Zach Diamond  0:03  
welcome to the modern classrooms project podcast. Each week we bring you discussions with educators on how they use blended, self paced and mastery based learning to better serve their students. We believe teachers learn best from each other, so this is our way of lifting up the voices of leaders and innovators in our community. This is the modern classrooms project podcast.

Toni Rose Deanon  0:28  
Hello and welcome to the modern classrooms project podcast. My name is Toni Rose Deanon, they them pronouns, a designated hype person here at MCP, and I am joined today by an educator of 30 years Frank. So actually, Frank has been a teacher, a coach, an athletic director, student coordinator, tutoring coordinator and truancy officer. So there's lots of different hats here that Frank is ahead has had on. So welcome Frank using he, him pronouns. I'm so excited that we have these conversations about pronouns as well. I'm so so so excited for you to be in this space with me, and thank you just so much for saying yes to the podcast. 

Frank Hernandez  1:12  
Yes. Thank you very much for having me. It's a joy and a pleasure to be here with you and to help out with the modern classroom.

Toni Rose Deanon  1:19  
Yeah. And I want to say, Frank, how long have we known each other? Now

Frank Hernandez  1:24  
it's going on four years, but now five years, now that we're in 2025 I started roughly around 2020

Toni Rose Deanon  1:31  
Yeah. And I remember like working with you as well when you went through the virtual mentorship program, right? And so I think that's how we got connected. And I've been with you in this journey of yours, and I'm so honored to be in either part of your circle, because I feel like you and I have just connected in ways that I don't get to connect with with people on right and so I'm just really, really grateful for our friendship. And so before we get started talking about history and MCP because that is your background, right? You've taught geography, you've taught world history. And so before we get started with that, what is currently bringing you joy?

Frank Hernandez  2:09  
Well, as a matter of fact, today, I'm celebrating my one year anniversary of being at the new school that I'm at the New School District. It was a year ago today that I started there, and I made the change from leaving the PE gymnasium to get back to the classroom and dive back into social studies and history and all that great stuff. So yes, one year ago today is what I'm celebrating.

Toni Rose Deanon  2:32  
Oh my gosh, congratulations. It does. It seems like it was just yesterday. Honestly, Frank, 

Frank Hernandez  2:37  
yes, yes, it does. It just time just goes by so fast, and I'm like, wow, Today is February the fifth. It's my one year anniversary. 

Toni Rose Deanon  2:46  
That's amazing. And then, of course, you did say that you are working with a family member, right? How did that work? Again? 

Frank Hernandez  2:53  
Yes, yes. Well, my stepson, he works at the same school that I am at now, and I mentioned to him that, Hey, I saw a position open after school. I'm thinking about applying for it. And he got very excited over the phone, and he's like, yes, Apply. Apply. And I said, Okay. I said, because I'm going to tell my academic dean. I'm like, Whoa, calm down. Let me fill out the application first and get all that stuff done. No, within the hour he said, Hey, she told me for you to email the resume to her. And I was like, Danny, slow down. He was very excited for me to possibly be there. And he just say one thing that to another. And the day of my interview, he met me at the door too, and he walked me to my interview with her, and said, take it easy on him. And so since then, I've been there, and it's been fun. And I get to see him every day. We have lunch together every day, so it's a nice joy. And and he has a son, my first grandson. So every day, we get to talk about grandson adventures and what's happening at home.

Toni Rose Deanon  3:58  
Oh, this is this is so great. This is so great, and I'm so happy you have that you know that love and support in that school, just having your steps in there and as well as, like, just having conversations about grandkids, right? Like, That's so dope. And so again, thank you for just sharing that with us. And I know that you know the world is burning out here, and so we really want to focus on what is bringing us joy currently, just so that, you know, we continue to stay focused on what keeps us human and not be distracted by all the noise outside. So I appreciate you sharing that with me and with us as well. Frank. So okay, well, Frank, tell us more about who you are. I kind of said in the bio that you've played a lot of hats. You've had on a lot of hats, right? And so tell us a little bit more about who you are and how you started your MCP journey. 

