Ep 181: Q&A: Filming In The Classroom, Government and Influencers & Delivering CPD!

0:00 Hello everyone, welcome back to another episode of teachers repeat. My name is Dylan and we're back with another question and answer episode. You, the listeners have been submitting your questions to us. You can join the WhatsApp community down below. It's completely free. It's a nice place full of lovely people. Come along and join and you get priority access to asking us questions. Quite a few deep ones. I know just like with like what's the word when you? Juicy. No, when you. That's what I'm thinking. Look at this first question. Juicy. When you reveal something, yeah. Pulling the curtain back. Yeah, Yeah, sorry, that's a long way of saying putting the curtain back here. When we do questions, quite often one of us does them. Yeah. And then what we try and do, so it's a bit bit more interesting hopefully for the listener and not scripted is something sometimes you read it and it's like the first time you're really listening to it for at least one of us.

0:46 Yeah, exactly that. It's like raw reaction. But this one we both kind of had a look at because you were saying how there's a lot of subject matter. It's quite deep. Questions. They're bulky ones, aren't they? Yeah. So should we dive straight in? Yeah, go on, go when you go first. OK, first question. I've noticed the government are working with, or at least have got social media influences involved with them a lot more since they came to power, especially compared to previous governments. It has started to rub me up the wrong way a little bit, especially around the release of the white paper for SEND. And in what my opinion is it being full of glaring errors. I have three questions to do with this. Number one, has a line been crossed #2 have you been approached by the government and #3 would you work with? Them.

1:30 Yeah, there's a lot there. Isn't it? I reckon. I thought we can go straight in with the level. Do you? OK. Do you think it's noticeable then, because we're on social media a lot. Do you think it's noticeable? Yeah, big time. That the government are clearly like actively trying to work with influence 100%. Have you noticed that? Yeah, I think so. Yeah. Personally, I'm, I'm trying, I'm really trying to not be like, no, no. Oh. It's just my experience. I think that I think it's quite obvious that that's happening. Yeah, definitely. And if you think back to the previous government, they got a lot of hate from the sector for a long time. And traditionally, if you think of conservative governments aren't the ones that are getting on with education the most, just traditionally speaking. Yeah. So like it kind of made sense. Maybe that label would come in and in general the viable to be a bit more positive in teaching. But there's absolutely. And I think even I'm thinking like even in the last like 6 months, I feel like I'm seeing a lot more of, oh, look, it's the cabinet minister and a person who's built up a following for education and they're in the room together and seem to be having fun.

2:23 Yeah, exactly like a lot of pictures of people Downing St and. Stuff like that, yeah, you know there. Were certain events and OK, right, So let's go straight into a question then. I know it's kind of related to this. Is that bad? Honestly, in general, no, definitely not. It's obviously not bad. And like you, it depends on where the line is right? Because if you just frame it as the government have come in and are more involved with talking with people who are more influential in the sector, but obviously that's a good thing. And if the peoples, the people involved who are influencers, are involved with government have more of a voice, that's obviously a good thing, right? So they're doing events where they put on stuff. There's a few things here. I'm being quite self deprecating I suppose, because we have bit up a following. We have got a voice for education right now and I still feel a bit uncomfortable, I think with it a little bit in terms of it does feel sometimes as if there's a line where, yeah, the government are just getting people involved, but who am I to be the voice for education? And genuinely, and I'm not, I know a lot of people are influencers in education.

3:22 We both do. Now we've got a lot of followers and more followers than us who are really lovely people. But why are they more important than literally anyone else in terms of talking? And, and it boils down to what I think is the only reason the government are getting these people involved is for outreach. It becomes like an outreach exercise, which in its own right is fine, but it, it, it does feel like sometimes it moves away from, oh, it's about giving educators a voice and, and them having, having a look at policy and we're just seeing what they think, right? If that was the case, you wouldn't necessarily go for influencers, You'd go for people really high up involved in different strands, like specialists in terms of different parts of the fields, right? You'd go to those educated, which I think is happening as well. As I say, you can argue both. They they exactly completely and that's fine. But if you're going to influencers, it's just about reach. And I think sometimes it comes across it's about how you look and spinning something a certain way. And if, if you as the government are wooing these people or making them feel important, sure, you're going to get like questions asked.

4:19 And I've, I've heard some great questions from influencers to people in charge of holding them to account, etcetera. But it is going to be an easier ride in terms of, you know, if the government went up to someone randomly said you want to do, do something with us and, and we'll invite you down to 10 Downing St and we'll put on this the big party for you. You're not going to in the next breath go yeah, what a horrible person. Yeah, exactly. So, you know, I, I get why it's starting to rub people out the wrong way, especially when I don't think there's been a huge change in, in everything we've been saying for our whole career about teaching in terms of workload, in terms of pay, stagnating pay cuts, etcetera. And if you look at the SEND white paper, like as literally mentioned in this question, it doesn't seem to be doing enough. And there's a lot of the odd problems still and workload is going to increase when alongside that you're seeing the government really pushed to try and put people who are influential in the education space out to put positive spins on stuff.

5:06 Yeah, it I it rubs me up the wrong way a little bit. I feel like we're at the point as well. We've become a quite pally or at least acquaintances with with probably like most of the big. Friends with them, I think. Obviously arranged from this or we've had a couple. Of I'm not thinking these people out individually, by the way. I know you're not. So I just want to establish this even more, right? Because I wouldn't want one of those people listening, thinking, oh, he's talking about me. No, we're not actually talking about anyone in specific particularly like basically everyone we know who's got a big influence is has kind of had some involvement the government. So for two things, two parts of this, you kind of answer the first part to be fair, which is like, is it about anyone in particular between anyone particularly do anything wrong? It's not really about that. Secondly, why back to this question, why have we not been approached genuinely? What, Like it's a half funny but half serious? Why do you think Because we've got a bigger influence than some of those people that have been approached? Do you think it's because of how raw we are sometimes when we discuss things like we don't really hold back, like we're not trying to save their feelings?

5:59 Or anything. So first and foremost, I hate this whole conversation because like, why aren't I there? I've got absolutely no, we've got absolutely no right to be involved anything because whatsoever. So I'm just laying that groundwork down. And and also, you know, I think a lot of people have been involved. A lot of the time it's like to do like a specialism. Maybe I literally specifically like an influencer or doing stuff around a very, very, very certain substrand of education. And that's what's in the spotlight right now. For example, maybe SEND right now, maybe they're thinking let's go for someone who's really strong on SEND and get them involved. Absolutely fine. Makes complete sense. And we don't necessarily have that pinpoint thing apart from maths maybe. Yeah, yeah, yeah. So in that respect, like why would they? And secondly, I do think you know the question here, would you work with the government? I guess I'd work in, I'd work with the government in so much as there is a completely open invitation for anyone in the government to come and talk about anything with us. Yeah, but I wouldn't work, I wouldn't work with them in, I wouldn't work with them in terms of the government saying we're doing this, we're doing that.

