 And the issue is engagement. How do we engage kids? And remember, I talked about getting them to have the same goal as we do. And again, you'll look at those three things I've talked about. What are the affective demands of the goals? What are the knowledge demands of the goal? What are the skill demands? We'll talk about these tomorrow. Today, the affective demands. What is the demand of the kid to reach that goal? But then the key thing people are understanding is the way to think about goals is the kids are going to match the demands with their resources. They will make a prediction. Do I have the resources to make this goal? And what are the resources? Do I have the knowledge I need to reach that goal? Do I have the skills I need, in this case, am I a good enough reader to reach that goal? And do I have the affective resources? Am I able to control my emotions to be able to do this? Am I able to place enough importance on it? So resources, when people reach goals and are engaged in them, they feel that they can match their resources to the demands. I have the resources that would allow me to do this. And you know what happens then? You have what's called a challenge affect. So if we measure you physiologically, you look motivated. Your body is ready for action. If you feel I have the resources to reach this goal, even if it's a very high goal, if I have the resources, your nervous system looks challenged. It looks excited. It looks ready to go. It looks like it wants to take action. If you don't feel you have enough resources, any one of these, I'm not skillful enough. I don't have the affective capability. I don't have the skills. Then you go into a different thing, which is the fear response. Say, uh-oh, I can't achieve this goal. And then you start to look for ways to not be engaged in this situation. And you have those physiological things I talked about in her. That is to say, this is not a task I can succeed in. And then what that is called is threat. What we see in kids is that they are either challenged. The goal is challenging them. Or it is threatening to them. And you've all been in that situation where you felt even could feel the change go from challenged to threat. And on those ski things I showed at the beginning, some of those signs to some of you, you need the double diamond to feel challenged. For a very another person, the double diamond is a threat. And they recognize it's a threat. They don't have the skills they need, the resources they need to do the double diamond. In UDL, we are not typically trying to decrease the demands. We don't think that's a good idea. What we are typically trying to do is increase the resources, more resources so that a kid feels, oh, with these resources I could do it. What kinds of resources are we going to look at? Tomorrow we're going to look at things like that you're familiar with. I can have books that read themselves aloud so that decoding isn't the thing that threatens. I can have do it with peers so that I have some affective resources so on. We'll talk about what kinds of things we can do. But adding resources. I just wanted to give, I have only just, oh, the two clocks are different. Which one is the real one? Do I have still one minute left? OK, so I want to say, saying don't be afraid is of no value. What are the active things we can do? And we'll be talking about this over the next two days. But here's one from my mother, who is a fabulous teacher. And my son, four years old, had one of those four-year old traumas where he thought monsters were going to come in at night and get under his bed. And he couldn't, you know, sleep traumas. And Ruth and I tried to do what everybody does that's not a good teacher, which is say, there are no monsters. The window's shut. They can't come in, go to sleep, shut up. What's that new book that's out? Shut Up, Dammit, or something? What is it? Go back to sleep, whatever, yeah. And we want to do that. Just don't be afraid, which is useless. My mother knows what teaching is, good, emotional work. She comes and we say, oh my god, Nick cannot sleep through the night. He's traumatized. He's afraid of these monsters. We tell him there's no monsters, nothing happens. And mother has a completely different take on it. She's, oh, OK. So she goes up and talks with Nick. And she says, now tell me about these monsters. And he says, oh, they're going to describe this whole thing. How do they come in? Oh, no, no, no, no, no, no, no, no, no, no, no. That's the whole story. And she goes right into the whole story. Gets the whole thing out. Because she realizes she's got to get to the center of his affect. What is really going on? She's doing the emotional work. And then she goes away. She comes back a few days later. And she's got this. This is the stupidest thing. She picks it up at church tag sale. And it's just an old painting of a revolutionary soldier, which is not fearsome. But it's the first thing she picked up. So she comes into our house and she says, Nick, I've got to talk to you. And then they go over and he says, Nick? She gives him a name. Zal. He kills those monsters. She had the name and everything. But she got into the fantasy. Got right into his cortex. Instead of saying it's not happening, because the fear is going to be there, what she says is, I'm going to give you a resource, which is completely a fantasy. But she doesn't say that to Nick. But she says, this guy can stop monsters. And so they go up to his bedroom. She puts it in the window where the monsters come in, turns it out to the outside. No more nightmares. It's over in one night. What she did was gave Nick a resource. It's a fantasy resource, I think, but it worked. So I want to talk about mine. I have great anxiety. And you may not think of it from the way I'm up here. But I'm incredibly anxious before lectures. And I lecture for a living. This is what my lecture hall looks like at Harvard. And Grace and Kathy know this from my history. But anyway, I'm very anxious. And I'm very worried about teaching. And no amount of saying, it's OK. Don't be afraid. Works. I'm still afraid. They're Harvard students. They're really smart. They're cranky. And they're entitled and all sorts of things. And they're looking at me. And it's having 100 people staring at you is very frightening for anyone. So what I realized I did over the years is that I used prefrontal cortex to make a better plan. Not saying, I'm not going to be afraid. And that's the key thing, saying, I am going to be afraid. I'm going to be anxious. What am I going to do about that? And that's what my mother's plan is. He's going to be afraid of monsters. Let's deal with the monsters in a more resourceful way. So what I do is every night before class, I ritualize. What we do as human beings, we ritualize anxiety, whether it's deaths, marriages, anything. We make rituals. So I eat the same meal. I go to the same restaurant. I do everything exactly the same for about an hour beforehand. Lots of you have seen this in athletes. Athletes always have rituals before they go up to bat. The gloves, the bat, they do other things. They never step on the line. They're ritualizing their anxiety because it's hard to hit a baseball. And it's hard to do a lecture. So I ritualize, and I don't like to be interrupted. I don't like people to come up to me and chat with me, whatever. The great thing is that the waitress at the restaurant I always go to completely gets it. So when I walk in, she just nods at the guy behind it because I always order the same thing. I don't want any new choices. I don't want anything novel. I want the focus. And so she just nods at the guy. He starts cooking the cheeseburg special. She never says a word to me. I sit down. I'm going over my notes like crazy. And I come to class, and I'm at least managed. I've managed the hour beforehand. So I'm feeling better than I would otherwise. I'm not fearless. But I've done a managing, which is, as I said, fears can be generally if you're in front of the lead. That is partly I'm anticipating things. That's why I'm afraid. So the best thing is to anticipatorily manage them. Here's the things I do. There's other things I do, and I don't want to take any more time about my slides. You see I use slides a lot. I use slides with pictures. They're not for me, for you. I don't care about you, frankly. I'm afraid of you. And I wish you weren't here because then it would be, I would give a great talk if you weren't here. But the slides are for me because they are a memory aid. They're a resource that means I don't have to remember this whole talk. Then all I have to do is click ahead and I've got an extra resource. That helps. And there's about a dozen things I've had a lot longer, maybe at the end of this session we'll talk about how I teach. But I do things to manage the fear, not to get rid of it. The fear is going to be there. But what we can teach kids and need to teach kids is we need to give them more resources. And we're going to talk about these this afternoon. What are the options we can give kids so that they can manage their fears and their expectations? And mainly, this is adding resources. How can we add resources in the classroom that allow the kids to do better, not making the classroom less demanding? That is not a good strategy. And not telling kids, don't be afraid. That's not a good strategy. But saying, we're going to amp up the resources that are available because you'll be able to use them when you get anxious.