Ep 187: Q&A - Ridiculous TA Expectations, Spotting Red Flags & Times Table Advice!

0:00 Hello everyone, welcome back to another episode of THT Repeat. My name is Dylan and I'm talking at 1.5 speed, so that when you put 1.5 speed on whatever podcast supplier that you use that you will actually be hearing it at what's 1.5 * 1.5 two .25. What a prank 2.252.25. What? What AI bet you guys are laughing? I know right? I bet you guys are laughing. I didn't realise I put it on 1.5 and it actually was down to naughty .75. Which if we're talking at 1.5, naughty .75 actually doesn't get you down to one. No naughty .75 would get you down to roughly 1.17. And book a massive demo now if you want to get it's nail, particularly in your school, get in touch with us because we are the guys, we are the maths guys to be sorting that property description below tell you that right now completely free trial anyway, what a start.

0:40 You good? Yeah, I'm good. I'm good. I'm. Back with another question and answer episode. Yeah. You've already forgotten the thing you asked me to start with, haven't you? No. All right, go on in. No. What do you mean? I'll throw it over to you. No, I was actually going to laugh about the fact that I opened this iPad to get the questions up and the first thing I was met with was about 4000 emojis on a random text document. So, Dylan, either you've got an emoji problem, an emoji addiction, or something else is going on with Rory. He loves using the iPad, didn't he? Yeah, I was waiting for you to be like iPad, kid. Yeah, that's kind of what I was getting out. He loves using, he loves using the iPad 6 hours a day, doesn't he doesn't to watch YouTube. Brain rot doesn't. He doesn't. This is where I'm backing up what we've always said about not all screen time is equal, right?

1:21 Yeah, because ground rules for for, for context, he's 2. There'll be some people out there who go. You should know what happened. He's he shouldn't even be knowing what we're seeing. What It's our when he's 2, there'll be people like that. Yeah. And they, they have the best interest of the kids at heart. Realistically, we do live in the 21st century when there is technology everywhere. And I do own an iPad and he has seen an iPad before. And the only thing we, there's two things we do on the iPad and that's it is he does some drawing on the on the note with me. So never ever not with me when he's doing it. We do some drawing together where he's names different colours and he does some drawing very good, quite nice and cute.

2:03 I think, by the way, he draws on paper much more than he draws on the iPad, just so everyone's aware of that. Yeah, not that that's an issue, genuinely. But he's still good. For him to hold a pen and actually do something like it is genuinely good. But also, he does that on the iPad sometimes. And then other times he likes naming the animals because he's obsessed of animals. You know, Rory, he's obsessed of animals. We go to the zoo nearly every week just to walk around and see the monkeys and the tigers go raw. And, yeah, so we sit there and the emojis come up at the bottom on the notes app, and it's all the animals. And he presses them and says what they are and said, daddy, see the orangutan. I'm like, yeah. And then I get him to find an animal. He presses it. And that is the extent of what he used the iPad for. And I personally think it's actually a net good.

2:45 Blah, blah, blah, blah. The thing is, Dylan, The thing is, Dylan, I stopped listening when you said that your son uses an iPad. So whatever you said after that is irrelevant to me because at the end of the day, at the end of the day, all strain time is bad. You know, I just think that's, that's important context to get out there. It doesn't I whatever you said he does, at the end of the day, that brain rot is going to kill him. That brain rot is going to kill him whatever you said that he does on it. Yeah. No, I I agree like. Well, and I, I do have like really strict lines of him. He he's never watched the video on an iPad because I I to me, I think that is a recipe for disaster.

3:25 Yeah, I agree. As soon as he knows this iPad can play a dinosaur video. Can you imagine? Yeah, Right. Yeah. So. Don't let him find GIFs. Yeah, honestly. Actually, they're pronounced jiff, So try to pronounce them. Oh no, I'm not even joking. We're not having that, but it's pronounced. It's not. It is because the person who invented them, who made-up the acronym and the word and the actual thing said he calls them jiff. So it's Jiff. Blah blah blah blah blah, here he goes again. It's a jiff. Take it to JOD. Oh, I don't like it. Don't your problems with Judd mate. Yeah, so take it to George or say it's a gorge. Hi, Gorge. Sorry. Sorry. No, I don't care that it's your name that you were named. And you tell me because it's your name. I'm going to pronounce it Gorge because I don't care what you have to say.

4:06 I've seen a gorge up in the Lake District. Don't challenge the name. Yeah, but pointing to anything the English language is not going to back you up. There's going to be something on the other end that makes you feel like. There's been some sort of debate online on Reddit at some point in the in the past which I actually which I have read it. Because you read stuff on it. That's a good read it. That's a fair play. That's that's dismantled everything I was going to say, so fair play. Anyway, enough about the GIFs. All the GIFs. Not just the GIFs, just the GIFs. Just the GIFs. No one, no one calls it a GIF. Because everyone's wrong. That's fine. Next one, right? So next one. Next one we haven't done 1 yet, we've been chatting shit for the last 5 minutes.

4:49 And This is why Q&A episodes are my favourite episode. Yeah. I love how you just turned to actually see the time stamp. What we are, yeah. We're on 9/9 minutes, but there was a few minutes at the start where. We weren't recording. Yeah, here we go. Right about 5 minutes. A story. I've got a story, I've got a story. So this is for my lovely listeners. You can join the WhatsApp community down below, frequently adding fantastic questions. We really appreciate you. If we've forgotten your questions in the past, as someone in the WhatsApp community asked yesterday, do I need to put my question in again or will you go back honest answer, do it again because there's hundreds of. Questions, you know what happens, just be really clear because I think people might think we're horrible. What actually happens 99.9% of the time is we plan out like 6789 questions that we want to have to have in the episode. We only get through a certain percentage of them and then we forget to re include those ones next week 'cause we've highlighted them off yeah on our sheet and then we forget. So.

5:34 That is genuinely. True, we are just useless. So we're gonna start with a story today, though it's not a question. Alright, so question and answer. 1st 5 minutes chatting nonsense and then not a question. So let me tell you a story because this story riled me up. Go on. Then I was talking to a friend whose partner is a teacher. They have a four month old baby, congratulations, who has had some challenging dietary allergies they've had to try to overcome, which has led to a lot of waking up in the night. The partner working full time went into school looking a little tired but still did does their job to the same standard as normal. The head teacher went up to them and commented on their tired appearance and said that they need to stop helping at night as that is her job and to focus himself and his sleep ready to work. What are your thoughts on this?

