Latest / Homeschool Revolution / Your child's brain doesn't learn like everyone else's

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Your child's brain doesn't learn like everyone else's · Homeschool Revolution

• 0:00
  SPEAKER_00: Welcome to the homeschool revolution.
• 0:02
  SPEAKER_00: I'm a sister on this for homeschool moms and for over 20 years, and I've been cooking moments just like you for decades.
• 0:08
  SPEAKER_00: I've been this messy and working on everything when this is for the working mom, single mom, stay at home mom, and yes, yes, too.
• 0:17
  SPEAKER_00: Any parent who is done with the old way and ready to raise creative competent kids who actually changed the world.
• 0:23
  SPEAKER_00: This isn't just homeschooling.
• 0:25
  SPEAKER_00: This is revolution.
• 0:27
  SPEAKER_00: Let's get into it.
• 0:34
  SPEAKER_00: Welcome, welcome.
• 0:36
  SPEAKER_00: Happy homeschool day.
• 0:38
  SPEAKER_00: All right, let us get started.
• 0:42
  SPEAKER_00: Everybody else's temperature drop a little bit, so it feels like fall, and it's like, oh, gorgeous.
• 0:47
  SPEAKER_00: We keep opening the door and going, oh, every time because the weather has finally become beautiful and it just feels so good.
• 0:56
  SPEAKER_00: No more heat.
• 0:57
  SPEAKER_00: Or at least we're hoping.
• 0:59
  SPEAKER_00: Yeah, just hoping.
• 1:02
  SPEAKER_00: So forgive my little I always try to move this box.
• 1:04
  SPEAKER_00: Do you like this box with the cereal boxes in it?
• 1:07
  SPEAKER_00: Yeah.
• 1:07
  SPEAKER_00: That is our so my husband and I teach a class every morning for our church.
• 1:13
  SPEAKER_00: We have been asked to teach a um scripture study class.
• 1:18
  SPEAKER_00: This year we're studying the Old Testament.
• 1:20
  SPEAKER_00: And so every morning at 620, we teach 11 teenagers about scriptures every morning.
• 1:26
  SPEAKER_00: Ow, that hurt.
• 1:28
  SPEAKER_00: Um, Monday through Friday.
• 1:30
  SPEAKER_00: And in order to keep these kids, you know, a little awake, we take things for them to munch on.
• 1:38
  SPEAKER_00: So we take cold cereal and they just sit and munch on.
• 1:41
  SPEAKER_00: No, we haven't been doing milk, just crackers, pretzels.
• 1:44
  SPEAKER_00: They ask for like fish crackers and anyway.
• 1:46
  SPEAKER_00: So I have this little, this is my little to-go box every morning.
• 1:49
  SPEAKER_00: We grab it on our way out the door for the teenagers to keep them awake while we teach them scripture very early in the morning.
• 1:56
  SPEAKER_00: Because I will tell you, getting teenagers up, half of them are public schooled, half of them are homeschooled.
• 2:02
  SPEAKER_00: It's it's a fascinating class.
• 2:03
  SPEAKER_00: There are a bunch of great kids, but um, so yeah, so that's why you sometimes this is my little dumping station, that's my little scripture bed, and also get up and go morning basket.
• 2:16
  SPEAKER_00: Anyway, so we get home about 7:30, and then I hit the gym and then I get here.
• 2:21
  SPEAKER_00: So that's my Monday morning, and it's been pretty good, actually.
• 2:25
  SPEAKER_00: So hopefully yours is too.
• 2:27
  SPEAKER_00: All right.
• 2:27
  SPEAKER_00: So how was your weekend?
• 2:29
  SPEAKER_00: How are our um things going on in the world?
• 2:35
  SPEAKER_00: How's homeschooling?
• 2:37
  SPEAKER_00: Is there have you had a chance to look at some of the changes we've made inside the community?
• 2:42
  SPEAKER_00: Is there anything that you question, wonder, having issues finding?
• 2:48
  SPEAKER_00: Um always, always making changes, trying to make things clearer.
• 2:53
  SPEAKER_00: We get a lot of feedback, which I love.
• 2:55
  SPEAKER_00: I love feedback inside the village.
• 2:58
  SPEAKER_00: Um, and but for every one person who gives feedback that something needs to change, one person hates it.
• 3:04
  SPEAKER_00: So we're always in that fine balance of trying to make it work for everybody.
• 3:10
  SPEAKER_00: So um let us know how you're doing on that and if there's any questions.
• 3:16
  SPEAKER_00: Come on and pop on in.
• 3:18
  SPEAKER_00: Okay, so I actually I made today's topic about ADHD.
• 3:23
  SPEAKER_00: And I did that because we had a lot of moms join the community this week, and all of them were talking about ADHD.
• 3:29
  SPEAKER_00: So, what I'm trying to decide with the women that are here, I feed you first.
• 3:33
  SPEAKER_00: I have like this hair that's bugging me.
• 3:35
  SPEAKER_00: So I feed the women who are here first, and so your questions will get answered first.
• 3:40
  SPEAKER_00: So, knowing the women that are here, I might actually sway it a little bit and talk about art because I want to tell you something about art, unless you want me to keep talking about ADHD.
• 3:50
  SPEAKER_00: Do you want me to do you want to have an ADHD discussion?
• 3:53
  SPEAKER_00: Eve, hi, welcome.
• 3:56
  SPEAKER_00: Good to see you, lady.
• 3:58
  SPEAKER_00: Um, do you want to have the ADHD discussion?
• 4:02
  SPEAKER_00: Or should I show you art?
• 4:06
  SPEAKER_00: Um, and here's why.
• 4:07
  SPEAKER_00: So in the Bonfire Academy, I get one-on-one.
• 4:11
  SPEAKER_00: So some of the kids have got the VIP, and I get to do like an hour with them every week, which is so my absolute favorite right now.
• 4:18
  SPEAKER_00: And I was talking to one of them the other day, just carrying in here now, and he's an artist.
• 4:24
  SPEAKER_00: And so we were talking about him.
• 4:26
  SPEAKER_00: So the whole point of Bonfire is to help each child like develop their skills, figure out who they are.
• 4:32
  SPEAKER_00: And so I'm going through this process of getting to know the children in Bonfire one at a time.
• 4:37
  SPEAKER_00: And I say children, they're teenagers, and I'm loving it.
• 4:40
  SPEAKER_00: These are the neatest kids.
• 4:42
  SPEAKER_00: And so we were talking to one, and I was like, you know, I need to, I was starting to show him where some tools were to help him with his own personal talents and skills.
• 4:51
  SPEAKER_00: And we had this great conversation, and it made me realize maybe I should come in here and do this with you guys in case I it's been a while or not.
• 4:58
  SPEAKER_00: So if you are not using, how many of you are currently using creative bug?
• 5:04
  SPEAKER_00: Give me a thumbs up if you currently use creative bug.
• 5:08
  SPEAKER_00: I'm interested in both ADHD and art.
• 5:11
  SPEAKER_00: I don't know if I if I have ADHD or I'm just overwhelmed.
• 5:14
  SPEAKER_00: Probably both.
• 5:18
  SPEAKER_00: Probably both.
• 5:19
  SPEAKER_00: Overwhelm is like a new character trait when you have three children at home and you're a homeschool mom.
• 5:25
  SPEAKER_00: And so, but but overwhelmed, ADHD overwhelm, yeah.
• 5:29
  SPEAKER_00: Okay, we'll we'll touch both.
• 5:31
  SPEAKER_00: Okay, we'll touch both.
• 5:33
  SPEAKER_00: And because, in my opinion, they go hand in hand anyway.
• 5:37
  SPEAKER_00: So it keeps logging you out, Lizzie.
• 5:42
  SPEAKER_00: Really?
• 5:44
  SPEAKER_00: Um, is anybody else having a problem with with creative bug?
• 5:49
  SPEAKER_00: So I'm gonna show you.
• 5:50
  SPEAKER_00: Okay, we'll do a quick creative bug tour, and then we'll go in and um talk a little more ADHD as people are coming in here.
• 5:58
  SPEAKER_00: So let me share my screen.
• 6:01
  SPEAKER_00: All right, let me this I recommend, I highly recommend creative bug.
• 6:05
  SPEAKER_00: And here's why.
• 6:06
  SPEAKER_00: Okay, here's my whole philosophy on art.
• 6:09
  SPEAKER_00: And it came one day, I was like at church and I was thinking about art.
• 6:13
  SPEAKER_00: Um, and if you go back to the dark ages, okay, go way back to the dark ages.
• 6:22
  SPEAKER_00: And I was I was doing a history lesson once, I was studying some history, and it was about like Socrates and um, and I was looking at like the Monet and the artists, and and it was interesting that there was a phase of darkness in the world, right?
• 6:40
  SPEAKER_00: And then it started to become lighter, and there was a renaissance and awakening, and that renaissance and awakening actually began because people started to be creative again, art happened, and because art happened, Christianity was born, and then people anyway, it was interesting.
• 6:56
  SPEAKER_00: And I started, I was sitting there and I realized God brings creativity to our lives because you have to be there's a creative muscle that we need in order to understand spiritual things, in order to dream, in order to work, right?
• 7:11
  SPEAKER_00: There's a dreaming that happens with art, there's a creative process we need, and God is a creator, and as his children, our job is to become like him, which is a creator.
• 7:21
  SPEAKER_00: We need to be creating.
• 7:22
  SPEAKER_00: And so if you're feeling or your children have a lot of anxiety or depression and you don't know why, I personally find that it's because I'm not creating something.
• 7:31
  SPEAKER_00: Or my children are depressed because they're not in the state of creation.
• 7:34
  SPEAKER_00: They need to be creating, and that doesn't mean something big in a business, it can be something as simple as um drawing.
• 7:41
  SPEAKER_00: It's just the point is that you're creating something that has not yet existed before or something that's in your head, you're getting it out.
• 7:47
  SPEAKER_00: Whether it's a garden, whether it's a painting, whether it's a song.
• 7:52
  SPEAKER_00: But when you are constantly creating, that will actually fight anxiety and depression.
• 7:58
  SPEAKER_00: And I've seen it over and over and over again with my kids.
• 8:02
  SPEAKER_00: It would be interesting to hear about tips for moms with ADHD.
• 8:04
  SPEAKER_00: Yes, okay, and this is part of it.
• 8:07
  SPEAKER_00: Okay, moms need to be creating too.
• 8:10
  SPEAKER_00: And I found my with I am a mom with ADHD.
