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 179 of the Modern Classrooms Project podcast. My name is Toni Rose Deanon, they them pronouns and I'm the designated hype person here at MCP. I am joined today by a computer science teacher Mrs. taMica Gaylor banks welcome Mica. taMica Gaither-Banks 0:46 Hi. Toni Rose Deanon 0:47 It's so exciting to be in this space with you. And thank you so much for saying yes to the podcast before we get started. What is bringing you joy currently, taMica Gaither-Banks 0:56 my husband brings me joy, our souls four and he loves me. Toni Rose Deanon 1:01 That is the sweetest thing ever. It's such a great way to hear when we give like shoutouts to our partners. So thank you so much for that. I do love seeing love. Huge fan of that. Okay, so mica, tell us a little bit more about who you are and how you started your MCP journey. taMica Gaither-Banks 1:18 So I've been with Baltimore City Public Schools for 12 years now. For the last six years, I've been teaching computer science as a certified vocational teacher. And this is my first year employment in MCP. I spent like I did the mentor ship. Price it I think it ended in May. So I had, I didn't want to take it were extended into the summer, because I didn't want to spend my summer in classes. But I did spend my summer making videos. So I've gotten I'm not even I'm up to like lesson 19 for the high school kids. And they're in Lesson like seven. So I'm ahead of the game. A lot of my students when I had high school for first semester, and a lot of those students were repeat students, because they previously failed the course. Because in high school, my class is a graduation requirement. Toni Rose Deanon 2:26 Oh, it's a requirement. So they they would have to take it how many times they have to take it in high school just once. taMica Gaither-Banks 2:33 Yeah, they just take it once because it's the one technology credit for a diploma. But if they fail it, they have to take it. I've had students on my roster three times already. Toni Rose Deanon 2:46 Oh, wow. Okay, so they can like take it as much as they need to if they don't pass it the first time. taMica Gaither-Banks 2:52 Right? They can't they can't graduate until they pass it. So if they fail it this year, they'll put it on the schedule for next year. Actually, last year, I even had some do in an after school credit recovery class. Toni Rose Deanon 3:10 Oh, wow. Okay. Okay. So that's pretty cool, though, that it's, that's that's pretty cool that it's kind of it's mandated for students to go through. Computer science has definitely, it's like a whole new language that I don't even know anything about. And I don't know if I'm, I think I'm scared of computer science. I just also am so impressed with everyone who can do anything that is computer science related. And so make a question though, when when you when you're talking about MCP, how did you find out about MCP? taMica Gaither-Banks 3:44 I had an email, um, I don't know who the email was from. I mean, I guess it was from MCP because it wasn't from Baltimore City. It was just an email inviting me to be a part of the next cohort. I know one person, one other person is doing it. And I met her to a Facebook group. So I don't technically even know her. I don't I know she teaches elementary school and this is her first year doing it. But I don't know anybody that could have referred me to get this email. But I was happy to get it because I read about flipped classrooms. I just didn't know how to implement a flipped classroom. But I thought the video aspect of it was a good idea. Toni Rose Deanon 4:36 Okay, yeah. And you mentioned that you spent a lot of your time in the summer creating videos like what was what took you the longest to do when it came to creating videos because I know sometimes we have teachers we have educators we're like, No, I don't want to because of the videos but were you utilizing were you creating videos prior to doing our mentorship program? Mica taMica Gaither-Banks 4:58 no But because I teach computer science, I was using Google classroom every day. So that aspect of being able to assign the students or assign just one lesson to one student up entire class, like all of that I was familiar with. So to me, because I'm, like I used to, I used to make videos when I worked for nonprofit, and they wanted not videos, I made slideshows for computer science, when I worked for a nonprofit. So just the act of having something that someone else can come along and read. So I would make the slideshows and the teachers would teach from the slideshows that I made, and all I did was read the book to make the slasher got it got it. So I figured making the videos wouldn't be any harder than that. Toni Rose Deanon 5:59 Yeah. And what was the what was the the tool that you use to create the videos? taMica Gaither-Banks 6:07 I started using Zoom. And then I want to purchasing Camtasia. Remember, you got me Camtasia. But I was only I was the only made able to make about 10 videos with Camtasia before it crashed. And it wouldn't work on my MacBook or my PC laptop. So I ended up having to get it refunded. But I was since then I just been using zoom and recording it through zoom. Toni Rose Deanon 6:40 Oh, I love that so much. Because I think sometimes people forget about zoom. It's kind of like you already know how to work zoom. So why don't you just go ahead and record the Zoom video and then use that I also really liked the simplicity of zoom as well, mica and I've definitely used it to, to record some of my videos too. So Well, thank you for like letting me ask all those follow up questions about your process. And so you know, one thing that I noticed is that you teach grades six through 12 computer science. So in my head, I was