SHOW TOPICS:  

Bridgette brings the receipts.  It’s passion, not a teaching degree, that unlocks education.  She creatively meets kids where they are, e.g., dealing with developmentally delayed, non-verbal, traumatized, beaten, autistic, et al.  She is a grandmother entrepreneur!  She is starting her own preschool based on how kids really learn, not based on fiat curriculums.  

IN THIS EPISODE, YOU'LL LEARN:

• Mother of five decided to go back into the workforce
• Went back to college at 45
• Using a keyboard to make jingles was one of her early creative ways to reach children
• The “five senses” is one of the favorites with the kids
• She became DJ BJ the rapping school teacher
• She was encouraged to record her songs in a studio after which she wrote a book to go along with each
• She started a business, Creatively Invented, which produces catchy, hip hop educational products for home and school
• Bridgette calls this “edutainment”
• The principal began sending her all the problem kids
• Another popular book was her “Use Your Manners” which features two kids as superheroes, “Suprepreneurs” 
• She picked things the kids like but is not in the curriculum, e.g., microphones, robots, marble trees, pencils with themes like Ninja Turtles, shaving cream, marsh mellows, giant rain sticks, magnets,
• In one particular challenge case, she let the kid lead the class
• In another case a kid went from nonverbal to talking
• There’s not just one way to teach kids
• Large rooms help a lot 
• She also would get dressed up in different costumes
• For some, teaching is a paycheck.  For some like Bridgette, teaching is a passion.
• Bridgette strongly recommends getting involved with the community, do research, talk to people, learn what extra curriculum activities are available
• Social emotional piece is critical to reaching kids
• She is launching a preschool, WOW Factory Academy, Inc.  WOW stands for “wonders of the world”.  No time limits, edutainment, invention-education, manners, performing arts, creative art, financial literacy, engineering, other “wow” experiences.
• Superpreneur Project is for pre-school to 3rd grade, teaches money principles and how to start their own business, includes a journal and flashcards

RESOURCES MENTIONED IN THE SHOW:

• Bridgette’s resources on Amazon  https://www.amazon.com/stores/author/B01JDV02KE
• Bridgette’s LinkedIn https://www.linkedin.com/in/bridgette-johnson-bb143656/
• Bridgette’s website https://creativelyinvented.com
• Second Step https://www.secondstep.org
• Conscious Discipline https://consciousdiscipline.com
• School of Tomorrow https://www.aceschooloftomorrow.com

HAPPY TO HELP:

Tali's Twitter @OrangeHatterPod

Scott's Twitter @ScottLindberg93

Scott's nostr npub19jkuyl0wgrj8kccqzh2vnseeql9v98ptrx407ca9qjsrr4x5j9tsnxx0q6

Free Market Kids' Twitter @FreeMarketKids

Free Market Kids' games including HODL UP at https://www.freemarketkids.com  

WAYS TO SUPPORT:

Subscribe, like and share this podcast with others.

The intro/extro music is from TipNZ.  Tip educates through her music, exploring the Bitcoin universe with visual storytelling, sick beats & profound lyrics.  https://www.tipnz.com/

We are our own sponsors and are so grateful for all of you who support this show.  Thank you!

Crazy awesome Collector’s Edition of HODL UP is available at https://www.freemarketkids.com/products/hodl-up-2024-halving-limited-edition

Visit our “Free Market Kids“ for products like the Bitcoin mining game, HODL UP  https://www.freemarketkids.com,

Check out Tali’s podcast by and for Bitcoin women, “Orange Hatter” https://www.orangehatter.com  

Have fun with “Proof of Work Apparel” https://www.freemarketkids.com/collections/proof-of-work-apparel

STANDING RESOURCE RECOMMENDATIONS:

Article "Homeschoolers Are Bitcoiners Who Don't Know It Yet" https://bitcoinmagazine.com/culture/parallels-between-homeschool-and-bitcoin

Tali’s “Quick Start” checklist  https://www.freemarketkids.com/blogs/i-want-to-start-homeschooling/i-want-to-start-homeschooling-quick-start-checklist

All right, everybody.

2

Welcome to Bitcoin homeschoolers.

3

We're so excited to have a very

special guest with us today.

4

Her name is Bridget Johnson and I met

her at a local women's networking group.

5

She has a fascinating story,

a wonderful project that we

6

can't wait to share with you.

7

Hi, Bridget.

8

Thank you for joining us.

9

Bridgette: Thank you for asking me.

10

Tali: So I was telling my husband about

how we met and your backstory, and I will

11

love for you to just give him and our

audience an understanding of who you are.

12

How did you get to this project?

13

How you generated that idea?

14

And of course about your

granddaughter and her cousin.

15

Bridgette: Okay, , well, my name is

Bridget Johnson, and, I am a former

16

hairdresser, when I, I wanted to go

back into the workforce, and I had five

17

children, so, you know, child care can

be very, very cost, costly, and so, I,

18

thought about what I could do, and my

sister in law suggested, why don't you

19

go, go into the school system, that

way, when the kids get out of school,

20

because they were getting older, you

know, you get home at the same time

21

that they would, And so I did that.

22

I went and I became a substitute teacher.

23

Um, my first job was at McFerrin

Elementary in Louisville, Kentucky.

24

And so, from there, I was a

preferred sub for eight years.

25

And, before the principal retired,

she asked me to go back to college.

26

And I said, who me?

27

And she said, yes, you.

28

I said, at the age of 45?

29

And she said, yes, you.

30

So I thought, well, I thought about

the math and I thought about every

31

other, you know, thing I could

think about, computers and all that.

32

So I took her up on it and I went and,

but while I was there substituting, I

33

saw a lot of, challenging behaviors,

a lot of, problems I wish I could

34

solve, but I didn't have a degree.

35

So I would jingle off of songs

and I would create big dramatic

36

plays and, you know, I would.

37

If there was a Kroger,

you know, I invented it.

38

I made a Kroger.

39

I made a, uh, uh, Dr.

40

McStuffins Hospital, anything

that they needed me to do, I made.

41

So, the principal said, you know,

you're such a good fit with children.

42

You just, you can make

things, create things.

43

And so, uh, I saw the behavior

issues were a lot for the teachers,

44

so I would jingle off the songs.

45

And I had a keyboard that

lighted up, so I would, you know.

46

Take the keyboard around and act like I

was playing it, with play tunes, but it

47

was already predestined in the keyboard So

the kids thought I knew how to play and so

48

it would play different songs So you push

a button and play different things and so

49

I would take it to the to the classrooms

and I would jingle off the songs And so

50

I told my son one day I said won't you

give me some music off the internet?

