November 22, 2025 • 31 mins
In this episode of the Falling for Learning podcast, TD Flenaugh and Lauren Moseley discuss the upcoming Thanksgiving break and the various school events leading up to it. They explore classroom dynamics, student engagement, and the importance of communication skills in education. The conversation also touches on instructional strategies, the balance between independence and support in learning, and the implications of technology in education. Throughout the discussion, they reflect on the growth of their students and the significance of fostering critical thinking and conversation skills.
We drop new episodes every Saturday at 5 p.m. Pacific Time.
Follow us:
Instagram - https://www.instagram.com/fallingforlearning/
Facebook - https://www.facebook.com/fallingforlearning/
https://linktr.ee/falling4learning
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:03):
It's me. TD, Flenaugh and Lauren Mosley,
Lauren Moseley (00:06):
hey, hello, everyone out there in podcast
land, Happy Wednesday. It'sWednesday. Hump Day. It's
TD Flenaugh (00:16):
Wednesday around here. Okay, so how are things
going for you?
Lauren Moseley (00:21):
Well, it is the week before Thanksgiving break.
Let's just say everybody isready for Friday. The kids are
ready. The principal's ready.
The teachers are ready. No, it'sgoing great. We're actually
gonna have We ready festival. OnFriday.
TD Flenaugh (00:44):
Hi. Thank you so much for joining the falling 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 and
Lauren Moseley (01:01):
a lot of family and the kids get some time to do
some fun carnival fall funthings. So everybody's bringing
their money for their tickets,and yeah, talking about Friday.
Today was picture day, soeverybody's all dressed to the
nines. Yeah, you know, firstgraders, they their parents. I'm
(01:24):
really proud of our first theseparents. They they show up and
show out for picture day. Do yousay the first TD? First TDs?
That's what I call them. Myfirst graders, in like, full on
ball gowns. I mean, they were,it was like they were going to
King Yetta, like they lookedGord hair done. Moms must have
(01:45):
got up at four o'clock thismorning to do that hair. Hair
was do with the trindles and thelittle spirals around their face
and, ah, the patent leathershoes. Yeah, it was very cute.
So today was a good day, but Iam, I am ready for a break. I am
ready for that week,
TD Flenaugh (02:09):
yes, so I it's interesting. Your Fall Festival
is like the end of November.
Ours is in October. So we hadours about a month ago. I think
it's close, more closely, likeHalloween, but not Halloween,
but Right, right, you know?
Well, we
Lauren Moseley (02:28):
had what was called spooktacular and hollow
for Halloween. So we actuallyhad a whole academic day, but
everything was kind of likeHalloween theme. Our district
doesn't mind Halloween. Somedistricts are really, you know,
they, they kind of draw theline, you know, Halloween is not
nearly as embrace. But ourdistrict, right? Yeah, they're
(02:52):
like, yeah, have Halloween. Youknow, have costumes. Have the
whole Halloween.
TD Flenaugh (02:56):
We did that too, but we also had a fall festival,
yeah? So now, do
Lauren Moseley (03:01):
you remember going being in school? Did you
guys do Halloween, though?
Because I was a Catholic schooland we did not do Halloween.
TD Flenaugh (03:09):
Yes, we did Halloween. We had like,
something in the evening. Iforgot what it was called, yeah,
but we did, you know, we dressedup and we went. We had like, we
had like, what would be called aFall Festival out here, but it
was in the evening. Well, Idon't know if it was in the
evening. I grew up in Alaska,remember it was, it was, it was
dark, and we didn't go 24 hour.
We didn't go 24 hour darknesswhere I was, but definitely It
(03:33):
got late, you know, for 435 so,right? It didn't have to be that
late, but it was dark, right?
Yeah, so it was nice though itwas after school. I remember
going home getting dressed, so Ifelt like it was later in the
evening, because we went home.
It wasn't something that we didright after school. It was
(03:55):
something we went home, gotdressed, yeah, and I don't know
why it's escaping me, because Iknow they didn't call it the
Fall Festival. They called itsomething, but I can't remember
the name of what. They called ita carnival or something. I don't
know, but yeah. So what are somethings now that we're in so
we're almost to the halfway ofour school year, I think not.
(04:19):
You know, we're in the holidays.
What are some things that arereally coming up for you, or
you're thinking about, as far aswhat's happening with
instruction, or what's happeningwith, you know, just some things
that parents and educators canthink about to help their
students?
Lauren Moseley (04:39):
Yeah, well, I am thinking about the how hard the
kids have been working. I thinkwe're in the sweet spot where
kids have really, you know,compared to where they were in
August and where they are now, Iam definitely seeing growth. My
goal has been to get. The kidstalking more to them. One of our
(05:05):
we have four goals every day.
One is is listening ears, safebodies, and the other one is
share my thoughts and beingresponsible. So carry my
thoughts has been like a reallybig thing. I've really been
asking the kids, Hey, how canyou meet your goal today of
sharing your thoughts? So I'mgiving them a lot of sentence
(05:28):
stems and a lot of opportunitiesto answer questions and complete
sentences. And I'm just noticingit really is creating very rich
conversation. You know, areintentionally using the
vocabulary you know, we'relearning about early American
(05:49):
civilizations right now. Sothere is opportunity for them to
really dive into some you know,kind of, I told them there are
people in college studyingthese, these topics, studying
them in first grade. So, yeah,giving them those opportunities
to talk about the Mayan, theAztecs and the Inca and, you
(06:11):
know, their leaders and theirreligion and the cities and, you
know, you know, the way thatthey farmed. So I'm really I
have parent conferences comingup the week we get back from
Thanksgiving, and one of thethings I'm going to talk to the
parents about is ways they canboost their child's vocabulary
(06:31):
and just helping them have avoice, helping them to, you
know, asking them questions tohelp them expand. You know,
sometimes we ask them questions,like, how was your day? Great,
you know, what do you like toeat? You know, asking them
questions. Well, why? And, youknow, why do you like that? And,
you know, yeah, expand.
TD Flenaugh (06:53):
Why is this better than the other, right? Like, if
you know, they want pizza ratherthan chicken, like, why was the
pizza better, right? What'sYeah, so that's great. And then
so, well, do you want to talkabout the instructional feedback
that
Lauren Moseley (07:09):
you got? Yes, that is, I do. So we have what's
called the do now first thing inthe morning, because we are a
whole child school, and I love,I love the whole child model.
