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The Geriatric Mom Podcast with Dr. Nefertiti B. Poyner
Join us every Friday at 5 on a heartwarming and insightful journey through the diverse world of parenting with Dr. Nefertiti B. Poyner, a "seasoned mother" who brings over two decades of expertise in child development, social-emotional learning, and resilience. This podcast is a haven for moms at every stage of the parenting adventure.
The Geriatric Mom Podcast with Dr. Nefertiti B. Poyner
She Told Me I Could Beat Her Child!
Stepping into the role of both teacher and parent opened my eyes to the nuances of what children really need. In this episode I tell you more about the parent who actually gave me permission to hit her daughter - because that was the only way she "behaves." Let the conversation begin!
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The first five years of life are the fastest period of human growth and development, as 90% of a person's brain development occurs by the age of 5. Parents, we have some work to do. I'm Dr Nefertiti Poiner, a first-time mom at the age of 41 with over two decades of experience as a teacher, speaker and researcher in the fields of early care and education and adult well-being. Welcome to a space for moms who are raising children, prenatal through age 8. You're not alone, and we will do this together. Just as soon as I can find my glasses, madison, have you seen my glasses? No Five, four, three, two, one, hi, hey, hey, hey.
Speaker 1:Welcome to another edition of the Geriatric Mom podcast. I am your host, andy. Geriatric Mom, dr Nefertiti Poiner, and I think I always need to say this I do not do not hold on or title myself Geriatric. That's what the medical field calls a woman who decides to have a baby after the age of 35. And so that is me. But this space is this Geriatric Mom who did have a baby at the age of 41. I'm taking my almost nine years of experience being a mom and I am coupling that with my over two decades of experience in early care and education and adult well-being, and I'm hopefully creating a space where you look forward to coming to get some knowledge around just how to do this parenting thing. Because, listen, I am doing this podcast because I really believe in just saying things the way they need to be said and getting children the skills that they need, because they only get a chance to be a child once and because of that we have to make sure we're doing our absolute best. And so, because the same skill that it takes to make the baby is not the same skill to raise the baby, I'm going to do my best, as long as God continues to give me breath, to hope that this podcast gets into the hands of that person that needs to hear it. And so welcome to the Geriatric Mom podcast. If you're listening to me on Apple or Spotify, hey, hey, hey. And if you're over here on YouTube, I'm glad that you're here for the visual effects. So let's do it, let's do it. Today's title Did it Grab you? Let me tell you something, right? So I was teaching, I got a kindergarten class. Everything's going wonderful. I've got a few kiddos in there who are making me think I need to go work somewhere else, but we're doing it, we're doing it. But there's one little girl in the room who always doing something. Let's just say that she's always doing something.
Speaker 1:And one day I'm talking to my families about just tone of voice and how we talked to our children, and it was this school year where I had more than one parent, more than one parent say to me Miss Bruce, you talk too low, that's why the children don't listen to you. You talk too low. And I said well, tell me what you mean when you say I talk too low. You know well, at home I don't use that voice that you use. That's why they don't think that, that's why she's not doing what you tell her to do. I said, okay, all right, so you know. I then explained to the, to my families, and a few families in particular, about a speaking voice. Right, if I go around yelling at my children all the time when I need to get their attention, what voice am I supposed to use? See, as a teacher, if you heard me raise my voice, then you knew we were at a point where enough was enough, and that was very seldom. I'm going to do a lot more thing. I'm going to try more strategies before raising my voice as one. I'm not going to look at this podcast camera and say I never did raise my voice because we're always going to be honest over here.
Speaker 1:Of course there were some moments where I had to use something higher than a speaking voice, but when a family says to me the reason why she don't listen to you is because you don't holler Houston, we have a problem. And the same parent is the title for today's podcast. The mama said to me Miss Bruce, what piece of paper do you need me to sign to give you permission to hit her? And moments like these when I wish those that are making rules and legislation around how things are going in classrooms could better understand what we go through as educators. This mother, during one of our parent-teacher conferences with this kindergarten-age student, looked me dead in my face and said Miss Bruce, what piece of paper do you need me to sign to give you permission to hit her? And I looked back at this mom and said listen, now you're about to make me lose my whole career, right, my whole teaching profession. So again, not enough time to go into detail with it in this podcast, but listen.
