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00:00:02 

[Sarah Hillyard] 

There's lots of people joining us today, which is wonderful. And so I've been following the sessions in the Global Teachers Festival. Today is the last day and I've noticed that there is this common thread throughout which is connected with student engagement and well being, whether it was about AI or digital learning or play agency, UDL inclusion, and of course Pilar's session that you've just been watching about the effective filter. And I found that there was so much there about creating environments that are supportive and engaging and environments that help children to feel safe and valued. So I think we're all on the same boat and we're going to continue on that line today, but we're going to look especially at supporting the quiet learner. 

So this is me as a child. I used to be on the quiet side, believe it or not. As a child, I loved art. I would sit there painting, look at that masterpiece. I loved reading. 

00:01:21 

I. I loved writing. Creative writing was my favorite, writing stories and poems. And I really just preferred not to engage too much in class. I preferred not to be asked the answer to a question, not because I didn't know the answer, but just because, you know, I felt comfortable just listening more than speaking out loud. My mum used to say that I lived in my little bubble and that was where I was comfortable. 

So this topic also resonates with me. And when I think about that five year old me, it also comes to me as a mother now. My daughter Neela, who is now eight, just last year she came back from school one day and said, mom, I've got something to tell you. And I went, yes, what? What is it? 

00:02:17 

I raised my hand in class today. 

Wow, Mila, did you really do that? Also, what was the teacher's question? What were you discussing? And she said, the teacher asked what we needed to make a cake. Great. 

So what did you answer when you raised your hand and she said eggs. So it only took her eight years to raise her hand and say eggs. She was so proud of herself. So proud of herself. And that was the first time she had felt comfortable to raise her hand and answer the question. 

So yes, bless her. So sweet. And it was a great moment for her. For her it was a milestone. And as from then, she started answering more and more questions in class and feeling like she could do that. 

00:03:11 

But it took her that step. Does it resonate with anybody here? Does it resonate with you, either yourself or your children or I'm sure some quieter students in your classrooms? Yes, definitely. Absolutely, yes. 

So what I would like you to do right now. And I'm sure you've been thinking about this a lot over the two weeks of the Global Teachers Festival and in Pilar's session, but could you please think of one learner quietly sitting in your classroom or think about yourself or your children and help me make a quiet learner mind map? Could you tell me in the chat box what are some reasons for a child to be quiet in class? 

Bindi says, I was shy and never raised my hand, but I have become more confident as an adult. Yes, same same here. Thinking fear of failure. Shy isn't confident. Quiet and shy. 

00:04:22 

Bullying upbringing. Afraid of making mistakes. Lack of confidence. Anxiety. An introvert, Confidence issues. 

Worried. Lovely stuff. Yes. Insecure. Okay. 

Wow. Lots and lots of reasons. And yes, I think you're saying all the reasons that I've also got on my screen and maybe even some more that I hadn't thought of. And I think we can see here that not all quiet is the same. We see the same behavior, which is being quiet, but with very different reasons. 

And each reason requires different pedagogical responses, which is a huge challenge. But today I'm going to narrow it down and we're going to be thinking about children who are quiet because something inside them is saying, this doesn't feel safe. It doesn't feel safe yet it might. So I'll say shy if you want. And many of you have been saying shy. 

00:05:27 

It's not my favorite word. I don't really love the word shy because it sounds too much as a label for me. I've had, you know, about my daughter, people saying, well, she's just too shy. Yeah. But no, because at home she sings her lungs out and she dances like a K pop star. 

So she can be shy sometimes, but not always. So it's contextual many times. And it was for me as well when I was younger. So I don't really want to use the word shy or introverted. But just so that you all know what I'm going to be focusing on today, it is that child who finds speaking uncomfortable. 

00:06:11 

Being in the spotlight isn't their favorite place to be. Sometimes they freeze, they look down, they avoid eye contact, and that's sometimes how their nervous system is wired. Sometimes it's a stress mechanism, stress response. Sometimes it's temperament, personality, not just not feeling safe enough. So I'm going to ask you a question, please, in the chat box, just say yes or no. 

