November 7, 2023 • 26 mins
What does it take to become a teacher and navigate the complexities of different school environments? Kendra Peterson, a seasoned educator who's journeyed with us from the start of the PBIS system, joins us to shed light on her path to teaching and the significant role educators play in shaping future teachers. Kendra's personal experience, from her childhood fascination with school to a high school teacher's words of encouragement, inspired her to step into the world of teaching. In this episode, she opens up about her 'aha moment' during her first year of teaching, and the overwhelming sense of responsibility that came with it.
Transitioning from a small school to a large one brought about unique challenges, and Kendra guides us through her experience of this shift. Find out about the disciplinary systems in both settings, the differences, and how they were unified into one large system. Kendra's insights on the impact of this transition on discipline and student expectations are bound to intrigue you.
Brace yourself for a thought-provoking conversation on discipline and classroom expectations. Kendra underlines the necessity of a shared philosophy amongst teachers, but also highlights the challenges arising from differing expectations. Listen in as we unravel how PBIS and Love and Logic have helped establish a guiding framework for teachers to better handle classroom discipline and the tough decisions of when to send a student to the office. Wrapping up, Kendra shares invaluable advice for fostering positive behaviour and creating an environment conducive to learning and growth. If you're an educator looking for inspiration and tips on navigating the teaching landscape, this episode is for you.
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Episode Transcript
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Speaker 1 (00:07):
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:25):
Welcome back.
My name is Diane Farrell andI'm here with Diane Ruff and we
are doing a podcast.
Diane and I have been educatorsfor many, many years.
We've worked together she as aprincipal system principal, me
as a guidance counselor.
Together we have put a PBISsystem together Positive
Behavior Intervention andSupports and we've helped our
(00:47):
school receive many awards andrecognitions.
We are putting a podcasttogether about the beginnings of
that and how we have come alongto this day.
So, hey, Diane, what are wetalking about today?
Speaker 1 (00:57):
Well, today is our fifth episode, which is hard to
believe Because I know twomonths ago we had the idea to do
this.
Speaker 2 (01:05):
We Diane with the one in had the idea and she calls
me up and she says will you dothis?
With me.
Speaker 1 (01:12):
Yes, but I had no idea what I was doing.
Speaker 2 (01:15):
No, we've come a long way in our learning curve.
We have.
Speaker 1 (01:20):
So I need to explain about last week's episode.
If you actually listened tolast week's episode, I apologize
for the audio.
The audio was not the best.
We know that we had some reverbin there some echo, we had some
echo, echo, echo and we triedreally hard to get that out, but
at the end of the day At theend of the day.
We decided to just go for itbecause I felt the message was
(01:41):
still good.
Speaker 2 (01:42):
It was still good, and if you do listen to it, you
start to tune it out after awhile.
So I said to Diane, let's goahead and post it because it was
really good.
It was about the nuts and boltsof PBIS, if you've been
listening to us.
And we kind of got it fromanother teacher we were talking
to who said what is in this forme, like what's a recap, what's
(02:02):
a, before you get into all thenitty gritty.
So we decided to do a littlepodcast about that.
So it is really good in a shortsummary.
So I that's what I told Diane.
I said let's just do it.
Speaker 1 (02:12):
So we did.
So.
I apologize for the audio, butit is one of these things where
we're learning as we go, and soI challenge all of you to always
try to learn something new,because as you're learning
something new, you're going tomake mistakes, but that's all
right because that's how welearned, right.
So I want to bring on KendraPeterson.
She's been a veteran teacherwith us for a lot of years.
(02:32):
Hello there.
So welcome, kendra we're.
We know that you were here atthe start of PBIS.
Speaker 2 (02:39):
We can talk about how long Kendra's been here,
because Kendra and I were on thefirst bus together.
So we we entered this districttogether 36 years ago now and,
yes, we were first year teacherstogether at the same time.
So Kendra has been around avery long time and we are doing
this podcast where two buildingscome together and form a
(03:02):
behavior system.
So that's why this has happened.
So Kendra was at the largebuilding and then she was there
in the trenches when we broughtthose those buildings together.
So that's why we're bringingher expertise today.
But with every podcast, we'vebeen doing something called your
why and your aha.
And if you go back to the verybeginning, diane and I did that.
(03:24):
We were asking each guest to dothat.
Why did you get into education?
What is your why and why didyou stay?
So we're because it's a longtime to stay in one career.
So we're asking Kendra todaywhy did you become a teacher?
Speaker 3 (03:38):
Well, it goes back to when I was, probably when I was
in grade school and all throughthe school years.
I love school.
I loved everything about it myteachers, the learning, the
social part of it.
I'd go home after school andplay school, my friends and I.
And then, like I told them, Ikind of got away from a little
bit when I went more towardshigh school and was looking at
(04:00):
the business end of things.
And then, probably my senioryear of high school, I had a
teacher that said you know,you'd make a great teacher,
that's great.
And so, you know, I kind ofwent back to her Telling her
telling me.
So I kind of went back on thatand thought, you know what I
think I could do this?
So I ended up going to collegeand in my summer job I worked
(04:24):
with kids during the summer andso I was kind of like, oh yeah,
I've got that experience.
So that was kind of thebeginning of officially becoming
a teacher and have loved itever since.
Well, that's great.
Speaker 1 (04:37):
And you know, teachers out there do inspire
People to become teachers, andit sounds like you were also
born to be a teacher because youloved it when you're a little
girl.
Speaker 3 (04:47):
So that's a date in it and stayed in it.
Yep, I loved all my teachersand having teachers tell me that
I could be a teacher.
You know that that reallyboosts your self-esteem and
thinking, hey, I could do thisand we've loved working together
all these years, so you knowthat's a thing too, you know,
staying together as friends,staying at Kendra.
Speaker 2 (05:05):
We raised our kids together and play groups and
stuff, so being friends too.
Speaker 3 (05:10):
So like having a second family.
Speaker 1 (05:12):
Absolutely that's what I've always said.
So what is your aha?
What is that aha moment in yourteaching career?
Speaker 3 (05:19):
actually my, my, probably my first big aha
actually came my first year ofteaching.
I Was teaching first grade.
And you kind of walk in thereand you're just starting out and
you have an empty room andyou're thinking, oh my goodness,
I'm in charge of this wholeroom and little ones and the
whole thing.
Can I do it or not?
and there were some days Iwondered can I do this or not?
