WEBVTT 00:00:07.400 --> 00:00:11.820 Hi, it's Robin Wilson here and welcome to the 00:00:11.820 --> 00:00:16.820 Education Podcast, Education Connection Podcast. 00:00:30.179 --> 00:00:32.700 Hi, I'm Chris Nessie from the House of EdTech 00:00:32.700 --> 00:00:35.399 Podcast, a part of the Education Podcast Network. 00:00:35.530 --> 00:00:37.229 Just like the show you're listening to right 00:00:37.229 --> 00:00:39.829 now, shows on the network are individually owned 00:00:39.829 --> 00:00:42.270 and opinions expressed may not reflect others. 00:00:42.869 --> 00:00:45.530 Find other interesting education podcasts at 00:00:45.530 --> 00:01:17.030 edupodcastnetwork .com. went to a workshop this 00:01:17.030 --> 00:01:21.790 past summer and I first heard about education 00:01:21.790 --> 00:01:25.689 kind of swinging to the place of whole group 00:01:25.689 --> 00:01:30.590 instruction and I don't know how you've been 00:01:30.590 --> 00:01:34.329 taught but going back to even my college days 00:01:34.329 --> 00:01:38.109 small group was where it was at and I'm always 00:01:38.109 --> 00:01:40.909 open to new ideas and understanding what is the 00:01:40.909 --> 00:01:43.269 best return on investment that we have in our 00:01:43.269 --> 00:01:46.140 class. and you know what's going to get the biggest 00:01:46.140 --> 00:01:49.840 bang for our uh what we're doing in the classroom 00:01:49.840 --> 00:01:52.879 so i'm open to understanding this but i'm going 00:01:52.879 --> 00:01:54.959 to be honest with you the very first time i heard 00:01:54.959 --> 00:01:57.920 it i thought no way it goes against every single 00:01:57.920 --> 00:02:00.560 thing i've ever been taught so yeah we're going 00:02:00.560 --> 00:02:03.640 to be talking tonight about small groups groups 00:02:03.640 --> 00:02:06.579 versus whole group instruction and what's best 00:02:06.579 --> 00:02:09.939 for elementary students so i don't know after 00:02:09.939 --> 00:02:12.099 researching this i may come out with a different 00:02:12.099 --> 00:02:15.509 idea I kind of feel like at the end though we're 00:02:15.509 --> 00:02:19.889 going to come down to it being balancing it all 00:02:19.889 --> 00:02:24.569 out and using what's best for your kids in this 00:02:24.569 --> 00:02:27.870 situation. I don't think for education that any 00:02:27.870 --> 00:02:34.090 any one way going all the way is ever going to 00:02:34.090 --> 00:02:37.870 work. I know back a few years ago we had whole 00:02:37.870 --> 00:02:41.490 word learning versus phonics learning or breaking 00:02:41.490 --> 00:02:45.889 the word apart and sometimes there is a place 00:02:45.889 --> 00:02:48.969 for whole word learning but most of the time 00:02:48.969 --> 00:02:50.930 we need to learn how to break those words apart 00:02:50.930 --> 00:02:54.909 but you really need to embrace both. Once a child 00:02:55.960 --> 00:02:58.460 understands for example when you're walking through 00:02:58.460 --> 00:03:01.840 the grocery store and you are standing in the 00:03:01.840 --> 00:03:04.620 lane to check out and you just look over and 00:03:04.620 --> 00:03:09.240 you glance at a headline about recipes you don't 00:03:09.240 --> 00:03:11.719 you see the word recipes you do start remembering 00:03:12.060 --> 00:03:17.719 that that word is recipes. You don't have to 00:03:17.719 --> 00:03:20.099 sound that out anymore because you've actually 00:03:20.099 --> 00:03:24.280 memorized that sequence and so becomes a part 00:03:24.280 --> 00:03:28.759 of your whole word learning. So don't come at 00:03:28.759 --> 00:03:30.919 me. I'm not saying that that's the way we should 00:03:30.919 --> 00:03:34.300 learn but I'm saying once you get past breaking 00:03:34.300 --> 00:03:38.580 a word down you do tend to go into that whole 00:03:38.580 --> 00:03:44.379 word Memorization as adults we do that and even 00:03:44.379 --> 00:03:47.960 Students when they began learning to read so 00:03:47.960 --> 00:03:50.460 I just want to welcome you to the education connection 00:03:50.460 --> 00:03:52.840 We're going to explore real talk for teachers 00:03:53.360 --> 00:03:56.099 Of course I'm your