₿HS034: WOW Factory with Bridgette Johnson

Tali: 00:00:00

All right, everybody.

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Welcome to Bitcoin homeschoolers.

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We're so excited to have a very

special guest with us today.

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Her name is Bridget Johnson and I met

her at a local women's networking group.

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She has a fascinating story,

a wonderful project that we

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can't wait to share with you.

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Hi, Bridget.

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Thank you for joining us.

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Bridgette: Thank you for asking me.

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Tali: So I was telling my husband about

how we met and your backstory, and I will

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love for you to just give him and our

audience an understanding of who you are.

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How did you get to this project?

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How you generated that idea?

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And of course about your

granddaughter and her cousin.

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Bridgette: Okay, , well, my name is

Bridget Johnson, and, I am a former

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hairdresser, when I, I wanted to go

back into the workforce, and I had five

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children, so, you know, child care can

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

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thought about what I could do, and my

sister in law suggested, why don't you

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go, go into the school system, that

way, when the kids get out of school,

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because they were getting older, you

know, you get home at the same time

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that they would, And so I did that.

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I went and I became a substitute teacher.

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Um, my first job was at McFerrin

Elementary in Louisville, Kentucky.

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And so, from there, I was a

preferred sub for eight years.

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And, before the principal retired,

she asked me to go back to college.

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And I said, who me?

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And she said, yes, you.

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I said, at the age of 45?

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And she said, yes, you.

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So I thought, well, I thought about

the math and I thought about every

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other, you know, thing I could

think about, computers and all that.

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

but while I was there substituting, I

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saw a lot of, challenging behaviors,

a lot of, problems I wish I could

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solve, but I didn't have a degree.

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So I would jingle off of songs

and I would create big dramatic

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plays and, you know, I would.

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If there was a Kroger,

you know, I invented it.

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I made a Kroger.

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I made a, uh, uh, Dr.

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McStuffins Hospital, anything

that they needed me to do, I made.

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So, the principal said, you know,

you're such a good fit with children.

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You just, you can make

things, create things.

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And so, uh, I saw the behavior

issues were a lot for the teachers,

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so I would jingle off the songs.

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And I had a keyboard that

lighted up, so I would, you know.

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Take the keyboard around and act like I

was playing it, with play tunes, but it

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was already predestined in the keyboard So

the kids thought I knew how to play and so

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it would play different songs So you push

a button and play different things and so

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I would take it to the to the classrooms

and I would jingle off the songs And so

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

give me some music off the internet?

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Because, I came up with a five senses

rap, and, and, you know, the kids

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

sense, you know, I would say that, and

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then the kids would say, What you say?

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And so, we would jingle back and

forth and say different things.

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And I would say, uh, uh,

sense number one, I can smell.

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That's why we have noses.

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If it smells it, I can tell.

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And I would go senses, and kids

would know, I know my five senses.

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What you say?

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And so I became DJ BJ, the

rapping school teacher or the

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five senses lady to the kids.

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And so I would, you know, get popular

with these little rhymes and jams.

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And, the teachers liked it.

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The parents liked it.

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And so they said, when are

you going to go in the studio?

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I was like, who me?

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I was like, I can make a joyful

noise, but I don't know about singing.

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And so, , I thought about it and I went

in the studio with my joyful noise and I

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recorded five songs and that became the,

beginning of me being a children's author.

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And so I authored a book

to go with each of them.

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And so then they deemed me DJ

BJ, the rapping school teacher.

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So that was how that came about.

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And so, all of my books have a rapping,

Kid friendly aspect to them, because it

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captures the kids attention and they like

to dance and different things like that.

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So, that was the beginning of that.

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And, I started a business

called Creatively Invented.

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I create fun, catchy, hip hop

educational products for home and school.

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And so, I've always

been a different teacher.

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I've always used different genres of music

in my classroom from , Michael Jackson

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instrumental beats to, , to reggae music.

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And so, uh, I could take a

song like this is how you do

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it and put the alphabet in it.

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

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

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

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Get busy, you know, but it

would be the, this is how you

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do it, you know, theme music.

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And so the kids loved it and, uh.

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I would just use different types of music

to keep the energy going in the classroom.

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So my principal started to notice

that I could handle behavior kids.

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And so he would just open up the

door and just send them to me.

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He wouldn't send me an email or anything.

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He would just say, they're yours.

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I'm like, Oh Lord.

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So he saw that me using edutainment

and, really not following up.

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I was following the curriculum, but I

really had to kind of like, I had to

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adjust it to the kids, , behave, to

the type of children that they were.

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So, uh, I began to jingle off of more

songs, create more songs, more books, and,

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to handle those challenging behaviors.

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And so one of the books that I

wrote was called Use Your Manners.

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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.

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They would never say, hardly

some of them would say thank you

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when you give them something, so.

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Those two superheroes, the kids

love the, aspect of, being able

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to, identify with the superhero

that use manners and, etiquette.

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So, that was the beginning of me, getting

into that type of, general with the kids

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and, my business, Cravely Invented.

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It goes on, to other

things that I created also.

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Scott: Can you, could you

maybe just highlight one?

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Is there a particular case maybe

where someone came in, whatever it

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was, that seemed like an impossible,

very difficult case, but then you,

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with the music, you reached them.

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I think that would help the audience

just to hear a specific case,

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if any stand out in your mind.

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Bridgette: Yes, I have one particular

child that nobody wanted him in the

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classroom, and he had a lot of things

going on at home too, so, but he finally

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

robots, I would use marble trees, just

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different things in there to capture

his attention, but what I did I try to

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find out the things that he liked, like,

uh, some kids like Spongebob, some like

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Ninja Turtles, so I would create things,

like I would have pencils like that, I

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would have, uh, placements like that,

anything that I could associate with the

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things that they liked, I had it in my

classroom, whether if I made a poster

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board, I went and created one, if it

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

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so I had a lot of things that they liked,

that wasn't really in the curriculum,

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but they could identify with this.

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So he liked superheroes and he liked, uh,

robots and different things like this.

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So I had that in there, but the, the

manners, he liked mighty manners,

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he, and he would like the, he liked

the ram, like, I am mighty manners.

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

bad manners and I'm on my way.

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So one day he wanted to be the teacher.

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He liked to be in control and

like to be the head of everything.

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So I let him be the lead teacher.

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And so he read the book to the kids and

he would look out the window and tell

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them Mighty Manners was on the way, you

know, that they had to do the right thing,

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follow the circus hand rules and all that.

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So he really, I gave him like a

leadership position and, Because

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he always wanted to take over.

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So I let him be the leader.

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And so that gave him an inspiration

to do the right thing himself, even

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though he was telling me who else was

doing the wrong thing, it gave him

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an incentive to do the right thing.

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

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He ended up staying in my classroom for

two years and a very, very intelligent,

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just had, you know, issues with

challenging behaviors and, you know, words

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that weren't conducive for the classroom.

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But he ended up being really like the top.

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Uh, person that tested in the

kindergarten, like probably a 98.

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7 success rate with him.

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, even knowing his address, his

telephone number, I mean, he didn't

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have a problem with any of it.

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He could really basically tutor

some of the other children.

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So just really helping him regulate

some of the things that he likes,

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blending it in with education.

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, it turned out to really be

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

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And uh, right now, I guess

he probably in the, probably,

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I guess, third grade by now.

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I don't know.

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But yes, he was, nobody

wanted him, nobody.

