[00:00:00] Welcome to the Teacher Interview podcast.

I'm your host, Wes Creel. I work as Director of Innovation and Instructional support in Fullerton School District, and we are now in season four of the podcast where we get to know teachers better. Our themes this season, our passion, drive and determination. Join me. Today we talk with Christine Lee, who teaches third grade at Beachwood School in Fullerton School District.

Well, Christine, thank you for joining us. Thank you. I'm really excited about this. All right. Uh, it is, uh, Friday. It's the best time to record a podcast. It's like, let me go to my weekend. Um, but we have some quotes from people. Uh, and we're gonna drop [00:01:00] them into the interview with you. And, um, we are also going to, um, start by, let us know like, how did your teaching career start?

You're at Beachwood now, but like, where have you been? Um, and what are the kind of different. Places or stages of your teaching career, let us know what, what does that look like? Okay. Well, sadly, my experience is not very wide. Okay. In that I, I have to say, I've taught many different grade levels, but all of it has been at Beachwood.

Oh, that's fabulous. So, yeah. But I'm a product of Floor and school district, so I went to Center Lane Parks Junior High, went to Sunny Hills High School. I went to Cal State Fullerton. Yeah. And that's where I got my teaching credential. Yeah. And I did some. Um, work is practicum classes go and, um, I happened to be back when Beachwood reopened Oh.

Entered back into that, um, scene. Or I went into the classroom and um, did some science lessons with students. Yeah. And at the time, the principal who [00:02:00] reopened Beachwood Sue Fossen mm-hmm. Was, um, my former principal from Sunset Lane. Wow. And she, we connected and yeah. Uh, I interviewed with her. Yeah. And then the rest is history.

Wow. But, um, yeah, she hires me and I have been teaching there for 22 years now. Oh my gosh. Right. So I haven't been anywhere else. She picked very well. That's awesome. Well, that's kind of wow. I think, uh, I was just talking to Pablo, uh, and actually I'll drop in the first quote. Um, because Pablo, who I work with in the innovation and Instructional support office, um, I was asking him about you, and I think the reason I just occurred to me is I think Sue Fossen hired him Yes.

As well. That's good. And so, um, I was like, well, tell me about Christine. And one of the things he said, Is you're always open to listen and I don't know what that means to me. You seem very outgoing and talkative and I was like, oh, okay. Do you, does that resonate with you that you're a good listener? Um, I think I've [00:03:00] grown as a listener.

I really value more as a mature and I think experienced teacher is to just stop and to listen, to hear everybody's perspectives. Um, not be rash in making decisions of my own. Yeah. Um, or you know, I think in my young, in my younger years, I thought I knew everything. Oh, right. And as I, as I quickly realized, that's not the truth.

Yeah. And, um, and so I like to listen to other people Yeah. And take their wisdom, their advice. Yeah. Their sage advice is so important. Yeah. Um, that's interesting how you said the older. And more experience you get, you're more likely to like sit back and listen. Where does that, where does that come from?

Was there a a moment you remember kind of learning that? Or how do you, cuz that's something, I guess over time it can just sort of happen. I think we mellow out a little bit, but how do you [00:04:00] think that happened? Do you have any memories of like, oh yeah. There's a moment where I was like, oh, it's really.

Beneficial to stop and listen. I honestly can't pinpoint a specific memory. Yeah. I just think it's a, an accumulation of everything. Yeah. As a teacher, it's, it we have, so there's so many facets to what we do. Yeah. Whether it's communicating with parents, communicating with colleagues, with administrators, um, learning from people who are giving us PD or Yeah.

So we are constantly needing to take in information and Yeah. Um, SVE through it. Um, I, I think though I, in mo I think what I'm trying to get at is I try to just let it simmer for a little bit. Like just let it percolate. Mm-hmm. And, um, whether it's understanding or if it's a situation where I've read an email that seemed like, you know, it, it was almost like targeted at me or something, but then I read it again and I think, oh yeah.

You know, that person's I under, I try to take that person's [00:05:00] perspective and understand Yeah. Where are they coming from? Um, And I think that it just helps me as a teacher to proceed, um, and avoid a lot of landmines Yeah. Things that could potentially Yeah. You know, be upsetting. Yeah, for sure. So almost like first step is, okay, I'm gonna assume it's not personal, I'm gonna look for another perspective.

Mm-hmm. And we do, we're emotionally invested in our work, so of course, you know, we, when you're emotionally invested in your work, it, your emotions are engaged and it's easy to take things. And kind of read it as like, how, how's this about me? Um, how do you see that happening with students? Like, flip that and go, how do you coach students to have whatever grade level it is, third grade or what have you?

More of a listening demeanor cuz we know kids can be demanding. Oh my gosh. They can always want attention. They can always, you know, want their way. But what do you do in the classroom [00:06:00] just to facilitate more of a listening approach? Wow. It's, it's a difficult, it's such a difficult thing to teach, um, number one.

