2: Stories From The Classroom

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This episode of teach sleep
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Hello, hello.

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Hey everyone and welcome to
episode 2 of teach sleep.

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Repeat, my name is Dylan and my
name is Hayden and we have been

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overwhelmed by the response to
the first episode.

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Thank you so much to everyone
who listened, we had teachers

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non-teachers, and we even
received some lovely feedback

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that we had them.
Oh, really nice feedback.

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The first feedback that I got
was why do you sound so weird

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when you say your name?
So I've Now really

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self-conscious about that.
Was that when you introduce

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yourself at the start, yeah, the
paper I said and I'm Hayden or

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my name's Hayden so I've run it
through about 12 different ways

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now and I just think they all
sound strange.

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So hopefully you guys can let me
know.

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Yeah, make sure you rewind.
This podcast a bit guys and

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listen because I wasn't paying
attention to your not going to

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lie because I was too busy
thinking about this week's

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episode.
And this week, I know, we're on

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the same page here, Hayden, but
I thought what we should do

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after talking about the strikes
last week and perhaps doing

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something quite Heavy.
We wanted to switch up a bit and

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go really positive this week.
Isn't that right?

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Yeah, I think going back to like
when we thought about doing this

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podcast, we really wanted to
make something kind of fun, a

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little bit, silly something
relatable perhaps but it was

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just irresistible.
Wasn't it last week that we can?

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How could we not talk about the
strikes when it was such a,

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something we're really
passionate about, to be honest

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with you, we are genuinely
passionate.

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We wanted to talk about it.
Yeah, definitely.

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I think we should we should
lighten up a little bit.

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I'm just going to say right now.
I'm not gonna lie to you guys.

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It is Season of illness in
school, right?

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I have not been able to shake
off this cold for about two

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months.
So if you feel like I'm

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struggling to breathe and out of
breath just through talking,

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you're absolutely right.
Because that's how I feel right

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now, but there's a cure, isn't
it?

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Dylan?
Oh yeah, there's something that

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is a cure for both of us.
Actually, what's that?

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It's the season of cream eggs,
right now, it's Green Mix

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season.
I love cream mix season, and

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that's how I know Easter is
around the corner.

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Be, and Christmas is done
because I walk into the shop,

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and I see a succulent five
bucks, cream eggs.

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And I just My face lights up and
it's almost as if I'm not there

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anymore.
If I ever need to cheer Dylan up

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and you know, he knows this is
true, it's not very often that

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I'll do something nice, but I'll
come round his house.

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I'll drop a drop a box of cream
eggs at his door, and that'll

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cheer him up.
Genuinely, I honestly, feel like

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when I was younger, I didn't
necessarily understand why.

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You know, people might like
flowers delivered.

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I like what I do flowers, when I
received a pack of 53 makes I

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get the feeling I understand it
now and they don't last long.

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So that's enough about cream,
eggs Dylan.

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Let's This podcast back to its
core, I'm going to ask you a

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question.
What is your favorite part about

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teaching?
I want to clarify.

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I love this job.
I really, really do because I

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wouldn't carry on doing
otherwise and my favorite part

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it boils down to and maybe you
agree.

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I'm sure you do the children,
the children, the children, the

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children, whether it's helping
them understand, something, it

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didn't know before.
That's a really, really nice

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feeling as a teacher when you
help them to grasp A New

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Concept, they've been struggling
with but also just working.

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With them, they are pure Lon.
They are funny.

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And actually I asked just enjoy
standing in front of them,

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delivering lessons and getting
to know them.

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Yeah, I think I agree.
I was really trying to think

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before we start this podcast
about, when what days do I come

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home?
And feel like, really bust, and

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it is always those days where
I've had an interaction with a

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child, or group of children.
We're like the relationship

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between us has really developed.
Like we've had a personal Bond

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and that child has maybe gone
home feeling really good.

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Because I just maybe help them
with a, like a social problem or

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like you said help them actually
in a lesson learning something

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like it's not always just about
the lessons.

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Yeah.
And I think later on in the

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podcast will go into more detail
about that and dive deeper into

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how to form those relationships
and why they actually might be

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beneficial in the long run and
where's the line?

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But for now I think what I
wanted to do and you already

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know because I've asked you to
prepare this.

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Oh yeah.
Is we have scoured our brains?

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Our mind palaces our memories
for our favorite story.

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He's from our years and years of
teaching, I think between us we

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are honestly closing in on about
20 years of teaching right now.

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So we've got plenty of stories
and we wanted to give you a

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snippet of our favorite so I'm
going to start us off.

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Hayden go on for context if
anybody doesn't know us Hayden

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and I we worked in the same
school to start with.

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That's how we met each other.
We went to school together in

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secondary school.
We're in different year groups

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and then we ended up working
together for quite a few years.

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We've gone, our separate ways.
We've come back, we've worked

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all over the Time but initially,
we worked in the same school and

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this story is absolutely
brilliant.

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So I like to set the scene.
You're in celebration assembly,

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big, big assembly celebration
assembly, every single Friday,

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the kids are pumped.
They walk in every staff members

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down the side on their chairs
year, six or on the benches

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Freedom, that the big boys at
the back.

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And we had a teacher who was an
assistant head and he led the

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celebration assemblies every
week and he was the perfect

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person to Do this because he was
so extra.

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He was so over the top.
We'd have, We Are the Champions

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blast them on the speakers as
they come in, we have celebrate

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good times.
The kids would be bougie and

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dancing and this guy he'd be
handing out the certificates for

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every class and if you talk
about it, right?

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This week young Penelope, she
has been absolutely perfect in

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maths.
She's been smashing her TT rock

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stars.
Let's give it up for this girl.

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Lets go and the crowd to be
going wild and he be so extra

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over the top.
And it got to the end of

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assembly and there's one
certificate left on the side.

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It's laminated it's almost like
thick plastic, it's shiny.

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It's like the the trophy
everyone wants.

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He picks up and he's bending
down.

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Crouching down to the level of
the children and he goes, right.

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We've got one more big award
here.

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Who's ready to find out?
Who's got this one, this person

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has been caring considerate.
He's reading off this job.

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And he gets to the day he goes
and it's to bungo and no kid,

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stands up, no one wants to claim
the trophy so he's trying to

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keep up this facade.
Bungo anyone?

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I've got a big trophy here, he's
been brilliant, all term, it's

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bungo, does anyone know a bungo
anyone know a bungalow in the

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school?
He's clearly worried at this

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point because he knows
everyone's name and he started

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to realize there is no Pongo and
this girl just puts her hand up

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really Slowly in the middle of
assembly and he has yes and she

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is I think that's the school
dinner menu menu that's in a

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laminating pouch and bungo is
the name of a one-ball.

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It was a promotion for the one
ball still TV.

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Only have one memory, one memory
of this and it is just the sight

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of teachers.
Big up and down on that jazz

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trying to hold it in as they
were creasing up, knowing

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watching their fellow colleague.
Make a complete fool of himself

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reading out the school dinner
menu, a classic villain and if

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that assistant head is listening
to, this just know that you are

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a legend and many people think
of this story and laugh, and it

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brings them lots of Joy.
So, thank you.

