Dayna Owen and Kelsey Golz sit down with Windsong's mother-daughter duo Julie and Bella Leggio. Julie has been teaching for 30 years while her daughter Bella is navigating her first year of teaching as one of the first hires from FISD's Ready, Set, Teach program.
Dayna Owen and Kelsey Golz sit down with Windsong's mother-daughter duo Julie and Bella Leggio. Julie has been teaching for 30 years while her daughter Bella is navigating her first year of teaching as one of the first hires from FISD's Ready, Set, Teach program.
Speaker 1 What we find. Are you a little surprised about Carter and Griffin? And I was disappointed with him last night. Speaker 2 I was like, Well. Speaker 1 Why would you do that? Oh, did you know what I did? Speaker 3 Well, you were disappointed with Rick or Carter? With Carter. Oh, God. Does it surprise you that this. Unknown Time around he looks like the tough person? I mean, that's a little much. Speaker 3 I don't know that we would go that far as parents with the way that she actually talks to her son. Speaker 1 Exactly. Speaker 3 I'm loving that. I'm loving the whole rip Beth. Speaker 1 Oh, yeah. This year is really good. Yeah. Oh, good. She's tough. Speaker 3 Yeah, she is tough. Well, they're both awesome. Anyway, she. Speaker 1 Sees. Speaker 3 Me ask you about Yellowstone. Well. Speaker 1 Welcome. Speaker 3 Just listen. Today we have Bill and Julie Leggio win some teachers. The mother and daughter team. Our first mother and daughter. Speaker 1 Interview, by the way, was awesome. Woo woo for mothers and daughters out there. Speaker 3 And Bella is a graduate first year teacher. Mm hmm. Fifth grade teacher at Windsor. Speaker 1 Yes. Speaker 3 Okay. And you are the second hire out of the ready. Set. Teach program. Speaker 2 Oh, really? Speaker 3 Did you not know that? Speaker 2 Oh, I did not know that. That's super cool. Speaker 1 Yeah, it's very cool. Is that right, Julie? I believe. Speaker 3 So. She's the first or second. Speaker 5 She was recognized at the convocation hall, and I think it was you and Lauren Jones. Yes, We said yes. Speaker 3 You know, that's pretty. That's very awesome. Speaker 5 We got to work on that. We've got I've got I'm working on that right now. I've got a ready set teacher this year, so. Oh, yes, I'm already I'm already putting her name in. Speaker 1 So. Speaker 3 So that's one of the things. Obviously today we're going to talk a lot about the ready set Teach program. But Julie, that's one thing I was going to say is you're also a supporter of Ready, Set, Teach because you mentor those teachers from the ready set teacher facility. You have those teachers into your classroom. Speaker 5 I do. And I don't know if you know this, but Bella was my ready, set teacher. Speaker 3 I think I knew that. Yeah. Okay, so. Oh, that's. Speaker 2 Awesome. Speaker 5 Was it your junior year or senior year? Speaker 2 My junior year. Speaker 5 Junior year. She was my ready set teacher. Speaker 3 Okay, So. Speaker 5 You know, they come over four days a week and help for about an hour and a half hour and 45 minutes and do anything from bulletin boards to, you know, clerical kind of stuff, working with kids, small groups, they begin, you know, getting up in front of the class teaching and, you know, starting to build those relationships with kids. Speaker 5 So they learn really quick whether or not this is something that. Speaker 3 They're interested in. Yeah, sure. So let me back up a little bit. Julie Leggio, You're a teacher, fourth grade teacher at Winson Intermediate. This is your 15th year. Speaker 5 My 16th year in the District, but my 30th year to teach. Speaker 3 Okay, Where were you before? Speaker 5 I was in Crete for eight years and then purely in for six years. Speaker 3 Oh, okay. Speaker 5 So my, my 30th. Her first. Speaker 1 Yeah. Yeah. Speaker 3 So, so that's going to be kind of what we talk about. Just wanted to say welcome. Glad you are glad you are here. This is going to be fun today talking about this. So it's November. I know as teachers first year teacher, 30 year teacher. October is a difficult month in general, right? Isn't it? Is it one of the most difficult? Speaker 3 It is because it is long spread without a break. Speaker 1 Yeah. Speaker 3 What what is it that that makes it tough? Speaker 5 I think it's because the beginning is is done kind of behind us. And then they're settled in there and then they begin to get amped up for the holidays. The first one is Halloween and then Thanksgiving and then Christmas. And it I don't know. It's something about that time. Speaker 3 It kind of wears off. Yes. Yes. Tober is a long stretch without exactly like exactly. And they were all looking forward to that Thanksgiving break, right? Speaker 1 Yeah, we are. Speaker 3 I am having big plans. That's just next week. You got any plans for that? Speaker 1 A little bit. Little shopping, little. Speaker 5 You know, decorating. Speaker 1 Having everybody time with family. Yeah. Speaker 3 Now, do you decorate your house for Christmas? The Thanksgiving week? Speaker 5 Michael? Not with us. We're billing. Speaker 1 Our little upset. Speaker 5 Because we're having Thanksgiving at our house. Okay, So he's like no. Speaker 1 Work until after. Speaker 5 Yeah, So? Speaker 3 So the weekend after Thanksgiving is spent. Speaker 5 We'll probably do that. Yeah. Speaker 1 Yeah. Speaker 3 Now, do you have a Thanksgiving tree? No. Have you heard of that? No. Okay, so there are people in my family that they put up a tree, but they decorate it for the fall, so it stays up October. Really? November with, like, pheasants and me think, oh my gosh, November ish. Then they take all those off and put it on the Christmas so they have a tree. Speaker 2 A lot more. Really cute. Speaker 1 Idea. Yeah. I've never heard of that. Speaker 3 Yeah, it is. It's, it's really cute. I mean, it's, it's a lot, it's much more of a Kelsey could do something like that. She loves decorating for the holidays. I like it but I'm not like, all in. Speaker 1 Decorating for the holidays. Speaker 6 For the first couple of years, I worked for Feisty. I was always getting Dana for boss's day, some sort of like fall decoration. And she was finally kind of like, you know, I usually don't actually decorate for fall. Speaker 1 I stopped this year like part man, you know. So I'll be thank you for this. Oh, I don't know exactly. Kelsey's home office is just like I love it. Really colorful. Yeah. Yeah. All of a sudden. Speaker 3 Okay, so let's go back to starting out. Assume the people in the audience, the. Speaker 1 Large audience that we have thousands of people listening to our show. Speaker 3 Thank you for our thousands of followers wants to kind of the ready set teach program what it is for those people that may not know what it is. Either one of you. Speaker 1 Bella, you. Speaker 5 Can tell on your end. Speaker 2 I can tell them I and so ready, set. Speaker 1 Teach. Speaker 2 In the beginning of the year or the teacher really just teaches you about teaching and things that you need to the essentials like how to make a bulletin board, what a lesson plan is, things like that. Once we actually get to go in to the classroom, we get to use those tools that they've taught us, like Mom said. Speaker 2 So we go for four days a week with one day in the classroom, and that one day that we have in the classroom, back it up is like kind of our debrief day. Like, what did you see this week? What did you notice? What did you learn? What did you get to do? And so I think that that day was always very