20 Minutes of Teaching Brilliance (On the Road with Trust-Based Observations)

Welcome to 20 minutes of teaching brilliance on the road with Trust Based Observations.

Every week while training school leaders, Craig Randall, the developer of Trust Based Observations, witnesses brilliant teaching during their 20 minute observations.

Wanting to share that teaching brilliance with others, we talk shop with those teachers, learning what they do that is so impactful.

We hope you enjoy.

Craig: Hi, and welcome to another edition of 20 Minutes of Teaching Brilliance on the Road with trust-based observations.

A couple of weeks ago, I was in my home state of Washington, in the central part of the state in Yakima, and I saw some amazing teachers there as I was doing part.

Two training and one of the teachers I saw that was amazing was Sonya Howy.

Don't ask me how it's spelled because it's not the way it sounds.

I got to see Sonia in action once and then had an amazing conversation and I got to hear about the follow up to that conversation afterwards.

And so I just a little bit about Sonia.

Sonia's been teaching for 16 years.

Her first seven or eight years, she was all over the place.

She taught kindergarten.

Fourth, sixth and third, and then she moved to the relative big city of Yakima, and then she started teaching second grade and found her bliss.

But along the way, she thought, Hey, I think my next step is being an instructional facilitator.

And what she found out was her kids are her number one thing.

And so to her credit, she decided, no, I'm gonna go back to the thing I love.

And so she went back to teaching second grade and I got to see some of that in action the other day.

So, hello Sonya, and welcome to 20 minutes of Teaching Brilliance.

Sonia Juaregui: Hi, Craig.

Thank you for having me.

I'm so excited.

Craig: Good.

Thank you.

Listen, when we were there, I think, I mean, everything was great, but the thing that stood out so much to me was what I'm gonna call, what you call the pit and everything that represents.

And I'm tempted to give the audience a little teaser on what it is.

But I think I'm just gonna let you go ahead and tell everyone about the pit.

So please go ahead.

Sonia Juaregui: Well, the pit is a strategy that we as a school have adopted from the visible learning.

Well, we've been learning about visible learning for many years, and so the pit is one of 'em that we as a team, as a school said this is a winner.

We need to normalize the error.

We need to have kids do productive struggle because we know that when we make mistakes is when we learn.

And so we, every year at the beginning of the year is a non-negotiable.

we teach all kids the learning pitch.

That feeling that we get when we don't know what to do and we wanna give up.

But we keep, you know, trashing along, our peers are helping us, our teachers helping.

We work hard, and then as we learn, we climb out of the pit.

Craig: And that, that's in a nutshell what it is.

It's so much more than that though.

When I'm watching it in action.

so let's, why don't we start a little bit about like what happens at the beginning of the year and look, you're telling it to some students at the beginning of the year that have already been there, but you also know you've got students that haven't been there.

So.

Talk to me at first about just like the beginning of the year with the pit in that productive struggle and digging your way out, out the pit.

Like how do you introduce that first and

Sonia Juaregui: we start with what is the pit?

And so the kids have no, they don't remember if they had it in first grade, but they just think about the character that's climbing out.

But they have forgotten the most important part where it's the productive struggle.

And so we use a GLAD pictorial.

To take the kids through the steps of the pit where they get introduced to a concept, and if they know it, then they're at, you know, at the top of the pit, they got it.

But if they don't, they might start slipping into that pit.

It's like a hole.

And so they slide and if they keep sliding if they don't know how to solve a problem, let's say.

And so it's a step every step kind of.

You know, we talk about it.

And what do you do if you're in the pit?

Well, and then they don't have the answer.

So we have sentence starters, like, I don't give up.

I look for another strategy.

I ask my partner, I raise my hand.

And how do you feel when you're in the pit?

Well, I don't like it.

It feels horrible.

I feel like I'm not smart.

And so we go through all the feelings and the emotions and the language, and then we rename those emotions that instead of a negative, it becomes like a positive.

It becomes a challenge, and so it becomes productive struggle.

We acknowledge that it doesn't feel well and I myself say I'm in the pit, like we learned about the US Civil War and I told them, I dunno that answer.

I'm in the pit.

I'm gonna have to do research.

And so we all, as a classroom have that climate of when we don't know, when we make mistakes, that's when our brain learns.

And so we slowly.

As we learn and apply our strategy, start to climb out of the pit, and we help our peers climb out of the pit.

And so it becomes, it starts from a negative feeling in the beginning of the year where I don't wanna try, I don't wanna seem like I'm not smart.

