1 00:00:08,920 --> 00:00:10,240 Speaker 1: I don't want to ask your question real good. 2 00:00:10,320 --> 00:00:11,960 Speaker 2: Let's just keep it real straight shot with no chaser. 3 00:00:12,119 --> 00:00:15,920 Speaker 2: I'm gonna get a little bit rough. I'm here for it. 4 00:00:16,000 --> 00:00:19,040 Speaker 2: Those who really believed in the American process, all of us, 5 00:00:19,920 --> 00:00:21,079 Speaker 2: straight shot, no chase. 6 00:00:21,480 --> 00:00:22,079 Speaker 1: What's your girl? 7 00:00:22,160 --> 00:00:25,680 Speaker 2: Testom figure out? On the Black Effect podcast. We're telling everybody, 8 00:00:25,760 --> 00:00:27,880 Speaker 2: just a testlim figure out with straight shot, no chaser 9 00:00:27,960 --> 00:00:32,440 Speaker 2: on the Black effeg Podcast network on iHeartRadio. Really important 10 00:00:32,440 --> 00:00:36,400 Speaker 2: topic today. I brought in my co host Jade Herald, 11 00:00:36,440 --> 00:00:38,720 Speaker 2: that helps me with all things content. She helps some 12 00:00:38,840 --> 00:00:41,919 Speaker 2: curate stories, she helps me put them together, and I 13 00:00:41,960 --> 00:00:45,200 Speaker 2: just thought it'd be a great idea to make her 14 00:00:45,520 --> 00:00:47,120 Speaker 2: or ask her if you will, to be a part 15 00:00:47,159 --> 00:00:49,159 Speaker 2: of the conversation and help me unpack some of these 16 00:00:49,159 --> 00:00:51,159 Speaker 2: stories since we already unpack it on the back end. 17 00:00:51,360 --> 00:00:53,040 Speaker 2: Thank you so much day for being here with me. 18 00:00:53,080 --> 00:00:54,400 Speaker 2: I do appreciate it. How are you? 19 00:00:55,680 --> 00:00:57,800 Speaker 1: Thank you? I'm great, great, Thanks for having me. This 20 00:00:57,840 --> 00:00:59,120 Speaker 1: is a much needed conversation. 21 00:00:59,440 --> 00:01:01,600 Speaker 2: Yeah, a little We're gonna get straight into it, guys. 22 00:01:01,760 --> 00:01:05,880 Speaker 2: I want to talk about this teacher that went viral 23 00:01:06,080 --> 00:01:09,920 Speaker 2: for allowing children to are his students to take down 24 00:01:09,959 --> 00:01:13,120 Speaker 2: his hair now this conversation is really important. I also 25 00:01:13,200 --> 00:01:16,560 Speaker 2: brought in another special guest of mine. Her name is 26 00:01:16,600 --> 00:01:19,319 Speaker 2: Aisha Robinson. She's actually a twenty six year veteran teacher 27 00:01:19,400 --> 00:01:23,679 Speaker 2: in Georgie's worked in several districts in the Georgia area. 28 00:01:23,920 --> 00:01:26,319 Speaker 2: I want to make sure that we had Although I 29 00:01:26,400 --> 00:01:28,800 Speaker 2: consider myself an educator because I've been a substitute teacher, 30 00:01:28,800 --> 00:01:30,200 Speaker 2: I have a master's, but I have a master's in 31 00:01:30,200 --> 00:01:32,440 Speaker 2: adult education. I thought it was really important to bring 32 00:01:32,440 --> 00:01:34,600 Speaker 2: a teacher in that can actually have this conversation from 33 00:01:34,640 --> 00:01:38,080 Speaker 2: a teacher perspective and you know, working with kids, you know, 34 00:01:38,160 --> 00:01:40,360 Speaker 2: similar to this age. And so when her and I 35 00:01:40,400 --> 00:01:42,000 Speaker 2: were talking about it on the back end, I say, 36 00:01:42,040 --> 00:01:44,360 Speaker 2: this would be a great opportunity just to bring Aisha 37 00:01:44,440 --> 00:01:46,480 Speaker 2: in to have this conversation. Aisher, So thank you so 38 00:01:46,560 --> 00:01:47,680 Speaker 2: much for joining me today. 39 00:01:49,040 --> 00:01:50,960 Speaker 1: Thank you so much for having me. I'm excited to 40 00:01:51,000 --> 00:01:51,960 Speaker 1: be speaking with you all. 41 00:01:52,120 --> 00:01:55,240 Speaker 2: Absolutely, So let's get straight into it, guys. I'm gonna 42 00:01:55,240 --> 00:01:57,120 Speaker 2: get straight to and kind of give you the rundown. 43 00:01:57,560 --> 00:01:59,400 Speaker 2: If you guys have not heard of this story. So 44 00:01:59,440 --> 00:02:01,960 Speaker 2: he went viral, you can look at He's also a 45 00:02:02,000 --> 00:02:03,920 Speaker 2: content creator and I'm gonna deal with that too, like 46 00:02:03,920 --> 00:02:06,040 Speaker 2: are we teaching? Are we creating content? Because a lot 47 00:02:06,040 --> 00:02:07,920 Speaker 2: of this seems to be content driven. You know, everything's 48 00:02:07,960 --> 00:02:11,120 Speaker 2: always about lights. Now, who likes who comments? Who this, 49 00:02:11,240 --> 00:02:14,120 Speaker 2: who that? And content is obviously has been a distraction 50 00:02:14,200 --> 00:02:16,600 Speaker 2: in this particular classroom. I want to be clear and 51 00:02:16,600 --> 00:02:18,640 Speaker 2: say that you guys know, I don't really like to 52 00:02:18,639 --> 00:02:21,760 Speaker 2: get into business of bashing folks, especially black men. But 53 00:02:21,800 --> 00:02:24,200 Speaker 2: this is not a bashing. This is a let's have 54 00:02:24,200 --> 00:02:28,600 Speaker 2: a real conversation about boundaries, what we expect from our educators, 55 00:02:28,760 --> 00:02:31,200 Speaker 2: what we expect from our children. I'm big on boundaries. 56 00:02:31,240 --> 00:02:33,120 Speaker 2: I have a child myself, a sixteen year old, and 57 00:02:33,160 --> 00:02:36,280 Speaker 2: I'm big on boundaries, especially with teaching. And so we'll 58 00:02:36,280 --> 00:02:38,760 Speaker 2: get into that here in the moment. But you may 59 00:02:38,800 --> 00:02:40,560 Speaker 2: remember the video of you did not go back and 60 00:02:40,560 --> 00:02:42,959 Speaker 2: look at ball alert. They covered his shape, room covered it, 61 00:02:43,000 --> 00:02:46,679 Speaker 2: and so forth they're showing. One video shows him with 62 00:02:46,760 --> 00:02:49,800 Speaker 2: some young girls who were painting his nails in class. 63 00:02:50,080 --> 00:02:52,119 Speaker 2: The other were the young girls taking his hair down 64 00:02:52,160 --> 00:02:55,040 Speaker 2: in class. He also has some general like jokes type 65 00:02:55,040 --> 00:02:57,560 Speaker 2: of content with him in class. So again, this is 66 00:02:57,600 --> 00:03:02,600 Speaker 2: a content creator. When he got the backlash, people responded. 67 00:03:02,960 --> 00:03:05,359 Speaker 2: He also put out a response, and I'm gonna read 68 00:03:05,360 --> 00:03:08,280 Speaker 2: it verbatim. He said. Although I don't necessarily agree with 69 00:03:08,280 --> 00:03:10,960 Speaker 2: what you're saying, I support your right to express how 70 00:03:10,960 --> 00:03:13,680 Speaker 2: you feel. This is obviously him responding to somebody. He said, 71 00:03:13,720 --> 00:03:16,960 Speaker 2: my admin is well aware of my social media presidents, 72 00:03:17,320 --> 00:03:20,200 Speaker 2: my bids meaning videos, as well as the relationships I 73 00:03:20,200 --> 00:03:23,440 Speaker 2: have with my students. Of course, if we had visitors, 74 00:03:23,440 --> 00:03:26,080 Speaker 2: I probably wouldn't do that, but this was on a Friday, 75 00:03:26,080 --> 00:03:28,480 Speaker 2: at the end of the day before dismissal, after work 76 00:03:28,639 --> 00:03:31,280 Speaker 2: was completed. I hate that y'all are dragging me down 77 00:03:31,360 --> 00:03:36,120 Speaker 2: because of what otherfs have done. I'm not sick in 78 00:03:36,120 --> 00:03:38,720 Speaker 2: the head. I actually love these kids as if they 79 00:03:38,720 --> 00:03:41,160 Speaker 2: were my own. I would never do anything that would 80 00:03:41,160 --> 00:03:45,840 Speaker 2: harm them. They are also respectful of boundaries, and I'm 81 00:03:45,960 --> 00:03:47,880 Speaker 2: the rare case I think he meant. In the rare 82 00:03:47,960 --> 00:03:50,720 Speaker 2: case one ever tries to overstep, it is my duty 83 00:03:50,760 --> 00:03:53,480 Speaker 2: to correct the behavior and not feed into it. I 84 00:03:53,520 --> 00:03:56,840 Speaker 2: am a man of morals and ethics. So before we 85 00:03:56,920 --> 00:03:59,840 Speaker 2: open up the conversation and get to it, Jay, give 86 00:04:00,120 --> 00:04:01,880 Speaker 2: us some of the feedback that people were giving on 87 00:04:01,920 --> 00:04:06,360 Speaker 2: social media on some pros and cons absolutely. 88 00:04:06,520 --> 00:04:11,240 Speaker 1: On social media, people are saying that he is being 89 00:04:11,280 --> 00:04:13,880 Speaker 1: targeted because he's a black man. It wasn't that serious. 90 00:04:14,120 --> 00:04:17,200 Speaker 1: This did not warrant him being fired or losing his job. 91 00:04:17,279 --> 00:04:20,000 Speaker 1: Over then, I hear a lot of black men who 92 00:04:20,040 --> 00:04:23,599 Speaker 1: also have children, especially daughters, who are putting out content 93 00:04:23,680 --> 00:04:26,880 Speaker 1: on social media, on Black Twitter, and they're saying, this 94 00:04:27,040 --> 00:04:30,120 Speaker 1: is completely inappropriate. We send our children to go to 95 00:04:30,160 --> 00:04:34,520 Speaker 1: school and get an education and not be involved in 96 00:04:34,560 --> 00:04:38,640 Speaker 1: an adult's personal space. So I'm hearing both sides of 97 00:04:38,640 --> 00:04:41,280 Speaker 1: the argument, but I am hearing a lot of black 98 00:04:41,320 --> 00:04:43,840 Speaker 1: men stuff up and say, no, this is absolutely inappropriate. 99 00:04:43,839 --> 00:04:45,800 Speaker 1: He should not have little girls in his hair. They 100 00:04:45,800 --> 00:04:48,080 Speaker 1: are in school and they're supposed to learn how to 101 00:04:49,320 --> 00:04:54,200 Speaker 1: conduct themselves, to learn your content, and to prepare themselves 102 00:04:54,240 --> 00:04:58,040 Speaker 1: for the real world, not to interact inappropriately with adults. 103 00:04:59,320 --> 00:05:02,400 Speaker 2: Now, you also, you pulled up some information about coldor conduct. 