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Speaker 1: Hi.

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Speaker 2: I am Kate Hudson, and my name is Oliver Hudson.

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Speaker 2: We wanted to do something that highlighted our relationship and

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Speaker 2: what it's like to be siblings. We are a sibling. Railvalry.

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Speaker 1: No, no, sibling, don't do that with your mouth, revelry.

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Speaker 2: That's good. Oliver Hudson is back in Los Angeles. His

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Speaker 2: summer has come to an end, or has it. His

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Speaker 2: children are going to school in the next couple of weeks,

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Speaker 2: his son's birthday is coming up. But has Oliver Hudson's

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Speaker 2: summer actually, and he doesn't want it to end. He

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Speaker 2: really doesn't want it to end. Oliver Hudson loves summer.

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Speaker 2: In fact, Oliver Hudson, the one and only, very handsome

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Speaker 2: Oliver Hudson, is thinking about going to Lake Tahoe. I'm

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Speaker 2: moving to the first person now because I can't. I

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Speaker 2: can't keep speaking the third person. It's I don't like it.

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Speaker 2: I am thinking about going to Lake Tahoe. I had

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Speaker 2: a friend who just went up there and he took

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Speaker 2: these jet skis and he camped and it looked so

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Speaker 2: amazing and it was so beautiful. So I think I'm

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Speaker 2: gonna cap off summer probably going maybe going to Lake Tahoe.

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Speaker 2: It's so beautiful up there, and you know, I just

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Speaker 2: get like an Airbnb something on the water. Maybe. In fact,

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Speaker 2: maybe I'll now I'm just you're listening to my thoughts, Okay,

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Speaker 2: but I'm going to go on Airbnb. I'm gonna check

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Speaker 2: out what's going on, and then maybe I'll do le

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Speaker 2: like to Yeah. Anyway, the point is that I don't

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Speaker 2: want summer to end. I just love summer. When you

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Speaker 2: go back to school, when the kids go back to school,

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Speaker 2: you go back to school. When the kids go back

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Speaker 2: to school, you go back to school. You gotta wake

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Speaker 2: up in the morning at six thirty, you gotta deal

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Speaker 2: with the thing. Blah blah blah. You gotta pick him up. Yeah, yeah, Yeah,

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Speaker 2: It's just you know, but it is what it is. Anyway,

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Speaker 2: enough rambling. We have Brenda, I call her Brenda the Teacher,

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Speaker 2: and she's gone a bit viral with I think it

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Speaker 2: was on TikTok on how she is retiring after twenty

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Speaker 2: four years because she just can't she just can't take

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Speaker 2: the way it seems as though parents are dealing with

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Speaker 2: their children and how our educational system is sort of

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Speaker 2: moving anyway. I don't want to speak for her, but

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Speaker 2: she will be on in a second. I saw it

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Speaker 2: and read something and I was like, I want to

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Speaker 2: talk to her, you know, because I have my own

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Speaker 2: thoughts about education. Let's bring on Brenda's week in chat. Hey,

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Speaker 2: how are you and how are you? I'm good, Brenda molready,

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Speaker 2: thank you for coming on. I'm excited to talk to you.

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Speaker 2: I saw you know your I think it was on TikTok, right,

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Speaker 2: was that where you were talking. I saw your tiktoks

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Speaker 2: and I was like, I got to talk to Brenda

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Speaker 2: because it's just such an interesting take and I have

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Speaker 2: my own thoughts and feelings about education. You know, my

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Speaker 2: kids were in I have a sixteen, I have a fourteen,

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Speaker 2: I have an eleven, and they have oscillated between private

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Speaker 2: and public. Now they're all in private school, but they

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Speaker 2: did spend time in the LA public system and then

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Speaker 2: in Colorado we were there as well. But I just

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Speaker 2: before we even I even expouse any of my opinions

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Speaker 2: on anything, I just want to hear sort of what

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Speaker 2: you have reiterating what you had to say and why

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Speaker 2: you did what you did, and how you feel about

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Speaker 2: the viral nature of what you were saying and whether

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Speaker 2: that you were expecting that or not.

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Speaker 3: Right, why I did what I did, you know, because

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Speaker 3: teaching is so much harder than anyone in the public

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Speaker 3: understands or even knows. And I did it because I

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Speaker 3: just felt like it's important to get the message out

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Speaker 3: because there's so much that could change in education, because

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Speaker 3: there's a lot wrong with it. And it breaks my

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Speaker 3: heart because I see what it could be, but I

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Speaker 3: know what it is and I know and I've seen

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Speaker 3: how it's deteriorating throughout the years. And I did it

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Speaker 3: because I wanted to start to spread awareness so that

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Speaker 3: they could be more support for teachers and for education,

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Speaker 3: because I feel like that's dwindlings, especially here in America,

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Speaker 3: given what I've seen as an educator throughout the years.

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Speaker 3: And did I expect it to go viral, Absolutely freaking not.

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Speaker 3: I'd never anticipated that. I think that was the day

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Speaker 3: before the when I created that video. That was the

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Speaker 3: day before I was deciding to resign in the middle

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Speaker 3: of the year. Now just I was done. I just

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Speaker 3: had it. I mean, there's also personal things going on

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Speaker 3: as well, but with education, and it broke my heart

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Speaker 3: because I miss it every day, believe it.

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Speaker 2: Did you resign? You followed? You followed you? You actually

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Speaker 2: did it in the middle of the year.

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Speaker 3: Yes, I resigned on February fourteenth, twenty twenty four, Valentine's Day,

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Speaker 3: my mother's birthday too.

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Speaker 2: Oh wow, was there an inciting incident? I know that

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Speaker 2: something like this has been building obviously you've been in

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Speaker 2: education for what twenty four to twenty five years? But

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Speaker 2: was there something that was the straw you know where

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Speaker 2: it's like, you know what, fuck this, I can't deal with.

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Speaker 2: I can't do this anymore. I'm out.

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Speaker 3: It was building for obviously, like you said, a long time.

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Speaker 3: Let me back up and I'm gonna answer that question. Yeah,

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Speaker 3: I was going through things with my mom. I'm my

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Speaker 3: mom's POA and I lived three thousand miles away from her.

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Speaker 3: So while I'm trying to teach class during the year,

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Speaker 3: I'm also talking to doctors in real time making important

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Speaker 3: health decisions for her while I'm in front of thirty

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Speaker 3: three kids during this time. So I was feeling the

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Speaker 3: stress and pressure of that, plus being done with the

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Speaker 3: environment of education. And then I had a parent meeting

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Speaker 3: and it was that morning on February fourteenth or the

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Speaker 3: day before I forget anyway, it was the parent meeting,

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Speaker 3: and I pretty much just after that meeting, I said,

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Speaker 3: I had it, sat down at my computer and I

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Speaker 3: sent my resignation out because in that meeting, you know,

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Speaker 3: there's a lack of understanding what it is to be

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Speaker 3: a teacher and from some of these parents. And this

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Speaker 3: is why the catalyst that pushed me over the edge.

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Speaker 3: There was an expectation that you're supposed to, You're supposed to. Yeah,

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Speaker 3: well I was supposed to be a millionaire, but I'm

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Speaker 3: not right. What do you mean I'm supposed to. It's

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Speaker 3: there are no supposed tos. If you're a teacher, you

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Speaker 3: know that you can't do everything. But some of these parents,

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Speaker 3: this one in particular, you're supposed to do this. Well,

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Speaker 3: I know I'm supposed to, but I'm supposed to do

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Speaker 3: that for thirty two other kids as well. So after

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Speaker 3: that meeting, I just said, all right, that's it. I'm

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Speaker 3: out of here.

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Speaker 2: Mm hmm, yeah, no, Okay, I totally understand what you're saying. Again,

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Speaker 2: I've been a parent to three kids, I have a

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Speaker 2: I was expelled from high school, okay, for cheating on

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Speaker 2: a chemistry test. And then I got back in interesting. Yeah,

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Speaker 2: before I get into my own sort of philosophies about

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Speaker 2: academics and where it is now and how I feel

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Speaker 2: that it's a bit behind the times and there needs

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Speaker 2: to be some sort of an adjustment. You know what

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Speaker 2: I mean to deal with kids today, you know, the

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Speaker 2: new landscape of what it is to learn, how they're learning,

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Speaker 2: how AI is completely changing the game and chat GPT.

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Speaker 2: You can't rail against it because it's here. So then

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Speaker 2: how do we create an opportunity around it. I don't

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Speaker 2: know the answer to that, but we can't go backwards obviously.

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Speaker 2: I think we need the basics. But learning and education,

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Speaker 2: they're so it's so vast, and it's so broad. For me,

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Speaker 2: it's about work ethic and less about grades. I always

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Speaker 2: said to my kids, if you work your ass off

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Speaker 2: and I see you're working your ass off and you

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Speaker 2: get a D on a math test, I don't give

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Speaker 2: a shit, okay, because this is the life. Lesson there is.

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Speaker 2: You worked hard and you failed, and now you got

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Speaker 2: to work hard again and try to get better. That's it.

