WEBVTT - Spreading Love Through Math

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<v Speaker 1>Welcome to On the Job. This season, we're focusing on

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<v Speaker 1>how people and businesses are getting back to work. Let's

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<v Speaker 1>call it a great transformation, a change in the way

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<v Speaker 1>workers are thinking. Employers need people to work more than ever,

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<v Speaker 1>putting laborers in a sort of position of power. We'll

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<v Speaker 1>be hearing from people navigating this new normal for themselves

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<v Speaker 1>as they find their life's work. On the last season

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<v Speaker 1>of On the Job, we spoke with Benny Boas, who

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<v Speaker 1>founded a coding company that provided coding boot camps for

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<v Speaker 1>anyone who wanted to become a software engineer. Well, today

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<v Speaker 1>we're going to talk to Magabo, an educator and a

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<v Speaker 1>graduate of that boot camp who's had a love for

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<v Speaker 1>math and numbers for as long as he can remember.

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<v Speaker 1>His goal is to build tools that spread education because

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<v Speaker 1>from personal experience, he knows how dangerous it is when

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<v Speaker 1>people don't have access to it. Well, good morning, Mr mcgabo.

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<v Speaker 1>How much sleep did you get last night? And you know,

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<v Speaker 1>much a lot more than than I I've gotten in

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<v Speaker 1>the last few months. My six and a half month

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<v Speaker 1>old sun is still learning how to sleep through the night,

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<v Speaker 1>and so it's been and up and down in the

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<v Speaker 1>last few months. Terry mcgabo or Lingamana goes by Mugabo.

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<v Speaker 1>He lives in Burlington, Vermont, and since Mugabo has a

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<v Speaker 1>six month old son, he knows a job to suit

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<v Speaker 1>his lifestyle and mess of to engineer for this moss.

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<v Speaker 1>As of just over a month ago, Desmos is a

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<v Speaker 1>software company that builds tools for students and teachers to

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<v Speaker 1>use in their curriculums. They're big thing is making their

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<v Speaker 1>online graphing calculators and geometry tools fun to interact with

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<v Speaker 1>because an arching philosophy at this moos, which I feel like.

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<v Speaker 1>He's a company founded by people who love math and

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<v Speaker 1>who are trying to create the tools and the learning

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<v Speaker 1>opportunities to help help students not only learn math, but

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<v Speaker 1>love learning math. Magabo is one of those people who

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<v Speaker 1>loves math. He sees it as a way to understand

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<v Speaker 1>how things in everyday life interact, the rules to how

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<v Speaker 1>things work. And he believes that once you understand math,

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<v Speaker 1>you can use it to create new ways that things

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<v Speaker 1>interact with each other, and then from that can emerge

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<v Speaker 1>new fields of mathematics, you know, and so it can

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<v Speaker 1>be a game, it can be like legos, you know,

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<v Speaker 1>where there's some ways that they can connect and the

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<v Speaker 1>ways that they can't connect. And once you understand how

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<v Speaker 1>they connect or don't connect, you can build amazing things

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<v Speaker 1>and and take them apart and build different amazing things,

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<v Speaker 1>you know, and so there is a magic to it.

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<v Speaker 1>So does most and the software that Mugabo is helping

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<v Speaker 1>to develop is trying to answer that problem, how do

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<v Speaker 1>we make math enjoyable, which is a big one to

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<v Speaker 1>take on in our society that has, for many reasons,

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<v Speaker 1>become very math phobic. Math phobic math generally gets a

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<v Speaker 1>bad rap for being too boring or too difficult, we're

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<v Speaker 1>not actually useful. At DESMOS, they make super accessible tools

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<v Speaker 1>online and also have a resource database for teachers anywhere

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<v Speaker 1>to use that has math activities on it that allows

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<v Speaker 1>not only teachers to adapt activities, but students to interact

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<v Speaker 1>with activities and then for teachers to facilitate those activities

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<v Speaker 1>in a classroom. And so all of that is running