104 00:05:03,279 --> 00:05:05,200 Speaker 2: Was there anything that kind of stuck out to you 105 00:05:05,560 --> 00:05:07,920 Speaker 2: on cold to conduct per se? 106 00:05:08,320 --> 00:05:12,039 Speaker 1: Absolutely? Yeah. So this is a black science teacher and 107 00:05:12,120 --> 00:05:16,560 Speaker 1: he goes by the name joh q Lee, and the 108 00:05:16,560 --> 00:05:20,880 Speaker 1: blogs are saying that he was a part of pgc PS, 109 00:05:20,920 --> 00:05:25,279 Speaker 1: which would I'm thinking if it's the same pecps. There's 110 00:05:25,320 --> 00:05:28,680 Speaker 1: a code of conduct here that says, well, number three says, 111 00:05:28,720 --> 00:05:31,839 Speaker 1: do not engage an abuse or neglect of any child 112 00:05:32,000 --> 00:05:35,600 Speaker 1: or vulnerable adult, including grooming behaviors through which an adult 113 00:05:35,680 --> 00:05:38,000 Speaker 1: or a person in a position of authority builds an 114 00:05:38,040 --> 00:05:41,279 Speaker 1: emotional connection with the child to gain their trust for 115 00:05:41,360 --> 00:05:47,080 Speaker 1: the purposes of exploitation or other abuse. Now listen, there 116 00:05:47,080 --> 00:05:49,520 Speaker 1: are five little girls with their hands in this man's hair. 117 00:05:49,560 --> 00:05:53,599 Speaker 1: He's on his computer making a TikTok video. I doubt 118 00:05:53,600 --> 00:05:56,239 Speaker 1: that he had parental consent to put these little girls 119 00:05:56,320 --> 00:05:59,400 Speaker 1: on his social media, but he's definitely using his personal 120 00:05:59,440 --> 00:06:04,719 Speaker 1: device in order to you know, exploit that in my opinion, 121 00:06:04,839 --> 00:06:07,280 Speaker 1: so this could be the grounds in which he was 122 00:06:07,320 --> 00:06:12,800 Speaker 1: actually terminated. It was he terminated, Yes, the goals and 123 00:06:12,839 --> 00:06:14,560 Speaker 1: reporting that he was fired from his job. 124 00:06:14,680 --> 00:06:17,159 Speaker 2: Oh wow, Okay, So let's unpack that a second, and 125 00:06:17,160 --> 00:06:20,039 Speaker 2: I'm bringing I shown this so depending on how you 126 00:06:20,080 --> 00:06:21,960 Speaker 2: look at it, I just finished the class. Shout out 127 00:06:21,960 --> 00:06:24,039 Speaker 2: to the Hip Hop Task Force. We did our first 128 00:06:24,120 --> 00:06:27,599 Speaker 2: class on conflict resolution. I trained kids on conflict it 129 00:06:27,600 --> 00:06:30,440 Speaker 2: with teenagers and depending on how you look at it, 130 00:06:30,839 --> 00:06:32,640 Speaker 2: one of the things we talked about was perspective. So 131 00:06:32,640 --> 00:06:36,360 Speaker 2: everybody has a different lens. So my lens, my boundaries 132 00:06:36,560 --> 00:06:41,240 Speaker 2: are very strict when it comes to children. In any 133 00:06:41,279 --> 00:06:43,760 Speaker 2: adult I have, I'm strict for that way for a reason. 134 00:06:43,960 --> 00:06:46,760 Speaker 2: I'm actually probably more lean up, more stricter than most. 135 00:06:47,080 --> 00:06:49,680 Speaker 2: So while some would may be more leaning on things, 136 00:06:49,760 --> 00:06:52,400 Speaker 2: I'm a little bit more stricter on that because again, 137 00:06:52,480 --> 00:06:55,599 Speaker 2: my perception and what I have seen, particularly as it 138 00:06:55,600 --> 00:06:58,120 Speaker 2: relates to little girls, and I have been friends with 139 00:06:58,160 --> 00:07:00,560 Speaker 2: over thirty years, and we've had this conversation where we 140 00:07:00,640 --> 00:07:03,400 Speaker 2: may see things, you know, totally different, and she respects 141 00:07:03,440 --> 00:07:05,400 Speaker 2: how I feel, and I respects how she feels. But 142 00:07:05,480 --> 00:07:08,760 Speaker 2: it's important, you know, to understand people perspective. So although 143 00:07:09,640 --> 00:07:13,080 Speaker 2: somebody may look at this as grooming, it does say 144 00:07:13,120 --> 00:07:18,240 Speaker 2: here with the intent of building an emotional connection to exploitation. Now, 145 00:07:18,240 --> 00:07:21,360 Speaker 2: somebody may say, well, how it was getting on TikTok exportation, 146 00:07:21,640 --> 00:07:24,080 Speaker 2: but Jay may see that the explortation. Somebody else may say, 147 00:07:24,080 --> 00:07:26,520 Speaker 2: that's not exportation, that's just TikTok because we all on 148 00:07:26,560 --> 00:07:29,080 Speaker 2: TikTok and everybody record everything, and everybody record what they 149 00:07:29,160 --> 00:07:32,080 Speaker 2: eat and everybody, So that does have to do with perspective. 150 00:07:32,240 --> 00:07:34,360 Speaker 2: And also grooming. What are we grooming them to do? 151 00:07:34,480 --> 00:07:37,960 Speaker 2: That's usually to take advantage of somebody, and so I 152 00:07:38,000 --> 00:07:40,520 Speaker 2: see that as abuse. So depending on how you look 153 00:07:40,560 --> 00:07:42,920 Speaker 2: at this depends on if you wanted to find it 154 00:07:42,960 --> 00:07:44,920 Speaker 2: that exportation, if you wanted to find as grooming, if 155 00:07:44,920 --> 00:07:47,480 Speaker 2: you want to find it this abuse. For me, anytime 156 00:07:47,520 --> 00:07:50,640 Speaker 2: you're going outside, anytime you have children in personal space 157 00:07:50,680 --> 00:07:53,720 Speaker 2: of adults or vice versa, I just think it's inappropriate. 158 00:07:53,760 --> 00:07:55,720 Speaker 2: I can't say for certain he had the intent to 159 00:07:55,800 --> 00:07:58,280 Speaker 2: exploit our abuse or neglect or any of those things, 160 00:07:58,320 --> 00:08:00,560 Speaker 2: because I don't know this man's intention, but it's too 161 00:08:00,600 --> 00:08:04,120 Speaker 2: close for me to make a decision, So I should 162 00:08:04,360 --> 00:08:07,760 Speaker 2: would explain that your thoughts on that before we talk 163 00:08:07,800 --> 00:08:10,680 Speaker 2: about the actual policy you know on is it growing 164 00:08:10,800 --> 00:08:14,480 Speaker 2: or abuse, But just in general, as a teacher, why 165 00:08:14,480 --> 00:08:16,240 Speaker 2: did you find this unacceptable? 166 00:08:19,360 --> 00:08:22,000 Speaker 1: It really boils down to in this case, when you're 167 00:08:22,040 --> 00:08:25,840 Speaker 1: speaking of boundaries. As a teacher of twenty six years, 168 00:08:25,920 --> 00:08:28,000 Speaker 1: I am a bell to beil teacher, which means I'm 169 00:08:28,000 --> 00:08:30,480 Speaker 1: teaching from the time the students come in until the 170 00:08:30,520 --> 00:08:33,200 Speaker 1: time the students leave. There is a lot of content 171 00:08:33,320 --> 00:08:35,920 Speaker 1: to cover and at the end of class it is 172 00:08:36,040 --> 00:08:38,080 Speaker 1: nice free time. It is time to compare them for 173 00:08:38,160 --> 00:08:41,240 Speaker 1: the next lesson. Hey, you need to look forward to this, this, 174 00:08:41,360 --> 00:08:44,160 Speaker 1: and this. Remember we have a test on Wednesday about 175 00:08:44,200 --> 00:08:47,520 Speaker 1: blah blah blah. So the boundaries and the lines were 176 00:08:47,559 --> 00:08:51,600 Speaker 1: blurred simply because you were at work. Okay, And I 177 00:08:51,720 --> 00:08:55,240 Speaker 1: understand that building relationships is important. I'm not saying that 178 00:08:55,280 --> 00:08:58,319 Speaker 1: it is not important. It's very important. But let's find 179 00:08:58,400 --> 00:09:01,320 Speaker 1: other ways that we can deal with relationships with students 180 00:09:01,559 --> 00:09:04,520 Speaker 1: so that we can continue the job that we're there 181 00:09:04,559 --> 00:09:07,960 Speaker 1: to do. Right before I saw this post, there was 182 00:09:07,960 --> 00:09:11,600 Speaker 1: a post that said that students are behind and reading 183 00:09:12,160 --> 00:09:15,520 Speaker 1: like students are not reading on grade level, So why 184 00:09:15,520 --> 00:09:17,800 Speaker 1: would we take class time, whether it be at the 185 00:09:17,800 --> 00:09:21,360 Speaker 1: beginning or the end, to do something that is not 186 00:09:21,440 --> 00:09:24,200 Speaker 1: related to the content that we're supposed to be teaching. 187 00:09:24,240 --> 00:09:27,400 Speaker 1: Our students are behind, so we need to make we 188 00:09:27,440 --> 00:09:29,960 Speaker 1: need to make sure that we are using our time wisely. 189 00:09:30,360 --> 00:09:33,040 Speaker 1: I know you said speak on the policy later, but 190 00:09:33,080 --> 00:09:36,280 Speaker 1: the bottom line is he didn't about by the school's policy, 191 00:09:37,679 --> 00:09:40,560 Speaker 1: and that's the bottom line. And so whether he agrees 192 00:09:40,679 --> 00:09:43,560 Speaker 1: or we all agree or we disagree, the school's policy 193 00:09:43,840 --> 00:09:46,959 Speaker 1: is what it is. And for that reason he was terminated. 194 00:09:47,280 --> 00:09:50,800 Speaker 1: So it is very unfortunate. I understand building relationships, I 195 00:09:50,880 --> 00:09:54,199 Speaker 1: even understand as a teacher a side hustle, but when 196 00:09:54,280 --> 00:09:56,719 Speaker 1: you blur lines a lot of that, you create a 197 00:09:56,760 --> 00:10:00,320 Speaker 1: slippery slope. So you need to make sure that you 198 00:10:00,440 --> 00:10:04,520 Speaker 1: are setting boundaries and you are still building building relationships 199 00:10:04,920 --> 00:10:07,840 Speaker 1: in a space where it is appropriate to build a 200 00:10:07,840 --> 00:10:09,120 Speaker 1: certain relationship. 201 00:10:09,240 --> 00:10:11,320 Speaker 2: And why do you think I should add like why 202 00:10:11,360 --> 00:10:14,720 Speaker 2: because okay, so let's just take him at his word. 203 00:10:15,040 --> 00:10:17,040 Speaker 2: Let's just say that because you know, a lot of 204 00:10:17,040 --> 00:10:19,520 Speaker 2: times people correct when they get caught, you know, so 205 00:10:19,600 --> 00:10:21,160 Speaker 2: let's just say, let's give him a benefit of that 206 00:10:21,280 --> 00:10:24,520 Speaker 2: when he said, my students, my parents know what I 207 00:10:24,559 --> 00:10:26,520 Speaker 2: do because this guy been creating his content all the time. 208 00:10:26,600 --> 00:10:28,760 Speaker 2: So let's first start there are we in school to 209 00:10:28,800 --> 00:10:30,719 Speaker 2: be creating content? Like, what the hell are we doing? 210 00:10:30,760 --> 00:10:32,559 Speaker 2: Are we creating content? And we teach it? So that's 211 00:10:32,600 --> 00:10:36,000 Speaker 2: number one, this goal to create content and need content 212 00:10:36,040 --> 00:10:39,000 Speaker 2: and got to have content. And I'm a TikTok creator. 213 00:10:39,360 --> 00:10:41,880 Speaker 2: I don't know if it was for money. Again, teaches underpaid. 