host Robin Wilson and today 00:03:56.099 --> 00:03:59.740 I'm diving into a hot topic in elementary education 00:03:59.740 --> 00:04:02.800 and they say it's a hot topic because when I 00:04:02.800 --> 00:04:05.840 first heard about going whole group for everything 00:04:05.840 --> 00:04:10.159 I was it was a little hot topic for myself and 00:04:10.159 --> 00:04:14.180 I know it was for other educators as I've talked 00:04:14.180 --> 00:04:17.660 about and you know the saying is true I did not 00:04:17.660 --> 00:04:21.579 experience it until after I'd been teaching for 00:04:21.579 --> 00:04:25.819 a few years, but education just goes in a big 00:04:25.819 --> 00:04:28.160 circle. And so everything goes around and it 00:04:28.160 --> 00:04:31.040 comes back around. The old becomes new and the 00:04:31.040 --> 00:04:33.720 new becomes old. So I just want to dive into 00:04:33.720 --> 00:04:36.500 this to see what maybe your thoughts are, which 00:04:36.500 --> 00:04:39.920 one works better. why is it such a big debate 00:04:39.920 --> 00:04:42.319 right now and most importantly what's best for 00:04:42.319 --> 00:04:45.259 our students. So grab your coffee and at the 00:04:45.259 --> 00:04:48.899 end of the day maybe if you're just grab a snack 00:04:48.899 --> 00:04:52.980 from the kitchen and let's jump in. So we're 00:04:52.980 --> 00:04:56.180 gonna start with a quick refresher. A small group 00:04:56.180 --> 00:04:59.800 instruction is when a teacher works with a few 00:04:59.800 --> 00:05:02.980 students at a time usually grouped by ability. 00:05:03.680 --> 00:05:06.980 while the rest of the class maybe works independently 00:05:06.980 --> 00:05:10.019 or maybe they're working in other small independent 00:05:10.019 --> 00:05:14.060 groups giving you time freeing time up for you 00:05:14.060 --> 00:05:17.379 to be able to work with small groups. It's often 00:05:17.379 --> 00:05:20.740 tied to approaches with guided reading which 00:05:20.740 --> 00:05:23.339 became super popular through balanced literacy 00:05:23.339 --> 00:05:26.889 programs. Now whole group instruction on the 00:05:26.889 --> 00:05:29.449 other hand means teaching all students together 00:05:29.449 --> 00:05:32.790 exposing everyone to the same lesson typically 00:05:32.790 --> 00:05:36.410 at grade level. This approach is becoming more 00:05:36.410 --> 00:05:38.910 common in classrooms that follow the science 00:05:38.910 --> 00:05:41.589 of reading model. So I think the science of reading 00:05:41.589 --> 00:05:46.370 is where this is kind of starting to explore 00:05:46.370 --> 00:05:49.430 into the classrooms and go into the classrooms 00:05:49.430 --> 00:05:54.160 a little bit. So for years Ever since I've been 00:05:54.160 --> 00:05:56.800 teaching, small groups have been set as best 00:05:56.800 --> 00:06:00.439 practice. Why? Because they allow us to differentiate. 00:06:01.040 --> 00:06:05.360 We can meet kids right where they are, give them 00:06:05.360 --> 00:06:08.339 targeted instruction, and build relationships 00:06:08.339 --> 00:06:12.000 in those cozy little circles. Teachers have the 00:06:12.000 --> 00:06:15.819 flexibility. You can reteach, extend, or just 00:06:15.819 --> 00:06:18.399 checking in with struggling readers without losing 00:06:18.399 --> 00:06:24.050 the whole class. But there's a catch. The catch 00:06:24.050 --> 00:06:29.129 to some are it's a criticism and it's getting 00:06:29.129 --> 00:06:31.709 louder especially from researchers in science 00:06:31.709 --> 00:06:36.050 of reading advocates is equity. When we group 00:06:36.050 --> 00:06:39.529 students by ability we sometimes unintentionally 00:06:39.529 --> 00:06:42.610 track them and that means struggling students 00:06:42.610 --> 00:06:46.750 often students from low -income backgrounds get 00:06:46.750 --> 00:06:50.069 less access to grade level content but listen 00:06:50.509 --> 00:06:53.970 I'm in the classroom and when I'm working with 00:06:53.970 --> 00:06:58.009 those small groups I'm making sure that I do 00:06:58.009 --> 00:07:01.689 meet with every group and not just my high group 00:07:01.689 --> 00:07:04.230 so I'm