Hello everyone, Welcome back to another episode of TC Repeat.
My name is Dylan and my name is Tatum.
And if you're back at school this week, well, we've got a
question and answer podcast episode for you on your commute
to brighten your morning. And if you're still off, why not
listen anyway? Do it and if which you already
are, yeah. So thanks.
Just drive to school anyway so you can listen to us.
You couldn't possibly drive anywhere else when you listen to
this podcast. I wonder what people do you know
when? Because a lot of people listen
to us as their routine, commuting to work.
That's what the vast majority of people do, Sure.
But when you're off on holiday, obviously I'm wondering what
people do when they put this podcast on.
I don't know, I just can't. Maybe because it's mine podcast.
And I just can't imagine, you know, just going for a walk and
playing it. Yeah.
I don't know, like, clearly some people do.
It's quite cool. Yeah.
I reckon. I reckon generally just like
mindless tasks as well. I know whenever we're cleaning
in the house. Lauren Lawrence, Airpods
straight in. Yeah, listening to a podcast,
hopefully this one. By the way, anyone who's
listened to a few episodes recently, we both have separate
partners called Lauren. We.
We don't have just one Lauren who both are children.
It just happens to be. We do a lot of things in a
similar way at the same time, but they are separate humans.
We promise. They are both teachers and we
did meet them both at the same school, but they are separate.
Separate Laurens. Maybe first question, why are
teachers the biggest hypocrites in the world?
Just sit in a staff meeting and listen to the chatter while
someone is trying to speak. PS Love the pod.
Fair plays that started, I was like, oh, it's a bit me.
It's true. That is a thing, isn't it?
Do as I say, not as I do, because I've delivered staff
meetings and I've been sacked there when someone else is doing
staff meetings and felt my insides boil with rage.
Because other people are talking.
Talk, stop talking. You spend your whole day saying
to children how when someone's talking, it's rude to speak
whilst they're speaking to you and then just they're chatting.
Like again, we, we protect teachers a lot Hayden, and we
talk about teachers a lot on this podcast, but that is just
rude. Yeah, it's just rude.
And all I was going to open this up to is you quite often on this
podcast say that there are just rules that apply to children and
other rules for adults simply because they're children and
we're adults completely. This is not one of them, right?
This is just, like, etiquette, basic courtesy.
Yeah. It's not, you know, we, we
talked about uniform before play a difference there.
But like, obviously teachers still have a certain level.
If someone's talking to you in and there's only like, let's
bear in mind there's only like 12 people in the room.
We can just hear you talking. And do you know what the worst
thing is? Like if you're just chatting
away, that's fine. And then someone's like, OK,
guys, let's just carry on. And then we'll go, that's fine.
Yeah, of course. But if, if it happens so often
that someone's giving a talk at the front and they go like,
great, OK guys, let's move on. I want to go into this now.
And then they just get completely ignored.
Yeah, I'm just like, how can you be so rude anyway?
But also when you're coming off a day where you've just spent
the day explaining to young children why they must learn to
be courteous and kind and and understanding what I'm talking
to. Them and listen when the person
at the front is delivering some information.
To them winds me up. Yeah, do.
You know what we should do, like, you know, we talked about
the National Literary Trust Scholar.
We got invited to that. There was one point there where
obviously there's a lot of people in that room.
I think I'm around 200 people and the person speaking at on
the stage at one point, just like really just quite quite
confidently. I respected it.
I was like, do you know what? He did not go, oh guys, can we
stop? He was just like basically
saying everyone shut up. Like he was just straight to the
point. And I'll tell you what,
everyone, shut up. I'll tell you what though as
well, if someone, someone might listen to that and go, well
don't speak to me like that, I'm an adult, don't talk whilst he's
talking. Then the first thing comes from
you being rude. You can't be rude and then be
like, well don't treat me like a kid.
Don't. Like 1 So in a staff meeting,
then what other what? Let's think of like maybe 3 top
ways that you can combat this. I think maybe from the
perspective of the person who's at the front, like you got, you
got people speaking, you're trying to deliver.
What do we do? Shut the fuck me, that's one.
Yeah, that's one. You got another one. #2
establish earlier callback. So I'm going to teach you a
callback very quickly. Yeah, I'm going to say shut the
and then you say OK, OK, ready. Shut the car and that'll get
more quiet. Right, so everyone says that.
Back. And the third option is to
simply just scream in their face.
Yeah, like incoherent. So go up to the, there's a
couple of people nattering maybe on that table over there.
You're the host and you're trying to move on what you do.
Just stop what you're doing, walk up to the table and scream
as loudly as you can. Just not an actual the word
just. Like the kind of the kind of
screen where you go red in the face if it comes out.
Yeah, yeah. And then when they inevitably
listen, you just just wipe your spittle off your face, wipe it
off theirs if it's calling them and you say thank you.
We're just moving on now. Courteous.
Wipe it off them. Exactly.
You've got a model being courteous, haven't you?
If you spit on someone, make sure you wipe it off.
That's just the it's the least you can do.
Oh God, winds me up. Yeah, it is annoying.
Keeping any other example, I just feel, I just feel like in
general, obviously teachers, we have really high standards for
the children and we always try and it's quite hard to not be
hypocrites. I mean, there's an easy one that
we can more sort of jovial in terms of being hypocrite is
whenever we teach them honestly anything about how to live a
healthy life. Like let's be honest, like some
people are extremely healthy and absolute role models.
The majority of people are normal.
And then you get to our level of sort of off the scale in terms
of. Don't be abandoned me in with.
This. Yeah.
You know, I think you are out there with me.
But yeah, didn't you have always book old for breakfast?
Yeah, cheers. We're a healthy snack school.
Don't go in my cupboard though because I absolutely do not
adhere to. This Sir, can I have Christmas
at break time? No, obviously not.
Well, why can you? I saw you through the window
eating A4 bags of shut the. And that's why you established
very quickly routines of your class, yes?
Oh God, there you go. Anything anymore?
No, I don't want to. I don't want to move on.
Yeah, go on then, go on. Next question hi Dylan and
Hayden paragraph 2.1 set this is very formal very I like this
this research has gone into this I'm.
Already vexed because you said and and Hayden as if it was in
brackets. As if I'm not part of Hi Dylan
and Hayden. Hi, Dylan and Hayden and the
other? Oh, he's in there as well.
Yeah. Hi, Dylan.
Karen is very official.
