Zach Diamond  0:03  
Steve, 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 episode 218, of 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 by a teacher with beakers, one of our newest expert mentors and someone with a self imposed goal of being named a National Teacher of the Year someday. Mr. Darius. C Brown, welcome Darius.

Darius Brown  0:52  
Thank you. Thank you. I appreciate it happy to be here. 

Toni Rose Deanon  0:56  
Yeah, I love that bio so much. Darius, I think it's such a great way to just get started with this self imposed goal that is also one of my goals, one one of these days when I go back in the classroom. So it's so exciting to be in this space with you, and thank you so much for saying yes to the podcast. So before we get started, what is bringing you joy? Currently?

Darius Brown  1:18  
Currently, I got a plate of some pasta and sauce waiting for me. So that's, that's my current Joy right now, we're gonna have a, I have a blast tearing that up after,

Toni Rose Deanon  1:30  
Oh, I love that. Is that one of your favorite dishes? Pasta?

Darius Brown  1:34  
Yeah, so the wife makes a good pasta and sauce, you know, I like, I like, a broad range of things, you know? Yeah, that's one of the what's one of the classics,

Toni Rose Deanon  1:43  
you know? I, yeah, I, you know what? It also always brings me joy when someone just brings me a plate of food, whatever that'll be, it is one less thing I gotta decide on. So it is a welcomed surprise whenever anyone has a hot plate waiting for me. So sure is right. I always say, like, one of the best ways to to become a close friend of mine is through my stomach. So if you feed me, we're already, we're already on that level, right? All right. Well, Darius, again, really exciting to be here. Tell us more about who you are and how you started your MCP journey.

Darius Brown  2:28  
Yes, like again, super happy to be here. Excited to be this is pretty cool, like I said for his first, first podcast. So have fun. Already. Appreciate the intro. That was pretty dope. So my modern classroom journey, I feel like, at the moment, right now, I consider myself a high school chemistry teacher or high school science teacher, but with a twist. I love to add that I do things with a twist, just because of the modern classroom. But it started with, I came out of, came out of high school, and I knew I wanted to do something bigger. I knew I didn't want to just do a regular type of Sit, sit in the house, or, you know, a job that was more of like an office setting. I didn't think I wanted something like that. And I knew I was, I was good at science and math, so I ended up falling into chemistry, getting my master's, bachelor's and master's degree in chemistry, and then went into the industry, working at in different chemistry sectors, you know, like I was in various ones in the chemistry industry, But couldn't really find a niche. Couldn't really find, like the thing that I was looking for, all right? I felt like I was just I was missing something and each thing that I was doing, and then I was seeking out something else at the same time. So I ended up falling into getting coming back to my hometown of Utica, New York is upstate New York, kind of in between, like Buffalo and Albany. It's like, kind of dead smack in the middle of those two. So I ended up falling coming back to my hometown and my hometown, it really isn't that much. It's like 60,000 people or so. So it wasn't that many at the time, they're getting better, but wasn't that many jobs in the industry of chemistry. So I ended up finding a teaching position as an adjunct instructor at the community college. And that was, like, the one thing I had to find, I had to fall into doing it. And I'm teaching these kids, and I'm like, You know what? This is, this kind of cool, like, I know, I know my chemistry. And the whole time. The one thing that I kind of was missing was that just that social aspect as a chemist is, you know, you're kind of in the lab. You're working, working yourself, driven. It's a lot of lot of time alone. I'd say in the lab, it doesn't have to be, but in my specialty that I was doing, it was so I ended up. Up falling in love with teaching just as an adjunct instructor, but I knew it was like, you know, the kids in college, they were kind of more of like they were there because they had to be there, but they want to be there and and they were paying to be there, so they had to be there, you know, I mean, so it wasn't really, I wasn't getting that same that interaction that I was craving, I guess, and I ended up getting certified to teach in high school. And I was teaching high school right before COVID started, I thought to myself, you know, let's there's a lot of chemistry that I got to teach these kids, not a lot of time. Let me start flipping it. You know, my my principal at the time, told me, you could flip your classroom, start making videos and and I did it. And once I did it, COVID hit, and then the ball just started rolling. I got introduced to the modern classroom from the same principal. It's my guy, Mr. So he was pretty cool. And from there, I just, I've embraced the structure, the whole concept behind it. And it's been, it's been awesome. It's, it's really made teaching something different for me, and I kind of was new to teaching at the same time, you know. So I feel like I haven't, I haven't been tainted by by other other like administrators or whatnot, trying to, trying to cookie cut your teaching, you know, make you teach a certain way. I was actually blessed with this guy, Mr. So he was, it was like, Yeah, let's try and try this way, try that way. He, like, kind of opened the door for me, and that's how I was able to fall in the modern classroom. And I'm all on board, because it's just, it's awesome. I think it's really allow me to enjoy what I do and be good at it. I think I'm good at it.

Toni Rose Deanon  6:46  
I mean, I've heard great things about you, from Lisa Doty, who's, you know, just raving about all the cool things that you're doing, which is really dope. And I really love to hear that your admin is super supportive and making sure that you feel successful and empowered to even have that goal, right, of being the National Teacher of the Year. I think that's really amazing, because I know that it makes a huge difference when leadership is on board and cheering you on and hyping you up, right? 

Darius Brown  7:13  
Yeah, it's the best. It's the best when they're when they're on board with you. Brandon, something else,

Toni Rose Deanon  7:18  
yeah, yeah. And so, okay, I guess my follow up question for you is, how did you know that you were good at science and math? Was it just, was it self awareness? You're just like, oh, this comes really easy to me. How old were you when you realized that this is your jam?