Part of it is, of course, thethe warm greeting as they cross
the threshold of your classroom.
So every teacher is standing inthe doorway, and the child gets
to pick the way that they wantto be greeted. It's either a hug
(07:32):
or a high five. I mean, I'm surelots of people have seen this.
It kind of seems like it kind ofkicked kicked off during the
pandemic, you really saw this alot. And so those greetings
take, not they don't take a longtime, but it's a lot longer than
if you just say, Okay, everybodywalk in the classroom, right? So
you got to give the kids who arein the classroom something to
(07:52):
do. So my first TDs haveroutines, and one of the
routines is a do now, which isa, you know, I guess it could
also be referred to as a warmup, the morning warm up. And so
my kids, because I'm teachingthem to use their voice, you
know, if they don't understandwhat the do now is, or they're
(08:13):
reading the directions. But someof my kids aren't readers, yet,
they might ask their friend, youknow, am I, you know, is this
how I do it, you know? Is this?
Is this what I'm supposed to do?
Do I copy the word? Do I copythe sentence? Do I have to copy
the sentence? Like sometimesthere's a little confusion,
right? And so I asked them toask their partner, ask three
before me, you know, the door,doing some thresholding, right?
(08:37):
Some some warm Yes. So we had anevaluator come in, and, you
know, she gave me a littleevaluation, and it had all the
things we're supposed to bedoing. And it said, yes, yes,
yes, yes, yes. So I was feelingreally great, and then I got
down to the bottom, and it said,silent and solo. Do now. No, I'm
a very How can you say this? Idon't like to see those kind of
(09:04):
things on my evaluations. I wantto see All yeses. If it's
supposed to be All yeses. I wantto yeah and have that one. No. I
was like, oh so taken aback. Butwhat I realized, you know, I do
have a conversation with herpart of the TD lac, which is
like a champion. Part of our waythat we're supposed to do the do
(09:25):
now is it has to be silent andsolo. So the kids can't talk.
They're not supposed to engagein any kind of way with each
other. They have to do this warmup by themselves, with no input.
I think there's some value inthat. You know, you want kids to
be able to write work and beindependent learners. And, you
(09:47):
know, try to use some criticalthinking skills to try to figure
things out. But if the goal isto keep them from, you know, to
be busy while I'm doing this, I.
If I make it so easy that theycan finish it without any help
at all, then they're going to befinished in two seconds. And
(10:08):
then there's management issues,right? If I make it too hard, or
at grade level or a little belowgrade level, I still have kids
who are going to need help. Youknow what I do? I make it. It's
a lot of the kindergarten reviewskills. So a lot of my kids are
like, you know, they're donerather quickly, but it's work.
(10:28):
They have to write a sentence,they have to write capital
letters, they have to write aperiod at the end. They have to
fill in the blank. So some of mykids need help. They cannot read
everything independently. So formy kids to be able to have some
ownership of their learning, Itell them, if you get stuck, ask
your friend, can you tell mewhat that word is? Can you help
(10:51):
me spell that out? Can you checkmy work to see if I if I did it
right? Like, that's just thingsthat I've taught them to do. So
the evaluator was in and saysthey're talking, and I'm like,
yeah, good for them. I'm glad. Iwant them to help each other. I
want them to, you know, yes,have productive struggle, but
(11:11):
it's only a, you know, fiveminute little review. I want
them to be able to not have tostart the day off and not be
successful. The first thingyou're going to do in the
morning, in the morning, I wantyou to be successful. And if you
need help, advocate for yourselfand ask. So anyway, we had that
conversation, and she says,Well, I was just writing down
(11:32):
what I observed, and it'ssupposed to be silent and solo,
so that's why you got to know soanyway,
TD Flenaugh (11:42):
well, I hear what you're saying. Like you don't
want that to have a note on it,but I feel like your
justification of it makes sense,and you could feel secure in
that. I mean, I feel like Iwanted to really hear all about
it, because, you know, I Idon't, I don't I don't really
(12:02):
know what it is right, becauseyou're teaching in a different
context. And as we're thinkingabout this and implications for
people who might behomeschooling their children, or
implications for other educatorsor parents like getting feedback
about what their child is likeat school, or what they're
doing, or what they're supposedto be able to do on their own.
Also, I'm thinking about that inthat aspect and so, but I think
(12:26):
you know, you're very justifiedin having that be something that
they're talking and advocatingfor.
The rewrite method and therewrite method workbook are your
go to resource for helping kidsto learn to fall in love with
(12:51):
writing. It has the tips, tools,resources, strategies and skill
building activities to help kidsfall out of writing Hoot and
into Loving to write. Get yourbook set today.
(13:22):
I think maybe this personobserving classes might notice
that there is, there is thereare times where teachers have
scaffolding in place and they'renot ever taking it away. And so
this is a scaffold where they'redoing something with support,
right? So, you know, I thinkyou're justified in what you're
(13:46):
doing and why you're doing it,and that's for educators. We
always have to be reflectiveabout why we're doing things and
and what makes sense. I think,you know, all of those things,
we need to make sure thatthey're greeted, take time to do
it, right? Because even ifyou're doing it, you could do it
really in a fast way that's notpersonable, like, clap, clap,
(14:07):
clap, you know. Just come in,you know. But you're taking time
to do it, but also making surethat the students have something
it is their first thing of theday for it to just be, like,
silent and solo, the very firstthing as a first grader, okay,
maybe fifth graders, eighthgraders, maybe, but I don't know
about first grade, and I thinkthis is just like a yes or no
(14:29):
checklist, and I don't thinkthey're thinking more about it
and and maybe their overall waspositive, But you know, you
obviously were like, on themabout that, right? Awesome. I
think it's great, though. Ithink it's great to have that
(14:49):
conversation, like people tovisit and you could get
feedback, and of course, theysee a snapshot of your class.
Yes, I have seen, you know,educators, where they're. All
day, they're getting supportwith their work, and then the
kids are not getting a chance towork independently on their work
at all, which, of course,becomes problematic because we
(15:10):
have assessments in place whereyou're not able to give help.
You're not able to as they getover, you can read directions to
them, and we have in some of us,and I feel like my experience as
I've been, I've worked at thedistrict level, and I've worked
it as an instructional coach atthe school level, I have seen
where a lot of teachers justkeep scaffolds in place all
(15:34):
year, never remove them. Andthen, you know, while the while,
the atmosphere is great, theteachers working hard, the
students working you know thatresults aren't going to show up,
because when I am put in a placewhere I have to do something by
myself, the teacher's not givingme a sentence frame, the
teacher's not giving me agraphic organizer, the teacher's
(15:55):
not even reading the direction,right? And then I'm supposed to
do this, and I'm like, right?
