July 5, 2025 • 34 mins
TD Flenaugh and Lauren Moseley discuss the importance of service learning and restorative justice in education. They highlight a Netflix documentary about inmates in a Missouri prison who learn to quilt and make weighted vests for children with autism, emphasizing the transformative power of giving back. They relate this to service learning projects in schools, where students engage in community service, often required before graduation. The conversation also explores the importance of natural consequences and restorative justice, emphasizing that students should understand the impact of their actions and learn to repair harm. They stress the importance of a supportive community in fostering positive behavior and personal growth.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:00):
TD learning while you give back. Today's episode
(00:07):
is going to focus on servicelearning and social justice. You
don't want to miss this. It isspecial things that we're going
to do to make learning real.
Make it real life, give studentsnatural consequences when
necessary, and how they couldlearn how to give back and
become better citizens. Maketheir community better. Tune in
(00:30):
for more. Hi. Thank you so muchfor joining the following for
learning podcast. We have thispodcast to help parents and
caregivers with having theresources, strategies and tools
needed to make sure that theirchildren are on track for
learning and to stay on trackfor success. It's summer. Yes.
What can I say? Summer mode,
Lauren Moseley (00:59):
sleeping in
TD Flenaugh (01:01):
Yes. Lauren is like, three weeks into her
summer, and I'm like one week.
So I haven't totally, like,refreshed yet, but Lauren is
looking refreshed and reset, andI'm feeling a little jelly, not
a lot, but little.
Lauren Moseley (01:18):
You'll get there. You'll get there. People,
it took me? About, it took meabout 12 days before I could,
like, because I was still wakingup early. The first week I was
still having, like, I need to beproductive, and now I'm just
like, sleeping in, staying upwatching TV.
TD Flenaugh (01:41):
She's always all the way settled in. Okay, yeah.
So I'm still, like, recovering,I would say, you know, just
getting it together. But we havebeen Netflix and chilling, and
Lauren told me about a Netflixshow that she watched. And yeah,
Netflix and chill. In this case,it's just like you by yourself,
(02:04):
Netflix thing, you know, not,not at the date or anyone else
like that. Yeah, yeah. So it's
Lauren Moseley (02:13):
our version of it, which is literally in my PJs
with my popcorn
TD Flenaugh (02:21):
and my dog Yes, and no one else
Lauren Moseley (02:23):
in watching a show that I Okay, minding my own
business in hydrated
TD Flenaugh (02:28):
Yes. And Lauren sent me this, you know, not even
regular text message, like avoice text message, just full of
emotion. And, you know, tell usabout what you watch like what
was so moving?
Lauren Moseley (02:42):
Oh, wow. Okay, so this is a documentary. It is
about a maximum security prisonsystem in Missouri, where the
men there are learning to quiltas a way to give back to foster
(03:03):
children. And the beauty of itis how this community of men
have come together to do thisvery I mean, when you think of
quilting, I mean the lady acrossthe street from my my parents,
she was a quilter. You know, Iremember her with all her little
needles and her thread and allher little patches of cloth, and
(03:25):
she'd come up with thesebeautiful quilts. But I always
thought that was something, youknow, little retired old women
did. But here are these men whoare serving long prison
sentences that are doing thisvery out of the box kind of
thing for them, and they aremaking the most beautiful quilts
(03:46):
you've ever seen. And thepassion that that is going into
them, thinking about the designand thinking about the color
scheme and how they want this tobe, in the hours and hours and
hours that they spend focused onmaking these quilts, and not
only quilts, but weighted vestsfor children who are that
TD Flenaugh (04:08):
was really touching to me, know that students, a lot
of kids have, there's apopulation of students being
identified with autism, andthese prisoners were making
weighted vest for right,children with autism. And so one
of the things you know, theywere saying, and they were,
(04:29):
like, knowledgeable about it,because they were like, Okay,
this is six pounds, right? Andthis is going to be for a kid
that's up to 60 pounds. And so,you know, at first, when I'm
thinking about this, I'm like,Well, how are they doing this?
Because you have to cut, youhave to have needles and all of
that. And they did show us that,like, they have a kit that they
(04:53):
have to check out. They have to,you know, all of those things
that are in there, what theyhave, they have to have a.
Certain level of, you know,compliance, or, like, not any,
like, write ups or anything likethat, for them to be able to be
in that isolated area to do thiscrafting.
Lauren Moseley (05:14):
Yeah, yeah, because they're, they're tools
that in prison. You wouldn't,you would not want to give
people access to sharp objectsand cutting tools, and, you
know, things that could be usedin a bad way. But because these
men have have shown themselvesto be responsible, and I guess
(05:34):
it's rehabilitative in nature,and these men have qualified for
this program, and just the carethat goes into making sure that
everyone is on board and doingthe right thing is pretty
remarkable, you know, because Ithink many of those these men
are serving, maybe, you know,life sentences, not they're not
(05:56):
doing short stints. It's, it's,you know, pretty serious
offenses that they're in jailfor, but to see their work and
their passion was so inspiring,
TD Flenaugh (06:07):
yeah, and that really made, you know, you know,
and, and we're talking aboutlong sentences, like one guy was
saying how he was in for 20, youknow, since he was 20, I think
he was 20, and then he was Soand he did, you know, he did
commit a murder, you know. Andhe was like, There's nothing he
can do about that. And he's,like, learned a lot over the
(06:29):
years, and, you know, they'restill doing their time, and this
is what they're doing. So we're,you know, of course, we're
filing for learning podcast. Sowe think about things. We think,
you know, we're both teachers.
We think about like, how doesthis relate to our kids? And I
was thinking about servicelearning, right? Something that
kids can do, and a lot of highschoolers are required to do
(06:53):
this before they graduate, isgive back to the community.
Somehow they need to dovolunteer time they and even I
know Middle School, some middleschools also require this. You
need to do some type ofvolunteer work. You know, before
you graduate or culminate frommiddle school depends where you
are, like what they want to callit culminate or graduate, or
whatever. And so this made methink about, you know, what can
(07:18):
we have our kids do that theyare making and giving to someone
in the community who needs it?
And, you know, we and so that's,you know, where I talked about I
was really thinking about it.
What was your perspective onwhat the prisoners were doing
and relating it to what you doevery day.
