 to do a Google Hangout. So we decided that we would do it today while we're still at work, because we love talking and we don't talk enough. So we decided that since we can't be together in person that we would do a Google Hangout using the app Zoom. And so we have a few questions that each of us received from you guys and some topics that came up in our feeds that we're going to just chat about. And yeah, pretty fun. I'm dying. I'm choking on popcorn. I'm eating a snack. I should go get a snack. I have tea. Oh my gosh. This year they do a coffee cart on Fridays. We get free coffee, but I get tea. Look at you. I have water and I am not at my goal. I've had the same jug on my desk a week. I'm being really bad. I feel all frumpy because I'm in a big old sweatshirt because it's supposed to rain. It's 50 degrees outside, but cloudy. I have a kernel stuck in my mouth. I hate them. Okay, so we start. Yes, do you want to do a question you got first and then I'll do one. Sure. So this question, do we say people's names? Yeah. Okay. This question is from Princess Wanda from Instagram. Okay. I'm in my second practicum before student teaching and my cooperating teacher has been amazing. What teacher gifts would you guys recommend? I want to give back to her for all of her, all of her help this semester. Well, I was thinking about this when I was student teaching and I know this was a gift given to me, but I really liked that my mentor teacher took pictures of me teaching and then had kids write little notes to me and then put it in a scrapbook. So I would like that even like as a mentor teacher because I've been a mentor teacher. If my student teacher had done that for me, I would have been very appreciative of that. But honestly, I mean, I was going to say Starbucks gift card, which is always great, but I'm really thinking like an Amazon gift card because you can get so much on Amazon. I'm even thinking of making an Amazon wish list that I can share with my parents because I had a parent this year saying that she was placing a really big Amazon order and she asked if I wanted anything and all I could think of was glue. So I was thinking, are you looking for David? No, it's okay. I'm talking Charlotte. Hi, who is it? Shidler walked in. Hello, Shidler! That's a really good idea, the Amazon. I'm all hot. It's super hot in here. I was thinking too like I got my mentor teachers a pot and I like decorated it with like the ruler and I put a plant in there and then I painted the pot. I said thank you for helping me grow. Well, that's so cute. It's something that they could have in their classroom and I was also thinking a teacher t-shirt. Yes. Hold up, keep talking because I'm going to go take this off because I'm getting hot in here. It's like red. So you keep talking. I'm throwing popcorn. Any type of gift card, either Target, Amazon, Starbucks honestly will take any of them. You could do like something like obviously you spent a lot of time in the classroom with that teacher so you know what they have and what they don't have but I think it should be something more personal to them instead of like their classroom. Just because it's nice to get a gift that you don't have to share. Oh, I like that. I'm all about sharing but like if I was going to receive a thank you gift like I want it I would want it to be like for me only it would feel a little bit more special if I wouldn't have to like share it with my students. That is true because as a mentor teacher you don't realize how much work it is because not only are you mentoring this new student teacher which is really fun and I met one of my best friends of Rachel doing it but you also have to still be in charge in the long run of your class even though they're taking over lessons. First of all, can we just say that we both have on lipstick and little shirts and why is mine backwards and yours is not? Yours is not backwards on mine. Mine's backwards on mine. Oh, I'm backwards when I see it. That's so weird. Do you want to do a question next? Yeah, let me find one. I have one written down. Okay. Oh, somebody wants to know our summer plans. Are we allowed to disclose our summer plans? We can. No, like we don't have any specifics. No, but we have a general plan. Yes. Okay, so I'm going on three trips this summer. Guys, my wonderful environmental stability magician is walking through. So see him. Just say hello. Okay, so I'm going on three. Hold on. Hold on. On that. Did your dad make that name up? I think? Yes. Yes. I remember that. I forgot what it was. I did too, but he was really good at that. Like environmental specialist. Something specialist. Because custodian and janitor is just a weird name because I think you're more of like a magician. I don't think he realizes I'm talking to him. Okay, so I'm going on three trips. I'm going to Disneyland with my husband. We're going for like four days to California. We're going to meet up with Darren for a happy hour. And I might have Kendall cut my hair. Hi, you can peek in. It's okay. Oh, that's really cool. And then we're going to Laughlin in June for my sister-in-law's wedding. And then Oh yeah. What else are you doing? Oh my gosh. We're going to camp. Teacher Tuber. Is that what we're calling it? Yeah. Camp. Yeah. Camp Teacher