Right? Well, where's thesentence frame? Right? Where's
the graphic organizer? Yeah, sothat's what my first thought
when I heard because I didn'tknow anything about it. But I
feel like this first fiveminutes is very much justified.
Five minutes even, I wouldn'teven say this could be in place
all year, like, I don't thinkthere's a reason for you to have
(16:18):
to change it, you know. But ofcourse, there's other parts of
the day where they can becomesilent and solo and work on
something by themselves, becauseyou do want to know what they
know how to do. Because beforethat, I'm just speculating. No,
Lauren doesn't know how to dothis. I'm gonna just give her
help. She I'm gonna give her thegraphic organizer, because she
(16:39):
doesn't know how to choose herown graphic organizer. Graphic
Organizer. But if I give themthat experience and say, find
your own graphic organizer thatyou're going to use for this
compare and contrast essay, andmaybe I'll see five kids were
able to do it. One didn't evenknow what a graphic organizer
was. You know, you know, youknow, whatever, I would have
(17:01):
information, because a lot ofpeople just assume, Oh no, no.
First graders won't be able todo this or that or whatever. So,
yeah, it's, it's a kick in thebutt. I've definitely felt
kicked in the butt. When peoplecome to visit me, they don't
really know all this all thetime, what's going on before
this, what's going on afterthis. They don't know the nature
of your class, where my classneeds this and whatever that is,
(17:23):
but, but, you know, I don'tthink it was, it wasn't an
administrator or anything,right? It was like a coach,
Lauren Moseley (17:33):
no, no. And, you know, and I will say, there's so
many times when they are silentand solo, like we have to do 30
minutes of Amira, which is anapp where they're they have
their headphones on their headsare bad in their computers. It's
silent and solo. They have toYeah. Another 60 minutes of
(17:53):
Lexia, Lexia core five, which isanother
TD Flenaugh (17:58):
60 minutes a day or a week for the
Lauren Moseley (18:00):
week, okay, yeah, 60 minutes for the week.
And then they have st math,which is the math app. All of
these things are silent andsolo. So if you do the math all
day long, they have plenty oftime where they literally are
engaged in, you know. Let's seewhat you know. And when you get
the answers right, we, we keepgoing, and if you get it wrong,
(18:22):
we, yeah, you know, we scaffoldit down, give you a little
tutoring, and help you and putyou back on track. So, you know,
I have, that's a whole notherpodcast for another day. The
problem with having so manyapps, and there's good things
about it, right? I was watchinga kid today, as a matter of
fact, he was absent, so he hadto do a little double duty
(18:44):
today. And so while the kidswere working, I was just working
with him, trying to see if Icould, you know, if there's
anything he needed. And thepatience of Amira is pretty
astounding, because it's, it'san app, right? And she's a
tutor, yes, I'm familiar. And soit's funny how, because he was
just making the same mistakeover and she would say, hey,
(19:05):
let's try that again. And Isaid, Wow, I can see why this is
beneficial. Because I'm like,Okay, wait a minute. The story's
got three parts, you know, thesame three parts. He keeps
putting them in the in theopposite, you know, order I'm
like, Are you even listening tothe story? You are listening to
your headphones working what'sgoing on here? Just the patience
(19:27):
of a mirror is pretty is prettyimpressive, you know, I try to
channel a mirror sometimes.
Okay, let's try that again.
TD Flenaugh (19:36):
Then AI tutor is with AI, yeah. So interesting.
So, yeah, so, yeah, I think thatperson, and that happens too.
There's a lot of people that outof touch with what it means in
the classroom. And who knowsthat person could have been a
fifth grade teacher or a middleschool teacher, and so, like,
(19:59):
this is silent. And solo like,yes, for eighth graders, seventh
graders, whatever, but these arefirst graders, yeah. So I think
it's developmentally appropriatefor them to come in and be able
to talk quietly as they'recompleting a task, because their
work, right? It can be reallyquick, right? If they're, you
know, and that's that's tricky,finding something that is
(20:20):
challenging enough, not tooeasy, right? But not too hard
that they're doing it bythemselves. That is tricky. It
is. And then what yet, with thevariety of kids that are that
you're charged with in a firstgrade class like that's a very
challenging right? So I thinksome key takeaways right for
(20:41):
parents and educators out thereis to have some balance between,
you know, silent, soloactivities, interactive
activities, if they're talkingto you, and then I would also
say add on to that, like paperand pencil, because I have
talked to some parents who feltlike their kids were doing fine
(21:05):
as they were homeschooling,because, but, but what happened
is they were like, all computerbased, and then they realized
that certain things weren'tdeveloped the hand. They didn't
write, they didn't know how towrite their name. They didn't
know how to you know, justdifferent things. That does? You
know that a computer is notgoing to ask you to do, or that
(21:26):
you're not going to have to doon the computer, right? And so
your child has some deficits,some big gaps, because they just
been on the computer. And thecomputer, the way it it
functions, it may just ask youcertain types of questions and
move you on. And a lot of timeskids know how to, like, beat the
system, or whatever it is, andbut sitting down and writing
(21:50):
something, developing thosemotor skills, you know,
communicating, talking, havingconversations like those are
things that you know are bigdeficits as they're trying to
interact with others, as theyare trying to navigate through
the world, and don't know how tohold a pencil or whatever. Maybe
(22:12):
that'll go away. I don't know.
With technology, will we nothave to use pencils in the no
pens or pencils, but just havinga balance is really important,
right? Of course, if you knowMs, Mosley was only doing, you
know, talking and getting youknow, what do you call it like?
Just more social support withother students and doing things
(22:35):
as partners, and that's the onlything she's doing all year. Of
course, students will grow, butwhen it's time to do things on
their own, we don't know ifthey're able to do it. Some kids
might be able to do it, and somekids won't, because just that
experience of being able tonavigate something on their own
isn't there. Where at this youknow, at the same time,
(22:55):
everything can't be silent andsolo, because you don't know
what you know. You need to knowyou need to know what they know.
