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Speaker 1: Eight, five, five, nine, one oh three five before all

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Speaker 1: the teachers get to school this morning. Here's my question.

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Speaker 1: Is it true? This is from a TikTok video. Is

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Speaker 1: it true that teachers have code words that you use

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Speaker 1: when you email parents and when you communicate with parents

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Speaker 1: as a way of like, I don't know, masking what

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Speaker 1: you're really trying to say. For example, when we use

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Speaker 1: this is this is from the TikTok video, teachers saying,

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Speaker 1: we use phrases like your child's very social. That means

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Speaker 1: they won't shut the hell up.

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Speaker 2: That was the same on all of my report report

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Speaker 2: car lit Oh yeah yeah, but if I.

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Speaker 1: Saw social on my kid's report card, I might love

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Speaker 1: them all good the kids well adjusted, This is fantastic,

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Speaker 1: Like if my kid's talking too much, tell me the

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Speaker 1: kid won't shut up?

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Speaker 3: Well, they say, she gets all the other students off track,

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Speaker 3: is what.

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Speaker 4: That's why I feel like Ashon's uh card's gonna be Oh.

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Speaker 2: Yeah yeah he said.

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Speaker 1: It says if you if you were to say your

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Speaker 1: child's excitement is contagious, that means sometimes they won't calm down.

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Speaker 1: Act maybe that one, which again that sounds like a compliment,

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Speaker 1: like if i' oh, my gosh, you're your child's so

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Speaker 1: so little Fred is so social and his excitement is contagious.

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Speaker 2: I would be like, oh my god, that's wonderful.

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Speaker 1: He talks to everybody, unlike his dad, and everyone loves

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Speaker 1: him and this is amazing. If you were to say,

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Speaker 1: according to this teacher that the kid is a natural

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Speaker 1: born leader, it could also mean your kid is super bossy.

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Speaker 2: Oh, I don't like that one. I don't like that one.

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Speaker 1: No, see a leader again, That would Paulina, that would

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Speaker 1: indicate it. I would take that as a compliment of

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Speaker 1: my parents for sure.

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Speaker 2: For sure. And plus, don't call my little kid boss.

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Speaker 2: Ye that's good. Set boundaries, young man, young ladies, a

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Speaker 2: young age. There's a difference between those two things. Yeah,

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Speaker 2: your child isn't belief.

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Speaker 4: No no, no, Now that it gets an ass whooping

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Speaker 4: from mama.

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Speaker 1: But like, okay, if you wrote, for example, this is

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Speaker 1: another one from the TikTok video your son's going to

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Speaker 1: make a great lawyer. Well this code for your kid

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Speaker 1: won't stop arguing with you again, Like if we had

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Speaker 1: a real problem in the classroom and my child is

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Speaker 1: not doing a good job and is arguing with you,

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Speaker 1: and is disruptive. Don't write to me and don't write

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Speaker 1: me some code word like I gotta know your kid

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Speaker 1: argues with me about everything. I would be like, okay,

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Speaker 1: well that's not good. I gotta fix that.

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Speaker 4: I wonder if like some sensitive parent complained or something,

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Speaker 4: and this is why they're doing that, because you're right,

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Speaker 4: just just be direct, just say it like, Okay, my

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Speaker 4: kid's being disruptive or whatever.

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Speaker 2: I'd rather know that, because if if you're telling me

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Speaker 2: my kid's a star and a lawyer and whatever, he's

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Speaker 2: this and that, it's like, I'm thinking, this is good.

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Speaker 1: Yeah right, Yeah, a bunch of people are texting. Coming

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Speaker 1: from a retired teacher of thirty five years, trust me,

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Speaker 1: the parents know exactly what you're saying. Okay, all right,

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Speaker 1: so you don't really have to mince words one hundred

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Speaker 1: percent accurate on the teacher code words I can. I

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Speaker 1: can't tell you how many times I wish I could

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Speaker 1: say your kid can't shut the f up, So instead

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Speaker 1: you say sometimes you're a little social.

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Speaker 2: Yeah.

