Latest / Two Doting Dads with Matty J & Ash / #112 Mr Luke The Teacher Answers All Your School Questions!

Transcript

#112 Mr Luke The Teacher Answers All Your School Questions! · Two Doting Dads with Matty J & Ash

• 0:00
  Speaker 1: Ash, Yes, we survived our kids school orientation before they
• 0:03
  Speaker 1: jump into the real thing. Do you know what, right now,
• 0:07
  Speaker 1: it's all starting to feel very real.
• 0:10
  Speaker 2: Look, I nearly cry every time I think about it.
• 0:12
  Speaker 3: Not I can't wait to not have to pay daycare
• 0:15
  Speaker 3: fees anymore because Oscar.
• 0:16
  Speaker 2: Will we go into a public school?
• 0:18
  Speaker 1: Yeah, I can't wait either. I feel like Marley, she's
• 0:20
  Speaker 1: very ready and as scary as it is, it's the
• 0:23
  Speaker 1: right thing to do.
• 0:26
  Speaker 3: I think as a parent, I need some more prep.
• 0:28
  Speaker 3: I'm obviously going to big school.
• 0:29
  Speaker 2: He's had all the prep, but I haven't had enough.
• 0:31
  Speaker 1: Luckily, we have mister Luke the teacher to share his
• 0:34
  Speaker 1: very insightful thoughts on how to get your family ready
• 0:38
  Speaker 1: for the big transition to school.
• 0:40
  Speaker 3: Matty has a whopping three million follows across TikTok and Instagram,
• 0:44
  Speaker 3: which tells me a lot.
• 0:45
  Speaker 2: Tells me there's a lot of parents out there that
• 0:47
  Speaker 2: need to be schooled by mister Luke.
• 0:49
  Speaker 1: We ask him all of your burning questions about bullying
• 0:52
  Speaker 1: getting kids ready for the big transition, as well as
• 0:55
  Speaker 1: if you remember, Ash, we had the question a little
• 0:56
  Speaker 1: while ago taking kids out of school for holiday. He
• 1:00
  Speaker 1: answers them all.
• 1:02
  Speaker 2: Let's go.
• 1:18
  Speaker 1: Welcome back to two doting dads a one doting teacher.
• 1:22
  Speaker 2: I am Maddie j I'm ash and I'm a listening.
• 1:24
  Speaker 2: I've already stopped it up. I'm mister Luke. It's going great.
• 1:30
  Speaker 2: I will show myself out. That's perfect.
• 1:34
  Speaker 1: This is a podcast all about parenting. It is the good,
• 1:37
  Speaker 1: it is the.
• 1:37
  Speaker 2: Bad and the relatable.
• 1:39
  Speaker 1: And if you've come for advice, well definitely you're in
• 1:42
  Speaker 1: the right place this time. Absolutely, we don't give advice,
• 1:47
  Speaker 1: mister Luke when we never do it.
• 1:48
  Speaker 2: We're not experts.
• 1:49
  Speaker 1: Okay, but I can see you've got advice already written down.
• 1:53
  Speaker 4: I have my notes.
• 1:54
  Speaker 3: I am.
• 1:54
  Speaker 2: I am very well prepared today for those listening.
• 1:57
  Speaker 3: Luke's turned up with a notebook, so first to turn
• 2:00
  Speaker 3: up with a notebook and our first non parent.
• 2:03
  Speaker 4: So welcome and thank you for joining us. Thank you
• 2:05
  Speaker 4: very much for having me. It's yeah, it's a pleasure
• 2:07
  Speaker 4: to be here. And hopefully I can, I guess, give
• 2:10
  Speaker 4: some type of advice today.
• 2:13
  Speaker 1: I do have a question that I don't think you've
• 2:15
  Speaker 1: written down these notes for the answer in your book,
• 2:17
  Speaker 1: but I'm just going to fire it at you straight away.
• 2:20
  Speaker 1: Your hair, shampoo conditioner?
• 2:22
  Speaker 2: What are you using?
• 2:23
  Speaker 1: Was your routine?
• 2:24
  Speaker 2: Look?
• 2:24
  Speaker 4: I wish I had a better one than what I
• 2:26
  Speaker 4: currently have. I use like a doing one.
• 2:29
  Speaker 2: I don't think I've washed my hair and.
• 2:30
  Speaker 1: Yeah, people will be so annoyed by that because I
• 2:32
  Speaker 1: had Sony messages going his hair's amazing.
• 2:35
  Speaker 2: How does he do it? It's a doing one.
• 2:38
  Speaker 4: Yeah, I should probably, Yeah, I should probably actually take
• 2:40
  Speaker 4: more care of it.
• 2:41
  Speaker 1: And how often are we washing? Like once a week?
• 2:44
  Speaker 2: Probably twice a week?
• 2:45
  Speaker 1: Yeah?
• 2:46
  Speaker 2: How long have you had long hair for? Years now? Yeah? Years?
• 2:49
  Speaker 4: I'm pretty tempted to go as short as you really. Yeah,
• 2:52
  Speaker 4: I think that could be fun.
• 2:54
  Speaker 2: I keep thinking like I want to grow my hair,
• 2:56
  Speaker 2: and I get to an awkward stage like take it off,
• 2:59
  Speaker 2: take it up right? Yeah?
• 3:00
  Speaker 1: Could you imagine the kids though, if you came in
• 3:02
  Speaker 1: with a shaved head.
• 3:04
  Speaker 4: And I just didn't tell them, I think that they
• 3:06
  Speaker 4: would it would traumatize. Yeah, there would be a lot
• 3:09
  Speaker 4: of questions and a lot of a lot of concern like.
• 3:11
  Speaker 2: Who are you?
• 3:13
  Speaker 3: It's me?
• 3:13
  Speaker 4: I want to ask why teaching it is the bomb
• 3:17
  Speaker 4: dot com? Being an educator is honestly amazing. You get
• 3:20
  Speaker 4: to transform lives and yeah, you don't really know where
• 3:24
  Speaker 4: your impact finishes. I guess, particularly now that I teach
• 3:28
  Speaker 4: like the little humans first year of first year of school.
• 3:31
  Speaker 4: We call it reception in South Australia, prep KINDI pre school, Yeah,
• 3:36
  Speaker 4: a bunch of different names. But yeah, playing like playing
• 3:40
  Speaker 4: in this like first year of big school space is
• 3:42
  Speaker 4: really really fun because they're just like little sponges. I'm
• 3:46
  Speaker 4: sure you guys have little ones, so you know that
• 3:48
  Speaker 4: they just take everything on board, right, Yeah?
• 3:51
  Speaker 2: So yeah, annoyingly, where was that seed planted for you?
• 3:55
  Speaker 4: Like?
• 3:56
  Speaker 1: Where did that appreciation for teaching come from? Was it
• 3:58
  Speaker 1: when you were younger and you were in pre school
• 4:00
  Speaker 1: or reception?
• 4:01
  Speaker 2: Yeah, whatever it's called.
• 4:03
  Speaker 4: My grandparents on my dad's side were both educators and
• 4:06
  Speaker 4: they traveled the world teaching here, there and everywhere, which
• 4:09
  Speaker 4: was really cool. So it's all I like to think
• 4:11
  Speaker 4: it's in the blood. I've got a five year old, No,
• 4:14
  Speaker 4: I don't hold on, rewind, I've got a brother who's
• 4:19
  Speaker 4: five years younger than me, so growing up kind of
• 4:22
  Speaker 4: showing him the ropes as we as we went.
• 4:24
  Speaker 2: Along, that was there as well.
• 4:26
  Speaker 4: I got really greedy in grade twelve though, because going
• 4:30
  Speaker 4: I guess going through high school and everything you think, Oh, yeah, teaching.
• 4:33
  Speaker 4: I did like a like a play school or not
• 4:38
  Speaker 4: play school, like a playgroup type class that I got
• 4:41
  Speaker 4: to be part of in grade eleven, so I knew
• 4:43
  Speaker 4: education was probably going to be there. Grade twelve got
• 4:46
  Speaker 4: super duper greedy though, and went cool, do I want
• 4:49
  Speaker 4: to go teaching or do I want to go like
• 4:51
  Speaker 4: bachelor business specializing in property and like flip houses and
• 4:54
  Speaker 4: like make millions, right, And I was like, yeah, let's
• 4:58
  Speaker 4: do that. Graduate Grade twelve went straight into UNI, focused
• 5:02
  Speaker 4: on business property, lasted like two thirds of the year.