Um, but like I said, it comes with age. And so as third graders go, you're like, they're gonna get it next year. Yeah, no, um, they're getting. I guess one of the things I try to foster in them is I do listen to them. Mm. Um, sometimes if I'm like in a rush and I don't have time, we have a form that they can fill out and they fe they feel like I will eventually get to see Yeah.

What it was, was concerning them. And then I, so at, at the third grade. At the third grade, they have a feedback form that you can fill out For real? Yes. And so, and then I'll read it and then I'll Wow. I'll be able to address it at a different time. Yeah. Or. Um, ask them for more details or whatnot. Yeah. Um, that's really helpful.

That's been a huge help for kids. Yeah. So they feel like they've been listened to. Yeah. Cuz they feel so urgent. Like this is bothering them now. And if you're not the one person in the room who's [00:07:00] available then you know, it could fester, could be upsetting. Yes. Okay. I'm just curious, do you, do you just say, okay, go fill out your form and then they go to their iPad and fill it out?

Or, or is that kind of how it works? They have a form that they fill out and they, yes, they. They know that I'm gonna see it. Yeah. And they know that I'm gonna come back and follow up with them. That's great. Um, other times where though, like immediate things where they're sitting right in front of me, we're reading a story and they really, really wanna say something.

Yeah. Um, they just come with post-it in hand and they write things down and then they stick it on and they have wondering and predictions and I just gather them. Yeah. And then we'll talk about them when it, it's like the right moment. This is fabulous. Um, there's just lots of different moments, so you've kind of front loaded them with, uh, post-it notes and they know.

I don't have to jump up and raise my hand and interrupt. Yes. I have my notes and I'm going to ma leave a sticky. And they actually, during the reading, go and put it down. Oh yeah. So they, so that's interesting cuz then they, they see you do that and they know that you've seen them [00:08:00] give the feedback and that's also like a way for them to feel seen.

Yeah. But it's silent. And the feedback's going on the Post-it. It's kind of, yeah. That's pretty slick. Yeah. Yeah. We love Post-Its in third grade. Yeah. I can imagine. In a staff meeting, like everybody gets a post-it when you have feedback for the principal, people are just sticking stuff on the walls. Um, oh my God, that's awesome.

The other things, uh, well, I mean then I guess it's like giving them a chance to talk. So I forget about the importance of that and I re I realize that they're hungry for that. Mm-hmm. So they need a time to connect. It can't always be a hundred percent quiet. Yeah. You know, it, there are times where they need to move.

There are times when they need to speak. There are times when they need to be independent. Yeah. But that to really cue in on that. Yeah. And they give them that opportunity to have that outlet. Yeah. Uh, that's really helpful too. Do you have a favorite speaking. Activity or, or like lesson where you're like, I really like their discussions on this [00:09:00] topic.

Or what's your favorite, uh, you know what, no, I, but what we tend to do is like turn to a Nini partner. Mm-hmm. If you're sitting next to, um, a partner or an elbow partner mm-hmm. Um, share with them. Tell them, we try to give them a little bit of parameters and before they speak, here's what I want you to talk about and then walk around and listen.

Yeah. So, um, yeah. That's great. I mean, there are so many cool ways to try to collect Yeah. Student feedback and, and their thinking. Yeah. And exit tickets and all sorts of things. Yeah. And so the partner talk actually satisfies that need for an audience. Yes. Yeah. Mm-hmm. And, and there're probably some students who really like, more than anything, they want the adults approval.

Yes. Um, uh, any other kind of discussion. Types of strategies, anything. I've never, I hadn't thought about the Post-it note one, like post-it's like given to you during a reading in the real time for later. That's cool. Mm-hmm. Any [00:10:00] other kind of talking strategies, discussion strategies, facilitation things?

That sounds like a very cool boardroom kind of thing. I'm like, these are third graders. That's pretty sophisticated. Um, I don't know. It's like everything's, it, I always feel like whatever the need is, So I'm fee, I read the room, right? Yeah. And I know, oh, they're squirrely. I gotta get them up. Get, they've gotta get moving.

Right. Otherwise, or, or this is such, and it all kind of is. I think that's the craziness about being a teacher, is you're constantly assessing on the fly. Yeah. And you're like, wait, this is a really important moment. We need to stop. Yeah. And we need to address, oh, what this child has said. Yeah. It's gold.

Yeah. And then that can take the grip deeper. Yeah. Um, So it all is just relative to what, whatever's happening at that moment. Right. And I don't necessarily use the same thing every time. Yeah. So, so it seems like there's a chance you said something about like, there's [00:11:00] gold and we want other people to see it.

So the first thing I thought of as equity, like you're trying to maybe give somebody a voice who doesn't get listened to. Mm-hmm. Like it could be that. Mm-hmm. Or it could be like, The way they said it, another student will hear it different than the teacher. And so I kind of want to amplify their voice so that another student can receive it.

But say more about, cuz you, you talk about reading the room and stopping, like what are you looking for? Like what sorts of, is it non-verbal things or what do you see happening in the classroom where you're like, Ooh, that's, there's a chance to pause and. Amplify a student's voice or what are you looking for?