And Hayden question paragraph 2.17 of the School Admissions
Code requires admission authorities to provide for the
admission of all children in the September following their 4th
birthday. Most parents are happy for their
child to start school at this point.
Children are not required to attend school until they reach
compulsory school age. Children born from the 1st of
April up until the 31st of August, known as the summer born
children, do not need to start school until the September after
their 5th birthday, a year after they could have first started.
A parent may request their summer born child is admitted
out of their normal age group at this point to reception rather
than to year one. I did this for my son who is a
very late August baby and was born slightly early before his
early September due date. So he started school in
reception and just turned 5 instead of having just turned 4
as he would have if it was done naturally.
He has no additional needs but wasn't ready for school and
would have been a very young starting at his starting point.
He is now year 3 and is absolutely in the right year
group for him. I faced a lot of opposition for
my decision from other teachers too.
Do you have any experience of summer borns who are out of
their chronological cohort? If So, what are your views on
this? That is fascinating.
I until very recently genuinely did not know this was an option.
So I was in the middle and I'm wondering if this is where you
were maybe so we can explain a bit.
I knew that you could delay the start of school.
So for example let's say you're summer born and the the
government have to provide you with a September space even if
it's like 2 days after your birthday.
Yep, because it's the September after you're 4.
But I knew you could say no, but I thought then when your child
joins school they had to join in year 1.
At the chronological. Point at the chronological
point. So I, I, I and a mixed
understanding of this, but it's very, very interesting actually
that you can, you don't have to put them in that.
You can actually just take that decision for them to be the
oldest then in the in the cohort below.
Well, in 10 years of teaching, I've never taught a child who
fits this description. No, they've always see their
ages. Yeah, you've got their ages.
And I would have definitely noticed that, that one point
that an anomaly like that. Yeah, I've never thought to
myself, oh, that person's born the year before.
Everyone else? Me neither.
So I just presumed it wasn't a thing, but I've seen it going
around social media a lot recently.
People talked about this. Yeah, why wouldn't you?
Yeah, I agree. Like my cousin was born on
August 31st and was in, you know, the correct cohort in
terms. Of you correct hate and use your
language properly, you know what I'm saying?
Chronological one? Yeah, the one we couldn't be
correct for her to or him to have been in the one after.
Absolutely right. It's a wrong choice of language.
And I just think if yeah, if I had a child that close, I mean
I'd be interested to see what your cut off is in a minute.
But like August 31st to me as a no brainer, I'm like.
Come on, The cut off is when you you spent four years with your
own kid and you understand whether they're ready for score
or not. Sure.
Yeah, that's the cut off really, isn't it?
It's like so this person knew they weren't ready and it was
fine. Exactly that.
So do you think it's good to have that leeway then of that,
you know, those few months before I said, what was it?
April, April the 1st up to August 31st, right.
Do you think it's a good thing then that we just give people
the leeway that if that within that bracket, they can just
choose. They can just choose or my kids
not ready yet. I, I, I, I think so, yeah, I
think so. Because having a harsh cut off
point just means you've decided that those children who are one
2-3 days before whether they are ready or not are going into
school. So having this like nice kind of
grace period of a few months where actually the parent can
decide based on they know their child best.
There may well be, you may well have a summer.
I was summer born. I was born on August the 8th.
So I was very, very young in my year group, but I stayed in my
chronological case. I went to school when the
chronological cohort went to school.
And I think it would be fair to say if I asked my mum or I look
back at my experience, that that was the right decision for me.
Yeah. I was ready for school.
I, I enjoyed school. I was, you know, I felt like my,
my parents felt like I was at that age.
You did well. I did well.
It's fine. It was fine for me.
And I think that was the right decision.
And I think holding it back and me doing reception a year later
would have just been kicking the can down the road unnecessarily
for me personally. Yeah.
However, there'd be someone else born on August the 8th who would
get to that point. And absolutely the right
decision for them would be to wait a year.
Yeah. And I actually think waiting a
year and then not doing reception and just doing year
one is, is actually, it feels to me as if the worst of the three.
Yeah, yeah, Yeah. Which is what you thought this
was before. Yeah, exactly.
Which is why I always thought to myself, like, OK, might not
quite be ready, but you miss all of reception.
Yeah, yeah. Which is like it seems like a
really key part of fundamental that and then you do year 1 and
you would have done year one anyway.
And just having not had a year of school beforehand, surely
that's worse, right. Exactly.
And that's what I always thought to myself.
And it's always down to the parents, like, you know, they
mentioned here in this question about they've had a lot of
opposition, especially from other teachers as well.
Yeah. And I just think to myself, even
in that situation, if a parent had decided that was best for
their kid, who am I to say that's right?
Yeah, it's odd. The idea of opposition to this
is strange to me. I mean, I can't even think of
like, maybe I'm missing something.
What would what is here to oppose?
Like, why would you be annoyed about that?
Are they going to be slightly bloody taller?
More time with their own family before they go to school and
have the same like. As a teacher, it's like, if
anything, this is. Good for you and this child
could have been born. Two days later, yeah.
Yeah, two days later. And they would have just been in
that gear group they're in anyway.
I always love it when, in this particular situation, when they
said they're actually due to be born in September.
Yeah. So the fact they were slightly
premature, I'm like they were even cooking at the same point
as the other child that came out a week that was just born on a
due date, which was their due date, like, and there are
different cohorts now and they're the same, like they just
had different time in the womb. Like this is crazy.
To me it highlights the craziness of a really harsh cut
off point. So the fact it exists that
there's this like grey area where you can make a decision,
yeah, is obviously the best, it's the best way to go.
About it and it's a big window to be fair from April I presume.
I actually just presumed because I didn't know the dates to
recently when I was learning about this bit more.
I just thought, oh, it must have just been like August or
something. But it's quite a big but then
again, does it? Is there any way in saying OK
your child is born at the end of March?
Yeah. No, no, I don't think there is
because it goes back far enough. Yeah.
Where I think it's just at that point it's fair enough to say
like you are literally halfway through that year.
Yeah. Yeah.
So March is the third month, September's the 9th month.
It's just saying like you're in the first half of this year.
So you know, even and you could say a lot for April born
children, the vast majority will just be ready.
Yeah, sure. It's like the odd one.
Yeah, it'll tail off, basically. Yeah.
Of course it will. And although there always has to
be clearly a cut off point, like you are getting a lot of that in
there. And if there's a special
educational need, which I would assume that it's more likely to
be down those down that down that line as to why a child
might not be ready if they were born that early.
