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Speaker 1: Ash, Yes, we survived our kids school orientation before they

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Speaker 1: jump into the real thing. Do you know what, right now,

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Speaker 1: it's all starting to feel very real.

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Speaker 2: Look, I nearly cry every time I think about it.

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Speaker 3: Not I can't wait to not have to pay daycare

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Speaker 3: fees anymore because Oscar.

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Speaker 2: Will we go into a public school?

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Speaker 1: Yeah, I can't wait either. I feel like Marley, she's

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Speaker 1: very ready and as scary as it is, it's the

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Speaker 1: right thing to do.

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Speaker 3: I think as a parent, I need some more prep.

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Speaker 3: I'm obviously going to big school.

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Speaker 2: He's had all the prep, but I haven't had enough.

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Speaker 1: Luckily, we have mister Luke the teacher to share his

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Speaker 1: very insightful thoughts on how to get your family ready

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Speaker 1: for the big transition to school.

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Speaker 3: Matty has a whopping three million follows across TikTok and Instagram,

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Speaker 3: which tells me a lot.

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Speaker 2: Tells me there's a lot of parents out there that

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Speaker 2: need to be schooled by mister Luke.

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Speaker 1: We ask him all of your burning questions about bullying

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Speaker 1: getting kids ready for the big transition, as well as

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Speaker 1: if you remember, Ash, we had the question a little

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Speaker 1: while ago taking kids out of school for holiday. He

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Speaker 1: answers them all.

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Speaker 2: Let's go.

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Speaker 1: Welcome back to two doting dads a one doting teacher.

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Speaker 2: I am Maddie j I'm ash and I'm a listening.

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Speaker 2: I've already stopped it up. I'm mister Luke. It's going great.

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Speaker 2: I will show myself out. That's perfect.

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Speaker 1: This is a podcast all about parenting. It is the good,

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Speaker 1: it is.

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Speaker 2: The bad and the relatable.

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Speaker 1: And if you've come for advice, well, definitely you're in

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Speaker 1: the right place this time. Absolutely one percent. We don't

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Speaker 1: give advice, mister Luke when we never do it.

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Speaker 2: We're not experts.

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Speaker 1: Okay, but I can see you've got advice already written down.

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Speaker 2: I have my notes.

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Speaker 3: I am.

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Speaker 2: I am very well prepared today for those listening.

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Speaker 3: Luke's turned up with a notebook, so first to turn

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Speaker 3: up with a notebook and our first non parent.

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Speaker 4: So welcome and thank you for joining us. Thank you

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Speaker 4: very much for having me. It's yeah, it's a pleasure

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Speaker 4: to be here. And hopefully I can, I guess, give

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Speaker 4: some type of advice today.

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Speaker 1: I do have a question that I don't think you've

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Speaker 1: written down these notes for the answer in your book,

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Speaker 1: but I'm just going to fire it at you straight

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Speaker 1: away your hair, shampoo conditioner? What are you using? Was

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Speaker 1: your routine?

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Speaker 2: Look?

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Speaker 4: I wish I had a better one than what I

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Speaker 4: currently have. I use like a doing one.

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Speaker 2: I don't think I've washed my hair and yeah.

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Speaker 1: People will be so annoyed by that because I had

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Speaker 1: Sony messages going his hair's amazing.

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Speaker 2: How does he do it? It's a doing one.

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Speaker 4: Yeah, I should probably, Yeah, I should probably actually take

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Speaker 4: more care of it.

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Speaker 1: And how often are we washing? Like once a week?

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Speaker 2: Probably twice a week?

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Speaker 1: Yeah?

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Speaker 2: How long have you had long hair for? Years now?

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Speaker 4: Yeah?

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Speaker 2: Years?

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Speaker 4: I'm pretty tempted to go as short as you really. Yeah,

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Speaker 4: I think that could be fun.

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Speaker 2: I keep thinking like I want to grow my hair,

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Speaker 2: and I get to an awkward stage like take it off,

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Speaker 2: take it up right? Yeah?

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Speaker 1: Could you imagine the kids though, if you came in

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Speaker 1: with a shaved head.

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Speaker 4: And I just didn't tell them, I think that they

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Speaker 4: would it would traumatize. Yeah, there would be a lot

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Speaker 4: of questions and a lot of a lot of concern like.

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Speaker 2: Who are you?

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Speaker 3: It's me?

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Speaker 4: I want to ask why teaching it is the bomb

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Speaker 4: dot com. Being an educator is honestly amazing. You get

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Speaker 4: to transform lives, and yeah, you don't really know where

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Speaker 4: your impact finishes, I guess, particularly now that I teach

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Speaker 4: like the little humans.

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Speaker 2: First year of first year of school.

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Speaker 4: We call it reception in South Australia, prep KINDI pre school, Yeah,

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Speaker 4: a bunch of different names. But yeah, playing like playing

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Speaker 4: in this like first year of big school space is

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Speaker 4: really really fun because they're just like little sponges. I'm

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Speaker 4: sure you guys have little ones, so you know that

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Speaker 4: they just take everything on board, right, Yeah?

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Speaker 1: So yeah, annoyingly, where was that seed planted for you? Like,

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Speaker 1: where did that appreciation for teaching come from? Was it

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Speaker 1: when you were younger and you were in pre school

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Speaker 1: or reception?

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Speaker 2: Yeah, whatever it's called.

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Speaker 4: My grandparents on my dad's side were both educators and

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Speaker 4: they traveled the world teaching here, there and everywhere, which

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Speaker 4: was really cool. So it's all I like to think

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Speaker 4: it's in the blood. I've got a five year old, No,

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Speaker 4: I don't hold on, rewind, I've got a brother who's

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Speaker 4: five years younger than me, so growing up kind of

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Speaker 4: showing him the ropes as we as we went.

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Speaker 2: Along, that was there as well.

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Speaker 4: I got really greedy in grade twelve though, because going

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Speaker 4: I guess going through high school and everything, you think, oh, yeah, teaching,

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Speaker 4: I did like a like a play school or not

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Speaker 4: play school, like a playgroup type class that I got

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Speaker 4: to be part of in grade eleven, so I knew

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Speaker 4: education was probably going to be there. Grade twelve got

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Speaker 4: super duper greedy, though, and went cool, do I want

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Speaker 4: to go teaching or do I want to go like

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Speaker 4: bachelor business specializing in property and like flip houses and

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Speaker 4: like make millions.

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Speaker 2: Opposite right, And I was like, yeah, let's do that.

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Speaker 4: Graduate Grade twelve went straight into UNI focused on business property,

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Speaker 4: lasted like two thirds of the year.

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Speaker 2: Absolutely hated it.

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Speaker 4: There was no passion, no desire whatsoever to third for

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Speaker 4: a year, transferred into education.

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Speaker 2: And the rest of his history, I've never been happier.

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Speaker 2: So you could have been on billboards.

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Speaker 3: This with that shaved head right, a completely different person. Absolutely,

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Speaker 3: That's crazy how things work out like that. What made

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Speaker 3: you just decide to do you know that that age

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Speaker 3: group like it's such like you said, there's tiny minds

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Speaker 3: like sponges.

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Speaker 2: Were you just drawn to that age group or.

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Speaker 4: Did you have other options that you I had other options,

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Speaker 4: And when I first I guess graduated, graduated Union was

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Speaker 4: in a primary school setting. I was specializing in p

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Speaker 4: and also it so I was like a sporty nerd.

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Speaker 2: Combo was really fun.

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Speaker 4: But then after being a specialist in teaching, I guess

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Speaker 4: from prep reception all the way through to grade seven

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Speaker 4: at the time, that was really call. You got to

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Speaker 4: make connections through the entire school and kind of have

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Speaker 4: that relationship with all the students there, which was really fun.

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Speaker 4: But a part of me did feel like I was

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Speaker 4: missing out that kind of classroom experience. So after a

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Speaker 4: couple of years of specialist teacher, I went into the

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Speaker 4: classroom setting teaching grade four.

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Speaker 2: I was there for a couple of years, thought that.

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Speaker 4: Was fun, but dropped down to grade three and then

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Speaker 4: was there for a couple of years, had fun, and

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Speaker 4: then a position opened in first year of big school,

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Speaker 4: and yeah, my principal at the time, it's like, hey,

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Speaker 4: what do you think. Okay, I'll give it a crack.

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Speaker 4: She's like, I'll hold your hand and show you the

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Speaker 4: ropes and everything. And from day one it was like,

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Speaker 4: oh cool, I'm going to be here until I retire.

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Speaker 2: Wow.

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Speaker 1: Was that feeling of like, ah, I've found my people

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Speaker 1: was that similar when you started a UNI work, when

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Speaker 1: you dropped hundred percent. Do you remember what it was

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Speaker 1: like day one when you walked in and you're now

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Speaker 1: doing your education?

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Speaker 2: Absolutely, that feeling of oh, this is where I'm supposed

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Speaker 2: to be.

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Speaker 1: Your grandparents must have been like we knew you'd come back.

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Speaker 2: Got there in the end, went for a bargain.

