Zach Diamond 0:03 Welcome to the modern classrooms project podcast. Each week, we bring you discussions with educators on how they use blended, self paced and mastery based learning to better serve their students. We believe teachers learn best from each other. So this is our way of lifting up the voices of leaders and innovators in our community. This is the modern classrooms project podcast. Toni Rose Deanon 0:25 Hello, and welcome to episode 181 of the modern classrooms project podcast. My name is Toni Rose Deanon, they/them pronouns, a designated hype person here at MCP. And y'all I am joined by students, Gen Zs for the win. Basically my favorite type of guests and I feel like this month I'm really just spending so much space or so much time in with students so I'm really really excited. So welcome Breanna, Aayla and Dulce. Dulce G. 0:59 Hi , how are you? Aayla 1:01 Hey, Breanna L. 1:02 Hello, thank you so much for having us here today. Toni Rose Deanon 1:05 Yes. Okay. So again, it's so exciting to be in this space with you I have a sister who's a Gen Z she's graduating college and I She's so inspiring and so I'm so excited again to just be in this space with you three and thank you so much for saying yes to the podcast I know that we had met back in October I think and with your busy schedules and my schedule is pretty wonky as well we're just now finally getting a chance to meet up and so before we get started before I even let listeners like before I even tell listeners like how we got connected what is bringing you all joy currently and y'all could just go in any order whichever one okay, Breanna L. 1:46 I can go first and something that's bringing me joy alot is currently I'm on my spring break um, and family time honestly. I love my family I love just being here with them and so she's like after the quarter my school is on a quarter system so after like the last quarter it's been around not too long, actually. But the quarter you know, it was a lot so being here with family you know, and also it's been really nice out currently was bringing me joy is the weather I love being outside. And it just so much interviews and it's just been great. But yeah, that's currently what's bringing me joy. Toni Rose Deanon 2:21 And ya'll Breanna she is college student actually so yay, to spring break. I'm sure it's a really nice time to just like chill and do nothing. So thank you again for spending some time during your spring break but Dulce you want to go next then Aayla. Dulce G. 2:36 Yeah, yeah, of course. I'm so jealous in the spring break. Briana so jealous. Got two more weeks. Um, recently what's been bringing me joy is definitely my cat recently adopted her. I don't know if you hear in the background. She's probably playing with a toy right now. But she's just like my little best friend. It's just so nice to have like a roommate. I feel like so. Yeah, that's what's she's been bring me joy. Toni Rose Deanon 2:59 Yeah. And she's definitely like playing the toys we can hear which is really cute. Basically just saying hey to listeners as well, right. Aayla 3:08 So what's bringing me joy currently, oddly enough is AP Lang. I know it sounds so weird. But I really like writing. So here's the thing I'm watching Love is blind right now. And I know it's very controversial. Do you watch too? Toni Rose Deanon 3:22 Yes. I just watched the I watched the reunion a lot. And I felt like that was such a waste of my two hours. Aayla 3:28 Was it really I didn't get to watch it yet. Toni Rose Deanon 3:32 I would say probably just check out the Tik Tok highlights. That just my opinion my opinion but if you want to watch go for it. Aayla 3:41 Yeah, definitely been enjoying Love is blind. So then I wrote like an argument essay about reality TV and stuff. And it's been a whole thing. So love is blind and writing about love is blind. Toni Rose Deanon 3:53 Oh, and I bet that so much fun. I hope you're getting a lot of like evidence to backup all of your claim because there's so many going around on social media. So yeah, that that is that is so cool. And also listeners Dulce and Aayla are both high school juniors. So in case you didn't catch that they're both high school juniors and Breanna is college. So let's Okay, let's talk about it. Y'all like I attended your session at the National Council of Teachers of English conference back in. I think it's October, November, one of them and my colleague Avery and I actually went to your session and we were just like, oh my gosh, this is so inspiring what y'all are doing like it was a student led presentation. And everything y'all were saying was like, everything that I basically could relate to, and I thought it was so relevant and needed for educators to say and sometimes typically, I would say the same thing, but it won't hold as much weight if a student is saying it right. And so that's why I was like I need y'all to be on here. So we can talk about that the educators impact in your teaching and learning journey. And so tell us more about Who you are, and how your teaching and learning journey has gone so far. So like your high school juniors, you're, and then you're in college. Right? So like, how is that going so far, and we'll start Aayla, if you want to go first we can start with you. Aayla 5:14 Okay, period. So my journey is going great. I actually have learned a lot in my junior year, which is this year, because before school was very easy. And you know, I just had it, you know, pretty, it was pretty simple. And I faced, like, some really unexpected challenges, like with grades of difficulty and everything. And it's taught me a lot about like, managing my time, or, you know, looking at education from a different perspective than I did before. And just my definition of perfection in school and everything. So that's been a big lesson for me recently. But, um, my whole life, I've, I've always liked school, you know, something a teacher actually told me, like, pointed out to me was like, there's no kid who doesn't like to learn. And it's super true. So like, I've always felt myself like, I thought it was weird because I liked school, but I've always liked school. And it's tough nowadays, but I still have my days where I'm super excited to just soak up knowledge. Toni Rose Deanon 6:25 And Dulce and Breanna, y'all can just jump in whenever you want. Dulce G. 6:28 I can, I can go next. My, um, I would say my learning journey has been very, like evolution, like kind of, it's been an evolution and also like, some regression, I feel like, high school has been a very big lesson for me, especially because of all the like AP and honors classes that they have to offer. And, like all of the rigorous courses, and like the academic expectations, like imposed on universities, like now, like freshman year was such a breeze, like just honors classes, and then, like, now coming into my junior year, almost finishing my junior year, it's like, oh, well, college, universities, colleges and universities are gonna, like get this, they're gonna want this, they're gonna expect this and it's kind of like, oh my god, like, it's so much pressure. Um, I feel like elementary school was such a breeze. You know, I was always like, you know, top, whatever, middle school. I don't really want to talk about that. That was like such a pivotal moment for me because I think that's like, the, basically like the time rows of a bit of like regression where I was just like, a bad association with like, teachers and I associated teachers with learning. And I just had an issue with like, the school was like, like a lesson. I had always loved to learn, like what, you know, like, what student doesn't love to learn, but it was always like the problem with the school like, I hated school, but I loved learning such like, clashed. Now I'm in high school, and I just really love kind of I love English. It's been my favorite class pans down English and history always been a liberal arts kind of nerd. But yeah, high school has been like a really big learning lesson. And I actually just can't wait to learn more, learn more and know more, because, you know, knowledge is like power. Hate to say like, how they do it on those corny posters, but it's true. Breanna L. 8:28 All right, I guess it's my turn. My teaching learning career, I think, Okay, I'm gonna just take it back. I think I want to also talk about like, how, like, this was saying that I always, like loved learning, and like, I loved kind of like being in like, in a learning environment. I didn't always like school, but I did always love learning. And then coming to high school, it was, so my first year was actually 2020, or like, 2019 2020. So it was like, the start of like, you know, the pandemic and like, everything was gonna change. Normality was gonna be unknown to us. And so basically, after, like, my freshman year, it was like, okay, like, we went online for sophomore year. So a lot of like, my high school career, I guess would like