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 165 of the Modern Classrooms Project podcast. My name is Toni Rose Deanon, they/them pronouns, a Community Engagement Manager at MCP, and I'm joined by Modern Classrooms expert mentor and newly ISTE certified educator Cecilia Gillam. Welcome, Cecilia.

Cecelia Gillam  0:46  
Hi. Thank you for having me. 

Toni Rose Deanon  0:49  
Yeah, it's so exciting to be in this space with you. And thank you so much for saying yes to the podcast, you and I have known each other for quite some time now. So it's just really, I can't even believe that I'm just now having you on the podcast. So I'm really excited to continue spending time with you and getting to know you a little bit better. And so before we get started, what is bringing you joy. Currently, we talked about this previously, so please share.

Cecelia Gillam  1:11  
So what is currently bringing me joy is the fact that I went on a field trip with my students and got them out and involved in nature. And it was just so beautiful to see them away from campus and join in learning at the same time. And of course, the highlight of their day was lunch, I took them to Golden Corral for the buffet. And just watching them unwind and not have to scarf their food down. And like 25 minutes and actually getting a full hour to just enjoy one another.

Toni Rose Deanon  1:40  
Oh, I can just also visualize that right like this so much. I know our students just love buffets and food and like anything that's not school food. It's just so exciting to them. So thank you for giving me that visual, and just bringing back lots of memories of like taking kids out to eat. So thank you so much for sharing that. So Cecilia, this month, we're really focusing on time management, right? And you are like, I feel like a queen at time management because of all the things that you do. And so before we even dive into all of the things that you do, do, tell us about who you are and how you started your MCP journey.

Cecelia Gillam  2:19  
Okay, so my name again, so you get them. I am an educator of 18 years. So I first started teaching in 2005. I am a science teacher currently right now I'm teaching AP environmental science, and environmental science to ninth and 10th grade students. And kind of actually, what got me started with modern classroom project was actually through Screencastify. So I was a certified coach for Screencastify. And they sent out this email and it was like, Hey, do you want to do Screencastify plus MCP and they were offering scholarships. Now, the way luck fell, I didn't get the scholarship, I got placed on a waitlist, but an email that they sent it was like, well, while you're waiting, just go ahead and check out their website. And so I was like, let me let me go ahead and do that. Usually I don't, but for whatever reasons I was led to do it, that I ended up joining the Facebook group. And then from there, it kind of just kept going, I was like, well, they offer a scholarship. Why don't I just go with theirs. And if it's meant to be, it'll be and obviously it was meant to be I got the excuse me the virtual scholarship, went through the process loved it, because I love the way that it's stretched me. It challenged me. And this caused me to start thinking outside of the box because I was already doing some other stuff just not under modern classroom. And then from there, it just it kept growing. I was like, Okay, I got this modern classroom certification, I got to become a distinguished modern classroom educator. And when it got that and shut up in a second, but the becoming an expert mentor actually came from doing a meet up when I went to St. This summer, and I got to meet other distinguished modern classroom educators. And they heard my story. I was like, why aren't you an expert mentor? And I was like, I don't know. I was like, Well, I didn't really want to put in the paperwork. You know, I don't want to do the back and work. It was like, you're already doing it. And so that just pushed me I was like, You know what, I promise you. I am going to do that once I get home. And I did and now here I am.

Toni Rose Deanon  4:26  
Oh, I love that journey so much. And it's so incredible to say because you and I met at ISTE 2022 2021. One of them. Yeah, one of them anymore. Yeah, it's a wild ride. And so I again, just really appreciated everything that you've taught me throughout the many months that we've known each other. And also shout out to Screencastify hands down probably one of my favorite tools out there because it was just so user friendly and my students also loved it and So that's a great, I think you're like the first on our podcast to say you learned about MCP through one of our partners. And that is an edtech. tool. And so that's, that's really, really, really dope. So we're just so excited to have you in our community. Okay, so you've presented at a lot of conferences like St. Louis, Q and more, right? And so what are the key benefits of presenting at education conferences? And how can educators and professionals best prepare to make the most of their conference presentation experience?

Cecelia Gillam  5:34  
Well, one thing that I love is that the networking opportunities and what I always set out, like how I actually started getting in on this presentation thing, it was because of like, okay, I have left my mark in a classroom, now I need to replicate this, but through other educators, if I train other educators on the things that I'm doing in my classroom that can multiply it and then more students will get the opportunity to be immersed in like a flipped classroom setting, because most educators I meet are afraid of the process. And I'm like, listen, I promise you, if once you flip your class, you start doing this, like the revolution in your mind, and your spirit and your body is going to change because no longer am I like the stage on the stage. So anyway, I wanted to spread that joy. So that's kind of what got me into doing it. Um, and let's see best prepared to make the most of their conference presentation experience, I just say, treated like how, if you were with students that, you know, I think that's what works for me, I don't get intimidated by the fact that it's adults, because I'm like, at the end of the day, we're all learners. So I look at it, like through the lens of these are learners. And if I'm coming and bringing this experience, that's what I do. And then the other thing that I do in my presentation, and I found that most people like it's, I don't just talk about it, I show people about it, like I show you what I'm doing in my classroom, because like I record all the time, my kids are so desensitized to being recorded. So it's not even funny. Like they almost not like you show you guide me and I'm like, It's not about us. It's about so you know, and then making sure that I make it real and bring it in real world elements. And I also tell them like of my pitfalls, like when I first started, was it perfect? I tell people? No, it wasn't I flopped. But I kept going. And you know, I think that's the part that helps me. And

