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Transcript

Reimagining Learning Environments: A Focus on Sensory Awareness · The Wheelhouse

• 0:01
  Find
• 0:01
  out
• 0:02
  how
• 0:02
  a
• 0:02
  conversation
• 0:03
  about
• 0:03
  sensory
• 0:04
  sensitivity
• 0:05
  and
• 0:05
  integration
• 0:06
  leads
• 0:07
  to
• 0:07
  a
• 0:07
  conversation
• 0:08
  about
• 0:08
  the
• 0:09
  contradiction
• 0:10
  of
• 0:10
  knowing
• 0:11
  so
• 0:11
  much,
• 0:12
  about
• 0:12
  how
• 0:13
  each
• 0:13
  student
• 0:13
  learns,
• 0:14
  and
• 0:15
  our
• 0:15
  reluctance
• 0:16
  to
• 0:16
  abandon
• 0:17
  the
• 0:17
  notion
• 0:18
  of
• 0:18
  what
• 0:18
  traditional
• 0:19
  learning
• 0:19
  looks
• 0:19
  like
• 0:20
  in
• 0:20
  so
• 0:20
  many
• 0:20
  classrooms
• 0:21
  across
• 0:21
  the
• 0:21
  country.
• 0:22
  A
• 0:22
  new
• 0:23
  episode
• 0:23
  of
• 0:23
  the
• 0:23
  Wheelhouse
• 0:24
  begins
• 0:25
  right
• 0:25
  now.
• 0:36
  Thank
• 0:37
  you
• 0:37
  so
• 0:37
  much
• 0:38
  for
• 0:38
  taking
• 0:38
  time
• 0:38
  out
• 0:38
  of
• 0:39
  your
• 0:39
  busy
• 0:39
  day
• 0:39
  to
• 0:39
  give
• 0:40
  us
• 0:40
  a
• 0:40
  listen.
• 0:41
  Season
• 0:41
  nine
• 0:42
  features
• 0:42
  a
• 0:42
  panel
• 0:43
  of
• 0:43
  four
• 0:44
  like
• 0:44
  minded
• 0:44
  friends
• 0:45
  and
• 0:45
  colleagues.
• 0:46
  Kathy
• 0:46
  Mone,
• 0:47
  Michael
• 0:47
  Pipa,
• 0:48
  Dr.
• 0:48
  Alicia
• 0:49
  Monroe,
• 0:50
  and
• 0:50
  yours
• 0:50
  truly.
• 0:51
  We've
• 0:51
  opened
• 0:52
  the
• 0:52
  conversation
• 0:53
  this
• 0:53
  season
• 0:54
  to
• 0:54
  think
• 0:54
  about
• 0:55
  empowering
• 0:56
  educators
• 0:57
  to
• 0:57
  cultivate
• 0:58
  hope.
• 0:59
  In
• 1:00
  this
• 1:00
  eighth
• 1:00
  episode,
• 1:01
  we
• 1:01
  welcome
• 1:02
  Dr.
• 1:02
  Shavita
• 1:03
  West,
• 1:03
  a
• 1:03
  former
• 1:04
  teacher
• 1:05
  and
• 1:05
  highly
• 1:05
  respected
• 1:06
  former
• 1:06
  elementary
• 1:07
  principal.
• 1:08
  Currently,
• 1:08
  Dr.
• 1:09
  West
• 1:09
  is
• 1:09
  an
• 1:10
  ASCD
• 1:10
  faculty
• 1:11
  member.
• 1:11
  She's
• 1:12
  president
• 1:12
  of
• 1:13
  SL
• 1:13
  West
• 1:13
  Consulting,
• 1:14
  and
• 1:15
  she's
• 1:15
  a
• 1:15
  leadership
• 1:16
  coach
• 1:16
  in
• 1:16
  the
• 1:16
  great
• 1:17
  state
• 1:17
  of
• 1:17
  Georgia.
• 1:19
  Today,
• 1:19
  we're
• 1:20
  going
• 1:20
  to
• 1:20
  focus
• 1:20
  our
• 1:21
  attention
• 1:21
  on
• 1:22
  sensory
• 1:23
  awareness
• 1:24
  and
• 1:24
  sensory
• 1:25
  sensitivity
• 1:26
  and
• 1:26
  integration
• 1:27
  and
• 1:28
  how
• 1:28
  looking
• 1:28
  at
• 1:29
  the
• 1:29
  needs
• 1:29
  of
• 1:29
  students
• 1:30
  from
• 1:30
  this
• 1:31
  lens
• 1:31
  humanizes
• 1:32
  the
• 1:32
  classroom
• 1:33
  environment
• 1:33
  and
• 1:34
  empowers
• 1:35
  each
• 1:35
  student
• 1:36
  to
• 1:36
  thrive.
• 1:37
  At
• 1:37
  the
• 1:38
  end
• 1:38
  of
• 1:38
  the
• 1:38
  day,
• 1:38
  what
• 1:39
  we
• 1:39
  do
• 1:39
  for
• 1:39
  some
• 1:39
  children
• 1:40
  is
• 1:40
  even
• 1:41
  bigger
• 1:41
  than
• 1:41
  cultivating
• 1:42
  hope
• 1:42
  or
• 1:42
  killing
• 1:43
  dreams.
• 1:44
  It's
• 1:44
  a
• 1:44
  matter
• 1:44
  of
• 1:45
  life
• 1:45
  and
• 1:45
  death.
• 1:46
  You
• 1:47
  know,
• 1:47
  as
• 1:47
  always,
• 1:47
  this
• 1:48
  was
• 1:48
  a
• 1:48
  great
• 1:49
  conversation
• 1:50
  and
• 1:50
  there
• 1:50
  were
• 1:50
  so
• 1:51
  many
• 1:51
  intriguing
• 1:52
  ideas
• 1:52
  that
• 1:52
  we
• 1:52
  brought
• 1:53
  to
• 1:53
  the
• 1:53
  space.
• 1:54
  I
• 1:54
  hope
• 1:54
  you'll
• 1:55
  listen
• 1:55
  to
• 1:55
  the
• 1:55
  entire
• 1:55
  episode
• 1:56
  to
• 1:56
  hear
• 1:56
  the
• 1:56
  details,
• 1:57
  but
• 1:57
  I
• 1:58
  want
• 1:58
  to
• 1:58
  offer
• 1:58
  a
• 1:58
  couple
• 1:59
  of
• 1:59
  really
• 1:59
  interesting
• 2:00
  paradigm
• 2:01
  shifts.
• 2:02
  One,
• 2:03
  we
• 2:03
  all
• 2:03
  process
• 2:04
  learning
• 2:04
  differently
• 2:05
  versus
• 2:06
  the
• 2:07
  need
• 2:07
  to
• 2:07
  fit
• 2:07
  everyone
• 2:08
  into
• 2:08
  the
• 2:08
  conventional
• 2:09
  puzzle
• 2:10
  we
• 2:10
  call
• 2:10
  schooling.
• 2:12
  Two,
• 2:14
  sensory
• 2:14
  sensitivity
• 2:16
  versus
• 2:17
  behaviors
• 2:18
  that
• 2:18
  were
• 2:19
  deliberately
• 2:19
  meant
• 2:20
  to
• 2:20
  disrupt
• 2:21
  the
• 2:21
  classroom
• 2:21
  environment.
• 2:22
  And
• 2:23
  finally,
• 2:23
  three,
• 2:24
  reimagine
• 2:25
  spaces
• 2:26
  of
• 2:26
  hope
• 2:26
  where
• 2:26
  there
• 2:27
  is
• 2:27
  flexibility
• 2:28
  to
• 2:28
  accommodate
• 2:29
  students
• 2:29
  where
• 2:29
  they
• 2:30
  are
• 2:31
  versus
• 2:31
  the
• 2:31
  desire
• 2:32
  and
• 2:32
  need
• 2:33
  simply
• 2:33
  to
• 2:34
  perpetuate
• 2:34
  the
• 2:35
  status
• 2:35
  quo.
• 2:37
  Together,
• 2:38
  let's
• 2:39
  cultivate
• 2:40
  hope
• 2:40
  for
• 2:40
  each
• 2:41
  and
• 2:41
  every
• 2:41
  student.
• 2:42
  And
• 2:43
  now,
• 2:43
  episode
• 2:44
  eight
• 2:44
  in
• 2:44
  a
• 2:44
  great
• 2:45
  conversation
• 2:46
  with
• 2:46
  Dr.
• 2:46
  Shavita
• 2:47
  West.
• 2:48
  You're
• 2:48
  not
• 2:49
  going
• 2:49
  to
• 2:49
  want
• 2:49
  to
• 2:49
  miss
• 2:49
  this.
• 2:50
  Take
• 2:50
  a
• 2:50
  listen.
• 2:57
  Good
• 2:57
  morning,
• 2:58
  I'm
• 2:58
  Grant
• 2:59
  Chandler
• 2:59
  and
• 2:59
  welcome
• 3:00
  to
• 3:00
  another
• 3:01
  episode
• 3:02
  of
• 3:02
  the
• 3:02
  Wheelhouse.
• 3:03
  You
• 3:03
  know,
• 3:03
  every
• 3:03
  time
• 3:03
  I
• 3:04
  start
• 3:04
  these
• 3:04
  episodes,
• 3:05
  I
• 3:05
  say
• 3:05
  I'm
• 3:05
  so
• 3:06
  excited
• 3:06
  to
• 3:06
  have
• 3:06
  this
• 3:07
  conversation.
• 3:08
  And
• 3:08
  it's
• 3:08
  true
• 3:09
  again
• 3:10
  today
• 3:11
  with
• 3:12
  not
• 3:12
  only
• 3:12
  the
• 3:13
  topic,
• 3:13
  but
• 3:13
  especially
• 3:14
  the
• 3:14
  person
• 3:15
  who's
• 3:15
  joining
• 3:16
  us
• 3:16
  in
• 3:16
  the
• 3:17
  Wheelhouse
• 3:17
  this
• 3:17
  morning.
• 3:18
  So
• 3:18
  before
• 3:18
  I
• 3:18
  give
• 3:19
  a
• 3:19
  big
• 3:19
  shout
• 3:19
  out
• 3:19
  to
• 3:20
  her,
• 3:21
  I
• 3:21
  want
• 3:21
  to
• 3:22
  welcome
• 3:22
  the
• 3:22
  panel.
• 3:23
  So
• 3:24
  you
• 3:24
  guys,
• 3:24
  it
• 3:25
  is
• 3:25
  an
• 3:25
  absolute
• 3:26
  pleasure
• 3:26
  to
• 3:27
  do
• 3:27
  this
• 3:27
  work
• 3:27
  with
• 3:27
  you.
• 3:28
  Welcome
• 3:29
  again.
• 3:29
  Happy
• 3:30
  Tuesday
• 3:30
  morning.
• 3:31
  Kathy
• 3:31
  Mone,
• 3:32
  Michael
• 3:32
  Pipa
• 3:33
  and
• 3:33
  Alicia
• 3:34
  Monroe.
• 3:35
  Good
• 3:35
  morning,
• 3:36
  Good
• 3:37
  morning,
• 3:37
  good
• 3:37
  morning,
• 3:38
  good
• 3:39
  morning.
• 3:41
  Practicing
• 3:42
  outside
• 3:42
  of
• 3:42
  you
• 3:43
  don't
• 3:43
  even
• 3:43
  know,
• 3:43
  we
• 3:43
  get
• 3:44
  together
• 3:44
  just
• 3:45
  to
• 3:45
  say
• 3:45
  good
• 3:45
  morning
• 3:46
  because
• 3:46
  it's
• 3:46
  just
• 3:47
  starts
• 3:48
  just
• 3:48
  a
• 3:49
  great
• 3:49
  space.
• 3:49
  This
• 3:50
  is
• 3:50
  one
• 3:51
  of
• 3:51
  the
• 3:51
  highlights
• 3:51
  of
• 3:52
  the
• 3:52
  week,
• 3:52
  is
• 3:52
  to
• 3:52
  be
• 3:53
  able
• 3:53
  to
• 3:53
  start
• 3:54
  the
• 3:54
  day
• 3:54
  with
• 3:55
  such
• 3:56
  amazing
• 3:56
  human
• 3:57
  beings.
• 3:57
  Love
• 3:58
  it,
• 3:58
  love
• 3:58
  it
• 3:59
  so
• 3:59
  much.
• 4:00
  And
• 4:00
  you
• 4:01
  know,
• 4:01
  we
• 4:01
  should
• 4:01
  say,
• 4:01
  hey,
• 4:02
  thank
• 4:02
  you
• 4:02
  for
• 4:02
  listening
• 4:03
  to
• 4:03
  us
• 4:04
  out
• 4:04
  there
• 4:04
  in
• 4:05
  the
• 4:05
  world
• 4:06
  and
• 4:06
  thank
• 4:06
  you
• 4:06
  for
• 4:07
  sharing
• 4:07
  your
• 4:07
  time.
• 4:07
  Whether
• 4:08
  you
• 4:08
  listen
• 4:08
  on
• 4:08
  Tuesdays
• 4:09
  when
• 4:09
  these
• 4:09
  episodes
• 4:10
  drop
• 4:10
  or
• 4:10
  you
• 4:10
  listen
• 4:11
  wherever.
• 4:11
  We're
• 4:12
  absolutely
• 4:12
  delighted
• 4:13
  to
• 4:13
  welcome
• 4:14
  you
• 4:14
  as
• 4:14
  well
• 4:15
  to
• 4:15
  the
• 4:15
  Wheelhouse
• 4:16
  and
• 4:16
  we
• 4:16
  hope
• 4:17
  you
• 4:17
  will
• 4:17
  continue
• 4:18
  to
• 4:18
  listen
• 4:19
  and
• 4:19
  join
• 4:20
  our
• 4:21
  community
• 4:22
  today.
• 4:23
  I
• 4:24
  have
• 4:24
  been
• 4:24
  looking,
• 4:24
  as
• 4:25
  I've
• 4:25
  said
• 4:25
  in
• 4:25
  every
• 4:26
  episode,
• 4:26
  so
• 4:26
  this
• 4:27
  sounds
• 4:27
  like
• 4:27
  a
• 4:27
  broken
• 4:27
  record.
• 4:28
  I
• 4:28
  have
• 4:29
  been
• 4:29
  really
• 4:29
  looking
• 4:30
  forward
• 4:30
  to
• 4:31
  this
• 4:32
  episode.
• 4:33
  Sometimes
• 4:33
  we
• 4:33
  welcome
• 4:34
  people
• 4:35
  that
• 4:35
  I
• 4:35
  don't
• 4:35
  know
• 4:36
  for
• 4:36
  the
• 4:36
  very
• 4:36
  first
• 4:36
  time
• 4:37
  and
• 4:37
  I
• 4:37
  get
• 4:37
  to
• 4:37
  make
• 4:38
  new
• 4:38
  friends
• 4:39
  with
• 4:40
  people
• 4:40
  like
• 4:40
  Rob
• 4:41
  Barnett
• 4:41
  from
• 4:41
  the
• 4:41
  Modern
• 4:42
  Classrooms
• 4:42
  Project
• 4:43
  and
• 4:43
  Reuben
• 4:44
  Britt,
• 4:45
  who
• 4:46
  was
• 4:46
  the
• 4:46
  co
• 4:46
  author.
• 4:47
  So
• 4:47
  don't
• 4:47
  dismiss
• 4:48
  my
• 4:48
  story
• 4:48
  with
• 4:48
  our
• 4:49
  very
• 4:49
  own
• 4:49
  Alicia
• 4:50
  Munro.
• 4:51
  But
• 4:51
  today
• 4:51
  I
• 4:51
  get
• 4:52
  to
• 4:52
  welcome
• 4:52
  someone
• 4:52
  who
• 4:53
  I've
• 4:53
  known
• 4:53
  for
• 4:53
  a
• 4:53
  couple
• 4:53
  of
• 4:54
  years
• 4:54
  and
• 4:54
  who
• 4:54
  I
• 4:55
  absolutely
• 4:56
  adore.
• 4:57
  So
• 4:58
  this
• 4:58
  is
• 4:59
  Dr.
• 4:59
  Shavita
• 5:00
  Jordan
• 5:00
  West.
• 5:01
  She
• 5:02
  is
• 5:03
  an
• 5:03
  amazing
• 5:04
  educator.
• 5:04
  She's
• 5:05
  been
• 5:05
  an
• 5:05
  elementary
• 5:06
  teacher,
• 5:06
  an
• 5:07
  elementary
• 5:07
  principal.
• 5:09
  She
• 5:10
  is
• 5:10
  a
• 5:10
  faculty
• 5:11
  member
• 5:11
  for
• 5:11
  ascd.
• 5:12
  She's
• 5:13
  a
• 5:13
  consultant
• 5:13
  in
• 5:14
  her
• 5:14
  own
• 5:14
  right.
• 5:15
  She's
• 5:15
  now
• 5:16
  coaching
• 5:17
  principals
• 5:18
  and
• 5:18
  assistant
• 5:19
  principals,
• 5:19
  principals
• 5:20
  and
• 5:20
  other
• 5:20
  administrators
• 5:21
  in
• 5:21
  the
• 5:21
  great
• 5:22
  state
• 5:22
  of
• 5:22
  Georgia.
• 5:23
  I
• 5:23
  am
• 5:24
  so
• 5:24
  incredibly
• 5:25
  pleased
• 5:25
  to
• 5:25
  welcome
• 5:26
  Shavita
• 5:26
  to
• 5:26
  the
• 5:26
  wheelhouse.
• 5:27
  So
• 5:27
  welcome
• 5:28
  Shavita.
• 5:29
  Thank
• 5:29
  you.
• 5:30
  Thank
• 5:30
  you
• 5:30
  so
• 5:30
  much.
• 5:31
  I'm
• 5:31
  so
• 5:31
  happy
• 5:32
  to
• 5:32
  be
• 5:32
  here
• 5:33
  this
• 5:34
  morning
• 5:34
  again
• 5:34
  with
• 5:35
  people
• 5:35
  I
• 5:36
  absolutely
• 5:36
  love.
• 5:37
  My
• 5:37
  dear,
• 5:38
  dear
• 5:38
  older
• 5:39
  friends
• 5:39
  and
• 5:39
  then
• 5:40
  some
• 5:40
  new
• 5:40
  friends.
• 5:40
  And
• 5:41
  so
• 5:41
  I'm
• 5:41
  really
• 5:42
  just
• 5:43
  excited
• 5:43
  to
• 5:43
  be
• 5:44
  with
• 5:44
  you
• 5:44
  guys
• 5:44
  this
• 5:44
  morning.
• 5:45
  It
• 5:45
  is
• 5:45
  an
• 5:46
  absolute
• 5:46
  pleasure.
• 5:47
  So
• 5:48
  this
• 5:48
  season
• 5:49
  has
• 5:49
  been
• 5:50
  talking
• 5:51
  about
• 5:51
  this
• 5:52
  theme
• 5:52
  that
• 5:52
  we
• 5:53
  have.