Yeah, it would be more likely to be because of a special
education. That's true.
Hopefully there'll be something more things in place for support
for that child as well. So it's not about, you know, we
want anyone to fall through the gaps here.
But I feel like this is a a good policy.
And if as a parent, this person's decided to do this,
that's absolutely the right thing to do.
And like you said here, look, he's now in year 3.
He's absolutely in the right year group.
He would have been in that year group if the Labour had
literally gone on for 24 more hours.
Yeah. Yeah, exactly right.
Of course, it doesn't matter what what?
What opposition do you have to that?
It's a net good. They've got an extra year of
their family. They've got an extra year at
home. Like they didn't rush into it.
Why are they? Rushing the only opposition I
think people could have, which is based on them
misunderstanding this is that they, if someone then thinks Oh
well now I've got to cater for a wider range of needs because
that child is a year older and they're missing the whole
fundamental point of the only reason that's happened in the
1st place is because they weren't ready to school at that
age. So that's the only one I can
think of when maybe people misunderstand it and think
because you don't have to as a teacher.
Oh now, now I've got to differentiate a year above is
that no, you're missing the point.
They are just doing year one here as if Imagine you didn't
know the dates of birth. There you go.
That's the way to imagine it. And yeah, just thinking about
slightly because it's such an interesting question, thinking
more about summer born children in general, having, you know,
myself been born in the summer and you're born in the summer to
be fair as well. And I did quite well
academically and I liked school. I remember growing up thinking
that, oh, it's just an excuse. I'm going, how are you?
Why? Why do summer kids get more
like, you know, I'm a summer kid and I'm fine.
That classic, that classic, like my own experience is all I've
got. So I'm going to judge everything
on that, having been a teacher for 10 years, that you you
absolutely notice it. Yeah, it's clear as that.
It's clear as that and obviously there are exceptions, right.
But if you look after a general trend, yeah, children born in
September compared to children born in August are markedly
different, especially the lower down.
You go 100% even one class might not be enough.
You put 100,000 kids though on a graph, you're going to see that
trend line. It does exist.
Yeah, even even everything back to my career of teaching for 10
different classes yeah, I I could see that trend of intent
absolutely was was a thing. I agree.
And you know, it's it's you can't look at one example and
and then that'd be the basis for your view on something.
There's a reason why in select, you know, you know, 11 plus
tests, etcetera. There's age standardisation.
It's not because they just want to do it.
It's because scientifically backed by research and evidence
that they have, they see that there's a margin that they
account for and that's fair. I always find that.
Interesting, particularly with the 11 plus, right, because
those kids are obviously at the end of Year 5, starting year 6,
when they typically take that test.
The difference a year makes to the percentage of proportion of
their life at that point is actually quite significant,
isn't it? Like if you're 10%?
It's huge, Yeah. Because, of course, because I'm
10 years old. So, like, it makes sense, you
know, 100% because it needs to exist.
But oh, they all learnt the same thing.
Was like, yeah, but the brains are developing.
The brains are developing. And this goes to what people are
saying here. Would that, you know, is waiting
better? Yeah.
They get another year of brain development before they learn
the things they would have learned.
Of course they're going to learn their things better and more
deeply because they'll be more ready to do.
That exactly. And we know that's true.
And we say this about the curriculum even all the time.
Like one of the big gripes of the curriculum is why are we
cramming so much stuff early on it it's so much less efficient.
Yeah, we can spend 5 weeks trying to teach a four year old
what the concept of 1/2, or we can just wait till they're six
and they'll get it in 2 days. Wait till they're 9.
Yeah, genuinely, my my numbers are made-up.
There are the idea, the idea of like, yeah, it's just
completely, yeah, whatever there we.
Go. We have to be really picky about
what we're teaching young kids. Basically what we're saying
definitely because it's we really need to prioritise
properly because some things are just a waste of time.
Absolutely. Right.
Next question which half term is the hardest slog and why?
Well, I've not been a teacher for six months.
How can I possibly know? Why does it matter that I've
been there for 10 years beforehand?
Oh, possibly. Sorry, didn't half terms are
fundamentally changed. We don't experience this
anymore. They're completely different.
People who are listening to this for the first time that I've
missed out on that little conversation.
Yeah, that was last week. Go check out last week when you
were all on Easter break. Which half term is the hardest
slog and why? Winter 2, Winter 2?
Why that one? So just let's be really clear to
people. Let's just do 123456.
Yeah, it's the second one. Yeah.
And it's because it is almost always 8 weeks long.
Because the point where we start to school to Christmas is fixed
pretty much, isn't it? It's not like Easter.
Easter moves around. So the terms after are weird.
Sometimes you get a four. We had a four week term once.
I know. And we have like a five week
term, Six week term. They all tend to be a bit
shorter. Easter, sorry, winter 2, the one
just before Christmas tends to be like 8 weeks long.
It's cold, it's horrible. You can't really do much after
all before school because it's wet and cold and windy and dark.
It's not an enjoyable place to be in general in this country.
And it's, it's where I feel like you're, you're so early on in
the year, you're still getting to know your kids, you're still
trying to push up expectations, you're trying to push them as
much as possible and get the most out of them.
And there's so much else going on as well that you've got to
cram in and think about like Christmas plays, Christmas
fates, Christmas fares. It's just non, non, non-stop.
And I always felt like the Christmas holidays.
I just had to recover. Yeah, and you go into that term
off the back of a one week off typically.
Some schools get 2, but most schools get one week off after a
pretty long term. Term. 1 usually.
Seven. Yeah, usually 7:00 and 8:00. 7
and 8 exactly and even if they were the same length or at least
with the first time you had the six weeks summer holiday
beforehand, whereas this one is that you're one week off and
you're straight back in. I agree because people often
compare the one you're saying so winter 2 with the very last term
of the year as well because the summer summer 2 is often quite
long as well. Yeah, it is.
And and obviously at that point like you've, you know, you're
actually at the end of the year now, so you've had the whole
year backlog behind you well. You're a year 6 teacher so after
such a difficult anyway so. It's fine.
There's my personally, even somebody who's great, I'll do
that all year. But I think the main difference
between them is honestly, even though the time can be quite
similar and maybe the exhaustion as well between you know #1 and
#2 of the big term, winter sucks in terms of weather.
