1 00:00:00,000 --> 00:00:15,600 Welcome to The Teacher's Story, a podcast dedicated to amplifying the voices of educators 2 00:00:15,600 --> 00:00:18,680 and advocates in the field of education. 3 00:00:18,680 --> 00:00:23,600 Here we celebrate those who champion our children's potential and seek innovative approaches to 4 00:00:23,600 --> 00:00:26,040 nurture their brilliance. 5 00:00:26,040 --> 00:00:31,480 One is as we share can-it stories, explore impactful ideas, and showcase effective educational 6 00:00:31,480 --> 00:00:33,400 programs. 7 00:00:33,400 --> 00:00:39,040 This podcast stands for transparency, authenticity, and innovation, driven by the belief that 8 00:00:39,040 --> 00:00:44,040 we can revolutionize the education system to ensure every individual thrives. 9 00:00:44,040 --> 00:00:49,760 Together, let's redefine education as a pathway to human flourishing. 10 00:00:49,760 --> 00:00:55,280 Hi, welcome to The Teacher's Story. 11 00:00:55,280 --> 00:01:01,120 I'm Jackie Scully, and today I am so excited to have both Jennifer Johnson and Jan Frohlich 12 00:01:01,120 --> 00:01:02,960 with us from Captains and Poets. 13 00:01:02,960 --> 00:01:08,240 They are the co-founders, and I recently was part of their Bright Light series, nominated 14 00:01:08,240 --> 00:01:09,240 by Ola. 15 00:01:09,240 --> 00:01:13,000 And I'm just really excited because I love all the work you do with social-emotional 16 00:01:13,000 --> 00:01:17,360 learning, but it's just fun and innovative, really different. 17 00:01:17,360 --> 00:01:23,080 And the professional development I went to recently, I got a glimpse into kind of like 18 00:01:23,080 --> 00:01:28,440 what you are doing in school, so thank you so much for both of you being here. 19 00:01:28,440 --> 00:01:29,800 It is absolutely a pleasure. 20 00:01:29,800 --> 00:01:30,800 Thank you. 21 00:01:30,800 --> 00:01:34,200 So whoever wants to share first, we can kind of like toggle back and forth. 22 00:01:34,200 --> 00:01:37,240 I always ask like what got you into education? 23 00:01:37,240 --> 00:01:38,400 What inspired you? 24 00:01:38,400 --> 00:01:42,080 How do you have this passion and love for this field? 25 00:01:42,080 --> 00:01:43,080 Absolutely in education. 26 00:01:43,080 --> 00:01:45,640 So my first career was as an educator. 27 00:01:45,640 --> 00:01:54,440 I worked in the secondary system and a lot around special education, and I left teaching 28 00:01:54,440 --> 00:01:57,080 for a while, but I knew I'd always come back. 29 00:01:57,080 --> 00:02:03,040 And then when I was introduced to Jan in 2018, we were both on a mission really to empower 30 00:02:03,040 --> 00:02:08,720 young people to be their best selves, and so happy to be back. 31 00:02:08,720 --> 00:02:15,840 And for me, there was no way I was going to be in teaching or education or anything of 32 00:02:15,840 --> 00:02:16,840 the likes. 33 00:02:16,840 --> 00:02:23,000 I grew up in a house of teachers, and everyone around me was teachers, and I will tell you, 34 00:02:23,000 --> 00:02:26,720 it is a very hard job. 35 00:02:26,720 --> 00:02:33,080 Up early, late nights, tons of marking, and I was just like, no way, I am not doing this. 36 00:02:33,080 --> 00:02:36,000 I would do literally anything else, and I did. 37 00:02:36,000 --> 00:02:46,240 I went out on a whole other path in entrepreneurship and in business, and my last stop was working 38 00:02:46,240 --> 00:02:50,920 as Senior Vice President of Women of Influence Worldwide, which was a global organization 39 00:02:50,920 --> 00:02:58,640 that was really working towards the equity and inclusion of women in the workplace. 40 00:02:58,640 --> 00:03:06,240 And through that, I ended up in education because I had this moment of total frustration 41 00:03:06,240 --> 00:03:11,560 in the equity space, seeing that nothing was going to change in my lifetime, and probably 42 00:03:11,560 --> 00:03:12,720 not my kid's lifetime. 43 00:03:12,720 --> 00:03:17,520 And then of course, all the statistics come out 230 years before there's gender equity 44 00:03:17,520 --> 00:03:18,520 in the space. 45 00:03:18,520 --> 00:03:22,200 And I really had this moment of, what's happening? 46 00:03:22,200 --> 00:03:27,800 Why can we not have equity and equality for everybody? 47 00:03:27,800 --> 00:03:31,680 And there was like, I had just like a lot going on in my head, and I thought, we need 48 00:03:31,680 --> 00:03:38,960 to start talking to young people so they can talk to each other so we can have really transformational, 49 00:03:38,960 --> 00:03:42,200 generational, systemic change. 50 00:03:42,200 --> 00:03:43,600 And so I was on a mission at that point. 51 00:03:43,600 --> 00:03:49,520 I was like, I'm going to talk to kids, and that's how I ended up in the education space. 52 00:03:49,520 --> 00:03:55,640 Thankfully, someone introduced me to Jennifer, and 15 minutes later, I'm like, this is what 53 00:03:55,640 --> 00:04:01,320 I want to do, and she's like, that's great, but then expanded on that in so many, so many 54 00:04:01,320 --> 00:04:02,320 different ways. 55 00:04:02,320 --> 00:04:05,800 And that's how we ended up with captains and poets, because she's brilliant and a curriculum 56 00:04:05,800 --> 00:04:07,720 writer and a former educator. 57 00:04:07,720 --> 00:04:12,640 And she really was able to just sort of rein all my thoughts in and build this into something 58 00:04:12,640 --> 00:04:14,600 that makes sense. 59 00:04:14,600 --> 00:04:21,000 And also moves the dial on so many things around knowing who you are on the inside and 60 00:04:21,000 --> 00:04:24,040 being self aware so you can see it and other people. 61 00:04:24,040 --> 00:04:25,600 And that's really the key, right? 62 00:04:25,600 --> 00:04:33,520 It's the key to inclusion and equity is knowing yourself so well that you can love and see 63 00:04:33,520 --> 00:04:41,440 other people and all of their beautiful differences also and see it as a gift to your own life. 64 00:04:41,440 --> 00:04:49,960 So that is the very shortish version of how I ended up in education. 65 00:04:49,960 --> 00:04:53,080 And I could see how you two have this synergy. 66 00:04:53,080 --> 00:04:57,560 You're both like even you're just you're very different like personalities and your energy, 67 00:04:57,560 --> 00:05:02,360 but like the background that Jennifer has in education and the curriculum design and 68 00:05:02,360 --> 00:05:06,640 also like your entrepreneurial background and like the mission and vision that you have 69 00:05:06,640 --> 00:05:08,480 and then putting that together. 