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<v Speaker 1>on on on on software on Intennetic technologies, and as

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<v Speaker 1>a software engineer, Mugaba works from home behind the scenes,

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<v Speaker 1>taking in feedback from teachers and students, working with the

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<v Speaker 1>team on how they can improve the coding on the

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<v Speaker 1>tools they have and building new ones that make math

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<v Speaker 1>more enjoyable and understandable. One of the things that has

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<v Speaker 1>made me feel really good about joining this organization has

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<v Speaker 1>been the outpouring of love from math teachers and from

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<v Speaker 1>students talking about how learning math this way has been transformational,

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<v Speaker 1>has been more joyful. You know, and you don't hear

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<v Speaker 1>people is those where it's for learning mathematics often. So

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<v Speaker 1>your job is to make the magic happen. Yeah, more

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<v Speaker 1>or less, more or less, you know, which is pretty cool.

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<v Speaker 1>So you love math? I do? I yes, I have,

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<v Speaker 1>I've have um. I grew up in the household that

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<v Speaker 1>loved math. My dad was an engineering My mommy is

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<v Speaker 1>in finance and accounting, and so numbers was something that

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<v Speaker 1>we were at least told that we had to get,

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<v Speaker 1>you know, that it wasn't an option to not get it.

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<v Speaker 1>Mugaba was born in Kegali, the capital of Rwanda, little

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<v Speaker 1>country in Central Africa. We left one day in one

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<v Speaker 1>oh seven because of the because of the genocide in nineteen.

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<v Speaker 1>Between April and July of the truly horrific Rwandan genocide

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<v Speaker 1>took place. Tensions between the two main ethnic groups, the

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<v Speaker 1>majority Hutu and the minority Tutsi had been raging four decades,

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<v Speaker 1>and on April six, plane carrying rwanda as president was

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<v Speaker 1>shot down and two t extremists were blamed. That night,

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<v Speaker 1>the country erupted and a mass organized killing of the

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<v Speaker 1>minority Tutsi began. Magabo's mother was Tutsi. How how how

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<v Speaker 1>did I understand that as a seven year old? I

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<v Speaker 1>don't I don't know. And we knew that it wasn't

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<v Speaker 1>it wasn't safe, you know, you know, and I guess,

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<v Speaker 1>I guess that's that's all that we needed to know.

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<v Speaker 1>It's it's not safe out there, and and we need

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<v Speaker 1>to leave. Magabo and his family got out of the

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<v Speaker 1>country and fled to Congo. They were among two million

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<v Speaker 1>others that fled Rwanda, and in a few months after

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<v Speaker 1>Magabo left, over eight hundred thousand Tutsi were killed there.

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<v Speaker 1>He says that his parents got him out early enough

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<v Speaker 1>so that he didn't witness the atrocities. That's a lot

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<v Speaker 1>of young people younger than I, um, we're exupposed to. Yeah,

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<v Speaker 1>so yeah, I'm thankful for that. His family spent three

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<v Speaker 1>years in Congo. They had interrupted schooling because of conflicts

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<v Speaker 1>and moving around then they went to Tanzania and spent

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<v Speaker 1>three years there before coming to the US. So you

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<v Speaker 1>came to the US so when you were thirteen. I

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<v Speaker 1>was thirteen. Yeah, the first thirteen years of my life. Yeah.

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<v Speaker 1>They landed in Buffalo, where he and his five siblings

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<v Speaker 1>started to get into a regular schooling rhythm. Gobbo's trajectory

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<v Speaker 1>toward math and science really started to take hold right

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<v Speaker 1>around high school. I think I always I always wanted

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<v Speaker 1>to be like my dad. I I wanted to my

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<v Speaker 1>dads civil engineer. I wanted to do civil engineering. He

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<v Speaker 1>took some software engineering classes in high school and loved it,

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<v Speaker 1>so by the time he got into college at Stanford,

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<v Speaker 1>he knew he was going to major in some kind

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<v Speaker 1>of engineering. He ended up doing electrical and had a

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<v Speaker 1>few more classes in software engineering that really hooked him.