• 5:05
  Speaker 2: Absolutely hated it.
• 5:07
  Speaker 4: There was no passion, no desire whatsoever to third for
• 5:11
  Speaker 4: a year, transferred into education, and the rest of his history,
• 5:15
  Speaker 4: I've never been happier.
• 5:16
  Speaker 2: So you could have been on billboards.
• 5:22
  Speaker 1: With that shaved head.
• 5:24
  Speaker 2: Right, a completely different person.
• 5:26
  Speaker 3: Absolutely, That's crazy how things work out like that. What
• 5:29
  Speaker 3: made you just decide to do you know that that
• 5:32
  Speaker 3: age group like it's such like you said, there's tiny
• 5:36
  Speaker 3: minds like sponges.
• 5:37
  Speaker 2: Were you just drawn to that age group or.
• 5:40
  Speaker 4: Did you have other options that you I had other
• 5:41
  Speaker 4: options And when I first I guess graduated graduated Union
• 5:46
  Speaker 4: was in a primary school setting. I was specializing in
• 5:48
  Speaker 4: p and also it so I was like a sporty
• 5:50
  Speaker 4: nerd combo.
• 5:51
  Speaker 2: Was really fun.
• 5:52
  Speaker 4: But then after being a specialist in teaching, I guess
• 5:55
  Speaker 4: from prep reception all the way through to grade seven
• 5:58
  Speaker 4: at the time, that was really call. You got to
• 6:00
  Speaker 4: make connections through the entire school and kind of have
• 6:03
  Speaker 4: that relationship with all the students there, which was really fun.
• 6:06
  Speaker 4: But a part of me did feel like I was
• 6:08
  Speaker 4: missing out that kind of classroom experience. So after a
• 6:12
  Speaker 4: couple of years of specialist teacher, I went into the
• 6:15
  Speaker 4: classroom setting, teaching grade four.
• 6:17
  Speaker 2: I was there for a couple of years, thought that.
• 6:19
  Speaker 4: Was fun, but dropped down to grade three and then
• 6:22
  Speaker 4: was there for a couple of years, had fun, And
• 6:24
  Speaker 4: then a position opened in first year of big school
• 6:27
  Speaker 4: and yeah, my principal at the time, it's like, hey,
• 6:29
  Speaker 4: what do you think. Okay, I'll give it a crack.
• 6:32
  Speaker 4: She's like, I'll hold your hand and show you the
• 6:33
  Speaker 4: ropes and everything. And from day one it was like,
• 6:37
  Speaker 4: oh cool, I'm going to be here until I retire.
• 6:39
  Speaker 1: Wow. Was that feeling of like, ah, I've found my people?
• 6:44
  Speaker 1: Was that similar when you started a uni work when
• 6:48
  Speaker 1: you dropped hundred percent? Do you remember what it was
• 6:50
  Speaker 1: like day one when you walked in and you're now
• 6:53
  Speaker 1: doing your education?
• 6:54
  Speaker 4: Absolutely, that feeling of oh, this is where I'm.
• 6:56
  Speaker 2: Supposed to be.
• 6:57
  Speaker 1: Your grandparents must have been like we knew you'd come.
• 7:02
  Speaker 2: Got there in the end, went for a bargain.
• 7:05
  Speaker 1: Like when you're studying to be a teacher, the way
• 7:08
  Speaker 1: in which you teach them for anyone who's not following
• 7:10
  Speaker 1: you on socials, to me, you're you've raised the bar
• 7:14
  Speaker 1: so incredibly high. You're like we always kind of refer
• 7:16
  Speaker 1: to you as like the Mishoney. You're so invested. Your
• 7:21
  Speaker 1: rooms are like decorated. You know you're going above and beyond.
• 7:25
  Speaker 1: Were you already like that when you were studying or
• 7:29
  Speaker 1: was there someone who made you be like that?
• 7:31
  Speaker 2: I was pretty committed from the get go.
• 7:33
  Speaker 4: I think once once you find something you're so passionate about,
• 7:35
  Speaker 4: it just easy happens.
• 7:37
  Speaker 2: Love being a teacher.
• 7:37
  Speaker 4: I couldn't see myself doing anything else, even like there's
• 7:41
  Speaker 4: no way I could be selling houses right now.
• 7:42
  Speaker 2: It just wouldn't work. It's a really cool feeling. Yeah,
• 7:45
  Speaker 2: it's crazy.
• 7:46
  Speaker 3: When I watched your content and growing up I never
• 7:49
  Speaker 3: had a teacher like you, and I thought maybe maybe
• 7:51
  Speaker 3: things would have been.
• 7:52
  Speaker 2: Different if I did have a teacher like you.
• 7:54
  Speaker 3: I felt like I definitely had teachers that I loved
• 7:57
  Speaker 3: and I liked and you sort of feel form bonds
• 8:01
  Speaker 3: with but like watching your content and the way that
• 8:03
  Speaker 3: you sort of engage kids and everything around them, just
• 8:06
  Speaker 3: seeing so much fun but in a learning environment, it's like, man, like,
• 8:10
  Speaker 3: I wish.
• 8:10
  Speaker 2: I had a teach like that, and we hope for
• 8:12
  Speaker 2: our kids that we have a teacher like you as well.
• 8:14
  Speaker 3: That's why we wanted to get you on today so
• 8:16
  Speaker 3: that we can you pick your brain and see where
• 8:18
  Speaker 3: we can we can help the parents of the world
• 8:22
  Speaker 3: try and navigate.
• 8:24
  Speaker 4: To navigate, yea huge change for not only your little ones,
• 8:27
  Speaker 4: but also for you guys. It's yeah, it's a big
• 8:30
  Speaker 4: thing coming up.
• 8:31
  Speaker 3: And like I'm in a situation now where my son's
• 8:34
  Speaker 3: about to go to the primary school. I went to, Oh,
• 8:36
  Speaker 3: super cool, which is a wild experience for me. I
• 8:39
  Speaker 3: think I was telling Matt about sort of going to
• 8:42
  Speaker 3: the first orientation. Nothing had changed. Obviously, things get more model,
• 8:47
  Speaker 3: they have to repaint and things like that, because otherwise
• 8:50
  Speaker 3: it would be a concern, but I sort of had
• 8:52
  Speaker 3: a moment where I was like, what's going on here?
• 8:55
  Speaker 3: It actually made me feel a little bit more nervous
• 8:58
  Speaker 3: about the whole situation and how real it is. But
• 9:00
  Speaker 3: it took me back to those moments where I felt
• 9:03
  Speaker 3: like uneasy, anxious, scared when I was going to school. Yeah,
• 9:08
  Speaker 3: and it made me worry about Oscar and I'm sure
• 9:10
  Speaker 3: Matt probably has that same feeling.
• 9:15
  Speaker 2: Good luck with you become me.
• 9:19
  Speaker 4: I think that's one thing that everyone, especially parents, and
• 9:23
  Speaker 4: especially if it's if it's your first kid going to school,
• 9:26
  Speaker 4: You're bringing your emotions into the experience as well. And
• 9:29
  Speaker 4: it's something that I'm glad you're aware of it because
• 9:32
  Speaker 4: some people aren't. So some people think that their child's
• 9:35
  Speaker 4: going to have the exact same kind of experience that
• 9:38
  Speaker 4: you had, But time has changed and everything everything is
• 9:41
  Speaker 4: different and it's your kid's turn now.
• 9:43
  Speaker 2: Yeah, so already, thank you done.
