 offered by the European School Education Platform, the European Commission's Platform for School Education in Europe. My name is Nikki and I will be your host for today. Just some practical information before we officially start the webinar. Just so you know, it will be recorded and the recording may be used for dissemination purposes. Also, if you have any questions during the webinar, we will have 15 minutes dedicated specifically for questions, but feel free to type them in the chat and then we'll eventually get to them. So the focus for today's webinar is how to become an e-twinning school shared leadership in practice. It's my pleasure to invite on the virtual stage Donald O'Reilly, who is a senior leader at Kilorgland Community College in Ireland from 2007 to 2019. This webinar will focus on Donald's journey as an educator, how e-twinning and Erasmus Plus became embedded in the school culture and aims on how to provoke participants to reflect on their own contexts and school journey. So without further ado, I will pass on the floor to our speaker, Donald. Thank you very much, Nikki, and welcome and hello to everybody from Ireland and Senigo. Love and greetings across Europe. Okay, my slides aren't advancing, so let's see. Okay, so as I'm coming from Ireland, that's us in the small little red dot down in the southwest of Ireland in the beautiful wild Atlantic way surrounded by some beautiful mountains on a clear day. That is actually Ireland's tallest mountain, highest mountain, and I have the luxury of having a beautiful beach close by as well. So come visit and that is my piece for the promotion of tourism for Ireland. This is my school, which Nikki said correctly. I was there as a senior leader for a number of years and which I will return to again very, very soon. And we were lucky to receive the e-twinning school label for 2021. So what this is, this is an overview of me. I have been teaching for a shocking 27 years. I have had the luxury of working in seven secondary schools in Ireland as well as working with European School Net and as an e-twinning ambassador as well, which has afforded me the opportunity to see different schools in the Irish context and also to see your schools at European level as well. And I've appreciated having that opportunity because many teachers find that they maybe work in one school for their whole career or maybe only two. So I'm delighted to be able to take that, take the learning from that and share that learning with you today. So just to get your fingers warmed up and as people are still joining from the lobby, I'd like you to pop into the chat so I can look back afterwards and answer the following questions. Number one, what country are you joining us from today? So pop in the answer just the country you're coming from. And number two, if you were to decide as we come to the end of January on a Monday, a Monday afternoon, what animal would you choose to describe how you are feeling today? As I said, I'm joining from Ireland. Today, I feel like a lion. Today I feel like a lion that I can take on the world, but maybe by Friday I might not feel like such a lion. So I'd welcome your comments in the chat there for what country you're joining us from and what animal you would choose to describe how you are feeling today. And we'll move on. So my presentation today is based around the European, the E-Twinning School mission, but also in an effort to contextualize it for my school and my story. I hope that whether you're new to E-Twinning, an intermediate E-Twinner or an expert E-Twinner, that you will take something out of this and I'd welcome your connections afterwards. And I do hope that you learn something and take away after today. I would also invite you, and this is something that I have begun in the last 10 years. I have began to reflect on my practice and my interactions with people. Because I just find it frustrating when dealing with students and teachers and parents and other stakeholders, and I began reflecting on what I can change because I have no power to change other people, but I do have the power within myself to change myself and change practices in my own classroom or in my own environment. So I would invite you today, as you listen and journey with me through my own journey, I would invite you to be reflective and I assure you the more reflective you are, the more effective you are. So the first statement in the mission is E-Twinning Schools of a Commitment to Shared Leadership. Now this is a bold statement, a large statement, an ambitious statement, and I would ask myself, and I would or you'd ask yourself is how can we achieve this and who is responsible to that commitment of shared leadership. Delving deeper into the text, it states that the school principal and teacher leaders, and this is something that's very, very close to my heart, when I look back on my 27 years of teaching, I believe I was a school leader long before I became a formal school leader, and I think that gave me job satisfaction and it certainly contributed positively to my classroom environment, my school environment, and the school community. And how do we do this? How do we develop the shared leadership? How do we act as teacher leaders? What should we focus on? I would say that relationships and trust are key and they don't happen easily, they don't happen lightly, and we need to put some work in. I would also say that you must have a culture of accepting mistakes and learning from them. Obviously doing the same thing over and over again and expecting a different result is a sign of madness, but if you accept make mistakes and accept the mistakes and learn from them, then that is a good foundation to any school community. And of course, communication, communication, communication. If you ask any teachers in any school or any school community, communication is key. What does that look like in Kellogg and Community College? I found that leadership was a type of a dirty word. Teachers taught leadership equated to more work for them. So I began identifying leaders, identifying leadership, examples of leadership in practice and discussing what I've seen and explaining why I taught they