Episode 5.20: Crayons and a Site-Based Leadership Book Study!

It's National Crayon Day! What are your favorite or least favorite memories about crayons? Do you still like to use crayons today? :wink

Then we talk with Jeremiah Morgan about the Site-Based Leadership (SBL) Program and their upcoming book study on April 8, 15, 22, and 29. The book study will be engaging with The Instructional Coaching Toolkit, which you can purchase through the link below. 

As Jeremiah points out, the SBL Program is for everyone! For more details check out the SBL website. You can join the SBL Program HERE.

Register for the Book Study

Buy The Instructional Coaching Toolkit

The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
X: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org

Transcript

0:17

You are listening to the More Math For More People Podcast, an outreach CPM educational program. Boom.

Lisa 0:31

Hi everyone. My name is Lisa Amick. I'm the Director of Teacher Research and teacher Educator engagement at CPM, and I wanted to take a quick minute to share one last final call for applications for CPMs, teacher research community, or TRC, if you've been thinking about applying or even just a little curious about what TRC is all about. This is your sign. Applications are due March 31st, so we are in the final stretch. TRC is an opportunity to spend the next year and a half digging into your own classroom practice alongside a small team of teachers from across the country. You'll identify something you truly care about, something you've always wondered about in your teaching, and actually get a chance to study it not in a theoretical way, but in a way that's grounded in your own students, your classroom, and in your day-to-day work. It's both a research experience and a professional learning experience, but honestly, what makes it special is the people you get to collaborate with thoughtful, reflective teachers from across the nation who are asking similar questions and who are just as committed to improving their practice as you are. A key part to TRC is the Summer Institute, which is required for all participants. This year it's gonna take place July 20th through 23rd at Boston University. It's fully funded by CPN. We'll spend those days together, launching your study, building your research team, and setting you up for the work ahead and not to oversell it, but the Red Sox will be in town that week. I grew up in St. Louis, so I'm a big baseball fan and I'm definitely gonna go to a game if you wanna join me. So if you need an extra reason to say yes, there's that too. There's also a stipend provided for your work throughout the program, and participants receive a funded trip to the CPM Annual Teacher Conference. To share their research. It's an incredible opportunity to not only grow your practice, but also contribute to the broader field, because that's the other powerful piece of TRC. Not only will you be making a difference in your classroom and the lives of your students, but this work helps CPM improve our curriculum in our professional learning, and ultimately impacts mathematics education more broadly. Over the course of TRC, you'll have the chance to try out new things, reflect deeply on your teaching, and gather meaningful evidence about what's working and why. It's a chance to step back, be intentional about your practice, and invest in a way that often feels really hard to do during the school year. If this sounds like something you've been wanting or needing, I really encourage you to apply. You can find more information in the application. cpm.org/trc or you're welcome to email me at lisa amick@cpm.org. That's L-I-S-A-A-M-I-C k@cpm.org. And again, applications are due March 31st, so you don't have much time. We would love to have you as a part of the next TRC cohort. Thank you so much, and we hope to see your application come through.

Misty 3:47

March 31st.

Joel 3:49

is.

Misty 3:49

It's a three podcast month.

Joel 3:52

Wow, that's exciting.

Misty 3:55

It is exciting. So welcome to your third podcast of March. On the final day of March. Is it? Is March being a Lamb where you are? Who knows? Isn't that thing, it comes in like a lion and goes out like a lamb?

Joel 4:08

Oh, is that March?

Misty 4:10

Yeah, I think it's March.

Joel 4:12

Okay.'cause of the weather.

Misty 4:14

give May flowers. Yeah. I think it's one of those things, I dunno.

Joel 4:18

I'd say, I'd say the weather is making the allergies come sooner for March.

Misty 4:25

Got it. Got it. I don't have those kinds of allergies, so

Joel 4:29

I can hear it in my voice right now,

Misty 4:31

Indeed. Indeed. Is that

Joel 4:33

not allergy day. It's not

Misty 4:35

allergy day. Well, it.

