 I'll tell you a little bit about what I've been working on other than providing my students with high quality math instruction. And I want to start by telling you about some of my students. So this is Jaylin. As a student, Jaylin is patient. He's organized and detail oriented. He's a great collaborator. And he gets lost from time to time, but that's okay because he bounces back. But Jaylin's a lot more than that. Jaylin's also an artist. He's a dancer. He's a poet. And he's a great storyteller. My favorite Jaylin story came when I asked him what he wanted to get for Christmas. And he started telling me about how every year he woke up Christmas morning, went downstairs, and found a toothbrush in his stocking. And he just thought that it was really passive aggressive of Santa. This is Julia. Julia was our salutator in this year. And she's the student I would go to when I needed like an answer copy, but it was too lazy to make one. She also has more than one story about pooping her pants and isn't afraid to tell you about them. This is Manuela. Manuela loves math. And when she grows up, she wants to be a model, but she also wants to own her own business. And she is one of the most headstrong students that I've ever had. For instance, her favorite food is lobster. And every year on her birthday, she orders two lobsters and eats them all. She is also allergic to shellfish. I tell you these stories because I think it's important to realize that my students are just more than just mathematicians. I used to think that it was just crucial for me to know my students inside and out as mathematicians, what they're good at, what they're bad at, what they need help with. But I've realized it's important to know them a lot better than that. And they need to know me better than just a math teacher too. For instance, when I was a first year teacher, my mom passed away and I missed four days of school for bereavement and came back and I didn't tell any of my students about it. I didn't know how to have that conversation with them. Since then, I've told my students all about my mom. I told them about how when she was in the hospital, she'd go to the gift shop and she bought me beanie babies, how she loved word games and puzzles and how I've inherited those passions from her. These conversations don't come up authentically in a math class. I need to make space to talk to my students about who they really are. And I decided to do that by taking one day off from math every other week to have something called a restorative circle. We all know that a circle is a set of points of fixed distance from the center. But this automatically adjusts the structure of the classroom. I am now equal to my students. I have disrupted that hierarchy and I'm sitting there among them. We make this circle space sacred to us by putting things in the middle that have special meaning to us. All right, we start our circles with inspirational quotes and we end them that way too. We use this space to build a community. We start by having fun, by doing some silly ice breakers. We focus on learning to listen to each other by passing around a talking piece. And we share stories about ourselves and about our lives and about our family and friends and how we feel about things. Now, not every student buys into this and it's had its ups and downs but some students have really bought in. This is Daniel Lise and in circles she's talked about how she doesn't get along with her father, how her let me make school hard for her. This is Jose and Jose frankly sometimes can be a bit of a jerk. But in circle he has talked about how he has started to acknowledge when he's being selfish and arrogant and how he wants to get better at that. I think it's important for me to recognize that my students don't have the same privileges that I grew up with. All right, my students are immigrants and people of color and they have complicated families and just have been oppressed by our society for a long time. This is Rafa and Mateus. They're two great kids with big personalities who just happened to not get along. All right, there have been a couple of times this year where they've lost their tempers and started screaming hateful things at each other and we need to think about how we react to that. All right, what happened was, they got reprimanded and suspended and it happened again and again. All right, they need somebody who can pull them together, figure out what they need and repair the harm. All right, I've been teaching for six years and I've had students who were suspended, expelled, students who have dropped out or gone to jail and I do not want to be a cog in the school to prison pipeline. And that's why I'm working on more than just providing my students with high quality math instruction. Thank you.