51

Because, I came up with a five senses

rap, and, and, you know, the kids

52

would say, Hey, you know, I know my five

sense, you know, I would say that, and

53

then the kids would say, What you say?

54

And so, we would jingle back and

forth and say different things.

55

And I would say, uh, uh,

sense number one, I can smell.

56

That's why we have noses.

57

If it smells it, I can tell.

58

And I would go senses, and kids

would know, I know my five senses.

59

What you say?

60

And so I became DJ BJ, the

rapping school teacher or the

61

five senses lady to the kids.

62

And so I would, you know, get popular

with these little rhymes and jams.

63

And, the teachers liked it.

64

The parents liked it.

65

And so they said, when are

you going to go in the studio?

66

I was like, who me?

67

I was like, I can make a joyful

noise, but I don't know about singing.

68

And so, , I thought about it and I went

in the studio with my joyful noise and I

69

recorded five songs and that became the,

beginning of me being a children's author.

70

And so I authored a book

to go with each of them.

71

And so then they deemed me DJ

BJ, the rapping school teacher.

72

So that was how that came about.

73

And so, all of my books have a rapping,

Kid friendly aspect to them, because it

74

captures the kids attention and they like

to dance and different things like that.

75

So, that was the beginning of that.

76

And, I started a business

called Creatively Invented.

77

I create fun, catchy, hip hop

educational products for home and school.

78

And so, I've always

been a different teacher.

79

I've always used different genres of music

in my classroom from , Michael Jackson

80

instrumental beats to, , to reggae music.

81

And so, uh, I could take a

song like this is how you do

82

it and put the alphabet in it.

83

You know, A, B, C, D, E, F,

G, , H, I, J, K, L, M, N, O, P,

84

Q, R, S, T, U, V, W, X, Y, and Z.

85

Get busy, you know, but it

would be the, this is how you

86

do it, you know, theme music.

87

And so the kids loved it and, uh.

88

I would just use different types of music

to keep the energy going in the classroom.

89

So my principal started to notice

that I could handle behavior kids.

90

And so he would just open up the

door and just send them to me.

91

He wouldn't send me an email or anything.

92

He would just say, they're yours.

93

I'm like, Oh Lord.

94

So he saw that me using edutainment

and, really not following up.

95

I was following the curriculum, but I

really had to kind of like, I had to

96

adjust it to the kids, , behave, to

the type of children that they were.

97

So, uh, I began to jingle off of more

songs, create more songs, more books, and,

98

to handle those challenging behaviors.

99

And so one of the books that I

wrote was called Use Your Manners.

100

It's, two superheroes,

Mighty Manners and Etta Kitt.

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And, they are two super, superheroes.

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Mighty Manners is a

superhero of all good deeds.

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And etiquette is a super

girl about etiquette.

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And so we would rap about saying, yes

ma'am, no ma'am, thank you, please.

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I'm sorry because manners was

at an all time low, really.

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And I would ask the kids, you sit like

that at a restaurant, they would go,

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yeah, they would sit all slaps over.

108

They would never say, hardly

some of them would say thank you

109

when you give them something, so.

110

Those two superheroes, the kids

love the, aspect of, being able

111

to, identify with the superhero

that use manners and, etiquette.

112

So, that was the beginning of me, getting

into that type of, general with the kids

113

and, my business, Cravely Invented.

114

It goes on, to other

things that I created also.

115

Scott: Can you, could you

maybe just highlight one?

116

Is there a particular case maybe

where someone came in, whatever it

117

was, that seemed like an impossible,

very difficult case, but then you,

118

with the music, you reached them.

119

I think that would help the audience

just to hear a specific case,

120

if any stand out in your mind.

121

Bridgette: Yes, I have one particular

child that nobody wanted him in the

122

classroom, and he had a lot of things

going on at home too, so, but he finally

123

ended up in my room, and I would, I use

robots, I would use marble trees, just

124

different things in there to capture

his attention, but what I did I try to

125

find out the things that he liked, like,

uh, some kids like Spongebob, some like

126

Ninja Turtles, so I would create things,

like I would have pencils like that, I

127

would have, uh, placements like that,

anything that I could associate with the

128

things that they liked, I had it in my

classroom, whether if I made a poster

129

board, I went and created one, if it

was, Sonic, then, I had that in there,

130

so I had a lot of things that they liked,

that wasn't really in the curriculum,

131

but they could identify with this.

132

So he liked superheroes and he liked, uh,

robots and different things like this.

133

So I had that in there, but the, the

manners, he liked mighty manners,

134

he, and he would like the, he liked

the ram, like, I am mighty manners.

135

And I'm here to say, I don't like

bad manners and I'm on my way.

136

So one day he wanted to be the teacher.

137

He liked to be in control and

like to be the head of everything.

138

So I let him be the lead teacher.

139

And so he read the book to the kids and

he would look out the window and tell

140

them Mighty Manners was on the way, you

know, that they had to do the right thing,

141

follow the circus hand rules and all that.

142

So he really, I gave him like a

leadership position and, Because

143

he always wanted to take over.

144

So I let him be the leader.

145

And so that gave him an inspiration

to do the right thing himself, even

146

though he was telling me who else was

doing the wrong thing, it gave him

147

an incentive to do the right thing.

148

And so, uh, we had great success with him.

149

He ended up staying in my classroom for

two years and a very, very intelligent,

150

just had, you know, issues with

challenging behaviors and, you know, words

151

that weren't conducive for the classroom.

152

But he ended up being really like the top.

153

Uh, person that tested in the

kindergarten, like probably a 98.

154

7 success rate with him.

155

, even knowing his address, his

telephone number, I mean, he didn't

156

have a problem with any of it.

157

He could really basically tutor

some of the other children.

158

So just really helping him regulate

some of the things that he likes,

159

blending it in with education.

160

, it turned out to really be

a, a, a nice, uh, young man.

161

And uh, right now, I guess

he probably in the, probably,

162

I guess, third grade by now.

163

I don't know.

164

But yes, he was, nobody

wanted him, nobody.

165

And they would actually look in

the classroom to see how he was

166

doing, like peeking her to see like,

is he jumping off the bookcase?

167

Is he knocking over something?

168

But giving him that leadership role,

and I always kept microphones and

169

different things in the classroom,

and he was the one that had one.

170

And so, uh, I would use different things

to get them to, help learn the phonics.

171

, I had like a flat drum and I put the

alphabet on there and I created a song

172

called Beat It, which I took the tune

from, you know, somebody else's tune.

173

And, we would say, beat

the syllables in your name.

174

It's a really cool, a really cool game.

175

Just beat it.

