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Speaker 1: Kiki's court. All rise, the honorable is here, Judge Kiki. Yeah,

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Speaker 1: it's your courtroom. Take it away, all.

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Speaker 2: Right, let's step into the courtroom. It says, Hey, Kiki,

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Speaker 2: am I wrong for preventing one of my senior students

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Speaker 2: from attending prom. I've been a teacher for ten years now,

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Speaker 2: and this is the first time I've had this issue.

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Speaker 2: One of my students has been a constant problem and

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Speaker 2: pain in my behind since this school year started. He's

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Speaker 2: a senior and this is his last chance to attend prom.

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Speaker 2: While I understand how important PROM is to him and

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Speaker 2: his family, I can't understand why it hasn't been so

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Speaker 2: important to him and his parents that he passed my class.

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Speaker 2: Our school has a very strict GPA requirement for all students,

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Speaker 2: and unfortunately, he's been failing my class all year. I

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Speaker 2: repeatedly contact his parents and ask for their support to

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Speaker 2: come up with an action plan to help him. They've

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Speaker 2: missed every meeting that we've scheduled, and they've ignored my

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Speaker 2: emails and calls until now. Now his mother is sending

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Speaker 2: me emails, leaving asty voicemails, and even calling our principal

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Speaker 2: to pressure me to adjust his grade in my class.

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Speaker 2: He did a huge prom proposal, secured a date, and

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Speaker 2: has been telling everyone that he's actually going.

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Speaker 3: However he's not.

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Speaker 2: I feel bad that I will be the cause of

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Speaker 2: him missing out on his senior prom.

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Speaker 3: I feel bad for his date.

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Speaker 2: But what kind of example would I be setting if

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Speaker 2: I let for my other students if I let him go?

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Speaker 3: Am I wrong?

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Speaker 1: Judge, Kiki? What say you?

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Speaker 3: You know what?

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Speaker 2: I'm always for the teacher, I am. I'm on the

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Speaker 2: side of the teacher in this case. I feel like,

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Speaker 2: what can not only what kind of example are you

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Speaker 2: setting for the other students if you tweak his grade?

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Speaker 2: But what are you setting him up for in life?

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Speaker 2: Because you cannot just fail all of your responsibilities and

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Speaker 2: then still think that you get to enjoy the reward.

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Speaker 3: That's insane.

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Speaker 2: Like, if you've been failing my class, you've been a

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Speaker 2: pain in my butt, so you've probably been very disrespectful.

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Speaker 2: I've been trying to contact your parents and work on

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Speaker 2: an action plan to help you get ahead, to help

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Speaker 2: you graduate, to help you get to prom, and they've

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Speaker 2: made no effort. But now that it's prime time, you know,

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Speaker 2: now your mom is calling. Now she wants to email.

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Speaker 2: You know, your parents have failed you and you failed yourself.

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Speaker 2: You're a senior at this point, and if you're not

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Speaker 2: holding up to your responsibilities, there's the consequences to that.

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Speaker 3: And I don't think she should feel bad about it.

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Speaker 1: I agree, Judge Kiki, how wise, thank you wise and sound.

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Speaker 1: Here's a song forget about Let's go home. It's over

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Speaker 1: eight five five one oh three five. You can call

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Speaker 1: him text the same number. I mean, you could make

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Speaker 1: the argument that this is a once in a lifetime

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Speaker 1: thing and he'll go the rest of his life without

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Speaker 1: ever having gone to his senior problem. Now, you also

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Speaker 1: have to get good grades or passing grades at least,

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Speaker 1: you know what I mean, Like you you And that

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Speaker 1: was the thing. It's like you either meet this level,

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Speaker 1: this minimum requirement, or you don't get to go. So

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Speaker 1: you're right if you just say, now, well that thing

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Speaker 1: I said before, I didn't really mean that right? Right?

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Speaker 4: Then?

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Speaker 1: Why did everybody else work so hard?

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Speaker 2: And I've seen teachers get this type of pressure, not

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Speaker 2: even just from parents, but from other minustration at the school,

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Speaker 2: especially for students who are sports players play you know,

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Speaker 2: the star basketball player, the star football player, it's almost

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Speaker 2: like to the teacher like, come on, man, you know

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Speaker 2: we need him, so give them the grade.

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Speaker 3: And it's like, no, these they need to earn their grades.

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Speaker 2: You can't just be us in class and not do

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Speaker 2: what you're supposed to do and then still think that

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Speaker 2: you should be allowed to go to Prome or allowed

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Speaker 2: to play play in the game.

