Should Superintendents Be Scared of Me?

Andrea: [00:00:00] We talk about how like perpetually damp. That grade is, they're just always moist, right? Like there's a stickiness that comes with teaching smaller kids

Theme: how to the classroom, 

Andrea: Hey, teacher besties, welcome to how to survive the classroom. Um, my mental status, I should probably say up top is, um, it's like, it's like a fruit salad of chaos happening. In, in my soul and in my brain at the moment. So I just need you guys to like, gear up, just get ready. 'cause it has been a heck of a week.

I'm in the middle of a move and every time I talk about the fact that I am in the middle of a move, um, everyone's like, oh my gosh. Are you leaving Indiana? No. I'm not leaving Indiana. In fact, I'm not even leaving Terre Haute. I am moving, I believe it's like three miles from one location. It's, it's so [00:01:00] close that when we were applying for our mortgage, the mortgage lender asked why we're moving if it's so close?

And I was like, wait, what? Like. Do people only move houses if they're like leaving? Like we didn't tell them we were changing jobs or anything like that. We're like, um, because we all share one shower right now and we would very much like to not share one shower right now. Um, and they were really baffled by that.

And I'm like, okay, well you know what, just give me a loan. And they did thankfully. Um, so this week we have in fact been moving and then before the move, so it's, you know, as I'm recording this right now, I know you guys get it on Mondays. I am recording this on a Friday. We moved on Monday and I didn't get back from California, from visiting family, doing shows, all of that kind of stuff until Friday.

So we had like those three days to finish packing and get everything ready. Ooh, it's been a heck of a week. Like every day this week, I've hit the couch at the end of the day and like every part of my [00:02:00] body hurts. Like it just hurts so bad. 'cause I'm getting the old house ready for sale and the new house, trying to unpack everything.

And of course my husband is still working very, very long days, so he helps as he can, but he doesn't get home till like six or seven. So it's been a week, my friends, it has been a week, but. I have to tell you, on Tuesday I took a break from all of these important things and I had my meeting with a bunch of superintendents, so it was really fun.

So at the university that I work at, at Indiana State, there is a educational leadership program. As part of this, several of the professors try and work to support existing superintendents, existing, um, administrators, all of that. And there is a superintendent program that they do every summer. And so it's kind of spread out.

Some of it's online, some of it's in person. And the professor that runs it, he asked me to come and chat with all of the, these superintendents or aspiring [00:03:00] superintendents, um, and essentially give them an honest take. About what teachers want to say and are too afraid to say to these people. And I was like, put me in coach.

Like, let me, let me get in there. Let me get in there. Um, and I, I really wanted them to hear me and so I was not. Overly critical. I did start off by being like, guys, thank you so much for having me. Um, you know, I gave a little intro about myself, told them that I, I do comedy and I do, you know, keynotes and stuff like that, and I was like, I do have to tell you that like superintendents do tend to be the butt of many of my jokes, and I'm sorry about that, but like.

I we're supposed to punch up and that's like, you know, like that's the upst up you can punch at really. Um, and they did not love that. But I think I went 'em over by the end. Um, I did ask all of my followers on Instagram. I asked everybody to share with me if you were going to. [00:04:00] Talk to a bunch of superintendents, what do you think they need to know and what ideas do you have to basically help them do their jobs better?

Um, and of course I got like the requisite many, many comments about people being like, nobody needs you and stuff like that. Um, but one of the things that I thought was a really good piece of guidance was somebody submitted that when a pro. Football team is performing poorly. You don't go and fire all the players.

You go and fire the coach. And I thought that hit pretty hard. Um, I did share that with them. Uh, but it, you know, and it's true, like. If you are noticing that a school is not doing super well, is the answer to go back and fire all of the teachers, or is it to address the leadership at that school or at that district?

Um, a couple of other things that people submitted to me, and I did say that to them, um, but a couple of other things were things like if you see a bunch of teachers leaving all at once, that's an [00:05:00] administration problem. Like that's not the teachers just all being a bunch of malcontents, like that's the teachers that's, or that's the administrator, that's the leadership team.