• 5:54
  We
• 5:54
  have
• 5:55
  guiding
• 5:55
  principles
• 5:56
  of
• 5:56
  the
• 5:56
  wheelhouse
• 5:56
  and
• 5:56
  we've
• 5:57
  been
• 5:57
  talking
• 5:57
  about
• 5:57
  those
• 5:58
  and
• 5:58
  we'd
• 5:58
  spend
• 5:58
  a
• 5:58
  couple
• 5:59
  of
• 5:59
  episodes
• 5:59
  doing
• 5:59
  that.
• 6:00
  But
• 6:00
  we've
• 6:00
  also
• 6:01
  been
• 6:01
  talking
• 6:01
  to
• 6:02
  people
• 6:02
  who
• 6:02
  are
• 6:02
  doing
• 6:02
  the
• 6:03
  great
• 6:03
  work,
• 6:04
  who
• 6:04
  are
• 6:05
  part
• 6:05
  of
• 6:05
  this
• 6:05
  community
• 6:06
  of
• 6:07
  like
• 6:07
  minded
• 6:08
  educators.
• 6:08
  And
• 6:09
  of
• 6:09
  course,
• 6:10
  you
• 6:11
  came
• 6:11
  to
• 6:11
  mind
• 6:11
  immediately
• 6:13
  not
• 6:13
  just
• 6:14
  because
• 6:14
  of
• 6:14
  who
• 6:14
  you
• 6:14
  are
• 6:15
  as
• 6:15
  a
• 6:15
  human
• 6:15
  and
• 6:15
  the
• 6:15
  great
• 6:16
  work
• 6:16
  that
• 6:16
  you
• 6:16
  do
• 6:17
  as
• 6:17
  an
• 6:17
  educator
• 6:19
  and
• 6:19
  the
• 6:19
  great
• 6:19
  work
• 6:19
  you
• 6:20
  do
• 6:20
  teaching
• 6:20
  educators,
• 6:21
  but
• 6:21
  you're
• 6:21
  also
• 6:22
  studying
• 6:23
  something
• 6:23
  and
• 6:24
  working
• 6:25
  around
• 6:25
  this
• 6:26
  topic
• 6:26
  of
• 6:27
  sensory
• 6:28
  learning,
• 6:28
  sensory
• 6:29
  awareness,
• 6:31
  creating
• 6:31
  sensory
• 6:33
  learning
• 6:34
  environments
• 6:34
  for
• 6:35
  students.
• 6:36
  And
• 6:36
  I
• 6:36
  just
• 6:36
  thought
• 6:37
  it
• 6:37
  would
• 6:37
  be
• 6:37
  just
• 6:37
  an
• 6:38
  absolute
• 6:39
  amazing
• 6:39
  connection
• 6:40
  to
• 6:40
  our
• 6:41
  theme
• 6:41
  this
• 6:41
  season
• 6:41
  of
• 6:42
  cultivating
• 6:42
  hope.
• 6:43
  Yeah.
• 6:44
  So
• 6:44
  I
• 6:44
  want
• 6:45
  to
• 6:45
  open
• 6:45
  up
• 6:45
  the,
• 6:45
  you
• 6:46
  know,
• 6:46
  because
• 6:46
  there
• 6:46
  are
• 6:46
  people
• 6:46
  who
• 6:47
  are
• 6:47
  like,
• 6:47
  well,
• 6:47
  I'm
• 6:47
  not
• 6:47
  sure
• 6:48
  what
• 6:48
  that
• 6:48
  is.
• 6:49
  So
• 6:49
  let's
• 6:49
  just
• 6:50
  start
• 6:50
  with
• 6:50
  the
• 6:50
  basics.
• 6:51
  So
• 6:53
  what
• 6:53
  does
• 6:53
  it
• 6:53
  mean,
• 6:54
  you
• 6:54
  know,
• 6:55
  in
• 6:55
  your
• 6:55
  scholarship,
• 6:56
  in
• 6:56
  your
• 6:56
  work?
• 6:57
  What
• 6:57
  does
• 6:57
  it
• 6:57
  mean
• 6:58
  to
• 6:58
  be
• 6:59
  sensory
• 6:59
  aware?
• 6:59
  What
• 7:00
  does
• 7:00
  it
• 7:00
  mean
• 7:00
  to
• 7:00
  create
• 7:01
  a
• 7:01
  sensory
• 7:01
  learning
• 7:02
  environment?
• 7:03
  What
• 7:03
  is
• 7:04
  that?
• 7:04
  Yeah.
• 7:05
  So
• 7:05
  sensory
• 7:06
  awareness
• 7:07
  in
• 7:07
  layman
• 7:07
  terms
• 7:08
  is
• 7:08
  really
• 7:08
  about
• 7:09
  how
• 7:09
  we
• 7:10
  notice
• 7:11
  and
• 7:11
  respond
• 7:11
  to
• 7:12
  what
• 7:12
  we
• 7:12
  see,
• 7:13
  hear,
• 7:14
  touch,
• 7:15
  taste,
• 7:16
  smell,
• 7:17
  even
• 7:18
  how
• 7:18
  our
• 7:18
  bodies
• 7:19
  move,
• 7:20
  our
• 7:20
  balance
• 7:21
  in
• 7:22
  a
• 7:23
  sensory
• 7:23
  aware
• 7:24
  space.
• 7:25
  The
• 7:25
  consideration
• 7:26
  for
• 7:27
  all
• 7:27
  of
• 7:27
  that
• 7:28
  is
• 7:28
  taken
• 7:29
  into
• 7:30
  account,
• 7:30
  how
• 7:30
  different
• 7:31
  Right.
• 7:32
  Students
• 7:32
  are
• 7:33
  when
• 7:33
  they
• 7:33
  are
• 7:34
  in
• 7:34
  the
• 7:34
  classroom
• 7:35
  and
• 7:35
  how
• 7:36
  they
• 7:36
  learn.
• 7:37
  Students
• 7:38
  who
• 7:39
  have
• 7:39
  sensory
• 7:41
  sensitivities
• 7:43
  tend
• 7:43
  to
• 7:43
  be
• 7:44
  more
• 7:44
  heightened
• 7:44
  to
• 7:45
  those
• 7:45
  things.
• 7:45
  And
• 7:46
  so
• 7:46
  a
• 7:46
  good
• 7:46
  learning
• 7:47
  environment
• 7:48
  becomes
• 7:49
  aware
• 7:50
  of
• 7:50
  what
• 7:51
  those
• 7:51
  triggers
• 7:52
  are
• 7:52
  and
• 7:52
  how
• 7:53
  to
• 7:53
  support
• 7:54
  students
• 7:54
  in
• 7:55
  that
• 7:55
  learning
• 7:55
  space.
• 7:57
  So
• 7:58
  what
• 7:58
  does
• 7:58
  it
• 7:58
  mean
• 7:59
  to
• 8:00
  respond
• 8:01
  to
• 8:01
  the
• 8:01
  sensory
• 8:02
  needs
• 8:02
  of
• 8:02
  students?
• 8:03
  Can
• 8:03
  you
• 8:04
  provide
• 8:04
  us
• 8:04
  a
• 8:04
  couple
• 8:05
  of
• 8:05
  examples
• 8:05
  for
• 8:05
  people
• 8:06
  who
• 8:06
  are
• 8:06
  still
• 8:06
  trying
• 8:06
  to
• 8:06
  get
• 8:07
  their
• 8:07
  head
• 8:07
  around?
• 8:08
  What
• 8:08
  does
• 8:08
  that
• 8:08
  mean?
• 8:09
  So
• 8:10
  it's
• 8:10
  the
• 8:11
  student
• 8:12
  who
• 8:13
  is
• 8:14
  having
• 8:14
  a
• 8:14
  difficult
• 8:15
  time
• 8:15
  focusing
• 8:16
  because
• 8:17
  of
• 8:17
  the
• 8:17
  external
• 8:18
  noises
• 8:18
  that
• 8:18
  are
• 8:19
  going
• 8:19
  on
• 8:19
  in
• 8:19
  the
• 8:19
  classroom.
• 8:20
  Things
• 8:21
  that
• 8:21
  I
• 8:22
  feel
• 8:22
  like,
• 8:23
  usually
• 8:24
  for
• 8:24
  adults,
• 8:25
  we
• 8:26
  learn
• 8:27
  to
• 8:27
  tune
• 8:27
  out
• 8:27
  certain
• 8:29
  discriminatory
• 8:30
  noises
• 8:30
  that
• 8:30
  are
• 8:30
  happening
• 8:31
  around
• 8:31
  us
• 8:31
  so
• 8:32
  people
• 8:32
  can
• 8:32
  be
• 8:33
  engaged
• 8:33
  in
• 8:33
  a
• 8:33
  conversation.
• 8:34
  And
• 8:34
  that
• 8:34
  not
• 8:35
  necessarily
• 8:36
  trigger
• 8:37
  me
• 8:37
  or
• 8:37
  bother
• 8:38
  me.
• 8:38
  But
• 8:39
  for
• 8:39
  a
• 8:39
  student
• 8:40
  who
• 8:42
  is
• 8:42
  displaying
• 8:43
  sensitivity
• 8:44
  with
• 8:44
  that,
• 8:45
  it
• 8:46
  becomes
• 8:47
  sometimes
• 8:47
  debilitating
• 8:48
  for
• 8:48
  them
• 8:48
  to
• 8:49
  be
• 8:49
  able
• 8:49
  to
• 8:50
  discriminate
• 8:52
  with
• 8:53
  that
• 8:53
  background
• 8:53
  noise
• 8:54
  going
• 8:54
  on.
• 8:55
  And
• 8:55
  so
• 8:55
  they
• 8:56
  tend
• 8:56
  to
• 8:57
  be
• 8:57
  off
• 8:58
  task
• 8:59
  or
• 8:59
  maybe
• 8:59
  they
• 8:59
  lose
• 9:00
  focus.
• 9:01
  For
• 9:01
  some
• 9:01
  of
• 9:01
  them,
• 9:02
  it
• 9:02
  depends
• 9:02
  on
• 9:02
  what
• 9:03
  the
• 9:03
  noise
• 9:03
  is.
• 9:04
  It
• 9:04
  may
• 9:04
  make
• 9:04
  them
• 9:05
  anxious
• 9:05
  or
• 9:06
  nervous
• 9:07
  in
• 9:07
  the
• 9:07
  classroom.
• 9:08
  So
• 9:09
  a
• 9:09
  sensory
• 9:09
  aware
• 9:10
  environment
• 9:12
  helps
• 9:13
  me
• 9:13
  to
• 9:13
  understand
• 9:14
  every
• 9:15
  student
• 9:15
  that
• 9:16
  is
• 9:16
  in
• 9:17
  my
• 9:17
  classroom.
• 9:18
  And
• 9:18
  if
• 9:18
  those
• 9:18
  are
• 9:19
  triggers,
• 9:19
  how
• 9:19
  do
• 9:19
  I
• 9:19
  isolate
• 9:20
  that
• 9:20
  for
• 9:21
  that
• 9:21
  student?
• 9:21
  And
• 9:22
  so
• 9:23
  it
• 9:23
  is
• 9:23
  using
• 9:24
  sensory
• 9:24
  tools
• 9:24
  and
• 9:25
  resources
• 9:26
  to
• 9:26
  help
• 9:26
  do
• 9:26
  that.
• 9:26
  So
• 9:26
  maybe
• 9:27
  it's
• 9:28
  noise
• 9:28
  counseling,
• 9:29
  headphones,
• 9:30
  maybe
• 9:30
  it's
• 9:31
  giving
• 9:31
  them
• 9:32
  a
• 9:32
  serene
• 9:33
  space,
• 9:33
  a
• 9:34
  calming
• 9:35
  space
• 9:35
  to
• 9:36
  be
• 9:36
  able
• 9:37
  to
• 9:38
  retreat
• 9:38
  to
• 9:39
  so
• 9:40
  that
• 9:40
  they
• 9:40
  can
• 9:41
  be
• 9:41
  in
• 9:41
  a
• 9:41
  more
• 9:42
  comfortable
• 9:43
  learning
• 9:43
  setting.
• 9:44
  You
• 9:44
  know,
• 9:45
  I
• 9:45
  love
• 9:45
  that
• 9:46
  example
• 9:46
  that
• 9:47
  you
• 9:47
  gave
• 9:47
  because,
• 9:48
  you
• 9:48
  know,
• 9:48
  I,
• 9:49
  you.
• 9:50
  We,
• 9:50
  you
• 9:50
  know,
• 9:50
  often
• 9:51
  in
• 9:51
  our,
• 9:51
  in
• 9:51
  our
• 9:51
  adult
• 9:51
  lives,
• 9:52
  we're
• 9:52
  in,
• 9:52
  we're
• 9:52
  in
• 9:52
  busy
• 9:53
  places,
• 9:53
  right?
• 9:54
  And
• 9:54
  we're
• 9:55
  having
• 9:55
  conversations
• 9:56
  with
• 9:56
  people,
• 9:56
  and
• 9:56
  there's
• 9:57
  a
• 9:57
  lot
• 9:57
  of
• 9:57
  stuff,
• 9:58
  you
• 9:58
  know,
• 9:58
  going
• 9:59
  on
• 9:59
  around
• 9:59
  us.
• 10:00
  And,
• 10:00
  you
• 10:00
  know,
• 10:00
  some
• 10:01
  people,
• 10:01
  you
• 10:02
  know,
• 10:02
  some
• 10:02
  adults
• 10:03
  are
• 10:03
  better
• 10:04
  able
• 10:04
  to
• 10:04
  tune
• 10:05
  that
• 10:05
  out
• 10:05
  than
• 10:05
  others.
• 10:06
  So
• 10:06
  it
• 10:06
  would
• 10:06
  absolutely
• 10:07
  make
• 10:07
  sense
• 10:08
  that,
• 10:08
  that,
• 10:08
  you
• 10:08
  know,
• 10:09
  that,
• 10:09
  you
• 10:09
  know,
• 10:09
  young,
• 10:10
  young
• 10:10
  students,
• 10:11
  you
• 10:11
  know,
• 10:12
  have
• 10:12
  that
• 10:13
  particular
• 10:14
  issue
• 10:14
  as
• 10:14
  well.
• 10:15
  But
• 10:16
  it
• 10:16
  also,
• 10:16
  it
• 10:17
  also
• 10:18
  does
• 10:18
  not.
• 10:21
  It
• 10:22
  welcomes
• 10:22
  me
• 10:22
  in
• 10:22
  an
• 10:23
  environment
• 10:23
  to
• 10:24
  be
• 10:24
  who
• 10:24
  I
• 10:24
  am
• 10:25
  to
• 10:25
  show
• 10:25
  up
• 10:26
  who
• 10:26
  I
• 10:26
  am
• 10:27
  not
• 10:27
  trying
• 10:28
  to
• 10:28
  fit
• 10:28
  in
• 10:30
  a
• 10:30
  space
• 10:31
  that
• 10:32
  is
• 10:32
  already
• 10:33
  predetermined,
• 10:34
  that
• 10:35
  I
• 10:35
  should
• 10:35
  be
• 10:35
  successful
• 10:36
  in
• 10:36
  that,
• 10:37
  you
• 10:37
  know,
• 10:38
  I
• 10:38
  should
• 10:38
  be
• 10:38
  able
• 10:39
  to
• 10:39
  learn
• 10:39
  exactly
• 10:40
  the
• 10:40
  same
• 10:40
  way
• 10:41
  that
• 10:41
  you
• 10:41
  do.
• 10:42
  Although,
• 10:43
  you
• 10:43
  know,
• 10:44
  we
• 10:44
  all
• 10:44
  have
• 10:45
  sensory
• 10:46
  sensitivities.
• 10:49
  But
• 10:49
  this
• 10:50
  is
• 10:50
  a
• 10:51
  focus
• 10:51
  on
• 10:52
  us
• 10:52
  being
• 10:53
  intentional
• 10:54
  about
• 10:54
  creating
• 10:55
  a
• 10:55
  safe
• 10:55
  space
• 10:56
  for
• 10:57
  students
• 10:58
  who
• 10:59
  need
• 10:59
  that
• 10:59
  additional
• 11:00
  support
• 11:01
  to
• 11:01
  have
• 11:01
  it
• 11:01
  in
• 11:01
  the
• 11:02
  classroom
• 11:02
  and
• 11:03
  it
• 11:03
  not
• 11:03
  being
• 11:04
  seen
• 11:04
  as
• 11:05
  different
• 11:05
  or
• 11:06
  another
• 11:06
  thing
• 11:07
  to
• 11:07
  do
• 11:07
  to
• 11:07
  accommodate
• 11:08
  learning
• 11:08
  in
• 11:08
  a
• 11:09
  classroom
• 11:09
  for
• 11:09
  our
• 11:09
  students,
• 11:11
  or.
• 11:11
  Seen
• 11:12
  as
• 11:13
  a
• 11:13
  student
• 11:14
  being
• 11:14
  disruptive,
• 11:15
  that
• 11:15
  they're
• 11:15
  intentionally
• 11:17
  being
• 11:18
  defiant,
• 11:19
  that
• 11:19
  there
• 11:19
  are
• 11:20
  things
• 11:20
  that
• 11:20
  then
• 11:20
  often
• 11:21
  end
• 11:21
  up
• 11:22
  being
• 11:22
  attached
• 11:23
  to
• 11:23
  consequences
• 11:24
  and
• 11:24
  discipline.
• 11:26
  And
• 11:26
  so
• 11:26
  what
• 11:27
  I'm
• 11:27
  hearing
• 11:28
  is
• 11:28
  this
• 11:29
  real
• 11:30
  strong
• 11:30
  connection
• 11:31
  to
• 11:31
  the
• 11:32
  work,
• 11:32
  with
• 11:32
  powerful
• 11:32
  student
• 11:33
  care,
• 11:33
  with
• 11:33
  thinking
• 11:34
  about
• 11:34
  the
• 11:34
  tenets
• 11:35
  of
• 11:35
  community.
• 11:36
  And
• 11:36
  so
• 11:37
  as
• 11:37
  we
• 11:37
  build
• 11:38
  this
• 11:38
  space,
• 11:39
  as
• 11:39
  we
• 11:39
  understand
• 11:40
  each
• 11:41
  of
• 11:41
  our
• 11:41
  students
• 11:43
  as
• 11:43
  humans,
• 11:44
  then
• 11:44
  we're
• 11:45
  able
• 11:45
  to
• 11:45
  cultivate
• 11:47
  that
• 11:47
  community
• 11:48
  to
• 11:48
  allow
• 11:49
  every
• 11:50
  student
• 11:51
  to
• 11:51
  experience
• 11:52
  the
• 11:52
  joy
• 11:52
  of
• 11:52
  learning,
• 11:53
  to
• 11:53
  be
• 11:54
  successful,
• 11:55
  regardless
• 11:57
  of
• 11:57
  what
• 11:59
  sensitivities
• 12:00
  they
• 12:00
  may
• 12:00
  bring
• 12:01
  to
• 12:01
  that
• 12:01
  space.