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And they would actually look in

the classroom to see how he was

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doing, like peeking her to see like,

is he jumping off the bookcase?

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Is he knocking over something?

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But giving him that leadership role,

and I always kept microphones and

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different things in the classroom,

and he was the one that had one.

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And so, uh, I would use different things

to get them to, help learn the phonics.

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, I had like a flat drum and I put the

alphabet on there and I created a song

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called Beat It, which I took the tune

from, you know, somebody else's tune.

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And, we would say, beat

the syllables in your name.

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

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Just beat it.

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And so he would be ah, ah, buh,

buh, kuh, kuh, you know, so just

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different things like that I would use.

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And he loved it.

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You know, he was, he loved it.

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So I think I brought out that

theatrical aspects of the kids.

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I think that's what they liked.

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It was this, wasn't just rope,

you know, and me just telling them

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what to say and repeat after me.

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It was more or less letting them be

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creative.

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Scott: Oh Yeah.

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Yeah.

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Tali: Yeah.

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I love that story.

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I think there's a lot of homeschooling

families who have no background

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in education believe that you

need a teacher's certificate in

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order to educate your children.

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And you literally are a walking

proof that it's the passion and it's

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the creativity and your willingness

to meet the kids where they are.

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That's so, so important.

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And edutainment.

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I love that concept.

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I love that you can rap songs

that the kids would repeat.

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So what about if you have

a parent who can't rap?

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What do you say to them?

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Like they were wanting to reach their kids

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Bridgette: Hey, they learned

the nursery rhymes, didn't they?

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Tali: They did

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Bridgette: They learned

the nursery rhymes.

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So, if Mary had a little

lamb, you could take it.

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If you know Mary had a little lamb,

maybe you could put, you know, Mary

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has some numbers, numbers, numbers.

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Mary has some numbers.

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She taught her kids to count.

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Tali: Love that Right off

the cuff, like, just, bam.

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That's

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Scott: be, I'd be intimidated

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

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know how to sing, so I wouldn't

be, I wouldn't feel intimidated.

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But the cool thing is,

I don't think most kids

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Tali: kids care either.

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They just want to have

fun with you, right?

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Scott: just want to have

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Tali: I'd

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Bridgette: Kids just want to have fun.

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Some kids don't learn the traditional way.

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You know, you got kids with autism,

you have kids that are developmentally

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

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Like, there was one child that I had

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

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associate's degree and I was at Malpin

Elementary and, uh, he was nonverbal.

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And his grandmother had custody of him.

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She was really concerned

about him fitting in.

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And at first he did cry a lot

and different things like that.

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But as, when you're in an environment

where it's constantly being done every

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day, like if you put the child in

that environment, Where there's music,

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where there's talking, where there's

language, then they begin to catch on.

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So, this little boy ended

up being, I mean, he didn't

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really care for music too much.

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Like, he ended up joining in, he

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

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phonics and his alphabet knowledge grew.

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

those testimonials but just like a

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saying that a child can begin with

artistic nonverbal, and he left talking,

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you know, in the classroom because he

was in that environment where was so

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much, going on with us talking and

verbal and singing and, and he ended

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up talking which was a great testimony.

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He was nonverbal he didn't say anything

in the beginning just cried a lot.

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Scott: Wow, if you could catch her,

that, that would really help to Not

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only just to, to sell your program

or tell others about it, but for

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parents that are looking at it to

say, this is proof that you can do it.

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You know, maybe it's autism,

maybe it's something else.

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They have some kind of challenge.

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If they see somebody else do

it, that could be very helpful.

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

not one way to teach kids anything.

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There's all kinds of ways.

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Just see what the kids respond to.

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Right.

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So you said that your, your

classroom is full of music,

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creativity, uh, movement, stands.

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So do you, when they come into your room,

do you just sort of push all the furniture

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to the side and they just have this open

area where they can be creative and move?

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Or how did you, how did you organize that?

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Bridgette: Well, I'm a

former preschool teacher.

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I go back and sub, but, I just arranged

the room with like, I would have

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microphones and stuff, but I would have,

sometimes I'd have to stand with the

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microphone in it, but, I just didn't

let they, it wasn't like wrote, like

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they had to be over 20 minutes and

15, it was whatever they wanted to do.

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Like I had, area.

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Where I didn't have nothing but sensory,

like, shaving cream and food coloring.

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And then I might have, marshmallows.

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I might just have spaghetti this color.

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I would have all of that in

one, excuse me, I'm so sorry.

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I might have that in one section.

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And, and that would be a section

they could go to, they could

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stay over the whole time.

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And music movement, the whole, area up

front was open for that, dramatic play.

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Wasn't a traditional dramatic play.

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I would have things that they actually

could make like, , I would have flour,

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real flour and things like that.

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We would make fake pizza and

different things like that.

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So just really kind of, I had a large

classroom, which I was thankful for that.

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Cause I, when I, when I came from

Malpin to Duval, , I, I came over to

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pre, scat out everything and I, I

said, I want this room right here.

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And I ended up getting that

room cause it was large.

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So I've always had large rooms.

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But, the ones that don't have the,

larger rooms, it's kind of hard to do

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

got a lot of things from DonorsChoose,

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they would donate things to your

classroom if you had a different

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

fish tank that was like a globe, it

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was like a magnifying glass, and the

fish looked bigger than what they were.

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I would have things like that, like I,

uh, created, uh, something on DonorsChoose

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

me see, it was something with stem.

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This is so stemulating.

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So I got everything that had

to do with stem, , things that

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they could touch and feel.

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And so, and I got rain sticks, giant

rain sticks that were like six foot tall.

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And then you would, you could tip them

and it just sounded like rain coming down.

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I would just have different things, like I

had a marble tree that was like, probably

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like, I guess maybe three foot, and it

would, you put the little wooden things

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on it, it would just, make the sounds.

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I had a lot of things

that affected the sound.

295

: 00:15:25

So, I don't know.

296

: 00:15:26

I just created like a, it was almost

like a mini science center, to tell

297

: 00:15:30

you the truth, my classroom was.

298

: 00:15:32

I just liked to have, and I

always kept music going on, like

299

: 00:15:35

the kids, I would have a social

emotional thing on the, on the door.

300

: 00:15:40

We used Second Steps a lot.

301

: 00:15:43

And now they use conscious discipline, but

like, I had the emotions on the door with

302

: 00:15:47

their names and with a popsicle stick,

and I would always keep music going,

303

: 00:15:51

but like, sometimes when they get to the

door, this one particular one that they

304

: 00:15:55

gave me that I have the testimonial for,

he would say, he would always be mad.

305

: 00:15:58

He would take his stick out

and put it on, you know, anger.

306

: 00:16:01

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

307

: 00:16:03

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

308

: 00:16:04

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

309

: 00:16:06

And he would say, my mother wouldn't

let me watch something on TV.

310

: 00:16:09

So I was like, well, there's no

reason, we said we would talk about

311

: 00:16:11

it before they come to classroom,

but I would always have music and he

312

: 00:16:15

would break dance and he would flip.

313

: 00:16:17

But those days I knew that he put

anger on, I knew something was wrong.

314

: 00:16:20

So it was like, I would try

to counteract everything.

315

: 00:16:23

So I would have on, We might have been

moonwalking or something or some type of

316

: 00:16:27

music that they like, , and I headed on to

try to change his, disposition before he

317

: 00:16:33

actually got started in the day, because

I kind of knew if he came in with that

318

: 00:16:37

attitude, it was going to be, a day

that, He was gonna have a rough day.