(05:41):
And it was probably aboutJanuary and they were.
I look around and we're allsitting there and they've got
their little readers and Ilistened to everybody and
they're actually they're reading, wow, and it was kind of like
that.
Oh, my goodness, I helped themdo that and it was kind of like
that big aha, like I do make adifference and how rewarding it
(06:02):
was and they do rely on me.
Yes, yeah so that was kind oflike my big aha moment that, wow
, I've got a big responsibility.
But what an accomplishment Ihad felt for them and for myself
.
That's great, I love that.
Speaker 2 (06:15):
I know that is great and first grade is so important.
I mean, back in the day youdidn't really start to read like
you do now in kindergarten, sofirst grade was that our first
grade kindergarten's kind of ourfirst grade, now the first
grade, you know.
Speaker 3 (06:29):
So, yeah, when that I just I was just such an
accomplishment.
I thought for them and for meand I thought, wow.
Speaker 1 (06:35):
So that's that is it is amazing to see that reading
process, just you know, happenand again, like all the work you
put in that, sounding out thephonics, the all the stories
read to them and teaching themall the letters and sounds, and
they put it together and theneach grade level that I've
taught, because it seems like Ikeep moving up.
Speaker 3 (06:55):
I'm now up to fourth grade, so I made it, I got, I
got promoted and.
But at each different gradelevel is just you have more aha
moments about just how much morethey can do and what you know
it's just.
I've liked that change too, tohave those different areas to
work in well, now we're gonna goback a little bit in time.
Speaker 2 (07:14):
So Kendra was with us when we took a large building
in a small building and broughtthem together into one larger
building and Last two weeks agothen and the week before that we
talked with Michelle Nervo, whowas the principal at that time,
and what it was like to be anadministrator.
But we want to talk to Kendra alittle bit about what it was
(07:36):
like to be a teacher.
So now remember, she was theteacher at the larger building
and we had a smaller building.
So the larger building hadabout 800 and some Student
students in it, and then thesmaller building had about 250.
So you're talking about two tothree times more teachers in the
larger building that she wasused to working with and large
amount of kids, and then thesmaller building had, you know,
(07:58):
a third of the amount of kidsand a third of the amount of
teachers.
So what was that like, workingwith teachers and personalities
and getting together that youhadn't really worked with before
?
Speaker 3 (08:08):
Okay, I'm gonna go start back maybe a little bit
first, with us just being in abig building, in the building,
big building you know whatimyWith when we were teaching
within that building.
Of course, we're all havingdifferent discipline management
systems.
At that time we're kind of itwas left up to each individual
classroom.
Yes, how you wanted to managethat classroom, you might have
(08:31):
your, you know your basic rulesthat you know should be followed
.
But within that system, evenwithin a grade level, we would
have at least six teachers pergrade level.
So even at a grade level wemight have a different system
and then throughout the building.
So we all kind of did what wethought you know we would do, or
one year might change, or Imight try this kind of thing,
depending on the group.
(08:52):
But again it was kind of allover the place.
I mean it worked for her how itwanted to work in your room, but
as a consistency across thebuilding.
You know how I might thinksomething might be a
disciplinary issue for theoffice or for the principals
might be considered differentfor another person.
Yes so that was even within ourown district or in our big
(09:14):
building.
And then, especially coming inas a new teacher, you're coming
in and it's like, oh my goodness, I'm in charge of, I got to set
up my room, I've got to getsome kind of organization in a
management system, so that'sgoing on.
But we all kind of had but wehad that flow and what our feel
of our building was and how wewould do things.
And Then when we came togetherwith our two schools, now we're
(09:36):
bringing in two different groupsof big building.
When you start to look at asmall building, you're go oh wow
, I didn't know that could workbecause they had different
systems set up that they used,yes, but it was different than
what we had.
And then of course, they it wastrying to mesh those two
together About how can we get ona consistent plan for that,
(09:58):
because some things they weredoing like, oh my gosh, that
would be a great idea.
How would we do it at our biglevel?
You know, so we kind of bring it, brought in those two different
ideas.
The other part is, though we'realso the inconsistency of that,
because we had we had studentsThen mixed from both buildings
in your room and they might beUsed to one system and our group
(10:22):
that might have been used to adifferent system.
Speaker 2 (10:24):
So they had different language even because they
would have different languages,violations, and they did fun
Fridays and we up at the bigbuilding.
Speaker 3 (10:32):
We hadn't done that type of no, we did not have that
, so we did so, even thestudents not only for
expectations expectations andhow you know.
I guess the thing was how do weget you know us on the same
page and our students and Tohave that run smoothly?
Speaker 1 (10:48):
so it you know, it's a big difference between you
know the sizes of our buildings,I think it was, and so, yeah,
there was some frustration thereit may be even coming out of
the big building because we wereall kind of doing our own thing
and we didn't have a system ofbuilding system.
And then we bring in this otherbuilding and they did have a
(11:09):
little bit of a system, orActually a system they did have
it.
Speaker 2 (11:13):
There was only about 12 teachers and they had put a
system together right and we'rekind of looking at, thinking,
wow, that's great.
Speaker 1 (11:19):
How can that happen?
How can?
Speaker 3 (11:20):
that work here.
How can we embrace that too?
Speaker 2 (11:24):
Yes.
Speaker 3 (11:24):
I really liked a lot of the things that they were
doing.
Speaker 1 (11:26):
We were, we just had never done, you know do you
remember specific changes thatyou wanted to make?
Maybe once we were all togetherin this building you know, as
you're seeing some of Feelingsome of the frustration and then
also hearing about their systemDid you see things that you
maybe wanted to change?
Speaker 3 (11:46):
Yeah, I think, like especially with us, and we know
we would meet in our, you know,tbt's as a grade level, which
was very beneficial, with uscoming together as a staff
because we'd worked separately.
Now we're going to be, you know, joining as a team, so it's
very Informative and very goodto talk and see what, you know,
what systems they had, and it'slike oh yeah, we would like to
(12:09):
come up with some kind of rewardsystem that all of our students
you could earn.
You know we would like.
Okay, so what are the steps forearning that reward system?
You?
know, a nice systematic approachand I think that's kind of
where we started talking, atleast at our grade level, to,
you know, come up with trying tobe on the same page.
So all of our fourth gradershad the same expectations.
(12:32):
All of them were being rewarded, you know, or having
consequences that were the same.
It wasn't like, well, they dothis, they do that.