helpful because we got to hear a lot from the other kids that we were with, because you had students that were anywhere from kindergarten classrooms to eighth grade class. Speaker 3 So every student in the Ready Set Teach program is assigned to a teacher. Is that from the very. Speaker 2 Beginning, yes. Speaker 3 So you're assigned to a teacher and everybody spreads out across the district. Speaker 1 Exactly. Okay. Speaker 2 So and to be honest, I can't really remember if we got to I'm pretty sure we got to fill out like a preference sheet. Kind of like what grade would you like to be in? Like middle or like elementary school. So I think that that was helpful, too, because I have always known that I work better with those middle school kids that the little babies aren't my my forte, I guess. Speaker 1 Yeah, right. Speaker 5 Well, and what's been nice, like my ready set teacher, her day back at school is on Mondays. So every Monday I know she's on campus at the high school and so I can shoot her an email or text and just kind of say, Hey, if you have time today, this is something you could work on because she's always looking there, always working. Speaker 5 Her teacher gives her time to work on anything that she can do to support me in the classroom. So I'll send her like pictures of anchor charts or, you know, just anything that she can kind of work on for me and bring back to the classroom on Tuesday. Speaker 3 So how long do you have your student you're assigned a student. Is it for the year? All year? It's all year. Oh, you're so they let's say your student who you have. Can you give a shout out? What's her name? Speaker 1 Chloe. Chloe. Okay. Raven. Speaker 3 So Chloe comes into your classroom one time a week. Speaker 5 No, four. Speaker 1 Oh, it's. Speaker 3 Four times a week. Speaker 5 Four days a week. Speaker 3 You just back at Izzy? Just one day a week? Yeah. I was thinking on my. Oh, Shirley, she meant the opposite. Speaker 2 No. So it's like one debrief day at FHL, and then four on your campus. Speaker 3 You have to. All the kids have different debrief days. Where is the whole class? Back on the same day. Speaker 2 The whole class is back on the same day. There's a or there's a We did it. Speaker 5 There is a there's a morning ready set, teach program and an afternoon program. So like Chloe's in the afternoon program, so she comes to see me every day for that. It's like an it's like an hour and I want to say 45 minutes. Speaker 3 It's a two period BLOCK It's a 2:00. Speaker 1 Okay. Speaker 5 So on Monday, right. She's at school. Speaker 3 That's nice. Yes. Okay. Speaker 5 You know, she's at the high school. Yeah. During that time. Yeah. And they're like Bella said, debriefing, talking, doing anything that we might need them to do for us. And then she's with me Tuesday through Friday. Speaker 1 Oh, wow. Yeah, that's. Speaker 3 Great. And you've been doing this. How old is the program? Speaker 5 And my first ready set teacher was Beth Mendenhall. Speaker 2 That was the year before. Speaker 5 She's older than you, so. Speaker 1 Yeah, she's all six years. Speaker 2 26. Probably like 2015. Speaker 3 It started. Okay, so six years. This would be the six year for the program. Speaker 1 Yeah. Okay. I had like five. Speaker 3 I mean, she you've done it from the very beginning. Speaker 5 You have now for a while. Not every year. Not every year. I kind of I started feeling like I was being a little selfish, always requesting. So I kind of backed off because it's, you know, there's two ways to look at it. You know, there's days that you can look at it and go, Oh, it's one more thing to kind of absolutely no, I don't want to say deal with. Speaker 5 But you know, one more responsibility, right? There's other days that I'm like, this is something I can get my ready, set teacher to do. Yeah. So, you know, I kind of I begin to make kind of a little, you know, either keep a notebook or, you know, just a little stack. You know, I already have something on my back counter right now for her to tend to tomorrow, you know, to put on the wall for me, you know, just little things that I know that she can take care of sometimes. Speaker 5 It's a paper that I have to go over with a student. And I'm like, You know what? I can get her to do this. She already has a good relationship with the child. She knows what the concept is. So, you know, I'll just kind of make a little stack for her someday. She comes in and she's like, What are you? Speaker 5 She's a go getter. She walks in and and she's ready for me to have a plan. Yeah. And days. I don't have a plan. And that's okay. Some days I'm just like, you know, I just watched today, just kind of. Or I want her to watch because maybe tomorrow I want her to kind of pick up and kind of help me with small groups. Speaker 5 So, you know, you use it to your advantage. I mean, really? Speaker 3 Oh, absolutely not. I understand what you're saying about responsibility because you want to do well by that student. Well, I mean, you want them to come in and learn, even though, let's face it, being in your classroom for that amount of time, they're going to learn very quickly that they love this. This is for them. So it's interesting to me that they would be assigned a year because what if they're three months in and they're like, this is not for me. Speaker 3 I mean, too bad. So sad. You're still Yeah, they still get to be and learn a skill by being with other kids and working with other kids, which by the way, Friendswood has a lot of good kids that are just great with working with other kids. Speaker 2 Don't you. Speaker 1 Think? Speaker 3 Absolutely. Yeah. Like the. Speaker 5 Powells. The past. Speaker 1 Program is. Speaker 3 Awesome. Yeah, we're just awesome. We just talked to Melissa Victor and talking through that and talking about the past program just in general of being a mentor. And sure, Kelsey's husband was actually a POW. No, I was out of town. He had a. Speaker 2 POW. I was a POW. Speaker 1 Yeah. Speaker 3 So just that those relationships and it must be so sweet for your students to get to see those high school kids come in. Yeah, I could see. Speaker 1 Would love it be really? I'd love it. Speaker 3 That would be really fun. So what are. Speaker 6 Those bonds like that you've seen between your high school? Ready, set teachers and your kiddos? Speaker 5 Awesome. Incredible. In fact, just a little side note. Back when Bella was my ready set teacher in, a couple things that stand out. The ready set teacher I had before the year I had Bella, I had a group of boys that were quite out of control. Speaker 1 Yeah, I mean. Speaker 5 They were, they were just a group. They were adorable. I still see them. I still run into them and they are just full of life. You know, I have two girls. I mean, boys is just a different world. But, you know, it was just it was a group of boys that had been together. I mean, the parents even said they had been together every year since first grade or, you know, whatever it was. Speaker 5 And she would I mean, they would be looking at the door waiting for her. They're like, when is she going to get here? When is she going to get here? What did you get? And I'm like, Oh my God. So partly, I'm sure they had a crush on her kitty, kitty patootie, you know? But she would come in and they would transform. Speaker 5 They wanted to be so well-behaved for her. I mean, they. Speaker 3 Were just great. Is that. Speaker 1 It was awesome. It was awesome. Oh, yeah. Speaker 5 And then the year I had Bella, I had a. Speaker 2 