Thank you, Paris for joining us today to hear more about behavior strategies and building relationships. I'm Steph Lundgren from ESU 8. And I'm Tony Earhart, the Clearwater Programs Director from ESU 8. So we're always happy to have you, Paris, here with us. And this is a topic that we've heard a lot from you over the years that you'd like extra assistance with assistance, sorry, with strategies and ideas for how you deal with behaviors in the classroom. So, here's just a little quote to think about the behaviors of students, but understanding the why a kid is challenging is the first and most important important part of helping them by Dr. Ross Green. So we really need to understand the why of the behavior. And honestly, there could be two same behaviors. So two students doing the same exact thing. But their why could be totally different. So we want to figure out the why in order to apply some of these strategies that we're going to talk about. Okay, so first up is behavioral strategies and we're going to talk about radar. So RADAR is a key concept in the MANT system. So it's an acronym and you can see in bold it is recognize, assess, decide, act and review results. So as the Clearwater Programs Director, I'm in charge of CLC, which is our life skills program along with the behavior program for any of our schools to send students with behavioral issues to our school. So first off, when you are assessing behaviors in any student, whether they're in special education, general education, you need to have your radar on. So first of all, recognize the behavior. What are they doing? How are they acting? How long is the behavior? Are they harming themselves? Are they harming someone else? Then you're assessing it. Okay, now what? So what's the degree? Do they need to be moved? Do we need to move the other students? What is the best way to go about this? Then you're going to act upon that. You're going to decide the D on what you're going to do. Okay, the student is throwing things and being physical. So I'm going to decide to move the rest of the class rather than the student out. So now I'm acting upon it. I've made my decision and I'm acting. And then we always want to review and debrief so we can decide and talk about did we appropriately decide on that situation the best possible way. And if we didn't, that's okay. We learned from our mistakes, right? If there might be some things we need to tweak here and there, but we always need to be improving ourselves and reviewing those results in order to better the students and ourselves too. And as a team, you guys can talk. So it's a very important part of addressing behavioral needs is reviewing your results. So debriefing. And then for more information on me and which is also a suggestion for students with behavioral issues, you can reach out to myself, Tracy or Gina on man training. It's a two-day training. The first day is on de-escalation strategies and the second day is on safe physical strength. So if your school is interested in that, please feel free to email or call me. And then here's another acronym. So sods. Matt refers to this as sodas, but we wanted it as sods because the advantages are before the disadvantages. So this is a strategy to implement to help develop effective ways of coping with situation. So it's your guide to problem solve. Kind of like before you're going to go through this and you could do this with staff or with students. Just remember if the students highly escalated. So if they're at that point, they're throwing, they're hitting, they're physical, that is not the time that they're able to problem solve. They need to de-escalate a little bit more in order to have those strategies and skills to be able to really think through. So you're going to want to try to use this with students before they get to the top of the crisis cycle or after they've already de-escalated. A lot of times with our students in the behavior program, they're already very highly escalated. So we wait until they're in the de-escalation process and they have to do this before they go on to their next activity. So for example, you're going to think of your situation. So student is fleeing or running. What would be the options that the student flees the classroom? You could use movement. You can use movement to distract them away from or per, from the door. Maybe you have locked doors, maybe it's a smaller environment. So think of all your options. Then you're going to think of the advantages before the disadvantages because we want to look at what are the advantages? So you're going to list the pros and cons to the situation and then you're going to make your solution. And then you decide on that. And then you want to debrief on that later on too. So the student can do this or you can do it as a staff member. And on the next slide, Steph, I think I listed some problem-solving worksheets. For example, this is our process on paper. So like, so it's on paper. So after one of our students goes through this or has a big moment where we feel like they really need to problem solve, we want them to figure out what they would do differently next time. So they fill out the student behavior action plan. So that is actually the one on the left is the one that we use at the behavior program. And again, we do it when the student is calm and ready to answer. They can answer it paper pencil or you can write it down for them. Some of our students, their writings, maybe not the best or they can verbalize better than what they can write. So they have us write it and that's totally fine. So you can do that one. There's a couple other calm down worksheets there as examples. And then on the next slide, too, there are three more, I believe. We did those. We use some of these at some of my schools. We did call them think sheets. And we did always want to make sure that the kids were calm and could think rationally again through that situation, but not wait too long so that they didn't remember the situation anymore. When we've had different trainings with Sonya suck up, which Paris always love a day with Sonya. She talks about when kids flip their lid. And that's not the time to be talking through things. We have to get them back calm down. And then they can think through. We also did like to share these with parents so that parents could kind of think through your or be informed of some of the behaviors and then see those solutions also that the kids were coming up with. So now we're just going to go through some strategies on different behavioral strategies that you can use. And again, with students with behavioral issues, you want to be consistent, but yet you also want to individualize it with the students. So this is going to be a wide variety of strategies that you will have to use radar to decide how you're going to react to the behavior. So if it's verbal, you want to be short. You're not going to be very lengthy. You want to be clear and specific. You want to be aware of your tone of voice. As we know, if someone is yelling very loudly at us, that kind of makes us escalate a little more with them. We want to be aware of our nonverbal skills because students can pick up on that very easily. And we want to explain expectations. And this one, I feel like we take a little bit for granted. We assume the students know what is expected. We assume in music to art to grade level to special education room, they all know what to do, but sometimes our expectations are different. So we need to make sure in our classroom or whatever environment, the expectations are posted and the students know what is expected of them and what's going to be the consequence if they don't follow those expectations. Tony, when sometimes when kids get really upset that they forget those expectations, definitely, when they start to lose it. Yep. So they may need reminders. Yeah. And then I do see this where sometimes it becomes a confrontation or battle worthy authoritative figure. So we want to win the battle and an argument may happen. And that's one thing I would say refrain from walk away ignore. If you're trying to explain something to the student, and they're getting mad and you're just going back and forth. You may not think it's an argument, but if you're going back and forth and the volume is getting higher and higher and there's no solution. That's an argument. So please walk away. And then come back with the student there every time you could I give a student starts to question you or kind of start that argument with you. Can you just not answer the things that they're saying? Could you just ignore? Yep, or go get a teacher or maybe another pair has a different relationship with that student they could help to. Okay. And then be honest. Don't make promises that you can't keep. Sometimes when we are trying to deescalate a student, we may be throwing out some bribery things, but if you cannot follow through with it, don't promise those things. So those are just some simple verbal strategies to use. I'm thinking about those nonverbal skills to like things like standing with your arms crossed or pointing your finger at someone. Are those things that might agitate the student more? Definitely. Definitely. Great question. Sometimes I'm Sonia would also talk about getting down on a kid's level. Instead of kind of talking over them. And then this goes along with your listening skills. So when you were listening, we need to have active listening and to show that you're an active listener, you can paraphrase so you can rephrase what they've said. And you can also use nonverbal cues shaking your head. You could say mm hmm. Okay. I contact. But sometimes we think we're good listeners when in reality, we just want to go go go and get going on and not listen. So we really need to make sure when we're working with students with behavioral issues. That they feel that they are heard and we are listening to them. And then reflective listening is very similar. But you're listening. You're analyzing it. And then you're reflecting it back. I understand that you feel this way or I think you are feeling this way, or this is what I heard. And then they're going to answer you back to see if you're on the same page. So you can use this again with adults or students, but this is just so the communication is all on the same page. Do you have anything to add stuff on listening. No, I just think that we need to not be afraid to take the time to listen. Sometimes you just want to get the kid through the situation because we're in such a Russian schools, and sometimes just slowing down to to listen and give them the time that they need is so important. Yep. This one I think can be used very, very often. So I think this one isn't given enough credit. So this is choices. And we suggest give three choices so that you're not it's either or so you're giving three. So it gives you control and the student, but here's the deal. Sometimes the student just thinks they have the control right because they can be very, very similar. So if you're trying to get them to do a grammar worksheet and the students like I am not doing that, but you know they have this cool pen that I love working with and rarely get to use it. You could say, okay, how about we do this worksheet but you get to choose if you want to use your pen, pencil or marker. Or if you have this option to accommodate worksheets or take breaks with it or do a few problems now and then later, you could say, okay, we have this math worksheet. You get to choose which five you want to do first, or maybe you'll allow them six or seven. So how many do you want to do. Maybe they say seven, but probably they'll say five. But you're giving them options. Again, maybe they have a pile of paper. They've been misbehaving throughout the entire day and they got the stack of worksheets to get caught up on. You give them the option. They can all be very similar. Maybe there's a math facts worksheet. Maybe there's the regular math worksheet that they do. And maybe there's a math activity too. So you're giving them choices. But again, you still have some control in it. So I do think we need to really look into how we can apply this choices in many different things with these students. Some of my students needed breaks often if class was kind of overwhelming.  