
how
22:32
are
22:32
things
22:32
going
22:33
for
22:33
you?
22:33
And
22:33
so
22:34
I
22:34
think
22:35
schools
22:35
could,
22:35
should
22:36
be
22:36
more,
22:36
very
22:36
much
22:37
more
22:37
intentional
22:37
about
22:38
doing
22:38
that.
22:39
I
22:39
think
22:39
good
22:40
teachers
22:40
do
22:40
that.
22:41
You
22:41
know,
22:41
they
22:41
figure
22:42
out
22:42
ways
22:42
to
22:42
do
22:42
that
22:42
in
22:43
their
22:43
classrooms.
22:44
But
22:44
in
22:44
terms
22:44
of
22:45
it
22:45
being
22:45
a
22:45
school
22:45
wide
22:46
practice,
22:47
there
22:47
needs
22:47
to
22:47
be
22:48
much
22:48
more
22:48
of
22:49
that.
22:49
Kiara,
22:50
what
22:50
would
22:50
you
22:50
see
22:50
if
22:50
you
22:50
went
22:51
into
22:51
a
22:51
school
22:51
or
22:51
a
22:52
classroom
22:52
and
22:52
you
22:52
went,
22:53
wow,
22:54
this
22:54
space
22:55
is
22:55
truly
22:56
human
22:56
centered?
22:57
Well,
22:57
for
22:57
me,
22:57
it's
22:58
always
22:58
thinking
22:59
about
22:59
the
22:59
actual
23:00
physical
23:00
space
23:00
as
23:01
well,
23:01
right?
23:02
Like
23:02
what
23:02
type
23:02
of
23:03
things
23:03
are
23:04
the
23:04
students
23:04
going
23:05
to
23:05
see
23:05
and
23:05
get
23:05
to
23:06
experience?
23:08
I'll
23:08
give
23:08
an
23:08
example.
23:09
We
23:09
have
23:10
these
23:10
beautiful,
23:11
like
23:11
cloud
23:11
light
23:12
covers
23:12
and
23:12
people
23:13
always
23:14
comment
23:14
on
23:15
seeing
23:16
just
23:16
the
23:17
cloud
23:17
light
23:18
covers,
23:18
right.
23:20
While
23:20
it
23:20
seems
23:21
like
23:21
something
23:21
small,
23:21
it's
23:22
there
23:22
for
23:23
us
23:23
for
23:23
sensory
23:24
needs,
23:24
right?
23:25
But
23:26
it
23:26
allows
23:26
people
23:27
to
23:27
feel
23:28
as
23:28
though
23:28
like
23:28
this
23:29
place
23:29
could
23:29
be
23:29
somewhere
23:30
that's
23:30
bright,
23:30
that's
23:30
welcoming,
23:31
somewhere
23:31
that
23:32
could
23:32
remind
23:32
me,
23:33
right.
23:33
Of
23:33
whatever
23:34
I
23:34
might
23:34
need
23:35
can
23:35
be
23:35
present
23:35
here.
23:37
And
23:37
I
23:37
think
23:37
that
23:37
that's
23:38
something.
23:39
When
23:39
we
23:39
think
23:39
about
23:39
the
23:40
physical
23:40
space,
23:41
right.
23:41
What
23:42
type
23:42
of
23:42
things
23:42
can
23:43
we
23:43
incorporate?
23:44
Whether
23:44
that's
23:45
representation
23:45
and
23:46
images
23:46
of
23:46
various
23:47
types
23:47
of
23:47
individuals
23:48
that
23:48
reflect
23:49
the
23:49
human
23:49
diversity
23:50
that
23:50
exists
23:50
in
23:51
the
23:51
world.
23:51
So
23:52
that
23:52
then
23:52
students
23:53
and
23:53
educators
23:54
can
23:55
really
23:55
have
23:56
a
23:56
space
23:56
where
23:56
they
23:57
not
23:57
only
23:57
feel
23:58
seen,
23:58
but
23:58
also
23:58
can
23:58
create
23:59
feelings
23:59
of
23:59
belonging.
24:00
And
24:00
just
24:00
by
24:01
what
24:01
we're
24:01
doing
24:01
with
24:01
our
24:02
physical
24:02
spaces
24:02
and
24:03
what
24:03
we
24:03
choose
24:04
to
24:04
have
24:04
as
24:04
representative
24:05
of
24:05
various
24:06
identities.
24:07
It
24:07
seems
24:08
like
24:08
something
24:08
really,
24:08
really
24:09
simple,
24:09
but
24:09
yet
24:10
it's
24:10
so
24:11
profound
24:12
that
24:13
we
24:14
spend
24:15
so
24:15
much
24:15
time
24:16
in
24:16
these
24:16
spaces
24:17
and
24:18
does
24:18
the
24:18
space.
24:20
Because
24:21
if
24:21
we
24:21
build
24:21
on
24:21
that,
24:23
we
24:24
can't
24:24
really
24:25
forge
24:25
these
24:25
relationships
24:26
that
24:26
Neil's
24:27
talking
24:27
about.
24:28
If
24:28
we
24:28
bring
24:29
students
24:29
into
24:29
spaces
24:30
where
24:30
they
24:31
don't
24:31
feel
24:32
right,
24:32
where
24:33
they
24:33
don't
24:33
see
24:33
themselves,
24:34
where
24:34
they
24:34
don't
24:34
see
24:36
that
24:36
this
24:36
space
24:37
is
24:37
a
24:37
space
24:37
for
24:37
them,
24:38
then
24:38
how
24:38
do
24:38
you
24:38
engage
24:39
them
24:39
in
24:39
a
24:39
relationship
24:40
and
24:40
in
24:40
a
24:40
conversation
24:41
that's
24:41
going
24:41
to
24:41
do
24:41
what
24:42
Neil
24:42
was
24:43
talking
24:43
about.
24:43
So
24:43
those
24:44
are
24:44
huge.
24:44
And
24:45
then
24:45
remembering
24:45
Jim's
24:46
comment
24:47
about
24:47
empathy,
24:49
Kathy,
24:49
what
24:49
would
24:50
you
24:50
add?
24:51
What
24:51
would
24:51
you
24:51
see
24:51
in
24:52
a
24:52
human
24:52
centered
24:53
space?
24:55
I
24:55
would
24:55
see.
24:57
It's
24:57
hard
24:57
to
24:57
see,
24:58
like
24:58
the
24:58
seeing.
24:58
It's
24:59
the
24:59
feeling.
25:00
It's
25:01
what
25:01
you
25:02
feel
25:02
when
25:02
you
25:02
walk
25:03
in.
25:03
So
25:04
as
25:04
Kira
25:05
said,
25:05
it's
25:06
that
25:06
environment,
25:07
so
25:08
those
25:08
physical
25:09
pieces
25:09
that
25:10
you
25:10
can
25:10
see,
25:12
but
25:12
that
25:13
empathy
25:14
and
25:15
nurturing
25:16
and
25:16
true
25:17
care
25:18
between
25:19
the
25:19
adult
25:20
and
25:20
the
25:20
students
25:21
and
25:21
the
25:21
students
25:21
to
25:22
students
25:22
and
25:23
all
25:23
of
25:23
those
25:23
pieces
25:24
that
25:24
are
25:24
being
25:25
fostered
25:26
in.
25:28
I
25:28
value
25:29
you.
25:30
I.
25:31
I
25:32
believe
25:33
that
25:33
you
25:34
are
25:34
distinctive
25:35
and
25:35
irreplaceable.
25:36
They
25:37
believe
25:37
that
25:38
of
25:39
themselves,
25:40
of
25:40
each
25:40
other,
25:41
it's
25:41
all
25:42
of
25:42
those
25:42
things
25:42
that
25:43
are
25:43
fostered
25:44
in
25:44
that
25:45
human
25:45
to
25:45
human
25:46
connection,
25:47
in
25:48
understanding
25:48
and
25:49
respecting
25:49
and
25:50
valuing
25:51
every
25:52
person
25:52
in
25:53
their
25:53
uniqueness.
25:55
Whatever
25:55
that
25:56
looks
25:56
like
25:57
sounds
25:57
like
25:58
it
25:58
just
25:58
is
25:59
you.
26:00
You
26:01
feel
26:01
it.
26:02
So
26:02
how
26:02
do
26:02
you,
26:03
how
26:03
do
26:03
you
26:03
describe
26:04
what
26:04
that
26:05
looks
26:05
like?
26:06
It's
26:06
hard
26:06
to
26:06
do,
26:07
right?
26:07
It
26:07
is
26:07
hard
26:07
to
26:08
do
26:08
because
26:08
it's,
26:09
you
26:10
know
26:10
that
26:11
when
26:11
you
26:11
meet
26:11
a
26:12
person.
26:13
I
26:13
do.
26:13
I
26:14
mean,
26:14
you
26:14
get
26:14
that
26:14
you
26:15
feel.
26:15
And
26:16
I,
26:16
you
26:16
know,
26:16
I
26:16
work
26:17
really
26:17
hard
26:17
to
26:17
not
26:18
just,
26:18
okay,
26:18
I
26:19
need
26:19
to
26:19
dig
26:20
a
26:20
little
26:20
deeper,
26:20
I
26:21
need
26:21
to
26:21
get
26:21
to
26:21
know.
26:21
Because
26:22
maybe,
26:22
you
26:22
know,
26:23
maybe
26:23
I
26:23
didn't,
26:23
didn't
26:24
feel
26:24
it,
26:24
see
26:25
it
26:25
at
26:25
first
26:26
blush,
26:27
but
26:28
that
26:28
sense
26:28
of
26:29
caring
26:30
about
26:30
humans,
26:32
people
26:33
exude
26:33
that.
26:34
I
26:35
feel
26:35
that
26:35
I've
26:36
never
26:36
been
26:36
in
26:36
the
26:37
same
26:37
physical
26:37
space
26:38
with
26:38
Neil
26:39
or
26:39
Kiara
26:40
or
26:40
Michael
26:41
for
26:41
that,
26:42
for
26:42
that
26:42
matter.
26:42
But
26:43
I
26:43
know
26:44
that
26:44
about
26:44
all
26:44
of
26:45
you
26:45
as
26:45
humans.
26:47
I
26:47
feel
26:47
it
26:48
radiates
26:49
off
26:49
of
26:49
you.
26:50
It's
26:50
kind
26:50
of
26:51
hard
26:51
not
26:51
to
26:51
feel
26:52
it.
26:52
Right.
26:53
Because
26:53
you
26:54
simply
26:54
exude
26:55
that.
26:55
Right?
26:55
Yes.
26:56
Yeah.
26:57
It's
26:57
in
26:57
your
26:58
very
26:58
existence.
26:59
And
26:59
those
26:59
are
26:59
the
27:00
spaces
27:00
that
27:00
people
27:00
want
27:00
to
27:01
come
27:01
back
27:01
to.
27:01
So
27:01
I
27:01
think
27:01
that's
27:02
enough.
27:03
You
27:03
talk
27:03
about,
27:04
you
27:04
know,
27:04
places
27:05
that
27:05
have
27:05
joy.
27:07
Students
27:07
will
27:07
want
27:07
to
27:08
come
27:08
to
27:08
those
27:08
spaces
27:08
when
27:09
they
27:09
feel
27:09
a
27:09
sense
27:10
of
27:10
belonging,
27:10
when
27:10
they
27:11
feel
27:11
seen
27:11
and
27:11
heard,
27:12
when
27:12
the
27:12
space
27:13
reflects
27:14
who
27:14
they
27:15
are.
27:16
Those
27:16
are
27:16
the
27:17
places
27:17
that
27:17
you
27:17
want
27:17
to
27:17
go
27:17
into.
27:18
It
27:18
feels
27:19
like
27:19
home.
27:19
And
27:19
so
27:20
that's
27:20
what
27:20
you,
27:20
that's
27:21
what
27:21
you
27:21
want
27:21
to
27:21
create.
27:22
Hence
27:22
the
27:23
big
27:23
discussion
27:24
across
27:24
the
27:25
nation
27:26
about
27:26
chronic
27:26
absenteeism.
27:28
You
27:28
know,
27:29
we
27:29
can
27:29
continue
27:29
to
27:30
say
27:30
that,
27:30
you
27:31
know,
27:31
we,
27:31
you
27:32
know,
27:32
this
27:32
carrot
27:32
and
27:32
stick
27:33
approach,
27:34
but
27:34
it
27:35
is.
27:36
Kids
27:36
want
27:37
to
27:37
show
27:37
up,
27:38
the
27:38
adults
27:38
want
27:39
to
27:39
show
27:39
up
27:39
when
27:41
that's
27:41
the
27:41
feeling,
27:42
that's
27:43
the
27:43
acceptance,
27:44
and
27:44
they
27:44
don't
27:45
want
27:45
to
27:45
show
27:45
up
27:45
when
27:46
it's
27:46
not.
