February 22, 2025 • 26 mins
Host Dr. Teresa A. Smith, Dr. TAS welcomes Dr. William S. Hesse, Assistant Principal Matthew Gilbert, and Teacher Diana Leivas to discuss Transforming School Success, revealing how noticing a need for structure during unstructured student time led to the creation of the SOAR program and decreased student discipline referrals (Part 2).
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Now, what's Can you give me a short example of
what a movement learning break may look like the reason
why I wanted you to give me just an example
is because we all we have a learning styles, and
I think sometimes as educator, we forget that students do
have different learning styles and to be able to move
(00:21):
that can a static even if that's not my primary
learning style. Sometimes I have to disconnect and you call
it that break. If I'm having that mental break and
I'm doing something that requires movement, then I get to reset.
And so if you can share just an example that
someone listening can then take and utilize in their classroom
(00:42):
because they may not have thought about, oh, when I
give the student the break, let it be a movement
break versus just you know, I'm letting them have a break,
and they could still be doing something that's not really movement.
Speaker 2 (00:54):
But if you can share an example with.
Speaker 3 (00:56):
Us, if again, if this is sounds good to the group,
but I can kind of set it up from the
you know, how we set it up, and then you
could hear from the actual teacher that had it embedded,
and the administrator having the feedback from the teachers or
is happening might be a very impactful approach. If that's
okay with everybody, Yes, all right, sounds good. So we
(01:18):
basically have three levels when it comes to movement driven learning,
and that's also in the Healthy Learning Culture's Guide. But
level one is just a standard brain break, typically one
to five minutes. It's not academic focus, but still classroom management.
Like you heard miss Levis say they have a break.
It could be anything from like I saw them do
(01:41):
a heads up seven up in third grade.
Speaker 4 (01:44):
They did standing paper.
Speaker 3 (01:45):
Rock scissors in fifth grade. Our student athletes have come
in and introduced themselves and the classroom just like erupted
in cheers and celebrations and connectivity. But getting to pause
for a moment at that level one was great. And
then they came back the next week at a level two,
which we call energizers, and that's where we met with
(02:06):
the classroom teacher.
Speaker 4 (02:08):
And asked them what they were teaching that day.
Speaker 3 (02:11):
So we had a history lesson, a science lesson, in
a math lesson, and so then our students and the
teacher would get together and create a three to five
minute brain break. But it was level two, meaning we
included math into the activity. So an example would be
like math gymn math gymnastics, or.
Speaker 4 (02:32):
Like social studies.
Speaker 3 (02:33):
We did like a answer a question and you got
to shoot a basket with trash.
Speaker 4 (02:39):
On the floor called the trashketball.
Speaker 3 (02:41):
Very creative things, but the kids got to reinforce their
learning while doing a physical activity at the same time.
Speaker 4 (02:48):
And then the last level is which we haven't done yet.
Speaker 3 (02:51):
Here in these classes, but the last level for educators
would be how to make a fully integrated lesson plan
including movement driven learning.
Speaker 4 (03:01):
With level one and level two opportunities.
Speaker 3 (03:03):
And so, mister Gilbert, you want to take it from
here or mislead us as a teacher or administrator, But
that's kind of the setup for as the professor is
designing it, and here comes the implementation, which is amazing.
Speaker 5 (03:20):
I think from my perspective, what we did is we
looked at classrooms and we targeted classrooms that needed support
and both working with our teachers as well as our students,
because when you're looking at a grade three and a
grade five, those are opportunities for them to start to
build the idea of how to not only manage your classroom,
(03:41):
but manage your classroom effectively. So it's not just they're
taking a break, put your head down and relax for
ten minutes.
Speaker 6 (03:48):
It's they're actually getting something out of it.
Speaker 5 (03:51):
And one of the moments that I shared with the group,
they were in a fifth grade class and.
Speaker 6 (03:58):
The student and doctor he and I shared a moment
with this.
Speaker 5 (04:03):
One of the students said, asked the question and said,
what was your favorite part of being here?
Speaker 6 (04:08):
And he said you.
Speaker 5 (04:10):
And I was like, that's it, game over that you
just you hailed it, like, I mean, that's the reason why.
Speaker 6 (04:15):
We do all the things that we're doing. I mean,
that's the that's the home run.
Speaker 1 (04:19):
Uh.
Speaker 6 (04:19):
And it wasn't It wasn't staged, it wasn't planned.
Speaker 5 (04:23):
The kid asked the Ottawa student and to me that
everything that we're doing made sense right there.
Speaker 2 (04:32):
Oh, that is so impactful, Matthews.
Speaker 1 (04:35):
To have the students say you, you know, I don't
know what the teacher's dreams are, but I would think
that that would be every teacher's dream. When you asked
your student, you know, what was the most your favorite
part of today? What was the most impactful thing that
you've learned this week? And you say you were the
most impactful. And the fact that you're the person that
taught me. I mean, you can't ask for anything more.
Speaker 6 (04:59):
And that's just.
Speaker 2 (05:01):
Yeah, and and and and and I can see.
Speaker 1 (05:05):
That, you know, and I can see with the levels
and then, as Shane said, when you get to that level,
I'm gonna call it three, where you're integrating movement driven
learning into that lesson plan, it's almost like you can't
lose because you you have sort of systematically gotten the
(05:26):
student accustomed to that component and it's like now it's
like a sponge.
Speaker 2 (05:31):
I want more of it.
Speaker 1 (05:32):
And you couple that with the true academics that teachers
are having to teach, the students will be tested upon,
and it's a win win absolutely. So you know, our
time is almost up. But now, Diana, I've been waving
to everybody, thank you everyone for joining me. I can't
(05:55):
do the names today because I've got a whole lundry list,
but we do appreciate your joining us. And I know
some are here supporting who are probably source athletes, student
athletes who are actually.