like, oh my goodness, what how does that even look? How many students do you have to like, walk us through your weekly schedule? What does that look like for you? How often do you see your kids? And how do you manage your time just so that you're not doing too much and that you're also resting. taMica Gaither-Banks 7:34 So um, first semester, I had two sections of high school grades nine through 12. And I also had seventh grade in eighth grade. But um, the high school kids only have me first semester. So right now, they added on for second semester, they added on sixth grade, so I have 678. But the curriculum for seven and nine are the same. And then six and eight are different. But when I put I started eight in Unit Three, and they just couldn't do the work. So I asked about different units, but he told me to teach eighth grade sixth grade curriculum. But that seemed too easy. So I ended up switching eighth grade to seventh grade. So right now seventh or eighth grade are doing the same part of the curriculum, making websites and sixth grade is making video games. Well, then the beginning stages to making video games. Okay, Toni Rose Deanon 8:44 and I know listeners like mica and I were talking about this too. But Mica teaches at a school where it's all boys. Yes. So that in itself is really, really exciting and very different. And so how many students do you have in each class? And Mica? Is it more like once they take it in seventh grade, they don't need to take it in eighth grade anymore Is it every year they take your class taMica Gaither-Banks 9:09 for middle school is sixth, seventh, and eighth. And then high school once you start with the credits is just one credit. So you just have to take the one time and sometimes it's scheduled as a semester class. And sometimes the schedule is a whole year but it's still only one high school credit. Toni Rose Deanon 9:29 Got it? Got it. Okay, okay. Okay, so that makes that makes a lot more sense. So you really get to hang out and just get to know your middle school kids. And then once they get to high school, you just see them that one semester, unless they don't pass the class and then you'll see them more often. taMica Gaither-Banks 9:47 Right this first semester when I had the high school class. Almost all of the students were repeaters and the ones who were repeaters actually went through it MCP with no problems like, every morning I would go over the Progress Tracker and tell them this is the last thing you should be working on. If they say no, I'm on lesson 10. And I said they will not say Oh, you must have did it adds to class. Let me check it. I grade it right then and there and then send them to the math teacher before they go on to the next lesson. But they were pretty good with looking at the progress chart to see who else has already mastered that particular lesson, and asking each other for help. So high school was a breeze. They didn't mind watching the videos, they like being able to go on their own pace. Now Middle School is another story. Like they talk too much. They want to talk like and they don't want to watch the videos. Miss like when they have questions. The first question I asked them instead of answering their question is the accent Did you watch the video because the rule is watch the video after class and classmate for help, and then come to me. And a lot of times they just have not watched the video because the shed news or in the videos I give them to my students. Some lessons might have more than to my students. But for the most part each lesson has should use two musters. One is the classroom, one is the assessment and then and aspire to. So the first the classwork must do, the video walks them through the entire level for the classwork master. But the assessment, the video only explains what you have to do. It does not walk you through it. So they have to do the assessment must do on their own. But if they watched all the videos up until it shouldn't be a problem is just they don't want to watch the videos. And I try to keep the videos around three minutes. Every once in a while I might have a video that's 20 minutes, but it's 20 minutes on just this one small section is just takes a lot longer to explain. Toni Rose Deanon 12:25 So those like would the the 20 minutes because I know like as an adult, there's no way I'm gonna watch a 20 minute video. Just because you know we have tic tac we have all of the things that we're competing with. And so for the 20 minutes, is it? What so what have you heard from students when you have a three minute video versus a 20 minute video? Is it basically the same kind of comments that you get Mica? Whoa, taMica Gaither-Banks 12:49 um, I've actually never heard anyone complain about the length of the videos. They're basically complaining because they have to watch the videos. They just want you to give them the answer. They don't want to use the critical thinking skills to complete the assignment. He was like, No, watch the videos. I've spent my summer making videos have spent my summer making videos while he was outside class, but my son will make a video. There's no way you're not gonna watch these videos. Toni Rose Deanon 13:22 Yeah, and I mean, yeah, I mean, I think I've heard that time and time again, too, from educators of like our students just like not watching the videos right now watching the videos. And so there's been a couple of ideas that have come up on in our Facebook group as well of different ways to engage and motivate students to watch the videos because our videos again, you know, we're competing with tic tac, we're competing with like very short, very, very short and precise videos. And so really, I feel like we also kind of have to step up our game. And there's also a lot of learned