What they don't know. They needto be able to talk. I mean, a
holistic education is reading,writing, listening, speaking,
and that's just the literacypart. But whatever content area
they should be reading, writing,listening and speaking with that
content area, right? Yeah, ifit's science, all those things,
(23:17):
it's math, it's all thosethings, so it shouldn't just be
like one particular aspect oflanguage and literacy. Um, so
Lauren Moseley (23:28):
yeah, that was very well said. That was
excellent. Yes, you check allthe boxes. All your boxes are
yes, yes, yes, yes, yes.
TD Flenaugh (23:39):
Thank you. Thank you. Thank you. Thank you. No,
Lauren Moseley (23:42):
yeah, I and I even tell my kids, it's really
important to learn how to read,and they're all on board, like
they want to know how to read. Isay, Okay, you guys, are we
readers today? They're like,yes, but equally important is
how to listen to someonespeaking, how to respond, how to
(24:02):
speak and how to you know, askit. You know, ask additional
questions, ask follow upquestions. Like those are all a
part of understanding that thetext that you're reading has
lots of parts. There are peoplehaving conversation, there's
predicting what's going tohappen next. There's
foreshadowing. There's all thesethings that are going on. And I
(24:25):
think inner human communicationis a part of those higher level
developmental reading skillsthat they're going to get, you
know, right, third, fourth,fifth grade. So I really want
to, like, I started, off at the,you know, the beginning of the
podcast, talking about, that'sone of the things I really
wanted to work on this year, wasgetting the kids to have
(24:50):
conversations, you know, evenwhen they start arguing, no, I
didn't, yes you did. No, Ididn't, yes you did. No, I. Yes,
okay, let's, let's see if we canbreak this down and have a, have
a complete thought and acomplete sentence and justify
why you're saying XYZ, and tosee that they do like they will
(25:11):
sit and have a conversation, youknow? And, yeah, it's it.
They're growing. They'reliterally growing in the way
that they respond. So now it's,I did not take your place in
line, because we're all going tothe same place. So really,
anywhere you stand in line isfine. Oh, there you go. There's
(25:39):
no prize for getting to the gymfirst. So really, anywhere you
can, it's fine. I mean, this ismy first graders, you know? Yes,
absolutely, having conversations
TD Flenaugh (25:51):
using complete sentences. I love that, right?
And just being able to get alongin the world like, I know, a lot
of times we talk about collegecareer and all this, but it's
like there's something to besaid, and just about being able
to get along with people, makeit through the world, navigate
to conflict, communicateclearly, just day to day, right
(26:13):
picking up your mail or goinginto a customer service agent
and getting something returnedor whatever. These are just
skills that the students need,and we use them every day. So we
know they need them, right?
Several times a day.
Lauren Moseley (26:29):
Like my students are, they even answer the phone.
You know, you getting calls fromthe office. I taught my kids to
answer the phone. They saystudents speaking, and you know,
if they don't understand, we hadone this one kid didn't
understand what the the theSecretary said, and just hung up
the phone. I said, Well, whatdid she say? I don't know. So I
(26:52):
had to call back the, you know.
So we had to have a wholeconversation about, okay, how do
you ask someone to read? Youknow, you didn't hear what they
said. So what should you say?
You know you should say, Can youplease repeat that? So I've had
kids, they're looking at me,they're looking at the phone,
and they go, can you repeatthat? And it's just, it's one of
those just Yes moments where I'mso proud of them that they're
(27:16):
actually yeah, using those,those those listening and
speaking skills and advocatingfor themselves. I didn't hear
you. Can you say it again? Oh,you know. So yeah, home. They
need to take their backpack andget their lunch kit and go home,
you know, go to the office. SoI'm very proud of my littles, my
little firsties. And, you know,I think in a world where we are
(27:42):
so people are talking andnobody's listening, nobody's
hearing what the other person ishearing. Or sometimes we're
listening already with judgment,or we're listening with already
TD Flenaugh (27:52):
yes notions, my response, yes.
Lauren Moseley (27:55):
We're gonna say with, instead of, you know,
leaning into, let me, let mereally hear what this person's
saying. I hope that this is insome way building a good
foundation for them to be ableto think critically to you know,
even sometimes I ask them to gohome and ask their parents about
certain topics that we'relearning. Ask your parents if
(28:16):
they know anything about youknow, like today we studied the
Maya like, ask her if they knowanything about it, and then
share what you learned. Youknow, have a conversation with
your audience outside of you.
Take me to McDonald's, you know,so and even to have to come back
and ask them, like, oh, so, whatdid your parents say? Did you
talk to them about yourlearning? And some of them are
like, Oh yeah, I did. I told mymom what we're learning. And,
(28:39):
you know, this is what they hadto say. And so I just love, I
love these little these littlekiddos. And even though I'm very
tired, very tired, and at theend of the day, I'm like, you
know, my my throat feels I hopeI'm not coming down with
something, because it is thatseason, also that time of year.
(28:59):
Oh yeah, parents, kids don'tfeel well, and they're
complaining about the runny noseand the headaches. You should
you should keep them home,please. So I hope I'm not coming
down with something, but i Are
TD Flenaugh (29:16):
you qualified to say that you're a nurse? No
display.
Lauren Moseley (29:20):
I because I've caught I, let's see. I had flu a
last year, and I had a I havehad several kids with lots of
Hand, hand, foot and mouth. Haveyou heard of that? I never even
heard. I've heard of it. I'veheard I'm scared, and we've had
quite a few kids with that moreand, you know, I was like, if
(29:45):
you're, if your kid is isshowing you their hands, and got
this, you could keep them. It'sfine, keep them home, right? But
okay, so ready for a break. Ilove my kids. We had a, you
know, it's been a great.
Semester, I feel really strongthat they're going to go into
the next semester, reallyshowing a lot of growth. So
we'll see. Love it. This isgreat. Okay.
TD Flenaugh (30:17):
Well, I really appreciate everyone who has you
know, tuned into, logged intothe falling for learning
podcast. Please like andsubscribe if you're not already
a subscriber, and we appreciateyou. Hopefully you have a great
(30:39):
holiday season and we will seeyou soon. Have a great week. All
right,thanks again for supporting the
falling for learning podcast.
New Episodes go live everySaturday at 5pm you can watch us
(31:02):
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
learning.com. We reallyappreciate you. Have a wonderful
(31:23):
week.