6:53 Can you make sure this gets out there please and and how good it is? Yeah, yeah, OK. Because I wouldn't work for them. Yeah, that's them just employing you in a way, isn't it? They're basically saying you've got a big reach. If we say this, it will not come across the same as if you say this to your trusted audience of teachers. So we're going to pay you to say this alongside us because it spins a narrative. And I don't know if that's what's happening or not. Genuine. No, but but you presumably like. OK, just even. I've seen some paid partnerships with the government because taxpayer money is going to influencers to push stuff exactly right and that I I just personally think that that you know, if the individual completely agrees with it, crack on. You know what, fine. But I, you know, it just sits a bit uncomfortably with me when our whole outlook for me and you personally is just teacher first, teaching assistant first, school staff first.

7:42 I wouldn't want it even to overlap 20% with being detrimental and going against what we think. Yeah. So for example, let's say, for example, talk about the white paper and someone wanted to explain what the white paper was and talk about it in really positive light and just put a video out there and wow, isn't that great? I, I would then feel awkward. Oh, can I mention the fact that I think actually 50% of this is just nonsense that it's just virtually signalling and just crap. There would probably be a point where you think, oh, I can't say that because I'm being paid to push this. It's, it's a job. You know, we've had paid partnership opportunities before where part of the actual, you know, act of sponsoring us or getting us to push our messages. We've agreed it's a message we want to push out and then we've agreed on, OK, that's fine.

8:22 Now we've accepted that, then we'll push it out. So it would depend on what the message is. If it's if it's from the government saying couple £100, do a poster as isn't that brilliant and do whatever you want and even if it's negative, that's fine, yeah, cool. If it's starting to control and change what I actually think, then the answer the question is no, I wouldn't do it. They asked me to push something about the SND white paper to say how great it is that we're having ISPs now and we're pushing those out and lowering the HCPS. I don't actually think personally that's a good thing. So I wouldn't then just accept the money and then push it out. So that's all I'm saying. I don't know if that's what's happening or not. Just trying to establish where my line is. What about you? No, definitely not. Like I think we're really on the same page. Like we even had a conversation about this. We've had a few conversations about this honestly over the years, even just what we were thinking like, oh, what if, what if, what if these situations.

9:09 And I think for me, for what we have built, which is this podcast and we which we very much built from the ground up, which is a bit different to some people have come from a different Ave like they already had a following maybe and then they jumped into a podcast. But for us, it was very much podcast first. The integrity of the conversations we have to me is really, really, really important. And I'm not saying I'm this goody 2 shoes who would never take a pay promotion in any aspect, we've literally had some. But like you said to me, the groundwork today is I have to fundamentally believe that the thing I'm promoting is actually true and correct and I would do it anyway. And it's not just someone telling me, can you push this narrative X amount of money? Yeah. And I'm, and you know, we've, we've heard jokes before. I came about £1,000,000 and we, we all go down this silly Ave.

9:50 And it's not even about that really. Like no OK, someone gives me infinite wealth. But if you already think it, then why wouldn't you? Yeah, exactly. But if you genuinely think this SEND white paper is fantastic and you want to talk about it in that way, or if you actually truly think that this government is doing a lot for workload and you want to talk about it, go for it. But I don't think I, I get the impression that's not where we're at. I don't feel a seismic change in all the issues that teachers have been talking about for years and years and years. And I don't think just because now #10 Downing Street is draped in red instead of blue, that suddenly I'd be like, oh, well, actually, do you know what? Yes, it's a really tough job, isn't it? We really need to think about actually, aren't they doing a great job, just doing a bit at a time. They were doing a bit at a time before, and I thought that was crap. I don't now suddenly think I'm going to give you all the grace in the world because you wear a red rosette.

10:31 Doesn't matter if I voted for them or not. Doesn't matter where my political affiliations are or not. It has to come from a motive, I think of being apolitical, completely apolitical, and then talking about it. Would I go to 10 Downing St? Yeah. If we got invited to 10 Downing St next week, I would go in a flash. If we got invited to have a conversation with these people. Yeah, of course I would. Yeah. So this is nothing on these people who've agreed these amazing opportunities to talk to the government who are in charge and be in the room when you have discussions with them. Yeah, it's great. But there's two, yeah, two prongs basically #1 you've got to keep your integrity in general. And I just, it, it does sit funnily with me when I see the government seemingly doing this for their own game. And secondly, I think it doesn't automatically mean number of followers means that I need to get them involved in this process.

11:13 Yeah, I don't, I don't think I, I am not. You could talk to someone who's got 0 followers who's more, you know, more better placed to talk about certain things in terms of the SEND white paper than me. Yeah, absolutely. I could name 100 people, but just because I've got this podcast in this reach, it's like, or talk to them. It's like, no, you don't have to. Yeah, you don't have to. You don't even talk to me for for numbers. Yeah, I'm not more valid. No, you said than those 100 people. Who are who actually are experts in SEND? Why talk to them, not me. Yeah, exactly that. And it's like. Social media clout and stuff, that's what talks at the end of the day, we can put a reel out that I'll get 10K likes and 1,000,000 views, right. And that's, that's what their eyes are on. Yeah. They're gonna get the message out there. Yeah, yeah, yeah.

11:54 Because whether we like it or not, in education, how many teachers have you talked to? Especially at the start of our career when social media wasn't as big, when things were announced, it would be 1-2, three months. They'd be like, what? The white paper? I don't know anything about that. Yeah. Yeah. They want people to hear. About it? No, I get it. I get that. OK, so let's finish this question off with the third part of here, the prong. Have they crossed the line then? That's what Do you think they've crossed the line? No, do not cross the line. No. What's the line for you then? They've not crossed the line. I I'm not sure there is a line. You know that. The line to me is when taxpayer money's going into stuff. So if taxpayer money's going into literal propaganda to push a narrative, I feel uncomfortable with that, even if I agree with it. Right.