Frank Hernandez  4:50  
Yes. So I'm a married man of going on six years this year, and step dad to three beautiful kids. It's all grown adults. Youngest just started her freshman year at college playing college softball. So we're getting ready for the springtime here to go watch her play her games. And thankfully, she's only a couple of hours away. And of course, our beautiful grandson, we love to be around him and to see what he's doing and all the crazy adventures he gets himself. He gets himself into so lot of fun. So again, I've been around for 30 years in education, many various roles. Started off as a volunteer my first job, and slowly worked my way around to education and being here. And I saw a YouTube video one day as I was at work during lunch time, and it was about modern classrooms. I was like, What is this? So I saw the videos like, Oh, that's interesting. I need to get back to that. About eight, nine months later passed, and I finally got back to it. I was like, Oh, I forgot about this video here. Let me take a look at this again, because it caught my attention the first time. So the second time around, I saw the YouTube videos like this, sounds very interesting, jumped on the internet, got my own classroom site, saw the free you know curriculum to go through the program. And so, okay, let me do this. I'm like, alright. So without hesitation, I gave myself about two to three weeks to get myself organized. Started implementing the things that that were told to me on the on the curriculum. And I said, you know, let me go with this. I'm just going to run with it. And I organized my tasks in the best way I can. Tell my kids, hey, a couple of weeks, we're going to change up things. It was the middle of the year. We're going to change up things, and we're going to try something. If it doesn't work, we'll scratch it, and we'll be together in this. And they were down the hall. They were like, All right, let's go. And the kids loved it. They loved it. Made my mistakes on the way, but I learned from that, and he wrote with the punches, and so just kept on going. And then I was blessed enough to get into the next level of education within modern classrooms, and did that, what was best, became a distinguished educator, ran through that program, and then I remember speaking with you, and said, Hey, I'm thinking about applying to be an expert mentor. You're like, what are you waiting for? We're gonna do it. You know? I said, Okay, I just need that little push over the edge. And did that, and I'm an expert mentor now, and I have some mentees that I'm going through some training with, and I'm excited and so happy this. I did this. It rejuvenated me as an educator. It changed the way I saw things, and it made me more open and free for my students to work one on one in group sessions and do all kinds of wonderful things. You know, I've gotten some administrators telling me, Hey, you're doing wonderful. I don't know where you got this from, or you did this on your own, and you're doing great. Keep it up. So once I got that, you know, pat on the back, I was like, Okay, I'm doing the right thing. And I just felt much more rejuvenated as an educator. 

Toni Rose Deanon  8:08  
I just want to say also that I really appreciate you starting out with saying very humanizing things right, like focusing on your personal part of your being right? Because I think sometimes we tend to just focus on professional traits or professional ways of being, and so I just really appreciate you naming all of the humanizing things, right? So thank you again for that, and I love to hear that you found us on YouTube. That is definitely a resource that I've not utilized, and I feel like I'm missing out on so many resources. So that's also really exciting. And the fact that, you know, it took you eight to nine months to go back to it and implement that's so real though, Frank, you know, that's so real. So I, because I feel like, as educators, we're inundated with so many different things, right? And so you're like, Oh, that's really cool. I want to, I want to implement that. And then you completely forget, forget about it, because there's 20,000 other things that's also popping up for you. So I love the reality of, you know what? It took me eight to nine months, and then I actually implemented the middle of the school year, and that's another challenge, right? Like you'd already been doing the things for the whole school for the beginning of the school year, and then to do this midway, I just appreciate you also saying I communicated with my students, right? Like, hey, we're going to do this together. It's going to be messy. We're going to make mistakes. If it works, it works. If it doesn't, it doesn't, we'll try to continue making it better, right? I did have a follow up question now, because I feel like you and I have gone through again, like, multiple like, ups and downs together. And I remember, I think when you first started implementing the model, you were the only one that was implemented. One that was implementing it in your school, right? 

Frank Hernandez  9:44  
Yes, that is correct. No one else knew about it. No one else had heard of it. And one of my next door neighbors was like, seems like it's going okay. I might want to see about this later. She never came around, but that's okay. But yes, I was the only one doing it in my district. Yeah. And I believe now that I'm still the only one in my current New District doing it that I know of as well,

Toni Rose Deanon  10:05  
yeah. And okay, so how is that going? I'm curious, because I know we have a good amount of educators. Is the only one in their school buildings or their districts doing the model. How does that? How does that work for you? How do you find community? How do you find support? What do you do to keep going?

Frank Hernandez  10:24  
Well, I mean, I try to link up with modern classroom as much as possible, either to, you know, webinars, or, you know, joining you on different types of zoom meetings that you have, and get on the podcast that's sitting in the way to work home. So I You're the model. Customs is my community, because I don't have anyone to talk to about it at work, and I don't see a lot of my my colleagues very much. And it's a large school. We have almost 4000 students on our high school campus, so we are huge. So I everyone asked me, So do you know this teacher? Do you know that teacher? I'm like, No, if I didn't know maybe 5% of the staff, I'm lucky, because it's a huge campus. So my community is with modern classrooms, MCP, and that's where I find my community. And I talk about it with my husband and talk about it with my stepson, and you know, they gave me that paddle back and encouragement, like, oh, that sounds good. And so, yeah, that's how I get my community.

Toni Rose Deanon  11:24  
I Okay, yeah, thank you for shouting us out. I do know the importance of community, and I never want to make educators feel isolated, right? Because it's so important to have a thought partner, even if it's just one person to engage with and I know, Frank, I really appreciate your engagement and your time that you have spent with me, alone and also just in community spaces. Always so eager to share your experiences and expertise with new implementers, with you know, older, more seasoned implementers. So it's just really fun to have seen this growth as well, just kind of experiencing your growth and and just being a part of it. So thank you so much for that. All right, let's, let's shift to more of like history or social studies, right? How? How do you use technology in your classroom to integrate blended history like, to create like a blended history classroom to enhance student engagement and understanding. There's a lot of fluff words there, right? So essentially, it's just like, hey, how do you utilize technology so that you can enhance like student engagement and that and understanding as well. Because when I think about social studies. I think about just memorizing dates, you know, and that's not, I know that's not it at all, but that's what's coming up for me. So, yeah,

