Episode 29: Zooming in On News Anchor Parallels with Danielle North
Transcribed by kayla.r.fainer@gmail.com
Melissa Milner 00:09
Hi, this is Melissa Milner. Welcome to The Teacher As... podcast. The goal of this weekly podcast is to help you explore your passions and learn from others in education and beyond to better your teaching. The Teacher As... podcast will highlight innovative practices and uncommon parallels in education.
In this episode, I interviewed Danielle North. She's a news anchor in Rhode Island. In our chat, we talk about the parallels between her work and the work of teachers. Thank you, Danielle. Thank you so much for coming on the podcast.
Danielle North 00:43
Thanks, Melissa. This is great.
Melissa Milner 00:45
Yes. So Danielle, you're a news anchor extraordinaire in Rhode Island. Could you just tell The Teacher As... listeners a little bit about you, and what you do, and why you're so awesome?
Danielle North 00:57
Oh, you're the best. Thank you. I have to tell you, I know you live in Massachusetts. And I was born and raised in Salem, Mass. So I grew up watching Boston news, which is one of the meccas of television news. I always wanted to be like Chet and Nat growing up.
Melissa Milner 01:12
Oh, yeah.
Danielle North 01:13
Right? I mean, who didn't? If you were interested in journalism, those were your icons, right? So I grew up watching BZ, CVB. And then when we moved to New Hampshire, as a teenager, I continued to obviously watch the news. But it was a whole different style up in New Hampshire. So I missed my Boston media.
So after getting my degree in journalism and I worked in New Hampshire for a few years, I said, you know, I want a bigger market. So I ended up in Providence, Rhode Island back in 1999 and had a few potential opportunities to leave Rhode Island, including into Boston for a weekend gig. But I decided to stay in Rhode Island to continue to do what I do, which is the morning news, getting up at 2:30 every day.
Melissa Milner 01:54
Oh my goodness.
Danielle North 01:55
I know, I know. Actually 2:37 to be exact. But anchoring a four and a half hour newscast every day. And I've been on this schedule now for 10 years, at the station for a little over 20. It's been great.
Melissa Milner 02:09
Yes. And as far as that schedule, I already interviewed your husband. Everybody, this is Al North's wife, also known as the better half. No, I'm just kidding. Yeah, so he's got an interesting schedule. You have an interesting schedule. You have three kids.
Danielle North 02:25
Right. Listen, Melissa, we have never in almost 25 years together had a conventional schedule ever. He's never worked nine to five. I've never worked nine to five. That's one of the interesting things about being in the news business, as everybody likes to call it, is that there are very few nine to five position.
Unless you produce a newscast or you're a day side reporter, you typically are either working early mornings, late nights or weekends. So I've never-- I think I was on a nine to five or nine to six schedule for maybe a year and a half when I was a general assignment reporter back in New Hampshire. Since then, I have not had a typical schedule.
And again, Al's a firefighter. Our jobs have obviously intersected a few times, because he's putting out fires and we're covering them. I've been on the scene a couple of times as a reporter where Al and his battalion group has been fighting a fire or conducting a rescue of some kind.
And it's always been interesting to be on the scene, doing a live shot. And then behind me, Al's walking around with the hose, or fixing the truck, or doing whatever. It's only happened a few times, but it always has been really kind of cool when our jobs have collided like that.
Melissa Milner 03:39
Do you get to choose what goes on the news? Or is it just handed to you? Do you have creative input into things?
Danielle North 03:49
I think it's both. As a reporter, you tend to have a little more creative input. Because you're taking ownership of a story. So typically, during the day parts that we have-- so we have the morning news, day part, the daytime news, meaning the noon and the 4PM, and then we have our evening newscast.
So there are reporters assigned to those shifts. And we always have what's called a news editorial meeting where the reporters get to weigh in with their ideas. And if their idea is chosen by the editorial staff, then they run with it, and they do the story that they want to do. I would say maybe two out of the five days a week, reporters are working their own enterprise stories.
And then the other days, they're assigned to a story like a court case. Or during the pandemic, there's always a reporter assigned to the latest whether it's COVID numbers or COVID restrictions. So you can pretty much expect that several days a week, you're going to be assigned a story.
And then the other days, you get to pick. And as an anchor, I really don't have control at all. Because it's a newscast that's staffed with producers. So the producers are the ones responsible for looking to see what stories are available. And then they're filling space. We have several blocks of news.
