So if you want to challenge yourself, you can always think that way, too.

Absolutely.

And when I think about I'm just flip to our table of contents, you know, one of the I think one of the hidden treasures in this book, at least, you know, I'm probably a little biased.

Obviously, James and I, it's a labor of our love from from our professional lenses.

The way we structured it was these three mantras.

And then within each mantra, these four and six page spreads, if you will, where they are sort of like little mini nuggets tied to the big mantra, right? And so for the first one, we won't go through each of them, but just to give a little taste of it to anyone who is interested in trying to visualize how these little small chunks go together.

In mantra one, this idea of kids deserve more time to think and do, we talk about revisiting, revising, and redrafting and making sure kids have time to do that.

How could we try this to offer more choice and opportunities for kids?

So help us understand how can we increase students thinking and doing time as teachers really strategically?

Yeah, I always tell teachers that these things that we're asking, it's not like they're not simple.

You know, the work we do in schools is super complicated.

So it's not just because the words come out, it's easy to do, but it's worthwhile figuring it out.

So when I'm thinking about students thinking and doing time, it 100% comes down to the underlying principles that you mentioned from Sam's book.

And it is such a go-to resource that I try to share widely.

I'm sure you do as well.

So how does that make the best intervention?