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Speaker 2: The grade itself does not matter to me. You know,

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Speaker 2: I was not an academic myself. I got expelled from

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Speaker 2: high school. I went to college for two years. I

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Speaker 2: was not ready to learn. We all, I believe, are

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Speaker 2: operating on different levels. Some people are academically inclined early

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Speaker 2: or have a thirst for knowledge, some don't. Mine came

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Speaker 2: after college in my nineteen twenty twenty one. That's when

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Speaker 2: all of a sudden, I want to pick up books

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Speaker 2: and just learn about the world. I was too immature

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Speaker 2: to be in school. And when you really think about it,

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Speaker 2: and you're sending a kid off at seventeen to college

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Speaker 2: to try to go sort of find themselves in there

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Speaker 2: in the academic space, you know, some will thrive and

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Speaker 2: then some It's going to take a little bit of time,

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Speaker 2: you know. Anyway, I just went off there a little

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Speaker 2: bit on my own kind of philosophies. But I want

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Speaker 2: to get back to the parents, okay, because this is

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Speaker 2: really why I wanted to talk to you, and how

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Speaker 2: you have seen that shift in twenty years, Because I

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Speaker 2: looked at a TikTok of yours and you said you

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Speaker 2: had these emails from twenty and eleven and reading them back,

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Speaker 2: it's just night and day difference on how these parents are,

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Speaker 2: what their expectations are, and how they're sort of raising

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Speaker 2: their children. I want you to talk about that because

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Speaker 2: I think it's extremely important, and.

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Speaker 3: It is extremely important because that's where everything starts. Right.

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Speaker 3: Let's be clear though, And I want to be clear.

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Speaker 3: You know I made that video I said I'm leading

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Speaker 3: because of parents, right. It's not all parents, okay. And

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Speaker 3: I was that people out there would get that, right

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Speaker 3: because when people people say like all teachers suck, well,

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Speaker 3: I'm smart enough to know they don't mean every single

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Speaker 3: teacher on the planet, right, But there are people out

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Speaker 3: there who say, well, use all parents. No. I mean,

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Speaker 3: I was hoping people would use common sense to understand

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Speaker 3: that that's hyperbolic speaks, right, that being said parents. Unfortunately,

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Speaker 3: through the years, like you said, I have seen there

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Speaker 3: be a huge change and shift. At one point, families

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Speaker 3: were adult centered. As the time has gone on, now

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Speaker 3: families are child centered. It's all about the kids. I

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Speaker 3: got no problem, you know. Okay, yeah, I get it,

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Speaker 3: but not when you allow the kids to rule the roost.

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Speaker 3: And in a lot of homes, we teachers are seeing

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Speaker 3: that in the classroom because when a teacher says, sorry,

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Speaker 3: you can't do that, the pushback from these children is

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Speaker 3: amazing Now. Ten years ago, no, it was okay, okay,

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Speaker 3: missus MURRITTI I get it. I'll move on today. It's

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Speaker 3: not that way now. This is not all kids, so let's.

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Speaker 2: Be cleary totally okay.

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Speaker 3: So but the point of this is is those some

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Speaker 3: parents who are teaching their children that the world revolves

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Speaker 3: around them and everything is for them and buy them

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Speaker 3: and about them. Will they come in the room with

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Speaker 3: that same thought process because they've been reared that way. Well,

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Speaker 3: we're the real world, right, classroom is the real world.

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Speaker 3: The world doesn't work like that. So that's when then

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Speaker 3: you get the pushback from some of these kids. And

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Speaker 3: then you go and you try to explain this to

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Speaker 3: the parents. Well, Johnny's doing X, Y and Z and

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Speaker 3: the teacher's full. So there's been the shift. Homes are

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Speaker 3: now child centered and this type of parenting, you know

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Speaker 3: where it's the gentle or whatever they call it now,

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Speaker 3: I don't know, I don't if you've heard those terms.

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Speaker 2: No, it's the coddling. It's it's the coddling. There's a

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Speaker 2: book called the Coddling of America. Correct, there is no

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Speaker 2: more grit. We are, we are, we are, we are

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Speaker 2: rearing the grit out of our children. Yes, you know,

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Speaker 2: I couldn't agree more. And I live in Los Angeles,

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Speaker 2: you know, so even a lot of my friends do

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Speaker 2: it very differently than my wife and I do it.

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Speaker 2: You know, it's it's coddally, it's well, how does that

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Speaker 2: make you feel? I don't give a fuck how it

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Speaker 2: makes you feel. Okay, this is right and this is wrong.

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Speaker 2: There is no how you feel in this specific situation. Okay,

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Speaker 2: you're you're you're an asshole, and and that's just how

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Speaker 2: it is right now. You know, kids, I believe unconsciously

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Speaker 2: want structure and they want discipline. They almost need it.

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Speaker 2: I think they thrive, they thrive when they have it.

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Speaker 2: And I believe, just like you, we're letting our kids

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Speaker 2: run to fucking free these days. You know, I couldn't

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Speaker 2: agree more.

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Speaker 3: And that I'm old school. I mean, I'm a lot

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Speaker 3: older than you are, and I'm from the Northeast and

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Speaker 3: I was born and bred. You suck it up, buttercup,

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Speaker 3: you figure it out. I mean, and that's what you

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Speaker 3: don't have a lot today with these children because of

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Speaker 3: the parents, that there's too much coddling. You know, they're

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Speaker 3: sending these kids to school in bubble wrap. Right, you

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Speaker 3: can't do that, But this is what we're seeing. And

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Speaker 3: now in schools we're teaching social emotional learning. We're actually

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Speaker 3: teaching it, and we're making that part of the curriculum.

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Speaker 3: It's nothing to do with academia. But here's the people.

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Speaker 3: I understand. Unless you have a child who is socially

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Speaker 3: and emotionally solid, they're not going to learn anything. So

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Speaker 3: I get the premise of it, But why why do

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Speaker 3: we have to take care of their social and emotional

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Speaker 3: part of them? And it's what you said. Over time,

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Speaker 3: kids are becoming with less scrit less determination, less work ethic,

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Speaker 3: more coddling, and more victimization. Like everybody's victim today. And

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Speaker 3: these kids they're not done. They see, oh, if I

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Speaker 3: play this victim card, I'm going to get away with X,

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Speaker 3: Y and Z. Especially in the classroom.

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Speaker 2: Of course, they're they're they're playing the sort of new landscape.

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Speaker 2: You know, they understand it. They're they're fucking smart. They

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Speaker 2: know how to they know how to do it, you

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Speaker 2: know what I mean? And one hundred percent that they're

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Speaker 2: doing that, you know, And I can see how that

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Speaker 2: then translates to what you're doing because now instead of

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Speaker 2: teaching children, you are becoming a bit of a daycare

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Speaker 2: center and trying to deal with all of these fires, uh,

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Speaker 2: these social emotional fires or these manipulations of kids who

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Speaker 2: are just trying to you know, buck the system in

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Speaker 2: a way and again who have no no grit. So

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Speaker 2: when a teacher says, hey, sit down, just shut up

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Speaker 2: for a second, get quiet, and you know, it's like,

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Speaker 2: oh my god, like you violated this feeling that I had,

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Speaker 2: you know, and immediately you're off to the races of like,

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Speaker 2: oh shit, because.

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Speaker 3: The ship after that is you're gonna get emails and

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Speaker 3: phone calls. So that one encounter and not clearly you know,

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Speaker 3: teacher's not gonna say it like that, right, No, no, no,

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Speaker 3: would I get the premise right, Yeah, here's what happens.

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Speaker 3: Here's what happens that creates a snowball effect. That kid

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Speaker 3: goes home and says, my teacher doesn't like me. I

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Speaker 3: want to get out of his or her class, Mom, dad, whoever? Emails?

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Speaker 3: Then not the teacher. Sometimes it goes right to the principal.

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Speaker 3: Principal comes to you. You gotta sit down and talk

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Speaker 3: to the principal. Then from there, you got to sit

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Speaker 3: down and talk to the parent and you go and

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Speaker 3: and this is hours and hours and hours literally of

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Speaker 3: time because you asked a child to sit down mm

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Speaker 3: hmm and stop talking. And then this is what Snowball's into.

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Speaker 3: This is again, this is some children, and this happens sometimes.

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Speaker 3: But what ends up happening is it completely disrupts the

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Speaker 3: learning environment. And I'm not saying at that moment in time,

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Speaker 3: I'm saying in the future time, because your teacher has

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Speaker 3: to address this now that I have to, and the

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Speaker 3: time and energy that your teacher could be doing something

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Speaker 3: else is gone just because you, as a child four

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Speaker 3: times to sit down. My teacher doesn't like me. That's

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Speaker 3: not true. I'm just asking you to follow a direction.

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Speaker 3: And this is what teachers are seeing today because of

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Speaker 3: that lack of parent parenting, saying Okay, your teacher's there,

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Speaker 3: she's not asking you to do anything illegal or moral

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Speaker 3: will put you in harm's way.

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Speaker 2: You listen, you listen, yeah, or or or even how

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Speaker 2: about I don't like my teacher, Okay, so what you

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Speaker 2: guess what? You're not going to like a lot of

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Speaker 2: people in life, and you're going to have to deal

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Speaker 2: with it. You know. I had a situation my older

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Speaker 2: one where he was in a math class with I

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Speaker 2: think it was in ninth grade. He's going into eleventh.

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Speaker 2: There's ninth grade, and it was like she was the

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Speaker 2: hardest teacher, you know, and some of the other math

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Speaker 2: teachers were much easier and more lenient. And he goes,

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Speaker 2: I want to move. I'm like, no, you drew the straw.

