45. Teaching Kids

Gav: Welcome everybody This is How to English Teach and Learn with Gav and Em Em: It’s a podcast about teaching and learning English as a foreign language Gav: All opinions stated are personal at references will be given where necessary Music: ♫Roller disco music plays.♫ Em: Hi! Gav: Teaching kids Em: Hi Gav! Gav: Episode 45 Em: Can you hear me? Gav: Yes Em: Good How are you? Gav: I am totally focused on this and not thinking about all the lessons I’ve been teaching today Em: Episode what? Gav: 45 Em: Called? Gav: Teaching Kids Em: Episode 45 Teaching Kids Are you teaching kids at the moment? Have you got any kids on your timetable? Gav: I thought you were going to ask me if I had any kids! Em: No, we don’t talk about personal things like that I just mean, have you got any kids on your time? Gav: I have, I’ve got one and potentially a second one starting in the new year Em: Oh, and is it going well? Gav: It is going well Yeah To be honest, they, well, let’s go back to the beginning So somebody said to me, Hey, you’re an English teacher Want to teach my kid? And I said, um, not really Hahaha Em: I get that a lot too Gav: Do you? Em: A lot of people who I teach, say, can you teach my kid? Gav: It happens a lot, doesn’t it? So I guess they, if they know a teacher, they just assume that that teacher would also teach kids Em: And I often say, I can teach you, really well, but that doesn’t mean I can teach anybody, really Gav: ‘Cause you’re an adult! Em: Yeah, exactly It’s so different, isn’t it, teaching kids? Gav: It’s a different skill So I, anyway, I, uh, eventually I said, Oh, how old is the kid? And they said, Oh, the kid’s an early teenager And I thought, well, okay I should probably keep using those skills that I developed years ago of teaching teeny-tiny little tots Em: You haven’t lost it then? Because it’s there use it or lose it thing, isn’t it? Like you don’t – you think you can pick it back up again and you use those skills? Gav: I think so like riding a bike? Em: Let’s not go into metaphors Gav, but you, you sort of dusted off your, your children, uh, lessons document folder Gav: yes Em: And started again Gav: Well, actually I completely started again I went online and tried to find some books that people are using these days Um, I found some stuff from Oxford and, uh, the Let’s Go series Em: How are they? Like, are they up to date? What, what have they got in them? Have they got iPads in them? Have they got like, up-to-date technology or are they still talking about blackberries and cassett tapes? Gav: There wasn’t so much technology in there It was all about, you know, let’s all go to the park together and stuff So we’ve got it already Em: Yeah Gav: And then I started the first lesson with my student and I discovered she just wanted to talk about fashion Em: Oh Oh, okay So we just scrapped the book and went with her ideas Gav: Pretty much I do, occasionally I pop back to, uh, books, like, I think there’s an Oxford picture dictionary, which has got images that go along – it’s themed There’s quite a few books like that, which are quite good for kids and teens Em: I was going to say, it sounds a little bit kiddy though Isn’t it? Like, I think kids these days are grown-up quite fast Like, I’d say a 13-year-old now is 20-year-old No? Gav: Maybe Well, I don’t know I quite like When you’re having a conversation and suddenly the student says this morning, I spent time, I don’t know, mopping the floor, or I made my bed or I did some dusting, and then you can open one of these picture dictionaries and they’ve got the whole scene and it shows you the vocab It shows you somebody It’s just more visual, which I think is good for kids Em: All right So it’s not all just pink unicorns and stuff like that It’s functional and quite, uh, applicable to life As well Gav: Yeah So it was quite successful That’s what I’m trying to say Em: It’s going well? Is what you mean That’s good! Gav: Yeah, I think so And there might be a second one adding to that Em: A second one? Gav: A second kid Em: Okay Hahaha Gav: And what I really like is just learning about what kids are into now You know, what interests them – might be about technology It could be sports Could be, yeah, anything Em: I mean, I heard it said a few times, you know, the children are our future Gav Gav: Should we treat them well and let them lead the way? Em: Probably Yeah Gav: Okay Em: So it is true And I think you’re right to stay on the cutting edge of, you know, life and what’s going on in the world You need young people to tell you what is going on Gav: True Em: And I feel I should probably take my students up on their, um, offers to teach their kids, but I still am very, uh, nervous about teaching kids To put it mildly Gav: Are you a bit reluctant? Em: very reluctant I feel like, it is just such a different skillset and I have definitely gone in