you could say was like, online, but then like, my junior year, and my freshman year was when I had like, Ms. Ramirez's class, which she was at NCTE with us presenting when I had her class, and that's when I was truly was like, okay, like, I knew I was gonna go to college, and I knew I needed to do something with my education beyond high school, but I think freshman year was like, in her class specifically was when it all clicked and I was like, wow, like this like, like, How good does it feel to know like, grapple with text and like actually do really good things with like, what I'm learning in school and so after that, I think I really got into like, okay, like, you know, you have to really try hard and like, you really have to, like, you know, do your best in the classes and stuff like that. And then like sophomore year came, again, online, do you came And then no things started happening with our school building. You know, we talked about that at the conference, but there was just like a lot of inequity, stuff like that. And that's when I kind of realized even more where I was like, alright, like, I have a voice that I need to use. And I think this is like a very good way to use it, because it's a place where everybody get, we don't all know each other, but we know like, kind of of each other. And we all kind of are here for the same reason. So there needs to be like a common like, establishment in terms of like, all right, like, we all need, we all want to do this, right. And so we have to work together to get to that point. And I think a lot of that kind of ties with, like the teaching and learning aspect. Because not only was I able to like learn from my peers, but I was also able to, I was fortunate enough to help teach them in terms of like, certain aspects in like certain areas and stuff like that. So it was just like, yeah, like teaching and learning is like, has that like big title. But I feel like we don't realize exactly how much teaching learning happens on a day to day basis. And I think that's the beauty of it. Because like, It's always, it's always happening, even if we don't necessarily, like put the name to it. So I think like, in a nutshell, my teaching and learning experiences have been, like always there with my classmates and my peers from day one. It's just been like more kind of elaborated on as, like the older we've gotten so and then now. I'm at the University of Chicago. And I also love it. It's also a same environment, just amplified, I feel like everybody, everybody loves to learn a buddy, all my classes I've been really enjoying as well. And again, we also do really feed into the idea of like, a teaching and learning kind of environment, like I learn from my peers, and they live for me. And it's just kind of that exchange of knowledge that's like, those are centers of sound corny, but it's really, really empowering. Toni Rose Deanon 11:39 Yes to all of that, right. Like, it's it's really funny that y'all are saying that it's cringy the whole knowledge is power. And like it really is empowering, but it's so true, right? It like rings true for everyone. And so I kind of want to go back to the statements that Breanna and Dulce you both said and Aayla think you kind of like skirt around it, but just the fact that like you hated school, but you love learning. Can you only tell us a little bit more about that, because I feel like I have a lot of feelings. And I could like put in all of my assumptions, but I'm gonna let y'all talk because this is not a podcast about me. Breanna L. 12:14 So actually, I don't know about you guys. But I know I started with this, like kind of like concept, because I didn't know how to distinguish learning and school. before. I started to grapple with this concept, when we actually started to prepare for the first time we presented at NCTE. And during my junior, so that was like November, I turned 21 When we started doing that, and we started reading like a lot of difficult texts that I would have never thought that in my high school years, I would have read over like Audrey lowering like Malcolm X, we're winning just a lot of like, okay, what was that kind of moments that in the text, it was just kind of insane. But one of the times I believe it might have been in? I'm not sure what text it was. Maybe it was in pedagogy of the oppressed by Paulo Freire. I'm not sure. Which was it. Dulce G. 13:03 precious knowledge, Breanna L. 13:04 precious knowledge, okay. Oh, yeah, really, I was personnel, there was actually a documentary then. But that's when they introduced the idea of having a dysfunctional relationship with school rather than learning and that just ever since then, I'm really stuck with me, because I was like, wow, like, it's not that it's not that a student has a problem with the aspect of like, you know, having brain candy, it's not that at all, like, it's never been that. It's just the ways in which we're allowed, like, we're being told what brain candy we should like, or like, we're being told, you can have like, this sort of brain candy or like, stuff like that. And I thought that I also like the kind of delivery of the information in terms of like, what environment it's giving in or like, what kind of, kind of like I said, environment that this information is passed through, through to the students. It's just kind of like, wow, like, it's not, I guess the best always. And so students begin to associate that kind of like passage of information as learning even though that's not exactly what learning is. So that's why they associate or in my eyes, that's why they would associate like learning in school together, because it's like, well, I don't like how they're doing it. So I must not like it. But it the education aspect, the actual learning aspect is not that at all, and that's where like the mixup comes, and ever since then I was like, wow, like, that's a really good way to put it. And I because I really, like kind of saw myself through that. And then that's how I was like, yeah, like I maybe I didn't always like school, but I did. I did always like having some brain candy. And actual candy, but yeah, Dulce G. 14:36 brain candy. So I remember when I again, like it was precious knowledge that really sort of like, it was like it made that concrete idea of like, okay, like students really have that dysfunctional relationship with school. And it's never with learning. I remember when I was watching it for the first time I was like, I was like, what there's no way like it was basically a Oakland, California who had previously had like a curriculum with texts from white authors, and then all of a sudden, like, they transitioned to a like text, a curriculum with texts that really reflected like their culture. And it was called La Raza Studies. And I remember when I, and like they had performed outstandingly well. And when I saw that I was like, and or the guy had said, like, students have this dysfunctional relationship with schools, never with learning, like they're always eager to learn, they're just never having the opportunity, or even the environment and the resources to really appreciate or not really appreciate, but really excel in their environment because of what they're being given. And when I first like, heard that, it was like, well, like, it was such a wool moment for me, I was like, Whoa, that's so deep, that hit home, like that hit so close to home for me, especially because I had been in middle school, like, again, I'm always gonna refer back to middle school, because that's when the relationship or the correlation between like, I hate school, and me having a bad like, sort of association of teachers with school, like really solidified for me. So I just remember realizing like, whoa, like, that's so true. Like, I never hated learning, I had nothing against learning, I was always curious to learn more eager to know more, always wanting to find out the truth from history. But I just never had the opportunity to really care for it as much as I could, because of what I was learning. And the way that the teachers approached, delivering the information, it was more of like a, like, I'm learning this for the millionth time again, I'm not learning anything new. And it's just all about dead white guys. And like, I'm not learning anything that I care about, or I can use in today's world. So I think that is like that idea had really solidified within me. And when I saw it in precious knowledge, I was just like, Whoa, I was blown away. And it's like, it happens a lot, honestly, happens to a lot of students. Toni Rose Deanon 17:08 Aayla, did you want to add anything before I go on my spill? Aayla 17:11 I'm sure. So I think like, something that also really ties into that is like, a culture and climate aspect to it. So like, schools are often like, format, it is like jails, in that's how students view them. And it's this like, or if somebody doesn't like sitting down all day, well, they have to do that