September 10, 2024 • 33 mins
Our guest, Julia, made a bold leap from the public school system to create a transformative Prenda microschool right in her home. In this first installment of our three-part series, where we interview real microschool guides, Julia reveals the magic behind this unique educational approach. She shares her personal journey from burnout to reigniting her passion for teaching by fostering deep relationships and personalized learning paths for her students.
Julia details her experience as a Prenda guide and how her microschool offers a flexible yet structured environment, promoting both autonomy and rigor for her students. Finally, we delve into the challenges and successes of implementing the Prenda learning model, emphasizing the significance of honesty, humility, and commitment from both students and families.
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About the podcast
The KindlED Podcast explores the science of nurturing children's potential and creating empowering learning environments.
Powered by Prenda Microschools, each episode offers actionable insights to help you ignite your child's love of learning. We'll dive into evidence-based tools and techniques that kindle young learners' curiosity, motivation, and well-being.
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We're all ears! If you have a question or topic you'd love our hosts to tackle, please send it to podcast@prenda.com. Let's dive into the conversation together!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome to the Kindle podcast.
This is our very first episodeof season two and we are super,
super excited.
We are going to start out thisseason with a three part series
where we're going to be actuallytalking to people who run micro
schools.
These are boots on the ground.
They're doing the work ofempowering kids in the trenches
(00:21):
and they're applying a lot ofthe ideas that we talked about
here on the Kindle podcast, soit's going to be a really
interesting behind the scenes.
Look at what this work lookslike.
Adrienne, you have actuallybeen to the micro school of the
guide that we're going to talkto today, so tell us a little
bit more.
Speaker 2 (00:36):
Yes, it was amazing.
Katie and I call whenever wewalk into a micro school and you
can just feel that they'redoing the Prenda model and
applying all the things that wetalk about on the Kindled
podcast.
We call it Prenda magic.
And as soon as I walked in Iwas like, oh, I could just feel
the Prenda magic.
So I cannot wait for you all tohear about this Prenda magic in
(01:00):
Julia's micro school.
So let's go talk to Julia.
Speaker 1 (01:04):
Hi and welcome to the Kindle podcast where we dig
into the art and science behindkindling the motivation,
curiosity and mental wellbeingof the young humans in our lives
.
Speaker 2 (01:13):
Together, we'll discover practical tools and
strategies you can use to helpkids unlock their full potential
and become the strongestversion of their future selves.
Speaker 1 (01:35):
So tell us about yourself, tell us about your
background.
Why did you start a microschool?
Speaker 3 (01:45):
Like, tell us your story.
So I got my degree in education.
I wanted to be a teacherforever, um, and I worked in the
public school system up inPhoenix, uh, for six years.
Um, and I I got burnt out.
I love being a teacher.
I didn't love the career partof it, um, and when I left I
swore I was like I love kids butI'm never going back, like, um.
(02:08):
And then, um, a very lovelyfriend got me a job in a
cabinetry business.
Um, you know cause?
I was like I need something sodifferent and I hated it.
But I'm so grateful,no-transcript, and I just
(02:59):
started crying um this is itthis, is it I that?
I applied and four years later,here we are and it's just.
It's been kind of like a dreamever since.
I just I love what I do, so itwas scary, but that's how we got
here.
Speaker 1 (03:16):
Wow, incredible.
And what um.
How old are your kids?
Speaker 3 (03:19):
So I I've had some of my kids since they were kinder,
but um, they're going to be so.
This year will be second gradethrough sixth grade.
Speaker 1 (03:27):
Okay, you ready for some rapid fire questions?
Okay, here we go.
Describe your micro school kindof day in the life and how it
differs from a traditionalclassroom.
Speaker 3 (03:37):
So it's in my house.
Speaker 2 (03:39):
So that's different it's real quick, though, julia,
I know this must be rapid fire.
Can you describe how what yourclassroom space looks like,
because it's very different too.
It's in your house, but youalso have it set up like a
classroom and it's super coolspace.
Speaker 3 (03:53):
I have been there um, yeah, so I think we're really
lucky.
It was very serendipitous.
We just happen to have thislike big room in our house.
It had used to be a garage andthey change it up, so it's just
it's the size of a garage, um,but we've got a big table that
the kids sit around andsometimes we split it up into
two tables depending on whatwe're doing.
(04:14):
There's a big rug that we sitaround and just all the
bookshelves, um, because I justlove books, um, and there's a
little bathroom, um, so it wasall just very like happened.
And there's like littlebathroom, so it's all just very
like it happened.
And there's like we have plantsoutside that the kids grow in
the water.
Speaker 2 (04:29):
And it has its own entrance too, which I thought
was really cool.
Speaker 3 (04:32):
Yeah, yeah.
So it's really nice that itfeels like, even though it's in
my house, it's their space, it'slike it's it's our classroom.
It's not, that part's notreally my house, it's our class.
Speaker 2 (04:44):
Yeah, so how else does your micro school different
from, differ from thetraditional classroom?
Speaker 3 (04:55):
Like there's only the nine kids, um, and then we, you
know it's the same kids yearafter year after year.
So it's not that new, new batchof kids every fall, um.
So you know, especially some ofthese kids I've had for four
years, we have really deeprelationships.
You know, like we go way back.
I'm never, like I'm never up infront of the classroom teaching
ever.
So that's different.
And then I was kind of thinkingabout that too.
(05:19):
Like we don't have, we don'thave rules for like this is
exactly how to do this specificprocedure.
You know this is not how you.
You know this is the time it'sappropriate to go to the
bathroom and this is how you askpermission.
Like those are things that youhave to have in traditional
school.
So we don't do that.
We have rules and expectations,but it's very different.
(05:40):
Everyone's kind of doing theirown thing, different, everyone's
kind of doing their own thing.
So you know, like on-grid timekind of looks like traditional
school in a sense, where youknow the kids are, they're
working on skills, especiallyschools that have like more of
that digital one-to-onesituation, but even then, like
(06:01):
this kid's working on math andthis kid's working on reading,
and so it's not even so thatthat is very different.
And you know, sometimes we dothings together like whole class
, but even like collaborate time, where it's a lot of times
we're collaborating in groupstoo.
(06:22):
So there's just there's alwaysa lot happening.
We're very rarely, honestly,all doing the exact same thing
at the exact same time.
Speaker 1 (06:30):
How has that changed?
Like your role as a teacher,like you mentioned, I'm never up
in front of the classroom.
What other ways has your rolechanged?
Speaker 3 (06:37):
Like it took me a really long time to let go,
because when you're intraditional classrooms you have
to be on top of everything allthe time and this is exactly how
we do each piece and this ishow our classroom works.
(06:59):
And now you let the kids youkind of let the kids do their
thing.
I mean you have to be safe andresponsible and those kinds of
things.
I'm not in control, really,like I don't.
I don't make the shots, youknow I it's.
I'm just kind of there likefloating around, like bopping
(07:20):
from kid to kid, and it's.
It took a long time to getthere Because when we first
started I kind of tried to dothe kunda model as a teacher and
it was a struggle because itjust it doesn't work.
Speaker 1 (07:34):
These things do not match.
Speaker 3 (07:36):
Yeah, it was really hard to let go, and I think I
felt pressure too from theparents, cause they a lot of
those kids had come fromtraditional school and the kids
came from traditional school.