It's me. TD, Flenaugh and Lauren Mosley,
Lauren Moseley (00:06):
hey, hello, everyone out there in podcast
land, Happy Wednesday. It'sWednesday. Hump Day. It's
TD Flenaugh (00:16):
Wednesday around here. Okay, so how are things
going for you?
Lauren Moseley (00:21):
Well, it is the week before Thanksgiving break.
Let's just say everybody isready for Friday. The kids are
ready. The principal's ready.
The teachers are ready. No, it'sgoing great. We're actually
gonna have We ready festival. OnFriday.
TD Flenaugh (00:44):
Hi. Thank you so much for joining the falling 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 and
Lauren Moseley (01:01):
a lot of family and the kids get some time to do
some fun carnival fall funthings. So everybody's bringing
their money for their tickets,and yeah, talking about Friday.
Today was picture day, soeverybody's all dressed to the
nines. Yeah, you know, firstgraders, they their parents. I'm
(01:24):
really proud of our first theseparents. They they show up and
show out for picture day. Do yousay the first TD? First TDs?
That's what I call them. Myfirst graders, in like, full on
ball gowns. I mean, they were,it was like they were going to
King Yetta, like they lookedGord hair done. Moms must have
(01:45):
got up at four o'clock thismorning to do that hair. Hair
was do with the trindles and thelittle spirals around their face
and, ah, the patent leathershoes. Yeah, it was very cute.
So today was a good day, but Iam, I am ready for a break. I am
ready for that week,
TD Flenaugh (02:09):
yes, so I it's interesting. Your Fall Festival
is like the end of November.
Ours is in October. So we hadours about a month ago. I think
it's close, more closely, likeHalloween, but not Halloween,
but Right, right, you know?
Well, we
Lauren Moseley (02:28):
had what was called spooktacular and hollow
for Halloween. So we actuallyhad a whole academic day, but
everything was kind of likeHalloween theme. Our district
doesn't mind Halloween. Somedistricts are really, you know,
they, they kind of draw theline, you know, Halloween is not
nearly as embrace. But ourdistrict, right? Yeah, they're
(02:52):
like, yeah, have Halloween. Youknow, have costumes. Have the
whole Halloween.
TD Flenaugh (02:56):
We did that too, but we also had a fall festival,
yeah? So now, do
Lauren Moseley (03:01):
you remember going being in school? Did you
guys do Halloween, though?
Because I was a Catholic schooland we did not do Halloween.
TD Flenaugh (03:09):
Yes, we did Halloween. We had like,
something in the evening. Iforgot what it was called, yeah,
but we did, you know, we dressedup and we went. We had like, we
had like, what would be called aFall Festival out here, but it
was in the evening. Well, Idon't know if it was in the
evening. I grew up in Alaska,remember it was, it was, it was
dark, and we didn't go 24 hour.
We didn't go 24 hour darknesswhere I was, but definitely It
(03:33):
got late, you know, for 435 so,right? It didn't have to be that
late, but it was dark, right?
Yeah, so it was nice though itwas after school. I remember
going home getting dressed, so Ifelt like it was later in the
evening, because we went home.
It wasn't something that we didright after school. It was
(03:55):
something we went home, gotdressed, yeah, and I don't know
why it's escaping me, because Iknow they didn't call it the
Fall Festival. They called itsomething, but I can't remember
the name of what. They called ita carnival or something. I don't
know, but yeah. So what are somethings now that we're in so
we're almost to the halfway ofour school year, I think not.
(04:19):
You know, we're in the holidays.
What are some things that arereally coming up for you, or
you're thinking about, as far aswhat's happening with
instruction, or what's happeningwith, you know, just some things
that parents and educators canthink about to help their
students?
Lauren Moseley (04:39):
Yeah, well, I am thinking about the how hard the
kids have been working. I thinkwe're in the sweet spot where
kids have really, you know,compared to where they were in
August and where they are now, Iam definitely seeing growth. My
goal has been to get. The kidstalking more to them. One of our
(05:05):
we have four goals every day.
One is is listening ears, safebodies, and the other one is
share my thoughts and beingresponsible. So carry my
thoughts has been like a reallybig thing. I've really been
asking the kids, Hey, how canyou meet your goal today of
sharing your thoughts? So I'mgiving them a lot of sentence
(05:28):
stems and a lot of opportunitiesto answer questions and complete
sentences. And I'm just noticingit really is creating very rich
conversation. You know, areintentionally using the
vocabulary you know, we'relearning about early American
(05:49):
civilizations right now. Sothere is opportunity for them to
really dive into some you know,kind of, I told them there are
people in college studyingthese, these topics, studying
them in first grade. So, yeah,giving them those opportunities
to talk about the Mayan, theAztecs and the Inca and, you
(06:11):
know, their leaders and theirreligion and the cities and, you
know, you know, the way thatthey farmed. So I'm really I
have parent conferences comingup the week we get back from
Thanksgiving, and one of thethings I'm going to talk to the
parents about is ways they canboost their child's vocabulary
(06:31):
and just helping them have avoice, helping them to, you
know, asking them questions tohelp them expand. You know,
sometimes we ask them questions,like, how was your day? Great,
you know, what do you like toeat? You know, asking them
questions. Well, why? And, youknow, why do you like that? And,
you know, yeah, expand.
TD Flenaugh (06:53):
Why is this better than the other, right? Like, if
you know, they want pizza ratherthan chicken, like, why was the
pizza better, right? What'sYeah, so that's great. And then
so, well, do you want to talkabout the instructional feedback
that
Lauren Moseley (07:09):
you got? Yes, that is, I do. So we have what's
called the do now first thing inthe morning, because we are a
whole child school, and I love,I love the whole child model.
Part of it is, of course, thethe warm greeting as they cross
the threshold of your classroom.
So every teacher is standing inthe doorway, and the child gets
to pick the way that they wantto be greeted. It's either a hug
(07:32):
or a high five. I mean, I'm surelots of people have seen this.
It kind of seems like it kind ofkicked kicked off during the
pandemic, you really saw this alot. And so those greetings
take, not they don't take a longtime, but it's a lot longer than
if you just say, Okay, everybodywalk in the classroom, right? So
you got to give the kids who arein the classroom something to
(07:52):
do. So my first TDs haveroutines, and one of the
routines is a do now, which isa, you know, I guess it could
also be referred to as a warmup, the morning warm up. And so
my kids, because I'm teachingthem to use their voice, you
know, if they don't understandwhat the do now is, or they're
(08:13):
reading the directions. But someof my kids aren't readers, yet,
they might ask their friend, youknow, am I, you know, is this
how I do it, you know? Is this?