for six hours or whatever. And they get five minutes to walk around at a time and at my school, they want you to they do lunch parties, which is crazy. But you can't even like walk around that time. So I think it's like, you may enjoy your classes, but that actual building that place or being there and whatever your teachers may be, like having you have those teachers that you love, they're also the ones that you're not too fond of, as well. So all of those other aspects that go into it may play a role in just making it enough for you to not want to go at all. Toni Rose Deanon 18:16 Oh, all right. So I'm sitting and processing all of what y'all have just said, and I think y'all are teaching me something as well. Like, I've always known that there's a learning versus schooling, but I guess I've never like focused on it or even mentioned it as much as y'all have, which I think is really important, you know, for educators and school leaders to think about, you know, we have this dysfunctional relationship with schooling. And sometimes we tend to we meaning adults tend to say, you know, like, the kids behavior or the kids fault, or like the parents fault, right? Like, there's a lot of like, this whole faulting each other when it's like, no, it's the system that is really failing us failing everyone, right? And so it's so much easier to say like, oh, this student can't do this because of ABCD. or won't do this because of ABCD. And it's like, it's just easier to do that, as opposed to looking at the big picture and being like, you'll actually let's look at the building. Let's look at the culture of this this environment that what that we're learning is supposed to happen, but it feels like it's a prison. It feels like everything is being controlled, right? Like y'all talked about being forced to eat the type of brain candy that you don't even really want to right like, here's brain candy for you that you have to do. You have to take it you have to eat it. And then again, Dulce, what you were saying to Dulce like never having the opportunity and resources to really explore and expand and be curious, right? And so this is just it's a lot to take in coming from y'all because I know that educated this is something that I have been kind of saying over and over again in my head of how students must feel. And then to hear it from y'all. It just kind of again, confirms that like this thing is happening, right? And so and and you're also mentioned, teachers play a huge role in this right? And that's why this topic is really all about an educators impact because we have three students here, who are essentially saying, like, teachers can either make it or break it, right, this whole learning journey, this whole teaching journey. And so I actually met a love first Aayla was watching Avery and I play Jenga. And so Avery now we're like, really into it. And Aayla was kind of like our cheerleader. And she was like, you know, actually, we're having a session. And that was how we found out about your session. And we were like, oh, bet we love students, we're gonna go to that session, because I'm sure what you're gonna say is gonna be way more important than what everybody else got to say. And going in there. It was just so again, amazing, right? So and to think also that y'all are high school students and college students, right? Because there there were like five of y'all, right, like college students and high school students who were kind of presenting and so you like, praised your teacher so well. And I could tell the support that y'all had with the two teachers who showed up for you at that session. So I guess I don't want to say what the session was about, because I may like missword it or missspeak it right. So like, Can y'all tell the listeners a little bit more about the inspiration for that session, because I know that like, I still feel inspired. After so many months. Breanna L. 21:31 So I think we can all kind of like, elaborate on kind of just taking us back to November, right. But just we can all do a little bit of input, because I know that we all had our own grain of salt to kind of add to like, you know, the big ol pile. But kind of just like an overview of what we had talked about at NCTE was kind of how there was kind of an Well, this year, we focused on how literature can kind of encourage an sort of like an activism sense, I guess, in some in terms of like, what the students and like the teachers and how you were saying specifically how playing a teacher definitely does make or break kind of the environment within the students and like within the classroom, and just within the like, the journey of learning for students specifically. And for like, in our case, for example, with Ms. Ramirez and Steve was actually not our teacher, however, he did help us like train a lot with like, the conferences that we attended. And also, he was just a great, great, great support system with Ms. Ramirez as well. And they would always just elaborate on the fact that, you know, we're there for each other, and like, we want to help make a more equitable environment in the school building. Because just going for the base off of that there was a lot of over policing in the high school that I attended, and that Dulce and Aayla right now, and a lot of the times, it was just like, we had actually co founded a activism group at our school, which is called Student Equity and leadership. And through that club, we would do like, oh talks and like workshops and stuff like that, in order to kind of like talk about, oh, well, this is going on, like, do you know about this? Like, yeah, they're like in the bathroom, like, like, Aayla, they're doing like late passes, like, stuff like that. And we would be like, like, why are they doing that? Or like, would have K-9 searches? Or like, why are we doing that? Instead of like, kind of really focusing on what the goal of school which what the goal of school was, which is to obviously educate students, it was just more like, kind of more of what I believe it was ala said this in terms of like, a more like a carceral system instead of like, okay, yeah, you're going to school to like learn. And we want to really just highlight the fact that that was actually going on, and kind of wanting to break those, break that wall down and be like, okay, like, we need to stop this. And like, this is why we need to stop this because it's not beneficial for anybody at this point. And also, we're, we're the future of like, the students or the future of like, the world potentially. So there's own there's no way that people should be okay with kind of like, like putting a break, I guess, in terms of like, we want to do at like such a, like such a foundation part of our lives. So we really just wanted to like kind of, more like more. So talk about that and kind of talk about how the impact of our, like our sponsors, which is Steven missionaries, how that kind of really impacted what we were able to do in our school environment and what their support really meant to us and to saying, what did you guys want to add? Dulce G. 24:25 Basically, yeah, like this, what we had talked about a little bit at the session, our session also elaborated on how we had fought for a more equitable environment within our school via going to school board meetings, posting on our Instagram having these little like, talk or were they like roundtable discussions. We were even featured in our local news outlet but it was not. It was not embracing what we had any anything that we had to say Have it sort of was very defamatory and slanderous. Um, yeah, so we talked a little about that we talked about how like, the hero's journey is so different. I'm more like an Odysseus. And, um, I don't know if you guys know Octavia Butler. Well, you guys think of you, Butler. But we talked about how our journey sort of reflects the storyline that Octavia Butler had written for Lauren Amina, in Parable of the Sower. And we also emphasized how, although we didn't win, like, we didn't win, like I said, air quotations, but um, we didn't like win much, we learned a lot. And I think that was like, in the end the prize of what our work was doing, obviously, like, activism work is sort of always going to be a very consistent thing. You always have to remain consistent with it, because it's not a like from one day to the next sort of victory. That's when we talked about, we also shared our stories on how it all came to be, how it led up to board meetings and how our administration responded. So it was very insightful for those who attended. And I'm so glad you came. Toni. Yeah, it was very good to have you guys all they're very great interactive audience. Toni Rose Deanon 26:32 Yeah, I was definitely like, just fanning like, Oh, my God, this is everything I need to hear right now at this moment in life. So what about you Aayla? Aayla 26:43 I think so the overall premise of our session was just basically first talking about, like, the