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Speaker 1: Like when you're studying to be a teacher, the way

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Speaker 1: in which you teach them. For anyone who's not following

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Speaker 1: you on socials, to me, you're you've raised the bar

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Speaker 1: so incredibly high. You're like we always kind of refer

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Speaker 1: to you as like the Mishoney. You're so invested. Your

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Speaker 1: rooms are like decorated. You know, you're going above and beyond.

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Speaker 1: Were you already like that when you were studying or

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Speaker 1: was there someone who made you be like that?

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Speaker 2: I was pretty committed from the get go.

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Speaker 4: I think once once you find something you're so passionate about,

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Speaker 4: it just easy happens.

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Speaker 2: Love being a teacher.

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Speaker 4: I couldn't see myself doing anything else, even like, there's

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Speaker 4: no way I could be selling houses right now.

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Speaker 2: It just wouldn't work. It's a really cool feeling.

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Speaker 3: Yeah, it's crazy when I watched your content and growing up,

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Speaker 3: I never had a teacher like you, and I thought

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Speaker 3: maybe maybe things would have been different if I did

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Speaker 3: have a teacher like you. I felt like I definitely

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Speaker 3: had teachers that I loved and I liked, and you

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Speaker 3: sort of feel form bonds with.

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Speaker 2: But like watching your content and.

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Speaker 3: The way that you sort of engage kids and everything

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Speaker 3: around them, just seeing so much fun but in a

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Speaker 3: learning environment, it's like, man, like, I wish I had

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Speaker 3: a teach like that, and we hope for our kids

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Speaker 3: that we have.

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Speaker 2: A teacher like you as well.

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Speaker 3: That's why we wanted to get you on today so

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Speaker 3: that we can you pick your brain and see where

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Speaker 3: we can we can help the parents of the world

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Speaker 3: try and navigate.

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Speaker 4: To navigate, yea huge change for not only your little ones,

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Speaker 4: but also for you guys.

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Speaker 2: It's yeah, it's a big thing coming up.

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Speaker 3: And like I'm in a situation now where my son's

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Speaker 3: about to go to the primary school.

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Speaker 2: I went to, Oh, super cool, which is a wild

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Speaker 2: experience for me.

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Speaker 3: I think I was telling Matt about sort of going

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Speaker 3: to the first orientation. Nothing had changed. Obviously, things get

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Speaker 3: more model, they have to repaint and that because otherwise

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Speaker 3: it would be a concern, But I sort of had

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Speaker 3: a moment where I was like, what's going on here?

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Speaker 3: It actually made me feel a little bit more nervous

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Speaker 3: about the whole situation and how real it is. It

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Speaker 3: took me back to those moments where I felt like uneasy, anxious,

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Speaker 3: scared when I was going to school. Yeah, and it

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Speaker 3: made me worry about Oscar, and I'm sure Matt probably

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Speaker 3: has that same feeling.

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Speaker 2: Good luck with you become me.

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Speaker 4: I think that's one thing that everyone, especially parents, and

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Speaker 4: especially if it's if it's your first kid going to school,

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Speaker 4: You're bringing your emotions into the experience as well. And

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Speaker 4: it's something that I'm glad you're aware of it because

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Speaker 4: some people aren't. So some people think that their child's

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Speaker 4: going to have the exact same kind of experience that

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Speaker 4: you had, But time has changed and everything everything is

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Speaker 4: different and it's your kid's turn now.

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Speaker 2: Yeah, So already, thank you done.

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Speaker 1: We will ask a couple of questions projects you've been

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Speaker 1: working on and your social media a little bit later, Yeah,

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Speaker 1: but we have some questions ourselves. We also put the

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Speaker 1: call out to our listeners and they've submitted some questions,

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Speaker 1: so we've got a little.

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Speaker 2: List we're going to fire at you great.

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Speaker 1: And I guess part of the reason why Ash I'm

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Speaker 1: not as nervous is because right now we have gone

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Speaker 1: through two orientation days with Malie and she is like

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Speaker 1: loving it.

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Speaker 2: She is so so ready, like a duck to water.

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Speaker 3: She just loving it like he loves it too. But

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Speaker 3: I think it's me just being more.

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Speaker 1: I don't know, maybe because you didn't have a nice teacher.

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Speaker 3: Maybe you know, yes and no. But I think maybe

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Speaker 3: my attachment to that school as well now that I

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Speaker 3: didn't realize I had until I went back and I

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Speaker 3: was like, oh, fuck, Like.

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Speaker 2: You're probably reliving some stuff.

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Speaker 3: There was great moments, but there was also really traumatizing

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Speaker 3: moments in my childhood at that school, which we don't go.

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Speaker 1: Ash is real living primary school one day at a time.

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Speaker 1: My first question is, mister Luke, how do you know

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Speaker 1: when a child is ready for school?

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Speaker 4: Look, everyone has this kind of different idea of when

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Speaker 4: a child is ready to when they're not. If there's

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Speaker 4: a little bit of I guess hesitancy for or a

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Speaker 4: little one, do we think, oh gosh, maybe they're not ready.

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Speaker 4: I really it's kind of that age bracket of that

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Speaker 4: five four, four, five six. Now with midgar intake, I

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Speaker 4: get a little bit confused about when they start now

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Speaker 4: because it's a little bit younger.

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Speaker 2: But we're fine.

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Speaker 4: There's so many different kind of starting positions for kids,

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Speaker 4: so it's really hard when I think other people start

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Speaker 4: to try and compare kids as well and go, oh, wow,

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Speaker 4: you're you're a kid's way ready for school compared to mine,

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Speaker 4: because mine's still you know, a little bit anxious in

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Speaker 4: regusta a separation, like separation issues like that. So I

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Speaker 4: think it's really important to be really mindful that we

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Speaker 4: don't kind of judge what is the number one starting

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Speaker 4: bar because everyone's starting on their own level. And yeah,

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Speaker 4: one thing I love to say is like learning is

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Speaker 4: not a race, it's it's really a journey that and

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Speaker 4: everyone is on their own little journey. So everyone's starting

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Speaker 4: position is going to be a little bit different. There's

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Speaker 4: no kind of tick list to say everyone's like starting

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Speaker 4: on this baseline and now we're off because we're all

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Speaker 4: kind of bringing Yeah, we're all starting at our own

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Speaker 4: different patients.

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Speaker 3: And especially when you've got like a kid with friends,

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Speaker 3: they all sort of hang out and you're like, well,

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Speaker 3: they seem ready like the compare thing really struck there

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Speaker 3: where it's like you do compare them to a round.

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Speaker 4: So it's it's very easy to do, right, Yeah, it's

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Speaker 4: easy to compare.

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Speaker 1: I can't remember where I got this from, but I

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Speaker 1: remember I think I might have seen this online. They

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Speaker 1: were like there was certain you know, can they count

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Speaker 1: to ten? And like can they go to the bathroom

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Speaker 1: by themselves? Is there any checklist that you say to

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Speaker 1: parents if they're saying, well, I don't know whether I

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Speaker 1: should hold much, hold back one more year or send

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Speaker 1: them this year? Do you use a checklist?

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Speaker 4: Definitely, Like the bathroom's a big one. Definitely some independence

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Speaker 4: around going to the bathroom for sure.

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Speaker 2: Yeah.

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Speaker 1: And then what about then from an academic perspective, Yeah,

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Speaker 1: like do you say, oh, they need to be able

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Speaker 1: to count to ten and they need to be able

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Speaker 1: to say the alphabet.

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Speaker 4: Some base understanding of letters and numbers is always going

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Speaker 4: to be helpful. But if they already know their abc'son one,

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Speaker 4: two threes, you're that's our job like that, like, as

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Speaker 4: an educator, that's that's what we're there for. So yeah,

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Speaker 4: we teach those foundational skills in their first year of

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Speaker 4: big school.

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Speaker 3: So yeah, and like you're saying, it's a journey and

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Speaker 3: everyone starts in a difference exactly right.

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Speaker 1: Have you had many cases where a child has started

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Speaker 1: and then you've had to say to the parent, I

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Speaker 1: don't think they're quite ready. We would recommend waiting one

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Speaker 1: more year and starting afresh. Does that ever happen, Well,

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Speaker 1: I believe it probably would happen.

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Speaker 4: I've never personally experienced it, so I can't talk too

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Speaker 4: much about it. Sounds really uncommon that that would happen.

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Speaker 4: To start and then stay, Oh, actually come back again.

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Speaker 4: You're not quite done cooking yet, Like.

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Speaker 2: Give it a go. But that was my biggest fear.

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Speaker 1: I was like, that's why I was so reluctant to

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Speaker 1: send Mary as soon as she was old enough to go,

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Speaker 1: because I was like, but what is it she has

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Speaker 1: to come back?

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Speaker 3: And because we had a conversation last year that this

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Speaker 3: time last year and you said I'm thinking about sending

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Speaker 3: her and that she would have gone this year, and

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Speaker 3: we did.

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Speaker 2: I think you deliberated over it, over it a lot,

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Speaker 2: and you.

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Speaker 3: Would see it all the time, all the time, and

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Speaker 3: even so that when they do send them. They probably

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Speaker 3: still have that feeling in the back of the head.