Toni Rose Deanon  7:22  
I think it's also like that vulnerability piece. Right? So So yeah, of just saying and admitting it failed. And I continue to iterate and make sure to make those changes that will work best for me and my students, right. And so I think sharing that story and hearing that I know, as an educator, I'd be like, Okay, that's, that's good, it's good reassurance, it's a good reminder. And it's also a good permission to like, just fail. Right. Another thing that I was thinking about too, is when I create learning experiences for our community, I also think about me as a learner, like, what would I like, right? How do I best learn? And how do I create this space, this learning space for adult learners, to make it more engaging to make it more impactful, and not just me talking at them the entire time? I'd be like, really, Cecilia, you know, you and I are educators. For a while we have been in in some of the PDS that are I've just been very dry. questionable. Right. And so creating this, this learning space for adults is really, really important too. And that's, I feel like that's one of the best ways to prepare, right for that conference experience is like, Look within yourself, your inner like, how do you how are you as a learner? How do you want this learning experience to be for you, and then create that space for others as well. And I really, really liked that. And also just the networking piece. So yeah, I mean, again, like you and I met at a conference, right. And so the networking piece is really, really great. And I know that conferences can be overwhelming sometimes. And, and so for me, when I go to conferences, I always have a goal of like, I just want to meet two people today. Two people. And when I walk into like rooms and sessions, I also just, like, look around and say like, Okay, who do I want to sit with today? Based on like, a bag that they have or their outfit? Or like, you know, like, is there a really great like, intentional way of, of networking with folks as well. And I mean, another thing to say that I am just in awe of is that I have not presented at a lot of conferences myself. And so when I met you, I was like, Oh my gosh, you're a freaking Rockstar, like, I just want to like be a fly on the wall and just follow you around and see how you engage and how you you plan all of this out. And so so I'm again like I'm still also just like, fanning over. You've just like all the great work that you do. So I'm excited that our listeners are able to hear exactly your thought process and how you do what you do. And just continuing to get accepted and like proposal like The proposals that you write. And so, with that being said, it's a segue, right? Like, can you share some tips and strategies for crafting, engaging and informative conference presentations that resonate with diverse audiences? Whether you're addressing fellow educators admin, or stakeholders in the education sector?

Cecelia Gillam  10:16  
So you really touched on a lot of the things. When I'm preparing i x, what do I want? If this were me in the audience? How would I want this material to be presented to me, and then I guess I do get a slight advantage, because I do come from an underrepresented group. So I kind of understand. And I just think, from the lens of all my educational experiences, and all of the professional developments that I've been to, I was able to say, Okay, what do I like, what do I not like, and then also, it helps that, I feel like a lot of people like, tell me all the time, like your dynamic. And I think a lot of that came from the fact that in another life, I used to actually be a virtual teacher for VIP kids. And I used to work for I tutor. And so because I accept that all that high energy from that, like the total physical response, that's what it was TPR TPR. And so I bring that to my presentations. And so it almost feels like it comes alive. And then I think the other strategy is that I come from, like a family of preachers. And so I guess we were just always naturally loud, and have these inflections in our voices and stuff like that. And I find that, that captivates people and just, you know, keep them in. And then like, I always tell people, at the end of the day, I can only be me, so you will authentically get me in the presentation. And so I always try to tell people, you have to be yourself, bring yourself there, and then see what other elements from maybe other presentations you've been to because one thing, we're not going to be bored. And then August, the other tip I would say is in my presentations is always this immersive piece, I do use Pear Deck, I am a certified coach for Pear Deck. So really Pear Deck, is how I got my start. Because way back when in order to get it for free, you had to share the pair. And so because of that, that is really what landed me because all I wanted was free paired. And so I started like with them. And then from there, it just kept growing and growing and growing. So shout out to paradise where they don't have that program anymore. But it was awesome. And that's really what got me on the world of free presenting at conferences.

Toni Rose Deanon  12:30  
You know, that's really interesting, because I do remember that I remember when paradigm came out. And I was like, so excited about it. And I've used it so much as well. And like the first few years that I was teaching, and I was just like, wow, this is so great, like talk about engaging and talk about like getting that instant feedback from from our students, right, and so share the pair. That's amazing. And I also really appreciate to the fact that you highlighting that you are showing up as authentically as yourself, right. And I think that that in itself is really, really, really important. I know. And it's kind of scary sometimes to be ourselves authentically, because we don't know what that space is like for us. And I think there's always that push of like, no, like, I'm going to be me and people are either going to like me or not like me, and I'm going to share my stories. And I'm going to be vulnerable. And I'm going to be receptive and open and curious and responsive. And so it's just like, it's really, I like that piece of just like don't forget who you are, and show up as yourself. And then it'll be engaging, right? Because you are passionate about this thing. Because if you're not passionate about it, you wouldn't be presenting about it, right. And I really liked this whole high energy thing too, because there's been lots of studies to that. Like it only takes one person to change the mood of a room of a group. Right. And so high energy is also really great. And it just kind of reminds me of that commercial Cecilia of the guy with the dry eyes and he just like really talked in a very monotone. Bueller. Yes. It's just so interesting that yeah, the the the tone, right, and the the way that our voice sounds is also really important when it comes to creating an engaging and informative conference presentation, right. And so something to consider when you think about the conferences that you're applying for or that you're putting in proposals for Cecilia. This is kind of like off script. And, you know, just the question that I came up with, how do you determine like, how do you choose the conferences that you're going to write proposals for?

Cecelia Gillam  14:50  
So initially, I will stick to what I knew. So a lot of the conferences were always like science teacher conferences, and more ad tech conferences. is. But now I guess since I've been in the conference presentation game, and I people are starting to kind of hear about, you know, Cecilia Gilliam in what she does, now I start getting like, hey, you know, email, like, I think that you should apply for this. And so you know, so now I'm getting connected to other things. And again, that just expands my network and expands my thinking and pushes me to, like, not become complacent in what I do. And so now, you know, I have to curate my presentation, depending upon the audience, because some presentation committees are like, really loose, and and some are like, No, I need to change this, this, this, this and that. So a lot of that has allowed me to, like lose, again, another layer of skin, because I'm like, okay, you know what, I'm just thankful and grateful that you are giving me a platform to showcase what I'm doing. And so now, I've just applied to, I feel like right now, I'm walking in my purpose, like my divine purpose, and that everything that is meant for me to do keeps flowing to me. And I just keep going. And I said, you know, if I'm supposed to be Nesby, I didn't think that I was gonna get that. But you know, I got it. And remember, when the queue, I wasn't going to do it. And then at the last one, I was like, but you know what, let me just go ahead and put my name in a hat, what was what can happen, you know, so it's those kinds of things now, that I just feel like I go where the flow brings me. Mm

Toni Rose Deanon  16:27  
hmm. And I think that's a really good way to start to, like, start with what you know, right? Like, you were really passionate about Ed Tech. So that's what you started with. You teach science, that's what you started with. There's so many local and national conferences for the things that you know, already. So definitely, like, look into those. And you couldn't even start off as simple as like leading a PD at your school, right? And then getting comfortable with being in front of other adults and getting that practice in. And this is, again, like another great segue for our next question. You know, many educators feel apprehensive about public speaking. I've heard time and time again, that like, oh, no, I love kids. And I'm doing great stuff with my kids. I don't know how to do it with the adults, right? Like, I don't know if that's what I want to do. I don't know if I want to talk to adults right now. And like, rightfully so Cecilia, I still think like kids are greater than adults. So I get the apprehensiveness of like, you got to be in front of a group of folks who may question everything that you're putting out there, right. So that's really scary to think about. And so what advice can you provide to help educators build their confidence and effectively convey their insights and expertise when presenting at education conferences.

