Episode 265: Use Your Prep Period for Grading (Not Planning)

I absolutely love this topic because we really get to go deep into practical strategies and frameworks that you can begin using to build habits that protect your prep period so that you can get the work done that you need to get done , leave your teacher bag at your desk and walk out of your classroom when the bell rings .

All right , let's dive in to today's episode . Hi there , caitlin here . Our mission at EB academics is simple Help middle school ELA teachers take back their time outside of the classroom by providing them with engaging lessons , planning frameworks and genuine support so that you can become the best version of yourself both inside and outside of the classroom .

So if you think you might be ready to try something new , because you know you simply cannot continue the way that you have been that , I'd invite you to take a moment to check out the EB Teachers Club , the EB Writing Program or the EB Grammar Program by visiting the links in the description of the podcast .

We hope to continue to support you within one of our programs in the future and , in the meantime , we look forward to serving you right here on the podcast each week . Hello teachers , welcome back to a brand new year on the Teaching Middle School ELA podcast . Jessica , how are you feeling about it ?

We have tons of incredible interviews that we have planned , and later this month we're airing something where Jessica went to the Ron Clark Academy . Do you want to give like a little plug for that ?

And so it's like let's just do whatever we want to do . And I think this new addition to our podcast is going to be really special for teachers . So I want to introduce to you guys our new podcast co-host . Her name is Megan Wyant . She is a part of Team EB . She is our project manager .

She's also just an incredible wealth of knowledge when it comes to teaching English . I'm going to let her introduce herself to you guys . Megan , welcome to the show we're so excited to have you here .

I came on full time in June , but I had actually began my career in the corporate world in kind of the healthcare space , and then made a rather dramatic decision to enter the classroom , and so I came into the classroom for a couple of years teaching in a private Catholic school , and in that time I actually found EB and EB changed my teaching life , and so

I'm thrilled to be here . I'm also currently enrolled in a master's program studying educational leadership , and so it's interesting to kind of have that perspective of the administrator or principal , vice principal and bring that to EB as well . So super thrilled to be here . Thank you guys .

She was in the classroom for like 20 years and kind of had a lot of those struggles that we talked to our teachers about .

Right , teaching was not super sustainable for her , but she loved it and she wanted to stay in the classroom and so she kind of made some processes and habits for herself that she's now teaching other teachers in order to help make their lives more sustainable .

So I think everybody will really resonate with that interview and she's just a fabulous woman to talk to .

I'm of the ilk like let's just do it now , right , like I don't have a New Year's resolution and I know a lot of people do , and that , like new slate , really resonates with people .

So I think it's this episode and next week's episode are two great kind of putting on a different hat , a different perspective of what you can do in the classroom in order to make teaching sustainable for you .

Because really our goal , ab we talk about all the time is to keep great teachers in the classroom like period , end of story , because we know how much of a difference a great teacher makes on a student's progress in the classroom . Think about yourself like the class that you loved the most . You probably liked the teacher the most .

Like let's be , honest , totally . Yep and the class that you didn't do well in it was probably because you didn't vibe with the teacher and the teacher didn't want to be there .

Right , there's so many factors , but we just know how important great teachers are in the classroom and if you're listening to this podcast , you are one of those teachers , because you're spending your time listening to a middle school ELA educational podcast on your spare time before you go into the classroom .

So we just want to really give you guys some tools as we head into the new year and think about what are we going to be able to do for you , how are you going to be able to lean into this new perspective for the new year and really creating that work-life balance for yourself ? So definitely make sure that you check out that episode

. Megan , welcome to the podcast . We're so excited to have you here with us .

Right , you're likely catching up on emails , you're making copies , you're planning out a lesson , you're grading .

There's that colleague that always comes in and I know Caitlin you can probably picture the teacher I'm thinking of that would come into our classroom during any period and you just knew , like , okay , I'm not going to get anything done because this person is just going to talk about life , and that's wonderful sometimes .

But sometimes you're like , no , I need to finish this grade for my students or whatever it is . So planning periods have become kind of this , like hodgepodge of all these things you need to get done , and then you don't get any of it done . And what happens ?

Right , you bring all that grading home with you in your bag and does it get done at home , like if you were me ? No , right , I have my kids at home and I'm signing reading logs and I'm taking them to gymnastics and I'm cooking dinner and like all the things , and then I would just bring all my grading back to school the next day .