Summer. Speaker 5 I had a student that that struggled had lost his father and, you know, was just struggling and and, you know, was kind of lashing out. And and, you know, she just kind of pulled up her chair beside him and just really, really, really made a connection with him and and are still friends. Speaker 1 Yeah. Speaker 2 I mean, he is truly one of the reasons why I seriously pursued it, because I, I just like I was like, oh my gosh, this is what teachers do. Yeah. This is the impact that they have on students. Like he went from not participating at all to being like, almost like the first one with his hand up like he did like a36. Speaker 2 So after that. Speaker 3 But see, that's our whole thing. So now you're I think you realizing you're realizing in this first year that's your hope as a teacher, if you have that time to pull up that chair and pour into that kid. Yes. What a blessing and what a benefit for teachers to have that young high school kid come in who has that passion and then they can give that to that kid when they need it. Speaker 3 Yes. I mean, how great is that? That that's great for everybody. Yeah. I made sure everybody laughed. Yeah. I could see why you would. I could see the fear. We've taken on interns and I want to take on interns. I love that idea of mentoring and. Sure. But then you get worried about there are so many things you can hand over and so many things you can't hand over and you want to do right by them. Speaker 3 Sure. You know, so but just, just in being in your classroom, what a great experience for high school kids. I mean, I always knew I wanted to be a teacher, had the chalkboard in the classroom, had two goldfish. I would give myself. Speaker 1 The goldfish on a regular basis. Speaker 6 I love that student for yourself. Speaker 1 I love it. I guess I was I had. Speaker 3 Great conduct in my own class, I. Speaker 1 Can say, compared to in. Speaker 3 In other classes. But yeah, it's just that's the benefit of ready, set, teach. So as a first year teacher, Bella going through ready, set, teach, going to college so what? How can I ask this? What did you have to learn just by having your own classroom that nothing else taught you like? Is there one thing like, okay, I didn't know this. Speaker 3 Like, I never really learned this until I had my own classroom. Speaker 2 I did that one. I would probably say time management, but Wrangler, that's taught me that one. So I have to give that to regular. But I would say the discipline aspect of it. Speaker 1 Like your. Speaker 3 Classroom management discipline. Speaker 1 Yeah, Yeah. Speaker 2 So, you know, you always have an idea in your head of what you want to do, but you don't necessarily do that until you get those kids in your classroom, right? So, I mean, I think I went in with one thing in my head and then I'm like, Oh, wait, these things that they taught us in college, like I need to find some new tools, like I need to figure out what I can do in here to, you know, to help my talking stop or to help my kids who are out of their seat, like get back in that home base. Speaker 2 Like, I. I think that was a wake up call for me maybe. Speaker 1 And going home to mom. Speaker 2 That helped me a lot because every night we would be like brainstorming strategies in my head, in our heads of like what we can do to help my classroom. Speaker 1 Well, it's it's interesting. Speaker 5 And I and I've been sharing with her, I mean, I'm 30 years in. Yeah. And I'm still having some first. Speaker 3 Absolutely. Speaker 5 And I'm like, okay, honey, you won't believe what a kid did today, right? Like, I'm just I'm shocked. Right? Like, it's surprising. And she comes home and she's like, you know, this child did this or just, you know, how do I handled this? I'll kind of give her some suggestions. And she's like, I've already tried that. I've already tried that. Speaker 5 You know, every child is different. Every sit in every group of kids are different. Right. And she's finding she has three classes and each of those groups are very different. So the way you treat or handle situations are just. Speaker 2 Situational, situational, you know. Speaker 5 So you can't prepare for that Totally. Speaker 3 And it's even a mix of personality. Speaker 1 Oh, yes, that's right. Speaker 2 When I think to with doing, you know, I saw the classroom before COVID, the ready set teach through panels, things like that. But grabbing and stopping. Yes, having to. But my main time in the classroom has been throughout COVID, which I just think is very different than maybe something some from what they've taught us in school. Right. Because it is situational. Speaker 2 So I think trying to navigate through that, too. Speaker 3 Has I? That's a good point. You so you did your did you have student teaching? Could you go into the classroom? It was during COVID. Were you allowed. Speaker 1 To. Yes. Oh, you see. Speaker 2 So they let us go into the classroom. But like my school that I was place, that the kids were not allowed out of their seats at all unless we were switching classes like we you know, everyone was masked. Everyone had their dividers, their plastic dividers, and they're at their table. So it was just it was very different than how it is now, too. Speaker 2 So I think trying to navigate management through that has been a little challenging, but. Speaker 3 And, you know, management for me being a I was a fifth grade, sixth grade teacher for many years, but you know, with me for many years, my heart wanted to be their friend or my heart wanted my heart wanted to hook them in a way that, you know, listen, you know I love you. So then you're going to show me respect. Speaker 3 Oh, going to be this fairy tale, this fluffy for. Speaker 1 Yeah. Speaker 3 And you realized very quickly that when you set up boundaries and structure, just like parenting, right? Oh, yeah. When you set up boundaries and structure, they know what to expect from you. It's a calming for them to they know what they're going to get. They and then it flows easier. I think we're right. Speaker 5 Oh yeah. Speaker 3 And that's a hard lesson because you. Yeah, well I'm being nice to you. You should in return act the way that you're supposed to, but that's not always the way that it happens for fourth graders and fifth graders or even high school, you know, I think. But yeah, that's interesting. So that's is that one thing that you're saying that you've kind of learned? Speaker 2 Yeah, that I'm in. I'm still learning. You know, I'm trying to figure out what fits best for me and my room. So I think that that will be a ongoing thing for a while until I get it down solid. But doing good. Speaker 3 When you say no matter what your job is, it's the first three. Sounds like a long time. It's the first 3 to 5 years that it surely takes you to where you understand what to expect and generally how things go. Things are always going to be outliers and different, but in general. So give yourself a break. I mean, your first year teacher. Speaker 1 You know. Speaker 2 It's funny, I was actually just talking to Ms.. Hill last week and I was like, there's already things that I have in my head that I'm like, so excited to start over next year and to do with my new kids. Speaker 1 And she's like, That's, yeah. Speaker 3 Are you writing those down? How are you going to remember that? Speaker 2 I have them all in my head right now. Speaker 1 So you better write them down. Yeah, I need to. But although. Speaker 5 She's got a young mind, but. Speaker 3 I know she does. However, like, there