Lauren Moseley (07:41):
Think I've always believed in education
that has some real worldapplication. I mean, that's the
whole point of education. And Ithink there are times when you
know, as teachers, I know I'vedone it before, we don't really
help kids see that real worldapplication, and knowing that
(08:04):
they're doing something that isgoing to benefit them, but not
giving them the real scenario,not giving them that actual
platform where they're actuallydoing the thing for the
Community and learning, it canbe a disservice. So
TD Flenaugh (08:25):
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(08:50):
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Lauren Moseley (09:06):
Oh, yeah. So I really love that idea of having
something that's a product, thatthe whole the whole process is
to serve someone else. And Ijust looked at how the these
inmates were learning so muchabout quilting, which I know was
(09:26):
not something that they wouldhave normally enjoyed as a
pastime, probably not. I mean, Idon't know, but the amount of
intentionality and theseriousness in which they
approach these quilts wasbecause it was for the service
of someone else. So I thinkabout my students, and I think
(09:46):
about ways that, you know, inour school community, they can
serve others. And you know, Ihave first graders, but we made
posters and wrote letters to thefifth graders for. For the STAR
test to tell them good luck onthe STAR test. We hope you do
great. We know you're ready. Weknow how hard you've studied,
(10:08):
and that was so important forthem to be able to write, and
they were so intentional aboutmaking sure that they were doing
it in the correct letter writingformat, and they were checking
their spelling and their writingwas so neat because they knew
the audience was an actual, realfifth grader that was going to
(10:31):
really read this and really havesome joy and hopefully some
encouragement to do well ontheir star test. So yeah, what
about what did you think? Whatdo you think? What do you think?
And have you done anything inyour classroom that relates to
the whole service learning?
TD Flenaugh (10:49):
Yeah, we actually, I actually have, when I had
middle schoolers, they wroteletters. You know, it wasn't a
two way communication, just tobe clear, but they did write
letters to kids who wereincarcerated, just like
Christmas cards. They makeChristmas cards to them, so it
(11:10):
wasn't a two way communication.
They just wrote their firstname. They didn't even say the
school that they went to and butthey just gave them a Christmas
card someone was thinking aboutthem during the holidays. So
that's an example of servicelearning that they've done for
others. The school where I wasteaching, I didn't lead a lot of
service projects, but I knowthat that school did collect
(11:33):
money for kids and books likedonated books to other schools,
like elementary schools andthings like that. So there's a
lot of schools that participatein service learning and but, you
know, I've done things here andthere, but this really made me
think about it. And what Ireally want to highlight is,
(11:55):
when you were talking about theaudience, the audience, right?
Because a lot of times our kidsjust do stuff for us, right? And
that's the audience, but, butnot even for us. They just feel
like it's a piece of schoolwork.
So it's not even really for MissMosley or for me, right, as
(12:16):
their teacher, it is, you know,just something that they're
doing right, thatintentionality, once they know
the audience, like this is foryour parents. Kids like if
educators out there want to knowhow to motivate kids, yes, it's
whatever assignment that yougive them, whatever project you
give them, give them a clearaudience. And once you do that
(12:41):
and an audience they care about,obviously, but it'll, it'll
bring so much depth to what theydo, right? Because if you're
like, you're writing this to theprincipal, you're writing this
to the parents, you're writingthis to the Congress person, or
or whatever, they will tailorthat message for those people,
(13:01):
if they're writing it for theirpeers, like you're going to do
this as a graduation speech or aculmination speech, whatever
they're going to put in thosepop culture references and
things like that that relate tothem, they'll know about it. But
if, of course, if it's for theprincipal or something, they'll
be more formal with theirlanguage. It will bring a level
(13:22):
of quality to it and specificityto it that you wouldn't get by
just saying we're gonna write areport on dolphins, you know,
right? Like that generic reportis not gonna give, you know,
like you're gonna write achildren's book. So this is what
I did in elementary when I wasin middle school, we wrote, we
(13:45):
studied polar bears, and wewrote children's books. And I
feel like I talked about thisbefore on the podcast. I don't
know, but we wrote children'sbooks about this, and then we
put it on we read it to ourfirst, like first grade kids. So
I could have been an elementaryschool, upper elementary Maybe,
(14:07):
and maybe not, maybe not, right?
I don't remember, really, but Iknow we did that, and we
specifically wrote it for thekids. So we had to really make
sure we made it interesting. Wedesigned the books, we
illustrated the books. We madesure the language was there. It
was a science fiction book, notscience fiction, non fiction
book that they we wrote for thekids to give them information
(14:30):
about polar bears. And it was,you know, I love that project,
and I love going read it to thekids like we made books. We
designed the books, the covers,everything. So that's an example
of service learning. It. Youknow, sometimes we think of
service learning like these.
People need this right? As faras you know, they need a
(14:54):
weighted jacket if they'reautistic, or they need a quilt
because they're kids who aresick or. Their, you know, foster
kids or something like that. Butsometimes service learning is
just reading to a younger crowd,right? So, right?
Lauren Moseley (15:09):
Yeah, I had fourth grade one year, and we
decided the end, you know, theend of the school year, when
you're done with testing andthey're still learning to do,
but you want to make it so thatthe kids are really highly
engaged, because they're allready for summer. So we did, we
turned some folk tales intoplays. And, you know, I didn't
(15:30):
want to do costuming, and Iwanted, I didn't want to do a
big set, yeah, so it was reallyimportant for the kids to get in
character, so we did this littlefolk tale and and I told them, I
said, we're gonna do this forthe first graders. And well, the
up the the younger grades,first, second, third graders.
And so you guys have to, youknow, you gotta really be into
(15:53):
it, because they're little kids,and anything you do, they're
gonna enjoy. But you gottareally be into character, and to
see these upper grade kidsgetting beat chickens and geese
and cows and mooing on stage anddoing all this funny stuff. And
when they performed for thesefirst graders, they never forgot
it. I mean, after that, theywere like celebrities of the
(16:14):
school, you know, and they wouldsee them down the hall and be
like, Oh, I remember you in thatlittle play we did. And just,
you know, because, you know,fourth and fifth graders are,
they're kind of too cool forschool, but to know that they
were going to do this for thelittle kids, just gave them this
new, you know, level of, okay,we're going to ham it up and
(16:35):
make it really fun. If I wouldhave said they're just going to
do it for each other, theyprobably like, This is dumb.
We're not doing this. But yeah,the fact that they had a little
audience that they knew or wouldreally appreciate it, yes, yeah,
makes a
TD Flenaugh (16:50):
difference if you have not tried it, not tried it.
