February 22, 2025 • 33 mins
The episode features a discussion with Gina Volstorff about her transition from general education to special education. She shares insights into the importance of collaboration, communication, and understanding the diverse needs of her students, showcasing how this transformative journey enriches her teaching experience.
• Gina's transition from Gen Ed to SPED
• Understanding specific needs of students with IEPs
• Enhancing collaboration with general education teachers
• Benefits of a diverse classroom environment
• The impact of communication on student success
• Recognizing and addressing behavioral challenges
• Personal growth and joy in teaching special education
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:05):
hello, okay.
No, we won't do it that way,that's just, it's like what is
up, like have you heard?
So let me ask you this have youheard the video of
jacksonville's new coach sayingdo?
Speaker 3 (00:22):
I don't think I have no.
Speaker 1 (00:24):
Yeah, so if you spend any time at all around
Jacksonville football, it is notodd to hear people like I mean,
it could be back when peoplewent to the mall.
You could hear people from theother end of the mall screaming
Duval, right, so Jacksonvillegets a new coach.
The guy steps up and this isyou can look this up on YouTube.
And and this is, you can lookthis up on YouTube and he says,
(00:46):
like the creepy guy that drivesaround in the van with no
windows, right, he's like Duvaland it's like now.
I got to go take a shower nowbecause I feel gross listening
to you say that.
But we are going to jump intoyet another episode and I know
I've said this like over thelast three, but I'm super
(01:07):
excited about this one too,because we have another special
guest Guest.
Not plural, yeah, I'm a schoolteacher Guest, it's just Anyway,
Laura.
Speaker 2 (01:19):
Was that whole thing recording?
When you're talking about theDuval, absolutely.
Speaker 3 (01:25):
I thought we were riffing about like, like
Jacksonville Jaguars.
I was like, oh yeah, no.
Speaker 2 (01:29):
but it's true.
Okay, all right, I didn't knowyou would push the button.
Speaker 1 (01:34):
Football is real in this house.
Speaker 2 (01:37):
Yeah, that's true, all right.
So today, tonight, whatever itis when you're listening to it,
we have yet another coworkerbecome friend on with us, or
former coworker, I guess.
Okay, and I'm going to say yourname wrong.
(01:58):
This is Gina Volstorf.
You did great, all right, wealways call her.
Miss V, so I don't get muchpractice with it.
So when we worked with Miss Vshe was a general education
first grade teacher and she hasmade the leap from that to a
(02:20):
special education collaborativeteacher.
Say hey, gina.
Speaker 1 (02:26):
Hey, gina, hi, oh, I misunderstood.
Speaker 2 (02:31):
So I guess we'll just jump right in.
Why don't you tell us one?
Why the change?
Speaker 3 (02:39):
So I've well, not always my first year I didn't
have the inclusion class, butevery year following I did have
the inclusion class in gen edand I always clicked with those
students and you know, I reallyenjoyed watching them grow and I
felt like that was kind of myniche, was meeting their needs
and we've I mean, we've sharedstudents in the past and I
(03:01):
enjoyed the experience withthose students in particular.
So you know, when the openinghappened I was like, oh, I would
really love to try doing thatexclusively, and I'm glad that I
did.
I love it.
I love it more than I thoughtthat I would.
Honestly.
Speaker 1 (03:18):
So when I started teaching, my first three years
was doing the co-teach thing andI got to tell you it was a
great place for me to start,because it allowed me to have
some experiences with somereally great teachers and to
learn students.
And then I realized, you knowwhat?
(03:39):
I don't know that I want to bearound gen ed kids anymore.
They're weird, so let me goahead and go.
Okay, that isn't totally how itwent, but much like you, you
know, I've been able to see thatside and it really is a
(04:00):
different world, because what wefind with students that have
IEPs is that, you know, it'sdefinitely not every kid with an
IEP is not going to be evenclose to the same.
You know what I'm saying.
So it's not like well, I'm aspecial education teacher, so
I'll know exactly what to dowith any student that shows up
with an IEP.
But no, it's way different thanthat.
Speaker 3 (04:21):
It is and I think that it's.
I mean, and you guys havetalked about this, like you you
don't unless you have a child init or unless you are in it,
like it's hard to kind ofpicture, but like every kid is
so different in ability and inlike the experience that I have
with them, like gen ed orotherwise, they're just it's
(04:41):
there's a very wide range ofabilities and like needs and, um
, honestly, I think that that'swhat I like about it is that
it's so different kid to kid,like it's just it's exciting to
get to know them and figure themout, I guess is the way to put
it right that makes sense.
It sounds more like scientific.
(05:02):
And be be like I really want topick their brains, but no, but
I mean like it's.
You know, it's exciting to getto figure out.
And be like oh, this reallyworks for that kid.
And like, oh, if I present itthis way, like he's really
really getting it and it's.
I feel like there's more ofthat in the sped side than there
is anywhere else.
Speaker 2 (05:21):
Really, so what did you find?
When you like, making thetransition, what um was?
Speaker 3 (05:30):
some things harder, some things easier I um, I think
on it, for me the hardest partis like so, for I mean, you guys
know this, but like forlisteners, like collaborative
would be.
Like I've come into somebodyelse's space and I'm sharing
miss such and such's classroomand I've kind of like that was
the biggest thing for me.
(05:50):
I'm like I really don't want tostep on anyone's toes, like I
mean, because you know theythere's.
There's a portion of the daybefore I come in where they're
like morning routines.
These are the expectations,like this is what we're doing.
And then I pop in and I'm loudand obnoxious and I'm like hey,
how's everybody doing andthey're like we don't do that in
here.
(06:11):
I have not experienced, but Ithought would be the experience
that I would have.
So that was I think my biggestlike roadblock was like oh, I'm
coming into somebody's space andlike what if you?
You know, I approach things ina way that they don't appreciate
.
Or like what if I?
What if I get mom and popped byone of the kids and then
they're mad at me for it, likeum, that was one of the biggest
(06:32):
challenges was being like okay,this space is not mine and I
don't want to upset anybody, andI think I mean, I think I've
adjusted, but like initially,that's scary because you don't
know.
You don't know know whateverybody's standards are, room
to room.
Everybody's adults are sodifferent.
Speaker 1 (06:50):
You know what I mean.
Speaker 3 (07:01):
Right, how many different only do a reading
service in first grade?
So three different teachers,and then I have my planning, so
like a six-segment day, and Ireally two of the teachers that
I'm working with this year Ihave worked with in the past and
I think you guys know who I amreferring to yeah, we do.
(07:25):
And then the third teacher I'venever met before, like brand
new to me.
So that was kind of mynervousness was stemming from I
don't really know her and Ihaven't built a relationship
with her, and I'm just kind oflike coming into her house
basically and like sharing thesekids.
But I mean it has been a reallypositive experience, kind of
like coming into her housebasically and like sharing these
(07:45):
kids.
But I mean it has been a reallypositive experience.
Like all three of them arewonderful.