Cecelia Gillam  17:45  
So I live by the Q tip principle, it has guided me. And I learned this way back when I was in college, I was working in a call center, I work for Sprint sprint PCs. And when we were in our training class, we came up with like, I guess our motto, it was called Q tip quit taking it personally. And then understanding that sometimes you just happen to be the face. But maybe they have this built up frustration has nothing to do what you saw a lot of times, because I use the Q tip mindset, I don't worry about what people say or what they may do, because I know that again, I authentically showed you, this is how I do it. And then also when I do my presentation, I say look, this is this is not the way this is a way. And so if this doesn't work right for your brain, you know, all I can tell you is take this information that I gave to you, and craft it in a way that makes the most sense for you. And then usually because I have like no light last summer, I did a PD and I was in a room with these adults. And I told my friend I was like I left the presentation. I said, I don't know if I did more harm than I did good because that was a tough room. That was my first time ever experiencing that. But I told my friend I said I needed that. I needed to because because they did that to me. It made me for the next day. I was like oh hell to the no, we gone at this video, we go at this slide because I can't ever feel that and I just have to tell people take the fear off. And at the end of the day, I don't care. And I really don't I don't care what people say about me. I don't care what they think about me because I'm like, your thoughts don't pay me. That's for one. And then for two is just, I'm doing the work that I was called to do. And you have to understand that people are not always going to like what you do I've I've learned that and I you know and that's the thing I tell my students to like, I don't argue with people like because sometimes people are committed to misunderstanding you so so I would just tell people use the Q tip put money in your pocket if that was that's what you need to do when you go do your public speaking and know that you're gonna have a few naysayers but for the most part, if you Winner and you get because people can feel your heart, and they can feel your passion. And as long as everything else is gonna fall into place, and those little few, like I said that that one, that one presentation I did. That was really hard to get through. It just made me stronger. It made me just become a better person. That's how I look at it. I did not go home and cry just went home and fixed it.

Toni Rose Deanon  20:22  
So yeah, I love the realness right now. Like, I appreciate it so much. Because again, that's such a great reminder, right? Q tip, I've never heard of that before. But quit taking it personally is something that I've heard multiple times, right. And I have to agree with you about the passion, the amount of people that I've met. And the amount of people that I've kept in my life is because of my like, how passionate I am with what I'm talking about. Right? And so it's so wild to think about how again, the amount of people that I've met, have just come through and be like, Hey, you're really passionate about this thing that you're talking about. I want to know more like, Tell me more, right? So when your passion shines through, people are so attracted to it, and they want that energy. And and like you said to, you know, we can't please everyone, there's no way there's no way of pleasing everyone. And so when we have, you know, when we're, we're scared of being upfront, because of what could be said, I think it's limiting us, right? It's not limiting them. It's limiting us and our capacity and our capabilities and our skill set as well. And so that's a really nice reminder of like, quit taking it personally. Because you're right, like, when they are hashing out it may be because they had a bad day. It's very similar to our kids, right? Like, it's so similar to our kids. And so I think sometimes we forget about that, as adults in front of other adults, we sometimes forget that they're humans, and that we are dealing with the same stuff that we would deal with in a classroom. It's just that it's just adults that we're dealing with, right. And I think, again, like coming in there with lots of curiosity and compassion. Empathy is just really important. And I liked that, you know, you were like, Hey, I had a really hard, like session. And I've had hard sessions too, when I leave PD at different schools. And oh, my gosh, I used to hate that discomfort, Cecilia. But now I embrace it. Because I know again, that it's like peeling another layer of like, okay, why is this so uncomfortable for me? What is happening? And what can I do to even expand my brain even more? Because these teachers have a lot of concerns, which rightfully so? And so how can I make this more effective for them? And like being able to sit and reflect on that, and like you said, not cry, because I was a crier, Cecilia, I would cry all the all the time. I don't know where these tears come from. But like, I'd be crying. And I'm like, what is happening? So now I have a better, like, I can manage it much better now. Because I know Oh, it's not about me. It's really like there's so many things that are just wrong in the environment. It's a situation. So people have a lot of feelings. And so I really, really liked that too. And then of course, it public speaking something that I tell educators all the time is like you are public speaking in front of your kids, you do it every day. So like, just pretend like the audience or just your kids. And that is helpful. And then also practice, right? Like, there are times that I've met with educators who have practiced with me, right? Be like, Hey, I just want to run through the slides real quick and see how it you know how it sounds. And just practice, right? So practice makes not perfect, but practice makes progress. And that's what we want to keep in we want to keep in our in our mindset as well, right? Have that Q tip and then also have that like practice makes progress and start small. So even if it's just you know, what my team of sixth grade teachers or my team of English teachers write, hey, I want to present something to you. And I want to I want to see what your thoughts are, give me feedback on my presentation or give me feedback on like, whether you learned something from what I said, What could I tweak? And I think it's also just like being again receptive of that feedback, right, and not taking it personally. So if they said, Oh, my gosh, that was so boring, not taking it personally, just saying like, Oh, I need I need to tweak that then. Right. And so thank you for all of this. So yeah, I cued up now I feel like I have to carry one around all the time, because I do. I'm a Pisces, I can't help it.

