November 13, 2025 • 53 mins
We share how dance and science come together to boost memory, confidence, and joy in learning, and why representation and community change what kids believe is possible. We also offer practical ways families and teachers can prepare students for change, teamwork, and real-world success.
• movement-based learning that increases recall and focus
• STEAM explained with practical classroom choreography
• low-pressure, high-signal assessment using movement
• bridging school to workforce with emotional intelligence
• planning for change and building flexibility early
• overcoming limiting beliefs with language and mentorship
• redefining success beyond a single college path
• tech fluency balanced with analog problem-solving
• how families can find programs and create exposure
• connection, community, and purpose-driven careers
Connect with Sesha: seshawood.com • droppingseedsinmotion.com • LinkedIn • Facebook: Dropping Seeds In Motion • Instagram: DSIM
Email: info@droppingseedsinmotion.com
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Cassandra (00:25):
Good day out there to all my listeners, and I'd like
to welcome you to Is Your Way inYour Way podcast.
And I'm your host, CassandraCrawley Mayo.
And for those new listeners outthere, let me tell you a little
bit about what this podcast isabout.
It's for individuals who arestuck.
This is for individuals thatyou know there are things that
(00:48):
you want to do in your life.
And if I ask you this question,are you living your best life
on purpose?
And I give you a scale from oneto 10, and 10 being the
highest, what would what wouldyou rate yourself?
Just think about that for aminute.
Because if you're in the inbetween, I mean, anything you
(01:10):
rate yourself is okay, but yetI'm on a mission to empower
purpose-driven women to startliving your best life on your
terms.
So that's why this podcast isgeared for individual what I
say, self-development,self-improvement, and also
(01:33):
enable you to do someself-reflection.
And I'm always prayerful thatone in my podcasts will give you
like an aha moment and say, youknow what?
I've always wanted to do this.
And based on what I heardtoday, I'm gonna pivot and I'm
gonna make it happen.
So therefore, I bring guests onmy podcast that that uh I would
(01:56):
say play a role, a significantrole, and what it is that I
would like to do for all of mylisteners.
So today, the name of thepodcast is dropping seeds with
impact and purpose.
And let me, I want to ask youthis have you ever felt like
boxed in by the rules?
(02:17):
You know, whether in the lab,the classroom, or life itself,
like the rules, but what if thatwhat if the way out wasn't more
structured, but more of amovement?
So today I'm gonna speak to toSasha Sesha, and she's gonna
repronounce her name for me.
I've tried this before, JacksonWood.
She's a powerhouse scientistwho traded white coats for dance
(02:42):
floors to inspire the nextgeneration of steam leaders with
over 20 years inpharmaceuticals and a heart for
youth empowerment.
She is reimagining whateducation and equity look like
through a program that literallyputs purpose in motion.
So get ready, guys.
Get ready to hear how she brokefree from convention, launched
(03:06):
her own movement literally, andis helping others get out of
their own way.
And trust me, you've neverheard a story like this one.
Let me introduce her to younow.
Okay, uh, hey, um Sha.
Yes, hello everyone.
Sesha (03:30):
Hey, did I pronounce it correctly?
You did, you did.
Thank you so much.
Thank you so much for having metoday.
Cassandra (03:37):
Yeah, as you are here, and I probably won't say
your name anymore during thispodcast in case I messed it up,
guys.
Now, before I start, although Italked a little bit about what
you've done and what you'redoing, but I want to read a
little more of your bio soindividuals will get a better
(03:58):
understanding of what qualifiesyou to do the work that you're
currently doing.
So, as I indicated, mylisteners, she's a scientist, an
educator, and a national healthequity leader with over 20
years of experience in thepharmaceutical and preclinical
research industry, blending herdeep knowledge of STEM with a
(04:22):
passion for youth developmentand educational reform.
She founded the Dropping Seedsin Motion.
That's a transformativeinitiative that integrates
movement and dance with STEAMlearning to close academic gaps
and ignite purpose in studentsand educators alike.
Her innovative approach equipsyouth, educators, and early
(04:46):
career professionals, especiallyfrom underrepresented
backgrounds, with the tools tothrive and STEM and beyond.
So, listeners, as she talks tous today and we have this
conversation, if you havechildren, if you're a
grandparent, if you're an aunt,if you're uh and have nieces,
(05:07):
just listen to this.
I think um this is evolution tome, an evolutional moment could
be revolutional based on what Iwhat my passion is as well.
So I want her.
Well, I'm gonna ask her thisbefore you you found the
dropping seeds with impact andpurpose.
(05:28):
Tell us a little bit about whatwas going on with you before
that time.
Sesha (05:32):
Sure.
So I was an earth scienceteacher at the time.
My background is inpre-clinical research.
However, there was a shortwhile I served as a high school
earth science teacher, and itwas in that class where I had a
revolutionary uh thought, amoment.
Okay.
From the textbook, I wouldthrow with worksheets, and God
(05:55):
showed me that there was anopportunity.
And what the what was theopportunity?
Well, to take all of my gifts,all of my talents, had danced
for 30 plus years of my lifefrom tat, ballet, modern African
jazz.
I was also a scientist, so Isaid, hmm, how can I make an
(06:16):
opportunity for these studentsto learn in a different way, to
get out of the textbook, to getoff the worksheet.
And so that's how drop and seasemotions started.
Now, what let me ask you.
Cassandra (06:30):
So you were a teacher, right?
Initially.
Sesha (06:33):
So as pharmaceutical, right?
Mm-hmm.
So I started out, so my degreeis in laboratory animal science,
and as a scientist conductingpreclinical research studies for
several years.
There was a part of the time inmy career where I had my first
child and I wanted to, I was athome with her, and I was slowly
(06:59):
transitioning back into thepharma space.
Well, that transition withinthat window, it allowed me the
opportunity actually to actuallywork as a science teacher for a
short while.
So yes, that's a revolutionarymoment for me at that time.
Cassandra (07:16):
So when you were growing up, you know, because
one of the things that we talkabout here on is your way in
your way, is there's somethingyou would you wouldn't answer,
but was it something you alwayswanted to do and growing up, or
was it totally different?
Sesha (07:35):
I always loved being in nature.
Okay.
Always loved being outside.
My father worked in um herbalmedicine.
He loved me in nature.
So oftentimes he would take meand my sister out swimming and
just to be in nature, withouthug trees, just embracing
nature.
Now, at that time, I didn'treally know that I had a passion
(07:58):
for science until I started toget older.
So, really, my passion forscience started in nature, it
started being uh it's justexperience in nature and
embracing it out and seeing howall the synergies of life just
works together from the rain,the grass, the trees, all of
that.
So that's where my passion forscience started.
(08:20):
Also, my my mother was amedical doctor, she was a
physician.
Uh, Dr.
Sandra Magruder practiced inPhiladelphia, Pennsylvania for
many, many years, and herpassion to work in the
community, uh, she's left thatmantle on me.
unknown (08:35):
Okay.
Sesha (08:36):
I have a passion to help the next generation, that now
generation, be inspired in thearea of as well.
Cassandra (08:45):
Oh, wow.
Okay.
But because you know, it'sinteresting because a lot of
people try to figure out well,what you know, I'm I'm currently
in this role right now, butit's like something is calling
me, you know, like it'ssomething else that I know I
should be doing, but I justcan't put my finger on it and
I'm stuck.
But you realize at a young age,science, nature was your thing.
(09:09):
So you made a decision maybe topivot and really get into what
your passion is and included itwith movement.
Sesha (09:19):
Yes.
And and I think too, I thinksometimes people think they have
to do one or the other.
Okay.
I believe that when we show upin the world with all of our
gifts, with all of ourinterests, with all of our
talents, you can do it all.
I still work in the pharmaspace.
I'm a manager at JohnsonJohnson as well.
(09:39):
I'm also an entrepreneur and anauthor.
And I also still work with kidsand I train teachers and I
train educators and I mentor.
So that's when you talk aboutbeing stuck, who who said the
box is there?
The box doesn't exist.
We put ourselves in the boxeshere in our mind, right?
So for me, it was acknowledgingmy gifts and talents and
(10:03):
knowing that there was somethingmore that I wanted to do, a
greater calling, a greaterpurpose that God wanted me to
plant in the earth.
So for me, it was just steppingout and um taking the leap of
faith.
Wow.
Challenging, but when you stepout and you're prayerful about
(10:24):
it and you're allowing the Lordfor me, my faith is a big part
of my work, my role um as abeliever in Jesus Christ.
When you step out and believeGod is leading you, okay, this
will fall into place.
Cassandra (10:36):
Okay.
Um, so that's why in thebeginning, I'm like, you know, a
lot of us think we we should bewe're boxed in these rules, you
know, like we should, you know,um have this job when we
graduate from nine to five orwhatever, and then after that
get married, have a white picketfan, have kids, and all of
that.
But I see that things arechanging for many of us as
(10:59):
women.
Um, I want to know about umtell us a little bit about the
integrating the dance.
Like, how do you how do you dothat?
Like, give us some exampleswith the movement with STEM
learning, because STEM is likescience technology.
(11:20):
Well, tell everyone what STEMis.
Sesha (11:22):
Sure.
Everyone knows.
So STEM, or what I like to usethe term is STEAM adding the A
for arts as a dancer.
So stands for Science,Technology, Engineering, Arts,
and Math.
And the A can be, it could beuh visual arts, it could be
poetry, but for me, with my 30years of experience as a dancer,
(11:44):
it's dance.
And I get that question a lot,a lot.
What does it look like?
I mentioned I love sciencegrowing up, you know, like to be
in nature.
