- Hey everyone, this is Jeremy Schieffelin
with Khan Academy.
Thanks so much for joining us this afternoon.
You're in for a very special treat today
because we have kind of Academy ambassador
and all star male teacher, Shalom with us today
who has been using Khan Academy for almost a decade.
Basically since Sal Khan himself started making the videos,
Shalom has been with us using it in his classroom.
So if you're ever curious about how do you get started
with Khan Academy for remote learning,
how do you specialize and target your content
for your middle school students?
Shalom is the person to speak to
and he's happy to share his expertise today.
So that being said,
before we get you Shalom's background here,
I wanna remind you the first part of the session
we focused on the most common questions we received
and Shalom will talk through how to get started
and how to focus your energies with Khan Academy.
And then we'll open it up for the final half
for questions from the audience.
So if you ever wanna ask a question,
just go to the question section
of the go to webinar control panel
and we'll take those in the order they're received.
So Shalom, welcome and thank you so much
for joining us today.
- It's very nice to be here with everybody.
- And just to sort of give folks a sense of
where you're coming from, tell us a little bit about
where you teach, who you teach and what your experience
with Khan has been.
- Okay, I'm a seventh grade math teacher
in Ocean Township, New Jersey.
Teaching is a second career for me,
I actually worked on Wall Street for six years,
and decided to make the switch
and I've been teaching middle school ever since.
So here I am in Monmouth County, New Jersey. (laughs)
- Very cool.
And so tell us, like, even before this crisis started,
why have you been a Khan user in your classroom?
- At about the 2010/2011 school year,
a friend of mine had told me about it.
And I had heard about this Khan Academy videos thing,
but she told me, "Oh, no, no, it has exercises."
So I was really drawn to the exercises.
Back then they had to get either seven in a row
or 10 in a row right to level up.
And I was like, this is how we learn everything.
So primarily I didn't have computers back then.
I used it initially for extra credit.
But I continue to use it to this day.
It's my primary source of practice problems for students.
I use others, but it's my primary source.
And I love the fact that students can go at their own pace.
They're not, it really allows them to learn
what they want at their level.
And it provides such good data for me as a teacher
to decide when to intervene, what to intervene,
what trends there are, things like that.
- Very cool.
And so obviously you could probably give
an entire three hour lecture on how to set up Khan Academy
during normal times.
- I really could. (laughs)
- (laughs) The times we live in are very abnormal
all of a sudden.
If you are an educator out there, a middle school teacher
who is struggling to get with remote learning
basically yesterday and the district is saying, "Hey, you've
"got to roll something out for your students."
Obviously number one, our hearts go out to you.
But number two, what kind of like really concrete tips
would you give to that educator
who wants to get started immediately?
- Okay, first of all, I'm very fortunate,
my students are conditioned on how to use Khan Academy.
And I know it's scary to, "Oh my God,
"how am I gonna start with something new?"
So my recommendation is to go through some exercises
as a student (mumbles)
answer them yourself,
but make sure they are review exercises.
Start with something that the kids would know.
Start small, assign a few skills for them
and then just at that point, dive in,
meaning you assign it to them.
You tell them, "Here, go do this by Friday,"
and let them work and then take a look at the data
that comes in, take a look at what students
are working on.
Are they getting them correct or are they not?
So you wanna start small
because you don't wanna overwhelm the kids
with a bunch of stuff, which is why I think
for right now it would be good to start with review.
But then once you get started,
make sure to look at all the reports,
try to understand it's, I know it's so hard
to see the forest through the trees.
But that would be my big piece of advice.
And here's where I'm gonna give you a shout out, Jeremy.
A few weeks ago you did a workshop
and you talked about adding.
It was, once you add yourself as a coach
to your own account.
And I think that was actually something
I had never thought to do
considering the amount of time I've spent using Khan.
And by doing that I started seeing the same notifications
that the students would see.
You know, here's something your teacher assigned you.
I started getting email notifications.
So you kind of by adding yourself as a coach
to your own learner side of the account,
'cause every account can be a learner and a coach account,
it really kind of helped me understand,
I already kind of knew what they saw
but it really let me, it kind of put it in my face
to see what the students are seeing
when I assign them things.
- Very cool.
So just to recap those three main steps,
it sounds like number one,
just start searching around Khan Academy,
playing the role of a student.
What does it feel like to look at a video?