a different direction with my teaching So teaching kids is amazing It’s really something hard I think it’s very demanding It is incredibly fun though I think that’s one memory I have of teaching kids Is that feeling of it just being so fun Gav: Tell us more about your experiences of teaching kids Em Em: Well, when it’s good, it’s just amazing I don’t think there’s anything better really than a group of excited 12-year-olds I mean, for me, that was just a lovely age to teach ‘Cause they’re not kid-kids, like they’re not little kids, but then they’re not grown up adults either They’re just on that lovely kind of edge of still being children Gav: They’re on the cusp Em: But having, having opinions and, you know, being able to have conversations as well Gav: But still wanting to have fun Em: Yeah Yeah They’re not getting all moody – teenagers and you know, stuff like that So anyway, I just think That that’s, that’s an amazing vibe that you get when they’re all interested in what you’re teaching they’re onboard They’re enthusiastic On the other hand, a group of incredibly bored 12 year olds is possibly the closest thing to hell that I can imagine Gav: I’ve been there Em: If you’re not doing the lesson that is, sort of, making them respond, you’ve lost them forever Gav: Is that where lots of teachers end up just showing cartoons, videos, films? Em: Well we’ve all been there I mean, we’ve all been there Friday afternoon and you’ve got no more umph, to give and you’re just like, “just do what you want Just do what you want.” I remember getting, uh, a teenager doing exam prep., he was an FCE student I felt so sorry for him He was like 15 years old And Friday afternoon after school, he had to have an English lesson with me Gav: Oh, No! Em: We both hated it We both didn’t want to be there We were both like, Oh God, let’s just get this over And it was just really, really difficult He wasn’t feeling motivated I didn’t want to give it, like, I dunno, just didn’t have the energy to get him motivated One of the hardest classes I’ve ever taught, definitely Gav: Were you using a book for that? Em: Yeah Yeah And as much as I tried to liven up the book, you know, exam classes, you have still got to do the work And he was great You know, he, from his side, I can’t complain He did everything I asked him to do, but it was so like, the life wasn’t there It was just, like, he was doing it because he knew he had to, there was no joy at all It was just so sad Gav: Well, I remember you described your exam classes and you said they could be quite fun Do you remember? We talked about exam skills, episode 42 Checkit out if you haven’t Em: Yeah, it can be fun Like, it can be dynamic If you’ve got a group, they can all, sort of, bounce off each other, but a very low energy teen on a Friday afternoon is incredibly hard to find I mean, I, this is why I don’t teach kids and teens anymore I just find it very hard to find a way to give them the energy that they need And that’s a skill that is a total skill Gav: You need to have that skill Em: Techniques, you know, what works, what doesn’t, that is an amazing skill What about you Gav? What would you say the most demanding class of kids was, uh, for you? What age were they? Why was it hard? Gav: Yeah, teenagers again Um, I remember them, it was a summer school and I remember looking at the back of the class and there were two or three students just crawling over the desks and I thought I’m just going to let them do that I don’t think they’re going to hurt themselves if they’re not interested in English, that’s fine The rest of us are just going to have fun And so I tried to make it fun for the rest Em: So you just didn’t want to take on the confrontation of trying to get them under control, or you just thought, that is fine if that’s what they want to do Gav: Both maybe? Em: Yeah I do feel quite intimidated by teens I think, you know, cause they do have a lot to say, often Gav: They’ve got opinions Em: Yeah Gav: That’s the difference between the bigger ones and the little ones Em: Definitely And I worked in summer schools as well and teens were – difficult And I do remember a couple of classes of just like finishing and bursting into tears, just because of the frustration I felt Gav: Oh, no Em: Of not being able to do the lesson I’d wanted to do, not being able to do anything In fact, just feeling like I hadn’t achieved anything And all I was doing is just shouting at the top of my voice the whole time, “listen to me!” And that never works I think any teacher will tell you that, with kids, that it’s never going to work, that’s just going to make the noise levels higher Gav: Did you mention that before? You said that somebody gave you a tip, when you’re teaching kids to go in tough, going hard on the first lesson Em: Yeah That was terrible advice, in my opinion Gav: Yeah Em: Actually Yeah ‘Cause the second, uh, I think, um, I taught these, this group, particular group of kids I taught And then I had a break from them and I went back and taught them again a couple of years later, weirdly And I had a totally different approach, the second time The second time, I went in, like, until you do something wrong, I’m