literature aspect of it, that was kind of with our NCTE session last year was about like, the prior year. And then, so giving that little recap, and then talking about how we use that to then make the noise that we did in our school. And, you know, we touched on a lot. So we, you know, just the reactions from every everybody like the principal, and obviously, like those who said, the article that was super skewed and defamatory, and just what you can do with your voice and when you know, like, you know, just when you know, your power, and then not also that, but unity as well, you know, just being able to with a group of people who feel that similar ways that you do, the change that you can make, then also how mad they were. And then like the things that they do, like that's how you know, you're like actually doing something, you know, so just like a way that not only you can make that type of change, but where it all started from, you know, I always, it always felt this way I never liked, never liked things when I saw things going wrong, or things that were happening weren't supposed to be happening, or whatever the case may be. So it wasn't until Ms. Ramirez was class, however, that I realized that I actually could do something like well Sel is when I realized I could do something about it. But her class really helped to point out that there was an issue because, you know, when an issue is pointed out, and you address it, then you're like, Okay, I'm not going crazy. Like there actually is something to fix here. So that was where it all came from. And that's kind of what we talked about in our session, just, you know that domino effect and how everything what you can actually do, Toni Rose Deanon 28:39 and I think coming from so like, I was an English teacher, and I taught middle school English, actually. So it's funny, Dulce that you mentioned like, oh, middle school was trashed, which I completely agree. And I love the toxicity of it. So I am all for it. So hearing how literature and your English teacher really empowered you all to find that voice. And then she just like, basically elevated your voices, right? Like, Hey, you didn't even know so thing that the thing that I always say is that we don't know what we don't know. Right? And I think this is why it's so powerful to read books written by different authors, different people, right, just so that you can kind of see an insight, a little bit of an insight of what that life could be like. And so it was just again, like y'all are stating like these books that we read really just like opened up everything and allowed us and gave us words to articulate exactly how we were feeling like something was off. And we didn't know that up until this curriculum the books that we read the conversations that we had really gave us this knowledge and this power to to create to co founder and activism club right to even just like continue to advocate for your voices like for you and your peers. And so, one thing that I want to also like hone in on is the fact that like, Miss Ramirez was there, like your teacher really believed and like provided this space for y'all to be right. And so let's talk about teacher mindset and belief, right? For me, I always say, students know when you don't actually believe in them, you can pretend all day long, but they know when you are actually being genuine with them. Right? And so you said something along the lines, all three of y'all during the presentation now of just like Ms. Ramirez is like, really creating the space for you. All right, and believing in you all. So how do you know as a student, right? How do you know that a teacher actually believes in your capabilities, Dulce G. 30:43 I just, I would like to share that. I'm not gonna lie, I'll be very, very upfront and honest. I think it was like the first month of school that I had Ms. Ramirez teacher, I did not like her. And I think it's very, I have to point that out. Because, again, like that was and it had nothing to do with who she was as a person, or like her teaching. It was everything to do with my dysfunctional relationship to school and teachers. Um, there was like an incident where she told me to put my phone away. And like, it was it was so much more than what it had seen. So like, in her perspective, I was, I was student disengaged in what she was talking about. But in my perspective, like, in my perspective, I was texting my sister about my grandfather who had cancer. And because there was no sort of, like, there was a discrepancy in what happened, we had no sort of like actual communication on the incident, I was just like, okay, whatever. And I walked into class and sent myself to the dean's office. But again, like that had nothing to do with who she was as a teacher, and like her teaching strategy, and it had everything to do with my, like, dysfunctional relationship to schools and teacher or teachers. But I think a part of what really made me realize that she had believed in my capabilities was, whenever I mean, happened so many times I, I bet, like if you were to count, or recall, like, this past week that you were teaching, if you taught, I don't know if you're on spring break or not. But I bet like nine times out of 10, like a student will probably talk down on themselves or say something or whatever there was, there would be moments where, if she heard you say something, like, you'd be like, I don't know, I'm not that good. Like, no, but I suck or like, she'd say, no, maybe you are so much better than that, like, No, you are so much better than that. She would never let you talk down on yourself. Like, and it was the one thing that I had never experienced with any other teacher, like most teachers learned to like tune it out. Whereas like, she wouldn't be the teacher to like, turn you down, like, like, No, you need to tune that out like it was, for me, she had like a way of making you feel seen. And once you would do that, it was just like, well, like, okay, or even to say like, if you were to talk about a moment with, like, another teacher like, or something that you experienced, that was just, obviously an inequity, or a moment that you had about like, another teacher are other things going on in the building, she would say, No, you cannot let that slide. Like she would really sort of AMP you up and have this like, way of making you change your perspective and change your mindset. And it was like, so nice to just be around a teacher who actually saw you for who you were, and also allowed you to see yourself for who you are, and not for what the norms that have been imposed on you by other teachers or other schooling systems, or the pressure of society, like it had everything to do with like, who you are as a person, like she really wanted you to flourish. And I think that was like, the main difference between or that's the main distinguish, like, that's what distinguished her from my other English teachers in the past, and especially from like my math, science and history teachers. So I think that's what really made me feel like she believed in me. Breanna L. 34:13 I think I will, I think we'll talk more about like, instead of an emotional kind of, like, emotionally telling us like she was there for us. I think I'll focus more on like, the educational aspect. Because as the means that we did meet each other on was education. I think that like, for me, coming into high school, like what I did in middle school was like, you know, what, typical middle school was like, you know, you're learning about like, your main claim and like, you're learning, you're reading like, small like chapter two books, right? Like they're not like it's not anything like, I mean, looking back like it wasn't honestly, at the time I was like, I was stumped with all of like, my freaking assignments that I would have to do. But like me going into my freshman year of high school, I was like, wow, Oh, like, I, I was not I was like not at all prepared for what I was going to be, like, forced to do with in her class. And I realized when she was talking about writing extended responses, and I was like, I've never done one of these in my life, she was gonna remember for homework, what are you? What's going on right now? And I'm just like, kind of after that, and then I came back. And I think, like, I tried really hard on it. And it my feedback came back and like, I had gotten, like, a really good grade on it. And I was like, wow, like, I really just did that. And a couple days ago, you couldn't even have mentioned me. Oh, yeah, you have to do this. So I think just a lot of the things like for me, I think personally, it was a lot of like, her knowing that like, we could do it and kind of forcing us I guess, to do like giving us extra push and like, okay, like, yeah, maybe you have never done this before. But like you have to, like you have to I guess this might sound bad, but you have to go down in order to go up, I guess, like you have to meet