Joel 4:38

It is. National Crayon day.

Misty 4:42

Crayon day.

Joel 4:44

Yeah. Crayon. Crayon. How would you, how would you say, yeah, crayons,

Misty 4:50

Crayons. I would say crayon

Joel 4:52

Uhhuh

Misty 4:53

myself. Yeah. I, uh, I remember having crayons a lot.

Joel 4:58

did

Misty 4:59

I always wanted, I always wanted them to look like they looked on the box. With the little nice fancy point.

Joel 5:06

yeah.

Misty 5:06

they come to the little point and then they had the little, like, there was like the cone part, and then there

Joel 5:11

Little edge.

Misty 5:12

like a little edge, right? And I always wanted to, when you sharpen it in the sharpener, it would make that little edge and it never would.

Joel 5:19

No,

Misty 5:21

It was very sad that it would never make that edge. It was not designed to do that.

Joel 5:25

because they were molded. I bet they were molded that way instead of sharpened that way.

Misty 5:30

Because they're just basically color like crayons without wax,

Joel 5:33

Right.

Misty 5:34

or not crayons, but like, uh, sorry, I meant to say, they're just like candles,

Joel 5:38

Yes.

Misty 5:39

without wax. Ooh, I,

Joel 5:41

Well, there the,

Misty 5:42

what I'm saying. What I'm trying to say is they're just like soft candles without wicks Wix. That's what I'm trying to say.

Joel 5:51

there you go. I was gonna say, there's some wax

Misty 5:54

I, we're gonna, we're gonna edit out all those other things I said.

Joel 5:57

Oh, why?

Misty 6:01

Oh my gosh, yes. That's what crayons are. I like, I like crayons, except that they have to be, like, if they're low quality crayons, they don't color very intensely. Like they, they're just kind of like waxy and there's not very much color, and I don't like that.

Joel 6:19

What? Well, I, I guess I don't, I haven't in been involved in a low quality grant.

Misty 6:25

Well, you didn't have a mother who bought your generic crayons.

Joel 6:29

We had Crayola.

Misty 6:31

Yeah. See, I always wished I had Crayola. We had whatever, I don't know, off brand. There was, I'm

Joel 6:38

How could the, how could it be different? Just the type of wax, maybe the dye in the

Misty 6:42

Yeah, both the wa, both of those things. Probably the quality of the wax, like how much it, you know, like how much color there is in it versus how hard it is. Sometimes they're really hard and they don't really like make much color.

Joel 6:58

Interesting.

Misty 6:59

yeah, I always wanted the 64 crayon box do.

Joel 7:03

Yeah, that's a good one.

Misty 7:04

best to have the most

Joel 7:06

But the sharpener in the back there.

Misty 7:08

make your crayons look like they original and sometimes they break. That was the worst when the crayons were broken. Remember you have this, like I had in my, my classroom, this like just, you know, bin of broken crayons. Nobody wanted to use the broken ones. You'd always look for a full one and not use a broken one.

Joel 7:26

Well, makes it easier to share if you can break'em.

Misty 7:30

I know, but then they're not as good when they're broken somehow. I don't know why.

Joel 7:33

Yeah, yeah. No, I get it. I get

Misty 7:35

when they're small.

Joel 7:37

I remember growing up and I must have been, I'm gonna say preschool or first grade'cause we are still doing nap time

Misty 7:43

Mm. Mm-hmm.

Joel 7:44

and. My nap space was kind of behind the bookshelf, but it was, there was another door to the hallway there that was not visible by the teacher,

Misty 7:54

Mm-hmm.

Joel 7:55

I spent the whole nap time drawing on the door with cran,

Misty 7:58

Oh,

Joel 7:59

and I got in trouble for that. My parents got called. Yeah,

Misty 8:03

I mean, I think that generally speaking, children get in trouble for writing anything on walls, but like walls are clearly meant to be spaces. You write things on. I mean, people have been doing it forever.

