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Speaker 4: Hey everybody!

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Welcome to Tier 1 Interventions,
where we work on helping you

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gain the core in your classroom.

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I am Cheri Dotterer, your classroom coach.

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That's Cheri with a C
and Dot with a stutter.

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I'm here today with Jonily Zupancic,
your instructional coach on mathematics.

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And we are here to help learn, help
you learn how to deliver your math

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instruction in a very unique way.

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Today we are going to talk
about the pain problem.

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Jonily

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Speaker 6: get us started!

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Hey everybody.

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I'm Jay-Z.

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Jay-Z in the house, Jonily Zupancic and
Tier one Interventions is, as Sherry said,

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strengthening your core regular classroom.

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So this is for specifically the
classroom teacher, partnering with the

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intervention specialist, instructional
coach, curriculum leader, principal.

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Special Service Provider, Occupational
Therapist, Speech Therapist.

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How can kids get exactly what they need in
the Tier 1 Core Regular General Classroom?

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Too often we have kids leaving the
room to be pulled out for small

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group Tier 2 or Tier 3 intervention.

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This week we're going to
talk about part three of the

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background to the paint problem.

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Speaker 4: I was doing a webinar
for OTs earlier this month.

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And one of the OTs that was on that call

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said to me, I never even
considered that parentheses.

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Square root sign.

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The division sign would be something that
my kids needed me to address with them.

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So I say this for your awareness as well.

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Anybody who's out there listening to
the podcast that Not only do we need to

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help kids with letters and numbers, we
also need to help them understand the

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symbols that go with mathematics, the
symbols that go with social studies, the

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symbols that go with music and science,
because they don't make the connections.

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Speaker 6: When we talk about
improving number sense, we always

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say this is an inborn, innate,
intuitive understanding of number.

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That cannot be explicitly taught.

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It must be experienced.

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And that's what all of
this module is all about.

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But Sherry makes a point.

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What does need to be explicitly taught are
the connections between those conceptual

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contextual experiences and the symbols
and notation that must be explicit.

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We must tell kids exactly what it means.

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over and over again and make those
connections to the conceptual.

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But kids aren't just gonna
figure out a parenthesis.

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They're not just gonna
figure out a square root.

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That must be explicitly
and deliberately taught.

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I say it, they hear it, and then they tell
me what I just said and they learn it.

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So very important to understand this as
we're moving through the science of math.

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That is up and coming.

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The differences between what
needs to be explicitly taught in

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mathematics and what cannot be
explicitly taught in mathematics.

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With the science of reading,
the collection of research on

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how students learn to read.

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Reading must be explicitly taught.

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That's what the collection
of science says for reading.

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My fear when we move into science
of math is we're going to try

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to parallel that for everything.

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But what we're missing in schools
is a high level of number sense.

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And that can never be explicitly taught.

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It must only be experienced
through these things.

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That experience is what is going to
provide The functional aspects for

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students to be able to individualize
where they are and be able to

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work independently on mathematics.

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We seem to not be able to ever
get to a point in any classroom at

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any grade level where students can
independently work on mathematics.

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Because we're not focused on
iterated and repeated reasoning.

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Using reference tasks and bringing
them back again with a different

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number, kids already have been
explicitly taught the process.

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Now they can independently repeat
the process with other numbers.

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This is also how we individualize and
build independence in mathematics.

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What are some of these other
non academic functional pieces?

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That's the question that we're going
to answer here in this, in Part 2.

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Part 2, what are some of the non
academic functional pieces that need

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to be included in Tier 1 general?

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Core instruction so the kids don't
have to be pulled out of the room to go

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to a separate small group, a separate
teacher to learn how to function, behave,

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regulate and manage their learning.

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And I say this has to do with rate
because one of the examples of rate is.

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Speed.

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How fast?

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That's innate and intuitive right there,
because as Teresa mentioned, when we go

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to the gym and we get physical and we do
movement, we could have short distance

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running races and use a stopwatch,
because what we're measuring is distance.