And they would pick that. In one of my classrooms, we had sensory boxes. And if a student was feeling agitated, he'd say, I need to go get my box. And I would say, well, there's a timer in it. Do you want to set the timer for three minutes or four minutes? And oftentimes you'd say three minutes will be just fine. Yeah. And visuals. Students often if we look back on what we just talked about at when students are highly escalated, they're not thinking clearly and they're not able to problem solve. So adding a visual, you're adding another piece to how we learn helps them. Okay, these are my choices. These are my expectations. So many students do like a visual schedule. So that would be a picture of what they're doing throughout and that's showing them. This is where you go. This is where you go next. It's showing them the time. It's showing them what's expected. And then you can have your expectations, your rules, and you can do that with pictures also so that they know. And then you could do consequences. Students need to know if this happens, then this is next. Okay. If I flee in the hallway, then I have to do this. What is your consequence at your school? And then chart with a visual and there's so many things out there that you can use visuals for and choice boards and lesson picks. And you can make it age appropriate so you can use Velcro strips when they're little. You can make it older when they're more, more appropriate when they're older. And then visual choice of breaks. So this stuff may come into play like some students have choices of if it's like a sensory box, a walk, a drink. So those are the things you would list on that choice of breaks. And then there's also social stories. If a student's having a certain behavior happening repetitively, you can make a social story explaining the expectation and what you want the student to start doing. Yeah, so social stories can almost be considered like the frames in the cartoon section of the newspaper, right? You can have some frames showing what will happen and explaining what will happen. So if you just want kids to learn how to walk into the room appropriately and get out their work, it would have them walking calmly into the room, putting their backpack away, sitting down their desk with their pencil out. Or something like that. So it would explain out some situation for them. And I think every kid, I mean, lots of kids appreciate that visual schedule and expectations and things. This is good for all kids, not just kids that were worried about with behaviors, but this can help, you know, the whole class with behaviors. I had one student who, if I forgot to put the schedule up, would always say, when are you going to write that? I need that to be out today. You know, he just wanted to prepare for the next thing in his own mind. So. And next, we're going to talk about VIPs, so BIPs, our behavior intervention plans, or FBAs, Functional Behavior Assessment. And these are things I talk about quite often. However, I think it is so important for the paraprofessionals to know some of these things about students if they have behavioral issues. So, oftentimes, the staff that is working most often with these students don't get to see the IEP or the BIPs or the FBAs. And you guys need to know this information because you're working with these students daily and it would help educate the student. So, therefore, if you aren't offered this information and you have a student that is having many behavioral issues and they're on an IEP, more than likely they may already have a BIP or FBA. And I would just ask you to ask your special education teacher and say, hey, is this student on an IEP and do they have this? If so, can I look at it or can you tell me a little bit more about it? This is a plan that basically lists what are the strategies and skills and the things we're going to do to help the student with their behavior and what are we going to do to help them be successful? And then the FBA is the why. So, like that quote that I talked about, the FBA figures out is it attention seeking? Is it they want a tangible prize? Is it what is the reason? Is it they're escaping from it? So, what is the reason they're having this behavior? So, I feel like this is crucial information that you would want to know. So, please ask on this and then with that behavior intervention plan, the whole staff should be implementing it with fidelity so we can see if it works. We want to use data to see if all those strategies and everything in there is working and we want to be as consistent as possible. And then we also want consequences and rewards. So many of our schools use PBIS or positive behavior, which is awesome and a great way to promote good behavior. However, sometimes we leave out the consequences. So, just because we are implementing a lot of PBIS strategies, if a student does something so severe, they still need a consequence because in life we have consequences and we need to teach these students also that because you did this and that behavior was so harsh, this is your consequence. But in the meantime, you're using some of those PBIS strategies and you're positive when the students behaving positively. So you always want to reward and really praise them for acting appropriately all the time, but just don't forget consequences also. But also when we're having consequences, Tony, I mean the old way would be to really get chewed out to really get yelled at about that. Is that, is that what's effective? No, we want to teach the students how to behave. Yeah, so, you know, if we didn't know how to do a math problem, or if we didn't know how to read a word, we'd be taught how to do those things. So we also need to teach students how to behave. And I know in my classroom, even though I wasn't working with special ed students on this, if I had a student that was having a really hard time with behaviors, we would make our own little behavior plan. It wasn't as formal as this and as written up, but usually it really called to attention that behavior and students were able to work through it really well throughout the days and weeks and even months, it kept them on track and I think they felt more successful.  Sorry. Sure. Yeah. Because with these plans, you want to track the data because you can maybe see patterns on if it's during a certain class period. Is it morning? Is it afternoon? And you want to be able to assess if your behavior plan or whatever your team has decided is working or if it needs to be tweaked a little bit. And then yes, just on the consequences. So just remember there should be a consequence. However, like Steph said, use all these other strategies too, because you can use the problem solving worksheet. You can use a lot of those to help teach the students how to behave correctly. And we can still talk to kids right with respect and dignity through all that. Definitely. Oh gosh, I was thinking of one more thing, but it's eluded me. I'm okay. I don't know. It'll come back. Okay, so now we're going to continue on with just overall strategies to implement. There's no rhyme or reason of these in order. So I will just talk a little bit through them. But again, so you have to do what works for the student. I'm just saying, although we say be consistent students that have a lot of behavioral issues and episodes. What works one day may not the next or vice versa the next week or the next week. So we really have to be creative in just trying many strategies to help the students succeed. So ignoring if it's a tension seeking and it's, it's a negative behavior you don't want to see ignore. We're going to have a lot of conversations with our staff because we have a bigger staff and there are students that are attention seeking. And so if they are having a behavioral issue in the hallway and have supervision, and the one person is fine with them, that is fine. The one person is supervising. They just kind of give the people in the hallway they're going by a look that they're okay. Otherwise, we found out what was happening. Every person was coming by saying hi, how are you to that person and it was reinforcing that behavior to escalate and to go out in the hallway and keep escalating so they could be out and talk to everyone. So ignoring is a strategy that works distraction, distraction if you know something that they like to talk about. If you see something on the wall, you could try to distract them to get them calm down more movement. If the student moves with you or will walk or go to a different room with you you can use movement. Sometimes you may have to move your class or everyone else. If the students not able to move but if the student will you can move them create a safe place. This would be if you'd have a physical or a student that would need to be removed you can create a safe place we call them our cooldown rooms. So students that are hurtful to themselves or others have to be in the cooldown room, and they have to fill out that problem solving worksheet when they are cooled down and then they get to come back out. One student who had autism and he would get kind of you know his senses were heightened, and he loved to dive into the special ed teachers pile of stuffed animals and pillows and he'd say lay him on me because it's good to have that pressure. So his safe place was even a little bit different but he knew that that's where he could go when he was feeling the heightened senses. Yes. Time. Time can be hurtful or harmful whether what we need to get done or if their buses are ready to pick them up and they're having a episode. However, just remember that you can wait things out. And then the students can always make up that work during a different time but sometimes we just need to use our patients to let the students deescalate because remember most of these students don't have these skills and strategies otherwise they wouldn't be behaving like this. So we are here to teach them how to behave correctly so you can use time. Positive feedback is just like we talked about earlier with when they do something you want to see you're going to give them clear specific positive feedback on what they were doing. Good job. Good job on what. So you're more specific and descriptive. I like the way you're sitting with your feet on the floor and your eyes on the board so it's more specific. Walking some students may deescalate if you take them for a walk if you're able to with supervision and staffing you may walk with them. And humor. You may be able to add a joke or do something funny to get the student distracted and laugh to get them away from whatever they were upset about. Okay. All right. And then we have some more. So again those expectations. A lot of times we assume students know the expectations. They've been at this school for years. They know what to do. Well we don't always expect the expectations in reading or math so we need to teach what do we expect from these students. We need to have them posted. We need to review them teach them and then have them practice even some of those expectations on how to behave correctly gain the students trust. So stuff will talk about building relationships later. But if you have the students trust it's going to make it so much easier to be able to deescalate students because they have that trust with you. You could talk about what they love so this is kind of like a distraction also if you know there's something they're really interested in you could see if you could get them to talk about that instead of what they're focused on that's making them upset. You can offer food or drink that may give them a break that they need. You could give them three choices that are similar that you think that they would choose rather than what they were engaging in now in the negative behavior. Just something to think about avoid overreacting. So if they see your reaction that may escalate them even more so try to stay calm. Again do not engage in argument. So if you're going back and forth because the students escalated remember you need to stop and walk away. And we need to really show empathy because just remember we're here to teach these students and they need help in order how to behave correctly otherwise they'd be doing it. Also you can engage in different senses. So sometimes we will say hey can you find something that's the color red. Can you tell me what you smell now. Can you walk over and touch that blanket. So you're engaging them in different senses which is trying to like trigger them off of what they're escalated about. So you're trying to change that direction for them. Cool down strategies are just strategies to relax. There's many out there. You can Google cool down strategies. This is where you could make cool down strategies of visual for it. There's breathing. We have like whale breathing dragon breathing. There's different sentry needs out there for students and an occupational therapist may be able to help more with that if they're on an IEP. You could have them freeze. There's fidgets. There's a lot of different cool down strategies out there. Teleheads or pre corrections are proactive reminders that help students remember. So this is when you're not assuming you're like remember to be safe respectful and responsible and remember we walk on the right side of the hallway.  