Darius Brown  7:32  
Yeah, that's the great question. I think it was more it just kind of was like, the it came easy. I mean the getting the feedback from my science and math teachers of like, oh, you're actually a bright kid. This is, you know, good work that you're doing. You can do something in this career. I think that was something that helped me a lot to understand it. Like, okay, I actually am good at this stuff. You know, the grades are one thing. You'll get grades, but getting that feedback from teachers was like, Yeah, this is something that works for you.

Toni Rose Deanon  8:05  
Yes, see, and this is why I always say, right adults, teachers can make a huge impact. It's like, you show them that you believe that they're able to do it, and then they do it. So I think that's really dope that you were able to have, again, those teachers who provided that feedback for you, to give you the confidence and the courage to go after and say, like, yeah, you're right. I am good at this, and I am going to do something about it, right? So, okay, you said that you were working in, you know, industry experience labs, like doing a lot of things on your own, and you said you were missing a social piece. And so you went from community college to high school. How did you adjust to high schoolers? Because I know I'm a middle school English teacher, and I always said I would never teach high school.

Darius Brown  8:46  
I feel like as a high school teacher, I'll never teach middle school. I think I took that jump from from college to high school, and I think it was easier for me, because I it's chemistry and the way I look at it, you know, you have to have that mindset of wanting, wanting to do it, when you get into a chemistry type of class sometimes. So I think I took that approach, as you know, the kids are still going to be, they're still going to want it. And that was kind of a wrong approach, because I know, you know, I've had many kids in my classes that are like, Nah, I don't want it. I don't want it. Yeah. So, yeah, I think academically, like I said, I thought that it was going to be not that much of a difference. It kind of was, in the sense because, because of behaviors, and I think that was something I'm still I'm still adjusting to eight years later, I'm still getting used to it, and it's definitely helped me get a lot of patience. I credit my wife as well, who I met few years back, who helped me understand get more patience when it comes to dealing with like the behavioral, the the. Emotions, the determination levels of, you know, how they they fluctuate so much. For kids, you know, one kid will be so, so determined and into it another kid, you know, you really have to spend time trying to think of how to motivate this kid, how to get them ready to do it, because, you know, they can achieve it. And you know, as teachers, it's all about getting that out of them. So, yeah, I think it's I'm still adjusting. I'm still adjusting, but a big part of it was getting patience and then understanding that, you know, these kids are kids, so they're you gotta kind of help mold their ideals and you know their behaviors help. You know you're part of the crew that is helping mold them. So I think that's something when you understand that, it helps with the transition.

Toni Rose Deanon  10:47  
And it's such a great reminder, too. You know, kids are kids, right? And they still need a lot of guidance. They still need a lot of support, even though they may be taller than you or, you know, their voices got really deep, and so it's interesting to to sometimes have conversations with educators who forget that these are still kids based on just like the way that they look physically, right? So thank you for that reminder. I appreciate that. I really appreciate the fact that you named you know, patience and emotions and behaviors all show up in the classroom, and so being able to kind of flow with it, right? And learn from it and learn with it is a great thing. So another question for you, because you did transition into teaching, I've also often heard of individuals who are really good at their content, right? Like, for you, you're really good at chemistry, you're really good at math, and so the content you're really good at. How did you ensure that that transitioned into classroom teaching? Because sometimes I can say, oh, I can do math, but there's no way I can teach it, right? So how did you, and I know you said you had a lot of support from your admin, which is really great. Was there anything else that allowed, or at least not allowed, but like, invited you and supported you into becoming the teacher that you are now.

Darius Brown  12:04  
Yeah, so my, you know, my the first few years of teaching, you have the the mentor teacher, or sometimes, you know, if you're lucky enough to be in a district, you'll get a mentor teacher that'll help guide you as well. You can, you know, kind of piggyback off of the things they're doing and be like, Oh, that works in your room. So let me, let me do that as well. It also really was enlightening. I had to, I never I didn't have to finish with a Master's, but I started a master's degree in education program, thinking that I needed that to get my certification. I ended up not needing it. I just needed some of the classes. But the classes that I took were really enlightening. They really kind of helped me see, just like the behind the curtain type of thing, you know, the behind the scenes of what the teacher actually is doing to set up their lesson plan, to organize, to to structure an assignment based off of a standard that they need to, that the students need to learn, you know. So I think definitely get, got, had to get help with that. That was definitely is not. And I say this, and now as I'm starting to say this, I feel like my wife is a natural teacher, like she came out the gates spring like, because she started teaching, and she doesn't even do it anymore. She's doing some anymore. She's doing something different. But I feel like it's very rare. And I tell her it's very rare for someone to know how to, you know, structure a lesson plan when you have 30 kids that you know, five of them have IEPs, four of them are homeless, and then, you know, you got a whole bunch of diversity and cultures that you're trying to mesh and and make sure they work together. So I think it, think it takes a lot of, you know, like they say the what's saying, takes a

Toni Rose Deanon  13:53  
Yeah, yeah. It takes a whole village, yeah, a village, right?

Darius Brown  13:57  
Yeah. It takes a community to teach a kid like it's, it takes a lot for, at least, you know, for you to understand what to do. And I, like I said, mentor teachers. That was big. A couple of my classes was big too. And then, you know, paying attention to the other teachers that are doing well, it's like, if that's working in your room, you know, we're not going to reinvent the wheel. We're going to do the same thing over here. 

