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Enneagram in the Classroom · The Wholehearted Enneagram Podcast

• 0:02
  SPEAKER_01: Hi friends, welcome back to the Simply Wholehearted podcast.
• 0:06
  SPEAKER_01: It means so much to have you choose to take this conversation along with you today.
• 0:10
  SPEAKER_01: I'm Amy Wicks, your host, and here at Simply Wholehearted, we provide perspective, purpose, and plans to help you love God, love others, and live your best life.
• 0:20
  SPEAKER_01: Today, my sister Annalise Higgins is back with us to talk about some of the most important people in our lives.
• 0:27
  SPEAKER_01: And who is that?
• 0:28
  SPEAKER_01: Well, teachers, of course.
• 0:30
  SPEAKER_01: Especially those who teach anyone 18 and under.
• 0:34
  SPEAKER_01: Man alive.
• 0:35
  SPEAKER_01: I know you teachers do not get paid enough, and where would we be without you all?
• 0:41
  SPEAKER_01: As a former homeschooling mama, I am grateful to have the power of a third person to get my kids the knowledge they need for life.
• 0:49
  SPEAKER_01: As you know, after listening to Annalie share her Enneagram expertise about the Downton Abbey characters, she was the ideal one to have a conversation with about this.
• 0:59
  SPEAKER_01: Because she has also been a fifth grade teacher for over seven years.
• 1:03
  SPEAKER_01: Today she's going to share how teachers and parents alike can use the insights of the Enneagram inside and outside the classroom.
• 1:11
  SPEAKER_01: This is mostly an entire episode dedicated to the Enneagram.
• 1:14
  SPEAKER_01: So if you're just beginning your journey and you need some advice about where to begin, then head on over to simply wholehearted.com, where you can find my Enneagram Quick Start Guide and my one-page summary, which gives you an overview of all nine Enneagram types.
• 1:28
  SPEAKER_01: This might be a perfect way to follow along on the conversation.
• 1:32
  SPEAKER_01: And a shout out to Jessamine and Rue for the lovely music you are hearing in the background.
• 1:38
  SPEAKER_01: Now, here's my conversation with Analise Higgins.
• 1:44
  SPEAKER_01: I think you should be the Enneagram coach.
• 1:47
  SPEAKER_01: Oh, I don't know about that.
• 1:48
  SPEAKER_01: Yeah.
• 1:48
  SPEAKER_01: Maybe in another lifetime.
• 1:52
  SPEAKER_01: Okay, I am loving this because I had I had zero intentions in having you be a guest so many times.
• 2:00
  SPEAKER_01: But I feel very honored.
• 2:02
  SPEAKER_01: I feel like Do I get the do I win a prize?
• 2:04
  SPEAKER_01: Am I your most repeated guest?
• 2:06
  SPEAKER_01: You might be.
• 2:07
  SPEAKER_01: You and Katie Roselli for sure are probably tied for first place, if not.
• 2:11
  SPEAKER_01: Yeah.
• 2:13
  SPEAKER_01: It's so great.
• 2:14
  SPEAKER_01: Well, I you just are a kindred sister, um, not only blood sister, but a great mind who thinks a lot alike, or who at least encourages my crazy ideas.
• 2:26
  SPEAKER_01: It's true.
• 2:27
  SPEAKER_01: I mean, because you are an Aneagram 2.
• 2:31
  SPEAKER_01: And um, you are one of the truest Aneagram 2s that I know.
• 2:35
  SPEAKER_01: I know a couple of them, but you embody them, body it's very clearly.
• 2:39
  SPEAKER_01: So I thought it would be really fun.
• 2:41
  SPEAKER_01: I want to celebrate teachers out there in general, because without teachers, my life would look very different.
• 2:49
  SPEAKER_01: I I am so grateful for the classic traditional school teacher who's willing to take on a classroom full of Yahoos and rascals, including little treasures and jams.
• 3:03
  SPEAKER_01: And and we should point out that Ani is the, you know, the auntie that my kids wish that we lived close by so she they could go to her classroom and be in her classroom.
• 3:15
  SPEAKER_00: It would be so much fun.
• 3:17
  SPEAKER_00: One one of your daughters, um, who shall remain nameless, really contemplated the idea of what if you transferred um guardianship to Aunt Ani four years she did.
• 3:28
  SPEAKER_00: I mean, she thought about it more than once.
