Author: communications

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a lesson that can bug some students while others are literally eating it up.

On this episode of the Supercast, we head to Mountain Creek Middle School, where we find social studies teacher Kristina Meng bringing some creepy, crawly creatures into the classroom. It's for a lesson on how bugs are considered a culinary delight in some cultures around the world. Join us for a classroom taste test like no other and a lesson students won't soon forget.

We’re here at Mountain Creek Middle School with Ms. Meng, we're about to talk with her geography class. What are we in for today?

Kristina Meng:
So today we're talking about cultural relativism, how different cultures place different values on things. Just because different cultures all do things differently and if you're judging a culture, you have to judge it like off of what's normal for them, not what's normal for us. So sort of our case study, our example is eating bugs because here in the US, that's seen as like disgusting, gross, dirty, awful. But in a lot of the world, bugs are a viable food source.

Anthony Godfrey:
A great source of protein, as you say.

Kristina Meng:
Yeah. And it's also going to bring in cultural diffusion, spreading cultures around the world, looking at like global sustainability, how a lot of people in like sustainability efforts are trying to use more bug protein instead of like other livestock and things. So we're going to be, you know, introducing all those concepts to the students today, and then at the end, they get to try bugs.

Anthony Godfrey:
Okay. And have you done this with other classes previously?

Kristina Meng:
I have, yeah.

Anthony Godfrey:
What is the general reaction when students try bugs? How does that normally go?

Kristina Meng:
Well, it starts out, I have them take a poll, like, have you…? I don't tell them that they're going to have a chance at the end yet. I just say, “Have you ever eaten bugs before? Like would you ever?” And they're like, “Oh, no, disgusting, awful.” Some of them are like, “I don't know, it doesn't sound that bad.” But then we get to the end, like, “Well, you know, would you?” And I pull them out and they're like, “Oh, I don't know.”

Anthony Godfrey:
So now they’re faced with a real choice instead of just a hypothetical one.

Kristina Meng:
Yeah. Instead of hypothetically.

Anthony Godfrey:
Yeah.

Kristina Meng:
And there's some of them who just totally refuse to try. Some of them who try reluctantly and then hate it and regret everything that brought them there.

Anthony Godfrey:
They question all their life choices at this point.

Kristina Meng:
Yeah. And then there's a lot of them who are like, whoa, that's so cool. They're like, “That's way better than I thought it would be. Can I have another one?” We've got different flavors of crickets. So some of them ask to try like every flavor. So yeah. And there's ants too.

Anthony Godfrey:
Is there a particular seasoning that pairs better with bugs than others?

Kristina Meng:
I think that no seasoning pairs well with crickets. In my opinion, crickets are always bad.

Anthony Godfrey:
I did hear that ants are one of the options as well. Or is that not the case?

Kristina Meng:
So I tried them last–the ants are in the options. Yes. I tried them last year and I was really reluctant because they looked like ants.

Anthony Godfrey:
Too ant like.

Kristina Meng:
Except they are–Ants are naturally citrus-flavored. They have like they've got like–

Anthony Godfrey:
Wait a minute. They're naturally citrus-flavored?

Kristina Meng:
Yeah. It's like some acid that they have in their bodies. So they taste sort of like lemon zest. If you just like close your eyes and imagine that you're eating lemon zest, it's a lot more bearable.

Anthony Godfrey:
So in other words, you really do have certain spices that might pair better with certain insects based on their inherent flavor.

Kristina Meng:
True. Yeah. Yeah. I've seen ants in like–not restaurants that I've been to, but I've seen pictures online of ants used as like garnish in fancy sushi places.

Anthony Godfrey:
Wow. Yeah. I have not been to a place that fancy. I don't think. So it's interesting this point about cultural relativism and realizing that something is not inherently gross or bad or strange just because it's something that isn't common to you.

Kristina Meng:
Yeah.

Anthony Godfrey:
It's interesting. I went to a training once for International Baccalaureate. To get us in that international sort of mindset the question was, what do you think kids eat most often? So what do you think the answers were initially?

Kristina Meng:
Chicken nuggets.

Anthony Godfrey:
Chicken nuggets, hot dogs, McDonald's, whatever. What is the actual answer? Rice. Because it's kids throughout the world that they were referring to. But what we do is we automatically think about the children in our own lives, when we were a child. So I think this is an extension of that kind of concept that there are things that other cultures do that would not occur to us, but that are a part of a sustainable, healthy, meaningful lifestyle.

Kristina Meng:
Yeah. And it's interesting. One of the other geography teachers, she did this lesson earlier this week here, and she brought home some extra crickets to her four and two-year-old daughters.

Anthony Godfrey:
Yeah.

Kristina Meng:
And she said they loved them. They were like getting all the legs to finish them. So without that, I guess, inhibition of being told, like, “That's gross. That's awful.” Like, they really enjoyed it.

Anthony Godfrey:
So the trick is to try to get crickets on the plate of children early.

Kristina Meng:
Yeah. That's how you trick them.

Anthony Godfrey:
I think there are some people who may be listening thinking, ‘I can't get my child to eat anything that's green, much less a cricket.’ So, you know, it's worth trying. Those listening out there, get a cricket in front of that four-year-old.

Kristina Meng:
See what happens.

Anthony Godfrey:
See if we can get some sustainable protein in front of them. See if they like it. Do you eat crickets or ants every time?

Kristina Meng:
I do. Yep. I have to, you know–

Anthony Godfrey:
And have you developed a taste for a favorite?

Kristina Meng:
Absolutely not. I think they are terrible every time.

Anthony Godfrey:
Which is okay.

Kristina Meng:
Which is okay. Although I will say I don't like just whole crickets, but I have tried cricket powder ground up in pancakes. You can't even taste it. It's like a normal pancake. It's delicious.

Anthony Godfrey:
I have heard that there's kind of a meal or a flour or something you can create.

Kristina Meng:
You know, whole bugs may not be for everyone, but it's surprising how many options there are out there that are bugs, but not in a way you may recognize.

Anthony Godfrey:
Can I ask you what your bug source is? Where do you get these bugs?

Kristina Meng:
Amazon.

Anthony Godfrey:
Amazon, ok.

Kristina Meng:
Which we have to search very carefully. Our incredible secretary orders them for us. And when you first search like dried crickets, it's all like snake food that you see. And so you have to search human food crickets nd then you find good stuff. It comes in all sorts of flavors. There's barbecue, there's chili lime, there's dill pickle. So there's a variety.

Anthony Godfrey:
Okay. Well, so those listening can hop on Amazon and get two-day shipping and have crickets brought to their door.

Kristina Meng:
Just make sure they search for human food crickets.

Anthony Godfrey:
Okay. I think that's an important point.

Kristina Meng:
Yeah.

Anthony Godfrey:
What are some of the student takeaways you're hoping for?

Kristina Meng:
So one of the big things I hope is I think it is a very memorable way to learn about cultural relativism and how different cultures place value on things. But also I think one of them is just broadening student's horizons and realizing the way that they've been told their whole life of this is how things are.

Anthony Godfrey:
Right.

Kristina Meng:
Realizing that that's like the world is a bigger place than just our experiences. And hopefully like across all of geography, hopefully one of the big things they're learning is how big the world is and that it doesn't have to be scary. That just because something is different doesn't mean you have to be afraid of it.

Anthony Godfrey:
The world is big. The world is different. And it doesn't have to be scary because of that. I love that. That's a great message. And actually, I think that's going to apply to the person sitting next to them too. Like this person next to me may value some different things. And I may be a little more comfortable with that than I was before I ate an ant.

Kristina Meng:
Yeah. And like we've got students from a lot of different cultures. So it's possible that like there are students at this school who have come from countries where it's normal to eat bugs.

Anthony Godfrey:
Right.

Kristina Meng:
And to have I guess students can start to realize like that they can accept that other people are different. Not just that like people in other parts of the world are different and that's okay. But like people here are different too. Like you were saying like you know even with this person sitting right next to me no two students have had the same life experiences to bring them here and just starting to open up that worldview and like it's okay that you're different. You can be different and still accept each other.

Anthony Godfrey:
I'm sure as a teacher of geography it's very rewarding for you to experience this to see this happen with students that their world gets larger because of you.

Kristina Meng:
Yeah absolutely. It's definitely one of the most gratifying things. Sometimes I even have students who will be like “Oh, I went on vacation to this place and I thought about this thing that you taught us” and I love that because I love that geography is just, it's the world. It's all around us all the time. And I love when they start making those connections.

Anthony Godfrey:
So their experience in your classroom impacts the way they view the world and the learning doesn't stop in the classroom. They're on vacation thinking about your class. That's one of the highest compliments you can have I think.

Kristina Meng:
Yeah, and hopefully you know that's the goal of like all education. That it doesn't stay in the classroom. The goal right is to prepare these students to go out in the real world. They are in the real world already and preparing them for life.

Anthony Godfrey:
Yeah. Well, I think it's fantastic. I love your enthusiasm. And I love the way that you make this learning very real. You don't forget either eating a cricket or an ant or having to choose whether to do it or not. And it says you learn about yourself, you learn about the world, and you learn that ants taste like citrus naturally. Now I'm not going to look at an ant the same way anymore.

Kristina Meng:
Now you know lemon zest in your backyard.

Anthony Godfrey:
OK perfect. Well thank you very much for taking time with us today and for providing such a unique and memorable experience for your students.

Kristina Meng:
Yeah it's been my pleasure.

Anthony Godfrey:
Stay with us. When we come back some of the students try some insects for themselves.

Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.