• 8:13
  SPEAKER_00: I have 18 projects going on at once.
• 8:15
  SPEAKER_00: I'm in the mood for the book, so I'll do the book.
• 8:17
  SPEAKER_00: Then I'm in the mood for the garden, so I'll do the garden.
• 8:20
  SPEAKER_00: Then I'm in the mood to actually paint something.
• 8:22
  SPEAKER_00: I have unfinished product products all projects all over my house because my moods change.
• 8:27
  SPEAKER_00: And some days I just feel like painting.
• 8:29
  SPEAKER_00: And so, and it used to frustrate me that I never finished anything.
• 8:32
  SPEAKER_00: I do finish things, but it takes me longer and I hop around and that's okay.
• 8:37
  SPEAKER_00: And I stop beating myself up myself up over it.
• 8:41
  SPEAKER_00: I've just learned to put it aside until I get back to it.
• 8:44
  SPEAKER_00: So um, so creation is vital to our ADHD minds.
• 8:51
  SPEAKER_00: ADHD people are intensely creative, and when we're not able to find an outlet for that creation, our ADHD gets worse.
• 9:00
  SPEAKER_00: You start to write like that.
• 9:03
  SPEAKER_00: Number one, I drink caffeine.
• 9:04
  SPEAKER_00: I used to be totally anti-caffeine.
• 9:06
  SPEAKER_00: I went years and years without it.
• 9:08
  SPEAKER_00: The caffeine keeps me focused, it settles me, it actually calms me.
• 9:14
  SPEAKER_00: Otherwise, I'm bouncing around.
• 9:16
  SPEAKER_00: So are my kids.
• 9:17
  SPEAKER_00: My kids with ADHD are allowed caffeine a lot earlier than my other kids because it settles them.
• 9:22
  SPEAKER_00: Um, most of my siblings and their children are ADHD, and we all use caffeine to allow us to sit still and work.
• 9:32
  SPEAKER_00: Now, um, so as you can see, I'm gonna like work these together.
• 9:36
  SPEAKER_00: So let me go in.
• 9:36
  SPEAKER_00: I'm gonna show you creative bug.
• 9:38
  SPEAKER_00: Am I hopping back and forth a little?
• 9:40
  SPEAKER_00: I'm gonna try not to.
• 9:42
  SPEAKER_00: But I believe that let's see if I can do this right.
• 9:50
  SPEAKER_00: That a parent, a child with ADHD who uses that energy to create something is a happier, healthier ADHD person.
• 10:01
  SPEAKER_00: I believe that to the core.
• 10:05
  SPEAKER_00: Okay, so you come in here, go to classroom.
• 10:09
  SPEAKER_00: Oh, look how cute these are.
• 10:11
  SPEAKER_00: Trisha's been decorating.
• 10:12
  SPEAKER_00: Can you see?
• 10:14
  SPEAKER_00: Oh my gosh, Trisha, I love them.
• 10:18
  SPEAKER_00: Those look good.
• 10:19
  SPEAKER_00: Do you guys like that better?
• 10:21
  SPEAKER_00: Look how cute she is.
• 10:22
  SPEAKER_00: Okay.
• 10:23
  SPEAKER_00: Um, so much more fun.
• 10:25
  SPEAKER_00: Okay, so you go into the color your child is in, or you come down here.
• 10:34
  SPEAKER_00: Where'd you go?
• 10:35
  SPEAKER_00: Quick access.
• 10:37
  SPEAKER_00: Okay.
• 10:38
  SPEAKER_00: Quick access.
• 10:40
  SPEAKER_00: And then look, here are the actual programs we use.
• 10:45
  SPEAKER_00: Creative bug, click, creative bug, click.
• 10:52
  SPEAKER_00: Continue to creative bug.
• 10:54
  SPEAKER_00: It's never kicked me out, Lizzie.
• 10:55
  SPEAKER_00: I wonder why it's doing that to you.
• 10:57
  SPEAKER_00: Now, this is so important, in my opinion, to education.
• 11:01
  SPEAKER_00: I personally, when my kids were little, we would do our reading, writing, math, and like a history, like I recommended in the morning.
• 11:07
  SPEAKER_00: In the afternoons, it was all about creating.
• 11:10
  SPEAKER_00: I created now when they were little, I created and they would create along with me.
• 11:14
  SPEAKER_00: As they got older, they could either create their own thing or they could create with me.
• 11:18
  SPEAKER_00: And eventually they started coming up with their own projects while I would do my own projects.
• 11:22
  SPEAKER_00: And now Bye, Henny.
• 11:23
  SPEAKER_00: I love you.
• 11:25
  SPEAKER_00: He's to work late.
• 11:30
  SPEAKER_00: Bye.
• 11:31
  SPEAKER_00: Um, and so sorry, he throws me off every time.
• 11:37
  SPEAKER_00: So we're gonna la he's cute.
• 11:43
  SPEAKER_00: Okay.
• 11:44
  SPEAKER_00: Anyway, so um creating.
• 11:49
  SPEAKER_00: Creating is what we're doing.
• 11:51
  SPEAKER_00: So I had a so one of our kids is an artist, he likes to draw monsters, and that's totally fine.
• 11:56
  SPEAKER_00: So we came in here and all we did was drawing.
• 12:00
  SPEAKER_00: Okay, we came in and he looked at classes and he picked one that he was like, Oh, I want to get better at faces.
• 12:07
  SPEAKER_00: So he clicked on this one and he went in and he learned, he's learning now on a daily basis as part of his daily homework or his Wednesday or whatever day he chose to do it.
• 12:16
  SPEAKER_00: He's now working on learning to draw faces.
• 12:19
  SPEAKER_00: So as we were looking through there, there was one artist on manga manga, manga, however you say.
• 12:25
  SPEAKER_00: And he's like, Oh, I've been wanting to do that.
• 12:27
  SPEAKER_00: So he got all excited looking at these because on his own free time he draws.
• 12:31
  SPEAKER_00: So now he's gonna go in and learn some new skills on drawing.
• 12:34
  SPEAKER_00: Now, that's for artists, right?
• 12:36
  SPEAKER_00: What if I'm not a drawer?
• 12:38
  SPEAKER_00: What I have a child who loves herbs.
• 12:42
  SPEAKER_00: She loves healing herbs.
• 12:44
  SPEAKER_00: Look at this.
• 12:45
  SPEAKER_00: Look at there's gathering, make a custom herbal tea, herbal tinctures, natural perfumes, herbal infused body oils, hand and body salves, soak and body scrubs, gift wrap ideas.
• 12:58
  SPEAKER_00: Ooh, jam.
• 13:00
  SPEAKER_00: Okay, so you come in here and just type in what your kids are looking for.
• 13:03
  SPEAKER_00: Do they love to cook?
• 13:05
  SPEAKER_00: Maybe even baking.
• 13:06
  SPEAKER_00: Let's do baking.
• 13:09
  SPEAKER_00: Look at all the baking ideas, creativity, ooh, cookie decorating.
• 13:19
  SPEAKER_00: See, so they can pick.
• 13:20
  SPEAKER_00: What if they're jewelry?
• 13:21
  SPEAKER_00: Got any kids that like to make jewelry?
• 13:24
  SPEAKER_00: Jewelry free, jewel-free.
• 13:28
  SPEAKER_00: I don't think that's what I meant, but it knew what I was talking about.
• 13:32
  SPEAKER_00: So you can go in and look.
• 13:33
  SPEAKER_00: There's tons of jewelry making.
• 13:35
  SPEAKER_00: Give me another topic.
• 13:36
  SPEAKER_00: What's another topic you guys like?
• 13:39
  SPEAKER_00: Arjun, right?
• 13:41
  SPEAKER_00: Creating all day long, Lizzie.
• 13:43
  SPEAKER_00: It would be interesting to hear about too.
• 13:44
  SPEAKER_00: Okay, yeah.
• 13:44
  SPEAKER_00: Sorry, getting back to that.
• 13:45
  SPEAKER_00: Okay.
• 13:46
  SPEAKER_00: So we've got jewelry.
• 13:48
  SPEAKER_00: What if you like?
• 13:49
  SPEAKER_00: What if you want to learn knitting?
• 13:52
  SPEAKER_00: I can spell knitting.
• 13:55
  SPEAKER_00: There's tons of knitting things in here.
• 13:58
  SPEAKER_00: All the details for knitting.
• 14:00
  SPEAKER_00: Um, what so if you don't, if you're looking for a specific thing, this is your place.
• 14:05
  SPEAKER_00: Your child can pick a video.
• 14:06
  SPEAKER_00: And the beauty of it is, is they can pick it.
• 14:09
  SPEAKER_00: And if they're halfway in and find out, nah, never mind, I don't want this, they can just move to another one.
• 14:13
  SPEAKER_00: It's okay.
• 14:13
  SPEAKER_00: Paracord.
• 14:14
  SPEAKER_00: Ooh, let's see what they got.
• 14:16
  SPEAKER_00: Paracord.
• 14:20
  SPEAKER_00: There you go.
• 14:22
  SPEAKER_00: Several of those.
• 14:25
  SPEAKER_00: May if you will get your children on here, and honestly, I recommend daily, especially if your kids are spending way too much time on the computer playing around because they don't have anything to do.
• 14:35
  SPEAKER_00: Get your kids on these.
• 14:36
  SPEAKER_00: They can take more than one class at a time.
• 14:38
  SPEAKER_00: Every child can pick their own and stay on it because it'll it'll, if it's on their computer, if you're doing it that way, um, they can come in.
• 14:46
  SPEAKER_00: Now, watch, here's what I love it even tells you how long each class is 28 minutes, 33 minutes, four minutes, or a three hour, and you do it in pieces.
• 14:55
  SPEAKER_00: You can come in here, click.
• 14:56
  SPEAKER_00: I want something that gives me practice every single day.
• 15:00
  SPEAKER_00: Okay, these classes are daily practice.
• 15:04
  SPEAKER_00: Oh, look at this.
• 15:05
  SPEAKER_00: They're making little every age group can be in here.
• 15:08
  SPEAKER_00: Your you can use this, your kids can use this.
• 15:12
  SPEAKER_00: Um, oh, look, it's still it's still loading, you guys.
• 15:15
  SPEAKER_00: Look at all the daily practice.
• 15:17
  SPEAKER_00: What's another one?
• 15:18
  SPEAKER_00: Book making was in here.
• 15:20
  SPEAKER_00: Look at that.