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Per time, and that is the
pure definition of rate.

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I don't have to teach it
as rate in second grade.

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We can just do these short distance
runnings, and we can document the distance

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to the finish line, and then the time
it took for each student to get there.

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And we're collecting data, we're
experiencing it, we have physical

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movement, and then we're going to
use those numbers for mathematics.

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Now, not only can I improve my
number sense by seeing number

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as shape, like with a quick dot.

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to start to give meaning to number.

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Now I can physically feel number.

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Because I can see who is faster, and
whatever number that is, is going to

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be a smaller number as far as time.

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Because if I have the same
distance, finish line is at

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the start and finish line.

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I have the same distance for every race.

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But the smaller the
number, Why does that mean?

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The faster they got there because
the definition of rate, one of the

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definitions for rate is distance per time.

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So I can take my younger kids and
do these things and collect data and

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now they can physically feel rate.

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This is what we're missing in mathematics.

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So that's a, that's an
example of a functionality.

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A non academic way to put
movement into mathematics.

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But also be able to improve
number sense experientially.

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So let's talk about some other
functional non academic features

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of interventions that can be done
in the regular Tier 1 classroom.

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Speaker 4: Before you get
started, Sarah has a question.

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Speaker 6: Sarah, question.

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And I'm not going to get started.

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I was going to turn it
over to you, Sherry.

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Be ready with some other
functional interventions.

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Speaker 9: Sarah, go ahead.

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Okay.

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I want to do two things.

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And I don't want to sidetrack too much.

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I did want to say yesterday at our like
pie event when you said rate, I was

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thinking one of the moments I love.

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Yesterday, the most I was doing this
we called it our bike race activity.

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We basically had two hula hoops that
were, like, different bike wheel sizes.

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And the so I tried to
keep the station flexible.

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I changed the questions depending
on the students that were

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there and what I felt like.

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But I, had these two students and we one
of the questions I would ask is like how

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estimate how many rolls of their wheel
they thought it would take to get to like

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our finish line, which was marked off.

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But this one.

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This one brother and sister we got to
talking about the number of rotations

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for the the wheels and I think this this
would relate to paint problem, right?

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Because it's the inverse
relationship, right?

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And I asked Or they came up with a
statement like the bigger wheel has less

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rotations because of the length of it.

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And the smaller wheel
would have more rotations.

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Because of its length.

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And so it's just really exciting to have
that rate conversation without using any

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math We were just talking about what we
see, what we know, that kind of thing.

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So that's more an observation comment.

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My question though, was
hold off on that question

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Speaker 6: point on that too.

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And that is, that's just like fraction,
my younger kids, my younger students,

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and even my older students, when
we do experiential contextual with

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paper folding with fraction, they
will come to discover that, wait a

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minute, the bigger the whole number.

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When that number is the denominator of a
fraction, the more pieces, but the smaller

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the piece, and that's really difficult for
kids to overcome unless they experience

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it contextually and conceptually, and
one of our, I'm going to put this up

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here, another reference task is paper
folding that we need kids to experience,

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which is really connected to what
Sarah's talking about with the rotation

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of the wheel, because it's that sort of
counterintuitive inverse understanding

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when I ask kids, which is bigger?

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1 8th or 1 4th?

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1 8th is always the answer.

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It's wrong, but it's very popular.

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Okay, so kids need to understand
that the larger the number of

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the denominator, the smaller the
pieces, and they only can do that.

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I can tell them 500.

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86 times.

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And we do this in schools.

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We tell them and tell them and
tell Guys, we've told you this!

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We've told Yeah, you know what?

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That's the problem!

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Ding!

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Insanity!

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Doing the same thing over and
expecting a different result!

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That's why we need to
unlearn, relearn, rethink.

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These contextual, conceptual, experiential
ways of delivering math instruction so

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that kids can figure it out on their own.

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Then we can explicitly teach the
association and the connection

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to the symbol and language.

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Sarah, question though.

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Speaker 9: Now you make me
think of our math night.