27:47
So
27:47
Maybe
27:47
what
27:47
they're
27:48
telling
27:48
us
27:48
is
27:49
when
27:49
they're
27:49
chronically
27:50
absent
27:50
is
27:50
they're
27:51
not
27:51
tolerating
27:51
the
27:52
experience
27:53
that
27:53
they
27:53
have
27:54
currently.
27:55
They're
27:55
like,
27:55
this
27:55
is
27:56
not
27:56
in
27:56
my.
27:56
This
27:57
is
27:57
not
27:57
something
27:57
I
27:58
value.
27:59
I'm
28:00
not
28:00
tolerating
28:00
this
28:01
experience.
28:02
I'm
28:03
out
28:03
of
28:03
here.
28:03
And
28:04
families
28:05
feel
28:05
that
28:05
as
28:05
well.
28:05
I'm
28:06
sorry,
28:06
Neil.
28:06
No,
28:07
no,
28:07
no.
28:07
I
28:07
was
28:07
just
28:07
agreeing
28:08
with
28:08
you.
28:08
I
28:08
think
28:09
that's,
28:09
again,
28:10
of
28:11
seeing
28:11
students
28:12
as
28:12
full
28:12
human
28:13
beings,
28:14
because
28:14
as
28:14
adults,
28:15
we
28:15
never
28:16
keep
28:17
ourselves
28:17
in
28:18
situations
28:18
where
28:19
we
28:19
are
28:19
uncomfortable,
28:21
you
28:21
know,
28:21
that
28:21
we
28:22
don't
28:22
think
28:22
is
28:22
beneficial
28:23
to
28:23
us.
28:23
We.
28:24
We
28:24
will
28:24
remove
28:25
ourselves
28:25
or
28:25
we'll
28:26
stop
28:26
going
28:26
to
28:26
those
28:26
spaces.
28:28
Kids
28:28
oftentimes
28:29
don't
28:29
have
28:29
that
28:30
power
28:31
or
28:31
authority,
28:33
so
28:33
they
28:33
do
28:33
it.
28:33
You
28:34
know,
28:34
they.
28:34
They'll
28:34
rebel
28:37
sometimes
28:37
in
28:37
the
28:37
space.
28:37
They'll
28:38
rebel
28:38
by
28:38
cutting
28:39
class.
28:39
They'll
28:40
rebel
28:40
by
28:40
disrupting.
28:42
But
28:42
they're
28:42
saying
28:43
the
28:43
same
28:43
thing
28:43
that
28:43
adults
28:44
say,
28:44
like,
28:44
hey,
28:44
I
28:44
don't.
28:45
This
28:45
is
28:45
not
28:45
a
28:45
beneficial
28:46
space
28:46
for
28:46
me.
28:47
So.
28:47
And
28:48
I
28:48
think
28:48
we.
28:48
We
28:49
need
28:49
to
28:49
hear
28:49
that
28:50
message
28:50
and
28:50
figure
28:50
out
28:51
what
28:51
it
28:51
is
28:51
that
28:51
we
28:51
can
28:51
do,
28:52
do
28:52
differently.
28:53
And
28:53
it
28:53
go.
28:53
It
28:54
reminds
28:54
me
28:54
again
28:55
of
28:55
Campbell
28:56
Jones's
28:57
thing
28:57
about
28:59
identity
28:59
and
28:59
belief.
29:00
Like,
29:01
we
29:01
don't
29:01
often
29:01
ask
29:02
what
29:02
do
29:02
the
29:02
students
29:02
believe
29:04
about
29:04
what
29:04
this
29:04
process
29:05
is
29:07
and
29:07
why
29:07
do
29:07
they
29:07
believe
29:08
that?
29:08
You
29:08
know,
29:08
so
29:08
they're
29:09
coming
29:09
from
29:09
a.
29:09
An
29:10
experience.
29:10
So
29:11
when
29:11
they
29:11
don't
29:11
value
29:11
school,
29:13
it's
29:14
not,
29:14
you
29:14
know,
29:15
it's
29:15
not
29:15
just
29:15
something
29:15
that
29:16
they're
29:16
placing
29:16
a
29:16
judgment
29:16
on
29:17
that's
29:17
coming
29:17
from
29:17
lived
29:18
experience.
29:18
Maybe
29:19
they
29:19
don't
29:19
have
29:19
anybody
29:20
in
29:20
their.
29:20
In
29:20
their.
29:21
Their
29:22
lives
29:22
that
29:22
has
29:23
benefited
29:23
from
29:23
this
29:24
process
29:24
that
29:24
we
29:24
call
29:25
schooling.
29:26
You
29:26
know,
29:26
I
29:26
won't
29:26
even
29:26
say
29:27
education,
29:27
because
29:27
I
29:27
think
29:28
all
29:28
human
29:28
beings
29:28
want
29:28
to
29:29
learn
29:29
stuff.
29:30
They
29:30
don't
29:31
necessarily
29:31
want
29:31
to
29:31
do
29:31
it
29:31
through
29:32
school.
29:32
Right?
29:33
Yeah.
29:33
And
29:33
not
29:34
even,
29:34
I
29:34
mean,
29:35
to
29:35
add
29:35
to
29:35
that,
29:35
Neil,
29:36
about
29:36
not
29:36
only
29:37
not
29:38
finding
29:38
value,
29:39
but
29:39
they
29:39
go
29:40
into
29:40
these
29:40
spaces
29:41
of
29:41
oppression,
29:42
you
29:42
know,
29:43
and
29:43
they.
29:44
I
29:44
don't.
29:44
Why
29:45
would
29:45
I
29:45
want
29:45
to
29:45
be
29:45
there
29:46
when
29:47
I
29:48
don't
29:48
see
29:48
me?
29:49
It's
29:50
all
29:50
that
29:50
work
29:50
and
29:50
those
29:50
conversations
29:51
we've
29:51
had
29:52
with
29:52
you,
29:52
Neil,
29:52
that
29:53
representation
29:54
isn't
29:54
there,
29:54
that
29:55
this
29:55
isn't
29:55
a
29:55
space,
29:56
that
29:56
it.
29:57
It
29:57
really
29:58
connects
29:59
with
29:59
who
29:59
I
29:59
am
30:00
and
30:00
when
30:00
I'm
30:01
here,
30:01
it's
30:01
oppressive.
30:03
And
30:04
why.
30:05
I'm
30:05
going
30:05
to
30:05
say,
30:06
absolutely
30:06
not.
30:07
I'm
30:07
not
30:07
going
30:07
to
30:07
tolerate
30:08
that.
30:08
Back
30:08
to
30:08
what
30:08
Jim
30:09
started
30:09
the
30:09
conversation.
30:10
I
30:10
am
30:10
not
30:11
going
30:12
to
30:12
be
30:13
disrespected.
30:14
I'm
30:15
not
30:15
coming.
30:15
And
30:16
why
30:16
should
30:16
they?
30:17
You
30:17
know,
30:17
that's
30:17
terrible
30:18
to
30:18
say
30:18
as
30:18
an
30:19
Educator.
30:19
But
30:19
it's
30:20
how,
30:20
you
30:20
know,
30:21
I've
30:21
used
30:22
this
30:22
phrase
30:22
before,
30:23
but
30:23
shame
30:23
on
30:23
us
30:24
that
30:25
this
30:25
is
30:25
the
30:26
space
30:26
that
30:26
we're
30:26
creating
30:28
and
30:28
we
30:28
have
30:29
a
30:29
choice
30:29
in
30:30
that
30:31
it's
30:31
the
30:31
piece
30:32
that
30:32
costs
30:32
no
30:33
money,
30:34
just
30:35
to
30:35
be
30:36
honest.
30:37
Creating
30:37
a
30:37
space
30:38
that
30:39
people,
30:39
that
30:39
these
30:40
young
30:40
people
30:41
feel
30:41
that
30:42
they
30:42
belong,
30:43
that
30:43
they
30:44
know
30:44
that
30:44
they're
30:45
distinctive
30:45
and
30:45
irreplaceable.
30:47
It
30:47
goes
30:47
back
30:48
to
30:48
your
30:48
comment,
30:49
Neil,
30:49
that,
30:50
you
30:50
know,
30:50
educators
30:51
by
30:51
and
30:51
large
30:52
feel
30:52
the
30:52
pressure
30:53
of
30:53
the
30:53
content
30:55
expectation.
30:56
And
30:56
so
30:57
where
30:58
do
30:58
they
30:58
shave
30:58
time?
30:59
Where
30:59
do
31:00
they
31:00
begin
31:00
to
31:00
feel?
31:01
If
31:01
only
31:02
the
31:02
coverage
31:03
and
31:03
the
31:04
assessment
31:04
is
31:04
valued
31:06
and
31:06
not
31:06
the
31:06
investment
31:07
in
31:08
relationships,
31:09
in
31:09
environment,
31:10
in
31:10
the
31:11
welcome
31:11
and
31:11
the
31:12
invitation
31:12
and
31:12
the
31:13
sense
31:13
of
31:13
belonging,
31:14
then,
31:14
you
31:14
know,
31:15
I'm
31:15
going
31:15
to
31:15
give
31:15
you
31:15
what
31:16
you're
31:16
asking
31:16
for,
31:17
what
31:17
you
31:17
evaluate
31:18
me
31:18
on,
31:19
and
31:20
I
31:20
agree
31:21
totally,
31:21
Cass,
31:22
that
31:23
all
31:23
of
31:23
us
31:23
know
31:23
when
31:24
we're
31:24
in
31:24
a
31:24
classroom
31:25
where
31:25
those
31:25
investments
31:26
are
31:26
made
31:27
moment
31:27
to
31:27
moment,
31:28
we
31:28
all
31:28
feel
31:29
it.
31:30
What
31:30
it
31:30
looks
31:30
like
31:30
to
31:31
me
31:31
is
31:33
I
31:33
think
31:34
and
31:34
listen
31:35
for
31:35
who's
31:35
doing
31:36
most
31:36
of
31:36
the
31:37
questioning
31:37
and
31:37
talking,
31:38
who's
31:39
carrying
31:39
most
31:39
of
31:39
the
31:40
cognitive
31:40
load,
31:41
and
31:41
is
31:41
it
31:41
well
31:42
supported
31:42
so
31:42
that
31:43
the
31:43
handoff
31:43
doesn't
31:44
allow
31:44
for
31:44
thought
31:44
to
31:45
hit
31:45
the
31:45
floor,
31:46
but
31:46
to
31:46
be
31:47
received
31:47
and
31:47
then
31:48
carried
31:48
forward?
31:49
And
31:50
the
31:50
temperature
31:51
of
31:51
the
31:51
room,
31:52
I
31:52
know
31:52
when
31:52
it's
31:53
warm
31:53
and
31:54
I
31:54
know
31:54
when
31:54
it's
31:54
not.
31:55
And
31:55
I
31:55
look
31:56
for
31:56
and
31:56
listen
31:57
for
31:57
the
31:57
moves
31:57
that
31:58
all
31:58
people
31:59
in
31:59
the
31:59
room
32:00
are
32:00
making
32:01
to
32:01
create
32:01
warmth
32:02
and
32:02
connection
32:03
and
32:03
belonging.
32:05
And
32:05
it
32:05
really
32:06
is
32:06
everybody.
32:07
The
32:08
lead
32:08
learner
32:08
may
32:08
be
32:09
the
32:09
person
32:09
who
32:09
initiates,
32:10
but
32:10
our
32:11
job
32:11
isn't
32:11
done
32:12
until
32:12
we've
32:12
handed
32:13
off
32:13
that
32:13
mantle.
32:14
And
32:15
we
32:15
know
32:15
that
32:16
others
32:16
in
32:16
the
32:16
room
32:17
can
32:17
take
32:17
care
32:18
of
32:18
us.
32:18
So
32:19
let's
32:19
cause
32:19
a
32:19
little
32:19
bit
32:19
of
32:19
a
32:20
panic,
32:20
right?
32:21
It's
32:21
our
32:21
show.
32:22
We
32:22
can
32:22
do
32:22
that.
32:23
We
32:23
can
32:23
do
32:24
that.
32:24
So
32:25
we're
32:25
talking
32:25
about
32:25
human
32:26
centered.
32:26
And
32:26
what
32:27
is
32:27
incompatible
32:28
with
32:29
human
32:29
centered
32:30
is
32:30
transactional
32:31
hurting.
32:32
We
32:32
know
32:32
that
32:32
if
32:33
we
32:33
only
32:33
focus
32:33
on
32:34
pacing
32:35
guides
32:35
and
32:35
end
32:35
of
32:35
course
32:36
assessments
32:36
and
32:36
state
32:37
accountability,
32:38
right?
32:39
Because
32:40
if
32:40
that's
32:40
what's
32:40
important,
32:41
right,
32:42
Then
32:42
we
32:42
shave
32:42
off.
32:43
We
32:43
disregard
32:44
some
32:44
of
32:44
these
32:44
other
32:45
things
32:45
because
32:45
there's
32:45
no
32:46
time.
32:46
So
32:47
let's
32:47
just
32:47
be
32:47
honest.