Is this what I'm supposed to do?
Do I copy the word? Do I copythe sentence? Do I have to copy
the sentence? Like sometimesthere's a little confusion,
right? And so I asked them toask their partner, ask three
before me, you know, the door,doing some thresholding, right?
(08:37):
Some some warm Yes. So we had anevaluator come in, and, you
know, she gave me a littleevaluation, and it had all the
things we're supposed to bedoing. And it said, yes, yes,
yes, yes, yes. So I was feelingreally great, and then I got
down to the bottom, and it said,silent and solo. Do now. No, I'm
a very How can you say this? Idon't like to see those kind of
(09:04):
things on my evaluations. I wantto see All yeses. If it's
supposed to be All yeses. I wantto yeah and have that one. No. I
was like, oh so taken aback. Butwhat I realized, you know, I do
have a conversation with herpart of the TD lac, which is
like a champion. Part of our waythat we're supposed to do the do
(09:25):
now is it has to be silent andsolo. So the kids can't talk.
They're not supposed to engagein any kind of way with each
other. They have to do this warmup by themselves, with no input.
I think there's some value inthat. You know, you want kids to
be able to write work and beindependent learners. And, you
(09:47):
know, try to use some criticalthinking skills to try to figure
things out. But if the goal isto keep them from, you know, to
be busy while I'm doing this, I.
If I make it so easy that theycan finish it without any help
at all, then they're going to befinished in two seconds. And
(10:08):
then there's management issues,right? If I make it too hard, or
at grade level or a little belowgrade level, I still have kids
who are going to need help. Youknow what I do? I make it. It's
a lot of the kindergarten reviewskills. So a lot of my kids are
like, you know, they're donerather quickly, but it's work.
(10:28):
They have to write a sentence,they have to write capital
letters, they have to write aperiod at the end. They have to
fill in the blank. So some of mykids need help. They cannot read
everything independently. So formy kids to be able to have some
ownership of their learning, Itell them, if you get stuck, ask
your friend, can you tell mewhat that word is? Can you help
(10:51):
me spell that out? Can you checkmy work to see if I if I did it
right? Like, that's just thingsthat I've taught them to do. So
the evaluator was in and saysthey're talking, and I'm like,
yeah, good for them. I'm glad. Iwant them to help each other. I
want them to, you know, yes,have productive struggle, but
(11:11):
it's only a, you know, fiveminute little review. I want
them to be able to not have tostart the day off and not be
successful. The first thingyou're going to do in the
morning, in the morning, I wantyou to be successful. And if you
need help, advocate for yourselfand ask. So anyway, we had that
conversation, and she says,Well, I was just writing down
(11:32):
what I observed, and it'ssupposed to be silent and solo,
so that's why you got to know soanyway,
TD Flenaugh (11:42):
well, I hear what you're saying. Like you don't
want that to have a note on it,but I feel like your
justification of it makes sense,and you could feel secure in
that. I mean, I feel like Iwanted to really hear all about
it, because, you know, I Idon't, I don't I don't really
(12:02):
know what it is right, becauseyou're teaching in a different
context. And as we're thinkingabout this and implications for
people who might behomeschooling their children, or
implications for other educatorsor parents like getting feedback
about what their child is likeat school, or what they're
doing, or what they're supposedto be able to do on their own.
Also, I'm thinking about that inthat aspect and so, but I think
(12:26):
you know, you're very justifiedin having that be something that
they're talking and advocatingfor.
The rewrite method and therewrite method workbook are your
go to resource for helping kidsto learn to fall in love with
(12:51):
writing. It has the tips, tools,resources, strategies and skill
building activities to help kidsfall out of writing Hoot and
into Loving to write. Get yourbook set today.
(13:22):
I think maybe this personobserving classes might notice
that there is, there is thereare times where teachers have
scaffolding in place and they'renot ever taking it away. And so
this is a scaffold where they'redoing something with support,
right? So, you know, I thinkyou're justified in what you're
(13:46):
doing and why you're doing it,and that's for educators. We
always have to be reflectiveabout why we're doing things and
and what makes sense. I think,you know, all of those things,
we need to make sure thatthey're greeted, take time to do
it, right? Because even ifyou're doing it, you could do it
really in a fast way that's notpersonable, like, clap, clap,
(14:07):
clap, you know. Just come in,you know. But you're taking time
to do it, but also making surethat the students have something
it is their first thing of theday for it to just be, like,
silent and solo, the very firstthing as a first grader, okay,
maybe fifth graders, eighthgraders, maybe, but I don't know
about first grade, and I thinkthis is just like a yes or no
(14:29):
checklist, and I don't thinkthey're thinking more about it
and and maybe their overall waspositive, But you know, you
obviously were like, on themabout that, right? Awesome. I
think it's great, though. Ithink it's great to have that
(14:49):
conversation, like people tovisit and you could get
feedback, and of course, theysee a snapshot of your class.
Yes, I have seen, you know,educators, where they're. All
day, they're getting supportwith their work, and then the
kids are not getting a chance towork independently on their work
at all, which, of course,becomes problematic because we
(15:10):
have assessments in place whereyou're not able to give help.
You're not able to as they getover, you can read directions to
them, and we have in some of us,and I feel like my experience as
I've been, I've worked at thedistrict level, and I've worked
it as an instructional coach atthe school level, I have seen
where a lot of teachers justkeep scaffolds in place all
(15:34):
year, never remove them. Andthen, you know, while the while,
the atmosphere is great, theteachers working hard, the
students working you know thatresults aren't going to show up,
because when I am put in a placewhere I have to do something by
myself, the teacher's not givingme a sentence frame, the
teacher's not giving me agraphic organizer, the teacher's
(15:55):
not even reading the direction,right? And then I'm supposed to
do this, and I'm like, right?
Right? Well, where's thesentence frame? Right? Where's
the graphic organizer? Yeah, sothat's what my first thought
when I heard because I didn'tknow anything about it. But I
feel like this first fiveminutes is very much justified.
