Okay, now we're going to stop that. We're going to try to stop it. Okay, so, so that's, that's the video that we showed. And then I asked students, Hey, what did you know? What were your thoughts on that after we did an empathy circle, and no one had ever done an empathy circle before, right? So did an empathy circle the ants versus humans, which they loved. Like any thoughts on that? Could you all hear that? Okay, yeah, yeah. Okay, cool. And so put that in chat. And then we did, we did what is a mystery number activity again, me and chat GPT figured this one out. Or for those of you who want to be grammatically correct, chat GPT and I did it and and, so I'm going to ask you all to play along with this, what is the mystery number game, because I want you to kind of feel how different it is than some other math tasks that people, people might might use, and how this math task, in combination with a little video and the empathy circle, might create more empathy in math class. Okay, so for this task, each person receives a clue. So I'm going to need six volunteers, and the goal is to figure out the mystery number by only orally sharing your clue. However, you're not allowed to show your paper or write in chat. You must describe it using language. So I'm going to go ahead, I think we have time, right? Yeah, we have time. I'm just going to go ahead and put this in chat, and I'm going to ask for six volunteers. I don't want to just pick you up, so six volunteers just quickly say yes, yes, yes, yes, yes. It's not going to be hard, but yes, in chat, Wait, do I have no volunteers? Okay, I don't see any volunteers. Oh, there we go. Ingrid. Anybody else? Daniel, thank you. Anyone else? Josh, thank you. Anyone else? Sally, Okay, gonna find those people. That's all right. We could use two more, but I'm gonna go ahead and start right now and give you, I'm going to give you, and I think we can do this in the group in the class. We did it just in small groups, but we're going to try it here. Okay, so I'm going to give each person a clue. Where are my clues? Here we go. I might give you two clues. I'm going to give two clues because we don't really have enough. That's all right, people. So let's see. There's Ingrid. Thank you, Ingrid. Oh, Ingrid. Let's see. I think, I think I can just respond to Ingrid. Yeah, I think so. I think that's just responding to Ingrid. You're a little bit different than my Yes, a little different. I don't know how to individually send someone a message in here. I think that's been turned off. Oh, you. Yeah, doesn't look it looks like that's been turned off. So I can't send I should have checked that out ahead of time. I sent one to Ingrid. Yeah, I didn't, yeah, because I can't send it to you, because the chat is it doesn't allow it. Let me just try it again. Nope, doesn't allow it. I can only send it to the whole Well, I can't play the game. That's too bad. But I'll tell you what the game was like. Each person gets a clue, like a number clue. I'm going to put them all. I'll put them all in there for everyone, because it doesn't let me just chat with individual people. I should have, should have thought of that. I didn't know that that was a thing. Let's see. Does that go to everybody? Does that go to everybody? Yeah, your chat set up so that I can't share it exactly correctly. I think it's different. I don't know. Can't do it. I don't know. So I'll just share the I'll have to share them with the screen, because it doesn't allow to do in chat, all right. So here we go. So this is basically what it was like I gave so each student had one clue. For instance, the number is greater than 20, and they can only share that orally. Another student had the numbers a multiple of seven. Seven. Another one had the number is less than 80. Another one had the number is not divisible by five. The sum of its digits is nine, and it is an odd number. So the group could not figure out the answer without all those parts, without listening to each person part, instead of talking over them all the time. And so it was really different activity that really forced them as a group, they had to quiet down and listen to the other person, and each person had to share their clue. And so in the end, in this case, the answer was 63 and the group had to come up with that on their own. And it was a radically different task than a lot of the group tasks that we've used in the past, because every single person's voice counted without every person's input, you couldn't do it and it didn't help. You couldn't talk over them. They couldn't just write it down and just not contribute either. So anyway, so that's what we did, and in the end, that particular class. Students loved it the most. The Empathy circle, plus this particular math activity that insisted that everyone have a voice and be heard, created more empathy in the math class. And at the end, students hands down, said this was our favorite class. And when they said it was like with their heart, instead of just like, Oh, we love Maya numbers, right? And people said I didn't realize how much one particular student, who really did monopolize conversations quite a bit, said I didn't realize how much I was monopolizing conversations in earlier classes. And this person was kind of repentant, and was like, wow, I wasn't really hearing people. Another person said, I worked really hard at listening to the other people in the class. And one, you know, there was a class for people who maybe were afraid of math. So one said, I finally felt heard in math class. And I can't read the bottom when I have my video there. We worked more collectively, like the ants today, right? They love the ant video. So this is just one example of one bottom up, one contribution of one teacher in a classroom, affecting impacting students. It's kind of like what Masha was saying, trying to get everybody involved in cross pollinating and stuff, instead of just having it all be so separate. And it's my example, right? Just what I did. And I feel like people can do stuff at home, empathy circles, or whatever they're doing, school meetings, at your job, grocery store on the drive home, right? Instead of flipping people off, right? You could be could do something there too. But I feel like there's a lot of opportunities for these little points, a lot of different points of really bottom up empathy, moves that people can make that can contribute to the global empathy movement. And this is just my one example that I shared with you today because I felt like it did contribute to the empathy movement, even though it's not big in vision and a top down thing, but it's what I can do in the context of my life that can impact others and bring empathy circles to them and empathy to them. So anyway, and that's it.