Kristina Meng:
So by the end of class today you guys are going to be able to define what is cultural relativism as well as giving examples of it. You're also going to be able to define cultural diffusion and explain how cultural relativism and cultural diffusion can be linked.

Just for you guys we have bugs that you can try. We ordered them off Amazon. When you first search it's all like snake food, but these are human food-grade crickets for you as well as ants. So the crickets come in multiple flavors. There's fiesta. I don't know what that is. It's just what they call it. Fiesta flavored, dill pickle, smoky barbecue, chili lime, and hot and spicy. And the ants are naturally citrus-flavored. They taste like lemon zest. Like if you like close your eyes and like don't look at what you're eating. They're like pretty good.

So, oh, and an allergy warning. If you're allergic to shellfish you may be allergic to insects. Please don't have an allergic reaction. So if you guys want to try them we've got a mega bag.

So the ants are pretty small. I've got like a spoon to scoop them out. The crickets. If you're like, I don't know, maybe. I will say Miss Anderson did this lesson earlier this week and she brought some extras home to like her two and four-year-old kids who couldn't get enough of them. They were like, "This is the best snack I've ever had". And in case you're still thinking that it sounds disgusting and no way. Here's the reviews on Amazon.

“Five stars. Delicious. These crickets are absolutely delicious. I just love the way they crunch between my teeth.” I don't think they're that crunchy for what it's worth. I don't think they're that crunchy.

“Squirmed on the first two or three but after that they were a go-to snack. Even had trouble with the kids stealing them. Also, I think as an American we are sheltered from the fact that insects are really a normal and viable food source for most of the world. Glad I broke that barrier.” So if you guys try them you can be smug like this person.

And my favorite one-star review. “One star failed to meet my gustatory expectations. This is my first time trying edible insects and so far I'm very disappointed in the taste.” So up to you. So if you want to try insects, now is your chance. Come on up. Let me know what flavor you want.

Anthony Godfrey:
Okay, so now you have a cricket in front of you. What flavor did you choose?

Oliver:
I think I got smoked barbecue.

Anthony Godfrey:
Smoked barbecue.

Oliver:
I think so.

Anthony Godfrey:
And how about for you?

Millie:
The same.

Anthony Godfrey:
The same. Smoky barbecue. Okay. And you were the first to leap up when you had the opportunity to eat a cricket.

Oliver:
Okay. Last year I was given the opportunity also by Ms. Meng after she had the lesson with Ms. Anderson. I was given the opportunity, and I held it, and I chickened out, and I regret it. That I feel weak.

Anthony Godfrey;
This is your moment.

Oliver:
This is my moment to prove myself.

Anthony Godfrey:
To take care of those regrets.

Oliver:
Yeah. I'm just gonna do it.

Anthony Godfrey:
Alright. I'm glad that I'm here to see this progress.

Oliver:
We should do it together.

Millie:
I'm terrified.

Oliver:
Oh, I hate the way it feels.

Anthony Godfrey:
Now you’re doing it with a friend. Does it not even... Let's take a look here.

Oliver:
I'm taking the wings off. I don't care.

Anthony Godfrey:
Oh, well what if the wings have all the flavor?

Millie:
They feel weird.

Oliver:
Yeah, what if?

Anthony Godfrey:
Okay.

Oliver:
I'm going full-on.

Anthony Godfrey:
You're going with the wings.

Oliver:
Um, yeah.

Anthony Godfrey:
Oh wow. There's quite a nice pattern on that.

Oliver:
Yeah, it's pretty. I feel like... Hold on. Can I go get my water really fast?

Anthony Godfrey:
I think that's a good idea. Okay. Are you gonna do it together?

Oliver:
Do you want to do it together?

Millie:
Okay. Okay.

Anthony Godfrey:
Do you want me to give you a count?

Oliver:
Let's do it. Yeah.

Anthony Godfrey:
Okay. Is it on three?

Oliver:
Yeah.

Anthony Godfrey:
When I say three, then you pop it in your mouth. Right?

Millie:
Oh, I'm shaking.

Anthony Godfrey:
Yeah. Okay. Here you go. Ready? One, two, three. Okay. You're chewing. It's in.

Oliver:
That was like... That was fine.

Anthony Godfrey:
How is it?

Millie:
It was fine.

Anthony Godfrey:
Smoky barbecue. You didn't even reach for your water right away.

Oliver:
I'm so dramatic.

Millie:
Wait.

Anthony Godfrey:
Uh oh.

Oliver:
This was a...

Anthony Godfrey:
A little bit of an aftertaste. Was there a wave?

Millie:
That's so bad.

Oliver:
Okay, I won’t lie. That was... I was being dramatic.

Anthony Godfrey:
Is it impactful? It's not as bad as you thought.

Oliver:
It tastes like... I don't know, crackers. That's what I...

Anthony Godfrey:
Crackers? Okay.

Millie:
That's disgusting.

Oliver:
It was fine. The texture isn't that bad.

Anthony Godfrey:
You’re having different reactions.

Oliver:
It's just the seeing it. Honestly. Just the knowing that it's a bug. Cause if I see a video of live bugs, uh uh.

Anthony Godfrey:
It got inside your head a little bit.

Oliver:
But now it's fine.

Millie:
It’s so gross.

Oliver:
I still don't think I would eat like, I don't know, a caterpillar. No thanks. But this is fine.

Anthony Godfrey:
I think this is– It's a big step forward. You had a regret from last year-

Oliver:
Maybe I would eat a tarantula.

Anthony Godfrey:
This is a good pattern for life. You have a regret and you correct.

Oliver:
Maybe I'll become a... like only bugs. Maybe I'll only eat bugs from now on.

Anthony Godfrey:
Only bugs. This could be the first step of a long journey.

Oliver:
Yeah. Maybe. I'll be as smug as that one review.

Anthony Godfrey:
Okay, tell me your names.

Millie:
I'm Millie.

Oliver:
I'm Oliver.

Anthony Godfrey:
And what have you learned today from this lesson and from trying the bug?

Millie:
Lots of people eat bugs, more than I thought.

Oliver:
I also learned along with this and my weakness of last year that it's... If you get it in your head and just like... It's more scary to wait than to just do it.

Anthony Godfrey:
Just dive in. Get after it.

Oliver:
Just, you know, like even that one second of, you know what? Just immediately. Take it, go, and then it's fine.

Anthony Godfrey:
So maybe the anticipation–

Oliver:
The anticipation is so much worse.

Anthony Godfrey:
–is worse than the experience itself. Now, it wasn't as tasty for you.

Millie:
It was really bad.

Anthony Godfrey:
You don't regret doing it?

Millie:
Yeah–

Oliver:
I would get more.

Millie:
–cause now I don't have to do it again.

Anthony Godfrey:
And you won't have a year of regret that has to be corrected.

Oliver:
I would happily go get more. Like a full 10.

Millie:
Go do it.

Anthony Godfrey:
If you keep addressing regrets as quickly through the rest of your life as you have today, I think you're going to be in great shape for a long time. Well, well done. I admire you both. Bravo.

Millie and Oliver:
Thank you.

Anthony Godfrey:
We've got a couple more who have chosen the cricket. Now, tell me what you have. Are these ants right here?

Student:
Yes, they're ants.

Antony Godfrey:
Okay. Are they crushed up a little bit?

Student:
I think so.

Anthony Godfrey:
So they're supposed to have a lemon zest to them is what I understand. So which are you going to try first? Are you going with the cricket or the ants?

Student:
I say the cricket.

Anthony Godfrey:
Okay, cricket first. What flavor did you choose?

Student:
Chili lime.

Anthony Godfrey:
Chili lime. Okay. I did a count for the other students. Do you want me to give you a count?

Student:
Yes.

Anthony Godfrey:
Okay. On three. When I say three, the cricket goes in. Okay. Alright, here we go. One, two, three.

Student:
It's not very good.

Anthony Godfrey:
Okay, it's not very good.

Student:
It's just, it's just weird.

Student:
It tastes fine.

Anthony Godfrey:
Is it more texture than flavor?

Student:
Yeah. Like when you first bite into it, it's super like crunchy and then it just like–

Anthony Godfrey:
Okay. All right. You're going to wash it down with some lemon zesty ant, right?

Student:
And these like aren't flavored at all.

Anthony Godfrey:
So my name is Anthony. So I kind of feel a kinship here. All right. Let's see this happen right now. Do you want another count to three?

Students:
Yeah. Yeah.

Anthony Godfrey:
Okay. One, two, three. Oh wow. She just put her palm right up to her mouth to dump all the little ant parts in.

Student:
Oh, that's even worse. Ew. Oh, the ants are not good.

Student:
They taste like nothing, but they're really crunchy.

Student:
They're really strong.

Anthony Godfrey:
Oh, for you, they taste like nothing for you they're really strong.

Student:
They taste like lemon juice.

Anthony Godfrey:
Really? So you are experiencing that lemon zest flavor.

Student:
They kind of taste like lemon.

Anthony Godfrey:
Wow.

Student:
They're just really crunchy and really tiny. So it's weird to me.

Anthony Godfrey:
Now tell me your names.

Morgan:
Morgan.

Anthony Godfrey:
Morgan.

Lila:
Lila.

Anthony Godfrey:
And Lila. Okay. So do you think you'll be eating crickets and ants again?

Student:
I would do it again.

Anthony Godfrey:
A cricket?

Student:
Yeah.

Anthony Godfrey:
Maybe less so on the ants.

Student:
Yeah, probably.

Anthony Godfrey:
All right. So what have you learned today from the lesson and from trying some insects?

Student:
Um, that eating bugs, they want to try and get it more into diets because it's better for the environment and yeah.

