Get Into Teaching Special: The impact of teachers on our high performers

In this special bonus episode Jake and Damian discuss a some key clips in which our guests have shared the impact their teachers had on their high performance journeys. 

Listen to the episode to hear the stories shared by Lee Child, Evelyn Glennie, Kelly Holmes and music agent Charlie Pearce. Jake and Damian share and reflect on these inspiring stories and reflect on how teachers have impacted their lives.

Thank you too ‘Get into Teaching’ for partnering on this special episode of The High Performance Podcast.

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In this special bonus episode, Jake Humphrey and Professor Damian Hughes discuss some key clips in which our guests have shared the impact their teachers had on their high-performance journeys.

The episode features stories from Lee Child, Evelyn Glennie, Kelly Holmes, and music agent Charlie Pearce. Jake and Damian share and reflect on these inspiring stories and reflect on how teachers have impacted their lives.

**Key Themes:**

* **The Power of Teachers:** Throughout the episode, the importance of teachers and their ability to change lives is emphasized. The guests share how their teachers inspired them, challenged them, and helped them achieve their goals.

* **Individualized Attention:** Several guests highlight the importance of teachers who took the time to understand them as individuals and tailor their teaching approach accordingly. This personalized approach helped them feel seen, understood, and supported.

* **High Expectations:** The guests also discuss the role of teachers who set high expectations for them. These expectations motivated them to push themselves and achieve more than they thought possible.

* **Creating a Supportive Environment:** The guests emphasize the importance of teachers who created a supportive and encouraging learning environment. This environment helped them feel safe, respected, and motivated to learn.

* **Nurturing Talent:** The episode also touches on the role of teachers in nurturing talent and helping students discover their passions. The guests share how their teachers recognized their potential and helped them develop their skills and talents.

* **Lifelong Impact:** The guests reflect on the lasting impact their teachers have had on their lives. They share how the lessons they learned and the inspiration they received from their teachers continue to guide them today.

**Conclusion:**

The episode concludes with Jake and Damian encouraging listeners to consider a career in teaching. They emphasize the profound difference teachers can make in the lives of their students and the fulfillment that comes from helping others learn and grow.

**Overall, this episode is a celebration of the transformative power of teachers and the impact they have on shaping the lives of their students.**

# The Impact of Teachers on High Performance Journeys: Insights from Inspiring Stories

**Introduction**

In this special bonus episode of The High Performance Podcast, Jake Humphrey and Damian Hughes delve into the profound impact that teachers have had on the high-performance journeys of various guests featured on the podcast. Through compelling stories shared by renowned author Lee Child, percussionist Evelyn Glennie, Olympic gold medalist Kelly Holmes, and music agent Charlie Pearce, Jake and Damian explore the transformative role of teachers in shaping the lives and achievements of these individuals.

**The Power of Teachers in Shaping High Performers**

The episode highlights the pivotal role that teachers play in nurturing talent, fostering a love for learning, and inspiring students to reach their full potential. Jake and Damian emphasize the importance of recognizing and celebrating the contributions of teachers, acknowledging their dedication and the lasting impact they have on their students' lives.

**Inspiring Stories of Teacher Influence**

Each guest featured in the episode shares a personal story that underscores the profound influence of a teacher who believed in them, encouraged them to pursue their dreams, and helped them overcome challenges. These stories illustrate the transformative power of teachers who go above and beyond to support and guide their students.

**Lee Child:** The renowned author of the Jack Reacher series credits his English teacher, Mr. Keating, for instilling in him a love for reading and writing. Mr. Keating's encouragement and belief in Lee's potential played a pivotal role in shaping his future as a successful writer.

**Evelyn Glennie:** The world-renowned percussionist, who is profoundly deaf, speaks about the unwavering support of her music teacher, Ron Forbes. Despite her disability, Ron recognized Evelyn's talent and worked tirelessly to adapt teaching methods to accommodate her unique needs. His belief in her abilities empowered Evelyn to pursue her musical aspirations and achieve remarkable success.

**Kelly Holmes:** The Olympic gold medalist in the 800 meters and 1500 meters races shares her experience with a PE teacher who recognized her athletic potential and encouraged her to pursue running. This teacher's guidance and support set Kelly on the path to becoming one of the most successful British athletes of all time.

**Charlie Pearce:** The music agent and founder of Coda Agency reflects on the influence of his drama teacher, who instilled in him a love for the arts and encouraged him to pursue a career in the music industry. This teacher's mentorship and guidance helped Charlie navigate the challenges of the music business and achieve significant success.

**Reflections on Personal Experiences**

Jake and Damian share their own experiences with teachers who have had a profound impact on their lives. They acknowledge the importance of mentors and role models who provide encouragement, guidance, and support, especially during challenging times.

**Conclusion: The Enduring Legacy of Teachers**

The episode concludes with a powerful message about the enduring legacy of teachers. Jake and Damian emphasize the need to recognize and appreciate the contributions of teachers, both past and present, who play a vital role in shaping the lives of young people and helping them achieve their full potential. They encourage listeners to reflect on the teachers who have made a difference in their lives and to express gratitude for their unwavering support and guidance.

