About Brent Mattix
Brent Mattix is the current activities director for Roseville High School, in Roseville, California. He had the honour of attending Roseville High School as a student (Class of 1992). His two sons are graduates of RHS and his daughter is a junior. Brent Mattix began coaching in 1994 and has coached over 50 teams, from varsity football to t-ball. He has coached football, wrestling, water polo, soccer, basketball, baseball, flag football, and is the current track and field coach for the high school.
Mr. Mattix began teaching in 1999 and has taught English, speech and debate, positive power, leadership, and student government. He has served as a class advisor, club advisor, smaller learning communities program coordinator, and link crew coordinator.
For nine years, Brent Mattix was an administrator, working as an assistant principal at Granite Bay High School for seven years and principal for two years at Thomas Jefferson Elementary School.
Driven to make a positive difference, Mr. Mattix loves working in the community in which he grew up. In addition to teaching, Mr. Mattix is also a scoutmaster, magician, and pyro-technician.
In his free time, Mattix is passionate about spending time with family and friends in the outdoors via camping, hiking, cycling, canoeing, backpacking, and rock climbing.
Connect with Brent: Email
Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.
Seven Habits of Highly Effective People (Workshop)
Seven Habits of Highly Effective Teens (Book)
Phil Boyte (Learning For Living Program)
**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.
Sam Demma (00:00):
Welcome back to another episode of the high-performing educator podcast. This is your host and youth speaker Sam Demma. Today’s guest is Brent Mattix. He is the current activities director for Roseville high school in Roseville, California. He had the honour of attending Roseville high school as a student in the class of 1992. And his two sons are graduates of R H S and his daughter is now a junior.
Sam Demma (01:04):
Brent began coaching in 1994 and has coached over 50 teams from varsity football to T-ball. He has coached football, wrestling, water, polo, soccer, basketball, baseball, flag football, and is currently track and field coach for the high school. Mr. Mattix began teaching in 1999 and has taught English speech and debate positive power leadership and student government. He has served as a class advisor club advisor, smaller learning communities, program coordinator, and link crew coordinator for nine years. Brent was an administrator working as an assistant principal at granite bay high school for seven years and principal for two years at Thomas Jefferson elementary school, driven to make a positive difference. Mr. Maddox loves working in the community in which he grew up. In addition to teaching, he is a scout master magician and pyro technician in his free time. Brent is passionate about spending time with family and friends in the outdoors via camping, hiking, cycling, canoeing, backpacking, and rock climbing. I hope this bio does an awesome job of encapsulating everything that is Brent Mattix. He is a phenomenal person and educator. I had such an amazing time speaking with him on the podcast, enjoy our conversation, and I will see you on the other side, Brent, welcome to the high-performing educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about your story and what brought you to where you are in education today?
Brent Mattix (02:46):
Sure. My name is Brent Mattix activities director at Roseville high school in Roseville, California saved by the bell. Love it. There we go. We get long bells here. So I actually had the pleasure of attending the high school in which I teach, which was outstanding. So I’m class of 1992. I also, some of my backstory is I got kicked out of Roosevelt high school my senior year. So February 21st was my last day of my senior year. I pulled a prank. I was the top student in the school and suffer the consequences. So I guess the only way I was coming back was via education. And so I started coaching at Roseville when I was 20. And then in the interim, I was working on my teaching credential and came back to Roseville high school as an English teacher in 1999 and taught for eight years and then took an administrative position.
Brent Mattix (03:43):
So as an administrator for nine years and then came to my senses and wanted to get back into the classroom. One of my big motivations is my own three kids were at Roseville high school and I kind of had this scare where I realized my baby has seven years before she turned 18 and was out. So my mission shifted a little bit and I was very fortunate to get the activities director position. And now I’ve got two years left with my daughter. My two sons have graduated. I got my oldest boy in the us air force and my second is just graduated and he’ll be starting at UC Davis here in a few weeks.