So I had a student who would have a hard time at art class every time he went to art class and before he went in I'd say what are some things you need to remember today and he'd say well that doing my best is OK. And I'd say well what happens if you get frustrated and he goes well I can just say that I need a break or I can count up when I walk to the water fountain and count down as I walk back or you know things like that and he would think through those things he should remember and common frustrations for him. And then specific praise or positive feedback is when you give that descriptive feedback stated positively. So like I said earlier just really stating what it is that you like the student is doing. I like that you're sitting so quietly waiting for your friends to get finished on their worksheet. And then consistent interactions with the student is here's the relationship building piece. You want to be enthusiastic and positive because students really can tell if you're engaged and care about them in positive about whatever you're working on. Yeah we don't work hard for the people we don't think like us right. So if we think they don't like us we're not going to work very hard. Yeah. So a little bit about PBIS positive behavior intervention systems. We want to teach and model our behavior expectations and we want to review those often. And then remember the five to one rule the five reinforcements to one correction. The staff at CLC is working on figuring out bracelets so that they're always aware of doing five positives to one correction so there's going to be beads that they can move. I've also seen lanyards so that you can move so that it's always in our heads that we really need to do this. And then we want to use that common language so we're all on the same page and build those relationships it's so important to build those relationships. You know I could feel the difference in my classroom when I taught if we didn't have that five to one positive to negative. And remember, simply as saying a kid's name, right, if I just was correcting them or telling them to stop talking by saying their name. That was a negative. So, but I could feel the mood in my room when we were on more negatives than positives. So just remember with the big concept a child who can't behave if a child doesn't know how to read we teach. If a child doesn't know how to swim we teach. If a child doesn't know how to multiply we teach if a child doesn't know how to drive we teach. So if a child doesn't know how to behave, do we teach or do we punish. So just remember that we want to give these students the opportunity to learn and give them the strategies and skills that they need to know how to do. So it all starts at the core and you want to definitely start in the classrooms on what's expected and how to behave. And then layer on those extra supports of those strategies, just like you would in reading or math so you need to start with everyone first on how to behave appropriately. Yeah, thank you Tony so much so much to think about and remember for behavior intervention strategies. Yep. Reach out if you have any questions in the meantime my emails on here you can call the school also with any questions so thank you for letting me share just some little simple behavioral strategies with you guys. Awesome well what goes hand in hand with behavior is building relationships. And so we'll talk about that just a little bit here Tony started with that. And so Tony talked about some kids that were seeking attention and sometimes it was persistent and sometimes in her setting it's a very severe thing, but sometimes we can see the other side of that so I often hear people say that a child is always looking for attention or that person always has to be the center of attention, but people aren't seeking attention they're seeking attachment on children who do not feel seen or heard sometimes learn to scream loudly, not for attention but for, but for attachment connect and connection. And that's what we all want it's what we all need. So how can we give them that kind of connection to people at schools. I'm going to move our pictures just a little bit here. I'm so the benefits of connection and this comes from PBIS as well. I'm go ahead and move that there okay building relationships with students is one of the most critical aspects of teaching. Everything flows from this relationship. The trust and cooperation learned from positive connection with your students will play out in every aspect of your school day. This connection can lead to efficient classroom routines, greater student confidence and increased academic achievement. Though a series of though a series of small thoughtful intentional gestures. I think that's supposed to say through through a series of small thoughtful intentional gestures, you can build positive relationships with your students. For some this may be the only positive interaction they have with adults each day. Students want you to know or want to know that you care for them building relationships with students will help them to know that you do. So just remember not every kid has positive relationships everywhere in their life, and they're looking to you to be one of those close people in their lives so I think Paris have a special connection with kids you get more one on one relationships with them to build those relationships and sometimes you get to work with kids from year to year to year. And so building that relationship really can help. There's another statement that says where there is no significant relationship, there is no significant learning. So we learn from the people that we like and that we know like us with the ones that we know care about us. Okay, so some strategies here are hello and goodbye. So greet your students on each day and make sure that you you say hello to them. You know if you can even be in the hallway to greet kids as they're walking in that's great. Also be there to say goodbye have a good night. And I used to stand at my door and do hugs high fives and handshakes for each kid, but just we want kids to feel welcome when they walk in but also like they'll be missed when they're gone. Maybe that's even something you tell a kid who misses a day of school boy I really missed you yesterday I'm glad that you're back with us. If you can use students names and these hellos and goodbyes. They know that they're seen and heard and that someone knows them at school. Also, begin with the end in mind. So, think about your expectations and when you start out the year, or maybe you're having new kids in a reading group or a new set of kids you're going to pull out to work on a certain skill.  Once they do the whole time that you spend together will go smoothly because of that so you won't be battling behavior so much because they've already heard what's expected of them and they know that that's going to be the same rule the first day and the last day. So also find out what's on their playlist. Okay, not just their playlist but what are their interests. So it could be what's your favorite song on your playlist right now. Or it can be what sports do you play or what do you like to do when you go home, what are your interests what cartoon do you watch, what's serial is your favorite serial, whatever it may be we just want to find out a little bit about the students and then ask them about it. I remember having kids in my classroom that were so into Pokemon or something that I honestly was not interested at all. But I had to figure it out I had to find it out like I remember kids who love certain cartoons and I'd watch an episode so that I knew something about about it so that I could talk to them about that thing.  When they see you there they will feel like a million bucks because you were you took time out of your schedule to see them. So when we can attach to their interest it'll help. We have to think about social emotional learning so some of our students need to work on self awareness, self management, social awareness, relationship skills, responsible decision making all those things and like we said those have to be taught. We can't just expect them and then we don't also take it personally when we don't see them we try to teach them. We also want to walk walk and talk right walk the walk and talk the talk. If we expect it from kids, we better be showing it ourselves, right so we're going to model these great behaviors. If we want kids to be respectful, we're also respectful we talk respectful to each other. We don't talk behind kids backs right. We might pull them aside to correct them instead of doing it in front of all their peers where they might be embarrassed. So again walk the walk and talk the talk we're going to stay really positive in our voice so that they stay positive in their voice, but also give kids a voice right. Share what's going on in your life and have them share what's going on in their life. Ask them how are you doing what you do this weekend. Kids that feel seen and heard just feel like gosh you care about me you want to know about me. Actually, there's some research done and kids were asked how do you know when your teachers care about you. And the kids said things like well they asked me about my life and they come to my games and they, you know, they take an interest in me. And then they turned around and asked the teachers how do you show kids that you care for them. And the teacher say, well I work long hours and I grade their papers. And that just doesn't translate to the kids. Yeah, we work really hard and we show up every day form but they want to know you care by asking them about themselves. Okay, so place a good call. That's the best call to make right it's really hard to call parents and tell them the not so great stuff. But if you could call parents and say I want to tell you what awesome thing your kid did today. All the better so sometimes you might want to check with your principal or teachers and say hey I'm going to make this phone calls that are right. What I even like more than a good call sometimes is writing a note home and sending it in the mail, because where does that note go. Go Tony if you got a note home about your kid where might it hang at home. She's muted right now but it might hang on the fridge. I could read your lips there or on a bulletin board or somewhere like that, or the kid could put it, you know, in their own room and say gosh my teacher really saw what I was doing and my teacher's proud of me. I've had kids work harder for this one thing. Some of my most challenged students behaviorally have worked their tails off because they just want me to call home until their parents that they're doing a good job. Yes, because on the other side stuff. Oftentimes those kids are getting the calls about the bad behaviors that their kids are doing. So then when you do find something that they do good it feels so good to hear that. And then also that parents going to reinforce that at home with their kid. So yes, we want you guys to be honest but also if they are doing good things to we need to remember to have those shout outs and celebrate those. Parents appreciate it so much that sometimes they might say oh my gosh it scared me to death when I saw the school number coming across the phone like what they do now. So parents almost need that five to one as well like they need to hear the good stuff. Let's give it to them. Yeah. It can be a listening voice for kids. Our kids have a lot going on in their lives and if when we can sit down and listen to them it's so good and it's not always to give advice or it's not always to tell them to do they might just need to talk to you and just have somebody who will listen. And so I think we all need that in life but kids who are going through a lot need that so they'll know that they can trust you that you build that trust that relationship, kids will do anything for you. So I think this is like one of the number one skills a parent could have is developing those great relationships with their students so I can't wait to hear all of your stories about how you're you're really working with your kids and how they you know that they can trust you. All right, everyone that brings us to the end today. But I just want to remind you that we will be back in February to talk about digital citizenship and how to practice good skills when we're online that keep us safe and keep us honest and all those good things. So, JC, our tech integrationists will be joining us and we'll have another tasty Paris skill tidbit with me that day. All of our resources are available at bit.ly slash Paris of ESU 8 so we have all of our presentations and all of our recordings for several years of these trainings. Some of the best days are spent with you Paris so thanks for joining us today. If you ever need anything, please just email. Thanks Tony for joining us to. Yes, thank you for letting me join and I wish you a great year and thank you para professionals every day for what you do and the difference that you're making in children every day. Yeah, happy holidays everybody go enjoy it. Enjoy that break and that time to recharge. We'll see you in the new year.


