Teachers

About Jeff Madsen

Jeff Madsen is a veteran of high school English having taught Hamlet more times than even the old bard read it himself. However, he also energized his mind by teaching Junior High (aka. middle school) in all subjects excluding Math (thankfully, for the students’ sake). His first teaching position was outside of Wainwright, in a K-12 school situated in the “Friendly Oasis” leading eight years later to Edson, and four years after that to Red Deer, where he taught for 21 years. He retired in 2021 and while he waits for his wife, also an English teacher, to retire he works full-time at a bronze Foundry outside of Ref Deer.

Through it all, he has been an ardent believer in multiple intelligences within the classroom requiring diversity and choice. Whether it is assessment or sources used or writer approach, students don’t learn in the homogeneously nor in the same way. Critical-thinking is the perpetual goal and a skill set that’ll be used way beyond grad day. For that to work, there has to be student buy-in. Stand & deliver pedagogy is moot.

Connect with Jeff: Email | Facebook

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

blurb.ca

The Rhodes Scholarship

Small Consistent Actions | Sam Demma | TEDxYouth@Toronto

University of Alberta – Bachelor of Arts Programs

HARMAN SCULPTURE FOUNDRY LTD

The Transcript

**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
Welcome back to another episode of the High Performing Educator Podcast. This is your host, keynote speaker, and author, Sam Demma. Today’s episode is a very special one. Our guest is Jeff Madsen, a veteran of high school English, having taught Hamlet more times than even the old bard read it himself. However, he also energized his mind by teaching junior high, AKA middle school, in all subjects excluding math (thankfully for the students sake). These are his words, not mine. His first teaching position was outside of Wainwright in a K through 12 school situated in the friendly oasis leading eight years later to Edson and four years after that to Red Deer where he taught for twenty-one years. He retired in 2021 and while he waits for his wife, also an English teacher, to retire, he works full-time at a bronze foundry outside of Red Deer. Through it all, he has been an ardent believer in multiple intelligences within the classroom requiring diversity and choice. Whether it is assessment or sources used or writing approaches, students don’t learn in the homogeneously nor in the same way. Critical thinking is a perpetual goal and a skill set that’ll be used way beyond graduation day. For that to work, there has to be student buy-in. He strongly believes that stand and deliver pedagogy is moot. I hope you enjoy this energizing, insightful, inspiring conversation with the one and the only Jeff Madsen. I’ll see you on the other side. Jeff, welcome to the High Performing Educator Podcast. It is a pleasure to have you on the show, especially after our previous episode was with a former student of yours. Please start, and all good things, but please start by introducing yourself to the audience tuning in.

Jeff Madsen
Certainly, I am Jeff Madsen. I call it a veteran teacher of English, high school English. But I cut my teeth in a small school outside of Wainwright. It’s called the friendly oasis. People have to look that up now. And I’ve always maintained that was Wainwright. And then I went to Edson and I’m in Red Deer, was in Red Deer. Now I’m retired. But I still have the allegiance to all the classrooms I was in. I’m a firm believer in the belief that students should not only see their writing or hear it, hear their voice, they should see it in print. That’s really where I started with creative writing and saw a lot of growth in a lot of students and man, they lit up when they can self-publish. So that to me was a, what was that, small, someone once said small, what was that? Steps, small consistent steps, someone said that to me. I forget, I forget where I got that from. But so that was a big thing to just get the creative juices going in the students. And the other one is I’m a firm believer in choice, lots of choice, like in the classroom. So that’s my philosophy. I carried it for 32 years and put that handle down after probably going through Shakespeare a few times too, like 70 times through Hamlet. And people kept saying, why? Why don’t you change play? And I’m going, because I’m Danish. It’s all about Danish. Are you kidding me? Anyways, that’s me in a nutshell.

Sam Demma
So, two firm beliefs that you shared, the one around choice and the belief that students should hear their voices and see their voices in writing. Let’s start with the hear and see their voices in writing. Why do you believe that that is so important?