Speaker 2 (06:08):
Working in Hello.
Speaker 1 (06:10):
And I got a couple of people in Jacqueline Uh,
Jacqueline P two has joined us, and Adrian Dabasta Uh
and some of you may be teachers. Some of you
may be parents who are also trying to gather this
information because you know how important it is for our
(06:30):
students to be successful and for our schools to be healthy.
And again, as I said earlier, it takes everyone to
be a part of that village and build that quill
that's going to support our students.
Speaker 2 (06:42):
So for those students.
Speaker 1 (06:46):
No, my question is shifting for those teachers who did
not come with either your experience having worked in a
SORE program and working in the schools last year as
a student athlete, and now you're a first year teacher.
Their first year teachers who are going to listen to this.
I can think of one that I know who's related.
Speaker 2 (07:07):
To me that are going to listen to this.
Speaker 1 (07:10):
What piece of advice would you give them as it
relates to incorporating the movement driven learning into their classroom.
Maybe they can't do it every day, but at least
once or twice, So what advice would you give them?
Speaker 7 (07:29):
Start small, I mean, we can always do level one
brain break. Get the kids out of their seat, I
mean all day the students are sitting in their seats,
and movement, I mean, studies show that movement drives cognitive function.
So it's very important that some way, at least if
it's once a week, to implement students getting out of
(07:49):
their seats and getting that movement in.
Speaker 1 (07:56):
So it is, you know, just incorporated. And I was
thinking about shame with the I think you said social studies,
and I was thinking about math, and I was thinking
about different ways that you could actually have the students
up depend upon what the lesson is. Certainly and social studies,
they could be acting out a component of the lesson.
(08:18):
And even with mathematics, you know, sometimes we use manipulatives
to help them to learn a concept. They could become
the manipulative, you know, But we have to think outside
the box because if they're the manipulative for a component,
then that means they're moving. But as you said, studies
show that movement does correlate.
Speaker 2 (08:39):
With increased learning.
Speaker 1 (08:41):
So we just have to think outside the box. And
what I'm also getting from you is that when you
say start small for.
Speaker 2 (08:47):
Teachers, first year teachers, they're on a learning curve.
Speaker 1 (08:51):
They're not gonna know everything, but you know, you know,
stay encouraged, look for resources that can support what they're Also,
as we as we come to a close. I'm gonna
give each of you an opportunity to leave some parting
(09:15):
words with our audience about any challenges that they may
perceive and how they can address those challenges. You know,
as Matthew's already said as related to his school, he
had the data and once the SORE program was implemented,
he had the after did the data after the program
(09:37):
was being implemented, and he could show those at the
school that the program was making an impact, and the
teachers knew that it was making an impact because.
Speaker 2 (09:45):
They could see it. But again again, you.
Speaker 1 (09:49):
Know, sometimes it's a challenge to make change and change
occurs slow. Matthew, you hear it at what you didn't
hear it, but you basically indicated you had two principles,
two different press that this program has been implemented under. Well, yeah,
if i'm the new principal, if you can show me
the data, I'm like, yes, we're going to keep this program.
But I'm data driven and most people are. But again,
(10:13):
it was a program that I didn't bring there, and
sometimes people are not as open to continuing something.
Speaker 2 (10:20):
So I want each of you to.
Speaker 1 (10:23):
Think about from your perspective. Shane, you're at the university level.
You know, now you're a first year teacher, Diana, and
you're an administrator, Matthew. People are thinking, I want to
do this, but how do I do it? Because they're
thinking about all the challenges to being able to get
something like this implemented at their school.
Speaker 2 (10:43):
I want you each to give them a piece of
advice about how it can work.
Speaker 1 (10:47):
And I know that you guys are going to offer
your services because I'm gonna give you an opportunity to tell.
Speaker 2 (10:51):
Them how they can contact you at the end.
Speaker 1 (10:54):
But what you can do, what they can do at
this moment in time, just to get started.
Speaker 2 (10:59):
So I'm going to start.
Speaker 4 (11:00):
What are you saying, Gilbert started out.
Speaker 3 (11:05):
I think if that's okay with you, yes, sir, I'll
close it up.
Speaker 4 (11:09):
Okay, okay, yeah.
Speaker 5 (11:10):
I think just what I would say, and Diana's kind
of mentioned it too, is start small and then just
make sure you're tracking all the information that you need.
I think it's a it's an opportunity to collaborate, and
it's an opportunity to there's a challenge regardless. There's a
challenge if you're facing discipline. There's a challenge if you're
facing mentorship, especially at the K eight level. My dream
(11:32):
and aspiration and my vision is to make an impact
with each and every student.
Speaker 6 (11:37):
But I can't do it alone.
Speaker 5 (11:39):
Bringing in the University of Ottawa and working with student
athletes like Diana and then having the opportunity to now
bring her in as a teacher.
Speaker 6 (11:48):
I mean, she's just she's amazing.
Speaker 5 (11:50):
And having the opportunity I wouldn't have had that opportunity
if Sore wasn't there and having There's so many layers
to how this can be successful, and it's not selfishly.
It is for me the discipline side, the positive communication,
the positive all the positive things that come from it.
But the benefits are now I get to work with
(12:12):
misleave Us every day as a as a classroom teacher.
We have another University Autawa student that we've hired on
as a teacher. We have a number that are going
to do like internships for athletics, so there is a
benefit for the university as well. And bringing in young
student athletes to make an impact is what I'm here for.