[00:00.000 -> 00:05.960] Hey everyone, welcome along to a special bonus episode of the high performance podcast.
[00:05.960 -> 00:09.440] This is the podcast for free for you every single week.
[00:09.440 -> 00:13.800] And we talk about this podcast telling the experiences of the planet's highest performers
[00:13.800 -> 00:14.800] into your life lessons.
[00:14.800 -> 00:19.040] And actually lessons is the apt word today because for this episode, we've partnered
[00:19.040 -> 00:22.980] with get into teaching and if there weren't teachers and if they weren't delivering those
[00:22.980 -> 00:26.720] lessons and if they weren't changing lives right at the very start
[00:27.240 -> 00:34.960] Then so many people will achieve so much less and actually through the conversations that myself and professor Damien Hughes have had over the past
[00:34.960 -> 00:35.560] couple of years
[00:35.560 -> 00:42.680] We've realized that despite the fact that our guests have gone on to become billionaires and to win Olympic medals or to lift trophies
[00:43.320 -> 00:45.280] So much of what they do today started with the lessons and the inspirations and the guidance from their teachers a chael y meddal olympiadau neu i fynd i'r trofeydd. Mae llawer o'r hyn y maen nhw'n ei wneud heddiw
[00:45.520 -> 00:48.480] wedi dechrau gyda'r wythnosau a'r ysbrydoliaethau a'r gwybodaeth
[00:48.560 -> 00:49.560] o'u myfyrwyr.
[00:50.160 -> 00:51.600] Rwy'n edrych yn ffwrdd â hyn, Damien.
[00:51.640 -> 00:55.080] Mae gennym chwe ddifrif o gofynion,
[00:55.240 -> 00:57.080] ond maen nhw'n dod yn ôl i'r un thema yma, Damien,
[00:57.160 -> 00:59.040] a dywedodd, gallwch chi
[00:59.040 -> 01:01.560] gwneud rhywbeth i rannu rhywun o'r debyg,
[01:01.600 -> 01:02.960] ond yna beth mae hynny'n golygu yw
[01:03.280 -> 01:04.920] gallwch chi rhoi ysbrydoliaeth mor anhygoel iddo
[01:04.920 -> 01:07.000] sy'n cael ei gyrraedd gyda nhw.
[01:07.000 -> 01:11.000] Rydych chi'n iawn, Jake. Rwy'n credu bod y pŵer o ddarlithydd ddim byddai'n
[01:11.000 -> 01:15.000] ystymiedol. Ac rwy'n credu bod nifer o'n gwestiynau, fel y dywedwch yn yr ôl,
[01:15.000 -> 01:20.000] wedi siarad am y ffigur sydd wedi'i ffynnu eu bywydau, sydd wedi rhoi
[01:20.000 -> 01:24.000] iddo o lywodraeth, cefnogaeth a chyfrifoldeb iddyn nhw cyn i gael
[01:24.000 -> 01:48.040] y ddadl i ffyrdd o ffyrdd i'w credu. Felly, ie, rwy'n credu a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfrifoldeb, a chyfr about one person being able to change someone's life. You used a lovely phrase before, quite a moving phrase, I love the one where you said about
[01:48.040 -> 01:50.360] I was the girl with no name.
[01:50.360 -> 01:55.040] And how much of it was just having someone know your name that was the appeal of that?
[01:55.040 -> 01:58.720] Yeah, all of it, just having like that you're here, you know, I always believe that one
[01:58.720 -> 02:00.640] person can change somebody's life.
[02:00.640 -> 02:08.240] Mine was my PE teacher, you know, we're still friends to this day, it's my PE teacher you know, we're still friends to this day, my PE teacher because it was her that actually said to me, Kelly you can be good and
[02:08.240 -> 02:14.480] this is the part of why I just like my charity but that moment was just having
[02:14.480 -> 02:18.760] an identity so important you know for anybody knowing where they're gonna go
[02:18.760 -> 02:24.320] what they're gonna do what they want to do finding passion I feel lucky that I
[02:24.320 -> 02:25.560] had the upbringing I had lucky that I had the upbringing I had,
[02:25.560 -> 02:29.680] lucky that I had those feelings inside me at a very young age, you know, because
[02:29.680 -> 02:33.320] two dreams were to be in the army as a physical training instructor and to be
[02:33.320 -> 02:37.720] Olympic champion and I've done both. You know, who else at 14 can actually say I
[02:37.720 -> 02:40.880] had these dreams, they were going to take forever, they were the fluffy cloud up
[02:40.880 -> 02:44.540] there, it might have taken 20 years for one of them, you know, however many for the
[02:44.540 -> 02:49.000] other one, but I did it. So actually everything before that
[02:49.000 -> 02:52.960] period of time was probably that little bit of grounding, fight for it, if you want
[02:52.960 -> 02:56.480] it, don't give up. If you want to be proved that you're good, you have to show
[02:56.480 -> 02:59.520] you're good, you know, and I think there's those little bits that when you're a
[02:59.520 -> 03:03.560] child you don't think about. When you're an adult you start thinking about all
[03:03.560 -> 03:09.320] the little incidences that have happened along the way where you could have just given up you could have cried
[03:09.320 -> 03:11.240] You could have said I'm not good enough yourself