Speaker 1:Today I did want to talk to us about just the importance of doing our part. Listen, I was also a preschool teacher before I started kindergarten and when the data came out that preschool students are expelled at a higher rate than all children grades K to 12, did you hear what I just said? Research supports what we see in classrooms across the country Preschool students are suspended and expelled at higher rates than all the children K to 12. And for those of you who look at those of us who teach babies, toddlers and preschoolers and you wonder why we're tired, because you say things like I don't know why you're tired. All you do is play with kids all day. You need to come down and hang out with us a little bit and you'll realize that playing with children is just a part of what we do, because our babies are so young. They are still learning all of the skills that come with navigating, sharing space with other people, learning how to process my feelings. All of that is so new to them, so it's a developing skill. And then, on top of that, there's some teacher wanting me to learn phonics and how to count and how to color in line. And then they get mad at me when I'm coloring out the lines and yeah, I got all this stuff going on and I've only been on this word or earth for about four years. So again, not in today's podcast Am I going to fully pull that apart, but I did want to make sure we were all clear. The reason why I'm quieting myself and getting in front of this camera at least once a week is because those of us who are caring for babies birth all the way through age eight I want us to feel confident that we have done our very best to make sure our child's foundation was solid and making sure we talk about doing our part.
Speaker 1:In our last podcast, I told you that parents and teachers should be partners in our effort, and I'm going to say this today and I'm going to say it and I mean everything that I say as I offer this over the airways. Parents, teachers, already have enough to do in meeting the standards and guidelines and all that we're asked to do in classrooms. Disapprenting your child should not be something added on to what we have to do. Now listen again. I want to make sure I'm never misunderstood. Absolutely, building social, emotional learning in schools, I do think, is something that students should have as a part of school and I think you can teach it in math and science and social studies. You can do it in circle town, you can do it over lunch.
Speaker 1:I do believe those skills should be supported in schools and I also believe, as parents, we need to do our part to make sure we are sending a child to school who is a ready learner. Will there be some moments where schools have to do some disciplining? Absolutely, because, again, we're all still learning and we're always not going to get it right. But I am asking us today, as parents, let's do our part to send children to school as ready learners mind, body and spirit. So, once again, I'm going to do my best to give you some things to think about in a short way and we're going to get out of here right and I'm hoping that this podcast space is turning into a space where you feel like you have somebody who understands.
Speaker 1:I told you I don't even know why. Listen, I was a teacher first and I sometimes think being a teacher first taught me I don't want to do this, I don't want to do this, I do not want to do this. And again, it took me a few years to find a good partner and to stable myself to where I'm saying I'm ready to do it. So I'm not advocating for anybody to have no baby at 41. I am saying that it does. Motherhood is real and it's a thing and it's a verb and it's action and it's turmoil and it's joy and it's tears and we want to do our very best and so I'm hoping our podcast space is feeling like you got a place to hang out.
Speaker 1:So today, when I say I had a mom who told me Miss Bruce, you have my permission to beat my child. We were dealing with some things around challenging behaviors and with this little one, and I don't want today's podcast to be about challenging behaviors because it is not. What, rather, I want to do is I want to help us think about I sent a child ready to learn to school today. You know Madison is eight and she went to school this morning. She got up a little early, so by the time I got downstairs, dad got our morning started. By the time I got downstairs, she was laying on a couch with her feet up watching some morning TV show. I said well, look at here, don't you live the life? She said, yeah, I got up early, so Madison was ready to learn today and again. I know what to do, and so I'm always trying my best to make sure I'm doing my part. We're doing our part as a family, and that's just what I want you to be able to do. I want you to feel like, yes, my child has pencils and paper and I pay for the field trip for next week. That's only a part of making sure your child is ready for school.
Speaker 1:There are some other things that I want to make sure you're thinking about, and I would love to start today with a reflection. All right, I want you to. I want to start with a reflection. All right, I want you to close your eyes and I want you to think about the person you had in your life as a young person, who just was so good to you. This person loved on you. This person may be played with you. This person told you stories. You went places with this person. I don't know. This person was just your person. Who's that person? I want you to think about that for a second or two. Now, as you think about that person and you're you've got the person in your mind. I want you to think about what that person did. What kind of things are. What kind of interactions did you have with that person that are making you even think about them right now? I bet you they didn't do anything super special, did they? They didn't do anything super special, but they were there for you, and this person might be your parent, it might be your family member. You know my mom is my person for sure. We did all the things and we didn't have all the things, but mom did as many of the things as she knew how to do. And so I also remember having Miss Elaine.