And so it was like this cycle of feeling Honestly overwhelmed during those periods and not getting anything done . But once I learned how to rework it , come up with my own system , and I know it's a system that Caitlin used and that so many of our teachers use .

Once I had that system in place , then my planning period actually could be used for grading and my nights were free and my weekends were free . So these are the things we're going to share with you today so you can make that a reality for yourself as well .

when I came back into the classroom after I left and if you guys don't know my story , you probably do if you're listening to the podcast , but if you don't know my story I left for a year . I went into corporate America .

I was not a good salesperson for this company , but so when I came back it was like something had to be different , right ? And I know so many of us live in this place where it's like sometimes the pain isn't great enough to push us into change , right ?

And I don't know if you guys are familiar with like habit changing , and some of you have maybe read on atomic habits like that . But oftentimes , like if the pain isn't great enough to push us to change , we stay in that discomfort and unhappiness because it's easier to stay there than it is to make a change for something .

And for me , when I went back to the classroom , the pain was I didn't want to leave again . Like I love teaching , I wanted to make it something that I could continue to do on a long term basis , and so I leaned more into the pleasure of like I enjoy this so much I want to be happy doing it , as opposed to letting pain be my driving factor behind it .

So if you're finding yourself in a position where we talk about these things that you're like , yeah , that sounds great , or yeah , I want to make that change , but it's always that you always say that to yourself and the change never actually occurs Maybe you're coming from a perspective of the pain isn't great enough to change .

Subconsciously , you're not saying this to yourself as a subconscious level , but what if you leaned into the pleasure driven aspect of change ? What if you leaned into that this year , instead of like telling yourself a different story around ?

That these new habits are going to be new ways of being , new ways of operating in the world and sometimes that's really hard . I gave up alcohol this year and giving that up in the beginning was very difficult .

It was a habit that had been formed over years and it's so culturally a part of our world , especially where I live in Northern California , that it was a difficult transition . But then , once you hit a point , for me it was like 100 days . I know they're like seven days to build a house or whatever 21 days .

It was like 100 days and I hit the 100 day mark and it's like I can't imagine doing it any other way in life . Right and I think that that's very applicable to the things that we're going to talk about now is these are habit forming things . These are , like , fundamentally , things that are going to change for you as a person , as a teacher .

So if it feels hard , it's because it is . It's because you're making a deep change at a very deep level that you're going to be resistant to , because most people don't want to do things that are hard , like let's be honest at all , right , most people just want to do things that are easy and keep it easy for themselves .

So just have that frame of mind , that kind of perspective , as we head into this episode . So some things to consider . The first thing that I'm going to talk about is batch planning . You'll hear us say it over and , over and over again until I'm blue in the face , probably on my grave . It's going to say batch planner Right .

Like it is so ingrained into what we do at EB and we talk about like , well , what's the thing Right , we all want the thing that changes everything and honestly , it's batch planning . Like this is the foundational piece to if you're building a house of change , batch planning is the foundational piece in order to be successful in all of the other things .

So to use your prep period for grading and not planning , you really can't do that unless you're batch planning at the foundational level . So I'm going to share some basics with you of what this looks like , just so you get an idea of what

it entails . In order to get started , and if you're not familiar with batch planning at all , we actually have a great download that 10 tips to getting started . I'll put that into the show notes for you guys . That link , it's just a free download that you can check out . But as I go through this , I want you to know , like with any skill in life .

It takes practice and refinement over time . First time you batch plan , you're probably going to be bad at it , and if you just like have that perspective , then there's no judgment .

So at the most basic , basic level , to batch plan simply means to sit down for a chunk of time and you're going to completely plan out your lessons for an entire period of time . Maybe you're planning for an entire year .

If you're a master batch planner , like Jessica and I are , maybe you're planning for an entire unit that's maybe a month long , or maybe you're planning for like two weeks , but you're setting aside a period of time to plan for a period of time , a predetermined period of time . And so to get started , you can take some simple , simple steps .

Number one is to set a time to actually batch plan . Right . If it's on the calendar , it happens . If it's not on the calendar , it may as well not exist . So put batch planning down on the calendar for when you're going to do it .

Then you want to pick , like a weekend , or perhaps it's like a school holiday , maybe Martin Luther King junior day , or whatever it might be , and you're going to spend and this is going to be wild to some of you . You're going to spend five to six hours to actually plan and you might pick two days back to Saturday and Sunday to just sit down and plan .