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Absolutely.
Absolutely.

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What an amazing guy.
Well, I've got a story for you

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as well.
Dylan, maybe not as funny as

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that one, but it's kind of at my
expense, really, to be honest

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with you.
This one.

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Not so much.
At someone else.

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Oh, they're my favorite kind of
stories.

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So this one's a bit more recent
couple years ago during the

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covid.
X.

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No one is to speak about
anymore.

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We had the opportunity to have
our vaccinations a bit earlier

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because they were still doing
the kind of age bracket

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vaccination.
So, like the over 70s, I think

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it wasn't about over-60s, maybe
over 50s around that time,

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something like that.
Either way it wasn't down to us

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yet and for context at the time,
I was 28.

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I'm 30 now.
But 28 is really important

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number so I was dismissing the
children of my class and as

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always, having a couple of
interactions with parents and

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one of the children went and
told their parent.

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Oh, my teacher had that
vaccination today because we

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were given like a last-minute
opportunity to go and get them

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from a clinic that just had
spares basically.

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So we did and I came back to
school.

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It was all fine.
And yeah.

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The child said that to their
parent and the parent comes over

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and talks to me.
And says, oh, I think they were

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joking but said, oh, I didn't
realize that the the over 50s

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were now getting their
vaccinations.

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You didn't look over 50 and, you
know, I she is joking.

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And as I haha, yeah, no, no,
maybe not the over 50s.

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She was like, huh, in all
seriousness.

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I didn't realize they were doing
over 40s.

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And she was dead serious at this
point I'm 28 and and this woman

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was like sort of joking about me
being on the 50 maybe reading my

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reaction and realizing that I'm
not over 50 but then was

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confident enough to be the
archaea but he must be in his

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40s though.
So made that s comma T.

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What she was testing the water
she came over going on.

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This is my chance for all this
time.

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I'm thinking is he in his 40s or
his fifties.

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I know what I'll do.
I'll joke about him being in his

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fifties and I'll see his
reaction.

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Yeah, literally.
Literally, I was genuinely quite

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offended.
I was thinking, I know, I know.

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I've not got any hair, I know,
I'm I know I'm bored now.

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But come on, I'm time in my 20s.
I'm not fifth like 40 plus.

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Oh man, I just sort of went and
then you cried yourself to sleep

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again, right?
Yeah.

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Common theme with a freshman.
Okay, my next one.

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This is to do with.
I'm sure our teachers can relate

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and we absolutely love it.
Let's be real getting cards.

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Getting cards and presents and
gifts Christmas Time end of

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year, right?
And again, genuinely, I know

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people might say this, I really
appreciate the gifts but That

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often not even my favorite
thing, so it's not like, I'm

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just looking for monetary value.
I don't want to a massive lovely

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gift of a child.
Sometimes the written notes on

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my favorite and this is an
example.

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So it's Christmas.
This is my first year.

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So I'm an Inky T because I'm old
enough to have been an amputee

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00:11:01,100 --> 00:11:04,800
and not nect.
I was in nqt and one of my

226
00:11:04,800 --> 00:11:08,500
favorite classes and this child
is one of my favorite children.

227
00:11:08,500 --> 00:11:10,800
He was just hilarious.
He was one of those guys.

228
00:11:10,900 --> 00:11:13,100
You could just have a laugh,
have a joke with, but they

229
00:11:13,100 --> 00:11:16,500
really knew how to work hard.
And where the line was and he

230
00:11:16,500 --> 00:11:19,400
walked in it's Christmas time
and he gave me a bag.

231
00:11:19,400 --> 00:11:21,900
But then I got the card and I
love reading the card because

232
00:11:22,300 --> 00:11:24,400
it's one of two things in a card
from a child.

233
00:11:24,400 --> 00:11:28,000
It's either dear mr.
Price from blank and that's it.

234
00:11:28,200 --> 00:11:30,500
That's fine.
Lovely, or they try and be

235
00:11:30,500 --> 00:11:32,000
funny.
They go over the top, they say a

236
00:11:32,000 --> 00:11:35,100
joke, they draw a picture,
either way, absolutely lovely.

237
00:11:35,100 --> 00:11:38,800
But I just had a feeling that
the way he gave me this card, he

238
00:11:38,800 --> 00:11:41,800
had a kind of smirk on his face
and I was ready.

239
00:11:41,900 --> 00:11:44,400
I thought I'd take it and
sometimes I wait open them.

240
00:11:44,700 --> 00:11:46,600
But for this one, I said, should
I open it now?

241
00:11:46,700 --> 00:11:50,600
And he just very shyly tucked.
His chin into his to his neck

242
00:11:50,900 --> 00:11:53,000
and he just kind of give me a
quick note and then ran off to

243
00:11:53,000 --> 00:11:55,600
his seat and when he sat down,
he was kind of staring at me

244
00:11:55,600 --> 00:11:58,000
like anticipating some that
horse is going to be easy to

245
00:11:58,200 --> 00:12:00,700
draw on this picture of Santa
and he's going to put a beard on

246
00:12:00,700 --> 00:12:02,900
him and say it's mr.
Price or something like that.

247
00:12:03,100 --> 00:12:06,900
So I got up and I read it goes
dear mr.

248
00:12:06,900 --> 00:12:11,200
Price Mark, a, Merry Christmas?
Oh, there's no picture anywhere.

249
00:12:11,200 --> 00:12:15,600
Okay, I'll just keep reading.
From plank p.s.

250
00:12:15,900 --> 00:12:20,500
I know Santa isn't real.
This is the year for.

251
00:12:20,500 --> 00:12:23,400
I bet he was waiting so long to
tell you, they were staring.

252
00:12:23,400 --> 00:12:25,700
He was staring me like grinning.
He give me that little gin, a

253
00:12:25,708 --> 00:12:27,400
little Emoji with, it's just
like the side.

254
00:12:27,400 --> 00:12:30,100
Yeah, I know, I'm up to
something and all I did in that

255
00:12:30,100 --> 00:12:33,100
moment was I looked at him and I
gave him the green back, and

256
00:12:33,100 --> 00:12:36,700
just gave him an odd moment.
He knows, you know, I love it

257
00:12:36,700 --> 00:12:40,300
when children, like, do that
thing where they think they know

258
00:12:40,300 --> 00:12:43,100
something, they shouldn't know.
Like she did, they like, Like I

259
00:12:43,100 --> 00:12:46,000
know this thing and they feel so
sneaky about it.

260
00:12:46,000 --> 00:12:48,600
Like the common one for me, is
anything about your personal

261
00:12:48,600 --> 00:12:49,800
life?
Basically, when they realize

262
00:12:49,800 --> 00:12:52,200
you're not an alien, like you
actually just human.

263
00:12:52,400 --> 00:12:57,300
Now go up to you and be like, I
know, you've got Facebook, I'ma

264
00:12:57,300 --> 00:12:58,700
give you the eyes like we're
their parents.

265
00:12:58,700 --> 00:13:00,500
Maybe I would, you know, I just
looked at it or something.