214 00:10:41,880 --> 00:10:43,680 Speaker 2: I don't know if that was for But again, your 215 00:10:43,720 --> 00:10:46,480 Speaker 2: class is not there to be your content creator. So 216 00:10:46,559 --> 00:10:49,440 Speaker 2: let's first start there where I think that's inappropriate. But 217 00:10:49,520 --> 00:10:51,920 Speaker 2: let's take him at his Let's take take him at 218 00:10:51,960 --> 00:10:55,040 Speaker 2: his word that it's that the parents did know. If 219 00:10:55,040 --> 00:10:57,760 Speaker 2: they're saying I should that this is I don't see 220 00:10:57,800 --> 00:11:00,760 Speaker 2: this as a boundary. I don't see I'm okay with 221 00:11:01,200 --> 00:11:04,040 Speaker 2: It's just hair, it's just taking down here. What's the 222 00:11:04,040 --> 00:11:08,080 Speaker 2: big deal? Who determines what boundary is in the in 223 00:11:08,120 --> 00:11:10,560 Speaker 2: the school, in the school set up. If we're taking 224 00:11:10,640 --> 00:11:12,480 Speaker 2: him at his word, was saying that his parents, the 225 00:11:12,520 --> 00:11:14,920 Speaker 2: parents knew what they were doing. It should it be 226 00:11:14,960 --> 00:11:18,640 Speaker 2: the parents that make that decision? Is it the general public, 227 00:11:18,679 --> 00:11:21,480 Speaker 2: the court of public opinion? Is it the administration? Because 228 00:11:21,480 --> 00:11:24,160 Speaker 2: he said administration knew what he was doing? How do 229 00:11:24,240 --> 00:11:27,959 Speaker 2: you define boundaries like in your classroom? If a parent says, 230 00:11:28,280 --> 00:11:30,720 Speaker 2: I'm cool with this, but you say no, this, I'm 231 00:11:30,760 --> 00:11:32,959 Speaker 2: really not like, how do you how do you determine 232 00:11:32,960 --> 00:11:34,640 Speaker 2: that in your classroom? 233 00:11:35,240 --> 00:11:37,679 Speaker 1: So when I read what his response, what he was 234 00:11:37,720 --> 00:11:41,079 Speaker 1: saying in his response, he said that his administrators were 235 00:11:41,120 --> 00:11:46,960 Speaker 1: aware of his videos. Now, whether they were aware or not, 236 00:11:47,520 --> 00:11:50,440 Speaker 1: I mean he said they were, But at the same time, 237 00:11:50,520 --> 00:11:55,360 Speaker 1: you were at school to create a learning experience that 238 00:11:55,440 --> 00:12:00,600 Speaker 1: it's tailored to the curriculum that's you're taking. Even if 239 00:12:00,640 --> 00:12:03,520 Speaker 1: his parents knew, that's not the time or place to 240 00:12:03,559 --> 00:12:05,280 Speaker 1: do it. Now. If you want to support your students, 241 00:12:05,360 --> 00:12:08,480 Speaker 1: hey take them out side of school, outside of the 242 00:12:08,520 --> 00:12:10,800 Speaker 1: school building. Hey, I know that you're trying to do 243 00:12:11,440 --> 00:12:13,959 Speaker 1: X y Z with cosmetology. Would you mind if we 244 00:12:14,040 --> 00:12:16,120 Speaker 1: set up a time with your parents where you can 245 00:12:16,120 --> 00:12:18,440 Speaker 1: take my brains down. That's just not a time to post. 246 00:12:20,559 --> 00:12:25,840 Speaker 1: Bottom line. Maybe that he said his administrators know or new, 247 00:12:26,200 --> 00:12:28,520 Speaker 1: but at the end of the day he still got terminated. 248 00:12:28,640 --> 00:12:32,760 Speaker 1: So did they really know to the extent that he 249 00:12:32,920 --> 00:12:36,680 Speaker 1: was posting in the classroom or did they just take 250 00:12:36,679 --> 00:12:39,360 Speaker 1: his word for it. I know at my school we 251 00:12:39,480 --> 00:12:43,360 Speaker 1: do take videos, but we allow PTO to post them 252 00:12:43,440 --> 00:12:46,959 Speaker 1: and it is educational content like it's of us teaching. 253 00:12:47,080 --> 00:12:51,400 Speaker 1: We're doing experiments, we're doing classroom activities. It's not a 254 00:12:51,440 --> 00:12:52,880 Speaker 1: free time type thing. 255 00:12:52,800 --> 00:12:54,880 Speaker 2: Which permission with the parent And just say, well, who 256 00:12:54,920 --> 00:12:57,560 Speaker 2: PTO is because everybody doesn't know the jargons, So just explain. 257 00:12:57,880 --> 00:13:01,320 Speaker 1: Oh, PTO is a Parent Teacher organization. It's a group 258 00:13:01,360 --> 00:13:06,040 Speaker 1: of parents. They're a liaison between the student body and 259 00:13:06,080 --> 00:13:08,040 Speaker 1: the stakeholders in the community. 260 00:13:08,320 --> 00:13:10,040 Speaker 2: So just so everybody know the difference. So you have 261 00:13:10,120 --> 00:13:13,640 Speaker 2: PTA and then you have PTO, and PTO is more 262 00:13:13,679 --> 00:13:15,320 Speaker 2: than liaison. But I just want to make sure you 263 00:13:15,320 --> 00:13:17,520 Speaker 2: guys knew you know what that jargon was. But okay, 264 00:13:17,640 --> 00:13:20,160 Speaker 2: so continue and it's usual. And then obviously when you're 265 00:13:20,160 --> 00:13:22,840 Speaker 2: posting stuff to social media and different things, you sign 266 00:13:22,920 --> 00:13:24,960 Speaker 2: off on that, like as parents, you sign off to 267 00:13:24,960 --> 00:13:27,080 Speaker 2: say if this is okay or not okay. So I 268 00:13:27,160 --> 00:13:29,600 Speaker 2: highly doubt that some letter went out to these parents saying, hey, 269 00:13:29,640 --> 00:13:31,679 Speaker 2: I'm geting to be sitting up and making content on 270 00:13:31,760 --> 00:13:32,720 Speaker 2: TikTok every day. 271 00:13:34,240 --> 00:13:37,280 Speaker 1: That is absolutely correct. That is absolutely correct. Now they 272 00:13:37,320 --> 00:13:39,839 Speaker 1: do sign off on a video release, but like I said, 273 00:13:40,240 --> 00:13:43,360 Speaker 1: it is in uh if it changed to educational content, 274 00:13:43,480 --> 00:13:47,440 Speaker 1: right taking down someone's heir or anything like that. So 275 00:13:47,800 --> 00:13:52,120 Speaker 1: it is a very I think that in society we've 276 00:13:52,160 --> 00:13:58,800 Speaker 1: created this everything goes on social media type of environment 277 00:13:58,840 --> 00:14:02,199 Speaker 1: where there are a lot of teachers now posting content, 278 00:14:02,280 --> 00:14:04,360 Speaker 1: but you have to be very careful. I know that 279 00:14:04,400 --> 00:14:07,840 Speaker 1: there are some teachers who are posting themselves talking while 280 00:14:07,880 --> 00:14:11,800 Speaker 1: the students are talking in the background. That's even slippery 281 00:14:11,840 --> 00:14:15,200 Speaker 1: because it's not educational content. So you have to be 282 00:14:15,280 --> 00:14:18,840 Speaker 1: really careful because at the end of the day, the 283 00:14:18,920 --> 00:14:22,480 Speaker 1: districts and the schools are going to cover themselves. 284 00:14:22,080 --> 00:14:24,320 Speaker 2: Right, and it's not worth it. Like what are we 285 00:14:24,400 --> 00:14:27,520 Speaker 2: gaining with this content? I'm just trying to figure out, Like, okay, 286 00:14:27,680 --> 00:14:29,440 Speaker 2: so like what are we doing here? Are we just 287 00:14:29,480 --> 00:14:31,320 Speaker 2: trying to be the famous cool teacher or what are 288 00:14:31,360 --> 00:14:33,200 Speaker 2: we doing like at the end of the day teach 289 00:14:33,280 --> 00:14:37,840 Speaker 2: the kids? Like what is this content? This drive? Again, 290 00:14:38,000 --> 00:14:40,400 Speaker 2: everybody got to have a drive. Everything got to be 291 00:14:40,440 --> 00:14:42,720 Speaker 2: on damn content. When I get up in the morning, 292 00:14:42,760 --> 00:14:44,360 Speaker 2: this is what it looks like, this is what I mean, 293 00:14:44,360 --> 00:14:46,440 Speaker 2: and this is where I'm going day. So this drive 294 00:14:46,520 --> 00:14:55,000 Speaker 2: for content is just ridiculous. I'm gonna read with this. 295 00:14:55,040 --> 00:14:59,400 Speaker 2: One guy. In his response one commenter said, he said, 296 00:14:59,440 --> 00:15:01,680 Speaker 2: I can now he is in defense of him a 297 00:15:01,720 --> 00:15:04,240 Speaker 2: black man if he is who he says in the 298 00:15:04,480 --> 00:15:07,480 Speaker 2: profile pick, But he says, can I say that folks 299 00:15:07,560 --> 00:15:10,920 Speaker 2: that find this inappropriate when he's literally discussing the steps 300 00:15:10,920 --> 00:15:13,840 Speaker 2: he took to ensure the students find it affirming and 301 00:15:13,920 --> 00:15:17,760 Speaker 2: a bonding activity, but also something culturally aligning using all 302 00:15:17,760 --> 00:15:21,600 Speaker 2: these big words culturally aligning is entirely why I said 303 00:15:21,640 --> 00:15:24,080 Speaker 2: the other teacher, y'all celebrated for screaming at the students 304 00:15:24,160 --> 00:15:27,400 Speaker 2: reflect which you don't get about education. So he's saying that, 305 00:15:27,480 --> 00:15:29,920 Speaker 2: apparently you don't get none of about education. He goes 306 00:15:30,000 --> 00:15:32,480 Speaker 2: on to say, this is not out of the ordinary 307 00:15:32,520 --> 00:15:34,640 Speaker 2: to know your students have interest in your hair and 308 00:15:34,640 --> 00:15:37,360 Speaker 2: allowing them to illustrate interests. First of all, let's just 309 00:15:37,360 --> 00:15:41,760 Speaker 2: pause right there. These are black children, please, yep, let's 310 00:15:41,760 --> 00:15:45,640 Speaker 2: please boss. First of all, anybody interested in your hair? 311 00:15:45,720 --> 00:15:47,960 Speaker 2: So this, oh man, let me see what your hair like. 312 00:15:48,000 --> 00:15:49,680 Speaker 2: Ain't nobody never seen no break you know how to 313 00:15:49,760 --> 00:15:51,320 Speaker 2: do with the white kids? Oh wow, I'm sorry. Just 314 00:15:51,400 --> 00:15:53,080 Speaker 2: ain't nobody interested in your hair? First of all, sir, 315 00:15:53,120 --> 00:15:54,800 Speaker 2: you ain't that looked real pimpish to me when you 316 00:15:54,840 --> 00:15:57,440 Speaker 2: had the girls painting your nails and sitting there like, 317 00:15:57,480 --> 00:16:00,240 Speaker 2: what are we doing here? So let's first stop there, 318 00:16:00,240 --> 00:16:02,560 Speaker 2: nobody interested in nobody here? And then it's going to say, 319 00:16:02,840 --> 00:16:05,240 Speaker 2: I think all of this outrage also stems from not 320 00:16:05,360 --> 00:16:08,760 Speaker 2: being used to seeing someone in a rearing position like 321 00:16:08,760 --> 00:16:12,800 Speaker 2: an educator outside of strict aggressive parental ways. No, that's 322 00:16:12,840 --> 00:16:16,000 Speaker 2: not serve. What that is? This is I don't want 323 00:16:16,040 --> 00:16:19,400 Speaker 2: my little girl taking out her damn no teacher's hair, 324 00:16:19,560 --> 00:16:24,240 Speaker 2: bottom line at school, bottom line even if it was 325 00:16:24,280 --> 00:16:26,800 Speaker 2: a female. First of all, it's cringe with a male. 326 00:16:27,040 --> 00:16:29,360 Speaker 2: So actually, you know how I am with boundaries with men. 327 00:16:29,560 --> 00:16:32,400 Speaker 2: I am very particular, even with her dad. I just 328 00:16:32,440 --> 00:16:35,080 Speaker 2: there's just some things that I just I just believe 329 00:16:35,160 --> 00:16:38,560 Speaker 2: in little girl man boundaries. I just do it. Ain't 330 00:16:38,600 --> 00:16:42,000 Speaker 2: all this everybody do everything, even with parents, E with me, 331 00:16:42,200 --> 00:16:44,760 Speaker 2: like I was telling Jada, even what I was telling you, Jada, 332 00:16:44,920 --> 00:16:46,720 Speaker 2: I mean I should other day about the concert, Like 333 00:16:46,720 --> 00:16:50,040 Speaker 2: there's certain things. I just want boundaries, like I'm your parent. 