6:20 Especially after going through sleep that provide deprivation as new dads. This person was very upset and instantly felt like they were failing at both parenting and work after thinking they were managing just fine. There was no comment linking to their work, it was just very personal and crossing what I think is a very misogynistic line. The person has since felt unsettled at school and looked down upon by their head teacher. Head teacher as a male, by the way. If if my head teacher was HS ticky talky from the Manosphere documentary I'd be pretty cross at that as well. What a piece of. Yeah, genuinely, what is that about like? The head teacher, by the way. Yeah, what a plot twist. Get your sleep.

7:03 What a plot twist. Turns out we're just horribly misogynistic as well. And yeah, what are you doing, man? Oh my God, man, you're a man. I can't even Oh it's just a joke in case someone clips it. Doesn't it annoy? Yeah, well, they probably will. Doesn't it annoy you that people like that genuinely exist? I remember vividly bumping into an ex teacher of mine from secondary school and this was when Rory was honestly must be younger than three months. Very, very very very on his iPad. Yeah, yeah. No, of course not. And we went out for lunch one of the first times we went out for lunch and we were walking back to our car and came across an ex teacher from secondary school who you know, and you probably have to get to it.

7:47 It's basically what I'm about to say. And I remember him seeing the baby. He said, oh, isn't that lovely to? Oh, it's very nice, very nice. And me and Lauren were there with my son, who's three months old, and he turned to me and went, how you getting on with work? And I was like, that this question is fine. So yeah. Oh, yeah, all good. Obviously I'm very tired, but this is the most important thing. So I'm a bit tired. It's absolutely fine. Whatever. And he just, like, put his hand on my shoulder and went, make sure you're getting sleep, look after yourself. Go and sleep in a different room if you have to. Just make sure you get enough sleep for work. And I remember at the point being like, I was very sleep defied and like a zombie. And at the point I was just like, oh, yeah, yeah, yeah, of course. No intention whatsoever. Yeah, yeah. But is it like an old fashioned thing?

8:28 It must be like, like, like who are like, can you leave me alone? Can you not give me this unsolicited ridiculous advice in front of Lauren, in front of the person who's raising the baby? Like, I'm sorry if I had to put on a pedestal, which is the most important job. Let me think, the raising of my child perhaps, like, yeah, I'm going to do the nights. Jesus Christ, of course I was up in the night. Oh, a bit tired at work, was I? Yeah. What's the other option? My partner's tired looking after the baby all day and not able to provide property. It is phenomenal, phenomenal how many people cannot equate the idea of like the job and role of looking after a human versus like any other job that you might do outside of the house as like not remotely equal. Like people genuinely think there's, there's no comparison there. Well, I've got to go to work.

9:13 I this one pays, this one gives me money. That's but that's what people do. I think that's where it's born from genuinely. Like if you look back in history like I think it is to answer your question, by the way, I think it is an old personal thing. I think because culture literally until like 20 years ago, probably not even that was very much, it was all different, wasn't it? There was a lot more families living on one one income for a start. Yeah, but I still think that the hidden work of a of a mother was just not even acknowledged remotely, whether or not there was one person at. Work I agree I and and like I'm not even saying 1 cause or the other, but I just it was all different and I do think the attitude was very much that yeah, if if it's not getting paid, it's not a job. It's like, yeah, it's so I can't even go too deep because it's all like classic cliche stuff that we all know is like just completely debunked and just nonsense and. Probably why in this country maternity pay is so bad, because the, the, the outlook is, well, we're funding you to not work for a bit.

10:00 So come on, get back to work. I am working. I'm raising the next generation. By the way, remember, you were a child. Every single person you speak to, these people talk like they were born 47, working full time with the family. Honestly, it's just outrageous. I reckon Boris Johnson was, you know, he's the one person on this planet. I think someone was not born as a baby. It's Boris Johnson. He got born and he was what? Yeah. So, yeah, you know, we could go, we could spiral for 20 minutes on this. But going back to this, this story question, I don't know what it's really. Yeah. Story. It's you don't know what it is. I started off by saying it's a story. I know I didn't read a story and said this is a story, so I don't know what you say, what it is.

10:43 It's a question or story. I'm going. To read part of this story, what's your thoughts on this? That's a question. Funnily enough, right in the middle there. You see that? Embedded in. Embedded in the story, which is why I said story question both. Dylan, stop being so sarcastic. Wasn't sarcasm even. The right word. Stop being so silly. I don't know. Stop being such a nonce, which I thought for a long time meant. Silly. I can't believe. I can't believe you thought that that word meant silly. I've from from my heart until I was an adult the. Idea of you calling someone a nonce? Or being Nazi. Think thinking that means you're being so silly and then being mortified that you just.

11:25 Don't use them. No, I, I repeatedly did that. I repeatedly go, oh, you start to use Nazi goose. It cringes me out now, like, even hearing you say it, Like, the idea of saying that word on a podcast even, like, makes me like. But really it's just funny. What? Yeah. The context is I didn't know what it meant tremendous. Like if anyone needs the context, like hopefully that's the whole point of a podcast. Yeah, won't be clipping that bit say that for a bit, but you're listening to this long form podcast. Hopefully you listen to the before and after bit and we both explained that that's obviously a horrible thing of course and we. Didn't know what it meant. You didn't know what it meant. No. But yeah, I don't know nothing more to say on this. I think at the end of the day, that is ridiculous. Extremely misogynistic. I would not. Monotonistic, misogynistic. My job ministic. Back at the rank. No, not the reckon ranks again. You consistently still can't say even outside of the. Pocket Because, you know, you know that thing where you make a joke out of something and do it wrong on purpose for a bit as a joke.

12:13 Yeah. And then in my head, that's the way you say it. Embedded. So reckon wreck is. I'm gonna call it Reckon wreck. Reckon wreck doesn't matter. Say isn't. I don't know. You said the right one, I thought it was wrong. You just said reckon wreck, which is correct and then I corrected your miss your that's just that's backwards. I still don't know which ones correct so well, I was gonna say Wreckner Wreck, Wreckner Wreck and some kind of order. And the people will know. And it means beads. Why don't we just say beads? Why don't we just say what was wrong with the word Abacus? When someone first said to me, here's a record, record, whatever the is. Whenever someone said to me, here's one of these things, right? I was like, oh, I can't wait for this brand new master. I bet it's really, really inventive and really helpful.