266
00:13:00,900 --> 00:13:02,900
I know that.
I know you've got a girlfriend.

267
00:13:03,800 --> 00:13:06,000
That just think it's like, this
crazy fact.

268
00:13:06,000 --> 00:13:09,300
Like, oh my God, my teacher does
this normal thing?

269
00:13:09,300 --> 00:13:11,300
Yeah.
Like when sometimes you shopping

270
00:13:11,300 --> 00:13:13,700
at the weekend and you see it,
You know what's gonna happen,

271
00:13:14,200 --> 00:13:16,400
you see them out and they're
like shy, maybe don't say

272
00:13:16,400 --> 00:13:18,200
anything.
You know, Monday morning they're

273
00:13:18,200 --> 00:13:23,600
going to walk in.
Saw you at Tesco just shopping.

274
00:13:24,000 --> 00:13:26,700
Do you have to test every now
and then and you shied away from

275
00:13:26,700 --> 00:13:28,900
me when I walk past.
So you're very confident now.

276
00:13:32,300 --> 00:13:34,700
Talking of the children, loving
the idea that I've got some

277
00:13:34,700 --> 00:13:36,100
information, they shouldn't
have.

278
00:13:36,100 --> 00:13:39,100
And kind of using that against
you like, oh, I know this

279
00:13:39,800 --> 00:13:41,300
Hayden.
Do you remember what we used to

280
00:13:41,300 --> 00:13:42,200
tell the children?
The school?

281
00:13:43,500 --> 00:13:45,300
Yeah.
Yeah, we've manufactured,

282
00:13:46,100 --> 00:13:50,000
hilarious harmless lie about the
Dillon and I, in which we've

283
00:13:50,000 --> 00:13:53,500
convinced basically the whole
school to the point, where they

284
00:13:53,500 --> 00:13:55,400
like, even tell the younger
children that we haven't even

285
00:13:55,400 --> 00:13:57,800
talked yet.
That Dylan and I are brothers

286
00:13:57,900 --> 00:13:59,100
Blood Brothers.
Okay.

287
00:13:59,300 --> 00:14:02,000
And the best bit is.
It's like a Two layered thing.

288
00:14:02,000 --> 00:14:04,300
We felt so smart because you
always get those children.

289
00:14:04,300 --> 00:14:05,800
They just they see right through
you.

290
00:14:06,000 --> 00:14:07,700
They're like, no, you're not.
No, you're not.

291
00:14:07,700 --> 00:14:09,500
No, you're not.
No, they just don't stop.

292
00:14:09,700 --> 00:14:12,600
And eventually we were like,
okay, let's just cave in and be

293
00:14:12,600 --> 00:14:14,300
that are fine.
We're not really brothers.

294
00:14:14,300 --> 00:14:17,500
We're just cousins.
And at that point, they like,

295
00:14:17,500 --> 00:14:20,200
what they believe that layer.
So, then you get, you get the

296
00:14:20,200 --> 00:14:21,500
kids that are like, oh, how did
you know mr.

297
00:14:21,500 --> 00:14:22,400
Stephens.
Mrs. And mr.

298
00:14:22,400 --> 00:14:24,500
Price of their brothers and then
you get the other kids going.

299
00:14:25,100 --> 00:14:27,200
No, they're not.
They're just cousins.

300
00:14:29,600 --> 00:14:32,800
To the point where someone that
I thought this year, we haven't

301
00:14:32,800 --> 00:14:34,200
actually done this in a long
time.

302
00:14:34,200 --> 00:14:37,700
I don't think so.
It was a real surprise, but

303
00:14:37,700 --> 00:14:39,800
this, this particular child has
a brother, a couple of years

304
00:14:39,800 --> 00:14:42,600
older that I taught a while back
when we probably did, you know,

305
00:14:42,600 --> 00:14:45,700
to have a bit of fun with this
and say in the middle of a

306
00:14:45,700 --> 00:14:48,400
lesson, one day, I can't report
it was on but they just said to

307
00:14:48,400 --> 00:14:50,200
me dead serious in the middle
lesson.

308
00:14:50,700 --> 00:14:54,700
So it doesn't your doesn't your
brother have one of those and I

309
00:14:54,700 --> 00:14:56,400
would look to him I was like
what?

310
00:14:56,800 --> 00:14:58,100
Yeah.
Doesn't your brother have one of

311
00:14:58,108 --> 00:15:00,900
those.
So What Jimmy then I remembered

312
00:15:00,900 --> 00:15:02,700
I was like, Oh, you mean mr.
Price?

313
00:15:02,900 --> 00:15:03,600
Yeah.
Yeah.

314
00:15:03,600 --> 00:15:05,400
Yeah.
Not just carried on with this

315
00:15:05,400 --> 00:15:07,900
thing was I couldn't believe
that this child had lacked has

316
00:15:07,900 --> 00:15:11,500
had this, you know, fact in
their head this whole time.

317
00:15:11,500 --> 00:15:13,100
And it just came out in the mid
of a lesson.

318
00:15:13,100 --> 00:15:14,800
Made me laugh a lot.
Brilliant, brilliant.

319
00:15:14,800 --> 00:15:18,000
I've got one memory.
It was again, when we used to

320
00:15:18,000 --> 00:15:21,500
work in the same school and we
were involved in Mass

321
00:15:21,500 --> 00:15:23,400
leadership.
Not as much as we are now, but

322
00:15:23,400 --> 00:15:26,500
we were just involved in the
mass Hub and we did some pupil

323
00:15:26,500 --> 00:15:29,100
conferencing and at this is one,
my favorite things to do in.

324
00:15:29,500 --> 00:15:31,900
Is it just talk to the children
about what they got up to in

325
00:15:31,900 --> 00:15:34,000
essence because it's just funny
sometimes?

326
00:15:34,300 --> 00:15:37,400
And there was this one time, I
remember, it just happened to be

327
00:15:37,600 --> 00:15:39,800
that.
I took a couple of children out

328
00:15:39,800 --> 00:15:42,900
of your maths class.
So boy and a girl took them out

329
00:15:42,900 --> 00:15:45,000
and I was asking about what they
do in maths, what did you learn

330
00:15:45,000 --> 00:15:46,500
today?
What did you learn last week?

331
00:15:46,900 --> 00:15:51,600
And we got to one question boy,
laughs.

332
00:15:52,200 --> 00:15:57,200
Oh, I know I'm going to expose
you and I just said to her.

333
00:15:57,200 --> 00:15:59,400
Okay.
And, you know, just just Mr.

334
00:15:59,400 --> 00:16:01,000
Stevens support you and lessons
it.

335
00:16:01,200 --> 00:16:03,700
Do you understand what you're
doing each day and he just went.

336
00:16:03,700 --> 00:16:07,800
Yeah.
But any kind of hesitated, I was

337
00:16:07,800 --> 00:16:11,900
like, I've got to write this
down about Hayden some, it's got

338
00:16:11,900 --> 00:16:15,000
robbed.
Yeah, but you know, he does just

339
00:16:15,000 --> 00:16:20,100
go on a bit, doesn't listen?
Wait, listen.