They've been very open andwonderful, great to work with,
very accepting of me and myoddities all three of them,
which I'm very blessed for that.
Honestly, I mean it's been avery good experience overall.
Speaker 2 (08:07):
Very cool, yeah, and I know that that's one of the
things I think Jared found alittle unnerving when he first
started too, because he's like,okay, I'm here in somebody
else's room and I'm not quitesure one, but I'm supposed to do
, and two, what do they want meto do and what do they not want
me to do?
(08:27):
So it was.
I think it had a little bit ofa learning curve and but similar
to what you're saying.
Speaker 1 (08:34):
Uh, miss v, the teachers that I was able to
spend time with and learn from,I mean there were, they were
amazing teachers, and so Icouldn't help but pick up you
know a thing here or there fromthem and how they interacted
with students, and I mean Icould go down the list.
But I remember walking into oneclassroom and it was a veteran
(08:57):
teacher and this student wouldjust not listen to her.
He was acting the fool.
So she called him up right, notlike in front of the, but she
called him up right, not like infront of the, but she called
him up to her desk and I wasstanding next to the desk so I
heard it and she chewed him out,like it was.
It was like, but it was like solow like no other kids could
hear it.
And then when she got done, shesaid okay, now give me a hug.
(09:18):
And the kid did.
The kid hugged her.
So it was.
I was just like that is whatkind of like?
What kind of witchcraft is this?
Speaker 3 (09:27):
They give you whiplash to be like oh wait,
you're like bad cop.
Two seconds ago.
Speaker 1 (09:48):
How did that happen?
But but there's just it's greatto be able to have those do
like you're saying that reallycare about every kid that walks
through that door.
Gen ed teachers and and spedco-lab teachers come together
and and work for the bettermentof the entire child.
It's it's really exciting andit's fun to watch.
(10:10):
Um, and wish we could see itmore often definitely.
Speaker 2 (10:15):
Um, so you touched a little bit on what you do,
saying that you go into thegeneral education classroom and
you're there for certain blocks.
What does a typical collabblock look like?
For those that don't understandwhat it is, give us a day in
the life of a day in the life.
Speaker 3 (10:36):
So I wake up, I have oatmeal, no, so, like, I will go
in um during each classroom'ssmall group instruction.
That is that's the way that myday is structured.
So, like for for anybody whodoesn't know like, even though
it is a kindergarten classroom,we're still doing small groups
(10:57):
and I will come in and run agroup.
And there are some times where,like you know, the teacher
already has the activity for mygroup out and says can you
facilitate this?
You know when your specifickids come, can you adjust it
accordingly?
And then there's other timeswhere I'll come in and I'll say,
okay, like, this is the skillwe're working on and reading, I
(11:20):
will do such and such, I'll comein, I'll run my group.
It's a 45 minute block.
Me personally, I try to get to apoint where I can kind of let
go of the group before I leavethe room because I don't want to
leave it in.
You know what I mean.
Like I don't want to leave thegroup in chaos and just be like
okay, 45 minutes is up, bye, bye, yep, but I, and then I'll go
(11:43):
it's on to the next one, likeimmediately afterwards.
So my day is reading, reading,reading, math, math.
And then my planning is at theend of the day, so it's just,
it's each room boom, boom, boom.
Um, before I get that timewhere I kind of like come back
and find my resources anddecompress and eat my lunch, you
(12:03):
sit in the dark for a littlebit.
Speaker 2 (12:05):
Right, just kind of.
Speaker 3 (12:08):
It's like man, I just need like 10 minutes.
But I mean I love those dayswhen I'm, when I have to sit in
the car with no music on thetriangle.
They're wonderful days.
A lot happened like that.
That tells me that a lot hashappened and I've done a lot.
As exhausting as it can be.
Speaker 1 (12:29):
Is there anything that you really lean on that
maybe you learned when you wererunning your own gen ed
classroom that you have broughtwith you into this new role that
you have found to To reallymake the transition easier?
Anything specific?
Speaker 3 (12:51):
I mean and this is me as a person I can talk to a
brick wall.
And in the gen ed side, when Ihad the inclusion class,
communication with the teacherthat was coming in or that was
for a time taking my students toanother classroom was the
biggest thing for me.
It was just to say like hey,I've noticed such and such isn't
(13:12):
working, or like I've noticedthat you know so-and-so will
really work for this.
So that communication piece, Ithink, is the I mean really is
the biggest thing that's helpedme is being able to talk to
people.
Going back to the likediscussion about like one of the
teachers I've never worked withand that was foreign to me at
(13:35):
the beginning of the year, likethat, that, I think, was my
biggest fear was that wewouldn't communicate in the same
way or we wouldn't.
It would be hard to kind oflike make that connection with
her quickly so that we cancommunicate.
I mean, I mean like like Inever felt, example, I never
felt afraid to go to you guyswhen we were sharing students
(13:55):
and be like hey, so I won't behere on this day, will this work
out for this student?
Um, while I'm not here, you knowwhat I mean, Right Um I think
that if I didn't do that and Ithink that if I didn't do that,
it would have been much moredifficult to feel like I was
being successful and doing rightby those kids If I didn't like
(14:17):
go to you and say, look, I needhelp, I need guidance.
You know what I mean.
I mean that's I don't thinkthat there's like a tangible
thing that helps you to besuccessful.
Me personally, I don't thinkthat there's a tangible thing
that helps me.
It's just talking to people.
Speaker 1 (14:33):
Right, yeah, and I agree, communication is huge.
The more that you, the morethat you talk about what it is
that you want to accomplish, thebetter shot that the student
has.
You know, because you'realigning your vision, you're
aligning your goal and, yeah, soit makes a huge difference.
Speaker 2 (14:51):
Well, and like talking about that, you know the
effect of communication andcollaboration and you're sharing
that.
Your schedule is boom, boom,boom, boom, boom and you have
the one planning time.
So how easy or difficult is itfor you to collaborate with your
teachers?
Speaker 3 (15:12):
easy or difficult is it for you to collaborate with
your teachers?
It's, um, it's okay.
It's both easy and difficult.
I feel like that's a sillyanswer, but it's, it's both at
the same time because, um, myplanning block doesn't always
align with every teacher's, andso there's I mean, there's some
times where that communicationis happening while I'm doing the
service time.
(15:33):
And you know, do you ever havethat like outsider looking in
moment, where you're kind oflike removed and you're like,
why am I doing this?
Um, sometimes, when I have thatduring the service time, I'm
like I feel like I'm wastingtheir time talking about this
now, but we might not have thesame time to talk about it later
.
So it's, I mean, it's both easyand difficult to like do that,
(15:57):
because then one of the teachersdoes have the same planning
time, so it's very easy for meto walk right into a room and be
like, hey, all right.
So this is what I was thinking,um, and I don't have as many of
those moments where I'm likeserving kids and also being like
, hey, I was thinking maybe wecan do this, this, or like, hey,
so tomorrow I'm gonna bringsuch and such so there's not
(16:20):
really a.
