Theme: Welcome to Those Who Can't Do,

Andrea: I'm Andrea Forkham, and I am your host, and I am so delighted about the guest that we have today. But before we get to that, I want to tell you why I've also been thinking about this guest pretty much for the past two weeks. I have spent the past two weeks working in a bunch of middle schools, so I just like to, like, drift in.

and sit down. And anyone who's ever been in a classroom before knows that like, when you enter a classroom and you're not a familiar face, every single eye in that classroom is staring at you aggressively. And these are middle schoolers, right? And so I, and to be a hundred percent clear, I am terrified of middle schoolers.

I taught high school, um, my entire career, and now I'm teaching college. I can deal with that. Like I am, I vibe with high schoolers, we're good. Middle school girls are the scariest creatures on planet Earth. Earth. So when I walk in and they give me like the up down look and assessing what I'm wearing and how I walked in and all of that, I revert back to who I was when I was 12 and just want to disappear.

So I've been spending all of this time in these classrooms feeling self conscious and what I keep hearing is all of this slang. that is just so typical of Gen Z and Gen Alpha. And actually, I think these, the middle schoolers are technically Gen Alpha, which is like a heightened version, I would say, of Gen Z.

And I'm working with these kids and I'm, you know, chatting with them a little bit because I'm really there to supervise my student teachers that are placed there. But the phrases I'm hearing, so I keep hearing, let him cook, or let me cook, and You know, that literally just means like, let me do the thing I'm really good at, but the way they are using it is so absurd because they'll be like, hey, get your Chromebooks out.

And the kid will be like, let me cook. But they're literally just opening their backpack. Like, that's it. That's the whole, that is all of the cooking that is occurring for those children. And it is so bizarre. So like, there's a lot of that and a lot of really weird noises where they'll just go, she don't know what that means.

Couldn't tell you probably don't want to know what that means if we're being completely honest. Um, but for whenever I am trying to figure out about Gen Z slang or when I'm trying to learn a little bit more about history, the person I go to is Lauren Chela, who is our guest today. She is a high school world history teacher and a content creator.

She's been creating videos for a few years and she and are both. Southern California Girls, so we connected a couple years ago because we had a couple mutual friends. Um, and it's been so cool to see her grow and see her platform increase as she comes up with these fantastic and hilarious videos where she basically uses Gen Z slang to talk about world history.

And so she has series where she's going through and she's telling like about the Russian czars, but she's doing it as if it's like high school gossip. It's So funny. And if I had had a teacher that could break things down for me like that, I cannot tell you the impact it would have made. Probably would have saved me from some really embarrassing moments, like one of the ones that I discussed with Lauren, um, about my significant lack of Civil War history knowledge.

Um, Lauren has also done partnerships with the History Channel and a bunch of other incredible organizations. It's, um, It's such an honor to have her on the podcast. So without further ado, let's get to it.

Welcome to those who can't do I have Lauren Chela with me and I am so excited because we have hung out virtually now for like two ish years, Lauren. Is that right? I think so. Something around that, because I ended up connecting with a couple of t shirt content creators, Frazz and Andy Miller, and it turns out that you were actually high school, like, really good friends with Andy Miller, right?

Lauren: Yes. So that is such a funny story because people assume that we know each other through TikTok and Instagram because we're both social media teachers, but we have been IRL BFFs since junior high, middle school. We were making, you know, we were on each other's MySpace top eights. So she was really the first adult.

I knew that was on TikTok, especially on Teacher Talk, and the only one who didn't think I was weird, and then she kind of virtually introduced me to you, and you also didn't think I was weird, and now we're all friends, and it's a surreal experience, but yes, it's awesome.

Andrea: Yeah, so what was, uh, what was it like in high school for you?

Were you like a type A student that like always got all your homework done and very organized?

Lauren: As a high school student, I would say that I was not very type A. I had good grades. I obviously history was my favorite subject, but I definitely procrastinated and waited till the last minute and was not always the most organized, but I did just, you know, find a way to get it together and make it happen.

And I can usually. learn best by listening. So as long as I showed up and listened, I could probably be okay. And that kind of translates into my teaching style. I'm usually, I know what I need to say. I can connect with the kids, but I don't have the most organized classroom or lesson plan. And I still just sort of find a way to figure it out.

Well,

Andrea: and I feel like that should surprise absolutely no one, because the way that you've kind of like exploded on social media is through Stories from history, but doing it with like Gen Z slang, and I'm, I'm sure that like most of your class, you're not doing exactly that, but there is like a connection to that of trying to make things relatable to your students.

So how did you kind of come up with that way of communicating with your students?

Lauren: Absolutely. So, you know, when you're going through the textbook, like many of, The students that we have seen in our classroom, they're not all reading at the same grade level. They have, you know, different levels of comprehension.

I have language learners, and you know, sometimes these textbooks, especially history textbooks, Even if you are reading on grade level are very boring. And, you know, we're learning about things and people that are far away or have passed away or have nothing to do with seemingly what's going on right now.

Like it's very boring. So what I kind of do is, you know, we'll do the lesson, we'll read a textbook and then just kind of, okay, guys, here's what really happened. And I just would sort of. Summarize it really quickly and not as dramatically as, you know, the Gen Z teaches history, but I realized the need to sort of front load the information to the kids in a way where they can understand and relate.

And then I would go into the textbook. So I found so much more success with that method using a narrative style, because I think that my talent is more storytelling, not necessarily, Um, you know, memorizing a bunch of historical data. So when I came in from that approach, it was really transformative in my classroom.

And then I'm so happy that it translated online. I didn't, I thought it was going to sound so silly. Um, I thought it was sort of never going to reach anybody beyond the few, few hundred or a thousand people that followed me. And when it blew up, like you said, exploded into the millions, I was so shocked, but I think it just shows that there really is a this disconnect between people who want to learn history, but just like don't understand it because they think it is so boring.

So unfortunately, yes, for my students, they will tell you we do have to actually write essays and do real work. So the, the social media celebrity. Angle, um, wears off within, you know, five minutes of them being in my class, because it isn't just a one minute lesson. They still have to do all of the actual traditional schoolwork as well.

But the idea of breaking it down into language that they can understand is just really what all good teachers do. And it doesn't have to be, you know, in slang terms or anything like that. It can be any age. I've had teachers that are amazing of all ages that were 10, 20, 50 years older than me. So just breaking things down in a way students understand is just great teaching.

Andrea: Yeah, I agree. And, you know, it's so funny because I remember specifically there were times where I would use slang to cause the cringe to happen in class, like a visceral, like communal, like cringe and moan from the class because I would talk about code switching and dialect and all of that. And I would be like, do you guys understand dialect?