12:54 And they put Abacus down in front of me. Yeah, it just goes to 20 instead, right? It OK, that is an Abacus. Though isn't it red and white? OK, the five for sabotage. OK, I'm sure. Honestly, genuinely, I know it's a great tool. Yeah, but it is just an Abacus. Yeah, we could have just said Abacus. Plus honestly, plus minus be be smaller than what I know. Oh God, I might make a new one out and just call it a Dylan wreck. Yeah, what is this? Isn't that just a reckon wreck? Isn't that just a bead on string which we actually call beads on string? Like that's all. We actually just call it what it is, beads on string. Yeah, what is this lobby of people who've managed to get things named after them like beans? They're just base 10. That's just, that's just place value blocks, right? Yeah.

13:36 No, they're called Deans with a capital D. Who? Who's reckon Reckon? Who's Dean? Yeah, yeah, maybe it's Dean. Reckon. And what idiot has the surname beads on string? Like that's mental? And what are the chances? What are the charges that the person who invented double sided counters was called Mr Double Sided Cat? Oh God, we're losing it, Dylan. We're losing it. We are losing. Here for the ride, baby. Anyway, head teachers are twat. Just there's no, like, there's no other way around it. Head teachers are twat. If you had teachers saying stuff like that, yeah, they're an idiot. Yeah, all I would do is be passive aggressive back to them. I think that's the best way to go in life. I would just be yeah, served as well. So I didn't realise you had a baby as well, Sir.

14:18 Like knowing they don't because. You look like. Yeah, yeah, weird that. Anyway, crack on mate. Ridiculous. Go and sleep in your office, right? Should we do? Should we do a question? Where were we 19 minutes in or how? Long can we not do a question? Let's do a question. Right, OK. Yeah, well, yeah, come on, do something. It's great. I saw one of your clips where you said that HLTA and Tasmania shouldn't be doing any planning or marking. I completely agree by the way. However, my last school the HLTA had 2 1/2 hours of PPA with restricted planning. It was already planned just adapting and marking only one year group as the other subjects don't need marking. Fair enough. She manages to get this done in PPA time and the 15 minutes that she's paid before school so doesn't do any additional work.

15:01 In this scenario, do you believe the HLT AS still shouldn't be doing any planning or marking? That is a fantastic question because it is the scenario and probably the only scenario where I think it edges towards acceptable. I still have my issues with it. Yeah, me too. I really do, and I'll outline them in a second. But in principle, if you're hired to do a job and the job description is really clear and it involves these things and you accept it and you don't have to work outside of your contracted hours, I can't really see anything in that process. Yeah, where it's unacceptable. Yeah, like someone's getting taken advantage. Of exactly that I think it like, you know, if you knew that's what the job was and you are genuinely given time to do that job and you're not expected to do anything outside of your hours and you've agreed your terms. That's that's obviously fair enough in my opinion. Like as as a base way of just looking at how a job works. I agree it's on the same page.

15:50 So what is the little wider issue that's in your head? Because I've got one, I want to know if it's the same. Well, my, my wider issue here is that, you know, you are, you are, you are at this point genuinely doing the role of a teacher. So that that is, that is my issue here. And again, with the caveat that a teacher's contract explicitly states that we have to do things outside of our directed time. OK, So the difference here being it's already planned. The HRT is just adapting. That's obviously quite different to what teachers often does, which is planning from scratch. But also teachers do sometimes just adapt planning, right. So, So what I'm saying is what is described here is genuinely what my job became, especially when I became more experienced and able to streamline my time a bit more, have previous planning to work from, tweak and adapt and do bits like that. Yeah, I think a teacher's role goes a bit further in terms you might do some medium term planning, you might lead subjects across the school, you might, you know, plan collaboratively with your peers and look at gaps and analyse things from assessment and, and managing your class in general in terms of like having the day-to-day constant exactly that.

16:51 And like all all the pastoral side of it as well. I, I still think ATA does a lot of that in a lot of schools. Yeah, right. So, so the overlap is clearly here way more acceptable. However, then it does boil down to as the school, you're getting everything you get out of a teacher whilst paying them literally half of the wage. So, so my again, my only issue here is it becomes more about the pay. I had two issues at the start, which was they're paid horrendously and they're expected to do things outside of the contracted hours. Well, you've got rid of the contracted hours things. That's great. I I still don't think that, you know, pay suddenly solved. Yeah, I still think that's an issue. What about? You you said exactly what I was thinking in all, in all honesty, because I'm just like, I don't know what I don't know how to say it this without like coming across either rude towards teachers or rude towards Tasmania.

17:36 I find it a weird one, but I'm like if they are different roles and and they're overlapping so much and the pay is so different between them. Like it just it basically think where there's is, is there a line? Like do we clearly need a line somewhere? Because we've, we've established that teachers are put on this particular pedestal and are paid this much. And we're established that TAS are put on this particular pedestal and paid this much for their role, which means by definition, we think they are different roles. Of course, like, and if, if we pay them so significantly different, we obviously think the expertise involved in particular elements of the job is different. Like, OK, a teacher gets paid this much because they have to do this a different thing no one else has to do. But when we merge them completely, I'm like, what do we really think? And that's what to me, I'm like, it just boils down to money. I'm like, is it like can can we just have a school full of HLTAS then?

18:23 Right. If we think it's acceptable for one HLTA in the school to be teaching on a full teacher's timetable, that's what often happens. By the way, I don't know in this situation. But that's true. But. They've got PPA which would suggest that they are basically spending their whole week probably teaching from my experience of HLTAS. Yeah. But that can. That can happen either way, yeah. Right, 100% if if that's happening with the OK, can we do that of all of them then? But if we think that's completely acceptable and there's no diminishing returns there like everything is still hunky Dory for the school. OK, replace all the teachers with H Lt as then. Yeah, 100%. That's I think clearly the issue here, which is look, we are paying teachers more for a reason. So what is that reason? So we delve into it. There might be a different things people say because they have to work extra. OK, cool.

19:03 Maybe that's why you pay them a bit more. Sounds as if it's been streamlined here though, right? So they work extra outside of their contract hours called. Does that equate to the that alone equate to that huge amount of extra money? I don't personally agree with that. No, second thing is you can have people doing the same amount of work, the same amount of hours that are paid differently because maybe like you said, it comes down to expertise or genuinely ability to teach, right? And again, this is, I know what you mean when you can get worried sometimes that you feel like you're diminishing your HRT, etcetera. But at the end of the day, there is a reason that there are teaching qualifications and teachers get qualified to be classroom teachers because they have met a certain threshold of qualification status. Can some people reach that threshold without going through the qualification?