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Speaker 2: Deal with it. Figure it out, you know what I mean,

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Speaker 2: and figure it it will figure it out. It literally

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Speaker 2: is going to be on my headstone. I mean, my

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Speaker 2: wife hates me because she wants to plan all the

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Speaker 2: time and I do not. I'm not a planner. And

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Speaker 2: she's like, well what, I'm like, I don't know. We'll

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Speaker 2: figure it out. And I think that phrase needs to

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Speaker 2: it needs to be more. It needs to be put

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Speaker 2: into the children more, just not even at school, but

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Speaker 2: in life. They don't have an opportunity to figure it

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Speaker 2: out anymore. You know, everyone is saying, oh my god,

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Speaker 2: I'm so worried. You're going to get hurt, You're going

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Speaker 2: to fall down, You're going to do this. I'm like, no,

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Speaker 2: go if you want to take your bike, you know,

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Speaker 2: into Westwood or wherever I am go, but be smart,

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Speaker 2: you know what I mean. And if you get in

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Speaker 2: a situation, you got to figure it out.

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Speaker 3: Yeah.

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Speaker 2: Now, you know, back in the day, we didn't have phones,

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Speaker 2: we didn't have shit, so when something went down, you

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Speaker 2: had no one to call. It was like, oh, I gotta,

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Speaker 2: I just gotta, I gotta figure this out. I got

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Speaker 2: to get myself out of this situation, you know. And

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Speaker 2: we just don't have that anymore. We don't allow our

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Speaker 2: kids to have the opportunity to go figure it out

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Speaker 2: on their own because they are they have such a

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Speaker 2: soft landing with everything.

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Speaker 3: What you're talking about, you know, is the problem solving.

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Speaker 3: We see that, and we see that in the classroom

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Speaker 3: as teachers. Some of these kids don't missus, so and

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Speaker 3: so my pencil doesn't work well shopping it. And I'm

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Speaker 3: not kidding. I'm not exaggerating when I say these things.

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Speaker 3: I'm really not And I taught, you know, seventh and

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Speaker 3: eighth grade. We'll go shopping your pencil, you know, or

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Speaker 3: miss so and so, I have a cut in my hand.

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Speaker 3: There are band aids in the classroom going. I mean,

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Speaker 3: I know this sounds ridiculous and trivial, but I'm telling

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Speaker 3: you this is what is happening. And these are twelve, thirteen,

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Speaker 3: fourteen year old kids, not all the kids, but a

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Speaker 3: lot of them. And why is it they lack the

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Speaker 3: problem solving skills? Well, I think for some of them. Again,

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Speaker 3: all this starts at home. Yeah, when you look at

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Speaker 3: the children's background, you find out that, let's say that

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Speaker 3: child with the little cut, I find out he only

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Speaker 3: has like it's just his mom. His dad's not in

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Speaker 3: the picture, and he has three other siblings, and one

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Speaker 3: of his siblings has special needs. And this little boy

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Speaker 3: is pretty much neglected. And you can tell because he

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Speaker 3: comes to school and he's unkempt, his hair hasn't watched

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Speaker 3: in a couple of days. So someone like him asking

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Speaker 3: me what to do about the little cut in his hand,

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Speaker 3: I guess what I'm saying is he'd lacks those problems

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Speaker 3: solving skills because of there's always a because of always,

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Speaker 3: and it's unfortunate. But this is what is the reality.

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Speaker 3: So this is where the lack of problem solve the

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Speaker 3: skills comes from. And so far as that child is concerned, I.

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Speaker 2: Mean, do you have to you know, have empathy or

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Speaker 2: sympathy for specific cases as you were teaching, meaning when

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Speaker 2: you look back, like the example you just gave me,

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Speaker 2: I mean, that's a circumstantial not that that's true, but

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Speaker 2: if in fact that was true, there's a circumstantial situation

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Speaker 2: in that family that hasn't really allowed that kid, because

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Speaker 2: of his mother and no father and three siblings, to

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Speaker 2: be able to fend for him or herself. Do you

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Speaker 2: take that into account when you are sort of you know,

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Speaker 2: working with or evaluating, you know, children who may or

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Speaker 2: may not have that kind of great or can be

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Speaker 2: self sufficient all.

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Speaker 3: Day, every day, all day every day. Yeah, you do.

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Speaker 3: You know, at the end of the day, the first

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Speaker 3: thing as a teacher, we love the children. That's it.

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Speaker 3: That's why you get into teaching. That and the love

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Speaker 3: of learning. But absolutely, you know in that instance, and

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Speaker 3: I'm gonna I had a student like that, Not exactly, Okay,

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Speaker 3: I'm speaking hyperbolically in some of the background, I'm that child,

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Speaker 3: but absolutely so, there's a lot more patience, there's a

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Speaker 3: lot more understanding, and there's a lot more I mean,

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Speaker 3: this poor kid, he can't help himself, right, So absolutely,

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Speaker 3: you know, we're human beings. We empathize, we sympathize have you.

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Speaker 2: Got any pushback from You're just your sort of viral

381
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Speaker 2: videos of people saying there are the people who are

382
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Speaker 2: agreeing with you, and others were saying, hey, how dare you?

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Speaker 2: And you know, I mean, has it been both?

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Speaker 3: Oh? Yeah, you say, you know you probably you know,

385
00:23:01,600 --> 00:23:04,200
Speaker 3: you saw you should have quit a long time ago.

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Speaker 2: Yeah, what is Yeah? I say the overarching thing is like,

387
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Speaker 2: have more compassion. Is that kind of the idea that

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Speaker 2: the haters.

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Speaker 3: No. I think it's more hate for the profession rather

390
00:23:16,920 --> 00:23:21,679
Speaker 3: than be as me personally, if that makes sense to you.

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Speaker 3: You know all you're you're a teacher, because you're a teacher.

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Speaker 3: You suck. I don't care who you are behind the screen,

393
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Speaker 3: you suck. I mean it could have been you know,

394
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Speaker 3: Mary Poppins who created that uh that TikTok, right, The

395
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Speaker 3: same response would have given to Mary Poppins because Mary

396
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Speaker 3: is a teacher. So I think it's the profession that

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Speaker 3: they're going after. You asked me about that or personally.

398
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Speaker 2: No, personally, you know what I mean, where it's like,

399
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Speaker 2: how dare you say that that you it's your job

400
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Speaker 2: to take care of the kids, and you know, blah

401
00:23:51,960 --> 00:23:54,600
Speaker 2: blah blah and you need to, you know, evolve with

402
00:23:54,680 --> 00:23:56,280
Speaker 2: the times and you know all that.

403
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Speaker 3: Yes, yes, yes, I have gotten a lot of those.

404
00:24:00,720 --> 00:24:03,480
Speaker 3: I have gotten a lot of those. You know, this

405
00:24:03,680 --> 00:24:08,240
Speaker 3: is whatever, not nineteen ninety anymore. This is to twenty

406
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Speaker 3: twenty four. Just teach, right or yeah, I've gotten you

407
00:24:12,840 --> 00:24:18,600
Speaker 3: were probably an ass teacher anyway. You know you suck.

408
00:24:19,080 --> 00:24:21,640
Speaker 3: You're too old to teach. You should have, like I said,

409
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Speaker 3: you should have retired a long time ago. Good. I'm

410
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Speaker 3: glad you're old. Time you're leaving, you know. So, yes,

411
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Speaker 3: I have gotten Personally.

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Speaker 2: Do you does it affect you or it seems like

413
00:24:31,480 --> 00:24:34,919
Speaker 2: it doesn't Like you're you're pretty tough, You're like, fuck it.

414
00:24:35,080 --> 00:24:35,720
Speaker 2: I don't care.

415
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Speaker 3: I have fun with it. Yeah, I mean, I'm not

416
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Speaker 3: an asshole. I don't want to be an asshole. So

417
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Speaker 3: I try not to come off as an asshole. I

418
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Speaker 3: can be, but I don't want to be. I mean,

419
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Speaker 3: I think we all could be assholes. It's just it's

420
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Speaker 3: a defense mechanism, right, But I don't want to come

421
00:24:50,640 --> 00:24:53,800
Speaker 3: off that way. So if I choose to address them,

422
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Speaker 3: I don't care I come off with an air of

423
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Speaker 3: I don't really care, because honestly, Oliver, I really don't

424
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Speaker 3: care because I never care. I'm the kind of person

425
00:25:05,320 --> 00:25:08,119
Speaker 3: is I've never cared about what people ever thought about me,

426
00:25:08,160 --> 00:25:10,639
Speaker 3: even as a child. I think it's because I grew

427
00:25:10,720 --> 00:25:14,080
Speaker 3: up so uber independent, and I'm so incredibly independent even

428
00:25:14,119 --> 00:25:17,000
Speaker 3: as an adult. I need no one for anything in

429
00:25:17,040 --> 00:25:19,080
Speaker 3: my life. I'm going to marry and everything, but at

430
00:25:19,080 --> 00:25:21,760
Speaker 3: the end of the day, I am just a very

431
00:25:22,200 --> 00:25:25,080
Speaker 3: I'm self actualized, if that makes sense to you, because

432
00:25:25,080 --> 00:25:26,760
Speaker 3: of my own trauma in my own life as a

433
00:25:26,800 --> 00:25:30,880
Speaker 3: little girl. But that being said, I don't care. Mm hmm.

434
00:25:31,200 --> 00:25:32,800
Speaker 2: It's the best way to live, you know.