Speaker 2 (16:22):
If you don't have that planning time together,
it's difficult to ensure thatyou have that collaboration is
it is because it's I mean it'swe're in an elementary school,
like there's things happeningconstantly.
Speaker 3 (16:35):
Um, am I allowed to ask you guys questions?
Absolutely just don't expect usto give you the right answer
all the time well, I just, Imean, I'm curious, but like I
know that in your guys's settingyou you don't have, or don't
always have, a specific time forplanning, how have you guys
navigated that?
Because you guys have beendoing your roles for as long as
(16:56):
I've known you, how does thataffect your day to not have that
blocked off time?
Speaker 2 (17:06):
So, as you know, we kind of have started that
different model last year whichhas actually helped us to be a
little more protective of thattime, and so we are fortunate to
have a team that can workindependently when needed and
(17:29):
help support the kids and theirgoals, and so we can step out a
little bit and have some time.
However, like you said, there'salways things going on.
There's, you know, kids got toget to the bus and then we've
got.
Well, this one doesn't want todo this and so we need support
here.
And, like yours, ours is at theend of the day, and so then, by
(17:53):
the time we get there, we'relike what were we supposed to do
?
Because before we were runningthe model that is generally what
a lot of schools run where theyhave either like a K-2 with-5
or a K-1, 2-3, 4-5.
When you do that, you have totry to send all your students to
(18:18):
one grade level resource so youcan have that time.
There's been years where I'vehad a separation where that
wouldn't work.
I had kindergartners and secondgraders and it was just too
many to go together, and soduring our center time, because
(18:41):
there were some younger ones, Icould have my planning time then
, but I was still in the roomwhile they were in the room.
So we got know kind of getcreative yeah, it stays pretty
fluid.
Speaker 1 (18:55):
Um.
So we, we of course have the Idon't know if it's a privilege
or curse, but we'll come homeand talk about stuff, I know
between us and uh, but as far asworking with other teachers and
you know, we we don't reallyget that opportunity a whole lot
Um.
So all of our conversationsbecause what we try to do in our
(19:19):
setting is, is we work with the, the co-lab teachers and and
try to kind of um just the wordI'm looking for kind of
mainstream everything so thatit's not, you know, the
self-contained kids over hereand then the kids that just need
some support in the gen edsetting over here.
But what is a way that we canstreamline it to really assist
(19:42):
the student?
Because it's real easy to getlost in the numbers, it's real
easy to get lost in the busynessin the numbers.
It's real easy to get lost inthe busyness.
But to be intentional about howto serve each kid individually,
while it is incredibly hard,it's what's necessary to see the
growth.
And so there's a lot of timeswhere we kind of just have to
(20:02):
make decisions on the fly, andthat even comes with instruction
.
Sometimes, too, that you hitthese snags where all right.
Well, this is not going in thedirection that I need it to.
With my group Now we got toshift and go with it, and so I
think one of the things that hashelped me the most and even
(20:23):
when I was doing the co-teachmodel, like you do, well, I just
I did a lot of listening Iwould watch these teachers and
see what I could pull from themas far as the way they
interacted with kids, becausewhat I found is that, regardless
of gen ed, special education,whatever the label is great
(20:45):
teachers are great teachers.
I mean, that's all there is toit.
I've never met a teacher thatwas a Gen Ed teacher, that was a
great Gen Ed teacher and washorrible with the SPED
population.
What I have seen is thecomplete opposite that the ones
that are great in the Gen Edclassroom are great with all the
students because they careabout this, they love the
(21:06):
students, and I'm not sayingthat people in Gen Ed classes
hate special education students.
That's not what I'm suggesting.
However, there's compassionthat you see in the lives of
teachers that really are therefor the kids, regardless of what
their hangups are.
So that would be that's myanswer as far as protecting time
(21:30):
, that's hard.
So whenever I get the chance towatch somebody else, listen to
somebody else and kind of takemental notes, that's what I've
been doing over the last eightyears, I guess.
Speaker 3 (21:44):
Yeah, I mean, you guys are doing it really well.
Speaker 1 (21:47):
Well, that's kind of you to say Some days, I mean,
you guys are doing it reallywell.
Speaker 3 (21:48):
Well, that's kind of you to say Some days no, I'm
serious.
Like I feel like my experiencewith you guys is kind of gold
standard as far as inclusion andmainstreaming these kids.
Like I really take myexperiences with both of you and
with any students that I camein contact from you guys and
carry that over into what I'mdoing now really Well, thank you
(22:11):
Not to gas you up up, but Imean I do think very highly of
both of you well, thank you well, listen, there's a, you know,
definitely a lot of time, well,you know, maybe.
Speaker 2 (22:20):
Well, this is miss.
You know, in my experience withthis student, miss v did this,
or my experience with thisstudent, yeah, this one did this
, and so well, true, becauseyeah, so like both ways.
Speaker 1 (22:31):
Yeah, what, like what laura's saying is you know, I'm
telling you listen to otherteachers, but at the same time,
it's it's like we that we stilldo that.
You know, I I mean, I thinkwe're probably old enough to be
your parents, but but we stillpay attention, right, and we and
we want to learn from peoplethat have decided to make this
their mission in life.
It's like one of our guestcouple that was just last week.
(22:55):
We sat in a professionallearning weather and she said I
want to change the world.
Well, that's a boat that I canget on right.
I want to be a part of that.
I want to be a part of changing.
And it starts with each kid'slife, and so, if I can learn
from somebody who's only youknow, who's been teaching maybe
a couple of years, or somebodythat's been teaching a couple
decades, everybody has somethingto offer, and I think that we
(23:19):
owe it to the kids to take in asmuch as we can from each other.
But that's just me.
What do I know?
Speaker 3 (23:26):
I completely agree Everything's a process.
It's a learning process.
I'm learning new things everyday.
Speaker 1 (23:32):
So do you see?
Do you see more behavior issuesin the classrooms that you work
with now?
Speaker 3 (23:45):
Are we talking just in general, or from students
that I would technically calllike mine?
Speaker 1 (23:53):
Like students with an IEP right.
Speaker 3 (24:01):
I don't think that I'm seeing more.
I'm seeing more specificbehaviors.
I would say Specific behaviors.
I would say Like there's, I meanthe students that I have on my
caseload, that have an IEP.
(24:21):
When I see certain behaviors,there's an intention behind it.
That being said, some of whatI'm seeing is still five and
six-year-olds being five andsix-year-olds.
You know what I mean.
They're learning how tosocialize and how to talk to
people and how to problem solveand uphill battle some days, and
so I don't think that it's more.
I almost this is going to soundstrange, but I almost feel like
(24:43):
it's it's easier to come to theroot cause.
With the kids that I'm serving.
You know what I mean To be likeokay, the reason why we hit
that person was because therewas a need you know that wasn't
being met.
I feel like in my experiencewith my gen ed kids, when I was
doing, you know, gen ed firstgrade, I would be like okay,
(25:04):
look, why are we?
