Podcasts about warneke

In this episode, Kenz and Shell chat with Heidi Warneke. a mom of 2, fitness studio owner and teacher. Heidi shares how she manages her time and gives us some insight on the importance of strength training. 

On today's episode, Kristin Platts hears from Crop Consultant Conference speaker Brent Warneke about his session on sensors and sensor-controlled sprayers for specialty crop production.      Supporting the People who Support Agriculture Thank you to this month's sponsors who make it possible to get you your daily news. Please feel free to visit their websites. HUMA - https://go.bhn.us/JCS2023https://huma.us/ AgroPlantae Inc. - https://www.agroplantae.com/ Certis Biologicals - https://www.certisbio.com/products?category=&crop=&pest=&main_nav  

Tatum Richter returns to join Gordie in the studio, revealing the winner of "Nerding Out, part dieux". Mike Warneke, Founder and Executive Director for Fields of Dreams Uganda, shares his inspirational story via Zoom. Fields of Dreams Uganda www.fieldsofdreamsuganda.org linktr.ee/foduganda -------------------------------------------------------------------------------- Superepic by Alexander Nakarada | https://www.serpentsoundstudios.com Music promoted by https://www.chosic.com/free-music/all/ Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/... Energetic Drink by LesFM | https://lesfm.net/energetic-backgroun... Music promoted by https://www.chosic.com/free-music/all/ Creative Commons CC BY 3.0 https://creativecommons.org/licenses/...

Sophia Warneke ist Teamleitung der Referent:innen im zentralen Qualitätsmanagement bei Korian, einem der größten privaten Träger für stationäre Pflege in Europa. Sie gibt uns in dieser Folge einen tiefen Einblick in die Digitalisierungsprozesse, die bei Korian im Hintergrund ablaufen. Unter anderem sprechen wir über: - die Art und Weise, wie man nach neuen innovativen Lösungen sucht - welche Lösungen heute schon im Einsatz sind, - an welchen Pilotprojekten Korian derzeit arbeitet und - wie ein typischer Rollout-Prozess bei einem Träger mit mehr als 200 Einrichtungen aussieht,

In this episode, we discuss two topics, when and how to address fringe topics in the fitness space and the growing data in support of long muscle length partials for hypertrophy. In the former discussion, we discuss how science communicators are often in a difficult position when addressing such fringe ideas. When these beliefs are believed by small segments of the population - especially if they are potentially harmful - simply addressing them can potentially give them more legitimacy if not done right. Then we dive into “lengthened partials”, which only a couple of years ago would have been lumped in with the more common short muscle length partials you roll your eyes at in the gym all the time (think half squats). While formerly a fringe idea, the data continues to elucidate that this approach may have merit for hypertrophy. 00:00 Reviewing reviews: addressing the carnivore diet. Iron Culture Ep. 164- A Scientific Examination of the Carnivore Diet https://www.youtube.com/watch?v=K336B32efS0 40:15 Stretch-mediated hypertrophy and lengthened partials Ep. 189- Stretching & Range of Motion for Strength and Hypertrophy https://www.youtube.com/watch?v=VFrO2UQoIBg Monthly Applications In Strength Sport http://www.strongerbyscience.com/mass/  Warneke 2023 Comparison of the effects of long-lasting static stretching and hypertrophy training on maximal strength, muscle thickness and flexibility in the plantar flexors https://pubmed.ncbi.nlm.nih.gov/37029826/ Kassiano 2023 Greater Gastrocnemius Muscle Hypertrophy After Partial Range of Motion Training Performed at Long Muscle Lengths https://pubmed.ncbi.nlm.nih.gov/37015016/ Schoenfeld 2020 Effects of range of motion on muscle development during resistance training interventions: A systematic review https://pubmed.ncbi.nlm.nih.gov/32030125/ Maeo 2021 Greater Hamstrings Muscle Hypertrophy but Similar Damage Protection after Training at Long versus Short Muscle Lengths https://pubmed.ncbi.nlm.nih.gov/33009197/ Goto 2019 Partial Range of Motion Exercise Is Effective for Facilitating Muscle Hypertrophy and Function Through Sustained Intramuscular Hypoxia in Young Trained Men https://pubmed.ncbi.nlm.nih.gov/31034463/ Werkhausen 2021 Adaptations to explosive resistance training with partial range of motion are not inferior to full range of motion https://pubmed.ncbi.nlm.nih.gov/33465838/  Pedrosa 2022 Partial range of motion training elicits favorable improvements in muscular adaptations when carried out at long muscle lengths https://pubmed.ncbi.nlm.nih.gov/33977835/ Wolf 2023 Partial Vs Full Range of Motion Resistance Training: A Systematic Review and Meta-Analysis https://journal.iusca.org/index.php/Journal/article/view/182 59:24 Applications of full RoM vs partials 1:16:26 How to standardize RoM in lengthened partials 1:26:58 Applicability to strength Kitai 1989 Specificity of joint angle in isometric training https://pubmed.ncbi.nlm.nih.gov/2737195/ 1:39:32 Eric's conclusions and closing out

Vi er efterhånden ganske store fans af belastning under stræk for at opnå hypertrofi i vores muskolade-byggerier (oversat til: dat dere stretch gains - oversat til: Hypertrofi er godt).  Det kan altså noget.  Men kan udstrækning i sig selv noget? Kan du blive helt Jujimufu af kun at Juji'e og ikke mufu'e?  Vi har fundet en ny ven i Konstantin Warneke fra Østrig, der i den grad er dykket ned i det emne.  I denne episode af STÆRKT AKAVET får i en grundig gennemgang af tre Warneke et al. studier, der kigger nærmere på effekten af udstrækning på muskelhypertrofi (og andre relaterede målbare effekter).  Studie 1: Warneke et al. (2022): Using Daily Stretching to Counteract Performance Decreases as a Result of Reduced Physical Activity — A Controlled Trial Studie 2: Warneke et al. (2023): Sex differences in stretch-induced hypertrophy, maximal strength and flexibility gains Studie 3: Warneke et al. (2023): Comparison of the effects of long‐lasting static stretching and hypertrophy training on maximal strength, muscle thickness and flexibility in the plantar flexors Lyt med og find ud af om der er noget at hente på udstrækning i relation til beefcakedness.  Som altid sætter vi pris på anmeldelser og delinger! Mvh. Christian Amdi www.AmdiPT.dk Instagram: @AmdiPT & Niklas Meier www.NiklasMeier.dk www.Styrkmig.dk Instagram: @Kaptajnmeier

Erica talks to local Real Estate Agent Jeany Warneke about the Waco and surrounding markets Learn more about your ad choices. Visit megaphone.fm/adchoices