And looking at the bigger picture and the vision and
(12:34):
you know, just like you said, with targeted goals in school,
things that you need to your CIP and the continuous
improvement program. You are going to hit those goals by
working with organizations like this, and that's what I would
always look at, the bigger picture and the bigger value
that you're getting. Yes, there are challenges, but there are
(12:56):
strategies and ways that it can work. And we are
living proof that it is working.
Speaker 2 (13:03):
Thank you, Matthew.
Speaker 1 (13:04):
And you are living proof because you're in year two
of implementing the soil program at your school and the
student dad is showing that it is successful. So I
know that you're going to continue to implement it. And guys,
this is an example it can make a difference, and
he is in his second year of implementation.
Speaker 2 (13:21):
Diana, like I.
Speaker 7 (13:24):
Said, I think it's really important to start small for
those teachers. And two, by starting small, you can you
can play music and get them out of their seats.
You can and we can go to level two and
we can integrate our learning into it and make like
(13:46):
like in my class or how to bowl, and they
had we had two lines and we did like a
multiplication problem, so whoever answered first got to take a
chance to hit the target.
Speaker 2 (13:55):
So it's like being creative.
Speaker 7 (13:57):
And trying to think of how can I get my
students out of SEE while also incorporating learning.
Speaker 6 (14:04):
I know it's not easy.
Speaker 7 (14:07):
Or it's not really possible for those other schools to
get college students out as easy as we are now.
But I think really showing examples of maybe like college
students and really exposing students to accomplished athletes and people
(14:29):
in life, I think that's that's really inspiring and motivating
for students.
Speaker 1 (14:36):
And you know what I'm hearing there is there's always resources.
We may have to think a little bit harder because,
as you said, everybody won't have a university that's that
close to them. I think about where my where my
parents actually live. We have a community college, but we
don't have a university that's close to us. But it
doesn't mean that the teachers in my home school system
(14:58):
can't be created. They can bring in former educators that
may have retired to help do some things to support
what they're doing. I love the example you gave about
using the ball to hit the target when you're learning multiplications.
And we know that multiplication tables are so important and
the way that students learn them now so totally different
(15:18):
from how I learned them, but I want them to
learn them the way I learned them. But that's doctor
Tar's being old, I guess. But at least I want
them to know it because it's so important, you know.
So I like that you are sharing some practical strategies
that teachers, whether they're new teachers or teachers or novelg teachers,
I should say, are their veteran teachers. They can implement
(15:40):
it slowly but surely, starting small. And who would think, Oh,
use the ball. If I get my multiplication and this
is what I'm interpreted what you said. If I get
my multiplication answer correct, I get to throw the ball
at a target.
Speaker 2 (15:52):
Oh that you know, everybody want to throw the ball.
I don't know what the target is. That everybody want
to throw the ball. So that is a really good
right for teach us to utilize.
Speaker 1 (16:02):
Thank you so much, Diana jan I'm doing it to
you now.
Speaker 4 (16:08):
All right, I'll close this up.
Speaker 3 (16:11):
First thing from my lens is the trust I had
in my students, like missus Lavis, and there was eleven
others in that classroom.
Speaker 4 (16:19):
We call them the ogs.
Speaker 3 (16:22):
A sore that they we all collaborated together to put
this in motion. So trust is a huge thing. They
have to have trust in me and vice versa. But
then we have to take it to mister Gilbert's school, right,
and I've never met him before, so that trust became.
Just like we do an education, we make connections before
(16:45):
we deliver content.
Speaker 4 (16:47):
The same thing happened here.
Speaker 3 (16:48):
We built relationships and these relationships will will persevere for
a long long time. But that trust in the administration
the students.
Speaker 4 (17:00):
Has gone a long way.
Speaker 3 (17:02):
Be flexible besides the trust, be flexible and open to
creative mindsets to be able to put this together. Find
the place in your community. The three of us are
open to help guide your specific school or college or
or community center, whatever you have to help kind of
keep this going. But we I also had to trust
(17:26):
my the deans of our college, and they got to
come out and see it firsthand. And so next week
we're presenting to the entire educational community of all three
of our campuses, and we're going to be doing a
similar thing to show that this can be done with
the trust, the communication, and the flexibility and creative creative mindsets.
Speaker 4 (17:49):
And you guys know that if.
Speaker 3 (17:51):
You don't have a junior college or a main college nearby, you.
We have a lot more flexibility at the college level
than the high school settings, but there are opportunity and
we can help kind of make those connections to promote
a healthier future. I think just I'd close it like this.
The second most impactful thing that I shared today was
(18:13):
miss Leavis's story, and that was she was a student
in my classroom. We trusted each other, we created a program.
She reached out to mister Gilbert, the three of us
got together, we created a program, and we implemented that program.
Speaker 4 (18:33):
She then got a job at.
Speaker 3 (18:34):
That school after she graduated and is now implementing the
program into her class classroom that she started a program at.
And for me to share that story with any educator
at any level, it just hits home and fills our
heart tanks. And I want to celebrate the students in
(18:55):
my classroom currently the eighty that we are out there
grinding what we started and now three point zero and
helping children disabilities and helping in administration and sports programs
in the recess, to our original twelve ogs in the classroom,
to the administration at Kingswood and their district personnel that
(19:15):
have gotten together to help with extra fingerprint clearance and
volunteer badges and everything else, and the deans of my
college to be able to put all this together. I
just truly it's a blessing and I appreciate everybody, and
thank you doctor Toss for bringing us all together.
Speaker 1 (19:31):
Oh absolutely, absolutely, Shane. And you know, I'm just smiled,
like like I'm a parent of all of this because
you know, when you think about all the moving parts,
but you guys did it, and so I want the
audience to understand it could be done because there was
a lot of layers that you guys had to move
through in order to make a recess accessible for everyone.