Nothing else, just yes or no. And we'll think of ideas and reasons later. But do you Think this type of quiet that I'm talking about always means bad. Is this type of quiet always negative? Is it a weakness to be quiet? 

Just say yes or no for now. Thank you, lots of you. All of you, I think, saying no. I've been reading a book called Quiet the Power of Introverts in a World that Can't Stop Talking. 

00:07:21 

Get your hands on it, if you can. Recommended reading. What Susan Cain explores in her book is something called the extrovert ideal. It's about a cultural belief that equates success with being outgoing, expressive, fast to respond, comfortable speaking in public. The extrovert ideal is based on the belief that loud means confident, that fast means competent, that speaking is thinking. 

If you're not speaking, it means you're not really processing or thinking. Group work is seen as that moment in which you can express yourself and you can show that learning is happening. If you are not good at group work and you're too individualistic, you're probably not actually processing. So that speaking is the only way to show engagement and process thinking, believing that thinking happens only out loud and not within. And so silence is actually being misunderstood. 

00:08:32 

So Kane talks about schools as extremely massively extroverted spaces where there's constant noise and interaction and stimulation. And it's not only school, it's kids TV programs with extrovert protagonists and the outside world with power personalities. So quiet children don't really match this dominant model. And so it makes us start to think of quiet as something negative or a problem or even a weakness. But as you well said, they're not a problem. 

Let's start there. They don't need fixing, and they shouldn't have to conform to this extrovert ideal. So let's explore this further. 

Yes. Billar in the chat box is saying she thinks it's the other way around. People who don't speak much learn much more about their environment. And that is exactly what we're going to be testing this now, Pilar. So thank you for that. 

A little test that I want to do with you. And for this, I'm going to invite someone very special into the room, someone who we don't often welcome, someone we usually try to avoid. So I'd like to invite Mr. Silence. Hello, Mr. 

00:09:59 

Silence. When Mr. Silence is in the room, we are quiet. And what we're going to do is we're going to sit quietly for 10 seconds, and I want you to notice what happens. What can you hear, what can you see, what can you feel? 

That maybe you weren't noticing before 10 seconds, starting now. 

Okay. I'll take you out of the misery, your misery. And I'm going to say bye bye to Mr. Silence. Goodbye, Mr. 

Silence. Thank you for coming. That was a lovely, lovely visitor. Could you tell me in the chat box, what was there that wasn't there before when you were being louder traffic in the street. I feel blue. 

00:11:07 

Oh, go I. It depends what you connect blue with. I suppose it could be a nice feeling. The electrical appliances, the fountain and water running. 

Peaceful Mr. Silence. Mariana says blue like peaceful Mr. Silence. Okay. 

So lovely. Yes. You started noticing certain things. Some of you are calm, relaxed, some of you feel tired. I asked, I did this test with my son, 12 year old, and he said bored. 

That's what he felt, bored. He probably wanted to go back to his. His screens or something. But yes, it's a lovely activity to do in your classrooms and you can do. There are lovely descriptions in the chat box. 

And so now that you've experienced quiet for a few seconds, it can also. Some of you said you felt calm or, or relaxed, but it can also feel a little uncomfortable. And it's a nice activity to do to enjoy the peace and quiet. Many times in this rushed world, we're not allowing that space to exist. And we're sometimes pushing and rushing and not paying attention to the real world. 

00:12:25 

So I'd like to read a poem from the point of view of a quiet person. So please just listen. The quiet child. I am the person who listens as people around me all talk when everyone else is running. I notice each thing while I walk. 

I'll be the voice that questions the accepted answers they gave. I am the leaf that trembles while all the other leaves wave. As I have doubted the wind and sensed that something is wrong, I am the one that's uncertain. This is what makes me so strong. So what I love about that poem is that it shows how quiet can actually be strong. 