70 00:05:08,480 --> 00:05:11,000 I think that is how it works, right? 71 00:05:11,000 --> 00:05:12,960 You need both. 72 00:05:12,960 --> 00:05:16,920 And you both probably have a different captain and poet or maybe something very similar and 73 00:05:16,920 --> 00:05:18,680 we'll talk about that. 74 00:05:18,680 --> 00:05:20,760 And you're doing SEL very different. 75 00:05:20,760 --> 00:05:27,320 So this is, you know, you're in Canada, I'm in America and SEL, which is interesting in 76 00:05:27,320 --> 00:05:28,320 America. 77 00:05:28,320 --> 00:05:30,640 I'm not really sure about Canada, but it can be controversial. 78 00:05:30,640 --> 00:05:34,320 I'm like, but a lot of people don't know about it. 79 00:05:34,320 --> 00:05:41,160 They don't know what it truly is and it can look very different in different curriculum 80 00:05:41,160 --> 00:05:44,000 in different schools, how it's delivered. 81 00:05:44,000 --> 00:05:47,520 So just to kind of like get back into maybe like the meat of the program. 82 00:05:47,520 --> 00:05:54,000 So YouTube got together, you had this wonderful idea and then how did you develop the curriculum 83 00:05:54,000 --> 00:05:56,560 or what were you thinking like, these are going to be the pillars. 84 00:05:56,560 --> 00:05:58,000 This is what we really want to do. 85 00:05:58,000 --> 00:05:59,800 This is what kids need. 86 00:05:59,800 --> 00:06:04,360 Like you said, Jan, like we want to see this generationally passed down, right? 87 00:06:04,360 --> 00:06:07,920 Starting young so that they can pass that forward. 88 00:06:07,920 --> 00:06:10,720 Yeah, maybe I'll start off there. 89 00:06:10,720 --> 00:06:17,360 So we found ourselves in the SEL space and we are differentiated in that. 90 00:06:17,360 --> 00:06:23,520 I think we don't focus heavily on the self regulation piece, which in some areas is part 91 00:06:23,520 --> 00:06:29,840 of the controversy because we believe when you enable kids with self awareness, when 92 00:06:29,840 --> 00:06:34,840 you help them to see themselves, to understand themselves, that they then embark on this journey 93 00:06:34,840 --> 00:06:39,280 of self discovery, which is really empowering and gives them agency. 94 00:06:39,280 --> 00:06:42,880 And we believe, you know, sort of mitigates a lot of the issues that are showing up in 95 00:06:42,880 --> 00:06:43,880 schools. 96 00:06:43,880 --> 00:06:46,720 So yeah, we were really in 2018. 97 00:06:46,720 --> 00:06:51,400 We looked at the world and thought, oh my goodness, the world is increasingly complex. 98 00:06:51,400 --> 00:06:57,080 Little did we know what was coming and we wanted young people to have an inner compass 99 00:06:57,080 --> 00:07:04,760 so they could know who they were, they are and navigate situations, you know, with authenticity, 100 00:07:04,760 --> 00:07:07,800 with compassion and with resilience. 101 00:07:07,800 --> 00:07:14,160 And we found as on this journey over the past few years that really we're a little bit unique 102 00:07:14,160 --> 00:07:20,600 in that we are at the intersection of well-being and identity because they feed one another 103 00:07:20,600 --> 00:07:25,080 and that's really where connection lies, connection to self and connection to others 104 00:07:25,080 --> 00:07:27,240 that the jam was alluding to earlier. 105 00:07:27,240 --> 00:07:32,800 Yeah, I would only add just because it is controversial and it is, right? 106 00:07:32,800 --> 00:07:33,800 Because there are inequities. 107 00:07:33,800 --> 00:07:34,800 It's a thing. 108 00:07:34,800 --> 00:07:36,800 Like it's real. 109 00:07:36,800 --> 00:07:39,240 There are inequities in social emotional learning. 110 00:07:39,240 --> 00:07:47,120 And you have young people showing up at schools who do not look like me and don't have the 111 00:07:47,120 --> 00:07:51,920 same experience as me and I don't have the same experience of them and they're expecting 112 00:07:51,920 --> 00:07:57,320 to, or we're all expecting them to co-regulate us to co-regulate. 113 00:07:57,320 --> 00:08:01,880 But we don't have the same knowledge of each other's experiences. 114 00:08:01,880 --> 00:08:04,760 So that is where it's so limiting, right? 115 00:08:04,760 --> 00:08:11,840 And that's why the self-regulation, the self-management part, we never hooked ourselves to that train 116 00:08:11,840 --> 00:08:17,160 because we were just very much like, no, it's about self-expression. 117 00:08:17,160 --> 00:08:24,440 It's about exploration and awareness and discovery of who you are. 118 00:08:24,440 --> 00:08:31,400 And in doing that, you are creating a whole new environment with your educator and with 119 00:08:31,400 --> 00:08:33,400 the students in your class, right? 120 00:08:33,400 --> 00:08:42,080 And that social emotional learning is so much better and so much more supportive for everybody. 121 00:08:42,080 --> 00:08:47,600 And that's really important to us, really important to us because, well, because it's 122 00:08:47,600 --> 00:08:50,160 not necessarily being used that way everywhere. 123 00:08:50,160 --> 00:08:55,280 I like that explanation of how it's different because I do see a lot of self-regulation 124 00:08:55,280 --> 00:09:00,880 as CL and I never thought about it being so inequitable, but that makes a lot of sense 125 00:09:00,880 --> 00:09:02,640 because we're all coming from different places. 126 00:09:02,640 --> 00:09:04,960 And we're approaching a class. 127 00:09:04,960 --> 00:09:09,880 We are coming from different homes, different backgrounds, different challenges. 128 00:09:09,880 --> 00:09:15,440 And when we do have education where it's like kind of still one size fits all, it's not 129 00:09:15,440 --> 00:09:16,440 equitable. 130 00:09:16,440 --> 00:09:17,440 It's not fair. 131 00:09:17,440 --> 00:09:20,000 And then when you throw SEL in there and say, this is how we're going to talk about how 132 00:09:20,000 --> 00:09:22,840 you're going to self-regulate and you're all going to do it the same way. 133 00:09:22,840 --> 00:09:25,920 And it's like, people are not all starting from the same place. 134 00:09:25,920 --> 00:09:27,760 So I love that insight. 135 00:09:27,760 --> 00:09:31,640 Can you tell us a little bit about like, what is a captain? 