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  0:28  
Hello, and welcome to episode 175 of the Modern Classrooms Project podcast. My name is Toni Rose Deanon, they/them pronouns, a designated hype person here at MCP and I am joined today by a seventh and eighth grade middle school education specialist an eighth grade robotics and media arts elective teacher, a lifelong learner and of course a high school boys volleyball coach Tacks Feliciano who also happens to be a Filipino teacher a welcome Tacks.

Tacks Feliciano  0:59  
Hey, Toni Rose, thank you for having me. 

Toni Rose Deanon  1:03  
Yeah, it's so exciting to be in this space with you and thank you so much for saying yes to the podcast. So before we get started, what is bringing you joy currently?

Tacks Feliciano  1:11  
So Well, the thing is, I've been thinking about what how to answer that question. So and it's just so timely that spring season is most volleyball season so that's what's been really bringing me joy. And yeah, I'm always excited about boys volleyball season springtime

Toni Rose Deanon  1:31  
I mean, it's such a great segue to because this episode we're really going to talk about sports and MCP if there's room for MCP and sports right and I mean even like reading your bio, Tacks you're like doing you know education specialist eighth grade robotics Media Arts elective teacher and then you're also a high school boys volleyball coach it that's, that's so wild. And I love all of that. Yeah, yeah, you do? You do. Okay, so tell our listeners more about who you are and how you started your MCP journey.

Tacks Feliciano  2:01  
Yeah. So, again, I'm tasked with the channel. And, and so I actually first heard about Modern Classrooms Project in 2019. So I was still in teacher college, and I was doing research about blended learning, because, you know, as an as my credential is in education, special, special education. So, and I ran into this video of Kareem, showing, you know, talking about MCP, and that really, like stuck with me. And since then I'm just like, Okay, I put that on the on the sideline, just because I don't know when I'm going to use it, but I'm going to, and interestingly enough, I started so I also was, no I'm not sure if I shared this with you, but I went to college online. So I did that was by choice because I wanted to be able to coach full time and be a student full time. The only way for me to do that is to take classes online. So you know, MCP was really for me when I was in school, you know, doing all these technologies. fasces it was driving me. You know, like, it's just wild because I couldn't, I felt like something was missing with how I was doing it. And then learning about MCP, I was like, why couldn't they do this in college, so it would have made total sense. So but ya know, so that's how I started MCP. I actually tried out MCP first on my own without really going through, just you know, watching that one video that one time it gave me the idea like has this I can do something like this for my math class. But then I had a completely different idea. So I did it for a year. But then I felt like I was doing it all wrong. So I went back to the website, I looked it up. And then I found the the free course. So I did a free course like four times maybe. So that's how I got started with it.

Toni Rose Deanon  4:10  
That's a Tacks, Have you seen our updated free course lately?

Tacks Feliciano  4:15  
No, there's an updated one. 

Toni Rose Deanon  4:17  
Yes. 

Tacks Feliciano  4:18  
Don't tell me that because I'm going to go through it again.

Toni Rose Deanon  4:20  
No, I mean, like it's been a while since I've gone and checked out our free course but when I did I was like holy moly it looks so different. And there's like so many other cool things that go along with it like more more more classes courses per se and just like more resources that I think you know, we didn't have before so so I highly suggest like going back and checking it out again to just kind of see like all the code changes that we've done. So far. So cool. Also a question tags like I went, did you and I spend time in a virtual space together because I feel like it's been a while but then I don't think It has been. 

Tacks Feliciano  5:01  
I think the last time we it was in. It was one of the shades of excellence episode the last one in December. Okay. Yeah. The last one in December, you jumped in for a little bit, because I was like, No, you have yet to come on. So I can see that you actually joined the conversation a little bit. So that was the last time I saw you. 

Toni Rose Deanon  5:25  
Yeah, that was okay. Yeah. And then I also know that you had been someone who, who continued to attend our implementer meetups as well. Right. So like, yes, yeah. So listeners, if you don't know anything, about implementor meetups, we do hold them every month, once a month, on the second Wednesday of the month, actually. And so that was like one way that I got a hold of tax, or at least saw tax. And I was like, wait a minute, he kind of looks like me, I think, you know. So Right. Definitely Filipino. I mean, with the last name, Feliciano. It was, it was like a match made in heaven. And then tax and I actually met in person in September. And then we went to go check out like Filipino restaurants. And then we went and had a ride in a driverless car. 

Tacks Feliciano  6:15  
That was really fun. No, it's really fun. 