19:44 Of course they can, but there has to be some value you in getting that qualification as well. If you're a qualified teacher, of course you should get paid more even if you're doing the same job, right? So I think we all agree with that. But then what comes in, if that's the what you're going down the route, you're going down to justify it. What comes down then is like, OK, so you're saying it's because the teachers are more qualified in a better position to do it. So why then as a school do you think is acceptable that sometimes children are taught by HLT as you are just saying that you are you by your own definition. By the way, you've justified why teachers get paid more than HLT as. You're saying that the quality of the HLTA will be lower. So when you get a class who's just run by HLTA, you as a school are saying I'm paying them less because the quality is less and the qualifications are less.

20:27 But then on the surface, you'll probably be very much saying things like, no, it's just that you're a great H Well, what a fantastic teacher you are. You're just as good as the teacher. Pay them then. Yeah. Yeah. It's a discrepancy in the way the school are running it and they're trying to get the same quality, the same outcomes, the same work from someone. They pay thousands of pounds less a year and something doesn't add up. So when you say is it acceptable, my answer is still no. I think you need to bump the pay up more as well as get the contract right. Am I saying this HLTA should be paid the same as a teacher? No, because teachers are expected to do things outside of the contract hours. They should be expected to do more and they've got qualified teacher status.

21:09 Do I think the gulf in pay should be so so big even with this protection? In my opinion, no HLTA should be paid more not to be equivalent with a teacher. I think we all agree that that would be not acceptable realistically. But they should absolutely be paid more for the job they're doing, which is much closer to the role of a teacher. Yeah, definitely. I'll finish up with one more point. In an ideal world, and I'm very aware that in reality, budgets and a lot of other pressures. We're framed is an ideal world. We're far from it. That's like a musical. It is. We're not in an ideal world. The HLTA is not paid enough. The teachers paid, but they're exploited. Where's directed time going so?

21:49 I think you should, like, write and record a whole album of this. Teaching the musical. Yeah. Brilliant. Well, thanks for making me get my point. No, no, the mattress. CEO is here, he's on 500 grand, that's 54 teaching assistants, but let's slash them right down because he needs a pay rise. Don't you know when the private sector CEOs are on much more? Therefore we should just think that half a mills acceptable or more. Very good, very good. Please stop SO. Cut the TA, Cut the TA, get them out the room.

22:30 Who cares about what the children need when I've got much more room to park my Porsche because I'm the CEO, Matt of Academy Trust. Actually, I've just realised that the TA is way cheaper than a teacher TA. Come over here, won't you? You can teach this class all week. I'll guess like you to thinking that you're doing a service for kids when really I'm just saving 15 grand and on the head it. Went down, went downhill, went downhill. So yeah, I feel. Like, we got our point across. Probably better in song, yeah. 100%. In all honesty. 100% should do everything in song. I I would I would rather just leave. Who needs EHCPS when you've got ISPs now? They're not legally backed at all, but they're cheaper than the cow.

23:18 You're on one. This is good. This is good. I mean, you struggle to rhyme. Yeah, just do nonsense. Yeah. Have a have a good point. Good point. Good point. I'll crap any something to run with now Cow. Cow, cow and and yeah, no one knows how expensive cows are, so you can get away with it. It's certainly cheaper than one of them. Killing a cash cow for the both of us. We won't go back there, right? Let's do another question, shall we? It was. This question too. Statements in. This is why we don't get through your questions. Here we go. These are going to get lost in the Ethernet. Oh no, no, come on, we can do this, we can do this. Ready. Next one. It is the time of the year where people are looking for new jobs. What are your tips for identifying toxic schools with big red flags? Especially when things like A2 centimetre display border policy won't be listed on the website for example.

24:00 OK, we're good. We can do this one quickly. We can do this one quickly. We've done this before. But this is the time of the year, like this person says, when people are looking for new jobs. So let's just go over it really, really, really quickly. It is impossible to properly read the school genuinely on one walk around. So can I give you tips on how to do that 100% accuracy straight away? No, it doesn't exist. However, you can get a really really good idea of a school through multiple ways. Best ways to talk to people who work there? Genuinely just talk to them because I personally feel like you can see through when people are just saying lines that are, that are just safe for the school. Oh yeah, yeah, it's good here. You 100% ask about the marketing policy, ask about the sharing planning policy, ask about things that will directly impact your time and what you plough into this job. And if you're thinking, oh, it might make me feel like, it might make me seem like I'm a sharker for work. If they don't work there, if they think you asking about the marketing policy, the planning policy and the directed time calendar, if they think that's a red flag, you're in a red flag school.

24:53 So that's how I'd identify it. Then definitely if these basic questions that I need to understand rule me out of the job. Thank you. You've done my job for me because I should be ruling myself out. That's it really, isn't it? All I was going to say was ask good questions and also to you were saying sort of speak to the staff. It's also an opportunity normally when you're walking around to speak to the person who's showing you around, which is often a head teacher or someone higher up in senior leadership and ask them as well. And if you get the best of both worlds is marry up the responses, what actual teachers and Tasmania say are on the school versus what the head teacher says or whoever it is walking around. Yeah, I think that's the best thing you can do really genuinely. It's just it's actually asking questions. You had something. Yeah, so I had I screenshot of this earlier and funnily enough I hadn't even seen this question, but I thought to myself this is perfect. And it was anonymous post online, right? And I just thought it linked to it and maybe from this we can Draw Something that you might want to ask at school, right, to help you.

25:37 So someone said question other schools like this. This person by the way straight away doing the right thing talking to other people or other schools like this first step on like finding out whether your school is toxic or not. Get online, get really into forums. There is so much stuff online. There's so much. Get into teachgtppodcast.com. I don't even know if that's the get. Into our WhatsApp community, genuinely, we talk about this stuff all the time in there. But yeah, there's lots of Facebook groups and things as well. So for other schools like this, we had a book look earlier in the week and some of my colleagues have been penalised for not having, as an example, week 3 science taught in week 3 due to special days. Well, book day, etcetera. So basically what this person's saying is they didn't teach science in this one particular week because there was like things like world book because they're justified reasons. Yeah, their, their timetable had been adjusted by the world like world book.