I can see science move.
I think that that is a giftthat I have.
Science moves all around us.
So take, for example,photosynthesis.
(12:04):
Photosynthesis is the processby which plants use to make
their food.
So they need light, they needsoil, and they need nutrients,
right?
They need light, water.
Um, and so part of what I dowhen I work with kids is that we
become this process.
So I'm also a choreographed, achoreographer, so I choreograph
movement as well in dances.
So if you could just imagine ifyou have a group of students,
(12:27):
they're learning aboutphotosynthesis, the sun, the
soil, the water, you bring it insound as well.
You have students who can grouptogether and be the sun rays.
You can include movement withthe dances when you're talking
about sun rays, water.
The students can actuallybecome the water, right?
And even the soil.
So there's different uhmovements that can be integrated
(12:51):
and incorporated together tohelp the students learn and
retain the information.
In fact, there's thousands, andI mean thousands of studies
(13:22):
that support when kids aremoving, their brain is engaged,
their body is engaged, and theycould actually remember more of
what they're they are learning.
In fact, I've seen it myself.
I was pre-K kids all the way upthrough high school, and it's
amazing the amount of contentthat they can retain and learn
and actually enjoy learning it,right?
(13:43):
When you create that movementin a learning environment.
Cassandra (13:47):
Okay, give us an example of something that you
teach or have taught individualsand they sustained it as a
result of movement.
Sesha (14:00):
So I'll go back to the example of photosynthesis on the
process by which you knowplants make their food.
One of the things that I try todo in every workshop where I'm
working with youth is to do anassessment.
Now, sometimes that wordassessment can be make students
nervous, but however, I want tomake sure that when I show up in
(14:20):
the workshop, that they'relearning it, the content, and
they're retaining it.
But I think in those workshopsis at the end, my assessment is
a movement assessment.
So I might have them um line upin a line, right?
Or if there are students whohave some physical disabilities,
I'm adjusting um for that aswell.
I might say a true or falsequestion.
(14:43):
If I say um photosynthesis isnot the process by which plants
make their food.
If you think it's true, tapyour head.
If you think it's false, stepforward.
And so now I can visually seewhat areas I need to reinforce.
If everybody steps back, or ifone or two people tap their
(15:05):
head, I can do an assessmentwithout pointing out a student
and saying, you tell me this,you answer this question.
So when I show up and I do theworkshops, I facilitate these
workshops, the content, thescience content is aligned with
the science standard at thegrade level.
So they're gonna be learningthe content already, or they've
(15:26):
already learned it and I'm justreinforcing.
And that's that's how I make itreally, really impactful to
help set them up for successbecause I'm not just there
twirling around with thestudents, they're learning,
they're having fun, they'removing around and they have
retained it, they've learned itfor the first time, they're
reinforcing it and they'rehaving fun.
(15:48):
And you should see the teacherstoo.
The teachers, they justsometimes they jump right in and
that that really helps with um,you know, teacher-student
rapport, class cohesion.
Um, the research supports thatit decreases um poor behavior
problems.
There's so much research outthere that says that students um
(16:09):
are more focused when you'reintegrating physical activity
movement in the classroom.
So I'm passionate about it.
I train teachers as well on umbest practices.
I have a framework that I sharewith them as well, the how-to.
Cassandra (16:24):
Okay.
Okay.
When you were teaching, um,would you still teach, but what
grade was it?
Sesha (16:29):
Is it the certain grade?
So I have taught from pre-K allthe way up to you know,
mentoring through the collegelevel, but for specifically for
integrating the dance andscience, it's been pre-K all the
way up through school.
Cassandra (16:47):
Okay, okay.
Why do you think it's umessential to prepare students
for the next in today's society?
Sesha (16:57):
So one of the things that I am seeing as someone who has
worked in pharma for 20 years,working on global teams, um,
multicultural teams,multi-generational teams, I've
noticed that there is a gap fromwhere they come from, the
(17:18):
education system to theworkforce.
And so when you talk aboutbeing in school, being in
college, learning the technicalskills, that's great.
The technical skills areimportant, but what I'm finding
is that there's a uh anopportunity.
Um, I don't like to saychallenges.
Challenges, there'sopportunity, right, to help
(17:41):
train these students um to havethe emotional intelligence to
learn how to work together in ateam to understand what it means
to work in a multi-generationalteam because us when students
graduate from school, they'regonna be on a team where you may
have someone who's a babyboomer, you may have someone uh
(18:03):
who's a millennial, like myself.
I'm Gen Zers, I'm raising GenZers now.
So sometimes I say, oh mama,you're such a Gen, I mean, such
a millennial.
So I think it's reallyimportant for to prepare our
students for what they are goingto expect when they get out
here in the real world.
And a part of the frameworkthat I've developed um hits
(18:25):
around that.
And there's there's um uhquestions, is there's this
constants and around how theycan show up and really
understanding the team dynamicswhere they work, even the
intelligence as well.
Cassandra (18:37):
Wow, that's good because I have a chapter in my
book about um, you know, onceyou get out of school, like
you're indicating, go tocollege, and I'm like, so now
welcome to the real world.
And I recall when I relocatedum to Birmingham, Alabama, I
wasn't ready for what I was upagainst.
(19:01):
Um, you know, with the racismand the uh different cultures
and all of that.
And so how would you, let's sayat the college level or maybe
senior in high school, what aresome of the things that you do
to prepare them for the realworld?
Sesha (19:26):
So, as I mentioned, I do have a framework that I've
created that is calledProactive, and uh it really digs
into you know planning thepiece where like planning for
change.
One of the things that I thinkis really important, um, and
there are is renewing your mind.
There's just several differentelements of it, but when I
(19:46):
because I have a rising highschool senior myself, so we have
conversations about this aswell.
Okay.
One of the things I reallythere's so many things I could
talk about, but one of thethings that's most important, I
think, is to be flexible, is toprepare for change.
All right.
I have an example.
When I first started working atJohnson Johnson, I was hired
(20:08):
for one role within a couplemonths.
There was a reorganization ofuh the department, and my
manager where I was workingwith, I had now had a new
manager in a whole new role.
There was no successor to thatspecific role in that specific
position.
So I was put in a positionwhere I had to figure it out
(20:29):
with the resources that I had.
I had to know what questions toask, had to know who to go to
to ask the questions to actuallydo my role uh an efficient way.
So here I am, got this jobright out of school.
I mean, right after right aftermy previous role as a um
quality insurance auditor, andthere's a shift, there's a
change.
Now, I've could have waddled inthat place.
(20:51):
Oh my goodness, what am I gonnado?
I don't know, but no, how doyou plan for change?
Okay, planning for change is tois renewing your mind.
Planning for change is umasking the questions to the
right people, it's finding theinformation, it's being prepared
for it, like expect it becauseit's going to happen.
Cassandra (21:13):
Right.
Sesha (21:14):
One thing that I would say because also it's really,
really important to be flexible.
Being flexible means that youare agile, you're agile in how
you work, you're innovative.
Things are changing constantly.
Look at technology.
I remember I was uh uh therewas an old school rotary phone,
(21:37):
and my kids were like, What isthat?
You know, what's that for?
So you know, being flexible andand changing is really um is
really important.
Cassandra (21:46):
Okay.
Well, what do you start?
Uh so you teach that with youryour framework, but do you start
that at a certain um age group?
Sesha (22:01):
The framework.
Uh-huh.
So I I believe that you canactually implement those skills
as early as you can.
When you think about it, us ashuman beings, we're comfortable
with what we're comfortablewith.
I mean, think about it when yougo to church or your religious
organizations or the way youtake to go to work or school
(22:24):
every day.
It's usually the same thing.
You usually sit in the sameplace, right?
But when you are intentionalabout changing and doing
something different, there's amind shift that happens.
And the something differentcould be learning something
different.
For example, I'm also part ofthe Society of Quality
Assurance, which is anorganization that supports
(22:46):
quality assurance professionals,providing training and
education.
A couple of years ago, therewas an opportunity for me to
lead the organization as thechair of the STEM outreach
committee.
Okay.
Love working with STEM, I loveworking with outreach, and I was
being pushed to actually takethat role.
(23:06):
It was uncomfortable at firstbecause it was new.
There was no one who had doneit before.
So I think that's reallyimportant to pay attention to um
to release the Holy Spirit toknow when the spirit is pushing
you to greatness, pushing andpushing you to grow.
Because when you stay in aplace of comfort, yeah, you
(23:29):
could potentially get stagnantand you want to grow.
So it's really important to beable to push yourself, challenge
yourself because that's how yougrow.
Cassandra (23:38):
Right.
So listen, so today, you know,STEM jobs, so to speak, are
king, queen, you know.
If I could get more students toget in that field of the
science, the technology, eventhe arts, as you're talking
about, um, math, and you talkabout how you um speak about
(24:06):
overcoming limiting beliefs.
And I think, and I I don'tknow, but a lot of people aren't
in those programs.
I think more are getting morewomen.
It was like a lot of men, butmore women are getting into that
program, and they didn't beforebecause of limiting beliefs.
(24:27):
So, what do you think was thewas the part about why why won't
they get in that program?
What what is that about, youthink?
Sesha (24:37):
I think that's a really good question, a really reverent
and timely question.
My background was such that Igrew up with my mother, was a
physician, as I mentioned.
So I saw, and she was a chairof the National Medical
Association, so I saw people wholooked like me, who were
doctors, physicians.
(24:57):
I saw that growing up.
Literally, my mother would dragme to her medical meetings.
So I so I saw representation, Isaw myself in the field.
