Doing the Hard Thing: Navigating AP World & Beyond with Mrs. Derrico

In this episode of Between the Bells, we sat down with AP World History teacher Mrs. Derrico to find out the truths behind the scary AP label. From tears on her first day of teaching to the joy of helping students grow, Mrs. Derrico describes what it really means to teach and be a student in an AP class. This episode discusses everything from workload expectations and study strategies to managing stress, self-worth, and balance. Whether you’re an AP student, considering an AP class, or just curious about what makes these classes so impactful, this episode will hopefully have you feeling encouraged to do the hard thing and embrace growth beyond your grades. 

Transcript

00:00:04:14 - 00:00:10:00 

Hi everyone. Welcome to the Between the Bells podcast. You're here with Cami, Alexa, Lucy.  

00:00:10:02 - 00:00:13:03 

Maddie, Ruby and Annelise and Mrs. Graham.  

00:00:15:06 - 00:00:28:21 

Hey guys. Welcome back. We've had a lot of conversations about AP classes and the nervousness about AP classes and the big word AP. That's kind of scary. So we thought that a good idea would be to bring in an AP teacher.  

00:00:28:23 - 00:00:38:08 

I'm Mrs. Derrico. I've been teaching for eight years. Four of them are here at Seneca Valley. And so four years of AP land. Yeah.  

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Um, and what do you enjoy most about it?  

0000:42:22 - 00:01:15:01 

You guys like for real? I, I kind of feel super nerdy and corny, talking to my students and to people in my life about how much I really, really love this job. But I do, um, I love teaching as a whole. But being here at Seneca, teaching the AP class like I know I'm exactly where I'm supposed to be. I'm serving the students in the way that I can, at least at this time in my life, be most impactful. Um, and like, it's not even necessarily the history class itself that makes it so great.  

00:01:15:03 - 00:01:32:25 

It's helping students navigate the complexities of school and life and drama and..and emotions and, you know, all of that comes with the territory. And that's what teaching is at its core. And teaching history is just an avenue in which I'm able to help students. So that's the best part about this job.  

00:01:32:27 - 00:01:40:21 

Did you always want to be an AP world teacher? Yeah, like wow. What made you choose to terrorize students with AP world?  

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The terror life chose me. I did not choose it. Um, so I wanted to be a teacher since I was in kindergarten. Um, we did, like, little yearbooks and it said teacher. And throughout the years, I changed what I wanted to teach and what grade level. Um, but I, I really, really fell kind of into the history and social studies whole when I was in high school and college. I really loved the experience of building connections with my high school teachers, because I recognized how it was really important beyond the personal relationships that I had with, like, parents or family members. 

00:02:13:26 - 00:02:44:15 

And so that's kind of how I found my place. But the AP life chose me. I was very fortunate to get hired here at Seneca, and they said, you're teaching this class. And I was very overwhelmed because on my first day here, I introduced myself to my students. I said, I've never taught high school because I used to teach middle school. I never taught high school. I've never taught world history because I previously taught civics, and I've never taught AP. But here I am. And they thought, I guess they thought I was the best one for the job. And I'm very, very grateful for that.  

00:02:44:18 - 00:03:04:01 

Um, and it was, uh, equally nerve wracking for me as it was for my students. I spent in the best way possible. I don't mean this in a bad way. I spent pretty much every day of my first year here crying because I was. I was afraid that I wasn't doing a good enough job and that I wasn't. You know, what if I'm not the right fit for this, what.  

00:03:04:03 - 00:03:05:08 

Am I doing a disservice?  

00:03:05:13 - 00:03:36:03 

Yes. Yeah, exactly. It's, you know, it's interesting because a lot of the emotions that my students experienced, I was right there with them every step of the way. And obviously over the last couple of years, there's a lot fewer tears on my part, which is good, um, because I have the experience, but I, I can totally understand where my kids are coming from. And I think that actually is a strength that I have teaching this class, because I know it is overwhelming. It is emotionally and mentally taxing.  

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But you can.  

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You can get through.  

00:03:39:02 - 00:03:39:17 

It.  

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So yeah. Yeah.  

00:03:43:28 - 00:03:51:22 

Um, we're always hearing about the homework that students have for AP World History. What is the homework and how much homework should students realistically expect?  

00:03:51:24 - 00:03:53:21 

Yeah. It's big.  

00:03:53:23 - 00:03:54:22 

Um, so one.  