Welcome to Toffy TV, it's the final word, Everson 3. Fulham Neil, we're joined by Mike, one of our patrons.  You get to come in and be a guest and hug one of our cushions really inappropriately. It's just like comfortable. That's your cushion, that was. He's comfortable. He can do it once, he brought Jaffa cakes and Wagon wheels and something else. You just look really excited about this cat. You just look really excited by the three points there. I was more excited by the cushion. It just feels nice on it if you have it in bad shop. Comfort one pot wash. He's happy. We're all happy though. I mean the difference by win makes is incredible isn't it? Definitely, definitely massive. I think for us I think just to get the monkey off the back a couple of bad results. Good performances in my head if a couple of them. But get the win and then we can get on with trying to get behind a team properly. I think at this point of the season as well, good performances are great. But you need to be putting obviously, I mean this is all season. You need to be putting punch on the board because at the end of the day that table is so tight that sometimes it can be very misleading. You've been playing well okay you might have picked up a win on a couple of draws. But just visually it doesn't look nice. So you just want to get a win in there just to keep things ticking over obviously. You've got to have a default setting haven't you? You've got to be able to win games of football against average teams which let's be honest is most of the Premier League. And if you can do that like we did Saturday then things can be very very different very very quickly. Yeah it's just obviously the West Ham game and not so much the Arsenal game. The hangover for me was Huddersfield and West Ham. They were at two because you looked at those two. We went both of these within a good position and we didn't win either of them.  I thought we played very well. So Saturday even though it's early and even though I fully believe in what the manager is doing and what the players are doing. It was a must win game and you think of a must win game in September. But you need to because it reaffirms everything they're doing and it gets you in that middle of the table and then you're in such a distance of top six and you'll be putting that daylight between everybody else. So it was an important win. Yeah I think you've got to get points on the board and that's what we're going for isn't it? You know who we're going to watch the team win. You know we want to see the development behind the scenes and everything progressing. But it goes on then and we're getting points on the board and we've got good enough players to put teams like that to their own. I suppose that's been one of the criticisms in the last few weeks hasn't it? You look at the team. I did a thing last week with a fallen fan ahead of the game and he was like look at your team. And then I did something after the game for the Southampton fan and he was like oh you're going to change it. You're going to change the team for Tuesday and I was like we changed that. You know we're still bringing the good players in and you know Tolson hasn't been started and now he might start and you might bring Bane's in and you might you know Bernard you're thinking this watch shouldn't affect us that much. We've got a good 14-15 players there but they're not winning games and people can't see what Mark and Silver's doing behind the scenes. We're trying to do behind the scenes then it plays into a lot of people's hands for some reason just want to be proved right rather than see the team do well. Which I don't I think you know if anything bad has come out of social media and I know we spoke about this loads of times it's the fact that because people's opinions are all down on paper for some reason they feel like they have to stick to them forever and ever and ever and not go oh yeah that might have been you know I was wrong on that. I'm just deleting your tweets and you're wrong about something.  Now that's a bite me tongue matter we bought Michael Keen. I'll slide them off all summer. But I think like you said earlier on like you should want to be proved wrong whatever your fans we want everything to do well or I do. I'm sure we all do but like you know you can have it you know a thing where you can play whatever but if they prove you're wrong good. I want everything to prove you're wrong. I put it out there that I thought everyone I didn't think everyone will ever win a trophy in my lifetime. Please prove you're wrong please please please many times. But you know hopefully there's a bit more time. Many times. Because he is tumble. I think listen you shouldn't have an agenda with any other player really you know you should just be getting behind a team at three o'clock every week whenever the time they kick off. That's it. The reset button should be set and it's get behind and let's win the game. Now at the end of the game they haven't played well. You've quite entitled to go up my opinion and have a very good game now. That's fine. That's fine. Let's get like a good feeling going about everybody you know.  You know what? He's doing well and I didn't think he could do it but he's doing alright. There's not none with that. There's not none with being able to bend a bit. You know what I mean? It's like that. Mark I've said before. Cucamartin is the worst footballer I've ever seen play for Evan and I've seen some bad Evan players but at times like season he had decent games. He had decent games so you have to go. You know what? He played alright today. A drag that he wasn't playing but he played alright today. That's it. You'd rather he's not playing but if he is playing surely he wants to do well with his playing. It's just a bit. It is a bit. But saying that I mean the team surprised me starting staying 11 surprised me but I suppose it shouldn't have surprised us because if the manager thought he played well last week then fair play to him to stick into his plans. That tells those players that you do alright. Okay things will go against you but if you do okay and you play, you do what I've asked you to do which I suppose for the manager is the most important thing. I mean you hear this all the time. You hear managers who are quite reasonable people will say well I don't want to do a job and they try to do it and the other team were better or something happened that was out of our control. What do you want from me? I'm not a miracle worker. I've done what I've asked. And I suppose that's what Michael Silvers probably looked at. You did the job that I asked you to do last week but a little bit of quality from us not a bad decision has gone against us and we've lost the game. So I think that's good as well because that's what you want from your manager. You don't just want him to be reactive to every little thing. I'm sure he's got a plan doesn't he? At the end of the day everyone who was not associated with everything in the media after the Arsenal game were like everything's saved from something like that game and we did, we played well the way the team was set up so from the manager perspective everything was well we missed a couple of chances. We did a couple of little errors at the back but fundamentally for the 90 minutes we played the DC game football he'd got an identity what he wants to play like you said and it's saying to the players when they're playing if you're doing what I'm asking you to do you've done the job. The shape of yours, you're staying in and I think it's good for partnerships for me it's gone and with this what I want to see you build partnerships you know Garnard Davies will get better playing together week in week out whether you think they're the right two or not but whichever two whoever it is centre back partnership you know you get better the more you're playing shopping and changing all the time I was quite happy to see the same start on 11 Yeah I mean I it was a little a slight surprise cos I didn't know whether he'd just bring talk something back in and he'd hinted at Rytialason playing up front on Friday and his press conference on banana coming in but see the team's like yeah alright did they play well last week so let's see if they can repeat it today you take the man and he's looked at them and say with them all week so you go alright well he's obviously happy with what he did last week he did play well last week and he's changed it when he needed to he changed it after West Ham for Arsenal you know rather keen came back in and you know Towson has dropped and stuff like that so you know Davies was in so he did make the changes so and I think it's no coincidence that we've managed to pick up a clean sheet the first one of the season by having the same back four you know a couple of weeks in a row you know I think that was a massive bonus for everyone obviously keen and Zuma looked okay last week okay a couple of mistakes in them but this week looked pretty solid and I think that was the most important the thing I think about that is that you can make changes ahead of those that back four but I think when we've got okay that's not maybe not everyone's perfect back four but if you've got a consistent back four at least then you're going to get they're going to know what they're doing they're going to start understanding what they're doing and I think that was really important on Saturday that back four looked for the majority of the game okay there was hiccups on my toe well done but they looked quite solid they knew what their job was and they went out and done a look at last season with that manala that's coming and you know that back four we had Cucumarty and it wasn't even our third choice like back a left back Ashley Williams was having a mate and then all of a sudden we went like five games and I couldn't see the goal or something or won it because they just got used to playing with each other they weren't anyone's greatest you know, individually that wasn't the team you would have wanted out there you didn't want to make some changes but they done a job because they got used to what you do so I know what you're going to do now so I'm a bit more comfortable and you know what I'm and everyone is the partnership like you said now of