 So great, we are recording and then I'm going to post a little bit of just an agenda to keep us, you know, sort of on on time. So it'll be in the chat box if everyone's familiar with the chat box, I'll just post that to kind of keep us a little bit on task. And, and we are ready to start so welcome everybody and do it sort of like a another welcome for the folks that were on early pardon. I am so excited everyone's here. I, my name is Ed Regi and I'm on it doesn't say that probably just probably says AIM so I'm logged on on the official AIN account on zoom. So we could record this. These are a series of our webinars that we've been doing for the last year. And I'm on the board and excited to serve co-host this with the wonderful Christiana Frank, who's also on Christiana maybe can introduce yourself. I'm Christiana and let's see. I've been doing this since 1999 and education, and just recently in the last five or six years have been working more in mental health and medical and also doing a lot of like more corporate kind of connections. Excellent. Maybe we can go around and have folks introduce themselves and maybe where you're based out of or the kind of areas that you do the work, the applied improv work you're doing. Anyone want to jump in there? Sure, I'll jump in. Thank you both for doing this. Hi, my name is Lauren and I teach at Marywood University in Scranton, Pennsylvania. I taught high school for a few years before coming to Marywood. I also taught at Syracuse, New York at the University there for a couple years and I use applied improv with college students and with high school students have not done any with middle or younger just yet, maybe someday. But right now, just mostly college and high school. Excellent. Anybody want to jump in there next? I'll jump in. I'm Jill. I'm from New York. I teach improv and theater in and out of the classroom and I'm here today with my colleague Sarah. We work for a program called Funny Girls. That is based in New York City and what we do is we do site visits to our instructors that are using applied improv to teach girls in grades three through eight leadership skills. So we are both teachers as well, but we are coaches looking in on their instruction. Excellent. Thanks Jill. And Sarah. Yeah, I can jump in quickly. I don't have much to add. I think Jill did a great job of covering what we do, but I'm Sarah. I'm saving you all from, I'm a little sick right now. So I'm saving you all from the video. But from the Bay Area, so it's nice to hear some of these out there and Reno right now. Yeah, very excited to be here. Excellent. Thank you for the introductions for those people that jumped on. So feel free to anyone want to jump in there with Hi. Oh, great. Amy. Hi, I'm Amy wrestler from California State University. I'm in Bakersfield, and I teach all different kinds of things, mostly theater education. And I'm really interested in this that because I'm about to embark on a research project with some chemistry and science teachers to build community with the scientists. Excellent. Thanks, Amy. Hi, this is Nancy Weaver. I am on a video mute. I'm from St. Louis. I'm a professor at St. Louis University and I serve as Associate Dean there in the college for public health and social justice. And mostly use improvisation in my graduate student training and then also in a lot of the programs we develop and evaluate that are advancing. I work mostly right now in the areas of parenting. Excellent. Good to see you Nancy, or not see you but hear you. Oh, you wouldn't want to see me right now. Okay. Any other introductions? Hi, I'm Carolyn. I'm at University of Toronto. I teach physics. I previously taught at Westchester University so shout out to Scranton. Although it does say grades you like to teach and I love teaching like the eight to 12 year olds even though I've never done that in a professional capacity that's where it's really fun to like this. Excellent. Thanks, Carolyn. I'm Saul Hart. I'm at University of Michigan. I do science and environmental communication and I started using improv to teach actual course content in my class. Excellent. Maybe a little bit just a just a general zoom the sensitivity of audio so if you're not talking just kind of quickly mute and then unmute I'll help you if I if you're talking and I'll remind you to unmute if you jump on. So any other introductions introductions anyone else want to jump in there. I know some folks just. Hi. Can you hear me now? I can. You hear me. Hi, this is Captain. I'm in Southern California. I started a nonprofit in 2005 originally working with the well theater of the oppressed and have been doing AI we work in middle schools and high schools with most hard drug and alcohol prevention inclusion diversity mental health and well being. Excellent. And remind me your name again. Catherine. Catherine. Thanks so much. Thank you. Hello. Can I can everyone hear me. Jonathan, we can hear you. Hello there. This is Jonathan Garland. I am calling from St. Louis, Missouri. And just real quick I've been I've used I've had the pleasure of using some improv working with children working with grief camp a couple of years here for grieving children ages like 7 to 12. I've also been involved with some sixth graders doing doing some improv and most recently, as I embark on this applied improv journey, working with a group of nurses here in town, master's program nurses on better collaboration. And yes, and philosophy, so it's been really fun. So I'm hoping I learned some stuff here. Thanks, Jonathan. Anyone else want to jump in there. Introduction. Oh, go. Thank you. Hello everyone. I'm a new freelance improv instructor looking to work with kids seniors that do some workshops with couples in the community. And I also started my own business designing workshops utilizing improv humor, mindfulness and positive psychology. I'm a huge mental health advocate as both a trained therapist and a patient myself. So I am I want to jump in and do as much as I can and I'm so grateful to be part of this organization. And I look forward to hearing more about what you guys are doing. Thanks. Thanks, Megan. I think there's a few more that anyone else want to introduce themselves. Yep. Yep. Hi guys, I'm Josh. I'm from I'm originally from South Africa, but I have lived and worked in Taiwan for about 19 years in education. I worked at an elementary school. I teach drama English and specifically ESL English is a second language or as well as EFL English is a foreign language. So that's a baby. Basically, my passion is, you know, second or third language acquisition. I think improv is really great there. That's that's where I would like to learn more about it. I can also share a little bit about that. I also I'm kind of in on a crusade to make play in schools more to bring play back because these times are not enough and even teachers don't get enough of a break. You know, sometimes we have just a five minute break. You don't even have time to go to the bathroom. So I would I'm happy to see these days all over the world. Schools are taking recess back and they they expanding on recess and they giving more playtime. And I have tremendously benefited from play in my life where it has healed some stuff that I was struggling with, especially through my teenage years. My father helped me back a year because I couldn't I couldn't adjust to school properly and I was sick and everything. And he just took me out of school for a year and I just basically played for a year and healed and got better and thrive. So for me, a place power and it's I want to that's my passion more playtime. Thanks, Josh for sharing that. Thank you. I think few others jumped in there. I think Joe jumped in there introductions. Joe, do you want to introduce yourself? Yeah, hi, I'm Joe van Hanke. I'm starting into applied improvisation coming from 10 years as a teacher, looking to just get more ideas on how we can use all these skills and great stuff to work in the classroom and also talk on social and emotional learning. Excellent. Great. Thanks, Joe. Anyone else want to introduce themselves. I think I'm just making sure everyone had the opportunity. Okay, we're going to move forward. So we kind of set a little bit of an agenda. And I think we sort of kind of said, we heard some of it in the in the introductions. You know, are you going into the schools was some of the prompts that we kind of put out there and and are you working with teachers and we heard some people already speak to that. Christiana, do you want to speak to that or kind of prompt a little more. I think I introduced myself proper. I mean, I, you know, I said, Hey, I've been doing this since 1999 and that's pretty big, you know, from a personal standpoint, you know, I can agree with your name popped off at my gentlemen from Africa. You know, I grew up in the Reno Tahoe area. And as a youngster, I had a lot of trauma in my life. I lost my father at 13. And what happened is I became very internal on myself. And once I went through the arts and, you know, went to New York and did a lot of performing. I found how to express myself and we know what that feels like as humans, once you find that self actualization. So people look at me and they go, Oh my gosh, you must like the arts, you did Broadway yada yada. And it's really not about I love the arts, but it's not about that outcome. It's the process of getting ready to do a show or the process of becoming that I really honed into. And then in 1999, I started a program called