And that's how they start.

Like if I don't know how to answer that quickly, I'm not smart enough.

And then at the end of the year, like we all talk about it, it's a positive experience and the kids work harder, like the effort increases.

Craig: Oh my gosh.

So much of that, just that it just warms my heart in so many levels.

And so I think things that stand out, one, you talked about glad and anybody that I don't want to dig into Glad today, but glad's really good stuff for anybody out there that wants to dig into that.

But I'd love it like the what do you do when you're in the pit and so, and then really what you're doing is you're teaching the how.

Of it.

talk all the time about trust-based observations and I talk about, relationships are so important and build trust, but the thing that frustrates me about those is they don't have many of the how, like it's easy to say, oh, you're in the pit, get out.

But without giving them the strategies.

You, it doesn't really mean much.

And so one, you're giving them strategies for like what you do, seek a friend, what all the different ways that you can do it.

So you're teaching them strategies to get out of the pit, but even more than that, it's acknowledging feelings.

How do you feel in that?

And when you can talk about it and you can talk about your own experience with feeling that and what it feels like and that it's normal to feel like that because when we feel like that, it can be paralyzing.

Right.

We have all, I'm sure you, I don't know if you have, but I For sure, I've gotten my sim into hole and it's gotten deeper and deeper and I didn't know how to get out sometimes where, gosh, if I'd had more strategies or have somebody acknowledge that, yes, it feels horrible.

I instantly, that takes so much pressure off of what you're doing.

Sonia Juaregui: Yes.

It reduces that cognitive load.

Like they're they get so frustrated, they just wanna give up.

And so we take it back to the pit.

Okay, you're right here.

See our strategy on the board, like when we're adding and subtracting and with regrouping was really hard.

So we have a chant, we have a visual that says, more on the top, go next door.

Take 10 more.

And so, using those strategies, using our friends, using a positive, we say, listen, don't listen to the inner critic.

Listen to your inner coach, right?

So we have all those posted.

We remind each other of that, of those strategies and we check on each other.

Did you get it?

You didn't, where did it break down?

So it's a whole process and it starts the first day they walk in the classroom.

Craig: And really, it sounds like in a way you're almost like doing neuro-linguistic programming.

So you're working on the kids changing negative.

Conceptions into constructive, maybe not positive, but constructive.

I can do, I can, yes, I can do that.

I'm feeling this, but I can work my way out.

And you talked about like when they don't know, it's really easy to shut down and quit.

And so when they get that negative, don't want to, it's about try, but it, but try doesn't happen without.

Support continually, because look, you could talk about that at the beginning of the year.

We all know that and people do that at the beginning of the year.

But I know from being in your class like you, like I was in there and I saw you talking about the pit.

I bet you talk about the pit every single day

Sonia Juaregui: oh yeah.

Craig: and so I think that's a really important piece is talking about it every day because it happens for some of us every day.

Sonia Juaregui: Yep.

Every day, whether it's in reading, writing, math, we were just doing writing the other day, writing a paragraph with, we need to get 'em ready for third grade.

So.

Do you have inden In your paragraph, do you have a topic sentence?

It's you're writing legible and some of 'em were in the pit and I just reiterated.

It's okay.

You're in the pit.

What are you gonna do?

We'll not give up.

Exactly.

Let's go back and see where it goes down and let's fix it.

Craig: I think that's the hilarious, like the reluctant, we're not gonna give up, but of course they know they're just such that age and they are gonna fix it.

And so, but along with part of that fixing it, it is a lot, I mean, you do a lot of work, partner work where partners are helping each other out and we're gonna move on to some of the really cool stuff about that in a little bit.

But you're also.

Like, you can talk about the fit pit every day and what are you talking about it, like, I know the other day when you were talking about, it's when you can tell there were a number of kids that were struggling with the new concept that you were giving them.

And so your.

Like tied very closely to the pit, to me is it's that constant checking for understanding that formative assessment of where they are has to guide you in some way on like, oh, it's time for the pit talk or whatever.

Do you want to talk about the connection between checks for understanding or formative assessment and the pit?

Sonia Juaregui: Yeah, so the day you came in, it was our second day that we're talking about repeated addition as a precursor to multiplication.

And so kids had seen repeat addition.

They understand addition.

Then as we tried to link it to multiplication, they were struggling and I saw the faces.

They were just, they were looking around not understanding.

