In this episode, I'm joined by Lael Stone.
Lael is an educator, TEDx speaker, author, mother, and parenting counselor. She is also the co-creator of Woodline Primary School, an innovative new school based on emotional wellbeing and connection. Lael is the co-host of The Aware Parenting Podcast and a sought-after public speaker who talks candidly about her experiences and her great passion; creating wellness in families through connection and communication.
Listen to me speak with Lael about her journey with Woodline Primary School and her dream for an education system that prioritises emotional wellbeing for teachers and students.
Further learning related to this episode/references:
Learn more at teacherhealer.com
Music by Twisterium from Pixabay.
Ditch single-use plastics
Lael Stone is an educator, TEDx speaker, author, mother and parenting counselor.
She is also the Co creator of Woodland Primary School, an innovative new school based on emotional well being and connection.
Lel is the Co host of the Aware Parenting Podcast and a sought after public speaker who talks candidly about her experiences.
And her great passion creating Wellness and families through connection and communication.
Listen to me speak with Leila about her journey with Woodland Primary School and her dream for an education system that prioritizes emotional well being for both students and teachers.
Hi Lael, welcome to the Teacher Healer podcast.
Hello, thank you for having me.
I'm very excited to have you and hear a lot about your school that you started now.
You've come to education through an unusual pathway compared to other teachers, which gives you a unique insight into children.
So, do you want to just fill the listeners in on your journey?
So it's it's.
I mean, I'm not a formally trained teacher, but I've pretty much been teaching my whole life and and if I go back way, way, way.
Back to the.
Beginning I guess of when I first started working with children or other humans, it was when I was.
When I was 19 and I started my first company, I'd I'd finished high school.
I went and traveled for a while, came back and I actually started a business as a children entertainer many years ago, and this was way before the Wiggles was even.
I was telling you how old I am now.
So I used to go to peoples houses and then send their kids for their birthdays and then my team grew.
Then we used to put on big shows and pantomimes and school holidays.
And and I spent nearly seven or eight years with that business that I had, which was all about play and connection with children.
So you know, I I often really do believe that.
Nothing is wasted in what we do in our lives.
Like every job we have every experience we have.
You know, folds in somewhere in the big picture, so for seven or eight years I I pretty much just played with children and my job was to entertain them.
But it was also just to create connection and get kids involved and all that kind of stuff.
And then I actually became apparent.
And then once I became apparent, I was like, oh God, I don't wanna.
Play with other people kids.
I'm just having to play with my own.
And so I I actually ended up closing that business, and then I actually started working in the field of childbirth, and I became a childbirth educator and.
And so Ashley was.
Teaching again, but to adults.
So I was teaching adults about birth and then that moved into working a lot with adults around trauma and particularly parents.
And babies that had had trauma so started working in that field doing a lot of counseling.
I was also running workshops at the time and then my work from there kind of then moved into towards parenting and so again I started teaching workshops or parents on on how to be connected.
Parent and using play for connection and listening to feelings and all those kind of things.
So it kind of you know.
I was teaching and it was evolving.
Just through my own work, mainly for parent.
And then probably about maybe four and a bit years ago.
Now one of my clients who had been working with for a few years and she was talking to me about how you know, discouraged she was with the schooling system, one of her kids was about to start prep and and she's like, you know, I just.
I don't like how they use these punitive measures.
With the kids.
And you know, he he can't move his body when he needs to.
And and you know, I was just listening and I'd heard this so often with parents I'd worked with.
I'd witnessed it with my own three children.
And she said to me, gosh, I wish we could just build a school based on all the philosophies and things that you've taught me.
And you know my first response was, well, I've got no idea how to build a school, but then she just said to me, look, you know she has the means and the funds to make it happen.
And she said, what if you know what if we did it?
Like why not?
If we created a school where all the things you've taught me exist and so.
Do you know it was one of those things?
It was one of those opportunities that come along in your life and you.
You know, often you go, but like, I don't know how to do this so this feels truthful or not.
This is too big.
This is too big and I kind of sat on it for a month or two.
'cause I was just like I can't do this.
I don't know what to do and then I don't know.
It's just one day I had this random thing happened.
And I just.
Thought, well who am I not to do this?
It just takes one person to be brave and courageous and try something different and see what could happen.
So I was like, OK ma'am, let's do it and and then I kind of was like right?
I'm going to need support and I'm going to need guidance and make consultants and so I kind of put the word out there to just follow whoever turned up around people who did know you know how to.
Build schools and.
And at the same time as well as doing this, I was actually also working in secondary schools.
Teaching sex education.
So that was another thing that I offered as part of my kind.
Of parenting toolkit. I was teaching parents on how to talk to the kids about sex and then I was working with teenagers from you, 7UP, to a year 11 on pleasure based sex education, relationships, intimacy, well being all that kind of stuff.
So I was actually in the secondary schools teaching as.
Well, so all of that kind of formed together with Mel.
And then we set out on the.
Best of OK?
Well, what would we want our school to look like and and really for me it came back to this trauma informed lens.
Turns around, it's very hard for children to learn if they don't feel safe.
So how do we help children feel safe in their bodies?
How do we help them feel safe to be who they need to be?
How do we help them unpack the baggage that they may be carrying?
Whether that's 'cause they've had a really rough morning at home, whether
It's because they've.
Got a new sibling?
Whether it's because.
They're feeling really.
Anxious about learning whatever it is.
How do we look at it through the lens of connection?
Of trauma informed practice of creating safety for these children and giving them choice and autonomy.
Because my absolute fundamental belief was when kids feel safe, then they're learning, you know increases and it becomes possible for when there's passion and there's excitement.
And then there's choice and autonomy and all those.
So, so that's how it kind of started to come about.
So it took us nearly three years till we opened the school.
So I sat down in the beginning Rd.
Every policy for the school and then you know I had some wonderful amazing consultants and and people to support and help us to really get it over the line and help us get really clear on what it is.
That we wanted, and what we were aiming to.
Do so yeah, we I worked on it for a really long time and then other people came involved and then we started to build our team.
Amazing principal who.
Who really believed in what we were doing and and has now taken it?
You know, forward into the next level and it's actually you know when I go to my school now I look and think this is even better than I dreamed it to be.
It's pretty wild.
Uh, so that's kind of how it came about.
You know it's building.
A school is a really tricky thing.
There's a reason why not many people do it because it's hard.
It's really hard, and it costs a lot of money, and it takes a lot of time and a lot of grit and come.
But it's it's incredible.
You know, it's one of the things that I'm the most proud of.
What we've created at Woodlynne primary, which is.
Our beautiful little school.
So yeah, it's that.
That's kind of how I came to it, and it's interesting actually, and even my principle says is to me.
