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 176 of the Modern Classrooms Project podcast. My name is Toni Rose Deanon, they/them pronouns and I'm a designated hype person here at MCP. I am joined by a Bay Area educator and passionate music educator Marvin Reed. He resides in the Bay Area and is an educator in Berkeley Unified School District. He holds a BA in sociology MA in higher education and leadership policies and a multiple subjects teaching and Administrative Service credential. He is currently a doctoral candidate in educational leadership from California State University Sacramento, where he was the Hornet marching band drum major, he graduates this May, which is really exciting. And so Marvin has judged and been a leadership consultant for many procedures, marching band programs around California. Currently, Marvin is the director of Blue Devils be in Concord, California. Welcome, Marvin. It is so exciting to be in this space with you and thank you so much for saying yes to the podcast and what a lovely bio there and so we started what is bringing you joy currently?

Marvin Reed  1:31  
I think right now just being in community with everybody, I think definitely, especially finished just pushing to the end of this program. Like, I'm just really trying to make up for these three years of just kind of being in that cave of doing like all the coursework and, and the writing. And I'm like, you know, can we hang out? Can we just spontaneously just texting people are like blowing up their their phones fighting in their DMS. I'm like, Hey, Ken, what are you doing today? Let's do this. And they're like, Okay, I'm like, Yeah, I just need to be with people. Because I've been behind the screen. So definitely just spontaneous outings, roller skating out this past Tuesday, they're like, Where have you been, I was like, I've been writing. And I'm so glad to be back with everybody and just in that song. But I'm just so I'm just ready to be done with school. Like, I'm excited to graduate. Because I've been in school since preschool. Your break just when I first started teaching, but that's it. So I don't know what life is like, not being in the system, if that makes sense. Like, currently, I'm a teacher and a student. So I'm still in the system. But I don't know what my time is gonna look like, you know, as as a human. But it just feels like I know, I'm probably I want to find a therapist, for sure. Especially after you've done this research, but I just don't know what it feels like to have that free time and not be consumed with a project or something attorney in for points, if that makes sense.

Toni Rose Deanon  2:56  
Yeah, yeah, it's definitely gonna be a hard adjustment, Marvin, because I mean, you're you've got so many things happening. And it's all really cool things that are happening. And so this is definitely something that I struggled with, too, of just how does rest look like sound like feel like for me, and I'm excited for that journey for you. And so listeners, Marvin and I actually met in 2019. I think maybe 2018 2019.

Marvin Reed  3:22  
Yeah. Into my first teaching teaching year. Yeah.

Toni Rose Deanon  3:26  
Yeah. So it's been a hot minute. And I love love, love seeing all of Marvins posts on social media just because like just so much joy, just so much joy. But before we get into the topic of what we're going to talk about, tell us more about who you are, and how you started your education journey.