Um, you know, being she put mein different programs, my dad
also put us in differentprograms to help expose us to
the industry.
I think I know representationmatters.
(25:21):
When students see their self,so for example, when I go to the
schools, uh, done some work insome rural areas as well.
When I show up, I'm inspiringthem, I'm speaking life over
them, I'm telling them, you canbe a feminist, you can be an
epidemiologist.
This is what I've done.
And so when they see it andthen the fret, the flesh,
(25:44):
they're like, well, wait aminute.
I sure do that.
I was working at a summer campat Fayetteville State, um,
facilitating a workshop, and wewere talking about polymer
science.
And at the end of the workshop,this young lady comes up to the
table because we've had anexperiment as well.
She's she's like interested,intrigued.
I'm like, did you think this isinteresting?
(26:05):
She said, Yeah.
So maybe you consider uh youknow, studying uh material
science.
So all you need is one seed,all you need is one engagement
for them to see, oh, yes, thatcan be me.
You know what?
I will pursue it, I will do it.
And that's part of my purposehere on earth is to inspire
(26:25):
those who might never seeanybody that looks like them and
see anymore.
Cassandra (26:31):
Wow.
So dropping seed with impactand purpose it is our title.
How like my listeners that havechildren, um not only children,
but people in their family thatare underage?
What would you suggest or howhow would they be able to get
(26:57):
them that exposure that you hadbecause you were in that family?
So it was kind of easy for youbecause your mom was a doctor,
you know, your dad was big onnature.
How would you share or whatwould you say for them to get
that type of exposure?
Sesha (27:16):
Good question.
So there are a lot oforganizations, both for profit
and nonprofit, that providedifferent opportunities for
students to experience theme.
What I would suggest is tryyour local community colleges,
try your local uh universities.
I mentioned I work withFayetteville State through Drop
(27:38):
and Seeds in Motion, they had a21st century learning program at
the time.
I'm not sure if that program isstill in operation.
However, there are a lot of umprograms in those spaces.
Um go on um LinkedIn, you know,Facebook, Instagram, like do a
search for um, you know,programs in in um that space.
(28:01):
Myself, I can bring workshopsto uh any organization if you're
interested in having somescience and movement at your
school, university, church, um,and um have a great experience
for students.
So there's a lot ofopportunities out there.
Some of them are low or nocost.
Cassandra (28:21):
Okay, I'm just gonna ask that.
Yeah, okay.
So just like do your research.
Sesha (28:27):
But if you wanted to bring a drop of season in motion
science and dance experience toyour your organization, your
your community, um, just get agroup of kids together that I
would love to help support theirlet me talk about math.
Cassandra (28:42):
Um, how okay?
I I'm thinking about thismovement thing, you know, like
when you are instructing someoneto do a math problem, and you
know, and I hear people say,math was not my thing.
And then there are individualsthat love math.
Now, an individual that's notreally good in math, but really
(29:07):
need to know math, you know,when you get older, I mean, you
can't get over trying to figureout the percentage of this and
the percentage of that.
What type of movement, like,like, for example, if somebody
wants to understand uh whatpercent, um I don't know, 20% of
a hundred dollars or whatever.
(29:29):
What is that?
What type of movement, what doyou do with that as an example?
Sesha (29:35):
That's a good one.
So what what I initially feeland see with that, so I
mentioned, I might havementioned this to you, but I'm
trained in action-basedlearning, which is the uh
pedagogy of teaching uh relatedto um when the brain and body
are connected, students canremember more.
It was created by Jamie BlazeMonths.
Um, one of the things that isimportant to know that's the
(29:59):
foundation of learning is rhythmand beat.
So rhythm and beat.
You remember back in schoolwhen we used to learn different
songs?
We used to learn different, um,at least I did in school,
different beats.
Well, that was strategicbecause it was a foundation of
learning.
(30:19):
So back to the question aboutpercentages and beat, I mean
percentages of um differentnumbers.
You can actually pull that Aout, that R, and have their
students create a song or adance related to with their own
rhythm, their own B, becausestudents are always moving and
dancing, usually, to help themremember how to take 20% of what
(30:43):
you say a hundred dollars.
So what happens?
Is that when you and you cangive them an example?
What happens is that they'retaking ownership of their
learning.
Not only are they doing that,if they include the music, the
rhythm, and beat, they're alsodeveloping their brain as well.
They're also um they're alsotaking an opportunity to take
(31:06):
advantage and take a hold oftheir own education and their
own learning, and they can usethat for other subjects like
English, like physics.
Cassandra (31:18):
Interesting.
Interesting.
Uh, because I know, you know,there are individuals listening.
You know, when we talk about uhliving your best life on your
terms, there are manyindividuals say uh a piece of
that, and it could be personalbusiness, living your best life.
(31:38):
And many people will say, youknow, I want my child to be
successful.
You know, what what does thatlook like?
I want them to uh be great inschool, or um, I want them to go
to college, or how would thisso one of the things you said is
(31:59):
based on your instructionallearning, there you've seen
students really enjoy it, youknow, um they're having fun, and
you know, just think aboutthat.
They're having fun, but they'resustaining, but they're
learning and they're excelling,you know.
And uh do is there a percentageof individuals that you worked
(32:23):
with that will you believe go tocollege as a result of how you
taught them, what they pickedup?
Sesha (32:31):
Is there so there are about 33,000 studies, over
33,000 studies that supportstudents in a space with
physical activity and learningand being successful?
One of the things as youmentioned is um parents wanting
(32:54):
their students to be successful.
What does success?
Ask a question.
What does success look like foryour student or for your child?
Success vary.
A lot of students might not goto college, and that's that's
the part as well.
There are students who may wantto, you know, take a trade, or
there may be students who wantto go straight into
(33:16):
entrepreneurship, you know.
I think that's really importantwhen you're asking that
question about success, definesuccess because success will be
different from the one person tothe next.
And I think it's reallyimportant for parents, you know,
guardians to really lean in andreally understand the gifts and
(33:37):
talents of those that they areum student, those kids that they
have.
Um college might not be for allstudents, but it's really
important to know what theirgifts and talents are and to be
help them be their advocate andto make sure that they are being
introduced to differentopportunities that will expose
them to different areas thatthey're interested in, and even
(33:58):
new opportunities they wouldn'teven think of.
Cassandra (34:05):
Okay, okay, because you know, right now, like you
indicated, technology changes tome every day.
I'm like, oh my gosh, nowsomething different.
You know, but a lot of uspeople, students, young adults,
they're on that phone, you know,they're using the phone to tell
them what time it is.
(34:25):
You know, if you put a clock upthere from 1 to 12, and you
say, Well, what time does thatclock say?
Uh, but they could look at thedigital, you know.
Um, do you believe even thoughSTEM is critical and they are
encouraging individuals to getin those programs because that's
(34:45):
where the jobs are, so tospeak?
Um what do you see as the prosand cons of technology for the
kids today?
Sesha (34:57):
That's a good question.
So I am considered amillennial, uh, if you want to
label me.
Um, one of the things that Ithink is really important is to
have a have an understanding ofboth.
Okay.
Because at any time and any day,you know, you might not have
technology.
(35:18):
And so by way that I mean youknow, what if there's the power
outage, right?
You know, what if um there's abug that comes into our
computers and we can't do ourwork, right?
We can't be connected.
So what I what I tell mystudents, uh my kids actually uh
uh that I that I have is thatyou need to ask the questions.
Well, if this happens, howwould you function?
(35:41):
Like if you didn't have yourphone, how would you figure it
out?
I remember back in the day,actually, I was just talking to
my kids about it, traveling withmy my mom and my dad and my
sister on road trips, and we hada mat.
You know, we would get the uhtrip ticks from from AAA and we
would pull out the mat, right?
And we could figure that outbecause I I think that there is
a level of um critical thinkingthat needs to continue to occur
(36:07):
when we take off the technology.
We don't want the machines tothink for us, we don't want, but
we STEM is very, very criticalin that as you mentioned,
technology is changing, STEM ischanging you know every day.
We need the people to build thetechnology.
We need those people, thosestudents with those critical
(36:28):
thinking skills, thatinnovation, that creativity,
yeah, um, in STEM.
So I think that there needs tobe sort of they need to be on
both sides of the fence.
That's what I share with thenext generation, is to really
have an understanding of whatcould you do if this was to
(36:49):
happen, if there wasn'ttechnology, it's gonna be really
important as well as we'removing forward in life.
Cassandra (36:57):
Now, I asked this question before, but I'm gonna
ask it again only because uhindividuals being stuck and not
moving forward or um, you know,and I give you a personal
example.
I've always wanted to do like aTED talk.
All right.
(37:17):
And I'm like, I don't think Icould, I don't know if I could
do that.
But what's going on is thoselimiting beliefs, you know, and
those limiting beliefs, we allhad them, but you you talked
about one of the things you evenspeak about is overcoming them
(37:38):
and preparation for your next.
Take us through an incident ora story or or a methodology that
you do with your students toovercome, and not students,
maybe teachers to overcome theselimiting beliefs.
How do you do that?
Sesha (37:59):
So living to limit limiting beliefs are, I believe,
are one of the biggesthindrances from people really
maxing out all of the gifts, allof the talents.
Um, and it comes down to yourmind, it comes down to you know
(38:21):
your previous experiences,whether you had a positive
experience from a differentorganization, whether you had a
negative experience with someonewho had a similar title,
someone within a similarindustry.
There's a there's a lot of umtouch points when it comes to
limiting.
However, as I mentioned, myfaith is a big part of the walk.