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<v Speaker 1>So that that was that That was the piece that

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<v Speaker 1>took me towards software engineering, and I got exposure there.

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<v Speaker 1>I liked it, and there were a lot of a

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<v Speaker 1>lot more jobs, a lot more Soto engineering jobs and

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<v Speaker 1>electrical engineering jobs, and after graduating he got a job.

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<v Speaker 1>I was coming home every night to burn the midnight

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<v Speaker 1>oil with this AI class that Stanford made available online

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<v Speaker 1>for anyone to take. And I was blown away by

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<v Speaker 1>like how well technology could deliver learning experience. And I

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<v Speaker 1>think that was kind of the first late pop moment

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<v Speaker 1>of realizing that this two can come to get any

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<v Speaker 1>very powerful ways. So he got a glimpse at how

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<v Speaker 1>his skills could help teach people in the future, and

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<v Speaker 1>a lot of his motivations came from everything he had

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<v Speaker 1>experienced in his past, this belief that if one of

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<v Speaker 1>the things that made the wander very turbulent and very

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<v Speaker 1>susceptible to what happened was that you had a massive

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<v Speaker 1>kind of youth demographic that did not have prospects, and

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<v Speaker 1>that makes them very susceptible to some Yeah, it leads

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<v Speaker 1>to a lot of political instability, you know. And you

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<v Speaker 1>and I always thought that if more people had had opportunities,

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<v Speaker 1>if we had the good the system of education where

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<v Speaker 1>people graduated with with with opportunities to take on you know,

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<v Speaker 1>to pursue their their lives, you know. And um, so

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<v Speaker 1>a lot of your motivation for getting into teaching was

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<v Speaker 1>to it's it's too to think about how I can

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<v Speaker 1>be part of, you know, contribute to creating a world

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<v Speaker 1>where what happened in the rue that doesn't happen, And

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<v Speaker 1>I thought I was gonna be through through through education.

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<v Speaker 1>There's a lot of pressure to put on yourself. Yeah,

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<v Speaker 1>well yes, and anyone know when you're young, it's okay

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<v Speaker 1>to kind of dream big and think. I mean, I uh,

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<v Speaker 1>I hadn't thought of I hadn't thought of it as

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<v Speaker 1>the pressure. But you know, I mean, I think the

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<v Speaker 1>language that i've that that that I picked up at

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<v Speaker 1>some point is survivors remorse. You know, the people if

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<v Speaker 1>you make it out of a tragedy like it aside,

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<v Speaker 1>you walk away feeling like, Okay, I survived where many

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<v Speaker 1>many didn't. Um what how does that then ship my

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<v Speaker 1>my purpose? How does that then ship how I live

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<v Speaker 1>my life? And and to try and also answer the

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<v Speaker 1>very real questions of of of why, like why me.

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<v Speaker 1>We'll be right back with Mugabo story after the break.

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<v Speaker 1>to Mogabo, he'd become a software engineer, and now he

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<v Speaker 1>saw the huge potential his skills had to be a

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<v Speaker 1>tool for education, because again he believed that if there

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<v Speaker 1>were better education in Rwanda, the country maybe wouldn't have

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<v Speaker 1>been so vulnerable to dangerous rhetoric, and maybe the genocide

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<v Speaker 1>wouldn't have happened. It's nice to have a powerful drive,

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<v Speaker 1>a powerful motivating sense of purpose, you know. So he

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<v Speaker 1>had been exposed to this online class from Stanford and

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<v Speaker 1>he was blown away by how well built the software

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<v Speaker 1>for the class was. So this Jove is actually getting

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<v Speaker 1>into teaching. It put education on the map for me

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<v Speaker 1>as something that I wanted to do. I wasn't sure

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<v Speaker 1>in what, how, in what capacity because I was headed

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<v Speaker 1>towards engineering, and I think that was kind of the

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<v Speaker 1>first late pop moment of realizing that this two can

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<v Speaker 1>come to get any very powerful ways. It was two

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<v Speaker 1>thousand nine by the time Mugabo graduated college. The recession

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<v Speaker 1>had just so it was hard to find a job

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<v Speaker 1>in teaching or find a job at all at the time.