So we were all kind of tryingto learn how to like shift this,
like actually, the kids are incharge, um, and it took, it took
a while, um.
So, you know, besides sayinglike okay, it's time to clean up
(08:00):
, um, it is pretty much drivenby the kids, it'll, I'll.
You know, we're always askinglike how do you feel about this?
Or like what do we need moretime?
Do you like are you ready tomove on?
And so it is, it is.
It is very different.
Speaker 2 (08:16):
I love it.
So what strategies do you useto create a positive and
supportive atmosphere?
Speaker 3 (08:22):
So I think we do morning meetings, which came
from the responsive classroom,and I did that in public school,
but we've kind of taken thatbase and made it our own.
But I think that time, which is, you know, it's the connect
part of the Prenda model Everyday we have 20, 30, sometimes 45
(08:45):
minutes of time where they getlike every kid is truly seen and
heard and they giggle and Ithink you know a lot of kids say
that's my favorite part of theday is like we just come
together, like as a littlefamily and um, I think that's
that's a really powerful thing.
(09:05):
Um, and then even like our camptime, you know, like those
components, we talk about onecomponent each day, um, having
those like little micro doses,sort of a constant, like we talk
about community every singleMonday and I think that's so
important to just bring it upweek after week after week.
And um, and having, you know,having this growth mindset and
(09:27):
all these things, like it buildsthe kids up and and it and it
brings us closer together too.
Speaker 1 (09:33):
Just for context for listeners, Julia was talking
about Prenda camp program.
Camp stands for communityautonomy, mindset and purpose,
and the kids rotate throughthose topics every once a week.
Um, so just some context.
Speaker 2 (09:45):
Yes, and I have to say too, since when I visited
you you had the cutest littlesign and it's so cute and it has
an arrow where to go.
So I'm like walking on the sideof her house and I can smell
was it essential oils?
I could just already smell thepositivity as I was walking in
and it just was so amazingbecause I also noticed what you
(10:06):
do is a lot of rituals, so I'mguessing you didn't just do that
that morning when I came itseemed like it was something
that you guys do every morning,where they had, they knew, like,
little chance and little thingsthat really bring you together
as a community, which I see asan environment that you've
(10:28):
really fostered and cultivatedto be positive and supportive
really fostered and cultivatedto be positive and supportive.
Speaker 3 (10:35):
Yeah, it's, they love .
They like pick little cards,like the kids pick like oh, this
is what we're going to dotomorrow.
And actually when you werecoming, though, they wanted to
make sure they picked like theseare the ones we love the best,
or that like so they get, theyget really excited about it.
Speaker 1 (10:47):
How do you balance structure and flexibility in
your micro school?
You were talking a little bitabout how in the traditional
classroom was like verystructured, Like there is some
about in a micro school, butthen it sounds like you're
you're experiencing a lot moreflexibility for the kids and for
you as a guide instead of ateacher.
Can you talk about that balance?
Speaker 3 (11:06):
Well, I'm still working on it.
So I think we've, as acommunity community kind of we
figured out like our routine, um, so like we know this is what
works well for us, like thepacing of the day, um, but then
within those structures theyhave choice.
So, like, like we talked aboutconquer time, like we do 30
(11:27):
minutes of like conquer time.
That's kind of what we figureis like.
That's like our sweet spot islike we do 30 minutes, but then
you pick what tool, where you'regonna sit, um, and then we do a
brain break and then we do 30more minutes and so, even though
so there's that structure oflike you know exactly what's
gonna come, you know how longit's gonna like be for um, so we
(11:49):
have that structure, but theneven within that, you always
have some choice, um, and thensame kind of same thing for,
like our create and ourcollaborate time.
Like we know that this is whencollaborate happens, but we like
vote on what we're going to,like this is what we want to
learn about in collaborate thisweek.
And then, um, this is um, youknow, you know, and when and
(12:13):
when it's create mode, sometimes, like, sometimes it's like a
free-for-all, like everyone justpicks something from the
library.
So there's like nine differentprojects, all the materials are
out and it's crazy.
But we know, like this is thetime and we set, we set a timer
so that we know, like, okay,this, how long I have to work.
So that way I know I need, knowwe need 15 minutes to make sure
we get everything cleaned up.
(12:34):
So we have parameters, butwithin those we try to build in
at least some sort of choice.
Speaker 1 (12:42):
So I it's so funny to hear you describe that scene as
crazy, right, because it's like.
It is like when, if you, ifyou're like hey, I'm going to
show you a classroom and youwalked in on that, you'd be like
, whoa, this is out of control,this is crazy.
But really it's like, what do Isee?
I see nine kids who are highlyengaged, highly focused.
They're doing a lot, they're.
The cognitive load that thosekids are bearing in that moment,
(13:05):
instead of passively receivinginstruction from you, is way
higher, right?
So it's like our traditionalframing of what school should
look like.
If you compare these things,sometimes it can seem like a
little, a little noisy or alittle rowdy, but like when you
actually look at what's going oninside the students, like, oh,
that's, I wouldn't want schoolto be any other way, that's what
it should look like.
Speaker 2 (13:25):
When I walk into a micro school and it's super
quiet, I always think, okay,what's going on here?
It's like my paradigm istotally shifted from a classroom
needing to look all tidy andall the kids sitting with you
know quietly to them talking andinteracting and engaging and
being excited about whateverproject or whatever that they're
(13:47):
learning.
And you talked about routinesand routines.
Really, you know, the findingsfrom research show that routines
are really associated withpositive developmental outcomes
in children, from everythingfrom cognitive to
self-regulation, social,emotional, academic skills and
mental and physical health, andthis comes from Wiley online
(14:07):
library, but you can find it allover the internet that routines
are really, really importantfor development and kids, so I
love.
What you mentioned, though, isthat there's also choice within
those routines, so the kids knowwhat to expect, but then,
within that, they have autonomy,which I think is really key to
an empowering learningenvironment.
(14:27):
So what are some ways youencourage meaningful
interactions between thestudents?
So not just you and thestudents, but between each other
?
Speaker 3 (14:40):
So I think those morning meetings, like we talked
about, that's a big one.
And then, like how you kind ofjust referenced, like it's never
completely silent in ourclassroom, so they like they
talk all day long.
So I think when it's like verylow pressure, it's just sort of
(15:01):
naturally happens that they haveinteractions with each other.
And you know, just like leaningon me, like can you help me
with this, it builds like thattrust between each other and
they've all known each other forsuch a long time.
So there's just that piece aswell.
And then you know we do so muchtogether, like I'm so lucky
(15:22):
because we have amazing parentsand we go on field trips all the
time, and I think, like havingthose experiences together, you
know we, we can laugh, you knowwe can reflect on it or we can
laugh like, oh my gosh, youremember when that happened.
And they talk about it witheach other and so it's kind of
like family vacation, right.
Like you build those togetherand so they have such tight
(15:44):
little bonds and I just thinkit's because we, we just do so
much together.
So you know, you, you go wayback.
A lot of them are siblings,siblings.
So they have that piece, but Ijust, you know they're never
like silent, so they're just,they're talking, all of them,
and being able to have, you know, cause, that's not, that's not
(16:08):
natural, like we don't go out toa restaurant and just like sit
in silence.
Speaker 2 (16:13):
Well, some people do when they have this thing in
front of their face.