So we have the A block, which is your first block, which is typically where you see the lead story, the higher impact stories. The B block tends to be lighter type, meeting type stories, or an update on a story that we've been following for a week or so. And then C block is usually weather and a little bit of a lighter story. And then the final D block is usually sports or entertainment, the fluffy stuff, as you will.
So these producers have only a certain amount of time, because you have to block off two to three minutes for commercial breaks. So when you're looking at a half hour time wheel, it doesn't really leave you a lot of time when you take out three commercial breaks, right?
So you subtract anywhere between, what? Six to nine minutes of commercials. And then that's your remainder to fill in the blanks. So when I come in at about 3:15 in the morning, the rundown of what the stories are and how much time is given to weather has already been pre-determined by the time I get in.
Melissa Milner 06:08
Okay, that's what I was wondering. News anchors always know what they're gonna say. I saw broadcast news. Is someone talking in your ear? like,
Danielle North 06:20
Well, that's the fun part, Melissa. And that's actually one of the most challenging parts of the job is when you have to read. Let's say you're doing a breaking news story, a story that's evolving and developing as you're talking.
That's happened a few times over the course of my career, whether it's a shooting, or a really bad fire, or whatever. And you're trying to deliver the details that you know, while the producer is feeding you more details. And that is one of the hardest things to master is when you try to continue to talk while someone's talking.
That's definitely a challenge. And I have definitely had moments where I've frozen, because I'm trying to listen. But one thing that I have learned is it's actually okay to have silence. When you first start in the business, you're so nervous about pauses and silence that you just keep talking. And I've learned over the years that it's okay to just pause, listen, collect yourself and move on, instead of sounding like a runaway train, which is what happens when you first start.
Melissa Milner 07:25
So I'm already hearing parallels. It's okay to be silent. But also, are they literally called blocks? Like the first block is the most important story and--
Danielle North 07:35
Yes.
Melissa Milner 07:36
If you were to plan a lesson, you put the most important up front. You only have so much time in your lesson to get everything. You have to really figure out, what's my one objective for this lesson.
Danielle North 07:49
Right! And don't you find, too, when it comes to teaching, you know that-- what grade do you teach again, Melissa?
Melissa Milner 07:56
Fourth grade this year.
Danielle North 07:57
Yeah. So I guess it doesn't really matter what age group. Human beings only have a certain amount of, really, focused attention, right? You cannot be hyper intense for too long. And that's exactly the way we feel about a newscast.
And sometimes I will say after the A block is done, I will actually walk out during the commercial break and say to the director, that was too intense. There were too many deadly stories or too many downer stories in the A block. We have to give it a little bit of balance and less intensity.
And sometimes we will actually change, and I'm sure as a teacher you do the same thing. Sometimes you realize, oh, that lesson might have been a little too intense for my fourth graders. So the next time around or tomorrow, I'm going to tweak it a little bit. And instead of devoting 20 minutes to this hard math, maybe I'll only do 15 and do a little review instead type thing.
And we kind of do the same thing with our rundown, is we have to tweak as we go. That's the beauty of having a four and a half hour newscast. If it doesn't work right in the first half hour, you can always tweak it at 5AM, and then again at 5:30 until you get it right.
Melissa Milner 09:02
And that's good that you have some input, you're able to give feedback in that process.
Danielle North 09:08
And that's one thing that I do feel. Sometimes, while we don't have the ability to weigh in over the initial stories that are put in there, because they're loading the rundown at midnight while I'm still sleeping. We can still come in and evolve as we go throughout the morning.
And that's where the teamwork comes into play, is that if I feel like it's too heavy or Patrick, my co-anchor, feels like it's too heavy-- or sometimes it's too light, which doesn't really happen all that often during a pandemic. But during normal circumstances, we would be like, that was a real boring A block. We've got to spice it up a little bit. And maybe you throw in a different story from another part of the country or another part of the world, just to diversify a little bit.
Melissa Milner 09:49
You were reporter. Do you miss that? Did you like that better?
Danielle North 09:53
Yes. Because I feel like, when you were talking about parallels to teaching, I feel like when you're a reporter, you're really using more skills, for example, listening skills, right? When you're interviewing somebody, you really just have to listen to what they're saying.