(19:53):
You understood the portus of the community. You got all
of these different communities really to come together. You've got
the college community, You've got the student athletes, You've got
the school, you got the parents and every community within
that school to come together, and the district to come
together and to make this happen. Because we know it's
no simple feat to get through the fingerprinting process and
(20:16):
getting the background clears, because that is so.
Speaker 2 (20:18):
Important now, but you guys did it.
Speaker 1 (20:21):
And what you've done is through this whole process, you
created a culture where stakeholders understand the importance of movement
as it relates to students. Whole body will being as
well as that whole channel, and you're making a difference
(20:42):
one student at a time and one school at a time,
and now we got two schools that we're making a
difference in. So my thing is kudos to all of
you and for the store members that have joined me,
because I know some are STRE members. I saw that
when Diana was Diana was speaking to some of them
when we first started. Thank you so much for coming
(21:04):
and supporting Diana. Doctor Hessey to you guys, and mister
Gilbert to you guys. Thank you so much for supporting
them because the work that you're doing is so important,
So kudos to you guys.
Speaker 2 (21:17):
Also they have they are a few family members that
I have fem named in here too.
Speaker 1 (21:22):
Thank you for supporting your family member who's been on
my show today and those who just come out and
support me all the time. I saw your names there too.
Thank you so much for joining me today. Now I'm
going to give each of my guests an opportunity to
tell you guys how you can contact them, because they
got a.
Speaker 2 (21:41):
Wealth of information and they want.
Speaker 1 (21:44):
To make sure that students are being successful, not just
in Arizona but across the country, and they are open
to helping you to be successful in your school.
Speaker 2 (21:53):
So I'm gonna.
Speaker 1 (21:53):
Start with Diana and then I'm gonna go to Matthew,
and then I'm gonna let Shane tell us how folks
can contact him.
Speaker 7 (22:00):
Yeah, so you can contact me by my email. My
email is Diana leave us seven at gmail dot com.
And I'm open to any questions that you guys may have.
Speaker 2 (22:09):
Thank you, Diana.
Speaker 5 (22:11):
Mister Gilbert happy to reach out anybody has any questions, anything.
Speaker 6 (22:17):
I can do to support.
Speaker 5 (22:18):
I'm super big and growing all the things that we
are doing, and mentorship and leadership is something that our
youth needs more than ever. Now you can reach me
at Matthew Gilbert at dice art dot org. Don't hesitate
to reach me out through Instagram, and then I'll turn
it over to doctor Hesse and close us out.
Speaker 4 (22:40):
Sounds good, Thank you, guys.
Speaker 3 (22:42):
I do want to leave us with one thing too,
and then I'll give you the website you guys can
go to. One thing we forgot to mention is Kingswood
Elementary has a program.
Speaker 4 (22:53):
It's called the Shield Program.
Speaker 3 (22:55):
And so positive intervention, positive behavior interventions. They get a
car for things that students do well well if they
receive a card. We've connected him, mister Gilbert, myself and
some of my students have connected him with the head
coaches at the college. So those students get to go
to our college games and thank you to our athletic
(23:15):
director and everyone else, they get to go to those
schools college games baseball, football, volleyball we've had so far
for free and to take their parents and community. We've
put up Kingswood Elementary on the JumboTron at the school
game for baseball. So it really has come full circle
on a very embracing each other's community. And if you
(23:37):
guys would like to know more, we are writing a
book on this, so that will be coming out to
stay tuned. But we do have that in our Healthy
Learning Culture's Guide and you can find that in my
contact information on Healthy Learningcultures dot org. So it's Healthy
Learningcultures dot org.
Speaker 1 (23:59):
Well, that was a good note to leave us on, Shane,
and thank you for everyone who's still joining us. And Nana,
I'm gonna mispronounce all this, Nana, I'm just gonna say
Nana she said, very impressive.
Speaker 2 (24:12):
Word keep it up.
Speaker 3 (24:15):
You know.
Speaker 1 (24:15):
That's I remember remember when I worked in my first
job in council was in an alternative school, and I
was amazed that students hadn't traveled from one city to
the next. And I took took the student to the
(24:36):
University of North Carolina at Chapel Hill. They've never they'd
never been to Chapel Hill, and Chapel Hill was probably
like thirty minutes away. And so when you talk about
the students being able to go to the college campus
and see the games and the names and their.
Speaker 2 (24:51):
Schools up on the you know, the Negatron, that is.
Speaker 1 (24:54):
So impactful because you're changing those kids' lives, you're changing
the lives.
Speaker 2 (24:59):
Of those parents.
Speaker 1 (25:01):
And I don't want people to take that or not
a big deal, because it is a huge deal, because
we sometimes just take it for granted that everyone's had
the same opportunities that we have, and it's either shame
or Diana talked about the athletes just saying that this
is who I was when I was in the third grade,
(25:21):
you know, and so even for them, it's coming full circles.
So again, kudos to everybody for everything that you're doing.
Kudos for the Shield program, mister Matthew's, because that's making
a difference in those families' lives. And I just applaud
all of you for the work that you're doing. And
I did hear that plug, Shane, y'all write in the
bull that shameless plug. I know that when you get
(25:44):
your book finished, you're gonna let me know so you
can come back and share it with my audience.
Speaker 4 (25:49):
Correct, we'll do well.
Speaker 1 (25:53):
Thank you guys so much for being with me today
on top with us.
Speaker 2 (25:56):
Thank you for everyone that joined us.
Speaker 1 (25:58):
Again, we really appreciate your support, and my signing off
has never changed and is not gonna change. Before you
take care of someone else, make sure you take care
of yourself first, because there's a lot to be done
to support our schools, but you can't help our schools
if you're not whole yourself, So make sure you take
care of yourself. And again, guys, thank you so much
(26:19):
for joining me today on Talk of Tarz.