319

: 00:16:40

So I always kept some type of music

going, whether it be instrumental, or

320

: 00:16:45

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

you do it instrumental, or any type of

321

: 00:16:52

upbeat, song that I know the kids love.

322

: 00:16:54

I would always have something going.

323

: 00:16:57

Some people say, , kids that are autistic,

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

324

: 00:17:00

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

know that something exciting is coming up,

325

: 00:17:05

coming, coming, even if they have a bad

day get in the car or coming off the bus

326

: 00:17:09

or whatever, they kind of feel like, ooh,

we're going to do something great today.

327

: 00:17:13

I would dress up in different

characters like Mickey Mouse.

328

: 00:17:16

I might be Dr.

329

: 00:17:17

Seuss one day.

330

: 00:17:19

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

before, so I've been Michael Jackson.

331

: 00:17:23

I've been all of them.

332

: 00:17:24

They come in and they,

they said, where's Ms.

333

: 00:17:26

Johnson?

334

: 00:17:26

I said, she's not here today.

335

: 00:17:27

So,

336

: 00:17:29

Scott: so what happens with, I, I have

an impression, maybe I'm wrong, that some

337

: 00:17:33

people choose homeschooling not because

they just want the kids to excel, but

338

: 00:17:36

they want that individual attention.

339

: 00:17:39

And if someone has special needs, like

someone who has autism, they don't feel

340

: 00:17:44

that their son or daughter is going

to get as much as they could in a, in

341

: 00:17:49

a different setting with other kids.

342

: 00:17:52

So,

343

: 00:17:53

the kids that you saw were pretty

fortunate because they had, they got you.

344

: 00:17:57

Right.

345

: 00:17:58

What's it like in the system

for a lot of these kids?

346

: 00:18:01

Is it that didn't have you like

if you weren't there to help when

347

: 00:18:06

they said, okay, we've got this,

348

: 00:18:08

Tali: this

349

: 00:18:09

Scott: kid who's angry all the time

or doesn't even know he's angry.

350

: 00:18:10

He's the kid who has issues.

351

: 00:18:13

What happens to most of them?

352

: 00:18:15

I just, it, cause my impression again

is that some people use, this is the

353

: 00:18:19

reason they go to homeschooling is

specifically to give the care at that.

354

: 00:18:25

They want their children to experience.

355

: 00:18:29

Bridgette: A lot of people might

say, like, I overdo things.

356

: 00:18:31

Like, some of the teachers are like, well,

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

357

: 00:18:34

So, I think it depends on your passion.

358

: 00:18:37

And so, when the kids don't have a

teacher that is passionate, They do miss

359

: 00:18:41

a lot of things that they ordinarily

could get because if the passion is

360

: 00:18:45

not there for you to really push that

child to the next level, I mean, to

361

: 00:18:49

some people teaching is a paycheck, you

know, and some people like me, I would

362

: 00:18:55

say like to seven at night, sometimes

get my classroom ready for the next day.

363

: 00:18:59

You know, and my husband kind

of like, what are you at?

364

: 00:19:02

Like, I'm still at the school.

365

: 00:19:03

Like, what could you still

be doing at that late?

366

: 00:19:05

, but I loved it.

367

: 00:19:06

And, I just think.

368

: 00:19:07

And then a lot of teachers would

come and say, what are you doing?

369

: 00:19:09

We would exchange ideas back and forth.

370

: 00:19:12

And then the principal at one

time, which he got caught up being

371

: 00:19:15

busy, wanted me to say how I use

edutainment in different things, in

372

: 00:19:18

the classroom with different children.

373

: 00:19:21

Like, they would say, well, how

did you get so and so to come in

374

: 00:19:25

off the playground or whatever?

375

: 00:19:27

And, and then they were discussing it

and the principal, our administrator,

376

: 00:19:30

was saying it's the technique,

it's the technique that you do.

377

: 00:19:32

So, like, some people just feel

like, I'm just here to teach and

378

: 00:19:36

I'm not going to do anything extra.

379

: 00:19:38

Uh, but the kids that we have

now, you have to go above and

380

: 00:19:41

beyond and it ain't going to be

because you're getting paid a lot.

381

: 00:19:43

It's got to be a passion

of yours, you know.

382

: 00:19:46

So, I just hate to see a child that

feels like, that they can't measure

383

: 00:19:51

up to what the other kids are doing.

384

: 00:19:52

I mean, we've gotten children

that have been in wheelchairs.

385

: 00:19:55

We have, we've had kids that have

been traumatized, beaten, you know, by

386

: 00:20:00

certain peoples, and, come in, in, the

testimonies that I went back and subbed,

387

: 00:20:05

and one little boy that, he was beaten so

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

388

: 00:20:11

talk, and he had a lot of head injuries.

389

: 00:20:15

And when I went back to substitute,

who Uh, this year, he's walking

390

: 00:20:20

with a walker, he's engaging with

the kids, everybody loves him.

391

: 00:20:26

And being in that atmosphere brought

him out of all of that, and I mean,

392

: 00:20:30

it is just heartbreaking to see what

he had went through, but then seeing

393

: 00:20:34

the progress, of him going down the

hallway, walking with a walker, and when

394

: 00:20:39

he couldn't even walk at first, and his

head had such trauma, like, it wouldn't

395

: 00:20:43

stay up, like, and seeing him smile

and laugh, It's just, because we put

396

: 00:20:49

the time in, and other, other teachers

invest into the child to keep on working

397

: 00:20:54

with them till they got to that point.

398

: 00:20:55

And so I just think that, you know, even

if you're homeschooling at home, you

399

: 00:21:00

know, there's other like, uh, Southeast

Christian has a homeschool association.

400

: 00:21:05

They have a homeschool, you know, group.

401

: 00:21:07

I think you have to put your

child, I've homeschooled before,

402

: 00:21:10

I meant to tell you that.

403

: 00:21:11

And I took, uh, for field trips,

we went with Southeast Christian,

404

: 00:21:16

they had a camp in Indiana.

405

: 00:21:18

So I was able to take them, my

two sons to that camp and they

406

: 00:21:23

were around other children.

407

: 00:21:24

So not only just homeschooling, but,

put them in a Spanish class or put

408

: 00:21:28

them in something that somebody might

have this extracurricular to add to

409

: 00:21:32

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

have to feel like, or either, like

410

: 00:21:36

I said, even if they're not getting

it in the regular school system.

411

: 00:21:39

Then you can have different options

to take them to different things

412

: 00:21:42

to, to get them what they need.

413

: 00:21:44

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

414

: 00:21:45

You got to research it.

415

: 00:21:46

You got to, talk to people and,

get involved in the community.

416

: 00:21:49

Because I think there are a

lot of homeschool groups that

417

: 00:21:53

people may not even know about.

418

: 00:21:55

Tali: Yeah.

419

: 00:21:55

Can I, uh, I just want to

backtrack, uh, just a little bit.

420

: 00:21:58

When you were talking about

greeting that child who was angry

421

: 00:22:02

coming through the door and you

had a, uh, emotion chart you said.

422

: 00:22:06

You named two things and

you said, I use one of them.

423

: 00:22:09

What were those two things that

you, that were options for the

424

: 00:22:13

way the kids will enter the room?

425

: 00:22:17

Bridgette: Um, they could get a, we

had like, uh, we had an apron on us

426

: 00:22:23

and it had different pictures in there.