Speaker 1 (16:16):
No, I just think it's really funny how we talk about.
We're all worried about, like,if you do something in the
alternative education world,like everyone's worried about
the socialization of the kids,and I'm like I don't think
sitting in rows being quiet allday is socialization, and so
what you're describing is likethis really beautiful, true form
of socialization where, um,where kids are really
(16:37):
interacting.
And it reminds me of two of myfavorite quotes.
I won't say it's my favorite,cause I have a billion favorite
quotes.
Uh, hard to win thatcompetition.
But the first one is whoever'sdoing the talking is doing the
thinking.
So when you see a classroomthat we're like everyone's quiet
, everyone's just listening,like their brains are just
passive, not necessarily all thetime, but like for a large
(16:59):
percentage of that time, liketheir brains, all they have to
do is be still and quiet.
They don't have to, like doanything.
And then my other favoritequote about this is, um,
learning is mostly talking,teaching is mostly listening,
and I think that you like reallyum, like demonstrate that as a
guide and something verypractical that someone can do.
Speaker 2 (17:22):
I can't quite remember, julia, when I was
there and the kids were takingpictures of each other, and
every time someone would take apicture they did something like
some kind of celebration, whatwas that?
But I was like this is amazing,I love this so much my little
like cheer ringleader.
Speaker 3 (17:41):
she goes can I get a woo for something?
So she does it.
For it's amazing, amazing, likecan I get a woo-woo for
so-and-so, for doing this, andall these like I don't know
where it started or why itstarted, but now it's like our
thing.
Speaker 1 (17:55):
Yeah, that's so fun.
I know, like when, um, we werefirst starting Prenda, that's
something that we really focusedon.
Helping the guys learn how todo is like like every child
should have.
This isn't like something thatyou have to do at a Prenda micro
school, obviously, but it'ssomething that happened in lots
of early prenatal micro schools,where every child would have a
unique cheer and so if they didsomething, if they hit a
(18:16):
milestone, they would be likecheer me or like like I need my
cheer and like everyone would dotheir cheer for them.
Uh, it was just like we need tocelebrate kids more and that
would be a nightmare in aclassroom of 30 kids.
If it's like I did something,like you would never get
anything done Right, but with asmaller group and like more you
know, interaction and culturesetting, that it's really fun.
(18:36):
I love that we can do thosethings.
How do you tailor the learningexperience to each student's
needs and interests, bothacademically and like their
curiosity?
Speaker 3 (18:46):
So the conquer time.
That's pretty straightforward,you know.
We we find a tool that worksfor them, we set a goal that's
reasonable for them and then wejust sort of like monitor from
there.
You know um.
So that way we're making surethat they're at, like you know,
we talk about, like our learningfrontier, right, our predna
term, um, so that one's you knowonce, once you get it going, it
(19:09):
essentially runs itself um um.
So for collaborate, it can be alittle bit trickier, um,
especially when you have reallydiverse interests or like
passions, because you can'tcollaborate by yourself.
Um, so we'll, we'll vote um alot of times and be like hey,
hey, like we'll look at thelibrary um of options you know
(19:31):
for, like, okay, so we have youknow for these next week or two
weeks or what kind of what we'relooking at.
So we'll take a vote and we'lllook at, like you know, we'll
narrow it down Um, but we'll tryto kind of say like okay, so
like six kids really want tolearn about, you know, do the
American history part, butthere's three of you that really
want to do geography, and likeone of you really wants to do
(19:52):
world war II.
So we try to, like you know, befair, we're going to do these
first, and then these, and thenthese, so that way everyone
feels like, okay, we get tolearn about what I want to learn
about.
It might just not be first.
Speaker 1 (20:23):
So trying to be diplomatic, so our tagline, so
trying to teach that.
Speaker 3 (20:26):
Yeah, and it's, it's tricky, you know, cause
sometimes you know and I guessthat's part of life, right, like
, and that's a good I shouldbring that quote up more because
it's hard when, like yours,doesn't get picked.
So, and then for create, it'skind of a similar, a similar
(20:51):
thing, right.
So we will sometimes do likebig, big projects together.
Like, say, we're all going todo like an art project together
because it maybe relates tosomething like like in the
calendar, or we went on a fieldtrip, you know, and like this
connects to it, so we can all doit together.
Um, but a lot of times too, ifwe are doing something together,
it's something that we'vedecided as a group we're all
interested in.
Or I know that, like, hey, Iknow that this is something
we're excited about or we wantto learn about.
(21:12):
Um, so just trying to, like,you know, make sure that they
are, they're interested andthey're engaged and it's going
to feel meaningful to them, um,so I hear you talk a lot about
choice.
Speaker 2 (21:25):
I would like to know other ways on how you encourage
students to take ownership oftheir learning.
Speaker 3 (21:32):
Yeah, so the Mindset Mountain has been amazing for
ownership, for Conquer Time,because it's their job to like,
and they want to get into greenor get into blue.
So that has been fantasticbecause it's super visual, like
you know, right, like get intogreen or get into blue.
So that has been fantasticbecause it's super visual, Like
you know right there, like thisis what I need to get done.
(21:54):
It's what I need to get done,not what my teacher says I need
to get done, or what my mom saysI need to get done, or what my
big sister over there says Ineed to get done.
So that's important.
And then so, like for writingtime this year, we started like,
well, we're all just right, youknow, they they're all kind of
choosing, but then we cometogether, we set a timer for 20
(22:20):
minutes and we all share what weworked on that day out loud to
everyone.
So there's the accountabilitypiece, so I can't just say
nothing, because my classmateswill know, because my classmates
will know.
But also, like it's so sweetbecause as they're progressing
through their stories, the kidslike want to know what, like,
what's going to happen next inyour story, and so, like they
get super invested in theirstory and they want their story
to continue.
(22:40):
Or they want, or they'll have,you know, suggestions for each
other so they can build it.
And it's like this is my story,and so that's been really fun
to see.
Speaker 1 (22:49):
Can I pop in there with some learning science here
real quick?
So what's happening is like wedon't use grades at Prenda like
traditional grades, so there'sno external judgment like from
coming from an authority figurein the form of a letter.
There's feedback given, right,but when you get rid of that you
create kind of a void aroundlike why would I do this?
(23:11):
And so you're demonstrating.
Here is a really beautifulapplication of something called
authentic audience where,instead of like external
judgment and fear, it's like, oh, I'm going to write today
because I know my friend wantsto know what's going to happen
and it's fun for me to share andto have the spotlight for and
to be have people excited aboutthe real work that I'm doing.
(23:31):
Instead of just like, oh, I'mgoing to turn this in and hope I
get a good grade.
Um, so like beautifully done,amazing, that's so great, love
to see that that's working.
And it's like, yeah, anyways,good job, it's great, I love it.
You know, that's that part inPeter Pan where, like they're
all learning how to fly andPeter Pan's like running, like
(23:53):
flying, and they're like we'vegot the pixie decks.
And then I think Wendy's likeyou're doing it, you're doing it
, peter, like you're like flyingand it's like, okay, we talk
about all these ideas and likehere it is in the wild and it's
happening and kids are lovinglearning and you're not burnout
as a teacher and I'm like, I'mlike you're doing it.
You're doing it, julian, you'redoing it, woo, woo.
Yeah, there you go.
There's your woo woo.
(24:14):
I love it, okay.