course in an ideal world we won't have any injuries and he'll have 26 players to choose from and he'll have the best and he'll go like this is today this is my best 11 and we might look and go yeah that's probably the 11 we play but at the minute we've got injuries and he's making decisions based on what players are doing and if players aren't performing you're not in a team for me the biggest thing was the fact that the performance at Arsenal was good and he hasn't just ripped it up because the result didn't go the way we wanted it to it's going on the performance was good so there's no need to rip it up and I think it worked well it did I thought the first after I thought I don't know I suppose it's one of those things we're going to have to get better the teams are going to come and they're going to sit in and they're going to sign frustrations and even as open as full amount didn't really offer anything there was a lot of players it was very congested in that midfield area the game really wasn't stretched and that's where we seem to be struggling you know we struggle against Huddersfield Westam would obviously a little bit more open but we seem to struggle just breaking teams down and then that's something we might have to get used to but hopefully as that continues we get better at using the ball because for me it's just a lack of movement and a lack of speed in how we play the ball I think that was the difference between the first half and the second half second half we just moved the ball a lot faster and pulled them out of where they wanted to be which is obviously it's a part of the game anyway in second half because the opposition might start dropping off because of fitness and players getting a place to hand is good but that's something we're going to have to definitely get better at because it just don't fit start it was just another one that was hard so you looked down going we can't string three passes together here yeah it was the tempo was too slow we had a couple of bright moments we had one in the first 90 seconds I think the Charles had three or four men and flicked it off to Siginson and he stretched and he went wide and then we had Walcott had a shot which they keep him made a good save from and then it was nearly moments where there'd be some lovely football and then they'd break down it was a sloppy pass so we delayed the cross so it was kind of that and they looked a lot smoother going with the ball exactly in the centre of the park the upper very little in the final there of course but it felt like that kind of game in the first half I think for us I think like you said I think because as we're getting better and we're improving the players that we're getting the teams are coming to go with a different mindset and we've got to get used to that I think we need to get better as you're keeping the ball because you can break them down naturally come the second half through fatigue by them chasing and chasing and chasing but we've got to be patient as fans as well to understand that look I know we want it quick quick quick but it's a 90 minute game but I think you're right there but I think that's down to them as well as players I think they're too quick to try and break teams down and end up giving the ball away I think what we need really we need somebody in the middle of the park who is really comfortable on the ball who is willing to take the ball off other people when they're in a sticky spot or say ganna get the ball ganna can just give it to his mate next room who can move up the pitch comfortably you know we all know we need that Snidlin can do that but he doesn't go anyway he likes taking the ball and his pass completion is really really high but he doesn't go anyway with the ball and what we really need is somebody in that middle of the park who can transition with the ball but there's also a good passer they're a high commodity there's not many of them about Chelsea have got one at the moment what's the name? he's got a 99% pass but you can see with him what he does and all the good teams have that at the moment and that's what we really miss we'll just calm the game down so in the first half what I thought we were guilty of is just getting the ball and trying to just do something dead quick and then it'll break down and then they get the ball then you get it back in it whereas if you've got somebody in the middle of the park who can do that they pick the moments our setters in the memory for us the best one somebody will just get the ball and can just see that pass but if it's not on but if it's not on we'll just go well I'll give it to you and you give it back to me and then we'll see if it's on again and then that's just something we're missing at the moment because what we rely on heavily is our wit and with Charleston I'll get the ball but woke up to the ball and I think the problem with wit is it's a high gambling ethos really because you've got to rely on with Charleston to beat a couple of players to make space same with woke up you rely on him beating a couple he doesn't beat them it breaks down straight away and you're back to where you started so I just think that's what we miss in those games we didn't have it for years and then after that it arrived and suddenly we had it in the middle of the park and I don't think we've quite had that player since Barley did it in a different way he could open the space up but he could open up from a deep position and it was a wit I suppose you had Barley with him then and Barley could do the transition as well but it's about having that one player now because then what we found in the last two games it's kind of like a job all day on his own what we always thought Tom Davis I think helps that because he's a little bit more advanced than them but Tom just hasn't got that repertoire yet it's certainly the passing, he tries but it's not fully there yet and I don't think he breaks away from players quick and up there he's trying, he's trying the model I think that's what the manager wants but I think that if we could find that player I think that this might have him he's just not fit yet it might be if we don't know do we it's but to maybes isn't it I don't like ever to think listen I still think Andy Van Dammey he's going to come good I honestly think that Van Dammey there he's going to come good one of these days no you're right he might be there and I think we are some of us are pinning our hopes on him but I think there's got to be someone out there in Wales football that they've got to be looking for I think Davis at the moment is almost like a prototype it's up to him whether he wants to take it but he's almost like the prototype I think this team at the moment is the prototype for the team going forward Garner sitting behind now it mightn't be Garner in the future him sitting behind doing all that work someone in front of him who moves the ball and Sigarton but that's the prototype and it's up to us now to start filling those positions with better players I still think Guilfee can do that oh my I'm a little Guilfee I think he could play the 8 I think he could he could cry easily play that 8 what you're talking about cos he is comfortable on the ball he does take the ball I just think sometimes I think he gets lost in the tent he's not in the game certainly Saturday before his goal he was a passenger but he was a proper 10 on Saturday he touched the ball and what I'm saying is I looked at his position his average position and he's playing as a centre forward he's playing as a centre forward the world 24 times in 94 minutes which is not great the minute he scored he went up 3 levels and you looked at him and there he is there that's the player cos up until the goal I said I don't mind so I'm not being wrong I'd take him off the message on my phone I'd take him off cos he hadn't touched the ball he hadn't caught the rhythm we were like playing at 9 men cos he just wasn't in the game and he's such a good footballer that he's got to be you've got to get him in the game I think that goes from the transition from Garnay to Dave's currently there I think we all Dave will probably get there eventually but he's currently at the level of the rest of the 11 probably not but that's the position at the minute but I think the management side of it the management team they'll know that they'll see that and they can't replace everyone straight away 90% 89% pass completion rate played more forward passes than anybody on the pitch from boat teams 50% of his tackles or for passing what I will say about Tom Davis whether you like him or whether you don't like him I think his position has become defined this season where as last season said this in loads of times you will look at him going didn't you used to nutmeg people in your own box didn't you used to do Christaure's when you scored the goal and last season we just become this dog of a player and this season whether you like him or not but I think you stand to see what his position is the manager understands what his position is now and he will use him in that position and I think that's a big bonus for the player himself a big weak point for Tom Davis and for Ghana is another games gone by whether you haven't had a shot either of them now for Premier League players and certainly for players in and around the top 6 which is where we want to be you only feel three you have to all be able to do if you had finished with six shots it's easy to talk and the start we've had I think we don't expect to be on another 6 points at least about what we are but it's the start of the journey like I said it's not two and three seasons into this we're seven Premier League games into Markham Silver's reign and it's like I said we've tried to win every single match we've played so far and that's what I'm taking from it last season with our time out of dice I guarantee you we'll be third now in the Premier League cos we've won every one game but it's been 1-0 and 1-0 and every one has been going it's boring, it's crap I'm happy with where we are playing the way we are knowing like you've just said risk and reward where we can get to we can't get any further you limit you were done because to beat the best you've got a risk for me I think with Silver you've sort