12:38 Yeah. How much money is going into pushing out pay partnerships, you know, for for this kind of thing? I don't know. The answer could be 0 and it's just like a 0 sum game of I'm I'm going to talk to the government. That's great for my numbers and the government are going to get me talking, which is great for them to have visibility. It could be a 0 sum game. Absolutely fine. Crack on. I don't think there is a line. I just think I, I think there's a couple of things going on where the government needs to understand people aren't stupid. And when there is like a collab post or, or like paid partnership, I've seen lots of micro influence that pay partnership with the government about getting into teaching and stuff like that. Yeah, yeah. People aren't stupid. They see that and they, the frustrations they have aren't then suddenly gone because they see their favourite content creators talking to Bridget Phillipson, right. That doesn't mean suddenly I'm Oh well, I had a problem with workload, but that looks fine now. Yeah, yeah, people aren't going to think that. And equally, the influencers are going for this. And I would talk to the government. Let me just make this really clear. I have nothing against anyone who's talking to the government because I think it's a good thing. But they also at some point need to think that at what point is it good for them to be seen to be doing it as well? Yeah, yeah, yeah.

13:43 In a government that's becoming more and more unpopular and genuinely not doing the things that we want to a government to do in education, How much longer do we have to wait for them to continue to not do these things? To not boost, to not boost pay, to not reduce class sizes, to not meaningfully make change in education and just give them a pass because they're red? Oh, that's fine. I'm sure they they do a nice little smile and have a good speech. They talk about social mobility and inclusion. Isn't that good words? Yeah, genuine words. The only thing we should measure is the change. The change and the change is not massively changing anything. So, you know, as a content creator as well, it's like cool, crack on. I don't think a line has been crossed. I just think, just think about it, everyone involved. Is it a net win so far, do you think, let's say the line hasn't been crossed.

14:24 Is it still a net win that that that people, even if the government are specifically targeting people with influence for their own gain and manipulation, Let's say it's the worst version where it's like they're only doing it for that one thing. Do you still think it's better that that as a byproduct of that? At the end of the day, people with influence who have ideas and and they might be influenced by their audience and have really and have come to read with conclusions, they still get a place in the room to say something. Yes I think that's fine. I think that's fine. I also saw someone like over 1,000,000 followers who used to be in Love Island whose child has complex SD needs and was talking to Kiss Starmer. Yeah. And was asking really good questions. Sure. Genuinely really good questions. Yeah, yeah. But but she was only in that room because she was on Love Island and had a million followers. Yeah.

15:05 Like, like you could have got that question from a million different parents. Do you know what I mean? Yeah, yeah, yeah. So, so they, this is what's happening. The government are doing it because they, because of that positive gain, we're talking about exploitation. Maybe that's an over the top word. There's only one reason the government are doing this and it's for that. It's to gain exposure and and to be associated with people who have a positive association with what they're trying to do for policies and stuff because the government don't have to do this. And I think within the first year or two, I think that's great. I think it wears thin when the government keep doing this, but nothing's really changing. Yeah, yeah, yeah. It's like at some point it's like, I agree this, this was nice at 1st and it was lovely that you were including educators. And look, my favourite person who I, who I admire online, who's done so much for teaching. I can think of so many people who are working with the government who've done so much good for teaching, who I personally admire and like. But it does come to a point now where it's like, if this was a Tory government, I don't think you'd be doing this. So when do we stop?

16:02 Yeah, is what I genuinely think. And I want to be really clear because I know people listen to this and they'll be thinking of probably 3 names. And I can think of the names right now in my head. Yeah, I am not digging out any individuals whatsoever. And I would talk to the government and I would do stuff. I'm just looking at this on a meta level and seeing what people have literally written about it and spoken to us about. And people have literally written questions in I've seen it turn a bit more in the last few months of public opinion of going, oh, that's cool. They're they're having a voice. Isn't that amazing? And and the government are really listening to. Are they listening or is this just going to continue to be what it was before, but with a shiny reel at the end of it that goes out on social media? What's happening? Yeah, when I watch, I don't want to name specific names here, but I I listened to Keir Starmer answer a question about the SND white paper last week. Could not have looked less interested and more scripted as an answer.

16:52 It wasn't a conversation. The government weren't having conversations with people. The government were Wheeling in influences. They now have big reach, letting them ask couple of questions, making them feel special. And then and then Keir Starmer kind of waited and went. Yes well anyway, and then buzzed off 5 the message he wanted to get out because he knows it's going to go on socials. That's what it was and and it felt disingenuous Yeah, I felt like that as well pre pre prepared message because that's the message they want to get across and the whole this whole thing was a vessel to get that message across. It just looks more generous. It's like user generated content. Everyone you know when you're trying to get adverts and they're always thinking of new ways to get adverts across people that look genuine. It's like yeah, eventually though, people do realise, oh, that's not oh, there's a pattern here that's not genuine.

17:32 This is just a. It's just a script. And I thought some of the questions I heard and in general some of the stuff like I thought it was really good questions, yeah, really important questions, but especially about SEND about mainstream, about inclusion, about can they can, it was really good question. This is the sad thing because everyone I know, everyone I know, which isn't that many, it sounds like it was probably like 3 or 4 people that I personally know who have had a chance to speak to the government, who are in, in education are amazing people who have really good questions and really good challenges and want to see and drive change. And to see them almost like getting their hopes up a little bit sometimes because you realise, oh wait, they're not really taking you that seriously. They're just using your reach to get the pre prepared message they've already got across is like devastating. Because those people are on the edge of being able to. Maybe they are, you know, they're, maybe they are making some change, maybe they are pushing back a little bit. Even if it's 1% challenge, fine, but it's just like, oh man, to, to, to, to bring those people down. If, if no change happens, ultimately we'll bring those people down because it'd be like, Oh yeah, you, you were, you were bigging up all this stuff and they didn't actually do any of.

18:31 It Yeah, that's what exactly what I mean, exactly what I mean, like kind of putting your eggs in a basket, working with the government in that way. Yeah, it's. To hope it pays off. It's risky. It's risky A. Little bit a little bit. I've seen a lot of people, you know, I don't want to be really again, like I, I can't say enough what I've said already, so let's let's. No, no, I agree. I think that's hopefully, yeah, it'll be quite clear what you. Think thanks to that question. Yeah, it's a really good one. Another one. Really good one. I'm going to read this one out to you because it's, I guess, kind of in the same sort of quant line of thought, right? Is it ever acceptable to film in a school? Yeah. Sorry, all of our friends online. Sorry guys, because this is covering a lot of joining us, by the way. Yeah, yeah, I. Know OK, I see a whole range online from teachers outright filming during a lesson, others filming in the building but clearly when the children aren't there and some more recently who have said that they aren't allowed to film at school in the school school building at any point. So what was your school policy and did you agree with it? OK, so I've quit the, our school policy. We never really had to ask about it because we never, ever, ever, ever dreamed about doing anything with our own personal devices whilst the children were around. So very clearly that wasn't allowed. But I, you know, after school and before school when there was literally no children in the building, we could take a picture because you've probably seen I've been recycling that, you know, that bunch.