Try it out, right? Try it out. Ireally want us to make the
switch, because part of what Ithought about this too, was the
social justice aspect. Now,these, these men were in prison,
and obviously part of themgiving back was making some type
(17:12):
of restitution for what theyhad, you know, crimes they had
committed, right? And obviouslyour kids, you know, we hope you
know they're learning now smalllessons so they don't, you know,
they're not getting to, like,really big crimes or anything
like that, obviously, in thefuture. But I think restorative
(17:33):
justice, the concept of that isso important, because really
just, you know, I have aprincipal who who has said,
like, if I were teaching, like,when I started teaching, like, I
would be fired for some of thestuff, because we really, our
hands are really tied. I don'tknow what it's like in Texas,
but in California, like, thereare really, like, zero
(17:55):
consequences, right? Like, it's,you know, as far as suspending
kids, you can't put this oncorner. You can't have them
write standards like, I will notrun in the class, or whatever.
You cannot have them do like,there's so many things that
you're not allowed to doanymore, which I know, like, you
know, a lot of us who grew up inschool, like we had to all these
(18:16):
consequences that meet we mayhave suffered, like, not
happening nowadays. So just soyou know, if you don't know not
happening. So that's what mademe think about restorative
justice, because sometimes ourkids do things to other people,
and then we would need to thinkabout like, Okay, well, you tore
(18:38):
up someone's homework. You gotupset with them, like, what can
you do to restore that? And sothat also made me think about
that, and first to really talkabout it on the podcast, natural
consequences and restorativeconsequences to help our
students learn their lessons.
Because one thing we know forsure is that zero consequences
are very harmful for kids. It isvery harmful for them. They keep
(19:01):
pushing limits. Like, that'swhat we do as humans. Like,
we'll push the limit. You know,kids definitely do that until
they learn lessons. So we don'twant to be harmful to them. We
want to make sure that we thinkabout what they can do to
restore someone that they'veharmed, or something that
they've harmed, right, right?
Lauren Moseley (19:25):
Yeah, I had an incident this year, even, where
I had a kid who threw a fit ofrage and just, you know, broke
the screen on his Chromebook.
And you know, he was, he wasmad, and so, you know, we had
extra Chromebooks. So he couldhave very easily, you know, we
could have just said, Hey, we'regoing to give you another
(19:46):
Chromebook. But we said, Youknow what, we're going to have
to take the Chromebook, take itto the Chromebook doctors so
they can fix it, and then you'regoing to have to wait for it to
come back and all. That periodof time he was very upset he
didn't have his Chromebook. Butwe kept reminding him, yeah, you
don't have a Chromebook because,well, when you got angry, you
broke it, remember? So that'swhy you don't have one, and we
(20:08):
just got to wait for it to getfixed. And so every day, he's
like, is it fixed yet? I'm like,Oh no, it was really broken. So
we're going to have to gothrough a lot. We ended up
having to replace it, obviously,but just that whole idea that he
had to wait for such a long timebefore we could give him a new
one. You know, at one point hewas saying, Man, I shouldn't
have, I should not have brokenmy Chromebook. So the natural
(20:29):
consequences of him not having aChromebook for so long started
to kind of click. You know, Ididn't have to do anything
extraneous. He just didn't havea Chromebook. That was like, a
very natural consequence forhim. And when he did finally get
another Chromebook back, whichwas weeks and weeks and weeks
(20:52):
later, he was like, so careful.
And when he got angry, he had wegot him a little squishy that he
could squish. So he woulddefinitely think about throwing
his Chromebook and then go gethis squishy. So I just think of,
you know, things that arenatural consequences are very
important too. And when we thinkabout restorative justice, I
(21:18):
don't know, have you ever heardof this, this tradition. I want
to say it's an African traditionwhere when someone in a
community has done somethingwrong, they gather around the
individual, and everyone in thecommunity tells them something
about who they they speak word.
They speak very affirming wordsinto the person. I don't know if
(21:41):
you've ever heard of that, butthey literally tell the person
the things that they want themto believe about themselves,
like, okay, you know, you areyou, you are kind, you are non
violent, you are you know,speaking words of affirming. You
know, words of affirmation, andI've done that in my classroom
(22:01):
as well. I don't know if you'veever heard of that. I don't even
know. I think I saw it on acommencement speech. Someone was
telling the story of thistradition, and I thought, oh my
gosh, I love that idea.
TD Flenaugh (22:15):
That is great, because I know one of the things
about when someone doessomething wrong, is a lot of
times they also have and this,they talked about this in the
Netflix show as well, likeforgiving yourself, right,
right, and then also believingthat that's who you are, right?
(22:38):
I am a person who does this kindof thing. I'm a thief, I'm a
murderer, whatever it is, right?
And not getting better or notdoing different things like
these are the choices that Imake, and I'm going to continue
to make these choices. And sothat's really stands out to me.
I haven't heard of this practicethat you're talking about, but
it really helped to heal thatperson, and then for them to,
(23:02):
you know, to take on thepositives about themselves and
to continue to do positivethings, instead of take on the
persona of, I did this badthing. I am a bad person, and
going to continue to kind ofmake those type of choices, so,
(23:23):
right? It's a way of undoing theharm that they've done to
themselves, because that isanother thing we don't think
about often. We think about theharm they did to others. We
don't think about the harm theydid to themselves, right, right?
Lauren Moseley (23:41):
And I think making that clear distinction
between you did a bad thing, butyou're not a bad person. You
just did a thing that was notgood and it had negative
consequences, but you are not abad person, and you can make
different choices. So I love andespecially laying that out for
kids and and practicing it, Ithink, creates a very tolerant
(24:06):
community. Because I think withmy kids, I need my whole class
community to help me withstudents who have problematic
behavior. It can't just be me.
TD Flenaugh (24:15):
Yeah, that's a good point. Whole community apart,
yes, they could tear apartclassroom, stop the learning,
right? And we don't have verymuch recourse as teachers,
right? Yeah, right.