making sure that all groups are being 00:07:04.230 --> 00:07:07.290 met with but this is the criticism that some 00:07:07.290 --> 00:07:12.089 are not meeting with those small groups and so 00:07:12.089 --> 00:07:14.709 when one group is working with the teacher the 00:07:14.709 --> 00:07:16.569 others are supposed to be engaged in meaningful 00:07:16.569 --> 00:07:19.290 work but let's be honest sometimes it's more 00:07:19.290 --> 00:07:22.810 like a worksheet but that does not have to be 00:07:22.810 --> 00:07:27.250 the case as a defender of small groups we would 00:07:27.250 --> 00:07:29.310 have games and I had an assistant with one of 00:07:29.310 --> 00:07:33.410 my games and then one of my groups was a required 00:07:33.410 --> 00:07:37.589 reading program that our school requires to do 00:07:37.589 --> 00:07:40.949 so that was putting that group in a required 00:07:41.479 --> 00:07:43.600 environment that they were not goofing off and 00:07:43.600 --> 00:07:48.040 they were not playing around as any classroom 00:07:48.040 --> 00:07:50.220 setting you're always going to have those times 00:07:50.220 --> 00:07:53.079 when you have students that are goofing around 00:07:53.079 --> 00:07:55.519 so I'm not saying I never did have that happen 00:07:55.519 --> 00:08:00.420 but I can tell you for a surety I worked to meet 00:08:00.420 --> 00:08:06.139 with my lower students and I worked to make sure 00:08:06.139 --> 00:08:09.579 every student had time with me as a teacher in 00:08:09.579 --> 00:08:13.579 my small group so that no one was left behind 00:08:13.579 --> 00:08:16.399 and the other thing that I did in defense of 00:08:16.399 --> 00:08:20.939 this is I actually would meet with my lower group 00:08:20.939 --> 00:08:25.199 sometimes more than my higher group it's not 00:08:25.199 --> 00:08:28.740 that I left my higher group out but I could honestly 00:08:28.740 --> 00:08:31.860 get them started on reading say a chapter in 00:08:31.860 --> 00:08:34.039 a chapter book and going to answer the questions 00:08:34.039 --> 00:08:36.179 like I could set them off to reading the chapter 00:08:36.179 --> 00:08:38.899 while I worked with my lower group and then at 00:08:38.899 --> 00:08:43.840 the end of that group go back and assign my higher 00:08:43.840 --> 00:08:47.039 group with some comprehension questions and they 00:08:47.039 --> 00:08:51.259 could actually do that on their own. So in reality, 00:08:51.659 --> 00:08:54.200 from somebody that has worked for many years 00:08:54.200 --> 00:08:58.840 in small group, my smaller groups got more close 00:08:58.840 --> 00:09:04.519 up one on one attention with me. So that but 00:09:04.519 --> 00:09:07.120 that's the criticism is that students are left 00:09:07.120 --> 00:09:11.139 out. In some situations, I'm not saying in your 00:09:11.139 --> 00:09:13.559 situation they were either, but that's what some 00:09:13.559 --> 00:09:17.059 are saying So why they're saying whole group 00:09:17.059 --> 00:09:21.960 is on the rise the model emphasizes explicit 00:09:21.960 --> 00:09:25.879 systematic teaching especially in reading Everyone 00:09:25.879 --> 00:09:28.799 gets the same content the same instruction in 00:09:28.799 --> 00:09:32.519 the same high expectations The science of reading 00:09:32.519 --> 00:09:35.600 community really backs this up saying it's the 00:09:35.600 --> 00:09:39.320 best way to build foundational skills, especially 00:09:39.320 --> 00:09:43.220 in phonics and comprehension. Supporters also 00:09:43.220 --> 00:09:45.740 argue that you lose less time switching groups 00:09:45.740 --> 00:09:50.279 and managing behavior, more time, more teaching 00:09:50.279 --> 00:09:54.460 time equals more learning. So I'm looking at 00:09:54.460 --> 00:09:57.919 that and I can see the benefit of that. If I 00:09:57.919 --> 00:10:00.980 could just stop here and go off of my notes a 00:10:00.980 --> 00:10:05.289 little bit in. teaching in a whole group unless 00:10:05.289 --> 00:10:10.450 I am on my toes my tippy toes there are some 00:10:10.450 --> 00:10:15.149 that will be staring off into space or possibly 00:10:15.149 --> 00:10:18.789 not