00:03:54:24 - 00:04:25:09 

One of the things that I think is really important to keep in mind is even though most of the students that I teach in the AP class are sophomores, it is a college level class, and so it's a college level workload, which is crazy, but that's how the course is set up and that's what the expectation is. And so it really is like baptism by fire of, you know, maybe never having homework or not having much. And now you have the expectation that a college freshman or sophomore has when you're only 15 or 16 years old.  

00:04:25:11 - 00:04:59:17 

Um, so as a result, to basically stick with the integrity of the class, the nightly homework is a really, really important aspect. So students can expect around 45 minutes of reading and notes each night. On occasion, there's, you know, some other things before, like working on an essay. We might take a break from reading, but that's pretty much the standard. Um, it's really set up like a flipped classroom where students are doing their readings, they're taking notes. We come in, we make sure collectively as a class that we're getting the big gist and then we're applying it.  

00:04:59:19 - 00:05:34:11 

And a lot of times there's this misconception from students or parents or even other teachers that you know, well, you're not teaching quote unquote, but that's not the case. Um, realistically, it's really about historical skill development and thinking like a historian, even though you're not a professional historian. Um, and so as a result, students tend to need more support in those historical thinking skills, whether it's developing an argument, analyzing a primary source, um, writing their own arguments, using historical evidence, those aren't skills that come innately to students.  

00:05:34:13 - 00:05:51:26 

And so that's why I use that approach, because then students, students typically can read a, um, informative text, gather some notes. If there's questions that's normal. We go over them. But they tend to need a lot more support in that historical writing and analysis.  

00:05:51:28 - 00:06:25:27 

Yeah. Like if you went home and you're like, I don't know how to write this, but, like, you can go home and take notes. Like, it's not that hard to go through and read a text. It's much harder to, like develop these skills like by yourself. Do so because you said, you know, it's an AP class. It's a college level course. Yeah. Um, hearing the word college, it scares some people. It's not some people. It scares a lot of people. It scares me. Um, my, that's my least favorite word is college. Um. Do you? Because it's like a college level class. Do you run, like, your AP classes like a college classroom?  

00:06:25:29 - 00:06:59:24 

I would say the timing, the pace, the rigor of the work. Yes, but I'm a high school teacher. I'm not a college professor. And so, like, I recognize that students need a lot of support because, again, you don't innately have these skills. And that's not that's not downplaying my student population. But like you're adolescents, right. You're not you you need help and training and structure to help you learn how to time manage. And so, you know, it's really hard even for adults to say, okay, I have to sit for 45 minutes and do this task.  

00:06:59:26 - 00:07:16:02 

And so to just do it is a real challenge. So there's supports in place, there's guided notes packets and there's that feedback that's provided. And so while yes the expectations are college level, do I just say here it is. Figure it out. Oh my gosh. No you're.  

00:07:16:04 - 00:07:17:11 

Doing. Yeah right.  

00:07:17:17 - 00:08:16:04 

Right. Like I, I recognize that a lot of it is learning how to time manage learning how to cope through difficulties. Um and even learning that as much as we want to, we can't always do it all. And I think that's really what I love most about it. It's definitely the most challenging part of teaching the class, but I think it's also the most rewarding of helping students to navigate how to prioritize, recognizing when, you know, even though an AP class is and should be a priority, it's not the only priority in your life like you have other classes, you have extracurriculars, you have family and home obligations, and in no way do I ever want students to feel like those things need to take a backseat to the class that I teach, but what's really important through these higher level AP and CHS classes is to learn of that concept of I have a lot of important parts of my life, and how do I decide when and where to prioritize and when.  

00:08:16:06 - 00:08:29:28 

Unfortunately, even though I don't want it to, something does have to take a back burner. And sometimes that does have to be the AP class, and we kind of have to learn how to navigate that and the either intended or unintended consequences of those choices.  

00:08:30:11 - 00:08:45:05 

So for the students who don't know like much about the AP credits and like if you should take an AP class or not, like what is it? Is it worth it for the college credits or the exam in the end? Or should I just take a c hs or should I take regular? Like how would you go about that?  

00:08:45:07 - 00:08:46:10 

Yeah, that's a great question.  

00:08:46:12 - 00:08:47:00 

So I. I don’t teach CHS classes, so 

00:08:47:10 - 00:09:18:18 

I can only speak to the AP experience. Um, the very first year I saw my students performance on the AP exam, I cried in. The first thing I said was, I've saved these students thousands of dollars because if you are somebody that's planning to go to a post-secondary institution, regardless of where you're going and what you're doing, it is very, very expensive. And so to take an AP exam, there are about $100. And the downfall is, I mean, if you don't pass it, you don't get the credit.  