were leaders and that empowered them and it got them reflecting and it got them thinking and that was the cultivation of leadership. Small conversations, simple conversations, encouraging people. When I saw the opportunity or created the opportunity to allow someone to display these leadership skills or traits, I did so in small steps and I think that's important as well. Small because if there's a mistake, it's not critical and we learned from that. And small because you don't want to overburden somebody as well. So in those steps, you're creating the space to lead and you're allowing the leaders of the school, the teacher leaders in the school to express themselves. I would be mindful of delegation. I would be mindful of creating that space because delegation sometimes is seen as handing out jobs. That's your job and you're asking me to do that. So when you do delegate, you hand it over 100% and you allow the person to make it their own. In Calardland, I often had the mantra that the first time I asked somebody to do a task that I would have normally done it, they would do it maybe not as good as I would have done it. The second time, they would do it as good as I would ever have done it. And the third time they would have done it, they would have done it much better and more efficiently and more effectively than I would ever have done it. So you have to wait and you have to allow people to grow and develop. Again, what I reflect back in my school, and I often made a mistake of going too fast and I had to check myself and I had to remember that if you want the old African proverb, if you want to go fast, go alone. If you want to go far, go together. And that is something, the mistake that I made sometimes, particularly in my early years, having an idea and going out alone, going fast, but being too far ahead of everybody else than to be able to share that and bring together a team and the school community. Another statement is that the E-20s schools display a strong commitment to collaboration, sharing and teamwork. Now, this is something I'm passionate about because you can say collaboration and you can mean collaboration. And I think far too often I have heard the word collaboration being used, but when I look to see it, I don't see real collaboration. And we must accept that real collaboration can be messy. It's not clinical, it's not easy. It will fail and you have to come back and try it again. And once you accept that and you keep trying, you will be successful. Again, it's easy for me to collaborate with my colleague that I am friendly with outside of school. But it's much more of a challenge for me to collaborate with a person inside in school who has different interests to me. But I think that's where we need to push ourselves. We need to be professionals. We need to get outside that zone and collaborate with everybody. Sharing, it's important to share. And again, when I was going to school and when I was training as a teacher, the mindset was not to share. The mindset was you're working inside your classroom and you don't share what you're doing. You develop resources, you don't share them. Thankfully, that has changed. And it's in Clark and Community College. Sharing is part of our culture. And we would encourage you to share inside and outside of the classroom across your professional networks. And teamwork is important as well in achieving this aim for the E-20 mission. But again, this doesn't happen easy. And what I have always done, not always, what I've done more recently is I've asked, am I a good team player? What can I bring to the team? How can I make this team better? Because previously, I used to be looking at others and saying, pointing out their challenges rather than focusing on myself. So how can you take this back to your own context? In Clark and Community College, we would have had structured subject department meetings. So previously, we would have had, so just trying to build a team and bring a formality to it and bring some type of system of collaboration and sharing. So structured subject department meetings, keeping it simple. One page of minutes, a few notes, a few bullet points, based on actions. What's going to be done and who's going to do it? We also supported a rotating coordinator. So whether it was two-in-the-department or 22-in-the-department, everybody would get a chance at being a coordinator. And what that does then is it doesn't allow one person just to take over. Everybody knows that their turn is going to come. They're invested in it. And they know that when their chance comes, they can make their own mark as well. The communities of practice were very much encouraged in our school. And that's where teachers that had shared interests came together outside of school time, but outside of those people that were in school as well. So you're sharing with other schools. Whenever teachers went on professional development or Erasmus or involved in e-twinning, we always encouraged show-and-tell sessions at staff meetings or mini-teach meets. We also promoted teachers to attend national and international teach meets where there was a desire and where it was appropriate. Team teaching was something we explored as well, and it took many, many years, but it allowed that professional dialogue to take place between teachers in subject areas. And again, back to creating a safe space for that to happen. Go slowly, discuss what's to be done, what's not allowed to be done, and what are the parameters. And again, accept that mistakes are going to be making by everybody. Open your classroom door. When I was a teacher, I was king of my own classroom and I did my own work. And in Cullardin Community College, I'm not sure why or how it happened, but I opened my classroom door. And what that allowed is it brought the classroom corridor and the corridor into the classroom. And what happened then was teachers passing or students passing they saw what was happening in the classroom. And then somebody would stop and then somebody would step over the threshold of the door. And then I would use that opportunity then to have a professional conversation about what I was doing, explaining what I was