1 00:00:00,000 --> 00:00:05,280 Welcome to the Classroom Narratives Healing and Education podcast, the space where education 2 00:00:05,280 --> 00:00:12,080 meets resilience. I'm Joey Weisler, and in each episode, we dive deep into the personal stories 3 00:00:12,080 --> 00:00:19,120 of educators, students, leaders, and frontline advocates who are navigating the complexities 4 00:00:19,120 --> 00:00:24,800 of modern education. Whether you're just starting your teaching journey, or are a seasoned 5 00:00:24,800 --> 00:00:31,040 professional looking for inspiration, we'll explore how to foster meaningful change, prevent burnout, 6 00:00:31,040 --> 00:00:36,080 and build trauma-informed communities in our schools. Now, let's take a seat at the front 7 00:00:36,080 --> 00:00:42,560 of the classroom and get started. All right, hello everyone. Welcome back to another episode 8 00:00:42,560 --> 00:00:47,680 of the Classroom Narratives Healing and Education podcast, where today we are joined by Caren 9 00:00:47,680 --> 00:00:54,480 Cooper, a trauma-informed mindset coach dedicated to empowering women to break free from self-doubt 10 00:00:54,480 --> 00:01:01,360 and imposter syndrome. So Caren's mission is to help women embrace their authentic selves, tap into 11 00:01:01,360 --> 00:01:07,920 their innate power, and build unshakable confidence to live boldly and unapologetically. With the 12 00:01:07,920 --> 00:01:14,480 unique approach that combines neuroscience, somatic work, and trauma-informed protocols, Caren is 13 00:01:14,480 --> 00:01:19,600 working to guide women through transformative journeys in order to help them reclaim their voices 14 00:01:19,600 --> 00:01:25,680 and step fully into their power. So join us today as we explore her expertise in overcoming our 15 00:01:25,680 --> 00:01:31,280 limited beliefs, understanding the imposter syndrome, and working to also inspire educators 16 00:01:31,280 --> 00:01:36,160 and students to unlock their fullest potentials to create lasting and positive change. Welcome to the 17 00:01:36,160 --> 00:01:41,680 show, Caren. Thank you for having me. I'm glad to be here. Such a pleasure. So Caren, tell us a 18 00:01:41,680 --> 00:01:46,720 little bit about, first of all, what your work is in both neuroscience and somatic approaches. What 19 00:01:46,720 --> 00:01:53,280 do those mean, and what is it that you practice exactly? It means that I help women on an identity 20 00:01:53,280 --> 00:01:59,280 evolution process, and with that we do rewiring and reprogramming at the subconscious level. 21 00:01:59,280 --> 00:02:04,800 And with the somatic work, it's really how to connect to your bodies. The somatic work involves 22 00:02:04,800 --> 00:02:10,640 breath work, meditation, movement of body, I should say, and connection to the body in so 23 00:02:10,640 --> 00:02:15,760 much shape or form, and feeling the feelings until they need to be felt. So the conversation that was 24 00:02:15,760 --> 00:02:22,080 had with trauma therapist Pamela Rosenblum back about a couple weeks ago, back in October 2024, 25 00:02:22,080 --> 00:02:28,720 she talks quite a bit about how trauma is rooted in our brains, and by using movements like, let's 26 00:02:28,720 --> 00:02:34,960 say, running or jogging or doing jumping jacks can help us release that trauma. How have you noticed 27 00:02:34,960 --> 00:02:39,840 that either yourself or the people that you work with can use those types of physical movements 28 00:02:39,840 --> 00:02:44,720 to get their trauma? What does that look like for them? It really is an on an individual basis, 29 00:02:44,720 --> 00:02:50,800 quite frankly. So it can be one of the things that I teach people is hourly breathing alarms. 