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Speaker 3: That's not how it works.

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Speaker 2: And I feel like when we allow kids to do that,

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Speaker 2: we're setting them up for failure.

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Speaker 1: You do them in disservice because in the real world,

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Speaker 1: nobody cares, nobody can know. It's like, if you don't

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Speaker 1: get the work assignment done, then you might get fired.

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Speaker 1: And that's your fault. There's nobody else's fault. That's what

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Speaker 1: you're supposed to do. Mm hmm yeah, yeah, I mean,

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Speaker 1: and let me see all these texts. That's his fault.

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Speaker 1: And he failed his date by not being truthful with

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Speaker 1: her and she probably already bought an expensive dress. That's it. Yeah,

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Speaker 1: that sucks for the date.

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Speaker 2: Right, And I'm sure the mom was like helping him

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Speaker 2: play the Prome proposal, but you're not helping him get

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Speaker 2: his grades.

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Speaker 5: That's the difference for me is that the parents weren't

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Speaker 5: cooperative from the beginning. Like so now I'm almost feeling

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Speaker 5: bad for him because like he may not have the

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Speaker 5: support system at home to push him to be able

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Speaker 5: to catch up to everyone else, to be able to

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Speaker 5: go right. Sure, if you were, you know, if the

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Speaker 5: parents were involved right from the beginning, when the teacher said, hey,

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Speaker 5: there's a problem and you're kind of getting you know,

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Speaker 5: the push from home and school and you're still not

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Speaker 5: doing it, then I might feel a little bit different.

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Speaker 5: But I feel bad that he might lose out on

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Speaker 5: like these memories just because you know, he might not

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Speaker 5: have the most.

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Speaker 1: I've bet this happens a lot of I mean it

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Speaker 1: happened a lot because I bet teachers go home feeling

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Speaker 1: bad about what they weren't able to get their students

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Speaker 1: to achieve, when really it, while it is their job

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Speaker 1: to a certain extent, it's the parents' job to back

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Speaker 1: up the you know, the what the teachers to try

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Speaker 1: and do instill because it's not a teacher's job to

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Speaker 1: raise children, even though I think a lot of teachers

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Speaker 1: are doing it. But that must be really frustrating because

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Speaker 1: you feel like, I'm sure this this teacher feels like

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Speaker 1: she's failing the kid and she gets to well she

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Speaker 1: is feeling the kid, but he's failing. It's the class.

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Speaker 1: But like she gets to be the bad person here,

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Speaker 1: but she's going above and beyond to try and get

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Speaker 1: him to succeed. So I feel bad for the teacher. Urie,

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Speaker 1: how your how you doing?

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Speaker 6: Hey?

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Speaker 2: Guy?

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Speaker 4: Something good?

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Speaker 7: How about yourself?

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Speaker 8: Hey?

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Speaker 1: Good morning? Hey, thank you thanks for listening being part

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Speaker 1: of the show.

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Speaker 9: Thanks Eddie and Jumble.

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Speaker 1: Oh wow wow, I didn't know they worked here, but

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Speaker 1: God bless you the other place without business. So yeah,

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Speaker 1: so what's going on? What do you think about this

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Speaker 1: this court case? I mean, the teacher is trying to

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Speaker 1: save this kid in a lot of ways and get

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Speaker 1: him to perform, and he's not. And and there was

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Speaker 1: a there were there were guidelines, there was you know,

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Speaker 1: you had to meet this requirement or you can't go

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Speaker 1: to prom. He didn't meet the requirement, so he's not

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Speaker 1: going to problem and now the teacher feels bad about it.

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Speaker 7: With the teacher Kiky.

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Speaker 4: As parents and as a teacher, I help teachers before

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Speaker 4: you trust them so much for them to do their

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Speaker 4: own work, and if they cannot man up.

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Speaker 7: Or do their job, as an adult. Technically, he's an

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Speaker 7: adult already. He should be responsible for his own self.

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Speaker 7: And if his parents are sugar coating him not able

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Speaker 7: to do his job, then there's no point out her

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Speaker 7: letting him. She's trying to let him go regardless, because

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Speaker 7: if she lets if she lets him past and just

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Speaker 7: let him go like that, she's sugarcoating his grapes, like, Oh,

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Speaker 7: it's okay, don't worry about that. Feel bad.