doing, how I was doing it, why I was doing it, and I would invite input from the students in the classroom as well. And all these little things are building your culture, building your relationships with students, building your relationships with other teachers and other members of the school community. The next statement focuses on students in each one of the schools are agents of change and that's the student voice to me. And I'd invite you to reflect where are you now on the journey of including student voice and where do you want to be? Where I want to be is referencing the Lundy model Professor Laura Lundy and Irish Professor where she advocates for student voice across the whole school community. That's not where we are now but that's where we strive to be. When we started in Calargo Community College we had a student council our very very first student council were hand-picked. So obviously the student council gave us feedback that we wanted to hear. Not really great for the student voice. After a number of years we decided to do random focus groups and that's where the richness really came from our students because these were randomly picked students with additional needs across the board, across the years of different ages and they spoke very very openly and honestly. Now when they spoke openly and honestly we had created that safe environment for them to do so and nobody was going to challenge them about what they were saying or who they were saying it about but we listened. We consulted, we listened we acted on it and then we went back to them for feedback as well and that's a cycle that continues in the school today. And because the student council is seen as a voice for students we're getting a blend of students on to that student council now and it's democratically voted upon. We must make sure that it's inclusive and not exclusive student voice like the example I gave you at the start where we were very exclusive at the beginning but now we strive to be inclusive and now we strive to have voice captured across the whole school all day. Involve the students in the decision making process make sure they're represented at the table so when we were developing our code of behaviour the students were involved when we were discussing learning environments the students were involved we asked them to take control of their learning spaces whether that's designing them, painting them filling them all driven by students and I have their right on windows you must think I'm crazy saying right on windows but as we developed the culture of using our spaces and getting students involved somebody had the brain wave of getting window markers the window markers you see the butcher write his messages and his advertisement on and where collaboration was happening we were able to use that extra space so students would gather around a window be able to write on it and it was inspirational but it was capturing their their voice and ensuring that they were the agents of change as well. I invite you to consider would you sit down and eat your lunch with students in your school and what would the effect of that be I attended a bit educational technology show in London many many years ago and I was inspired by a school principal who knocked down the staff canteen and invested in the student canteen but students and teachers all sat together so I experimented with that in my school and I discovered for the first few weeks when I sat in the school canteen with the students I was left alone nobody came to speak to me but over time and as it became a custom and a practice I ended up sharing the table and sharing stories with students during my lunchtime and again that is something that it's in the signal to the students that there's equality in the school that it's not and us and them and I built relationships and I found students able to approach you and I felt more approachable because of the buns that were built up at that time. E-twinning schools are models for other schools it's important to model what you believe in I'm a parent of three young boys aged 10 aged 11 10 and 6 and I can tell them what to do and what not to do all day, all week, all year but inevitably what they will do is what I model and I think the same goes for teachers and the same goes for schools so I would encourage E-twinning schools to model what they're doing to share their learning but more importantly share your mistakes and by sharing your mistakes you're reflecting on your mistakes and you're reflecting on your own learning as well and use your school's network your local international to make sure that you're spreading it across a wider network as possible and as you share of course you will be learning as well in return and just remember to be authentic and be yourself and you don't need to be perfect nobody expects you to be perfect so don't try to be perfect look at this part of the mission being models for other schools I reflect on when I share when I share what we do in school when I share at webinars like this and in the preparation for this and when you have to explain what you're doing and why you're doing it I think we develop a greater need a greater understanding of what we're doing because we're experiencing it we're teaching others as well we're explaining the why and that's one of the benefits when you are modeling and when you are sharing across your networks you're really drilling down into your own practice into your own learning into your own experience and you're taking away that as well as well as sharing with the others who are on a journey of their own each one in schools are inclusive and innovative learning organizations this is very important to get the balance right inclusivity is as important now as it ever was and being innovative is important and it can solve many many of our challenges and it can create opportunities but we need to get a plan and we need to get the balance right as I reflect on my time in Kellogg Community College I think sometimes I got a little bit overexcited by the innovation and maybe I forgot the inclusivity so it's important for me to remind myself that it's a balance and one can compliment the other but