Wes: [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 spend time with Nancy Karcher.

She teaches primary multi-age at Orange Shore Elementary. Let's go. Okay. Um, hi Nancy. Hi. How are you? I'm good. You? I'm good. I'm good. I, I was thinking because you're, you've been more curious about things since you walked in than any other guest, so I have a couple questions for you. Okay. So, if you had time to go to the movies or a bookstore, Which one would you [00:01:00] pick?

The bookstore. The bookstore. Okay. Coke or Pepsi?

Nancy: Oh, that's a good question. I guess I don't really drink soda, but it would be Coke.

Wes: Okay. Um, I'll, this'll be a tough one. Jump rope or hopscotch. Jump rope. Really? Okay. All right. Plain or peanut? M and mss Peanut.

Nancy: Okay. Yes, but I'm allergic to 'em. Oh, no. I miss 'em.

You

Wes: miss 'em. This is something you found out later? Yes. Okay. All right. Okay. That's a good start. Um, so thank you for joining us today. Um, I'm really excited you're in the multi-age program in the primary. And that was part of the intro. So for somebody who doesn't know what, what is multi-age, let's

Nancy: start there.

Okay. Well first off, thanks for having me. I'm glad to be here. And the primary multi-age, I have kinder through third grade, and the multi-age class is just a place where children [00:02:00] of all ages and stages come together and work almost like a family and learn and grow from each other. So

Wes: kinder to third grade is a stretch.

I mean, kinder is maybe the most unique grade in terms of like demands. I mean, I think of like maybe they haven't been to school before, things like that. They're not even sure what school is. So what? What do you see happening when you have kinders. But they're in the classroom with older kids.

Nancy: That's a great question.

So yes, especially with the pandemic, we have a lot of students who haven't had any preschool experience, but when they come in they just have so much fun jumping right in. We pair 'em up with an older mentor who teaches them, you know, about the class and, which is great cuz when we start traditionally the first day of school, three-fourths of the class, Has, I've already been their teacher, we've already been together.

So you're really just showing [00:03:00] the new ones, the rope, and they just have a great time. They follow 'em. The older ones really have a chance to be role models and leaders, and honestly, the little ones look up to them and they wanna try things that honestly like. Multiplication or things that a student wouldn't normally even be exposed to yet.

Right. Because they see 'em and they wanna try new things. Right.

Wes: Because they see the person who's kind of their guide doing other things and they get curious about that. Exactly. That's interesting. On the flip side, what do you think? Is hard for a third grader when they're supposed to like mentor a kindergartner.

What have they forgotten like about that first year? I

Nancy: think it's, I think it's patience is hard for the third graders sometimes with the littler ones, and they do forget. Like, um, as far as the routines and all of those, they remember it, right? Like that is so easy. Yeah. They show 'em this is what you [00:04:00] do if you need to go to the bathroom.

This is what you do if you need to drink water. Yeah. This is where we keep our stuff. If you need markers, you go over here. They do all of that. Um, but I think they do just forget, um, what it was like to be a little one. And so, um, it's just a great overall experience. And because we have. The different grades, which in any, just if you teach one class of grade, one grade level, yeah.

You're gonna have all ages and stages and ranges of where kids are at. So it's just a little bit of a wider Right. Um, range. But because we have the multi-age students, we're also a parent participation program. Ooh, okay. So the program has been, um, at Oror for actually. 52 years. Wow. Wow. I know. It's hard to believe.

Like we joke that we had flexible seating and voice and choice before it was popular. Yeah. Um, but we have a parent participation, so that's what really allows us to individualize. Mm-hmm. And have a lot of one-on-one. Time with [00:05:00] the students. Yeah. And really know where they're at. So it's looking at, instead of looking at just a general curriculum of what I should be teaching, it's really looking at where the child's at.

Hmm. And where am I gonna take 'em next and what is gonna meet their needs? Right.

Wes: So it's interesting, what you were just saying made me think of my experiences when I visited, and there's not like quote unquote one thing happening. It's like a small group here. There's a, a table over here. There's different seating arrangements.