of got stage now where you can see what he's trying to do the implementations are happening it's not going to happen overnight but as I said to you every player seems to be improving under them pretty much and again it's what we're crying out for having a coach giving it a little bit of time but the main thing is I think what we need is we just need to make sure that we have a lot of default wins just wins that we can win games that we can win we might never have a great first half or a great second half but we just win those games and near the games that allow you to improve as a team that's got to happen cos if it doesn't happen and I said this last week then that's where you find yourself in the bottom half of the table and it's great to say we're playing well but we're not winning so we've got to make sure we have more of these wins and we keep ourselves knocking around so that if it does click then you're in a great position to take that next step What did you make of Michael Silver's comments about the crowd? I think they were spot on I think we are anxious as a crowd and I think what he's just relying on there is saying first half wasn't great but look at the second half you got so I'll look at it after 90 minutes I think we've just got to go on like the journey with the team I think we've got to go on stupid but as a set of fans we've had so many false dawns and disappointment that at some stage you've got to chuck that out the window and you sort of believe in what's happening and for me it feels like we're on the right track it doesn't there's absolutely no way but I just want to believe in it and the main thing is on that journey we're getting entertained as well happy days I think the crowd is at all can be better anyway but again listen we've got to say it's a reactive crowd rather than a proactive crowd it's been like that for years I don't put that on anyone I don't say that's your fault and I think so if the crowd when Pickford did the thing everyone just yes it's as good as that crunch you're into this because we all want to believe that the play it matters to the play if you want to see it so when you see Pickford that's just because he's saved something you can tell he's up for it when you see Towsley feeling away with like just that release I want it I want it to matter to them just for them I want to say this they don't have to be like kissing the badge but as long as it means something to them as a team as a team like they're in it together as a team they don't have to be necessarily in it for evidence if that makes sense you know what I mean I want them to love the club but they're not always going to love the club but I want them to be in it for them so there's a team spirit so that they hate when they lose for them and when they win they love it and then that's the first stage to going I love this club because you've got to get to that first stage you've got to walk off the pitch going goppy but you know what at least I scored that means something to me it will take you to that next stage where you're like I love this club that's how Kail did didn't it if it doesn't hate professionally it'll never hate personally really if you don't walk off that pitch going are you losing so yeah and fans will always latch on to those plays and that's where it's almost hard at the moment where you're like the heroes who you latch on to who doesn't mean something to you we've had more of a 10 of plays one it's to buying them all we've used that for a good amount of years so you sort of know the characters but it feels like hopefully there's characters as well in 10s like your Ben Hand looks a little bit quirky and Tolkien's obviously got a bit of fighting pick but then you see the things after the match you see Bernard give his share to the kid with the dessert then the charlton runs over to the glass and gives the kid and I mean the only thing is there's going to be 40 days in my zillion shares and that's the only thing but you see that again that's great that that's the bond that's the connection that's the way people go but it does mean something to him because he's took the time to acknowledge he's bought into it a face that took me lad to and after the game he was there he was there but he was smiling it wasn't a chore he was enjoying it and I think again that's the connection that's it and you've got the man at the first and how can you love Tolkien sprays his head for it plays it I need to know where to go when you've got some training you know, you shoot the ball he's got a bit he's got a bit of you and a bit of like and then on the mat he's got just a full tank he's got a full jet of black he didn't put it on his boot he's got all these black things and he's got what to do with it getting on there for the game how can you not love someone who does that see that much of it let us know your thoughts on this game if you know where Shingt Ocean gets the magic spray for his hair let me know I just don't think it would work I just don't think yeah I don't think it would work no you're the sort of fox you're the housewives favourite boss I'm the bad boy you're the housewives favourite we'll be giving up our roles we'll be giving up our roles we'll be giving up our roles we'll be giving up our roles once we find out one was a massive alcoholic we'll never be the same that's the only thing we've spoken about today we'll see you later


Hi everybody, Joe for jasmiescasegraves.com. We did it. Here's our last filler to unlock that playbook football break, given away the final six random number block spots. So a couple layers here, but we got there. Thank you. We're going to do the pack break first. That's our first dice roll. Oh, actually, no, there's three dice rolls in this, because we're actually giving away three spots here. So surprise, surprise, if you didn't realize that. We're giving away three spots. That's the first dice roll. Second dice roll will be for the pack break. Third and final dice roll will be giving away the final random number block spots. So big thanks, everybody, here for making this happen. Let's see who's going to win extra spots. Let's roll it and randomize it three times. Top three after three. Easy. One, two, three. And it's going to be Evan, Jeff, and Alex. Congrats to you. Extra spots going your way. Everyone else, don't worry. You're still part of the action. This is just these guys getting slightly better odds. Where did Evan's name go? What's going on here? Keyboard, wake up. There you go. There we are. So now the second dice roll can gather everybody's names again, and we'll assign you, and we'll do the pack break itself. Let's roll it, randomize names and teams six into six 12 times. I do not. Seven and 12th and final time. And 12 times. Oh, I didn't put the teams in here. 11 and 12th and final time, finally. No trades in the filler pack break. We just want to get to the giveaway part, that third and final dice roll as quickly as we can. All right, here's the first half of the list right here and the second half of the list right here. That's right, Mike, knowing Brady's career, should we have been surprised about a Tom Brady comeback? Probably not. All right, no trades, let's print and rip. I don't get that reference, the Snake River Canyon reference. All right, here's the final printout, hot off the presses. And it's a hobby pack. So I don't know if we've pulled an autograph out of here yet. Let's see what we got. There's Garner Mintchew, DK Metcalfe Red. Nope, nothing too crazy there, but who's going to win those random number block spots? Let's gather everybody's names again for the third and final dice roll. Good luck, everybody. Top six will be in the playbook random number block randomizer, top six after five, four and a one. One, two, three, four, and a one, fifth and final time will be the top six, right? So seven on down, sad times, Chad. Very close, but thanks to you and everybody for giving this a shot. Top six, you're happy because you're in the next stage of Unlocking Playbook. That's Jeff, Chad. Oh, Chad, you got in. Evan, Jordan, Alex, and Evan. So Evan, that two for one helped out.  Same with Jeff. All right, gang. I'll see you in the next video for the next thing. JaspysCaseRace.com, bye-bye.


One of the things that I try to think about when I'm meeting with parents is what would it feel like if this happened to me. Each time we approach somebody's baby is a special and unique time. We met Benny when he was only two days old. He has a diagnosis called Hirschsprung's disease. The natural nerve cells that grow along the intestinal tract do not complete their migration and then it's almost like reaching a traffic jam because once the digestion reaches a certain point it stops. Without digestion a baby can't eat and without eating a baby can't live. We were introduced to Dr. Caten right away. He was in there the first or second day that we were in the NICU. The whole pediatric surgery team came down. He sat with us in the NICU before the procedure and literally drew out, this is option one, two and three that can happen when they're in there. Initially it was definitely heartbreaking to know, hey my newborn is going to need surgery. Going step by step and letting us know, hey this is what we're doing next. These are the possible outcomes that really gave us some comfort. We've worked hard to assemble a team of experts here that are truly world-class. Our commitment to the family is a lifelong commitment. We have one shot at it, doing it thoroughly, doing it right and when it's your baby that's the shot you want. They really helped us get through that difficult time. Just being there for you when you need someone to talk to or when you have questions that really builds a level of trust that is hard to find. Well Benny has done very well and he has two very committed parents and his parents understood that this was going to be a really careful painstaking operation and a careful painstaking recovery. He is starting to roll, he loves tummy time now, we definitely couldn't thank him enough. Thank you for being there for us, thank you for walking us through it. The regular building blocks of a day in the life of a baby are what we sought to establish and we're so happy because he's doing his job like a star.