Toni Rose Deanon  14:20  
And Darius, I feel like the biggest, the biggest thing here is that you were really a student, right? That you continued to be receptive and open to the different strategies. And knowing I need help with this, I'm gonna go get my help, right? And I love that so much, because I know sometimes our ego and pride gets in the way, and we're not going to ask for help, right? And so shout out to your wife for helping you and supporting you in ways that she didn't even know she was supporting you, right? And then also just the mentor teachers that you've had, and I'm sure your professors as well, for again, teaching you all of these things. Right? Because I think again, really important to name the fact that we're all lifelong learners out here, and so when we continue to learn, we continue to expand our brains, then that's when we can do a better job for our students and for ourselves. So thank you also for naming that. So okay, earlier, Darius, you talked about motivation and engagement with high school students, right? So we're going to switch a little bit, because I'm so curious. I'm thinking back on my high school chemistry days, and I'm gonna tell you, I don't remember nothing. No, I was just I didn't see myself as a science person. I was more humanity. So my brain didn't function the way that it should function in science and math classes, right? And so how do you engage your high school students who may find chemistry intimidating or irrelevant or just not interesting at all? What strategies do you use to make this subject accessible and exciting?

Darius Brown  15:59  
Well, Tia, I want to say thank you, because I feel like you asking me this question the way you did, because I kind of saw, you know, I saw the question in the script, and I'm thinking to myself, you know, the common answers that I've said for this question, but the way you asked that question, it kind of just helped me. It just kind of the light bulb lit up. I feel like the way that I get kids in to buy in to learning chemistry, is the fact that I try to help them understand that we're not learning chemistry. We're learning how to learn and how to think like a scientist, or how to think in a critical manner. And I feel like I tell them always like one of the my first one, you know, we have to give our speeches in the beginning of the year. You know, getting kids ready to learn and having them understand our class, procedure and stuff. And I always include in my speech the day after your regents exam and chemistry, you're not going to remember any chemistry. I know that as your chemistry teacher, so what I want to make sure I do is teach you how to learn, how to think of things, how to study, how to approach a problem and actually solve it. And you know, with all the different things that you need to to use to solve it. So I think that's what helps my students at least buy into learning chemistry, because it's like, yeah, you gonna remember this crap after. You remember this afterwards. But you could learn how to make some good study cards, or, you know, make a graph that'll that'll help you remember something. Or acronym. I love using acronyms in the class. I tell them their slogans, like, what's your slogan for a diatomic molecule, something like that, and they'll have to come up with the acronym. So I guess I think I've really tried to focus on this college and career readiness, because I feel like as a high school student coming out of a big high school, big diverse, low income high school, I didn't know a damn thing about college. I didn't know how to learn. I know how to think. I know how to study. I know how to sit there and listen to this teacher. I know none of that stuff I had to learn it. Luckily, I took psychology in the fall semester of my freshman year. So that first semester of college at UB, I went to University of Buffalo. Shout out to them to build the bulls my first semester, I was like, able to figure out in one class, I was able to learn from one class how to learn. And that saved me for the rest because I had 1d plus, and I was mad. I was super mad. I came out of high school with a's and b's, and I had a D plus from biology, and I was so I was so mad. And then next year, I told myself, I'm not getting underneath the 3.0 and I got that 3.0 and it went up from that up point on. I almost got a 4.0 I had an A minus one year. So it got me a 3.99 and I didn't want to appeal it, because I was all. I was thinking. I was, you know, I was thinking I was, I was that guy. I was like, Man, I don't care. But, um, yeah, I think, I think teaching them, telling them, like, Yo, listen, I'm not teaching you just chemistry. I'm teaching you how to learn how to think of this stuff that really gets them to buy in. And that's really what I try to focus on when I'm when I'm developing my content. 

Toni Rose Deanon  19:17  
And that really makes it more relatable and relevant for students, for all learners, right? And as you were speaking, I was just thinking, duh, think, like a scientist, that means you're looking at data, that means you're thinking critically, that means you're coming up with hypotheses, but like, it has to be based off of the data that you've collected, right? Yeah. Oh, that's so fascinating. You know, I wish my chemistry teacher, should, you know, should have done something like that, because then I would have been like, oh, yeah, you're right. These skills that I'm learning in this class are transferable to all the other things outside of class, right? So that's that's amazing. Thank you. And, and also. So when you were saying how you know when you were in your own learning and learning experience, you didn't know how to learn, right? And I think that's a skill that we often don't teach students. Because I feel like you and I can go on and on about how the education system ultimately is a failure to a lot of our kids, especially black and brown kids. And, you know, there's the whole concept of teaching, like teaching students the content, right, like, for example, chemistry, science, right, but not teaching them how to think, right? And there's a lot of laws that have been passed now of what we can teach right, and not allowing for that opportunity to to analyze and critically think, or, you know, question what it is that we're learning. And so this whole concept of how, how do we learn? Who are we as learners? I think this, though, those questions are really powerful, especially when you're implementing our model, right? Because there's this whole concept of blended, self paced and mastery based learning, and so there's this autonomy to explore the lessons, to reflect on what you're learning and then potentially provide feedback for the teachers as well of what's not working and what is working. And so I really like this shift too, and I think this is something that I'm understanding with our model too. Is that, you know, hey, we're going from passive to active learners, and we're actually forcing and mandating for our students who think critically to analyze the things that we are putting in front of them so that they can be successful in college if they choose to go to college, you know, or career, right? And so I think, oh my gosh, yes, yes, yes, we need to. We need to focus on how we are as learners, how we're learning, how we learn, right, all of those things. So who? Thank you for that.

Darius Brown  22:02  
So, right? Thank you. I just get mad with uh, inconsiderate people out there and up. That makes me stronger. I'm a teacher. I feel like, because it's like, I gotta make sure these kids understand how to think properly. Because if you don't think, you can't think properly, you're gonna just be a jerk out there,

Toni Rose Deanon  22:17  
yeah, yeah, or you're gonna be easily persuade, persuade, persuaded. Yeah, easily persuaded. That's what it is. Because you just think, oh, that must be the right thing. So this is what I'm seeing on my social media. So therefore it must be true, right? And so again, as a science teacher, you're thinking about critical thinking skills, which is, again, skills that we need, right? And so thank you for naming that, because it's not just the the librarians job to do or the English teacher to do critical thinking skills. So thank you.