So it was more trying to buildthem as a team and a family
really.
Speaker 2 (12:44):
But as you're saying that, and I understand that and
that's where all of that camefrom, but not every teacher in
the building felt the way youdid.
No, so not everybody was all onboard with someone else telling
them how to do the disciplineand what discipline, like you
know, we had a lot, since peoplehadn't put all their input into
it.
It wasn't, you know you, Icould see you saying, well, I
(13:07):
kind of liked some of the thingsthat they were doing and I'd
like to, but not everybody wassaying that.
Speaker 3 (13:12):
Well, and you, if you think about it, wasn't a whole
building.
Speaker 1 (13:15):
Right, this is just us At the grade level.
Speaker 2 (13:18):
It's just us six teachers at the grade level
talking about these, but we'retalking about the whole building
, which is like four teachers.
That's a whole other issue.
That's a whole different issue.
Speaker 3 (13:27):
You know, for us it's like, but it's still, it's
still give and take.
You know, because you, becauseyou know we have that ownership
of our classroom and we run itthe way you know you can, that
you want to run your classroomand the management.
So it's that give and take.
And I think that conversationgot started some, you know, but
again it was initiated within us.
Speaker 2 (13:49):
You know, nobody is telling us you know, kind of to
do that.
So we have some teachers causethat did happen that are jumping
on with some of these newthings.
Some teachers are just somepeople started fun Friday.
Some people start, you know,but not everybody did so.
Then we've got some doing that,some doing that, and then some
people had differentexpectations as to what should
go to the office.
(14:10):
Some people did not, you know,so they kept it more in their
classroom.
So what, what did you thinkabout that whenever, cause I
remember you were more of aperson that tried to handle a
law in your classroom, but thenwas it like when should I send
them to the like where?
Speaker 3 (14:27):
oh, that was, that was, that was a big, that's a
big thing, cause I guess I cameunder.
Uh, how I came about and how Iam, I'm usually I'm, I'll take
care of the things or my issues,or you know the problems.
I don't want to bother anybodyelse you know kind of.
You know I don't want to makethat someone else's problem.
You know I can handle this, butthere is that fine line of when
(14:50):
do you, you know, make that anissue?
That is this a major discipline?
Is it something bigger than Iam, kind of thing.
And again, then there's a youknow other people had different
personalities or differentstyles.
So that was kind of hard for me, cause I kind of took it as I
need to keep it and solve it inmy classroom, because if I'm not
(15:11):
solving it in my classroommaybe they think I can't handle
it.
Speaker 1 (15:15):
I think a lot of teachers.
You know what I mean.
You know if you were drowning.
Speaker 3 (15:19):
Even if you're drowning, you don't want them to
know you're drowning.
Speaker 1 (15:21):
Yes.
Speaker 3 (15:22):
You know, because you just had that, I should be able
to handle this.
That was you know back thenwhere you know, back on it too.
Speaker 2 (15:29):
But then Diana and I always say this, these one words
you don't know what you don'tknow.
I didn't realize what it wouldbe like to share that.
I'm struggling with this student.
How can we get help for that?
I had the same feelings when Iwas a teacher.
Like you, if I'm not dealingwith this, the administration is
going to look at me as someonewho can't handle this.
(15:51):
My other teachers are evengoing to look at me as someone
who can't handle this, and youknow that's a feeling that you
have as a teacher.
And then you're just like whatdo I do?
What do I do?
What do I do?
What do I do when?
How we've come so far ingetting that help and feeling
that way, but we're gettingahead of ourselves.
This is how do we make thathappen?
(16:11):
And so you're telling us therewas frustrations on what should
we go to the office about?
What shouldn't we go to theoffice about?
He's sending him to the officefor this.
I don't know whether I should.
I don't want the office to bemad at me.
There wasn't any like set planson that yet.
Speaker 1 (16:28):
And you know you were part of the RTI process with us
.
Speaker 3 (16:31):
Yes, from the beginning.
Speaker 1 (16:33):
Yes, so we were beginning to hear about some,
you know, some things that wecould maybe do with with
behavior, but one of the thingsDiane and I were also hearing
about was love and logic at thattime.
And you know.
So we're starting at the RTI,we're starting to hear about
PBIS a little bit and we'rerealizing here in the office
(16:54):
with Michelle Nervo and Dianeand myself that we needed a
common philosophy in thebuilding.
And so we found love and logic.
So we just thought it was awonderful thing and we bought
the books for everyone.
Speaker 2 (17:10):
We bought all the books, every book we could find.
Speaker 1 (17:13):
We thought, you know, if the entire staff reads it,
they'll love it.
And Diane and I will do thelegwork on it and we'll be.
Speaker 2 (17:20):
They won't have to, so we'll just give it to them.
Speaker 1 (17:23):
So what were your thoughts whenever?
Speaker 2 (17:24):
When you were handed that book that summer when, when
Diane and I had done all thisand yeah, and it's okay, you're
not going to hurt our feelingswe said because just a little
caveat on that, PBIS doesn'tgive you a manual.
Speaker 1 (17:40):
Sometimes you want a manual because you think that's
the easiest thing, but at thattime we didn't even know about
PBIS really.
Speaker 2 (17:46):
Yes, so you want something, and so we thought
this love and logic would besomething that we could build it
all on.
So we just said here you go,read this book this summer, and
this is what we're gonna do nextyear.
When do you think about that?
Speaker 3 (18:01):
Well, I'm gonna go two ways on that.
One I'm a rule follower, so Iwill read the book, and you did.
Speaker 2 (18:11):
And I did read the book.
How many people do you think?
What's the percentage?
Speaker 3 (18:15):
I have no idea.
Speaker 2 (18:16):
How many?
Speaker 3 (18:16):
teachers come on you, they talk.
I know my team partner and Idid because that's how we roll
and I will come back to thatbecause I found there was some
good things in that.
Speaker 2 (18:27):
We're not bashing love and logic.
No, because we're bashing, orwe're telling what it's like, to
just put it out there.
Speaker 3 (18:34):
Oh no, not the system , cause actually there was very
good things.
That I guess it's when anytimeyou have something just shoved
at you and says, read this,we're gonna do it.
It's kind of like where's myinput?
What about?
How do you know it's gonna work?
How do you know it's gonna workfor me?
Why are you making decisionsfor my classroom?
Speaker 1 (18:53):
Yes.
Speaker 3 (18:54):
Cause.