Toni Rose Deanon  6:16  
Yeah, we're just basically making memories here, which is amazing. And so I would have never met Tacks without modern classrooms. So I'm definitely super grateful for that as well. So thank you for sharing a little bit about your journey I didn't know that you had known of modern classrooms is 2019. So you've been around for a while, which is really, really exciting. Okay, so this month is really all about intentionality and movement for me, right? I know that like, time and time again, we've heard our we've heard some educators say like, how can we incorporate movement into this model, meaning like intentional pauses, or getting students to do more like hands on or walking around, or whatever. And so, you know, the first person that came up in my head when I was thinking about this, this episode was you tax because I just, you know, you shared with me that you coach volleyball, and that you actually were thinking about using the model to help student athletes be better with their techniques. Right. And so just tell us more about that.

Tacks Feliciano  7:21  
So with so I've been thinking about implementing this. So I ran into this book that is by Brooke Rundle and, and it's about a brain training for athletes. So she worked with, like, professional athletes. But in high school, nobody's I feel like nobody's really done anything like this. And I thought, like, boys volleyball, like boys on the court, are always you know, they're high school kids, and they have binders, they're fun, but a lot of times, they just get out of focus. And, and high school, in high school sports, we only get like, two hours of practice. And so for me, there's really no time to teach them about, you know, how we focus, like brain tanning, or we call it chalk talk sometimes, but I, you know, before practice, we talked about what we're gonna do with practice, or how we're going to do what we're gonna do at the games. But for something like this, where I want to teach the kids how to like, okay, let's identify what are the causes for you to get distracted? You know? What are the what are the distractors for you on the court? And, you know, how do you overcome that, there's really, you know, things like that, like, really focusing on teaching them and how to like, just refocus, because I'm not always there to like, correct them, when, like, hey, let's focus on the court because I don't like I don't like yelling on the court, because getting on the court is just yelling, it doesn't really, it doesn't always translate to you're trying to give them a praise or give them or correct them or anything for them. They just see your CLI. So teaching students like this on the court, for me, the I thought the best way for me to do this is using the MCP model, because they can do this at their own pace. We don't, they can do it before practice, or, you know, usually are so kids, my players are out of school by the 315 or so. And then we'll meet until five we have they have all that time to do their homework and then said, Hey, let's spend 15 minutes on, you know, just going over this workbook and answer some of the questions and then you just, you know, it's really all the reflection about and it's really all about getting to know themselves like okay, what are her causing me to not be able to focus what are What's stopping me from from, like, really giving you my 100%. And just to kind of touch in the touch up on, you mentioned that I have used it a little bit, teaching them how to, like, do a terrace hit a ball, well how to serve how to, you know, I use videos for that, but I actually use their videos to correct them. And then so I only use the video as a technique for like, as a one on one. Not. I don't like showing, like students how to certain does it or a player does it to other students, I do it for their own videos. And because I record all of our practices. Hope that answers the question. 

Toni Rose Deanon  10:45  
Yes, yes, yes. And yes, it did. I love that. And, and I guess my follow up question to tax since you are using using videos, right? And also just saying the fact that like, yes, you didn't want to scream over and over and over again, you didn't want to lose your voice. You don't want to say the same thing over and over again, I think that's the beauty of videos, right? Like, you're actually saving your voice, you're actually saving your energy. And then you get to have that like one on one check with them. Right. And so I guess my follow up question is like you and I were talking about these cool glasses that you have, right, that kind of records, things for you. So can you just tell us a little bit about that too, because I think you've said that you've used that as well to show your perspective. And I didn't even know that these glasses existed. So tell us more.

Tacks Feliciano  11:30  
Okay, so you're talking about so my my reading glasses, I actually bought two of them. So one is just for my actual reading glasses because I'm blind. And then I got another one because I thought so we used to have these, these these GoPros that you attach on a player's on the head or in a helmet. But But these glasses are awesome, because they're, you can record an HD is only 60 seconds is 60 seconds long. But what it does, I always have my setters there, the players who get the second the second ball all the time. So there's everyone's running around. So when the when I had them wear the glasses or back then it was a GoPro you get to see I get to show the students what they're looking at, like so when they're when they're setting. So they can also see like how their hand positioning and how they contactable where it is or where the where the ball lands in relation to their head or their forehead. So. So that's one way to and I love using that tool because it's just gives them a really good view of, oh, I should put should get under the ball more for setting or you know, things like that same thing with hitting and passing. Passing for passing is presumed there's different uses of it. So I'm playing around with this more so. And I'll share that with you when I learn more about it. 