Darius Brown  22:53  
Yeah, they have them think like that in every aspect,

Toni Rose Deanon  22:57  
in every in every aspect, honestly. So Darius, you mentioned that you use visual representations and edutainment videos, which I really love that word, by the way. Can you share specific examples of how you've incorporated these techniques into your lessons and what impact they've had on student learning? Because we do know that visual representations are really helpful when we're trying to learn things.

Darius Brown  23:23  
Definitely, I feel like before modern classroom, I was just like tossing them up on the wall and seeing if they stuck. You know, it was like, I didn't have a clear cut way of getting it in there in the lesson. But currently it's, I love it, you know. So it's a way that I can give these kids a bit of my style and my personality, and I can showcase it, I dance and sing and all types of stuff in the videos, just to try to get them going with it. And I want to redo them, I swear, or do another content like I'm thinking, like, we're going to spread out into another content. Do more edutainment videos, because we got to make it educational, but we got to make it entertainment, you know, because these kids have to really buy into watching it. But I incorporated into my class, like I said, using the modern classroom structure. So I give them I have a whole unit of less, of activities planned, and then I give them make it, usually my videos. I would have one or two videos or so I actually I'm in a current unit where there's three videos, but one of them is like a Tiktok. It's a small Tiktok, even spreading the tiktoks, making those like for these kids, I usually I'll get a couple of two to three videos, a one to three videos per unit, and then through as they complete an activity, I'll tell them go watch minute mark 130, to 220, i. And then complete this activity. So I try to give them these like chapters within the video that are connected with each assignment that they're doing, and I call it so I have everything, and I think to myself, like, if I had if I taught a different content, how easy would I be able to do this? Because everything, it's so easy to add like Chem to it and turn it into, like a chemistry specific thing. So I call these Chem guides. And these Chem guides, I have so much fun making these damn things too. Hey, I think of them as like a it's like a blueprint of how to complete the module. It's always, it's all from, you know, modern classroom. You know, it's you guys late. Gave us the layout that we like. Okay, let me fill in this and fill in that. So I call it the chem guide. Is there, like track of what they have to do, but it guides them, giving them the minute mark of each video. And this like the specific slides from the slideshow that will help them with each activity. And ever since I started making those, these kids really like I said, I have fun making them. I try to theme them. So like this, this one that they're doing now, the chem guide was like a candy trail. It was a trail of candy, and every piece, different piece of candy, told them, you know, a different minute mark of how to complete the activity. So, yeah, these, these videos are like, like, and that's something we got from modern classroom to just the fact that put your face on it, or you put your voice in it, so that the kids can see it's you as doing it. So it's not, you know, you know, you get to the classroom, you don't hear that. Well, you're not teaching us. Yeah, these videos are me. We are all in these videos. So we got you guys. So yeah, they love it. Though they love it. I think it's fun.

Toni Rose Deanon  26:57  
You named a couple of things here, Darius, that I really enjoy. First of all, you just saying that you enjoy this process. And I think because you enjoy it, that joy is contagious, right? And I know I say this all the time too, because I had such a good time teaching English as well, and my students can feel that joy, and so then they feel joyful as well. So our emotions really are pretty transferable, I think so the chem guides, what a great idea you you also said tick tock videos. I was also that teacher that created tick tock videos because I knew my students were watching tick tocks. So why not go ahead and do the thing that they're doing, right? So I love this, and also the style and personality. This is what I tell educators that I work with all the time, is that be yourself if you are quirky, be quirky. If you are loud and proud, be loud and proud. If you like to dance and move and chuckle and do all of those things. Have all of that in front of the video, because it makes it that much more engaging for students, right? And so this whole concept of you saying, I dance, I sing, I do all the things, right? I This just brings me so much joy. Yeah, that's exactly how it's supposed to be. You're supposed to also be having fun putting this together. It shouldn't be a drag, because, again, body language and tone and all of that students can. Students do notice actually, and then they just mirror exactly what you're doing. And so I love this. And another thing too, that that you said that stood out to me is that you had videos, and then you created chapters within those videos, right? Like, hey, watch minute mark this to this, and then go back and do the task. I haven't heard of that. So thank you for expanding my brain, because that is actually beautiful. Because now I'm thinking you could have a longer video, right, where you could just have one long video, but then you tell students, no, you actually just watch these two minutes and we're going to break it down that way, and mind blown, that's such a great strategy. I think that's so dope that you have that.  Oh, thank you. 

Darius Brown  29:11  
No, thank you. I got that from y'all because it was like it was during one of our missions. And I my videos were in a long they, when I got done with them, they were long, you know, because it was like, I mean, man, there was you, I'm sure, you know, the amount of recording hours that you can put into these things, and then trying to trim them down into something really small for them to pay attention to. So, yeah. And it was like, Do you have these chapters? And I'm like, You know what? Yeah, we can. And then first it broke down into like, small chapters, and then the kids were like, I'm like, you know, how can I get them to really, and that's where the minute marks came. And it was like, no, let me give you the exact minute mark. You know, exactly where this thing is that we're talking about. So, yeah, no, it's, I feel it's came from y'all, man, this is, it's awesome, though. It. 