Mm-hmm. There's different groups. And in those groups there's parents, there's other adults other than the teachers. So how do you. I guess, how do you go, okay, this student needs this, and then how do I find a group or another adult mentor to be? That sounds like a lot.

Nancy: Well, a lot of planning. Yeah. There is a lot of planning and again, it, because you spend so much time one-on-one, you really get to know [00:06:00] the students.

So typically in the morning, like when it's reading, writing, and math, they're not. Grouped viability or Okay. Anything like that. Um, I'm giving 'em individual pro, you know, problems. So a parent might have a whole range of students around them. Right. Okay. But they're all, say working on writing. Right. It's just they have a lot of voice and choice over what am I writing about?

Am I making a book? Am I. Um, did I paint a picture and I'm writing about it? Am I writing by myself? Am I writing with a partner? Right? So the parents are really there, just kind of monitoring, encouraging, and those sorts of things. Um, and then I have the time to walk around and spend some one-on-one time.

With the students, confer with them and um, almost do like little mini lessons. Yeah. There are times of the day where we do have them more by flexible groups. Um, you know, maybe on, we're working on some phonic skills with some of them, and if they all are working on silent E they might be in a group together.

Right, right. Um, so that's more [00:07:00] when it is looked upon like that. But um,

Wes: yeah. Yeah. So it's interesting because you think multi-age, you think more. Variety of skills and abilities in one room, but it's actually more individualized that, so it's almost, it's kind of like an oxymoron, like Yeah. Like you're, you have a wider spread but more individual attention.

Yes, and, and I've seen it like it's true. Like it's the students are working on things that are. Really unique to them. Mm-hmm. Yeah.

Nancy: Yeah. It is. It's, it's nice that they, they take ownership because they are choosing what they're writing about or what they're interested in, or Yeah. You know, all the different things.

So they really do, um, take a lot of ownership and enjoy what they're doing. And again, that's why you could have a kindergartner riding next to an older child or even during math. We play, we play math games a lot. Okay. Um, and then they, Sort 'em up. They count it up and that's what gives them [00:08:00] numbers in their math books.

And then their math problem is based on where they're at. So you could have a third grader and a kindergartner play a game together. Mm-hmm. But then once they generate their numbers from counting up their game, I'm gonna give them a math problem. That is where they're at. So they can play together, but then they're gonna have much different math problems, kind of

Wes: applications out of it.

Exactly. So I'm gonna ask, uh, we did some research, um, you gave us three people to talk to. Oh, yes. Uh, so one was Pam, and Pam is in the multi-age program. Yes. And is she element or primary or,

Nancy: this year she's been upper four, five and, and six. We were, yes. We separated her. Oh,

Wes: so a little bit, the quote. Um, I asked, what's a significant moment with Nancy, and she said, Quote, planning, like planning is in quotes and she says, with Nancy is always an adventure.

Oh, she wrote a little bit more, but I'm gonna, what does that mean to you when you hear that [00:09:00] planning is an adventure with Nancy?

Nancy: Well, I'm assuming there's usually some singing involved. And lots of ideas get thrown around and it's just fun. Yeah. It takes us a while. Sometimes we might bird walk. Yeah. But we, we build ideas off of each other.

We're both really creative and so Yeah. It. We never kind of know where it's gonna go.

Wes: Okay, so let me read the rest of the quote. It starts out with a list. That's what she says. Yes. And then suddenly we have multiple tabs open and we're searching, uh, through cupboards and suddenly we have a month of amazing classroom adventures planned for the students.

And then she says it's always magical. Aw. Yeah. Which is super nice. It is. Like I, I think of planning as more. I think she says it starts with list. I think of it more like . Organized, and it does sound like you're, it's kind of this like, Let's go

Nancy: for it. It very much is, and that really was a great [00:10:00] explanation of it.