Toni Rose Deanon  12:56  
Yeah, you could talk to me all about sports. And those are all just like go over my head because I don't know anything about sports. And I just started zoning out when people talk about him. So this is this is really cool. You're passionate about it. I've got to be passionate, because you're passionate. And I love it. Another thing too, that you said that I was like yes, yes. It's so intentional. I feel like especially those with the glasses that record right 60 seconds, you really have to be concise, you have to be on point, it's like you, you gotta get right to the point with the 60 seconds. And I think that that in itself is really powerful. And I do love that concept to have like, if I'm trying to teach especially like even for science teachers, right, like, if they're doing something with labs, or like putting something together, you and I'm thinking about like our CTE teachers as well. Right? When they're putting something together, it'd be a really cool piece of tool to have. Okay, great. Thank you so much for that. And so, you know, you said in the beginning in your intro that you implemented the model in your math classroom, right? And so tell us more about the similarities and differences between the two learning environments like coaching volleyball, and then teaching math, and then using some or all aspects of modern classroom.

Tacks Feliciano  14:10  
Okay. That's actually a very, very good question. This is one of the questions that I used to like, I mean, I think in general, as a as a as a coach, and as a classroom teacher. I used to struggle with, like, trying to connect with students. And because the mentality at the time so the mentality, my mentality at the time was, or earlier was, you know, I wish I could make my students just run if they're, if they're not paying attention, or, you know, I'm doing I'm doing a lecture and then they're not paying attention. I have to like, okay, let's, you know, say controlling, not controlling by trying to manage, manage the students. I don't like managing students, they're not to be managed or my students, right. So Again, so the struggle was really well, as a new teacher, I'm always about like, control, control control control. MCP taught me to let go of the control, let it be chaotic. But as long as you know, and it's, it's funny because the podcasts where is my source for everything? Right, the MCP podcast is my source for any question that I have. I'm like, Okay, I'm not gonna bother Toni Rose. I'm gonna go back to episodes that I, whatever I need so,

Toni Rose Deanon  15:34  
but also bother me Tacks I love hearing from you

Tacks Feliciano  15:40  
Be careful what you ask for. Nope. So but so the similarity between the two is really to for for volleyball, it's really about it becomes about their intention. So puppies intentionality. So if so for my players, if their intention is to learn about, you know, to become mentally strong. So they have to really learn how to, to go go through the workbook and you know, the lessons that I that I give them or assign them. And in the classroom, if they let's say, from a math class, if the students really want to learn how to do XY and Z, or how to do pythagorean theorem, then they would have to go through the videos. But the difference, the difference between the two really is just the classroom setting, or the setting itself. So in volleyball, or I don't know how it is with other sports, but I would think it's the same, but in volleyball, my boys want to go to volleyball, they try to go so I don't even have to ask them twice. So you know, like, last Monday, I said, Okay, this what we're going to do, on Tuesday, you're going to turn your reflection about this question in module one, stuff like that. But for and they'll just do it, there's no questions asked. But it's also also high school. So they kind of there, by now they're better with autonomy, it's just they just do it. They know that. That's what's that's what's expected of them. And maybe sometimes I would have to remind them, but that's okay. Right. But for in a classroom, sometimes it's because it also depends on math class, for me, my, my, my experience is that kids, math is a scary subject, or intimidating subject. And when students learn that, you know, if they make a mistake in math, they're not good at math, or, you know, these are things that we learn in, in the old way, I guess, is how I would. But in modern classroom, it really just gives them the power to, like, be in control of their own learning. And for me, the this model really has allowed me to remove a lot of the risks or reduce the risk of failing or the thought of failing if they make mistake. So, you know, and it's, I guess, in some way, those are the two benefits MCP for both the classroom and the court. But the big difference really is the students wanting to be there or not be there. It's less, I don't have to encourage a lot with with sports because they know that they need it. Or I explained to them how it would benefit them on the court and off the court. Right. But then in for the classroom. For math, it's it's always it depends on the student, right? So if they're, if they feel like they're not a math person, or they're not a math, you know, they're not good at math, they're more likely to, you know, to kind of like, be hesitant to do it, so that I feel like that's the big difference between the two. But benefit wise, they are similar.