176

And so he would be ah, ah, buh,

buh, kuh, kuh, you know, so just

177

different things like that I would use.

178

And he loved it.

179

You know, he was, he loved it.

180

So I think I brought out that

theatrical aspects of the kids.

181

I think that's what they liked.

182

It was this, wasn't just rope,

you know, and me just telling them

183

what to say and repeat after me.

184

It was more or less letting them be

185

creative.

186

Scott: Oh Yeah.

187

Yeah.

188

Tali: Yeah.

189

I love that story.

190

I think there's a lot of homeschooling

families who have no background

191

in education believe that you

need a teacher's certificate in

192

order to educate your children.

193

And you literally are a walking

proof that it's the passion and it's

194

the creativity and your willingness

to meet the kids where they are.

195

That's so, so important.

196

And edutainment.

197

I love that concept.

198

I love that you can rap songs

that the kids would repeat.

199

So what about if you have

a parent who can't rap?

200

What do you say to them?

201

Like they were wanting to reach their kids

202

Bridgette: Hey, they learned

the nursery rhymes, didn't they?

203

Tali: They did

204

Bridgette: They learned

the nursery rhymes.

205

So, if Mary had a little

lamb, you could take it.

206

If you know Mary had a little lamb,

maybe you could put, you know, Mary

207

has some numbers, numbers, numbers.

208

Mary has some numbers.

209

She taught her kids to count.

210

Tali: Love that Right off

the cuff, like, just, bam.

211

That's

212

Scott: be, I'd be intimidated

because I don't like to, I don't

213

know how to sing, so I wouldn't

be, I wouldn't feel intimidated.

214

But the cool thing is,

I don't think most kids

215

Tali: kids care either.

216

They just want to have

fun with you, right?

217

Scott: just want to have

218

Tali: I'd

219

Bridgette: Kids just want to have fun.

220

Some kids don't learn the traditional way.

221

You know, you got kids with autism,

you have kids that are developmentally

222

delayed, and that's what I liked about it.

223

Like, there was one child that I had

when I was, uh, I think I just got my

224

associate's degree and I was at Malpin

Elementary and, uh, he was nonverbal.

225

And his grandmother had custody of him.

226

She was really concerned

about him fitting in.

227

And at first he did cry a lot

and different things like that.

228

But as, when you're in an environment

where it's constantly being done every

229

day, like if you put the child in

that environment, Where there's music,

230

where there's talking, where there's

language, then they begin to catch on.

231

So, this little boy ended

up being, I mean, he didn't

232

really care for music too much.

233

Like, he ended up joining in, he

could sing, uh, you know, his, um, uh,

234

phonics and his alphabet knowledge grew.

235

I wish I had a I don't know if I kept

those testimonials but just like a

236

saying that a child can begin with

artistic nonverbal, and he left talking,

237

you know, in the classroom because he

was in that environment where was so

238

much, going on with us talking and

verbal and singing and, and he ended

239

up talking which was a great testimony.

240

He was nonverbal he didn't say anything

in the beginning just cried a lot.

241

Scott: Wow, if you could catch her,

that, that would really help to Not

242

only just to, to sell your program

or tell others about it, but for

243

parents that are looking at it to

say, this is proof that you can do it.

244

You know, maybe it's autism,

maybe it's something else.

245

They have some kind of challenge.

246

If they see somebody else do

it, that could be very helpful.

247

Tali: Yeah, and just to know that there's

not one way to teach kids anything.

248

There's all kinds of ways.

249

Just see what the kids respond to.

250

Right.

251

So you said that your, your

classroom is full of music,

252

creativity, uh, movement, stands.

253

So do you, when they come into your room,

do you just sort of push all the furniture

254

to the side and they just have this open

area where they can be creative and move?

255

Or how did you, how did you organize that?

256

Bridgette: Well, I'm a

former preschool teacher.

257

I go back and sub, but, I just arranged

the room with like, I would have

258

microphones and stuff, but I would have,

sometimes I'd have to stand with the

259

microphone in it, but, I just didn't

let they, it wasn't like wrote, like

260

they had to be over 20 minutes and

15, it was whatever they wanted to do.

261

Like I had, area.

262

Where I didn't have nothing but sensory,

like, shaving cream and food coloring.

263

And then I might have, marshmallows.

264

I might just have spaghetti this color.

265

I would have all of that in

one, excuse me, I'm so sorry.

266

I might have that in one section.

267

And, and that would be a section

they could go to, they could

268

stay over the whole time.

269

And music movement, the whole, area up

front was open for that, dramatic play.

270

Wasn't a traditional dramatic play.

271

I would have things that they actually

could make like, , I would have flour,

272

real flour and things like that.

273

We would make fake pizza and

different things like that.

274

So just really kind of, I had a large

classroom, which I was thankful for that.

275

Cause I, when I, when I came from

Malpin to Duval, , I, I came over to

276

pre, scat out everything and I, I

said, I want this room right here.

277

And I ended up getting that

room cause it was large.

278

So I've always had large rooms.

279

But, the ones that don't have the,

larger rooms, it's kind of hard to do

280

a lot of things, but I would have, , I

got a lot of things from DonorsChoose,

281

they would donate things to your

classroom if you had a different

282

theme, and I remember I had a, a, a

fish tank that was like a globe, it

283

was like a magnifying glass, and the

fish looked bigger than what they were.

284

I would have things like that, like I,

uh, created, uh, something on DonorsChoose

285

where, uh, It was called, uh, uh, let

me see, it was something with stem.

286

This is so stemulating.

287

So I got everything that had

to do with stem, , things that

288

they could touch and feel.

289

And so, and I got rain sticks, giant

rain sticks that were like six foot tall.

290

And then you would, you could tip them

and it just sounded like rain coming down.

291

I would just have different things, like I

had a marble tree that was like, probably

292

like, I guess maybe three foot, and it

would, you put the little wooden things

293

on it, it would just, make the sounds.

294

I had a lot of things

that affected the sound.

295

So, I don't know.

296

I just created like a, it was almost

like a mini science center, to tell

297

you the truth, my classroom was.

298

I just liked to have, and I

always kept music going on, like

299

the kids, I would have a social

emotional thing on the, on the door.

300

We used Second Steps a lot.

301

And now they use conscious discipline, but

like, I had the emotions on the door with

302

their names and with a popsicle stick,

and I would always keep music going,

303

but like, sometimes when they get to the

door, this one particular one that they

304

gave me that I have the testimonial for,

he would say, he would always be mad.

305

He would take his stick out

and put it on, you know, anger.

306

You know, I'm, I'm, I'm, uh.

307

You know, I'm, I'm mad.