32:47
Let's
32:48
look
32:48
at
32:48
how
32:48
that's
32:48
working
32:49
for
32:49
us.
32:49
Not
32:50
scores
32:51
are
32:51
going
32:51
down.
32:52
Children
32:52
are
32:52
becoming,
32:53
by
32:53
that
32:53
measure,
32:54
by
32:54
that
32:54
measure,
32:55
they're
32:55
less
32:55
and
32:56
less
32:56
successful,
32:57
right?
32:57
We
32:57
can
32:57
blame
32:58
Covid
32:58
all
32:58
we
32:58
want,
32:59
but
32:59
it
32:59
was
32:59
the
32:59
same
33:00
before,
33:01
right?
33:02
So
33:02
we
33:02
have
33:03
to
33:03
stop
33:03
the
33:04
transactional
33:04
hurting.
33:05
We
33:05
gotta
33:06
create
33:07
spaces
33:08
that
33:08
are
33:08
human
33:09
centered.
33:10
That
33:10
means
33:10
we
33:11
have
33:11
to
33:11
rethink
33:13
all
33:13
of
33:13
this.
33:14
Because
33:14
hey,
33:14
you
33:14
know
33:14
what,
33:15
co
33:15
creating
33:16
with
33:16
someone
33:17
takes
33:17
longer.
33:19
Takes
33:20
longer.
33:20
There's
33:21
more
33:21
of
33:21
an
33:21
investment,
33:22
right?
33:22
There's
33:23
more
33:23
of
33:23
an
33:23
investment.
33:24
And
33:24
there
33:24
are
33:24
other
33:25
key
33:26
aspects
33:26
to
33:27
that
33:27
as
33:27
well.
33:28
Representation
33:30
is
33:30
really
33:31
important
33:32
to
33:32
human
33:33
centered
33:33
experiences,
33:35
is
33:35
it
33:36
not?
33:36
And
33:37
we're
33:37
not
33:37
just
33:37
talking
33:38
about
33:39
racial
33:40
representation.
33:41
We're
33:41
talking
33:41
about
33:43
folks
33:43
from
33:44
all
33:44
walks
33:44
of
33:44
life,
33:45
lots
33:45
of
33:45
different
33:46
identities.
33:46
Neil,
33:48
how
33:48
important
33:48
is
33:48
representation
33:49
to
33:49
this
33:49
equation?
33:50
It's
33:51
extremely
33:51
important.
33:51
I
33:51
mean,
33:52
if
33:52
you
33:52
are
33:52
trying
33:52
to
33:53
create
33:53
spaces
33:54
that
33:54
are
33:55
where
33:56
the
33:56
students
33:56
feel
33:56
a
33:57
sense
33:57
of
33:57
belonging,
33:57
then
33:58
you
33:58
need
33:58
staff
33:59
that
33:59
reflect,
34:00
that
34:00
reflect
34:01
them
34:02
in
34:02
order
34:02
to
34:03
help
34:03
to
34:03
support
34:03
that.
34:04
So
34:04
representation
34:04
is
34:05
extremely
34:05
important.
34:06
I
34:06
mean,
34:06
you
34:06
want
34:06
to,
34:07
I
34:07
think
34:07
everyone
34:07
needs
34:08
to
34:08
see
34:08
themselves
34:10
as
34:10
being
34:10
a
34:11
part
34:11
of
34:11
the
34:11
process.
34:12
And
34:12
it's
34:13
hard
34:13
to
34:13
do
34:13
that
34:13
when
34:14
none
34:14
of
34:14
the
34:14
authority
34:15
figures
34:16
look
34:17
like
34:17
you
34:17
will
34:17
reflect
34:17
your
34:18
experience.
34:18
And
34:19
so,
34:20
and
34:20
I
34:20
think
34:20
it's
34:20
a,
34:20
it's
34:21
a
34:21
starting
34:21
point,
34:22
that's
34:22
where
34:22
you
34:22
would
34:22
see
34:23
equity
34:23
and
34:23
diversity.
34:24
These
34:24
things
34:24
that,
34:25
these
34:25
buzzwords
34:26
that,
34:26
that
34:26
are
34:26
out
34:26
there,
34:27
why
34:27
they're
34:28
important
34:29
and
34:30
is
34:30
because
34:31
everyone
34:31
needs
34:31
to
34:32
see
34:32
themselves
34:33
reflected,
34:33
reflected
34:34
in
34:34
the
34:34
process.
34:34
And
34:35
so
34:35
I
34:35
think
34:35
it's
34:35
extremely
34:36
important.
34:36
But
34:36
it's
34:36
not
34:37
enough
34:37
though.
34:37
I
34:37
want
34:38
to
34:38
make,
34:38
I
34:38
want
34:38
to
34:38
just
34:38
be
34:38
clear
34:39
that
34:39
it's
34:39
not
34:39
enough
34:40
that
34:40
we
34:40
can
34:41
still
34:41
replicate
34:42
these
34:43
existing
34:43
systems.
34:45
You
34:45
know,
34:45
we're
34:46
not
34:46
just
34:46
going
34:46
to
34:46
take
34:46
a,
34:47
you
34:47
know,
34:47
a
34:48
crayon
34:48
and
34:48
color
34:49
it
34:49
in
34:50
not,
34:51
you
34:51
know,
34:51
that.
34:52
Well,
34:52
individuals
34:53
need
34:53
to
34:53
represent
34:54
something
34:55
different
34:55
to
34:56
create
34:56
different
34:56
outcomes.
34:58
And
34:58
they,
34:58
so
34:59
they
34:59
have
34:59
to
34:59
be,
35:00
have
35:01
the
35:01
freedom
35:01
to
35:01
bring
35:02
the,
35:02
the
35:03
diversity
35:03
of
35:04
perspectives
35:05
in
35:05
the
35:05
process.
35:06
And
35:06
so
35:07
sometimes
35:07
you'll
35:07
see
35:07
that's
35:08
not
35:08
always
35:08
the
35:08
case.
35:09
I
35:09
mean,
35:09
if
35:09
folks
35:10
are,
35:11
are
35:11
forced
35:11
to
35:11
conform
35:12
in
35:12
order
35:13
to
35:13
be
35:13
able
35:13
to
35:13
fit
35:14
in,
35:15
then
35:15
you're
35:15
not
35:16
gonna
35:16
get
35:16
the
35:16
benefit
35:16
of
35:17
the
35:17
so
35:17
called
35:17
diversity.
35:18
From
35:19
the
35:19
perspective,
35:20
Kiara,
35:21
of
35:21
students
35:22
and
35:22
educators
35:24
who
35:24
are
35:25
neurodivergent
35:26
or
35:27
who
35:27
identify
35:28
as
35:28
neurodivergent,
35:30
how
35:30
important
35:31
is
35:32
this
35:32
conversation
35:33
that
35:33
we're
35:33
having
35:33
right
35:34
now?
35:34
I
35:34
think
35:35
it's
35:35
so
35:35
important.
35:35
I
35:35
think
35:36
going
35:36
back
35:36
to
35:36
Neil's
35:37
point,
35:38
when
35:38
you
35:38
create
35:38
a
35:39
space
35:39
and
35:40
then
35:40
ask
35:40
everyone
35:41
to
35:41
conform
35:41
to
35:42
whatever
35:42
standard
35:43
of
35:43
normal.
35:44
Right.
35:44
That
35:44
you're
35:44
trying
35:45
to
35:45
set
35:46
now,
35:46
you're
35:46
also
35:47
limiting
35:47
the
35:48
ability
35:48
for
35:48
people
35:49
to
35:49
engage
35:50
in
35:50
that
35:50
learning
35:51
environment.
35:52
Because
35:52
now
35:52
the
35:53
only
35:53
way
35:53
I
35:53
can
35:54
do
35:54
that
35:54
is
35:54
if
35:54
I
35:55
do
35:55
it
35:55
based
35:56
on
35:56
the
35:56
expectations
35:57
of
35:57
everyone
35:58
else
35:58
and
35:58
not
35:59
allowing
35:59
me
35:59
to
36:00
bring
36:00
my
36:00
authentic
36:00
self
36:01
into
36:01
the
36:01
classroom
36:02
setting
36:02
or
36:02
into
36:02
this
36:03
environment.
36:03
Right.
36:04
And
36:04
so
36:05
now
36:06
I'm
36:06
limiting
36:06
not
36:07
only
36:08
my
36:08
experience
36:09
in
36:09
terms
36:09
of
36:10
learning,
36:10
but
36:10
also
36:11
My
36:11
interactions
36:11
with
36:12
other
36:12
people
36:12
the
36:13
entire
36:13
time.
36:14
Because
36:14
every
36:15
interaction
36:15
I
36:15
have
36:16
has
36:16
to
36:17
now
36:17
go
36:17
through
36:17
a
36:17
calculated
36:18
system
36:18
of
36:19
am
36:19
I
36:19
doing
36:19
this
36:20
in
36:20
the
36:20
manner
36:20
that's
36:21
expected?
36:21
And
36:22
if
36:22
it's
36:22
not,
36:22
what
36:23
does
36:23
that
36:23
mean?
36:24
And
36:24
now,
36:24
you
36:24
know,
36:25
we
36:25
engage
36:25
in
36:25
this
36:26
entire
36:26
process
36:27
where
36:28
some
36:28
people
36:29
don't
36:29
even
36:29
consider
36:30
this,
36:31
but
36:31
we
36:31
know
36:32
that
36:32
so
36:32
many
36:32
different
36:33
cultural
36:33
identities
36:34
do
36:34
go
36:34
through
36:35
this
36:35
experience,
36:35
right?
36:36
Of
36:36
thinking
36:37
through.
36:37
If
36:37
I
36:38
say
36:38
this,
36:38
will
36:39
that
36:39
be
36:39
understood?
36:40
If
36:40
I
36:40
do
36:41
this,
36:41
how
36:41
will
36:41
I
36:41
be
36:42
perceived?
36:43
Why
36:43
don't
36:44
I
36:44
seem
36:44
to
36:44
have
36:44
friends?
36:45
Why
36:45
don't
36:46
people
36:46
seem
36:46
to
36:46
understand
36:48
that
36:48
I'm
36:48
just
36:48
enthusiastic
36:49
about
36:49
this
36:50
material?
36:50
And
36:50
that's
36:50
why
36:50
I
36:50
keep
36:51
raising
36:51
my
36:51
hand,
36:51
right?
36:52
Whatever
36:52
it
36:52
could
36:52
be,
36:53
I
36:53
do
36:54
believe
36:54
that
36:54
when
36:54
we're
36:55
considering
36:55
that
36:56
experience
36:56
also,
36:57
like
36:57
you
36:57
said,
36:58
this
36:58
is
36:58
also
36:58
for
36:58
our
36:58
educators
37:00
because
37:00
we
37:00
ask
37:01
educators
37:01
to
37:02
do
37:02
something
37:02
as
37:03
well,
37:04
and
37:04
then
37:04
they
37:04
translate
37:05
that
37:05
into
37:05
their
37:06
interactions
37:06
with
37:06
students.
37:08
So
37:08
we
37:08
want
37:08
you
37:08
to
37:08
teach
37:09
the
37:09
curriculum,
37:10
stick
37:10
to
37:10
this,
37:11
don't
37:11
do
37:12
anything
37:12
else,
37:12
don't
37:12
deviate,
37:14
but
37:14
we
37:14
want
37:14
you
37:14
to
37:15
be
37:15
innovative.
37:15
Don't
37:15
forget
37:16
that.
37:18
And
37:18
so
37:19
the
37:19
reality
37:20
is
37:20
that
37:20
we
37:20
end
37:21
up
37:21
boxing
37:21
people
37:22
right
37:22
into
37:23
a
37:23
course,
37:24
the
37:24
expectation,
37:26
and
37:26
therefore
37:26
we
37:26
limit
37:27
the
37:27
experience
37:28
that
37:28
could
37:28
be
37:28
had.
37:28
And
37:29
I
37:29
think
37:29
that
37:29
we've
37:30
been
37:30
talking
37:30
about
37:30
is
37:30
how
37:31
we're
37:31
creating
37:32
a
37:32
culture
37:33
in
37:34
these
37:34
environments
37:35
and
37:35
how
37:36
is
37:36
that
37:36
done?
37:37
We
37:37
know
37:38
that
37:38
creating
37:38
culture
37:39
takes
37:39
time,
37:39
right?
37:40
But
37:40
if
37:40
we're
37:40
really
37:41
looking
37:41
to
37:41
start
37:41
a
37:41
movement
37:42
of
37:42
change
37:43
and
37:43
a
37:43
paradigm
37:44
shift,
37:44
then
37:44
we're
37:45
going
37:45
to
37:45
have
37:45
to
37:45
be
37:46
intentional
37:46
about
37:47
our
37:47
practices.