Like everything you said about the weather does actually have a
huge impact. I saw, I saw loads of reels
recently because obviously it became sunny for a couple of
days in the UK in March. And there were there were people
saying you don't realise the quite the negative effect that
the horrendous winter of dark days has on your mood.
That then when it actually goes away and when the sun comes out,
you're like, oh, this is what it feels like to be human.
Yeah. It's, it's insane happiness.
Yeah. Genuinely, I feel like that I I.
What's it called seasonal? Depression.
Yeah. Sad, isn't it Seasonal.
Oh. I don't know, whatever.
It's sad what you feel. Maybe sad's just a feeling.
You're a little card with a sad face.
Hayden, you're feeling sad today.
That's just how they describe to.
Me. Yeah, seasonal, effective,
effective to. Stop trying to make some work,
yeah. XAD, that's fine, XAD.
But yeah, it's real. It's real.
Definitely real. Let's do another question, if
you're allowed to pick any 2 foundation subjects and
foundation subjects, are all subjects for English and Maths
for non teachers to be taught by the PPAHLTA instead of you,
which ones would you pick? I actually don't think the HTA
should be covering my lessons. All right, get over there.
Now you've done that bit. What?
Was the answer actually you think they are taking a punch
job and not paid nearly enough to do that job?
OK, so I'm going to rephrase this question for you.
H LTA is that there? I don't expect you to do that
for me. Wow, my Bennett, that's really
nice. I'm picking RA, so how much is?
Going to be covered. Cool, that whole time I was
thinking, well good virtue signalling, but they're doing RE
got. My HLTA taught RE for me in my
ECT year, Mrs Laffey and she did a fantastic job and I was very
grateful to enough to teach that subject.
Personally. I I do you know what I I
actually quite like RE. Yeah, me too, I'm saying.
So I wouldn't actually pick RE because I really like teaching
kids about the different religions, etcetera.
And I feel like if it's done the right way, it's really, really
good lesson. I only like teaching Ari if I
get to indoctrinate the children to a particular region.
That's the only time indoctrination.
Like yeah, so we're doing Christianity for the 7th time.
Wow, there's a reason for that. Read between the lines, kid.
Why is my school called St Something?
Yeah, because that's the indoctrination we all agree is
good in England. Charge of England, English
patriotism. We're all going to think this.
And can you say God's great? Probably not.
So PPA then obviously RE is a is a funny one kind of this one.
There's a there's a quote to that.
By the way, there is like a legitimate side of that is that
you'd have to do it. It was I have to do it.
It was a it was a written marked lesson.
So that I crack on. Don't give away.
Don't give away my art. Well, so your so your letter the
H Poor HLTA, yeah. Yeah, absolutely go against
everything I've ever said on this podcast.
OK, I I think I'm going to put PE out there.
And the reason is because I think, I think, and This is why
I'm I'm I told you it's going to change.
It's not my HLTAI think PE should be taught by qualified
coaches. OK, you pulled that back.
That was going to rock bottom for a second.
You pulled it back. No, no, I, I, I actually think
that you should get a couple of PE lessons a week and we should
do one of them as a class teacher and be like part of, I
understand my class really well and do skills and stuff like
that, whatever it might be. But I do think.
I don't think that. We'll come back to that.
But I do strongly think that exercise PE is so important and
a professional should be doing it with the kids.
Yeah, absolutely. Why?
Why you don't You don't think? I do think.
That no, I'm just being silly. I'm being, I'm being lazy.
I, I think I agree, I think PE should be on a pedestal.
It should be taught more often. The ideal situation is, is
always to me, I think taught by an expert so they can actually
just get the most out of the subject.
But I think in in failure of that, which is realistically
everywhere and we should absolutely just be doing PE with
the kids as well, you know? What happens a lot, and I see it
a lot and there's a lot of people who message us about this
and they're worried about this, is that, you know, PE quite
often for PPA is, is kind of schools higher out, you know,
coaching companies, right? And those coaching companies
have overheads. They need to make a profit,
etcetera, blah, blah. They get a contract with the
school. Maybe they've got a few actual
coaches who are qualified maybe. And then lots of apprentices,
young children, 161718 year olds who work for them at an
apprentice rate, really cheap, not fully qualified yet.
And those apprentices end up taking a lot of the PE lessons
because obviously they've got a loan on the job as well.
Yeah, of course the problem becomes, well, they're 161718
year old apprentices, they're not specialists and I'm not
being funny a lot of the time. The classroom teacher could
deliver a better PE lesson and the school is still paying extra
for them through the coaching system.
So there's there's something going on there where we need to
be really careful about the quality and what our children
are getting because it feels as if a lot of the time it can be
kind of like ticked off as like, yeah, P ES covered.
Guys, we've got this coaching team in.
They're going to cover it. Oh my God, we don't have to
think about it anymore. Write the cheque, see you later.
Yeah. But if you actually were to hold
those accountable as to what they're actually teaching, I've
seen some some absolutely terrible PE lessons. 100%, it
makes me realise that PE is definitely a victim of squished
budgets. Yeah, because really what used
to happen and it doesn't happen as much anymore, is schools
would have a PE teacher Exactly. You'd have a PE specialist who
worked full time for the school. And that is something that I've
noticed over the years from personal experience and also
just talking to people through this podcast.
That's it gets it gets they they go, you know, along with the
Tasmania, the, the people that are squashed out of the system
because the school needs to save money because they've had
another year of unfunded pay rises.
They've got to account for the PE teacher goes the the extra
Tasmania go. Oh, you've got one family layer
as an officer. Oh, you've got none now.
Like the people like that, the the fringe jobs that aren't
literally just you're a teacher in front of kids in the
classroom all day. They just go.
I'm not not by the way, I'm not blaming anyone in this situation
because what you've summed up is absolutely right.
If it's cheaper and lot of schools are finding this, it's
cheaper to get a coaching company to come in and do that
than it is to hire someone full time.
Well, there's only one reason it's cheaper.
Yeah, it's because they're hiring apprentices at a much
lower rates for the job. It's only one reason it's
cheaper and more effective to do that.
So obviously you, there is no shortcut here.
You can't save money and get the same standard.
It's going to dip. But because it's kind of
external, I feel like it gets less of the, the kind of eyes in
it than it would normally do. And I think it can be just
assumed that, well, it's a coaching company.
Doing this does not necessarily mean that it's quality.
Like if you used to have APE specialist in your school doing
PE all the time with your children, who's done it for the
whole career and that's their job and their speciality.