Speaker 1:We lived in a row home back in Philly and right behind when you would leave our house you could go to the neighbors in the back, and so Miss Elaine was our babysitter and we would walk in Miss Elaine's house and inside Miss Elaine's house we had Jonesy and we had Dawn and we had Pam and we had Glen, who was her family, and I remember we used to sing songs together and the girls of the family were sometimes our babysitters, so they would let us walk on our. We would walk on their feet and I remember singing like I think the song ooh, I wish I could remember. I know, sister Sledge, we Are Family was one of the songs we used to sing. But there was another song. I'm gonna have to call Dawn or Pam and see if they remember, but it was. It was a time and, if you hear me reflecting back on it, there was no special. I didn't say we went to Disney World, we took no trip to Paris, we didn't do those things. I walked out the back of my row home in Philly, I walked in the back of the back door of Miss Elaine's house where there was music and fun and people who saw me and they saw my brother.
Speaker 1:And as I'm asking you to send a child who is ready for school today and I'm talking about my babies all the way up to my third graders, my eight year olds I want you to make sure you are seeing your child. Think about that person and what they did for you and I want you to be that person for your child. Every child needs somebody who is crazy about them and I want you to listen to me really well here. Before that child meets that person in after school programming or in some sports or in their school system or in their childcare program, I want them to meet that person in the house, the person who should be crazy about them the most should be somebody that lives under their roof. Because when children don't feel like they have somebody that is crazy about them, they go searching for it and sometimes they learn oh, if I turn this desk over, my teacher sits me on her lap and she massages my hair and asks me what's wrong. I like this feeling, so tomorrow I'm going to flip over another desk. Oh, when I do this, I get the whole class to stop. I'm going to do some more of that next week.
Speaker 1:When children don't have somebody who they feel like is their person, they start looking for that, and sometimes not always in positive ways. And to that person who, when I said to you who was your person, this podcast could go on for 30 more minutes and you wouldn't be able to name a name because you didn't have a person I want to say I understand that happens, and now you have a chance to be what you needed when you didn't have it growing up. You're not a mom by mistake, and you're everything that your child needs. The fact that you're even still watching this podcast or listening to the video you're everything that your child needs. Can you learn some more? Can you gain some new knowledge? Absolutely, but they're here now and it's now time to send a child ready to school, ready to learn, and the first thing you want to do is make sure that child feels seen.
Speaker 1:With that being said, I want to start today's podcast with some ideas, as I like to always do, but remember, I am not responding to necessarily children who use behaviors that we find challenging. What I am asking you to do is send children to school, child care programs, ready to learn, and you know what can happen You'll have less behaviors because this child is ready to learn. So let's talk about what we want to do. First thing you want to do and you've heard me say this before if you've listened to some of the other podcasts quality time when they're out of program or school. You have to make time for quality time, but what I want to do first is I want to start with the reasons why we don't do it. Okay, because you didn't need today's podcast to tell you we need to spend time with our babies. You didn't need me to tell you that, but I did want to think about some of the reasons why we don't do it, so I wrote a list and so I got them down here on my notes.
Speaker 1:So, number one we say we don't have enough time. I hear all the time I even say it. Listen to me. You don't have time not to spend time with your child because, as I just said, when you don't do it, they're going to go out and figure out how I can find other ways to have people see me spend time with me. And when I flip over the desk I get to go sit in the principal's office and sometimes I come back with a lollipop. Yeah, I know that's a whole other podcast. We're not going to have that one today, but one of the reasons why we say we don't do it is because we don't have time. The other thing we say is I am too tired and stressed out, I've had the worst day and blah, blah, blah, blah, blah. And I'm not talking to you and I'm not minimizing being tired, because I'm both of those things. I'm overworked, sometimes too much going on. I see you, I understand and I'm talking about the barriers. Let's just continue with the barriers.
Speaker 1:Nefertiti, you do this podcast and you have one child and three adult bonus children. I got six kids. Why do you want me to do quality time with all of them. Come here. They didn't ask to come here. And now that they're here, game on, game on. But we're not talking about that yet. We're still going over the barriers.
Speaker 1:Okay, nefertiti, I don't have support, so I can't always spend quality time. I'm a single mom, I'm by myself, I don't have support. That sometimes is a barrier. You keep telling me to spend some time with him or her. Do you know? She got suspended four times last week from second grade and you think I'm supposed to just spend some time with her? Not going to happen. That's another barrier. Sometimes people say and then, nefertiti, I don't know how to play with children, I don't know how to do that. How am I supposed to play? What do I do? Sometimes, because we say we don't know what to do, that becomes a barrier.