[03:11.240 -> 03:13.000] You could have listened to what people said
[03:13.000 -> 03:19.160] But I believe that that to become the Olympic champion I did was some of the traits from being young thinking no
[03:19.160 -> 03:21.520] I'm gonna do this you can't you think I can't I'm going to
[03:22.760 -> 03:25.360] It reminds me Damien in many ways of that great phrase,
[03:25.360 -> 03:27.480] give me a child till the age of five
[03:27.480 -> 03:28.600] and I'll give you the adult.
[03:28.600 -> 03:31.120] And I still think that as much as we understand
[03:31.120 -> 03:33.720] the power of teaching and the importance of teachers,
[03:33.720 -> 03:36.240] I don't think that until we had these conversations
[03:36.240 -> 03:39.240] on the podcast, we understood that a conversation
[03:39.240 -> 03:42.640] with a seven year old child 20 years later
[03:42.640 -> 03:44.760] can have a direct correlation on the way that
[03:44.760 -> 03:45.000] not just someone performs, this isn't about winning Olympic medals, this is about making people feel that they're worthy, oedd 20 oed yn ymwneud â'r ffordd y gallai 20 oed yn ymwneud â'r ffordd y gallai 20 oed yn ymwneud â'r ffordd y gallai
[03:45.000 -> 03:47.000] 20 oed yn ymwneud â'r ffordd y gallai
[03:47.000 -> 03:49.000] 20 oed yn ymwneud â'r ffordd y gallai
[03:49.000 -> 03:51.000] 20 oed yn ymwneud â'r ffordd y gallai
[03:51.000 -> 03:53.000] 20 oed yn ymwneud â'r ffordd y gallai
[03:53.000 -> 03:55.000] 20 oed yn ymwneud â'r ffordd y gallai
[03:55.000 -> 03:57.000] 20 oed yn ymwneud ag olygpheg.
[03:57.000 -> 03:59.000] 20 oed yn ymwneud ag olygpheg.
[03:59.000 -> 04:01.000] 20 oed yn ymwneud ag olygpheg.
[04:01.000 -> 04:03.000] 20 oed yn ymwneud ag olygpheg.
[04:03.000 -> 04:08.200] 20 oed yn ymwneud ag olygpheg. 20 oed yn ymwneud ag olygpheg. 20 o John Bowlby, sy'n arbennig at atgyswch, mae'n siarad am sut mae cyhoeddiadau'r cyhoedd dynol yn ein bywydau
[04:08.200 -> 04:12.240] yn deimlo'r dyfodol o sut rydym yn cymryd gysylltiad â phobl
[04:12.240 -> 04:14.120] yn mynd i'r dyfodol.
[04:14.120 -> 04:16.240] Ond y cyfan arall yw ffras o Sigmund Freud
[04:16.240 -> 04:18.680] sy'n siarad am y moment o'r gwyr.
[04:18.680 -> 04:21.480] Mae pawb sy'n mynd i gael rhywbeth
[04:21.480 -> 04:24.480] sy'n bwysig yn eu bywydau yn recogi'r moment
[04:24.480 -> 04:25.840] y mae Kelly wedi'i ddysgu,
[04:25.840 -> 04:28.080] a'r peiriannwr, Debbie Page,
[04:28.080 -> 04:29.480] yn dangos y gweithwyr gwyr,
[04:29.480 -> 04:32.160] yn gwybod ein bod yn dda ar rywbeth,
[04:32.160 -> 04:34.240] yn gwybod y gallai gennych ei ffyrdd,
[04:34.240 -> 04:35.840] y talent y gallwch chi ei gynnwys,
[04:35.840 -> 04:37.520] cyn i chi ddweud ei gwybod,
[04:37.520 -> 04:39.040] ac mae hynny'n rhoi eich unigoledd
[04:39.040 -> 04:41.360] sy'n eich allu dechrau byw i hynny.
[04:41.360 -> 04:42.160] Felly os ydych chi'n cofio,
[04:42.160 -> 04:44.840] sgwrs Kelly yn ffyrdd o'r bryd
[04:44.840 -> 05:07.760] o'i gwaith cyntaf oedd pan oedd yn gweithio mewn yni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'r cwmni, o'n byw'n byw'n byw'n ddewis ac yn cael ddewis gwych. Felly, rydych yn dechrau gweld sut, fel adolygiadur, ac fel ddysgwyr yn benodol,
[05:07.760 -> 05:11.200] y gallwch chi ddechrau rhoi'r gwyrddau gwyl i bobl
[05:11.200 -> 05:14.160] sy'n gallu cyfrifu eu hunain yn bywydau'n ddiweddar
[05:14.160 -> 05:16.560] mewn ffyrdd ddwyieithog iawn.
[05:16.560 -> 05:26.000] Ac os gallwch chi gael y gallu i'w wneud hynny, gallwch chi hefyd gael y gallu i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael i'w gael sy'n mynd i'r ffwrdd i'w gael. A'r rhai sy'n mynd i'r ffwrdd i'w gael. A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:26.000 -> 05:28.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:28.000 -> 05:30.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:30.000 -> 05:32.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:32.000 -> 05:34.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:34.000 -> 05:36.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:36.000 -> 05:38.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:38.000 -> 05:40.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:40.000 -> 05:42.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:42.000 -> 05:44.000] A'r rhai sy'n mynd i'r ffwrdd i'w gael.
[05:44.000 -> 05:45.040] A'r rhai sy'n mynd i'r ffwrdd i'w gael. A'r rhai sygu ac yn rhoi'r amser iddo i siarad amdano, gallai fod yn ddigon.
[05:45.040 -> 05:50.800] Ie, yn amlwg, ac yn sôn Llewydd, y sylwad y gafodd ei gael, a'i gweithredu i'r
[05:50.800 -> 05:57.040] brand Gymshark, er mwyn, roedd ei broses o fyd yn ddiddorol, y cyfnod oedd yn ei gael ar y pryd o
[05:57.040 -> 06:03.200] rannu gweithredwyr, dim ond y lle y gafodd ei gael ei gael, ond roedd e'n ysgrifennu i