And then you just, you know, you, you get rid of them to save
money and you and the money you saved, you put into a coaching
company to do it. It's not going to be equivalent.
No. And everyone needs to understand
that. And I'm not even, I'm genuinely
not even necessarily blaming the coaching companies for this
because they are what they are. They're not actually hiding
anything whatsoever. No, but we can't pretend that
it's going to be equivalent. And also not assuming that all
apprentices are just absolutely dreadful and terrible.
Like it's just. Above some amazing I I've
literally had apprentices in schools that I've worked in who
do lessons who are amazing with the kids.
They are fantastic. And it's the same thing when
TA's are amazing with the kids. It's the same thing when HLTAS
are amazing teachers. This is this can all exist, but
it's in the backdrop of you're not getting paid properly to do
it and you don't have the qualifications that we can't get
past that. And if we're just happy with
that being the case, I don't think we should be.
But like, it doesn't mean that I'm saying it awful people.
Of course, I'm not saying that some of the some of the best
people with the kids have been like apprentices and people on
and TH teaching assistants and HLTAS who don't get the pay
packet they deserve. But let's not pretend that it's
equivalent. Yeah, it's not.
Yeah. Yeah, No, I agree.
Couldn't agree more. So.
Two, we had REMP with handover. Yeah, I was going to say you
kind of didn't really. So going back to this question,
I want you to have an answer just very specifically in this
context, right? You know it's your HLTS and you
know it's your HLTA and they're doing the PPA.
Let's even say in this lovely situation, it's plan form.
They don't have to mark, it's all good, but they do.
But you do have to pick a lesson.
For them, I was going to say art and ICT because they typically
don't need marking, but you're saying they don't need marking.
Whatever I pick, Yeah, in this made-up.
Then I talk to my HLTA, see their interest and let them
pick. Really.
Yeah, if, if, if. If there's no marking involved
anyway. I love teaching maths.
No, it's literally hey, the question literally said.
No jet over. You asked them though.
Out of these, OK, now out of these options that is very
clearly defined to this question we've been asked.
I really do like maths. OK, it's good, but it's it's
irrelevant. It's like telling me you like
cheese. It's irrelevant to.
This. I don't like cheese and I really
do like teaching maths. Tough.
So out of these afternoon lessons, your geography history,
which one piques your interest? All the plans there?
What do you feel like you're more encouraged about?
Pick 2. Do any of them?
Not asking you. Yeah, but I'm the TA in this
role. Did any of those subjects have
maths involved? Next question.
Your recent post about independent writing in Year 6
seemed to split people. Can you clarify what you meant
about teachers and schools pretending writing is
independent? When you see it written down?
It's quite, Yeah, it's quite provocative.
Pretending writing is independent when it isn't.
Surely kids need support when they're writing.
That's our job. Right, right.
Everyone just buckle up. We're just going to have a
little disclaimer. I'm going to just cut a little
shot there to Dylan. You can see how he's getting
ready, winding up. Dylan, I'm going to hand this
over to you. I'm going to go quiet for a
minute. Can you please clarify the thing
that you said very clearly last time?
Yeah, I can't believe how many people can't listen to a word I
say, so I'm going to say it again.
It wanted the end sentence. Surely kids need support when
they're writing. That's our job.
In this video that's being referenced, I said twice that we
should constantly be giving feedback to children on their
writing, constantly be modelling writing, constantly be giving
sentence stems, constantly be giving ideas, constantly be
modelling editing, constantly be doing it together and doing the
job of teaching. We should be doing that every
single day. That should happen.
What I said was, and people can't get their head around
this, that independent writing is what we should be judging the
children on, on what level they are with their writing.
And independent writing is not what the children are doing
every single day in the lesson. Independent writing should
happen, in my opinion, twice a time, maybe once, maybe three
times that we that we, that we assess actual independent
writing can happen all the time because independent writing
happens and then you're given feedback by the teacher and then
you look at that feedback and then you improve your writing.
And that's part of the process, right?
So physically, children independently writing can happen
loads and the teacher can give feedback and help them and they
improve it and they learn and they get better that that.
It's 1 box. That, that is should happen
lots. That's the art of teaching.
Yeah. When we assess independent
writing, it has to be independent writing.
It has to be that. We say, okay, do you know what?
Twice a time the kids are just going to sit down, there's a
prompt, we're going to do a diary entry.
We've been practising it for two weeks and all the little
intricacies and the details and you've had the feedback and the
prompts and the scaffold and everything, but I'm going to
assess what you can do independently now so you get
absolutely no support. You're going to produce a piece
of independent writing for half an hour and then we're not going
to touch it afterwards, apart from maybe you can independently
edit it and get some time to do that.
I'm not going to market and then give it back to you to change.
You're not going to write this up in a nice, neat, fancy book
after my input because I'm going to assess this piece of writing.
When you are assessing independent writing, there
should be absolutely no input from an adult or a scaffold or a
piece of writing on the board or anything at all, because we are
assessing independent in writing, much like when we
assess independent mass ability when we do a short test.
OK, if I was to say when we do independent test in maths, we
shouldn't be giving children feedback and telling them what
to do and then letting them fix it and then assessing them
after. No one would bat an eyelid.
Because that's pretty obvious, isn't it, That if we're
assessing what people can do independently, we don't help
them? Does that mean that I'm saying
we should never give children feedback on their maths or help
them out in any context ever? No one thinks that as well.
So why when it comes to writing, do we suddenly think, oh, kids
need the feedback, don't they? Yes, they do every single day.
They should be getting it. And the and the beauty of
independent writing in this, even in this exact scenario, is
they will still get feedback because the independent part it
at the point of assessment. Yes, exactly the point of you
assessing the writing. The thing you're assessing at
that point has to have been completely independent once
you've assessed it. Crack on.
They can do what they. Want give it back to them and
tell You can give them as much feedback as you want afterwards
as long as it's doesn't change your assessments because they
then go and edit it but. Also, but also no, I'm pushing
back as well because no, you need some work which is not
touched. You need some work when it
doesn't happen because what can you take to moderation
otherwise? Sure, OK.
If you're doing what you're when people take to moderation, Oh,
well, they did it independently. So yeah.
But then you did tracing paper over the top of it, told them
what to change. They went away and changed it.
And then we took that to moderation.
There needs to be specific work that you leave alone and you can
take to an independent moderator, which you know is
going to happen at the end of the year.