So what are some of thechallenges you faced in creating
this learning environment andhow have you overcome these
challenges?
Speaker 3 (24:24):
So I started laughing , thinking about this.
Our very first week of Prendaever was a really rough week.
So the bathroom door, the lock,it would get stuck, but none of
the kids would say anything andthey would just like sit in
silence.
Oh no, one young man went inand he was not shy about the
(24:46):
door being locked and he waslike pounding on the door,
freaking out, and his sister wason the outside like sam, it's
okay, keep breathing, he'sbreathing.
And then in the same week, thatwalkway, like walking into our
classroom it just like drops offinto the desert and students
and it was at dismissal and hewas like hopping around and he
(25:07):
lost his balance and he wenttumbling there.
Speaker 2 (25:10):
It's like desert, tucson desert, not like phoenix,
where there's grass and one ofthe moms like god bless her.
Speaker 3 (25:18):
She like went down the hill and like rescued him.
But the kids made this song.
It was set to the 12 days ofchristmas and it was like the
first days of endo, but it'sfunny now.
So, like those were not ideal,um, we fixed them, um, but that
(25:39):
was like so, like you know, thekids were talking about like
remember yeah, I remember thathappened so not ideal learning
environment, um, but more likeserious things, um, like there's
been some struggles and I thinkprobably our biggest struggle
has honestly been like whenfamilies or students, it's just
(25:59):
you kind of have to be like allin to the Prenda model to make
it work, and if you're not allin, it's not going to work.
And so I think and I fancymyself Wonder Woman, it's like I
can take any kid, I can dealwith anything, I can.
(26:20):
And I think I had to be reallyhonest and very humble with
myself and be like it's just me,like when I, when you're in
traditional school, like youhave like your your door buddy
and you have someone that youcan call, like when things
really get like over your head,you have kind of an escape route
and um, and I don't, I don'thave that now, it is just me.
(26:41):
And so I think I had to bereally honest about like this is
what I can manage.
And I have to be really honestwith parents and you know, not
being like you can't come, but Ithink I've had to be just
really up front and being likethis is this is, this is the
reality of what you're puttingyour kid into.
This is what I can do and thisis what I can't do.
Um, because it is so important,like every kid I mean anyone
(27:07):
that's been in a traditionalclassroom like when there's 30
in a traditional classroom, likewhen there's 30 kids, one kid
can really like stir the potRight, but when you only have
nine, 10 kids, it makes an evenbigger difference.
You know, it's kind ofamplified.
And so just just that honestyand having like open
conversations, like constantlywith families, with the kids,
(27:28):
and I think that's kind of howwe've navigated.
That is you, just you have torecognize your limits.
And and also, too, I think Iyou know, I love that there's
constantly this continuingeducation on, like our side as
well, like constantly things tobe reading and thinking about,
listening to podcasts.
So there's that growth piecetoo.
Like, looking back now it'slike, oh, if I'd used this, I
(27:50):
maybe could have handled it.
But, like you said, like youknow better, so you do better
now.
But I think you just got toconstantly be, be honest and be
humble so that you can make thatenvironment, because you can't,
you can't be, you can't makeeverything work all the time.
Speaker 2 (28:08):
Which isn't.
And what I'm hearing is youhave a lot of resilience to not
just after that first week.
You didn't just go okay, thisisn't working.
You persevered and you'remodeling that for the students,
which is really powerful.
So how would you say that thisempowering environment has
affected your students' academicperformance and their personal
(28:31):
growth?
In comparison to the studentsand I know that you were in a
different type of school, I mean, it was a public school but the
students were, some of them hada lot of challenges.
So but like, how would youcompare what you're seeing with
personal growth, academic growth, to you know where you came
from in those first six years ofteaching?
Speaker 3 (28:53):
So it's very, it's a very different type of learning.
So there's that it's.
It's not like we used to teach.
Like you're going to seequestions about fractions that
look like this on the test andthis is how you solve it in this
particular way so that you canget this answer, because this is
how it will be seen.
It's like exact coaching, likethis is the formula of how to
(29:17):
play the game, um, and you knowwe would, we would teach every
single standard.
And when I say teach, likehere's the standard for 15
minutes hope you remember it inApril Um, so, so like when I
look at my pregnant kids, likethey might not be moving as fast
(29:40):
, so you know they might not behitting every single standard in
third grade that particularyear.
Like they're just and that'sbeen something that's been kind
of hard for me but I know thatthey're not moving on until they
understand.
So they might not be moving asquickly, but I know that they
are understanding what they'relearning.
(30:02):
Um, and then, and you know, andif there's something that
doesn't make sense, or ifthere's something like I know
this, like they don't have tosit there in silence and wait
for me over, um, or you know, orjust if they don't get it like,
well, if I just wait, we'regoing to move on to the next
topic anyways.
So, um, so it's kind of hard toto compare, in a sense, like
(30:27):
how they're doing um, becauseit's just a different.
It's a different way to look attheir, their learning, um, and
then, too, you know, my kidshave my aprenda kids.
They, you know, we've learnedhow to balance a budget because
they wanted to learn about howto like manage money and we,
they want it Like we've talkedabout how to like look at a menu
(30:48):
at a restaurant and pick, like,well, how could I pick like a
healthy, like what would behealthier on this option out of
these options?
Or, you know, we, we went tolike look at how the power grid
works in, like the city ofTucson, like this is how.
So it's, they're learningthings that no one's with a
checklist at, like the statelevel, did they learn how to do
(31:10):
this.
But I think that they, theywant to know how the world they
live in works.
So they they're getting adifferent.
So it's it's really hard foryou.
I can, I was kind of thinkingabout this question.
I was like this is really hardquestion to answer it's.
It's hard to compare those twotypes of learning, though, but I
(31:32):
think I see them being moreprepared for the world and I
think their confidence and theirabilities.
You know, I had some kids thatcame to me and they're like I
hate math, I'm bad at math, Idon't like math.
And then this particularstudent she finished sixth grade
and she was like halfwaythrough seventh grade math.
So like like hey, math, are youbad at math?
(31:55):
Like how can you?
You?
Speaker 1 (31:56):
know the data shows not so.
Good job, sweetheart.
That's amazing.
Thank you so much for takingthe time to share with us today.
Our last question is just whatadvice you would give educators
or parents looking to createmore of an empowering learning
environment.
Speaker 3 (32:12):
You're gonna make mistakes And's going to be kind
of scary, but keep tryingbecause it's worth it.
Speaker 1 (32:21):
Beautiful, setting them up with a growth mindset.
That's perfect.
Just like we want the kids tohave a growth mindset, we need
to also lean into that and Isomething that I heard you
mention so many times is thehumility that this takes for you
to really say like I'm not, I'm, I'm not the sage on the stage,
I'm not in the set, I'm not upin front of the class, I'm.
(32:42):
I don't have all the rightanswers I could have handled
that, you know, like just the.
The way that you're modelingbeing a lifelong learner to
these kids seems so, soauthentic and so powerful.
So thank you for coming on withus and thank you for all the
work you're doing with yourstudents in your micro school.
Speaker 2 (32:57):
Thank you so much, julia.
It's always a pleasure when weget to chat.
That's it for today.
We hope you enjoyed thisepisode of the Kindle podcast.
If this episode was helpful toyou, please like subscribe.
Follow us on social at Prendalearn.