like, okay, while you're really sharp struggling with this, so you can eventually get better with it. And I think for me, it was a lot of like, alright, like, I would have never thought like my 14 year old self would have never thought like, I wouldn't be doing what I did in that class. But like, looking back now, I was like, wow, like, had it not been for that class? Like, I don't know, like how my love of literature, whatever, like, birth itself, because generally also like, Yeah, we had to do like certain curriculum rates. But I think a lot of the things I had to do as well with like, what I really liked about like missionaries and her her class, like setup kind of was that should also like bring in her own text that she would pair with what we had to read. For example, like we read a couple of poems, and like, we had a lot of like, class discussion. It was I feel like it was kind of more like, I guess college setup be. It was a lot of we are like working on Wednesdays, which really helped a lot with my personal like, I guess confidence in speaking aloud. Because I guess I was coming out of middle school. I was super like, not I wasn't like introverted, really. But I was more like, okay, like, quieter, like, I'll do what I'm told, like, I'm just gonna be quiet and like, do my homework. But then, like, I go into this class was like, oh, like, you want me to talk you want me to? Like, what do you mean, we're not doing anything on Wednesday, so that I can't talk and like, I can say what I like. But I thought about the text. Like, it wasn't, I had never really done that before. And it was like, oh, okay, like, so the teacher actually wants to hear what I'm like, what I think like, it's not just oh, you turn in your assignment, and then you're good. It was more like no, like, let's talk about this. Let's discuss it together. And like I said, for me, I think that that was a really big difference. Like in terms of like, with my middle school, and like, just like education before that, as well. And it was just a really good foundation for me in terms of that. And I think that was when I was like, Okay, I love a good challenge. And after that, I was like, Okay, if there was if this was a challenge that I was, like, thankfully ever to, thankfully, able to overcome, like, what else can I do? And then she was always there in my corner. Okay, what else can you do? Like, what else do you want to do? Like, how can we do that? And you know, just always encouraging and giving me that leg up. And it was just, thanks to that, like, I like to say and where I'm at right now. So honestly, it was just that extra encouragement, and that extra kind of like, I guess, knowing that we could do well, we probably wouldn't even think that we can do. Aayla 38:19 Ya, um, I really like related to what both you guys said about just, you know, what the rigor does for you. Because, um, you know, I actually like somebody who had misnomers also, as a freshman, somebody who I have class with, she was talking about how her class was so hard that it's like, okay, I need to get my stuff together. And you're not having that, like a freshman, you know, that's what it taught her. Um, so that was like, super cool to, like, hear, because I felt the same way. And then I'm just like, how, you know, I'm gonna, from a student perspective, how extra it was her curriculum. It's like, okay, there's no way she's having us do 11 presentations in a whole school year, and having us do all of these work, all of this work and all these extended responses, so that just because she doesn't care, it's like she strayed from like, what was intended so much. So like, I think, you know, when you personalize your curriculum as a teacher, that's like, super, like, a real indicator, because it's like, why else would you be doing this if you didn't care, you know, but it also like, looks different for everybody. You know, I have one teacher who, like, it's such a relief to come in their class, like I get to come in. And if I don't feel like sitting down, I don't have to sit down. I can stand and just be there, or I sit on the floor or whatever the case may be. And I'm just also the way you talk to and about your students like she'd use verbiage like, brilliant and it's like, I always felt like oh, this is such a strong word for me. Using but she wasn't so frequently like, oh baby so brilliant and like, I'm just like, oh, okay, whatever. But by the end I got like, you show it and then I'm like, I actually like love her when she says that. And just like, you know, the like, again like d'Orsay touched on the emotional aspect of it when you, like actually support your students and believe in your students, they know by the way that you interact with them, by the way you cheat them. So like I have one teacher, she's probably my favorite this year. She, like when we went to NCTE, the first time we made business cards, or no, that was another conference, but we made business cards, and we had 250 of them that Miss Ramirez made for each of us. And I don't have anything to do with these. So it just went around giving them my teachers, and this teacher put my business card on her cabinet last year, and I'm just like, oh my god is that my business card, and it's still there this year. So that was super special. So just like the way you interact with the students and like, the things that you do, aside from education, with education, whatever, there's so many, so many different ways to show your students that you care for them that you believe in them. Dulce G. 41:15 Yeah, and just to like, add on to what ala said about the rigor not trying to yap but, um, see definitely, like, had this expectation that like, she knew we were capable. She she knew we were capable. And then I remember freshman year that she made us, um, there was like a unit. In English, we were reading this book, and we had to like, present, we had to be the teachers and like, teach a lesson. We had to do, like, show them videos. And like, we just had to like give them tags, little worksheets, like, it was honestly one of the funnest times ever felt like I was a teacher and like I could teach, like, what I wanted to kind of like she led us allowed us to have our own spin on education. And you wouldn't give that to a student you didn't trust. Like, you wouldn't just let any student do that. So that's like, kinda like, okay, yeah, she knows, like, she really does, like, embrace us and allows us to flourish. Um, and that was like the one of the first units I think that was like, October. So it was like, really early on to like school year. And it was honestly one of the funnest times I've ever had in English. Toni Rose Deanon 42:24 I'm speechless, because I have so much to say, you know, one of the things that I tell adults all the time that I work with is that it really takes one adult to change the trajectory of a student's life. Right, and either it's a positive or a negative one. But I don't know if y'all heard of like rap songs, or performers and artists like writing and saying about, like, this teacher told me I couldn't and now I'm showing up and I'm doing it right. And it's like, yeah, a teacher's impact is so, so important. And it only takes that one adult to change that trajectory. And I think Breanna, you said it right. You said like without Miss Ramirez, I don't think I would be here where I'm doing. I started out very much of an introvert and just compliance all the way right and then finding my voice because Ms. Ramirez has provided this space for me. And I think that in itself is like, just beautiful of you coming in there and being like, wait, you want me to talk? Like, you're actually going to listen to me? Little old me, you're gonna listen to me, I can say whatever I want. And I, and something that got me thinking is that, you know, your teacher provided a space where it was not passive learning, you're actively learning, right? Like you had to actively learn. And I think that's a huge shift sometimes with for teachers and students as well, right? Because sometimes, it is a lot of passive, we are talking at students a lot of the times and y'all are just, like, bored out of your mind. Like, what, what am I doing here, right. And so like, this whole emotional, being able to have a relationship based on like, social emotional learning, right, like really tight, like checking in figuring out who you are as a human being. And then also looking at education and like pushing you, right, and then giving you things that like, this is going to expand your brain and you're going to be frustrated, and you're going to struggle with it. And I know you can do it. And I think Aayla said this best to have like, you know, it was my freshman year and we you know, we said like, oh my gosh, this is really difficult. I need to get it together. Because sometimes I hear students say, nevermind, I don't want to do it. I'm gonna fail anyway. Right? But like, the difference between that