Still, it's.
That's where you're at, youknow, with it.
I did read it.
There was some good things init with the language and things
I could use, but to me it againit was gonna be.
Am I using it?
But is someone else gonna useit?
You know it still wasn't that?
Hey, we're all on board withthis.
Because sometimes as soon asyou give something to somebody,
(19:15):
it's like not gonna do it, youknow, because you don't have
that ownership.
Speaker 2 (19:18):
You have to have ownership.
Let's take a minute and talkabout that, Kendra.
So you?
So we, Diane and I have talkedabout this before.
Good teachers have a withit-ness about them.
They make decisions all daylong.
What kind of teacherpersonality did you think you
are?
Speaker 3 (19:33):
I think I, I said I think I am the one that has the
with it-ness, because I mean youhave and I agree with that.
Because, you have to have.
You have to have good, strongmanagement, you have to have
control, you have to be able tosolve problems quickly All day
long, all day long.
Cause every day, every minuteis you never know what's gonna
(19:55):
happen.
Speaker 1 (19:55):
Right.
Speaker 3 (19:56):
But you have to be able to deal with each thing as
it comes along and you have tohave a good background of that
and be able to be flexible.
So with and you have toanticipate incidents or problems
you do.
Speaker 1 (20:10):
There is a lot of anticipation.
Oh, you make a good, good pointthere and make that decision.
Speaker 3 (20:16):
I mean?
I mean you're making splitdecisions, as I'm thinking about
, you know, simple as how am Igoing to pass out my science
materials, or whatever?
I'm already thinking you knowthree steps ahead, if I don't do
this, I can see this going tohappen.
So you kind of got to have thatanticipation of what could work
and what can go wrong withinthat second.
And good teachers have that.
Speaker 2 (20:37):
So I guess our message to all of us because
we've learned we learned thehard way that if we want a
teacher which we do we want awhole staff of them that does
that all day long.
Speaker 1 (20:49):
Yes.
Speaker 2 (20:50):
Then we can't turn around and take that trait away
from them and not have them makedecisions and input on our
strategies and what we're goingto do with behavior management
and what we're going to do inthe classroom.
We can't do that because that'snot the personality they have,
that's not the personality wewant, so we don't want to turn
it around.
And then, because it's notgoing to go over, and it didn't
(21:12):
Right right.
Speaker 1 (21:14):
So yeah it, love and logic.
It's actually a really goodphilosophy.
Speaker 3 (21:18):
There's a lot of good things and you can use it
within the framework of yourdiscipline playing, of how you
deal with situations withstudents when they arise, but
again, it's not like an actualframework or a discipline.
Speaker 1 (21:32):
I don't know how to say like a program.
Speaker 3 (21:35):
It's how to deal with situations, how to prevent
situations, kind of thing.
Speaker 1 (21:40):
It's actually very complimentary to PBIS.
Speaker 3 (21:43):
Oh, I still use a lot of the techniques in that, but
it still wasn't bringing us allon the same page.
And again there's going to bethat pushback too, and I kind of
felt too like okay, so now Ihave to do this, I think I'm
doing okay right as I'm doing it, you know.
So it's kind of that you got tohave that ownership.
Speaker 2 (22:02):
So when I kind of failed and fizzled a little bit
and we decided to call everybodyto that June meeting, why did
you come Cause I wanted to be apart of it and have my voice in
it.
Speaker 1 (22:15):
Absolutely.
I wanted my voice in there.
I want to be part of it, voicewith a choice.
Yes, I wanted.
Speaker 3 (22:21):
I wanted to be a part of it.
I wanted my opinion heard.
You know, I wanted to hearother people's opinion.
And can we find that commonground that we could all work
with?
I love what she just said therebecause she didn't come with.
Speaker 2 (22:36):
This is going to be my stuff, Like I want to do what
I want to do and I want to comehere because I don't want you
to make me do anything different.
That's not why she came.
She came because she wanted tobe a part of making the whole
program.
That would be common and thatis so important.
Being a part of it, not runningit.
Speaker 1 (22:54):
Being a part of it and then so important your voice
having a voice in the wholeprocess.
And I think all 25 otherteachers that came felt the same
way.
You know they wanted, they werevery interested in what we were
going to do.
They wanted their voice heard,they wanted to hear other ideas
and that particular day was, Ithought, just one of the most
(23:16):
productive days, most productivedays of anything my whole
career.
Speaker 3 (23:19):
Right, and you also have to think too.
When we're a building, you know, when our preschool through
five, you know yes you know wehave there's it's a primary and
intermediate.
There's a big difference a lotof times too, and how things
there is a lot of good point,kendra.
It's a big one.
Speaker 2 (23:36):
It's a big one because it's it really is.
Speaker 3 (23:38):
I mean, we know there's some school buildings
that are strictly intermediatebuildings and some are, you know
, pre or, you know, primarybuildings.
We got a building that spansfrom preschool to fifth grade.
How are we going to make thiswork across the grade levels?
So, you know you have to havethat, you know input from every
member of the grade level andsometimes we have to.
You know well, this could workat the primary, but how are we
(24:00):
going to tweak it a little bitbetter here at the intermediate,
or vice versa kind of thing?
Speaker 2 (24:06):
So we had.
We had to have all those great,however many people came, which
we were lucky enough, we hadrepresentation from everyone.
But we made sure and we'regoing to continue to talk about
this and go on with our nextguest next week how we chose,
out of those people and allthose thoughts and feelings,
that core group that then wenton to make this with
(24:26):
representation kindergarten allthe way up, like everybody had
to have a voice, everybody,every grade level, and then they
were in charge of going backand helping their grade level
understand what was going on.
So that was so important.
Speaker 3 (24:39):
Kendra's last comment , and even some of our I know
even a little bit with RTI, whenwe did a little bit of it we
even had our art teacher, ourmusic teacher in our gym because
you know they have.
They handle our childrenoutside of our classroom but
they still have.
You know our part of the systemand the discipline, so that was
important.
Speaker 2 (24:56):
And that's a great thing to say too, because this
system goes into the, thosespecials.
Speaker 1 (25:01):
Into the specials.
Cafeteria cafeteria, yes oureducational aides everyone.
Speaker 2 (25:07):
Well, I think yes.
Thank you so much, kendra, forcoming.
You've been a great guest.
Speaker 1 (25:13):
You have.
I mean, we loved hearing fromyou, and from you, kendra, and
also we would love to hear fromour listeners.