It means, you know, you're, you're speaking a specific way and in certain, because you're from a certain area or because you're a certain age. And, you know, we code switch all the time and they just weren't getting it. And so I started using like, the most, like, quintessential slang at the time that I could think of.

And the reaction was, like, repulsion. Like, I had just offended them at such a deep level. And I was like, do you know why that offends you? It's because when you are in the wrong context, you can feel that it's wrong. Like, you're like, this is not how my English teacher should be talking to me. where and then I would like throw in some 90s slang and stuff too.

And they would just like recoil from me because they know intuitively, but sometimes they need us to break it down in a way that, you know, makes sense to their brains. Um, so when you were in high school, did you have any teachers that you felt like did a really fantastic job at that? Any that stand out to you?

Lauren: Absolutely. And just to comment on your visceral reaction thing, I think that creates an emotional connection for the kids. When they're seeing you do that, it creates some sort of memory in their mind. For example, we were learning about how dictators are often charismatic. Nobody knows, they don't know what charismatic means.

So, but when you tell them that charismatic derives from the word riz, they're just like, Oh my gosh. And you're like, see, they're trying to riz up the whole country and they're just, just stop, stop. But yes, you brought up co switching. Um, And that is so important because I explained to them that exact thing.

Like, I don't go into your guys parties and come, come talking like this. So you shouldn't come into my classroom talking like this. And it's, it's not that one is bad. It's just, we need. Really the sign of intelligence is being able to do both. People often look down on people when they have different ways of code switching and it's like, no, it's a sign of intelligence to be able to navigate different worlds.

And, you know, I think when the kids understand it from that perspective, you know, it's, Very helpful. Um, but yes, anyways, in high school, I definitely had teachers who inspired me. And also in college, I minored in history, so I was able to take some pretty great classes there. But like I said, it was probably in like my higher level AP classes where the teacher would just, I remember his name, it was Mr.

Azevedo and then also Mr. Baldwin and Mr. Freed. Those were all three of my. High school history teachers. They were all male. They were all the older, but they would just like sit on a stool and just talk. And I think it was the first time that they taught us like as if we were competent enough to understand what they were saying.

Cause we were expected to do all of this reading on our own. And so they didn't just give us like worksheets or things like that. They actually talked through the content, like at a very high, and you had to just be like keeping up. And I think I just took that responsibility very seriously. I was like listening and I got it and I had already done the reading.

So that kind of, um, stuck with me. And I think my college professors did the same thing, the class discussions that we had, you know, I was very loquacious by nature. So. That was the first time I really felt like super involved in a class. And I think it was because they like respected us as students, like that we were intelligent enough to take part in like very high level thinking in the classroom.

And that was kind of the first time I felt like that was when I was in high school, college, and I want my students to feel that same way. So that's what I try and emulate.

Andrea: Yeah, and that is such an interesting balance because, like, we started this conversation talking about how, like, we're trying to use, uh, like, language that they can understand and break things down in a way that makes sense to them, but at the same time doing it in a way that's challenging and making them think critically.

And that is, like, that's kind of teacher code switching in a way where we're like, okay, we need to break it down, but also I need you to think about these really big big things that like, and a lot of things, especially in the history classroom, you're having conversations about topics that can be really difficult to navigate.

And you're going to have to talk about politics. As an English teacher, I can usually avoid politics pretty efficiently, but in a history classroom, it's kind of inescapable. And it's really interesting too, cause I, you know, grew up in Southern California and then my husband and I moved to Virginia. Right after we got married, and I lived in Fredericksburg, Virginia, and had not thought about the Civil War in many a year until I arrived there and realized that that was very much part of the local community there.

Is that like, yes, it, you know, it was a long time ago, but there is still a Confederate flag that hangs off the 95. There's still reenactments where people are dressing up as Confederate soldiers and dressing up as Union soldiers and all of that. And you would think that that would mean that I would automatically just learn a lot of stuff.

And like, I'll never forget one of the first times my husband and I went with another couple. And my husband's big history guy, like, he's the type of guy who, like, just sits and reads books about old sailing ships, right? Like, that is exactly his vibe. And so he's like, after church, you know what we're going to do?

We're going to just go to the battlefields. And I'm like, uh, great. Yeah, I would love to do that. I would love nothing more than to walk around a battlefield. Thank you so much for putting the razzle dazzle in my day. And so we're just walking on a battlefield. And the wife that came with us, we were literally looking for four leaf clovers because I was bored to tears.

And my husband and her husband are over there talking about like, Oh, you can see the battlements over there. And this is where this, cause Fredericksburg is a known battle. Like it's Spotsylvania and Fredericksburg, like those are known battles. It's still a national park, all of that, or, um, a state park.

And So they're walking around and um, they came over to us and they were like, you know, Andrea, cause they knew I know nothing about history. They were like, Andrea, this is where Abraham Lincoln and George Washington met actually is right over here. And I was like, really? And he's like, no, he's like, no, Andrea, they weren't even, there was no, they weren't alive at the same time.

And I was like, I, I'm going to be, I wasn't listening, but I found a four leaf clover.

Lauren: Wow. That sounds like an amazing afternoon for me. So can't relate. I'm glad you found it. See, I'm the one you mentioned Southern California. I'm also from Southern California, which is why people tell me that I sound like a 90s Valley girl.

And I'm like, well, um, when we go to Disneyland, I'm the one that's trying to get everybody to go see great moments with Mr. Lincoln, because I am always wanting to learn more about the Civil War, even on my free time. So You know, most people are like A lining or B lining to Space Mountain and I'm like, guys, like we can, the next showing starts in 20 minutes.

Like we can, we can get in now.

Andrea: I've been to that part of the park like several times because it's quiet and cool. And so when we took my daughter for her third birthday, that's where we took her for her nap. So I have seen the whole show several times. The Civil War is

Lauren: cool, Andrea, in more ways than one, but no, you bring up a great point and it's just that every student is going to come in with totally different experiences and where they, where, what they believe about the world has been shaped by the experiences that they have, where they live, and we're navigating that as teachers and.

A lot of that history is very real for a lot of these people and challenging some of these, you know, ideas that have popped into their head that they might have been taught. They might have just kind of picked up on it is, is, you know, what we do. I don't, I'm not, I'm not there to, you know, necessarily, you know, like change anybody's mind about anything.

I'm just kind of there to explain all the different perspectives and the facts. And usually the kids are able to make the connection themselves to all these current events. And they're able, kids are much more willing to accept new information and, you know, change their mind and realize like that they made it.