Jeff Madsen
Well, I think that basically education system has to change a little bit because the student buy-in is so important. And if we gave them opportunity to see their own voice, I think it would really enhance critical thinking because they now are part of the system instead of here’s your assignment, hand it back to me, I want you to espouse what I said to you and you get check marks if you can copy me. That’s not how the world should work with them. Like I couldn’t sit, I have ADHD I know, but I could not sit for 80 minutes in an English class, even if Madison was there, I couldn’t do it. So you have to get them to buy in. And so if you can get them to see that the English experience instead of notes and questions and whatever, that buy-in will allow them to see that they’re connected to the work. But then, I mean, it all came about because, you know, I was in Red Deer and there’s some really good writing that came across my desk and it’s okay, and then I handed it back to them. So I thought, wouldn’t it be cool if we collected all these and then put it into print? And so I would collect for three years and then we published a 125-page book with the student writing and their photography and whatever. And that became like every three years until micro-publishing hit the scene and then we published every year. Because just for them to light up and see it, to me that was engaged thinking and engaged writing and that their opinion was respected. So in a nutshell, yeah, that’s what it is. And along the way, I developed the mantra shut up and write because we are so, they’re so, how can you say, conditioned that everything that hits paper has to be perfect. So I’m not going to hit, I’m going to delete all the time. So I would always say in my classroom, just shut up and write and then get some writing done.

Sam Demma
I started journaling in 2017 and was very inconsistent with it for a few years. More recently, I’ve journaled every single night before going to bed for the past couple of years. And it has brought me so many insights about my life. And when I look back at some of the entries that were almost impossible to read because it looked like chicken scratch and I was so emotional and I was just pouring it all out on a piece of paper, it gives me goosebumps. And I read about the things that I desired in life. And if some of those things came to fruition in the future years, I look back and it just makes me feel so grateful. And writing is such a powerful tool. And it’s just so cool to hear how passionate you are about it. Tell me a little bit about the publishing of books. Like what would the student reaction be when they held their own work in the form of a book in their hands?

Jeff Madsen
Oh, yeah, it can get emotional because, you know, I would ship it away. I’m not going to advertise the micro-publishing place that we have, but I’m connected and they bring it back on UPS and it’s always, it was always addressed to me. So I’d get it, staff room, and then I’d walk down the hall to wherever room they were, and it’s like Christmas, and they’d open up, or it’d be in the creative writing class, and we’d celebrate it. It was, for them, it was totally like, oh my god, like I taught the fifth grade entry level one, we call 15 and then 25 and 35. And I made it mandatory in the 35 that they had to self-publish. And sometimes that’s what, you know, they need in a sense, because you put the deadline in front of them, they go, yeah, yeah, writers are procrastinators, you know, like nothing, no, okay, whatever, I’ll do it, I’ll do it, do it. And in the case of the student you just finished talk to, it, as an example, she had to self-publish. And the Christmas present lights that went on in those people’s head when and emanating these big miles. It’s something that they still talk to. To this day, I have a tiny little anecdote. It was funny in a sense because there’s a neurologist at the Foothills Hospital in Calgary and he was a former student and he was applying for the Rhodes Scholarship. So he contacted you to verify that I’ve been published. Of course. Can you put me at the footnote? It’s crazy eh.

Jeff Madsen
So it’s part of the resume, like really you self publish that takes a lot of courage, but as overdue for some, it’s like you were talking about, you know, you have, you just put it on the paper, I bet you couldn’t even read it fast enough.

Sam Demma
I was so excited to jot the dots down. And I just, I think about my experience with English, and I struggled. That was one of the challenging subjects for me when I was going through high school. And it, my English teacher did a great job of meeting me halfway and meeting my needs. But if I had a project like the one you’re describing now, I think it would have just lit a fire in me to create my best work. And I appreciate you sharing that.

Jeff Madsen
Who says it’s too late?

Sam Demma
And I write a lot now.

Jeff Madsen
Yeah, but the publishing place that I deal with, they handle JPEGs. I’m not trying to convert you, but you can snap pictures of your cursive writing and then insert them as pages. And I’ll guarantee you that if you have 26 pages as the minimum, some of these students said, I’ll never get 26, and then they mail away 125 pages right and you taking a jpeg of each of your pages Shoving them in and it auto Populates it you probably could set up a book Inside of 20 minutes and then you yeah. Yeah, it’s really really wicked So there’s there and that’s what I wanted that Not only did they get a chance in their school. I was trying to set them up for, you know, craving that addiction again. So they keep writing and they keep writing and nothing is ever, ever useless. I followed the readings, writings of Julie Cameron. She said it’s always, never discard, always keep it. old insights even now. Therefore, I’m going to guilt you. Don’t you deserve to see those in print? Because in print, you can actually flip quicker. Going through past journals, you don’t want all this stuff, but you can select some big chunks and put it together. It’s marvellous and marvellously fast. You can make hard covers and soft covers. And you can do the design. It’s just so hands-on. And my whole course was therefore developed that yeah, that’s part of it. You are your own worst critic, which is why your writing or your insights don’t get public knowledge. Like you could go back, you could go back, Sam, and just cut lines out that you think are really good. Stick them on a page, change it up, and then put some sort of maybe an artwork that it reminds you of, or a photo that you snapped. And that’s it, that’s as easy as it is, but it just creates this zest for learning. Like I had horrible English during my high school and this was not modeled on being an E.T. ad. It just kind of like popped into me when, in my head, when I saw all this good writing. And they need to celebrate. So, that’s it.