00:09:18:20 - 00:09:52:28 

You're out about $100. But if you do pass it, you have just made an investment of you've paid $100. You put in a lot of blood, sweat and tears through the year, but now you are saving yourself that money in college tuition when it's likely going to be a lot more expensive. Um, and so I always tell students, if you're taking the class, give yourself the shot. I mean, you're taking the class no matter what. You're here all year, no matter what. And realistically, at least in I know I can speak for my class, I am preparing my students the same way, whether they intend to take that exam or they don't.  

00:09:53:00 - 00:10:10:25 

And so if you can manage the $100 price tag, really there's nothing to lose. Like if you don't quote unquote pass. That's it. Like you don't there's there's no ramifications other than like maybe a little strike at your ego, but nobody knows your score except for you and me.  

00:10:11:08 - 00:10:42:18 

Yeah. Do you think it's still beneficial to take. Like to take the class? Even if you do you think there's, like, obviously you might be biased because you're the teacher of the class, but do you think there is still a point in taking the class, even if you decide to not take the exam? Like how does what what skills do students do who Take AP? What do they what skills do they accumulate and how will it help them? Like out of high school or in college or in the rest of their life?  

00:10:42:20 - 00:11:13:18 

Yeah, that's a great question. Um, yes. If you are interested in taking AP, but you have absolutely zero desire to take the exam, you are still welcome. Like I am still going to support you just the same as I would another student. I have students every year from the get go that are like, I want to take this class. I either love history, I'm looking for a challenge. You know, I, I want to learn the study skills and habits that I need for future AP classes, and I have zero intention of taking the exam. That's totally fine. I, I mean, I will certainly encourage it, but that's a you decision. Um, yeah.  

00:11:13:20 - 00:11:14:05 

Go ahead.  

00:11:14:07 - 00:11:19:19 

So for the CHS and AP kind of different, are they the same amount of credits that you get?  

00:11:19:24 - 00:11:20:28 

Mrs. Graham are you able to.  

00:11:21:00 - 00:11:21:27 

Answer that question?  

00:11:22:04 - 00:12:00:21 

So um, colleges look at them differently. So an AP class is like a it's a it's a national program, advanced placement. Right. Um, and it they're accepted by all colleges. It's different for each college perhaps what score they accept and what they accept the credit as. Whereas CHS classes stand for college and high school. That's when our school partners with a college or university to offer their course. So when you take some of our courses that are CHS, you might get Point Park credit or BC3 credit, and then those credits become transfer credits to the college that you choose to go to.  

00:12:00:24 - 00:12:17:01 

So our students are taking CHS and AP classes oftentimes will end up with both. And then whichever school they choose to attend kind of determines how they take those. So to say is one worth more credits than the other? Yeah, it just depends.  

00:12:17:03 - 00:12:36:11 

Right. For like the CHS, do most colleges accept more AP? Like if I got an AP on five and then I got an A and a CHS and like the partner, if they didn't accept the partner, would that just be like a risk you're having to take for the AP? Like would it be more beneficial. Kind of if you get what I'm saying.  

00:12:36:13 - 00:12:41:21 

I, I hear you I think you're asking is one better than the other in a way.  

00:12:42:05 - 00:12:47:18 

Like So what, an AP more accepted or it just really depends on.  

00:12:48:02 - 00:13:01:24 

It really depends on the school. Yeah. Like you can't I can't really say that one would be more accepted than the other. Or one's going to get you more credits than the other. I think it just depends on the specific course and the school that you choose to attend.  

00:13:02:00 - 00:13:05:22 

So they're both like equally beneficial for like, yeah. Overall. Yeah.  

00:13:05:26 - 00:13:31:26 

Um, yeah. One thing I heard too, which is interesting, is it is a college level course. I think a lot of times we think about taking them as high school courses where you're getting college credits, but it's important to recognize that it is to the college standard. So when we hear about how hard these AP or CHS classes are, we need to remember that this is the college standard. So you're kind of, you know, doing that only in 10th grade.  

00:13:31:28 - 00:13:39:04 

So, um, I'm an AP world student. Obviously you have me, um, and you brought it up like study skills and strategies.  

00:13:39:06 - 00:13:41:01 

Um, what do you recommend?  

