00;00;00;10 - 00;00;17;06 Grace Trella YPAR has definitely helped me to learn that I can do stuff like that. I can take the action to be a part of things like that. Like it just changed how I see things and gave me a different perspective of what I can do as a student. And it makes you feel heard. It's empowering. 00;00;17;08 - 00;00;32;26 Molly Buckley-Marudas Welcome to Chalk Talk with CLE teaching. We're coming to you live from Cleveland State University. I am Molly Buckley-Marudas, co-host of Chalk Talk and Associate Professor of Adolescent and Young Adult Literacy and the Levin College of Public Affairs and Education. 00;00;32;29 - 00;00;39;14 Shelley Rose And I'm Shelly Rose, Associate Professor of History and Women's and Gender Studies in the College of Arts Sciences at Cleveland State University. 00;00;39;16 - 00;00;52;22 Shelley Rose Chalk Talk is a production of the Cleveland Teaching Collaborative. We founded the collaborative in May 2020, and it is now an award winning working group for research, reflection and support for pre-Kindergarten through higher education instructors in Northeast Ohio. 00;00;52;25 - 00;01;05;06 Molly Buckley-Marudas In this episode, Youth Participatory Action Research, I can make change. We sit down with four special guests who will describe their recent experiences with YPAR in the classroom. 00;01;05;08 - 00;01;23;09 Shelley Rose Today's guests are Pat Meyer, a high school ELA teacher in Berea, and Lynn Monaco, a Spanish teacher at Normandy High School in Parma, Ohio. We also have Lyndon Bryant, a senior at Normandy High School, and Grace Trella, a sophomore at Berea-Midpark High School who are participants in the YPAR program. 00;01;23;11 - 00;01;28;14 Molly Buckley-Marudas You're going to love this conversation. 00;01;28;17 - 00;02;11;15 Molly Buckley-Marudas To provide listeners with some context on this exciting approach to research, we have a definition to share with you from our own local website, schypar.org. According to schypar.org, youth participatory action research is an approach that involves young people actively engaging in the research process to address social issues and create positive changes in their schools and communities. It empowers students to investigate problems, develop research questions, collect data and take action based on their findings. There are many misconceptions about disengaged youth or youth in high schools today, and YPAR aims to dispel those myths by immersing students in the change making process and equipping students with empowering tools. 00;02;11;17 - 00;02;24;27 Shelley Rose Thank you so much for joining us today. We look forward to talking the Chalk with you. We would love for each of you to tell us about what led you to a career in education, and when you first started exploring YPAR in your teaching practice. Let's start with Pat. 00;02;25;00 - 00;03;20;29 Pat Meyer Well, I come from, my aunt and uncle were both, teachers in the Parma District. My uncle was the algebra teacher for a long time at Normandy High School. And I wanted to follow kind of in their footsteps. I enjoyed, you know, watching them and learning from them. And then, in turn, it turned into something that I became interested in. I wanted to help people, you know, improve and get better every day. The YPAR aspect of it, in my teaching class, I have a senior class, that we have been learning about quantitative and qualitative research. We've been breaking down the studies that we've done with the, with the First Ring Group. And we've been analyzing that data, and they are also going to be working on a project very similar to the First Ring Group and presenting that to our, our building principal. 00;03;21;01 - 00;04;34;01 Lynn Monaco So I myself, in high school, I had a Spanish teacher who was from Madrid, Spain, and she was just amazing done a lot of hands on things and always got students involved and different lessons, and so kind of just inspired me to go further with it. And so, that's when I, enrolled in college and decided to be a Spanish teacher. As far as YPAR goes. I've always tried to differentiate my instruction. So that meets like the needs of each, you know, the individual learners. And just to reach all types of students in the classroom. And so, when I learned what, you know, the youth participatory action research was all about, I was like, this fits perfect with how I guide my classroom. And so I was like, okay, how can I incorporate this into what I do in my daily classroom or yearly? And I started looking at novels because I do want, you know, at least two novels in each of the different levels. And so start incorporating it into themes around the novel and what can be done as far as taking that theme and incorporating students and their research and getting them involved in different aspects and so they can find