And so we had watched the video kind of like to prime 'em, to give 'em that, little bit of background.

But some of 'em, it's the end of the year they're not paying attention.

And so I. Right away I saw at least five of 'em.

They didn't know how repeated edition was, gonna be multiplication.

And so I said, okay, everyone eyes on me.

How many of you're in the pit?

And many of them raised their hand.

And I said, I know because I see that you're a little uncomfortable.

how do you feel?

Do you feel kind of, that you don't know what multiplication is.

And they're like, yeah, we don't like that.

And so I reminded them is it okay not to know?

Is it okay to make mistakes?

And they're like, yes, mistakes help us learn.

And then there was one, one that said, no, I don't like it.

And I said, I don't like it either.

But that is just normal when we dunno how to solve a problem.

And so then that kind of gave 'em the energy to, okay I'm gonna try, I'm gonna keep working on it.

And so we kind of took it back to where their understanding started to break down, okay, let's look at repeated edition.

We know how to do this.

Yes, we know.

And so that is tying that form, more formative assessment, like, how are they doing?

How can I intervene to make this concept more visible and to make sure that they're understanding what's the next step in the process.

Craig: I think well, there's so much there.

Like one, I heard you say empathy when a kid's saying that they're in the pit and it doesn't feel good.

It's like that's such an important piece.

Like when you know somebody, Can understand your plight as opposed to minimizing it.

It makes it a lot easier to get out of the pit.

And then, but like, so as we're watching it, I mean you had some kids that were getting it, Whether they're as a whole, they're getting it or not getting, or whether the most of them are, or is it just experiences?

I mean I know you're moving around the room, proximity control and you know your kids by this point in the year, so you know the ones that you have to go to first 'cause they generally struggle.

But do you have anything beyond that factors into your

figuring

it out?

Sonia Juaregui: so seeing arrangement is so important according to my experience, what I've researched, kids that struggle the most, they're sitting by me.

So the preferential sitting, and then I have my students pair partner by a B, and so a is the most.

not just in math, but reading.

More capable partner, say, and B is zones proximal development.

I don't have high with low, it's high with medium high.

And so because I do a lot of small group and a lot of formative assessment, I know exactly where each of my students are I right away go to the kids that I know are struggling already.

I facilitate, I go around and then I know which my students are getting it.

for example, one of 'em, Evelyn, she's like, I'm done.

And I'm like, I know Evelyn.

And so I went over there and I said, okay, I challenge you to give me a multiplication equation and gimme an answer statement to that problem.

And so sitting them intentionally is, it's one of the best strategies that I've found because it allows me to facilitate a lot more efficiently and meet their needs.

Craig: Oh my gosh, so much there.

So, seating arrangement for a bunch of reasons.

One, I. The ones that I know are gonna need the most help most frequently, might as well have 'em close to me.

Like to where I'm at in the front of the room when I'm doing that direct instruction part of the lesson or when you're modeling or whatever you're doing.

And then so, and then proximity control 'cause you're moving around and then, but so much of what you talked about a lot of differentiation is really what I heard you saying.

I heard you.

Sonia Juaregui: yeah.

Craig: One, the seating is differentiated, right?

'cause I'm putting the kids where I want, but the seating is differentiated in another way.

'cause I'm doing that heterogeneous grouping.

But in that Kagan cooperative learning style, where I'm not putting a high with a low, I might be putting a high medium with a low or low, medium with a low.

But that proximal development, if they're too far apart, we know that can cause problems.

But you're getting a student that's a higher and lower.

And so sometimes a student that's maybe a little bit lower can get help from.

One of the higher ones, which also means there's teaching others going on, which we know is the highest form of retention, of learning.

That is all really good stuff.

So then as you're giving, so you, you have the in instance, and then the other thing you talked about extension activities at the same time, so.

I think I wanna, I'm gonna veer from what we normally do, and I'm gonna jump to the conversation that we had.

So we were at, when we were at Robertson Elementary, we were there for part two of training.

And so part one is where we really teach the principles and instructional facilitators in this case, how to do trust-based observations.

And it's challenging.

And so it takes a whole week to do that.

But part two is really when we come out and we talk about how we offer suggestions.

That piece, and we don't even, you probably don't know this, but we actually don't even say offer suggestion.

We say ask permission to offer a suggestion because we think there's a difference.

When we ask you, generally you're gonna say yes, but maybe you're not ready yet.

And the courtesy of being asked as opposed to saying, Hey, I want you to work on that.