37:48
And
37:48
we
37:49
can't
37:49
just
37:49
come
37:49
in
37:49
and
37:50
say,
37:50
well,
37:50
you
37:51
know,
37:51
we
37:51
know
37:51
that
37:51
all
37:52
these
37:52
things
37:52
are
37:52
barriers,
37:53
we
37:53
know
37:53
all
37:53
these
37:53
things
37:54
are
37:54
a
37:54
problem,
37:54
but
37:54
we're
37:55
not
37:55
going
37:55
to
37:55
do
37:55
anything
37:56
different.
37:56
We
37:57
have
37:57
to
37:57
look
37:57
at
37:58
really,
37:58
what
37:58
does
37:58
it
37:59
take
37:59
to
37:59
bring
38:00
that
38:00
shift
38:00
not
38:01
only
38:01
for
38:01
our
38:02
educators,
38:03
but
38:03
also
38:03
so
38:04
that
38:04
it
38:04
can
38:04
translate
38:05
and
38:05
trickle
38:05
down
38:06
to
38:06
our
38:06
students.
38:07
So
38:07
that,
38:08
that
38:08
way
38:08
when
38:08
we're
38:08
talking
38:09
about
38:09
issues
38:09
like
38:09
chronic
38:10
absenteeism,
38:11
right,
38:11
we're
38:12
not
38:12
just
38:12
looking
38:12
at
38:12
this,
38:13
that
38:13
someone
38:13
doesn't
38:13
come
38:14
because
38:14
they
38:14
don't
38:14
care.
38:15
We're
38:15
looking
38:16
at
38:16
this
38:16
through
38:16
another
38:17
cultural
38:17
view
38:19
of
38:19
asking
38:20
a
38:20
curiosity
38:21
based
38:21
question
38:22
of
38:22
why
38:23
don't
38:23
you
38:23
want
38:23
to
38:24
be
38:24
here?
38:24
What
38:25
can
38:25
I
38:25
do
38:25
to
38:26
keep
38:26
you
38:27
here
38:27
longer?
38:28
Right?
38:29
And
38:29
maybe
38:30
we
38:30
can't
38:31
solve
38:31
all
38:31
those
38:32
problems
38:32
at
38:32
once.
38:33
I
38:33
had
38:34
a
38:34
student
38:34
who
38:34
was
38:34
hilarious
38:35
because
38:35
she
38:35
was
38:35
like,
38:36
I
38:36
can't
38:36
explain
38:36
it,
38:37
but
38:37
the
38:37
smell
38:37
in
38:37
the
38:37
room
38:38
is
38:38
like
38:39
completely
38:40
distracting
38:40
me
38:41
the
38:41
entire
38:41
time.
38:42
And
38:43
so
38:44
I'm
38:44
like,
38:44
what
38:45
does
38:45
it
38:45
smell
38:45
like?
38:46
Right?
38:46
So
38:46
I'm
38:46
asking
38:47
all
38:47
these
38:47
questions
38:48
Because
38:48
I'm
38:49
trying
38:49
to
38:49
figure
38:49
out,
38:50
like,
38:50
is
38:50
there
38:50
a
38:51
gas
38:51
leak?
38:51
Is
38:52
there
38:52
something
38:52
everyone
38:52
else
38:53
is,
38:53
like,
38:53
totally
38:53
oblivious
38:54
to
38:54
that
38:54
you
38:55
just
38:55
happen
38:55
to
38:56
have
38:56
a
38:56
heightened
38:56
sensory
38:57
awareness
38:57
to.
38:58
Right.
39:00
And
39:00
it
39:00
came
39:01
down
39:01
to
39:01
it,
39:01
and
39:02
honestly,
39:02
she
39:03
just
39:03
said,
39:03
you
39:03
know,
39:03
I
39:04
think
39:04
I'm
39:04
just
39:04
gonna
39:04
wear
39:04
a
39:04
mask
39:05
when
39:05
I'm
39:05
in
39:05
the
39:05
room.
39:06
And
39:06
she's
39:07
like,
39:07
it
39:07
won't
39:07
be
39:07
that
39:07
strange
39:08
to
39:08
everyone
39:08
else.
39:09
They
39:09
might
39:09
just
39:09
think
39:09
I'm
39:10
concerned
39:10
about
39:10
my
39:10
health.
39:10
She's
39:11
like,
39:11
I'm
39:11
not
39:11
really
39:11
concerned,
39:12
but
39:12
I'll
39:12
wear
39:12
a
39:12
mask
39:13
and
39:13
it'll
39:13
help
39:14
with
39:14
the
39:14
smell.
39:15
And
39:15
that
39:15
was
39:16
like,
39:16
a
39:16
solution.
39:17
However,
39:18
if
39:18
we
39:19
had
39:19
said
39:19
to
39:19
the
39:19
instructor,
39:20
right,
39:21
hey,
39:21
there's
39:21
a
39:21
smell
39:22
in
39:22
the
39:22
room.
39:22
They're
39:22
like,
39:23
okay.
39:24
And
39:24
so
39:25
thinking
39:25
through,
39:26
like,
39:26
how
39:26
do
39:26
we
39:26
create
39:27
this
39:27
shift,
39:27
right.
39:27
Where
39:28
instructors
39:29
can
39:29
be
39:29
engaged
39:29
in
39:29
these
39:30
conversations
39:30
with
39:30
students
39:31
and
39:31
their
39:32
support
39:32
people
39:32
are
39:33
welcome.
39:33
Right.
39:34
To
39:34
be
39:34
part
39:34
of
39:35
those
39:35
discussions
39:35
as
39:36
well,
39:36
and
39:37
so
39:37
that
39:37
we
39:37
can
39:37
start
39:37
to
39:38
problem
39:38
solve
39:39
together
39:39
and
39:39
not
39:40
just
39:40
say,
39:40
oh,
39:41
well,
39:41
you
39:41
know,
39:42
I
39:42
guess
39:42
you'll
39:42
just
39:42
have
39:42
to
39:42
deal
39:43
with
39:43
whatever's
39:44
limiting
39:44
you
39:45
in
39:45
the
39:45
classroom,
39:46
make
39:46
it
39:46
through
39:47
somehow.
39:47
Right.
39:48
We
39:48
don't
39:49
want
39:49
that
39:49
to
39:49
be
39:50
what's
39:50
expressed
39:51
to
39:51
the
39:51
students.
39:52
And
39:52
it's
39:52
also
39:53
not
39:53
what
39:53
we
39:53
want
39:53
to
39:53
express
39:54
to
39:54
our
39:54
educators
39:55
who
39:55
are
39:55
trying
39:55
to
39:55
create
39:56
these
39:56
spaces.
39:57
Yeah.
39:58
Because
39:58
that
39:58
message
39:58
is
39:59
very
39:59
clear
40:00
to
40:00
a
40:00
student
40:01
that,
40:01
okay,
40:02
you
40:02
don't
40:02
care.
40:03
I'm
40:04
telling
40:04
you,
40:05
I'm
40:06
being
40:06
honest
40:07
in
40:07
this
40:08
conversation
40:08
when
40:09
asked,
40:09
and
40:10
you.
40:11
You
40:11
just,
40:12
you're,
40:12
you
40:12
know,
40:12
you
40:13
dismiss
40:13
it.
40:14
So
40:14
why
40:14
would
40:14
I
40:15
ever
40:15
tell
40:15
an
40:15
adult
40:16
in
40:16
this
40:16
space
40:18
what
40:18
I
40:18
need?
40:19
Because
40:19
if
40:19
we
40:20
ask,
40:21
we
40:21
better
40:21
listen.
40:22
And
40:23
if
40:23
we
40:23
listen
40:24
something,
40:25
you
40:25
better
40:25
do
40:26
something
40:26
about
40:26
it.
40:27
Right.
40:27
I
40:27
think,
40:27
too,
40:28
the
40:28
question
40:28
of
40:28
representation
40:29
also
40:29
is.
40:30
Is
40:30
a
40:30
measure
40:30
of
40:31
the
40:31
success
40:32
of
40:32
the
40:32
system.
40:33
The
40:33
fact
40:33
that
40:33
we
40:34
can't
40:34
find
40:35
people
40:35
that
40:35
represent
40:36
our
40:36
students
40:37
to
40:38
be.
40:38
To.
40:39
To
40:39
be
40:39
educators
40:40
is
40:40
a
40:41
reflection
40:41
of
40:41
how
40:42
poorly
40:42
we
40:43
are
40:43
educating
40:44
our
40:44
populace.
40:45
Because
40:46
there
40:46
should.
40:46
Oh,
40:47
Neil,
40:47
could
40:47
you
40:48
say
40:48
that
40:48
again
40:48
one
40:49
more
40:49
time?
40:50
I
40:50
just
40:50
think
40:50
sometimes
40:51
we
40:51
have
40:51
to.
40:52
Back
40:52
in
40:52
the
40:52
room.
40:54
If
40:54
I
40:54
miss
40:54
that,
40:55
if
40:55
I
40:55
miss
40:55
that
40:57
one
40:57
more
40:57
time,
40:58
we
40:59
can't
40:59
find.
40:59
Folks
41:00
that
41:00
represent
41:00
our
41:01
students
41:01
is
41:02
a
41:02
reflection
41:03
of
41:03
how
41:03
poorly
41:03
we're
41:04
educating
41:04
our
41:04
populace.
41:05
And.
41:05
And
41:06
that's
41:06
for
41:06
all
41:06
identities.
41:07
So
41:07
even
41:07
if
41:07
it's
41:08
a
41:08
neurodivergent
41:09
student
41:09
who
41:10
had
41:10
a
41:10
terrible
41:11
time
41:11
going
41:12
through
41:12
school,
41:13
why
41:13
would
41:14
they
41:14
want
41:14
to
41:14
return
41:15
to
41:16
the
41:16
classroom
41:17
or
41:17
to
41:17
education
41:18
to
41:19
help
41:19
other
41:19
students?
41:19
And
41:20
so
41:20
when
41:20
they
41:21
do
41:21
want
41:21
to
41:22
return,
41:23
it's
41:23
because
41:24
they
41:24
had
41:24
a
41:24
positive
41:25
experience
41:25
or
41:25
somebody.
41:26
Somebody
41:27
was
41:27
able
41:27
to
41:27
help
41:28
them,
41:28
and
41:28
they
41:29
want
41:29
to
41:29
give
41:29
that
41:30
back
41:30
to,
41:30
you
41:30
know,
41:30
to
41:31
other
41:31
students.
41:31
So
41:31
I
41:31
think
41:31
that's
41:32
another
41:32
way
41:33
of
41:33
looking
41:33
at
41:33
it,
41:34
that
41:35
we
41:35
should
41:36
have
41:36
too
41:36
many
41:36
people
41:37
that
41:37
want
41:38
to
41:38
be
41:38
in
41:38
the
41:39
field
41:39
rather
41:39
than
41:40
so
41:40
few.
41:41
Yes.
41:41
Yeah.
41:42
I'm
41:42
hearing
41:43
an
41:43
undercurrent
41:44
in
41:45
both
41:45
Neil's
41:46
and
41:47
Chiara's
41:47
comments
41:48
that
41:49
are
41:50
making
41:50
me
41:50
feel
41:50
the
41:50
obligations
41:51
of
41:51
leadership.
41:53
You
41:53
know,
41:54
there
41:54
has
41:54
been
41:54
a
41:54
successful
41:55
narrowing
41:56
of
41:57
what
41:57
is
41:58
considered
41:58
valuable
41:59
learning,
41:59
and
41:59
it's
42:00
supported
42:00
by
42:01
a
42:02
deep
42:02
and
42:02
broad
42:03
array
42:03
of
42:03
policies.
42:05
And
42:05
if
42:05
we're
42:06
feeling
42:07
the
42:07
bankrupt
42:08
nature
42:08
of
42:09
that
42:09
myopic
42:10
kind
42:11
of
42:11
focus,
42:12
then
42:12
the
42:13
answer
42:14
is
42:14
to
42:15
identify
42:16
what
42:16
we
42:16
truly
42:17
believe
42:18
is
42:18
essential
42:19
to
42:19
learning
42:20
and
42:21
then
42:22
to
42:24
figure
42:24
out
42:24
ways
42:25
to
42:25
elevate
42:27
measurements
42:29
and
42:29
produce
42:30
those
42:31
things
42:31
that
42:31
represent
42:33
valuable
42:33
learning.
42:34
As
42:35
committed
42:36
educators
42:37
have
42:37
come
42:37
to
42:38
understand,
42:39
as
42:39
long
42:39
as
42:40
policies
42:41
tend
42:41
to
42:42
narrow
42:43
and
42:43
focus
42:44
on
42:45
the
42:46
smallest
42:46
slices
42:47
of
42:48
what
42:48
it
42:48
means
42:48
to
42:49
be
42:49
intelligent,
42:50
we
42:50
will
42:51
keep
42:51
producing
42:51
the
42:52
same
42:52
kinds
42:52
of
42:52
experiences
42:53
for
42:53
our
42:54
learners.
42:54
And
42:55
our
42:55
learners
42:55
may
42:56
not
42:56
be
42:56
showing
42:56
up
42:57
because
42:57
they're
42:58
spiritually
42:58
exhausted,
42:59
but
42:59
so
43:00
are
43:00
our
43:00
educators.