Why are we hitting each other?
And there's it's so much harderto come to the like root reason
for that Does every once in awhile, we'll just hit these
spots.
Speaker 1 (25:20):
I'm like all right, um, your turn, because here's
the problem, you know you talk.
You say that you could justtalk to a brick wall.
This I can talk forever, likethat's just what I do,
especially if, um, I don't dowell, like there's just a couple
people hanging out, because I'mnot really good at small talk.
However, stuff like this I canjust talk, talk, talk, talk,
(25:41):
talk and we'll be done.
I'm like so, laura, what didyou think?
She's got like three words in.
So that's why I got to look ather and be like hey, I need to
learn Listen, I'm the son of apreacher, so it's in my blood.
I mean.
Speaker 3 (26:04):
I mean, it's true, that is true.
Go ahead, Mrs Curtis.
Speaker 2 (26:06):
I'm not good at small talk but like we'll start the
conversation and be like why'dyou make your career?
Let's just get right to it.
Speaker 3 (26:13):
So is this something that you foresee yourself
continuing with?
I've already I mean, I'vealready sent in my intentions to
continue doing this and Ireally like it.
I don't miss not having a homeroom as much as I thought that I
would.
I feel like I tell everybodythis that I start talking about
my job with, but I don't miss.
(26:34):
I thought that I would reallymiss having my like nest of kids
you know what I?
mean and be like this is my room, this is my class, this is like
we are a class family and Idon't think that I do as much.
I like to go every like themovement and I like being able
to see so many people at in oneday.
(26:55):
It's, it's enjoyable to me, butagain I could talk to a brick
wall.
Speaker 2 (27:06):
I know we had one of the co-teachers that you worked
with and I worked with.
She kind of said the same thing.
So, wow, I don't missdecorating the walls and doing,
you know, the extras and doingthis because I just want to
teach these kids how to you knowread.
I said, do you read?
And math, you know, and so, andthat's because it takes all of
(27:27):
us that have these desires orhave these, you know this pull
towards that, because there'speople that I'm sure would tell
you oh no, I couldn't do that, Icouldn't have someone come in
my room or, you know, I couldn'tgo into everybody else's room.
I've got to be in my space.
And so, you know, luckily, weall have different things that
(27:53):
we want to do and together wecan all hopefully serve these
kiddos in the way they need tobe served and meet their needs.
Speaker 3 (28:02):
Yeah, and I don't think that the this is the other
thing, like on the subject ofoh, I want to like kind of have
my own space.
I don't even think that that'sa negative.
I feel like it's a verypositive thing to know that
that's what you need.
You know what I mean.
Know that that's what you need.
You know what I mean.
If you kid yourself and you'relike, no, I would push into
(28:24):
somebody's room and you're notcomfortable with that, then
you're not happy, the kidsaren't happy, it's difficult.
You know what I mean, they knowwhen we're not happy and when
we're pretending they know I'mnot happy before I know I'm not
happy.
They're like are you bothered?
The five-year-old.
Speaker 2 (28:42):
Are you frustrated?
Are you angry?
Speaker 3 (28:46):
Are you hungry?
You know, now that you mentionit, I am, I kind of am.
Speaker 1 (28:50):
I mean just.
I think it was.
Was it today?
No, not today, cause we didn'tgo outside for recess because of
all the waters.
But yesterday I'm standing overthere watching the kids play
and had a student mr garris,what's up, buddy, are you okay?
Yeah, yeah, I'm good, okay, andthen he went back to playing.
(29:11):
So apparently I'm not wearing.
Like something about my face ismaking this.
This poor child think that I'mabout to like eat myself or
something.
Speaker 3 (29:23):
He's having a tough day.
Speaker 1 (29:24):
Yeah, man.
Speaker 3 (29:24):
I get to tell.
Speaker 1 (29:27):
Oh goodness, so are you willing to say that you are
done with the gen ed side?
Speaker 3 (29:37):
I mean, I feel like this is a trick question.
I don't.
I don't think that I wouldcompletely throw in the towel
and be like, oh, I'll never dogen ed again.
That being said, like I wouldfollow my kindergarten group
until they were done withelementary.
(29:58):
I love that group of kids.
So I feel like I'm saying a lotof yes but no.
Yeah, well, you are In thisconversation, but that's okay.
Speaker 2 (30:09):
I'm not going to commit Like right now.
Speaker 3 (30:11):
Right now you see yourself staying in this, but if
the right situation came up, Imean possibly, but I think that
generally I surprised myselfwith how much I enjoyed it.
I figured I was like, oh, I'lltake a crack at this.
Like I've always liked thesekids, I really do enjoy what I'm
doing, though.
Speaker 1 (30:30):
Well, that's one of the things that in the co-teach
model and then what we do nowthat we've really enjoyed is
that you get to spend that timewith the students.
Where I was teaching co-teach, Ihad it was just fourth and
fifth grade, but I'd get mystudents in fourth grade and I'd
get to know them and we would,you know, grow this relationship
(30:52):
, and then fifth grade, I havethem again, right, and so we get
to keep continuing that versusyou know, I'm going to spend 180
days and then now I got tostart the next, you know the
next slew of them, and so thatwas, that was a really great
experience.
And then in our setting, too,we get to do the same thing and
(31:13):
in that, to watch them grow andto watch them progress as as not
just students but as people,and learning how to take care of
each other and learning how towork with each other, and to
watch them progress as not juststudents but as people, and
learning how to take care ofeach other and learning how to
work with each other.
And, yeah, so that, I agree, isone of those aspects.
That's just very cool.
Speaker 3 (31:30):
Yeah.
Speaker 1 (31:33):
So, Mrs Curtis, you got any more questions for Miss
E?
Speaker 2 (31:37):
I don't think so.
Speaker 1 (31:39):
Because we've hit our half hour.
Yeah, yes, sir, you got anymore questions for Missy?
I don't think so, because we'vehit our half hour, yeah.
So see, we try to keep thisthing right around a half hour
because, while I may reallyenjoy running my mouth, people
don't necessarily want to listento it for an hour.
So we try to keep this thingshort, and sweet and somewhat to
(32:01):
a point, probably not the pointbut a point, kind of figure it
out as we go.
But, ms V, thank you forhanging out with us.
Speaker 3 (32:08):
Thank you so much for having me.
This has been very fun, andthank you for asking us the
question.
Speaker 1 (32:15):
I don't know, I'm still trying to figure it out,
because you're just going tomake me talk more, and that's
never good question.
I don't know, I'm still tryingto figure it out, because you're
just going to make me talk more, and that's never good.
So, oh, I shouldn't say never,but it's usually not good,
because the more I talk, themore opportunity I have to say
something dumb.
Speaker 3 (32:33):
And I've done that like once or twice, If it's any
consolation haven't noticed it'sfine.
And that's why you're myfavorite.
Oh okay, we have to end it now.