308

And so I said, why, why are you mad?

309

And he would say, my mother wouldn't

let me watch something on TV.

310

So I was like, well, there's no

reason, we said we would talk about

311

it before they come to classroom,

but I would always have music and he

312

would break dance and he would flip.

313

But those days I knew that he put

anger on, I knew something was wrong.

314

So it was like, I would try

to counteract everything.

315

So I would have on, We might have been

moonwalking or something or some type of

316

music that they like, , and I headed on to

try to change his, disposition before he

317

actually got started in the day, because

I kind of knew if he came in with that

318

attitude, it was going to be, a day

that, He was gonna have a rough day.

319

So I always kept some type of music

going, whether it be instrumental, or

320

I got the power, or, uh, this is how

you do it instrumental, or any type of

321

upbeat, song that I know the kids love.

322

I would always have something going.

323

Some people say, , kids that are autistic,

they don't like a lot of noise, but I

324

don't know, is this, I think, When they

know that something exciting is coming up,

325

coming, coming, even if they have a bad

day get in the car or coming off the bus

326

or whatever, they kind of feel like, ooh,

we're going to do something great today.

327

I would dress up in different

characters like Mickey Mouse.

328

I might be Dr.

329

Seuss one day.

330

I even had a good, a glove, a silver glove

before, so I've been Michael Jackson.

331

I've been all of them.

332

They come in and they,

they said, where's Ms.

333

Johnson?

334

I said, she's not here today.

335

So,

336

Scott: so what happens with, I, I have

an impression, maybe I'm wrong, that some

337

people choose homeschooling not because

they just want the kids to excel, but

338

they want that individual attention.

339

And if someone has special needs, like

someone who has autism, they don't feel

340

that their son or daughter is going

to get as much as they could in a, in

341

a different setting with other kids.

342

So,

343

the kids that you saw were pretty

fortunate because they had, they got you.

344

Right.

345

What's it like in the system

for a lot of these kids?

346

Is it that didn't have you like

if you weren't there to help when

347

they said, okay, we've got this,

348

Tali: this

349

Scott: kid who's angry all the time

or doesn't even know he's angry.

350

He's the kid who has issues.

351

What happens to most of them?

352

I just, it, cause my impression again

is that some people use, this is the

353

reason they go to homeschooling is

specifically to give the care at that.

354

They want their children to experience.

355

Bridgette: A lot of people might

say, like, I overdo things.

356

Like, some of the teachers are like, well,

I'm not, you know, going to that extreme.

357

So, I think it depends on your passion.

358

And so, when the kids don't have a

teacher that is passionate, They do miss

359

a lot of things that they ordinarily

could get because if the passion is

360

not there for you to really push that

child to the next level, I mean, to

361

some people teaching is a paycheck, you

know, and some people like me, I would

362

say like to seven at night, sometimes

get my classroom ready for the next day.

363

You know, and my husband kind

of like, what are you at?

364

Like, I'm still at the school.

365

Like, what could you still

be doing at that late?

366

, but I loved it.

367

And, I just think.

368

And then a lot of teachers would

come and say, what are you doing?

369

We would exchange ideas back and forth.

370

And then the principal at one

time, which he got caught up being

371

busy, wanted me to say how I use

edutainment in different things, in

372

the classroom with different children.

373

Like, they would say, well, how

did you get so and so to come in

374

off the playground or whatever?

375

And, and then they were discussing it

and the principal, our administrator,

376

was saying it's the technique,

it's the technique that you do.

377

So, like, some people just feel

like, I'm just here to teach and

378

I'm not going to do anything extra.

379

Uh, but the kids that we have

now, you have to go above and

380

beyond and it ain't going to be

because you're getting paid a lot.

381

It's got to be a passion

of yours, you know.

382

So, I just hate to see a child that

feels like, that they can't measure

383

up to what the other kids are doing.

384

I mean, we've gotten children

that have been in wheelchairs.

385

We have, we've had kids that have

been traumatized, beaten, you know, by

386

certain peoples, and, come in, in, the

testimonies that I went back and subbed,

387

and one little boy that, he was beaten so

bad that, he couldn't walk, he couldn't

388

talk, and he had a lot of head injuries.

389

And when I went back to substitute,

who Uh, this year, he's walking

390

with a walker, he's engaging with

the kids, everybody loves him.

391

And being in that atmosphere brought

him out of all of that, and I mean,

392

it is just heartbreaking to see what

he had went through, but then seeing

393

the progress, of him going down the

hallway, walking with a walker, and when

394

he couldn't even walk at first, and his

head had such trauma, like, it wouldn't

395

stay up, like, and seeing him smile

and laugh, It's just, because we put

396

the time in, and other, other teachers

invest into the child to keep on working

397

with them till they got to that point.

398

And so I just think that, you know, even

if you're homeschooling at home, you

399

know, there's other like, uh, Southeast

Christian has a homeschool association.

400

They have a homeschool, you know, group.

401

I think you have to put your

child, I've homeschooled before,

402

I meant to tell you that.

403

And I took, uh, for field trips,

we went with Southeast Christian,

404

they had a camp in Indiana.

405

So I was able to take them, my

two sons to that camp and they

406

were around other children.

407

So not only just homeschooling, but,

put them in a Spanish class or put

408

them in something that somebody might

have this extracurricular to add to

409

what you're doing, so, you don't

have to feel like, or either, like

410

I said, even if they're not getting

it in the regular school system.

411

Then you can have different options

to take them to different things

412

to, to get them what they need.

413

But, it's not going to come to you.

414

You got to research it.

415

You got to, talk to people and,

get involved in the community.

416

Because I think there are a

lot of homeschool groups that

417

people may not even know about.

418

Tali: Yeah.

419

Can I, uh, I just want to

backtrack, uh, just a little bit.

420

When you were talking about

greeting that child who was angry

421

coming through the door and you

had a, uh, emotion chart you said.

422

You named two things and

you said, I use one of them.

423

What were those two things that

you, that were options for the

424

way the kids will enter the room?

425

Bridgette: Um, they could get a, we

had like, uh, we had an apron on us

426

and it had different pictures in there.

427

Like, if you wanted a half or had

a frog, if you wanted to be happy.

428

So we hop, you know, or I'm

happy, or we gave high fives,

429

or it was a picture with a hug.

430

They could do that.

431

Or they could pick the emotion,

you know, that they were in,

432

but it had their name on it.

433

And so it wasn't only like the

traditional ones, like anger,

434

happy, it had frustrated, it

had excited, it had other social

435

emotional words that they could use.

436

A lot of times he put it on frustrated.