Kidscape Productions in New York City in an at risk view. And worked on that brought it back to Reno Tahoe and I have a team of people that work for me under that. And I have another company team building and they work for me under that. And then I'm consulting now an education consultant and a mental health consultant. All of those things all at once are all providing what you're providing the same thing we're providing the opportunities to different audiences to learn this methodology. I have a ton to learn. But I also think my forte right now is, you know, improvisation with K through 12, because that's been something and actually pre K through 12 and that's been the biggest influx of what I'm working without here. And I thought I might be able to help you because I hear some folks saying okay I've got after school programs. Boy, have I gone through that I don't see her face. I was it Megan Megan are you doing. Yeah, you know boy have I gone through that trying to get the kids settled down and all these things. I wouldn't know exactly where to start this conversation except for to let you know, you know, is I'm open for a ton of whatever questions you have I'll do the best and I don't have those answers. I can get back to you on those answers I can ask one of my team members or something of that nature. In my education realm, taking it away from like corporate connections or maybe mental health facilities in this applied improvisation in the classroom. My understanding is today we'd be focusing on bringing it in the classroom during the day as what and aligning it with what the schools are asking for, as well as you know the ideas of bringing it in after school and what that looks like and feels like. You know I've fallen down a lot on those issues and that's why I thought I could share with you if you had questions and I could go wow this is what worked or this is what didn't work with the understanding that every school district is going to be a bit different. I'm going to get moving more like we're taking over a couple of different school districts when I say taking over it's pretty bold but you know I'm working with a school district here in town in another school district where my idea is, you know coming in contact with the kids is that it has that power but if I can get this in the hands of the teachers and I can actually get that buy in where they're implementing it during the day during specific structured times. That's where I'm really going to see the benefits and the kids because it's ongoing it's not just me there two hours a week every school year it's something that's being implemented every day at least at 15 minutes. Well this is a good transition this is a good kind of prompt so what is working for everyone on the call exactly what was brought up about what is working in that school time in the classroom. Let's talk about that what's working. Do we have anybody out there doing programs during the day during school time? I just applied to do that through the New Jersey Performing Arts Center. They do in school residencies and I noticed they don't have improv so I applied and I'm waiting to hear back so hopefully if I get an interview that's a good way to get in. They go into every school in New Jersey. And that's true. I'm sorry Megan just to clarify just so people it's being recorded so people can know this that is that through the city wide or statewide organization. It's NJ PAC so it's New Jersey Performing Arts Center in Newark, but it looks like a statewide a school can hire them essentially to bring in people to do residencies in the school. So I sent my information and said improv is a great thing to be bringing because it's sustainable and it's so important in the classroom. Yeah, and I would say just to kind of share this with everybody for information. I know I am on my state approved like every state has an approved artists roster. And it has a lot to do with legalities and the schools can directly bring those people in. And a lot of artists teaching artists don't know don't don't know that I think actually a lot of improv artists don't know that because actually in the fine arts and music they all know that. And when I learned about that 10 years ago that opens you up to a huge I know in the state of Missouri where I live. You know, just by being on that list, I have a huge amount of districts that contact me. So I would recommend for everyone to kind of like investigate your state. Now, cities also have rosters, a larger cities do, but for sure, most states have a artist roster, a residency, some kind of program. And Megan, that's really great that you're pursuing that. Thank you so much for letting us know that I didn't know that. Yeah, most states, I would say the majority of them do. Yeah. And you don't have to live in a state starting to interrupt. You can actually work to get on a state's roster when you are not in that state as well. So. Just to add on to to yes and that the idea is, I've never really for me personally I've never really gone that route what I've done is I put on a person I'm working with. So when other places have brought us in and said, hey, do you want to be, you know, a performing artist or what not to come to our district I said, I'm going to be a life skills person. And when folks offer theater space, I asked to be in the classroom when they offer a space even outside. More and more with the educational side going, I don't want to be in the theater. I have an idea where I'm having a more time explaining the difference between comedy and prop and what this can do educationally. So a little bit hard available in great space and I love the theaters, but I find myself classrooms with the kids in their rooms during the day. So what can you do that you know in my life, I would love to see in my lifetime that this is for content that social skills and speaking skills are core content. I see that while we're still a lot while I'm still alive. But that's kind of my how I frame things when I go into the district is going you know what this isn't you know it's got that performing art flair but this is a life skills class. And that seems to help me open up a little bit more doors and then with the work to and with the social emotional I think Joe was talking about the social emotional learning. Joe, can you speak to that a little bit more like what you're doing out there what you're really just at the base of the mountain starting my starting my journey on this. So really I'm still working on developing content and trying to meet the meet the right people to get in and explain this is and I like Christiana the the term you use. This is life skills this is not drama because as soon as you start pitching it, I feel like my experience has been the enemy think well aren't they getting those and speech and drama. Well, the speech and drama kids are, but that's what a fourth of your class. So that's what I'm interested in is like more ideas of like, okay, how do we sell and pitch this and how do we find those people that we need to talk to in the schools or in the district. Hi, this Catherine mind on profit we contract with all the school districts in our county and with the county office of it. We're contracting through to pay which is tobacco use prevention education. So there's state funds for drug and alcohol prevention, but their focus is not just on don't make kids smoke it's on letting kids learn how to be advocates and developing social emotional learning so we're able to work in middle schools and high schools. And our issue here is more like we want more more content we want to learn more you know what do we do because we have a lot of opportunities and I'd be happy to talk with people you know outside of this conversation if they want help about how to how to get into the school through that route. We can even talk about that a little bit today if that makes sense to you right now I think what do you think Ed. Let's keep hearing I mean let's circle back any other people that have had success getting in the schools, just to kind of. Yeah, Megan. Well I also introduced pilot programs and some of the schools where I live which is a nice way to get in giving free. I also have training in school counseling which helps. But what I learned from that is that, you know every school has competencies, social emotional ones. And if you can speak to those and show them how applied improv fits in that and, and kind of go from there it's kind of speaking in the school language. You know what what is why are these kids going to benefit from this, because they have to go under those core competencies so that helps go ahead and share one of my companies. This is one of my first assessments I did for this for social emotional for cave. And for grades seven through 12 gifted and talented, but it just gave me the opportunity. I'm not going to say it's my best right. My interns write this up at the facts are the facts and you'll see some graphs we did a before and after but again I'm not an assessment expert. That might be helpful for some wording. Are you sharing something Christiana like. For me. Are you sharing a screen or are you sharing. I see it, I see it just there. You know, I'm doing some more assessments on this but that's the thing I'm hoping everyone starts doing, you know, some types of assessments so when we go, you know, we look this, you know, we've got more saturation of that information. Yeah. This is Nancy from St. Louis. I would love to be engaged in that assessment