Chitty Chats with Stacy

Meagan Baldwin: Welcome

Stacy Nation: back friends.

I am so excited today to be with
my dear friend Megan Baldwin.

I feel very honored to
call you a dear friend.

Uh, we have not been in each
other's lives very long.

No, we haven't.

What is so cool about this journey
in all this work that we do is when

you meet humans, you connect in a
way that is deeper really quickly.

And I love that about our story.

And so Megan and I met at the
Trauma-Informed Educator Network,

uh, conference a year ago

Meagan Baldwin: almost.

Yeah.

Well, yeah, next week, like almost a year.

Yeah.

Yeah, right

Stacy Nation: at a year ago,
and I think our connection is

based on our Western living.

Uh, Megan lives in Kansas
and I am Wyoming, Colorado.

And I think most of the people at
the conference are like, what are

those states where, where you, we
don't understand like we fly, right?

Do we need to

Meagan Baldwin: put up a map?

Maybe we need to put up a map.

Yeah, I think

Stacy Nation: so.

And so, uh, I do think that's
just a piece where we just get.

Culturally each other a little bit
differently than everybody else around us.

And so, um, there's a million reasons
I'm drawn to you, but I'm gonna let

you introduce yourself and let us
know a little bit about who you are,

what you do, all the good stuff,
and then we'll, we'll chitty chat.

Meagan Baldwin: Sure.

So, um, I am a mom and, uh, two, uh, two
20 somethings now the youngest just turned

20 about a week ago, so that's exciting.

Yeah.

Um, I'm a long time public
educator, so I've been in public

education like 25 plus years.

Um.

I taught general Ed and then I taught
special ed, and then I found myself

kind of in a interesting spot of,
of, uh, creating a space for, um,

where our kids and our adults could
and my school could come to regulate.

And so that was my past five years.

Um, I was with a very large school
district for 18 years and I decided

to make a change, so I resigned
that position and then moving on to

a smaller school, school district.

So I'm excited about that.

So that's my main gig.

That's the gig that pays the bills.

But my passionate gig is that I am a
Bala Vis X, um, practitioner and trainer.

So those of of us that
don't know what Bala Vis X.

So it start, it stands for balance,
auditory vision exercises, and

it's a, um, series of exercises
that have been a long time in

creating probably close to 30 years.

Bill Hubert started
working on those exercises.

And we use sandbags and racket balls
and we, um, we have patterned repetitive

rhythmic movement that, you know,
some of the exercises or some of them

that we started with 30 years ago.

But it's always changing
and always evolving.

We're always learning something new
and always trying something new.

It's classroom friendly.

It's school friendly.

Um.

And yeah, that's where like, that's where
my energy lies when I, when I get into

a gym with, you know, 30 people and we
spend two days together and by the end of

two days we're all in sync and, um, our
bodies are all moving at the same speed.

And our nervous systems kind
of attune and intertwined.

That's where my real love falls.

Yeah,

Stacy Nation: so this
is a hundred percent.

One of the reasons I fell in love
with you is because you are doing this

work in a public education system.

You're realizing that the
structure of what we've always

done in education doesn't work.

For all people.

Right.

And that Exactly.

And that we have to teach
from a nervous system level.

And one of the questions I get
consistently from my audience and

from the educators that I train and
I talk about nervous system, is like,

how do we do that in the classroom?

What do we do?

Do we have time for this?

How do you in implement it and your work?

Is the answer, like it's one of

Meagan Baldwin: the answers, right?

It's one of the answers yes.

Yeah.

So just speak a little bit

Stacy Nation: to that because,
um, you have this beautiful way of

articulating how pattern repetitive
activities really belong in an

Meagan Baldwin: educational setting.

Right.

So, um, it's kind of interesting because
like Bella, his ex, when it was first

created, when Bill first started working
on it, he had two major backgrounds

and one background was, he was a first
grade teacher at the time, and his

other background was in martial arts.

