Speaker 1: Goody Champions. It's HAPs, It's Tiffany Cook, It's Brianna May,
Speaker 1: It's Sasa, It's the Bloody You Project. Who else would
Speaker 1: it be? Where else would you be? Hi?
Speaker 2: Tiv high harps Happy Friday?
Speaker 1: Oh fuck so happy? It's Friday, bursting out of a
Speaker 1: fucking flannel. In fact, I don't even have my flannel,
Speaker 1: and I'll put on my because Brianna's fucking glammed right up.
Speaker 1: Unlike you and I, who look like we just got
Speaker 1: out of the hay shed.
Speaker 3: We're in insecurity central now. She rocked up and we
Speaker 3: just hung her heads in shame.
Speaker 1: Look at her like fucking miss will just swans in.
Speaker 1: I'm wearing my formal everlast T shirt, which cost nine
Speaker 1: bucks at the outlet fucking factory.
Speaker 4: She's quite Melissa like, isn't she.
Speaker 1: She's a little bit Melissa like Melissa works with us, Brianna.
Speaker 4: She she's the actual boss of both stunning porcelain dole. Brianna.
Speaker 5: I'd like to point out that I've got tracky pants
Speaker 5: on and like literally an old jumper.
Speaker 2: I'm wearing my.
Speaker 4: Slippers, this old fish up, this old thing.
Speaker 2: You can't see me from below, but I'm quite cozy
Speaker 2: if I want.
Speaker 1: You to use this as a primo reel, because people
Speaker 1: are going to listen and go, oh, what are they
Speaker 1: talking about? Then they're going to see the primo reel
Speaker 1: and go, oh my god, those two ugly motherfuckers up
Speaker 1: the top.
Speaker 2: Stop it.
Speaker 1: About you.
Speaker 5: This might be I have to share a lot of
Speaker 5: people do mention and I have. I have very fake teeth,
Speaker 5: and they are in fact fake because I went through
Speaker 5: my years of having like, I knocked them all out,
Speaker 5: and so I've got these porcelain, beautiful teeth because I
Speaker 5: knocked them all out and I spent high school having
Speaker 5: know I shit, you not like gummy shark, no teeth
Speaker 5: fifteen sixteen years old. So when people comment on my
Speaker 5: porcelain teeth, I have to share that I.
Speaker 2: Earned these teeth. I earned them through a lot of
Speaker 2: hard yaker.
Speaker 1: How did you get your teeth? Well, if you were Tiff,
Speaker 1: I would the stand because TIFs a boxer, But how
Speaker 1: did you She's knocked out a few of her own,
Speaker 1: not her own, but other people's because she's like that,
Speaker 1: how did you lose your teeth?
Speaker 5: I'd really love to say it was something cool like that,
Speaker 5: but it was not. I actually fainted. I think I
Speaker 5: had the shower too hot when I was, you know,
Speaker 5: in the shower as you do when you're a teenager.
Speaker 5: You're moody and you're in the shower for ages trying
Speaker 5: to avoid your parents, which.
Speaker 2: Is exactly what I was doing. I'd had a fight with.
Speaker 5: My dad because I'd been out drinking, doing the wrong things.
Speaker 5: Fainted coming out the shower and went down on the
Speaker 5: side of the bar, and so it was actually very traumatic.
Speaker 5: My dad found me. He heard a loud noise, couldn't
Speaker 5: get in, found me unconscious on the floor. There was blood,
Speaker 5: there was teeth. I just had my braces off, so
Speaker 5: he was just like, fuck, like, just got my braces off.
Speaker 2: I had perfect teeth.
Speaker 5: And then I spent the next four months doing like
Speaker 5: full on reconstruction of my face, going to high school
Speaker 5: with no teeth, no lip.
Speaker 2: They had to stitch my lip back on. It was
Speaker 2: a hole. It was a thing.
Speaker 1: Oh my god, that is that is Yeah, that's traumatic,
Speaker 1: that's melodramatic. There's a bloody mini series in that. There
Speaker 1: are how long between that and when you were back
Speaker 1: to kind of you know, some semblance of normal where
Speaker 1: you were happy with your gob and your teeth and
Speaker 1: to go out in public.
Speaker 5: It was three months of full on not having many
Speaker 5: teeth in my mouth at all, and then it's honestly
Speaker 5: been the last since then. So it's been about fifteen
Speaker 5: years until I just got them done this year before
Speaker 5: I got married.
Speaker 1: Wow. Yeah, well for what it's worth from one bogain
Speaker 1: to another. Although you're a glamorous bogan, they look fucking fabulous,
Speaker 1: so well done.
Speaker 2: Thank you, And it was a great party trip.
Speaker 5: When I was younger and clubbing, I could just knock
Speaker 5: them out when guys were giving me the he begbi's,
Speaker 5: I'd turn and knock my teeth out.
Speaker 2: And that you got rid of it.
Speaker 1: Wow, that would yep, that's yeah. You could just say no,
Speaker 1: but all right, there's that. Also if your teeth are
Speaker 1: very good, have you ever had any significant work done?
Speaker 3: No, No, I'm very lucky. I've never had braces or anything.
Speaker 3: They've always been quite straight. Grew up in a lolly
Speaker 3: shop too, so probably should have no teeth left.
Speaker 1: Wow. I know Beattie Harps has got like one. I
Speaker 1: got one feeling for one hundred and twenty two year
Speaker 1: old man. My teeth are not too terrible either.
Speaker 3: I've had a few feelings, I'll tell you that much.
Speaker 3: They just look straight. Cosmetically they look good, but if
Speaker 3: you get in amongst it, there's a few bit of
Speaker 3: porcelain in there.
Speaker 1: There's a few issues where.
Speaker 3: It's called yeah, a bit of mercury too. Going to
Speaker 3: get those silver ones out, apparently you.
Speaker 1: Get that shit out of your God, that's going to
Speaker 1: kill you, Brianna. So I don't have to read some
Speaker 1: not that it's boring, but some bio that's on a
Speaker 1: website tell my audience a little bit about you, if
Speaker 1: you would be so gracious.