334 00:16:50,120 --> 00:16:51,880 Speaker 2: You know what I'm saying, and I want to conduct 335 00:16:51,920 --> 00:16:54,280 Speaker 2: as sol. I just believe in very clear lines. But 336 00:16:54,320 --> 00:16:55,960 Speaker 2: it don't mean we can't bond. It don't mean we 337 00:16:56,000 --> 00:16:57,880 Speaker 2: can't have a good time. It don't mean we can't 338 00:16:57,880 --> 00:17:00,960 Speaker 2: be cool. But I'm not Jada's home girl. That's the 339 00:17:01,000 --> 00:17:03,760 Speaker 2: bottom line this new era. I love the way Michelle 340 00:17:03,760 --> 00:17:05,880 Speaker 2: Obama put that down. You know, you your child, you're 341 00:17:05,920 --> 00:17:08,679 Speaker 2: your child's best friend, and no you're not. Actually you're not. 342 00:17:09,320 --> 00:17:12,880 Speaker 2: Actually their best friends should be somebody their age. I'm 343 00:17:12,880 --> 00:17:16,159 Speaker 2: not your best friend. I'm a wiser, you know person, 344 00:17:16,280 --> 00:17:18,800 Speaker 2: I should have more knowledge. It don't mean we can't 345 00:17:18,840 --> 00:17:21,960 Speaker 2: talk about everything. It don't mean that we can't, you know, 346 00:17:22,800 --> 00:17:25,680 Speaker 2: have like I help Jada get some snaps. You know, Jada, 347 00:17:25,720 --> 00:17:27,760 Speaker 2: don't do no clapping back on my body asues so 348 00:17:28,000 --> 00:17:29,480 Speaker 2: you know that ain't really her thing, but you know 349 00:17:29,520 --> 00:17:32,000 Speaker 2: that's my thing. I specialize in clapping back. So I 350 00:17:32,040 --> 00:17:33,639 Speaker 2: gave her like girl, tell her no, she didn't this 351 00:17:33,720 --> 00:17:36,400 Speaker 2: giving this and it's giving that, you know, so you 352 00:17:36,440 --> 00:17:38,800 Speaker 2: can have fun and girl, you know I don't see 353 00:17:38,800 --> 00:17:40,480 Speaker 2: that say okay, Jada, now is time to stop because 354 00:17:40,480 --> 00:17:42,080 Speaker 2: I go to the soul and you don't really want to, 355 00:17:42,119 --> 00:17:44,240 Speaker 2: you know, don't don't start which can't keep up. But 356 00:17:44,240 --> 00:17:46,080 Speaker 2: the point is you can have a good time with 357 00:17:46,200 --> 00:17:48,080 Speaker 2: your child, you can bond, you can do certain things, 358 00:17:48,200 --> 00:17:50,439 Speaker 2: but they're still boundaries. There was a moment ware at 359 00:17:50,440 --> 00:17:51,800 Speaker 2: the step back and be a parent and say okay, 360 00:17:51,800 --> 00:17:53,440 Speaker 2: now it's time to stop blocker and move on. You 361 00:17:53,480 --> 00:17:56,600 Speaker 2: know what I'm saying. So this everybody's the same age. 362 00:17:56,720 --> 00:18:00,639 Speaker 2: Everybody cool, Everybody do this, everybody do that. This is 363 00:18:00,640 --> 00:18:02,879 Speaker 2: why we'reing problems. Now you are pointed out on the 364 00:18:02,880 --> 00:18:05,119 Speaker 2: text mesical we'd text about this. You said, this is 365 00:18:05,119 --> 00:18:07,639 Speaker 2: why the kids are fighting the teachers and the teacher. 366 00:18:07,840 --> 00:18:09,399 Speaker 2: Don't nobody know who's who anymore? 367 00:18:09,440 --> 00:18:12,919 Speaker 1: Right, that's wrong. There's no boundary between the leadership of 368 00:18:12,960 --> 00:18:15,920 Speaker 1: the class thing and the students. If we're all friends, 369 00:18:15,960 --> 00:18:17,919 Speaker 1: that means I can step to you anyway I want to. 370 00:18:18,200 --> 00:18:20,400 Speaker 1: But no, you can't, man, because I'm a whole adult, 371 00:18:20,760 --> 00:18:23,240 Speaker 1: and I am your teacher, and I'm the authority of 372 00:18:23,320 --> 00:18:27,000 Speaker 1: this classroom. Not putting down the iron fists, but I 373 00:18:27,040 --> 00:18:29,520 Speaker 1: am here to complete a job, and you are here 374 00:18:29,560 --> 00:18:31,600 Speaker 1: to behave a certain way as well, and we're going 375 00:18:31,680 --> 00:18:34,520 Speaker 1: to complete that job. And I'm sure that when he 376 00:18:34,680 --> 00:18:37,879 Speaker 1: signed on, he signed his contract, there was nowhere in 377 00:18:37,920 --> 00:18:39,840 Speaker 1: there that said that they could take down his heir. 378 00:18:39,880 --> 00:18:42,480 Speaker 1: I don't know what subject he teaches, but it was 379 00:18:42,560 --> 00:18:45,640 Speaker 1: just there's no boundary. And so when you have those 380 00:18:45,680 --> 00:18:49,160 Speaker 1: blurred lines like that, you have students who don't quite understand. 381 00:18:49,160 --> 00:18:52,679 Speaker 1: They're not fully developed in their thinking, so they don't understand, 382 00:18:53,000 --> 00:18:55,480 Speaker 1: you know, when those lines are cross. You know what 383 00:18:55,520 --> 00:18:59,040 Speaker 1: I'm saying, it's very difficult, stunt to determine. 384 00:18:58,520 --> 00:19:01,040 Speaker 2: That right, And yeah, let's go deep with that for 385 00:19:01,080 --> 00:19:03,000 Speaker 2: a second. So and everybody, ty, I get your mind 386 00:19:03,000 --> 00:19:04,520 Speaker 2: at the go to No, it may not even just 387 00:19:04,520 --> 00:19:07,240 Speaker 2: be sexual. What I should saying is it just may 388 00:19:07,280 --> 00:19:10,720 Speaker 2: be just a bottom line like teacher student, like just boundaries. 389 00:19:10,760 --> 00:19:13,040 Speaker 2: But I'm gonna hit on the sexual because again it's 390 00:19:13,040 --> 00:19:15,200 Speaker 2: a trigger for me. So I'm hit on the sexual part. 391 00:19:15,400 --> 00:19:18,280 Speaker 2: So you remember that song braive my hair, you know 392 00:19:19,600 --> 00:19:23,560 Speaker 2: how that is an endearing thing that women do with men, 393 00:19:24,000 --> 00:19:28,879 Speaker 2: you know, And so again having four girls taking down 394 00:19:28,960 --> 00:19:32,240 Speaker 2: your hair, sir, this ain't your woman and it ain't 395 00:19:32,280 --> 00:19:36,679 Speaker 2: your mama. Five girls, So five girl, like, what are 396 00:19:36,680 --> 00:19:40,720 Speaker 2: we doing here? And again rubbing in the scalp. Let's 397 00:19:40,800 --> 00:19:44,440 Speaker 2: be honest. You've heard a little boy say, and let's 398 00:19:44,480 --> 00:19:46,119 Speaker 2: just keep it real. You don't know if one of 399 00:19:46,160 --> 00:19:48,280 Speaker 2: them little girls got a crush on you, and you 400 00:19:48,359 --> 00:19:50,120 Speaker 2: may be aware the one got a crush on because 401 00:19:50,119 --> 00:19:52,400 Speaker 2: that's a very possible thing. It's a very possible thing. 402 00:19:53,359 --> 00:19:55,560 Speaker 2: When I did my show last week another show taping 403 00:19:55,600 --> 00:19:58,399 Speaker 2: with Tesz, Courtney talked about because we were talking about 404 00:19:58,440 --> 00:20:02,200 Speaker 2: sexual harassment, men being sexual rass and is it even possibility? 405 00:20:02,359 --> 00:20:04,160 Speaker 2: And he talked about the crush he had on his 406 00:20:04,200 --> 00:20:06,520 Speaker 2: third grade teacher, and he said he wrote a letter 407 00:20:06,520 --> 00:20:08,080 Speaker 2: and he was just sure they were gonna get married, 408 00:20:08,119 --> 00:20:10,280 Speaker 2: like nobody could tell them different. And the teacher had 409 00:20:10,320 --> 00:20:12,040 Speaker 2: to correct that. But you don't know if one of 410 00:20:12,080 --> 00:20:14,800 Speaker 2: them little girls got a crush on you, and so 411 00:20:14,880 --> 00:20:18,960 Speaker 2: by them doing that, that is endearing to them, and 412 00:20:19,000 --> 00:20:21,520 Speaker 2: you don't know how they looking at that. So yes, sir, 413 00:20:22,040 --> 00:20:24,600 Speaker 2: we are looking at this as grooming. We just are 414 00:20:24,680 --> 00:20:27,679 Speaker 2: because that's just something that just bottom line, shouldn't no 415 00:20:27,720 --> 00:20:30,040 Speaker 2: little girl be doing your woman, take your hair down. 416 00:20:30,080 --> 00:20:34,159 Speaker 2: That's not their their place of their position, right. 417 00:20:34,359 --> 00:20:36,840 Speaker 1: I totally agree with that. And then for him to 418 00:20:36,920 --> 00:20:41,280 Speaker 1: speak on he what did he say? He loves them 419 00:20:41,320 --> 00:20:42,920 Speaker 1: as his own? Yeah? 420 00:20:42,960 --> 00:20:43,880 Speaker 2: That pisces me off. 421 00:20:44,280 --> 00:20:48,359 Speaker 1: Yeah does children? I'm wondering because if you have a child, 422 00:20:49,480 --> 00:20:51,639 Speaker 1: if you don't have a child, you have no idea 423 00:20:51,720 --> 00:20:53,840 Speaker 1: what it's like you love a child as your own? 424 00:20:53,960 --> 00:20:55,840 Speaker 2: Right, And second ball, you could never love him like 425 00:20:55,880 --> 00:20:59,240 Speaker 2: she's my own, because she's mine, actually she's actually mine. 426 00:21:00,040 --> 00:21:02,080 Speaker 2: They're not your children. Why do people say that? You know, 427 00:21:02,119 --> 00:21:04,120 Speaker 2: I had to check Jay to school with that last week. 428 00:21:04,320 --> 00:21:05,960 Speaker 2: Oh no, no, no, I love it like my girl. 429 00:21:05,960 --> 00:21:08,040 Speaker 2: That trick I talked about that in the training today 430 00:21:08,080 --> 00:21:10,399 Speaker 2: because it was at one of the instructors, you know, 431 00:21:10,640 --> 00:21:12,600 Speaker 2: the kid's instructor was there and she was trying to 432 00:21:12,640 --> 00:21:14,000 Speaker 2: learn how to be a better meadiator, and I told 433 00:21:14,000 --> 00:21:15,560 Speaker 2: her flat at please, whatever you do, don't say I 434 00:21:15,560 --> 00:21:17,399 Speaker 2: love them like you're my own, cause they're actually not 435 00:21:17,440 --> 00:21:20,240 Speaker 2: your own. That triggered me, like to the highest level. 