(38:46):
And I know that a big part ofit is why I'm here today and
able to max out because I know Iwas created with a purpose.
I was fearfully and wonderfullymade.
So, for what I do, what I tellpeople I work with, I mentor
students, I tell them your giftis your gift, despite what the
(39:07):
other person next to you mayhave.
It's not the same.
Speaker 3 (39:12):
Right.
Sesha (39:12):
I shared this in the past too.
If someone has the same titleas you within the same company
or organization or even aseparate company, they cannot do
it like you do it.
That's organizations whosupport and work in the area of
STEM in science and in arts anddance, but God called me to do
this the specific way.
(39:33):
And I think that it's importantfor us to, as my um bishop
says, right, watch what we sayand watch what we speak because
there's power in our so when Iwhen I work with kids, students,
you know, all ages, I'mconstantly encouraging them.
I'm constantly saying, you cando it.
(39:56):
Right.
And I think that oftentimes whenI mentor college uh students,
recent grads, they see positionsthey're interested in, and they
see that, oh, I don't have thatqualification.
Hold up, wait a minute, let'stalk about that.
Because what I'm working inindustry is that you need to be
able to speak to and articulateyour transferable skills.
(40:18):
Oftentimes that's thatconfidence piece that needs to
be developed.
A limiting belief is it'spseudo, it doesn't, it doesn't
exist in my world.
It's yeah, how can we changeour mind, shift to thinking?
How can you show up?
(40:38):
How can I take an experiencethat I've had, whether it's
volunteering, whether it's um achallenge that I've had at an
organization, how can I makethat fit what I'm looking for,
where I'm where I'm wanting togo in life?
And I think that that's that'swhat we have to do.
We have to build communityaround it, build connection
(41:01):
around it.
We need to talk to each other.
We need to get off our phonesometimes.
I mean, honestly.
That's right.
Uh-huh.
Connection.
And I think that it's really,really important working within
the space I've been working infor many, many years, that that
rapport, that connection, whiletechnology is great, you can't
(41:24):
replace it.
People all around the world,from Belgium to France to the
Netherlands, and that peopleconnection is going to be a game
changer because people want tobe able to see that you can work
in the teams.
And that's part of what I shareand mentor students and you
know facilitate the workshopswith them as well.
Cassandra (41:44):
Right.
And that's good, preparingthem, them for the next.
Sesha (41:48):
Yes.
Cassandra (41:49):
Yeah, yeah.
Yeah.
And making that connection withindividuals.
You know, I was listening tosomething the other day, and um,
you know how individuals, youknow, you meet somebody and you
say, So what do you do?
I'm I'm an author, you know,just like that.
(42:10):
Rather than saying, based onwhat you do, what is it about
what you do that you reallylike?
You know, open-ended, you know,to start the connection.
Because you're right, we are,yeah.
No, no, you know, because we'reso busy doing, you know, on the
(42:30):
this on the phone, on thecomputer, you know, we don't
make that connection.
And connection to me iscritical.
Never underestimate the powerof relationships.
We need them, we need eachother, we need the community.
Yeah, so right with that.
Sesha (42:50):
Unbelievable.
And I agree because, you know,as I mentioned on global teams
and you know, work with manypeople, you know, even if my
entrepreneurship endeavor, whenI show up to a meeting, if this
is if this is our first timemeeting, or if you know, this is
a meeting where we've beentogether, you know, for several
cadences, I'm trying to connectwith them.
(43:11):
Um, it could be somethingsuper, what seems super small,
like having a similar interest,that goes a long way when you
just ask what your interestsare.
Share a little bit aboutyourself.
You don't have to tell yourwhole life story, but exactly
because what I found too is thatwhen you made that connection,
(43:31):
there's a certain energy andsynergy that happens in a team
that's positive when you makethat connection.
So it is a it is a good uhbusiness decision to do that,
right?
So it makes good business senseto connect with your teams
because at the end of the day,you can meet your goals in a
(43:51):
better way.
Cassandra (43:52):
Exactly, exactly.
And if you think about a lot ofpeople are working from home
and it's by themselves, and theyjust that's socialization, you
know, um it kind of stagnatesindividuals, you know.
Um, I'm not saying anything'swrong with it.
Um, I used to work from homeand and I loved it, but then
(44:15):
there was a time when I'm like,I think I'm gonna go in the
office and see what's going on,you know, and things of that
nature.
Um, what can my okay, whatcould my listeners do as
parents, grandparents, aunts,nieces, um uncles, as I said, to
(44:42):
carry on the legacy that you'redoing now.
What can they do?
Sesha (44:48):
Be present, advocate for your youth, um, ask them
questions, talk to them.
My husband is an educator aswell.
He's he was created andanointed for it as well.
And one of the things that whenwe talk, we talk about the
(45:10):
importance of really showing upfor our kids.
What does that look like?
It could be something simple asyou not having your phones at
the table uh when you're havingdinner and asking them a
question.
How would you say?
How did that make you feel whenthis happened?
Like, what made you smiletoday?
(45:32):
Because what I found is thatwhen you have that authentic
connection, and that's what I dowhen I work with students, you
know, through my uh my SteamExtension through success and
drop and season emotion, I talkto them.
Nobody's talking to our kids.
I shouldn't say nobody, butthere's an opportunity for us to
(45:53):
really grab them and hug them.
Yeah.
Mental health is real.
Yeah.
And sometimes, oftentimes, whenyou make that connection,
whether it's your niece, yournephew, whether you just call
them and say, How are you doingtoday?
Is there anything I can do tosupport you?
(46:13):
When I have students, you know,that reach out to me on
LinkedIn who want to have aquick chat.
If my schedule allows, I'mconnecting with them.
I'm meeting with them becausethat's that's part of my
purpose.
I'm not telling everybody to dothat, but the connection is
important, the community, andnot just an email or a text.
(46:35):
Like, let me hear your voice.
Yes, I can put sound in theearth just for us to mute
ourselves, right?
Talk to each other.
Cassandra (46:42):
Okay, that's good.
And I love it about droppingseeds with impact and purpose.
And for those individuals thatare in their way, you know.
Um, um, I you definitely sharedsome things that will help some
individuals get out of theirway if they found that they were
(47:05):
in their way, because they'reindividuals that have so much
going on.
I know people that give thechild uh um a phone, an iPad,
and let them, you know, becauseI need to do this, you know, I'm
busy, so let me give them that,and not knowing the impact it
(47:31):
can have on individuals when youdon't like when I was growing
up, and I I maybe I'm datingmyself, but we ate as a family,
and some people can't do that,you know.
But uh when dinner was ready,you got to be at the table.
I'm like, oh man, you know, wenever ate by ourselves unless
you know somebody was busy atthe work or whatever, but that's
(47:53):
where we made the connection.
We have had a conversation, youknow, and I take that on now as
I am more mature and not older.
But I if I'm gonna eat, I Ieat, you know, with my husband,
and we just all sit down and eattogether.
Um so I I I love the whatyou're doing.
(48:17):
Um, and for my listeners, justthink about what it is that you
want to do to start having ifyou're not your best life.
But whatever you do, you wantto make an impact and a make a
purpose because it's not allabout you.
And I confess at the time of mylife, it was all about me, you
(48:44):
know what I mean.
But I have learned that it'snot all about me, you know, and
you get more joy and connectwhen you are sewing at others'
lives, absolutely, as you do, uhhuh.
You have more fulfilled andmore purpose, absolutely.
Sesha (49:03):
I totally agree, and I I echo what you said.
You have to your listeners, youhave a purpose, you have an
assignment and assignments umfor you to complete here in the
earth.
And I just you know want to saythat those thoughts that you
have, those ideas, doom, putthem on paper, write it down.
(49:23):
That's how I wrote my my firstbook.
God gave me a vision because,like I mentioned, I was you
know, I love nature, and he gaveme the title years before it
was birth.
So I encourage you write itdown, and it will come to pass.
You gotta put in the work, butyeah, absolutely.
(49:46):
Yes, yes.
In the past year, um, the HolySpirit told me that I said, You
need to write this anthology.
So, part of, and I'll justquickly share, part of what guy
is giving me also is to buildcommunity and connection over my
20 years.
I've come across many awesomeum back and indigenous people of
(50:08):
color, women in Steam withamazing journeys.
And sometimes it can be verylonely because you're in spaces
where you may be the only one.
Exactly.
Is that there is a connection,there's community.
These these women have umgreat, great um journeys,
triumphs, successes that need tobe heard, need to be shared.
(50:30):
And so the other book I havecoming out, it's called Seeds of
Germination, where ithighlights their successes and
triumphs and challenges.
So the intent is not for me,but it's for us as a community
so they can see, oh, I had thatsimilar challenge, but I still
succeeded.
Oh, that happened to me.
(50:51):
Oh, that person stillsucceeded.
So we have to tell our stories,we have to put them down on
paper.
The book that you want towrite, write it.
The program you want to start,start it, the mentorship
program, that that app that youwant to develop.
Do it now.
Now is the time.
Cassandra (51:08):
Yeah, seeds of germination.
Yes, nothing but nature, right?
Well, let's tell my listenershow they can get in touch with
you.
Sesha (51:20):
Yes, absolutely.
So you can find me on uh mywebsite is sesshawood.com.
Or you can go to dropping seedsin motion.com.
I'm also on LinkedIn.
Uh, and you can also find me onthe common social media
platforms.
I'm on Facebook D S I M.
(51:41):
Excuse me, Facebook is droppingseeds in motion, and Instagram
is D S I M.
Cassandra (51:48):
Okay.
Okay.
