KindlED
The KindlED Podcast explores the science of nurturing children's potential and creating empowering learning environments. Powered by Prenda, each episode offers actionable insights to help you ignite your child's love of learning. We'll dive into evidence-based tools and techniques that kindle curiosity, motivation, and well-being in young learners. Do you have a question, topic, or story you'd like to share with us? Get in touch at podcast@prenda.com.
KindlED
Episode 51: Empowering Kids, Part 1. A Conversation with Prenda Guide, Julia Rochon.
Our guest, Julia, made a bold leap from the public school system to create a transformative Prenda microschool right in her home. In this first installment of our three-part series, where we interview real microschool guides, Julia reveals the magic behind this unique educational approach. She shares her personal journey from burnout to reigniting her passion for teaching by fostering deep relationships and personalized learning paths for her students.
Julia details her experience as a Prenda guide and how her microschool offers a flexible yet structured environment, promoting both autonomy and rigor for her students. Finally, we delve into the challenges and successes of implementing the Prenda learning model, emphasizing the significance of honesty, humility, and commitment from both students and families.
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About the podcast:
The KindlED Podcast explores the science of nurturing children's potential and creating empowering learning environments.
Powered by Prenda Microschools, each episode offers actionable insights to help you ignite your child's love of learning. We'll dive into evidence-based tools and techniques that kindle young learners' curiosity, motivation, and well-being.
Got a burning question?
We're all ears! If you have a question or topic you'd love our hosts to tackle, please send it to podcast@prenda.com. Let's dive into the conversation together!
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Welcome to the Kindle podcast. This is our very first episode of season two and we are super, super excited. We are going to start out this season with a three part series where we're going to be actually talking to people who run micro schools. These are boots on the ground. They're doing the work of empowering kids in the trenches and they're applying a lot of the ideas that we talked about here on the Kindle podcast, so it's going to be a really interesting behind the scenes. Look at what this work looks like. Adrienne, you have actually been to the micro school of the guide that we're going to talk to today, so tell us a little bit more.
Speaker 2:Yes, it was amazing. Katie and I call whenever we walk into a micro school and you can just feel that they're doing the Prenda model and applying all the things that we talk about on the Kindled podcast. We call it Prenda magic. And as soon as I walked in I was like, oh, I could just feel the Prenda magic. So I cannot wait for you all to hear about this Prenda magic in Julia's micro school. So let's go talk to Julia.
Speaker 1:Hi and welcome to the Kindle podcast where we dig into the art and science behind kindling the motivation, curiosity and mental wellbeing of the young humans in our lives.
Speaker 2:Together, we'll discover practical tools and strategies you can use to help kids unlock their full potential and become the strongest version of their future selves.
Speaker 1:So tell us about yourself, tell us about your background. Why did you start a micro school?
Speaker 3:Like, tell us your story. So I got my degree in education. I wanted to be a teacher forever, um, and I worked in the public school system up in Phoenix, uh, for six years. Um, and I I got burnt out. I love being a teacher. I didn't love the career part of it, um, and when I left I swore I was like I love kids but I'm never going back, like, um. And then, um, a very lovely friend got me a job in a cabinetry business. Um, you know cause? I was like I need something so different and I hated it. But I'm so grateful, no-transcript, and I just started crying um this is it this, is it I that?
Speaker 3:I applied and four years later, here we are and it's just. It's been kind of like a dream ever since. I just I love what I do, so it was scary, but that's how we got here.
Speaker 1:Wow, incredible. And what um. How old are your kids?
Speaker 3:So I I've had some of my kids since they were kinder, but um, they're going to be so. This year will be second grade through sixth grade.
Speaker 1:Okay, you ready for some rapid fire questions? Okay, here we go. Describe your micro school kind of day in the life and how it differs from a traditional classroom.
Speaker 3:So it's in my house.
Speaker 2:So that's different it's real quick, though, julia, I know this must be rapid fire. Can you describe how what your classroom space looks like, because it's very different too. It's in your house, but you also have it set up like a classroom and it's super cool space.
Speaker 3:I have been there um, yeah, so I think we're really lucky. It was very serendipitous. We just happen to have this like big room in our house. It had used to be a garage and they change it up, so it's just it's the size of a garage, um, but we've got a big table that the kids sit around and sometimes we split it up into two tables depending on what we're doing. There's a big rug that we sit around and just all the bookshelves, um, because I just love books, um, and there's a little bathroom, um, so it was all just very like happened. And there's like little bathroom, so it's all just very like it happened. And there's like we have plants outside that the kids grow in the water.