helplessness, right mica like the kids, the students all know that like if you pester an educator enough they'll just give you the answer. And so kids are so used to that and trying to shift it away from that mindset into one of accountability and responsibility. It's really challenging especially for for middle schoolers to so thank you for sharing for sharing all of that and so it seems like your high school students are really embracing this being able to move along however they need to being able to learn by themselves be really direct, self directed learners right which which is really exciting and and this is your you said this is your first time implement our first year implementing MCP which is really exciting. How did you determine Did you just like jump in the did you just jump in, jump right in and just implemented all three pillars or did you say like, Oh, I'm gonna start off with like mastery checks. taMica Gaither-Banks 14:58 Um, yes. At first, I wasn't gonna do sixth grade because I didn't have videos for them. But um, when my schedule changed for the second semester, I had less classes per day. So that gives me time in my planning periods, because it's a five class schedule. But I only have two classes. And so because I only teach two classes a day, I have all those extra planning hours to use to make the video so I no longer make videos at home. When the school year started, and I had high school, and I wanted to make sure I was ahead of them. I would make videos from Saturday mornings from 10 to one. But when the semester changed, and I realized I couldn't make videos at work, then I just make sure I make my videos that work. Like I have a sixth grader. He's on my heels. He's on like lesson 11. And I just, I just recorded a lesson 13 So this is like I need I need to stop. I don't know, stop lollygagging and make sure I get these videos we can see right behind me. Toni Rose Deanon 16:11 Oh, I love that. That's always it. They also hold us accountable to which I absolutely love about this model. Right. It's kind of like holding each other accountable, not just the learners, but also the educators. And so you kind of just alluded to this already Mica. So what is you know, share with us one to two wins and challenges when implementing a self paced learning structure, especially when you're implementing it in multiple grades. taMica Gaither-Banks 16:36 While I'm with the high school students, the ones who were taken in for a second time, they did better with the self face method. Um, gray usually, because they knew they needed the class to graduate, they knew this was their second time in the class. So they knew that they didn't want to take it again for a third time. So they made sure they came in and they watch their videos, I didn't have to remind them I didn't have to stop. Like the high school kids. I didn't have behavior issues. Like I mean, I even had one little boy to talk to his little girlfriend on the phone who like the whole class for you. But he somehow he's getting his work done. And it didn't distract the kids around him. Because they were actually with the headphones. I use those choose. And I got headphones and laptops. So people had their headphones on and they were just watching the videos and getting their work done. And if they needed help, they will look at the Progress Tracker on the board to see who else already did that lesson and go ask them for help. I have like a checkoff list that I use when I make my videos that make sure I have objective, I have the warm up the slides, and I list the musters there. And then I have a column for recording flashdrive upload to Google Classroom, because once I upload them to Google Classroom, then I make a link into the hyper doc. So a hyper doc has several links as the link for to do now. And to do now it has three parts. Page one is SEL X num, how are they doing this? Anything they want to tell me? Part two talks about What lesson are you on? Are you before a head behind or on pace? What's the objective for today? Meaning the actual lesson objective, not some objective they made up? So then they had to also tell me how they plan to work today where they're going to just work by themselves or they're going to work with a partner or they're going to sit with the teacher. And then the third part of the do now is I assume the day meet their goal. Do they want to meet with the teacher the next time we come into class? And I would just read them and if they said they want to meet the teacher, I made sure I have a daily planning sheet where I write down what lessons that they're working on for that day. And I write down who said they want to meet with me the next class who and make sure I sit with them. Toni Rose Deanon 19:30 I love that did it? Did it take you multiple return like multiple iterations of your process? Mica like did you try it one time and you're like, Oh, this is the process for me and this works for me or did you have to try it multiple times to figure out what your flow looks like? taMica Gaither-Banks 19:47 Um, no, because the documents that I got from my mentor through the cohort, and documents I saw people post them on the Facebook group I just kind of pull things from that, and pull them together to make my do now, whom I do now has the same exact questions every day, the only thing they need to do is change the date and then ask the question for that day about that lesson. So I don't have to, once I set that in place, I don't have to do to do now, do a different do now every day. And then the curriculum itself comes with it Do you know, and I just use that as a should do as hard a warm up. So they don't they can do it, they probably don't do it. I don't even check it. But, um, I pretty much. The only thing that I started do later