Speaker 5: Of course, other than being a bogan with beautiful tea,
Speaker 5: I would say mostly, I'm a student, and because I'm
Speaker 5: a student, I love learning. I love understanding humans. I've
Speaker 5: been someone who's spent a long time studying, and that
Speaker 5: led me down doing lots of different degrees and being
Speaker 5: quite disappointed actually, as somebody who loves learning, to find
Speaker 5: myself in all of these tertiary spaces, bored shitless a
Speaker 5: lot of the time, and quite disengaged, although I wanted
Speaker 5: to love learning, and then that led me, because I
Speaker 5: love learning so much, to being a teacher and I
Speaker 5: was a high school teacher for quite a long time
Speaker 5: and unfortunately have joined the droves of other disillusioned, disheartened
Speaker 5: educators who have left the system. And while I was
Speaker 5: in the system, I sort of saw the same reflection
Speaker 5: back all these kids who started school with such a
Speaker 5: love of learning, and I could almost see every single
Speaker 5: year like that genuine curiosity just dying.
Speaker 2: And I almost couldn't blame them.
Speaker 5: Because as the educator, as the teacher, I was kind
Speaker 5: of bored by the curriculum. I was stressed, I was
Speaker 5: feeling uninspired, and I just made a cheeky comment to
Speaker 5: a lot of my teachers when I left. To my
Speaker 5: teacher friends, I was like, oh fuck, I'm just gonna
Speaker 5: have to build my own school, because I actually loved
Speaker 5: teaching more than anything in the world. I love the students,
Speaker 5: I loved the deep conversations we had, and I felt
Speaker 5: like the system was doing a disservice. So I made
Speaker 5: a joke that I'd build a school, and that's actually
Speaker 5: what I did. And I started teaching around mindset emotional intelligence,
Speaker 5: and I really wanted to help people to learn how
Speaker 5: to think and how to manage their feelings and to
Speaker 5: ignite love love for learning again too.
Speaker 1: I love it well. We talk a lot about thinking.
Speaker 1: My PhD is in metaps, better awareness, meta accuracy, which
Speaker 1: is all around, you know, kind of thinking about how
Speaker 1: we think, thinking about how we think, thinking about how
Speaker 1: others think, theory of mine, and thinking about how others
Speaker 1: think about us or how we are perceived by others
Speaker 1: and why that matters. It's a really like what's interesting
Speaker 1: is And I apologize to my listeners who've heard me
Speaker 1: talk about this too much, but I'll keep a brief
Speaker 1: But most people don't truly think about how they think
Speaker 1: or why they think the way that they think, and
Speaker 1: what the origin story is for their worldview or the
Speaker 1: window through which they view the world, Like why do
Speaker 1: I think like this one? And two? Does it serve
Speaker 1: me or sabotage me? And three? Can I change it? For?
Speaker 1: How you know? It's like, as I've said many times,
Speaker 1: us three are in the same chat, but we're not
Speaker 1: in the same experience. Not good, bad, not better or worse,
Speaker 1: just different. So tell me about how did you get
Speaker 1: clarity about designing? And this ain't a sales pitch everyone,
Speaker 1: by the way, just if it kind of sounds like
Speaker 1: I don't mean it too. I'm just curious around because
Speaker 1: when people say to me the same thing, like what
Speaker 1: do you do, I go, well, I'm about eighty percent student,
Speaker 1: about twenty percent teacher. How did you decide what to
Speaker 1: put in your syllabus or your content and what to
Speaker 1: leave out? Knowing that if you've got twenty people in
Speaker 1: a group, you've got twenty different backgrounds and needs and
Speaker 1: personalities and learning styles, how did you start to put
Speaker 1: it all together?
Speaker 5: This was a process, I have to say, and as
Speaker 5: someone who spent years doing curriculum and course building and
Speaker 5: learning how to build rapport with so many different students,
Speaker 5: putting something together for my school was one of the
Speaker 5: most challenging things I've ever done professionally because of what
Speaker 5: you just said, And so I think the first thing
Speaker 5: that I considered was not so much what I'm putting
Speaker 5: in it, but how I'm delivering it, because I think
Speaker 5: that's a huge piece that educators or teachers, podcasters, content
Speaker 5: creators often miss is how is this going to be received?
Speaker 5: How do we get people even engaged in learning? Because
Speaker 5: I don't know about you, but I remember some professors
Speaker 5: at UNI they could be.
Speaker 2: Talking about the most fucking boring thing.
Speaker 5: But if they were an engaging person and they knew
Speaker 5: how to articulate it in a way that was engaging,
Speaker 5: I would listen to anything with the right person communicating
Speaker 5: it the right way. So I actually was spending a
Speaker 5: lot of time thinking about how do I make this engaging,
Speaker 5: no matter what the content is, so that people are
Speaker 5: coming like with learning in mind, And for me that
Speaker 5: actually meant I mean, there's so much online learning now
Speaker 5: and personally, I was a teacher during COVID, and it's
Speaker 5: not to me, it was just so disengaging. It was
Speaker 5: so hard to keep students engaged. So I went more
Speaker 5: back to the old way in person, in person teaching
Speaker 5: and learning, and for me personally, I just thought that
Speaker 5: was so much more engaging. But then with what to
Speaker 5: put in it, I did see and I'm sure you'll
Speaker 5: resonate with this in the personal development and I'm that space.
Speaker 5: The personal development space, it's almost like there's two modalities
Speaker 5: or two schools of thought, and you've always got that
Speaker 5: sort of like mindset NLP, change your thoughts, what's your thoughts?
Speaker 5: The cognitive behavior therapy, the mindset, and all of those
Speaker 5: tools that we can use, and I saw those as
Speaker 5: very very very helpful and very foundational, especially if I
Speaker 5: was looking through the lens of what mindset do people
Speaker 5: need to learn? And so I was looking at that,
Speaker 5: but then I could see that there is a time
Speaker 5: and a nuance where those tools become a weapon, and
Speaker 5: they can be a little bit toxic, almost like don't
Speaker 5: think bad thoughts, don't think.
Speaker 2: You know, push that away, put that away.
Speaker 5: And so I didn't want it to be all that,
Speaker 5: and that's when I brought in the other content, which
Speaker 5: was more around the emotional intelligence of knowing what tools
Speaker 5: to use and when and knowing when to feel your
Speaker 5: feelings as opposed to when to override them in instances
Speaker 5: where it's needed. And so I sort of built this
Speaker 5: curriculum where I wanted to give lots of tools, but
Speaker 5: then also the understanding that sometimes tools become weapons, and
Speaker 5: the real emotional intelligence is knowing what you need and
Speaker 5: when and why you might be using some and why
Speaker 5: you might be resisting others. You know, I was somebody
Speaker 5: who really resisted all the emotional stuff. I was like,
Speaker 5: let me do the mindset. I can do the mindset,
Speaker 5: that's easy. But emotional stuff was a little bit more
Speaker 5: challenging to me, and so it was again, why am
Speaker 5: I resisting this type of learning and thinking? And so
Speaker 5: I've put all of it in a curriculum, but also
Speaker 5: with the intent that people learn when to apply certain
Speaker 5: practices and when to drop them.