26:24 They wasn't their choice. And the school obviously, right. They said therefore lessons were even missed or pushed. The next week. We get graded like a colour system on on our book looks and we've been penalised. I'm just having a breakdown inside. I can say you look like you were like about to melt. Sorry, I yeah. Do you need a minute? I'll carry on. I'll just, I'll just compose myself. We've been penalised and blamed because things haven't been taught in a certain week. SLT are the ones who decide we go off timetables so surely they should be aware of the impact that lessons get missed or pushed back. Why? So this like felt the need like they had to put this online. One thing, I'm sorry, I'm treating this like very quickly. Yeah, if anyone does a book look and gives you a grading feedback sheet from a book look, run, get out of that school.

27:09 We have a colour coded grading return sheet from because we didn't do science in week 3. So what is crazy and it's from, like you said, it's from this attentional staff. This week you will not be able to teach your afternoon lesson because we're going to be doing a reading, a reading task for World Book Day. How fun and exciting. Also handing your science books so we can see what you did that day. Yeah, what's wrong with it's dense behaviour? It's stupid. It's like, why are there so many idiots in these positions? Yeah, and they're very quickly now because we're in a podcast. I'm not going to click that bit because that bit will get people saying why do you always say leaders are so bad and idiots? I'm not. I'm saying that idiotic leaders are idiots. There are so many amazing leaders out there. And if you listen to what I just said and you get personally offended and you're not an idiot leader, I'm not talking about you.

27:59 And I'm hoping what actually happens when you hear stuff like this is not you get all the defensive like, well, I'm not an idiot leader. I know maybe you should be getting annoyed at the people who are representing your profession horrendously. If I was a leader and I heard this story, I'd be thinking, oh for sake, stop being so stupid please. It's not helping my reputation as another leader. I wouldn't be looking at a podcast of well, don't say about it, please. No, do say about it. Yeah, scream it from the rooftops because people need to know that this is absolutely all out. Every single comment on that below. And this is like, hadn't even been up very long. People are jumping on it being like, this is mental, this is such a red flag, this is toxic, This is absurd. So yeah, I think there are some things maybe there's not, maybe that's too nuanced, I don't know. But there are questions you can definitely ask when you're going around a school that just give you an idea and genuinely a sense if you've got a bit of common sense as to whether the the leader is completely dense, genuinely whether there's anything going on there.

28:57 Do you know what I mean? Like you can, you can, you can just kind of get a vibe for that that might. Assume because they're in a position of power that they're suddenly above you in some way. Like I, It is not true sometimes. Sometimes they're there for a reason. They're fantastic. Sometimes they have fallen into that role. Yeah, honestly. And do you know what? In reality, we all have like, no one's perfect. Everyone has, everyone has like particular skill sets. So like, it's very reasonable. It's not even that crazy to to to have the idea that someone makes it to a leadership position because they are genuinely fantastic in these three particular areas that benefit the school massively. But there's this one other glaring issue, like in this case, common sense. It's common sense, genuinely. Like you can see how people get there because they're like, oh, well, they were really good at leading, leading staff meetings and planning English for the school.

29:43 So we yeah. And they're really passionate and they give loads of time. But completely overlooking the fact that they have no people skills or no ability to use common sense and like. Which in my opinion comes first. In a role where your job is to manage people, surely it's the most important thing. But it doesn't, and people do get to that role. So yeah, look out for it. Ask your questions. Anyway next question, is it normal as an ECT year 2 to not be paid the increase pay for five months even though you have been notified by cancel the pay was due to increase School submitted all over ECT data, just not mine. PS I've been passing all my assessments with flying colours. Just to make clarification here. What we mean is this happened a lot and I remember my job where a rise was agreed and it's from September but I we wouldn't see that in our pay packets maybe even till November in December and it would be backdated because it takes a while to process stuff. Now this person's talking about 5 months. It's a lot.

30:33 It's a long time and I think it's easy to say even honestly when it happened and we got backdated in November or December, I still remember thinking to myself, oh, but I can't backdate my bills. I can't backdate my eating food. I can't backdate my mortgage. I do kind of need that money. And I thought that was honestly kind of unacceptable even to have two or three months to wait. I always thought it was weird. It's like it's normal. So this person asking, is it normal? It is kind of weirdly normal for some reason in schools to have this. Not for five months, five months. I think it's too far, but some sort of delay. Is is normal as far as I'm aware? Like I've never not experienced that or know anyone that doesn't experience that. Why it happens though, has baffled me for my entire career. When the IT was like a shock in. It in November.

31:15 At no point ever in September is it decided right now. We've just now decided we're going to increase the pace of this. It's been decided months before. So whatever that process is, it takes three months. Can you do it three months earlier please, so that it comes into play in September? That would make a lot more sense, wouldn't it? Or, you know, even if it does happen in September. Oh, can that be the thing you do first? Yeah, Yeah. Why does it take so long? Can that be the thing you're doing right now, please? Sorry. Hello. Yeah. Can you just press that button and make number go up? Because I my mortgage number went up, my bill number went up, my food shop's gone up, and I just need my income number to go up. I'm just sorry, I'm just going to share my screen. Can you look at my screen? Right? I'm going to put a number on the screen right. You see that number? This is how quickly I can use a calculator to times it by 1.05 because it went up by 5% ready. Oh, could you put that new number in the system? Thank you.

31:57 Oh, by the way, it's just it's you have to do it individually for everyone. Just you just literally have to do this one time and then it's done. Thank you. Yeah. I think that'll be 3 months. I think you should secure interest on it, Yeah. In the same way you'd you, why is it in life you always negatively accure these things? Like if there was a debt you weren't paying off, you'd be accurring interest over that time and be like, that's acceptable because I'm not paid off on time. Yeah. Why is it when it's the other way around? Is it never working your benefits? Oh, can you accure the interest on the money I was due, please? That I would have had and I could have had on the savings account for these five months. No, that's true. No, that's true. No, you should. You should be accured. Isn't that It's ridiculous? You should ask them to accrue it as well. What? What did they say? A cure. You always do that. We've had this before where it's a crew, a crew interest. I'm an I'm, I'm learning all right. I'm learning, I'm learning, I'm learning, I'm learning. Oh God.

32:47 A crew? Crew. What a crew neck word. I like a cure. A cure to the teaching plague. Brilliant. Brilliant. That's that's what the sequel is called to the musical, is it? Yeah, the first ones, all the problems. The second one to cure. Just quiz, go to a different school. Accrue to the teaching plate. The grass is always greener on the other side of the fence, so if your school is bad then you can just leave right now, yeah. You didn't run with fence. You could have gone with dent, we could have gone OK. If your head teacher is just a really big and dense, you could just leave because the grass is greener on the other side of the fence. We're getting there.