Marvin Reed  3:46  
Hmm. Well, I'm a Bay Area native. So I started off in the Bay Area. So I was living in Oakland and raised in Oakland, but I went to Berkeley schools. So my mom was commuting to single parent mom commuting every day to Oakland, High Street, specifically into Berkeley because she went to Berkeley schools. And at that time, she was like, oh, yeah, like this is where I want my son to be like, he's going to get the education he needs hear. And it was just growing up in the 90s. In Berkeley, it was very, very progressive, liberal, all of like, these experiences that I was getting, and I didn't know it was that John Jackson, Johnny's like, you don't know what you got to let's go on. So like we graduated fifth grade, and I moved to Sacramento. So coming from Berkeley, whether it's you know, breeze by the ocean or school, Sacramento, it's like 90 degrees every day hot flat, and I realized how much cultural capital I got from this district. You know, being able to go to Chinatown, Lawrence Hall of Science, moaning caverns all these like field trips, because I never got to experience that like, for the most part, we stayed at home we didn't get to. We didn't go out on things like the biggest trip we went on was Disneyland for like, our birthdays every other year or something but everyone on vacations and got to explore. So really, because of this district, I was able to get out and really build up my identity and what I like and trying different foods, I mean different people. So moving to Sacramento, pretty much started from scratch. And I had missed him like two months of school, I remember and they gave me a placement test. And how is it supposed to stay up to my students on this? I'm like, always advocate for yourself, right? So I'd take the test. And I remember the teacher, they were co teachers that time. And they gave me the placement test. Because the Saxon Math on every hit, and I'm doing the test, I keep mine, I've been out of school for two months. And I just read it a fifth grade, and I'm in sixth grade, but two months of missing school. So I'm taking the test. And she says, Just try your best. And so I remember trying it I remember writing like, this was pretty hard, or I'm stuck, or I kind of get like I was like talking on the on the test. turns it into her. And I guess now Fast, fast forward. So we'll go back and forth. The teacher, one of the teachers, I'm still like, that's like my close, close, you know, colleague, friend, I guess now she's my teacher, I call it I still call it by her her last name, but I'm like, what did you think like when I came from the Bay Area? And it's like, well, you know, I mean, the other teacher, we were, we had some concerns, you know, but we're looking at the tests. And the other teacher thought, you know, maybe we should put him in special ed. And then the other check, no, I just think he just missed on a lot of school. Like, let's let's work with him. Like, let's, let's let's get in the she just doesn't want to just kept advocating for me being special ed. And I she told me that and I was just like, wow, like, just because a child's missed out on days of school, like that's connected to like, a learning disability, like we have like that, that Miss diagnosing. And, and the tracking. Like, I wonder like, what if I went down that road, would I be here with you today. And so was in there, went off to middle school. But then I think the big shift, a big change happened was definitely around high school, I fell in love with marching band and loved it. I did some, you know, music in in middle school, but the marching band piece really clicked for me in high school, a community that was playing trumpet at that time. And as I was going through that journey, this position came for the drum major. Now the drummer is not the person that plays the drums that are conductor. And at that time, I was also we were my mom and I and my brothers just weren't moving around Sacramento constantly, like we didn't have a house, you're saying like an apartment. And so basically, I was commuting for probably two and a half hours a day by public transportation to get to school at using an inner outer district permit to be just to just to be in the band. And then just to, you know, try out to be the drum major. So happy that freshman year I tried out. I didn't get the position. I was so devastated. But I was a freshman right, came back the next year. And I was still commuting every day. And I just posted this on my Facebook a few weeks ago, like this family who lived not even in my area. So I lived on the north side of Sacramento. This family took me home every Tuesday night practice, and they didn't have to do it, you know, but they they took me home every time my mom didn't have a car, it was just you know, so she, she couldn't pick me up and let the bus stop reading after a certain time. So they took me home every day for three and a half years. This This was the family that helped me and I tried out for the conductor position, I got it and was able just to really explore and I think for me conducting a music is very therapeutic. And so when I when I found this skill of conducting and to be able to be in front of an ensemble, and to be able to make them get softer, louder and and I could interpret it with my hands and they would respond. That was powerful to me. And I said whoa, I want to do this like I can no one will ever have to know about my single parent mom and how you know we are home life is that when you know my emotions can be like, basically interpreted through conducting. And it just came very natural just to be able to conduct phrases and it wasn't for us, you know? So I did that. And then once senior year happened, I was like what I want to do with this I want to go into music education. Do I want to you know, just I don't know what I want to do. And that's what my math teacher I asked her I was like, I don't know what I don't know. And she was like, well, you're very social What about which isn't connected as much, but she goes, What about sociology? And I'm like, I guess that can I my my senior year? Yeah, sure. So I went to fact state sociology loved it, that go in there and learning what sociology was and all the theory I was like, Oh, this just makes sense. Upper class, middle class, lower class inequalities like it just I live this I finally understood versus you know, when we bring up a microaggression or something. Oh, you're taking it wrong. No, that's not what happened at all. Like no sociology gave me the place to make sense of what was happening in my entire life. If. And then I was about to graduate still, at that time I was teaching, I was doing this thing called drum corps. So I was doing the Concord Blue Devils, I had done that award winning group, the the drum major for that was a complete honor. And I'm glad that's 10 years, 1011 years later, now to be the director of one of the Corps is beautiful. And then when the higher end leadership, where I was like, Oh, I really like advising students, and I want to, I want to help them and get them on the pathway. And it was very green, very good at that time. And, you know, life happened. And I said, you know, what, I think my purpose is k 12. I think this is where I need to be. And throughout my master's research, a lot of I was looking at black male retention and figuring out like, how do we get our black males through higher education, like what's happening, and I looked at a program on the on campus that was producing, you know, good numbers of students getting out of getting out of the school. And a lot of the men that I interviewed, they said, they, they wish they would have had a male teacher to help them, whether that be a professor, or even when they were younger, to say, hey, like, this is your, this is your roadmap, and it's gonna be different because of your identity. And I want to help you to give you the cheat codes to get through it. And so from there, I applied for my teaching credential went into the multiple subjects. And that's where I really started to see once again, more inequalities because out of 300, student teachers, this includes single subject and multiple, I was the only black male getting a teacher credential. Only one and so a lot of the conversations that were happening, or even the way that, you know, I was taught to be an elementary teacher, it's just it was, it's just different. And I think that's also giving my purpose where I need to be in that space to help those other bring in because obviously, if obviously, if you see Dr. Reid as a professor, and you need to pay for your student to plot you need to get like, if they can see me and I can be their professor and mentor them and coach them through it. That's how I know I can, you know, share that voice and experience of being a teacher. That's what I'd love to do. But I got through the program, super big, super rigorous, hard, challenging, but got through it. But the next step was like, well, we don't want to do we're not gonna go. And I said, Well, I really liked my education in Berkeley. And I was very comfortable Sacramento, just, I wanted something new. And so I applied back to the Bay Area. And, you know, my first gig was third grade 1000 oaks elementary school was so Kamala Harris's school she went to, and then I met Rosa Parks Elementary. So I did third for a four years, this is my second year in fifth. And, you know, I've learned a lot, you know, from the administrators I've had, but also it's gotten to the point where it's like now becoming Dr. Reid and a few weeks, 15 weeks, I'm excited to, you know, be that that change maker and really, like it's the joyful disruption that I want to be able to provide in spaces and say, Ooh, like, that felt different. I felt that was, I liked that. So I think I need a little bit more of that. And so that's what I want to bring into education going forward. Because I think we forget about the joy we're so focused on. Yes, data is important that does drive decisions, but where's the joy? And all of this, I'm miserable. Do I want to keep doing this? Like, I want Joy, I want to, you know, I want it that I was thinking about it's kind of like, when you turn on your favorite song, you know, it's like, what is that you everybody has that song? And it's like, I want to come to work for that song. And it just, it just smothers me like, I need a baker. Oh, here we go. Yes, this is gonna be good. I stay in my feelings, as you can see.

Marvin Reed  13:39  
Right is that, you know, so that. I mean, that is that educational journey as far as like, I really want to not flip education, but it's like this, the kids aren't broken. It's the system. So how can we, if we know that the system's all messed up, but the kids are still going through it? How can we make the most of this but at the same time, providing them experience where they feel safe, they want to come to school, and it's different, it's different. I want to flex your brain in different different ways. So that's what I'd like to move forward. All of this educational background and move this forward to pre service teachers. I'd love to work with new teachers.

Toni Rose Deanon  14:18  
Yeah, I mean, Marvin, that your journey is so fascinating. Thank you for like starting us off as you as a young learner and all the way up to like how you got to where you are now, right? Like, all of that is fascinating and, and I chuckled with the marching band because I was also in marching band. Yeah, right. Like I played the clarinet and I love

Marvin Reed  14:39  
like a woodwind of sax, really, from you.

Toni Rose Deanon  14:44  
I definitely still have my clarinet and I definitely it's on my list to like, pick it back up and start like playing again. But I completely agree with you about the community piece of marching band, right like it was just so much fun being there, and I I also like everything that you said, really just like, there's not a lot of black male educators. And then especially in elementary schools as well, we were talking about that prior to this recording as well, right? And so, and I love that you're just looking for joy, right? Like, we need to have more joy. And I would even add on that it's not just an education, but it's everywhere, honestly, like there's just not enough joy in like, there's just not enough Joy period. And I think that that is really sad. Like, it's disheartening. And I think as a society, I mean, you're you did sociology, my sister's also majoring in sociology, and is always teaching me so many cool things. Like I'm like, okay, yeah, that makes sense, right? Like poverty is the reason, like capitalism is the reason got it noted. And so I think like, I like where we are now, where we are trying to disrupt how things have been, right. And so for this for this episode, really, we're talking about joyful disruption. And I really, really love this concept that you have been putting out there. And you know, you're about to graduate your soon to be Dr. Reed, which is really exciting. I can't wait to call you Dr. Reid as soon as you get it. And so like, tell us more about what this joyful disruption is all about.