Joel 8:12

I know.

Misty 8:12

in the caves, they

Joel 8:13

Yes. Yes.

Misty 8:14

know. Exactly. Exactly. One of the, one of the. One of the things I did with my crayons was when I was teaching my kids about plate tectonics

Joel 8:24

Uhhuh.

Misty 8:25

for science, we'd use crayons to model all of the different plate things like the, the, the stages of rock formation, right? Like we'd take the crayons and first we would like. This was our crayon rock. Right. And then we would like shave it up into like, we need to take all the little shavers sharpeners and shave it up into shavings, which was like the erosion process. And then we would like layer them on this like piece of tinfoil and then wrap the tinfoil up really carefully. So they would like different layers of, different colors of crayon. And then they would take like, you know, like a couple of, uh, pieces, two by four and like stand on it and squish it and try not to like, move it, but just push down. Right. And they could make it like. Kind of like stick together

Joel 9:10

Oh really?

Misty 9:11

sedimentary rock. Right. So it was all like pushed together and then they would take some pieces of that and they'd put it in and they'd melt it and become all melty again. And like igneous rock and mag mud. Yeah. They had a super fun time

Joel 9:22

That's pretty cool.

Misty 9:23

with crayons. Yeah. Used up a lot of my broken crayons in my bin.

Joel 9:30

You those broken crayons? I don't know. Hey how about this? What, what if I give you a number and focusing on crayons?

Misty 9:38

Okay.

Joel 9:39

What do you think of when I say this number? So, and we'll see if it matches somehow. So there's an answer I'm thinking of with the number. You're, you're associating it with crayons. This is the number 100.

Misty 9:53

100.

Joel 9:54

Yeah

Misty 9:54

how old Crayola crayons are?

Joel 9:58

no. The number of colors Crayola Crays are offered in,

Misty 10:03

What, that's not just 64

Joel 10:05

there's a hundred of them.

Misty 10:08

lies are a hundred of them,

Joel 10:10

Why is there?

Misty 10:11

only make them in set packs of 64.

Joel 10:13

There must be.

Misty 10:15

Hmm

Joel 10:15

there. There are places in the country where you can go get the Crayola experience, so perhaps there's

Misty 10:20

mm.

Joel 10:20

custom specialized

Misty 10:22

Got it.

Joel 10:23

colors. Okay. The number 50,

Misty 10:27

Mm. Half of the number of colors of Crayola crayons.

Joel 10:34

that is true, but this is the number of Cray colors Retired by Crayola.

Misty 10:40

Wow. I think they retired flesh color. Wasn't that one of the controversial colors that has been?

Joel 10:48

what? What if I said 1962?

Misty 10:51

1962 is that when Crayola crayons were invented

Joel 10:54

That's when they retired Flesh.

Misty 10:56

Oh, in 1962.

Joel 10:58

Yeah. They said, we're not doing flesh. We're gonna change it to peach.

Misty 11:03

I remember having flush crayons though. Flush

Joel 11:06

your mom, remember you just said your mom bought you the.

Misty 11:09

No. That, no, not always. Not always. We did have Crayola crayons, but I know I had them and I definitely was after 1962. Huh.

Joel 11:16

It says 1962 is when the name changed from flesh to peach. So maybe you had some old crayons in the house.

Misty 11:23

Maybe, maybe.

Joel 11:26

Okay. Let's do one more. Um, 15 feet.

Misty 11:32

15 feet. The length of 64, no. 64 crayons put together. No, that's way too much short.

Joel 11:39

Not broken ones.

Misty 11:41

not broken ones?

Joel 11:41

ones. Yeah.

Misty 11:42

Yeah.

Joel 11:43

It's the length of the world's biggest crayon.

Misty 11:45

15 feet

Joel 11:47

15 feet.

Misty 11:48

is how big a round is it? Is it like, is it proportional? So this is like a proportional question. Now if we take a crayon and now it's the same size and you know, all the proportions are the same, we make it 15 feet long. How, what's its

Joel 12:02

Mm-hmm. Mm-hmm.