That's something that I learned too early on, is that you're always really nervous. If you're sitting down, let's say, with somebody who had just lost a loved one, and it's a really emotional time. It's a raw emotional time. And you're so nervous during the interview. And I trained myself to just listen and not be so focused about what was my next question going to be, but just listening to what they were saying so that I never had to worry what my next question was going to be.
Because if you're actually listening-- and it's the same thing in a classroom. If you're having an engaged discussion with your students, about whether it's a topic or a new part of a lesson. And they're asking you questions, and you're responding, and you're engaged back and forth. That's the way a great lesson is learned or conversation is had is when there's an open amount of listening back and forth and you're really taking it in.
Melissa Milner 10:59
Yeah, it's more authentic.
Danielle North 11:01
Right! And I think it's a little more challenging now with our remote learning or even in remote broadcasting. I am not remote, but some of our reporters are. So it's a challenge to find that easy authenticity, I think, just in a different medium now. Because we're not all face to face. We have one reporter who has an illness that is prohibiting her from being out in the field. So she's actually been doing reporting from home for almost eight plus months, because she hasn't been able to leave her house.
Melissa Milner 11:31
Wow.
Danielle North 11:32
And I have to tell you, she's evolved and learned over these eight months how to make it creative and different and interesting. And it's kind of fascinating, actually, to think about how when she started, she thought it would only be a few weeks, right? And now, eight months later here, here we are.
Melissa Milner 11:48
I think we're all feeling that way.
Danielle North 11:51
Absolutely.
Melissa Milner 11:52
What qualities make a good reporter? You mentioned the listening. How about when they get to choose the story they want to do? What makes a good story, I guess, is my question.
Danielle North 12:04
Okay. I think the most important word that you're looking for is impact. When we start out a newscast, does it impact me? Does it affect me? That's the question we ask on almost every story that we put in the A block.
Now it doesn't have to affect everyone. You're never going to get a story other than health stories or economic stories, I guess, that will impact everyone, right? But you want your story to impact the most people. Or it has to have an emotional human impact. That's why, typically, you see a story about crime or a random accident where a life was lost too soon, that has an emotional impact that pretty much any viewer can relate to or have empathy for.
So those are typically the stories that you want to do, a story that's going to have a big impact or an emotional impact. I think that's how good reporters choose their stories. That's how producers stack their newscasts. It's kind of like the universal question that we have to ask on a daily basis.
Melissa Milner 13:05
That is brilliant. Because what a parallel. What are we teaching? And students need to know, how does this impact me. How does this affect-- why do I need to learn this? What am I going to be able to do with this? Yeah.
Danielle North 13:25
Can I ask you? I want to ask you a question, Melissa.
Melissa Milner 13:28
Yeah.
Danielle North 13:28
So I still wonder, because I struggled with math, so fourth grade math, I'm trying to think about what is a fraction. I don't even know what fourth grade math is.
Melissa Milner 13:37
They start fractions and third grade, but right now we're doing conversions, so converting the metric system using place value.
Danielle North 13:45
Gotcha. So tell me, after all these years, a woman in her mid 40s, why do I have to do this math? Why does it matter to me? What impact is it going to have on my life? I still want to know!
Melissa Milner 14:00
Right. It's so funny, because fourth grade math, pretty much, you use it every day. Now, I couldn't tell you how trigonometry-- I have no idea, unless you're a mathematician. No, I mean, obviously, even if you just talk about cooking, fractions, the conversions. It's so interesting, though.
Some of the research I was doing just to prep some real life examples for the kids was-- there's different animals that weigh one kilogram. And it's this teeny little fennec fox, and it's so adorable. I'm like, I'm gonna take the fennec fox and put it on my slide. I pulled out the soda cans and everything for the liters. And you may not even realize it, but you have things with the metric system on them all over your house. You don't realize it.
Danielle North 14:55
Yeah! Well, and look, I'm sure I'm using fourth grade math in my newsroom every day without even really thinking about it, when you're thinking of a fraction of a minute or a fraction of a newscast. You do it all the time without really thinking about it.
Melissa Milner 15:10
Elapsed time and estimating.
Danielle North 15:14
It's so funny, too, so everything is done pretty much in, I would say, 15 second increments in news, right? Because commercial breaks are always either 30 or a minute. IDs, as we call them, or PSAs are usually 15 seconds. So I have gotten so-- I don't want to sound like, whatever, boasting.