We do, we, we start with our list of where we're, what we know we need to get done or where we're where we wanna go. Mm. Um, but we both, yeah. Like what can, what, what can we use to really teach the kids about this? And we do have, in the primary middle page, there's three classrooms full of cupboards of.

Stuff. Yeah, I've seen it. And so it's like, Ooh, we could use this and ooh, let's get out this. And both Pam and I really look at teaching as, um, It's never the same year after year number one. I, we do have the students for multiple years. So yeah, we do change things up, but, um, it really depends on the kids and where they're leading us and what their interests are.

Yeah. So I don't know if you remember a few years ago when we were doing, um, pollinators and Save the Bees. Yes. And our kids got really passionate. Yeah. Became really, and. That wasn't where we intended to go. Yeah. But their interest just took it down that road. We were [00:11:00] just gonna do pollinators in general, but man, they were hungry to save those bees.

Yeah. And we let them take it.

Wes: So Yeah. And we actually recently were, we're planning for FSD Fest and we were watching some promo video of innovation experience. Mm-hmm. And marching through the aisles are, you know, save the Bees. And so the orange short students from your program were. We're there and showing their passion

Nancy: for that.

Yes. We're back on the bees this year. Are we? Yes. Okay. And they are passionate about it again, and we will be there.

Wes: That's great. Be there. We've all, um, so it's interesting. So we talk about planning and she says it's an adventure. I had another question or thought. Mm-hmm. Um, oh, so you start with what's your after.

So in that kind of like going from the concrete to like, what, what's possible? Mm-hmm. Do you have a favorite kind of memory? Uh, the bees is a good [00:12:00] example, but something that you just didn't foresee? It was kind of a surprise the way it developed. Yeah.

Nancy: The bees definitely was that way. That was our first year with Pro Project Curiosity at our school.

Yeah. And as it evolved and, and really every subject is that way. How would

Wes: you define project curiosity? Like a one sentence for people who aren't familiar with Orange Thorpe?

Um,

Nancy: it's integrating science and technology with the studying the envi, like environmentalism. Right. Yeah. Yeah. So it's a great impact and how can the students make a difference in this world?

Right? Um, so that's been really neat. Yeah. And again, they were very passionate about saving the bees. Yeah. Um, but wow, there's so many things that crossed my mind, but. The one that's popping up right now is, it almost ties into what's going on with what we're doing this year, but one of the very first years Pam and I taught together, um, it was around the time when Martin Luther King Jr's holiday was coming up.

And so we were doing a lot of talk about Martin Luther King and segregation, [00:13:00] and both Pam and I, um, grew up in Fullerton. Okay. And we're passionate about the community, and we do like to use our community ties as much as possible. And so, um, that year we had Sylvia Mendez come in Oh wow. And talk to our class and we, we talks about Sylvia more tomorrow.

Yeah. Um, and also we did an experiment where we, one morning just started putting stars on half of. The students and they had no idea why. Oh my gosh. And as they came in, we were, you know, they were, they were writing and we started going around, and if you had a star, we gave you like a gel pen. Oh, geez. And they were like, and then the other kids were like, well, why don't I get a.

Jill Penn said, oh, well you don't have a star. Right? So anyways, it was just a really powerful morning and led to some really great conversations. All of those things combined. Yeah, that, um, [00:14:00] Aren't in the textbooks. Mm-hmm. And really we couldn't plan how the kids were gonna react and what the conversation was gonna be.

Um, but it was really meaningful and it had a lot of impact them to figure out, like, to, to think about how we treat people and why certain people get treated certain ways.

Wes: So when the kids, uh, uh, we started the conversation kind of talking about your curiosity uhhuh, and so I can imagine when you're doing this, you're watching how kids are reacting, so you're curious.

About them, but they're also being curious. They're being kind of, it's provocative. It's like mm-hmm. Why? Why is that? Yeah. It's like an inquiry type lesson. Absolutely. Yes. So what are, what are some things you're looking for like that you want to, when you create an experience like this, what are you trying to get?