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Speaker 3: Have I sent them to early? Have I sent them

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Speaker 3: too late? But there's some other questions along the line

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Speaker 3: that might we might be able to get into on that.

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Speaker 3: But I knew with me, I wanted Oscar not to

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Speaker 3: be the smallest fish in a big pond. I wanted

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Speaker 3: him to be more of an average side fish. Maybe

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Speaker 3: in the brain.

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Speaker 4: There's no problem with holding them back that one extra

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Speaker 4: year if you have your own personal doubts about, oh,

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Speaker 4: you know what are they Are they going to survive

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Speaker 4: six hours by themselves in a new environment. Are they

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Speaker 4: ready to learn and be that kind of individual person

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Speaker 4: with those responsibilities?

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Speaker 2: You guys are the parents, right, It comes down to

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Speaker 2: that gut instinct.

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Speaker 3: Okay, So advice on helping kids and parents transition smoothly

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Speaker 3: into prep this is a big one.

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Speaker 2: I'm going to refer to my notes as well. All Right,

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Speaker 2: we are currently in the of where you do all

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Speaker 2: the orientation.

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Speaker 4: Yes, like, yeah, you guys have had a couple orientations already.

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Speaker 2: Look for the transition.

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Speaker 4: I think there's two sides of this, because we need

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Speaker 4: to look at it for transition for kids and then

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Speaker 4: also transition for parents as well. Both they both play

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Speaker 4: a really kind of big part. So what should we

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Speaker 4: attack first kids or parents?

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Speaker 2: Kids? Your kids? First kids?

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Speaker 4: First, I've got like kind of four things I want

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Speaker 4: to focus on. Let's normalize the big feelings about going

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Speaker 4: into a new environment and kind of like the new

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Speaker 4: experience that they're going to go into.

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Speaker 2: So you know what, if we're nervous, that's going to

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Speaker 2: be okay.

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Speaker 4: If we're excited then you said, like you're a little

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Speaker 4: ones ready, that's going to be okay as well.

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Speaker 2: All kids are going to have I guess different feelings

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Speaker 2: to what's coming. So yeah, we're just.

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Speaker 4: Going to like appreciate that and like validate it for them.

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Speaker 4: Number two, talk about what to expect. I think it's

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Speaker 4: really important that we kind of try and pull back

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Speaker 4: the veil. That's kind of what we do during these

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Speaker 4: transition times and everything is kind of give them a

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Speaker 4: slice of what to expect, and hey, this is what

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Speaker 4: our classroom might look like and everything. A bunch of

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Speaker 4: schools also, and what my school has started to do

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Speaker 4: is kind of open our classroom up before we actually

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Speaker 4: go back like to school. So maybe in like week zero,

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Speaker 4: some schools will open up the classroom so our little

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Speaker 4: ones know where they're sitting, know where their tray is,

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Speaker 4: know where they're going to like hang their bag and everything,

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Speaker 4: and really get a feel for it. And that's something

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Speaker 4: that I guess our parent cohort really appreciated because it,

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Speaker 4: I guess takes away another level of what on earth,

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Speaker 4: Like do I do with my bag on the first

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Speaker 4: day of school?

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Speaker 2: Like where am I going to sit? What's what's the go?

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Speaker 2: And I love ownership too.

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Speaker 4: I love ownership, we love routine, we love and like

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Speaker 4: routines or bomb dot com for little people and big

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Speaker 4: people alike. Right, I will happily say read books about

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Speaker 4: going to school as well. There's so many, like amazing

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Speaker 4: books about going to school, about starting school. Warmback goes

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Speaker 4: to School is one that comes to mind, and you

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Speaker 4: just kind of make small little connections about maybe what

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Speaker 4: they're about to experience as well, but through text. And

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Speaker 4: I'm a big avid like gay read every single day.

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Speaker 2: This is fun.

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Speaker 4: But there's a bunch of different different books out there

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Speaker 4: about going to school for the first time as well,

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Speaker 4: So yeah, add some of them to your homeland. That's

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Speaker 4: a really cool thing. And then my last one is

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Speaker 4: practicing like build routines. So when I'm talking about like

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Speaker 4: practicing going to big school, what does like wearing a

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Speaker 4: backpack feel?

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Speaker 2: Like? What do our learning this?

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Speaker 4: This is why I write notes because I'm like, I

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Speaker 4: only have a short amount of time with you.

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Speaker 2: Guys, and I wanted to be so let's go. I'm

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Speaker 2: learning everyone super cool?

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Speaker 4: But yeah, practicing like can they put their uniform on

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Speaker 4: by themselves? Also with uniforms, like is the tag something

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Speaker 4: that's going to actually like.

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Speaker 2: Get in the way?

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Speaker 4: And yeah, so if that's something that's going to be

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Speaker 4: like an irritation to them, let's deal with that. Does

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Speaker 4: their hat fit? Can they recognize their own name for

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Speaker 4: their hat? Because you, as parents pay for this. You

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Speaker 4: pay for the jumpers, you pay for the hats, you

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Speaker 4: pay for the bags and everything, name everything, please and

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Speaker 4: thank you.

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Speaker 2: That is a job for the parents. Please please photocopy

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Speaker 2: that absolutely.

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Speaker 4: But yeah, and then also probably the biggest one is

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Speaker 4: this is something that parents can do with kids as well.

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Speaker 4: Food and what type of food do we like? What

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Speaker 4: type of food is easy for them to eat, what's

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Speaker 4: allowed to be eating at recess and lunch? But we

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Speaker 4: also need to be really mindful about the language we

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Speaker 4: are using when we're talking about food with kids, because

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Speaker 4: I've experienced some going I can't go out to play

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Speaker 4: yet because Mum or Dad have said I need to

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Speaker 4: eat everything even though I'm full, but I need to

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Speaker 4: like they said, I need to all my food.

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Speaker 1: I feel like such a bad part.

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Speaker 2: You're doing great, You're totally blind. This is me on

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Speaker 2: the So yeah, wow, yeah I might do then that's great.

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Speaker 1: So I could do like a little trial run on

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Speaker 1: like a weekend. When I make lunch, I put it

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Speaker 1: in Marley's lunch blocks and I kind of say like.

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Speaker 2: Hey, can you open this?

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Speaker 4: Like yeah, absolutely, give it a go opening like what works,

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Speaker 4: what doesn't work?

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Speaker 1: We've done the uniform, Yes, what's been happening? So this

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Speaker 1: morning she.

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Speaker 2: Just worn his uniform every day to kindy. Yeah that's adorable.

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Speaker 4: Cool.

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Speaker 1: One kid started wearing it.

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Speaker 2: Now all the kids. We are already for a big wow.

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Speaker 3: The food thing is crazy because we always talk to

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Speaker 3: our kids like my kids want to go back outside

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Speaker 3: and jump on the trampoline, and I'm like, got to

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Speaker 3: eat all your dinner first.

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Speaker 2: It's probably bad because I spew it up at some point.

448
00:19:51,480 --> 00:19:54,280
Speaker 4: It's a big time obviously for these little ones, because

449
00:19:54,359 --> 00:19:57,840
Speaker 4: they're taking that they're taking that ownership now they're they're

450
00:19:57,880 --> 00:20:00,240
Speaker 4: not with mum or dad or their family man members

451
00:20:00,280 --> 00:20:02,720
Speaker 4: to say, oh like three more pieces or whatever.

452
00:20:03,160 --> 00:20:05,160
Speaker 2: As teachers obviously were.

453
00:20:04,960 --> 00:20:07,520
Speaker 4: There to kind of help guide and manage, and we

454
00:20:07,520 --> 00:20:10,080
Speaker 4: don't want anyone going hungry for the day, so we'll

455
00:20:10,080 --> 00:20:12,600
Speaker 4: do what we can on our part. But yeah, there's

456
00:20:12,960 --> 00:20:15,520
Speaker 4: there's a little conversation I think that parents need to

457
00:20:15,520 --> 00:20:17,800
Speaker 4: be aware of and kind of tips and tricks that

458
00:20:17,960 --> 00:20:19,720
Speaker 4: make it pleasurable for everyone.

459
00:20:19,760 --> 00:20:20,280
Speaker 2: Shall we see?

460
00:20:20,320 --> 00:20:22,440
Speaker 1: Yeah, Okay, we're about to blow ash his mind again

461
00:20:22,480 --> 00:20:22,760
Speaker 1: for the.

462
00:20:25,680 --> 00:20:29,359
Speaker 2: For the adults. Okay, so big one. I'm also very scared. No,

463
00:20:29,440 --> 00:20:31,800
Speaker 2: you're going to be fine. Like deep breath, We've got this.

464
00:20:31,920 --> 00:20:42,920
Speaker 2: There we go. Model calm excitement the opposite of that. Okay,

465
00:20:43,440 --> 00:20:44,760
Speaker 2: but what.

466
00:20:44,680 --> 00:20:48,159
Speaker 4: I'm referring to there is calm excitement about starting school.