Cecelia Gillam  24:33  
Aquarius, so we kind of close them. Uh, yes, I'm telling. That's what I tell people all the time. Right. Like you said, that's a very good tip is, you know, practice with other people, but you have to, I think that I am really receptive to constructive criticism that that's how I feel like I get better whereas I've met people who do not want to be told what they're doing wrong. I'm like, Well, how will you ever become better? If you don't take and receive I do self reflection, like I do a lot of self reflection. And that's what I tell my students. It's like, How do y'all think I got to this point, I had to grow. And I had to understand that, you know, everything in the first round won't maybe come out, right. But I always believe nothing beats a failure, but a try, you just try you get out there. And then you see, and then if you know, you keep going from that you keep growing.

Toni Rose Deanon  25:22  
I mean, and again, time and time again, right? mistakes, we learned so much from our mistakes. And another plug for MCP is that like, we now have time and space, right for our kids to make those mistakes and time and space for them to revise those mistakes? It's not like a, do it on your own time. It's like, No, we're gonna do it on our time together. And so I that's what I really appreciate about this model, too, is the fact that like, we can make those mistakes. The perfectionism is something that we're disrupting and, and that that, to me, is so beautiful. And I think, again, having that mindset of like, these are what the students are struggling, those are also things that adults struggle with, too. So keep that in mind. You know, like, we want to get things right the first time and then when we don't we sometimes a give up, be cursed? And then see, like, come back and do it again. Right. So yeah, thank you. Thank you for that. And so, Cecilia, we're talking, we talked a little bit about networking. Right, you're so good at it, I think I do a pretty good job of networking as well. But for our listeners, and just the educators in general, like what are some strategies to build meaningful connections with their peers and potential collaborators, especially when they think about presenting at a PLC or their schools or conferences or wherever?

Cecelia Gillam  26:41  
I like I always said, people actually, when they meet me, they have this big extrovert. That's how people really I am such an introvert if you really, really knew me, but it's just pushing myself like, I'm gonna be honest, even up to meeting you. I know, I remember what I almost did not go meet you, which I'm glad that I did. Because I was like, I was scared. But then I had to realize, what do you have to lose? And look at I've gained everything, you know, I'm saying like, just from that one meeting, that I actually almost didn't go to, because I went into a restaurant didn't see you. And I don't know if you remember that. And I was like, I went to restaurant when I seen him. And it's like, come in here, me here. You know, but that was going to be my excuse my escape to tell my mind, like, while you tried it. And so now, I when I approached those networking opportunities, I just, you know, just go in there and see what it is. And you know, just talking like pushing myself to become just not such a recluse. And ever since I've done that I've my network really expanded like, and, of course, I wanted to start seeing differently. So I would just tell people don't listen to that like voice that says, run and become go back to being complacent. Get out of that. Because since I have like, I've never looked back on anything, and just doors keep opening. So I would definitely encourage people to do that. And so, yeah,

Toni Rose Deanon  28:02  
yeah. And I was I was even thinking to like the way that I maneuver like relationships, right? When I'm joining a large space, I just say, Hey, can I join ya? That's like an opening space. Right, an opening question. Another thing too, that I would do is like, instead of saying, How are you I just, you know, hey, what's bringing you joy today? Or, you know, what are you reading lately? So that it continues that conversation? And then also like questions like, Tell me more, tell me more about what you do. Right? Oh, I saw that you did this session. Tell me more. And I'd love to see how we can collaborate together. And those are just questions and statements, that folks are like, oh, yeah, yes. Let's collaborate. Oh, let me tell you more about what I do and how I do it. Right. And I think, you know, the mindset is like the first thing, right, really, really quiet that that voice in your head that says, Now just go home? Don't do nothing. You're tired. Good. So yeah, I'm also an introvert, which is really hard to believe, right? So hard to believe. And I have to recharge by myself. Like I have to recharge by myself. And again, when I go into like overwhelming spaces, like conferences, I have to have a goal in mind of like, okay, to make this not so overwhelming. I'm just going to talk to two people. Like that's it for the day, because that's just my capacity. And that's okay, right. And if I meet the two people, and I'm like, Oh, I'm still feeling good, I can go meet another person, right. And so then, you know, I've met my goal, but then I also like, feel good. There's no pressure for me to like, do more. And so I think like the potential collaborators, like, again, I've met so many dope people just saying like, Hey, tell me more about what you do. I'm so curious. Right and, and then that itself creates a space for that person to show up as themselves. So you're not asking like very specific questions. You're just allowing for them to share whatever it is they want to share with you. And then you now have this like connection, right of just like Okay, here's my ex. I hate that Twitter, here's Twitter. And let's like connect, right? And so I don't know, it's it's like little moves like that, that has really, that has really helped me out when it comes to like conferences and finding people to collaborate with. And then of course, like finding those connectors, right, like, look at your professional circle and see like, who is a connector, who's always like connecting you with other folks, because that also is really, really powerful, right? And like you've said, Cecilia with like, this is what I'm doing. Like, this is my purpose. It's just kind of flowing my way. And I love it. And I'm taking it all in. And I think it also deals with like your intentions, right? Like what you're putting out there and manifesting. And so a quote that I really liked, too, it says, imagine how we would be if we were less afraid. I just like, keep that in my mind. I'm like, Yeah, I wonder how we would be if we were less afraid if we just like, went for it. And, and did all of that, right. So again, a lot of it stems from our heads from our inner self, try to disrupt that or talk kindly to it, have a conversation with that thought in your head, right? And then just go for it, the worst that could happen, there's really no worse that could happen.