What does it feel like to do an exercise?
Get some hints.
Once you see one that you're really excited about,
maybe just start by assigning a single assignment at a time
just to sort of dip your toes in the water
and get your students feeling comfortable
and then to really understand what it looks like
from the student lens, come down to your student section,
get your class code, and then under your learner home,
you can find the section called teachers at the very bottom
and add yourself to your own classroom.
You'll now see those notifications that Shalom talked about.
So you understand exactly what it feels like
to be in your students' shoes.
- Yeah, and the other thing too is in this time
that we're in the videos tend to take a little longer.
I would just start at first with the exercises.
Yeah, this is just practical advice
so that you can quickly see, "Oh, is this something
"I'd want my students doing?"
And if it is right at the top of the screen,
if you pick an exercise right now,
can you just pick one and show everybody
how they can assign it to their students
right from the top of the screen?
- Yeah, tell me like a common skill you might be teaching
in your classroom right now, Shalom
if we were back in school.
- Well this time of year, I'm doing some geometry
with my advanced class.
So if you go to seventh grade geometry.
So let's just go to Area of a Circle, second one there.
- So click the practice button.
- So you're in the student view.
The student have to answer seven questions
and you say, "Wait a minute,
"I really like this question up here."
So at the top there's assigned to, all right,
you can assign it to multiple classes,
you can assign it to individual students
as long as it's for one class only.
If you have multiple classes, you're just gonna assign it
to every student in the class.
I prefer to do different questions
or you can also assign the same questions to everybody
different questions the way I go.
And then you can set a due date.
Now this will come up on their learner dashboard.
But this right here will not come up on Google classroom.
That's something teachers, I know you can link your class
to Google classrooms to get your roster into Khan Academy,
but assignments don't automatically go out
to Google classroom.
And I'm hoping that they are working on changing that
in the future.
- Yeah, I'll just mention on that point,
if you ever have feedback for us about something
you'd love to see in the product,
just go right up to your name
in the upper right hand corner,
click the help button and then come to the section called
report a problem and say, "Hey, I've got
"a really great feature idea
"that would make things much, much better."
I'll actually paste this in to the chat section
so you can let us know if you have problems
or ideas you want us to consider.
Okay, so that is sort of getting started
with checking it out.
What are some of the challenges that you anticipate
the teachers will face in the next few weeks, Shalom?
I know we have a lot of things on our shoulders right now,
but if you think about Khan Academy in particular,
where do you see new teachers you run into issues
and how can they sort of preempt those best they can?
- Okay.
My biggest challenge with Khan Academy
has always been getting students
to buy into the growth mindset aspect of it.
You know, it's not just, "Here's five problems,
"do them, great, you got four wrong,
"let's move on to the next topic."
It's really designed to have the kids work
until they show levels of proficiency.
So two things that I make all my students and parents do
at the beginning of the year
is I make them watch the, "You Can Learn Anything Video".
And also there's about a five, six minute or so Ted talk
by Angela Lee Duckworth on grit.
So it's kind of to get them set.
And by the way, she talks about how
she was a seventh grade teacher and how perseverance
and all these things to get students in the mindset
of you're not gonna get everything right.
You're gonna make mistakes along the way
and that it's okay as long as you keep going.
Those are the two things I think that
are the biggest challenges that I've had.
And I've had some tough times,
especially in my earlier years
with parents complaining about
how frustrated their child is.
But since I've started doing that,
I've gotten much better appreciation from the parents
and from the students that struggling is okay.
I always say, "Why is it okay to be terrible
"when you first play an instrument?"
I mean, you don't see somebody pick up the flute
and they're playing it and they sound great.
They sound awful, right?
And why is it not acceptable in math to be bad
at something at first?
So that's my first thing.
Also another challenge is the amount of content
can be overwhelming.
It really, really can.
But thankfully if you click on courses there for me, Jeremy?
Right.
- You got it.
- You will see the courses are aligned
with the common core standards, which by grade.
So if you go down, I'm looking at your screen right now,
first grade, second grade, third grade, fourth grade.
So you can go in there and find the exercises by standard.
There's also a Common Core math which I think is okay.
It's great for high school teachers, but K to eight,
the standards are really well aligned by grade.
So you can, or you can, there's the Common Core math.
It's those grade one, there's 28 unique skills
and 605 questions and so on and so forth.