Tuber. Yeah. I think we should make shirts. I think we should too. I have a cricket, but I haven't found really good vinyl. Come on in. And I'm like, it, you know, I've made the shirts and then once we wash it, we just can't wash the shirts. Well, I'm going to see if Ashley can make us some. Like if I buy the shirts. And all the stuff, maybe she'll make them. That'd be fun. And then so you tell us where you're going and then we'll give more details on the teeth. Camp Teacher Tuber. All right. So, um, I think, it's not like, wait, what was I saying? Oh, okay. So, and I don't know when the first part is happening, but the first one is we are going to go to New Mexico to see David's mom and his stepdad because they came down to see us for Christmas. And we're going to go drive there. I'm probably going to see the Buddy Holly recording studio. And then we're going to do the Camp Teacher YouTuber, Camp YouTube teacher. Teacher YouTuber. Wait, I can't hear you anymore. Oh, I hear you now when you said, uh-oh. Let me get the official name. Okay. Camp Teacher Tuber 2019. Okay, there we go. And I'm going to go to Vegas for David's birthday. It's going to be fun. We're trying to get Sam and Jessica to go because I think Sam's birthday is three days after David's. Oh, that'll be fun to celebrate together. That'd be really fun. But those are my only plans. Only. That's like three trips. A lot. That is a lot. Okay. So, Camp Teacher Tuber, everyone. A few of us are getting together in July, specifically July 11th through the 14th, probably 99% sure that's when it's happening. But we're getting together and we're going to be in Southern California somewhere. We're thinking like San Clemente area, Dana Point area, Beachy spot because we're going to go to Disneyland. And we're thinking, and this is not official, but we're thinking we should do like a meetup at Disneyland. Yes, we're thinking more than just the people we're staying with, but like an open meetup, but no details on that yet. We're not sure about that yet. We just know the dates and we know the majority of the people going. So, let me list them real quick. Okay. So, so far, we have 100% confirmation from Darren Nakakihara, from Marie Morris from the caffeinated class, and Kate, the sleepy teacher, and then Jennifer and I will both be going as well. And we get to drive. Are we the people that are driving the furthest? Yeah, because everyone else lives there. And what do we drive? Six hours? Yeah. Okay, it's not too bad. And we invited a couple of other people, but we won't say their names yet unless, until they decide to come because we don't want to say it and then they're not there. Yeah, it's going to be super fun. We'll probably film like a ton of videos. It's not like like an event that's put on. We're just planning on like getting a place and just all of us staying together for four days just to hang out. It's super fun. All right. Your question. My question. How did you become friends? This is a long story and I'm going to shorten it. Okay. Have we ever told the story? I think maybe on like Teacher Talk Tuesday. Our teacher BFF video. Yeah. So, long story short, we found each other on YouTube. And then you made a video about moving and I was freaked out because I was like, Oh my gosh, that looks like where I'm going to move. And then I followed you on Instagram and then we got the same welcome package. And I was like, Hey, this sounds really weird, but I found you on YouTube and we're working at the same school. And I was like, Oh my gosh, I'm so excited. And then you came up to me during the new teacher orientation at the district and I was super nervous. And I was sitting by Mandy. Me and Mandy were just hanging out. We're like, Hey, we're going to be friends. Yep. So that's how we became friends. So we were both YouTubers separately before we met before we met. That's crazy. Internet man. Yeah, the internet is crazy. And we both got our jobs separately before knowing each other. Yeah, we had already had our jobs before we met. That's so weird. Oh my gosh. All right. So that was that question. Okay. Here, we'll just combine because I asked you a question. Yes, you did. We'll just combine it. So how far apart do we live? And how do we mean maintain? How do we maintain a friendship being long distance? What are we like, I'm going to round to 100 miles. More than 100. Because once you get to Phoenix, it's like, Oh yeah, it's 100 to Phoenix, but you're further from the center. Yeah. So I would say probably around 200 miles away. You're 200 miles away from the center of, you're 100 miles away from the center of downtown Phoenix. Let me see. Because I'm 25 miles from school. I'm like, I don't know, three miles. If that four miles, I don't know. Let me see. Okay. From here to you. Yeah. Right now is 182 miles. So I live 25 miles away from where I am right now, even further. So it's 200 miles. Oh my gosh. Yeah. That's crazy. 