Well, I'll give you for instance, right now, so we're doing, um, like a deep dive into Patricia Palacco work. Okay. And, um, her literature. And so we're reading stories that really get you thinking mm-hmm. And characters who are experiencing, um, All of our stories have some really big message, some big ideas and, [00:12:00] um, life lessons.

And so when we're at certain parts, I'm reading the room to see like, are they understanding, are they getting the nuance of that? Mm-hmm. Or do I need to interject something here? Mm-hmm. And say, Hey, notice this. If they're noticing it before me, then I'm calling on the kids who are starting to notice it.

Mm-hmm. And then that's sparking. You can see the lights. In the kids' eyes who are like, oh, I didn't think of that. Mm-hmm. And that, that discussion that feels more, much more organic that's happening from the students than me. Mm-hmm. Being the person who's like, listen, this is what's going on. Yeah. Um, is way more powerful I think, when it's coming from them.

Yeah. And so that's when I will look for, um, you know, faces that look kind of confused or. Yeah. Pieces that are looking like, oh my gosh, I'm, I'm, you know, putting the dots together. Yeah. Here's what's going on. Yeah. Um, so I'm reading that. Yeah. I'm meeting on are they looking tired, are they out? Are they needing me to put this book [00:13:00] away?

Are they sleepy? Because s gonna be really lengthy. Yeah. Um, but no, fortunately with this group of students that I have this year, they don't want me to put the book away. Yeah, they, they're just like, what? You know, keep going, keep going, please. They wanna read more. And they're, they're like, give us another book.

So that's really exciting to see. Yeah. Um, that they're beginning to see. Yeah. A lot of those connections and, and ideas. Do you have a favorite way when somebody's like, got an expression on their face? Favorite? I don't know. I was thinking frame, but that's probably not. Like, um, like you notice them and how do you get them to speak up?

Do you just say, do you wanna say something or do you say like, what are you thinking? Or, I don't have a, I don't have, um, phrases that are just perfectly Yeah. It all depends. Yeah. Like some kids raise their hands, others might Right. Start to say something and I'll say, what do you wanna say? Like, cuz Yeah.

It, I kind of know where I think that's gonna lead. Yeah. And so I'll, I'll say, I'll invite that in. Yeah. So it's kind of [00:14:00] encouraging if they have a nonverbal, cuz a lot of kids will go, they'll sit up, like they have an idea, but then they'll self-monitor and like, oh, so you're watching for that and say, no, go ahead.

Yes. Say it. Yeah. Oh, that's great. Um, how, how would you think that might look, not between students but between adults? Like let's say you're running a school or you're doing a PLC grade level thing. What do you, what have you seen work. Well, to get adults talking amongst each other openly and sharing ideas and voices, because that's always, you know, we're, um, you know, sometimes defensive or, or we, we don't know if everybody's receptive or even listening, but what have you seen work well in either PD or staff, uh, interactions to get, kinda, I guess cuz you're encouraging an openness.

Mm-hmm. Like that you're so attentive that you are reading. Like a non-verbal cue and say, oh, what do you [00:15:00] wanna say? So in terms of adult interactions, where have you seen that work? Well, honestly, um, we're I, am we, we love to talk. No. And so when, when we're ever in PDs or in staff meetings or things Yeah.

It's, it's always great when they give us opportunities to talk. Yeah, because we don't always find that time in the day or throughout the week to meet with people. What I really value is the cross grade level, um, articulation meetings. Okay. Where we plan to meet with, um, other groups. And, you know, one of the things we, we've done, um, recently this year we looked at, um, like critical goals and standards in the areas of language arts and math.

Yeah. And then we were to look at grade levels, you know, we. Um, wrote it all on poster boards and or paper charts. And then we looked around the room and we visited other grade levels previous to us and then the future grade level. Mm-hmm. And then we [00:16:00] saw so many commonalities. And that's just a natural talking point.

Yeah. And that gets us into discussing like, what do you see happening there? And yeah. So we're asking questions and. Um, when we have, I think a collective need. And a collective, yeah. Oh my gosh, that's such a big issue that we need to tackle. Right. And everybody's on board with trying to problem solve, brainstorm.

Yeah. Collaborate, contribute. Yeah. So, um, yeah. I think when we're given a, a task where let's do something about it mm-hmm. As teachers, it's just a natural thing that we want to try to solve. Yeah. Or call solvers. And it's, it sounds helpful to have, you have the visual up there. And you're just almost, um, it's almost like an, an inquiry.

Mm-hmm. That's what this grade level said. That's what this one said, and that's the next one. And so you're like discovering commonalities. Yes. So it kind of provokes curiosity and it's empowering, you know, versus somebody talking down to you and saying, this is what we needed. Do or [00:17:00] fix. Right, right. Yeah.

That's cool. Yeah, it is really cool. And then from there we come up with areas that we want to target and thinking, Hey, we're noticing this. We feel like we maybe don't have, um, a strong enough approach with what we've been doing so far for, continues to be an area of concern. Yeah. What could we be doing?