Toni Rose Deanon  19:14  
Yeah, and I really liked this thing that you're talking about, too, of just like with sports, like you said, the students want to do the sport, right? And they know that like, whatever video that you're getting them to watch either of themselves or technique that you're teaching, or just to show how something is done. Right. Like, I think they see that as like, okay, I can be better at this. Right. And, and you saying that like with math, it's mandatory, like you have to do this. So

Tacks Feliciano  19:42  
if Yeah, the mentality is totally different. And the other thing too is it's the requiring them to fish because they're requiring them to do that is it's so like, it becomes about what's the word I have to abide by the, the, the term that you just talked about this in one of the episodes of compliance, it becomes about compliance. Right? So again, the autonomy really just like an in sports too, if if the players have the autonomy to be able to do, however they want to do, like, you know, the material that I'm giving them, it's not, you know, it's it's unconventional for them to get a written assignment for for a volleyball team, right. But for them, I don't have to require it, they just know that they will benefit from it. So I don't have to require for math because grade matters. Oh, the other thing, too, is for the high school team for the volleyball assignment, I'm not grading them. And I told them that, you know, I'm not grading you on this, because this is something that I can only see on the court, or how you are performing on the court or even a practice. So, yeah, this the difference too, is I can do something in volleyball that I don't have to grade, because they know the value of it. And classroom, sometimes I have to try to relate the subject matter two, two real life experiences, and that can be difficult. So you know, those are two differences. Now, I know that this not a lot about MCP, but the benefit of implementing MCP is there are very similar. The differences really are the how I guess how you approach how you approach it. 

Toni Rose Deanon  21:34  
Yeah, I mean, if you think about it, too Tacks we're like trying to really disrupt the connotation of school, right. There's like a lot of negative connotation when it comes to classes. And I know even like, as an adult, if you tell me that I have to do something. I just like roll my eyes and be like that. Watch. Watch. Right, exactly. I completely relate to everything that you just said. So thank you for sharing that. So now I guess like just a follow up going off script Tacks. How does this look? So okay, you have practice with your high school boys volleyball team? When do they watch these videos? Are they expected to wash it before they show up? For practice? Do you have time embedded in the practice to watch those videos? Like what what does that look like?

Tacks Feliciano  22:25  
I have what I've done is I have asked them to, to watch the video. So let's say today, our practice is going to be at like 730. So and again, their class ended two hours ago. So they ideally they would have finished. I'll say that I am not going to sugarcoat it. Now not all the boys will do it especially so I have varsity. So I have JV teams that are you know, I'm having both the whole team do it freshman, JV, varsity. But the freshmen or the JV students might not do it on time. Because I will not see them. They already they're running around with their coaches. I won't see them until later. But I still read. So I get to read all of their reflections first. So, you know, so they would have watched the video before their practice. So at least, and the videos are, because it's really there's a series of questions, but I thought about what you know, what the module is about? I ask them questions. They either I give them notebooks or journals, and or they can type it up. So some kids email them to me their reflection responses. And yeah, and then I will be them. Usually, I would be I would talk to them about individually. Or we can have a we have a team discussion at the end of practice. You know, hey, so this is what you wrote. How you think you did? You know, did you meet your goal for tonight's practice based on you know, and compare them? So here's, here's a review note back. And tonight, you know, the answer this would be like, let's reflect again on how you did on these, your assignments based on what you did tonight. So, you know, and then the next day, they would have a different set of reflection, metacognition questions or reflections.

Toni Rose Deanon  24:25  
And I think this is also a really great way to point out too that like the skills that are being taught when using a modern classroom, right, those are skills that you can utilize outside of the classroom in real life. Right like last episode was Steve about multiple preps planning for multiple preps, right. Like the whole must do should do aspire to do prioritizing. It's really really impactful to right like students have kind of taken that model with their to do list and then now adults are doing it too, right? And so if you think about like all are the skills that we're teaching our students using this model? Those are things that are really going to be useful outside of the classroom too. Because even I mean, I'm not an athlete, I was never an athlete people. I don't even want to say that people think I am I don't think so. But like, Sure, tax, I'm completely useless out there in the field. But yeah. But I'm just thinking about like, reflection piece, right? Like, it's so important to be able to write down or even say out loud your reflection of like, Hey, this is what I needed to work on, this is how I'm gonna get there. And this is how I feel about it, or how I think I did. And I think, again, this reflection piece is really important for us to continue to improve our practice, or whatever it may be. It may be math, it may be sports, or whatever. Right. So So thank you, thank you for sharing all of that as well. Okay, so I'm sure our listeners are fascinated with all the things that you just said, because I am I mean, I'm, I'm like, I don't, you know, do sports. But this is really cool. And I feel like if I were to do sports, I would want to see videos. So that I know before like jumping into like the court or the field, like, at least I know something. So how does planning look for this? And how do you ensure that you're using your time wisely? Because like you said, right, like, you're utilizing the model, creating videos for the volleyball team, but then you're also using this for some of your classes. So how does this look for you? How are you making sure that you're not doing too much, and that you're also resting? And also being human and not just a teacher?