If you have a question that youwould like for us to answer on
the podcast, all you need to dois email us at podcast at
(33:19):
prendacom.
You can also subscribe to ourweekly newsletter called the
Sunday Spark.
Speaker 1 (33:25):
The Kindle podcast is brought to you by Prenda.
Prenda makes it easy for you tostart and run an amazing micro
school based on all the ideas wetalk about here on the Kindle
podcast.
If you want more informationabout becoming a Prenda guide,
just go to prendacom.
Thanks for listening andremember to keep kindling.
Welcome to the Kindle podcast.
This is our very first episodeof season two and we are super,
super excited.
We are going to start out thisseason with a three part series
where we're going to be actuallytalking to people who run micro
schools.
These are boots on the ground.
They're doing the work ofempowering kids in the trenches
(00:21):
and they're applying a lot ofthe ideas that we talked about
here on the Kindle podcast, soit's going to be a really
interesting behind the scenes.
Look at what this work lookslike.
Adrienne, you have actuallybeen to the micro school of the
guide that we're going to talkto today, so tell us a little
bit more.
Speaker 2 (00:36):
Yes, it was amazing.
Katie and I call whenever wewalk into a micro school and you
can just feel that they'redoing the Prenda model and
applying all the things that wetalk about on the Kindled
podcast.
We call it Prenda magic.
And as soon as I walked in Iwas like, oh, I could just feel
the Prenda magic.
So I cannot wait for you all tohear about this Prenda magic in
(01:00):
Julia's micro school.
So let's go talk to Julia.
Speaker 1 (01:04):
Hi and welcome to the Kindle podcast where we dig
into the art and science behindkindling the motivation,
curiosity and mental wellbeingof the young humans in our lives
.
Speaker 2 (01:13):
Together, we'll discover practical tools and
strategies you can use to helpkids unlock their full potential
and become the strongestversion of their future selves.
Speaker 1 (01:35):
So tell us about yourself, tell us about your
background.
Why did you start a microschool?
Speaker 3 (01:45):
Like, tell us your story.
So I got my degree in education.
I wanted to be a teacherforever, um, and I worked in the
public school system up inPhoenix, uh, for six years.
Um, and I I got burnt out.
I love being a teacher.
I didn't love the career partof it, um, and when I left I
swore I was like I love kids butI'm never going back, like, um.
(02:08):
And then, um, a very lovelyfriend got me a job in a
cabinetry business.
Um, you know cause?
I was like I need something sodifferent and I hated it.
But I'm so grateful,no-transcript, and I just
(02:59):
started crying um this is itthis, is it I that?
I applied and four years later,here we are and it's just.
It's been kind of like a dreamever since.
I just I love what I do, so itwas scary, but that's how we got
here.
Speaker 1 (03:16):
Wow, incredible.
And what um.
How old are your kids?
Speaker 3 (03:19):
So I I've had some of my kids since they were kinder,
but um, they're going to be so.
This year will be second gradethrough sixth grade.
Speaker 1 (03:27):
Okay, you ready for some rapid fire questions?
Okay, here we go.
Describe your micro school kindof day in the life and how it
differs from a traditionalclassroom.
Speaker 3 (03:37):
So it's in my house.
Speaker 2 (03:39):
So that's different it's real quick, though, julia,
I know this must be rapid fire.
Can you describe how what yourclassroom space looks like,
because it's very different too.
It's in your house, but youalso have it set up like a
classroom and it's super coolspace.
Speaker 3 (03:53):
I have been there um, yeah, so I think we're really
lucky.
It was very serendipitous.
We just happen to have thislike big room in our house.
It had used to be a garage andthey change it up, so it's just
it's the size of a garage, um,but we've got a big table that
the kids sit around andsometimes we split it up into
two tables depending on whatwe're doing.
(04:14):
There's a big rug that we sitaround and just all the
bookshelves, um, because I justlove books, um, and there's a
little bathroom, um, so it wasall just very like happened.
And there's like littlebathroom, so it's all just very
like it happened.
And there's like we have plantsoutside that the kids grow in
the water.
Speaker 2 (04:29):
And it has its own entrance too, which I thought
was really cool.
Speaker 3 (04:32):
Yeah, yeah.
So it's really nice that itfeels like, even though it's in
my house, it's their space, it'slike it's it's our classroom.
It's not, that part's notreally my house, it's our class.
Speaker 2 (04:44):
Yeah, so how else does your micro school different
from, differ from thetraditional classroom?
Speaker 3 (04:55):
Like there's only the nine kids, um, and then we, you
know it's the same kids yearafter year after year.
So it's not that new, new batchof kids every fall, um.
So you know, especially some ofthese kids I've had for four
years, we have really deeprelationships.
You know, like we go way back.
I'm never, like I'm never up infront of the classroom teaching
ever.
So that's different.
And then I was kind of thinkingabout that too.
(05:19):
Like we don't have, we don'thave rules for like this is
exactly how to do this specificprocedure.
You know this is not how you.
You know this is the time it'sappropriate to go to the
bathroom and this is how you askpermission.
Like those are things that youhave to have in traditional
school.
So we don't do that.
We have rules and expectations,but it's very different.
(05:40):
Everyone's kind of doing theirown thing, different, everyone's
kind of doing their own thing.
So you know, like on-grid timekind of looks like traditional
school in a sense, where youknow the kids are, they're
working on skills, especiallyschools that have like more of
that digital one-to-onesituation, but even then, like
(06:01):
this kid's working on math andthis kid's working on reading,
and so it's not even so thatthat is very different.
And you know, sometimes we dothings together like whole class
, but even like collaborate time, where it's a lot of times
we're collaborating in groupstoo.
(06:22):
So there's just there's alwaysa lot happening.
We're very rarely, honestly,all doing the exact same thing
at the exact same time.
Speaker 1 (06:30):
How has that changed?
Like your role as a teacher,like you mentioned, I'm never up
in front of the classroom.
What other ways has your rolechanged?
Speaker 3 (06:37):
Like it took me a really long time to let go,
because when you're intraditional classrooms you have
to be on top of everything allthe time and this is exactly how
we do each piece and this ishow our classroom works.
(06:59):
And now you let the kids youkind of let the kids do their
thing.
I mean you have to be safe andresponsible and those kinds of
things.
I'm not in control, really,like I don't.
I don't make the shots, youknow I it's.
I'm just kind of there likefloating around, like bopping
(07:20):
from kid to kid, and it's.
It took a long time to getthere Because when we first
started I kind of tried to dothe kunda model as a teacher and
it was a struggle because itjust it doesn't work.
Speaker 1 (07:34):
These things do not match.
Speaker 3 (07:36):
Yeah, it was really hard to let go, and I think I
felt pressure too from theparents, cause they a lot of
those kids had come fromtraditional school and the kids
came from traditional school.
So we were all kind of tryingto learn how to like shift this,
like actually, the kids are incharge, um, and it took, it took
a while, um.
So, you know, besides sayinglike okay, it's time to clean up
(08:00):
, um, it is pretty much drivenby the kids, it'll, I'll.
You know, we're always askinglike how do you feel about this?
Or like what do we need moretime?
Do you like are you ready tomove on?
And so it is, it is.
It is very different.
Speaker 2 (08:16):
I love it.
So what strategies do you useto create a positive and
supportive atmosphere?