436 00:21:20,520 --> 00:21:22,719 Speaker 2: You can have love for her, but you did not. 437 00:21:22,720 --> 00:21:22,960 Speaker 1: Burn. 438 00:21:23,000 --> 00:21:25,320 Speaker 2: I'm ready to die for mine. You not gonna die 439 00:21:25,359 --> 00:21:28,359 Speaker 2: for JDF need be She's not yours, sir. And again 440 00:21:28,440 --> 00:21:32,280 Speaker 2: here we go again with boundaries. I love my nieces, man, 441 00:21:32,359 --> 00:21:34,320 Speaker 2: I love them, love them, love them, love them, But 442 00:21:34,359 --> 00:21:37,040 Speaker 2: I'm not Jordan mama. So at the end of the day, 443 00:21:37,119 --> 00:21:39,080 Speaker 2: let's stop talking about love like they own like I. 444 00:21:41,000 --> 00:21:41,200 Speaker 1: Don't. 445 00:21:41,240 --> 00:21:44,359 Speaker 2: I don't like that. It's it's manipulative to me. It 446 00:21:44,400 --> 00:21:46,720 Speaker 2: may not be the intent, but it's almost like to 447 00:21:46,760 --> 00:21:48,280 Speaker 2: say that to make me say, oh, yeah, girl, he 448 00:21:48,320 --> 00:21:50,480 Speaker 2: love him like his own. Yeah, go do whatever, say whatever, 449 00:21:50,560 --> 00:21:52,600 Speaker 2: do whatever, be whatever, because he loved you just like 450 00:21:52,640 --> 00:21:54,600 Speaker 2: I love you. No, I'm sorry, you must don't know 451 00:21:54,640 --> 00:21:56,680 Speaker 2: what the mother's love is. And even if he did 452 00:21:56,720 --> 00:21:59,359 Speaker 2: have his own children, you still don't love mine like 453 00:21:59,440 --> 00:22:02,679 Speaker 2: I love my. I love Jada, Nobody gonna love her 454 00:22:02,760 --> 00:22:04,320 Speaker 2: like I love them. You know what I'm saying. So 455 00:22:04,920 --> 00:22:07,600 Speaker 2: let'stop backing like we even Stephen when it comes to 456 00:22:07,800 --> 00:22:10,720 Speaker 2: you know, who love Jada and how much they love Jada, 457 00:22:10,840 --> 00:22:14,560 Speaker 2: because that just ain't gonna be the same the other comment, 458 00:22:14,600 --> 00:22:16,440 Speaker 2: and he kept going on to say, if a black 459 00:22:16,480 --> 00:22:18,679 Speaker 2: man in a teaching role isn't yelling and mocking and 460 00:22:18,720 --> 00:22:22,400 Speaker 2: making people feel insecure in the unsaving environment, that's bad 461 00:22:22,440 --> 00:22:24,920 Speaker 2: teaching and gross if a black man is doing it. 462 00:22:26,240 --> 00:22:28,960 Speaker 2: I guess he said them kids or their parents deserve 463 00:22:29,040 --> 00:22:31,480 Speaker 2: that and it's doing a good job. I guess he's 464 00:22:31,520 --> 00:22:34,520 Speaker 2: trying to say, y'all don't have a problem. When it's 465 00:22:34,560 --> 00:22:36,280 Speaker 2: yelling and scream, you don't have a problem. And then 466 00:22:36,320 --> 00:22:38,280 Speaker 2: this guy goes in and say, update, I was wrong, 467 00:22:38,400 --> 00:22:40,720 Speaker 2: I apologize. Then he's gonna try to gas light and 468 00:22:40,760 --> 00:22:42,720 Speaker 2: say I could say more. But I think the lesson 469 00:22:42,760 --> 00:22:45,600 Speaker 2: I'm receiving is that even queer men should talk less. 470 00:22:45,640 --> 00:22:48,760 Speaker 2: Now this don't have nothing to do with queer straight 471 00:22:49,359 --> 00:22:52,840 Speaker 2: vibe whatever, but if we're gonna go there, sir, at 472 00:22:52,840 --> 00:22:54,800 Speaker 2: the end of the day, do you have children. It 473 00:22:54,880 --> 00:22:57,359 Speaker 2: is triggering for people with children because if you don't 474 00:22:57,359 --> 00:22:59,879 Speaker 2: have children, you can see that this is wrong. But 475 00:23:00,080 --> 00:23:03,080 Speaker 2: if you do have children, yes, parents are going to 476 00:23:03,240 --> 00:23:05,320 Speaker 2: some of them say this was just fine, But parents 477 00:23:05,400 --> 00:23:07,560 Speaker 2: are probably gonna look at this different because those are 478 00:23:07,600 --> 00:23:10,480 Speaker 2: actually real life situations that we have to manage. So 479 00:23:10,600 --> 00:23:12,760 Speaker 2: this is probably just a conversation you should tap out, 480 00:23:12,840 --> 00:23:14,880 Speaker 2: not because you're queer, but maybe just because you don't 481 00:23:14,920 --> 00:23:17,440 Speaker 2: have children. But it's not that people that don't have 482 00:23:17,520 --> 00:23:19,720 Speaker 2: children can have an opinion, if that makes sense. So 483 00:23:19,880 --> 00:23:22,280 Speaker 2: Jay expand on that, because you don't have children, but 484 00:23:22,359 --> 00:23:25,719 Speaker 2: you feel this is inappropriate, so speak from that standpoint, 485 00:23:25,760 --> 00:23:29,639 Speaker 2: Like when you don't have to have a child, but 486 00:23:29,680 --> 00:23:33,560 Speaker 2: you know that this is inappropriate. How confident can you? 487 00:23:33,680 --> 00:23:36,720 Speaker 2: I guess are you saying that without having a child yourself? 488 00:23:36,800 --> 00:23:37,920 Speaker 2: Explain that to us? 489 00:23:38,560 --> 00:23:41,920 Speaker 1: Yeah, Like, I don't have any children, although I've taught 490 00:23:42,119 --> 00:23:45,320 Speaker 1: hundreds of children. I got my master's the secondary education 491 00:23:45,440 --> 00:23:47,560 Speaker 1: back in seven and i left the class from in 492 00:23:47,560 --> 00:23:50,199 Speaker 1: twenty sixteen, and I'm doing a bunch of work with 493 00:23:50,440 --> 00:23:56,080 Speaker 1: educators nationally since then. It's just inappropriate. I mean again, 494 00:23:56,280 --> 00:23:57,920 Speaker 1: like I should say, you come in, you do a 495 00:23:58,040 --> 00:24:00,280 Speaker 1: job and then you leave. They're not your friends. They're 496 00:24:00,320 --> 00:24:03,920 Speaker 1: not you know, you don't build personal relationships with your students, 497 00:24:03,960 --> 00:24:06,280 Speaker 1: and you definitely don't get in their personal space, and 498 00:24:06,320 --> 00:24:08,880 Speaker 1: you don't allow them into your personal space. I mean, 499 00:24:08,880 --> 00:24:12,160 Speaker 1: that's just teacher training, one on one. It's in the handbooks. 500 00:24:12,400 --> 00:24:15,520 Speaker 1: And you know, because I love policy, I'm gonna go 501 00:24:15,600 --> 00:24:18,520 Speaker 1: back to. You know, this document with this teacher code 502 00:24:18,520 --> 00:24:21,200 Speaker 1: of conduct is number thirteen right here on the school district. 503 00:24:21,200 --> 00:24:25,280 Speaker 1: It says teachers are permitted from knowingly granting students access 504 00:24:25,320 --> 00:24:30,160 Speaker 1: to any portion of the employee's personal social networking website 505 00:24:30,240 --> 00:24:32,879 Speaker 1: or web page that is not accessible to the general 506 00:24:33,000 --> 00:24:36,359 Speaker 1: that is not accessible to the general public, like you know, 507 00:24:36,359 --> 00:24:39,000 Speaker 1: you're not supposed to frank kids on Facebook or follow 508 00:24:39,080 --> 00:24:41,760 Speaker 1: them on Twitter or et cetera, et cetera. But he's 509 00:24:41,800 --> 00:24:45,800 Speaker 1: posting children on his social media. And I do believe 510 00:24:45,840 --> 00:24:49,080 Speaker 1: that the school district could be at thought for this. 511 00:24:49,200 --> 00:24:51,160 Speaker 1: I mean, they know that he has a large following 512 00:24:51,440 --> 00:24:55,480 Speaker 1: that he's been posting videos in school. His TikTok following 513 00:24:55,600 --> 00:25:00,480 Speaker 1: is six hundred and fifty thousand people. Wow, have a 514 00:25:00,480 --> 00:25:03,440 Speaker 1: million people. So he's been making these forts and videos 515 00:25:03,600 --> 00:25:05,119 Speaker 1: and you know a part of it, I guess his 516 00:25:05,200 --> 00:25:07,520 Speaker 1: brain is like being a black teacher being in school. 517 00:25:07,920 --> 00:25:10,920 Speaker 1: So it probably was cute to the school district while 518 00:25:10,920 --> 00:25:12,840 Speaker 1: it was working in their favor, you know, or if 519 00:25:12,880 --> 00:25:14,680 Speaker 1: they thought that it was kind of giving them to 520 00:25:14,720 --> 00:25:17,119 Speaker 1: the type of shrine of publicity. I don't know, but 521 00:25:17,840 --> 00:25:20,360 Speaker 1: that's why I said. I'm sorry to interrupt, but that's 522 00:25:20,359 --> 00:25:23,439 Speaker 1: why I said, the school district. In the school, they 523 00:25:23,480 --> 00:25:26,720 Speaker 1: are always gonna cover there behind. They're always gonna cover 524 00:25:26,760 --> 00:25:29,639 Speaker 1: there behind. It doesn't matter how much they know, it 525 00:25:29,640 --> 00:25:32,560 Speaker 1: doesn't matter how much they love you all your block, 526 00:25:32,680 --> 00:25:35,280 Speaker 1: bonding with the students. When it comes down to it 527 00:25:35,400 --> 00:25:38,679 Speaker 1: and everything goes down, they're gonna cover there behind. So 528 00:25:38,760 --> 00:25:42,560 Speaker 1: that meant him being terminated even though they knew he 529 00:25:43,359 --> 00:25:46,080 Speaker 1: was terminated. So that was just you have to be 530 00:25:46,119 --> 00:25:47,440 Speaker 1: aware of that and. 531 00:25:47,400 --> 00:25:48,720 Speaker 2: A couple of things I want to kind of point 532 00:25:48,760 --> 00:25:50,520 Speaker 2: out he probably was making money off of it. So 533 00:25:50,560 --> 00:25:52,360 Speaker 2: again we go back to because remember we've had these 534 00:25:52,400 --> 00:25:56,240 Speaker 2: conversations about teachers that make money on only fans, teachers 535 00:25:56,240 --> 00:25:58,879 Speaker 2: that upload content and because they're not getting paid enoughing. 536 00:25:58,920 --> 00:26:01,159 Speaker 2: So that opens up the conversation, why are our teachers 537 00:26:01,200 --> 00:26:02,879 Speaker 2: not paid more. Why do they feel like they have 538 00:26:02,920 --> 00:26:04,720 Speaker 2: to do that? So this probably was something and again 539 00:26:04,840 --> 00:26:07,600 Speaker 2: just totally speculating. I don't know, but he probably made 540 00:26:07,640 --> 00:26:09,960 Speaker 2: money if he got six hundred thousand views and things 541 00:26:10,000 --> 00:26:12,000 Speaker 2: like that, and I don't make it. Yeah, he was 542 00:26:12,040 --> 00:26:14,080 Speaker 2: making money from and I don't know about much about 543 00:26:14,160 --> 00:26:17,560 Speaker 2: TikTok's pay structure or how they do. But you know, Jay, 544 00:26:17,600 --> 00:26:19,760 Speaker 2: we've been covering, you know, the banning of TikTok and 545 00:26:19,800 --> 00:26:22,240 Speaker 2: all of that, so I do know that TikTok has 546 00:26:22,280 --> 00:26:25,320 Speaker 2: been a lot more profitable than in Instagram or Facebook, 547 00:26:25,359 --> 00:26:26,840 Speaker 2: you know, when it comes to making money. So it 548 00:26:26,920 --> 00:26:29,919 Speaker 2: probably was doing that. But again, even again let's go 549 00:26:29,920 --> 00:26:32,480 Speaker 2: back to exportation. Exportation has not always got to be 550 00:26:32,520 --> 00:26:35,040 Speaker 2: in a sexual manner. It also could be exploring these children. 