are a lot of things that we have found. So we've started this running list with just all the things that we have to do. And what we've found is and it goes by week by week, what we found is when you look back on that week or back on that other school year, you can be quickly reminded of, Oh, these were the notes that I took down. Speaker 3 Are these are the things that we did at this time last year. And so it's just a reminder. Speaker 1 Of that idea. You're like. Speaker 2 That is a great idea. I need to do that. Speaker 1 Yeah. Speaker 3 Can I tell you one other thing? Oh, gosh, here I go. Kelsey, do you need to say anything? Oh, no, no. Okay. I don't want to talk over anybody. And Julie, I know all teachers say this. If you would just write down a couple of your best stories. Speaker 1 I know so many people have already said that. It's true. Yeah. Oh, yeah. Speaker 3 Awful stories that come out of every classroom. And as teachers, we don't. We don't any of it. Not even beautiful. Some hilarious. Speaker 1 Things that. Speaker 3 You know, you wish you would have written down because you go, wait, what was that story about Bobby and what did he do that happened? Or Yeah. Speaker 1 Yeah, I'm. Speaker 6 Just going to have a little plug right here and say, you know, I may need to reach out to you just to, you know, hold you accountable for writing down those stories. Chicken soup for FARC. Oh, yeah. Speaker 1 Yeah. There you go. Perfect. Do not have that. Speaker 6 It's solely for the benefit of you. Not anything to do with us. Right? Speaker 3 So from a first year teacher or 30 year teacher, what would you say are just two or three of the most important skills that let's say there's a teacher out there or a person out there wanting to be a teacher, or they think they can't decide if they want to be a teacher. What would say are the most important skills you think teachers need to have coming into the classroom? Speaker 5 Patients or children absolutely love a love for children. I mean, just an enjoyment. Speaker 3 Yes. Speaker 5 You have to have a sense of humor. Speaker 3 Yeah. I mean. Speaker 5 If you go in and think that you're I mean, you have to laugh. You just you have to you have to be able to laugh or else you could drive yourself crazy. I mean, because, you know, the days are not perfect. They don't ever go as planned. So I think, you know, kind of a sense of humor. Patients love for kids. Speaker 5 What else would you say? Speaker 2 Well, I would say like also like thinking on the fly, because there's so many times that kids come up to me and ask me something. Speaker 1 I'm like, oh, yeah. So, yeah. Speaker 5 Spontaneous. Speaker 2 Spontaneous ness. Speaker 1 That's yeah. Speaker 6 So would you say that Ready, set, teach that program kind of prepares you for those skills or they taught you that. It taught you that those skills? Speaker 2 I definitely think so. I think that it also showed me just even though we're not there for the whole day, I think it it showed me enough of what a teacher's everyday life looks like in which I think that that was like one of the big parts that I took away from just to see, like how a day as a teacher works. Speaker 3 And that's probably, I've always thought, substitute teachers, student teachers, you're that way harder than your own classroom because they can't really be your rules until in your classroom or. Yeah, you're finding that I'm sure. Yes. You know. Sure. Yeah. So yeah, I just love that that that's an opportunity for high school kids to to get to live out before they go to college and really invest that time. Speaker 3 Yeah, for sure. College and teachers are a great profession. You know, it's hard and it's but it's rewarding and. Speaker 5 A lot of perks, a lot of benefits. Speaker 3 A lot of perks. I mean, truly, what would you say now? But Julie, so just hearing you talk through, you have the heart of what we all look for as administrators and teachers, because I'm always amazed at teachers that get into teaching, but they don't really like kids or. Speaker 5 Teaching was my mind. Speaker 3 Yeah, yeah. And how miserable life would actually become being because they it could be a very long day and very long year. Speaker 5 You know, my husband has always said, you know, I may complain about, Oh, I do. I mean, we all do, you know, we complain about things, but then we also tell stories that just make us laugh or smile or I mean, he he's really getting a kick out of things this year because Bela's living back at home. And so he hears it double time. Speaker 5 But, you know, he's he's he so often reminds me of how lucky I am and fortunate I am that I'm doing something that I love because he says, you know, you tell your stories and you're laughing and you're smiling and and I'm reliving it instead of coming home and just not wanting to speak. You know, I'm not I'm not I'm wanting to talk back through it or share it. Speaker 3 Yes. Speaker 5 And I mean, that is so true. So true. But there's a lot of things. I mean, it is very rewarding. And in so many ways, I mean, there's definitely ups and downs. There's definitely things that are tough and it's definitely changed a lot. I think it's a lot harder now. That's why that one one thing that, you know, I was thinking about coming into this podcast was, you know, talking about the the concerns or or worries I might have had with Bella going into teaching and that was one of them is how different it is today than it was back. Speaker 5 You know, that's. Speaker 3 So funny. Speaker 5 20, 30 years. Speaker 3 Ago. So that's my next question. Are you were you worried about Bella coming in today? Yeah. Speaker 5 Yeah, I really I was know, I think like any parent, you know, you worry about your kid finding that that thing that they're going to do that's going to make them happy, that's going to make them feel fulfilled. And, you know, I think Bella's had definitely some ups and downs so far. But all in all, I mean, even on her days, I mean, we've had a couple of funny days. Speaker 5 I've gone into my classroom and she's sitting in my chair and she's like, Are you ready? And I'm like. Speaker 1 It's not even 345, you know? Yeah, I've got a few things I need to do, and it's like. Speaker 5 I just need to go. I just need to go. And I'm like, Oh my God, You know, it it was just a bad day that afternoon. Speaker 1 Yeah. And we all have. Speaker 5 And leave, and she just has to go have some time, quiet time, and then it's on. Then it's like mom, you know, and then we kind of talk through things and then. Speaker 2 And then to cry it out. Speaker 5 All ready to go. Yeah. And then. And then she's like, okay, so tomorrow I've decided this is what I'm going to do differently. And it's, it's, you know, it's a, that part has been awesome. Yeah. Just to watch her work through things or talk through things. And then it's funny because, you know, our roles have kind of reversed. Speaker 5 I wake up and she is she is at my door going, Are you ready? Are you ready? Do you want me to go ahead, make your lunch? Do you want a coffee, Mom? Do you want me to order a Starbucks? Hey, I might go. I mean, she is Johnny on the spot, ready to go? And I mean, she makes my lunch most days, and it's been awesome. Speaker 1 Well, I'm loving it, so. Speaker 5 Great. How's it going with being back? Speaker 1 And I'm like, well, let's let me just tell you, she's. Speaker 5 It's been, it's been nice. Speaker 1 But yeah. Speaker 2 I feel like too like I'm not a perfection ist, but knowing that my mom