And so we start looking out, out and then people are doing their own. Um, you know, professional development and seeking out things and going to classes and reading books and bringing things back and sharing it with the group and, oh, that's great. So I think when it's very like grassroots and it's wonderful.

It could be wonderful. Yeah. Take the word grassroots, which you kind of used for like effective pd and talk about your classroom. Like what's a grassroots, because I, I feel like that's what you value and that's. Probably how you orchestrate things in your classroom. You want kids to feel like it's organic.

What's a good example of grassroots teaching or like [00:18:00] using kind of, instead of telling them everything, you're like, okay, well I'm gonna. Create an environment where they can discover something or engage more organically. Like what do you think of when I describe that? Hmm.

I like to look at math as something like that. Okay. Because there's math is it could be so I think perplexing and it looks so foreign to them. If you're given, for example, a mixed number. Yeah. And then I'm saying, let's draw that. What does that look like? Hmm. And then they think they really do have to stop a moment and, and I'm not telling them, yeah, this is how it's to be drawn.

Right. So how would you go about drawing that picture? Yeah. And then ideas start to flow. And then one person's suggestion, Or offering of an idea Hmm. Is is like the sparking point for somebody [00:19:00] else thinking we take, they also know that there's no, I try not to, um, to the best of my ability say, oh yeah, you're right, and then stop right there for the first right answer.

Right, right. But I try to get every answer out there, even if they are the incorrect or non-example. Cuz then we'll look at why that non-example is so important. Right, right. So, um, I'll take all their answers and then we will then go back and talk about like, what would that look like, that non-example if I were to draw it out?

Yeah. And then, um, so it's really hard to just talk about it and not have my little whiteboard up here. This No. But they, they, um, they, they begin to be like, oh, then you start to hear. They're audible sounds of, I'm getting it. Yeah. Yeah. And then I'll say, let's try another one, or we'll do it and then try it again.

So that, that gradual release, like their initial idea finding. Yeah. And then allowing them to try it again with a novel problem and then feel success with that, and then that builds a little bit more confidence. [00:20:00] Yeah. And then, um, The next time we try it again. Yeah. And say, let's put this away. Yeah. You don't need to know it today.

Yeah. And I said that was like a little teaser and so we'll come back and talk about it another day. Yeah. And then we'll try it again. And with, um, they're starting to build that confidence even more. And so the next time I might even just draw a picture and say, how do I name that? And then I'm, I'm trying to change it up a little bit.

Yeah. Um. But I think that they like that. Yeah. And they're feeling more and more like, I re I re can recognize what that might look like. Right. What does four and three fourths really look like? Right. Um, yeah, so anyways, it's, it sounds like the phrase or maybe concept that was coming to me when you're talking about that is, well, a couple things, curiosity, but I was thinking of the word struggle.

Like you, like when you say, how would you draw that? And it's math and it's almost like you're giving them a disconnect. Mm-hmm. And say, kind of struggle through like, like, you know, get your brain [00:21:00] engaged, think of options and not all the options are gonna be right. But start just kind of moving your wheels.

Yes. Um, so how, how do you. I guess so if it's true that you provide struggle opportunities, um, and I like how you said, yeah, we tease it out and then we'll put it away and come back to it. So how are you? Um, How are you creating those and then discerning like, okay, I need to come back to it. Um, what's your like struggle formula?

My struggle formula is time. If I feel like, um, we've given it a lot of time and I don't feel like more time is gonna be beneficial, then I just back off and pull away and I'm like, okay. Yeah. You know? Um, If I feel like, and again, that's depending on them, it's like, it's so organic in that they have, if they're like, Ooh, I wanna try another one.

Mm-hmm. [00:22:00] And people are vocalizing that. Yeah. Then I'll do that. Yeah. If I feel like they're ready for that next level Yeah. Then I might, um, switch it up to, again, drawing a picture and saying, now try to name that mixed number. Yeah. And now I'm giving them a different Yeah. Kind of a, a lens. So, yeah, it's all just, I think being.

Very, um, in the moment. Yeah. Uh, there was, as you were talking, I, I, I kept thinking it's, some teachers are more, um, oriented towards, like, I, I have a list and I'm gonna do these 10 things, and that's, that's gonna take me from 8:00 AM to 10:00 AM or whatever. And it's, and then when we check it off and then we can move on and it's more, um, Like concrete or, um, black and white or something like that.

But you have a definite sense of more like a, um, okay, here's a analogy. Somebody who cooks by a recipe. Mm-hmm. [00:23:00] Right. And I, it says two-thirds of cup. So that's it. No matter what it looks like on the stove, it's two-thirds of cup, no more, no less. Mm-hmm. And then somebody who's like looking and responding to how it looks in the pot and or tasting it and like seasoning.

Mm-hmm. So a little more, um, Using what's happening in the moment to give you, I guess it's as basic as feedback. Mm-hmm. You know? Mm-hmm. Mm-hmm. Um, does that sound, does that resonate? Yeah. When you said that I was thinking fluidity. Mm-hmm. It's just being fluid. Yeah. Um, and yeah. Instead of fixed, right. Like being able to adjust.