But I have gotten so good at knowing what 30 seconds feels like that when I'm reading something, I'm like, okay, that was two seconds too long. And my photographer, if I'm working with one, is always like, how did you know that? Just because you get used to the feel of, again, and this is fractional, too. Whether it's 15 seconds, 30 seconds, 45, you get used to the feel of that. Because you've just lived your life in those chunks for so long that you just know.
Melissa Milner 16:02
Right, it's like a muscle memory.
Danielle North 16:05
And I have to say, so reporters, typically, the time has gone down over the years, how much they're allowed to tell their stories. I remember when I first started, I was allowed to do 1 minute 45 packages as they're called. That's when the reporter tracks a story that has a reporter track, soundbite, another reporter track. So that's called a package.
So we were allowed 1 minute 45. Now it's 1 minute to 1 minute 15. So to lose 30 full seconds when you're trying to tell a story, that's huge. So you have to be faster and more efficient with your storytelling. So that was another thing that you get good at, is knowing, when you write a story and you're looking at, alright, my soundbites are usually an average of seven or eight seconds per soundbite.
So you knew, okay, well, I can only fit three or four soundbites or three or four tracks. And that's going to give me 1 minute 10. So you had to be really good with the math, too. Because every second matters in a newscast. If every reporter goes 10 to 15 seconds over, guess what happens?
Melissa Milner 17:06
Oh, yeah.
Danielle North 17:06
Sports gets less time or weather gets less time. It's always the people at the end of the newscast that lose their time, because people at the beginning took too much of it.
Melissa Milner 17:14
Interesting. And I mean, time, as far as in a classroom, it's ridiculous. There's never enough time.
Danielle North 17:21
No, I know.
Melissa Milner 17:22
And then let's go to co-anchor, the strategies, the skills. Do you practice how to talk? I've watched you, and you don't talk like (sing songy voice). You don't do that exaggerated talk.
Danielle North 17:42
Right. It's so interesting that you say that. We call that the sing songy reporter voice. So in the beginning, everyone does that. Everyone does it. Because you don't-- look. Over time, you learn how to connect with what you're saying. You learn how to try to make it as seamless as possible, that you don't have to think about when you're reading, oh, this is a sad story. Or this is a happy story. Or this is an important story.
But when you're first starting out, I used to mark my scripts with arrows up or arrows down, so that I knew when I was starting a script, I don't want to say, 500 people died in a plane crash today. Because then, all of a sudden, you're midway through the sentence, and you're like, oh shoot, that was supposed to be an arrow down story. That's supposed to be a sad or depressing or whatever the word is.
So in the beginning, a lot of reporters end up just sing songy, because they're not able to easily connect. They're so nervous with what they're saying or what they're doing that it takes some time to feel that comfort level in connecting with what you're saying. One of the best exercises-- because I've worked with reporters over the years who are starting out.
And I always say to them, you have to be able to tell me the story without a script. You don't have to give me every detail of the story. But you have to be able to not look at your script and tell me what happened, like you're telling your friend or you're telling your grandmother. Just tell me. And once you're able to do that, then you connect with what you're saying. And it doesn't sound sing songy.
Like I don't say to you, hey, Melissa, today I went to the grocery store. And then I decided to get in my car and buckle my seatbelt. You don't do that. You just say, so today I got in my car, went to the grocery store. I buckled my seatbelt. You try to sound like you're talking normally.
Melissa Milner 19:32
We have this one guy. He seems very nice. He reports out in the field kind of guy. And he talks like this. It is so exaggerated. I'm like, why doesn't someone talk to him and coach him? He just sounds ridiculous. It's interesting, the comfort level and the ability to, like you said, summarize.
Danielle North 19:57
But I think, look, when you think about teachers over the course of your life, too, it really is the most authentic teachers that you remember, the ones that knew how to talk to you on a human level. Or they're just memorable in their delivery, that they weren't reading to a drone in front of the classroom or super hyper in the other direction. It's people that were just relatable, and human, and maybe a little funny that you remember. you know,
Melissa Milner 20:26
It's true, it's true.
Danielle North 20:27
At least that was the case for me, the teachers that I always felt like I was connected to, that I knew what their first name was. Do you remember, if they were teachers, we didn't even know their first names growing up. It was always Mr. or Mrs. whatever, you know? And then you realize that, wow, they're actually a human being.