Frank Hernandez  12:51  
well, there's countless numbers of ways you could do that, and I can't do them all. Gotta pick and choose which is my best things from my class and my students. But of course, there's online tools, apps that you can use within the classroom. You know, every one of our students has has access to a Chromebook on a daily basis. We have a classroom set so they get to get on there, use on your LMS system. We use Google Classroom, so we're able to use technology in that regard. But am I also able to go and bring in some primary sources wherever, some different websites that we can go to to bring that in. We use DB cubes online quite a bit to research different topics within social studies, and use those primary sources and discuss those things and and write about those things. You can we also you we can do online field trips as well. I've created my own online field trip. I went to a local mission here in San Antonio, and did my own recorded myself on my phone and did a virtual field trip where I asked questions and students were able to get this and get this down and put it on there, and did a Screencastify embedded some questions in there. So there's a lot of different types of tools that you can use for technology that you know are great. I didn't even mention that we create, like, maybe our own podcast. So we'll load them up onto the LMS system, and they create their own podcast. Or instead of doing a a slide deck or doing something of that that they'll record themselves presenting about a topic or a certain person within history. So a big variety of ways to use technology. 

Toni Rose Deanon  14:48  
You're giving me plenty of ideas about again, just like different options for students to showcase their mastery, right? And utilizing different types of tools and and technology? Yeah. Apps and all of that good stuff. So I really like this concept of online field trips, right? Can you tell us a little bit more about that, on how you created an online field trip, and how you utilize maybe your instructional videos to point out any important specific events or dates or times?

Frank Hernandez  15:19  
I actually went to one of our local aqueducts that we have here. We're talking about watering systems within world geography and how water was diverted, how people were able to modify our land to divert water for their sources. And I went to a local Aqua duck that's still running here in town. And I recorded the scenery, recorded the Aqua does, throwing the water was going through, and gave some explanation as to what was happening. And then, of course, updoor that and asked some some questions. You know, where did we see this in our text, and what we're reading about the water system, then, how does one play into the other? How has, you know, diverting water? How has the water system changed over the years? So able to use a field trip in that capacity really helped out a lot within the classroom environment, 

Toni Rose Deanon  16:17  
and that makes it more real, right? Like, hey, this is actually in our backyard that you can go and check it out. So it doesn't just happen in the four walls of school of your classroom, right? It actually happens like, here's an outside example, right? Let's talk about that. And I think that's so creative, too. Frank with the instructional videos, you don't actually have to just be at home or in the classroom recording the thing, but you can also just record it outside. And I really, I love that concept, because I sometimes forget about that too, just being creative of pointing things out. You know, I remember there was, I believe, like a science teacher was talking about weather, and they were outside in this in the rain, and recording that way. But that's just such a great way to to make it that much more engaging and much more real for students, right? This also made me think about something that I did in my classroom, where the sixth grade English team created kind of a walking tour in around DC. So we were in DC, so we were trying to we read code talker, so it was all about, you know, the Navajo tribe, tribe. And so we solely focused on indigenous sites and places around DC. And so we created this walking tour that students could participate in as an option during their spring break. So kind of like an aspire to do. And they were supposed to take photos of different monuments that they found based off of the description that we created. And they absolutely love this because, again, it's tying into the book that we're reading. They're learning more about indigenous history, especially in the DC area. And so I highly, highly suggest creating something like that too, right? Because kids are now really taking this ownership of exploring their community spaces and then tying it with what they're learning. And so thank you for just making me think about that really brilliant, brilliant idea that we had in sixth grade. And it was so much fun capturing all of those photos from my students, of just being like, Oh, I, you know, I found this. So here's my photo. They were uploading it on Google Photos. But, yeah, great, awesome. That's really, really, really cool. Okay, so let's, let's talk about, you talked about primary sources. So I kind of want to, I want to talk about the ethical considerations and potential biases that's associated with using primary sources. How do you have those conversations with students? 

Frank Hernandez  18:44  
I mentioned to students, especially when we're looking at our DBQs, because that's the most time that we run into primary sources. We do at least one every nine weeks. So they they'll see it, you know, several times throughout the year. But I do mention, as you're reading this, if you hear some type of, you know, bias, or, you know, try to avoid coming up with your own bias, or, you know, being against whatever they may be saying, because you need to remember the time frame and time period that they're in. It's a little bit different. And I'm I mentioned that to him, as far as language as well, because you may come across some type of language that today in our world to be considered, you know, not correct or politically correct, or whatever the case may be. And I let them know, just remember, it was different back then, what a word may mean then may not mean the same thing today in our world. So I tried to make sure I walked up my line with that, so they can have an understanding of that, that they can understand those maybe marginalized, ethical groups that maybe were not thought of so well and not be offended by what they're reading. Again. Do. Just to always keep in mind the time period, the time frame that they're in, because that can be a delicate case to walk. And as I mentioned to them, reading some of these primary sources are even tough to read. Because even for me, I'm like, what is it you're trying to say? I have to read it three or four times. Oh, can now get what they're saying, because the language was different back then and the way of communicating. So I tried to make sure that they have an understanding of that and not get too off, you know, off hand where they're like, upset or confused, and then keep them in the know,