• 3:31
  SPEAKER_00: So funny.
• 3:32
  SPEAKER_00: I was like, oh, have you really thought through this?
• 3:35
  SPEAKER_00: I know, right?
• 3:37
  SPEAKER_00: So great.
• 3:37
  SPEAKER_00: It didn't.
• 3:38
  SPEAKER_00: And I know I really rebelled about being a two.
• 3:42
  SPEAKER_00: I was like, no.
• 3:43
  SPEAKER_00: So tell me a little bit about women.
• 3:45
  SPEAKER_00: Well, yeah, all Christian women think they should be a two, or they think they are one.
• 3:50
  SPEAKER_00: And so when I was going through my discovery of the Enneagram two years ago, you graciously because I was like, I don't know.
• 4:00
  SPEAKER_00: I think I'm I potentially I actually took did take a test.
• 4:03
  SPEAKER_01: Yeah, actually, that was when you took a test, that was over three years ago.
• 4:07
  SPEAKER_01: When you took the ready test, maybe even four.
• 4:10
  SPEAKER_01: And yeah, you tested as a seven, and and both of us sat there going, no.
• 4:15
  SPEAKER_01: I was annoyed.
• 4:16
  SPEAKER_01: I was like, I'm not a seven.
• 4:18
  SPEAKER_00: There's no way.
• 4:20
  SPEAKER_00: All the other ones, I was like, no, no, I mean, maybe.
• 4:23
  SPEAKER_00: And then when you were kind of like, I think when you started getting more um read up on it, you're like, I think you should look at that too again.
• 4:32
  SPEAKER_00: And I was reading, um, it was the Enneagram made easy.
• 4:36
  SPEAKER_00: It's it's not um overtly, I I wouldn't say it's written from a Christian viewpoint, but no, not at all.
• 4:41
  SPEAKER_00: Um, but nor is it overtly any other.
• 4:43
  SPEAKER_00: It's just to me very more of a black and white.
• 4:46
  SPEAKER_00: It's very just the Enneagram.
• 4:47
  SPEAKER_01: It's a very high overview, bite-sized, digestible informational pieces about the Enneagram.
• 4:54
  SPEAKER_00: If someone's really wanting to get a quick reference, that's a great resource.
• 4:58
  SPEAKER_00: It's on my quick start on Amazon.
• 4:59
  SPEAKER_00: It's like on my quick start list because it's it's really helpful.
• 5:03
  SPEAKER_00: And I think it finally came to just read my, it felt like it read my mail and I wanted to chuck it across the room.
• 5:09
  SPEAKER_00: I was like, I'm so embarrassed and I'm so annoyed right now.
• 5:12
  SPEAKER_00: Am I reading this?
• 5:13
  SPEAKER_00: I feel like there's no.
• 5:15
  SPEAKER_01: Can I just say this is probably when you know you have landed on your crack type when you're reading it and you really don't like it, and it's saying stuff that you don't want to admit to.
• 5:26
  SPEAKER_01: You're probably that's probably a right type.
• 5:28
  SPEAKER_01: Not the one that you're like, oh yeah, I'm this and I'm so glad that no, you should be a little bit angry, and that is a good indicator that you've landed in the right spot.
• 5:38
  SPEAKER_00: Yeah.
• 5:39
  SPEAKER_00: Yep, or it sparks like, wait, other people feel like this.
• 5:42
  SPEAKER_00: I'm not alone.
• 5:42
  SPEAKER_00: There's there is this.
• 5:43
  SPEAKER_00: I thought that was just totally.
• 5:45
  SPEAKER_00: I don't know.
• 5:46
  SPEAKER_00: Totally.
• 5:46
  SPEAKER_00: So I will say it took a journey and it it was a good one.
• 5:49
  SPEAKER_00: But I yes, I am, I am a two.
• 5:52
  SPEAKER_00: I lead with a two.
• 5:53
  SPEAKER_00: I went to Enneagram brunch and she categorized that really well.
• 5:56
  SPEAKER_00: Like, you lead with you, not you, you're not just you're not just that number.
• 6:01
  SPEAKER_00: You just lead with it.
• 6:02
  SPEAKER_00: And yeah, especially when you ask the Lord to cultivate and refine you, that it's it is truly bringing out the positive elements and growth aspects.
• 6:12
  SPEAKER_00: So it's not you aren't just that number, especially for people who are like, I don't like being put in a box.