Speaker 2 (26:22):
By now
Now, what's Can you give me a short example of
what a movement learning break may look like the reason
why I wanted you to give me just an example
is because we all we have a learning styles, and
I think sometimes as educator, we forget that students do
have different learning styles and to be able to move
(00:21):
that can a static even if that's not my primary
learning style. Sometimes I have to disconnect and you call
it that break. If I'm having that mental break and
I'm doing something that requires movement, then I get to reset.
And so if you can share just an example that
someone listening can then take and utilize in their classroom
(00:42):
because they may not have thought about, oh, when I
give the student the break, let it be a movement
break versus just you know, I'm letting them have a break,
and they could still be doing something that's not really movement.
Speaker 2 (00:54):
But if you can share an example with.
Speaker 3 (00:56):
Us, if again, if this is sounds good to the group,
but I can kind of set it up from the
you know, how we set it up, and then you
could hear from the actual teacher that had it embedded,
and the administrator having the feedback from the teachers or
is happening might be a very impactful approach. If that's
okay with everybody, Yes, all right, sounds good. So we
(01:18):
basically have three levels when it comes to movement driven learning,
and that's also in the Healthy Learning Culture's Guide. But
level one is just a standard brain break, typically one
to five minutes. It's not academic focus, but still classroom management.
Like you heard miss Levis say they have a break.
It could be anything from like I saw them do
(01:41):
a heads up seven up in third grade.
Speaker 4 (01:44):
They did standing paper.
Speaker 3 (01:45):
Rock scissors in fifth grade. Our student athletes have come
in and introduced themselves and the classroom just like erupted
in cheers and celebrations and connectivity. But getting to pause
for a moment at that level one was great. And
then they came back the next week at a level two,
which we call energizers, and that's where we met with
(02:06):
the classroom teacher.
Speaker 4 (02:08):
And asked them what they were teaching that day.
Speaker 3 (02:11):
So we had a history lesson, a science lesson, in
a math lesson, and so then our students and the
teacher would get together and create a three to five
minute brain break. But it was level two, meaning we
included math into the activity. So an example would be
like math gymn math gymnastics, or.
Speaker 4 (02:32):
Like social studies.
Speaker 3 (02:33):
We did like a answer a question and you got
to shoot a basket with trash.
Speaker 4 (02:39):
On the floor called the trashketball.
Speaker 3 (02:41):
Very creative things, but the kids got to reinforce their
learning while doing a physical activity at the same time.
Speaker 4 (02:48):
And then the last level is which we haven't done yet.
Speaker 3 (02:51):
Here in these classes, but the last level for educators
would be how to make a fully integrated lesson plan
including movement driven learning.
Speaker 4 (03:01):
With level one and level two opportunities.
Speaker 3 (03:03):
And so, mister Gilbert, you want to take it from
here or mislead us as a teacher or administrator, But
that's kind of the setup for as the professor is
designing it, and here comes the implementation, which is amazing.
Speaker 5 (03:20):
I think from my perspective, what we did is we
looked at classrooms and we targeted classrooms that needed support
and both working with our teachers as well as our students,
because when you're looking at a grade three and a
grade five, those are opportunities for them to start to
build the idea of how to not only manage your classroom,
(03:41):
but manage your classroom effectively. So it's not just they're
taking a break, put your head down and relax for
ten minutes.
Speaker 6 (03:48):
It's they're actually getting something out of it.
Speaker 5 (03:51):
And one of the moments that I shared with the group,
they were in a fifth grade class and.
Speaker 6 (03:58):
The student and doctor he and I shared a moment
with this.
Speaker 5 (04:03):
One of the students said, asked the question and said,
what was your favorite part of being here?
Speaker 6 (04:08):
And he said you.
Speaker 5 (04:10):
And I was like, that's it, game over that you
just you hailed it, like, I mean, that's the reason why.
Speaker 6 (04:15):
We do all the things that we're doing. I mean,
that's the that's the home run.
Speaker 1 (04:19):
Uh.
Speaker 6 (04:19):
And it wasn't It wasn't staged, it wasn't planned.
Speaker 5 (04:23):
The kid asked the Ottawa student and to me that
everything that we're doing made sense right there.
Speaker 2 (04:32):
Oh, that is so impactful, Matthews.
Speaker 1 (04:35):
To have the students say you, you know, I don't
know what the teacher's dreams are, but I would think
that that would be every teacher's dream. When you asked
your student, you know, what was the most your favorite
part of today? What was the most impactful thing that
you've learned this week? And you say you were the
most impactful. And the fact that you're the person that
taught me. I mean, you can't ask for anything more.
Speaker 6 (04:59):
And that's just.
Speaker 2 (05:01):
Yeah, and and and and and I can see.
Speaker 1 (05:05):
That, you know, and I can see with the levels
and then, as Shane said, when you get to that level,
I'm gonna call it three, where you're integrating movement driven
learning into that lesson plan, it's almost like you can't
lose because you you have sort of systematically gotten the
(05:26):
student accustomed to that component and it's like now it's
like a sponge.
Speaker 2 (05:31):
I want more of it.
Speaker 1 (05:32):
And you couple that with the true academics that teachers
are having to teach, the students will be tested upon,
and it's a win win absolutely. So you know, our
time is almost up. But now, Diana, I've been waving
to everybody, thank you everyone for joining me. I can't
(05:55):
do the names today because I've got a whole lundry list,
but we do appreciate your joining us. And I know
some are here supporting who are probably source athletes, student
athletes who are actually.
Speaker 2 (06:08):
Working in Hello.