And you say these are the bits of work they did completely
independently with no input from me whatsoever.
And you can see, oh, look on the next page.
They did this independently. Then I gave them feedback, then
they fixed it. So we're not going to assess
this right now because we can't because this isn't completely
independent. This has had my input in let's
just turn back a page to the one that I've left clearly as
independent work. Let's assess that.
We need to assess independent writing because this aids
learned helplessness. Why are we so shocked that
children can't write a coherent? Oh well, they can't do it, so I
give them some help. That's the point.
We need to be able to see they can't do it rather than pretend
they can. Yeah, I agree.
And by the way, what you said doesn't actually counts, right?
What I said. I said we can give kids feedback
afterwards. I didn't say you should then
write all over that work. No, but you can give them
feedback. You can give.
Them feedback, but then obviously going to change it as
well, right? No, no, maybe just literally
say, but you can't. You can literally talk to a kid
and tell them what was great and what about their writing.
And they say, by the way, though, we need to keep this
untouched. Yeah, because there's an
assessment piece. But well done.
You did these things great. And this thing you could work
on. On independent writing, I used
to just do smileys. Yeah, I used to just go through
and say, wow, you've done this, well done.
Why you've done that, Well done. It was just positive feedback.
And then in general, children had a next step.
So for one child, their general might's next step based on where
they are, they're writing. Actually for them, it's just
about writing in sentences. For another child, their general
next step might be adding detail to their writing because they
can write in coherent. Sentences.
So what you're the same is one point.
Yeah, completely sorry. But it's, it's about like people
say what it was. This is how they justify that
what it was independent. Then I gave them feedback after
and they changed it. It's like that can't now be
assessed. That's all I'm saying.
And there was a mixture of people who are like, you know,
basically saying what I've just talked about there.
It's like, I am not saying we shouldn't be doing writing where
it's modelled and we're teaching them.
You cannot pretend that's what I'm saying because it's not.
I'm talking about how we assess writing and it has to be
assessed. Independently, what we're saying
is when that untouched bit of work goes to moderation, the
people that have actually pretended that it's untouched is
the problem. Exactly.
They're not really untouched because they've had loads of
feedback and you've done it on tracing paper and post it notes.
That's the problem and. Knowingly to make it look like
it's independent when it's not. And that's the issue.
Oh, and then someone was like, oh, don't hate the player, hate
the game, bore off, don't moan at teachers.
No, I will actually, because there are some schools who don't
do this. Oh, there's so much pressure
from the top. Yeah, there is.
There's lots of pressure on the top from Sats.
But do you think if I sat next to a child and they were doing
their maths Sats paper and I was like, oh I know, sorry, there's
pressure so I'm just going. To I know they can do.
This I know change going to change it.
No, you can't do that. And we all accept you can't do
that. The pressure doesn't matter.
Have some professional integrity for sake.
Have some integrity in what you're doing.
Stop pretending. Oh, we need to get them to this
level. They're not there though.
So the more you pretend you're making a rod for your own back
in the future and you're making a rod for every other school in
the area's back who don't do that.
And if we all do it, then we all need to stop and it's not
acceptable. Oh, we all just cheat on the SAT
papers, don't we? No, we don't.
Maybe there's lots of pressure on the SAT.
Yeah, but we don't cheat. We don't open up and go oh God,
crossed out, kid. Redo that, please.
You've made a mistake there. Actually, how you do this, that
word means less, so you have to subtract.
So let's just do that, shall we? Oh, but I was pressure.
Pressure. They did the maths themselves.
There was pressure though. There was pressure from top.
So I had to tell him no, he didn't have some integrity.
Don't say work is independent when it isn't.
Do writing all of the time. That isn't independent.
And he's helped and gives feedback to it every single day.
But. But have some points of yours
timetable where it is actually independent and can actually be
assessed and is left alone. That's how we assess writing.
And when we pretend we don't, you're part of the issue.
I'm going to say you. I mean you and your school,
yeah, you and maybe you're your 6th leader who's saying you have
to do it or maybe your your head teacher saying you have to do it
or maybe no one's saying you have to do it and you just think
you want to to make yourself look better.
Yeah, you are part of the problem.
Stop doing it. But you're so mean to teachers
on this. I actually don't if you think
that's mean. If you look at that situation
and go the person doing the cheating or the person calling
out the cheating, or who's worse, the person calling out
the cheating, I've got nothing to say to you other than.
You're wrong. Stop doing it.
Stop doing it anyway. And we can have, we're not going
to do it right now because you'll go off another 10
minutes, but we can have a separate conversation about the
systemic pressures. But you can have both
conversations. You can say professional
integrity is really important, isn't it?
Yeah, cool. We should do these things to
maintain it. Yes, we should.
Or there's loads of pressure making us not want to do that
though. Cool, let's talk about that now
separately like they are just separate things, so.
And and all I say is people look at that pressure from the top
and then still decide where their line is, their line will
be. Well, obviously I'm not going to
cynics for a child doing a maths AT paper and change their answer
for them, that's ridiculous. But I will do that literal,
actual same thing when it comes to their writing.
Yeah, yeah, because writing's harder.
The bar's too high, yeah. I wonder why the bar's too high.
The bar's too high, but everyone seems to be getting roughly the
same level every year, so maybe the bar's not too high.
What it is when we cheat? Yeah.
When the bar is the national average, which is determined by
us, like, and that's too high, it's like, well, then it's
wrong. That means by definition, we
didn't do it properly. Yeah, because that's the
average, Yeah. Yeah.
And, and when we talk about this, the reason we talk about
it is because I can't describe it is so widespread.
Yeah, of course it is. It's so.
And that's why people, people also use that as a
justification. Well, everyone else is so.
OK, cool. That's the end of the
conversation, I suppose. And oh, it's now fine to
pretend. Well, it's independent.
When it's not, it's, well, it's just a nonsense to me.
Absolute nonsense. Come on, come on, don't do it.
Oh, Devon was mean to me because I do it.
Why do you do? If you do it, why do you do it?
Pressure. OK, There's lots of stuff you
don't know how to pressure about, OK.
What to make is to make your data look good.
Is that worth hyper inflating their children's results?
And then they go to secondary school and they think, what the
hell? These these kids can't even do a
paragraph coherently. And it's not because it's not
your teaching problem. They can't do a paragraph
coherently. They find it really hard and
tricky and it's just a combination of lots of things.
But just don't take it personally.