Speaker 1:So now let's talk about the benefits. Those are the barriers, but here are some of the benefits. Number one my people like me. And because my people like me, I feel a sense of self-esteem and self-worth. That's a benefit. Can you imagine sending children to school with self-esteem and self-worth? Okay, that's one of the benefits. Number two when I can have positive relationships with the people that are in my village. Then I can go out into the world, understanding that I can be in the company of others and I can have healthy relationships. I don't have to fight everybody that I meet. I can have strong attachments to other people. That's a possible benefit. I got another one down here.
Speaker 1:You get to know your child better when you all just hang out together. So when the teacher says, or when somebody says this is what's happening or this is what's happening, you know what I understand. I have some of those same challenges at home and this is what I do. I just gave a quick scenario because when you know your child better, then you know what to be able to tell other people, how to advise other people. You know what to expect. That's another benefit of quality time with our children. Another one we know how to respond to behaviors because I know my child better. Another benefit of quality time with our children is just more of a harmonious household, because your child's needs are being met, so the house is running better. Another possible benefit is that your children will grow up and do this with their children. You know we have got to break some of these generational curses. When you don't know better, you perpetuate what happened to you. But today, because you're listening to this podcast, you know a little bit better. So when you know better, you can do better, and we don't have to allow these generational curses to continue.
Speaker 1:Nobody spent quality time with you as a child. You know what that looked like for your life. I was just watching a TV show the other day where the young person said she was an only child, so she started to kinda, you know, stay by herself all the time. Her parents did not interact with her very much. She went into school, she wasn't able to make great friends, and so then she turned to the internet for her friendships and then that turned into just a series of things that led her to bullying and just Nefertiti.
Speaker 1:Is quality time the antidote to everything? I didn't say that. I am saying we're going to send children who are going to use less challenging behaviors and are more ready to learn because at home somebody is seeing them and we're spending quality time with them. And then I have one more benefit you ready for it, ready for it, children love it, they love it, and so, but back up, let's back up a little bit, because if you're an introvert mom like me and I just told you you have to spend all this quality time with your child.
Speaker 1:You have to make sure you listen to the podcast that I did on me being an introvert and Madison being a total extrovert, because this quality time could go all day, all day, every day, all day, every day, all day, every day. Madison never gets tired of quality time, and so, yes, you want to do it, but you also have to make some time for yourself, because another thing that's about having a child that's ready for school is their parents are ready, nothing's getting in the way, or they're not letting anything get in the way, and they're doing their best to make sure the child's needs are being met. And so the last benefit I was thinking about is that children love it, and so I don't know about you, but if we were to go back and number the possible barriers and look at the possible benefits, the benefits outweigh the barriers, and so, as much as you can, I would like for you to think about how you can work on spending more quality time with your child as a way to make sure I'm sending a child to school ready to learn. All right, let's keep learning together. So we're not gonna give any teacher, any adult, permission to beat our child. We're not doing that, but what we are going to do is make sure we're doing our part to send a child to school ready to learn, ready to learn. And again, when we do that, we should see less challenging behaviors or behaviors that others find challenging. Now remember, for babies, toddlers and preschoolers they're still learning so much of what's happening in the world. So if there are a few things that need to be corrected and redirected, that's totally normal. Totally normal. And as we go to our first graders, second graders, third graders, they're not gonna always get it right. And just like they need help with you know knowing how to carry, put down a two and carry the one, they may also need help in learning how to use their words, process their feelings and to work in groups along with other people. So it's all learning. It's all learning.
Speaker 1:And oftentimes, what I say about children who are sometimes not using the best behaviors, the best behaviors according to what adults are expecting. Why is it that when a child has challenges reading and writing, we spend time with them, we're super patient with them, we give them all of these different strategies, but sometimes, when a child does not show us strong social and emotional behavior, we punish that. No, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no. Discipline teaches, punishment hurts. Let's say that one more time Discipline teaches, punishment hurts. We're not trying to hurt our children, we're trying to discipline them, which means teach. And again, there's so many things that schools are doing to try to work on this.