• 9:48
  Speaker 1: We will ask a couple of questions projects you've been
• 9:51
  Speaker 1: working on and your social media a little bit later. Yeah,
• 9:54
  Speaker 1: but we have some questions ourselves. We also put the
• 9:56
  Speaker 1: call out to our listeners and they've submitted some questions,
• 9:58
  Speaker 1: so we've got a little list, we're going to fire
• 10:01
  Speaker 1: at you great. And I guess part of the reason
• 10:04
  Speaker 1: why Ash I'm not as nervous is because right now
• 10:07
  Speaker 1: we have gone through two orientation days with Malie and
• 10:11
  Speaker 1: she is like loving it. She is so so ready,
• 10:15
  Speaker 1: like a duck to water.
• 10:16
  Speaker 2: She loving it like he loves it too. But I
• 10:18
  Speaker 2: think it's me just being more.
• 10:20
  Speaker 1: I don't know, maybe because you didn't have a nice teacher.
• 10:22
  Speaker 2: Maybe you know yes and no. But I think maybe
• 10:26
  Speaker 2: my attachment to that school.
• 10:27
  Speaker 3: As well now that I didn't realize I had until.
• 10:31
  Speaker 2: I went back and I was like, oh, fuck, like
• 10:34
  Speaker 2: you're probably reliving some stuff.
• 10:35
  Speaker 3: There was great moments, but there was also really traumatizing
• 10:38
  Speaker 3: moments in my childhood at that school, which we won't go.
• 10:42
  Speaker 1: Ash is real living primary school one day at a time.
• 10:46
  Speaker 1: My first question is, mister Luke, how do you know
• 10:49
  Speaker 1: when a child is ready for school?
• 10:52
  Speaker 4: Look, everyone has this kind of different idea of when
• 10:54
  Speaker 4: a child is ready to when they're not. If there's
• 10:57
  Speaker 4: a little bit of I guess hesitancy for or a
• 11:00
  Speaker 4: little one, do we think, oh gosh, maybe they're not ready.
• 11:04
  Speaker 4: I really it's kind of that age bracket of that
• 11:08
  Speaker 4: five four, four, A five six. Now with Midgar Intake,
• 11:12
  Speaker 4: I get a little bit confused about when they start
• 11:14
  Speaker 4: now because it's a little bit younger, But we're fine.
• 11:17
  Speaker 4: There's so many different kind of starting positions for kids,
• 11:21
  Speaker 4: so it's really hard when I think other people start
• 11:25
  Speaker 4: to try and compare kids as well and go, oh, wow,
• 11:27
  Speaker 4: you're you're a kid's way ready for school compared to mine,
• 11:30
  Speaker 4: because mine's still you know, a little bit anxious in
• 11:32
  Speaker 4: regusta a separation, like separation issues like that. So I
• 11:38
  Speaker 4: think it's really important to be really mindful that we
• 11:41
  Speaker 4: don't kind of judge what is the number one starting bar,
• 11:45
  Speaker 4: because everyone's starting on their own level.
• 11:48
  Speaker 2: And yeah, one.
• 11:49
  Speaker 4: Thing I love to say is like learning is not
• 11:51
  Speaker 4: a race, It's it's really a journey that and everyone
• 11:54
  Speaker 4: is on their own little journey. So everyone's starting position
• 11:57
  Speaker 4: is going to be a little bit different. There's no
• 11:58
  Speaker 4: kind of tick list to say everyone's like starting on
• 12:02
  Speaker 4: this baseline and now we're off because we're all kind
• 12:05
  Speaker 4: of bringing. Yeah, we're all starting at our own different paces.
• 12:08
  Speaker 3: And especially when you've got like a kid with friends,
• 12:10
  Speaker 3: they all sort of hang out and you're like, well,
• 12:12
  Speaker 3: they seem ready, Like the compare thing really struck there
• 12:15
  Speaker 3: where It's like you do compare them to a round.
• 12:18
  Speaker 4: So it's it's very easy to do, right, Yeah, it's
• 12:22
  Speaker 4: easy to compare.
• 12:23
  Speaker 1: I can't remember where I got this from, but I
• 12:25
  Speaker 1: remember I think I might have seen this online. They
• 12:27
  Speaker 1: were like there was certain you know, can they count
• 12:30
  Speaker 1: to ten? And like can they go to the bathroom
• 12:32
  Speaker 1: by themselves? Is there any checklist that you say to
• 12:36
  Speaker 1: parents if they're saying, well, I don't know whether I
• 12:38
  Speaker 1: should hold much, hold back one more year or send
• 12:40
  Speaker 1: them this year? Do you use a checklist?
• 12:44
  Speaker 4: Definitely, Like the bathroom's a big one. Definitely some independence
• 12:47
  Speaker 4: around going to the bathroom for sure.
• 12:49
  Speaker 2: Yeah.
• 12:49
  Speaker 1: And then what about then from an academic perspective, Yeah,
• 12:52
  Speaker 1: like do you say, oh, they need to be able
• 12:54
  Speaker 1: to count to ten and they need to be able
• 12:55
  Speaker 1: to say the alphabet.
• 12:56
  Speaker 4: Some base understanding of letters and numbers is always going
• 12:59
  Speaker 4: to be helpful. But if they already know their abc'son one,
• 13:02
  Speaker 4: two threes, you're that's our job like that, like as
• 13:05
  Speaker 4: an educator, that's that's what we're there for. So, yeah,
• 13:08
  Speaker 4: we teach those foundational skills in their first year of
• 13:10
  Speaker 4: big school.
• 13:11
  Speaker 3: So yeah, and like you're saying, it's a journey and
• 13:13
  Speaker 3: everyone starts in a difference exactly, right.
• 13:15
  Speaker 1: Have you had many cases where a child has started
• 13:18
  Speaker 1: and then you've had to say to the parent, I
• 13:20
  Speaker 1: don't think they're quite ready. We would recommend waiting one
• 13:25
  Speaker 1: more year and starting afresh. Does that ever happen, Well,
• 13:27
  Speaker 1: I believe it probably would happen.
• 13:29
  Speaker 4: I've never personally experienced it, so I can't talk too
• 13:32
  Speaker 4: much about it. Sounds really uncommon that that would happen.
• 13:35
  Speaker 4: To start and then say, oh, actually come back again.
• 13:40
  Speaker 4: You're not quite done cooking yet, Like.
• 13:42
  Speaker 2: Give it a go.
• 13:43
  Speaker 1: But that was my biggest fear. I was like, that's
• 13:45
  Speaker 1: why I was so reluctant to send Mary as soon
• 13:48
  Speaker 1: as she was old enough to go, because I was like,
• 13:50
  Speaker 1: but what is it she has to come back?
• 13:52
  Speaker 3: And because we had a conversation last year that this
• 13:54
  Speaker 3: time last year and you said I'm thinking about sending
• 13:57
  Speaker 3: her and that she would have gone this year, and
• 14:00
  Speaker 3: we did.
• 14:00
  Speaker 2: I think you deliberated over it over it a lot.
• 14:02
  Speaker 3: And ep you would see it all the time, all
• 14:06
  Speaker 3: the time, and even so that when they do send them,
• 14:09
  Speaker 3: they probably still have that feeling in the back of
• 14:11
  Speaker 3: the head. Have I sent them to early? Have I
• 14:12
  Speaker 3: sent them too late? But there's some other questions along
• 14:14
  Speaker 3: the line that might we might be able to get
• 14:16
  Speaker 3: into on that. But I knew with me I wanted
• 14:19
  Speaker 3: Oscar not to be the smallest fish in a big pond.
• 14:23
  Speaker 2: I wanted him to be more of an average side fish.
• 14:26
  Speaker 4: Maybe in the brain, there's no problem with holding them
• 14:31
  Speaker 4: back that one extra year if you have your own
• 14:33
  Speaker 4: personal doubts about oh, you know what are they Are
• 14:36
  Speaker 4: they going to survive.
• 14:36
  Speaker 2: Six hours by themselves in a new environment.
• 14:38
  Speaker 4: Are they ready to learn and be that kind of
• 14:41
  Speaker 4: individual person with those responsibilities? You guys are the parents, right,
• 14:46
  Speaker 4: It comes down to that gut instinct.
• 14:48
  Speaker 3: Okay, So advice on helping kids and parents transition smoothly
• 14:53
  Speaker 3: into prep this is a big one.
• 14:55
  Speaker 4: I'm going to refer to my notes as well.