Sam Demma
What is this software program called for all the teachers who are salivating.

Jeff Madsen
Can I say it over? Okay. It’s blurb.ca.

Sam Demma
Gotcha. Thank you for sharing.

Jeff Madsen
And yeah, and you go on to their site and you download their software program called Book Right. And it’s amazing, you can get it to just do it on its own or you can actually arrange it. And I think the greatest first victory on that was a young writer, Michael. And he had a novel that he’d been reading, writing along the way. This is in grade 12 and he said, you know, do you want to read my novel? I went, that’s kind of like, he had 460 pages, right? And he wanted to get a critical look at it. And he, he was frustrated because he kept going back in his doc. Do you see it? And he was distracted. So he accessed blurb.ca, Okay, 20 seconds? I’m not even, probably 10. It was all on the pages, all numbered. He inserted his cover, sent it away. When he got it back, he was pretty happy. 

Sam Demma
That’s cool, man.

Sam Demma
You mentioned that it would be challenging for you to sit in a classroom these days, if for 80 minutes. What did a Jeff Madsen classroom look like when you were teaching? Tell me a little bit about the experience of the student.

Jeff Madsen
Oh, you got me.

Jeff Madsen
Because I’m ADHD, I’m very visual and I need lots of artwork. So the students contributed the, we call them project-based learning, but I used that PBL derivative and I made a choice. Here’s 70 ideas. We’re studying Hamlet. Here’s the question you have to answer. Choose the format. And then you’re going to critically think through your format. So it has to be done. And you can’t just build me a CAS form, bring it in. So I had a huge proportion of artwork from students over the years. And I just, it was massive. It was like this huge display board. And it wasn’t a typical square classroom, so it’s kind of like angular. And then it also helped that one of my former students was a manager at a local theater, so I had the brave poster, it was 20 feet long and 5 feet high. It had to be colourful. And then I decided that we call it now a soft start for a classroom. I just called it common sense. You can’t get the kid coming in from the cold or just talk to their friend about something. And then they sit in class and then you start in on how this, well, so we, I always had logic quizzes. And that’s the trivial pursuit, because it’s the old me remembering the guys who put Trivial Pursuit together were Canadian. And we just have a, I’d give them 10 questions and they’d have to work at a table. There’s the interesting concept. I was teaching in classrooms, classes, with desks for the first 12 years. I came to Red Deer and they put me in front of circular tables and I went, what, like, can I get some desks? And they said no, and I went, oh, okay. And I will never teach, I’m retired, but I’d never teach again in desks because they’re so disconnected. When they’re sitting at a table, they do these logic quizzes, start the day and they’re connecting with one another very quickly. So it’s a little mini community. And I think that that’s one thing that’s really important is I was the student in my high school journey where I would come in and I wouldn’t know anyone and I wasn’t in the pack. So, you know, finding a way to sit with dignity in a classroom that you didn’t really have anybody hanging around with you. So I made it mandatory that there was a seating plan because then everyone had a place to go. And even if they didn’t know the people at the table, they were going to. And then I rotated seating plan every two weeks. So what was it like? Number one, I couldn’t mark anything in a classroom. I’m so distracted. I could hear them talking about the party plans in the back table. It’s like, ah, you know, so yeah. So it interpretation. I taught Disney unit one time. The film is a big thing. I think visual learners are overlooked. I think they’re the right brain art enthusiasts would never get Hamlet unless you give them a visual of Hamlet before. And it’s like my wife who is also an English teacher would always say, and in the theaters in Edmonton, the Citadel Theater, never says as you come in, oh, here’s a copy of Julius Caesar, you need to read it before you can see the play. Plays are to be experienced, oh, and then we have a script. So what was it like in the classroom? A lot of visuals, a lot of broken up, not stand and deliver, man, stand and deliver.