out, issues going on within their school and their community. So, yeah. 00;04;34;03 - 00;05;08;29 Molly Buckley-Marudas That's great. And I probably should point out that both Pat and Lynn, we're really lucky to have two teachers here who have been doing with YPAR with the First Ring Schools, collaborative YPAR effort, and now also the SchYPAR team, which is a grant funded by the Federal Department of Education to integrate YPAR into 30 districts in Ohio. And that project is called SchYPAR, school-based youth participatory action research. All right. Thank you. Lynn and Pat. So now, we'd love to hear from Grace and Lyndon. Lyndon, how did you first, since this is your third year, how did you first get into YPAR? 00;05;09;01 - 00;05;54;20 Lyndon Bryant I got into YPAR on a school day. The superintendent and principal called me down. I thought I was in trouble. Me and my best friend. Actually, she's a third-year senior, too. She did this for three years. As well as me. They asked me since, I have a very, like, leadership role in my school. So. Very strong leadership role. So a lot of kids look up to me, which I'm very grateful for. I got into this because I was very effective leader in my school. And the district is superintendent and the principal. They actually like wanted me to do this. So to lead more kids and talk about research about the schools, and have our voice heard, that's how I kind of fell into it. And me and my best friend. A lot of kids look up to us like other underclassmen, teachers. So it was just kind of happen. 00;05;54;22 - 00;05;57;02 Molly Buckley-Marudas That's great. Thanks, Lyndon How about you, Grace? 00;05;57;03 - 00;06;20;29 Grace Trella At the beginning of the year. Me and my friends decided to join the executive board for the sophomore class. So when we were in this group, we heard about the First Ring, and we kind of did, like a drawing-based thing to decide who's going to go, since there's only five kids and we were lucky enough to get the opportunity to come and we really enjoy it. So we plan to do it next year too. 00;06;21;02 - 00;06;37;10 Molly Buckley-Marudas That's so great. Well, I think one of the things with SchYPAR in your comment about the First Ring program, it is a limited effort. There are only a certain number of students and we hope with SchYPAR can keep expanding to include more classrooms and more students. That's so great. Thank you both, doctor Rose. 00;06;37;15 - 00;06;50;28 Shelley Rose Yeah. That's awesome. So thank you all. We would like to ask each of you a set of three questions, based on your experience with YPAR and how you use it in your classroom. The first question for Pat. How are you incorporating YPAR in your current school context? 00;06;51;00 - 00;08;23;26 Pat Meyer So I took a look at a lot of the state standards. And there's actually 12 of them that match up with the different lessons that I've been doing and incorporating in my, you know, I use a have an English four class, which is a senior-level class. And, so we started with just teaching them the basics of research and data collection methods, where obviously, you know, research is a very important skill to have an English class. And then we started analyzing, all right, what is quantitative research? What is qualitative research? We had a lesson on that. Then we looked at creating different questions for our survey. And we worked with the First Ring, First Ring group to create the the survey questions that we put out to our to our school. Then we went down and we analyzed the data. And then our last the last lesson that we actually had as we looked at the qualitative responses and we broke those down into basically we broke them into qualitative, quantitative data. So we have numbers of responses that fit each area. And it's been a very rewarding process. That group's final project, will be recommendations to fixing and improving our current student parking area. And they're going to create different projects and present them to the principal. 00;08;23;29 - 00;09;02;20 Lyndon Bryant I would like to chime in on what he said. Another thing, about this program, we did do a lot of data and research about our first topic was mental health, and we stuck with that for the past three years. So a part of the research, we did a plethora of interviews with different administrators and, at our school, and teachers and got we did a bunch of surveys, and we also got a mental health assembly with that data, and we presented it so, our principal, Miss Urban, and she actually wanted us to speak about it in different classrooms. So, and get the word out in different... 