Lauren Moseley (24:28):
So when they're in those interactions, or having
those moments where the kidsknow how, because you you can
create an environment where allthe kids know who the bad kid
is, yes, right? Absolutely, andyou don't want that to be a part
of your classroom community. Youwant the kids all to have to
rally around kids who haveproblematic behavior and help
(24:49):
support them. And I think that'sone of the things I've seen,
like this one kid that I'mtelling you about through his
Chromebook. Like, by the end ofthe year, he had so much
support. He had so. Muchconsideration. And I think it
started to mirror. He started tomirror what he was seeing. So
there was lots of forgivenessfor him, and there was lots of
(25:11):
mercy for him. And so he startedto respond and and carry himself
in a way where, you know, hishis incidences that happened
throughout the day. We'regetting, you know, less, you
know, just fewer and fewerincidences each day, to the
point where I had very little toreport to the to the counselor
(25:31):
on a regular basis, and just tosee, you know, that restored
that, that idea of speakingaffirming words into into
students and to help them seethat your behavior is not who
you are. Is so, so important. I
TD Flenaugh (25:47):
love that, you know, I I'm definitely gonna,
like, steal that idea and then,you know, because you're right
when I've, you know, I'vedefinitely had years where
they're students who had, like,really, you know, severe
behavior problems and and itjust escalates, right? You know,
(26:08):
especially as a new teacher, youdon't know what to do. You're
basically doing the wrong thing.
But you're saying, like,bringing in the whole community
to help say positive things andgive them support, and all of
that is a way to undo that andgive them a supportive
environment, because it doesturn into the other kids are
like, hmm, yeah, Joshua's bad.
(26:30):
He's a bad kid, and running toyou to tell you, like, oh,
Joshua did something again. Or,you know, I don't want to play
with Joshua, you know, I've evenseen kids like, I'm not taking
that student to the rest, youknow, we have the buddies going
to the restaurant, like, not toomany problems in the bathroom
I'm not taking, you know. Like,he's like, I gotta go to the
restroom. Was like, several kidsare like, I'm not taking them.
(26:54):
Like, yikes, you know. So, yeah,ending that on and again,
Lauren Moseley (26:59):
right? Yes. And I think also the the natural
consequences of things, evenwhen you tell kids, hey, the
natural consequences of you, youknow, throwing things at other
kids, is that they are not goingto want to sit near you because
you are causing chaos. So that'sa natural consequence, and not
(27:22):
that they're doing that becausethey don't like you, because
you're a bad person, but becausethey don't want to be a victim,
and so they're going to removethemselves. That's a natural
consequence, and it's and theyunderstand that, and then
they're like, Okay, so if I wantfriends and all kids do, all
kids want be accepted and haverelationships. You know, it
(27:43):
helps them think, you know, slowdown a little bit and start
using those tools that we'retrying to, you know, give them
to make different choices.
TD Flenaugh (27:51):
Yeah, absolutely, yeah. That's yeah that I just
feel like that's such a gem thatyou just shared with us. So take
it down, guys building, youknow, just speaking positive.
Yeah, a lot of people have thatpractice where they have, like,
a restorative circle, orsomething like that, and trying
(28:13):
to, you know, build that childup. Because a lot of it does,
you know, we always hear, Idon't, you know, hurt people.
Hurt people, right? I'm hurt,I'm angry. I'm feeling a certain
way. So I could come in and makeyou feel bad by saying something
negative to you, you know,pushing you, because I feel, you
know, so it's, it's a way ofacting out, because I'm already
(28:35):
hurt inside. So I'm just goingto find something negative to
say to you, or push you, orwhatever it is, and, yeah,
trying to have some healingthere for the child, and then
also talking to them aboutnatural consequences. Yes, I do
want to say parents. Sometimes Ifind parents are very, very
(28:57):
protective of their children andthey don't want them facing any
consequences, natural or other,and I'm just gonna let that stay
there.
Lauren Moseley (29:12):
Just
TD Flenaugh (29:15):
that you you know it does. It is very harmful for
kids, and I know I have as amom, definitely given my
daughter consequences that kindof hurt me right. Like, I can't
go out now because she's notgoing where, you know what I
mean, or or whatever it is,right, whatever it is, like, Oh,
I feel bad. I wanted her to dothis, but she did this right,
(29:39):
and I told her not to, you know,and so that is what it is, so.
Or then, you know, people likebeing lashing out at someone who
says, Okay, your child has anatural consequence. Or your
child, you know, they don't wanttheir kid to feel any discomfort
or anything like that. But Iwould just say it. Really just
(30:00):
leads to kids being be gettingto a situation where we don't
have control, where you know,actually the police are taking
over, where you know they'vecommitted a crime or whatever.
It's not just a push forsomething. Actually punch
someone and that person broketheir nose or whatever, right?
So situations get out ofcontrol, because we didn't want
(30:23):
them to face the naturalconsequence when they push
someone and now they're breakingpeople's noses or whatever. So
yeah, just, you know, part ofthe falling for learning
podcast, obviously, likereflect, yes. Are you? Are you?
You know, preventing your childfrom having consequences,
because it does not bode wellfor their future, unfortunately,
(30:46):
right?
Lauren Moseley (30:47):
Yeah, that is such a good point. Yes, I always
tell my kids be a bucket filler,not a bucket Dipper. I'll have
we all have. We all have thesebuckets. Everyone has an
invisible bucket, and every timeyou are, you know, being
intentional and communicatingpositively, you are literally
(31:09):
putting wonderful things in thatperson's bucket. We want to
always fill up people's buckets.
We don't want to be the kind ofpeople who are literally
emptying out people's buckets bynot giving our kids what they
need so that they can come andinteract with their classmates
in a way that is respectable andand considerate. So I always
tell my my parents, you know,just we would just want to help.
(31:32):
We just want to help your son oryour daughter be bucket fillers
and not bucket dippers.
TD Flenaugh (31:39):
Absolutely we thank you so much for joining us today
on season three of the fallingfor learning podcast. Do
something today that gives yourchild the competitive advantage.
Thanks for joining us. Yes,the rewrite method and the
rewrite method workbook are yourgo to resource for helping kids
(32:03):
to learn to fall in love withwriting. It has the tips, tools,
resources, strategies and skillbuilding activities to help kids
fall out of writing Hoot andinto loving to write. Get your
(32:26):
book set today.
Thanks. Again for supporting thefalling for learning podcast.
(32:46):
New Episodes go live everySaturday at 5pm you can watch us
on youtube.com at falling forlearning or listen on all major
podcast platforms such as Apple,Google, Audible, Spotify and
much more. For more resources,visit falling in love with
(33:09):
learning.com we reallyappreciate you. Have a wonderful
week.
Lauren Moseley (33:18):
Yay.
TD Flenaugh (33:20):
So today we're going to talk about
Lauren Moseley (33:31):
the Netflix filters and how it relates to
learning. We're
TD Flenaugh (33:39):
going to talk about but I want to give the topic
first though we want to talkabout, we're going to talk about
social justice or servicelearning,
Lauren Moseley (33:50):
restorative justice, service learning, okay,
service I've never heard
TD Flenaugh (33:55):
it learning and restorative justice. Service
Lauren Moseley (33:58):
learning, okay, okay. So.