Adjust, yeah. Right. Like taking my cues and then knowing here's where I think is gonna, here's an approach I think might be better at this moment. Mm-hmm. So a lot of like tricks in the bag, right? Like, or, or for what? For me, music is a huge part of our day too. So, or certain things that I know that's gonna stick to their memory because it's to music.

Mm-hmm. And that's kind of how my brain works. So [00:24:00] I tend to think I gotta turn it into a song and then, and invariably it does. They, yeah. They know. Um, Like polygons, uh, a Polygon song. Um, a more recent one I came up with was, it's kind of silly, but they all, anytime we talk about square numbers now, or any mult now that we're in multiplication in third grade mm-hmm.

They all, they recognize all of the products of those numbers. Like 7, 7 49 8, 8 64 because of the song. Okay. And then, uh, there's a song. There's a song. Okay. Yeah. Is it your song? Are you asking me? No, like four. I am. Okay. Uh, there's like four people. We got quotes from five. Oh gosh. Including Pablo. I think they all mentioned singing.

Oh yeah. So all of 'em. So say a little bit more about, like, you, you put stuff to a melody, right? It just happens. Just, it just, yeah. I don't know. I don't, I just, uh, one. Year. It was way back when we were giving the standardized testing in booklets. Oh [00:25:00] yeah. Yeah. So I'm, I'm aging myself. It's okay. But I was looking at, you know, you can walk around the room and you actually can see the questions that every kid is working on, and that was this, this one geometry question that they were all failing and I thought I have, I have.

Failed my students. Wow. That they did not know this. Yeah. And it was really simple. Yeah. So it was a polygon that looked more like a star. Okay. But it was actually an octagon. Mm-hmm. Um, but they didn't know how to name it. Yeah. And they were, they were choosing triangle and star and all the wrong choices.

Yeah. And I was like, oh my gosh. I was, I was beating myself up. But as they were. Testing and I just, I just walked around the room. A melody came to my mind and it was Supercalifragilistic Pocius. And so I thought, oh my, let me put the, so it came and then I wrote it down really fast so I wouldn't lose it.

Okay. But it goes quadri, penta, hexa, heta, Okta. These are all the prefixes of geometric shapes. So if I memorize these words, I never will forget them. [00:26:00] Polygons, polygons, polygons array, right? So, And then when we, I started singing that to the kids and they started memorizing it. Yeah. They would, um, know all they would know.

Yeah. Yeah. The number that corresponded to the science. Yeah. Um, this year I came up, or LA it was a couple years ago, but, I sing it to them all. I sing it at the beginning of the year. Yeah. And now I'm like, please don't sing it anymore. Because every time someone just starts singing it, humming it under their breath, and then the whole class starts, class just breaks out in song.

But it's just, which is fabulous. Yeah. When you think about like, it's really fun and endear it's school as a musical. Yeah. It actually kind of feels like that. Yeah. But it was, um, similar to a tune that I had heard, uh, a kid show, like I think it's super y or something, but the song, um, I put it due. 2, 2, 4 3 3 9 4 4 16.

5 5 25. 6, 6 30, 6 7, 7 49, 8, 8 [00:27:00] 64, 9, 9 81. 10, 10. Yeah. 100. Yeah. And so the kids just lo, I mean, it doesn't take them long to catch onto that melody and then to put it together. And they use that song when they're doing their multiplication facts, right. Um, so anyways, yeah, little things like that, that it sticks with them and helps them.

And, um, distributive property. We have a song for that commutative property. We have all the songs, so, and they all like to break out into song. Okay. I'm gonna drop a couple of quotes in here. Um, one is, I think this is from your daughter. I have a quote from your daughter, Joseph Josephine. Oh boy. Okay. And so she said, um, a significant mowing that showed your drive initiative or passion was when you created an afterschool course.

So here's singing, but then a school course is like a whole other thing outside the classroom. She says, uh, the school course was an idea that come, uh, came to mind for [00:28:00] you. And you pursued this idea until it became a legitimate and physical component of Beachwood School. You did this all voluntarily, staying beyond school hours and working at home to create flyers and inform parents and it goes on.

Oh my gosh. So what is the school chorus? It's so funny. Okay, so. Well, that Emily McDougle. Okay. Back in the day at Beachwood. Yeah. Um, after school we kind of put together a little cho and had all the little babies singing, and we'd do it around the wintertime so that they have a little winter performance.

Yeah. It was so much fun. Okay. Um, later as Beachwood grew, we got different teachers. We had, you know, musical, uh, Mary Louis Ace and um, Susan Ru who got to talk, teach vocal music, and then sadly we lost that teacher and there was never anyone to replace her. Oh, and I just think. Music is such an important part of all of our lives.

Yeah. Um, and I, I think that it's so necessary, um, just for like mental health, like how many of [00:29:00] us need to listen to music Yeah. Just to feel a little bit Yeah. You know, happier Yeah. At the end of the day or relaxed or whatever. And so, um, I, it was during the. Coming back to Covid, I just kind of noticed everyone looked a little bit like sad and down and not a lot of smiling faces.