And so he took kind of the, the structure
of martial arts and he was trying to

figure out, okay, like, how can I provide.

Movement at that point.

How can I provide movement to my students?

And he started thinking about it.

And what he did was he did
some observations and he

looked at his students.

And the students who were struggling
academically were also the students who

could not like, um, walk on a balance
beam or they couldn't stand on one

foot, or they couldn't like, stand on a
chair and jump off and land on two feet.

He found that those were
the same kinds of students.

And you know, 30 years ago
we weren't talking about.

Brain science.

We, and we weren't talking about nervous
systems, but what he was really trying

to do is he was trying to create that.

He was trying to create more
physicality in these kids so

that they could function in life.

And now fast forward 30 years,
now we have the brain science and

the neuroscience to go with that.

That says pattern, repetitive
rhythmic movement helps to calm the

limbic system or it helps to, um.

Calm that stress response system.

So that's kind of the, the lens.

We've been looking at it now through about
the, oh, about 10 to five to 10 years is

kind of where we've been going with that.

So in a classroom we have, you can use
sandbags, you can use racket balls.

We always try to get a midline
cross, whether it's front

to back or side to side.

We, um, provide, um.

A way to move our feet
and our hands together.

We can do that indu individually.

We can do it in partners, we
can do it in small groups.

And the, what people have to realize
is that bowel Vis X is not based

on having internal rhythm yourself.

It's not based on being athletic.

It is based on.

Precise physical technique.

And once you learn the technique, then
the rhythm comes from the technique.

And the technique is simple
enough that anyone can learn it.

So it makes vis X very accessible
to classrooms because, you know,

within two days of training we can
get those techniques, but then you

can take those simple techniques and.

And the very simple ones, teach them
to volunteers or to paraprofessionals

or to any other adults that you
have in your classroom or in

an elementary school setting.

You might teach them to the older kids and
the older kids work with the younger kids.

It's just one of those things that
is super accessible to everyone.

So,

Stacy Nation: lemme ask this question
because I think it comes up a lot.

Is this a strategy or a technique you
use with kids when they're regulated?

When they're dysregulated, if they're
having a meltdown, do you say, Hey,

grab a beanbag If they're, you know,
their stress responses, I always say

your stress response system's like
a rubber band, the more stressed

you are, the more stretched you are.

Where do you use this?

In the stretching of the rubber bands?

Meagan Baldwin: Right.

I think that varies from kid to kid and
human to human 'cause what we have to

realize is that every, we all have our own
individual recipes for what regulates us.

And so you have to know your
kids and you have to know the

people that you're working with.

Um, it can be used if you're kind of
on that edge of meltdown stage, and you

can still communicate with the, with
the person that you're working with.

If you're to the point where your
communication is gone, then this

isn't a time to use blab biz X.

But we, um, it's really nice when we,
I like to, I spent a lot of my career

in the past 10 years or so, being very
reactive in a, in a school setting, like

we were always reacting to behavior.

And in Bevis X is something that
we can use on the front end.

We can use it as a strategy to
prevent dis to prevent dysregulation.

Stacy Nation: Yeah.

Love that.

So one of the strategies that you've
used is you have a room, and I want

you to talk, we do about your room

Meagan Baldwin: if you're We did, yeah,
we called it the reset and return room.

Yep.

Okay.

Tell us all that.

Um, boy, it was, that was a long journey.

Like that was five years.

We, there, you know, there's hundreds
of things we tried that didn't work

and then there's, you know, dozens
of things we tried that did work.

But we set that room up in the idea of
Bruce Perry's regulate relate reason.

So, um.

Students would come in, let's just say we
had, um, a, an an issue of dysregulation

where we weren't able to catch it in
time and the student became dysregulated.

So then they would come into the
room and um, if it's somebody we

had seen before, they already knew
that we already knew the tools.

'cause we had, they had explored
and they had tried and they had to

decide which of these work for me.

Is it the rocking chair?

Is it the swing, is it the
tent, is it the crash pen?