467
00:20:48,200 --> 00:20:50,119
Speaker 4: So this is for those ones who may be a

468
00:20:50,160 --> 00:20:53,359
Speaker 4: little bit kind of anxious to start. Modeling this calm

469
00:20:53,400 --> 00:20:57,200
Speaker 4: excitement and sharing your experiences, your positive experiences to school

470
00:20:57,400 --> 00:21:00,440
Speaker 4: can really be beneficial in this kind of new stage

471
00:21:00,480 --> 00:21:02,000
Speaker 4: of life. I've got a big one that I'll leave

472
00:21:02,040 --> 00:21:04,119
Speaker 4: to last. But my next one is like, trust the teacher.

473
00:21:05,000 --> 00:21:08,439
Speaker 4: We will look after your little ones because that is

474
00:21:08,480 --> 00:21:11,600
Speaker 4: our job and we are so passionate about what we're doing,

475
00:21:11,640 --> 00:21:14,159
Speaker 4: particularly us educators who are who are there for the

476
00:21:14,200 --> 00:21:16,879
Speaker 4: first year of big school, Like this is our jam,

477
00:21:16,920 --> 00:21:20,840
Speaker 4: Like we're here for it and we know how big

478
00:21:20,880 --> 00:21:23,919
Speaker 4: it is for the little ones. For you guys as parents,

479
00:21:23,960 --> 00:21:26,280
Speaker 4: there's a lot of trust involved, but it actually goes

480
00:21:26,280 --> 00:21:30,200
Speaker 4: two ways because it's really important that you are really

481
00:21:30,200 --> 00:21:33,920
Speaker 4: starting a relationship with us as teachers. It's this whole

482
00:21:34,000 --> 00:21:38,000
Speaker 4: village mentality and everything, and it's all hands on deck

483
00:21:38,160 --> 00:21:41,359
Speaker 4: to support your little ones. So yeah, we're both bringing

484
00:21:41,400 --> 00:21:44,320
Speaker 4: things to the table. We're both going to support parents teachers.

485
00:21:44,600 --> 00:21:46,320
Speaker 4: We're going to support those little ones to the best

486
00:21:46,320 --> 00:21:49,640
Speaker 4: of our ability. And we've both got big important roles

487
00:21:49,640 --> 00:21:52,240
Speaker 4: to play. And the biggest one I would say for

488
00:21:52,359 --> 00:21:56,760
Speaker 4: parents about good buys, good buys and transitions, there's a

489
00:21:56,840 --> 00:22:00,400
Speaker 4: big build up around these. With all my experiences as

490
00:22:00,440 --> 00:22:04,720
Speaker 4: an educator and everything, goodbyeers are absolutely tricky. But I've

491
00:22:04,760 --> 00:22:06,439
Speaker 4: got a couple of things that I want parents to

492
00:22:06,560 --> 00:22:10,159
Speaker 4: kind of be mindful of. Okay, please don't cry in

493
00:22:10,200 --> 00:22:16,720
Speaker 4: front of your child. Please please, I know there might

494
00:22:16,720 --> 00:22:19,280
Speaker 4: be tears of excitement, but what we need to remember

495
00:22:19,440 --> 00:22:22,960
Speaker 4: is that tears for little ones result or like, have

496
00:22:23,040 --> 00:22:27,520
Speaker 4: a really strong connection with fear and being sad. Therefore,

497
00:22:27,560 --> 00:22:30,840
Speaker 4: something's wrong. So if I'm a five year old child

498
00:22:31,040 --> 00:22:35,000
Speaker 4: and seeing my loved ones cry and even though it's oh,

499
00:22:35,080 --> 00:22:37,520
Speaker 4: it might be happy tears, something might be wrong.

500
00:22:37,960 --> 00:22:39,600
Speaker 1: They must be thinking what the hell is?

501
00:22:39,680 --> 00:22:41,440
Speaker 4: And then why are you leaving me in this brand

502
00:22:41,440 --> 00:22:45,000
Speaker 4: new environment and you're crying? Something's wrong but you're about

503
00:22:45,000 --> 00:22:45,840
Speaker 4: to say goodbye to me?

504
00:22:47,040 --> 00:22:49,440
Speaker 2: Why am I about traumatizing.

505
00:22:50,200 --> 00:22:52,080
Speaker 4: Although they might be happy tears because it's a new

506
00:22:52,119 --> 00:22:54,160
Speaker 4: chapter in life starting, which is very exciting.

507
00:22:55,200 --> 00:22:58,520
Speaker 2: Please keep the tears. Save it for the car. Yeah,

508
00:22:58,560 --> 00:23:01,199
Speaker 2: exactly right, Yeah, the car alone.

509
00:23:01,240 --> 00:23:04,560
Speaker 4: Like I do, look after yourself, So make sure you

510
00:23:04,600 --> 00:23:06,800
Speaker 4: have something in play. A lot of a lot of

511
00:23:06,840 --> 00:23:12,360
Speaker 4: schools do like like tea and tissues. So you drop off,

512
00:23:12,480 --> 00:23:15,000
Speaker 4: you drop off your little one. You're keeping it together,

513
00:23:15,160 --> 00:23:17,439
Speaker 4: You're doing perfectly fine. You're waving, and then you might

514
00:23:17,480 --> 00:23:19,239
Speaker 4: go into the gym or the library or something and

515
00:23:19,280 --> 00:23:21,880
Speaker 4: then have a little time with a cup of tea

516
00:23:21,960 --> 00:23:23,960
Speaker 4: and talk to all the other parents. Who are going

517
00:23:23,960 --> 00:23:26,120
Speaker 4: through the same thing. So a bunch of schools off

518
00:23:26,119 --> 00:23:27,320
Speaker 4: of that, which is a really cute thing.

519
00:23:27,920 --> 00:23:30,439
Speaker 2: I think as parents we forget too that this like

520
00:23:30,680 --> 00:23:32,720
Speaker 2: you've brought to the table, that this is about us

521
00:23:32,760 --> 00:23:36,439
Speaker 2: as well and our transition. You thought about it that

522
00:23:36,520 --> 00:23:38,000
Speaker 2: much until now.

523
00:23:38,560 --> 00:23:42,480
Speaker 4: Rip it off like a band aid. Sometimes it sounds terrifying.

524
00:23:42,800 --> 00:23:45,879
Speaker 4: The thought of saying goodbye, especially if you're a little one,

525
00:23:46,119 --> 00:23:48,040
Speaker 4: is a little bit like upset.

526
00:23:47,680 --> 00:23:49,440
Speaker 2: And showing some big emotions.

527
00:23:50,440 --> 00:23:54,719
Speaker 4: Of the time, if you reassure those feelings, absolutely, but

528
00:23:54,840 --> 00:23:58,080
Speaker 4: you know what, You're going to be fine, let's like goodbye,

529
00:23:58,119 --> 00:24:00,280
Speaker 4: I'll see you at the end of the day. Ninety

530
00:24:00,280 --> 00:24:02,840
Speaker 4: five percent of the time that little one has stopped

531
00:24:02,880 --> 00:24:06,000
Speaker 4: crying before they've even walked into the classroom. Yeah, because

532
00:24:06,040 --> 00:24:09,080
Speaker 4: the other five percent it's taken ten minutes. Yeah, and

533
00:24:09,320 --> 00:24:11,760
Speaker 4: they've had like a like a slow start to the

534
00:24:11,760 --> 00:24:14,119
Speaker 4: morning because us as educators have realized, you.

535
00:24:14,119 --> 00:24:15,800
Speaker 2: Know what, don't unpack your back just yet.

536
00:24:15,920 --> 00:24:17,879
Speaker 4: Let's choose like a little friend and go playing like

537
00:24:18,240 --> 00:24:19,720
Speaker 4: the little calm corner for a moment.

538
00:24:20,320 --> 00:24:22,919
Speaker 1: Many times a daycare where I've said goodbye and Lola

539
00:24:23,000 --> 00:24:25,280
Speaker 1: may be crying and as I'm just about to leave,

540
00:24:25,320 --> 00:24:29,560
Speaker 1: the doors about to shut and go. Okay, they go,

541
00:24:30,640 --> 00:24:33,120
Speaker 1: and then I wheel myself away from her and she's

542
00:24:33,160 --> 00:24:36,120
Speaker 1: crying again. Yeah, yeah, one more huge.

543
00:24:36,760 --> 00:24:36,960
Speaker 2: Yeah.

544
00:24:37,880 --> 00:24:41,040
Speaker 3: My drop offs are pretty quick. Yeah, but there have

545
00:24:41,160 --> 00:24:43,480
Speaker 3: been times where like Matt, like exactly, I have Matt

546
00:24:43,800 --> 00:24:45,480
Speaker 3: where I've had to go back in for a second,

547
00:24:45,640 --> 00:24:47,959
Speaker 3: or I've even rescue him and we've gone home because

548
00:24:48,000 --> 00:24:50,159
Speaker 3: there's been there. It wasn't the day, wasn't there.

549
00:24:50,200 --> 00:24:50,400
Speaker 2: Yeah.

550
00:24:50,520 --> 00:24:53,439
Speaker 3: Every time I've done like a quite clean rip of

551
00:24:53,480 --> 00:24:56,119
Speaker 3: that band head, usually they've it's been fine.

552
00:24:56,240 --> 00:25:01,879
Speaker 2: Yeah, because they've been Why is that still crying?