They're like, Oh, I get it now. Like they will visit, they will like verbally say things like that. So I think that's really what I love the most about my job is when kids are starting to understand and feel like they can get history and they know why. The world maybe is not, um, some of the things in our world are not the best and we can't really change it, but I think it's empowering for kids to understand why things are that way.

There's usually a historical explanation for why things are that way. So that's what I love about my job specifically.

Andrea: 100%. So how did you come to be a teacher? Did you always know, like, I love history, I can't wait to talk about history to youths that are half listening to me, like, what made that choice for you?

Lauren: Andrea, my students are always listening to me, so no, I'm just kidding. Um, well, I don't think I knew that I wanted to be a teacher for a long time. I had a different career path. I minored in history. So that's great. Go Aztecs. I use that history minor every day, but I majored in journalism and media studies, actually.

So I wanted to, you know, tell other people's stories. And when I got married and I moved here, I kind of changed paths, but, you know, it's so related because I'm still using. That same skill set, I feel like, you know, getting sources, interviewing, telling stories, narrative, um, getting different perspectives on an issue, getting both sides of the issue.

I still feel like you have to do that a lot in the history classroom. So, you know, journalism is just the first version of history. So it's like, Telling people's stories who are alive. I'm telling people, mostly stories, people who are probably not alive or, or maybe a little bit older. So it does sort of relate, but I did not envision myself being a teacher at all.

People always told me that I should be, I was always like leading the study group and things like that. Like I was just, people always told me I should be a teacher and I guess I just finally listened. And I did sub for two years just to make sure. To get your teaching credential and go back to school is a huge commitment, like financially and otherwise.

So I did sub for two years and kind of decide, okay, like, I actually really like this. I actually don't like being with the younger kids very much. So that kind of guided my path into, you know, single subject. Social science credential. And I love it now. So I think I've made it, this is my sixth year. I think they say statistically, if you can make it five years, like you can make it.

So I, I think I made it.

Andrea: That's awesome. So do you have any stories from either when you're two, two years is a long time to sub and I actually have never subbed. I went straight into the classroom as a teacher. So I always just saw the treatment of subs and it was just always real bleak. Like if you can sub, I feel like you can, most of the time you could handle a classroom because they, the way students treat subs is crazy.

So do you have any stories from like your early sub days or your early days in the classroom where things just went Yes,

Lauren: I do. Okay. Well, most of the time it was fine. Most of the time it was fine. But there's one experience that I will never forget. And I really hope that if any of those kids are listening, if they're probably older now, I don't think they'll forget it either.

Actually, maybe they will. But here's the story. Okay, so I was substitute teaching, It was sixth grade, which is just the worst grade because they're like, they're not little and cute and they think they're so grown, but they're not. So middle school teachers, I salute you. It's the hardest job. I, I stand by that.

So it was sixth grade. That's one thing. And then I walk in and this teacher, she has no desks, no anything. It's like all, you know, free seating and stuff. And I'm like, okay, that's it. That's progressive like, you know, maybe what's let's see how this goes choice. Yeah. Okay I've never seen that in a in elementary like setting but okay, and There's a list and it says, you know, so and so and so and so cannot sit by each other So and so cannot go to the bathroom, you know All these different like things that are you know, but she thought I should know which is fine And so all the kids take their little little See wherever and they have their Chromebook on their lap and they're doing their work.

And of course the two boys that she says cannot sit together and I'm like, well, maybe you should have a seating chart, but they sit next to each other. And I said, Oh, you know, honey, could you please go sit over here? And they're immediately, you know, it's a thing, right? And then of course that girl says, Oh, can I go to the bathroom?

And I said, well, you know, honey, let's just wait like a little bit until we get our morning work done. You know, and I don't think I'm like very strict, you know, I was assuming that maybe there was a safety reason for all of these things. So the teacher had left her Google Classroom open. on her computer.

Presumably so I could be like monitoring their assignment because she had posted like assignments for this. She was very prepared in retrospect. Okay. So I was to monitor if they were doing their work and Andrea, okay. A little bubble pops up like the G chat bubble and it's the kids chatting to each other.

Okay. about me and I can see it. I don't, they don't, I, I'm like, do they know I can see it? Like, I don't think they're that bold. They did not know that I could see it. And they were like, this sub is, you know, mean or what's her problem. Why is she staring at us? Like, like just, you know, like very, like, not nice things.

And they're saying back and forth and I'm just like, okay, what do you, what do you do? Do you tell them that I see, I choose not to tell them because. Why not? You know, I get paid. Yeah. I would just sit there and read. Yeah. Okay. And, but that, that was not the worst of it, Andrea. Okay. Cause that was, these are kids.

They're still kids at the end of the day. Okay. This is the worst of it. The teacher who, I don't know where she is. I don't know, but she hops on the chat. She's literally in the chat, Mrs. Whatever her name was. And she, I expected her to be like, guys, like, please, you know, Just, you know, get back to work where she was like, Oh my gosh, I'm so sorry.

Why? I don't know why she said you couldn't sit next to so and so or she, like, they were like, man, she's not letting us go to the bathroom. And I let them go to the back. I do not care. Go to the bathroom. The only student that I was kind of, and I was Was the one that she specifically said had like these I was like, oh and they were like don't get this sub ever again We want miss blah blah blah.

We want miss blah blah blah my why wonder why miss blah blah blah I didn't want to come with you guys and the teacher was like guys just get through it right be good I I'm so sorry. She's acting that way I'm gonna bring you guys all brownies when I get back. So just you know, I she was completely Throwing me under the bus in every way.

Like all the things the kids were complaining about were the exact same things that she had told me to do. And so I'm like, Oh, and this goes on for the, cause it's, it's elementary school. So you're with these kids the whole day. So this was on the very, very, very end, and she, and they just keep lying, like they are lying about everything that's happening, and she's believing it, affirming it, apologizing, um, and at the end of the day, I just like, was like, it was packing up, I was like, hey guys, just so you know, I could see all of your chat messages between you and your teacher, And I have never said this before to a class in two years, but I will never come back.

And I really want to be a teacher. And you guys almost make me not want to be because how you treated me today. So I just thought you should know that. Have a great day. And it was so quiet. Have a great day. Bye. Yeah, it was so quiet. And I like, I didn't even leave a note. And I, I knew they were going to tell her.

I'm like, I do hope you tell her. And I didn't even know. I didn't say anything. And I had kids, I had like five or six of them that like stayed back after to like apologize. They were like, no miss, you were actually really nice. Like, I'm like, I know. And so that was an experience. And then a few years later, I was at a school, a different school.