• 6:16
  SPEAKER_00: Yeah.
• 6:17
  SPEAKER_00: It's not, it's not meant to be a box.
• 6:19
  SPEAKER_00: It's a beautiful framework in which to expand and grow.
• 6:22
  SPEAKER_00: And so um, I love that.
• 6:24
  SPEAKER_00: But yes, I think my journey in the Enneagram and teaching have been um one, I've loved sometimes in parent-teacher conferences as we're as I'm talking with parents and um different growth points or different things that we're working with their student on.
• 6:39
  SPEAKER_00: And sometimes I'm like, have you have you ever heard of the Enneagram?
• 6:43
  SPEAKER_00: Yeah.
• 6:43
  SPEAKER_00: Because I work with I work with 10 and 11 year olds.
• 6:45
  SPEAKER_00: I'm a fifth grade teacher, and it's such a fun age because they really they're not just little kids anymore, but not are they fully teenagers, but they're truly coming into themselves.
• 6:54
  SPEAKER_00: So you're able to see a lot more of have these deeper conversations with these students and the understanding the why.
• 7:01
  SPEAKER_00: So when we're having behavior character conversations with them, they're able to go deeper because they're understanding and having that depth of conversation allows, I think, some great healthy aspects of if you're familiar with the Enneagram, you're able to start talking with your student about some of these motivations and the why.
• 7:22
  SPEAKER_00: And I don't ever directly converse with my students about it because I don't want them to feel typed or anything like that.
• 7:30
  SPEAKER_00: But I sometimes I've been like, hmm, especially with the stances, I think that's really helpful as a teacher to understand to me the tr I should say the triads for you is really helpful.
• 7:43
  SPEAKER_00: It it is the heart, the mind, and the gut.
• 7:47
  SPEAKER_00: And like, why are they responding this way in this particular situation?
• 7:51
  SPEAKER_00: Whether it's a response to a bad test grade or response to the task at hand or response to a situation at recess or at lunch or lining up, and why they're responding to this other student in this way, I'm able to kind of figure out, okay, they must be within this heart triad.
• 8:09
  SPEAKER_00: They're they're truly feeling the feels, or um the way they're just instinctive, the way they reacted in a situation of like, okay, they're coming at it from kind of the internal, that that gut, which I feel like is often a blend of heart and head.
• 8:24
  SPEAKER_00: Um they're able to access it in such a different way.
• 8:28
  SPEAKER_00: It's it's almost their sense of it's they can sense it with their skin.
• 8:32
  SPEAKER_01: And it's this guttural reaction where um because often thinking, they're not feeling, they are just instinctively reacting.
• 8:40
  SPEAKER_00: They're reacting, and sometimes it's confusing because um the gut, you can say, Well, I just felt it.
• 8:47
  SPEAKER_00: But it's also the same as you feel like, uh-huh.
• 8:50
  SPEAKER_00: It's a it's a different, it's like under your skin kind of feel, uh, very bodily.
• 8:56
  SPEAKER_01: Um and you're not really concerned how other people feel, whereas the feeling type takes that into account.
• 9:03
  SPEAKER_00: Uh-huh.
• 9:04
  SPEAKER_00: Yeah.
• 9:04
  SPEAKER_00: And and so I have found that very helpful for me just as a person too, and not just as a teacher, but to have the compassion and patience and a lens of grace of okay, we're dealing with this different motivation in this situation, and trying to have that compassion and lens, and then being able to speak to them in that, and how that's often diffused situations of me realizing, hey, like I understand, I I sense that you this is what you're feeling, this is what you're thinking, this is why this has been a struggle for you, or or that, or even just speaking to parents about it, of helping them.
• 9:42
  SPEAKER_00: Because sometimes parents can be so frustrated because they're nothing like them, they're not like their dad, they're not like the mom, they're just they are their own, they're on their own person, and they are, they should be.
• 9:52
  SPEAKER_00: Um, they might have tendencies or aspects of their parents, but um, helping the parents and pointing them to a great resource of this framework of this might be something you want to just read about and understand all the personalities.
• 10:04
  SPEAKER_01: Yeah, yeah.
• 10:05
  SPEAKER_00: Not trying to type them, but maybe trying to help kind of narrow it down a little bit of like your child might be in this heart triad, and yeah, you're you're in the the head triad, so you're just not understanding.