30 00:02:50,800 --> 00:02:55,760 An alarm goes off every hour, and a breathing alarm, it helps you, and then you do alternate 31 00:02:55,760 --> 00:03:00,000 nostril breathing, so it helps you connect to your body a little bit more, right? So that's the main 32 00:03:00,000 --> 00:03:05,120 thing that I do, but also dancing, if you follow me on social media, you know I do a Friday dance 33 00:03:05,120 --> 00:03:12,240 party, the movement takes you out of, it almost like removes you from the situation. I don't know 34 00:03:12,240 --> 00:03:16,800 how else to describe it, so like, and I'm moving like, oh, it's like imagine yourself like stepping 35 00:03:16,800 --> 00:03:22,720 out of the situation. That's what movement allows you to do. It allows you to focus on something 36 00:03:22,720 --> 00:03:29,760 else other than what's actually going on, and then it allows you to take a step back in a way, 37 00:03:29,760 --> 00:03:36,480 because when you are in a heightened state, you can't see past that heightened state. 38 00:03:36,480 --> 00:03:42,880 So doing movement, breath work, something like that allows you to get out of that heightened state 39 00:03:42,880 --> 00:03:48,720 and see it from a different perspective. Absolutely. So tell us a little bit more about what got you 40 00:03:48,720 --> 00:03:55,440 interested with this work. My short version of the story, I was in corporate America, the pandemic 41 00:03:55,440 --> 00:04:01,920 ended that, and I was doing my network marketing business full-time, and I had no idea what I was 42 00:04:01,920 --> 00:04:06,720 doing. Like I felt very much like the imposter, like I was like, I know what you're doing, why are 43 00:04:06,720 --> 00:04:11,120 people going to listen to me and all these types of things, and I knew I was in my own way, and I 44 00:04:11,120 --> 00:04:15,600 needed deeper inner work rather than the surface personal development that I had been doing. 45 00:04:16,320 --> 00:04:23,600 And my mentor Tracy Litt serendipitously showed up, and I took her work. I'm a student of the 46 00:04:23,600 --> 00:04:29,600 work that I teach, so I took her work, and I decided that, wait a minute, it transformed me so much, 47 00:04:29,600 --> 00:04:36,320 and it deeply made me understand who I was and what was going on, and why I was the person that 48 00:04:36,320 --> 00:04:41,680 I was that I decided to get certified in the framework. So I'm certified neuro identity 49 00:04:41,680 --> 00:04:47,760 evolution practitioner so that I can now teach others to transform in their own ways. Absolutely. 50 00:04:47,760 --> 00:04:52,480 Thank you for that. And one thing that you mentioned already is about the imposter syndrome, 51 00:04:52,480 --> 00:04:57,520 and I know that it's something that a lot of us in education do tend to struggle with quite a bit. 52 00:04:57,520 --> 00:05:01,200 I struggle with it, and I'll talk a little bit more about that. But to start with, I wanted you 53 00:05:01,200 --> 00:05:06,640 to go ahead and just, if you would, define what exactly the imposter syndrome is for listeners. 54 00:05:06,640 --> 00:05:13,280 Imposter syndrome is literally not believing that you're capable of doing something. It's saying to 55 00:05:13,280 --> 00:05:17,520 yourself, I don't know why people would listen to me. It's really not believing in yourself, 56 00:05:17,520 --> 00:05:22,560 quite frankly. It's a lack of self-trust. It's just a lot of self-doubt, not believing yourself, 57 00:05:22,560 --> 00:05:27,040 not believing that you can do something. Why would people listen to me? You know what I mean? What do 58 00:05:27,040 --> 00:05:31,680 I have to offer? Those are the types of things that someone dealing with imposter syndrome would say. 59 00:05:31,680 --> 00:05:35,280 I think that one thing that our listeners should understand about the imposter syndrome here 60 00:05:35,840 --> 00:05:42,240 is that when focused on the context of education, it's this feeling that as a teacher or as a 61 00:05:42,240 --> 00:05:48,400 principal or even as a student, that somewhere within the system, we don't belong where we are. 62 00:05:48,400 --> 00:05:54,320 And it's as a result of all the