00;09;02;22 - 00;09;05;25 Molly Buckley-Marudas That's so great. I was going to ask what the research question was or. Yeah. 00;09;06;00 - 00;09;48;22 Lynn Monaco Yeah. So it was great to see them just come together, all five of them doing in their group the YPAR and grow into like their leadership roles. And they, honed in on mental health. And that's what they sent, you know, different questions about how long have the students been dealing with a mental health issue, what types of mental health issues have they been dealing with? And once they found out that had been a significant amount of students, over 50%, that they to look at, okay, so what specifically needs improved? Like do we need more counselors or what do we need? So they started looking at resources far as what we have and our students using them. 00;09;48;24 - 00;09;52;21 Molly Buckley-Marudas Yeah. So what I'm curious what you found or what you shared at the assembly. 00;09;52;23 - 00;12;28;22 Lyndon Bryant We shared multiple different resources where you can go around Cleveland area. Also we our counselors, they have different roles besides being an actual like, school counselor. So one of our counselor, Mr. Mouha, he's actually, like, a leader for Boys to Men, our home liaison, our school counselor. She's she does help squad and and such things. So, now kids more are aware about the resources that we have, in our high school. Because, when we first put the survey out, they they never knew about the resources that we had. They only knew about just counseling. They never knew about. Okay, what type of counselor do you need or do you need? They didn't know about the home liaison. So, okay, home liaison to help you get to school because many of them said they don't have a way to get to school. So, okay, we found solutions to many other problems within our school because nobody knew about the resources that we have. So, we made more awareness to our resources and about the programs and stuff that we had to the students. And I feel like that was a pretty good impact because most of our students now, now they know, they know who to go to for the right stuff. And counselors are not just here for like, school needs or like to pick your classes. They're here to support you more than that. So, I think kids kind of got the concept now. More so that since we consolidated. So, I feel like, it's been a presentation this year really mattered the most because, like I say, our schools consolidated. They closed one of our high schools. Now, so many more kids. We want to make sure that they know that it's more if you had the same resources that Parma you have the same resources here. And so go to I have to go to. 00;11;28;25 - 00;11;52;24 Lynn Monaco They also put up great big posters and with a QR code. And so they're all around the building, you know, all through the halls, restrooms etc.. And so students can just, you know, anonymously scan the QR code and it takes them to a website, helpguides.org, that lists various topics and how they can get help, and even has an online therapist that they can get in touch with. So yeah. So... 00;11;52;26 - 00;12;28;06 And also they talk about the different medicaid's. So, you know, you have Care Source you have Guidestone that's for lower income. You got the Nancy Lari. So we just dive into anything like so they know where to go to, what to do, what steps to take. So it's just been great like for the past two years. This is the second year that we did it. Because the first year we had all in motion. So hopefully with the year one, with the year one students and with the year two, they can continue on in our footsteps presenting these mental health resources, also updating the website and updating where to go. So yeah. 00;12;28;08 - 00;12;32;28 Shelley Rose That's a great project. Yeah. Grace what's the focus of your YPAR project? 00;12;32;28 - 00;13;39;12 Grace Trella Our high school was built probably three years ago. So it's pretty new, but unfortunately they didn't really take into consideration how parking would be for students. Next year I think we have about 1200 students who can potentially drive, and we only have about 300 parking spaces. So that's kind of an issue. And it's it's pretty unsafe. There's not many exits, there's not many entrances, and we have also parents picking up and dropping off students as well in the same place. So they have one parking lot across the street, which is a church where you can pay $100 for a pass, and you go across a main road, or you can park down the street where you still pay for a pass, but it's less. But you walk across a main road and then half a mile down to get to it. So we've had problems with students, like being able to, like, park in those places and find a spot, and it causes kids to be late, and it's just so unsafe. Having like nowhere for them to go. 00;13;39;16 - 00;13;42;29 Lyndon Bryant And like, aren't sure I could find you guys across the street from like, Baldwin Wallace? 00;13;43;01 - 00;13;44;16 Grace Trella Yeah, we're right next to Baldwin Wallace. 