Speaker 3 (08:22):
So I think we do morning meetings, which came
from the responsive classroom,and I did that in public school,
but we've kind of taken thatbase and made it our own.
But I think that time, which is, you know, it's the connect
part of the Prenda model Everyday we have 20, 30, sometimes 45
(08:45):
minutes of time where they getlike every kid is truly seen and
heard and they giggle and Ithink you know a lot of kids say
that's my favorite part of theday is like we just come
together, like as a littlefamily and um, I think that's
that's a really powerful thing.
(09:05):
Um, and then even like our camptime, you know, like those
components, we talk about onecomponent each day, um, having
those like little micro doses,sort of a constant, like we talk
about community every singleMonday and I think that's so
important to just bring it upweek after week after week.
And um, and having, you know,having this growth mindset and
(09:27):
all these things, like it buildsthe kids up and and it and it
brings us closer together too.
Speaker 1 (09:33):
Just for context for listeners, Julia was talking
about Prenda camp program.
Camp stands for communityautonomy, mindset and purpose,
and the kids rotate throughthose topics every once a week.
Um, so just some context.
Speaker 2 (09:45):
Yes, and I have to say too, since when I visited
you you had the cutest littlesign and it's so cute and it has
an arrow where to go.
So I'm like walking on the sideof her house and I can smell
was it essential oils?
I could just already smell thepositivity as I was walking in
and it just was so amazingbecause I also noticed what you
(10:06):
do is a lot of rituals, so I'mguessing you didn't just do that
that morning when I came itseemed like it was something
that you guys do every morning,where they had, they knew, like,
little chance and little thingsthat really bring you together
as a community, which I see asan environment that you've
(10:28):
really fostered and cultivatedto be positive and supportive
really fostered and cultivatedto be positive and supportive.
Speaker 3 (10:35):
Yeah, it's, they love .
They like pick little cards,like the kids pick like oh, this
is what we're going to dotomorrow.
And actually when you werecoming, though, they wanted to
make sure they picked like theseare the ones we love the best,
or that like so they get, theyget really excited about it.
Speaker 1 (10:47):
How do you balance structure and flexibility in
your micro school?
You were talking a little bitabout how in the traditional
classroom was like verystructured, Like there is some
about in a micro school, butthen it sounds like you're
you're experiencing a lot moreflexibility for the kids and for
you as a guide instead of ateacher.
Can you talk about that balance?
Speaker 3 (11:06):
Well, I'm still working on it.
So I think we've, as acommunity community kind of we
figured out like our routine, um, so like we know this is what
works well for us, like thepacing of the day, um, but then
within those structures theyhave choice.
So, like, like we talked aboutconquer time, like we do 30
(11:27):
minutes of like conquer time.
That's kind of what we figureis like.
That's like our sweet spot islike we do 30 minutes, but then
you pick what tool, where you'regonna sit, um, and then we do a
brain break and then we do 30more minutes and so, even though
so there's that structure oflike you know exactly what's
gonna come, you know how longit's gonna like be for um, so we
(11:49):
have that structure, but theneven within that, you always
have some choice, um, and thensame kind of same thing for,
like our create and ourcollaborate time.
Like we know that this is whencollaborate happens, but we like
vote on what we're going to,like this is what we want to
learn about in collaborate thisweek.
And then, um, this is um, youknow, you know, and when and
(12:13):
when it's create mode, sometimes, like, sometimes it's like a
free-for-all, like everyone justpicks something from the
library.
So there's like nine differentprojects, all the materials are
out and it's crazy.
But we know, like this is thetime and we set, we set a timer
so that we know, like, okay,this, how long I have to work.
So that way I know I need, knowwe need 15 minutes to make sure
we get everything cleaned up.
(12:34):
So we have parameters, butwithin those we try to build in
at least some sort of choice.
Speaker 1 (12:42):
So I it's so funny to hear you describe that scene as
crazy, right, because it's like.
It is like when, if you, ifyou're like hey, I'm going to
show you a classroom and youwalked in on that, you'd be like
, whoa, this is out of control,this is crazy.
But really it's like, what do Isee?
I see nine kids who are highlyengaged, highly focused.
They're doing a lot, they're.
The cognitive load that thosekids are bearing in that moment,
(13:05):
instead of passively receivinginstruction from you, is way
higher, right?
So it's like our traditionalframing of what school should
look like.
If you compare these things,sometimes it can seem like a
little, a little noisy or alittle rowdy, but like when you
actually look at what's going oninside the students, like, oh,
that's, I wouldn't want schoolto be any other way, that's what
it should look like.
Speaker 2 (13:25):
When I walk into a micro school and it's super
quiet, I always think, okay,what's going on here?
It's like my paradigm istotally shifted from a classroom
needing to look all tidy andall the kids sitting with you
know quietly to them talking andinteracting and engaging and
being excited about whateverproject or whatever that they're
(13:47):
learning.
And you talked about routinesand routines.
Really, you know, the findingsfrom research show that routines
are really associated withpositive developmental outcomes
in children, from everythingfrom cognitive to
self-regulation, social,emotional, academic skills and
mental and physical health, andthis comes from Wiley online
(14:07):
library, but you can find it allover the internet that routines
are really, really importantfor development and kids, so I
love.
What you mentioned, though, isthat there's also choice within
those routines, so the kids knowwhat to expect, but then,
within that, they have autonomy,which I think is really key to
an empowering learningenvironment.
(14:27):
So what are some ways youencourage meaningful
interactions between thestudents?
So not just you and thestudents, but between each other
?
Speaker 3 (14:40):
So I think those morning meetings, like we talked
about, that's a big one.
And then, like how you kind ofjust referenced, like it's never
completely silent in ourclassroom, so they like they
talk all day long.
So I think when it's like verylow pressure, it's just sort of
(15:01):
naturally happens that they haveinteractions with each other.
And you know, just like leaningon me, like can you help me
with this, it builds like thattrust between each other and
they've all known each other forsuch a long time.
So there's just that piece aswell.
And then you know we do so muchtogether, like I'm so lucky
(15:22):
because we have amazing parentsand we go on field trips all the
time, and I think, like havingthose experiences together, you
know we, we can laugh, you knowwe can reflect on it or we can
laugh like, oh my gosh, youremember when that happened.
And they talk about it witheach other and so it's kind of
like family vacation, right.
Like you build those togetherand so they have such tight
(15:44):
little bonds and I just thinkit's because we, we just do so
much together.
So you know, you, you go wayback.
A lot of them are siblings,siblings.
So they have that piece, but Ijust, you know they're never
like silent, so they're just,they're talking, all of them,
and being able to have, you know, cause, that's not, that's not
(16:08):
natural, like we don't go out toa restaurant and just like sit
in silence.
Speaker 2 (16:13):
Well, some people do when they have this thing in
front of their face.
Speaker 1 (16:16):
No, I just think it's really funny how we talk about.
We're all worried about, like,if you do something in the
alternative education world,like everyone's worried about
the socialization of the kids,and I'm like I don't think
sitting in rows being quiet allday is socialization, and so
what you're describing is likethis really beautiful, true form
of socialization where, um,where kids are really
(16:37):
interacting.
And it reminds me of two of myfavorite quotes.
I won't say it's my favorite,cause I have a billion favorite
quotes.
Uh, hard to win thatcompetition.