Marvin Reed  16:21  
Well, it started civically last year, I remember I had a wonderful student teacher, I'll shout her out Jamila Johnson, just, she and I just we, we always we stay playing, we always, you know, just, it was such an experience to have the other adult in the classroom where she was learning, I was learning. And we decided that we wanted to do a song book. And so I was like, okay, song, but I've never, you know, we were gonna do it that we're gonna have we're gonna get this together. And we started singing songs. So we started off with, where's the love for the black IPs? Now, that song, and I, and I remember when we first singing, but the kids like they were already but we shot the music video. What do you see? What do you think? What do you wonder, all the connections are you seeing? And they were like, when was was this? Recorded? Like a few years ago? I said, No. This was not. This was back in like 2008 Like it was there was there like, but it seems so relevant. And then, you know, where is the love? And so we started you know, we had parents come in to help us a choreography like we were we decided to go on a tour. But it's like caroling. So we got together a setlist of songs, and we would start performing with the kids. And the theme is was where's the love so that we started off with Sister Rosa schools, Rosa Parks. So the song is called Sister Rosa by the Neville Brothers. And then it went to everyday people. Everyday people, they went to grazing in the grass, crazy the grasses aghast we began, but then ended with where's the love interest choreography. And from that forest for those four songs, we were sitting, and we're like, Wait a minute. Let's put let's just put together some more songs in this thing. So we started adding a bunch in there, we were singing with everybody wants to rule the world, all star sit on the dock of the bay just a bunch of songs from different cultures and songs that really spoke peace and songs that we realized as children that got us through, you know, our hard times. And so that to have that song, but but then the disruption piece, so there was joy, obviously, we were going to solve but what are we doing songbook? And I just love to do it. But I remember, but you know, we had this there was this moment with one of my colleagues, but you know, you know, we're great. But there was a time where they said, you know, your music is just too loud. And I sat and I was like, oh, okay, like, I will take it back. You know, I didn't, you know, they said it's distracting the children, you know, you know, they can't focus, I can't teach that. And I didn't think it was that loud. You know, and so I was like, okay, and I'll be honest, you know, my feelings were hurt. And I remember Jamila telling me, she said, you know, Marvin, you have a light. And too many people, that light can be very intimidating, very intimidating. So but never let anybody take your light, they really might take your shine. And so I was like, Okay, you gotta get my feelings, you know, I just want to do you don't be sick with the kids. And then others say I'm distracted. And, you know, I didn't have my mom or I had to take some space. You know, I did, like, you know, okay, like, I see how you perceive my, my joy. And from there, I said, you know, what, if this is how I'm gonna teach these kids and to get them through it, I'll be honest, it was a rough cut. You know, there was a tough class, you know, as a black male teacher, they're gonna give you the to the toughest of the tough let's just be real. It's not black magic. It's just we have a presence of just like it didn't want to get in these white spaces. You don't see it. So when you see Mr. Reid walking through, like, oh, he has a skirt, his shirt and his tie and like he has his class is all Ah, no, they're singing, they're dancing. He's challenging them. And he's always talking to them like, it's different. And so with the class that I had, we had to be joyfully disrupted because the teaching that they had gone through before the system didn't work for those kids. But they knew once they knew all them songs and songbook. And so we, you know, we just closed the door, and we, and we kept our singing in our room. And, you know, there were some times where they text me say, can you turn down the bass? Okay, I'll turn it down a little bit. But from that point on, I was like, You know what, I'm gonna keep the song, but I'm gonna keep these kids moving and grooving. Because if we also have to think developmentally, these, those fifth graders missed out on two years, like a third and second and third, third or fourth, they missed out on those, those those years of play. So who are we to rob them of that moment? And so through singing through song, they were able to express themselves. And that's really where I'm like, you know, what, there needs to be joy here. And I always I walked out because that I was getting my principal credential. And I was saying, like, they're like, Oh, here's the principal. Principal. Were you good? I'm like, I'm like, now, here's the thing. If there are crows on your campus, eating the bread, that somebody dropped the accident, that's the problem. It's too quiet around what is it? It's supposed to life, you know, this CRO? I'm like, this is, this is raggedy, I don't know about this. So it's always like that joyful disruption of like, I'm going to provide you a lot of disruption, but always solutions. I think a lot of times they hear disruption, like, Oh, you just burn everything down, like No, I'm just shaking things up a little bit. But I also want to show you what the future could look like. Right? And so literally all the the kids I get are in their parents are like, yeah, you've just pulled out so many different parts of them who they are, and they love coming to school, they love to bake, they're upset when you're not there. Like that, that's not match. It's just I'm just disrupting a white space, even from the way that that classroom is structured. It's not a normal classroom. Right, there's over 200 flags up in that classroom. Like, you can see yourself in some way of that black classroom ecology. And I take that really, really to heart like, I don't have a bunch of anchor charts everywhere, because it turns into wallpaper, right, whereas there are, you know, that they've put together where it was their thoughts, their beliefs, and even being artistic with how you show identity. Like there's a, you know, a pride flag, right? You have that, but then a privacy glass that stained, that when the light hits, it reflects a rainbow, those artistic designs to create the space and I was really, you know, inspired by our art in a museum. Like when you go to Museum, there's so many talking pieces around the space where a kid can, you know, come back every day and find something new that they didn't see before in that classroom. Because it's it's that's our space, like why do you know that Mr. Reid had a rubber ducky up in the top corner there and like, oh, that's up because a marching band Shaco a little hat up on the corner. I never saw that before. Like, there's something new for everybody in that space. So it's once again, just disrupting the space, like, what else can you do what else you got? And I'm always thinking like, Okay, I want to try this. Instead of instead of doing them write a paper, like they'll do the write the paper, but let's do a TED talk. Let's have them take that paper, and they get to dress up, I'm gonna show you how I'm gonna show them how to dress up and they put a big, big red circle on the ground for their TED Talk. And they'll have a mic, and then the clicker. And they're the expert, and then they'll feel empowered, that maybe in the physicians or that they've never done before. So I've always tried to think differently and just try to because teaching is art, but I think a lot of times, people stick to those same raggedy pacing guide, same curriculum that we know that work for everybody. It's

Toni Rose Deanon  23:41  
because it's easy, Marvin, it's easy.

Marvin Reed  23:45  
You're putting it in the microwave, oven, the TV dinner, they'll eat it, like no, I'm tired of TV dinners. Can we do something else? Yeah.