427

: 00:22:24

Like, if you wanted a half or had

a frog, if you wanted to be happy.

428

: 00:22:29

So we hop, you know, or I'm

happy, or we gave high fives,

429

: 00:22:35

or it was a picture with a hug.

430

: 00:22:37

They could do that.

431

: 00:22:38

Or they could pick the emotion,

you know, that they were in,

432

: 00:22:41

but it had their name on it.

433

: 00:22:43

And so it wasn't only like the

traditional ones, like anger,

434

: 00:22:47

happy, it had frustrated, it

had excited, it had other social

435

: 00:22:54

emotional words that they could use.

436

: 00:22:57

A lot of times he put it on frustrated.

437

: 00:22:59

So it just didn't have the traditional

ones, but we were trying to expand

438

: 00:23:03

their social emotional language.

439

: 00:23:04

So it had, I guess it had at least

probably, I would say at least at least

440

: 00:23:11

15 social emotional words that they

could use, , to express how they felt.

441

: 00:23:16

And then, like I said, the popsicle

stick had their name on it.

442

: 00:23:18

So, and then you could use

that, too, to kind of, well,

443

: 00:23:21

he came in all week, frustrated.

444

: 00:23:23

Like, maybe that could be something

you could talk to the parents

445

: 00:23:25

about or talk to the child about.

446

: 00:23:27

So it really kind of created

language to let them be able to

447

: 00:23:31

express, what was really going on.

448

: 00:23:32

Some of them, it would be, they got

in trouble at home, something they

449

: 00:23:35

did, or something in the car, happened.

450

: 00:23:38

Or mom might not have

been having a good day.

451

: 00:23:41

And, and some of them it's really

serious because, uh, one little

452

: 00:23:44

boy would say that my mom said that

she was going to, commit suicide.

453

: 00:23:49

And, we had to report it and everything.

454

: 00:23:51

So just like some of it was just

really, and you would think, well,

455

: 00:23:54

he's making that up or whatever.

456

: 00:23:55

No, it's actually true.

457

: 00:23:57

And then I think a couple of years

later, it really actually happened.

458

: 00:24:00

So you have to really pay attention to,

those, Those things that we put out,

459

: 00:24:04

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

happy every day or he's sad every day

460

: 00:24:09

or whatever, like, maybe asking them,

why and how, if they keep exhibiting

461

: 00:24:14

a certain one that they putting it on.

462

: 00:24:16

So, social, emotional part

is a big piece of, of,

463

: 00:24:20

Scott: Where'd you get the

464

: 00:24:21

Bridgette: of real

465

: 00:24:23

Scott: Where'd you

466

: 00:24:23

Bridgette: putting up the

467

: 00:24:25

Scott: steps.

468

: 00:24:26

Bridgette: poster, uh, do Second

Steps, and that's really good, a social

469

: 00:24:31

emotional program that anybody can

purchase, but the school had it for us.

470

: 00:24:35

Scott: Okay.

471

: 00:24:36

Bridgette: They have songs, they have

songs that go with it, they have,

472

: 00:24:39

uh, even things that help them, uh,

Regulate, you know, being still.

473

: 00:24:45

Eyes are watching, ears are listening,

voice is quiet, body's calm.

474

: 00:24:50

This is how we listen.

475

: 00:24:52

This is how we listen at

this time, at this time.

476

: 00:24:56

So it helps them to know, and the kids

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

477

: 00:25:00

the picture, they already, they like,

cause I would just use a lot of visuals.

478

: 00:25:04

I tell any homeschool

parent, Use a lot of visuals.

479

: 00:25:07

Use a lot of environmental print.

480

: 00:25:09

Cause all of that is pre reading.

481

: 00:25:11

And so even though they don't know

the words, they know the picture.

482

: 00:25:14

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

483

: 00:25:17

Oh.

484

: 00:25:18

Don't let me hold up Dollar General.

485

: 00:25:20

Or Family Dollar.

486

: 00:25:21

They know it.

487

: 00:25:22

They know it.

488

: 00:25:22

They don't know the words,

but they know they go there.

489

: 00:25:25

Target.

490

: 00:25:26

So, environmental print, visuals, and

I think that ideal for that, um, the

491

: 00:25:31

visuals on the door is just really,

the kids would just come in and so many

492

: 00:25:36

different, happy 1 minute, sad 1 minute.

493

: 00:25:39

Some of them may want

to go with their father.

494

: 00:25:42

They was at the, with their mother

this weekend, just different things.

495

: 00:25:45

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

496

: 00:25:47

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

but we never had it on the front of the

497

: 00:25:52

door and we never I put pockets on it.

498

: 00:25:55

And I put popsicle sticks and we never

use it that way, but we have always

499

: 00:25:58

had the chart in the room that we can

point to and, and talk to him about.

500

: 00:26:02

We had like a cozy corner

because they was having problems.

501

: 00:26:05

They could go there and then we would

have the chart there so they could

502

: 00:26:08

talk about the different emotions.

503

: 00:26:09

But putting it on the door was

just something different or

504

: 00:26:12

to add to what we already had.

505

: 00:26:14

But second steps.

506

: 00:26:15

I love second steps.

507

: 00:26:16

I like conscious discipline

too, but a lot of kids, yeah.

508

: 00:26:19

Don't relate to conscious

discipline, which is a very popular

509

: 00:26:21

social emotional program that

I've helped a lot of children.

510

: 00:26:25

Uh, but I love Second Stealth.

511

: 00:26:27

I love Second

512

: 00:26:28

Stealth.

513

: 00:26:28

Tali: think

514

: 00:26:28

it's so important for them to feel

understood and to They don't have the

515

: 00:26:32

vocabulary as you mentioned before

they don't they just know anchor,

516

: 00:26:36

but there's different nuances of

anger The feeling of anger, right?

517

: 00:26:39

So for them to feel understood right as

they're entering the room That's just so

518

: 00:26:46

amazing because I didn't grow up with that

like the teachers didn't care you walked

519

: 00:26:50

in whatever you had You better just keep

it zipped and just sit down to your work.

520

: 00:26:54

You know, I love that What do you think

did you experience anything like that?

521

: 00:26:58

I didn't

522

: 00:27:00

Scott: No, we didn't

have anything like that.

523

: 00:27:01

That's why I was curious

where the resources were.

524

: 00:27:03

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

525

: 00:27:05

school or you're in home

526

: 00:27:07

Tali: home.

527

: 00:27:07

Yeah, it's so

528

: 00:27:08

Scott: a

529

: 00:27:08

micro school or anything else.

530

: 00:27:10

The tools, the tools sound like they're

useful in a lot of different settings.

531

: 00:27:15

Or you could modify them.

532

: 00:27:17

So

533

: 00:27:17

maybe you don't go out and

buy it, but you like the idea.

534

: 00:27:19

And then.

535

: 00:27:20

Tali: do it

536

: 00:27:21

Scott: You do it with

your own stuff at home.

537

: 00:27:23

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

538

: 00:27:25

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

539

: 00:27:27

And you, you could come up with

a creative way for your child to

540

: 00:27:31

communicate with you that I never,

541

: 00:27:33

I

542

: 00:27:33

never would

543

: 00:27:33

have

544

: 00:27:34

Tali: thought about

545

: 00:27:35

I wish I knew that when

my kids were little

546

: 00:27:37

Scott: So I'm curious

just because, um, the, the

547

: 00:27:40

Bridgette: their own

pictures too of the kids.