The best bit is then after all this, no matter what path you've
taken, the righteous one or the the bad one, you go to
moderation and no one has a clue what's all about anyway.
And it's all it's I'm so subjective that it's actually
pointless because the, the the scale of subjectivity is so wild
that it's skewed you. You might get lucky on one
table. They think the children are
working towards are actually expected.
Well done. The bathroom, your bathroom
expect is too high, isn't it as well?
Yeah, it is. It is too high, but it's too
high because the bathroom expected is basically you need
to be able to do everything. Yeah, perfect.
So again, this is another thing people say it's like, well, the
bar's too high. Like, I don't want to put this
kid down as expected because they are actually where I expect
them to be, but the expected bar is too high.
So I'm just going to fudge it a bit so they get there.
So it looks like it's right. You got an issue, you got an
issue outside of the what you're talking about.
Your issue is about the bar. So only if repeatedly we
actually show where children actually are independently, then
we can maybe talk about, oh, we'll look, clearly there's some
evidence here that this bar's too high, but we all pretend the
bar's acceptable and is where the average is.
It's a nonsense. There is the average writer is
not expected level because expected level's too high.
What you're saying will never happen.
I know, I know, I know. So it's interesting, like I do
sometimes think that would be, that would be the right outcome,
but it will literally never happen and that just won't
happen. What do we do then?
Do you know, there's some people who say I'd be very interested
just to go back to completely independent writing as like,
almost like a test, a time to set.
Yeah, yeah, yeah. Will people still cheat?
Probably. I can imagine there hasn't no
prompt in front of them. Here's a scaffold with some
blank sweep. Put some adjectives in and just
make it look really good. But I could probably.
But if we actually just independently get kids to sit
down and see where they can write, it would be so much lower
than we're pretending it's at. And that also can be fine.
It can be fine that an 8 year old can't write fully coherently
over 2 pages. Do you know what?
That's OK. But let's not pretend they're
somewhere they're not. Yeah, that is it.
That conclusion to me is I don't know what the exact answer is,
but I know. But definitely the system has to
change. Yeah, because we've just
established that it will not, that the current situation will
not change, that we won't have some unanimous uprising of
righteousness where everyone that the simultaneously decides
we're no longer going to fudge this system, we're all going to
do it properly so that it's fair for everyone.
That won't happen. So we have to change the.
System because people would rather get annoyed at me for
talking about it. Yeah, there would.
People would genuinely in that situation rather go well, not
mine. Just stop moaning about it.
Let me do it. The school next to you who
doesn't do that cheating is getting much results than you,
even though the children aren't doing less than them.
So you are causing that problem. Yeah, it's, that's it at the end
of the day. It's a fun one.
Well, we'll definitely come back
to it when someone inevitably doesn't understand it again and
we have to explain that by we, I mean.
But shouldn't we give? Shouldn't we be giving kids
feedback about writing? Writing's really hard.
Should we be helping them do their?
Right. Stop.
That is enough.
I need to read my book about
stoicism. Yes, yes, I think you do.
Here's an expression we'll chew up a little bit.
So that's a short, silly one. Please, please, please can you
make undefed merch? I really want a T-shirt.
A lot of people didn't. This was a long time ago.
You might have to explain the context of the word undefed.
Undefed, it's spelt, UNDERFED. Hayden was reading a story,
Letters from the Lighthouse. I think it was, yeah.
Yeah, reading a story and came across the word undefed and
didn't know what it meant so thought it was a nice teaching
point for his class. Right.
Just read around the word. What could undefed mean?
Well a Long story short kid. But they end up so doesn't that
say underfed? Yes it does.
It's underfed and read it wrong. But it was a good experience
because we established as a class that undearth wasn't
adjective. That was describing people as
looking quite skinny and not having enough.
Context you worked out. Context.
We worked it out and it turns out it just.
Yeah, it's because of. Different words, you see.
I got sent a few times the Ramesh Ranganathan one recently.
Oh yeah. So Ramesh is hosting BBC Radio
2. Yeah.
And he says ashamed, like ashamed from London.
And then he realises, oh, it says a shame.
That's. Hilarious.
I just worked that out as you said it.
Ashamed. Ashamed.
Smashing man, but it was actually a shame, just his
moment of it, just worrying in his head and he realises what
he's done. Can I just just take his hand
because you know, the episodes got we derailed all the time
just to say how unbelievably funny Roma Shranganathan is in I
mean in general, but also I'm watching the last one laughing
on Amazon right now. I.
When this is released, by the way, I'll be completely.
Finished. Yes, it will come a couple of
days. With five episodes in, I think.
5 episodes in and he played his his joker recently and I won't
give any spoilers but it is I was in tears like it was one of
the funniest things I've ever seen.
You know, it's, it's funny because it's, it's like really,
it's kind of comedy that's pushing this out there.
Like it's, it's not like it's not necessarily kind, but
because it's about himself. Exactly.
It's, it's funny because he makes other people say stuff
basically. And part of the joke is like,
they would never say this thing. It's.
It's awkward to you, but. It's about his, you know, he's
got a lazy eye, isn't he? So we can say it's about that.
And, and the, the by by far, by far the funniest part was when
he's talked about who became Prime Minister in 2007, right.
Yeah. And it was Gordon Brown.
Yeah, yeah. And he said, can anyone guess
what? Can anyone guess what my
nickname was? I'm not going to say it didn't
come from him. No, but he he mentions it and it
it, it just I, I couldn't have got through.
That the amount of yeah, just quick quips and things he had
like that, that just every single one got me.
But yeah, very, very funny, man. And Bob Mortimer, It's just Bob
Mortimer. Yeah.
Just the whole thing's brilliant, the whole thing's so.
I will say Season 2. I'd say it's even funnier the
season 1. I thought season 1 was pretty
funny. Season 2.
Is blowing me away how funny it is.
They all came out. I saw something about because
Alan Carr was in it, he's in Lost or Nothing and he came out
and he was saying, my God, I'm so glad it's good because they
all finished it. Obviously they're not allowed to
laugh. So if you just think about what
they've done, they've spent six hours in A room not remotely
laughing at anyone's jokes. And they're comedians who like
their trade is getting laughed out of people.
So they said they were saying they finished it and they all
thought like, that's the worst thing I've ever done in my life.
Like obviously nothing was funny.
No one laughed. It's just been dreadful.
I've been trying to make people laugh for six hours and no one
laughed. And only five times did someone
actually laugh because like when they're getting cards and stuff
now, it's like a little smirk name for like a proper laugh.