Speaker 1 (32:42):
We ended on, right, okay, okay, so with all of that
said, again, thank you forhanging out with us and uh, so,
uh, anybody that's checking thisout, we do like social media
stuff.
Check it out facebook and allthat other things and uh, I
think that'll do it.
All right, see you later.
Thank you so much, bye.
hello, okay.
No, we won't do it that way,that's just, it's like what is
up, like have you heard?
So let me ask you this have youheard the video of
jacksonville's new coach sayingdo?
Speaker 3 (00:22):
I don't think I have no.
Speaker 1 (00:24):
Yeah, so if you spend any time at all around
Jacksonville football, it is notodd to hear people like I mean,
it could be back when peoplewent to the mall.
You could hear people from theother end of the mall screaming
Duval, right, so Jacksonvillegets a new coach.
The guy steps up and this isyou can look this up on YouTube.
And and this is, you can lookthis up on YouTube and he says,
(00:46):
like the creepy guy that drivesaround in the van with no
windows, right, he's like Duvaland it's like now.
I got to go take a shower nowbecause I feel gross listening
to you say that.
But we are going to jump intoyet another episode and I know
I've said this like over thelast three, but I'm super
(01:07):
excited about this one too,because we have another special
guest Guest.
Not plural, yeah, I'm a schoolteacher Guest, it's just Anyway,
Laura.
Speaker 2 (01:19):
Was that whole thing recording?
When you're talking about theDuval, absolutely.
Speaker 3 (01:25):
I thought we were riffing about like, like
Jacksonville Jaguars.
I was like, oh yeah, no.
Speaker 2 (01:29):
but it's true.
Okay, all right, I didn't knowyou would push the button.
Speaker 1 (01:34):
Football is real in this house.
Speaker 2 (01:37):
Yeah, that's true, all right.
So today, tonight, whatever itis when you're listening to it,
we have yet another coworkerbecome friend on with us, or
former coworker, I guess.
Okay, and I'm going to say yourname wrong.
(01:58):
This is Gina Volstorf.
You did great, all right, wealways call her.
Miss V, so I don't get muchpractice with it.
So when we worked with Miss Vshe was a general education
first grade teacher and she hasmade the leap from that to a
(02:20):
special education collaborativeteacher.
Say hey, gina.
Speaker 1 (02:26):
Hey, gina, hi, oh, I misunderstood.
Speaker 2 (02:31):
So I guess we'll just jump right in.
Why don't you tell us one?
Why the change?
Speaker 3 (02:39):
So I've well, not always my first year I didn't
have the inclusion class, butevery year following I did have
the inclusion class in gen edand I always clicked with those
students and you know, I reallyenjoyed watching them grow and I
felt like that was kind of myniche, was meeting their needs
and we've I mean, we've sharedstudents in the past and I
(03:01):
enjoyed the experience withthose students in particular.
So you know, when the openinghappened I was like, oh, I would
really love to try doing thatexclusively, and I'm glad that I
did.
I love it.
I love it more than I thoughtthat I would.
Honestly.
Speaker 1 (03:18):
So when I started teaching, my first three years
was doing the co-teach thing andI got to tell you it was a
great place for me to start,because it allowed me to have
some experiences with somereally great teachers and to
learn students.
And then I realized, you knowwhat?
(03:39):
I don't know that I want to bearound gen ed kids anymore.
They're weird, so let me goahead and go.
Okay, that isn't totally how itwent, but much like you, you
know, I've been able to see thatside and it really is a
(04:00):
different world, because what wefind with students that have
IEPs is that, you know, it'sdefinitely not every kid with an
IEP is not going to be evenclose to the same.
You know what I'm saying.
So it's not like well, I'm aspecial education teacher, so
I'll know exactly what to dowith any student that shows up
with an IEP.
But no, it's way different thanthat.
Speaker 3 (04:21):
It is and I think that it's.
I mean, and you guys havetalked about this, like you you
don't unless you have a child init or unless you are in it,
like it's hard to kind ofpicture, but like every kid is
so different in ability and inlike the experience that I have
with them, like gen ed orotherwise, they're just it's
(04:41):
there's a very wide range ofabilities and like needs and, um
, honestly, I think that that'swhat I like about it is that
it's so different kid to kid,like it's just it's exciting to
get to know them and figure themout, I guess is the way to put
it right that makes sense.
It sounds more like scientific.
(05:02):
And be be like I really want topick their brains, but no, but
I mean like it's.
You know, it's exciting to getto figure out.
And be like oh, this reallyworks for that kid.
And like, oh, if I present itthis way, like he's really
really getting it and it's.
I feel like there's more ofthat in the sped side than there
is anywhere else.
Speaker 2 (05:21):
Really, so what did you find?
When you like, making thetransition, what um was?
Speaker 3 (05:30):
some things harder, some things easier I um, I think
on it, for me the hardest partis like so, for I mean, you guys
know this, but like forlisteners, like collaborative
would be.
Like I've come into somebodyelse's space and I'm sharing
miss such and such's classroomand I've kind of like that was
the biggest thing for me.
(05:50):
I'm like I really don't want tostep on anyone's toes, like I
mean, because you know theythere's.
There's a portion of the daybefore I come in where they're
like morning routines.
These are the expectations,like this is what we're doing.
And then I pop in and I'm loudand obnoxious and I'm like hey,
how's everybody doing andthey're like we don't do that in
here.
(06:11):
I have not experienced, but Ithought would be the experience
that I would have.
So that was I think my biggestlike roadblock was like oh, I'm
coming into somebody's space andlike what if you?
You know, I approach things ina way that they don't appreciate
.
Or like what if I?
What if I get mom and popped byone of the kids and then
they're mad at me for it, likeum, that was one of the biggest
(06:32):
challenges was being like okay,this space is not mine and I
don't want to upset anybody, andI think I mean, I think I've
adjusted, but like initially,that's scary because you don't
know.
You don't know know whateverybody's standards are, room
to room.
Everybody's adults are sodifferent.
Speaker 1 (06:50):
You know what I mean.
Speaker 3 (07:01):
Right, how many different only do a reading
service in first grade?
So three different teachers,and then I have my planning, so
like a six-segment day, and Ireally two of the teachers that
I'm working with this year Ihave worked with in the past and
I think you guys know who I amreferring to yeah, we do.
(07:25):
And then the third teacher I'venever met before, like brand
new to me.
So that was kind of mynervousness was stemming from I
don't really know her and Ihaven't built a relationship
with her, and I'm just kind oflike coming into her house
basically and like sharing thesekids.
But I mean it has been a reallypositive experience, kind of
like coming into her housebasically and like sharing these
(07:45):
kids.
But I mean it has been a reallypositive experience.
Like all three of them arewonderful.
They've been very open andwonderful, great to work with,
very accepting of me and myoddities all three of them,
which I'm very blessed for that.
Honestly, I mean it's been avery good experience overall.