435
00:25:33,200 --> 00:25:39,520
Speaker 3: Yeah. Nobody knows our stories. Yeah, no one knows the stories. Yeah,

436
00:25:39,560 --> 00:25:41,600
Speaker 3: and I'm not you know the way I say, and

437
00:25:41,640 --> 00:25:45,680
Speaker 3: I've said this to children. If I allow it, somebody

438
00:25:45,720 --> 00:25:48,639
Speaker 3: says to me to make me feel bad, or to

439
00:25:48,720 --> 00:25:52,600
Speaker 3: hurt my feelings or become offended, then I'm not in

440
00:25:52,600 --> 00:25:57,560
Speaker 3: control of me. They are in control of me. And

441
00:25:57,600 --> 00:25:59,919
Speaker 3: that's There'll be a whole a warm day in hell

442
00:26:00,240 --> 00:26:02,720
Speaker 3: before that ever happens to me. No one's going to

443
00:26:02,760 --> 00:26:05,800
Speaker 3: be in control of my emotions and how I feel.

444
00:26:05,840 --> 00:26:07,560
Speaker 3: You can say whatever you want to me. You can

445
00:26:07,640 --> 00:26:09,359
Speaker 3: go tell me to pound sand. You can tell me

446
00:26:09,400 --> 00:26:13,119
Speaker 3: I suck. You can tell me, Oh, You're not going

447
00:26:13,200 --> 00:26:18,280
Speaker 3: to determine how I respond to that your opinion. Let's

448
00:26:18,280 --> 00:26:22,760
Speaker 3: go have coffee. Yeah, that's how I literally live my

449
00:26:22,880 --> 00:26:26,840
Speaker 3: life because I'm in control of me. And again, this

450
00:26:26,920 --> 00:26:28,840
Speaker 3: is what I teach the kids. Where I taught the kids,

451
00:26:29,160 --> 00:26:31,520
Speaker 3: you can't allow people to control of your emotions because

452
00:26:31,560 --> 00:26:33,600
Speaker 3: then you're not in control of you. They got power

453
00:26:33,640 --> 00:26:38,480
Speaker 3: of you. That's a good. When you allow someone to

454
00:26:38,520 --> 00:26:42,680
Speaker 3: take your power away from you, you have to turn

455
00:26:42,720 --> 00:26:44,920
Speaker 3: it around and be empowered.

456
00:26:45,359 --> 00:26:59,679
Speaker 2: Yeah. Ah, So what about public school versus private school?

457
00:27:00,280 --> 00:27:04,480
Speaker 2: You know, I know you in one of your tiktoks,

458
00:27:04,720 --> 00:27:06,879
Speaker 2: you're like, go you said something, You're like, then go

459
00:27:06,920 --> 00:27:11,639
Speaker 2: to private school. Do they do it differently? I know

460
00:27:11,720 --> 00:27:14,800
Speaker 2: classrooms are smaller, you can pay more attention to your children,

461
00:27:15,560 --> 00:27:18,600
Speaker 2: need the students, But how do you see the difference

462
00:27:18,640 --> 00:27:21,200
Speaker 2: there and is it still existing in your opinion in

463
00:27:21,359 --> 00:27:24,760
Speaker 2: private school as far as how the parents, In my opinion,

464
00:27:24,760 --> 00:27:26,560
Speaker 2: it's almost worse by the way. Some of these parents

465
00:27:26,800 --> 00:27:33,240
Speaker 2: are nuts, totally crazy. But how do you differentiate the two.

466
00:27:33,680 --> 00:27:39,840
Speaker 3: Everything you just said smaller class sizes, more teacher attention.

467
00:27:41,240 --> 00:27:45,879
Speaker 3: You know, private schools are not bound by government. I

468
00:27:45,920 --> 00:27:48,520
Speaker 3: mean they do. I don't know about at least I

469
00:27:48,560 --> 00:27:50,679
Speaker 3: know it's some private schools here. They do follow the

470
00:27:50,840 --> 00:27:54,479
Speaker 3: common Core curriculum like Floria standards. I don't know if

471
00:27:54,480 --> 00:27:57,520
Speaker 3: that's in private school your children go to, so they

472
00:27:57,520 --> 00:28:02,200
Speaker 3: are they do follow that, but they pretty much can

473
00:28:02,480 --> 00:28:07,439
Speaker 3: write their own ticket. For one, and for you, you

474
00:28:07,720 --> 00:28:12,240
Speaker 3: have smaller class sizes, you have more of a chance

475
00:28:12,280 --> 00:28:15,919
Speaker 3: for the teacher to get to know the kids and

476
00:28:16,000 --> 00:28:19,920
Speaker 3: to get to actually teach the children. And if a

477
00:28:20,000 --> 00:28:24,760
Speaker 3: child is problematic or struggling, you have more of an opportunity.

478
00:28:25,440 --> 00:28:27,240
Speaker 3: Let me back up, you have more of an opportunity

479
00:28:27,280 --> 00:28:29,080
Speaker 3: to get to know the parents in a more personal

480
00:28:29,160 --> 00:28:31,760
Speaker 3: and intimate way than you do in public school. So

481
00:28:31,880 --> 00:28:36,800
Speaker 3: then there's more of a team environment between the child,

482
00:28:36,840 --> 00:28:41,320
Speaker 3: the parent, and the teacher because class sizes are smaller,

483
00:28:41,760 --> 00:28:45,480
Speaker 3: because teachers really can get to know that child more

484
00:28:45,520 --> 00:28:48,400
Speaker 3: and more and more in a public school. You know,

485
00:28:48,440 --> 00:28:50,320
Speaker 3: when I was in a class of thirty three kids

486
00:28:50,360 --> 00:28:53,440
Speaker 3: in a fifty five to ninety minute period, depending on

487
00:28:54,200 --> 00:28:56,600
Speaker 3: the school, the amount of time I spent with the

488
00:28:56,680 --> 00:29:01,880
Speaker 3: child was if five minutes the class period if five minutes,

489
00:29:01,920 --> 00:29:04,440
Speaker 3: and I'm not exaggerating, I mean, how do I teach

490
00:29:04,480 --> 00:29:08,400
Speaker 3: a child one to one in five minutes in a

491
00:29:08,560 --> 00:29:13,360
Speaker 3: private school. Again, it's about numbers in that ratio between

492
00:29:13,400 --> 00:29:19,840
Speaker 3: teacher and student. And again I think you know, I

493
00:29:20,120 --> 00:29:22,240
Speaker 3: did work in a private school for a little while,

494
00:29:22,560 --> 00:29:28,240
Speaker 3: and parental involvement was there, but the admen took most

495
00:29:28,440 --> 00:29:36,520
Speaker 3: of the parent complaints, most of the parent inquiries. The

496
00:29:36,560 --> 00:29:39,480
Speaker 3: teacher didn't have to be concerned with that. In a

497
00:29:39,560 --> 00:29:43,360
Speaker 3: public school, you do, mm hmm. You have to be

498
00:29:43,760 --> 00:29:47,680
Speaker 3: involved with the parent. In a private school, no, because

499
00:29:47,680 --> 00:29:51,200
Speaker 3: again this is just my guess. You know, the admin

500
00:29:51,280 --> 00:29:53,760
Speaker 3: wants to keep that parent happy. Why because it's about

501
00:29:53,800 --> 00:29:54,520
Speaker 3: fine money.

502
00:29:54,720 --> 00:29:56,920
Speaker 2: Oh yeah, it's a business.

503
00:29:56,840 --> 00:29:59,840
Speaker 3: Exactly exactly, So that's why admin is going to take

504
00:29:59,880 --> 00:30:03,000
Speaker 3: care of that parent. I didn't really spend much time

505
00:30:03,040 --> 00:30:04,800
Speaker 3: in terms of those types of things. I mean I

506
00:30:04,840 --> 00:30:07,840
Speaker 3: did talk to parents, yes, but they were more involved.

507
00:30:07,840 --> 00:30:11,960
Speaker 3: In a public school. Yeah, they're involved, the admin is,

508
00:30:12,080 --> 00:30:16,560
Speaker 3: but predominantly it's up to the teacher the end of

509
00:30:16,640 --> 00:30:18,160
Speaker 3: the day. Mm hmmm.

510
00:30:18,640 --> 00:30:19,440
Speaker 2: Yeah.

511
00:30:19,560 --> 00:30:22,600
Speaker 3: If I were sorry, if I were school aged children,

512
00:30:22,680 --> 00:30:23,760
Speaker 3: they'd be in private school.

513
00:30:24,320 --> 00:30:27,800
Speaker 2: They would where where where do you teach where or

514
00:30:27,800 --> 00:30:30,000
Speaker 2: where did you teach? Where are you? I'm a call

515
00:30:30,160 --> 00:30:31,560
Speaker 2: now where in Cali?

516
00:30:31,960 --> 00:30:32,600
Speaker 3: The Bay Area?

517
00:30:32,920 --> 00:30:40,240
Speaker 2: Okay? Okay, yeah, So it's a parent problem, but it's

518
00:30:40,280 --> 00:30:44,640
Speaker 2: also a system problem, right, Oh yeah, I mean but

519
00:30:44,680 --> 00:30:48,280
Speaker 2: how does this how does this change? I mean, do

520
00:30:48,320 --> 00:30:52,040
Speaker 2: you see it changing anytime soon as far as the

521
00:30:52,040 --> 00:30:55,520
Speaker 2: public school system goes, because you're dealing with state by

522
00:30:55,520 --> 00:30:59,080
Speaker 2: state now. You know, I moved the kids to Colorado

523
00:30:59,200 --> 00:31:00,960
Speaker 2: for two years because I wanted to put them in

524
00:31:00,960 --> 00:31:03,920
Speaker 2: the mountains. I had that experience and I wanted them

525
00:31:03,920 --> 00:31:08,000
Speaker 2: to leave LA and find their independence and get lost

526
00:31:08,000 --> 00:31:10,600
Speaker 2: in the woods. And you know that was important to me.