Speaker 2:And it has its own entrance too, which I thought was really cool.
Speaker 3:Yeah, yeah. So it's really nice that it feels like, even though it's in my house, it's their space, it's like it's it's our classroom. It's not, that part's not really my house, it's our class.
Speaker 2:Yeah, so how else does your micro school different from, differ from the traditional classroom?
Speaker 3:Like there's only the nine kids, um, and then we, you know it's the same kids year after year after year. So it's not that new, new batch of kids every fall, um. So you know, especially some of these kids I've had for four years, we have really deep relationships. You know, like we go way back. I'm never, like I'm never up in front of the classroom teaching ever. So that's different. And then I was kind of thinking about that too.
Speaker 3:Like we don't have, we don't have rules for like this is exactly how to do this specific procedure. You know this is not how you. You know this is the time it's appropriate to go to the bathroom and this is how you ask permission. Like those are things that you have to have in traditional school. So we don't do that. We have rules and expectations, but it's very different. Everyone's kind of doing their own thing, different, everyone's kind of doing their own thing. So you know, like on-grid time kind of looks like traditional school in a sense, where you know the kids are, they're working on skills, especially schools that have like more of that digital one-to-one situation, but even then, like this kid's working on math and this kid's working on reading, and so it's not even so that that is very different. And you know, sometimes we do things together like whole class, but even like collaborate time, where it's a lot of times we're collaborating in groups too. So there's just there's always a lot happening. We're very rarely, honestly, all doing the exact same thing at the exact same time.
Speaker 1:How has that changed? Like your role as a teacher, like you mentioned, I'm never up in front of the classroom. What other ways has your role changed?
Speaker 3:Like it took me a really long time to let go, because when you're in traditional classrooms you have to be on top of everything all the time and this is exactly how we do each piece and this is how our classroom works. And now you let the kids you kind of let the kids do their thing. I mean you have to be safe and responsible and those kinds of things. I'm not in control, really, like I don't. I don't make the shots, you know I it's. I'm just kind of there like floating around, like bopping from kid to kid, and it's. It took a long time to get there Because when we first started I kind of tried to do the kunda model as a teacher and it was a struggle because it just it doesn't work.
Speaker 1:These things do not match.
Speaker 3:Yeah, it was really hard to let go, and I think I felt pressure too from the parents, cause they a lot of those kids had come from traditional school and the kids came from traditional school. So we were all kind of trying to learn how to like shift this, like actually, the kids are in charge, um, and it took, it took a while, um. So, you know, besides saying like okay, it's time to clean up, um, it is pretty much driven by the kids, it'll, I'll. You know, we're always asking like how do you feel about this? Or like what do we need more time? Do you like are you ready to move on? And so it is, it is. It is very different.
Speaker 2:I love it. So what strategies do you use to create a positive and supportive atmosphere?
Speaker 3:So I think we do morning meetings, which came from the responsive classroom, and I did that in public school, but we've kind of taken that base and made it our own. But I think that time, which is, you know, it's the connect part of the Prenda model Every day we have 20, 30, sometimes 45 minutes of time where they get like every kid is truly seen and heard and they giggle and I think you know a lot of kids say that's my favorite part of the day is like we just come together, like as a little family and um, I think that's that's a really powerful thing. Um, and then even like our camp time, you know, like those components, we talk about one component each day, um, having those like little micro doses, sort of a constant, like we talk about community every single Monday and I think that's so important to just bring it up week after week after week. And um, and having, you know, having this growth mindset and all these things, like it builds the kids up and and it and it brings us closer together too.
Speaker 1:Just for context for listeners, Julia was talking about Prenda camp program. Camp stands for community autonomy, mindset and purpose, and the kids rotate through those topics every once a week. Um, so just some context.
Speaker 2:Yes, and I have to say too, since when I visited you you had the cutest little sign and it's so cute and it has an arrow where to go. So I'm like walking on the side of her house and I can smell was it essential oils? I could just already smell the positivity as I was walking in and it just was so amazing because I also noticed what you do is a lot of rituals, so I'm guessing you didn't just do that that morning when I came it seemed like it was something that you guys do every morning, where they had, they knew, like, little chance and little things that really bring you together as a community, which I see as an environment that you've really fostered and cultivated to be positive and supportive really fostered and cultivated to be positive and supportive.