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Speaker 1: I mean a lot of people are saying this is true,

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Speaker 1: working on respecting their peers personal space, equals can't keep

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Speaker 1: their damn hands to themselves. This is a thousand percent

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Speaker 1: accurate someone texted were required to put a positive spin

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Speaker 1: on any criticism by our administration. Another text Teachers are

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Speaker 1: no longer allowed to place any negative wording on report

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Speaker 1: cards and emails. It has to be positive. Come on, you, guys,

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Speaker 1: we can't put anything. I assume negative also falls in

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Speaker 1: the constructive you know, constructive falls in the negative category,

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Speaker 1: So we can't. So we got to say if the

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Speaker 1: kid is bossy, the teacher has to say a natural

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Speaker 1: born leader. That says two different things to me, completely

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Speaker 1: different things to me. Now we can't even write something,

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Speaker 1: I mean, because again I don't know whether I'm sure

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Speaker 1: it wouldn't be helpful to write on the kid's report

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Speaker 1: card like your kid's a dummy, Like that's not nice.

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Speaker 1: But I mean, you know your kid is not achieving

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Speaker 1: at you know whatever, at an adequate level or at

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Speaker 1: the standard whatever. I mean, this is the kind of

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Speaker 1: stuff I would think parents would want to know honestly

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Speaker 1: and not have to and not have to dissect it

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Speaker 1: because you're not allowed to be constructed. Oh my goodness, Hey, Kate, hi, Kate,

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Speaker 1: what is this about? Why can't we You're a teacher Yes,

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Speaker 1: why can't we write the truth on people? I mean,

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Speaker 1: I'm not saying you should be mean, but why can't

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Speaker 1: we write, you know, what's really going on on the

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Speaker 1: report cards?

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Speaker 2: Yeah. So I'm a.

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Speaker 3: Second grade teacher and I actually all of the parent

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Speaker 3: interactions I've had, I am very like I'm honest with them,

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Speaker 3: Like obviously I'm not going to like curse their child,

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Speaker 3: you know when I'm going to say, like, your child

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Speaker 3: is struggling in this area. And I mean like there's

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Speaker 3: a political way or like a junle way to beat

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Speaker 3: about it. But I do not use co words because

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Speaker 3: like you're saying, like, how are they going to fix

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Speaker 3: the problem if they don't know what's the problem.

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Speaker 1: Yeah, be causella stuff sounds good to me. You know,

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Speaker 1: I'll be like, oh my god, I am a sex parent.

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Speaker 1: This is a natural born leader that everyone likes. This

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Speaker 1: is amazing. I am I should be like that lady

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Speaker 1: in the videos what's your name, Miss Rachel?

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Speaker 2: I should I should be doing mis videos. Look at this.

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Speaker 1: My kid is perfect. All right, Thank you, Kate, have

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Speaker 1: a great day. Thanks for listening. Yeah, I love you too. Y.

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Speaker 1: That's what a lot of people are saying, is that

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Speaker 1: as teachers, we have to start with those phrases and

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Speaker 1: then get into the actual behaviors. It takes this thing

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Speaker 1: away sometimes.

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Speaker 2: Lol.

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Speaker 1: You triggered all the teachers this morning. Yeah, I mean,

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Speaker 1: I just who are we helping with that? But we

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Speaker 1: can't even tell the truth now in report cards. I mean,

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Speaker 1: if teachers turn report cards into like deaf comedy jam, well,

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Speaker 1: then we I mean that's a problem. Like if it's

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Speaker 1: become like the roast of your kid in report cardsual,

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Speaker 1: then that's not good. But if it's if you're being

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Speaker 1: honest and constructive in the comments, and I guess that

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Speaker 1: would be most helpful to me as a parent, especially

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Speaker 1: if you expect me to fix it, you know.

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Speaker 2: And the other thing is half.

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Speaker 1: These people aren't going to fix it anyway, So I

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Speaker 1: don't know why it's a disservice.

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Speaker 2: I'm trigger, I'm trigging, and I'm not even a teacher.

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Speaker 2: Have a child. Hey Nathan, Hey Nathan, good morning.

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Speaker 1: You're a teacher as well, and this resonates with you

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Speaker 1: that I guess we teachers have to use code words

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Speaker 1: now when it comes to talking about their students.

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Speaker 4: Yeah, But I honestly feel it comes down to the

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Speaker 4: relationships before the code words. You like, sometimes you have

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Speaker 4: to be like not as a teacher, but like sometimes

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Speaker 4: a father figure, a mother figure for the kids. And

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Speaker 4: if you get those personal relationships first, it doesn't get

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Speaker 4: to the code words.

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Speaker 2: Well that no, it does. It does.

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Speaker 4: It build that report with kids, and it's a different figure.

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Speaker 4: I think that's just me.

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Speaker 2: Yeah.

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Speaker 1: We Well because one person, what do you teach, by

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Speaker 1: the way, Nathan high school?