00:13:41:03 - 00:14:34:05 

Yeah. And this actually kind of is looping back perfectly to that second part of the question Ruby asked of, you know, if you're not intending to take it the exam, but you still want to take the class, how is it benefiting you? Because you are learning those study skills and ultimately because it is a college level class, you are learning those skills that are going to serve you, not just in 10th grade or whatever grade you take your AP class or CHS class like this is going to help you long term, because it really is forcing students into a situation especially high, academically achieving students who a lot of times like just have this innate magical brainpower that they are so bright, so intelligent, and I don't I don't mean this in a bad way at all, but a lot of times my students that I teach have literally never studied before because they haven't had to study because it just comes so naturally.  

00:14:34:07 - 00:15:11:01 

And so a lot of times that's really hard because, um, students in these upper level classes are so used to achieving 100% an a on everything because school has come easy to them. And so then in these these harder, more difficult classes, it's not just spending more time, but it's learning. How do I even study? And that's something that at the beginning of the year and throughout the whole year, I really try to reiterate to students of, it's okay if you don't know how, I don't come in, I don't I don't have students coming in and I expect them to know how to study, actually, quite the opposite.  

00:15:11:03 - 00:15:43:15 

Like that's really my job as the teacher is to teach you skills and strategies and help you essentially like build your own toolbox of. Here are a methods and approaches that might work. Now it's my job to find out what actually works for me and providing those opportunities, providing that feedback. Um, and so really, it's a lot of not me telling you what to do and how exactly how to do it, providing you with those options and feedback of, Okay. You know, you spent hours and hours and hours studying, and maybe you didn't perform so well.  

00:15:43:17 - 00:16:02:26 

Let's look at how you were studying. What was your process? It might not have been the time. It might have been the method. And so to go back to Cami, you said like, well, what do you recommend? Small doses more frequently because it's going to stick with you. Like that's what real learning takes is repetition and practice. Um, it's like saying.  

00:16:03:03 - 00:16:15:17 

Sorry, I mean, interrupt people. It's like. It's like you could read hours and hours and hours of writing and text and whatever, but if if you're reading all over all of it once and none of it sticks with you, it's never gonna help you, right?  

00:16:15:19 - 00:17:00:00 

And I think that's what is it's easy to fall into that pattern of, I'm going to memorize, I'm going to read your regurgitate, excuse me. And then I move on. But that's not the reality of the skill sets, not just in an upper level class, but in general in the secondary setting. Your high school teachers, that's not what we're trying to do. We're trying to teach you of how can you slowly develop these skills and these habits over time to help you. And so focusing not just on do I know my content, but am I applying these skills to my writing when I'm studying? Am I actually doing practice prompts as opposed to just memorizing a flashcard? That's not to say that like a flashcard isn't helpful, but that's not how you're being assessed in these upper level classes.  

00:17:00:02 - 00:17:07:22 

And so you really have to think, well, if my assessment is based on my writing, then I need to be practicing my writing to be most prepared for that type of assessment.  

00:17:07:28 - 00:17:11:01 

Okay. So from like going from what you just said.  

00:17:11:03 - 00:17:11:18 

What.  

00:17:11:20 - 00:17:18:24 

Kind of like factors do you think, like students like should consider determining whether they should even take this class in the first place?  

00:17:18:26 - 00:17:55:06 

Yeah, that's a really good question. Um, are you willing to go through trial and error? Are you willing to give it the time? And I, I love that about this class, because I have so many students that say, well, I'm not good at history, so I'm not going to be good at this class. Yes, it's important to be interested in history and to like, relatively understand it. But the point of the class is to teach you skills such as critical thinking, document analysis, writing an argument, supporting an argument, and history is the way is the content that those skills are being taught.  

00:17:55:08 - 00:18:33:17 

The history content is certainly important, but realistically, if we're thinking about why are these classes so great for students, it's because, you know, today, for example, my students are learning about the Ottoman Empire. This is me in no way saying that the Ottoman Empire is not important, but ultimately, most of you in your lifetime are not going to be need to recall specific facts about the Ottoman Empire, right? But like you are going to be reading through a text, whether you are a historian or whether you are in the medical profession or you're an engineer, you need to be able to understand and analyze a text, whatever that is.  