• 14:57
  Speaker 2: All Right, we are currently in the of where you
• 15:00
  Speaker 2: do all the orientation.
• 15:01
  Speaker 4: Yes, like, yeah, you guys have had a couple orientations already.
• 15:05
  Speaker 2: Look for the transition.
• 15:06
  Speaker 4: I think there's two sides of this, because we need
• 15:08
  Speaker 4: to look at it for transition for kids and then
• 15:10
  Speaker 4: also transition for parents as well.
• 15:12
  Speaker 2: Both.
• 15:13
  Speaker 4: They both play a really kind of big part. So
• 15:16
  Speaker 4: what should we attack first kids or parents?
• 15:18
  Speaker 2: Kids? Your kids? First kids?
• 15:20
  Speaker 4: First, I've got like kind of four things I want
• 15:22
  Speaker 4: to focus on. Let's normalize the big feelings about going
• 15:26
  Speaker 4: into a new environment and kind of like the new
• 15:28
  Speaker 4: experience that they're going to go into.
• 15:31
  Speaker 2: So you know what, if we're nervous, that's going to
• 15:34
  Speaker 2: be okay.
• 15:34
  Speaker 4: If we're excited then you said, like you're a little
• 15:36
  Speaker 4: ones ready, that's going to be okay as well.
• 15:39
  Speaker 2: All kids are.
• 15:39
  Speaker 4: Going to have I guess, different feelings to what's coming.
• 15:44
  Speaker 4: So yeah, we're just going to like appreciate that and
• 15:46
  Speaker 4: like validate it for them. Number two, talk about what
• 15:49
  Speaker 4: to expect. I think it's really important that we kind
• 15:53
  Speaker 4: of try and pull back the veil. That's kind of
• 15:55
  Speaker 4: what we do during these transition times and everything is
• 15:57
  Speaker 4: kind of give them a slice of what to expect,
• 15:59
  Speaker 4: and hey, this is what our classroom might look like
• 16:01
  Speaker 4: and everything. A bunch of schools also, and what my
• 16:06
  Speaker 4: school has started to do is kind of open our
• 16:08
  Speaker 4: classroom up before we actually go back like to school.
• 16:13
  Speaker 4: So maybe in like week zero, some schools will open
• 16:16
  Speaker 4: up the classroom.
• 16:16
  Speaker 2: So our little.
• 16:17
  Speaker 4: Ones know where they're sitting, know where their tray is,
• 16:20
  Speaker 4: know where they're going to like hang their bag and.
• 16:22
  Speaker 2: Everything, and really get a feel for it.
• 16:24
  Speaker 4: And that's something that I guess our parent cohort really
• 16:28
  Speaker 4: appreciated because it, I guess takes away another level of
• 16:32
  Speaker 4: what on earth, Like do I do with my bag
• 16:34
  Speaker 4: on the first day of school?
• 16:35
  Speaker 2: Like where am I going to sit? What's what's the go?
• 16:38
  Speaker 2: And I love ownership too.
• 16:41
  Speaker 4: I love ownership, We love routine, We love and like
• 16:44
  Speaker 4: routines or bomb dot com for little people and big
• 16:47
  Speaker 4: people alike. Right, I will happily say read books about
• 16:51
  Speaker 4: going to school as well. There's so many, like amazing
• 16:53
  Speaker 4: books about going to school, about starting school. Warmback goes
• 16:58
  Speaker 4: to School is one that comes to mind, and you
• 16:59
  Speaker 4: can just kind of make small little connections about maybe
• 17:03
  Speaker 4: what they're about to experience as well, but through text.
• 17:06
  Speaker 4: And I'm a big avid like gay read every single day.
• 17:09
  Speaker 2: This is fun.
• 17:10
  Speaker 4: But there's a bunch of different different books out there
• 17:12
  Speaker 4: about going to school for the first time as well,
• 17:15
  Speaker 4: So yeah, add some of them to your homeland. That's
• 17:19
  Speaker 4: that's a really cool thing. And then my last one
• 17:22
  Speaker 4: is practicing build routines. So when I'm talking about like
• 17:26
  Speaker 4: practicing going to big school, what does like wearing our
• 17:29
  Speaker 4: backpack feel like?
• 17:30
  Speaker 2: What do our.
• 17:34
  Speaker 4: This is?
• 17:35
  Speaker 2: This is why I write notes because I'm like, I
• 17:37
  Speaker 2: only have a short amount of time with you guys,
• 17:39
  Speaker 2: and I wanted to be let's go, I'm learning everyone
• 17:45
  Speaker 2: super cool.
• 17:47
  Speaker 4: But yeah, practicing like can they put their uniform on
• 17:51
  Speaker 4: by themselves? Also with uniforms, like is the tag something
• 17:54
  Speaker 4: that's going to actually like.
• 17:56
  Speaker 2: Get in the way?
• 17:57
  Speaker 4: And yeah, so if that's something that's going to be
• 18:00
  Speaker 4: like an irritation to them, let's deal with that. Does
• 18:03
  Speaker 4: their hat fit? Can they recognize their own name for
• 18:07
  Speaker 4: their hat? Because you, as parents pay for this. You
• 18:11
  Speaker 4: pay for the jumpers, you pay for the hats, you
• 18:13
  Speaker 4: pay for the bags and everything, name everything, please and
• 18:16
  Speaker 4: thank you.
• 18:16
  Speaker 2: That is a job for the parents. Please please photocopy
• 18:22
  Speaker 2: that absolutely.
• 18:24
  Speaker 4: But yeah, and then also probably the biggest one is
• 18:27
  Speaker 4: this is something that parents can do with kids as well.
• 18:29
  Speaker 4: Food and what type of food do we like, what
• 18:34
  Speaker 4: type of food is easy for them to eat, what's
• 18:38
  Speaker 4: allowed to be eating at recess and lunch. But we
• 18:40
  Speaker 4: also need to be really mindful about the language we
• 18:43
  Speaker 4: are using when we're talking about food with kids, because
• 18:46
  Speaker 4: I've experienced some going I can't go out to play
• 18:50
  Speaker 4: yet because Mum or Dad have said I need to
• 18:53
  Speaker 4: eat everything even though I'm full, but I need to
• 18:58
  Speaker 4: like they said, I need to all my food.
• 19:01
  Speaker 1: I feeling such a bad part.
• 19:03
  Speaker 2: You're doing great, You're totally behind.
• 19:06
  Speaker 3: This is the So yeah, wow, yeah.
• 19:12
  Speaker 1: I might do then that's great. So I could do
• 19:14
  Speaker 1: like a little trial run on like a weekend where
• 19:17
  Speaker 1: I make lunch. I put it in Marley's lunch blocks
• 19:20
  Speaker 1: and I kind of say like, hey, can you open.
• 19:22
  Speaker 4: This, Like yeah, absolutely, give it a go opening like
• 19:24
  Speaker 4: what works, what doesn't work?
• 19:26
  Speaker 1: We've done the uniform, Yes, what's been happening? So this
• 19:28
  Speaker 1: morning she.
• 19:29
  Speaker 2: Just worn his uniform every day to kindy. Yeah, that's adorable,
• 19:33
  Speaker 2: super cool.
• 19:33
  Speaker 1: One kid started wearing it. Now all the kids.
• 19:39
  Speaker 2: We are already for a big wow.
• 19:41
  Speaker 3: The food thing is crazy because we always talk to
• 19:44
  Speaker 3: our kids like my kids want to go back outside
• 19:46
  Speaker 3: and jump on the trampoline, and I'm like, got to
• 19:48
  Speaker 3: eat all your dinner first.
• 19:48
  Speaker 2: It's probably bad because I spew it up at some point.
• 19:51
  Speaker 4: It's a big time obviously for these little ones, because
• 19:54
  Speaker 4: they're taking that they're taking that ownership now they're they're
• 19:57
  Speaker 4: not with mom or dad or their family man members
• 20:00
  Speaker 4: to say, oh like three more pieces or whatever.
• 20:03
  Speaker 2: As teachers obviously were.