Something is amiss there and you need to figure it out because if the teachers are just turning over constantly, the administration, like they, it, it's them. It's them. So I had that one. Um. Another idea that I gave them, um, that they actually kind of seemed to hang onto was, if you are going to run professional development, number one, you should be differentiating for your teachers.

Because a first year teacher needs something very different from a 20 year teacher and vice versa. And they were like, um, that actually, that would be really time consuming. I'm not sure that that's realistic. And I was like, oh. But we are in fact requiring teachers to differentiate for every single student in every single class.

But it's too hard for you to differentiate for your one professional development day a year. Do you hear yourself? Like, do [00:06:00] you, um, and so I think they heard me a little bit and they're like, well, what would that even look like? And I, I told them at the beginning, I was like, guys, I am talking purely from a teacher perspective.

Like I have never been in administration in any way, shape, or form. So I might give you advice or I might be sharing a perspective with you that isn't gonna resonate because maybe you can't, because it's like. Illegal or you can't because of funding something wouldn't work or whatever, you know, I'm like, just tell me.

It's totally fair. But I am just sharing with you from a teacher's perspective, like differentiate, don't just come in and say, Hey, do this. And they're like, well, it doesn't matter how much we differentiate, you know, people are gonna be upset. And I'm like, for sure. I was like, you know what you could do?

And what I've seen really to be really effective is you could say, Hey guys. Here are these four sessions. Pick two that you wanna go to. Or if you have a teacher that needs something specific, tell them they have to go to that one. Um, and then the rest, and then like, pick two and then the other two go and work in your rooms.

Like give them choice [00:07:00] just like we do with our students. Just like we expect are teachers to give choice and autonomy and respect. Like, hello? Like why are we expecting the teachers to do something that administrators are simply unwilling to do? Like that is. That should be a priority, right? Is like good professional development that is going to be valuable.

And the other thing that I shared with them that they seem to resonate with, um, was I was like, okay, listen, like, not that I would not love to come and speak in your district. 'cause obviously I would, um, and I would love for you to give me buckets of money to do so. However, uh. The most valuable thing for most schools in most districts is to find out what teachers are being really, really successful at whatever it is.

Take that lump of money that you have for professional development, that you're currently paying random professors like me to come in and talk for a day. Give that money to your instructors at your school to run professional development. I [00:08:00] guarantee you that level of respect, number one, for their time and the financial aspect of being like, Hey, here's some money to run professional development, not an unfunded, other jobs as assigned type of thing.

You have that funding title two funding, which I had never heard of before. I did this with the superintendent. I was like, what is title two funding? That's the chunk of money they have for professional development. Now, it's not a huge amount, but it's there. Um. And that was one of the big things that I was like, listen, like use that funding.

And so some of the feedback was like, oh, we might have to rewrite how that grant looks and all of that. Because a lot of times it'll say like, bring in university people, bring in whoever. And I'm like, no, like talk to. The teachers that you have and bring in and compensate those teachers because what a cool thing.

And then as people see that happen, they're gonna be like, oh, I have this great idea. Could I potentially present? Um, and the other thing, the final thing that I'm gonna share with you guys was that they basic, basically like. What I heard from a lot of people is that if [00:09:00] you have a subject you teach, like family consumer science or um, you're teaching a, you know, a shop class or like whatever it is that you're doing, but you're the only teacher that teaches that thing, it's not really helpful to have a professional learning community at your school 'cause you're not gonna have anyone else to collaborate with.

And so. They said, you know, some of the professional development funding could be used for going to conferences and stuff so that they could build the community there. Um, I did get some pushback with that because financially it's very hard to send a group of like eight teachers. It becomes very, very expensive and could potentially eat up your entire professional development funding for the year.

Um, especially here in Indiana, because in Indiana you're flying somewhere almost always. There's, it's very rarely. That you can get, um, a conference that is specific to a subject that is within this state. So you're talking, sending like eight teachers to San Diego for a week or whatever. Like that's, that gets really pricey.