Sam Demma (04:23):
Wow. That’s awesome. I mean, you can’t mention prank without explaining what the heck happened. You got to bring me back and tell me what’s going on back there.
Brent Mattix (04:33):
Well, I’ll tell ya. That was in 98 and 99. That was in 92. And you know, it was just one of those things where we had had some stuff going on with our rival. And so it was one of those feeling like, Hey, I’m the all American kid you’re supposed to pull off this epic prank where I went wrong as I involved firecrackers. And so that was right on the cusp of school violence. This was pre Columbine, but we had had a shooting and all of hers, which is not too far from us. And so I haven’t been an administrator and looking back, I can definitely get a sense of the concerns administration and the community had with, with stuff going on. And so anyway, what I tell students is that you make a mistake, you learn from the mistake you grow and that’s what life’s all about. And so took responsibility for it. And then it was really cool being able to come back and actually participate in graduation as a teacher. But I counted it.
Sam Demma (05:37):
Oh man. That’s awesome. That’s a good story though. Go, it goes to show that your, your current situation doesn’t have to equal your future, your future destinations as well. What, okay, so what led you down the path of education though? So after high school ends, you get it, you know, you go to school like what made you decide yeah. Want to go back to education where you direct them down that path, or did you know from a young age at that, that’s what you wanted to do?
Brent Mattix (06:05):
Yeah, I actually in high school wanting to go into politics because I I’m a community person. Yeah, I was really active when I was in high school, making a difference for the community and just wanted to give back in some capacity. I had the opportunity to go to Washington DC on a youth leadership, going into my senior year and went back and spent a couple of weeks at, we actually stayed at Georgetown and set up a mock Congress. And so that was an outstanding experience, but I realized some of the challenges in politics. And, and I remember, you know, here I am 17 and I’m thinking, holy smokes, this is going to be a grind to really make effective change. And so I, I think that’s when I started to shift gears and felt like I could be more inspirational and a benefit to the community by going into education, I’ve always wanted to help people.
Brent Mattix (06:59):
And I started coaching, you know, like I said, I was only 20 years old when I was coaching and, and just had to make a shift in a little bit of thinking and maturity in the sense of I wasn’t playing anymore. So now it’s all about a drive to help others loved English. I grew up reading and had a passion for it. And if I could teach anything, I wanted to teach a course called life. And they didn’t teach that in class. And I felt like English gave me the most flexibility to kind of hit some of those components again, just to be an inspiration and had some really good teachers in college and had some good folks that I was when I grew up, I had outstanding teachers and coaches. And so I think just probably looking at two, what they modeled and the impact they had had on me was, was what got me going.
Brent Mattix (07:51):
So I do have a little side note. One of my heroes was my Spanish teacher in high school. And I started coaching at the same high school I got kicked out of. And so Mr. George IVIG would always be working the gate as one of the supervision assignments. And so I’d come in with the football team and usually interacting with, interact with them for a few minutes. So when I finally made the decision, okay, this is where I’m headed and made a shift. I let him know and he looked at me and he said, don’t do it. And he was dead serious. And that was a little crushy cause I just idolized them. And he was just such an outstanding teacher and really did well with his curriculum, cared about his students. And for him to say, don’t do it. I, it, it caused me to pause and think like, okay, what’s that all about?
Brent Mattix (08:44):
And what he was trying to communicate was a, was a shift that he felt with the responsibilities as, as being a teacher and feeling a little bit set up where the challenges were going to outweigh the benefits. And so, thankfully I didn’t listen to him. So I hadn’t seen him in quite a while and then had the opportunity last year to sit now with him at just a little social gathering. We were, we were all outside cause of COVID we all were masked. And so it was great to catch up. So I reminded him that he told me that he kind of laughed and said, well, I’m glad you, you stuck it out. But I have seen it change a lot. And so that was the kickoff, just jumping in a full go right out of the gate, you know, I’ve lucky to get hired.