551 00:26:35,119 --> 00:26:38,600 Speaker 2: So you can make money with these without these parents permission. 552 00:26:39,000 --> 00:26:41,320 Speaker 2: But let me ask this, and both of you were 553 00:26:41,320 --> 00:26:44,639 Speaker 2: in the secondary education. I've subbed, and I want to 554 00:26:44,640 --> 00:26:46,480 Speaker 2: talk a little bit about this personal space because this 555 00:26:46,560 --> 00:26:49,200 Speaker 2: is always something that even in the training they say 556 00:26:49,200 --> 00:26:52,240 Speaker 2: every year, especially when you're teaching younger kids, and even 557 00:26:52,280 --> 00:26:53,840 Speaker 2: in the middle school with these look like these kids 558 00:26:53,840 --> 00:26:56,320 Speaker 2: in middle school, So we do hug kids. Kids do 559 00:26:56,359 --> 00:26:58,879 Speaker 2: get in our personal space a lot. You know, we hugged, 560 00:26:58,920 --> 00:27:01,280 Speaker 2: we would ever sign. How do we deal with that? 561 00:27:01,440 --> 00:27:04,520 Speaker 2: So when we say personal space, how do we deal 562 00:27:04,520 --> 00:27:07,240 Speaker 2: with that? Actually, because there's been times obviously your students 563 00:27:07,240 --> 00:27:09,280 Speaker 2: come up, Oh it's Robinson, you know where we have 564 00:27:09,359 --> 00:27:11,760 Speaker 2: that personal space? Where are the lines with that? What 565 00:27:11,800 --> 00:27:15,640 Speaker 2: does the boundaries look like with that? Is it how 566 00:27:15,680 --> 00:27:18,440 Speaker 2: long to hug you? Like, how do you manage that 567 00:27:18,880 --> 00:27:22,600 Speaker 2: part in the classroom with at least having that human connection, 568 00:27:23,040 --> 00:27:25,800 Speaker 2: but knowing when the human connection is beyond that and 569 00:27:25,880 --> 00:27:28,399 Speaker 2: you're building a bond like they were doing with Brady 570 00:27:28,440 --> 00:27:30,560 Speaker 2: the hair. So how do you handle the hug thing, 571 00:27:30,880 --> 00:27:33,719 Speaker 2: especially with the younger babies because when you're teaching, you know, 572 00:27:34,280 --> 00:27:38,520 Speaker 2: you teach fifth grade, correct, four grade, fourth grade, right, 573 00:27:38,800 --> 00:27:41,080 Speaker 2: so that is really the younger babies for sure in 574 00:27:41,119 --> 00:27:43,600 Speaker 2: the second, third, fourth they love hugging on you. They 575 00:27:43,600 --> 00:27:45,159 Speaker 2: love wanting to be under you. So how do you 576 00:27:45,200 --> 00:27:46,639 Speaker 2: handle that in the classroom? 577 00:27:47,720 --> 00:27:50,520 Speaker 1: So you have to again establish boundaries. I have a 578 00:27:50,560 --> 00:27:53,399 Speaker 1: student who wants to hug me every time we pass, 579 00:27:53,440 --> 00:27:56,280 Speaker 1: and I'm like, hey, friend, let's just do a hard sign. 580 00:27:56,359 --> 00:27:59,520 Speaker 1: I'll put up one side you put up other side, right, 581 00:28:00,000 --> 00:28:03,359 Speaker 1: you have to figure out different ways to show that 582 00:28:03,440 --> 00:28:07,159 Speaker 1: student that, hey, I really do respect our connection. But 583 00:28:07,240 --> 00:28:10,159 Speaker 1: at the same time, we're not gonna hug everybody seconds. 584 00:28:10,520 --> 00:28:13,480 Speaker 1: So you get one hugg a day, and it's okay 585 00:28:13,520 --> 00:28:15,800 Speaker 1: to say that one hugg a day. Then the next 586 00:28:15,840 --> 00:28:17,800 Speaker 1: time you feel like you want to hug, hey, let's 587 00:28:17,800 --> 00:28:20,399 Speaker 1: connect my hands and make a heart. Or if you 588 00:28:20,480 --> 00:28:22,280 Speaker 1: have a student that you feel is just trying to 589 00:28:22,359 --> 00:28:24,080 Speaker 1: hug you to get a feel because they do that 590 00:28:24,119 --> 00:28:27,640 Speaker 1: in fourth grade. Now I'm not gonna lie. You're gonna say, okay, 591 00:28:27,840 --> 00:28:31,520 Speaker 1: let's just bumk okay. Or you have the teacher that 592 00:28:31,640 --> 00:28:34,280 Speaker 1: is making up hands handshakes with all of the students, 593 00:28:34,280 --> 00:28:37,400 Speaker 1: those individual handshakes with all those students. So there are 594 00:28:37,480 --> 00:28:41,120 Speaker 1: ways that you can still build relationships and show your 595 00:28:41,120 --> 00:28:44,560 Speaker 1: students that you care about them all without always having 596 00:28:44,560 --> 00:28:46,680 Speaker 1: a hug. But you as a teacher have to be 597 00:28:46,760 --> 00:28:49,400 Speaker 1: discerning and you have to say, hey, this is getting 598 00:28:49,400 --> 00:28:51,920 Speaker 1: a little awkward, you know, so we need to figure 599 00:28:51,920 --> 00:28:52,880 Speaker 1: out something else that we. 600 00:28:52,840 --> 00:28:55,520 Speaker 2: Need to do that's right or what or what about 601 00:28:55,560 --> 00:28:58,160 Speaker 2: if you don't if you if you don't have the sermon, 602 00:28:58,200 --> 00:28:59,560 Speaker 2: but you just know, damn well, you don't need to 603 00:28:59,560 --> 00:29:01,640 Speaker 2: be hugging five times a day, like I just need 604 00:29:01,680 --> 00:29:03,000 Speaker 2: you just to know you just don't need to be 605 00:29:03,040 --> 00:29:05,800 Speaker 2: hugging five times a day. Whether you pick up discernment 606 00:29:05,920 --> 00:29:07,760 Speaker 2: or not, I know that I don't need to be 607 00:29:07,800 --> 00:29:09,520 Speaker 2: hugging you five times a day. So I need to 608 00:29:09,520 --> 00:29:12,120 Speaker 2: come up with something else because sometimes you know, people 609 00:29:12,200 --> 00:29:14,960 Speaker 2: think they get into that discernment. Oh no, my discernment 610 00:29:14,960 --> 00:29:15,720 Speaker 2: said it was fine. 611 00:29:15,760 --> 00:29:15,840 Speaker 1: No. 612 00:29:16,160 --> 00:29:18,360 Speaker 2: Bottom line is they need to not be in your 613 00:29:18,400 --> 00:29:20,640 Speaker 2: personal space. So let's just go ahead and make a 614 00:29:20,680 --> 00:29:22,600 Speaker 2: rule to say and not wait on you to be 615 00:29:22,680 --> 00:29:25,360 Speaker 2: clear and figure out the sermon because everybody don't have it. 616 00:29:25,680 --> 00:29:28,040 Speaker 2: You know, people be lying this saying my discernment, you 617 00:29:28,080 --> 00:29:29,880 Speaker 2: know they'll be doing you know, they be doing my 618 00:29:29,920 --> 00:29:32,800 Speaker 2: discernment toes go. Sometime your discernment is off, So I 619 00:29:32,840 --> 00:29:34,720 Speaker 2: don't I don't need you. I just need you to 620 00:29:34,760 --> 00:29:36,200 Speaker 2: know that you don't need to be hugging five times. 621 00:29:36,240 --> 00:29:38,200 Speaker 2: That you gave some good tools with that. I love 622 00:29:38,240 --> 00:29:40,320 Speaker 2: how you also brought up Yeah, some of these kids 623 00:29:40,360 --> 00:29:42,040 Speaker 2: be catching a field, be trying to catch a feel 624 00:29:42,160 --> 00:29:44,720 Speaker 2: in the fourth grade, ma'ams, and service these kids something 625 00:29:44,720 --> 00:29:49,040 Speaker 2: else yeah, yeah, say it again then for the people 626 00:29:49,040 --> 00:29:51,200 Speaker 2: in the back eyes, because I don't think so. So 627 00:29:51,320 --> 00:29:53,480 Speaker 2: we're being clear. This is not just about men. This 628 00:29:53,600 --> 00:29:56,640 Speaker 2: is also about women and your position of leadership, which 629 00:29:56,640 --> 00:29:59,560 Speaker 2: again talked about that last week, like you when you went, 630 00:29:59,640 --> 00:30:02,600 Speaker 2: there's a power dynamic and women are the one in charge. Yes, 631 00:30:03,360 --> 00:30:05,720 Speaker 2: you have to be aware, whether it's a kid or 632 00:30:05,760 --> 00:30:08,680 Speaker 2: a grown man working under you, that there's a power 633 00:30:08,760 --> 00:30:11,960 Speaker 2: dynamic there, and boundaries in space need to be there. 634 00:30:12,000 --> 00:30:15,200 Speaker 2: And yes, little boys might try to copper feel yes 635 00:30:15,680 --> 00:30:16,800 Speaker 2: in the fourth grade. 636 00:30:16,840 --> 00:30:18,920 Speaker 1: In the fourth grade, yes, ma'am. And some of the 637 00:30:19,120 --> 00:30:22,040 Speaker 1: you know, I'm not too tall, and some of the 638 00:30:22,080 --> 00:30:24,320 Speaker 1: students are bigger than me, you know what I'm saying, 639 00:30:24,320 --> 00:30:27,120 Speaker 1: So they tower me in the fourth grade. So you 640 00:30:27,240 --> 00:30:31,040 Speaker 1: really have to be sure that you are, first of all, 641 00:30:31,040 --> 00:30:34,120 Speaker 1: when someone looks at you, you're looking appropriate. You don't 642 00:30:34,120 --> 00:30:37,440 Speaker 1: want anybody passing on always saying, oh, miss Robinson is 643 00:30:37,480 --> 00:30:39,880 Speaker 1: always hugging at one student. I wonder what's that about, 644 00:30:40,080 --> 00:30:42,160 Speaker 1: you know what I'm saying. So you have to make 645 00:30:42,200 --> 00:30:44,160 Speaker 1: sure that the outward is there. You have to set 646 00:30:44,160 --> 00:30:46,200 Speaker 1: that boundary with that student just in case they are 647 00:30:46,280 --> 00:30:48,440 Speaker 1: trying to cop a field because a lot of them 648 00:30:48,440 --> 00:30:51,280 Speaker 1: tower me. I'm not that tall, so you have to 649 00:30:51,280 --> 00:30:56,920 Speaker 1: make sure that they're not trying to overpower a relationship dynamic. 650 00:30:57,400 --> 00:30:58,080 Speaker 1: That makes sense. 651 00:30:58,160 --> 00:30:59,920 Speaker 2: Yeah, all that makes sense because all of that is 652 00:31:00,000 --> 00:31:02,520 Speaker 2: body language. All of that goes into who has the 653 00:31:02,560 --> 00:31:05,480 Speaker 2: position of authority, who has this, who has that? Like 654 00:31:05,560 --> 00:31:08,400 Speaker 2: all of that that, I mean, it's a certain posture. 655 00:31:08,600 --> 00:31:17,440 Speaker 2: All of that matters. Man, that was helpful. We got 656 00:31:17,440 --> 00:31:19,400 Speaker 2: through this time really quick. There's so much more. I 657 00:31:19,520 --> 00:31:21,880 Speaker 2: just knew you were gonna be able to add some 658 00:31:21,920 --> 00:31:25,360 Speaker 2: additional layers of this between you and Jay. This was wonderful. 