Like they barely anyone laughs. That's the whole point of the
thing. But they finished it and he was
really worried that it would. It was just dreadful.
And he's like, he seems to come out.
Everyone thinks it's better than the one before.
And he's, like, having even watched it, he understands now
why it's funny. It makes sense in the moment.
They they all thought like, this is the worst.
Yeah. Because from their perspective,
it's just a quiet room of no one laughing from us.
And we're cutting into like, Jimmy Carr laughing and we're
laughing ourselves, like, so there's laughter involved from
our perspective, but from them it's not.
And actually, if you actually, if you look at what we see, we
see like, let's say 10 minutes of Romesh in an episode, 5
episodes, it's like 4550 minutes of Romesh.
He's in there for six hours. Yeah.
So there's a whole other thing where he's just talking to
people. And yeah.
And if you actually deep what's happening, it's David Mitchell
with a hat going crash, bang. What what happened, Jack?
And no one's laughing. He just does a whole performance
and no one laughs. He leaves and.
Probably thinks, oh that wasn't very funny then.
Where is actually. That's the whole premise.
Oh, man, really funny, right? She didn't have a question.
Go on. We didn't really answer that
question. When's the merch coming?
Some point maybe? Let's talk about last one.
Laughing for her 10 minutes. Exactly.
Right, here we go. You've got 24 hours child free
and no jobs to do Dreamy. This is ultimate free child free
time for you to do whatever you like with When is your When is
your 24 hours starting or start? At 10 AM?
2:00 PM When? When is it after bedtime and
what are you choosing to do? I am 24 hour window.
I am gonna I don't think I don't think when the 24 hour starts is
relevant. No, just a day in it.
It's like yes, you get you get a 4:00 PM Yeah, at some point
true, I guess, I guess. Oh yeah, I suppose.
No, it does make a difference. No, I don't think it does.
It does, because if it starts at like 3:00 PM, it does mean that
you spent the day doing normal parenting things which might
exhaust you. If you start at 9:00 AM, it's
fresh as soon as you get up. Yeah, I was thinking just a
normal day then. So like 8:00 AM.
Yeah. So no, no, no, it would be.
It wouldn't be. That's a really good point.
It would have to be like 6:00 AM.
Yeah, that's when Rory gets up. But I said 8:00 AM I'd be
getting out of your room. No, it goes 8.
So actually midnight. Midnight.
Yeah, it starts at midnight. That's.
Midnight, all right. So when I can wake up, whenever
that's good, that's my first thing.
I'd go out for breakfast somewhere.
I don't know where, but I'd just go out because because you can
go out for breakfast somewhere. I'd go and play golf in the
morning thing, but golf in the morning.
Then I'd go for lunch. So I'd go out for breakfast
somewhere, golf, go out for lunch, pub in the after noon
because it's a nice sunny day. Just go somewhere with pub
garden. It's very nice.
It's not raining. It's my perfect day.
I can control the weather as well.
I go to the pub for the afternoon.
There's a football match on the team.
I support the team win. It's fantastic.
Yeah. Go out for dinner.
Yeah, definitely go out for dinner.
And then in the evening, probably just a nice chill one
indoors, playing some, playing some board games with some
people. Not you.
No, not some people I like I've. Not got the day off?
So you're looking after Rory? Yeah, yeah, and, and just
chilling out in the evening and having a couple of drinks and
going to bed whenever I want. What about you?
Nice, I spent it with my wife and family.
Is it better or worse to have a child in your class that has a
teacher as a parent? It's either a person on your
side or somebody who you can't wrangle with your clever teacher
talk and hold you to account. So would you when?
When a child when their parent is a teacher, is it good or bad?
I'd say on the worst side, generally, I think yeah, I think
so. I think it's more annoying when
there are people well. I'm going through it because I
have a completely different. Experience.
Yeah, I guess I am just based off a couple of it's not much
experience really, but I just find they're a little bit more
annoying. That's sort of like taking up
your time. It's hilarious.
Like hypocritical, like teachers, like teachers don't
want to the worst people have taken up other teachers.
Time. Yeah, no, yeah, yeah.
All the extra meetings and this and that and question.
I'm just like, oh mate, just let me do my job.
Oh, really? Do my job.
I've only I've only had positive experience.
Yeah, like I've had I've taught a child who you've.
Also taught I have had positive experiences as well by the way.
I can think of enough negative ones where I'm like, oh, it's
kind of annoying. Their their mum was a head
teacher and she couldn't I like to I didn't know she was a head
teacher until months after still teaching them because it just
wasn't a thing. I.
Know exactly what you're thinking.
Like a lovely mom. Unbelievably lovely family.
Yeah, yeah, like the thing and in general, whenever they have
been a teacher, it's been. You do get that though, where
people are all mums, a teacher by the way, that's how it's
framed, isn't it? Often like all mums a teacher or
old dads ahead or. And I think, yeah, you are
right, sometimes they do hold you more accountable because
from their point of view or that they they work in a school and
they know what should be happening.
If they get the whiff of that not happening for their own
child, of course, obviously they'll be the first person to
say shouldn't this happen. Whereas if they weren't a
teacher, maybe they wouldn't even know.
Yeah, yeah, yeah. So they know the jargon that.
But in general, yeah, in general, it's been a positive.
I'd say overall are neutral to edging towards nice.
But it's not like I don't think it's automatically better.
No, I don't think it's automatically.
Better. That's probably why I should
have started with that. Really.
I don't think that either. I just think my my personal
experience is a couple of annoying ones where I'm like oh
do you know what could have just been easier if they do?
You think it's annoying when for a parent their kid they get
placed in a class? Do you think it's annoying when
their their teacher is a teacher?
What that makes, that makes no sense, right?
OK, cool. Because I I've spent a long time
processing whether that made any sense.
I'm glad the conclusion was no, it doesn't.
Because because my teacher a teacher or not?
My gut reaction was what? What would be the other
situation of course that teaches the teacher like I was like,
what am I missing? You.
You really, really asked you.
I did. Is it better they're a teacher
or not when they're a teacher? No, actually fun enough.
They're always taught by the HLDA, not going off by teacher,
so yeah. Oh God.
There you go there. You go.
Anyway, another fun episode. Why don't you stick around for
Wednesday when we'll be back with another one?
What's Wednesday's about? Do we know you?
Nope. See you then.