200 miles away. Okay. So how do we maintain a friendship? Well, we talk to each other on the phone and through text messages. And now through this. And you still have family that lives here. And I still, and I have family that lives where you live. So very, very often we see each other. And honestly, it's like a two hour drive. If we meet in the middle, it's not even that bad. We could meet in Anthem and have a party day. Yeah. Yeah. Shopping, Starbucks. About keeping a friend that's long distance is just like staying in communication. Like, we never go too long without talking to each other. Yeah. And like, we're always sharing the things that are going on in our lives. Well, and I think it also helps that we are both teachers and we're in the same grade. And I think that we should plan over the summer. I think so too. We're going to do it like this. Yes. And in person. All right. Is it my turn? Yep. Okay. When did you start teaching? I started teaching in the fall of 2008. And I taught second grade for six years. And then Kinder for two years. And now I'm in my third year of third grade. So I've been teaching 11 years. Wow. It's 11. I know. I'm so old. I started teaching in January 2015. So technically, I've only been teaching for four years, four and a half. But I've had five classes. Yeah. So that's weird. But I taught fourth grade the entire first section of my career. And now I teach those. I know it's your turn, but this question goes really well with that. And it's basically for you because I don't know. How is fourth grade different from third grade? Oh, good question. Okay. One of the things that I struggled with the most was in the beginning of the year because I realized that they're coming in as second graders. And that I needed to teach them how to write a sentence. I needed to teach them how to write a paragraph. I needed to teach them how to capitalize. It was a big challenge. I went into a lot of things thinking, oh, they already know how to do this, but they really don't. I think a lot of the standards correlate with each other, except for fourth grade builds a little bit more deeper in understanding. As far as math goes, a lot of the standards are very similar. Like with fractions, for example. In third grade, you have to show the unit fraction. You have to label the fraction. And then in fourth grade, they go on to adding them. And technically, you could add them in third grade. And most kids figure out how to add them in third grade, but it just builds on to the next thing. So everything you do in third grade builds on to fourth grade. Well, and another difference is now you're not getting my kids. That's true. I'm actually going to give my kids to Mandy. Well, and then so you went from fourth grade to third grade. And I had the opposite. I went from second grade with a break with Kinder, but basically second grade to third grade. And so I was like, oh, they know so much more because they're more independent. And so that's it's funny. Like you just see the different perspectives. Yeah, I do think that if you are going to make a grade level change, that going from fourth grade to third grade is a really good one to do because fourth grade is that transition year, where they start using everything they've learned in the past grade levels and applying it in fourth grade. And I feel like if you already know what's coming in fourth grade, you can better prepare them in third grade. Yeah. Like I have I'm gonna have to cut all that out because I'm like stuttering. Like knowing what's coming like specifically what's coming in fourth grade. I feel like I was able to that's true. I'm a little bit further, especially my like my students at Excel. I'm able to push them up a little bit more. So that's helpful. Well, and I also think the same thing because when I teach something I go, okay, this is something that you learned in second grade. And now we're just making it a little bit more challenging. Yeah, that's nice. I think it would be nice. I mean, I never want to leave third grade, but I think it would be nice to if you taught a grade if you had both the experience before it and after it. Yeah, that would be really good. But I don't want to leave third grade. No. I don't think I could teach second grade. No, it's hard. I like it. But third grade is my favorite grade ever. And I if I could stay here my whole life, I would. Well, you just might. All right. Next one, I have two questions left. Okay. I have a couple. Okay. I'll just ask one. I guess we can do this one together. Okay, so somebody asked us how we deal with loud children in the hallways. And if we are easy or hard graders. So our own children being loud in the hallway. I'm assuming. Okay. So we practice a lot at the beginning of the school year. You're in an indoor school. I'm in an outdoor school. Yeah. And so our rule is second tile, single file. We have bulletin boards which get destroyed by just everyone. And so my rule is you need to be quiet and you need to be looking forward. And I remind them to put their hands behind their backs. But some of them may or may not do it as long as they're keeping their hands themselves. I don't really push that. But I am very picky about like them not talking because we are in an indoor school. And our library is in the middle and then like the hallway split off from it. So if we are talking in the hallway, we'll do laps around the library, practicing, walking in line. And I had to even do that last week during state testing because after we were done with the test, they thought it was a free for all to be silly. And I was like, nope, we're