on that I didn't do at first was to write down the videos that I've recorded. So it will tell you what lesson you're on. And these other videos because my lessons are novel. So it can be less than three, but it can be lesson 3.2 is a should do. But 3.5 is a master. So in the worksheet in the hyperdoc that they get the should do is listed by day 3.2 3.6 or what have you. And that is new from the from the begin, I didn't start with that. But for the most part, everything I use now I've been using from the beginning. And it's just from the documents that were given to me through the mentorship and stuff I saw people share in the Facebook group. I read the Facebook group like is news. Toni Rose Deanon 21:53 Mica, this is really great. I love the fact that you are just using all the resources that are provided for you and then like implementing it, and then it's just so fortunate that it like works for you and your students. So that's that's really, really dope. I do have like one follow up question to Mica. But before we do that, because I also want to talk about the Facebook group. Let's take a quick break. So listeners, we're going to take a quick break for an announcement. And then when we come back we'll talk a little bit more about the Facebook group and Mica's journey in our modern classroom implantation. Zach Diamond 22:29 Hey there listeners, this is Zach dropping in with some announcements for learning experiences for this upcoming week of March 3 2024. First, are you ready to take your student centered classroom to the next level? Let's dive into the magic of Nearpod. In our upcoming webinar. You can join us on March 5, that's Tuesday at 6pm. Eastern. Next, your videos are your students learning materials and their lifelines during their progression through a skill. But what if you could give students an opportunity to check for comprehension and ask questions while watching the videos. In this session, you'll learn how to use AI to supercharge your instructional content. Join us on Wednesday, March 6 at 6pm. Eastern. More info and registration links for both of these events are in the show notes. So take a look there if you are interested. Toni Rose Deanon 23:22 All right, we're back with Mica. So my follow up question for you Mica is you're talking about the Progress Tracker. And right now you speak of it really positively and highly and your students are utilizing it. How did you roll it out with your with your students? A lot of the times our educators are saying progress trackers aren't going to work. You know, my kids are just going to end up joking each other and making each other feel bad, right? And so what how did you how did you roll this out to your kids to your students? taMica Gaither-Banks 23:52 Well I use the progress tracker came from MCP didn't make it up. And it has the various tabs on the bottom I don't use I don't display all of the tabs. I use the one where I can update it. And then I'll show the one that tells you what lesson you're on it and it tells you it lists master revise or now based on whatever lesson you own. It shows which lesson is on pace. So that's the student facing tracker that I use on the on the lesson document I do have a column for them to insert a due date and then insert a date where they actually finish the project. And I've I've yet the same by use that in that manner. But when I post assignments to Google Classroom, there is a due date so that do they can write on that hyperdoc to have that as a reference to when in zoo Why the tracker? It worked best with the high school students. Because they really weren't just look to see, I would just keep it up their entire classroom. And they would just look to see who's done what and then move their seat to go sit with someone who who can help them. Because I would always refer them back. Did you watch the video? Because the sequences? If you have a question, you watch the video again. Or then you ask somebody who's already mastered and then you can come ask me. So the track that helps. Toni Rose Deanon 25:39 Yeah, and I think it's definitely all about like messaging to right, like if a teacher, if you are the educator, and you wholeheartedly believe in the tracker as a positive thing as a positive reinforcement, then your kids will definitely feel the same way. Right? I know with me, I worked with middle school. And it never dawned on me that it would be that it would cause a problem. And so because the way I rolled it out with my kids is hey, this is just a way for us to all know where we're at so that we can help each other and be in community with each other. And so, and when I heard students cackle in the beginning or like make fun of others, because they were behind or whatever, like I quickly addressed it. And it wasn't anything that like, Oh, I didn't, you know, I heard it up. But I'm not going to address it. But I address it quickly. And I said, No, that's not what we're doing with that. And then again, explain like why the Progress Tracker is important. So okay, well, thank you for sharing that. So you've mentioned the Facebook group, and you say you read the Facebook group, like it's news, which I think is hilarious Mika because I also do that and and it makes me miss being in the classroom so much, because people have said, some really great ideas. And so you posted about getting observed using MCP model. And I know that you had questions about whether you want to use the model during your observation or you want to go back to your traditional way of teaching and our community came in and was like, No, you got to do monitor classrooms. And really see how that goes for you. And, and you updated saying that you scored mostly threes and fours. So I'm sure listeners are curious about how that went for you. And so