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Speaker 4: No, there's no such thing as feeling bad or no

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Speaker 4: excuse it at all. I was just saying earlier, like

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Speaker 4: my daughter myself. I have a daughter, she's a summer

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Speaker 4: and having her TwixT sixteen this year. So I told her,

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Speaker 4: I know I haven't been there to help job, but

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Speaker 4: if you don't make up your grace, I will cance

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Speaker 4: your party and you're done. I know it works for

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Speaker 4: fort first, I argue, and then the parents not doing

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Speaker 4: the part either. That's therefore also so there's always a

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Speaker 4: teacher's part, but the parents do nothing that should have

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Speaker 4: been done the first place. Happening.

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Speaker 1: You're I agree, Thank you, have a good day, Thanks

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Speaker 1: for listening.

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Speaker 3: Keep standing on business man.

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Speaker 1: Yeah, I mean that's the thing that you what about

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Speaker 1: all the other kids, all the other kids that performed

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Speaker 1: and worked hard. And then so now if this one

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Speaker 1: kid gets to show up to prom and the rest,

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Speaker 1: and then the teacher looks like, you know, she's a

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Speaker 1: pushover exactly, and she loses credibility with the whole room

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Speaker 1: over one kid because it was like, well, wait a minute,

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Speaker 1: so I guess I didn't have to do well. I

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Speaker 1: guess the rules don't apply. Hey Darien, good morning, good morning.

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Speaker 8: How's it going?

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Speaker 1: Hey man? What do you think?

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Speaker 8: I think this teacher shouldn't feel bad at all. This

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Speaker 8: student made the decision themselves. They had plenty of time.

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Speaker 8: It doesn't even sound like the student is trying.

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Speaker 3: Yep.

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Speaker 8: Maybe there's a little bit of time and he could

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Speaker 8: beg or try to get all work done in a

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Speaker 8: few weeks or something.

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Speaker 1: Yeah. Well, well the other thing is she's she's holding

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Speaker 1: his hand as it is. Yeah, you know, And that's

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Speaker 1: something else that's not going to happen in real life,

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Speaker 1: is that she's already sort of like nursing him through this,

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Speaker 1: like I'll give you extra help. I mean, I'll do

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Speaker 1: whatever I can, like I'll go I mean, this is

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Speaker 1: more than should have to be you know what I mean,

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Speaker 1: as far as the kid has an obligation to do

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Speaker 1: the school work, and the teacher shouldn't have to go

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Speaker 1: step by step by step by step to get you

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Speaker 1: to do it, because that doesn't exist in the real world.

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Speaker 1: No one's gonna do that for you. And so he

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Speaker 1: already has an advantage and he's failing at that too, right,

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Speaker 1: So yeah, hey Darren, thank you man, thanks for calling.

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Speaker 1: Have a good day. So already he's being coddled.

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Speaker 2: Yeah, and she tried, even with the parents, like I've

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Speaker 2: been calling and emailing you all to set up an

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Speaker 2: action plan to just work with me here, like let's

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Speaker 2: do whatever we can. Let's be a team to support

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Speaker 2: this child. And they won't even make the effort. So

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Speaker 2: it's like and now, but now when we get close

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Speaker 2: to prom and you want to buy a dress, and

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Speaker 2: I mean, it sucks, and then you know the whole thing.

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Speaker 2: Now you have all the effort in the world. Now

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Speaker 2: you know my number, now you know my email address.

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Speaker 1: That is unacceptab And so the parents are doing him

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Speaker 1: a disservice on a number of levels. Hey Kathy, Hi,

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Speaker 1: good morning.

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Speaker 9: Yeah, Hi, how are you.

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Speaker 1: Hey, Kiky's Court, what say.

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Speaker 10: You yes, I'm just I know he maybe seventeen or eighteen. However,

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Speaker 10: you know, maybe he's you know, I don't want to

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Speaker 10: say a learning disability, but maybe he has you know,

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Speaker 10: my lady HD or some type of issue that's holding

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Speaker 10: him back or maybe not able to focus as much.

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Speaker 9: Maybe his parents never looked into that either. Yeah, that's

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Speaker 9: a tough one.

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Speaker 4: I don't know, you know, because it does.

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Speaker 9: Think that his parents never you know, came to any

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Speaker 9: meetings or tried to talk to the parents, you know,

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Speaker 9: I mean they did. What I'm saying is the parents

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Speaker 9: never reached back out to the teacher, like like you said,

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Speaker 9: until now. So well, that's pretty much my outlook on it.

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Speaker 1: Yeah, Kathy, maybe he does have a learning disability, but

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Speaker 1: he has the teacher's full attention, in fact, probably more

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Speaker 1: than most other students are getting, so right.