And that boy who had been in that class was now like an eighth grader. And he was like, you look familiar. I didn't recognize him at first. And he was like, did you sub for miss blah, blah, blah at blah, blah, blah. Two years ago. And I was like, yeah, I did. And he was just like, Oh, and it was that boy who wasn't supposed to be near his friend.

And he didn't say anything. Cause I was like, at that school, most of the, most of the kids like me, cause I'm a little bit younger and I'm not so strict and you know, whatever. So he remembered. Yeah. And that was the worst experience I've ever had. So I couldn't believe that she, I don't know, is there, do you think that there's any good reason in retrospect, like, was she just trying to diffuse?

Because now that I'm a full time teacher, I'm trying to just maybe understand where she was coming from.

Andrea: Yeah, you know, I've had situations similar to that where my students have reached out to me. I'm always so suspicious of them though. Like, I'd like, they're like, she's being mean. I was like, what is she doing?

She told us to put our phones away. put your phones away, you freaking dingus. What are you doing? Like, these are rules that I have. And I tell you to put your phone away all the time. How is she awful? And I'm not like, why are you snitching to me when she's enforcing the rules? that I have always had. And so I, I could see her just trying to diffuse and be like, okay, like, I don't want them to get worse.

So I'm going to address it when I get back. But for right now, I'll just be like, I'm really sorry. You guys aren't liking it. Let's talk about it when I get back. And then I would maybe hope that, you know, if there was a note, maybe it explains the other side. Um, cause I remember very specifically one time I, I was on campus Because we were doing like some kind of professional development type thing, and I was working and creating stuff, and I all of a sudden got a bunch of emails, right?

And these students are telling me like, this guy who is subbing is horrible, he is yelling at one of the kids, he threatened to fight one of the kids, and I'm like, surely not. This cannot be real. And then somebody, Like, but then I started getting emails from like, you know how you have like the kids that you actually trust, right?

The ones who never have ever caused an issue ever in your class and you start getting emails from them and then you're like, Oh no, like it's actually a problem. And like that sub snatched the sunglasses off of the face of one of my students. Which like, is an insane thing, like you don't put hands on a student, like you just don't.

And apparently the reason he did it is because this kid came in a little bit late, which he always did. But when kids came in late, I didn't make it a big thing, I would, if, you know, I would keep track of it, but they would come in and be like, hey, glad to see you, have a seat. Apparently this kid came in, you know, had those sunglasses that were really popular that had like shutters on them almost for a while, like they had like plastic stripes across.

I

Lauren: don't even know what they're

Andrea: called. I think so. I don't know what they're called. Laura, I'm older than you. Okay, maybe, maybe. I don't know what they're called. We're going to say it's those. Either way, like really silly sunglasses that they were wearing into class. And this sub comes up and he said, you better take off those glasses.

And the kid looked at him. He's like, no. Why do I have to take off these glasses? And he's like, because I told you to. And I'm like, why are you starting a fight with a kid about wearing sunglasses? Who cares? Like, it's not causing a disruption until you started a fight with him about it. Like, just let that kid live.

If he wants to wear sunglasses inside, let him. I don't care. Like, I would probably, like, make a joke with him about it maybe and be like, is it dark in here? And, or is it, you know, too bright in here for you? And then, you know, we'd laugh about it and I would not care. But this kid, like, was like, I'm not taking off my sunglasses.

And so the sub reached and tried to snatch them off of his face. And so the kid smacked the sub's hand away and stood up. And then a bunch of kids, like, separated him and the kid walked out of the class. Um, and I'm just like, To me, like, that sub escalated that so out of control. Like, what adult in that situation is going to start a fight with a kid over stupid sunglasses?

Um, so, like, from the teacher perspective, I was like, don't, don't treat my babies like that. Like, I was mad because I'm like, you, and were they being disrespectful initially? Probably. You know? Like. As kids do with subs, pretty much always they're testing and seeing what they can get away with. But I was really upset that I'm like, you're the adult.

Like, I know the kids are difficult. I, in that class, I had 42 freshmen in a fifth period right after lunch. So to be clear, it was not an easy class, but We're the adults. Like, we gotta be the adults in those situations. And I still, I still can't fathom what that guy was thinking. And I know that he was not allowed to sub for me anymore, although I doubt he would have tried.

But, you know, we had that rule. But I don't know, have you come to any kind of conclusion about that teacher, like, that maybe she was just trying to diffuse?

Lauren: I, I think I was so angry at her in the moment and what's crazy is if I didn't have that chat up, the day would have not have been that bad. Like I would have left thinking like, oh, that was fine.

So maybe she did diffuse it. Maybe she has, she has to deal with those kids all day long. And I was also a sixth grade class. So looking back now that I am a full time teacher, I can probably see that maybe this woman was in survival mode. And She, she wasn't like, she's not out for me. She's not, you know, she was probably just doing her best.

So, you know, now that I'm a little older, a little wiser, I have a lot more like grace towards people now that I'm also a mother now too. So I think I just have a lot more great, even towards the kids. Cause I just, I've, I've been there and you know, like the sunglasses situation, I would not have done that because you know, chances are that kid probably would have sat down and then like two minutes taking them off.

But I'm a kid that wears sunglasses and I would, I don't, I don't like them wearing sunglasses in class because I need to see their eyes for obvious reasons in high school. But, you know, you, like I said, usually they wear them and they just, they kind of just forget that they're on, like, it's not, like, a problem, and then they just sort of take them off, and if they do, I just kind of, like, when I'm walking around, just kind of be like, you know, tap the desk and be like, Sunglasses and they'll just, they'll just be like, Oh yeah.

Like, and it's not like a huge deal at all. Right. And if they refused, I would be like, that's kind of weird. Like that's suspicious. That's like weird flex, my guy. Yeah. And then they would, like you said, but, but those are all techniques that we use to diffuse. And then they like seriously won't take it off.

And it's like, then I have to be like, well, I know that this kid is something wrong. Like, maybe they've been crying. Maybe, like, you know, there's probably, there's probably something there, and we have such an advantage over substitute teachers because we know Like while these kids might be, you know, doing something.

So for example, I, I saw a girl, you know, one time and she had her head down, she had her backpack up and I was like, Oh my gosh, she's trying to get out of learning my really important lesson. You know, and I walked over there and I kind of just saw her and she, she had been crying. Like she was crying, you know, after lunch, something happened.