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Speaker 4: Like computer stuff?

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Speaker 1: Okay, all right, because one teacher of the comments that

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Speaker 1: I don't use those codes. It's not helpful to anyone,

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Speaker 1: just sugarcoat an issue. I stick with FACX and OPS.

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Speaker 1: Have never had a problem with a parent relationship if

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Speaker 1: I am direct, but in a respectful and collaborative way. Well,

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Speaker 1: there you go, right, I mean, I guess Nathan, you're

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Speaker 1: doing an extra mile, right, Like you're trying to get

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Speaker 1: to know these students and their parents and so that

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Speaker 1: the comments come from a you know that everyone there's

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Speaker 1: trust in the relationship. I guess you know, if you're

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Speaker 1: not doing that and you're saying mean things, that's probably

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Speaker 1: not helpful.

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Speaker 4: Correct that the lose lose then, But like if you're teaching,

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Speaker 4: you're not in it. You got to be in it

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Speaker 4: for the right things at this point with because we

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Speaker 4: don't make any money and.

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Speaker 2: We're there eight nine.

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Speaker 4: Hours a day for teaching your kids. So I'm going

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Speaker 4: to do what I can to help benefit your child.

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Speaker 2: Yeah, yeah, thank you, Nathan, have a great day, all right.

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Speaker 3: Yeah.

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Speaker 1: I don't know, because sometimes I think there are probably

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Speaker 1: parents out there that don't. They're not they don't read

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Speaker 1: between the lines. They all they hear is great leader.

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Speaker 2: Cool. All right, No, your kid's a jackass, is what

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Speaker 2: we're saying. But hey, Jackie, yes, Hi, Hi Jackie. So

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Speaker 2: you're a mom. How old are your kids?

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Speaker 4: My kid is eleven?

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Speaker 2: Okay, and what do they say about your kid? Natural

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Speaker 2: born leader?

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Speaker 3: Yeah, they say everything nice.

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Speaker 4: I'm always thinking, all my kid's doing Gray, I have

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Speaker 4: nothing to worry about.

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Speaker 3: And all this time I've been chicking it's the wrong way.

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Speaker 1: And now your kids in jail and what happened, right,

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Speaker 1: you know what happens. You gotta go visit every Tuesday. No, no, So,

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Speaker 1: so what are you saying like that? You you thought

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Speaker 1: your kid was one way and at school and you're

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Speaker 1: learning that it's not as good as you thought.

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Speaker 2: Well, yeah, I'm not.

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Speaker 3: Bringing in between the lines. I'm kicking out how it is.

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Speaker 4: I'm like, oh, thinks, thank.

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Speaker 2: You right, well, but but what what's where's the butt here?

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Speaker 1: But then your kid comes home and is like mean

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Speaker 1: and stuff, and so you're like, man, maybe it's not

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Speaker 1: the same as they say.

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Speaker 4: Well, he is a good kid.

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Speaker 3: So that's why I'm just like you guys, you can't

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Speaker 3: say he's being a good kid and then trying to

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Speaker 3: tell me another thing, like be honestly straightforward and help

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Speaker 3: a parent out.

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Speaker 2: Yeah, you want the truth.

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Speaker 1: And a bunch of teachers and sex this morning saying well,

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Speaker 1: we're not allowed to say, we're not allowed to tell

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Speaker 1: the truth, which I thank you, Jackie, you have a

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Speaker 1: good day. That just one more thing. Teachers have a

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Speaker 1: hard job. That's a super hard, thankless job. You got

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Speaker 1: it in a lot of cases, you're raising these kids.

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Speaker 1: But I guess we're not allowed to tell the truth

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Speaker 1: anymore because that might hurt somebody's feelings. Well, what's worse,

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Speaker 1: you know, temporarily hurting someone's feelings with a constructive, caring

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Speaker 1: observation or juvenile hall Maybe it doesn't have to Gora.

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Speaker 1: I know.

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Speaker 2: Life comes at you fat very I don't know how

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Speaker 2: were you when you were at time two more than

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Speaker 2: Cali twenty sixth in Cali, that's what I meant. I

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Speaker 2: go to twenty fourth, it's to vi IP wanted see

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Speaker 2: I deliverate like you. Those are my twenties already.

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Speaker 1: So okay, Well, if your teachers have been honest with

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Speaker 1: your parents' ever would have happened?

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Speaker 2: Yes? Yeah, and straight straight to juvenile hall. Do not test,

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00:10:06,000 --> 00:10:06,040
Speaker 2: go