WEBVTT 1 00:00:29.190 --> 00:00:29.640 Oh, 2 00:00:30.690 --> 00:00:32.520 It's December, is that a 3 00:00:36.420 --> 00:00:47.550 I'm glad that we finally made it this far. I don't know about you guys, but I have enjoyed this book study immensely. It's been a really wonderful experience to get to connect with all your teachers and 4 00:00:48.150 --> 00:00:59.520 Have some personal experiences shared with me, it's been it's been a great experience for me. I hope you have the same experience. We're going to go ahead and get started. I'm going to share my screen. 5 00:01:04.860 --> 00:01:17.160 So we're getting started, we are really going to focus most of our day today on chapter 11 will touch briefly on chapter 12 but we're going to spend most of our time on chapter 11 6 00:01:17.730 --> 00:01:25.440 So let's go ahead and get started. So what was your personal mantra from last month, if you remember we had 7 00:01:26.010 --> 00:01:37.290 Personal mantras that you're supposed to adhere to all month put it somewhere where you can see it if you could type your personal, personal mantra in the chat box. I would love to see it. 8 00:02:01.440 --> 00:02:03.780 Sorry, I had to reset my settings here. 9 00:02:11.040 --> 00:02:11.610 Here we go. 10 00:02:23.370 --> 00:02:32.250 One of the ones I'm seeing. I am an amazing teacher. I will not give up on Billy, no matter how hard it may seem, that's so hard. 11 00:02:34.620 --> 00:02:37.740 I can do hard things I used that one off to myself. 12 00:02:44.010 --> 00:02:52.950 I'm hoping that you all referred to your mantra, at least once or twice during the course of this last month because when you're dealing with Billy's 13 00:02:53.670 --> 00:03:07.290 Life gets hard. It's hard to manage your classroom to keep up on your lesson planning to make sure that your Andy’s are being just as loved and protected as your Billy’s are so great to see those 14 00:03:09.270 --> 00:03:15.600 So let's start on chapter 11. How many of you recognize this sign. Have you seen it before? 15 00:03:17.610 --> 00:03:30.480 Yeah, I'm gonna be real honest with you. When I was a classroom teacher. This was our go- to classroom behavior model. I used to always tell my students, stop. 16 00:03:31.140 --> 00:03:48.090 Take a deep breath. Think about your choices and do what's best. I did that, I can say in my sleep. I did it so many times. And now after reading the story, or excuse me, the book, I am almost embarrassed that I used to do that. 17 00:03:49.620 --> 00:04:01.800 The author says that Billy doesn't have any breaks. He cannot stop Billy cannot think he's acting on his feelings. I think that was a very, very powerful. 18 00:04:02.850 --> 00:04:11.580 Have any of you use a similar technique with your beliefs before you can type your response in the chat box if you would like or unmute if you would like to share 19 00:04:34.200 --> 00:04:36.630 not successful. Yeah, always 20 00:04:37.890 --> 00:04:41.580 Oh, we get those four little eyes looking at me like, what am I supposed to do now. 21 00:04:45.510 --> 00:05:07.470 Yes, make a good choice. I used to say that all the time too. It's, it's funny how when you don't have the background knowledge that you tend to rely on what we were told, when we were children as what's best practice so yes choices always make a good choice. 22 00:05:09.750 --> 00:05:26.040 It's a glad that we have this knowledge now that we can change our practice. So we're looking at social skills. I want to look at the table that's on your screen now. What are your thoughts before we get into our breakout groups. I just want to kind of break this down a little bit. 23 00:05:27.090 --> 00:05:33.990 Social skills have to be taught to students. They are not something that your Billy’s automatically know how to do. 24 00:05:35.280 --> 00:05:38.610 Have you ever told a child to walk away from the situation. 25 00:05:40.500 --> 00:05:47.520 Your ability is advisable. He's surviving he's in fight, flight, or freeze at this point and walking away is not going to happen. 26 00:05:48.300 --> 00:05:57.330 Have you ever told your Billy’s to talk in a calm voice. They can't self- regulate, they're going to yell and scream to get their point across, and 27 00:05:58.050 --> 00:06:07.230 They are thinking people can't talk to me like this. So I'm going to give as loud as possible, talk to someone about your feelings. I know I've said that before and they think 28 00:06:08.220 --> 00:06:22.830 Why bother is someone just going to tell me to feel a different way ask someone for help solving the problem and your Billy’s, they don't trust anyone they think they're on their own and they're going to handle the situation calming town. 29 00:06:23.850 --> 00:06:34.050 I don't know if you've ever read the book. My voice is a volcano. But there's a volcano inside of Billy and they have to have that rest reassurance to have that emotional safety. 