Toni Rose Deanon  20:35  
yeah. And so for our listeners who don't know a DBQ, stand for Frank. What does that stand for

Frank Hernandez  20:42  
the dpq. It's like a digital base way of learning history. You come across an overview of what's going to be talked about it's going to be you get, like a background essay someone, and you find out about what's going on there, and they bring us some different parameters, and you're trying to come up with some type of conclusion at the end as to, you know, was this the best option? Was this the best choice? And and let the kids know there's no right or wrong answer. It's what you think and what you come up with. So it's very informative, and it's a great way for students to get involved for reading and writing. It's fantastic way of doing that. Yeah, and

Toni Rose Deanon  21:30  
I'm thinking about the critical thinking skills too, right? Of like you said, like almost no right or wrong answers. And also, you gotta tie it in with the time period, right? You have to tie it in with the time period, and then also maybe adding on, like, how did this historical event time period impact how we move now, right, in the future or in the present day? Because I think that's also a conversation sometimes that we typically don't have. I know back in my K 12 experience, or even my K 16, like in college too, right? We didn't have open discourse about the inequities that we found in history, right? Like, for example, I don't even remember who I was talking to about this is that, you know, being in K 12, I hated history. I hated history. I thought that this has nothing to do with me. It doesn't pertain to me at all. This is actually really boring, so I don't want to learn about history. And now, as an adult, I realized I didn't like history because it was a lot about white history, right? And so it had nothing to do with they'd never mentioned Filipino Americans. They never mentioned Filipinos at all. And it seemed like a lot of the times, you know, I know, I went to school in South Georgia as well as that, like, white history is seen as the history to learn. And so I couldn't, I couldn't articulate it until now as an adult, of, like, no, actually, history is so dope, like, history is so engaging, and there's so many lessons that we can learn from history and seeing like, how this already happened in history, right, and how we navigated certain things that are happening in our present day. And so you are in Texas, how are you navigating these conversations? You know? Because I know there's a lot of limits and restriction based on, like, what you can and cannot cover in class. So, and I know that you have to be unbiased, as a history teacher, right? Like you cannot say this is what I believe. This is what my thoughts are. It's really just you try your best to be unbiased. How do you check yourself to make sure you're unbiased? And then also, how do you have conversations with students and saying, like, hey, here are supplemental texts, right? To think about the perspective that's not being covered in the curriculum that's provided for us, right? 

Frank Hernandez  23:54  
Well, the first thing I do is, when they ask me a question that I'm like, let me take a step back. Let me take a pause, and you let them know, great question, and I'm glad you're thinking, and I let them know what we are required to say and be delicate with it. But I also like to know, remember, there's always two sides to the story, so let's not be quick to judge. You may have your thought process. You're I let them know you're going to doubt and you're coming to the age where you're going to come up with your own ideas and your own ways of thinking. So just be cautious. Don't be quick to judgment. And I just, you know, say, let's just take a look at this here. We want to have further discussion. Come meet with me one on one. We can discuss this further one on one, but I let them know. I'm not going to share with you where I stand on one issue or another. I'm just here to let you know what I need to to have you learn and. And you know, just keep on going and educate yourself on what's happening, and be aware of what's happening in our world today, whether you agree with it or you don't agree with it, whether I do or not. So it's your best way to to go about a learning as a young learner, as a young as a young adult, as you're getting into your own adulthood,

Toni Rose Deanon  25:23  
it's such a tricky line, right? Of like, Man, I want to tell you more, and I know that I cannot right now, right? Maybe later, maybe when you've graduated, but I think too, I also want to applaud the fact that you celebrate the questions that are being being asked. Because I think sometimes there's a tendency of silencing our students when they have questions that they want to ask, right? And so just the fact that you said, You know what, I'm going to pause, because sometimes, again, also as adults, we don't pause enough to breathe and process. So again, I appreciate you saying like I want, I need to pause, I need to reflect, I need to process before I can have an answer for you. And that's okay, right? That you're modeling that piece for your students as well, and then celebrating the question, right? Like, yeah, great question. And then, even though you are limited with and restricted, right, with with certain things, right? I feel like the critical thinking skills and the analytical skills that you're teaching students are really important. That's that's something that they can utilize outside of the classroom. And so it's like, okay, you're given this primary source right now, you can analyze it and figure out, Hey, what are the missing pieces? What's the bias in this primary source? And then how can I do the research for the other side of the story, right, so that I don't quickly judge? And you know, when you're thinking about, let's not judge, you know, we, because we it's natural for human beings to just judge right away, right? And especially with the competitive nature here as well, it's just like, Oh, I'm gonna judge right away. And so I think again, just as a nice reminder of like, there's so many different sides of a story, many, many different sides of a story. And so let's reel in that bias. Let's reel in that like, judgment. Let's continue to ask the questions. Because asking the questions is that that's when we learn. That's when we actually start learning is when we start asking questions, right? So thank you for entertaining that question for me, because I'm I'm also still trying to figure out how I can navigate certain conversations with with different types of people, right?