• 15:21
  SPEAKER_00: Bookmaking, playing with image transfers, intro to paper quilting.
• 15:29
  SPEAKER_00: I think that was called paracord, but let's do it anyway.
• 15:32
  SPEAKER_00: Okay, paracord.
• 15:34
  SPEAKER_00: Uh sorry, keychains.
• 15:42
  SPEAKER_00: There's a macrame keychain.
• 15:44
  SPEAKER_00: How about bracelets?
• 15:48
  SPEAKER_00: Okay, here we have multiple kinds of bracelets.
• 15:51
  SPEAKER_00: I want one.
• 15:52
  SPEAKER_00: Look how cute those are.
• 15:55
  SPEAKER_00: Turkish flat weave.
• 15:59
  SPEAKER_00: Um, plastic rope.
• 16:01
  SPEAKER_00: Is that like that?
• 16:02
  SPEAKER_00: Let's see.
• 16:03
  SPEAKER_00: Plastic rope.
• 16:08
  SPEAKER_00: It chinks these things.
• 16:11
  SPEAKER_00: What else do you call those?
• 16:12
  SPEAKER_00: What if I just do plastic?
• 16:14
  SPEAKER_00: I wonder what would happen.
• 16:17
  SPEAKER_00: Glue working with fibers, party chains.
• 16:22
  SPEAKER_00: How about if I type in like a friendship?
• 16:24
  SPEAKER_00: Friendship bracelet.
• 16:28
  SPEAKER_00: Look at those.
• 16:30
  SPEAKER_00: You got a big kids' party coming up and you're looking for ideas.
• 16:33
  SPEAKER_00: Here you go.
• 16:34
  SPEAKER_00: This keeps your kids off YouTube.
• 16:36
  SPEAKER_00: No ads.
• 16:38
  SPEAKER_00: Notice.
• 16:39
  SPEAKER_00: No ads.
• 16:41
  SPEAKER_00: Um, plastic rope keychains.
• 16:43
  SPEAKER_00: I know what you're talking about, Janelle.
• 16:44
  SPEAKER_00: That's showing our age.
• 16:48
  SPEAKER_00: Right?
• 16:49
  SPEAKER_00: This is part of education.
• 16:50
  SPEAKER_00: And it's actually, in my opinion, the most important part.
• 16:54
  SPEAKER_00: Because if your child has a scheduled time every day to be creating, their brain frees up.
• 17:03
  SPEAKER_00: So, or it gives them it, it'll get them motivated to hurry and get their reading, writing, and math done so they can get to their project that they chose.
• 17:10
  SPEAKER_00: The idea is that your child chooses the project.
• 17:13
  SPEAKER_00: Okay.
• 17:14
  SPEAKER_00: But that you set a space in your home and a time of your day where they get to do it.
• 17:22
  SPEAKER_00: That doesn't mean they need a whole table.
• 17:23
  SPEAKER_00: It could be a corner of the couch where they can put their project, and this is what I've noticed, where they can leave it out.
• 17:30
  SPEAKER_00: So whether you get them a little box or a uh Tupperware or a basket that they can keep their project in and set it aside and nobody can touch it.
• 17:40
  SPEAKER_00: So they can come back and put it back in their lap, whether you're watching a movie and they put it back in their lap, right?
• 17:46
  SPEAKER_00: Or, okay, homework's done, lunch is over, everybody get out your projects and mom will read out loud.
• 17:53
  SPEAKER_00: Or um, when dad gets home, let dad read out loud, everybody pulls out their project.
• 17:57
  SPEAKER_00: There is something that happens in the brain when you're doing that.
• 18:00
  SPEAKER_00: It is the most healing form of learning your children can do because they are being godlike.
• 18:07
  SPEAKER_00: They are being creators.
• 18:09
  SPEAKER_00: And when a person creates, their spirits awaken.
• 18:14
  SPEAKER_00: So I personally find this to be one of the most valuable tools you can do.
• 18:19
  SPEAKER_00: Not uh creative bug, yes, but art, art of any form.
• 18:24
  SPEAKER_00: Now, look, there's yarn, sewing, quilting, needlework.
• 18:30
  SPEAKER_00: Look at all that art and design, paper of all kinds.
• 18:35
  SPEAKER_00: And you can even kids and teens specifically, holiday and party.
• 18:40
  SPEAKER_00: We got a lot of holidays coming up.
• 18:41
  SPEAKER_00: You're looking for some fun holiday activities, jewelry, food, and home.
• 18:46
  SPEAKER_00: And I will tell you, this is coming up.
• 18:49
  SPEAKER_00: It's okay to take a week and just do projects.
• 18:52
  SPEAKER_00: It's okay to take December off of all of the curriculum stuff and just do art.
• 18:58
  SPEAKER_00: There is so much they're learning during that time.
• 19:00
  SPEAKER_00: So, so much.
• 19:01
  SPEAKER_00: And when we pull away from it because life gets busy, the first thing to struggle is our spirits.
• 19:07
  SPEAKER_00: I've noticed.
• 19:08
  SPEAKER_00: Like my kids kind of start to get depressed.
• 19:10
  SPEAKER_00: And but when they have a project, right now my daughter's into like decorating her room.
• 19:15
  SPEAKER_00: And so she's decided that she's creating a mirror and she's burning a bunch of cards because she has this look she's after.
• 19:23
  SPEAKER_00: She's so alive when she's creating something.
• 19:26
  SPEAKER_00: My children are so alive as long as they're creating something.
• 19:31
  SPEAKER_00: Um, we've had a few people join us here.
• 19:33
  SPEAKER_00: Hi, Jennifer.
• 19:34
  SPEAKER_00: Welcome.
• 19:35
  SPEAKER_00: Hi, Joel.
• 19:38
  SPEAKER_00: Hi, Nicole.
• 19:39
  SPEAKER_00: Welcome, you guys.
• 19:40
  SPEAKER_00: So we're talking about creation, why you need to be adding in creative bug into your homework.
• 19:48
  SPEAKER_00: Um, number one, get them off the computer.
• 19:51
  SPEAKER_00: Yeah, they have the classes, right?
• 19:53
  SPEAKER_00: A computer is made for learning, but it is not meant to be their creative space.
• 19:58
  SPEAKER_00: So even when I do, I do some creative things on the computer.
• 20:01
  SPEAKER_00: Yeah, I get on Canva.
• 20:03
  SPEAKER_00: Um, I'm writing a book right now, just a children's book, because it's in my head and I need to get it out.
• 20:08
  SPEAKER_00: So I'm still working on things that have nothing to do with business because I need my creative outlet and I'm really enjoying working on a book, and I'm on the computer a lot of that time because I'm working it out.
• 20:18
  SPEAKER_00: But I find that I still have to find things creatively off the computer.
• 20:24
  SPEAKER_00: Some are done there, they have to be.
• 20:26
  SPEAKER_00: That's the tool that I use.
• 20:27
  SPEAKER_00: Sometimes I have to be off of it.
• 20:29
  SPEAKER_00: I miss gardening.
• 20:30
  SPEAKER_00: My current house is not somewhere I want to garden and I miss it.
• 20:33
  SPEAKER_00: But there are so many things that your children will learn.
• 20:36
  SPEAKER_00: They learn to problem solve, they learn who they are, they learn confidence.
• 20:41
  SPEAKER_00: So much confidence comes from creation.
• 20:45
  SPEAKER_00: They fail, they learn it's not that big of a deal.
• 20:48
  SPEAKER_00: They do it again and again and again.
• 20:49
  SPEAKER_00: They get frustrated, but they learn that they can come back.
• 20:52
  SPEAKER_00: They learn that they can do things that they're capable of.
• 20:54
  SPEAKER_00: They learn maybe what doesn't work for them, but what does.
• 20:57
  SPEAKER_00: And so there's so much self-discovery in it that it needs to be done on a daily basis if possible.
• 21:05
  SPEAKER_00: Okay, getting off my soapbox.
• 21:06
  SPEAKER_00: But do you see why you should be going and checking out Creative Buck?
• 21:10
  SPEAKER_00: It's one of our like little hidden gems, and so many people really um, I think too many people skip it.
• 21:16
  SPEAKER_00: All right, Vette has a question.
• 21:18
  SPEAKER_00: Let's let's answer some questions.
• 21:19
  SPEAKER_00: I have a question.
• 21:20
  SPEAKER_00: Do all the kids in my homeschool village know how to read cursive?
• 21:24
  SPEAKER_00: I have no idea because I haven't actually interviewed them.
• 21:26
  SPEAKER_00: My kids are having a hard time in the spelling one and two live classes because everything is in cursive.
• 21:31
  SPEAKER_00: I bought them a book on Amazon where it helps them learn it by tracing with disappearing ink.
• 21:36
  SPEAKER_00: Fun.
• 21:37
  SPEAKER_00: They love it and they're learning it, but still struggle to keep up.
• 21:40
  SPEAKER_00: Their school wasn't teaching cursive.
• 21:42
  SPEAKER_00: Understood.
• 21:42
  SPEAKER_00: So it's not that all kids in my homeschool village just know cursive.
• 21:47
  SPEAKER_00: We do highly recommend it here.
• 21:50
  SPEAKER_00: And one of the reasons is because all of our legal documents in the world are in cursive.
• 21:55
  SPEAKER_00: The the Declaration of Independence, the original 13 Amendment.
• 22:00
  SPEAKER_00: The 15 amendment amendments, the the documents, the antique documents are in cursive.
• 22:06
  SPEAKER_00: Our forefathers' journals and records are all in cursive.
• 22:12
  SPEAKER_00: Um, and so, yes, cursive is very important to be learning.
• 22:16
  SPEAKER_00: And there will come a time when only the homeschoolers will be able to even decipher it.
• 22:20
  SPEAKER_00: It's becoming a code.
• 22:22
  SPEAKER_00: And sometimes I can write in code so much, you know.
• 22:24
  SPEAKER_00: My kids, I have one kid who just never quite got it because he was he struggled so much.
• 22:29
  SPEAKER_00: My other ones are working on it and getting very good at it, very great hand eye coordination.
• 22:34
  SPEAKER_00: So, yes, highly recommended.
• 22:36
  SPEAKER_00: Yes, you can get an Amazon.
• 22:37
  SPEAKER_00: I got a book on Amazon for my kids too, by the way.
• 22:39
  SPEAKER_00: There's one for adults, there's one about um practicing cursive writing, and it's like the whole thing sarcastic.