136 00:09:31,640 --> 00:09:35,000 What is a poet and then give me maybe an example for yourself? 137 00:09:35,000 --> 00:09:39,560 And I can share as well since I was doing that as an activity through your Brightlight 138 00:09:39,560 --> 00:09:40,560 series. 139 00:09:40,560 --> 00:09:41,560 Yeah. 140 00:09:41,560 --> 00:09:43,560 The whole world knows about your captain and poet now. 141 00:09:43,560 --> 00:09:44,560 So great. 142 00:09:44,560 --> 00:09:45,560 Yeah. 143 00:09:45,560 --> 00:09:48,520 So the captain is the doer. 144 00:09:48,520 --> 00:09:53,920 The captain is the part of you that takes charge that goes out into the world and tries 145 00:09:53,920 --> 00:09:57,200 new things, gains confidence through experience. 146 00:09:57,200 --> 00:09:59,000 You know, they're the navigator. 147 00:09:59,000 --> 00:10:03,920 They're making decisions and choices and the captain is sort of the part of you that wants 148 00:10:03,920 --> 00:10:08,320 you to get out of your comfort zone is a little bit bold and adventurous when they need to 149 00:10:08,320 --> 00:10:09,320 be. 150 00:10:09,320 --> 00:10:12,040 So the captain is doing and then the poet is being. 151 00:10:12,040 --> 00:10:16,440 So it's all of that good human stuff, stirring inside of us. 152 00:10:16,440 --> 00:10:22,800 So everything from our emotions to our imagination, you know, what's in our hearts, our values, 153 00:10:22,800 --> 00:10:25,200 our dreams, our aspirations. 154 00:10:25,200 --> 00:10:26,200 It's our creativity. 155 00:10:26,200 --> 00:10:29,720 It's even our intuition and our gut feelings. 156 00:10:29,720 --> 00:10:35,200 So as soon as you introduce this concept to kids and increasingly adults, they sort of 157 00:10:35,200 --> 00:10:40,800 the shoulders drop because it's like, oh my goodness, I'm not the only one that has all 158 00:10:40,800 --> 00:10:42,280 this stuff going on. 159 00:10:42,280 --> 00:10:44,160 That's actually part of being human. 160 00:10:44,160 --> 00:10:50,360 So we really position ourselves as a human curriculum and it's the formula of the captain 161 00:10:50,360 --> 00:10:51,520 and the poet together. 162 00:10:51,520 --> 00:10:53,440 We call it better together. 163 00:10:53,440 --> 00:11:00,320 So when the captain and poet are in partnership in balance, that is how we are our best, most 164 00:11:00,320 --> 00:11:02,080 authentic selves. 165 00:11:02,080 --> 00:11:06,400 Just a simple example, the captain is sort of nudging the poet to be more self expressed 166 00:11:06,400 --> 00:11:08,160 in the world, to show the world who you are. 167 00:11:08,160 --> 00:11:10,960 So it's come on, put up your hand, right? 168 00:11:10,960 --> 00:11:15,400 Share your ideas, express how you feel, say what needs to be said. 169 00:11:15,400 --> 00:11:19,960 And this is counter to the self regulation piece that we were talking about earlier, right? 170 00:11:19,960 --> 00:11:24,520 Because we want to excavate what's beneath the surface in classrooms and for kids to 171 00:11:24,520 --> 00:11:27,040 bring their whole selves, right? 172 00:11:27,040 --> 00:11:31,440 So the captain is really nudging the poet then just to bring who you are to the world, 173 00:11:31,440 --> 00:11:37,280 to go after your dreams and the captain is there to help you set goals and take steps. 174 00:11:37,280 --> 00:11:41,880 And then in the other direction, the poet is guiding the captain's actions from that 175 00:11:41,880 --> 00:11:46,280 place of self awareness, what's going on inside of me, what's important here, what about the 176 00:11:46,280 --> 00:11:50,240 other poets around me from your moral compass? 177 00:11:50,240 --> 00:11:55,040 So the poet is really not in the backseat, they're partners. 178 00:11:55,040 --> 00:12:00,720 So that's the metaphor and it's a simple language where we're really trying to collapse all 179 00:12:00,720 --> 00:12:06,880 of those SCL skills into two words because it can apply to any situation, you know, academic, 180 00:12:06,880 --> 00:12:11,640 in sports, personal, interpersonal. 181 00:12:11,640 --> 00:12:14,760 And more and more we're starting to bring this to teachers as well because it's just 182 00:12:14,760 --> 00:12:19,680 a beautiful self discovery tool to check in on like how's my captain today, how's my poet 183 00:12:19,680 --> 00:12:23,920 today, you know, what's going on there and how can I connect with the other captains 184 00:12:23,920 --> 00:12:25,840 and poets around me? 185 00:12:25,840 --> 00:12:28,080 Yes, I love that. 186 00:12:28,080 --> 00:12:33,000 I think it's a beautiful metaphor and think one that kids can really resonate with right 187 00:12:33,000 --> 00:12:36,240 away, especially like younger kids. 188 00:12:36,240 --> 00:12:40,560 And I was thinking when I was having to do this activity of thinking of my captain and 189 00:12:40,560 --> 00:12:45,960 poet, I'm like, I really want to embrace my poet, because sometimes I put my poet on the 190 00:12:45,960 --> 00:12:48,480 back burner, or I want to hide my poet. 191 00:12:48,480 --> 00:12:57,480 So for me, a big part of my poet is my sensitivity, my emotions, my big heart, I wear my heart 192 00:12:57,480 --> 00:13:02,240 on my sleeve, I'm a crier, I have a lot of emotions. 193 00:13:02,240 --> 00:13:08,920 But it's part of what drives my captain, which is also leadership and wanting to use my voice 194 00:13:08,920 --> 00:13:15,720 and wanting to help others use their voice and come from that heart centered place. 195 00:13:15,720 --> 00:13:20,440 And it's something I see lacking in a lot of leadership, right, because I feel like people 196 00:13:20,440 --> 00:13:24,560 fear almost being like an emotional leader. 197 00:13:24,560 --> 00:13:29,120 Obviously, you need to regulate as a leader too, but you leading from the heart is a really 198 00:13:29,120 --> 00:13:31,520 powerful thing. 199 00:13:31,520 --> 00:13:34,120 And it's something that we need in this world. 200 00:13:34,120 --> 00:13:38,840 So I think embracing your poet, because I can see the captain taking almost like the 201 00:13:38,840 --> 00:13:42,120 center stage in people's lives, or they see that because it's the doer, right? 202 00:13:42,120 --> 00:13:46,360 And we're in a society that's very like action oriented, right? 