not going to give you any, like, I’m not going to give you a hard time You’re going to just, um, get my respect until you do something that loses my respect And I think that is key with kids and young people – is just, don’t make them feel like they’re an enemy immediately, which is what the advice I was given sort of meant It was like, go in dictate to them what the rules are, tell them what’s possible What’s not possible What you’re going to tolerate What you’re not going to tolerate The punishment for not doing what you say I don’t think young people want that I think what young people want to contribute, they want some, both sides sort of negotiation and going in with that attitude was just totally, totally different response Gav: Okay, What, what are your thoughts on rewards? Em: Well, I think, I dunno What do you mean? Gav: Well, I remember using reward charts Em: For young ones, like, this is not going to work with a 15-year-old What’d you mean? How old? Gav: Well, you can, you can have a box of sweets on the side that, that might, kind of, make, no? Okay Em: I don’t know Maybe Gav: Maybe this, this month’s prizes is an iPad Maybe that, that would work Em: That would Yeah Gav: Well, I was thinking maybe, yeah, you’re right Smaller ones I had a yearly planner and little stars and if they behaved really well, if they really contributed to the lesson and had some good pronunciation or corrected some sentences really well, um, I gave them a little star and they put that on the chart, and then when they had something like five stars, they were allowed a sweet Em: And that really worked, did it? They responded? Gav: It did Although saying that, I think from their regular teachers, they were a bit annoyed Em: What do you mean, reagulary teachers? Gav: Because I was the conversation teacher And the pronunciation teacher, and the fun teacher, but then in the school, they also had their regular teacher who was doing all the grammar all the Em: Oh, so you were, like, the fun uncle that just comes along and gives them ice cream and sweets Fun! Gav: Yeah, and I think I was making it more difficult for their regular teachers, which I didn’t realize at the time, but I found out a bit later Em: I think there’s reward charts are great And they maybe don’t need even sweets at the end Just the stars probably enough I think the stickers, they love the stickers Gav: Yeah! Em: But the problem I have with this, and this is the problem I have with life in general, is consistency Gav: Yeah! Em: I start these things I’m like, okay, everybody, this is what we’re going to do It’s amazing And then by week two, I’m like, “What stickers? What? Uh? Don’t remember stickers Yeah All right I have a sticker.” There’s no, like, consistency for me, which is the thing with kids It’s key! Gav: I think you’re right That’s a key word Isn’t it? Consistent What’d you mean by consistency? Em: Well, you’ve got to maintain it You’ve got to keep it – going You’ve got to, um, give those rewards regularly and consistently So like if one kid’s doing something amazing, uh, like writes a story and you give them one star and then another one just says, Good morning and you give them one star Is that equal? Is that worthy of…? I dunno, I don’t understand it This is the other thing I have with this sort of system How do you judge what’s worthy of a star? Gav: That’s a very good question Em: And this is what I struggle with, which is why I don’t do star charts Gav: Maybe experience would teach you Em: Mm, probably, but I think the kids see it, you know, it’s like, they know, they know that I don’t know Gav: They’re very perceptive Em: They know they see and they judge and they, they manipulate me Gav: Hahaha Em: So in the end, I’m just like, “Here you are You’re in the seat You’re, you’re attending Have a star.” And then by then it means nothing Gav: Yeah You’re right So consistency is really important with kids and also routine So you’ve got like an activity at the beginning They come in, you do something together You’ve got a song or you’ve got some chanting or you’ve got a little fun activity Em: The other thing I struggle with too, I don’t like that sort of routine in my lessons I like the surprise we’re doing this today, which maybe kids do like, but, you know, there is, I think that there is something to say about that sort of routine that they know what to expect Gav: I think kids love routine Em: Yeah They need it, don’t they? And they like to be, sort of, directed as well, which I don’t do so well either Gav: Telling people what to do? Em: Well, yeah It’s like, I don’t do it in my adult classes Like, I’m not too bossy So it’s like with kids, I’m like, if you want to do that, do that, you can’t do that with kids You’ve got to be really like, this is how we’re going to do this Gav: So you dictate what they need to do Em: Uh, well, I kind of come back to dictate, but not, not in the bossy way You’re making me all messed up now I don’t know Um, I would say you have to be strong in your instructions Gav: Okay But obviously you need to have a clear plan and you’re following Um, one activity by another