00;13;44;18 - 00;13;45;27 Lyndon Bryant It's like a big campus. 00;13;45;27 - 00;13;51;06 Grace Trella Yeah. It's, three cities combined in our school. So it's Middleburg Heights, Berea and Brook Park. 00;13;51;08 - 00;13;54;03 Lyndon Bryant Yeah, my good friend, she always, she goes... 00;13;54;03 - 00;13;54;16 Molly Buckley-Marudas It's messy? 00;13;54;16 - 00;13;59;26 Lyndon Bryant Yeah, she goes to Berea-Midpark. She said like, between the cars traffic, and everything else. Like, it's just... 00;13;59;26 - 00;14;00;24 Grace Trella Yeah, it's crazy. 00;14;00;24 - 00;14;06;03 Lyndon Bryant It's like right there, like like very like their high school's like right there and then Baldwin Wallace is like... 00;14;06;08 - 00;14;07;03 Grace Trella Right next to it. 00;14;07;03 - 00;14;08;10 Lyndon Bryant Like, it's literally, there. 00;14;08;12 - 00;14;14;24 Grace Trella So, like, getting out after school is a mess. You will never get out on the time you want to. 00;14;14;24 - 00;14;15;04 Shelley Rose Yeah. 00;14;15;04 - 00;14;23;03 Molly Buckley-Marudas So how'd you collect data from. And I heard Pat mentioned qualitative/quantitative? What kind of data have you collected so far? 00;14;23;04 - 00;14;42;29 Grace Trella We did a survey and I think we got about 500 responses. And we had students, many complained about, having no one to direct the traffic. And we had kids say maybe more spots so they can park in, and stuff about safety kind of like that. 00;14;43;01 - 00;14;46;29 Lyndon Bryant So is that like teacher parking lot? Do they have like a lot of spaces open? 00;14;47;04 - 00;16;07;12 Pat Meyer There's a student parking lot and then it's separated by a large green field. And then there's the teacher parking lot. And then in the back there's more parking for teachers. And, you know, one of the things that we identified, just as Grace was saying, is that, there's actually 365 parking spots available at the at, on the grounds, and then across the street at our Roehm Athletic Center. And, we're going to have a potential for over 1200 students that are of the age where they could potentially be driving to school. And that's a little bit of a problem there. Our entries/exits. One of the things that we developed from the, from our research, from our, our survey was people were really concerned with exiting. So entry is not terrible, but exiting at the end of the day, kids are saying it's taking between 5 and 10 minutes just to leave the parking lot at the end of the school day. So we're hoping to remedy that. One of the suggestions, one of the recommendations that we'll be making is that they create a right-hand exit onto Bagley Road, and the school is actually, we've already talked to them, and they're in favor of that. We just have to get clearance from the city of Berea. 00;16;07;19 - 00;16;20;25 Lyndon Bryant Yeah, because I know when I got my license, I got a car right away because I take my siblings to school. Yeah. So my mom was like, you're getting a car. And they were talking to my Dad like, you're getting the car. Yeah, I can't, I'm so. Yeah. 00;16;20;27 - 00;16;47;07 Molly Buckley-Marudas It's great. I mean it's and you're highlighting, one of the key elements of the YPAR action research cycle that I love is that you are authentically going through every step of the research process from identifying the problem, mental health, parking. And you mentioned you use the word recommendation, which is really important. So when you collect and analyze, you're after you've analyzed the data, you're able to start making recommendations to try to initiate change. 00;16;47;10 - 00;17;06;25 Pat Meyer One of the great things, there is existing data there as well that we didn't have to, Grace did an excellent job, just kind of on her own. She went and looked at some of the building codes and the agreement between the Berea City School District and the city of Berea. Grace, can you talk about that? 00;17;06;28 - 00;17;50;22 Grace Trella I just found, like, the before they built the high school, I found the plans of it and what they agreed on with the city to have within our school. So they had to have shown so much green space, so many trees, so many bushes and stuff like that. So we know why it's there, but we're trying to figure out if there's other places we could do that so that we still are in agreement with the city and correct with them, but so that we can make it easier for students. It was just online. So you can find, the agreements. And then we talked to our principal about seeing the blueprints for the parking lot, to see the difference of how many teacher spots there are versus student spots, and what we could do to change that. 00;17;50;24 - 00;17;51;15 Molly Buckley-Marudas Oh that's great. 