Toni Rose Deanon  30:00  
Thanks, modern classroom. I didn't even know, but that's, that's really, that's really cool, because now, Darius, you're thinking, you're saying, right? Your students are so happy when it comes to the transparency piece, right of hey, watch these, these two minutes, or whatever it is, the mark that you have in your video, and then go and complete the task to practice what it is that you just learned. And again, just reiterating that to be clear like to be what is it to be clear? To be to be kind being clear is being kind right of just like we love transparency, we love clear processes and and we as human beings just thrive when things are clear for us. And so you are providing this space for your students to feel more joy, less stress because they know what they're supposed to do. And again, right, that whole concept of go to slide two, this is where you find it, instead of having them go back to the entire slide deck and then waste time trying to figure out, because time is important, exactly so. And it's I went. I did a school site visit recently, Darius, and one of the comments that I was having conversations with the students and the teacher, they said that their eight minute videos were taking 30 to 40 minutes for students to complete. And so I that was also an issue that I came across in my own teaching practice when I was implementing the model, and I realized that the guided notes and the embedded questions were barriers for my kids, so I actually took those away, and I said, focus on this six minute video, and then after is when I want you to transfer the skills, because I think sometimes we get we meaning educators, me, I sometimes get really focused on they have to take notes, they have to answer these questions, and then there's so many interruptions, and then it does turn into a 40 minute task when it doesn't have to be so I really love this thing that you did for yourself. Darius, of like, you know what? I have these long videos. I know I have these long videos, and how can I make this work for me and for my students? Minute marks, bam, easy peasy, right? 

Darius Brown  32:28  
So, yes, it's awesome. Yeah, I said change it changed my whole game. Because, you know, it's like, well, it's in the video. Did you see it in the video? And they're like, well, it's like, okay, you know what? We'll put exactly where it's in this video, so that we know, we know where it is. There's like, you said, clear. Clear is happy,

Toni Rose Deanon  32:50  
yeah, and, and it's not a gotcha moment, right? It's, uh, you know what? I'm gonna give you more guidance. It's not cheating. Y'all, I know we tend to think it's cheating. They gotta, they gotta, they gotta learn the hard way. They gotta find it on their own. Like, if we could support them, let's support them.

Darius Brown  33:08  
They still, they still have to go put in too much work. So it's like, let's give them this a little more, just a little more. Yeah,

Toni Rose Deanon  33:15  
it is. Yes, yes, yes. Okay. So then, how do you maintain this positive classroom environment and then inspire students to reach their full attention, their full potential in chemistry? Because I know already, like, I don't have you as a teacher, but I really liking all the things that you're talking about, and I feel like just going off vibes, as Gen Z would say, right? I feel like you have this energy about you, where students are going to want to learn from you. So how do you continue to engage them? How do you continue to put your belief in them, just like what your teachers did for you? And you know, when you were saying, Oh, they said I was really good at science and math and so that just to feedback, yeah, how do you how do you do that?

Darius Brown  33:57  
I think it's a lot of the I get, I get joy. I get joy from certain assignments that I have them do. And I get you kind of noticed it earlier when I said, like, I really find enjoyment with making content now, and just like finding that connection between the standard they need to learn how to make sure they remember the thing they need to remember, the test, but then make it enjoyable and likable and personable, you know, something that they can connect to with their own life. That's how you make it memorable, in my, my opinion. So I think I find a lot of engagement with them, and I get them engaged, and I get a lot from them. Like, I learned a lot from them when I make certain assignments that, you know, we call them now, the SEL assignments, the social emotional learning, and I really try to attach that into the assignments that I'm doing, like, every single one that I'll have them do. So like, if. Example, our next unit that the kids are learning that I'm tweaking one of my assignments that I thought of before, and I'm like making it up again. I'm like redoing it because I just want to make it better for him, you know, was, but they have to learn in chemistry. They have to learn what a chemical formula is. And I'm the first part of this assignment as I'm having them do a chemical formula. I'm calling it the formula of success. So they're going to write down a couple things that they think they need to be successful, and then they're going to create element symbols. You know, our element symbols from the periodic table. They're going to create element symbols for these things and then put it all together to a formula of how they could be successful. And I think that component of it, it'll take them 10 minutes or so to do, doesn't take away that much time, especially when we do the modern classroom. Way we remove lecturing. We got our videos like it gives so much more time. This is why I'm always, like, such an advocate for it, where it's like, you can help every single kid in your classroom, and you can, like, really do things like this, where you're you're doing social emotional learning, where you're giving them that connection of, okay, this is my personal life. This is chemistry. Where's this middle, middle ground that that, you know, we could all lie at, because that's where I find, that's where you find that, that engagement, you know, oh, that's, that's it right there. I feel like the middle ground between your content and their their personal life and interest and background. That middle ground is where you find the full engagement of these kids. And you know, I think the assignments that you can make, you can create, the content you can create, especially in a modern classroom, it gives you that ability to find that middle ground and keep them there. You know, like I making assignments every like, every unit. It's funny, these kids are really like, like, Mr. Brown, what's next? Like, they're really looking for the next thing, because they're just, we're staying in that middle ground of, you know, this is your personal life, this is chemistry, but this is, this is our groove. This is our wave that we gonna ride. 

Toni Rose Deanon  37:21  
That's such a great concept to be reminded of, right? That there is a middle ground. It's not just chemistry. It's not just their home life or their personal life. There's a combination to this, right? And this whole concept of formula of success, too, is such a great way to get students to reflect on what that means for them as well. And I really love that you talked about the model, you know, having energy and having time and capacity to be able to connect with with students in a way where it is genuine and authentic, because you're reserving your energy for those interactions, versus lecturing in front of the class, and then that that lecturing takes up a lot of time and a lot of energy, and then you're drained, the students are drained, and then everyone's just unhappy.

Darius Brown  38:11  
Yeah, absolutely so true. Yeah. 

Toni Rose Deanon  38:14  
That's another great reminder of, you know, energy, reservation for both the students and the teacher, and then a lot more intentional work with the class, work that is being put in front of the students, and keeping in mind standards, keeping in mind just a whole child being, honestly right, like the whole being of I mean, I'm going to have the standards, I'm going to have the skills, and there's also, you're also Going to see yourself in the things that we're doing, which I think is so lovely. We definitely need, we definitely need more of that.