Speaker 1:I wanted today's podcast to be for us, as families, to make sure we're doing our part. So what are we gonna do to make sure we're sending students to school ready to learn? Today's podcast is asking you again to make connections. To make connections, I told you. The parents said to me, miss Bruce, what you want me to do. You want me to sign a piece of paper to let you hit her. Where is the piece of paper? And I said I'm not gonna do that and instead, what we're both going to do I'm gonna do it in the school and I'm asking you to do it at home is I want us to see her more. I want us to see her more because this little girl would do things and then turn her head to see if I was looking to get my response. And so sometimes again and I'm so glad you're still listening our children are crying out to be seen and sometimes you can think about it as like having an empty picture. So this is my water cup that I sometimes have over here on the side.
Speaker 1:When you send our children to school ready to learn, they're already full. So when a teacher does circle time, that baby is ready to sing, that baby is ready to contribute because you sent them to school already filled. When children don't come to school already filled and I try to do circle time with them I can't get them to sit down, stand up, do nothing. They sometimes are tired, they're laying across the floor, they can't get their thoughts organized. When someone is asking them to play, they don't have the, their temper is super short and they're like get away from me because they weren't sent to school full. Now listen, sometimes you're full and that stuff still happens.
Speaker 1:But again, today's podcast is asking us to make sure we're doing our part and I want you to think about making sure your child is full by connecting with them. So remember my story of my mom being a filler of my cup and my brother's cup always, and then I told you we used to go to the babysitter's house, who not only was the babysitter, miss Elaine, feeling our picture, but so were her children. You know they didn't do anything super, super do or special. And I'm asking you today, as a mom, you don't have to do things that feel like so grandiose, right? You don't have to do those things. What you do have to do is read a book with them, play with them, go for a walk, swing on the swing, go down the sliding board, like, just be there with them. They enjoy it, and it is making sure the child is ready for school.
Speaker 1:Without us knowing it, sometimes what happens is that the behavior that our children are exhibiting. They're sometimes exhibiting that so that they can be seen, and so, instead of seeing them when they're misbehaving, we want to see them just all around, all the time, so they won't have the need to sometimes display those behaviors in order to get our attention. And so, since you're still listening to me, I want you to think with me about, just maybe, five ways that your child likes to be filled. And again, you might be a mom of some infants, toddlers, preschoolers, maybe some high school and middle school children. What do your children enjoy that you can think about in terms of filling them up. I want you to have a list of those things and, if you wouldn't mind, I left some. Drop some comments in on the comment over here on YouTube or send me an email over if you're listening in audio format, just so we can hear each other. And, like I tell you, I always promise to come back before our community and let people know what others are thinking. And so what do you do to fill your child up? Those things make sure your child is ready for school, and it decreases the opportunity for behaviors that others might find challenging.
Speaker 1:So once again, I take us back to the title of today's podcast. Ms Bruce, what piece of paper do you need me to sign to? Let me give you permission to beat her Was what a parent said to me when we were dealing with some behaviors that we wanted all to address, and what I really fully knew about this little one is that she, she, she didn't need anything but somebody to see her. And so today's podcast I thought we at the whole world is talking about challenging behaviors. The number of students who are being expelled in preschool environments is ridiculous, and there are a number of factors that are contributing to it, but again, we're not going over that in today's podcast. And then those of us who are supporting students in the K-12 environment that are being suspended and expelled.
Speaker 1:There are a number of contributing factors, but one thing is very short all of those babies, all of those children, want to be seen, and you got to make sure that you're helping your child to be seen and heard and understood, and you also want to make sure you're helping them to leave the house full so that everybody else that fills into them is just overflow. It's just overflow, right. And then a child that is in overflow stage is a child that is going to use less challenging behaviors and they're going to be ready learners, which is all what we want, right? Everybody wants that, all right. So something to think about before we end today's podcast is to spend quality time, make sure we're going for connections, and then I want you to be the biggest cheerleader your child has ever met and I don't mean the mom or dad, because, hey, dads I know some dads are listening too I don't want you to be that parent that's at the football game shouting and throwing stuff at that man out there that's given up half his life to coach your little child. Like, stop hollering at them people, stop hollering at them people. Now, I'm not talking about that, but I am talking about be the best encourager for your child. Because, again, when I get this at home, everybody else that does it for me is just overflow, because I already get this from my people who love me at home, and so let's just give an example of how this couldn't look okay.