553
00:25:03,720 --> 00:25:06,919
Speaker 4: How do you deal with bullying at such a young age?

554
00:25:07,240 --> 00:25:11,359
Speaker 4: Can we clarify what bullying is? And disagreements and debarcles

555
00:25:11,359 --> 00:25:16,840
Speaker 4: with friends are bullying? Is that intentional ongoing behavior that

556
00:25:17,000 --> 00:25:21,080
Speaker 4: is like real power driven. Everything else is a disagreement

557
00:25:21,119 --> 00:25:22,160
Speaker 4: with friends and everything.

558
00:25:22,240 --> 00:25:24,320
Speaker 1: So it's a blanket term that just gets thrown out.

559
00:25:24,560 --> 00:25:26,160
Speaker 2: Exactly right, exactly right.

560
00:25:26,359 --> 00:25:28,240
Speaker 3: It was like five year olds, they're best friends and

561
00:25:28,280 --> 00:25:29,960
Speaker 3: their worst enemies and their best friends.

562
00:25:30,600 --> 00:25:34,080
Speaker 4: It's a rotating door, right, rotating door, or exactly right,

563
00:25:34,119 --> 00:25:36,720
Speaker 4: it's within a couple of minutes, you were best friends,

564
00:25:36,720 --> 00:25:39,159
Speaker 4: and now you don't want to play together, So now

565
00:25:39,320 --> 00:25:41,840
Speaker 4: that's bullying. So yeah, we just need to be really

566
00:25:41,840 --> 00:25:44,680
Speaker 4: mindful about kind of how we're using that word. Obviously,

567
00:25:45,119 --> 00:25:48,320
Speaker 4: bullying is never okay, and we don't take it lightly

568
00:25:48,400 --> 00:25:51,639
Speaker 4: at all. And little tiny humans are still understanding how

569
00:25:52,320 --> 00:25:56,200
Speaker 4: to be a friend and how to successfully have friendships

570
00:25:56,520 --> 00:25:58,720
Speaker 4: because they're just coming out of this whole notion of

571
00:25:59,040 --> 00:26:01,760
Speaker 4: we play together. It's parallel play, so it's like both

572
00:26:01,760 --> 00:26:03,800
Speaker 4: of us are playing in the same pit. We're both

573
00:26:03,800 --> 00:26:06,159
Speaker 4: building our own thing. But some people might see that

574
00:26:06,200 --> 00:26:07,720
Speaker 4: as oh, they're friends, they're playing together.

575
00:26:08,160 --> 00:26:10,040
Speaker 2: I actually have no idea what you're building. You have

576
00:26:10,040 --> 00:26:11,359
Speaker 2: no idea what I'm building over.

577
00:26:11,240 --> 00:26:14,320
Speaker 4: Here, because we're playing in the same vicinity, we're not

578
00:26:14,359 --> 00:26:15,280
Speaker 4: actually playing together.

579
00:26:15,400 --> 00:26:20,000
Speaker 1: Okay, can I give you a scenario if you have tickers,

580
00:26:20,040 --> 00:26:23,400
Speaker 1: let's say in the sand pin and let's say one

581
00:26:23,480 --> 00:26:25,040
Speaker 1: person who is trying to play with the other person

582
00:26:25,119 --> 00:26:26,680
Speaker 1: and the other person's just saying, I don't want you

583
00:26:26,720 --> 00:26:29,320
Speaker 1: to play with me, yeah at all, But say it's consistent.

584
00:26:29,760 --> 00:26:32,159
Speaker 1: How do you say we have to be kind and

585
00:26:32,200 --> 00:26:33,880
Speaker 1: you have to play with other people. Where's a line

586
00:26:33,880 --> 00:26:36,720
Speaker 1: of well, you know, we're entitled to our own boundaries.

587
00:26:36,800 --> 00:26:37,720
Speaker 2: You have to respect that.

588
00:26:38,400 --> 00:26:42,520
Speaker 4: It's a wonderful scenario and it's something that we talk

589
00:26:42,600 --> 00:26:45,720
Speaker 4: to our class about as well. It's super important that

590
00:26:45,760 --> 00:26:48,199
Speaker 4: we're all kind. We all need to be kind to

591
00:26:48,240 --> 00:26:51,320
Speaker 4: each other. However, we don't have to be best friends

592
00:26:51,400 --> 00:26:53,720
Speaker 4: with everyone as well. So it's all about trying to

593
00:26:53,760 --> 00:26:56,960
Speaker 4: find that balance of you know, what, are we playing

594
00:26:57,200 --> 00:26:59,439
Speaker 4: or I don't actually want to play with you right

595
00:26:59,520 --> 00:27:03,679
Speaker 4: now and that's okay. I think we need to be

596
00:27:03,800 --> 00:27:06,399
Speaker 4: okay with that being okay because we don't want to

597
00:27:06,520 --> 00:27:10,760
Speaker 4: force I guess individuals, just like we as adults, we

598
00:27:10,800 --> 00:27:13,119
Speaker 4: don't want to be forced to work with people if

599
00:27:13,160 --> 00:27:20,520
Speaker 4: we don't want to all I meant so, yeah, it's

600
00:27:20,560 --> 00:27:23,639
Speaker 4: just it's about being really mindful. Us as educators can

601
00:27:23,720 --> 00:27:26,399
Speaker 4: kind of work through that and you know, kind of

602
00:27:26,560 --> 00:27:30,439
Speaker 4: soften the blows and find I guess other alternate ways

603
00:27:30,480 --> 00:27:32,919
Speaker 4: to support that one child who's trying to look for

604
00:27:33,000 --> 00:27:33,719
Speaker 4: someone to play with.

605
00:27:33,800 --> 00:27:35,440
Speaker 3: I think the big one that you said, no matter

606
00:27:35,440 --> 00:27:37,119
Speaker 3: the circumstances, you'd be kind.

607
00:27:37,280 --> 00:27:40,480
Speaker 4: We need to teach them how to respectfully like be

608
00:27:40,600 --> 00:27:41,199
Speaker 4: okay with that.

609
00:27:41,280 --> 00:27:43,119
Speaker 3: Okay, good question for me here is how do you

610
00:27:43,200 --> 00:27:45,840
Speaker 3: deal with challenging behavior from a student.

611
00:27:46,480 --> 00:27:49,159
Speaker 2: What counts as challenging behavior?

612
00:27:49,600 --> 00:27:54,119
Speaker 1: You can tell us that one was actually from a teacher. Yeah,

613
00:27:54,200 --> 00:27:56,800
Speaker 1: so I guess if you are dealing with a child

614
00:27:56,800 --> 00:27:59,959
Speaker 1: who's being disruptive or being unkind, do you smack the kid?

615
00:28:00,040 --> 00:28:04,600
Speaker 1: It's no, No, we don't, he said.

616
00:28:06,800 --> 00:28:09,480
Speaker 3: I think like if you, for example, in class, might

617
00:28:09,520 --> 00:28:12,400
Speaker 3: be like, you've got a kid who's just disruptive, he's

618
00:28:12,440 --> 00:28:15,240
Speaker 3: not listening to you, he's not listening to anyone else.

619
00:28:15,320 --> 00:28:18,399
Speaker 2: Do you discipline? It's me as a child, So how

620
00:28:18,400 --> 00:28:20,520
Speaker 2: do we deal with little ash? Yes?

621
00:28:24,200 --> 00:28:29,040
Speaker 4: No, Look, it's it's really about having that relationship. I

622
00:28:29,080 --> 00:28:32,160
Speaker 4: guess us as educators, if this is something that is ongoing,

623
00:28:32,240 --> 00:28:36,199
Speaker 4: obviously we're going to have communication and have discussions with

624
00:28:36,359 --> 00:28:39,040
Speaker 4: mums and dads and family members to see if you

625
00:28:39,040 --> 00:28:41,840
Speaker 4: guys have anything put in place that works with for

626
00:28:41,920 --> 00:28:45,920
Speaker 4: your little one. Really, it's about I guess, teachers ourselves

627
00:28:45,960 --> 00:28:49,640
Speaker 4: trying to figure out what scenarios are. I guess bring

628
00:28:49,680 --> 00:28:52,520
Speaker 4: on that behavior if there's something like if there's something

629
00:28:52,560 --> 00:28:56,480
Speaker 4: specific learning learning wise, if there's a learning barrier, that

630
00:28:57,200 --> 00:29:00,719
Speaker 4: it's the behavior is because maybe we're trying to avoid

631
00:29:00,800 --> 00:29:02,840
Speaker 4: something that we don't want to do, Like, maybe we're

632
00:29:03,000 --> 00:29:05,760
Speaker 4: not very good at mass, so during mass time, I'm

633
00:29:05,760 --> 00:29:07,920
Speaker 4: actually just going to play up. So we're going to

634
00:29:07,960 --> 00:29:10,680
Speaker 4: put some kind of supportive practices in place for that

635
00:29:10,840 --> 00:29:13,720
Speaker 4: child just to make sure that everyone can learn and

636
00:29:13,760 --> 00:29:18,440
Speaker 4: that individual can continue to do their best with support

637
00:29:18,440 --> 00:29:18,880
Speaker 4: in place.