You grab snacks , you can grab a little drink . I like my Starbucks . What is a Starbucks espresso with light cream ? Have you guys had this ?

This , this is the one , just perfection for you . I'll put a link to this in the show . That's for you guys , if anyone else is interested in that . Sorry about that , I don't even know what I was talking about . Oh , your drinks . Grab your drinks .

Beverage is Beverage is Beverage is Beverage is all the supplies , like so all the things that you need , and you're locking yourself in a room . You're setting aside time . You family knows , friends don't call , you put your phone on , you know silent or whatever .

So you are really having like focused , focused time so you can get into a flow state where you are just operating at the highest level . And what's great about batch planning that I love so much and we've talked about this before on the podcast is you're not wasting time context switching because you're super , super focused on the task at hand .

You're focused on planning , whereas opposed to if you're planning on a day-to-day basis , you're planning , you're grading , you have kids asking you questions , you have children at home , you have to make dinner , like there are all of these things .

So if you think about the time that you maybe actually spend planning , if you're planning on a day-to-day basis or a week-to-week basis , it's probably negligible , and so it's no wonder you can't actually accomplish a lot , because you're probably only spending 15 minutes planning at the most , but it feels like an hour because you have all of these context switching

things that are interrupting your time , right ? So think about , like , how important being hyper focused on a task is in order to make a ton of progress . Jaslyn , we wrote our book . We had to do this , right ?

When you're like , okay , when it comes down to it , you're probably only spending like 15 minutes actually planning , right , because of all the context switching Then think about like , are those even effective plans If you're only spending 15 minutes planning like those are not likely fantastic wow factor lessons . So like , what's the point ?

So then the next thing with this that I want you to have in your brain is that if this is your first time sitting at a batch plan , and I like , please , oh my gosh , If you've listened to this podcast and you've never batch planned in your life , like , make this the time , like this is the call to action , like go into 2024 with a new way of operating

in the world . And when you do this , if it's your first time attempting this plan in increments , this is where it's very important to not sit down and think like , oh , I can plan a whole year because Caitlin and Jessica say that they can . Well , we can , because we planned and practiced this for so long . Right , when we first started doing it .

Oh , my God , I remember planning one of my novel units before I went into the school where Jess and I taught that summer and I could you not have probably spent like a week on one of those units , hours on end every single day putting it together and it's just yeah , it was not good at it in the beginning , no judgment , right .

So we suggest , if you can and if you feel confident enough in doing it , kind of 90 day cycles . As humans we operate in 90 day cycles . We get excited about something and then it kind of falls off and then we have that 90 days come up again and we got to get excited about it again . So we tend to focus on those 90 days .

But if you can't do that , 90 days might feel like , oh my God , you're crazy . Maybe you just want to do two weeks , get your feet wet , plan a little bit right , start to get familiar with this concept of setting aside time . That is just intentionally less than planning .

And as you're planning , this is really important is you want to make sure that you are choosing content standards for your planning . So , whether or not that's Common Core , ela standards or TIC standards or text , wherever you live , you have some sort of standards .

And if you don't just use the Common Core State standards because we love them For ELA , we love them , we know we have qualms about them and use those as your North Star , you want to use your standards to 100% guide every decision making in which you're bringing in an activity or a lesson , everything .

Because what we'll find is sometimes we'll bring into our lessons something that literally doesn't address a standard and it's going to take a lot of time out of your class , maybe it's really hard for your students . It's just something that's not going to meet the mark .

And that's not to say we can't do fun things in our classroom by any means , but it is to say , I think more often than not , we are influenced by what we see online , and the truth of the matter is is anything that's being published online this okay ? So I'm going to be a little bit of a conspiracy theorist on this . Oh , this should be good .

You're like , oh God , what's going to come out of your mouth ? Like anything , the majority of things that are posted online on social media , what is the intent behind that typically is to get clicks , is to get likes , is to get saves , is to get people to interact with that content so that more people see your content .

That's just the nature of the beast and being a content creator on a platform like that , and so a lot of the times we will see something that perhaps doesn't have our best interest at heart . Not all the time is at the case . I'm just saying that this is something that happens on social media Even for us .