They're not just this thing that shows up in the classroom every day. I'm sure your fourth graders don't feel that way about you, Melissa, though. Because you have a sunny, amazing personality. I'm sure they miss seeing you in person, too.
Melissa Milner 20:59
It's hard. But I've been pleasantly surprised with how much relationship building you can do on Zoom.
Danielle North 21:08
Oh my goodness. But you had asked me about my co-anchor, too.
Melissa Milner 21:11
Yeah, the teamwork.
Danielle North 21:13
Right. Obviously, Patrick Little, he's my co-anchor, he and I have known each other since we worked together in New Hampshire, I don't know, 20 something years ago. So we already had a friendship before we became news partners, if you will. And over time, we developed sort of an unspoken language, where I can tell in a split second if there's something up with him, like if he needs to clear his throat or he's not feeling good. And he needs me to take over his story.
Because typically the producers stack the show where I read a story, he reads one. We do a finger tap on the desk, too. If I need something, I just tap two fingers on the desk. Because I can't say mid story, hey dude, I have something in my throat. Can you read the next story? So I just tap the desk. And then he knows. He knows to take over the next story.
So we have this rhythm and this relationship and understanding over time, where we just know each other now. Because other than my family, I spend so much time with him. It's like 25 hours a week, I sit next to him.
Melissa Milner 22:21
Yeah, that's crazy.
Danielle North 22:23
Isn't it? And people have asked me, oh, do you guys get along? Yeah, we really do. I mean, look, we also have had fights over the years, which is typical of any working relationship. Sometimes you rub each other the wrong way, you know? And he's also clean, and I'm messy. And I spill my coffee on the set. And then I have to clean it up every day. And he's just like, ugh. But it works, thankfully.
Melissa Milner 22:50
How, why did you end up being co-anchor or being an anchor at all? Did you want to do it? Or just it was like the next step, and you just went with it?
Danielle North 23:00
Well, I think most reporters - and maybe not all - but most will tell you that they want to anchor at some point. Because it's considered sort of a top position of each day part. You're considered the face of that newscast. Although it's changing more where I think it used to be more that the anchors were the top level.
But I think over time, the significance of the anchor has gotten a little bit diminished. Because reporters are just a super critical part of the newscast. And because of social media, etc., that reporters profile has been upped big time over the years, which I think is great, as it should be. Because reporters really work the hardest out of anybody. They're out there grinding every day, trying to get the stories.
And after having been in the field for many years, I can attest to that. It's a hard job. You're dealing with the elements. You're dealing with stressed out people, upset people. You're not typically covering happy stuff every day. So it definitely wears on you after time.
But as far as how I ended up becoming an anchor, at every station that I worked at, I've worked in Vermont, in Burlington, Manchester, New Hampshire, and then here in Rhode Island, I had the opportunity to fill in anchor. So if somebody was out sick, or you needed a holiday fill in, I always filled in. And I loved it.
Because it also gives you a chance to inject your personality, where reporting isn't really allowing for that. Because you're only given 1 minute 15 or 1 minute 30 to tell the story. It doesn't allow you a lot of time to put your personality in. And that's why I wanted to become an ancho. Because, especially when you're doing a long show, you get a chance to ad lib, make a little bit of funny jokes, get people's day started in a way that's a little lighter and fun.
And that's why I really enjoy doing mornings. Because it allows you that freedom and flexibility to kind of be you, which isn't always the case in every day part.
Melissa Milner 24:55
Right. You're like Kelly Ripa.
Danielle North 24:58
I wouldn't say that, but I get where you're going with it. I wish I had as much time as Kelly did to kind of riff on different topics. Because it's fun. Let me just say, though, it's not easy either. And there's a lot of pressure to fill time when it's just you being you. Imagine if you had a real crappy day, and then you have to come in and be you. That's the same thing with a teacher, actually.
Melissa Milner 25:25
Yeah, you have to be on.
Danielle North 25:27
You have to be on. You can't hide behind your desk or shut the door. You have to be on the entire time. And that's the same thing with our jobs every single day. It doesn't matter. I actually had a pipe collapse in my house, I was about to say.
A couple of weeks ago, as I was leaving for work, there was water literally pouring out of the ceiling onto the floor, the furniture. And I had to go to work. I had to go to work! Or I've had flat tires on my way to work. And I've had AAA changing my tire at three in the morning. And I'm racing in the door at 4:15 and we go on the air at 4:30. And I have to look like I didn't just have the most chaotic morning ever.