Um, so we had already kind of
made up that recipe for them.

I always liked them to get some
kind of large body moat regulation.

Whether it's walking or rocking or
swinging, something like that before

we move into kind of a fine motor
regulation, which is where they would,

um, they would like get something for
their fine motor, whether it's coloring

or, um, using fidgets or whatever.

So that was the regulation part of that.

Also, remembering that we
never left a child alone.

We were always there for
co-regulation, and sometimes that

meant sitting with the child.

Sometimes that meant backing off it just.

We had to always figure that out.

Again, individual kids, it takes a lot
of work and it takes a lot of time,

but in the end, you'll get the payoff.

Yeah.

And then so then we would move after
the child was regulated, then we

would move to the reason or the.

The, um, relate stage, that stage,
we would move them to a, like a

small table where we had games or
maybe we were coloring together.

That's where we reestablished
our communication between

the adult and the child.

Are we ready to problem solve this?

And then we would get to the reason stage,
and we would then be able to problem

solve what happened, who was affected, and
what do we need to do to make it right.

So that's just one example.

We also had kids in, sometimes adults
that took regular scheduled breaks.

So again, trying to get
ahead of that behavior.

Like if we know that, you know, we
have a kiddo who regularly becomes, you

know, has struggles from 10 15 to 10 25
because that's the beginning of math.

Well then how about we get ahead of
that from at 10 10, and then we can

come regulate and then we can slide
you in kind of after that transition

piece has already taken place.

Love

Stacy Nation: that.

There's so many parts of this
that are fascinating to me.

I am sure you have experienced
this as well, so I'm just gonna

ask for your beautiful insight.

How often do you think about emotional
regulation during a workday at a school?

Meagan Baldwin: Oh, like.

Every 30 seconds.

Yeah, like every time you have an inter,
these days, every time you have an

interaction or you hear an interaction,
you are thinking about what is the

state of that person's nervous system,
whether it is a child or an adult.

And then after you think about
these things for a while and you

start to notice, like that's the
biggest thing, I think people

start to notice the states of.

Of other people's nervous systems.

Then you start to predict it, and
then you start to problem solve

in your head, okay, what can I do?

Or what needs to happen?

You know, so that this adult can get what
they need and this child can get what

they need so that we don't damage, further
damage any relationships that we have.

Like that's my, that's something
that always kicks into me

is what do we need to know?

Do in this moment to perver preserve
the integrity of the relationship

between either these two adults or
these two children, or the children

and the child and the adult.

As you do this work, you start
to think about those things as

you notice the regulation or
emotional states of other people.

Stacy Nation: Yeah.

Love that.

So we're gonna have lots of members
in our audience, some that are

gonna be doing this work like you
and I have been doing this work

for decades for a very long time.

Others who are just very at
the beginning of this journey.

And so one of the questions I
get a lot from people at the

beginning of the journey is.

How in the world does
this impact learning?

Like I, my job as an educator is to
teach, I'm here play, I'm out here to

parent, I'm out here to do all this.

So talk to me in your own words.

Mm-Hmm.

Expert, expert, public educator.

Sure.

About how this sort of work regulation,
emotional regulation, understanding

those emotional dynamics really
does impact the academic component

Meagan Baldwin: that education.

I think the first thing I have to do
before, and I will answer that question,

but the first thing I have to do is I
have to recognize our public educators.

Mm-Hmm.

And I have to recognize that the past
three years have been like nothing

we have ever, um, experienced before.

And I also want to recognize that.

We as educators are often, the system
has conditioned us in a way that

if we can just do things faster, if
we can give them more content in a

faster way to increase academics, that
that is going to solve our problems.

And that's a systematic issue.

And I mean, I've talked to educators
from all over the country and I

often get this very sort of similar
thing, like, when am I going to

have time to deal with regulation?

Well, here's the deal, is that, you
know, if our, if our cortex, if we,

our core learning takes place in
our cortex, which is the, you know,

highest level of our brain, and.