Um, so it went really well. It was really fun. I told a couple of [00:10:00] like my standup bits and stuff like that, but mostly I wanted them to hear from teachers and what teachers kind of feel that should be prioritized. And I think they heard me, so I don't know. I just, I fixed education this week. So You're welcome.

Um, but what I really wanna get to and have been so excited about hearing is the voice memos that you guys submitted. So let's go ahead and listen to the first one. 

Voicemail: The most insane thing for me in my elementary classroom would definitely be when a student, we were at recess and a student asked to go inside to go to the bathroom and said, sure.

Gave him my keys, as I always do. He went inside the school, came back out and handed me my keys. I grabbed the lanyard and said, oh, they're wet. I mean, 'cause you know, natural instinct, you might tell your teacher that the keys. The lanyards wet [00:11:00] before he hands 'em over. And so I asked why? Why is it wet? As I'm holding it in my hand?

He said, oh yeah, I dropped it in the toilet, but I got it out. 

Theme: Hmm. 

Voicemail: So I'm needless to say that lanyard did not survive beyond that moment, and I may have ultra sanitize my hands following. 

Andrea: That is so gross. Oh my gosh. That is one of the things I immediately say whenever I'm at my shows and I'm, I'm asking like, oh, who are the elementary teachers?

Like, is we talk about how like perpetually damp that grade is, they're just always moist, right? Like there's a stickiness that comes with teaching smaller kids. Like I, and I have, you know, my kids are now five and seven and they're the best. Um. But they're always, for some reason, a little bit wet. Like my son, I feel like just hit that stage where he stopped having the perpetual nose run because I think that for the first three years of my children's lives, [00:12:00] they were not free of some kind.

Of like, congestion, cough, all of that. Like I actually, my son had his like, uh, before kindergarten doctor's appointment yesterday, and she was talking to him and she's like, oh, does your tummy hurt? Does your nose hurt? Do your ears hurt? And I, I kid you not, that might be the first time. He's like, no, I'm great.

And I'm like, oh my gosh, this is amazing. Like, he's not sick for the first time. What feels like. Ever because my poor baby boy, he is, he's had to have tubes in his ears. He, you know, has had all sorts of congestion issues ever since he was really little. Um, and so like hitting that stage now where it's like, oh, you're not leaking from your face.

Perpetually. It just feels like a really big parenting moment. Um, yeah, that's another reason I couldn't do elementary. Like, because they do, that's so gross. Like, I feel like high schoolers would do that either on purpose or, um, they would've, they would at least like wrap it in. Paper towels or something before [00:13:00] handing it back, I would guess.

Um, it is interesting though because I do notice that COVID kids see germs a little bit differently. Like my daughter, um, like I said, she's seven now and so she was like a toddler during COVID. Um, and she is so much more of a germaphobe than I am. It's so fascinating. Like. After petting animals especially, I've noticed, which is so funny because we've never like emphasized, I mean, you should right?

Like wash your hands. That's great. Um, but we were over at a friend's house when we were visiting California and she pet their dog. It was this really like sweet golden retriever puppy and all of that. And like, then as soon as she was done, she's like, okay, I need to wash my hands. Do you have sanitizer?

Which like a hti. It's so, that's so like cross the country. Kids don't. Know how to say hand sanitizer. So they just squish 'em together. Sanitizer is like the common way. Um, and it's just, it's so [00:14:00] funny. I wonder, I wanna hear from you guys, like if you've noticed with your kids that the ones that are like in that stage of like figuring out how to navigate the world, if they were in that stage really, like between ages of like two and six during COVID, are they more germ aware than.

Other kids that you may have or that you've seen, or maybe if you're like a kindergarten, first grade teacher, maybe you're seeing it in the class as well. Um, and I know, I think we all kind of became a little bit more aware of germs. I remember during the pandemic especially, I would see people. Like I would watch a video where people would like share drinks or something, and I'm like, oh, that was before the pandemic for sure.