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I did a recipe scaling with kids
and your fraction thing, right?

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So we were talking about, I
told them, I said, when I bake,

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I like to use as few tools.

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A few measuring tools as possible.

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So I don't have to clean as many things.

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So when we were looking at the
recipe, like if it said, whatever the

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measures were, and I said, what if
we only used the quarter teaspoon?

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Like, how is that going to change?

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You know what we do?

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And one of the students
did get to that point.

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We're using a smaller Teaspoon.

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So we need more of them to and
which is what you're saying

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about that fraction, right?

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The like smaller, the denominator,
the more we're going to

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need to like get to that.

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So think about it

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Speaker 6: when we skip count by eight.

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And we skip count by 12s, which
one is going to get to 120 faster?

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See, that's right.

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But Sarah, let's talk
about this for a minute.

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You teach in a cyber school.

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So were you guys all together on site

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Speaker 9: yesterday?

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What's up?

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Yeah.

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Sorry.

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So yesterday was a we host in
person events for like special, like

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once a month or special occasions.

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Like our pie day is one of those regional
activities and we were in person.

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Love it so much.

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Okay.

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What's your question?

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Sorry.

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My question is back to the symbols.

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Okay.

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Because this comes up consistently
with the sixth grade teachers the,

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Multiplication can transition to dot and
parentheses from the like little X. And

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my question is, like, how early on is it
okay to start introducing the different

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symbols to elementary students like Okay,
so like from the get go, just interchange

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them and know it means the same thing.

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Okay, all right.

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Speaker 6: So what I'll sometimes do, this
is a good question, what I'll sometimes

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do is remember when we had the 3x5 on
the dimension and blah, blah, blah?

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Sometimes I'll just do three by five,
but I tell kids this is not a dot number.

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That's our by three by five, because if
I put the.here, and I do this in kinder

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one, two, if I put the.here, I have to
be very specific where the dot goes.

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'cause this means three by five
rectangle, but this is a dot number.

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It's a decimal number.

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3. 50. So I'm introducing and exposing
that way early, starting in kindergarten.

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By second grade, kids should be
able to see that My bi number, my

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rectangle notation, and this is what's
important about calling that blank

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multiplication chart the dimension chart.

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I can use the word bi, I can use a dot,
I can use parentheses, and it really

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has nothing to do with multiplication,
it's a notation of dimensions.

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Follow up question on that.

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Okay, other functional
non academic aspects.

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Sherry, talk to us a little bit about what
that looks like in your setting and how

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it can be done in the regular classroom.

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Sure,

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Speaker 4: what I mentioned this
a little earlier, I lost my page.

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Where did it go?

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I always have to have
pictures for everybody, right?

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Speaker 2: All right.

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Speaker 4: So I was talking
a little bit earlier about.

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Interoception.

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Interoception is the response
of our nervous system where it's

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going to turn on and turn off.

241
00:15:26,759 --> 00:15:32,249
parts of the body based
on what our needs are.

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Our brain, our body, and our blood system,
and our nervous system, it wants to keep

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our heart and our brain functioning.

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So there are times in our system
where we don't send as much blood.

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To our digestive system or different
parts of our body there, so

246
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there's an actual nervous system.

247
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It's called the autonomic nervous
system that turns on and turns off.

248
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It'll increase or decrease blood
heart rate, depending on how

249
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much activity we are needing.

250
00:16:08,669 --> 00:16:09,589
I think I am sharing.

251
00:16:09,619 --> 00:16:11,239
Oh no, I'm not sharing any screen yet.

252
00:16:11,869 --> 00:16:14,489
The other part of it is feelings.

253
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And that's what I want
to share the screen for.

254
00:16:17,604 --> 00:16:25,814
And that is That we have eight
senses or eight emotions, joy,

255
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trust, fear, surprise, sadness,
disgust, anger, and anticipation.

256
00:16:31,374 --> 00:16:41,244
We have about 4, 000 feelings,
but the difference is that emotion

257
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is that first seven seconds
before we even think about it.