Cecelia Gillam  31:22  
I totally agree with everything you're saying. And that was the key pieces. For me it was putting that stuff aside, and just daring to be different? Because I'm like, do you want to stay? You know, in this space? Are you with like, what are you trying to do? So like you say, being intentional about what it is that I want to do? And I was like, Well, I want to meet more people I want to network. So it's like, what do you have to do to get there, you know, and then that's what you know, allow me to kind of like start opening up thinking about, like, what is it I need, you know, what do you need to do. And then again, once because the doors open once you meet one person, like you said, those connectors and they introduce you to somebody else. And, and it just it really does keep going that way. And another thing that I learned actually is the conference, there was this little app, it was called papale, where you can put all of your information on and people could just scan it, and they'll have like all of your social medias. Because when I went down, I was like, Oh, my God, everybody has this thing. And that was great. And it was easy for us to transfer information so that we could keep in contact with one another. So just, you know another way and then adding them and then starting to follow them like, Oh, you're doing great things, too. So that's what I always tell people. Yeah,

Toni Rose Deanon  32:31  
technology has just changed so much enhanced a lot of the things that we do, right, especially when we're intentional with it. And another thing too, that I was thinking about to Cecilia is if you're afraid or hesitant about submitting a proposal, which it's all valid, right? Find a Teacher bestie to do it with. And then you can kind of do it together. And then it wouldn't feel so harsh by yourself, right. And when we talk about community, I always, you know, this is something that I always like to say to is like, find someone to do it with. And it's that much more enjoyable. Because you have a thought partner, you have someone who's going through the same thing as you. And so that's another thing too, like if you're hesitant, find someone that you work closely with and just say hey, like I want to submit for this, like this conference, and let's do it together. And I guarantee you like they'll be like, Oh, let me think about it, or, yeah, I would love that, or No, I don't have the capacity right now, all of those are valid those responses. So that's also something to consider

Cecelia Gillam  33:38  
my first maybe three or four presentations. Although my, my bestie coworker wasn't presenting, like he wasn't a co presenter, he would just come to all of my sessions, and helped me like make sure my tech was in place. Um, you know, and it was that support. So that was my friend Tyler. And just having that also gave me the confidence because it was like, alright, this fall down, at least, you know, he could help carry me out of here. And so even if you can't get somebody to co present with you, maybe you can just get somebody to co exist and just come and be in the space with you. And just help you like because, you know, if my technology went out it was like Come on, help me you know and so having that I think for my first like three presentations really helped me because I remember the first one I did on my own I was like where are you at but you know, I was like mess you have to live your own life. But I was prep you know in prime for that moment. So I would definitely say if you can't get somebody to say yes to actually being on a stage with you just say well look, can you just be like my support just you know, sit in the back of the room just I just you know need a familiar face in the in the space with me. And I tell you that also made the world of a difference until now. It's like alright, I can do this by myself. I'm good, you know, so I suggest I

Toni Rose Deanon  35:00  
really love that the co-existing thing. And then it just also made me think about a teacher move that I used to do in the classroom of where I would give students cards with questions on them. So whenever I'm like, does anyone have any questions? Someone would like raise their hand and read the question that I'd wrote for them. But I'd written for them, but it's just like one of those things of like, okay, now, you know, there's not like that awkward silence. There's not like, folks feel prepared to participate. And like, I love that coexist. Yes, yes. Again, going back to like community, right? Like, we don't actually have to do things by ourselves, we can lean in and lean on folks that are in our circle. So thank you for that reminder, Cecilia, that just got me really excited. 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 Cecilia's time management skills, because I'm sure you all are like yo, this is a lot.

Zach Diamond  35:55  
There listeners, this is Zach with the announcements and events for the upcoming week. As you know, the modern classrooms project we believe deeply in student centered learning, and we've seen it in classrooms all over the world. When you step down from the front of the classroom and commit to self paced, mastery based instruction, you are actually able to meet all students needs. But we also know this style of teaching isn't necessarily mainstream. And if you're looking for support and launching a modern classroom, join our free online course. Or sign up for our virtual mentorship program, where an expert educator can support and mentor you through creating your first fully self paced unit. Scholarships are available, so visit modern classroom.org. To apply and learn more, that info will also be in the show notes. Now, because the holidays are coming up, we only have one learning experience for you this coming week. Are you a DMC and a mentor in one to connect with other the MCS and mentors? I am. If so, join us on November 20, at 6pm Eastern Time for our teacher leader gathering. And besides that, we hope that you're surrounded by loved ones, and that you can rest and recharge and do something that brings you joy in this upcoming week. Now let's get back into it with Cecilia and Toni Rose.

Toni Rose Deanon  37:14  
All right, and we're back with Cecilia. Okay, so again, right? So so yeah, I talked to you that like this month is all about time management, time is really important. And this is something that I always try to get back to our educators is time, right? And so when we think about this, or when I think about it, I was just like sitting back by like all the things that I know about you. And so you're a teacher, you're a parent, and you still have time to submit proposals and attend conferences. How do you balance your time? Just just because really like, whoa, I'm not a parent? And I am struggling?

Cecelia Gillam  37:52  
Yes, um, this is a question that I really get a lot when people find out like everything that I actually do. And I said, Well, I became a master of the calendar. And actually, where I kind of really honed in on that skill was, I'm in a doctoral program, which only hallelujah, I'm almost at the end of that. But my very first semester, my professor, he was just like, you really have to sit down. And you have to be intentional about your time, and you block off things. And then whatever is not certain, like, sometimes something has to give, right? Like there are times I have to say no. And I tell my family and friends a lot of times when I have to say no to you, in order to say yes to this other thing. But please know that I may come back, you know it because you can always turn around from a no until Yes. And it's all good. It's harder to go from a yes to a no. But anyway, just becoming a master of that. And I really just block off things. And and I make sure that I do it that way. Now I will say honestly, sometimes I do have conflicts like tonight, I had a meeting but I was like okay, guys, I can't come to this meeting, because I have this thing to do. And so I guess it all really boils down to prioritizing and then deciding what is going to take you closer to whatever your goal is going to be. And then understanding and I always tell people walk in your purpose, walking on your own journey. And then making sure that you block things off and realizing that you're going to have to say no to some things that that's pretty much and I miss out on some things. I'm like anything that I missed out on if it is truly meant, it will come back around to me and I will still have it just not at that moment. But in another moment in time. And so that's how I am able to do it. And then the most important thing is everything that I do brings me joy, and so it doesn't become a task. It's because these are things that I actually like to do that that's how I do it. And then I also think I'm a conference junkie. So I'm going to blog up because there's a feeling that I get when I'm around like minded educators, because I do thinking, I wish that all educators could experience that, like, when you get out the building, it really will refresh reignite, because there was a point where I never told you I was ready to pack it up. I was like, I don't want to do this anymore. But then at that point, it was like, Yeah, you do you do. You just need to figure out what's gonna bring you joy, so that you can keep doing this thing that you really love. And so just making time for that and staying away from the things that weren't bringing me joy, and say, no, no. So that came at a cost of okay, I'm not tutoring anymore at school. What Why am I doing that when I could be writing a proposal for a conference, for example, you know, I'm saying like, in so I think people have to understand that there are trade offs to where now I was like, okay, that little $70 I was getting extra money. So now these other things that I do that's bringing me way more than it all because I let go of things that were no longer serving me and prioritizing things that we're in that we're bringing joy.