Speaker 2 (08:07):
Very cool, yeah, and I know that that's one of the
things I think Jared found alittle unnerving when he first
started too, because he's like,okay, I'm here in somebody
else's room and I'm not quitesure one, but I'm supposed to do
, and two, what do they want meto do and what do they not want
me to do?
(08:27):
So it was.
I think it had a little bit ofa learning curve and but similar
to what you're saying.
Speaker 1 (08:34):
Uh, miss v, the teachers that I was able to
spend time with and learn from,I mean there were, they were
amazing teachers, and so Icouldn't help but pick up you
know a thing here or there fromthem and how they interacted
with students, and I mean Icould go down the list.
But I remember walking into oneclassroom and it was a veteran
(08:57):
teacher and this student wouldjust not listen to her.
He was acting the fool.
So she called him up right, notlike in front of the, but she
called him up right, not like infront of the, but she called
him up to her desk and I wasstanding next to the desk so I
heard it and she chewed him out,like it was.
It was like, but it was like solow like no other kids could
hear it.
And then when she got done, shesaid okay, now give me a hug.
(09:18):
And the kid did.
The kid hugged her.
So it was.
I was just like that is whatkind of like?
What kind of witchcraft is this?
Speaker 3 (09:27):
They give you whiplash to be like oh wait,
you're like bad cop.
Two seconds ago.
Speaker 1 (09:48):
How did that happen?
But but there's just it's greatto be able to have those do
like you're saying that reallycare about every kid that walks
through that door.
Gen ed teachers and and spedco-lab teachers come together
and and work for the bettermentof the entire child.
It's it's really exciting andit's fun to watch.
(10:10):
Um, and wish we could see itmore often definitely.
Speaker 2 (10:15):
Um, so you touched a little bit on what you do,
saying that you go into thegeneral education classroom and
you're there for certain blocks.
What does a typical collabblock look like?
For those that don't understandwhat it is, give us a day in
the life of a day in the life.
Speaker 3 (10:36):
So I wake up, I have oatmeal, no, so, like, I will go
in um during each classroom'ssmall group instruction.
That is that's the way that myday is structured.
So, like for for anybody whodoesn't know like, even though
it is a kindergarten classroom,we're still doing small groups
(10:57):
and I will come in and run agroup.
And there are some times where,like you know, the teacher
already has the activity for mygroup out and says can you
facilitate this?
You know when your specifickids come, can you adjust it
accordingly?
And then there's other timeswhere I'll come in and I'll say,
okay, like, this is the skillwe're working on and reading, I
(11:20):
will do such and such, I'll comein, I'll run my group.
It's a 45 minute block.
Me personally, I try to get to apoint where I can kind of let
go of the group before I leavethe room because I don't want to
leave it in.
You know what I mean.
Like I don't want to leave thegroup in chaos and just be like
okay, 45 minutes is up, bye, bye, yep, but I, and then I'll go
(11:43):
it's on to the next one, likeimmediately afterwards.
So my day is reading, reading,reading, math, math.
And then my planning is at theend of the day, so it's just,
it's each room boom, boom, boom.
Um, before I get that timewhere I kind of like come back
and find my resources anddecompress and eat my lunch, you
(12:03):
sit in the dark for a littlebit.
Speaker 2 (12:05):
Right, just kind of.
Speaker 3 (12:08):
It's like man, I just need like 10 minutes.
But I mean I love those dayswhen I'm, when I have to sit in
the car with no music on thetriangle.
They're wonderful days.
A lot happened like that.
That tells me that a lot hashappened and I've done a lot.
As exhausting as it can be.
Speaker 1 (12:29):
Is there anything that you really lean on that
maybe you learned when you wererunning your own gen ed
classroom that you have broughtwith you into this new role that
you have found to To reallymake the transition easier?
Anything specific?
Speaker 3 (12:51):
I mean and this is me as a person I can talk to a
brick wall.
And in the gen ed side, when Ihad the inclusion class,
communication with the teacherthat was coming in or that was
for a time taking my students toanother classroom was the
biggest thing for me.
It was just to say like hey,I've noticed such and such isn't
(13:12):
working, or like I've noticedthat you know so-and-so will
really work for this.
So that communication piece, Ithink, is the I mean really is
the biggest thing that's helpedme is being able to talk to
people.
Going back to the likediscussion about like one of the
teachers I've never worked withand that was foreign to me at
(13:35):
the beginning of the year, likethat, that, I think, was my
biggest fear was that wewouldn't communicate in the same
way or we wouldn't.
It would be hard to kind oflike make that connection with
her quickly so that we cancommunicate.
I mean, I mean like like Inever felt, example, I never
felt afraid to go to you guyswhen we were sharing students
(13:55):
and be like hey, so I won't behere on this day, will this work
out for this student?
Um, while I'm not here, you knowwhat I mean, Right Um I think
that if I didn't do that and Ithink that if I didn't do that,
it would have been much moredifficult to feel like I was
being successful and doing rightby those kids If I didn't like
(14:17):
go to you and say, look, I needhelp, I need guidance.
You know what I mean.
I mean that's I don't thinkthat there's like a tangible
thing that helps you to besuccessful.
Me personally, I don't thinkthat there's a tangible thing
that helps me.
It's just talking to people.
Speaker 1 (14:33):
Right, yeah, and I agree, communication is huge.
The more that you, the morethat you talk about what it is
that you want to accomplish, thebetter shot that the student
has.
You know, because you'realigning your vision, you're
aligning your goal and, yeah, soit makes a huge difference.
Speaker 2 (14:51):
Well, and like talking about that, you know the
effect of communication andcollaboration and you're sharing
that.
Your schedule is boom, boom,boom, boom, boom and you have
the one planning time.
So how easy or difficult is itfor you to collaborate with your
teachers?
Speaker 3 (15:12):
easy or difficult is it for you to collaborate with
your teachers?
It's, um, it's okay.
It's both easy and difficult.
I feel like that's a sillyanswer, but it's, it's both at
the same time because, um, myplanning block doesn't always
align with every teacher's, andso there's I mean, there's some
times where that communicationis happening while I'm doing the
service time.
(15:33):
And you know, do you ever havethat like outsider looking in
moment, where you're kind oflike removed and you're like,
why am I doing this?
Um, sometimes, when I have thatduring the service time, I'm
like I feel like I'm wastingtheir time talking about this
now, but we might not have thesame time to talk about it later
.
So it's, I mean, it's both easyand difficult to like do that,
(15:57):
because then one of the teachersdoes have the same planning
time, so it's very easy for meto walk right into a room and be
like, hey, all right.
So this is what I was thinking,um, and I don't have as many of
those moments where I'm likeserving kids and also being like
, hey, I was thinking maybe wecan do this, this, or like, hey,
so tomorrow I'm gonna bringsuch and such so there's not
(16:20):
really a.
Speaker 2 (16:22):
If you don't have that planning time together,
it's difficult to ensure thatyou have that collaboration is
it is because it's I mean it'swe're in an elementary school,
like there's things happeningconstantly.