different pressures that we face to have this perfect performance and 63 00:05:54,320 --> 00:06:00,880 meet some kind of external expectation, especially for teachers who are getting evaluated. And they 64 00:06:00,880 --> 00:06:08,080 wanted to pause and interject here with a quick story. So in my first full-time teaching appointment 65 00:06:08,080 --> 00:06:15,440 in 2019, I was given a very, very challenging class. And it was that particular section 66 00:06:16,640 --> 00:06:22,320 where I was told by my principal that I would have my annual teacher evaluation for the first year. 67 00:06:22,320 --> 00:06:28,480 And at the end of that evaluation, he pulls me into his office and he looks at that form that 68 00:06:28,480 --> 00:06:35,040 he filled out and he slides it across the desk and he brings it back to himself. And he looks at me 69 00:06:35,040 --> 00:06:41,360 in the eye and he says, I think you're a good teacher, but I really want you to be a great teacher. 70 00:06:42,960 --> 00:06:46,800 And when you hear something like that, when you're trying to live out your dream job, 71 00:06:46,800 --> 00:06:53,040 it sticks with you. And even five years later, it still sticks with you. And so fast forward 72 00:06:53,040 --> 00:06:58,960 throughout the half decade, I've been working in the university setting. I'm a trauma scholar. 73 00:06:58,960 --> 00:07:04,000 My students know I'm a trauma scholar. I'm weeks away from defending a dissertation and getting my 74 00:07:04,000 --> 00:07:11,520 doctoral degree conferred in trauma studies. I'm so excited. But even still, in allowing students to 75 00:07:11,520 --> 00:07:17,680 excavate their deepest feelings on paper as I invite them, not require, but invite them to do, 76 00:07:18,320 --> 00:07:22,800 and literature courses, which if you heard our prior segments, you can go visit Patrick's Zwosta 77 00:07:22,800 --> 00:07:27,840 segment and Enma Leyva segment to hear about how the classroom is structured to do that. 78 00:07:28,640 --> 00:07:35,680 I look at what these students share with me and the events in their lives. And I always think to 79 00:07:35,680 --> 00:07:42,640 myself, why me? Why am I the person who they're coming to to do this? Maybe they find the tools 80 00:07:42,640 --> 00:07:49,600 I give them to be extraordinary, but I myself am no extraordinary person. Why aren't they choosing 81 00:07:49,600 --> 00:07:56,000 me to come forward with these feelings? And that why me? How can I be the one to help? 82 00:07:56,800 --> 00:08:02,080 Always is in the back of that little voice in my mind, because once upon a time on my first 83 00:08:02,080 --> 00:08:10,560 ever go around, I was told, you're good, you're not great. So I was wondering, Caren, for those 84 00:08:10,560 --> 00:08:15,600 of us that are here, and have had those same experiences, where that little voice continues 85 00:08:15,600 --> 00:08:23,360 to echo things of the past that we tried to grow on. Stephen Covey, the author of The Seven Habits 86 00:08:23,360 --> 00:08:29,200 of Highly Effective People, came forward years after writing that text with what he called the 87 00:08:29,200 --> 00:08:37,600 Eighth Habit. And the Eighth Habit, he says, is to find your voice and use your voice to inspire others. 88 00:08:38,560 --> 00:08:45,360 So my major question for today's conversation is, what can you share with adults in all fields and 89 00:08:45,360 --> 00:08:51,280 walks of their lives, but also mostly in education, who struggle to find their sense of self? 90 00:08:51,280 --> 00:08:58,640 You are enough and whole as you are. You are enough and whole. You are inherently enough and 91 00:08:58,640 --> 00:09:04,640 inherently whole, just as you are. And to your point when you said, I am not extraordinary, 92 00:09:04,640 --> 00:09:10,240 you're damn right you are. Because you are the person that these kids are coming to. 93 00:09:10,240 --> 00:09:15,920 You are the person that these kids can talk to. So you are extraordinary, just in the fact that 94 00:09:15,920 --> 00:09:22,080 that's why, that's the point. Okay, my whole life I've been everybody's therapist, literally. 