Jeff Madsen
Man, stand and deliver.

Jeff Madsen
Here you go. Here’s my voice of wisdom. Now, now, can you recite it back to me? You get the marks. Like what what is that setting up for future citizens? There’s no critical thinking there. It’s just rote. Right. And we need to engage them. We need to see and it’s small, consistent steps. I agree with you. It’s just small, consistent. So, could I convert the people around me? Well, I didn’t try. If they picked up on some of the stuff I was doing, great. But I wasn’t out to change them. I just wanted to give students a chance to look at literature through their eyes, not my eyes, because could you imagine? I am now, let’s say I’m 60 times through Hamlet. Okay, A, why would I do that? But B, what are they learning? They’re learning my 60th time through, which they haven’t read it even once. So our master teacher concept is basically over there and we should evolve to bring them to the forefront so they can teach their peers. I mean, the stats, a teacher saying something to the students, they pick up 10%. A peer talking to the students, they pick up 90. I mean, your high school experience, do you remember what subject sticks in your mind?

Sam Demma
The Most? Weight training. 

Sam Demma
Wow, was there a weight training 15, 25, 30. That was a fun class and funny enough, students are always correcting my form. But I think the subject that had the biggest impact on me was my world issues class and it was the teacher I spoke about in my TEDx talks, Small Consistent Actions, and he taught us but then gave us an opportunity to ask so many questions and he shared so many visuals and videos and we had open debates and discussions like it was a little bit well compared to my other classes it seemed it seemed to lack structure but we liked it 10 times more than any other class you walked into.

Jeff Madsen
Great, because you walked in and you felt engaged right away. Like you were salivating, you’re going, what are we going to talk about now? Instead of going, oh, we’re doing 20 questions in Act 1. Okay, well, yeah, I’m excited. But good on you, you remember that. There is no hesitation for you to say, oh, I remember that class. And good on that teacher because that’s a road less traveled.

Sam Demma
Yeah, your past student told me just recently, in fact, an hour and a half ago, take the road less traveled, it has a better view. But I enjoy the insights that you’ve shared so far with relation to writing and getting student buy-in. Like how do you think you get, how do you get student buy-in?

Jeff Madsen
They have to, you have to be mortal. You have to own up to mistakes. You have to go, no, you’re right, I was wrong there. I mean, I still remember the young lady who I was teaching to other salesmen for whatever, a gazillion times. And I always, I don’t know if you’re familiar with that play, but there was always, there was two characters. And I said, in the presentation material we’re going through, and I went, well, that the youngest son is blah, you know, blah, blah, blah, blah. And she goes, I don’t think so. And I went, okay. So it’s like, and she stayed her point. So then I’m going, oh, as usual, I learned from the students and I acknowledge I’m learning from the students. And then it becomes my next class. I’m gonna use her input or her insight into it. And to just be able to say to the students, like I had the Dean’s vacation after my first attempt at university. I mean, I came from a junior college where there’s a, you know, kind of like a lackadaisical attitude. I got to U of A and I got body slammed, like seriously body slammed. So I passed two of the eight courses. And so I got the Dean’s vacation as they call it, and I was more successful. So it wasn’t like I got out of high school and went, oh, I want to be a teacher. You know, it was like, oh, I got out of high school and I went, oh, now what? But my parents have degrees, so it’s assumed that I would. I went into sciences, Like biochemistry and inorganic, oh man, I was so lost. So unbelievably lost. So, you know, did I go, I’m going to go into education because teacher? No. Oh, I’m going to go into education because I have a Bachelor of Arts. No. I actually, ironically, packed my entire car up with all my possessions and I head out to Toronto because I was going to be in the magazine or newspaper industry and I was going to start ground up and, no, yeah. So I got to Toronto, drove all the way across Canada myself in May. Yeah, that was an experience. And I get there and I go, oh, way too big. And I came all the way back.