Misty 12:03

I dunno what the diameter of a regular crayon is. What,

Joel 12:05

Yeah, I'm not sure. Looking at the picture, it looked, it looks somewhat proportional.

Misty 12:11

Yeah. Interesting. So it would be pretty fat. It'd be hard to draw with

Joel 12:16

What do you think the newest crayon product is? This is very funny.

Misty 12:21

the newest crayon product. I don't know. They have like markers and paints and all kinds of things now.

Joel 12:28

They, in 2020,

Misty 12:30

Uhhuh.

Joel 12:32

they launched a box of flesh toned crayons. So they took away flesh, but yeah, so now they have the flesh tones. That's pretty good.

Misty 12:42

cool. That's cool. Yeah. I didn't like apricot that was always grabbed that long by mistake when I was trying to color my people in. But then like there was also like the yucky, like burnt umbers and raw SNAs. Those were like gross browns. They were like, if you grab that for your tree, you're like, oh no, it's not the right one. Anyway.

Joel 13:06

I hear you. All right. Well, what do you think you might do to celebrate Act on the day? Or do you, do you need some suggestions?

Misty 13:15

I would love to hear what the suggestions are.

Joel 13:17

Okay.

Misty 13:18

Learn the history of crayons.

Joel 13:19

It has not learned the history of Crans. Yeah,

Misty 13:23

I'm disappointed.

Joel 13:24

know. You could order a customized box of crayons

Misty 13:28

Ooh,

Joel 13:28

so you, you can select your colors that you want in there. You could visit the Crayola experience.

Misty 13:35

Is that in a particular place?

Joel 13:37

Yes. So there's five in the United States, Orlando, Florida, Chandler, Arizona, Plano, Texas, Minneapolis, Minnesota, or Eastern Pennsylvania.

Misty 13:48

Wow.

Joel 13:49

You can you can create a masterpiece, make crayon, molds, and even wrap your own crayon. So you would get that edge if you were to go get that.

Misty 13:58

yeah. There we go.

Joel 13:59

That'd be cool. And the third suggestion is make a crayon candle.

Misty 14:04

Oh

Joel 14:05

There you go.

Misty 14:06

You need just some wicks, I don't know how well they would burn.

Joel 14:09

I don't know either.

Misty 14:10

Yeah. Interesting. What are you gonna do then?

Joel 14:13

I kinda wanna make the candle.

Misty 14:15

Okay.

Joel 14:16

So I think, I think I will. I have crayons here at the house. I think I'll try and make a Canva.

Misty 14:21

Okay, cool. I want, I wanna see your candle.

Joel 14:25

Okay.

Misty 14:26

All right. Sounds good. All

Joel 14:27

What are you gonna do?

Misty 14:29

What am I gonna do? I don't know. I'm not gonna commit to anything.

Joel 14:31

Okay. All right. Leaving it open.

Misty 14:34

I'm just leaving it open for whatever whims spark my

Joel 14:38

good.

Misty 14:39

Okay. Well, enjoy crayon day.

Joel 14:41

Yeah.

Misty 14:59

Hey Joel. We have a cool guest today.

Joel 15:01

We do,

Misty 15:01

Yeah, I mean, I'm glad you didn't sound surprised about that. I

Joel 15:04

no, I I know this guest. Yes. Very cool.

Misty 15:08

yeah. Our guest today is uh, Jeremiah Morgan. I always love how JE Mar he always says he's coming to us from, so he's coming to us from Eagan, Minnesota,

Joel 15:18

Yeah.

Misty 15:19

believe that is correct. And he's here to talk to with us today about site-based leader program. Is it leader or leadership program? Site based leader program, I think is the right term. He's gonna give me a half nod and, and a book study that they're doing. So welcome to the podcast,

Joel 15:37

Yeah. Welcome

Jeremiah 15:38

Yeah. Thank you.