437

So it just didn't have the traditional

ones, but we were trying to expand

438

their social emotional language.

439

So it had, I guess it had at least

probably, I would say at least at least

440

15 social emotional words that they

could use, , to express how they felt.

441

And then, like I said, the popsicle

stick had their name on it.

442

So, and then you could use

that, too, to kind of, well,

443

he came in all week, frustrated.

444

Like, maybe that could be something

you could talk to the parents

445

about or talk to the child about.

446

So it really kind of created

language to let them be able to

447

express, what was really going on.

448

Some of them, it would be, they got

in trouble at home, something they

449

did, or something in the car, happened.

450

Or mom might not have

been having a good day.

451

And, and some of them it's really

serious because, uh, one little

452

boy would say that my mom said that

she was going to, commit suicide.

453

And, we had to report it and everything.

454

So just like some of it was just

really, and you would think, well,

455

he's making that up or whatever.

456

No, it's actually true.

457

And then I think a couple of years

later, it really actually happened.

458

So you have to really pay attention to,

those, Those things that we put out,

459

like, not just look at him like, oh, he's

happy every day or he's sad every day

460

or whatever, like, maybe asking them,

why and how, if they keep exhibiting

461

a certain one that they putting it on.

462

So, social, emotional part

is a big piece of, of,

463

Scott: Where'd you get the

464

Bridgette: of real

465

Scott: Where'd you

466

Bridgette: putting up the

467

Scott: steps.

468

Bridgette: poster, uh, do Second

Steps, and that's really good, a social

469

emotional program that anybody can

purchase, but the school had it for us.

470

Scott: Okay.

471

Bridgette: They have songs, they have

songs that go with it, they have,

472

uh, even things that help them, uh,

Regulate, you know, being still.

473

Eyes are watching, ears are listening,

voice is quiet, body's calm.

474

This is how we listen.

475

This is how we listen at

this time, at this time.

476

So it helps them to know, and the kids

begin, I know, body calm, if you hold up

477

the picture, they already, they like,

cause I would just use a lot of visuals.

478

I tell any homeschool

parent, Use a lot of visuals.

479

Use a lot of environmental print.

480

Cause all of that is pre reading.

481

And so even though they don't know

the words, they know the picture.

482

And don't, don't let me hold up Walmart.

483

Oh.

484

Don't let me hold up Dollar General.

485

Or Family Dollar.

486

They know it.

487

They know it.

488

They don't know the words,

but they know they go there.

489

Target.

490

So, environmental print, visuals, and

I think that ideal for that, um, the

491

visuals on the door is just really,

the kids would just come in and so many

492

different, happy 1 minute, sad 1 minute.

493

Some of them may want

to go with their father.

494

They was at the, with their mother

this weekend, just different things.

495

So, like, using that can kind of tell us.

496

You know, again, we had it in our room,

but we never had it on the front of the

497

door and we never I put pockets on it.

498

And I put popsicle sticks and we never

use it that way, but we have always

499

had the chart in the room that we can

point to and, and talk to him about.

500

We had like a cozy corner

because they was having problems.

501

They could go there and then we would

have the chart there so they could

502

talk about the different emotions.

503

But putting it on the door was

just something different or

504

to add to what we already had.

505

But second steps.

506

I love second steps.

507

I like conscious discipline

too, but a lot of kids, yeah.

508

Don't relate to conscious

discipline, which is a very popular

509

social emotional program that

I've helped a lot of children.

510

Uh, but I love Second Stealth.

511

I love Second

512

Stealth.

513

Tali: think

514

it's so important for them to feel

understood and to They don't have the

515

vocabulary as you mentioned before

they don't they just know anchor,

516

but there's different nuances of

anger The feeling of anger, right?

517

So for them to feel understood right as

they're entering the room That's just so

518

amazing because I didn't grow up with that

like the teachers didn't care you walked

519

in whatever you had You better just keep

it zipped and just sit down to your work.

520

You know, I love that What do you think

did you experience anything like that?

521

I didn't

522

Scott: No, we didn't

have anything like that.

523

That's why I was curious

where the resources were.

524

Because it doesn't matter if you're in a

525

school or you're in home

526

Tali: home.

527

Yeah, it's so

528

Scott: a

529

micro school or anything else.

530

The tools, the tools sound like they're

useful in a lot of different settings.

531

Or you could modify them.

532

So

533

maybe you don't go out and

buy it, but you like the idea.

534

And then.

535

Tali: do it

536

Scott: You do it with

your own stuff at home.

537

If you're happy, you take this doll out.

538

If you're sad, you take this doll out.

539

And you, you could come up with

a creative way for your child to

540

communicate with you that I never,

541

I

542

never would

543

have

544

Tali: thought about

545

I wish I knew that when

my kids were little

546

Scott: So I'm curious

just because, um, the, the

547

Bridgette: their own

pictures too of the kids.

548

They can take the pictures

of their own kids,

549

Scott: Oh, wow.

550

See, see, that's, oh, that's fantastic.

551

Yeah.

552

Get a picture of them in every state

and then they could take a picture.

553

They just hold up their own

554

Tali: That's

555

Scott: I think that's,

556

Tali: I love that, I love that.

557

Scott: and with all the AI

out there now, you could even.

558

You could take anybody and put

them into any kind of goofy

559

pose that you that you want

560

Would

561

you be okay tolly if we move to

some of her current stuff that

562

she's working on and what she's

563

Tali: to do?

564

Yeah, uh, yes, I do.

565

I wanted to ask her to talk about

the preschool she's in the process of

566

launching, but I also wanted you to talk

about your Superpreneur Project, so.

567

Bridgette: Okay, well, like I said, when

I came out of the classroom, because

568

I like to do things different, I knew

I couldn't change the whole system.

569

So I've always desired to have

my own preschool and so that's

570

how Wow Factor Academy Inc.

571

came about.

572

And the reason why I had WOW, the

acronym is Wonders of the World.

573

I wanted every day to be a WOW

experience for the children, not just.

574

I'm coming, but actually when they leave,

you know, they're saying, wow, you know,

575

I can't wait to come back tomorrow.

576

So, um, because I think sometimes we

can get so curriculum based and make

577

sure we're following every little, you

know, well, I got to do this next and

578

I do that next five minutes for this.

579

That we're losing a lot of the kids

with that, you know, and so then

580

the behavior issues come in, and

then we don't get anything done.

581

Harley, some of the books, the

new we've switched curriculum over

582

and over in the school system.

583

A lot of it would have books that

were just entirely too long, like,

584

you know, the kids sitting there, you

know, gave him fidgets, but then, like,

585

after a while, they're throwing the

fidgets, they're doing this and that.