[06:03.200 -> 06:27.560] yr holl un o ni fod weithiau yn yrnod o ddiddorolddai'n rhaid i ni ddweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud y byddai'n dweud the thought process is you can often find those seeds of great ideas that are somewhere within it so again like you say allowing people just that space to talk and feel respected and heard is an incredibly powerful solution for all of us okay well let's move on then here another clip this clip this is from Dame Evelyn Glennie she's a solo percussionist who is a
[06:27.560 -> 06:32.120] double Grammy winner, a BAFTA nominee but she's also deaf and this is what she
[06:32.120 -> 06:35.900] shared with us on high performance. Evelyn what I'd really like to talk
[06:35.900 -> 06:42.120] about is how important it's been in your life to have people around you who see
[06:42.120 -> 06:45.820] things a little bit differently whether it's your parents thinking, hold
[06:45.820 -> 06:49.840] on, let's not push our daughter down the route that we would traditionally go
[06:49.840 -> 06:53.580] down, let's keep her at the school that she loves, or whether it's the teachers
[06:53.580 -> 06:57.540] at that school embracing you, whether it's when you came to London as someone
[06:57.540 -> 07:02.220] wanting to study music but not being able to hear, many lecturers would have
[07:02.220 -> 07:09.000] said that's not possible, right down to the man getting you to put your hand on the wall to hear music. If you hadn't
[07:09.000 -> 07:14.080] been surrounded by people who see the bigger picture and who think differently,
[07:14.080 -> 07:18.560] I'm not sure your journey would have even started, let alone got to hear.
[07:18.560 -> 07:23.200] Well, and that is an interesting point because we actually don't know, you know,
[07:23.200 -> 07:29.540] what the scenario might have been. I think the key thing was the percussion teacher, you know, when
[07:29.540 -> 07:33.920] I was 12 years old, asking me to put my hands on on the wall. I think that was a
[07:33.920 -> 07:39.560] very, very key moment because it surpassed just being a musician or being
[07:39.560 -> 07:44.320] the percussion player. This was about ownership. It was about ownership of a
[07:44.320 -> 07:46.320] particular situation.
[07:46.520 -> 07:48.640] But then when I took the hearing aids off,
[07:48.840 -> 07:50.920] it was almost as though it was a real relief.
[07:51.120 -> 07:56.760] So although you're hearing far, far less, you know, you realize that actually
[07:56.960 -> 07:58.760] the body is responding to things.
[07:58.960 -> 08:01.840] And this first came about when my percussion teacher,
[08:02.040 -> 08:05.680] he struck a timpani or a kettle drum and he just
[08:05.680 -> 08:10.600] struck it and he waited. He didn't say anything, he just let that journey of
[08:10.600 -> 08:17.400] sound happen. And then he said, Evelyn, could you feel, physically feel that
[08:17.400 -> 08:22.680] sound? And I said, oh I don't know. And so he struck it again and I
[08:22.680 -> 08:26.440] really paid attention. I said, yes, I think I do.
[08:26.640 -> 08:30.400] And he asked me then to place my hands on the wall of the room.
[08:30.600 -> 08:32.000] And he struck the drum again.
[08:32.200 -> 08:35.800] And sure enough, I could really feel that sound through the palm of my hands
[08:35.800 -> 08:37.920] or my fingers or whatever it was at the time.
[08:38.120 -> 08:41.440] And I said, crumbs, I really do feel that, you know.
[08:41.640 -> 08:44.240] And then he changed the pitch of the drum.
[08:44.440 -> 08:48.540] And lo and behold, you know, that then he changed the pitch of the drum and Lo and behold, you know that that had a different feeling again. I
[08:49.120 -> 08:53.800] Think the great conversation here Damien is about innovation and flexibility
[08:53.980 -> 08:59.920] It's a reminder that teachers can't just go in a classroom and go right 15 20 30 children. This is what we're doing
[08:59.920 -> 09:04.800] It's about taking the time to understand the individual that patience that empathy
[09:04.920 -> 09:07.640] Yeah, I mean it makes me feel quite emotional listening to Mae'n ymwneud â chael y cyfnod i ddeall y unigol, y pobl byw, y cyd-dymorth. Ie, dwi'n credu ei fod yn rhaid i mi ddimu'n eithaf eich eich eich ymwneud,
[09:07.640 -> 09:10.240] gan gofyn i'r stori Evelyn yno.
[09:10.240 -> 09:11.160] Ac mae'r ddarlithwyr yn dweud,
[09:11.160 -> 09:13.200] dydych chi ddim yn rhaid i chi ddysgu i chwarae cerdd,
[09:13.200 -> 09:15.640] ond mae'n rhaid i chi ddysgu i chwarae cerdd.
[09:15.640 -> 09:19.560] Ac mae'r syniad o ddysgu sain drwy gymryd mhwyth
[09:19.560 -> 09:23.120] yn hytrach na dim ond y brifysgol ei hun yn gallu gael ei gynnwys.
[09:23.120 -> 09:24.880] Ac mae'n ein gofyn i ni o'r sgwrs