The rest of our brain has to
be regulated and opened up

in order for us to get there.

And if we're not, if our, if, if we
can't get to the cortex, we can talk

and teach those kids all day long
and they're not going to get it.

And, and unfortunately what that often
end that often ends up is we end up with

educators who are being blamed and shamed.

For their kids not getting the
academic content, when in fact it's

the fact we need to spend time in
that regulation piece in order to get

to the cortex, which is where all of
our academic learning takes place.

And that's where we have to be able to
get there in order to be able to stick.

If we are not in a regulated state and
we can't get to our cortex, whatever

we're getting them is not going to
stick, and then that frustrates us,

and then that's, that's hard on us.

Stacy Nation: Just a cycle.

Mm-Hmm.

So there's so much, there's
so much in what you're saying

that's important to unpack.

You know, I think educators are heroes
and you just keep showing up because

Meagan Baldwin: you love We do.

You're under,

Stacy Nation: you're exhausted.

Many of you are working in
environments that are not supported.

And I just, I love that you're honoring
that, and I wanna acknowledge that

as well, because you are heroes.

And Megan, I've had the privilege
of knowing over the last year and

knowing how brutal it is, like.

You have brutal

Meagan Baldwin: days, right?

It brutal, brutal days.

Brutal.

It can be very brutal.

And it's,

Stacy Nation: and and I think that's such
an important piece of this conversation

because while we're here, because we
love kids and we wanna do right by kids,

this is also really important for adults.

Meagan Baldwin: Mm-Hmm.

Very much so.

Stacy Nation: Part of what's happened
over the last three years is it's

hard for us to get into our cortex.

Mm-Hmm.

Because we're not regulated.

Are you seeing that with your colleagues,
with the, the educators you talk across,

you know, with across the United States?

Meagan Baldwin: Oh yeah.

Absolutely.

Absolutely.

Um, you know, this is the first year that
I've heard, you know, from colleagues

who might, you know, they might come down
and say, you know what, Meg, like, I've

never, I've never said that to kids ever.

Or, um, we're also finding a lot
of, not only are our educators.

Struggling, but our educators,
like wider families and

support systems are struggling.

Hmm.

So, you know, it might be that
like our educators used, I mean

they might have a little bit of,
you know, disruption in like their

immediate family, but they would
often have these wide support systems.

They might have aunts or uncles
or friends, and it just seems

like those wider net support
systems are also struggling.

Yeah.

Stacy Nation: Yeah.

Dysregulation regulation.

It's very systemic.

Meagan Baldwin: It is.

It absolutely is.

And it's very, and

Stacy Nation: absolutely is.

It's, I I say a lot of things like, you
know, what's regulating turn off the news?

Meagan Baldwin: Mm-Hmm.

Right.

Mm-Hmm.

And I

Stacy Nation: mention that because
it's, we are impacted by so much of

the information that we're getting
all the time, and it does impact

these systems in these communities.

So as you are thinking
about your journey of.

20 plus years in public education
with this twist of really

understanding regulation, really
supporting kids and families,

really supporting your colleagues.

What are like the top three things
you wish every person you like?

If you could share anything
that you've learned, what is it?

What is

Meagan Baldwin: the top?

Anything that I've learned?

Okay, so number one, that's big.

Question number one might not be super
popular, but I'm gonna go with it anyway.

Um.

So number one is, uh, for educators
in general is that you have to know

that you cannot self-care yourself
out of these systematic things that

are going on in our education system.

Like where you are not going to self-care.

You are not going to self-care your
way out of the constant assessment

protocols that keep coming your way.

It's just.

It's not going to happen.

So,

Stacy Nation: so a yoga class a week

Meagan Baldwin: walking, right.

Work.

Right, exactly.

You're

Stacy Nation: exercising, getting the
product that is not going to solve the

systemic issues of what we're doing.

Got it.

Correct.

I correct.

Maybe unpopular, but a very

Meagan Baldwin: important thing to say.

I know.