Yeah. And I thought, what is that? And I thought maybe music would change that around. Mm-hmm. So I, I love singing and I wanted the kids to just come and join. Yeah. And, um, I said, okay guys, I'm gonna, See if they come. I'm gonna try to make a chorus and I'm gonna try to make a chorus and Yeah, we did. We met once every week for um, Several months and then we got, they got to perform and they got, I, I think it's another powerful thing for students to not only sing, but to get, to be on stage and have an audience and to feel that energy before you perform.

Even the nerves are okay. Mm-hmm. It's something that we all have to work with and get right. [00:30:00] Used to and get through. Right. Um, and then to feel the empowerment when they came off the stage when they were like, Hey. Wow. We did it. Yeah, we survived. We survived. That happened again last night cuz we actually, last night, um, we were invited by Fullerton High School Music Director.

Um, and she had all the junior highs, the feeder schools also come and participate in her choir. Oh. Performance. And it was at ev free. Um, our kids. Um, we meet only once a week, 40 minutes. Mm-hmm. If that. Mm-hmm. And you know, we were singing with all the choirs who have it on a daily, like a class. Like a class.

And you know, they, they killed it. They did so well. Yeah. And it, they were nervous cuz you can tell when they heard the other choirs practicing, they were like, whoa, there's harmony, there's choreography, and yeah. And I said, no, you guys are gonna do fine. Don't worry. Just, yeah. But it's all part of the learning experience too, [00:31:00] and it's to know there are people better than us.

Yeah. And that's what we're shooting for, you know? Right. Like it's okay. Yeah. To know that we're, we're novices at something and we're just, but we're here because we love it. And yeah. Um, it's been really great. So it's grown. Last year was just a semester worth mm-hmm. Of smaller group. And a former student came to me last night and said, Whoa, Mrs.

Lee, this is a big group. And I said, I know if you build it, they will come. And um, and then I even extended it to a second chorus where we have third through fifth graders. Oh, wow. Um, who also another big group. And we had a combined performance. But anyways, it's um, people might think, oh my gosh, how could you do that?

That's so crazy. You're, you're working and then you, and then you're working. But I honestly have to say that I get more energy from that after having worked with them. And I feel like I can go home and do even more. Yeah. It's, it's an incredible Yeah. Like a natural high that you get. Yeah. Those endorphins, the happy [00:32:00] feelings.

That, and that's also why I believe everybody should sing because there are happy feelings. Yeah. That you, you get Yeah. It like, you know, really. Yeah. That's great. So it's almost, um, it's almost like a, a social emotional learning. Mm-hmm. That's not a curriculum for that, but it's an experience that you're giving people is like, In this moment, you get to kind of lose yourself and, and disconnect from worries and just lose yourself in the music, you know?

Right. In last year's group, the middle schoolers were, they were the ones I started with. Um, you know, I asked them, how many of you guys actually raise your hand in class or talk or do any of that? And none of them raise their hands. Wow. Because I think, you know, they're in their classes, there's very little, um, time in each class.

Right? Yeah. So there's a lot of content to cover. And then, and some of them actually, I think, shy away from. Speaking. Yeah. And don't volunteer a lot. And yet they were sitting here in chorus and they were loud and, and bubbly and laughing. We shared about like our likes and our dislikes and, [00:33:00] um, just to kind of get to know one another.

Yeah. And they grew as a group. So having a cohort of friends who are not just your grade level, but everybody had this common value that we just, we love music. Um, At the end of the time, they had grown closer and they had this camaraderie and we even had a party. And that was just lots of fun. We, you know, ate, what do we have?

Um, ramen, poor little hot water, bought them some yummy treats, and then it, it's just that, that wellbeing that comes from being with people. Yeah. Being with a group of people and having fun. Yeah. I'm gonna read you a quote here. Uh, this is from Blair, uh, Blair Campbell. Okay. Uh, she says You're passionate about so many things, teaching.

First of all, wow, you're a true inspiration. Uh, she says she was lucky to work in third grade with you for five years. It was the dream team, and she says, you would come up with these brilliant ideas, whether it was beautiful art project, or an author [00:34:00] study or fun mu math music video that you insisted on making for the kids.

Ask her about. We are family. Do you know the rest of it? Yeah. She's so funny. Tell me, Nancy Regs worked with us at the time. She's the a Keisha and, um, tell me about, we are family. We were, we are teaching about fractions, decimals, and percents. Yep. Yep. And so they are the triplets is what we call them.

Uhhuh. And I come up with like visuals like. Um, Dessie Decimal, um, likes to wear a belt. No, no. I'm sorry. But decimal likes to wear dots. All Sorry. Dots all over. Polka dots. Yeah. Um, percent. Percy likes to wear a sash. Okay. Across that looks like the percentage Oh percent sign. And then, um, fraction is the one who likes to wear the belt.