Brent Mattix (09:30):
I actually went to go see the assistant principal or sorry, the assistant superintendent who was in charge of discipline and said, Hey, do you remember who I am? And he laughed and said, oh yeah, you like to play the firecrackers. So I, I told him where I was in my life and I said, I didn’t want to waste his time or waste my time. And he said water under the bridge go ahead and apply. So yeah, I was fortunate right out of the gate. I, I got a job at a school that I knew really well and had a passion for and, and just jumped in as much as I could. So I, my first year of teaching, I got married, bought a new house, had the new job, and then about oh seven months after we got married, we were pregnant with our first kiddo. So I said, Hey, the four stressors in life, the biggest stressors, they’re all, they’re all. No, man, I don’t have to worry about anything else. Now that’s all.
Sam Demma (10:25):
The early stuff out of the way. Yeah. So you mentioned coaching a few times and it sounds like coaching is also an important part of your life. If I read your mind correctly, you coach tennis. Tell me more about it. And also is that a sport you played growing up or do you coach multiple things?
Brent Mattix (10:44):
So I actually have not coached tennis, but my daughter was leaving my class. So I have, I’m fortunate to have her in my class. Got it. She was out, she, she is playing tennis and a couple of her girlfriends that she was with are playing tennis. So they have their first match today. So we’re going to go check that out afternoon. Nice. So you’re going to get me on my soap box for youth athletics here. I’ve coached, I think somewhere between 50 and 60 teams anywhere from probably half of them at the high school level, from varsity football down to, with my own kids T-ball and little bitty soccer, so, and everywhere in between. So I’ve done football at the high school football wrestling on the current track and field coach and water polo, which I knew nothing about and just the coaching that had a blast with that for six years.
Brent Mattix (11:38):
And then at the youth level we had baseball, basketball, soccer, flag football. So, you know, a variety of stuff. I grew up loving athletics. She has had so much fun and was fortunate to be on really successful teams with coaches that were positive and it wasn’t about winning. So I think the winning piece was probably a lot of a by-product of just having this really engaging atmosphere that was enjoyable and, and made a lot of relationships. So I’m still best friends with my football buddies from high school and we still get together, you know, 30 plus years later. So it’s been a definitely an important part of my life. And just seeing where I feel athletics has changed with students where I, I see for a select group of students, it’s outstanding because that’s their life. And they really want to dedicate a lot of energy or all their energy to it.
Brent Mattix (12:42):
I’ve seen a lot of students just not have as much fun where it becomes a little bit more of a job and had conversations with them where they feel and communicate that they’re burned out. And so after I think it was 15 years of coaching in high school, that’s about when my, my kid was my own kiddos were getting into athletics. And so I jumped down to the youth stuff and there’s some amazing organizations that really focus on making it fun for the athlete and informative where they get to learn and grow. And then there are some programs that are difficult to work with because, you know, like my wife said, one time first graders should not be crying after a game. You know, so much intensity that gets pushed upon them by the Allston. It’s, it’s a difficult deal to work with. So I’ll tie this into education. I had a psychology of education professor that one of my other heroes in my teaching credential program and something that he would pull out often as there needs to be more teaching and coaching and more coaching and teaching. And that’s something just stuck with me through the years.
Sam Demma (13:51):
That’s a, I love that. It’s awesome. I played sports my whole life. I was supposed to go to Memphis university on a full ride scholarship and had three knee surgeries rip that apart. But yeah, I think sports are such a crucial part in development. And even if it’s not a sport getting involved in something outside of the classroom, I think is just so important. Did you play a lot of sports growing up yourself? Like was that a big part of your childhood also?