The student too? Like emotionally or like, do you see certain expressions or are there certain types of. Like dialogue or interaction. You're like, Ooh, that's cool. I like that they, yeah, did

Nancy: [00:15:00] that. It's really neat. Well, you just see that they kind of start to, to see themselves in someone else's shoes and start to feel like, oh wow, I didn't see it that way.

And this is maybe how this person feels, or this is maybe how this person feels. And, um, You can just see the little light bulb go on and they start to think about things like, um, like we had some kids that were really upset that they didn't get a sparkly gel pen. Yeah. Or whatever it was. And then when we started to talk about it in the bigger picture, they could realize, well, that was really a small thing, but it gave me a tidbit of that feeling of what it might feel like for somebody else.

Yeah. To not have access to something. Yeah. Or whatever the situation might be. Yeah.

Wes: That's great. Um, so you have that, you try to make those, create those experiences to kind of draw them into, I think empathy is the word that came to mind. Mm-hmm. I don't know if that encapsulates all of it, but kind of imagining what it's like

Nancy: for someone else.

Exactly. That's what [00:16:00] I was thinking of. Empathy and what it's like in someone else's. Yeah.

Wes: Shoes. So, um, Pam also says, uh, this was under bonus feedback. We asked like, tell us anything. Oh, no. And she says, you listen to podcasts and books on tape to keep learning about your craft. So in, in searching for things to, to learn about teaching and learning.

Mm-hmm. Um, what inspires you? What type of book or, uh, I don't know if you have a particular one that's on the tip of your tongue,

Nancy: but I know, I'm trying to think. I don't have a, well, I, I, lately I've been reading a lot of historical, like fiction type stuff to escape a little bit, I think maybe, but it's always good.

But no podcast, like I do love listening to different, whether it's just like the Heineman podcast and. Picking up some things. The what? Heinemann. That's, I don't know that one. Um, that's the writer's workshop and reader's workshop, like company, like whatever. They have their podcast, so they have a bunch of, um, that you can listen to different things that you want.

So really focus on pedagogy. Yeah. If I'm in that kind of [00:17:00] a mood or sometimes it's more of just in general about, Growing myself as a person. Yeah. I, I feel like I've, and then as I take care of myself, I'm learning how to model that. Yeah. You know, for my students. So even sometimes it might just be meditation.

Yeah. For myself, knowing that that's gonna put me in a better place For sure. For them. Yeah. Because they can be a lot sometimes.

Wes: Yeah. Yeah. And especially with the structure or kinda loose structures. Yes. And multi-age, it's, you're putting yourself. In a position where one of the first things I thought of was like, that's hard and it's so much easier to control everything and be like, let's have Dec in Rowe, and everybody would be on the same page and that.

Sort of a lot of control over what the student does is somewhat easier. Mm-hmm. And then the more you let go of the reins, the more it can be a beautiful, you know, learning experience with curiosity and empathy, but then it, it becomes a lot to manage.

Nancy: Yeah. It's, it's [00:18:00] always a little crazy at po some points getting there.

Right. But absolutely it is a beautiful thing. I'll give you just one more example of how things, if you don't mind, unfolded. Yeah. Like this year, we couldn't have planned this if we tried. Um, again, going back to Sylvia Mendes, it's the anniversary this year, 75th anniversary of in 2022 of the West Minister versus.

Mendez Mendez versus Westminster case. And, um, if you're not familiar with it, Google it. No. Mm-hmm. Mm-hmm. Um, but everything just fell into place this year. Our school district sponsored the author of Separate. Is never equal to come do that. Yeah. Zoom. And we got to be a partake in that. And then we knew that the park that was being dedicated to Sylvia Mendez's family was being opened.

And we made it work to get on a bus and get there. And um, they got to see her, hear her speak and hear everybody else speak. And we were the [00:19:00] only kids there. Wow. Wow. And that was really powerful. And then, We were reading Sylvia and Aki, which takes it to the next level, which is the story of Sylvia Mendez and um, AKI who went to the Japanese internment camp.