• 12:02
  Absolutely.
• 12:03
  And
• 12:03
  what
• 12:03
  the
• 12:04
  reactions
• 12:04
  to
• 12:05
  are
• 12:06
  for
• 12:06
  that.
• 12:07
  I'm
• 12:07
  a
• 12:07
  person
• 12:08
  who
• 12:08
  believes
• 12:09
  that
• 12:09
  every
• 12:09
  behavior
• 12:10
  that
• 12:11
  exhibits
• 12:12
  in
• 12:12
  a
• 12:12
  classroom,
• 12:13
  there's
• 12:13
  an
• 12:14
  underlining
• 12:14
  factor.
• 12:15
  Right.
• 12:16
  And
• 12:16
  a
• 12:16
  lot
• 12:16
  of
• 12:17
  times
• 12:17
  it
• 12:17
  is
• 12:18
  a
• 12:18
  sensory
• 12:18
  sensitivity
• 12:20
  thing
• 12:21
  that
• 12:21
  is
• 12:22
  underlying.
• 12:22
  A
• 12:23
  lot
• 12:23
  of
• 12:23
  times,
• 12:24
  won't
• 12:24
  say
• 12:24
  all
• 12:24
  the
• 12:25
  time.
• 12:26
  But
• 12:26
  I
• 12:26
  do
• 12:26
  think
• 12:27
  it's
• 12:27
  imperative
• 12:28
  for
• 12:29
  us
• 12:29
  as
• 12:29
  educators
• 12:31
  before
• 12:32
  we
• 12:32
  assume
• 12:33
  to
• 12:33
  have
• 12:34
  a
• 12:34
  process
• 12:35
  of
• 12:36
  observing
• 12:38
  and
• 12:40
  imploring
• 12:40
  strategies
• 12:41
  to
• 12:41
  mitigate
• 12:42
  what
• 12:42
  those
• 12:42
  behaviors
• 12:43
  look
• 12:43
  like
• 12:44
  in
• 12:44
  the
• 12:44
  classroom.
• 12:46
  If
• 12:46
  I'm
• 12:46
  honest,
• 12:48
  as
• 12:48
  I
• 12:48
  have
• 12:49
  continued
• 12:49
  to
• 12:50
  do
• 12:50
  research
• 12:50
  around
• 12:51
  this
• 12:51
  topic,
• 12:51
  and
• 12:52
  even
• 12:52
  through
• 12:52
  observation,
• 12:54
  this
• 12:54
  tends
• 12:54
  to
• 12:55
  be
• 12:55
  very
• 12:55
  difficult
• 12:56
  when
• 12:56
  it
• 12:56
  comes
• 12:57
  to
• 12:57
  boys
• 12:57
  of
• 12:58
  color.
• 12:59
  That
• 12:59
  is
• 12:59
  not
• 13:00
  a
• 13:00
  population
• 13:01
  where
• 13:02
  we
• 13:02
  tend
• 13:03
  to
• 13:04
  use
• 13:04
  the
• 13:04
  word
• 13:04
  sensory
• 13:05
  sensitivity
• 13:06
  or
• 13:06
  sensory
• 13:06
  awareness
• 13:07
  in
• 13:08
  terms
• 13:08
  of
• 13:09
  behavioral
• 13:09
  factors
• 13:09
  in
• 13:10
  the
• 13:10
  classroom.
• 13:11
  Most
• 13:12
  of
• 13:12
  the
• 13:12
  time,
• 13:13
  Kathy,
• 13:13
  it's
• 13:14
  exactly
• 13:14
  what
• 13:14
  you
• 13:15
  said.
• 13:15
  We
• 13:16
  see
• 13:16
  certain
• 13:17
  behaviors
• 13:18
  and
• 13:18
  it's
• 13:18
  they're
• 13:19
  being
• 13:19
  distracted,
• 13:20
  right?
• 13:20
  They're
• 13:20
  being
• 13:20
  distracted
• 13:21
  or
• 13:21
  they're
• 13:22
  being
• 13:22
  disruptive.
• 13:23
  Are
• 13:23
  they
• 13:24
  not
• 13:24
  engaged?
• 13:25
  Are
• 13:25
  they
• 13:25
  off
• 13:25
  topic?
• 13:26
  And
• 13:26
  I
• 13:26
  can
• 13:26
  go
• 13:26
  on
• 13:26
  and
• 13:27
  on
• 13:27
  and
• 13:27
  on.
• 13:28
  And
• 13:29
  instead
• 13:29
  of
• 13:30
  us
• 13:30
  trying
• 13:30
  to
• 13:32
  figure
• 13:32
  out
• 13:34
  what
• 13:35
  strategies
• 13:35
  to
• 13:36
  use
• 13:36
  to
• 13:36
  support
• 13:38
  students
• 13:39
  in
• 13:39
  regaining
• 13:40
  some
• 13:40
  independence,
• 13:41
  learning
• 13:42
  to
• 13:42
  self
• 13:42
  regulate
• 13:43
  and
• 13:43
  to
• 13:45
  kind
• 13:45
  of
• 13:45
  get
• 13:45
  themselves
• 13:46
  back
• 13:46
  on
• 13:46
  kill,
• 13:47
  we
• 13:47
  see
• 13:48
  those
• 13:48
  as
• 13:48
  offensive
• 13:49
  behaviors.
• 13:50
  And
• 13:50
  so
• 13:50
  it
• 13:50
  becomes
• 13:51
  the
• 13:51
  constant
• 13:52
  redirection,
• 13:53
  and
• 13:53
  then
• 13:53
  that
• 13:53
  leads
• 13:54
  to
• 13:55
  frustration,
• 13:56
  and
• 13:56
  then,
• 13:56
  you
• 13:57
  know,
• 13:57
  sometimes
• 13:57
  isolation
• 13:58
  or
• 13:58
  the
• 13:59
  kid
• 13:59
  being
• 13:59
  removed
• 13:59
  from
• 14:00
  the
• 14:00
  classroom.
• 14:01
  And
• 14:02
  that
• 14:02
  is,
• 14:02
  you
• 14:03
  know,
• 14:03
  research.
• 14:04
  Research
• 14:05
  supports
• 14:05
  that,
• 14:06
  that
• 14:07
  often
• 14:07
  see,
• 14:08
  you
• 14:08
  know,
• 14:09
  boys
• 14:09
  of
• 14:09
  color,
• 14:10
  especially
• 14:10
  black
• 14:11
  and
• 14:11
  brown
• 14:11
  boys,
• 14:12
  being
• 14:14
  penalized
• 14:15
  or
• 14:16
  it
• 14:16
  being
• 14:16
  punitive
• 14:17
  in
• 14:18
  terms
• 14:18
  of
• 14:18
  behavior
• 14:19
  and
• 14:20
  there
• 14:20
  is
• 14:20
  a
• 14:20
  direct
• 14:21
  correlation
• 14:21
  to
• 14:22
  there
• 14:22
  being
• 14:22
  sensory
• 14:23
  sensitivities
• 14:24
  that
• 14:24
  are
• 14:25
  there.
• 14:26
  I'm
• 14:26
  so
• 14:26
  glad
• 14:27
  you
• 14:27
  mentioned
• 14:27
  that,
• 14:28
  Shubita,
• 14:28
  because
• 14:29
  just
• 14:30
  a
• 14:30
  quick
• 14:31
  search
• 14:32
  for
• 14:33
  any
• 14:33
  of
• 14:33
  the
• 14:33
  research
• 14:34
  that
• 14:34
  has
• 14:34
  been
• 14:35
  done
• 14:35
  shows
• 14:35
  there's
• 14:36
  also
• 14:36
  a
• 14:36
  propensity
• 14:37
  for
• 14:38
  disproportionate
• 14:39
  identification
• 14:41
  for
• 14:41
  special
• 14:41
  needs
• 14:42
  when
• 14:42
  they
• 14:43
  don't
• 14:44
  actually
• 14:44
  exist
• 14:45
  for
• 14:46
  our
• 14:46
  black
• 14:46
  and
• 14:46
  brown
• 14:47
  male
• 14:47
  students.
• 14:48
  One
• 14:49
  of
• 14:49
  the
• 14:49
  questions
• 14:50
  that's
• 14:50
  popping
• 14:51
  around
• 14:51
  my
• 14:51
  head
• 14:52
  is
• 14:53
  when
• 14:54
  we
• 14:54
  see
• 14:54
  a
• 14:54
  student
• 14:55
  who's
• 14:55
  having
• 14:55
  difficulty
• 14:56
  regulating
• 14:56
  in
• 14:57
  the
• 14:57
  classroom
• 14:57
  environment
• 14:58
  as
• 14:58
  it
• 14:58
  currently
• 14:59
  exists.
• 15:01
  Have
• 15:01
  you,
• 15:02
  through
• 15:02
  your
• 15:02
  work,
• 15:02
  begun
• 15:03
  to
• 15:03
  compile
• 15:04
  a
• 15:05
  set
• 15:05
  of
• 15:05
  strategies
• 15:06
  that
• 15:07
  capitalize
• 15:08
  on
• 15:08
  our
• 15:08
  curiosity
• 15:09
  as
• 15:09
  the
• 15:09
  caring
• 15:10
  adults
• 15:11
  moves
• 15:11
  we
• 15:11
  can
• 15:12
  begin
• 15:12
  to
• 15:12
  make
• 15:13
  that
• 15:13
  help
• 15:14
  us
• 15:14
  see
• 15:14
  this
• 15:14
  child
• 15:15
  in
• 15:15
  a
• 15:16
  slightly
• 15:16
  altered
• 15:17
  setting,
• 15:17
  a
• 15:18
  different
• 15:18
  setting,
• 15:18
  where
• 15:19
  one
• 15:19
  by
• 15:20
  one
• 15:21
  some
• 15:21
  of
• 15:21
  the
• 15:22
  key
• 15:22
  factors
• 15:22
  of
• 15:23
  the
• 15:23
  sensory
• 15:23
  diet
• 15:24
  are
• 15:24
  eliminated
• 15:25
  or
• 15:25
  introduced.
• 15:26
  I
• 15:27
  was
• 15:27
  wondering
• 15:27
  if
• 15:27
  you
• 15:27
  could
• 15:27
  talk
• 15:28
  about
• 15:28
  that.
• 15:28
  Yeah,
• 15:29
  you
• 15:29
  know,
• 15:29
  I
• 15:30
  think
• 15:30
  it's
• 15:30
  twofolds.
• 15:31
  Yes.
• 15:32
  From
• 15:32
  a
• 15:33
  research
• 15:34
  standpoint
• 15:35
  and
• 15:35
  looking
• 15:36
  at
• 15:36
  strategies
• 15:37
  that
• 15:38
  support,
• 15:39
  I
• 15:40
  won't
• 15:40
  say,
• 15:41
  well,
• 15:41
  accommodate.
• 15:43
  You
• 15:43
  know,
• 15:43
  we
• 15:43
  talk
• 15:44
  a
• 15:44
  lot
• 15:44
  about
• 15:44
  a
• 15:44
  sensory
• 15:45
  diet
• 15:46
  in
• 15:47
  education.
• 15:47
  That
• 15:48
  is
• 15:49
  something
• 15:50
  systematically
• 15:51
  that
• 15:51
  we
• 15:51
  could
• 15:52
  probably
• 15:53
  look
• 15:53
  at
• 15:53
  with,
• 15:54
  you
• 15:54
  know,
• 15:54
  what
• 15:54
  food
• 15:55
  offerings
• 15:55
  we,
• 15:57
  we
• 15:58
  offer
• 15:59
  as
• 15:59
  a
• 16:00
  school
• 16:00
  for,
• 16:01
  you
• 16:01
  know,
• 16:01
  nutrition,
• 16:02
  breakfast,
• 16:02
  lunch.
• 16:03
  Ironically,
• 16:04
  I
• 16:04
  remember
• 16:04
  when
• 16:05
  I
• 16:05
  was
• 16:05
  a
• 16:05
  school
• 16:06
  principal,
• 16:06
  it
• 16:06
  used
• 16:06
  to
• 16:07
  always
• 16:07
  baffle
• 16:08
  me
• 16:08
  how
• 16:09
  the
• 16:10
  choices
• 16:11
  that
• 16:11
  were
• 16:11
  offered
• 16:12
  for
• 16:12
  nutrition
• 16:12
  in
• 16:13
  the
• 16:13
  morning,
• 16:13
  a
• 16:14
  cinnamon
• 16:15
  bun
• 16:15
  with
• 16:15
  lots
• 16:16
  and
• 16:16
  lots
• 16:16
  of
• 16:16
  sugar
• 16:17
  or
• 16:18
  you
• 16:18
  know,
• 16:19
  something
• 16:19
  that
• 16:20
  is
• 16:20
  heavily,
• 16:22
  you
• 16:23
  know,
• 16:23
  that
• 16:24
  no
• 16:24
  gluten
• 16:25
  free
• 16:25
  options,
• 16:26
  no
• 16:27
  whole
• 16:27
  food
• 16:27
  options
• 16:28
  for
• 16:29
  students
• 16:30
  to
• 16:31
  try.
• 16:32
  And
• 16:32
  so,
• 16:33
  and
• 16:33
  I
• 16:33
  think
• 16:34
  that
• 16:34
  that
• 16:34
  becomes
• 16:35
  a
• 16:35
  broader
• 16:35
  issue
• 16:36
  than
• 16:36
  drilling
• 16:36
  down
• 16:37
  to
• 16:38
  how
• 16:38
  that's
• 16:38
  supported
• 16:39
  in
• 16:39
  a
• 16:40
  classroom
• 16:40
  or
• 16:41
  in
• 16:41
  a
• 16:41
  school
• 16:42
  in
• 16:42
  terms
• 16:43
  of
• 16:43
  overall
• 16:43
  strategies.
• 16:45
  How
• 16:45
  I
• 16:45
  even
• 16:45
  came
• 16:46
  to
• 16:46
  this
• 16:46
  point
• 16:47
  was
• 16:47
  because
• 16:48
  I
• 16:48
  was
• 16:48
  seeing
• 16:49
  lots
• 16:49
  of
• 16:49
  students
• 16:50
  who
• 16:50
  behaviors
• 16:53
  were
• 16:53
  escalated
• 16:54
  in
• 16:54
  the
• 16:54
  classroom.
• 16:55
  But
• 16:55
  I
• 16:55
  was
• 16:56
  not
• 16:56
  sure
• 16:57
  if
• 16:57
  these
• 16:58
  were
• 17:00
  deliberate
• 17:00
  behaviors
• 17:01
  that
• 17:01
  were
• 17:02
  meant
• 17:02
  to
• 17:02
  cause
• 17:02
  disruption
• 17:03
  in
• 17:03
  a
• 17:03
  classroom.
• 17:05
  And
• 17:05
  so
• 17:06
  I
• 17:06
  started
• 17:07
  just
• 17:08
  doing
• 17:09
  some
• 17:09
  light
• 17:09
  researching
• 17:10
  and
• 17:10
  trying
• 17:11
  strategies
• 17:11
  on
• 17:11
  my
• 17:12
  own.
• 17:12
  The
• 17:12
  kid
• 17:12
  who's
• 17:13
  in
• 17:13
  the
• 17:13
  classroom
• 17:14
  that
• 17:14
  fidgets
• 17:14
  a
• 17:15
  lot,
• 17:15
  you
• 17:15
  know,
• 17:16
  why
• 17:16
  not
• 17:16
  give
• 17:16
  them
• 17:17
  a
• 17:17
  stress
• 17:17
  ball
• 17:17
  or
• 17:18
  something
• 17:18
  that
• 17:18
  they
• 17:18
  can
• 17:18
  hold
• 17:19
  that's
• 17:19
  quiet,
• 17:20
  that
• 17:20
  will
• 17:20
  help
• 17:21
  them
• 17:21
  to
• 17:21
  stay
• 17:22
  focused.
• 17:23
  Or
• 17:23
  the
• 17:23
  kid
• 17:23
  who
• 17:24
  does
• 17:24
  have
• 17:25
  the
• 17:25
  hearing
• 17:26
  sensitivity
• 17:27
  where
• 17:27
  they
• 17:27
  say,
• 17:28
  you
• 17:28
  know,
• 17:28
  my
• 17:28
  friends
• 17:28
  are
• 17:29
  all
• 17:29
  talking
• 17:29
  and
• 17:29
  I
• 17:30
  just
• 17:30
  can't
• 17:30
  concentrate,
• 17:31
  I
• 17:31
  can't
• 17:31
  focus.
• 17:32
  Why
• 17:32
  not
• 17:32
  invest
• 17:33
  in
• 17:33
  noise
• 17:34
  canceling
• 17:34
  headphones
• 17:35
  to
• 17:35
  help
• 17:36
  them
• 17:36
  isolate
• 17:37
  sounds?
• 17:38
  The
• 17:38
  kid
• 17:39
  who,
• 17:39
  you
• 17:39
  know,
• 17:40
  constantly
• 17:41
  has
• 17:41
  to
• 17:41
  be
• 17:41
  up
• 17:42
  out
• 17:42
  of
• 17:42
  their
• 17:42
  seat.
• 17:43
  Why
• 17:44
  not
• 17:44
  think
• 17:45
  of
• 17:45
  investing
• 17:46
  in
• 17:46
  non
• 17:47
  traditional
• 17:47
  seating
• 17:48
  where
• 17:48
  students
• 17:49
  have
• 17:49
  an
• 17:49
  option
• 17:50
  of
• 17:51
  how
• 17:51
  they
• 17:51
  sit.
• 17:51
  So
• 17:52
  I
• 17:52
  invested
• 17:52
  in
• 17:52
  bean
• 17:53
  bags
• 17:53
  and
• 17:54
  chairs
• 17:54
  that
• 17:55
  wiggled
• 17:56
  and
• 17:57
  traditional
• 17:58
  seating
• 17:58
  so
• 17:58
  that
• 17:59
  when
• 17:59
  students
• 17:59
  came
• 18:00
  in
• 18:00
  the
• 18:00
  classroom,
• 18:01
  they
• 18:01
  had
• 18:01
  a
• 18:01
  choice
• 18:02
  where
• 18:03
  they
• 18:03
  sat
• 18:04
  and
• 18:04
  how
• 18:04
  they
• 18:05
  felt
• 18:05
  comfortable.
• 18:06
  And
• 18:06
  it
• 18:06
  could
• 18:06
  change
• 18:07
  on
• 18:07
  a
• 18:08
  daily
• 18:08
  basis
• 18:09
  that
• 18:09
  we
• 18:09
  were
• 18:10
  not
• 18:10
  so
• 18:10
  regimented.
• 18:11
  And
• 18:11
  I
• 18:11
  think
• 18:12
  that's
• 18:12
  the
• 18:12
  other
• 18:13
  key
• 18:13
  to
• 18:14
  having
• 18:15
  truly
• 18:15
  sensory
• 18:16
  aware
• 18:16
  schools
• 18:17
  is
• 18:17
  that
• 18:17
  there's
• 18:17
  flexibility
• 18:18
  built
• 18:19
  in.