practicing. And so we do that when we're in the hallway for the bathroom. I have bathroom monitors and then they come and say like, oh, so and so can clip up or so and so has to clip down. And this is why. And then when they come in line waiting for everyone to come out of the bathroom, they have to sit facing forward like they're in line. So that's how we deal with being quiet in the hallways. Nice. And then I don't remember your second part. Oh grading. Well, you can go into your hallways and then we'll go into grading. So my school is an outdoor school. So we don't have any like second title single file, but we try to stay on the right side of the hallway. And for the most part, I keep my students in two straight lines, one for boys, one for girls. And it's funny because I have seven boys and 14 girls. So my lines are very uneven, but they walk better because I do a competition for every line we walk in. So whichever line is the straightest is the quietest and is the stillest. So walking well earns two points and we call it the super trooper point. So they earn two points every time we walk in line. And that's like from here to specials from specials back from lunch to lunch. Every time we walk in a line, they can earn two points. And so I pick between the boy line and the girl line. I like that. I'll do a good job. Then I give all of them two dojo points. And then I usually, I haven't done it in a while, but I play the song, the imperial one. And whenever they hear that song, they always walk in a better line. It just really helps to motivate them to like look super. And that really helps. And then I also always have grabbers, which is like the PBIS tickets, that if I'm not giving out super troopers or watching for that, I just hand them out. If I notice my lines being super loud, and I don't want to be like, quiet down. I can just start handing kids grabbers and the rest of them get quiet. I've also done like a super secret student. And so I just pick like a popsicle stick before we go. And they don't know who it is. And then if we're going to specials, for example, I haven't done this in a while, but you can do like a paw, which again is PBIS or when I did this. I'm in the dark. Hold up. We have do your light dance. There you go. We have sensors now when we used to not. So we do now. But when I didn't have pause to pass out, I would pass out like a skittle or something. So like if they got to art class, for example, I don't have art. But if we went to, I don't know, the library, we don't have library. If we went to PE, I could just hand that person a paw. Or if that person wasn't in line, I could say, oh, my super secret buddy wasn't paying attention. So better luck next time type of thing. So the second part of that question was grading. So right now I'm in a transitional period for grading. People are yelling in the hallway. And it's adults because kids are here. We're in a transitional period. So we're moving towards standards reference grading. So we're going to be on a four point scale. I'm sure I'll make a video about it once I understand more. So we're basically making proficiency scales on their understandings of the standards, which see it seems like it's going to be a lot of work, but I feel like I'm going to know my kids better. So I feel like with those scales, basically rubrics, I feel like I'm going to be harder because I have very specific things like, Oh, this is why you got a one or this is why you got a four or you have a three, you need to know this to get to a four or something like that. Right now, I mean, I feel like I give assignments that are very just black and white, like it's either right or wrong. And then writing, I give them rubrics. And I'm pretty lenient when it comes to writing and rubrics because kids are really reluctant writers and I don't want to fail them because it's not perfect. So I feel like I'm more lenient in writing. Like one of my little boys, it was so sweet. He was like, Ms. Reese, I love writing now because of you. And I was like, and so I just, I, I write down what they need to work on. So like, I'll make goals for them, but I may or may not be super hard on them for their grades. Yeah, I feel like I'm the same way. Our grading system here, it's not standards reference, but it is a four point system. And it's for each area. So like literature, informational text, convention, speaking and listening, like it's each different section. I like that. So I do try to run it like the proficiency scale where like a four, you're above understanding and you can like teach someone else and you can apply it to something else. Three is you can do the work without making any mistakes on your own. A two is you can do the work for the most part, but you may make mistakes here and there. And then a one is you make too many mistakes to show that you know it. Yep, which is basically what we're going to be moving towards. And then so I usually, I, because I try really hard not to take anywhere home with me, I usually give a credit score for like any assignment during the week that isn't an assessment. So as I grade, as I look through them, I give them like a three or a four and then I organize them in order, but then I don't give them a grade for it. I give them like points