Joel 15:39

and, uh, fun fact, same initials, Joel Miller, Jeremiah Morgan, same birthday. So

Misty 15:46

the same birthday.

Joel 15:47

yeah, and same, same half halfway to birthday that we just celebrated. So.

Misty 15:54

Did you celebrate your halfway to your birthday, Jeremiah?

Joel 15:56

Oh,

Misty 15:57

I, I wasn't asking you. I already know that you did

Jeremiah 16:00

Well, you know, I know that Joel like days are very important to Joel, and I am just realizing right now that it's my half birthday or.

Misty 16:09

Uhhuh. Oh, see,

Joel 16:13

Yeah, yeah,

Misty 16:16

All right. Well, so you're here to talk with us about the Site Based Leader program. So.

Joel 16:22

Remind us.

Misty 16:23

What is this site based leader program? Yeah. If someone's going, like, has listening in there, this is the first time they've heard about it, what? What should they know?

Jeremiah 16:29

Well, I know it has, you know, leadership in the title and, and, uh, it, it's definitely focused for leaders. But honestly, everyone should know about site-based leadership. Uh, there's, there's just this reality in the teaching per. Profession right now that you know, hopefully you, you come into a position where you're offered some really high quality instructional materials and you per, and you receive some really effective professional development and you have a great, you know, first year implementation and so on. But the reality in education is, is that there has to be an element that sustains. The the implementation of the curriculum. And I would even say the vision of the, the math team in general, and that's what site-based leadership can provide. The, there's, there's gonna be times when teachers are turning over, you know, principal leadership. Sometimes you see locations that turn over every three years. You know, many teachers decide to leave the profession within just a few years. So the site-based leadership program can sustain a math education program, uh, over, over the course of, of maybe a decade or more before you start to look at implementing new resources again. So that's kind of the big picture. It's really for everyone. It could be a site leader, that, that's certainly a possibility, but it also could be, um, you know, a a, a curriculum lead within the math team themselves. So it could be teachers in the classroom as well.

Misty 18:03

Mm-hmm. Mm-hmm. So what kinds of things, okay, so now if a person knows about the site-based leadership program, like what kinds of support or resources or networking, I don't know, like what, what are, what are they gonna get? Like

Jeremiah 18:18

Well, there's,

Misty 18:19

that purpose. It's great, but what are they gonna actually do?

Jeremiah 18:22

I mean, there's a, uh, just one example. There's, there's a plethora of resources that are available that might support, uh, a professional learning community or just a collaborative math team in general. There's a lot of activities that that can, uh, structure. Your collaborative teams. One example is, uh, it's called the 90 day documents. So if you do have a teacher join your team maybe it's, it's midyear and this person has just graduated college. Um, you know, just got their teaching license. It, it kind of provides this, this, uh, series of supports that would help them, uh, begin to implement problem-based learning in student-centered learning. So it's a, it's a way of supporting teachers in a manageable way that doesn't feel overwhelming. Uh, just for one example.

Misty 19:13

Mm-hmm. Mm-hmm.

Jeremiah 19:14

Um, there's lots of other resources as well. Um, there's, there's a, a few book studies that you could implement with your math team. There's, there's activities. If you are a couple years out from selecting new resources, it could help your team develop a vision for what you want to look for when you you know, use those rubrics to select curricular resources. So that's really a wide variety of options that are available.

Misty 19:41

Mm-hmm. Cool. And there are, and there are some live events from time to time, right? Is

Jeremiah 19:48

Yeah. We, we try to host you know, every summer we like to bring people together. Uh, and then over the course of the school year. One example that we are hosting right now is the site-based leadership book study, and that book study is specifically focused on instructional coaching.

Misty 20:07

Okay. Okay. Tell us more about that.

Joel 20:09

Yeah.