Toni Rose Deanon  40:55  
Oh, now I feel like I'm part of the problem, because I definitely rescheduled this call.

Cecelia Gillam  41:02  
This other meeting, I promise you just got added. And so my whole thing, like my kid, my kids, even though if it's not on a calendar, it isn't real. And if you add something when something I've already said yes to, then here goes the priority switch. And listen, the thing that I'm missing out from this. I was just gonna be a fly on a wall. So they will be okay without me. Yeah,

Toni Rose Deanon  41:25  
it was one of those. Yeah, good. Okay. Again, like I said, I don't have kids, and I'm barely taking care of myself. So thank you for like being so flexible and patient with like, my rescheduling, and all of that. And another thing that I really enjoyed too, Cecilia, that you said is that it's it's easier to go from a node to a yes. I've never heard of that before. So this is new for me. And because I still struggle with saying no, because I want to just say yes to everything right. And so and that's so true, because I feel so bad when I say yes to something and then and then all of a sudden, it's a no, because I didn't prioritize what I needed to prioritize. And I actually needed to rest as opposed to doing this thing. And so now I'm being resentful because I said yes, initiative said no. And I am going to keep that in mind again. So now you've given me cued up. And then of course, the it's easier to switch from a no to a yes, like, just blew my mind blew my mind. And I probably should utilize my calendar a lot more for blocking, and also considering the fact that I'm already like neurodivergent. So it's really hard for me to like stay organized. So it's, it's all like a struggle. And it's all like a Beautiful Struggle, right. And so I really, again, just thank you for sharing that piece of prioritizing, and for the most part, something that I'm learning too, is that you're gonna say no to a lot of things. And because you're making space and time for all the yeses that are gonna come in the future. And I completely just agree with your statement of just doing things that bring you joy, because that is what I'm doing. And it's like, no job is perfect, right? And so when we think about like, Okay, this is really frustrating in my job, how can I shift my perspective, so that it's something that's actually going to bring me joy, because there are some parts where it's not going to bring us joy. And at the same time, we can find that thing, right to keep us going that spark. And like you said, leaving the classroom, right, leaving the school and interacting with other educators is very eye opening and inspiring. Because sometimes, us educators tend to just be in our four walls. And something that I learned from the conference that I went to in Georgia, it was a Georgia education, kind of technology conference, right. And one of the things that they said was that educators choose to be like, by themselves, like with all the technology that's available, there's actually no way for us to not have a community because technology allows for this. And so if you decide to just stay in your four walls, that's actually a decision that you are making. And I was like, whoa, wait a minute. I feel called out. So that that was just really interesting for me, because now you're right, like there's a lot of online spaces, a lot of like in person things that folks can go and expand their brain. And when I went to a session in this conference, one of the presenters were saying some stuff that I was like, I don't think I know like this is not resonate with me at all right? And instead of me fighting, which that was all I wanted to do is fight back and just ask all the questions. I I took a step back, and I reflected and when I was like, this is expanding my brain, because this is not how I would think, to say, or present it in a way that they did. And so it just provided a space for me to be not angry. But like, Oh, this is just another perspective. And I appreciate the perspective. Right. So again, you just stated that you are getting your doctorate, which I'm like, I knew that that in itself is like a time sucker, Cecilia. Oh, but I cannot wait to call you Dr. Gillam. So that I'm so excited about. And you are like certified educator for so many edtech tools. Like, if folks see your signature banner, they would be like holy cow, Cecilia knows a lot of things. And, and then you're like a DMCA II, which the whole process itself is time time consuming, you know, because you went through. And now you're on your way to mentor, which I'm like, Yay, Cecilia, is gonna be with us for longer. Well, what is your motivation behind getting certified? And how do you again, decide which ones you want to be certified for? Or receive a badge for? Because there's so many options? And the ones that are on your signature? Like, banner? I'm like, yes, that that? Yes, yes, yes, yes to all of it. So how do you make that decision? So

Cecelia Gillam  46:33  
when I find a edtech, two that I really love, and I guess it just also goes my personality? Like, once I find something and I lock in? Or I'm locked in? And it's like, okay, how can I make sure that I know this, to the best of its ability, because I always, I don't know, just want to make sure that I know. And then also, I'm gonna be honest, a lot of these credentials that I got really originated from me feeling like I wasn't enough, because of the school that I worked at, which I'm now at the point. I'm like, You know what, I am so grateful that you all did that, to me, that it expanded me in such a way that now you know, I'm a force to be reckoned with all because you made me feel like nothing. And I felt like I had to have these certifications aquatic to quantify and qualify, who I who I am. But in turn in doing that, and becoming a part of these communities, it really was like, Oh, wait, oh, my, I have arrived, like I went people. And that's how I like I said, that's how I ended up staying in education was because I started getting around people who are more like me and making me feel whole. And so you know, once you get one certification you like, because once you're in these communities, and you see other people's signatures, and you're like, wait, hold off, we see Wait, wait, you got that one? Oh, I'm gonna get it, you know. And so that's really where I guess it all came from. And a whole is the certified educator thing, which I highly recommend educators go get. But I'm also going to, I'm not gonna lie to you that one out of a hold of the certifications, I've got that one was the hardest, but it stretched me the most, but I wanted it because when I went to the ISTE conference, and I was like, you know, let me learn more, because I love this thing. And so anything that I really love, I lock in on, and then I go after it so that I can be in, like fully immersed in to their network.