And that’s another thing with kids You need to have a lot of activities changing constantly, not too long, don’t draw out any games, but then like for example, you can have story time I really like story time and that’s a, that’s a thing that I do with my student We open a book and I say, can you remember the story from last time? And then we just carry on through the book and that’s really fun Em: Mm And you always feature that in the lesson, like, as a set time that you do that Gav: Yeah That’s it At the end of the lesson, we have a little bit a story time Just go through that Em: That’s really nice Gav: Yeah Em: Yeah Gav: So I think consistency is a really good word Em: A warmer, a cooler, downtime Gav: That’s it So what, what were the youngest that you were teaching? Em: Um, I think they were about 11 and they were, they were nice They were nice age I haven’t taught little, little kids or only just maybe one or two classes in summer schools And they were spontaneous Like, let’s go and pick up leaves and make pictures and then thought, hang on This isn’t really English, is it? This isn’t really practicing Okay Let’s write the colours down on the paper Gav: That’s nice Em: Make a poem or something like that But yeah, it was, uh, it was quite hard Gav: With little kids, I guess, it’s more about activities You, you don’t need to I mean, you couldn’t really sit there just doing vocabulary all the time They would never be able to concentrate on it Em: No Gav: Wasn’t there an activity where you were teaching special events? Or, um, were there balloon characters that you were making? What was that about? Em: Yeah, again, it was all, little arts and crafts, but it was for Bonfire Night Gav: Oh! Yeah? Em: A little bit of history, like, British history And so it was 1605 and guy Fawkes wanted to kill the King and then they would make like little characters to, um, sort of, narrate the story, like a puppet show, I suppose Gav: Oh, that’s nice So you Em: And then everyone hold up their character when this character is being mentioned in the story Gav: Oh, that’s nice So one of them was narrating it and the others were, sort of, doing a little play? Em: I don’t think I was quite so, um, full of good ideas at that time I think I was narrating it, which is so like what you just said, get them to do it Why not? But yeah, I think they were just listening to the story And then when there was like some gunpowder they’d hold up the gunpowder in a barrel Gav: Oh, that’s brilliant Em: When there were the King they would hold up the King And it was fun Yeah It was fun Gav: And isn’t there…? I, I remember from the CELTA, there was one kid’s game that we all practiced I think we learnt Was it, um, Going on a Bear Hunt? Em: Don’t remember that? Oh, what did that involve? Gav: Wasn’t it, each student has a different character? Likes, so there’s a monkey Em: Uh, yeah Gav: What, do you remember it? Em: Not really, but that now you said that I think they had to make a hand movement or something Whenever the monkey was mentioned Gav: So they responded each time So somebody was reading the story and every time you hear the animal mentioned, they had to stand up or they have to make a noise or something They’re really fun Those interactive games and storytelling Em: Really good for listening skills Really, really nice tip I like that too Gav: and I’ve got some useful tips ‘Cause, you know, I’m Em: You are the tipster Gav: Hahaha, I am the tipster I picked up some useful tips from ESL base Em: I know it well Yeah Gav: And these were written by George and Daisy So thanks to them at ESL base, they wrote some really good, I think it was seven tips, but I’ve just cherry picked from that Em: Uhuh Gav: They mentioned: involve children in hands-on activities Em: Mm-hmm For example? Gav: Well, instead of saying, I don’t know, this is a square, this is a triangle This is a circle Maybe you get the kids sitting in a circle and you say, okay, I want to say one shape and then you have to point at it Em: I really liked what I thought you were going to say is they have to sit in a circle You say circle and they sit in a circle So, yeah, you’re right Like it’s not about just show the picture, chant, or drill it, make a triangle somehow without, like, health and safety issues and make sure everybody’s Gav: Exactly Don’t have them running around too much because they do tend to fall over break things Em: Yeah, but some, I think some running around is okay, isn’t it? Like a little board race here and there That could be good Gav: Yeah Em: Find the Panda in the room, you know Gav: They bounce very easily Em: Yeah They’re quite resilient So yeah, I think there’s gotta be a, like a level of, um, activity And then after that you sit down and you have a story and then they, sort of, chill And then at the end you, sort of, do something so that they go back to their parents or buzzing and happy about English Gav: Or just 30 minutes nap Em: Yeah? In the lesson, right? Yeah Gav: Um, avoid talking for long periods of time, which I feel like I’ve been doing Yeah Em: Uhuh, yeah, short instructions Gav: Not too much rambling Em: Good Yes Gav: Children learn by interacting with each other and with the teacher