258
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It's that gut response that our body.

259
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It does without us even thinking about it.

260
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It is part of the subconscious.

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It is part of our innate nature.

262
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We talk about numeracy cycle being innate.

263
00:17:01,104 --> 00:17:03,934
We've got eight core
emotions that are innate.

264
00:17:04,784 --> 00:17:10,554
So kids that are refusing mathematics
or handwriting or whatever task you're

265
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asking them to do, one of those eight,
most likely fear, is the Is overcoming

266
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their ability to engage in the task.

267
00:17:23,934 --> 00:17:31,104
So the emotion I said, there's
eight is a neurobiological response

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to that initial gut reaction
before we can even think about it.

269
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Once we can think about it.

270
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Once it brings up into our conscious,
then we can evaluate it, and

271
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that's when it becomes a feeling.

272
00:17:46,514 --> 00:17:49,934
But there's also something else that
I haven't really ever talked about

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00:17:49,934 --> 00:17:51,524
before, and that is called mood.

274
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And that is our disposition.

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That is the kind of that
thing that lasts forever.

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That's why people can get be in
a depressed mood or a sad mood.

277
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That's different than emotion.

278
00:18:04,184 --> 00:18:08,529
When it becomes this long
drawn out Disposition.

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It's the way we're feeling over time.

280
00:18:11,919 --> 00:18:16,629
That is our mood and we can change
those moods and that is going to

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00:18:16,629 --> 00:18:18,849
change that emotional response.

282
00:18:19,289 --> 00:18:27,149
That in itself is the best
way to reengage kids in their

283
00:18:27,209 --> 00:18:29,639
education is changing their mood.

284
00:18:29,909 --> 00:18:31,499
It's the most difficult part of.

285
00:18:32,394 --> 00:18:33,194
education.

286
00:18:34,044 --> 00:18:35,844
But that is the key.

287
00:18:37,004 --> 00:18:40,694
The key to making that
change is motivation.

288
00:18:41,774 --> 00:18:47,754
So we need to change how they're
motivated to engage in the mathematics.

289
00:18:48,134 --> 00:18:50,054
And what Jonily is teaching.

290
00:18:50,589 --> 00:18:57,959
About engaging kids in mathematics is
a way of circumventing those moods and

291
00:18:58,029 --> 00:19:01,779
remotivating kids into their education

292
00:19:02,249 --> 00:19:04,909
Speaker 6: and what Sherry
and I together teach on.

293
00:19:05,684 --> 00:19:10,694
And what she's talking about is
umbrella underneath this phrase,

294
00:19:10,884 --> 00:19:20,854
focus triggers, a focus trigger
is the exact action that I, as the

295
00:19:20,854 --> 00:19:23,864
facilitator and instruction can take.

296
00:19:24,214 --> 00:19:32,814
With a student to reengage and to motivate
I'm going to go back to my kindergarten

297
00:19:32,844 --> 00:19:39,624
audio yesterday in this kindergarten
class, and this was all non academic,

298
00:19:39,874 --> 00:19:43,684
and this might be very criticized by.

299
00:19:43,914 --> 00:19:50,254
Educators and administrators, but I'm
telling you, if you want kids to be

300
00:19:50,254 --> 00:19:54,804
motivated intrinsically, if you want
kids to be able to function at a very

301
00:19:54,804 --> 00:20:00,924
high level, if regardless of disability
or ability, if you want kids to be

302
00:20:00,944 --> 00:20:03,484
able to engage in the task at hand.

303
00:20:04,104 --> 00:20:05,394
and work independently.

304
00:20:05,944 --> 00:20:10,214
You'll hear many focus triggers
on this kindergarten audio.

305
00:20:10,334 --> 00:20:13,014
I'm going to tell you about
a few of them right now.

306
00:20:14,094 --> 00:20:18,654
So whenever I teach a class of kids,
no matter the age level, in the

307
00:20:18,654 --> 00:20:23,654
first three minutes, I can find out
how, who our special students are.

