13. Heather Johns Part 2: Micro Trainings. Don't complain! Train!

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Welcome seminary teachers. First of all, you're awesome. I love you. You're heroes, and what you're doing is amazing. I brought on Heather Johns. Heather Johns has been teaching seminary for five years, and I knew Heather when she first started, and she was a young, powerful teacher with no class management skills whatsoever. And we- It's so true we worked on this, and recently she's found this mindset of being a trainer. And I like to adopt the I'm a coach mindset. I'm a coach, you're my team, we're gonna elevate everybody to be a better team. And when, when you, when I present it, I've found that they, they kind of grasp onto the coach mindset. And creating micro training students to do the things we want helps them to excel and thrive. Sometimes we just want students to be a certain way. We expect them to be a certain way, and then when they're not that way, it brings this resistance, and sometimes that leads to contention. So instead of complain, we train. Sometimes you'll hear teachers say this, This A1 period just won't talk to each other." Okay, what do I need to train so that they will learn to talk to them, each other? And it might take introducing some social skills, and that's why there's a little tab in the school that's training social skills, and it's like play a one-minute video and then say, "We're gonna practice this skill today." And over time, you see growth in these students when you do that. And so Heather's taken it next level, where she's like, "I'm gonna train them to do all the things I want my students to do." And she does these little things called micro trainings to train them to do what you want them to do. So this is the same as a coach going, "Okay, we had a bad game. We had 400 steals because our people can't dribble the ball. So today we're gonna train dribbling." Thinking of basketball. And so you dribble, dribble, dribble, dribble, right? And when that gets good, then the next game you're like, "We missed 50 free throws in that game, and that's why we lost. So today we're gonna practice free throws." It's kind of the way I manage my class. All right, Heather, you're moving on me. What's going on? I was going to a quieter space. I'm so sorry. Quieter space. What are you, a mother? My family, my family is too loud. What are you, a mother with kids running around? I am. That's just me and my life. Yeah. My daughter's singing at the top of her lungs in the shower, so I'm moving to a quieter place. This has been one of the most amazing tools that I have ever found in teaching students and helping them learn how to learn for themselves, and it's how to create micro lessons. Hmm. And our objective today is to deepen our your understanding of the student's role in learning the gospel of Jesus Christ, and how you can help them do this. And this is just one of the most amazing tools. It improves their incapability to learn these gospel truths. That is our objective. So if I were teaching this as a class, I would have you record, like, any notes that you feel like you wanted to take, as we go through just this process. So I encourage you, if you're watching this video, to just get out a piece of paper, a notebook, and just, you just wanna take notes. Because this is going to help you train your students how to just know how to learn for themselves of how to just have a close relationship with their savior, Jesus Christ. I just wanna ask you, does the herd, does herding cats, does that sometimes feel like teaching teenagers? Absolutely. Like, you want them to do something or go in a direction or d- or even just be able to talk to their neighbors and be a good listener, or things that another... The students, I want my students to be able to just listen like the Savior would, to make good friends in the class, to train them how to, how to even mark their scriptures or how to study them in a way that is so effective. And yeah. These micro-trainings have been amazing. But sometimes we just get frustrated because we... But, so next time you get frustrated in your classroom, just think, "Okay, what do I want my students to do?" And then, then c- you'll wanna come up with a micro-training of how you're gonna train your students to, to learn that skill. That's a magnificent mindset to adopt. I love that mindset. This mindset has changed me as well, Heather. It's just like, okay, they're not good at marking. I didn't see enough markings on the page, on the study pages. I want my kids to mark, and so I'm like, "All right. Let's do practice marking now. Teach with your neighbor. Show them. All right, great. I want to see those markings. Great. High five, I see markings. High five." Go to Doctrine and Covenants 3:1-3. And there is a typo. I can already see a typo, but- In C3. Before you read this, I want you to ask yourself, is God ever frustrated with you? Mm. Okay, go. The works and designs and the purposes of God cannot be frustrated. Neither can they come to naught. For God n- doth not walk in crooked paths. Neither doth He turn to the right hand nor to the left. Neither doth He vary from that which He has said. Therefore, His paths are straight, and His course is one He turn around. Remember, that it is not the work of God that is frustrated, but the work of men." Mm. I want to ask you, is God ever frustrated with you? What, what are your thoughts? I am going to say no. He is the most patient, loving Heavenly Father who is just encouraging, right? Who just comes from a place of love and understanding, no matter how many times we mess up. And we