Zach Diamond  38:52  
Hey there, listeners. This is Zach. Just one announcement for you this week of November, 24 2024 which is that you can connect with other educators of color who are creating a more student centered learning environment by joining our monthly shades of excellence meetup on Monday, November 25 at 7pm eastern registration linked in the show notes. Now let's get back into it with Toni Rose and Darius.

Toni Rose Deanon  39:18  
So Okay, I wanna, I wanna switch Darius to your YouTube channel, I got to see some of the instructional videos that you created, and you actually blended it with sports as well. And I know that you coach sports right in high school, which is, again, really cool. So I just been smiling the entire time I was watching it, because I was like, Oh, I can feel the joy, I could feel the excitement, I can feel the passion. And this is just really dope to just see. So what was your purpose and thought process behind your YouTube channel? And do you how do you manage your time with having a YouTube channel as well as teaching and coaching and doing all the things? 

Darius Brown  39:56  
Yeah, so I think my. Thought behind the YouTube channel, initially, was the amount of content that that we have to teach. And I'm like, if I can remove this lecture component, and that was another thing, like, I'd lecture, lecture. You know, the next day when you, you think you covered a topic so well, like you, you had the most elaborate example and story behind it, and everything went perfect. And then the next day, you got those two, three kids that come in there, like, Mr. Brown, I don't know nothing. I don't remember nothing. Like, my goodness, you know you get I get so frustrated, so that I'm thinking to myself, like, you know what? Why didn't I record this so that you could see it again. And I think that was a big part of it is like, giving them this content in a repeatable fashion. Like, how can you do it again? See it again? Or, like, and that was like, we've all been in lectures in college. There's always, and I'm a little older than, sometimes than I look, but when I first went to college, it was not like, like, if you had an audio recorder, then you then you had money type of thing. Like, that wasn't something that was common. And the phones were like, not as smart as they are now, you know, back then, so, you know, you'd miss some things from a lecturer. You'd sit there in a lecture trying to take notes like rapid fire, and you miss them all the time. And I'm like, you know, I bet these kids are doing the same thing in my class when I'm trying to get through all this chemistry. And you know, 20 minutes of time you're trying to make it, 20 minutes of teaching and then 20 minutes of them working, but at the same time it's like, we just got too much stuff. So I think my whole concept behind it was like, let me get them, make sure they get all the content, make sure it's clear and easy to understand. And then, like, let me just have fun. I think the having fun with it came after the fact, like, I was just like, I want to get the content recorded. And then as I'm starting to record it, I'm like, having fun. I'm like, you know, I first started with the script. I actually, I did a script too. I made scripts, and I'm writing the script, and I'm like, Oh, I can make a joke here. I could do this here. Like, so I was having fun with that component of it, and then I'm starting the recording. And as much as, like, there's so many hours of recording that was, like, non, non TV time type of stuff, like you get mad and you start cousin or something, and but I wouldn't really have fun with that too. Like, sitting down and getting myself ready and putting a little, you know, one of them I had my lab coat on, like, you know, like, let me get into this. And then the really fun part, I feel like, was the editing. Like, I really have fun with that too. Doing the editing, was doing the graphics, like making all the graphics and animations that I had behind me, and then selecting the music to me. That was the best time. There was one outro that took me probably, like 100 clips, because I'm doing these the outro, and I'm singing and dancing in the outro, and I'm doing it with no music, and then I had to find the song afterwards that matched up with the, like, the rhythm of me dancing with the beat. And that was fun, though that was fun. Then I had, like, slowed myself down. It was, it was crazy, but I think that was the most fun that I had doing. It was picking the music that I was trying to make themed with the stuff, you know, not content related at all. But, yeah, I would have so much fun with that.

Toni Rose Deanon  44:00  
I mean, you you bring out, you bring up, a really important thing here to where, which is to play, right? To Be as creative and playful as you can be when you're creating these videos. Because, again, that's what's going to keep you going, right? That's what's going to keep you showing up. That's what's going to keep your students engaged is, how do I bring fun into this? Because learning is fun, and so as you're talking, all I can visualize is you dancing with no music on and just giggling, because I think that that's such a fun visual for me, and right? And it's like it's not telling listeners that you should do this. It's really just highlighting that embrace who you are, right? If you again, love to do these things, go for it. Let that shine. Let your personality shine in the things you create for your students. Another thing that I was thinking about too, Darius, is that when we record our lessons, it's a great reflection. Action tool, actually, as educators, because then we can go back and say, Oh, what did I say about this topic? Do I need actually change that? Or did that make any sense? Because I know there are some examples of teachers using idioms, right? For example, I used, I try not to use idioms, but then when I reverted back to or reflected, and watched some of my videos, I saw, Oh, I was using a lot of idioms, and I had a lot of multilingual learners in my classroom, so I know that those idioms are probably just going above their head and it doesn't make any sense. So I think the the videos are a great way for learning to continue, because our students can show up some days, cannot show up some days. And also a great reflection tool for us and how we can continue showing up and being better and improving those lessons, right? And I love this, this thing that you said too, of capturing is kind of your legacy, right? Of telling you know your great, great, great great grandkids would be like, here's your ancestor doing the things and having so much fun with it. And I love that visual as well for me, and I also chuckled at the audio recorder, because I feel like you and I are probably around the same age, because I remember being in college and wanting that as well, and my parents being like, with what money

Darius Brown  46:25  
you got to get your hand game up? 

Toni Rose Deanon  46:29  
Yes, and so my mom would teach me how to do shorthand notes so that I can capture all the things and still, like now looking back, I definitely had ADHD, and there was no way the shorthand notes was gonna do anything for me. So, um, okay, well, thank you for again, sharing your joy and your passion. I can really feel that and I, and I love being in spaces where there is a lot of joy and passion. And so, okay, you said that it took a while. There's lots of hours behind recording videos, right? And I know I've shared with our listeners before, my first instructional video literally spent all day doing one video because I wanted it to be perfect. 