For many, research is taken to represent a framework for understanding concepts that can then be applied to their own training.  This can be taken too far when some hope to divine exact details that apply specifically to their own journey. Research isn't meant to tell you (dear listener) how to train on a Tuesday.  What is the best way to properly utilize the current literature to better our own lifting journeys? Two hunks set out to explore this very topic. 00:00 Introducing another MONSTER episode (and reviewing reviews and continuing the feud with the macrofactor podcast) 06:56 How training to failure research is really conducted Warneke 2022 Influence of Long-Lasting Static Stretching on Maximal Strength, Muscle Thickness and Flexibility https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9174468/ Iron Culture Ep. 197: Training To Failure: A Comprehensive Overview https://www.youtube.com/watch?v=oa8Z-fUuiNU Halperin 2021 Accuracy in Predicting Repetitions to Task Failure in Resistance Exercise: A Scoping Review and Exploratory Meta-analysis https://pubmed.ncbi.nlm.nih.gov/34542869/ 34:00 The death of the “expert” (and Mr Train-to-failure) 44:01 Study designs: disconfirming hypotheses vs proving something to be true Iron Culture Ep. 196- How Much Training Do Powerlifters Actually Need To Get Stronger (Ft. Dr. Pak) https://www.youtube.com/watch?v=2EJ0Qp6spGQ Bell 2022 “You can't shoot another bullet until you've reloaded the gun” https://sportrxiv.org/index.php/server/preprint/view/208 1:01:52 Barriers to research and the mistrust of science Monaghan 2001 Challenging medicine? Bodybuilding, drugs and risk https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9566.00180 Li 2022 Self-Reported Training and Supplementation Practices Between Performance-Enhancing Drug-User Bodybuilders Compared with Natural Bodybuilders https://pubmed.ncbi.nlm.nih.gov/36165879/ 1:21:00 Appeal to swoleness: researchers in sport science and the application of findings 1:32:40 How science can change practice: the BCAA example Hackett 2013 Training practices and ergogenic aids used by male bodybuilders https://pubmed.ncbi.nlm.nih.gov/22990567/ Iron Culture Ep. 182 - How to call out B.S. and Pseudoscience https://www.youtube.com/watch?v=ckzuycwnRH8  1:45:42 Concluding thoughts

Full ROM is king, right? Well, more or less. But why? And are there any types of partials that are worthwhile? What if your goal is strength? What if your goal is hypertrophy? In this episode we're joined by two academics who helped answer these questions: Dr. Alyssa Joy Spence, an international grade powerlifter, powerlifting coach with TSA and lecturer at AUT who did her PhD thesis on the effects of stretching on powerlifting performance, as well as Milo Wolf, a strength and physique athlete and coach with stronger by science and PhD candidate at Solent University studying the effects of different ranges of motion on hypertrophy.  00:00 The banter podcast and introducing Milo and Alyssa 9:45 Discussing “Range of Motion” in the context of hypertrophy  Milo's new Meta will be linked here when it's out! 21:00 What we know about stretching for hypertrophy and strength Warneke 2022 Influence of Long-Lasting Static Stretching on Maximal Strength, Muscle Thickness and Flexibility https://pubmed.ncbi.nlm.nih.gov/35694390/ 30:32 When and how to implement stretching to improve performance 45:45 Strength-specific ROM: partials for sticking points, injuries, and psychology? 1:00:14 Resistance and strength curves 1:07:51 Is there such a thing as being too stretched? 1:15:48 Training at long muscle lengths: biarticular and monoarticular muscles  Maeo 2021 Greater Hamstrings Muscle Hypertrophy but Similar Damage Protection after Training at Long versus Short Muscle Lengths https://pubmed.ncbi.nlm.nih.gov/33009197/ Maeo 2022 Triceps brachii hypertrophy is substantially greater after elbow extension training performed in the overhead versus neutral arm position https://pubmed.ncbi.nlm.nih.gov/35819335/ Stasinaki 2018 Triceps Brachii Muscle Strength and Architectural Adaptations with Resistance Training Exercises at Short or Long Fascicle Length https://www.mdpi.com/2411-5142/3/2/28      Pedrosa 2022 Partial range of motion training elicits favorable improvements in muscular adaptations when carried out at long muscle lengths https://pubmed.ncbi.nlm.nih.gov/33977835/ McMahon 2014 Muscular adaptations and insulin-like growth factor-1 responses to resistance training are stretch-mediated https://pubmed.ncbi.nlm.nih.gov/23625461/ Sato 2021 Elbow Joint Angles in Elbow Flexor Unilateral Resistance Exercise Training Determine Its Effects on Muscle Strength and Thickness of Trained and Non-trained Arms https://pubmed.ncbi.nlm.nih.gov/34616309/ 1:27:30 Touching on regional hypertrophy 1:31:39: How does stretching work and do we actually know? 1:33:51 Closing out and where to find Milo and Alyssa Milo : Instagram @wolfcoach_ https://www.instagram.com/wolfcoach_/?hl=en Muscle & Feels Podcast https://www.youtube.com/channel/UCfLkHRHcMxbdcZDWXfrLkBQ Coaching https://wolfcoaching.net/ Research Output https://www.researchgate.net/profile/Milo-Wolf-2 Alyssa: Instagram @alyssajoyable https://www.instagram.com/alyssajoyable/?hl=en  

In this edition, we'll be talking all about the consumer and home electronics industry with a focus on market trends ahead of IFA Berlin from the 2nd-6th September. We're joined by a special guest, Dr Sara Warneke, Managing Director of GFU Consumer and Home Electronics and organiser of IFA. We chat about what to expect at this year's IFA as well as how the markets have changed and developed over the last two years of the pandemic. Time-stamped show notes 00:00 ➡️ 00:42 : introduction 00:42 ➡️ 03:30: industry news 03:30 ➡️ 11:35: exclusive interview of Sara Warneke, Managing Director of gfu Consumer and Home Electronics GmbH 11:35 ➡️ 14:02: industry news This episode features: Sara Warneke, Managing Director of gfu Consumer and Home Electronics GmbH: https://www.linkedin.com/in/sara-warneke-2a450a1b9/?originalSubdomain=de Sara Warneke, who holds a doctorate in economics, has been Managing Director of gfu Consumer and Home Electronics GmbH since September 2020. She previously worked as a senior manager for the Consumer Electronics and Satellite and Cable associations of the ZVEI - Zentralverband Elektrotechnik- und Elektronikindustrie (German Electrical and Electronic Manufacturers' Association) and as an advisor to at gfu. Valuable resources gfu: https://gfu.de/

In this episode of “Stories, Soldiers and Songs”, Guy (Jaquier) and Adam (Rossi) catch up with Operation Encore artist and Navy veteran Morgan Warneke in Nashville, TN. During the podcast, they discuss Morgan's journey from a cross country runner in an Arkansas high school to his time as a Naval Academy cadet, his service as a Surface Warfare Office on a mine sweeper in the Persian Gulf, and finally to his adventures as a singer/songwriter living in Nashville going by the stage name “Fogg Warner”.Throughout the episode, they play Morgan's new recordings of three of his original songs:“Porch Boogie”“Malady”“Hookers and Blow”You can find more information about Morgan's and his music on the Operation Encore website or by searching for “Fogg Warner Music” on your favorite social media or streaming platform.Support the show (http://www.operationencore.org)Support the show