• 20:04
  Speaker 4: There to kind of help guide and manage, and we
• 20:07
  Speaker 4: don't want anyone going hungry for the day, so we'll
• 20:10
  Speaker 4: do what we can on our part. But yeah, there's
• 20:12
  Speaker 4: there's a little conversation I think that parents need to
• 20:15
  Speaker 4: be aware of and kind of tips and tricks that
• 20:17
  Speaker 4: make it pleasurable for everyone.
• 20:19
  Speaker 2: Shall we see?
• 20:20
  Speaker 1: Yeah, Okay, we're about to blow ash his mind again
• 20:22
  Speaker 1: for the.
• 20:25
  Speaker 2: For the adults. Okay, so big ones, I'm also very scared.
• 20:29
  Speaker 4: No, you're going to be fine.
• 20:30
  Speaker 2: Like deep breath, We've got this. There we go. Model
• 20:35
  Speaker 2: calm excitement the opposite of that. Okay, but what.
• 20:44
  Speaker 4: I'm referring to there is calm excitement about starting school.
• 20:48
  Speaker 4: So this is for those ones who may be a
• 20:50
  Speaker 4: little bit kind of anxious to start. Modeling this calm
• 20:53
  Speaker 4: excitement and sharing your experiences, your positive experiences to school
• 20:57
  Speaker 4: can really be beneficial in this kind of new stage
• 21:00
  Speaker 4: of life. I've got a big one that I'll leave
• 21:02
  Speaker 4: to last, But my next one is like trust the teacher.
• 21:05
  Speaker 2: We will look after your little.
• 21:07
  Speaker 4: Ones because that is our job and we are so
• 21:10
  Speaker 4: passionate about what we're doing, particularly us educators who are
• 21:13
  Speaker 4: who are there for the first year of big school,
• 21:15
  Speaker 4: like this is our jam, Like we're here for it
• 21:19
  Speaker 4: and we know how big it is for the little ones.
• 21:22
  Speaker 2: For you guys as parents, there's a.
• 21:24
  Speaker 4: Lot of trust involved, but it actually goes two ways
• 21:26
  Speaker 4: because it's really important that you are really starting a
• 21:30
  Speaker 4: relationship with us as teachers. It's this whole village mentality
• 21:34
  Speaker 4: and everything, and it's all hands on deck to support
• 21:38
  Speaker 4: your little ones. So yeah, we're both bringing things to
• 21:41
  Speaker 4: the table. We're both going to support parents teachers. We're
• 21:44
  Speaker 4: going to support those little ones to the best of
• 21:46
  Speaker 4: our ability. And we've both got big important roles to play.
• 21:50
  Speaker 4: And the biggest one I would say for parents about
• 21:53
  Speaker 4: good buys, good buys and transitions.
• 21:56
  Speaker 2: There's a big build up around these.
• 21:58
  Speaker 4: With all my experiences as an educator and everything, goodbyeers
• 22:03
  Speaker 4: are absolutely tricky. But I've got a couple of things
• 22:05
  Speaker 4: that I want parents to kind of be mindful of. Oky,
• 22:09
  Speaker 4: please don't cry in front of your child, please please.
• 22:16
  Speaker 2: I know there might be tears of excitement.
• 22:17
  Speaker 4: But what we need to remember is that tears for
• 22:20
  Speaker 4: little ones result or like, have a really strong connection
• 22:24
  Speaker 4: with fear and being sad. Therefore, something's wrong. So if
• 22:29
  Speaker 4: I'm a five year old child and seeing my loved
• 22:32
  Speaker 4: ones cry and even though it's oh, it might be
• 22:35
  Speaker 4: happy tears, something might be wrong.
• 22:37
  Speaker 1: They must be thinking what the hell is?
• 22:39
  Speaker 4: And then why are you leaving me in this brand
• 22:41
  Speaker 4: new environment and you're crying? Something's wrong but you're about
• 22:45
  Speaker 4: to say goodbye to me?
• 22:47
  Speaker 2: Why am I about traumatizing?
• 22:49
  Speaker 4: Yeah, although they might be happy tears because it's a
• 22:51
  Speaker 4: new chapter in life starting, which is very exciting. Please
• 22:55
  Speaker 4: keep the.
• 22:56
  Speaker 2: Tears, save it for the car. Yeah, exactly right, Yeah,
• 23:00
  Speaker 2: the car alone.
• 23:01
  Speaker 4: Like I do, look after yourself, So make sure you
• 23:04
  Speaker 4: have something in play. A lot of a lot of
• 23:06
  Speaker 4: schools do like like tea and tissues. So you drop off,
• 23:12
  Speaker 4: you drop off your little one. You're keeping it together,
• 23:15
  Speaker 4: You're doing perfectly fine. You're waving, and then you might
• 23:17
  Speaker 4: go into the gym or the library or something and
• 23:19
  Speaker 4: then have a little time with a cup of tea
• 23:21
  Speaker 4: and talk to all the other parents who are you're
• 23:23
  Speaker 4: going through the same thing, so a bunch of schools
• 23:25
  Speaker 4: off of that, which is a really cute thing.
• 23:27
  Speaker 2: I think as parents we forget too that this like
• 23:30
  Speaker 2: you've brought to the table, that.
• 23:31
  Speaker 3: This is about us as well and our transition. You
• 23:35
  Speaker 3: thought about it that much until now.
• 23:38
  Speaker 4: Rip it off like a band aid. Sometimes it sounds terrifying.
• 23:42
  Speaker 4: The thought of saying goodbye, especially if you're a little one,
• 23:46
  Speaker 4: is a little bit like upset.
• 23:47
  Speaker 2: And showing some big emotions of the time.
• 23:51
  Speaker 4: If you reassure those feelings absolutely, but you know what,
• 23:55
  Speaker 4: you're going to be fine, let's like goodbye, I'll see
• 23:58
  Speaker 4: you at the end of the day. Ninety five percent
• 24:00
  Speaker 4: of the time that little one has stopped crying before
• 24:03
  Speaker 4: they've even walked into the classroom. Yeah, because the other
• 24:06
  Speaker 4: five percent it's taken ten minutes. Yeah, and they've had
• 24:09
  Speaker 4: like a like a slow start to the morning because
• 24:12
  Speaker 4: us as educators have realized, you.
• 24:14
  Speaker 2: Know what, don't unpack your back just yet.
• 24:15
  Speaker 4: Let's choose like a little friend and go playing like
• 24:18
  Speaker 4: the little calm corner for a moment.
• 24:20
  Speaker 1: Many times at daycare where I've said goodbye and Lola
• 24:23
  Speaker 1: may be crying and as I've just about to leave
• 24:25
  Speaker 1: the doors about to shut and go, Okay they go,
• 24:30
  Speaker 1: and then I wheel myself away from her and she's
• 24:33
  Speaker 1: crying again. Yeah, yeah, one more huge. Yeah.
• 24:37
  Speaker 2: My drop offs are pretty quick.
• 24:39
  Speaker 3: Yeah, but there have been times where like Matt, like
• 24:42
  Speaker 3: exactly I have Matt where I've had.
• 24:44
  Speaker 2: To go back in for a second, or I've even
• 24:46
  Speaker 2: rescue him and we've gone home because there's been there.
• 24:48
  Speaker 2: It wasn't the day, wasn't there. Yeah.
• 24:50
  Speaker 3: Every time I've done like a quite clean rip of
• 24:53
  Speaker 3: that band head, usually they've it's been fine.
• 24:56
  Speaker 1: Yeah, because they've been.
• 25:00
  Speaker 2: Why is that still crying?
• 25:03
  Speaker 4: How do you deal with bullying at such a young age?
• 25:07
  Speaker 4: Can we clarify what bullying is? And disagreements and debarcles
• 25:11
  Speaker 4: with friends are bullying? Is that intentional ongoing behavior that
• 25:17
  Speaker 4: is like real power driven. Everything else is a disagreement
• 25:21
  Speaker 4: with friends and everything.
• 25:22
  Speaker 1: So it's a blanket term that just gets thrown out.
• 25:24
  Speaker 2: Exactly right, exactly right.
• 25:26
  Speaker 3: It was like five year olds, they're best friends and
• 25:28
  Speaker 3: their worst enemies and their best friends.