And I think that slowly we're kind of going back to pre pandemic normalcy when it comes to stuff like that, which I think is fascinating that it took about. Five years from like the height before we were like, no, it's fine. You can, you can drink out of my drink. Like, man, it is crazy. [00:15:00] Um, although I don't know that there's ever going to be a time that I would be completely comfortable with having a child bring back anything damp.

It doesn't have to be keys after going to the bathroom. Like if a child hands me something and it is moist. Don't, don't. It's so gross. It's just disgusting. And like, even when my kids do that kind of stuff, I'm like, why is this wet? And they're like, oh, um, my sister actually just told me that she was outside.

She was like doing yoga. She's pregnant right now. And so she's been really good about stretching and she wanted to be in the sun and all of that. Two and a half year old came over with like a little sponge and it was kind of damp and she'd been playing with something inside. And so she figured she was just like dipping it in her cup of water.

And she said that while she was like doing her stretches, her daughter was like taking the sponge and like pushing it all over her face. And she's like, oh, that feels so nice. Thanks. And then she opened her eyes as her daughter, like put [00:16:00] it in her mouth and then put it back all over her face. And her daughter was sick too.

Like so cruel. And like my, my, uh, my sister was sick when we hung out and I was just like, oh, oh no. And my sister's been on the podcast before. She's got her, her Instagram hosting in your home and all of that. Um, so you guys maybe, uh, remember her, but it was so funny 'cause it's just one of those typical things where she's like, oh, that's so lovely.

And then she realized that she's literally, her daughter's just like wiping spit all over her face. It's, kids are gross. Kids are so gross. All right. Let's go ahead and listen to the second voice memo that you sent in. 

Voicemail: Okay, so this wasn't me, but at the high school that I attended, we had a teacher. Who was not letting students leave the classroom for whatever reason at that time.

And one of the boys kept saying that he had to use the bathroom and she wouldn't let him go. So he waited until she had turned around to work out a math problem. She was our AP [00:17:00] calculus teacher and you know, she would have to be turned around for a hot minute to do work on the board. And he pulled out a disposable water bottle and peed into that in the back of the classroom with the rest of us watching.

'cause you know, priorities. 

Andrea: Um, so I, I, I wish there was more shared in that story. Like, did the teacher hear the pee hitting the water bottle and like turn, I, I'm trying to imagine that moment. 'cause I've had students threaten that. They're like, I'll just pee in this bottle. And I'm like, no, you will not.

And most kids are too, like self-conscious to like whip it out to pee in a bottle. And I guess you could probably just turn away and do it. Um. I actually was, I've been, because I've been doing all of my housework and stuff, I've been watching a lot of the office and there's that episode where Dwight pees in a can.

'cause they're on their way to like go to, I think it's Utica or something. That's big Dwight Energy to be like, you're not gonna let me pee. That's [00:18:00] fine. Um, I do wanna ask you guys, as far as letting students go to the bathroom, where do you draw the line when you have a student who notoriously goes out and spends.

Insane amounts of time in the bathroom because number one, I've, I've heard a lot of people, every single time I, I ask a question similar to that or talk about bathroom rules with students online and stuff. Um, people get really upset. There's nothing that makes people angrier than a bathroom policy because we all know that like.

No. Like if it's an emergency, you should go right? Like I don't know of any teacher except for maybe this one who just has like a power trip of like, no, you're gonna be in this classroom and you just have to sit there in pain. Like I never in all of my time teaching, I don't think I ever had a student that like genuinely was like, I really have to go.

And I'd be like, alright, go. Um, but I know some people that are like, why are you even policing [00:19:00] kids' bathroom habits to begin with? And here's the thing, we're not. Like, we're not policing kids'. Bathroom habits. The reason that we're doing that, like trying to figure out who's out, who's not out, is number one, they're all either hooking up, fighting, or doing drugs in the bathroom.