Tacks Feliciano  26:39  
Yeah, okay. The question, I guess, what's resting? What does that mean? Okay, so Okay, so planning. So, let's say for the class for math, if one and two, if I want them to learn how to solve for x, I would, the I would plan the mastery first with the mastery is, but then I have to make sure that the kids have all the prerequisites on in order to get to that skill. Same thing with volleyball, I would want them to so let's say, if I want a student, a player to be able to serve float, or jump float, I would have to teach the student, okay, this is the goal, or the mastery of the skill? But what are the things that I need to what are the things that the student or the player can do? And how can I use the student strength to teach to teach the serving skill that I need this player to learn? So and, and putting this into, into the model, like putting into paper, and also, the video of this, I just realized the biggest difference of doing the two using MCP is in the classroom, everything can be on paper on the computer. And on the court, I have to do the paper, and then I have to do the video of I have to find the student that actually can do the skill and teach. So this is two huge factors of how I would do the planning. So actually, the that was the old way I'm doing my my planning for my lessons using MCP. Now for so when I have a new class, so like I had, this year I was I was assigned to teach robotics and media arts have never taught those classes, so I don't have the materials. So I have to build the materials from scratch from zero. And then I also but I still do backwards planning. But what I do is so I do I have a recording first, the like a generic recording that I can reuse over and over. But for I create a second recording after I teach the lesson like using the generic, the generic video, and then based on the students questions and everything. While we're doing that on day one, I will do it again, how we can recreate a video addressing the questions that students have. So I have a generic and then I have one that is kind of still real time. reaction or questions from students. Same thing with with volleyball but again, for volleyball when it comes to teaching them techniques, it's it's really all about the individual. So the planning that I do for volleyball is I have the kids complete this Google form and then they have to upload a video of themselves playing or a skill that they want to learn. And then I had I worked with those. So yeah, there's I do things as far as plan I mean, definitely, I'm sure I have to streamline it. But again, I try to do as much of the authentic correction or teaching for for both so and how am I using my time wisely? Am I using my time wisely on that? Probably not. But, again, that that gives me, for me, the time that I the time that I spent creating the videos and, you know, creating responses to student questions is like, a time spent really well, because I get to tell them like, again, I'm sure that the listeners have heard this so many times if they're listened to, to MCP podcast, because the responses that we get through this model really is so genuine to what the student specific student needs and wants to hear. And so it's helpful, and not just like babbling about some, you know, some skill test that they another student may have done, but then it is new to everyone. But if it becomes about them, it's relatable to them, because they understand, they see that it's their handwriting is their word, their name is on the paper. Same thing with my athletes, you know, they know that they're, even though I teach everyone the same, the same skill, but because they all have different skill level. When I'm talking to students, or my athletes one on one, they know that I'm talking to them, because it is based on what you know, they know that this is the skill that everyone's learning, but I'm correcting the student, or the the the athlete specifically. So again, it's relatable, it's genuine to them. So I'm not just like, generalizing, it's about Player A or Student A.

Toni Rose Deanon  32:00  
Yeah, something that came up to me while you were talking Tacks, that YouTube videos, there are a lot of YouTube videos, right? Like if I wanted to learn something with volleyball to do something, right, I could just like easily YouTube it. And I think what you just said that last phrase that you said was is not generalize, it's more personal, personalized, more customizable for students, and then they get to also see themselves, right. And another thing that popped up to me too, was that, you know, with their student athletes, they can create those videos, right? Like you said, I have to find the student, the athlete who can do the move, record them so that folks can see that skill, or that technique and how it's supposed to look. And I think it'll even be even more powerful. If we get those students to record themselves and say, like, Hey, this is what I can do. Let's see if you can also do the same things, or how can we improve so that it kind of looks similar, or that we're hitting the ball a certain way. And so I, I'm just getting so many ideas, and this is so dope. And another thing I also wanted to point out Tacks is the fact that like, you started out in your math class, right? And you were just like, oh my gosh, this is so dope that I want to go ahead and use it for volleyball and then thinking about like robotics as well. And like really trying to figure out how to make it work for you, which I think is so inspiring and amazing. And you're doing it with such, I feel like you do it with so much joy. And, and that that that's that's so cool to me. That's so so cool to me. So kudos to you, and thank you for doing what you're doing.

Tacks Feliciano  33:39  
It's true, I do enjoy it. And this is one of the things that I teach both my students and my athletes, just like, you have to find a way to fall in love with what you're doing. Because if you don't, you're gonna hate every moment of it, or, you know, if you just think that you hate it, or if you you're not good at it, you know, there's a growth mindset part of it, but at the same time, like, even if I'm having, you know, there's a saying that says like, if you're going through hell keep going, you know, but for me, it's like, if you're going through hell, like and you're you, you think that you're gonna go through that for a while, you might try to find ways to like, enjoy going through hell, you know, find some benefits, what are you going, what are you learning from that experience of the of the difficulty and the struggle, like find some ways? Yeah, somehow. And if you can, let's talk about it, you know, again, this is another way hoping to let's connect.