We title our podcast episodes so that they're enticing for you to want to come listen to them , right ? That's a perfect example of that happening , and we have your best interest at heart right , but it is very much of like how can we help people consume our content more ? It's by making it interesting right , by making it interesting sounding .

So sometimes we will see something online that maybe isn't actually what's best for our students but is maybe best for that person that's producing it and putting that out online . So just a lens to kind of like look through and consume content through it from like that critical thinking lens that we teach our students about .

I think it's important for us to do the same thing as consumers of content on a consistent basis . So , but if you have your standards as your guide , it's easier to not necessarily be swayed by things that we see that we have follow about or whatever . Like everybody's doing this , who cares ?

If it is standards aligned , well then let's not do it right , and then there is no pressure on you outside of that . So , anyways , just something to consider . Do you guys have anything to add on to that , or are you like I can't believe ? You just said that on our board .

We are going to over plan , especially the first time that we plan anything . So if we , if we have those floating days and we need to reteach something or something takes longer than necessary , we don't .

We don't feel this like oh , I just wasted all of these plans because you have three days or two days where you literally have nothing planned , which can be really scary . Actually , I think that's a whole other issue of like mindset around , like not planning for two days on your lesson plans , but it's incredibly helpful .

It takes a lot of stress off of you or feeling pressed for time to like hurry up through a unit .

So we're really able to be intentional with ensuring you know our students getting this , are they actually mastering these particular standards before you move on to the next thing , and what's great is , if you don't use those floating days , let's say that , like everything goes according to plan and you have two extra days we can just simply include like a fun

lesson , like one of our who done

it . Mystery activities will include a link for you guys into the comment section for the mystery , the bountiful case mystery which some of you have probably taught before . If you're listening , if you are a what's an avid listener of a podcast , I'm sure you've listened . Use that lesson with your students before . But you can do something like that .

Two days , no big deal , right ? So definitely make sure that you have those floating days . So when you batch plan , what's going to happen for you is you will immediately start to free up some of your time during those weekly planning periods . Because you're not planning right .

You are now harnessing the power of those planning periods to tackle all of the grading that you have to do . So these two days are this one day that your batch planning has a massive ripple effect on a variety of other things as a teacher in your life . So I'm done with my two cents .

So , that being said , got your planning period or your prep period . You want to create a framework around it . So , just for , like the ease and simplicity of it , we're going to pretend you've got a 45 minute planning period every day and I get it , like some of you are like I wish right , like I get one a week .

Well , I'm just going to give the example and you can maybe adapt it to make it work for whatever you have in your classroom . But what you want to do is create a framework around whatever time you have . So I'm going to share what I did in my own classroom and again , you can adapt it .

So I would assign my planning periods different , like themes , if you will . So on Mondays and Wednesdays , that's when I graded . So those were like specific days . It was literally in my plan book and I would write grading and I would list what it is .

I needed to grade , whether it was essays , a test , whatever and I would use that time exclusively for grading , for giving students feedback , for , you know , writing all the comments that I needed to on an essay , whatever it was , and I prioritize what I needed to grade .

You know , do I need to get them back their essays , or do they need a test back for some other kind of review ? Whatever it was , I prioritize it . So that stuff got done on Monday and then like the leftover stuff on Wednesday . That being said , I didn't grade everything . I remember like I'm not even joking my very first day of teaching .

I was 22 years old , at my very first school , and my principal pulled money aside and she's like , if I can give you one piece of advice , jessica , it is going to be to take a pile of student work and just recycle it sometime . And I was like , oh , like coming out of college , you think I have to do everything perfectly .

And she told me that and I was like , well , if she's giving me permission , like all right , I can do that . And that stuck with me . And I never graded everything . Like , honestly , sometimes I would even tell the kids that , like , this is a participation grade and that's okay , right ? So , that being said , I've got two days designated just for grading .

Then I'm Tuesdays and Thursdays and again , make it whatever days you want . That was like my email response day , right . I was emailing parents back . I did send a weekly newsletter , like I had fifth-grader . So I was still doing that .

Maybe you're not doing that in eighth grade , but that would be where I like sent out any communication I needed with the class . I would be emailing with , you know , other teachers , my principal , whatever it was , and that was my focus time . That being said , I set those expectations .

So , like at back to school night at the beginning of the year , I would tell parents you might not get a response from me within two hours of emailing me . These are the times I dedicate for email response and I would tell them look , my priority is your child . I'm here to teach them . I want to make sure I have the best lessons . I'm there for them .