[09:24.880 -> 09:28.320] rydyn ni wedi'i gael gyda llawer o'n gwestiynau, Jake, pan wnaethon ni
[09:28.320 -> 09:33.200] ymweld â Howard Gardner, y psychologaidd ddysguol, ac yn ei gynllunio.
[09:33.200 -> 09:37.600] Felly, nid yn gofyn i'r plentyn, sut ydych chi'n ddiddorol, ond yn ystod, sut ydych chi'n ddiddorol?
[09:37.600 -> 09:41.680] Ac yn deall bod pob plentyn yn ddiddorol, mae'n defnyddio'n ffyrdd
[09:41.680 -> 09:47.000] gwahanol, oherwydd yw'r dealltau ffysigol, y dealltaeth cymdeithasol, y dealltaeth gwefan.
[09:47.000 -> 09:55.000] Mae pawb yn cael ymwneud â'r rôl o'r myfyrwyr yw gweld yr ymwneud â'ch gynllun a chwarae ar y gallan.
[09:55.000 -> 09:58.000] Fawr. Beth am Nature vs Nurture?
[09:58.000 -> 10:02.000] Gadewch i ni hefyd gweld Charlie Pearce, sy'n rheoli rhai o gynlluniau cerdded.
[10:02.000 -> 10:05.200] Fe yw wedi ymuno â ni ar y podcast, eto, gwrthdaro brif. She joined us on the podcast. Again, brilliant conversation.
[10:05.200 -> 10:06.600] Here's her thoughts.
[10:06.600 -> 10:10.520] To go kind of back to that idea of nature versus nurture,
[10:10.520 -> 10:15.520] I think some of that is there's something within all of us
[10:16.200 -> 10:18.080] where we can do that.
[10:18.080 -> 10:23.080] Like I think that there's no one who is incapable
[10:23.920 -> 10:28.100] of doing that, but tapping into it is a whole different ballgame and
[10:28.760 -> 10:35.560] I had a teacher when I was at school. I was doing my a-levels and it was actually the headmaster was
[10:36.320 -> 10:39.900] My English teacher and we went to like a parents evening
[10:39.900 -> 10:40.500] He said, you know
[10:40.500 -> 10:46.880] What how are you feeling about your grades like what do you think might happen in your mock exams or whatever?
[10:46.880 -> 10:49.720] And I was like, a C probably is realistic,
[10:49.720 -> 10:52.000] but a B if I work really hard,
[10:52.000 -> 10:53.720] he said, if you think like that,
[10:53.720 -> 10:56.720] the highest you will ever achieve is a B.
[10:56.720 -> 11:00.040] You will never get an A if you,
[11:00.040 -> 11:01.880] right now sitting here and telling me
[11:01.880 -> 11:03.640] that the best you're gonna do is a B.
[11:03.640 -> 11:07.280] You need to think, I'm gonna aim for an A and I got it
[11:09.120 -> 11:12.740] Now we move on to a rather different conversation here Damien
[11:12.740 -> 11:17.960] We've spoken a fair bit about making young people feel great and saying the right things and there's definitely an element of that here with
[11:17.960 -> 11:21.080] Charlie Pierce, but then it becomes a conversation as well
[11:21.600 -> 11:25.360] About effort and desire if every young person listening to this one Yep, I'm gonna dream of an A and I'm gonna get an A then it's never gonna happen mae yna siarad hefyd am gynnwys a ddewis. Os bydd pob ddewis yn clywed hwn,
[11:25.360 -> 11:27.640] iawn, byddwn yn ddreu o A a byddwn yn cael A,
[11:27.640 -> 11:29.120] yna byddai hyn ddim yn digwydd.
[11:29.120 -> 11:29.960] Rwy'n credu ei fod yn bwysig iawn,
[11:29.960 -> 11:31.280] mae gennym hefyd siarad
[11:31.280 -> 11:33.040] yw bod y meddwl yn brif,
[11:33.040 -> 11:35.400] ond mae gweithio yn un o'r pethau pwysicaf,
[11:35.400 -> 11:38.800] ac i ddewis i ysbrydoli dewis i ddewis
[11:38.800 -> 11:40.040] nid yw'n hwyr,
[11:40.040 -> 11:43.000] ond mae'n rhaid iawn i ddewis yn y ffynonell ddewis.
[11:43.000 -> 11:44.640] Iawn, ddreu heb gweithio
[11:44.640 -> 11:45.760] yw hynny'n unig, mae'n ddreu. Felly rwy'n credu y byddaf o ddarlithwyr. Ie, ddreimio heb ddyniad yw hynny.
[11:45.760 -> 11:47.080] Mae'n ddreimio.
[11:47.080 -> 11:49.440] Felly rwy'n credu y byddwn ni'n tyfu i mewn i hwn
[11:49.440 -> 11:51.280] yw'r hyn y bydd y rhai o ddarlithwyr
[11:51.280 -> 11:53.760] neu phobl sydd wedi groesu mewn addysg
[11:53.760 -> 11:55.360] yn clywed yma, bydd yn deall.
[11:55.360 -> 11:58.160] Yw gweithio Carol Dweck ar y meddwl o fwyth.
[11:58.160 -> 12:00.560] Mae'n gyfleus iawn o'i gyd.
[12:00.560 -> 12:03.600] Dydyn ni ddim yn dod â'r ddarn.
[12:03.600 -> 12:04.880] Mae'r meddwl o fwyth yn dweud
[12:04.880 -> 12:07.040] y gallwch chi ddweud y ddarn ac os ydych chi'n gweithio'n fawr
[12:07.040 -> 12:14.000] arno, os ydych chi'n rhoi'r cymhwyster, os ydych chi'n gweithio'n aml, gallwch chi ddweud y chyfrin hwnnw, gallwch chi gwneud y cyfrin hwnnw'n fwy na'r hyn y mae Charlie wedi'i ddysgrifio
[12:14.000 -> 12:20.160] yn dda iawn yno gyda'i wythnoswyr, rhoi'r cymhwyster ac y gallwch chi ddweud eich cyfrin i ddod o'r A.
[12:20.800 -> 12:29.000] Felly rwy'n credu ei fod yn unrhyw enghraifft gael pobl yn sefydlu ar y broses yn hytrach na'r cyflawn.
[12:29.000 -> 12:35.000] Mae'r ddweud ymwneud ymwneud ym Mhroffi Bill Walsh, y bydd y ysgol yn eu gofalu ar eu hunain.