Sesha (51:56):
An email, you can send it to info at dropping seeds in
motion.com.
unknown (52:01):
Okay.
Cassandra (52:02):
Well, thank you so much.
Thank you for dropping thoseseeds.
And you have um really spokeninto my life, and I know you've
spoken to many of my listenersas well.
Okay, so thanks again.
Thanks for being a guest on myshow.
And as I always say, bye fornow.
(52:23):
God bless, and I love you.
Thanks again, Sega.
Good day out there to all my listeners, and I'd like
to welcome you to Is Your Way inYour Way podcast.
And I'm your host, CassandraCrawley Mayo.
And for those new listeners outthere, let me tell you a little
bit about what this podcast isabout.
It's for individuals who arestuck.
This is for individuals thatyou know there are things that
(00:48):
you want to do in your life.
And if I ask you this question,are you living your best life
on purpose?
And I give you a scale from oneto 10, and 10 being the
highest, what would what wouldyou rate yourself?
Just think about that for aminute.
Because if you're in the inbetween, I mean, anything you
(01:10):
rate yourself is okay, but yetI'm on a mission to empower
purpose-driven women to startliving your best life on your
terms.
So that's why this podcast isgeared for individual what I
say, self-development,self-improvement, and also
(01:33):
enable you to do someself-reflection.
And I'm always prayerful thatone in my podcasts will give you
like an aha moment and say, youknow what?
I've always wanted to do this.
And based on what I heardtoday, I'm gonna pivot and I'm
gonna make it happen.
So therefore, I bring guests onmy podcast that that uh I would
(01:56):
say play a role, a significantrole, and what it is that I
would like to do for all of mylisteners.
So today, the name of thepodcast is dropping seeds with
impact and purpose.
And let me, I want to ask youthis have you ever felt like
boxed in by the rules?
(02:17):
You know, whether in the lab,the classroom, or life itself,
like the rules, but what if thatwhat if the way out wasn't more
structured, but more of amovement?
So today I'm gonna speak to toSasha Sesha, and she's gonna
repronounce her name for me.
I've tried this before, JacksonWood.
She's a powerhouse scientistwho traded white coats for dance
(02:42):
floors to inspire the nextgeneration of steam leaders with
over 20 years inpharmaceuticals and a heart for
youth empowerment.
She is reimagining whateducation and equity look like
through a program that literallyputs purpose in motion.
So get ready, guys.
Get ready to hear how she brokefree from convention, launched
(03:06):
her own movement literally, andis helping others get out of
their own way.
And trust me, you've neverheard a story like this one.
Let me introduce her to younow.
Okay, uh, hey, um Sha.
Yes, hello everyone.
Sesha (03:30):
Hey, did I pronounce it correctly?
You did, you did.
Thank you so much.
Thank you so much for having metoday.
Cassandra (03:37):
Yeah, as you are here, and I probably won't say
your name anymore during thispodcast in case I messed it up,
guys.
Now, before I start, although Italked a little bit about what
you've done and what you'redoing, but I want to read a
little more of your bio soindividuals will get a better
(03:58):
understanding of what qualifiesyou to do the work that you're
currently doing.
So, as I indicated, mylisteners, she's a scientist, an
educator, and a national healthequity leader with over 20
years of experience in thepharmaceutical and preclinical
research industry, blending herdeep knowledge of STEM with a
(04:22):
passion for youth developmentand educational reform.
She founded the Dropping Seedsin Motion.
That's a transformativeinitiative that integrates
movement and dance with STEAMlearning to close academic gaps
and ignite purpose in studentsand educators alike.
Her innovative approach equipsyouth, educators, and early
(04:46):
career professionals, especiallyfrom underrepresented
backgrounds, with the tools tothrive and STEM and beyond.
So, listeners, as she talks tous today and we have this
conversation, if you havechildren, if you're a
grandparent, if you're an aunt,if you're uh and have nieces,
(05:07):
just listen to this.
I think um this is evolution tome, an evolutional moment could
be revolutional based on what Iwhat my passion is as well.
So I want her.
Well, I'm gonna ask her thisbefore you you found the
dropping seeds with impact andpurpose.
(05:28):
Tell us a little bit about whatwas going on with you before
that time.
Sesha (05:32):
Sure.
So I was an earth scienceteacher at the time.
My background is inpre-clinical research.
However, there was a shortwhile I served as a high school
earth science teacher, and itwas in that class where I had a
revolutionary uh thought, amoment.
Okay.
From the textbook, I wouldthrow with worksheets, and God
(05:55):
showed me that there was anopportunity.
And what the what was theopportunity?
Well, to take all of my gifts,all of my talents, had danced
for 30 plus years of my lifefrom tat, ballet, modern African
jazz.
I was also a scientist, so Isaid, hmm, how can I make an
(06:16):
opportunity for these studentsto learn in a different way, to
get out of the textbook, to getoff the worksheet.
And so that's how drop and seasemotions started.
Now, what let me ask you.
Cassandra (06:30):
So you were a teacher, right?
Initially.
Sesha (06:33):
So as pharmaceutical, right?
Mm-hmm.
So I started out, so my degreeis in laboratory animal science,
and as a scientist conductingpreclinical research studies for
several years.
There was a part of the time inmy career where I had my first
child and I wanted to, I was athome with her, and I was slowly
(06:59):
transitioning back into thepharma space.
Well, that transition withinthat window, it allowed me the
opportunity actually to actuallywork as a science teacher for a
short while.
So yes, that's a revolutionarymoment for me at that time.
Cassandra (07:16):
So when you were growing up, you know, because
one of the things that we talkabout here on is your way in
your way, is there's somethingyou would you wouldn't answer,
but was it something you alwayswanted to do and growing up, or
was it totally different?
Sesha (07:35):
I always loved being in nature.
Okay.
Always loved being outside.
My father worked in um herbalmedicine.
He loved me in nature.
So oftentimes he would take meand my sister out swimming and
just to be in nature, withouthug trees, just embracing
nature.
Now, at that time, I didn'treally know that I had a passion
(07:58):
for science until I started toget older.
So, really, my passion forscience started in nature, it
started being uh it's justexperience in nature and
embracing it out and seeing howall the synergies of life just
works together from the rain,the grass, the trees, all of
that.
So that's where my passion forscience started.
(08:20):
Also, my my mother was amedical doctor, she was a
physician.
Uh, Dr.
Sandra Magruder practiced inPhiladelphia, Pennsylvania for
many, many years, and herpassion to work in the
community, uh, she's left thatmantle on me.
unknown (08:35):
Okay.
Sesha (08:36):
I have a passion to help the next generation, that now
generation, be inspired in thearea of as well.
Cassandra (08:45):
Oh, wow.
Okay.
But because you know, it'sinteresting because a lot of
people try to figure out well,what you know, I'm I'm currently
in this role right now, butit's like something is calling
me, you know, like it'ssomething else that I know I
should be doing, but I justcan't put my finger on it and
I'm stuck.
But you realize at a young age,science, nature was your thing.
(09:09):
So you made a decision maybe topivot and really get into what
your passion is and included itwith movement.
Sesha (09:19):
Yes.
And and I think too, I thinksometimes people think they have
to do one or the other.
Okay.
I believe that when we show upin the world with all of our
gifts, with all of ourinterests, with all of our
talents, you can do it all.
I still work in the pharmaspace.
I'm a manager at JohnsonJohnson as well.
(09:39):
I'm also an entrepreneur and anauthor.
And I also still work with kidsand I train teachers and I
train educators and I mentor.
So that's when you talk aboutbeing stuck, who who said the
box is there?
The box doesn't exist.
We put ourselves in the boxeshere in our mind, right?
So for me, it was acknowledgingmy gifts and talents and
(10:03):
knowing that there was somethingmore that I wanted to do, a
greater calling, a greaterpurpose that God wanted me to
plant in the earth.
So for me, it was just steppingout and um taking the leap of
faith.
Wow.
Challenging, but when you stepout and you're prayerful about
(10:24):
it and you're allowing the Lordfor me, my faith is a big part
of my work, my role um as abeliever in Jesus Christ.
When you step out and believeGod is leading you, okay, this
will fall into place.
Cassandra (10:36):
Okay.
Um, so that's why in thebeginning, I'm like, you know, a
lot of us think we we should bewe're boxed in these rules, you
know, like we should, you know,um have this job when we
graduate from nine to five orwhatever, and then after that
get married, have a white picketfan, have kids, and all of
that.
But I see that things arechanging for many of us as
(10:59):
women.
Um, I want to know about umtell us a little bit about the
integrating the dance.
Like, how do you how do you dothat?
Like, give us some exampleswith the movement with STEM
learning, because STEM is likescience technology.
(11:20):
Well, tell everyone what STEMis.
Sesha (11:22):
Sure.
Everyone knows.
So STEM, or what I like to usethe term is STEAM adding the A
for arts as a dancer.
So stands for Science,Technology, Engineering, Arts,
and Math.
And the A can be, it could beuh visual arts, it could be
poetry, but for me, with my 30years of experience as a dancer,
(11:44):
it's dance.
And I get that question a lot,a lot.
What does it look like?
I mentioned I love sciencegrowing up, you know, like to be
in nature.
I can see science move.
I think that that is a giftthat I have.
Science moves all around us.
So take, for example,photosynthesis.
(12:04):
Photosynthesis is the processby which plants use to make
their food.
So they need light, they needsoil, and they need nutrients,
right?
They need light, water.
Um, and so part of what I dowhen I work with kids is that we
become this process.
So I'm also a choreographed, achoreographer, so I choreograph
movement as well in dances.