Speaker 1 (06:10):
And I got a couple of people in Jacqueline Uh,
Jacqueline P two has joined us, and Adrian Dabasta Uh
and some of you may be teachers. Some of you
may be parents who are also trying to gather this
information because you know how important it is for our
(06:30):
students to be successful and for our schools to be healthy.
And again, as I said earlier, it takes everyone to
be a part of that village and build that quill
that's going to support our students.
Speaker 2 (06:42):
So for those students.
Speaker 1 (06:46):
No, my question is shifting for those teachers who did
not come with either your experience having worked in a
SORE program and working in the schools last year as
a student athlete, and now you're a first year teacher.
Their first year teachers who are going to listen to this.
I can think of one that I know who's related.
Speaker 2 (07:07):
To me that are going to listen to this.
Speaker 1 (07:10):
What piece of advice would you give them as it
relates to incorporating the movement driven learning into their classroom.
Maybe they can't do it every day, but at least
once or twice, So what advice would you give them?
Speaker 7 (07:29):
Start small, I mean, we can always do level one
brain break. Get the kids out of their seat, I
mean all day the students are sitting in their seats,
and movement, I mean, studies show that movement drives cognitive function.
So it's very important that some way, at least if
it's once a week, to implement students getting out of
(07:49):
their seats and getting that movement in.
Speaker 1 (07:56):
So it is, you know, just incorporated. And I was
thinking about shame with the I think you said social studies,
and I was thinking about math, and I was thinking
about different ways that you could actually have the students
up depend upon what the lesson is. Certainly and social studies,
they could be acting out a component of the lesson.
(08:18):
And even with mathematics, you know, sometimes we use manipulatives
to help them to learn a concept. They could become
the manipulative, you know, But we have to think outside
the box because if they're the manipulative for a component,
then that means they're moving. But as you said, studies
show that movement does correlate.
Speaker 2 (08:39):
With increased learning.
Speaker 1 (08:41):
So we just have to think outside the box. And
what I'm also getting from you is that when you
say start small for.
Speaker 2 (08:47):
Teachers, first year teachers, they're on a learning curve.
Speaker 1 (08:51):
They're not gonna know everything, but you know, you know,
stay encouraged, look for resources that can support what they're Also,
as we as we come to a close. I'm gonna
give each of you an opportunity to leave some parting
(09:15):
words with our audience about any challenges that they may
perceive and how they can address those challenges. You know,
as Matthew's already said as related to his school, he
had the data and once the SORE program was implemented,
he had the after did the data after the program
(09:37):
was being implemented, and he could show those at the
school that the program was making an impact, and the
teachers knew that it was making an impact because.
Speaker 2 (09:45):
They could see it. But again again, you.
Speaker 1 (09:49):
Know, sometimes it's a challenge to make change and change
occurs slow. Matthew, you hear it at what you didn't
hear it, but you basically indicated you had two principles,
two different press that this program has been implemented under. Well, yeah,
if i'm the new principal, if you can show me
the data, I'm like, yes, we're going to keep this program.
But I'm data driven and most people are. But again,
(10:13):
it was a program that I didn't bring there, and
sometimes people are not as open to continuing something.
Speaker 2 (10:20):
So I want each of you to.
Speaker 1 (10:23):
Think about from your perspective. Shane, you're at the university level.
You know, now you're a first year teacher, Diana, and
you're an administrator, Matthew. People are thinking, I want to
do this, but how do I do it? Because they're
thinking about all the challenges to being able to get
something like this implemented at their school.
Speaker 2 (10:43):
I want you each to give them a piece of
advice about how it can work.
Speaker 1 (10:47):
And I know that you guys are going to offer
your services because I'm gonna give you an opportunity to tell.
Speaker 2 (10:51):
Them how they can contact you at the end.
Speaker 1 (10:54):
But what you can do, what they can do at
this moment in time, just to get started.
Speaker 2 (10:59):
So I'm going to start.
Speaker 4 (11:00):
What are you saying, Gilbert started out.
Speaker 3 (11:05):
I think if that's okay with you, yes, sir, I'll
close it up.
Speaker 4 (11:09):
Okay, okay, yeah.
Speaker 5 (11:10):
I think just what I would say, and Diana's kind
of mentioned it too, is start small and then just
make sure you're tracking all the information that you need.
I think it's a it's an opportunity to collaborate, and
it's an opportunity to there's a challenge regardless. There's a
challenge if you're facing discipline. There's a challenge if you're
facing mentorship, especially at the K eight level. My dream
(11:32):
and aspiration and my vision is to make an impact
with each and every student.
Speaker 6 (11:37):
But I can't do it alone.
Speaker 5 (11:39):
Bringing in the University of Ottawa and working with student
athletes like Diana and then having the opportunity to now
bring her in as a teacher.
Speaker 6 (11:48):
I mean, she's just she's amazing.
Speaker 5 (11:50):
And having the opportunity I wouldn't have had that opportunity
if Sore wasn't there and having There's so many layers
to how this can be successful, and it's not selfishly.
It is for me the discipline side, the positive communication,
the positive all the positive things that come from it.
But the benefits are now I get to work with
(12:12):
misleave Us every day as a as a classroom teacher.
We have another University Autawa student that we've hired on
as a teacher. We have a number that are going
to do like internships for athletics, so there is a
benefit for the university as well. And bringing in young
student athletes to make an impact is what I'm here for.
And looking at the bigger picture and the vision and
(12:34):
you know, just like you said, with targeted goals in school,
things that you need to your CIP and the continuous
improvement program. You are going to hit those goals by
working with organizations like this, and that's what I would
always look at, the bigger picture and the bigger value
that you're getting. Yes, there are challenges, but there are
(12:56):
strategies and ways that it can work. And we are
living proof that it is working.