She's like many people who have been teachers and have been in the system.
I think because we're often indoctrinated into systems and we don't even realize, I think because I wasn't part of that system.
I could look at it from a different angle so I would come to her and go.
Could we do this?
And what about that?
And she'd be like, Oh yeah, that's a good idea.
We could try.
These so we.
Could try it that way.
And so there was something amazing in the innovation of it, because I wasn't necessarily well.
This is how it should look, you know.
And I understood that we had to incorporate the curriculum.
And I understand about all the other elements that are at play, but I think because I was coming from a different angle, you know then we had the opportunity to create something pretty awesome.
It reminds me it's like the perfect example of what Elizabeth describes as the Hummingbird person.
You know, he cross pollinates from different industries and I in backgrounds is cool.
I I think you're right, I was on Twitter the other day and there was a teacher as we all do.
It's like, Gee, I wish I could just stop my in school and he is how the curriculum would look like and we all have that dream.
But I just think it's fabulous that these kind of landed on you rather than you chasing it.
Yeah, well it was one of those things I think you don't often get handed an opportunity that says, look, I'll fund what you believe and go.
For it because you know, for a lot of people, and I've spoken to so many people since we opened would line who were like, I really want to build a school.
How do I go about it?
And from people all over the world, I've spoken to about it and so many of them are like, oh, I don't know how to get the money in the funding and I'm like, well, if you don't have a property and you don't have funding, it's really hard.
Like that's a big piece of what you have to get first, and then there's all the other elements that have to line up around it around governance and policies and you know you're setting up your board and.
This the legals and you know find out just there's so many factors.
Seen it, you know, we can have this beautiful vision and idea of what the school is, and that actually becomes a smaller part of a bigger business that that it is is, which is what a school is.
Yeah, and I think I think that's the part that the teachers you know we'd struggle to accept a little bit as you have to be a CEO to start at school.
Really, don't you not just not a teacher.
And even though maybe they think they're the best people, there's just so much more going on.
There is so much and that's why you need a really amazing team and you know, I I speak to a lot of teachers and I'm like I love that you can see how it needs to look different and why it needs to change and that.
He's you know you're right on the money of why it doesn't work on some levels and how we could create change, and I think it is often said and don't give up.
There's small things you can do, and you know we're trying to turn a really big ship here, and it takes time, and so you know I feel my hope in my dreams.
Forward line is that we're able to.
Really beautifully document what we're doing and how we're doing it, and really create some research and study around how we're doing it so that it can be an example of how it could be done.
00:10:26 Speaker 2
And how we can do it differently?
You know that is really what I see like we already the team already Atwood line.
See my God, the shift in the children and the change within families and what we are creating there.
And now you know, like how the world works.
We need to create some evidence to say see this is this is how it could be done in a different way.
I love that you're doing that.
That's so great so you can pay it forward and help people.
Sort of, you know, do it again and learn from the lessons that you guys are learning.
Brilliant good on you.
And so I'm just wondering, like in terms of like a student experience, going through would line primary.
You know what would that look like on a day for them?
What is the set?
Uh, we really invite kids to come early. Like you know, we we have. The kids can come from 8:30 and play, so we have the most beautiful grounds. We have swings trampolines. We have animals.
Often this one staff member always feeding the animals in the morning so kids can come and join in with that if they need to.
We really encourage kids to come and connect with their mates.
Most of the team is outside there to connect with the kids in the morning.
So we kind of don't really want the just quick drop off with five minutes to go.
We want them to come and connect an anchor and kind of land for the day.
So then you know our day starts with circle time, which a lot of schools do, which is really just about connecting in with how everyone's feeling.
So we have small class sizes.
We have maximum 16.
A class and we have one.
We call them guides at our school.
So we have a main guide who's a teacher and then we have an assistant guide in each classroom.
And the assistant guide is there for support, but they're really there.
Is that emotional holding?
If children have got some stuff going on?
The one of the biggest focuses on in our school is on emotional awareness and on helping children to find.
You know their center or to be imbalanced so they can learn, so we are really big on that.
If a child has started the day and they're feeling tight and they're anxious or there's something going on our our goal.
Is to help kids to be able to identify it.
This is how I'm feeling and This is why.
I need so when kids don't necessarily have the ability to do that then we see it in their behavior and that's when they become really disruptive or they can't listen.
Or they're you know they're picking on other kids or all that kind of stuff, so our philosophy always at the school is to look behind the behavior so our guides, job assistant guides job is really just to be tuning.
Into the kids.
Seeing how they are so that if a child is having a hard time, we can be like, hey, let's go outside and have a quick swing.
Let's go jump on the trampoline or let's go see the cows.
Or let's go feed the pigs or let's let's go for a walk.
Let's have a chat.
Let's do something that can help them offload whatever is going on for them so they can come back into balance.
So we usually start with with a special time.
Sorry, just with you know several time in the morning and then you know one of our other biggest pieces of our school is really around choice and autonomy.
So we have whatever our is, our kind of provocation.
We we change them every two weeks and we work with the Australian curriculum at our school we have the.
First hour and a half really of inquiry and that's where children can choose how and what they would like to do around their learning.
So we have all different stations set up.
Since replay we have creative play and we are a play based learning school as well, so most of it is done through.
Like we we work with.
Having a photographer and having two reporters, so depending on what the provocation is, the kids will go and ask questions of other other kids.
They'll go and document with the other children are doing, and we swap that around each day.
And then we have our focus children.
So the guide gets to focus in on one or two children that day.
To really just, you know, measure how their learnings going what.
They need more support with all those kind.
Of things so.
Particularly, our morning is really around giving children the choice to learn in the way they want to learn and and be able to move around the classroom and all those kind of things so.
And we see that that works really beautifully.
Of children will naturally migrate to what makes sense for them and what how they want to learn.
And then there's often lots more interesting inquiry that comes from that.
Now I've done this.
What about that?
So it really is trying to give and set up spaces we haven't most amazing leader of learning at our school, Rachel, who really so intentional in setting up the space.
Using our classrooms to create that interest in the.
Curiosity for children to go a bit further with their learning, so we usually do that for the morning and that usually kind of incorporates our literacy elements.
Then we usually have our break.
So again kids go outside for recess.
We don't really call at recess, but and you know we have big sandpits kids kids.
Kids can take the shoes.
Off they can climb trees.
They can, you know, be as long as it's safe.
And we also talk about, you know safety elements and how, how high you can climb the tree.
What we can do, all that kind of stuff.
We're building materials there for kids to build with.
You know, it really is about they can get dirty.
They can get their hands in stuff like you know.
And I think the beauty of having a smaller school is that if we find the children are really engrossed in their play, we will extend recess or lunch to be longer.