527
00:31:11,440 --> 00:31:15,520
Speaker 2: We were in a public school in Colorado and it

528
00:31:15,640 --> 00:31:20,160
Speaker 2: was awesome. I mean, it was so different. In fact,

529
00:31:20,880 --> 00:31:23,440
Speaker 2: one of the teachers became my wife's like best friend.

530
00:31:23,920 --> 00:31:26,480
Speaker 2: You know. It was very much there was a lot

531
00:31:26,480 --> 00:31:29,920
Speaker 2: of involvement. The class sizes were definitely a little bit smaller,

532
00:31:31,280 --> 00:31:35,760
Speaker 2: you know. So it's a California issue, I'm assuming as well,

533
00:31:35,800 --> 00:31:40,200
Speaker 2: there's a state by state, you know, situation with public

534
00:31:40,240 --> 00:31:44,640
Speaker 2: school But overall, I mean, is there anything to be

535
00:31:44,800 --> 00:31:49,120
Speaker 2: done realistically in the public school system in Cali?

536
00:31:49,720 --> 00:31:51,120
Speaker 3: Specifically in Cali.

537
00:31:51,200 --> 00:31:53,520
Speaker 2: I guess so or just generally, but I know there's

538
00:31:53,560 --> 00:31:57,920
Speaker 2: some great public schools obviously around the country. But what

539
00:31:58,400 --> 00:32:01,640
Speaker 2: can be done? You know, how do you remedy this?

540
00:32:02,120 --> 00:32:05,200
Speaker 3: I think what you just said earlier, it has to

541
00:32:05,280 --> 00:32:08,880
Speaker 3: start systemically, right, But here's the problem, and I'm going

542
00:32:08,920 --> 00:32:10,800
Speaker 3: to continue to answer the question, but I'm going to

543
00:32:11,000 --> 00:32:14,000
Speaker 3: go backwards a little bit. Here's the problem. Anytime there's

544
00:32:14,040 --> 00:32:18,320
Speaker 3: a system involved in anything, legal system, healthcare, it's a

545
00:32:18,400 --> 00:32:22,480
Speaker 3: cluster f unfortunately, because why you have human beings running

546
00:32:22,520 --> 00:32:26,840
Speaker 3: that system. Okay, it is a systemic issue. That's where

547
00:32:26,840 --> 00:32:30,280
Speaker 3: it starts. How can it change? In my opinion, I

548
00:32:30,320 --> 00:32:34,080
Speaker 3: think you need teachers making these decisions, not these high

549
00:32:34,800 --> 00:32:38,320
Speaker 3: position bureaucrats making these decisions about what goes in a

550
00:32:38,320 --> 00:32:41,840
Speaker 3: classroom who've never been in a classroom. We're in the trenches.

551
00:32:42,000 --> 00:32:46,640
Speaker 3: Let us make the curriculum, let us make the standards,

552
00:32:47,160 --> 00:32:52,080
Speaker 3: Let us decide what's best in terms of discipline. Let

553
00:32:52,160 --> 00:32:55,360
Speaker 3: us let the teachers do this. Let the teachers have

554
00:32:55,480 --> 00:32:59,240
Speaker 3: those high positions or former teachers have those high positions

555
00:33:00,520 --> 00:33:05,560
Speaker 3: to make those important decisions. And I don't know how

556
00:33:05,600 --> 00:33:07,840
Speaker 3: that happens, right, I don't know how that happens. But

557
00:33:07,920 --> 00:33:10,840
Speaker 3: I think it has to start systemically. First. You got

558
00:33:10,840 --> 00:33:15,880
Speaker 3: to get rid of those curmudgeon rule you know, bureaucrats

559
00:33:15,960 --> 00:33:18,440
Speaker 3: up there who are trying to tell teachers what to

560
00:33:18,480 --> 00:33:20,560
Speaker 3: do in the classroom when they've never done this before.

561
00:33:20,600 --> 00:33:23,840
Speaker 3: That's number one. Number two, how does it get fixed?

562
00:33:23,960 --> 00:33:26,000
Speaker 3: And no one's going to say this, No politicians going

563
00:33:26,080 --> 00:33:30,280
Speaker 3: to say this, but the homes. Unfortunately, that's the facts

564
00:33:30,800 --> 00:33:33,360
Speaker 3: I have seen. And even when I do all my tiktoks,

565
00:33:33,600 --> 00:33:38,080
Speaker 3: the comments I get beside system because the system's up there.

566
00:33:38,120 --> 00:33:41,560
Speaker 3: But besides that, the second biggest factor to change education

567
00:33:42,000 --> 00:33:45,960
Speaker 3: is home life. What's going on in homes today? Why

568
00:33:46,040 --> 00:33:50,200
Speaker 3: are we seeing these kids coming in with social, emotional, physical, financial,

569
00:33:50,200 --> 00:33:55,640
Speaker 3: and spiritual deficits? Why? Because, let's face it, according to

570
00:33:55,680 --> 00:34:01,240
Speaker 3: Maslow too, you know Maslow's hierarchy of needs, basic foundations

571
00:34:01,280 --> 00:34:03,680
Speaker 3: have to be met in a child before a child

572
00:34:03,760 --> 00:34:08,120
Speaker 3: is ready to do anything, and that's included learning. If

573
00:34:08,160 --> 00:34:10,120
Speaker 3: I got a little boy walking in there, a little

574
00:34:10,160 --> 00:34:14,200
Speaker 3: girl walking in there who hasn't bathed in three days,

575
00:34:14,239 --> 00:34:16,239
Speaker 3: and you can see it because they've had the same

576
00:34:16,280 --> 00:34:18,600
Speaker 3: clothes on. Their hair is greasy. And I'm not making

577
00:34:18,600 --> 00:34:22,040
Speaker 3: this stuff up, stuff happens. Your heart goes out to

578
00:34:22,080 --> 00:34:24,440
Speaker 3: these kids. That kid's blest thing that child wants to

579
00:34:24,440 --> 00:34:28,080
Speaker 3: do is learn. So here's the bottom line. The system

580
00:34:28,160 --> 00:34:33,120
Speaker 3: has to change, and homes have to change. There has

581
00:34:33,160 --> 00:34:36,240
Speaker 3: to be more involvement with a child and the child's

582
00:34:36,320 --> 00:34:39,520
Speaker 3: education and the child's full well being. And here in

583
00:34:39,560 --> 00:34:41,920
Speaker 3: America too. This is another thing I believe has to

584
00:34:42,000 --> 00:34:46,160
Speaker 3: change is how we value education. In my experience, I'm

585
00:34:46,160 --> 00:34:47,600
Speaker 3: not telling you this is how he does all over

586
00:34:47,640 --> 00:34:52,640
Speaker 3: the country. I'm just speaking from my own first person experience.

587
00:34:53,480 --> 00:34:58,520
Speaker 3: The value of education has declined over the years, and

588
00:34:58,560 --> 00:34:59,879
Speaker 3: I don't what's that about.

589
00:35:00,239 --> 00:35:03,720
Speaker 2: Well, let me ask a question. What is the value

590
00:35:04,080 --> 00:35:08,879
Speaker 2: of education today? And I'm talking about let's go back

591
00:35:08,880 --> 00:35:11,040
Speaker 2: to even to the fifties, it was you get an

592
00:35:11,160 --> 00:35:14,840
Speaker 2: education and you get like a vocational job or like

593
00:35:14,880 --> 00:35:17,000
Speaker 2: it really led into what you're going to do with

594
00:35:17,040 --> 00:35:20,720
Speaker 2: your life, you know what I mean? And has education

595
00:35:20,960 --> 00:35:26,800
Speaker 2: evolved to meet sort of the standards of today and

596
00:35:25,560 --> 00:35:29,919
Speaker 2: how it has shifted so much? Like what is the

597
00:35:30,040 --> 00:35:35,040
Speaker 2: value of education? Is it actually learning algebra? Is it

598
00:35:35,320 --> 00:35:40,120
Speaker 2: actually learning about you know, the slip slip fault? Like

599
00:35:40,280 --> 00:35:43,480
Speaker 2: what is the value and how does it help a

600
00:35:43,560 --> 00:35:44,240
Speaker 2: human being?

601
00:35:45,440 --> 00:35:47,120
Speaker 3: I think it goes back to the very first things

602
00:35:47,160 --> 00:35:50,239
Speaker 3: you said earlier in this interview, where you didn't care

603
00:35:50,880 --> 00:35:54,440
Speaker 3: whether your kid got a D or learned grit. You

604
00:35:54,600 --> 00:35:56,560
Speaker 3: rather have your try to learn grit and walk away

605
00:35:56,600 --> 00:36:01,200
Speaker 3: with the D. And I'm paraphrase yeah. To me, that's

606
00:36:01,239 --> 00:36:05,600
Speaker 3: the value of education. You get up every day, you

607
00:36:05,680 --> 00:36:08,920
Speaker 3: learn how to problem solve, You become a critical thinker,

608
00:36:09,480 --> 00:36:13,120
Speaker 3: You learn how to socialize, You learn how to start

609
00:36:13,200 --> 00:36:17,160
Speaker 3: something and finish something. You learn how to fail, You

610
00:36:17,320 --> 00:36:20,360
Speaker 3: learn how to be determined. You learn that maybe I

611
00:36:20,400 --> 00:36:22,120
Speaker 3: don't want to go to college, I want to do

612
00:36:22,200 --> 00:36:25,319
Speaker 3: a vocation, which is fine. You learn that it's not

613
00:36:25,400 --> 00:36:27,680
Speaker 3: about the grade, it's about the effort that you put

614
00:36:27,719 --> 00:36:32,240
Speaker 3: behind it, because you showed that you cared about something,

615
00:36:32,280 --> 00:36:35,680
Speaker 3: that you had passion about something. Because if I have

616
00:36:35,840 --> 00:36:38,480
Speaker 3: passionate about something and I get out of school and

617
00:36:38,520 --> 00:36:40,759
Speaker 3: I want to be a ditch digger and I am

618
00:36:41,400 --> 00:36:43,840
Speaker 3: uberly I no, that's not a word, but I'm uber

619
00:36:44,000 --> 00:36:47,040
Speaker 3: passionate about being a ditch digger and I become a millionaire.