I would say half the time, right? And the other half, they legitimately have to go to the bathroom. But a lot of times, like it makes us look really bad if, if we have, um, like little Sally says, I have to go to the bathroom. And you say, okay, and every time you send her to the bathroom, she meets up with her friend and they go jump a girl outside of the bathroom stall.

Like that's. Hello. Like, that makes us look really bad and also unsafe, right? We don't want Sally jumping people. Um, and so that was a problem we had for a while and it kind of got tamped down a little bit when cell phones were like, the cell phone rules have kind of come down a little bit harder. Um, we still have issues, or at least last I was in the classroom, still had issues sometimes, but if bones were put [00:20:00] away.

It was really hard for kids to coordinate jumping people during class time. Also, they want an audience most of the time. If they're gonna jump people, they usually try and do it like before and after school because they want to have the audience and the people watching when they fight. Um, so I think that that.

Has maybe been that, that for me was always, part of it is I was worried about the safety of my students. Worried about the safety of other students. Um, worried about the, like, it's also super upsetting when a student comes back and it's so clear that they just smoked a joint. Like, you're like, oh, great.

Well, I glad, I'm glad I. You needed that to get through the rest of today. Or you have the students who are failing and are like, will will just wander, right? They'll just go visit someone else's class. They'll wander, they won't turn anything in. Um, and then they come back and they're like, okay, what I miss?

And then you have to stop. It's very frustrating. So I think from a teacher's perspective, like I'm never trying to stop someone from go to the bathroom. Almost always if I'm like, Hey, not right now, it's either I'm about to be done [00:21:00] talking about whatever I'm talking about, or. That kid has a history and I'm suspicious, right?

Like that kid has proved to me they cannot be trusted. Um, so I'm very curious if you guys can share with me what your bathroom policies are, because I do think that that varies probably number one grade grade that you're teaching, because I know elementary schools are probably doing things way differently than high school.

Um, but like what has been something that works really well for you with managing the bathroom? Leaving and coming back and all of that kind of stuff. Um, because I, there were times I fear that I had a student leave to go to the bathroom and I would be like, oh, like, yeah, go for it. And then I would forget that they were gone and then the, the office would be like, Hey, can you send Sally down?

And I'm like, Sally, where did Sally go? How long has Sally been gone? Like 30 minutes, and then I'll be like, oh, oops. So I know for some people they like have him write the time on like a whiteboard or [00:22:00] something like that. I don't know. I'm just curious what you guys are doing to help keep the kids from, you know.

Smoking weed in the bathroom or jumping each other 'cause it's just, you know, the battle that we all fight. So, um, speaking of getting the right tools for the battles that we all fight, I have an amazing resource for you and I'm gonna share it with you when we get back right after this.

Welcome back, teacher besties. All right, so this is a tool that I have been told about by a bunch of people, and it's quizzes, so Q-U-I-Z-I-Z-Z, um, and this is a free resource that has a bunch of different options on there. So it's got assessments, it's got lessons prepped for you, it's got interactive videos, and I.

I think that resources like this in particular are super helpful for when we know that we're gonna be out or we're trying to prep for a day [00:23:00] that we are gonna need a sub. Um, and so it has a ton of stuff, like it's got Spanish vocab quizzes, um, which by the way, guys, I told you about my Spanish. I. Have been practicing.

Um, I think I'm on day 18 or 19, so I hope you're all very proud of me because I really have every single day, even with the move, even with everything else, I've been practicing my Spanish. Um, and I, I really need to now, because my sisters two daughters, they are in a, an immersion program at their school, so they're gonna be bilingual, so I've gotta be able to, to speak Spanish so that way I can make sure they're not talk smack.

I'm just kidding. They would never, because I'm obviously. Their favorite ant. Um, so they've, this thing has like a huge amount of different grammar activities, assessments, lessons, um, and then it allows you to create quizzes using ai. So you upload the passage and then you say, okay, great. Tell me. What the, um, like, [00:24:00] or create a quiz with this passage.