Darius Brown  47:16  
I'm sorry, yeah, but that's what it is. It's hours behind it because you're having fun and you're trying to make it perfect, like you can make it quicker, and some videos are fat, but, yeah, don't, you know, don't want to scare people. It definitely, you know, you it's like a rabbit hole that you joyfully dive down.

Toni Rose Deanon  47:37  
Yes, and I was going to say to the co host, Zach also does the same thing. Zach loves editing, so he will spend all his time editing and putting together videos that are dope for him and his students. And again, that's he has capacity for that, right? And he is curious and he wants to do that. So I'm not gonna rock his boat and say, like, ah, you know, you shouldn't do that. That's what you want. That's what you go for it, right? So I think again for me now I have to do I have to do time. I'm serious. I have to be like, I gotta get this done in 25 minutes. I'm not gonna spend more than 25 minutes on this, because I don't have a lot of time now, right? And so the 25 minutes is I gotta get straight to the point. And so now, now that it's 2024, fast forward, how are you managing your time? Because you've also added an extra layer of coaching sports at your school. So how do you manage your recording, you creating the self paced learning, creating a positive culture for your students and inspiring them through chemistry and then now also doing coaching sports,

Darius Brown  48:41  
yeah, I think I mean, shout out to my wife. She definitely helps a lot with with making sure that the house is taken care of. You know, things are well off here. I think I really enjoy doing the content. So I'll find myself on a Sunday evening with the game on in the background and working on making making one of my my books. I think the modern classroom is a big part of it, though, having the know all and the like determination to plan an entire unit, have your video already made and done. It's, it's definitely opens things up, because, like in class, instead of spending that time, you know, being eaten away, or, you know, energy eaten for lecturing or trying to deliver the content. You have that content delivered in the way that was enjoyable. You had fun doing the making the content. And then in class, you're building those relationships. You're helping the kids understand, reach each standard. And then, like I said, outside of it. Um, I really, the the coaching on top. I want to, because I don't know, I want to say it's the modern classroom. Tr, like, that's, that's the thing that helped, that helps me stay on task with everything. Like, um, it's, it's really, I, like I said, I find myself doing the con making content at the weirdest hours just because I'm like, I'm excited to do it. I'm like, I can't, like, oh, you know, like, you'll think of something, the light bulb will go on, and then all of a sudden, you're at the computer making it. And it's like, I think, and you have kids too, you have kids too that are going to school, whatnot. And I think that's, um, you know, with the the right mindset, with with the structure of modern classroom, basically helping my my career run smoothly. Outside of that, it's like, what else can I do? That's why I was, like, you know, I wanted to be an expert mentor. I got, thankfully, I signed up, and you guys approved me, and I'm going to start that soon. I, you know what? I'm looking for, something else too. Because it's like, I feel like I've hit my stride. I don't know I've hit my stride. I'm at that point in life and nice and organized, that's part of it, and that's also from modern classroom. I think I don't know, I don't have a good answer. I feel bad.

Toni Rose Deanon  51:32  
Oh that, no, that's a great that's a great response, actually, because now I'm I just want that, that clip, and just replay it over and over and over again. That is, that's it. Because, again, you just said, you know, planning an entire unit, knowing exactly where I want to go with my students, knowing exactly what the formative assessments, mastery checks, the summative assessments, all of that, knowing all of that in advance, and then scaffolding and breaking it down again. You said it's transparent, it's clear, so now you as the educator, can thrive, right? And I also just want to name the fact too, that when you plan an entire unit ahead of time, yes, it's a lot of front loading and right? And the the benefit of that is that you actually get to be present in the classroom with your students and reserve that energy. And I think I hear, I hear over and over again, Darius from educators, just being, just saying, I can breathe again. I can go home and not have to worry about A, B, C, D, because I already know what my kids are doing. I don't have to worry about being out for a week because my students already know where to access the learning. There's not a lot of stressors, right? When, when our teachers and our students get the flow of the model, which I really love, and this whole concept, too, of you saying it's different, you know, I get inspired at different times, different points of the points of the day, and I just go and do it, because I have this inspiration again. Because now, you know, when we think about surviving and thriving, right? When we're surviving, we don't have capacity to think or be inspired or to do all of the things, but when we're thriving, it's like, oh, now we have the space and the capacity to be inspired, and we have the time and space to also do the things that inspire us. And so, you know, you're getting it the energy,

Darius Brown  53:24  
like you said, the energy too.

Toni Rose Deanon  53:26  
It's the, yeah, it's definitely the energy piece too. Of I'm inspired to do it at this time. So I'm going to do it because I know this is going to make it better for me and my kids. And thinking about the student perspective too. Darius, you know there are students, especially high school, who learn better at night. So if they can access the information at night, when they can successfully process it, you know, better for themselves, right? Then that also opens up so many opportunities for them, like, if they if they can learn better at midnight. I mean, who says we that they can't learn? Right? Like, cool. Do that you

Darius Brown  54:05  
Yeah, no, we, you know, we. I've seen the science behind, like we. And my school district, 715 is this first period I got kids. I know these kids ain't, ain't up at all, walking zombies. And I know I've seen the science where, like, our brains are not really that on at that early in the morning. So, yeah, this, this opens up so much. It's a godsend. 

Toni Rose Deanon  54:28  
I mean, I went to schools last week Darius, and the start time was 745 so I had to get up at six. I was like, Oh, who does this? And the thing was, I did that for many, many years as an educator like that was just something I accepted. And then now understanding, oh, my prime is actually at 10am starting at 10am 11am and so again, understanding that students come in with a lot of baggage, a lot of emotion. Is a lot of everything, right? And we, when we have a self paced learning environment, it just creates a space for students to show up as they need to. There are times where they're going to be on, there are times we're going to be off, and that's okay regardless, because they're going to access the learning when they are ready and alert and prepared for it?