Anthony Godfrey:
But you're not fully on board yet.

Student:
Yeah. Well, I eat it again, but I don't think I'd eat it like every day as a diet.

Anthony Godfrey:
Okay. How about for you?

Student:
Same thing. Just like how we're trying to normalize it that people already do it daily.

Anthony Godfrey:
Yeah. Okay. Well, great. Thanks for letting me witness this moment. This was important.

Student:
Yeah.

Anthony Godfrey:
Good job. Congratulations.

Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Recently, many first grade classrooms in Jordan School District looked more like lively senior centers because students and staff were celebrating the first 100 days of the school year by dressing up as if they were 100 years old.

On this episode of the Supercast, we talk with some very impressive silver-haired students at Silver Crest Elementary School about their 100th day costumes. Find out what they say about the aging process and when someone is considered old.

We're going to start, however, with some teachers who also look aged to perfection on the 100th day of school.

I'm here with the first grade teachers here at Silver Crest. I cannot stop smiling and laughing looking at them, but looking at you guys was pretty startling as well. Did you have to dig deep for these costumes or is this just a regular Friday?

Teacher #1:
I just went over to my mother's house who’s 96 next month. I just picked from her wardrobe.

Anthony Godfrey:
What is this referred to as? Is this a house coat? What is this exactly?

Teacher:
Yeah, like a house dress.

Anthony Godfrey:
A house dress?

Teacher:
She called them a house dress. She always wore a turtleneck with it because she didn't want her neck to be seen. She had wrinkles on her neck.

Anthony Godfrey:
Oh, because she didn't want her neck to be seen. I see, because that would be a sign of old age.

Teacher:
And to keep her warm.

Anthony Godfrey:
Okay, well you wear it well.

Teacher:
Thank you.

Anthony Godfrey:
How about for the rest of you? The Golden Girls.

Teacher:
The Golden Girls look.

Teacher:
This is just fun Friday for me.

Anthony Godfrey:
Is it a particular Golden Girl or?

Teacher:
I am the Golden Girls.

Anthony Godfrey:
You embody all of them. Yes, very nice. Well, I really have to come back because some of you I haven't met and I really need to meet you in your natural state rather than in your this advanced age. How about for you guys? Where did you find your outfits?

Teacher:
I just got a collection. First grade teachers always have to have a bin of fun things. So we collect things, we dress up, lots of fun things.

Teacher:
I stole my grandma's nightgown.

Anthony Godfrey:
Does she know that you stole her nightgown?

Teacher:
Maybe.

Teacher:
I hit the DI.

Teacher:
So did I. The DI is an awesome place.

Anthony Godfrey:
The makeup, I hesitate to say this, but the makeup is a key component. It really brings out the, well, and the stockings. I can't stop looking at the stockings. The ankle stockings with the low heels and the skirt. Really, it's quite an ensemble.

Teacher:
My makeup took me back to my 80s.

Anthony Godfrey:
I also love that not only are you wearing glasses, but you have glasses on a chain around your neck. Now, the key component to this would also say, where are my glasses? I can't find my glasses.

Teacher:
Exactly. I never can.

Anthony Godfrey:
When you have two of them on your person.

Teacher:
Exactly.

Anthony Godfrey:
Clearly, pearls are also...

Teacher:
Yes. I don't know if we all know you're right.

Anthony Godfrey:
Now, the 100 days of school, I really love that you are highlighting this. Because I think we're always looking at the next day, we're always moving forward. We forget to look back at the progress that we've made. And I would guess, I've never taught first grade, but I would guess that teaching first grade, you really get to see a lot of progress from the kids over those 100 days. Can you tell me about day one in comparison with day 100?

Teacher:
They wouldn't be sitting like this on day one.

Anthony Godfrey:
Yeah, it's clear you have some very effective routines down. No question about that.

Teacher:
When they come to us, they're just really little kindergartners. They're really still kindergartners. And now they've blossomed into students, right?

Teacher:
Yeah, I was looking at their journals from first day to now. And just the growth, it's so fun. I don't think you've any other grade you can see the growth that you do in first grade. And they're reading, they're writing. It's awesome.

Teacher:
Another thing you notice is the confidence. They come in crying, they don't want to leave their moms. And now they can't wait to come into school.

Anthony Godfrey:
Yeah, and I love that. That's such a key element of what you accomplish as first grade teachers, is teaching them to be at school, giving them that confidence, that sense of efficacy like, "Hey, I belong at school. I didn't know how to do this, and now I do." Because my teacher helped me learn how to do that.

Teacher:
Yeah, it's awesome.

Anthony Godfrey:
That's wonderful. Well, I'm super impressed. I love this activity. And I really should have busted out my readers. So I'll put my readers on for the rest of the time. I'm going to go do something this weekend to feel young. I've got to, maybe I'll go clubbing this weekend. Well, you're all fabulous. Thank you so much for letting me take time with you.

Teacher:
Thank you for coming.

Teacher:
Remember, we tell parents that we will only believe half of what we hear if they promised to only believe half of what they hear.

Anthony Godfrey:
I think that's a fair bargain. I really think it is.

Teacher:
That's our motto.

Anthony Godfrey:
Believe half of what you hear. Well, you heard it here first at Silver Crest. Thank you very much for creating such a wonderful environment and for letting me take some time this morning.

Teachers:
Thank you.

Anthony Godfrey:
Stay with us. When we come back students answer the age-old question, "When is a person really old?"

Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support, we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.

Anthony Godfrey:
As first grade students are assembling here, we're looking at people in housecoats and curlers. There are a lot of canes and glasses are a key component. Oh, and there's some gray facial hair too. Lots of gray facial hair. So you guys are celebrating a hundred days of school?

Students:
Yes!

Anthony Godfrey:
By dressing up to be a hundred?

Students:
Yes!

Anthony Godfrey:
Okay, so tell me, how do you like my old man costume?

Students:
[Applaud and cheer]

Anthony Godfrey:
Is it pretty good?

Student:
That’s not a costume! That’s your actual uniform.

Anthony Godfrey:
Raise your hand if you want to tell Doug something about my old man costume. What makes it an old man costume?

Student:
It has a tie.

Anthony Godfrey:
Oh, so wearing a tie kind of makes me look like an old man. Is that right? Okay.

Student:
White hair.

Anthony Godfrey:
My white hair. Oh, my white hair. Did the spray work? Can you see the real color of my hair?

Students:
Yes.

Anthony Godfrey:
Okay, my hair didn't always used to be white. It used to be a different color. That's right. Raise your hand and somebody tell me about the oldest person that you know. Who is the oldest person you know?

Student:
Great grandpa.

Anthony Godfrey:
And how old is your great grandpa?

Student:
Ninety-four.

Anthony Godfrey:
Ninety-four. And are there some things he does that only old people do?

Student:
Watch TV.

Anthony Godfrey:
He watches TV. Does he watch a lot of TV?

Student:
He does.

Anthony Godfrey:
So what kinds of shows does he like, you know?

Student:
Old movies.

Anthony Godfrey:
Old movies. Does he ever watch Matlock? No, Matlock. Okay. All right. How about you? Who's the oldest person you know?

Student:
My dad.

Anthony Godfrey:
Your dad? And how old is your dad?

Student:
47.

Anthony Godfrey:
Does he do some things that make him seem old? What are some things that he does?

Student:
He does push-ups, I think.

Anthony Godfrey:
He does push-ups. I think that makes him seem young. Are push-ups for old people, kind of?

Student:
No.

Anthony Godfrey:
Oh, okay. All right. That's all right. You tell me, how old is old? How old does a person have to be before you think, you know, that person's old. How old? Tell me, how old?

Student:
To be like 100 years old.

Anthony Godfrey:
If they're 100, they're old? If they're younger than that, they're not old yet? Okay, that's good. That makes me feel better. Okay. How about you? How old is-- does a person have to be before they're old?

Student:
60.

Anthony Godfrey:
60. Once you're 60, you're old.

Student:
Yeah.

Anthony Godfrey:
Okay. Well, I'm not there yet. That's good. How about you? How old?

Student:
200.

Anthony Godfrey:
200? Oh, I'll never be old. I will never be old. That sounds great. What is your name?

Hudson:
Hudson.

Anthony Godfrey:
And Hudson, how did you pick out your outfit?

Hudson:
I just looked at it and it seemed like it would be for an old man, so...

Anthony Godfrey:
What about it makes it seem like old man? Is it because it's gray?

Hudson:
Yeah.

Anthony Godfrey:
And it matches the makeup that you have on. You have big, bushy, gray eyebrows and a big, bushy, gray goatee. Tell me about-- who did your makeup?

Hudson:
My grandma.

Anthony Godfrey:
Oh, your grandma did. And what did you think when you saw yourself in the mirror?

Hudson:
I thought I looked pretty old.

Anthony Godfrey:
You do look pretty cool.

Hudson:
Yeah.

Anthony Godfrey:
You look pretty old. So tell me. You also sprayed your hair white?

Hudson:
Yeah, I used like a gray spray..

Anthony Godfrey:
Oh, okay. So are you going to take a picture and then make sure you have a copy of that picture you can look at many years from now to see if this is what you actually end up looking like when you're older? The wrinkles. I just noticed the wrinkles. You also have wrinkles painted on. Oh, now wait a minute. Is that gray hair in your ears?

Hudson:
Yeah.

Anthony Godfrey:
Wow. That is a nice touch. That really brings the whole thing together. Very nicely done.

Student:
You look like old people.

Anthony Godfrey:
I look like old-- what makes me look like an old person?

Student:
You have white hair.

Anthony Godfrey:
I have white hair. Yeah, I do.