638
00:29:18,960 --> 00:29:21,480
Speaker 3: So, yeah, does it help when the relationship with the

639
00:29:21,520 --> 00:29:23,040
Speaker 3: parent is really good as well?

640
00:29:23,080 --> 00:29:23,200
Speaker 1: One?

641
00:29:23,920 --> 00:29:25,560
Speaker 2: Yeah, so you have that open dialogue.

642
00:29:25,760 --> 00:29:28,680
Speaker 4: Yeah, because you guys might be experiencing exactly the same

643
00:29:28,680 --> 00:29:31,680
Speaker 4: thing home, but you might have your own little tools

644
00:29:31,720 --> 00:29:34,200
Speaker 4: in your toolbox that you use really successfully. And if

645
00:29:34,240 --> 00:29:37,160
Speaker 4: that's something we can replicate in the class for little

646
00:29:37,200 --> 00:29:38,480
Speaker 4: Ash to be the best.

647
00:29:38,280 --> 00:29:40,840
Speaker 2: Version he can be, we want to know about it.

648
00:29:40,880 --> 00:29:43,440
Speaker 1: Is there such a thing as end of term fatigue?

649
00:29:43,960 --> 00:29:44,240
Speaker 2: Yes?

650
00:29:44,440 --> 00:29:46,520
Speaker 4: Can you tell the bags under my eyes right now?

651
00:29:48,640 --> 00:29:51,160
Speaker 4: For you or the kids, for everyone? End of term

652
00:29:51,160 --> 00:29:54,600
Speaker 4: fatigue completely a thing, especially for the little ones. I

653
00:29:54,760 --> 00:29:57,000
Speaker 4: teach over in South Australia. So our first term is

654
00:29:57,000 --> 00:30:00,600
Speaker 4: eleven weeks, So you're going from like KINDI or like

655
00:30:00,680 --> 00:30:03,600
Speaker 4: preschool whatever it is, to big school and it's an

656
00:30:03,640 --> 00:30:05,480
Speaker 4: eleven week term, five days a week.

657
00:30:05,520 --> 00:30:08,160
Speaker 2: It's a marathon. Welcome right, that is a marathon.

658
00:30:08,280 --> 00:30:10,400
Speaker 4: So and I say that for term one, but end

659
00:30:10,400 --> 00:30:13,040
Speaker 4: of term there's four terms each of them. Men, So

660
00:30:13,400 --> 00:30:16,000
Speaker 4: we experienced this a couple of times. End of year

661
00:30:16,400 --> 00:30:21,280
Speaker 4: exhaustion huge, but end of term exhaustion absolutely a thing

662
00:30:21,680 --> 00:30:24,720
Speaker 4: for the parents as well. I'm sure you've either.

663
00:30:24,560 --> 00:30:25,920
Speaker 2: Felt it or going to feel it.

664
00:30:26,000 --> 00:30:28,400
Speaker 4: So it's really important that I guess by the end

665
00:30:28,480 --> 00:30:31,120
Speaker 4: of term we are starting to kind of dial back.

666
00:30:31,200 --> 00:30:35,160
Speaker 4: I guess the outside of school commitments as well, you

667
00:30:35,240 --> 00:30:38,600
Speaker 4: might be dialing back. I guess if there's any kind

668
00:30:38,600 --> 00:30:41,600
Speaker 4: of like homework policies in place, we're starting to pull

669
00:30:41,680 --> 00:30:44,680
Speaker 4: back just to kind of like ease the pressure off

670
00:30:44,720 --> 00:30:47,480
Speaker 4: so we can rest. Rest is vitally important for students,

671
00:30:47,600 --> 00:30:48,920
Speaker 4: for teachers, for adults.

672
00:30:49,000 --> 00:30:51,200
Speaker 2: We all love a good sleep. So by the end

673
00:30:51,240 --> 00:30:52,280
Speaker 2: of term there is.

674
00:30:52,240 --> 00:30:54,200
Speaker 4: A little bit of kind of like take your foot

675
00:30:54,240 --> 00:30:57,040
Speaker 4: off the gas a little bit, because we would be

676
00:30:57,160 --> 00:30:59,160
Speaker 4: under the impression that we've been going hard for an

677
00:30:59,280 --> 00:31:00,000
Speaker 4: x amount of weeks.

678
00:31:00,600 --> 00:31:03,280
Speaker 1: The kids in pre school do they do napotal Like

679
00:31:03,320 --> 00:31:05,360
Speaker 1: if a child in your classroom is like, mister Louis,

680
00:31:05,400 --> 00:31:06,120
Speaker 1: I'm really tired.

681
00:31:06,240 --> 00:31:09,280
Speaker 4: We have had little ones fall asleep on the couch before,

682
00:31:09,400 --> 00:31:12,360
Speaker 4: particularly early in doesn't happen anymore.

683
00:31:12,760 --> 00:31:15,840
Speaker 2: It doesn't happen anymore. Sleep at the tables, yeah.

684
00:31:15,400 --> 00:31:18,640
Speaker 4: Bless but yeah, big school stance, and you're on a

685
00:31:18,760 --> 00:31:21,720
Speaker 4: high for the first couple of weeks, reality kicks in

686
00:31:21,880 --> 00:31:22,400
Speaker 4: and you're.

687
00:31:22,200 --> 00:31:24,960
Speaker 2: Like, oh wow, I'm still here hard work. Why am

688
00:31:24,960 --> 00:31:26,360
Speaker 2: I still here? What is this?

689
00:31:26,520 --> 00:31:28,880
Speaker 4: Like? Oh wow, I have there's this expectation that I'm

690
00:31:28,880 --> 00:31:30,760
Speaker 4: going to push myself and be my own learner.

691
00:31:30,880 --> 00:31:33,280
Speaker 2: What's this? Opinions on open.

692
00:31:33,080 --> 00:31:36,120
Speaker 3: Plan verse traditional classrooms? Now, first of all, can you

693
00:31:36,160 --> 00:31:37,200
Speaker 3: define the both of them?

694
00:31:37,200 --> 00:31:37,800
Speaker 2: Because I don't know.

695
00:31:38,320 --> 00:31:43,240
Speaker 4: Cool, So open plan we're talking about probably two classrooms

696
00:31:43,360 --> 00:31:46,000
Speaker 4: or more being in kind of one big space sharing

697
00:31:46,200 --> 00:31:50,080
Speaker 4: some type of learning area, gotcha, Yeah, whereas closed classroom

698
00:31:50,280 --> 00:31:56,720
Speaker 4: is your one teacher, four walls, one door, classroom, teacher prison. Yeah,

699
00:31:56,800 --> 00:32:02,440
Speaker 4: well no, what's your classroom? So I'm in an open classroom.

700
00:32:02,520 --> 00:32:04,800
Speaker 4: I think it worked really really well. First things first,

701
00:32:04,840 --> 00:32:07,640
Speaker 4: we think it's a great transition to big school, specifically

702
00:32:07,680 --> 00:32:11,560
Speaker 4: because I guess for my school, we've only got two

703
00:32:12,120 --> 00:32:16,280
Speaker 4: grade zero classes, so we're straight away altogether everyone in

704
00:32:16,320 --> 00:32:19,760
Speaker 4: the cohort knows everyone. Come grade one, you're now mixing

705
00:32:19,800 --> 00:32:22,520
Speaker 4: with individuals that you don't even know kind of your year,

706
00:32:22,840 --> 00:32:23,200
Speaker 4: and I.

707
00:32:23,120 --> 00:32:25,200
Speaker 2: Remember doing that key yep, I hated that.

708
00:32:25,280 --> 00:32:27,960
Speaker 4: Collaboration with students we think is really cool as well,

709
00:32:28,000 --> 00:32:30,920
Speaker 4: but also the ability to kind of I guess, group

710
00:32:31,080 --> 00:32:34,960
Speaker 4: like minded students. What it also allows is for us

711
00:32:35,000 --> 00:32:39,040
Speaker 4: teachers to also put in place specific support or intervention

712
00:32:39,160 --> 00:32:41,600
Speaker 4: for those who maybe need a little bit more help growing.

713
00:32:41,640 --> 00:32:43,760
Speaker 1: What would you say is your biggest struggle as a

714
00:32:43,800 --> 00:32:49,240
Speaker 1: teacher or biggest struggle is.

715
00:32:48,120 --> 00:32:51,640
Speaker 4: Probably the amount of self doubt you have or the

716
00:32:51,680 --> 00:32:55,440
Speaker 4: doubt you put on yourself as an educator. I think

717
00:32:55,960 --> 00:32:59,840
Speaker 4: I could be doing so many more things better than

718
00:33:00,120 --> 00:33:06,200
Speaker 4: I already am, and absolutely and educators, and I'm sure

719
00:33:06,240 --> 00:33:08,800
Speaker 4: if any educators are listening, they're all going to agree.

720
00:33:08,880 --> 00:33:11,840
Speaker 4: It's not something that stops when you leave school. It's

721
00:33:12,000 --> 00:33:16,640
Speaker 4: really hard to turn off from teaching, so you're constantly

722
00:33:16,680 --> 00:33:19,920
Speaker 4: thinking about your students. Trying to turn off, I would

723
00:33:19,920 --> 00:33:21,760
Speaker 4: say is probably one of the bigger struggles.