• 18:19
  Right?
• 18:20
  We
• 18:20
  want
• 18:20
  to
• 18:21
  have
• 18:21
  structure,
• 18:21
  but
• 18:21
  we
• 18:22
  want
• 18:22
  to
• 18:22
  have
• 18:23
  flexibility
• 18:23
  to
• 18:24
  accommodate
• 18:24
  students
• 18:25
  where
• 18:25
  they're
• 18:26
  at
• 18:27
  common
• 18:28
  corners.
• 18:28
  You
• 18:29
  know,
• 18:29
  sometimes
• 18:30
  I
• 18:30
  need
• 18:30
  a
• 18:30
  break.
• 18:30
  I
• 18:31
  know
• 18:31
  I
• 18:31
  need
• 18:31
  a
• 18:31
  break,
• 18:32
  sometimes
• 18:33
  I
• 18:33
  don't.
• 18:34
  Why
• 18:34
  is
• 18:34
  that
• 18:35
  not
• 18:35
  a
• 18:36
  option
• 18:37
  for
• 18:38
  students
• 18:38
  to
• 18:39
  be
• 18:39
  able
• 18:40
  to
• 18:40
  self
• 18:40
  regulate
• 18:41
  by
• 18:42
  taking
• 18:42
  brain
• 18:43
  breaks
• 18:43
  or
• 18:43
  even
• 18:44
  if
• 18:44
  they
• 18:45
  need
• 18:45
  movement
• 18:46
  breaks
• 18:46
  that
• 18:46
  that
• 18:47
  be
• 18:47
  okay
• 18:48
  and
• 18:48
  welcome
• 18:48
  in
• 18:49
  the
• 18:49
  classroom.
• 18:50
  I
• 18:50
  used
• 18:50
  to
• 18:50
  love
• 18:50
  the
• 18:51
  notes
• 18:51
  that
• 18:51
  I
• 18:51
  got
• 18:51
  from
• 18:52
  my
• 18:52
  daughter's
• 18:53
  teacher
• 18:53
  when
• 18:53
  she
• 18:53
  was
• 18:54
  in
• 18:54
  grade
• 18:54
  school
• 18:55
  because
• 18:55
  she
• 18:55
  was
• 18:55
  that
• 18:56
  kid
• 18:56
  that
• 18:57
  needed
• 18:57
  movement.
• 18:58
  She
• 18:58
  needed
• 18:58
  movement.
• 18:59
  She
• 18:59
  was
• 19:00
  not
• 19:00
  trying
• 19:00
  to
• 19:00
  be
• 19:01
  disrespectful.
• 19:01
  She
• 19:02
  was
• 19:02
  not
• 19:02
  ignoring
• 19:03
  the
• 19:03
  teacher's
• 19:04
  redirection
• 19:05
  that
• 19:06
  she
• 19:06
  needed
• 19:06
  to
• 19:06
  sit
• 19:07
  down.
• 19:07
  It
• 19:08
  was
• 19:08
  that
• 19:08
  she
• 19:08
  had
• 19:08
  a
• 19:08
  lot
• 19:08
  of
• 19:09
  energy
• 19:09
  and
• 19:10
  she
• 19:10
  needed
• 19:10
  to
• 19:10
  be
• 19:11
  able
• 19:12
  to
• 19:12
  move.
• 19:13
  And
• 19:13
  ironically,
• 19:14
  when
• 19:14
  the
• 19:14
  teacher
• 19:15
  would
• 19:15
  ask
• 19:16
  about
• 19:16
  what
• 19:16
  was
• 19:17
  being
• 19:17
  said
• 19:17
  in
• 19:18
  the
• 19:18
  classroom,
• 19:18
  she
• 19:18
  could
• 19:19
  capture
• 19:20
  the
• 19:20
  learning,
• 19:20
  but
• 19:21
  she
• 19:21
  needed
• 19:21
  the
• 19:21
  movement.
• 19:23
  Had
• 19:23
  I
• 19:23
  known
• 19:24
  now
• 19:25
  back
• 19:25
  then,
• 19:25
  what
• 19:26
  I
• 19:26
  know
• 19:26
  now,
• 19:27
  then
• 19:27
  I
• 19:28
  feel
• 19:28
  like
• 19:28
  there
• 19:28
  would
• 19:28
  have
• 19:28
  been
• 19:29
  a
• 19:29
  stronger
• 19:29
  advocacy
• 19:30
  for
• 19:30
  me
• 19:30
  as
• 19:30
  a
• 19:31
  parent
• 19:31
  to
• 19:32
  say,
• 19:32
  hey,
• 19:32
  my
• 19:32
  child
• 19:32
  is
• 19:33
  different
• 19:34
  and
• 19:34
  she
• 19:35
  needs
• 19:35
  opportunity
• 19:36
  to
• 19:36
  exert
• 19:37
  this
• 19:37
  energy
• 19:38
  in
• 19:38
  a
• 19:39
  safe
• 19:39
  way
• 19:40
  that
• 19:41
  accommodates
• 19:41
  it
• 19:42
  and
• 19:42
  that
• 19:42
  accommodates
• 19:43
  her
• 19:43
  learning
• 19:43
  style.
• 19:44
  So,
• 19:45
  Dr.
• 19:45
  West,
• 19:45
  as
• 19:46
  I
• 19:46
  hear
• 19:46
  you
• 19:46
  speak,
• 19:46
  I
• 19:47
  think
• 19:47
  about
• 19:47
  the
• 19:48
  contradiction
• 19:49
  between
• 19:50
  learning
• 19:51
  modalities
• 19:51
  and
• 19:52
  learning
• 19:52
  intelligences.
• 19:53
  Right?
• 19:54
  And
• 19:54
  we
• 19:54
  all
• 19:54
  learn
• 19:55
  and
• 19:55
  process
• 19:56
  differently,
• 19:57
  but
• 19:58
  yet
• 19:59
  we
• 19:59
  as
• 19:59
  educators
• 20:00
  are
• 20:00
  expected
• 20:02
  to
• 20:02
  fit
• 20:02
  our
• 20:03
  school,
• 20:03
  our
• 20:03
  scholars,
• 20:05
  right
• 20:05
  into
• 20:06
  this
• 20:06
  perfectly
• 20:07
  traditional
• 20:08
  and
• 20:08
  conventional
• 20:09
  puzzle.
• 20:11
  And
• 20:13
  it
• 20:13
  makes
• 20:13
  me
• 20:14
  think
• 20:14
  about
• 20:17
  how
• 20:17
  do
• 20:17
  we
• 20:18
  process
• 20:18
  as
• 20:18
  educators?
• 20:19
  Mattering.
• 20:20
  And
• 20:21
  we
• 20:21
  really
• 20:21
  unpacked
• 20:22
  mattering
• 20:23
  last
• 20:23
  week,
• 20:24
  right?
• 20:24
  How
• 20:24
  do
• 20:26
  I
• 20:26
  really
• 20:27
  matter
• 20:27
  to
• 20:27
  you?
• 20:28
  Do
• 20:28
  you
• 20:28
  know
• 20:28
  me?
• 20:29
  And
• 20:30
  how
• 20:30
  do
• 20:30
  we
• 20:30
  create
• 20:31
  spaces
• 20:32
  that
• 20:33
  our
• 20:34
  students
• 20:34
  really
• 20:34
  understand
• 20:35
  that
• 20:35
  we
• 20:36
  are
• 20:36
  cultivating
• 20:36
  hope
• 20:37
  and
• 20:37
  that
• 20:37
  we're
• 20:38
  really
• 20:38
  for
• 20:38
  them,
• 20:39
  and
• 20:39
  we're
• 20:40
  really
• 20:41
  adaptive
• 20:42
  leaders
• 20:43
  ready
• 20:44
  to
• 20:44
  make
• 20:44
  the
• 20:44
  change
• 20:45
  and
• 20:45
  meet
• 20:45
  the
• 20:46
  student
• 20:46
  needs.
• 20:47
  So
• 20:48
  the
• 20:49
  research
• 20:49
  that
• 20:49
  I
• 20:50
  do
• 20:50
  around
• 20:50
  neurodiverse
• 20:52
  students
• 20:53
  and
• 20:54
  sensory
• 20:55
  perceptions
• 20:56
  and
• 20:57
  the
• 20:57
  sensory
• 20:57
  diet,
• 20:58
  we
• 20:59
  ask
• 20:59
  ourselves
• 20:59
  these
• 21:00
  questions
• 21:00
  quite
• 21:01
  a
• 21:01
  bit
• 21:01
  to
• 21:02
  be
• 21:02
  reflective
• 21:02
  in
• 21:03
  our
• 21:03
  practice.
• 21:04
  And
• 21:04
  I
• 21:04
  wanted
• 21:05
  to
• 21:05
  ask
• 21:06
  you,
• 21:06
  what
• 21:07
  are
• 21:07
  your
• 21:07
  thoughts
• 21:08
  around
• 21:09
  the
• 21:09
  contradiction
• 21:10
  that
• 21:10
  we
• 21:10
  as
• 21:10
  educators
• 21:11
  really
• 21:12
  applaud
• 21:13
  and
• 21:13
  uphold
• 21:14
  and
• 21:14
  uplift
• 21:15
  learning
• 21:15
  intelligence
• 21:16
  and
• 21:16
  multiple
• 21:17
  modalities,
• 21:18
  but
• 21:18
  yet
• 21:18
  we're
• 21:18
  still
• 21:19
  trying
• 21:19
  to
• 21:19
  fit
• 21:19
  the
• 21:20
  square
• 21:20
  pegs
• 21:20
  and
• 21:21
  the
• 21:21
  round
• 21:21
  holes.
• 21:22
  I
• 21:23
  think
• 21:23
  we
• 21:23
  have
• 21:23
  to
• 21:24
  abandon
• 21:25
  the
• 21:25
  notion
• 21:26
  of
• 21:26
  what
• 21:27
  traditional
• 21:27
  learning
• 21:28
  looks
• 21:28
  like.
• 21:29
  Like,
• 21:29
  I
• 21:29
  feel
• 21:30
  like
• 21:30
  that
• 21:30
  is
• 21:31
  where,
• 21:31
  yes,
• 21:32
  educational
• 21:33
  system
• 21:34
  has
• 21:35
  stayed
• 21:35
  stuck.
• 21:37
  All
• 21:37
  this
• 21:37
  great
• 21:38
  research,
• 21:38
  all
• 21:38
  of
• 21:39
  this
• 21:39
  new
• 21:39
  learning
• 21:40
  about
• 21:40
  how
• 21:41
  we
• 21:42
  learn
• 21:42
  as
• 21:42
  adults
• 21:43
  and
• 21:43
  as
• 21:43
  children
• 21:44
  learn,
• 21:45
  but
• 21:45
  yet
• 21:45
  we
• 21:46
  have
• 21:46
  not
• 21:46
  let
• 21:47
  go
• 21:47
  of
• 21:48
  school
• 21:48
  needs
• 21:49
  to
• 21:49
  look
• 21:49
  a
• 21:50
  certain
• 21:50
  way.
• 21:51
  And
• 21:51
  because
• 21:52
  we've
• 21:52
  been
• 21:52
  stuck
• 21:53
  in
• 21:54
  that
• 21:54
  mindset,
• 21:56
  it's
• 21:57
  almost
• 21:57
  a
• 21:58
  contradiction
• 21:59
  to
• 21:59
  say,
• 21:59
  yep,
• 21:59
  we
• 21:59
  got
• 21:59
  all
• 22:00
  this
• 22:00
  great
• 22:00
  research
• 22:01
  and
• 22:01
  all
• 22:01
  this
• 22:01
  great
• 22:02
  information,
• 22:03
  but
• 22:03
  we're
• 22:04
  more
• 22:04
  comfortable
• 22:04
  staying
• 22:05
  with
• 22:05
  the
• 22:06
  status
• 22:06
  quo.
• 22:07
  It's
• 22:08
  every
• 22:08
  school
• 22:09
  you
• 22:09
  walk
• 22:09
  in,
• 22:10
  every
• 22:11
  classroom,
• 22:12
  it
• 22:13
  almost
• 22:13
  feels
• 22:13
  and
• 22:13
  look
• 22:14
  the
• 22:14
  same,
• 22:15
  even
• 22:15
  though
• 22:15
  we
• 22:16
  know
• 22:16
  the
• 22:16
  humans
• 22:17
  sitting
• 22:17
  in
• 22:18
  those
• 22:18
  seats
• 22:18
  are
• 22:19
  vastly
• 22:20
  different
• 22:20
  and
• 22:20
  have
• 22:21
  such
• 22:22
  different
• 22:23
  needs.
• 22:23
  I
• 22:24
  think
• 22:24
  that
• 22:25
  in
• 22:25
  order
• 22:25
  for
• 22:26
  us
• 22:26
  to
• 22:27
  make
• 22:28
  the
• 22:28
  shift,
• 22:28
  we
• 22:29
  have
• 22:29
  to
• 22:29
  be
• 22:29
  comfortable
• 22:30
  with
• 22:31
  dismantling
• 22:32
  and
• 22:32
  breaking
• 22:33
  the
• 22:33
  status
• 22:34
  quo
• 22:34
  model
• 22:35
  to
• 22:35
  build
• 22:35
  something
• 22:36
  new.
• 22:37
  If
• 22:37
  we're
• 22:37
  going
• 22:38
  to
• 22:38
  ever
• 22:38
  get
• 22:39
  to
• 22:39
  a
• 22:40
  point
• 22:40
  where
• 22:41
  we
• 22:41
  see
• 22:42
  all
• 22:42
  learners
• 22:43
  thrive,
• 22:44
  we
• 22:44
  see
• 22:45
  kids
• 22:45
  being
• 22:45
  empowered
• 22:47
  in
• 22:47
  the
• 22:47
  classroom.
• 22:48
  We're
• 22:48
  creating
• 22:49
  these
• 22:49
  safe
• 22:49
  spaces
• 22:50
  of
• 22:50
  learning.
• 22:51
  We're
• 22:51
  taking
• 22:52
  into
• 22:52
  account
• 22:53
  how
• 22:53
  different
• 22:54
  each
• 22:54
  one
• 22:54
  of
• 22:55
  our
• 22:55
  students
• 22:55
  are,
• 22:56
  and
• 22:56
  even
• 22:56
  in
• 22:56
  a
• 22:57
  learning
• 22:57
  environment,
• 22:58
  how
• 22:58
  different
• 22:58
  the
• 22:58
  adults
• 22:59
  are.
• 22:59
  And
• 23:00
  we're
• 23:00
  providing
• 23:01
  an
• 23:01
  opportunity
• 23:02
  for
• 23:03
  them
• 23:03
  to
• 23:04
  thrive
• 23:04
  in
• 23:05
  who
• 23:05
  they
• 23:05
  are
• 23:08
  and
• 23:08
  finding
• 23:09
  ways
• 23:09
  to
• 23:10
  connect
• 23:10
  that
• 23:11
  with
• 23:11
  the
• 23:12
  big
• 23:12
  picture.
• 23:13
  I
• 23:14
  always
• 23:14
  use
• 23:15
  the
• 23:15
  word
• 23:15
  reimagine.
• 23:16
  We
• 23:16
  have
• 23:16
  to
• 23:17
  reimagine
• 23:18
  what
• 23:18
  education
• 23:19
  looks
• 23:19
  like.
• 23:19
  We
• 23:20
  have
• 23:20
  to
• 23:20
  reimagine
• 23:21
  what
• 23:21
  the
• 23:21
  classroom
• 23:22
  looks
• 23:22
  like
• 23:23
  and
• 23:25
  use
• 23:25
  the
• 23:26
  information
• 23:26
  that
• 23:27
  we
• 23:27
  have
• 23:27
  to
• 23:28
  create
• 23:29
  these
• 23:29
  spaces
• 23:30
  of
• 23:30
  hope
• 23:30
  where
• 23:31
  we
• 23:31
  can
• 23:32
  see
• 23:33
  people
• 23:33
  thriving,
• 23:34
  students
• 23:34
  thriving,
• 23:35
  adults
• 23:35
  thriving
• 23:36
  in
• 23:37
  those
• 23:37
  learning
• 23:37
  environments.
• 23:38
  And
• 23:39
  what
• 23:39
  you're
• 23:39
  saying
• 23:39
  is
• 23:40
  so
• 23:41
  incredibly
• 23:41
  powerful,
• 23:42
  right?
• 23:43
  And
• 23:43
  I
• 23:44
  often
• 23:44
  say,
• 23:44
  and
• 23:45
  people
• 23:45
  get
• 23:45
  really
• 23:45
  angry
• 23:46
  with
• 23:46
  me
• 23:46
  when
• 23:46
  I
• 23:46
  say,
• 23:47
  you
• 23:47
  know,
• 23:48
  our
• 23:48
  educational
• 23:49
  system
• 23:49
  is
• 23:49
  broken.
• 23:50
  It's
• 23:51
  not
• 23:51
  because
• 23:52
  we
• 23:52
  don't
• 23:53
  have
• 23:53
  good
• 23:53
  people.
• 23:54
  It's
• 23:54
  not
• 23:55
  because
• 23:55
  we
• 23:55
  don't
• 23:55
  have
• 23:55
  some
• 23:56
  people
• 23:56
  who
• 23:56
  care
• 23:56
  deeply
• 23:57
  for
• 23:57
  what's
• 23:57
  going
• 23:58
  on.
• 23:58
  It's
• 23:59
  because
• 23:59
  we
• 24:00
  are
• 24:00
  afraid
• 24:01
  for
• 24:01
  whatever
• 24:01
  reason,
• 24:02
  Right.
• 24:02
  We
• 24:02
  are
• 24:03
  reluctant
• 24:05
  to
• 24:06
  stop
• 24:06
  hurting
• 24:07
  people
• 24:08
  toward
• 24:09
  a
• 24:09
  finish
• 24:09
  line.
• 24:10
  We're
• 24:11
  afraid
• 24:11
  to
• 24:12
  take
• 24:12
  all
• 24:12
  this
• 24:13
  wisdom
• 24:13
  that
• 24:14
  we're
• 24:14
  surrounded
• 24:14
  with
• 24:15
  and
• 24:15
  actually
• 24:16
  use
• 24:16
  it.
• 24:17
  Which
• 24:17
  is
• 24:17
  why
• 24:17
  we
• 24:18
  are
• 24:18
  talking
• 24:18
  about
• 24:19
  humanizing
• 24:21
  the
• 24:22
  space,
• 24:22
  right?
• 24:23
  And
• 24:23
  eliminating.
• 24:24
  Looking
• 24:25
  at
• 24:25
  children
• 24:25
  from
• 24:25
  a
• 24:25
  deficit
• 24:26
  model.
• 24:27
  Why
• 24:28
  are
• 24:28
  we
• 24:28
  doing
• 24:28
  that?