Alex Warneke (SBLive Sports, Pac-12 Networks, Bleacher Report) is a director of social media, lover of politics and Seattle sports. Alex joins Stick to Sports Biz to discuss his background in politics, and his stance on sport management degrees and unpaid internships. Alex and Brandon talk about the FOUR times they worked for the same company, their work in social media, and their ill-fated support of Seattle Mariners baseball.The Kickoff: Internships in Sports5:55 - Interview with Alex Warneke8:00 - Moving to the Bay Area12:05 - The myth of having a job you love13:20 - Memories from grad school 14:50 - Our eerily similar career paths16:00 - Our first interaction in grad school20:15 - Reaching out to Adam Schefter and others for career advice23:30 - Interning for the Oakland Raiders26:15 - Unpaid internships31:50 - Interviewing Raiders players39:45 - Working at SportStream42:30 - Transitioning to working at Facebook49:40 - Doing social media for the San Francisco Giants52:20 - Winding up together again at Bleacher Report56:00 - Working for the Pac-12 Networks1:00:30 - The pain of losing a dream job because of the pandemic1:07:30 - Finding a home at SBLive Sports1:14:30 - Early career in politics and what politics mean to Alex now1:25:05 - The struggle that is being a Seattle Mariners fan1:30:55 - Top 5 Seattle Mariners of all time1:52:20 - The Recommender2:02:00 - Old TweetsHost: Brandon FleshmanGuest: Alex WarnekeProducer: Tucker KinderBe sure to follow, rate, and review the show if you enjoy this episode!Follow Brandon on TwitterFollow Alex on Twitter and Instagram

In his mid teens, Cal and Suzie Warneke's son Josh started to struggle with his mental health. This episode is the story of their family's journey. 1 in 5 children experience a severe mental health condition sometime between the ages of 13-18. For parents, distinguishing mental health concerns from teenager temperament is complicated, yet early diagnosis is key to care. The Warneke's story sheds light on what parents can look for and how, when and why to seek help. Join us!

Join us as Bre Warneke shares with us how important it is to tap into food and diet (not diet as in to lose weight, but what you eat) and also your soul foods.  Working with a combination of those can allow you to be more balanced.  If we are conscience of our actions, we are more aligned with our goals.Returning back to nature and walking or hiking will bring us into a relaxed state naturally. Podcast link. https://podcasts.apple.com/us/podcast/the-soulful-mind/IG: angelevangerfb: angelraleyevangerFind out you intuition SUPERPOWER!  Us this link:www.angelevanger.com/quizwww.angelevanger.com/meditationsBre Warnekebrewarneke.comig:brewarneke

In this episode we are joined by Tom Warneke talking all things risk management. Tom is a technical and production manager whose work has taken him across Australia, Asia and the Middle East. Working in theatre and musicals, festivals, live music and major events, Tom has a varied background and started out in lighting and emergency management. He shares his insights with us from his fascinating entertainment career.  https://www.complexglobal.co/ https://www.theatreartlife.com/contributor/tom-warneke/  We want to hear from YOU and provide a forum where you can put in requests for future episodes. What are you interested in listening to? Please fill out the form for future guest suggestions here and if you have suggestions or requests for future themes and topics, let us know here! @theatreartlife Thanks to David Zieher who composed our music.

We've made it to Episode 6 of the Champagne Comedy podcast!Join Alison, Daniel, Kim and Matt as they review Season 1 Episode 6 of The Late Show, broadcast on Saturday August 22, 1992 on ABC TV.We've entered the era of 1992 where we're dominated by 'Jesus Christ Superstar', peak into the early jokes of 'Sylvania Waters', our right of reply to a "Warneke", shoddy Robert DeNiro impressions, and rip into Episode 6 of The Late Show.Feel free to get in touch - champagnelateshow@gmail.com or Twitter: @TLSChampagne or Facebook.This is a fan discussion podcast with no direct association with Tony, Mick, Rob, Tom, Jane, Santo, Jason, Judith and Co., as well as ABC TV. We're simply just fans.ChampagneComedy.com | Produced by Matt Fulton Productions - mattfulton.com.au See acast.com/privacy for privacy and opt-out information.

Nick Warneke, PT, DPT, CMTPT, senior physical therapist at St. Luke's Therapy Plus, joins Dr. Arnold to discuss dry needling. What it is, what's the process, what are the benefits and more!

In this interview, Mariah shares how an initial interest in an introductory psychology class inspired her to pursue, and customize, a Bachelor of Science Degree in Psychology with a minor in Cognitive Science from the University of Minnesota-Duluth Department of Psychology. She discusses her areas of study, research, and presentations at professional conferences as well as her role with the Mobile Neuroscience Lab for UMD Neuroscience outreach. She also shares how she learned about, and attained, a position as Clinical Research Coordinator in the Department of Psychiatry at the University of Minnesota after she graduated from UMD. Mariah describes how specific psychology classes helped to shape her perception of the world and enrich her personal life. She comments “I try to help people around me as much as I can, that is all I can ever do…help them feel comfortable, safe, and loved and maybe that will help shift their perception of something being a failure to a learning opportunity.” Mariah also talks about her ability to see colors associated with words (a.k.a., synesthesia) as well as her thoughts and experiences while travelling abroad for 9 months. She reveals her favorite psychology terms and shares her advice for others searching for a graduate school in psychology. https://vimeo.com/437547990 Research Interests Mariah's primary research interests include neural development, cognition, psychoneuroimmunology, and neural correlates of consciousness. Publications/Presentations/Poster Sessions Schumacher, M.J., Hjelle, R., & Lloyd, R. (November, 2017). Autonomic and central correlates of empathic response and sub-clinical psychopathy as reflected in heart rate variability and cerebral activity. Poster session presented at the Society for Neuroscience conference, Washington, D.C.. Schumacher, M.J., Hjelle, R., & Lloyd, R. (April, 2017). Empathic Response and Sub-Clinical Psychopathy. Poster session presented at the National Conference for Undergraduate Research, Memphis, TN. Mrkonjich, M., Schumacher, M., Warneke, B. (April, 2016). Parenting Style and its Effect on Children's Adult Romantic Relationships. Poster session presented at the Twin Ports Undergraduate Psychology Conference, Superior, WI. Bachelor of Science, Psychology (2017); University of Minnesota – Duluth. Update: Mariah Schumacher is applying to the Ecology, Evolution and Behavior Graduate Program in the College of Biological Sciences at the University of Minnesota. Podcast Transcription BradleyWelcome to the master's in psychology podcast. One of our goals for this podcast is to interview and highlight psychologists, psychiatrists, educators and practitioners to better understand what they do, how they got there and share the advice they have for students wanting to receive a Master's Degree in Psychology. For one of our first podcasts we wanted to talk to a student who recently finished her undergraduate degree in psychology. Today I have the pleasure of talking with Mariah Schumacher. Mariah has a Bachelor of Science in Psychology with a minor in cognitive science from the University of Minnesota Duluth. Mariah has presented at multiple conferences in various states, including Wisconsin, Tennessee and Washington DC. In 2017 she received the Undergraduate Research Opportunity Grant for her research project titled empathic response and subclinical psychopathy. She previously held a role with a mobile neuroscience lab for UMD neuroscience outreach. Upon completion of her undergraduate degree from UMD, she then joined the Department of Psychiatry as a full time clinical research coordinator in the fetal alcohol spectrum disorders lab at the University of Minnesota. Mariah's primary research interests include neural development, cognition, psychoneuroimmunology and neural correlates of consciousness. Mariah, welcome to our podcast.MariahOh, thank you. I'm super excited to do this podcast over webcam.