308
00:20:24,034 --> 00:20:25,744
Okay, it's not rocket science.

309
00:20:26,714 --> 00:20:30,804
Ended up finding out yesterday, and
you'll hear how I do this on the audio,

310
00:20:31,484 --> 00:20:37,284
because what I will do is, I will give
some prompts to gather student perspective

311
00:20:37,284 --> 00:20:38,974
to get a feel for the classroom.

312
00:20:39,484 --> 00:20:44,054
And I might say, so yesterday I
introduced myself, I say I'm Mrs.

313
00:20:44,054 --> 00:20:48,524
Zoo Panzick, Zoo, like where animals
are, Pan, like frying pan sick, like

314
00:20:48,524 --> 00:20:50,104
you're not feeling well, say that.

315
00:20:50,464 --> 00:20:52,504
Zupancic.

316
00:20:52,994 --> 00:20:54,914
Boom, there's a focus trigger right there.

317
00:20:55,304 --> 00:20:59,274
I give an association for my
name, then I make them say it.

318
00:20:59,284 --> 00:21:00,784
That's actually two focus triggers.

319
00:21:00,984 --> 00:21:05,354
Creating an association, my last name,
Zupancic, it's a little difficult.

320
00:21:05,749 --> 00:21:06,859
Make an association.

321
00:21:07,209 --> 00:21:08,169
Zoo, where animals are.

322
00:21:08,169 --> 00:21:09,109
Pan, frying pan.

323
00:21:09,109 --> 00:21:10,299
Sick, like you're not feeling well.

324
00:21:10,379 --> 00:21:13,379
Okay, so that's one focus trigger
is to make that association.

325
00:21:13,809 --> 00:21:17,339
And another focus trigger
is make them say it.

326
00:21:17,399 --> 00:21:18,529
Make them repeat it.

327
00:21:18,589 --> 00:21:19,169
Wrote.

328
00:21:19,339 --> 00:21:21,039
Okay, so you guys say it.

329
00:21:21,359 --> 00:21:22,569
Zoo, pan, sick.

330
00:21:22,589 --> 00:21:24,424
Okay, so focus triggers.

331
00:21:25,384 --> 00:21:29,054
There's two right there just very
subtle and you'll hear that in the

332
00:21:29,054 --> 00:21:32,544
audio and now that I pointed it out
to you, it'll be very intentional.

333
00:21:32,544 --> 00:21:33,314
You'll see that.

334
00:21:34,064 --> 00:21:37,854
And so as I'm having them do this, I
watch for the kids that are laying on

335
00:21:37,854 --> 00:21:41,234
their desks or being like, THE PIZZA!

336
00:21:41,314 --> 00:21:41,704
Okay?

337
00:21:42,094 --> 00:21:44,664
Hey, come on, I'm not exaggerating at all.

338
00:21:44,804 --> 00:21:50,924
Okay, so then I go on and I start telling
them that I used to have a classroom like

339
00:21:50,924 --> 00:21:54,134
this and I just like to go in different
math classrooms and do math with them.

340
00:21:54,134 --> 00:21:55,034
And then I went on.

341
00:21:55,374 --> 00:21:59,264
Another focus trigger
is to share the purpose.

342
00:22:00,209 --> 00:22:02,279
Okay, another focus trigger
is to share the purpose.

343
00:22:02,649 --> 00:22:06,139
I went on to say, How do
you guys exercise your body?

344
00:22:06,349 --> 00:22:07,469
Oh, we work out.

345
00:22:07,629 --> 00:22:08,489
You lift weights.

346
00:22:08,489 --> 00:22:09,169
You can run.

347
00:22:10,609 --> 00:22:12,159
That's all exercise for the body.

348
00:22:12,829 --> 00:22:14,869
But what do we do to exercise the mind?

349
00:22:15,129 --> 00:22:16,329
And they were like, We work out.

350
00:22:16,339 --> 00:22:16,969
We lift weights.