Toni Rose Deanon  34:39  
Yes. Yes. And also, again, like modeling the fact that something can suck, and right like, and we can learn from it or and here's like, a thing, that is actually a good thing, right. And so, that's, that's such a great reminder to Okay, so we're gonna shift gears a little bit today. Next we're gonna talk about you know, we talked about your, your glasses, but what other tools do you use to be able to create all the things that you're creating? 

Tacks Feliciano  35:08  
Yeah. GoPro, so as far as so I use, I'm using several applications for recording. So I learned about loom L. O. M. So it's really cool. It's awesome. Yeah, it's a really cool recording. tool for for the slicer I use for but for the classroom. I also use formative, which I got I learned from I think I had to play that podcast like zillion times so I can understand what it was. But once I started using it, so yeah, for me, it was really helpful. I use notion of notion as my main elements. But I just in order for me to assign it to students, I have to put that into Google Classroom. My glasses is really just helpful. I actually use my glasses not only in for volleyball, but I use it for robotics. So when I'm, we're using Arduino. So I use SAP to install wires on on my computer. So with my glasses, I can just tell you, they can see exactly what I'm looking at. So again, the glasses is probably my favorite tool of all. I think that's all I'm getting. As far as for this purpose. Those are the ones is I mean, volleyball, there's so many tools that I have. I just bought this machine for the for practice, but I cannot talk about that here.

Toni Rose Deanon  36:47  
Yeah, no, no, that is fine. It sounds it sounds fascinating. I feel like again, you're you know, you're doing special education, you're doing math, you're doing volleyball, you're doing robotics. It's all very, like, different but the same, right. So it's kind of exciting to think about. Okay, so listeners, we're going to take a quick break for an announcement and we come back we'll talk a little bit more about Tacks' experiences.

Zach Diamond  37:12  
Hey there listeners. This is Zach, we have some learning experiences I'd like to tell you about for the upcoming week. First off, we have new courses for you in MCP University. And if you're not familiar with MCP University, it's super awesome. There is an info session on Tuesday, February 6 at 7pm Eastern. Looking for ways to replace the one size fits all models of instruction. Join us for a webinar on addressing the source of the problem. Broken instructional models on Wednesday, February 7 at 1pm. Eastern want to learn how AI can help create student centered learning environments. Join our first of three learner series with school AI on Wednesday, February 7 at 6pm. eastern Indian join our panel discussion on the student centered classroom elementary edition where we'll explore innovative approaches to elementary education on Thursday, February 8, at 6pm Eastern links for all of this will be in the show notes. Go ahead and take a look there to register

Avery Balasbas  38:16  
calling all Los Angeles educators. My name is Avery, your West Coast partnerships manager here at MCP and do we have an exciting opportunity for you? Modern classrooms project is thrilled to announce the launch of our second fully funded regional scholarship here in California, the Los Angeles educator scholarship if you've been looking to transform your classroom into an equitable student centered space, enroll in our again fully funded virtual mentorship program plus a $500 stipend through MCPS, Los Angeles educators scholarship, just go to modern classrooms.org forward slash Los Angeles to apply today. If you have any questions or want to connect, you can reach me Avery blas bus at Avery dot veloce bus at modern classrooms.org. That's a v's and Victor e r y dot b isn't boy, a l a s b is boy a s at modern classrooms.org. We look forward to seeing your application.

Toni Rose Deanon  39:13  
All right, and now we're back with Tacks. So Tacks What are two to three benefits for using our model for student athletes, which you already kind of talked about. But if there's anything else you want to add on, that'd be great. And then what are some of the responses you've gotten from students, families, etc, just all around. It could also just be your, you know, your students in special education or robotics or whatever. So what has been the response?