So if you could just imagine ifyou have a group of students,
(12:27):
they're learning aboutphotosynthesis, the sun, the
soil, the water, you bring it insound as well.
You have students who can grouptogether and be the sun rays.
You can include movement withthe dances when you're talking
about sun rays, water.
The students can actuallybecome the water, right?
And even the soil.
So there's different uhmovements that can be integrated
(12:51):
and incorporated together tohelp the students learn and
retain the information.
In fact, there's thousands, andI mean thousands of studies
(13:22):
that support when kids aremoving, their brain is engaged,
their body is engaged, and theycould actually remember more of
what they're they are learning.
In fact, I've seen it myself.
I was pre-K kids all the way upthrough high school, and it's
amazing the amount of contentthat they can retain and learn
and actually enjoy learning it,right?
(13:43):
When you create that movementin a learning environment.
Cassandra (13:47):
Okay, give us an example of something that you
teach or have taught individualsand they sustained it as a
result of movement.
Sesha (14:00):
So I'll go back to the example of photosynthesis on the
process by which you knowplants make their food.
One of the things that I try todo in every workshop where I'm
working with youth is to do anassessment.
Now, sometimes that wordassessment can be make students
nervous, but however, I want tomake sure that when I show up in
(14:20):
the workshop, that they'relearning it, the content, and
they're retaining it.
But I think in those workshopsis at the end, my assessment is
a movement assessment.
So I might have them um line upin a line, right?
Or if there are students whohave some physical disabilities,
I'm adjusting um for that aswell.
I might say a true or falsequestion.
(14:43):
If I say um photosynthesis isnot the process by which plants
make their food.
If you think it's true, tapyour head.
If you think it's false, stepforward.
And so now I can visually seewhat areas I need to reinforce.
If everybody steps back, or ifone or two people tap their
(15:05):
head, I can do an assessmentwithout pointing out a student
and saying, you tell me this,you answer this question.
So when I show up and I do theworkshops, I facilitate these
workshops, the content, thescience content is aligned with
the science standard at thegrade level.
So they're gonna be learningthe content already, or they've
(15:26):
already learned it and I'm justreinforcing.
And that's that's how I make itreally, really impactful to
help set them up for successbecause I'm not just there
twirling around with thestudents, they're learning,
they're having fun, they'removing around and they have
retained it, they've learned itfor the first time, they're
reinforcing it and they'rehaving fun.
(15:48):
And you should see the teacherstoo.
The teachers, they justsometimes they jump right in and
that that really helps with um,you know, teacher-student
rapport, class cohesion.
Um, the research supports thatit decreases um poor behavior
problems.
There's so much research outthere that says that students um
(16:09):
are more focused when you'reintegrating physical activity
movement in the classroom.
So I'm passionate about it.
I train teachers as well on umbest practices.
I have a framework that I sharewith them as well, the how-to.
Cassandra (16:24):
Okay.
Okay.
When you were teaching, um,would you still teach, but what
grade was it?
Sesha (16:29):
Is it the certain grade?
So I have taught from pre-K allthe way up to you know,
mentoring through the collegelevel, but for specifically for
integrating the dance andscience, it's been pre-K all the
way up through school.
Cassandra (16:47):
Okay, okay.
Why do you think it's umessential to prepare students
for the next in today's society?
Sesha (16:57):
So one of the things that I am seeing as someone who has
worked in pharma for 20 years,working on global teams, um,
multicultural teams,multi-generational teams, I've
noticed that there is a gap fromwhere they come from, the
(17:18):
education system to theworkforce.
And so when you talk aboutbeing in school, being in
college, learning the technicalskills, that's great.
The technical skills areimportant, but what I'm finding
is that there's a uh anopportunity.
Um, I don't like to saychallenges.
Challenges, there'sopportunity, right, to help
(17:41):
train these students um to havethe emotional intelligence to
learn how to work together in ateam to understand what it means
to work in a multi-generationalteam because us when students
graduate from school, they'regonna be on a team where you may
have someone who's a babyboomer, you may have someone uh
(18:03):
who's a millennial, like myself.
I'm Gen Zers, I'm raising GenZers now.
So sometimes I say, oh mama,you're such a Gen, I mean, such
a millennial.
So I think it's reallyimportant for to prepare our
students for what they are goingto expect when they get out
here in the real world.
And a part of the frameworkthat I've developed um hits
(18:25):
around that.
And there's there's um uhquestions, is there's this
constants and around how theycan show up and really
understanding the team dynamicswhere they work, even the
intelligence as well.
Cassandra (18:37):
Wow, that's good because I have a chapter in my
book about um, you know, onceyou get out of school, like
you're indicating, go tocollege, and I'm like, so now
welcome to the real world.
And I recall when I relocatedum to Birmingham, Alabama, I
wasn't ready for what I was upagainst.
(19:01):
Um, you know, with the racismand the uh different cultures
and all of that.
And so how would you, let's sayat the college level or maybe
senior in high school, what aresome of the things that you do
to prepare them for the realworld?
Sesha (19:26):
So, as I mentioned, I do have a framework that I've
created that is calledProactive, and uh it really digs
into you know planning thepiece where like planning for
change.
One of the things that I thinkis really important, um, and
there are is renewing your mind.
There's just several differentelements of it, but when I
(19:46):
because I have a rising highschool senior myself, so we have
conversations about this aswell.
Okay.
One of the things I reallythere's so many things I could
talk about, but one of thethings that's most important, I
think, is to be flexible, is toprepare for change.
All right.
I have an example.
When I first started working atJohnson Johnson, I was hired
(20:08):
for one role within a couplemonths.
There was a reorganization ofuh the department, and my
manager where I was workingwith, I had now had a new
manager in a whole new role.
There was no successor to thatspecific role in that specific
position.
So I was put in a positionwhere I had to figure it out
(20:29):
with the resources that I had.
I had to know what questions toask, had to know who to go to
to ask the questions to actuallydo my role uh an efficient way.
So here I am, got this jobright out of school.
I mean, right after right aftermy previous role as a um
quality insurance auditor, andthere's a shift, there's a
change.
Now, I've could have waddled inthat place.
(20:51):
Oh my goodness, what am I gonnado?
I don't know, but no, how doyou plan for change?
Okay, planning for change is tois renewing your mind.
Planning for change is umasking the questions to the
right people, it's finding theinformation, it's being prepared
for it, like expect it becauseit's going to happen.
Cassandra (21:13):
Right.
Sesha (21:14):
One thing that I would say because also it's really,
really important to be flexible.
Being flexible means that youare agile, you're agile in how
you work, you're innovative.
Things are changing constantly.
Look at technology.
I remember I was uh uh therewas an old school rotary phone,
(21:37):
and my kids were like, What isthat?
You know, what's that for?
So you know, being flexible andand changing is really um is
really important.
Cassandra (21:46):
Okay.
Well, what do you start?
Uh so you teach that with youryour framework, but do you start
that at a certain um age group?
Sesha (22:01):
The framework.
Uh-huh.
So I I believe that you canactually implement those skills
as early as you can.
When you think about it, us ashuman beings, we're comfortable
with what we're comfortablewith.
I mean, think about it when yougo to church or your religious
organizations or the way youtake to go to work or school
(22:24):
every day.
It's usually the same thing.
You usually sit in the sameplace, right?
But when you are intentionalabout changing and doing
something different, there's amind shift that happens.
And the something differentcould be learning something
different.
For example, I'm also part ofthe Society of Quality
Assurance, which is anorganization that supports
(22:46):
quality assurance professionals,providing training and
education.
A couple of years ago, therewas an opportunity for me to
lead the organization as thechair of the STEM outreach
committee.
Okay.
Love working with STEM, I loveworking with outreach, and I was
being pushed to actually takethat role.
(23:06):
It was uncomfortable at firstbecause it was new.
There was no one who had doneit before.
So I think that's reallyimportant to pay attention to um
to release the Holy Spirit toknow when the spirit is pushing
you to greatness, pushing andpushing you to grow.
Because when you stay in aplace of comfort, yeah, you
(23:29):
could potentially get stagnantand you want to grow.
So it's really important to beable to push yourself, challenge
yourself because that's how yougrow.
Cassandra (23:38):
Right.
So listen, so today, you know,STEM jobs, so to speak, are
king, queen, you know.
If I could get more students toget in that field of the
science, the technology, eventhe arts, as you're talking
about, um, math, and you talkabout how you um speak about
(24:06):
overcoming limiting beliefs.
And I think, and I I don'tknow, but a lot of people aren't
in those programs.
I think more are getting morewomen.
It was like a lot of men, butmore women are getting into that
program, and they didn't beforebecause of limiting beliefs.
(24:27):
So, what do you think was thewas the part about why why won't
they get in that program?
What what is that about, youthink?
Sesha (24:37):
I think that's a really good question, a really reverent
and timely question.
My background was such that Igrew up with my mother, was a
physician, as I mentioned.
So I saw, and she was a chairof the National Medical
Association, so I saw people wholooked like me, who were
doctors, physicians.
(24:57):
I saw that growing up.
Literally, my mother would dragme to her medical meetings.
So I so I saw representation, Isaw myself in the field.
Um, you know, being she put mein different programs, my dad
also put us in differentprograms to help expose us to
the industry.
I think I know representationmatters.
(25:21):
When students see their self,so for example, when I go to the
schools, uh, done some work insome rural areas as well.
When I show up, I'm inspiringthem, I'm speaking life over
them, I'm telling them, you canbe a feminist, you can be an
epidemiologist.
This is what I've done.