Student:
And freckles everywhere.

Anthony Godfrey:
And freckles everywhere. So my skin, my hair-- but other than that, I look pretty young, right?

Student:
Mm-hmm?

Anthony Godfrey:
Okay. Tell me, how old do you think I am?

Student:
You're 25.

Student:
200?

Anthony Godfrey:
Well, if I were 200, wouldn't I talk a little bit more like this? Really, you think I'm 200? How do you think I am?

Student:
Um, 50?

Anthony Godfrey:
50? That's pretty close. Actually, I'm old enough that 50 sounds really good right now.

Student:
I know how old you are.

Anthony Godfrey:
I'm not the president.

Student:
56?

Anthony Godfrey:
But God bless America.

Student:
Are you the President of the United States?

Anthony Godfrey:
No, I'm not the President of the United States. Tell me, who is the oldest person you know?

Student:
My, um, Grandma Ruth.

Anthony Godfrey:
Your Grandma Ruth? How old is your Grandma Ruth?

Student:
I can't remember, because on her next birthday, she's going to be 100 years old.

Anthony Godfrey:
She's going to be 100 years old on her next birthday. Wow. So what are some things about your Grandma Ruth? What can you tell me about her?

Student:
She loves her dogs.

Anthony Godfrey:
She loves her dogs?

Student:
Mm-hmm. And she has grandkids.

Anthony Godfrey:
She has grandkids? Does she have some great grandkids too?

Student:
Yeah.

Anthony Godfrey:
Wow. That's pretty awesome. Is there something that your Grandma does with you, or that she makes for you that you really like?

Student:
Yeah, cookies. She makes cookies.

Anthony Godfrey:
What kind of cookies does she make?

Student:
I kind of don't remember.

Anthony Godfrey:
Can you tell me your name?

Student:
It's squeaky.

Anthony Godfrey:
Can you tell me about your costume? It looks really great. What are you wearing, and what did you bring?

Student:
I have the same walking stick as my teacher.

Anthony Godfrey:
Oh, yeah. Your teacher does have that same walking stick. Tell me about the clothes you're wearing.

Student:
This.

Anthony Godfrey:
Oh, that's a hat with some gray hair attached to it.

Student:
And I have these kind of glasses.

Anthony Godfrey:
Oh, yeah. Look at those glasses. Where did you get those glasses?

Student:
Got it from, like, a costume that we found on our computer.

Anthony Godfrey:
Okay. And tell me about your outfit.

Student:
I have a hundred year old vest and this is a coat that my mom put on. And here's the "How DoYou Do World" scarf.

Anthony Godfrey:
I think you look fantastic. Even your shoes kind of look like old-person shoes a little bit. Yeah, I like it. If your old person that you're dressed up as had a name, what would his name be?

Student:
Um, I don't know. Paul.

Anthony Godfrey:
Paul? Okay. Very cool. Tell me the favorite thing you've learned or been able to do in those 100 days. What have you loved about the first 100 days of first grade? Right back here in the orange shirt.

Student:
Play Guess Who.

Anthony Godfrey:
Play Guess Who? Are you pretty good at Guess Who?

Student:
Yeah. Kinda.

Anthony Godfrey:
Okay. Good. How about you? The suspenders here. Yes, sir.

Student:
Um, lunch.

Anthony Godfrey:
Lunch. You like lunch? Yeah. Which lunch? What do you like for lunch?

Student:
Macaroni and cheese.

Anthony Godfrey:
That's my favorite. I went to a school on Monday just so I could have macaroni and cheese. Okay. What's your favorite thing about the first 100 days of school?

Student:
Math.

Anthony Godfrey:
Math? What do you like about math?

Student:
That I count on and pick the bigger number. Awesome. That's great. I love that you love math.

Student:
Um, to be with friends.

Anthony Godfrey:
To be with friends. That's a really important part of school. How about you?

Student:
Math.

Anthony Godfrey:
Math? What do you love about math?

Student:
Um, so we can, um, everything.

Student:
I like reading. I like reading because I like reading books.

Anthony Godfrey:
What do you like, what type of books do you like to read most?

Student:
It was horror.

Anthony Godfrey:
Horror books? Yeah. Wow. Cool.

Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Take one listen and you will quickly discover that this is not your ordinary elementary school orchestra…this one is extraordinary.

On this episode of the Supercast, we find out what makes the Welby Elementary School Orchestra so amazing with students playing and performing at very high levels. Listen in as we learn about the young orchestra members, their love for musical instruments, and making magical music.

Anna Edgell:
We're going to double-check our tuning with everyone. Chelsea, come on up. She's got our notes for us today. Play your A nice and loud. Everyone can hear.

Anna Edgell:
Okay, good. Let's hear your D.

Anna Edgell:
Okay, let's hear E.

Anna Edgell:
It's good. It sounds good. Energy.

Anna Edgell:
Very good. Sounds great. Can you max into a C for us?

Anthony Godfrey:
I'm here at Welby Elementary talking with four students in the orchestra program. Tell me your name and what instrument you play.

Barbara:
My name is Barbara and I play the viola.

Matteo:
My name is Matteo and I play the violin.

Chelsea:
My name is Chelsea and I play the violin.

Alexa:
My name is Alexa and I play the viola.

Anthony Godfrey:
What made you pick this particular instrument? What made you want to play the violin versus the viola versus the stand-up bass?

Barbara:
I just feel like the viola, like there are just a bunch of violins and I want to be like a little bit different, so I chose the viola.

Matteo:
I wanted to choose violin because I didn't have anything to do, and I just saw it and I wanted to play the smallest instrument.

Chelsea:
In my family, we have a tradition where we pass down old violins to our younger cousins or family. I love playing the violin and I love seeing people play the violin and I watch a ton of videos on it and I really wanted to be a violinist.

Anthony Godfrey:
So you've watched a lot of videos about it?

Chelsea:
Yeah, I've watched a ton of videos about it.

Anthony Godfrey:
That's awesome. Do you have a favorite violinist that you watch?

Chelsea:
Ray Chen.

Anthony Godfrey:
Oh, okay. Great. How about for you?

Alexa:
I want to play the viola because I thought that the viola was interesting. My parents didn't let me play the violin.

Anthony Godfrey:
Oh, okay. What made you want to be part of the orchestra program in the first place? You come early to school to be a part of this. Tell me what made you want to play an instrument here at Welby?

Barbara:
Because my family, all my family members except for my dad all play an instrument.

Anthony Godfrey:
What other instruments do members of your family play?

Barbara:
My mom, so everyone in my family used to play the cello but my brother. He quit very early playing the viola so I just wanted to do the viola.

Anthony Godfrey:
Okay.

Matteo:
The reason I wanted to join the Welby Orchestra is I felt I was capable of doing a lot more than just going to lessons. So I started doing orchestra in second grade and I've been playing for about two years now.

Anthony Godfrey:
Have you been taking lessons as well on the side?

Matteo:
Yes, I've been taking lessons for seven months now.

Anthony Godfrey:
And do you feel like when you practice by yourself it's different from getting to play with other people?

Matteo:
Yes, I feel a lot better when I'm doing stuff with other people.

Anthony Godfrey:
And it's fun. You get to make friends and feel a part of something. What about you?

Chelsea:
So I actually started this because I watched the Harry Potter play where they would like do the background music and I thought it was really cool so I wanted to join. At my old school I did it too, because I'm new here.

Anthony Godfrey:
And is that the musical or the play that...

Chelsea:
The musical.

Anthony Godfrey:
And that came out. Remind me what that's called.

Chelsea:
It's called the Harry...it's for like the background music for Harry Potter.

Anthony Godfrey:
Oh, so did you go see the movie with the symphony playing in the background?

Chelsea:
Yes. So I thought it was really cool if I did.

Anthony Godfrey:
Oh wow, that's awesome.

Alexa:
I was just mainly really curious and I kind of needed a hobby to do. And then at the beginning of fourth grade I saw that orchestra was around so I tried orchestra to see what it was all about.

Anthony Godfrey:
I love that you guys have each found a different path that has brought you to this orchestra program. Tell me, what is it that you love about orchestra?

Barbara:
It’s that I get to play my favorite instrument.

Matteo:
Because I get to be around people and have some good times with some people and make new friends.

Chelsea:
So I can learn and play with my friends and show my family what I can do.

Anthony Godfrey:
And you said that you're new to the school so has this helped you make friends?

Chelsea:
Yeah.

Anthony Godfrey:
In fact, the friend that you're standing right next to.

Chelsea:
Yes.

Alexa:
I honestly, I just thought the music that they did was incredible so I wanted to try seeing what this music felt like. And I think it's really beautiful how the music turns out.

Anthony Godfrey:
What would you say to students who are thinking about maybe getting up early during the week and being part of an orchestra program? What would you suggest?

Barbara:
I'd probably sleep in early so you're not tired.

Anthony Godfrey:
Go to bed early so you can get up and be part of it.

Matteo:
I always wake up when it's super dark in the morning because I'm just like, "Oh, it's dark. It's the darkness that it usually is at 7am. Just go. Go downstairs. Have some breakfast."

Chelsea:
So usually I'm tired at the start so actually my friends cheer me up. So that's how I wake up.

Alexa:
I would probably tell them to start getting used to the schedule. Waking up early. You've got multiple concerts coming up and I would say it's a great choice for them to choose being an orchestra.

Anthony Godfrey:
Tell me, are the days when you have orchestra, does the rest of the day feel different than the days when you don't?

Alexa:
Just Tuesday and Thursday’s for advanced. Honestly, I think it's not really a big difference. You wake up a little earlier, you might feel a little bit different. Just basically waking up early and practicing.