The, the, yeah. To delineate the top on the bottom. That's clever. I've never heard anything like that. I know. It's kind of crazy. So then we acted like we were at the triplets. Oh, wow. And, um, [00:35:00] We went on a playground and we were swinging and sliding and we made a music video to We Are Family. Okay. Fraction, decimal percent.

That was the song. Yeah. Oh, that's great. Yeah. So, so it, it's more than music, it's, there's this element of your bringing. These concepts to life in sort of like a personified way. Or stories. Or stories, yeah. And the visual part of it, like the, the percent looks like the sash. Yeah. That's clever. Yeah. I just think the more we can make things unforgettable, Yeah.

Like quirky, strange, odd. Yeah. Those kinds of moments Yeah. Are the things that will stick in our students' minds. Yeah. So whether it embarrasses me or not, I don't care where, where did, did you, do you think that's something you've always had? Did you have an experience like that growing up where you're like, oh, that was so weird.

I'll never forget it. Like, where does that, because. I don't know that I would've used like quirky and odd and unfor. Like unforgettable, memorable. [00:36:00] Yes, but quirky and odd. Like you seem very like together. Professional. Oh, that's funny. Confident, funny. And then when you say quirky and odd, I'm like, but no, those are, those are words I don't fit with you.

Oh my gosh, that's so funny. So how do you, before teaching even, do you. Do you remember? I'm kind of a crazy, I, I think of myself as crazy and Okay. And I think some of the people who quoted in there might even say that too because, um, my other friend likes to say Reel Itk and Christine reel it in. Oh, your principal says, uh, you're a creative soul.

Okay, that's nice. Musically talented with the voice of an angel. Oh my gosh. That's what she said. She didn't say crazy, but, okay. But, but keep going. She talks about putting teaching points in the songs, but. Where's that craziness? Do you re, do you have an earliest memory of like, oh, I remember I was really, you know.

Okay. So my, one of the funnest things I did in school was I was calamity Jane. Okay. In a school plant at 16. Okay. [00:37:00] Okay. As a fourth grader. Yeah. And I thought, and I had no idea how funny that must look as a little Asian girl speaking and I did the whole accent and everything. Yeah. Okay. For the entire show.

Yeah. I don't even know where that came from. So it, wow. I, I don't know. And then I even remember at, uh, the end when we did as a sixth grader, I wanted to be the master of ceremonies for, um, our student talent show. Yeah. Were you? You knew I was. You were. I did. I don't even know how. So this goes way back. It does, and I That's awesome, man.

I had, I guess, gumption. Um, and no fear of what people might think of me. I had also in high school, a really weird fashion sense that now I thought, now I think back and I think, why didn't they tell me? That was, that's what it looked like. And I might not have what? Like I used to wear, um, suit jackets in high school with, on the lapel there were like the flowers you're [00:38:00] wearing right now.

Okay. But it had like little flowers, okay, flowers all over the lapel just sounds cute or I. Anyways, I had these big, thick glasses that people used to call me Run dmc. Oh my gosh. And it wasn't because I necessarily was trying to make a huge fashion statement because without, when I, when the dose, the lenses weren't in the glasses, I couldn't see, so they put these frames on and I was like, nearly blind.

Oh my gosh. And they would say, oh, it looks good on you. And I'd say, okay, sure. And then I'd get them, and I'd be wearing these glasses for. Years and years and years anyways. So you always had sort of a, what was it? Gumption? Is that the word you used? Yeah. Sort of like a And, but you also had no fear, so what, try to think, wait, where did that come from?

I don't, I don't know. You said, I don't know where that came from. Um, But were there're [00:39:00] performers in your house. I don't know, like people who were just like, go for it. You can be anything you wanna be or what's your earliest memory seeing somebody who was like that? Do you have a role model? You're like, oh yeah, that's, I don't know.

But, okay. So a couple of things. The first thing is my mom actually, um, went to. In college. She was a music major. And she was a singer, but she never did anything with that afterwards, like unless she wasn't a church choir. Right. But um, She would make us sing in front of everybody. Mm-hmm. Like go to a family meeting and then she'd make us sing and then we were forced.

Yeah. I don't ever think I had a choice. Yeah. So I was forced to sing and she would make us harmonize. And so harmony was something I could do from a young age. Yeah. Um, I was, I liked to perform, I think maybe because of that. Mm-hmm. Yeah. But then we were also latchkey kids and we watched a ton of tv. Okay.

So Gilligans Island, I remember like, wanting to be on that show or, okay. We have your moment. Okay. My psycho [00:40:00] analysis is complete, but, all right. So lots of shows that we watch that, that I think I learned from. Um, actually that's probably where I learned a lot of my, that's fascinating English because, yeah.

Um. My parents spoke mostly Korean with one another. Mm-hmm. Um, we had limited ability to communicate. E English was my first language, um, but not with them. Yeah, yeah, yeah. Yeah. I love that how, somehow, somehow what I, I see you seeing yourself as is, like you're, I'm a director of a variety show. You know, the classroom, the, the, you know, the npr, like, we're all trying to make this big Gilligans Island moment that's just entertaining.

