It's feasible to become proficient at math with minimal struggle.

I didn't want to play anymore. I said, I don't want to know the go. And I went and sat at the side and I said, you can keep the five pounds. I'm not, I'm not playing this game anymore. I'm just sat there for the rest of it. Well, the other people shot these things at these clay freezers. Now, so that's how kids feel a lot in class. They, they, that's how they feel when they don't want to take part because they're being just sort of, they're just having a failure thrown back at them because they're being given these ineffective teaching methods. And that feeling I felt when I didn't want to shoot this gun at these clay freezers is the feeling that lots of kids have in class a lot of the time. And you write the only way that you can get them out of that is to make, is to teach them well. So they can do the things and they can feel a sense of accomplishment. They can feel that they're getting better. And then you can get them back in and you can get them wanting to play again. So it's all the idea that we would purposely cause students to struggle that that is somehow desirable in a mass lesson. I just doesn't make any sense to me. It doesn't make any sense at all. And, and it feels somewhat unethical actually. So, and I know you have to go soon because you have to, you have to teach.