So if you have any comments,we'd love to hear from you.
Email us at PBIS, journey togenius, at gmailcom, and you can
also find us on our schoolwebsite, minerva elementary, so
(25:34):
just look for us.
We are a different platform.
Speaker 2 (25:36):
So we're on Spotify, we're on Apple, we're on
different, but if you just wantto go to Minerva elementary
website, you can click on usright there and listen to our
episodes.
So thank you so much forstaying with us.
On episode five voice with thechoice, I'm Diane Farrell and
I'm Diane rough.
Join us next week on our PBISjourney to genius, when our
episode will be the beginnings,creating the why, thank, you,
(26:00):
thank you, bye.
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:25):
Welcome back.
My name is Diane Farrell andI'm here with Diane Ruff and we
are doing a podcast.
Diane and I have been educatorsfor many, many years.
We've worked together she as aprincipal system principal, me
as a guidance counselor.
Together we have put a PBISsystem together Positive
Behavior Intervention andSupports and we've helped our
(00:47):
school receive many awards andrecognitions.
We are putting a podcasttogether about the beginnings of
that and how we have come alongto this day.
So, hey, Diane, what are wetalking about today?
Speaker 1 (00:57):
Well, today is our fifth episode, which is hard to
believe Because I know twomonths ago we had the idea to do
this.
Speaker 2 (01:05):
We Diane with the one in had the idea and she calls
me up and she says will you dothis?
With me.
Speaker 1 (01:12):
Yes, but I had no idea what I was doing.
Speaker 2 (01:15):
No, we've come a long way in our learning curve.
We have.
Speaker 1 (01:20):
So I need to explain about last week's episode.
If you actually listened tolast week's episode, I apologize
for the audio.
The audio was not the best.
We know that we had some reverbin there some echo, we had some
echo, echo, echo and we triedreally hard to get that out, but
at the end of the day At theend of the day.
We decided to just go for itbecause I felt the message was
(01:41):
still good.
Speaker 2 (01:42):
It was still good, and if you do listen to it, you
start to tune it out after awhile.
So I said to Diane, let's goahead and post it because it was
really good.
It was about the nuts and boltsof PBIS, if you've been
listening to us.
And we kind of got it fromanother teacher we were talking
to who said what is in this forme, like what's a recap, what's
(02:02):
a, before you get into all thenitty gritty.
So we decided to do a littlepodcast about that.
So it is really good in a shortsummary.
So I that's what I told Diane.
I said let's just do it.
Speaker 1 (02:12):
So we did.
So.
I apologize for the audio, butit is one of these things where
we're learning as we go, and soI challenge all of you to always
try to learn something new,because as you're learning
something new, you're going tomake mistakes, but that's all
right because that's how welearned, right.
So I want to bring on KendraPeterson.
She's been a veteran teacherwith us for a lot of years.
(02:32):
Hello there.
So welcome, kendra we're.
We know that you were here atthe start of PBIS.
Speaker 2 (02:39):
We can talk about how long Kendra's been here,
because Kendra and I were on thefirst bus together.
So we we entered this districttogether 36 years ago now and,
yes, we were first year teacherstogether at the same time.
So Kendra has been around avery long time and we are doing
this podcast where two buildingscome together and form a
(03:02):
behavior system.
So that's why this has happened.
So Kendra was at the largebuilding and then she was there
in the trenches when we broughtthose those buildings together.
So that's why we're bringingher expertise today.
But with every podcast, we'vebeen doing something called your
why and your aha.
And if you go back to the verybeginning, diane and I did that.
(03:24):
We were asking each guest to dothat.
Why did you get into education?
What is your why and why didyou stay?
So we're because it's a longtime to stay in one career.
So we're asking Kendra todaywhy did you become a teacher?
Speaker 3 (03:38):
Well, it goes back to when I was, probably when I was
in grade school and all throughthe school years.
I love school.
I loved everything about it myteachers, the learning, the
social part of it.
I'd go home after school andplay school, my friends and I.
And then, like I told them, Ikind of got away from a little
bit when I went more towardshigh school and was looking at
(04:00):
the business end of things.
And then, probably my senioryear of high school, I had a
teacher that said you know,you'd make a great teacher,
that's great.
And so, you know, I kind ofwent back to her Telling her
telling me.
So I kind of went back on thatand thought, you know what I
think I could do this?
So I ended up going to collegeand in my summer job I worked
(04:24):
with kids during the summer andso I was kind of like, oh yeah,
I've got that experience.
So that was kind of thebeginning of officially becoming
a teacher and have loved itever since.
Well, that's great.
Speaker 1 (04:37):
And you know, teachers out there do inspire
People to become teachers, andit sounds like you were also
born to be a teacher because youloved it when you're a little
girl.
Speaker 3 (04:47):
So that's a date in it and stayed in it.
Yep, I loved all my teachersand having teachers tell me that
I could be a teacher.
You know that that reallyboosts your self-esteem and
thinking, hey, I could do thisand we've loved working together
all these years, so you knowthat's a thing too, you know,
staying together as friends,staying at Kendra.
Speaker 2 (05:05):
We raised our kids together and play groups and
stuff, so being friends too.
Speaker 3 (05:10):
So like having a second family.
Speaker 1 (05:12):
Absolutely that's what I've always said.
So what is your aha?
What is that aha moment in yourteaching career?
Speaker 3 (05:19):
actually my, my, probably my first big aha
actually came my first year ofteaching.
I Was teaching first grade.
And you kind of walk in thereand you're just starting out and
you have an empty room andyou're thinking, oh my goodness,
I'm in charge of this wholeroom and little ones and the
whole thing.
Can I do it or not?
and there were some days Iwondered can I do this or not?
(05:41):
And it was probably aboutJanuary and they were.
I look around and we're allsitting there and they've got
their little readers and Ilistened to everybody and
they're actually they're reading, wow, and it was kind of like
that.
Oh, my goodness, I helped themdo that and it was kind of like
that big aha, like I do make adifference and how rewarding it
(06:02):
was and they do rely on me.
Yes, yeah so that was kind oflike my big aha moment that, wow
, I've got a big responsibility.
But what an accomplishment Ihad felt for them and for myself
.
That's great, I love that.
Speaker 2 (06:15):
I know that is great and first grade is so important.
I mean, back in the day youdidn't really start to read like
you do now in kindergarten, sofirst grade was that our first
grade kindergarten's kind of ourfirst grade, now the first
grade, you know.