30 00:06:34.620 --> 00:06:45.810 And then apologizing. This was always a stickler for me as a teacher. I always felt like kids needed to apologize when they were misbehaving and 31 00:06:46.710 --> 00:06:59.880 Nobody ever apologizes to me, I always get the blame. And when a Billy apologizes he or she feels like they are at fault. Hmm. I really, I think that's a pretty interesting perspective. 32 00:07:01.140 --> 00:07:13.980 In your books before we go to our breakout groups. I want you to open your Help for Billy book and go to page 160 33 00:07:15.240 --> 00:07:32.670 There is a table on the opposite page 161 and it's very similar to what I just typed that you're looking at on your screen. But number five on the table in your book on page 161 says find your happy place. Find yourself and calm down. 34 00:07:34.260 --> 00:07:49.710 I don't know how children like Billy have a place they can even dream of what happiness would look like. They don't have a good vision of that they don't have a way to visualize happiness because they live in such a traumatic world. 35 00:07:51.180 --> 00:07:57.810 At the bottom of page 160 I underline this Billy's internal responses which are shown on the table. 36 00:07:58.290 --> 00:08:07.350 Are far from cognitive which means they're heat that's the rational part of your brain. They stem from a blue print a fear the traditional 37 00:08:07.800 --> 00:08:18.480 approach has been unsuccessful for Billy because it does not get to the core of what's driving his lack of social skills. So just remember that your Billy’s don't have social skills. Therefore, 38 00:08:19.800 --> 00:08:25.170 He's saying all these things will not help them until we find the root cause of the problem. 39 00:08:25.650 --> 00:08:36.060 And we'll get to that in just a moment. But what I would like to do now is Jenny is going to put us in our breakout groups and we're going to talk for five minutes about this table about 40 00:08:36.510 --> 00:08:42.420 Things that we say to children, especially our abilities when they are dis regulated. 41 00:08:43.260 --> 00:08:51.240 Or things that we said in the past. Things we hear our peers say things that maybe are common language in our schools and then talk about the new 42 00:08:51.750 --> 00:09:06.060 The new you. What's, what would be a better way to address those things. So she's going to put us in our groups for the next five minutes. And we're going to talk about social skills, the old versus the new view. So let me get this broken out and 43 00:09:10.890 --> 00:09:11.400 Go back to me. 44 00:09:15.000 --> 00:09:15.990 That was fast. 45 00:09:18.630 --> 00:09:28.530 Fast Five minutes. Well, I hope you guys were able to talk about some of these social skills techniques that are in the old view compared to the new view, it's really 46 00:09:28.980 --> 00:09:37.950 Quite interesting the way we used to teach our children and expected them to do the same thing and behave in the situations in the same way, going to go ahead and share my screen again. 47 00:09:40.500 --> 00:09:57.420 So when we have Billy’s, who are trying to learn social skills. We have to ask this question, what's driving his inability to socialize appropriately. What is behind that and it's usually social immaturity. 48 00:09:58.230 --> 00:10:05.550 Or he doesn't know how to think, socially, or he is terrified of rejection and 49 00:10:06.120 --> 00:10:15.630 Will rather act out them be rejected it to his peers or to other adults. So when we think about that, we have to make sure that when we're talking about social immaturity. 50 00:10:16.620 --> 00:10:30.150 We have to think about Billy's age is he 10 physically chronologically, but only five socially, emotionally, that is a huge difference. If you put a 10 year old in a classroom might 51 00:10:31.050 --> 00:10:37.140 Give you a personal experience. I used to teach sixth and fourth grades and a week before school started 52 00:10:38.070 --> 00:10:47.550 I was told I was going to be a first grade teacher and I had never taught primary in my life and I know on that first day school. I bet I made six kids cry. 53 00:10:47.820 --> 00:10:52.650 Because I was expecting them to be able to react like fourth graders when 54 00:10:52.920 --> 00:11:04.140 Truly, they were only five, six years old. So if you think about that 10 year old Billy in your class who has the emotional security and capabilities of a five year old or a six year old 55 00:11:04.500 --> 00:11:12.510 You have to do everything completely different from the way you approach their behavior to the way you teach them social skills, it has to be intentional. 56 00:11:16.350 --> 00:11:19.440 So when we're talking about the social immaturity. 57 00:11:21.660 --> 00:11:32.820 If he's eight and he has emotional intelligence have a five year old he's going to have to fight to survive. Think about putting a kindergartener on the playground with a bunch of fifth graders. 