And the speaker is not apologizing for being quiet. This voice is not trying to be louder. It's showing the strength of quiet. And they're not. We're not saying, don't worry, you'll grow out of it soon or never mind, one day you will be brave. 

00:13:27 

It simply says, this is how some people are. And some people are finding great things in being quiet. So if you look at the word listen next to the poem, if you mix the letters of the word listen around, can you tell me in the chat box, can you discover another word using all the letters in listen? Silent. There you go. 

Silent and listen. And someone said before, in the chat box, I spotted someone saying, deep thinking and good listening skills. Excellent. And it may be a moment when we should stop treating shyness or quiet as a problem and start asking questions like, what does this. This child need? 

00:14:16 

What can help them feel safe? What are those conditions that I can create in a learning space? What helps them open up and what doesn't in their own time? And it makes me think that maybe we need to let the classroom be a little more like the quiet child sometimes, instead of always asking the quiet child to become louder. So the poem, plus your thoughts about this, helped us to see the good side of quiet, didn't it? 

And you said, what's on this slide yourselves? It's, of course, a generalization. But quiet children often bring deep focus. Rehearse internally, think intensely, try to process properly. They think before they speak. 

They don't want to fill space, but instead speak when it really matters to them. They wait for that good moment to speak. Speak and don't push. In many times, they notice things that others miss using their senses and their whole body. They observe. 

00:15:18 

They see colors in nature. They listen to birds, the noises around them. Quiet people are usually very good, active listeners. They don't just hear words, but they're processing it and decoding meaning properly from what they're listening to. And many show strong empathy and emotional awareness towards others, even nature and animals. 

Other people, no matter how small, they will be very empathetic in most cases. They have a deep sensibility, as Simonette is saying. Yes, they can be very sensitive and feel deeply, and I see that in my daughter a lot as well. So, of course, I'm not saying that being confident and outgoing are bad qualities, but I'm just saying that good listening and noticing and empathy are just as necessary in this world. So the aim isn't to turn quiet children into louder children. 

00:16:12 

The aim is to create classrooms where quiet children can still be seen and valued and acknowledged. And we don't want to fix them. They're not broken. We want to show them their gifts and their talents. So if we look into, again, Susan Cain's book, she talks about quiet people, famous quiet people. 

So could you tell me in the chat box who these people are, if you can recognize them? Apparently these on the screen were considered shy or introverts. Yes, we've got Albert Einstein's. Apparently his quiet moments in life was what stimulated his creative mind. Rosa Parks. 

Yes, a woman who refused to give up her seat on a segregated bus. And she didn't shout, she didn't argue loudly. She was just being soft spoken as she was. And it didn't stop her from protesting in her own way quietly. Van Gogh, apparently, with his sunflowers and his starry night, he knew how to tune into his inner world, like many artists do. 

00:17:20 

So Susan Cain writes about these quiet minds that often become the world's deepest thinkers and creators and observers and artists. So being loud doesn't make you right or doesn't make you great. And instead, leaders can be those who listen and reflect and take time to process. And she asks this big question, which is, how many Einsteins, Van Gogh and Rosa Parks are sitting quietly in your classrooms waiting for conditions to allow them to emerge? So let's have a look at how we actually do this. 

How do we actually support the quiet learner? And I think this has to happen in three ways. So. 

And I've got six examples for you to take into the classroom. So I think that there are three ways that we need to do this. 

On the one hand, we need to respect the quiet learner. We do not want to push them. Remember that we're not trying to fix them or change them. So we respect who they are and let them be who they are. First, and we value their strengths. 

00:18:23 

Second, supporting the quiet learner to be able to try new things, go elsewhere, understand their processing time. Though understanding their pace and remembering that fast does not equal good. Sometimes they require more time, more safe environments, or being more prepared for things. So we're going to support them to be able to try new things. If they're okay to do that. 