Speaker 3 (06:29):
So, yeah, when that I just I was just such an
accomplishment.
I thought for them and for meand I thought, wow.
Speaker 1 (06:35):
So that's that is it is amazing to see that reading
process, just you know, happenand again, like all the work you
put in that, sounding out thephonics, the all the stories
read to them and teaching themall the letters and sounds, and
they put it together and theneach grade level that I've
taught, because it seems like Ikeep moving up.
Speaker 3 (06:55):
I'm now up to fourth grade, so I made it, I got, I
got promoted and.
But at each different gradelevel is just you have more aha
moments about just how much morethey can do and what you know
it's just.
I've liked that change too, tohave those different areas to
work in well, now we're gonna goback a little bit in time.
Speaker 2 (07:14):
So Kendra was with us when we took a large building
in a small building and broughtthem together into one larger
building and Last two weeks agothen and the week before that we
talked with Michelle Nervo, whowas the principal at that time,
and what it was like to be anadministrator.
But we want to talk to Kendra alittle bit about what it was
(07:36):
like to be a teacher.
So now remember, she was theteacher at the larger building
and we had a smaller building.
So the larger building hadabout 800 and some Student
students in it, and then thesmaller building had about 250.
So you're talking about two tothree times more teachers in the
larger building that she wasused to working with and large
amount of kids, and then thesmaller building had, you know,
(07:58):
a third of the amount of kidsand a third of the amount of
teachers.
So what was that like, workingwith teachers and personalities
and getting together that youhadn't really worked with before
?
Speaker 3 (08:08):
Okay, I'm gonna go start back maybe a little bit
first, with us just being in abig building, in the building,
big building you know whatimyWith when we were teaching
within that building.
Of course, we're all havingdifferent discipline management
systems.
At that time we're kind of itwas left up to each individual
classroom.
Yes, how you wanted to managethat classroom, you might have
(08:31):
your, you know your basic rulesthat you know should be followed
.
But within that system, evenwithin a grade level, we would
have at least six teachers pergrade level.
So even at a grade level wemight have a different system
and then throughout the building.
So we all kind of did what wethought you know we would do, or
one year might change, or Imight try this kind of thing,
depending on the group.
(08:52):
But again it was kind of allover the place.
I mean it worked for her how itwanted to work in your room, but
as a consistency across thebuilding.
You know how I might thinksomething might be a
disciplinary issue for theoffice or for the principals
might be considered differentfor another person.
Yes so that was even within ourown district or in our big
(09:14):
building.
And then, especially coming inas a new teacher, you're coming
in and it's like, oh my goodness, I'm in charge of, I got to set
up my room, I've got to getsome kind of organization in a
management system, so that'sgoing on.
But we all kind of had but wehad that flow and what our feel
of our building was and how wewould do things.
And Then when we came togetherwith our two schools, now we're
(09:36):
bringing in two different groupsof big building.
When you start to look at asmall building, you're go oh wow
, I didn't know that could workbecause they had different
systems set up that they used,yes, but it was different than
what we had.
And then of course, they it wastrying to mesh those two
together About how can we get ona consistent plan for that,
(09:58):
because some things they weredoing like, oh my gosh, that
would be a great idea.
How would we do it at our biglevel?
You know, so we kind of bring it, brought in those two different
ideas.
The other part is, though we'realso the inconsistency of that,
because we had we had studentsThen mixed from both buildings
in your room and they might beUsed to one system and our group
(10:22):
that might have been used to adifferent system.
Speaker 2 (10:24):
So they had different language even because they
would have different languages,violations, and they did fun
Fridays and we up at the bigbuilding.
Speaker 3 (10:32):
We hadn't done that type of no, we did not have that
, so we did so, even thestudents not only for
expectations expectations andhow you know.
I guess the thing was how do weget you know us on the same
page and our students and Tohave that run smoothly?
Speaker 1 (10:48):
so it you know, it's a big difference between you
know the sizes of our buildings,I think it was, and so, yeah,
there was some frustration thereit may be even coming out of
the big building because we wereall kind of doing our own thing
and we didn't have a system ofbuilding system.
And then we bring in this otherbuilding and they did have a
(11:09):
little bit of a system, orActually a system they did have
it.
Speaker 2 (11:13):
There was only about 12 teachers and they had put a
system together right and we'rekind of looking at, thinking,
wow, that's great.
Speaker 1 (11:19):
How can that happen?
How can?
Speaker 3 (11:20):
that work here.
How can we embrace that too?
Speaker 2 (11:24):
Yes.
Speaker 3 (11:24):
I really liked a lot of the things that they were
doing.
Speaker 1 (11:26):
We were, we just had never done, you know do you
remember specific changes thatyou wanted to make?
Maybe once we were all togetherin this building you know, as
you're seeing some of Feelingsome of the frustration and then
also hearing about their systemDid you see things that you
maybe wanted to change?
Speaker 3 (11:46):
Yeah, I think, like especially with us, and we know
we would meet in our, you know,tbt's as a grade level, which
was very beneficial, with uscoming together as a staff
because we'd worked separately.
Now we're going to be, you know, joining as a team, so it's
very Informative and very goodto talk and see what, you know,
what systems they had, and it'slike oh yeah, we would like to
(12:09):
come up with some kind of rewardsystem that all of our students
you could earn.
You know we would like.
Okay, so what are the steps forearning that reward system?
You?
know, a nice systematic approachand I think that's kind of
where we started talking, atleast at our grade level, to,
you know, come up with trying tobe on the same page.
So all of our fourth gradershad the same expectations.
(12:32):
All of them were being rewarded, you know, or having
consequences that were the same.
It wasn't like, well, they dothis, they do that.
So it was more trying to buildthem as a team and a family
really.
Speaker 2 (12:44):
But as you're saying that, and I understand that and
that's where all of that camefrom, but not every teacher in
the building felt the way youdid.
No, so not everybody was all onboard with someone else telling
them how to do the disciplineand what discipline, like you
know, we had a lot, since peoplehadn't put all their input into
it.
It wasn't, you know you, Icould see you saying, well, I
(13:07):
kind of liked some of the thingsthat they were doing and I'd
like to, but not everybody wassaying that.
Speaker 3 (13:12):
Well, and you, if you think about it, wasn't a whole
building.
Speaker 1 (13:15):
Right, this is just us At the grade level.