548

: 00:27:42

They can take the pictures

of their own kids,

549

: 00:27:44

Scott: Oh, wow.

550

: 00:27:45

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

551

: 00:27:47

Yeah.

552

: 00:27:48

Get a picture of them in every state

and then they could take a picture.

553

: 00:27:51

They just hold up their own

554

: 00:27:52

Tali: That's

555

: 00:27:53

Scott: I think that's,

556

: 00:27:54

Tali: I love that, I love that.

557

: 00:27:56

Scott: and with all the AI

out there now, you could even.

558

: 00:27:59

You could take anybody and put

them into any kind of goofy

559

: 00:28:01

pose that you that you want

560

: 00:28:04

Would

561

: 00:28:04

you be okay tolly if we move to

some of her current stuff that

562

: 00:28:06

she's working on and what she's

563

: 00:28:08

Tali: to do?

564

: 00:28:08

Yeah, uh, yes, I do.

565

: 00:28:09

I wanted to ask her to talk about

the preschool she's in the process of

566

: 00:28:13

launching, but I also wanted you to talk

about your Superpreneur Project, so.

567

: 00:28:18

Bridgette: Okay, well, like I said, when

I came out of the classroom, because

568

: 00:28:23

I like to do things different, I knew

I couldn't change the whole system.

569

: 00:28:27

So I've always desired to have

my own preschool and so that's

570

: 00:28:31

how Wow Factor Academy Inc.

571

: 00:28:34

came about.

572

: 00:28:35

And the reason why I had WOW, the

acronym is Wonders of the World.

573

: 00:28:39

I wanted every day to be a WOW

experience for the children, not just.

574

: 00:28:43

I'm coming, but actually when they leave,

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

575

: 00:28:48

I can't wait to come back tomorrow.

576

: 00:28:50

So, um, because I think sometimes we

can get so curriculum based and make

577

: 00:28:56

sure we're following every little, you

know, well, I got to do this next and

578

: 00:28:59

I do that next five minutes for this.

579

: 00:29:01

That we're losing a lot of the kids

with that, you know, and so then

580

: 00:29:04

the behavior issues come in, and

then we don't get anything done.

581

: 00:29:07

Harley, some of the books, the

new we've switched curriculum over

582

: 00:29:11

and over in the school system.

583

: 00:29:13

A lot of it would have books that

were just entirely too long, like,

584

: 00:29:16

you know, the kids sitting there, you

know, gave him fidgets, but then, like,

585

: 00:29:19

after a while, they're throwing the

fidgets, they're doing this and that.

586

: 00:29:23

So I wanted to be able to design a

room that, you know, where children

587

: 00:29:29

can have a wild experience and well.

588

: 00:29:31

I'm using invention

education and engineering.

589

: 00:29:34

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

590

: 00:29:36

I'm using manners and the performing arts

as a part of my program and a creative

591

: 00:29:44

artistic studio that I haven't been

talking about much lately, but I want the

592

: 00:29:50

kids to be able to not have a time limit.

593

: 00:29:54

I want them to have enough time to

explore and create their own realities.

594

: 00:29:57

I want them to be able to

have time to build and create.

595

: 00:30:00

And I had to do a project for

Campbellsville, where I went

596

: 00:30:03

to get my bachelor's degree.

597

: 00:30:04

And, we had to do, a

video with the kids.

598

: 00:30:07

And so I came up with the machine factory.

599

: 00:30:09

And so, uh, my assistant videotaped me.

600

: 00:30:12

And so I gave them all just a bunch

of, Things you could put together.

601

: 00:30:15

It might have been tinker toys.

602

: 00:30:16

It might have been magnet.

603

: 00:30:18

I might have been just a six.

604

: 00:30:19

I just gave my stack of everything.

605

: 00:30:21

And so when we went around to interview

them to ask them, you know what they made,

606

: 00:30:26

somebody had made a mixer and they had

the gear on there like it was turning and

607

: 00:30:30

they had the little things at the bottom.

608

: 00:30:32

I was like, it's really a mixer.

609

: 00:30:34

So everybody that I went

to, somebody had an arm.

610

: 00:30:37

Like, I'm like, they really created

the things that, they told me what

611

: 00:30:41

it was, it actually looked like that.

612

: 00:30:43

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

something where they can really create

613

: 00:30:47

and really actually build things and

actually really come up with a prototype.

614

: 00:30:50

, because there was a little boy

that, needed a project for science

615

: 00:30:53

and he didn't know what to do.

616

: 00:30:55

And his dog went past and

knocked a Christmas tree.

617

: 00:30:59

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

618

: 00:31:01

So him and his brother went

around, they interviewed everybody

619

: 00:31:04

that had Christmas trees, asking

what was the number one problem.

620

: 00:31:07

They said the bulbs falling off.

621

: 00:31:09

And, why?

622

: 00:31:10

Well, the dog ran.

623

: 00:31:11

Well, somebody, tipped

the tree or whatever.

624

: 00:31:13

And so they created Ornalock

and the bulbs do not come off.

625

: 00:31:18

It locks onto the tree, and they're

millionaires right now, and, they've

626

: 00:31:22

been on Shark Tank and everything, and

so, I just think that if we take that

627

: 00:31:26

challenging behavior energy, my belief,

and we put it into them inventing and

628

: 00:31:31

creating, that we could, flip the

script on a lot of the issues that

629

: 00:31:36

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

be able to have a freedom to do that.

630

: 00:31:40

Uh, use engineering and invention

education in the classrooms.

631

: 00:31:43

That's one of the

reasons to why I started.

632

: 00:31:45

And then I forgot about financial literacy

because, during COVID, we were all in and,

633

: 00:31:51

toward as COVID was ending, I went to a

yard sale and I bought a lemonade stand.

634

: 00:31:57

And so, My grandkids did a photo shoot

at Glamour Shops when it used to be open,

635

: 00:32:02

and they had on superhero outfits because

I'm very theatrical minded, and so their

636

: 00:32:07

cousins, they both had on the outfits,

and so we were there after we'd taken

637

: 00:32:11

pictures, and I said, you know what?

638

: 00:32:12

I said, y'all gonna be the superpreneurs.

639

: 00:32:14

I said, y'all gonna be entrepreneurs who

save and invest, and so from there, I

640

: 00:32:18

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

and then, , they started the lemonade,

641

: 00:32:22

stamp, and when COVID was ending, we, we

sold almost 100 bottles, and so, that was

642

: 00:32:28

the beginning of me writing the book, and

then, it continued on until it turned

643

: 00:32:32

into curriculum, and now we, they have a

journal, they have flashcards, and, now

644

: 00:32:37

we teach money principles, And so, pre

school to third grade entrepreneurship,

645

: 00:32:42

teach them how to start their own business

so they don't make the same financial

646

: 00:32:45

mistakes that we've made in the past.

647

: 00:32:47

And, uh, Robert Kawasaki said he

thinks that financial literacy

648

: 00:32:51

should start in early learning.

649

: 00:32:53

And so, uh,

650

: 00:32:54

Scott: Yeah.

651

: 00:32:55

Bridgette: uh, You know, we look

at all the debt and, all the

652

: 00:32:59

debt that we've incurred with not

knowing, you know, certain things.

653

: 00:33:03

Well, really not even

really talking about money.

654

: 00:33:05

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

to something that could last a lifetime.