Of course I'll respond to you . It just not might not be right away , knowing that in advance . I have to say I had really good boundaries with emails with parents .

I never felt bombarded by them because they kind of knew where I was coming from and they were like okay , well , you know , if my child's best interests are at heart , maybe I don't need to email miss canada about . You know , whatever it is . When I did designate those times for emails , though , I would Set a time limit .

You know , if I had other stuff I needed to get done , maybe my entire prep period was not email response , it was just 20 minutes or whatever it was , and knowing , okay , jessica , I have 20 minutes to respond to emails , I'm gonna get it done Right , I'm gonna be really efficient about it .

And again , having that set in place , it's not like I sat down for my planning period on Tuesday and was like Okay , what do I do today ? Do I want to grade ? Do I want to do this ? No , I knew exactly what I needed to do and so I could get started right away . I was kind of like , think of it like a bell ringer for your students .

Right , like they walk in , they get to work . That's how my planning periods were set up .

But then the other thing that's interesting is if we practice wait time with our parents , sometimes they work out the problem themselves .

So I it's happened to me a few times where I will get an angry email from a parent first thing in the morning , like they were typing at the keyboard at like one o'clock in the morning , sent this mean email to me , whatever , right , and I'm like thank you for that first thing in the morning .

I appreciate waking up to that , but I'm not responding right , because I am protecting my boundaries , sure enough , as time goes on throughout the day . Oh , this is Mitchell , you know . I thought about it Like I'm really sorry , I understand whatever .

And like they will typically work through the problem themselves If you give them the time and space to work through the problem themselves .

So I think that's something to consider too , because then a parent also has time to cool off , right , if they're mad at you about something and they're emailing you in a super aggressive way , I would say the worst thing that we could do is respond right away , because they are so in that like angry energy toward you , but then , as the day goes on , other

things happen , right , they maybe are able to release some of that anger , whatever this situation was , and maybe have a logical conversation with you , um , after that . So that's something to consider too the power of doing , you know , kind of everything that Jessica just talked about .

There was a mom I remember this was like way back in the day and it wouldn't be emails , but I would get like literal voicemails on the classroom telephone every morning and I'm like , oh Okay , and it was never just to me like everyone knew this mom was coming and this was her thing , and so I definitely have to set boundaries with her , because otherwise it

was like really every single day , let your child Be parents like .

designate like half of Thursday . That was my copy day . I would go stand in the office and chat with the school secretaries . I loved them at our school and I would make my copies these way in advance . Again , I had batch planned and I was pretty darn good at it . So I knew what I needed copies for , you know weeks in advance .

So it was never just like , oh , I'm copying something for tomorrow , oh no , I was like , okay , this is for February and I'm organizing and all the good things , and I would just go in there every Thursday and it was my routine . My period was at the end of the day . It was kind of like something I look forward to .

I got to chat with them , do my copies , all good . And then Fridays were my floating day . Okay , just like in batch planning , you can do this with your planning period as well . So you have one day where it's kind of like all right , this is my catch up time . Were there more copies I needed to do ? Do I need to get just a few more emails ?

Is there some assignment that's just taking me a really long time to grade ? I'm gonna grade it here because once I got to the point of batch planning and using the system , I did not bring grading home with me like nothing ever , nada . Yeah , and I got to that point because I had these planning periods so well organized that I could be efficient with it .

Like to the point that other teachers I was working with are like how did you get those essays done so quickly ? It was like well , this was my grading day I have a sign on my door that says do not disturb . Like I'm getting down to business and I'm done . Yeah , and I had to do that to like keep my sanity and it .

And we worked out so well that sometimes on Fridays it's like okay , well , I'm done , I literally have nothing left to do . Okay , I'm gonna sit here for 10 minutes and I'm just gonna hang out or I'm gonna check out one . I would totally do this . This is kind of nerdy , but I would go in like my classroom library and I would pick out one of the books .

I'm like I'm just gonna read this book and then I can recommend it to students later on . But like , truly , it was just like a peaceful 10 minutes for me reading like young adult literature , love doing that and it was like my little reward .

So the first thing is that is , consistency is key and just like Caitlin was talking about with habits , like you have to build that habit , so you have to stick to those designated days for each task consistently to really establish your routine . That's that's going to be key . The next thing is setting time limits , and I love timers for this reason .