[12:35.000 -> 12:45.220] Bydd y gradd yn eu gofalu ar eu hunain os ydych chi'n gwneud y gwaith haus a'r peth da bob dydd. Ac os y bydd y myfyrwyr o'r potensial yn clywed hyn ac yn meddwl, ydy'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd, yw'n gwirionedd day and if potential teachers are listening to this and they think you
[12:45.220 -> 12:51.460] know is it really a career where I'll be valued well the answer is it should be
[12:51.460 -> 12:55.980] here's Lee Child the amazing author of the Jack Reacher books he spoke to us
[12:55.980 -> 13:00.180] about the importance of teachers we have a lot of people listen to this who are
[13:00.180 -> 13:04.580] teachers we have a lot of business leaders employees and employers what are
[13:04.580 -> 13:05.640] the processes that you go through when you're writing or when you're creating who are teachers, we have a lot of business leaders, employees and
[13:03.480 -> 13:07.440] employers. What are the processes that you
[13:05.640 -> 13:09.040] go through when you're writing or when
[13:07.440 -> 13:11.120] you're creating anything to make sure
[13:09.040 -> 13:12.960] that you are operating at the absolute
[13:11.120 -> 13:16.160] top of your window? Well first a big
[13:12.960 -> 13:19.240] shout out to teachers because you know
[13:16.160 -> 13:22.280] that is so key and so critical and I'm
[13:19.240 -> 13:25.720] sure you guys can quantify it but I bet
[13:22.280 -> 13:26.560] every person who's got somewhere has at least one
[13:26.560 -> 13:32.520] teacher in their past that has somehow inspired them or so on. I certainly did
[13:32.520 -> 13:37.920] one particular, I mean half a dozen in tiny little details but one particular
[13:37.920 -> 13:42.920] teacher that kind of forms you. My daughter had exactly the same experience
[13:42.920 -> 13:49.040] one particular teacher that completely inspired her and shifted the course of her life. Teachers are very
[13:49.040 -> 13:54.280] important and what you got to do after that is realize that you learned
[13:54.280 -> 13:59.800] something, that your life was altered and was shifted in terms of course and then
[13:59.800 -> 14:04.400] keep yourself open to that possibility. It might happen again. If at all possible
[14:04.400 -> 14:06.420] pass that on to somebody else.
[14:06.420 -> 14:08.580] It's like a two-way obligation.
[14:08.580 -> 14:10.020] Keep your mind open to the fact
[14:10.020 -> 14:12.020] that there may be another teacher
[14:12.020 -> 14:15.900] that 20 years later will change your life again,
[14:15.900 -> 14:18.580] or it is in fact your obligation
[14:18.580 -> 14:20.580] to help other people if possible.
[14:20.580 -> 14:21.740] And everybody can.
[14:21.740 -> 14:23.100] Everybody can help somebody else.
[14:23.100 -> 14:24.420] Pay it forward.
[14:24.420 -> 14:28.140] That's what I think is one of the biggest obligations in life. So would you tell us
[14:28.140 -> 14:32.140] about the intervention that that teacher made on your life that you described?
[14:32.140 -> 14:35.740] I was at high school and he was the he was an English teacher but it was
[14:35.740 -> 14:40.140] nothing to do with English it was to do with the drama he ran this drama club
[14:40.140 -> 14:47.800] like after hours and super professional in the sense of you know you're a
[14:47.800 -> 14:53.000] teenager you're 16, 17 years old or something and it's it's all about you
[14:53.000 -> 14:57.560] and he was like no it is not all about you it is about the audience first
[14:57.560 -> 15:03.320] second and third and that was life-changing to me.
[15:03.320 -> 15:08.840] How prophetic that a teacher spoke to a lead child in that way and all these years later
[15:08.840 -> 15:12.440] That's having a direct impact on the way that he writes his books and that's a really good example
[15:12.440 -> 15:17.900] You know you sit there on a train or on a holiday reading a Jack Reacher novel and those very words
[15:18.620 -> 15:22.960] There's a direct line from them to the teacher that that spoke to Lee all those years ago
[15:23.280 -> 15:28.000] Yeah, it really reminded me of there's'r ddarlithydd Taylor Malley
[15:28.000 -> 15:31.000] sy'n cyrraedd y rheswm i rywun dweud beth mae'r ddarlithydd yn ei wneud.
[15:31.000 -> 15:35.000] Mae rhai o'r rhanau yn, rwy'n gwneud i blant ymdrech, rwy'n gwneud iddynt ymdrech,
[15:35.000 -> 15:38.000] rwy'n gwneud iddynt ymdrech a'i ddweud, rwy'n gwneud iddynt ddweud, rwy'n gwneud iddynt ddweud,
[15:38.000 -> 15:40.000] rwy'n gwneud iddynt ddweud, rwy'n gwneud iddynt ddweud, rwy'n gwneud iddynt ddweud,
[15:40.000 -> 15:42.000] ond, ar gyfer yr holl beth, rwy'n gwneud gwahaniaeth.
[15:42.000 -> 15:46.000] Ac rwy'n credu bod y ddarloldeb Lee o hynny yn gyfrifoldeb da
[15:46.000 -> 15:48.000] o wahaniaeth y gall y myfyrwyr wneud