Brent Mattix (14:20):
Yeah, I started in like first grade with the T-ball did soccer, did flag football. And then once I got into middle school, we started with with football, with tackle football and that was my main sport in high school. Then I also swimming and wrestling and then just a ton of intermurals, but, you know, I grew up I’m 47. So I grew up in an era where that’s all you did as far as athletics. Cause if you weren’t playing with an organized team, you were playing out in front of your house, on the street, your front yard, if you’re playing tackle football is two and touch right in the street, less, less we wanted to get bloody. Yeah. I mean, constantly we, we would kind of mirror the professional sports where we’d be playing basketball and then the basketball season’s done and then we’re playing some baseball or football or whatever the case may be. So it was kind of 30, some kids in the neighborhood that would be in and out doing unorganized sports. And that was just an amazing experience where we had to figure it out ourselves and, and we kept score, but it was you know, it, wasn’t about just the score. It’s mostly about being together and having a good time.
Sam Demma (15:37):
And you mentioned at the beginning of this interview, that if he could have taught any class in the world, you would have taught a class called life. What does that mean? And if it was to be a legit class that does exist, what would it include and why are those things crucial?
Brent Mattix (15:53):
So I, I guess even when I was young, I, I gotta tell you when I was in high school, I was probably the shyest kid in the school. I at least successful, but I was an introvert. And I was always a teacher’s pet. I always could have great conversations with adults, but when it came to interacting with my peers, I really struggled. So I was talking about that youth leadership program. I went to and flew back to Washington DC, and we had to wait for another group to come in before they put us on the shuttle. So it was about a 45 minute wait. And we sat about a half hour in our seats, in the airport waiting for this other group to show up. And I think there’s probably between 12 and 15 other students all the same age. And nobody said a word for like a half hour.
Brent Mattix (16:41):
And I remember it was so painful for me to sit there because I wanted to say something, I just couldn’t get myself to, to do that. And finally somebody broke the ice and it wasn’t me. And within like seconds, we were just having this really great conversation because everybody’s the same age. Most of us were AP students. So we had just taken the AP exams. And so, you know, we were in the same place in life and we just, just got going. And that was a watershed moment for me, where I thought, why did I just spend 30 minutes of wasted time? Because I didn’t have the courage, the guts, the gumption to just, you know, say something. And so I started shifting where I pushed myself more to interact. So I say that as a foundation, for whatever reason, when I was in high school and even younger and early adult, a lot of people would come to me and just ask me for advice.
Brent Mattix (17:36):
Or they would share things with me where I felt like I was helpful. And so I think that carried over. So it was just that wanting to help people and make a difference for them. And that’s where the life piece comes in. So I had really, I was so fortunate. My second year of teaching, I had an administrator come to me and say, Hey, we’d like you to teach a class, a leadership class. And I didn’t know what that was. And I said, oh, that sounds awesome. What is it? And she looked at me and said, we don’t know you’re going to figure it out. So they said, we want you to write this course. They sent me off to a Stephen Covey workshop. And Stephen Covey is probably most famous for writing the seven habits of highly effective people. And that program was repackaged to the seven habits of highly effective teens.
Brent Mattix (18:27):
And that was what they were teaching. And so I remember I, it was a two day workshop and I spent the first day just not being very excited by it. Cause I, I, you know, wasn’t grasping where they’re going with. I hadn’t read the book before. And, and then day two, I think we were halfway through day two. And all of a sudden the light bulb went on for me like, oh my gosh, this is what I can use for my class. So that became the foundation for their, our leadership class. And so I’ve been teaching that I, I said I was nine years in administrator. And so I was away from the class for nine years, but you know, otherwise I’ve taught leadership for a lot of years. And just teaching students, some foundational elements or habits has been fantastic. What I have seen in the last five years that I’ve been an activities director is that a lot of students struggle with skills.
Brent Mattix (19:27):
So their managers, if I give them a task sheet, they will get it done, especially if I attach a grade to it. So if I put points on it, that’s been something that we’ve been working on is changing things from being expensive motivator to intrinsic motivator. And I’m so proud of the students in our program because we’re, we’re almost to that point where that’s where everybody is, but the points piece for kids. Yeah. It gets them going. So they’ll do stuff if you give them the list, but if you give them a task, which is, or I’m sorry, a project, which is where we are with activities, I’ve seen a lot of struggle and I’m in the midst of rewriting where we are with our student government program and also come back and retool our leadership program, where it just gives students the opportunity to create or learn more skill sets that they can then apply because they, a lot of times have the desire. They want to make a difference. They just, they don’t have as much life experience. I think adults have done too much for them as we have. They’ve been growing up and they have some pretty good skill sets maybe when it comes to English and math and science and history, but just some of the leadership stuff that we need to see from them as is painful. Watson, try to grow wings there. Yeah.