Zach Diamond  27:38  
Hey there, listeners. This is Zach. I've got some reminders and announcements for you for the week of February 9, 2025 are you looking for virtual connection? Join our implementer. Meet up on Wednesday, February 12, at 7pm eastern to connect with other modern classrooms educators up next, Allison stone and Evan Jarrett, both MCP implementers and DMC ease are presenting at the Pennsylvania Educational Technology Expo and conference, P, E, T, E and C on February 10 through the 12th at Hershey lodge in Pennsylvania. Our co founder, Kareem Farah, will also be there as a keynote speaker. If you're attending, make sure to stop by and say hi, and also maybe catch some roller coasters at Hershey Park. Sorry, I'm a huge fanatic of roller coasters, and Hershey is one of the best parks up next. Melissa Stagg, DMC and MCP implementer is presenting at innovative schools summit in New York on February 13 through 15th. If you're attending, make sure to check them out and say hi. But now let's get back into it with TR and Frank,

Toni Rose Deanon  28:44  
so let's, let's talk about assessments. Frank, how do your assessments look like in the classroom? 

Frank Hernandez  28:51  
Well, I we have our mastery checks when students finish a certain chapter, a unit, certain topic we're going over. We have our mastery check that they do. I like to change it up. I have some mastery checks on paper, but I also do some online. I use, like a Google form, just a quick two or three questions, just I can see where they're at. I've also done mastery checks where I ask them. I want you to record a 32nd to one minute video answering this question. So I've done assessments in that way. For some students, assessments need to be done in a different way. It can always just be, choose A, B or C. It just cannot be write this paragraph. Some students do not, cannot communicate well in that way, or are not there yet. And so if they can verbally tell me what it is, I'm more than happy to take that as an answer, because, all right, you got I can tell that they have understood what we are are learning so and I'll use things, sites like quizzes. I like to use that to to put some tests online. We also use. Is a platform for the district at euphoria, where students also have online tests that they take as well. And those are the primary ways that I'll do some some testing. We there's a new tech app called snorkel that we recently got implemented to our district, and it's a way of students also for for them to go and record themselves and give me feedback on something, and I've used that as a way of assessment as well.

Toni Rose Deanon  30:31  
Oh, that's pretty dope. I've never heard of snorkel, actually. So this is going to be something that I look into. 

Frank Hernandez  30:37  
Yes, brand new, and they're actually growing their product. 

Toni Rose Deanon  30:41  
Oh, okay, okay, I I was kind of chuckling in my head when you said the mastery check sometimes could be the 32nd to one minute video. I Those are actually my favorite, because I would take the bus to school and I would just listen and watch students while I was on the bus so that I can see what they're talking about and saying, right? So I love that. Again, you're providing options for students. They can do videos. There's a two to three questions on a Google form, verbally is okay as well. And so again, just mixing it up, it doesn't necessarily mean that your mastery checks and your assessment should look the same every single time, right? So just really mixing it up for for students, but the routine and the process should be the same, right? So with the assessments, Frank, do you do? Okay, so sorry, what? What is the subject that you're teaching? 

Frank Hernandez  31:35  
Now, I've got world geography and I have world history. I have both. 

Toni Rose Deanon  31:40  
Okay, so in World Geography, would your assessments be, like, map based? How does that give me, like a vision, like I want to, I want to visualize and see the kind of questions that you ask students.

Frank Hernandez  31:52  
Okay, well, definitely, we have some some maps. So you know where, where is this located, or pinpoint where this is at. So there's definitely a little bit of a mapping that goes on in World Geography. We're looking at, you know, physical characteristics. We're looking at human characteristics. So it's a combination of both that we get to look at, so at times, and when I want to look at more of a human perspective, I'll ask them to maybe do the recording and tell me that perspective they are seen. And how is, tell me, how have humans modified a region? You know? How have humans adapted to a region? And just give me that 32nd to one minute blurp about what you've seen, and what you've come across, and what we've talked about. So it varies, and we'll have some, like I said, we'll do some some maps as well. But a lot of it is, is more of, you know, talking to me, letting me know things. And then we'll have the paper to pen type of assessment as well. And those are real short. They can knock out most of these exams in about maybe or quizzes within five to 10 minutes, because they they're pretty good at answering these questions.

Toni Rose Deanon  33:11  
I really thank you for expanding my brain on geography and history right, and it makes me think about my cousin, who's getting her doctorate in archeology, and so she's constantly telling me about the movements of people back in the day, right? Like, what kind, like you said, the human perspective, and also, like, what has changed from the past to now? How is the migration looking? You know, like, just lots of really great conversations that I didn't pay attention to when I was in school. So,

Frank Hernandez  33:46  
like yesterday, we were talking about the Suarez canal. And you know, that kind of was was dug up. It was like, so is that a characteristic of a physical characteristic, or is it a human characteristic? Is it both explain to me, what do you think? And so they let me know,

Toni Rose Deanon  34:05  
that's really cool. Yeah. I mean, there's even this concept too. I know my cousin was talking to me about just like rat movement, right? Like rats, how they migrated it, they typically just follow where the humans go, because they understand that that's where they get their food. And so it's just, I swear, like history is just so fascinating, and I wish I would have been a lot more engaged when I was younger. So okay, well, Frank question. Then, as far as engagement is concerned, how have you seen engagement? The difference similarities between like before implementing the model and then after implementing the model. Do you think that students engage more with the content? Do you think that they Yeah, give me some like feedback from students and just data.