This is a different view, but I prefer the other view
where you go into the grade itself.
But I know it's overwhelming to see all that information,
but if you narrow it down, find exercises you like,
try them out and assign them to your students
and then just see where it goes from there.
- Great, great advice.
So really sort of start with a little bit of inspiration,
setting the bar high, letting your students know
that you believe in them even when the challenge
is so strong right now.
And then number two, finding the stuff
that really brings them back to that sense of normalcy
of like, "Hey, we would have been covering this right now
"and so we're gotta keep going ahead and not give up."
- Yes.
- Last question before we opened up for more questions
from the audience is if you think a couple of weeks ahead,
the teachers have taken your advice for getting started,
they've made a couple of assignments
and now maybe the pressure is really on
to deliver kind of classroom instruction on a regular basis
and really take the most of tools of Khan Academy.
Are there any more advanced tips or techniques
from your middle school experience that you would recommend
for a middle school educator out there?
- I'm sorry, I was coughing there.
I think that, can you repeat the end of that question
'cause I coughed at the end?
- Oh no, no.
My apologies.
Yeah, just thinking ahead, like I know personally
in my kids' own district here,
there's a lot of discussion right now about going
from peer sort of like keep the lights on day in and day out
to how do we actually have clear plans,
clear structures in place to mimic
as much classroom instruction as possible.
If a teacher is facing that kind of challenge
over the next few weeks or months,
what can they do on Khan Academy to go above and beyond
just one assignment?
What turns it into a system, into a process?
- Okay.
First of all, if this is tough for people
to wrap their heads around, but if you are okay,
if you can get yourself okay with students working
at their own pace, right?
If you have them start to work through a unit,
can you pull up, before the session started,
we talked about the mastery point system.
Okay, so that's kind of small on my screen.
I don't know how it would look on other people's screens,
but-- - There you go.
- Okay, perfect.
Zero points means a student.
So this all has to do with exercise set.
So zero points means either a student has,
I'm trying to point my mouse,
but I'm guessing that either have never started it, no level
or they've attempted it.
If you see the little diamond in the bottom right corner,
that means they've gotten less than 70% on that problem set.
Then if the student gets at least 70%,
they get to 50 points, which is familiar.
And then if they get 100% in that problem set,
they get 80 points and they're proficient, right?
And the last 20 points they can get mastered,
they have to do one of two ways,
either by taking a unit test on Khan Academy
or by answering them correctly
on what's called the mastery challenge.
All right, if you say to the students,
let's go to seventh grade geometry
or seventh grade anything.
- Sure.
- And you asked the students, okay, you know what,
start at the beginning.
By the way, I wouldn't necessarily start with geometry.
It's not the,
let's do negative numbers addition, subtraction here.
Let's use that, and say to the students,
"All right, get started."
All right, if you go down, you're gonna have to scroll
to the, there's the first skill signs of sums.
They're not actually, they're gonna see instead of mastered,
they're gonna see a little blue button there
that says start.
And that's how they can get to the exercise
and then say, okay, go from there to the next one,
adding negative numbers, right?
And the point system that I just discussed
is on the right side there.
Now your account or whoever's account this is,
has already mastered all those.
So it's kind of not the best example
because this person already mastered all these.
But if you have the students start at the first skill
in negative numbers and work their way through
and say, "Listen, I just want you to work 30 minutes a day
"and try to watch videos, do exercises, see how you do."
And you use that point system in the reporting
that you get as well.
And that point system helps you determine
what it is that students need more help with.
- And do you wanna talk very briefly
about these progress reports?
Just because I think that'll help folks really
draw the connection between what the students are seeing
and doing and what the teacher is responding with.
- Okay, so let's go to solving equations and inequalities.
So if you click on that, right?
And you scroll down a little bit.
All right, not started right now, there are eight students
that are not started and that's their names right there.
That's the zero points.
Attempted, there's one student.
Attempted means they got less than 70%.
Familiar, we have no students in that category.
So those are students that have 70%, but less than 100%.
Proficient is a student that did the exercise
and they got all the questions right.
So they got 100%, they moved to proficient
and it looks like Meaghan,
she eventually answered the question correct on a unit test
or did a mastery challenge and she got those last 20 points
and that's where she gets the mastered.
So the point system that I talked about before is related
that's on the student side, what they can see.
This is on the teacher side, what you can see.