33:33 Syllables went wrong. Syllables keep working. I want you to write. Write this down and we will record it. We'll get this. We'll get a proper studio. OK? Not this. Not this studio. OK, if your SLT have parking that's designated, just think why on earth are they more important than you heard? There you go there. You go love it, right? Next question. Sounds like you don't love it. I know. I think it's great. I think I think you have real musical talent. I currently have a set of chicks in my year six class which we have reared since eggs, which is funny. For some reason I didn't ask for them and they are a major distraction for my SAT prep because every time we get quiet, Nugget is waking up. Nugget or Nando's is chirping.

34:14 Sir, we have them to half term, but more than once I've been tempted to force them on another teacher. Am IA grouch. Yes, a little bit You're a grouch. A little bit. You are redeemed by letting them call them Nugget and Nando's. I suppose, and also I think I would turn into a bit of a grouch if I was in year 6 and had lots of pressure on the SAT preparation and it was constantly interrupting. So, but I think the, the, the, the root reason I think it's a bit grouchy is not against this person in particular. It's because I think the whole obsession with SAT's prep makes me grouchy. It's like the idea that the idea that, you know, if you just look at it objectively in a classroom full of 10 year olds and there's some chicks in there, which is lovely for them and they're chirping and it's cool, right?

34:56 Objectively, if we look at that and go, I'm trying to teach you what a passive voice is, yeah, prob honestly it's it's probably better objectively if we just let them go and look at the chicks. So my problem here is with SATS Prep, not this person. I'd be I'd be interested to know like. It's deemed listener 20. Yeah, I'm I'm not from with you. OK, problem with the system from the system baby. And I hate it because it is grouchy, but I'd also be that grouch, which is why the system is awful. What would make me more grouchy is if in this school, the people who have decided to put chicks in your classroom are also then really like funny about the Sats and like have the the highest bar. And if they if they have simultaneous, if they, if their, if their culture is genuine. Do you know what guys, it's just the sats. Yeah, just chill out a bit.

35:39 And you're putting that pressure on yourself. I'd say, OK, maybe you don't need to be so grouchy, but I can understand why be grouchy if the school are simultaneously giving you chickens and saying, there you go. And and also the Sats results are the most important thing. And we're going to be checking on you every single week to make sure we're going to get the right progress to make sure we get as many kids to expect it as possible. They were doing that. I'd be like, why have you? Why have you put chickens in my room then? Genuinely sorry. Have you done a gap analysis SAT paper on the chickens yet? We need to know if they're borderline if they're going to have an intervention group. Yeah, OK. It looks like Nando's on the borderline nugget bit below. Forget him. Can't get him to expect it anyway. Just leave them alone. Let's get those borderline chicks to to expect it. Because they are the only kids that matter, apparently. Apparently. Sorry chicks, we've never said that back. No, no, no, no, no. We never call out leaders for objectively picking children that will just make their results are better or not actually just because the children need help. Yeah.

36:27 No, wouldn't happen. Not in this country. Dare to. What's the bloody passive voice? Don't care. Next question, What are the absolute best top tips for preparing children for the MTC multiplication table? Check. Well Dylan, you spent majority of your career in year 4. I thought this is the best question. I did, I did #1 make it as low stakes as possible and I did that and this is going to sound counter intuitive, but I did that by practising at loads. It became normal. It didn't, it didn't become this thing. Oh, we've got a big test at the end and we're working towards this big test and this test needs to be the, the only thing that matters is we know our timetables. It became a normal part of our daily routine that we were doing timetables practise. And you didn't call it MTC morning we. Didn't call it MTC morning.

37:11 We didn't call it MTC check. We didn't do any. We just did the the. There's loads of tools online you can get where you practise your times tables. We got the iPad, we had the pad. But I have a question. Da da, da, da, da, da. Practise. Oh, look a bit up, a bit down. Doesn't matter. We're practising. Oh, Which one did you struggle with today? This one. Let's make a little cue card. There's your cue card. Next time it comes up. We're going to get it right, aren't we? Yeah, we did. Nice one. Oh, you forgot that one. Well, there's a cue card for that one. Just just turn it into just a party. But yeah. I've lost all my cue cards. Let's make your new one. We'll make your new one. Happened all the time. I never expected my kids to rub all the cue cards. Yeah, but truly. But yeah, my, my advice is make it a completely normal part of your routine. We were doing it daily in Year 4, you know where we need to practise.

37:51 It wasn't always like practising on a grid like the MTC looked like. In the end, it could be games, it could be dice games, it could be hit the button. We did a lot of, but we also did a lot of explicit teaching of times tables. We did lessons of times table. We did a whole lesson where we'd look at the three times table and we'd make links between what we knew before and after. And then when we did the 8 times table, which was again, all this is recap in year 4, because you would have done, you would have done this previously in year 3. We'd go over it and then we'd make links. And then when it comes to the six times table, oh, we'd link it to the three times table. Yeah. So my, my overall advice is basically don't turn it into a huge thing. It's not SAT's, it's a multiplication tables check. All that matters is children alone in their timetables.

38:33 So when you say was I prepping them for the multiplication tables check? No, not really. What I was doing was teaching them tables and what it did do for my practise, which is why I say on record now I like the MTC because what it did, was it just it it put in my mind, but I know at the end of year 4 we're just going to check it. Yeah, it put that in my mind. So did it change how often I did times tables? No. But did it focus me a bit more on really plugging gaps of children and helping them? Honestly, probably yes. Yeah, yeah. And and you know, when the results came at the end, we did not make a thing of it whatsoever. We didn't go to the children like, wow, you got 17. Wow, your average was 13.

39:14 Isn't that, you know, if we wanted to, for an individual trial, we would was not made-up a big thing. It was simply there to pass on to Tier 5 to say, here's the data. These children all got full marks. These children are in the middle somewhere. These children are really behind. Yeah, that's fair enough. I was. My next question was gonna be do you like it? But you said you do. I, I always thought it was OK, the MTC like you said, I think regardless of your personal experience as well, I do think the existence of the multiplication time tables check is just going to be a net positive in terms of how many teachers now remember to do timetables more often. Like I, I do think there are some people that might not be in your position who actually would say, Oh no, the fact that it existed legitimately did make me do it more like, and I should have been doing it more in the first place.