655

: 00:33:11

And actually really change their

whole, I told my grandkids they

656

: 00:33:14

can pay for their own college.

657

: 00:33:15

I said, take one class at a time,

and what you'll do is take your

658

: 00:33:18

money and pay for your own classes.

659

: 00:33:19

So,

660

: 00:33:20

Scott: That's so cool.

661

: 00:33:21

So how do you, so one of the things

that Talia and I are frustrated with

662

: 00:33:24

is we're very passionate about teaching

about money as well, maybe to an

663

: 00:33:29

older audience, but sometimes, for

example, when we went to homeschooling

664

: 00:33:34

conference, The awareness that people

need this, or that this is valuable.

665

: 00:33:41

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

were coming to us saying, we're

666

: 00:33:44

looking for a solution for this, where

they're saying, this is something

667

: 00:33:48

that's really valuable, but we

were, we were talking to people who,

668

: 00:33:52

Tali: Who

669

: 00:33:52

Scott: didn't see the need.

670

: 00:33:55

Tali: And, and so what they saw,

671

: 00:33:56

they knew there was a need but it

was very low on their priority list

672

: 00:34:00

Scott: Yeah.

673

: 00:34:00

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

from your point of view, that the,

674

: 00:34:04

The parents that are coming to you,

do they know they have this need?

675

: 00:34:09

Are you helping them understand that?

676

: 00:34:11

How?

677

: 00:34:11

Cause that's something

that we've struggled with.

678

: 00:34:13

So what are you seeing

from your point of view?

679

: 00:34:16

Bridgette: well, I think by me going

to different networking groups.

680

: 00:34:22

Like whoa, like new entrepreneur,

uh, network of entrepreneurial women,

681

: 00:34:27

uh, being in a program called master

builders, which is through my church.

682

: 00:34:31

Uh, I think just talking to people and

really When people begin to learn about

683

: 00:34:36

financial literacy, when they begin to

think of, I wish I had known that myself.

684

: 00:34:41

And then I've been running into

people since having my student

685

: 00:34:44

loan forgiven, which was 68, 000.

686

: 00:34:46

People talking about, they wish they

had known certain things before now.

687

: 00:34:51

And then my grandkids

performed at the Rotary Club.

688

: 00:34:53

They were invited by Delaine, and she's a

part of the Network of Entrepreneur Women.

689

: 00:34:58

And Nate Morris was there.

690

: 00:34:59

He's like a billionaire.

691

: 00:35:01

And, uh, New Directions was there.

692

: 00:35:03

And it was, uh, Who else was there?

693

: 00:35:07

Kevin Fields was there.

694

: 00:35:08

He's with, a community center, down

off of, Muhammad Ali Boulevard.

695

: 00:35:13

They were, they were like, after

they saw my grandkids perform, they

696

: 00:35:16

did the financial literacy rap.

697

: 00:35:18

And then they taught, they

showed the video and everything

698

: 00:35:21

about their lemonade business.

699

: 00:35:22

And they were saying, we need

this, we need this, we need

700

: 00:35:26

to start early with kids.

701

: 00:35:27

So, I think just, you just

have to knock on the right

702

: 00:35:30

door to get people's interest.

703

: 00:35:32

Like, when they see what you're

doing, like, the kids need this.

704

: 00:35:37

And when we would, uh, the financial

literacy program that I just

705

: 00:35:40

piloted, I'm at Spiritfield Church.

706

: 00:35:42

I really want my own location.

707

: 00:35:44

Um, because I want to design

it the way, , I like colors.

708

: 00:35:48

I like, for kids to be like,

Ooh, so, but anyway, this church

709

: 00:35:51

is letting me, host my financial

literacy program there for right now.

710

: 00:35:55

Uh, the pastor's wife was in on one

of the sessions, which one of our

711

: 00:35:59

first sessions is what is money.

712

: 00:36:01

And we were doing bingo and, the kids

had the, the coins and the dollar bills.

713

: 00:36:06

And when I was calling out some of them,

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

714

: 00:36:11

They didn't know, what some of the bills

were and she was like, kids really need

715

: 00:36:15

this because they're so used to doing

their phones like they don't, think,

716

: 00:36:19

we've taken field trips to McDonald's,

see if they can get the right change back.

717

: 00:36:22

Some of them so used to add enough stuff

on the phone that they don't even know

718

: 00:36:26

how to basically really count money or,

and I know they're getting rid of some

719

: 00:36:30

coins and different things like that.

720

: 00:36:31

But.

721

: 00:36:32

I just think it's just

basic stuff they don't know.

722

: 00:36:35

If they didn't have the phone

with them, could they get the

723

: 00:36:38

correct change back, you know?

724

: 00:36:39

Could they take a 20 bill and get,

Change back and know that that's

725

: 00:36:43

how much they're supposed to have.

726

: 00:36:45

And so I think when people start

seeing, because the little boy's

727

: 00:36:47

mother was like, Boy, you got

to go home and start counting.

728

: 00:36:50

Like, I don't think the parents know

until they actually see their kid.

729

: 00:36:52

Like, she was like, I can't

believe you don't know that.

730

: 00:36:55

, like, she was getting, she wasn't

mad at him, but she was like, Boy,

731

: 00:36:59

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

a quarter, that's a half dollar.

732

: 00:37:02

And so, , just that little simple,

simple activity was fun, but you

733

: 00:37:07

got to ask somebody what that is.

734

: 00:37:09

, you don't know it.

735

: 00:37:10

And that, that was an older

child that I let in the program.

736

: 00:37:12

It was this, I think, when, when,

in the past, I was like, kids

737

: 00:37:16

really need this, this is critical.

738

: 00:37:18

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

them just using their phones to do things.

739

: 00:37:23

And to tell them what to do that they

don't actually really know if, , if

740

: 00:37:26

the phone went down, if they had a 50

bill and went shopping, , they wouldn't

741

: 00:37:29

even know really basically how to

count the chains they got back, , so,

742

: 00:37:33

Scott: Where, where are you now with

this program and rolling it out?

743

: 00:37:36

Is it available for online?

744

: 00:37:38

I totally probably already knows this.

745

: 00:37:40

I don't.

746

: 00:37:40

Um, but also for the audience, what,

what is available now for people?

747

: 00:37:46

What's, what impact have you already

had and where, what's the next step?

748

: 00:37:50

So

749

: 00:37:53

Bridgette: had several children to start

their own businesses, uh, I palleted

750

: 00:37:57

with New Directions in the beginning,

because their fundraiser was at the

751

: 00:38:00

Rotary Club and he, was interested.

752

: 00:38:03

And so I did a pallet program

at one of their sites.

753

: 00:38:06

And so, , we had, Lip Gloss Goddess,

where she sold about 200 and I

754

: 00:38:11

said, no, at least 250 worth of

products, , selling lip gloss, little

755

: 00:38:15

purses and cake pops and sunglasses.

756

: 00:38:18

We had brother and sister business

that had, they sold cookies and

757

: 00:38:22

cupcakes, although they argued

the whole time because he said he

758

: 00:38:24

wanted to sell chips next time.

759

: 00:38:26

, and then we had.

760

: 00:38:28

Nari's Lemonade, she was three or

four, she was four, and she knew what

761

: 00:38:31

assets were, she could tell you what

an entrepreneur was, because we had the

762

: 00:38:35

flashcards throughout the, , the lessons

and everything, and, she had Lemonade

763

: 00:38:39

Biz, and I think her whole family came

out, grandparents and grandmother,

764

: 00:38:43

and then New Directions, their

employees came out to support the kids.