She's a sweet girl. She never caused, you know, and so I just kind of was like, okay, it's fine. Let her just do that. Like, it's not. It doesn't happen every day. And you just cannot get into a power struggle with the kids. Like you're not going to win. It doesn't matter most of the time. So I don't know. I've definitely learned a lot.

I think everybody should have to, good for you. You just did trial by fire, but I think everybody should sub for at least like, actually, no, I think the whole general population should sub. I think it should be like jury duty. Um, especially if you have children in the public school system, but I really think that I've seen so many teachers go through the entire credential program and then step into a classroom for the first time and they hate it and they can't do it and they can't like get their money back.

And for that reason, I really just think like they make you do student teaching after you've done all the academic stuff because it's not this. Yeah, after all of your money is sunk in, all of it. Yes, like you can get better at curriculum. You can get better at, you know, learn, like you're learning your content.

You can get better at learning like strategies, but like, if you can't get the kids just like engaged and you, and you don't like that dynamic, like as an adult, like if you don't want to do that every day, like you're not going to like that career. And I I've seen a few people kind of go through that and it's really sad.

So. Yeah, you either just kind of are gonna like it. I always say you'll kind of know after like a day, like you'll either be like, that was really hard, but I can do it. That was still fun. Or you'd be like, that was terrible. I don't ever want to do this again. And most of the time it kind of stays that way.

Maybe you, I don't know if you feel the same.

Andrea: 100%. Yeah, I remember my first day in the classroom thinking, oh my gosh, this is, this is what I want to do. Like, this is so much fun. Like, I just remember thinking, like, I can't believe that this is a real job that I'm getting paid for. I get to talk to these kids, meet these cool humans, and tell them about my favorite books.

Like, how lucky am I? Like, it truly was, like, one of those light bulb moments for me. But, For sure, because I did not sub, I had a lot of mistakes that I made on the way, um, which we will share with everybody when we get back from a quick break. So we will be right back.

And welcome back to Those Who Can't Do. I am dying to hear, Lauren, if there were any Mistakes you made, especially early on in your career where you thought something was going to work really, really well and maybe it went up in flames or it went great with one class and then just bombed with another.

Cause I know for me, like I would teach several periods and period one would like crush it. And then period two would collapse into anarchy. So I don't know if you have anything like that. Oh

Lauren: my

Andrea: goodness,

Lauren: yes. So you brought up how you didn't student teach and how you just kind of jumped in and made a lot of mistakes.

I, I subbed and I still made a lot of mistakes, so. My first day, like our principal has this initiative, a great initiative, like the admin where I work is really wonderful generally. So they had us, you know, stand at the door and greet the students. This is before COVID, you know, so shake their hands and all of that great stuff.

And it's like the first period of the day, I'm like so excited. And the kids come in, they're like, whatever her name was. And she was like, you know, hi, I'm Bobo. And I say, hi, I'm Lauren. Like, I, I've just, I was not used to introducing myself as Mrs. Chella. I've never, I was a newly wed. It wasn't even my name for, you know, and like, I've just never, you know, at that point I wasn't like too much older than them.

So it just, it didn't like click at all. And I would say about like one out of three times when the kid would very politely introduce themselves, I'd be like, Oh, hi, nice to meet you. I'm Lauren. Like, and I'm like, Oh my gosh, no, no, I'm not like, I'm Mrs. Chella. I'm so sorry. And like, they were so nice about it.

Um, but I definitely agree with what you're saying about like things breaking down throughout the day. Um, Like, first period is so quiet, no matter what. They always say they're my tester period, and the last period they're so dead and so just full from lunch that, like, they will not do anything no matter what.

So, you know, the sweet spot is really period two, three, four, five. Um, one time I tried to do, like, a World War I simulation where we made, like, desks, And I had paper balls of different colors and they had to be like, you know, the triple entente and the central powers. And they had to like, you know, throw the paper balls across the room and they had to try and like cross over into no man's land.

And then, you know, realize that it was impossible to cross over into no man's land without getting hit, which is like the point of the lesson of why there was a stalemate on the Western front. And, you know, was like such a great idea. And, you know, like I said, those Earlier classes, like, did a pretty good job with it.

And then, like, after lunch, though, I had a class that was, like, all boys, and it just fell apart. They just started kind of, like, Like building the desks, like really, really high up to the ceiling. I was like, okay, that's not safe. And then they were just, they all knew each other. So they were just like not listening.

They were just like throwing and I was like, Oh my gosh. And it got out of control. And then, so I tried to like dial it down for the next period, but then they thought it was boring because they were just like sitting on the floor. And you know, I don't know what to do. I, I've, I retired that activity. Like, I feel like when you try to do something that's like fun at the older grades, they just kind of are like.

Just stop. You know, like when we go through a PD, like I hate when someone says, Oh, stand up, walk around. Like, I don't want to walk around. Like, I don't, like, I know who you are. Like, I don't need to know, like, I don't want to go to the parking lot. I don't want to know your why. Like, I don't, I just want to learn and like, talk to you.

Like, that's what, like, I, I just, I just like, it's okay. I can just, I know how to talk to someone. Like, I don't need. To do that, like I would love to just be like, Hey, how about 10 minutes? Just go chat around. Like, that's fine. Right. And I guess I, you know, I tried to force a lot of these like fun, like walk around activities because like, that's what they tell you to do in your credential program.

And I just feel like maybe it's me. Maybe I'm just not like, I don't know. Maybe the kids can sense that I'm not into it, but I feel like it always falls flat with older kids and I just have so much more success. I'm like, Hey guys, we're just going to take notes. We're going to take notes. It's fine. And we're going to just talk about it after.

And that's, Yeah, that's with our voice, with our words. And like, right, that's it. We're like, we don't have to do like an interpretive dance. We don't have to like make an acrostic. Like we can just like learn. And I think they just maybe appreciate it. Because like, again, like how I went back to that first story, like, when you're treating them just like they are adults capable of understanding things.

So what do you think? Because maybe, is it me? Are there other teachers out there that are doing really fun activities and I'm really just boring? And that sub, and that teacher was right? Like, is it me or do you do fun activities?

Andrea: I mean, so one of the activities that I did right before I left, um, I was that freshman class that I taught.

And again, in California, class sizes are very big in a way that like people outside, I think of California or in, you know. areas that are more rural. They don't understand when I say the class sizes are big, like I'm saying we had like 42 kids in one class. And that's, that's difficult for a lot of people to comprehend how much having 10 more kids in that classroom can impact.