586

So I wanted to be able to design a

room that, you know, where children

587

can have a wild experience and well.

588

I'm using invention

education and engineering.

589

I'm using edutainment, which is what I do.

590

I'm using manners and the performing arts

as a part of my program and a creative

591

artistic studio that I haven't been

talking about much lately, but I want the

592

kids to be able to not have a time limit.

593

I want them to have enough time to

explore and create their own realities.

594

I want them to be able to

have time to build and create.

595

And I had to do a project for

Campbellsville, where I went

596

to get my bachelor's degree.

597

And, we had to do, a

video with the kids.

598

And so I came up with the machine factory.

599

And so, uh, my assistant videotaped me.

600

And so I gave them all just a bunch

of, Things you could put together.

601

It might have been tinker toys.

602

It might have been magnet.

603

I might have been just a six.

604

I just gave my stack of everything.

605

And so when we went around to interview

them to ask them, you know what they made,

606

somebody had made a mixer and they had

the gear on there like it was turning and

607

they had the little things at the bottom.

608

I was like, it's really a mixer.

609

So everybody that I went

to, somebody had an arm.

610

Like, I'm like, they really created

the things that, they told me what

611

it was, it actually looked like that.

612

So I thought, why don't we, , have

something where they can really create

613

and really actually build things and

actually really come up with a prototype.

614

, because there was a little boy

that, needed a project for science

615

and he didn't know what to do.

616

And his dog went past and

knocked a Christmas tree.

617

And, um, he said, Oh, I got it.

618

So him and his brother went

around, they interviewed everybody

619

that had Christmas trees, asking

what was the number one problem.

620

They said the bulbs falling off.

621

And, why?

622

Well, the dog ran.

623

Well, somebody, tipped

the tree or whatever.

624

And so they created Ornalock

and the bulbs do not come off.

625

It locks onto the tree, and they're

millionaires right now, and, they've

626

been on Shark Tank and everything, and

so, I just think that if we take that

627

challenging behavior energy, my belief,

and we put it into them inventing and

628

creating, that we could, flip the

script on a lot of the issues that

629

we're having now, kids, so I want to

be able to have a freedom to do that.

630

Uh, use engineering and invention

education in the classrooms.

631

That's one of the

reasons to why I started.

632

And then I forgot about financial literacy

because, during COVID, we were all in and,

633

toward as COVID was ending, I went to a

yard sale and I bought a lemonade stand.

634

And so, My grandkids did a photo shoot

at Glamour Shops when it used to be open,

635

and they had on superhero outfits because

I'm very theatrical minded, and so their

636

cousins, they both had on the outfits,

and so we were there after we'd taken

637

pictures, and I said, you know what?

638

I said, y'all gonna be the superpreneurs.

639

I said, y'all gonna be entrepreneurs who

save and invest, and so from there, I

640

did the book, they're on the book cover,

and then, , they started the lemonade,

641

stamp, and when COVID was ending, we, we

sold almost 100 bottles, and so, that was

642

the beginning of me writing the book, and

then, it continued on until it turned

643

into curriculum, and now we, they have a

journal, they have flashcards, and, now

644

we teach money principles, And so, pre

school to third grade entrepreneurship,

645

teach them how to start their own business

so they don't make the same financial

646

mistakes that we've made in the past.

647

And, uh, Robert Kawasaki said he

thinks that financial literacy

648

should start in early learning.

649

And so, uh,

650

Scott: Yeah.

651

Bridgette: uh, You know, we look

at all the debt and, all the

652

debt that we've incurred with not

knowing, you know, certain things.

653

Well, really not even

really talking about money.

654

So, it's just a fun way to introduce kids

to something that could last a lifetime.

655

And actually really change their

whole, I told my grandkids they

656

can pay for their own college.

657

I said, take one class at a time,

and what you'll do is take your

658

money and pay for your own classes.

659

So,

660

Scott: That's so cool.

661

So how do you, so one of the things

that Talia and I are frustrated with

662

is we're very passionate about teaching

about money as well, maybe to an

663

older audience, but sometimes, for

example, when we went to homeschooling

664

conference, The awareness that people

need this, or that this is valuable.

665

We, it wasn't, it wasn't like they

were coming to us saying, we're

666

looking for a solution for this, where

they're saying, this is something

667

that's really valuable, but we

were, we were talking to people who,

668

Tali: Who

669

Scott: didn't see the need.

670

Tali: And, and so what they saw,

671

they knew there was a need but it

was very low on their priority list

672

Scott: Yeah.

673

So, so I I'm, I'm dying to know

from your point of view, that the,

674

The parents that are coming to you,

do they know they have this need?

675

Are you helping them understand that?

676

How?

677

Cause that's something

that we've struggled with.

678

So what are you seeing

from your point of view?

679

Bridgette: well, I think by me going

to different networking groups.

680

Like whoa, like new entrepreneur,

uh, network of entrepreneurial women,

681

uh, being in a program called master

builders, which is through my church.

682

Uh, I think just talking to people and

really When people begin to learn about

683

financial literacy, when they begin to

think of, I wish I had known that myself.

684

And then I've been running into

people since having my student

685

loan forgiven, which was 68, 000.

686

People talking about, they wish they

had known certain things before now.

687

And then my grandkids

performed at the Rotary Club.

688

They were invited by Delaine, and she's a

part of the Network of Entrepreneur Women.

689

And Nate Morris was there.

690

He's like a billionaire.

691

And, uh, New Directions was there.

692

And it was, uh, Who else was there?

693

Kevin Fields was there.

694

He's with, a community center, down

off of, Muhammad Ali Boulevard.

695

They were, they were like, after

they saw my grandkids perform, they

696

did the financial literacy rap.

697

And then they taught, they

showed the video and everything

698

about their lemonade business.

699

And they were saying, we need

this, we need this, we need

700

to start early with kids.

701

So, I think just, you just

have to knock on the right

702

door to get people's interest.

703

Like, when they see what you're

doing, like, the kids need this.

704

And when we would, uh, the financial

literacy program that I just

705

piloted, I'm at Spiritfield Church.

706

I really want my own location.

707

Um, because I want to design

it the way, , I like colors.

708

I like, for kids to be like,

Ooh, so, but anyway, this church

709

is letting me, host my financial

literacy program there for right now.

710

Uh, the pastor's wife was in on one

of the sessions, which one of our

711

first sessions is what is money.

712

And we were doing bingo and, the kids

had the, the coins and the dollar bills.

713

And when I was calling out some of them,

they didn't know, what a half dollar was.