Jeremiah 20:10

Well, you know, the CPM coaching model is, it's really kind of foundationally, it's based in the effective mathematics teaching practices, which makes it really useful for. Any knowledge that any level of knowledge that you might have for CPM educational program, the effective math teaching practices transcend that. So really anyone could, uh, benefit from this instructional coaching model. It's a, it's a, the, the tools themselves within the, the instructional coaching toolkit. Help teachers, um, establish a goal for what change or you know, what direction they would like their teaching practices to move. And then it, it's, um, it's developed. It, it helps us understand that over the course of several rounds of a coaching cycle, we can go through these periods of identifying instructional moves that we would like to make gradually implementing. Those instructional moves with the support of a coach, whether that coach is internal within the district or if it's a, a coach that is, is coming in from outside of the district. And then you again, reflect on that. You make adjustments, you identify new instructional moves, and you keep that those rounds going throughout an entire coaching cycle.

Misty 21:38

Mm-hmm.

Jeremiah 21:39

And the best part is, is you really, you select what kind of evidence you want your coach to collect and you get to make sense of it and notice and wonder, and it's the best kind of learning because who wouldn't be peaked in their curiosity if they could select the type of evidence that they wanted to collect.

Joel 22:03

hmm.

Misty 22:04

So, So, you're doing a book study around. This model around this process.

Jeremiah 22:10

Yeah, it is around the model. So it it at the be the beginning parts of the book study, it's maybe a little different than other book studies that you might have taken part in is there's a lot of practice time. So we come together virtually. Uh, we're gonna do four weekdays in April. Uh, the first one is April eight and. We, we come together, make a little bit of sense about the overall program, but then we, we kind of dive into breakout rooms and we have the opportunity to practice this idea of building relationships, making sense of what coaching means to the coachee and what coaching means for the coach. And one of the biggest. That I've had throughout my teaching career is I got to the point where I understood that everyone needs a coach. Everyone needs a coach. It's not a matter of you know, something is identified as a deficiency. That's not what this coaching model model is about. This coaching model really focuses, um, on this idea that when, when we are. Just taking part. In our daily practice, we're really focused on the end results of things. The benefit of having a coach you know, join us for some period of time and goal setting is that they can focus on the process so they can dig into the things that we by nature don't always have the capacity to, to look at. So, once, once the relationship itself is developed, and that's a really. It's actually a pretty consuming part of the, the coaching cycle. Uh, there's a lot of time invested in it. But once that relationship is established, then we get into this idea of goal setting. And that goal setting is based on continuums that have been developed off of the effective math teaching practices. So a teacher can really hone in on. One specific thing. I really wanna promote mathematical discourse within, uh, my courses, within my collaborative teams. And that goal can be written really specifically around teacher actions that can happen. And we can also measure the student actions that result after we implement them.

Misty 24:31

Mm-hmm.

Joel 24:32

So it sounds like from the title of this event, the book study, things like that, that this would be a great event for a coach to attend. And build their coaching skills. But could someone being coached also attend and get something out of this?

Jeremiah 24:46

You know, I think the good thing about, um, someone that is going to be experiencing coaching maybe for the first time, like they, they were asked if they were interested and they said, yeah, sure, I'll do this. But you know, really they had no clue what was about to happen. I really think it could ease some of the anxiety that comes with having guests in your, in your space. And having those guests come, you know, maybe 4, 5, 6 times over the course of a school year, maybe even more, maybe even a second year. So I think it can help you make sense of it, because you can know you, you can, you can better understand your role as a coachee, but you can also understand the role of the coach and it, you also get to practice things like attentive listening and paraphrasing, and. Advocating and all of those things that will make your coaching cycle so much more successful. So absolutely, come join.

Misty 25:45

Yeah. And I don't even know if we clarified that this book study is around, or centers around, right? A book that we, that CPM publishes, right? The, the Instructional coaching Toolkit. So people will wanna purchase that before the book study. I won't put a link for that in the description as well.

