do learn as we go along. mentioning it, I think at the very at the very beginning of the university course. But to be honest, there's so much information at the beginning of the university course that they probably do to explain it in detail, but I just cannot remember it in detail just because so much. And it's not just that, like when you're starting, or I was stressed about just coming into a school and seeing kids and things like that, that that kind of probably went to the back of my head because I was like, what I'm dealing with children right now, let's, let's just cope with that. First, and have you done any learn about instructional coaching here, then, as in, you've got a bit of flavour of what it is and what it's not. So a little bit of a flavour because they, at this school, they do it between other teachers. So teachers have paired that buddied up, and then they what? They're using the walkthroughs that and then they're going into a lesson that each other's lessons and observing they say might today I'm gonna do cold call and can you come and observe that and then make comments about it, and then building on it. And I've gone to some of the group meetings to discuss how like as an observation, cuz I'm not part of necessarily that instructional coaching. But I've gone along with like my mentor and some of the geography teachers just to sit in that meeting to understand what what they're being asked to do. Because that might be something that we'll have to do next year in my job and stuff like that. And so the the means that you have our instructional coaching meetings, do you know what makes them instructional coaching meetings rather than someone just telling you what you did, right and what you did wrong? It's more of a conversation. It's how I that's how I kind of see it, as I see it, especially in my meetings with Lindsey. It's not a this way, you've done this, this, we've done that. It's definitely more of a conversation. Sometimes I bring I bring questions and I'm like, I've had come. Sometimes going to uni, I'll be like, right. For example, on Friday, we talked about creativity and how to be creative in the classroom. And that there's been there's too much of a movement towards teacher lead and teacher standing at the front. And actually, we need to let students become creative because when they leave school, they are not going to be then hasn't going to be held, we need to get a prepare for that. So like my palm. They came my meeting, I then was like, Well, I've learned about creativity. How can I do that? Because I've had, I've learned about it a bit in uni, but what does that look like actually in the classroom, so that I can then plan my lessons around it. So I definitely bring questions about outdoors. It is mainly me lead. It's what I will talk about. And also if there has been a difficult lesson or something that I've struggled with, I can then have that conversation openly with Lindsay. So to start off with the end helped steer it because when I started I didn't necessarily know that I'm not an experienced teacher. So I don't know what's the right thing to ask or what's the expert