Toni Rose Deanon  23:53  
And I really, I just love the concept of disrupting things joyfully. Like, you know, and I never even considered that as well. And, you know, as you were talking to when you said like, Okay, you're bringing in so much more joy, right? But then, like, people have so much to say, and it's kind of like deflating, it's like, okay, I'm trying to make this a more engaging and more fun and like, just more happy, honestly. And then you hear like these things, because people aren't used to that. Right. Like, I know, I know that I was definitely one of those people that I'm like, Oh my gosh, here's like this happy go lucky person again, right? And I really had to shift that and be like, Oh, I'm, I'm negative Nancy, and that's not okay. And like, what is bringing them joy is something that I should not be interrupting or judging, because joy is essentially what's missing, in my opinion, with a lot of things, right. And I'm also thinking to now Marvin, because I work with adults. And so I'm always trying to figure out like, how can we get adults to play because we don't play enough We don't play enough. And I was also trying to think about, like, you know, you roller skate, and I love watching your videos and seeing your pictures. And of course, you're in the Bay Area. So it's great for roller skating. And, and I know that for me, that is when I play because I am really terrible at rollerskating. I started in 2021 2022, one of them, I like falling on my butt. It's great. And so I think like, you know, whenever I come into contact with educators, right, I'm always constantly asking, like, Hey, what is bringing you joy today? Right? Like, what is it that you, you are doing to incorporate play more into your life? Because I think we are so into our work, right? And just always constantly working, and especially educators who just are always grading are always doing this are always doing that, right. Like, there's so much to do as an educator. And I think I like to push for our educators to be like, You know what, there's always going to be work, go do something, yeah, go do something that brings you joy, like pause, get away from your computer, pause away from, you know, like, get away from like, all the teacher things that you're doing. And so, another thing too, that I'm really curious about just off script, Marvin. And I mean, you done really great with all your answers. It's, it's great. How do you incorporate like, you have a passion for music, and I completely agree that music is so important in creating that joy and evoking so many types of emotions, right? So how do you how did you do this songbook? And also follow the quote unquote, curriculum that the school has you has expect, you know, has expected for you to follow? And then joy because I know like, there's music curriculum and joy, how did you balance that out?

Marvin Reed  26:48  
It was it was me being a conductor, I am always orchestrating a moment. So literally, the transitions are I don't have any, like, little timers, I use the music. So Mike, you got to the end of this song to be cleaned up and ready to go home or, you know, the music's playing in the background. But I'll literally choose songs intentionally, what I said, whether it be Joe Scott, Lauryn Hill, or even like Tupac instrumental, where I know that there's a child in my class that connect to that song, or if I'm putting some kumbaya in the background, it's really subtly so it's not too distracting. But the brain, the schema is being activated. Because I want to create the I want the brain to feel like it's at home, like I want. Like, I don't feel like I'm at school. It for that moment, for six hours that you're with me, you don't have to worry about anything. Because this is home. This is not a classroom. This is a living space, we are living together. And so the music is working as the transitions the music is working as as the timer set and Time moves differently. I call the digital in effect, you ever go digital, and the music's always playing you forget about time. Doo doo, but it just keeps going. Even though that track ended. It's still going. So you your brain has been has been taken out of this realm of time. Four hours has gone by, but but you don't know because you're hearing all of these, these tracks going up late in time. So I use that as a way to try to to train the brain trick a little bit. But then for the songbook to it's all standards based. So if I know I have to teach about, like I use a social justice standards, right, so I'm talking about identity, diversity, justice, action, if I know that's my realm, the first activity for the first few weeks of school is what is your identity playlist? What five songs make up who you are, and I'll share mine with him. So like, I got EU child things were easier. And I have some background information, I got returned to the Mac, I got you know, Bring me to life. So I'm a little I get my feelings sometimes. And then I got a need a baker giving the best that I got, like, I'm, I'm telling you now, like I'm here, like I'm giving you the best that I got, like, this is what I got for you. And so I share that that's my vulnerable moment of my identity, right? But then as a class, the diversity of like, Wow, all of these songs make up this playlist. And that also helps me as a teacher to see what kind of music you listen into. Right? But then it makes me also realize like wow, like, the Justice thing here is like not everybody has been exposed to you know, these these songs like where's the love or weigh in on the John Mayer weight on the wait on the road to change? You know, those kinds of songs. I'm like, they need to be listening to that and get out in their soul. You know, and so that's what my Okay, the songs that are in here, I'm expose you to the healers, like there's gonna heal your soul and you have access to this playlist when you're studying when you're in middle school. Like, you can always go back to this playlist. And so when you sing it, I really wanted to empower you. So I use that to launch the year. Then I knew that am I okay, These kids need to know how to have a summary or answer a prompt. So the first prompt was, according to brandy, what is the best friend? Yeah. To cite evidence, you need to make sure it's relevant evidence and you need to be consistent. So they said, you know, according to the author's hyphen, Brandy, a best friend is someone who's got your back in the text, it says, you know, whether, whether the good or not, and I bet, like whether I'm good, whether I win or lose, or if I win, I know that one thing I never change, and that's you as my best friend. Okay, this evidence is significant, because it proves the fact that the best for him and never give up on you, whether you know, this and that, like, that's, that's it, I've met the standard, that's what you have to be able to do. So I'll use those lyrics or those songs to be able to say help them practice standards, and then tell them I get your meeting grade level standards, you're just not doing it with a thick packet, you know, which I get there eventually, but I got to hook them in first, because now they do it. Okay, now do it with this. Okay, now watch this video. And now try it with this. So I got to expose them to different forms of media to play around with this standard, because we deal with it as adults all the time. It's not just a packet, I can show you I can put on a video and tell you the main ideas I can. Like today we learn about the Little Rock Nine. Right. And the topic came up of Eisenhower. Right. And so it's saying that Eisenhower, he wasn't as like, why was Eisenhower were not prepared to handle what was happening during the Civil Rights Movement as a Little Rock Nine. And so they were saying well, it's not his fault. He just didn't grow up around diversity. He grew up around, you know, white people, and he did these white, you know, white men, boys, the boys club and all the the sports and everything. He didn't have no diversity. So then when they were all this integration was happening, and then she's uproar. He's like, Oh, my God, like, what's happening? I just wanted to do the right thing. But it's he didn't know. Right? And so for them to think critically, then somebody said, Well, and Mulan, she had to pretend to be a man just to be in the war. And I was like, Yes. And then some I said, Well, isn't this Rosie the Riveter as a? As like, now, people so now guys are getting to the point where this is why you need to go to school, right? Or even I call it volley in this space, because now you're getting references. You it's not just oh, move out. On the surface your teeth. Now you're saying, Oh, wow, this is referring back to this. This happened back in the World War, where women had to pretend to be men because they wanted to fight. I did it. I did it now. Right. So the music has been a scaffold for that over that vulnerability, right and seeing who they are. But they just know it's part of our culture. When you step into that classroom, there's something playing, there's something setting the mood, and they say, mister, he's a big band geek. So like, I'll be conducting a song book. I'm like, I the tiger makers release somebody for doing something for it. And they see how successful I am with the Blue Devils thing. And I show them my videos of me doing the drum corps thing. And they're they're really proud of me. And they're just really, there's a lot of pride saying, I'm in Mr. Reid's class.