You know we have these great sand pits and sometimes the.
Whole school will come.
To the sand pits and make these amazing sand cities.
And there's all these incredible you know negotiations going on and leadership.
And it's just extraordinary to watch.
And we're like, why would we stop that?
Because there is so much learning going on here within these elements, and it's fascinating to watch what the children as a collective move towards.
And move away from so there'll be times where it's all about the sand pit and all about this.
And then there'll be times where it's all about something else.
And it's fascinating to watch where the the children take the play and where it where it moves to.
I love that.
Yeah, yeah, it's really.
It's beautiful to watch.
And so and you know, as as a team, you know we.
We are always tuning into where the children are and really a big part of it is saying to the guy.
Sides if you are out there on play supervision like you know, just watch what's going on.
If you feel that there's something you know, wait longer.
We don't have bells.
We have a singing bowl at our school too, so and usually the children will go and get the singing bowl to let everybody else know that it's time to come in so you know little things like that are quite beautiful and then usually.
We would do on a standard they.
Would kind of.
Usually do our numeracy then, and we're trying to learn numeracy outside.
If we can.
So wherever we can do learning outside, we.
So, and that will often always incorporate nature sticks.
You know, ladies, things all that kind of stuff, lots of measurement, all all the beautiful numeracy where kids often don't even know that they're doing maths.
But that's how they're learning, so we really try to incorporate it with as much outside play if we can.
And then depending on the day we have specialists we we do oslon at our school we also have.
Performing Arts we have visual arts. Then we have PA. So depending on what days we've got on, sometimes we'll have special.
Plus, you know then we have again a long lunch break and then in the afternoon we do a different kind of project based learning or passion based learning or whatever is the theme or stuff we're working on.
So our older kids at the moment they're building, they're going to build a tree house at school, so they're designing the treehouse and we've been working with builders and they're about to go on an excursion.
Go and see some construction staff and you know we've got a lot of beautiful parents at our school who are builders so you know, really, wherever we can bring hands on practical learning.
That's what we want to do with the children, and we also have, you know, a big one of our key values is on environmental responsibilities, so we incorporate that in is all our learning, so I'm.
I'm very proud to say for a whole school we usually have one bag of rubbish awake.
That's all we have at our school.
Oh no amazing.
So we recycle everything, so most of all our food scraps go to the animals and then we recycle our plastics and cardboard and all that kind of.
Stuff so you know we have a big push on environmental responsibility and also incorporating that into our learning.
So we do a lot of in virus stuff and we also have a really strong connection to indigenous culture and learning too.
So we're very blessed to have one of the most amazing indigenous teachers he's apparent at our.
School and so will often come and do you know stuff around our culture?
You know the land that we live on.
We're really close to the Yueyang, so we get to go and do incursions and stuff there.
Oh sorry, excursions there and it really is about again how do.
We we're we're.
Creating a bushtucker garden at the moment as well.
And how do?
We really connect into those indigenous roots and and not, you know, and really doing it well, like really incorporating it into.
To all our learning.
So that's kind of a bit of a snapshot of what we do at the school.
You know we look even simple things which were very important to me in building the school is really around choice and autonomy for kids that.
That sometimes children are hungry and they need to eat, so we always have grazing platters every morning.
So some kids will come into school in the morning will come and just chop up vegetables or fruit with one of the guides.
Everyone brings a fruit or vegetable to school everyday we have grazing platters so they chopped up in the morning and then they're in the classroom for the children just to eat in the morning if they want so.
It's just all fruit and vegetables.
So that's always there for the kids in the morning.
You know they have toilets that are just right besides their their learning spaces, so they they can just go when they need to come.
You know they can drink when they need to.
They're allowed to move around, you know we, we just have general guidelines.
Which is, you know when we're trying to give you instruction we really need you to sit and listen.
To those that they will always give you the choice and autonomy when we need so and really again when we when we can give children choice to do something we will, you know we say this to kids.
Sometimes we have to move as a quote from, so we're doing this, but and what I think they've learned over the years, the year and a half that we're there for the kids that have been there, is that, yeah, yeah, there is lots of choice.
And they do get to feel autonomous in what they're doing, and sometimes we have to do stuff together, and they've learned how to integrate that.
And you know, we find it works quite well. And and our philosophy is to for child's not wanting to learn or they're having a hard time, then we're asking the question what's going on for them, and that's why we have extra staff.
To be able to lean in to see what's going on, you know to be able to help them, so we have, you know, a lot of boys in our school who really learn beautifully through their bodies in their hands and sitting down and writing and reading is really tricky.
So how do we incorporate their learning in stuff they're interested in?
So we do construction and building.
And movement and lots of stuff, particularly for for kids like that that actually, do you know, learn better in those ways so it's it was, you know.
The the philosophy.
Is really trying to get to know these children go?
Who are you?
How do you learn best and how can we support you to be the best, most magnificent version of yourself?
That just sounds like heaven.
It's so nice I'm I'm just wondering like how it sounds quite different to usual environment.
So how do you prepare your guides?
For for existing in this space?
Yes, look, it's.
It's tricky because and and our guides will also attest to this is that most schooling environments are punitive, which means.
You must be good, and if you're not good, I'm going to put your name in the board.
If you're good, I will reward you.
And you know.
There's many, many problems that go with that, like if you want to know more about that, you just can look at the work of Alfie Kohn.
He has written many books and explains it beautifully around the issue with punishments and rewards, and so the trick with that and we found that with the guides is that you in a situation like that you are.
Using your power over the children.
To get them to do.
What they want and.
Really, what we're doing in those moments is saying to the children you must be good, and if you're not good, we're going to withdraw our connection or our attention or our love from you.
And so the philosophy that I work with with our our guides is that children naturally want to feel good and they naturally want to feel connected to us.
And this is the same in parenting.
They want to do the right thing.
No child feels good hitting another child.
No child feels good.
You know, screaming or you know, having a hard time.
They're doing it on some level because they can't help it.
Or there's a need that's not being met.
There's something in the way, and so really how we work with that is connection always has to come first so that when an adult is deeply connected with the child and the child feels connected and feels scene, they are more likely to want to cooperate.
They're more likely to to be respectful or those kind of things, and.
So you know preparing our stuff at this has been tricky because many of them have had to do a lot of unlearning.
You know many of them have been taught in the.
Schooling system well, this is.
How you do discipline in a classroom?
And usually it's about.
I'll give you a warning and then it's this.
And then it's that.
And then I'll take something away from you.
So you know teachers are like well, what do we do with?
Well, we work on the relationship but also we have like a four step process that we work within our school which is really around when kids are out of out of balance or misbehaving.
What we do you know?