Speaker 2 (13:03):
Thank you, Matthew.
Speaker 1 (13:04):
And you are living proof because you're in year two
of implementing the soil program at your school and the
student dad is showing that it is successful. So I
know that you're going to continue to implement it. And guys,
this is an example it can make a difference, and
he is in his second year of implementation.
Speaker 2 (13:21):
Diana, like I.
Speaker 7 (13:24):
Said, I think it's really important to start small for
those teachers. And two, by starting small, you can you
can play music and get them out of their seats.
You can and we can go to level two and
we can integrate our learning into it and make like
(13:46):
like in my class or how to bowl, and they
had we had two lines and we did like a
multiplication problem, so whoever answered first got to take a
chance to hit the target.
Speaker 2 (13:55):
So it's like being creative.
Speaker 7 (13:57):
And trying to think of how can I get my
students out of SEE while also incorporating learning.
Speaker 6 (14:04):
I know it's not easy.
Speaker 7 (14:07):
Or it's not really possible for those other schools to
get college students out as easy as we are now.
But I think really showing examples of maybe like college
students and really exposing students to accomplished athletes and people
(14:29):
in life, I think that's that's really inspiring and motivating
for students.
Speaker 1 (14:36):
And you know what I'm hearing there is there's always resources.
We may have to think a little bit harder because,
as you said, everybody won't have a university that's that
close to them. I think about where my where my
parents actually live. We have a community college, but we
don't have a university that's close to us. But it
doesn't mean that the teachers in my home school system
(14:58):
can't be created. They can bring in former educators that
may have retired to help do some things to support
what they're doing. I love the example you gave about
using the ball to hit the target when you're learning multiplications.
And we know that multiplication tables are so important and
the way that students learn them now so totally different
(15:18):
from how I learned them, but I want them to
learn them the way I learned them. But that's doctor
Tar's being old, I guess. But at least I want
them to know it because it's so important, you know.
So I like that you are sharing some practical strategies
that teachers, whether they're new teachers or teachers or novelg teachers,
I should say, are their veteran teachers. They can implement
(15:40):
it slowly but surely, starting small. And who would think, Oh,
use the ball. If I get my multiplication and this
is what I'm interpreted what you said. If I get
my multiplication answer correct, I get to throw the ball
at a target.
Speaker 2 (15:52):
Oh that you know, everybody want to throw the ball.
I don't know what the target is. That everybody want
to throw the ball. So that is a really good
right for teach us to utilize.
Speaker 1 (16:02):
Thank you so much, Diana jan I'm doing it to
you now.
Speaker 4 (16:08):
All right, I'll close this up.
Speaker 3 (16:11):
First thing from my lens is the trust I had
in my students, like missus Lavis, and there was eleven
others in that classroom.
Speaker 4 (16:19):
We call them the ogs.
Speaker 3 (16:22):
A sore that they we all collaborated together to put
this in motion. So trust is a huge thing. They
have to have trust in me and vice versa. But
then we have to take it to mister Gilbert's school, right,
and I've never met him before, so that trust became.
Just like we do an education, we make connections before
(16:45):
we deliver content.
Speaker 4 (16:47):
The same thing happened here.
Speaker 3 (16:48):
We built relationships and these relationships will will persevere for
a long long time. But that trust in the administration
the students.
Speaker 4 (17:00):
Has gone a long way.
Speaker 3 (17:02):
Be flexible besides the trust, be flexible and open to
creative mindsets to be able to put this together. Find
the place in your community. The three of us are
open to help guide your specific school or college or
or community center, whatever you have to help kind of
keep this going. But we I also had to trust
(17:26):
my the deans of our college, and they got to
come out and see it firsthand. And so next week
we're presenting to the entire educational community of all three
of our campuses, and we're going to be doing a
similar thing to show that this can be done with
the trust, the communication, and the flexibility and creative creative mindsets.
Speaker 4 (17:49):
And you guys know that if.
Speaker 3 (17:51):
You don't have a junior college or a main college nearby, you.
We have a lot more flexibility at the college level
than the high school settings, but there are opportunity and
we can help kind of make those connections to promote
a healthier future. I think just I'd close it like this.
The second most impactful thing that I shared today was
(18:13):
miss Leavis's story, and that was she was a student
in my classroom. We trusted each other, we created a program.
She reached out to mister Gilbert, the three of us
got together, we created a program, and we implemented that program.
Speaker 4 (18:33):
She then got a job at.
Speaker 3 (18:34):
That school after she graduated and is now implementing the
program into her class classroom that she started a program at.
And for me to share that story with any educator
at any level, it just hits home and fills our
heart tanks. And I want to celebrate the students in
(18:55):
my classroom currently the eighty that we are out there
grinding what we started and now three point zero and
helping children disabilities and helping in administration and sports programs
in the recess, to our original twelve ogs in the classroom,
to the administration at Kingswood and their district personnel that
(19:15):
have gotten together to help with extra fingerprint clearance and
volunteer badges and everything else, and the deans of my
college to be able to put all this together. I
just truly it's a blessing and I appreciate everybody, and
thank you doctor Toss for bringing us all together.
Speaker 1 (19:31):
Oh absolutely, absolutely, Shane. And you know, I'm just smiled,
like like I'm a parent of all of this because
you know, when you think about all the moving parts,
but you guys did it, and so I want the
audience to understand it could be done because there was
a lot of layers that you guys had to move
through in order to make a recess accessible for everyone.
(19:53):
You understood the portus of the community. You got all
of these different communities really to come together. You've got
the college community, You've got the student athletes, You've got
the school, you got the parents and every community within
that school to come together, and the district to come
together and to make this happen. Because we know it's
no simple feat to get through the fingerprinting process and
(20:16):
getting the background clears, because that is so.