with that being said, What does threes and fours mean and Baltimore City, right? Because I used to teach in Baltimore City. So I'm curious if it's still the same. And and just like tell us what the reaction was from your school leadership when they did come and observe you. taMica Gaither-Banks 27:27 So when I asked the question to the group, Should I do the traditional teach or MCP almost everybody said, go with the plan. I had one guy commented said do traditional because the rubric for the for the observation is based on traditional teaching. But I had so many people just say do MCP and I really didn't want to do traditional because I really don't like it. So I really was like, Okay, this is what I'll do, because I had it scheduled. So I knew what class were they will come in right now are waiting for my unannounced observation. And I've already talked to one student in each classroom and say, Look, if she comes in here, doing to do an observation, while you're glad to see you're gonna do this, XYZ, and I'm like, You're gonna have to walk us through what you do show her the document. So hard to do now, so hard, it should use my students, all of that show her everything that she do on a daily basis, so she can understand what we do. And when I had my observation, I had a student he was afterwards he was like, Oh, my goodness, I had to work the whole entire class. I was so tired. Because he's one that he was one of the students that were that was always ahead of pace. So he would get ahead and then stop for a day or two and just do nothing. Because he was so far ahead of everyone else. So when I had him talk to the observer, the system principal he uses he said he was the next day he said he was so tired or working all the way through with no way because she was watching him and taking notes. And so three main effective and fours are highly effective. The only thing I can remember getting a three on is the point about asking them questions. So because I I'm because I'm not interacting with them so much that I didn't have, I don't have a chance to ask as many thought provoking questions, as she would have liked to see. And, like I did pull the suit over to my desk. And she felt like I wasn't using the vocabulary that she expected me to, to use. I guess she was just saying that I wasn't using her enough industry language with the senior. But hourly thinks you know what that is because she didn't teach computer science. I think she was the English teacher, I guess. Maybe she was just going by. She knew all the words that I was saying. And maybe I just didn't as hard enough questions. I did think about going through the lessons and writing down questions that I could use for specific lessons. But I forgot all about that. And never got around to doing it. Right now. My school is focusing on vocabulary and sentence starters. So I don't do a lot of it's not a vocabulary comes with the curriculum. So um, what I did do is I found one vocabulary strategy to use, and I already have it placed in Google Classroom for is already set up, they'll be used, I just would have to explain it the day I want them to use it. So when I get this an unannounced observation, I'm gonna have that vocabulary piece to use and filament that real quick, and then have no move on to Washington videos like they normally do. Toni Rose Deanon 31:50 Yeah, I remember also like trying to maneuver and manipulate and navigate like classroom observations. And so I really appreciate you just being so real about that too. Mica because that is the case, right? And so when you're thinking when you're talking about having a student, explain the process, because I think to me as a school leader, like I would love it if a student could tell me what's going on. Because that for me, I think that really shows like, oh, they know exactly what they're learning about, and how to get about, like what they need to learn, right. And so I love this idea that you had a greeter and you had a person to describe it. Especially I think you said that you're the only one who's implementing the model in your in your school, right? Yes. Yeah. And so there's a lot of misconceptions and a lot of questions, I'm sure. And, and you know, when you were talking about like, Oh, I didn't ask enough questions in my head. I was like, well, wouldn't it be cool if those students asked all the questions instead of us? Because I feel like sometimes educators ask too many questions. And not really allowing for our students to engage in asking those questions as well. So but yeah, those are just my thoughts. And so the assistant principal came in so impressed your your student was so tired because their brain was on overdrive, which is working, which I thought was pretty cute. What did your What was your assistant principals reaction? After having this conversation with the student and seeing how it worked in your in your class? taMica Gaither-Banks 33:27 She was impressed. She really the only thing she had something to say it was about the thought provoking questions I didn't ask. But she liked the whole setup so much that she talked to the principal about it. And they had me do a PD for about 10 minutes at a faculty meeting. So I talked to the other Tony. Toni Rose Deanon 33:51 Yes, yes, yes, our partnership manager. Yep. taMica Gaither-Banks 33:54 He sent me a PowerPoint that I can use. And I was able to adapt it to have pictures and screenshots of my worksheets that I use in it. And it also he also in the, in the PowerPoint, there was a QR code to join the cohort. That's probably happening in March, maybe the one that's coming up, I don't remember the dates. So I don't know if anybody signed up for it. But I did email the two at email the PowerPoint out so they could review it again, since I only