714

They didn't know, what some of the bills

were and she was like, kids really need

715

this because they're so used to doing

their phones like they don't, think,

716

we've taken field trips to McDonald's,

see if they can get the right change back.

717

Some of them so used to add enough stuff

on the phone that they don't even know

718

how to basically really count money or,

and I know they're getting rid of some

719

coins and different things like that.

720

But.

721

I just think it's just

basic stuff they don't know.

722

If they didn't have the phone

with them, could they get the

723

correct change back, you know?

724

Could they take a 20 bill and get,

Change back and know that that's

725

how much they're supposed to have.

726

And so I think when people start

seeing, because the little boy's

727

mother was like, Boy, you got

to go home and start counting.

728

Like, I don't think the parents know

until they actually see their kid.

729

Like, she was like, I can't

believe you don't know that.

730

, like, she was getting, she wasn't

mad at him, but she was like, Boy,

731

that's a dollar, that's a, that's

a quarter, that's a half dollar.

732

And so, , just that little simple,

simple activity was fun, but you

733

got to ask somebody what that is.

734

, you don't know it.

735

And that, that was an older

child that I let in the program.

736

It was this, I think, when, when,

in the past, I was like, kids

737

really need this, this is critical.

738

Like, we, we've gotten so far away from

them just using their phones to do things.

739

And to tell them what to do that they

don't actually really know if, , if

740

the phone went down, if they had a 50

bill and went shopping, , they wouldn't

741

even know really basically how to

count the chains they got back, , so,

742

Scott: Where, where are you now with

this program and rolling it out?

743

Is it available for online?

744

I totally probably already knows this.

745

I don't.

746

Um, but also for the audience, what,

what is available now for people?

747

What's, what impact have you already

had and where, what's the next step?

748

So

749

Bridgette: had several children to start

their own businesses, uh, I palleted

750

with New Directions in the beginning,

because their fundraiser was at the

751

Rotary Club and he, was interested.

752

And so I did a pallet program

at one of their sites.

753

And so, , we had, Lip Gloss Goddess,

where she sold about 200 and I

754

said, no, at least 250 worth of

products, , selling lip gloss, little

755

purses and cake pops and sunglasses.

756

We had brother and sister business

that had, they sold cookies and

757

cupcakes, although they argued

the whole time because he said he

758

wanted to sell chips next time.

759

, and then we had.

760

Nari's Lemonade, she was three or

four, she was four, and she knew what

761

assets were, she could tell you what

an entrepreneur was, because we had the

762

flashcards throughout the, , the lessons

and everything, and, she had Lemonade

763

Biz, and I think her whole family came

out, grandparents and grandmother,

764

and then New Directions, their

employees came out to support the kids.

765

We had Jell O Jigglers, uh, Uh, they

had jello, different types of jello.

766

And we had, uh, uh, somebody

that was doing bracelets.

767

So, just really getting the kids started

in entrepreneurship has been the takeaway.

768

That now they can make their own business.

769

They, they, they got a business

plan within that eight week program.

770

They had three ideals.

771

They had to go home and ask their parents.

772

Uh, being in partnership with them, what

can I do, , to, get this business started

773

and they, they had to come back and say

what materials they were going to need.

774

And even in the financial literacy

program, , they haven't did their pop

775

up shot yet because of the holidays.

776

But we even created a mock pizza business

where they had to, , they had to see

777

how much the spaghetti sauce cost.

778

I mean, the, pizza sauce cost.

779

They had to find out how much

the cheese was going to be.

780

They had to find out, all the things they

were going to need to start the business,

781

how much it was going to cost, and where

they were going to get the money from.

782

And in the book, Dior and Kamani

borrowed money from their parents to

783

buy the table, to buy the cash box,

to buy the lemons and the sugar.

784

And so, they were explaining to Lavinia,

because she wanted to know in the book,

785

Well, I got five dollars, I'm going to

take my money and just go buy video, I

786

mean candy and, , play some games with it.

787

And they were explaining to her that if

they bought the lemonade, , and they sold

788

it for, Uh, say like if they had 30 cups

and they sold it, for a dollar a piece,

789

well, if they, they, they, they spent 15

and then they sold it for a dollar, they

790

would double their profit and make 30.

791

So they would explain to her about

profit, net profit, gross profit.

792

They explain to her about capital.

793

So it throughout the book, they're

explaining that to her and everywhere in

794

the book where you see entrepreneurial,

word, then, then you would see, it

795

would be colored because in the back,

there's a glossary and the parent or the

796

children can go look up if they didn't

know what assets were, they can go look

797

up assets and they, if they didn't know

what, , entrepreneurship was, they could

798

look that word up, but they didn't know

what capital was and they didn't know

799

what, What, gross profit and net profit

is, , the difference between the two.

800

And, , they didn't know all those terms.

801

They could look at it in the back of

the book and it would tell them what

802

page is on and where they could find it.

803

And so in the end, Lavinia is so

convinced that she invests 5 into

804

the business and, She goes off with

them and they start a superpreneur's,

805

, network to help people during COVID,

get medical supplies and all that.

806

So, and then they fly off to go

save the day again, which save

807

means saving an investment.

808

So, they go off the,

so, that's available.

809

, they have a, we have a book, we have

a journal, we have a smart goals

810

workbook that we just published, , for

smart kids and for smart families.

811

So the family can do it together with

the children or either the children can

812

do it by themselves and the children in

the program now have set smart goals.

813

On what they want to

accomplish in their business.

814

One little boy wanted to

buy his own tennis shoes.

815

And so, he put his smart goal

was that, , the tennis shoes.

816

And then he, is it achievable?

817

He said, yes, it was achievable.

818

A smart, it was measurable.

819

And then it was, , achievable.

820

He said it was achievable.

821

And then it was it revelant.

822

He was like, yes, he wanted to not have

his mother pay for his tennis shoes.

823

He wanted to buy his own.

824

And so, then he had time base.

825

How long is it going to take you?

826

So, he put 20 a week.

827

Um, I think he said five weeks

and then he would have enough

828

money to purchase a tennis shoes.

829

So we use that and we, they have to have,

they have a chore chart and they have to

830

go home and see how they're going to make

this money to support their smart goals.

831

And so each month is more

goes up to 12 months.

832

They can set a smart goal and how much

money they want to make in the business.

833

And, um.

834

This is really a good program.

835

I'm like you, I, I, I mean, , you try

to tell people about it, but until

836

they actually see it, and I, I've

been making videos and more content

837

trying to show people, and then we

do a week of affirmations, which

838

is a powerful, , mindset week where

we talk about I am a wealth magnet.

839

I am powerful.

840

I am strong.

841

I am the world's greatest reader.

842

, I have big goals.