19:44 I think I took five selfies ever and I was like wow I want to do more than 5 posts. Isn't that picture of me Sam on the? 30th version of that one, Yeah, for sure. We didn't really do, I think remember we did like one video after school once in our school. I think just think maybe one or two. I think one silly meme. Yeah, yeah, yeah. You're pointing. Yeah, yeah, yeah. But generally just a couple of pictures. And even with the pictures we were always hyper aware of backgrounds to check everything backgrounds. There's, there's one where I've I've had to I I'd written one of the child's names like in the middle of the board because we were just messing around in, in English and I took the picture and I was about to post it and I was like, Oh my God, this is a name. Yeah, exactly right. You have to be really, really, really. So you can understand why schools say, I'd rather just not have that risk of the teacher maybe not or notice maybe or maybe not noticing that. OK, let's start there then maybe in terms of when a school says, because again, lots of people who we know of, who we follow on social media, who you will all have heard of have literally said that one can say this because they're which said videos themselves organised educator abnormal Mrs F they work in the same school in Scotland. They're not allowed to film the school building anymore. Mr He's not allowed to film the school building anymore. And and my reaction to that always has been frustrating for the creator, especially, especially in the context of I never saw them film in a lesson.

20:58 So frustrating. But ultimately I, I, I get, I, I think it's a bit backwards. I think it's very modern. I think with the right rules in place, especially when you have people who have that much influence who work in your school, there's a way of leveraging that a little bit more to let them do it. Definitely. But but, but ultimately I'm like, I can see why you came to that. Decision. What were you? That's literally exactly what I was, what I was thinking. I was like, I, I can't be annoyed at a school or a head teacher or a governing body or whoever it is who decide, shall we in this place where we protect children and that's our highest like priority ever safeguarding of children? Shall we just, even though the risk is 1% because this person is like, amazing, they're so careful. Should we just not have that 1% risk that they might actually accidentally film something one time out of their 500 videos that has a picture of a kid in the background that shouldn't be on?

21:47 We're not even allowed to take photos of which or just a picture in general because at the end of the day, it doesn't matter. That's against the rules. And they go, yeah, let's just, let's just get rid of that risk. It would be nice if they thought, but they are they are really positive force for the for education. And actually they're bringing lots of great clout to our own school. And then we could probably leverage the fact that this person is going out of their way to do such great things on social media. Maybe we should spend a bit more time. And do I want to ultimately lose them? Do I want to lose them ultimately, and maybe I should write a better policy, but it would be nicer if I think people went down the avenue of of thinking of the positives and the benefits of what that person brings to the school rather than ostracising them and say no, you can't have social media clout. Yeah. So what do you think in general, though, about like phone you? Because because I think I have a real issue with personal, personal with personal device usage in a school when children are around.

22:32 OK, so, so like I, I'm, I'm quite militant in terms of, I genuinely don't think you should be on your phone at any point ever when the kids are around. Like I'm talking even in your hand. Like looking at it like I, I, I think if there are children around, you don't have a personal device which is capable of taking photos for any reason anywhere near. That's just like my personal opinion. I've worked in schools with ranges of various things. So yeah, like, you know, when it comes to like, filming in the middle of a lesson and stuff, I like, I just can't fathom it. And I'd say this to anyone. Like, I don't care who's out there who does this. Like if you do it like I'm just saying my opinion. I think it's insane. Yeah, no, I get it. Because I imagine, right, Just a hypothetical, right?

23:12 Now imagine you're in a school where you are quite lenient on that. You've got maybe a influencer who likes to film things in their classroom where the kids are in, but they're filming just themselves. And then, you know, they're really, really, really careful about it, right? If eventually you found out that they weren't actually that careful and they did have the odd video where they turn the camera around by accident and they and they caught the kids on video for three seconds and they didn't bother deleting it because they know they're not going to do anything, it doesn't matter. But they you know they're only going to post a sensible 1. You would feel like an idiot at the end of. The day it's on the personal device. Knowing that you allowed that, you knowing you follow them. You imagine you're the head teacher. Oh, I follow them. They're such a nice teacher. And then you find out someone realises that someone sees over their shoulder. You've actually got a video there of kids. You didn't delete it. Yeah. Oh, it doesn't, man. I'm not going to use that one. You'd feel so, like, irresponsible. So I understand why people just go, let's cut that risk then. Let's just not do that.

23:55 And I, and I probably agree with the fact that in fact, I definitely agree. I, I don't think you should be able to film on personal devices for personal gain in in school time with kids around. I just think that that to me is, is way too far down to the other side. Interesting is maybe where I disagree a little bit, but I think there could be, I think there can be some leniency around. Can an adult hold a phone in their hand in front of in front of the kids? Genuinely, like I think there's probably a line where it's like it's so, so minimal at that point. I'm just, I'm just checking a text from my mum. Fine, like she's to see something. OK, I'd be annoyed. Like I've definitely done that in, in my experience, I've definitely been like walking to the staff room or something and my phone's, I'm waiting for a doctor's appointment and. Too fair. That's different to what I'm saying, is it? But that's still me getting my phone out. I'm in a class teaching kids, so I'm on great duty.

24:37 I'm in the care. I am the person in charge of the children. Children. Yeah. I just don't think each being a personal device. OK, that Yeah, again, if you're if you're in, if you're in the hallway walking to the staff room when you break, Yeah, OK, there's no kids. I just think just cut out in the same way you're saying cut out the risk. You're saying because the risk is not .5% or because the risk is a bad Yeah, sure. I'm just saying that's also just I could trust you till the. Cows come home. We could just have a blanket rule please. So it's not even a thing. You you only have your phone out when the kids are not in your care. Yeah, directly or you're in the staff room. And that's fair enough then. Yeah, not in your care is a big one to me. Yeah. Even that discrepancy I think was important. Like me walking to the toilet or something. And my phone out, I don't think, I don't think you should never, ever film anything in the classroom whatsoever. No.