203 00:13:46,360 --> 00:13:52,000 But I think really, for me, at least my personal connection is looking at that poet and seeing 204 00:13:52,000 --> 00:13:58,960 how important it is, and how it is this team, right, working together and allowing kids to 205 00:13:58,960 --> 00:14:01,000 embrace that within themselves. 206 00:14:01,000 --> 00:14:05,920 And even the teacher, because I think the teachers are very, I don't know, well, there's 207 00:14:05,920 --> 00:14:10,840 a lot of teachers that are dysregulated, but they're not in touch with who they are, where 208 00:14:10,840 --> 00:14:14,640 like, you know, you get into a profession or you get into something and you start going 209 00:14:14,640 --> 00:14:18,840 through the motions and you forget what is driving all of this. 210 00:14:18,840 --> 00:14:24,800 So I think this is just important for the educator that's doing this alongside the students 211 00:14:24,800 --> 00:14:25,800 as well. 212 00:14:25,800 --> 00:14:26,800 That's right. 213 00:14:26,800 --> 00:14:28,920 And there's a beautiful combination there. 214 00:14:28,920 --> 00:14:34,480 So I remember you talking about, for example, how your captain is organized and your poet 215 00:14:34,480 --> 00:14:35,720 is quite intuitive. 216 00:14:35,720 --> 00:14:40,240 Like, so when you combine those two skills, for example, like you being organized and 217 00:14:40,240 --> 00:14:44,040 intuitive, you just know what's important. 218 00:14:44,040 --> 00:14:49,640 You're able to distill that down, whether it's dealing with a student in the classroom, 219 00:14:49,640 --> 00:14:55,920 whether it's looking at the systems that you want to transform, you have that sense, that 220 00:14:55,920 --> 00:14:59,680 ability to see what's important in any situation, which is such a gift. 221 00:14:59,680 --> 00:15:04,920 And if every teacher could have that insight into their unique abilities that they bring 222 00:15:04,920 --> 00:15:07,480 to the classroom, it's so empowering. 223 00:15:07,480 --> 00:15:11,960 And it just, it lights people up and that tends to theme of our bright lights campaign. 224 00:15:11,960 --> 00:15:16,960 So we want this for teachers as much as we do for students, because that could be a lot 225 00:15:16,960 --> 00:15:19,800 of beautiful light bulbs going on. 226 00:15:19,800 --> 00:15:20,800 Absolutely. 227 00:15:20,800 --> 00:15:23,200 Yeah, I just wanted, I just wanted to just add something. 228 00:15:23,200 --> 00:15:27,960 We were in a school last night, actually, and what you just said about how you want 229 00:15:27,960 --> 00:15:30,640 to embrace your poet. 230 00:15:30,640 --> 00:15:34,800 And you know, it sounds like it's been hidden and that makes sense for a lot of women in 231 00:15:34,800 --> 00:15:39,720 professions, like they hide their poet so they're taken more seriously and they're not 232 00:15:39,720 --> 00:15:40,720 so emotional. 233 00:15:40,720 --> 00:15:42,920 But it starts so young. 234 00:15:42,920 --> 00:15:48,360 Like I had, she was probably nine, I had a nine year old last night who just immediately, 235 00:15:48,360 --> 00:15:52,960 she got the concepts immediately at her head just went, she said it like three times. 236 00:15:52,960 --> 00:15:53,960 I hate my poet. 237 00:15:53,960 --> 00:15:54,960 I hate my poet. 238 00:15:54,960 --> 00:15:56,960 And I was like, why? 239 00:15:56,960 --> 00:15:58,960 She's like, I'm too emotional. 240 00:15:58,960 --> 00:16:04,040 So you know that she's heard this because nobody says that, right? 241 00:16:04,040 --> 00:16:05,040 Nobody says that. 242 00:16:05,040 --> 00:16:10,760 So you start to learn and we talk about this with kids about how you learn early, you hear 243 00:16:10,760 --> 00:16:15,560 messages from the world that you're too much, you're too emotional, you're too this, which 244 00:16:15,560 --> 00:16:21,400 is why you would have gone on to hide your poet and totally make sense, right? 245 00:16:21,400 --> 00:16:28,320 And for, we get to go in and have these conversations about how you need your poet, right? 246 00:16:28,320 --> 00:16:34,960 And it's, and empower them to own these parts of themselves that are so beautiful and so 247 00:16:34,960 --> 00:16:42,560 necessary in order to live a balanced, whole, beautiful, healthy, successful life. 248 00:16:42,560 --> 00:16:44,440 So it's, and it starts young. 249 00:16:44,440 --> 00:16:50,480 So we stand as you can see, you know, works on all ages, right? 250 00:16:50,480 --> 00:16:56,560 Because it is a very long process if you haven't learned this early of getting out of that 251 00:16:56,560 --> 00:17:01,320 and coming back to who you really are, because you are doing that right now, right? 252 00:17:01,320 --> 00:17:02,320 Yeah. 253 00:17:02,320 --> 00:17:06,320 So, and starting young is important because just even hearing that, I can picture like 254 00:17:06,320 --> 00:17:08,040 little Jackie in the classroom. 255 00:17:08,040 --> 00:17:12,240 I was having teachers tell me in first grade, she talks too much. 256 00:17:12,240 --> 00:17:13,240 She's too bubbly. 257 00:17:13,240 --> 00:17:14,240 Oh my goodness. 258 00:17:14,240 --> 00:17:15,240 Oh, I'm so positive. 259 00:17:15,240 --> 00:17:16,560 Oh, that's such a bad thing. 260 00:17:16,560 --> 00:17:18,280 Let's call home and tell my mom about that. 261 00:17:18,280 --> 00:17:23,880 I think this is ridiculous, you know, but there is, it's a societal, because everyone's 262 00:17:23,880 --> 00:17:28,360 trying to like put people into these boxes, things that they can control, things that 263 00:17:28,360 --> 00:17:32,560 they, they know they could understand. 264 00:17:32,560 --> 00:17:36,520 And I think getting kids to talk about that and talk about how important it is to have 265 00:17:36,520 --> 00:17:40,720 the two working together and that they're both important and then see that as their 266 00:17:40,720 --> 00:17:44,840 light for kids to see their light in them and own that light. 267 00:17:44,840 --> 00:17:49,560 So when there's a bully or when there is someone saying you're too this, too that, you're like, 268 00:17:49,560 --> 00:17:51,120 no, this is who I am. 269 00:17:51,120 --> 00:17:53,080 And I know why this is important. 270 00:17:53,080 --> 00:17:58,040 And I'm going to stand up for that captain and poet and more so maybe the poet because 271 00:17:58,040 --> 00:18:00,960 I was putting that down before. 