has been at one song for so long and has such a good reputation, I'm like, Well, I want to. I want to do that good too. Like, I want to be held to that high standard. So I feel like that's sweet. That's that has put a little bit of extra stress on me, but. Speaker 1 She's doing great. I want to so. Speaker 3 Oh, I bet you are doing great. One thing that teachers you you think it but you don't really realize it is kind of like parents with kids. You're so loved by your kids. Oh, yeah. Like you. You're put to this, like, on a pedestal, like you're a celebrity to your kid just by being you. So just loving them. Speaker 3 I mean, that sounds easy from someone. Speaker 1 Who hasn't been a teacher in a while. Speaker 3 But just truly loving them and laughing with them. Sure. I'm sure. That's just oh, my gosh, that's huge. That's what parents want out of a teacher. Speaker 1 Yeah, We. Speaker 5 Went to the game Friday night, my husband and Bella and I, and he was like, Oh my gosh, this. Speaker 1 Is being loved by everyone. And he was like, This is this is worse for y'all. Speaker 5 I mean, it's just like a constant, you know, misogyny and this like James and kids having both look. Speaker 1 Around cause we're both of us like, yeah, that's right. Who is it was him. It was funny, but he's like, Oh my gosh. It's just he. Speaker 5 He, you know, go in the grocery store with us or anything. Speaker 1 But that it is. Speaker 5 It's, it's like you're you know. Speaker 3 You are you're like. Speaker 1 Far. Speaker 5 A celebrity. Yeah. But in their eyes yeah. Speaker 3 Yes. Speaker 5 It's sweet. Speaker 3 And we're not always told we appreciate you or we love you or you're changing our life or you're making a difference. But just by those hugs, the fact that they care so much, you know, to come and say hi to says it all absolutely wonderful and so sweet. Speaker 1 Yeah. Yeah, that's great. Speaker 6 Bella, did did your mom being a teacher have influence on you wanting to pursue the field? Speaker 2 Oh, definitely, yeah. During the summers, I would seriously always go up with her to her classroom and we would decorate it, like every year we would be a desk together. We would do new bulletin boards, like we would be interesting, like, what can we do now? Like, what can we find on schoolgirl style? Speaker 1 So yeah, so I. Speaker 2 She definitely influenced me. Yes. And then being able to have her as my ready set teacher, I think pushed me a little bit too, because it took me, I think if I would have been with someone I didn't know, I probably wouldn't have got up in front of the class as much as I did that year. And Ready, set. Speaker 1 Teacher already felt comfortable. Yeah. Speaker 2 And they like ready, set, teach. They don't. They require you to teach a certain amount of times but you don't. You don't have to every day. Like it's more of that observing. Speaker 1 Yeah. Speaker 2 So I think mom would be like, go, go, get up there, go, go teach this, this review with them. And I would be like, Oh yeah, okay. Speaker 5 And so I felt more comfortable doing that. Speaker 2 Yeah. So I think that that helped me a lot. Yeah. And deciding and then pals to that those two years in high school just really solidified to me that I wanted to be a teacher and that I loved being with the kids and being able to see that light bulb moment go off. Speaker 1 So that's. Speaker 6 Awesome. Speaker 3 What is you had mentioned COVID and how the changes like what and that you were worried about Bella coming in to, you know, teaching what has made I mean, I can only imagine how difficult teaching through COVID. I mean, I can tell you right now, one being at home as a parent, having to work your kid through that must be absolutely horrifying for some parents. Speaker 3 But being a teacher through that time also of just the different dynamics of, oh yeah, kids, the fear that kids had, I can imagine the mass there. Sure, we're going to touch somebody and someone's going to die. I mean, I can't even imagine kind of what those dynamics were in a classroom. How how has teaching become more difficult or how has COVID changed that? Speaker 5 It you know, last year was difficult. This year has has been difficult in a different way. It's been it's been different. I don't know if I can pinpoint it exactly. You know, last year it was just there were a lot of layers, you know, layers of safety and precaution and and, you know, students being out and then coming back and catching them up and sending work home and touching base with the the virtual teacher and I mean, just all of it, you know, trying to close the gaps and make sure that, you know, just there was just so many layers of making sure, you know, I, I, I do not remember doing this in a Speaker 5 long time. But last year I would wake up in the middle of night, you know, thinking, okay, do I have my plans ready? Do I'm thinking, okay, I've done this for a long time, why am I doing this? But I think it was just that it was just so much going on that there was just so much always on our minds, you know? Speaker 3 And we're not. Speaker 5 I forgot to wash hands. Oh, gosh, I need to do this. I need to wipe the desk. I need to you know, it was just a lot a lot going on and a lot, you know, extra to take care of. And then this year, I'm seeing the gaps. I'm seeing I'm seeing some, you know, kids that were virtual, kids that have been on tablets and on Chromebooks or devices at home, not socializing. Speaker 5 I'm I'm seeing gaps socially as much as academically. You know, we're focusing a lot on social and social emotional learning. That has probably been the biggest thing that I've seen as far as a change in kids. It makes me sad and I don't mean to harp on it, but it does and it makes me very sad. I see a lot of sympathy and empathy missing from children, and I think it I don't know. Speaker 5 I mean, that's the only thing that I can think of as to why I've seen that change. But we're doing our best to teach that and talk about it. And do, you know, do as much as we can to integrate it into the classroom. We have morning meetings and and we you know, we I give out tickets for behavior. Speaker 5 We do we recognize we have star Stallions, we have super citizens, you know, and cover the different character pillars and, you know. Speaker 3 Sad about morning meetings like tell me what that entails and how that helps with school or socializing. Speaker 5 So like, right now we're covering inclusiveness. So talking about just, you know, how can we how can we include others? How can we, you know, make sure that someone is a part of something that might not be chosen for something, you know, whether it be playing a game or, you know, just being a part of, you know, anything in the classroom in a sporting event, you know, on the bus, in the hallway, whatever it may be in the cafeteria, you know, we do we do activities. Speaker 5 We we just have a lot of it is just having discussions. It's it's just anywhere. Speaker 2 For a lot of discussions going back and forth. I ask them questions, they answer. And then I rephrased it maybe, and they're like, oh, they, they even light bulb moment. Then like we we bring up very relevant topics like right now we're talking about inclusiveness, but specifically teamwork in my classroom. Sure. And you know, they all play sports. Speaker 2 And so when I when I heard questions in a certain way, they're like, oh my gosh, we've never thought about things like this. And I'm like, yeah, like, this is this is real life, guys. Speaker 3 Their life