In der bisher längsten Podcastfolge reden wir über Jörg seine neue Kamera. Warum er gewechselt ist, wie er zufrieden ist usw.. ACHTUNG: Du möchtest zum Learn and Give Team gehören und Ruhm und Ehre ernten? Dann hör dir die Folge an! Wir vergeben eine JOB. Im Anschluss kommt das Interview mit Claudia Warneke. Claudia ist selbstständige Fotografin aus Höxter und hat sich auf People & Hochzeiten spezialisiert. Claudias Art und Einstellung überzeugt total und hat sie dahin gebraucht wo so jetzt steht. Hut ab!!! Bei Fassbrause und Wasser haben Claudia & Maik direkt an der Weser über die Fotografie gequatscht. Die Zeit verging wie im Flug, daher ist das Interview auch etwas länger geworden. Aber dafür hochgradig interessant mit sehr sehr spannenden und interessanten Einblicken. Viel Spaß :) Claudia im Netzt: Webseite https://www.claudiawarneke.de Facebook: https://www.facebook.com/claudiawarnekefotografie Instagram: https://www.instagram.com/claudia_warneke_fotografie/ Learn and Give im Netz: https://www.learnandgive.de Unser Newsletter: https://www.learnandgive.de/newsletter/ Facebook: https://www.facebook.com/learnandgive/ Vielen Dank an unseren Sponsor: Podcaster.de Jörg: Facebook Webseite Maik: Facebook Webseite