Like, oh man.

Super unpopular.

Okay, so then, um.

Number two would be, um, doing some real
work on your, your states, your nervous

system, and really knowing what your
triggers are, because we all have them.

Like, what are those things that
just send you over the edge?

And it doesn't matter how small they are.

Like for me it's, um, people leaving
random pieces of paper on my desk.

Like, don't leave me a
note, just send me an email.

Love it.

Like that's my thing.

Like just don't do that anymore.

Um, so understanding your nervous system.

What are your triggers and what are the
things if you feel you like, what are

the sensations in your body that kick in?

And then also being able
to say, you know what?

Right now I can't do this.

I can't, I cannot.

There's, I don't have, what's my
regulated, my, my system can't regulate

with yours right now, and so I need to
step out and have somebody step back in.

So that's kind of a combo.

Number two, like knowing your limits.

Yeah, know your limits, know
what regulates yourself.

Stacy Nation: I think I just wanna
say a couple points about that.

I find.

The more we take PE adults down the
journey of what's regulating Mm-Hmm.

Meagan Baldwin: You're

Stacy Nation: naturally
doing it in their life.

Right.

I always give the
example, I'm in the army.

When I went into the army, I have
to sleep in all these weird places.

I need a heavy blanket to sleep.

Now I take my blanket with me to the army.

Mm-Hmm.

People are, are you bringing your blankie?

Yes.

I'm a grown woman with my blankie.

Like, I didn't need that.

Right.

Like that is a regulation thing.

Right.

I live part-time in Wyoming.

It's super windy.

In order for me to be happy here, I
need a water feature of some sort.

Mm-Hmm.

Like it has to offset.

So once you know what it is that
really provides that safety connection,

regulation, you just increase it, right?

We dose it differently at
different times in our life.

I love, love, love that and mm-hmm.

It's super easy to get curious about.

Like

Meagan Baldwin: to me, this
is the, it's one of the

Stacy Nation: cheapest, I always,
I always ask educators, how many of

you spend money on bulletin boards?

And they all raise their hand, right?

And I'm like, regulation's
actually cheaper.

Like when you learn what is is that
you need, whether it's different

smells, different lighting, right?

Work.

Like it really makes sense.

So I love that you're saying that.

And I really love that you're
giving people permission to say, I

don't have the capacity to do this.

Right?

Mm-Hmm mm-Hmm.

Meagan Baldwin: It doesn't mean
I don't have the capacity ever.

Right.

It means I don't have
the capacity right now.

Yes.

Yes.

Okay.

Stacy Nation: I just
had to acknowledge that.

So, okay.

I can't wait

Meagan Baldwin: to hear.

Awesome.

All right, so then number three, and this
was one that I had never really thought

about before, but once it was pointed
out to me, it became very, very helpful.

So.

Creating for yourself some kind
of ritual from transitioning from

your workday to your home life?

Um, I, what I used to think
mine was, was my drive home.

I make a commute every day of about
40 minutes, and I used to think

that that was my rich, my ritual.

My ritual.

That is not my ritual.

Well, I mean, I still do it every day,
but my ritual is, is when I walk in

the house, I have to wash my hands.

Oh, that like, is the transition
from being at work to being at home

and like, I thought to myself, well,
when my kids were babies, that's just

what I did like for their health.

Mm-Hmm.

But now that I think about it, and I,
I tested it a couple of times, like,

is that really a regulation strategy?

And it absolutely is.

Because if I walk into this
house and somebody needs me

for something like instantly.

My nervous system just starts to get
kind of itchy and kind of like prickly,

and I'm just like, whoa, hold on.

I gotta go wash my hands.

And then once I wash my hands, then
I can make that transition and I can

take on you like whatever is next.

So that would be my third number
one, my, my number three thing.

I love that.

Stacy Nation: And there's
something about the washing of

like, I'm washing away this piece.

Mm-Hmm.

Present and ready for what
this piece needs to give me.

Right?

Such, such good stuff in there.