Tacks Feliciano  39:41  
Usually in the beginning, for my eighth graders in the beginning, some of the some of them actually so there's still some pushback on using the model or because they for them, they still think that I'm just I'm just giving them videos that I'm not teaching them or you still get that? Until this year? Well, let's sit down together and look at the videos and you know, whose voices that you're hearing? Whose whose video is that? How long do you think it took to, you know, I don't really say it that way, but I do like a cameo I am the one teaching you is just that you're in a different, you know, it is helpful this way. Because, you know, you get to do it on your own pace. So it's really self pacing, self management, these are the things that students really are benefiting from using the model, they have the autonomy, they get to practice how to metacognition, lots of reflection using this model, and that's really helpful. And they get to replay the, they spend a lot of time kind of, like, getting to know how they are as a learner, who they are as a learner, and, you know, they get to work with each other, the collaboration piece of the model is huge for me, especially in the classroom, because in the classroom, you know, we believe that students learn from other students. So this is a way for me to, like, empower them to like, okay, work with each other, and they get to work with their students, with other students, I mean, in the end on the court is very similar. They, they get to really, the, I just realized the main idea for me doing this, the workbook, to with my volleyball, my volleyball team is to give them to build a community, you know, so, again, so I think that's the biggest piece that I love about this model is I get to build a community of students in the class, not only in the classroom, but also because the students talk about what they're doing in every classroom. You know, some kids, again, don't like it, some kids love it, but then they, I've heard them talk about, yeah, mr. F does it this way, and I really like it, because, you know, I hear those sometimes. And on the court, it's, they get to hold each other accountable for it, how come you didn't do it, you should have done this, because, you know, so it, it really teaches them to hurt to have their own boys is because again, for me, the goal for volleyball is to the community, build the community. And also because you need to have an A team, for a team to be successful in life for me in any sport, is they need to be able to trust each other, that I can call you out, or I can hold you accountable for the work that you should have done, but you did not. And you know, all my players expect that from each other is going to be really a key component of, you know, success or season. So, you know, I think that's, yeah, that's the biggest thing for me is the community.

Toni Rose Deanon  43:14  
Yeah, and I really love that to Tacks I know that I'm surrounded by athletes. So like, my, my siblings are played sports, a lot of my friends have played sports, even pro right. And so and something that they talk about a lot is camaraderie and the teamwork, right, like you really have to have that community, you really have to have that trust. And I do love again, that you're pointing out that this model really helps build that as far as like learning together learning from each other learning with each other and, and also just like, knowing where everyone is, so that the whole team can be successful. So thank you for that reminder. Okay, so what was the challenge that you had to overcome when implementing this model in a different type of learning environment?

Tacks Feliciano  44:05  
So for here, really, I think the challenges that are because I don't know anyone else who's implementing the MCP model, outside of the classroom. I think I even went back to listen to one of the episodes where you were talking about the use of AED, but it was a totally different skill. So, you know, for me, it's researching is getting I should get on there, MCP baseball, so I can ask that question. But really, for me, the biggest challenge that I have seen, I guess, for me, personally, is the pushback from students in the beginning. So, and for me, I feel like the pushback from the students is usually just like, it takes maybe one or two sessions. But for me as a coach, it's like, the one or two sessions is one in two sessions, Missed learning, because in sports, the our season is so short, that I don't have that much time to, you know, to, to kind of catch up. But then again, because the model is so awesome and flexible, I come to realize, you know, they don't, it's not this isn't a challenge, you know, the, you know, it's almost like it's the answer to everything. But, you know, I think for me, it's really the pushback, but depending on what the pushback is for, we can always fix it, right?

Toni Rose Deanon  45:44  
Yeah. And another, I mean, something that you're just Okay, first of all, you're just saying all the gems, right, which I think is amazing. And then I'm having a lot of like, visceral feelings about the things that you're you're saying as well, right. So when we, when we think about pushback, I welcome pushback, right? This is what I always say is that when there's pushback, y'all are now paying attention. Heck, yeah. Hello, welcome.

Tacks Feliciano  46:06  
It's really about like, Okay, what is the point? Why are you not willing to jump in? Or not even like, you know, you know, try the water or the wind element, try it out. And this is, again, for for my athletes is like, what's, what are we losing by trying this? What do we, you know? And what are we really scared out? Like, are you scared of? Or do you not want to do it? Because it's not graded? Well, I can grade you, because another passion, but this is an extension of your classroom is, you know, this is a way for you to practice. It's really I think, those are the challenges that we're always going to, to phase when we implement the model to like, year after year, because you have different students, right? So until everyone until every classroom is implementing this model, then we're going to have that challenge. And for me, challenge is always a good thing. You always want to challenge yourself, right? So

Toni Rose Deanon  47:08  
is that the Filipino side of you Tacks?

Tacks Feliciano  47:11  
Maybe? Probably the challenge for me really is when are we going to eat?