Toni Rose Deanon  33:04  
I mean, and also because you are so proud of what you're doing, you know what I'm saying. So like, they feel right. And they and they feel that and I always say to, like, your students know exactly how you're feeling like, if you believe in them, then they believe in themselves. If you're happy about it, they're gonna be happy about if you're passionate about it, if you're frustrated about they're gonna do this thing, right. And I love this. So for listeners who don't know the social justice standards, it is you can find it through learning for justice. And that's actually where Marvin and I met, we were part of the teacher advisory. And so thank you for pointing out the social justice standards as well so that our listeners can definitely take a look at that. And I'm also thinking about, we need a playlist for this episode, because of all these bombs, songs that you're like, just dropping. I feel like we definitely should have a playlist for this. So hopefully, Zack will create one or maybe I will, I don't know, we'll see. And this made me also think about my one of my lessons with my seventh graders. We were talking about poetry. And I kind of reeled them in with Nicki Minaj song because she's so good with like, metaphors and similarly like her rhyme and rhythm. Yes, her alliteration like everything. She just had all of it and so I just remember my kids being so excited and like wait, what we're gonna we're listening to Nicki Minaj Oh, a yes, we are. The radio version though.

Marvin Reed  34:27  
That's the relevant because there I was like, Why do I need to learn this? Whereas like, it's here. This you wouldn't? That's it right there. You know, like your list like I meet dorky musical theater. I'm like Nicki would make a great Mrs. Lovett in Sweeney Todd. Who makes you be great at Sweeney Todd, because she has that rhythm. Wait, what's your budget budget her key she can do all that manipulation and just on it.

Toni Rose Deanon  34:49  
Yeah, yeah. And so I mean, it's just really interesting too. And of course, I'm sure you've heard of like the whole beef would Megan the stallion and Nicki Minaj to this kind of all What are the musicals? Right? Right? Right? So I mean, just like the words and how they, they use the words, right? It's really dope and just brings a lot of emotions. And people are learning a lot, even through their lyrics that they're creating. And so I think that that's really great. And another thing that made me laugh too is that I lead a session on like, mastery based grading. And one of the songs that I put on was just my imagination. Because when I grade I like to think that I don't have a lot to grade.

Marvin Reed  35:31  
And you're tricking the brain. Yeah. Yeah,

Toni Rose Deanon  35:33  
exactly. And I mean again, right? Like music just brings so much joy. And I don't think that I, I often overlook the impact of music and so thank you for like, reminding me to get back into into that that soul that you know, just the music and, and everything that comes with listening to music and dancing with it, right? So you kind of name some ideas on how are our elementary educators or just educators can employ like, or infuse join to the learning process? And just clearly would music right? And, and so but how can school leaders create environments that encourage, like, joy with a sense of joy for both educators and students?

Marvin Reed  36:15  
I think the biggest thing that I've I've learned from the administrator I have is just having the the buy it and the support, and the kids need to see that leader doing it. You know, it's and I said the principal, they really have a lot on their plates and as many as any director, right, I get it. But you got to get out of that screen sometimes and get in the scene. Otherwise, like, Who are you again? Oh, I gotta go the principal's office. Like you need to change that narrative. Like seeing what the kids go go in that you know, do whatever row row your boat or whatever the I the thing I the tiger with us, they're gonna think you're the coolest person ever. Right? But you have to make sure that you're as a principal like, you're also not silencing mystery and saying, No, you need to stop. You can't do that. Like, why can't I? Like no, this principle has been like, oh, yeah, like, I'll be listening. She She came in from inform observation. And we she put up she requested last dance by Donna Summers. Isn't that the songbook? But the tweet, the kids never requested it. So they're like, I don't know what this song is. Like, this is a really good song. You just haven't requested it. My principal is just she was on she was singing dance. And they were like, Oh, my God, what are you. But it spells things like that. And if it's not through music, encourage more opportunities for kids to perform. I think, for me seeing children in that state when they're in front of people performing and there's that that innocence, right being being stretched in front of like 100 people watching these these children for like, if they can master that, then when they're back in that classroom, they could do anything that you put into such you kind of overtraining, like, oh my god, I'm not, I'm not a public speaker, you just saying, you know, let's, here comes the sun in front of 200 parents, now you just got 22 kids that you got to do your presentation in front of. It's easy. But if you don't give children opportunities to do that, then we're only focusing on one side of the brain or one part of the child. Right? That's how you hook them in. They're like, Oh, I remember singing every Friday, Mr. Reese class, for the assemblies. We did plays, we were able to make our informative paper a rap. I remember he put on this song and it was like, You got to flex their brain in different parts so that the principal's also got to encourage that creativity as well. Like basically what else she got? Well, she got a good that's what I'm always thinking like, I like the Food Network, the show chops. And, and I think of that like teaching like, I don't know what to this mystery basket. I have no idea what's gonna be I have an idea of what I could put together. But when I get it, I'm like, Okay, this is my class. What am I gonna do with these items? Well, first off, this parent is really good at choreography. So I can pull them in and teach a song for it. Okay, and then this kid, oh, he's got to move so he's gonna forget to inspire but this person, and I put those those ingredients together and try something and a friend new dish with a lot of teachers that we said earlier. They're comfortable, and they'll keep producing the same meals. But I'm like, that's like, I'm tired of macaroni cast something new or that's Kraft. You don't make it from scratch. Because appeals are the lessons that the kids remember. are the ones that you cook from scratch the ones that weren't part of the curriculum. It's like your mother's like peach cobbler like you that wasn't bought like she made that from scratch you given us the pans to measure out she just knew by feel this is about this much. This is this much. And those are the meals that the soul food that kids remember. They remember that they're not going to remember what is it back in 1928 on the corner of they're not gonna be right stuff. They're gonna they're gonna be great how you met like, how you made them feel right. Oh, I remember when you know Mr. Reid You know, it was not, he called it not so crazy hair day. And he was he's missing for the first five minutes of school. And then he showed up with an afro. I remember that, like, those are the moments that you create with the children. But it has to be a cultural thing at that school. I mean, this is my second site that I've been at. And it's my third principle, I think the biggest thing that I've learned from all three is like you, as a leader, create that climate. So climate is how we feel culture is how we behave. And I'm always interested, like, as I look at their leadership, and I'm like, Hmm, like, Are you constantly reflecting on the leadership that you're enacting? And then the results that it's getting? Are you just executing? Because that's it, I always tell students, teachers, the most important part of the lesson is reflection, doesn't matter about the hook or the the how you circulate? If you're not reflecting on that lesson, when I don't care. It's reflection. So you as an administrative leader, are you reflecting on your school's culture? Is there a culture of joy on your campus? And the thing is, had you as the principal or enter teacher model, the expectations of joy in the classroom? of children seen it? And I don't, I don't think we I think I asked a teacher that they're like, Oh, I'm sure in my classroom, and when kids are reading, I was like, well, that's compliance. That's not joy. Have they seen you? Because for me, I'm always like, Oh, God, hi, it's so good to see you. And, like, I'm always modeling kindness to kindness. And I'm like, and I show them that these third graders, whoever great I'm like, Oh, hi, Miss, someone said, I give them a hug. I'm like, it's so good to see you. And no, I totally forgot. Like, they need to see that engagement. Doesn't matter, the fifth grade teacher in your second grade, eventually, you're gonna get up here. But you need to see that I'm human too. And I want to show you what I'm modeling joy for you. What are the expectations of joy?