• 10:19
  SPEAKER_00: Yeah, yeah.
• 10:20
  SPEAKER_00: So um, to kind of keep it it, you almost have to keep it bigger picture working with students and not pinpointing it in the specifics because you're not supposed to type, but having then that framework within that, or just like the um compliance stance versus the assertive stance, right?
• 10:38
  SPEAKER_01: Stan is can be super helpful and the withdrawing stance.
• 10:42
  SPEAKER_00: And the withdrawing stance of man, they need they need to know.
• 10:46
  SPEAKER_00: Um as a teacher, it's helpful to know, okay, they're they're needing some time down.
• 10:50
  SPEAKER_00: Maybe they had um a situation, and then being able to speak into it right away isn't actually going to be good.
• 10:56
  SPEAKER_00: You need that break time of, you know what, I think we'll talk about this later on, um, you know, after we're done with this particular task, and then we'll come back to it.
• 11:05
  SPEAKER_00: Because it helps them kind of just they need a withdrawal, they need to think through, they need to just have that break.
• 11:11
  SPEAKER_00: And potentially you, as the teacher, need that break.
• 11:14
  SPEAKER_00: Absolutely.
• 11:15
  SPEAKER_00: Or a parent.
• 11:16
  SPEAKER_00: Yeah.
• 11:16
  SPEAKER_00: Yeah.
• 11:17
  SPEAKER_00: Um, that delayed response is sometimes key to helping address the the heart.
• 11:23
  SPEAKER_00: And I love, especially at my school, we really talk about whole person, the body, mind, and spirit.
• 11:29
  SPEAKER_01: And isn't how fascinating how that ties into the enneagram?
• 11:32
  SPEAKER_01: I mean, again, because that was spirit, mind, and body with such an emphasis of simply wholehearted at the beginning, and then to see that we are using the enneagram to help explain that and how you incorporate the whole person.
• 11:45
  SPEAKER_01: I'm like, Yes, oh, of course.
• 11:47
  SPEAKER_01: It was even though I'm shocked that we ended up here, it's kind of a oh yeah, that was inevitable.
• 11:53
  SPEAKER_00: Yes.
• 11:53
  SPEAKER_00: And I'm gonna mess up the translation, but or because there's a couple different wordings depending on what translation, but love the Lord your God with all your heart, with all your head, mind, and strength, yeah, strength.
• 12:05
  SPEAKER_00: And and I love that because that puts it in that body, the head, and the heart, and um how important that is for that holistic living in addressing students as no matter what age, they're little human beings.
• 12:20
  SPEAKER_00: And totally um, we can be so caught up in the to-dos and the tasks, especially as a teacher.
• 12:26
  SPEAKER_00: Oh, we have to get this done, we have to teach them this, they have to hit this mark, they have to hit this score, and otherwise, you know, they're not gonna measure up to the state standards or any of that.
• 12:35
  SPEAKER_00: And pressure, right?
• 12:37
  SPEAKER_00: The pressure and and taking a step back back and breathing of no, like their their whole person needs to be addressed.
• 12:44
  SPEAKER_00: And some days their little hearts could just be a wreck because of maybe they woke up late or mom and dad were stressed, and so they come into the classroom stressed and just um addressing it.
• 12:58
  SPEAKER_00: Um, I think the Enneagram has just been a great tool in a beautifully huge toolbox of helping um address each individual student as an individual and not as a whole um nebulous person and you know, yeah, or just even an age group, right?
• 13:17
  SPEAKER_01: Because it would be a bump in because fifth grade is a huge time of hormonal changes and finding your identity and all of that, and it's you're you play a huge role in shaping some of that.
• 13:32
  SPEAKER_01: So, you know, we talk about this over and over again, but I don't think we can say it enough because the gift of the Enneagram is that we can read the material and therefore if we take it with us and digest it, we can put on others' lenses.
• 13:47
  SPEAKER_01: So instead of just looking at the world not only as a two, but expect that everybody's going to look at it the same way you do, you realize you're able to sit across the table from your student or your parents of your students, or you know, or just friendship in general, and you can go, oh yeah, they're maybe this is how they're thinking, and you can give the opportunity in that room to dialogue in a way where you're you're able to really hear them and and just understand and be open to oh, they're gonna, they might be perceiving this in a completely different manner.
• 14:21
  SPEAKER_01: Um and it doesn't make it a wrong right issue, it makes it just a perspective issue, which is so helpful in relationships.