Listening, caring, building trust, and knowing each student individually. These are among the pillars of “culturally responsive teaching.” In this piece, we take you inside a classroom at O’Keeffe Middle School in Madison, Wisconsin, to see how these strategies, and more, are helping students break through to become independent learners, prepared to succeed and defy the achievement gap.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Other music by Ryan Aranda.  Thank you to 8th grade teacher Tracy Warnecke.  Resources:  Zaretta Hammond's Culturally Responsive Teaching and the Brain *** Transcript: (musical intro with mash-up of different voices) my main passion is robotics engineering. I kind of feel like we're on the radio. This has been my dream like forever. It makes you want to be a better student inside the classroom. I want to be a astronaut go outerspace. Try to understand where I fit in a society that doesn't always cherish my presence. (end of musical intro) 0:00:43.219,0:00:47.460 hello and welcome back to the MMSD voices 0:00:45.930,0:00:48.960 podcast where we will go into our 0:00:47.460,0:00:50.520 public school community in Madison 0:00:48.960,0:00:52.199 Wisconsin and hear directly from the 0:00:50.520,0:00:53.610 voices of our students staff and 0:00:52.199,0:00:56.100 families I'm Ryan 0:00:53.610,0:00:57.539 a Memorial High School 2009 graduate now 0:00:56.100,0:00:58.890 I work for the School District I 0:00:57.539,0:01:00.780 graduated from as a bilingual 0:00:58.890,0:01:02.609 communication specialist at our central 0:01:00.780,0:01:04.019 office I'm here to introduce today's 0:01:02.609,0:01:05.670 episode we're heading to Georgia 0:01:04.019,0:01:07.530 O'Keeffe middle school to hear from a 0:01:05.670,0:01:09.479 teacher known for being great at getting 0:01:07.530,0:01:11.310 kids to push themselves academically and 0:01:09.479,0:01:12.920 achieve a high levels by relating to 0:01:11.310,0:01:15.090 them connecting to their lives 0:01:12.920,0:01:15.540 understanding them and gaining their 0:01:15.090,0:01:17.460 trust 0:01:15.540,0:01:19.110 it's a story on culturally responsive 0:01:17.460,0:01:21.659 teaching we'll hear from eighth grade 0:01:19.110,0:01:23.610 teacher Tracey Warneke and we slice up a 0:01:21.659,0:01:26.820 few clips former students to sharing 0:01:23.610,0:01:29.549 their insights we hope you enjoy it is 0:01:26.820,0:01:33.030 my 21st year being a public head teacher 0:01:29.549,0:01:35.369 so it's the journey to get to this point 0:01:33.030,0:01:38.700 and it's a journey by making a thousand 0:01:35.369,0:01:40.770 mistakes first and just constantly 0:01:38.700,0:01:44.220 reflecting upon my practice and knowing 0:01:40.770,0:01:47.970 what I can do better the next day I have 0:01:44.220,0:01:51.420 no control over the kids reaction to me 0:01:47.970,0:01:53.850 I have control over me and my reaction 0:01:51.420,0:01:56.719 to them I have control over my 0:01:53.850,0:01:59.640 curriculum and how I present it to them 0:01:56.719,0:02:01.890 it's also through thousands of hours of 0:01:59.640,0:02:04.079 grad school and professional development 0:02:01.890,0:02:06.630 that I just take what I learn and I 0:02:04.079,0:02:09.780 apply it here in the classroom I play 0:02:06.630,0:02:11.560 some days it goes well some days it 0:02:09.780,0:02:15.160 completely bombs 0:02:11.560,0:02:16.750 I reflect on that I ask students for a 0:02:15.160,0:02:19.930 reflection what can we do to make it 0:02:16.750,0:02:22.030 better so with that what I've learned 0:02:19.930,0:02:24.510 over the years is behavior comes first 0:02:22.030,0:02:28.030 academics comes second and I think as 0:02:24.510,0:02:29.920 teachers we get that especially math 0:02:28.030,0:02:32.440 teachers where they have that crunch of 0:02:29.920,0:02:35.500 they have to cover certain chapters by 0:02:32.440,0:02:38.410 certain dates and you know you have to 0:02:35.500,0:02:40.930 reach certain goals in the curriculum by 0:02:38.410,0:02:45.519 a certain time we flip that in our head 0:02:40.930,0:02:48.010 and so I spend the first week of school 0:02:45.519,0:02:49.959 doing nothing but behavior teaching my 0:02:48.010,0:02:52.239 expectations teaching my classroom 0:02:49.959,0:02:54.670 routines teaching and building community 0:02:52.239,0:02:58.000 and I teach absolutely everything and 0:02:54.670,0:03:01.810 assume nothing so we agree every morning 0:02:58.000,0:03:02.310 and I teach them why and the purpose and 0:03:01.810,0:03:04.540 all of that 0:03:02.310,0:03:05.950 all right ladies during our greeting to 0:03:04.540,0:03:22.720 our mindfulness meditation get this day 0:03:05.950,0:03:25.450 started are you done 0:03:22.720,0:03:27.190 you are amazing human beings thank you 0:03:25.450,0:03:29.829 so very very much would you guys like a 0:03:27.190,0:03:33.150 piece of gum for helping me out or just 0:03:29.829,0:03:33.150 like a piece of candy for helping me out 0:03:39.720,0:03:45.700 one thing I live on was 20 live she's 0:03:42.579,0:03:49.150 very open about herself and like she's 0:03:45.700,0:03:52.030 like she is not afraid to tell people 0:03:49.150,0:03:53.020 who she is like she openly told us that 0:03:52.030,0:03:55.630 she was 0:03:53.020,0:03:58.180 okay and I actually really liked that 0:03:55.630,0:03:59.980 because when this morning he was telling 0:03:58.180,0:04:01.450 us all about her I got to know her 0:03:59.980,0:04:04.930 better and like know what kind to 0:04:01.450,0:04:07.810 specialize in she showed me that like I 0:04:04.930,0:04:10.660 shouldn't be afraid to like show who I 0:04:07.810,0:04:12.190 really am she's a really cool teacher 0:04:10.660,0:04:15.220 and I feel like I can just trust her 0:04:12.190,0:04:18.250 with anything like earlier today when I 0:04:15.220,0:04:19.959 was mad and I was I did not want to get 0:04:18.250,0:04:21.610 in trouble with my other teacher because 0:04:19.959,0:04:23.800 I did not want to do anything stupid I 0:04:21.610,0:04:25.810 just went to her classroom and she gave 0:04:23.800,0:04:29.100 me a piece of gum and let me draw in her 0:04:25.810,0:04:31.480 classroom calm down and it really helped 0:04:29.100,0:04:35.080 she's good in that way and she 0:04:31.480,0:04:37.240 understands us you know my name is Lily 0:04:35.080,0:04:40.030 I'm in this morning he's morning class 0:04:37.240,0:04:41.830 for homeroom class and I've just always 0:04:40.030,0:04:43.900 noticed since the beginning of the year 0:04:41.830,0:04:45.850 that she always tells her students that 0:04:43.900,0:04:48.280 they're smart and that they shouldn't 0:04:45.850,0:04:50.290 like cut corners and that they're better 0:04:48.280,0:04:52.300 than what they think that they are and 0:04:50.290,0:04:54.370 that they are smart and stuff like that 0:04:52.300,0:04:56.740 and I think it's really helped a lot of 0:04:54.370,0:04:58.510 the students in our class know that they 0:04:56.740,0:05:00.760 can trust her and I know that I can 0:04:58.510,0:05:04.360 trust her and I really enjoy being in 0:05:00.760,0:05:06.190 her classroom and I think I my ground 0:05:04.360,0:05:08.020 students in the purpose of why that we 0:05:06.190,0:05:09.280 do the things that we do and I really 0:05:08.020,0:05:09.970 establish by the fact that this is a 0:05:09.280,0:05:12.190 public school 0:05:09.970,0:05:14.740 we service the public that means 0:05:12.190,0:05:17.230 everybody from the public is here people 0:05:14.740,0:05:18.970 that we might not necessarily spend time 0:05:17.230,0:05:20.950 with in our normal everyday lives are 0:05:18.970,0:05:22.570 here in this classroom so I have the big 0:05:20.950,0:05:25.240 rule that we do not have to like each 0:05:22.570,0:05:26.310 other I have 26 kids in my morning 30 in 0:05:25.240,0:05:29.020 my afternoon block 0:05:26.310,0:05:31.210 we're not the expectation that we're all 0:05:29.020,0:05:33.100 going to be friends is ridiculous but we 0:05:31.210,0:05:35.020 will respect each other as colleagues 0:05:33.100,0:05:37.030 and then I spent a significant amount of 0:05:35.020,0:05:38.410 time talking about