• 22:46
  SPEAKER_00: One of my daughters, that's what my 17-year-old's doing to practice hers, and she's learned to love it.
• 22:51
  SPEAKER_00: So don't get frustrated.
• 22:54
  SPEAKER_00: Let them keep working on it.
• 22:55
  SPEAKER_00: It comes pretty quick once they've decided they want to do it.
• 22:58
  SPEAKER_00: Um, I didn't realize spelling one and two were doing just cursive.
• 23:04
  SPEAKER_00: Um but if that's a problem, talk to the teacher, maybe ask if they can do it in both or something.
• 23:10
  SPEAKER_00: Trish says our dry erase board was our best friend while learning cursive.
• 23:14
  SPEAKER_00: Yeah, we used a ton of dry erase when my kids were learning cursive.
• 23:18
  SPEAKER_00: Sometimes it was a little easier to do this than right.
• 23:22
  SPEAKER_00: And so as they get better, they get smaller, but sometimes just getting the motion down.
• 23:27
  SPEAKER_00: Um, and remember to have them turn the page.
• 23:31
  SPEAKER_00: Do you guys remember that?
• 23:32
  SPEAKER_00: My kids had the page straight and we're trying to do cursive, and their hands hurt.
• 23:36
  SPEAKER_00: And I had to teach them to turn the page at the angle of the hand, and then you write up, and that will help with the anybody remember those exercises?
• 23:46
  SPEAKER_00: Do you guys remember those exercises?
• 23:48
  SPEAKER_00: I remember like them working on us in third grade, sitting there, making sure you sit down with your hands like this.
• 23:54
  SPEAKER_00: That's where your book lines up so that you can write this way, and that's how you anyway.
• 23:59
  SPEAKER_00: Sorry, total, total tangent on that one.
• 24:03
  SPEAKER_00: Hi, Celeste.
• 24:04
  SPEAKER_00: Welcome, welcome.
• 24:05
  SPEAKER_00: Does that answer the question?
• 24:07
  SPEAKER_00: I I was unaware that they were doing that.
• 24:09
  SPEAKER_00: I don't know that I would have stopped it, but if there is a problem, make sure that you um just just maybe mention it to the teachers and let them know that you're behind.
• 24:17
  SPEAKER_00: Our teachers are so understanding and so kind.
• 24:20
  SPEAKER_00: So if there's ever an issue with any of your kids, just reach out to a teacher and let them know.
• 24:26
  SPEAKER_00: Sorry, I'm late.
• 24:27
  SPEAKER_00: I thought I would come on here, answer any SPED questions.
• 24:30
  SPEAKER_00: Oh, thank you.
• 24:31
  SPEAKER_00: Yeah, anybody have any questions for um SPED?
• 24:37
  SPEAKER_00: Um, Nicole comes in on Thursdays.
• 24:40
  SPEAKER_00: She goes live here in the community to answer SPED questions.
• 24:45
  SPEAKER_00: Nicole is an expert in um all things SPED.
• 24:49
  SPEAKER_00: She, how many years did you teach in it?
• 24:52
  SPEAKER_00: She's I'm thinking of the vocabulary here.
• 24:56
  SPEAKER_00: Write it down.
• 24:59
  SPEAKER_00: You are a certified SPED teacher, a specialist, a special education specialist.
• 25:08
  SPEAKER_00: How does that work?
• 25:09
  SPEAKER_00: And Celeste's okay, being late is good.
• 25:12
  SPEAKER_00: We're just glad you're here.
• 25:14
  SPEAKER_00: Um can you hear me?
• 25:20
  SPEAKER_00: No, okay.
• 25:25
  SPEAKER_00: Just type it in case there's internet funny going on.
• 25:31
  SPEAKER_00: Yeah, something's funny on the internet.
• 25:33
  SPEAKER_00: Just type it in if you don't mind.
• 25:34
  SPEAKER_00: Um, okay, so if you have any questions about Spud, she's Nicole's here.
• 25:39
  SPEAKER_00: You can type them in the chats.
• 25:40
  SPEAKER_00: She can answer them, preferably in the community.
• 25:43
  SPEAKER_00: Sorry.
• 25:46
  SPEAKER_00: My son has level two autism and ADHD combined.
• 25:49
  SPEAKER_00: So, Celeste, Nicole is somebody you can reach out to.
• 25:52
  SPEAKER_00: So you can private message her.
• 25:53
  SPEAKER_00: If it's a private thing, you can put it in the community where she can actually answer questions, or you can show up live.
• 26:00
  SPEAKER_00: She's a special education teacher with a master's in ABA and autism behavior analysis.
• 26:06
  SPEAKER_00: And we brought her in for people, especially like you, Celeste.
• 26:09
  SPEAKER_00: So, Nicole Rodriguez.
• 26:11
  SPEAKER_00: Now, do you know?
• 26:12
  SPEAKER_00: Let me show you.
• 26:14
  SPEAKER_00: You probably know, but just in case, um, we go back to the community and you go to the community, go to the calendar, and she's right here on Thursdays at 10 a.m.
• 26:25
  SPEAKER_00: She goes live where you can actually just talk to her one-on-one.
• 26:29
  SPEAKER_00: Or you can just come up here and click this and then go in and write her a private message if you want, or you can come here on the community and just write a post.
• 26:43
  SPEAKER_00: Any of those is totally acceptable.
• 26:45
  SPEAKER_00: It's all about your privacy level.
• 26:48
  SPEAKER_00: Um sorry, Trish.
• 26:53
  SPEAKER_00: What is that?
• 26:54
  SPEAKER_00: Yeah.
• 26:54
  SPEAKER_00: So she's in here to get for you guys to ask help anytime you know.
• 26:58
  SPEAKER_00: Direct link to Nicole.
• 26:59
  SPEAKER_00: Trish, thank you.
• 27:02
  SPEAKER_00: Always on top of that woman.
• 27:03
  SPEAKER_00: Always.
• 27:05
  SPEAKER_00: Okay.
• 27:07
  SPEAKER_00: Backtracking real quick.
• 27:08
  SPEAKER_00: I drink caffeine every morning to help me focus because my ADHD is next level.
• 27:14
  SPEAKER_00: I'm with you.
• 27:16
  SPEAKER_00: I'm not a coffee drinker, I'm a pre-workout drinker, but yeah, we um, it does.
• 27:21
  SPEAKER_00: It helps me focus.
• 27:23
  SPEAKER_00: And I know a lot of parents who put hat let their kids drink a little bit, and a lot of them are afraid that the ADHD will be worse and they'll be bouncing around the house.
• 27:31
  SPEAKER_00: But generally, and I'm not like no doctor here, but a little bit of caffeine for an ADHD child will actually help them focus.
• 27:40
  SPEAKER_00: Now remember, okay, let's go back to ADHD for a minute.
• 27:44
  SPEAKER_00: I had one mom actually say, um, I can't get my children to sit down and learn.
• 27:48
  SPEAKER_00: Okay, there is no more dangerous statement in the homeschool world than sit down to learn.
• 27:54
  SPEAKER_00: You don't have to sit down to learn.
• 27:56
  SPEAKER_00: You don't have to sit still to learn.
• 27:57
  SPEAKER_00: Most ADHD people, and I am 50 years old, you guys, I still have to move to learn.
• 28:03
  SPEAKER_00: I cannot sit down and learn something.
• 28:05
  SPEAKER_00: I will fall asleep.
• 28:07
  SPEAKER_00: I will have to be on a treadmill.
• 28:09
  SPEAKER_00: I have to be walking.
• 28:10
  SPEAKER_00: I have to be doing something in art.
• 28:12
  SPEAKER_00: I have to have my hands busy.
• 28:14
  SPEAKER_00: I still sit in church with a coloring book because I am a 50-year-old woman who can't focus on church unless I have a coloring book.
• 28:21
  SPEAKER_00: And if I have a coloring book, then I'm not looking around going, hey, so-and-so's hair got cute today.
• 28:24
  SPEAKER_00: Oh, her shoes are adorable.
• 28:26
  SPEAKER_00: Look at that red outfit.
• 28:28
  SPEAKER_00: Because of all the stimulation going on and the baby crying and the and so if I sit and I can focus on coloring during church, my I can listen to the speaking and what's going on.
• 28:38
  SPEAKER_00: And I, you don't grow out of it.
• 28:40
  SPEAKER_00: Okay, it's okay.
• 28:42
  SPEAKER_00: So you learn skills like a coloring book in church.
• 28:45
  SPEAKER_00: If your children are just fidgety, take something quiet in church.
• 28:49
  SPEAKER_00: If your kids aren't are you want them to learn something, give them something to do.
• 28:54
  SPEAKER_00: Fidget spinners are a real tool.
• 28:57
  SPEAKER_00: My kids all have like 15 fidget spinners in their purses.
• 29:01
  SPEAKER_00: So much so that they forgot one time.
• 29:03
  SPEAKER_00: We went to the airport, and they my son had this fidget spinner that looked like a anyway, it looked like a knife gun, something.
• 29:10
  SPEAKER_00: It looked like a weapon, but it was like some fidget spinner.
• 29:12
  SPEAKER_00: Yeah, he got that thing in the way at the airport.
• 29:14
  SPEAKER_00: So be careful what's in there.
• 29:16
  SPEAKER_00: Um, how to help my five-year-old.
• 29:19
  SPEAKER_00: What caffeine do you see?
• 29:20
  SPEAKER_00: I'm gonna hold you on that one, Celeste.
• 29:22
  SPEAKER_00: Five's too young.
• 29:24
  SPEAKER_00: Personally, a five-year, all five-year-olds have ADHD.
• 29:28
  SPEAKER_00: All five-year-olds.
• 29:29
  SPEAKER_00: So that's not necessarily ADHD, that's five.
• 29:32
  SPEAKER_00: So the difference here is ADHD is that you don't grow out of the fidgety, but all five-year-olds are fidgety.
• 29:38
  SPEAKER_00: And my opinion, a five-year-old shouldn't be asked to sit and do anything for more than five minutes.
• 29:44
  SPEAKER_00: Tops.
• 29:45
  SPEAKER_00: Let them do it and get up and run.
• 29:47
  SPEAKER_00: Let them do something.
• 29:48
  SPEAKER_00: And it five doesn't need much.
• 29:51
  SPEAKER_00: They just need to be playing, playing, playing, playing, playing.
• 29:54
  SPEAKER_00: And to sit down and do something, no five-year-old needs to be sitting down to do anything other than eating.
• 29:59
  SPEAKER_00: And even then, they're kicking in there.