Yeah. Everyone's absolutely engaged. You know, the whole world is, it can be funny, it can be ridiculous. It can be musical. Yeah. Yeah. That's cool. I guess it's a variety show, but I think most teachers might feel that way anyways. Cuz you're, you're ready, you're having the show. Different hats. All [00:41:00] the different hats and the, all the moving parts and Yeah.

You're kind of everybody. Yeah. Okay. I wanna make sure I don't overlook, uh, a quote from Kate Paul. Okay. Um, so specifically something she brought up that wasn't mentioned in the other quotes, she talked about Gate Creative Lab. Mm-hmm. After school two days a week. So you're already doing course after school, but Gate, creative Lab is different.

Yeah. So at Beachwood, what does, what does that look like? We have a large cluster of students. Okay. Who are identified as gate, but they, um, you know, they're in a cluster, so they're not in like a traditional GATE program and a gate class. Okay. So, um, at Beachwood we offer like an afterschool enrichment type of a thing, and so Charles Toy is actually a part of that.

He teaches the math component and he's been doing it for years. Um, but because this particular year we had so many students mm-hmm. There's no way he could have [00:42:00] 50 students Wow. In his classroom after school. Right. So we used our little creative, you know, planning here. Yeah. And came up with an idea that.

Charles would teach two times a week, you know, his two days and then, um, I'm sorry, a week. And then we would alternate with another teacher and myself. Now, because of my other commitments to doing chorus, I couldn't teach all week. Right, right. So a new fabulous teacher at our school, Megan Luci, came in and um, she's an amazing teacher.

And I'm like, you are so good at literature. We, we could in technology. She also has her, um, degree in tech, so. We were like, well, we, we can make something work here. Yeah. And we created an a little class, basically. Yeah. Where we're trying to infuse technology, literature, art. Wow. Um, and other id, anything Yeah.

You know, related to GA that we can put together. That's not the math piece. And yeah. So we're meeting, trying to meet the needs of the students, um, in that way. So she and I cha we [00:43:00] alternate. Yeah. She teaches two days. I teach two days. That's awesome. Yeah. I'm also gonna, um, I think we're gonna wrap it up here in a second with, uh, a quote from Kate, which is also, I just remembered the other thing that Pablo said.

And, um, Kate says she's the true meaning for someone who is humble and kind. And Pablo said that you are always open to listen, but he is always, he said, you're a kind person. What does it mean to be a kind person? That I think I also learned from others. Like I look at, um, through the years, people who have just, they show acts of kindness and I look at that and I think I wanna do that.

Hmm. I wanna be that. And so I just, I try to, you know, make it happen. Mm-hmm. I guess, um, Kate is actually the, the one I'm learning from a ton. She is so kind. It's funny [00:44:00] that she says that cuz she's the one I I'm telling her, you teach me so much about being a caring person, a mother, a teacher. Yeah. Um, the kind words that she uses towards her students or the kind things, the kind gestures that she does.

Um, my other colleagues and good, they're all good friends of mine, but I see. Their kindness day in and day out, like over the top kindness. Mm-hmm. And I'm like, I am learning from them. So I just, I think I'm a reflection of what other people have done before me. Yeah. I don't think anything has been my own original idea.

Um, but I, I think that that's such an important thing to model for our students. Mm-hmm. Yeah. And, um, to live. Yeah. Yeah, that's why I wore this shirt for you. You did love first. Love first, teach second. Aw. Um, there was a quote in here about T-shirts. Oh, what did it say? [00:45:00] I was ready to wrap it up, but it says, um, kid said that this is from Blair.

Okay. I asked for a significant moment. She said There are hundreds of significant moments I'll touch on one in third grade. Uh, we decide. Uh, we for a phrase or word to focus on with our students. We did be kind, be you humble and kind, and then designed shirts for the kids to wear. Um, and then there's a performance at the flag pole assembly.

My favorite was the year we did be You. She taught the students how to sing the song from The Greatest Showman. This is Me. And then we performed and you could feel everyone's goosebumps. You remember that? Yeah. Yeah. There, that group of students are now seventh graders and a lot of them are in our course again.

Oh wow. That's um, that's awesome. It's true. Yeah. And we try to, we try to take one song and a theme for the year. Oh, that's cool. And then our kids, um, we try to live it out. Yeah. And in everything we do try to, To see it and [00:46:00] spot it and catch it. Yeah. Um, and yeah. And then we make sure it's, but actually it ends up becoming a part of our, uh, foundation's, um, money.

Yeah. It's a fundraising, so the kids all, you know, who can purchase a shirt and then that goes towards our foundation. Oh, that's great. Yeah. And it's interesting that music is in there to kind of root that theme, you know, because it's so much a, a part of you and what you bring to Beachwood. So, That's great.

This has been really great. Thanks Christine, for, thank you for coming on the podcast and talking to us. You know, if you, you can't see that, but she just shrugged. Like, this is all I had. It's all I had. It was awesome. It was awesome.

This has been the teacher interview podcast. Thank you for joining us.