765

: 00:38:46

We had Jell O Jigglers, uh, Uh, they

had jello, different types of jello.

766

: 00:38:50

And we had, uh, uh, somebody

that was doing bracelets.

767

: 00:38:55

So, just really getting the kids started

in entrepreneurship has been the takeaway.

768

: 00:38:59

That now they can make their own business.

769

: 00:39:01

They, they, they got a business

plan within that eight week program.

770

: 00:39:05

They had three ideals.

771

: 00:39:06

They had to go home and ask their parents.

772

: 00:39:08

Uh, being in partnership with them, what

can I do, , to, get this business started

773

: 00:39:13

and they, they had to come back and say

what materials they were going to need.

774

: 00:39:16

And even in the financial literacy

program, , they haven't did their pop

775

: 00:39:19

up shot yet because of the holidays.

776

: 00:39:21

But we even created a mock pizza business

where they had to, , they had to see

777

: 00:39:26

how much the spaghetti sauce cost.

778

: 00:39:28

I mean, the, pizza sauce cost.

779

: 00:39:30

They had to find out how much

the cheese was going to be.

780

: 00:39:32

They had to find out, all the things they

were going to need to start the business,

781

: 00:39:35

how much it was going to cost, and where

they were going to get the money from.

782

: 00:39:38

And in the book, Dior and Kamani

borrowed money from their parents to

783

: 00:39:42

buy the table, to buy the cash box,

to buy the lemons and the sugar.

784

: 00:39:47

And so, they were explaining to Lavinia,

because she wanted to know in the book,

785

: 00:39:51

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

take my money and just go buy video, I

786

: 00:39:54

mean candy and, , play some games with it.

787

: 00:39:56

And they were explaining to her that if

they bought the lemonade, , and they sold

788

: 00:40:01

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

and they sold it, for a dollar a piece,

789

: 00:40:07

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

and then they sold it for a dollar, they

790

: 00:40:12

would double their profit and make 30.

791

: 00:40:14

So they would explain to her about

profit, net profit, gross profit.

792

: 00:40:19

They explain to her about capital.

793

: 00:40:21

So it throughout the book, they're

explaining that to her and everywhere in

794

: 00:40:26

the book where you see entrepreneurial,

word, then, then you would see, it

795

: 00:40:30

would be colored because in the back,

there's a glossary and the parent or the

796

: 00:40:34

children can go look up if they didn't

know what assets were, they can go look

797

: 00:40:38

up assets and they, if they didn't know

what, , entrepreneurship was, they could

798

: 00:40:42

look that word up, but they didn't know

what capital was and they didn't know

799

: 00:40:45

what, What, gross profit and net profit

is, , the difference between the two.

800

: 00:40:50

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

801

: 00:40:52

They could look at it in the back of

the book and it would tell them what

802

: 00:40:55

page is on and where they could find it.

803

: 00:40:57

And so in the end, Lavinia is so

convinced that she invests 5 into

804

: 00:41:02

the business and, She goes off with

them and they start a superpreneur's,

805

: 00:41:06

, network to help people during COVID,

get medical supplies and all that.

806

: 00:41:10

So, and then they fly off to go

save the day again, which save

807

: 00:41:14

means saving an investment.

808

: 00:41:15

So, they go off the,

so, that's available.

809

: 00:41:19

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

a journal, we have a smart goals

810

: 00:41:23

workbook that we just published, , for

smart kids and for smart families.

811

: 00:41:28

So the family can do it together with

the children or either the children can

812

: 00:41:32

do it by themselves and the children in

the program now have set smart goals.

813

: 00:41:37

On what they want to

accomplish in their business.

814

: 00:41:39

One little boy wanted to

buy his own tennis shoes.

815

: 00:41:41

And so, he put his smart goal

was that, , the tennis shoes.

816

: 00:41:45

And then he, is it achievable?

817

: 00:41:47

He said, yes, it was achievable.

818

: 00:41:49

A smart, it was measurable.

819

: 00:41:51

And then it was, , achievable.

820

: 00:41:53

He said it was achievable.

821

: 00:41:54

And then it was it revelant.

822

: 00:41:55

He was like, yes, he wanted to not have

his mother pay for his tennis shoes.

823

: 00:41:58

He wanted to buy his own.

824

: 00:42:00

And so, then he had time base.

825

: 00:42:02

How long is it going to take you?

826

: 00:42:03

So, he put 20 a week.

827

: 00:42:05

Um, I think he said five weeks

and then he would have enough

828

: 00:42:09

money to purchase a tennis shoes.

829

: 00:42:11

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

they have a chore chart and they have to

830

: 00:42:15

go home and see how they're going to make

this money to support their smart goals.

831

: 00:42:20

And so each month is more

goes up to 12 months.

832

: 00:42:23

They can set a smart goal and how much

money they want to make in the business.

833

: 00:42:27

And, um.

834

: 00:42:28

This is really a good program.

835

: 00:42:30

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

to tell people about it, but until

836

: 00:42:33

they actually see it, and I, I've

been making videos and more content

837

: 00:42:36

trying to show people, and then we

do a week of affirmations, which

838

: 00:42:39

is a powerful, , mindset week where

we talk about I am a wealth magnet.

839

: 00:42:43

I am powerful.

840

: 00:42:44

I am strong.

841

: 00:42:45

I am the world's greatest reader.

842

: 00:42:48

, I have big goals.

843

: 00:42:50

, I am intelligent.

844

: 00:42:52

Different things like that.

845

: 00:42:53

And then we have t shirts

and stuff to go with that.

846

: 00:42:55

So, , really it's a good program.

847

: 00:42:57

Like you said, I think we just, with

your program and my program, we just

848

: 00:43:00

have to keep knocking on the door.

849

: 00:43:01

I think there's somebody out there

that's gonna By these programs

850

: 00:43:05

Tali: So,

851

: 00:43:06

Bridgette: they're needful.

852

: 00:43:07

Tali: yeah.

853

: 00:43:08

So, all of your books, the flashcards,

the workbook, the affirmation book,

854

: 00:43:12

they're all available on Amazon.

855

: 00:43:14

Is that correct?

856

: 00:43:15

Bridgette: Yes,

857

: 00:43:16

Tali: what I thought.

858

: 00:43:17

Um, okay.

859

: 00:43:18

So, before we wrap up, I just want

to kind of circle back way to the

860

: 00:43:21

beginning when we started this thing.

861

: 00:43:23

I feel like what you, what sets you apart

as an educator is that You meet the kids

862

: 00:43:30

where they are, and you're creative, and

you give them the freedom to self express.

863

: 00:43:37

Would you, what would you say to a

homeschooling parent who's just starting

864

: 00:43:42

out, freaked out about the responsibility

of teaching their preschooler?

865

: 00:43:47

What would you say to them?

866

: 00:43:48

Mm.

867

: 00:43:49

Bridgette: to join a homeschool

association somewhere.

868

: 00:43:53

And I would say, try to do as

much research as you can, , if

869

: 00:43:59

you're thinking about doing it.

870

: 00:44:00

I think when I homeschooled I used.

871

: 00:44:03

A curriculum called, , school of tomorrow

and what they did, they would keep up

872

: 00:44:08

with the grades and everything because

I knew that they were eventually going

873

: 00:44:11

to go back into the school system.