00;17;51;15 - 00;18;16;23 Shelley Rose That’s awesome. Thank you for explaining the YPAR process and your process because, well, Doctor Buckley has been involved in this for years. I just came to it with our work together in the Cleveland Teaching Collaborative. so for that, we have another question, and I'll go to Lynn first this time. We want to hear your advice. What would be the advice you would give to teachers thinking about taking on or integrating YPAR into their teaching practice? 00;18;16;26 - 00;20;03;11 Lynn Monaco I think it's definitely enhances instruction, where you get students interested in the topic that they're like that showcases their interests, they develop their research question, and they go through and, you know, it's all about them and connecting them to whatever they're learning about. And so I think it totally is, I know student centered, teaches, you know, how to formulate quantitative/qualitative data. And, just the whole process brings out the different roles that each student is capable, and, and those leadership roles starts to emerge. And, you know, the student might be, you know, hey, I'm really good at this. Like, I would like to do this. And then, the student might like, well, let me do this. And they all learn to collaboratively to work together, but also individually just bring it out. Like I said, the leadership qualities and, just kind of just come forth naturally. That may have not surfaced before. So, yeah, it's, and then as far as they're just they're interested, they're motivated in what they're learning about. They can connect to, what's going on in the classroom to real world experiences, to discovering issues in their school and community and just kind of bringing those to the forefront, whether it be, you know, through like our Year One Team, that's now the Year Three Team, presented at the staff meeting. And so a lot of the staff weren't aware of, oh, wow. You know, this is a problem. And this is, you know, how they went about, you know, surveying and just they were surprised at how much research they had done. And right, really putting themselves out there and like, you know, it just it just surprised the faculty. Yeah. It was a good surprise. Yeah. So... 00;20;03;14 - 00;20;09;09 Molly Buckley-Marudas I was going to say is if anyone else would make a pitch like, to a teacher, like you should do YPAR, because... 00;20;09;16 - 00;21;38;11 Pat Meyer I would absolutely encourage anybody thinking about it. Last year was my first year, and I was I was walking into the building and, our principal stopped me and said, I'd like you to do this, First Ring Leadership group. And I said, okay, what is that? And then I went to the first meeting, and I was I was definitely a little hesitant. I was like, great, just another thing I have to do. But I went to the first meeting. I, I like this, I like going out and seeing other professionals. I like seeing other, individuals that are motivated from their schools and then giving students a voice. It this, this project gives students a voice and actually makes them feel like somebody is going to listen to me. I can make change. I can make a positive change in my school district. You know, when I graduate, I can drive by and say, I did that. I see that exit right there, that that exit was because of the efforts that I put forward, and other students that are not necessarily. So my, my English Four class, my seniors, they're not directly part of the First Ring group, but they're they also feel like they have a voice. And I have a couple students in there that are not very motivated. This is they've given me feedback as they're exiting the class. Mr. Meyer, this is my favorite part of the class, when we do this, when we engage in this, I actually feel like I can make a difference. And, it's been very positive. 00;21;38;13 - 00;21;58;02 Lynn Monaco Yeah. They don't realize like until they're in the midst of it, like, wow, I can make change. People are actually listening to me, you know? And so that surprises them and it makes, you know, makes them further want to go ahead and do the research and, and, you know, get the results and the recommendations. 00;21;58;04 - 00;23;37;16 Lyndon Bryant And I wanted to add on what they both were saying, how students are very engaged from a student perspective, and myself being a part of this for three years, when you're actually a student and you hear your voice being heard, it really like it, really spark it. It really makes you want to do more and be more active. Like when I heard my voice, like being heard when I heard my superintendent and my principal say, okay, we hear you, what do we have to do that that made us like, wow, like, it really makes you want to be more a part of this. And like, it really makes you like, feel happy and feel good as you like actually doing the change. And now that I know more about research and everything, you can give me a research