Frank Hernandez  34:54  
I'm gonna I'm gonna put myself as well into that same question. Because. Before I started implementing MCP, it was me going up there, giving the lecture, having the side deck, you know, above my head, or whatever the case may be, and taking one side to the next and discussing things. And I'm seeing students, and they're looking at me and should be taking some type of guided note of some sort, and they're just like, I can tell he's not paying attention. She's thinking about this. And so I'm like, and I'm having this thought process. Well, I'm giving the lecture myself. And so I'm like, so if I'm doing this, I can imagine what they're all going through. And like you said, you wish you had this in more to history when you're younger, they're probably in the same situation that you are or you were. And so I was like, No, something's got to change. But I didn't know what had to change until I ran across the video and decided to implement it. And once I did that, you know, I saw students were having the headphones on. They were listening to my lecture, my five to seven minute lecture, writing things down, and then they were discussing. They were, you know, they were free to talk to a partner or two and and discussing things. And they're not just sitting there staring back at me when I could be working throughout the classroom, and they're still doing their work and getting things done. And, you know, one day with one of my, my special education A's that was in there with me. I sat back with her, and I was like, they're all talking, they're all writing something down. And she was like, I was just noticing that, you know, they're, they're in cage. I was like, Is this heaven? So, yeah, it was fun. And, you know, and so, yeah, my it changed engagement level. It's great. They're able to communicate with each other. Of course, there's their kids. They're gonna get off task at times, and you get to read them back in, and that's okay. And I'll jump in. Sometimes they're talking about something. They were talking about the basketball game or the football game, like, Oh, I didn't, I wasn't there for that. Tell me what happened. Or I was there, I heard about, you know, Johnny scoring this many points, or the touchdown, or whatever the case may be. So I'll join them for a couple of minutes. All right, great. All right, guys, thanks for letting me know. But let's get back to this. And you know that, oh yes, sir, okay, we got this. And so they get right back into it, and they're willing to to do their part in their education learning, yeah.

Toni Rose Deanon  37:20  
Yeah. And I like this grace that you give your students to write of. You know what? They'll get distracted. We, as adults, get distracted. It doesn't mean that we're distracted the entire time. It could just be a two minute conversation about the basketball game the night before. Now I it's really nice to hear that you were able to just sit back and see every single student engaged, however engaged they were, right? And so being able to it just the conversations just naturally happen, the collaboration just naturally happens in this model, which I really love. And I can't even imagine having a thought partner talk about this historical event, right, or this person who did this thing and and so that that's really fascinating to me, and it also kind of made me chuckle with my own practice, right, of just I was actually the person who is distracting my students. Because when I realized that I that this model just works and they don't actually need me as much, I was like, okay, no need for small group today, but I'm bored. I want to go and distract a group of students who are actually having a great conversation about the novel that we're reading. I said there were times where my students would also be like, okay, Misty, this was fun, but like, please go away. And this is something that I hear from other teachers too, of like, there's just space to talk to be humans, right? Not necessarily teaching teacher and student all the time, but it's like, oh, Bet you're talking about the game. Let's talk about it, right? Oh, you're talking about, you know, whatever gossip it is happening in middle school. I'm like, bet I want to know all the tea. Tell me all the tea, and there's space for that. And I think that that is such a beautiful thing. And like you said, right? Providing again, of like, oh, I want to know more about this, because clearly y'all are engaged in this conversation about a game, and then being able to redirect and say, Okay, that was dope again. Thank you for talking to me. Now let's get back to work. And so the students, like you said, are just like, oh yeah, of course, of course. We'll get back to work, right?

Frank Hernandez  39:29  
And it makes it gives me a human voice for them as well, too. It makes it Oh, like, just on Monday, we came Monday, and over the weekend, there was a major basketball trade in the NBA, and they were talking about that, I was like, Oh, who do you think got the best deal on that? And like, sir, you know about the basketball training? Yeah, I know what's going on. I mean, I used to be basketball coach. I mean, like, yeah. So like, Well, what do you think is we got involved in that situation. This was a bad move for them. They shouldn't have done that. So, yeah, it makes me look like, hey. He's a regular guy, he's a regular person, just like us. So I like making that connection with my students. I like having that with them, without that rapport with them. So it's, it's great,

Toni Rose Deanon  40:11  
yeah, again, just creating those deeper connections with students, right? Again, holistically, creating a space for, like, the whole being to show up as needed. Okay, so frank, How can teachers balance the need for structure and flexibility in a history course? Right? So I don't know what your curriculum looks like, but I'm sure you have due dates and you have a pacing that you need to follow, right? So how do you create a structure and then also make it flexible for both you and the students? 