724
00:33:21,800 --> 00:33:24,000
Speaker 1: If there was a sign of you being an amazing teacher,

725
00:33:24,320 --> 00:33:24,800
Speaker 1: that is it.

726
00:33:24,880 --> 00:33:25,080
Speaker 2: Right.

727
00:33:26,240 --> 00:33:29,000
Speaker 3: We had a question a little while back where it

728
00:33:29,040 --> 00:33:31,440
Speaker 3: was is it okay to take your child out of

729
00:33:31,480 --> 00:33:33,960
Speaker 3: school term to go on family holidays.

730
00:33:33,520 --> 00:33:34,280
Speaker 2: As the teacher.

731
00:33:34,600 --> 00:33:37,080
Speaker 4: As the teacher, what's your thoughts. How long of a

732
00:33:37,120 --> 00:33:41,840
Speaker 4: holiday are we talking about, because we can get pretty specific,

733
00:33:41,920 --> 00:33:42,960
Speaker 4: right A couple.

734
00:33:42,760 --> 00:33:44,640
Speaker 1: Of days is let's be realistic.

735
00:33:44,680 --> 00:33:49,400
Speaker 4: I've just did three weeks, all right, cool, awesome, two weeks,

736
00:33:48,440 --> 00:33:53,360
Speaker 4: weeks cool, two weeks, I think for junior primaries, so

737
00:33:53,440 --> 00:33:56,840
Speaker 4: like grade two down, the amount of incidental learning that

738
00:33:56,880 --> 00:34:00,640
Speaker 4: can happen during a family trip is fantastic. So incidental

739
00:34:00,720 --> 00:34:04,200
Speaker 4: learning is you're not you're not teaching ABC's and one

740
00:34:04,200 --> 00:34:07,680
Speaker 4: tree threes, but it's that stuff that is exactly right

741
00:34:07,880 --> 00:34:11,399
Speaker 4: bang and it is about that life experience, and that's

742
00:34:11,520 --> 00:34:15,319
Speaker 4: super valuable. I absolutely love family time. I had time

743
00:34:15,360 --> 00:34:18,200
Speaker 4: off growing up to go on family holidays as well,

744
00:34:18,280 --> 00:34:21,840
Speaker 4: so sometimes it's.

745
00:34:21,160 --> 00:34:23,320
Speaker 2: Going to happen, so I'm all for it.

746
00:34:23,360 --> 00:34:26,759
Speaker 4: Yeah, you've got a little responsibility during that family time

747
00:34:26,840 --> 00:34:30,160
Speaker 4: to ensure that that incidental learning is happening. Obviously, if

748
00:34:30,200 --> 00:34:31,759
Speaker 4: you're on a beach, kick your feet up as well

749
00:34:31,800 --> 00:34:33,279
Speaker 4: and swim and have some fun.

750
00:34:35,000 --> 00:34:38,839
Speaker 1: We are itching now towards Christmas, we are, so maybe

751
00:34:38,960 --> 00:34:40,560
Speaker 1: some of the parents of the kids that you teach,

752
00:34:40,640 --> 00:34:44,120
Speaker 1: they might be listening. What do teachers really want for

753
00:34:44,200 --> 00:34:45,719
Speaker 1: Christmas as presents.

754
00:34:46,080 --> 00:34:55,600
Speaker 4: Look code hard cash presence that I have previously received

755
00:34:55,800 --> 00:34:57,440
Speaker 4: that have been absolutely amazing.

756
00:34:57,760 --> 00:35:03,720
Speaker 1: Plants obviously doing one shampoo, doing one shampoo.

757
00:35:03,840 --> 00:35:07,800
Speaker 2: Yeah, yeah, that'd be doing great.

758
00:35:07,920 --> 00:35:10,960
Speaker 4: Look a little message voucher I know is appreciated by

759
00:35:11,080 --> 00:35:11,880
Speaker 4: some of my staff.

760
00:35:12,960 --> 00:35:14,400
Speaker 2: We're talking, Yeah, now we're talking.

761
00:35:14,640 --> 00:35:21,759
Speaker 4: We love the thought of coffee cups.

762
00:35:22,040 --> 00:35:28,920
Speaker 2: We have so many coffee cups. Picture you're holding a

763
00:35:29,000 --> 00:35:33,080
Speaker 2: coffee cup. There's so many another one.

764
00:35:34,800 --> 00:35:37,640
Speaker 4: Yeah, we don't expect anything that's very diplomatic of.

765
00:35:39,320 --> 00:35:40,200
Speaker 2: Are you're way waking?

766
00:35:43,400 --> 00:35:46,440
Speaker 1: I can't ask, I feel like you're too nice the

767
00:35:46,480 --> 00:35:49,120
Speaker 1: worst gift, but we will say the coffee cups are

768
00:35:49,200 --> 00:35:50,320
Speaker 1: in the category.

769
00:35:49,880 --> 00:35:52,200
Speaker 2: Of is there any worst gifts that come on? We

770
00:35:52,200 --> 00:35:54,319
Speaker 2: don't know the worst gift you've ever received. No, I

771
00:35:54,320 --> 00:35:57,480
Speaker 2: haven't received any terrible gifts. Yeah, what's the worst coffee cup?

772
00:36:00,640 --> 00:36:05,800
Speaker 4: I've turned them into like little mug planters like that.

773
00:36:06,000 --> 00:36:09,840
Speaker 4: So they're definitely utilized. So yeah, they're definitely yeah, utilized, upcycled.

774
00:36:10,000 --> 00:36:10,840
Speaker 4: But there's a limit.

775
00:36:11,920 --> 00:36:15,800
Speaker 3: Yeah, if you're listening, don't get mister well, the dynamic

776
00:36:15,880 --> 00:36:19,960
Speaker 3: between parent and child we try and deal with meltdown

777
00:36:20,200 --> 00:36:23,040
Speaker 3: in all sorts of different ways. You as a teacher,

778
00:36:24,080 --> 00:36:26,719
Speaker 3: if a child has a meltdown in your bar, what's

779
00:36:26,760 --> 00:36:28,560
Speaker 3: the best way you know how to deal with it.

780
00:36:28,760 --> 00:36:30,560
Speaker 4: I think it's really interesting as well, and I just

781
00:36:30,560 --> 00:36:34,319
Speaker 4: want to flag the difference between meltdowns that kids have

782
00:36:34,560 --> 00:36:39,040
Speaker 4: with parents and kids have at school with teachers. I've

783
00:36:39,080 --> 00:36:44,120
Speaker 4: had chats to parents and we see sometimes completely different

784
00:36:44,200 --> 00:36:46,920
Speaker 4: children in kind of our space compared to what you

785
00:36:47,000 --> 00:36:49,880
Speaker 4: see in yours, obviously because the relationship is different.

786
00:36:50,440 --> 00:36:51,239
Speaker 1: Sometimes hate me.

787
00:36:52,400 --> 00:36:55,920
Speaker 2: Yeah, So how do we deal with send meltdown? Again?

788
00:36:55,960 --> 00:36:59,439
Speaker 4: This is where parent like parent teacher communication comes into play.

789
00:36:59,520 --> 00:37:02,880
Speaker 2: So there's no secret word. There's no secret word. Yeah,

790
00:37:02,920 --> 00:37:03,480
Speaker 2: and I'm done.

791
00:37:03,680 --> 00:37:08,520
Speaker 4: Yeah yeah, yeah, no secret word.

792
00:37:08,600 --> 00:37:11,120
Speaker 2: And it's definitely individual by individual.

793
00:37:11,200 --> 00:37:12,880
Speaker 3: It's truely related to you because I walked in on

794
00:37:12,880 --> 00:37:16,320
Speaker 3: Oscar in class to pick him up at big school.

795
00:37:16,520 --> 00:37:18,839
Speaker 2: You sit cross legs straight up. It just like, who

796
00:37:18,920 --> 00:37:19,800
Speaker 2: are you?

797
00:37:19,960 --> 00:37:20,520
Speaker 3: What have you done?

798
00:37:22,280 --> 00:37:22,960
Speaker 2: Is that one mine?

799
00:37:23,840 --> 00:37:28,360
Speaker 1: I was like, do you think there will be a

800
00:37:28,440 --> 00:37:32,319
Speaker 1: time when I mean, like, now you've you're almost you're

801
00:37:32,360 --> 00:37:36,799
Speaker 1: close to three million followers across cross platforms. Yeah, I mean,

802
00:37:37,160 --> 00:37:39,239
Speaker 1: is there any thought in your mind? At all that

803
00:37:39,360 --> 00:37:42,200
Speaker 1: maybe I'll retire from teaching so I can make content

804
00:37:42,239 --> 00:37:42,719
Speaker 1: full time.

805
00:37:42,800 --> 00:37:44,360
Speaker 2: Then what will my content be about?