skills. Speaker 1 Yeah, yeah, absolutely. Speaker 3 It's not just about not that teaching's ever been just about reading and writing and no. Speaker 5 It has never occurred. But there is definitely having, we are definitely having to more on other things. Speaker 6 Like more intentional time put towards there. Speaker 1 Yeah sure. Speaker 3 One of the things Melissa talked about Victory. Speaker 1 Powers. Speaker 3 Teacher last week, she talked about she has a concern for making sure that she knows where kids are emotionally. That's weighing heavy on her right now because she's seeing the side effects of COVID and that is the social emotional side of it for a fourth and fifth grade teacher, are you also seeing an anxiety rise that you'd like you haven't seen before or kids being depressed or does that not actually in those younger grades? Speaker 3 Like how do you see that manifest itself in kids at that age? Speaker 5 We've definitely seen we've definitely seen some things. You know, I think a lot of it I mean I mean, I'm with her it probably has sparked from COVID has been a result of COVID and again, I think I don't know if it's because they've been, you know, sheltered or not sheltered, I shouldn't say. But, you know, being at home. Speaker 5 Right. I think parents losing jobs. I think they're hearing a lot. They're seeing a lot of parents being, you know, stressed or worried about things. And that's kind of just funneling down to the kids. But definitely for I mean, this is why we're having these morning meetings. I mean, this is why we're talking about these things. Yeah. Speaker 3 So so do you find with fourth and fifth graders, I would think, you know, in high school you get in circles and you just talk about current events and you talk about things. Is that pretty much what it looks like in the fourth and fifth grade classroom? It's just regular conversation. Speaker 5 Yes. In fact, we recently we talked about we had conversations about stress. What is stress? What does it look like? I said, you know, stress that I might experience is probably different than stress you experience. And it's not that we necessarily shared the most intimate stories, but it it led to that. I mean, kids, you know, several of them started really sharing some intimate stories. Speaker 5 And then we kind of you know, we spent days talking about, you know, how can we identify when we're stressed or when we're anxious about something and what we can do to help us cope with that? Well, one of the things was listening and the kids came up. I mean, the things that they shared was really neat. But one thing that was common with a lot of kids is that they like to listen to music and they talked about dancing as well. Speaker 5 And so we were I was sharing with them like in our family, we have nights that will just crank up the music in the kitchen and we get the tongs and the wooden spoons out the dance. We dance around the kitchen. And I said before, you know. Speaker 1 Aoki nights, we're. Speaker 5 All just laughing and we're acting like fools. But it's like we're laughing. And all of a sudden you forget. Yeah, You were tired and worried about something or, you know, whatever. Speaker 2 That happens a lot during COVID. Speaker 5 Yeah. And you. Speaker 1 I have been my mom, too. Yeah. Speaker 5 Oh, yeah. So I have been pulling in music with all kinds of different math activities here lately. Just. Just getting them up and moving and laughing and, you know, just to kind of help eliminate those anxieties because you can, you know, you can do a lot. Speaker 3 That's so good for kids and it's so good, you know, just thinking about public schools and how important our schools are and how how much we realize that through COVID of families are great, but that separation of families getting back into the classroom, getting back with teachers, into hear from teachers, talking kids through this is how we deal with those coping skills. Speaker 3 Like when this happens, this is what you do. You know, a lot of times as parents, we may not have that conversation out loud because we don't see that need with that kid. But when a teacher's having that conversation because there are 25 kids in the classroom and that's the conversation that's being had, kids take it and they they absorb it and they say other people are having these same problems or I'm not the only one that's scared or lonely or sad or and I don't know why or so. Speaker 3 I mean, just another positive. Speaker 5 It gives them a support. Speaker 1 Yes. Speaker 5 Lets them know they're not alone. Yes. And that support, which is huge. Oh yeah. Speaker 3 Yeah. That's a that's a big deal. So thinking about having two generations of teachers in front of me, I would love to hear your perspective on what are some positives or benefits that you think social media plays in the classroom, if at all, if not at all? How you think it belongs in the classroom? It doesn't. Speaker 1 I. Speaker 2 I don't use it. Mom is much better at it than me. I think maybe new, but like she has her Twitter for teaching and she posts a lot of pictures of the kids, which I think is awesome. I think me being a first year, I'm like so focused on the actual teaching itself that it kind of honestly forget it. Speaker 2 That's on the back side of my mind next year. Now I'm like, okay, this would be the perfect activity. I could take pictures with the kids like, you know, So I think. Speaker 3 That is very interesting to me. Speaker 1 Yeah, yeah. Speaker 6 I would have thought opposite. Speaker 3 I would have thought opposite. Speaker 5 And what's funny is I go to her for technical support. Speaker 3 Because. Speaker 5 She knows how to do all these things right. You know, So it's kind of funny because she really is capable of. Speaker 1 Yeah. Speaker 5 But like. Speaker 2 She's more like, slips my mind. Like I get through my day and I'm like, like the other day, Veterans Day, I get to take pictures of my kids in their red, white and blue because I had so many kids wear red, white and blue. And I'm like laying in bed at 7:00 and I'm like, Oh my gosh, I forgot to take pictures like, take note. Speaker 5 Did you hear her laying in bed at 7:00 at night? Speaker 1 I did not. She she said she's like she's like, I think I'm going to go up to bed. Speaker 5 I'm like, Bella. It's I mean, she's so tired. Speaker 1 I said, Well, welcome to Adult Sandy. Yeah, it's not easy. Speaker 3 It's not easy. Speaker 2 But I do like I think next year that's that's honestly a personal goal. I think I'm going to make of myself to try to do those things more often because I do see it as a benefit. Like I I'm in charge of potty for I was. Speaker 1 Going to say. Speaker 5 She's one of our social media people at our school, So people, teachers shoot her things that they want posted on social media, which I do. So she does it for one song along with three or four other teachers. Speaker 2 Classroom like that's that's my fault. Speaker 3 Like, Well, but you bring up a great point. You know a lot of times we put things on new teachers because we assume that it comes easily to and you'll just push that out. However, you're also really focusing on other things that more seasoned teachers don't necessarily spend so much energy focusing on because they've done it for so long. Speaker 3 So that's not necessarily fair that we take new teachers and go, Hey, we need to give you these things to do because you're right now working on other things that you're preparing for. So, yeah, that's a good that's a good point. Speaker 