Mm-hmm. Um, And their friendship and what they both went through. And then right here at the Fuller to Museum this year for free, they had an exhibit about Manzanar that we could take our students to. Wow. Wow. They got to see Ansel Adams photography of the internment camp and see, learn more about that.

And then, as you know, tomorrow we're going to the Japanese American Museum where we're going to hear AKIs niece speak. So it's just, we couldn't have planned this. Yeah. But it has been the most meaningful experience for our students. And when we went to see, um, the opening of the park and see Sylvia Mendez, who were blessed, she lives right here in Fullerton.

Mm-hmm. Um, one of our little girls had made her a, a picture. Oh. And on it, it [00:20:00] was a picture of, um, this one little girl and her best friend. So you had the blonde and the dark haired girl, and she drew this picture and she gave it to Sylvia Mendez. And she just says, if it wasn't, were you. We might, we might not be in the same school.

Oh. And it was just so sweet to see these kids making these connections. Yeah. Yeah. And at such a young age where often we think they're not capable. Right. It's too heavy of a subject. Yeah. Um, but they can really grow from it and learn. Mm-hmm.

Wes: And then clear understanding and like in the pick the picture, like

Nancy: here's what you need.

Yeah. At her, at their level. Yeah. But it was very clear and so it was very touching. So that's great. But we couldn't have planned. All of these things. Yeah. It just has fallen into place and been a really special year with this. Yeah.

Wes: And then, so tomorrow you're going to the Japanese American National Museum.

Mm-hmm. We're going along, we're gonna livestream the, the talk back to classrooms in Fullerton. Mm-hmm. So theoretically any classroom [00:21:00] in Fullerton can, can watch, can tune in, and they can submit questions. So it's a really cool way. Not just what you're able to do with your students, but to share back with Yeah.

To open up district. Yeah. That's awesome. Yeah. We're excited. Yeah. It's gonna be cool. Um, I have a quote here from your, um, we're gonna shift gears a little, a little bit. Okay. From Debbie Bennett, your, uh, principal at Orangethorpe. And one of the things that she, um, brings up is quality time with family outside of school.

Nancy is dedicated to her family with activities or just spending quality time with them. What does that look like? What's your favorite thing to do with family?

Nancy: You know, I just like being with them and I know that probably sounds silly or not silly. I have four children. Oh, okay. And my husband and I've been married almost 30 years and my children range in lots of ages.

Ages. My youngest is still a SI in school as a sixth grader. Okay. Um, all the way to my oldest is 27 married and I just shared with you, I'm gonna be a grandma. Yeah. [00:22:00] Congratulations. So Thank you so. Honestly, just being together. I love being out outdoor, outdoors. Mm-hmm. So anytime we can go hiking, adventuring, I love to go traveling, exploring.

I mean, that's just a bonus. Yeah. Um, but, Love just being together. Um, my mom lives with us, so we have a lot of family time.

Wes: That's great. How long has your mom lived with you?

Nancy: Um, it's been a year and a half now. Okay. She's 95 and a half years young. Oh my

Wes: goodness, my goodness. So there's, that brings up a quote, I think from your husband Doug, and let's see if I can find it here.

It was about adopting na. So he writes, Nancy is my wife of almost 29 years. She loves fiercely and is a devoted daughter, mother, sister, aunt, and wife. And when her nephew was in need of a home, she did not. He hesitate to give him one, and we eventually adopted him. Aw. So how old is your nephew now?

Nancy: He is [00:23:00] 12.

Aw, I know you're gonna make me cry and No, I don't wanna make his Yeah, he's, no, he's, tell me about him. He is amazing. He's a sixth grader. He's 12, and he came into our lives and, um, lived with us when he was three. Aw. Yeah. And originally we took him in and. Doug is right. I didn't hesitate, but I was also grateful for my husband who, um, didn't hesitate as well and allowed this to happen.

Wow. Um, originally we were planning on being his, um, what's the word? Like respite care. Mm-hmm. As hopefully everything would work out. Yeah. And it unfortunately it did not. Mm-hmm. So, um, we adopted him when he was six. He was with us for three years before we adopted him. Wow. And I couldn't imagine our family Yeah.