Yes, Nino. Asking for their opinion, asking if they are okay with doing this or not, and communicating them. Nana with them. Yes, Nana. And the thirdly, we respect the quiet learner.  

We support them to help them to try new things. And also we encourage quiet and we can invite quiet into the classroom so that all learners can develop new traits. Maybe those louder ones need to learn to be quiet sometimes too. So by encouraging quiet, we send the message that quiet isn't bad. So I think there's different ways that we could do this.  

00:19:26 

And I'm going to start with these practical ideas for language learning. In particular, a very useful tool is choice choice boards. And I was watching the Global Teachers Festival yesterday and the udl, the speaker that was presenting UDL was talking about choice boards as well. And so this is about learner agency. Do children have agency over how they participate? 

This is one way that we respect quiet learners and we also respect louder learners. Because it will give choice for everyone. This is a vocabulary choice board. Children can even whisper the words instead of having to do a big performance. For example, they can wrap the words if they want to, but they can also draw them so they're still processing what these words mean. 

And every task is equally valid. Some are louder, some are quieter, but all show learning. Maybe another moment you will want a pronunciation choice board. And then they will have to use the words out loud, but in different ways. 

00:20:26 

Again, it could be a grammar choice board or story response choice board. But you have to be very creative as a teacher to come up with all these ideas. Some teachers use Bloom's taxonomy to think of the different options. So maybe they have one option for remember, one for understand, one for apply, analyze, evaluate and create. And it's interesting to see what students choose from Bloom's taxonomy. 

Some teachers use a choice board as a tic tac toe board or knots and crosses. So by the end of the week or the month, they have to have completed three of those diagonally or as in a row or in a column. And it will help them in a way to choose very wisely the ones that they feel more comfortable with. But at the same time, they may have a little challenge because it's going to have to be naughts and crosses. So it gives them a tiny little challenge. 

00:21:23 

You can also, of course, reduce options to three. It doesn't always have to be a huge choice board, but offering choices, sometimes they just need to feel safe, but they can still engage with the language in a respectful classroom. We know that everyone is good at something, and we celebrate that we don't all need to be good at the same things. It wouldn't be realistic and it would be very boring if we were all good at everything. So we want to respect that. 

Children have different strengths, and it's really powerful to give them the chance to take on a responsibility. What kinds of roles do you use in your classrooms? What roles do you give your students? It ensures that they can contribute in their own way, focusing on their preferences, focusing on their talents. Does anyone use roles? 

00:22:11 

Yeah. As you think and write in the chat box, I'm going to tell you a little anecdote about my. My daughter. When she started school here in London, they were making a class book. And it was the first few days at school here in London, and my daughter hadn't learned to read or write in English in her previous school in Argentina. 

So they were writing this class book. And Mila is an amazing artist, so she was chosen as the book illustrator. So she was involved in the process of creating the book, the story, the plot and everything. But at the moment of writing it, she was going to be the illustrator. And she was so proud of herself and everyone was so proud of having her as the illustrator of the book. 

Once the year progressed, and she progressed with the year, she became an amazing writer as well. And her last book, last year, was written and illustrated by her. So she was taking on the artist role. That was her talent. But they didn't give up on her. 

00:23:18 

She wasn't the illustrator forever. She was also given the chance to be the writer as well. So I think that is a really important thing to do. We respect them, but we also try and support them to try something different if they feel ready for it. Okay, so we've got some lovely roles in the chat box. 

Actor or actress or the singer or the teacher helper. The book collector. Yes. The board assistant, noise manager. The checker. 

Yes. And everybody is praiseworthy. Praiseworthy. Everyone should be praised for something and shown their strengths. So how do we support the quiet learner from respecting them to be quiet when they want to be quiet and giving them choice and options? 

00:24:09 

If we're going to be honest and realistic, we can't always be giving choices and always letting them be quiet. Sometimes at some point we need to make sure they can speak the language and they need to be able to practice and participate. So you cannot really be giving them options all the time, drawing or whispering. So you also want them to be able to speak up sometimes. But to do that, you're going to respect that Sometimes they need more time. 