Toni Rose Deanon  47:18  
That's fair. That is fair. Yeah, no, this is this is great, too. Because, you know, I was thinking too, and you're saying, Oh, the student athletes, like the first couple of sessions are just huffing and puffing, right? Because I can already relate with them, right? being like, Oh, I'm here to have fun, like, I'm here to move. But now you're telling me I need to watch this thing. And I think based off of what you're creating, those things that they're watching are very short. And it is something that you don't have to repeat and show over and over and over again, like the kids can, the student athletes can literally just go on their phone, watch that video that you created for them and then practice, right. So it's not like it's taking up the entire time of practice. But it's just like, hey, let's have this foundation together, we're going to spend 10 15 minutes on it. And then the rest of it, we can actually go ahead and practice that foundation that we just learned or that technique that we just learned, right. So if anything, you're saving time, and you're allowing for your your athletes are really encouraging your athletes to practice what they just learned, as opposed to you yelling and screaming and repeating yourself.

Tacks Feliciano  48:21  
And yeah, you just one more thing for that. It's like, you know, I had a kid who say, Oh, I don't have to do this, you know, I thought we're just gonna play volleyball. But the student actually wrote a lot more than expected. So he, you know, the kid talks about, like, the five distractors that he had, and what the focus is going to be, but then he wrote even more than the related to where he was not realizing that like, Okay, you're pushing it up, but this is what, let's read, let's go over what you just wrote down. And let's talk about, you know, what's going on, really, so, you know, kids don't mice, my students don't realize, Oh, my, my student athletes don't realize that, you know, even though they're, they're not wanting to do it at the beginning, but they don't realize that once they start, actually they get into it and they they write more and they let they let they let out a lot of the emotions and feelings that they have. And say, Okay, well, this is how we can fix this. So, you know, again, it's patience, right? Just a push back. Patients that see and then we just have to help them realize that you're actually benefiting from it. So again, bringing it on. 

Toni Rose Deanon  49:42  
Yes. Tacks. Yes, yes. Yes. Yes. Yes. Okay, so what do you hope to see in the future and what goals do you have?

Tacks Feliciano  49:52  
Okay. I have to say that that really is the hardest question for the future. Think I'm really hoping, as far as that a lot more coaches would do something like this. For me, the aspect of this that's really important is the mental health aspect of what I'm doing. Because in sport, there's always all these pressure and, you know, pressure from parents pressure on yourself pressure from coaches, the pressure of winnings? And is that really being addressed? So, and I think, because of this, I believe that there's still a stigma of the importance of mental health. But, you know, I think, hopefully, a lot more sports, and coaches and athletes would actually look into how they can be better performers under pressure, without actually, you know, like, sacrificing the health and peace, that's the important part, like we cannot perform on the court as athletes, and we cannot compete if we are so hard on ourselves. And, you know, we think that everything is falling apart without actually acknowledging that, yes, everything is falling apart, but we're okay. And we can go through this. And for me, that really is the language that I want my athletes to, to learn to, you know, be be nice be has a passion for yourself really is, you know, and for me, teaching that to my students this year is, is probably one of the biggest changes. And that I wish I had done when I first started the program. So and I do that in my classroom, too. But again, for me, the goal is to teach students to have some a lot of self compassion. And I do that through MCP. So, 

Toni Rose Deanon  51:58  
yes, because you have the time and the energy to do it. Right. Because I think a lot of the times teachers are burnt out teachers are tired because of the same thing that's happening over and over again. Right. So okay, well, Tacks, how can our listeners connect with you?

Speaker 1  52:14  
Yeah, so I'm really active. On social media, I'm on Instagram as at coachmisterf. I'm on Twitter also as at coachmisterf. But I am you can also email me at coach misterf at Gmail, or coachmisterf@coachmisterf.com.

Toni Rose Deanon  52:39  
I love this coach, Mr. app, it's really fascinating. Yeah, so we listeners are actually gonna put all of that in our show notes. So no worries, you can just click on it and give you know, a holler to Tacks just to kind of be a thought partner, you know, in case you're also coaching a sport, you're like, oh, my gosh, this is fascinating. Of course, I want to do something like this Tacks is already trying it out. So definitely reach out to Tacks. Would that be said thank you. Thank you. Thank you so much.

Tacks Feliciano  53:11  
Thank you so much. 

Toni Rose Deanon  53:12  
Yeah, this is great. And so listeners remember, you can always email us at podcast at modern classrooms dot org and you can find the show notes for this episode at podcast dot modern classrooms.org/ 175. We'll have this episode's transcript uploaded by Friday so be sure to check back to access those. Also we are asking your listeners to leave a review of this podcast has been helpful in supporting you to create a human centered learning environment through a blended, self paced, mastery based model. It does help other folks find it. Thank you all for listening. Have a great week, and we'll be back next Sunday.

Zach Diamond  53:48  
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 p r 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.