340
00:16:20,400 --> 00:16:23,600
I like to tell stories but what
was funny about this was he

341
00:16:23,600 --> 00:16:25,200
didn't say he has to go on a
bit, doesn't it?

342
00:16:25,200 --> 00:16:28,700
I saw what you mean, and it.
Well, you know, he just tells us

343
00:16:28,700 --> 00:16:31,000
stories about his life and he
just doesn't want you get them

344
00:16:31,008 --> 00:16:36,400
with a mouse brilliant, but that
I Really rubbish after that

345
00:16:36,500 --> 00:16:39,500
because I was like, oh no, they
don't like my stories.

346
00:16:39,600 --> 00:16:42,100
Well, I think with this one, it
he just wanted to crack on his

347
00:16:42,100 --> 00:16:45,000
Mass head and I don't think
necessarily it's is to a

348
00:16:45,008 --> 00:16:47,600
detrimental on you to tell to
Children some stories.

349
00:16:48,000 --> 00:16:50,800
No, it's fair enough and I will
continue to tell my rubbish

350
00:16:50,800 --> 00:16:53,900
stories to the class at
inappropriate times because you

351
00:16:53,900 --> 00:16:55,600
know that's what a good teacher
does right?

352
00:16:55,600 --> 00:16:58,000
And I will continue to do some
people conferencing and find out

353
00:16:58,000 --> 00:17:01,200
how much they all hate it and
expose me horribly.

354
00:17:01,300 --> 00:17:03,400
What listen getting stories on
me like that.

355
00:17:03,400 --> 00:17:05,500
I've got a story on you which
always Makes me laugh.

356
00:17:05,500 --> 00:17:07,900
I think I know what's coming a
cushy do because I always you

357
00:17:07,900 --> 00:17:10,300
only think of this story.
When I say that I'm going to

358
00:17:10,300 --> 00:17:13,200
mock you.
So back to assemblies.

359
00:17:13,200 --> 00:17:18,400
Again seems to be a theme of
this podcast Dylan once was in

360
00:17:18,400 --> 00:17:21,300
assembly with all of us and it
was a really special assembly

361
00:17:21,300 --> 00:17:23,700
where we have to give like an
award to children, but it's not

362
00:17:23,700 --> 00:17:26,599
just like your classic end of
the week award.

363
00:17:26,599 --> 00:17:30,000
We're talking like one child
have a whole year group and it's

364
00:17:30,000 --> 00:17:33,000
a really big school.
Gets this very special award

365
00:17:33,000 --> 00:17:35,300
every couple of terms and it's
supposed to be about Be like

366
00:17:35,300 --> 00:17:38,100
some sort of Bravery or
something, they've overcome in

367
00:17:38,100 --> 00:17:40,500
their life, like a really
special thing, Dylan can't

368
00:17:40,500 --> 00:17:43,400
really think of anything or
anyone like really particularly

369
00:17:43,400 --> 00:17:45,200
meaningful to give it to you.
So you just give it, give it to

370
00:17:45,200 --> 00:17:47,800
a kid that he likes.
Someone that just works hard in

371
00:17:47,800 --> 00:17:50,000
class could have been, you know,
20 children.

372
00:17:50,600 --> 00:17:54,000
They just gave to this Channel
and this child goes up to the

373
00:17:54,000 --> 00:17:56,900
front and receive this award
honestly isn't really too

374
00:17:56,900 --> 00:17:59,200
bothered about getting it and I
looked around.

375
00:17:59,200 --> 00:18:01,300
I was scared less.
He couldn't have cared less and

376
00:18:01,300 --> 00:18:03,800
I was sat in front of Dylan
because it's just that classic

377
00:18:03,800 --> 00:18:05,500
setup of teachers down us.
Sides.

378
00:18:06,100 --> 00:18:09,200
And I was sat in front of Dylan,
sort of smirking thinking, this

379
00:18:09,200 --> 00:18:11,200
is quite embarrassing because
we've just had some like really

380
00:18:11,200 --> 00:18:14,300
heartfelt story about the last
one and they will fuck your

381
00:18:14,400 --> 00:18:16,500
haste in a right mess.
You know that was like the

382
00:18:16,500 --> 00:18:19,100
comment I turn around and
Dylan's crying.

383
00:18:19,500 --> 00:18:22,200
Didn't genuinely genuinely has
to talk about this.

384
00:18:22,200 --> 00:18:26,100
Child has to read off like the
thing and he starts crying like

385
00:18:26,100 --> 00:18:28,200
it's nothing even that
meaningful.

386
00:18:28,700 --> 00:18:31,000
It's just in tears.
I'm just looking across the room

387
00:18:31,000 --> 00:18:34,100
to the other teachers thinking
are we all singing didn't crying

388
00:18:34,100 --> 00:18:37,300
about it?
Can you explain yourself to look

389
00:18:37,300 --> 00:18:43,800
at that stupid?
Because he was really lovely

390
00:18:43,800 --> 00:18:48,300
hate you crying.
The reaction was so unnecessary.

391
00:18:48,500 --> 00:18:51,900
Oh, I remember it.
Because what's supposed to

392
00:18:51,900 --> 00:18:53,300
happen is it's only one per year
group.

393
00:18:53,300 --> 00:18:55,500
So like it's, you know, it
wasn't even like I had to pick

394
00:18:55,500 --> 00:18:57,800
someone in my class, and I
couldn't think for some reason,

395
00:18:57,800 --> 00:19:00,800
the whole year group decided,
it's a boy, but every now and

396
00:19:00,808 --> 00:19:03,200
then, it's just nice to give it
someone just for constantly

397
00:19:03,200 --> 00:19:04,900
being lovely constantly doing
the right thing.

398
00:19:05,100 --> 00:19:06,700
I've got it under the radar,
right?

399
00:19:06,700 --> 00:19:09,000
Because it can happen sometimes
and it doesn't necessarily have

400
00:19:09,000 --> 00:19:11,900
to be something, overwhelmingly,
bad has happened to deserve this

401
00:19:11,900 --> 00:19:14,100
award, it kind of what it turned
into, which was lovely because

402
00:19:14,100 --> 00:19:17,200
children, overcome Lots.
But I just wanted to give it to

403
00:19:17,200 --> 00:19:20,700
him and when I had to explain
why I just remembered how

404
00:19:20,700 --> 00:19:21,700
brilliant he was.
Okay.

405
00:19:21,700 --> 00:19:24,200
And did I choke up?
Yes, you are.

406
00:19:24,200 --> 00:19:27,800
Which I just remember, you just
be like, he's just such a nice

407
00:19:27,800 --> 00:19:32,500
boy.
Is this really just started?