58 00:11:33.540 --> 00:11:44.550 Think about that scenario and there's no adults support, you just expect Billy to be able to survive, what's going to happen though is going to fight. 59 00:11:45.480 --> 00:11:59.970 He, he's gonna be overwhelmed. He's either gonna isolate himself as a way to cope, or he's going to fight to be able to protect himself. So think about your dysregulation kids are socially and mature. That's the perspective, they're coming from. 60 00:12:00.990 --> 00:12:11.550 Social thinking I'm in their early years, students are traumatized they miss this crucial parts of send in return from mother and child. 61 00:12:12.210 --> 00:12:23.790 Or mother and primary care if they don't get that loving send and return, and that loving connection it completely puts gaps in their brain. 62 00:12:24.540 --> 00:12:38.010 Part of the brain that supposed to pick up on those social cues, which include facial expressions, body language, it's wired differently because they didn't have those experiences as a young baby or toddler. 63 00:12:38.400 --> 00:12:49.620 So children who can't read and interpret social cues, so I can't say that today, social cues can't make sense of the social cues being made by their peers and adults. 64 00:12:50.250 --> 00:13:02.040 Did you know that 55% of what we communicate is received through facial expression 55% 38% is through your tone of n volume of your voice. 65 00:13:02.520 --> 00:13:08.610 And I don't know if you've had a really ambitious class and you just start talking. Finally, they all start talking quietly as well. 66 00:13:09.090 --> 00:13:24.570 And then 7% of our emotional cues come through feelings and attitudes through the words that are actually spoken to us. So only 7% of what we actually react to are the words we hear 55% of what we react to comes from body. 67 00:13:24.960 --> 00:13:34.260 Language and facial expressions. So it's not so much the words we use, but the way we use them that we understand how people connect each other and communicate 68 00:13:36.630 --> 00:13:38.160 Fear of rejection. 69 00:13:39.420 --> 00:13:50.070 Children who are traumatized. They come from a history of rejection, after rejection, after rejection and they live in the state of what's going to happen next all day. It's cool. 70 00:13:50.550 --> 00:13:58.890 So, due to that feeling that status survival may appear some adults and other children as rude. 71 00:13:59.400 --> 00:14:08.610 It may feel as disobedient, or they may become completely withdrawn, they may not have any other way to react, other than one of these three things. 72 00:14:08.970 --> 00:14:15.360 And until we teach them and reach them at the emotional level of maturity. We're not going to be able to help them. 73 00:14:15.840 --> 00:14:25.470 And due to this constant state of survival your Billy’s, they can look at someone pretty darn quick. And some the they can send them up. 74 00:14:25.800 --> 00:14:35.460 They can get an idea of what they need to do to manipulate this person to ensure that they get liked and accepted by that person. So we have to help 75 00:14:35.850 --> 00:14:47.130 Billy understand through his emotional age and his social age of what that means when we are working on how to get along with peers, it's really, really important. 76 00:14:48.540 --> 00:14:50.100 Um, let's see. 77 00:14:51.480 --> 00:15:06.270 Okay, we are going to go back to our breakout group. So once you get out your study guide and we are going to have pages 114 through 116 to complete. I want you to note that page. 78 00:15:07.500 --> 00:15:12.030 Is one that you may want to cut out and laminate if your school is a 79 00:15:12.630 --> 00:15:23.010 trauma informed school, the speed great thing to put in a common teacher areas so that kid teachers know what they need to do when they're reacting to Billy's who are acting socially a mature. 80 00:15:23.370 --> 00:15:36.570 Or not acting socially or have a fear of rejection. There's some breakthroughs. On page 115. So let me give you eight minutes. I want you to discuss the pages 114 and 116, in particular those completed. 81 00:15:38.580 --> 00:15:41.640 Jenny will bring us back in about eight minutes. 82 00:15:45.720 --> 00:15:49.770 Because they're perpetuating that cycle website acted upon to that. 83 00:15:53.370 --> 00:15:55.230 Wow, that was fast. Again, we're back. 84 00:15:57.960 --> 00:16:00.510 It's amazing of us those breakout sessions go isn't it. 85 00:16:06.060 --> 00:16:06.840 Okay. 86 00:16:10.680 --> 00:16:11.940 My share my screen again. 87 00:16:16.590 --> 00:16:29.130 Okay. So in the book, she talks about the four L's and when she talked about the four L's. She broke them down and the language, logic, learning, and listening. 