Speaker 2 (20:18):
Important now, but you guys did it.
Speaker 1 (20:21):
And what you've done is through this whole process, you
created a culture where stakeholders understand the importance of movement
as it relates to students. Whole body will being as
well as that whole channel, and you're making a difference
(20:42):
one student at a time and one school at a time,
and now we got two schools that we're making a
difference in. So my thing is kudos to all of
you and for the store members that have joined me,
because I know some are STRE members. I saw that
when Diana was Diana was speaking to some of them
when we first started. Thank you so much for coming
(21:04):
and supporting Diana. Doctor Hessey to you guys, and mister
Gilbert to you guys. Thank you so much for supporting
them because the work that you're doing is so important,
So kudos to you guys.
Speaker 2 (21:17):
Also they have they are a few family members that
I have fem named in here too.
Speaker 1 (21:22):
Thank you for supporting your family member who's been on
my show today and those who just come out and
support me all the time. I saw your names there too.
Thank you so much for joining me today. Now I'm
going to give each of my guests an opportunity to
tell you guys how you can contact them, because they
got a.
Speaker 2 (21:41):
Wealth of information and they want.
Speaker 1 (21:44):
To make sure that students are being successful, not just
in Arizona but across the country, and they are open
to helping you to be successful in your school.
Speaker 2 (21:53):
So I'm gonna.
Speaker 1 (21:53):
Start with Diana and then I'm gonna go to Matthew,
and then I'm gonna let Shane tell us how folks
can contact him.
Speaker 7 (22:00):
Yeah, so you can contact me by my email. My
email is Diana leave us seven at gmail dot com.
And I'm open to any questions that you guys may have.
Speaker 2 (22:09):
Thank you, Diana.
Speaker 5 (22:11):
Mister Gilbert happy to reach out anybody has any questions, anything.
Speaker 6 (22:17):
I can do to support.
Speaker 5 (22:18):
I'm super big and growing all the things that we
are doing, and mentorship and leadership is something that our
youth needs more than ever. Now you can reach me
at Matthew Gilbert at dice art dot org. Don't hesitate
to reach me out through Instagram, and then I'll turn
it over to doctor Hesse and close us out.
Speaker 4 (22:40):
Sounds good, Thank you, guys.
Speaker 3 (22:42):
I do want to leave us with one thing too,
and then I'll give you the website you guys can
go to. One thing we forgot to mention is Kingswood
Elementary has a program.
Speaker 4 (22:53):
It's called the Shield Program.
Speaker 3 (22:55):
And so positive intervention, positive behavior interventions. They get a
car for things that students do well well if they
receive a card. We've connected him, mister Gilbert, myself and
some of my students have connected him with the head
coaches at the college. So those students get to go
to our college games and thank you to our athletic
(23:15):
director and everyone else, they get to go to those
schools college games baseball, football, volleyball we've had so far
for free and to take their parents and community. We've
put up Kingswood Elementary on the JumboTron at the school
game for baseball. So it really has come full circle
on a very embracing each other's community. And if you
(23:37):
guys would like to know more, we are writing a
book on this, so that will be coming out to
stay tuned. But we do have that in our Healthy
Learning Culture's Guide and you can find that in my
contact information on Healthy Learningcultures dot org. So it's Healthy
Learningcultures dot org.
Speaker 1 (23:59):
Well, that was a good note to leave us on, Shane,
and thank you for everyone who's still joining us. And Nana,
I'm gonna mispronounce all this, Nana, I'm just gonna say
Nana she said, very impressive.
Speaker 2 (24:12):
Word keep it up.
Speaker 3 (24:15):
You know.
Speaker 1 (24:15):
That's I remember remember when I worked in my first
job in council was in an alternative school, and I
was amazed that students hadn't traveled from one city to
the next. And I took took the student to the
(24:36):
University of North Carolina at Chapel Hill. They've never they'd
never been to Chapel Hill, and Chapel Hill was probably
like thirty minutes away. And so when you talk about
the students being able to go to the college campus
and see the games and the names and their.
Speaker 2 (24:51):
Schools up on the you know, the Negatron, that is.
Speaker 1 (24:54):
So impactful because you're changing those kids' lives, you're changing
the lives.
Speaker 2 (24:59):
Of those parents.
Speaker 1 (25:01):
And I don't want people to take that or not
a big deal, because it is a huge deal, because
we sometimes just take it for granted that everyone's had
the same opportunities that we have, and it's either shame
or Diana talked about the athletes just saying that this
is who I was when I was in the third grade,
(25:21):
you know, and so even for them, it's coming full circles.
So again, kudos to everybody for everything that you're doing.
Kudos for the Shield program, mister Matthew's, because that's making
a difference in those families' lives. And I just applaud
all of you for the work that you're doing. And
I did hear that plug, Shane, y'all write in the
bull that shameless plug. I know that when you get
(25:44):
your book finished, you're gonna let me know so you
can come back and share it with my audience.
Speaker 4 (25:49):
Correct, we'll do well.
Speaker 1 (25:53):
Thank you guys so much for being with me today
on top with us.
Speaker 2 (25:56):
Thank you for everyone that joined us.
Speaker 1 (25:58):
Again, we really appreciate your support, and my signing off
has never changed and is not gonna change. Before you
take care of someone else, make sure you take care
of yourself first, because there's a lot to be done
to support our schools, but you can't help our schools
if you're not whole yourself, So make sure you take
care of yourself. And again, guys, thank you so much
(26:19):
for joining me today on Talk of Tarz.
Speaker 2 (26:22):
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