is I think Miss Ramirez created this space for y'all to be like, no, no, I'm gonna get it together. Like I actually want to do this thing. So I'm gonna get it together. Like I'm not gonna fail this one. Like, I know you believe in me and I don't want to disappoint you. So I'm gonna I'm gonna do that. Right. And so it's just, it's also a nice reminder to Aayla you were talking about how like, the interaction Right? Like words are powerful. Like positive reinforcement goes a long way. And I think sometimes as adults we forget this words of affirmation positive really like the These are good things, these are actually the easiest and the cheapest things like I don't have to buy candy for you to like, make you believe you're the greatest. I can just honestly say, like, Brianna, this was amazing. This was a great piece of writing, you really showed your, you know, you really showed your evidence and like, really providing that, that words of affirmation is really important. This is something to that I, you know, teachers are always asking, how do you motivate your students, and I always say, I love on them, I love on them. And then I tell them how amazing they are. Because they are, and they're more, they're actually a lot more brilliant than I am like, I will come up with some ideas that I think is like amazing. And all of them would be like this is just trash. No, let's never talk about this ever again. Like let's shift that right. And, and so I can only catch y'all, I really hope my students talk fondly of me. And not like oh, man, Miss D was not it. So I'm just like, I really hope that you get to share this with Mr. Ramirez so that she can hear this conversation again. And I know that you all tell her all the time, how impactful she's been in your life. So and this is just such a such a great reminder to that, like an educators impact is really, really, really powerful. Okay, so we have a lot of educators and school leaders who listen to the podcast. Okay, so now as students, right, what would you like to tell them to better serve everyone, and not just some, and especially with your thinking about activism and, you know, inequities that are happening in schools and really, like, positive interactions with students really important? What would you tell like, what one thing would you tell educators and school leaders to create a better environment for all students, Aayla 46:56 I think some of that I would say, is kind of just like, treating notching students as just like a number or like a stat or like just somebody else that comes and goes through the door. Because although like, the teacher is like, I guess, the more this sounds like, weird, but like the more prominent figure, I guess, because like, they're the ones that are receiving the students, and like kind of sending as soon as on to the next grade level, etc, etc. As much as like that, like impact that the teacher has, like, on the student. It's also like, like, it goes both ways, is what I'm saying, like, the student also has like a life of their own. They also have things going on. And although there's different like kind of levels, like obviously, the student isn't going to be doing the same things that a teacher is going to be doing. It's still like, you really don't know what's going on. Like, for anybody, there's a saying, in Spanish. So I'm not it doesn't really translate that well. But I'll say anyways, [Spanish phraese], which is just like, faces, we see hearts, we aren't aware of basically sort of translate so. But it's just like, you don't you don't know what's going on behind closed doors. You don't know what the students going through, like none of that. And I think a lot of the times from what I've seen, and maybe from what I've experienced as well, teachers assume that students just have schools school to worry about. And like, in an ideal world, that would be the case. But a lot of time, it's not like that. And I think creating that space, where it's like, yeah, like, I see that you're human too. And I see that you may have things going on as well, just like, I'm human, and I'm having things going on as well. And just creating that, like, I guess, I think for me, a lot of the things that got me mad a lot of the time in school was ageism. Like, like teachers think that they know so much and that they're like so like, much better than the students when it's like, rarely it's not. Like, I know, you have a degree and I know you're here teaching me, but like, we're literally we're literally like both humans, like it's not. We're like literally the same person. It's not like, like, I think just making the students lesson a lot of time. And that really got me mad, like, like growing up, who's like, I know that I'm like, younger, but that doesn't mean that I'm like, like less capable of like doing anything. And I know, I don't have as much experience, obviously. But I mean, my age, you didn't have as much experience either. So it wasn't it wasn't like, like, I don't know, I just don't think it's a lot of like, fair playing around in terms of like how teachers may choose students at times, and how they may see them in terms of like, being less than them or like not having, I guess, the role of a human or more of just like the star like someone that takes up the chair in the classroom. So I think like I said, just, like humanizing the student and like making sure the student knows that they're being like, like seen and perceived and viewed as a human as like, like kind of because I know a lot of the time I got this idea from Ms. Ramirez, who actually love the show. It says, oh, like you guys are teaching me so much. Like I have never heard any teacher say that before. And she always said, You guys teach me Do something every day. Like, what? What that's like mind blowing like, yeah, that's, that's insane to think about like, like I said, Teacher or teaching learning both go hand in hand every day. It's what we do. As humans, it doesn't have to have a title of a teacher or a student. It's just what we do as humans. It's our, like, innate ability to do that. And I think that a lot of the times that like relationship isn't there. And I think that's what lacks for students. And for teachers like where it's like, yeah, this, the students may sometimes not even like the teachers, because of that reason, because they're seen as like an authority figure. And the teachers may not like the students, because like, oh, like, they're just students. But I think we just need to take that barrier away. And just we're all we're all just some humans for real, Toni Rose Deanon 50:44 y'all say it louder for the people in the back, please. Aayla 50:51 Yes, I was thinking something on along the similar lines of Brea, because I think humanizing students, you think like, it would be a no brainer. But for some people, it's just not. And I think that's something we definitely need to work to change. So like, I know that when I'm in school, and there are these teachers who, who, like, have your little sassy remarks or whatever, where they throw like, shade? You just makes news, me comments, and it feels like, would you make this to someone your age? Would you make this comment someone your age? Would you like if somebody made this comment to you, you know, just a little, little simple things about like students as a whole or something. This year, you're writing about teenagers a generalization, whatever the case may be, I think those are way too normalized. And I think that's something super, like super significant that needs to be changed. But also, one thing I think of is like, it also goes along with that theme of like treating students like people. Just what do you like, what is the student? What would a student want to do? You know, what do they think having their voices be heard? Because if your voices are heard in the curriculum, you know that that's super important. Like my favorite essays, were ones where I got to pick the topic I got to write about. And even like, in the bigger things, like if we take the surveys every year, and we don't see changes, like how does that make us feel? And then also, just knowing that, if if a student isn't, is enjoying what they do, then it will be much more efficient. And it won't be something that's like, dreadful, like a lot of school can be some times. Dulce G. 52:54 Yeah, I definitely agree. I feel like I want to say something that's basically along the lines of what you guys are saying, but I feel like, um, like, a lot of people tell there's like, well, you know, take it one day at a time, but I think administrators and teachers should take it like student at a time. Again, like humanizing the students. Um, there was an I read like an article like years back by the YMCA, where it was like, the number one way to improve the school environment was by having like staff and student relationships and like improving upon those, like, really getting to know who your students are like, what