Chelsea:
It's actually way different because if I'm at an orchestra, not a lot of friends cover me up. And then when I'm outside, they surround me so it's kind of different.

Matteo:
It only makes... Yeah, there's a big difference between Tuesday, Thursday, and Wednesday because on Tuesdays and Thursdays I cannot miss school. And I do not like missing school at all because I cannot leave my friends at all.

Anthony Godfrey:
Okay, you gotta be here. I love that.

Barbara:
I kind of have to be here all the time except for Fridays because my mom kind of works here. So it doesn't really feel that different but whenever we don't have orchestra, it feels very different. It kind of feels good.

Anthony Godfrey:
Yeah, okay. What's next for you as a musician? Are you going to keep playing here? Do you want to keep playing in the middle school and high school? What's next?

Alexa:
I think I'll probably still, but I know the high school is at like 6am so I might start fading out. But maybe come back in college when it gets to high school because it's really early in high school. But I'll probably do the middle school.

Chelsea:
Yeah, I'm probably going to play for the rest of my years because I think violin really helps me with stuff.

Anthony Godfrey:
Awesome.

Matteo:
I'm going to try and play. I'm going to try. I really like to, like, I'm really going to try and play until I'm like, past college. I'm going to really try and play.

Barbara:
I would definitely keep on playing. I would, I don't know why, but I really love playing instruments. So I would play through like all the years.

Anthony Godfrey:
I love that. I love your enthusiasm and most people who have played an instrument and get to be my age wish they had kept playing that instrument. So I love that you guys are going to keep playing. I'm really proud of you guys and the work that you're putting into this. I'm excited for your enthusiasm. Keep playing and I can't wait to see your performances. See you guys. Thank you.

Anna Edgell:
Warm-up tempo. One, two, ready, go. Three, four, one, two, three, four.

Anthony Godfrey:
Stay with us. When we come back more music with the extraordinary Welby Orchestra.

Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.

Anthony Godfrey:
We're here with Anna Edgell, the orchestra teacher from Welby Elementary. Thank you for letting us visit today.

Anna Edgell:
Thank you so much for coming. It's great to have you here.

Anthony Godfrey:
Tell me about your musical journey and what brought you to Welby.

Anna Edgell:
Well, so it started, if we go clear back, it started in sixth grade. I went to band and played the flute. Then in junior high, I played flute and saxophone. And then high school I played saxophone, just only saxophone. Then my band teacher started up an orchestra at our high school. And so that's when my journey on the violin started, in my high school.

My mom noticed that that was an elective. And she said, "Oh, you should do that. It would be so awesome. You can play violin." I was like, "Yeah, let's try that out. I love learning instruments.” And so I took that up and then just fell in love with the violin and all the string instruments, I love and just have a great passion for it. And it just took off from there. Then I studied it in college and my minor is music.

I continued taking private lessons through there and conducting classes that I took and the theory classes. And that was all really, really fun, and just continued on. I've continued to take lessons. I've taken from America's violinist, Jenny Oaks-Baker. She's amazing. She does not disappoint. She's so good at playing, but she's also a fabulous teacher. She's so good. So I've learned so much from her and she's so fun to learn with.

My daughter goes here and last year when they, right before school started, they're like, "Oh, we have an opening we need to fill for orchestra teacher." And Kathy Worthen was before who did amazing, had been here 20 plus years. So I just applied for it. So it's my first year here.

It's been amazing. The kids are so amazing. What a great group of kids. They work so hard and they come early before school twice a week. I leave every day with my heart so full because just making music together and being able to share that together and just their service that they serve to one another is amazing to see. They helped me set up the classroom with, you know, just jump in and they were so willing to help. And then to clean up the classroom and during class and to make sure that I have my stand and everything that I need. What a great group of kids that we have here at Welby.

Anthony Godfrey:
As I watched them this morning, it was obvious how much they are connected with each other and how much fun they're having as part of the orchestra program.

Anna Edgell:
Yes, yeah, we've been having a lot of fun. I think that's something that Kathy did when she was here is just to build just a love of music and to have fun with it. So my goal is to continue with that and hopefully we can just instill that love of music and continue on having fun and creating music together.

Anthony Godfrey:
Tell me about how it feels to just to watch their progress because I'm sure that when they come, when they start out, you have a beginning and an advanced band, by the way. So you're doing this four days a week. You're alternating. But with both groups, tell me how it feels to see where they start and where they end up based on the time they spend together with you.

Anna Edgell:
Oh, it's amazing. It is so incredible to see and it's so much fun because, you know, in our beginning one, we call it the Red and Black Orchestra, they come on Monday and Wednesday. And so they're here for 45 minutes, twice a week. And a lot of them have never touched an instrument before. And so, you know, it's just taking it from the very beginning and it's just all those little details of how to hold the bow, how to hold your instrument. And there's a lot that goes into it, the counting, the staff, learning the notes.

It's incredible to see because, you know, at the start of the year, we go for a few months. And then here we are at Christmas time doing a concert and they've only been playing just a couple of months and learning twice a week for a couple of months. They haven't had, you know, a long time yet, but it was so incredible to see it all come together. I'm so proud of them and they should be so proud of themselves and all their hard work that they put in because it's really rewarding at the concert to see it all come together. And it's just we get to enjoy what we've been working on for months. It's so fun to see.

Our advanced Wildcat, we call them the Wildcat Orchestra. And it's so fun to see them too because they've been there. We're all on our own different journeys. You know, some we're just all in our own different spot. But that is completely 100% OK. And I hope that everyone can feel welcome in the orchestra because it doesn't matter how long we've been playing for. You know, it's not a comparison. It's just we want to get together and make music. And they're so great at just coming together, playing music, helping one another out and seeing their progress. They did so good at the concert and they sounded so good. And I was just so proud of them and their progress as well. So it's so fun to see.

Anthony Godfrey:
Thank you for doing this.

Anna Edgell:
You're welcome.

Anthony Godfrey:
It means so much to the kids and it's such a great enrichment to their school experience and helps to find who they are. And more than anything, I'm just excited that they get this sense of efficacy. Like I try something I've never tried before. And look, I can get better at it and I can be good at it.

Anna Edgell:
Yeah. Yeah. No, I love that. And it is I just think it's so great that they offer it here at Welby in an orchestra. They have that option. I didn't have the option growing up, but you know, but that's that's OK. But I just think that it's a great opportunity. And just like you said, just the connections that they're making with each other, the friends that they're making. We definitely learn, you know, all the music stuff, but it's definitely more than that. It's the friendships that we're building.

The time that we get to spend together, the memories. And so it's just in the community. And then, you know, we get to bring bigger community. You know, their parents get to come in and see what they've been learning. So it's just a great way to bring people together.

Anthony Godfrey:
Thank you very much. Yeah, that's great. It's so nice to meet you.

Anna Edgell:
Nice to meet you.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.

(upbeat music)

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are elementary school students who simply love storytelling and getting in front of the microphone to share their stories with everyone who will listen.

On this episode of the Supercast, we head to Falcon Ridge Elementary School where a student-produced podcast called The Junior Falcons is giving everyone involved the opportunity to tell stories in a way that is fun and educational, fostering new skills that they can take into future careers.

Find out what happens when we show up to record a podcast during the Junior Falcons podcast.

We're at Falcon Ridge talking with Principal Theresa Christensen. I'm about to go on your student podcast.

Theresa Christensen:
Yes, we're excited.

Antony Godfrey:
Tell me about the podcast.

Theresa Christensen:
Well, so it started three years ago. We had some students that were outside doing interviews on the playground and they wanted to do a podcast and came and said, "Can we do a podcast?" And I had no idea how to do it. Went to a training in St. George and they said, "Just do it." So I bought an old mic and we just started a podcast. So we've actually grown from there and it's been something we've done every year with our fifth and sixth grade students.

Anthony Godfrey:
So it began as an underground unauthorized podcast.

Theresa Christensen:
Yes, yes it was.

And it grew into a fully endorsed podcast.

Theresa Christensen:
Yes, one where we can control a little bit more of what's happening.

Anthony Godfrey:
And what were the interviews about?

Theresa Christensen:
They were interviewing other students, asking what they were doing. I said, "Let's take this on a grander scale." And they started interviewing faculty. They've gone out and interviewed people in the community, things that they're fascinated about. They've had a couple of podcasts where they've had discussions over movies they've wanted to see or they did a poll about what kind of a lunchtime should we have? Should we have recess first? So it's really something that's grown from what the students want to talk about.

Anthony Godfrey:
I'm trying to remember whether we had a podcast at my elementary in the 70s. No, I don't think we did.

Theresa Christensen:
I didn't have one in mine either.

Anthony Godfrey:
No, it's really exciting and it's a great way for them to engage with other students, faculty members, and to have their voice be heard.

Theresa Christensen:
And do research. They've researched things out and they search for things to share in the community.

Anthony Godfrey:
Now how do students get the opportunity to be part of the podcast crew?

Theresa Christensen:
So in the beginning it was a group of boys that came to me. So that first year I said, "Hey, let's do it," and brought them in. And then the next year they wanted to really continue the podcast. They'd moved on to seventh grade and so we did interviews and we had applications come in. They did interviews with us and basically, they conducted a podcast of us and did interview questions. We kind of based it off of their ability to ask questions, to carry a conversation, and do research. So this year these four students are the ones that were chosen to be our podcast team.

Anthony Godfrey:
Is it pretty competitive?