code-switching what's 0:05:37.030,0:05:40.450 the purpose of this class I was the 0:05:38.410,0:05:42.270 purpose of coming to school who are we 0:05:40.450,0:05:44.290 as a student who are we as a learner 0:05:42.270,0:05:46.600 were the difference between those two 0:05:44.290,0:05:48.280 things and why are we here who are we 0:05:46.600,0:05:50.410 going to be when we're in this room 0:05:48.280,0:05:51.160 because who we are in this room is not 0:05:50.410,0:05:55.410 who we are 0:05:51.160,0:05:57.760 hey buddy you tap out okay you all right 0:05:55.410,0:06:01.090 do you need to talk to me you just wanna 0:05:57.760,0:06:03.010 take a break okay who we are in this 0:06:01.090,0:06:04.300 room is not who we are would we're hold 0:06:03.010,0:06:06.110 their parents or hanging out or 0:06:04.300,0:06:08.480 grandparents or cousins or our 0:06:06.110,0:06:10.600 at the park so we do a lot of work on 0:06:08.480,0:06:15.470 identity in the beginning as 0:06:10.600,0:06:17.930 eighth-grade staff teaching American 0:06:15.470,0:06:19.790 history as our curriculum we kick it 0:06:17.930,0:06:20.480 also by diving into privilege and what 0:06:19.790,0:06:22.580 does that mean 0:06:20.480,0:06:25.040 and we put all the kids on a privilege 0:06:22.580,0:06:27.100 walk so the entire eighth grade in the 0:06:25.040,0:06:29.480 morning block and afternoon so it's half 0:06:27.100,0:06:30.890 hour standing on the blacktop and we do 0:06:29.480,0:06:32.450 a privilege walk we built to that we 0:06:30.890,0:06:34.970 don't just watch but by the third day of 0:06:32.450,0:06:38.030 school we did that activity you did a 0:06:34.970,0:06:39.380 privilege walk where we all lined up and 0:06:38.030,0:06:42.680 then took steps forwards or backwards 0:06:39.380,0:06:44.120 depending on if this applied to you to 0:06:42.680,0:06:47.750 show like the different versions of 0:06:44.120,0:06:50.900 privilege it was like have you ever 0:06:47.750,0:06:53.050 taken a family vacation and then people 0:06:50.900,0:06:56.090 who have done that took a step forward 0:06:53.050,0:06:59.810 do you feel like safe expressing 0:06:56.090,0:07:01.730 yourself in public like you do that and 0:06:59.810,0:07:05.420 then you could see where people say in 0:07:01.730,0:07:07.370 the line of the spectrum like with how 0:07:05.420,0:07:10.250 they feel and the privilege that they 0:07:07.370,0:07:12.230 have not because they earned it by just 0:07:10.250,0:07:15.620 like their race their gender their 0:07:12.230,0:07:18.440 sexual orientation stuff like that no 0:07:15.620,0:07:21.380 this was new to me and I think everybody 0:07:18.440,0:07:24.710 in there we weren't really used to like 0:07:21.380,0:07:28.460 talking about it like that it was but it 0:07:24.710,0:07:30.260 was good yeah we had like a whole unit 0:07:28.460,0:07:32.390 on privilege so for that we did a lot of 0:07:30.260,0:07:35.000 talking about privilege and the 0:07:32.390,0:07:39.200 different types of privilege so we made 0:07:35.000,0:07:44.270 posters there's gender there's racial 0:07:39.200,0:07:46.280 there's aesthetics social and it's 0:07:44.270,0:07:48.110 always such a great eye opener kind of 0:07:46.280,0:07:49.730 breaks down those barriers of assumption 0:07:48.110,0:07:53.750 that people make about one another based 0:07:49.730,0:07:54.980 off of skin tone or hair texture a lot 0:07:53.750,0:07:56.120 of times it's the kids who are in the 0:07:54.980,0:07:57.470 back that we don't expect 0:07:56.120,0:07:58.850 and it's the kids in the front who we 0:07:57.470,0:08:01.160 don't expect so it's a great way to 0:07:58.850,0:08:03.230 start that dialogue of diving into who 0:08:01.160,0:08:04.970 where we are as a community and really 0:08:03.230,0:08:08.170 working on that sense of identity of 0:08:04.970,0:08:10.340 ourselves in a classroom with that I 0:08:08.170,0:08:11.720 most of my anchor charts have had to 0:08:10.340,0:08:13.460 come down because we don't need them up 0:08:11.720,0:08:14.810 anymore but I really build a lot of 0:08:13.460,0:08:16.820 anchor charts that Bruce and our 0:08:14.810,0:08:19.919 behaviors ruin our routines reserve our 0:08:16.820,0:08:22.860 expectations through all of that work 0:08:19.919,0:08:24.900 and listening because I run my classroom 0:08:22.860,0:08:27.960 on a circle was it sort of like a 0:08:24.900,0:08:29.849 lopsided circle but in the first week we 0:08:27.960,0:08:31.830 actually had tables against walls and a 0:08:29.849,0:08:33.180 circle where everything was kind of it 0:08:31.830,0:08:35.820 you know like a restorative such a 0:08:33.180,0:08:38.399 circle the kids to start to share you 0:08:35.820,0:08:40.229 just start to pay attention and you just 0:08:38.399,0:08:41.430 start to just ask you know you just get 0:08:40.229,0:08:43.440 to know you know you just start to 0:08:41.430,0:08:45.750 listen to who are your kids and how do 0:08:43.440,0:08:47.220 they react I greet my kids every morning 0:08:45.750,0:08:49.380 I mean I might not always be at the door 0:08:47.220,0:08:50.670 but if I mean here we're like good 0:08:49.380,0:08:52.529 morning good morning good morning how we 0:08:50.670,0:08:54.029 doin you read their body language I mean 0:08:52.529,0:08:55.589 the great thing about middle schoolers 0:08:54.029,0:08:56.160 is they wear their emotions on their 0:08:55.589,0:08:58.320 sleeves 0:08:56.160,0:09:00.690 they're full of hyperbole and they're 0:08:58.320,0:09:02.670 they just want to be said but like all 0:09:00.690,0:09:05.220 kids they want the structure they want 0:09:02.670,0:09:06.690 to know what they're supposed to do and 0:09:05.220,0:09:08.250 how they're supposed to do I think 0:09:06.690,0:09:10.740 that's just people I think people like 0:09:08.250,0:09:13.490 structure and so I do that I'm very very 0:09:10.740,0:09:19.019 clear on my expectations and I I 0:09:13.490,0:09:20.550 remember two of my morning students came 0:09:19.019,0:09:21.810 to me the first week of school said this 0:09:20.550,0:09:23.820 Marty you're a really really good 0:09:21.810,0:09:26.339 teacher thanks guys I really appreciate 0:09:23.820,0:09:28.260 that and kind of blew it off like no you 0:09:26.339,0:09:30.390 get kids who are normally pushed out of 0:09:28.260,0:09:34.589 the classroom and you keep them in the 0:09:30.390,0:09:37.380 room and I think that's the key is kids 0:09:34.589,0:09:38.670 blip in a classroom for a reason they're 0:09:37.380,0:09:40.680 not you know there's no such thing as a 0:09:38.670,0:09:42.959 bad kid there are kids who make bad 0:09:40.680,0:09:45.300 choices there are kids in bad situations 0:09:42.959,0:09:48.839 but there's no such thing as a bad kid 0:09:45.300,0:09:51.420 so community and I stress with both of 0:09:48.839,0:09:52.800 my classes that we are a community and 0:09:51.420,0:09:54.420 when the community is not doing well 0:09:52.800,0:09:56.339 when certain individuals are not doing 0:09:54.420,0:09:59.100 well in the community we're all in it 0:09:56.339,0:10:00.930 together I also start the year off by 0:09:59.100,0:10:02.820 telling them that I'm the dictator I'm a 0:10:00.930,0:10:05.850 nice dictator I'm a compassionate 0:10:02.820,0:10:07.800 dictator I will listen to you dictator 0:10:05.850,0:10:09.149 but the end of the day I'm the teacher 0:10:07.800,0:10:10.769 you're the student you have to do what I 0:10:09.149,0:10:13.560 say because I'm the teacher a student 0:10:10.769,0:10:17.010 that's why power works which fits really 0:10:13.560,0:10:18.779 nicely into privilege um I go I hate my 0:10:17.010,0:10:20.910 dictators mr. Droog ah I have to tell it 0:10:18.779,0:10:22.980 you know I listen to what he tells me 0:10:20.910,0:10:24.930 right I can't say no and blow him off 0:10:22.980,0:10:27.300 he's my principal I have to do what he 0:10:24.930,0:10:29.490 tells me to do but he's a nice dictator 0:10:27.300,0:10:30.390 right I'm a nice tech Tator but the end 0:10:29.490,0:10:32.130 of the day and there's 0:10:30.390,0:10:35.490 times I look at they can be like 0:10:32.130,0:10:37.350 teacher-student all right you know but 0:10:35.490,0:10:38.940 