272 00:18:00,960 --> 00:18:05,120 And I think that's a very empowering language to start out with like little kids before 273 00:18:05,120 --> 00:18:09,600 they get to, you think like middle school when really like things are starting to get 274 00:18:09,600 --> 00:18:14,280 into like, you know, self-esteem issues and like, what's my identity and all of that. 275 00:18:14,280 --> 00:18:18,560 I could help shape their identity because you see a lot of kids who have identity issues 276 00:18:18,560 --> 00:18:22,280 and struggling with that because they're like, I don't know what my light is. 277 00:18:22,280 --> 00:18:23,280 I don't know who I am. 278 00:18:23,280 --> 00:18:25,200 I don't know what my talents are. 279 00:18:25,200 --> 00:18:27,720 I haven't been asked to embrace that in school. 280 00:18:27,720 --> 00:18:32,440 I've just been asked to do a bunch of subjects and learn a bunch of information. 281 00:18:32,440 --> 00:18:36,280 So this is, to me, this is not a soft skill. 282 00:18:36,280 --> 00:18:41,080 It's an absolutely like number one priority thing that we should be doing in schools and 283 00:18:41,080 --> 00:18:46,680 putting like front and center before all of like the core subjects. 284 00:18:46,680 --> 00:18:49,520 Yeah, I totally agree with you. 285 00:18:49,520 --> 00:18:52,200 Yeah, we refer to them as power skills. 286 00:18:52,200 --> 00:18:53,200 Hmm. 287 00:18:53,200 --> 00:18:54,200 I like that. 288 00:18:54,200 --> 00:18:55,200 They're essential. 289 00:18:55,200 --> 00:19:00,880 Yeah, soft skills are the new power skills as we like to say. 290 00:19:00,880 --> 00:19:03,840 And someone should have told you when you were young, you should be a podcaster because 291 00:19:03,840 --> 00:19:06,840 you're so good at talking. 292 00:19:06,840 --> 00:19:07,840 Right? 293 00:19:07,840 --> 00:19:08,840 Right? 294 00:19:08,840 --> 00:19:14,120 And even if you think about those traits that you have, like that's your lens on learning. 295 00:19:14,120 --> 00:19:15,120 Right? 296 00:19:15,120 --> 00:19:17,200 That's your lens on the whole world. 297 00:19:17,200 --> 00:19:21,240 So if we don't know the kids in the classroom, how can we really reach them and connect with 298 00:19:21,240 --> 00:19:22,480 them? 299 00:19:22,480 --> 00:19:26,680 And the beautiful things, I mean, we'll do assemblies with hundreds of kids and of all 300 00:19:26,680 --> 00:19:30,480 ages and it just gives them permission. 301 00:19:30,480 --> 00:19:35,400 They've all got their hands up saying they want to just show up as themselves. 302 00:19:35,400 --> 00:19:36,400 Right? 303 00:19:36,400 --> 00:19:39,280 And we do workshops on bullying too. 304 00:19:39,280 --> 00:19:44,080 And if you talk to the bully and say, I hear you're a bully, they'll say, no, I'm not. 305 00:19:44,080 --> 00:19:45,480 I'm the one getting bullied. 306 00:19:45,480 --> 00:19:46,480 Right? 307 00:19:46,480 --> 00:19:50,720 So everyone's just, there's all this confusion as you said around identity and the social 308 00:19:50,720 --> 00:19:51,720 structures. 309 00:19:51,720 --> 00:19:56,920 And I think what we're really trying to do is create that safer, braver environment where 310 00:19:56,920 --> 00:20:00,200 everybody feels like they can show up as their. 311 00:20:00,200 --> 00:20:01,200 Yeah. 312 00:20:01,200 --> 00:20:05,840 A practical question I have, because this is just always that this comes up in high 313 00:20:05,840 --> 00:20:10,240 school at least, because I'm seeing this program can go all the way through. 314 00:20:10,240 --> 00:20:14,280 And I could hear administrators or teachers being like, well, where are we going to fit 315 00:20:14,280 --> 00:20:15,280 it in? 316 00:20:15,280 --> 00:20:16,280 We don't have the time. 317 00:20:16,280 --> 00:20:18,600 I'm sure you hear that all the time. 318 00:20:18,600 --> 00:20:21,360 That isn't the biggest gripe, but it is. 319 00:20:21,360 --> 00:20:22,960 It's a practical concern. 320 00:20:22,960 --> 00:20:25,560 A lot of teachers feel like it's one more thing on my plate. 321 00:20:25,560 --> 00:20:30,680 And I'm not knocking that because most teachers want to do this work, but the administrators 322 00:20:30,680 --> 00:20:33,480 make no space for it in their schedule. 323 00:20:33,480 --> 00:20:39,720 So how do you kind of work with schools from elementary through high school to kind of 324 00:20:39,720 --> 00:20:44,960 figure out where this goes or fits or how to maybe even like just start to mold a new 325 00:20:44,960 --> 00:20:45,960 culture? 326 00:20:45,960 --> 00:20:46,960 Yeah. 327 00:20:46,960 --> 00:20:48,480 That's our favorite thing to do. 328 00:20:48,480 --> 00:20:51,120 And we need to find the entry points as you mentioned. 329 00:20:51,120 --> 00:20:55,760 So we have tried to make it as easy as possible, simple language. 330 00:20:55,760 --> 00:21:00,160 We do align to the state curriculum, national curriculum, and whenever we go into a market. 331 00:21:00,160 --> 00:21:04,120 So trying to make it easy again, not another thing on teachers plates. 332 00:21:04,120 --> 00:21:08,120 So advisory in home rooms is a popular area. 333 00:21:08,120 --> 00:21:11,280 As you mentioned in secondary school, it is harder because you're trying to align them 334 00:21:11,280 --> 00:21:12,800 to subject areas and whatnot. 335 00:21:12,800 --> 00:21:16,560 So we tend in high school to also go in through leadership programming. 336 00:21:16,560 --> 00:21:22,080 Because the whole premise really is self-awareness is the foundation of self-leadership. 337 00:21:22,080 --> 00:21:27,640 How am I showing up in this moment for myself and for others? 338 00:21:27,640 --> 00:21:30,560 And then self-leadership is the foundation of effective leadership. 339 00:21:30,560 --> 00:21:34,960 So we believe everyone is a leader, even if it comes down to just the day to day and leading 340 00:21:34,960 --> 00:21:38,080 in your own life or it could be on the world stage. 341 00:21:38,080 --> 00:21:44,400 So that's a nice way to sort of package it and really give young people in secondary 342 00:21:44,400 --> 00:21:47,960 access to this knowledge about themselves. 343 00:21:47,960 --> 00:21:48,960 Yeah. 344 00:21:48,960 --> 00:21:55,320 There's also opportunity for things like mentorship programming and like most high schools have 345 00:21:55,320 --> 00:21:57,120 like a peer leader program. 346 00:21:57,120 --> 00:22:00,960 So we've worked with the peer leaders and that gives opportunity for it's sort of a 347 00:22:00,960 --> 00:22:02,520 train the trainer kind of thing. 