I would certainly say that inclusivity has to take priority universal design for learning for me even though I'm only on the beginning of the journey certainly is a game changer for me I always challenging in the classroom dealing with students of different abilities and I come from a background of the technologies where I always had students with varying abilities and very often I had students with additional needs because of the nature of my subject and I always always found it difficult and challenging when I was asked to differentiate because differentiation to me meant giving different people different work and young people are so smart the young person with additional needs knows that they're after getting a different sheet or different homework from the person next to me so with universal design for learning and I'd invite you to if you haven't looked into it already to explore it with universal design for learning it really addresses this issue at the design stage of your lessons and your schemes of work and hopefully it will lead to more inclusivity inside the classroom I think in Calardon we always experimented with our teaching methodologies but you could experiment experimentation without evaluation isn't very beneficial so again the change happened for me as a teacher when not only was I experimenting but I was asking why and how what changes were happening as a result of me changing my teaching methodologies and of course who did I ask the students the student voice because they are the end users and they know what they like best and it will surprise you what they like best learning spaces again we always we try to maximize our learning spaces in the school and if you look at your own school in your own context I wonder how many of the bigger spaces are only utilized in the morning at break time and at lunchtime and we began asking ourselves why are the biggest spaces in our school the least used so we expanded the classrooms not physically not the walls but we expanded our teaching and learning to fill those spaces when appropriate depending on what lesson you were doing depending on what topic and we looked at what we had we designed learning spaces into them and it has been hugely successful of course there's no solution is the silver bullet or a big bang approach and it needs to be you need to be cautious in your environment you need to take time and you need to make sure that the one size does not fit all what's working for me in my classroom may not work for everybody in everyone's classroom and the one feedback piece of feedback that we got from students is that students like varied learning and teaching methodologies varied learning spaces because as they go through the school they don't want the same thing over and over again so that brings me to the end of the first part of the webinar on how to become an e-twinning school you might ask me why and I would say why not in preparation for this I saw my national agency e-twinning Ireland post something on twitter advertising the closing date for e-twinning schools which the text the opportunity to have creativity teamwork and international awareness of your staff and students acknowledged so why wouldn't you do it plus I would ahead the unintended consequences all of the other things that happen in a school as you're journeying to be an e-twinning school many of the the biggest successes that we have enjoyed in our school the the learning experiences the successes of students haven't been planned they have been as a by-product of something that we were doing for e-twinning or for something curriculum based and they're the ones that I enjoy most the ones the successes that you hadn't planned for so for now in the interest of best practice and well-being I'd invite you to stand up and stretch rehydrate for two minutes but consider as I invited you earlier to be reflective when you reflect in your own situation is there any one action that you can begin tomorrow in your school or organization next week next month something that you can control and one action so I've used up one minute of that two minutes and I'm just going to stretch and grab a glass of water now and I'll be back in 60 seconds so for anybody that has just joined us we haven't stopped we're just doing a stretch break I'm going to resume in 30 seconds okay so I've finished the messages to consider and I'm going to revisit Cullard and Community College again towards the end of this presentation and I'd welcome some questions in 10 minutes as well if you have any I'm not going to bombard you with text even though English is my first language I tend to focus on bullet points and in this policy message it urges us to support a culture of collective engagement and responsibility within your school and overall what I would encourage you to do is and speaking from my own my own experience I spend many many years in my comfort zone and it's lovely in the comfort zone it's really nice you're doing your teaching you're not challenged but are you growing are you going professionally and are you growing personally and to get into the growth zone you must go through the fear zone first and then you're in the learning zone but then you must push you must be strong and know what your vision is to get into the growth zone so looking at the culture of collective engagement in your school and to be responsible you need to get out of that comfort zone and head towards the growth zone and what are the key messages that you are being asked or what you should consider supporting learning to a shared mission well-being for all and well-being for all means living well-being not just talking about well-being living it distributed leadership learning of opportunities encourage yourself and encourage others to take on leadership roles strong communication between schools parents and learners and if you take note of that last piece between schools, parents and learners you will notice that that is a team that is coming through these policy messages and if I was to state the major changes in our culture in Cullardin Community College would be it was the engagement of everybody the collective engagement having everybody