So the first step is always is there in need that's not being met there?
Do they just need to move?
Their bodies, do they need to go and sit somewhere?
Else do they need to go to toilet?
Do they need something to eat?
Like is there in need and once we meet that need then that can you know they can often feel better?
The second thing we.
We always look for is.
Do they need more information.
So some children really need information and when they don't have that information it can make them feel quite anxious.
You know for some children you could just say right?
We're going over here now.
We're doing this and then they're like, but what what?
And how long for?
And we don't normally do this on Tuesdays.
And what does that mean and?
So we wherever and always we are always giving information around why we're doing what we're doing, how we're doing it, how long will be doing it for so that those children who need information that can make them feel more settled or or comma in there being so, and that can also be with learning.
It could be that if a child is having trouble, it's like OK.
Do not understand.
Can I explain it to you?
Another way, let's give you more information.
So firstly, we're looking at uh, need second, we're looking for information.
The third thing we look at is, can we be playful and brings them?
Connection to what's happening.
So if a child is having a hard time, perhaps they need a little bit of playfulness.
A little bit of silliness that allows us to connect him with them that helps them feel.
There's someone on my side, and then the fourth thing that we do is we set a boundary or a limit for a child if they are having a hard time.
Where we might have to set up?
No, I'm not willing for you to do that.
I'm going to have to move you over here, you know, let let's go and visit one of our other guides 'cause I can see you're having a hard time.
It is not a punishment.
It is not shaming a child, but it is setting a limit.
With the understanding that if they push up against that limit and they get angry and upset, then we welcome their tears.
We welcome their feelings because we look at it as then being able to offload or unpack some of the big stuff they're carrying so they can come back into balance.
So we usually work with those four steps.
It isn't as easy as just saying right.
If you don't stop, you're not going to go out for recess.
You know, when the bell.
Things right, it's not as easy as that.
It takes time and it takes energy and it takes a lot more from the guides to build that relationship and focus on connection to do it.
And that's where we also have an assistant, and in the room is because sometimes it's very.
It's too hard to be teaching 14 other kids if one child is having a really, really hard time.
And that's why we always are looking to have some extra adults around to support them if they need with whatever is going on.
So I think for many of our team there was a lot of unlearning that had to happen around what they had.
They've done it.
You know we I do a lot of training with them around these philosophies and these understandings we check in about it.
A lot of the time we keep asking what worked for you.
What didn't our principle is amazing so you know every week in our meeting.
She's like what worked, what didn't.
What do you need support with what?
Some other ideas and the team are really brilliant at sharing their ideas.
Around OK, this child that doesn't work, but this works and this is what I found and I used this playfulness here and that was brilliant and and I set a limit here and then.
This child had tears and then what I noticed is here.
So there's a lot of talking collaboration around.
What are we seeing?
And what doesn't?
00:26:47 Speaker 2
Have a question then?
There's like a lot of teachers leaving the profession at the moment with due to overwhelm and what they might term, behavior, management issues, et cetera, et cetera.
Do you find that your teachers are?
Sort of, what better?
Adjusted are they.
Are they feeling happier in this kind of space?
I think one of the key components for me when I built this or created this school was we have to support the adults in order to be able to do what we want to do with the children.
It's impossible to.
To turn up and this is from a parenting lens as well as a teaching lens.
It's impossible to turn up and hold space for kids feelings and be playful if you are exhausted.
If you haven't had enough sleep, if you are under resourced right, it's very hard for a teacher too.
To connect and be playful and do all those things when they're like I'm going to get through this curriculum or I've got to do this data I've got to do this.
I've got to do that, so we come from the angle of it is relationship first, learning second, so you know a lot of what we've also seen is is some of our teachers like I got.
I don't feel like I'm hitting this part.
Or I don't feel like I'm being able to get delivered this part of the curriculum, and then we go.
OK, let's remember there's learning happening everywhere, and where else are we seeing the learning?
Not just in this you've ticked this box, you tick this box and.
Box, so it's been really great for them to be able to look at it from a different lens and go.
Actually, I'm seeing lots of learning here.
It just may not look as conventional.
What it is what it is.
So my philosophy is 100%. We have to support our team in order to be able to do the job that we want them to do.
So what that looks like is lots of checking in how are you feeling?
What's going on?
We welcome tears from our staff, always like some coming.
I'm really overwhelmed and we're like sit down and have a big cry and will listen to you.
And well done for being really vulnerable and feeling it.
And how do we help you and what can we do and what do we need to do to support you so you know it is so much around?
How do we help these adults feel supported so they can do the job they need to do so?
You know, I know from and I'm not a teacher working in a school classic leak, but I know from many.
You know conversations with our guides there like this doesn't happen enough.
Of course we don't get the support that we're needing and and so for me, you know my role in the school because I am on the board and I am the director of vision for the school.
But my role really is to support the leaders, so I support our leader of learning.
I support our.
Being God, I support our principle and my job is to go and listen to their feelings.
So I'm like tell me all the things that are hard, have events complain, get it all out.
How can I support you?
What do you think that's teaching you?
So my job is to support them.
Their job is to support the team.
The team job is to support the kids so it it's not perfect 'cause we don't live in a perfect world, but.
And you know, we've only been open for a year and a half.
If we are learning what works, we are constantly tuning in with our staff, saying what feels good, what doesn't?
How do we support you?
What do you think we need to do and and because we're in new school, we're constantly evolving and we're constantly still asking the question.
How can we do it better?
You know what does work, what doesn't.
What is the possibilities here?
So I think it it for me.
It comes back to people.
It comes back to connection, comes back to nourishing the team so that they can do the job we want them to do and are willing to do it because it's not as it's an extra ask often to teach or or you know.
To turn up in this way.
Yeah, 'cause I'm just wondering, like, UM, we've sort of growing up in a world where expressing your feelings in public is not really a done thing, so I just wonder if you come up against teachers who really struggle with children being expressive in class and.
Yeah, well, I guess we don't hire teachers who aren't comfortable with that, so it's so funny.
Like even in our interview process, you know the questions we ask I guess.
Aren't standard questions, but they are all about, you know, doing your own self development work.
They're all about reflection.
And most of the people who come to interviews end up crying in the interview.
They all go Oh my God, I'm so sorry and.
We're like, oh.
No, that's brilliant.
We're like we just like.
Tick well done.
Uhm, we're very clear feelings or our priority at the school for everybody.
00:31:17 Speaker 2
For teachers, for for, the guides, for the parents, for their children like we welcome.
Because the more we lean into feeling it and process it, then the free we are to be who we need to be, and so it's modeled.
So a lot of even in our training is all about connection and sharing and vulnerability.