• 14:28
  SPEAKER_00: So helpful, especially even just emails from parents or conversations from parents where I sometimes have to be like, okay, not only they love their child and they're worried about them, or they of course only have one portion of the story, and just having that lens of okay, take a step back, breathe, and allow that grace and recognizing potentially where they're coming from.
• 14:53
  SPEAKER_00: And someone, someone said when I was like first learning the enemy, I was like, I love it because it's so helpful to find you know other what other people are like and the the reasons why they do what they do, and they're like, Oh, you're so a too.
• 15:07
  SPEAKER_00: I was like, excuse me.
• 15:10
  SPEAKER_00: Well, because like they I was like, well, it's true, because they're like, well, anyone else would have been like, oh, this is so helpful for myself.
• 15:19
  SPEAKER_00: A great discovery.
• 15:20
  SPEAKER_00: And I'm like, this is so great for me, but also others, this is so great.
• 15:24
  SPEAKER_00: Yes, yes.
• 15:25
  SPEAKER_00: But they recognize even the perspective of how the Enneagram is used can be uh based on maybe what you lead with from that.
• 15:35
  SPEAKER_00: It's true.
• 15:37
  SPEAKER_00: Yeah, and it's and it's such um I try to get kind of the word out discreetly to my parents of like, hey, this is this would be a great tool for you as you enter in the teenage years that maybe just knowing the why might help alleviate some of the angst that you face with um a child that you just can't seem to grasp and understand because they're so the antithesis of who you are.
• 16:00
  SPEAKER_00: Yeah.
• 16:00
  SPEAKER_00: And well, how beautiful is that?
• 16:01
  SPEAKER_00: I'm so thankful they're so different, you know, that the all of those 20 plus students that I have in my classroom are different than me, or that maybe there are some that are similar to me.
• 16:11
  SPEAKER_00: Because even you could have two 22s in one room, but the shades are so different of the colors, you know, that they we could be say the color blue, but the shade of the blue that is expressed is gonna be so different because the backgrounds and education and cultural and family dynamics and life experience is gonna be so different and just personalities too.
• 16:33
  SPEAKER_00: Yeah.
• 16:33
  SPEAKER_00: Um, I think is expressed in such a different way.
• 16:37
  SPEAKER_01: So I think what's great is that you are at the age group or teaching the age group that really can begin to have a conversation about this.
• 16:45
  SPEAKER_01: And I think this is when I I encourage parents, and that you have to determine per kid's maturity level, but you can start asking them questions.
• 16:54
  SPEAKER_01: And I always encourage, like you do, you can talk about stances and triads, and parents can evaluate.
• 17:00
  SPEAKER_01: In particular, I think the stances are a little bit easier to tell.
• 17:04
  SPEAKER_01: Yeah.
• 17:04
  SPEAKER_01: For someone who's not well versed, I think triad could be a little bit difficult if you're newer to the Enneagram.
• 17:10
  SPEAKER_01: That's true.
• 17:10
  SPEAKER_01: But as a teacher, I would I would definitely highly recommend because I recommend it to parents to kind of get familiar with the stances, get familiar with yours.
• 17:18
  SPEAKER_01: Um, I've created a whole course that goes over just the triads and just the stances.
• 17:24
  SPEAKER_01: We don't even put numbers to it till the very end, and this helps you understand a little bit better.
• 17:31
  SPEAKER_01: Yeah.
• 17:31
  SPEAKER_01: Um, and then, but then you take that and it helps you.
• 17:36
  SPEAKER_01: So when you do have conversations, you can even use the material that I've offered for yourself that you could you can use those questions and sit down with your students or you know, your kids, and yeah, and ask them of those things.
• 17:49
  SPEAKER_01: Okay, what are you thinking right now?
• 17:51
  SPEAKER_01: Or or it even just gives you a way to play detective and do some investigation.
• 17:57
  SPEAKER_01: For sure.
• 17:58
  SPEAKER_00: I did it this year with Love Languages with my students.
• 18:01
  SPEAKER_00: And I said, I so I gave kind of a list of like some different worded, you know, um, if you had a choice between this or this, you know, what would you choose?
• 18:08
  SPEAKER_00: Exactly.
• 18:09
  SPEAKER_00: Um, you know, would uh would you rather have time with a friend or would you rather have this?