25:18 But again, I hope it's really clear. My personal, my phone, yeah, my literal phone, but I use personally all the time. Shouldn't have stuff with kids on like in the classroom. Yeah, an iPad, you know, you have an iPad in school and you take pictures on the iPad. Fantastic. You can use that. You're going to school website. Do you know what I mean? I'm not saying don't do anything, but personal devices shouldn't. How many times have you seen like the news come in and do a segment at school or there's been like someone from the government that's going to a school and there's and there's there's filming going on in the classroom. I don't think there's anything wrong with that. But I guess going back to because there's a lot of influencers out there who will just film themselves doing stuff in a lesson And and the argument is always, well, I got written consent from my whole class and that the, the school say it's within the rules.

25:59 Yeah. And I check everything before I post it. What's wrong with that? I think this is where it's harder to argue because I think if you have got consent from all the parents and it's not on a personal device, let's say, and it's not a person, let's say it's not a personal device, but you can post it onto your personal tick tock for your personal gain. Well, let's be honest for a second. People are making thousands and thousands of pounds out of this content. So when people put up a video of them doing a callback in a classroom setting that's taken them time to do that in the job they're paid to do and posting on this personal social media, these people are make thousands. We make from social media on a good month, we can make up to 1 thousand 1500 LB and we are not as big as some other people.

26:43 No, no, of course. So these people are making thousands of pounds on the back of filming in classroom. I've got nothing wrong people making. Money is your is your. No. What's that made zero? Then no, no, I'm saying on their personal, it's got to be above board. Yeah, I'm saying it's got to be above board. Shouldn't be a personal device. You need to get the written consent of everything, everyone in the world, and it can't impact your teaching just setting up the device. Yeah, that one's interesting to me. That's the that's the comment I always see of like. Oh, did the kids just wait whilst you're setting that up or whatever? But then do you know what? I don't know, maybe I'm being too lenient. Sometimes I see those comments. I'm like like they spent 5 seconds just going like that and pressing record like come. On yeah, yeah, sure, I go. Kidding. Like sometimes it's a bit ridiculous.

27:24 Yeah, yeah, no. Fun but but it's still the point though. But I still think, oh, better record this call back. Yeah. What do you wait? Yeah. Really. Yeah. Yeah. Really. Really. Yeah, So do you know what I I think there are ultimately some situations where we can sit here, we can argue and get nitty picky, right? And we say, oh, OK, this is acceptable because of this little nuance now. But like, realistically, I'm overall, I'm not mad at the fact that schools quite often vote to just be like, let's just let's just blanket make sure none of this stuff can happen. And we'll just protect our school by saying you just simply can't film in the school. I get it, it it's annoying, it's frustrating and there are pros that we said to people doing it, but like, you can't really be that cross, can you? No, most people I've spoken to about it who are in that situation are just frustrated because, yeah, it was their following and they've got to change what they're doing now. And the last thing I'll say on this is if if you are, you know, people who grow a following, like we've grown a following, lots of other people who've grown a following mentioned Mr Fairport when I said, OK, Mr yeah, we've built that following and then have now been told they can't do it anymore. You can't build a following without first just posting a lot.

28:25 So there are so many newer teachers now, probably maybe you're listening to this or who are posting their own content from school. Just please don't off go to your leadership and know your school policies first. Please don't get yourself into trouble. Yeah, definitely don't post something. And then it's like, what what I've seen before and that it frustrates me is when someone posts something because they've decided it's fine to do and they've not looked up the actual rules at all. And then when they're pulled up and they're like, well, I, well, I just, I thought it was OK. So shouldn't it be? It's like, no, that sounds like the most me thing ever. That's such a cute coded that is you coded. But it's like, no, you're wrong. Like you don't. Doesn't matter if you. It's an amazing argument to explain why you think what you did was fine, even if you. I never, I never filmed the kids. And I just did that after school. Yeah, but there is a banquet policy that we don't do at the school and you've got a job here, so you have to follow that rule.

29:14 Well, I think it's stupid. Great. Get a different job there. And. People have gotten in trouble. I've seen stories of people getting fired, losing their jobs or just getting in really bad. Trouble. Mr Firth did it online. He's in a different situation to. You school? Yeah. Different school that has influence so that she does callbacks online and does this and that. Different. That's his school. Yeah. Different. That's his problem. Yeah. And it's not even his problem if he's back in the roles. Yeah. Exactly. So. So crack on me. You don't have an opinion on it. Don't worry. But exactly. Exactly that. Yeah. Crazy. Well, I'm gonna carry on drinking this Pepsi. Matt, can you read that? You enjoy that, so next question. Nice short one, this one. Who was your favourite teacher at school and what did they teach you? Or do they're stuck with you? It's a nice one. What a lovely question. Away from social media now. I favourite teachers in in primary school. I loved primary school so much that I liked all my teachers. Yeah, I didn't feel like 1 jumped out because I loved primary school.

30:03 I'd missed the Letts in year 6. He was really good at pushing me with my mouse, so I obsessed with mouse and he was really good at always making sure I had something to do with maths, but I had. So I moved down South in year 3, I had Mrs Wood in year 3, Mrs Walker in year 4, whose son went on to be my deputy head. Oh, of course. Yeah, yeah, yeah. So I was talking about her mum, Mr Branton in Year 5, Mr Letts in year 6. And then he ended up Mr Letts being a head teacher when I went back and did a bit of placement. They're all really lovely secondary school, loads of really nice teachers. The ones that stuck in my head are it's, it's, it seems to be for random reasons. There's a few people. I'm going to go through them right now in case for some reason, someone who knows how they are in the East Kent area, Mrs Will really sticks on my head for English.

30:45 Mrs Will really sticks on my head because she, I remember we did loads of lessons with her about debating. And this won't shock you, Hayden. I quite like an argument in the debate and she but she actually actively taught us, taught us how to debate rather than just saying pick a side and argue, argue. Yeah, I remember, I vividly remember her literally like, like explaining how to debate something and how you need to take the point someone else says, extrapolate it and then tell them why that's wrong. But then also from your point of view, don't just say something, but back up with evidence and all that kind of thing. And it came ultimately to always remember this one lesson. We were doing a debate and she said, right, pick your sides, what you think. And we did that. And then she said, cool, you're arguing for the other side. So she just flipped over.

31:28 Let's say I think back then, to be fair, even back then, it was about should kids have their mobile phones in school even when there are bricks back then. So a lot of the conversation was about safety. Another conversation was about distraction and texting and stuff. And I remember she made us choose which side I went on. But let's just say I went on the side of you should be able to have it. We all then were like, OK, right, let's get ready. And she was like, right, you're you're arguing now to not have them. And I was like, oh, so good because her point was, you know, the other argument really well. Yep. What are the holes in it? Pick the holes in your own arguments and then think of counter arguments. And then it makes your position stronger, of course. And I finished it ended up thinking even more that we shouldn't have, even though I argued the opposite because I was thinking about all the holes. I was. It was like, yeah, like backfilling. Yeah, it was really good.