43:01
And
43:01
that
43:01
just
43:02
makes
43:02
me
43:02
feel
43:03
the
43:03
important
43:04
burden
43:05
and
43:05
obligation
43:07
of
43:07
school
43:07
leadership
43:09
that
43:09
if
43:10
these
43:10
things
43:10
are
43:10
true,
43:12
we
43:12
have
43:12
to
43:12
start
43:13
doing
43:13
things
43:13
differently.
43:14
We
43:15
have
43:15
to
43:16
identify
43:16
the
43:17
beliefs
43:17
that
43:17
actually
43:18
matter
43:18
most
43:19
and
43:19
create
43:20
ways
43:21
to
43:21
elevate,
43:22
measure,
43:22
and
43:23
produce
43:23
those.
43:24
Those
43:25
experiences
43:25
for
43:26
learners.
43:26
And
43:27
just
43:27
to.
43:27
Just
43:28
to
43:28
channel.
43:29
Channel
43:29
my
43:29
inner.
43:29
Dr.
43:30
Alicia
43:30
Monroe.
43:31
Right.
43:31
Not
43:32
only.
43:32
Not
43:32
only
43:33
are
43:33
those
43:34
ideas
43:37
narrowing.
43:38
Right.
43:38
As
43:39
you
43:39
think
43:39
about,
43:39
they're
43:40
also
43:40
oppressive.
43:41
Those
43:41
policies
43:42
are
43:42
narrowing
43:43
and
43:43
they're
43:43
oppressive.
43:44
Right.
43:45
And
43:45
they
43:45
are
43:45
guaranteed.
43:46
They're
43:47
there
43:47
to
43:47
guarantee
43:48
that
43:48
a
43:48
certain
43:48
type
43:48
of
43:49
person
43:50
remains
43:50
in
43:51
power
43:52
and
43:52
a
43:52
certain
43:52
type
43:53
of
43:53
person
43:54
remains
43:55
out
43:55
of
43:55
power
43:57
as
43:57
we
43:58
get
43:58
ready
43:58
to
43:58
wrap
43:58
up
43:58
this
43:59
season.
43:59
And
43:59
I
43:59
just
44:00
am
44:00
so
44:00
thankful
44:00
for
44:01
this
44:01
conversation.
44:01
And
44:02
Neil
44:03
and
44:03
Kara,
44:03
thank
44:03
you
44:04
so
44:04
much
44:04
for
44:04
joining
44:04
us
44:05
today.
44:05
And
44:05
Jim,
44:06
thank
44:06
you
44:06
for
44:06
joining
44:06
us
44:07
as
44:07
well.
44:07
He
44:07
had
44:07
to
44:08
leave
44:08
early.
44:10
I
44:11
want
44:11
to
44:11
go
44:11
back
44:11
to
44:11
Franklin's
44:12
comment
44:12
that
44:13
revisioning
44:15
this
44:15
work
44:16
will
44:16
cause
44:17
panic
44:18
because
44:19
we're
44:19
gonna
44:19
rip
44:20
away
44:20
everything
44:21
that
44:21
we
44:21
come
44:21
to
44:22
know
44:23
and
44:23
that
44:23
we
44:23
were
44:23
trained
44:24
for.
44:24
And
44:24
so
44:25
my
44:26
last
44:26
question
44:26
for
44:26
you
44:26
is
44:27
really
44:27
just
44:28
to
44:28
speak
44:28
directly
44:29
to
44:29
people
44:29
who
44:29
are
44:29
listening.
44:30
So,
44:31
yes,
44:31
I
44:31
would
44:31
love
44:32
to
44:32
cause
44:32
panic.
44:32
And
44:33
I'm
44:33
good
44:33
with
44:33
that.
44:34
Right.
44:34
I'm
44:34
totally
44:34
good
44:35
with
44:35
that.
44:35
I
44:35
think
44:35
that
44:36
would
44:36
be
44:36
fantastic.
44:38
And
44:38
I'll
44:38
lead
44:38
the
44:39
panic
44:39
if
44:40
given
44:40
the
44:40
opportunity.
44:40
But
44:41
I
44:41
know
44:41
that
44:41
panic
44:42
people.
44:42
People
44:42
tend
44:43
to
44:43
shy
44:43
away
44:44
from
44:44
things
44:45
that
44:45
cause
44:45
them
44:46
panic.
44:46
Right.
44:47
So,
44:47
okay,
44:47
so
44:48
if
44:48
you're
44:48
a
44:48
listener
44:49
and
44:49
you're
44:49
like,
44:49
oh,
44:49
my
44:49
gosh,
44:50
you're
44:50
hearing
44:50
this
44:50
coming
44:51
maybe
44:51
season
44:51
11,
44:52
the
44:52
finale
44:53
is
44:53
the
44:53
first
44:54
conversation
44:54
you're
44:54
hearing
44:55
and
44:55
you're
44:55
like,
44:55
oh
44:55
my
44:56
gosh,
44:56
what's
44:57
one
44:57
thing
44:58
you
44:59
would
44:59
suggest
45:00
to
45:00
your
45:01
educator
45:01
listeners
45:03
to
45:03
consider
45:04
doing
45:05
as
45:05
we
45:05
try
45:06
to
45:06
become
45:07
more
45:08
human
45:09
centered
45:10
in
45:10
our
45:10
educational
45:11
approach?
45:12
So
45:12
without
45:12
causing
45:13
a
45:13
panic,
45:14
what's
45:14
one
45:15
thing
45:15
you
45:15
might
45:16
suggest
45:17
to
45:17
our
45:18
listeners
45:18
who
45:18
are
45:18
hearing
45:19
this
45:19
conversation
45:20
today
45:20
going,
45:20
oh
45:21
my
45:21
gosh,
45:21
I
45:21
don't
45:22
know
45:22
where
45:22
to
45:22
start.
45:22
What
45:22
do
45:23
I
45:23
do?
45:24
Chiara,
45:24
what
45:25
is
45:25
one
45:25
thing
45:25
you
45:26
might
45:26
suggest?
45:28
Yeah,
45:28
I
45:28
think
45:28
I
45:29
would
45:29
suggest
45:29
to
45:29
do
45:30
the
45:30
one
45:30
thing
45:31
right.
45:31
Oftentimes
45:32
we
45:32
have
45:32
a
45:32
list
45:33
of
45:33
things
45:33
that
45:33
we
45:33
would
45:34
love
45:34
to
45:34
do.
45:35
I
45:35
don't
45:35
believe
45:35
that
45:36
everyone
45:36
is
45:37
in
45:37
a
45:37
position
45:38
where
45:38
they're
45:38
completely
45:39
oblivious
45:39
to
45:39
what
45:40
we're
45:40
talking
45:40
about.
45:41
I
45:42
do
45:42
believe
45:42
that
45:43
many
45:44
individuals
45:44
want
45:45
to
45:45
do
45:46
something,
45:48
but
45:48
it
45:48
all
45:48
just
45:49
feels
45:49
overwhelming
45:50
when
45:50
they
45:50
look
45:50
at
45:50
it
45:50
in
45:50
its
45:51
totality.
45:52
But
45:52
there's
45:52
always
45:53
the
45:53
one
45:53
thing
45:54
that
45:54
you
45:55
can
45:55
do
45:56
starting
45:56
small,
45:57
right?
45:58
I
45:58
don't
45:58
care
45:58
if
45:59
it's
45:59
switching
45:59
out
45:59
one
45:59
poster
46:00
that's
46:00
up
46:01
in
46:01
the
46:01
classroom
46:01
to
46:02
increase
46:02
representation,
46:03
if
46:04
that's
46:04
the
46:04
one
46:04
thing,
46:05
start
46:05
with
46:05
the
46:05
one
46:06
thing.
46:06
If
46:06
the
46:07
one
46:07
thing
46:07
is
46:07
doing
46:07
some
46:08
more
46:08
of
46:08
these
46:09
check
46:09
ins
46:09
and
46:09
building
46:10
relationship
46:10
with
46:10
your
46:11
students,
46:11
then
46:12
let's
46:12
do
46:12
that
46:12
one
46:13
thing.
46:13
Let's
46:13
block
46:14
out
46:14
the
46:14
five
46:14
minutes
46:14
that
46:15
you're
46:15
going
46:15
to
46:15
use
46:15
to
46:15
do
46:16
a
46:16
well
46:16
being
46:16
check,
46:17
right?
46:17
Like,
46:18
we
46:18
know
46:19
there
46:19
are
46:20
so
46:20
many
46:21
wonderful
46:21
educators
46:22
who
46:22
are
46:23
thinking
46:23
through
46:24
what
46:24
they
46:24
would
46:24
love
46:24
to
46:25
implement.
46:26
However,
46:27
again
46:28
that
46:28
so
46:28
many
46:29
barriers
46:29
that
46:29
feel
46:30
like
46:30
they
46:30
are
46:30
up
46:31
against
46:32
and
46:32
so
46:32
they
46:33
don't
46:33
make
46:33
any
46:33
progress
46:34
because
46:34
you're
46:34
just
46:34
paralyzed,
46:35
just
46:35
like
46:35
our
46:35
students,
46:36
right?
46:36
Paralyzed
46:37
to
46:37
start
46:38
because
46:38
it
46:38
all
46:39
seems
46:39
just
46:39
like
46:39
too
46:40
much.
46:40
But
46:40
if
46:41
we
46:41
can
46:41
start
46:41
with
46:41
just
46:42
one
46:42
simple,
46:43
one
46:44
simple
46:45
step,
46:45
that
46:46
one
46:46
idea
46:46
that
46:46
you've
46:47
always
46:47
wanted
46:47
to
46:48
implement,
46:48
taking
46:49
the
46:49
time
46:49
and
46:49
saying
46:49
this
46:50
is
46:50
it,
46:50
this
46:50
is
46:51
maybe
46:51
it's
46:52
not.
46:52
Right
46:52
now
46:52
we're
46:52
going
46:53
to
46:53
enter
46:53
our
46:53
winter
46:53
break,
46:54
right?
46:55
When
46:55
I
46:55
come
46:56
back
46:56
from
46:56
break,
46:57
I'm
46:57
going
46:57
to
46:57
just
46:57
do
46:58
that
46:58
one
46:58
thing
46:58
I've
46:59
always
46:59
wanted
46:59
to
47:00
do
47:00
or
47:00
I
47:00
always
47:00
want
47:01
to
47:01
try.
47:01
I'm
47:01
going
47:02
to
47:02
put
47:02
in
47:02
that
47:02
one
47:02
statement
47:03
that
47:03
says
47:03
that,
47:04
you
47:04
know,
47:04
diverse
47:05
minds
47:05
are
47:05
welcome
47:06
here,
47:06
whatever
47:07
it
47:08
is.
47:09
And
47:09
I
47:09
think
47:09
that
47:10
if
47:10
we
47:10
can
47:10
get
47:10
people
47:11
to
47:11
implement
47:11
the
47:12
first
47:12
thing,
47:13
that
47:13
one
47:13
thing,
47:14
then
47:14
we'll
47:14
start
47:15
to
47:15
see
47:15
that
47:15
they
47:15
can
47:16
do
47:16
that
47:16
consistently
47:17
and
47:18
they'll
47:18
begin
47:18
to
47:18
see
47:19
some
47:19
of
47:19
the
47:19
changes
47:19
that
47:19
they
47:20
would
47:20
like
47:20
to
47:21
implement
47:21
begin
47:22
to
47:22
form.
47:22
Neil?
47:23
Yeah,
47:24
just
47:24
to
47:24
add
47:24
on
47:24
to
47:24
that,
47:25
I
47:25
think,
47:26
I
47:26
guess
47:26
if
47:27
I
47:27
were
47:27
to
47:27
think
47:27
about
47:27
one
47:27
Thing,
47:28
I
47:28
think
47:28
we
47:28
should
47:28
just
47:29
listen
47:30
to
47:31
the
47:31
people
47:31
that's
47:32
in
47:32
our
47:32
buildings
47:33
currently.
47:33
So
47:34
I
47:34
think
47:34
the
47:35
answers
47:35
are
47:35
not
47:36
out
47:36
there
47:36
somewhere.
47:37
They're
47:37
often
47:37
just
47:38
within.
47:38
If
47:38
we
47:39
would
47:39
listen,
47:39
talk
47:40
to
47:40
the
47:40
people
47:40
and
47:40
then
47:40
really
47:41
listen
47:41
to
47:41
what
47:41
they
47:41
have
47:41
to
47:42
say
47:42
about
47:43
what
47:44
we
47:44
can
47:44
do
47:44
to
47:44
improve
47:45
what's
47:46
actually
47:46
existed.
47:47
And
47:47
I
47:47
think
47:47
if
47:47
we're
47:48
guided
47:48
by
47:48
this
47:48
question
47:49
of
47:49
what
47:50
is
47:50
the
47:50
most
47:51
beneficial
47:52
to
47:52
the
47:53
student.