[15:48.000 -> 15:50.000] yn y bydau a'r cymuned
[15:50.000 -> 15:52.000] a'r byd y byddwn i gyd yn byw.
[15:52.000 -> 15:54.000] Felly, dweud wrthym,
[15:54.000 -> 15:56.000] eich gysylltiad
[15:56.000 -> 15:58.000] gyda'r myfyrwyr a'r dysgu.
[15:58.000 -> 16:00.000] Beth sy'n dod allan?
[16:00.000 -> 16:02.000] Roeddwn
[16:02.000 -> 16:04.000] yn gyntaf
[16:04.000 -> 16:05.500] yn amser anoddd yn ysgol,
[16:05.500 -> 16:08.500] pan fyddwn i'n mynd i'r ysgol fawr,
[16:08.500 -> 16:11.000] roeddwn i'n byw'n anodd iawn,
[16:11.000 -> 16:13.500] oherwydd roeddwn i'n teimlo fel ffyrdd o water,
[16:13.500 -> 16:16.500] ac roeddwn i'n cael fy nghyflawn yn llawer o broblemau,
[16:16.500 -> 16:20.000] o ran bod yn,
[16:20.000 -> 16:22.000] wel, roeddwn i'n cael fy nghyflawn,
[16:22.000 -> 16:23.500] ac roeddwn i'n cael addysg,
[16:23.500 -> 16:25.040] un o'r ffyrdd o'r gynulliad Bernard,
[16:25.040 -> 16:30.320] a ddod i siarad â fy mhobl i ddweud ei fod yn dweud nad oeddwn i'n ddyn iawn,
[16:30.320 -> 16:34.560] roeddwn i'n ceisio cyflawni'n unig ffordd o'r ffordd rydw i'n gwybod.
[16:34.560 -> 16:38.320] Ac roedd yn ymddangos i'r ysgol i ddod o'r cyrff,
[16:38.320 -> 16:42.400] ac yn eithaf cymryd fy nghyrfaith a'n hyrwyddo i fod yn ddiddorol,
[16:42.400 -> 16:45.920] a'r decyn a'r hyder yn fwy da o'r dechrau, ac yn agresif, a'r ddiddorol, a'r hyrwyddo i mi fod y bobl cyffrous, cyd-drefn a chymorth yn ddwyieith o'r deithasau
[16:45.920 -> 16:49.680] a'r bod yn agresif, arwyddol a'n anhygoel.
[16:49.680 -> 16:53.920] Mae yna rhai myfyrwyr, Bernard Counsell, Peter Ward, Andrew Marshall,
[16:53.920 -> 16:55.640] sy'n gwneud gwahaniaeth yn fy bywyd,
[16:55.640 -> 17:01.040] a'r 30 mlynedd nesaf, rwy'n ymwneud â nhw'n ffynon a'u cymryd â nhw.
[17:01.040 -> 17:04.840] Mae hynny'n gallanol, oherwydd mae'n dod yn ôl i'r thema cyffredin ar y cyflawniad cyffredin,
[17:04.840 -> 17:07.520] a'r cymorth dros ystyr. Mae'n hawdd iawn i gael ystyr y byddw. Mae hyn yn galluol i hynny, oherwydd, eto, mae'n dod yn ôl i'r thema cyffredin ar y cyfrifoldeb cyhoeddus, sy'n ymddangos ymddygiad ar y penderfyniad. Rydych chi'n gwybod, mae'n haws iawn
[17:07.520 -> 17:11.200] i gael penderfyniad y byddwch chi'n dyn ddifrifol, ond os yw rhywun yn dangos rhai ymddygiad a rhai dealltage
[17:11.200 -> 17:17.920] o chi fel dynol, mae'n newid y sgwrs. Iawn, yn debyg. Ac fel fy mhrof i'n llai,
[17:17.920 -> 17:23.680] Chris, ymwneud â'i ddysgu ei hun, ac rwy'n credu ei fod wedi'i ysbrydoli gan y rhai ymddygiadurau ymddygus
[17:33.000 -> 17:35.000] a rwy'n credu ei fod wedi'i ysbrydoli gan y myfyrwyr i'r unigol sy'n byw yn ymdrech i ymdrech a gweld y person yn hytrach na'r statwsyddiadau neu'r cyfnodau y gallwn eu gwastadu ar gyfer nhw. Beth amdano, Jake? Beth oedd eich cyfnod?
[17:35.000 -> 17:45.720] Wel, rwy'n cael teulu o fyrwyr, felly mae fy mam yn fyrwyr, mae fy nhermau a fy mam a'r tat ar gyfer fy mhwyrwyr, mae fy nhermau a fy brwyn yn fyrwyr, My wife's mom and dad are both teachers my sister-in-law and my brother-in-law are teachers and not dissimilar to you
[17:45.720 -> 17:50.460] I didn't quite get to the expulsion point Damien, but I certainly struggled at school and there was a point where
[17:51.420 -> 17:55.700] Basically, I was getting such bad reports that I remember my mom gave me a small
[17:55.700 -> 18:02.260] you know those um little notebooks like the line writer ones with the lines on and the little twisted metal at the top and
[18:03.500 -> 18:06.240] She wrote on the front thank you very much
[18:06.240 -> 18:10.440] for your honesty in Jacob's school report I've sent this notebook in so you
[18:10.440 -> 18:14.480] can set him extra work during the summer holidays in an attempt to save his
[18:14.480 -> 18:18.800] future those were her exact words I was thinking wow okay so then the teachers
[18:18.800 -> 18:23.640] set all this extra work and then I had to stay in and get the work done now I
[18:23.640 -> 18:28.960] can understand why my mum did that because she basically went into panic mode that I was getting bad reports, right?
[18:29.680 -> 18:32.080] But that I don't believe that made any difference at all
[18:32.080 -> 18:37.040] I think that I did the extra work and that was all fine and I got good results and actually it worked out really well
[18:37.040 -> 18:39.040] I think the reason why
[18:39.440 -> 18:48.680] The results were good in the end was because I had a few different teachers mr. Maxwell and mr. pew being the main ones at my school at the time Framingham
[18:48.680 -> 18:56.360] Hill High School just near Norwich and they didn't berate me criticize me tell
[18:56.360 -> 18:59.320] me I was lazy tell me I was rubbish tell me I was stupid they said here's the way
[18:59.320 -> 19:03.600] the world works it might be that you go out and you get a job and you have a