00:18:33:19 - 00:19:28:26 

And so that is really the skill set that's most important for students to focus on. Um, so like what am I guess, what am I looking for? Somebody who is willing to. You know, even when you get knocked down a peg, recognize this is not an evaluation of your self-worth. If you struggle with something or you maybe don't do so well in terms of a a grade book assignment, that's okay. And my job is to help, you see, well, why did that happen? Was it an issue with your content? Was it an issue with your writing or kind of, as I mentioned earlier, is this class not your top priority on this given day, at this given time? Because there's something else going on, and now we have to learn how to navigate that and recognize that if I slip behind in this day or this time, this week, this month, that doesn't mean that I'm a bad student.  

00:19:28:28 - 00:19:36:21 

It doesn't mean I'm a bad person. I just have to learn how to communicate those needs in my situation with the adults that are supporting me.  

00:19:36:27 - 00:19:53:04 

I feel like AP world is like a big cloud, and then all these things are like coming off of it. Like all these skills you're learning and all these benefits it's giving you like, yes, you're taking the AP world course, but like you're learning how to do so many other things at the same time. This is why like I love like hearing.  

00:19:53:06 - 00:19:53:27 

About this because.  

00:19:53:29 - 00:20:01:12 

Like, I never even took this class. And like, now that I'm hearing about this now, like, it's making me wish I took this out. I'm like, why don't I take this class?  

00:20:01:14 - 00:20:02:20 

I'm a good sales person, I guess.  

00:20:04:20 - 00:20:26:04 

Um, so as students and I guess just as young people, um, in general, we spend basically our entire youth in school. And so I think sort of naturally we just come to like, equate how well we do in school with our self-worth and how we think of ourselves.  

00:20:26:06 - 00:20:27:09 

Um, because.  

00:20:27:11 - 00:20:59:02 

It's such a big part of your life, how can you not? Um, so would you say that like AP were in teaching? I guess not just AP or any AP class? Is it more because I think when kids think of an AP class, they mostly think of how hard the work is going to be. And like, that's all they think about and what the material is going to be. And how difficult is this going to be for me? Would you say that like an AP class is more of just, I don't know how to word this without sounding weird.  

00:20:59:04 - 00:21:05:14 

I'm going to try to make as much sense as I can. But like, is it a class where you. I don't know.  

00:21:05:16 - 00:21:06:11 

I'm trying to.  

00:21:06:13 - 00:21:27:10 

Make sense. It makes sense in my head. Yes. Is it? Is it like a fundamental, like a class where you learn fundamental skills that you like, carry with you through the rest of your life? Would you? Yes. Like, I don't know. I'm really not making any sense right now. No, it makes me in circles like it teaches you a lot of things. That's what you're asking. Just the work.  

00:21:27:12 - 00:21:32:18 

Not just. You're not just learning. Yeah, you're not just learning AP world knowledge or learning all these other skills like.  

00:21:32:20 - 00:21:33:05 

Critical.  

00:21:33:07 - 00:21:36:06 

Thinking skills and how to analyze text and how to write a proper argument.  

00:21:36:11 - 00:21:49:24 

In 30 years, you know you're not going to remember what you learned in AP world. But like what? What what did you take away from it that help you like helped you become a better learner, like a better student? I don't know.  

00:21:49:26 - 00:21:50:11 

Does that.  

00:21:50:13 - 00:21:52:05 

Make sense? Like I just talked in circles.  

00:21:52:07 - 00:21:53:28 

No, it absolutely makes sense.  

00:21:54:05 - 00:22:24:11 

Well, and I think part of Ruby. What maybe you were trying to say is because you started off by the comment that you made that made me react, which was about, you know, this doesn't define your self-worth, right? If you mess up a test or, you know, learning is about making mistakes, right? We make mistakes and we learn and we grow from them. And it learning can be uncomfortable, right? There's some discomfort when we don't know things. So um, I think that's a big piece to this.  

00:22:24:13 - 00:22:39:14 

And I think that I'm hearing Mrs. Derrico say like she understands that and she's going to be supportive in helping you through that process. Like, we recognize that this is hard, but you're here because you want to learn. And I think that's the first step.  

00:22:39:26 - 00:22:40:27 

Yeah, for sure.  

00:22:40:29 - 00:22:41:14 

I.  

00:22:41:19 - 00:23:12:02 

I'm very fortunate. Um, you know, I said, I just genuinely love this position that I'm in and love this class that I get to teach and the students that I get to work with. And I'm very fortunate that I do have frequent visitors through my revolving door that are just popping in to say hi or check in with me about how life is going, how their classes beyond my room are going. And, you know, I, I don't think I don't want to say never once, but like most of the time, those conversations aren't about history.  