Jeff Madsen
So now I’m back. I remember my dad, first thing he said when he saw me roll in, why are you back? Oh, well, yeah, it didn’t fit. So it was a real circuitous route that I used, including lots of failure along the way. And I’m a believer that yeah, it’s Why do we make high school three years? Why not four? Oops. Yeah, that was Ontario. But why why four why five? because That’s part of being mortal. That’s them saying Hold it. He failed and Hold it. I guess he was wrong that’s how They need to see you so that you can connect to them human to human, not, you know, master to or Yoda to Luke, like not, you know, grasshopper, you know, like I’m not, I want them to feel like they’re coming in with something. They’re besides you, not behind you. Yes, good way of saying it. And then because they have that confidence, watch in your classroom, teachers, how it just ripples. Because now they’re going to stand up and say things, or they’re going to be at their table, which is more secure, and they’re going to not discuss, not argue, they’re going to discuss. And they’re going to find their voice. And when they find their voice, yeah, you can see where I’m going with this. When they find the voice, they’re going to unleash the voice, and they’re going to judge the characters and evaluate the characters based on how they think. And when, as a teacher, you accept that, then they’re going to go more. And that’s the confidence that they need, because 90% of writing is confidence. Just to put it down on page and walk away and say it’s done. If you shut up and write, it’s going to hit the page. And then what you do with that, I mean, yeah, we journal, but it’s like the old era, well, not old era, but we had slides. And the only way you could see slides is if you get a projector out on the screen, everyone’s there, and then we went, oh, we’re going to have phones. So now we capture all this photos on phones. It’s still hidden.

Jeff Madsen
It’s still hidden.

Jeff Madsen
It’s like writing. You write it, it’s hidden. But could they not develop the confidence, start to unleash their insights, build momentum, go, okay, I’m going to look around the world and I’m going to say on paper what I think about this character, about this play, about the writer, and then carry it forward to themselves. I think it really snowballs. But they have to have a secure environment, that’s number one, secure environment where they are respected for their opinion. So there can’t be an atmosphere where they’re worried about what they’re going to say or they’re heckled about it. It has to be the teacher saying, good point, approbation, good point. You should work with that through the play. Okay, then I will. And you couple that with choice. Here’s 25 novels. Choose which one. Instead of going, oh, everyone’s going to like Gatsby because I like it. So everyone’s going to take the Gatsby on and it’ll illuminate. No, it won’t. There’s going to be people that are going to be way ahead of you on AI through the computer or they’re going to cut and paste or they’re going to, you know, fill in the blank with their friends’ words. They’re not involved. You know, I had a student, grade 12, Joe, big, excellent football player. And at the end of it all, he said he read Gatsby, actually. And because the way that I allotted time for them to read, and it was, you know, you can read on your own pace. That’s the other thing, you flip the classroom. So if you need your lava lamp and your bean bag and you know, your reading atmosphere, then why do we make them read in class? As long as they have it read by a certain day, they can read. If they want to flip the classroom, that means they’re going to read at home. So that normally would have been when they did physics. So they’re going to do physics in the English classroom while everyone’s reading and then they go home and read because now they’re free to read and then come back. So I just remember Joe saying, it’s grade 12, Sam, grade 12. And he goes, that’s the first book I ever read. Pin drop? What do you mean? Oh, yeah, all the other ones I, you know, I got, I didn’t like, but because he had a choice, he chose Gatsby, which is right. So his buy-in, again, his buy-in is his motivator. I have all these. Yeah, you can, you pick up the novel, you don’t like it, you return it the next day, get another one, and you keep swapping that off, and I’ll just adjust your deadlines. And then when you get it, start reading. And that is an unbelievable, powerful tool of self-worth that students pick. I guess, and I have been all at the start of the course and after that, tell me what you think, brings on a whole new response.

Sam Demma
Your second belief was that students need choice. And you painted a clear picture as to why that’s so important. What other thoughts come to mind when you think of the importance of giving students choice?