Jeremiah 26:06

Yeah, you, you, you, will, you will want the resources, um, to have at, you know, as you're going through the book study and then for certain afterwards. But the, the book is, it's, I don't know, just let's say it's really functional. It's, it's it's, it has a little bit of, you know, the, the research informed practices around coaching, but it also has these appendices that, uh, help you write the goal. You know, it's a template for that and it, and it has some continuums that help you narrow down that goal, and it has. Ways of reflecting on your conversations that happen as you reflect, and those are so useful. So it doesn't, it doesn't feel like a big needy you know, book that that is hard to get through and hard to process. It's really, it's really an effective tool for, for daily practice.

Misty 27:05

Mm-hmm. Mm-hmm.

Joel 27:06

sounds cool too. Uh, and I'm sure we'll put the link of how to register, how to, uh, join the book study, but to then net network with a bigger group than maybe what your site offers. Be with other people that could expand too.

Jeremiah 27:22

Yeah, I do think that's the best part of it because you sometimes. Larger math teams, you know, if there's, if there's 16 people in the math team, it can be sometimes easier to organize certain types of professional development or professional learning. And then there's sometimes where schools that I love so much they have two math teachers at the high school level. And they, they can do really effective things in terms of their own professional growth, but it is, it is nice sometimes to be able to expand that and gain different ideas and reflect differently with people. And that can be a really nice connection that is started within the book study itself over the course of those four weeks. But there's definitely opportunities to share contact information and keep that learning going once the book study is over. Um. That that can, you know, that could be joining site-based leadership as well and being an ongoing team member in that way. But it also could just be that three people from three different locations across the country come together and, and reflect on their own ongoing goals, even after the coaching cycle has.

Joel 28:38

Yeah, I think that sounds great.

Misty 28:40

For sure. So, so if people wanna get involved, they'll be able to find a link to register for the book study. And what are the dates for the book study? Do you have those?

Jeremiah 28:51

Yeah, the, the first one is, is April 8th, and that's at 3:00 PM Pacific time, and then it happens every week after that, so April 15th, April 22nd, and April 29th. So, you know, we, we did definitely select that time because it could accommodate the most people. But as we get further east, I do recognize

Misty 29:15

Mm-hmm. Yeah.

Jeremiah 29:17

that it might be cutting into some of your time. And the reason I'm saying that is, is, is if you, if you take a look at those dates and you can only make three of the four dates, please come. Still come. We, we, we get it. Our lives are busy. But when, when you can be there, just know that you'll add a lot.

Misty 29:36

And is it the kind of thing that people couldn't come to like one, two, or three of the events and then it's recorded and they would be able to get the information from the other one?

Jeremiah 29:44

Yeah. So you can definitely pick up where, wherever you need to.

Misty 29:48

Awesome. Great. So we'll put a link to the book study in there. We'll put a link to the SBL where people can register for SBL as well. Those are sort of two separate things you could register for. Registering for one doesn't automatically register you for the other. Um, and then we'll definitely put a link there for the coaching book as well.

Joel 30:04

Yeah.

Misty 30:05

Any anything else people need to know?

Jeremiah 30:08

Oh, just that you are needed.

Misty 30:13

Awesome. Awesome. Thank you so much. Jeremiah, for coming on and telling us about this. We

Jeremiah 30:18

Yeah. Thanks for letting me come.

Joel 30:19

Yeah.

Misty 30:27

So that is all we have time for on this episode of The More Math for More People podcast. If you are interested in connecting with us on social media, find our links in the podcast description, and the music for the podcast was created by Julius h and can be found on pixa bay.com. So thank you very much, Julius. Join us in two weeks. For the next episode of more math for more people. What day will that be, Joel?

Joel 30:53

It will be April 14th, national Gardening Day, and we'll talk about all things gardening. I know this year for gardening for me has come way too early. Salt Lake City has had very low snow, very low, very high temperatures for winter time, and so gardening has already started for me quite a few weeks ago. So we'll talk about. What it means to appreciate gardening on this day and how it fits into the world around us. So we'll enjoy National Gardening Day on April 14th. See you there.