Speaker 2 (13:18):
It's just us six teachers at the grade level
talking about these, but we'retalking about the whole building
, which is like four teachers.
That's a whole other issue.
That's a whole different issue.
Speaker 3 (13:27):
You know, for us it's like, but it's still, it's
still give and take.
You know, because you, becauseyou know we have that ownership
of our classroom and we run itthe way you know you can, that
you want to run your classroomand the management.
So it's that give and take.
And I think that conversationgot started some, you know, but
again it was initiated within us.
Speaker 2 (13:49):
You know, nobody is telling us you know, kind of to
do that.
So we have some teachers causethat did happen that are jumping
on with some of these newthings.
Some teachers are just somepeople started fun Friday.
Some people start, you know,but not everybody did so.
Then we've got some doing that,some doing that, and then some
people had differentexpectations as to what should
go to the office.
(14:10):
Some people did not, you know,so they kept it more in their
classroom.
So what, what did you thinkabout that whenever, cause I
remember you were more of aperson that tried to handle a
law in your classroom, but thenwas it like when should I send
them to the like where?
Speaker 3 (14:27):
oh, that was, that was, that was a big, that's a
big thing, cause I guess I cameunder.
Uh, how I came about and how Iam, I'm usually I'm, I'll take
care of the things or my issues,or you know the problems.
I don't want to bother anybodyelse you know kind of.
You know I don't want to makethat someone else's problem.
You know I can handle this, butthere is that fine line of when
(14:50):
do you, you know, make that anissue?
That is this a major discipline?
Is it something bigger than Iam, kind of thing.
And again, then there's a youknow other people had different
personalities or differentstyles.
So that was kind of hard for me, cause I kind of took it as I
need to keep it and solve it inmy classroom, because if I'm not
(15:11):
solving it in my classroommaybe they think I can't handle
it.
Speaker 1 (15:15):
I think a lot of teachers.
You know what I mean.
You know if you were drowning.
Speaker 3 (15:19):
Even if you're drowning, you don't want them to
know you're drowning.
Speaker 1 (15:21):
Yes.
Speaker 3 (15:22):
You know, because you just had that, I should be able
to handle this.
That was you know back thenwhere you know, back on it too.
Speaker 2 (15:29):
But then Diana and I always say this, these one words
you don't know what you don'tknow.
I didn't realize what it wouldbe like to share that.
I'm struggling with this student.
How can we get help for that?
I had the same feelings when Iwas a teacher.
Like you, if I'm not dealingwith this, the administration is
going to look at me as someonewho can't handle this.
(15:51):
My other teachers are evengoing to look at me as someone
who can't handle this, and youknow that's a feeling that you
have as a teacher.
And then you're just like whatdo I do?
What do I do?
What do I do?
What do I do when?
How we've come so far ingetting that help and feeling
that way, but we're gettingahead of ourselves.
This is how do we make thathappen?
(16:11):
And so you're telling us therewas frustrations on what should
we go to the office about?
What shouldn't we go to theoffice about?
He's sending him to the officefor this.
I don't know whether I should.
I don't want the office to bemad at me.
There wasn't any like set planson that yet.
Speaker 1 (16:28):
And you know you were part of the RTI process with us
.
Speaker 3 (16:31):
Yes, from the beginning.
Speaker 1 (16:33):
Yes, so we were beginning to hear about some,
you know, some things that wecould maybe do with with
behavior, but one of the thingsDiane and I were also hearing
about was love and logic at thattime.
And you know.
So we're starting at the RTI,we're starting to hear about
PBIS a little bit and we'rerealizing here in the office
(16:54):
with Michelle Nervo and Dianeand myself that we needed a
common philosophy in thebuilding.
And so we found love and logic.
So we just thought it was awonderful thing and we bought
the books for everyone.
Speaker 2 (17:10):
We bought all the books, every book we could find.
Speaker 1 (17:13):
We thought, you know, if the entire staff reads it,
they'll love it.
And Diane and I will do thelegwork on it and we'll be.
Speaker 2 (17:20):
They won't have to, so we'll just give it to them.
Speaker 1 (17:23):
So what were your thoughts whenever?
Speaker 2 (17:24):
When you were handed that book that summer when, when
Diane and I had done all thisand yeah, and it's okay, you're
not going to hurt our feelingswe said because just a little
caveat on that, PBIS doesn'tgive you a manual.
Speaker 1 (17:40):
Sometimes you want a manual because you think that's
the easiest thing, but at thattime we didn't even know about
PBIS really.
Speaker 2 (17:46):
Yes, so you want something, and so we thought
this love and logic would besomething that we could build it
all on.
So we just said here you go,read this book this summer, and
this is what we're gonna do nextyear.
When do you think about that?
Speaker 3 (18:01):
Well, I'm gonna go two ways on that.
One I'm a rule follower, so Iwill read the book, and you did.
Speaker 2 (18:11):
And I did read the book.
How many people do you think?
What's the percentage?
Speaker 3 (18:15):
I have no idea.
Speaker 2 (18:16):
How many?
Speaker 3 (18:16):
teachers come on you, they talk.
I know my team partner and Idid because that's how we roll
and I will come back to thatbecause I found there was some
good things in that.
Speaker 2 (18:27):
We're not bashing love and logic.
No, because we're bashing, orwe're telling what it's like, to
just put it out there.
Speaker 3 (18:34):
Oh no, not the system , cause actually there was very
good things.
That I guess it's when anytimeyou have something just shoved
at you and says, read this,we're gonna do it.
It's kind of like where's myinput?
What about?
How do you know it's gonna work?
How do you know it's gonna workfor me?
Why are you making decisionsfor my classroom?
Speaker 1 (18:53):
Yes.
Speaker 3 (18:54):
Cause.
Still, it's.
That's where you're at, youknow, with it.
I did read it.
There was some good things init with the language and things
I could use, but to me it againit was gonna be.
Am I using it?
But is someone else gonna useit?
You know it still wasn't that?
Hey, we're all on board withthis.
Because sometimes as soon asyou give something to somebody,
(19:15):
it's like not gonna do it, youknow, because you don't have
that ownership.
Speaker 2 (19:18):
You have to have ownership.
Let's take a minute and talkabout that, Kendra.
So you?
So we, Diane and I have talkedabout this before.
Good teachers have a withit-ness about them.
They make decisions all daylong.
What kind of teacherpersonality did you think you
are?