• 24:28
  Right.
• 24:29
  Why
• 24:29
  do
• 24:29
  we
• 24:30
  look
• 24:30
  at
• 24:30
  everything
• 24:30
  from
• 24:30
  a
• 24:31
  deficit
• 24:31
  model?
• 24:32
  If
• 24:32
  a
• 24:32
  student
• 24:33
  comes
• 24:33
  to
• 24:33
  our
• 24:34
  classroom
• 24:34
  and
• 24:35
  they
• 24:35
  can't
• 24:35
  handle
• 24:36
  the
• 24:36
  noise,
• 24:36
  that's
• 24:37
  not
• 24:37
  a
• 24:37
  deficit.
• 24:39
  That's
• 24:40
  just
• 24:40
  a
• 24:40
  different
• 24:41
  way.
• 24:41
  That's
• 24:41
  just
• 24:42
  something
• 24:42
  different.
• 24:42
  So
• 24:43
  what?
• 24:44
  That's
• 24:44
  not
• 24:44
  A
• 24:44
  deficit.
• 24:45
  We
• 24:45
  should
• 24:45
  be
• 24:46
  embracing
• 24:47
  that,
• 24:47
  right?
• 24:48
  As
• 24:48
  we
• 24:49
  humanize
• 24:49
  that
• 24:49
  space
• 24:50
  for
• 24:50
  them
• 24:50
  and
• 24:51
  thinking
• 24:51
  about
• 24:51
  what
• 24:51
  they
• 24:52
  need.
• 24:52
  Because
• 24:52
  it's
• 24:52
  not
• 24:53
  about
• 24:53
  fixing
• 24:54
  kids
• 24:55
  to
• 24:55
  herd
• 24:55
  them
• 24:55
  to
• 24:56
  the
• 24:56
  finish
• 24:56
  line.
• 24:57
  It's
• 24:57
  about
• 24:58
  fixing
• 24:59
  the
• 24:59
  system,
• 25:01
  how
• 25:01
  we
• 25:01
  do
• 25:02
  our
• 25:02
  business
• 25:03
  to
• 25:03
  support
• 25:04
  the
• 25:04
  needs
• 25:04
  of
• 25:04
  every
• 25:05
  student.
• 25:05
  And
• 25:05
  you
• 25:05
  said
• 25:05
  it
• 25:06
  beautifully.
• 25:07
  You
• 25:07
  said
• 25:07
  it
• 25:07
  beautifully.
• 25:08
  I
• 25:09
  think
• 25:09
  there's
• 25:09
  another
• 25:09
  component
• 25:10
  to
• 25:10
  that
• 25:10
  now,
• 25:11
  like
• 25:11
  I
• 25:12
  really
• 25:12
  have
• 25:13
  try
• 25:14
  to
• 25:14
  be
• 25:15
  reflective
• 25:15
  on
• 25:18
  some
• 25:18
  context
• 25:18
  of
• 25:18
  that
• 25:19
  question,
• 25:19
  right.
• 25:20
  I
• 25:20
  think
• 25:21
  it
• 25:21
  is
• 25:21
  a
• 25:22
  fear
• 25:22
  of
• 25:22
  the
• 25:22
  unknown.
• 25:24
  What
• 25:24
  would
• 25:24
  a
• 25:25
  system
• 25:25
  look
• 25:25
  like
• 25:26
  if
• 25:26
  students
• 25:27
  were
• 25:27
  empowered
• 25:29
  and
• 25:29
  they
• 25:29
  could
• 25:30
  self
• 25:30
  regulate
• 25:31
  and
• 25:32
  they
• 25:32
  could
• 25:33
  be
• 25:33
  in
• 25:33
  a
• 25:34
  class
• 25:34
  and
• 25:34
  be
• 25:35
  confident
• 25:35
  and
• 25:35
  have
• 25:36
  this
• 25:36
  overwhelming
• 25:37
  sense
• 25:38
  of
• 25:38
  safety
• 25:39
  and
• 25:40
  belonging
• 25:41
  in
• 25:41
  a
• 25:41
  classroom
• 25:42
  like
• 25:42
  that
• 25:42
  would
• 25:43
  be
• 25:43
  amazing,
• 25:44
  right?
• 25:45
  I
• 25:45
  think
• 25:45
  the
• 25:45
  fear
• 25:46
  comes
• 25:46
  in
• 25:47
  is
• 25:48
  how
• 25:48
  do
• 25:48
  we
• 25:49
  become
• 25:49
  equipped
• 25:50
  and
• 25:50
  prepared
• 25:50
  to
• 25:51
  do
• 25:51
  that?
• 25:51
  Because
• 25:51
  those
• 25:52
  are
• 25:52
  lofty
• 25:53
  goals.
• 25:53
  And
• 25:54
  so,
• 25:55
  you
• 25:55
  know,
• 25:55
  our
• 25:56
  preparation
• 25:57
  programs
• 25:58
  for
• 25:59
  educators,
• 26:00
  and
• 26:01
  I
• 26:01
  say
• 26:01
  it
• 26:01
  at
• 26:02
  each
• 26:02
  level,
• 26:03
  how
• 26:03
  we
• 26:03
  prepare
• 26:04
  students
• 26:04
  to
• 26:05
  become
• 26:05
  teachers,
• 26:05
  how
• 26:06
  we
• 26:06
  prepare
• 26:07
  teachers
• 26:07
  to
• 26:07
  become
• 26:08
  administrators
• 26:08
  and
• 26:09
  administrators,
• 26:10
  how
• 26:10
  are
• 26:10
  they
• 26:10
  prepared
• 26:11
  to
• 26:11
  lead
• 26:12
  school
• 26:12
  districts.
• 26:13
  We
• 26:13
  have
• 26:14
  this
• 26:15
  universal
• 26:16
  model
• 26:17
  that
• 26:17
  there
• 26:18
  is
• 26:19
  very
• 26:19
  little
• 26:20
  fluctuation
• 26:21
  with
• 26:21
  that,
• 26:21
  that
• 26:22
  the
• 26:22
  perception
• 26:23
  of
• 26:23
  what
• 26:23
  we
• 26:24
  need
• 26:24
  to
• 26:24
  do
• 26:25
  is
• 26:25
  really
• 26:25
  around
• 26:26
  academics.
• 26:27
  Academics.
• 26:28
  We
• 26:29
  throw
• 26:29
  in
• 26:29
  some
• 26:30
  social,
• 26:30
  emotional,
• 26:31
  right?
• 26:32
  And
• 26:32
  we
• 26:32
  talk
• 26:32
  about
• 26:33
  wellness
• 26:33
  and
• 26:34
  wanting,
• 26:34
  you
• 26:35
  know,
• 26:35
  everyone
• 26:35
  to
• 26:36
  have
• 26:37
  growth,
• 26:37
  mindset,
• 26:38
  and
• 26:38
  us
• 26:39
  to
• 26:39
  be
• 26:39
  in
• 26:39
  a
• 26:40
  position
• 26:41
  to
• 26:41
  accomplish
• 26:42
  these
• 26:42
  things
• 26:42
  in
• 26:43
  every
• 26:43
  classroom,
• 26:44
  every
• 26:44
  school,
• 26:44
  and
• 26:45
  throughout
• 26:45
  our
• 26:45
  districts.
• 26:46
  The
• 26:46
  misstep
• 26:47
  is
• 26:47
  that
• 26:48
  we
• 26:48
  resort
• 26:49
  back
• 26:50
  to
• 26:51
  exactly
• 26:51
  the
• 26:52
  trainings
• 26:52
  that
• 26:52
  we've
• 26:53
  had,
• 26:53
  how
• 26:53
  we
• 26:54
  have
• 26:54
  learned
• 26:55
  this
• 26:55
  education
• 26:56
  thing.
• 26:56
  And
• 26:57
  so
• 26:57
  the
• 26:57
  adjustments
• 26:58
  are
• 26:58
  very
• 26:58
  minimal.
• 26:59
  We
• 27:00
  spend
• 27:01
  lots
• 27:01
  and
• 27:01
  lots
• 27:02
  of
• 27:02
  money
• 27:03
  with
• 27:03
  trainings
• 27:04
  and
• 27:04
  resources,
• 27:05
  buying
• 27:06
  books
• 27:06
  and,
• 27:06
  you
• 27:07
  know,
• 27:07
  things
• 27:07
  that
• 27:08
  tend
• 27:08
  to
• 27:08
  never
• 27:09
  make
• 27:09
  it
• 27:09
  off
• 27:09
  the
• 27:10
  page
• 27:10
  in
• 27:10
  implementation.
• 27:11
  And
• 27:12
  I
• 27:12
  think
• 27:12
  our
• 27:12
  kids
• 27:13
  have
• 27:14
  continued
• 27:14
  to
• 27:15
  kind
• 27:16
  of
• 27:16
  be
• 27:16
  the
• 27:16
  byproduct
• 27:17
  of
• 27:18
  us
• 27:19
  being
• 27:20
  afraid
• 27:20
  to
• 27:20
  step
• 27:21
  out
• 27:21
  and
• 27:21
  truly
• 27:22
  disrupt
• 27:23
  the
• 27:23
  system
• 27:24
  and
• 27:25
  to
• 27:25
  create
• 27:25
  these
• 27:26
  places
• 27:26
  that
• 27:26
  we
• 27:27
  dream
• 27:27
  about,
• 27:27
  we
• 27:28
  think
• 27:28
  about,
• 27:30
  but
• 27:30
  making
• 27:31
  those
• 27:31
  a
• 27:32
  reality.
• 27:33
  So
• 27:34
  the
• 27:34
  imbalance
• 27:35
  and
• 27:35
  the
• 27:35
  juxtaposition
• 27:36
  lie
• 27:37
  in
• 27:37
  the
• 27:37
  fact
• 27:38
  that
• 27:38
  our
• 27:39
  generations
• 27:39
  have
• 27:40
  evolved,
• 27:41
  right?
• 27:41
  So
• 27:42
  you
• 27:42
  have
• 27:42
  Gen
• 27:43
  Z
• 27:43
  and
• 27:43
  Gen
• 27:44
  Alpha,
• 27:44
  who
• 27:44
  are
• 27:45
  first
• 27:45
  and
• 27:45
  second
• 27:45
  digital
• 27:46
  natives,
• 27:47
  sitting
• 27:47
  in
• 27:47
  spaces
• 27:49
  where
• 27:50
  historically
• 27:51
  everything
• 27:52
  is
• 27:52
  status
• 27:53
  quo
• 27:53
  and
• 27:54
  traditional.
• 27:55
  So
• 27:55
  it's
• 27:55
  fractured
• 27:56
  and
• 27:57
  the
• 27:57
  schism
• 27:58
  is
• 27:58
  getting
• 27:59
  deeper
• 27:59
  and
• 27:59
  deeper
• 28:00
  because
• 28:01
  the
• 28:01
  mastery
• 28:02
  in
• 28:03
  the
• 28:03
  teaching
• 28:03
  space
• 28:04
  is
• 28:04
  not
• 28:05
  at
• 28:05
  that
• 28:05
  level
• 28:05
  of
• 28:06
  competency.
• 28:08
  So
• 28:09
  there's
• 28:10
  a
• 28:10
  major
• 28:10
  disconnect.
• 28:11
  So
• 28:11
  we're
• 28:11
  seeing
• 28:12
  students
• 28:12
  with
• 28:13
  their
• 28:13
  heads
• 28:14
  on
• 28:14
  the
• 28:14
  desk.
• 28:15
  We're
• 28:16
  watching
• 28:16
  them
• 28:17
  like
• 28:17
  daydream
• 28:18
  outside,
• 28:20
  as
• 28:20
  Cath
• 28:21
  said
• 28:21
  earlier,
• 28:22
  right?
• 28:22
  Discipline
• 28:23
  issues
• 28:24
  go
• 28:24
  up,
• 28:25
  chronic
• 28:25
  absenteeism
• 28:27
  is
• 28:27
  on
• 28:28
  the
• 28:28
  rise
• 28:29
  because
• 28:29
  students
• 28:29
  are
• 28:30
  not
• 28:30
  engaged.
• 28:31
  We
• 28:32
  are
• 28:32
  really
• 28:32
  not
• 28:33
  meeting
• 28:33
  their
• 28:33
  needs.
• 28:34
  In
• 28:34
  our
• 28:35
  attempt
• 28:35
  to
• 28:36
  promote
• 28:37
  students
• 28:37
  success,
• 28:38
  we
• 28:38
  are
• 28:38
  failing
• 28:39
  them.
• 28:39
  And
• 28:39
  when
• 28:40
  you
• 28:40
  think
• 28:40
  about
• 28:40
  digital
• 28:41
  natives,
• 28:41
  right?
• 28:41
  And
• 28:42
  you
• 28:42
  think
• 28:42
  about
• 28:42
  what
• 28:43
  you.
• 28:43
  That's
• 28:43
  such
• 28:43
  a
• 28:44
  huge,
• 28:44
  a
• 28:45
  huge
• 28:45
  point.
• 28:45
  Because
• 28:46
  how
• 28:46
  are
• 28:46
  educators
• 28:47
  responding
• 28:48
  to
• 28:48
  the
• 28:48
  needs
• 28:48
  of
• 28:48
  digital
• 28:49
  natives?
• 28:49
  We're
• 28:50
  locking
• 28:50
  the
• 28:51
  technology
• 28:51
  up
• 28:52
  in
• 28:52
  plastic
• 28:52
  bags
• 28:54
  and
• 28:54
  telling
• 28:54
  them
• 28:55
  they
• 28:55
  can't
• 28:55
  have
• 28:55
  it.
• 28:56
  And
• 28:56
  that's
• 28:57
  when
• 28:57
  we
• 28:57
  see,
• 28:58
  as
• 28:59
  Alicia
• 28:59
  said,
• 29:00
  this
• 29:01
  disengagement
• 29:02
  happening
• 29:03
  in
• 29:03
  the
• 29:03
  classroom.
• 29:04
  We
• 29:05
  hear
• 29:05
  students
• 29:06
  who
• 29:06
  would
• 29:07
  rather
• 29:07
  do
• 29:07
  anything
• 29:08
  else
• 29:08
  than
• 29:08
  to
• 29:09
  show
• 29:09
  up
• 29:09
  at
• 29:09
  school
• 29:09
  and
• 29:10
  learn
• 29:10
  because
• 29:11
  they
• 29:11
  don't
• 29:11
  really
• 29:12
  feel
• 29:12
  like
• 29:13
  they're
• 29:13
  learning.
• 29:14
  They
• 29:14
  feel
• 29:14
  like
• 29:15
  they
• 29:15
  have
• 29:15
  adults
• 29:16
  talking
• 29:17
  at
• 29:18
  them,
• 29:18
  not
• 29:19
  to
• 29:19
  them,
• 29:19
  that
• 29:20
  they
• 29:20
  are
• 29:20
  not
• 29:20
  a
• 29:21
  part
• 29:21
  of
• 29:21
  those
• 29:21
  conversations.
• 29:22
  What
• 29:23
  I
• 29:23
  love
• 29:23
  about
• 29:24
  the
• 29:25
  thought
• 29:25
  of
• 29:25
  sensory
• 29:26
  awareness
• 29:27
  and
• 29:27
  creating
• 29:28
  a
• 29:28
  sensory
• 29:28
  aware
• 29:29
  space
• 29:30
  is
• 29:30
  that
• 29:31
  it
• 29:31
  becomes
• 29:32
  this
• 29:32
  interactive
• 29:33
  hub
• 29:33
  of
• 29:35
  supports
• 29:35
  of
• 29:36
  where
• 29:36
  I'm
• 29:36
  at
• 29:37
  and
• 29:37
  what
• 29:37
  type
• 29:37
  of
• 29:38
  and
• 29:39
  what
• 29:39
  way
• 29:39
  I
• 29:40
  learn.
• 29:40
  And
• 29:41
  so
• 29:41
  if
• 29:42
  technology
• 29:43
  is
• 29:43
  a
• 29:43
  part
• 29:43
  of
• 29:44
  what
• 29:44
  sparks
• 29:44
  me
• 29:45
  and
• 29:45
  gets
• 29:45
  me
• 29:46
  to
• 29:46
  be
• 29:46
  there,
• 29:47
  then
• 29:47
  we
• 29:48
  build
• 29:48
  in
• 29:48
  opportunities
• 29:49
  for
• 29:49
  me
• 29:49
  to
• 29:50
  have
• 29:50
  breaks,
• 29:51
  that
• 29:51
  support
• 29:52
  that
• 29:52
  need
• 29:53
  for
• 29:53
  me.
• 29:54
  If
• 29:54
  I
• 29:55
  am
• 29:55
  a
• 29:55
  student
• 29:55
  who's
• 29:56
  very
• 29:56
  visual,
• 29:57
  I
• 29:57
  have
• 29:57
  the
• 29:57
  opportunity
• 29:58
  to
• 29:58
  have
• 29:59
  visual
• 29:59
  cues,
• 30:00
  to
• 30:00
  have
• 30:00
  visual
• 30:01
  supports,
• 30:02
  because
• 30:02
  that
• 30:02
  is
• 30:03
  the
• 30:03
  way
• 30:03
  that
• 30:04
  I
• 30:04
  learn.
• 30:05
  We
• 30:05
  have
• 30:06
  a
• 30:06
  very
• 30:07
  linear
• 30:08
  focus
• 30:09
  of
• 30:09
  what
• 30:09
  we
• 30:10
  think
• 30:10
  is
• 30:11
  learning.
• 30:12
  We
• 30:13
  think
• 30:13
  that
• 30:13
  if
• 30:13
  kids
• 30:14
  show
• 30:14
  up
• 30:14
  and
• 30:14
  they
• 30:15
  sit
• 30:15
  in
• 30:15
  the
• 30:15
  classroom
• 30:16
  in
• 30:16
  those
• 30:16
  seats
• 30:17
  for
• 30:18
  whatever
• 30:18
  time
• 30:19
  in
• 30:20
  a
• 30:20
  period
• 30:20
  or
• 30:21
  throughout
• 30:21
  the
• 30:21
  day,
• 30:22
  that
• 30:22
  somehow
• 30:23
  they're
• 30:23
  capturing
• 30:24
  this
• 30:25
  learning
• 30:25
  that
• 30:26
  we
• 30:26
  tend
• 30:26
  to
• 30:26
  be
• 30:26
  delivering
• 30:27
  to
• 30:27
  them.
• 30:28
  And
• 30:28
  I
• 30:28
  want
• 30:29
  you
• 30:29
  to
• 30:29
  catch
• 30:29
  that
• 30:29
  because
• 30:30
  we're
• 30:30
  delivering
• 30:31
  it
• 30:31
  to
• 30:31
  them.
• 30:32
  They
• 30:32
  are
• 30:33
  not
• 30:33
  a
• 30:33
  part
• 30:34
  of
• 30:34
  the
• 30:34
  process
• 30:35
  of
• 30:35
  developing
• 30:36
  that
• 30:36
  learning.