A big difference in the way we respond.

So we saw amazing stuff but we thought that could.

There could be a little refinement in one area.

And one of the things that I tell people all the time, it's like, I'm the guy that developed trust-based observations, but I have blind spots.

And every single week when I'm training, somebody will say, Hey, Craig, what about that?

And I'm like, oh, that's a great idea.

So like, sometimes even though what you were doing was really amazing, we thought just with a little bit of a tweak and tightening, it could be better.

So why don't you talk about just kind of what happened from when, was it Kerry or Lupe?

Sonia Juaregui: Carrie,

Craig: Carrie, so carrie's the principal.

When Carrie asked permission, not offer a suggestion, why don't you just guide us through that part of the process, just what happened

Sonia Juaregui: So initially and it's probably takes me back to the negative observations I've had with, you know, other administrators when she said, whoa.

Craig: styles of observation

Sonia Juaregui: Yeah.

Of, of course.

I've only been exposed until Carrie started a trust-based observations.

I've only been exposed to evaluations where they just go in and tell you what you didn't do.

And so initially when she said, well, I do have a suggestion every, and I'm like, oh.

I did something wrong, so I kind of took a deep breath.

But she said, if you're okay with it, if you want to, and it's not because you did anything wrong.

And so that kind of language kind of, lower my effective filter.

And I'm like, oh, okay, this is, to make it better.

And so that's initially those were my thoughts.

And so when we offered, I'm like, oh.

And so she gave me that permission, that autonomy to say yes or no, and what she offered, what made sense to me like.

Yeah, would work really well with, with my my lessons, what I'm planning to do.

'cause I already had plans to follow up and so she offered, the rally coach from Kagan, and I'm like, and I, she said, do you want us to model it?

Do you want me to go in and model it?

Do you wanna co-teach or do you want to teach?

And I observe.

And so.

After thinking about it, I'm like, oh, so she's willing to go and, do this for me, or she's willing to go in the classroom and teach for me.

And so that to me, told me that it was valuable.

That okay, she's willing to take the time, she's serious about this.

And then I'm like, no I wanna take on the challenge.

I have some good ideas already, so I want you to watch me and tell me I. how I, did it work, did my kids, because when you're in the middle, you're like, lesson, this is what I planned.

I do see how my kids are doing, but what, how am I doing?

So I just wanted her observation, how, what does she think about my delivery?

Craig: As you were implementing Rally coach with the kids.

So let's talk about then the next day.

So instantly, what I heard you say though is just by asking permission, that lowered your effective filter and that made you much more open to the suggestion and then.

Then what I also heard you say is that by her saying, look there, there's all kinds of ways we could do this.

I could model it for you.

We could co-teach it, or you could do it and I can watch and give you feedback.

And even that just that showed a level of investment that made you feel like your principal cared more about you.

That's really interesting.

I'd never even thought about it like that before.

Sonia Juaregui: Yep.

Craig: Okay, so go ahead.

Sonia Juaregui: No, and that just gave me the extra motivation.

and so what I ended up doing is I created my own graphic organizer where to guide my students what to, you know, what does the partner a say?

Which is, you know, it's the student first and partner B is the coach.

And so we did a fish bowl.

So it was so fun.

Craig: You have to tell one way more than that because you did a fist roll where you and his student modeled it, right?

And

Sonia Juaregui: using that graphic organizer that I created, and so

Craig: you were pausing along the way and explaining to the kids as you're modeling, like kind of doing an acting, they call it the fourth wall where I'm talking to the audience.

Yeah.

Sonia Juaregui: all of them I was surprised myself, 16 years of teaching and they were like looking at me, looking at my student modeling with me, They were actually engaged and that's May 15 or so middle of the year.

And then I had two students model it and they were so engaged with their peers, not just me.

They were just looking like taking notes, thinking about it, and they, when it was time for them to try it, oh, Craig, you should have seen the level of engagement.

They took it seriously

Craig: let's pause just momentarily.

Okay.

let's tell the audience just what Rally Coach is for those that aren't familiar with Kagan.

Because I think it, what it does is so cool.

So having them have that perspective will help.

Do you wanna explain it?

Sonia Juaregui: Yeah.

So Bradley coach was introduced to us the beginning of the year.

It, we were busy.

We listened to it.

We said, wow, that's a great strategy, but we have, you know, we don't have time for it.

And so, but now.

Carrie is great at, okay let's talk about these strategies.

Let's bring them back.