Which I think was the first one Em: And somebody asked me this question yesterday They wanted my advice They said, my daughter needs a teacher and I’ve got a friend who’s also got a daughter Do you think it would be better if they had the lesson together? And I just didn’t know what to say, but I imagine it is better for the kids They can, sort of, play together and do activities together and sing a song together And I think on a one-on-one with a kid it’s quite hard for the, the focus to be always on that one child So maybe groups are nice for kids Gav: In person, yeah I think that’s nice Em: Oh, well, I want to get onto online in a minute So let’s come back to that Finish your list of tips Gav Gav: Yeah Okay Uh, review, review, review Em: Which I would say for any class, not just kids, but yeah Gav: Especially kids They forget everything Em: No, I think they remember everything Well, they remember a lot Maybe more than adults, don’t they? Because they’re not trying, they just absorb It’s like they know the name of the dragon from the story last week Gav: They’re full-time students, what do you expect? They don’t do anything else Em: I’m just saying Gav: Encourage students to correct themselves and other students Em: Ooh, interesting He’s an interesting one because I tend not to like that That was a complicated way of saying I don’t like that But, yeah I don’t encourage it either So you would be like, okay everybody, what did Sonia just say wrong? Gav: I’m not sure about that one Maybe we could get some feedback on that Em: There’s probably been some research done to say it works with kids, maybe So they recognize others Gav: They’re very sensitive though, aren’t they? Uh, use what is learned in different contexts Em: That’s good I like that tip Gav: Finally Praise, praise, praise Em: Oh, that’s nice Yeah! Good job! Gav: Yeah, it doesn’t have to be a sweetie It could just be, “Well done, sweetie.” Oh, actually, “Well done!” Em: Well done, sweetie? Gav: No, just well done Em: Hahaha Okay I wouldn’t call people sweetie Gav & Em: Hahaha Gav: Anyway, there was some really good tips there I kind of like that Talking of online There is a huge movement that’s been going on for the last few years of people teaching kids online And I’ve seen a few videos of teachers wearing funny hats, and costumes, and with pictures behind them And they’re holding toys Em: Yeah I mean, how do you keep that energy up online Gav: I have no idea Em: It’s so difficult Gav: Maybe they’re only 30 minute lessons Em: I think, yeah, it has to be quite dynamic, but to do that online is a real challenge Gav: It’s amazing It’s a real skill to have Em: Yeah Which I mean like these kids that are having online lessons, I don’t know how the teachers do it Like, one-to-one is hard, I think, like you said, maybe now it’s online, it’s better to have a one-to-one, but if you’ve got more than two, like, how do you control that environment? How do you keep them…? Gav: Two students or…? Em: If you’ve got more than two children to teach, two students, how do you keep them entertained? How do you keep them all focused? I just don’t know Gav: These are real challenges Em: There’s a lot of games though, aren’t there? There must be like a lot of websites that do games Gav: And the teachers use the, the screen So the interactive boards on, on the actual platform and there’s pictures, there’s writing So there’s all kinds of things that you can do with the kid on the screen So that’s pretty cool I know VIPKID, VIPKID, you have to be able to work in the US or Canada And there’s GoGokids, QKids, ITutorgroup, DADA Em: How do they work then? Gav: I think you download the app and there’s like a booking system on there and everything Em: Okay Gav: You get feedback Of course, as we’ve talked about before, there are time differences You know, if you’re teaching kids in other countries, then you’ve got to take that into account as well Em: Yeah! I’d love to know more If anyone out there has got tips on teaching kids online, I would be very interested to know what techniques they use, because no matter what you do, no matter what activities you do, I guess they’re always on the chair, aren’t they? Unless you sort of say right, go and get some cheese and come back with it or, you know, find a ball in your house, but then I’m not sure the parents are gonna want them doing that Gav: I’m not sure either Em: No Gav: But, um, maybe plenty of caffeine Em: Caffeine? What for the children? Hahaha Gav: For the teacher! Em: I wouldn’t give kids caffeine That would be awful Okay Yeah Gav: I just think you need a lot of energy and maybe some creative ideas There’s loads of stuff on, uh, line Em: On that line Gav: Yeah Em: On that we use Gav: Online Em: Yeah Gav: There’s loads of tips there I was thinking as well, once you hit on a topic that they’re really into So if you talk about their favorite cartoon or their favorite animated film, they can talk for hours on those topics You know, for example, Frozen 2