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<v Speaker 1>He stuck with engineering and worked as a software consultant

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<v Speaker 1>for the I R S. He was taking more online courses,

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<v Speaker 1>you got his n b A. He even started working

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<v Speaker 1>at an education technology company. I think it was the

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<v Speaker 1>years in social engineering that kind of made me appreciate

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<v Speaker 1>the human element that yes, technology can facilitate great learning experiences.

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<v Speaker 1>And it worked for me. But when we're talking about

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<v Speaker 1>where kids are in the company classrooms, having a piste

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<v Speaker 1>of technology is not It's nowhere near enough. So when

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<v Speaker 1>I had the opportunity to go into the classroom, I

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<v Speaker 1>did because I wanted to spend some time on the

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<v Speaker 1>other side of not creating the tools, by using the

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<v Speaker 1>tools in the classroom, and that was a whole learning experience. Um,

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<v Speaker 1>that was a whole learning experience. Mugabo got a job

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<v Speaker 1>in the w new Ski School district of Vermont. He

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<v Speaker 1>was teaching middle and high school kids ages eleven to

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<v Speaker 1>nineteen Utah engineering and science, and by all accounts and

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<v Speaker 1>students loved them. I leaned on exploring. I leaned on

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<v Speaker 1>following the interests and the kind of the whims of

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<v Speaker 1>the students, like world where the questions coming from, and

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<v Speaker 1>kind of you know, And I always leaned on fun.

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<v Speaker 1>I mean, all learners learned differently, you know, and and

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<v Speaker 1>and there was a whole lot there that I needed

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<v Speaker 1>to learn and then I needed to figure out. He

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<v Speaker 1>was a very interactive, experience teacher, always experimenting using technology

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<v Speaker 1>and legos, and he tried to run a classrooms very democratically,

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<v Speaker 1>like an open forum where people expressed themselves freely, and

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<v Speaker 1>you know, sometimes with disagreements. Kids felt very free and

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<v Speaker 1>very free too to check me and and and to

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<v Speaker 1>to freely express themselves in ways that you know, like

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<v Speaker 1>if I'm angry and I'm raising my voice, I'm not

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<v Speaker 1>being rude, you know, I'm just angry and I'm raising

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<v Speaker 1>my voice and you know, and it's like it's okay.

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<v Speaker 1>Mugabo played a very important role at his school. For context,

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<v Speaker 1>Vermont is like white, very white, but a lot of

0:13:34.520 --> 0:13:37.560
<v Speaker 1>the immigrants and refugees who have come to Vermont has

0:13:37.600 --> 0:13:41.520
<v Speaker 1>settled up in Winowski and nearby Burlington. And you know,

0:13:41.559 --> 0:13:46.320
<v Speaker 1>my my class, my school was like a majority black

0:13:46.320 --> 0:13:52.360
<v Speaker 1>and brown kids. That is very exceptional for Vermont, very right. Yeah, Now,

0:13:52.520 --> 0:13:58.480
<v Speaker 1>the teaching staff and the administration was still like almost

0:13:58.679 --> 0:14:02.160
<v Speaker 1>entirely white. He was actually the only black teacher in

0:14:02.160 --> 0:14:04.319
<v Speaker 1>the middle school in high school, and he felt a

0:14:04.400 --> 0:14:09.240
<v Speaker 1>responsibility to advocate for more diverse multicultural space because while

0:14:09.240 --> 0:14:11.679
<v Speaker 1>they had students from all over the world, they were

0:14:11.679 --> 0:14:15.920
<v Speaker 1>still learning in a structurally white American environment. And I

0:14:15.960 --> 0:14:19.080
<v Speaker 1>found that the impact that that had on my young