cannot frustrate His work. He is just amazing that way because He is the most powerful being, and He loves everyone. And I want to be that for my students. I don't want to ever come across frustrated or.. I think it's okay to act a little disappointed I want my students to, to trust me and love me enough that if I ever feel disappointed or, Knowing that they could be better, right? I just want it to come from love. I never, because God is never frustrated with you, I never wanna be that, feel that, my, have my students feel that frustration from me. Mm-hmm. So what, just, just even thinking about that scripture, like what important truths does this teach us so that we can seek to accomplish our objective? Well, it, it's really easy to get frustrated with students, and they can feel it, they can sense it. And the less we have that, the, the safer the place is that we're creating. And safety produces better results than fear and criticism. So I love that. I love your answer. I just want... I would, I would just, if you wanna just take a minute and even just write down, like, the things that make you frustrated right now with your class. Maybe it's summer and you don't have a class right now. Mm-hmm. But maybe even think back to your past classes. Like, what, what made you frustrated with the, the students' behavior? We are- I wanna, I wanna, I wanna a- I wanna talk about that just for a sec, 'cause I think there's- Yeah this, I think there's a direction you're going, but it may not be. But that question right there, changes, has helped me to grow a lot as a teacher. I didn't exactly ask it the same way, but when I asked the question, what was I frustrated with, or something like that, what do I wanna change, what do I wanna improve, and, and then thinking, "Okay, how am I gonna change it?" And that's kinda this mindset. Now, some teachers are stuck with, "Well, I just want students to come. I want them to be a- awake, and you know, I want them to participate, and I want them to have social skills." Okay, well, it, it, it kind of reminds me of the, the circle of influence. There are some things out of our control. Don't focus on those. You're wasting your time. But you can say, "What can I focus on?" And this is why I love, you know, getting a new year, getting a new class. It may l- not be that way for early morning teachers. Bless your hearts, right? But you can start off and say, "You know what? I'm not happy with everyone bringing a pillow and a blanket to my seminary class because they're falling asleep on the couch." So I'm gonna say next year, "Sorry, guys, I just... No, we're not gonna do blankets and pillows in class this year." You know? And it's that s- it's that simple. It's like, what didn't go well, and what changes am I gonna make to... so that that's less likely to happen in my class? And, or what boundaries do I need to establish so that those things don't get brought into the class? So I wanna just you to think about master teachers or master learners. What, what is really your focus? Like, if, if it's about you and I am gonna get my students to do this, or I... And then you have it, you're thinking about it all wrong when I write statements or objectives of what I want my students to do, it sounds like this: Students will listen to each other when they talk. Mm. My students are going to listen when someone else raises their hand and talk. Mm. My students are going to mark their scriptures in a way that is effective, like whether I want them to focus on principles or truths. Whatever it is you wanna train them on, right? Yes. My students are going to... One time I did a training on just raising your hand, and the Spirit is gonna come into the room. As soon as you raise your hand, the Spirit, because you're gonna talk about something that is going to be either an experience or about Christ or what you read, and we just practiced because I had a really quiet class who did not like to share. And so we just practiced raising our hands, and if I call on you, you can say pass or you can share. And they, they got to sharing. It was so amazing. That's so awesome. I had more people share by the end of, you know, that whole class- Yeah time that we had together just because we had a training on raising our hands and speaking or sharing whatever we wrote in our journal. And I would give them time to write something so that they had something to share, right? You wanna set them up for success. But that was just part of the training. My students are going to raise their hand and share. That was the my, my microtraining topic, and I wanted to teach them how to do that because it was a really quiet class. So that's just an example. ఆ Okay, so let's learn, let's, let's talk a little bit about microlearning. Yeah. Microlearning is an educational approach that uses short, highly focused experience designed to meet a specific measurable learning objective. So when you start out, you wanna be able to measure what, what you're doing. So for an example, like let's say, Oh, so I did a micro training when we listened to President Oaks's talk at, like when ev- all the seminary we- classes, that's what we did. We just listened to his devotional. And I started the micro training. I wanted to train my students that as soon as they felt something or thought something, they were gonna pause and write something down, or if they had a question about what he said or an idea popped in their head or maybe even an impression from the Holy Ghost. And so I tr- I did the training and I just said, Whoever..." So you want to make it measurable. So I said, Whenever you're reading the scriptures or a conference