And you know, in order to be a team that works together, we need to feel safe with each other.
And that comes right from the principle all the way.
Down you know beautiful principle, Claire.
War has shared and cried in front of the team and and everybody has, you know, and we just see that is really normal and beautiful.
So it is an environment that is deeply supportive, and you know if if a staff member walks into our principals office and they're like.
I'm I'm not coping.
I'm having a really hard day and they burst into tears.
She goes brilliant sit down, let me get someone to covey class.
I'm here, I'm listening.
Let me make your cup of tea.
Let's move it because when you feel seen and heard then you're going to feel better to go back to doing what you need to do.
'cause we know and I know this.
From all my.
Work with children over the years when we are pretending that we're OK.
Children know it, they feel it, and it doesn't feel safe for them.
We rather have an authentic adult with children saying hey, I'm having a hard day today, but I'm still able to turn up and be here then kids are like ah good.
OK, my my inner barometer that was telling me your uh.
Off is actually on the money and that makes me feel better.
That's really interesting, actually.
Yeah, I just I can't even imagine that the blessings that those teachers must be feeling because it's not like it's not happening anyway.
Like I know like we can't pretend teachers don't cry in the course of their work.
My first year, I think I cried under my desk every second day.
So to have that support I just wow, you know, good on you guys.
I'm sure there are many people who are going to be listening to this who got a few tears peeking out of their eyes at the moment.
Just thinking about that, having that in their school.
So yeah, that's really lovely.
I think you know for me what was so important in building this school is that it had to be authentic and.
That if we are going to stand for trauma informed education, if we are going to make a stand for deep connection and encouraging children to be who they need to be, then the adults have to model it.
Adults have to live.
But and so you know the team that we have all the the stuff that we're wanting to attract.
Have gotta be people that are willing to do their own work.
They've got to be people that are willing to look at their shadow.
There's got to be people who are willing to be vulnerable because we can.
Only you know, I I know this in my work we only take people as far as we're willing to go ourselves.
And even though this is about teaching and educating children, there is this whole emotional social element that is also part of what a teacher does, and so if we want to do that well, we also have to be in tune with ourselves to know where we sit within that.
I just love this.
I just I feel like if this was done more and more broadly that.
The social shift that might occur across the generation would just be sort of extraordinary.
It is to me is the answer of moving forward as a planet.
You know the work I do with parenting.
Uh, you know for many, many years has been around.
How do we create more connection in our families and.
You can use tools.
By listening and playing and all that stuff, but unless you're willing to look at your own crap as an adult, you're only going to.
It's only going to band aid so far like we as humans have to do the work on our own stories in our own wounds.
Because if we don't, we just unconsciously pass that on to the next generation, and so the more adults that we have that are willing to lean into looking at their own shadow looking at their own work and their own store.
Freeze, then they're able to turn up as more compassionate humans, and they may be able to turn up as more compassionate adults to model that to children to teach them what empathy is to to tune into them in a whole different ways.
So if we can do that in the home and then again our reason for building the school was Mel and I, you know, Mel was like I want, what happens in our home.
To be continued at school, I want to be able to drop my child at school knowing that they're going to be held, and that if they're having a hard time, there's going to be an adult who's not gonna tell them to suck it up and get on with it, or who's not going to dismiss them or he's not going to make them wrong, but he's going to sit there and say, hey, you're having a hard time and I'm with you and you're doing a good job.
And so we wanted it to continue from hopefully what we hold in the home into our education as well, so that it isn't a disconnect.
It's just so powerful though, because I just you wouldn't.
You wouldn't be happy watching your partner treat your child with some of the ways that teaches through, and you know.
And like you said, it's sort of not their fault.
In some ways it's a system they've inherited.
It's what they're taught at school.
It's what they experienced at school.
It's been passed down for generation upon generation from generation.
And it's really hard to unlearn and relearn something new.
But but that idea of being able to send your child to somewhere where they're feeling safe and connected, it's really it's what every parent hopes foreign wants.
But isn't it amazing actually what we tolerate because we don't feel like there are too many other options.
'cause I know they're our parents sending their kids to school everyday knowing that.
Totally, that was.
They're gonna get Belson yelled at today or.
Yeah, that was that was me with my three children like I have a 22 year old and 19 year old and a 14 year old.
And I feel like and again, it's just the system.
I have no blame.
I absolutely believe teachers are doing the best job.
They know how you know, I know so many of them are like.
I don't this.
This feels broken to me.
I don't know how to fix it.
And change it.
You know it's it's, it's a bigger systemic issue.
That what we're dealing with and I watched my children navigate schooling in that way.
And I was just at a loss.
Was like all I can do is be there at the end of the day to help you unpack what happened to listen.
To your feelings.
About it to.
Give you insight into what may be going on in that bigger picture to really help them have emotional intelligence and understanding around how the systems work and what that looks.
Like and what's really interesting, you know my my beautiful son he works at would line now and he's there really to support a lot of the boys physically.
And you know, and when you know we do a bit training without guides and I was sitting down with my son saying, you know, this is how we work with behavior and this is how we do this.
And this is how we do that.
And he looks at me and he's like mum.
Of course, that is that's the only way to do it, right?
And I remember looking at anything.
Thinking oh man, he knows this in his cells and he's being because that's how we've raised him to not be punitive to not to shame, but to always go.
What's going on for you?
So his natural state is to do that with the children naturally, and then he works as a disability support worker as well.
So he's really beautifully attuned to kids, and when they're having a hard time and what I've witnessed.
With him is that he doesn't have to do a whole lot of unlearning, because he's already known what it feels like to be responded to that way, and then it's naturally passed on.
That's so nice 'cause I was just while you were talking before he started talking about him.
I was wondering, I'm like, gosh, your kids are grown like, I wonder if there's an element of disappointment that.
They've missed out on.
This store that you've built or whether lead.
Done it earlier or yeah.
Yeah, well they did say this to me.
Why, why couldn't you would fill this meaning like I know and my youngest, who's in year nine at the moment she's like, can't you build?
Mia High school.
00:38:54 Speaker 2
Like you know I just.
Want everything you do there.
I want in a secondary school and you know, she's she's currently going to a Catholic, you know, school and you know she's coming up against all those elements of.
Punitive discipline and this this and this.
And you know what's beautiful though is she can see it.
She's like this doesn't mean I'm a bad person and this is the only way they know how to control kids like she's got insight into it.
So it kind of rolls off her, but for a lot of kids they don't.
And then you know that it sets up that story if I'm good or I'm bad.
I'm not smart, I'm this.
I'm that, you know there's all those elements.
To go with it, and again I I really want to emphasize, I know everyone is doing the best job.
They know how right we.
We're working in a system and we're working in a paradigm that hasn't yet moved.