following along and me trying to get the 00:10:18.789 --> 00:10:21.490 information out there I'm just human and so me 00:10:21.490 --> 00:10:23.669 trying to get the information out there and teach 00:10:23.669 --> 00:10:28.009 them I have had those students that are not paying 00:10:28.009 --> 00:10:31.429 attention Equally as much as what the criticism 00:10:31.429 --> 00:10:35.070 is for small group instruction. So when I'm in 00:10:35.070 --> 00:10:38.210 a small group, I'm actually able to identify 00:10:38.210 --> 00:10:41.429 that quicker and Tap the table and bring them 00:10:41.429 --> 00:10:43.669 back to me a little bit better in small group 00:10:43.669 --> 00:10:46.470 But I kind of I can see what they're saying about 00:10:46.470 --> 00:10:50.289 the switching of the group and losing time So 00:10:50.289 --> 00:10:53.409 there is that I'm trying to stay open -minded 00:10:54.059 --> 00:11:00.480 um and also um the of course whole group instruction 00:11:00.480 --> 00:11:03.340 isn't without its flaws some students might get 00:11:03.340 --> 00:11:06.500 left behind if they're not at grade level so 00:11:06.500 --> 00:11:10.519 if you're teaching at grade level in whole group 00:11:10.519 --> 00:11:13.779 there are some that are going to be higher and 00:11:13.779 --> 00:11:15.980 there's going to be some that are lower so this 00:11:15.980 --> 00:11:21.600 is the criticism And without some form of differentiation, 00:11:21.700 --> 00:11:24.220 it's hard to address the wide range of needs 00:11:24.220 --> 00:11:26.879 we see in every classroom. That's where many 00:11:26.879 --> 00:11:30.480 educators are asking, do we really have to choose? 00:11:31.120 --> 00:11:35.539 So and I'm kind of moving like before, I have 00:11:35.539 --> 00:11:38.019 always done a whole group lesson and then we 00:11:38.019 --> 00:11:41.259 moved into small group. The whole group lesson 00:11:41.259 --> 00:11:44.779 has been on their level and then we move into 00:11:44.779 --> 00:11:48.799 small group to teach individually and kind of 00:11:48.799 --> 00:11:51.840 bring it down together. So I kind of like this 00:11:51.840 --> 00:11:54.639 idea a lot of teachers and researchers are called 00:11:54.639 --> 00:11:57.159 calling for a balanced approach and that's what 00:11:57.159 --> 00:12:00.240 they're calling it whole group for core instruction 00:12:00.240 --> 00:12:02.960 like phonics vocabulary and comprehension and 00:12:02.960 --> 00:12:05.340 then data informed small groups to reinforce 00:12:05.340 --> 00:12:09.860 or extend learning. The key here is being intentional 00:12:09.860 --> 00:12:12.840 not just grouping kids by level and keeping them 00:12:12.840 --> 00:12:18.990 there forever and I know every teacher in my 00:12:18.990 --> 00:12:22.470 hallway and I can honestly say I don't know of 00:12:22.470 --> 00:12:25.990 any teacher that keeps a student there forever 00:12:25.990 --> 00:12:29.710 in that group once they see them growing the 00:12:29.710 --> 00:12:32.230 groups are fluid and I think if you're really 00:12:32.230 --> 00:12:34.490 paying attention to your class and you know which 00:12:34.490 --> 00:12:38.429 direction a student is going you are able to 00:12:38.429 --> 00:12:41.269 make your groups fluid it's a matter of just 00:12:41.269 --> 00:12:44.309 changing some names on a board that you might 00:12:44.309 --> 00:12:47.509 already have up and just you know switching a 00:12:47.509 --> 00:12:50.110 couple out and moving some up moving some down. 00:12:50.809 --> 00:12:54.730 These should be fluid in your classroom not keeping 00:12:54.730 --> 00:12:57.149 them there forever and so that was one of the 00:12:57.149 --> 00:13:00.450 criticisms of small group instruction and balanced 00:13:00.450 --> 00:13:04.250 literacy is they get stuck there forever but 00:13:04.250 --> 00:13:06.789 I can tell you I don't know any teachers that 00:13:06.789 --> 00:13:10.450 actually do that. I think as educators across 00:13:10.450 --> 00:13:13.730 the board we need to come together and do less 00:13:13.730 --> 00:13:18.529 judging and more open talk about it and understanding 00:13:18.529 --> 00:13:21.850 um educators and what they're doing in their 00:13:21.850 --> 00:13:24.549 classrooms instead of the assumption that that 00:13:24.549 --> 00:13:27.049 they're that they're for example keeping them 00:13:27.049 --> 00:13:30.250 for there forever in a small group because i 00:13:30.250 --> 00:13:32.350 mean i don't really know anybody that's doing 00:13:32.350 --> 00:13:37.629 that So back to small group or whole group, it's 00:13:37.629 --> 00:13:39.809 not about picking a side, it's about using the 00:13:39.809 --> 00:13:42.450 best tools at the right time. So I kind of like 00:13:42.450 --> 00:13:46.029 that idea. So small groups or whole group, the 00:13:46.029 --> 00:13:50.049 answer isn't one way or the other. The real question 00:13:50.049 --> 00:13:53.610 is, how do we make sure every student gets what 00:13:53.610 --> 00:13:56.809 they need? That might mean rethinking how we 00:13:56.809 --> 00:13:59.309 use time, how we group our students, and how 00:13:59.309 --> 00:14:03.620 we plan instruction. So it's okay to evolve I'm 00:14:03.620 --> 00:14:05.879 always trying to evolve and when I first hear 00:14:05.879 --> 00:14:08.840 something like that my immediate was reaction 00:14:08.840 --> 00:14:14.179 was No, I think what I'm doing is working but 00:14:14.179 --> 00:14:20.259 as any profession the way to Grow is to stay 00:14:20.259 --> 00:14:23.159 open -minded and take a look at it and see what 00:14:23.159 --> 00:14:27.159 the positives and the negatives are and make 00:14:27.159 --> 00:14:30.759 what is the best decision for you in your classroom 00:14:30.759 --> 00:14:35.460 at the time. And just be careful as you're planning 00:14:35.460 --> 00:14:37.919 your instructions. Obviously if you have a student 00:14:37.919 --> 00:14:41.360 that is not going to be able to survive in that 00:14:41.360 --> 00:14:43.399 whole group instruction because maybe they're 00:14:43.399 --> 00:14:46.019 lost, they need to be pulled back in a small 00:14:46.019 --> 00:14:49.220 group at some point. What worked five years ago 00:14:49.220 --> 00:14:52.139 may not serve our kids today and that's okay. 00:14:53.460 --> 00:14:55.679 Before I go I want to share something exciting. 00:14:56.259 --> 00:14:58.899 I've officially launched my own web store and 00:14:58.899 --> 00:15:00.860 I talked about this over the last couple of weeks 00:15:00.860 --> 00:15:03.279 and I just want to shout it out there again today. 00:15:03.379 --> 00:15:06.220 If you're looking for resources that support 00:15:06.220 --> 00:15:08.539 both small group and whole group instructions 00:15:08.539 --> 00:15:11.620 especially in the early grades check out firstgradeloves 00:15:11.620 --> 00:15:15.379 .com. You'll find materials I've used in my own 00:15:15.379 --> 00:15:18.200 classroom all designed with intention and a heart. 00:15:18.340 --> 00:15:23.080 Now right now I have one Product up there and 00:15:23.080 --> 00:15:25.559 it's get ready for first grade and I'm just gonna 00:15:25.559 --> 00:15:28.399 be honest I went to upload get ready for second 00:15:28.399 --> 00:15:32.879 grade and I downloaded the product from my my 00:15:32.879 --> 00:15:36.940 drive and I looked through it and I Said to myself 00:15:36.940 --> 00:15:40.460 self because that's what I call myself I think 00:15:40.460 --> 00:15:43.440 I need to update this product So that product 00:15:43.440 --> 00:15:45.679 has things have slowed down a little bit because 00:15:45.679 --> 00:15:50.070 I really want to give quality resources I don't 00:15:50.070 --> 00:15:51.870 want it to be something that's been on the shelf 00:15:51.870 --> 00:15:55.169 for a while I am updating it right now with the 00:15:55.169 --> 00:15:59.029 science of reading in mind and I will be up I'm 00:15:59.029 --> 00:16:01.710 gonna take this whole week to update that product 00:16:01.710 --> 00:16:04.549 get ready for second grade so if you know somebody 00:16:04.549 --> 00:16:08.830 going into second grade just stay tuned because 00:16:08.830 --> 00:16:12.649 I am updating that resource with the latest and 00:16:12.649 --> 00:16:17.590 greatest science of reading