47:54
So
47:54
that's
47:55
regardless
47:55
of
47:55
all
47:55
the
47:55
other
47:56
mandates
47:56
that
47:56
we
47:57
have,
47:57
but
47:57
what's
47:58
going
47:58
to
47:58
be
47:58
most
47:58
beneficial
47:59
to
47:59
the
47:59
student?
47:59
And
48:00
oftentimes
48:00
that
48:00
answer
48:01
might
48:02
contradict
48:03
what
48:03
it
48:03
is
48:03
that
48:03
we're
48:04
most
48:04
focused
48:05
on,
48:06
and
48:06
it
48:06
will
48:07
help
48:07
us
48:07
to
48:07
make
48:08
the
48:08
proper
48:08
adjustment.
48:09
But
48:09
I
48:09
would
48:09
say
48:09
listen
48:09
to
48:10
the
48:10
people
48:10
that's
48:10
in
48:10
the
48:10
building.
48:11
So
48:11
the
48:12
question
48:12
of
48:12
representation,
48:13
you
48:13
try
48:13
to
48:13
figure
48:13
out
48:13
how
48:13
to
48:14
get
48:14
more
48:14
black
48:15
male
48:15
teachers.
48:16
Talk
48:16
to
48:16
the
48:17
few
48:17
black
48:17
men
48:17
that
48:17
are
48:18
in
48:18
your
48:18
building
48:19
and
48:19
about
48:19
their
48:19
experience
48:21
and
48:22
what
48:22
has
48:22
made
48:22
them
48:22
successful.
48:23
That
48:23
will
48:24
help
48:24
you.
48:25
And
48:25
I
48:25
think
48:26
that
48:26
type
48:26
of
48:26
inquiry
48:27
on
48:28
whatever
48:29
the
48:29
problem
48:29
is
48:29
will
48:29
help
48:30
you
48:30
get
48:30
to
48:30
a
48:30
solution.
48:31
And
48:31
that
48:31
brings
48:31
us
48:32
to
48:32
the
48:32
end
48:32
of
48:33
season
48:34
11,
48:35
right?
48:35
Innovation
48:37
rooted
48:37
in
48:38
humanity.
48:39
We'll
48:39
be
48:40
back
48:40
for
48:41
season
48:41
12
48:42
on
48:43
February
48:44
24th
48:45
in
48:45
2026.
48:53
So,
48:53
hey,
48:53
I
48:53
am
48:53
back
48:54
in
48:54
the
48:54
Wheelhouse
48:55
today,
48:56
finishing
48:56
up
48:56
the
48:57
rest
48:57
of
48:57
the
48:57
season
48:57
11
48:58
finale.
48:59
And
48:59
as
48:59
you
48:59
recall
49:00
in
49:00
the
49:00
episode,
49:01
Dr.
49:01
Monroe
49:02
wasn't
49:02
able
49:02
to
49:02
join
49:03
us
49:03
in
49:03
the
49:03
actual
49:04
recording.
49:04
So
49:05
she
49:05
has
49:05
listened
49:06
to
49:07
this
49:07
amazing
49:08
conversation
49:08
that
49:08
we
49:09
had
49:09
with
49:09
the
49:09
Wheelhouse
49:10
team
49:10
and
49:10
with
49:11
Jim
49:11
Vaneda,
49:12
Neil
49:12
Curry
49:12
and
49:12
Kiara
49:13
Latimer.
49:13
So
49:14
we're
49:14
going
49:14
to
49:14
talk
49:14
about
49:14
that
49:15
as
49:15
we
49:15
wrap
49:15
up
49:16
season
49:16
11.
49:17
But
49:17
first,
49:17
let
49:18
me
49:18
say
49:18
welcome
49:19
to
49:19
the
49:19
Wheelhouse
49:20
space.
49:20
My
49:21
dear
49:21
friend
49:22
and
49:22
colleague,
49:23
Dr.
49:24
Alicia
49:24
Munro.
49:25
Dr.
49:26
Grand
49:26
Chandler,
49:26
it
49:27
is
49:27
always
49:27
a
49:27
pleasure.
49:28
Thank
49:28
you
49:28
for
49:28
including
49:29
me.
49:30
So
49:30
sorry
49:30
I
49:30
wasn't
49:31
in
49:31
the
49:31
space,
49:32
but
49:32
as
49:32
I
49:32
mentioned
49:33
to
49:33
you,
49:33
it
49:33
is
49:34
really
49:34
nice
49:35
to
49:35
be.
49:36
And
49:36
I
49:36
always
49:36
think
49:37
about
49:37
Heifetz
49:37
and
49:38
Lipski's
49:38
work
49:38
right
49:39
when
49:40
we're
49:40
leading
49:40
on
49:41
the
49:41
line
49:41
and
49:41
have
49:42
the
49:42
opportunity
49:43
to
49:44
look
49:44
at
49:44
the
49:45
dance
49:46
from
49:46
the
49:46
balcony.
49:47
Right.
49:47
So
49:48
it
49:48
is.
49:49
It
49:49
was
49:49
a
49:50
really
49:51
well
49:52
thought
49:52
out,
49:54
insightful,
49:56
robust,
49:58
rigorous,
50:00
deep
50:02
conversation
50:03
with
50:04
a
50:04
charge
50:05
and
50:05
a
50:05
call
50:05
to
50:06
action
50:06
at
50:06
the
50:06
end.
50:07
It
50:07
was
50:08
well
50:08
done.
50:09
And
50:09
as
50:09
you
50:09
know,
50:10
I
50:10
love
50:10
words,
50:12
so
50:12
I
50:12
actually
50:13
looked
50:14
and
50:14
heard
50:15
and
50:15
felt
50:16
words.
50:18
Of
50:18
course,
50:18
I
50:18
know
50:19
the
50:19
individuals
50:19
by
50:20
face.
50:20
We've
50:20
shared
50:21
time
50:22
online
50:23
together.
50:23
But
50:24
the
50:25
words
50:25
really
50:26
mattered
50:26
for
50:27
me.
50:28
And
50:29
there
50:29
are
50:29
a
50:29
couple
50:30
of
50:30
quotes
50:30
I
50:31
think
50:31
that
50:32
really
50:33
stuck
50:34
out.
50:34
Surface
50:35
popped
50:36
for
50:36
me
50:37
and
50:37
I'd
50:38
like
50:38
to
50:38
start
50:38
our
50:39
conversation
50:40
where
50:40
I.
50:41
This
50:41
quote
50:42
kind
50:42
of
50:43
captures
50:44
it
50:44
all
50:46
after
50:46
I
50:47
explain
50:47
why
50:49
they
50:49
do
50:49
it
50:50
assiduously.
50:52
Yeah.
50:52
And
50:52
why
50:53
does
50:53
that
50:53
one
50:53
stand
50:54
out
50:54
so
50:54
much
50:54
for
50:55
you?
50:57
Because
50:58
I
50:58
think
50:58
it
50:58
brings
50:59
together
50:59
everything
51:00
that
51:00
we've
51:01
discussed.
51:03
Dignity,
51:04
being
51:05
irreplaceable,
51:07
mattering,
51:08
being
51:08
human,
51:10
respecting
51:11
the
51:11
fact
51:12
that
51:12
I
51:12
need
51:12
to
51:12
know
51:13
why,
51:13
why
51:14
it
51:14
matters
51:14
to
51:15
me,
51:16
how
51:16
it
51:17
shows
51:17
up
51:17
in
51:17
my
51:18
lived
51:18
experience,
51:21
why
51:21
should
51:21
it
51:21
be
51:21
part
51:22
of
51:22
my
51:22
life
51:23
context?
51:25
And
51:25
then
51:26
I
51:26
will
51:27
do
51:27
it
51:27
assiduously.
51:29
That
51:29
was
51:30
really
51:30
powerful
51:31
because
51:32
if
51:32
I
51:32
if
51:33
as,
51:33
as,
51:34
as
51:34
Michael
51:34
shared
51:35
that
51:36
from
51:36
a
51:36
documentary
51:37
that
51:37
he
51:38
viewed,
51:39
then
51:40
Neil
51:40
started
51:41
to
51:41
talk
51:41
about
51:41
and
51:42
with
51:42
an
51:43
exchange
51:43
with
51:43
you
51:44
around
51:44
respect
51:47
and
51:47
how
51:48
respect
51:49
has
51:50
to
51:50
be
51:50
earned
51:53
and
51:53
it's
51:53
not
51:53
guaranteed.
51:55
So
51:55
as
51:55
educators,
51:56
we
51:56
have
51:56
to
51:56
work
51:57
at
51:57
this
51:57
thing
51:58
and
51:59
then
51:59
we
51:59
place
52:00
it
52:00
historically
52:02
in
52:02
the
52:02
education
52:03
of
52:03
yesteryear
52:05
where
52:06
that
52:06
wasn't
52:07
necessarily
52:08
the
52:08
case.
52:09
But
52:09
however,
52:10
when
52:10
we
52:11
respect
52:13
the
52:13
fact
52:13
and
52:14
we
52:14
do
52:14
these
52:14
well
52:15
being
52:15
checks,
52:16
and
52:16
I
52:16
know
52:16
Kiara
52:17
talked
52:17
about
52:17
well
52:18
being
52:18
checks
52:19
later
52:19
on
52:19
in
52:19
the
52:20
conversation
52:21
and
52:21
Kathy
52:22
talked
52:22
about
52:23
humanity
52:24
and
52:25
her
52:26
repeating
52:26
theme
52:26
of
52:27
it's
52:28
just
52:28
being
52:28
human.
52:29
You
52:29
know,
52:30
that's
52:31
such
52:31
an
52:31
interesting.
52:32
It's
52:32
such
52:32
an
52:32
interesting
52:33
statement,
52:33
right?
52:34
It's
52:34
so
52:34
simple.
52:36
It's
52:36
just
52:36
being
52:36
human.
52:37
It's
52:37
just
52:38
being
52:38
human.
52:38
It
52:38
doesn't
52:39
cost
52:39
anything.
52:40
It
52:41
doesn't
52:41
require
52:41
a
52:41
grant,
52:42
it
52:42
doesn't
52:43
require
52:43
resources.
52:44
It
52:44
doesn't
52:45
require
52:46
all
52:46
of
52:46
those
52:47
things
52:47
that
52:47
we
52:47
get
52:48
ourselves
52:48
all
52:49
hot
52:49
and
52:49
bothered
52:49
about
52:50
in
52:51
education.
52:51
It
52:51
just.
52:52
But
52:52
it
52:53
does.
52:53
There
52:53
is
52:54
a
52:54
cost,
52:55
right?
52:55
There
52:55
is
52:55
a
52:56
cost
52:56
of
52:57
being
52:59
human.
53:00
And
53:00
there
53:01
is
53:01
a
53:01
purpose.
53:02
Right?
53:02
There's
53:02
that
53:02
why
53:03
that
53:03
Neil
53:03
talks
53:04
about
53:04
because
53:05
he
53:05
did
53:05
a.
53:06
He
53:06
dropped
53:07
the
53:07
mic
53:07
on
53:07
me
53:07
at
53:07
the
53:08
end
53:08
because
53:08
he
53:08
said
53:09
when
53:09
we
53:10
can't
53:10
find
53:10
folks
53:11
to
53:11
educate
53:11
our
53:12
students,
53:13
that
53:14
reflects
53:14
on
53:14
how
53:15
poorly
53:15
we
53:15
educate
53:16
our
53:16
populace.
53:18
I
53:18
said,
53:18
well,
53:19
Neil
53:20
took
53:20
that
53:20
from
53:20
me.
53:21
I'm
53:21
usually
53:21
the
53:21
one
53:21
that
53:22
drops
53:22
the
53:22
mic.
53:22
But
53:23
that
53:23
was
53:23
so
53:24
right
53:24
on
53:25
and
53:26
targeted
53:28
and
53:28
eloquently
53:29
said
53:29
and
53:30
dynamic.
53:32
If
53:32
we
53:33
can't
53:33
find
53:33
folks
53:34
to
53:34
educate
53:34
our
53:35
populace,
53:35
we
53:36
have
53:36
to
53:36
own
53:36
that
53:36
thing.
53:37
Absolutely.
53:40
Why
53:40
is
53:40
it
53:41
that
53:41
we
53:41
are
53:41
struggling
53:42
to
53:43
find,
53:44
you
53:44
know,
53:45
people
53:45
of
53:45
color
53:46
to
53:46
be
53:47
educators
53:48
and
53:48
of
53:48
course,
53:49
male
53:50
men
53:50
who
53:51
are
53:51
people
53:52
of
53:52
color.
53:53
Well,
53:53
let's
53:54
think
53:54
about
53:54
that,
53:55
right?
53:55
Let's
53:55
think
53:55
about
53:56
what
53:56
the
53:56
experiences
53:57
are
53:58
for
53:59
a
53:59
lot
53:59
of
54:00
boys
54:00
who
54:01
become
54:01
men
54:02
who
54:02
are
54:02
of
54:03
color
54:03
in
54:03
our
54:04
educational
54:05
spaces.