Theresa Christensen:
Yeah, actually it was. It was really, it's really hard to narrow it down when you've got so many good candidates. Ashlin is the only one that was on last year as a fifth grader and she's on this year as a sixth grader and then the other three are all new.

Anthony Godfrey:
Tell me how frequently does the podcast get posted?

Theresa Christensen:
We try to do it once a week, but you know obviously with breaks and things in there, but we at least have two or three podcasts a month.

Anthony Godfrey:
That's awesome. That's frequent. I know personally that that takes a lot of work.

Theresa Christensen:
It does. And it's a lot of work on the kids part as well because they're the ones that have to come up with a podcast every single week and who are they going to interview and questions and that type of thing. So they've been awesome about it.

Anthony Godfrey:
Do you think I'm in for some tough questions?

Theresa Christensen:
I think you are in for some tough questions.

Anthony Godfrey:
Okay, I'm as ready as I'll ever be I guess.

Theresa Christensen:
Okay.

Anthony Godfrey:
Okay, awesome.

Mariah Stout:
Soundcheck just to make sure that our mics are on.

Anthony Godfrey:
Okay. Am I in the right spot?

Mariah Stout:
Yep, go ahead and just start whatever you want to say.

Anthony Godfrey:
Care Bear, Care Bear, Care Bear.

Mariah Stout:
Perfect. So we're good to go. You guys already figured out who's doing your intro, who's doing your outro?

Kambri:
Yeah, so Ashlin's doing intro, he's doing outro.

Mariah Stout:
Okay, and Alex has got our outro. Fantastic. Okay, and we know the order where we're doing our quick intro, introducing ourselves and then going around the circle. Perfect. You guys ready? Three, two,

Ashlin:
Welcome, Junior Falcons. Today we are, we will be interviewing our superintendent, Mr. Godfrey. Let's get into it then. So Mr. Godfrey, how long have you been being a superintendent?

Anthony Godfrey:
This is my fifth year as superintendent. I started in 2019.

We're talking now with the Junior Falcon podcasters who just put me through an excellent interview. Introduce yourselves and just say what grade you're in.

Evodio:
My name is Evodio, I'm in fifth grade.

Alex:
Alex and I'm in fifth grade.

Kambri:
My name is Kambri and I'm in fifth grade.

Ashlin:
My name is Ashlin and I'm in sixth grade.

Anthony Godfrey:
All right, we've got fifth and sixth graders here. I'm so impressed. You guys have a great setup here and you have great chemistry. You're able to play off of each other and kind of signal to each other and keep the flow of the podcast going. And I think we've been doing it. This is my fifth year podcasting but the school's been doing a podcast for about three years now and I think it's super cool that you guys do this. Tell me what made you want to be a part of this podcast. I know there's a whole tryout and everything. Tell me what made you want to be a part of the podcast.

Ashlin:
So what made me want to be a part of the podcast is I'm a huge talker. I love talking and I like to get to know people and that's pretty much it. I wanted to get to know like people in younger grades than me but not at the time. But now I get to know people in younger grades than me like these people, lovely people.

Alex:
I kind of came here for the same reason Ashlin did because I love talking and I just wanted to meet some new people. But another reason is because my parents thought it would be a good idea since when I get home I don't really do anything. So it's kind of like just an after-school thing for me to do but I love it and I'm kind of glad I did sign up and made it onto the team.

Anthony Godfrey:
Great.

Kambri:
I wanted to be on podcasts because I am a huge talker like they both said. But I also have like the kind of personality where you are curious about random things and you ask the randomest questions but not everyone has the answer to. But it's cool finding people that do have the answer too.

Anthony Godfrey:
Great.

Evodio:
The reason I joined podcast is because I was in a joint student council but they already empty other spots. That's why I joined podcast.

Anthony Godfrey:
So you thought 'well, student council is full I'm going with the podcast.' Okay great. What do you love most about being able to be on a podcast here at your elementary school?

Ashlin:
What I love about being on a podcast at my own elementary school- woah, I'm almost sang the ABCs- is like I don't know, I kind of want to have a podcast when I'm older and just like talk about stuff random topics that I'm curious about and this is where I can kind of start it and maybe carry it on.

Anthony Godfrey:
So this is maybe the start of something even bigger down the road.

Kambri:
So what I like most about podcast is probably when we get to have new people come in that I've never met before and I just have a lot of questions and you can kind of think of your own stuff rather than having someone really tell you what to do, and that's a really big part for me.

Anthony Godfrey:
Great because the conversation kind of flows naturally and you're able to just ask questions as they come.

Alex:
Yeah I really joined because I just I wanted to meet new people and make some new friends but it was also because I also kind of thought that maybe if I did this I could start my own podcast and maybe make it a little bit bigger.

Evodio:
I like podcast because I get to know new people like them and some kids in my class.

Anthony Godfrey:
So not just meeting the people that you get to make the podcast with but also the people that you get to interview.

Students:
Yeah.

Anthony Godfrey:
Is it easier to talk to people now that you've been talking to people all year for the podcast? Is it easier to walk up and talk to people that you don't know?

Ashlin:
Well, I think it's easier sitting down and having a podcast because then you're like face to face like talking and you can ask them questions that you normally wouldn't ask about them when you just randomly walk up to them. So yeah.

Anthony Godfrey:
So it gives you an excuse to talk to new people.

Ashlin:
Yeah.

Alex:
It makes it so they can’t run away.

Ashlin:
That's true.

Anthony Godfrey:
What have you learned from being part of the podcast?

Alex:
I learned about conversation threads and how if you give just one idea for a conversation that conversation won't last that long. So you want to give more parts of the conversation, more like ideas for them to talk about with the conversation.

Anthony Godfrey:
Well, you did that with me and you did a great job of it.

Evodio:
My friend here stole all my ideas I was going to say.

Anthony Godfrey:
I know that does happen.

Kambri:
It's like thinking of new questions or questions to ask on this box. I wasn't here last week to plan. So I think it gives me like I can be more creative and go like out of the box that I'm usually in and like find different things to ask and follow-up questions are huge on our podcast.

Anthony Godfrey:
I like that. A good follow-up question is as important as an initial question sometimes even more so. But what is one of your favorite interviews?

Ashlin:
This was kind of a long time ago. I'm not really sure but I don't know if we were interviewing anybody. I think we were just like starting the podcast and there was this kid named Cole and there's this one episode that he opened the door to leave and it made this huge creaking sound and the mics picked it up and it was so funny. We all just like laughed. That's like one of my favorites.

Anthony Godfrey:
Did that make it a scary episode?

Ashlin:
No, it wasn't scary.

Anthony Godfrey:
It wasn’t like this creepy creak.

Ashlin:
He was trying to open it slow so it wouldn't make a noise but we found out opening it faster would not let it not make a noise.

Anthony Godfrey:
Science- you learn things. It's those unexpected moments it sounds like that have been really fun. How about for you?

Alex:
My favorite episode wasn't that long ago but was when we interviewed one of the newer teachers to the school. Her name was Mrs. Sarah and she just had a lot of really funny things to say and we talked about her dog. And she was a huge Swiftie, so we talked about that and just some of the things she was doing in her class.

Anthony Godfrey:
Great so you got to know a new teacher and her dog.

Evodio:
Mine is this one. I get to talk to you.

Anthony Godfrey:
I was hoping that one of you would say this was your favorite. Thank you for backing me up. Now this has been a blast for me to get to talk with each of you and you're naturals. You are all so good at this so whatever ambition you have beyond this I'm sure you're going to be successful at it. I love the idea that you just want to get to know other people through the podcast. That's really it. If you're curious about other people that's that's where you're successful as a podcaster I think.

Kambri:
I also think it like makes you step out of your comfort zone if you're not one that like really likes to talk to other people but you like to talk. It gives like it makes you step out of your comfort zone trying something new.

Anthony Godfrey:
You guys are awesome. I'm so impressed and thank you very much for having me on your podcast. It's an honor. If people want to listen to your podcast which I'm sure they do after hearing this one, where do they go? How do they find your podcast?

Ashlin:
So you can go on Spotify and just type up the Junior Falcons podcast.

Anthony Godfrey:
Okay.

Ashlin:
Falcon Ridge Junior Falcons podcast. But you can just look up there and you can either search for each season. So you can either go to one of our older seasons or this season which is a newer season. Newest season.

Alex:
I'm just saying while you're there you should just like follow us on Spotify. You should.

Anthony Godfrey:
So don't just listen. Follow.

Alex:
You're so close. You're already playing it. You can just hit it one more time.

Anthony Godfrey:
Hit that follow button. Be part of the community.

Alex:
And you get you can get notified when we post our new episodes.

Anthony Godfrey:
You're all fantastic. I'm so impressed. And if I ever need a co-host I have a deep bench right here. All right. Thanks. Thanks a lot for spending time with me. I appreciate you staying after school and talking with me. Good luck with the podcast going forward and you've got at least one new listener. That's me.

Stay with us when we come back. We talk with the advisor for the Junior Falcons podcast.

Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.

Anthony Godfrey:
We're talking now with Mariah Stout, one of the fourth-grade teachers here at Falcon Ridge and the podcast advisor. Thanks for giving us this opportunity.

Mariah Stout:
Yeah. Oh, thank you we're super excited to have this to talk with you and the kids were super excited. We're so glad that we were able to be on your podcast.

Anthony Godfrey:
Well, I loved being on theirs. They're very impressive. Tell me about the progress they've made since they first auditioned and were chosen.