Speaker 3:Yeah, it's, they love. They like pick little cards, like the kids pick like oh, this is what we're going to do tomorrow. And actually when you were coming, though, they wanted to make sure they picked like these are the ones we love the best, or that like so they get, they get really excited about it.
Speaker 1:How do you balance structure and flexibility in your micro school? You were talking a little bit about how in the traditional classroom was like very structured, Like there is some about in a micro school, but then it sounds like you're you're experiencing a lot more flexibility for the kids and for you as a guide instead of a teacher. Can you talk about that balance?
Speaker 3:Well, I'm still working on it. So I think we've, as a community community kind of we figured out like our routine, um, so like we know this is what works well for us, like the pacing of the day, um, but then within those structures they have choice. So, like, like we talked about conquer time, like we do 30 minutes of like conquer time. That's kind of what we figure is like. That's like our sweet spot is like we do 30 minutes, but then you pick what tool, where you're gonna sit, um, and then we do a brain break and then we do 30 more minutes and so, even though so there's that structure of like you know exactly what's gonna come, you know how long it's gonna like be for um, so we have that structure, but then even within that, you always have some choice, um, and then same kind of same thing for, like our create and our collaborate time.
Speaker 3:Like we know that this is when collaborate happens, but we like vote on what we're going to, like this is what we want to learn about in collaborate this week. And then, um, this is um, you know, you know, and when and when it's create mode, sometimes, like, sometimes it's like a free-for-all, like everyone just picks something from the library. So there's like nine different projects, all the materials are out and it's crazy. But we know, like this is the time and we set, we set a timer so that we know, like, okay, this, how long I have to work. So that way I know I need, know we need 15 minutes to make sure we get everything cleaned up. So we have parameters, but within those we try to build in at least some sort of choice.
Speaker 1:So I it's so funny to hear you describe that scene as crazy, right, because it's like. It is like when, if you, if you're like hey, I'm going to show you a classroom and you walked in on that, you'd be like, whoa, this is out of control, this is crazy. But really it's like, what do I see? I see nine kids who are highly engaged, highly focused. They're doing a lot, they're. The cognitive load that those kids are bearing in that moment, instead of passively receiving instruction from you, is way higher, right? So it's like our traditional framing of what school should look like. If you compare these things, sometimes it can seem like a little, a little noisy or a little rowdy, but like when you actually look at what's going on inside the students, like, oh, that's, I wouldn't want school to be any other way, that's what it should look like.
Speaker 2:When I walk into a micro school and it's super quiet, I always think, okay, what's going on here? It's like my paradigm is totally shifted from a classroom needing to look all tidy and all the kids sitting with you know quietly to them talking and interacting and engaging and being excited about whatever project or whatever that they're learning. And you talked about routines and routines. Really, you know, the findings from research show that routines are really associated with positive developmental outcomes in children, from everything from cognitive to self-regulation, social, emotional, academic skills and mental and physical health, and this comes from Wiley online library, but you can find it all over the internet that routines are really, really important for development and kids, so I love. What you mentioned, though, is that there's also choice within those routines, so the kids know what to expect, but then, within that, they have autonomy, which I think is really key to an empowering learning environment. So what are some ways you encourage meaningful interactions between the students? So not just you and the students, but between each other?
Speaker 3:So I think those morning meetings, like we talked about, that's a big one. And then, like how you kind of just referenced, like it's never completely silent in our classroom, so they like they talk all day long. So I think when it's like very low pressure, it's just sort of naturally happens that they have interactions with each other. And you know, just like leaning on me, like can you help me with this, it builds like that trust between each other and they've all known each other for such a long time. So there's just that piece as well.
Speaker 3:And then you know we do so much together, like I'm so lucky because we have amazing parents and we go on field trips all the time, and I think, like having those experiences together, you know we, we can laugh, you know we can reflect on it or we can laugh like, oh my gosh, you remember when that happened. And they talk about it with each other and so it's kind of like family vacation, right. Like you build those together and so they have such tight little bonds and I just think it's because we, we just do so much together. So you know, you, you go way back. A lot of them are siblings, siblings. So they have that piece, but I just, you know they're never like silent, so they're just, they're talking, all of them, and being able to have, you know, cause, that's not, that's not natural, like we don't go out to a restaurant and just like sit in silence.
Speaker 2:Well, some people do when they have this thing in front of their face.