Five minutes even, I wouldn'teven say this could be in place
all year, like, I don't thinkthere's a reason for you to have
(16:18):
to change it, you know. But ofcourse, there's other parts of
the day where they can becomesilent and solo and work on
something by themselves, becauseyou do want to know what they
know how to do. Because beforethat, I'm just speculating. No,
Lauren doesn't know how to dothis. I'm gonna just give her
help. She I'm gonna give her thegraphic organizer, because she
(16:39):
doesn't know how to choose herown graphic organizer. Graphic
Organizer. But if I give themthat experience and say, find
your own graphic organizer thatyou're going to use for this
compare and contrast essay, andmaybe I'll see five kids were
able to do it. One didn't evenknow what a graphic organizer
was. You know, you know, youknow, whatever, I would have
(17:01):
information, because a lot ofpeople just assume, Oh no, no.
First graders won't be able todo this or that or whatever. So,
yeah, it's, it's a kick in thebutt. I've definitely felt
kicked in the butt. When peoplecome to visit me, they don't
really know all this all thetime, what's going on before
this, what's going on afterthis. They don't know the nature
of your class, where my classneeds this and whatever that is,
(17:23):
but, but, you know, I don'tthink it was, it wasn't an
administrator or anything,right? It was like a coach,
Lauren Moseley (17:33):
no, no. And, you know, and I will say, there's so
many times when they are silentand solo, like we have to do 30
minutes of Amira, which is anapp where they're they have
their headphones on their headsare bad in their computers. It's
silent and solo. They have toYeah. Another 60 minutes of
(17:53):
Lexia, Lexia core five, which isanother
TD Flenaugh (17:58):
60 minutes a day or a week for the
Lauren Moseley (18:00):
week, okay, yeah, 60 minutes for the week.
And then they have st math,which is the math app. All of
these things are silent andsolo. So if you do the math all
day long, they have plenty oftime where they literally are
engaged in, you know. Let's seewhat you know. And when you get
the answers right, we, we keepgoing, and if you get it wrong,
(18:22):
we, yeah, you know, we scaffoldit down, give you a little
tutoring, and help you and putyou back on track. So, you know,
I have, that's a whole notherpodcast for another day. The
problem with having so manyapps, and there's good things
about it, right? I was watchinga kid today, as a matter of
fact, he was absent, so he hadto do a little double duty
(18:44):
today. And so while the kidswere working, I was just working
with him, trying to see if Icould, you know, if there's
anything he needed. And thepatience of Amira is pretty
astounding, because it's, it'san app, right? And she's a
tutor, yes, I'm familiar. And soit's funny how, because he was
just making the same mistakeover and she would say, hey,
(19:05):
let's try that again. And Isaid, Wow, I can see why this is
beneficial. Because I'm like,Okay, wait a minute. The story's
got three parts, you know, thesame three parts. He keeps
putting them in the in theopposite, you know, order I'm
like, Are you even listening tothe story? You are listening to
your headphones working what'sgoing on here? Just the patience
(19:27):
of a mirror is pretty is prettyimpressive, you know, I try to
channel a mirror sometimes.
Okay, let's try that again.
TD Flenaugh (19:36):
Then AI tutor is with AI, yeah. So interesting.
So, yeah, so, yeah, I think thatperson, and that happens too.
There's a lot of people that outof touch with what it means in
the classroom. And who knowsthat person could have been a
fifth grade teacher or a middleschool teacher, and so, like,
(19:59):
this is silent. And solo like,yes, for eighth graders, seventh
graders, whatever, but these arefirst graders, yeah. So I think
it's developmentally appropriatefor them to come in and be able
to talk quietly as they'recompleting a task, because their
work, right? It can be reallyquick, right? If they're, you
know, and that's that's tricky,finding something that is
(20:20):
challenging enough, not tooeasy, right? But not too hard
that they're doing it bythemselves. That is tricky. It
is. And then what yet, with thevariety of kids that are that
you're charged with in a firstgrade class like that's a very
challenging right? So I thinksome key takeaways right for
(20:41):
parents and educators out thereis to have some balance between,
you know, silent, soloactivities, interactive
activities, if they're talkingto you, and then I would also
say add on to that, like paperand pencil, because I have
talked to some parents who feltlike their kids were doing fine
(21:05):
as they were homeschooling,because, but, but what happened
is they were like, all computerbased, and then they realized
that certain things weren'tdeveloped the hand. They didn't
write, they didn't know how towrite their name. They didn't
know how to you know, justdifferent things. That does? You
know that a computer is notgoing to ask you to do, or that
(21:26):
you're not going to have to doon the computer, right? And so
your child has some deficits,some big gaps, because they just
been on the computer. And thecomputer, the way it it
functions, it may just ask youcertain types of questions and
move you on. And a lot of timeskids know how to, like, beat the
system, or whatever it is, andbut sitting down and writing
(21:50):
something, developing thosemotor skills, you know,
communicating, talking, havingconversations like those are
things that you know are bigdeficits as they're trying to
interact with others, as theyare trying to navigate through
the world, and don't know how tohold a pencil or whatever. Maybe
(22:12):
that'll go away. I don't know.
With technology, will we nothave to use pencils in the no
pens or pencils, but just havinga balance is really important,
right? Of course, if you knowMs, Mosley was only doing, you
know, talking and getting youknow, what do you call it like?
Just more social support withother students and doing things
(22:35):
as partners, and that's the onlything she's doing all year. Of
course, students will grow, butwhen it's time to do things on
their own, we don't know ifthey're able to do it. Some kids
might be able to do it, and somekids won't, because just that
experience of being able tonavigate something on their own
isn't there. Where at this youknow, at the same time,
(22:55):
everything can't be silent andsolo, because you don't know
what you know. You need to knowyou need to know what they know.
What they don't know. They needto be able to talk. I mean, a
holistic education is reading,writing, listening, speaking,
and that's just the literacypart. But whatever content area
they should be reading, writing,listening and speaking with that
content area, right? Yeah, ifit's science, all those things,
(23:17):
it's math, it's all thosethings, so it shouldn't just be
like one particular aspect oflanguage and literacy. Um, so
Lauren Moseley (23:28):
yeah, that was very well said. That was
excellent. Yes, you check allthe boxes. All your boxes are
yes, yes, yes, yes, yes.