6 But I do think the use of social media in the classroom is is awesome because we've actually had feedback from parents. Speaker 1 All the time that. Speaker 6 They love having those glimpses of positive. I love it and like things that we might go in and think, Oh well, this isn't the most exciting, extravagant. It's not like stem day or, you know, one of those. Speaker 2 Like exactly. Speaker 6 Crazy awesome hands on days. But those parents appreciate any pictures, videos, just any kind of glimpse inside of their their kid's life while they're away from them. Speaker 2 And that's a that's what I was going to say. I love like whenever I do post something on the when when song Facebook, I will like scroll through the comments, seeing what all the parents say. And I'm like, oh my gosh, like, this is just so awesome. Like, they're like. Speaker 1 Oh my gosh, my kids. Yeah, I love it. Or they had them on. Speaker 3 They see it like, you know, picture of the kid. Their little kid is your kid. Speaker 1 At. Speaker 3 A tell you one thing that is just a conversation that we're having is another idea putting on your list for next year. Speaker 1 Bellingham fresh out for this year you get a lot more toys but. Speaker 3 You know, creating a private group just for your parents, then, you know, that's. Speaker 5 A great idea. Speaker 1 I don't have to worry about. Speaker 3 Sharing everyone. Speaker 1 In the world. Yes. Speaker 3 It's just those parents get to see their kids and you can't really mess up. I mean, even if it's you're doing a quick lesson and if you just video it and then get kids responses, the parents would just love to see. Speaker 1 How you went or. Speaker 3 Yeah, you know, it's a great idea. Yeah. So. Speaker 5 Well I think so you know, especially now because aren't in the building like they have been in the past. So I think just like you said, any little glimpse just getting to see right now. Oh I've, I've that I've even videoed them this year. Yeah. Dancing Dancing around the room. Yeah. When we've done you know some things to music. Speaker 6 Definitely tag at friends what I see and. Speaker 1 I see that we do I go back. Speaker 3 To back It's hard it's that's really hard to remember all the different things that you're. Speaker 1 Supposed to do but friends. Speaker 6 With Ice-T hash tag legacy. Speaker 1 Hashing. I know we we talk. Speaker 5 About this at school there are so many social outlets right now. I mean, there's so many ways to share. Yeah, so many. Speaker 3 Yeah, too many. Yeah. I mean, in fact, in parents, you know, all fairness to parents, like. Speaker 5 Oh, there's. Speaker 3 Parents who don't even their own on social media. So, you know, we get we get emails that say, what about us for the parents that, you know, and even if you take those pictures, you know, you download them, download them into a Google drive that your parents have shared out to us on Smugmug. And, you know, just so parents can have access to that. Speaker 3 But anyway, those are all great things, but it's a. Speaker 2 Really good idea. Speaker 3 Parents love all that kind of stuff. So Julie, how as teachers that have been in this business for a while, how. Speaker 1 Well. Speaker 3 Or how often do you think we encourage new teachers to think outside the box and really try new things? I know hearing you talk, I know there's a lot on your plate, so maybe that's not something that you do in the first year. Speaker 5 But, you know, I think we do a good job of that. You do? I really do. In fact, I'm going to say this year I'm thinking we're even doing a better job, more good. And I think it's maybe coming out of COVID. We had to we put our all of us in our ourselves in a situation that we had never been in. Speaker 5 Yeah. So we were all forced to think out of the box. Yeah, I, I'm, I implement a lot of technology in my classroom where some teachers didn't necessarily do that. They were forced to do that. So those of us that use it, we were able to share. But then it made it push me to said learn new things as well. Speaker 5 I mean, I was introduced to many things that I had never used and now I'm using in the classroom weekly. Speaker 3 Yeah. Speaker 5 But, but now, you know, we've had quite a bit of turnover at one song. Never had we. I mean, we, we just it just seemed like our faculty was the same for, for so long. Last year we had several teachers retire and our, I guess the year before that. So we you know, we my team has literally out of there's 1213 of us and half of us have been there for so many years. Speaker 5 And then the other half of just, you know, first year, second year. And so a lot of new ideas coming to the table, a lot of sharing. But, you know, just a constant collaboration. We're getting two days a month to collaborate as as teams and that has been awesome because it's just like, oh, and I've got this and I've got this. Speaker 5 Like, I have my bank of like I already know what I'm going to, you know, send off to printing or what I'm already going to do with the kids. And then, you know, I get for things being shared with me and I'm like, Oh, wait, I want to do this now and I want to do this now. And, you know, now I have just a I have so much to pick and choose from. Speaker 5 Yeah. So that's pretty cool. Yeah. I mean, that makes it really nice. Speaker 2 And I think that those planning days are so beneficial for me being a new teacher because my team, my ELA team, like they sit down with me and they're like, okay, this is what like they, they lay it all out, they help, they walk me through it and then like, we just, we get a plan going and then I know. Speaker 3 Yes. Speaker 2 So, like, everything's new to me, so I'm, I'm loving it. And I love those days because I get to just I just learn so much. Speaker 1 Yeah. Speaker 6 Now, Julie, I would be curious just because I know Bella has learned a lot from you, but what have you learned from Bella as a teacher? Speaker 1 Okay, let me think. Oh, gosh. Speaker 5 She put me on this fight. Okay? I know I've learned something I don't mean to. To look at you like I'm okay. Speaker 2 We're different subjects. Speaker 5 So we are different subjects, but. But now, still, I mean, I've come. Well, first of all, I go into her room and I'm just like, I just want to redo my room. Okay? She's got a lot of neat organizational, like, you know, just things that she the way she has her room done. And I'm like, okay, wait, I'm going to read. Speaker 5 I want to redo things like for next year. And then I'm like, okay, or do I? I mean, you know. Speaker 1 It's just been her. Speaker 5 Been there a long time. But okay, I'm going to have to come back to that. Speaker 3 No, that's I mean, think. Speaker 5 Yeah, I'm trying to think of something in particular, but, but it's true. I mean, a lot of it is, is having to do with, with is teaching different subjects. Speaker 3 Yeah. Speaker 2 Well we joke because we ride to school together but we when we walk in those doors, we do not see each other till 345 or 4:00 when we're walking out of the doors. So it's kind of, it's kind of crazy. People are like, y'all really don't see each other. I'm like, No, no. Speaker 1 It's like. Speaker 3 Brainstorming at night, though. I have to. Speaker 1 Know instant, constant, whatever. Speaker 3 You know, I'm just here, throw this out there. But imagine and listen, teachers already spend so much of their time mentally in the classroom, so I'm not encouraging teachers to out then go home and talk about it for another 2 hours. But the benefit that