Hi guys, this is Jason here from Nathaniel School of Music. In this lesson, I'm going to introduce you to five really awesome challenges which you are going to do with yourself in a very very simple environment. You just need a keyboard, a book, a pencil or pen or whatever or in some of these challenges you don't even need a keyboard. You can do it wherever. Now what are these challenges aimed at? They are aimed at a three-dimensional growth for you as a musician at any level and what do I mean by 3D or three-dimensional, I mean theory, year training and technique. So in these challenges, you're going to be able to grow your technical skills on the piano, you're going to get rock solid, you're going to also train your year to be aware of certain things and you're also going to be training your music theory. This is also a great challenge to also perhaps see where you stand, how much you want to push yourself and what parts you're wishing to cross as a musician and the way I generally look at practice is always start with a technical goal with a need to accomplish something but then always try and be creative, try and make that practice session into a song. Try to compose something inside that particular practice time, whatever you have and what I like about these five challenges which I'm giving you are they're going to work on every aspect of piano playing, every aspect of theory and every aspect of year training and there's also going to be rhythm, pretty much everything. So five challenges or five exercises, whatever you want to call it, you can do this whenever you find time on the piano, even 10 minutes is fine and I would also encourage you if you have a friend or a family member at home who also play an instrument, you can also do this with them. It's a nice way to kind of challenge each other as well. So before we get started it'll be great if you can hit that bell, hit the like button that'll be awesome, hit subscribe to our channel if you haven't already and you will get regular notifications as well when new lessons keep dropping your way. Another thing which would be awesome is if you can support us on Patreon and for this particular lesson I'll be giving a lot of exercises which will be hosted there. We don't have that much time in this lesson to go through all of them so they will be waiting for you on Patreon to practice and the notes for this as well as whatever we have done in the past and are going to do in the future. So the Patreon subscription is $5 a month, we also encourage you to do like a yearly subscription thing that would also be helpful, you'll get a good discount as well. Let's get cracking with the five challenges I have for you. Challenge number one is to work on chord inversions. So what you want to do with chord inversions is randomize an array of chords. So an array of chords could be written down in a piece of paper. Let's say I have B flat, E, A and D flat written down on a paper. Now they have nothing to do with each other. They have nothing diatonically to go with, right? So you need to now play those chords. Let's say you start with B flat in the first inversion. What's the next chord? You'll have your book. It says E major. Now how do I play E major from here? There we go, yeah, interesting chords.  Again, B flat, E, A, D flat, F major. Then you could have another scenario, maybe F sharp minor, B minor, E major and A major. Let's see how that sounds. F sharp minor, B minor, E major, A major. And to make the chords more interesting or more professional, you could play their roots in the left hand. So F sharp minor, B minor, E major, A major. And to make things even more challenging for yourself, you could try and ensure that you use the correct inversions. In fact, this exercise has to use inversions. And a great way to ensure that you use inversions would be don't look, put on a blind fold or whatever you want to do. So in this case, trying to close my eyes to play those respective chords, which is F sharp minor, B minor, E major, A major. And then keep challenging yourself or if you have a friend, you can say someone tells you D flat major, D flat major, F sharp minor, F sharp minor, D major, B flat major, B minor, E flat major. If you want to train dominant seventh, fine, E seventh, C minor seventh, D minor seventh, flat five, F sharp dominant, B minor, B flat minor, C major, D major. You can just go on and on doing this exercise. And in this case, I'm telling myself a chord and then playing it. But another interesting or a more grueling experience would be you actually write down a string of chords, let's say about eight chords or start with four, or start with two, then go to four, then go to eight. You could even use a randomizer function using a simple Excel sheet or something like that. Anything which just randomizes data for you. And hopefully that can also be of help, okay? So you need to be able to basically do inversions blind. That's challenge number one. Moving on to challenge number two. So with challenge number two, what I want you to do is basically take a song which is very familiar to you. Let's say Mary had a little lamb or three blind mice or happy birthday or twinkle twinkle. You know why I'm saying nursery rhymes, but something which is familiar to you, what is the most familiar tune which comes to your head? So let's say it's twinkle twinkle little star. So what you want to do is not play a lot of piano for this. So if you just go and touch, let's say C, that is the only information the piano is going to give you. Now you have to sing twinkle twinkle little star, not by going twinkle twinkle little star. Now that's going to sound ridiculous. So what will sound even more ridiculous possibly for people around you would be if you sing this with note names. So that'll be C, C, G, G, A, A, G, F, F, E, E, D, D, C. Okay, so that's C major. Now what if you want to sing twinkle on E major? Give yourself that one ingredient which is E. I'm assuming you watching this, you don't have perfect pitch, neither do I. So I rely on the actual sound E and now try to sing twinkle, but with these actual notes. So E, E, B, B, C sharp, C sharp, B, because E major has a sharp, four sharps. A, A, G sharp, G sharp, F sharp, F sharp, E. It's a bit annoying to say these sharps, but you can simplify it like G sharp or C sharp. For C sharp, it's easier on the tongue I guess. So E flat, E flat, E flat, B flat, B flat, C, C, B flat, A flat, A flat, G, G, F, F, E flat or B flat, B flat, C, B flat, E flat, D, B flat, B flat, C, B flat, F, E flat, B flat, B flat, G, E flat, D, C, A flat, A flat, G, E flat, F, E flat, whichever song you're trying to do. annoying initially but it really gets your head to work and you can do this or you should do it away from the piano. Another nice thing to do is get yourself like a tuning application, a simple tuning app which gives you a tone or a sound and then choose that to maybe G and then sing your song, let's say B, A, G, A, B, B, B, A, B, A, B, D, D, A, B, B, B, G, A, A, B, A, D. So you have that tuning app always ringing the G. Now if you are an Indian train musician, a karnatic or a Hindustani train musician and you find absolutely no sense in this, then do the same exercise but do it with swaras, do it with normal intervals or if you are a solfege-trained musician, you can do it with solfege. Solfege would be Dore Mi Fa Sol La Ti versus in India, the swaras we have here pretty much across the country in the classical music realm would be Sa Re Ga Ma Pa Dha Ni, that will be 1, 2, 3, 4, 5, 6, 7, Sa is 1, Re is 2 like that.  And if you'd like to take this challenge into like overdrive mode, what you could do is do it on the minor. So what you want to do is sing your favourite song but convert it to minor. So what was once F F C C D D C, B flat B flat A A G G F will now be F F C C D flat D flat C, B flat B flat A flat A flat G G F. What did I do there? I sang, I sang Twinkle on its minor, on its what we call as parallel minor. So this is another nice challenge which I think will really help you grow as a musician and it's going to really train your theory and your year. It's like you're just thrown into the pool to swim. You know you have to somehow figure it out. The piano is a little bit of a spoon feeding instrument for your year and for your theory because you see everything. You don't get that option when you play the flute or the trumpet or the violin. Inevitably those sort of musicians tend to get stronger years. They tend to be a lot more confident about their notes. I want you to be confident as well. Let's move on to Challenge 3. So Challenge 3 is based on cadences. You take any two chords. Let's say in this case C 7th going to F, C 7th going to F. Get used to the chords. Now here's the challenge. You write down any two notes from the chord. So in the case of C 7th I'm going to say E. I'm just nominating a note. So C E G B flat is C 7th. I'm nominating E. Where's that? No I can't play it. I'm not allowed to play it. That's the problem with this or the challenge of this exercise. So I'm nominating E. Write that down. And for the F major chord which is F A C. I'm nominating F which I'm not allowed to play. Do not play it. Okay. So you go C 7th. Play the chord. Your job is to extrapolate or figure out a way to bring out the E. Which is E F. Got the challenge I hope. E F. It's very tough to get a note out of the chord. And this is very important for your harmonic ear training. So E F. Now what if I want another option? B flat going to A. B flat is part of the chord. A is part of the next chord. So B flat A B flat A. What if I want a G going to F? G F or C. You can do so many permutations or G. Another nice thing would be if you do B flat. The note B flat going to A. That will be B flat A. You could also do a nice if you're a bit more advanced musician. You could go B flat going to the A. So what I sang there. B flat. You do some fun in between B flat to A. But all roads eventually lead to A. So you have to find a way to jump away from that B flat. When you're about to go to the A. To find a way to somehow go there. So phase one could be just to get a note out of the chord and sing it to the next chord. And I always encourage students to do it with two chords. Don't do it with one. Always do it with two. And then after that try to figure out a melodic way to go from one note to the other note. So this is challenge three. Have fun with that. Let's go to challenge four. So with challenge four it's primarily to train your ears, your theory as well as your technique. So what you do is let's say you take a note C. Now I'm going to tell you to sing A flat. Now that sounds a bit tough. It sounds a bit weird. He's asking me to sing A flat. I don't have perfect pitch. So what's wrong with this guy? Not really. I'm teaching you actually relative pitch. This is a challenge for relative pitch where you play C. And now if you have to sing A flat which I'm not going to allow you to play here. I'm just showing you A flat. The note is right there. Do not touch A flat. Only play C. C. Now the first thing you'd like to do is understand what is A flat. A flat is a sixth. So the challenge here is you are going to sing it and then play it. So if you go C, where is the C? Because A flat is a sixth. See if it feels good. And now whenever you feel it's absolutely right. You play and then I seem to be right. That's a good thing.  