And it's hard. It's really hard some days. And it's the same thing as a teacher. These kids don't know what happened to you seconds before the day started, right? And you don't want to let them know tha. You just have to like, turn it on and let's go.
Melissa Milner 26:24
Yeah. And that's why we're exhausted when we get home, right?
Danielle North 26:28
Absolutely. Aren't you? It's like you're on a show every day almost. It is. It takes a lot out of you.
Melissa Milner 26:35
It does.
Danielle North 26:35
That's for darn sure.
Melissa Milner 26:37
Obviously, what's going on with the pandemic, I would assume that that's one thing you're zooming in on a lot, as far as reporting. But what are some other things? Do you have any projects coming up, any things that you're going to go out again and do reporting? Anything that you're zooming in on right now?
[ZOOMING IN SOUNDBITE]
Danielle North 27:00
Yeah. So before the pandemic started back in March, I have a passion project that I've been working on. It's called Find My RI. So once a month, I go out with my cell phone and a microphone to a different town in Rhode Island. And there are 39 cities and towns. And I've hit-- I'm trying to think how many I've done. I think I'm up to 16.
So basically, I just pick whatever town on the map, and I go into that town. And I find something cool and different to report on. I've done stories on a guy in West Warwick who built a custom made lighthouse. It's an actual working lighthouse with a beacon and everything. And he's in the middle of the state, nowhere near the ocean, right?
And then one month, I did a story about a snowy white owl that just took up the nest. And all these bird watchers came, and they're taking all these amazing pictures of the owl. So just random stuff like that. So I'm looking forward to, after the new year when things kind of get a little safer, to going back out and doing those monthly Find My RI projects.
Melissa Milner 28:08
That's cool. And it ends up on the newscast as a nice piece?
Danielle North 28:12
Yeah. I do about 1 minute 30, sometimes even up to 2 minutes. And what we do is we air a shorter version of it in the news. And then the full length runs on Facebook and our website. And they've just been really well received, because I try to get the viewers engaged and giving me ideas, and then letting them know what town I'm going to go to.
So the real local people can help me out. It was really the people in West Warwick, for example, that gave me the first one about the lighthouse guy. They were like, you have to go to Leaf Street and check out this lighthouse. It's unbelievable. So that's how that happened is that it became a project for everyone to be a part of.
Melissa Milner 28:51
That's great.
Danielle North 28:53
All Rhode Islanders can help me with it. Yeah, so I've really loved it.
Melissa Milner 28:57
What's your favorite movie, and why?
Danielle North 28:59
Tootsie.
Melissa Milner 29:01
I love Tootsie.
Danielle North 29:03
Right? I love that movie. First of all, I love 1980s movies. They're just fantastic. And again, I think it's something about when somebody is authentic. Just Dustin Hoffman being able to try to be an authentic woman in an inauthentic way, I guess, always fascinated me. I don't know. For some reason, that movie has always stuck with me. It makes me feel good when I watch it. It makes me laugh. It's so funny.
Melissa Milner 29:35
And Bill Murray in that movie?
Danielle North 29:37
Oh my god. Bill Murray was fantastic in that movie.
Melissa Milner 29:41
Thank you so much, Danielle. I really appreciate you taking the time out to talk to me.
Danielle North 29:45
It was great. I really appreciate it, and best of luck with the rest of your school year.
Melissa Milner 29:48
If you enjoyed this episode, and have not done so already, please hit the subscribe button for The Teacher As... podcast so you can get future episodes. I would love for you to leave a review and a rating, as well, if you have time. For my blog, transcripts of this episode and links to any resources mentioned, visit my website at www.theteacheras.com. You can reach me on Twitter and Instagram @melissabmilner. And I hope you check out The Teacher As... Facebook page for episode updates.
I am sending a special thanks to Linda and Lester Fleishman, my mom and dad, for being so supportive. They are the voices you hear in the Zooming In soundbite. And my dad composed and performed the background music you are listening to right now. My intro music was "Upbeat Party" by Scott Holmes.
So what are you zooming in on? I would love to hear from you. My hope is that we all share what we are doing in the classroom in order to teach, remind, affirm and inspire each other. Thanks for listening. And that's a wrap!