And so when they see it andthen the fret, the flesh,
(25:44):
they're like, well, wait aminute.
I sure do that.
I was working at a summer campat Fayetteville State, um,
facilitating a workshop, and wewere talking about polymer
science.
And at the end of the workshop,this young lady comes up to the
table because we've had anexperiment as well.
She's she's like interested,intrigued.
I'm like, did you think this isinteresting?
(26:05):
She said, Yeah.
So maybe you consider uh youknow, studying uh material
science.
So all you need is one seed,all you need is one engagement
for them to see, oh, yes, thatcan be me.
You know what?
I will pursue it, I will do it.
And that's part of my purposehere on earth is to inspire
(26:25):
those who might never seeanybody that looks like them and
see anymore.
Cassandra (26:31):
Wow.
So dropping seed with impactand purpose it is our title.
How like my listeners that havechildren, um not only children,
but people in their family thatare underage?
What would you suggest or howhow would they be able to get
(26:57):
them that exposure that you hadbecause you were in that family?
So it was kind of easy for youbecause your mom was a doctor,
you know, your dad was big onnature.
How would you share or whatwould you say for them to get
that type of exposure?
Sesha (27:16):
Good question.
So there are a lot oforganizations, both for profit
and nonprofit, that providedifferent opportunities for
students to experience theme.
What I would suggest is tryyour local community colleges,
try your local uh universities.
I mentioned I work withFayetteville State through Drop
(27:38):
and Seeds in Motion, they had a21st century learning program at
the time.
I'm not sure if that program isstill in operation.
However, there are a lot of umprograms in those spaces.
Um go on um LinkedIn, you know,Facebook, Instagram, like do a
search for um, you know,programs in in um that space.
(28:01):
Myself, I can bring workshopsto uh any organization if you're
interested in having somescience and movement at your
school, university, church, um,and um have a great experience
for students.
So there's a lot ofopportunities out there.
Some of them are low or nocost.
Cassandra (28:21):
Okay, I'm just gonna ask that.
Yeah, okay.
So just like do your research.
Sesha (28:27):
But if you wanted to bring a drop of season in motion
science and dance experience toyour your organization, your
your community, um, just get agroup of kids together that I
would love to help support theirlet me talk about math.
Cassandra (28:42):
Um, how okay?
I I'm thinking about thismovement thing, you know, like
when you are instructing someoneto do a math problem, and you
know, and I hear people say,math was not my thing.
And then there are individualsthat love math.
Now, an individual that's notreally good in math, but really
(29:07):
need to know math, you know,when you get older, I mean, you
can't get over trying to figureout the percentage of this and
the percentage of that.
What type of movement, like,like, for example, if somebody
wants to understand uh whatpercent, um I don't know, 20% of
a hundred dollars or whatever.
(29:29):
What is that?
What type of movement, what doyou do with that as an example?
Sesha (29:35):
That's a good one.
So what what I initially feeland see with that, so I
mentioned, I might havementioned this to you, but I'm
trained in action-basedlearning, which is the uh
pedagogy of teaching uh relatedto um when the brain and body
are connected, students canremember more.
It was created by Jamie BlazeMonths.
Um, one of the things that isimportant to know that's the
(29:59):
foundation of learning is rhythmand beat.
So rhythm and beat.
You remember back in schoolwhen we used to learn different
songs?
We used to learn different, um,at least I did in school,
different beats.
Well, that was strategicbecause it was a foundation of
learning.
(30:19):
So back to the question aboutpercentages and beat, I mean
percentages of um differentnumbers.
You can actually pull that Aout, that R, and have their
students create a song or adance related to with their own
rhythm, their own B, becausestudents are always moving and
dancing, usually, to help themremember how to take 20% of what
(30:43):
you say a hundred dollars.
So what happens?
Is that when you and you cangive them an example?
What happens is that they'retaking ownership of their
learning.
Not only are they doing that,if they include the music, the
rhythm, and beat, they're alsodeveloping their brain as well.
They're also um they're alsotaking an opportunity to take
(31:06):
advantage and take a hold oftheir own education and their
own learning, and they can usethat for other subjects like
English, like physics.
Cassandra (31:18):
Interesting.
Interesting.
Uh, because I know, you know,there are individuals listening.
You know, when we talk about uhliving your best life on your
terms, there are manyindividuals say uh a piece of
that, and it could be personalbusiness, living your best life.
(31:38):
And many people will say, youknow, I want my child to be
successful.
You know, what what does thatlook like?
I want them to uh be great inschool, or um, I want them to go
to college, or how would thisso one of the things you said is
(31:59):
based on your instructionallearning, there you've seen
students really enjoy it, youknow, um they're having fun, and
you know, just think aboutthat.
They're having fun, but they'resustaining, but they're
learning and they're excelling,you know.
And uh do is there a percentageof individuals that you worked
(32:23):
with that will you believe go tocollege as a result of how you
taught them, what they pickedup?
Sesha (32:31):
Is there so there are about 33,000 studies, over
33,000 studies that supportstudents in a space with
physical activity and learningand being successful?
One of the things as youmentioned is um parents wanting
(32:54):
their students to be successful.
What does success?
Ask a question.
What does success look like foryour student or for your child?
Success vary.
A lot of students might not goto college, and that's that's
the part as well.
There are students who may wantto, you know, take a trade, or
there may be students who wantto go straight into
(33:16):
entrepreneurship, you know.
I think that's really importantwhen you're asking that
question about success, definesuccess because success will be
different from the one person tothe next.
And I think it's reallyimportant for parents, you know,
guardians to really lean in andreally understand the gifts and
(33:37):
talents of those that they areum student, those kids that they
have.
Um college might not be for allstudents, but it's really
important to know what theirgifts and talents are and to be
help them be their advocate andto make sure that they are being
introduced to differentopportunities that will expose
them to different areas thatthey're interested in, and even
(33:58):
new opportunities they wouldn'teven think of.
Cassandra (34:05):
Okay, okay, because you know, right now, like you
indicated, technology changes tome every day.
I'm like, oh my gosh, nowsomething different.
You know, but a lot of uspeople, students, young adults,
they're on that phone, you know,they're using the phone to tell
them what time it is.
(34:25):
You know, if you put a clock upthere from 1 to 12, and you
say, Well, what time does thatclock say?
Uh, but they could look at thedigital, you know.
Um, do you believe even thoughSTEM is critical and they are
encouraging individuals to getin those programs because that's
(34:45):
where the jobs are, so tospeak?
Um what do you see as the prosand cons of technology for the
kids today?
Sesha (34:57):
That's a good question.
So I am considered amillennial, uh, if you want to
label me.
Um, one of the things that Ithink is really important is to
have a have an understanding ofboth.
Okay.
Because at any time and any day,you know, you might not have
technology.
(35:18):
And so by way that I mean youknow, what if there's the power
outage, right?
You know, what if um there's abug that comes into our
computers and we can't do ourwork, right?
We can't be connected.
So what I what I tell mystudents, uh my kids actually uh
uh that I that I have is thatyou need to ask the questions.
Well, if this happens, howwould you function?
(35:41):
Like if you didn't have yourphone, how would you figure it
out?
I remember back in the day,actually, I was just talking to
my kids about it, traveling withmy my mom and my dad and my
sister on road trips, and we hada mat.
You know, we would get the uhtrip ticks from from AAA and we
would pull out the mat, right?
And we could figure that outbecause I I think that there is
a level of um critical thinkingthat needs to continue to occur
(36:07):
when we take off the technology.
We don't want the machines tothink for us, we don't want, but
we STEM is very, very criticalin that as you mentioned,
technology is changing, STEM ischanging you know every day.
We need the people to build thetechnology.
We need those people, thosestudents with those critical
(36:28):
thinking skills, thatinnovation, that creativity,
yeah, um, in STEM.
So I think that there needs tobe sort of they need to be on
both sides of the fence.
That's what I share with thenext generation, is to really
have an understanding of whatcould you do if this was to
(36:49):
happen, if there wasn'ttechnology, it's gonna be really
important as well as we'removing forward in life.
Cassandra (36:57):
Now, I asked this question before, but I'm gonna
ask it again only because uhindividuals being stuck and not
moving forward or um, you know,and I give you a personal
example.
I've always wanted to do like aTED talk.
All right.
(37:17):
And I'm like, I don't think Icould, I don't know if I could
do that.
But what's going on is thoselimiting beliefs, you know, and
those limiting beliefs, we allhad them, but you you talked
about one of the things you evenspeak about is overcoming them
(37:38):
and preparation for your next.
Take us through an incident ora story or or a methodology that
you do with your students toovercome, and not students,
maybe teachers to overcome theselimiting beliefs.
How do you do that?
Sesha (37:59):
So living to limit limiting beliefs are, I believe,
are one of the biggesthindrances from people really
maxing out all of the gifts, allof the talents.
Um, and it comes down to yourmind, it comes down to you know
(38:21):
your previous experiences,whether you had a positive
experience from a differentorganization, whether you had a
negative experience with someonewho had a similar title,
someone within a similarindustry.
There's a there's a lot of umtouch points when it comes to
limiting.
However, as I mentioned, myfaith is a big part of the walk.
(38:46):
And I know that a big part ofit is why I'm here today and
able to max out because I know Iwas created with a purpose.
I was fearfully and wonderfullymade.
So, for what I do, what I tellpeople I work with, I mentor
students, I tell them your giftis your gift, despite what the
(39:07):
other person next to you mayhave.
It's not the same.
Speaker 3 (39:12):
Right.
Sesha (39:12):
I shared this in the past too.
If someone has the same titleas you within the same company
or organization or even aseparate company, they cannot do
it like you do it.