88 00:16:30.270 --> 00:16:35.940 And the language portion in the book, she specifically talks about when Billy is responding 89 00:16:37.050 --> 00:16:39.180 As sometimes he lives in this 90 00:16:40.200 --> 00:16:50.190 aloof place or daydream world she calls it a magical world and he uses this behavior as an escape mechanism because it's overwhelming for him. 91 00:16:51.180 --> 00:17:00.240 We need to use language that will help Billy, come back to reality and use responses that are in complete sentences. 92 00:17:00.750 --> 00:17:11.100 Building so avoid using baby talk in this situation, and we need to help frame sentences. Sentence stem cells with that using language that is at their emotional level also helps with 93 00:17:13.110 --> 00:17:36.390 the logic. Excuse me. That was the logic part. I apologize. The language part again is going back to that social language and reframing answers and learning to say things differently. So when Billy is using a whole sentence and a phrase instead of baby talk. It helps him 94 00:17:37.410 --> 00:17:41.220 connect with others at his chronological age. 95 00:17:42.330 --> 00:17:52.620 The next one, she talked about was learning. And learning, she says in the book punitive measures traditionally used to teach students lessons. 96 00:17:52.920 --> 00:18:01.980 Will not be effective with Billy instead of learning from his past mistakes. The only things deeper into fear and overwhelm with these techniques. 97 00:18:02.250 --> 00:18:08.970 Billy needs to be shown what responses over here is where inappropriate without criticism, punishment, and shame. 98 00:18:09.390 --> 00:18:17.190 So I think that's really, really important though once Billy's regulated, but we just talked to him or her about their behavior. 99 00:18:17.640 --> 00:18:25.410 But not in a punitive way we talk to them in a corrective way because we're trying to teach them the social skills that they they need 100 00:18:26.250 --> 00:18:38.490 And the last one. She talks about was listening and she really talks about eye contact and focus on this one. I had a problem with this coming from a culturally responsive lens. Not all cultures. 101 00:18:39.540 --> 00:18:51.930 look people in the eye, especially people of authority like a teacher when they are having conversations. Hispanic culture, especially Latinos, they don't want people in I people from Chinese cultures. 102 00:18:52.890 --> 00:18:58.740 Asian cultures and they do not look people in the eyes, either. So it's a really, really important that 103 00:18:59.970 --> 00:19:05.730 It makes sure they're listening but not demand the eye contact. That's that was my only caveat to this part. 104 00:19:07.650 --> 00:19:12.900 So conflict resolution. This was a huge part of this chapter. 105 00:19:14.760 --> 00:19:22.290 All children have the right to feel safe in school. This includes your Billy’s, but it also includes your Andy's okay 106 00:19:23.040 --> 00:19:32.490 So we have to make sure that we have a classroom culture where all children feel safe and that when Billy does becomes dysregulated 107 00:19:32.820 --> 00:19:39.330 That he knows he's going to be safe and that there's a way to help Billy comp become regulated. 108 00:19:40.050 --> 00:19:52.710 One of the things she suggested in the book was to have a safe base and a safe base basically as an adult who this adult helps Billy, stay calm helps Billy to become self- regulated. 109 00:19:53.280 --> 00:19:59.190 This person is a mentor. It can be a janitor a cook it could be the principal, it could be 110 00:19:59.940 --> 00:20:08.730 A high school peer if it's a young child just someone who is in the building, hands on who can help ability becomes dysregulation 111 00:20:09.210 --> 00:20:23.550 The only job the mentor has is to give emotional space to listen and to ask questions to help Billy expresses feelings. So if you look in your book on page 169 112 00:20:24.390 --> 00:20:32.190 There is a table that shows what this mentors’ role is in creating a safe emotional space for Billy. 113 00:20:32.820 --> 00:20:47.790 And some of the responses are give acceptance to Billy's behavior, but don't solve the problem. And I really like that. Billy doesn't need an answer. If you just need someone to accept you. You're having a rough time let's talk about it. 114 00:20:48.870 --> 00:20:59.550 Ask questions to create deeper understanding of the dysregulation allow Billy's be upset without telling him to stop being upset. 115 00:21:01.530 --> 00:21:08.700 Except that the child's really may be skewed and try to convince him. 116 00:21:10.620 --> 00:21:26.760 Of a different reality. So don't try to give him that that let's do this. His realities are just not the same as yours. So basically you're just listening or tolerating those negative feelings that Billy may be expressing you're tolerating 117 00:21:27.810 --> 00:21:28.770 The 118 00:21:29.880 --> 00:21:35.160 Exaggerated feelings that are in the moment you're just giving that tolerant patient 119 00:21:36.030 --> 00:21:45.870 You're kind, you're loving, you're safe your patient, you just listen. You have no agenda. There's no life lesson. Being taught here you just listen life lesson comes when Billy. 