Toni Rose Deanon  41:53  
That is something that I definitely want to like, process and reflect on the expectations of joy because I don't think I've ever like thought about it. And also I you know, when you said reading brings, you know, reading when I see my students read I'm like, as an English teacher, come on, Marvin, that does bring us joy.

Marvin Reed  42:10  
Even read, like, oh,

Toni Rose Deanon  42:13  
yeah, no, I know, I completely understand. I think with me, I used to do book talks with my students. Oh, yeah. And they just saw how nerdy and passionate and like excited I got with my books. And so they would always be like, Hey, Miss Miss D, like, what book should I read? I really liked this. And I would have all the recommendations. And they'd be like, Wow, you're like, such a, like, you're such a huge nerd. You really like reading it? I'm like, Yes, I love it. It really makes me so happy. And then because they see me so happy, then they're like, Okay, that I'm gonna go read this. And I'm sure I'll find the same joy that misty had when reading this book. And knowing that, like, Misty picked this out specifically for me, based on what I was what I told Misty, right? So it's like, it's, I don't know, it's just so fascinating how kids are ever just people in general, pick up your your emotions, your feelings and your excitement, right? And I really love the concept too, of like, bringing the community right, like, hey, let's show face, like who can do this thing? And how can they come in to our living space? Yes. And do this thing with us, right? Because, again, things, magical things happen when we're in community. And I think that that's something that we always want to say, too. And as far as like leaders, because teachers are leaders, too, right? We want to continue like modeling. We want to model like we are human beings. And let's laugh. Let's laugh more like, it's really like, Oh, like this person said, are the students that are really silly thing. Let's laugh. Like, okay, that may not have been the most appropriate thing to say, funny now, please stop.

Marvin Reed  43:57  
I'm like that then. And I think to go back to like the magic of the classroom. And this actually connects to my research, like, a lot of what I'm talking to you about. I was inspired by Fred Rogers and LeVar Burton. So the Reading Rainbow guy and Mr. Rogers Neighborhood like those idols, those teachers taught me through a screen. Right. And then when the pin the pandemic happened, I was doing that for children. So this whole thing is always seeking first to understand in the, in the questioning of children saying, Tell me more about that. Really, that that must have heard ha or no, I'd ever thought about it like that. That's interesting, or have you considered this? Like, yes, and I bite my nails sometimes I get really nervous, but what I could do, I have this really soft rock in my pocket. And I just, and I'm sharing with that with them because they've seen us adults just like you, you have it all figured out. Like I don't have it all figured out and I'm really nervous right now. You know, they need to hear that and it's like, figured out together. But you know, I'm I'm doing well how are you? Just so good to see you. It's so good to see you. It's nice to hear that because it some maybe they haven't heard that. It's so good.

Toni Rose Deanon  45:03  
And and you know, I work with middle schoolers and we all know middle schoolers are heinous sometimes. And one thing that I would always say is like, Man, I'm so happy to see you. And you are so annoying right now. You know, like, Oh, I really love hearing your stories. And please just like, hold your stories, and I will get back to you because I need to go do this thing. So it's like, hey, I want to provide this space for you. Right? And I want to also honor my restrictions and my boundaries as well. And so, yeah, I mean, I Oh, my gosh, I miss the kids so much, so much fun. Okay, well, listeners, we're gonna take a quick break for an announcement. And then when we come back, we'll talk a little bit more about joy with Marvin.

Zach Diamond  45:56  
How's it going listeners? This is Zach. What an incredible episode with Toni Rose and Marvin, I'm just having such a great time editing this one. But I have some announcements for you for the upcoming week with learning experiences. First off, it's the last learner series with genially you can join this workshop to celebrate wins and troubleshoot challenges with the community when you implemented the genially resources that you created. You can join us on Tuesday, February 13 at 6pm. Eastern.

Avery Balasbas  46:23  
Are you looking for a virtual connection you can join our implementer meetup on Wednesday, the 14th Valentine's Day at 7pm. Eastern to connect with other modern classroom educators. And finally, we're presenting at a sa in San Diego, you can join our session from suspensions to self regulation, educators who flipped the script. It's session number 1931. And that's on February 16, at 345 to 4:45pm. Stop by if you're around. And of course you can always check the show notes for this episode for registration links and more details. Calling all Los Angeles educators. My name is Avery, your West Coast partnerships manager here at MCP and do we have an exciting opportunity for you? Modern classrooms project is thrilled to announce the launch of our second fully funded regional scholarship here in California, the Los Angeles educators scholarship if you've been looking to transform your classroom into an equitable student centered space, enroll in our again fully funded virtual mentorship program plus a $500 stipend through MCPS, Los Angeles educators scholarship, just go to modern classrooms.org forward slash Los Angeles to apply today. If you have any questions or want to connect, you can reach me at blas bus at Avery dot veloce bus at modern classrooms.org. That's a V is in Victor e r y dot b is in boy a l a s b is in boy a s at modern classrooms.org. We look forward to seeing your application.

Toni Rose Deanon  47:57  
All right, and now we're back with Marvin. This episode is really really something because I've just been pushing for joy. Always wherever I go, whoever I meet, even my text messages for my for my friends are always like, Hey, tell me three good things or tell me something that brought you joy today. And specifically today. Not yesterday, not a week ago. Today. Right? And so just hearing this passion of yours joyful disruption and putting those two words together that I would have never put together. Right? I this just, it just makes me so happy, Marvin. So thank you, thank you for that. And so like here at modern classrooms, right? We create a more human centered learning environment through like self pacing, blended mastery based learning. So if we think about it, right, like, we're not really getting rid of like the whole group, we're just not doing it often. Because what we think also is like the traditional way of teaching or like you said, right, it doesn't work for a lot of people and people have been doing it because it's easy because it's been working for them right quote, quote unquote. And so what are your thoughts on self pacing for elementary school students, you kind of like talked about this in a sense of like, Oh, my two favorite, you know, teachers like Mr. Rogers, right? Like you were watching them. And you were kind of going along with just watching the show, as well as like learning a little bit about like, how to create that space, right. And the thing with self pacing is really allowing for students to show up as they are show up wherever they may have stopped before and not expecting them to learn the same time, the same pace as everyone else. What are your thoughts on self pacing? I'm curious.