TD learning while you give back. Today's episode
(00:07):
is going to focus on servicelearning and social justice. You
don't want to miss this. It isspecial things that we're going
to do to make learning real.
Make it real life, give studentsnatural consequences when
necessary, and how they couldlearn how to give back and
become better citizens. Maketheir community better. Tune in
(00:30):
for more. Hi. Thank you so muchfor joining the following for
learning podcast. We have thispodcast to help parents and
caregivers with having theresources, strategies and tools
needed to make sure that theirchildren are on track for
learning and to stay on trackfor success. It's summer. Yes.
What can I say? Summer mode,
Lauren Moseley (00:59):
sleeping in
TD Flenaugh (01:01):
Yes. Lauren is like, three weeks into her
summer, and I'm like one week.
So I haven't totally, like,refreshed yet, but Lauren is
looking refreshed and reset, andI'm feeling a little jelly, not
a lot, but little.
Lauren Moseley (01:18):
You'll get there. You'll get there. People,
it took me? About, it took meabout 12 days before I could,
like, because I was still wakingup early. The first week I was
still having, like, I need to beproductive, and now I'm just
like, sleeping in, staying upwatching TV.
TD Flenaugh (01:41):
She's always all the way settled in. Okay, yeah.
So I'm still, like, recovering,I would say, you know, just
getting it together. But we havebeen Netflix and chilling, and
Lauren told me about a Netflixshow that she watched. And yeah,
Netflix and chill. In this case,it's just like you by yourself,
(02:04):
Netflix thing, you know, not,not at the date or anyone else
like that. Yeah, yeah. So it's
Lauren Moseley (02:13):
our version of it, which is literally in my PJs
with my popcorn
TD Flenaugh (02:21):
and my dog Yes, and no one else
Lauren Moseley (02:23):
in watching a show that I Okay, minding my own
business in hydrated
TD Flenaugh (02:28):
Yes. And Lauren sent me this, you know, not even
regular text message, like avoice text message, just full of
emotion. And, you know, tell usabout what you watch like what
was so moving?
Lauren Moseley (02:42):
Oh, wow. Okay, so this is a documentary. It is
about a maximum security prisonsystem in Missouri, where the
men there are learning to quiltas a way to give back to foster
(03:03):
children. And the beauty of itis how this community of men
have come together to do thisvery I mean, when you think of
quilting, I mean the lady acrossthe street from my my parents,
she was a quilter. You know, Iremember her with all her little
needles and her thread and allher little patches of cloth, and
(03:25):
she'd come up with thesebeautiful quilts. But I always
thought that was something, youknow, little retired old women
did. But here are these men whoare serving long prison
sentences that are doing thisvery out of the box kind of
thing for them, and they aremaking the most beautiful quilts
(03:46):
you've ever seen. And thepassion that that is going into
them, thinking about the designand thinking about the color
scheme and how they want this tobe, in the hours and hours and
hours that they spend focused onmaking these quilts, and not
only quilts, but weighted vestsfor children who are that
TD Flenaugh (04:08):
was really touching to me, know that students, a lot
of kids have, there's apopulation of students being
identified with autism, andthese prisoners were making
weighted vest for right,children with autism. And so one
of the things you know, theywere saying, and they were,
(04:29):
like, knowledgeable about it,because they were like, Okay,
this is six pounds, right? Andthis is going to be for a kid
that's up to 60 pounds. And so,you know, at first, when I'm
thinking about this, I'm like,Well, how are they doing this?
Because you have to cut, youhave to have needles and all of
that. And they did show us that,like, they have a kit that they
(04:53):
have to check out. They have to,you know, all of those things
that are in there, what theyhave, they have to have a.
Certain level of, you know,compliance, or, like, not any,
like, write ups or anything likethat, for them to be able to be
in that isolated area to do thiscrafting.
Lauren Moseley (05:14):
Yeah, yeah, because they're, they're tools
that in prison. You wouldn't,you would not want to give
people access to sharp objectsand cutting tools, and, you
know, things that could be usedin a bad way. But because these
men have have shown themselvesto be responsible, and I guess
(05:34):
it's rehabilitative in nature,and these men have qualified for
this program, and just the carethat goes into making sure that
everyone is on board and doingthe right thing is pretty
remarkable, you know, because Ithink many of those these men
are serving, maybe, you know,life sentences, not they're not
(05:56):
doing short stints. It's, it's,you know, pretty serious
offenses that they're in jailfor, but to see their work and
their passion was so inspiring,
TD Flenaugh (06:07):
yeah, and that really made, you know, you know,
and, and we're talking aboutlong sentences, like one guy was
saying how he was in for 20, youknow, since he was 20, I think
he was 20, and then he was Soand he did, you know, he did
commit a murder, you know. Andhe was like, There's nothing he
can do about that. And he's,like, learned a lot over the
(06:29):
years, and, you know, they'restill doing their time, and this
is what they're doing. So we're,you know, of course, we're
filing for learning podcast. Sowe think about things. We think,
you know, we're both teachers.
We think about like, how doesthis relate to our kids? And I
was thinking about servicelearning, right? Something that
kids can do, and a lot of highschoolers are required to do
(06:53):
this before they graduate, isgive back to the community.
Somehow they need to dovolunteer time they and even I
know Middle School, some middleschools also require this. You
need to do some type ofvolunteer work. You know, before
you graduate or culminate frommiddle school depends where you
are, like what they want to callit culminate or graduate, or
whatever. And so this made methink about, you know, what can
(07:18):
we have our kids do that theyare making and giving to someone
in the community who needs it?
And, you know, we and so that's,you know, where I talked about I
was really thinking about it.
What was your perspective onwhat the prisoners were doing
and relating it to what you doevery day.
Lauren Moseley (07:41):
Think I've always believed in education
that has some real worldapplication. I mean, that's the
whole point of education. And Ithink there are times when you
know, as teachers, I know I'vedone it before, we don't really
help kids see that real worldapplication, and knowing that
(08:04):
they're doing something that isgoing to benefit them, but not
giving them the real scenario,not giving them that actual
platform where they're actuallydoing the thing for the
Community and learning, it canbe a disservice. So
TD Flenaugh (08:25):
the rewrite method and the rewrite method workbook
are your go to resource forhelping kids to learn to fall in
love with writing. It has thetips, tools, resources,
strategies and skill buildingactivities to help kids fall out
(08:50):
of writing hate and into loving.