for turning it in, but I'm still tracking their understanding. And then at the end of the week, when I give my assessment, I actually put that grade in, but I also compare it to the other assignments. So like if they were getting fours all week, but they got a two on the assessment, I usually round them up to like a three. Oh, I like that. That could have been like a bad day or I'll let them retake it. And then for writing, this is a huge one because writing takes forever to grade because you have all the different steps. So as I'm teaching each writing process, I only grade the rough draft because if you're able to do the rough draft correctly without my help or any corrections, then you mastered it because if I go through and correct everything, that's not you. That's me. So I grade their rough draft. That's the grade I give for that. And then I give them a credit for the final just as part of like the writing process. But I feel like if I actually grade the assessments at the end, then I'm getting like a better snapshot, especially if a kid was like struggling all week, but then at the end, they could do it, then they just get their credit scores throughout the week. And then that final one will either put them up or down. So I feel like I'm a pretty easy grader. I mean, it's kind of like you said, it's black and white. You either got it or you didn't. All right. So I have one other question from Instagram. And then I have a question from one of my friends here at work. She's a first year teacher. So I feel like that would be a good one to maybe end on. So should I ask my Instagram question and then you can ask all the other questions you got? I don't really have any other one. Someone asked me how I decided to name Cash. Oh, you can go into that. He's named after Johnny Cash. That's it. Easy. Done. All right. So this question says, how do you find the time and energy during the week to work out and teach? That's a new question. So no, you work out too. I for me personally, I have to work out in the morning. And I hate it. Never like it. But I cannot work out after work. I'm too tired. And I know that you can do your workouts after work. I can't. Like I just want to go home and sleep and like eat all the food. But if I just get into a habit of like, I'll set my alarm for 4.50. Honestly, I don't start working out until like 5.40. And so I just take that time to wake up and I just get through it. I've been doing a new program. It's an hour long. I don't think I can ever do that again. 40 minutes is like my top, especially for the morning. So at first, and it's still like this, I just wake up without thinking. I get my clothes ready. I just drink pre-workout. And then that gives me like the jitters. And I'm like, okay, I have to work out because I don't like how this feels now because I have too much energy. Yeah. And so that's how I do. I just forced myself to do it. I can't work out in the morning only because I have to get up at 5 to get to work out. So if I wanted to work out in the morning, I'd have to get up at 4. And I just don't, if I wanted to do that, I'd have to be like in bed by like a sleep by 8 o'clock. And I just can't do that physically. But it works out for me because my husband's home Monday, Tuesday, Wednesday. So when I'm being good, I go to the gym right after work. I usually get there around 4. And then I stay for about 45 minutes. And then I'm home by like 5. So that's pretty good. And I still get about three hours at home with cash because he goes to bed at 8. Hi. What was he back? No, it's Darlene. Do you want to say hi? Darlene. It's Darlene. She's seen Shidler. She's seen David. She's seen you. All the people. How's it going? It's going. It's dragon. She's seen third grade now. Yaw. Yeah, we're all looking for Arizona resources. Oh, I have them. I got the ones you put in the file. Okay, good. Yeah. Let's get the books from Denise. What books? Here I'll show you. What are the magazines? Oh, those are good too. Oh, so those are good too. She has a different book. What? She only has the one set. So maybe you could make a copy of it. Oh, okay. It's really good for the regions and the different Indian tribes. The magazines are really good to do. I feel like they cover it for the most part, but we'll ask her for it. She had a whole set or just one book? Well, it has a whole class set. And then she also, I think I had like six extras last year. And I would just talk to them. Maybe. Maybe there's some in that storage. In the summer, can we like, I have to put my computer down. That's fine. In the summer, can we plan like Arizona since you've actually taught it? Yeah. You see what you're Gotta do the salt dough maps. That's a good time. Salt dough maps? Yeah, that's what they did. That's what they did. And then I also did a, um, I did a diary thing and you had to pick between like a territorial Arizonian or an ancient culture Arizonians like an Indian tribe. And then they can do an easy Arizona project on the computer by making like a PowerPoint, doing like the symbols, the animals, like the type of weather like they pick, we did a regions project where they chose one region. And they had to like, write about the animals in the region, the climate of the region, types of plants, landscapes, landscape