They want to process. We know that quiet children process things internally and want to think before they speak. And I know that as a teacher, it feels uncomfortable to be at the front of the class and ask a question and not get an answer and get blank faces from the students. But. And you want. 

00:24:55 

You just want a straightforward, quick, correct answer. But remember that they need think time or wait time. And here's a really quick tip from Share with Friends Teachers book Share with Friends is a very inclusive course and we get tips like everyone takes in information differently and at different speeds. So when you ask a classic question, pause. So how do you do this? 

When you pause, you feel uncomfortable. So, so that you don't feel so uncomfortable, what you want to do is you want to get into the habit of counting to five at first count to five in your head. Students don't know you're doing it, but you're giving them time to think. When you get to 5, maybe you can start trying 10 seconds as well and maybe have them think a bit deeper. And that gives everybody a chance to process and think and maybe, maybe if they're ready for it, Speak. 

00:25:48 

Laura Broadbent in her Global Teachers Festival session said, silence is your secret weapon. And she suggested slowing down and stopping that instinct to rush. And she proposes a no instant answer rule. So that is similar to this, isn't it? And no instant answer rule. 

You can also support these quieter students in, in ways that allow them to go step by step smoothly towards a little bit more of confidence. So you could use something like Think Pair share a Harvard's Project Zero thinking routine. Does anyone use any of these thinking routines in their classrooms? You're gradually allowing for more participation as the children settle and feel more at ease. So not just suddenly put you on the spotlight or throw you in the deep end and. 

00:26:41 

But confidence is being built gradually, step by step, taking baby steps and safety that lowers the effective filter. So what you do is you say, everybody think go. So you count a few seconds for them to think. It's an individual task. Very safe space. 

No judgment, no exposure. Pair go Learners parrot for a few minutes. This is a good moment to rehearse language, to test ideas, to check if others agree with your ideas or not. Maybe change your ideas or borrow language or ideas from someone else in a safer space. And then share go. 

And that's when we come together as a group. After you've processed in your mind and after you've processed with your partner, you can even ask them to share what their partner said. And that gives them that distance to be able to say things without the fear of making mistakes because it wasn't them that said it, it was their partner. And that sometimes helps very, very much too. Yes. 

00:27:46 

So lots of you do use Think Pair share kind of routines. And I want to show you this example from Share it with Share Share with Friends. And I love this because it's, it's a project. And on the surface it just looks like a simple project, but pedagogically it's very clever because it goes baby steps like this. Yes. 

Like an orchestra. JM yes. So what do you think the icons on that project mean? Notice number one, the icon for each exercise. Number one has two children in the icon. 

Exercise two shows a group of children and exercise three shows children with an adult. So what do you think those icons mean? 

Yes. Perfect. That's what it is. It's the same kind of idea from the, the visual thinking routine. They're called safety nets. 

00:28:44 

We're giving them safety nets to feel better, to share as a group. Pairs, group class. Exactly. That is exactly it. Another way of supporting quieter learners is making some magic to get them to speak a bit more. 

But it's magic. It's, it's speaking more in a, in a safe place. And we can do this through props. We call these talking points or talking pieces. And I'm going to tell you about a little research that was done that has been named the Batman effect. 

The Batman effect research showed that young children showed stronger self control and completed tasks more confidently or difficult tasks, tasks that they found difficult. They were able to complete them better, more successfully when they pretended to be a brave character. So they had on their Batman masks or their capes or their Spider man costumes and they were doing tasks in one group with those on and another group of children who weren't wearing those costumes. And apparently the group of children that were wearing those costumes were being able to persevere much more. They were being more successful and they braver at trying things out and taking risks than the other group. 