351
00:22:16,969 --> 00:22:17,429
We run.

352
00:22:17,429 --> 00:22:18,439
I'm like, No.

353
00:22:18,629 --> 00:22:18,919
I said, No.

354
00:22:20,089 --> 00:22:22,199
No, that's, we exercise the body.

355
00:22:22,909 --> 00:22:26,929
And then another little
lady, she raised her hand.

356
00:22:26,989 --> 00:22:29,649
I called on her cause she
plays school really well.

357
00:22:29,659 --> 00:22:30,729
And she's math.

358
00:22:31,459 --> 00:22:33,109
I'm like, that is exactly right.

359
00:22:33,709 --> 00:22:38,229
We do math to exercise
the mind, the brain.

360
00:22:39,169 --> 00:22:42,269
So that is a perspective in and of itself.

361
00:22:43,189 --> 00:22:47,269
So when I'm teaching kids, I
tell them, I don't teach math.

362
00:22:47,269 --> 00:22:48,249
I teach thinking.

363
00:22:48,739 --> 00:22:50,899
So when they ask gosh, when
are we ever going to use this?

364
00:22:51,229 --> 00:22:51,889
Probably never.

365
00:22:51,899 --> 00:22:52,909
You're never going to have to think.

366
00:22:53,314 --> 00:22:59,774
Okay, the thing is, thinking is
my content, like I teach thinking

367
00:23:00,354 --> 00:23:02,564
through the vehicle of mathematics.

368
00:23:03,224 --> 00:23:06,714
See that's an unlearn, re,
relearn, rethink right there.

369
00:23:07,154 --> 00:23:12,054
So if you are an educator, intervention
specialist, or instructional

370
00:23:12,054 --> 00:23:14,639
facilitator, of mathematics.

371
00:23:14,789 --> 00:23:16,079
You teach thinking.

372
00:23:17,329 --> 00:23:21,009
You just use mathematics
to teach that thinking.

373
00:23:21,559 --> 00:23:25,059
Couple other, and then then I
found out my good friend Jace.

374
00:23:27,949 --> 00:23:32,629
I thought it was Chase, and then I was
like ch, and they were like, no juh, Jace.

375
00:23:32,679 --> 00:23:35,899
I'm like, ooh, because my first name
is Jonaly juh, and then they were

376
00:23:35,899 --> 00:23:41,169
like, oh, but we have juh, James,
and Jesse, and juh, and it was

377
00:23:41,169 --> 00:23:42,579
just a whole thing, and it was fun.

378
00:23:42,949 --> 00:23:50,314
And But the kid beside Jace kept speaking
for him, so I picked up on that, and

379
00:23:50,314 --> 00:23:52,104
I said, Oh, are you his secretary?

380
00:23:52,324 --> 00:23:56,774
He's yes, and I'm like, okay, I
need to keep this kid near Jace.

381
00:23:57,004 --> 00:24:00,984
You pick up on these things, but what
I'm doing is I'm using focus triggers.

382
00:24:01,014 --> 00:24:04,924
I'm getting kids to hone in and
focus on one thing so that they can

383
00:24:04,934 --> 00:24:07,884
give me their perspective so that
I can teach to their perspective.

384
00:24:08,754 --> 00:24:11,544
Okay, making a lot of
associations and connections.

385
00:24:12,004 --> 00:24:15,644
So once I find out who Jace is, we
come to carpet, I make sure Jace is

386
00:24:15,644 --> 00:24:18,014
near me and his secretary on carpet.

387
00:24:18,224 --> 00:24:19,784
So that was beautiful, okay.

388
00:24:20,324 --> 00:24:23,584
We go back to our seats, but
I make Jace stay with me.

389
00:24:24,044 --> 00:24:28,804
Because I knew this kid needed
to wonk the willies out.

390
00:24:29,184 --> 00:24:33,644
Okay, I knew explaining what we were going
to do with the 120 chart and starting

391
00:24:33,644 --> 00:24:38,684
that facilitation with the kids before
I mini lessened to that small group.