408
00:19:32,500 --> 00:19:35,400
Like, it could have been a pupil
of the week, just a standard A

409
00:19:36,000 --> 00:19:40,200
week just tried so hard this
time and he couldn't have cared

410
00:19:40,200 --> 00:19:42,800
less.
I reckon, you know, when

411
00:19:42,800 --> 00:19:45,200
children get certificates and
you put the effort in to write

412
00:19:45,200 --> 00:19:48,000
something and then when it gets
to like Christmas or Easter or

413
00:19:48,000 --> 00:19:50,100
something, and you do a bit
betray clear and it's just in

414
00:19:50,100 --> 00:19:51,700
their training, they did, they
would take it home.

415
00:19:51,700 --> 00:19:54,700
They don't just don't care.
This one wasn't even a

416
00:19:54,708 --> 00:19:56,400
certificate.
It was a trophy.

417
00:19:56,400 --> 00:19:58,800
It was like a mini trophy.
It was like a clear glass

418
00:19:58,800 --> 00:20:01,100
see-through, really, like
premium thing.

419
00:20:01,300 --> 00:20:02,400
Yeah.
Just in the bottom of a bag.

420
00:20:02,400 --> 00:20:03,700
Haven't emptied in a couple of
terms.

421
00:20:04,200 --> 00:20:05,900
Well, listen, Dylan.
I love these stories.

422
00:20:05,900 --> 00:20:08,700
I know we've got loads more
stories for the future but we've

423
00:20:08,700 --> 00:20:12,300
also really, really like to hear
some stories from people at

424
00:20:12,300 --> 00:20:14,800
home.
Can you think of your funniest

425
00:20:14,900 --> 00:20:18,200
or most favorable teaching
memory and Dylan?

426
00:20:18,200 --> 00:20:19,600
If we got a way for them to send
it in?

427
00:20:19,900 --> 00:20:23,800
Yeah actually this week I have
set up an email that you can

428
00:20:23,800 --> 00:20:26,500
email us your stories at and
we're going to feature our

429
00:20:26,500 --> 00:20:29,200
favorite ones every single week.
So do let us know.

430
00:20:29,400 --> 00:20:33,800
The email is this teach sleep.
Repeat POD at gmail.com.

431
00:20:34,500 --> 00:20:37,100
Sorry what?
That's the longest email I've

432
00:20:37,100 --> 00:20:39,300
ever heard.
Is that he isn't real heat

433
00:20:39,300 --> 00:20:41,500
sleep.
Repeat POD at gmail.com.

434
00:20:41,500 --> 00:20:42,600
You're being serious.
I'm sorry.

435
00:20:42,700 --> 00:20:45,000
I genuinely thought you were
holding such a long pot.

436
00:20:45,000 --> 00:20:48,300
That's the just right in.
At our spell it for you.

437
00:20:48,300 --> 00:20:55,900
T, EA CH SL e e p r, EP a--.
T-- P OD at gmail.com.

438
00:20:57,000 --> 00:21:00,000
Sorry, I'm gonna, you know,
Gmail has been used a lot when

439
00:21:00,000 --> 00:21:02,100
you really can't get shot
Gmail's anymore.

440
00:21:03,200 --> 00:21:06,100
Well, sorry, mr.
Can't even say my own name at

441
00:21:06,100 --> 00:21:08,100
the start of a podcast.
Maybe next time you can set up

442
00:21:08,100 --> 00:21:09,900
the email fair enough.
Fair enough.

443
00:21:09,900 --> 00:21:11,100
Well did I would you like to
repeat that?

444
00:21:11,100 --> 00:21:12,900
Because I was taking the mick.
Yes, I would actually.

445
00:21:12,900 --> 00:21:15,000
So you've got any funny stories.
You wanted to feature them on

446
00:21:15,000 --> 00:21:16,000
the podcast.
Read them out.

447
00:21:16,000 --> 00:21:19,100
You can stay Anonymous if you
like, it is teach sleep.

448
00:21:19,100 --> 00:21:22,200
Repeat to POD at gmail.com,
would you like me to spell

449
00:21:22,200 --> 00:21:24,200
again?
No, no, that's fine.

450
00:21:24,400 --> 00:21:26,700
I won't let us know guys, to
give us an email.

451
00:21:26,700 --> 00:21:28,700
Give us some of your funny
stories.

452
00:21:30,900 --> 00:21:33,600
Early in the podcast Hayden we
mentioned the relationships you

453
00:21:33,608 --> 00:21:35,700
build with the children because
like we said that's our favorite

454
00:21:35,700 --> 00:21:38,000
part of the job.
It's helping the children, make

455
00:21:38,000 --> 00:21:40,200
progress, it's helping to
develop as people.

456
00:21:40,300 --> 00:21:42,300
It's helping them overcome
obstacles and barriers.

457
00:21:42,300 --> 00:21:45,800
That's why we're into teaching.
And one of the biggest things

458
00:21:45,800 --> 00:21:49,300
that I found helps to do that to
get the most out of a child in a

459
00:21:49,308 --> 00:21:51,300
classroom.
Firstly obviously is that they

460
00:21:51,300 --> 00:21:53,500
feel safe and that's the most
important thing ever.

461
00:21:53,900 --> 00:21:57,500
But secondly, the closer
relationship that I have my

462
00:21:57,500 --> 00:22:00,400
class the better in terms of the
outcome.

463
00:22:00,400 --> 00:22:03,100
But I just want you to tell me
your thoughts Hayden on.

464
00:22:03,100 --> 00:22:05,500
Where is that line?
Because at the end of the day,

465
00:22:05,800 --> 00:22:07,800
we're their teacher, we're not
there pal.

466
00:22:07,900 --> 00:22:10,900
We're not there.
Mate, what do you think about

467
00:22:10,900 --> 00:22:12,900
where that line is?
And how can we get the most out

468
00:22:12,900 --> 00:22:15,200
of the children while still
maintaining really strict

469
00:22:15,200 --> 00:22:17,600
professional demeanor?
I think that point you made

470
00:22:17,600 --> 00:22:21,300
about like, you know, we're not
their friends but we can kind of

471
00:22:21,300 --> 00:22:23,600
be friendly with them and
develop that relationship is

472
00:22:23,600 --> 00:22:26,000
really important and I actually
learned that lesson in my nqt,

473
00:22:26,000 --> 00:22:29,100
you might the teacher.
I was, I was with at the time.

474
00:22:29,500 --> 00:22:33,100
So I think he highlighted that
That I was really Pally with the

475
00:22:33,100 --> 00:22:35,400
kids because you are you just a
bit insecure when you start?

476
00:22:35,400 --> 00:22:38,100
I think a lot of people are and
I want the kids to like me, like

477
00:22:38,100 --> 00:22:40,200
I need them to like me, then
then I can do my job properly

478
00:22:40,500 --> 00:22:43,300
and he kind of took me to the
side and did just say, listen,

479
00:22:43,300 --> 00:22:46,800
you can't be their friend, but
you can be nice and you can be

480
00:22:46,800 --> 00:22:48,900
friendly to them so that they
respect you and that really

481
00:22:48,900 --> 00:22:50,400
stuck with me.
And I have tried to kind of

482
00:22:50,400 --> 00:22:53,600
build that in to my career
because like, you I think it's

483
00:22:53,600 --> 00:22:56,700
super important that you develop
real relationships with the

484
00:22:56,700 --> 00:22:59,200
children, not fake ones, not
made-up ones, you're forcing

485
00:22:59,200 --> 00:23:02,900
them to respect you, but
Relationships with them for me.