00:30:10 

It's not me trying, it's Batman. So that little distance makes all the difference to a child. They can focus for longer and they feel more capable because they're just pretending and playing. And that's many times what can get a child to do things through play. And that's exactly what masks and, and puppets can do in class. 

So you might have little puppets for them to use. I had a little girl who wanted, she chose to be the big bad wolf in the Little Red Riding Hood with her, with her big bad wolf mask on. And she was a great big bad wolf. And she had never even said good morning. I hadn't heard a voice before. 

But when she was the big bad wolf, she was all the better to eat you with. And she was amazing. She was behind a mask, magic microphones or, or magic spoons that help you to speak up. So if you want to, you're going to sing a song or tell us a story or tell us an anecdote or whatever or even give a very simple answer to a question. Sometimes. 

00:31:17 

Oh, we can't really hear the child very well or that wasn't really accurate. So just pass me the, the microphone for a minute and you have a look at the microphone. Oh, I think it's not working very well. Let' the batteries. So you open it up, you change the batteries, you pretend to do that.  

Let's see. Is that working? You tap for a bit. Okay, one, one. Testing, testing. 

Yes, Yes. I think it's working better now. Okay, give it another try. Here you go. So the child tries again. 

You're giving them the chance to try again through a microphone. The microphone is kind of personified, so it feels like it's not the child speaking, it's the microphone who is either being too quiet or not very accurate. Try it again without saying wrong or speak up. You're giving them the chance to try again. So those playful ways are really, really useful. 

00:32:08 

Encouraging silence. So this is my third tip, bringing silence into the classroom. Okay, for this exercise, we're going to use our ninja voices. And ninja voices are great because they're very powerful because ninjas use them. Of course they're going to be powerful voices, even though they're quiet voices. 

Or making doubting language part of the language you teach and using that language yourself like I pass or I think or I'm not sure, because that helps those children who are a bit more unsure about what they're going to be saying or don't want to take the risk of making a mistake. And they can say, well, I'm not sure, but I think this or that. And inviting Mr. Silence into the classroom like we did before, showing that silence is good and noticing what you can hear and stop rushing and use it as a multisensory teaching technique, playing some music or sound effects and really listen and get into a slower pace sometimes and listen and observe and try to be more receptive to life and let your classrooms value silence. 

00:33:15 

So this all comes down to providing these safety nets. Communication has many different forms. Not only speaking and presenting. Give different options and choice. I think that we can do this through these three different ways, which are respecting, first of all, respect who they are and what they need from you, to supporting them to be able to have more think time or wait time, or giving them talking pieces to gradually grow in confidence a little bit. 

And also inviting silence into the classroom and understanding that growing confidence is where you want to go, not by force, slowly, evenly. And it's going to be different for every child, but we also want them to feel seen and respected and allow their own pace. So I would love to know how you are going to support your quiet learners. If there was anything that you're taking away that you would like to try in your classrooms, and if there's anything else that you would like to share for the rest to support the quiet learners in your classrooms, could you let me know in the chat? Box. 

00:34:22 

Yes. Lovely. The microphone idea, the ninja voice. The masks. The microphone. 

Okay, so you're loving the talking pieces. That's great to know. Safety nets and masks. Yes. It really does help children to step away from and have that distance, to feel like they can do more then they can do, and they usually can do more, but they're not letting themselves sometimes, or there's something that's not letting them do it. 

Yeah. And encouraging silence. So, just to end my session today, I would like to read a few words from Susan Cain's book that I have selected. The secret of life is to put yourself in the right lighting. For some, it's a Broadway spotlight, for others, a lamplight desk. 

00:35:14 

If your children are quiet, help them make peace with new situations and new people, but otherwise let them be themselves. So the next time you see a person with a composed face and a soft voice, remember that inside her mind she might be solving an equation, composing a sonnet, designing a hat. She might, but is be deploying the powers of quiet. Quiet can be powerful. Thank you very much, everybody. 

Thank you for your attention, your participation and sharing. Thank you. 