water. How'd you fit it in? Did you fit it in all year or? I feel like Um, we integrated it into like reading, but then at the end of the year is when we really did like the projects. Okay. Which is like how I'm doing it now. Bye, darling. See, we should just like put you on Skype every day. We're doing zoom. I guess that's a new one. The one that we used for Like the sea world. Yeah. Um, I don't know. It's easy because it's just through the internet. So anyone could access it. I don't know. Well, I told Darren that we were filming. I said, do you want me to invite you? Oh, she was talking about inviting someone on here. Bye. You too. Um, yeah. So should I, I don't know, when do you have to leave soon? Like by 4 30. All right. So I'm ready to go. I just, I have one more question. And this is from the girl that I work with. She's a first year teacher. And she asked me because she knows that I'm like, I don't take anything home. And I leave right at contract time. And she basically said, how do you get everything done? Is me. I just like downed my T. She said, how do you get everything done and not take stuff home? And so, um, I said, I don't know when it was like my third or fourth year. I had a really rough class like behavior wise. They were really low academically. I basically had to untrain bad behaviors and it just took a lot out of me. And I thought in return, oh, I'll just stay later and create things or all be making different behavior management things or going home and looking on Pinterest. I don't even know Pinterest thing, but blogs were. And then me and my friend, Maribel said, you know what? Cause we're both having a hard year. Let's just go. It's time to go home. Our stuff can wait. We'll come back tomorrow and then do it. And then we just kind of kept doing that. And then we just, we went home. We had something planned. We got into hobbies and we just took time for ourselves and we slowly started realizing that we were actually happier and well rested when we didn't take stuff home. So now my thing is I work from eight to four and for the most part I come in at eight and I leave at four. Now, yes, there will be days where I come in at seven 30 because I got ready a little faster or there might be a day where I leave at four 30 because I'm in the middle of a project, but I'm not like forcing myself to stay here and get it all done. For example, today I gave four assessments. Ooh, it's really hot in here. Oh my gosh. Look how hot it is in here. I'm so red. It's so hot in here. I feel like I should open the window, but it would bring in the wind and the sun, a glare. So my thing is you're a teacher, so obviously your job's never going to end. Like I could always grade more. I got three out of the four assessments graded. I'm not going to bring the other assessment home to grade it. It can wait till Monday. And if it's progress report time, then I might take papers home to grade in front of the TV, but for grading, I only grade what's the most important. And for like math exit tickets, I don't put a grade on them. I just, like you were saying, I sort them and I'm like, these kids got it. Okay, I put a star on it. You can take it home. These kids didn't get it. I'm going to reteach you tomorrow morning. So I do a lot of stuff like that. Doing a lot of your planning at the beginning of the year for like, so if it's, I always plan, I mean, I always get behind, but at the beginning of the year, I'm always two weeks ahead, because then that gives me a head start. So now at this point of the year, when that doesn't work as well, because we're super busy, now I'm a week ahead. So like, I planned for next week. And I always have Monday, Tuesday, Wednesday are my busy days, like Monday, I'll sit down and plan everything. Tuesday, I'll go ahead and print everything and copy it. And then Wednesday, I'll go ahead and file it. So that gives me Thursday and Friday to do grades, or just kind of sit around or plan bigger units on those days. Yeah. Yeah, that's exactly like, you're just, you're not going to get everything done. No, it's okay if you don't, because the kids won't know. No, don't get everything done. Like, I get here, I get here a little bit earlier in the day, but that's only because one, my husband and my child are asleep. So I'm not missing out on anything at home in the morning. Two, I live an hour away from where I work. Technically, it's 40 minutes, but on a great day, it takes 40 minutes. So I have to leave early because if I don't leave early, I'm going to hit worse traffic. So I usually get to school between seven and seven 15, and I leave at three 30. And when I get here, I immediately start working during that time. I'm working during lunch. I'm working. Yep. And at the end of the day, the last 30 minutes, I'm working. Like that's what I do too. I socialize, but if someone wants to come in my room and talk to me, then they have to be okay with talking to me while I work. Yeah. Oh, you saw there's like a million people that coming in out of my room. And I, I, they're like very often, well, almost every day, I eat lunch in my room because I take a working lunch. Like I'm lesson planning while I'm eating a burrito. And if I'm in the lounge, it's because I finished all of my work for