they're dealing with, like outside of school, like recognizing that they're actually not a machine, it's supposed to produce loads of work. I know for me, like, my life got way easier after I really started talking to my teachers and letting them know what's going on. Like, behind the scenes like, there's honestly so many students that I know who have like four younger brothers, they have to get them dressed, take them to school, get them breakfast, get them ready for school, like, I know, there's a girl who's working two jobs, she's trying to make ends meet for her mom help her mom out, there's another girl who's probably working your butt off trying to get everything that she wants, because her parents her parents can't provide it for her like these. If we're talking about drive, we're talking about ambition, like these students really run circles around like teachers who are teaching us like there's no way and that's something that you just can't teach like, these students have so much like drive and ambition, like they want to learn they really do have so much to like, offer, like you're just not giving it to them, like you really need to give it to them. Give them the opportunity to really flourish. Um, like really get to know them, ask them how their day is ask them how they're doing. Ask them if they need a break, like get to know when they've had enough like when they can't like when they need that moment to decompress and understand that once they decompress. They're right back at it. Like they got it. Like I think that's the biggest thing that I've I've always wanted like teachers and administrators to know like these students, they, they're brilliant. Like, it may not, it may not be, they may not be the best at math, but trust me, they're brilliant. They're brilliant in every other way possible, like that grade does not reflect who they are. Toni Rose Deanon 55:16 Yes, yes, yes, yes. I mean, just gonna echo what like Breanna just said, like, show, you know, create a space where you can show up as you are. And voice whatever it is that you need, right? Like, the ageism thing is real. It really is. Because we hear time and time again, like, oh, we can't, we can't put we can't possibly listen to the students. They're young, they don't know any better, their brains haven't developed yet. And it's like, yes. And we also can continue to learn from our students, because their experiences are different than ours. And so what they have to say is also just as important because of the experiences they are going through. Right. And, and then going back to like saying, like, everybody is really a learner, that is like a consistent forever thing, just like what act you know, just like activism, and just fighting and advocating for rights, right? Like that is going to be an ongoing thing. You being a learner is also going to be an ongoing thing. There's so much in this world that you don't know. And so instead of pretending to know everything, might as well just open it up and say like, actually, I don't know anything. And so teach me all the things right. And there's nothing wrong with that, like, yes, you have this, this leader, this title of a teacher, right. But that doesn't necessarily mean that you are the end all be all. And and so Aayla you were talking about how you can basically pick and choose what you're writing about. And I bet you that argumentative essay on love is blind is bomb, and I bet you it's going to be something as an educator, I would have loved to read. And you probably crushed all of the parts of an argumentative essay, because you're just like, super passionate about this topic. And it's so relevant that is happening right now. Right. And so, I mean, like, as an educator, too, like if my kids wrote about the same thing, and I have 30 of them to read and grade, I would hate that I would, I would also be bored out of my mind trying to grate that. And especially with someone I have ADHD, like, there's no way I can do that. So like, really creating a space like choose what you're passionate about this is the skills that we're learning. And then you get to like, create this content that you want to showcase what you're learning. And I love that part. And then also, you were talking about this drive and ambition. Everybody has drive, and everybody has ambition, it just looks different. And I think sometimes in education, we just want it to look a certain way. And then we call that drive and ambition, right? And it's like, no, no, no, no, no, no, there are so many different ways to show up. Just because it doesn't show up as, as you doesn't mean that they're not doing it. That doesn't mean that they're not driven that they're not ambitious, right. It's just a different way of showing up. And so, and something that I was thinking about, too, is that these are life skills. Yeah, right. Like, being able to determine like body language and like, you know, trying to see like how folks are doing without verbally asking, but then also creating a space where you can verbally ask each other if they're okay. And then also creating a space for people that you love to just show up as they are, if they need a break, they can go take a break without being reprimanded, if they need to go and do something else. That's okay. Right? Like, I know, for a fact, you're gonna go back to this thing, and we're gonna learn together. And so really creating this space is just really, really, really dope to hear from you three, and it makes I think it just again confirms for me that like, okay, like I I'm on the quote unquote, right path, right of like creating a this positive teaching and learning environment for the folks that I work with. And so, okay, before we wrap up, I do want to touch something, Breanna, you are in college, what do you wish you would have known? Or wish you would have done prior to getting to college? Aayla 58:58 I think I wish I would have known that. I was going to feel exactly the same way that I was that I had felt before beginning, Ms. Ramirez class as a 14 year old again, but in all of my classes and just all across the board. Like I think that a lot of the times with ageism, specifically, were really kind of highlight like, oh, like now, you know, like kids don't get it or like, when they're younger, they don't get it. But realistically, we're all just going through the same phase in our lives in different manners. Like, like how we say nowadays, it's like, same thing different font, because it's just us at different points in our lives. But I kid you not I felt so I like transported back into time into my 14 year old self. And I was like, how am I going to do all this work? How am I going to like I don't I don't know any of this, like any of what we're doing right now. And I'm expected to you know, finish the quarter bruh it's week one and I'm already struggling what's going on? Um, but again, like I said, And in terms of like the phases, stuff like that I loved Ms. Ramirez;s class, my freshman year, even though it was cut a little short because of COVID. But I entirely loved all of it from when I was in it. And like looking back now, like, my first quarter, the transition definitely, definitely was hard. And I think something that I would also know is that change was okay. And like, I love change personally. But when in the moment, I tend to not kind of like really enjoyed the change. And I was kind of overwhelmed in terms of that aspect in terms of like, my, like, the education aspect of it. I was also like, wow, like, well, like, this is kind of a lot like, what am I going to do? But again, like I said, like, it was exactly like, I had, like, I had felt beginning Ms. Ramirez's classes, like, Okay, this is not like high school. I have to like, this is kind of what he was talking about earlier. Like, instead of me being like, wow, like, I'm not gonna do it. I'm just like, I can't, it was more like, wow, like, this is a chance. I haven't, I mean, like, Alright, I gotta get my to, like, Come on, let's go. Like, let's put them big girl pants on to get the show running, because we're not here to play. Right? So I think for me, a lot of it was like, All right, like, you're gonna, it's a big transition, that may come at different levels, in terms of like, with classes and stuff like that. But it's still it's gonna happen eventually. And I think for me, it was like, kind of difficult to acknowledge that, that it was going to be like that across the board. And I just like, in one aspect of my life, because although it was with education, like for the most part, or like, on paper, it would like, yeah, obviously, it's a different level of education. But it was more like, alright, like, you're moving on at home, like, you're going to do this, like, you're, you're gonna be on campus, like everyday, like, it's not like that you don't have your mom next door when you get home. Like it's not, it's just totally different. And I think for me, a lot of that was