piece. I don't have necessarily, I don't have a counseling or theater background but in my public health work that's, that's kind of my forte, the development and evaluation of kind of conceptual models of why things like this work and then measuring the impact that they have not on an outcome but in terms of process and pairing that with kind of studies of context so in which schools will these kind of things work better. You guys have mentioned really excellent avenues for engaging with these populations so what are the features of organizations that allow us to gain entry and traction with these kinds of things, what kind of data are most persuasive and making transparency arguments. So if anybody is interested in jumping down that program evaluation or assessment route that that's that's kind of my area of expertise and what I'm really excited to kind of start linking that with some of the applied work that we're doing. Nancy, that would be great to share your, you know, the best way to reach you in the chat box so people could, you know, copy and paste that. And, you know, we'll mention that, you know, when we post that video to as well. That's a great opportunity everyone there to take Nancy up on that because that is very important. That's very important. Sorry, Christian. I interrupted you and I apologize Nancy are you suggesting that you're looking for kids to assess you have that group of kids to assess. I do not have the group of kids but I have expertise in measurement and program evaluation so I would be happy. I mean in simplistic terms, agreeing on a set of metrics we're using for evaluation so when you're doing pre and post test. Are we all using the same kind of instrumentation in that case we can really make a broader case for impact are we all, you know, are we all looking at. I mean, I guess simply put, it's, it's good to know how these programs work why they work for whom they work and what settings they work. So when we go making the case for them, we have a broad base of data we can do that and if we agree and we use the same kind of data data for capturing methods then we have a stronger, a stronger base of evidence. Well I'll let you know that I'm, you know, currently there's a couple of needs I'm seeing in the education industry and I'm going to post it here it's pretty specific. So this is something I'm, I'm actually looking for, and then I will let anyone out there know and I think this would benefit everyone doing it to have this information. But if anybody is looking for kids or Nancy you are looking for kids my team works with 1500 kids a week, nine months out of the year. And so we have ongoing and new going kids who we can provide that platform. Oh, I think. I think we may. Christina, your signal, your internet is kind of going up and down so we're losing you. Yeah, you are. Let me turn off some things. Yeah, we do now. It's good now Joe, you had your hand up there. Yeah, thanks. I am working with a group of 26 homeschoolers right now so if there's some assessments, like a post assessment that anybody's using that they'd want to share that I could gather some data. And I'd be more than willing to share my findings with them. I think I got one, two, three, maybe four at the most weeks left with with that program that I'm working with. It sounds to me, just hearing the conversation right now that there could be some really great traction and in, if there isn't a post pre or post, you know, evaluation survey that that specifically goes after this sort of applied improvisation. That maybe there should be helping some creation of that that we could start to use and share. That's what I'm hearing so. On that link that I put to everyone that kidscape productions link you'll see a pre and post question assessment that I did. I will say this for the last time I guess my concern is is that it's not 100% because I've not done assessments but I decided to post it, because it was giving traction for my clients to go Oh look, I'm seeing you know they needed to see something. So I posted it for folks to use but please be mindful to read through it first. Yeah, it could be a good starting spot, you know good start leap you know leaping off that. Absolutely. I'm sorry I don't see the hand up button and I feel like I'm interrupting people. It's there is a it's on zoom there is a are you on phone to it depends on if you're on phone or not. It's okay Nancy you're doing great. One thing we might think about doing is I mean I'm an academic and I think about papers and grants all the time. But you know there might be a mechanism if we all wanted to partner and test some of these instruments. We could apply for some funding to do some work thinking about how we examine the impact of these programs so that would be a really many of you are mentioning that you have opportunities to survey kids. And I'm happy to kind of serve as a repository of instruments or data and that kind of thing so to the extent that I can be a resource for any of that broadly I'm happy to think about kind of next steps. That's great. Well, I think maybe just sort of I'm looking at the time trying to keep our agenda moving forward, you know, I'm sort of the stage manager in me a little bit too. We talked about, you know, the idea of getting into classrooms, we've moved in into some survey and some evaluation work which is really important I think for sure. Maybe some conversation around, you know, relationship with teachers, your interactions with you success stories with teachers failures with you know when things didn't work. Anybody have anything they want to speak to that I think that was sort of a really could be an interesting direction. I can speak to that if nobody wants to start any questions in that area. Sure, why don't you give a good framing like any success stories or what it didn't work. You know, I'm so focused on it being that serious activity during the day. I did start for many years during the after school and I can understand what Megan means I mean after school is a different situation the kids mindsets are different. You know, but during the day the buy in for the teachers, I mean, all I hear from teachers is I don't have time for one more thing. I just don't have time for one more thing. And you see him and then my friend down I'm sorry it just says you're on your iPhone but you're saying you don't have time to go P I got it I'm tired of, you know, there's just so much going on those and there's so much happening. You know, so what I do is I go in and you know find out what the teachers need is now whether I'm working in a GT situation with twice exceptional kids. They're called to E kids, or you know whatever background of the group I'm working with I design it for the teacher. And I really try to get that buy in going look, I'm going to teach you how to implement this in two to 10 minutes. Then two minutes being maybe a circle warm up game. And that's a little bit. I'm being a little bit bold saying that so you know for a newer teacher it's going to be like 10 minutes for that warm up game for them to figure it out. And then maybe for I call it a core content game. It'll be 15 minutes. But with that being said is I do that buy in and go look I'm going to either do a teacher training a full district or we do a school teacher training. I run them through the applications but at the end of the day. It's, it's not. It doesn't fit into their classroom as well unless you go in there and do some in class modeling. And I will tell you since over the years my classroom management I'm actually getting hired outside of the improv realm just to come in with classroom management, but I'm using improv for classroom management. The education is just seeing a little bit differently. So then I'm in a classroom and I get that buy in showing them hey look you don't need manuals you don't need to open up stuff you know I have a little bullet point so they can glance down and follow the steps. But then in about five let's be fair five to seven minutes they're able to get the kids up to do an activity. And now once you have your kids up there to do the activity I'm telling the teacher. First of all we know it's best to be engaged with your kids, but this gives you the opportunity to stand back, watch what they're doing and if you debrief it's on the debrief right at all in the debris, but if you debrief appropriately and your take in your really paying attention, you're able to analyze the core content retention the social emotional learning the executive functioning the medic cognition. I mean you're the trauma informed approach is the new thing to an education. And while I can't go in with my companies and go, we're in line with trauma informed and here's all the steps. We're an amazing enhancement tool, because if I've got a kid trauma or having problems with social skills. And you're giving them books or brains to color so they can learn how their brain works you know we all get that that's a step you can do. But let's get the kids up and then the rest of the stuff that you know I mean we're actually doing and we're actually observing them in their atmosphere. And if the debrief part is the most important if debriefed correctly with the student and with the teacher the understanding is there and the value is there. I am the decision makers are in the room just for my horse and pony show you know I make sure that I have that debris in place when the decision makers are in the room. They can actually see the value because