0:14:19.200 --> 0:14:22.720
<v Speaker 1>kids was the message that the ways of being were

0:14:22.720 --> 0:14:25.520
<v Speaker 1>not okay, that they were the ways of being were

0:14:25.560 --> 0:14:29.240
<v Speaker 1>not This was not the place to express yourself as

0:14:29.240 --> 0:14:31.000
<v Speaker 1>you are. You need to learn a new way of

0:14:31.040 --> 0:14:36.080
<v Speaker 1>being um And that for for young malleable minds, that

0:14:36.160 --> 0:14:39.000
<v Speaker 1>has a way of kind of teaching them to reject

0:14:39.480 --> 0:14:42.080
<v Speaker 1>who they are and then to try and figure out

0:14:42.160 --> 0:14:45.040
<v Speaker 1>what who they're supposed to be. But he says it

0:14:45.120 --> 0:14:48.359
<v Speaker 1>was always an uphill battle. The school preached its messages

0:14:48.400 --> 0:14:51.640
<v Speaker 1>of being a multicultural space, but wasn't really ever acting

0:14:51.640 --> 0:14:55.040
<v Speaker 1>on it. Mogabo spent a lot of time advocating for

0:14:55.040 --> 0:14:57.640
<v Speaker 1>his students to make those changes for a better system,

0:14:58.040 --> 0:15:01.040
<v Speaker 1>for more diverse faculty, but he says time and time

0:15:01.080 --> 0:15:06.160
<v Speaker 1>again he wasn't really supported by the school. UM. Ultimately,

0:15:06.280 --> 0:15:12.520
<v Speaker 1>I I left. You know, it was kind of burning

0:15:12.520 --> 0:15:15.600
<v Speaker 1>out that I didn't on community organizing was just not

0:15:16.160 --> 0:15:20.000
<v Speaker 1>visible and I was becoming a dad and so so

0:15:20.080 --> 0:15:22.960
<v Speaker 1>I I left. I left so you know, to to

0:15:23.800 --> 0:15:26.960
<v Speaker 1>be able to be able to also fulfill my responsibility

0:15:27.000 --> 0:15:30.920
<v Speaker 1>as a husband as and as a dad. Mugabo left

0:15:30.920 --> 0:15:34.120
<v Speaker 1>the school last year in he had a baby on

0:15:34.160 --> 0:15:36.800
<v Speaker 1>the way and he says being an educator and an

0:15:36.840 --> 0:15:39.600
<v Speaker 1>activist within the school he worked in was taking so

0:15:39.800 --> 0:15:45.280
<v Speaker 1>much of himself. I realized that UM, a lot of

0:15:45.320 --> 0:15:47.960
<v Speaker 1>the change it needs to happen. Can you know the

0:15:48.040 --> 0:15:51.640
<v Speaker 1>community needs to spearhead that the parents need to be

0:15:52.680 --> 0:15:56.040
<v Speaker 1>organized enough to realize what's happening to their kids. You

0:15:56.080 --> 0:15:59.040
<v Speaker 1>know what they are and aren't getting um and then

0:15:59.120 --> 0:16:02.600
<v Speaker 1>demanded he wrote an open letter to the school giving

0:16:02.600 --> 0:16:06.280
<v Speaker 1>specific examples of how the faculty and community can actually

0:16:06.320 --> 0:16:09.680
<v Speaker 1>be more diverse. In it, he said, I have done

0:16:09.720 --> 0:16:12.600
<v Speaker 1>my part to make good trouble at w Newski. I've

0:16:12.640 --> 0:16:15.720
<v Speaker 1>spoken the truth even when it was hard. These are

0:16:15.840 --> 0:16:18.640
<v Speaker 1>very actionable steps. Which of these will you take lead

0:16:18.640 --> 0:16:21.760
<v Speaker 1>on to make sure it is implemented. I think that's

0:16:21.760 --> 0:16:26.760
<v Speaker 1>absolutely more sustainable that we have more engaged, more parents