348 00:22:02,520 --> 00:22:06,600 Once they've had the messaging and they can go out and do whatever they want or need to 349 00:22:06,600 --> 00:22:08,440 do in the schools. 350 00:22:08,440 --> 00:22:10,120 Yeah we have that in my current school. 351 00:22:10,120 --> 00:22:11,760 We have a peer leadership program. 352 00:22:11,760 --> 00:22:16,320 But I could see something like this really coming into at least the peer leader and we 353 00:22:16,320 --> 00:22:18,320 have an advisory program too. 354 00:22:18,320 --> 00:22:21,320 And I think that has a really nice space there and it's something that's consistent. 355 00:22:21,320 --> 00:22:23,800 It meets like every week for an hour. 356 00:22:23,800 --> 00:22:24,800 You're meeting with the same kids. 357 00:22:24,800 --> 00:22:30,720 You have a small group of kids and I can see like the curriculum building from like grade 358 00:22:30,720 --> 00:22:31,720 to grade. 359 00:22:31,720 --> 00:22:33,800 So like you're taking this language through. 360 00:22:33,800 --> 00:22:37,200 So if someone's because we're like a three division school you get to high school and 361 00:22:37,200 --> 00:22:40,240 it's just again it becomes part of the culture. 362 00:22:40,240 --> 00:22:43,920 And then it's just then you can see it everywhere throughout the school and not just like this 363 00:22:43,920 --> 00:22:46,880 is an advisory program but this is how we talk. 364 00:22:46,880 --> 00:22:50,200 This is how we communicate and like you could be in a history class. 365 00:22:50,200 --> 00:22:57,080 You know that's my background and with like say a group project who's going to be you 366 00:22:57,080 --> 00:22:58,320 know the captain and poet. 367 00:22:58,320 --> 00:23:00,400 Notice what are you bringing to the group. 368 00:23:00,400 --> 00:23:05,800 What are you bringing into this relationship where you might need to really know what that 369 00:23:05,800 --> 00:23:10,080 that poet is to what's driving them in this type of project. 370 00:23:10,080 --> 00:23:15,560 And it can give a lot more context about group work and like how people work together because 371 00:23:15,560 --> 00:23:19,480 I know that's always like a sticky thing with teenagers are like oh here's another group 372 00:23:19,480 --> 00:23:23,360 thing and I'm like you're going to have to work with people your whole life. 373 00:23:23,360 --> 00:23:25,400 Like it's it's part of being human. 374 00:23:25,400 --> 00:23:29,960 So I could see it playing out then trickling into subjects into different ways that teachers 375 00:23:29,960 --> 00:23:34,320 could weave it into their own curriculum. 376 00:23:34,320 --> 00:23:38,840 So I don't know if you want to give any other like examples or even testimonials from like 377 00:23:38,840 --> 00:23:44,200 teachers kids and how they've been responding to this curriculum in their schools. 378 00:23:44,200 --> 00:23:45,200 Sure. 379 00:23:45,200 --> 00:23:48,920 I mean just building on what you're saying like you can use the captain and poet as 380 00:23:48,920 --> 00:23:55,040 a lens on social issues going on in the world social studies history. 381 00:23:55,040 --> 00:24:00,880 We recently worked with Case the Canadian accredited independent schools organization 382 00:24:00,880 --> 00:24:05,960 their national leadership conference for middle schoolers and they were going to the museum 383 00:24:05,960 --> 00:24:10,560 of human rights the day after our workshop and it was amazing. 384 00:24:10,560 --> 00:24:15,080 We were able to connect it and give them the ability to reflect on what they were learning 385 00:24:15,080 --> 00:24:17,760 about and also how it was impacting them. 386 00:24:17,760 --> 00:24:22,600 And I think that's a point we often don't talk about enough is the world is a pretty 387 00:24:22,600 --> 00:24:27,280 overwhelming place right now for adults never mind children. 388 00:24:27,280 --> 00:24:32,360 So you know it's really wonderful when we can give them these tools to make sense to 389 00:24:32,360 --> 00:24:38,400 make sense of things and then feel empowered to actually do something from their own unique 390 00:24:38,400 --> 00:24:41,480 contributions that they bring their captain and poet. 391 00:24:41,480 --> 00:24:42,480 Yeah. 392 00:24:42,480 --> 00:24:47,480 I would just say also getting to what kind of blending those two things those two things 393 00:24:47,480 --> 00:24:52,800 together is that getting kids to work together when they learn about their captain and poet 394 00:24:52,800 --> 00:24:56,960 when they run through the leadership programming we often talk about we talk heavily about 395 00:24:56,960 --> 00:24:58,640 unique abilities. 396 00:24:58,640 --> 00:25:05,400 So and that's one of the most beautiful things about the kids want to find each other's unique 397 00:25:05,400 --> 00:25:11,280 abilities and that there's it's more fun you know to start to find out what not just what 398 00:25:11,280 --> 00:25:16,560 your own is but to see what it is and other people and that creates a beautiful environment 399 00:25:16,560 --> 00:25:21,480 to build something incredible with your group when you're building group work right. 400 00:25:21,480 --> 00:25:23,640 And that's something that they're going to have to do their whole lives. 401 00:25:23,640 --> 00:25:24,640 Yeah. 402 00:25:24,640 --> 00:25:28,360 And there's ownership there for each student to feel like I have something to bring to 403 00:25:28,360 --> 00:25:32,640 the table because you often will hear students be like well this is the smart kid in the 404 00:25:32,640 --> 00:25:36,360 group or this is the organized kid in the group or this is the one that's really good 405 00:25:36,360 --> 00:25:40,320 at speaking or this is the one that's really good at writing and then you'll always have 406 00:25:40,320 --> 00:25:45,440 a kid that's like I'm not good at anything you will always have that and instead to be 407 00:25:45,440 --> 00:25:50,880 like challenge each student like no you're all going to find that your unique ability 408 00:25:50,880 --> 00:25:56,120 is needed in this group project and that's why I think having assignments where there's 409 00:25:56,120 --> 00:26:02,840 more student choice there's not as much structure the teachers more of a guide let the kids 410 00:26:02,840 --> 00:26:07,040 kind of like find their way through it and let it be a little messy. 