Speaker 1: Yeah, I love that. Well. Also, the thing too, is,
Speaker 1: as you were alluding to some of your professors, you
Speaker 1: probably also had other people who were talking about super crucial,
Speaker 1: important relevant stuff in a really fucking, horribly boring way,
Speaker 1: Like you can have the best content with the worst delivery,
Speaker 1: and everyone in the room has switched off. And we've
Speaker 1: had obviously I can't say who, but you know, over
Speaker 1: six years, I've done probably i'm going to say seven interviews.
Speaker 1: You definitely won't be one of them. But the people
Speaker 1: that I interviewed were brilliant, and they'd done brilliant work,
Speaker 1: a couple that everyone in everyone would know, like high
Speaker 1: profile international guests, and they were mindlessly, painfully boring, and
Speaker 1: I thought, I can't put that up. Nobody is going
Speaker 1: to listen to that. It's not going to do that
Speaker 1: guest a service or us. It's actually bad my brand.
Speaker 1: And I was so disappointed because they were And then
Speaker 1: other people you get on and you're like, oh, like
Speaker 1: I've said to Tip or Melissa, who kind of works
Speaker 1: with us, I don't know. I don't know about this guest.
Speaker 1: I'm like, it's you know, because I've never and I
Speaker 1: read about them and I'm like, ah, and they're fucking incredible,
Speaker 1: Like they're you know, they really like they're when I
Speaker 1: you know, the things that you look at, well, what
Speaker 1: have they done and what have they done academically? Do
Speaker 1: they have any credibility to talk about this stuff? And
Speaker 1: I'm like, oh, it's a bit skinny, it's a bit
Speaker 1: light on and I don't know if this bloke or
Speaker 1: this girl or the oh and then then they're twenty
Speaker 1: six times better than me. I'm like, all right, shut
Speaker 1: the fuck up, ups and just where you know where,
Speaker 1: all of a sudden, I'm a fucking idiot. They're a genius.
Speaker 1: And I was thinking, I hope they're good enough for
Speaker 1: my show. You know, they're too good for your show,
Speaker 1: you dick kid, you know, And there's that well think
Speaker 1: about you know, like think about like at the moment,
Speaker 1: I'm working with a couple of academics who want to
Speaker 1: get in front of corporates right. So I've got a
Speaker 1: lot of academic friends and non academic friends. And all
Speaker 1: of my academic friends are PhD level and beyond, and
Speaker 1: they're smarty pants, and not all of them, but the
Speaker 1: ones I'm talking about, and I'm trying to help them
Speaker 1: to get in front of a non academic audience and
Speaker 1: build rapport and connection and trust and respect and be
Speaker 1: a bit funny and tell some stories and share some
Speaker 1: of their knowledge in a way that resonates with a
Speaker 1: group of people who don't want a lecture, like even
Speaker 1: to get them to understand what I'm talking about, you know,
Speaker 1: because in their lane, they're brilliant. But you know, it's
Speaker 1: like you take a runner and chuck him or her
Speaker 1: in the pool and they're drowning. And these guys are
Speaker 1: like brilliant runners, but they can't fucking swim. Well, dude,
Speaker 1: you need to be able to do it all. You
Speaker 1: need to be able to swim, run, ride, punch, climb,
Speaker 1: skin you know as well.
Speaker 5: And I think this is a huge piece that I
Speaker 5: saw also within the education system. I would witness this
Speaker 5: quite often, and I always thought, and I don't know
Speaker 5: if you know that in high schools and most schools
Speaker 5: throughout Australia at the moment. They do like streaming, so
Speaker 5: they'll have, for example, like the top set and that's
Speaker 5: what they'll call them, the top set kids, and then
Speaker 5: the bottom kids, and they'll use this language, which to
Speaker 5: me was quite heartbreaking to hear some kids call themselves
Speaker 5: the dumb class, because you know what they what identity
Speaker 5: does to it's on that later in life and I'd
Speaker 5: be like, oh my god, no, please don't call yourself
Speaker 5: the dumb class. But I remember having conversations and debates.
Speaker 5: I was senior English, and so we had debates, and
Speaker 5: I had one year the so called quote dumb class, right,
Speaker 5: And I shit, you not these kids academically they didn't
Speaker 5: they didn't do crash hot. But I have never met
Speaker 5: a group of students who were so charismatic, so emotionally intelligent.
Speaker 5: They knew how to build rapport with me. I enjoyed
Speaker 5: hanging out with them more than.
Speaker 2: The staff room. Most of the time.
Speaker 5: They were hilarious, and we did debates and they'd get
Speaker 5: really emphatic and they would really bring like so much charisma.
Speaker 5: And I said to all of them, you know what,
Speaker 5: when you leave this school, I need you to know
Speaker 5: that you are one of the most intelligent sets of
Speaker 5: kids I've ever met, and you are going far so
Speaker 5: far because of that skill. And to me, I just
Speaker 5: think this day and age, content is out there for everyone.
Speaker 5: Information is over, There's so much information. AI can do
Speaker 5: it for you. But if we don't teach people that
Speaker 5: skill of building relations with other people, of building connection,
Speaker 5: of storytelling, of knowing how to connect with people, They're
Speaker 5: going to be in strife. And so I feel like
Speaker 5: it needs to be a skill. You just mentioned, getting
Speaker 5: people to understand the skill and the art of human
Speaker 5: interaction and rapport. I feel like that needs to be
Speaker 5: really spoken about.
Speaker 1: And I think, yeah, I love that. I completely agree.
