So, there are a lot of students who are impacted differently by this method of approach, but the students that, and I won't name names, but the students that are most affected are the students who have really bad basic skills. So they cannot do fractions, well, they cannot do multiplication or division, some of them can't even add. But their thinking skills are so frickin brilliant. I'm just like, blown out the water. And so they get a teacher like me, and I'm like, You're a freaking math genius. I just need you to get that multiplication, check what you're gonna do. And I watch, and slowly but surely I start watching these basic skills come into play, that they didn't have. But once they start believing that, wait a minute, I can do the math. I just could be better if I could do the multiplication, they start doing that. So I have a specific student this year, who just has low to no confidence and has math abilities, like none. And he was in our school, and then transferred out and he's come back. And when he came back, he insisted that he be put on my math class because he's my child. And he's sitting in class, and he's always so pensive and. And I said, Sweetie, I know you got this, I need you to speak up. And when he speaks, everybody stops. And they all listened to him. And they all respect him. And I said, Have you ever notice that when you finally speak up, everybody listens. And he's like, in this class, they do. I said, that's because I keep telling you, you're freaking math genius, sweetie, you just need to stop being scared. Stop being scared. So how about this young man sneaks itself in, early in the mornings or after school, and he comes and gets help, and these basic skills that he doesn't have. And he was like, you know, I'm still not gonna go to college. But I want to go to a trade school. And I want to do HVAC. And I know, I got to get these numbers, tight Muscat. And so I just want you to help me with that. So it's the realization that I've got the skills I can think. And in order to think and be better, I need to get these basics in, in under control. And that they go and they start working on those basics just because and I've seen that more than once or twice, young lady, I'm tutoring right now. Super brilliant. And we're going through factoring quadratics. And I'm like, come on square root of 64. Come on, come on. And she was like, Okay, I need to get my multiplication tables done. I said, Yes, you do. I need you to practice them. Because you know how to do all this factoring, You're stalling. You're this is fourth grade, You're stalling at the fourth grade level, I need you to get them done. Okay, I'm gonna practice. And I tell my students all the time that math is a stair step. If you miss a step, it can wreck you. But it doesn't stop you. It doesn't make you less intelligent. It just holds you back, we have tools that can help you. They have tools, right? That can help you get past those, those little things. But when you find you start needing it, then you start using it. And then you get it. And it's so much easier to learn your times tables, when you're 16, than it is when you're eight. Because now you know why you need it. And so I've watched that happen multiple times with my kids who have really bad basic skills, but really good thinking skills. And the second they start believing that you know what, I do have good thinking skills. Let me get this multiplication together. Let me get this division together. Let me get these fractions together, then they get them together algebra, it's just it's amazing how many times that has happened to me and my students.