I’ve had an entire class that was all about Frozen 2 Em: Yeah Gav: And, it was really, really fun The kids really enjoyed that Em: I agree And I think that is a good tip if it’s working, keep doing it Gav: Yes! Don’t interrupt it Yeah Which is, kind of, the opposite of what we said earlier Have lots of lots of activities, but when it’s working, don’t stop them Just let them keep going Em: That’s it I agree And our listeners can definitely tell us more Gav: I think so Em: That would be good I don’t have any kids that I teach at the moment So that’s definitely something I need to push myself to do again I think I do maybe need to get back into it What’s your favorite memory Gav, when you think of teaching kids? What’s the highlight that comes to your mind? Gav: I think I’ve suppressed them all ‘Cause hahaha Em: What along with the bad memories? You’ve lost the good ones as well Oh, that’s a shame Gav: As you said, it’s really nice when it’s going well, and you look around and the kids are really enjoying themselves They’re involved in what they’re doing They’re practicing a bit of English, even if they’re just copying words or if they’re using sentences, they’re introducing themselves to each other in English, just all the basic things They’re wonderful to enjoy the kids doing that themselves on their own Em: Yeah Gav: That’s a great fealing Em: Their eagerness to communicate with you with the little language that they have is adorable Like, just seeing them, trying to formulate sentences and express something, and then they succeed And you sort of understand what they’re saying and it’s lovely And often you, kind of, teach them from zero, maybe So you’re actually giving them the language and seeing them actually using it It’s just incredible Yeah I remember Teaching a couple of Russian, uh, very young Russian students And I just remember thinking about how sponge – like, you know, this sort of age, they were probably only about five and just how much they absorbed, because I remember doing an activity with them and because I was at summer school, they obviously had teachers back in Russia and they must’ve had a Scottish teacher Even an accent, you know, I know students pick them up, but at that age they’re so, like, open to those sounds and, you know, maybe they’ve only had one teacher, so they’re just so little mimics of that accent And it was just this perfect Scottish accent It was so cute Gav: That’s a fantastic memory Em: Yeah Gav: Ah, that’s wonderful Em: So, yeah, good! Thanks Any last words? Gav: I haven’t got any last words, but have you? Em: No, I think that’s it I’m going to think very seriously about taking on more classes with kids Gav: I think that’s a good idea Em: ‘Cause now I’m talking about it, I’m thinking how fun they are Gav: Yeah Em: That’s great Gav: And I’m going to keep all of our tips in mind next time I’m teaching kids Em: Good Gav: All right Em Em: Okay Should we mention our new episode idea for the end of this season of How to English Teach and Learn with Gav & Em? Gav: We probably should Em: We’ve already got loads of people writing in We’re going to do a general tips episode At the end of the year Gav: Yes! Teaching and learning tips from all of our followers on Instagram and Facebook and YouTube and everywhere Em: Yeah So we want some written messages or even a little recording under a minute long Just some tips that you’ve been given or that you think are useful and we’re going to feature them all on the last episode of the season Gav: We are Is it the last episode then? Em: Of the season Gav! Of the season! This winter Gav: It’s going to finish? Em: Well, we’re going to have a very short break, aren’t we Gav: Ahh! That’s sad Em: You decided this This was your idea Gav: I need a break! Em: All right So we’re going to have a very short break at the end of the year So the last episode in December, I think it’s going to be a, it’s going to be all like, tips and things coming in from other people and us Gav: That’s amazing! Amazing! And we’ve got real listeners, we’ve got voices of the teachers and trainers and learners and everything Em: And what do they need to do Gav, if they want to record a message? Gav: They need to contact us Em: How do they do that? Gav: Via instagram? Em: And there’s a link there is there? On our page? Gav: There is Em: Okay I hope that’s clear everyone Let us know if you want to feature on the episode at the end of the year Gav: I’m really excited about it Em: I can’t why Gav: It’s brilliant, yeah Em: Okay, Gav? So we can wrap up there and I hope you have a good week next week Gav: Thank you And Em, I think you should definitely consider taking on some kids’ classes Em: I definitely should do that, Gav Gav: That’s it? Em: Yeah All right See you next week Gav: I will see you next week Em: Bye-bye Gav: Ciao Music: ♫Roller disco music fades.♫