Speaker 1: But I think also, Breanna, you know, in our culture,
Speaker 1: for better or worse, we really have academic intelligence on
Speaker 1: a pedestal. I'm not even I'm not I'm not intellectually
Speaker 1: brilliant at all. I'm not academically brilliant at all. I'm
Speaker 1: not brilliant at anything, let's be honest. But what I
Speaker 1: mean is there are so many people who are, you know,
Speaker 1: great communicators, amazing communicators. They can read nonverbal communication, they
Speaker 1: can build a poor when academics, they can see shit
Speaker 1: that other people can't. They're creative geniuses. They can make
Speaker 1: shit with their hands. It's fucking mind blowing. My training
Speaker 1: partner finished school at year ten. The guy lift weights
Speaker 1: with every day and and you know, you could give
Speaker 1: him seven fucking code hangars and some tape and a
Speaker 1: pillow case, He'll build you a fucking house. Like, you know,
Speaker 1: like he's just so smart. Like like intelligence is a spectrum.
Speaker 1: You know, it's it's, it's it's a bunch of things.
Speaker 1: But in our culture, we don't recognize or celebrate different
Speaker 1: kinds of intellect and intelligence and gifts. And we you know,
Speaker 1: down to the point where I understand it and I
Speaker 1: get it, but I kind of hate it where we
Speaker 1: rank people's intelligence with a number. We go, WA's your number,
Speaker 1: and if you're this number, you're a genius. If you're
Speaker 1: below this number, you're handicapped. Now, yeah, right now, And
Speaker 1: look from a you know, from a psych point of view,
Speaker 1: I understand it. But at the same time, it's one
Speaker 1: of those things. You know, this is a weird Harrison,
Speaker 1: But it reminds me of putting people on a stage.
Speaker 1: And I come from a bodybuilding background, owning gyms all
Speaker 1: that shit, you know, where we put people on a
Speaker 1: stage and we literally rate them entirely on their appearance,
Speaker 1: and we go you're first, your last, you're the worst.
Speaker 1: What's that doing for people's self esteem?
Speaker 5: You know?
Speaker 2: Yeah, And that's with adults.
Speaker 5: That's with adults who have chosen to be there, and
Speaker 5: they maybe have a little bit more of that understanding
Speaker 5: and prep. Maybe they've got a mindset coach and all
Speaker 5: of that. But when you're doing this with kids from
Speaker 5: a young age and it's in the edge, what you
Speaker 5: just said is so heavily perpetuated and inseminated through the
Speaker 5: education system that there's this real fear of being wrong.
Speaker 5: And obviously, like you said, there's a nuance. We need
Speaker 5: to know where we are we tracking well, do we
Speaker 5: have literacy and numeracy behind us? We need to know
Speaker 5: those things for sure. But the weight and the leverage
Speaker 5: that we have in our system and our society is just,
Speaker 5: in my opinion, and not helpful at all.
Speaker 1: I want to talk to you about. So you work
Speaker 1: with coaches, You train people to coach other people, and
Speaker 1: you coach people, gift coaches people like coach people. We
Speaker 1: all are in a similar space, like there are certain
Speaker 1: people that can get all the quolls, as you know,
Speaker 1: and tick all the boxes and meet the requirements, but
Speaker 1: what about what about working with people who just don't
Speaker 1: have it? You know, It's like I can go do
Speaker 1: all the singing lessons, but well, tiff things I can
Speaker 1: actually sing, but said, yeah, I would like to hear
Speaker 1: this me No, no, but whatever, Right, I don't know,
Speaker 1: like I'm never going to be I can do all
Speaker 1: the training, but I'm never running one hundred meters in
Speaker 1: ten seconds? Right? What about the people that come into
Speaker 1: your courses where and of course there's always just room
Speaker 1: for general improvement and all of that, but you like,
Speaker 1: apart from the content, the knowledge, the meeting the requirements,
Speaker 1: sticking the boxes and passing the course, for want of
Speaker 1: a better term, where you're like, oh, fuck, this person
Speaker 1: has a personality that's tough, Like how do you address that?
Speaker 1: Because you can't really teach someone's self awareness.
Speaker 5: I think this is where I've actually had this conversation
Speaker 5: lots of times, because I've had people say to me,
Speaker 5: I don't think I'm that person. All these people that
Speaker 5: just have it, they're so charismatic, they're so confident. My
Speaker 5: perspective on that is that charisma is a confidence thing,
Speaker 5: and confidence and charisma is actually learned and it is
Speaker 5: there are skills, whether people realize that they're conscious that
Speaker 5: they're probably unconsciously doing that thing where they just know
Speaker 5: how to build rapport, They know how to walk into
Speaker 5: a room and have people listen, their personality is a
Speaker 5: lot more personable. I would say there is a very
Speaker 5: unique set of skills that most of those people have,
Speaker 5: and I do think that a lot of it can
Speaker 5: be taught, it can be improved, and there's lots of
Speaker 5: prompts that we can give people to encourage self reflection.
Speaker 5: But I would argue that those people, those people that
Speaker 5: have got it, when we think about those people, they're
Speaker 5: usually very confident within themselves because they've put reps in
Speaker 5: in something, meaning they've probably got a lot of emotional resilience,
Speaker 5: which again I have a gripe about what we're doing
Speaker 5: at the moment in the system that is ruining resilience.
Speaker 5: But a lot of people that have that factor they've
Speaker 5: got confidence from reps. They've got the reps from having
Speaker 5: courage and having the resilience to put themselves in the
Speaker 5: ring again and again and again, and because.
Speaker 2: They've got that inner confidence.
Speaker 5: They show up with a different body language, they show
Speaker 5: up with different I patterns, they show up with different
Speaker 5: they just show up in a different energy. And that
Speaker 5: is what we call charisma. Somebody who is really aligned
Speaker 5: in the way that they speak, move, act talk. We
Speaker 5: pay attention to those people, and I think that that
Speaker 5: is something that we can teach others.
Speaker 1: Tell us about You just said something about the system
Speaker 1: kind of not destroying resilience or not kind of helping
Speaker 1: people be resilient. Can you expand on that?
Speaker 5: So I've heard of examples. I'm no longer in the system,
Speaker 5: but I work with a lot of teachers and a
Speaker 5: lot of different schools, and I hear of things where
Speaker 5: we're taking, for example, in junior sports, taking away any
Speaker 5: scores because everybody's a winner and taking away the medals,
Speaker 5: or in the drama play, we're not having the leading
Speaker 5: role anymore. Everybody gets a lead role. I just think,
Speaker 5: can't we give kids in a safe environment the opportunity
Speaker 5: to lose like a winner, Like, can't we give kids
Speaker 5: the tools and the options to actually practice losing while
Speaker 5: they're in a safe space. Well, we could also say
Speaker 5: to practice life. Yeah, because Guess what when you're a
Speaker 5: grown up, you're fucking losing.