Speaker 3 (16:35):
Um, am I allowed to ask you guys questions?
Absolutely just don't expect usto give you the right answer
all the time well, I just, Imean, I'm curious, but like I
know that in your guys's settingyou you don't have, or don't
always have, a specific time forplanning, how have you guys
navigated that?
Because you guys have beendoing your roles for as long as
(16:56):
I've known you, how does thataffect your day to not have that
blocked off time?
Speaker 2 (17:06):
So, as you know, we kind of have started that
different model last year whichhas actually helped us to be a
little more protective of thattime, and so we are fortunate to
have a team that can workindependently when needed and
(17:29):
help support the kids and theirgoals, and so we can step out a
little bit and have some time.
However, like you said, there'salways things going on.
There's, you know, kids got toget to the bus and then we've
got.
Well, this one doesn't want todo this and so we need support
here.
And, like yours, ours is at theend of the day, and so then, by
(17:53):
the time we get there, we'relike what were we supposed to do
?
Because before we were runningthe model that is generally what
a lot of schools run where theyhave either like a K-2 with-5
or a K-1, 2-3, 4-5.
When you do that, you have totry to send all your students to
(18:18):
one grade level resource so youcan have that time.
There's been years where I'vehad a separation where that
wouldn't work.
I had kindergartners and secondgraders and it was just too
many to go together, and soduring our center time, because
(18:41):
there were some younger ones, Icould have my planning time then
, but I was still in the roomwhile they were in the room.
So we got know kind of getcreative yeah, it stays pretty
fluid.
Speaker 1 (18:55):
Um.
So we, we of course have the Idon't know if it's a privilege
or curse, but we'll come homeand talk about stuff, I know
between us and uh, but as far asworking with other teachers and
you know, we we don't reallyget that opportunity a whole lot
Um.
So all of our conversationsbecause what we try to do in our
(19:19):
setting is, is we work with the, the co-lab teachers and and
try to kind of um just the wordI'm looking for kind of
mainstream everything so thatit's not, you know, the
self-contained kids over hereand then the kids that just need
some support in the gen edsetting over here.
But what is a way that we canstreamline it to really assist
(19:42):
the student?
Because it's real easy to getlost in the numbers, it's real
easy to get lost in the busynessin the numbers.
It's real easy to get lost inthe busyness.
But to be intentional about howto serve each kid individually,
while it is incredibly hard,it's what's necessary to see the
growth.
And so there's a lot of timeswhere we kind of just have to
(20:02):
make decisions on the fly, andthat even comes with instruction
.
Sometimes, too, that you hitthese snags where all right.
Well, this is not going in thedirection that I need it to.
With my group Now we got toshift and go with it, and so I
think one of the things that hashelped me the most and even
(20:23):
when I was doing the co-teachmodel, like you do, well, I just
I did a lot of listening Iwould watch these teachers and
see what I could pull from themas far as the way they
interacted with kids, becausewhat I found is that, regardless
of gen ed, special education,whatever the label is great
(20:45):
teachers are great teachers.
I mean, that's all there is toit.
I've never met a teacher thatwas a Gen Ed teacher, that was a
great Gen Ed teacher and washorrible with the SPED
population.
What I have seen is thecomplete opposite that the ones
that are great in the Gen Edclassroom are great with all the
students because they careabout this, they love the
(21:06):
students, and I'm not sayingthat people in Gen Ed classes
hate special education students.
That's not what I'm suggesting.
However, there's compassionthat you see in the lives of
teachers that really are therefor the kids, regardless of what
their hangups are.
So that would be that's myanswer as far as protecting time
(21:30):
, that's hard.
So whenever I get the chance towatch somebody else, listen to
somebody else and kind of takemental notes, that's what I've
been doing over the last eightyears, I guess.
Speaker 3 (21:44):
Yeah, I mean, you guys are doing it really well.
Speaker 1 (21:47):
Well, that's kind of you to say Some days, I mean,
you guys are doing it reallywell.
Speaker 3 (21:48):
Well, that's kind of you to say Some days no, I'm
serious.
Like I feel like my experiencewith you guys is kind of gold
standard as far as inclusion andmainstreaming these kids.
Like I really take myexperiences with both of you and
with any students that I camein contact from you guys and
carry that over into what I'mdoing now really Well, thank you
(22:11):
Not to gas you up up, but Imean I do think very highly of
both of you well, thank you well, listen, there's a, you know,
definitely a lot of time, well,you know, maybe.
Speaker 2 (22:20):
Well, this is miss.
You know, in my experience withthis student, miss v did this,
or my experience with thisstudent, yeah, this one did this
, and so well, true, becauseyeah, so like both ways.
Speaker 1 (22:31):
Yeah, what, like what laura's saying is you know, I'm
telling you listen to otherteachers, but at the same time,
it's it's like we that we stilldo that.
You know, I I mean, I thinkwe're probably old enough to be
your parents, but but we stillpay attention, right, and we and
we want to learn from peoplethat have decided to make this
their mission in life.
It's like one of our guestcouple that was just last week.
(22:55):
We sat in a professionallearning weather and she said I
want to change the world.
Well, that's a boat that I canget on right.
I want to be a part of that.
I want to be a part of changing.
And it starts with each kid'slife, and so, if I can learn
from somebody who's only youknow, who's been teaching maybe
a couple of years, or somebodythat's been teaching a couple
decades, everybody has somethingto offer, and I think that we
(23:19):
owe it to the kids to take in asmuch as we can from each other.
But that's just me.
What do I know?
Speaker 3 (23:26):
I completely agree Everything's a process.
It's a learning process.
I'm learning new things everyday.
Speaker 1 (23:32):
So do you see?
Do you see more behavior issuesin the classrooms that you work
with now?
Speaker 3 (23:45):
Are we talking just in general, or from students
that I would technically calllike mine?
Speaker 1 (23:53):
Like students with an IEP right.
Speaker 3 (24:01):
I don't think that I'm seeing more.
I'm seeing more specificbehaviors.
I would say Specific behaviors.
I would say Like there's, I meanthe students that I have on my
caseload, that have an IEP.
(24:21):
When I see certain behaviors,there's an intention behind it.
That being said, some of whatI'm seeing is still five and
six-year-olds being five andsix-year-olds.
You know what I mean.
They're learning how tosocialize and how to talk to
people and how to problem solveand uphill battle some days, and
so I don't think that it's more.
I almost this is going to soundstrange, but I almost feel like
(24:43):
it's it's easier to come to theroot cause.
With the kids that I'm serving.
You know what I mean To be likeokay, the reason why we hit
that person was because therewas a need you know that wasn't
being met.
I feel like in my experiencewith my gen ed kids, when I was
doing, you know, gen ed firstgrade, I would be like okay,
(25:04):
look, why are we?
Why are we hitting each other?
And there's it's so much harderto come to the like root reason
for that Does every once in awhile, we'll just hit these
spots.
Speaker 1 (25:20):
I'm like all right, um, your turn, because here's
the problem, you know you talk.