120 00:21:46.470 --> 00:21:55.770 Is becomes regulated. You want to validate the stuff the child struggle without identifying what he or she needs to do differently. 121 00:21:56.130 --> 00:22:06.300 That's so important in the moment, we just need to validate that you know you're having trouble right now we don't teach what should happen next until they become regulated. 122 00:22:06.570 --> 00:22:17.430 And we just want to let the conversation unfold naturally and trust the process. So do you have safe adults in your school that you can pair your Billy’s with? 123 00:22:18.720 --> 00:22:32.070 When I was a building principal, we have these things called secret mentors and what we did was secret mentors was I would send out an email the all staff, including my classified and certified stuff. 124 00:22:32.670 --> 00:22:42.540 And I would say I have three students who need a secret mentor reply to me. If you would like to be that students’ mentor. So someone would reply, I would say you have Billy in 3rd grade. And what I need from you when Billy has a bad day, I know that I can call you. 125 00:22:26--> 00:22:41 And you can go talk to Billy or you can pull him out in the hall or him out to the playground some laps, you are his secret mentor. He doesn’t know he’s been assigned to you, your just always going to be that person that shows up. 126 00:22:41.00---> 00:22:54 And it’d out really beautifully for the staff and the students. What happens when you are on the playground and your Billy and your Andy begin to fight? She said tussle in the book… 127 00:22:54:001 -->00:23:25 It’s fighting. She gave some do’s and some don’ts. She said do not, as an adult, handle the conflicts through a power state, control state, or authority mindset. Using power indirectly decreases Billy’s ability to take responsibility and he will blame the teacher. How many times have you done something where the situation is happening and your Billy says I hate you, this is your fault, you’re stupid, 128 00:23:25.025 - - > 00:23:49 I mean you could go on and on. Because Billy is taking that power and using it against you. Time out, isolation only causes Billy to think of ways to do it better next time. And it does not help Billy to solve the problem. So when you are in the situation, when your Billy and another student are beginning to escalate, these are your Do Not’s. 129 00:23:49.01--> 00:24:09 Here are your Do’s: You want to approach the situation with acceptance. You want to understand his emotional age, emotional intelligence, and you have to be the moderator here. You have to help him handle this event successfully. Those students should have a voice. 130 00:24:09.01 --> 00:24:37 Those students should have an equal voice. Andy should have a voice. Billy should have a voice. And offer compassion to both students. The student who instigated the situation needs one on one assistance to help him return to a regulated state. That’s when they need their emotional mentor, their secret mentor, they need that adult that can have one on one time with them. Giving attention to the student at this point, you don’t want to reward the misbehavior. 131 00:24:37.01 -->00:25:21 It teaches them, when they are getting that one on one attention, during the height of the escalation, it is not an act of rewarding the misbehavior. It’s teaching them how to change. They will get consequences, but the consequences and the teaching of that comes after the student is regulated. So if a lot of people say that you are just babying them, your not letting them do it, they aren’t getting a consequence, well they are. But their consequence comes when they are ready for it. Not when the adult is ready for them. It’s when the child is ready for them. 132 00:25:21.01 -->00:25:44 So, I want you to go ahead and take the next 8 minutes in your breakout group to complete the Study Guide Chapter 11. Take time to discuss how do all children feel safe in your school? What are you doing in your schools to help all children feel safe? Going to stop sharing and in 8 quick minutes we’ll come back. 133 00:25:44.01 -- >00:27:09 We’re back again. We all got cut off during productive conversations. Let me share my screen again. Let’s talk about a program for Billy and the comparison approaches before you read Help for Billy. You were probably in the left column where behavior was consequence based. Rewards and incentives were what you used to create motivation. There were external controls like flip charts, detention, time outs that regulated your day. Expectations were based on students chronological age. All about managing behavior and focused on who was acting out. It was outcome based. And that behavior was a matter of choice. But now that you’ve read the book, I’m hoping that you understand the behavior is more about being regulated, than it is about having a consequence. 