• 25:30
  Speaker 4: It's a rotating door, right, rotating door, or exactly right,
• 25:34
  Speaker 4: it's within a couple of minutes you were best friends
• 25:36
  Speaker 4: and now you don't want to play together.
• 25:38
  Speaker 2: So now that's bullying.
• 25:40
  Speaker 4: So yeah, we just need to be really mindful about
• 25:42
  Speaker 4: kind of how we're using that word. Obviously, bullying is
• 25:45
  Speaker 4: never okay, and we don't take it lightly at all.
• 25:48
  Speaker 4: And little tiny humans are still understanding how to be
• 25:52
  Speaker 4: a friend and how to successfully have friendships because they're
• 25:57
  Speaker 4: just coming out of this whole notion of we play together.
• 26:00
  Speaker 4: It's parallel play, so it's like both of us are
• 26:02
  Speaker 4: playing in the same pit. We're both building our own thing.
• 26:05
  Speaker 4: But some people might see that as oh, they're friends,
• 26:06
  Speaker 4: they're playing together. I actually have no idea what you're building.
• 26:09
  Speaker 4: You have no idea what I'm building over here, because
• 26:12
  Speaker 4: we're playing in the same vicinity. We're not actually playing together.
• 26:15
  Speaker 1: Okay, Can I give you a scenario if you have
• 26:19
  Speaker 1: two kers, let's say in the sand pin and let's
• 26:22
  Speaker 1: say one person who is trying to play with the
• 26:24
  Speaker 1: other person. The other person's just saying, I don't want
• 26:26
  Speaker 1: you to play with me, yeah at all, But say
• 26:28
  Speaker 1: it's consistent. How do you say we have to be
• 26:31
  Speaker 1: kind and you have to play with other people. Where's
• 26:33
  Speaker 1: a line of well, you know, we're entitled to our
• 26:36
  Speaker 1: own boundaries. You have to respect that.
• 26:38
  Speaker 4: It's a wonderful scenario and it's something that we talk
• 26:42
  Speaker 4: to our class about as well. It's super important that
• 26:45
  Speaker 4: we're all kind. We all need to be kind to
• 26:48
  Speaker 4: each other. However, we don't have to be best friends
• 26:51
  Speaker 4: with everyone as well. So it's all about trying to
• 26:53
  Speaker 4: find that balance of you know, what are we playing
• 26:57
  Speaker 4: or I don't actually want to play with you right now,
• 27:00
  Speaker 4: and that's okay. I think we need to be okay
• 27:04
  Speaker 4: with that being okay because we don't want to force
• 27:07
  Speaker 4: I guess individuals just like we as adults, we don't
• 27:11
  Speaker 4: want to be forced to work with people if we
• 27:13
  Speaker 4: don't want to all. I mean, so yeah, it's just
• 27:20
  Speaker 4: it's about being really mindful. Us as educators can kind
• 27:23
  Speaker 4: of work through that and you know, kind of soften
• 27:27
  Speaker 4: the blows and find I guess other alternate ways to
• 27:31
  Speaker 4: support that one child who's trying to look for someone
• 27:33
  Speaker 4: to play with.
• 27:33
  Speaker 3: I think the big one that you said, no matter
• 27:35
  Speaker 3: the circumstances, you'd be kind.
• 27:37
  Speaker 4: We need to teach them how to respectfully like, be
• 27:40
  Speaker 4: okay with that.
• 27:41
  Speaker 2: Okay.
• 27:41
  Speaker 3: Good question for me here is how do you deal
• 27:43
  Speaker 3: with challenging behavior from a student.
• 27:46
  Speaker 4: What counts as challenging behavior?
• 27:49
  Speaker 1: You can tell us that one was actually from a teacher. Yeah,
• 27:54
  Speaker 1: so I guess if you are dealing with a child
• 27:56
  Speaker 1: who's being disruptive or being unkind, do you smack the kid?
• 28:00
  Speaker 1: It's no, no, we don't, he said.
• 28:06
  Speaker 3: I think like if you, for example, in class, might
• 28:09
  Speaker 3: be like, you've got a kid who's just disruptive, he's
• 28:12
  Speaker 3: not listening to you, he's not listening to anyone else.
• 28:15
  Speaker 2: You discipline. It's me as a child, how do we
• 28:18
  Speaker 2: deal with little ash?
• 28:20
  Speaker 4: Yes, no, look, it's it's really about having that relationship.
• 28:29
  Speaker 4: I guess us as educators, if this is something that
• 28:31
  Speaker 4: is ongoing, obviously we're going to have communication and have
• 28:35
  Speaker 4: discussions with mums and dads and family members to see
• 28:38
  Speaker 4: if you guys have anything put in place that works
• 28:41
  Speaker 4: with for your little one. Really, it's about I guess,
• 28:44
  Speaker 4: teachers ourselves trying to figure out what scenarios are. I
• 28:49
  Speaker 4: guess bring on that behavior if there's something like if
• 28:52
  Speaker 4: there's something specific learning learning wise, if there's a learning barrier,
• 28:56
  Speaker 4: that it's the behavior is because maybe we're trying to
• 29:00
  Speaker 4: avoid something that we don't want to do, like maybe
• 29:02
  Speaker 4: we're not very good at mass, so during mass time,
• 29:05
  Speaker 4: I'm actually just going to play up. So we're going
• 29:07
  Speaker 4: to put some kind of supportive practices in place for
• 29:10
  Speaker 4: that child, just to make sure that everyone can learn
• 29:13
  Speaker 4: and that individual can continue to do their best with
• 29:18
  Speaker 4: support in place.
• 29:18
  Speaker 2: So, yeah, does it help when the relationship with the
• 29:21
  Speaker 2: parent is really good as well?
• 29:23
  Speaker 1: One?
• 29:23
  Speaker 2: Yeah, so you have that open dialogue.
• 29:25
  Speaker 4: Yeah, because you guys might be experiencing exactly the same
• 29:28
  Speaker 4: thing home, but you might have your own little tools
• 29:31
  Speaker 4: in your toolbox that you use really successfully. And if
• 29:34
  Speaker 4: that's something we can replicate in the class for little
• 29:37
  Speaker 4: Ash to be the best.
• 29:38
  Speaker 2: Version that he can be, we want to know about it.
• 29:40
  Speaker 1: Is there such a thing as end of term fatigue?
• 29:43
  Speaker 2: Yes?
• 29:44
  Speaker 4: Can you tell the bags under my eyes right now?
• 29:48
  Speaker 4: For you or the kids, for everyone? End of term
• 29:51
  Speaker 4: fatigue completely a thing, especially for the little ones. I
• 29:54
  Speaker 4: teach over in South Australia. So our first term is
• 29:57
  Speaker 4: eleven weeks. So you're going from like KINDI or like
• 30:00
  Speaker 4: preschool whatever it is, to big school.
• 30:03
  Speaker 2: And it's an eleven week term, five days a week.
• 30:05
  Speaker 1: It's a marathon.
• 30:06
  Speaker 2: Welcome, right, that is a marathon.
• 30:08
  Speaker 4: So and I say that for term one, but end
• 30:10
  Speaker 4: of term there's four terms, each of them men, So
• 30:13
  Speaker 4: we experienced this a couple of times. End of year
• 30:16
  Speaker 4: exhaustion huge, but end of term exhaustion absolutely a thing
• 30:21
  Speaker 4: for the parents as well.
• 30:22
  Speaker 2: I'm sure you've either felt it or going to feel it.
• 30:26
  Speaker 4: So it's really important that I guess by the end
• 30:28
  Speaker 4: of term we are starting to kind of dial back.
• 30:31
  Speaker 4: I guess the outside of school commitments as well, you
• 30:35
  Speaker 4: might be dialing back. I guess if there's any kind
• 30:38
  Speaker 4: of like homework policies in place, we're starting to pull
• 30:41
  Speaker 4: back just to kind of like ease the pressure off
• 30:44
  Speaker 4: so we can rest. Rest is vitally important for students,
• 30:47
  Speaker 4: for teachers, for adults.