Frank Hernandez  40:48  
Well, I let students know. I give them the hard deadlines. Hey, by this day, all this is to be completed and done. If you're not there yet, it's gonna, it's gonna affect you negatively in some way or another. I know you're moving at your own pace, and whatever the case may be, but you know, we need to speed it up a little bit, because you're maybe this far behind, and you should be here at this point. And some students, you know, they need a more of a structured type of a situation. And early on, I'm really able to identify those students who need a structure, who need that guidance as to where they need to be at. So those are the ones that check in on the most, while the more others self sufficient students just, hey, we got here. Yes, I hear sir. All right, good, you know. So checking in a minute, so it is a balancing act to get through everything and you know, most of the time it's it's fine, we get through it, but you just got to take it one day at a time, one step at a time, and just just know your students. You know, after the first month or so being with students, you pretty have a good idea as to where they're at. The one wrench that gets thrown in there is when you get a new student, you have to see who they are and what they can and cannot do or willing to do, not want to do. And when them coming into this type of environment is like, what are we doing? This is like a mad house. So trying to get them on, on on pace is what we are doing as well. So and usually early on the year, I talk to parents. You know when we have meet the teacher night and let them know, let them know it's gonna be a little different environment than what they're used to. But here's my contact information. Feel free to contact me if you're concerned. So again, if you said it's a balancing act, 

Toni Rose Deanon  42:37  
how have your families and caregivers and parents respond to the model, usually

Frank Hernandez  42:45  
pretty good. Nine times out of 10. It's a good response. You know, I had one recently saying, Hey, I don't know about, you know, my son being able to have such freedom, and I just have to go back to them and reassure them. I'm here with them every day. I'm on top of them. They will be okay. Don't panic. If I have any concern, I will contact you. But you know, we're working through this together, and I guarantee you we're going to be just fine.

Toni Rose Deanon  43:14  
I love that, and I think sometimes we just need that, that reassurance, right? Yes, yes. And so you mentioned new students. How often does that happen? How often do you get a new student?

Frank Hernandez  43:24  
Lately, it's been a lot since we've had the Christmas break students. There's been an influx like, I mean, they're just putting students in my classroom, left and right, just today. This afternoon, I have an agent there with me. I'm like, he's a coach. I coach. I'm not a chairs. I have no place else to put chairs. And so it, you know, I don't know where to put them at. So we went next to the guy, have a chair too. So I emailed my my dean say, Hey, I'm bursting at the seams here. I don't know. We can do something about having them move to a different calf period with me, or get him to a different teacher that teaches the same subject, but it's hard, and I have a student that comes in the afternoon every day in a wheelchair, motorized wheelchair. I said, I need to have room for him to maneuver through here as well, so I can't just put desks here, because this is a block his way of getting it here. It's like, you know, so she said she was gonna work on trying to get that so. But lately, yes, I've, over the last two weeks, I think I I've done maybe six new students. Seven new students. 

Toni Rose Deanon  44:33  
Wow. 

Frank Hernandez  44:34  
So, yes, yes,

Toni Rose Deanon  44:36  
okay, how many students do you have? Overall, Frank, I'm curious. 

Frank Hernandez  44:41  
I am at on a daily basis, I see about 180 students. Yes, as I mentioned, we're a large six a school. We're nearing 4000 students on our campus. We're trying to build a second High School. School, but that did not pass the bond. So yes, we 

Toni Rose Deanon  45:07  
Frank. That is amazing. How are you keeping your sanity? Honestly, 

Frank Hernandez  45:14  
it is different. Because when I first started with MCP, that first year, in 2020 I was at a school at a small three at school, and we had a total of about 400 kids. So my class sizes were like 15 to 2021, but right now I'm at probably a 2728 average of kids in my classroom. And that class, I just mentioned that I got the new student today. That classroom alone today, I had 36 students in my classroom.

Toni Rose Deanon  45:45  
Holy cow. So, yeah, yeah, I think I just got a headache.

Frank Hernandez  45:55  
So when I do have to grade papers manually, it takes me a little while to get through these papers.

Toni Rose Deanon  46:00  
Yeah, yeah, yeah. And I think that's why it's it's really important. Now I understand why you're naming all of the tools to help you, because you have 180 students, right? Like it can't be paper to pen every single time, because that would, that would be all of your time. All of your time is grading,

Frank Hernandez  46:21  
and ever since we had COVID, I told myself, I'm gonna value my time at home. Yeah, so when I leave at four, 430 I'm trying not to bring any work home with me. I do every so often, but I try not to, because I value my time here and my spouse. You know, hero, my student, I mean, my children, my grandchild, I value at times, so I have to do as much as I can while I am at my work.

Toni Rose Deanon  46:50  
Yeah, and would you say, like, Okay, I'm at a loss of words. Honestly, let me just reel it in. Reel it in. Okay, would you say that this model is helpful as far as, like, 180 I mean, yeah, you've raved about it. You love it, which is so dope. I love it also. Let's, let's, let's get real, right? I know, I'm sure that with new students, it has helped a lot with, like, catching up, right? Because, at least you don't have to repeat lectures you can, you just go back to videos and just say, hey, here are videos you can watch here, videos you can skip here. You know, tasks that you can skip now that I think is really useful now, just for like listeners who may be wondering, like, 180 kids, that's a lot, right? How What does, yeah, what is your planning period look like? What like? Tell me all the things, because and you're the only person implementing this model. So you don't even have a collaborator, right? So, yeah, how are you? How are you? How are you doing this? 