So before playing E flat what do we do? We have to first sing E flat. E flat is the seventh. So what seventh? Major seventh or minor seventh? It is the minor seventh so. Only once you get it are you allowed to play it? So there we go. Minus seventh from F is E flat. Now if you take let's say a B and now you want to get it's perfect fifth or I want to play F sharp. So B F sharp. Because I know it's a perfect fifth. Some intervals are easier than the others like the fifths and the thirds. You can also do octaves. D D. That's quite easy but you can try. Okay. Now can you sing me A D from B flat? D is first of all a major third. So understand that theoretically it's theory first. Major third. He's asking me to play a D which is a major third which is also the G of the Swara. Now check your answer. We are right. So you are not allowed to play that last the target note until you have sung it. This is a great way to match pitches which I do till this day. So that's challenge four. Have fun with that. We have one more challenge for you before we move on. So challenge five is rhythmic. So what happens is you need to kind of mumble a rhythm. Just try and create a rhythm. Just using like dab, dabba, dabba, dab, dabba, dab. You know any sound or you can even create some kind of percussion. Maybe let's go with something like dum, dabba, da, da, da, da, da. So again slowly. Dumb. Dumb. Dumb. Dumb. So again slowly. Dumb. Dumb. Dumb. Dumb. Dumb. Dumb. Dumb. Dumb. Dumb. Internalize that. Then if you can. This is if you can notate it. Notated using staff notation or figure out a grid where you can somehow write it. So one and two and three and four in the talk, the 40 and a so prom, da, da, da, da, da, da. Dumb. Now what is the challenge? Take a minor pentatonic scale just because it's cool and play notes on that rhythm pattern. So if you say F minor pentatonic which is so what's my rhythm now it's you don't have to just play one note you can do so that's the challenge. Challenge number five is bring out a rhythm with your voice or your body with some percussion and transcribe it if you can in some way or the other in some written form and then play it on a minor pentatonic scale because it's a very cool scale it's like an anything goes scale riffs will sound great using that scale so will melodies and so on. So those were the five challenges guys challenge number one to really randomize your chords and master your inversions challenge number two is to sing melodies using their names note names or Swara names challenge number three is to take two chords together a cadence and try to bring out two notes of one note each of each chord and sing it one note and sing that and the other is an interval challenge where you play one note you write the next note but don't play it unless you have sung it correctly simple 3d interval workout and last but not least your job is to come up with a rhythm transcribe it and then play something on the piano. So these are five challenges which I think will really help you grow as a musician or just feel like you're always in the zone or in the moment or in the hunt as an artist you know and there are a lot of challenges which musicians face in our careers we have to play with others some of whom are more established than us some of whom are we've never met before we also need to record things in a studio let's say with many people watching and or we may be doing a gig you know so you always need to be in as they say tip-top shape more mentally than physically if you ask me so the whenever you are given a job you need to be able to execute it at the word go as a professional musician so I think these things these exercise will always keep your brain active you know and agile to tackle another challenge which you're going to do in any case right so these are just five obstacles which you should you could keep doing along the way so I hope you found the lesson useful again do consider checking out our patreon page I've given a few more challenges a few more exercises have been notated hopefully you found all those things useful and I will see you in the next one cheers


2020 hasn't been the year that we imagined. It's been a year when we've been separated from our families, friends and many of the activities we love. But the spirit of our communities, the sacrifice of so much, has helped us through the pandemic. And as we rebuild, we cannot shy away from the fact that our national recovery will be difficult, but we can't just seek to make up the ground that we've lost since March. We've got to set our sights higher. It falls to this generation, to this government, to this party, to take the opportunity to transform our country fundamentally and permanently for the better. Here we go, the NHS app. Here we go. Successful check-in. Upsbridge, lively. Look at that. Nice to see you. Nice to see you. How have things been? We've been quite busy. I'm so pleased to see you open and treating you well. Business booming. Good. Glad to hear it. How's business? Is it all right? Actually, I've been very busy throughout this. We're there for all the patients. We're still open. Thank you for everything you've been doing. We must seize this opportunity to build back better, build more houses, to give people a chance to have a home of their own, build more hospitals and rebuild more schools so that public services have the tools they need. Build the infrastructure that will transform and level up all parts of the UK. Build a stronger union. Build a greener economy. Build a fairer society. Build a better United Kingdom. Our plan to transform this country will not be blown off course. At the election, we promised to recruit 20,000 more police officers. We've already recruited 4,300. We promised to deliver 50,000 more nurses, with 14,000 already in place. We promised to get Brexit done and we left the EU on the 31st of January this year. Now is the moment to harness the extraordinary national spirit we've seen in the last few months and build back better.


So there's another way in which the nuclei, the properties of the nuclei affect the chemical properties of a molecule. And that's not the nuclear spin, but the isotopic mass, the mass of the nucleus also affects properties of molecules. And to see why that's true, let's spend a little bit of time talking about bond association energies and how to understand those from the point of view of a quantum mechanical understanding of a molecule. Imagine that we have a diatomic molecule, an H2 molecule or a HCl molecule, some molecule with two atoms connected by a covalent bond. We spend a fair amount of time talking about that type of molecule, their potential energy. It has a shape like this. We've modeled that with a harmonic oscillator down at the bottom of the well. We need to treat it with n-harmonic terms in order to understand how it bends over and becomes flat when the molecule dissociates. So this axis is the bond length of the molecule and in the limit of stretching the bond for a long distance, that bond energy will plateau and become flat when the bond dissociates. So from a quantum mechanical point of view, understanding the molecule as a harmonic oscillator or an anharmonic oscillator, we understand there's a ground state and there's some excited states. There's a gap between these energy levels, some delta E between the energy levels. If it's a purely harmonic oscillator, then that ground state would have an energy of one-half h nu, one-half times Planck's constant times the fundamental vibrational frequency of the molecule, which sometimes it's more convenient to think of that as Boltzmann's constant times the vibrational temperature of the molecule. Likewise, the gaps between these states, E0 to E1 or E1 to E2, that difference in energy falls in the infrared portion of the electromagnetic spectrum for a diatomic molecule. That difference is h nu or k theta. Again, if we're a purely harmonic oscillator, if it's anharmonic, then these terms all have some corrections tacked onto them. For our purposes right now, it's enough to understand that that difference between energies is not much less than but much greater than kT. So kT is quite small compared to this difference in energies, which means that the population of the ground state at room temperature anyway is pretty close to 100%. Almost all the molecules live in the ground state, a very small fraction live in the excited state, even fewer of them live in the next excited state. Those populations are all significantly less than one. So when we think about how much energy it takes to dissociate a molecule to break the bond, the molecule never has this much potential energy. It can never sit at the very bottom of the well. The zero point energy of the molecule lifts it up above the bottom of the well. Most of the molecules, the overwhelming majority of diatomic covalently bonded molecules, have an energy of one half h nu above the ground state. So what that means is if I want to break the bond for this molecule, this bond dissociation energy that we call D0, is the energy it takes to get from the ground state E0 up to the dissociation limit, up to this energy that the molecule has when it's fully dissociated. We can contrast that to the energy that it would have taken if I were to dissociate all the way from the bottom of the potential energy well. So this energy right here, the difference between the dissociation limit and that energy, we call D sub e. For the same reason we call the fundamental vibrational frequency nu sub e. The east here standing for equilibrium. This is the dissociation energy from the very bottom of the well, from the equilibrium position at the bottom of the well. That never happens in real life, but it's still useful to be able to say the dissociation energy from the bottom of the well differs from the dissociation energy from the ground state by this zero point energy, one half h nu, or one half k theta. So what we can do with that information, that will begin to explain why it is that certain molecules have different dissociation energies than others, and in particular why certain isotopes of certain nuclei have different dissociation than others. For now, we'll just point out that these two dissociation energies, D e and D not, can be substantially different from each other. They're different from each other by this zero point energy, and that difference can be fairly substantial. And we'll plug some numbers in and work some examples of that coming up next.