• 18:14
  SPEAKER_00: And I let them choose, you know, you could choose more than one choose, circle all that apply.
• 18:18
  SPEAKER_00: And it was really great to see to some of the way it was expressive, like, okay, they they value to me if they're able at this age to say they need a kind word, to me, that's a big deal.
• 18:29
  SPEAKER_00: Um, because oftentimes it is like quality time or and there's only so much you can do as a teacher for that.
• 18:36
  SPEAKER_00: Right.
• 18:36
  SPEAKER_00: Well, but it's knowing that, hey, like scheduling a special lunch with them would be really important.
• 18:41
  SPEAKER_00: Sitting down and giving this 15 minutes or whatever.
• 18:43
  SPEAKER_00: Yeah.
• 18:44
  SPEAKER_00: Asking them how they spent that time over the weekend.
• 18:46
  SPEAKER_00: Like, hey, what did you do with your time this weekend?
• 18:48
  SPEAKER_00: Because it's showing you being in tune with how they spend their time because it's important to them.
• 18:54
  SPEAKER_00: Right.
• 18:54
  SPEAKER_00: Um, so you know, I don't know.
• 18:56
  SPEAKER_00: It's just fun.
• 18:56
  SPEAKER_00: The the whole gift giving thing.
• 18:58
  SPEAKER_00: I'm like, well, I can't really be giving me gifts.
• 19:03
  SPEAKER_01: I am the teacher.
• 19:05
  SPEAKER_01: Starbucks cards.
• 19:06
  SPEAKER_01: No, I I have a fun little blessing to incorporate with this, you know, uh teacher in the Enneagram episode.
• 19:14
  SPEAKER_01: But just, you know, one of the blessings, and I think I wrote it to you at the beginning of the school year as I was, you know, praying for you.
• 19:21
  SPEAKER_01: But may you be blessed with amazing room moms to coordinate lots of free Starbucks.
• 19:26
  SPEAKER_00: I do.
• 19:27
  SPEAKER_00: I love my room moms this year are fantastic.
• 19:29
  SPEAKER_00: Oh, praise the Lord.
• 19:30
  SPEAKER_00: Been very blessed with amazing room moms.
• 19:32
  SPEAKER_00: That's so good.
• 19:33
  SPEAKER_00: That's so good.
• 19:34
  SPEAKER_01: That's really, really important.
• 19:35
  SPEAKER_00: Parent volunteers, you are so deeply appreciated.
• 19:38
  SPEAKER_00: So thank you for that time.
• 19:39
  SPEAKER_01: Because please, please.
• 19:41
  SPEAKER_00: It is.
• 19:41
  SPEAKER_00: Yeah.
• 19:42
  SPEAKER_00: It's just the small little things that bring a smile or encouragement of like, okay, I I'm doing this for like it's not just the the grind.
• 19:52
  SPEAKER_00: Because like you moms, you need that encouragement of like having that perspective, that lift, um, of recognizing, okay, I am making a difference.
• 20:00
  SPEAKER_00: I need what I'm doing is mat does matter.
• 20:03
  SPEAKER_00: Um, because that's I think every I think the majority of teachers out there, they they want to make that difference.
• 20:09
  SPEAKER_00: That's why they choose this profession.
• 20:11
  SPEAKER_00: It's not for the money, it's wanting to make sure you're passing on not only knowledge, but also giving a safe environment day in and day out to students who are either needing that or just to further partnership with parents who are doing such an amazing job with their students and giving that magic of the third-party voice that is needed.
• 20:30
  SPEAKER_01: Yes, yes, the third party.
• 20:32
  SPEAKER_01: Yeah, that's so important.
• 20:34
  SPEAKER_01: Okay, so in wrapping up, and because we've covered a lot of territory, and I think you've given some really good highlights that are gonna encourage parents maybe to investigate the Enneagram for, you know, from the standpoint of um for their kids and understanding it better so they can help them.
• 20:49
  SPEAKER_01: But maybe um as your teacher friends listen to this, you know, to start thinking about it and how they can apply it to their classroom or encourage their parents to research and learn this.
• 21:00
  SPEAKER_01: But I wanted to take some take the week um after sharing this conversation and highlight what teacher superpower you have that all Aneagreen types can be a teacher and what is your superpower.
• 21:14
  SPEAKER_01: So I would love to hear from you two sides of this coin.