project and I'll be done like this. Like, not only does this aspect give us like a boost of confidence, but it gives us a lifetime skill of like research, of being a part, well, at least for me, of being part of it for three years, I know how to break things down, how to ask questions, do research. Like if you give me, like I say, give me a research project now, than when I was in ninth grade, yeah, you can see the, the big difference. And like I said, like having your voice heard, have your voice heard as a student is like a different type of happiness. Like, and then, it's student led as well. It's only students, like, and so like if you give me a research project, I'll be like, but, like, if, if you the approach that they did to us like having our own research was very like like, wow, like this is our own, this is our, our own research. Like, not a teacher, not a not a syllabus, not a direction. See, this is our research, and take our time, and it's just, it's just great. Like, it's really, it's really great. 00;23;37;19 - 00;23;56;00 Lynn Monaco And I didn't have Lyndon as a student when he started in 10th grade. So I got to know Lyndon and then just watching his leadership skills just come out and blossom. And now, like, he just gets up and he engages with the audience and just. Yeah. And then YPAR, definitely brought that out in him, those, those qualities. So... 00;23;56;02 - 00;23;56;05 Molly Buckley-Marudas Nice. 00;23;56;05 - 00;23;57;28 Shelley Rose That is awesome. 00;23;58;01 - 00;23;58;19 Molly Buckley-Marudas Grace. 00;23;58;19 - 00;24;03;23 Shelley Rose Yeah. What advice do you have to a student or a teacher interested in getting into YPAR? 00;24;03;25 - 00;24;55;27 Grace Trella I would definitely join it. It was probably one of the best things I did this year. It's, driven me to do other things. Like at our school, we have a program called Unified Sports where we go and play basketball and cheer with kids who have special needs and just want to be a part of that. And, YPAR has definitely helped me to learn that I can do stuff like that. I can take the action to be a part of things like that. I don't have to. Just because I'm a sophomore, it doesn't mean anything. Because I always thought like, oh, like, that's like seniors and juniors. Like I'm too young. I'm not like, it's not for me yet, but it it doesn't matter how old you are. If you have the opportunity to do change and you should do it like it just changed how I see things and gave me a different perspective of what I can and can't do as a student. And it makes you feel heard. It's empowering. 00;24;56;00 - 00;25;11;07 Molly Buckley-Marudas Oh well, thank you Grace. Thank you all four of you for sharing your experiences with us, and also some of the reasons that YPAR has been so encouraging and motivating for you to continue and to recruit others to join in the effort. 00;25;11;10 - 00;25;29;08 Shelley Rose Thank you so much for sharing your experience and expertise with us. Now it's time to Chalk and Roll, which is a quick, rapid question and answer segment that we're introducing in all our episodes. So the first questions are for Pat. And the first one is what is your favorite spot in Northeast Ohio? 00;25;29;11 - 00;25;31;01 Pat Meyer I really enjoy Put-In-Bay. 00;25;31;03 - 00;25;31;27 Shelley Rose Ooh. 00;25;31;29 - 00;25;42;26 Pat Meyer I like the boat ride over on the Miller Ferry and I just like being on the island. It's, everything that it has to offer is really great. 00;25;42;28 - 00;25;46;23 Shelley Rose Awesome. And what is one podcast that you're loving right now? 00;25;46;26 - 00;25;58;26 Pat Meyer I currently listen to a podcast called The Unexplained, which, it deals with some supernatural things. It deals with some mysteries, unsolved mysteries as well. 00;25;58;28 - 00;26;07;06 Shelley Rose Cool. And if you could do any YPAR project or advise students to do any YPAR project, what would it be? 00;26;07;08 - 00;26;22;26 Pat Meyer I definitely would like to make, we have an hour long lunch and learn segment at our school building, and I'd love to figure out different ways to make it better, more meaningful, and more enjoyable for the students as well. 00;26;22;29 - 00;26;25;05 Shelley Rose Cool. Thank you. 00;26;25;08 - 00;26;32;23 Molly Buckley-Marudas All right. Grace, you're up, for Chalk and Roll. What is your favorite spot in Northeast Ohio? 00;26;32;25 - 00;26;39;17 Grace Trella I'd probably say like Huntington Beach. I just like being by the water and seeing that type of stuff. 