TD Flenaugh (23:39):
Thank you. Thank you. Thank you. Thank you. No,
Lauren Moseley (23:42):
yeah, I and I even tell my kids, it's really
important to learn how to read,and they're all on board, like
they want to know how to read. Isay, Okay, you guys, are we
readers today? They're like,yes, but equally important is
how to listen to someonespeaking, how to respond, how to
(24:02):
speak and how to you know, askit. You know, ask additional
questions, ask follow upquestions. Like those are all a
part of understanding that thetext that you're reading has
lots of parts. There are peoplehaving conversation, there's
predicting what's going tohappen next. There's
foreshadowing. There's all thesethings that are going on. And I
(24:25):
think inner human communicationis a part of those higher level
developmental reading skillsthat they're going to get, you
know, right, third, fourth,fifth grade. So I really want
to, like, I started, off at the,you know, the beginning of the
podcast, talking about, that'sone of the things I really
wanted to work on this year, wasgetting the kids to have
(24:50):
conversations, you know, evenwhen they start arguing, no, I
didn't, yes you did. No, Ididn't, yes you did. No, I. Yes,
okay, let's, let's see if we canbreak this down and have a, have
a complete thought and acomplete sentence and justify
why you're saying XYZ, and tosee that they do like they will
(25:11):
sit and have a conversation, youknow? And, yeah, it's it.
They're growing. They'reliterally growing in the way
that they respond. So now it's,I did not take your place in
line, because we're all going tothe same place. So really,
anywhere you stand in line isfine. Oh, there you go. There's
(25:39):
no prize for getting to the gymfirst. So really, anywhere you
can, it's fine. I mean, this ismy first graders, you know? Yes,
absolutely, having conversations
TD Flenaugh (25:51):
using complete sentences. I love that, right?
And just being able to get alongin the world like, I know, a lot
of times we talk about collegecareer and all this, but it's
like there's something to besaid, and just about being able
to get along with people, makeit through the world, navigate
to conflict, communicateclearly, just day to day, right
(26:13):
picking up your mail or goinginto a customer service agent
and getting something returnedor whatever. These are just
skills that the students need,and we use them every day. So we
know they need them, right?
Several times a day.
Lauren Moseley (26:29):
Like my students are, they even answer the phone.
You know, you getting calls fromthe office. I taught my kids to
answer the phone. They saystudents speaking, and you know,
if they don't understand, we hadone this one kid didn't
understand what the the theSecretary said, and just hung up
the phone. I said, Well, whatdid she say? I don't know. So I
(26:52):
had to call back the, you know.
So we had to have a wholeconversation about, okay, how do
you ask someone to read? Youknow, you didn't hear what they
said. So what should you say?
You know you should say, Can youplease repeat that? So I've had
kids, they're looking at me,they're looking at the phone,
and they go, can you repeatthat? And it's just, it's one of
those just Yes moments where I'mso proud of them that they're
(27:16):
actually yeah, using those,those those listening and
speaking skills and advocatingfor themselves. I didn't hear
you. Can you say it again? Oh,you know. So yeah, home. They
need to take their backpack andget their lunch kit and go home,
you know, go to the office. SoI'm very proud of my littles, my
little firsties. And, you know,I think in a world where we are
(27:42):
so people are talking andnobody's listening, nobody's
hearing what the other person ishearing. Or sometimes we're
listening already with judgment,or we're listening with already
TD Flenaugh (27:52):
yes notions, my response, yes.
Lauren Moseley (27:55):
We're gonna say with, instead of, you know,
leaning into, let me, let mereally hear what this person's
saying. I hope that this is insome way building a good
foundation for them to be ableto think critically to you know,
even sometimes I ask them to gohome and ask their parents about
certain topics that we'relearning. Ask your parents if
(28:16):
they know anything about youknow, like today we studied the
Maya like, ask her if they knowanything about it, and then
share what you learned. Youknow, have a conversation with
your audience outside of you.
Take me to McDonald's, you know,so and even to have to come back
and ask them, like, oh, so, whatdid your parents say? Did you
talk to them about yourlearning? And some of them are
like, Oh yeah, I did. I told mymom what we're learning. And,
(28:39):
you know, this is what they hadto say. And so I just love, I
love these little these littlekiddos. And even though I'm very
tired, very tired, and at theend of the day, I'm like, you
know, my my throat feels I hopeI'm not coming down with
something, because it is thatseason, also that time of year.
(28:59):
Oh yeah, parents, kids don'tfeel well, and they're
complaining about the runny noseand the headaches. You should
you should keep them home,please. So I hope I'm not coming
down with something, but i Are
TD Flenaugh (29:16):
you qualified to say that you're a nurse? No
display.
Lauren Moseley (29:20):
I because I've caught I, let's see. I had flu a
last year, and I had a I havehad several kids with lots of
Hand, hand, foot and mouth. Haveyou heard of that? I never even
heard. I've heard of it. I'veheard I'm scared, and we've had
quite a few kids with that moreand, you know, I was like, if
(29:45):
you're, if your kid is isshowing you their hands, and got
this, you could keep them. It'sfine, keep them home, right? But
okay, so ready for a break. Ilove my kids. We had a, you
know, it's been a great.
Semester, I feel really strongthat they're going to go into
the next semester, reallyshowing a lot of growth. So
we'll see. Love it. This isgreat. Okay.
TD Flenaugh (30:17):
Well, I really appreciate everyone who has you
know, tuned into, logged intothe falling for learning
podcast. Please like andsubscribe if you're not already
a subscriber, and we appreciateyou. Hopefully you have a great
(30:39):
holiday season and we will seeyou soon. Have a great week. All
right,thanks again for supporting the
falling for learning podcast.
New Episodes go live everySaturday at 5pm you can watch us
(31:02):
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
learning.com. We reallyappreciate you. Have a wonderful
(31:23):
week.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
My Favorite Murder with Karen Kilgariff and Georgia Hardstark
My Favorite Murder is a true crime comedy podcast hosted by Karen Kilgariff and Georgia Hardstark. Each week, Karen and Georgia share compelling true crimes and hometown stories from friends and listeners. Since MFM launched in January of 2016, Karen and Georgia have shared their lifelong interest in true crime and have covered stories of infamous serial killers like the Night Stalker, mysterious cold cases, captivating cults, incredible survivor stories and important events from history like the Tulsa race massacre of 1921. My Favorite Murder is part of the Exactly Right podcast network that provides a platform for bold, creative voices to bring to life provocative, entertaining and relatable stories for audiences everywhere. The Exactly Right roster of podcasts covers a variety of topics including historic true crime, comedic interviews and news, science, pop culture and more. Podcasts on the network include Buried Bones with Kate Winkler Dawson and Paul Holes, That's Messed Up: An SVU Podcast, This Podcast Will Kill You, Bananas and more.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com