95 00:09:22,080 --> 00:09:28,800 I always get, I can't believe I told you that. Always. Yes. We are those people. 96 00:09:30,160 --> 00:09:36,400 We are just, we just are. Because we are the chosen ones, let's just say it that way, right? 97 00:09:36,400 --> 00:09:46,560 The chosen ones, let's just say it that way, right? Because we can infuse our knowledge and our empathy 98 00:09:46,560 --> 00:09:53,280 and our humor and we can infuse our authentic selves into other people, our empathy, all those 99 00:09:53,280 --> 00:09:56,640 types of things. So that's why you and I are the chosen ones. And there's other people who are the 100 00:09:56,640 --> 00:10:00,480 chosen ones. And I say that, you know, probably Jess thing as well, you know what I mean? We're 101 00:10:00,480 --> 00:10:05,680 all enough and whole as we are. So when you, when that voice says to you, because it's going to 102 00:10:05,680 --> 00:10:12,720 happen because inherently we're wired for survival, right? So the self-doubt and the imposter syndrome 103 00:10:12,720 --> 00:10:18,720 doesn't go away. I say that with love, but it's the truth. It doesn't ever go away because you're 104 00:10:18,720 --> 00:10:23,440 doing a dissertation in five weeks. Let's chat in three when it's close and you're like, oh my God, 105 00:10:23,440 --> 00:10:29,120 I can't believe it. You know what I'm saying? Because as much as we all do the work, what happens 106 00:10:29,120 --> 00:10:36,320 is as you up love, as you grow, as you change fear and resistance are prevalent anyway, no matter why. 107 00:10:37,520 --> 00:10:43,040 So imposter syndrome shows up because you're moving the needle in a direction that it hadn't 108 00:10:43,040 --> 00:10:49,680 been moved before. That sense of fear for the place. Exactly. What holds it back? Yeah. Exactly. 109 00:10:49,680 --> 00:10:53,680 That's the whole thing. So it's like it uses resistance and then fear. So it's really fear 110 00:10:53,680 --> 00:10:58,640 and resistance combined, but the fear is what we feel the most prevalent part of, right? 111 00:10:58,640 --> 00:11:04,560 And then that's the part where it's like a lot of people pull back and don't show up and will 112 00:11:04,560 --> 00:11:08,720 shrink because it's like, well, I'm scared to what happens and what if, and all these kinds of things. 113 00:11:08,720 --> 00:11:13,440 So what do you do? Will you look at it from a different perspective? You welcome it in. 114 00:11:14,240 --> 00:11:18,160 Oh my God, thanks for showing up because it means you're doing something inherently different. 115 00:11:18,160 --> 00:11:22,640 So to answer your question, you're enough and as you want, but also thanks dear for showing up. 116 00:11:22,640 --> 00:11:26,960 I appreciate you so much because it means I'm doing the thing. But a friend of mine, Laura Krauss, 117 00:11:26,960 --> 00:11:33,040 who I'm going to give complete credit to, she said, imagine if, so the reframe that she posed 118 00:11:33,040 --> 00:11:38,000 was imagine if, imagine if as teachers, you're getting evaluated and all those things happen, 119 00:11:38,000 --> 00:11:43,200 but imagine if you just went with your instinct and went with your gut and imagine if even though 120 00:11:43,200 --> 00:11:49,680 you were told that you were good, but not great, you move past it in a way of like, you know what, 121 00:11:49,680 --> 00:11:55,120 I understand that that's what he thinks. That's not what I believe. And kept going. Imagine if 122 00:11:55,120 --> 00:11:59,440 you did that and you are, you're in a dissertation, in your case, Joe, you're in a dissertation 123 00:11:59,440 --> 00:12:05,760 and all these people come to you. Imagine if it all works out and you operate from that lens. 124 00:12:05,760 --> 