But the first one is whoever'sdoing the talking is doing the
thinking.
So when you see a classroomthat we're like everyone's quiet
, everyone's just listening,like their brains are just
passive, not necessarily all thetime, but like for a large
(16:59):
percentage of that time, liketheir brains, all they have to
do is be still and quiet.
They don't have to, like doanything.
And then my other favoritequote about this is, um,
learning is mostly talking,teaching is mostly listening,
and I think that you like reallyum, like demonstrate that as a
guide and something verypractical that someone can do.
Speaker 2 (17:22):
I can't quite remember, julia, when I was
there and the kids were takingpictures of each other, and
every time someone would take apicture they did something like
some kind of celebration, whatwas that?
But I was like this is amazing,I love this so much my little
like cheer ringleader.
Speaker 3 (17:41):
she goes can I get a woo for something?
So she does it.
For it's amazing, amazing, likecan I get a woo-woo for
so-and-so, for doing this, andall these like I don't know
where it started or why itstarted, but now it's like our
thing.
Speaker 1 (17:55):
Yeah, that's so fun.
I know, like when, um, we werefirst starting Prenda, that's
something that we really focusedon.
Helping the guys learn how todo is like like every child
should have.
This isn't like something thatyou have to do at a Prenda micro
school, obviously, but it'ssomething that happened in lots
of early prenatal micro schools,where every child would have a
unique cheer and so if they didsomething, if they hit a
(18:16):
milestone, they would be likecheer me or like like I need my
cheer and like everyone would dotheir cheer for them.
Uh, it was just like we need tocelebrate kids more and that
would be a nightmare in aclassroom of 30 kids.
If it's like I did something,like you would never get
anything done Right, but with asmaller group and like more you
know, interaction and culturesetting, that it's really fun.
(18:36):
I love that we can do thosethings.
How do you tailor the learningexperience to each student's
needs and interests, bothacademically and like their
curiosity?
Speaker 3 (18:46):
So the conquer time.
That's pretty straightforward,you know.
We we find a tool that worksfor them, we set a goal that's
reasonable for them and then wejust sort of like monitor from
there.
You know um.
So that way we're making surethat they're at, like you know,
we talk about, like our learningfrontier, right, our predna
term, um, so that one's you knowonce, once you get it going, it
(19:09):
essentially runs itself um um.
So for collaborate, it can be alittle bit trickier, um,
especially when you have reallydiverse interests or like
passions, because you can'tcollaborate by yourself.
Um, so we'll, we'll vote um alot of times and be like hey,
hey, like we'll look at thelibrary um of options you know
(19:31):
for, like, okay, so we have youknow for these next week or two
weeks or what kind of what we'relooking at.
So we'll take a vote and we'lllook at, like you know, we'll
narrow it down Um, but we'll tryto kind of say like okay, so
like six kids really want tolearn about, you know, do the
American history part, butthere's three of you that really
want to do geography, and likeone of you really wants to do
(19:52):
world war II.
So we try to, like you know, befair, we're going to do these
first, and then these, and thenthese, so that way everyone
feels like, okay, we get tolearn about what I want to learn
about.
It might just not be first.
Speaker 1 (20:23):
So trying to be diplomatic, so our tagline, so
trying to teach that.
Speaker 3 (20:26):
Yeah, and it's, it's tricky, you know, cause
sometimes you know and I guessthat's part of life, right, like
, and that's a good I shouldbring that quote up more because
it's hard when, like yours,doesn't get picked.
So, and then for create, it'skind of a similar, a similar
(20:51):
thing, right.
So we will sometimes do likebig, big projects together.
Like, say, we're all going todo like an art project together
because it maybe relates tosomething like like in the
calendar, or we went on a fieldtrip, you know, and like this
connects to it, so we can all doit together.
Um, but a lot of times too, ifwe are doing something together,
it's something that we'vedecided as a group we're all
interested in.
Or I know that, like, hey, Iknow that this is something
we're excited about or we wantto learn about.
(21:12):
Um, so just trying to, like,you know, make sure that they
are, they're interested andthey're engaged and it's going
to feel meaningful to them, um,so I hear you talk a lot about
choice.
Speaker 2 (21:25):
I would like to know other ways on how you encourage
students to take ownership oftheir learning.
Speaker 3 (21:32):
Yeah, so the Mindset Mountain has been amazing for
ownership, for Conquer Time,because it's their job to like,
and they want to get into greenor get into blue.
So that has been fantasticbecause it's super visual, like
you know, right, like get intogreen or get into blue.
So that has been fantasticbecause it's super visual, Like
you know right there, like thisis what I need to get done.
(21:54):
It's what I need to get done,not what my teacher says I need
to get done, or what my mom saysI need to get done, or what my
big sister over there says Ineed to get done.
So that's important.
And then so, like for writingtime this year, we started like,
well, we're all just right, youknow, they they're all kind of
choosing, but then we cometogether, we set a timer for 20
(22:20):
minutes and we all share what weworked on that day out loud to
everyone.
So there's the accountabilitypiece, so I can't just say
nothing, because my classmateswill know, because my classmates
will know.
But also, like it's so sweetbecause as they're progressing
through their stories, the kidslike want to know what, like,
what's going to happen next inyour story, and so, like they
get super invested in theirstory and they want their story
to continue.
(22:40):
Or they want, or they'll have,you know, suggestions for each
other so they can build it.
And it's like this is my story,and so that's been really fun
to see.
Speaker 1 (22:49):
Can I pop in there with some learning science here
real quick?
So what's happening is like wedon't use grades at Prenda like
traditional grades, so there'sno external judgment like from
coming from an authority figurein the form of a letter.
There's feedback given, right,but when you get rid of that you
create kind of a void aroundlike why would I do this?
(23:11):
And so you're demonstrating.
Here is a really beautifulapplication of something called
authentic audience where,instead of like external
judgment and fear, it's like, oh, I'm going to write today
because I know my friend wantsto know what's going to happen
and it's fun for me to share andto have the spotlight for and
to be have people excited aboutthe real work that I'm doing.
(23:31):
Instead of just like, oh, I'mgoing to turn this in and hope I
get a good grade.
Um, so like beautifully done,amazing, that's so great, love
to see that that's working.
And it's like, yeah, anyways,good job, it's great, I love it.
You know, that's that part inPeter Pan where, like they're
all learning how to fly andPeter Pan's like running, like
(23:53):
flying, and they're like we'vegot the pixie decks.
And then I think Wendy's likeyou're doing it, you're doing it
, peter, like you're like flyingand it's like, okay, we talk
about all these ideas and likehere it is in the wild and it's
happening and kids are lovinglearning and you're not burnout
as a teacher and I'm like, I'mlike you're doing it.
You're doing it, julian, you'redoing it, woo, woo.
Yeah, there you go.
There's your woo woo.
(24:14):
I love it, okay.
So what are some of thechallenges you faced in creating
this learning environment andhow have you overcome these
challenges?
Speaker 3 (24:24):
So I started laughing , thinking about this.
Our very first week of Prendaever was a really rough week.
So the bathroom door, the lock,it would get stuck, but none of
the kids would say anything andthey would just like sit in
silence.
Oh no, one young man went inand he was not shy about the
(24:46):
door being locked and he waslike pounding on the door,
freaking out, and his sister wason the outside like sam, it's
okay, keep breathing, he'sbreathing.