But it's, it's a lot, especially when it's like freshmen, like sixth or seventh period. So one of the things that I did that was so much fun and it was real. I think the reason that it went well most of the time, like, I would say 90 percent of the time that I did it, it was really successful is because the chaos that was of course going to happen was exactly the result I wanted.

Um, so I would basically set it up where I had, I told the students ahead of time, like, we're starting a new unit. You're going to come into class tomorrow and it's going to be weird. Like prepare your heart, souls, and minds because when you, when you come in, it's going to be weird. I need you to go with it.

And they would get real nervous. I'm like, it's going to be fine. I'm going to be here, but it's going to be weird. And I just need you guys to roll with it because if you're too cool for it, it's going to suck. So don't be too cool for it. And they're like, okay. So I would decorate my classroom and this is the only time I ever did it.

I can't think of a single other time. that I put in this much effort to an activity. I do not want people to think that this was my norm, that like every day I had a classroom transformation. This is the one time I would do it a year, and I would get green streamers and green balloons, and I would hang stuff from the ceiling, and I would get like jungle themed party supplies.

And I, you know, only had to really buy all that stuff once because then I had it all in a box and I would decorate the whole classroom. I would play welcome to the jungle super loud. And then I had a slide up that said, welcome to the jungle. Um, please have a seat. But I would have all of the desks and everything pushed away from the center of the classroom.

And I would just have one box sitting in the center of the classroom that says do not open. So then class would start. And I would change the slide to a new slide that had a timer on it. And it said, the game has begun. And I would, and I said, the game has begun. And I sit down and on the slide, it would have instructions that tells them like, open the box.

And then in the box, there were instructions, okay, there's three balloons in here. You have to pop through. So it was almost like a, like an escape room type thing, but I did not make teams. I did not tell them how to do it. All the instructions were there. And the goal was that they had to build a tower. As tall as they could, they had 15 minutes, form teams, build a tower, whoever has the tallest tower wins.

And I had a bunch of mini things of Play Doh and a bunch of toothpicks. And that's all I gave them. And it was enough that if they split it up, that all teams would have enough. Um, but I would basically like just sit in the corner. I refuse to answer questions. I refuse to scold anyone for bad behavior.

I'd like, I kept it safe, but like, if, if kids were just being obnoxious, I did nothing. I just shrugged and sat in the corner. And, um, Um, every single time, it was such a perfect illustration of what happens in Lord of the Flies, which is the book we were interested in, because kids would start out I

Lauren: was trying to think, yes, I was like, what book, what is she doing?

I'm like, she teaches English? I was like, what book is this? And I was like, this has to be Lord of the Flies, yes.

Andrea: Yes, and it's so perfect because the, the very first time I did it, I could not have, I couldn't have scripted it better because there was one boy who was like, okay, guys, we're going to separate these out.

So it's fair. And each team is going to have the right amount. And a girl goes, no, we're not. And she scooped half the supplies and walked away. And like, They all looked at me to fix, to like, fix the problem, and I just shrugged. And then it just descended into anarchy. I mean, they started building, because I didn't specify in the instructions what they had to build the towers out of.

So they had the Play Doh, but then very quickly they're like, let's build up chairs. And that same group, where that interaction happened, somebody tried to use some of their glass Tupperware. which fell off and shattered and there was broken glass all over the place because the girl who had taken half the supplies knocked their tower over and I refused to scold and like one kid came up to me was like, Hey, um, can we knock over towers?

And I was like, I'm, I'm, you know, I'm just here. And the light in their eyes would come on and they would be like, yes. And so we would wrap it up and I'd have them do a reflection. And I would tell them like, I just want you guys to sit here and think about your behavior over the past 15, you had 15 minutes where the normal rules didn't apply, where normally I would say, don't act that way, act right, all of that.

And I just, I just let you be whoever you're going to be. And Some of you even asked because you knew you shouldn't have done that because you knew it wasn't a nice thing to do. But the way you lit up when you found out you wouldn't get in trouble for it, that is why this book has stood the test of time because the second that we are told like, oh, there's no rules, they're all out, you know, out for themselves and all of that and like, oh my gosh, it was, Madness and chaos every time.

Friendships were ruined. It was a beautiful thing. Like, it was just so much fun to teach. But I mean, there were times where kids got, like, their feelings hurt. And the, you know, when the Tupperware broke, another kid had to buy that kid Tupperware and, like, stuff like that. And I think the reason something that interactive worked is because what I wanted was chaos.

But if I was trying to keep things, like, nice, there's, there's no way. It would have descended into chaos anyways.

Lauren: That sounds like such an amazing activity and Good thing that since there was flying glass everywhere, I guess it's a good thing that kid had sunglasses on to protect him. . So

Andrea: honestly, right.

The eye protection had be wow. You know, maybe that to be, there's why,

Lauren: maybe that's why he wouldn't take them off from there going forward. 'cause he didn't know what was going to happen.

Andrea: He is like traumatized. He's like, I feel unsafe now in this place. There was, there was glass last time. It was too much.

So did you ever have any other big moments where you were like, oh, I, I screwed this up. Other than just feeling like. Doing the kind of, because I, I feel like a big part of becoming a teacher is figuring out what works for you, not necessarily what works for like all classrooms everywhere. Um, did you have any other moments where you were like, Oh yeah, that's, that's not going to be me.

Lauren: I don't think I've had like one defining like terrible day where I just like everything just fell apart and I was like, you know, crying in a corner and had like a total breakdown. I think I just have made, I think I just had these ideas of like what sort of teacher I was going to be and you know, they tell you that you have to, you know, write referrals, you have to give detentions, you have to do all of this stuff or, you know, I was just always so afraid of getting in trouble.

So I think I was doing things like that. I thought I was supposed to be doing like writing kids up or, you know, giving homework or, you know, having them do like the same exact routine every day just to keep things like under control in case someone popped in for an observation. And I think just what I realized is like, you have to just be yourself because the kids can sense that.

They can, like, smell fear, um, and I, I just don't, like, I, like, I kind of like what you said there, Andrea, like, I just, I don't want to be that teacher. Like I don't want to call home. I don't want to get you in trouble. Like I really don't. And I know sometimes it's unavoidable if it's like a safety thing, but I really don't.

And this is actually a tip that I heard from you, Andrea, before I knew you in real life or on digital life. And, you know, that was part of what I did was I kind of got onto like teacher talk and I just kind of, you know, found some advice from people who have been in it. And you said this and you're like, there's three words that you can say that will defuse the stigma.