32:09 So that's one person. Mrs Evans was a supply teacher at our school that in court she it was really strict, but really good and really kind. I like I I really got on with her. You were. You were. I was on the other side of that. But very quickly I'll go through a few others in I loved history, so I had Mrs Snedon and Mr Pugh, 2 of my favourite teachers ever. I spoke to Mrs Snedon recently, still call her Mrs Snedon, her name's Sarah. But she's absolutely lovely. Mr Pugh, amazing, really inspired me in history. I was like a sponge in that lesson learning about the Bolsheviks and the Mensheviks and all like, oh, it's just the best thing ever. And in maths, I'm Mrs Van Gelder from what felt literally like year 7 to year 13, like all the way through. I had maths and she was, we were top set in the grammar school because I like maths and and she was always took that and I had her the whole way through.

32:55 There's a bunch of other I'm going to be missing right now. But yeah, history and maths are my big things and I just loved it so much. Isn't it funny how you. Revert to a child when you talk about. Your I know. You can't help but see them through the perspective of your young self. Can you? Yeah, I know really hard. And even thinking about it, I feel like I need to sit up straight and take notes, like and listen and just be just in my world of just just tell me a story about history. I just love this. I think you are probably in, like, the 1% of people who had genuinely and unbelievably consistently positive experience through school. I mean, a lot of people at least had at some point. Yeah. Like, they hated it for whatever reason, whether it was a teacher, they didn't get on wherever, they just didn't, like, get on with their classmates or whatever. But you had such a good time. I love it. You always reminisce. Yeah, nicely. There's not. One thing bad. Yeah, no, I genuinely did as well. Like even though I was a bit more naughty than you. We were at the same school, so for context, same secondary school.

33:40 Yeah, Yeah, we were. I was just a year above a lot of those teachers. Yeah, exactly. I didn't talk about all of them, but I recognise all of those names. I'm just going to think of maybe like 1, so one from each school. So primary school for me. I'm going to talk about impacts as well. Was I've mentioned this person before and funny enough I spoke to her literally on. Facebook Oh, you sent me a. Message Yeah. Miss Dunthorn, who turned into Mrs Plankin, who I've mentioned on this podcast before. She was my year 3 and my year 4 teacher, and she got married between the two years and we devastated. Yeah, literally, like young, amazing teacher. But she, like, I think what it was about, and I think it's going to be consistent. When I talk about secondary school, she was just really, really kind and understanding and that for me, a nice person. A really, really nice person.

34:22 Yeah, genuinely. And treated me and talked to me like I was just a human being rather than one of the many little servants in the room. At all? At all. Come in now. Yeah, literally. Right. And, and she really turned me around. She totally got me and helped me. I remember literally thinking I'm rubbish at stuff before I was with her and then by the end of her like teaching of me, I felt so confident in myself. Like particularly with maths which which went on then to be my favourite subject. Like she, I feel like she really fostered my interest in terms of like academics. And then in secondary school again I could probably mention loads of people but one person that jumps always jumps my mind when someone says who was a favourite teacher is Mr Piccard. Mr Picard is a legend. And Miss Jolly. Miss Jolly Yeah, they were together. I didn't see Mr. Miss Jolly for English, she was amazing. She never taught me.

35:06 Yeah, she was such good teacher cover and she was so nice. That's the other thing. They both it's a nice couple. Yeah, exactly right. Mr Picard was my art teacher for most of my time, for He was also my former tutor for quite a. While he was brilliant. And he was just again, like the same sort of story. He was just, he showed me like what kindness can do. He was a kind man and he was, he was understanding like classic, like pubescent teenager. I was going for all the emotions ever. Do you know what I mean? Like, and he got it like he was just, he just would talk to me like a human being and understand exactly what I was feeling and why I was feeling that way where I was crossed or upset or happy or whatever. And he was, and he just cared and, and I just remember thinking that that's the kind of person I want to be. And I think those people shaped me as a teacher genuinely, like when I became a teacher and a human did 100% as a human.

35:47 But when I went into the practise, I very, very much thought of and a few other people I've mentioned Mrs Stanley before I was given. Another She did my drama, yeah. Yeah, so those, like those people that I respected as teachers, I very much unpicked, like, OK, what was it about them? And found the Commons And I said, oh, they all treated me like a human being, talked to me in a normal way, completely understood me and more kind and gentle. Cool. So I'll do that then with kids. Because that works, I think I'll go down the draconian route of making them all feel like crap. And I was like a little shit to be. Honest with you, like I imagine if some teachers were, I think if a lot of my teachers were listening to this podcast to me right now, they're thinking what? I hated. You horrible. You were so annoying. Like, I don't think I was particularly horrible actually, but I was very annoying, very, very annoying. And if I didn't respect someone, I mean, you know, you know me as an adult, right?

36:33 I just had no no time of day for I couldn't careless. I got my way to be annoying. Yeah, I can imagine you being genuinely really annoying in a teenager 100. Percent, 100%. But the teachers I like respected because they treated me that way. I was like, I just treat them like I would any other friend. I was like, yeah, you're a nice person. No, Freddy's Freddy's. So yeah, I'm in a memory lane there. Does shape you though. How good, by the way, is the name Miss Jolly for Miss Jolly? I know, right? Perfect. The nicest, happiest woman. I read it. She made me like English wasn't something I naturally loved. Genuinely, it was just kind of interesting. We read a good book. I was into it wasn't. I wasn't interested like I need to write all the time. It wasn't me, but she like she just I wanted to be in the room I have. To do one more, I'll mention because I know you're going to be like write my English teacher for a minute for many a year. He was also extremely kind to me and understanding Mrs Stavarius. Mrs Stavera, she was mine for a bit. Too fantastic.

37:24 Do you know she taught me genuinely she taught me this and it stuck with me massively because she kind of gave me get out of gaol free card as well for being mean to my own parents. But but her point was just saying, like your guard does drop with the people you're closest to. But I always vividly remembered because it was me all over. And you'll know this because I'm close to young people, the people I'm more close to, the people I can be seen as more harsh to or like straight with or myself with can come as mean sometimes genuinely. Yeah. But but her point was just like, yeah, I was I was the rudest out of anyone in the world. I was rudest to my mum because I was closest to my mum. I spent the most time with my mum. There was no guard there at all. And with other people, it.