Speaker 1:No, I just think it's really funny how we talk about. We're all worried about, like, if you do something in the alternative education world, like everyone's worried about the socialization of the kids, and I'm like I don't think sitting in rows being quiet all day is socialization, and so what you're describing is like this really beautiful, true form of socialization where, um, where kids are really interacting. And it reminds me of two of my favorite quotes. I won't say it's my favorite, cause I have a billion favorite quotes. Uh, hard to win that competition.
Speaker 1:But the first one is whoever's doing the talking is doing the thinking. So when you see a classroom that we're like everyone's quiet, everyone's just listening, like their brains are just passive, not necessarily all the time, but like for a large percentage of that time, like their brains, all they have to do is be still and quiet. They don't have to, like do anything. And then my other favorite quote about this is, um, learning is mostly talking, teaching is mostly listening, and I think that you like really um, like demonstrate that as a guide and something very practical that someone can do.
Speaker 2:I can't quite remember, julia, when I was there and the kids were taking pictures of each other, and every time someone would take a picture they did something like some kind of celebration, what was that? But I was like this is amazing, I love this so much my little like cheer ringleader.
Speaker 3:she goes can I get a woo for something? So she does it. For it's amazing, amazing, like can I get a woo-woo for so-and-so, for doing this, and all these like I don't know where it started or why it started, but now it's like our thing.
Speaker 1:Yeah, that's so fun. I know, like when, um, we were first starting Prenda, that's something that we really focused on. Helping the guys learn how to do is like like every child should have. This isn't like something that you have to do at a Prenda micro school, obviously, but it's something that happened in lots of early prenatal micro schools, where every child would have a unique cheer and so if they did something, if they hit a milestone, they would be like cheer me or like like I need my cheer and like everyone would do their cheer for them. Uh, it was just like we need to celebrate kids more and that would be a nightmare in a classroom of 30 kids. If it's like I did something, like you would never get anything done Right, but with a smaller group and like more you know, interaction and culture setting, that it's really fun. I love that we can do those things. How do you tailor the learning experience to each student's needs and interests, both academically and like their curiosity?
Speaker 3:So the conquer time. That's pretty straightforward, you know. We we find a tool that works for them, we set a goal that's reasonable for them and then we just sort of like monitor from there. You know um. So that way we're making sure that they're at, like you know, we talk about, like our learning frontier, right, our predna term, um, so that one's you know once, once you get it going, it essentially runs itself um um.
Speaker 3:So for collaborate, it can be a little bit trickier, um, especially when you have really diverse interests or like passions, because you can't collaborate by yourself. Um, so we'll, we'll vote um a lot of times and be like hey, hey, like we'll look at the library um of options you know for, like, okay, so we have you know for these next week or two weeks or what kind of what we're looking at. So we'll take a vote and we'll look at, like you know, we'll narrow it down Um, but we'll try to kind of say like okay, so like six kids really want to learn about, you know, do the American history part, but there's three of you that really want to do geography, and like one of you really wants to do world war II. So we try to, like you know, be fair, we're going to do these first, and then these, and then these, so that way everyone feels like, okay, we get to learn about what I want to learn about. It might just not be first.
Speaker 1:So trying to be diplomatic, so our tagline, so trying to teach that.
Speaker 3:Yeah, and it's, it's tricky, you know, cause sometimes you know and I guess that's part of life, right, like, and that's a good I should bring that quote up more because it's hard when, like yours, doesn't get picked. So, and then for create, it's kind of a similar, a similar thing, right. So we will sometimes do like big, big projects together. Like, say, we're all going to do like an art project together because it maybe relates to something like like in the calendar, or we went on a field trip, you know, and like this connects to it, so we can all do it together. Um, but a lot of times too, if we are doing something together, it's something that we've decided as a group we're all interested in. Or I know that, like, hey, I know that this is something we're excited about or we want to learn about. Um, so just trying to, like, you know, make sure that they are, they're interested and they're engaged and it's going to feel meaningful to them, um, so I hear you talk a lot about choice.
Speaker 2:I would like to know other ways on how you encourage students to take ownership of their learning.
Speaker 3:Yeah, so the Mindset Mountain has been amazing for ownership, for Conquer Time, because it's their job to like, and they want to get into green or get into blue. So that has been fantastic because it's super visual, like you know, right, like get into green or get into blue. So that has been fantastic because it's super visual, Like you know right there, like this is what I need to get done.