• 30:37
  And
• 30:37
  there's
• 30:38
  a
• 30:38
  disconnect
• 30:39
  because
• 30:39
  what
• 30:40
  they
• 30:40
  walk
• 30:40
  away
• 30:40
  with
• 30:41
  is
• 30:43
  oftentimes
• 30:45
  a
• 30:45
  very
• 30:48
  skewed
• 30:49
  information
• 30:50
  that
• 30:50
  has
• 30:50
  been
• 30:50
  given
• 30:51
  to
• 30:51
  them
• 30:51
  because
• 30:52
  they
• 30:52
  haven't
• 30:52
  been
• 30:52
  engaged
• 30:53
  in
• 30:54
  the
• 30:54
  learning.
• 30:55
  And
• 30:55
  in
• 30:55
  reality,
• 30:56
  what
• 30:56
  we
• 30:56
  really
• 30:56
  want
• 30:57
  them
• 30:57
  to
• 30:57
  say
• 30:58
  to
• 30:58
  us
• 30:58
  through
• 30:59
  their
• 30:59
  through
• 30:59
  words
• 31:00
  and
• 31:00
  actions
• 31:01
  are
• 31:02
  I
• 31:02
  want
• 31:02
  to
• 31:03
  learn
• 31:04
  right.
• 31:05
  I
• 31:05
  have
• 31:06
  power,
• 31:06
  I
• 31:07
  have
• 31:07
  voice,
• 31:08
  I
• 31:08
  have
• 31:08
  confident,
• 31:09
  I
• 31:09
  am
• 31:10
  supported.
• 31:11
  And
• 31:11
  I
• 31:11
  find
• 31:12
  purpose
• 31:13
  here.
• 31:14
  Yes,
• 31:14
  absolutely.
• 31:15
  You
• 31:15
  know,
• 31:16
  when
• 31:16
  you
• 31:16
  were
• 31:17
  saying
• 31:17
  those
• 31:17
  words,
• 31:18
  I
• 31:18
  was
• 31:19
  thinking
• 31:19
  about
• 31:20
  students
• 31:21
  that
• 31:22
  we
• 31:22
  don't
• 31:23
  traditionally
• 31:23
  think
• 31:24
  fit
• 31:25
  into
• 31:26
  needing
• 31:28
  sensory
• 31:28
  sensitivity.
• 31:29
  A
• 31:30
  lot
• 31:30
  of
• 31:30
  times
• 31:30
  when
• 31:31
  we
• 31:31
  talk
• 31:31
  about
• 31:31
  sensory
• 31:32
  awareness
• 31:33
  or
• 31:33
  sensory
• 31:34
  process
• 31:34
  and
• 31:34
  we
• 31:34
  think
• 31:35
  of
• 31:35
  students
• 31:36
  who
• 31:36
  have
• 31:37
  IEPs,
• 31:39
  but
• 31:39
  very
• 31:41
  often,
• 31:42
  and
• 31:42
  I
• 31:42
  know
• 31:42
  for
• 31:42
  me
• 31:43
  as
• 31:43
  a
• 31:43
  leader,
• 31:43
  this
• 31:43
  was
• 31:44
  true,
• 31:44
  those
• 31:45
  students
• 31:45
  who
• 31:46
  needed
• 31:46
  additional
• 31:47
  support
• 31:48
  were
• 31:48
  some
• 31:49
  of
• 31:49
  my
• 31:49
  high
• 31:50
  achieving
• 31:50
  students
• 31:51
  who
• 31:51
  had
• 31:52
  really
• 31:52
  high
• 31:52
  anxieties
• 31:53
  that
• 31:54
  didn't
• 31:54
  know
• 31:54
  how
• 31:54
  to
• 31:55
  self
• 31:55
  regulate
• 31:56
  or
• 31:56
  even
• 31:57
  had
• 31:57
  great
• 31:57
  coping
• 31:58
  skills
• 31:58
  in
• 31:58
  the
• 31:58
  classroom.
• 32:00
  Ironically,
• 32:01
  I
• 32:01
  built
• 32:01
  A
• 32:02
  sensory
• 32:02
  room.
• 32:03
  My
• 32:04
  last
• 32:04
  couple
• 32:04
  of
• 32:05
  years
• 32:05
  in
• 32:05
  leadership,
• 32:07
  it
• 32:07
  was
• 32:07
  an
• 32:07
  absolutely
• 32:08
  fabulous
• 32:09
  space,
• 32:09
  if
• 32:09
  I
• 32:09
  do
• 32:09
  say
• 32:09
  so
• 32:10
  myself.
• 32:12
  Tours
• 32:13
  are
• 32:13
  currently
• 32:14
  available.
• 32:17
  But,
• 32:18
  you
• 32:18
  know,
• 32:19
  I
• 32:19
  remember
• 32:20
  when
• 32:20
  we
• 32:21
  were
• 32:21
  finishing,
• 32:22
  we
• 32:22
  were
• 32:22
  talking
• 32:22
  about
• 32:23
  who
• 32:23
  this,
• 32:24
  this
• 32:24
  space
• 32:24
  would
• 32:25
  be
• 32:25
  for.
• 32:25
  So
• 32:26
  the
• 32:26
  goal
• 32:26
  was
• 32:26
  to
• 32:27
  try
• 32:28
  to
• 32:28
  help
• 32:28
  those
• 32:28
  students
• 32:29
  who
• 32:29
  were
• 32:29
  having
• 32:29
  difficulty
• 32:30
  in
• 32:30
  the
• 32:30
  classroom
• 32:31
  regularly
• 32:32
  having
• 32:32
  a
• 32:32
  safe
• 32:33
  space,
• 32:33
  a
• 32:33
  safe
• 32:34
  zone,
• 32:34
  to
• 32:34
  be
• 32:34
  able
• 32:35
  to
• 32:35
  do
• 32:35
  that.
• 32:36
  And
• 32:36
  I
• 32:36
  was
• 32:37
  coming
• 32:37
  out
• 32:37
  of
• 32:37
  that
• 32:37
  space
• 32:39
  one
• 32:40
  day
• 32:40
  and
• 32:41
  one
• 32:41
  of
• 32:41
  my
• 32:42
  really
• 32:42
  gifted
• 32:43
  students
• 32:43
  said,
• 32:44
  hey,
• 32:44
  Dr.
• 32:45
  West,
• 32:45
  can
• 32:45
  I
• 32:46
  ask
• 32:46
  you
• 32:46
  a
• 32:46
  question?
• 32:46
  I
• 32:46
  said,
• 32:46
  yeah.
• 32:47
  He
• 32:47
  said,
• 32:47
  who
• 32:47
  is
• 32:48
  that
• 32:48
  space
• 32:48
  for?
• 32:49
  Can
• 32:49
  someone
• 32:50
  like
• 32:50
  me?
• 32:51
  Right.
• 32:53
  And
• 32:53
  I,
• 32:53
  you
• 32:54
  know,
• 32:54
  of
• 32:54
  course,
• 32:54
  I
• 32:54
  mean,
• 32:54
  it's
• 32:55
  all
• 32:55
  inclusive.
• 32:55
  Absolutely.
• 32:56
  But
• 32:57
  my
• 32:57
  question
• 32:57
  to
• 32:57
  him
• 32:58
  is,
• 32:58
  why
• 32:58
  do
• 32:59
  you
• 32:59
  feel
• 32:59
  like
• 32:59
  you
• 32:59
  need
• 33:00
  the
• 33:00
  space?
• 33:01
  He
• 33:01
  said,
• 33:01
  sometimes
• 33:02
  when
• 33:02
  I'm
• 33:02
  in
• 33:02
  the
• 33:02
  classroom,
• 33:03
  it's
• 33:03
  just
• 33:03
  really
• 33:04
  hard
• 33:04
  for
• 33:05
  me
• 33:05
  to
• 33:05
  collect
• 33:05
  my
• 33:06
  thoughts.
• 33:07
  Sometimes
• 33:08
  I
• 33:08
  get
• 33:09
  distracted
• 33:10
  and
• 33:11
  I
• 33:11
  try
• 33:12
  to
• 33:12
  do
• 33:12
  my
• 33:12
  best
• 33:13
  to
• 33:13
  get
• 33:14
  back
• 33:14
  on
• 33:14
  task,
• 33:15
  but
• 33:15
  it's
• 33:16
  hard
• 33:16
  for
• 33:16
  me
• 33:17
  to
• 33:18
  kind
• 33:18
  of
• 33:19
  bring
• 33:19
  myself
• 33:19
  back
• 33:20
  to
• 33:20
  getting
• 33:21
  back
• 33:21
  in
• 33:21
  the
• 33:22
  flow.
• 33:23
  And
• 33:24
  I
• 33:24
  thought
• 33:25
  about
• 33:25
  it,
• 33:25
  because
• 33:26
  sometimes
• 33:27
  our
• 33:27
  high
• 33:27
  achieving
• 33:27
  kids
• 33:28
  do
• 33:28
  a
• 33:28
  really
• 33:28
  good
• 33:29
  job
• 33:29
  masking.
• 33:30
  Right.
• 33:30
  That
• 33:31
  they're
• 33:31
  disconnected
• 33:32
  from
• 33:32
  the
• 33:33
  learning
• 33:33
  because
• 33:33
  they
• 33:33
  don't
• 33:34
  exhibit
• 33:35
  the
• 33:35
  same
• 33:35
  behavior
• 33:36
  that
• 33:37
  we
• 33:37
  see
• 33:37
  from
• 33:37
  students
• 33:38
  who
• 33:38
  may
• 33:39
  be
• 33:39
  having
• 33:39
  difficulty
• 33:40
  self
• 33:40
  regulating
• 33:41
  and
• 33:41
  their
• 33:41
  behaviors
• 33:42
  are
• 33:42
  more
• 33:42
  external.
• 33:43
  And
• 33:43
  we
• 33:43
  see
• 33:44
  that
• 33:44
  and
• 33:44
  we
• 33:45
  respond
• 33:45
  to
• 33:45
  that.
• 33:46
  And
• 33:47
  so
• 33:47
  it
• 33:48
  made
• 33:48
  me
• 33:48
  shift
• 33:48
  my
• 33:49
  thinking
• 33:50
  in
• 33:50
  terms
• 33:51
  of
• 33:51
  that
• 33:51
  space,
• 33:52
  that
• 33:52
  it's
• 33:53
  not
• 33:53
  only
• 33:54
  for
• 33:55
  students
• 33:55
  where
• 33:56
  there
• 33:56
  may
• 33:57
  be
• 33:57
  external
• 33:57
  behaviors
• 33:58
  that
• 33:58
  are
• 33:58
  being
• 33:59
  displayed
• 33:59
  with
• 33:59
  those
• 34:00
  kids
• 34:00
  who
• 34:01
  truly
• 34:01
  are
• 34:02
  having
• 34:02
  moments
• 34:02
  where
• 34:03
  they
• 34:03
  just
• 34:03
  need
• 34:03
  a
• 34:03
  timer.
• 34:04
  I
• 34:04
  just
• 34:05
  need
• 34:05
  to
• 34:05
  step
• 34:05
  away.
• 34:06
  And
• 34:06
  actually
• 34:07
  it
• 34:07
  became
• 34:07
  a
• 34:07
  safe
• 34:08
  space
• 34:08
  for
• 34:08
  many
• 34:08
  adults
• 34:09
  in
• 34:09
  the
• 34:09
  building
• 34:10
  because
• 34:10
  we
• 34:10
  struggle.
• 34:11
  Right.
• 34:11
  With
• 34:12
  sensory
• 34:13
  sensitivities
• 34:13
  too.
• 34:14
  I
• 34:14
  know
• 34:14
  I
• 34:14
  do.
• 34:15
  I
• 34:16
  need
• 34:16
  quiet
• 34:16
  space
• 34:17
  to
• 34:17
  be
• 34:17
  able
• 34:17
  to
• 34:18
  focus.
• 34:18
  And
• 34:19
  I
• 34:19
  feel
• 34:19
  like
• 34:19
  I'm
• 34:19
  more
• 34:19
  productive
• 34:20
  when
• 34:20
  I
• 34:20
  have
• 34:21
  that.
• 34:21
  And
• 34:22
  so
• 34:22
  as
• 34:22
  an
• 34:22
  adult,
• 34:23
  I've
• 34:23
  taught
• 34:23
  myself
• 34:24
  to
• 34:24
  balance
• 34:25
  and
• 34:25
  how
• 34:26
  to
• 34:26
  create
• 34:26
  that
• 34:26
  for
• 34:27
  myself.
• 34:28
  I
• 34:28
  think
• 34:29
  it's
• 34:29
  important
• 34:30
  that
• 34:30
  we
• 34:30
  continue
• 34:31
  to
• 34:31
  work
• 34:31
  with
• 34:31
  schools
• 34:32
  and
• 34:32
  teachers
• 34:32
  to
• 34:32
  help
• 34:33
  them
• 34:33
  figure
• 34:33
  out
• 34:34
  ways
• 34:34
  to
• 34:34
  do
• 34:34
  that
• 34:35
  for
• 34:35
  students
• 34:35
  in
• 34:35
  classrooms.
• 34:37
  Dr.
• 34:37
  West,
• 34:38
  I
• 34:38
  hear
• 34:42
  when
• 34:42
  you
• 34:42
  talk
• 34:43
  about
• 34:43
  the
• 34:43
  work
• 34:43
  that
• 34:43
  you've
• 34:44
  done,
• 34:45
  and
• 34:46
  I
• 34:46
  hear
• 34:47
  that
• 34:47
  invitation
• 34:48
  to
• 34:49
  dive
• 34:49
  more
• 34:50
  deeply
• 34:50
  rather
• 34:51
  than
• 34:51
  to
• 34:52
  check
• 34:53
  a
• 34:53
  box
• 34:53
  that
• 34:54
  says
• 34:55
  we
• 34:55
  have
• 34:55
  attended
• 34:55
  to
• 34:56
  this
• 34:56
  need
• 34:57
  in
• 34:57
  the
• 34:57
  prescribed
• 34:58
  way
• 34:58
  so
• 34:59
  that
• 34:59
  this
• 34:59
  child
• 35:00
  now
• 35:00
  can
• 35:00
  conform
• 35:01
  to
• 35:01
  the
• 35:01
  space
• 35:02
  that
• 35:02
  everyone
• 35:02
  else
• 35:03
  is
• 35:03
  occupying.
• 35:05
  And
• 35:05
  there,
• 35:06
  there
• 35:06
  is
• 35:06
  that
• 35:07
  natural
• 35:07
  belief,
• 35:08
  regardless
• 35:08
  of
• 35:09
  profession
• 35:09
  and
• 35:10
  organization,
• 35:11
  that
• 35:12
  here
• 35:12
  is
• 35:12
  the
• 35:12
  given.
• 35:14
  And
• 35:14
  we
• 35:14
  have
• 35:15
  to
• 35:15
  become
• 35:15
  resilient,
• 35:16
  adaptive
• 35:17
  human
• 35:17
  beings
• 35:17
  and
• 35:18
  make
• 35:18
  our
• 35:18
  adjustments
• 35:19
  because
• 35:20
  we
• 35:20
  can't
• 35:20
  Control
• 35:21
  everything.
• 35:23
  And
• 35:24
  you're
• 35:25
  pushing
• 35:25
  on
• 35:25
  that
• 35:26
  in
• 35:26
  a
• 35:27
  way
• 35:27
  that
• 35:27
  says
• 35:29
  these
• 35:29
  aren't
• 35:29
  boxes
• 35:30
  to
• 35:30
  be
• 35:30
  checked.
• 35:31
  This
• 35:31
  is
• 35:31
  a
• 35:31
  practice,
• 35:32
  this
• 35:33
  is
• 35:33
  a
• 35:33
  call
• 35:34
  to
• 35:34
  use
• 35:35
  everything
• 35:36
  we
• 35:36
  understand
• 35:37
  from
• 35:37
  our
• 35:37
  existence
• 35:38
  as
• 35:38
  human
• 35:39
  beings
• 35:39
  and
• 35:40
  leverage
• 35:40
  that
• 35:41
  to
• 35:42
  build
• 35:42
  awareness,
• 35:43
  not
• 35:43
  just
• 35:43
  in
• 35:44
  the
• 35:44
  environment
• 35:44
  we're
• 35:44
  creating,
• 35:45
  but
• 35:45
  in
• 35:45
  the
• 35:46
  young
• 35:46
  learner
• 35:47
  about
• 35:47
  what
• 35:47
  they
• 35:48
  need.
• 35:48
  And
• 35:50
  that's,
• 35:51
  it's
• 35:52
  like
• 35:52
  a
• 35:52
  subtle
• 35:52
  shift.
• 35:53
  We
• 35:53
  think
• 35:53
  that
• 35:53
  the
• 35:54
  policy
• 35:54
  is
• 35:54
  going
• 35:55
  to
• 35:55
  solve
• 35:55
  the
• 35:55
  issue,
• 35:55
  even
• 35:56
  though
• 35:56
  the
• 35:56
  policy
• 35:57
  might
• 35:57
  be
• 35:57
  necessary,
• 35:58
  like
• 35:58
  a
• 35:59
  personal
• 35:59
  device
• 36:00
  and
• 36:00
  the
• 36:00
  distractions
• 36:01
  it
• 36:01
  creates.
• 36:02
  But
• 36:02
  then
• 36:03
  we
• 36:03
  continue
• 36:03
  teaching
• 36:04
  the
• 36:04
  same
• 36:04
  way
• 36:04
  we
• 36:05
  were
• 36:05
  before.
• 36:05
  Two
• 36:06
  words.
• 36:06
  You
• 36:06
  said
• 36:08
  adaptive
• 36:09
  is
• 36:10
  the
• 36:10
  first
• 36:10
  one.
• 36:11
  And
• 36:11
  I've
• 36:11
  heard
• 36:12
  that
• 36:12
  a
• 36:13
  couple
• 36:13
  of
• 36:13
  times
• 36:13
  throughout
• 36:14
  the
• 36:14
  conversation.
• 36:16
  You
• 36:16
  know,
• 36:16
  we
• 36:16
  talk
• 36:17
  about
• 36:17
  adaptive
• 36:18
  learning,
• 36:18
  right?
• 36:19
  That
• 36:20
  we
• 36:20
  need
• 36:20
  to
• 36:21
  be
• 36:21
  able
• 36:22
  to
• 36:22
  make
• 36:23
  these
• 36:23
  shifts
• 36:24
  and
• 36:24
  to
• 36:26
  be
• 36:26
  able
• 36:27
  to
• 36:27
  adjust
• 36:28
  based
• 36:29
  on
• 36:30
  what
• 36:31
  learners
• 36:31
  need.
• 36:33
  We
• 36:33
  say
• 36:34
  it,
• 36:34
  it's
• 36:34
  a
• 36:34
  really
• 36:34
  great
• 36:35
  theory,
• 36:36
  but
• 36:36
  I'm
• 36:36
  not
• 36:37
  sure
• 36:37
  it
• 36:37
  always
• 36:37
  happens.