[Will Rixon] 

Cheers, Sarah. Thank you very much. 

[Sarah Hillyard] 

Thanks. Will

[Will Rixon] 

I let that. I'll let that all happen for a minute.  

[Sarah Hillyard] 

Oh, I love it. There's so many people here. It goes so fast.  

[Will Rixon] 

Great.

[Sarah Hillyard] 

Thank you, everyone. Loving Mr. Simon. 

00:36:20 

[Will Rixon] 

Yeah, yeah, yeah. I need to practice that myself a bit, Sarah, to be honest. 

[Sara Hillyard] 

Yeah, not very good. You're on the talkative side, Will. 

[Will Rixon] 

Afraid so. 

[Sarah Hillyard] 

You're the loud one. 

[Will Rixon] 

Okay, we've got one really good question, actually. Probably a really common issue. So Leslie Sedeno asked, what do you advise for very quiet students when the speaking skill is part of evaluation scheme or evidence, if it's needed, any assessment strategies anyway, to sort of get them to speak when they kind of. You need to do this, you've got to speak. 

[Sarah Hillyard] 

Yeah, yeah, I think, yeah, we need to be. 

Be realistic and we need to be honest and it's all good with thinking. We need to respect them and value them as they are and let them be. But at the same time, there are certain things that we need to get done and yes, evaluation is going to be part of that. So I think it's important to respect them, but also this support that you can give so that they can try these new things and try to start feeling more confident in situations that they'll have to be put in one way or another. So, yes, I think it's really. 

00:37:36 

It's. It's focusing on that child at the beginning of the year notice who is that quiet child? And start from there and start noticing what they're interested in and, and what their talents are. And I think that's the way that they will start feeling comfortable in your classrooms. And if their interests are there and. 

And they can see that you're respecting their talents, then they'll start opening up a bit more. And I think that's when speaking will start to happen, but slowly. And you probably got till kind of quite some time for the. For the speaking tests. So I think you really need to gradually do that with them. 

[Will Rixon] 

Okay. In terms of finding their talent, have you heard, you know Ken Robinson? I think your mum loves Ken Robinson. 

[Sarah Hillyard] 

Yes.

[Will Rixon] 

He's got a book called the Element, doesn't he?

Which sort of guides you to help students and children find there. Yeah, find it. Find out how they get into their element. 

[Sarah Hillayrd] 

Yes. 

00:38:33 

[Will Rixon] 

Useful book as well.

[Sarah Hillyard] 

Yes, absolutely, absolutely. So it's got a lot to do with. Yeah, finding their element, finding who they are and, and what. What their motivation is. And I think once a teacher understands a child's motivation, that's when you'll be able to get to them easier, I think. 

[Will Rixon] 

Yeah, yeah, yeah. So we've got two questions that kind of link. So one's talking about how to get your teenage science students and then your adult silent students. Is that something you'd like to touch on or sort of? 

[Sarah Hillyard] 

Well, I'm not an expert on teaching teenagers or adults, so it's not really my area. 

But I think there are going to be different psychological things that you need to be thinking about there. And I think, you know, the, the natural curiosity of children is going to be different to that of a teenager or an adult. So I think it's going to be quite different. I can imagine it would be, yeah. Very different with a teenager or an adult. 

00:39:52 

I don't think we can hear you, Will. 

[Will Rixon] 

Sorry. That's because I've got a little rascal screaming to get into my room right now.  

[Sarah Hillyard] 

Oh, no, I don't really want to  

[Will Rixon] 

bring her up because there's so many people. 

I don't really want her on the Internet. I don't. We don't put her on the Internet. But she's there and she's determined. Not right now, sweetie.

I'll see you in a minute. So thank you, Sarah, I'm gonna let you go now. You've got another session. Awesome job as always. Great to see you.

[Sarah Hillyard] 

Thank you. Thank you very much, Will. Thank you, everybody. Lovely to be here again. See you soon. Bye. Bye. For now.