Speaker 3:It's what I need to get done, not what my teacher says I need to get done, or what my mom says I need to get done, or what my big sister over there says I need to get done. So that's important. And then so, like for writing time this year, we started like, well, we're all just right, you know, they they're all kind of choosing, but then we come together, we set a timer for 20 minutes and we all share what we worked on that day out loud to everyone. So there's the accountability piece, so I can't just say nothing, because my classmates will know, because my classmates will know. But also, like it's so sweet because as they're progressing through their stories, the kids like want to know what, like, what's going to happen next in your story, and so, like they get super invested in their story and they want their story to continue. Or they want, or they'll have, you know, suggestions for each other so they can build it. And it's like this is my story, and so that's been really fun to see.
Speaker 1:Can I pop in there with some learning science here real quick? So what's happening is like we don't use grades at Prenda like traditional grades, so there's no external judgment like from coming from an authority figure in the form of a letter. There's feedback given, right, but when you get rid of that you create kind of a void around like why would I do this? And so you're demonstrating. Here is a really beautiful application of something called authentic audience where, instead of like external judgment and fear, it's like, oh, I'm going to write today because I know my friend wants to know what's going to happen and it's fun for me to share and to have the spotlight for and to be have people excited about the real work that I'm doing. Instead of just like, oh, I'm going to turn this in and hope I get a good grade. Um, so like beautifully done, amazing, that's so great, love to see that that's working. And it's like, yeah, anyways, good job, it's great, I love it.
Speaker 1:You know, that's that part in Peter Pan where, like they're all learning how to fly and Peter Pan's like running, like flying, and they're like we've got the pixie decks. And then I think Wendy's like you're doing it, you're doing it, peter, like you're like flying and it's like, okay, we talk about all these ideas and like here it is in the wild and it's happening and kids are loving learning and you're not burnout as a teacher and I'm like, I'm like you're doing it. You're doing it, julian, you're doing it, woo, woo. Yeah, there you go. There's your woo woo. I love it, okay. So what are some of the challenges you faced in creating this learning environment and how have you overcome these challenges?
Speaker 3:So I started laughing, thinking about this. Our very first week of Prenda ever was a really rough week. So the bathroom door, the lock, it would get stuck, but none of the kids would say anything and they would just like sit in silence. Oh no, one young man went in and he was not shy about the door being locked and he was like pounding on the door, freaking out, and his sister was on the outside like sam, it's okay, keep breathing, he's breathing. And then in the same week, that walkway, like walking into our classroom it just like drops off into the desert and students and it was at dismissal and he was like hopping around and he lost his balance and he went tumbling there.
Speaker 2:It's like desert, tucson desert, not like phoenix, where there's grass and one of the moms like god bless her.
Speaker 3:She like went down the hill and like rescued him. But the kids made this song. It was set to the 12 days of christmas and it was like the first days of endo, but it's funny now. So, like those were not ideal, um, we fixed them, um, but that was like so, like you know, the kids were talking about like remember yeah, I remember that happened so not ideal learning environment, um, but more like serious things, um, like there's been some struggles and I think probably our biggest struggle has honestly been like when families or students, it's just you kind of have to be like all in to the Prenda model to make it work, and if you're not all in, it's not going to work.
Speaker 3:And so I think and I fancy myself Wonder Woman, it's like I can take any kid, I can deal with anything, I can. And I think I had to be really honest and very humble with myself and be like it's just me, like when I, when you're in traditional school, like you have like your your door buddy and you have someone that you can call, like when things really get like over your head, you have kind of an escape route and um, and I don't, I don't have that now, it is just me. And so I think I had to be really honest about like this is what I can manage. And I have to be really honest with parents and you know, not being like you can't come, but I think I've had to be just really up front and being like this is this is, this is the reality of what you're putting your kid into. This is what I can do and this is what I can't do. Um, because it is so important, like every kid I mean anyone that's been in a traditional classroom like when there's 30 in a traditional classroom, like when there's 30 kids, one kid can really like stir the pot Right, but when you only have nine, 10 kids, it makes an even bigger difference. You know, it's kind of amplified.