659 00:31:25,400 --> 00:31:27,600 Speaker 2: And again you got to hear this respective every way 660 00:31:27,600 --> 00:31:30,440 Speaker 2: from parents to all three of us are educators. I've 661 00:31:30,480 --> 00:31:33,560 Speaker 2: been a sub educate adults. Both of these women have 662 00:31:33,680 --> 00:31:37,960 Speaker 2: been in the secondary classroom, giving you real world experience 663 00:31:37,960 --> 00:31:40,360 Speaker 2: and also talking about even from a woman dynamic. So 664 00:31:40,360 --> 00:31:43,240 Speaker 2: the bottom line is, I guess everybody has agreed, well 665 00:31:43,280 --> 00:31:46,680 Speaker 2: not everybody. The school damn show agreed that it was inappropriate. 666 00:31:48,480 --> 00:31:52,479 Speaker 2: And that's the bottom line. So regardless of what they 667 00:31:52,520 --> 00:31:55,320 Speaker 2: say on social media, if you are a teacher again 668 00:31:56,000 --> 00:32:00,640 Speaker 2: children out there to you know, be content. Yeah, you're clickbait. 669 00:32:00,680 --> 00:32:03,760 Speaker 2: They're just not. And it looks like when clickbait goes wrong, 670 00:32:03,960 --> 00:32:06,840 Speaker 2: and again you need your nails done, go to the salon, sir, 671 00:32:07,400 --> 00:32:10,120 Speaker 2: And that goes for a female. Also, I don't need 672 00:32:10,120 --> 00:32:12,280 Speaker 2: my kids in they're doing your nails? Are you crazy? 673 00:32:12,600 --> 00:32:12,800 Speaker 1: You know? 674 00:32:12,920 --> 00:32:15,400 Speaker 2: Even when I would have students take down each other's 675 00:32:15,400 --> 00:32:17,080 Speaker 2: hair in the classroom, this is not what this is 676 00:32:17,080 --> 00:32:18,280 Speaker 2: for them. When they would take down to on it, 677 00:32:18,360 --> 00:32:20,240 Speaker 2: we're not. We're not here to be taking down. People say, 678 00:32:20,320 --> 00:32:24,160 Speaker 2: what are y'all doing? You know I say that several times. 679 00:32:24,160 --> 00:32:26,640 Speaker 1: You know, the little girls come in with long braids 680 00:32:26,680 --> 00:32:28,880 Speaker 1: and one little girl hits behind her to do a 681 00:32:28,920 --> 00:32:31,000 Speaker 1: bigger braid with the smaller brand. No, ma'am, this is 682 00:32:31,000 --> 00:32:34,840 Speaker 1: not cosmetology. We're here to read. Keep your book out, like, 683 00:32:35,040 --> 00:32:37,080 Speaker 1: stop doing that. You know, it's not the time of 684 00:32:37,160 --> 00:32:38,080 Speaker 1: the place. 685 00:32:38,360 --> 00:32:41,640 Speaker 2: That mm well, we know he definitely wanted no cosmetology 686 00:32:41,680 --> 00:32:44,560 Speaker 2: class because that he wouldn't have been fired. So but 687 00:32:44,720 --> 00:32:46,440 Speaker 2: like I just said, the end of the day, they 688 00:32:46,480 --> 00:32:48,240 Speaker 2: gonna cover them. They don't give damn about you, So 689 00:32:48,680 --> 00:32:50,560 Speaker 2: better make sure you're doing it's right. And more importantly, 690 00:32:50,640 --> 00:32:52,440 Speaker 2: not just because you're worried about being covered. But because 691 00:32:52,440 --> 00:32:53,360 Speaker 2: it's the right thing to do. 692 00:32:53,960 --> 00:32:54,200 Speaker 1: Uh. 693 00:32:54,240 --> 00:32:56,360 Speaker 2: And that's just the bottom line. And any parent that 694 00:32:56,440 --> 00:32:58,680 Speaker 2: think that's okay because you just want to bond, you 695 00:32:58,720 --> 00:33:01,160 Speaker 2: want them to bond so bad with a male, that's 696 00:33:01,200 --> 00:33:03,000 Speaker 2: a whole problem by itself. We can deal with that 697 00:33:03,080 --> 00:33:06,560 Speaker 2: on another episode because I need you to. That's very concerning. 698 00:33:07,000 --> 00:33:09,840 Speaker 2: If any mama was alright with this, any daddy's all 699 00:33:09,960 --> 00:33:11,560 Speaker 2: right with this, I want to know what's going on 700 00:33:11,600 --> 00:33:14,080 Speaker 2: in that household. And I'm dead serious about that because 701 00:33:14,080 --> 00:33:16,960 Speaker 2: you something about boundaries, you're just it just saint clicking. 702 00:33:17,120 --> 00:33:19,400 Speaker 2: It just sain't clicking. And I just feel that way 703 00:33:19,480 --> 00:33:22,280 Speaker 2: just across the board with male female dynamic peer. I'm 704 00:33:22,320 --> 00:33:23,880 Speaker 2: just big when it comes to that type of stuff 705 00:33:23,920 --> 00:33:26,120 Speaker 2: and not saying that people have bad intentions. Actually, you know, 706 00:33:26,160 --> 00:33:28,040 Speaker 2: I don't think people got bad intentions. I'm just very 707 00:33:28,080 --> 00:33:31,160 Speaker 2: clear about personal space and boundaries and all that because 708 00:33:31,240 --> 00:33:33,960 Speaker 2: I want to make sure that my daughter understands what's 709 00:33:34,000 --> 00:33:36,440 Speaker 2: appropriate and not appropriate, because if she don't know what's 710 00:33:36,440 --> 00:33:39,560 Speaker 2: appropriate not appropriate, even with her dad or her uncle 711 00:33:39,640 --> 00:33:42,720 Speaker 2: or whatever, she will not be able to recognize that 712 00:33:42,880 --> 00:33:46,000 Speaker 2: outside of them, because everybody ain't your offer. Everybody ain't 713 00:33:46,040 --> 00:33:48,840 Speaker 2: your daddy, everybody? Ain't you know. I've been having this conversation, 714 00:33:48,840 --> 00:33:49,960 Speaker 2: you know, you and I've been talking about this, and 715 00:33:50,040 --> 00:33:52,520 Speaker 2: Jada was a baby, you know that. I just like 716 00:33:52,760 --> 00:33:55,719 Speaker 2: very clear boundaries so that, especially when she was younger, 717 00:33:55,920 --> 00:33:58,480 Speaker 2: so she can identify. Like you said, their brains are 718 00:33:58,560 --> 00:34:02,440 Speaker 2: not developed. How do I identify when it's grooming and 719 00:34:02,480 --> 00:34:06,240 Speaker 2: when it's not to somebody else that may just that's right, 720 00:34:06,360 --> 00:34:08,760 Speaker 2: So let's just make the lines very clear and black 721 00:34:08,760 --> 00:34:10,759 Speaker 2: and white when it comes to that, because grooming can 722 00:34:10,800 --> 00:34:12,839 Speaker 2: be dangerous, so I want to I. 723 00:34:12,840 --> 00:34:15,880 Speaker 1: Surely don't think he had any ill intent. It's just 724 00:34:16,000 --> 00:34:19,600 Speaker 1: that the judgment was off and that and his losing 725 00:34:19,640 --> 00:34:22,040 Speaker 1: his job was the result. So now he's faced with 726 00:34:22,160 --> 00:34:26,080 Speaker 1: thinking of different ways to build relationships, because there are 727 00:34:26,120 --> 00:34:29,319 Speaker 1: many different ways to deal relationships with students before your 728 00:34:29,560 --> 00:34:30,240 Speaker 1: down the class. 729 00:34:30,320 --> 00:34:32,000 Speaker 2: Yeah, and I'm gonna say, for the record, I don't 730 00:34:32,040 --> 00:34:34,480 Speaker 2: know what his intent was. Just to be honest, I 731 00:34:34,600 --> 00:34:36,440 Speaker 2: do I like hearing the different opinions, like when you 732 00:34:36,440 --> 00:34:38,080 Speaker 2: say you don't think that was an intent. As far 733 00:34:38,120 --> 00:34:40,239 Speaker 2: as I'm concerned, I don't know what your intent was. 734 00:34:40,480 --> 00:34:43,640 Speaker 2: And again that's because my lens we talk about perspective, 735 00:34:43,880 --> 00:34:47,399 Speaker 2: you know, how we see things, experience, lived experiences. That's right, 736 00:34:47,440 --> 00:34:49,680 Speaker 2: and so my lived experience tell me I don't know 737 00:34:49,719 --> 00:34:52,719 Speaker 2: what it is. And when somebody's telling you, correcting you, 738 00:34:52,760 --> 00:34:56,239 Speaker 2: and you responded back saying, y'all doing this because of 739 00:34:56,440 --> 00:34:59,400 Speaker 2: m efforts, basically saying, other motherfuckers, y'all don't see I 740 00:34:59,400 --> 00:35:01,759 Speaker 2: ain't nothing, and you're getting the fence. I don't know 741 00:35:01,800 --> 00:35:04,759 Speaker 2: what your intention is because even that response in itself 742 00:35:06,080 --> 00:35:09,759 Speaker 2: was inappropriate. You took a position of how dare you 743 00:35:10,480 --> 00:35:14,200 Speaker 2: question me? And anytime I see that, I'm really looking 744 00:35:14,239 --> 00:35:16,920 Speaker 2: at you sideways. So I don't know what your intention was. 745 00:35:17,080 --> 00:35:18,800 Speaker 2: I don't know if it was to make money. I 746 00:35:18,840 --> 00:35:20,759 Speaker 2: don't know if it was the groom. I don't know 747 00:35:20,760 --> 00:35:22,759 Speaker 2: it because you just I don't know, because I just 748 00:35:23,280 --> 00:35:25,680 Speaker 2: again lived experience. I just I just personally, I just 749 00:35:25,719 --> 00:35:27,520 Speaker 2: can't give nobody benefit of that. When it come to that, 750 00:35:27,560 --> 00:35:30,000 Speaker 2: I want it really, really clear and really really you know, 751 00:35:30,200 --> 00:35:33,359 Speaker 2: like really clear. My daughter's not here the black and white. 752 00:35:33,400 --> 00:35:35,200 Speaker 2: She ain't here to be your helpmate, you there to 753 00:35:36,120 --> 00:35:38,240 Speaker 2: teach her, And that's just the bottom damn line. 754 00:35:38,360 --> 00:35:41,479 Speaker 1: So I would love to see this video get taken 755 00:35:41,520 --> 00:35:44,480 Speaker 1: off of TikTok because we know that children. I mean, 756 00:35:44,520 --> 00:35:46,520 Speaker 1: first of all, TikTok really kind of started out as 757 00:35:46,760 --> 00:35:49,280 Speaker 1: a social media app with a whole bunch of children 758 00:35:49,360 --> 00:35:51,080 Speaker 1: on it. Before you know, a lot of adults came 759 00:35:51,080 --> 00:35:54,760 Speaker 1: over there. This thing is such a bad message for 760 00:35:55,080 --> 00:35:57,640 Speaker 1: young girls especially. I would like to see the videos 761 00:35:57,680 --> 00:35:59,960 Speaker 1: taking down altogether. I just think it's really inappropriate. 762 00:36:00,160 --> 00:36:01,960 Speaker 2: And can I also go ahead and bring give this 763 00:36:02,040 --> 00:36:04,239 Speaker 2: break now. Pedal fowls get off on seeing stuff like 764 00:36:04,280 --> 00:36:08,080 Speaker 2: this too, Like, let's be clear, they don't. Everything don't 765 00:36:08,120 --> 00:36:12,040 Speaker 2: have to be sexual. Pedal fowls can get off on 766 00:36:12,160 --> 00:36:15,560 Speaker 2: looking at young girls touching a man in his personal space. 