0:16:26.760 --> 0:16:29.720
<v Speaker 1>who understand what's happening, to understand the system, understand how

0:16:29.760 --> 0:16:33.880
<v Speaker 1>to advocate for themselves, and working in collaboration with whoever

0:16:33.960 --> 0:16:35.640
<v Speaker 1>is willing to work with them to make sure that

0:16:35.680 --> 0:16:40.200
<v Speaker 1>their kids care what they need. Did you feel bad

0:16:40.280 --> 0:16:45.440
<v Speaker 1>leaving at all? Yeah? Yeah, it remains hard. I mean

0:16:45.480 --> 0:16:50.000
<v Speaker 1>every time I see my students, um um, I feel

0:16:50.000 --> 0:16:53.040
<v Speaker 1>like I part of the reason why I made my

0:16:53.120 --> 0:16:59.160
<v Speaker 1>resignation leaders public was too you know, was understanding that

0:16:59.200 --> 0:17:03.840
<v Speaker 1>I had and responsibility to the community to kind of

0:17:03.840 --> 0:17:08.480
<v Speaker 1>explain what happened and and and why I felt that

0:17:08.640 --> 0:17:12.800
<v Speaker 1>I um, I couldn't stay. In the letter, he also

0:17:12.840 --> 0:17:15.320
<v Speaker 1>says that he plans to get back to community organizing

0:17:15.320 --> 0:17:18.000
<v Speaker 1>when he can. He told me he probably won't feel

0:17:18.040 --> 0:17:20.720
<v Speaker 1>totally better about the situation until he finds the time

0:17:20.760 --> 0:17:23.600
<v Speaker 1>to do that. But it's nice that I'm able to

0:17:23.600 --> 0:17:25.320
<v Speaker 1>be there for my for my son and my wife.

0:17:25.359 --> 0:17:27.040
<v Speaker 1>I mean, I would not have been able to do

0:17:27.080 --> 0:17:30.399
<v Speaker 1>that and so so there is that and um and

0:17:30.480 --> 0:17:35.560
<v Speaker 1>that counts for that counts for a lot. So he's

0:17:35.560 --> 0:17:38.119
<v Speaker 1>still working through a lot, but now he has the

0:17:38.160 --> 0:17:41.320
<v Speaker 1>autonomy and the time to do it. Teaching and trying

0:17:41.359 --> 0:17:43.439
<v Speaker 1>to change the way people learned in the school was

0:17:43.520 --> 0:17:47.520
<v Speaker 1>draining him. Now that he's building educational software with DESMOS,

0:17:47.520 --> 0:17:49.560
<v Speaker 1>he can be there for his family and still be

0:17:49.600 --> 0:17:53.080
<v Speaker 1>a part of spreading knowledge as he always intended. Seeing

0:17:53.119 --> 0:17:55.639
<v Speaker 1>what they've done here gives me a lot of hope.

0:17:55.960 --> 0:17:57.639
<v Speaker 1>We're not trying to do everything. We don't have to.

0:17:58.640 --> 0:18:02.520
<v Speaker 1>We understand that I'll play is to create this powerful

0:18:02.720 --> 0:18:05.440
<v Speaker 1>kind of a little tool that's gonna be one of

0:18:05.480 --> 0:18:08.600
<v Speaker 1>many tools that eight people educating all over the world

0:18:08.720 --> 0:18:12.160
<v Speaker 1>I'm going to use. And if we make it easy

0:18:12.240 --> 0:18:15.480
<v Speaker 1>enough and intuitive enough and fun enough and enjoyable enough,

0:18:15.560 --> 0:18:18.480
<v Speaker 1>you know, then this teachers are going to do magic

0:18:18.560 --> 0:18:28.600
<v Speaker 1>with it. Um And they do. Mugabo saw a lack

0:18:28.640 --> 0:18:31.560
<v Speaker 1>of cultural understanding in his school, and he fought tooth

0:18:31.600 --> 0:18:34.480
<v Speaker 1>and nail to change it because he knows firsthand how

0:18:34.600 --> 0:18:37.760
<v Speaker 1>dangerous that lack of understanding can be. I think a

0:18:37.760 --> 0:18:39.960
<v Speaker 1>lot of people who are driven by some kind of

0:18:40.040 --> 0:18:43.000
<v Speaker 1>higher purpose, like that can forget to take care of

0:18:43.040 --> 0:18:45.719
<v Speaker 1>themselves in the process, to think that we need to

0:18:45.920 --> 0:18:48.600
<v Speaker 1>be the solution instead of being a part of it.