486
00:23:03,100 --> 00:23:05,200
That's a really, really nice.
Say I've never heard it like

487
00:23:05,200 --> 00:23:09,300
that actually, before you said
that you're not their friend but

488
00:23:09,300 --> 00:23:12,600
you could be friendly.
I really like that distinction

489
00:23:12,600 --> 00:23:14,600
between the two because it hits
the nail on the head.

490
00:23:14,600 --> 00:23:20,000
For me, I do not want any child
in the class to come in and be

491
00:23:20,000 --> 00:23:22,700
bored.
I don't want any child in the

492
00:23:22,700 --> 00:23:25,100
class to come in and feel like
they don't get on with their

493
00:23:25,100 --> 00:23:28,000
teacher.
You need to have that really

494
00:23:28,000 --> 00:23:30,700
strong bond of your class, and
the stronger that Bond.

495
00:23:30,800 --> 00:23:33,500
Is the better.
The work will be because you

496
00:23:33,500 --> 00:23:37,100
have more respect from them.
I don't think as a teacher from

497
00:23:37,100 --> 00:23:39,200
when I was at school, maybe I'm
wrong.

498
00:23:39,200 --> 00:23:42,400
But my experience at school was
that it felt like teachers kind

499
00:23:42,400 --> 00:23:44,500
of just demanded respect from
the start and if you didn't give

500
00:23:44,500 --> 00:23:46,200
them that respect from the
start, that was it.

501
00:23:46,200 --> 00:23:48,200
There was no attempt at trying
to make that Bond.

502
00:23:48,200 --> 00:23:50,900
It was just you listen you
right, you do this.

503
00:23:50,900 --> 00:23:53,000
If you don't, if you struggle if
you're not bothering to do

504
00:23:53,008 --> 00:23:55,500
anything, that's your fault.
And I think from my point of

505
00:23:55,508 --> 00:23:57,900
view, as a teacher, the onus is
on us, right?

506
00:23:58,400 --> 00:24:00,700
The onus is always a nice, it's
on us to develop that.

507
00:24:00,900 --> 00:24:02,600
Under the children.
It's an asked to find something

508
00:24:02,600 --> 00:24:05,000
in common with them so that they
have some kind of middle ground

509
00:24:05,300 --> 00:24:08,100
and that's how you're going to
get the best out of them is to

510
00:24:08,300 --> 00:24:11,100
actually Foster that
relationship while still being

511
00:24:11,300 --> 00:24:13,300
that teacher figure, not their
friend.

512
00:24:13,300 --> 00:24:15,600
And I find that those classes
because every class is

513
00:24:15,600 --> 00:24:17,000
different.
But those classes where you do

514
00:24:17,000 --> 00:24:19,300
really managed to develop those
personal individual

515
00:24:19,300 --> 00:24:23,400
relationships with the children
in the class, I just find that

516
00:24:23,500 --> 00:24:27,300
behavior problems are way less.
I just don't have as many

517
00:24:27,300 --> 00:24:29,500
behavior problems.
Obviously you still get some but

518
00:24:29,500 --> 00:24:32,600
I just the Intend to listen to
you a bit more because they

519
00:24:32,600 --> 00:24:36,000
actually like you, they actually
respect your opinion and what

520
00:24:36,000 --> 00:24:38,100
you think of them.
So they can see you're genuinely

521
00:24:38,100 --> 00:24:40,900
annoyed and their behavior,
those children that you develop

522
00:24:40,900 --> 00:24:42,700
those relationships, where
they'll care about it.

523
00:24:42,700 --> 00:24:45,000
They don't they don't want to
upset you because they actually

524
00:24:45,000 --> 00:24:47,200
like you and that's
reciprocated, isn't it?

525
00:24:47,200 --> 00:24:48,700
Because like you said, they care
about you.

526
00:24:48,700 --> 00:24:50,700
They don't want to annoy you.
They want to please you, the

527
00:24:50,700 --> 00:24:54,200
want to give you their hard
work, you'll want to do the best

528
00:24:54,200 --> 00:24:56,800
for you and that's because they
feel like you're doing the best

529
00:24:56,800 --> 00:24:59,000
for them.
You're listening to them, you're

530
00:24:59,000 --> 00:25:02,000
taking their problem, seriously.
Not just dismissing it, as

531
00:25:02,100 --> 00:25:06,200
children will be quiet and work
there people, you know, and and

532
00:25:06,200 --> 00:25:09,200
I really, really, really value
that and I think that line is

533
00:25:09,200 --> 00:25:11,700
somewhere in the middle,
obviously, but I really like,

534
00:25:11,700 --> 00:25:15,000
I'm going to say again, you can
be friendly with them, but

535
00:25:15,000 --> 00:25:17,400
you're not their friend, you're
their teacher.

536
00:25:17,900 --> 00:25:19,200
I think I, you probably do this
as well.

537
00:25:19,200 --> 00:25:22,000
It is a bit of a teacher tactic,
really, but it's something.

538
00:25:22,000 --> 00:25:26,100
I do probably every year with
multiple children and you can

539
00:25:26,100 --> 00:25:29,400
back me up here or not.
But when, when I have psych,

540
00:25:29,400 --> 00:25:31,800
some sort of behavioral issue
Ooh, someone's may be kicking

541
00:25:31,800 --> 00:25:33,100
off in class.
You're upset about something,

542
00:25:33,100 --> 00:25:36,800
they're annoyed about something.
I tend to take them out of the

543
00:25:36,808 --> 00:25:40,400
classroom and have a one-to-one
and my kind of aim is to almost

544
00:25:40,400 --> 00:25:42,600
shocked them really with how
much I actually care.

545
00:25:42,900 --> 00:25:45,400
And I'm not just going to shout
at them and I'll sit them down

546
00:25:45,700 --> 00:25:47,500
and I will tell them like just
really to their face.

547
00:25:47,500 --> 00:25:49,900
Just be like, I really care
about you and I think you're

548
00:25:49,900 --> 00:25:52,000
really cool kid.
I've got a lot of time for you

549
00:25:52,000 --> 00:25:54,300
and if you want to talk you can
talk about any point.

550
00:25:54,300 --> 00:25:55,700
You want come chat with me at
lunch time, come and chat with

551
00:25:55,700 --> 00:25:57,000
me and I'll be there to talk to
you.

552
00:25:57,600 --> 00:25:59,100
But what you're doing in class
right now is really

553
00:25:59,100 --> 00:26:00,600
disrespectful and it's hurting
my feelings.

554
00:26:01,500 --> 00:26:03,600
And I do find that with not of
everyone because we're all

555
00:26:03,600 --> 00:26:06,500
different, but 99% of children,
I think it catches them off

556
00:26:06,500 --> 00:26:09,700
guard and they're like, oh my
teacher is actually just a human

557
00:26:09,800 --> 00:26:12,400
and it's nice to hear.
I care about you from from

558
00:26:12,400 --> 00:26:14,800
someone, when they're being
genuine, and I don't know.