I'll get the decision makers walking in and it might be a fun time where we're all laughing, and then they walk away going oh goofy gameplay for children. You know, and while it is for the kids right now I'm trying to design in my community that this is not just a child's game this is building a healthy brain. This is building neural pathways. Joe did you want I mean you had started to put you on the spot but you definitely have a. I was just listening to Christina speak. I just stepped away from my high school teaching position of over just roughly 10 years in a high needs cloud classroom environment. And everything that we're saying here is just speaking my language and that's what I was trying to convince my principal and my administration team and everybody and I had a class for leadership. And it went pretty well but I couldn't get buy in from students the next year so it just kind of fell off the map. And my frustration was like, this is important stuff. This is more important than learning how to analyze a complex character or find a theme and a short story. And now I'm branching out of my own going to businesses and hopefully schools to convince them look. Here I am. Let's do this together. So thank you for some some of that language that I just heard and just like, yeah that's really speaking to me right now. Yeah, it just to speak to that to have to close my eyes to find my brain just to speak to early from Evan up so it's not really it's just to speak to that to. I have found it a lot easier and now I've got kind of a toxic school district where I'm at that's a fear based system going out here it's not good so this might just be for me in my location. But I really suggest looking into those charter schools, the private schools, the Catholic schools, where the decisions are made a little it's not as complicated. And there's not as many as much red tape to get through, and to align your situation with their mission statement, you know for my Catholic schools. I know here we're talking about SEL social emotional learning and you can find out more on Castle from my Catholic schools they have SLE school learning environments. So what I did was I said, look, we're going to put these is this kindness respect type of deal. And I'm going to put these into the program and I've also given away a ton of free stuff. You know, let me come into your classroom. My issue and what I need to get better is is that explaining it and I know I'm on here to help you. My issue is getting better at explaining it to folks for that buy in right and we're still trying to get that evidence out. But once I get into that room and Joe, my favorite is the kids with the hard knocks for a lack of better wording because that's where I come from. Definitely. I come from telling a teacher to get lost I come from being asked to go to Judy juvenile detention and we're going okay, you know, so that was just, I had a really bit of a challenge growing up wasn't engaged with material and that's why my passion is going, let's get engaged with their material so they can do it once. But to circle back, going into the classroom and going give me 30 minutes, give me 45 minutes. But now in the classroom this isn't an after school environment where you maybe have 1520 kids registered. So here you're looking at and some of my costumes my staff works with 45 kids at 45 minutes, and they'll start at 9am, and they'll go nine to 10 or whatever a little break nine 1010, and they'll be at a school all day going 45 kids 35 kids for it. And so then I had to get back to the drawing board with my curriculum folks and go and this mainly me as a curriculum folks we're not that big. So it's me and a couple other people. And I'll design these applications so it almost splits the class and half right so one class doesn't one half, we debrief switch. I don't let these kids I have to act everything out I don't let these kids on stage if they've been watching. Until they can recall and reflect and understand and attach what they saw up here. So then we show that value statement we switch those situations. It's very like we have to go super quick. Technically I don't are usually I don't do those warm up games sometimes we just go into those core content game for the social emotional learning games. But embedding to Joe embedding and it for everyone embedding that classroom management strategy into the class into your applications has seemed to be a huge win for us, or for me, his teachers go wow you were, you know you know the what the school wants for your management you're you're following our guidelines oh my gosh you're using my language, especially when I start using their language they go and then I kind of go gosh, it's the same thing it's just a different word. But if I say social emotional learning, instead of social skills, they're buying in. If I don't talk about mental health but I say trauma informed it's the same thing, but they go oh well now we want you because it's trauma informed. Well this, this is a great another good segue because how many of us in this in this webinar here this conference meeting are trained, officially trained, you know have either an education degree, or an Edd or something in that sense and I always say that not to sort of talk to us, but to sort of speak to your point that you're raising is that sometimes the language can be a barrier. Once we're in the classroom so we let's just pretend we got in the classroom. Now we're there. And if we're speaking, I'm going to say theatrical terms improv terms, and not speaking the lexicon, we may not come back. So, I want to sort of bring that up anyone can anyone resonate to that just to putting that out there, or feedback or response a mouse. I know any your in you have probably a PhD did my correct or did I just give you a higher degree. Oh, you're muted. You're muted, Amy. Oh, I'm almost done with the Edd actually. That's why I thought I know you're so several of you need here probably Joe you also obviously were trained at officially academically and education. So, that for both of you that probably what is your sense. And I'm sure there are others I just happen to know. Is that something a barrier that once we're in the classroom and we're not why I say we the facilitators aren't speaking that language necessarily. I think it depends on where you are. And we call it different things in different places. And that does make a difference. But, you know, if in my experience if you if you come to an agreement about what it is that we're actually talking about right right off the bat, then those monikers don't necessarily have to be a barrier. As long as you know you hit that first and and make an agreement about what it is we're actually trying to accomplish. So sort of establishing on the onset what what the goals are. Yeah, almost going back to that that you know why we're in that room. And sort of speaking to what you know the goals of the students the goals of the teacher and you know when we brought up the teacher part of this agenda. I also think there's a lot of when I work in in district school districts. You know I found a lot of my work has shifted in the last almost 20 years in this space from working directly with students where now I'm doing professional development. I'm in the classroom, but I'm hired to coach the teacher. And I model the lessons first for a series of weeks and then I stay in the classroom, and then I watch and support them. So part of my being in there literally contractors that I do it for 30 minutes and then I'm also with the teacher alone for 30 minutes after right after and then we have a goal I'm supporting her or him so that I could leave and they can do it. And I'm finding more success in that kind of for me personally I'm not saying industry I'm saying for me personally. So that staff using this AI applied improv as a professional development for for you know to be blunt. To speak to that I really feel that that's important I think that's what's helping get the buy in over in my area to is getting just the tools into the hands of the teachers and letting them go. And then the biggest I'm worst case scenario person and not to be negative but I always walk into situation going what can go wrong so I can front load the what my fix to it. But again is what I'm finding is when I teach the teachers outside of the classroom, they have a very complicated time working with the classroom management skills around the free play and keeping the kids organized without just freaking out. And then what happens is the principal will come in and go this just looks goofy or this doesn't. So, getting them the information either in the classroom or before but then hanging with them. I really like what I have never, which I need to is gone with the individual teacher by themselves after the class to debrief and I am going to effectively make that an option starting today because that just spoke to you a teacher last week who goes I'm just so overwhelmed and she wasn't overwhelmed with our stuff she was just 35 kids you know police in the school I was working in and just a lot of stuff going on that she wasn't able to focus on it and add that 30 minutes with her would have really seemed that gap so thank you. Yeah, yeah, and it could vary sometimes it's 1520 and but to build it in the contract like so it's it's a commitment. And I just, you know, to say that this is in other words if you don't do that, then they might have to stay in the classroom with the students and you