99 percent of situations. I totally agree. And it's, are you okay? That diffuses like almost everything. And so, you know, when a kid says, you know, a bad word or some, you know, whatever, it's just like, stop, just like, Hey, are you okay? And most, sometimes they're just like, yeah, yeah, I am. Sorry. Sorry. Sorry. You know?

I'm just like, okay. Um, or like there really aren't okay. And like, they're glad somebody asked and when they realize, you know, I think the other thing you said was you're not in trouble. Like they just, I would say 99 percent of the time I'm able to just resolve that in class. with that student like in house without getting without escalating it to getting anybody else involved.

Um, you know, so I think you just have to find what works for you. I know some teachers have, you know, a system that works for them. That's what works for me and the students in my classroom with the personality that I have. And, you know, it's kind of a lot for our students because if they're, they're going to like six or seven different classrooms and it is kind of hard because every teacher has like different rules of what they allow and what the personality is like.

And, you know, so the kids are like having to kind of switch up, you know, what's expected of them in every classroom and they're all, they're, they're all day, you know, and it's, it's hard. It's hard being a teenager most of the time. Yeah. So that's kind of the realization that I have had is like, I just have to be myself and relate to these kids how I know how and hope for the best.

And that's what works.

Andrea: Yeah, I agree. And I think that, um, you think about like that, just checking in with students, like saying, are you okay? And I've had it before where I had, you know, this big football player, like massive kid, like well over six feet. And I took him into the hall cause he was just being so rude.

And I'm like, what in the world is going on? I've never had this issue with him. Brought him to the haunt. I'm like, are you, are you okay? And he just started weeping, like the most tears coming out of his face. And I was like, Oh. Whoa. Like, I'm not sure. Like, oh my gosh. So like, like reaching up to pat him on the shoulder and be like, okay, it's, you're going to be okay.

Like, do you want to take a walk? Do you want to go see counseling? Like and try and get them, you know, some help. But I, I think so often we think about it from the perspective of like teacher to student, but I also think about teacher to teacher or admin to teacher, how powerful somebody saying like, are you okay?

Could be on a day that we're having. Like, just a really rough time, because I, there were many, many times where I was really frustrated and I felt like my concerns or my frustrations weren't being heard. And I think about, wow, that would have been incredible to have somebody come in and be like, hey, are you okay?

And for me just to be like, well, no, I'm not. And here's why, like that. I think we're all kind of at a place where it's very hard to be defensive when someone shows true empathy to us like that. Um, and kind of allows us to be human, you know?

Lauren: Yes. And you mentioned the hallway. And I agree with that. I think just remove the audience when it like remove, remove the audience.

There's no, there's never a reason to do that in front of the, like almost never. There's never a reason. So yes, with the older kids where you're, you know, they're not like, you know, five years old, they're not going to get lost. You can just be like, Hey, take a walk or go, go sit outside for like, do you want to sit outside for like 10 minutes?

Like, I don't even need to like just go sit outside for like 10 minutes and they will, they probably do just need a break. And yeah, yeah. Those are such great management techniques, Andrea. So I totally agree with you about, You know, managing the students that we have the same way that we would like to be managed.

Cause like, you know, they have, they have to be there. And I think most of the time they're doing their best and you brought up that big football player. I feel it's hard for, for teenage boys. Like they do not get, it's hard for them because if they show any emotion at all, they get, you know, tease, they get called names.

And, you know, it's just such a charged environment for them. And they are usually the ones that have, you know, like the outbursts and things like that. And they are like not really ever given spaces to just Talk about anything at all. So that's a lot of where it comes from.

Andrea: Yeah, I think so too. I, you know, honestly, I think over the time that I've had kids kind of burst into tears like that when I've checked in on them a majority of the time where I saw a lot of tears, it was, it was the boys.

Because a lot of times girls will cry with each other. Um, they don't. Mm-Hmm. . I mean, I would have girls coming and crying with me as well, but most of the time, if it was a situation like that, where I would like bring them out in the hall, like a lot of times the girl would be like, I'm fine. And then would go talk to their friends and cry with their friends.

Guys don't do that very often. And so, you know, I would say, are you okay? And it's the first time they've had somebody check on them like that. And they just fall to pieces. And I, there was another thing that I did when I. had a couple of kids that were just, they were tough nuts to crack. And they, I remember very specifically, like one of the girls hung out with, um, some of the boys who were gang affiliated and all of that.

And, um, she came in and just, she's, she was just tough, right? Like she, Took no bull from anyone. She was one of those kids. It was very intense. And so what I did is on days where I noticed that she was really like, seemed like she was struggling or seemed kind of checked out and sad, I would write her a little card and I would just kind of very discreetly when I'm walking around, checking in on kids, I would just put the card on her desk and I would keep going, making sure like other kids didn't see it or anything, and it would literally just be like, Hey, I just noticed you seem a little bit not yourself today.

I want you to know I care about you. I'm here if you need anything and, and I would just. Leave it at that, and I really didn't think I was getting to her at all, because for months and months and months, she was just the same way, very like deadpan kind of face, wouldn't really interact, and then about three quarters of the way through the year.

So I mean, I've been working with this girl for like, Seven or eight months at that point. And she came in and she wrote me this long letter saying how much those notes meant, how she kept them, and how, like, me checking in with her really, like, helped her feel like, you know, she can come back the next day and all of that.

And, like, we just don't know sometimes the impact of like that, those little interactions where we're like, Oh, like they cleared that didn't work. Like I gave it a shot. They didn't, you know, they didn't pick up on what I was putting down, but sometimes we don't find out until, you know, months or even years later.

So it's, it's kind of just planting seeds and then hoping, you know, there's a garden for somebody at the end of that.

Lauren: Absolutely. I've had students that were so disrespectful, so immature, Um, that I failed, you know, and they come back next year and they're like different people. They're so kind. They're so, it's just, it's, it's, it's probably not you as a teacher and you know, these kids, we have no idea what they're going through.

And I love the way that you said that because I've experienced the same thing where they come back weeks later or months later, or even like after they've graduated, like on social media. They'll tell me like. Years later. And they didn't even realize it affected them until years later. So, you know, and you might, or maybe you never know how it affects them, you know, and that's okay, too.

You just have to do the best that you can with what you have and the kids that are in front of you and just do it. Like I always say, like in the older grades, like if you don't want to do anything, like I can't make you, I can't like physically make you like, right. So I just have to like, uh, like give you the opportunity and like provide opportunities and how, like, I'm here to help.

I'll just say like. Are you going to do any work today?

Theme: No?