Sam Demma (20:52):
I love that. That’s awesome. It sounds like such a rewarding class. How many students are roughly in there? Is this a large group, a small group? Like what does it look like?
Brent Mattix (21:01):
So our, our traditional student government program, which is the student leaders that get elected. So we have four ASB officers that are elected by the student body and then for each class. And we’re a nine through 12th grade high school frees class. They have three officers that are elected. The other students that are in the class for student government get in through an application process. And so we are generally it ebbs and flows, but generally the numbers there between 45 and 55. Yes. And I continually say, Hey, I’ll take a hundred. If we have students that are engaged in taking care of business, then we’ll take as many as we can get in. We we only have so much space in the physical classroom we’re in right now. So that kind of dictates a little bit just the functionality of the room.
Brent Mattix (21:58):
And then our leadership class is an elective. And that traditionally is right around 40 students. And those students that are in the class are it’s a wide spectrum. So I’d say I ended up with about 40% freshmen, 40%, maybe 35% sophomores. And then the other group would be juniors and seniors, and anywhere from students that are super motivated and want to take the course so that they can learn some more skills to get into student government, to students that are behavior issues on campus and a counselor or an administrator said, man, we got to get them in the leadership class. And that’s what I love because we have just across the gamut and when we do our group work and when we’re in our committees and working together, there’s so many different ideas because we have so many different walks of life involved in that class.
Brent Mattix (22:53):
Sometimes I say we’re a little incestuous in the student government program in the sense that the same type of students attract their friends who want to be in the program. And so that can be a good thing. It’s a double double-edged sword to some degree because you get into that group think sometimes, and it’s hard to break outside that mold. So that’s something we’ve been challenging students with. Now that we’ve kind of changed at our school, changed the, the culture of the student government program, where it’s more about the school than just the students are in the classroom. It’s a matter of, okay, now we got to get out to our stakeholders and make sure we’re understanding what their needs are and what their desires are and give them a voice and get them a more, more involved that way.
Sam Demma (23:39):
And which of the seven habits have you integrated in the classroom that you think has been the most impactful on the students and why?
Brent Mattix (23:50):
That’s a great question. You know, I, I tell the students in my leadership class, but we’re going through a particular topic or habit. I say, Hey, this is the most important day. And then I tell them, okay, I know I’m always saying that. So it’s, it’s difficult. I’ll tell you the, the habits and the concepts. I think that are probably, I, I see that are most powerful is one of them is, and it’s not particularly a habit, but it’s the circle of control and no control. And I asked students, I don’t say anything about the circle of control, but I asked students about a time that somebody made him really upset. And I tried to get a few volunteers that will share a story with the class. And my goal is, and that interaction to get that person upset and reliving the experience.
Brent Mattix (24:43):
And a lot of times it gets to that point. And usually it’s something with a friend or sometimes a parent. And to the point where sometimes, I mean, they’re, they’re yelling, they’re fleshing in the face and at the end of them telling their stories, I tell them, now, wait a minute. I asked you guys to share a story about a time where somebody made you mad and you guys all lied to me. And then they get more upset at me when I tell them that I did not lie to you, Mr. Maddox, and they go, go and go. And then we start talking about the circle of control and no control. And the goal is for them to understand that somebody didn’t make them mad. They allow themselves to become mad and that they are empowered and they need to they need to really control that and understand there’s very few things in life that they can control.