talk, do you ever pause and write questions down or underline or maybe write a thought or an impression?" And I said, "Raise your hand if you do this." And I just, maybe like three or four hands were raised, and I was like, "That's amazing. What, what is your experience with that?" And I had the students share beforehand. Oh, it helps me to realize what they're saying, or it helps me to capture the truth of what they're saying and make it real to me and relatable to me, and it was just amazing. I said, "Okay, let's listen to this." And we listened to it, and I just said, "If ever anyone has a question, comment, or an impression from the Spirit, just raise your hand, and we're just gonna pause it, and we're gonna talk about it." And it was one of the most amazing experiences in my classrooms, is just training them at the beginning and then having them just raise their hand, and they had such good questions about faith. We talked about remember being patient and increasing your faith and that amazing devotional, and it still sticks in my mind. I know that devotional so well, but it's because my students had impressions and, and questions that we went through, and it was just amazing. They testified- So- about what he was saying and- So tell me what this looked like. Help me understand it. So you're putting the video up- So you just wanna do it measurable. So then at the end of the class I was able to be like, Okay, now you've been trained. Now you know that whenever you read a conference talk or a scripture, you can pause, write questions or comments or thoughts and ideas that you have, or even just what impressions are you receiving from the Holy Ghost, and then start again." Okay, so are you having- And so, and then everyone could raise their hand and say that they did it or they know how to do it. Okay, so then you measured it. How many did it? And now- You measure how many- Now you, now you got 28 out of 30 or something. And there's different ways you can measure, right? You can ask questions like, "How often do you do this? How often do you mark your scriptures?" Or, you know, "Is it effective for you?" And just, like, have them do, like, a little quiz at the beginning So you wanna measure their success. Okay. That is the key to micro-learning and training. Okay, so you didn't stop in the middle of the video. You just had them watch the video, and then at the end you shared who ma- who took notes and wrote or something like that? No, we stopped. We watched it, and as soon as someone raised their hand, we paused and we wrote our comments and our ideas and our... And then, and it, it took the whole time, but it was amazing. Kids had questions- Oh students had questions and comments and inspiration that they were receiving when they were watching the prophet That's really cool. That's a really cool idea So I just turned that into a microtraining and did it for that class period. But you, they have to be able to measure their success when you're training something. And so when, at the end, you, when you say, "Look at your papers," you know, "How many of you marked this way?" Then they feel empowered that they have learned, Look at what we learned from each other. We all know now how to mark our papers." So next time I say, "Okay, get out your marking pencil," that's all you have to say, and they know how to mark their scriptures or the paper that they're, they're studying. Am I making sense? Yeah. This is a great strategy. I think you could use this for any you know, block of scripture that's easy to understand. You know, you probably wouldn't wanna do this with a really dense, like, what's going on? But maybe. Maybe it would work. I don't know. Well, and usually a micro, a microlearning or a microtraining is about five to seven minutes at the beginning of class. You don't really want it to be longer than that. You wanna try to condense it so it's just a quick training, and then you practice the training in the lesson, if that, if that makes sense. Yeah. That's what I'm s- that's what I was thinking with this. You know, you did it with President Nelson's talk, right? But what if you did that with Alma 32? You know, you had this little- Yeah, mm-hmm training. Yep you know, and then have, say, we're gonna talk about marking, and how many of you mark? Let's see. Okay. And okay, now how many stop and write things down? Okay, let's practice that. And you teach it why, a little bit of why, and then you practice it in the class setting. Perfect. Love it. Yeah. So your objective, we already kinda talked about that, is just specific, observable, measurable, my students will do this, and it's whatever it is that you want them to do, that you need them to train and learn. So that, that becomes your objective. Do you have any questions about that, John? No, that's perfect. Okay I'm gonna move this down. So think of what your students need to know, feel, or do to deepen their conversion in Jesus Christ. Mm. This is just taking our objective to ano- one one other level. You want the skill or truth that they are wanting to learn to increase their ability to apply the gospel of Jesus Christ in their life, and that really becomes your objective. So you wanna add Jesus Christ to it. How is this gonna help us deepen our relationship with him? Mm. That is what you wanna include in your objective. Nice. So you put up an objective as you're preparing, as you're introducing the training? Yes. This is my objective, yes. Yep. Mm-hmm. So the students know exactly what you're wanting to train them on or what they're ex- what you expect. And then if you can see your students Right? Coming in to listen, to learn, to