can't work with them separately privately in a side room. If you build it in, then some other teacher has to come in there and aid or somebody has to be with the classroom for that 15 to 30 minutes so we could debrief on what happened what didn't happen did we reach our goals. I think it's really valuable. If you're doing any kind of professional development in in you in this space with classrooms and I do it literally pre K all the way up to high school that model. Can I ask you, do you do written follow ups when you, because that's a big thing that we do so I after school stuff is written follow ups and that goes out to all the parents, and I have somebody doing that that would drive me crazy, but also I do my own training. And do you do this to and I just found that there's value because I can throw in that key wording and then they have something to put, you know, for their follow ups. Yeah, yeah, I For me personally, I always go back to aligning all the programs I'm doing aligned to the state, the standards that they want to be teaching. So if I'm going in a science room, or English classroom or history, whatever the block they're giving me. So that content will be, I'm always aligning to state standards that the teacher needs to do always. And I'm also relating to standards around drama movement. There are so many standards. Every one of us can pull standards out of applied improv in many different areas in your state standards. So I just pull out the popular ones. And I'm always connecting each lesson back to how we're moving towards those lessons, those standards. So with my follow up to and I think this answers your question is always connecting to I'm trying to scaffold the teacher and the students towards meeting both the art, the arts, for me it's character ed arts standards, which is applied improv I'm simplifying it, and then the other standards that they need to know. And if it's for K through, let's say elementary six, it's going to be literacy, it's going to be communication all those ones that we know. But that's how that's my follow up it always gets anchored back into what our agreement was to Amy's point. It's always what the goal is why I'm coming in the classroom. It's always going to be anchored Megan. Who is the contract with them just curious. The contract is always in my case with the district, because the district, in essence, if even if it's Catholic schools, it's going to be the archdiocese. So it's a larger entity that has, you know, kind of knows the work I'm doing. And then I have buy in I have found this is different. This is just for me. I have found that if I have buy in at the highest level, superintendents principles, I'm going to have buy in I may not have total buy in with the teachers yet. But, but generally speaking, if I have only teacher buy in, in my experience, then I may have a short lift program, or I'm not going to have they're not going to be supported at the district so I fight and advocate and literally knock on the doors of the super super districts, and sell my work to the districts, and they all do PD, every district has to do PD work. So that's where I'm first see I give free stuff at the, at the district level. And then I get I kind of, I kind of do my, you know, conversation around the work I'm doing that we're all doing that we've all spoke to. So I try to get buy in that a higher level. And then this way it's a little easier. So that's, that's where the contract is. Thank you. This is Catherine. Catherine, I would say to working with the districts and speaking to that like what language do we use and how do we connect. Once I got in the door a little bit with prevention, I started going to anytime there's a district training for teachers, something around restorative justice or social emotional learning or, you know, I'm finding all those buzzwords and what is it that they're training on trauma informed care. Then I go down that rabbit hole, and I learn more about it and I'm in these sessions with, you know, I go to sessions that I didn't necessarily have to go to because that's where I connect with the other people there and throughout their training on whatever it is. My mind is just popping with all the ways that the kind of work we do would connect and support these teachers so we become a resource for teachers around a whole bunch of different topics and bringing in and helping them learn how do they bring it alive. How do they engage? So I guess my point is like learn all those languages and keep looking for those holes. And once you're doing one thing, then they respect you. So once I have a team of nine now, and so we're out there and we'll do something around one topic, but now we've built up that reputation that we have the opportunity that they say, well, what about this or what could we do for that. So learning their language, and I guess more than just learning to speak it, like really learning to understand it, so you know how to apply it. Thanks for that. That's an excellent point. Thank you. If anyone else around this idea of, you know, we're we're still in that space we're we have a good time, and we're going to open it up then for maybe some specifics, you know, we're forever stage manager me to kind of keep us on task, you know, but Megan. Yes, sorry. I don't mean to go. But I guess one idea I had and I don't know if anybody does this, especially because I have the school counselor training. But I'd like to work on would be doing well educator trainings for teachers well being and school counselors that they would get credits for attending these trainings so they could be offered in conferences where it would benefit them as professionals and they is a C us and yeah, I'm blanking on the right. In the education unit. I could say that I've been fairly successful with that at two new universities in St. Louis where I live. It's going to the go to universities that have teaching programs they're very, they're, you know, cranking out teachers in a very successful way, and speak to them pitch an idea I've done that. And it's been successful to kind of do some applied improv. You may not be able to do a series of classes but definitely some intensive some workshop three hour, four hour PD and maybe anyone else has done that in in this room. Yep, Lauren. Let me unmute myself here. Yeah, so just to speak to that point Megan so I actually found it in road through working with pre service teachers who are going to become English language arts teachers through an English ed program at Stony Brook University and worked with them over the course of several years. So sometimes it would be like a one off workshop. Sometimes it would be an extended series but by working with them it also partnered, gave me an opportunity to partner with local high schools and middle schools because the teacher education programs. We're also doing this to benefit their students. And once I could see that this training was benefit their future teachers and therefore their future students. I was able to work with some of the nonprofits in the area that we're bringing in either schools or high schools to the university. Let's say who maybe might be the first generation members of their family to go to college so it actually opened up the door by working with some of them and a lot of them had the infrastructure to do a lot of these connections. So it was a great way to sort of learn about what their pre service teacher needs are and what they're currently doing and then where I could fit in and start doing I started doing some workshops with a project called the living living book project at Stony Brook University just by going into their pre service courses and just doing a one off workshop but it it led to something long term so that was a good opportunity. Yeah. Thanks Lauren that's excellent. Yeah, I just wanted to point out that in my experience, something that is is oftentimes a roadblock is how much different areas of the curriculum or different areas of study are such silos, and people don't know from one from one field to the next, what is possible and they call it different things, which is you know takes us back to the idea of making sure that you that you understand what your purposes are to begin with. I recently, I caught wind just by accident of a project that was going on about to go happen in the science college at the university where I teach, and that's a completely different college we don't have meetings together they have a different dean, all that I just catch that and so on a whim I sent an email to the person who is in charge of this grant to see if they would be interested in using AI to accomplish their goals which are community building and understanding in the sciences. And that's just one example I mean there I've done workshops for nursing training that has been very very well accepted and for people who work with with caregivers of Alzheimer's and that's been very well accepted but sometimes you need to just, you know go outside of what your own expectations are and just go down the list and say, could I use it in this area could I use it in that area, you know, and then approach the people who are in there and you'd be surprised, I think how often people sort of do a double take and say you can do what. This isn't theater, you know, yeah. Yeah, thank you Amy and I think you that resonates that, in my experience again at the University of Missouri St. Louis. They've been very many universities, I'm gonna say are very they're just excited