research base standards 00:16:17.590 --> 00:16:21.029 and making sure that that's all in there get 00:16:21.029 --> 00:16:24.009 ready for first it's already up and so get ready 00:16:24.009 --> 00:16:28.950 for seconds coming soon and I want to let you 00:16:28.950 --> 00:16:31.830 know that will be in the works and so I don't 00:16:31.830 --> 00:16:33.389 want to just throw a bunch of products up there 00:16:33.389 --> 00:16:35.389 I want to make sure that I'm doing everything 00:16:35.389 --> 00:16:40.230 with intention with purpose and for the best 00:16:40.539 --> 00:16:44.779 for you the best resources for you so hey thanks 00:16:44.779 --> 00:16:48.639 for tuning in to the education connection if 00:16:48.639 --> 00:16:51.440 this episode sparked some ideas or maybe stirred 00:16:51.440 --> 00:16:54.019 up some strong feelings about whether or not 00:16:54.019 --> 00:16:56.100 you're going to be doing whole group or small 00:16:56.100 --> 00:16:59.580 group i'd love to hear from you tell me what 00:16:59.580 --> 00:17:02.240 your thoughts are because it really kind of has 00:17:02.240 --> 00:17:06.500 taken me aback a little bit um but i am open 00:17:06.809 --> 00:17:09.150 I'm wanting to learn I'm wanting to do what's 00:17:09.150 --> 00:17:12.210 best for my students and at this point I am doing 00:17:12.210 --> 00:17:16.089 some whole group and I'm doing some small group 00:17:16.089 --> 00:17:19.130 but I am right now kind of tweaking around with 00:17:19.130 --> 00:17:21.470 a little bit of a whole group thought process 00:17:21.470 --> 00:17:25.450 to see because I'm open. I don't want to be left 00:17:25.450 --> 00:17:29.410 behind. I don't want what the latest research 00:17:29.410 --> 00:17:31.490 is saying is best for my kids. I don't want my 00:17:31.490 --> 00:17:34.210 kids to be left out. I want to make sure that 00:17:34.210 --> 00:17:39.269 they are progressing and that's my prayer and 00:17:39.269 --> 00:17:43.269 as a teacher if you're listening to this you 00:17:43.269 --> 00:17:47.549 probably also I pray for my students I pray I 00:17:47.549 --> 00:17:50.250 write about them in my journal I pray that God 00:17:50.250 --> 00:17:53.789 would bless them and that God would help them 00:17:53.789 --> 00:17:56.569 to grow I do pray for the words that come out 00:17:56.569 --> 00:17:59.950 of my mouth when I'm teaching I pray that God 00:17:59.950 --> 00:18:03.009 will lead me and guide me in exactly the things 00:18:03.009 --> 00:18:06.470 I need to say to them the silliness I need to 00:18:06.470 --> 00:18:09.190 say to them to get their attention or the games 00:18:09.190 --> 00:18:13.130 I need to play to get their attention to learn 00:18:13.130 --> 00:18:15.789 and so I do pray about that and I I don't want 00:18:15.789 --> 00:18:19.650 to be close -minded and I want God to use me 00:18:19.650 --> 00:18:23.539 in teaching. He's called me to teach and I want 00:18:23.539 --> 00:18:27.460 him to direct my thoughts. Psalms 32 and 8 said 00:18:27.460 --> 00:18:31.140 guide says the Lord says I will guide you along 00:18:31.140 --> 00:18:35.279 the best pathway for your life. I will advise 00:18:35.279 --> 00:18:38.400 you and watch over you and I pray that for my 00:18:38.400 --> 00:18:42.460 students. Lord guide me and the teacher listening 00:18:42.460 --> 00:18:47.220 along the best pathway for our education. for 00:18:47.220 --> 00:18:50.700 our students, for academics. It says, I will 00:18:50.700 --> 00:18:54.160 advise you and watch over you. God advise us 00:18:54.160 --> 00:18:58.059 and watch over us to help our students in the 00:18:58.059 --> 00:19:02.220 best way possible. So thank you so much for listening. 00:19:02.319 --> 00:19:04.839 Don't forget to follow the show and leave a review 00:19:04.839 --> 00:19:07.640 if you found this helpful. It really helps other 00:19:07.640 --> 00:19:10.759 educators to find me. So until next time, stay 00:19:10.759 --> 00:19:14.079 inspired. Keep growing and remember you make 00:19:14.079 --> 00:19:18.140 a difference every single day in the little lives 00:19:18.140 --> 00:19:22.720 that you touch. Have a great week.