• 30:49
  Speaker 2: We all love a good sleep. So by the end
• 30:51
  Speaker 2: of term there is.
• 30:52
  Speaker 4: A little bit of kind of like take your foot
• 30:54
  Speaker 4: off the gas a little bit, because we would be
• 30:57
  Speaker 4: under the impression that we've been going hard for an
• 30:59
  Speaker 4: x amount of weeks.
• 31:00
  Speaker 1: The kids in pre school, do they do napotal Like
• 31:03
  Speaker 1: if a child in your classroom is like, mister Louis,
• 31:05
  Speaker 1: I'm really tired.
• 31:06
  Speaker 4: We have had little ones fall asleep on the couch before,
• 31:09
  Speaker 4: particularly early in doesn't happen anymore.
• 31:12
  Speaker 2: It doesn't happen anymore. Sleep at the tables, yeah.
• 31:15
  Speaker 4: B less but yeah, big school stance, and you're on
• 31:18
  Speaker 4: a high for the first couple of weeks, reality kicks
• 31:21
  Speaker 4: in and you're like, oh wow, I'm still here hard work.
• 31:24
  Speaker 2: Why am I still here? What is this?
• 31:26
  Speaker 4: Like? Oh wow, I have there's this expectation that I'm
• 31:28
  Speaker 4: going to push myself and be my own learner.
• 31:30
  Speaker 2: What's this? Opinions on open.
• 31:33
  Speaker 3: Plan verse traditional classrooms? Now, first of all, can you
• 31:36
  Speaker 3: define the both of them?
• 31:37
  Speaker 2: Because I don't know.
• 31:38
  Speaker 4: Cool, So open plan we're talking about probably two classrooms
• 31:43
  Speaker 4: or more being in kind of one big space sharing
• 31:46
  Speaker 4: some type of learning area, gotcha, Yeah, whereas closed classroom
• 31:50
  Speaker 4: is your one teacher, four walls, one door classroom, teacher prison. Yeah,
• 31:56
  Speaker 4: well no, so what's your classroom? So I'm in an
• 32:01
  Speaker 4: open classroom. I think it worked really really well. First
• 32:04
  Speaker 4: things first, we think it's a great transition to big school,
• 32:07
  Speaker 4: specifically because I guess for my school, we've only got
• 32:11
  Speaker 4: two grade zero classes, so we're straight away altogether everyone
• 32:16
  Speaker 4: in the cohort knows everyone. Come grade one, you're now
• 32:19
  Speaker 4: mixing with individuals that you don't even know kind of
• 32:22
  Speaker 4: your year, and I.
• 32:23
  Speaker 2: Remember doing that key yep, I hated that.
• 32:25
  Speaker 4: Collaboration with students we think is really cool as well,
• 32:28
  Speaker 4: but also the ability to kind of I guess, group
• 32:31
  Speaker 4: like minded students. What it also allows is for us
• 32:35
  Speaker 4: teachers to also put in place specific support or intervention
• 32:39
  Speaker 4: for those who maybe need a little bit more help growing.
• 32:41
  Speaker 1: What would you say is your biggest struggle as a
• 32:43
  Speaker 1: teacher or biggest struggle is.
• 32:48
  Speaker 4: Probably the amount of self doubt you have or the
• 32:51
  Speaker 4: doubt you put on yourself as an educator. I think
• 32:55
  Speaker 4: I could be doing so many more things better than
• 33:00
  Speaker 4: I already am, and absolutely and educators, and I'm sure
• 33:06
  Speaker 4: if any educators are listening, they're all going to agree.
• 33:08
  Speaker 2: It's not something that stops when you leave school.
• 33:11
  Speaker 4: It's really hard to turn off from teaching, so you're
• 33:16
  Speaker 4: constantly thinking about your students. Trying to turn off, I
• 33:19
  Speaker 4: would say is probably one of the bigger struggles.
• 33:21
  Speaker 1: If there was a sign of you being an amazing teacher,
• 33:24
  Speaker 1: that is it.
• 33:24
  Speaker 2: Right.
• 33:26
  Speaker 3: We had a question a little while back where it
• 33:29
  Speaker 3: was is it okay to take your child out of
• 33:31
  Speaker 3: school term to go on family holidays.
• 33:33
  Speaker 2: As the teacher.
• 33:34
  Speaker 4: As the teacher, what's your thoughts. How long of a
• 33:37
  Speaker 4: holiday are we talking about, because we can get pretty specific, right,
• 33:42
  Speaker 4: A couple.
• 33:42
  Speaker 1: Of days is it? Let's be realistic. I did three weeks,
• 33:45
  Speaker 1: all right, cool?
• 33:47
  Speaker 4: Awesome, two weeks weeks cool, two weeks I think for
• 33:52
  Speaker 4: junior primaries, so like grade two down. The amount of
• 33:55
  Speaker 4: incidental learning that can happen during a family trips fantastic.
• 34:00
  Speaker 4: So incidental learning is you're not you're not teaching ABC's
• 34:03
  Speaker 4: and one tree threes, but it's that stuff that is
• 34:07
  Speaker 4: exactly right bang and it is about that life experience,
• 34:11
  Speaker 4: and that's super valuable. I absolutely love family time. I
• 34:14
  Speaker 4: had time off growing up to go on family holidays
• 34:17
  Speaker 4: as well, so sometimes it's.
• 34:21
  Speaker 2: Going to happen, so I'm all for it.
• 34:23
  Speaker 4: Yeah, you've got a little responsibility during that family time
• 34:26
  Speaker 4: to ensure that that incidental learning is happening. Obviously, if
• 34:30
  Speaker 4: you're on a beach, kick your feet up as well
• 34:31
  Speaker 4: and swim and have some fun.
• 34:35
  Speaker 1: We are itching now towards Christmas. We are, so maybe
• 34:38
  Speaker 1: some of the parents of the kids that you teach,
• 34:40
  Speaker 1: they might be listening. What do teachers really want for Christmas?
• 34:44
  Speaker 1: As presents look.
• 34:51
  Speaker 4: Code hard cash presence that I have previously received that
• 34:56
  Speaker 4: have been absolutely amazing.
• 34:57
  Speaker 1: Plants obviously doing one shampoo, doing.
• 35:03
  Speaker 4: One shampoo, Yeah, yeah, that'd be doing great. Look a
• 35:08
  Speaker 4: little message voucher I know is appreciated by some of
• 35:11
  Speaker 4: my staff.
• 35:12
  Speaker 1: We're talking.
• 35:13
  Speaker 2: Yeah, now we're talking.
• 35:14
  Speaker 4: We love the thought of coffee cups. We have so
• 35:23
  Speaker 4: many coffee cups.
• 35:27
  Speaker 2: A picture you're holding a coffee cup. There's so many.
• 35:32
  Speaker 2: Another one.
• 35:34
  Speaker 4: Yeah, we don't expect anything that's very diplomatic of.
• 35:39
  Speaker 2: Are you're way waking?
• 35:43
  Speaker 1: I can't ask, I feel like you're too nice the
• 35:46
  Speaker 1: worst gift, but we will say the coffee cups are
• 35:49
  Speaker 1: in the category of.
• 35:50
  Speaker 2: Is there any worst gifts that come on? We don't
• 35:52
  Speaker 2: know the worst gift you've ever received.
• 35:54
  Speaker 4: No, I haven't received any terrible gifts.
• 35:56
  Speaker 2: Yeah, what's the worst coffee cup?
• 36:00
  Speaker 4: I've turned them into like little mug planters like that.
• 36:06
  Speaker 4: So they're definitely utilized. So yeah, they're definitely yeah, utilized, upcycled.
• 36:10
  Speaker 4: But there's a limit.
• 36:11
  Speaker 2: Yeah, if you're listening, don't get mister l Well.
• 36:15
  Speaker 3: The dynamic between parent and child, we try and deal
• 36:19
  Speaker 3: with meltdown in all sorts of different ways you as
• 36:22
  Speaker 3: a teacher, if a child has a meltdown in your bar,
• 36:26
  Speaker 3: what's the best way you know how to deal with it.