Jeff Madsen
Well, you’re in a conversation on a podcast. You ask your question to the participant and they go, what do you want me to say? And you go, but I want your opinion. Oh, well, what kind of opinion do you want? Or do you give them the opportunity for choice, it comes back tenfold. It just, what is needed is the teacher to back away from being, I don’t want to use the word eagle, but they’re well-meaning, but they have an adult perspective of that novel, from all their life experiences they’ve been through, or the play, or a short story. And that will taint, if you, you know, expound that to the class, that will taint their interpretation of it. Because there will be a whole group of keeners that will give you back your answers, but they won’t have a chance to experience it by themselves and draw their own conclusion and feel worthwhile to put it down on page. So you give them choice, you’re actually giving them confidence. So choice, there’s another c word, confidence. They will take it and run with it and I think that’s what freed up a lot of right brain individuals that took my class because I was not standing to deliver and that frustrated some students, they transferred out. That’s okay. I would always say I can, if you don’t like the way I deliver the content in the first week, let me know and I will help you find another class. I’m not offended. It’s because brain, it’s neurological, it’s our brain wiring has to be recognized, and we have to. That’s how I learned. Okay. So choice, right across the board, whether you’re a physics student, or you’re you’re focused on the liberal arts. Once you got choice, you got armor. Because then you can take a, let’s say everyone dealt with Hamlet, which I don’t know why, but you would take an opinion of Hamlet and know it was worthwhile because it’s your choice that has been galvanized and therefore you can put that out there in safety and security and stand behind it. And you talk about small, consistent steps. A student has no voice, gets the choice. Oh yeah, that wasn’t supposed to rhyme. But they get the choice and then they feel like they can do more. They might not in that course, but man, you have given them a trigger mechanism. And it’s, it, it might see it. So it creates, you go ahead.

Sam Demma
No, continue.

Jeff Madsen
Well, it gives them something that you can’t tangibly see, and something that you can’t put a mark on. And isn’t that about education? I will never forget we had a scholar in one time for profession development and he asked everyone, what does education mean? What the root word, the Latin word, what is education? And you know, all of us teachers go to impart knowledge to, and he goes, you fail. All of you fail.

Jeff Madsen
And I’m going, okay, we failed. That’s what education means. And he said, it’s to pull understanding out of it.So you have to ask yourself, are we putting information in? Are we pulling understanding out? Because once you pull understanding out, you have buy-in. Once they feel good about their opinion, they abide. Once they can choose their curriculum, they abide. I mean, yeah, we’ll do a short story. I’ll show you what I’m looking for in a short story. I will teach you, you know, the strengths of what the technique is and then I want you to apply it to your novel. It’s yours. These are the things. I’d always divide the novel into four sections mathematically, regardless of the novel you have. In section one, you’re responsible for blah. And so when that, I told them in advance, okay? So when they got to the quiz or their assessment, that’s what was being assigned. There’s no surprise, they had all their notes. They can use notes, that’s the other thing. In my course was closed book. It was always open book because that rewards them for their own words. So yeah, I think that the choice gives so much because eventually they’re going to risk their critical thinking and, hey, isn’t that good citizen?

Jeff Madsen
Critical thinking. They’re out there.

Sam Demma
And to think that the choice of what book to choose connects to the way they evolve as critical citizens in society. Some people wouldn’t draw those two things together, but they are so connected, and it’s so beautiful to hear you talk about these concepts. So I appreciate you for sharing them, and I hope that a lot of teachers tuning in are shaking their head and nodding as you share some of these things the same way that I am, because you can’t see the video. Something else you can’t see is that my good friend, Jeff Madsen made a choice to wear a Habs jersey during this podcast interview, which I have no comment about.

Jeff Madsen
But, but, but, look, come on, who doesn’t like the flower? Come on.

Jeff Madsen
Come on.

Jeff Madsen
I was in the era where you’re just hoping there’s lots of penalties so the floor would get on the ice. Just give him a chance. Fight him, fight him. Okay, now it’s clear. Go ahead.

Sam Demma
I’ve been hooked on every story and every concept you’re sharing. I really appreciate your time and And just the ideas you’ve shared. I’m curious, now that you are retired from teaching formally inside of a classroom, what are you spending your time doing?

Jeff Madsen
Well, there’s a gentleman, former neighbor who has a foundry outside of Red Deer. And he is such a talented artisan. He can create his own, but right now it’s project. So there’ll be a 3D mold cut styrofoam of a large Easter Island head. It’s sent to him. His job is to make a bronze exactly like that. A bronze plate creates inch thick. So his, and his skill set, have you been to BC Place at all? Okay, there’s Terry Fox. Terry Fox running towards you.

Sam Demma
Yep, I’ve seen it.

Jeff Madsen
Yeah, that’s his.

Sam Demma
Wow. 