• 30:01
  SPEAKER_00: It's totally normal.
• 30:02
  SPEAKER_00: Let a five-year-old play.
• 30:04
  SPEAKER_00: Do not start caffeine on a five-year-old.
• 30:06
  SPEAKER_00: I'm talking about a 10 to 12 year old.
• 30:08
  SPEAKER_00: Okay.
• 30:09
  SPEAKER_00: Caffeine, I would not start because a child needs to be a kid.
• 30:14
  SPEAKER_00: They don't need drugged yet.
• 30:16
  SPEAKER_00: They need to be a kid.
• 30:17
  SPEAKER_00: And as they get older and the fidgety doesn't stop, and they're just shooting off ideas everywhere.
• 30:22
  SPEAKER_00: Those kids, when they're older, yeah.
• 30:25
  SPEAKER_00: Please don't do it to a five-year-old.
• 30:27
  SPEAKER_00: Nicole's drinking her coffee right now.
• 30:29
  SPEAKER_00: See?
• 30:31
  SPEAKER_00: Um, there are more and more studies coming out about the importance of caffeine in our diets.
• 30:37
  SPEAKER_00: It pure it in pure forms, of course.
• 30:39
  SPEAKER_00: Yeah, you got to be careful what forms are you in.
• 30:42
  SPEAKER_00: Um, Joel says, I have a dyslexic child that has been through two years of therapy.
• 30:46
  SPEAKER_00: His spelling is still very bad.
• 30:48
  SPEAKER_00: Would you recommend all about spelling?
• 30:50
  SPEAKER_00: Are there any resources that you could recommend?
• 30:52
  SPEAKER_00: Yes.
• 30:52
  SPEAKER_00: How old is your child?
• 30:55
  SPEAKER_00: I'm gonna recommend something for you.
• 30:57
  SPEAKER_00: Well, let me see how old.
• 30:58
  SPEAKER_00: How old?
• 30:59
  SPEAKER_00: I had two dyslexic children.
• 31:01
  SPEAKER_00: Okay.
• 31:02
  SPEAKER_00: And here's I here's what I would recommend, but I want to see how old you're 11.
• 31:07
  SPEAKER_00: Okay.
• 31:09
  SPEAKER_00: Okay.
• 31:10
  SPEAKER_00: So um, here's what I recommend for a dyslexic child.
• 31:15
  SPEAKER_00: Number one, type C.
• 31:19
  SPEAKER_00: Have you gotten on type C?
• 31:22
  SPEAKER_00: Let me see if it'll share.
• 31:30
  SPEAKER_00: Um okay, you haven't.
• 31:33
  SPEAKER_00: Okay, let me show you how beautiful Type C is for dyslexic.
• 31:36
  SPEAKER_00: Now, number one, copy work.
• 31:39
  SPEAKER_00: And Type C does this, okay?
• 31:41
  SPEAKER_00: Type C is all about copy work.
• 31:43
  SPEAKER_00: So let's see if I can get my screen shared.
• 31:48
  SPEAKER_00: Touch, type, read, and spell.
• 31:50
  SPEAKER_00: Okay.
• 31:50
  SPEAKER_00: Type C is in my homeschool village.
• 31:52
  SPEAKER_00: You get access to this by being inside my homeschool village.
• 31:57
  SPEAKER_00: Clarissa, I'm gonna go back to that in just a sec, okay?
• 31:59
  SPEAKER_00: Let me go into type C.
• 32:04
  SPEAKER_00: Okay.
• 32:05
  SPEAKER_00: Type C.
• 32:06
  SPEAKER_00: When you're in type C, make sure you get your kid set up.
• 32:09
  SPEAKER_00: If he's 11, he's probably what is that?
• 32:12
  SPEAKER_00: Sixth grade, seventh grade-ish.
• 32:15
  SPEAKER_00: And once he gets into Type C, it will actually give him a diagnostic, like how his typing is.
• 32:21
  SPEAKER_00: So if he's horrible at typing, it's okay.
• 32:23
  SPEAKER_00: My dyslexic children did much better on a computer and typing than they ever did writing for some reason.
• 32:28
  SPEAKER_00: So you come in here and you're gonna pick.
• 32:32
  SPEAKER_00: Look at all the classes, you guys.
• 32:33
  SPEAKER_00: There's so many great classes in here.
• 32:35
  SPEAKER_00: And we do text.
• 32:37
  SPEAKER_00: I mean, you don't have to, you can do common core in here, but text is not common core, in case you're interested.
• 32:44
  SPEAKER_00: So you're gonna come in here and there's gonna be typing drills, and there's gonna be what you can choose.
• 32:50
  SPEAKER_00: Do you want him to be working on computation and thinking, effect or forces, light and color?
• 32:56
  SPEAKER_00: So, like science, right?
• 32:57
  SPEAKER_00: Rocks.
• 32:58
  SPEAKER_00: You get to pick slavery issues, effects of my immigration, reconstruction.
• 33:02
  SPEAKER_00: You get to pick the topic.
• 33:06
  SPEAKER_00: Let's do light and color, lenses and rays.
• 33:09
  SPEAKER_00: All right.
• 33:11
  SPEAKER_00: Now you're gonna come in here, continue.
• 33:15
  SPEAKER_00: Okay, he's gonna type.
• 33:17
  SPEAKER_00: But here's the beauty of this: you come up here to this little book, click on it, because you're gonna change the settings for your for your dyslexic children.
• 33:27
  SPEAKER_00: Notice the color background.
• 33:30
  SPEAKER_00: So, right here, there are, you can change the font.
• 33:33
  SPEAKER_00: Dyslexic children need sometimes a different font.
• 33:36
  SPEAKER_00: They can read some fonts better than others.
• 33:38
  SPEAKER_00: They also need a colored background.
• 33:40
  SPEAKER_00: White and black doesn't work for a dyslexic.
• 33:43
  SPEAKER_00: The everything moves.
• 33:44
  SPEAKER_00: I learned this from a music teacher for my daughter.
• 33:47
  SPEAKER_00: She couldn't seem to pick up violin.
• 33:49
  SPEAKER_00: And so the teacher went, Oh, she's dyslexic.
• 33:51
  SPEAKER_00: This is how I found out.
• 33:52
  SPEAKER_00: And we've printed out all of her books for music on big colored paper so that the notes would stop moving.
• 34:00
  SPEAKER_00: So you get a colored page, pick the color.
• 34:03
  SPEAKER_00: Okay.
• 34:05
  SPEAKER_00: You can increase the spacing to make it easier to read.
• 34:10
  SPEAKER_00: You can test, change the size to make it easier to read.
• 34:14
  SPEAKER_00: You can come in here and you can pick grammar.
• 34:17
  SPEAKER_00: Do you want them to focus on nouns today?
• 34:19
  SPEAKER_00: Nouns are red, right?
• 34:21
  SPEAKER_00: Or you can turn them all off and just let them focus on only the typing today.
• 34:25
  SPEAKER_00: You can actually have it by line so they're not getting lost.
• 34:30
  SPEAKER_00: Or you can have it.
• 34:32
  SPEAKER_00: Why is that not turning on?
• 34:35
  SPEAKER_00: Interesting.
• 34:39
  SPEAKER_00: Show three lines.
• 34:41
  SPEAKER_00: Why is that one not working?
• 34:42
  SPEAKER_00: I don't know why that's not working.
• 34:43
  SPEAKER_00: By word, you could do it by document.
• 34:49
  SPEAKER_00: You can do this in Spanish.
• 34:52
  SPEAKER_00: You can do it.
• 34:53
  SPEAKER_00: Look at all the languages.
• 34:55
  SPEAKER_00: So you can be working on a different language.
• 34:58
  SPEAKER_00: Um, and you come in here and you just create exactly what they need to be able to do this.
• 35:04
  SPEAKER_00: Then you push play and it will read out loud for them.
• 35:07
  SPEAKER_00: So what's happening is multiple things here.
• 35:10
  SPEAKER_00: They're being read too while they're reading, they're copyworking, which is what I'm always recommending, is copy work on the computer.
• 35:17
  SPEAKER_00: They're learning their typing, they're not getting frustrated because their hand and eye may not be working together so well.
• 35:24
  SPEAKER_00: I still do copy work, I still make them do hand every day, by the way, with this and this, the two for writing.
• 35:31
  SPEAKER_00: But as you push play.
• 35:33
  SPEAKER_00: If you have ever had a prism, you may see it will read out loud.
• 35:38
  SPEAKER_00: You can turn off the reading out loud, um, and it will have them type along.
• 35:44
  SPEAKER_00: So how do I get out of here now?
• 35:49
  SPEAKER_00: Don't close window.
• 35:51
  SPEAKER_00: Okay.
• 35:54
  SPEAKER_00: Now go backwards.
• 35:58
  SPEAKER_00: Why?
• 35:59
  SPEAKER_00: There we go.
• 36:00
  SPEAKER_00: Um, and so they can it can anyway.
• 36:02
  SPEAKER_00: So, do you see why why type C is so good for dyslexics?
• 36:06
  SPEAKER_00: Look at all the comments.
• 36:07
  SPEAKER_00: Let's see what you're saying.
• 36:09
  SPEAKER_00: That is why I highly recommend type C for all children, but specifically children with dyslexia, because this will take out some of that frustration.
• 36:18
  SPEAKER_00: It will help them to be able to learn to read stronger.
• 36:21
  SPEAKER_00: And then as they're in here and their strength, their reading and writing become stronger from here, you keep reading out loud to them, you keep having them listen to audiobooks, you keep having them copywork, copy work, copy work.
• 36:32
  SPEAKER_00: Don't ask them to write on their own yet.
• 36:34
  SPEAKER_00: They need more time, especially an 11-year-old.
• 36:37
  SPEAKER_00: Does that help?
• 36:42
  SPEAKER_00: Nicole says, My kids have already done so many of these lessons and love it.
• 36:46
  SPEAKER_00: They did a lot over the summer.
• 36:47
  SPEAKER_00: Okay, good.
• 36:48
  SPEAKER_00: Yeah.
• 36:50
  SPEAKER_00: That little change in there is really nice.
• 36:52
  SPEAKER_00: On Type C, how do I how do you assign the class?
• 36:54
  SPEAKER_00: I couldn't figure it out, so it just sits on the homepage when my kids sign in.
• 36:57
  SPEAKER_00: But under assigned a task, there's nothing there.
• 37:00
  SPEAKER_00: They have to be keep refining the class.