• 36:28
  Speaker 4: I think it's really interesting as well, and I just
• 36:30
  Speaker 4: want to flag the difference between meltdowns that kids have
• 36:34
  Speaker 4: with parents and kids have at school with teachers. I've
• 36:39
  Speaker 4: had chats to parents and we see sometimes completely different
• 36:44
  Speaker 4: children in kind of our space compared to what you
• 36:47
  Speaker 4: see in yours, obviously because the relationship is different.
• 36:50
  Speaker 1: Sometimes hate me.
• 36:52
  Speaker 4: Yeah, So how do we deal with send meltdown?
• 36:55
  Speaker 2: Again?
• 36:55
  Speaker 4: This is where parent like parent teacher communication comes into play.
• 36:59
  Speaker 2: So there's no secret word.
• 37:00
  Speaker 4: There's no secret word. Yeah, and I'm done. Yeah yeah, yeah,
• 37:06
  Speaker 4: no secret word. And it's definitely individual by individual.
• 37:11
  Speaker 3: It's truely related to you because I walked in on
• 37:12
  Speaker 3: Oscar in class to pick him up at big school.
• 37:16
  Speaker 2: You sit cross legs straight up. It just like, who
• 37:18
  Speaker 2: are you? What is that one mine?
• 37:23
  Speaker 1: I was like, do you think there will be a
• 37:28
  Speaker 1: time where I mean, like, now you've you're almost you're
• 37:32
  Speaker 1: close to three million followers across a cross platforms. Yeah,
• 37:36
  Speaker 1: I mean, is there any thought in your mind at
• 37:38
  Speaker 1: all that maybe I'll retire from teaching so I can
• 37:41
  Speaker 1: make content full time.
• 37:42
  Speaker 2: Then what will my content be about?
• 37:48
  Speaker 4: Look, I absolutely love this little social media life that has,
• 37:53
  Speaker 4: I guess, grown into something pretty cool over the last
• 37:56
  Speaker 4: couple of years. I can't see myself ever leaving education
• 38:02
  Speaker 4: and teaching. I might drop down because I only wait
• 38:05
  Speaker 4: point eight so I've got one day off a week.
• 38:07
  Speaker 4: I could potentially see myself dropping down again in a
• 38:10
  Speaker 4: couple of years if it's all going really well.
• 38:12
  Speaker 2: But I don't think I'll ever believe.
• 38:14
  Speaker 4: I'll always be I'll always be tied somehow into teaching
• 38:17
  Speaker 4: and education.
• 38:17
  Speaker 2: It's it's too fun. Wow, that's a really good answer.
• 38:20
  Speaker 2: But also, you're a published author. I am.
• 38:23
  Speaker 4: Please tell us your book and what your book is about. Yeah,
• 38:25
  Speaker 4: my book is guess what we are doing today? I
• 38:28
  Speaker 4: had to think about that for a second. Yeah, so
• 38:32
  Speaker 4: being a published author is pretty cool. I actually have
• 38:36
  Speaker 4: a copy for you.
• 38:38
  Speaker 2: Do we have copy of our book for him? You
• 38:40
  Speaker 2: guys know as well? After running book, it's pretty cool.
• 38:43
  Speaker 2: It's pretty awesome.
• 38:45
  Speaker 1: You must have so many parents who are just fighting
• 38:49
  Speaker 1: over the fact that they want to get their kids
• 38:50
  Speaker 1: in your Are you having to deal with something like that? Luckily, no,
• 38:55
  Speaker 1: I don't believe it nor because I think it would
• 38:57
  Speaker 1: literally kill Tod.
• 39:00
  Speaker 2: You moved down to Bondai Public, and.
• 39:04
  Speaker 4: No, I think any child is going to be in
• 39:07
  Speaker 4: wonderful hands going into prep.
• 39:09
  Speaker 1: Unless you were creating an absolute lie on social media.
• 39:12
  Speaker 1: But talking to you, I can tell what an amazing
• 39:14
  Speaker 1: person you are. I never had a teacher who is
• 39:17
  Speaker 1: as incredible as you, like you genuinely care so much
• 39:21
  Speaker 1: and what you do for kids is amazing.
• 39:23
  Speaker 3: It's a very kind thing to say, so thank you
• 39:25
  Speaker 3: for talking earlier. And it's like, maybe if I had
• 39:27
  Speaker 3: a teacher like you in my earlier days, I would
• 39:30
  Speaker 3: have cared more for school. It's good to know that
• 39:32
  Speaker 3: there's still amazing educators out there.
• 39:34
  Speaker 4: There absolutely is, I think yourself. Yeah, I think it's
• 39:37
  Speaker 4: a really exciting time as well. Obviously with social media
• 39:41
  Speaker 4: so readily available and it's pretty easy to make content now,
• 39:44
  Speaker 4: so I consider myself very lucky to really enjoy creating
• 39:48
  Speaker 4: content about something I'm so passionate about, which is teaching
• 39:51
  Speaker 4: and education.
• 39:52
  Speaker 2: So it's really cool. And thank you so much for
• 39:54
  Speaker 2: joining us, Thank you, thank you for leting me. Miss
• 39:57
  Speaker 2: You have been schooled.
• 40:00
  Speaker 1: All right, Ash, Are you ready?
• 40:02
  Speaker 2: Born ready. Well I wasn't born ready. That's why we
• 40:03
  Speaker 2: had to get mister Luke in. So now I am
• 40:05
  Speaker 2: ready to go.
• 40:07
  Speaker 1: If you have enjoyed this episode, please we would love it.
• 40:10
  Speaker 1: Mister Luke would actually really love it as well. If
• 40:12
  Speaker 1: you would review subscribe, give us a couple of stars
• 40:16
  Speaker 1: and me not two. Give us three or four. Anything
• 40:18
  Speaker 1: looks at five A plus. As a teacher would call
• 40:20
  Speaker 1: it very good.
• 40:21
  Speaker 2: Linger, you'd be a great teacher.
• 40:23
  Speaker 1: Didn't you tell me you wanted to become a teacher.
• 40:25
  Speaker 3: I think if this goes tits up, I'll probably be
• 40:27
  Speaker 3: a teacher.
• 40:28
  Speaker 1: God good luck to wherever you end up. Also, you
• 40:31
  Speaker 1: can follow us on social.
• 40:33
  Speaker 3: Media Instagram at two Loading Dance also TikTok two Doting
• 40:36
  Speaker 3: Dads also along with our Facebook group two Doting Dads
• 40:39
  Speaker 3: join the fund the conversation.
• 40:40
  Speaker 1: There it is two d d Also, how could we forget?
• 40:43
  Speaker 2: There's a couple left?
• 40:44
  Speaker 1: They are selling like hotcakes, hotcakes from the tuck shop,
• 40:48
  Speaker 1: if that makes any sense. I'm talking about the Calendar's
• 40:51
  Speaker 1: raunchy Ranch twenty twenty five. There are a couple may
• 40:54
  Speaker 1: contain nuts. That's if you left. They're about twenty nine dollars,
• 41:02
  Speaker 1: but all proceeds one hundred percent of proceeds it gets
• 41:04
  Speaker 1: donated to an amazing charity called Rise Up, who do
• 41:07
  Speaker 1: such great work with victims of domestic violence. So if
• 41:10
  Speaker 1: you don't want to miss out, jump into the show notes.
• 41:12
  Speaker 1: There's a link there we can buy your calendar for
• 41:14
  Speaker 1: next year.
• 41:15
  Speaker 3: You also get twenty dollars off your order with the
• 41:17
  Speaker 3: code doting, which will also put in the show notes.
• 41:20
  Speaker 1: It's a win win situation. But until then, goodbye, we
• 41:23
  Speaker 1: will go. We will leave you, Goodbye bye. Two Doting
• 41:31
  Speaker 1: Dads podcast acknowledges the traditional custodians of country throughout Australia
• 41:35
  Speaker 1: and the connections to land, see and community.
• 41:38
  Speaker 3: We pay our respects to their elders past and present
• 41:40
  Speaker 3: and extend that respect to all Aboriginal and Torrestraight Islander
• 41:44
  Speaker 3: people's today. This episode was recorded on Gadigle Land