Toni Rose Deanon  48:40  
And, you know, it's, it's, I'm really glad that you pointed out as well, the stemming from inside, right of just like I didn't know, like, I just always felt like I had to prove something. And I've heard this before as well, from educators of color of just like, it just seems like I have to get certified on something because then people will actually believe me. And I hate that for us. Like, I hate that. For us. That is like the worst feeling in the world. It's like, well, we went to school to teach that our degree should be enough. And in so many places, it's not. And that I don't know what to do with that. Right? Like, I don't know what to do with that. It's just the fact that like, that is a reality and, and it sucks. It sucks. And I really like your perspective to have like, you know what, thank you for doing this because now it's opened all of these doors. And now I have all of these connections, and I have all of these networking and I am expanding my brain. So thank you for that push. It just sucks that it had to be that way, you know? Yes,

Cecelia Gillam  49:40  
it does. And I do hate that for us as well. And it came up with like if I'm really being honest and 100 it really did stem from that, because I was in so many meetings, because even though I am like this whiz with ad tech, like I really was always a teacher everybody went to the fixed up before I even realized Is my potential and my talent, you know, I was that person. And then when I started trying to expand to others, people wouldn't go to me. Yeah, but okay, you know, and then over liquid on my way, Oh Allah, I'm here, I understand this thing, but I guess because the way I look, you, you're gonna give me this me. And of course and I hate that we have to prove ourselves but like I tell my students all the time, you know, you just have to do what you got to do until you get to where you got to get it. And then once you get there, your job then is to try to change the trajectory for somebody else. So like, if I open up these doors, of course, I'm coming back from other people, but I'm gonna say, see, you know, we can do these things you should be listening. And it really shouldn't matter who's delivering the message, if you can see, you know, the benefits and the value. But you know, I've been through that. And of course, because I think a lot of that because I'm deep self because when I do go with other people, and they hear my story, it's like, it's definitely not like that up here. Well, I went down in the bottom of the boot, and is like that. But again, they are really why I started doing the things that I'm doing. I'm like, I wouldn't have it any other way. Like they, they even closed the doors administration, I was like, now I don't even want to be an administrator. So I thank them for that. Because had I gone into being an AP, when I thought I wanted to be one about two or three years ago, time escapes me, but I wouldn't be a expert mentor for modern classroom because I wouldn't even been in a classroom anymore at that point. So Mia, you wouldn't even be having this conversation, I probably wouldn't even been at that conference. Because why? So that's why now I walk more. And I listen more to that. And I'm like, when something closes, I now know that it was for purpose, even though I thought that I wanted it. It's just having that faith and you know, kind of believing. And so that's really where like all of this stuff stems from. And it's just wanting to learn because I feel like, as an educator, I have not arrived. And so many times I go in spaces where educators I know it on, I'm like, No, you don't, I don't know it all. That's why I keep learning. That's why I keep growing. That's why I keep getting these certifications and getting these badges because it pushes me to become an educator more, you know, just robust educator, and then you know, understanding and learning. So that's why I tell people, I'm a lifelong learner, and I'm probably going to keep learning to die until it's time for me to leave this place. I will probably still be adding more certifications on just because I love it not even because sometimes people think oh, you do it because you know, you want recognition. Because now at my job, I really do believe that they think that I'm doing all these things because I want somebody in leadership position. You don't keep that. That's not, that's not the mission, I promise you. The mission is just to continue to learn and be around like minded people. And if that's as far as I go in education, that's good enough for me, you know, it's good enough for me, because I'm getting to do what I love and presenting and bringing others on. So that's where it is I'm quiet on it.

Toni Rose Deanon  53:02  
Yeah. And and you're bringing so much joy and to this as well, right. And I think like the proposals that you're writing, and the cost and the conferences and the sessions that you're leading people can feel that. And that's why you continue to have folks show up for you, which I think is just such a beautiful thing, right? And like you said, that fills up your cup, right? Like it did start with this like really awful thing. And then now it's become like, No, I actually really do love it because it does expand my brain. And you know, it's funny, because as you were talking, and you know, you were saying when I get the certificate and you're talking to your students about it, you know, it now it's our turn to just like shape the trajectory of others right behind us. And in my head, I was like, Oh no, I'm gonna be petty, I want to be petty. And I want to just be like, bam.

Cecelia Gillam  53:46  
That's what an email signature came from. Because, you know, a couple of parents, they was trying me. And so I said, you know, go ahead and let you know who I am. Because sometimes you do. And so now whenever I email you, you won't see everything that I did. And so now what you know what I'm saying like, because I want to tell people like with the modern classroom project, especially when it's a student's first time and I find more with the while I'm just say this in my experience with the AP or honors level. That is where I got the most challenge from with parents. Like this year literally up here email me he's like, is this something where you went to a conference and you learn, you know, overnight, and now you're doing this? No, it's like, I say, excuse me seven minutes. You know, one thing about me once I love something, I'm gonna keep going. I'm actually a distinguished modern classroom educator, and I took it a further step and became an expert mentor. So no, this is not a fly by night thing. This is something your child is going to be immersed in, and like now my students into the point and I was like, Let's go did you make that video on my excuse me, you you want a video? You get what I'm saying? Because now they they are just so used to the way that the modern classroom project is that now they're starting to see the value and you know, less of the parents. So really, I'll be honest, that email signature was birthed from a parent playing with me. And I had to put her on my to do when I looked, I was like, oh, it's actually kind of cute. So we're gonna keep it but that is where that birth from. So you was on it when you say, Damn, I'm gonna put it in your face, because I am. 

Cecelia Gillam  55:23  
Yes, baby. That's what I'm talking about. Right? Like, and that's, again, like, good for you. Good for you. And I again, I'm just so happy that you're here. And I know that your students are always constantly raving about how you how you teach, as well. And that has everything to do with who you are as a teacher, right, and how you have implemented the model as well to make it more accessible and more inclusive for your students, which is really exciting. And for the parents who question right, like, cool, yes, question away. Because again, this is a scary new thing that we're doing. And parents and caregivers also are aware of like all the quote unquote, initiatives and new things that like folks are like putting out there and then like, not even doing any kind of research, right? And so I'm glad that you were able to say like, no, like, I'm a Distinguished modern classroom educator, and I'm a mentor as well, where I'm like helping educators all over the world, and how to disrupt the traditional way of teaching and learning to make it even more engaging in students self like student centered so that, yes, yes, yes. I love what's that say? Cecilia? It's like play and you're gonna find out or something like, try? What is what is that saying? It's going around? Now? It's like, try me and you gotta find out or no, it's, it's got explicit words. Nevermind. Yeah, yeah. They know. And if you don't know, Google it. Okay, so what do you hope to see in the future? And what goals do you have? So so yeah. So