Speaker 1: Guess what. People are going to hate you for no reason.
Speaker 1: Guess what bad shit's going to happen. Guess what. Life's
Speaker 1: not fair. You know, it's I mean, this is yeah,
Speaker 1: you're right, it's doing it the right way. But you know,
Speaker 1: life gives no fucks about your feelings. And even when
Speaker 1: I you know, when I've worked with lots of athletes
Speaker 1: and stuff, but I and even when I'm working with
Speaker 1: people who might be let's say a little bit emotionally fragile.
Speaker 1: Of course they take that into account, whether they're athletes
Speaker 1: or just you know, general public. But I say to people, look,
Speaker 1: I'm more interested in your long term health, happiness, performance,
Speaker 1: resilience outcomes than making you feel good for three minutes. Like,
Speaker 1: I don't want you to feel bad, But my job
Speaker 1: is not to make you feel good. That isn't my job.
Speaker 1: My job is to coach you, mentor you, empower you,
Speaker 1: equip you, upskill you. So you're a fucking weapon and
Speaker 1: you don't need Brianna, Tiff or Craig. You're just a
Speaker 1: fucking weapon, right, Yeah, Yeah.
Speaker 2: And that's what I think.
Speaker 5: That's the move at the moment, because there is and
Speaker 5: it's a great thing again, there's nuance and gray areas.
Speaker 5: It's such a good thing that we've got emotional and
Speaker 5: mental health at the you know, we're bringing more attention
Speaker 5: to it. But sometimes what we've done, and I saw
Speaker 5: this in the system, and I thought, oh my god,
Speaker 5: we're actually going to make them more fragile in a
Speaker 5: place and a society and a time where they're actually
Speaker 5: they are very fragile because of social media and all
Speaker 5: these things. And we're saying, take away all opportunities where
Speaker 5: they might feel anxious, take away all opportunities for them
Speaker 5: to fail, take away all scenarios for them to feel bad,
Speaker 5: because these you know, fragile little snowflakes that shouldn't be
Speaker 5: shouldn't have to be put through that. Parents who are
Speaker 5: now saying if their child has.
Speaker 2: Failed to test, well, what did the teacher do wrong?
Speaker 2: What did the teacher do? What is the school doing wrong?
Speaker 2: All of these things?
Speaker 5: And I just think I think we've gone about it
Speaker 5: a very interesting way.
Speaker 1: Well, I think we're just perpetuating maladaptive behavior. And you know,
Speaker 1: like we're perpetuating this kids who are coming out ill
Speaker 1: equipped for I mean, yes, we've got to love them.
Speaker 1: And you know, it's like it's okay to say to
Speaker 1: your kid, you came last, but guess what, I love
Speaker 1: you and you're amazing. Like it's you came last, but
Speaker 1: it's okay, I came last. You know. It's like, yeah,
Speaker 1: you know I was. You know, I literally came last
Speaker 1: at school. I was a morbidly OBEs school kid, right,
Speaker 1: and so I literally came last. But for me, and
Speaker 1: that's not that it would be the same for everyone,
Speaker 1: but I came last constantly, but it was like, for me,
Speaker 1: it did build resilience, it did build understanding, It did, strangely,
Speaker 1: over time, inspire me to not be the way that
Speaker 1: I was because no one was going, oh they're there,
Speaker 1: are you? Okay? Nobody? And you know it's okay because
Speaker 1: the bottom line was Will Craig, someone's coming last, and
Speaker 1: today it's you. That's okay. It won't always be you,
Speaker 1: you know, and I think that that, you know, as
Speaker 1: long as kids still feel love, safe, needed, valued, supported,
Speaker 1: of course there's that. But yeah, well it's and so
Speaker 1: did I read also that you did law? Did you
Speaker 1: do a law degree as well?
Speaker 5: Yeah, yep, what happened to that. Oh, I don't know
Speaker 5: what I was thinking. To be honest, I started, like
Speaker 5: I said, I think when you finish high school and
Speaker 5: it's still the same, you're choosing based on your ego.
Speaker 5: You're choosing based on what the teacher said would be
Speaker 5: the best also the best look for the school based
Speaker 5: on your grades. And I actually really wanted to do
Speaker 5: something that was a little bit more creative. I liked music,
Speaker 5: I liked teaching, I liked psychology, and I remember a
Speaker 5: few teachers being like, well that no, like that would
Speaker 5: be a waste sort of thing. And so I did law,
Speaker 5: and yeah, I found myself five years into a degree
Speaker 5: that I didn't like.
Speaker 2: And also, again.
Speaker 5: I have to say, there was not a single professor
Speaker 5: inside of that degree that inspired learning. And I was
Speaker 5: starting to think, because as somebody who did love learning,
Speaker 5: where are these professors getting their communication and teaching skills?
Speaker 5: How do you become a professional and teach in a
Speaker 5: tertiary way, in a way that puts four hundred people
Speaker 5: to sleep. And so I wasn't being inspired, and I
Speaker 5: was thinking there's something wrong here the education. This is
Speaker 5: the highest point of education. Most people were watching basketball
Speaker 5: games So I was born in the university degree, honestly,
Speaker 5: drank my way through my law degree, and then finished
Speaker 5: up with this degree where I'd done really well and
Speaker 5: I actually didn't know stuff all about law. And then
Speaker 5: I started thinking, wow, I have parroted back, done very
Speaker 5: well academically, been uninspired the whole time, left none the
Speaker 5: wiser had my first I remember my first day in
Speaker 5: a law firm. I asked my partner, or I asked
Speaker 5: the colleague which firm, Like, which court case do I
Speaker 5: take this too? I didn't even know which jurisdiction to
Speaker 5: go to, and I had just finished my law degree,
Speaker 5: didn't know whether it was a federal case a state case.
Speaker 5: Couldn't figure out that out for myself. But I had
Speaker 5: gotten through and done very well and been uninspired the
Speaker 5: whole time. So yeah, change there, But it did actually
Speaker 5: really activate in me this. I want to be a
Speaker 5: teacher who makes learning fun, and I want learning to
Speaker 5: be the point. The point is learning and curiosity, and
Speaker 5: I'm really grateful for that degree, to be honest, Yeah,
Speaker 5: do you think I mean?
Speaker 1: I don't know the answer to this. I have a
Speaker 1: suspicion I think there would be a lot of professors
Speaker 1: who don't think it's their job to inspire people. I
Speaker 1: think they just think it's their job just to share
Speaker 1: the content of the course.