about doing a workshop for teachers and especially existing current teachers to kind of get again a little professional development and especially in health care this is true with these PTs nurses. I have found that to be the case that they're very excited, very excited. Law and criminal justice program. Oh, sure. I could I haven't done that space but I could see that. I think it's really there, they're especially in the education that people are eager. If you're coming in with some really interesting tools and strategies, I think if you presented to go back to what Catherine was talking about, you know, it's going in there and the individual industry language is very helpful. You don't have to be an expert. But I really think you coming in there. We're all coming in with strategies. We're all coming in with ways to kind of really solve problems and I find that that's usually my foot in the door. In fact, I sometimes never say the word improv. At first, and never, you know, it's, I'm setting up a meeting about strategies for teachers for educators for, you know, counselors, social workers I do a lot of work at the Brown School, I offered twice a year. Washington University and they're always receptive always receptive and you get a lot of teaching counselors and when you're in a social worker kind of school, you'll get overlap and education as well. I was going to speak to that using the improv term. We've been doing we've been in the schools for 15 years and we're just now to the level where they have so much respect for all the different things that we do that we're letting out the secret that this is applied improvisation. So we're just now like starting to tie everybody's mind to realize that that's what we've been using so that we can kind of go further and deeper there. But yeah, we didn't we have not all our contracts were not improv contracts, although that's what we were really doing. My world we used to call it creative drama for years and years and years and nobody seems to use that term anymore. That's like old school but you know it does take the fear of improv out of it if you call it that. Yeah, I think it's that what I think Christiana said earlier on today it's that that worry of someone walking in and an administrator a supervisor somebody and seeing people. This is that they have it in their mind if they hear the word improv. They're just laughing in there they're just doing comedy. And, and it, you know, even though the room could still be laughing and doing great work. It's something about that word that associates so yeah, I think it's great that I use any word that will get me the in the door get me working with the teachers like we've said. Is anybody else using any other wording I mean I hear strategies I know I use life skills and her creative drama from Amy does anyone else use any other language that they can share. There are a lot of grants out there that require a youth engagement component so we use youth engagement youth development. I think professional development so sorry didn't mean to interrupt anybody but professional just the term professional development. Yeah. We have in the in the in the public health parlance. There's an approach called community based participatory research. It's a long mouthful we call it CBPR for short. It's a way of engaging communities and specifically youth in sort of the public health research enterprise. And so when we do stuff like this sometimes we couch it in that language that it's a it's a youth engagement strategy but the engagement is for the express purpose of shaping a research trajectory or answering a research question. I just had on the chat. I think his pronounce is a caton said that in the UK well being he shared they shared well being and that's important for those it is a global organization so those watching this video. Once it's been recorded the language would be very it could vary absolutely I want to be conscious of that sometimes I am so you know American focused North American language so their their language can change Megan. I also think the word mindfulness is becoming very accepted in schools and I think that improv ties into that examine when I did school counseling and trying to convince people that playing during a session is just as important as getting to the meat of the issue. But mindfulness like I'm going all over the place but social might I mean improv games teach that kind of social mindfulness of listening to others being socially supportive. So I think that word can be helpful to as it's being and I think in UK they they're they're putting mindfulness in all schools if I'm reading that correctly. You know to speak to that to yes and you and then authentic is really a good word that's been coming up for me and my sales just connecting authentically radical self acceptance is another one you know there's a great book out there right now on the New York best. I don't know if it's on there but it's called the obstacle is the way and I have a couple of my universities that have taken that book and they're reading the obstacle is the way. And on top of that we're doing improv games for resiliency. So another approach to is entering into an educational system and going you know what are you learning and then speak to that. And you know using your improv words and go OK you're reading in high school reading the Odyssey well great I'm going to you know show you how to bring that to life or check for that for content. But they're doing that at our university right now around the obstacle is the way and I haven't done the workshop yet I do it next week. But I'm going to play some of the basic games for review but then we're also going to talk about you know how you're building those I'm going to talk I'm really big into talking on the social brain. I'm really big into Matthew Lieberman. He's all over YouTube and he he speaks to that. I think I just went off topic but he speaks to that whereas you know I can go into a gifted and talented situation right now in our high schools. And we all know that maybe they need it like those scientists to be able to speak a little bit more but being able to differentiate the social brain the analytical brain and then show how they come together is also helping get that buy in. But just to digress back to the to the obstacle is the way what a great book for resiliency. So if you're looking for a workshop for adults. You know it's a great bouncing off point. I'm finding this university up here is just doing a great job with it but we're bringing it to life and now the decision maker comes in and says oh I see the retention on it. Oh I see where they're going with it. And then my biggest question at everything at the end of anything I ever do is what did you learn. How are you going to apply it. And if you do nothing else in the debris. I mean I'm guessing all of you are debriefing on much deeper levels but just if you don't have a minute if you only have a second. What did you get. How will you apply it so they can connect that idea. That's that's great. Any you know speaking of that was there any other particular resources books authors that we should be sharing I love that you did that because I think that could be a good resource and this is being recorded so anyone else in this specific education applied improv connection. One connection may be that schools are using technology in different ways and I predict that there will be a backlash on this but sort of with the one to one laptop programs. I think schools are recognizing that that's decreasing social connection and so to counterbalance that they may be looking specifically for some of these types of programming mean even when you have students look each other in the eye that becomes kind of uncomfortable. There's a good book that's called irresistible and it talks about sort of the addiction of technology. It's a nice kind of counterpoint to what we're doing and it might help sort of set the stage for need. And Jesse and that just briefly is to where I'm we've got groups out here with that anxiety self harming and I'm having a bunch of teams that are speaking to that on a podcast that'll be coming up and these kids came to me to tell their story which is just so heartwarming. But their identification on what's going on with them is you know if you have your cell phone and you say some somebody says something you don't like you can turn them off you can set it down. But now these kids are finding that they've been so you know working on their technology now that when they're having a face to face and somebody says something they don't like they can't handle it. They don't know how to process that information and you know giving that simple yes and tool of course is going to be just radical change right there but giving them that practice with that face to face. The anxiety out here in one of my schools is so hard. I'm not a lot of very sick kiddos to speaking to that going you know getting their face out of the phone getting their face out of the computer computer is beneficial. I'm not going to down it but I mean even at the college level that the mental rates of mental health are just skyrocketing we can't even We are in the last 25 I don't want to interrupt anyone's thought here we can continue this but we're in the last about 25 minutes of the official meet up here time which being recorded so I'd love to make sure we kind of put out if there's anyone else that had some questions specific like maybe some real case situations