54:06
Why
54:06
would
54:06
they
54:06
want
54:07
to
54:07
return
54:08
and
54:08
spend
54:08
their
54:08
lives
54:09
in
54:09
a
54:09
place
54:09
that
54:10
they
54:10
never
54:10
felt
54:11
like
54:11
they
54:11
belonged
54:12
in
54:12
the
54:12
first
54:12
place?
54:13
That
54:13
damage
54:14
them.
54:15
Yes.
54:15
That
54:15
caused
54:16
them
54:16
trauma.
54:17
Yes.
54:18
That
54:18
oppress
54:18
them.
54:19
That
54:20
oppress
54:20
them.
54:20
Yes.
54:21
Right.
54:22
So
54:22
it's
54:22
about,
54:23
do
54:23
you
54:23
want
54:23
a
54:23
sadistic
54:24
experience?
54:25
Go
54:25
into
54:26
the
54:26
place
54:26
where
54:26
I'm
54:27
persecuted.
54:28
Exactly.
54:29
That
54:30
didn't
54:30
welcome
54:30
me
54:31
before
54:31
and
54:32
then
54:32
expect
54:32
that
54:33
I'd
54:33
be
54:33
welcome
54:33
now.
54:34
And
54:34
if
54:35
you're,
54:35
you
54:35
know,
54:35
going
54:36
back
54:36
to,
54:36
you
54:36
know,
54:36
going
54:37
back,
54:37
you
54:37
know,
54:37
this
54:38
is.
54:38
There's
54:38
so
54:39
many
54:39
different
54:39
layers
54:40
because
54:40
I'm
54:40
thinking
54:40
about,
54:41
thinking
54:42
about
54:42
what
54:42
Dr.
54:42
Keisha
54:43
Chandler
54:43
offered
54:44
back
54:44
and
54:45
when
54:45
she
54:45
was,
54:46
you
54:46
know,
54:46
so,
54:46
you
54:47
know,
54:47
you've
54:47
got
54:47
to
54:47
support
54:48
them
54:48
through,
54:48
you
54:49
know,
54:49
what
54:49
is
54:49
it
54:49
they
54:49
want
54:50
and
54:50
what
54:50
kind
54:50
of
54:51
environment,
54:52
when
54:52
you
54:52
bring
54:53
a
54:53
new
54:53
staff
54:53
person
54:54
on,
54:54
what
54:54
kind
54:54
of
54:54
environment
54:55
are
54:55
you
54:56
bringing
54:56
them
54:57
into?
54:58
Right.
54:58
Is
54:59
it
54:59
a
54:59
safe
54:59
space
55:01
for
55:01
a
55:01
brand
55:01
new
55:02
teacher?
55:02
Is
55:02
it,
55:03
you
55:03
know,
55:03
Neil's
55:04
program
55:04
is
55:05
doing
55:05
beautiful
55:06
things
55:06
to
55:06
prepare
55:07
men
55:08
of
55:08
color
55:09
to
55:10
be
55:10
educators.
55:10
And
55:10
he
55:11
has
55:11
even
55:11
said
55:11
it
55:11
in,
55:12
I
55:12
think,
55:12
the
55:12
episode
55:13
that
55:13
was
55:13
just
55:13
for
55:13
him
55:15
where
55:15
he
55:15
was
55:16
the
55:16
main
55:16
focus.
55:17
But
55:17
it's
55:17
like,
55:17
you've
55:18
also
55:18
got
55:18
to
55:18
create
55:19
spaces.
55:19
It's
55:20
not
55:20
just
55:20
about
55:21
preparing
55:22
men
55:22
of
55:23
color
55:23
to
55:24
enter
55:24
the
55:24
profession.
55:26
You
55:26
have
55:26
to
55:26
prepare
55:27
the
55:27
profession
55:28
for
55:28
the
55:28
men
55:28
of
55:28
color
55:29
to
55:29
be
55:29
there
55:29
and
55:29
to
55:30
be
55:30
respected
55:31
and
55:31
to
55:32
be
55:32
cherished
55:33
and
55:33
to
55:33
matter
55:33
and
55:34
to
55:34
be
55:34
cared
55:34
for.
55:35
Otherwise,
55:37
all
55:37
of
55:37
that
55:37
hard
55:38
work
55:39
is
55:39
for
55:39
naught
55:40
because
55:40
they'll
55:40
leave.
55:41
And
55:41
then
55:42
Michael
55:43
introduced
55:43
a
55:44
term
55:45
which
55:45
I
55:45
so
55:46
loved,
55:46
productive
55:47
adversity.
55:49
And
55:49
I
55:50
said,
55:51
as
55:51
Neil
55:52
referenced
55:53
Dr.
55:53
Franklin
55:54
Campbell
55:54
Jones's
55:55
episode
55:56
and
55:57
we
55:57
talked
55:57
about
55:57
culturally
55:59
proficient
56:00
and
56:00
interrogating
56:01
our
56:01
own
56:02
mental
56:02
model,
56:03
are
56:03
we
56:04
really
56:04
willing
56:05
to
56:05
have
56:06
that
56:06
level
56:07
of
56:07
panic
56:08
ripple
56:08
through
56:09
our
56:09
own
56:09
selves
56:10
in
56:10
order
56:10
to
56:11
ripple
56:11
through
56:11
the
56:11
system
56:12
that.
56:13
That
56:13
just
56:13
so
56:14
rings
56:14
true
56:14
on
56:15
so
56:15
many
56:16
different
56:16
levels.
56:17
Right.
56:17
That
56:17
this,
56:19
this
56:19
work
56:19
that
56:19
we're
56:20
doing,
56:21
innovation
56:21
rooted
56:22
in
56:22
humanity,
56:23
future
56:23
ready
56:23
schools,
56:25
cultivating
56:25
hope
56:26
versus
56:26
killing
56:27
dreams,
56:27
open
56:28
doors,
56:28
open
56:28
possibilities.
56:30
It
56:30
all
56:30
requires
56:31
a
56:31
dramatic
56:33
interrogation
56:34
of
56:34
our
56:35
mental
56:35
models.
56:37
And
56:38
there's
56:38
a.
56:39
We
56:39
know
56:39
that
56:39
there
56:40
are
56:40
people
56:40
who
56:40
are
56:41
comfortable
56:41
doing
56:41
that,
56:42
and
56:42
we
56:42
know
56:42
that
56:42
there
56:42
are
56:43
people
56:43
who
56:43
aren't.
56:44
You
56:44
know,
56:44
there's
56:44
also
56:45
the
56:45
research
56:45
around
56:45
how
56:46
important
56:46
urgency
56:47
is
56:48
to
56:49
the
56:49
work,
56:49
that
56:50
we
56:50
aren't
56:50
likely
56:51
to
56:51
want
56:51
to
56:52
change
56:52
something.
56:52
You
56:53
know,
56:53
I'm
56:53
preaching
56:53
to
56:54
the
56:54
choir
56:54
here,
56:54
my
56:54
dear
56:55
friend.
56:56
Right.
56:57
Because
56:58
if
56:58
you
56:58
don't
56:59
see
56:59
that
56:59
the
56:59
situation,
57:01
yes,
57:02
there
57:02
are
57:02
lots
57:02
of
57:02
great
57:03
things
57:04
going
57:04
on
57:04
in
57:04
education,
57:05
right?
57:05
Absolutely.
57:06
And
57:06
there
57:06
are
57:06
a
57:06
lot
57:06
of
57:07
great
57:07
people
57:08
who
57:08
are
57:09
doing
57:09
work
57:09
in
57:09
education.
57:11
But
57:11
to
57:11
change
57:12
the
57:12
experiences
57:13
for
57:13
each
57:14
and
57:14
every
57:14
student
57:15
is
57:15
a
57:16
matter
57:16
of
57:16
urgency.
57:17
And
57:18
we
57:18
can
57:18
have
57:18
that
57:18
urgency
57:19
without
57:19
saying
57:19
we're
57:19
doing
57:20
bad
57:20
work.
57:21
We
57:21
can
57:21
have
57:21
that
57:21
agency
57:22
without
57:22
saying
57:22
we're
57:23
bad
57:23
people.
57:24
But
57:24
Having
57:25
that
57:25
level
57:26
of
57:26
urgency
57:27
to
57:27
need
57:27
and
57:27
want
57:28
to
57:28
do
57:28
the
57:28
work
57:29
is
57:29
foundational.
57:30
Indeed
57:31
it
57:31
is.
57:31
And
57:32
it
57:32
starts
57:32
with
57:33
us.
57:33
It
57:33
starts
57:34
with
57:34
us
57:35
when
57:36
we
57:36
talk
57:36
about
57:37
respect.
57:38
And
57:38
you
57:38
cascaded,
57:39
right?
57:40
We
57:40
cascaded
57:41
from
57:41
respect.
57:42
The
57:42
conversation
57:43
went
57:43
from
57:43
respect
57:45
to
57:45
relevance.
57:46
Right.
57:46
The
57:47
why
57:47
and
57:47
the
57:47
conversation
57:48
around
57:48
the
57:48
calculator.
57:49
Right.
57:50
To
57:52
connection.
57:53
And
57:53
how
57:53
could
57:54
we
57:54
connect
57:54
with
57:55
others
57:55
when
57:55
we
57:55
don't
57:56
know
57:56
ourselves?
57:58
Who
57:58
are
57:58
we
57:58
bringing
57:59
in
57:59
the
58:00
space?
58:02
We
58:02
want
58:03
our
58:03
students
58:03
to
58:03
step
58:04
up.
58:05
We're
58:05
also
58:05
holding
58:06
them
58:06
accountable
58:07
for
58:07
stuff
58:07
they're
58:08
not
58:08
even
58:08
responsible
58:09
for.
58:10
So
58:11
there
58:11
is
58:11
a
58:12
level
58:13
of
58:14
responsibility
58:15
that
58:16
we
58:16
have
58:17
to
58:17
check
58:17
ourselves.
58:18
To
58:18
thine
58:19
own
58:19
selves
58:19
be
58:20
true.
58:20
And
58:20
this
58:21
work,
58:21
this
58:21
interrogation,
58:23
this
58:24
examination,
58:26
this
58:26
surgery.
58:27
Right.
58:28
This
58:28
forensic
58:29
stuff
58:30
starts
58:31
with
58:31
us.
58:32
And
58:32
we
58:32
owe
58:32
it
58:33
to
58:34
humanity
58:35
to
58:35
do
58:36
that.
58:36
And
58:36
we
58:37
think
58:37
about.
58:38
I
58:38
mean,
58:38
words
58:38
matter,
58:39
right?
58:39
I
58:39
mean,
58:40
you
58:40
know,
58:40
in
58:40
your
58:40
work,
58:41
you
58:41
land
58:41
on
58:42
some
58:42
keywords.
58:43
I've
58:43
landed
58:44
on
58:45
keywords
58:46
in
58:46
my
58:47
work.
58:47
They
58:47
converge
58:48
and
58:48
do
58:49
beautiful
58:49
things
58:50
together.
58:51
Right?
58:52
Because
58:53
that's
58:54
really,
58:54
really
58:54
important.
58:55
And
58:56
what
58:57
we
58:57
want
58:57
our
58:57
children
58:58
to
58:58
experience
59:00
deep
59:00
in
59:00
profound
59:01
learning,
59:02
deep
59:02
and
59:02
profound
59:03
belonging
59:03
and
59:03
mattering
59:05
requires
59:05
that
59:05
level
59:05
of
59:06
urgency.
59:06
I
59:06
mean,
59:07
I
59:07
think
59:07
it's
59:08
all
59:08
about
59:09
every
59:09
leader
59:09
or
59:10
every
59:10
guest
59:10
who
59:10
came
59:11
to
59:11
the
59:11
wheelhouse
59:12
this
59:13
season.
59:13
And
59:13
even
59:13
in
59:14
previous
59:14
seasons,
59:15
it
59:15
was,
59:16
how
59:16
badly
59:17
do
59:17
you
59:17
want
59:17
certain
59:18
conditions,
59:19
whatever
59:20
your
59:20
focus
59:21
is,
59:22
whatever
59:22
that
59:22
is,
59:23
how
59:23
badly
59:23
do
59:24
you
59:24
want
59:24
that
59:24
focus
59:25
to
59:26
happen,
59:27
and
59:27
what
59:27
are
59:27
you
59:27
willing
59:28
to
59:28
do
59:28
in
59:28
order
59:28
to
59:29
get
59:29
there?
59:29
So
59:29
we
59:30
talk
59:30
about
59:30
the
59:30
ultimate
59:31
goal
59:31
on
59:31
moving
59:32
the
59:32
needle,
59:33
student
59:33
success
59:34
through
59:34
metrics
59:35
and
59:35
measurements
59:36
and
59:36
assessments,
59:38
high
59:38
stakes
59:38
tests.