Marvin Reed  49:47  
I think it's giving them just opportunities of have access. I truly believe in access because if they don't have access, they're not free. I think if you can have it's the whole thing of like, oh, well have, you know someone smoking weed when I'm sitting next to them? Like, that's the access, right is when they're gone with you next year, what are they gonna do like they can't read. And so a lot of my class, a lot of projects, a lot of projects with a ton of scaffolding. So that if that includes making sure each kid has the, we have the read aloud, the actual book, every kid has a copy of the book in some way, whether it's an projected the book, there's audio book, like, you can hear it, you can track like, I don't want, I always want, there's no excuse why you can't be successful today. And you are the CEO of your learning, and I will provide you all the materials for your company, right. But at the end of the day, you got to make the choice, what kind of company you want to have. Your boss, I've already done fifth grade, I'm in 24th grade, I've already done with all that I'm trying to help you out. Because I'm on my way out of the system, you just you still you got ways to go. But you're the boss. And so whether you know you decide not to pay attention today or whatever, you still have the tools and the resource to get your education because you deserve that you truly deserve. But I'm not going to I may be I would rather be behind in a pacing guide to know that as a class, we're all supporting one another one another and be able to I say volley in the space with conversations, versus I've got 80 or 8020. You know, oh, well, there's 20% They're never they're still gonna state like no, we're all going together. We're going to figure this out. And I told them, I literally told them yesterday we were doing adding and subtracting from reviewing, adding subtracting fractions with unlike denominators. That's a mouthful. And so they were some kids were having because these kids miss out on first and second grade, foundational, foundational grades they've missed out on this. So I see the gaps as far as fluency. So my student teachers were up there and some kids just weren't making the connection of like, let's say if it's one 1/4 And let's say two thirds, okay, so four and three is the denominator. How do I find out the lowest common denominator with that? Like, if you don't know your fluency, your facts, you're not gonna see that it's 12. So I had it, I had this jump in I told him I was like, right now you're going to school? Because I use a lot of analogies. I'm like, it's like going to the dentist. And you know, when you go to the dentist, you What do you have to do to for them to do work that they like, it's like, open your mouth. Yeah, you have to open your mouth, right? And I'm not judging you and your breath saying, but it's okay. They're like, oh, like, No, I have my mascot. No judgment. But I'm just saying here like, I gotta get in there. I gotta floss. Yeah, a little bit clean out for some of the things if y'all got a cavity, it's okay. We can we can fix that. Now, before it gets to a root canal. Then you're in when some of us aren't loose teeth. Ask open that mouth and ask questions. So I think so let's be honest. How many of you are still stuck on the denominator changing? Forehand? Okay, cool. Let's take a step back. And let's let's set it let's get some procedural fluency setup. So let's try doing it this way. And I showed them like that skip out. 369 12. And you know, okay, where do you play? Bingo. Do you see both those numbers in both that I am in? This is the the joy of the classroom. The teachers when you hear? Oh, I see I see it. Okay, okay. When you hear that, and that dopamine is shooting off. That's when you like, that's why I do it. It's hard to explain it to somebody to teach when they go. Oh. Oh, okay. Yeah, then you take that but then, okay. Okay, I can do it. That's Marvin.

Toni Rose Deanon  53:31  
High school students sound the same. Also adults.

Marvin Reed  53:37  
You're reading something and they make a reference. Like we watched the episode. I Love Lucy. And in the book, it says, The Lucid Oh, we like now you get the references. This is called spiral curriculum. Like now you're seeing like, oh, we watched the Wizard of Oz. And we read the first rule of punk. I don't know if you've read that. But virtual punk and it was talking about this Latina girl traveled from Chicago to another place and she she didn't even have any friends. So her dad kept saying you need to find your your Wizard of Oz, you're doing your yellow brick road posse. Now a lot of the kids didn't know what a yellow, a yellow brick, what does that mean? So I had to show them Wizard of Oz, which provided the scaffolding for them to understand really like the references of this text. So who's the Dorothy of this text who's the witch who's this like, because authors will do that? If but if you don't get the references, the kids are it's over their head. So once again, you got to meet them where they are. And I'll be honest, sometimes I don't preview all it, I kind of skim through the text, right or whatever. But I need to make sure that I get an opportunity for the brain to be able to make the connections with everything that that that text, especially if it's a rich text that's offering it whether it's One Crazy Summer and it's talking about the Black Panthers in Oakland, California. We got to do some scaffolding. We got to watch some videos on whatever the 10 points of the Black Panthers. How was it how they made a difference in your commute here in Berkeley, California. That's like 10 minutes down the road. Right? You need to know this. You know, and that's the relevant This piece. So I mean, is that in the curriculum that we're using? No, it's not. But for these kids in their community, they need to know that they need Ladson Billings. 

Toni Rose Deanon  55:11  
Yeah. And I was even thinking to Marvin, of whenever we put text in front of students really figuring out what we need to scaffold and what we need to provide a background information on, right? Like, we can't just assume that all students know. I like to always go in assuming they don't know. And then just, you know, be like, oh, you know, the yellow brick road is referencing this. Who knows this? Oh, nobody cool. Let's

Marvin Reed  55:39  
Michael Jackson. That's okay. That's the way is. A little bit of both.

Marvin Reed  55:50  
Okay, so, okay. How many of ya'll seen The Wiz none the white kids knew it was the date? Okay, good.

Toni Rose Deanon  56:03  
Oh, my gosh, I love that so much. Love it. Love it. Love it. And I know, okay, so I feel like you and I can talk for so long. This is just such a great topic. And you kind of alluded to this already in the beginning. So let's just restate or add on what do you hope to see in the future? What goals do you have? I mean, we were talking about this prior to recording as well. So I'm curious as to what you'd like to share with our listeners.