38:05 So she slipped on its head. You know, people say, you know, you can judge a person by how they treat the waiter. Yeah. And her point was no, you judge a person by how they treat their wife. You judge a person by how they treat their partner or their sisters or their or their family. Because it's easy to be nice to a stranger. Yeah, it's it's on a it's a facade. You have to like, it's the least you can do, isn't it? You shouldn't be judging someone based on how nice they are to a waiter. But that's just getting the dregs. If someone's horrible to a waiter, that's the dreg. That's the lowest. They're already horrendous. Exactly. If they're being nice to a waiter, it's like, cool, you're not awful. And how do I actually find out if you're a really good person? It's actually how you treat the people you spend the most time with. And if you think about traditionally behind closed doors and stuff where you're like, Oh yeah, those two don't really get on or they're horrible to each other or that, you know, horrible instances of domestic, like violence and things like that. It's like, yeah, you know, you're actually, you judge someone more based on how they are the closest people because they're guards down more.

38:58 And I was like, Oh my God, that is so true. And it made me think like, yeah, I am, you know, ruder to my own family when I got home, then I, my mom would always be like, you're lovely to the bus driver. And I was like, well, yeah, that's the yeah, that's the least you can. Of course, that's not like a badge of honour for me. Well, I'm really nice to the the people. I don't know. It's like, OK, are you nice to everyone? No, it's like, well, the sort that out then, mate. Like that's not the barometer. I was like, Oh my God. Yeah, that's so true. And she, I remember sat in English and she taught me that a bit. That's not on the curriculum. No, that's what I mean when I say about like it's about, it's about the people and the way you treat each other. It's like that's what has really big impact in general. I remember that. I also remember doing Of Mice and Men. Literally figured that I was. Like then you're just trying to link that into an essay about Lenny. And that's why, that's why George shot Lenny so close turns.

39:46 Out he's horrible person, treated the closest people the worst. George would never shoot anyone else in the back of my head. Just Lenny. Think about tending his rabbits. Oh God, oh God. John Malkovich. He's etched into my head. Thinking about rabbits getting a bullet to the back of his head, getting skull. And the rabbits. Yeah. God, yeah, yeah. What a book. Like everyone, everyone from a certain generation did that book. How long do you reckon that book is? How long? Yeah, like you think we've been pages. How many pages do you recognise? My God, no idea. Probably like 150. Yeah, it's like 70. It's really short. Oh, is it? It's really short. It's been so long I'm. Picking it, I say 70 now we're in a podcast, we're going to do that thing that I really hate what podcasts do Yeah, where they just say a thing. It's. Going to be 100. And 50, it's going to be dead. It's going to be 150. Exactly. Imagine I'm going to find out right now how many pages is Of Mice and Men.

40:29 Whilst you should look at the next question. Yeah, go on. It's 107 pages. 107. Go. So in the middle, what did you say? 90? You said 70. Yeah. No, let's not work out. Let's just understand that it's a very short novel. It was you. How on earth did how on earth did we make it last so long? Yeah, it's what I thought. It's because you had conversations about how you're horrible to your family. We're already on chapter 12. Now we're getting into Dallas past it. It's quite pastoral. Everyone close your book. God, right? Here we go. Next question. Come on, I made this the last one. OK. Your mass fluency webinar was amazing. I mean, guys. I mean, guys. If this was a nice message, so this was on Instagram. Hopefully if you didn't come, you got the recording as well. Check it out.

41:09 Are you planning on delivering any more training in the future or is it going to be linked to your MASU platform? I shared the recording of my staff team and we're excited to boost fluency in school and get on the MASU trial. I genuinely, and people like, oh, you, you built mathsu, of course you're going to say that. The reaction was so nice. It was because, you know, you and I hate them. We've again, we've LED maths for a long time. We've literally done maths training for a long time, but only within trusts or within schools or like hubs that we've been working with. Yeah. This was one of the first times we really put ourselves out there to be like, let's talk about fluency. Let's literally do it as like a CPD session. Yeah, of course we talked about maths at the end because it links over here because that maths who came after our obsession with fluency and being really good at actually doing maths. And the reaction was overwhelmingly wow, thank you so much.

41:54 Like we had emails from people signing up for Mapso straight away, which was like, yes, please get on that trial. You can book a demo by the way, and trials are very limited for the links bit. So if you want to trial before the end of the year, get in touch now and we'll see if there's space, but if not, we can start September. So get in touch either way. Now I've done that, I can say yeah. How did you how did you feel having delivered it? Like what? What were your because I've a lot of people out there who are getting more experience and thinking I'm CPD might be something, you know, I'm going to deliver training to staff. Sure. I want people to know that we've done this for a long time and I still was nervous beforehand. Yeah, always, always. I mean, we've been having a conversation before this podcast and saying like, we still haven't maybe necessarily even found like the optimal way of delivery when it's two of us. Like quite often we're so passionate in our own way that it's like, I could have genuinely turned my camera off and just, and just let you deliver the whole thing and you would have just been in your element. And likewise, if I'd planned it my way and started from the start, I could have equally done that. And I think for for us, it's like, OK, how do we bounce off each other perfectly in these webinars because we both want to say so much stuff.

42:52 But I still think, you know, the information got across and it lent itself more to just letting one person really get into depth of our conversation. It's absolutely fine. But what was really nice was when a few people got in touch afterwards, we had one e-mail from a local school who said, can you please come into our school and deliver some more fluency training to everyone? Because I think actually the, the benefit for everyone is there. Like I want all of our staff to understand this shifting, this sort of slight shifting mentality we need to have in terms of like really prioritising fluency and not just thinking of it as, oh, it's one of these three things and any of them could be dropped. Or not even that. Or it's just the least important one. We get it as we go. Even that, right? What I liked with that as well was it was like, yeah, we don't need to come in and like basically help us and consult on it, but also think about the timetable.

43:36 But they're, they're really thinking like, let's get this right. We might need to change literally how we timetable maths. And I do think that if you're going to make huge change with maths in your school or anything, to be, to be honest, in your school whatsoever, you have to actively work at it and put things into it and change things and re prioritise things because there'll be lots of people who say, you know, we really need to prioritise things. Yes, so important. Wow, these kids can't do the most basic thing, but we've only got an hour for maths so I can't give any time to it. So I guess we won't do anything. Yeah, new. That's not the answer. Firstly, try and get more time as you can. What a ridiculous thing for me to say to people. And I said so much. There's no time the curriculum whatsoever. But I would personally argue that you should have an hour and 15 of maths everyday.