Mariah Stout:
So huge gains. So what's cool is that when they first come do their podcast tryout, you see them one on one. What's interesting is then from there they get put into groups and then they play off of each other. It's interesting because you'll get kids- they pair up and they're like, “Oh, I don't really know you very well”. So at first, when you listen at the very beginning, you can hear there's a little bit of awkwardness because it's just everybody's trying to feel each other out. But then from there, we kind of talk about what were some good things that happened and things that they hear that “Oh, yeah, we can work on that.”

But also we look at different examples of other podcasts. And even some videos of like how to have a conversation. It's great because, as you know, it's like Alex talked about conversational threads. So one of the videos that we watched about how to have a conversation and even encouraging them like, “Hey, go practice with your friends, go practice with family.” And they've made huge gains.

You probably noticed that some of them were pointing at each other like, ‘Oh, hey, I'm gonna ask the next question’. Because we’ve had a group that's like, ‘Oh, we don't want to talk over each other. So that's what we're going to do so that we don't.’ So it's it's been great, because I don't tell them explicitly what to do. They're the ones who come up with that. Or if there's something where I'm like, “Oh, yeah, that's something that we can work on.” We'll talk about it, we'll see videos, we'll practice with each other. Then the next time they're able to apply it, and it's awesome.

Anthony Godfrey:
They really do seem to have a great relationship and they're respectful of each other, like, “Oh, I want you to have a chance. Let's make sure they have a chance.” So I think they each have their voice, and they're able to balance things out. There are just so many skills that they're obviously developing as part of putting this podcast together. Skills that will serve them for a long time to come.

Mariah Stout:
Yeah, indeed. And the best part is, especially when you hear from the beginning to where they are now, getting them to listen to understand. Instead of just like, “Oh, I'm asking this question. And then I'm just going to move on to the next thing without actually listening.” And so getting it to where, especially where we've hit up on like, “Hey, make sure you're having follow-up questions to show that you're actually listening”. That's been fantastic, just getting their listening skills, not just their hearing skills, but their listening skills to be able to help with that communication.

Anthony Godfrey:
I could tell that they had been really intentional about focusing on asking good follow-up questions, because there was a great flow to that interview with them. I hated when you gave the signal that it needed to wrap up because I was having so much fun with it. They did such a great job.

Mariah Stout:
I know, I was sad too. I was like, “Oh, man, do we have to stop? This is fantastic.”

Anthony Godfrey:
Yeah, they're a lot of fun and they just light up when they're talking with each other. It's really cool to see and I can't thank you enough for providing such a rich learning experience for these kids after school.

Mariah Stout:
You're welcome. I love it. This is probably my favorite thing to do, is this podcast. I didn't think when I first started doing it, I was like, “I don't know how to do a podcast. Like I've listened to podcasts. That's the only thing I've got.” As we've been going like it's just been so much fun, especially just to see the growth that these kids have learning how to communicate with each other. And again, like all of their ideas are their ideas. I don't tell them who to interview or anything. They come up with who they want to interview. Or if they don't have someone they want to interview or like a topic they want to talk about. They come up with that on their own and I'll listen in and usually I'll just provide like, “hey, did you think about this? Or did you think about that?” Usually I just pose guiding questions, but they're the ones who come up with all of it.

Anthony Godfrey:
Sure. No, it's very meaningful for them to have that level of choice and what they do and their brains are firing like nothing else when they're coming up with these ideas and these questions I'm sure. What's the audience for this podcast? Do you have a lot of students that are listening?

Mariah Stout:
Yeah, I think so. Usually they'll have teachers that will play it. It's kind of sad because it's one computer showing so it just says one audience. But like, I mean, we've got classes of like– at least I know fifth grade and sixth grade show them or at least try to play it every week. So that's like 30 kids per class right there. So that's a lot of listens.

Anthony Godfrey:
So it's really aimed at students and teachers are listening as well. And I'm sure parents are listening also.

Mariah Stout:
Yeah, we'll have like, so far 20. It's pretty small. But like every year I've noticed that it's gotten bigger and bigger the longer that we've been doing it. So I'm hoping it continues to grow. Hopefully, eventually the whole community will be listening because it's their students that are running this.

Anthony Godfrey:
Yeah, no, I think it's awesome. Well, thank you for the great work you're doing with them. Tthis was a real real thrill.

Mariah Stout:
Oh, well, thank you for coming and talking about this. This has been really fun. Thank you.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a full day set aside for students, teachers, and staff in Jordan School District to prioritize their health and wellness at home and in school. While there will be no in-person learning for students on Health and Wellness Day, students are encouraged to participate in wellness activities with family and friends at home.

On this episode of the Supercast, we explore the wellness day activities designed for your child. Activities are appropriate to their age and grade level and support concepts like eating well, better sleep, exercise, and personal interaction. Join us as we explore the activities available for Health and Wellness Day and every day of the year.

We're talking today with McKinley Withers, our Health and Wellness Consultant in Jordan School District. Thanks for joining us once again on the podcast.

McKinley Withers:
So good to be back here on the Supercast.

Anthony Godfrey:
You've been in this role a number of years now. Is that six years?

McKinley Withers:
Six years, yep.

Anthony Godfrey:
Okay. And this is going to be the third year of our Health and Wellness Day for families and for employees.

McKinley Withers:
Yep. Yeah. Three years and time flies. I can't believe it.

Anthony Godfrey:
I remember the first time we were talking about trying to put this together. A lot of people have worked on this over the years and a lot of people have benefited, I think, from taking some time and really focusing on Health and Wellness.

The key to this is that it's a day for employees to kind of catch their breath, catch up, reconnect with each other, and connect with some activities that are made available through the community and some generous donations. The work of the Foundation, the work of many employees who are on a committee to put together a lot of great opportunities for employees.

There's also a huge focus on families, families reconnecting with each other, and being able to work through some activities and exercises that are created at the district level to help maybe focus on some skills and some activities that can really help everyone be at their best.

McKinley Withers:
Yeah, exactly. At the heart of Wellness Day is kind of what's at the heart of wellness in general, which is we make intentional time and space in our life for our wellness practices. And that looks different for every family, every person, every employee.

So what we try and facilitate with a district-wide Wellness Day is options so that people can choose what most might benefit them and we give them the space and time to meet their unique wellness needs.

Anthony Godfrey:
That's an important point. There's a lot of choice and it does feel pretty amazing to have a day where you really get to make those choices. There aren't meetings. We don't allow any meetings on that day, and there isn’t additional homework assigned for those particular days, and teachers don't actually create the assignments that or the activities rather that are provided to families. Those are created at a district level and we're going to talk more about those. But that frees up employees and it frees up families. So it's not based on a grade. This isn't tracked so that students get a score, but it gives families an opportunity to choose activities, conversations that will help advance their own health and wellness.

McKinley Withers:
Exactly. Our theme with creating any of the content and opportunities with Wellness Day is everyday wellness because what really will be the best predictor of your long-term health and wellness is what you do today, tomorrow, and the next day. Not what you do just on Wellness Day or just what you do on January 1st.

Anthony Godfrey:
Sure. As I've heard you speak over the years, that message has come through loud and clear. First of all, you can't save up health and wellness. It's not like you get this deep store of health and wellness and now you don't have to take care of yourself for a long time. It's something you have to maintain. And so I'm very aware of when I'm doing that well and when I'm not doing that well based on the many conversations that we've had in the presentations that I've seen you give.

McKinley Withers:
Yeah. And that's so with the student and family content, all of it, it's designed for Wellness Day, but you could truly use any of it any day. So all of the activities are meant to be behaviors, plans, strategies, things that any student or family could implement on a regular basis. So even if you use a few resources for Wellness Day, you could continue to return to this resource bank for ideas if your child or you are just looking for some easy, fun ways to enhance your personal wellness.

Anthony Godfrey:
So this is a day set aside that allows us to focus on health and wellness in a way that can stretch through the coming year and maybe set up some routines or some habits or even some just some activities that we go back to here and there that allow us to not just focus on our health and wellness, but improve it.

McKinley Withers:
Yeah, exactly. So if we even in making that additional time and space available for families and employees on Wellness Day, if we continue to make just little bits of time for addressing our unique wellness needs and incorporate those into our everyday rituals, that's our best bet for long term health and wellness.

Anthony Godfrey:
You've had you've used an analogy in the past of a waterfall and maintaining your health and wellness over time. Talk about that.

McKinley Withers:
Wellness is a waterfall. It's more like a waterfall than it is a reservoir. It continues to flow. And my extension on this is that we're always upstream from our future self. So what we do today is creating our future self. So how much we sleep, if we're getting sunlight, if we're getting movement, all of those things are not just strategies. All of us struggle with different aspects of our personal wellness. And really, it's the simple things that matter most added up over time. So that flowing waterfall is our nutrition, our sleep, how we hydrate, whether or not we get movement regularly. All of those aspects are –kudos. The superintendent–

Anthony Godfrey:
I took a drink from my water bottle because when he said hydrate, I knew very well that I had not done that.

McKinley Withers:
Yeah. And yeah, so just trying our best to incorporate regular easy strategies. And that's the other thing, you know, all of our content is meant to be easy and fun, because, you know, wellness doesn't have to be hard and daunting in this big task. It's meant to be a part of our everyday life.

Anthony Godfrey:
It's improvement. It doesn't take a large improvement to see an impact.

McKinley Withers:
Exactly. Yeah.

Anthony Godfrey:
Now, you've worked on this over the years, we provided this the first year that we had Health and Wellness Day.

McKinley Withers:
Yeah.

Anthony Godfrey:
So those activities have changed and improved over time. And you've actually from the start calibrated this by grade level. So that is specific to the age of the student. Talk a little bit about that.