134 00:27:09.01 --> 00:27:47 Behavior is all about relationships. If you have good relationships, behavior will get in line. Internal control is not about the flip chart, it’s about having to have a sense of self. And love himself or herself. And not a time out but a time in, and remember those emotional mentors or those secret mentors. Your expectations aren’t based on the fact you are a 10th grader or a 5th grader, it’s based on fact of how emotionally secure you are. It’s where’s your age at. It’s not about calming behavior, it’s about managing stress. 135 00:27:47.01 - -> 00:28:39 Children from traumatic backgrounds live in such deep stress. We move it from the individual focus of the student to more of the community which is a school-wide or family focus. It’s a process and we work from prevention lens, rather than intervening when something goes wrong. And we understand that behavior is not a matter of choice. It’s a matter of stress. So I really, really liked how those comparison approaches she put in the book. I’m really hoping after you’ve read the book, that this is something you can encourage your whole school body to focus on. To go for and to work out of the lens on the column on the right. 136 00:28:39.01 - ->00:29:39 Let’s look at page 122 in your study guide, and I want you to self-reflect on question 1. I truly want you to mark those responses to where you feel really good about using that new approach and that you can buy into. Those that you really feel I can take those to my school and share it with them. And then in the chat box, I want you to type What statements on that list are challenging? You don’t have to explain why, just statements on the list. And I’ll just read the questions. Basically just all the questions on the right side of this page. Page 122, check the ones off that you truly agree with on the right column that you are seeing on the screen. It’s also on page 122 of your study guide. Then in the chat box, type the ones you’re still all trying to come to grips with. 137 00:29:39.01 - ->00:31:21 Which one are you still trying saying I just don’t know about that? There’s a comment in the chat box about what is their emotional age? How do we find that? Focusing on the process not the outcome. Data-driven, that’s really hard to let go of. Get rid of your prize box. Seeing things from the students expectations. His emotional age not his chronological age. Developing family focus in the classroom. That’s moving away from rewards motivation. Needs to be school-wide focus. I’m going to say absolutely to that one! 138 00:31:21.01 -->00:32:09 Addressing transitions that occur outside your room. Being proactive instead of reactive. That’s so important. I think transitions are a huge of students who become dysregulated. Because they feel safe and cozy in your room, and then when they transition, it’s hard. Trust drives behavior. Routines need to be consistent. You all are just hitting it out of the park! 139 00:32:09.01 -->00:33:40 Some of these are just really hard. And the good kids get overlooked. That’s tough too. Those are things that we need to embrace as a school faculty. We need to find out how to make this a culture in our building. On your screen now is a quote from the book – “There’s nothing else to do but love him, create boundaries for him, and continue doing you best because your best IS good enough.” Heather Forbes, Help for Billy So just remember as you move forward from this book study, your best IS good enough. As long as you love your Billy’s, create boundaries for your Billy’s, and you continue doing your best everyday. The rest of chapter 12 is about doing a behavioral plan and writing an IEP. I’m not going into that today, because really I wanted this to be a general education focus, but if you get into the position that you have a Billy that needs to be moved to that next level of intervention, I highly encourage you to refer to chapter 12 in the book as a help and a guide. It will be a good path and road map for you as you move forward. 140 00:33:40.01 -->00:34:29 I cannot tell you, how much I’ve enjoyed getting to know all of you. How much I have enjoyed this book study, and I just hope you’ve all gotten some rewards out of it as well and enjoyed this time together. Our once a month time has been really great. Get through the next 2 weeks, and have a wonderful break. I did put out some feelers about another book study, and only had about 15 responses for one in the spring. That’s not really enough to generate another study. But if you have a book study you’d be interested in, just send me the information and I’d be happy to look over it and put information out into the field. And see if we could get some feedback. Have a wonderful rest of December and take care. 141 00:34:29.01 - -> 00:35:08 How do we submit our paper to you? Just email it to me. Cindy, thank you. You’re welcome.