That's organizations whosupport and work in the area of
STEM in science and in arts anddance, but God called me to do
this the specific way.
(39:33):
And I think that it's importantfor us to, as my um bishop
says, right, watch what we sayand watch what we speak because
there's power in our so when Iwhen I work with kids, students,
you know, all ages, I'mconstantly encouraging them.
I'm constantly saying, you cando it.
(39:56):
Right.
And I think that oftentimes whenI mentor college uh students,
recent grads, they see positionsthey're interested in, and they
see that, oh, I don't have thatqualification.
Hold up, wait a minute, let'stalk about that.
Because what I'm working inindustry is that you need to be
able to speak to and articulateyour transferable skills.
(40:18):
Oftentimes that's thatconfidence piece that needs to
be developed.
A limiting belief is it'spseudo, it doesn't, it doesn't
exist in my world.
It's yeah, how can we changeour mind, shift to thinking?
How can you show up?
(40:38):
How can I take an experiencethat I've had, whether it's
volunteering, whether it's um achallenge that I've had at an
organization, how can I makethat fit what I'm looking for,
where I'm where I'm wanting togo in life?
And I think that that's that'swhat we have to do.
We have to build communityaround it, build connection
(41:01):
around it.
We need to talk to each other.
We need to get off our phonesometimes.
I mean, honestly.
That's right.
Uh-huh.
Connection.
And I think that it's really,really important working within
the space I've been working infor many, many years, that that
rapport, that connection, whiletechnology is great, you can't
(41:24):
replace it.
People all around the world,from Belgium to France to the
Netherlands, and that peopleconnection is going to be a game
changer because people want tobe able to see that you can work
in the teams.
And that's part of what I shareand mentor students and you
know facilitate the workshopswith them as well.
Cassandra (41:44):
Right.
And that's good, preparingthem, them for the next.
Sesha (41:48):
Yes.
Cassandra (41:49):
Yeah, yeah.
Yeah.
And making that connection withindividuals.
You know, I was listening tosomething the other day, and um,
you know how individuals, youknow, you meet somebody and you
say, So what do you do?
I'm I'm an author, you know,just like that.
(42:10):
Rather than saying, based onwhat you do, what is it about
what you do that you reallylike?
You know, open-ended, you know,to start the connection.
Because you're right, we are,yeah.
No, no, you know, because we'reso busy doing, you know, on the
(42:30):
this on the phone, on thecomputer, you know, we don't
make that connection.
And connection to me iscritical.
Never underestimate the powerof relationships.
We need them, we need eachother, we need the community.
Yeah, so right with that.
Sesha (42:50):
Unbelievable.
And I agree because, you know,as I mentioned on global teams
and you know, work with manypeople, you know, even if my
entrepreneurship endeavor, whenI show up to a meeting, if this
is if this is our first timemeeting, or if you know, this is
a meeting where we've beentogether, you know, for several
cadences, I'm trying to connectwith them.
(43:11):
Um, it could be somethingsuper, what seems super small,
like having a similar interest,that goes a long way when you
just ask what your interestsare.
Share a little bit aboutyourself.
You don't have to tell yourwhole life story, but exactly
because what I found too is thatwhen you made that connection,
(43:31):
there's a certain energy andsynergy that happens in a team
that's positive when you makethat connection.
So it is a it is a good uhbusiness decision to do that,
right?
So it makes good business senseto connect with your teams
because at the end of the day,you can meet your goals in a
(43:51):
better way.
Cassandra (43:52):
Exactly, exactly.
And if you think about a lot ofpeople are working from home
and it's by themselves, and theyjust that's socialization, you
know, um it kind of stagnatesindividuals, you know.
Um, I'm not saying anything'swrong with it.
Um, I used to work from homeand and I loved it, but then
(44:15):
there was a time when I'm like,I think I'm gonna go in the
office and see what's going on,you know, and things of that
nature.
Um, what can my okay, whatcould my listeners do as
parents, grandparents, aunts,nieces, um uncles, as I said, to
(44:42):
carry on the legacy that you'redoing now.
What can they do?
Sesha (44:48):
Be present, advocate for your youth, um, ask them
questions, talk to them.
My husband is an educator aswell.
He's he was created andanointed for it as well.
And one of the things that whenwe talk, we talk about the
(45:10):
importance of really showing upfor our kids.
What does that look like?
It could be something simple asyou not having your phones at
the table uh when you're havingdinner and asking them a
question.
How would you say?
How did that make you feel whenthis happened?
Like, what made you smiletoday?
(45:32):
Because what I found is thatwhen you have that authentic
connection, and that's what I dowhen I work with students, you
know, through my uh my SteamExtension through success and
drop and season emotion, I talkto them.
Nobody's talking to our kids.
I shouldn't say nobody, butthere's an opportunity for us to
(45:53):
really grab them and hug them.
Yeah.
Mental health is real.
Yeah.
And sometimes, oftentimes, whenyou make that connection,
whether it's your niece, yournephew, whether you just call
them and say, How are you doingtoday?
Is there anything I can do tosupport you?
(46:13):
When I have students, you know,that reach out to me on
LinkedIn who want to have aquick chat.
If my schedule allows, I'mconnecting with them.
I'm meeting with them becausethat's that's part of my
purpose.
I'm not telling everybody to dothat, but the connection is
important, the community, andnot just an email or a text.
(46:35):
Like, let me hear your voice.
Yes, I can put sound in theearth just for us to mute
ourselves, right?
Talk to each other.
Cassandra (46:42):
Okay, that's good.
And I love it about droppingseeds with impact and purpose.
And for those individuals thatare in their way, you know.
Um, um, I you definitely sharedsome things that will help some
individuals get out of theirway if they found that they were
(47:05):
in their way, because they'reindividuals that have so much
going on.
I know people that give thechild uh um a phone, an iPad,
and let them, you know, becauseI need to do this, you know, I'm
busy, so let me give them that,and not knowing the impact it
(47:31):
can have on individuals when youdon't like when I was growing
up, and I I maybe I'm datingmyself, but we ate as a family,
and some people can't do that,you know.
But uh when dinner was ready,you got to be at the table.
I'm like, oh man, you know, wenever ate by ourselves unless
you know somebody was busy atthe work or whatever, but that's
(47:53):
where we made the connection.
We have had a conversation, youknow, and I take that on now as
I am more mature and not older.
But I if I'm gonna eat, I Ieat, you know, with my husband,
and we just all sit down and eattogether.
Um so I I I love the whatyou're doing.
(48:17):
Um, and for my listeners, justthink about what it is that you
want to do to start having ifyou're not your best life.
But whatever you do, you wantto make an impact and a make a
purpose because it's not allabout you.
And I confess at the time of mylife, it was all about me, you
(48:44):
know what I mean.
But I have learned that it'snot all about me, you know, and
you get more joy and connectwhen you are sewing at others'
lives, absolutely, as you do, uhhuh.
You have more fulfilled andmore purpose, absolutely.
Sesha (49:03):
I totally agree, and I I echo what you said.
You have to your listeners, youhave a purpose, you have an
assignment and assignments umfor you to complete here in the
earth.
And I just you know want to saythat those thoughts that you
have, those ideas, doom, putthem on paper, write it down.
(49:23):
That's how I wrote my my firstbook.
God gave me a vision because,like I mentioned, I was you
know, I love nature, and he gaveme the title years before it
was birth.
So I encourage you write itdown, and it will come to pass.
You gotta put in the work, butyeah, absolutely.
(49:46):
Yes, yes.
In the past year, um, the HolySpirit told me that I said, You
need to write this anthology.
So, part of, and I'll justquickly share, part of what guy
is giving me also is to buildcommunity and connection over my
20 years.
I've come across many awesomeum back and indigenous people of
(50:08):
color, women in Steam withamazing journeys.
And sometimes it can be verylonely because you're in spaces
where you may be the only one.
Exactly.
Is that there is a connection,there's community.
These these women have umgreat, great um journeys,
triumphs, successes that need tobe heard, need to be shared.
(50:30):
And so the other book I havecoming out, it's called Seeds of
Germination, where ithighlights their successes and
triumphs and challenges.
So the intent is not for me,but it's for us as a community
so they can see, oh, I had thatsimilar challenge, but I still
succeeded.
Oh, that happened to me.
(50:51):
Oh, that person stillsucceeded.
So we have to tell our stories,we have to put them down on
paper.
The book that you want towrite, write it.
The program you want to start,start it, the mentorship
program, that that app that youwant to develop.
Do it now.
Now is the time.
Cassandra (51:08):
Yeah, seeds of germination.
Yes, nothing but nature, right?
Well, let's tell my listenershow they can get in touch with
you.
Sesha (51:20):
Yes, absolutely.
So you can find me on uh mywebsite is sesshawood.com.
Or you can go to dropping seedsin motion.com.
I'm also on LinkedIn.
Uh, and you can also find me onthe common social media
platforms.
I'm on Facebook D S I M.
(51:41):
Excuse me, Facebook is droppingseeds in motion, and Instagram
is D S I M.
Cassandra (51:48):
Okay.
Okay.
Sesha (51:56):
An email, you can send it to info at dropping seeds in
motion.com.
unknown (52:01):
Okay.
Cassandra (52:02):
Well, thank you so much.
Thank you for dropping thoseseeds.
And you have um really spokeninto my life, and I know you've
spoken to many of my listenersas well.
Okay, so thanks again.
Thanks for being a guest on myshow.
And as I always say, bye fornow.
(52:23):
God bless, and I love you.
Thanks again, Sega.
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