Lauren: Okay, well, let me know if you change your mind. Like, I'm here to help. Like, just, you know, let us do our thing over here. And they're usually like, yeah, okay. And I'm like, all right. And you know, usually when they see that, like, everyone else is kind of working, like, and they, you know, I just, since they're not working, I have lots of time to chat with them and get to know them.

Um,

Andrea: yeah.

Lauren: After a few weeks or months that, that, that guard will come down.

Andrea: Yeah. A hundred percent. So one of the things we do on the podcast is I get some questions from the audience and then we kind of take a shot at answering and giving a little bit of advice. So one of the questions that was submitted is how do you deal with micromanaging admin who use It's best.

It's what's best for the kids to justify mandates that are actually not best for kids. So, um, I don't know if you wanted to take, uh, the first shot at that one.

Lauren: My admin is really great and I, and I, and I feel for people that aren't, but I have been in situations where you are being micromanaged. I would say you just do what is best for your kids because The chances of anybody actually coming in and checking on all of these little small mandates being enacted are probably going to be very slim within a few weeks or months.

So just go with it for a little bit, but most of the time teachers outlast admin. So just go with it for a little bit, just smile. Um, but really like there's a national teacher shortage and you're in there with those kids and you want to be there. And there's not a line of people like waiting to replace you.

So if you have something that is working, that in your classroom Um, you know, enact whatever it is like that they want you to enact, like to whatever degree that you can. But I wouldn't worry about it. Um, because it will probably, I've noticed with, with leadership like that, they're doing that for a reason because they are trying to prove something to someone.

And once that fad passes, it will be onto the next thing and then they'll get a new job and there'll be someone like, that's just the cycle of education. So just go with it for a few weeks and it'll probably pass.

Andrea: Yeah. I 100 percent agree with you. Um, I think there were times and it usually has to do with data collection, right?

Where they're like, you're going to have to collect this, this, and this. And I'm like, okay. And then like, you just, you, you don't die on any of the hills you don't need to die on. I think that's a big part of just learning to do this, this whole, like being in the education system and recognizing that you're right.

Like most of the time teachers outlast the admin. It's very rare. to have admin that sticks around for a very long time, especially if they're bad admin, they usually end up kind of getting bounced from school to school. And so I've never seen bad admin stick around longer than three years. So if you can just like not choose that battle and just, all right, man, like, you know, and you continue to do, um, all you can for the kids.

It, it honestly, you're right. Like, they're usually not going to be checking in on a lot of that stuff, um, because they're trying to use it to pad their resume so they can move on to their next job. Like, oh, I enacted this specific PBIS strategy and it was great. And it's like, uh, was it, uh, was it, or did you just want something to put on your resume?

Like, Let's be honest. All right. So before you go, um, can you share what you've got going on? Any new projects where people can find you and all that good stuff? Oh my goodness. Well,

Lauren: I feel like I have a lot going on because I'm a full time teacher and I have a baby and I'm trying to do all of the things, but people can find me on Instagram and TikTok.

So on Instagram, my handle is my name. And on TikTok, it's at laurencella92. So I'm working on some projects there that you can see some of them. I can't quite talk about yet. So just stay tuned, but I'm really interested to connect with other educators or anybody who is interested to learn more about history.

Andrea: Yeah, and anybody who's interested in learning more about Gen Z slang, also, in conjunction with the history.

Lauren: I don't, yeah, I need to just be honest with you guys. I'm 31 years old, um, in case I was fooling anybody out there, um, I'm not Gen Z. I'm so sorry, um, if you, if you thought that, so, um, the students in my classroom are, so I'm about like one day ahead of you.

in knowing what's going on. So by the time I get it to you, it's probably already changed, but you know, we're out here and we're trying,

Andrea: right? We're doing our best. All right, guys, on that note, we will be right back.

And welcome back to those who can't do. I hope you guys enjoyed my conversation with Lauren. I absolutely adore her. Her videos are great. Crack me up. I cannot tell you how many times my mom has specifically called me and asked me if I have seen Lauren's content because she is just like such a big fan of Lauren, as am I.

And so it's really fun to actually have her on the podcast. And I know this episode is going to be one of my mom's favorites now because she's just such a fan. And Lauren's videos are so funny. Just hearing history retold in Gen Z slang, there is something about it that is just so Chef's kiss. I absolutely love it.

So one of the things we always do is find out from you guys, what kind of things your students are up to in class. And I have seen this so many times, both in the, what are those kids doing posts on Friday, but also I've been seeing it just on, TikTok and Instagram, I think there's some kind of a trend right now where kids are making or purchasing a cake for their teachers That say I'm sorry, we talk so much or I'm sorry We blab so much like something along those lines and I am Beyond delighted that that's the current trend instead of the like devious licks trend where kids were stealing toilets out of bathrooms at school and stuff like that.

Like what a, what a treat and delight for all of us that instead the trend is buying a cake for the teacher that you've been driving crazy all year. I'm, I was never one of the teachers that was too afraid to eat the cake that was brought by a student. I know so many teachers that are like, that would go right in the trash.

I would never eat anything homemade. I got to tell you, I Some of my students, like, they can cook. I'm going to let them cook and bake me all the things. I've never been poisoned or drugged so far. So I'm just going to keep living in the naivety that everyone has a very clean home and they are baking and cooking things with love for me.

Um, another thing that was submitted for what those kids are doing this week is a simile. And the simile was Romeo was as gentle with Juliet. As toilet paper. And like, I could just see this kid being like, what, what do I have to be gentle with? Or it falls apart. What do I have to really make sure is like taken care of?

And he's just like toilet paper. That's it. That's what I'm going to connect here. I just love like the chaotic energy of that kind of a simile. If you have something that your students have been doing this week, I want to hear about it and you can submit it on Fridays for those who can't do, or you can email us at andrea at human dash content.

com or you can find the whole podcast family at human content pods. And of course, this is a brand new podcast and I so appreciate you guys reaching out with your reviews and your feedback and your emails. It means the world to me if you could subscribe and leave a review and we just might start giving some shout outs and you might hear your name.

If you want to check out the full video episodes, they are up every week on YouTube at Educator Andrea. Thank you so much for listening. I am your host, Andrea Forkham. A very special thank you to our guest, Lauren Chela. Our executive producers are Andrea Forkham, Aron Korney, Rob Goldman, and Shahnti Brooke.

Our editor is Andrew Sims. Our engineer is Jason Portizzo. Our music is by Omer Ben Zvi. Our recording location is the Indiana State Bi College of Education. To learn are Those Who Can't Do. Program disclaimer and ethics policy, submission verification, and licensing terms. You can go to podcaster andrea.com.

Those who can't do is a human content production.

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