Marvin Reed  56:27  
I'd like to see safer classrooms. I think, for me, it breaks my heart when children are sitting in cold classrooms that are sterile, dark, no life. And for me, my thing is just as a cop can you know suffocate a man, a teacher can do the same thing in the classroom to a child. And there's plenty of us who aren't getting up there stand out on the throats of these children and saying, Nope, this I've been teaching like this for 30 years. I'm not changing the way I teach get over it. And so our children are suffocating they can't breathe. And I'd like to see spaces where the I guess I feel like I'm home. I feel like I can show up in here my authentic self. In then there's more learning happening than schooling. That sitting up straight quiet that looks like is so you're telling me the only way that you collect data as far as like, informal assessments are quiet raised. And that that's your in that disk, this quiet race and is the only way I get student voice. And then, oh, they're like, they're like shigar See, you know, they're really dry, but you never call on it. Like, what are other ways that you can get the verb the buzz of the room and everybody's up and moving and, and, and there's so much like, the energy is going. And I always say if it's quiet classrooms are scary to me. Sometimes there's a desert time for it. Right? I get that. But if that classroom is like a library, that something's off, something's off. Something's off. That's for me. I'm not because and like I said, there's, there's, there's balance, there's yin and yang, like you gotta have like, not like crazy off the hook up in there. But can she be up and moving and not just me talking? I even tell him, I'm gonna stop talking. I've been talking way too much. I need you. I'm gonna get you up and moving. So that way, you're going to be talking to each other. So I won't I won't take any more questions right now just put on sticking out. But I need for you to be doing the due now. So I just tell them, because you should be talking to it not me talking to you. And setting that part of the culture of the space. Because kids deserve that. I think kids our kids are that are an oppressed class and itself. They like they the kids are taken seriously. They're not listened to. parents and adults are always so busy. Like we're just taking time to slow down. And how are you doing today? Oh, I love that dinosaurs sweater. I never saw you were that. They say Oh, well, you know, I went to Lego Land. And we got it there. Yeah, my brother he Oh, yeah, he noticed hop, right. But some of like, they're like, because when did you like Marvin go home, like, you know, copies after school. And now that's a Mr. Reid. Mr. Ina, they'll talk to him. I'm listening right there. Like the teachers like you need to go home. Like it's your after hours, like but that's data. Data. What's important to these kids right now? Because that's informing my practices, because once again, these are these are not obviously normal. Like these are the pandemic kids. They're endemic now. Right. So developmentally, a fifth grader is like a third fourth grader, a third grader, it's like a first second grader, right? So I have to see what are the trends and social emotional practices that I have to weave into my pedagogy? Like, that's the thing. Yeah, I gotta pay so I could teach. I know, I could teach, but the kids that they're gonna give us, there's a lot of more research and you got to listen more to really figure how you gonna teach him? Because those directs me to the first week of third. I'm the tech teacher leader. First week in third grade, I had to change some passwords. I went in the classroom, they say, Okay, Mr. Reese, gonna help you with your computer. I get in there, right? I say hi, how are you doing? Because I'm okay. I don't know my password. I'm like, I can change it. What's your name? She says my name is you know, this was like, What's your last name? She says, What is my last name? Like? Oh, that's why I'm asking you what she does? I don't know. So, okay, it's okay. Okay. And then other kids like, do you know my name? I know. I just got here. I don't know your to third graders who want don't know their name, or their last name? What's my name? Oh, my God, I don't even know. I just walked in. You know who you are? To? I'm like, oh, yeah, they're serious. They don't know. Yeah.

Toni Rose Deanon  1:00:54  
And I mean, all of that what you said, right, like a safe, and a brave classroom, right? Like for us to really just show up as authentically as ourselves, and not just the students, but as teachers as well. Right. And I love that you said that you when you're after school and talking to students, I feel like I always stayed after school too. And it always was longer, because my students had so many stories, and they just wanted to be there. Yes. And I love that.

Marvin Reed  1:01:23  
Relationships, because if you can get to their friends, and then you become that cool, but strict, crazy, a good teacher. Right?

Toni Rose Deanon  1:01:30  
Exactly. And just fun, fun and lots of joy, right? Like, oh, you know that. Right? Like, oh, you know, like, you know, you're gonna have a good time in this class. And, and another thing too, that I learned also, an embracing is that I used to hate data, Marvin, like, I hated it, it's numbers. But now understanding that anecdotes and emotions are also data. And that makes me love data so much more. Because those are things right, like the social emotional learning, those are really important for our kids, and even for us as individuals. And so I really appreciate you naming that I would, I would really, really love for safe and brave classrooms as well. And you know, this is actually perfect to because we are recording on the first day of February, which Happy Black History Month, by the way, I think every day is Black History. And so another thing that I would really push for our listeners is to also focus on Black joy. Because I feel like that's not covered enough. Because it's the same like you said, it's the same thing over and over again. Right. And you know, the people that we celebrate are amazing.

Marvin Reed  1:02:44  
There's more than I have a dream Speech, people. There's more than that. There's more than sister Rosa. I love sister Rosa. But there's a little bit. 

Toni Rose Deanon  1:02:53  
Exactly, exactly. So we got to bring in more joy when we talk about Black History Month, right. And so, and I think this is just perfect, perfect. So I appreciate you just being in this space with me being spending this time with me and just sharing your stories, Marvin, and I'm sure that our listeners would love to connect with you. So how, how can our listeners connect with you?

Marvin Reed  1:03:15  
So you can I got some social media stuff out there, you can find me on the Find me on the Instagram, just major teach Twitter major teach. Or even like said, if you would like to email like, I have my email out there as well, which is just Marvin J reed@gmail.com. I'd love to have a conversation and keep finding new ways to be innovative in our classroom, but most importantly, finding joy and finding ways for that play. Because I know for me, I'm a workaholic. So I'm really working on finding more ways to play and just live in the moment with people that and being present. Like I'm a 10 year old today. So I'm like I just want to keep talking to you all day.

Toni Rose Deanon  1:03:58  
But I, you know, something that I'm doing too, which is really funny is like balancing being a six year old of like constantly asking why and finding play. And then also like a 90 year old, so like, my grandmother is 90. And you know, the whole attitude of older people are like, I don't care. I'm gonna do what I want to do. And so I'm trying to balance a six year old me and like a 90 year old future me and I just want to embrace that. Yeah, exactly, exactly. So again, thank you so much, Marvin. I really appreciate just being in this space with you and I hope that you and I can connect in person at some point and go rollerskating because I think that would be so dope. So listeners remember you can always email us at podcast at modern classrooms.org And you can find the show notes for this episode of podcast at modern classrooms at org slash 176 will have this episodes transcript uploaded by Friday so be sure to check back to access those. Also we're asking your listeners to leave a review if this podcast has been helpful in supporting you create help in supporting you to create a human centered learning environment through a blended, self paced, mastery based model, it does help other folks find it. Thank you all for listening. Have a great week. We'll be back next Sunday and please go do something that brings you joy. Thank you, Marvin.

Zach Diamond  1:05:20  
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.