620
00:36:48,120 --> 00:36:51,120
Speaker 3: How do I become a millionaire because I develop passion

621
00:36:51,239 --> 00:36:54,719
Speaker 3: for something, that's the value of education. Now, if you're

622
00:36:54,719 --> 00:36:56,880
Speaker 3: going to go into the sciences or something, then of

623
00:36:56,920 --> 00:36:58,800
Speaker 3: course the value of it or math, right, that's the

624
00:36:58,880 --> 00:37:02,200
Speaker 3: value of education. You have to know to know those

625
00:37:02,239 --> 00:37:04,360
Speaker 3: And I'm not saying that science and math or the

626
00:37:04,480 --> 00:37:06,800
Speaker 3: end all be all, but I guess you get my point.

627
00:37:07,320 --> 00:37:10,319
Speaker 3: The value of education is learning how to be a

628
00:37:10,320 --> 00:37:14,480
Speaker 3: productive member of society, so that you can come out

629
00:37:14,480 --> 00:37:16,480
Speaker 3: and be a productive member of society, so you can

630
00:37:16,560 --> 00:37:20,200
Speaker 3: learn how to be a producer rather than just a consumer,

631
00:37:21,520 --> 00:37:25,400
Speaker 3: because you can't just suck off the tit of everybody

632
00:37:25,400 --> 00:37:28,880
Speaker 3: else in this country. You have to produce. To me,

633
00:37:29,000 --> 00:37:32,560
Speaker 3: that's the value of education. And I know that controversial.

634
00:37:32,920 --> 00:37:35,280
Speaker 2: Nah, I love that, Are you kidding me? That's exactly

635
00:37:35,320 --> 00:37:38,279
Speaker 2: how I feel. The problem that I think though, is,

636
00:37:38,840 --> 00:37:45,200
Speaker 2: you know, uh, there's no way to measure grid. There

637
00:37:45,280 --> 00:37:47,319
Speaker 2: is a way to measure how many you got wrong

638
00:37:47,360 --> 00:37:52,200
Speaker 2: on a test, So then you are now basing the

639
00:37:52,239 --> 00:37:58,240
Speaker 2: performance of that child on the grade and not the effort,

640
00:37:59,040 --> 00:38:03,560
Speaker 2: and those grades that GPA will then determine what kind

641
00:38:03,600 --> 00:38:06,200
Speaker 2: of future or what kind of college you might get into.

642
00:38:08,280 --> 00:38:11,120
Speaker 2: And so that's that's hard for me because it's not

643
00:38:11,200 --> 00:38:15,400
Speaker 2: about a grade to me. So, how do you measure

644
00:38:16,120 --> 00:38:21,879
Speaker 2: grit and how do you reward grit by the advancement

645
00:38:21,960 --> 00:38:25,360
Speaker 2: of your education if you're not getting a's you know

646
00:38:25,400 --> 00:38:29,480
Speaker 2: what I'm saying, Like, it's it's it's tough because my

647
00:38:29,600 --> 00:38:33,160
Speaker 2: kid could get ceased, but work his fucking ass off

648
00:38:33,239 --> 00:38:35,040
Speaker 2: and he's not going to get into a great college.

649
00:38:35,040 --> 00:38:37,200
Speaker 2: But the kid has worked his butt off and has

650
00:38:37,239 --> 00:38:40,200
Speaker 2: learned a ton, you know, and it's probably bet, it's

651
00:38:40,239 --> 00:38:43,560
Speaker 2: probably you know, going to do all right, But now

652
00:38:43,600 --> 00:38:45,080
Speaker 2: he's not going to get into the college that he

653
00:38:45,160 --> 00:38:47,200
Speaker 2: wants to and YadA YadA yah.

654
00:38:47,239 --> 00:38:49,120
Speaker 3: But doesn't matter that he didn't get into the college

655
00:38:49,160 --> 00:38:50,879
Speaker 3: that he wanted to, because what's the end goal?

656
00:38:51,320 --> 00:38:51,520
Speaker 2: Right?

657
00:38:51,960 --> 00:38:53,839
Speaker 3: You know what I mean? I mean, what, well, what

658
00:38:53,880 --> 00:38:56,279
Speaker 3: does you want in this scenario? Like what does he

659
00:38:56,400 --> 00:38:58,640
Speaker 3: want to do with his life? And I'm going to

660
00:38:58,719 --> 00:39:01,279
Speaker 3: say a perfect example here. I wanted to be a teacher. Right,

661
00:39:01,640 --> 00:39:03,359
Speaker 3: I'm not going to go to Harvard to be a teacher.

662
00:39:03,400 --> 00:39:05,200
Speaker 3: First of all, I wouldn't have gotten accepted into Harvard.

663
00:39:05,320 --> 00:39:07,719
Speaker 3: But let's say, why would I go to Harvard to

664
00:39:07,760 --> 00:39:10,080
Speaker 3: be a teacher to come out making fifty thousand dollars

665
00:39:10,120 --> 00:39:12,959
Speaker 3: a year? Meaning so what that it doesn't get into

666
00:39:12,960 --> 00:39:17,120
Speaker 3: that that whatever college, what does he want to do?

667
00:39:17,760 --> 00:39:20,000
Speaker 3: I think the college has to match what you want

668
00:39:20,080 --> 00:39:22,799
Speaker 3: to do for a living, because why would I go

669
00:39:22,840 --> 00:39:25,919
Speaker 3: to Harvard and get all these bills and never pay

670
00:39:25,960 --> 00:39:28,719
Speaker 3: them back on your salary. So I guess what I

671
00:39:28,760 --> 00:39:32,920
Speaker 3: would have to ask is what is the end goal

672
00:39:33,280 --> 00:39:37,280
Speaker 3: for a child saying I got to get into Yale?

673
00:39:37,320 --> 00:39:37,719
Speaker 3: What you're mean?

674
00:39:38,680 --> 00:39:43,719
Speaker 2: Yeah, no, I totally agree. I mean I knew what

675
00:39:43,800 --> 00:39:46,160
Speaker 2: I wanted to do, Okay. I come from a family

676
00:39:46,200 --> 00:39:48,719
Speaker 2: of entertainers. It's just sort of what it is. I

677
00:39:49,600 --> 00:39:53,600
Speaker 2: was making movies and being in little things since I

678
00:39:53,640 --> 00:39:59,440
Speaker 2: was a kid. So I knew that academics wasn't going

679
00:39:59,480 --> 00:40:03,239
Speaker 2: to take me to my profession. I knew I had

680
00:40:03,280 --> 00:40:06,400
Speaker 2: to get involved in it early. And I went to college,

681
00:40:06,480 --> 00:40:08,440
Speaker 2: went to Boulder for two years, and I called my

682
00:40:08,520 --> 00:40:11,640
Speaker 2: mom and I said, I am wasting your money. I

683
00:40:11,680 --> 00:40:14,239
Speaker 2: am partying, I am having fun, and that is it.

684
00:40:14,320 --> 00:40:16,319
Speaker 2: I need to come home and start my life.

685
00:40:16,360 --> 00:40:16,600
Speaker 3: You know.

686
00:40:18,080 --> 00:40:21,760
Speaker 2: And so yes, I agree, what is the end goal?

687
00:40:21,880 --> 00:40:26,640
Speaker 2: And how will you know? Secondary education advance and get

688
00:40:26,680 --> 00:40:27,439
Speaker 2: you to that goal?

689
00:40:27,960 --> 00:40:28,200
Speaker 3: You know?

690
00:40:29,000 --> 00:40:31,239
Speaker 2: I guess that is the determining factor. But at the

691
00:40:31,320 --> 00:40:34,680
Speaker 2: end of the day and leaving, when you're finishing high school,

692
00:40:34,719 --> 00:40:36,600
Speaker 2: you don't know what the fuck you really want to do.

693
00:40:36,719 --> 00:40:38,440
Speaker 2: I mean, some kids, of course do, but you have

694
00:40:38,480 --> 00:40:40,319
Speaker 2: no idea.

695
00:40:40,440 --> 00:40:42,680
Speaker 3: You know, you're still a kid.

696
00:40:43,040 --> 00:40:45,880
Speaker 2: Yeah, you're still a kid. You have some sort of

697
00:40:45,880 --> 00:40:48,160
Speaker 2: an idea, you know. You go to college. I went

698
00:40:48,200 --> 00:40:49,759
Speaker 2: to college and what I learned was I learned my

699
00:40:49,800 --> 00:40:55,080
Speaker 2: Social Security number. I mean, that's what I learned in college.