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Speaker 9: And all, that's true.

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Speaker 1: That so there Again, it's not as though she's saying, hey, hey, y'all, y'all,

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Speaker 1: you're on your own. Here's this. You better get an

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Speaker 1: A and I'm not going to help you. And if

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Speaker 1: you don't get an A or B or a C

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Speaker 1: or whatever, then you can't go to prom and I'm

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Speaker 1: not even going to assist you in this. No, she's

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Speaker 1: right there alongside him and he's still not getting it done.

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Speaker 4: Well, that's true.

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Speaker 9: Yeah, it was like maybe something's undiagnosed.

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Speaker 1: It could be, could be, you know, but I mean

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Speaker 1: he's got he has support. So Kathy, thank you.

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Speaker 8: Good day, Thank you you too.

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Speaker 1: Glad you called. Oh I'm saying I think she was

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Speaker 1: saying something nice. Whatever you said, it was nice. Thank you. Hey, Sevanie,

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Speaker 1: good morning.

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Speaker 4: Good morning.

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Speaker 7: Hi Fred, love you guys.

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Speaker 1: Hey, love you two. What do you think?

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Speaker 7: I think?

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Speaker 11: You know, prom is a once in a lifetime experience,

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Speaker 11: so it would be really sad for him to miss

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Speaker 11: out on it. But totally understand where the teacher is

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Speaker 11: coming from. In my opinion, the saddest thing about this

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Speaker 11: entire story is the lack of support at home. I

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Speaker 11: mean that's where.

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Speaker 8: It all starts.

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Speaker 1: Yeah, yeah, agree.

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Speaker 11: My thought is, maybe throw the kid one last pail, Mary,

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Speaker 11: maybe some extra credit, and see what he does with it.

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Speaker 11: Hopefully he doesn't fumble the ball, but if he performs,

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Speaker 11: then maybe allow him to go. Just give him kind

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Speaker 11: of that one last opportunity.

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Speaker 1: Yeah maybe maybe so, Thank you Stephanie. Have a good day.

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Speaker 1: Thank you guys, you too, because nobody wants to see

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Speaker 1: a kid miss that on that. But again, you're doing

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Speaker 1: you're doing the kid a long term disservice, right if

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Speaker 1: you just keep making it, you know, Okay, we'll forget

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Speaker 1: about that, that expectation. How about this one. Oh, you're

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Speaker 1: not going to meet that. We'll forget about that because

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Speaker 1: no one's gonna do that for you, the real the rule, right,

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Speaker 1: no one's gonna do that for you.

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Speaker 12: And we mentioned too, like support coming from home, and like,

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Speaker 12: for a minute, maybe I'm thinking maybe there isn't support

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Speaker 12: at home, right, and that's where my mind kind of went,

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Speaker 12: and maybe like that's another place that you know, he

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Speaker 12: needs more supported and I totally agree. But then Kicky said,

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Speaker 12: the parents are coming up here for prom and doing

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Speaker 12: promposals and getting tuxes. So I'm like, well, then the

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Speaker 12: support's there, it's just in the wrong place exactly, you know.

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Speaker 1: Yeah, they need to back the teacher up. And that's

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Speaker 1: what I feel bad for this teacher and for a

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Speaker 1: lot of teachers who, yes, who feel like we've had

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Speaker 1: him on the air before, we've helped with you know,

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Speaker 1: classroom wishless and stuff, and it's like they feel inadequate

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Speaker 1: because they can't provide the experience for their kids that

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Speaker 1: meets their standard. But it's not necessarily their fault. I

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Speaker 1: mean they it's not. If they don't have the budget

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Speaker 1: or they don't have the parental support or whatever. Then

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Speaker 1: they're doing the best they can and they don't need

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Speaker 1: to feel bad about their efforts because other people aren't

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Speaker 1: supporting them. But they do. Many do. We've heard them

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Speaker 1: on the show before. Hey Delilah, Hi, Hi, Hey, so

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Speaker 1: Kenny's Court. Just to recap here quickly, the teacher a

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Speaker 1: teacher has written in Tekiki saying, hey, look, I've got

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Speaker 1: a student who's not performing. I'm trying to help him perform.

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Speaker 1: He didn't meet the minimum expectations, so he can't go

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Speaker 1: to prom. His parents have been nowhere to be found.

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Speaker 1: Now all of a sudden, it's well, wait a minute,

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Speaker 1: parents are here going I want my kid to go

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Speaker 1: to prom? What are we going to do about this?