411 00:26:07,040 --> 00:26:11,920 I think kids need to know how to work through those relationships when things are tough 412 00:26:11,920 --> 00:26:16,240 in group projects or group dynamics with whatever they're working on. 413 00:26:16,240 --> 00:26:22,720 Sometimes I think teachers want so much control or put kids into roles into what they think 414 00:26:22,720 --> 00:26:26,760 these kids are good at because it's better classroom management. 415 00:26:26,760 --> 00:26:31,160 So that's adult centered that doesn't work for the kids they have no buy in. 416 00:26:31,160 --> 00:26:38,040 So I just I really can see this in so many different facets of a school and I would love 417 00:26:38,040 --> 00:26:42,600 to like learn more as we kind of wrap up here about like where are you going and like how 418 00:26:42,600 --> 00:26:47,920 is it growing and any exciting things you want to talk about in 2024 and beyond. 419 00:26:47,920 --> 00:26:51,040 Sure I can start. 420 00:26:51,040 --> 00:26:56,720 I will say that when we started out in 2018 we did not anticipate that we would be working 421 00:26:56,720 --> 00:27:02,200 with teachers and principals so much and I think the last few years that everything everyone 422 00:27:02,200 --> 00:27:07,160 has gone through you know people are overwhelmed they're worn out they're a little threadbare 423 00:27:07,160 --> 00:27:13,320 and so they also the adults in the room also need a boost and need to be seen and need 424 00:27:13,320 --> 00:27:17,080 to be re-energized and need to reconnect with their purpose. 425 00:27:17,080 --> 00:27:23,520 So we're excited to be introducing more offerings that way just as part of our solutions because 426 00:27:23,520 --> 00:27:26,800 it is a whole school approach and I think sometimes we forget when we say whole school 427 00:27:26,800 --> 00:27:31,000 we're thinking it's really centered around the students but it's everyone it's everyone 428 00:27:31,000 --> 00:27:35,880 in the community and even the parents you know so we have resources to connect with 429 00:27:35,880 --> 00:27:40,800 the parents so that everybody is using that same language and you know coaching coaching 430 00:27:40,800 --> 00:27:46,440 that individual student and to their strengths and then ultimately we want them to be able 431 00:27:46,440 --> 00:27:49,760 to coach themselves and carry this with them their entire lives. 432 00:27:49,760 --> 00:27:55,440 Yeah I love that it has to really touch every member of the community and I think I could 433 00:27:55,440 --> 00:28:01,040 see it being a great PD professional development and those like opening days when teachers 434 00:28:01,040 --> 00:28:05,880 are starting before the kids come to school to like tap into your captain and poet again 435 00:28:05,880 --> 00:28:10,560 and kind of workshop that and get you kind of re-energized into like what are your unique 436 00:28:10,560 --> 00:28:14,760 abilities that you because I know this is I do it teachers compare themselves to other 437 00:28:14,760 --> 00:28:20,400 teachers like we're not robots we're not supposed to be like each other we all have something 438 00:28:20,400 --> 00:28:26,440 special to bring to the classroom and to see that and I think utilize that in departments 439 00:28:26,440 --> 00:28:31,640 and putting that almost kind of like on the leadership like department leaders to say 440 00:28:31,640 --> 00:28:36,200 you want to see in your department members what are their captain and poet what do they 441 00:28:36,200 --> 00:28:44,280 each bring to your department in your curriculum asking for more feedback and more ideas and 442 00:28:44,280 --> 00:28:48,520 not I can go on and on because I just see a lot of top down still and like here this 443 00:28:48,520 --> 00:28:54,040 is what you're just doing and not embracing like why did you hire this person in the first 444 00:28:54,040 --> 00:28:59,920 place because they're passionate they're creative and then that kind of loses its you know shimmer 445 00:28:59,920 --> 00:29:06,040 after a while so I think bringing this back to like re-energize the faculty is great. 446 00:29:06,040 --> 00:29:12,880 Yeah it's really fun to watch the teachers tap into who they are and also be seen by 447 00:29:12,880 --> 00:29:18,320 their peer groups and their colleagues and their students when the students can like 448 00:29:18,320 --> 00:29:25,240 articulate their teachers captain and poet it's like oh man these like teachers are in 449 00:29:25,240 --> 00:29:30,840 tears because it they work so hard and they don't get that kind of feedback. 450 00:29:30,840 --> 00:29:31,840 No. 451 00:29:31,840 --> 00:29:34,840 And they do it's like whoa it's working. 452 00:29:34,840 --> 00:29:35,840 Yeah. 453 00:29:35,840 --> 00:29:39,680 I'm doing a great job and they know who I am and they can see that I'm trying and they 454 00:29:39,680 --> 00:29:44,520 can feel my kindness and my compassion and all of these and it's just a beautiful thing 455 00:29:44,520 --> 00:29:48,520 to be doing. 456 00:29:48,520 --> 00:29:53,360 So more of that that's what we want to do like we like a lot more professional development 457 00:29:53,360 --> 00:29:58,960 I'm surprised how much I enjoy the working with the adults side of things because I really 458 00:29:58,960 --> 00:30:04,640 thought nope the change was going to be with the kids and that's true except that we need 459 00:30:04,640 --> 00:30:11,440 the teachers to teach them so they need to know they need to really get involved in 460 00:30:11,440 --> 00:30:16,640 it and feel it themselves right so more PD for sure we want to reach as many kids as 461 00:30:16,640 --> 00:30:21,560 we possibly can as quickly as we can to change the world. 462 00:30:21,560 --> 00:30:26,280 We're working with a lot of and we'd love to work with more youth organizations we have 463 00:30:26,280 --> 00:30:30,320 a bit of a passion for that. 464 00:30:30,320 --> 00:30:34,520 And of course the we're already working with some amazing organizations Jen just said like 465 00:30:34,520 --> 00:30:37,640 case we're working with we have a partnership with the International Coalition of Girls 466 00:30:37,640 --> 00:30:43,640 Schools and we want to keep building on what we've been doing we're in seven countries 467 00:30:43,640 --> 00:30:46,640 right now we want to be. 468 00:30:46,640 --> 00:30:47,640 That's awesome. 