Speaker 3:And so just just that honesty and having like open conversations, like constantly with families, with the kids, and I think that's kind of how we've navigated. That is you, just you have to recognize your limits. And and also, too, I think I you know, I love that there's constantly this continuing education on, like our side as well, like constantly things to be reading and thinking about, listening to podcasts. So there's that growth piece too. Like, looking back now it's like, oh, if I'd used this, I maybe could have handled it. But, like you said, like you know better, so you do better now. But I think you just got to constantly be, be honest and be humble so that you can make that environment, because you can't, you can't be, you can't make everything work all the time.
Speaker 2:Which isn't. And what I'm hearing is you have a lot of resilience to not just after that first week. You didn't just go okay, this isn't working. You persevered and you're modeling that for the students, which is really powerful. So how would you say that this empowering environment has affected your students' academic performance and their personal growth? In comparison to the students and I know that you were in a different type of school, I mean, it was a public school but the students were, some of them had a lot of challenges. So but like, how would you compare what you're seeing with personal growth, academic growth, to you know where you came from in those first six years of teaching?
Speaker 3:So it's very, it's a very different type of learning. So there's that it's. It's not like we used to teach. Like you're going to see questions about fractions that look like this on the test and this is how you solve it in this particular way so that you can get this answer, because this is how it will be seen. It's like exact coaching, like this is the formula of how to play the game, um, and you know we would, we would teach every single standard. And when I say teach, like here's the standard for 15 minutes hope you remember it in April Um, so, so like when I look at my pregnant kids, like they might not be moving as fast, so you know they might not be hitting every single standard in third grade that particular year.
Speaker 3:Like they're just and that's been something that's been kind of hard for me but I know that they're not moving on until they understand. So they might not be moving as quickly, but I know that they are understanding what they're learning. Um, and then, and you know, and if there's something that doesn't make sense, or if there's something like I know this, like they don't have to sit there in silence and wait for me over, um, or you know, or just if they don't get it like, well, if I just wait, we're going to move on to the next topic anyways. So, um, so it's kind of hard to to compare, in a sense, like how they're doing um, because it's just a different. It's a different way to look at their, their learning, um, and then, too, you know, my kids have my aprenda kids. They, you know, we've learned how to balance a budget because they wanted to learn about how to like manage money and we, they want it Like we've talked about how to like look at a menu at a restaurant and pick, like, well, how could I pick like a healthy, like what would be healthier on this option out of these options? Or, you know, we, we went to like look at how the power grid works in, like the city of Tucson, like this is how. So it's, they're learning things that no one's with a checklist at, like the state level, did they learn how to do this. But I think that they, they want to know how the world they live in works. So they they're getting a different. So it's it's really hard for you.
Speaker 3:I can, I was kind of thinking about this question. I was like this is really hard question to answer it's. It's hard to compare those two types of learning, though, but I think I see them being more prepared for the world and I think their confidence and their abilities. You know, I had some kids that came to me and they're like I hate math, I'm bad at math, I don't like math. And then this particular student she finished sixth grade and she was like halfway through seventh grade math. So like like hey, math, are you bad at math? Like how can you? You?
Speaker 1:know the data shows not so. Good job, sweetheart. That's amazing. Thank you so much for taking the time to share with us today. Our last question is just what advice you would give educators or parents looking to create more of an empowering learning environment.
Speaker 3:You're gonna make mistakes And's going to be kind of scary, but keep trying because it's worth it.
Speaker 1:Beautiful, setting them up with a growth mindset. That's perfect. Just like we want the kids to have a growth mindset, we need to also lean into that and I something that I heard you mention so many times is the humility that this takes for you to really say like I'm not, I'm, I'm not the sage on the stage, I'm not in the set, I'm not up in front of the class, I'm. I don't have all the right answers I could have handled that, you know, like just the. The way that you're modeling being a lifelong learner to these kids seems so, so authentic and so powerful. So thank you for coming on with us and thank you for all the work you're doing with your students in your micro school.
Speaker 2:Thank you so much, julia. It's always a pleasure when we get to chat. That's it for today. We hope you enjoyed this episode of the Kindle podcast. If this episode was helpful to you, please like subscribe. Follow us on social at Prenda learn. If you have a question that you would like for us to answer on the podcast, all you need to do is email us at podcast at prendacom. You can also subscribe to our weekly newsletter called the Sunday Spark.
Speaker 1:The Kindle podcast is brought to you by Prenda. Prenda makes it easy for you to start and run an amazing micro school based on all the ideas we talk about here on the Kindle podcast. If you want more information about becoming a Prenda guide, just go to prendacom. Thanks for listening and remember to keep kindling.