And so she's really great at embedding those strategies, mini PDs into the year.

And so she brought it back.

She shown me that it was important that we tried these strategies, or she gave us that time and prioritized it.

So rally coaches when one, so they're solving problems, but one is the coach and one is the student is, and.

It's more of this positive interaction with a peer.

A peer that can help them grow and learn in a positive tone.

So the rally coach says, okay, how are you gonna solve this problem?

The student explains step by step what they're gonna do, and then the ride coach says, oh yeah, I agree.

Or maybe let's talk about this step here.

Then the rally coach says, okay, go on in solvent.

So the rally coach is watching and the rally coach can intervene or say, okay, let's try this step again.

And then at the end, the rally coach paces the student like, great job, you didn't give up.

You did amazing.

And then they switch.

And then they follow the protocol and the graphic organizer I created, which is, it really guided them.

It helped them, it gave them a visual.

But you should have seen their conversations.

They were like, when they were the coach, they were on it.

They weren't interrupt, they were listening.

They were guiding.

At the end that praise, just that cherry on the top.

They were so proud of themselves.

I even had three of 'em come to me and say, I was so proud of myself.

I didn't give up.

And David, he's like, I'm so proud I did it.

It's just amazing.

Craig: So one of the really great things to me about Rally Coach is, the learning principles pyramid on our form, the highest level for retention and depth of learning is when we're teaching others.

So both people are getting a chance to teach others and we know there might be a little difference.

And sometimes the ones that solving might be helping the rally coach.

But it still helps.

It's still so, so powerful.

So the teaching others thing is there, and that built in praise piece is so, it's so astoundingly powerful.

I remember when I was, I've gone to the Kagan five day training twice and I remember being at the training and they would say, okay, now tell your partner, great job, da.

And I'm hearing them say.

Tell your partner, great job.

And then give 'em a high five or a fist bump.

And then my partner says, Craig, great job.

And gives me a Fus fun.

And I know it wasn't even natural.

I know they were told to say it, but instantly my reaction was this.

Aw, thanks.

Like something, it's, there's something magical about it that is so great.

And so it, Carrie just, she wrote me afterwards because obviously I wasn't there to get to watch that part.

And she just said it was absolutely astounding.

But I think the graphic organizer and the step by step of my modeling with the students, so they get to see you doing that, them modeling with each others, plus you've heterogeneously grouped them, so they're great.

And then, like you said, that level of engagement, I mean, that's high.

Level learning that's building them up and frankly, their peers helping them out of the pit in a way, but they're not giving the answers just by guiding and supporting and coaching them.

Sonia Juaregui: Yep.

Craig: So like you've gone through now trust-based observations and you talked a little bit like even before we did it, about like what you felt about even being.

Asked about it, that, and in comparison to maybe the way you had been with a traditional evaluation, I know you guys have been doing Danielson in Yakima, and so do you wanna talk about that maybe and just in general, what your thoughts are about trust-based observations.

Sonia Juaregui: Well, initially when Carrie introduced it to us, we're like, yeah, that's probably another evaluative system.

we trust you just, just bring it in.

It's okay.

We're gonna just jump the hoop.

Then when they started doing the rounds, it was last year and we started hearing, the noise from the other colleagues, Hey, this is different.

I went in and they talked to me about all the great things I did and how great I was.

how great I deliver and the kids were engaged and they just brought out all the great things I'm doing and gave them a name.

And so it became this positive, Thing in our school.

And so that helped the rest of us that hadn't been through one of 'em to be more relaxed.

We felt like, okay, I'm gonna do the work I do every day and it's gonna be fine.

Like I don't have to plan something, elaborate for, for whoever comes in.

It's just my work and I'm gonna get better at it through trust-based observations.

Craig: I mean, I heard you talk about one to focus on strengths and it is, and you know, sometimes I'll actually hear teachers get, see teachers get a little teary-eyed with joy because they're not used to hearing their strengths and traditional systems inadvertently, I. End up causing us to look at deficits and we all do good stuff and wow.

Just like our kids want praise, we want the same thing.

But even then you're not talking about praise.

'cause we'll all get that.

Oh, that was a good job, but that doesn't mean a whole lot really.

I mean, it's not horrible but what you were saying is the praise was about the specific areas of the pedagogy that I'm doing.

Like I brought up the pit and all the different things about the pit.

Right.

Sonia Juaregui: Right.

Craig: Which ties into classroom management and behavior management.