Frank Hernandez  48:02  
I use my time wisely. I usually get to work before my first class about an hour and 15 20, minutes ahead of time. Make sure I'm having my things loaded up. I whenever I have to record a video, my conference period is the last period of the day. So I have that last period because the time, actually, we have to stay there our staff members. So I gotta, I have about a good, maybe almost three, two and a half, three hours of time where I can get some work done, whether I have to make rental copies or record a video. I use that time to the best my ability. If I have to, during lunch time I'm doing stuff as well. So I use my time as wise as I can. As I mentioned, when I do have to do something here at home, I usually put my Sundays aside for the morning time where I can record videos, or if I need to create something, so that I have the afternoon time to be available to if my husband's home, I can view my husband in whatever plan for that day. So that's how I try to use my time to the best of my ability. 

Toni Rose Deanon  49:13  
And I'm hoping too Frank that next year you get to teach the same two contents, so that you can just use those videos that you've already created, and then that'll be less work for you moving forward, right? So I am going to manifest that. And you know, listeners now I'm kind of again, reeling back in Right? Like I'm not saying you can't do this with a large group of people. There was a teacher that I worked with who had 200 plus students, and she made it at work, it is possible. I think for me, my highest was 120 students. So to think 180 like I can't grasp it. So thank you for allowing me to have that kind of reaction. Frank,

Frank Hernandez  49:57  
okay, but now I'm kind of numb to it. And. Out. I'm like, Okay, let's roll with it, you know? And so I said earlier, roll with the punches, and that's all you got to keep on doing, yeah, one day at

Toni Rose Deanon  50:08  
a time, and and even the story that you shared earlier, of you being able to take a step back and just watching everyone engage, have conversations, writing notes down, that is so powerful, right? So I'm sure it also saves you your energy. You're not as drained going home every day because that that work has already been done and planned out for so that's good to hear. Okay, Frank, what do you hope to see in the future? What goals do you have? It can be both professional or personal, whatever you want to share with our listeners.

Frank Hernandez  50:43  
My goal is just to continue to do modern task room. I mean, I really love the program. I love the people that I've met throughout this journey, and it's been great for me, and me as a teacher, as educator, to implement this. And my goal is just continue to do this. My goal is to eventually get someone on campus to do this with me, but yes, and hopefully, maybe at some point, I had the chance to maybe educate some of the the other educators in my district about what's happening and what's going on about a classroom, how great this is and and maybe bring it to the elementary level and the middle school level and introduce them to that. So I'm taking, you know, one step at a time to get there, and eventually, you know, I'm sure I will, yes.

Toni Rose Deanon  51:33  
And we love hearing from you as well in this community, because again, you've just had so many years of experience. So again, we appreciate your brain, your knowledge and just your energy. So Frank, how can our listeners connect with you? 

Frank Hernandez  51:47  
The best way right now is through email. Frank dot Hernandez at modern classrooms.org, I recently filtered through some of my social media sites and and got rid of a couple here and there, and did some changes. So right now, email is the best way to get a hold of me. 

Toni Rose Deanon  52:07  
Yes, and kudos to you for getting rid of some of those social media platforms. I have yet to do it because I don't know what I don't know what the holdup is. But anyways,

Frank Hernandez  52:20  
you know, because you don't want to be out of the loop, you know. And and through some of these social media outlets, I've made some great connections as well. So I've had to jot down some names to be able to keep in touch with and say, hey, just contact me here, or here's my phone number, or whatever the case may be. So it's a tough situation. But yes, 

Toni Rose Deanon  52:41  
oh, okay, I you know, my my goal in the future is to be like you. So we're gonna see how that goes. Frank, I'll keep you posted via text, 

Frank Hernandez  52:53  
be like you too. It's like, you know, I look up to you, so most definitely yes,

Toni Rose Deanon  52:59  
oh my gosh. Well, Frank, thank you. Thank you. Thank you so much for sharing your experience and expertise with us. I really just appreciate your energy and your time.

Frank Hernandez  53:09  
It's been a pleasure to be here with you in this space. 

Toni Rose Deanon  53:13  
Yes, it's about time that we have a podcast episode together, right? So listeners remember, you can always email us at podcast at modern classrooms.org and you can find the show notes for this episode@podcast.modernclassrooms.org We'll have this episode's video uploaded on modern classrooms YouTube channel and transcript uploaded by Friday. So be sure to check back to access those. Also, we are asking our listeners to leave a review if this podcast has been helpful in supporting you to create a human centered learning environment through a blended, self paced and mastery based model, it does help other folks find it. Thank you all for listening. Have a great week, and we'll be back next Sunday, Frank, continue to do things that bring you joy. Thank you so much. Thank you so much.

Zach Diamond  54:02  
Thank you so much for listening. You can find links to topics and tools we discussed in our show notes for this episode, and remember. You can learn more about our work at www.modernclassrooms.org and you can learn the essentials of our model through our free course at learn.modernclassrooms.org you you can follow us on Twitter, Facebook and Instagram @modernclassproj, that's P, R, O, J, we are so appreciative of all you do for students in schools. Have a great week, and we'll be back next Sunday with another episode of the modern classrooms project podcast. 

Transcribed by https://otter.ai