again they just want to know like they 0:10:37.350,0:10:40.260 wouldn't know their limits you want to 0:10:38.940,0:10:42.780 know what they can and cannot do and 0:10:40.260,0:10:44.550 then once I get all that established 0:10:42.780,0:10:46.710 then when it comes to work 0:10:44.550,0:10:48.180 it's the gradual release lots of things 0:10:46.710,0:10:50.790 that districts are teaching us it's the 0:10:48.180,0:10:52.470 you know model first you know show them 0:10:50.790,0:10:55.020 what you're supposed to do do it whole 0:10:52.470,0:10:56.490 group do it together do it in small 0:10:55.020,0:10:58.640 group and then kind of look like that 0:10:56.490,0:11:03.030 all those PD's that we're getting from 0:10:58.640,0:11:04.590 our experts downtown it's just going to 0:11:03.030,0:11:06.900 be really really mindful in it just 0:11:04.590,0:11:09.570 takes a lot of time just one step at a 0:11:06.900,0:11:11.310 time and just slowly but surely by 0:11:09.570,0:11:12.780 fourth quarter I don't need a model how 0:11:11.310,0:11:14.370 to put your assignments in the area when 0:11:12.780,0:11:16.110 you know how to do that but everyday 0:11:14.370,0:11:17.930 right now it's everybody do is it 0:11:16.110,0:11:20.310 together cuz we're not quite ready I 0:11:17.930,0:11:21.930 also feel really sweet group of kids 0:11:20.310,0:11:24.420 this year and they help each other which 0:11:21.930,0:11:26.670 is awesome it is not easy to be a warm 0:11:24.420,0:11:29.790 demander it is not easy to put on that 0:11:26.670,0:11:31.200 academic press because that's constantly 0:11:29.790,0:11:33.540 something that you're juggling that line 0:11:31.200,0:11:35.490 in that line is not always clear and so 0:11:33.540,0:11:37.800 it's never good to make assumptions 0:11:35.490,0:11:41.160 about that line so it's really important 0:11:37.800,0:11:42.930 to get to know who your kids are and by 0:11:41.160,0:11:44.640 shutting up and listening I think that's 0:11:42.930,0:11:46.440 the key is finding the gifts that they 0:11:44.640,0:11:50.850 bring to the classroom finding the good 0:11:46.440,0:11:53.160 in all kids and recognizing that the 0:11:50.850,0:11:56.760 front that they give you is not who they 0:11:53.160,0:12:00.630 are middle schoolers do not like to be 0:11:56.760,0:12:02.490 uncomfortable and so if the learning pit 0:12:00.630,0:12:05.130 right the falling into that pit that's 0:12:02.490,0:12:06.840 savoring the struggle where they want to 0:12:05.130,0:12:08.280 mislead you they start talking we'll put 0:12:06.840,0:12:09.660 a boop boop boop and they were like get 0:12:08.280,0:12:12.480 the answers from their friends or they 0:12:09.660,0:12:13.890 want me so badly to define exactly what 0:12:12.480,0:12:15.960 they should be doing or they will 0:12:13.890,0:12:17.190 exactly want me to give them the answers 0:12:15.960,0:12:19.440 that they're supposed to write down on 0:12:17.190,0:12:21.180 their paper so the to be a slave ABC 0:12:19.440,0:12:23.100 book right every kid picks a random 0:12:21.180,0:12:24.690 letter they to take that letter and 0:12:23.100,0:12:28.740 connect it to a concept they learned in 0:12:24.690,0:12:31.710 slavery so like S is for slavery W is 0:12:28.740,0:12:34.710 for whippings J is for jumping the broom 0:12:31.710,0:12:36.930 you know whatever that concept that 0:12:34.710,0:12:38.820 resonated with them and then they have 0:12:36.930,0:12:41.040 to do a Melancon paragraph so they have 0:12:38.820,0:12:42.300 to you know find textual evidence they 0:12:41.040,0:12:45.330 have to 0:12:42.300,0:12:50.160 I do the content at least sexual others 0:12:45.330,0:12:51.930 provide the link that's hard that's some 0:12:50.160,0:12:54.450 seriously high level writing and 0:12:51.930,0:12:57.270 thinking about a really difficult topic 0:12:54.450,0:12:58.950 and so when we first wrote you know I we 0:12:57.270,0:13:01.140 of course we model we do things together 0:12:58.950,0:13:02.610 we do things in small group we talk 0:13:01.140,0:13:03.690 about it we have lots of discussions but 0:13:02.610,0:13:05.100 when it comes to the rubber hand the 0:13:03.690,0:13:08.820 room where they they're like I have my 0:13:05.100,0:13:10.230 my my graphic organizer and my notes and 0:13:08.820,0:13:14.550 this book and I gotta put it all 0:13:10.230,0:13:16.890 together now they all blow just like and 0:13:14.550,0:13:18.450 so it's just constantly just a lot of 0:13:16.890,0:13:22.350 reassurance for that it's like you've 0:13:18.450,0:13:24.750 got this you have this the expectation 0:13:22.350,0:13:26.370 still is no talking I want your brain 0:13:24.750,0:13:30.090 not your brain in your neighbors brain 0:13:26.370,0:13:33.390 what do you know and they just sir just 0:13:30.090,0:13:36.900 allowing them to be uncomfortable and 0:13:33.390,0:13:38.490 not to save them from their internal 0:13:36.900,0:13:40.470 insecurities or there and there is 0:13:38.490,0:13:42.090 especially this happens a lot with my 0:13:40.470,0:13:43.950 high-flyer learners right that a lot of 0:13:42.090,0:13:46.710 my perfectionist want to be put in the 0:13:43.950,0:13:50.070 box and well how many pages does it need 0:13:46.710,0:13:52.050 to be it doesn't and they're like what 0:13:50.070,0:13:54.720 I'm like you have to have all of the 0:13:52.050,0:13:57.750 skills or that I'm asking you to 0:13:54.720,0:13:59.580 demonstrate but you can demonstrate that 0:13:57.750,0:14:03.180 in a page maybe it takes you five pages 0:13:59.580,0:14:06.780 demonstrate that I don't know so I push 0:14:03.180,0:14:08.250 them out so my rubrics and my assignment 0:14:06.780,0:14:09.480 description if it's not on those two 0:14:08.250,0:14:12.030 things you have carte blanche to do 0:14:09.480,0:14:13.230 whatever you want so that's that's 0:14:12.030,0:14:15.330 always going to start to see them 0:14:13.230,0:14:20.270 grapple with that but I think the big 0:14:15.330,0:14:20.270 also heated ideas I do a lot of student 0:14:21.200,0:14:28.140 interesting curriculum like I connect 0:14:25.020,0:14:30.930 history to current events so when we 0:14:28.140,0:14:32.290 were studying a lot about slavery miss 0:14:30.930,0:14:36.129 Warneke showed us a video 0:14:32.290,0:14:38.649 of Beyonce I think it was her recent 0:14:36.129,0:14:40.509 like showing it the award show I don't 0:14:38.649,0:14:42.910 remember which one it was but it was 0:14:40.509,0:14:43.929 really awesome because it showed exactly 0:14:42.910,0:14:46.600 what we were learning about in class 0:14:43.929,0:14:47.739 like how we represented slavery and it 0:14:46.600,0:14:49.959 was really interesting to see how she 0:14:47.739,0:14:53.169 brought that into the classroom first 0:14:49.959,0:14:54.789 for ela they get to choose what they 0:14:53.169,0:14:57.129 read they get to choose what they write 0:14:54.789,0:15:03.279 about as long as it fits under my 0:14:57.129,0:15:06.519 umbrella of standards they get to do it 0:15:03.279,0:15:08.049 so I believe a big big thing about 0:15:06.519,0:15:09.519 student choice over the narrative 0:15:08.049,0:15:12.609 writing project they could choose to 0:15:09.519,0:15:14.079 write a traditional short story they 0:15:12.609,0:15:17.829 could have chosen to write a humans of 0:15:14.079,0:15:19.779 New York or peoples of Madison blog or 0:15:17.829,0:15:21.789 they could have chosen to write this I 0:15:19.779,0:15:22.929 believe and we laid it all out over the 0:15:21.789,0:15:24.609 different choices and what those three 0:15:22.929,0:15:26.049 different choices would mean and then I 0:15:24.609,0:15:27.910 got to see all the expectations 0:15:26.049,0:15:30.759 everybody has the same running target 0:15:27.910,0:15:31.869 areas the same rubric but just you know 0:15:30.759,0:15:33.999 what do you want to write an imaginary 0:15:31.869,0:15:37.689 story a memoir or something about a 0:15:33.999,0:15:39.009 lesson of values that you have most of 0:15:37.689,0:15:40.600 them choice is a short story which is 0:15:39.009,0:15:42.489 always interesting because my humans of 0:15:40.600,0:15:44.019 Madison kids are like this