• 36:38
  Right.
• 36:39
  And
• 36:40
  then
• 36:40
  the
• 36:40
  other
• 36:40
  thing,
• 36:41
  and
• 36:41
  I
• 36:41
  think
• 36:42
  you
• 36:42
  touched
• 36:43
  a
• 36:43
  little
• 36:43
  bit
• 36:43
  on
• 36:43
  it
• 36:44
  and
• 36:44
  you
• 36:45
  know,
• 36:45
  certainly
• 36:45
  I
• 36:45
  want
• 36:46
  you
• 36:46
  to
• 36:46
  continue
• 36:46
  to
• 36:47
  expound
• 36:47
  on
• 36:47
  your
• 36:48
  question,
• 36:48
  but
• 36:49
  advocacy
• 36:50
  was
• 36:50
  kind
• 36:50
  of
• 36:51
  weighted
• 36:51
  in
• 36:51
  there
• 36:52
  as
• 36:52
  well.
• 36:53
  Teaching
• 36:53
  students
• 36:54
  how
• 36:54
  to
• 36:54
  advocate
• 36:56
  for
• 36:56
  their
• 36:56
  needs.
• 36:57
  And
• 36:58
  for
• 36:59
  me
• 36:59
  to
• 37:00
  feel
• 37:00
  like
• 37:00
  I'm
• 37:01
  in
• 37:01
  a
• 37:01
  risk
• 37:02
  free
• 37:02
  learning
• 37:03
  environment
• 37:04
  to
• 37:04
  say
• 37:04
  to
• 37:04
  you,
• 37:05
  hey,
• 37:05
  Mr.
• 37:06
  Michael,
• 37:07
  I
• 37:07
  learned
• 37:08
  best
• 37:09
  this
• 37:09
  way.
• 37:10
  And
• 37:11
  instead
• 37:11
  of
• 37:11
  that
• 37:12
  being
• 37:12
  seen
• 37:13
  as
• 37:13
  little
• 37:14
  Shavita
• 37:14
  being
• 37:14
  confrontational,
• 37:16
  you
• 37:16
  understand
• 37:16
  that
• 37:17
  and
• 37:17
  you
• 37:17
  work
• 37:17
  with
• 37:18
  me
• 37:18
  to
• 37:19
  make
• 37:19
  that
• 37:19
  accommodation
• 37:20
  or
• 37:21
  to
• 37:21
  support
• 37:22
  my
• 37:22
  learning
• 37:22
  in
• 37:23
  that
• 37:23
  way
• 37:24
  that
• 37:24
  you,
• 37:25
  myself,
• 37:26
  my
• 37:26
  parents,
• 37:27
  have
• 37:27
  been
• 37:27
  a
• 37:28
  part
• 37:28
  of
• 37:28
  this
• 37:28
  team
• 37:29
  to
• 37:29
  design
• 37:30
  what
• 37:30
  my
• 37:30
  learning
• 37:31
  needs
• 37:31
  to
• 37:31
  look
• 37:31
  like.
• 37:32
  Like,
• 37:32
  I
• 37:33
  feel
• 37:33
  like
• 37:33
  that
• 37:33
  is
• 37:33
  the
• 37:34
  most
• 37:34
  empowering
• 37:36
  learning
• 37:36
  environment
• 37:37
  we
• 37:37
  can
• 37:38
  create
• 37:38
  for
• 37:38
  kids.
• 37:40
  And
• 37:40
  so
• 37:42
  it
• 37:42
  is
• 37:42
  about
• 37:43
  an
• 37:43
  ongoing
• 37:44
  work
• 37:45
  that
• 37:45
  this
• 37:46
  is
• 37:46
  not
• 37:46
  just
• 37:47
  about.
• 37:47
  Yeah,
• 37:48
  okay,
• 37:49
  we
• 37:49
  had
• 37:49
  a
• 37:49
  meeting,
• 37:50
  we
• 37:50
  talked
• 37:50
  about
• 37:50
  it.
• 37:51
  We're
• 37:51
  going
• 37:51
  to
• 37:51
  do
• 37:51
  X,
• 37:52
  Y
• 37:52
  and
• 37:52
  Z
• 37:52
  and
• 37:52
  then
• 37:53
  she's
• 37:53
  going
• 37:53
  to
• 37:53
  be
• 37:54
  great.
• 37:54
  It
• 37:54
  is
• 37:55
  an
• 37:55
  ongoing
• 37:56
  process
• 37:56
  because
• 37:57
  you
• 37:57
  realize
• 37:57
  that
• 37:58
  as
• 37:58
  I
• 37:59
  continue
• 37:59
  to
• 38:00
  grow
• 38:00
  and
• 38:01
  to
• 38:01
  become
• 38:01
  self
• 38:02
  aware
• 38:03
  that
• 38:03
  I
• 38:04
  am
• 38:04
  learning
• 38:05
  different
• 38:05
  ways
• 38:06
  or
• 38:06
  different
• 38:06
  things,
• 38:07
  that
• 38:07
  I
• 38:07
  need
• 38:07
  to
• 38:08
  support
• 38:08
  me
• 38:08
  as
• 38:08
  a
• 38:09
  learner.
• 38:09
  And
• 38:09
  I
• 38:09
  think
• 38:10
  that
• 38:10
  that
• 38:10
  conversation
• 38:11
  should
• 38:11
  be
• 38:12
  encouraged
• 38:12
  more
• 38:13
  and
• 38:13
  not
• 38:13
  discouraged.
• 38:14
  Sometimes
• 38:15
  we
• 38:15
  hear
• 38:15
  it
• 38:15
  and
• 38:16
  we
• 38:16
  tune
• 38:16
  it
• 38:17
  out.
• 38:17
  And
• 38:18
  I
• 38:19
  think
• 38:19
  that
• 38:19
  that
• 38:19
  is
• 38:20
  the
• 38:20
  most,
• 38:23
  I
• 38:23
  think
• 38:24
  that
• 38:24
  is
• 38:24
  difficult
• 38:25
  for
• 38:26
  children,
• 38:26
  especially
• 38:27
  our
• 38:27
  older
• 38:27
  children
• 38:28
  in
• 38:28
  middle
• 38:28
  school
• 38:28
  and
• 38:28
  high
• 38:29
  school,
• 38:29
  because
• 38:30
  now
• 38:30
  I
• 38:30
  work
• 38:30
  with
• 38:30
  middle
• 38:31
  school
• 38:31
  and
• 38:31
  high
• 38:31
  schoolers
• 38:32
  as
• 38:32
  well.
• 38:33
  And
• 38:33
  I
• 38:33
  see
• 38:33
  that,
• 38:34
  that
• 38:34
  when
• 38:35
  they
• 38:35
  push
• 38:35
  back,
• 38:36
  it's
• 38:36
  seen
• 38:37
  as
• 38:38
  being
• 38:38
  threatening,
• 38:40
  opposed
• 38:40
  to
• 38:40
  being
• 38:41
  the
• 38:41
  opportunity
• 38:41
  to
• 38:42
  have.
• 38:42
  A
• 38:42
  conversation
• 38:43
  and
• 38:43
  they're
• 38:44
  doing
• 38:44
  exactly
• 38:44
  what
• 38:45
  we're
• 38:46
  needing
• 38:46
  them
• 38:46
  to
• 38:46
  do.
• 38:47
  They're
• 38:47
  becoming
• 38:48
  more
• 38:48
  and
• 38:48
  more
• 38:48
  aware
• 38:49
  about
• 38:49
  their
• 38:49
  specific
• 38:50
  needs
• 38:50
  as
• 38:50
  learners.
• 38:51
  Isn't
• 38:51
  that
• 38:51
  an
• 38:52
  essential
• 38:52
  quality
• 38:52
  of
• 38:52
  a
• 38:53
  lifelong
• 38:53
  learner?
• 38:54
  Before
• 38:54
  we
• 38:54
  move
• 38:55
  off
• 38:55
  this,
• 38:57
  I
• 38:57
  want
• 38:57
  to
• 38:57
  deep
• 38:58
  drill
• 38:58
  this
• 38:58
  just
• 38:59
  a
• 38:59
  little
• 38:59
  bit
• 38:59
  because.
• 39:01
  And
• 39:01
  I
• 39:01
  want
• 39:02
  to
• 39:02
  actually
• 39:03
  map
• 39:03
  it
• 39:03
  back,
• 39:03
  Dr.
• 39:04
  West,
• 39:04
  to
• 39:04
  your
• 39:05
  research
• 39:05
  around
• 39:06
  the
• 39:07
  differences
• 39:07
  in
• 39:08
  the
• 39:08
  stigma
• 39:09
  around
• 39:09
  the
• 39:10
  ask
• 39:10
  and
• 39:10
  risk
• 39:11
  free
• 39:11
  areas
• 39:12
  and
• 39:12
  zones
• 39:12
  for
• 39:14
  boys
• 39:14
  of
• 39:14
  color
• 39:15
  in
• 39:16
  comparison
• 39:17
  to
• 39:18
  their
• 39:19
  white
• 39:19
  or
• 39:20
  other
• 39:20
  counterparts.
• 39:22
  I
• 39:22
  know
• 39:22
  that
• 39:22
  you've
• 39:23
  done
• 39:23
  some
• 39:24
  work
• 39:24
  in
• 39:24
  that
• 39:25
  and
• 39:25
  I
• 39:25
  want
• 39:25
  to
• 39:26
  actually
• 39:27
  ask
• 39:27
  you
• 39:27
  to
• 39:27
  lift
• 39:27
  some
• 39:28
  insights
• 39:29
  on
• 39:29
  the
• 39:29
  disparities
• 39:30
  that
• 39:30
  you
• 39:31
  found
• 39:31
  in
• 39:31
  your
• 39:31
  research.
• 39:32
  Yeah.
• 39:34
  You
• 39:34
  know,
• 39:34
  ironically,
• 39:36
  not
• 39:36
  only
• 39:37
  through
• 39:37
  research,
• 39:37
  but
• 39:38
  through
• 39:38
  observation
• 39:39
  as
• 39:39
  well.
• 39:40
  We
• 39:40
  tend
• 39:41
  to.
• 39:42
  It's
• 39:42
  very
• 39:42
  skewed
• 39:43
  in
• 39:44
  how
• 39:44
  we
• 39:44
  respond
• 39:44
  to
• 39:45
  certain
• 39:45
  behaviors
• 39:46
  that
• 39:46
  are
• 39:46
  mimicked
• 39:47
  in
• 39:47
  the
• 39:47
  classroom.
• 39:48
  A
• 39:49
  student
• 39:49
  of
• 39:50
  color,
• 39:50
  boy
• 39:50
  of
• 39:50
  color,
• 39:51
  who
• 39:51
  is
• 39:52
  tapping
• 39:52
  on
• 39:52
  their
• 39:53
  desk.
• 39:53
  Right.
• 39:54
  And
• 39:54
  because
• 39:55
  they
• 39:56
  need
• 39:56
  that
• 39:57
  to
• 39:57
  stay
• 39:57
  focused,
• 39:58
  there
• 39:59
  are
• 39:59
  some
• 39:59
  cultural
• 39:59
  expressions
• 40:00
  that
• 40:01
  we
• 40:01
  tend
• 40:01
  to
• 40:01
  ignore
• 40:02
  in
• 40:02
  the
• 40:02
  classroom
• 40:03
  that
• 40:03
  are
• 40:04
  so
• 40:04
  significant
• 40:05
  to
• 40:05
  who
• 40:06
  boys
• 40:07
  of
• 40:07
  color
• 40:07
  just
• 40:07
  are,
• 40:08
  what
• 40:09
  they
• 40:09
  bring
• 40:09
  with
• 40:09
  them
• 40:10
  when
• 40:10
  they
• 40:10
  come
• 40:10
  to
• 40:10
  the
• 40:11
  classroom.
• 40:12
  And
• 40:12
  instead
• 40:12
  of
• 40:13
  seeing
• 40:13
  that
• 40:14
  as
• 40:15
  a
• 40:16
  means
• 40:16
  to
• 40:16
  help
• 40:17
  self
• 40:17
  regulate
• 40:18
  and
• 40:18
  help
• 40:18
  a
• 40:18
  student
• 40:19
  focus,
• 40:19
  it's
• 40:19
  a
• 40:20
  distraction
• 40:21
  and
• 40:21
  you
• 40:21
  need
• 40:22
  to
• 40:23
  somehow
• 40:23
  be
• 40:25
  either
• 40:25
  corrected
• 40:26
  for
• 40:26
  it
• 40:27
  and
• 40:27
  in
• 40:27
  some
• 40:27
  cases
• 40:28
  you're
• 40:28
  penalized
• 40:29
  for
• 40:29
  it.
• 40:30
  A
• 40:31
  white
• 40:32
  student
• 40:32
  could
• 40:32
  be
• 40:33
  doing
• 40:33
  the
• 40:33
  same
• 40:34
  thing
• 40:34
  and
• 40:35
  it,
• 40:36
  you
• 40:36
  know,
• 40:37
  tends
• 40:37
  to
• 40:38
  unignored
• 40:40
  that
• 40:40
  it's,
• 40:41
  you
• 40:41
  know,
• 40:41
  just
• 40:41
  little
• 40:42
  Johnny
• 40:43
  being
• 40:43
  Johnny.
• 40:44
  And
• 40:44
  that
• 40:45
  is
• 40:45
  a
• 40:46
  huge,
• 40:48
  it's
• 40:49
  disparaging
• 40:50
  but
• 40:50
  it's
• 40:50
  also
• 40:51
  very
• 40:51
  discouraging.
• 40:54
  Research
• 40:54
  talks
• 40:55
  about
• 40:56
  creating
• 40:57
  this
• 40:57
  welcoming
• 40:58
  environment
• 40:58
  for
• 40:59
  students
• 40:59
  and
• 40:59
  how
• 41:00
  oftentimes
• 41:01
  boys
• 41:01
  of
• 41:02
  color
• 41:03
  feel
• 41:04
  like
• 41:04
  they
• 41:04
  less
• 41:05
  belong
• 41:05
  in
• 41:06
  a
• 41:06
  classroom
• 41:07
  because
• 41:09
  of
• 41:09
  their
• 41:11
  attributes,
• 41:11
  what
• 41:12
  they
• 41:12
  bring
• 41:12
  and
• 41:13
  how
• 41:13
  they're
• 41:13
  often
• 41:14
  overlooked
• 41:14
  or
• 41:15
  they
• 41:15
  feel
• 41:15
  unseen
• 41:16
  and
• 41:16
  in
• 41:17
  some
• 41:17
  cases
• 41:17
  feel
• 41:18
  unheard
• 41:19
  in
• 41:19
  the
• 41:19
  classroom
• 41:20
  environment.
• 41:21
  And
• 41:22
  those
• 41:22
  parallels
• 41:23
  are
• 41:24
  there.
• 41:24
  Like
• 41:24
  we
• 41:25
  could
• 41:25
  talk
• 41:25
  about
• 41:25
  that
• 41:26
  all
• 41:27
  morning.
• 41:29
  The
• 41:29
  little
• 41:29
  boy
• 41:30
  who
• 41:31
  is.
• 41:32
  Who's
• 41:32
  pretty
• 41:33
  talkative.
• 41:34
  Right.
• 41:34
  I
• 41:34
  like
• 41:35
  to
• 41:35
  talk,
• 41:35
  I
• 41:35
  like
• 41:35
  to
• 41:35
  tell
• 41:36
  jokes.
• 41:37
  And
• 41:38
  that's
• 41:38
  seen
• 41:38
  as
• 41:39
  disruptive
• 41:39
  and
• 41:40
  annoying.
• 41:41
  But
• 41:41
  a
• 41:41
  student
• 41:42
  of
• 41:42
  a
• 41:42
  different
• 41:42
  you
• 41:43
  does
• 41:43
  the
• 41:44
  same
• 41:44
  thing
• 41:44
  and
• 41:45
  she's
• 41:45
  outgoing
• 41:46
  or
• 41:47
  you
• 41:47
  know,
• 41:47
  oh,
• 41:48
  he's
• 41:48
  so
• 41:48
  funny.
• 41:49
  Those
• 41:49
  parallels
• 41:50
  are
• 41:52
  so
• 41:52
  frequent
• 41:53
  now
• 41:54
  that
• 41:56
  you
• 41:56
  know
• 41:57
  it.
• 41:57
  It's
• 41:58
  become
• 41:58
  a
• 41:59
  way
• 41:59
  of
• 42:00
  just
• 42:00
  how
• 42:01
  we've
• 42:01
  seen
• 42:01
  this
• 42:02
  system
• 42:02
  work.
• 42:03
  And
• 42:03
  it
• 42:03
  is
• 42:05
  disparity.
• 42:07
  There
• 42:07
  is
• 42:08
  a
• 42:08
  huge
• 42:08
  alignment
• 42:09
  to
• 42:10
  what
• 42:10
  we
• 42:10
  ultimately
• 42:11
  see
• 42:12
  as
• 42:12
  the
• 42:12
  success
• 42:13
  students
• 42:14
  who
• 42:14
  are
• 42:14
  successful
• 42:15
  in
• 42:16
  school
• 42:16
  who
• 42:17
  continue
• 42:17
  to
• 42:18
  thrive
• 42:18
  academically.
• 42:19
  The
• 42:19
  learning
• 42:20
  environment
• 42:21
  has
• 42:21
  a
• 42:21
  lot
• 42:22
  to
• 42:22
  do
• 42:22
  with
• 42:22
  that.
• 42:23
  And
• 42:23
  I
• 42:23
  feel
• 42:24
  like
• 42:24
  the
• 42:25
  biggest
• 42:26
  reasons
• 42:27
  that
• 42:28
  are
• 42:28
  one
• 42:28
  of
• 42:28
  the
• 42:28
  main
• 42:29
  reasons
• 42:29
  why
• 42:29
  that
• 42:30
  happens
• 42:30
  is
• 42:31
  because
• 42:31
  we
• 42:31
  don't
• 42:32
  recognize
• 42:33
  those
• 42:33
  cultural
• 42:34
  expressions
• 42:34
  that
• 42:35
  kids
• 42:35
  bring
• 42:35
  into
• 42:35
  the
• 42:35
  classroom
• 42:36
  room.
• 42:36
  Yeah,
• 42:37
  I
• 42:37
  was
• 42:37
  thinking
• 42:38
  about,
• 42:38
  you
• 42:38
  know,
• 42:38
  all
• 42:39
  of
• 42:39
  this,
• 42:39
  this
• 42:40
  work
• 42:40
  in
• 42:40
  this
• 42:40
  conversation
• 42:41
  about
• 42:42
  understanding
• 42:43
  each
• 42:44
  of
• 42:44
  our.