469 00:30:47,640 --> 00:30:54,160 Yeah in a very short period of time we've had a remarkable start I would say over the 470 00:30:54,160 --> 00:30:59,800 last five years and I don't see it slowing down anytime soon people are starting to catch 471 00:30:59,800 --> 00:31:00,800 up with that. 472 00:31:00,800 --> 00:31:09,600 Yes, I think post COVID too people see the real need because there was just such a shift 473 00:31:09,600 --> 00:31:16,680 in you know we all went inside and kids really struggled with the isolation and I think it 474 00:31:16,680 --> 00:31:21,880 made it harder for us to re-enter back into society and kids are like I don't know how 475 00:31:21,880 --> 00:31:25,120 to be I don't know what I am what I'm doing. 476 00:31:25,120 --> 00:31:31,800 So I think even more so in the time these years after the pandemic is really essential. 477 00:31:31,800 --> 00:31:38,760 Yeah we're not we're not cookie cutter but we are so easy and like we just want to make 478 00:31:38,760 --> 00:31:44,640 it work we'd love to talk to the educators we want to build things together so we're 479 00:31:44,640 --> 00:31:48,440 not a scary company it's not a whole bunch of printouts you don't have to know how to 480 00:31:48,440 --> 00:31:53,480 use a computer very well like it's nothing like that like it's not edgy tech it's real 481 00:31:53,480 --> 00:32:01,960 tangible, real tangible connection stuff so you just have to be willing to you know send 482 00:32:01,960 --> 00:32:04,040 us an email and connect. 483 00:32:04,040 --> 00:32:08,960 Well that is a great way to also kind of end this because I was going to ask you like where 484 00:32:08,960 --> 00:32:13,400 can our listeners find you and I will put all of that in the show notes and they can 485 00:32:13,400 --> 00:32:17,520 easily like click on a link and learn more if there's anything else you want to share 486 00:32:17,520 --> 00:32:20,200 as your final thoughts as well. 487 00:32:20,200 --> 00:32:24,760 It's just been such a pleasure to talk to both of you and I love your program and I will 488 00:32:24,760 --> 00:32:30,760 just not only with this podcast keep sharing it to as many people as I know and even the 489 00:32:30,760 --> 00:32:35,400 school that I'm leaving I have a very good relationship with them I could see this really 490 00:32:35,400 --> 00:32:40,400 fitting into their advisory program so I would love to share it with my independent school 491 00:32:40,400 --> 00:32:41,480 yeah. 492 00:32:41,480 --> 00:32:45,520 Really appreciate that yeah that would be amazing and when you can find us at captain's 493 00:32:45,520 --> 00:32:53,320 poets on every social we are we have a really amazing LinkedIn community of educator so I 494 00:32:53,320 --> 00:32:57,720 would recommend people checking that out like they're they're finding us and they're really 495 00:32:57,720 --> 00:33:05,840 they are the bright lights obviously on Twitter, X whatever that is Facebook, Instagram we're 496 00:33:05,840 --> 00:33:10,120 there and also personally on LinkedIn we'd love for people to reach out and connect with 497 00:33:10,120 --> 00:33:11,120 us both. 498 00:33:11,120 --> 00:33:16,840 Yeah, thank you very visible I've seen it all over it's great news that we have a great 499 00:33:16,840 --> 00:33:23,720 monthly newsletter too so yeah find that out and one more thing we invite people to nominate 500 00:33:23,720 --> 00:33:25,720 bright lights that they know. 501 00:33:25,720 --> 00:33:30,520 So bright light who are making a difference because we know things are hard but Jen and 502 00:33:30,520 --> 00:33:34,660 I have the privilege of working with all these amazing educators around the world and we 503 00:33:34,660 --> 00:33:38,280 just had a moment one day and thought what if everybody could see this what if we could 504 00:33:38,280 --> 00:33:43,000 show all these lights around the globe and just uplift teachers because everybody's working 505 00:33:43,000 --> 00:33:47,160 in their own corner in their own classroom so if you know someone or you can even nominate 506 00:33:47,160 --> 00:33:53,200 yourself we have a link out on social as well that you can access. 507 00:33:53,200 --> 00:33:57,080 And I'll just do that yeah please do that because you know what we need to lift each 508 00:33:57,080 --> 00:34:03,280 other up and I always and I said this in the bright light series like it is all about community 509 00:34:03,280 --> 00:34:08,760 you know good teachers who really care about staying in this profession they need to do 510 00:34:08,760 --> 00:34:13,760 it in community it is really hard it's it's very easy to feel like you're on an island 511 00:34:13,760 --> 00:34:19,400 by yourself and you don't get a lot of feedback and so you know it's great when you get it 512 00:34:19,400 --> 00:34:22,160 from your administrators it's great when you get it from your students and parents but 513 00:34:22,160 --> 00:34:26,600 they you know we could lift each other up to teacher to teacher right nominate a great 514 00:34:26,600 --> 00:34:32,880 teacher just lift you up and in your profession and showcase that to the world so I love that 515 00:34:32,880 --> 00:34:37,640 bright light series thank you and thank you so much for you know bringing me into that 516 00:34:37,640 --> 00:34:38,640 as well. 517 00:34:38,640 --> 00:34:41,640 Of course thank you. 518 00:34:41,640 --> 00:34:47,360 This is great I have enjoyed this conversation so much and I wish you both so much success 519 00:34:47,360 --> 00:34:51,560 with captains and poets and we'll definitely stay in touch thank you so much have a great 520 00:34:51,560 --> 00:34:52,560 day. 521 00:34:52,560 --> 00:34:53,560 Thank you. 522 00:34:53,560 --> 00:34:54,560 Thank you Jackie. 523 00:34:54,560 --> 00:35:00,720 Thank you for tuning into the teacher story your support fuels my mission to shape a brighter 524 00:35:00,720 --> 00:35:05,680 future for our children if you enjoyed this episode please consider subscribing liking 525 00:35:05,680 --> 00:35:10,600 and leaving a review you can also support me by donating to my buy me a coffee fund 526 00:35:10,600 --> 00:35:15,200 linked in the show notes don't forget to explore my guess work and show them your support 527 00:35:15,200 --> 00:35:31,280 together we can make a difference in education we do this in community we rise together.