59:39
And
59:39
I
59:39
could
59:39
go
59:40
on
59:40
and
59:40
on.
59:40
My
59:41
work
59:41
focuses
59:42
around
59:42
wholeness.
59:42
And
59:43
I
59:43
think
59:43
the
59:43
conversation
59:44
really
59:44
spoke
59:45
to
59:45
wholeness
59:47
and
59:47
what
59:47
is
59:47
powerful
59:48
student
59:48
care.
59:50
We
59:50
look
59:50
at
59:50
the
59:51
wholeness
59:51
of
59:51
the
59:52
student
59:53
and
59:53
how
59:54
we
59:54
dignify
59:54
and
59:55
how
59:55
we
59:56
continue
59:58
to
59:58
convey
59:59
that
59:59
they
59:59
are
59:59
irreplaceable.
1:00:01
But
1:00:01
I
1:00:01
also
1:00:01
focus
1:00:02
on
1:00:02
the
1:00:02
whole
1:00:02
educator
1:00:03
and.
1:00:04
And
1:00:04
are
1:00:04
they
1:00:04
whole
1:00:05
and
1:00:05
what
1:00:05
are
1:00:06
they
1:00:06
carrying
1:00:06
in
1:00:06
their
1:00:07
backpacks?
1:00:07
And
1:00:08
we
1:00:08
talk
1:00:09
about
1:00:09
that.
1:00:10
So
1:00:10
when
1:00:10
you
1:00:10
ask
1:00:11
the
1:00:11
question,
1:00:12
what
1:00:12
do
1:00:12
you
1:00:13
see
1:00:14
in
1:00:14
a
1:00:14
human
1:00:15
centered
1:00:15
space?
1:00:16
I
1:00:16
added
1:00:17
also
1:00:18
what
1:00:18
Cath
1:00:18
added.
1:00:19
And
1:00:20
she
1:00:20
said,
1:00:20
what
1:00:21
do
1:00:21
we
1:00:21
hear?
1:00:21
What
1:00:21
do
1:00:21
we
1:00:22
feel?
1:00:22
You
1:00:22
know,
1:00:22
Kiara
1:00:23
mentioned,
1:00:24
you
1:00:24
know,
1:00:25
she
1:00:25
looked
1:00:25
at
1:00:26
physical,
1:00:26
Cath
1:00:27
looked
1:00:27
at
1:00:27
feelings.
1:00:29
We
1:00:29
all
1:00:29
looked
1:00:30
at,
1:00:30
and
1:00:30
what
1:00:30
do
1:00:31
we
1:00:31
hear?
1:00:31
Right?
1:00:32
But
1:00:32
then
1:00:32
there's
1:00:33
that
1:00:33
one
1:00:33
thing
1:00:33
that
1:00:34
charge,
1:00:35
okay,
1:00:35
so
1:00:36
now
1:00:36
that
1:00:36
we
1:00:36
had
1:00:36
this
1:00:36
conversation,
1:00:37
what's
1:00:38
that
1:00:38
thing
1:00:38
you're
1:00:38
going
1:00:39
to
1:00:39
do?
1:00:39
And
1:00:40
Kiara
1:00:40
said,
1:00:40
just
1:00:41
take
1:00:41
it
1:00:41
one
1:00:42
step
1:00:42
at
1:00:42
a
1:00:42
time.
1:00:43
Neil
1:00:44
said
1:00:44
to
1:00:44
listen.
1:00:44
You
1:00:45
want
1:00:45
more
1:00:45
black
1:00:45
male
1:00:46
educators?
1:00:47
Ask
1:00:47
what?
1:00:48
Ask
1:00:48
the
1:00:48
black
1:00:48
Educators
1:00:49
that
1:00:49
are
1:00:49
in
1:00:49
the
1:00:50
space,
1:00:50
that
1:00:51
are
1:00:51
men,
1:00:51
ask
1:00:51
them
1:00:52
what
1:00:52
their
1:00:53
experience
1:00:53
is.
1:00:54
Kiara
1:00:55
talked
1:00:55
about
1:00:56
you
1:00:57
want
1:00:57
to
1:00:57
really
1:00:59
be,
1:01:00
embrace
1:01:00
each
1:01:00
and
1:01:01
every
1:01:01
student
1:01:02
and
1:01:02
be
1:01:02
dynamic
1:01:03
with
1:01:03
the
1:01:04
teaching
1:01:04
and
1:01:04
learning
1:01:05
process.
1:01:06
Ask
1:01:06
the
1:01:06
students.
1:01:07
You
1:01:07
know,
1:01:07
one
1:01:08
of
1:01:08
her
1:01:08
students
1:01:08
didn't
1:01:09
like
1:01:09
the
1:01:09
smell
1:01:09
in
1:01:09
the
1:01:10
classroom.
1:01:10
So,
1:01:11
so
1:01:11
what
1:01:11
are
1:01:11
we
1:01:11
going
1:01:12
to
1:01:12
do
1:01:12
to
1:01:12
assist
1:01:12
that
1:01:13
student
1:01:13
so
1:01:13
that
1:01:14
student
1:01:14
can
1:01:14
feel
1:01:14
more
1:01:15
comfortable?
1:01:15
And
1:01:15
it
1:01:16
all
1:01:16
comes
1:01:16
around
1:01:16
to
1:01:17
respect.
1:01:17
I
1:01:18
mean,
1:01:18
the
1:01:18
whole
1:01:19
thing
1:01:19
comes
1:01:19
around.
1:01:20
It
1:01:20
was
1:01:20
like,
1:01:21
it
1:01:21
was
1:01:21
a
1:01:22
full
1:01:22
cigarette
1:01:23
moment
1:01:23
for
1:01:23
me.
1:01:24
Because
1:01:25
where
1:01:25
you
1:01:25
landed
1:01:26
in
1:01:26
the
1:01:26
conversation
1:01:27
is
1:01:28
exactly
1:01:28
where
1:01:28
you
1:01:28
began.
1:01:29
It's
1:01:29
about
1:01:30
respect
1:01:30
and
1:01:30
knowing
1:01:31
who's
1:01:31
in
1:01:31
the
1:01:31
space
1:01:31
and
1:01:32
honoring
1:01:32
and
1:01:33
dignifying
1:01:33
it.
1:01:34
And
1:01:34
so
1:01:34
when
1:01:34
we
1:01:35
think
1:01:35
about
1:01:35
that
1:01:35
word,
1:01:35
we
1:01:36
chose
1:01:36
that
1:01:36
word.
1:01:37
We
1:01:37
chose
1:01:37
that
1:01:38
word
1:01:38
on
1:01:39
purpose,
1:01:39
right?
1:01:40
To
1:01:40
be
1:01:41
innovative,
1:01:42
to
1:01:42
have
1:01:43
innovation
1:01:44
rooted
1:01:45
in
1:01:45
humanity,
1:01:46
is
1:01:47
simply
1:01:48
to
1:01:48
add
1:01:49
this
1:01:49
element
1:01:50
of
1:01:51
respect
1:01:52
either
1:01:53
back
1:01:53
into
1:01:53
the
1:01:54
mix
1:01:54
or
1:01:54
into
1:01:55
the
1:01:55
mix
1:01:55
for
1:01:56
the
1:01:56
very
1:01:56
first
1:01:57
time.
1:01:58
Because
1:01:59
as
1:01:59
you
1:01:59
and
1:01:59
I
1:01:59
know,
1:02:00
this
1:02:00
work
1:02:00
is
1:02:01
just
1:02:02
getting
1:02:02
started.
1:02:03
And
1:02:03
as
1:02:03
we
1:02:03
look
1:02:04
forward
1:02:05
to
1:02:06
season
1:02:07
12
1:02:08
and
1:02:08
beyond,
1:02:09
this
1:02:10
whole
1:02:10
idea
1:02:11
of
1:02:11
future
1:02:12
ready
1:02:12
schools,
1:02:13
innovation
1:02:13
rooted
1:02:14
in
1:02:14
humanity
1:02:16
is
1:02:16
a
1:02:17
movement.
1:02:17
It
1:02:18
is
1:02:18
a
1:02:18
movement.
1:02:19
This
1:02:19
podcast,
1:02:20
this
1:02:21
team,
1:02:21
we
1:02:22
are
1:02:22
trying
1:02:22
to
1:02:22
start
1:02:23
a
1:02:23
movement
1:02:24
and
1:02:25
we're
1:02:25
just
1:02:25
getting
1:02:26
started.
1:02:27
So,
1:02:27
My
1:02:28
dear
1:02:28
friend,
1:02:28
Dr.
1:02:29
Alicia
1:02:29
Monroe,
1:02:30
thank
1:02:30
you
1:02:30
so
1:02:31
much
1:02:31
for
1:02:31
joining
1:02:32
me
1:02:32
in
1:02:32
this
1:02:33
special
1:02:34
part
1:02:34
of
1:02:35
the
1:02:35
episode.
1:02:36
And
1:02:36
for
1:02:37
all
1:02:37
of
1:02:37
you
1:02:37
who
1:02:37
are
1:02:37
listening,
1:02:38
this
1:02:38
brings
1:02:38
us
1:02:38
to
1:02:39
the
1:02:39
end
1:02:39
of
1:02:40
a
1:02:40
really
1:02:40
exciting
1:02:41
season
1:02:42
11
1:02:42
more
1:02:43
to
1:02:43
come
1:02:44
when
1:02:44
we
1:02:44
come
1:02:45
back
1:02:45
again
1:02:45
on
1:02:46
February
1:02:47
24th
1:02:48
for
1:02:49
season
1:02:49
12.
1:02:50
Happy
1:02:51
Holidays.
1:02:58
And
1:02:58
that's
1:02:58
a
1:02:59
wrap
1:02:59
of
1:02:59
season
1:03:00
11
1:03:00
of
1:03:01
the
1:03:01
Wheelhouse.
1:03:02
A
1:03:02
special
1:03:02
thank
1:03:03
you
1:03:03
to
1:03:03
our
1:03:03
amazing
1:03:04
guests
1:03:04
today,
1:03:05
Kiera
1:03:05
Latimer,
1:03:06
Neil
1:03:07
Curry
1:03:07
and
1:03:07
Jim
1:03:07
Veneta,
1:03:09
as
1:03:09
well
1:03:09
as
1:03:09
our
1:03:09
other
1:03:10
guests
1:03:10
in
1:03:10
season
1:03:10
11,
1:03:11
Dr.
1:03:11
Janice
1:03:12
Gobert
1:03:12
and
1:03:13
Dr.
1:03:13
Franklin
1:03:14
Campbell
1:03:14
Jones,
1:03:15
along
1:03:15
with
1:03:15
the
1:03:15
Wheelhouse
1:03:16
team
1:03:16
of
1:03:17
Kathy
1:03:17
Mone,
1:03:18
Michael
1:03:18
Pipa
1:03:19
and
1:03:19
Dr.
1:03:19
Alicia
1:03:20
Munro
1:03:21
for
1:03:21
navigating
1:03:22
this
1:03:22
season's
1:03:23
journey
1:03:23
toward
1:03:24
future
1:03:24
ready
1:03:25
innovation
1:03:26
rooted
1:03:27
in
1:03:27
humanity.
1:03:28
If
1:03:29
you're
1:03:29
a
1:03:29
like
1:03:29
minded
1:03:30
educator
1:03:30
who
1:03:30
believes
1:03:31
the
1:03:31
future
1:03:31
of
1:03:32
learning
1:03:32
must
1:03:33
stay
1:03:33
human
1:03:33
centered,
1:03:34
we'd
1:03:35
love
1:03:35
for
1:03:35
you
1:03:35
to
1:03:35
stay
1:03:36
connected.
1:03:37
Follow
1:03:37
Students
1:03:37
Matter
1:03:38
LLC
1:03:38
on
1:03:39
Instagram
1:03:40
or
1:03:40
LinkedIn
1:03:41
or
1:03:41
find
1:03:42
any
1:03:42
of
1:03:42
us
1:03:42
there
1:03:43
at
1:03:43
LinkedIn.
1:03:44
Cathy
1:03:44
Mone,
1:03:45
Michael
1:03:45
Pipa,
1:03:46
Dr.
1:03:46
Alicia
1:03:47
Monroe
1:03:47
and
1:03:48
me,
1:03:48
Dr.
1:03:48
Grant
1:03:49
Chandler.
1:03:50
Don't
1:03:50
miss
1:03:50
the
1:03:51
exciting
1:03:51
premiere
1:03:52
of
1:03:52
season
1:03:52
12
1:03:53
of
1:03:53
the
1:03:53
Wheelhouse
1:03:54
on
1:03:54
February
1:03:55
24,
1:03:56
2026.
1:03:57
Until
1:03:57
next
1:03:58
time,
1:03:58
remember,
1:03:59
keep
1:03:59
your
1:03:59
doors
1:03:59
open,
1:04:00
keep
1:04:00
your
1:04:00
and
1:04:00
your
1:04:00
heart's
1:04:01
even
1:04:01
wider.