just kind of like, because I'm a big family person. And a lot of it was like, I'm not even that far, but a lot of it was still like, alright, like, you're not, you're not gonna go home every day. Like, even though I had a lot of activity still in high school, and I would come home kind of late. But it was still like I come I came home to them. And I was like, alright, like, you're coming home to something different. And your, your home is different. Where you call home is, well, you've always caught on. And I think when you called like kind of like your education as well, as is gonna look totally different now. So I think just being okay with the change for me was like, I guess the biggest thing, but like I said, I also really like change. So it was a really good experience for me. But again, it's something that I still feel like it's not, it hasn't really kind of setting entirely. I don't think it's just something that it's just like, alright, like, first quarter was done, like, I'm used to it. No, no, I think every quarter is like, it's more like, it's more every quarter. I feel like because like last quarter, it was like, okay, but finals were like, okay, and then the first group was like, and I'm hoping next quarter will be like, All right, like you're getting the hang of it a little more now. But it's still like a learning process. And I think I live by that everything happens for a reason why. And I think that in terms of that aspect, it's like, if it's gonna happen, it's meant to happen. And it's just taking it one day at a time, I suppose it said and taking other things that, that come the way they come. So I think just acceptance with what with what like the way things are, but also don't let the acceptance kind of hinder your motivation, and like your actual will to like, do exactly what you want to do. And like, do it to the extent that you want to do it just the best, like the best that you can do. So yeah, Toni Rose Deanon 1:03:25 yeah, I mean, it's a it's a huge adjustment, right? Like I was also very much of a family person growing up and then knowing that like, Oh, snap, I got all this freedom but to turn now you need to chill Aayla 1:03:42 Three in the morning talking with your friends, like sore, no girl go to bed. Go to bed. You got class at nine in the morning. Toni Rose Deanon 1:03:49 Exactly. But I mean, you know, balance right balance. So definitely have a blast in college and have so much fun and learn all the things because that's so so so dope. And, and so, Brianna, what it sounds like a lot, a lot of you know the whole I need to figure this out. Right I need to get it together. I feel like there's a lot of self directness, right, like you have to be a self directed learner to figure out like what you need to, to learn, right? So I love that. And I just want to like, just want to say that out into the universe of just like creating learners that are self directed is really important to right, where you're not waiting for the teacher to tell you what to do, but you're actually like going after what you need to learn. And so I like that. So, Breanna, what are you majoring in? Breanna L. 1:04:33 Okay, so like I said, I'm also very indecisive as well. So I have a lot of interests. I love everything across the board. Like if I could major in everything I would. I generally wouldn't major in everything if I could, but as of right now, I'm thinking I'm going to major in political science or Global Studies, and then double major with Romance Languages and Literature. Toni Rose Deanon 1:04:54 Yes, I love that. Okay, that's really dope. You gotta keep me posted. Aayla, Dulce, what are you? What are your plans for after high school? Because you know, college ain't for everybody. But so I don't want to assume and say like you're going to college, but like, what are your plans after high school? Because you got a year and a half left. That's wild. Dulce G. 1:05:13 Yeah,it is coming up pretty fast. Like, you know, that whole, like CRISPR scholars, or college prep scholars, it's like coming up that deadline. Yikes. Um, basically, I I've always wanted to go to University of Chicago, especially because of Ms. Ramirez. She's always just been this like amplifier of education. Like I've always wanted, like, pay like, I want education. The way she talks about the University of Chicago is like the exact same way like we talked about Ramirez, like, it's always like, Oh, my God, like, I want to go there. But I'm definitely open to like going to like Overland or Vanderbilt, or like Notre Dame, like all those schools, like they've just always piqued my interest. Um, I definitely want to go to college. I don't, I'm so indecisive again, on what I want to major like breonna. Like, I've always wanted to be like, Oh, law, political science, like be a poli sci major. But now I kind of want like, major in psychology, I want to be like a child psychologist. Or I also want to, like, take a course in linguistics, I kind of want to double major in linguistics. And then I also want, like, maybe a minor in Political Science. I have no idea. I'll probably figure it out when I get there. But very curious to see where the road takes me. But I'll let it take me wherever. Toni Rose Deanon 1:06:31 Yeah, and I say definitely really look into psychology because we need more women of color. My my sister who's graduating college is taking up psychology. And so I was like, yes, we need more Filipinas in this industry, like, it was so tough for me to find a Filipina therapists are like, definitely, yes. I love that. I'm not gonna pressure you. That's a great option. Aayla, what about you? What are what? What's your plans after high school? Aayla 1:06:59 Oh, I just have no idea. Well, so I want to go to college. Because not only do I just love education, but I love like, just being places and I'm not like, I don't, I'm excited. Like, I love sports. So I was thinking I may be a sports analyst. And I also want to be a teacher. So I probably teach like high school, English or history, because I just love history. And I think history teachers are like, some of the smartest teachers. But I'm really good at English. So I don't know. There's so many things I want to do. I know that I'll just start by going into college and seeing where it takes me. I don't know. Toni Rose Deanon 1:07:46 Yeah, again, Aayla, we need more Black and you know, Indigenous people of color who are teaching history because I feel like I definitely did not learn the type of history I needed to learn in school. So yes to education and being a part of that. And, and so I am so excited again, to just hear from you three, like I didn't think this is going to happen. So it just like brightens up my whole day, my whole month that this is actually happening. And this is my birthday. It's going to actually publish on my birthday. So this was a great birthday surprise. Breanna L. 1:08:21 Happy early Birthday. Toni Rose Deanon 1:08:22 Yeah, thank you. And it just again, just so so so so so, so exciting to be in this space with you. Thank you. Thank you. Thank you so much, Breanna, Aayla and Dulce. Listeners remember, you can always email us at podcast at modern classrooms. org and you can find the show notes for this episode at podcasts that modern classrooms.org/ 181 will have this episode's transcript uploaded by Friday, so be sure to check back to access those. Also, you're asking your listeners to leave a review of this podcast has been helpful in supporting you to create a human centered learning environment which is something that we were talking about humanizing learning, y'all. Let's humanize it. We are not just machines. And that actually goes with teachers. Okay, I'm going to stop. Because it it also goes with teachers, right? Because I'm sure what y'all are saying is essentially what educators are saying as well of like, we also want autonomy, we also want our voices to be heard. We also want a space to be, you know, to be created for us so that we can be brave and we can make all the mistakes without every, you know, without ever being reprimanded. And so, ya'll, leave a review if you can, it does help other folks find it. Thank you all for listening. Have a great week, and we'll be back next Sunday. Y'all are the best. Thank you. Breanna L. 1:09:31 Thank you so much for having us. It really meant a lot. Dulce G. 1:09:35 Oh yeah. Thank you. Zach Diamond 1:09:40 Thank you so much for listening. You can find links to topics and tools we discussed in our show notes for this episode. And remember, you can learn more about our work at WWW dot modern classrooms.org. And you can learn the essentials of our model through our free course at Learn dot modern classrooms.org You can follow us on Twitter, Facebook and Instagram at modern class proj. That's PR O J. We are so appreciative of all you do for students in schools. Have a great week and we'll be back next Sunday with another episode of the modern classrooms project podcast.