Brent Mattix (25:31):
And when that sinks in, you see some students that really kind of have an awakening because they’ve had crap in their background in their life. And they understand that, Hey, I, that was outside of my control and I can’t get upset and emotional about it. Or if I do, I got to have some tools to back down from it and, and take back my control, take back that power. So that’s my favorite lesson plans. I think that the just creating habits to begin with and that habit number one is be proactive and getting them. And that’s where the, the control piece comes in and get them to understand that how they respond to everything that’s coming at them is so important. And having some tools that they’re at their experience and disposal to be able to utilize and pushing pause, and maybe not reacting is just outstanding.
Brent Mattix (26:31):
I feel for these kiddos with how bombarded they are with everything technology. I tell a story where I was a sophomore and we had lockers back when I was a sophomore. We don’t have lockers at the school anymore. And so I get to school and I go to open a lock my locker, and right as I open it, this piece of paper falls out. So I bent down to pick it up. And as I’m bending down to pick it up, I’m realizing that there’s in the row, there’s like five or six other students that are picking up this kind of same piece of paper. So I look at it and it was a letter that one of my fellow students had written about his girlfriend. They had just broken up and the most worst message, disgusting comments. Her secrets were on this sheet of paper that were typed out.
Brent Mattix (27:19):
And I mean, they were horrific. I didn’t know that young lady, but that young lady was gone that day. We did not see her back at the high school again. And I don’t know what happens her. She transferred schools and went elsewhere. And so I juxtapose that with, we had a student that was incoming and it was from tech. He was coming in from Texas. And some kids were talking about him coming to the school and they were talking about the baggage. He was bringing from an incident in Texas. And I just had this realization that, I mean, these kids can’t escape the negativity sometimes and, and heartbreaks for that a little bit. It, it breaks for the kids that have stuff. That’s just a constant reminder of things that they feel are inefficiencies or challenges or, or bad stuff in their life.
Brent Mattix (28:11):
And so back to trying to empower them where they can take control and, and reprogram themselves and be proactive, come up with a plan is just really, really important. So the first three habits focus on what’s called the private victory. And so I teach leadership in that. You’ve got to, you’ve got to teach yourself, you’ve got to control yourself. You’ve got to your beer best you before you work with others. And so then the public victory where we transition into working with others habit four is think win-win. And so that’s really trying to empower them with some tools and how they can work well with others. And come up with ideas that are bigger than themselves, right? It’s about what they want, it’s about what others want and how they’re gonna work well together. And then my favorite habit is habit six, which is synergy and synergizing and working well with others.
Brent Mattix (29:08):
And to me, that’s what LIFE life is all about. And bringing us full circle back to athletics. There is nothing more powerful than when you’re working with a group of people that have the same mission, and you’re just hitting stride and in the flow and, and winning and winning doesn’t mean you got the highest score. Winning just means that you’re working well together and make a magic happen. So I love seeing that. I love it when students create those types of events on our campus and when they have that same experience in the classroom. So I got end with saying that you know, I’m super Pollyanna and positive all the time, but going back to that circle of control, I say, now, you know, the reality is you’re going to get awesome times. And when I get frustrated and I’m at home and my wife and I are in a disagreement, or I’m having a challenge with one of my kiddos and I feel my blood come up and I’m just starting to shake a little bit you know, I’ve got to back myself down. So it’s one thing in theory, it’s another thing to actually put it into practice. And so that’s the, that’s the toughest part. And, and trying to model that for the students is really important for me as well. Yes.
Sam Demma (30:21):
Oh, such an important book. I was, I was lucky enough to stumble across the seven habits of highly effective teens back when I was a freshmen in grade nine.
Brent Mattix (30:33):
Good for you.
Sam Demma (30:34):
Yeah, because I was a, I mean, you didn’t mention sharpening the saw or the, the, the square, the four places where you could spend your time, the time charger. But yeah. I know those are, it’s such a good book and I think it’s so cool that you’re teaching it in class. If you could, if you said you’ve been teaching now, how many years?
Brent Mattix (30:54):
Well, I started my student teaching in 1998. So what’s that, I’m not a math teacher. So 23 years, somewhere 24, I don’t know.