You know, it's still strongly in this behavior.
Paradigm that just says when you're good or reward you when you're bad.
I'll I'll, you know, take something away from you and you know that's where we still are in the world and we we need to shift the needle a bit a lot.
You know it's it's yeah a lot it.
It's funny 'cause I remember standing there as a teacher and there's days when you feel powerless and I was reflecting on that this morning for some weird reason I had a teacher dream last night that was quite a pleasant one, but sometimes I have this sort of nightmare.
Where I'm like completely powerless and they're just running Riot and I know I stood in front of a class like that and I'm literally searching through my tool kit for different strategies like let's try this off this one first and see if there is more.
They'll do the silent waiting.
They'll do this or do this, and then eventually you get to the point where you're like I have nothing else left but to punish or to yell or to.
00:40:20 Speaker 2
Yes yes yes.
You know, guilt them or whatever else it is.
I'm disappointed whatever else you when you know that they're so effective and they were.
Then it becomes really easy just to pull out that reliable old one that.
You're like well.
They know I don't do this one very often, so when I do it, I'm serious you.
Know and they'll stop.
But it's it.
It actually does break.
A little bit.
Of your heart on the inside to have to do it because you know you've tried all the other things and you get to your wits end and you don't have.
00:40:46 Speaker 2
The the structure.
Around you to know what's better, you know.
And look at our school when that happens.
'cause it still does, we set our guides, take kids outside, just drop whatever you're doing.
Go outside, go let them run, go get them, take their shoes off.
Let's all just reconnect like don't keep pushing like move and shift and or call in some help or.
Don't you know when we get into the point where we're wanting to yell or we're wanting to do this, it's when we need to take a pause and we need to shift the energy of what's going on.
Here and you know we, we have.
We're fortunate enough that all our classrooms have outdoor elements to them that when we often do take them outside and we go, right, you need to go climb from trees or you need to do that.
The beauty of nature holds a lot of the children to help them come back.
And we also then tune into what is going on collectively as a group.
Now this last term.
That we've just all lived through has been much.
Massive and I know not just at our school, but for many other educators.
I speak to the behaviors being huge, right?
Because this is the first full term children have done in two years, but well, particularly.
For our kids down here in in Vic.
And so I also believe you know, because I work with trauma, there's a lot of kids that have got PTSD and parents.
They don't even realize they have.
There's a lot of needing to build safety again, there's a lot needing to build connection commune.
Maybe all the kind of things that we've just lived through the last two years are turning up and they turn up in the classroom.
And so there's going to be testing as in, the kids are going to test the limits and the boundaries.
There's going to be a lot more feelings that are popping up, so we have to be super.
Super compassionate and we.
Have to be really gentle with what's happening with the kids and super gentle.
With the team as well, because they're living through.
You know this whole other unprecedented time.
Which is which is peppered with trauma everywhere, and so that makes it super super hard.
So I think you know we we what we've just come through too, is adding a whole other dynamic in element to it.
Right, and I guess the temptation for me is to ask if you have any secret tips.
I don't know if you do, but I'll throw it out there anyway.
Around helping the children to me.
Around how to help teachers cope during this period of time?
Yeah, so well again I come back to you know and like trauma is.
I guess my work and so it's it's individual for any everyone.
But what helps?
And you know, this is kind of the bigger picture.
Two what helps us move trauma?
Reason we feel safe.
So when the body starts to feel safe enough, it will start to release what's going on and that's why we often do see a lot of tears at our school because tuition will come.
They feel that sense of connection, safety and then the feelings come out right and we don't see that as wrong.
We see that is beautiful.
We see that as as a gorgeous work that we're doing there to help the kid.
Kids then feel better.
We're not there to be the children, therapists, and we, but we are there to witness and watch and just hold if we can.
And then if it moves, it moves.
Come in a standard classroom.
Again, I would just come back to you.
How can we create more connection?
How can we do more listening?
How do we help the kids move their bodies in ways that feel stuck sometimes?
I mean I, I get asked often to go and do training with teachers, but I I I am really hesitant to do it because I feel like.
But I'd be offering them is a band aid because their system isn't set up to do it in the way that we.
Do it and it often won't work because when you have 26 kids in your class, you can't sit and listen to one child feelings.
You just can't write or many schools don't have the options to go outside and take the shoes off and connect with nature, or there isn't sensory things that children can do to move their bodies like you know there's a.
There's a whole lot that's missing in the infrastructure to support what we probably know that children need.
And so I you know my my heart really breaks them because I can see that they're working in situations that are super challenging because they don't have the tools or support they need to support the kids in the way that they know.
They probably could.
So you know, at the end of the day always just come back to this connection, listening where we can.
You know it's it's never doubt just one adult getting down low looking a child in the eye with compassion or with kindness.
A gentle touch like just those things matter.
Children feel them.
They feel safety, they feel connection and that when children sense and feel that they're more likely to seek that out when they're having a hard time.
Yeah, that's it's all true.
I wish I could give you a 123 magic do this, but I I think it's bigger.
Yeah, no, you're right.
Yeah, like if.
The systems aren't there and the infrastructure is not there and it does make it tough.
So I'm I'm sorry teachers.
It looks like some of you are going to be stuck in a little twilight zone where you know you just gotta keep battling on with what you have.
But if you can implement some of that stuff you know do do try and good luck.
Uhm, so let's let's.
Flip this around to a bit of a positive, more positive energy here now.
So do you have any favorite stories of success that you want to share?
I have I have many from what we've witnessed, UM.
You know, for us successes things like, UM, one beautiful little girl who came to our school this year who started was starting to feel upset in the classroom.
Wanted to go for a walk with one of the assistant guides.
And the system guy just said let's go for a walk and say what's happening and they stay burst into tears and they said at my old school I was never allowed to cry or feel what I was really feeling.
And and here I am, and so can we just walk.
And can I just cry?
And this guide was like yes and so she just walked and cried.
And then they laughed. And it was maybe 5-6 minutes. All they needed was connection and safety. And then she went.
I feel better and then just went back into the classroom like to me that is a huge success that this child is learning how it's safe for me to feel what I need to feel.
I can seek out support and then I can.
Move it up some.
You know we teach the children a lot about when anger comes up, or when things feel really tricky.
That often behind anger is usually powerlessness or sadness or worry.
And if we can hold or we can, you know, find a Safeway to bring that anger, then we can reach behind that and feel what we're feeling.
Underneath, so we've had beautiful openings from the children around.
I feel that I'm not smart in this way, or I feel worried about this, or we've been able to sit with them in their anger and move past it to to get to some of the beautiful stuff underneath.
Uhm, we had this beautiful story of this little one in foundation who just whenever they were starting to do some writing.