Speaker 2: And is that not a huge problem?
Speaker 1: Well, it is, it is. But I think they're like, well,
Speaker 1: if you need me to inspire you, then you're in.
Speaker 1: You know, I'm not, I'm just playing the devil's advocate.
Speaker 1: But I but I'm with you. And I lecture at
Speaker 1: university when I finished my first degree, and I but more.
Speaker 1: I mean, yes, I wanted to inspire them, but I
Speaker 1: also I just wanted it to be fun, because I
Speaker 1: fucking I don't want to stand up there and lecture
Speaker 1: anatomy and physiology and biomechanics, and you know, it's like,
Speaker 1: it's so, how do we how do we make this practical?
Speaker 1: And how do I tell stories in this? And how
Speaker 1: do we make it resonate? And honestly, it was fifty
Speaker 1: percent for me and fifty percent for them because I
Speaker 1: wanted to enjoy it as well. Yeah.
Speaker 2: Yeah, And if you're enjoying it, the students are too.
Speaker 2: That's just the way it works. And I feel I
Speaker 2: really feel.
Speaker 5: For students and educators these days, because no one is
Speaker 5: taught how to communicate. Nobody is taught rapport, nobody is
Speaker 5: thinking about these I don't think. I mean, I did
Speaker 5: an education degree and I left again thinking wow, nothing
Speaker 5: here actually taught me any skills that would help to
Speaker 5: create engaging lessons.
Speaker 2: It taught me how to teach to tests.
Speaker 5: But yeah, I think I do think that the education
Speaker 5: system as a whole needs a bit of a shakeup.
Speaker 1: I think that's true for many industries, Like you know
Speaker 1: when people do so my first degree was exercise science.
Speaker 1: People would come out of that and they would some
Speaker 1: of them come to me because I owned gyms and
Speaker 1: want to be a trainer or whatever, and they could
Speaker 1: prescribe exercise to a level and they did understand that,
Speaker 1: you know, anatomy and physiology, et cetera, to a level,
Speaker 1: But they couldn't have a conversation with somebody. They couldn't
Speaker 1: build connection, They couldn't they couldn't read the room like
Speaker 1: they And you know that's not when you think about
Speaker 1: most degrees, especially as a lawyer, Well fucking hell, you
Speaker 1: think a huge part of being a good lawyer is
Speaker 1: understanding people, is being able to build rapport and trust
Speaker 1: and resolve conflict and solve problems and be present. And
Speaker 1: yet there's probably no communications subject in your.
Speaker 5: Course, right, No, nothing, And this is I think it's
Speaker 5: a basic fundamental thing that needs to be taught in schools.
Speaker 5: It needs to be taught in universities. I think communication
Speaker 5: is everything, and communication requires emotional intelligence, and nowhere are
Speaker 5: we taught emotional intelligence.
Speaker 2: And so people are learning all this when.
Speaker 5: They're thirty, forty, fifty, sixty and going oh shit, like
Speaker 5: That's one of the most common pieces of reflections I
Speaker 5: get from students in my cohorts. We're usually forty, thirty,
Speaker 5: fifty whatever, and they're like, why did I not learn this?
Speaker 5: This would have changed my relationship with my kids, This
Speaker 5: would have changed my relationship with my boss, This would
Speaker 5: have changed my relationship to myself. And communication is everything,
Speaker 5: but it requires emotional intelligence.
Speaker 1: What what I mean? We need to tread carefully here,
Speaker 1: But what a guys? When we go girls and guys,
Speaker 1: and we're generalizing, but ladies tend to at least display
Speaker 1: more emotional intelligence, it seems, or be able to open
Speaker 1: the door wider. Yes, I know I'm generalizing, and I'm
Speaker 1: a guy, and I tend to be quite touchy feely
Speaker 1: in an emotional way, not a physical way. That sounded creepy.
Speaker 1: Can help all the.
Speaker 2: Disclaimers for this bit.
Speaker 1: Yeah. Do you think that's just a cultural thing that
Speaker 1: women are more open and more comfortable to talk about
Speaker 1: all that stuff, or is that biological or something else.
Speaker 5: I think it's a little bit of option A and B.
Speaker 5: I think it's both. But I also think it's very
Speaker 5: much the context of the cultural context creates a huge change.
Speaker 5: And you know, if you think back to like my
Speaker 5: dad's generation, it was it's a generational thing. We don't
Speaker 5: talk about our feelings. There's been a cultural I would say,
Speaker 5: like a paradigm shift in some ways. I still believe
Speaker 5: that women and again careful with these uses of pronouns
Speaker 5: things these days, but I do. I would say women
Speaker 5: generally are encouraged from a young age to talk a
Speaker 5: lot more about their feelings. However, I've taught lots of
Speaker 5: teenage boys, lots of teenage boys, and honestly.
Speaker 2: They want to talk, they want to get.
Speaker 5: Deeper, They actually crave it, and they have blown my
Speaker 5: mind so often that it's our projections we need to watch.
Speaker 5: I find when they're given the space and when they're
Speaker 5: told that it's accepted, it's you.
Speaker 2: Know, welcomed. They thrive, they really do.
Speaker 5: And you know, again with these it depends on your
Speaker 5: the context that you bring into that classroom. But if
Speaker 5: you go in thinking that these boys can't wait to
Speaker 5: talk about deep stuff, they really do.
Speaker 1: Let's talk about you. So, what what's got you excited
Speaker 1: at the moment, Like what are you researching? What are
Speaker 1: you studying? What do you think you need to get
Speaker 1: or what do you want to dive deeper into? Like
Speaker 1: I'm always researching something I don't know enough about, but
Speaker 1: I want to know more about what's got your attention
Speaker 1: at the moment.
Speaker 5: At the moment, it's ifs, so internal family systems. I
Speaker 5: was spending a lot of time researching Carl Jung and
Speaker 5: shadow work, and I love, love, love love like looking
Speaker 5: into egos and projections and all of that, and I
Speaker 5: think that goes hand in hands. From the research that
Speaker 5: I've done, it tends to go hand in hand with IFS,
Speaker 5: and I've I've found that very fastating.
Speaker 1: Give us, give us a snapshot. So people are like,
Speaker 1: tell me more, give us a snapshot.