So if you ask your students to start on a unit
and just say, "Just go with it, here."
Take whatever minutes a day and go with it.
You'll start getting this report to populate
and you'll see who's getting it and who's not.
And this is what I do in my class during the regular year.
I know it's kind of tough to do that
or to even think about doing that in this time,
but this is actually the most meaningful part
of the website for me
is that students are working at their own pace.
And I tell the kids just 'cause
you're struggling with something
or your friend is struggling with something, but you're not,
why should I give you homework on the same topic every day?
So this might be the perfect test case
for doing something like that.
- Yeah, I mean, it's hard to find silver linings right now,
but if ever there was a moment in American education
when we could actually try to serve each student
where they are, this might be that one with tools like this.
- Listen, ideally I'd be working below grade level
and having my kids work their way up.
But I'm still responsible for grade level assessments
and grades and things like that.
So this is a time where a lot of people
can kind of experiment with, "Hey, you know what?
"I think this is the best way my students can learn
"and let me just try it."
So, yeah.
- Cool.
Well, amazing advice Shalom.
I think you've given folks a lot
to get started with already.
Let's dive into the more specific questions
coming from the audience,
starting with a gray one from Janice.
So Janice is talking a little bit about the experience
that students have of doing these exercises
and she says, "What strategies Shalom,
"have you found effective in getting kids to self-help
"by using those hint resources and going back to rework
"and redo their exercises to improve their understanding?"
One thing I've seen a lot observing middle school students
is kids don't wanna use hint
because it seems like a sign of weakness.
They don't wanna do it again
'cause it seems like, oh maybe they didn't do so well
the first time.
How do you overcome that and get them to help themselves?
- Well, I'll answer it in two ways.
Number one in class I have a rule.
I won't answer your question
unless you've attempted the problem.
And I tell the kids, even if you guessed,
even if it's a multiple choice question
and you guess correctly, then raise your hand.
Say, "Mr lab, I guess this right,
"but can you explain it to me?"
So we are almost kind of forcing that hint now
because we're not right there to help them.
So my whole thing is encourage
and this is where the growth mindset comes in.
This is where it's okay.
Like I always use this example with my students.
My son was eight years old,
taught himself to solve a Rubik's cube and made fun of me
because I couldn't do it.
And then I had to learn how to do it.
I mean, I couldn't let him beat me.
And when I did, it took me a lot longer to learn it
than it took him.
So I used that as a growth mindset lesson.
I didn't give up.
Am I stupid because it took me longer than him?
Maybe.
But I think most people would say, "Wow, you're a person
"who can solve a Rubik's cube now."
And it doesn't matter if it takes you longer
and that's the kind of thing that I think
if you can get your students to understand,
that's why I like those two videos
that you can learn anything and the grit videos
'cause it kind of gets kids in that mindset.
So, great question.
Harder to do than just saying go ahead and do this.
But good luck Janice, right?
- Yeah, all right, great question Janice.
Great response Shalom.
Courtney I think is gonna push us to go back a little bit.
This is important for those
who are just really getting started today.
"What's even required for a middle school students
"to get started with a Khan Academy?
"Is all they need an email?
"How do they even get sort of integrated into the system
"in the first place?"
- Okay, first of all,
if your district has a G-suite or Gmail email handle,
that makes it easy right there because all you need to do
is when you go to, excuse me, when you go to Settings.
Are we in teacher tools?
I'm sorry.
- Yeah, yeah.
- Okay.
- Maybe Sync with Google Classroom?
- Yeah, right there, Sync with Google Classroom.
I didn't know if it was in the teacher setting or the,
and you just,
this account's already synced with her Google class.
This is Meaghan's account, right?
- That's right.
- So hit Sync and now that roster will be in there.
Now if you don't have a Google suite email address
in your district, there's the class code.
Now the students, I always prefer they do things
with their district email address.
But you can send them this class code
and they add themselves to your class.
The one thing I always stress is when students log in,
if it is a Google account,
make sure to log in through Google.
A lot of times people see the login screen
and they see an actual like place to enter a username
and password.
You don't need it if it's a Google account,
you just link it to your Google account.
- And let me actually show what that looks like
from the new user standpoint.
So, you were coming to Khan Academy as a student
and you said start here, said, "Hey, I'm a learner."
Just to be clear, your recommendation is
better to put in a class code than anything else?