00;26;39;19 - 00;26;42;27 Molly Buckley-Marudas Great, thanks. And what's one podcast you're loving right now? 00;26;43;04 - 00;26;52;19 Grace Trella I'm not sure the name of it, but I like listening to, like, the true crime podcasts, and they just talk about all the facts and different parts of it. I really enjoy stuff like that. 00;26;52;21 - 00;27;00;08 Molly Buckley-Marudas Great. And finally, what is a dream YPAR project? If you could take on another project next year, what would it be? 00;27;00;10 - 00;27;11;11 Grace Trella What he said was good. I love the lunch and learn idea to make it better for the students, but another would probably be what they're doing is the mental health and just helping kids out with that type of stuff. 00;27;11;14 - 00;27;12;23 Molly Buckley-Marudas Great. Thanks, Grace. 00;27;12;26 - 00;27;20;16 Shelley Rose So time for Lyndon to Chalk and Roll. what's your favorite spot in Northeast Ohio? 00;27;20;19 - 00;27;48;19 Lyndon Bryant This is kind of. This kind of sounds like so cliche, probably Parma. I say that because, everywhere you go, you just know a face. Everywhere is literally like when they say it's a small world, where it's literally a small world. I ran into teachers, friends, people from like I haven't seen in a long time. This is a comfortable place for me. Like, and everybody to tell you, like, oh yeah, he's always in Parma Town. Like so yeah. Parma is really like it's like home to me. Like I love it. 00;27;48;21 - 00;27;52;10 Shelley Rose That's awesome. What's one podcast you're loving right now? 00;27;52;13 - 00;28;18;20 Lyndon Bryant I actually got two. One is called Never Settle. My cousin's friend, she's like a friend of a friend. I really like her podcast. It talks about never settling for less, always stay true to yourself, is more on the urban side. Another one is a pretty familiar one is The Breakfast Club. I listen to it every day when I come to school in the morning and dropping off my brother, going to school, getting my Dunkin' Donuts. 00;28;18;22 - 00;28;19;02 Shelley Rose Awesome. 00;28;19;02 - 00;28;19;22 Molly Buckley-Marudas Sounds good. 00;28;19;25 - 00;28;25;08 Shelley Rose That's awesome. And if you had a dream YPAR project? What would it be? 00;28;25;11 - 00;29;02;08 Lyndon Bryant Probably what the Year One students are working on a student engagement. That's a big one. A lot of, I feel like Covid really impacted the student engagement as it did a lot of things. But I feel like it's kind of coming back, but not at the full potential that it was. And I just feel like, like, the student engagement is, like, kind of low right now. So that what they're working on hopefully to be more like, exciting and like looking for it too, because when I first started, I was always looking forward to a pep rally or just like activity. So the student engagement, I really want that to come back. 00;29;02;13 - 00;29;10;05 Molly Buckley-Marudas Great. Thanks, Lyndon All right, Lynn, your turn to Chalk and Roll. What is your favorite spot in Northeast Ohio? 00;29;10;07 - 00;29;20;15 Lynn Monaco Probably the Cuyahoga Valley National or the Metroparks, just because I like being out nature, change of seasons, waterfalls. So, yeah. Yeah. Definitely. 00;29;20;19 - 00;29;27;22 Molly Buckley-Marudas Nice. That's great. And one podcast you're loving or a book or other resource. 00;29;27;24 - 00;29;36;25 Lynn Monaco When I have the time, is that too often I also listen to the, true crime podcasts as well. So definitely there. 00;29;36;27 - 00;29;43;02 Molly Buckley-Marudas Nice. And finally, a dream YPAR project that you hope a group would do in the future? 00;29;43;04 - 00;30;07;27 Lynn Monaco In addition to, like, the mental health one that my Year Three's did, I, I'm very into my Year One's right now, doing the, enhancing instruction within the classroom to motivate students activities within the student body to motivate students. So, definitely after Covid, you know, there was kind of, those that slide, and just getting back to, and if we can enhance that instruction is always good, a good thing to do. 00;30;08;00 - 00;30;08;25 Molly Buckley-Marudas Great. Thank you. 00;30;09;02 - 00;30;41;16 Shelley Rose That's awesome. So we just want to say thank you so much to our guests. We're going to close our episode. So thank you to Pat Meyer. Thank you, Lynn Monaco, the teachers who joined us today, and Grace Trella and Lyndon Bryant, our students. This has been a special opportunity. Also important thanks go out to the Martha Holden Jennings Foundation for their support. And most importantly, thank you, Chalk Talkers for tuning in. For more information and podcast updates, check out the CTC's website cleteaching.org. Thanks so much everyone. 00;30;41;18 - 00;30;42;14 Lynn Monaco Thank for having us. 00;30;42;14 - 00;30;42;25 Lyndon Bryant Thank you. 00;30;42;25 - 00;30;44;18 Pat Meyer Thank you. 00;30;44;20 - 00;30;55;15 Molly Buckley-Marudas The Chalk Talk Podcast is made possible by a grant funded by the Martha Holden Jennings Foundation. If you want to learn more about the Jennings Foundation or about the Cleveland Teaching Collaborative, please visit cleteaching.org.