Speaker 5: Well, so I'm in the beginning phases of being a
Speaker 5: student for this but it seems to me that it's
Speaker 5: acknowledging that within all of us there's multiple parts, like
Speaker 5: these personas or personalities, and those personalities are all playing
Speaker 5: a role, and they'll be to protect us from feeling
Speaker 5: a certain way. And we have we have roles and
Speaker 5: parts within us that are almost competing for different intentions
Speaker 5: and purposes. And oftentimes we think that we are that
Speaker 5: where the you know, obsessive compulsive person And it's like, well,
Speaker 5: if you just change the language or the frame that
Speaker 5: there is a part of me inside that's obsessive compulsive
Speaker 5: for a particular purpose, we can start to bring wholeness
Speaker 5: back to ourselves.
Speaker 2: Is that that's what I'm sensing in my research.
Speaker 1: I'm going to ask you in a minute, TIF so
Speaker 1: get ready. So what's had my attention the last month?
Speaker 1: I get on a new thing every month, but I'm
Speaker 1: doing a deep dive into the relationship between our thoughts
Speaker 1: and our body. So obviously a thought has a physiological consequence.
Speaker 1: But the way that we can think ourselves into sickness
Speaker 1: and so fucking fascinating. Like I could unpack that with you,
Speaker 1: I won't, But just the consequences of rumination overthinking self loathing,
Speaker 1: that whole kind of obsessing about shit. We can't change.
Speaker 1: Investing energy in the thing that happened five years ago,
Speaker 1: you know, ruminating about the problems that might happen in
Speaker 1: the future. It does such damage to our body, like
Speaker 1: in a literal way, not a metaphoric way, you know,
Speaker 1: cellular health, cortisole production, nervous system. Oh it's so interesting.
Speaker 1: So I'm down that rabbit hole. In two weeks, I'll
Speaker 1: probably take a left turn and be into pottery and ceramics.
Speaker 1: But this week, that's fucking now. And once I get
Speaker 1: on something, I'm like this. I learn something, and then
Speaker 1: I learn a little bit. Then I open another door,
Speaker 1: then I open all the doors, and then I want
Speaker 1: to tell everyone because if I tell everyone, then I
Speaker 1: remember it better, So I selfishly want to share it.
Speaker 5: Yeah that's the phrase, isn't it. Those who can't do
Speaker 5: teach as in teach so you can do. Yeah, well
Speaker 5: that's that's me. I'm tiff. What are you into?
Speaker 1: Like, what's got your attention in terms of learning?
Speaker 3: At the moment, I feel like I've been on it
Speaker 3: for a while, But it's that it's that idea about
Speaker 3: beliefs like what do we what do we choose to believe?
Speaker 4: And when I choose to believe that, how does my
Speaker 4: life play out?
Speaker 1: Right?
Speaker 4: But the answers because we.
Speaker 3: You and I both talk to people and learn, we
Speaker 3: learn science, we learn proven data everyone's and there's science
Speaker 3: to prove every side of an argument. So then it's
Speaker 3: understanding the choice of where do I where do I
Speaker 3: already sit with this? Why do I sit there? Should
Speaker 3: I shift it? And if I choose to shift it,
Speaker 3: what does that mean for my life?
Speaker 4: Hmm?
Speaker 1: Yeah? And also where does where does my identity start
Speaker 1: and finish in relation to that belief? And yeah, if
Speaker 1: they're intertwined, then you attack my belief, you attack my
Speaker 1: identity and fuck you?
Speaker 4: Yeah? And why do I make the choices I make?
Speaker 4: And is there underlying reasons?
Speaker 5: You know?
Speaker 4: Like I am a reason making factory.
Speaker 3: I call myself a justification factory, and I have to
Speaker 3: catch myself out all the time because justifications can let
Speaker 3: me be whoever I already am without question. I'll just
Speaker 3: justify it and go, well, there's this really good reason
Speaker 3: and I can feel comfortable in that. But is it
Speaker 3: a mechanism?
Speaker 1: Is it?
Speaker 4: Are you escaping? Are you deflecting.
Speaker 3: What is the thing?
Speaker 4: Are they really a dickhead? Or are you the dickhead?
Speaker 4: I'm usually the dickhead.
Speaker 1: Mah well, I think the biggest fairy tale we tell
Speaker 1: ourselves is that we're open minded. Yeah, well, no you're not.
Speaker 1: You're not. I'm not. And I teach this shit, you know,
Speaker 1: I teach it. Am I am? I a clean slate? Fuck?
Speaker 1: I wish, but I've got preexisting beliefs and ideas and
Speaker 1: values and bias and prejudice and experiences. I understand objectivity,
Speaker 1: but I'm not it.
Speaker 5: You know.
Speaker 1: The best I can hope for is to be more
Speaker 1: open minded than I currently am. You know, agree? Yeah?
Speaker 5: I think the best I feel like you know how
Speaker 5: you said, how do we teach people to be open minded?
Speaker 5: I feel like what I would say to everyone is
Speaker 5: to be like constantly playing Devil's Advocate to yourself. And
Speaker 5: the more I do that, the more I'm like, wow,
Speaker 5: I'm not open mind to be steadfast improving yourself wrong?
Speaker 1: Yeah, yeah, yep? And I think you know when you are,
Speaker 1: like when you are that person that you are, you know,
Speaker 1: you're up the front and your torch it talking and teaching.
Speaker 1: But you're also like, by the way, here's a list
Speaker 1: of the things I've fucked up, and get comfortable. You know.
Speaker 1: It's like, oh, okay, so you're kind of like me, yeah, yeah, yeah.
Speaker 1: And you know I've said a thousand times on this show.
Speaker 1: If I waited until I had all my shit together
Speaker 1: before I did a podcast or a presentation or a coaching,
Speaker 1: I'd never do it. I'd be sitting at home in
Speaker 1: the fetal position, watching like a Netflix because I fucked
Speaker 1: I will get five things wrong this podcast, and that's okay.
Speaker 1: You know. So a couple of questions for you. You're great,
Speaker 1: by the way, we appreciate you. What do you need
Speaker 1: to get better at? What do you need to get
Speaker 1: better at.
Speaker 5: The first thing that actually came up was running, because
Speaker 5: I'm trying to do that at the moment. It's discipline
Speaker 5: with running, it's actually discipline I'm really practicing.
Speaker 2: I've got this like.