Cecelia Gillam  56:56  
what I hope to see in the future is that more teachers will embrace this process and join in on a modern classroom project. Because now every single presentation I do, I always, always plug my classroom project. And I always tell them this, I said, you know, you come into my presentation, typically, as a 60, maybe 75. minute one, I'm giving you an overview. But if you really want in depth, you want the pedagogy you want, like the understanding, please know that you are going to have to do more work, you know, and I send them to the website and say, but and they also give scholarships. So apply, you know, try to get your district but I always let people know, I'm a scholarship recipient. Okay, no shame in the game. So I just hope that more teachers, and I tell them, how I got to where I've gotten with the modern classroom project, in the flipped classroom. All that was I took one lesson, I started at one lesson. And from there, you begin to build up a repertoire. And like I said, In the beginning, that's one of my lessons flopped, it failed. But I asked myself, okay, what can I do better for the next one? Like, what did I like? What didn't I like? And then the next lesson, do that. And so that's what I tell a lot of people because sometimes, even like, I'm a mentor teacher in my school, and one of my mentees, she tried it. But she didn't do like the front end work. And a lot of people want to skip the training on a process or going through the unit zero. And I said, Well, yeah, duty unit zero, and you didn't like, fully, you know, and just understanding that you, this is not a microwave. This is an oven. Because I always tell people, how do you think like, to me, personally, food tastes better when it's cooked in the oven, versus the grain. And your classroom, you have to look at it the same way, if we're going to use that analogy, that this is something that's going to take time, this is not a instant thing here. And you know, in sticking with it. So I just hope and pray that more teachers will stick with it, the fight is worth the fight, please know that I had to fight my administrators to please know that I've got an evaluation. That wasn't stellar, because my evaluator didn't fully understand the modern classroom project. And so my score suffered, but because I believe in with this, like, anytime I'm in, I'm in, forget what they say, because again, it's for my kids. And so I took that, you know, I took that low score, but then the next time she came in, and finally she understood, and so I would tell people that like is not going to be pretty, but just keep with it. And so I really hope so that's my goal to just let teachers know, keep going, keep going. And it's all gonna fall into place. Like literally, one more thing on this. It was so funny. Um, so my kids were immersed in this virtual reality experience where the people had to come in and observe my class, not till I do my own classroom project. So when they came in, and it was my like, Wait, do we need to come back? I was like, You're I'm not the deliverer of the thing because I think they thought that they were gonna come see me doing all this stuff. I was like, No. And my kids like, you know, they knew Everything to do, I was like, I'm just here. I'm their support. I'm their guide, but I'm not the sage on the stage. And so it just really interesting and this is, oh, because I don't think like she's ever seen an actual modern classroom run, where I literally like I tell people all the time, like, I'm not up in the front like the first 10 to 15 minutes we do, I always do my call together. And then you free you know, you go do what you need to do based on what's going on for the day. And then we do our little rotations and stations. And so that was just it was just so interesting to me. I was like, Girl, this is my classroom, come on, get we get when Yes.

Toni Rose Deanon  1:00:37  
And I think another thing that throws people off too, is that and not throw them off. They just don't know, right? Like when you walk in, in their heads, they just visualize the teacher in the front of the room. And if you're not in front of the room, it's like, oh my gosh, what's happening, you're not teaching and that's a phrase that we hear common. Like we hear that pretty often from students. And, and then also now from like admin to right, like, Hey, you're not teaching you're not from the classroom. But then when you sit with any student, any student who is in a modern classroom that is done efficiently and effectively, every student can tell you exactly what they are doing, and exactly what the expectations are of that class. And that I could never do that in a traditional way. Like when I was lecturing yo, probably one kid could tell you what I'm talking about. But when I switched to modern classroom, literally, every single student can say, hey, I'm on this lesson. Everyone else may be doing other things. But this is what I'm working on. And then I have like practice and then I have a mastery check. That's where I get my mastery check. If I need any help, I can talk to my teacher this way or that way. Or like I put my thing wherever I need to sit to just to showcase that I need help or whatever. And I'm just like, yes, I would much rather speak to students than to teachers when I come into classrooms, because then I know that whatever the student is telling me, the teacher told them, so then itself, I don't need to have a conversation with the teacher. I can I just want to talk to the kids and see what they're doing. Right. So yes, yes, yes. And yes. Thank you so much for that to say okay, so I'm sure a lot of our listeners are like Yes, we love Cecilia, we want to hear more from Cecilia, how can our listeners connect with you? So

Cecelia Gillam  1:02:18  
they can connect with me on Twitter X, whatever it is these days at Facilier CC RIA Tilton 82. I also have a tick tock so that you can actually see what my students are doing. So I am at 210 cc on tick tock so you can always go there, and everything else is pretty much others. Usually you can find me on a Cecilia tuten 82. Right. That's pretty much my handle.

Toni Rose Deanon  1:02:45  
Perfect. And I didn't even know you're on Tik Tok. So now I'm gonna go and add you on Tik Tok as well just so that I can see all the cool things that you're doing. And so to say yeah, as always, you and I have so much fun together. And I just, I love your presence so much. And I'm so glad that you are part of my circle. So thank you. Thank you. Thank you so much for just again saying yes, and blocking time to have this conversation to so that our listeners can learn more about you. And so listeners remember, you can always email us at podcast@modernclassrooms.org. And you can find the show notes for this episode at podcast.modernclassrooms.org/165. We'll have this episodes transcript uploaded by Friday, so be sure to check back to access those. Also we are asking our listeners to leave a review of this podcast has been helpful in supporting you to create a blended self paced and mastery based learning environment. It does help other folks find it. Thank you all for listening. Have a great week, and we'll be back next Sunday. Cecilia, thank you.

Cecelia Gillam  1:03:39  
Thank you. You're so welcome. Thank you for having me.

Zach Diamond  1:03:46  
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.modernclassrooms.org. And you can learn the essentials of our model through our free course at learn.modernclassrooms.org. You can follow us on Twitter, Facebook and Instagram @modernclassproj. 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.