To write, get your book settoday. You
Lauren Moseley (09:06):
Oh, yeah. So I really love that idea of having
something that's a product, thatthe whole the whole process is
to serve someone else. And Ijust looked at how the these
inmates were learning so muchabout quilting, which I know was
(09:26):
not something that they wouldhave normally enjoyed as a
pastime, probably not. I mean, Idon't know, but the amount of
intentionality and theseriousness in which they
approach these quilts wasbecause it was for the service
of someone else. So I thinkabout my students, and I think
(09:46):
about ways that, you know, inour school community, they can
serve others. And you know, Ihave first graders, but we made
posters and wrote letters to thefifth graders for. For the STAR
test to tell them good luck onthe STAR test. We hope you do
great. We know you're ready. Weknow how hard you've studied,
(10:08):
and that was so important forthem to be able to write, and
they were so intentional aboutmaking sure that they were doing
it in the correct letter writingformat, and they were checking
their spelling and their writingwas so neat because they knew
the audience was an actual, realfifth grader that was going to
(10:31):
really read this and really havesome joy and hopefully some
encouragement to do well ontheir star test. So yeah, what
about what did you think? Whatdo you think? What do you think?
And have you done anything inyour classroom that relates to
the whole service learning?
TD Flenaugh (10:49):
Yeah, we actually, I actually have, when I had
middle schoolers, they wroteletters. You know, it wasn't a
two way communication, just tobe clear, but they did write
letters to kids who wereincarcerated, just like
Christmas cards. They makeChristmas cards to them, so it
(11:10):
wasn't a two way communication.
They just wrote their firstname. They didn't even say the
school that they went to and butthey just gave them a Christmas
card someone was thinking aboutthem during the holidays. So
that's an example of servicelearning that they've done for
others. The school where I wasteaching, I didn't lead a lot of
service projects, but I knowthat that school did collect
(11:33):
money for kids and books likedonated books to other schools,
like elementary schools andthings like that. So there's a
lot of schools that participatein service learning and but, you
know, I've done things here andthere, but this really made me
think about it. And what Ireally want to highlight is,
(11:55):
when you were talking about theaudience, the audience, right?
Because a lot of times our kidsjust do stuff for us, right? And
that's the audience, but, butnot even for us. They just feel
like it's a piece of schoolwork.
So it's not even really for MissMosley or for me, right, as
(12:16):
their teacher, it is, you know,just something that they're
doing right, thatintentionality, once they know
the audience, like this is foryour parents. Kids like if
educators out there want to knowhow to motivate kids, yes, it's
whatever assignment that yougive them, whatever project you
give them, give them a clearaudience. And once you do that
(12:41):
and an audience they care about,obviously, but it'll, it'll
bring so much depth to what theydo, right? Because if you're
like, you're writing this to theprincipal, you're writing this
to the parents, you're writingthis to the Congress person, or
or whatever, they will tailorthat message for those people,
(13:01):
if they're writing it for theirpeers, like you're going to do
this as a graduation speech or aculmination speech, whatever
they're going to put in thosepop culture references and
things like that that relate tothem, they'll know about it. But
if, of course, if it's for theprincipal or something, they'll
be more formal with theirlanguage. It will bring a level
(13:22):
of quality to it and specificityto it that you wouldn't get by
just saying we're gonna write areport on dolphins, you know,
right? Like that generic reportis not gonna give, you know,
like you're gonna write achildren's book. So this is what
I did in elementary when I wasin middle school, we wrote, we
(13:45):
studied polar bears, and wewrote children's books. And I
feel like I talked about thisbefore on the podcast. I don't
know, but we wrote children'sbooks about this, and then we
put it on we read it to ourfirst, like first grade kids. So
I could have been an elementaryschool, upper elementary Maybe,
(14:07):
and maybe not, maybe not, right?
I don't remember, really, but Iknow we did that, and we
specifically wrote it for thekids. So we had to really make
sure we made it interesting. Wedesigned the books, we
illustrated the books. We madesure the language was there. It
was a science fiction book, notscience fiction, non fiction
book that they we wrote for thekids to give them information
(14:30):
about polar bears. And it was,you know, I love that project,
and I love going read it to thekids like we made books. We
designed the books, the covers,everything. So that's an example
of service learning. It. Youknow, sometimes we think of
service learning like these.
People need this right? As faras you know, they need a
(14:54):
weighted jacket if they'reautistic, or they need a quilt
because they're kids who aresick or. Their, you know, foster
kids or something like that. Butsometimes service learning is
just reading to a younger crowd,right? So, right?
Lauren Moseley (15:09):
Yeah, I had fourth grade one year, and we
decided the end, you know, theend of the school year, when
you're done with testing andthey're still learning to do,
but you want to make it so thatthe kids are really highly
engaged, because they're allready for summer. So we did, we
turned some folk tales intoplays. And, you know, I didn't
(15:30):
want to do costuming, and Iwanted, I didn't want to do a
big set, yeah, so it was reallyimportant for the kids to get in
character, so we did this littlefolk tale and and I told them, I
said, we're gonna do this forthe first graders. And well, the
up the the younger grades,first, second, third graders.
And so you guys have to, youknow, you gotta really be into
(15:53):
it, because they're little kids,and anything you do, they're
gonna enjoy. But you gottareally be into character, and to
see these upper grade kidsgetting beat chickens and geese
and cows and mooing on stage anddoing all this funny stuff. And
when they performed for thesefirst graders, they never forgot
it. I mean, after that, theywere like celebrities of the
(16:14):
school, you know, and they wouldsee them down the hall and be
like, Oh, I remember you in thatlittle play we did. And just,
you know, because, you know,fourth and fifth graders are,
they're kind of too cool forschool, but to know that they
were going to do this for thelittle kids, just gave them this
new, you know, level of, okay,we're going to ham it up and
(16:35):
make it really fun. If I wouldhave said they're just going to
do it for each other, theyprobably like, This is dumb.
We're not doing this. But yeah,the fact that they had a little
audience that they knew or wouldreally appreciate it, yes, yeah,
makes a
TD Flenaugh (16:50):
difference if you have not tried it, not tried it.