Um, and then it has a bunch of options that are already uploaded for you. So I'm looking at the page right now, um, and I have it set that I'm a high school teacher in Indiana. Um, and so I'm looking at it. It says like, for fiction there's 122 activities, and I could look under the memoir section, and then it pops up with a bunch of different passages, and then it's got questions, word lists.

It has a listen a. Option, so it will read it to me. Um, so again, like this is, and it also has like all of the, uh, state standards that are associated with what is going to be met by using this passage. Um, it also has the lexile level, so it has a bunch of different things that like immediately were very findable and easy that you could then use to assign, because it also links with learning management systems like Google Classroom and all of that kind of stuff.

So it's really, really cool. Um, and it's free. We love free. [00:25:00] Um, something else I wanted to share with you guys, because I know we've talked a little bit about AI and all of that. Um, I re like, since doing my move in. I've been using chat GPT for different things than I used to. So for example, one of the things I did, I'm trying to change out the shower head in the master bath at my new house, and I took a picture of it and I submitted it to chat GPT, and I asked it how to remove it, and it gave me step by step instructions.

I also took a picture of one of the doors in our house and asked why it was sticking, and then it told me which things to take pictures of, and then it told me how I could fix it. So. If you're somebody who likes to do DIY and you don't mind, like going through and having to do the, like, the, the reading and trial and error, because also we don't know if it's right like it is.

Really interesting trying to do DIY 'cause there's YouTube out there [00:26:00] obviously. And then there's also now chat, GPT that will almost diagnose it for you. Um, which I think was really interesting. I told my husband, I was like, so if I have a suspicious mole, can I just submit a picture of it? To chat GPT and have it diagnose me and my husband, you know, 'cause he of course went to PA school.

He's like, no, of course not. And I was like, I bet I could, I bet I will replace you with chat GPT. And he's like, well, I can't diagnose, can it? I was like, no. But it probably could tell me how to, you know, get some stuff imported from other countries if I needed to. Um, but don't do crimes. Don't, I'm not encouraging crimes or criminal activities whatsoever.

But I am encouraging you guys to use ai. To the best of your ability, and now you can submit pictures and it can, it can do stuff like that. So, um. But, so now I gave you two. What a twofer. You're welcome for that. Um, man, it's got a lot of different Spanish ones on this quizzes thing. And I have to tell you guys, I was telling my mom, I was, uh, bragging about the fact Blo Espanol.

And, um, she kind of started laughing [00:27:00] and she's like, well, hopefully your kids aren't gonna make fun of you. And she was referencing the facts that when I was. I lived in Germany for a year. Okay. I, I moved over there after I graduated high school. My mom had a former exchange student who lived with her family.

I went and lived with him and his kids and his family for a year. Um, just took a gap year, lived in Germany, worked for him at his like law office there. Um, and somewhat tried to learn German. I wasn't very motivated. Um. And my mom came over to visit me and when she did she was like, oh yeah, like I've been practicing my German and I responded with so much disdain at her efforts to speak German and I could not tell you now as an adult why I was so annoyed by her trying to like trying to speak German.

She, apparently, she told me this when I was out there. She's like, yeah, I've been practicing for like three months trying to get my span, my German. [00:28:00] Stronger. And every time my mom even tried, I was like, Ugh, mom, you're embarrassing me. Like what is wrong with me? Like I don't know why her efforts to try and speak German and communicate like I would just disdain.

Disdain is the only way I can describe the way I reacted to her for no reason. Like what a freaking punk I was. And I hate that about the way that I could be. So like can be sometimes where it's like. The more that she was like trying to do something cool, the more I was like, that's so embarrassing. Like, what?

Why are teenagers the way that they are? Because I was still a teenager, I was 18. Um, but still that's legally an adult. That's crazy behavior. Um, so, you know, kids are the worst, but eventually they turn into adults and can be equally horrified by their own behavior. So I guess we do all have that to look forward to in the future.