that they need help with or recommendations you know it's I want to make sure we're meeting all your needs so anything else to put out this 25 minutes. Well we'll keep we'll keep the conversation going here. Let's I just kind of and I just ended that conversation. But you know what I want to bring up something I you know just to kind of kind of get back in this conversation I just read something this morning I think it was the New York Times but it could have been that I get various ones on my morning digital iPad which is ironic because it said that we keep using the term millennials not we the folks on this phone call but people in the media reporters journalism newspapers and the Gen Z what they found is which is the younger students in school right now. Some have graduated college they're in college that youngest of young. They're not so interested in being connected to a screen. In fact the data is now showing they are less likely they're turned off by constant text messaging. And so this especially the younger Gen Z. So there's potential for AI. I think with turning on this elementary this and I see it with the new third graders fourth graders the ones I'm working with it. They're very different and they really connect. They connect to each other in a different way. So I'm hopeful it's like a cycle. Do you think that's just because they don't have phones yet. No it's actually the reverse the article said the data says that they've been so overwhelmed and their parents are either older millennials or younger you know or young gen X's Gen Xers but they're so overwhelmed with the everything they've never watched a TV on TV that's all been what they wanted on demand when they won. We're talking at the earliest at age of two they could do anything they want and they just don't it's like they're overstepping their turn that they're turning it off they're in control a bit more they're overstimulated. Well that that gives me hope I've got a freshman and a sixth grader and prying that phone out of their hands is a struggle daily so it is yeah yeah. I'm also a summer camp director and recently did a bunch of focus groups with campers from this camp and one of the most interesting things was when I asked them you know what what are your favorite things about camp. So many of them said they they feel such a sense of relief when they have to give up their phone. Nobody's allowed to have electronic devices at camp you know they said I feel like I'm free I'm free. Many of them said that. Yeah. Which I think I say in the context of this this this all of our conversation I think this is a great opportunity and I really do mean this. I think that it's going to be a plus it's going to be a struggle of course because of that one on one one laptop per child kind of approach that's been in the system or one tablet. But I think I think I'm hopeful because I think it's a way to connect I think teachers are are going to be wanting ways to connect back to the in the live classroom situation that one on one that empathy is going to kind of return a little bit to the classroom. I think that that also speaks to just the way teachers connect in the building I mean sometimes it's just easier to send an email to someone that's next door to you. Then to go face to face and just have that contact which is mindfulness I mean that's just the way we are connecting with each other is it's not just slowing down our brains it's how we connect to each other when we go to the store when we're at school when we're at home. And just kind of building bridges and tying that all together I think is so important. For many years I would work in the classroom and I would tell my team I would go you know I feel like we could get paid just to sit here and watch kids and not be on our phone and there was that whole generation that was just so hungry to be paid attention to. You know now that I hear what Ed said I'm going to look at that article I don't know if you posted it at I'd like I'm going to try to research that article because that's so hopeful. I mean my facilitated a class last night for anxiety for adults and some teachers showed up and some folks from around town showed up. And I basically just said the statement you know we all know what it feels like when somebody's doing this and you're trying to connect or they're not yes ending you and what it feels like when you connect and you feel like you matter. And you feel like everybody in that room is getting a turn and about four adults just started breaking down and crying. They're going I don't feel like I matter. I'm not giving I'm not remembering how to make that connection. And so I think with that that group of youth to I'm finding more and more of that whether it's the self harming group or what's happening is there that connection of going and talking to that person Megan and not sending the text message or picking up the phone and not shooting the email or doing a live chat like this. So yes and I'm again I'm so hopeful what Ed said that's the best news of the day. It's it's a it's a start we'll say that I posted it it was I saw it on a blog that reposted from somewhere else so I did post it in there the article. Well is there I know Jonathan. I know you're listening and several of you have been listening is there anyone else that wants to kind of. You know Jonathan I know you're working around a lot of with. Students that are grieving you know and nurses so I didn't know if there was anything you wanted to share or put out there and it could be he might be muted. Or frozen it could be that too which at that point we should all sing let it go just kidding. Sorry so so anything else I think the next steps you don't want I think I had a little note of this to remind myself. Are there any conferences that are unrelated. Obviously we have the global and regional and all these other chapter meetups but but is there anything in the education space would anyone recommend. I know we're coming to the end I should have asked that in the beginning with when we had a lot more people but Amy is there anything in the education space or anyone Megan would recommend educational conferences that the people we should look at doing going to. I know that the castle CASEL has a couple of huge conferences. Unfortunately due to schedule I'm not able to go to any one of those and something I'm involved in is the American Camping Association Education Conference for you know the those of those of us who are involved in after school and out of school programs as well. And the American Alliance for Theater and Education also has an interest group that is about teaching drama and improv. Excellent excellent anyone else want to you know any kind of related or doesn't have to be just pure education it could be the spaces of counseling that it would be great as an entity we could pick up more of that lexicon and language. School counseling is a huge thing and I often think school counselors get undervalued so as a person who is certified and couldn't find a job I started my own business but that's because I want to push the SCL stuff in the schools and you can always do as much and be as creative with all the administrative sides but school counselors are good person good people to connect with them. They do a lot of work or we should they should be doing we should be doing work in the classroom but it often gets pushed aside with other needs. That's great that's a good good to mention that. I feel that this might be things that are opening up. I don't I think I can get away from the acronyms on my computer but I will tell you that I'm seeing more of an impulse of military kids. I've gotten a couple of folks asking me from the Virginia military Institute so I'll be presenting there but I'm also looking locally so we have a little veterans group that we run and my husband's a vet but out of that there's all these these grants and things going around. For military kids if you're not going to be working with the vets. There is a thing called Tahirino pulp. I mean I know that's located here but Tahirino pulp pop pop culture con and my understanding is they are going to go through the entire country. So I haven't looked into that it's called pop culture and it's all education. But again I have a relationship with them on what called sd e that has come to me and I'm sorry I can't look at that acronym right now. And I'm finding a lot of a lot of open arms to mental health and my background I don't have an education degree my background is in the arts. So I'm getting accepted into these by proposing in a certain way you know just saying I'm good at what I'm good at or saying listen this is an enhancement tool to your content. Without them thinking and I'm coming in with these continuing education to support their actual content. I can come in to support the actual skill around speaking to their content and I think wording it that way has opened up a lot more doors for me. That's great. Keetan is it Keetan. Yeah Catherine yeah from the UK. Hi. I just wanted to share a little story I'm originally from India so when I was in India last year I went to underprivileged school and did some improv that and actually where this kind of took off is for people with underprivileged backgrounds developing countries. It took a little bit of time for people to get warmed up and using pro because often in that kind of situation that taught that there's only one answer so they're thinking what's the answer here. But once they got into it what's