Try it out, right? Try it out. Ireally want us to make the
switch, because part of what Ithought about this too, was the
social justice aspect. Now,these, these men were in prison,
and obviously part of themgiving back was making some type
(17:12):
of restitution for what theyhad, you know, crimes they had
committed, right? And obviouslyour kids, you know, we hope you
know they're learning now smalllessons so they don't, you know,
they're not getting to, like,really big crimes or anything
like that, obviously, in thefuture. But I think restorative
(17:33):
justice, the concept of that isso important, because really
just, you know, I have aprincipal who who has said,
like, if I were teaching, like,when I started teaching, like, I
would be fired for some of thestuff, because we really, our
hands are really tied. I don'tknow what it's like in Texas,
but in California, like, thereare really, like, zero
(17:55):
consequences, right? Like, it's,you know, as far as suspending
kids, you can't put this oncorner. You can't have them
write standards like, I will notrun in the class, or whatever.
You cannot have them do like,there's so many things that
you're not allowed to doanymore, which I know, like, you
know, a lot of us who grew up inschool, like we had to all these
(18:16):
consequences that meet we mayhave suffered, like, not
happening nowadays. So just soyou know, if you don't know not
happening. So that's what mademe think about restorative
justice, because sometimes ourkids do things to other people,
and then we would need to thinkabout like, Okay, well, you tore
(18:38):
up someone's homework. You gotupset with them, like, what can
you do to restore that? And sothat also made me think about
that, and first to really talkabout it on the podcast, natural
consequences and restorativeconsequences to help our
students learn their lessons.
Because one thing we know forsure is that zero consequences
are very harmful for kids. It isvery harmful for them. They keep
(19:01):
pushing limits. Like, that'swhat we do as humans. Like,
we'll push the limit. You know,kids definitely do that until
they learn lessons. So we don'twant to be harmful to them. We
want to make sure that we thinkabout what they can do to
restore someone that they'veharmed, or something that
they've harmed, right, right?
Lauren Moseley (19:25):
Yeah, I had an incident this year, even, where
I had a kid who threw a fit ofrage and just, you know, broke
the screen on his Chromebook.
And you know, he was, he wasmad, and so, you know, we had
extra Chromebooks. So he couldhave very easily, you know, we
could have just said, Hey, we'regoing to give you another
(19:46):
Chromebook. But we said, Youknow what, we're going to have
to take the Chromebook, take itto the Chromebook doctors so
they can fix it, and then you'regoing to have to wait for it to
come back and all. That periodof time he was very upset he
didn't have his Chromebook. Butwe kept reminding him, yeah, you
don't have a Chromebook because,well, when you got angry, you
broke it, remember? So that'swhy you don't have one, and we
(20:08):
just got to wait for it to getfixed. And so every day, he's
like, is it fixed yet? I'm like,Oh no, it was really broken. So
we're going to have to gothrough a lot. We ended up
having to replace it, obviously,but just that whole idea that he
had to wait for such a long timebefore we could give him a new
one. You know, at one point hewas saying, Man, I shouldn't
have, I should not have brokenmy Chromebook. So the natural
(20:29):
consequences of him not having aChromebook for so long started
to kind of click. You know, Ididn't have to do anything
extraneous. He just didn't havea Chromebook. That was like, a
very natural consequence forhim. And when he did finally get
another Chromebook back, whichwas weeks and weeks and weeks
(20:52):
later, he was like, so careful.
And when he got angry, he had wegot him a little squishy that he
could squish. So he woulddefinitely think about throwing
his Chromebook and then go gethis squishy. So I just think of,
you know, things that arenatural consequences are very
important too. And when we thinkabout restorative justice, I
(21:18):
don't know, have you ever heardof this, this tradition. I want
to say it's an African traditionwhere when someone in a
community has done somethingwrong, they gather around the
individual, and everyone in thecommunity tells them something
about who they they speak word.
They speak very affirming wordsinto the person. I don't know if
(21:41):
you've ever heard of that, butthey literally tell the person
the things that they want themto believe about themselves,
like, okay, you know, you areyou, you are kind, you are non
violent, you are you know,speaking words of affirming. You
know, words of affirmation, andI've done that in my classroom
(22:01):
as well. I don't know if you'veever heard of that. I don't even
know. I think I saw it on acommencement speech. Someone was
telling the story of thistradition, and I thought, oh my
gosh, I love that idea.
TD Flenaugh (22:15):
That is great, because I know one of the things
about when someone doessomething wrong, is a lot of
times they also have and this,they talked about this in the
Netflix show as well, likeforgiving yourself, right,
right, and then also believingthat that's who you are, right?
(22:38):
I am a person who does this kindof thing. I'm a thief, I'm a
murderer, whatever it is, right?
And not getting better or notdoing different things like
these are the choices that Imake, and I'm going to continue
to make these choices. And sothat's really stands out to me.
I haven't heard of this practicethat you're talking about, but
it really helped to heal thatperson, and then for them to,
(23:02):
you know, to take on thepositives about themselves and
to continue to do positivethings, instead of take on the
persona of, I did this badthing. I am a bad person, and
going to continue to kind ofmake those type of choices, so,
(23:23):
right? It's a way of undoing theharm that they've done to
themselves, because that isanother thing we don't think
about often. We think about theharm they did to others. We
don't think about the harm theydid to themselves, right, right?
Lauren Moseley (23:41):
And I think making that clear distinction
between you did a bad thing, butyou're not a bad person. You
just did a thing that was notgood and it had negative
consequences, but you are not abad person, and you can make
different choices. So I love andespecially laying that out for
kids and and practicing it, Ithink, creates a very tolerant
(24:06):
community. Because I think withmy kids, I need my whole class
community to help me withstudents who have problematic
behavior. It can't just be me.
TD Flenaugh (24:15):
Yeah, that's a good point. Whole community apart,
yes, they could tear apartclassroom, stop the learning,
right? And we don't have verymuch recourse as teachers,
right? Yeah, right.
Lauren Moseley (24:28):
So when they're in those interactions, or having
those moments where the kidsknow how, because you you can
create an environment where allthe kids know who the bad kid
is, yes, right? Absolutely, andyou don't want that to be a part
of your classroom community. Youwant the kids all to have to
rally around kids who haveproblematic behavior and help
(24:49):
support them. And I think that'sone of the things I've seen,
like this one kid that I'mtelling you about through his
Chromebook. Like, by the end ofthe year, he had so much
support. He had so. Muchconsideration. And I think it
started to mirror. He started tomirror what he was seeing. So
there was lots of forgivenessfor him, and there was lots of
(25:11):
mercy for him. And so he startedto respond and and carry himself
in a way where, you know, hishis incidences that happened
throughout the day. We'regetting, you know, less, you
know, just fewer and fewerincidences each day, to the
point where I had very little toreport to the to the counselor
(25:31):
on a regular basis, and just tosee, you know, that restored
that, that idea of speakingaffirming words into into
students and to help them seethat your behavior is not who
you are. Is so, so important. I
TD Flenaugh (25:47):
love that, you know, I I'm definitely gonna,
like, steal that idea and then,you know, because you're right
when I've, you know, I'vedefinitely had years where
they're students who had, like,really, you know, severe
behavior problems and and itjust escalates, right? You know,
(26:08):
especially as a new teacher, youdon't know what to do. You're
basically doing the wrong thing.