392
00:24:39,114 --> 00:24:44,234
I knew Jace needed to just be up
and moving and not at his table.

393
00:24:44,484 --> 00:24:46,354
He wasn't going to get
anything out of that anyway.

394
00:24:46,634 --> 00:24:49,054
So he was beside me and then
he started spinning and I'm

395
00:24:49,054 --> 00:24:50,734
like, Jace, you keep spinning.

396
00:24:51,104 --> 00:24:54,464
He would spin and then he'd jump and
then he'd spin and then he'd jump.

397
00:24:54,824 --> 00:24:55,424
And then.

398
00:24:56,274 --> 00:25:00,664
He was behind me and the whole class
was attending to me and ignoring Jace

399
00:25:00,694 --> 00:25:02,224
because they know Jace is special.

400
00:25:02,504 --> 00:25:06,184
So I move strategically to
another area of the room.

401
00:25:06,194 --> 00:25:09,204
Jace stayed over there doing his
jumps and spins and whatever.

402
00:25:09,744 --> 00:25:15,184
And then I finished explaining and I said
okay so now go ahead with your 120 chart.

403
00:25:15,419 --> 00:25:17,229
I'm going to come to your
group, so I'm going to help you.

404
00:25:17,539 --> 00:25:19,189
And I said, Jace, come on back.

405
00:25:20,339 --> 00:25:22,699
And I said, Jace, No, sorry.

406
00:25:22,749 --> 00:25:24,989
This was before they were
making squares with blocks.

407
00:25:25,039 --> 00:25:25,259
Blah.

408
00:25:25,939 --> 00:25:27,779
Jonily, you got the whole story messed up.

409
00:25:27,809 --> 00:25:28,949
Anyway, doesn't matter.

410
00:25:29,199 --> 00:25:31,949
The point is, while I was explaining
that we're going to make squares

411
00:25:31,949 --> 00:25:35,349
and what that means and equal sides
and da, I totally screwed this up.

412
00:25:35,359 --> 00:25:37,859
We should re record this, but we're
not going to because I'm out of time.

413
00:25:38,259 --> 00:25:38,679
Anyway.

414
00:25:39,034 --> 00:25:43,324
So then, he comes back, before I went
and observed other groups, when he

415
00:25:43,324 --> 00:25:45,524
came back I said, Hey, do you know
what we're going to do right now?

416
00:25:45,754 --> 00:25:46,834
And he's we're going to make squares.

417
00:25:47,384 --> 00:25:51,014
I didn't expect him to say that,
because he was off over in La Land.

418
00:25:51,274 --> 00:25:54,824
But do you see, he needed to
do all that, and it didn't

419
00:25:54,824 --> 00:25:56,014
bother any of the other kids.

420
00:25:56,014 --> 00:25:57,484
They didn't ask why he was doing that.

421
00:25:57,934 --> 00:25:59,864
They probably intuitively
know why he's doing that.

422
00:26:00,024 --> 00:26:04,744
He came back, and I wasn't expecting him
to say, we're making squares, but he did.

423
00:26:04,744 --> 00:26:06,174
And I'm like, do you
know what a square is?

424
00:26:06,764 --> 00:26:10,424
And he was getting a little weird and
I was like, you know what, here's your

425
00:26:10,424 --> 00:26:12,064
blocks, go ahead and make squares.

426
00:26:13,544 --> 00:26:18,704
And then he, for the next 10 minutes,
was so focused and engaged and in

427
00:26:18,704 --> 00:26:20,224
tune and working independently.

428
00:26:21,724 --> 00:26:25,924
See, focus, a focus trigger for
him, he's got to spin and jump.

429
00:26:27,564 --> 00:26:29,354
Then he can attune to the task.

430
00:26:30,504 --> 00:26:33,404
And he was listening
to every word you said.

431
00:26:33,959 --> 00:26:34,489
Why?

432
00:26:34,691 --> 00:26:38,051
Tune in next week where I
answer the question, why?