• 21:17
  SPEAKER_01: Um, what is your teacher's superpower?
• 21:20
  SPEAKER_01: But then what also makes it hard to be a teacher as a type two is because you're leading in a type two.
• 21:26
  SPEAKER_01: And I would like, I think the terminology lead is so good because we're leading in all areas of our life.
• 21:32
  SPEAKER_01: So yeah, how we're leading really is reflected in our type.
• 21:37
  SPEAKER_01: And so we just learn how to we need to learn how to lead really well with it.
• 21:41
  SPEAKER_01: So for you as a teacher, what have you learned?
• 21:45
  SPEAKER_00: Um, I think the superpower that I can bring to um the calling of being a teacher is definitely the sensing of the feelings.
• 21:55
  SPEAKER_00: Um that's good.
• 21:56
  SPEAKER_00: I'm able to, I really I make the kids greet me if they're Door and whether it's a high five handshake or a hug, I am able to, okay, they had a rough morning already.
• 22:05
  SPEAKER_00: Like they're not ready for the day.
• 22:07
  SPEAKER_00: Like we need a reset.
• 22:10
  SPEAKER_00: Yeah, I feel like it's just that sense of, hey, we need to just take a breather or can just remind them or look them in the eye, like, hey, I'm so glad you're here.
• 22:18
  SPEAKER_00: I'm so glad you made it.
• 22:20
  SPEAKER_00: Having that having that sense of the feelings in the room, I think is really helpful, or that sense of, hey, they're really struggling.
• 22:26
  SPEAKER_00: And I can tell like their body language is giving off of they're not understanding this math concept.
• 22:31
  SPEAKER_00: Um, or terrorizing them.
• 22:33
  SPEAKER_00: It's terrorizing them, or they're super stressed out about this writing assignment that I've just given.
• 22:38
  SPEAKER_00: And I need to kind of back up a little bit and just say, and sometimes I'll do it as a whole group of like everyone breathe.
• 22:45
  SPEAKER_00: Cause sometimes it could be one kid that gives the barometer of the room of okay, I've just gone too fast, of like, oh no, I need to back up a little bit.
• 22:53
  SPEAKER_00: Um, or even the sense of coming in from recess of they've been hot and bothered by something and it's an issue and they're bringing it into the past.
• 23:01
  SPEAKER_01: Yeah.
• 23:02
  SPEAKER_00: Um, on the downside, I would say then the struggle is I struggle with taking it home with me and feeling it's exhausting.
• 23:09
  SPEAKER_00: Yeah.
• 23:09
  SPEAKER_00: Because it's it is a lot of emotional output.
• 23:12
  SPEAKER_00: And I think having to learn the boundaries over the years of like, for instance, not having my work email on my phone.
• 23:19
  SPEAKER_00: Yeah.
• 23:20
  SPEAKER_00: Um that's good.
• 23:21
  SPEAKER_00: And trying to put, yeah, like even if I'm working late on a Friday night of not answering maybe right away and waiting till Monday.
• 23:30
  SPEAKER_00: Um, and then just shelving it and trying to disconnect when I have the downtime, um, has been probably the hardest thing because I I do become very in tune with with my students and taking on some of those um burdens in their cares and the worries of that I have for them.
• 23:47
  SPEAKER_00: Um and the thing.
• 23:48
  SPEAKER_00: I mean so many these days.
• 23:49
  SPEAKER_01: I mean, I think it's amazing as a teacher probably being involved in a a class or a school setting.
• 23:56
  SPEAKER_01: If you're an employee of the school or a teacher, it definitely takes you outside the bubble, whatever bubble you might be in.
• 24:02
  SPEAKER_01: And you realize, oh man, we have all walks of life in even one demographic here that is pretty diverse.
• 24:11
  SPEAKER_01: And there's a lot of pain, a lot of pain.
• 24:13
  SPEAKER_00: Yeah.
• 24:14
  SPEAKER_00: So I'd say those are superpower, and then like the that downside of that struggle.
• 24:19
  SPEAKER_00: Um, it's almost a double-edged sword right there.
• 24:21
  unknown: Yeah.
• 24:22
  SPEAKER_00: The blessing and the curse of it.
• 24:24
  SPEAKER_00: Well, and and maybe not a curse.
• 24:26
  SPEAKER_00: It's it's it's just a recognizing of okay, like how to have that balance and maturity of this is how these boundaries and the appropriate boundaries.