806
00:37:48,760 --> 00:37:53,440
Speaker 4: Look, I absolutely love this little social media life that has,

807
00:37:53,960 --> 00:37:56,520
Speaker 4: I guess, grown into something pretty cool over the last

808
00:37:56,560 --> 00:38:01,600
Speaker 4: couple of years. I can't see myself ever leaving education

809
00:38:02,080 --> 00:38:05,359
Speaker 4: and teaching. I might drop down because I only wait

810
00:38:05,360 --> 00:38:06,960
Speaker 4: point eight so I've got one day off a week.

811
00:38:07,040 --> 00:38:10,400
Speaker 4: I could potentially see myself dropping down again in a

812
00:38:10,400 --> 00:38:12,120
Speaker 4: couple of years if it's all going really well.

813
00:38:12,960 --> 00:38:14,080
Speaker 2: But I don't think I'll ever believe.

814
00:38:14,120 --> 00:38:17,240
Speaker 4: I'll always be I'll always be tied somehow into teaching

815
00:38:17,239 --> 00:38:17,840
Speaker 4: and education.

816
00:38:17,920 --> 00:38:20,320
Speaker 2: It's it's too fun. Wow, that's a really good answer.

817
00:38:20,680 --> 00:38:23,960
Speaker 3: But also, you're a published author, I am. Please tell

818
00:38:24,040 --> 00:38:25,799
Speaker 3: us your book and what your book is about. Yeah,

819
00:38:25,840 --> 00:38:28,200
Speaker 3: my book is guess what we are doing today? I

820
00:38:28,640 --> 00:38:31,680
Speaker 3: had to think about that for a second.

821
00:38:31,920 --> 00:38:34,160
Speaker 4: Yeah, so being a published author is pretty cool. I

822
00:38:34,280 --> 00:38:38,840
Speaker 4: actually have a copy for you.

823
00:38:38,880 --> 00:38:40,600
Speaker 2: Do we have copy of our book for him? You

824
00:38:40,600 --> 00:38:42,839
Speaker 2: guys know as well? After running book, it's pretty cool.

825
00:38:43,400 --> 00:38:45,160
Speaker 2: It's pretty awesome.

826
00:38:45,280 --> 00:38:49,200
Speaker 1: You must have so many parents who are just fighting

827
00:38:49,360 --> 00:38:50,960
Speaker 1: over the fact that they want to get their kids

828
00:38:50,960 --> 00:38:55,120
Speaker 1: in your Are you having to deal with something like that. Luckily, no,

829
00:38:55,239 --> 00:38:58,200
Speaker 1: I don't believe it because I think it would literally

830
00:38:58,360 --> 00:38:58,960
Speaker 1: kill to.

831
00:39:00,320 --> 00:39:01,880
Speaker 2: You moved down to Bondai Public, and.

832
00:39:04,800 --> 00:39:07,080
Speaker 4: No, I think any child is going to be in

833
00:39:07,239 --> 00:39:09,480
Speaker 4: wonderful hands going into prep.

834
00:39:09,320 --> 00:39:12,240
Speaker 1: Unless you were creating an absolute lie on social media.

835
00:39:12,280 --> 00:39:13,960
Speaker 1: But talking to you, I can tell what an amazing

836
00:39:14,000 --> 00:39:17,160
Speaker 1: person you are. I never had a teacher who is

837
00:39:17,800 --> 00:39:21,480
Speaker 1: as incredible as you, like you genuinely care so much

838
00:39:21,520 --> 00:39:23,280
Speaker 1: and what you do for kids is amazing.

839
00:39:23,480 --> 00:39:25,880
Speaker 2: It's a very kind thing to say, so thank you

840
00:39:25,920 --> 00:39:26,640
Speaker 2: for talking earlier.

841
00:39:26,680 --> 00:39:28,799
Speaker 3: And it's like, maybe if I had a teacher like

842
00:39:28,880 --> 00:39:30,839
Speaker 3: you in my earlier days, I would have cared more

843
00:39:30,880 --> 00:39:33,760
Speaker 3: for school. It's good to know that there's still amazing

844
00:39:33,920 --> 00:39:34,719
Speaker 3: educators out there.

845
00:39:34,760 --> 00:39:36,719
Speaker 2: There absolutely is, I think. Yeah.

846
00:39:36,760 --> 00:39:39,160
Speaker 4: I think it's a really exciting time as well. Obviously

847
00:39:39,360 --> 00:39:43,319
Speaker 4: with social media so readily available and it's pretty easy

848
00:39:43,360 --> 00:39:46,400
Speaker 4: to make content now, so I consider myself very lucky

849
00:39:46,480 --> 00:39:50,439
Speaker 4: to really enjoy creating content about something I'm so passionate about,

850
00:39:50,719 --> 00:39:52,240
Speaker 4: which is teaching and education.

851
00:39:52,360 --> 00:39:54,040
Speaker 1: So it's really cool. And thank you so much for

852
00:39:54,120 --> 00:39:54,600
Speaker 1: joining us.

853
00:39:54,920 --> 00:39:57,560
Speaker 2: Thank you, thank you for leting me. Miss you have

854
00:39:57,640 --> 00:40:02,719
Speaker 2: been schooled all right, Ash, are you ready born ready?

855
00:40:02,760 --> 00:40:04,080
Speaker 2: Well I wasn't born ready. That's why we had to

856
00:40:04,080 --> 00:40:06,400
Speaker 2: get mister Luke in. So now I am ready to go.

857
00:40:07,400 --> 00:40:10,680
Speaker 1: If you have enjoyed this episode, please we would love it.

858
00:40:10,719 --> 00:40:12,719
Speaker 1: Mister Luke would actually really love it as well. If

859
00:40:12,719 --> 00:40:15,880
Speaker 1: you would review subscribe, give us a couple of stars

860
00:40:16,239 --> 00:40:18,200
Speaker 1: and me not two, give us three or four anything

861
00:40:18,560 --> 00:40:20,560
Speaker 1: except five A plus. As a teacher would call it

862
00:40:20,640 --> 00:40:23,799
Speaker 1: very good. Linger, You'd be a great teacher. Didn't you

863
00:40:23,800 --> 00:40:25,120
Speaker 1: tell me you wanted to become a teacher.

864
00:40:25,200 --> 00:40:27,279
Speaker 3: I think if this goes tits up, I'll probably be

865
00:40:27,360 --> 00:40:27,720
Speaker 3: a teacher.

866
00:40:28,040 --> 00:40:31,920
Speaker 1: God good luck to wherever you end up. Also, you

867
00:40:31,960 --> 00:40:33,839
Speaker 1: can follow us on social media.

868
00:40:33,800 --> 00:40:36,920
Speaker 3: Instagram at two Reading Dance also TikTok two Doting Dads also,

869
00:40:37,200 --> 00:40:39,719
Speaker 3: along with our Facebook group two Doting Dads join the

870
00:40:39,719 --> 00:40:41,160
Speaker 3: fund the conversation.

871
00:40:40,760 --> 00:40:43,400
Speaker 1: There it is two d d Also, how could we forget?

872
00:40:43,440 --> 00:40:44,439
Speaker 2: There's a couple left?

873
00:40:44,520 --> 00:40:48,799
Speaker 1: They are selling like hotcakes, hotcakes from the tuck shop,

874
00:40:48,840 --> 00:40:51,040
Speaker 1: if that makes any sense. I'm talking about the Calendar's

875
00:40:51,080 --> 00:40:54,360
Speaker 1: Raunchy Ranch twenty twenty five. There are a couple may

876
00:40:54,400 --> 00:41:01,960
Speaker 1: contain nuts. That's if you left. They're about twenty nine dollars,

877
00:41:02,000 --> 00:41:04,399
Speaker 1: but all proceeds one hundred percent of proceeds it gets

878
00:41:04,440 --> 00:41:07,319
Speaker 1: donated to an amazing charity called Rise Up, who do

879
00:41:07,480 --> 00:41:10,120
Speaker 1: such great work with victims of domestic violence. So if

880
00:41:10,120 --> 00:41:12,120
Speaker 1: you don't want to miss out, jump into the show notes.

881
00:41:12,160 --> 00:41:14,239
Speaker 1: There's a link there we can buy your calendar for

882
00:41:14,320 --> 00:41:14,919
Speaker 1: next year.

883
00:41:15,280 --> 00:41:17,600
Speaker 3: You also get twenty dollars off your order with the

884
00:41:17,640 --> 00:41:20,120
Speaker 3: code doting, which will also put in the show notes.

885
00:41:20,160 --> 00:41:23,719
Speaker 1: It's a win win situation. But until then, goodbye, we

886
00:41:23,800 --> 00:41:31,280
Speaker 1: will go, We will leave you, Goodbye bye. Two Doting

887
00:41:31,320 --> 00:41:35,480
Speaker 1: Dad's podcast acknowledges the traditional custodians of country throughout Australia

888
00:41:35,600 --> 00:41:38,160
Speaker 1: and the connections to land, see and community.

889
00:41:38,360 --> 00:41:40,920
Speaker 3: We pay our respects to their elders past and present

890
00:41:40,960 --> 00:41:43,279
Speaker 3: and extend that respect to all Aboriginal and.

891
00:41:43,239 --> 00:41:44,840
Speaker 2: Torrestraight Islander people's today.

892
00:41:45,400 --> 00:41:47,719
Speaker 3: This episode was recorded on Gadagle Land