at the table having everybody at the voice having a voice and I think then people feel included and that's your full inclusion or heading towards full inclusion mobilizing resources within the school and community for many many years I was frustrated and I frustrated myself about the system about the local authority about the government about departments of education and what could be done or what should be done and I was only angering myself because I had no control over it and in recent years I have I still get frustrated but I ask myself where does this lie in the zone and if it's out of my control I put it out of my head I acknowledge the problem and I put it out of my head if I have some control over it I ask myself how can I control this can I make recommendations can I make a plan but for the most of the time I spend my time focusing on what's in my control in the center of the circle what can I do now for myself what can I do now for my school what can I now do for my students to have immediate impact looking at new resources new partnerships working with the broader community how are the current resources have used effectively are we collaborating is it real collaboration and do we have partnerships with teachers and others and I'll give you one example of this about mobilizing the resources within the school and community in Cullardham Community College I was at a a European school in the future classroom and I spoke about this and the conversations were going towards what could be done and that being done and it all resulted in more money and more time and I wanted to get my students working around in a circle and we had rectangular tables so we had 12 rectangular tables two students sitting at each one 24 students maybe more so I went back to the school in one room we took out 12 and we cut egg shape shapes out of large sheets of timber we screwed them down on top of a table we put them back into the room so each table now had six spaces five for students and a spaced in for a teacher to sit down as well if they wanted to that cost the school maybe 100 euro had it an impact? Phenomenal within two years every teacher in every classroom had that same setup but different, slightly different some wanted colour tables some wanted different measurements on their tables some wanted whiteboard in the middle of the table so they could work so for 100 euro investment into each room over a two year period we totally changed the teaching and learning inside in the school so when you look at your own culture be creative and focus on what you can control as opposed to what's out of your control participation in networks cannot be measured enough but you must be aware of the networks you're in when you're in the staff room when you're having a cup of coffee or when you're at the water cooler getting some water you're having conversations that's a network try to have professional conversations whenever you can ask questions be willing to listen we're very lucky that we have the huge networks available to us now across Europe and internationally because of the World Wide Web because of the European Schoolnet and the European Commission and they're all very important but the network in your own school is probably one of the most important that you will have and again like I said before it's easy to talk to the person that you have support the same football team or that you have something in common with but how about speaking to the person that you don't know much about find out about them have a professional conversation with them and you'll be surprised at what you might find out because that person could be an expert they could have a certain area a focus that they are interested in that they might want to share with you encourage those people that you don't know on staff to participate in networks and again the community partners are mentioned here as well and the opportunities for collective learning as I was preparing for this presentation actually only 30 minutes ago an hour ago I decided to put this in because these are two phrases I don't know are they quotes I don't know where they came from but there are two phrases that I that I think of a lot and the second one actually is something that has been highlighted to me only recently with some part of my journey that I'm going through at the moment but there is no fail there is no mistake you achieve or you learn and that's for me I achieve or I learn and I also look at growing through my disappointments as much as through my successes and I feel that I grow much more personally and professionally through the disappointments and where I feel I have failed as through my successes and I would urge you to consider that and use that as a platform to stay positive about whatever happens in your journey or on your journey whether it's personal or professional so my journey spanned in Calard and Community College from 2007 right up to 2023 there were many changes along the way I became Deputy Principal in 2007 we had a lot of staff retirements in 2010 I became Acting Principal in 2019 I started working for my Government Department of Education Ministry in 2020 Covid arrived to us all 2022 came and who knows what the future holds I could speak about that whole journey for a week because there were so many interesting things happened along the way some which were e-twinning related and some maybe not and I've just listed some of the changes there from 2007 to 2023 for you to take a look at or take a screenshot and maybe they might prompt you or nudge you or inspire you to say oh yes I could focus on one of those because whatever work you do can't be it has to be contextualised for your school and your context and there are some more there that you might reflect upon and you might say that yes that suits me I like that approach and of course e-twinning and Erasmus Plus are very much interlinked and the benefits that we have experienced from being involved in both are immeasurable they're just huge we have friends for life made I have developed my professional networks and the unintended consequences of projects has been phenomenal so with that I think I'm just about on schedule