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Speaker 1: And so, you know, does she let it slide or

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Speaker 1: does she stand out business?

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Speaker 13: I am situation because teachers like you were saying, like

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Speaker 13: they kind of have not a lot of control of

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Speaker 13: the education system that we have for kids, and I

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Speaker 13: think that the prom should not be tied to a

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Speaker 13: student's grades because students, I think are being failed by.

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Speaker 6: The education system we have. I'm a big proponent for

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Speaker 6: like Montessori style education where teachers you have to master

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Speaker 6: something before you can move on. So what's to say

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Speaker 6: that this student has not it has been failed long

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Speaker 6: time ago by the school system where he's not at

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Speaker 6: a point where he can catch up and get his

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Speaker 6: grades up because maybe he's lost interest and even like

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Speaker 6: the opportunity to excel in school because he was lost

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Speaker 6: along the way years ago.

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Speaker 1: So I think, but the parents to manage, like shouldn't

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Speaker 1: shouldn't As a parent, shouldn't you be watching the education

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Speaker 1: that your child's getting and if they're falling behind, or

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Speaker 1: or if they're if in fact they're being the school

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Speaker 1: district or the processes is negligent, then shouldn't the parent

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Speaker 1: be the one to step up and either supplement or

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Speaker 1: change the school or do something about it. I mean

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Speaker 1: that may be, but like you had the kid, it's

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Speaker 1: you set the standard. It's your job, right.

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Speaker 6: That's true, But it depends what levels they're at, Like

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Speaker 6: what if both parents work, you know, full time jobs,

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Speaker 6: or they don't have that kind of support at home,

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Speaker 6: or maybe they don't speak the language, or maybe they

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Speaker 6: just you know, maybe they're from a different country and

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Speaker 6: they don't even know how the school system works here,

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Speaker 6: or you know, they're kind of putting it up to

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Speaker 6: the student to carry on on his own. So I

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Speaker 6: know it's a very different opinion, but I think I

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Speaker 6: think the school system has to change to where students

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Speaker 6: can they have to master something before they could learn

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Speaker 6: something else, instead of everybody learning the same information.

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Speaker 9: Not everybody is going to excel the.

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Speaker 1: Well fair enough to thank you, have a good day,

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Speaker 1: thank you.

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Speaker 13: I'm one of the thirteens.

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Speaker 1: Thank you, appreciate you.

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Speaker 10: Coach basketball coach, I know who you are.

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Speaker 1: Well yeah, yeah, you passed Paulina and I got some questions.

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Speaker 1: They have a good day, Thank you, Delia. I'm not

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Speaker 1: going to blame this on the school. It's not the

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Speaker 1: school's responsibility.

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Speaker 14: You know what.

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Speaker 1: There are issues with the and I'm sure teachers would

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Speaker 1: say the same thing that there are issues, but I'm

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Speaker 1: not blaming this on the school. And I think I

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Speaker 1: think that this would be doing a kid at disservice

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Speaker 1: on a number of levels.

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Speaker 2: Oh yeah, and I see it happen so much. I

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Speaker 2: hate to keep bringing up with student athletes. I feel

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Speaker 2: like I've seen this happen a lot of times. And

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Speaker 2: then they get in the real world and they go

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Speaker 2: to college, right, and then somebody's doing their homework in college.

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Speaker 2: But the moment they get injured, now it's they have

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Speaker 2: no meaning to the school. You know, they they're not

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Speaker 2: they can't play because they injured themselves, they tore their

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Speaker 2: acl or whatever, and now they're just out in the

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Speaker 2: world lost because it's somebody past them all these years

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Speaker 2: and they don't know anything.

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Speaker 15: Yeah, and parents like they're focused on their child. But

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Speaker 15: I have so much compassion for teachers because they're trying

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Speaker 15: to focus on all the children. So you know, these

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Speaker 15: pushy parents come in and it's like you're worried about

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Speaker 15: one kid. These teachers are trying to be empathetic and

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Speaker 15: you know, care about all these students and all these

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Speaker 15: different situations. There's got to be some compassion for the teachers.

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Speaker 1: And she would appear she's already gone above and beyond

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Speaker 1: to try and say this kid, Adam, so this happened

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Speaker 1: to you.

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Speaker 14: Yeah, good morning, are you doing Hey?

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Speaker 1: Good morning man, thanks for calling. Of course.

