Female teacher: I’ve just written on my white board there, Nintendo … all my daily tasks and "Nintendo last day," just to warn them. But I think it’s going to have … I think they’re going to be really sad to see them go, really sad. And also I don’t know what I’m going to do first thing in the morning [laughs], be back to brain gym. But that’ll be good, but I think they’ll really miss them and I don’t know if I’ll get that settled atmosphere as much as I did.
Male teacher: I think it’s become a part of the daily routine for primary 5/6 and the boys from 6/7. I mean, they look forward to it every morning. No matter what we’re involved in, in the morning they ask for it, "Hey, Mr Coe, you’ve forgotten to let us go." And they’re there right away to remind me that they’ve got a task to do. I think hopefully the results from your project will show that there has been some knock on effect, a positive knock on effect, that their mental ability or even I think it was higher order thinking skills we were looking at as well, and then hopefully the advice you’re giving us after the project we can maybe put aside some money, even if it was a case just to buy half a dozen Nintendo and even start working with it on Support for Learning. Because the brain academy game that you showed the second week after you were out, one or two of the boys and girls from Support from Learning have been using that as well and there’s definitely a case for that in here. We would welcome any sort of future project to be involved in it as well, but we would definitely now think of putting aside some funds to invest in similar games.
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