Shalom, is that right?
- Well no.
If you're Google I would start right there.
Continue with Google.
- Okay, Continue with Google, cool.
- Do me a favor, click Sarah.
Is it gonna ask for the date of birth anymore?
Is that gonna just?
- Yeah, so I believe it offers that based on the fact
that this person is over 13.
But yeah, you can also do a Google or you can do class code,
which again is pulled straight from your classroom settings.
Okay, great feedback.
- And the age, correct me if I'm wrong,
but the age shouldn't be an issue
if you're using it with a school account.
That's one of the reasons I also recommend
using a school account.
Because I think-- - That's exactly right.
- Okay.
- Okay, great question Courtney.
Thanks for the response from Shalom.
- I hope I answered it.
- (laughs) Gerard from Ocean Township says
"Shalom, where did you get that awesome headset?"
- Oh, (laughs) Gerard is messing with me.
Gerard is my supervisor.
So, (laughs)
- You better be on your best behavior.
- This is my session of pilot headset.
That's pretty funny, Gerard.
I give you prompts for asking that question. (laughs)
- Cool.
I think we're all in the market for headsets,
all of us that in.
So definitely if you have a recommendation Shalom,
let us know.
So Belinda has a really good question, which is,
"Okay, we've talked a lot about the technology,
"but what about the teacher-student interaction piece?
"How would you recommend giving feedback to students
"once you start getting these progress reports?"
- Okay, first of all, in terms of feedback,
the students are getting immediate feedback
if they answer a question right or wrong.
Yes, the hints are not the most exciting for them
to look at.
But it is instant feedback
and I've been doing it for years
and I try to get my students, "Read the hints, please
"and then ask me the question."
And sometimes they wear you down.
Sometimes they ask me a question,
and I don't even ask them, "Did you look at the hints yet?"
Some exercises, I don't necessarily love the hints.
I think that not that they're wrong.
I just don't think that they're the most simplified way
of showing things.
So it's the feedback in the classroom
is I can use that data to kind of pick a group of students,
"Wow, these seven kids are struggling with this skill.
"Let me work with them."
Use that to maybe do a Zoom conference
with a small group of kids.
I bought myself this right here.
It's a little tablet that I can use to write
and I make Sal Khan style videos myself
as kids ask me questions.
You can make those if you look at,
there's a certain report you can look at
and see how many students in the class
answered it correctly or incorrectly.
And Khan actually puts it in order from the most difficult
to the, I'm sorry, the one that's most frequently wrong
to the ones that have been easiest.
So if you, let's pull that up real quick.
So if you see a problem, you're like,
"Wow, a lot of kids are getting this wrong,"
and you wanna do a quick video for it in this,
in class you would obviously do it.
Here's a question only three students
were presented with a question seven.
Two of the students got it wrong,
one student got it right.
My favorite part is to the right.
It shows you what answers were chosen.
And by the way, this is a multiple choice question.
If you can find one that is not multiple choice,
I think everything in this set is multiple choice.
But you can, even if the question is not multiple choice,
it will tell you what students typed in as their answer.
So this kind of information is fantastic and you can use it,
as you please.
Now in the setting that we're in, remote learning,
it's not gonna be easy and you have to find your way
of conveying that to your students,
whether it be videos or webinar, chat style things,
video chats I should say.
But the information is there
to help you make those decisions.
And that's the beauty.
That's what I love about Khan Academy the most.
It really helps me.
By the way, I have to give a shout out
to my co-teacher, Suzy
'cause Gerard got mentioned, so.
(Jeremy laughs) (Shalom laughs)
- (mumbles) far and wide.
(Shalom laughs)
Yeah, no, I think you just nailed it though.
I want to echo that last sentiment
which is I think a lot of teachers will look at Khan Academy
and say "Ah, this is just trying to replace the teacher
"somehow just like my classroom on autopilot."
You couldn't be farther from the truth
because really isn't the tool
and the teachers who are using it the best
are the ones who are using it to drive their own teaching,
to get more information to serve their students better?
- And if there's something I want everybody to know is,
and I've given presentations about Khan Academy
and how to use it.
And one of the things I always say to people when I present
is don't necessarily use it the way I do, okay?
Take what I do and make it your own.
Here's how I do it.
I'm not saying it's right.
By the way I'm not saying I've got it figured out
'cause there's changes I make with Suzy by the way.