700
00:40:55,680 --> 00:40:58,120
Speaker 2: And I learned how to open beer bottles with lighters,

701
00:40:58,200 --> 00:41:05,040
Speaker 2: you know, I mean that's pretty much it. But yeah,

702
00:41:05,280 --> 00:41:09,520
Speaker 2: this has been just a fascinating conversation. I think an

703
00:41:09,520 --> 00:41:21,960
Speaker 2: important one too. I guess one last thing is as

704
00:41:21,960 --> 00:41:26,440
Speaker 2: far as just your standard education, how have you seen

705
00:41:26,719 --> 00:41:30,200
Speaker 2: the curriculum shift from twenty four to twenty five years

706
00:41:30,239 --> 00:41:34,279
Speaker 2: ago to now? And do you think that in the

707
00:41:34,320 --> 00:41:39,080
Speaker 2: public school system that it needs to keep evolving with

708
00:41:39,680 --> 00:41:43,759
Speaker 2: the times? Are we still in? Are we? Are? We?

709
00:41:44,120 --> 00:41:44,360
Speaker 3: Are? We?

710
00:41:44,520 --> 00:41:48,160
Speaker 2: Archaic? Is a public school system archaic?

711
00:41:48,600 --> 00:41:51,719
Speaker 3: And when you say curriculum, you're talking about what says standards?

712
00:41:51,719 --> 00:41:54,640
Speaker 2: Correct the standards meaning like, look, we live in a

713
00:41:54,680 --> 00:41:57,080
Speaker 2: different world now, we live in a different time. Now,

714
00:41:57,160 --> 00:42:00,640
Speaker 2: you know what is education like exactly what you're saying.

715
00:42:00,680 --> 00:42:04,879
Speaker 2: It's grit, it's it's you know, it's effort, it's all

716
00:42:04,880 --> 00:42:08,359
Speaker 2: of these things. Do you think that we're behind the times?

717
00:42:08,920 --> 00:42:13,319
Speaker 3: Well, let's back up and say to what you just said.

718
00:42:15,200 --> 00:42:17,480
Speaker 3: We might be behind the times, but then again, how

719
00:42:17,520 --> 00:42:22,120
Speaker 3: we're going to measure one's academic prowess, how we're going

720
00:42:22,200 --> 00:42:28,280
Speaker 3: to measure grit? How do I think we're behind the times?

721
00:42:29,800 --> 00:42:33,400
Speaker 3: I can only speak here for California. California curriculum is

722
00:42:33,400 --> 00:42:35,080
Speaker 3: always evolving, is.

723
00:42:35,080 --> 00:42:36,040
Speaker 2: It, yeah?

724
00:42:36,360 --> 00:42:38,680
Speaker 3: To keep up with and then again, this is just

725
00:42:38,719 --> 00:42:41,840
Speaker 3: my opinion, to keep up with the times. For instance,

726
00:42:41,880 --> 00:42:45,200
Speaker 3: he has a part of the curriculum that's made that's

727
00:42:45,239 --> 00:42:49,400
Speaker 3: made his way into the curriculum is sel social emotional learning.

728
00:42:49,520 --> 00:42:53,240
Speaker 3: That wasn't something that we had to learn and and

729
00:42:53,400 --> 00:42:56,560
Speaker 3: you know, put as part of our curriculum until about

730
00:42:56,680 --> 00:43:00,759
Speaker 3: oh maybe five years ago. I'm trying to think what

731
00:43:00,800 --> 00:43:01,360
Speaker 3: else we put in?

732
00:43:01,920 --> 00:43:03,799
Speaker 2: What is that? What I mean explain that? What is

733
00:43:03,840 --> 00:43:06,640
Speaker 2: social emotional learning? How do you teach that?

734
00:43:07,200 --> 00:43:12,080
Speaker 3: Okay, social emotional learning? For instance, maybe on a Monday, Wednesday,

735
00:43:12,120 --> 00:43:14,439
Speaker 3: and Friday, the first five minutes of class, we would

736
00:43:14,440 --> 00:43:18,200
Speaker 3: have a community circle where i'd ask a question. I'd

737
00:43:18,200 --> 00:43:19,960
Speaker 3: have a little ball and we'd throw the ball back

738
00:43:19,960 --> 00:43:21,560
Speaker 3: and forth and the kids would he answered the question.

739
00:43:21,600 --> 00:43:26,000
Speaker 3: So you're building community. You're building a quote unquote you

740
00:43:26,040 --> 00:43:28,840
Speaker 3: know the new term safe space. So you're building a

741
00:43:28,920 --> 00:43:32,600
Speaker 3: place for the children socially where they're getting to know

742
00:43:32,640 --> 00:43:36,960
Speaker 3: each other emotionally, where they're starting to feel comfortable. You're

743
00:43:37,040 --> 00:43:40,839
Speaker 3: starting to build a quote unquote family so that their

744
00:43:40,920 --> 00:43:45,719
Speaker 3: social development can develop and they can develop more emotionally

745
00:43:45,760 --> 00:43:49,680
Speaker 3: because why, they start to feel like they belong to something.

746
00:43:49,760 --> 00:43:53,960
Speaker 3: So that's what social emotional learning is, creating a space

747
00:43:54,840 --> 00:43:59,360
Speaker 3: where you're developing again a second home, I suppose for

748
00:43:59,360 --> 00:44:04,000
Speaker 3: the lack of a word. And you're also social emotional

749
00:44:04,080 --> 00:44:10,000
Speaker 3: learning is spending time teaching children how to I'm going

750
00:44:10,080 --> 00:44:12,400
Speaker 3: to use this word and I can't stand it. Navigate.

751
00:44:13,080 --> 00:44:15,919
Speaker 3: They're feelings. You know, you got a kid who's having

752
00:44:16,400 --> 00:44:17,320
Speaker 3: these freaking words.

753
00:44:17,320 --> 00:44:20,480
Speaker 2: You know, I got I use them too, as all

754
00:44:20,480 --> 00:44:22,560
Speaker 2: the fucking buzzwords now exactly.

755
00:44:22,680 --> 00:44:25,880
Speaker 3: It's like I know, I know, I'm gonna.

756
00:44:25,600 --> 00:44:30,240
Speaker 2: Pivot now, all right, pivot navigate right, yeah, whatever.

757
00:44:30,600 --> 00:44:33,640
Speaker 3: So you know, literally part of social emotional learning was

758
00:44:33,680 --> 00:44:34,920
Speaker 3: let's say I had a kid in my class who

759
00:44:34,960 --> 00:44:37,800
Speaker 3: was having a meltdown. I now have a little space

760
00:44:38,000 --> 00:44:41,960
Speaker 3: in the back of the room, little squishy toys and

761
00:44:42,200 --> 00:44:46,920
Speaker 3: toys where he can or she can stop and center themselves.

762
00:44:47,280 --> 00:44:50,080
Speaker 2: So what did you do before we like, instead of

763
00:44:50,120 --> 00:44:54,239
Speaker 2: the squishy corner like ten years ago, having a meltdown,

764
00:44:54,760 --> 00:44:55,680
Speaker 2: how do you handle it?

765
00:44:56,120 --> 00:44:59,040
Speaker 3: You sent them out to the office. You did you

766
00:44:59,120 --> 00:45:04,040
Speaker 3: can't do it anymore. So now in the classroom, the teacher,

767
00:45:04,600 --> 00:45:08,040
Speaker 3: I'm okay, let's I get a calcul a kid. Yeah,

768
00:45:08,120 --> 00:45:10,359
Speaker 3: I get it, This is okay. And that's a whole

769
00:45:10,360 --> 00:45:13,720
Speaker 3: lother conversation. But so in terms of answering your question,

770
00:45:13,760 --> 00:45:17,240
Speaker 3: the curriculum now has social emotional learning.

771
00:45:17,560 --> 00:45:20,719
Speaker 2: Yes, yes, I totally I get it. So what you're

772
00:45:20,719 --> 00:45:24,360
Speaker 2: saying is before it was like you're having a breakdown,

773
00:45:24,800 --> 00:45:27,080
Speaker 2: go to the office, call your parents to do whatever

774
00:45:27,080 --> 00:45:28,600
Speaker 2: you gotta do. But I have a job to do

775
00:45:28,840 --> 00:45:32,120
Speaker 2: in the classroom. I'm not hear I'm here to teach.

776
00:45:32,640 --> 00:45:35,120
Speaker 2: But now I have to take ten minutes out of

777
00:45:35,120 --> 00:45:38,040
Speaker 2: my time to put you in the squishy corner, and

778
00:45:38,440 --> 00:45:41,080
Speaker 2: you know, stroke your head and say everything is Everything's

779
00:45:41,120 --> 00:45:44,279
Speaker 2: going to be okay, rather than saying, hey, look, you're

780
00:45:44,320 --> 00:45:48,160
Speaker 2: having a moment, go outside. When that moment is over,

781
00:45:48,520 --> 00:45:49,719
Speaker 2: you can come right back in.

782
00:45:50,360 --> 00:45:50,600
Speaker 3: Right.

783
00:45:51,680 --> 00:45:56,120
Speaker 2: And you would say that ten years ago was better

784
00:45:56,520 --> 00:45:57,160
Speaker 2: or easier.