00:12:12,080 You just shift the perspective and operate from that lens. The answer to how we operate comes from 125 00:12:12,080 --> 00:12:18,080 finding potential over anxiety with that outcome. Exactly. And I think to your point, if I may 126 00:12:18,080 --> 00:12:21,760 interject here, because we were talking about the trauma like that causes, because what happens is, 127 00:12:21,760 --> 00:12:25,760 you know, something like that is said to you and we make meaning out of it, right? We all do that 128 00:12:25,760 --> 00:12:32,080 and therefore, and then it stays with us. But how the work that I do will also help you say, you know 129 00:12:32,080 --> 00:12:38,080 what, I get where that's coming from and not have it affect you in the way that like, you know, 130 00:12:38,080 --> 00:12:41,280 just like, you know, that's coming from admin. That's fine. I get it. I get that I have to play, 131 00:12:41,280 --> 00:12:46,320 I'll call, I play, I call playing the game. Yes. Because even in corporate, you have to play the 132 00:12:46,320 --> 00:12:50,160 game and things like that. But it's also, you know what, I'm going to take a breath. I'm going to 133 00:12:50,160 --> 00:12:55,120 regulate. I'm just going to connect to my body and do some whatever movement or something like that. 134 00:12:55,120 --> 00:12:59,440 To be like, you know what, whatever, I'm not going to allow that to affect me and what I do. 135 00:12:59,440 --> 00:13:06,000 Absolutely. And it leads me to wonder that with these other teachers that you know throughout 136 00:13:06,000 --> 00:13:10,480 your own life that are friends and that you work with, right? How did those different teachers 137 00:13:10,480 --> 00:13:14,800 also struggle with the imposter syndrome and how have they worked to overcome it? Because we 138 00:13:14,800 --> 00:13:19,120 mentioned earlier that there is a lot of people within the system that are very burnt out, 139 00:13:19,120 --> 00:13:23,920 very exhausted. And what are some of the causes of that based upon what you know? And how are 140 00:13:23,920 --> 00:13:29,120 they working through that? Some aren't being fully transparent. Some really just aren't. 141 00:13:29,120 --> 00:13:41,520 But what I have seen lately is a lot more self care. And what I mean by that is the weekends for 142 00:13:41,520 --> 00:13:45,840 their families, spending time with their families, the weekends doing something for themselves, 143 00:13:45,840 --> 00:13:51,280 stopping at a certain point, not doing lessons plans after a certain point, right? 144 00:13:51,280 --> 00:13:56,080 But you know what I mean? Because obviously they have to get done. Obviously that's part of the job. 145 00:13:56,080 --> 00:14:01,520 But it's like, okay, not working till 11 PM to do so. Breaking it up in a way that is 146 00:14:02,160 --> 00:14:09,040 feasible for them to have a life that they can live and not just have it be school work and admin 147 00:14:09,040 --> 00:14:13,600 work and all the things that they have to do all the time. So that's really what it is. And self 148 00:14:13,600 --> 00:14:17,200 care, it could be anything. Self care is just putting your needs first. 149 00:14:17,200 --> 00:14:22,160 Exactly. It's that idea that we cannot pour from an empty cup, so therefore we should not try. 150 00:14:22,160 --> 00:14:26,800 I remember also in that same first year of teaching, I was another reason why it was just 151 00:14:26,800 --> 00:14:31,280 looked upon as almost shameful. And I completely get it now. In the moment, I couldn't understand 152 00:14:31,280 --> 00:14:35,600 why, but now in 2020, it was just not the most appropriate thing I could have done. I would be 153 00:14:35,600 --> 00:14:39,840 sitting there at my kitchen table at 3.30 in the morning, sending emails to parents, like we find 154 00:14:39,840 --> 00:14:44,000 with the emails from earlier in the day. And those parents would get right back to me by 3.34. It's 155 