[19:03.600 -> 19:05.300] career where all of the things that you're learning
[19:05.300 -> 19:06.760] Now are no use
[19:06.760 -> 19:08.240] But that's not really the point here
[19:08.240 -> 19:12.880] The point here is that whatever you do, whatever your walk of life, whatever your career or your profession
[19:13.540 -> 19:16.800] understanding hard work and understanding sacrifice and dedication and
[19:17.040 -> 19:21.560] working to deadlines and trying to please other people and fitting it into a school environment and
[19:21.960 -> 19:25.000] Realizing you can't always just do what you want on your terms when you want are all really useful life skills i'r amgylchedd ysgolol, ac yn sylweddoli bod angen i chi ddweud beth y byddwch chi'n ei wneud ar eich cyfrifiadau pan fyddwch chi'n ei wneud,
[19:25.000 -> 19:32.000] mae'r sgiliau bywydau'n ddefnyddiol iawn. Felly, dwi'n meddwl y byddai'r gwaith arall yn iawn, ond rwy'n credu y byddai'r pwysicau sy'n gwneud gwahaniaeth i mi
[19:32.000 -> 19:38.000] yw bod ysgol fel un o'r microcosm o fywyd, ac os oedden nhw'n helpu i mi gael hynny'n iawn, byddai popeth yn iawn.
[19:38.000 -> 19:49.520] Briliant. Rwy'n credu bod hynny'n eithaf gallanol, oherwydd mae fy mhobl i' fel y dywedais, yn ddarlithydd, ac mae'n gweithio mewn ysgolion eithaf anodd, lle mae plant yn dod yn aml o amgylchedd anodd.
[19:49.520 -> 19:54.880] Ac mae hynny'n eich clywed y gwybodaeth y mae'n ei roi i'r genedlaeth ar hyn o bryd o ceisio rhoi
[19:55.520 -> 19:59.520] sgiliau bywyd iddo nhw, i'w gysylltu, y gallwch chi ddim ei ddefnyddio fel bwysau,
[19:59.520 -> 20:09.000] unwaith eto, yn ysgol, ond mewn gwirionedd, rydych chi'n mynd i ddysgu am ddathlu pobl eraill gyda chwaraeth a chyfrifol, a bod yn ddifrifol pan mae rhywun yn dweud
[20:09.000 -> 20:14.000] chi'r angen, er enghraifft. Mae'n ceisio rhoi'r sgiliau hynny iddo. Felly, ie, rwy'n credu
[20:14.000 -> 20:19.000] dyna'r gwahaniaeth y gall y myfyrwyr wneud yn y bywydau o'n gynnyrch nesaf.
[20:19.000 -> 20:24.000] Ie, ac rwy'n credu, gobeithio, y clypiau pwysig yna, a mi a chi yn rhannu
[20:24.000 -> 20:27.920] ychydig o ddewisiau, mae'n golygu iawn i bobl y bydd y myfyrwyr yn dysgu, And I think that, you know, hopefully those four clips and me and you just sharing a few reflections is a really good reminder for people that teaching is actually a really
[20:27.920 -> 20:28.920] creative career.
[20:28.920 -> 20:33.420] You know, you have to be so creative, Damien, to understand the different people, work out
[20:33.420 -> 20:38.300] how to get to their heart, not just to get to their head, the consistency of always managing
[20:38.300 -> 20:40.400] to make young people come with you on the journey.
[20:40.400 -> 20:44.340] And I think that is why, you know, Premier League football managers are listening to
[20:44.340 -> 20:49.360] our podcast every single week at the same time as thousands of thousands of teachers a dwi'n credu mai dyna ddweud yw pam mae rheolwr chwaraeon y Llyfrgell Cyhoeddus yn clywed i'n podcast bob wythnos, ar yr un pryd, fel mwyaf o mwyaf o ddysgwyr ar draws y DU
[20:49.360 -> 20:54.240] yn gwneud yr un peth. Mae cyfathrebu'n glir ynglyn â sefydliad o gymdeithas sportio elit a
[20:55.040 -> 20:59.280] bod yn ddysgwr. Yn siŵr, os edrych ar y marn i ddysgwyr elit sydd mewn gwirionedd
[20:59.280 -> 21:25.200] yn cael ymdrech yn ddysgu, rydyn ni wedi'wneud â'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud a'r ymwneud at hyn a meddwl, d'y gwybod beth? Nid oeddwn wedi'i ystyried,
[21:25.200 -> 21:26.880] ond efallai yw hwnnw'n gyrfa i mi.
[21:26.880 -> 21:27.920] Byddwn yn ymwneud â'i hystyried.
[21:27.920 -> 21:29.360] A oes gennych chi'n ymwneud â'i hystyried, Damien?
[21:29.360 -> 21:30.640] Yn wir, 100%.
[21:30.640 -> 21:32.640] Rwy'n credu y gwahaniaeth y gallwch ei wneud yn bywydau
[21:32.640 -> 21:35.040] a'r llifoedd y gallwch ei ddod
[21:35.040 -> 21:37.760] yn unrhyw fath o'r byd arall.
[21:38.720 -> 21:39.120] Mae'n ddiddorol.
[21:39.120 -> 21:40.880] Wel, diolch i chi i ddod i'r ysgol,
[21:40.880 -> 21:42.560] i gydrwythu ar y pwrpas gynhwysol
[21:42.560 -> 21:44.400] o'r podcast High Performance.
[21:44.400 -> 21:48.180] Os ydych wedi clywed Damien and I talking and listened to our guests and now you're
[21:48.180 -> 21:53.000] inspired or maybe thinking of a career in teaching where every lesson shapes a life,
[21:53.000 -> 21:57.120] then search Get Into Teaching now to find out more. And I promise you, every guest that
[21:57.120 -> 22:03.800] joins us every week knows the power of their schooling and their teachers when it comes
[22:03.800 -> 22:09.000] to the life they live today. So on behalf of Damien and myself, thanks for joining us and we'll see you again soon.
[22:24.830 -> 22:26.830] you