0:18:49.280 --> 0:18:52.720
<v Speaker 1>To me, it's really inspiring what mcgabo has done all

0:18:52.760 --> 0:18:55.520
<v Speaker 1>of it. But one of the most admirable things I

0:18:55.560 --> 0:18:58.399
<v Speaker 1>think is that he knew when to step away, and

0:18:58.440 --> 0:19:01.000
<v Speaker 1>he knew he couldn't do it alone. Yeah, he had

0:19:01.119 --> 0:19:04.280
<v Speaker 1>real purpose to fight for, but he also had a family,

0:19:04.680 --> 0:19:07.400
<v Speaker 1>and he also had his well being, and he realized

0:19:07.440 --> 0:19:09.960
<v Speaker 1>that he couldn't adequately take care of anyone if he

0:19:10.000 --> 0:19:13.199
<v Speaker 1>didn't take care of himself first. Today he found a

0:19:13.280 --> 0:19:15.760
<v Speaker 1>job that lets him do that and still allows him

0:19:15.800 --> 0:19:18.480
<v Speaker 1>to be a part of making that magic happen. He

0:19:18.520 --> 0:19:21.320
<v Speaker 1>knows he can't do everything and understands that he is

0:19:21.359 --> 0:19:24.439
<v Speaker 1>just a powerful little force, one of many that are

0:19:24.480 --> 0:19:28.080
<v Speaker 1>all needed to help people learn. As the world changes

0:19:28.240 --> 0:19:31.080
<v Speaker 1>and all of our lives become more complicated, I think

0:19:31.119 --> 0:19:33.840
<v Speaker 1>we can all take some pointers from Ogabo, because there's

0:19:33.840 --> 0:19:36.600
<v Speaker 1>gonna be a lot more jobs like that, jobs where

0:19:36.640 --> 0:19:39.520
<v Speaker 1>we can take better care of ourselves and still do

0:19:39.680 --> 0:19:42.159
<v Speaker 1>the work that matters to us. I don't know this

0:19:42.280 --> 0:19:46.560
<v Speaker 1>compulsion that you have to be an educator I'm sure

0:19:46.800 --> 0:19:49.840
<v Speaker 1>you got to really scratch that itch by seeing people

0:19:49.920 --> 0:19:53.000
<v Speaker 1>face to face every day, is what you're doing right now?

0:19:53.480 --> 0:19:57.600
<v Speaker 1>Is it still fulfilling that specific need for you? Yes,

0:19:57.680 --> 0:20:00.720
<v Speaker 1>it still feels like I'm part of a team that's

0:20:01.080 --> 0:20:04.520
<v Speaker 1>contributing to something that I very deeply care about and

0:20:04.520 --> 0:20:08.719
<v Speaker 1>that I I think is very important. And I can

0:20:08.840 --> 0:20:11.200
<v Speaker 1>do that with the autonomy of being a software engineer

0:20:11.800 --> 0:20:14.240
<v Speaker 1>and God willing with the autonomy that's going to allow

0:20:14.240 --> 0:20:17.800
<v Speaker 1>me to do more things once, you know, we find

0:20:17.800 --> 0:20:20.480
<v Speaker 1>a rhythm with a family life. Yeah, so it's a

0:20:20.480 --> 0:20:27.119
<v Speaker 1>good place. It's a good place to be now. For

0:20:27.240 --> 0:20:28.840
<v Speaker 1>on the job, I'm Modiscray