learn, to be ready. I trained my students to come in and treat my classroom like it's the upper room of the temple when the Savior was there to institute the First Sacrament, and that was one of the most spiritual experiences of my teaching. I really wanted my students to come in and remove their shoes, that they were gonna treat this like it was a sacred time. And all... And then the next time all I had to do was say, Come in, and who's gonna remove their shoes today? Who's gonna treat this like the upper room?" And it would immediately just, oh, oh, yeah. They just need little reminders. Oh, yeah, this is the upper room of the temple. We're gonna treat this like it is going to be a sacred experience, and it was one of- one of the most effective trainings that I, that I did. So that is just an example. Yeah. So you- But if you can see your students doing it, then it will happen. If you can imagine and picture your students coming in ready to learn, they know how to mark because you've trained them. They know how to intently listen to their neighbor or even make friends in their classroom, to include everyone, to really listen when someone is sharing a personal experience, that they're able to repeat it back. That I've trained them on how to intently listen when a student is just talking because that is the most... That's when they're gonna feel the Spirit the most, is when other students are sharing their experiences. So- So if you can see your students doing, you can make it happen. Yeah, so I wanna go just back to the, the shoe thing. You, you weren't having them remove their shoes every day. But you did that for- Oh, no, no you did that one- They were just spiritually removing their shoes like they- Yeah were entering on sacred ground, like Moses I think 5:7. Yeah. Right? Just they're just removing their shoes, yeah, to, to just walk on sacred ground. This is sacred ground, this classroom. Yeah. And you prepared a little training for that, like this is- Yep a special place and etc., etc., and Moses, and yeah, that was part of your training. Mm-hmm. Great stuff. And just- Great stuff and I even just put a picture of Jesus in the upper room, and I said, What, what's going on here? What... How do you think they're feeling? Why do you think they're feeling it? Did they prepare to have this experience?" Like, I just had them answer lots of questions about the picture, and I just said, "How many of you want our classroom to be like this?" And, and I said, and so then the... it was, it was basically remove your shoes and, and prepare to be in the upper, in the upper room. But I said, "Just spiritually remove your shoes," like we're not all gonna go remove our shoes. But I even had some of them, like one class I had to go out in the hall 'cause they were not ready. I'm like, "Go out in the hall. Come back in." practice removing your shoes and entering into the upper room, and it was just amazing. They all walked in just, like, reverently ready to learn. And I'm like, "Man, this is how it needs to be every time." Oh, that's amazing. So that is just an example of a training I did. Yeah. Okay, Ether 12:18-19. Let's go there, John And neither at any time hath any wrought miracles until after their faith wherefore they first believed in the Son of God. And there were many whose faith was so exceedingly strong, even before Christ came, who could not be kept from within the veil, but truly saw their eyes-- with their eyes the things which they had beheld with an eye of faith, and they were glad." If you see your students doing the things that they need to feel the spirit in a classroom, it will happen Wow. Here is an example of a learning objective. Students will identify personal actions that will help them come to class ready to learn. Mm. So, so you never start with the word I, because it's not you, right? It's the students learning. You always wanna start with students will. My students will, or just students will do this. This is what I want them to do, right? I want... And this is just an example of one. Students will identify personal actions that will help them come to class ready to learn. And that is what I was talking about with the, the upper room and the removing of your shoes. And the next time they came in, I just said, "Who is ready to remove their shoes and enter into the upper room where the Savior is?" And it would just change the whole feeling of the classroom just by saying those words, 'cause I've already trained them. Perfect. All right. So this is, oh, what I was talking about, to create an assessment so your students can know where they are. You will create a reachable goal that they can achieve so they can feel and see their success. And this is just an example of one, like, how often do you come to class ready to learn? They can just be like, "Oh, I'm a three, often," or, "I do it most often." Or there's those really amazing students that always come ready to learn, or w- maybe they're a one. And so you wanna encourage the one to feel like a one, right? Like, I... My parents are making me come here. That would be a one, right? How are you going to reach those students with this training? I always think of the person who's on the least of how I'm gonna train, who's n- the one, right? The not very much, or the one who just doesn't wanna be here. And that's how I think about how I want to train, because of course that's, you want them to get to a five. So you make a plan, to practice writing student learning objectives, internalize it. So even at... I, I don't know, I gave you a lot of examples of the objectives, so I think that we got that. But really just thinking