Megan, I appreciate you
for so many reasons.

Um, one of my favorite things about you
is your authenticity and your candor.

You have the ability to make humans
feel safe and you genuinely show up and

you're one of the funniest people I know.

And so.

We, I really wanna say that because
there's a few things that come together.

Um, I always tell people we
don't feel safe with people

until we play with people.

Mm-Hmm.

And you are a player,
like in the best ways.

You love to play and you create
that safety and you just model this

in a way that is super helpful.

And I'm really excited about your
new adventure because you're gonna

be in an, in a setting where.

Administratively, all of
this stuff is built in,

Meagan Baldwin: right?

Yes, yes.

I'm super excited about that.

I'm making a transition into a
smaller elementary school, um, with a

principal who I've known for some time.

And, um, the culture, like the
building, the culture of the folks

that work in that building, um.

It is just, it's amazing.

Like when I officially announced that
I was coming their way, I, I got text

messages from these people that I don't
even know for probably two weeks straight,

just like welcoming me to the building.

Um, and I think that that is going
to be a very refreshing start.

Um.

I'm gonna be doing much the same kind
of work, but kind of building from

zero as far as, you know, getting
like a reset and return room together.

Um, I think I'm gonna have a lot
more time to like work with teachers

also as far as regulating their
nervous systems and helping to

figure out like what's regulating
to the kids in their classrooms.

So I'm super excited about that.

I love

Stacy Nation: that.

And I mentioned that for a couple reasons.

One, they're gonna be educators
that listen to this, who

feel like they're an island.

Meagan Baldwin: Yeah, that's hard and

Stacy Nation: it is hard and.

There's a couple things to that.

One, you're not alone.

There's a, there's tens of
thousands of people on this journey.

Mm-Hmm.

They may not just be in your school.

Right.

Right.

What's part of a wonderful community?

The Trauma-Informed
Educators Network community.

We've gone to several conferences
where we've been able to connect

and meet and know that there
are other people out there.

So that's one thing I would say.

Just know you're not alone.

Two, if you feel alone in your
school, continue to be the pioneer.

Mm-Hmm.

Right.

Yeah.

Talk about that.

What's it like to be a pioneer
doing this work when you feel alone?

Because I

Meagan Baldwin: imagine
you've had that experience.

Yeah, absolutely.

Absolutely.

Sometimes there were days where I just
felt like I was like the lone ship.

Um, what's it like?

Well, it feels lonely sometimes.

Um, but on that, how should
I best describe this?

Um.

Okay, so if the adults in
your building are struggling,

take a look at your students.

Because you, there will be students
who you use these strategies

with that will start to respond.

Mm-Hmm.

And if you're the adults can't
be your people, maybe your

students can be your people.

Hmm.

So that would be one thing.

And then once the students start
to respond, you can start to point

that out to the adults and you're
gonna find one person, like you're

gonna find at least one person who is
curious and that's all they need to be.

Yeah, they just need to
start with the curiosity.

Love that.

And it only, you know, two
people makes a meeting, right?

And two people makes a committee.

It only takes two.

So you're, you're such

Stacy Nation: an educator,

Meagan Baldwin: right?

Yeah.

Two, that's all you gotta got.

That's all you gotta have.

Stacy Nation: And committees.

Committees, everything
happens in committees.

I just think the power of
modeling is super important.

Meagan Baldwin: Yes.

And so,

Stacy Nation: absolutely.

We often say when you know
better, you do better.

Yes.

And when you know this information about
nervous system stuff, you can't unknow it.

Meagan Baldwin: Right.

Exactly.

Can never unknow it.

Exactly.

And even, and then you have to, then
you have to work to create that,

that, that feeling of safety so that
you can collaborate with each other.

Like one, like I had folks in my building
who were, they were at the level of

curious, and you would hear them talking
with students, and so you would start

to hear just little bits of like, eh.

You know, a restorative conversation,
you might just, you might just hear

like one or two words and, okay, well
those are one or two words that they're

using now that they weren't before.