559
00:26:14,800 --> 00:26:16,700
But for me is solved a lot of
problems over the years.

560
00:26:16,700 --> 00:26:18,800
And I've ended up, developing
really nice relationships with

561
00:26:18,800 --> 00:26:21,600
those kids who had a bit of a
reputation of maybe being

562
00:26:21,600 --> 00:26:25,000
naughty or misbehaved in class.
It's almost like you've laid the

563
00:26:25,000 --> 00:26:28,600
foundations as well for
prevention, rather than trying

564
00:26:28,600 --> 00:26:32,200
to patch it up later by Eating
in the ground work, early and

565
00:26:32,200 --> 00:26:35,200
building those relationships.
Not as many behavior problems

566
00:26:35,200 --> 00:26:36,900
might arise.
Again, we're not saying for a

567
00:26:36,900 --> 00:26:38,900
moment that if you have a paper
problems in your class, it's

568
00:26:38,900 --> 00:26:41,000
your fault because you didn't
build a relationship with them.

569
00:26:41,100 --> 00:26:43,600
It's not as simple as that, but
you're preventing it as much as

570
00:26:43,600 --> 00:26:46,600
possible.
And I think that approach, it

571
00:26:46,600 --> 00:26:48,800
works for me anyway, and it
sounds like it works for you.

572
00:26:48,800 --> 00:26:50,600
Everyone's got a different
style, I was just wondering

573
00:26:51,300 --> 00:26:53,600
because again, we've known each
other for ages teaching, but

574
00:26:53,600 --> 00:26:55,700
we're not actually watched each
other teach loads and loads and

575
00:26:55,700 --> 00:26:58,300
loads.
How often would you say that you

576
00:26:58,300 --> 00:27:00,200
shout in your classroom?
Okay.

577
00:27:00,200 --> 00:27:02,900
They are we talking?
Like genuine, like I'm shouting

578
00:27:02,900 --> 00:27:05,800
because I'm like actually
genuinely angry and I think and

579
00:27:05,800 --> 00:27:08,800
I feel like I just have to raise
my voice in pure salt anger or

580
00:27:08,800 --> 00:27:11,000
just shouting cause they're
being quite noisy to me.

581
00:27:11,000 --> 00:27:13,100
It's a choice.
It's of a teaching style, right?

582
00:27:13,300 --> 00:27:15,800
Because there's two types of
shouting that you just said,

583
00:27:16,400 --> 00:27:19,400
it's when you're actually angry
and you shout, because you're

584
00:27:19,400 --> 00:27:22,700
angry, right?
And it's not premeditated, And

585
00:27:22,700 --> 00:27:24,800
this then shouting because you
feel like it's the right thing

586
00:27:24,800 --> 00:27:27,600
to do to get the children to
stop doing something.

587
00:27:27,900 --> 00:27:31,300
And I suppose the reason I'm
asking is because I've been told

588
00:27:31,300 --> 00:27:34,300
and it wasn't necessarily a
choice I made from the start but

589
00:27:34,300 --> 00:27:36,800
it is something I don't like I
don't like shouting.

590
00:27:37,100 --> 00:27:42,100
I really don't like shouting and
I can't look past the idea of a

591
00:27:42,100 --> 00:27:45,600
grown man who's nearly 30
bellowing at an eight-year-old

592
00:27:45,600 --> 00:27:48,200
child.
Like I just think there must be

593
00:27:48,200 --> 00:27:50,600
other ways to solve things the
doing that.

594
00:27:50,600 --> 00:27:51,700
But there is one exception for
me.

595
00:27:51,900 --> 00:27:54,000
Me, which I want to say just
yet, I'm wondering what you

596
00:27:54,008 --> 00:27:55,600
think.
Yeah, I think I probably agree

597
00:27:55,600 --> 00:27:58,900
with you in terms of like, it's
kind of it almost for me.

598
00:27:58,900 --> 00:28:00,600
It gives the feel of being out
of control, like, if you

599
00:28:00,600 --> 00:28:03,200
genuinely, if you're shouting,
as you are just emotional in

600
00:28:03,200 --> 00:28:06,000
that moment and it's the only
thing you can think of doing.

601
00:28:06,300 --> 00:28:08,500
I don't think it's, I don't
think it's the best tactic it

602
00:28:08,500 --> 00:28:10,500
has its place though.
Like, I have definitely been in

603
00:28:10,500 --> 00:28:13,800
situations where I honestly,
that's the only thing I could

604
00:28:13,800 --> 00:28:17,400
have done in that particular
situation for the, for a child,

605
00:28:17,400 --> 00:28:19,900
or a group of children to listen
to me and take me seriously.

606
00:28:20,000 --> 00:28:24,100
But most of the time it's for Is
not really real or kind of use

607
00:28:24,100 --> 00:28:26,800
it as a tactic.
I raised you by voice now, but

608
00:28:26,800 --> 00:28:28,500
not very often.
And I've even spoken to the

609
00:28:28,500 --> 00:28:30,400
children about this and told
them the difference between

610
00:28:30,400 --> 00:28:33,400
shouting and raising my voice
because I will raise my voice to

611
00:28:33,400 --> 00:28:36,400
talk over and to cut through and
I say to them, look I'm not

612
00:28:36,400 --> 00:28:38,700
shouting now, but I wouldn't
talk to someone with this level

613
00:28:38,700 --> 00:28:40,200
of voice in a general
conversation.

614
00:28:40,200 --> 00:28:42,700
So there's a difference there
and there are levels to shouting

615
00:28:43,100 --> 00:28:45,800
and I will say the few times I
do shout, it tends to be like a

616
00:28:45,800 --> 00:28:48,600
health and safety thing.
I had a class once we went

617
00:28:48,600 --> 00:28:52,400
swimming a few times many years
ago and it was of their first

618
00:28:52,400 --> 00:28:55,300
few times in the pool.
And we got back in the coach

619
00:28:55,300 --> 00:28:57,700
said to me, that they were
messing around in the pool and

620
00:28:57,700 --> 00:28:59,300
actually, it was becoming
unsafe.

621
00:29:00,100 --> 00:29:02,600
And at that point, I thought,
okay, how can I have an effect

622
00:29:02,600 --> 00:29:04,500
here?
And because I didn't shout to my

623
00:29:04,500 --> 00:29:08,500
class at all.
It held power, that's that, that

624
00:29:08,500 --> 00:29:10,900
raising of the voice.
The children knew I was being

625
00:29:10,900 --> 00:29:13,300
serious and I didn't just shout
for the sake of shouting.