about how from a student's perspective, what would that training look like to them that would get them excited to want to, to learn this training? Now remember, a microlearning is just an educational approach that is short, highly focused, experiences designed to meet a specific measurable learning objective So the, my favorite part is just creating the experience. And I just ask Him, I just ask for guidance from Heavenly Father always. Like, what is your inspiration? How can I go about teaching? I, I really just ask myself, what do I want my classroom to be like? I want it to be like when Jesus institutes the sacrament, and so that's why I use that example, right? How do I really want my students to treat... I want them to just be like Moses when he's talking to the Savior, and he takes off his shoes 'cause he's on sacred ground, something that they can visualize. I even like, it would be so cool to find a hat rack and just put shoes all over it if you were gonna teach that, right, as an object lesson or, or something like that But you really wanna create an experience. Okay, so whenever we wanna train our students, we wanna train them in a skill or a truth, right? It- there- it's eith- it's either one, whether, And mostly at first it's gonna be a lot of skills, but when they get those skills, now you're gonna wanna teach them micro lessons on truth, and that is when, when conversion and testimonies really grow when you are And they can grow in skills, too, but there's just a difference. So you wanna define what you're gonna do. Basically, students will do this. That's your objective, or you're, you're defining what you want them to know to be true or what you want them to do, and then you just assess. Like I said, you wanna assess their learning, so then you do, like, okay, do they do it? Not so much, very much, so you wanna be able to, measure it. And then you either demonstrate the skill, so you're, you are having them... You demonstrate it, so like even I said, okay, I even gave them example when we were listening to President Oaks's devotional. I, I said, "Okay, here's a quote," and it was kind of a lengthy quote, and I said, "I'm just gonna start reading it, and I'm gonna raise my hand and show you where I would stop and ask a question or maybe I received revelation or..." So I show them, model- I model the... I demonstrate what I want them to learn, the skill, and then, and then we practice it. So then I let them do it, and then we internalize it. How did you do? And then we basically assess it again. But truth is a little different. You wanna define it, assess it, and analyze the truth. So you would model exactly how you would repent or become sanctified, or how whatever truth you're trying to teach them, and then you would apply it, and then of course you would then you would apply it. You would help them apply it to their life. So I... Hopefully that makes sense. But that's if you're, that's if you want a micro training on a skill versus a truth. A little bit different. Okay, and then we just plan to practice. And this is where I would just have you write down your first objective or a couple objectives and just start brainstorming. How would you want to create an experience? How would you measure it? How would you model it? And then have them practice and then of course analyze and measure again how they did. And, You're gonna have to do that on your own honest, honestly, the first month of seminary is a lot of this. And but yet we're using, I try to use the scripture block that day to train a skill. Oh, I love that and it's not just like, it's, it's like one of, a couple of the skills that I really want them to do is it starts with marking, then they gotta write, then they gotta write questions, and they gotta write responses and free writes. The more they write, the more they think, the more they learn. And so, The more they feel the spirit yeah, the more they feel the spirit. And then, then I'm gonna have like training on like- Okay okay, we're gonna share with our teammate. Okay, here's some... Le- let's talk about training how to share now that we've done it a little bit, let's get better at, you know, like looking at each other when we talk or l- listening with intent, et cetera, et cetera. And so this is a journey of training, and over time, they really start to get... Their social skills grow, their scripture studies skill- skills glo- grow. Because in reality, we want these kids to talk to each other and share, but if we don't help them with their sho- social skills, it's just not gonna happen for some kids. And even some, even after training, some will still struggle. But what I've found is that the more you train them, the more they can adapt and grow in those areas as well And it's amazing 'cause it will help them for the rest of their life have that social skill that they learned in seminary Yeah Perfect. So, these are just some examples. Oh, my students will come to class with a reverent attitude to learn how they can become more like their Savior. So then I define reverence with them. Well, what is reverence? And so this is just an example of teaching maybe a truth. So I de- what is reverence to you? And I have them define it. What, what does it mean to be reverent? And they're like, "Oh, it means to just act differently than normal, like to really come in and be ready to learn." Anyways, this was just an example. How often do you come to seminary, sacrament, and the temple in a reverent attitude ready to learn about our Savior Jesus Christ? So tell me about celebrating the victories that, when progress is made. Tell me how you do that. Most amazing thing