Love that.

And then they'll start
to show up at your door.

And they'll be like, oh.

And sometimes they'll just
come to talk and that is what

creates that level of safety.

And then when they have something big that
comes up, then you have that relationship

and then you can kind of problem solve
that and work, work that out together.

I had a couple of folks in my
building that, oh man, they

were working really hard.

I mean, and over the years they
just learned, you know, so much.

But they'd still come and go,
you know what, Meg, I have

no idea what to do with this.

And then, but then we would be able
to, and I sometimes I would say,

well, I don't know either, but I.

Like, let's come up with first do no harm.

Let's figure that out.

Like we're not gonna do any
more harm, but what can we do?

Love that.

Stacy Nation: And that's just it.

I don't think you have to know everything

Meagan Baldwin: to No.

You're never gonna know everything.

No.

And.

Stacy Nation: Humans show
up with all sorts of wild

Meagan Baldwin: and crazy stories.

Right.

Which is, you know, one of those
systematic pieces that we're not great

at in public public education is thinking
about each student, student individually.

We very, very much want them all to
learn to read from the one curriculum.

Like wouldn't just how much easier
that would be, you know, if I just

gave everybody the same curriculum
and we taught it and they learned it.

Stacy Nation: Yeah.

Well, and that brings me to
where we're at right now.

I mean, part of the reason for doing
this series is I know a lot of humans

who are all speaking the same language.

Mm-Hmm.

And you all deliver it

Meagan Baldwin: differently.

Yes.

And we

Stacy Nation: need everyone.

I.

Using their voice, right?

Yes.

Every single person adds
value to this conversation.

Mm-Hmm.

And we do it in different ways.

I know you and I come
from rural ish areas.

We do.

And we have colleagues
in very urban cities.

Mm-Hmm.

And we see the world very
differently and very similarly.

Yes.

All are important.

And so I so appreciate your time today.

Do you have any last Thank you.

Thoughts?

You wanna leave our audience?

Um, it's okay if you don't, but I wanted
to just give me the opportunity if

Meagan Baldwin: you do.

I would just reiterate
that piece of if you ha.

Start to be curious.

Mm-Hmm.

If you have to start somewhere,
just start with curiosity and, um,

you know, do some poking around
and see if you can gra you can find

one thing that you're super curious
about, and then just go from there.

Start with curiosity.

Stacy Nation: Love it.

I often tell most of the people
in my life, curiosity is one of

the best strategies you can have.

Curiosity in any relationship in
your marriage, in your relationship

with your children, with educators
and students like curiosity's huge.

And if we come from a curious place,
then we usually land where we need to.

So how do people find you?

Meg,

Meagan Baldwin: um, yeah, so
you can find me on social media.

You can find me on Facebook.

So I am, um, my personal page is
just Megan Baldwin and my, uh, Bavis

group is Heartland Ba, B-A-V-X-L-L-C.

You can find me there.

Um, you can also find the web, my website,
which is ww do www heartland BAV x.com.

And from there you can find me on
Instagram or Twitter or uh, email.

Email is good.

Um, text message.

I will also often answer a
phone call, so do not leave her

Stacy Nation: a note.

Give her

Meagan Baldwin: a note.

Yeah.

Please don't leave anything on.

Well, okay.

If you wanna send snail mail, that's
fine, but like, don't leave me stuff

sticking in places, but I'm just,
especially if you're gonna leave it there.

Make sure I know who left it.

Oh

Stacy Nation: my gosh.

I love this so much.

Thank you for your time today.

Meagan Baldwin: You know?

I know.

You're welcome.

Thanks for having me.

It was fun.

I deeply appreciate

Stacy Nation: your time.

I love, love, love you so much.

I'm so excited for what the
universe is bringing to you.

Mm-Hmm, me too.

And your gifts.

I'm just glad I get to share your gifts
because they're really important, Megan.

So thanks for your time.

You're welcome.

Bye.