• 37:02
  SPEAKER_00: So yeah, this is one of the problems with Type C.
• 37:07
  SPEAKER_00: They it's set up so I assign the class, which I can't do.
• 37:11
  SPEAKER_00: And I can't set you guys up as teachers.
• 37:13
  SPEAKER_00: Maybe I need to go back and talk to them and see if they've made any changes.
• 37:16
  SPEAKER_00: But they made it set up so that you can't assign a class.
• 37:20
  SPEAKER_00: And I'm sorry, that is one of their major faults that I need to be able to put you in as a teacher and you put in your children, and that's not something they allow us to do.
• 37:30
  SPEAKER_00: I'm signed up as the teacher, so I can assign, so everything's assigned, but it should pick up where your kid left off last.
• 37:41
  SPEAKER_00: I hope.
• 37:47
  SPEAKER_00: Okay.
• 37:48
  SPEAKER_00: My dyslexic children were horrible spellers until they were even older, like 19.
• 37:56
  SPEAKER_00: It takes more time.
• 37:57
  SPEAKER_00: And some of them still can't spell great, and that's okay.
• 38:00
  SPEAKER_00: That's what grammar leaves for.
• 38:02
  SPEAKER_00: I still don't spell well.
• 38:03
  SPEAKER_00: That's what um we have tools now that help us to do those things.
• 38:08
  SPEAKER_00: Um, and so you can you can drill the spelling, but I'll be honest, it's something that comes over time.
• 38:14
  SPEAKER_00: So if read the book, you really, really, really, really need to read the book.
• 38:20
  SPEAKER_00: The dyslexic advantage.
• 38:22
  SPEAKER_00: The dyslexic advantage is going to make you relax.
• 38:26
  SPEAKER_00: Let me show you.
• 38:28
  SPEAKER_00: I'll put the link in because I show this all the time.
• 38:32
  SPEAKER_00: Yeah, you're not missing anything, Clara.
• 38:34
  SPEAKER_00: Clara said that's just one of those things where I'm like, man, if I could change every single one of the programs we have has one thing in it, I would change in a second.
• 38:40
  SPEAKER_00: And we leave comments and stuff, but um The Dyslexic Advantage.
• 38:48
  SPEAKER_00: Okay.
• 38:50
  SPEAKER_00: You need this book.
• 38:51
  SPEAKER_00: And like, need it.
• 38:53
  SPEAKER_00: I read this book when my children were little.
• 38:55
  SPEAKER_00: Another mom had recommended it to me.
• 38:56
  SPEAKER_00: It changed my life because I was frustrated too.
• 38:59
  SPEAKER_00: I was in tears.
• 38:59
  SPEAKER_00: What do I do with my child?
• 39:00
  SPEAKER_00: How do I do this?
• 39:02
  SPEAKER_00: And we read it.
• 39:03
  SPEAKER_00: Um, oh, you already have it.
• 39:05
  SPEAKER_00: Yay.
• 39:06
  SPEAKER_00: Okay.
• 39:07
  SPEAKER_00: Good, good, good.
• 39:08
  SPEAKER_00: You need that.
• 39:09
  SPEAKER_00: That has been life.
• 39:11
  SPEAKER_00: And I read it out loud to my daughter who was dyslexic, and it changed both of our attitudes completely.
• 39:16
  SPEAKER_00: And it helped me to see her for who she was and to kind of create tools around the dyslexia that stop fighting dyslexia.
• 39:24
  SPEAKER_00: You know what I mean?
• 39:26
  SPEAKER_00: Okay, I want to go back real quick.
• 39:29
  SPEAKER_00: Clarissa made a comment and then I'll go, I'll hop back in.
• 39:32
  SPEAKER_00: I was always a little nervous to give caffeine to my oldest.
• 39:35
  SPEAKER_00: He's 13 and he is the size of an adult.
• 39:37
  SPEAKER_00: He's actually six feet.
• 39:38
  SPEAKER_00: I know it's more of a health question, but do you have suggestions on any natural caffeine?
• 39:42
  SPEAKER_00: There's so much controversy with caffeine sometimes.
• 39:44
  SPEAKER_00: Yeah.
• 39:45
  SPEAKER_00: Um, my 13 and 14-year-old does drink it because he's the size of a man as well, and he also struggles.
• 39:53
  SPEAKER_00: And so we've been, but I've just been using stuff like uh I don't we don't drink coffee and tea, but we've been using stuff like um what's it called?
• 40:04
  SPEAKER_00: What's the caffeine we the crystal light packets?
• 40:08
  SPEAKER_00: We've just been doing that.
• 40:09
  SPEAKER_00: He drinks pre-workout when he goes and works out and weightlifts with me as well.
• 40:14
  SPEAKER_00: Um anybody else have any suggestions on that?
• 40:17
  SPEAKER_00: Would love to hear it.
• 40:19
  SPEAKER_00: Trisha's for the keyboard finger placement basics for the older kiddos that don't like the robot type-C little ones, they can start with interactive typing course.
• 40:28
  SPEAKER_00: Josiah was now advanced to the professional typing course.
• 40:31
  SPEAKER_00: Oh, nice.
• 40:32
  SPEAKER_00: And I will say, I do not recommend type C in the first, like until like third grade, because their hands aren't quite big enough yet.
• 40:42
  SPEAKER_00: They're not quite developed.
• 40:44
  SPEAKER_00: Handwriting is still best, and so I don't put my kids on the typing until fourth to fifth grade when they they can write pretty well, they can read pretty well.
• 40:57
  SPEAKER_00: Then I put them on typing.
• 40:59
  SPEAKER_00: I don't, that's just a personal preference.
• 41:01
  SPEAKER_00: You do what feels good to you.
• 41:03
  SPEAKER_00: I don't recommend typing for a child who's still learning how to write an A or a B.
• 41:09
  SPEAKER_00: I think that's, I think typing is more advanced than that.
• 41:12
  SPEAKER_00: But once again, my own personal preference, you you do what works for you.
• 41:18
  SPEAKER_00: Yeah, let him read it with you, Joelle, because he um he needs to hear from an author about his own strengths.
• 41:28
  SPEAKER_00: My children had this low self-esteem because they couldn't read the way their friends were reading.
• 41:35
  SPEAKER_00: And it was really getting to one of them.
• 41:37
  SPEAKER_00: And so when I started reading it out loud, my daughter out loud got all excited and she said, Oh my gosh, mom, you know what this means?
• 41:44
  SPEAKER_00: I'm not dumb.
• 41:45
  SPEAKER_00: And I was like, Oh, you thought you were dumb?
• 41:49
  SPEAKER_00: And she goes, Yeah, this means I'm not dumb.
• 41:51
  SPEAKER_00: I'm actually really, really smart.
• 41:53
  SPEAKER_00: I just don't write well.
• 41:54
  SPEAKER_00: And it was like this aha moment for her that changed her life.
• 41:57
  SPEAKER_00: And I just cried that my little girl thought she was dumb.
• 42:01
  SPEAKER_00: And so reading it out loud helped her see how brilliant she was and that she had all these gifts, and that you know what?
• 42:06
  SPEAKER_00: If spelling was her weakness for her life, that's okay.
• 42:10
  SPEAKER_00: Because nobody's good at everything.
• 42:12
  SPEAKER_00: So I am I'm a horrible writer, you guys.
• 42:16
  SPEAKER_00: Horrible writer.
• 42:18
  SPEAKER_00: I hate writing.
• 42:19
  SPEAKER_00: It frustrates me.
• 42:20
  SPEAKER_00: I can't spell, I can't write.
• 42:23
  SPEAKER_00: Most of what I write for you guys or what I do, I have to write emails on a weekly, actually, multiple basis.
• 42:29
  SPEAKER_00: Every time I write something, I type it into Claude and have it clean up my mess every time because my writing is so bad.
• 42:37
  SPEAKER_00: I'm an AD-H girl, ADHD girl with serious creativity.
• 42:41
  SPEAKER_00: Yeah.
• 42:42
  SPEAKER_00: But my spelling, my writing, my husband still corrects me.
• 42:46
  SPEAKER_00: So my husband, whose second language is English, by the way, his first language is Spanish.
• 42:50
  SPEAKER_00: He learned English when he was in his 20s.
• 42:53
  SPEAKER_00: He corrects me when I write or tag somebody or it's important.
• 42:57
  SPEAKER_00: I I pass it through him first.
• 42:59
  SPEAKER_00: He goes over it for me to make sure I don't look stupid and fixes my English, as it's my first language and his second, before I submit something.
• 43:07
  SPEAKER_00: Or I run it through Claude or AI to make sure I sound okay.
• 43:11
  SPEAKER_00: It's me.
• 43:12
  SPEAKER_00: I wrote it, but AI will clean it up.
• 43:14
  SPEAKER_00: And that's okay too.
• 43:15
  SPEAKER_00: Use the tools God gave us because I will never be good at writing.
• 43:20
  SPEAKER_00: I have been writing so much.
• 43:22
  SPEAKER_00: Like in the last five years, creating a business, I've had to write so much and I'm terrible at it.
• 43:28
  SPEAKER_00: There are tools to help those of us who can't.
• 43:30
  SPEAKER_00: Any good books for parents with kids that have autism and ADHD.
• 43:34
  SPEAKER_00: Nicole, you got that one for me?
• 43:39
  SPEAKER_00: Tristan I didn't take my first typing class until ninth grade.
• 43:42
  SPEAKER_00: That was back in the 90s.
• 43:43
  SPEAKER_00: Yeah, and I didn't either.
• 43:45
  SPEAKER_00: So you know what?
• 43:46
  SPEAKER_00: I actually took a typing class and then I ended up having to leave it because I did something else.
• 43:50
  SPEAKER_00: I didn't learn to type until I was a substitute teacher in my late 20s.
• 43:58
  SPEAKER_00: I needed a job.
• 43:59
  SPEAKER_00: You can be a substitute teacher.
• 44:00
  SPEAKER_00: Substitute teacher to school.
• 44:01
  SPEAKER_00: One week I had to substitute teach for an absent typing teacher.
• 44:06
  SPEAKER_00: And they just sat and typed the whole time on a typewriter.
• 44:09
  SPEAKER_00: And I was like, well, I got nothing else to do.
• 44:11
  SPEAKER_00: So I sat down and in one week I taught myself.
• 44:13
  SPEAKER_00: I used the typing.
• 44:15
  SPEAKER_00: And within a week, I was really, really fast.