that week and I have time to sit there. Now there's days where I just sit in my room and watch YouTube during lunch because it might have been a hard day and just my brain needs a break. But for the most part, I'm always working every second or like, if my kids are working on something, I may be able to go ahead and prep for the next lesson I'm about to teach. Yeah, same here. If my kids are working on something independently, or like I always plan for a day without a small group, because I haven't made. So I really don't have to, but I always plan for one day without a small group. And that gives me a whole hour. Yeah. Do something extra. So and I do the same thing as you. I plan and prep Monday through Wednesday and then Thursday and Friday at grade. So I think just having a schedule and sticking to it. And honestly, I feel like sticking to a routine of every Monday we do this every Tuesday, not just for me, but for the kids. Yeah, like, Oh, Tuesday is fluency. Wednesday is the story from the book. I was going to plan I was going to make and maybe you can put it on your teachers pay teachers. I don't want to do that myself. But I was going to make like a weekly checklist. All of the things that you make sure you do every week. So yes, I have to make sure that I have materials prepped and printed for my aid. So I put that on my list. I also want to make sure that I have like any spelling words or anything like that printed and ready to go. I want to make sure I have like my math review ready to go my monthly writing prompt paper copy. It's like anything that I do every single week. That's the same. I have a little checklist and then it's dry erase and I can just erase it for the next week. And then Monday morning or Friday afternoon before I leave, I just check it as I do it so that it's ready to go. And I don't forget anything. But if you do the same things consistently every week, your planning and your prepping time so much faster. Well, and I think it's really easy because I have curriculum for math and I have curriculum for reading. And so, and I've been my personal focus has been writing for a long time. So I know exactly what I want to do for writing. But I think when you have a curriculum, it's easy because it's like, Oh, we're on module five lesson two. So I don't have to write anything other than that. So then I just pull the copies that are already made. And if I have to make copies, I know exactly what I'm doing. But for things like writing, I think just planning ahead, knowing like, Oh, in January, I want to teach opinion writing or informational writing. And then just kind of pre prepping, maybe in the summer or a few months ahead of time will really save you time day to day. Absolutely. I'm summer hot. Look, it's crazy. It's because the heaters are still on, but they're not kicking in. So that means that the AC isn't kicking in either. I can't believe that there's some schools in some states, I'm not Arizona, that don't have air conditioning at all. I don't even know. So those are all the questions that I got. I'm gonna have to go soon because we're meeting for a happy hour. I'm gonna go and pick up cash and pray that he's happy. I'll be happy to see you. So poor little guy of sick again. No, it never ends. And he's being bullied at school and he's only one. He got bit yesterday. God said he got pushed today this morning when he got there from the same kid. Probably he gets hit in the head with toys. He gets pushed over all the time. He always falls and gets a boo boo report that he hit his head because he got pushed over. And we're like, you know, if he comes home one day because he's socked some kid in the face defending himself. Now you're like, now I understand the kids a hit back. You're like the things you learn as a parent. Some kid's snatched his pacifier right out of his mouth. I'm like, oh my gosh. Okay, well I had fun. I had fun to look at me. I'm packing up. I'm already packed up. I just have to pack up my computer when we get off the phone. My commute's like 10 minutes. Hey, when I buy a house one day, it's gonna take like, I don't know 20 to 30 minutes to drive there. Yeah, it only took me 20 minutes from my mom's house. Oh, okay. So thank you guys so much for watching our first live hangout. We're live, but you're not seeing this live. So we're gonna have to figure out it's recording. So I'm gonna have to figure out how to upload it to YouTube and save it. So I don't know, should we do this? Like, I mean, we'll talk more than monthly, but should we do it like monthly or that would be fun or like even in the summer, like weekly or in person? All right, well thank you guys for watching. Oh wait, we should do an insta story or a picture. Okay. And then we should like do something like, we can screenshot us high-fiving. Oh, that's true. Okay, ready? Oh man, my good side, let's like, pick her hair on this side. I'm sorry. You ready? Are we editing all this part out? Yeah, we're editing all this part out. This one. You ready? Should we do a heart? Yeah. Wait, why is this so hard? Oh wait. It's recording. Not yet. I need permission from you. I have popcorn too. Yeah, I don't know how it saves, but whatever. I'll show you how at the end. Okay. Okay, I'm ready if you're ready. I'm sorry.