McKinley Withers:
Well, we know that, you know, wellness is unique for every individual. And especially when it comes to, you know, your age, the most effective strategies are strategies that people own for themselves. So rather than being told what to do, it's often more effective if people are choosing something that they are excited about that they can try and learn from and feel through what that strategy is. So rather than just being told to hydrate, you cannot understand the benefits of staying hydrated without proactively meeting that need. So creating a plan trying it out, seeing how it feels. That's where people get traction on change is where just actually experiencing the benefits of change.

Anthony Godfrey:
So don't just continue to do the same things you've done, try something new. But don't listen to somebody else telling you, well, this is what you have to do decide for yourself. “Hey, did I did I feel an impact as a result of this?”

McKinley Withers:
Yeah, approaching it with some curiosity and some intention is the key to understanding what works for us. You know, there's, there's a lot of wellness strategy preachers out there. And it's it's good to take in that input. So that you're open to what might work.

Anthony Godfrey:
It's interesting, I was talking with a friend who'd received advice about a health issue. In the past, this health issue required a change in diet. Okay, these are all the foods to avoid. It's interesting that the advice he received was actually, don't automatically restrict these foods, just be very aware of how certain foods impact you as an individual, and then choose your food accordingly. And I think you're saying the same thing about health and wellness. There's not something that automatically works for everyone, regardless of age, regardless of who they are.

But there is a core list of things that are generally going to improve health. And you find what's most appealing to you and what's most effective and you lean into that.

McKinley Withers:
Yeah, yeah. And really, again, it comes back to the strategies that work are the strategies that are fun and easy. We need to get rid of this story that our wellness practices aren't working if we're not struggling.

Anthony Godfrey:
So I can back off of Tae Bo.

McKinley Withers:
You can back off of Tae Bo.

Anthony Godfrey:
I'm still using that VHS tape, still hoping that it will start to be fun.

McKinley Withers:
The six-pack still hasn't shown up?

Anthony Godfrey:
It still hasn't shown up. I’ve been doing it since the 90s, and it still hasn't gotten fun.

McKinley Withers:
It’s still not working.

Anthony Godfrey:
So you're saying I can step away without guilt?

McKinley Withers:
Well, I thought Tae Bo would be fun. So I think that might just be–

Anthony Godfrey:
I've got tapes I can give you now that I've made this decision to move forward.

McKinley Withers:
Yeah, just pass them along. It’s someone else's treasure. I can't wait for my Tae Bo tapes.

Anthony Godfrey:
Okay. All right. Just–I have a VCR too I'll give you that.

McKinley Withers:
Yeah, I’m going to need that for sure.

Anthony Godfrey:
Okay, so with the day set aside, the idea is that these activities are not just assigned to students. It's an activity that they engage in as a family.

McKinley Withers:
That's right, Dr. Godfrey. We've got assignments that have a variety of age ranges. They have a variety of topics of focus. It's all centered around the S.E.L.F.I.E. model from one of our school psychologists, Casey Pehrson, which stands for Sleep, Exercise, Light, Fun, Interaction, and Eating well. We chose the S.E.L.F.I.E. method because you don't need any specific technology or any specific setup in your home to access better sleep rituals, more sunlight, a little bit of movement, some more fun, and eating well. So all of the plans and activities are meant so that any of our district's families could make these activities work in their own family.

Anthony Godfrey:
So it's accessible for everyone and it's intended for families.

McKinley Withers:
Yes.

Anthony Godfrey:
Okay.

McKinley Withers:
You can find out more about the S.E.L.F.I.E. method at selfiemethod.org.

Anthony Godfrey:
And it was on our podcast last year for Health and Wellness Day. 

McKinley Withers:
Yes. And that's on our website. So if you'd like to review some of the activities, you can visit wellness.JordanDistrict.org/resources. And we'll also have it posted on the Jordan District main page.

Anthony Godfrey:
And we'll be emailing it out to all families so watch for that. And in the meantime, let's give it a shot.

Stay with us. When we come back our Health and Wellness Specialist’s own children check out some of the fun Health and Wellness Day activities.

Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.

Anthony Godfrey:
We have two of McKinley's children here to help demonstrate those lessons. Go ahead and tell us your name, and how old you are, and what grade you're in.

Ridge:
My name is Ridge. I am eight years old and I'm in third grade.

Juniper:
My name is Juniper. I'm five years old and I'm in kindergarten.

Anthony Godfrey:
It's very nice of you both to come to your dad's workplace and help us experiment with these assignments. You know, your dad and I like to joke that if we put your names together, we could name the newest elementary Juniper Ridge and it would be named after both of you.

Juniper:
I heard that.

Anthony Godfrey:
Let's dive into the selfie method for kindergartners and third graders.

McKinley Withers:
Okay. So first, I'm going to ask each of you a question. Okay, Ridge, what does wellness mean to you?

Ridge:
So you're like healthy, you feel good and you just doing good in class.

McKinley Withers:
Awesome. Juniper, what does wellness mean to you? You told me something in the car on the way here. You said wellness is like when someone checks on you and make sure you're doing okay. Remember that?

We’ve gone to the website wellness.jordandistrict.org/resources and since Ridge is in third grade, I'm going to click on 3rd Grade - 6th Grade Wellness Day Activity Ideas. So when I click on that, you'll see a whole list of activities. There are, there is a whole page of Spanish activities and activities that are modified if your student has an accommodation or a special need. So those are adapted. So there are probably about 50 different activity ideas all centered around the selfie model.

Anthony Godfrey:
Yeah, with a hyperlink there to some additional information on some of those.

McKinley Withers:
Yeah, each of them has kind of a worksheet or a strategy or something that you could print out and walk through or just look at and talk through. So Ridge, if you look at all these words, sleep, exercise, light, fun, interaction and eating well, are there any of those that sound fun to you right now? That you that might help your wellness?

Ridge:
Um, fun and interaction.

McKinley Withers:
Let's, let's choose one of those.

Ridge:
Interaction.

McKinley Withers:
Interaction. Okay. So maybe let's look at this one. Conduct an interview with a family member or family friend. Okay. Complete a mad lib with a friend. Complete a random act of kindness for someone you care about. Make and play conversation cubes so that handouts right there. So are any of those sounding interesting to you? Mad Libs.

Ridge:
I'm pretty sure I know these.

McKinley Withers:
You know what this is?

Ridge:
Yeah.

McKinley Withers:
Okay. So you can do this with someone and that's kind of like a fun way to get to know someone a little bit better. So maybe we could do this mad lib together. So you read through it and then you fill in the blanks. Okay. And maybe we could just alternate. So I'll do, we'll do every other one. Okay.

Ridge:
Okay. My name is Ridge and I am...

McKinley Withers:
28.

Ridge:
Year's old. If I were president, I'd do a whole bunch of things. Like I would drive the biggest...

McKinley Withers:
You say one.

Ridge:
I would drive the biggest car.

McKinley Withers:
What color?

Ridge:
Red.

McKinley Withers:
The biggest red car in the country. And that car would go faster than any snail in the world.

Ridge:
Everyone would eat pepperoni pizza.

McKinley Withers:
Okay. For dinner. I would live in the statue of Dr. Godfrey.

Anthony Godfrey:
Oh, yeah.

McKinley Withers:
Don't we have one of those in Jordan?

Anthony Godfrey:
It's a big one. There'd be plenty of room. Yeah, right.

McKinley Withers:
Yeah. It's huge.

Anthony Godfrey:
So the idea is to allow for some creativity and some level of connection with other members of the family.

McKinley Withers:
Yeah. Just shake it up a little. I mean, all the activities are something you probably wouldn't

just wake up in the morning and be like, "I'm going to do a mad lib with my child." But once you go on there, you can kind of poke around and choose something that will strengthen your relationships, give you some ideas.

Anthony Godfrey:
And there's no pressure. Something isn't really taking hold and another activity sounds like more fun. Skip over and try something else.

McKinley Withers:
Yeah, exactly. So now we're in the kindergarten lessons and we're going to do an activity focused on sleep. And I know, Junie, do you like to color? Do you like to do art?

Juniper:
Yeah.

McKinley Withers:
Yeah. So maybe we could do this coloring sheet that's about getting good sleep. Does that sound fun? Do you want to do that? Should we color together? Awesome.

On the Sweet Dreams coloring sheet, which is one of, I mean, like we said, with every grade level, there's probably about 50 different activities to choose from. There's a coloring page that looks pretty fun to color that we could print out. But even if we don't have a printer, we can talk about this because the coloring page says sweet dreams, but it says “To help me have sweet dreams I will read or listen to a story” and you can color that. “I will go to bed at…” and then a certain time. “I will move my body in the day by…” “I will take a warm bath.” “I will cuddle something cozy.” Juniper has more stuffed animals surrounding her. You can't even find her. It looks like ET, you know, every time she's in her bed, it's just like, where is the actual child in there? And “I will eat a healthy snack.” So it just gives you some ideas for how to enhance sleep that a kid can color.

Anthony Godfrey:
I don't mind a good coloring page myself. So I may have to tap into some of these student activities.

McKinley Withers:
If you'd like to review the activities or use them anytime, they are found at wellness.jordandistrict.org/resources. And you can find all the different grade levels. For the secondary students, we actually have put the activities into a clickable page so you can navigate it more like a website just of activities. And there's multiple ways that you can access it. You'll see on the page and it should be easy and fun and personal to you and your family.

Anthony Godfrey:
Well, thank you McKinley for all the work you've done and that your team and others on the committee have done to make this possible. And thanks Juniper and Ridge for coming and trying this out with us.

Ridge:
Thanks for having us.

Anthony Godfrey:
All right, take care guys.

Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there. And don't forget to subscribe to the Supercast.