But you're saying, like,bringing in the whole community
to help say positive things andgive them support, and all of
that is a way to undo that andgive them a supportive
environment, because it doesturn into the other kids are
like, hmm, yeah, Joshua's bad.
(26:30):
He's a bad kid, and running toyou to tell you, like, oh,
Joshua did something again. Or,you know, I don't want to play
with Joshua, you know, I've evenseen kids like, I'm not taking
that student to the rest, youknow, we have the buddies going
to the restaurant, like, not toomany problems in the bathroom
I'm not taking, you know. Like,he's like, I gotta go to the
restroom. Was like, several kidsare like, I'm not taking them.
(26:54):
Like, yikes, you know. So, yeah,ending that on and again,
Lauren Moseley (26:59):
right? Yes. And I think also the the natural
consequences of things, evenwhen you tell kids, hey, the
natural consequences of you, youknow, throwing things at other
kids, is that they are not goingto want to sit near you because
you are causing chaos. So that'sa natural consequence, and not
(27:22):
that they're doing that becausethey don't like you, because
you're a bad person, but becausethey don't want to be a victim,
and so they're going to removethemselves. That's a natural
consequence, and it's and theyunderstand that, and then
they're like, Okay, so if I wantfriends and all kids do, all
kids want be accepted and haverelationships. You know, it
(27:43):
helps them think, you know, slowdown a little bit and start
using those tools that we'retrying to, you know, give them
to make different choices.
TD Flenaugh (27:51):
Yeah, absolutely, yeah. That's yeah that I just
feel like that's such a gem thatyou just shared with us. So take
it down, guys building, youknow, just speaking positive.
Yeah, a lot of people have thatpractice where they have, like,
a restorative circle, orsomething like that, and trying
(28:13):
to, you know, build that childup. Because a lot of it does,
you know, we always hear, Idon't, you know, hurt people.
Hurt people, right? I'm hurt,I'm angry. I'm feeling a certain
way. So I could come in and makeyou feel bad by saying something
negative to you, you know,pushing you, because I feel, you
know, so it's, it's a way ofacting out, because I'm already
(28:35):
hurt inside. So I'm just goingto find something negative to
say to you, or push you, orwhatever it is, and, yeah,
trying to have some healingthere for the child, and then
also talking to them aboutnatural consequences. Yes, I do
want to say parents. Sometimes Ifind parents are very, very
(28:57):
protective of their children andthey don't want them facing any
consequences, natural or other,and I'm just gonna let that stay
there.
Lauren Moseley (29:12):
Just
TD Flenaugh (29:15):
that you you know it does. It is very harmful for
kids, and I know I have as amom, definitely given my
daughter consequences that kindof hurt me right. Like, I can't
go out now because she's notgoing where, you know what I
mean, or or whatever it is,right, whatever it is, like, Oh,
I feel bad. I wanted her to dothis, but she did this right,
(29:39):
and I told her not to, you know,and so that is what it is, so.
Or then, you know, people likebeing lashing out at someone who
says, Okay, your child has anatural consequence. Or your
child, you know, they don't wanttheir kid to feel any discomfort
or anything like that. But Iwould just say it. Really just
(30:00):
leads to kids being be gettingto a situation where we don't
have control, where you know,actually the police are taking
over, where you know they'vecommitted a crime or whatever.
It's not just a push forsomething. Actually punch
someone and that person broketheir nose or whatever, right?
So situations get out ofcontrol, because we didn't want
(30:23):
them to face the naturalconsequence when they push
someone and now they're breakingpeople's noses or whatever. So
yeah, just, you know, part ofthe falling for learning
podcast, obviously, likereflect, yes. Are you? Are you?
You know, preventing your childfrom having consequences,
because it does not bode wellfor their future, unfortunately,
(30:46):
right?
Lauren Moseley (30:47):
Yeah, that is such a good point. Yes, I always
tell my kids be a bucket filler,not a bucket Dipper. I'll have
we all have. We all have thesebuckets. Everyone has an
invisible bucket, and every timeyou are, you know, being
intentional and communicatingpositively, you are literally
(31:09):
putting wonderful things in thatperson's bucket. We want to
always fill up people's buckets.
We don't want to be the kind ofpeople who are literally
emptying out people's buckets bynot giving our kids what they
need so that they can come andinteract with their classmates
in a way that is respectable andand considerate. So I always
tell my my parents, you know,just we would just want to help.
(31:32):
We just want to help your son oryour daughter be bucket fillers
and not bucket dippers.
TD Flenaugh (31:39):
Absolutely we thank you so much for joining us today
on season three of the fallingfor learning podcast. Do
something today that gives yourchild the competitive advantage.
Thanks for joining us. Yes,the rewrite method and the
rewrite method workbook are yourgo to resource for helping kids
(32:03):
to learn to fall in love withwriting. It has the tips, tools,
resources, strategies and skillbuilding activities to help kids
fall out of writing Hoot andinto loving to write. Get your
(32:26):
book set today.
Thanks. Again for supporting thefalling for learning podcast.
(32:46):
New Episodes go live everySaturday at 5pm you can watch us
on youtube.com at falling forlearning or listen on all major
podcast platforms such as Apple,Google, Audible, Spotify and
much more. For more resources,visit falling in love with
(33:09):
learning.com we reallyappreciate you. Have a wonderful
week.
Lauren Moseley (33:18):
Yay.
TD Flenaugh (33:20):
So today we're going to talk about
Lauren Moseley (33:31):
the Netflix filters and how it relates to
learning. We're
TD Flenaugh (33:39):
going to talk about but I want to give the topic
first though we want to talkabout, we're going to talk about
social justice or servicelearning,
Lauren Moseley (33:50):
restorative justice, service learning, okay,
service I've never heard
TD Flenaugh (33:55):
it learning and restorative justice. Service
Lauren Moseley (33:58):
learning, okay, okay. So.
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