Sam Demma (31:04):
Yeah. So if you could go back to year one with the experience and understanding that you have now, what advice would you give your younger self? Because there might be an educator listening. Who’s just getting into education and might be willing or able to learn from something you’ve experienced. Sure.
Brent Mattix (31:23):
So you, you talked about sharpen, the saw, which is habit seven in the book, and this is by the way, I don’t get any royalties from FranklinCovey foundation. The sharpen, the saw is probably where I’ve most struggled and sharpen the size just about reenergizing yourself, taking care of yourself. And, you know, I feel for educators, we get emotional here was setting boundaries because our profession is a passion. It’s a calling. And I really think that a strong majority of educators are in this to make a difference for our kids difference for our community. And education has evolved where it’s not just about teaching the content that we were trained, that when we got our master’s or whatnot in we’re teaching the whole student, and there are so many things that come at us with working with special education students and working with English language learners and working with behavioral issues, I can go on and on and on.
Brent Mattix (32:25):
And I think I struggle with this. And how do you set healthy boundaries? Because we all care. We want to make a difference. That’s why we chose a profession. And I don’t know. I don’t know what the advice is. I haven’t done yet, but trying to set up those healthy boundaries where you take care of yourself and, you know, Hey, I’m in a good place. I I’m healthy. I’m happy with my job. I work my butt off and it’s a constant struggle to keep up. I don’t know what I could have done earlier, except maybe downsize what I was doing, mess the job.
Sam Demma (33:09):
No, I appreciate you sharing that. And you know, all the students that, and parents that haven’t told you, you know, you’re making a huge difference and not only you Brent, but everyone listening, you know, it’s a, it’s a profession where sometimes you plant the seed in and then someone else watches it grow. So it’s a, yeah, it’s a great way for y’all doing
Brent Mattix (33:29):
Well. Okay. So one of my, one of my good friends, I’m a name drop here, Phil boyte, who has a company called learning for living. And he’s the gentleman who started the link crew program. I had an opportunity for him to mentor me for awhile. And he, and I think I brought up setting healthy boundaries and he said, Brent, you know, what I’ve found is you’re juggling a lot of balls to use an analogy. And those balls are all up in the air. And if you drop them, I’ve found that most of them you’re going to find are made of rubber. They’re going to bounce back up. You’re going to be able to get them back in the game. The two balls that are made of glass are your health and your family.
Sam Demma (34:12):
Boom. We just dropped the mic there and call it a day.
Brent Mattix (34:17):
Well, you know, that’s why he’s got a company. He’s a smarter guy than I am, but I it’s like talking to Yoda.
Sam Demma (34:23):
That’s awesome, man. So cool. I’ve seen Phyllis speak at some conferences, which is phenomenal. But thank you so much for taking some time to share some of your stories and experiences. I really appreciate you coming on the show. Yeah. Keep up the great work. If another educator is listening and wants to reach out to you and have a conversation, what would be the best way for them to do so?
Brent Mattix (34:42):
Sure. Well, I’m setting healthy boundaries, so don’t call, I’m just teasing. We’re all in this together. And so my emails, my to-do task lists, that’s what I keep coming back to. So my email address is firstname.lastname@example.org
Sam Demma (35:09):
Yeah, I’m going to put it in the show notes as well.
Brent Mattix (35:12):
Emails that email’s the best way. And Hey, if I can make a difference and share anything with anybody, happy to do that because you know that old metaphor or analogy or whatever it is is I am an English teacher of the pebble and the pond is so true. And, and we’re in this together. Keep doing good stuff for kids because they truly are our future and deserve everything.
Sam Demma (35:38):
Awesome. Brent, thank you so much for coming on the show. Really appreciate it again, keep it up and we’ll stay in touch. My pleasure, Sam, and there you have it. Another amazing guest and amazing interview on the high-performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you want to meet the guest on today’s episode, if you want to meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.
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The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education. By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators. You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.