• 24:33
  SPEAKER_01: Yeah, yeah.
• 24:33
  SPEAKER_01: Yeah, this is where you get to tap into your eight and be assertive and and hold firm.
• 24:40
  SPEAKER_01: The missing piece that you and eight, and you hold firm on those boundaries, and you make no apology.
• 24:45
  SPEAKER_01: Yeah, and then you don't feel bad if someone calls it into question because no, this is what I need to do.
• 24:50
  SPEAKER_01: Thank you very much.
• 24:50
  SPEAKER_01: Exactly.
• 24:51
  SPEAKER_00: And this is this is where counseling and going and seeing a counselor has been so helpful.
• 24:56
  SPEAKER_01: Praise the Lord.
• 24:56
  SPEAKER_01: We love counseling, bit advocates or Enneagram coaching, you know, either way.
• 25:03
  SPEAKER_01: Either way.
• 25:05
  SPEAKER_01: Well, Annalise, I happen to know you're a phenomenal teacher, and uh you're I think this is your sixth year, right?
• 25:12
  SPEAKER_01: Your sixth year of this is my seventh year.
• 25:14
  SPEAKER_01: Seventh year.
• 25:16
  SPEAKER_01: So I mean, you you're I mean, you're a pro, like you're an expert at this point, but your love and your zeal for your kids every year amazes me.
• 25:26
  SPEAKER_01: And it's it's kind of like, you know, how can I keep having love for my kid if I have more?
• 25:31
  SPEAKER_01: But I see you do that with 20 or more students, and um, you've you've given such an incredible gift to them, and I'm amazed and just want to salute you and all the teachers in my kids' life.
• 25:41
  SPEAKER_01: I'm I'm so so grateful.
• 25:43
  SPEAKER_01: And I think, and I just want to say that teachers out there, I think it would really be beneficial for you to learn a little bit about the Enneagram, and you could find it helpful for yourself, but even for your classroom as a whole, which is pretty awesome.
• 25:56
  SPEAKER_00: Anything to wholeheartedly agree.
• 25:59
  SPEAKER_00: You should come in and do a training for the staff.
• 26:01
  SPEAKER_00: I think that would be great.
• 26:02
  SPEAKER_01: I would love to do that anytime.
• 26:04
  SPEAKER_01: I will I will come and do a one-day conference or two-day conference for any staff or leadership team.
• 26:10
  SPEAKER_01: Uh, it's something I love to do.
• 26:14
  SPEAKER_01: Isn't it amazing how the Enneagram can impact so many facets of life?
• 26:19
  SPEAKER_01: I love how Anna Lisa shared the ways this has empowered her teaching.
• 26:23
  SPEAKER_01: She is an incredible teacher, and I know you have a few in your life as well.
• 26:28
  SPEAKER_01: Would you do me a favor, and if you haven't already, share this episode with all your teacher friends?
• 26:33
  SPEAKER_01: Of course, you probably know a few parents who might want to tune into this one as well.
• 26:38
  SPEAKER_01: Next week's episode is going to be with the worship leader and songwriter Jared Anderson.
• 26:45
  SPEAKER_01: He and his beautiful family are longtime friends going back almost two decades.
• 26:50
  SPEAKER_01: We both had the privilege of being part of the Desperation team in very different roles though, and naturally Jared has written and contributed to several worship albums, and even had some of his big hits sung by various Christian musicians.
• 27:05
  SPEAKER_01: When I heard he was releasing a new album this next month, I knew it would be a perfect time to invite him to the podcast.
• 27:12
  SPEAKER_01: If you haven't met him yet, I can't wait to introduce you because you've probably sung a song or two of his.
• 27:17
  SPEAKER_01: Some of his top songs are Glorified, Amazed, and Rescue.
• 27:22
  SPEAKER_01: And I have quite a few more that are on my favorites list.
• 27:26
  SPEAKER_01: So while you wait, you can listen to all of his songs in places like Spotify, Amazon Music, and more.
• 27:32
  SPEAKER_01: You can head on over to his website too.
• 27:35
  SPEAKER_01: You can download his new single or pre-order the new album.
• 27:38
  SPEAKER_01: Keep your eyes on Jesus.
• 27:40
  SPEAKER_01: So, until next week, let's invite others to join us as we pursue perspective, purpose, and plans for a simply, wholehearted life.