874

: 00:44:13

So, what they did when I did want to go

back, everything was already in order.

875

: 00:44:18

They had, , I would sit whenever I

tested them or did anything work with

876

: 00:44:22

them, I would send the grades to school

tomorrow and then they would send it

877

: 00:44:25

back in a professional report card.

878

: 00:44:28

So then when I went to the school,

when they went back into the school

879

: 00:44:30

system, they could show documentation.

880

: 00:44:32

I even had to keep attendance, because

one thing with homeschooling, and, , when

881

: 00:44:36

you leave the school system, you have

to fill out everything and let them

882

: 00:44:41

know that you're starting a homeschool.

883

: 00:44:43

And you have to make sure you're

lined up with, , with their statutes

884

: 00:44:46

on how it's supposed to be done.

885

: 00:44:48

And so, , I kept a professional record

of everything that I was doing, so,

886

: 00:44:52

and if they could enter back in, then

they would have documentation of that.

887

: 00:44:56

And, , the teachers could tell

that they had been homeschooled.

888

: 00:44:59

They was like, were they homeschooled?

889

: 00:45:00

Because they didn't believe me.

890

: 00:45:01

And I was like, we were homeschooled.

891

: 00:45:02

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

892

: 00:45:03

And so they could tell the difference

on just that one on one, you know.

893

: 00:45:07

But I would tell them that I joined

the Homeschool Association and then

894

: 00:45:11

go to the conferences like what you

all did to check out the different

895

: 00:45:15

curriculums and, you know, talk to

other parents that are doing it.

896

: 00:45:18

Scott: Yeah, have you been to one?

897

: 00:45:19

Have you, have you, have you

brought your, your program?

898

: 00:45:22

Bridgette: already?

899

: 00:45:24

not, not.

900

: 00:45:25

I haven't been to one since

I homeschooled, which I went.

901

: 00:45:28

To look at their curriculum, and

uh, I loved it, and there was a

902

: 00:45:32

dad that was homeschooling like 10

children, uh, and I was like shocked.

903

: 00:45:37

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

knew that they could do it, but

904

: 00:45:41

actually seeing it.

905

: 00:45:42

Yeah, he had some curriculum called

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

906

: 00:45:48

haven't been to any homeschool conferences

with any of the things I'm doing.

907

: 00:45:51

That's one thing this year I'm going

to try to do is just get, because I

908

: 00:45:54

have other books too, Alphabet, Fast

Senses, and I, I started creating

909

: 00:45:59

professional development to go with

some of my books so I could get started.

910

: 00:46:02

All right.

911

: 00:46:02

Because I'm a trainer for the Division

of Child Care, and I can train teachers.

912

: 00:46:06

I also sell my curriculum, too.

913

: 00:46:08

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

to get to more homeschool conferences.

914

: 00:46:12

Some of them that I tried to go to, the

vendors, uh, prices were extremely high.

915

: 00:46:18

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

916

: 00:46:21

Scott: you

917

: 00:46:22

Bridgette: show your

918

: 00:46:23

stuff.

919

: 00:46:23

Tali: you, we can give

you some ideas for sure.

920

: 00:46:25

But I wanna, um,

921

: 00:46:28

I, I

922

: 00:46:28

want you to say something else.

923

: 00:46:30

I'm still looking from the point of

view of, uh, of parents who are even

924

: 00:46:37

just considering homeschooling, right?

925

: 00:46:38

So.

926

: 00:46:39

So from our conversation, I think

it's really, really clear that it

927

: 00:46:44

takes a village to train up a child.

928

: 00:46:46

It's not just mom or dad.

929

: 00:46:48

And even if you cannot homeschool because

you're both working jobs and you want

930

: 00:46:53

the best for your child, you, there

are still teachers out there like you,

931

: 00:46:57

super passionate with resources, with

support that can really bring up a child.

932

: 00:47:03

And so if you.

933

: 00:47:04

Want to homeschool, but you can't, you

can, of course, supplement at home,

934

: 00:47:08

you know, in any creative way that you

you want to, but just understand that

935

: 00:47:12

there's still Really wonderful teachers

and passionate Educators out there

936

: 00:47:18

in the school system working hard and

championing for your child's well being.

937

: 00:47:24

So I just wanted to Restate that Yeah,

938

: 00:47:28

Bridgette: yes,

939

: 00:47:30

Scott: so

940

: 00:47:30

Bridgette: thank you.

941

: 00:47:31

There are, and we're

942

: 00:47:32

Tali: Yeah,

943

: 00:47:33

Scott: yeah, I think thank you for for

the the impact you're having on all these

944

: 00:47:37

all these families all these lives

945

: 00:47:39

Tali: Yeah, yeah.

946

: 00:47:40

Scott: um

947

: 00:47:41

Tali: Amazing resources.

948

: 00:47:42

I've seen her books and she, she

brought them in the box to the dinner.

949

: 00:47:46

We sat next to each other and I flip

to them like these are really good.

950

: 00:47:49

I think that families, whether they

homeschool or not homeschool can really

951

: 00:47:53

benefit from just having that conversation

and just doing the workbook even just one

952

: 00:47:58

time, you know, they may not necessarily

go out there and start a business.

953

: 00:48:02

at their street corner, but they can

still gain so much by just going through

954

: 00:48:06

your workbooks and your storybooks and

love your manner books, all that stuff.

955

: 00:48:10

I love your rap.

956

: 00:48:11

I think that's really,

really cool for kids.

957

: 00:48:13

You know, like the rhyming is so

reinforcing for their language skills.

958

: 00:48:17

So yeah, super, super excited

about your work and Best of luck

959

: 00:48:21

with your preschool project.

960

: 00:48:22

I know you're looking

for a location right now.

961

: 00:48:24

So, um, maybe we can follow up with you

a year or two from now when you have

962

: 00:48:29

your own space, you've got your own

program rolling strong, you know, uh,

963

: 00:48:34

we would love to ta chat with you again.

964

: 00:48:36

Bridgette: we're going to

bring your program in, too.

965

: 00:48:37

We're going to bring your program

in, too, because we need all of it.

966

: 00:48:40

Tali: We need all of it.

967

: 00:48:41

It takes a village.

968

: 00:48:43

It takes a village.

969

: 00:48:44

Thank you so much for chatting with us.

970

: 00:48:46

It is New Year's Eve Bridget

is hopping on with us.

971

: 00:48:51

Scott: This is fantastic.

972

: 00:48:52

Great to meet you.

973

: 00:48:53

Once we, once we do, stop the recording,

just hang on for a second there,

974

: 00:48:58

but, , we wish you all the best.

975

: 00:48:59

We'll get all your links out there so we

can tell people about what you're doing.

976

: 00:49:03

Is there anything in particular

that you need help with that you

977

: 00:49:06

want to just ask the audience?

978

: 00:49:07

Tali: Know what, we do

have very passionate

979

: 00:49:10

Scott: we have a passionate audience.

980

: 00:49:11

Is there, if there's

something that would help you

981

: 00:49:15

Bridgette: looking for board members.

982

: 00:49:17

I'm looking for board members

and looking for sponsorships.

983

: 00:49:21

Scott: Okay.

984

: 00:49:22

Well, it's a good thing

you guys are networking.

985

: 00:49:23

I'm very confident you will,

986

: 00:49:26

guys will, will

987

: 00:49:27

Tali: Yeah, yeah.