44:18 I, I, I don't think 50 minutes of maths is enough. I just genuinely, I just don't think that's that's enough If you want to really cover the curriculum and become really fluent in things. Can you work with 50 minutes to now? Of course you can. Does it mean that if you have, you know, OK, I've only got 50 minutes now, Does it mean fluency is now not the most important thing in the world to get right? No, it's even more important than ever because you don't get as much time. So a big thing we're going to do and we've already spoken to a bunch of schools about this, is just see what kind of timetable you have and how we can fix this. Because I do think you need really specific section cordoned off time for maths basics, maths fluency. Lots of schools call them maths meetings, other schools call them maths interventions. Some schools just call it starter time. Whatever you want to call it, it's separate to the main curriculum you work through. It's 15101520 minutes, whatever it will be dedicated to that every single day.

45:07 You'll see, you'll see progress of. Course you will. There's nothing there's not. It seems so simple when you say it like that, isn't it? But like you said, it's just the constraints of the, the time in a day that people struggle with. And it'd be interesting, interesting thought experiment, even maybe just for you right now, like just to think, if you're wondering where, where do we, how do we change things? Is it a case of cutting things back from the main curriculum? Or is it a case of taking time away from other areas of the curriculum? Maybe like English has got 2 1/2 hours. Do we take do we take half an hour away from English, but then we struggle with English. Like I understand that the challenges there. It'd be interesting to think like from the ground upright. If you only had 10 minutes to teach maths, imagine you only had 10 minutes, what would you prioritise as a teacher? If you had 20 minutes, what would you prioritise? It'd be interesting to see what different people say. I think some people if they, if you like, if you said to someone, can you make progress with kids? If you if you taught them every day, every academic day of the year and you only had 10 minutes of maths, could you make some progress?

45:55 Yes, because it's the progress I make in my my 10:15 minutes. I get everyday fluency. You're doing that. Yeah, right. It makes the progress with them. Cool exactly right. So like, I think it could be quite a fun for experiment to go up to and then you get up to the classic 60 minutes and say, cool cat, how can when we structure this, we've got 60 minutes of maths everyday. How can we structure this where we're not saying there's no time for fluency and you're doing 5 hours of maths a week and you're saying there's no time for fluency every week. That's crazy to me. Of course there's time. We've just got to re prioritise 2040. Yeah, I'd go 2040 genuinely, but it's 40 minutes, not enough. I promise you it's enough because what you, what you, just what you, it's what you need to be malleable as well. But if 40 minutes is enough, right, in terms of if you're doing everything like I've just said, you need more than an hour. So I understand someone said, well, how you say 40 minutes is enough in total, you need more than an hour, I think. But if you've got an hour, the, the foundational stuff of the arithmetic and the fluency and understanding the maths has to come first.

46:50 And then in your main lesson, sometimes you're literally doing that as well. Yeah, right. But if you can do that and you've got a solid base, it allows for your problem solving. If the children are better at that in the 1st place, they'll be able to problem solve more quickly. When it comes to the lesson, you can zoom through stuff more quickly because you've got a much stronger base, a much stronger solid foundation. I know of schools, well, just take our school for example, very successful with maths, our school really successful in the years that we've been leading it. And for that whole time, yeah, we fought for it. But maths Actual core maths lessons were 50 minutes long. Yeah, 50 minutes. Yeah. And it was enough it. Was not. Sometimes it felt like it wasn't, but then, but that was more down to genuinely, I'd reflect on that lesson and be like, do you know what? I could have just not done this or done this a bit differently. And I would have been if I had.

47:31 If I could go back in time, I could have made it work in almost every single. Situation. Yeah, yeah, of course, of course, definitely. So I think basically you have to make the change and and not just think, well, I can't do it. No, do you know what you have to get away from thinking? Everything has to be in the books all the time. No, I have to show problem solving every single lesson. No, you don't. Big one for me, right, in terms of this thinking outside the box a little bit is I felt like there's an obsession with every lesson has to be stand alone and like the objective needs to go from start to complete in that lesson. I always found that really odd because sometimes where I was like I I just want to do this over 2 days like isn't the lesson. It just isn't complete after we we start on this journey I. Think a lot of teachers do that to be. Fair, I do think so, but I do feel like there's there's there is like a few fit, a lot of teaching, a lot of schools. What's the next?

48:15 It's very much like at the end of each lesson you need to have that. The whole process needs to be there. It needs to be done like it's all completed. So people panic thinking, Oh no, I've got an hour and 10 minutes stuff to fit into this 40 minute lesson. OK, 2 / 2 days. And you know, it's not always as simple as that, but sometimes it is as simple as that though. It is, it is just, yeah, this is going to take longer than a lesson. So I'm going to start this today. We're on a get to and then we're going to pick up the books tomorrow and we're going to carry on. We're going to reflect on what we did for two minutes and then carry on. That's OK. Yeah, Yeah. You didn't mark the books yesterday. I know. We haven't finished. See, we haven't finished. Yeah, he's fine. Yeah. And nothing happened because we're just going to do more practise tomorrow. We're making progress. Yeah, it doesn't. My own. Honestly. Honestly, the obsession with doing stuff just because it's always been done and not because it actually does something that you think it does.

48:57 Or for optics. A waste of time, do what's useful for your kids, which is normally the most foundational, fundamental base of maths. So just to answer this question then before we finish, are we going to do some more? Is it always going to be linked to Mathsu? I think it's going to make sense for us to link to Mathsu for a bit whilst we're pushing the platform and hoping to get into as many schools as possible. But personally, I would do more CPD. Like, I don't think maybe I was naive beforehand and now I've done a bit, I think. Oh yeah. And I don't think the layman understands how much work goes into good CPD. Should a lot of prep, obviously, of course, you have to really research it and put it together and make sure. Yeah, exactly. But yeah, I'd love to do more, I think. Stay tuned in general.

49:37 Yeah. So let us know what you'd like to hear. Because we can do anything to do. Maths is our jam. So fluency is the thing we're focusing on, but it doesn't mean we don't think everything else is important. And if you want a hand with fluency in your school, get in touch. Hayden and I can absolutely do some consultation with your school. Have an idea? Just a chat as well. We're we're laid back. You know, we're like absolutely right. Hayden, anything you want to say before we finish? I am going to say enjoy your day because I can't think of anything else. Goodbye everybody. How about leave us or if you share with someone who you think might. Find it useful. Join the WhatsApp community down below and help us out. Maybe something like that that bye bye.