is so easy I 0:15:42.489,0:15:46.419 don't have to make anything up it's all 0:15:44.019,0:15:48.279 in my head I'm like that's what I think 0:15:46.419,0:15:50.919 but you know some kids want to take on 0:15:48.279,0:15:52.929 the challenge and so that having that 0:15:50.919,0:15:55.989 power of choice and knowing that I have 0:15:52.929,0:15:59.230 a voice and what I get to do it makes 0:15:55.989,0:16:01.600 the engagement so much higher make 0:15:59.230,0:16:03.910 sagacious and then if they are blipping 0:16:01.600,0:16:05.470 well why are they blipping and it's 0:16:03.910,0:16:07.329 flipping because either can't be it you 0:16:05.470,0:16:08.199 know competent or autonomous or have 0:16:07.329,0:16:09.579 really they don't have a relationship 0:16:08.199,0:16:11.679 with me where they're not having any fun 0:16:09.579,0:16:12.819 and as much as I try to make learning 0:16:11.679,0:16:14.079 fun in here there are certain days where 0:16:12.819,0:16:15.939 like guys this is one of those days 0:16:14.079,0:16:17.980 where we just have to learn it's not 0:16:15.939,0:16:19.389 gonna be great but there's gonna be lots 0:16:17.980,0:16:21.309 of things in your life that you have to 0:16:19.389,0:16:25.480 sit through that are not great and this 0:16:21.309,0:16:27.789 is not a rarity for us and I think it's 0:16:25.480,0:16:33.059 I've gotten the feedback from kids that 0:16:27.789,0:16:35.319 they enjoy the topics that we do and 0:16:33.059,0:16:36.850 bringing it like they enjoyed they found 0:16:35.319,0:16:38.289 the privilege work really interesting 0:16:36.850,0:16:41.259 they're ready to be done with slavery 0:16:38.289,0:16:43.480 and I don't blame them it's hard I mean 0:16:41.259,0:16:44.600 I it's raw we read the to be a slave for 0:16:43.480,0:16:47.000 the slave narratives we watched 0:16:44.600,0:16:49.850 Unchained memories it's hard stuff to 0:16:47.000,0:16:53.209 hear and that and we do the same thing 0:16:49.850,0:16:54.800 with Columbus and Zen they get there 0:16:53.209,0:16:57.649 like man america's got a lot of bad 0:16:54.800,0:16:59.990 stuff it's like yeah well how did we get 0:16:57.649,0:17:01.819 here like because they are they're 0:16:59.990,0:17:03.170 opening to the world they're going out 0:17:01.819,0:17:04.640 in the world they have these phones 0:17:03.170,0:17:07.760 where they're getting this sound bytes 0:17:04.640,0:17:08.689 and these little pictures and means that 0:17:07.760,0:17:10.010 you know if you don't have the 0:17:08.689,0:17:12.770 background knowledge you're not going to 0:17:10.010,0:17:15.500 understand let me teach you what that 0:17:12.770,0:17:18.709 means let me teach you why that's 0:17:15.500,0:17:20.270 important let me teach you about our 0:17:18.709,0:17:21.919 government and how it's supposed to 0:17:20.270,0:17:24.559 function so you can be an informed voter 0:17:21.919,0:17:26.270 when you're 18 or you can understand 0:17:24.559,0:17:28.490 then you can make choices that will 0:17:26.270,0:17:30.320 benefit our country because you I don't 0:17:28.490,0:17:32.030 want you to be an ignorant voter I want 0:17:30.320,0:17:33.919 you to understand how our government 0:17:32.030,0:17:36.490 works so that when you can have that 0:17:33.919,0:17:39.530 opportunity you can do that so a lot of 0:17:36.490,0:17:42.470 relating the purpose of why and bring in 0:17:39.530,0:17:44.360 making it personal for that but really 0:17:42.470,0:17:47.929 enhances the curriculum and then they're 0:17:44.360,0:17:49.429 more likely to do the work right that 0:17:47.929,0:17:51.890 one demand or sort of goes away because 0:17:49.429,0:17:55.490 like oh I get to research my status 0:17:51.890,0:17:57.770 student research um he was really into 0:17:55.490,0:18:00.289 gangs and we were doing our research but 0:17:57.770,0:18:02.750 okay so what is some gang prevention and 0:18:00.289,0:18:05.360 he was from Chicago and he like way into 0:18:02.750,0:18:07.100 understanding like and I got like 0:18:05.360,0:18:09.080 community community centers can really 0:18:07.100,0:18:10.490 help keep kids off the street in gangs 0:18:09.080,0:18:12.950 but then he's like but wait community 0:18:10.490,0:18:14.840 centers close at six thirty you know and 0:18:12.950,0:18:16.250 like so he got it so we got to really 0:18:14.840,0:18:19.190 understand like what was going on in his 0:18:16.250,0:18:21.770 neighborhood what was happening and like 0:18:19.190,0:18:23.539 he was way into that work in that 0:18:21.770,0:18:25.100 research because it was a topic he was 0:18:23.539,0:18:28.280 interested in so I didn't have to fight 0:18:25.100,0:18:30.500 him on learning and then I gave him the 0:18:28.280,0:18:32.150 scaffolds and the organizers and you 0:18:30.500,0:18:33.919 know the stuff that can get them you 0:18:32.150,0:18:35.870 know the cop give them to the autonomy 0:18:33.919,0:18:38.630 to do that work by themselves because 0:18:35.870,0:18:42.470 again I have high class numbers so I 0:18:38.630,0:18:44.059 can't sit one-on-one with each kid and 0:18:42.470,0:18:47.390 also then at the same time meet my high 0:18:44.059,0:18:50.179 fliers needs and keep them moving 0:18:47.390,0:18:52.340 forward and going deeper in their box 0:18:50.179,0:18:54.350 when you know ioki if we have some just 0:18:52.340,0:18:56.549 naturally really just smart intellectual 0:18:54.350,0:19:00.929 kids we have smart intellectual families 0:18:56.549,0:19:02.759 add fun you know you got a laugh you got 0:19:00.929,0:19:09.149 a laugh and have some fun play some 0:19:02.759,0:19:10.499 games enjoy each other thanks for 0:19:09.149,0:19:12.029 listening I hope you enjoyed this 0:19:10.499,0:19:13.529 episode if you want to hear more about 0:19:12.029,0:19:14.999 the topics we discussed today in today's 0:19:13.529,0:19:16.919 podcasts check out 0:19:14.999,0:19:18.690 zarayda Hammond's book culturally 0:19:16.919,0:19:20.549 responsive teaching in the brain you can 0:19:18.690,0:19:26.459 also dig into the story a bit more on 0:19:20.549,0:19:28.109 medium.com /at sign mm SD you can find 0:19:26.459,0:19:28.499 these and other resources in the show 0:19:28.109,0:19:40.799 notes 0:19:28.499,0:19:43.559 see you next time black excellence is 0:19:40.799,0:19:45.959 the district's unapologetic stand in 0:19:43.559,0:19:48.479 support of our african-american students 0:19:45.959,0:19:50.359 our first strategic framework helped us put our 0:19:48.479,0:19:53.099 school district on an upward trajectory 0:19:50.359,0:19:54.959 but more important laid the foundation so 0:19:53.099,0:19:57.299 that we can make even more progress in 0:19:54.959,0:20:02.570 the future it starts with believing in 0:19:57.299,0:20:02.570 the potential of each and every student 0:20:03.890,0:20:12.039 [Music] 0:20:16.130,0:20:19.339 [Music] 0:20:22.510,0:20:25.990 [Applause] 0:20:22.840,0:20:25.990 [Music] 0:20:28.810,0:20:32.060 [Music] 0:20:33.200,0:20:35.260 you 0:20:45.420,0:20:47.480 you  

Ep 70 with the hosts of the Do Go On podcast Matt Stewart, Jess Perkins, Dave Warneke, and first timer to the podcast Naomi Higgins. We find out why Jess couldn't sleep in a dorm in Ireland, who fainted working the checkouts and how Matts dad punished him. This episode is sponsored by Harry's razors, for your free trial go to harrys.com/whoiam See acast.com/privacy for privacy and opt-out information.

Just when wealthy South Africans thought they'd a…

IT"S A DAVE SPECIAL - the season finale sees all the Daves come together to find out which Dave got picked up by Buddy Franklin, who sat in a waiting room with a guitar stuck to their braces and who was taught wrestling moves by Bret The Hitman Hart See acast.com/privacy for privacy and opt-out information.

On this week's podcast CEO of the Asylum Seeker Resource Centre Kon Karapanagiotidis drops by ahead of the centre's "Winter Appeal", Comedian and Performer Eddie Perfect Talks about his show 'Songs From The Middle', Comedian Dave Warneke quizzes the Breakfasters about space and on this week's "Genius Squad" Sally Sherwen from Zoos Victoria talks about animal enrichment.

Fall 2009