00:23:12:09 - 00:23:46:14 

Sometimes they are. Don't get me wrong. Like sometimes, you know, my former students and I will geek out about history stuff, but most of the time they're checking in and saying, you know, like, man, I really am struggling with this particular course because I'm struggling to study or I'm going through this life experience or, you know, I'm really thankful because you supported me through a time last year or two years ago where I was really struggling and like, thank you for modeling that grace for me. And so I, I think ultimately it goes back to this is, again, kind of corny.  

00:23:46:16 - 00:23:53:22 

People always say like, what's your why in teaching and why are you here? And it's about the relationships, but it really is like, I feel.  

00:23:53:24 - 00:23:54:09 

Like.  

00:23:54:11 - 00:24:30:21 

If I was driven just by making a bunch of mini historians in my class, like I'm really in education for the wrong reasons. Like I'm not just modeling how to write a strongly supported paragraph. I'm modeling to my students of when I'm interacting with somebody who is in a high stress environment, how can I treat them so they feel comfortable trusting me and coming to me with that stress, right? Because if I was a if I was a tyrant whenever a student had a late assignment, or didn't do well, or was having a bad day.  

 00:24:30:27 - 00:25:04:24 

I'm a I'm in my opinion, I'm going to be a really ineffective teacher. No matter how much historical knowledge I have and share with my kids. Because like they not that you all, I think it's really important to learn. Like how do you navigate challenging situations? How do you build trust with one another, even when maybe somebody isn't hitting an expectation that you expect? And and ultimately, I hope that that goes both ways by demonstrating that grace and opportunity and understanding to my students.  

00:25:04:26 - 00:25:35:06 

You know, if I come in and I'm kind of sick or I'm lagging behind or, you know, I have things going on in my personal life behind the curtains and students recognize, like, oh, she's not on her A-game today. I would hope that as long as it's not like an unhealthy pattern, that they're like, you know what? She was a little bit off. Or maybe she was, you know, having a rough day and she didn't respond the way she normally would, but recognize this is not the standard. There's other things that happen, and and modeling that behavior is a way to like, help learn those interpersonal relationships.  

00:25:35:08 - 00:25:38:21 

Teachers aren't robots, and students are also not robots. Correct? Correct.  

00:25:38:24 - 00:25:40:08 

Yeah. That's a really easy.  

00:25:40:10 - 00:25:41:07 

Way to summarize that.  

00:25:41:09 - 00:25:41:24 

Point.  

00:25:41:26 - 00:25:42:25 

One more question for you.  

00:25:42:27 - 00:25:43:12 

Yeah.  

00:25:43:14 - 00:25:47:25 

If you could give one piece of advice to your current or future students, what would it be?  

00:25:48:27 - 00:25:50:03 

Ask for help.  

00:25:52:29 - 00:26:28:21 

Let go of the ego a little bit, like break those walls down, because I think it's so hard for us to show and be willing to show a sign of weakness and recognize your journey is in no way indicative or, um, a result of somebody else's journey. Um, I and I that's so hard to let go of. But my goal throughout the year is to find out what is the baseline that you are starting at, and how can I help you get further than that? I don't need all of my students to get to the exact same end place.  

00:26:28:23 - 00:26:52:04 

Right? It's it's not like a race on the track where, like, the finish line is the finish line. My goal is to help push you forward, to help structure and support you through that nudge and that push. And if you've made progress from wherever you started on day one in August, that is an achievement. It doesn't mean that you all need to get to the same spot at the same time.  

00:26:53:01 - 00:26:53:26 

All right.  

00:26:53:28 - 00:26:54:26 

So well said.  

00:26:54:28 - 00:26:56:08 

Yes. Thank you.  

00:26:56:10 - 00:26:58:03 

Thank you, thank you, thank you.  

00:26:58:05 - 00:26:59:06 

We loved having you.  

00:26:59:08 - 00:26:59:23 

Yeah.  

00:26:59:25 - 00:27:01:15 

Thank you for having me. I really appreciate it.  

00:27:01:17 - 00:27:05:10 

So if you were scared about AP world, don't be scared. Take AP world.  

00:27:06:14 - 00:27:08:08 

Do it. Do the hard things.  

00:27:08:12 - 00:27:09:04 

Do what scares.  

00:27:09:06 - 00:27:09:21 

You.  

00:27:10:00 - 00:27:12:01 

All right. That's all we have for you today.  

00:27:12:03 - 00:27:12:21 

Bye.