39:54 And this has made me do that now because it is better to do to, to be doing it more. It's a really important part of maths to get right. So. I think it highlights, you know, when we talk about the Sats and the problems with the sats. I think it highlights when we always say we, neither of us have a problem with assessing children. We do it all the time. That's what good teaching is, actually. Yeah, of course. You choose the right time to assess your children. And you see where the gaps are and you plug gaps and you help them. Yeah, that's how you make progress. There's nothing wrong with assessing children. The problem with SAT is it's become such a high bar of expectation for the school and it's how the school are judged. Everything around it has made that toxic and bad for the children. Yeah, the NTC doesn't have that. No, it it, it doesn't have that. Yeah. And I, I personally don't think it does. And there was never any pressure from me from the top down.

40:36 It was just, they exist and we'll see how they, how they get on it to me was a good version of an assessment. And it stayed that way and it helped me. Yeah, it was. It was literally like a kind of gap analysis that you just do with your class anyway. True. And it turned into, like I said, we did mini MTCS throughout the year where we would replicate it and we'd do it and I'd personally see where they were and I'd see if they've improved. But more importantly, what I really did was know where the children were in their journey of times tables and give them some practise every day. Yeah, yeah, yeah. That's really what made the. Progress what are you doing informally your own versions of multiplication table cheques before MTC anyway like were you basic grades and stuff like were you ever checking what kids can do in times table before of course you were like this is just it's just slightly more formalised but not in about negative way yeah, I think that as well.

41:23 I'm sure people, some people disagree. I'm sure there's. There's one issue I have, one tiny issue I had with the MTC and I understand. I understand why they did this. And again, I'm not saying it should definitely go. I wonder what you think of someone a bit higher up be interested in who did a lot of their a lot of their teaching in year 6. I, I had every year pretty much. I had the children who were less successful with maths, maybe less enthusiastic about maths. And a big part of my job was trying to turn that around and plug all those foundational gaps and make them like maths. And I loved it. I loved that journey. And they would, they would what I would be explicitly teaching the children is sure our aim is to learn times tables by rote. Our job is to try and learn 2 * 3 is 6 and you're not thinking about it. 3 * 4 is 12. And you just know that that's obviously the end goal. But a huge thing I drilled into my children was that, but if you don't remember it, what strategies do we have to work it out?

42:19 So, so we, we, we taught strategies to work out times tables as simple as counting up. So if you, if you didn't know 3 * 7 of the back of your hand, we would be, we would have practised counting and threes loads and I'd say, OK, counting your threes and they'd go, OK, 36912151821 and I'd go, yeah, so you can work out. You don't know it by rote. You don't know 3 * 7. Boom, 21. But the more you sit and do this and make that link with 21 and work out and count, the better. Do you know what 3 * 5 is? I know that's 15. Cool. Start there. Yeah, yeah. 15/18/21. So you're building, you're building your building. And my class very, very often would be somewhere in that journey where they weren't quite at that rote learning level of just knowing facts, but they were definitely on the way of for most of them, they could work them out somehow.

43:09 And the MTC has a six second cut off. So where I found it slightly less useful, sometimes it's just a straight up bit of data, was some children in my class out of 25 might get 6, right. And you might look at that as a teacher maybe in Year 5 and go, oh, wow, they don't know most of their times tables. And what I would say to that person is, OK, sure, in terms of rote recall, that's true. And that's what it shows you. Yeah. However, there is a huge difference between a child who got 6 but with literally four more seconds could have got 20, and a child who got 6 and with five more minutes still would have got 6. Yeah, yeah, yeah. Definitely. But on the MTC they both come up as a six. So it really does have its drawbacks. And another questions about how to prep. I would say don't let it get into your head that the children are failing if they've not met the threshold of it looking good on the MTC score.

44:01 There is a lot of progress points beforehand which won't necessarily be shown by that data point in the MTC, which still means you're making really good progress with the kids. So that's where it has a danger of becoming a negative is when the outcomes are simplified and the results are simplified because. So much work went into my class and there were still children who were getting 10 out of 25. Yeah, yeah, yeah. But if they got 10 out of 25 three months before you know that they have made some progress in terms of that completely their ability to to maybe start thinking about working out those strategies to work. Out but the test. Doesn't have that nuance of no, of course. So yeah, it's good. I, I agree. It doesn't mean it's a bad test. It just means you need to know that. Yeah, exactly that I, I really like, by the way, you know, you get that example of, oh, you don't know 3 * 7, but you know, 3 * 5.

44:41 Yeah, well, you know, 5 * 3. How are they? You know, how are they? Think about it in their mind, can you work from there? That for me, like is one of my favourite things to do with kids is like allow them to self realise, like how to use known facts to find out other things. Even even if any 6 happens a lot like that, you know, even with the times table, it might be, oh, I don't, I don't know, I don't know to the 12 times table. So I'm like, you know, since 12 * 7 or whatever. And I'll just say what's, what's 10 * 7? I go 70. I'm like, and I, I find that I just stopped there because 90% of the time they, they go, Oh, wait, that's a, that's a, that's relevant, that's relevant. And then they work it out. And I love, I just, I love those little moments of the, of children realising they can, they can just think outside the box a little bit of like, it's not just I do know it or I don't know it and there's more to it, you know, I. Love that.

45:25 And that's good teaching. And that's where tests are limited and you have to trust and you have to have really good training for your teachers and you have to give them these tools to teach kids properly. And, and it's very similar if you go back really, really, really early as well to, you know, something like 3 + 4. There'll be a lot of children who need to get 3 beads, get 4 beads, count 3 beads. Yep. 123-4567, Yep. And there'll be children who are at the next level, They'll go three. They already know that's three. I've got three. I'm gonna start at 34567. And then there'll be children who start counting on without the need of beads. And then there'll be children who start doing mentally. And then there'll be children who just know 3 + 4 is.

46:05 Sabotage as well. Yeah, exactly. There's so many small steps and if you just put in front of a child 3 + 4 and they don't get it in five seconds, you have no idea where they're on that journey, but they are definitely on that journey. And they could be 3 steps on from the last time you asked them 3 + 4 and they also didn't get it right. So there's just nuance to it. And I think you know when the question is, how do I prepare for the MTC? You go, OK, OK, really. My, my, my goal is to prepare them to know their times tables and that can be a long journey. The MTC is a way of checking the end goal. It doesn't mean that what you're doing in the class to prep them for timetable knowledge is not having an effect just because the MTC doesn't move as much as you think. It might, yeah.