• 44:17
  SPEAKER_00: And I was in my late 20s and I finally did it.
• 44:19
  SPEAKER_00: Nowadays, you need to be doing it sooner.
• 44:22
  SPEAKER_00: Okay, good books for parents with kids that have autism and ADHD.
• 44:28
  SPEAKER_00: Oh, you know who have you been?
• 44:30
  SPEAKER_00: Do you follow um the Holderness Family?
• 44:34
  SPEAKER_00: They have a lot of books, like kid books on ADHD.
• 44:38
  SPEAKER_00: Do you know who I'm talking about when I say the Holderness Family?
• 44:40
  SPEAKER_00: Another topic: any good language learning sources, ASL and other.
• 44:45
  SPEAKER_00: Um Lizzie.
• 44:51
  SPEAKER_00: ASL.
• 44:53
  SPEAKER_00: Lizzie's our resident ASL expert.
• 44:56
  SPEAKER_00: We did have an ASL class once, and then we didn't because it was like kids weren't keeping up with it.
• 45:04
  SPEAKER_00: It needed to build on it.
• 45:06
  SPEAKER_00: Anyway, we pulled it out and I pulled out language.
• 45:10
  SPEAKER_00: And here's here's why.
• 45:12
  SPEAKER_00: This is just my own personal preference.
• 45:14
  SPEAKER_00: As a bilingual speaker, okay.
• 45:17
  SPEAKER_00: Yeah, the the the Holderness family has great stuff, and they do have some great books on AHD, but I think it's more about feeling like you're good, not like what to do about it.
• 45:27
  SPEAKER_00: Um, I don't personally have any recommendations at this time, but does anybody else have any?
• 45:33
  SPEAKER_00: And then I had um, I don't have my kids do language.
• 45:39
  SPEAKER_00: So my husband is Hispanic, he he was born in Peru, raised in Colombia.
• 45:44
  SPEAKER_00: I learned Spanish in my 20s.
• 45:47
  SPEAKER_00: I went and lived in Colombia for 18 months in Bogota, and that's where I learned Spanish, and I'm fluent now.
• 45:53
  SPEAKER_00: But I grew up doing the languages in school.
• 45:56
  SPEAKER_00: Um, and I even grew up with all of my friends.
• 45:59
  SPEAKER_00: I grew up in Southern California where everybody spoke Spanish but me, and I still didn't pick it up.
• 46:03
  SPEAKER_00: And it wasn't until I moved to a country and became completely immersed that I finally picked it up.
• 46:10
  SPEAKER_00: My son is studying right now.
• 46:11
  SPEAKER_00: He's using what are you using for Japanese?
• 46:14
  SPEAKER_00: Or uh Duolingo.
• 46:15
  SPEAKER_00: Duolingo.
• 46:16
  SPEAKER_00: He spends so much time on Duolingo because he wants to learn Japanese, and because he wants to do it, he spends a lot of time on it.
• 46:22
  SPEAKER_00: He's getting really good at it.
• 46:23
  SPEAKER_00: That as far as I know, I don't know Japanese.
• 46:25
  SPEAKER_00: So I'm a big fan of Duolingo.
• 46:28
  SPEAKER_00: You gotta um generally, and I say that lightly because every once in a while they'll have something like once you get deeper in sometimes.
• 46:36
  SPEAKER_00: Have you ever run into anything inappropriate in Duolingo?
• 46:39
  SPEAKER_00: No, okay.
• 46:40
  SPEAKER_00: There have been the occasional that I've heard of, but kind of rumor ish.
• 46:44
  SPEAKER_00: Thank you, Trish, for giving the link.
• 46:46
  SPEAKER_00: Um, I just have my kids do do a link, they want to learn it, great, go learn it.
• 46:51
  SPEAKER_00: But we speak two languages in our home, and my kids still aren't picking up Spanish.
• 46:56
  SPEAKER_00: Now, I have a couple of them that do have so my my oldest, we only spoke Spanish to for the first several years and she understands it, but then we had to switch to English for other reasons.
• 47:06
  SPEAKER_00: My second went and lived in um Peru for a year and a half and picked up Spanish there.
• 47:13
  SPEAKER_00: My son, my third one, went to Argentina and lived there immersed, and that's where he learned Spanish.
• 47:18
  SPEAKER_00: And then the younger two, um, if they want to learn it, they're gonna learn it.
• 47:22
  SPEAKER_00: And if they don't, there's nothing I can do about it.
• 47:23
  SPEAKER_00: That's kind of where we're at.
• 47:24
  SPEAKER_00: Like we speak it a lot.
• 47:25
  SPEAKER_00: Their whole family's Hispanic, and we speak Spanish constantly.
• 47:29
  SPEAKER_00: Anyway, so I'm I'm not against it.
• 47:31
  SPEAKER_00: I don't think I don't say don't do it.
• 47:33
  SPEAKER_00: I think if you're gonna do it, I think it's great, and it's a it, but the dedication it takes to learn a language.
• 47:38
  SPEAKER_00: I'm a bigger fan of exposing them to the sounds of different languages, playing Italian in the background while they're coloring, um, or Spanish or whatever language, like have it playing, watch movies in that language, um, that kind of stuff.
• 47:55
  SPEAKER_00: I don't think you need a curriculum to learn a language.
• 47:57
  SPEAKER_00: I think it's better to be exposed.
• 47:58
  SPEAKER_00: Listen to their music, listen to their movies or your movies in that language.
• 48:02
  SPEAKER_00: That's the best way to learn another language.
• 48:08
  SPEAKER_00: Wants to learn Mandarin.
• 48:09
  SPEAKER_00: There you go.
• 48:10
  SPEAKER_00: It's Duolingo, it's an app.
• 48:15
  SPEAKER_00: Um, and my kids, when they were learning Spanish and stuff, they used it to help, and they'll use it sometimes to just help keep their Spanish.
• 48:23
  SPEAKER_00: Never used it myself because I just I went to Columbia.
• 48:28
  SPEAKER_00: I came home speaking Spanish.
• 48:30
  SPEAKER_00: Um, I didn't have English, it was removed from me, and that's how I learned Spanish.
• 48:35
  SPEAKER_00: Yeah, change the language of their movies.
• 48:38
  SPEAKER_00: Change, listen to the music in the car.
• 48:40
  SPEAKER_00: Don't listen to English songs, listen to Spanish songs or whatever language you're learning.
• 48:44
  SPEAKER_00: Um put if you if it's ASL, put the ASL in the corner.
• 48:49
  SPEAKER_00: You can do that on almost anything nowadays, like in the movies.
• 48:52
  SPEAKER_00: And so it's more about exposure.
• 48:55
  SPEAKER_00: You don't need to sit down and do a class, just keep exposing them constantly.
• 48:59
  SPEAKER_00: And then they'll pick it up when they're ready.
• 49:01
  SPEAKER_00: So because my kids were constantly exposed to Spanish, and I was constantly exposed to Spanish as a kid.
• 49:07
  SPEAKER_00: When it was time to learn it, I picked it up quickly.
• 49:10
  SPEAKER_00: When it was time for my kids to learn Spanish, they picked it up quickly because they'd been exposed.
• 49:15
  SPEAKER_00: So just think exposure.
• 49:17
  SPEAKER_00: That is true.
• 49:17
  SPEAKER_00: Most MTC teachers prefer you to not have any English copies of anything so you're fully immersed before going in country.
• 49:23
  SPEAKER_00: Okay, so if you're talking mission prep, okay, that's where I learned it.
• 49:26
  SPEAKER_00: I was a missionary in Bogota, Colombia.
• 49:28
  SPEAKER_00: Um, and um yeah, it's all they immersed pretty dang quick in there.
• 49:39
  SPEAKER_00: The MTC, the missionary training center.
• 49:40
  SPEAKER_00: For those of you who don't know, the missionary training center is where they prepare missionaries before they go out into the field where they have been asked to serve.
• 49:48
  SPEAKER_00: And you're usually there, if you're learning a language, two months, and for two months, it's intense training for two months in the language you're going to be speaking.
• 49:56
  SPEAKER_00: And so, and I did this, and I still got out to the country going, I've been doing nothing but Spanish for two months, and I'm still at a loss.
• 50:02
  SPEAKER_00: It still took me another two months in the country without a word of English and serious misery.
• 50:09
  SPEAKER_00: That is so miserable to spend months and months in a country without understanding a word.
• 50:14
  SPEAKER_00: And then you hit a rock bottom, and then all of a sudden it flips on you, and all of a sudden, you've lost your language.
• 50:20
  SPEAKER_00: You have to completely lose language one before language two starts to pick up, and language one is gone.
• 50:27
  SPEAKER_00: You cannot use it, it is no longer your tool.
• 50:30
  SPEAKER_00: That's when language two starts to fill in and a word here and a word there, and it's like pure desperation, it's survival.
• 50:37
  SPEAKER_00: And then the second language picks up.
• 50:38
  SPEAKER_00: And by month four, I could understand most things.
• 50:41
  SPEAKER_00: By month six, I was fluent, but it required the complete loss of language.
• 50:46
  SPEAKER_00: One it's my mother-in-law's been in the country 20 years and she still struggles with English, she still goes to Spanish.
• 50:55
  SPEAKER_00: Her English is still really hard.
• 50:57
  SPEAKER_00: So it just it's exposure.
• 51:01
  SPEAKER_00: Does that help?
• 51:02
  SPEAKER_00: Maybe, maybe not.
• 51:03
  SPEAKER_00: Lizzie, that's how you learned English, right?
• 51:06
  SPEAKER_00: You have to lose the first language.
• 51:08
  SPEAKER_00: You have to have, yeah, you have to survive.
• 51:12
  SPEAKER_00: The survival instinct is what finally gets your brain to click.
• 51:16
  SPEAKER_00: So yeah.
• 51:17
  SPEAKER_00: So do I uh do I teach my kids a language?
• 51:20
  SPEAKER_00: No, I expose them to language.
• 51:24
  SPEAKER_00: Other questions?
• 51:25
  SPEAKER_00: Oh my gosh, it's 1053.
• 51:26
  SPEAKER_00: We need to do a drawing.
• 51:27
  SPEAKER_00: I'm gonna do dry erase maps, guys.
• 51:30
  SPEAKER_00: I have got a ton of dry erase maps in my garage and they need to be out.
• 51:35
  SPEAKER_00: So I'm gonna run a special on them too, so you guys can get them.
• 51:39
  SPEAKER_00: Dry erase maps.