Speaker 3 (19:33):
I think I, I said I think I am the one that has the
with it-ness, because I mean youhave and I agree with that.
Because, you have to have.
You have to have good, strongmanagement, you have to have
control, you have to be able tosolve problems quickly All day
long, all day long.
Cause every day, every minuteis you never know what's gonna
(19:55):
happen.
Speaker 1 (19:55):
Right.
Speaker 3 (19:56):
But you have to be able to deal with each thing as
it comes along and you have tohave a good background of that
and be able to be flexible.
So with and you have toanticipate incidents or problems
you do.
Speaker 1 (20:10):
There is a lot of anticipation.
Oh, you make a good, good pointthere and make that decision.
Speaker 3 (20:16):
I mean?
I mean you're making splitdecisions, as I'm thinking about
, you know, simple as how am Igoing to pass out my science
materials, or whatever?
I'm already thinking you knowthree steps ahead, if I don't do
this, I can see this going tohappen.
So you kind of got to have thatanticipation of what could work
and what can go wrong withinthat second.
And good teachers have that.
Speaker 2 (20:37):
So I guess our message to all of us because
we've learned we learned thehard way that if we want a
teacher which we do we want awhole staff of them that does
that all day long.
Speaker 1 (20:49):
Yes.
Speaker 2 (20:50):
Then we can't turn around and take that trait away
from them and not have them makedecisions and input on our
strategies and what we're goingto do with behavior management
and what we're going to do inthe classroom.
We can't do that because that'snot the personality they have,
that's not the personality wewant, so we don't want to turn
it around.
And then, because it's notgoing to go over, and it didn't
(21:12):
Right right.
Speaker 1 (21:14):
So yeah it, love and logic.
It's actually a really goodphilosophy.
Speaker 3 (21:18):
There's a lot of good things and you can use it
within the framework of yourdiscipline playing, of how you
deal with situations withstudents when they arise, but
again, it's not like an actualframework or a discipline.
Speaker 1 (21:32):
I don't know how to say like a program.
Speaker 3 (21:35):
It's how to deal with situations, how to prevent
situations, kind of thing.
Speaker 1 (21:40):
It's actually very complimentary to PBIS.
Speaker 3 (21:43):
Oh, I still use a lot of the techniques in that, but
it still wasn't bringing us allon the same page.
And again there's going to bethat pushback too, and I kind of
felt too like okay, so now Ihave to do this, I think I'm
doing okay right as I'm doing it, you know.
So it's kind of that you got tohave that ownership.
Speaker 2 (22:02):
So when I kind of failed and fizzled a little bit
and we decided to call everybodyto that June meeting, why did
you come Cause I wanted to be apart of it and have my voice in
it.
Speaker 1 (22:15):
Absolutely.
I wanted my voice in there.
I want to be part of it, voicewith a choice.
Yes, I wanted.
Speaker 3 (22:21):
I wanted to be a part of it.
I wanted my opinion heard.
You know, I wanted to hearother people's opinion.
And can we find that commonground that we could all work
with?
I love what she just said therebecause she didn't come with.
Speaker 2 (22:36):
This is going to be my stuff, Like I want to do what
I want to do and I want to comehere because I don't want you
to make me do anything different.
That's not why she came.
She came because she wanted tobe a part of making the whole
program.
That would be common and thatis so important.
Being a part of it, not runningit.
Speaker 1 (22:54):
Being a part of it and then so important your voice
having a voice in the wholeprocess.
And I think all 25 otherteachers that came felt the same
way.
You know they wanted, they werevery interested in what we were
going to do.
They wanted their voice heard,they wanted to hear other ideas
and that particular day was, Ithought, just one of the most
(23:16):
productive days, most productivedays of anything my whole
career.
Speaker 3 (23:19):
Right, and you also have to think too.
When we're a building, you know, when our preschool through
five, you know yes you know wehave there's it's a primary and
intermediate.
There's a big difference a lotof times too, and how things
there is a lot of good point,kendra.
It's a big one.
Speaker 2 (23:36):
It's a big one because it's it really is.
Speaker 3 (23:38):
I mean, we know there's some school buildings
that are strictly intermediatebuildings and some are, you know
, pre or, you know, primarybuildings.
We got a building that spansfrom preschool to fifth grade.
How are we going to make thiswork across the grade levels?
So, you know you have to havethat, you know input from every
member of the grade level andsometimes we have to.
You know well, this could workat the primary, but how are we
(24:00):
going to tweak it a little bitbetter here at the intermediate,
or vice versa kind of thing?
Speaker 2 (24:06):
So we had.
We had to have all those great,however many people came, which
we were lucky enough, we hadrepresentation from everyone.
But we made sure and we'regoing to continue to talk about
this and go on with our nextguest next week how we chose,
out of those people and allthose thoughts and feelings,
that core group that then wenton to make this with
(24:26):
representation kindergarten allthe way up, like everybody had
to have a voice, everybody,every grade level, and then they
were in charge of going backand helping their grade level
understand what was going on.
So that was so important.
Speaker 3 (24:39):
Kendra's last comment , and even some of our I know
even a little bit with RTI, whenwe did a little bit of it we
even had our art teacher, ourmusic teacher in our gym because
you know they have.
They handle our childrenoutside of our classroom but
they still have.
You know our part of the systemand the discipline, so that was
important.
Speaker 2 (24:56):
And that's a great thing to say too, because this
system goes into the, thosespecials.
Speaker 1 (25:01):
Into the specials.
Cafeteria cafeteria, yes oureducational aides everyone.
Speaker 2 (25:07):
Well, I think yes.
Thank you so much, kendra, forcoming.
You've been a great guest.
Speaker 1 (25:13):
You have.
I mean, we loved hearing fromyou, and from you, kendra, and
also we would love to hear fromour listeners.
So if you have any comments,we'd love to hear from you.
Email us at PBIS, journey togenius, at gmailcom, and you can
also find us on our schoolwebsite, minerva elementary, so
(25:34):
just look for us.
We are a different platform.
Speaker 2 (25:36):
So we're on Spotify, we're on Apple, we're on
different, but if you just wantto go to Minerva elementary
website, you can click on usright there and listen to our
episodes.
So thank you so much forstaying with us.
On episode five voice with thechoice, I'm Diane Farrell and
I'm Diane rough.
Join us next week on our PBISjourney to genius, when our
episode will be the beginnings,creating the why, thank, you,
(26:00):
thank you, bye.
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