thank you very much you're of Mahgur in Irish in our Irish native tongue and I would welcome any questions or comments thank you very much Niki thank you very much Donal for a nice overview on some of the workings of your school in relationship to e-twinning we do have a couple of questions first how can we influence the leaders to encourage them to become an e-twinning school there's a very good phrase is how to lead when I'm not in charge it's actually a book so the question is how to influence start by conversations conversations and I do understand that the formal school leaders the principals and deputies have many many things on their agenda some school leaders some principals have a fear I suspect that when a teacher comes and suggests something that they themselves think it's more work for me so if you use your terminology and say I'm really interested in this I think it'll benefit the school and the students if you can map it into your national strategy the European the ministry strategy the plan for the school and actually package it in such a way that the principal goes of course we must get involved in this and say and I'm willing to do the work with you and for you I think that's the most you can do I actually do have a question myself you said in the beginning that before just in general as a teacher when you were gathering resources or finding new ways of teaching that before it was more like every man for himself kind of that there wasn't this culture of sharing can you talk about maybe why you think that is you saw this the shift that you said took place that now it's like you know more open and trying to work together to get the best learning practices wow yeah I don't know again I don't think there's any one thing I think there's a realization I suppose with the age of the internet going so crazy and social media and Instagram it's very hard not to share something now it's very hard to actually copyright something now so if you had something and you didn't want it shared you'd struggle but as well as that I do think that people are realizing that team the value of team and as teaching has become harder teaching has become I think across your across the world teaching is not easy and it is more challenging and if you're trying to solve a challenge two heads is better than one and four heads is certainly better than one and I think you know all those phrases that we've coined there's no no point in reinventing the wheel and so on and so forth so to answer your question I think there's a realization there now that you can't go it alone or you shouldn't go alone that you should learn from other people's mistakes the other thing is I think people are admitting their mistakes now and they have the confidence to go yeah I did that and it failed can anyone tell me why I'm sorry I think people have the confidence to stand up and say I failed or I try this and they're looking for help so I think that's why I think it's also interesting that like a lot of the topics that are taught talked about now that are taught in classrooms are things you know problems that we're dealing with as a society together so it's also like a societal way of we should be tackling these issues together I do not see any more questions in the chat if you have any please type them I saw quite a few questions about whether the presentation will be shared yes and the recording will also be used for dissemination purposes so the recording will also be available after the fact maybe we can wait in case we have any more last minute questions but then if not then we can maybe wrap up a little earlier here also a evaluation form was shared in the chat if you could please fill that out so we could get your feedback on the webinar all around that would also be greatly appreciated okay there's a question in there actually yes I see what would you change if you were to start over your journey as an educator thank you for the meeting so I at the age of 18 I accidentally it was one of my options I'm not sure at 18 does anybody know they want to be a teacher I mean I decided it wasn't like it was a vocation um it was seen as a good job and I went into a four year concurrent degree education degree which was which was very very good and very very interesting um I taught I taught for seven years until I realized I wanted to be a teacher and I have really embraced and loved teaching ever since so if there was one thing I could do to to go back at my early days is I worry what type of teacher I was for those four seven years and what my students experienced and really did I give them the best I could so if I could I could I could be a teacher I could be a teacher I could so if I could change anything I would probably delay my entry into education maybe until 20 and maybe I might have been a little bit more mature when dealing with these young people because the the charge that we have the job that we have is is huge I was teaching young people at 21 years old so I was teaching an 18 year old when I was 21 so if I could change that and allow myself to be trained as a teacher and then kind of enter a type of apprenticeship role where I had a mentor and funny in the job that I'm at at the moment where I deal with newly appointed school leaders that's what we do when they're appointed as a principal they get a mentor to journey for the year and then they get coached and that opportunity is now in Ireland through a bridging program that you don't qualify at 21 and get left off into the wild you do have a mentor and your support along the way so yes that's the one thing that I would love my early years to have a little bit more support Okay, good question there are a little bit of a reflection into the past it looks like there are no more questions so I think maybe we can wrap this up thank you once again Donal for your time it was great to hear your story and I really hope the participants got a lot out of it like I said the reporting will be shared and I think that's about it thank you everyone and have a nice afternoon Thank you everyone and thank you Niki for having me and for your collaboration over the last number of weeks Thank you for taking the time