Without him. Yeah. I tell him all the time, he's that little missing piece that we needed, so, oh,

Wes: that's great. Yeah. And affirming too for him to hear that from you. You know, we chose you. Yeah. We wanted you. And then so the, and then your mom comes, [00:24:00] and so you have, I it's like you're, you're collecting, you're going a bigger, I know.

Two,

Nancy: the two oldest daughters have moved out. Okay. But Craig is in the house and my mom has moved in, so, The rooms are all still

Wes: taken. What kind, what's between, how old would you

Nancy: say your mom was? 95 and a half. I, we started counting half years now

Wes: between 95 and a half and then 12 years old. What's the most common ground?

Like what do they, what they talk about? Yeah. Or what do they like to do together? What's the most common? Like, okay, we're all here doing eggs.

Nancy: Well, they talk a lot and my. 12 year old loves to talk about World War ii. Okay. He's very interested in in that. Yeah. Yeah. So the two of them sit and talk about so many things cuz my mom shares all her experiences of growing up in Los Angeles.

And, um, she was a riveter and [00:25:00] just everything that it was like going through the wartime. Like Rosie, like Rosie the Riveter. Yes. She was for part of, for one summer. Yeah. Wow. So, so the two of them. They just talk all the time. And my mom always tells people how she's like, I'm so grateful that what 12 year old boy wants to talk, you know, to their grandma.

And they do all the time. So That's

Wes: great. That's fantastic.

Nancy: We always joke with my mom too about when she says we, it was before the war, so we just, that's a big joke in our family about, it was so long ago. It was before the war.

Wes: Oh my gosh. So, um, So he, your husband talked about when your mom needed a place to live, um, you didn't hesitate.

She now lives with you giving, um, her the joy of having her best friend here. And then he says, this also teaches our family about selfless love and devotion. Hmm. And then he says, I guess she never stops teaching. [00:26:00] What? Oh, that's so sweet. It

Nancy: is. I do, you know, it's not easy when you have like my mom living with us in the sense that, you know, she is in decline.

Mm-hmm. But I do think it's a really important lesson for our kids to see that you take care of your loved ones. Yeah. And, um, enjoy the time that you have together. Yeah. Yeah. And, um, Yeah. That's, and she's great. Obviously has done so much for our family Yeah. All these years. And now it's our time to

Wes: Yeah.

Give back to her. That's great. That's such a great lesson. Yeah, thanks. And it's interesting that not to get too, um, you know, thematic here with multi-age and then multi-generational, but, but there, I mean, it's almost like this, um, philosophy that you, you. Espouse that in the classroom, but then at your home too, it's really like, you know, from 12 to 95 and a half.

Yeah. You know, [00:27:00] we're all here. It is. We're all learning. I

Nancy: hadn't thought about that, but yes. I mean, I do think in life that's not very often that you only have friends that you're, are your. Exact age. Mm-hmm. Right. You know, in life we do learn from each other and we have lots of different relat relationships with lots of different Yeah.

Ages and stages.

Wes: Yeah. That's great. What's, uh, let me put this out there. Think about 12 year old, 95 and a half year old. Mm-hmm. What's a lesson you've learned from each of them? Just think about the things you've kind of seen or heard from them that's made you think, oh. That's another way to look at life.

Well, I can say

Nancy: for, for, without a doubt with my mom. Mm-hmm. Um, is to live with a grateful heart. Mm. She has always just expressed gratitude and joy for everything in her life and, Um, [00:28:00] she would think that she's nothing special and that, you know, she's lived a simple life, if you will, but she has made such an impact, not only on our family, but it's amazing.

Like my friends, um, everybody asks about her all the time. Oh, because she's always just truly been grateful for what she has and just lived a joyful. Life. That's great. Sim simple, but you know good. Yeah. And I think from Craig, I've learned he's such a great little helper. He always wants to help, but I've just learned that we can just love so deeply and he and I, when he came to live with us, we didn't really even.