You say that you could justtalk to a brick wall.
This I can talk forever, likethat's just what I do,
especially if, um, I don't dowell, like there's just a couple
people hanging out, because I'mnot really good at small talk.
However, stuff like this I canjust talk, talk, talk, talk,
(25:41):
talk and we'll be done.
I'm like so, laura, what didyou think?
She's got like three words in.
So that's why I got to look ather and be like hey, I need to
learn Listen, I'm the son of apreacher, so it's in my blood.
I mean.
Speaker 3 (26:04):
I mean, it's true, that is true.
Go ahead, Mrs Curtis.
Speaker 2 (26:06):
I'm not good at small talk but like we'll start the
conversation and be like why'dyou make your career?
Let's just get right to it.
Speaker 3 (26:13):
So is this something that you foresee yourself
continuing with?
I've already I mean, I'vealready sent in my intentions to
continue doing this and Ireally like it.
I don't miss not having a homeroom as much as I thought that I
would.
I feel like I tell everybodythis that I start talking about
my job with, but I don't miss.
(26:34):
I thought that I would reallymiss having my like nest of kids
you know what I?
mean and be like this is my room, this is my class, this is like
we are a class family and Idon't think that I do as much.
I like to go every like themovement and I like being able
to see so many people at in oneday.
(26:55):
It's, it's enjoyable to me, butagain I could talk to a brick
wall.
Speaker 2 (27:06):
I know we had one of the co-teachers that you worked
with and I worked with.
She kind of said the same thing.
So, wow, I don't missdecorating the walls and doing,
you know, the extras and doingthis because I just want to
teach these kids how to you knowread.
I said, do you read?
And math, you know, and so, andthat's because it takes all of
(27:27):
us that have these desires orhave these, you know this pull
towards that, because there'speople that I'm sure would tell
you oh no, I couldn't do that, Icouldn't have someone come in
my room or, you know, I couldn'tgo into everybody else's room.
I've got to be in my space.
And so, you know, luckily, weall have different things that
(27:53):
we want to do and together wecan all hopefully serve these
kiddos in the way they need tobe served and meet their needs.
Speaker 3 (28:02):
Yeah, and I don't think that the this is the other
thing, like on the subject ofoh, I want to like kind of have
my own space.
I don't even think that that'sa negative.
I feel like it's a verypositive thing to know that
that's what you need.
You know what I mean.
Know that that's what you need.
You know what I mean.
If you kid yourself and you'relike, no, I would push into
(28:24):
somebody's room and you're notcomfortable with that, then
you're not happy, the kidsaren't happy, it's difficult.
You know what I mean, they knowwhen we're not happy and when
we're pretending they know I'mnot happy before I know I'm not
happy.
They're like are you bothered?
The five-year-old.
Speaker 2 (28:42):
Are you frustrated?
Are you angry?
Speaker 3 (28:46):
Are you hungry?
You know, now that you mentionit, I am, I kind of am.
Speaker 1 (28:50):
I mean just.
I think it was.
Was it today?
No, not today, cause we didn'tgo outside for recess because of
all the waters.
But yesterday I'm standing overthere watching the kids play
and had a student mr garris,what's up, buddy, are you okay?
Yeah, yeah, I'm good, okay, andthen he went back to playing.
(29:11):
So apparently I'm not wearing.
Like something about my face ismaking this.
This poor child think that I'mabout to like eat myself or
something.
Speaker 3 (29:23):
He's having a tough day.
Speaker 1 (29:24):
Yeah, man.
Speaker 3 (29:24):
I get to tell.
Speaker 1 (29:27):
Oh goodness, so are you willing to say that you are
done with the gen ed side?
Speaker 3 (29:37):
I mean, I feel like this is a trick question.
I don't.
I don't think that I wouldcompletely throw in the towel
and be like, oh, I'll never dogen ed again.
That being said, like I wouldfollow my kindergarten group
until they were done withelementary.
(29:58):
I love that group of kids.
So I feel like I'm saying a lotof yes but no.
Yeah, well, you are In thisconversation, but that's okay.
Speaker 2 (30:09):
I'm not going to commit Like right now.
Speaker 3 (30:11):
Right now you see yourself staying in this, but if
the right situation came up, Imean possibly, but I think that
generally I surprised myselfwith how much I enjoyed it.
I figured I was like, oh, I'lltake a crack at this.
Like I've always liked thesekids, I really do enjoy what I'm
doing, though.
Speaker 1 (30:30):
Well, that's one of the things that in the co-teach
model and then what we do nowthat we've really enjoyed is
that you get to spend that timewith the students.
Where I was teaching co-teach, Ihad it was just fourth and
fifth grade, but I'd get mystudents in fourth grade and I'd
get to know them and we would,you know, grow this relationship
(30:52):
, and then fifth grade, I havethem again, right, and so we get
to keep continuing that versusyou know, I'm going to spend 180
days and then now I got tostart the next, you know the
next slew of them, and so thatwas, that was a really great
experience.
And then in our setting, too,we get to do the same thing and
(31:13):
in that, to watch them grow andto watch them progress as as not
just students but as people,and learning how to take care of
each other and learning how towork with each other, and to
watch them progress as not juststudents but as people, and
learning how to take care ofeach other and learning how to
work with each other.
And, yeah, so that, I agree, isone of those aspects.
That's just very cool.
Speaker 3 (31:30):
Yeah.
Speaker 1 (31:33):
So, Mrs Curtis, you got any more questions for Miss
E?
Speaker 2 (31:37):
I don't think so.
Speaker 1 (31:39):
Because we've hit our half hour.
Yeah, yes, sir, you got anymore questions for Missy?
I don't think so, because we'vehit our half hour, yeah.
So see, we try to keep thisthing right around a half hour
because, while I may reallyenjoy running my mouth, people
don't necessarily want to listento it for an hour.
So we try to keep this thingshort, and sweet and somewhat to
(32:01):
a point, probably not the pointbut a point, kind of figure it
out as we go.
But, ms V, thank you forhanging out with us.
Speaker 3 (32:08):
Thank you so much for having me.
This has been very fun, andthank you for asking us the
question.
Speaker 1 (32:15):
I don't know, I'm still trying to figure it out,
because you're just going tomake me talk more, and that's
never good question.
I don't know, I'm still tryingto figure it out, because you're
just going to make me talk more, and that's never good.
So, oh, I shouldn't say never,but it's usually not good,
because the more I talk, themore opportunity I have to say
something dumb.
Speaker 3 (32:33):
And I've done that like once or twice, If it's any
consolation haven't noticed it'sfine.
And that's why you're myfavorite.
Oh okay, we have to end it now.
Speaker 1 (32:42):
We ended on, right, okay, okay, so with all of that
said, again, thank you forhanging out with us and uh, so,
uh, anybody that's checking thisout, we do like social media
stuff.
Check it out facebook and allthat other things and uh, I
think that'll do it.
All right, see you later.
Thank you so much, bye.
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