had 10 minutes to go over. So that was really, really fast. But nobody came to talk to me about it later on. So I don't know if anybody has signed up the door. Or they mentioned the stipend and so on. I really did get it like three weeks later, two weeks, something like that. Toni Rose Deanon 35:02 Yeah. And, uh, you know what? Like, no, no worries. If anything that's still really cool that you were able to showcase what you were doing in your class because I know sometimes I know that I loved it when my principal would highlight some of the things that I would do in the classroom and be able to share it out with staff. So if anything, there's that that awareness, right that people could come and watch you in action or that you are doing this, this new instructional or newish instructional model of creating a more student centered classroom and so that that's really, really dope. So regardless of whether they sign up or not, I think it's still thank you for doing the work. And thank you for spreading spreading the news about modern classrooms. taMica Gaither-Banks 35:43 I had a first year teacher come and tell me, like last Friday that I was assigned for him to come watch my class and say, Hey, like, huh, I didn't know I was on that level for some ID for you to send somebody into my classroom to watch how I do it. So I'm excited to have him and because I'm going to show him all the stuff we do with modern classroom and hopefully he'll want to join. Toni Rose Deanon 36:11 Oh, I love that. I love that. And I think that's like something really common that happens to with our educators who are implementing the model is that, you know, school leadership is really, really impressed and amazed by it, that they like, Hey, do this and do that and show this and show that. So it's kind of like elevating our teachers to be even more leaders in their communities than they already are. And so that that's really, really dope for for me to hear that. And so hopefully, you'll have a thought partner in your school to just kind of figure out like, good practices and strategies that would have worked for you before. And so mica, what is a tip that you have for someone starting out, or someone who has the same class structure as you, you know, nine through 12, six or eight? And also, like you said, you know, you're working with a first year teacher, what, what would be your tip, taMica Gaither-Banks 37:00 um, don't worry about mistakes in your videos, because it shows that you're human. I know, I have videos with my dog in the office with me. And I'm, like, vague, I had assumed watch the video once. And he was like, Hey, did you ever get so and so? And I'm sitting there like, huh, yeah, in a video you said, and I was like, Oh, I didn't know he was watching. I really did not know that particular student. I didn't know he was watching the videos, because he felt he was so behind these. But he watched the video and followed up about something I miss in the video. Oh, that's awesome. But um, don't worry about the mistakes and your videos. And just keep making videos. Like they get easier as you go along and make yourself a checklist. So you can make all the lessons uniform. Because my my lesson document my hyperdoc. There, they all look the same. So is no way you don't if you don't know how to find your work, it's because you don't want to do it because it's in the same place every day. And each sheet looks the same way. Each sheet has a code.org link that takes you to the particular lesson I want you to do. Each one has a folder of videos. And the videos are named by the lesson. So if it's Lesson three point 12 The video says three points well, so is no excuse that you can't find your work if you can't find your work just because you wasn't listening from day one, because that's when I explained it. Toni Rose Deanon 38:48 Yep, yep. So consistency, transparency, and not worrying about mistakes. Perfection is like the worst enemy out there. So thank you for that reminder to Mica. What do you hope to see in the future and what goals do you have moving forward? taMica Gaither-Banks 39:05 I think I would like to become a mentor. I didn't join the cohort that is happening probably around now. I'm just as there's so many other things that I have going on outside of school. So I didn't want to join now but probably by the beginning of next school year, I might be looking into becoming a mentor. Oh, Toni Rose Deanon 39:30 we would love you there mica that would be so dope if he could join us and be a mentor for us. Okay, so last question. How can our listeners connect with you? taMica Gaither-Banks 39:43 My Facebook name is t a M I ca a space gate hyphen banks, g a i t h e r hyphen banks b a n K s Toni Rose Deanon 39:59 Beautiful and your listeners, if you are not in the Facebook group, I think we're like reaching 18,000 educators there now. And so if you join that Facebook group and you search for me because name, you'll see all of her posts, and then you can message her or, you know, just get in contact with her as well. So, thank you so much, mica for doing the whole the Facebook group is great, you should join it. I appreciate you saying that because our community is just so so so rad and just resourceful and all of the above. So again, like thank you so much mica for being here in this space with me. And so listeners remember you can always email us at podcast at modern classrooms at org and you can find the show notes for this episode at podcast that modern classrooms that org slash 179 You will have this episode 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 human centered learning environment through blended self paced and 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 41:10 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.