Suzy and I are big Khan Academy users.
We get together and talk all the time.
"I liked how we did this, maybe we should do that instead."
So make it your own, make it something that you can use
the information on there to help you be a better teacher.
It is not there to teach your students for you.
Now the videos in a time like this,
yeah, they might be there to teach your students
because you can't be there 24/7.
And it's great to be able to rewind and pause.
And Sal Khan in one of his Ted talks talks about
how his cousin said they like him better in his videos
than in person.
And he kind of said, once you get past the backended nature
of that comment, he goes, "They don't feel like
"they're bothering the video of me
"because they can pause, they can rewind,
"they can do things."
So it is just another tool.
For me, the way I use it, you hear me,
I talk about the exercises and I want it to be
that the students use the exercises.
So you use the exercise data to decide
what it is my students need.
- Cool, and then let me actually ask you
one final question here Shalom before we wrap.
Tying into this question of like looking
at students' scores, figuring what they need,
I know that a lot of the pressure's off for this year
in terms of state assessments,
but if we wanna continue to use assessments
just to keep track of how students are doing,
are there any recommendations you have?
This is a question from Kelly by the way,
to use Khan Academy to inform the assessments you're doing?
- We talked about this before.
I don't have a great answer to that
because the Khan Academy assessments are really not,
to me they're not summative assessments.
They're formative.
So I look at it not as like,
"Okay, here's a onetime assessment
"and let's see what the kids know."
I look at it more as an ongoing set of data for me.
We're working on negative numbers, addition and subtraction
and oh, by the way, a bunch of my kids are struggling
with absolute value to find distance.
It happens all the time,
that's a very difficult skill, right?
So I use it on an ongoing basis
to make formative assessment decisions as I teach.
I don't really think that it is a good assessment tool.
Not that it's a bad, but it's not necessarily designed
to be an assessment tool that like at the end of
or middle of the year, let's give the kids this,
okay, now I know what they need to,
let's focus more on this or that.
It's more of an ongoing assessment tool,
if that makes sense.
- Absolutely 'cause students are constantly getting feedback
on how they're doing.
You're receiving those same reports on your side.
Use that to empower your students,
empower you as an educator, not to be the final word about
how your students did.
Speaking of final words, any final words of wisdom, Shalom
as American educators head out for another big week
of preparation next week?
- Other than, don't be jealous of the headset.
Understand that, I know you're frustrated right now
and I know the last thing you need is somebody saying,
"Hey, you should use this.
"Hey, you should use that."
Every website out there is like,
"Yeah, we're giving this for free now
"and this is for free," right?
But they're gonna go and when this is all said and done,
they're gonna go and say, "Hey, remember that thing
"we gave you for free?
"It's gonna go away now.
"Your district or you're gonna have to pay for it."
And it's gimmicky.
Khan Academy, if there's one thing about it,
it is not a gimmick.
It is based on research, mastery-based learning
I think is the way to,
it's the way we learn everything.
We learn how to ride a bike,
we learn how to play an instrument,
we learn how to do everything by practicing
until we're good at it.
And this is the kind of thing that I know it's hard to think
of like, "Oh my God, I'm gonna dive into something now."
But if you do, you're going to see the benefits of it
and you might not use it anything like I do,
it might be completely different for you, all right?
I don't expect people to do it the way I do it.
But dive into it like I said, give the kids a few exercises,
see where the data takes you, see where the information
you get takes you.
So I wish everybody good luck
and make sure to join the teachers' page.
I don't know if I said that before on Facebook.
Khan Academy teachers' page or Teach with Khan.
There's a lot of ambassadors
and just otherwise experienced Khan Academy teachers
on there that are gonna,
they're happy to answer your questions
because they've been in the same position as you.
They've been at the point
where they didn't understand something.
So go on there, ask some questions.
- That's amazing.
I will include that in the chat section.
As mentioned before, if we didn't get
to your question today, my apologies.
Please just submit it right here,
which I've shared through the chat line to get help
within a few hours from our amazing customer support team.
And then finally, a huge shout out to Shalom
for sharing his expertise today.
I know it's a lot on our shoulders at the moment,
but I feel like you've ease our burden a little bit
and given us reason to be confident about the future.
So thank you, Shalom.
- Thank you for having me and good luck everybody.
- Have a great one everyone.