And then along the way, we were talking about formative assessment, district descriptive progress feedback today.

Right.

That specific praise I'm giving you, even in this podcast, it's just a chat about it.

And so you're saying that like, when that happens, I relax.

Because one, I'm being recognized and so then I'm putting on, if somebody's gonna come in my room, now I'm actually putting on a real lesson.

I'm not doing that pretend lesson and it lets it be more authentic and about practice.

Sonia Juaregui: Right.

It really lets you know what I'm doing.

Shine.

Like I don't have to prepare this lesson that's gonna impress anyone.

Like it's real authentic feedback for me.

Oh, I'm doing this, I'm doing great.

Or I can improve here.

It's just.

It makes it so much better when I go into the classroom and see my students.

I'm not nervous that someone's gonna come in my room or pop in anytime.

'cause I know that I am doing great.

Craig: And I think that allows you to get better, right?

It allows me to grow more easily, where the other way I think have to be a little more guarded.

Sonia Juaregui: I was thinking about vulnerable, like I am.

I'm willing to be vulnerable.

because I know that the trust based observations are helping me grow.

That's what, that's the way I see it.

As opposed to the traditional evaluation where I'm gonna get, things are gonna get pointed out.

I'm not doing it well or, yeah.

Craig: So you're like, and when we feel safer, I think psychological safety maybe is a good phrase to use because we focus on strengths and we value you.

Now I as a teacher, what I'm hearing you say, I'm more willing to be vulnerable, which means then I'm more willing to try something new.

Knowing it might, I mean, what you did nailed it, obviously.

I too, I didn't get to see it but I'm so much more willing to do that because of really the psychological safety that focusing on strengths and seeing you more regularly built in.

Is that, am I getting the gist of it?

Sonia Juaregui: Yeah, and It's related to what I'm doing in class.

It's not a strategy that is a suggestion that in the future I can try.

It's real time.

That's what is important to me.

Like, okay, rally coach.

Yeah, it's a great strategy.

Maybe I'll try it next.

No, I can try it the very next day.

Craig: No, really, I mean, none, I don't think you felt threatened, but it's like it ups the pressure in a good way.

It's like, great, we're doing it tomorrow.

But even then we're saying, which way do you wanna do it?

There's all kinds of ways, depending on your comfort level.

And so that, that little pressure, I don't think it necessarily feels like pressure, maybe a little bit, but it's positive pressure.

And then you see the outcome of what happened with the kids and so.

Sonia Juaregui: Well, and I know it didn't, the way I perceived it, it didn't have to be perfect.

I didn't have to, you know, there was no way Carrie didn't tell me I have to do it this way, this amount of time.

It was just me getting my feet wet and trying it.

Craig: You know when I was there, is it Kendall?

Is she a kindergarten teacher?

Sonia Juaregui: Yeah.

Yeah.

Craig: Yeah, so Kendall asked me, when I was doing it, I was the one doing it, and she said, can we co-teach?

And it was kindergartners.

I taught kindergartners a little bit like 15 years ago.

Oh my God.

I was not perfect at all, but it didn't matter because we were trying and risk taking together.

And so, yeah and anyway, Sonya.

I think people out there might wanna learn more about the pit and learn more about what you're doing.

Would you be willing to share your professional email contact in case anybody wants to reach out?

Sonia Juaregui: Definitely I know many teachers are out there like me, where I felt like isolated.

I knew all these strategies.

I knew how to apply them, but I didn't, felt like I needed more help.

I wanted to hear from other real teachers out there, and so I definitely am willing to share my information, if

Craig: All right.

Share it out there.

Tell everybody what it

Sonia Juaregui: So, My email is EE J-A-U-R-E-G UI Sonia, S-O-N-I-A at Ysd Yakima School District YSD seven.org

Craig: See, that doesn't sound like it spelled at all.

Sonia Juaregui: No.

Craig: So one thing that I just realized, listen, you say it, is you, I didn't really roll my R very well, so I apologize for that, but I wasn't too far off for my

first time.

Sonya, it has been an absolute pleasure.

It was a pleasure to watch you.

It was a pleasure to get to talk to you today.

The only thing I'm most bummed about is that I didn't get to watch that amazing session.

But thank you so, so much for being on 20 minutes of Teaching Brilliance.

I really appreciate it.

Sonia Juaregui: Oh, I had a blast.

Thank you for inviting me.

Craig: Thank you.

Take care.

Thank you for listening to 20 Minutes of Teaching Brilliance.

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