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right, speaking of the email address, this first one actually came in by emal. How and when do you break up the work time in a modern classroom? Do you make all kids stop for a brain business?

Is actually a really exciting question for me, only because i love brain brakes. I know, as an adult i need brain brakes. And those have to be superintentional, because sometimes i forget. So i have a timer on my phone to kind of remind me to go take a quick brain brake, get those 250 steps in for the or and so what i do with my students actually is that sometimes it differs. So sometimes it's individual brain breaks, and then sometimes it's a whole class brain break. So depending on the energy of the class, i'll just say, hey, you know it, let's take a quick pause. Am, let's stand up and do some stretches. And we do that together. And so that's a quick, like, one two minute brain break for my students. A, we sometimes play simon says as well. M, and so it was just different ways for students to just pause, take a break and just like, re centre and reset. And thereare also times where in the instructional vidios when i know that my students are getting a little bit like the video fatigrade. And what i would do is i would insert, or have like, notes in the question or in the video, and i would say, like, ok, if you're at this part, stand up and stretch. Rite. Or if you're at this part, go to miss d and whisper these key words, or whatever, in her ear. I'm ian. So just a fun way to get students up and moving. M, and sometimes would like the notes in that puzzle. I could say like, oh, go to the right, you know, the im that corner by the door, and put a post note on the, you know, on the question and that you want to answer and like write yor answer on the postt note. So just, it's, it's a way to break it up so that it doesn't become monotonous and students remain engaged. And so when we had the code words for students to whisper in our ears, they really like just chuckle. Now, mind you, i did teach six grades, so this was something that liked. Six graders, like loved. And they're just like, oh, this is so silly. But then they did it. But then also knew where they were in that part of the instructional video. So it was a great way for me to kind of keep track and see, like, oh, the students are reading the notes, and they're also at this part of the instructional video. And so that's how i would do it independently. And then that's how i would do it with, like, whole class. If i know that like, the whole class, his energy is really low, and wed do a quick brain break ad. I know that sometimes some implements also say to students or have a schedule, like a weekly schedule, where it's like, on fridays we're going to do a all games. And that's kind of another thing that i did with my students. They know that every friday we're going to review everything that they've learned for that week, regardless of the lessons that they're on. But it was just a way tol i collaborate with one another, play games a and so that's like a brain break, per say, for the week. Buty, students really looked forward to fridays. What about you, zack, what do you do?