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Speaker 14: Yeah, I was this student and I was very appreciative

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Speaker 14: that the teachers and educators around me actually pushed me

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Speaker 14: to not go to prom and didn't let me go

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Speaker 14: because I was I was fooling around in school and

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Speaker 14: I wasn't doing my best, and me being a parent, now,

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Speaker 14: I definitely wouldn't I wouldn't do that for my child,

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Speaker 14: wouldn't want my child's teachers to do that. I mean,

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Speaker 14: the biggest thing that my principal said to me. You know,

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Speaker 14: I took it to like my pro the probo, the

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Speaker 14: dean and the principal, and tried to fight it, and

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Speaker 14: my principal looked at me and just said, listen, man,

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Speaker 14: the prom is a privilege. It's not a right, Like

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Speaker 14: that's something that's something that you've earned at the end

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Speaker 14: of the year from all the good work that you've done.

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Speaker 14: It's not a right to go to prom. That's something

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Speaker 14: that the school puts on to celebrate all of the great,

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Speaker 14: you know, accomplishments that the students and you all have

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Speaker 14: done and to commemorate the year and all of that.

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Speaker 14: And that's that's a privilege. And and yeah, so it's

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Speaker 14: not it's that's not what it's for. And then also

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Speaker 14: it kind of set you know, because I did have

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Speaker 14: people in my life who was like, no, you got

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Speaker 14: to go to prom, man, you got to go to prom.

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Speaker 8: We got to fight this.

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Speaker 14: But you know, I have people tell me like, you're

401
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Speaker 14: setting the wrong example, you're teaching him that it doesn't

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Speaker 14: your education is not the most important thing.

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Speaker 1: Yes, well it's interesting more important, Adam, And I bet

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Speaker 1: you would agree with this. But if you had put

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Speaker 1: as much effort into school as you did into fighting

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Speaker 1: their decision, then you or these parents, if they had

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Speaker 1: put enough, if that same energy into trying to get

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Speaker 1: his greats up as opposed to now complaining to the teacher,

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Speaker 1: then you may not have been in that situation. I

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Speaker 1: would imagine you look back and you see it that way.

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Speaker 14: Oh one hundred percent. And no disrespect to the young

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Speaker 14: lady who just got off the call. But I do

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Speaker 14: believe at the end of the day, there's the responsibility

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Speaker 14: of the parents and tandem with the teachers and the

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Speaker 14: student to make the priority of the education first. That's

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Speaker 14: the whole purpose of going to school, that's the whole

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Speaker 14: that's that's what we do. So you know, yeah, I think.

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Speaker 14: I know for a fact I was not trying my

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Speaker 14: hardest and I was not doing my best. And I

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Speaker 14: loved my parents. They were great parents, but like she said,

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Speaker 14: they were busy. They were doing a lot of other

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Speaker 14: things and the focus wasn't on that and it wasn't

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Speaker 14: on my education. So but it was it was totally

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Speaker 14: my fault, and I was happy that they decided to

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Speaker 14: for me not to go to PROM. So I ended up,

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Speaker 14: you know, hanging out with my friends after the fact.

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Speaker 1: But yeah, well.

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Speaker 3: I'm still out there.

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Speaker 1: Hey man, I appreciate this perspective. And the truth is, Adam,

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Speaker 1: I don't know if if you'd gotten to pass on

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Speaker 1: all this, I don't know if you'd be calling saying

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Speaker 1: this maybe now you're growing up and more mature. But

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Speaker 1: the fact that you can now see that, I think

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Speaker 1: probably that decision and others like it played into that

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Speaker 1: right where someone just didn't let it go and said, no,

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Speaker 1: this is the rule and you didn't meet the standard,

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Speaker 1: so you can't do it. That had to have helped

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Speaker 1: you as you grew. Oh absolutely.

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Speaker 14: And to Keiki's point, it's set, it's set the proper

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Speaker 14: perspective moving forward, in my life because, like she said,

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Speaker 14: when you get out here in the world, the world's

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Speaker 14: not gonna treat you like that. You have to, you know,

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Speaker 14: take responsibility for your actions. So so yeah, right, you

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Speaker 14: right on right on board.

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Speaker 1: Yeah, I appreciate you. Man. Have a great day, No, Frank,

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Speaker 1: you'll have good day. Look at that look that man.

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Speaker 1: Yeah he me real, Yeah he did value a lesson case.

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Speaker 3: Close seat your standout business.

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Speaker 1: That's right, I got you. The Entergym reported headlines, fun

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Speaker 1: facts all. Next Fred Show back into