about microtrainings is that you're measuring their success. And as soon as their number changes, like if they're always not, not very much, and it changes to like sometimes, or I did it this class, I just praise them. I say, "Okay, who did a really good job today?" Or, "Who, who moved their number up one? Okay, let's just give them a applause." I just, I mean, as I'm going around and going around talking to my students, I praise them and just say how amazing you're doing. "Look at you marking that. That looks amazing. Look how you showed up today. You are showed up just ready to be with Christ, and I know He's gonna be with you and walk with you." Like, I really just praise, praise, praise my students. And when you praise, they want to please. They want to do. They want to succeed, and that is the key to microtrainings. And honestly, you become, you know, a type of Christ. You're the living water. Now, we can never replace Christ. Don't take this the wrong way. But you just become a source of soothing good. And the kids just, like, are dry desert sometimes. They're going to a school where people are negative. There's so many negatives, and then there's this pressure to do well, and then they come to seminary, and they just get that praise, that reassurance, that love, that kindness, and they just soak it up. And it's like water because they start to grow and produce good fruit. And obviously, Jesus Christ is the living water, and that's what we are doing by praising, is we're giving them some of that living water. Because where does it come from? All good comes from Jesus. All good. It really comes from So praise and reassurance is so important for- So I think that's really all I have, but just that micro-training is amazing. Some of these ideas, I know maybe this isn't one of the best things to do, but sometimes if you get stuck, I'll even just ask AI, like, and then sometimes I use exactly like some of the ideas that it gives me, and sometimes I don't. But I'll just be like, What's a micro-training that is student-focused, Christ-centered, has three good, amazing questions on whatever I want my students to do?" And it will even come up with an amazing object lesson. And sometimes I, I'm like, "No, that is not right," or sometimes it's right on and I'm like, "Oh, this is amazing," and I'll totally use it. And so have that be your last resort though. First go to your Heavenly Father and ask for guidance, and I promise you He will tell you exactly how to train your students and how to create amazing spiritual experiences that they can measure and feel their success. Now, this was phenomenal, Heather, and what you've got here is phenomenal. But I wanna help the young teachers who m- this might sound a little intimidating or, the early morning seminary teacher who's like, I can't wrap my brain around this." Let me, let me- Right, how do I do this? Let me s- How do we, how do we help them? simplify. Let me simplify. Perfect, John. This is why you're here. And, and let me just say this, I'm gonna run with your stuff, Heather. I, I am. I love it. But if somebody's overwhelmed and they're like, "I need to help my students, they're just chaotic," okay, let's simplify. Identify a problem, a frustration, okay? Kids get up and leave whenever they want to. All right. Training, my students will not leave without asking for permission. Two what's the training? Oh, the training's gonna be a sign language. I need to l- permission to leave class. Maybe it's the s- two fingers et cetera, et cetera. Just walk through it. What do I want? What do I hope? so let's wrap this up. Give us a simple outline that teachers might be able to follow. Okay. So first you wanna just come up your, with your objective. What are you frustrated with? What do you wanna change? Then you wanna measure it. How often do they do it? How well do they do it? And then you're gonna wanna model it for them. Show them how to do it, and then let them practice it, and then after they practice it, you wanna analyze it. How did it go? What did you experience? Did you like it? Do you wanna do it again? Like, look at what we learned together. When will you do this again? The next time we come to class, hopefully they say that every time or maybe tonight when they read their conference talk or whatever you're training them on, and then just praise, praise all along the way Perfect and whatever the problem is, instead of complain, figure out, what am I gonna train? And if you can learn that little lingo, instead of complain, what am I gonna train? What am I gonna train? And then, if you're stuck, that's what this community and school is for. And also, you can message Heather John on the school group right there. Or John Kirkman. Heather Johns. And, uh and, and of course you got AI that, y- you, you know, how can I train my students to mark the scriptures better? Just ask it. Now, if you go into the training here on some of the modules in the classroom, there's like training students to study scriptures, things like that. And this isn't like, training them to write, training them to, to ponder, training to ask questions. So we don't wanna overwhelm you here. Welcome to the school community. The more you jump in, the more you see this stuff, the more you'll find examples of how to exactly do this. But thank you so much for joining us, Heather. And let's just remember, our seminary teacher friends, you're awesome. You're loved, you're valuable, and what you're doing is heroic, and we celebrate you, where you're at and what you're doing because what you're doing is not easy and God is with you. And so thank you very much for joining us today.