Speaker 5: Rebellion against structure at the moment. I think because I
Speaker 5: spent so long being so disciplined, so structured, and you know,
Speaker 5: be here at this time and this time and that time,
Speaker 5: that I've created this false dichotomy that freedom is the
Speaker 5: opposite of structure. So I'm pulling back in on my
Speaker 5: discipline again.
Speaker 1: That's good. That's good that you're questioning that. If what's
Speaker 1: one thing you need to get better.
Speaker 3: At all of the things. No, I don't think so
Speaker 3: I think structure, But I also don't do well with structure.
Speaker 3: But I still feel like there's a lot of gaps
Speaker 3: I leave in my own progress in a lot of
Speaker 3: areas in life because I thrive on spontaneity and going
Speaker 3: with the flow and being you know, intuitive, yeah, intuitive,
Speaker 3: thank you. Yeah.
Speaker 4: So I think that's a battle.
Speaker 1: Yeah yeah, yeah, yeah, and new harps. I've got to
Speaker 1: get better at doing the things that I don't want
Speaker 1: to do but I need to do. Like if I've
Speaker 1: got to read, like your PhD, I've got to like
Speaker 1: my PhD. Like if I've got to read an academic paper,
Speaker 1: I'll find eighty fucking reasons not to read that paper,
Speaker 1: and I will convince myself that all eighty of those
Speaker 1: things must be done first, even if that's watching motorbike
Speaker 1: reviews on YouTube, Like I can rationalize fucking anything, you know. So,
Speaker 1: if everything goes great for you for the next five
Speaker 1: years personally professionally, everything goes great, happening in five years.
Speaker 2: I would love to be a mother.
Speaker 5: That's been an ongoing, bloody, spiritual, physical, emotional journey. So
Speaker 5: in the next five years, I'll be a mum and
Speaker 5: my school will have its own HQ. I'd really love
Speaker 5: to buy a commercial property and have a space for
Speaker 5: schools and coaches and teachers and students to come to.
Speaker 5: Also while I have my little toddlers on my hip.
Speaker 5: Hopefully that's right, you just have.
Speaker 1: Your offspring just strapped to your body, like yeah, fucking yeah.
Speaker 1: What before we go, what makes you coach? Coaches? What
Speaker 1: makes a good coach? I know that's that's not a
Speaker 1: one minute answer, but give us a snapshot. What makes
Speaker 1: somebody a good coach? What's maybe in the top three
Speaker 1: things that we would want?
Speaker 5: Emotional intelligence, communication skills, and a growth mindset, I would say,
Speaker 5: are like a real growth mindset because you're in the
Speaker 5: it is the industry of growth.
Speaker 1: It's it's you know, it's an it's an interesting industry
Speaker 1: because you know, I tell you what. Now, obviously I
Speaker 1: had no opinion of this is full disclosure. I had
Speaker 1: no opinion about you because I didn't really know much, right, So,
Speaker 1: but you and I and Tiff. We all inhabit a
Speaker 1: landscape which is very, very busy, hectic and full of
Speaker 1: chest beating people who they have the one true philosophy
Speaker 1: ideology program, pill powder, potion, fucking path. I tell you
Speaker 1: what I loved about you. I jumped on your instant
Speaker 1: and I even rang Tiff, didn't I Tiff?
Speaker 4: He did true story and.
Speaker 1: I said, I said, teeth, I went, what's going on
Speaker 1: with this? Bitches? Teeth fuck? And hell no, I didn't
Speaker 1: do that at all. I did not do that at all.
Speaker 1: Don't send me an email. Everyone, Brianna's okay with it?
Speaker 1: I think no, I went, I went, Brown has done
Speaker 1: this really well, like look at a website, look at it,
Speaker 1: you know, not that and both of us could learn
Speaker 1: from you. And I was thinking, Wow, the way that
Speaker 1: you put all that together. And what I also loved,
Speaker 1: which was genuine. It was pr and it was marketing,
Speaker 1: but it was also genuine, which makes it valid. Your
Speaker 1: students just pumping up your tires one after another after
Speaker 1: another after another, And I thought, you know what, you
Speaker 1: can't make people do that. That's real, you know, And
Speaker 1: so whatever you're doing, you're doing something great. So congratulations,
Speaker 1: and you know you seem to have raving fans, which is,
Speaker 1: you know, in the space that you operate, that's a
Speaker 1: good thing, not a bad thing.
Speaker 5: So yeah, so well done, you thank you so much.
Speaker 5: That really means the world. I find it hard, honestly.
Speaker 5: Sometimes I have my own process with that space that
Speaker 5: we're in and that growth space, and I always, again
Speaker 5: playing Devil's advocate for myself. I want to make sure
Speaker 5: that we're doing good things and that I'm not full.
Speaker 5: You know, it's a very interesting space, this personal development
Speaker 5: and coaching space, and there's a lot of shady shit.
Speaker 5: There's a lot of shady shit and Charlatan's and you
Speaker 5: do this and it's like a really it can be
Speaker 5: a gross industry. And I sort of say to my
Speaker 5: clients my goal is to be redundant. I don't want
Speaker 5: to be I don't want to be the missing piece.
Speaker 5: I don't want to be I'm just a teacher and
Speaker 5: I'm learning and I'm fucking up and yeah, so that's
Speaker 5: kind of my message.
Speaker 2: But it is a very interesting industry.
Speaker 1: Yeah, since we all three of us have a similar philosophy,
Speaker 1: all right, now, plug away tell people where to go,
Speaker 1: how to get involved, where they can find you, follow you,
Speaker 1: connect with you if you'd be so kind.
Speaker 5: Probably Instagram, I think is the place. So I am
Speaker 5: Breanna May on Instagram. And the mind School Method is
Speaker 5: the place, the place where I get to teach all
Speaker 5: this fun stuff. And yeah, the website, I sort of
Speaker 5: use it, I kind of don't. It's really Instagram. And
Speaker 5: the mind School Method is currently open. We're going to
Speaker 5: Queensland next and that's very exciting. First time we're going
Speaker 5: over east, and then another one in Perth in October.
Speaker 5: So all things mindset, emotional intelligence, shadow work, all the
Speaker 5: tools so that you can then learn what tools to
Speaker 5: use and when to fuck them right off.
Speaker 1: Oh I love that a woman after on my own
Speaker 1: vocabulary will say goodbye. Fairbue Browner TIV, thank you so much.
Speaker 1: Enjoyed meeting you and continued success, my friend.
Speaker 2: Thank you so much,