would come from teachers, hearing y'all brainstorm about subject matters and then just using each other. Speaker 3 Oh, sure. How do you do this or how do you you know, Mom and I are struggling with this concept, like, how do you y'all out there? How and just for teachers to just rattle off, well, this is what I do or this is what, you know, that's a positive of social media and how blogs or, you know, those kind of. Speaker 6 Well, I would imagine like the mother daughter relationship, there's such a bond and trust there that you can discuss. Speaker 1 Oh, everything is everything. Yeah, absolutely. Speaker 3 Oh, it's so great is so great to hear that. Speaker 5 But we we don't turn it off. Speaker 1 At. Speaker 5 Times. It's like we got to turn this off. We've got to turn this off. We can just not, you know. Speaker 3 But so describe Julie Bella. Describe your mom professionally in three words, not as a person, but as a teacher. Speaker 2 Leader, hard working and sympathetic. Speaker 1 Yeah. Speaker 3 Julie describe Bella in three words professionally. Speaker 5 Organized, punctual, positive. Speaker 3 Are there any any of those words surprise you to hear each other say that or you know, and you know which other? Speaker 1 No. Like literally, like I. Speaker 5 Am probably the more sympathetic you are, You more organized. You're definitely the more punctual. Yeah. She she's a very you know we're I'm. Speaker 2 That's how everyone and I go back to Alissa goes I'm like, you made me like this. Like you and Ringler. It's made me so stressed out to be able to be late, to be not on time, to be like. Speaker 1 Not the exact. Speaker 2 Place I need to be at this. Speaker 3 Those are important skills. I love the Wrangler and how disciplined I tell this story. And one of my all time favorite things is when I was in there, I had to judge. I did all the judging or I added to scores. I did not judge, did not judge. Speaker 1 Make that clear. Speaker 3 I am very clear. I did not judge, but I added the scores above the judges, you know, And then I put down on a spreadsheet all the scores and all that sort of thing. Whenever I worked at the high school. And one of the things I loved about the writing, Laurette, is when she gives instruction, everyone says, Thank you. Speaker 1 Oh yeah. Speaker 3 I mean, what if we trained our students? Speaker 1 Oh my God, I would love that. When I give you a directive, you will respond with that. Thank you. Speaker 3 Whereas means what. Speaker 1 If I know with. Hey. Speaker 5 Thank you. Speaker 3 A great idea. Anyway, I love that about the Wrangler at the discipline and in structure. And then you appreciate that, right? Which is what we were talking about earlier for your classroom. That's awesome. Speaker 5 Bella is very literal. Like there's there's things that show and that's kind of what I mean too about her being very organized and being very, you know, she's very she'll say something. I'm like, Well, probably you can do that later. No, Mom, it says that, you know, And I'm like, Bella, it it's fine. You know, she's. Speaker 1 She's just a little more. Speaker 2 Like, I have to do my things in the order or it ruins it. Speaker 1 All. Yeah, Yeah. Now. Speaker 3 But that's great. I mean, that's that's a strength of yours and that's, you know, and it's a strength of yours to be her mom to say, Now, listen, it's. It's important, but it's going to be okay. Speaker 1 Yeah. Yeah. Speaker 3 It will work itself out, so for sure. How great is that. Okay, so I believe it or not, you guys, it is it is almost 5:00, which you shouldn't really say the time, but yeah, it's, it's. We've been talking for a while. I'm going to move in. I always like to end the podcast with random questions. So let me ask you a couple of questions and then we'll be done. Speaker 3 So that was yeah. Okay. So Julie, we'll start with you. What is one thing people would never guess about you? Speaker 1 Mm. Speaker 5 That I've run marathons. Speaker 1 Wow. Yeah. Hey, I know, right? Yeah. Speaker 5 You would look at a person like me. Speaker 1 No, no, no. Just anybody buying a marathon is impressed. Me? Yes, it's been a while, but I have. Speaker 5 I've run two full marathons and several half marathons. It's like I said, it's been a while, but. Speaker 3 Yeah, Good for you. Speaker 1 Yeah, that's hard. Been a while. Speaker 3 Bella, What's one thing people would never guess about you don't like your mom? I didn't have to answer that. Speaker 1 So, like, tell me, Mom. I don't know. Speaker 5 I don't know that she has to ask her mom about it. Speaker 1 Yeah, I mean, I'm. Speaker 2 I don't. I really don't know. I'm a very much so open book, so I feel like people are worried. You know, a lot of I'm a worrier, so I. Speaker 1 Need the same. Yeah. Speaker 2 I think people. Speaker 3 Know. Which goes along with being a serious organizer. Right. You're that's why you're so organized, because you're a worrier about not having things in order. Speaker 1 Yeah, okay. That's a good one. Speaker 3 Bella, we'll start with you. If people suddenly got paid for bad behavior, what habit would make you a fortune. Speaker 1 I'm. Speaker 2 Talking too much. Speaker 1 Talk. I'll do it. Oh, Julie, what would you say? Oh, my God. What? Speaker 5 Bella, What do I do? Let's think, huh? Bad behavior. Speaker 2 You say that to say. You could probably be the same thing, isn't it? Speaker 5 Yeah, probably talking. Okay, so a lot of people say that I could never play poker because my face, I may just, like. This is like, if you're getting on my nerves, you're going to know it because. Speaker 1 Like, I'm showing you. Yeah. Okay. I think. Speaker 6 Dana would say the same about me. Speaker 1 About the discussion of it. Speaker 5 I'm probably just a little too frank, a little too honest, a little to. Speaker 3 Yeah, yeah. Direct. Speaker 1 Yeah, yeah. That can be Dana. That's okay. That's that's a. Speaker 3 Good that can be a good skill, but a lot of. Speaker 1 Times is not good. No, that's good. I appreciate it. Speaker 3 If you won the lottery, what would be your first purchase. Speaker 5 By my husband or ranch? Speaker 1 Oh, my Lord. Okay. Speaker 5 He wants a property right now so bad. So I would. I would do. Speaker 1 That. Okay. Speaker 5 So that we could go and enjoy some time away. Yeah. Yeah. Speaker 2 I would buy a beautiful home in Fredericksburg open, looking out at the open mountain range. Speaker 1 So. Okay. Speaker 2 Just, you know. Speaker 3 Did you know the number one purchase out there for Texas lottery winners? Kelsey, don't answer if she knows this. Speaker 1 What is it? Speaker 3 Where would you guess? Texas. Speaker 1 Oh, lottery. Speaker 5 Oh, Texas land. Speaker 3 It's actually a pickup truck. Oh, their first purchase winning lottery. Like we search that and make sure that's still the case. Speaker 2 It wasn't like that first first purchase would probably be a new purse or like something like that. But then my first big purchase would probably be. Speaker 1 Yeah. Oh yeah. Land. Yeah, land. Mm hmm. Speaker 3 Okay. So I end every podcast with finish the Senate, so each of you can take your turn and go. One thing I know for sure is. Speaker 5 That I'm fortunate, blessed. Speaker 2 I love a feisty fella. Speaker 1 That was good. That was good. Okay, good answer. Yes. Speaker 3 Well, great. Thank y'all so much for coming. It was great to visit with you and thank you for everything you do for our kids and their feisty and just being great people in general. Unknown So thank you for having us. Bye bye.