626
00:29:13,400 --> 00:29:16,000
It was premeditated.
I knew I was going to raise my

627
00:29:16,000 --> 00:29:17,600
voice.
I knew I was going to put on

628
00:29:17,700 --> 00:29:21,200
this Persona of, this is
completely unacceptable and it

629
00:29:21,200 --> 00:29:24,700
cuts through Because it's one of
the probably in that whole year,

630
00:29:24,900 --> 00:29:27,900
I think that was the only time I
raised my voice to that level

631
00:29:28,100 --> 00:29:31,200
and they took it seriously.
How often do you think you get

632
00:29:31,200 --> 00:29:34,900
genuinely angry at school like
real anger as time has gone on

633
00:29:35,600 --> 00:29:39,200
almost never, because I think
you've seen it all by, then

634
00:29:39,400 --> 00:29:42,200
maybe a few years ago, something
happens and it really bothers

635
00:29:42,200 --> 00:29:44,800
your blood.
Like how could you get into that

636
00:29:44,800 --> 00:29:46,100
fight?
I've put so much time into

637
00:29:46,100 --> 00:29:48,600
trying to help you and you've
got onto the playground and you

638
00:29:48,600 --> 00:29:49,900
push someone over.
Yeah.

639
00:29:49,900 --> 00:29:52,400
And that would maybe used to
make me really We angry apply.

640
00:29:52,400 --> 00:29:54,900
Why have you done that?
I've put so much of my energy

641
00:29:54,900 --> 00:29:57,300
and I've just spoken to you.
I didn't understand it, but I

642
00:29:57,308 --> 00:30:01,100
think the more experienced that
we've become, you've always seen

643
00:30:01,100 --> 00:30:04,000
everything now and in terms of
pure anger at the children, my

644
00:30:04,000 --> 00:30:07,700
first thought is always, yeah,
but there's probably an

645
00:30:07,700 --> 00:30:09,200
explanation XYZ.
Yeah.

646
00:30:09,200 --> 00:30:11,100
Or a better way of dealing with
this situation right now, that

647
00:30:11,100 --> 00:30:17,300
doesn't involve me being angry
It can only be beneficial to

648
00:30:17,300 --> 00:30:19,200
spend time, really building
those relationships of your

649
00:30:19,200 --> 00:30:21,900
class, but just not going over
that line.

650
00:30:21,900 --> 00:30:24,100
I think the more experience you
get, you realize where that line

651
00:30:24,100 --> 00:30:25,900
has to be a new experiment with
it.

652
00:30:26,000 --> 00:30:28,100
You might feel like, sometimes
you become to paly and you're

653
00:30:28,100 --> 00:30:30,400
not getting as much out of them.
So you ran it back in.

654
00:30:30,600 --> 00:30:33,000
It's a constant move.
And you know what class to class

655
00:30:33,100 --> 00:30:34,500
that line is going to be
different, right.

656
00:30:34,700 --> 00:30:37,500
I know that you said something
to me before and I definitely do

657
00:30:37,500 --> 00:30:41,000
this as well and you said it.
And you were saying that

658
00:30:41,000 --> 00:30:44,500
sometimes you will be a little
bit to paly, you'll recognize it

659
00:30:44,500 --> 00:30:46,900
in the moment that on Actually,
I've been a little bit too

660
00:30:46,900 --> 00:30:49,800
friendly with the class right
now, I've maybe done a few too

661
00:30:49,800 --> 00:30:52,400
many jokes and they're getting a
little bit, you know, out of

662
00:30:52,408 --> 00:30:54,700
their seats, joining in being a
bit shouted, as well, and then

663
00:30:54,700 --> 00:30:56,400
you've sort of regretted it.
Is that right?

664
00:30:56,500 --> 00:30:58,600
Yeah.
I think, what I mean is you have

665
00:30:58,600 --> 00:31:02,400
a joke, you have a laugh, you're
having fun and then kind of you

666
00:31:02,400 --> 00:31:04,200
look at the clock and you're
like, oh gosh, we've got to get

667
00:31:04,200 --> 00:31:06,700
this writing done in the next 20
minutes and you might think,

668
00:31:06,700 --> 00:31:10,000
okay, whoa, okay, class.
And it's easy for me as a grown

669
00:31:10,000 --> 00:31:12,600
adult with my emotions under
control because I've gone

670
00:31:12,600 --> 00:31:15,400
through the face of growing up,
I can say, okay, let's stop that

671
00:31:15,400 --> 00:31:17,400
there.
Then we need to focus now and

672
00:31:17,500 --> 00:31:18,900
children.
Can't just do that something.

673
00:31:18,900 --> 00:31:21,200
Then they're not emotionally
mature enough.

674
00:31:21,200 --> 00:31:23,100
Just to say, oh yeah, Mr. Price
I said we're going to stop.

675
00:31:23,100 --> 00:31:26,400
So I'm going to start writing
now and that's kind of unfair in

676
00:31:26,400 --> 00:31:28,000
the children.
And that's my self-reflection

677
00:31:28,000 --> 00:31:30,200
basically, is you need to be
aware of that.

678
00:31:30,200 --> 00:31:32,900
And because if you need to get
something out of the children,

679
00:31:32,900 --> 00:31:35,100
they need to produce something
need to be in the mindset.

680
00:31:35,400 --> 00:31:38,700
You can't just flip on and off.
You have to really plan out as

681
00:31:38,700 --> 00:31:39,900
well.
I mean, I think they'd actually

682
00:31:39,900 --> 00:31:42,700
lose respect for you if you then
got angry at them because they'd

683
00:31:42,700 --> 00:31:45,300
be like, well, hang on me like
20 seconds ago, we were all

684
00:31:45,300 --> 00:31:46,900
having a Off I think absolutely
right.

685
00:31:46,900 --> 00:31:49,900
And you saying that maybe really
think about my own practice and

686
00:31:49,900 --> 00:31:52,000
how I've definitely done that in
times in my career I've got

687
00:31:52,000 --> 00:31:54,200
cross at them because they can't
immediately snap out of a silly

688
00:31:54,200 --> 00:31:56,500
mode that I got them in by
messing around in the first

689
00:31:56,500 --> 00:31:58,500
place.
But I think the overall kind of

690
00:31:58,508 --> 00:32:03,300
point for me is just that if you
spend that time, developing the

691
00:32:03,300 --> 00:32:06,800
relationships with the children
on an individual level, you can

692
00:32:06,800 --> 00:32:10,900
afford to have a little bit more
fun and be friendly with them in

693
00:32:10,900 --> 00:32:13,700
the class but maintain that
level of respect and still get

694
00:32:13,700 --> 00:32:16,500
the best out of them, right?
That's All, we've got time for

695
00:32:16,500 --> 00:32:18,100
this week.
We are going to.

696
00:32:18,100 --> 00:32:21,700
Okay, no, we haven't talked with
the glue sticks in the cupboard.

697
00:32:22,800 --> 00:32:24,300
Are you did mention you were
going to do it?

698
00:32:24,308 --> 00:32:25,800
I did promise.
We did probably listen.

699
00:32:25,800 --> 00:32:27,300
It doesn't matter.
We'll do it next time right?

700
00:32:27,400 --> 00:32:28,400
Next time.
Next time we'll talk like this

701
00:32:28,400 --> 00:32:31,200
six next time.
So guys, we'll see you, then for

702
00:32:31,200 --> 00:32:33,200
another episode next week.
Thanks for listening.

703
00:32:33,300 --> 00:32:34,100
Catch you next time.