 We're gonna get through all of these five steps today and if you only make it through the first four That's fine. Remember. This is a two-day lab and it's gonna get frustrating It's gonna get frustrating because it's not gonna work perfectly every single time. Is that okay? What do you do when you get frustrated? You try again. Yeah, there's a fine line on How far to push a student into an academic category or you know a certain skill? That's okay. And that's this kind of that's part of life, right with today's lab There were some challenging moments for some students who were getting frustrated and so we kind of talked through some of those and and Just you know, I try to explain to them and I try to give them real-world Examples of you know when I've been frustrated and and when things didn't work out You know the way I hoped it that it would in different scenarios They're always gonna be challenges and you just got to push through those and there are different ways to push through those But it's okay to get a little frustrated with this and trying to just use personal stories that I share with them a lot about my family and about myself to To maybe help guide them through some of their struggles that they deal with on a daily basis Remember, I told you the story about Thomas Edison You know how many times did it take him to try to develop a light bulb for the first time like over? 2000 right and when all those reporters were asking him how's it feel to have failed 2,000 times on a light bulb His response was I didn't fail 2,000 times I just found 2,000 ways how to not make a light bulb. I try to help them be responsible to meet that rigorous Challenge in class a rigorous expectation will balloons pop today? Yes, and that's okay. It's okay to mess up on this because maybe we're dealing with tape We're dealing with skewers. We're dealing with a lot of variables that could affect our outcome, and that's okay But if it pops no need to get frustrated. Okay, what do you do when it pops? Pick up your pieces don't in the garbage get another balloon. Okay. Have a bucket full of balloons up here It kind of goes back into relationship building and can they trust me to know that I and that I care for them I truly care for them, and then I want to see them succeed And so I try to cheer them on during those small successes that they might have and so You know I try to high-five them or you're pat them on the back a good job and just words of encouragement That helped build that that confidence to help them to see that man I got through this last step, and that was that was pretty tough But you know my teachers cheering me on and I know I can get to this next step The culture of the of the school is important as far as student expectations It starts with a superintendent establishing clear goals for our schools and for our school leaders and then that that kind of trickles down into the school administrators and their expectations for for the teachers here in our building and also for the students and the students see that they see the expectations that That our administrators expect for our teachers And for the teachers to have trickled that down into the into the classrooms All right got one We have a little bit of success. How many of you are getting a little frustrated right now? That's okay Right in the lesson today We saw several kiddos that were you know they came up to me and they were like I know I'm going to get it this time You know I know I can do it and so going from a period of frustration to I know I can do this Confidence building man. It's just a it's almost like a light bulb going off that that But I enjoy getting the watch and being a part of it's just it's fun Nice and also with with building relationships with the students throughout the throughout the school year It helps me to know where their breaking point is, you know as far as their temperament Their their academic struggles Sometimes social struggles try to see where where that breaking point is You tried to start frustrating right, you know, I definitely want to challenge them But I don't want to challenge them to the point to where they're breaking down out of frustration and wanting to give up To help students deal with emotions Especially during more challenging content try to break it down into smaller pieces I think if you can break it down into simple steps It makes it a little bit easier for the students to process especially students who get overwhelmed easily and may have anger anger issues With not knowing how to comfortably deal with with challenges So if you're frustrated today imagine, you know what engineers kind of go through on a daily basis It's a long process and sometimes it takes years and years to develop and use that technology in a successful way So it's okay sometimes to stop the lesson for a minute and and for me to To kind of share with them how I was able to get through certain certain trials every new technology Just advances and you're always going back to that step to the step to of redesigning that solution trying to come up with Another good idea in today's lesson. I shared about Thomas Edison, you know trying to invent the light bulb and over 2000 tries That had to be pretty frustrating, you know And so some of these students got to see today how frustrating it could be to just not be successful after five or six Drives and once they have confidence then skies the limits, you know when they when I see that their confidence level is increasing then There's there's no boundary to their achievement So some of you were pushed today some of you were pushed to the limit to the point to where man There's got to be a way for this to work because some people are making it work Some people aren't so and that's good to challenge yourself and that's kind of what you did today Man you were you're able to challenge yourself and find ways to be successful