And then in the same week, thatwalkway, like walking into our
classroom it just like drops offinto the desert and students
and it was at dismissal and hewas like hopping around and he
(25:07):
lost his balance and he wenttumbling there.
Speaker 2 (25:10):
It's like desert, tucson desert, not like phoenix,
where there's grass and one ofthe moms like god bless her.
Speaker 3 (25:18):
She like went down the hill and like rescued him.
But the kids made this song.
It was set to the 12 days ofchristmas and it was like the
first days of endo, but it'sfunny now.
So, like those were not ideal,um, we fixed them, um, but that
(25:39):
was like so, like you know, thekids were talking about like
remember yeah, I remember thathappened so not ideal learning
environment, um, but more likeserious things, um, like there's
been some struggles and I thinkprobably our biggest struggle
has honestly been like whenfamilies or students, it's just
(25:59):
you kind of have to be like allin to the Prenda model to make
it work, and if you're not allin, it's not going to work.
And so I think and I fancymyself Wonder Woman, it's like I
can take any kid, I can dealwith anything, I can.
(26:20):
And I think I had to be reallyhonest and very humble with
myself and be like it's just me,like when I, when you're in
traditional school, like youhave like your your door buddy
and you have someone that youcan call, like when things
really get like over your head,you have kind of an escape route
and um, and I don't, I don'thave that now, it is just me.
(26:41):
And so I think I had to bereally honest about like this is
what I can manage.
And I have to be really honestwith parents and you know, not
being like you can't come, but Ithink I've had to be just
really up front and being likethis is this is, this is the
reality of what you're puttingyour kid into.
This is what I can do and thisis what I can't do.
Um, because it is so important,like every kid I mean anyone
(27:07):
that's been in a traditionalclassroom like when there's 30
in a traditional classroom, likewhen there's 30 kids, one kid
can really like stir the potRight, but when you only have
nine, 10 kids, it makes an evenbigger difference.
You know, it's kind ofamplified.
And so just just that honestyand having like open
conversations, like constantlywith families, with the kids,
(27:28):
and I think that's kind of howwe've navigated.
That is you, just you have torecognize your limits.
And and also, too, I think Iyou know, I love that there's
constantly this continuingeducation on, like our side as
well, like constantly things tobe reading and thinking about,
listening to podcasts.
So there's that growth piecetoo.
Like, looking back now it'slike, oh, if I'd used this, I
(27:50):
maybe could have handled it.
But, like you said, like youknow better, so you do better
now.
But I think you just got toconstantly be, be honest and be
humble so that you can make thatenvironment, because you can't,
you can't be, you can't makeeverything work all the time.
Speaker 2 (28:08):
Which isn't.
And what I'm hearing is youhave a lot of resilience to not
just after that first week.
You didn't just go okay, thisisn't working.
You persevered and you'remodeling that for the students,
which is really powerful.
So how would you say that thisempowering environment has
affected your students' academicperformance and their personal
(28:31):
growth?
In comparison to the studentsand I know that you were in a
different type of school, I mean, it was a public school but the
students were, some of them hada lot of challenges.
So but like, how would youcompare what you're seeing with
personal growth, academic growth, to you know where you came
from in those first six years ofteaching?
Speaker 3 (28:53):
So it's very, it's a very different type of learning.
So there's that it's.
It's not like we used to teach.
Like you're going to seequestions about fractions that
look like this on the test andthis is how you solve it in this
particular way so that you canget this answer, because this is
how it will be seen.
It's like exact coaching, likethis is the formula of how to
(29:17):
play the game, um, and you knowwe would, we would teach every
single standard.
And when I say teach, likehere's the standard for 15
minutes hope you remember it inApril Um, so, so like when I
look at my pregnant kids, likethey might not be moving as fast
(29:40):
, so you know they might not behitting every single standard in
third grade that particularyear.
Like they're just and that'sbeen something that's been kind
of hard for me but I know thatthey're not moving on until they
understand.
So they might not be moving asquickly, but I know that they
are understanding what they'relearning.
(30:02):
Um, and then, and you know, andif there's something that
doesn't make sense, or ifthere's something like I know
this, like they don't have tosit there in silence and wait
for me over, um, or you know, orjust if they don't get it like,
well, if I just wait, we'regoing to move on to the next
topic anyways.
So, um, so it's kind of hard toto compare, in a sense, like
(30:27):
how they're doing um, becauseit's just a different.
It's a different way to look attheir, their learning, um, and
then, too, you know, my kidshave my aprenda kids.
They, you know, we've learnedhow to balance a budget because
they wanted to learn about howto like manage money and we,
they want it Like we've talkedabout how to like look at a menu
(30:48):
at a restaurant and pick, like,well, how could I pick like a
healthy, like what would behealthier on this option out of
these options?
Or, you know, we, we went tolike look at how the power grid
works in, like the city ofTucson, like this is how.
So it's, they're learningthings that no one's with a
checklist at, like the statelevel, did they learn how to do
(31:10):
this.
But I think that they, theywant to know how the world they
live in works.
So they they're getting adifferent.
So it's it's really hard foryou.
I can, I was kind of thinkingabout this question.
I was like this is really hardquestion to answer it's.
It's hard to compare those twotypes of learning, though, but I
(31:32):
think I see them being moreprepared for the world and I
think their confidence and theirabilities.
You know, I had some kids thatcame to me and they're like I
hate math, I'm bad at math, Idon't like math.
And then this particularstudent she finished sixth grade
and she was like halfwaythrough seventh grade math.
So like like hey, math, are youbad at math?
(31:55):
Like how can you?
You?
Speaker 1 (31:56):
know the data shows not so.
Good job, sweetheart.
That's amazing.
Thank you so much for takingthe time to share with us today.
Our last question is just whatadvice you would give educators
or parents looking to createmore of an empowering learning
environment.
Speaker 3 (32:12):
You're gonna make mistakes And's going to be kind
of scary, but keep tryingbecause it's worth it.
Speaker 1 (32:21):
Beautiful, setting them up with a growth mindset.
That's perfect.
Just like we want the kids tohave a growth mindset, we need
to also lean into that and Isomething that I heard you
mention so many times is thehumility that this takes for you
to really say like I'm not, I'm, I'm not the sage on the stage,
I'm not in the set, I'm not upin front of the class, I'm.
(32:42):
I don't have all the rightanswers I could have handled
that, you know, like just the.
The way that you're modelingbeing a lifelong learner to
these kids seems so, soauthentic and so powerful.
So thank you for coming on withus and thank you for all the
work you're doing with yourstudents in your micro school.
Speaker 2 (32:57):
Thank you so much, julia.
It's always a pleasure when weget to chat.
That's it for today.
We hope you enjoyed thisepisode of the Kindle podcast.
If this episode was helpful toyou, please like subscribe.
Follow us on social at Prendalearn.
If you have a question that youwould like for us to answer on
the podcast, all you need to dois email us at podcast at
(33:19):
prendacom.
You can also subscribe to ourweekly newsletter called the
Sunday Spark.
Speaker 1 (33:25):
The Kindle podcast is brought to you by Prenda.
Prenda makes it easy for you tostart and run an amazing micro
school based on all the ideas wetalk about here on the Kindle
podcast.
If you want more informationabout becoming a Prenda guide,
just go to prendacom.
Thanks for listening andremember to keep kindling.
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