843

, I am intelligent.

844

Different things like that.

845

And then we have t shirts

and stuff to go with that.

846

So, , really it's a good program.

847

Like you said, I think we just, with

your program and my program, we just

848

have to keep knocking on the door.

849

I think there's somebody out there

that's gonna By these programs

850

Tali: So,

851

Bridgette: they're needful.

852

Tali: yeah.

853

So, all of your books, the flashcards,

the workbook, the affirmation book,

854

they're all available on Amazon.

855

Is that correct?

856

Bridgette: Yes,

857

Tali: what I thought.

858

Um, okay.

859

So, before we wrap up, I just want

to kind of circle back way to the

860

beginning when we started this thing.

861

I feel like what you, what sets you apart

as an educator is that You meet the kids

862

where they are, and you're creative, and

you give them the freedom to self express.

863

Would you, what would you say to a

homeschooling parent who's just starting

864

out, freaked out about the responsibility

of teaching their preschooler?

865

What would you say to them?

866

Mm.

867

Bridgette: to join a homeschool

association somewhere.

868

And I would say, try to do as

much research as you can, , if

869

you're thinking about doing it.

870

I think when I homeschooled I used.

871

A curriculum called, , school of tomorrow

and what they did, they would keep up

872

with the grades and everything because

I knew that they were eventually going

873

to go back into the school system.

874

So, what they did when I did want to go

back, everything was already in order.

875

They had, , I would sit whenever I

tested them or did anything work with

876

them, I would send the grades to school

tomorrow and then they would send it

877

back in a professional report card.

878

So then when I went to the school,

when they went back into the school

879

system, they could show documentation.

880

I even had to keep attendance, because

one thing with homeschooling, and, , when

881

you leave the school system, you have

to fill out everything and let them

882

know that you're starting a homeschool.

883

And you have to make sure you're

lined up with, , with their statutes

884

on how it's supposed to be done.

885

And so, , I kept a professional record

of everything that I was doing, so,

886

and if they could enter back in, then

they would have documentation of that.

887

And, , the teachers could tell

that they had been homeschooled.

888

They was like, were they homeschooled?

889

Because they didn't believe me.

890

And I was like, we were homeschooled.

891

And they was like, no, you weren't.

892

And so they could tell the difference

on just that one on one, you know.

893

But I would tell them that I joined

the Homeschool Association and then

894

go to the conferences like what you

all did to check out the different

895

curriculums and, you know, talk to

other parents that are doing it.

896

Scott: Yeah, have you been to one?

897

Have you, have you, have you

brought your, your program?

898

Bridgette: already?

899

not, not.

900

I haven't been to one since

I homeschooled, which I went.

901

To look at their curriculum, and

uh, I loved it, and there was a

902

dad that was homeschooling like 10

children, uh, and I was like shocked.

903

I didn't know a dad, I mean, I

knew that they could do it, but

904

actually seeing it.

905

Yeah, he had some curriculum called

beta, beta curriculum, but, uh, no, I

906

haven't been to any homeschool conferences

with any of the things I'm doing.

907

That's one thing this year I'm going

to try to do is just get, because I

908

have other books too, Alphabet, Fast

Senses, and I, I started creating

909

professional development to go with

some of my books so I could get started.

910

All right.

911

Because I'm a trainer for the Division

of Child Care, and I can train teachers.

912

I also sell my curriculum, too.

913

So, I'm, I want to do that this year

to get to more homeschool conferences.

914

Some of them that I tried to go to, the

vendors, uh, prices were extremely high.

915

I mean, you know, like, 3, 000 just to

916

Scott: you

917

Bridgette: show your

918

stuff.

919

Tali: you, we can give

you some ideas for sure.

920

But I wanna, um,

921

I, I

922

want you to say something else.

923

I'm still looking from the point of

view of, uh, of parents who are even

924

just considering homeschooling, right?

925

So.

926

So from our conversation, I think

it's really, really clear that it

927

takes a village to train up a child.

928

It's not just mom or dad.

929

And even if you cannot homeschool because

you're both working jobs and you want

930

the best for your child, you, there

are still teachers out there like you,

931

super passionate with resources, with

support that can really bring up a child.

932

And so if you.

933

Want to homeschool, but you can't, you

can, of course, supplement at home,

934

you know, in any creative way that you

you want to, but just understand that

935

there's still Really wonderful teachers

and passionate Educators out there

936

in the school system working hard and

championing for your child's well being.

937

So I just wanted to Restate that Yeah,

938

Bridgette: yes,

939

Scott: so

940

Bridgette: thank you.

941

There are, and we're

942

Tali: Yeah,

943

Scott: yeah, I think thank you for for

the the impact you're having on all these

944

all these families all these lives

945

Tali: Yeah, yeah.

946

Scott: um

947

Tali: Amazing resources.

948

I've seen her books and she, she

brought them in the box to the dinner.

949

We sat next to each other and I flip

to them like these are really good.

950

I think that families, whether they

homeschool or not homeschool can really

951

benefit from just having that conversation

and just doing the workbook even just one

952

time, you know, they may not necessarily

go out there and start a business.

953

at their street corner, but they can

still gain so much by just going through

954

your workbooks and your storybooks and

love your manner books, all that stuff.

955

I love your rap.

956

I think that's really,

really cool for kids.

957

You know, like the rhyming is so

reinforcing for their language skills.

958

So yeah, super, super excited

about your work and Best of luck

959

with your preschool project.

960

I know you're looking

for a location right now.

961

So, um, maybe we can follow up with you

a year or two from now when you have

962

your own space, you've got your own

program rolling strong, you know, uh,

963

we would love to ta chat with you again.

964

Bridgette: we're going to

bring your program in, too.

965

We're going to bring your program

in, too, because we need all of it.

966

Tali: We need all of it.

967

It takes a village.

968

It takes a village.

969

Thank you so much for chatting with us.

970

It is New Year's Eve Bridget

is hopping on with us.

971

Scott: This is fantastic.

972

Great to meet you.

973

Once we, once we do, stop the recording,

just hang on for a second there,

974

but, , we wish you all the best.

975

We'll get all your links out there so we

can tell people about what you're doing.

976

Is there anything in particular

that you need help with that you

977

want to just ask the audience?

978

Tali: Know what, we do

have very passionate

979

Scott: we have a passionate audience.

980

Is there, if there's

something that would help you

981

Bridgette: looking for board members.

982

I'm looking for board members

and looking for sponsorships.

983

Scott: Okay.

984

Well, it's a good thing

you guys are networking.

985

I'm very confident you will,

986

guys will, will

987

Tali: Yeah, yeah.