00:14:44,000 --> 00:14:48,560 like, well, what are you doing? And my colleagues would say, if you keep sending emails in the 156 00:14:48,560 --> 00:14:53,040 middle of the night, you're going to make the rest of us look bad because we're going to be 157 00:14:53,040 --> 00:15:00,560 doing that too. And we're time to sleep. We're minding our own. And I'm not expecting, 158 00:15:01,120 --> 00:15:07,360 you know, even from the parent perspective, you know, no offense. And I said, I mean, back then I 159 00:15:07,360 --> 00:15:10,640 was a judge too, but I'd be like, why are you sending an email 3.30 in the morning? Go to bed. 160 00:15:11,280 --> 00:15:19,680 Exactly. And I did. I was always just so awake and exhausted, just full of anxiety about how can I 161 00:15:19,680 --> 00:15:27,840 succeed in this job? But at the same point, it's to your point, how would how just be you? Yeah. 162 00:15:27,840 --> 00:15:31,760 So going back to, you know, when I talk about like, show me having people shop it, because we 163 00:15:31,760 --> 00:15:37,920 forget who we are. So we allow all the trauma and the stories to fester. And we become these stories 164 00:15:37,920 --> 00:15:43,680 and these limiting beliefs. And the whole thing is, and now I work with people is, you know, 165 00:15:43,680 --> 00:15:47,920 eradicating those stories, rewiring and reprogramming at the school level to become 166 00:15:47,920 --> 00:15:51,760 a version of yourself. It's not even new with the version of yourself before all the stories 167 00:15:52,560 --> 00:15:58,240 that we told ourselves and limiting beliefs that we had. So how do you show up as teachers and 168 00:15:58,240 --> 00:16:05,760 admins and all those things as you? Because you show up as your authentic self that makes the impact. 169 00:16:06,640 --> 00:16:14,560 Absolutely. And so what happens when standardization comes in the way of authenticity? 170 00:16:14,560 --> 00:16:20,000 When teachers are teaching to the scripted lesson plan because they have to succeed in May on that 171 00:16:20,000 --> 00:16:28,560 exam, how do you still keep authentic while breaking through the imposter system? It's 172 00:16:29,360 --> 00:16:36,560 going back to what I said earlier, it's really connection to your body. Looking at it from the 173 00:16:36,560 --> 00:16:40,960 perspective of, okay, I had to do these things. These are things that are part of my job. 174 00:16:41,600 --> 00:16:47,200 There's nothing I can do about it. So rather than being pissed off and anxious and angry about it, 175 00:16:47,200 --> 00:16:52,080 which is really you're doing is stressing yourself out. Number one is connecting to the body, 176 00:16:52,080 --> 00:16:55,920 right? So it's breath work, it's somatic work, it's going back to the somatic work, 177 00:16:55,920 --> 00:17:02,320 but it's also, is it truth? Is it truth? What's going to go back to the imagine if, 178 00:17:02,320 --> 00:17:09,200 go back to all that, like I was saying earlier, and just, and welcome it in a way. You know what, 179 00:17:09,200 --> 00:17:13,840 look at it from a fresh perspective. This is the way it is. These are the things that I have to do. 180 00:17:13,840 --> 00:17:21,200 The testing has to be done. I have to teach to this testing. Okay, how best can I incorporate 181 00:17:21,200 --> 00:17:26,880 who I am into this? How can I take me and put it in there? So rather than be like, oh, pissed off 182 00:17:26,880 --> 00:17:31,840 that I can't, you can't be me yourself. You still can't be yourself. Why can't it be both, both end 183 00:17:32,560 --> 00:17:36,240 instead of one or the other? All right, we have to do the standardized testing. Okay, fine. 184 00:17:36,880 --> 00:17:42,720 Make it fun. Make it whatever. So coming from that perspective, then everybody's kind of working 185 00:17:42,720 --> 00:17:49,440 together and towards one goal. I wanted to go ahead and start to close our conversation with Caren 186 00:17:49,440 --> 00:17:54,320 by asking us again, what are some major takeaways that you would love for our audiences to know? 187 00:17:54,320 --> 00:17:58,880 You are enough and worthy as you are. I think that's important. I don't think that 188 00:17:58,880 --> 00:18:02,240 the majority of the people that I speak with, it's not, I'm not enough and I'm not worthy. 