So allocating specific time slots for each task within the planning period , and that way you're avoiding over committing and ensuring your productivity . Right Now you have to be kind of reasonable with this . Grading 50 essays isn't going to take you five minutes , so be reasonable with those time slots , but I love setting a timer for that reason Can .

Like , if you need to listen to music , like just can I listen to the gladiator soundtrack when we were writing our book , like there are a lot of great songs . So I'll put that for you guys into the show notes so that you can utilize that during your grading time .

That's going to knock out what you really really need to get done , and then everything else can kind of get pushed to the side if you need to , or pushed to next week . That's totally okay . The next thing and I resonate with this one so well communication with colleagues .

Now I have to say I was like the culprit , like I would go down to other it's me , megan's , the problem . Sorry , I'd like to go get some extra coffee because one of our teachers down the hall had a coffee pot on . I'm like it's going to sneak into her room and chat , you know .

So that was me , but we do need to set some boundaries around this right . So letting other teachers like me know that you're not going to talk during your plan period and Jessica gave the example of hanging that please do not disturb sign outside of your door , I think that's awesome .

The other thing I used to do and this might sound a little extreme , but what I really did need to get some things done . I had a lot of natural light in my classroom , so I would literally turn all the lights off . I'd shut the door and then go to , like , the back of the classroom and nobody even knew I was there , so I could get everything done .

So when I wasn't disturbing other people , that's what I would do .

And then the final thing is you know , with any new habit , any new structure you're creating , you have to reflect and then adjust , because the purpose of this is to work for you , and so if it's not working for you , you need to adjust what you're doing and so kind of regularly assessing the effectiveness of this new structure you have created and then being

willing to adjust it based on your needs , and I think those are those are the biggest tips we could give you . And then just knowing what tasks you're going to accomplish on any given day kind of helps you get right down to business , you're not wasting time and you're not trying to figure out what you should be doing during that planning time .

It's about the discipline and just doing it , despite not wanting to do it . You know you just show up and you make the decision . This is what I'm doing . It's at an identity level . I am somebody who does this .

I read this incredible post the other day that says whenever you use the words , I am be careful what you say next , because that did like create subconsciously , like how you exist in the world .

So if you're like , well , I'm a messy person or oh , I am overwhelmed , whatever that word is , or words or phrase that you're putting after , I am just be super cognizant of what it is that you're saying to yourself .

I won't go into detail , but you know the whole concept of fake it till you make it like just tell some lies to yourself for a while until it becomes true . Like I'm someone who uses my planning periods for grading , I'm somebody who batch plans .

I am this person , even if you're not , but if you just keep saying that to yourself like ultimately you start to become that person . I know that sounds crazy and will , but it's true . It works . Jessica , you want to add something to that ?

Like , do you just say , oh well , it doesn't work ? See , this is what happens every time . Right , or I didn't accomplish what I need to . But if you can keep telling yourself I am good at this , I am efficient , I am productive , all those things , and then you go back to it day after day .

All of a sudden , you are going to like , reflect back and be like , okay , I'm not taking work home with me , I do feel less overwhelmed , like people are noticing things about me . But it's when you have those hiccups or those little obstacles , like , what do you do then in those moments .

on the podcast . I'm so freaking excited about it and like , let's use and harness that energy to like use motivation for a hot minute and then stick in the discipline that this is just what I do . This is just how I operate in the world .

It's one of those things where , like , no questions asked , like once you've made the decision , never question the decision . That was very helpful for me in giving up alcohol was never question the decision .

I've made this choice from a conscious level , with my prefrontal cortex , my thinking brain , not my like lizard brain , like whatever it's called , the prehistoric part of your brain that just like goes back to fight or flight or whatever . But like , once you've made the choice , never question the decision . This is just what I'm going to do , period .

There is no open door to anything else and that has just really served me that that phrase of never question the decision . This is just what I do . That's how I operate in the world . So just to remind her a few things in the show notes that we're going to add for you . We are going to add the link to my Spotify playlist for grading .

It is a journaling playlist , but I think it'll work for you guys for your planning periods to do all the things that you're going to do . I will also call the link to the bountiful case for you guys . There was one other thing I think oh , you're espresso . Yes with light cream Excellent .

We'll put that in the show notes for you guys as well , and , if you find it in your heart to leave us a review on the