really interesting what I found really interesting is that really opened up the options for them in terms of how they could progress in their life. And so that's something I'm looking to do. I'm going to go to Bangalore in December. But that's something to think about where people are from poor backgrounds underprivileged backgrounds how improv can help in being more creative about the options that they have in going forward with their life. Absolutely. I appreciate that perspective that is that is very true and I see it even with practitioners who aren't on this call. I know for example Gabe Mercado in the Philippines I've done work with him and he he's been doing that for at least 20 years going into the schools and bringing improv in really an area where schools are very they barely have four walls in many cases barely. Thank you. That's an important perspective. I think you know there was some really great this this this bit about education and social work and counseling. I just think that's so important to think about the work we're doing is doesn't or drama. It doesn't fit really in one category. And I think it's really I think it's valuable to really focus and realize that of course that's a challenge as well because we don't fit in one perfect category. We have to kind of carve out how we get in into the schools. It's a little bit of a challenge. And this is our time. This is all of our times. I think the world is almost ready for this. But really because I'm starting to get more and more my phone ringing and not me ringing other people's phones and it's such it's such a beautiful thing. I had something brilliant to say and I forgot it. That's that's OK. Only because I saw Megan do it. So I'm going to bring my dog into the frame. I'm so sorry. I think this was a brilliant thing. Well we will we pet puppies. I think this was the brilliant thing. This is coming from a place of the deep deep deep down inside my heart and where I come from and the struggles that I had as a youth. Is I try to explain if we go back out of mental health but using mental health and into the schools is what this allows you to do. I mean we I was talking earlier about attaching it to language attaching it to core content SEL and all that kind of stuff. But front loading it with the folks going listen this is going to clear space to create those authentic relationships so the kids can actually learn. And that's you know that's what comes from a place in my heart. I was so confused so terrified so scared didn't feel safe in school. I didn't learn anything. I didn't learn anything and tell about maybe my final two years of high school. You know I was just so compromised that I go into these different districts. I've got a district up here we work in where kids are literally pooping in their excuse my language but they're pooping in their seats at home. There's no running water. They're hungry. They're scared their parents are doing drugs. They get into the school and it's like here's math. And you know so in that school district we're designing these five minutes three times a day circle games you know it might just be a ball toss game or something of that nature where there's some laughter connection what's going on. You know just to feel safe in that environment so now you can teach me math don't teach me math when I'm afraid and hungry. So that's I feel is a really important thing and then again that speaks to that trauma informed you know we can become an enhancement tool to all these strategies and trauma informed. I was going to say you were speaking earlier about telling that story and I think it's really exciting to hear you frame it in that way because the science base is very clear that that connection and you called it sort of the fiercely authentic or something earlier which was really lovely. But there's literature to support that those are critical prerequisites for learning and so if we already know that the connection has been demonstrated as a critical prerequisite for learning then our job is just to come in and show that our tools can lead to that connection. And so you know it's almost as if you know the analogy to the medical field you know we can show that that a certain vitamin or drug or something affects you know heart disease. And then it's our job to come in and make sure people are compliant with that drug or vitamin or lifestyle modification. It's not our job to you know figure out the whole causal pathway because the evidence exists for a lot of that. It's our job just to come in and say hey you're looking for a way to develop connection. We got a tool for you know I think that's I think that's a really important point to and self care. I think it would be I would be unfair not to mention. I think we as facilitators and practitioners, wherever we're wherever we're going into schools or whatever setting I think we have to also self care because I think that's a potential we could we as individuals can burn out to as well very quickly. Time for the restroom. You know in Japan and someone tell me if I'm wrong is in Japan I do believe the first two years of primary is set up on the marzano kind of thing of self actualization so the kids I believe pre K and kindergarten don't even learn any core content or maybe it's through first grade and they're in their environments just to learn how to socially connect into feel safe and school then it might be second or third grade I'm not sure where they start teaching them and they're seeing great results in this the kids are engaged you know they feel that family connection in the room. I can't imagine why that wouldn't be a good idea in all atmospheres but I don't know as much much more about that it just sounds very splendid. I am going to just as another resource, click in here. It's a local group to my city but I'm sure they're affiliated. It's a organization that really does a lot of work around trauma, you know, care and trauma informed teaching. And I know I took a small short course just to so I was prepared to go into those settings that we've been talking about where we might be around, you know, students that are dealing with a lot. So it changed the way I teach. I will say this one last nugget, you know, I used to always immediately close a door when I would begin, you know, a session. And, and now I sort of like really think about that, because closing a door, a simple door could really trigger, you know, half the students in the room. So, getting that permission little things like that I learned little things like that like announcing it, asking, getting a sort of thought and not a consensus, because sometimes you have to really, you know, look at the individual the one out of 15. And that may really panic, if you close that door. So, so it really made me adjust and I really that's that kind of a trauma that we're all speaking to, really thinking about how we're, how we're facilitating. Amy, did you have your hand up Amy or no. Okay, I said, Well, we're at the last couple of minutes, this has been a home stretch. Great conversation. I hope it was helpful. I know some people had to drop off because they had meetings. But this is a great start. There isn't on the AI and board, there is an official education committee, sort of, and it's more education around the resources, really for applied improv, not necessarily like just strictly going into schools. And I think a lot of these resources, it's going to be shared. I'm going to definitely copy and paste everything in the chat, so that we have all these links and different resources. And so this will be shared and when it goes up, share the video widely to as well so people could that missed it can hear it. Anything final closing thoughts from anybody. Did you just say that on the main applied improv network page, Facebook page on the website. There's a teaching resource there. Well, the education sort of committee that runs it uses I think the resource tab, you're right. But the people that sort of run that committee that that curate all that that help with that need to do. Obviously we're doing more of this and this is sort of this will fit in that bucket as a resource. Okay, perfect. This is awesome. Great. Well, I think we're at a really good, you know, closing point. I just really appreciate everyone's time. I know time is, you know, I would say money is is nice, but time is really you can't get that back. So, so thank you for the time we all spend together and your information and resources. And I don't know and you want to make Christianity when I'm closing words. I just I hope I could answer a couple of questions or at least you know get some ideas going. I am going to say I learned a ton from every single person on here so I appreciate that as well a great given take. Thank you for organizing this. Thank you. Oh, we need to take a picture and I took like a dozen. I did. I took a dozen just because it's nice to have archived you know. Thank you, everybody. And what time is it in UK right now? What time do you have there? It's 525. In the morning or or night? No, no, in the afternoon. Oh, good. Okay. These called these meetings. I think they're mainly at four, four, four PM are perfect. Well, thanks to Paul, thanks to Paul, who's not here, but watch this super convenient for London. Oh, listen, everyone have a great rest of your day. Thank you so much. Thank you. Thank you, Megan. Thank you, Amy. Thanks, Nancy. Thank you. And I think Catherine's still on there. Thank you everybody. Bye bye. Bye bye.