Jeff Madsen
And then there’s the Tomb of the Unknown Soldier. That’s his and his dad. Is that Ottawa? Yeah. Yep. Yep. There’s probably two or three others that are in the heart of Ottawa that I sent to a former colleague and she said, Oh my God, yeah, I walk past them all the time. So this guy is absolutely amazing with his talent. He’s younger than me. Yeah. And so every day, a lot of people are. So every day, a lot of people are, but every day I drive out to this foundry and right now we’re making four big huge Easter Island sized heads with each head has 16 pieces. Each of those pieces has to have a box in it, has to be cast and whatever. And it’s such an incredible creative process. And it’s fun. It’s fun in the sense that, is it as intense as teaching? No. Do I have two hours of marking because I’m ADHD and can’t concentrate in the classroom every night? No. I’m out there with my headphones on, sometimes classical music, sometimes, you know, whatever, my era music, which is 70s and 80s and it’s just contentment. Wow! Okay and then you’re making things. It’s going to be there for a few hundred years because it’s all bronze. But yeah, his name is Harmon. Harmon Foundries, Sculpture Foundries. It’s a great gig. I really think about why, but I know it’s because I’ve had my own classroom for 33 years. I don’t know if I can waltz into someone else’s classroom, but because and this is my retirement gig.

Sam Demma
Yeah, and I think it needs no explanation. It’s just it’s beautiful and I appreciate you sharing a little bit about it.

Jeff Madsen
You come to Red Deer, you gotta come out and see it.

Sam Demma
Well, I’ve been many times, but I just never crossed paths with you yet. So next time I come, let’s make it happen. I was there recently, I had lunch at Cilantro and Chive and the Italian restaurant called Forno. I took some local recommendations from some folks. But I would love to see some of the work and see you working on some of the work.

Sam Demma
So that would be cool.

Jeff Madsen
And a good Danish person like me, Heritage, there are certain beverages that I will offer because they’re Danish.

Sam Demma
That sounds good to me.

Jeff Madsen
I’m holding you to it, man.

Sam Demma
I have a question, another question. You can choose to answer however you’d like.

Sam Demma
Do you think that everybody is creative?

Jeff Madsen
Yes.

Sam Demma
Yeah, I didn’t think much about that one. What has been proof of that in your experience teaching for 20, 30 years and even just everyday life?

Jeff Madsen
Okay, so if you give them opportunity to reflect their understanding in a visual. I’ve had, I forget, I know I can picture the name, but she was She was amazing in physics and math and she’s going to go into engineering. I kid you not, she made a line graph of a novel. She put the high points on and then handed in. But she had to explain what that was because that was the question. You just don’t hand in a project, you have to answer the question via your project. That proved to me that you’re creative, but you’re creative in your own realm. It doesn’t mean you have to paint. It means that a good engineer can think outside a confined box or question. You have to find if the customer comes in with a low income, they’re not wanting to have the finest caliber repair. You are going to create. You’re going to put things together. mechanics are creative. I mean, we are all creative. It’s just, what is our creative wing? And are we maximizing it? Because maximizing creativity creates the balance. Right? You’re, we have our job, but what nourishes us, what creates that, what gives us energy, and what we have for energy is what makes us tick. What makes us tick is what we like. How is that not creative? What sport were you in? I played soccer. Oh, you guys aren’t creative at all. You just run up and down. I don’t know where creative comes in soccer. How are you? Right?

Sam Demma
Yeah.

Jeff Madsen
The bicycle kick didn’t happen because he slipped on the grass. I mean, it was purposeful and it became a signature, right? I mean, good athletes are creative, like totally creative. I mean, I’m a Chiefs fan. I’m watching Mahon’s, he is amazing. Creative solutions. So what do we do with it? I mean, that’s the retort question. Why don’t we in a capitalist society, why don’t we just give ourselves time to slow down, see, and maybe write, and maybe get it published. Just saying, I’d like a copy when you do. It’s really easy. Sorry, my ADHD. But it creates balance. It’s something that nurtures us. You can be married to your work, but it doesn’t really fill you. You stand in front of an audience.

Jeff Madsen
Can’t tell me that that’s not creative you read the audience you you you connect with the audience So it might not go to game plan but you are you are connecting with the audience and and you’re going to steer it this way because That’s where it needs to be so Okay Creative yes you are I’m creative.

Sam Demma
If you could share one habit that you think every single human being would benefit from practicing in their day-to-day life, I have an idea of what I think it might be. Well, what do you think is the habit that you would share with others? 