• 42:45
  Of
• 42:45
  our
• 42:45
  learners
• 42:46
  and
• 42:46
  within
• 42:47
  this
• 42:48
  kind
• 42:48
  of
• 42:48
  ecosystem
• 42:49
  of
• 42:49
  a
• 42:49
  classroom
• 42:50
  and
• 42:50
  how
• 42:51
  if
• 42:51
  we
• 42:51
  just
• 42:52
  expand
• 42:52
  out
• 42:52
  a
• 42:53
  bit
• 42:53
  and
• 42:53
  think
• 42:54
  about
• 42:55
  as
• 42:55
  we're
• 42:55
  creating
• 42:56
  these
• 42:56
  safe
• 42:57
  spaces
• 42:57
  for
• 42:58
  individual
• 42:58
  students,
• 42:59
  their
• 43:00
  classmates
• 43:01
  are
• 43:01
  seeing
• 43:02
  that.
• 43:02
  So
• 43:03
  you.
• 43:03
  You
• 43:04
  start
• 43:04
  to.
• 43:05
  To
• 43:05
  really
• 43:07
  nurture
• 43:08
  this
• 43:08
  sense
• 43:08
  of
• 43:10
  acceptance,
• 43:11
  of
• 43:11
  belonging,
• 43:12
  of
• 43:13
  safe,
• 43:14
  of
• 43:14
  not
• 43:15
  judging
• 43:16
  because
• 43:16
  somebody
• 43:17
  needs
• 43:17
  something
• 43:17
  different.
• 43:19
  So
• 43:19
  I
• 43:19
  take
• 43:20
  that
• 43:20
  as
• 43:20
  a
• 43:21
  human,
• 43:21
  into
• 43:22
  other
• 43:23
  spaces
• 43:23
  in
• 43:24
  which
• 43:24
  I
• 43:24
  exist.
• 43:25
  So
• 43:25
  our
• 43:26
  work
• 43:26
  with
• 43:26
  each
• 43:27
  student,
• 43:28
  with
• 43:29
  these
• 43:29
  sensory
• 43:30
  sensitivities
• 43:31
  as
• 43:31
  we're
• 43:31
  talking
• 43:32
  about,
• 43:32
  then
• 43:33
  just
• 43:33
  leads
• 43:34
  to
• 43:34
  ultimately
• 43:36
  other
• 43:36
  students
• 43:37
  understanding
• 43:39
  that
• 43:39
  as
• 43:40
  humans,
• 43:40
  we're
• 43:41
  all
• 43:41
  wired
• 43:42
  different,
• 43:42
  we
• 43:42
  all
• 43:42
  need
• 43:43
  different
• 43:43
  things.
• 43:44
  And
• 43:44
  that's
• 43:44
  okay.
• 43:45
  Absolutely.
• 43:46
  Absolutely.
• 43:47
  Kathy.
• 43:48
  I
• 43:48
  think
• 43:49
  that
• 43:49
  is
• 43:51
  certainly
• 43:52
  the
• 43:52
  goal
• 43:53
  is
• 43:54
  to
• 43:54
  create
• 43:55
  those
• 43:56
  safe
• 43:57
  learning
• 43:57
  environments
• 43:58
  that
• 43:58
  are
• 43:59
  risk
• 43:59
  free
• 44:00
  and
• 44:00
  that
• 44:00
  allow
• 44:01
  students
• 44:01
  to
• 44:01
  be
• 44:02
  comfortable
• 44:03
  with
• 44:03
  who
• 44:03
  they
• 44:03
  are.
• 44:06
  Unfortunately,
• 44:07
  the
• 44:07
  opposite
• 44:08
  of
• 44:08
  that
• 44:08
  becomes
• 44:08
  true
• 44:09
  in
• 44:09
  learning
• 44:10
  spaces
• 44:11
  where
• 44:12
  certain
• 44:13
  students
• 44:13
  are
• 44:13
  singled
• 44:14
  out
• 44:14
  because
• 44:15
  of
• 44:15
  those
• 44:15
  differences.
• 44:16
  And
• 44:16
  so
• 44:17
  the
• 44:17
  mindset
• 44:18
  of
• 44:18
  the
• 44:19
  classroom
• 44:20
  shifts
• 44:20
  to
• 44:22
  he's
• 44:22
  always
• 44:22
  like
• 44:23
  that,
• 44:23
  or
• 44:24
  he's
• 44:24
  just
• 44:25
  different
• 44:25
  like
• 44:25
  that.
• 44:26
  And
• 44:26
  that's
• 44:27
  seen
• 44:27
  as
• 44:27
  a
• 44:27
  negative,
• 44:28
  not
• 44:28
  a
• 44:28
  positive.
• 44:29
  And,
• 44:30
  you
• 44:30
  know,
• 44:30
  again,
• 44:30
  I
• 44:30
  shift
• 44:31
  back
• 44:31
  to
• 44:32
  how
• 44:32
  we're
• 44:33
  training
• 44:35
  our
• 44:35
  staffs
• 44:36
  to
• 44:37
  be
• 44:37
  aware
• 44:38
  and
• 44:39
  how
• 44:39
  to
• 44:40
  respond
• 44:41
  in
• 44:42
  situations
• 44:43
  where
• 44:43
  we
• 44:43
  see
• 44:44
  certain
• 44:45
  behaviors
• 44:46
  being
• 44:46
  displayed
• 44:47
  that
• 44:47
  we
• 44:48
  pause,
• 44:48
  we
• 44:49
  take
• 44:49
  an
• 44:49
  opportunity
• 44:50
  to,
• 44:51
  you
• 44:52
  know,
• 44:53
  observe
• 44:53
  what
• 44:54
  we
• 44:54
  see,
• 44:55
  to
• 44:56
  collaborate
• 44:58
  and
• 44:58
  figure
• 44:59
  out
• 44:59
  how
• 45:00
  we
• 45:00
  meet
• 45:00
  those
• 45:01
  needs
• 45:01
  without
• 45:02
  naming
• 45:03
  and
• 45:03
  identifying
• 45:04
  certain
• 45:04
  behaviors
• 45:05
  and
• 45:05
  attaching
• 45:06
  those
• 45:07
  to
• 45:07
  kids,
• 45:07
  because
• 45:08
  those
• 45:08
  become
• 45:09
  stigmas
• 45:09
  that
• 45:10
  are
• 45:10
  really
• 45:11
  hard
• 45:11
  for
• 45:12
  them
• 45:12
  to
• 45:14
  outlive.
• 45:15
  I
• 45:15
  know
• 45:16
  Grant
• 45:16
  knows.
• 45:16
  I
• 45:16
  had
• 45:17
  a
• 45:17
  son
• 45:17
  who
• 45:18
  was
• 45:18
  adhd,
• 45:20
  diagnosed
• 45:20
  ADHD
• 45:21
  actually,
• 45:21
  when
• 45:22
  he
• 45:22
  was
• 45:22
  three.
• 45:23
  And,
• 45:24
  you
• 45:24
  know,
• 45:24
  as
• 45:24
  he
• 45:25
  continued
• 45:25
  to
• 45:25
  move
• 45:26
  through
• 45:26
  the
• 45:26
  education
• 45:27
  system,
• 45:28
  there
• 45:28
  was
• 45:28
  always
• 45:29
  this
• 45:29
  high
• 45:29
  level
• 45:30
  of
• 45:30
  advocacy
• 45:31
  from
• 45:31
  me
• 45:32
  as
• 45:32
  a
• 45:32
  parent
• 45:33
  that
• 45:33
  I
• 45:33
  didn't
• 45:33
  want
• 45:33
  him,
• 45:34
  I
• 45:34
  didn't
• 45:34
  want
• 45:34
  him
• 45:35
  to
• 45:35
  be
• 45:35
  treated
• 45:36
  differently.
• 45:37
  And,
• 45:38
  you
• 45:38
  know,
• 45:38
  I
• 45:39
  wanted
• 45:39
  him
• 45:39
  to
• 45:39
  learn
• 45:40
  adaptive
• 45:40
  skills
• 45:41
  in
• 45:41
  the
• 45:41
  classroom.
• 45:42
  But
• 45:43
  every
• 45:43
  conference,
• 45:44
  you
• 45:44
  know,
• 45:45
  we
• 45:45
  tend
• 45:45
  to
• 45:45
  reference
• 45:46
  that
• 45:46
  he
• 45:46
  was
• 45:46
  adhd.
• 45:47
  And
• 45:48
  I'm
• 45:48
  like,
• 45:48
  okay,
• 45:49
  you
• 45:49
  know,
• 45:49
  that's,
• 45:50
  that's,
• 45:51
  that's
• 45:52
  a
• 45:52
  part
• 45:53
  of
• 45:55
  the
• 45:55
  diagnosis,
• 45:56
  but
• 45:56
  it's
• 45:56
  not
• 45:56
  who
• 45:57
  he
• 45:57
  is,
• 45:58
  and
• 45:58
  this
• 45:59
  is
• 45:59
  not
• 46:00
  him.
• 46:01
  And
• 46:01
  so
• 46:02
  teaching
• 46:03
  him
• 46:03
  too,
• 46:04
  how
• 46:05
  to
• 46:05
  develop
• 46:05
  coping
• 46:06
  skills
• 46:06
  in
• 46:07
  the
• 46:07
  classroom
• 46:08
  and
• 46:09
  how
• 46:09
  to
• 46:09
  self
• 46:09
  advocate
• 46:10
  was
• 46:10
  very
• 46:10
  important
• 46:11
  for
• 46:11
  me
• 46:11
  as
• 46:11
  a
• 46:12
  parent,
• 46:12
  but
• 46:12
  it
• 46:13
  was
• 46:13
  also
• 46:13
  important
• 46:13
  for
• 46:14
  me
• 46:14
  as
• 46:14
  a
• 46:14
  parent.
• 46:15
  And
• 46:15
  I
• 46:15
  guess
• 46:16
  the
• 46:16
  benefit
• 46:16
  of
• 46:16
  being
• 46:16
  an
• 46:17
  educator
• 46:18
  is
• 46:18
  to
• 46:18
  teach
• 46:19
  those
• 46:20
  who
• 46:20
  were
• 46:20
  working
• 46:20
  with
• 46:21
  my
• 46:21
  son
• 46:22
  exactly
• 46:22
  the
• 46:22
  same
• 46:23
  thing.
• 46:23
  You
• 46:23
  know,
• 46:24
  how
• 46:24
  to
• 46:24
  accept
• 46:25
  his
• 46:25
  self
• 46:25
  advocacy,
• 46:26
  how
• 46:27
  to
• 46:27
  have,
• 46:28
  you
• 46:28
  know,
• 46:28
  clear
• 46:29
  expectations
• 46:29
  from
• 46:30
  him
• 46:30
  that
• 46:31
  are
• 46:31
  not
• 46:31
  watered
• 46:32
  down
• 46:32
  because
• 46:33
  of
• 46:35
  the
• 46:35
  diagnosis,
• 46:37
  but
• 46:37
  that
• 46:37
  he
• 46:38
  was
• 46:38
  clearly
• 46:38
  able
• 46:39
  to
• 46:39
  achieve
• 46:39
  and
• 46:40
  achieve
• 46:40
  at
• 46:40
  high
• 46:40
  levels
• 46:41
  and
• 46:41
  to
• 46:42
  hold
• 46:42
  people
• 46:42
  accountable
• 46:43
  for
• 46:43
  that.
• 46:45
  I
• 46:45
  always
• 46:46
  say
• 46:48
  kids
• 46:48
  who
• 46:48
  have
• 46:49
  parents
• 46:49
  who
• 46:49
  are
• 46:50
  educators
• 46:50
  are
• 46:51
  blessed
• 46:51
  and
• 46:51
  purse
• 46:52
  right,
• 46:53
  we
• 46:53
  go
• 46:54
  off
• 46:55
  the
• 46:55
  top
• 46:55
  to
• 46:55
  make
• 46:56
  sure
• 46:56
  our
• 46:56
  kids
• 46:56
  have
• 46:56
  what
• 46:57
  they
• 46:57
  need.
• 46:57
  But
• 46:58
  that
• 46:58
  should
• 46:58
  not
• 46:59
  be
• 46:59
  the
• 46:59
  case
• 46:59
  because
• 47:00
  the
• 47:00
  kids
• 47:00
  who
• 47:00
  don't
• 47:00
  have
• 47:01
  it,
• 47:01
  what
• 47:01
  does
• 47:02
  home
• 47:02
  look
• 47:02
  like
• 47:02
  for
• 47:02
  them?
• 47:03
  And
• 47:04
  that's
• 47:04
  really
• 47:05
  what
• 47:07
  I'm
• 47:07
  trying
• 47:08
  to
• 47:08
  convey
• 47:10
  in
• 47:10
  my
• 47:10
  research,
• 47:11
  in
• 47:12
  my
• 47:12
  writing,
• 47:13
  is
• 47:13
  that
• 47:14
  we
• 47:14
  really
• 47:15
  do
• 47:15
  have
• 47:15
  to
• 47:15
  have
• 47:16
  a
• 47:16
  system
• 47:17
  that
• 47:17
  is
• 47:18
  ever
• 47:18
  evolving
• 47:19
  but
• 47:19
  very
• 47:20
  aware
• 47:21
  that
• 47:21
  people,
• 47:22
  our
• 47:22
  students,
• 47:23
  come
• 47:23
  to
• 47:23
  our
• 47:23
  classrooms
• 47:25
  different,
• 47:26
  they
• 47:26
  have
• 47:26
  different
• 47:26
  needs
• 47:27
  and
• 47:28
  that
• 47:28
  we
• 47:28
  have
• 47:28
  to
• 47:28
  be
• 47:29
  responsive
• 47:29
  to
• 47:30
  that
• 47:30
  in
• 47:31
  a
• 47:31
  way
• 47:31
  that
• 47:31
  allows
• 47:32
  them
• 47:32
  to
• 47:32
  be
• 47:32
  comfortable
• 47:33
  with
• 47:33
  who
• 47:33
  they
• 47:33
  are
• 47:34
  and
• 47:34
  ensuring
• 47:35
  that
• 47:35
  we're
• 47:35
  doing
• 47:36
  everything
• 47:36
  that
• 47:36
  we
• 47:37
  can
• 47:38
  to
• 47:38
  help
• 47:39
  them
• 47:39
  thrive
• 47:39
  and
• 47:40
  to
• 47:40
  be
• 47:40
  successful.
• 47:47
  And
• 47:47
  that's
• 47:47
  a
• 47:47
  wrap
• 47:48
  of
• 47:48
  episode
• 47:48
  8
• 47:49
  in
• 47:49
  this
• 47:49
  season
• 47:50
  of
• 47:50
  the
• 47:50
  Wheelhouse.
• 47:51
  A
• 47:51
  special
• 47:52
  thank
• 47:52
  you
• 47:52
  to
• 47:52
  Dr.
• 47:53
  Shavita
• 47:53
  West,
• 47:54
  President
• 47:54
  of
• 47:55
  SL
• 47:55
  West
• 47:55
  Consulting.
• 47:57
  Are
• 47:57
  you
• 47:57
  a
• 47:57
  like
• 47:58
  minded
• 47:58
  educator
• 47:58
  who's
• 47:59
  committed
• 47:59
  to
• 47:59
  promoting
• 48:00
  hope?
• 48:01
  Subscribe
• 48:01
  to
• 48:01
  our
• 48:02
  all
• 48:02
  new
• 48:02
  Wheelhouse
• 48:03
  newsletter
• 48:04
  at
• 48:04
  the
• 48:04
  Wheelhouse
• 48:05
  Substack.
• 48:09
  We
• 48:09
  really
• 48:09
  do
• 48:09
  want
• 48:10
  to
• 48:10
  hear
• 48:10
  from
• 48:10
  you
• 48:10
  and
• 48:10
  we
• 48:11
  hope
• 48:11
  you'll
• 48:11
  subscribe
• 48:12
  to
• 48:12
  our
• 48:12
  all
• 48:12
  new
• 48:13
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• 48:14
  newsletter.
• 48:15
  The
• 48:15
  Wheelhouse
• 48:16
  is
• 48:16
  a
• 48:16
  production
• 48:16
  of
• 48:16
  Students
• 48:17
  Matter
• 48:17
  LLC.
• 48:18
  New
• 48:19
  episodes
• 48:19
  of
• 48:19
  season
• 48:20
  nine
• 48:20
  will
• 48:20
  drop
• 48:21
  every
• 48:21
  Tuesday
• 48:21
  beginning
• 48:22
  February
• 48:22
  25th
• 48:23
  and
• 48:24
  now
• 48:24
  continuing
• 48:25
  through
• 48:25
  May
• 48:26
  13th.
• 48:26
  Our
• 48:27
  show's
• 48:27
  theme
• 48:27
  music,
• 48:27
  off
• 48:28
  We
• 48:28
  Go,
• 48:28
  was
• 48:28
  written
• 48:28
  and
• 48:29
  performed
• 48:29
  by
• 48:29
  Cody
• 48:29
  Martin
• 48:30
  and
• 48:30
  obtained
• 48:31
  through
• 48:31
  soundstripe.com.
• 48:32
  you
• 48:33
  can
• 48:33
  find
• 48:33
  me
• 48:33
  on
• 48:33
  LinkedIn
• 48:34
  and
• 48:34
  Bluesky.
• 48:35
  And
• 48:35
  of
• 48:35
  course
• 48:36
  stop
• 48:36
  by
• 48:36
  our
• 48:36
  website
• 48:37
  and
• 48:37
  check
• 48:37
  out
• 48:38
  what
• 48:38
  we
• 48:38
  have
• 48:38
  to
• 48:38
  offer
• 48:39
  at
• 48:39
  www.
• 48:40
  Ourstudentsmatter.org.
• 48:43
  you
• 48:44
  can
• 48:44
  subscribe
• 48:44
  to
• 48:45
  this
• 48:45
  podcast
• 48:45
  on
• 48:46
  either
• 48:46
  itunes,
• 48:47
  Spotify
• 48:48
  or
• 48:48
  wherever
• 48:49
  you
• 48:49
  listen
• 48:49
  to
• 48:49
  podcasts.
• 48:50
  And
• 48:50
  I
• 48:50
  hope
• 48:50
  you'll
• 48:51
  join
• 48:51
  us
• 48:51
  over
• 48:51
  on
• 48:52
  Substack
• 48:52
  where
• 48:53
  you
• 48:53
  can
• 48:53
  join
• 48:54
  our
• 48:54
  community
• 48:55
  together.
• 48:56
  Our
• 48:56
  goal
• 48:56
  is
• 48:57
  to
• 48:57
  prove
• 48:57
  to
• 48:57
  each
• 48:57
  student
• 48:58
  and
• 48:58
  to
• 48:59
  each
• 48:59
  teacher
• 48:59
  that
• 49:00
  they
• 49:00
  are
• 49:00
  both
• 49:00
  distinctive
• 49:01
  and
• 49:02
  irreplaceable.
• 49:03
  Until
• 49:03
  next
• 49:03
  time.
• 49:04
  Remember,
• 49:04
  we
• 49:04
  got
• 49:05
  this.