Julia, can you tell us, so we're kind of, we're touching upon this in our discussion now, but let's talk about some common misconceptions teachers have about differentiation and what you wish teachers knew more about differentiation.

Okay.

We've already kind of touched on about how my own misconception was that I needed a separate activity for every single, you know, level, even if I was doing, you know, three leveled groups in my math lesson, I needed a separate activity for each of those levels.

And while yes, that can absolutely work, it's not the only way to do it.

There can be just simple tweaks and shifts that you can make.

So you are differentiating without like the added workload.

So that's probably, you know, the main misconception I see coming up.

Any tips for keeping things flowing smoothly in the classroom when it comes to classroom management and differentiating for the needs of your children? Side note, when we're differentiating and catering for our kids, often we need less classroom management because they're more engaged in what they're doing.