Our beautiful guide was telling me this little one would always go.
I'm tired or I need to have a nap or she would just always look for anything to not have to do it and so she resisted and resisted for weeks and weeks and weeks.
And then when when the guides had some space one time and this little girl, you know we're gonna do, we're gonna write the letters in your name.
You know there's some letters in your name, and this little one was like I don't want to do it and the guy just said, you know what I'm gonna sit with you and I'm going to sit with you for as long as you need and I want you to tell me all the things that feel hard.
About it, and she's like I can't do it, and I'm not.
Good at it.
And she was big tease and be crying and and I just set them like I hear you and she didn't try and convince her of anything different.
She didn't try and fix her, she just went.
I know it's really hard doing things that feel challenging and I'm just right with you and we will.
You know, I'm here and so.
You know there was like 15 minutes of complaining and crying and I can't.
And then she picked up the pencil and she wrote the.
Tiniest little P.
The corner of.
Paper and the guide was like, oh, I'm gonna take that as a win right?
And then the next day or two she came back in and she said.
You know 'cause this little girl would just refused to write or hold a pencil or anything, and then the next day she came in and she said, how do I spell doctor Doctor Dark because that's what I did on the weekend and then wrote this full sentence, right?
And and the guide was just like wow.
This is a child who wouldn't even write a letter, wrote a full sentence and then they were doing some sharing at the end of the day.
What was the best part?
Of your day and this little girl goes writing.
I love learning so much.
Writing is amazing.
The guide was like.
But she was saying she was telling me this story going.
It was such beautiful evidence about sitting in the uncomfortable with them, and to say I know this is hard and I believe that you'll do it.
And I'm right with you.
You and she moved past those feelings and now she's just writing non-stop.
She's like she can't get enough of it, so you know, it's and and there's many things.
I think many stories we have like that where it's about.
It's not trying to fix a child, it's not trying to convince them they can do it, it's about meeting them where they're at, making it OK and.
Offering the possibility of, you know, I believe that you can when you're ready, so we've seen that with kids, with writing with reading with so many things that.
Many children will resist to me 'cause they're worried they're going to get it wrong.
They don't think they're good enough at it.
You know, we talk about failure at our school is just like a first draft like no one gets a first draft, right?
We all just.
Keep trying so.
We model failure heaps we we model how we mess up we we talk about how we make mistakes all the time because we're learning and we're doing it and and again we're here.
Languaging from the kids, even when they're building the sound city and stuff.
That's OK, it didn't work.
Let's try it again.
This way let's.
You know there is.
Again, we're trying to help the children understand or learn.
You know, is that we're all.
Learning and and.
And we just we give it a go and we see what happens.
And we reflect on it and and so you know, there's there's many, many stories like that of children that have been really resistant with their learning or worried.
And then they move some of their feelings and they move some of the stuckness and then.
It's just it's.
Brilliant, so there are many, many, many beautiful stories you know that.
Yeah, that we keep seeing and hearing.
Yeah and not only that.
I think kids who came to a school that were very quiet perhaps very shy.
I'm very, you know, just wouldn't speak up, you know, and now they're up there in front of groups of kids talking and running, reading sessions and doing all sorts of stuff that perhaps they wouldn't have before and parents reflecting back to us just going.
Man, I can see their spirit coming alive and we're like, yes, that is what we want.
Unreal great stories, thanks.
They'll do you have any like resources for the adults that they can maybe access if they wanted to dip their toes into this trauma informed me.
So I I have worked a lot with a a way of parenting called Aware Parenting which is developed by Doctor Aletha Solter.
So she wrote a book called The Aware Baby, which wouldn't necessarily be a book that, if you're an educator, you wanted to start with.
Uhm, she's got a great book called Cooperative and connected and that really talks about listening to feelings and what gets in the way for children when it becomes the behavior or cooperating or connecting.
So a lot of my work is influenced by, you know, our natural innate healing ability that we all have to process feelings and emotions.
When we don't.
We then learn to repress them, or we turn them into aggression and and that's what we see on the outside.
So when we can learn to express our feelings in healthy ways, we feel more balanced.
We feel more connected.
You know our capacity to learn increases so so elite soldiers work has definitely influenced me and.
Then what I've done?
I think Alfie Cones work is beautiful.
His books, unconditional parenting.
His book punished by rewards.
He's got books on education, which are brilliant, so I'd definitely recommend reading reading his work as well.
Even even the work around nonviolent communication, Marshall Rosenberg, his work or books around communication and talking, and all those kind of things can also be really, really powerful.
You know, for me, like I do a lot of work and I work mainly with adult educators and parents on what I call
In printing, which is basically all the messages and imprints we received as children.
That we believe to be true that we often then keep repeating, you know as adults, so our belief systems around trust.
I believe systems around anger or feelings or relationships or love or money or those kind of things.
So for me I run courses and workshops on how we get to unpack.
What are our imprints?
It serves us what doesn't and then how that turns up in our relationships.
Which equally is how it.
Turns up at work as well.
So there's a lot of beautiful stuff out there.
I love the work of Doctor Goble, Marty who.
Who has a documentary called The Wisdom of Trauma that I highly recommend every adult watchers.
Yeah, saying that one blew my alarm.
I think you can access it for free sometimes.
Or yeah, it's amazing and and that really is.
What he talks about in the wisdom of trauma, as to why we have addiction and pain and illness and all that kind of stuff.
The work I do with parents, and particularly what we're doing that would line to me, is the antidote to that.
So if we don't want our children to have to keep repeating these patterns, generational patterns.
If we want our children to grow up and not have addictions and, and you know dysfunctional relationships, then it starts now by listening to their feelings by connection.
By how we educate them all those kind of things.
So for me, when I watch the wisdom of trauma.
I just sat there going.
Yes, this is what this is exactly why I do the work we do too so that we don't have to get to that.
Place so I.
Highly recommend that documentary.
It's a really.
Good one to watch.
Umm, and I think for the literary nerds as well. I think they discussed this in elders Huxley's the island.
I don't know if you've read that, but like it's a bit of a tough read, but the the concept of this sitting with the feelings and if you fall over and scrape any, tell the story to someone a few times over.
That no, no.
Until you stop.
Sad about it, it's really nice.
Thanks for that.
Now I want to just explore what?
What your wish for education is.
I like the big ones.
Why is my wish?
I wish that we we focus on the child, not the data.
I wish that we create systems.
Oh my goodness, I don't know if you can hear that there's some very very loud cockatoos outside my window screaming.
Make sure it's coming.
It's just like wait, yeah, sorry.
Uhm so OK, we was like ah yes about the child, not the data I.
I would I would love.
