Speaker 1: And two or three? All right. Welcome. Find your picture on the board, and then there's a number there, and then find your seat, okay? Can I see the hat real quick? Okay. Bulls? Okay. But I don't want it in class, though, okay? But it's a nice hat, though. Hey, welcome. Guys, as you guys are coming in, please make sure that that is you, right? And there's a number that's by you, and then that's where you guys are going to sit, okay? So that's the seating chart for today. Mr. Gomez? Yeah. All right. Welcome. How you doing? How you doing? Todo bien? Yeah. How we doing? I was outside greeting students. I definitely was out there just trying to establish, build a relationship, because I have never seen some of these students. So to say, I really had no relationship. So I was just trying to find something, whether it was off their shirt, whether it was just something, just trying to connect with them, even just saying welcome. But I wanted them to feel safe that this was a place I wanted them to be, and I was happy to be there with them. Okay. So real quick, there is a seating chart, okay? Always. There has to be, okay? Right? Because it gives structure. There's a reason where you're sitting. I made sure that looking at the math skills, that there's a strong in your group, that there's kids that struggle with math, and hopefully my kids that really are strong in their mathematics, it will help you. This is math three, okay? So it's a little heavier, right? It's a lot more work. So I had the seating chart set because I noticed that that is, day one, I think it gives me more of control. I think it's very important for the students to understand that even though this is our room, I am still responsible. I'm the main person there that I want to establish this learning environment. Yes, it shows authority, which is great, but I think also that I didn't just make a seating chart just to make a seating chart. The seating chart was based on levels, was language, and I noticed that as soon as the students sometimes come really, they come really loud sometimes from the outside to the inside, but as soon as they see the seating chart, they actually start to like, wow, this teacher, he actually is in charge or he's authority. I have a feeling he's going to be addressing the rules. Now, once again, I want you guys to use this syllabus because obviously all the answers are here, right? And all you got to do is fill them in. Number one, you can see that it says the first two rules in the class are, you would look where it says rules, and then you would start to, yes, write number one and two and so on. In a little bit, I will call on your beautiful names, and we will hear your answers, and then we will make sure that we are definitely having the correct ones. Does that make sense? Yes. Having the syllabus could be very dry, could be very boring. Most teachers like to have their syllabus on the PowerPoint and the kids are following. Actually, I think that it's more important to get a printout. They had to do something with it. So it wasn't like they're just hearing me talk for this whole 50 to 55 minutes. They had a chance to get a sheet that was called the scavenger hunt, and they had to find the answers in the syllabus. Before we go over this really fast, just really quick, just so that you know a little bit about myself. My name is Mr. Gomez, obviously, right? It's on your schedule. It should be on your schedule, right? At the end, it has a letter of what, though, in my name? A Z. A Z. Very good. Yeah, right? I do a lot of telling stories, especially in the beginning, day one, day two. I want them to understand that I am human. It's important for them to see that I did struggle. We have that option to do it, though. Okay, I don't think you understand. Let me tell you. My parents, okay? They came. Coyote, over. Okay? When they got here, they didn't have a choice to pick where they work. Do you understand what I'm saying? My mom put oranges in boxes. She didn't speak English. She was not educated. That's what she did. Okay, my dad, right? He worked construction. It sounds like he got paid a lot. He didn't, okay? He did, like, the mobile home stuff, okay? He didn't speak English. He'll say, Oh, mijo, yo, speakity, speakity. But he don't know how to speak English. But he thinks he does, and he tries, though. I think it's really cool. Anyways, those are my parents. There's no education there. Do you understand what I'm saying? But when you see that, though, like you, if you said, I want to be a lawyer. I want to be an engineer.

Speaker 2: I want to own my business. Why not? Do you understand what I'm saying? Like, you have the option to say, I could do this or don't do this. That's big at some point.

Speaker 1: The first day, I was really going after what I was really trying to do, is, of course, you know, you want to let the students understand what are your rules? What are your expectations? But I think one of the biggest things is making relationships. I believe that some of these students will, they're just dying to make this connection. And I just noticed that, just that connection, making them laugh, making them feel that, like, some of these kids, they don't really care about how much math I know. They actually care about how much I care. I think the students see, he really loves to be here. Why would he even want to do all this and put all this energy into us? ♪