Jeff Madsen
That’s a hard one to answer. You know, Julie Cameron said that she wrote three pages longhand, cursive, every morning. And she’s a professional writer, granted, but why do we say it has to be, okay, cursive handwriting, great. and create. But I also remember the novelist who wrote his novel on his notepad going to work every morning on the subway. So you can’t tell me that in our age of, you know, time where we’re traveling or downtime or you’re waiting for a call, that there’s not opportunity to write what you think. It could be a reaction to war, because we always have war somewhere in the world on a daily experience. Or, I hate the price of gas. Okay, put it on there. I think that we would have our opinion validated personally. And it would flush out like we carry concrete cisterns in our head of all the stuff that has gone We carry concrete cisterns in our head of all the stuff that has gone wrong. You do a hundred things, you remember the one thing that went wrong. We put all of that into our cistern and it overflows, but we just keep pushing it down. And then we go, cool. have to go if you just continually shut up and write. If you just put it on page, if you take your notepad, and just I’m a one finger text or some of these people are like, well, you could write probably 400 words in a minute with some of those thumbs going. And it’s about why it might be our frustration might be our celebration. It’s our brain. And we only know 10% of it. But here’s the part we do know, you need to think and you can’t think and clutter. And you declutter by getting rid of some stuff. The stuff you can’t control. Okay, great. Put it to the side. But here’s what frustrates me. I’m going to write down. And when I have a collection of it, I’m Oh, I don’t know. I’m, I’m going to, I’m going to take my journals out and dust them off this hypothetical now. I’m going to take pictures of them. And I heard that you can import those JPEGs. And I’m going to design the cover. It’s going to have me on the TED talk with a great backdrop of black and I’m silhouetted and I’m gonna say I’m gonna have a clever title and I’m gonna put that on a hard copy and I’m gonna give it to mom and dad for Christmas or and by the way that the cost of something like that is like seven bucks. That’s crazy. That kid who sent them all the way, that’s 460 pages, that was $7.95.

Sam Demma
Wow.

Jeff Madsen
Okay, it’s not a book. They’re called, if anyone’s listening, they’re called trade books, but they’re 5×8. So let’s say hypothetically you do put all those JPEGs in, you print it, you hand off your insights to someone and they now know more about you by what you thought and what you’re thinking and what matters to you. So create, create, create. Maybe it’ll land on as a book. Maybe it’ll be like my dad who went to preach for 50 years. When he passed away, I have all of his sermons. They’re so creative. Like he was, he’s an amazing orator, you know, and yet very practical because when it was Grey Cup Sunday, the service was short. It was like, there’s 40 minutes, kickoff is at noon, guys, okay? We are going to get going.

Sam Demma
That’s beautiful, man. If someone is listening to this and has enjoyed the conversation as much as I have, and they want to reach out to you and ask a question or publish their book and send you a copy of it, what would be the best way to get in contact? 

Jeff Madsen
Yeah, that’s a good question. Probably my email. Well, no, probably Facebook, I guess. I just got on Facebook a year ago, so I’m not really like, you can tell. You asked on your forum, Twitter? I went, nope.

Sam Demma
If it’s okay with you, can I share your Facebook link in the description of the podcast?

Jeff Madsen
Yeah, I hope it connects. Again, I was a newbie, so I went, I think that’s the link I’m supposed to if it doesn’t work let me know and I’ll get you to get the link. Sounds good. Awesome talking to you. Yeah this is you do marvelous things you do you you are you’re rejuvenating the process of matter. The students will go and the people that you touch with your TED Talks and your thinking, they will remember. And then if you say, you know, a slide mantra, you say, shut up and talk, shut up and write. I mean, either way, they’re going to be moving forward too. I was thinking that might be the title of the JPEG collection of mine.

Sam Demma
I was thinking that might be the title of the JPEG collection of mine.

Jeff Madsen
Yes! Make it shut up and write and then the subtitles it shut up and talk. 

Sam Demma
This has been so much fun, Jeff. Thank you again for making the time and I look forward to burning your jersey when I come to Red Deer.

Jeff Madsen
I have an extra one for you.

Jeff Madsen
That’s awesome. Keep up the great work, my friend.

Sam Demma
That’s awesome. Keep up the great work, my friend. I’ll talk to you soon.

Jeff Madsen
Yes, thank you. Okay, you as well. Okay, bye.

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