189 00:18:02,240 --> 00:18:08,240 That's the overarching theme of everybody. And it's really understand that you are inherently 190 00:18:08,240 --> 00:18:13,520 whole, inherently worthy, inherently fabulous, just as you are. Thank you so much for that. 191 00:18:13,520 --> 00:18:18,240 And from tuning into our podcast today, who are some other businesses, including your own 192 00:18:18,800 --> 00:18:25,120 and followers that our viewers can take note of? Well, my own business, I, my program is called 193 00:18:25,120 --> 00:18:31,440 unscrew yourself. So like Joe said, I'm a trauma informed mindset coach. So I always offer free 194 00:18:31,440 --> 00:18:38,160 audits, consultations, let's chat, let's talk. I love doing that. I would absolutely be, if you're 195 00:18:38,160 --> 00:18:44,000 in the education field, follow my friend Jen Rafferty and her program is called the empowered 196 00:18:44,000 --> 00:18:49,360 educator. And she really does a lot of the work. Like Joe and I'm talking prior to recording about, 197 00:18:49,360 --> 00:18:54,720 you know, she works with teachers and admins in the schools. She does the same work that I do. 198 00:18:54,720 --> 00:18:59,600 She focuses on the teachers and admins at school. So she would be a phenomenal, phenomenal resource. 199 00:19:00,160 --> 00:19:06,080 And my mentor, Tracy Litt, she was amazing and she does the inner work as well. So those are 200 00:19:06,080 --> 00:19:12,080 three people that I would, and Mel Robbins too, Jesse Itzler and Sarah Blakely are two others. So 201 00:19:12,080 --> 00:19:16,960 Mel Robbins, Sarah Blakely and Jesse Itzler are ones that we can follow on Instagram and like 202 00:19:16,960 --> 00:19:20,960 LinkedIn and stuff like that. And they're like coaches that I admire and that I follow 203 00:19:20,960 --> 00:19:26,960 and really have, they're a great resource in terms of not just business, but life and how to really 204 00:19:26,960 --> 00:19:32,240 make changes and make waves and that kind of thing. By joining our conversation today, 205 00:19:32,240 --> 00:19:36,480 Caren and I are hoping that you are able to take away the understanding of what the imposter 206 00:19:36,480 --> 00:19:42,800 syndrome is while also using your own practical tool kits to help overcome self-doubt and embracing 207 00:19:42,800 --> 00:19:48,320 authentic leadership within the classroom and within the office as well. And I think as Caren 208 00:19:48,320 --> 00:19:53,280 has emphasized, which I echo alongside her, our educators need to know that they are enough. Our 209 00:19:53,280 --> 00:19:59,120 teachers and our principals and even our students all needs to know that we are on a journey that 210 00:19:59,120 --> 00:20:04,480 self-doubt cannot dim. And in being able to understand what those values mean to who we are 211 00:20:04,480 --> 00:20:10,400 as people, we can continue amplifying stories and conversations to help make education better. 212 00:20:10,400 --> 00:20:14,720 Thank you again for joining us today, Caren. Thanks Joe. Thank you for joining us on the 213 00:20:14,720 --> 00:20:20,400 Classroom Narratives Healing and Education podcast. If today's episode inspired you or made you think 214 00:20:20,400 --> 00:20:25,840 differently, I'd love to hear from you. Drop a comment or review wherever you listen to podcasts 215 00:20:25,840 --> 00:20:31,280 and stay connected with us on the at Classroom Narratives podcast over Instagram and Facebook. 216 00:20:31,280 --> 00:20:59,440 Remember, together we can transform our scars into stars in education, one conversation at a time.