Speaker 1:When I say encouragement, first thing I want you to think about is when you are encouraging your little one. I want you to get their eye contact first. I want you to get their eye contact first. So, if you can, I want you to get down on your knees or bend down and I want you to look directly at them. And why is it so important to get their attention? Because you want the encouragement to go from here to here, and if there are other things going on, that might not happen. So I want you to stop everything, get down to their level, look into their eye, get their attention and begin this idea of pouring into them with encouragement. Now that you got their attention, I want you to be specific about whatever that is you're encouraging. So, for example, madison, come here, I love the way you're putting your laundry away, thank you, wonderful, I love it.
Speaker 1:I didn't say just good job to Madison. I got down to her eyes. I got her attention. I said what you doing in here. She said I'm putting away my laundry. I love the way you're putting away your laundry, wonderful job. Back in the day I might just go by her room and say good job, good job. I didn't get her attention, so she don't know what good job I'm talking about. And it doesn't necessarily go from here to here, because I wasn't super specific and so instead I'll get down to her level. I say what you doing. She says I'm putting my laundry away. I said I love the way you're putting your laundry away. And what I don't say is this that's better than you did last week. You see what I just did.
Speaker 1:You don't want to mix a compliment with a criticism. That doesn't work. It's just like somebody saying you are so beautiful, but like whatever they gonna say after the beautiful part, the beautiful part that got washed away. So when we are purving into our baby so that they're in the state of overflow, we want to make sure we just stay in the compliment. I love the way you are putting your laundry away. This is amazing. That's better than you did last week. Leave that part out, okay.
Speaker 1:And again, I know I've done it before, I've done it before and I can tell when I'm doing it is when I'm in my own space, when I've had my own mess going on, and that's not fair to the child. So, again, we're trying to get to the space where we're pouring into our babies, we're leaning into connection, we are complimenting them and encouraging them and we're leaving any criticisms out, all right. And then, finally, what you want to do as you're doing all of these things is, if you can, you want to go over and give her a big hug or a high five or something where there's a physical touch, because that's just the icing on the cake. If you can hug them, high five them, do something to encourage a physical touch. It's just another way to pour into them so that they are full, so they won't go out into the world looking to be filled. The people that share their same address have already started the process, and maybe a few other people as well, and then, if there's some other people around, go ahead and brag on this baby in front of other people. So if Madison is putting away her laundry and when dad gets home, I could say you would never guess what Madison did today. And I'm not going to say that with her out of ear shot, I'm going to say it right in front of her face and she is going to beam and dad's going to say something. And I hope it's becoming clear because even as I talk I can feel it happening. You see what it does for the child, where they won't start doing this just to get these accolades from their people, but they'll start feeling good on the inside and so intrinsically they'll start doing it because this feels good, this feels good.
Speaker 1:And again, again. Sometimes, when I'm thinking about topics for our podcast, I think, boy, this is a really good one to have at the beginning of a school year, and the best thing about this podcast space is that it will run on forever, as long as God says so, so that I can run them back or you can go back and listen to the ones that we did when you need the refresher or reminder. I was thinking about the number of children who are being expelled from preschool and it made me want to do a podcast on not that, that particular topic, but what we can do is parents. Now, again, we'll continue to peel back this idea and parenting is what we're doing on them, georetically my podcast.
Speaker 1:But until I can see you and talk to you again, I want you to pay attention to the behavior, continue to think about it with me and as you're doing that, I want you to fill your baby up. I want you to connect with them as often as you can in ways that don't cost a lot of money, won't take a lot of time, but you do want to be intentional, so I want you to spend more time with them. And then I want you to encourage them as often as you can, and I want you to encourage effort, not just the end result, because maybe I studied and practiced those findings with you all week, mom, and I still don't know how to spell cat, but I'm trying. You might have given me 40 minutes because somebody told you you got to give me time to put my shoes on. I've been trying to get these shoes on for 40 minutes and I still ain't got them on, but you can still encourage the behavior that you want. That's the bottom line from today's podcast. Encourage the behaviors more that you want to see, and some of those other behaviors will start to go into the background.
Speaker 1:All right, all right, I'm trying to sign that piece of paper that that mom gave me. Right, I did not sign that piece of paper. What we did do is we partnered to try to do more connection so that this little girl could be seen, so she did not have to display behaviors that created opportunities for her to be seen. All right, I hope this all makes sense. I look forward to seeing you in our next podcast. It takes a healthy village to raise healthy children. We're trying our best over here and I hope that you're sharing and liking this so that we can stay in touch. All right, I'll talk to you later. Bye.