767 00:36:15,600 --> 00:36:20,280 Speaker 2: That's a real thing. Voyeurism is a real thing. Watching 768 00:36:20,640 --> 00:36:23,800 Speaker 2: minors do things with adults that could seem very normal 769 00:36:23,880 --> 00:36:28,399 Speaker 2: to you and very every day behavior. There's a real 770 00:36:28,480 --> 00:36:30,880 Speaker 2: thing for that, guys, there's a real thing for that. 771 00:36:30,960 --> 00:36:33,759 Speaker 2: So that's why I say you just because he may 772 00:36:33,800 --> 00:36:37,880 Speaker 2: think it's all right, you're on a public platform posting 773 00:36:37,920 --> 00:36:40,520 Speaker 2: this for everybody who may not think is who may 774 00:36:40,560 --> 00:36:43,000 Speaker 2: not agree. That's why you don't see me posting my baby. 775 00:36:43,280 --> 00:36:45,399 Speaker 2: I rarely post my baby because I know I got 776 00:36:45,440 --> 00:36:47,680 Speaker 2: men that follow me, and I know men follow me 777 00:36:47,719 --> 00:36:50,360 Speaker 2: because they like Some men follow me because you like politics. 778 00:36:50,440 --> 00:36:52,360 Speaker 2: Some men follow me because they say I'm fine, and 779 00:36:52,440 --> 00:36:54,680 Speaker 2: I don't never want no confusion. And again, this ain't 780 00:36:54,680 --> 00:36:57,000 Speaker 2: no disrespect to nobody that posts their kids or noneing. 781 00:36:57,000 --> 00:36:59,320 Speaker 2: I'm just saying me and me and my public space. 782 00:36:59,520 --> 00:37:02,960 Speaker 2: I don't want nothing that even appears. But I'm just 783 00:37:03,040 --> 00:37:05,480 Speaker 2: like that. Guys, when we did tens on ten and 784 00:37:05,520 --> 00:37:07,080 Speaker 2: they wanted to show a picture, he was like, can 785 00:37:07,120 --> 00:37:08,360 Speaker 2: you get a picture of you and your baby? And 786 00:37:08,360 --> 00:37:10,160 Speaker 2: I was like, let me send you the picture. Don't 787 00:37:10,200 --> 00:37:12,560 Speaker 2: just go over, I will send you. There was I said, 788 00:37:12,600 --> 00:37:14,600 Speaker 2: one where we had both got our makeup done. I said, no, 789 00:37:14,640 --> 00:37:16,160 Speaker 2: that's not a good one because I didn't even want 790 00:37:16,200 --> 00:37:19,200 Speaker 2: Jada looking older in that in that particular picture. I 791 00:37:19,239 --> 00:37:21,480 Speaker 2: don't want anything that's putting her. One, I don't want 792 00:37:21,480 --> 00:37:23,680 Speaker 2: people to recognize what she looks like now. Two, I 793 00:37:23,719 --> 00:37:26,439 Speaker 2: don't want anything that put her in a position where 794 00:37:26,480 --> 00:37:28,600 Speaker 2: she looks older than what she is because I don't 795 00:37:28,640 --> 00:37:30,880 Speaker 2: know how to perceived. And I'm sorry, I'm just not 796 00:37:30,880 --> 00:37:33,279 Speaker 2: want of them mamas that Jada found out. I'm just 797 00:37:33,320 --> 00:37:35,279 Speaker 2: not want of them mamas where I want them saying 798 00:37:35,320 --> 00:37:37,759 Speaker 2: damn you and your mama. Fine, I'm sorry. I just 799 00:37:37,880 --> 00:37:40,520 Speaker 2: I don't want even the idea that some a man 800 00:37:40,640 --> 00:37:43,279 Speaker 2: is looking at her in that way. It's cringe to me. 801 00:37:43,400 --> 00:37:45,759 Speaker 2: So I don't put my child in that situation. Not 802 00:37:45,800 --> 00:37:47,320 Speaker 2: to say, no man gonna look at her when she 803 00:37:47,400 --> 00:37:49,000 Speaker 2: at the mall or she doing whatever. You know, I 804 00:37:49,000 --> 00:37:50,719 Speaker 2: can't stop out people gonna look at it. But as 805 00:37:50,719 --> 00:37:53,640 Speaker 2: a parent, you're gonna respect the boundary of my child. 806 00:37:54,040 --> 00:37:56,960 Speaker 2: So I don't put Jada even on my social media, 807 00:37:57,000 --> 00:37:58,399 Speaker 2: not because I'm not proud her, not because I don't 808 00:37:58,400 --> 00:38:00,200 Speaker 2: want people see it. But I know men follow me, 809 00:38:00,360 --> 00:38:02,719 Speaker 2: and I know men are attracted to me, not just 810 00:38:02,760 --> 00:38:05,400 Speaker 2: because of my brain, and I just it just it 811 00:38:05,560 --> 00:38:07,600 Speaker 2: just ain't. I just I just can't do it, guys, period. 812 00:38:07,640 --> 00:38:09,800 Speaker 2: I don't even want to be guessing I put something 813 00:38:09,800 --> 00:38:11,600 Speaker 2: on like you know, I did a sixteen birthday because 814 00:38:11,600 --> 00:38:13,480 Speaker 2: I was really proud of that. But it's not I'm 815 00:38:13,480 --> 00:38:15,719 Speaker 2: not in the habit of posting a picture over and 816 00:38:15,800 --> 00:38:18,480 Speaker 2: over or uh, you know, we look cute the other 817 00:38:18,560 --> 00:38:20,239 Speaker 2: day I sent that picture to you. I didn't put 818 00:38:20,280 --> 00:38:22,279 Speaker 2: that on social media that because they just say, I 819 00:38:22,320 --> 00:38:24,279 Speaker 2: don't want men looking at her in that way, even 820 00:38:24,280 --> 00:38:25,879 Speaker 2: if they looking at me and be like, oh, she's fine, 821 00:38:25,880 --> 00:38:27,080 Speaker 2: and then you happen to look over here. You get 822 00:38:27,120 --> 00:38:29,319 Speaker 2: it from your mom and I, oh, hell no. So 823 00:38:29,840 --> 00:38:33,000 Speaker 2: I'm just big with boundaries, guys. So this was totally 824 00:38:33,000 --> 00:38:35,120 Speaker 2: out of pocket for me, and it is what it is. 825 00:38:35,160 --> 00:38:37,320 Speaker 2: And I said what I said, and you can bash 826 00:38:37,400 --> 00:38:40,480 Speaker 2: in him. I'm always gonna take the uh, the position 827 00:38:40,560 --> 00:38:42,200 Speaker 2: of the child, the most vulnerable child. I was a 828 00:38:42,200 --> 00:38:44,960 Speaker 2: guardian at lineup in Florida, So to me, it's important 829 00:38:45,239 --> 00:38:47,399 Speaker 2: that the that the child is always protected. And if 830 00:38:47,400 --> 00:38:49,080 Speaker 2: that means your feelings get hurt because you feel you 831 00:38:49,160 --> 00:38:50,800 Speaker 2: got dragged, And it is what it is because we 832 00:38:50,840 --> 00:38:53,879 Speaker 2: got to protect our babies because apparently everybody's mom at home, 833 00:38:53,960 --> 00:38:57,000 Speaker 2: damn show ain't all right. So I want to thank 834 00:38:57,040 --> 00:38:59,480 Speaker 2: you guys for joining me for this very important conversation. 835 00:38:59,640 --> 00:39:02,360 Speaker 2: Thank you so much, very best friend. I where I 836 00:39:02,360 --> 00:39:04,440 Speaker 2: should Robinson again? Twenty six year ved wanted to have 837 00:39:04,480 --> 00:39:06,560 Speaker 2: her on to be able to give you perspective. Not 838 00:39:06,600 --> 00:39:08,359 Speaker 2: only did you get suspective, I also gave you some 839 00:39:08,440 --> 00:39:10,279 Speaker 2: tools on what you can do if you are a 840 00:39:10,320 --> 00:39:13,360 Speaker 2: teacher or work with students in any capacity on how 841 00:39:13,400 --> 00:39:16,359 Speaker 2: do you bond and again shut out to Jade, who 842 00:39:16,400 --> 00:39:18,800 Speaker 2: was helping me with this content and also educate herself, 843 00:39:18,880 --> 00:39:21,440 Speaker 2: was in the classroom. This was just very helpful, guys, 844 00:39:21,480 --> 00:39:23,680 Speaker 2: and a much needed conversation. And I'm just gonna pop 845 00:39:23,719 --> 00:39:25,479 Speaker 2: my call. I don't think nobody had. I'm just gonna 846 00:39:25,480 --> 00:39:28,400 Speaker 2: go ahead and say, I doubt anybody had this conversation 847 00:39:28,560 --> 00:39:31,400 Speaker 2: with this many layers and this much you know, feedback 848 00:39:31,400 --> 00:39:35,160 Speaker 2: and critical thinking and more importantly advice on what to 849 00:39:35,200 --> 00:39:38,040 Speaker 2: do in the future. So, ladies, thank you so much 850 00:39:38,080 --> 00:39:42,000 Speaker 2: for joining me, Thank you for having me. Absolutely this 851 00:39:42,160 --> 00:39:44,840 Speaker 2: was great. Huld maybe you can be our resident teacher 852 00:39:44,880 --> 00:39:46,759 Speaker 2: when we need to chime in and just chop this 853 00:39:46,840 --> 00:39:49,640 Speaker 2: up because so much is going on with education, so much, 854 00:39:49,680 --> 00:39:51,200 Speaker 2: and you know, I've been trying to get you to 855 00:39:51,200 --> 00:39:53,520 Speaker 2: do this forever, like, come on, let's talk about it. 856 00:39:53,560 --> 00:39:55,239 Speaker 2: Let's talk about it. Let's talk about it because there's 857 00:39:55,239 --> 00:39:57,440 Speaker 2: so much information, so many other people that you can 858 00:39:57,480 --> 00:39:59,239 Speaker 2: help and just you don't need to learn from you. 859 00:39:59,320 --> 00:40:02,319 Speaker 2: So appreciate you for joining me. Everybody, make sure you 860 00:40:02,320 --> 00:40:05,319 Speaker 2: subscribe to the Straight Shot No Chaser podcast. You can 861 00:40:05,360 --> 00:40:07,239 Speaker 2: follow it wherever you get your podcast. Just put in 862 00:40:07,280 --> 00:40:09,000 Speaker 2: straight Shot No Chaser or put it in Tesili figure 863 00:40:09,000 --> 00:40:11,960 Speaker 2: Out wherever you get it, Android, Apple, i Heeart app, 864 00:40:12,080 --> 00:40:14,840 Speaker 2: wherever you get it. You can find me every Thursday, 865 00:40:14,840 --> 00:40:17,200 Speaker 2: but now we've added in an additional episode and we're 866 00:40:17,239 --> 00:40:18,920 Speaker 2: going to make it our goal to make sure we 867 00:40:18,960 --> 00:40:22,120 Speaker 2: have content dropping on both Tuesday and Thursday. Follow me 868 00:40:22,239 --> 00:40:25,040 Speaker 2: on all social media platforms, in particular Instagram, you can 869 00:40:25,040 --> 00:40:27,479 Speaker 2: follow me a Teslain figure o. Thank you so much 870 00:40:27,719 --> 00:40:30,759 Speaker 2: for joining me peace. If you like what you heard 871 00:40:30,800 --> 00:40:33,319 Speaker 2: on Straight Shot No Chaser, please subscribe and drop a 872 00:40:33,320 --> 00:40:35,640 Speaker 2: five star review and tell a friend. Straight Shot No 873 00:40:35,719 --> 00:40:39,319 Speaker 2: Chaser is a production of the Black Effect podcast networking iHeartRadio. 874 00:40:39,440 --> 00:40:41,279 Speaker 2: I'm Teslin figure Out and I'd like to thank our 875 00:40:41,320 --> 00:40:45,640 Speaker 2: producer editor mixer Dwayne Crawford and our executive producer Charlotte 876 00:40:45,640 --> 00:40:48,840 Speaker 2: Mage No God. For more podcasts from iHeartRadio, visit the 877 00:40:49,000 --> 00:41:06,080 Speaker 2: iHeartRadio app, Apple Podcasts, or wherever you get your podcasts 878 00:41:00,320 --> 00:41:00,360 Speaker 2: s