• 51:40
  SPEAKER_00: Have you seen them?
• 51:41
  SPEAKER_00: Let me let me find it for you.
• 51:48
  SPEAKER_00: All right, if you go to now, here's where you guys can get them.
• 51:52
  SPEAKER_00: Actually, let me go.
• 51:54
  SPEAKER_00: So if you're here, come over here, right there, homeschool village swag.
• 51:58
  SPEAKER_00: You can click that.
• 52:00
  SPEAKER_00: Come in here.
• 52:01
  SPEAKER_00: There's a picture of it for your home, for your walls.
• 52:06
  SPEAKER_00: Here's a dryer smack.
• 52:07
  SPEAKER_00: They're big, they're like this.
• 52:09
  SPEAKER_00: You get two in the set, and you get estates.
• 52:13
  SPEAKER_00: Now we have done so many fun things with this.
• 52:15
  SPEAKER_00: We have um colored them by state as we learn them with the 50 states with Miss Hannah.
• 52:20
  SPEAKER_00: We have labeled them, we have divided them by wars.
• 52:23
  SPEAKER_00: We have shown you can use it and draw the different um activities.
• 52:28
  SPEAKER_00: Like as you're learning something in history, you can write it out.
• 52:31
  SPEAKER_00: Where we've traveled, we've kept track of all kinds of fun things on here.
• 52:34
  SPEAKER_00: There's both the states and the world map.
• 52:39
  SPEAKER_00: That's my little my daughter when she was little.
• 52:42
  SPEAKER_00: Uh, that's about the size, if you can see it.
• 52:46
  SPEAKER_00: And then there is, and then there's the world, and it's without boundary on purpose.
• 52:50
  SPEAKER_00: So your kids can learn to draw boundaries.
• 52:52
  SPEAKER_00: They can go in and create all there's so many things you can do here.
• 52:56
  SPEAKER_00: So I'm gonna give the one set away.
• 52:58
  SPEAKER_00: They're$35 right now.
• 53:00
  SPEAKER_00: Um, Epic is still available.
• 53:02
  SPEAKER_00: You get access, Trish.
• 53:03
  SPEAKER_00: Have you if you filled out the form, Trish gives you the access, she'll send you a code?
• 53:08
  SPEAKER_00: Trish, remind me.
• 53:10
  SPEAKER_00: Which one?
• 53:12
  SPEAKER_00: Michelle Flores, when did you hop in here?
• 53:15
  SPEAKER_00: Welcome.
• 53:16
  SPEAKER_00: Didn't see you peek in.
• 53:19
  SPEAKER_00: Yay! Okay, yeah, let's get you that.
• 53:21
  SPEAKER_00: Did you?
• 53:22
  SPEAKER_00: Your kids love Epic.
• 53:24
  SPEAKER_00: Epic's a great program.
• 53:25
  SPEAKER_00: And remember, Epic runs on school hours.
• 53:28
  SPEAKER_00: Do not put in your time, put in the time your kids read.
• 53:31
  SPEAKER_00: Okay, so if you go in and you put in the time zone, like your time zone.
• 53:38
  unknown: Welcome.
• 53:39
  SPEAKER_00: Um, yeah, low numbers, good job, right?
• 53:41
  SPEAKER_00: If you put in your time zone, then your kids will only be available, or the reading will be available from like eight to three.
• 53:48
  SPEAKER_00: If you put in a time zone that's after you, you can get like a 10 to 5, or even after you, you can get it.
• 53:54
  SPEAKER_00: Okay.
• 53:54
  SPEAKER_00: It's it's um so make sure that when you put in your time zone, you put it according to where you want to read, not your actual one.
• 54:04
  SPEAKER_00: Once the form is filled out, I'll send a direct message once I've created their account in Epic.
• 54:08
  SPEAKER_00: Do you know where to fill out the form?
• 54:11
  SPEAKER_00: Lizzie uses Pacific, but lives in the Eastern time zone.
• 54:15
  SPEAKER_00: See how you do that?
• 54:15
  SPEAKER_00: We're playing the game.
• 54:17
  SPEAKER_00: Yeah.
• 54:18
  SPEAKER_00: Okay.
• 54:20
  SPEAKER_00: All right, Joel, Joel.
• 54:21
  SPEAKER_00: I keep saying Joel.
• 54:22
  SPEAKER_00: I'm sorry, Joel.
• 54:23
  SPEAKER_00: I love your name, Joel.
• 54:24
  SPEAKER_00: It's so cute.
• 54:25
  SPEAKER_00: Okay, let me show you.
• 54:29
  SPEAKER_00: Um, so you're gonna come in here, you're gonna go to here, you're gonna go to the dark one homeschool kids co-op.
• 54:36
  SPEAKER_00: Okay.
• 54:37
  SPEAKER_00: You're going to go to the classroom, is where we hold everything.
• 54:42
  SPEAKER_00: And do you you can go under the your child is 11, right?
• 54:49
  SPEAKER_00: So you're probably red.
• 54:52
  SPEAKER_00: Red Family login sheet.
• 55:00
  SPEAKER_00: Am I in the right places, Trish?
• 55:02
  SPEAKER_00: If I'm family login sheet, that's where you need to fill out.
• 55:09
  SPEAKER_00: Do I need to do that again?
• 55:10
  SPEAKER_00: You ready?
• 55:11
  SPEAKER_00: Classroom.
• 55:13
  SPEAKER_00: Right?
• 55:13
  SPEAKER_00: Your classroom.
• 55:15
  SPEAKER_00: And you can get it in any of the colors.
• 55:16
  SPEAKER_00: You don't have to do red, but red family login sheet.
• 55:21
  SPEAKER_00: Click that, fill that out, and you'll get your Type-C login, you'll get your Epic login, and then that also helps you get your Minecraft login.
• 55:31
  SPEAKER_00: Once that's filled out, Trish can get you those things because there's information we need.
• 55:34
  SPEAKER_00: We can't create those accounts without it.
• 55:41
  SPEAKER_00: Um sorry, let me I need to see these comments.
• 55:46
  SPEAKER_00: Where are we?
• 55:51
  SPEAKER_00: Oh, Joelle is in the free community.
• 55:54
  SPEAKER_00: That's why.
• 55:56
  SPEAKER_00: Sorry, Joelle.
• 55:57
  SPEAKER_00: It's in the co-op, it's not in the free community.
• 56:00
  SPEAKER_00: You have to be so you're in the free community.
• 56:04
  SPEAKER_00: Um it's not available in the free community.
• 56:07
  SPEAKER_00: I'm sorry.
• 56:08
  SPEAKER_00: In order to get all the type C, the epic, the the creative bug, all of that, you actually need to join.
• 56:16
  SPEAKER_00: Now you can come here and you can click.
• 56:19
  SPEAKER_00: Oh, nope, sorry.
• 56:20
  SPEAKER_00: You come here, right?
• 56:22
  SPEAKER_00: Come back to the community, click this join the co-op.
• 56:25
  SPEAKER_00: And if you join that, you can you can come here and you can join.
• 56:32
  SPEAKER_00: And then you'll get all of that.
• 56:34
  SPEAKER_00: Okay.
• 56:36
  SPEAKER_00: Um, oh, that reminds me when the class schedule changed, did the calendar for printing change also, or is it pretty much the same?
• 56:44
  SPEAKER_00: It was changed, says Lizzie.
• 56:46
  SPEAKER_00: If you see a typo or misprint, send it to me.
• 56:48
  SPEAKER_00: Got it.
• 56:49
  SPEAKER_00: Okay, show the screen.
• 56:50
  SPEAKER_00: Not showing the screen.
• 56:54
  SPEAKER_00: Showing.
• 56:55
  SPEAKER_00: Da-da-da-da.
• 56:57
  SPEAKER_00: Brilliant.
• 56:57
  SPEAKER_00: Let me go back.
• 56:58
  SPEAKER_00: Sorry.
• 56:59
  SPEAKER_00: Okay, you're in the free community.
• 57:01
  SPEAKER_00: In the free community, this is where this is what yours looks like and what you have available.
• 57:06
  SPEAKER_00: In order to go to the co-op, come back to the community, you can come right in here, join the co-op, click that, and then you'll actually let me go like this.
• 57:17
  SPEAKER_00: You can join right here.
• 57:19
  SPEAKER_00: Okay.
• 57:20
  SPEAKER_00: We are currently closed for um, we are closed registration on our website right now.
• 57:28
  SPEAKER_00: People in our free community can still get in if you're going through the free community and upgrade.
• 57:33
  SPEAKER_00: There are a few spots left.
• 57:35
  SPEAKER_00: We're not 100% full.
• 57:37
  SPEAKER_00: We saved a few spots left for those who are already in the free community, so you can still join if you need to.
• 57:43
  SPEAKER_00: Okay.
• 57:44
  SPEAKER_00: You just join there and then you get access to all those things.
• 57:49
  SPEAKER_00: Did I cover what I need to on there?
• 57:53
  SPEAKER_00: Was that better?
• 57:55
  SPEAKER_00: Sorry, guys.
• 57:56
  SPEAKER_00: All right, it is 11 o'clock.
• 57:58
  SPEAKER_00: I have a meeting with some teens right now.
• 57:59
  SPEAKER_00: It's just my favorite part of the week.
• 58:01
  SPEAKER_00: So I'm gonna go meet up with teens once they're 14.
• 58:03
  SPEAKER_00: You can sign up for the Bonfire Academy and your kids can work with me personally.
• 58:07
  SPEAKER_00: In the meantime, you guys have a great week.
• 58:09
  SPEAKER_00: All right, you guys, have a great day.
• 58:10
  SPEAKER_00: Thanks for being here.
• 58:11
  SPEAKER_00: We'll talk to you guys later.
• 58:12
  SPEAKER_00: Bye-bye.
• 58:16
  SPEAKER_00: That's the rep for today.
• 58:17
  SPEAKER_00: I hope you're leaving with something real, something you can actually use.
• 58:21
  SPEAKER_00: This is a long game.
• 58:22
  SPEAKER_00: You don't have to get it all right today.
• 58:24
  SPEAKER_00: Just show up tomorrow.
• 58:26
  SPEAKER_00: That's enough.
• 58:27
  SPEAKER_00: If this episode helped you, share it with another mom who needs it.
• 58:30
  SPEAKER_00: And if you're ready for a village to do this with, please in the show and not.
• 58:33
  SPEAKER_00: And until next time, keep going.
• 58:36
  SPEAKER_00: The revolution started.