Our our teachers to have more understanding and training and support to be who they can be so they can turn up in teaching the way they want.
So I think our system needs to change massively.
It needs a huge overhaul.
I think we need to support our teachers way more than what we do 'cause I just.
Do not think they get.
The recognition support the understanding, the holding that they need.
I wish for education that we.
That we get.
Children back to tuning into who their innate spirit and nature is and how do we foster that so they can be the best versions of themselves?
And so we give more opportunity for learning in ways that makes sense to them, whether that's moving their body, using their hands, reading, teaching other students.
What they're learning.
Whatever it is, you know learning by themselves, whatever it is that they need to take in information.
I think that we need to overhaul the curriculum so that we teach them stuff that is relevant for being a human, and that that has real world learning in it so that.
That when children learning something and they understand why they're learning it, not just because that's in the textbook, and that's what we should do.
So I feel like that would make a massive difference again to the children that understanding the why, so they're not just regurgitating information back to you and then completely forgetting it.
They're not learning, they're just basically telling you what what we're you know meant to.
What they think we need to hear?
Uh, there's many elements I I think we need to play way more.
I think we need to be connected in nature more.
I think children need way more choice and autonomy.
I think they need to move their bodies and they need to move their bodies and eat and they need to eat and go to the toilet where they need to eat meat, not when.
They need to I.
Think we need to give them more freedom to be who they need to be.
Because if we want to raise a generation of critical thinkers.
Then we need to treat them as such.
We need to give them the.
Opportunity and space.
To be there, so I know that's huge and that's a big difference.
But I think now is the time.
Now is the time for change.
I think we've just lived through a really interesting time in history where we've seen where a lot is off track.
And how do we come back to what is going to serve us as a planet?
And as humans, and I think the way we treat children the way we educate children is the most critical thing we need to do because they are the future.
Yeah, that's beautiful though and it's so great that you're you're already walking that path.
You know towards that dream that you have for education so.
Look, we are trying.
It is not perfect.
You know we're a year and a half in.
We learned so much we constantly like that didn't work.
That's good, you know that we are not perfect, we are.
We are so willing though to learn and lean in and do it differently, and I think that's what's exciting.
That is hot with that of.
That we've got.
This yeah, opportunity to go.
What could it look like and how can we keep evolving?
And coming back to this center point again and again and again, which is the whole child?
Where are they in this?
How do we help them feel safe?
How do we?
How do we help them connect to who they truly are?
How do we help them learn to express that you know?
How do we help to raise these brilliant humans that can hopefully clean up?
A lot of the mess that we've created on this planet.
Yeah, gosh, I'm sorry.
Speaking of which, my last question for you.
Wow and I ask everyone this.
Because this is the Teacher, Healer, podcast, what do you think is the potential for education to heal the planet?
I think it's it's vital. I think it's 100% there. I think you know, for me in the work I do so much of it is about the family unit and how we treat our children, how we respond to our children, what we model to our children is so important and so.
I think on one level the family unit is the biggest influence.
But then next to that is education and the amount of hours or child spends.
Perhaps in education is really really important.
So who are the adults?
That are influencing them.
What is it that we're teaching them that influences them?
You know, I absolutely believe that it has a huge part to play in creating healing, but I think it's US adults that need to do the work first.
You know we need to do the work on ourselves.
We need to question a lot of what's going on.
I think we need to create the change.
So that our children can then come through and do it differently and and look, you know, I've seen that with with my own children.
Uhm, just in in doing the work for myself or in in parenting, in a certain way, really inviting their feelings and emotions and and encouraging us to be the best with who they are.
I definitely see it.
My two adult children.
They're they're deep empathy and compassion for humankind is innate.
They don't have to work.
At it, it just is.
Is because that's what's been modeled to them, or that's what they've experienced, and I think that's what we need to do with adults.
We are the guides and the teachers and it it's about how to be an incredible human is what they're watching and learning.
I love that idea of the word guide and everything that that means.
I think there's a lot of reflecting we can maybe do around that term as adults, not just as some teachers.
Totally, yeah, there's there's, uh, there's nothing I'd love to just share with you, which is whenever I do.
You know how adding one?
01:01:30 Speaker 2
Training with a team or anything, I always ask the question.
Who was your favorite teacher or who influenced you the most?
And UM, everybody, when they share their stories, talks about one human who saw them, who they felt seen by who connected to their spirit, who encouraged them.
One else did.
Who went out of their way to?
Check in with them.
They that every adult talks about that one teacher.
Who either inspired them or made them feel seen?
And I'm like, OK, that's what you're remembering your not going.
This one taught me how to do maths really well.
All this person you know made science experiments really fun.
Like you know, and maybe there is some of that there, but.
It was about the human connection.
That's what they're.
Remembered, and so I think for any teacher listening.
Don't underestimate how powerful your human spirit is in connecting with a child.
What impact that has like?
That's that's one of the greatest things you have here.
We may not be able to change how the system runs or the policies or those kind of things just yet.
But what you do have control over is.
Your deep connect.
Chicken with with others, and that that doesn't cost anything.
That is just time and that is openness and willingness to look someone in the eye to see their spirits, to encourage them to keep being magnificent.
You know, that is what we can all do.
Gorgeous and I think like if you're willing to dig into that topic, more listeners cantune into my episode with Julie Hasson who she writes some books on.
That exact thing how we remember our teachers and and I certainly have my own story.
So shout out to Miss Stanfield.
You're the one for me.
And you know it and.
And yeah, so I just I actually just wanted to check back in a little bit with your vision for the healing of the planet.
Do you have a bodacious bold vision of what that looks like?
Uh, healed planet, because we've done our job here.
It's big, so for me it would be for all humans to feel safe enough to feel to know that anger and sadness and vulnerability is just as valuable as joy and happiness and passion.
For me, healed Planet is 1 where we own our stories where we don't project our pain and hurts onto others.
But we ask the question, what is this about for me and what am I feeling and what do I need to lean into?
For me, healed planner is humans that remember who they are connecting to their spirit.
And don't look outside of themselves to to make themselves feel like they're OK.
You know, and I think that for me stems back so much into how we were raised, because many of us were taught to.
Be good boys.
And girls and the message we get within that is, if I'm good then I'm lovable and I'm OK.
And so we spend most of our lives looking around going.
Does this make me good?
Do you approve of me?
Have I got enough money now?
Am I successful instead of actually?
Is knowing that the truth is that we are all enough?
Purely because you.
Were born you are.
Enough, yet we all have to work really hard to remember that or to even know that that exists as a possibility.
So for me it is about a healed planning is about everyone coming home to themselves.
Gorgeous thank you.
Thanks for showing up today.
My pleasure, thank you for having me.