Know each other. Mm-hmm. And that, of course was a little overwhelming and scary, but, um, we just kind of trusted each other and went down [00:29:00] this road together. And the love, love just led everything that we did. Mm-hmm. All the decisions that we made. Even when I was afraid for, to have a con. We've had some, we've had some really hard conversations over a lot of the truths.

Sure. And every time love just like opened up and led the conversation. Yeah. And I didn't have to worry about like what to say. That's great.

Wes: So that's great. That's a great lesson. Um, we're getting close to, to our time and there's, uh, a quote from Debbie, uh, about always looking for creative ways to teach, but then also I think Pam mentioned Coatson.

Mm-hmm. And so maybe we can end on that note, just what is Coatson for people haven't heard and what, what does it mean to you more than just kind of, what is it? Yeah.

Nancy: So I guess it's still that love of learning. So in Coatson, it's a chance, I'm a Coatson fellow and it's the, I'm gonna get it wrong right now as I'm under the pressure, but it's [00:30:00] basically an amazing program.

Yeah. That pours into teachers. Yes. And makes them the best teachers they can be. And we're lifelong learners. And, um, so I've just been really grateful for the last three years to be on a journey as a Coates and fellow. Yeah. So I've continued to learn and grow and focus not only on my craft. Um, this last year we've taken a really big, deep dive into social emotional learning.

Mm-hmm. Um, and that's been really exciting. And then what was the other part of, you said the, uh, also

Wes: creative ways. Oh, Debbie mentioned that you're always looking for creative ways to

Nancy: teach. Yes. I am always looking for creative ways to teach because I think that's what makes it interesting and engages.

The students and makes the connections, and I don't know if I should say, well, I'm gonna say it. I was very blessed, my very first principal, my very first year of teaching, shared with me that I didn't have to follow the textbook if [00:31:00] I had a better and more creative way. To teach the standard. So that was really a huge gift.

Yeah. Your very first year of teaching to be able to told, be able, told, and almost that your principal says, I completely trust you. You do what you think is best. Mm-hmm. And if you can do it better than the pages of that book, get creative and do it. And so I kind of just always embraced that philosophy of how can we make this the most interesting and have the kids.

Engaged and enjoy it. That's

Wes: great. I love it. Speaking of, um, looking for ways to engage students, Sherwood Forest, oh, we l Yeah. Tell us what is that, just as we wrap up here, what is Sherwood

Nancy: Forest? Sherwood Forest is our new outdoor learning area. It's a. Beautiful green space with a stage and the trees that have been there for who knows how long.

Obviously we're about to celebrate our hundred and 50th [00:32:00] anniversary of Orangethorpe School. Um, not in that exact location, but those trees have been there a long time and it's just a great. Peaceful outdoor space to take the class out. We were out there the other day doing during our writer's workshop time.

Yeah. Um, just spread out. Yeah. Being in nature and enjoying it, it's right next to our garden, so we get to walk through our garden. Yeah. Um, that we have on our way out there. That's awesome. So it's just an extension of the classroom. Yeah. But outdoors and

Wes: facilities, uh, the district facilities team put like benches around the tree.

Mm-hmm. So you can. Sit there

Nancy: and there's tables, there's benches. That's awesome. We usually bring out our wagon with some blankets and yoga mats too. And again, giving the children Yeah. The freedom to choose choice, where they wanna work and how they wanna work. Yeah. You know, so it's a great space. Yeah.

Wes: That's awesome. Well, that's, that's it for now. That's been, yay. So good to hear about all the different ways you're being creative in the classroom and just looking [00:33:00] for ways to. Like keep learning yourself. I think that's the theme I can extract is there's no way to do this if you're not ready to keep learning yourself.

Nancy: Absolutely. That's great. And academically and And life. Life in general. Yes, exactly. That's right. All right. Thanks Nancy. Thank you.

Wes: This has been the Teacher Interview podcast. Thank you for joining us.