46:49 Yeah, definitely your analogy there of like early maths, you know, like those those little tiny, tiny sub granular stages of learning how to do 3 + 4. It's a really good example of why I've consistent and so review on this podcast said that it's harder the lower you go down. Like you need like your most qualified, best experienced teachers genuinely, because there's so much depth to how to be a really good teacher when it comes to year one. Like not saying you don't have to be a good teacher for other years, but there's just there's just so much more to it. Go to EYFS, we said before, you know, do we need more training? Are you suitably qualified as with QTS? We've sort of came to the agreement that actually not, not really, not as much as other year group because there's loads to it and it's fascinating, genuinely.

47:29 That's why we love Mouse. Yeah, 100. Percent, 100%, absolutely love it. I think it's fascinating. It's the foundational blocks as well. You've got to get it right because I think you can superficially do it. And I think a lot of the time our children are getting that superficial understanding because we move them too quickly. Those, those seem like smaller, what I just said seem like tiny, tiny steps. And they are tiny steps. But to a four year old, they are massive. They are huge. And if we spend longer on them when they're younger, I think it means that we can accelerate later. And we're so obsessed with getting to a certain point as soon as possible. Chill out, definitely let our kids chill out a bit and give them a real proper foundation understanding they can finish year 2 and just no number up to 100 really, really well don't need to know what a fraction is.

48:17 I don't, I, I genuinely believe that. Like me too. I, I, I think you can strip it back massively until they're literally 7. Most, most country. Well, not most countries. Some countries don't start school till 7 and they're just fine. So just use those formative years to explore and love stories. Yeah, read stories and enjoy things. Don't do it. Don't do an in depth six week unit about the fire of London. Read a story about it. That's interesting and cool, isn't it? Yeah, awesome. Let's read. Let's read a story about a river. I hate rivers, but but there's so many cool stuff. Just embed everything in storytelling and have really good number sense and and play. Yeah, I agree. Do that until you're 7 in our in our system and have experts with the children guiding them along. The way I would.

48:59 I would much rather have an 8 year old to teach right who had no conceptual understanding of fractions, but an insanely deep knowledge of numbers up to 100 and all of those, none of those steps have been missed. Not like, you know, in year 6. I have a lot of children over the years who I could say generally by year six are at any of those stages of adding 3 + 4. Still, There are still some children in year 6 who go 123 and then and then count on not because they can't, they just simply they can get the answer. So they've got through the test year after year after year and they know it's never really been explored with that particular child that they could, there's more ways to do this. I'd rather have an 8 year old who doesn't know fractions who could do that, and I have to then teach them fractions when they're eight than have an 8 year old with a bit of superficial understanding. They can maybe just scrape through a test and hit an expected bar by the end of year 2IN number, but they don't really have a deep understanding of number.

49:43 They can just get the questions right in a quick enough time to pass and also have a bit of a superficial understanding of fractions. I I'll take the first one please where they don't understand fractions at all like. Yeah, 100%. So. So not necessarily. We're obsessed with it. We're obsessed, you know, Right. Last question, what's your view on teachers paying for supplies? I seem to regularly have to fork out for pencils and blue tack because the alternative is that I go without. As they bloody should, honestly. Teachers, all this holiday, all this pay. You're going to look forward to Wednesday's episode when we go through the ultimate versions of why people hate teachers and just completely. Good hook, right? So listen to that one. Obviously, I don't know, not much to say about this. Like I feel like a unanimous answer. Anyone listening is obviously thinking teachers shouldn't be paying for supplies.

50:26 It's ridiculous. But OK, fine, great. Oh, they shouldn't this person. The other option is they they don't have it in their class. Like do you actually? Is your advice genuinely to this person? OK, don't have pencils in and see how far you go. Yeah. I'd be, I would be that spiteful. It's not even spiteful, is it? I would be that stubborn. Stubborn. I would be that stubborn. Genuinely, I would say. Oh, but you're letting the kids down. OK, do you know what? Funnily enough, funnily enough, I actually probably could get exactly what we need to get out of them without even opening a book. Genuinely, if we actually just did lessons through talk and play and genuinely, I'll get the same outcomes. It's not my obsession with needing everything written down in a book that is the problem. So actually, if you don't give me pencils, cool, crack on. And, and if you've got a problem with it, whoever it is, is telling me that I they have a problem with my lack of pencils and books, give me pencils and I'm not buying them. Yeah, yeah.

51:15 That's not that's not my job or role. And as a trained teacher, they're not. I don't even think they're important. It's not your responsibility. No. So yeah, I would be very, very stubborn in that situation and say I'm not forking out my pencils and blue, especially blue tack, because blue tack objectively really is probably for displays. So I ain't doing them anyway. Think up on the wall. Yeah, I don't think so. I'd be jumping straight on the bandwagon on that one of them. Oh, I can't do them because there's no, there's no blue tack in the school, no way I'm buying. Them I'd be there going I can't do them because it's in the appendix of list of items that teachers should not be expected to do that we still ignore. Stop ignoring it. Oh, I've got to do displays. No, you don't. You don't. Oh, but they say I do They're wrong. You don't have to do them.

51:56 Stop doing them. Yeah, there you go. I'll see you on Wednesday. Well, what could be said? See, I hope you enjoyed that. That was a that. Was a wild ride. Is there anything they should do before they leave? All right, we're going back. Anything they should do. Well, the people. The people. Listening, I thought you meant the people. Before they need their school because they want to do this way, no? No, no, no, not not the not the pension. You're the number one thing that genuinely helps us out massively is what sharing the episode with people like. Like I know we asked for reviews, which you can still do. I know we ask for you know, following which you can still do because you won't miss an episode. Then put the bell on as well. You get notification every Monday, every Wednesday, Monday. I think you and a Wednesday are deep dive into something, but genuinely like whack it in your teacher WhatsApp group. If you've got to this point, whack this episode in your teacher podcast group.

52:37 Hopefully you've enjoyed it and you can say this is great. If you've hated it, you can say this is awful. Listen to this. I mean, an extra 10 lessons for hate lessons. That's fine. But yeah, put it in your WhatsApp teacher group, put it somewhere, put it in a forum. Share this podcast if you enjoy it. And you've got to this, if you've got to this point, you clearly thanks like you do like it. I hope so. They do. I hope so. Probably turned off now. Yeah, yeah. Imagine it's a real. Yeah, yeah, imagine it's a really good real. You like Instagram and you just, you share with your mates 'cause it's funny. Exactly. Do that. It's just an hour podcast and it's not on Instagram and you have to manually do it and send it to your friends. Just do that instead. The same thing. Same thing. Right. Anyway, enough of the grovelling. Let's go. See you next time.