Um, speaking of things, I'm looking forward to. I have more shows coming up. I'm very [00:29:00] excited. Um, I've got teachers' lounge shows and I have shows, um, where I'm doing some, so some solo stuff. I'm trying to keep my travel to only one week in a month, which is why you guys are only gonna really be seeing me, um, at the teacher's lounge shows once a month and then an occasional show that is a drivable distance from my home on a Saturday.

Um, so I do have a bunch of shows. I know we're gonna be. I do have an Indianapolis show for my local friends. Uh, I've got a St. Louis show. I've got a bunch of other ones that are coming up for Teachers Lounge. We're gonna be in Irvine, we're gonna be in Arizona. We're gonna be all over the place. So if you wanna check out all of those, um, you can go to either teachers lounge live.com for the teachers lounge shows or educator andrea.com/tickets.

Um, will be where all of my shows are 'cause I do have a couple sprinkled in there that are not teachers lounge shows. Um, but I'm so excited about getting to hang out with you guys and see you in person. Um, I had [00:30:00] the best time when I was in California. I performed and at that show, um, a bunch of people who have actually been on the podcast were there.

There was like, I mean, like every, everyone who lives in that area who has been on the podcast was at my show at Mic Drop in San Diego. So, Lauren Cell, who's that? The Gen Z history teacher. And, um. All of my teacher friends who you guys have heard from and like, uh, so, and Andy Miller, who's like the sticker teacher and all of these incredible people.

And then also people that I've known since I was really little. Someone, a good friend of mine who I've known since I was four years old, came and a former student came, and it just, it was absolutely incredible to get to perform in front of so many people that, um, have seen me in different stages of my life and have supported me through all of them.

Um. It was really cool too, 'cause Denver came to my, uh, Indianapolis show when I did Teacher's Lounge, and then she also came to the show, uh, in San Diego. So she got to see kind of like the [00:31:00] way that my, my set has developed over the past couple of months. So I just, I'm filled with gratefulness that I get to do that, that I get to spend that time.

Um, and that's because of you guys. It's because you guys are here and you're hanging out with me, and you are helping me give voice to a lot of the experiences of teachers and I do not take that for granted. Um, so if I am coming to your area, I hope I get to see you. I hope that, uh, we get to hang out, um, and.

Always with the teacher's lounge shows, and when I'm doing solo shows, I will always stay after and do a meet and greet and say hi to everyone who wants to say hi. Um, and thank you guys for, for coming individually because, um, I know how chaotic life is and I know that money gets tight and all of that, and the fact you've.

You chose to spend that time is really meaningful to me. Or if you just wanna get in contact and you wanna share either a story of something that has happened in your classroom or when you were in a classroom as a student, you can submit it online on our website, [00:32:00] podcaster andrea.com. There's a little button that says voicemails so you can submit yours and you should.

You should do that. Um, or if you wanna email us, andrea@humancontent.com, or you can contact me at Educator Andrea on Instagram and TikTok and Facebook and all those places, and you can hang out with the whole Human Content Podcast family at Human Content Pods. And thank you so much for the listeners who have left amazing reviews.

And if you haven't done it yet. Come on, come on. Just right. What are literally, do it right now, please. I didn't, uh, sorry. That was aggressive. If you could do that, I would really, personally appreciate it. That would make me really happy. Um, and if you wanna check out the YouTube episodes, they're up every week.

On YouTube because why would they put it somewhere else if it's a YouTube episode? Do you know? That just doesn't even make any sense. I don't know why you thought that. Thank you so much for listening. I am your host, Andrea Forche. Our executive producers are Andrea Forche, Aaron Corny, Rob Goldman, and Shahnti Brooke.

Our editor is Andrew Sims. Our engineer is Jason Portizo. [00:33:00] Our music is by Omar Bens v. Our recording location is the Indiana State by College of Education. To learn more about how to survive the classroom's program disclaimer and ethics policy and submission verification and licensing terms, you can go to podcast or andrea.com.

How to Survive the Classroom is a human content production.

Thank you so much for watching. Want more of how to Survive the classroom? You can watch more episodes right now. Just click on that little box over there. If you see it and if you haven't yet, please subscribe. Okay, bye.