Darius Brown  55:20  
Yeah, I think you said you did. Said it best to, like, they know what to do, like sub. Subs love my class. I and I have no problem, and I know I have to take a day away when I have to step away or whatever. I don't have any worries at all, because I know, like the setting up the modern classroom, and in the way that I did it this year, thankfully, and having the structure of the modern classroom, these subs come in. It's always it was such a dream to sub for your class, because, like, everyone knows what they're doing. They come in there, they know what they're doing. And like you said, there's some days they come in, they're not, they're a little off. They, you know, go ahead, chill out in the back. Or go, go ahead, go to the gym, you know. Go running out, you know. And, and those would be the same kids that come back later the day, that day, working, ready to work. Because, you know, they just have that flexibility with the modern classrooms. It's amazing. 

Toni Rose Deanon  56:17  
Yeah, we're gonna probably have to speak to some of your subs too. I'd love to have a sub perspective here, just because, again, the subs at my school also were just like, give me Ms D's class. Anyway. Darius, I was gone a lot when I implemented the motto, because I knew that the learning was going to continue. So I was like, let me go here, let me go there, let me vacation

Darius Brown  56:39  
here. No worries, because everything is continuous. It's awesome.

Toni Rose Deanon  56:44  
Yeah, and the sub was like, I'll take it. I'll take it. Never had a problem finding a sub, because again, the learning continued. So okay, well, we don't want that that plate of pasta to be so cold by the time you get it. Darius, what do you hope to see in the future? And what goals do you have outside of being the National Teacher of the Year?

Darius Brown  57:06  
I'm going to say I saw that question to the script, and I already had that. I was like, I already got that one ready to go. No, I think in my future, I also want to be an administrator, I mean, and I was, I want to be as much involved with modern classroom project as possible. I think you guys got, got the formula. So I like the ideal, and like I said, I've implemented it, and it's it's worked like my first school that I was at. My scores got better and better every year, and the more I understood and implemented different things in the model. And then same thing with my current school, that I'm loving it there as well. But I think I want to be an administrator. I want to be able to lead other teachers in this in this glorious fashion of the modern classroom project, or, you know, just giving them, loving the way, loving what they do the way, I you know, like loving the structure, giving, helping them with their structure, or their class management, and just being able to implement certain things at school, at a whole school, building level, wide. I think that's something that I'm interested in. I want to do eventually, but after the National Teacher of the Year thing, you know, 

Toni Rose Deanon  58:34  
Ah, okay, okay, okay. So we have steps here. We have steps here.

Darius Brown  58:40  
The final one, I want to make a school. I know that's crazy too, but that might be a little too ambitious, but I think, you know,

Toni Rose Deanon  58:49  
like, No, I think you I could think you could do it honestly, and I think you should do it.

Darius Brown  58:55  
I really think we need it, like we need a different way, a different approach out there, like the modern classroom project, is it and not as like, I love seeing other teachers doing it. And I just, I wish there was more. I keep trying to every single PD that they're like, do you want to give us a speech? Do you want to talk like, Absolutely, I tell, let me tell these people about this, this project that they need to be implemented because something different. So let's put this, an entire school built off of this. I think that'd be dumb.

Toni Rose Deanon  59:27  
Yeah, and we're getting schools like that too, which is really exciting. So okay, well, how can our listeners connect with you? Darius,

Darius Brown  59:37  
I mean, not big. So I got my Tiktok, I got my YouTube. I think those are big things, those, you know, you can reach out to get a hold of me anyway, through that fashion, um, yeah, I don't know any of like, what, what are, and through the modern classroom about that, tell them to get, get a hold of me.

Toni Rose Deanon  59:55  
Okay, there you go. No, that that works. Serious, that's it, right? We want to make it what you put. Fur, so that you know you're not going out of your way to meet folks is they're gonna come to you which, which is what we what we like to do, right? Okay, and you know before we go, because I know this is something that I've been in my head the chem guides. Do you mind sharing an example of a chem guide so we can put it in the show notes for folks to see exactly what you're talking about. That would be really, really dope. Actually,

Darius Brown  1:00:25  
I gotta send the candy one I feel like just because we Yeah,

Toni Rose Deanon  1:00:31  
exactly yes. Okay, well, Darius, this was such a pleasure. Thank you. Thank you so much for sharing your experience and expertise with us. I really appreciate it,

Darius Brown  1:00:45  
of course, and you are a great hype man. Tr, like the way you are synthesizing my answers into what they needed to be for this show. I love it. Thank you so much, so much. And you got me a little comfortable too off the RIP. I told you I was nervous, so I appreciate it. Thank you so much. It was definitely fun. Had a great time, and look forward to doing it again. Yes,

Toni Rose Deanon  1:01:10  
yes. And I'm looking forward to all the ways that we can collaborate. To Darius. So you're definitely going to be getting some emails from me, and you can most definitely ignore them, if you would like, whenever you have capacity and energy, and I think right back at you, because you inspired me with this whole, think like a scientist. I've had this in my head already, especially when it comes to doing anti racist work, right? Of just the push of think like a scientist, because, again, we're collecting data, we're hypothesizing, we're doing all these things, and scientists really try not to be biased, right? So this is, again, just a great reminder. So you saying that? I was like, Oh, this is dope, like you're so right. So thank you for naming that All right. Well, I appreciate your time. Darius, this is great. Thank you so much.

Zach Diamond  1:02:01  
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@www.modernclassrooms.org and you can learn the essentials of our model through our free course@learn.modernclassrooms.org you can follow us on Twitter, Facebook and Instagram, at modern class project. 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. You

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