785
00:45:58,000 --> 00:46:01,040
Speaker 3: It was easier, yeah, hey, because you have so many

786
00:46:01,080 --> 00:46:05,200
Speaker 3: children with social and emotional needs, it was different. And

787
00:46:05,320 --> 00:46:10,160
Speaker 3: be for those that did you could say, hey, Johnny Man,

788
00:46:10,239 --> 00:46:14,319
Speaker 3: you know he has a pass, go to the office. Yeah,

789
00:46:14,360 --> 00:46:18,799
Speaker 3: and Johnny would come back. Maybe Johnny would not come back,

790
00:46:18,840 --> 00:46:21,160
Speaker 3: maybe it just depended, but Johnny would come back. And

791
00:46:21,320 --> 00:46:23,120
Speaker 3: a lot of times Johnny wouldn't keep doing that.

792
00:46:23,400 --> 00:46:27,200
Speaker 2: Yeah. Today, And by the way, you're seeing way more

793
00:46:27,239 --> 00:46:32,440
Speaker 2: of those sort of meltdowns or those social emotional deficiencies

794
00:46:32,520 --> 00:46:35,279
Speaker 2: now than you did ten years ago, like by a

795
00:46:35,320 --> 00:46:36,279
Speaker 2: long shot.

796
00:46:36,120 --> 00:46:39,880
Speaker 3: Absolu freely. I mean yes, and not only that, And

797
00:46:39,920 --> 00:46:41,719
Speaker 3: I know this is not part of it, but it's

798
00:46:41,760 --> 00:46:44,920
Speaker 3: going to parlay into it. More students with add add

799
00:46:45,280 --> 00:46:49,839
Speaker 3: odd more students with IEPs five zero fours. I mean

800
00:46:50,280 --> 00:46:52,000
Speaker 3: to give them out like candy.

801
00:46:53,160 --> 00:46:56,560
Speaker 2: Do you think the diagnoses are just getting more you

802
00:46:56,600 --> 00:47:00,480
Speaker 2: know what I mean? The diagnosis are have it names

803
00:47:00,520 --> 00:47:03,080
Speaker 2: and letters and numbers for all this shit now and

804
00:47:03,160 --> 00:47:05,600
Speaker 2: they had everyone had it back then, but it was

805
00:47:05,680 --> 00:47:09,399
Speaker 2: just called something else. You know, it's like Johnny, you're

806
00:47:09,440 --> 00:47:12,800
Speaker 2: like your hyper you're nuts, Like, go calm yourself down.

807
00:47:12,960 --> 00:47:15,799
Speaker 2: Now that's add and needs to be addressed rather than

808
00:47:15,920 --> 00:47:19,839
Speaker 2: you're crazy, like figure it out right, and that.

809
00:47:19,719 --> 00:47:22,759
Speaker 3: Comes with awareness right where we are more aware Now

810
00:47:22,800 --> 00:47:25,240
Speaker 3: when you see X, Y and Z behaviors, Oh, that's

811
00:47:25,400 --> 00:47:29,680
Speaker 3: showing as add But here's the DEALO. You have, unfortunately

812
00:47:29,760 --> 00:47:32,040
Speaker 3: a lot of kids who are being given these five

813
00:47:32,080 --> 00:47:35,279
Speaker 3: all fours and i EPs or five all fours? Where's

814
00:47:35,360 --> 00:47:38,279
Speaker 3: five all fours less than an i EP, ADD and

815
00:47:38,320 --> 00:47:43,120
Speaker 3: ADHD And some of them aren't the parents push for it.

816
00:47:43,280 --> 00:47:46,360
Speaker 3: Not in all cases. I mean most of them are needed.

817
00:47:46,800 --> 00:47:49,960
Speaker 2: Yeah, yes, them are needed. Yeah. And I'm not knocking

818
00:47:50,120 --> 00:47:52,439
Speaker 2: any of that, by the way. I mean, I think

819
00:47:52,440 --> 00:47:54,799
Speaker 2: the diagnosis is great because then you can work on

820
00:47:54,840 --> 00:47:58,279
Speaker 2: it because you there is there are remedies, whether it's

821
00:47:58,320 --> 00:48:02,879
Speaker 2: medicine or just meditatoration or you know, self awareness. There's

822
00:48:03,320 --> 00:48:06,040
Speaker 2: lots of things that can help once diagnosed. There's no

823
00:48:06,080 --> 00:48:09,120
Speaker 2: doubt about that. So I'm not knocking that at all.

824
00:48:09,440 --> 00:48:12,520
Speaker 2: You know, So what's the plan. What are you doing

825
00:48:12,600 --> 00:48:14,920
Speaker 2: now you're done with teaching or are you just going

826
00:48:14,960 --> 00:48:16,320
Speaker 2: to teach in a different capacity.

827
00:48:17,320 --> 00:48:23,200
Speaker 3: Well, I'm trying to sub and what am I doing?

828
00:48:23,280 --> 00:48:25,960
Speaker 3: I'm still you know, let's back up. I retired way

829
00:48:25,960 --> 00:48:31,319
Speaker 3: too early, way too early. I mean, I didn't want

830
00:48:31,360 --> 00:48:33,360
Speaker 3: to go, but I had to go for my own

831
00:48:33,400 --> 00:48:36,399
Speaker 3: mental wellbeing. What am I going to do? I don't know.

832
00:48:36,800 --> 00:48:40,200
Speaker 3: I am still. I need a purpose. I need a

833
00:48:40,239 --> 00:48:43,520
Speaker 3: purpose in life, and I don't know. I don't know

834
00:48:43,600 --> 00:48:47,400
Speaker 3: where to parley my strengths. I don't and this is

835
00:48:47,400 --> 00:48:48,520
Speaker 3: what I'm struggling with them.

836
00:48:48,719 --> 00:48:50,480
Speaker 2: Is that scary to you a little bit?

837
00:48:51,640 --> 00:48:53,480
Speaker 3: It is scary, and so far as just because I

838
00:48:53,480 --> 00:48:55,560
Speaker 3: know who I am. I'm the kind of person who

839
00:48:55,600 --> 00:48:58,600
Speaker 3: has to be productive. I set goals for myself, even

840
00:48:58,760 --> 00:49:01,560
Speaker 3: yearly goals have nothing to do with education. So for me,

841
00:49:01,719 --> 00:49:04,640
Speaker 3: that's scary because for me to be sedentary is just

842
00:49:04,680 --> 00:49:07,720
Speaker 3: not something I can do financially. Thank God, I'm okay

843
00:49:07,719 --> 00:49:10,120
Speaker 3: because I have a husband, blah blah blah. So but

844
00:49:10,239 --> 00:49:12,360
Speaker 3: it's scary only in so in so far as my

845
00:49:12,520 --> 00:49:16,560
Speaker 3: own life is concerned, because I'm not one to just

846
00:49:16,600 --> 00:49:18,000
Speaker 3: get up every day, you know, and.

847
00:49:19,600 --> 00:49:21,520
Speaker 2: Yeah, yeah, yeah, yeah yeah.

848
00:49:21,680 --> 00:49:24,440
Speaker 3: So so that part is scary for me because I

849
00:49:24,560 --> 00:49:26,440
Speaker 3: have to have a purpose because I think I have

850
00:49:26,560 --> 00:49:28,919
Speaker 3: just too much to offer. I have too much to give.

851
00:49:29,000 --> 00:49:32,000
Speaker 3: I have And I'm not saying I'm not patting myself

852
00:49:32,000 --> 00:49:35,480
Speaker 3: on the back. That's not I'm nobody. I'm not important.

853
00:49:35,560 --> 00:49:38,040
Speaker 3: I know I'm nobody. I'm just a working class slob.

854
00:49:38,239 --> 00:49:40,279
Speaker 3: For me, that's how I describe myself. And let's say

855
00:49:40,280 --> 00:49:43,960
Speaker 3: anybody else is people think that's how I describe myself.

856
00:49:44,080 --> 00:49:46,120
Speaker 3: Just the working class slob trying to make it through

857
00:49:46,120 --> 00:49:49,160
Speaker 3: this world. And I just want to be able to

858
00:49:50,880 --> 00:49:51,879
Speaker 3: offer what I have.

859
00:49:52,160 --> 00:49:57,200
Speaker 2: And you know, the irony is, however old you are,

860
00:49:57,239 --> 00:49:59,880
Speaker 2: and you've been through your life and you've you've you've

861
00:50:00,480 --> 00:50:03,439
Speaker 2: and you understand the educational system more than most because

862
00:50:03,440 --> 00:50:08,320
Speaker 2: you've seen it evolve or devolve. But now you're almost

863
00:50:09,280 --> 00:50:11,560
Speaker 2: a child yourself. You're back to square one as far

864
00:50:11,600 --> 00:50:14,560
Speaker 2: as what is my purpose? What do I do? These

865
00:50:14,600 --> 00:50:17,760
Speaker 2: are all questions that you ask yourself after you graduate college.

866
00:50:17,800 --> 00:50:20,239
Speaker 2: You're in college, you know what I mean, Like you're

867
00:50:20,239 --> 00:50:23,000
Speaker 2: almost the iron You've almost gone back to sort of

868
00:50:23,200 --> 00:50:26,799
Speaker 2: having to re establish your life and figure it out,

869
00:50:26,880 --> 00:50:29,360
Speaker 2: figure out what you want to do for the rest

870
00:50:29,400 --> 00:50:32,839
Speaker 2: of it. You know what I mean? It's kind of interesting.

871
00:50:33,200 --> 00:50:36,280
Speaker 3: And that's the scary part because I had a purpose.

872
00:50:37,640 --> 00:50:40,240
Speaker 3: I had a purpose and that was it was teaching.

873
00:50:40,320 --> 00:50:46,640
Speaker 3: I had a purpose. And I'm sixty. So what do you?

874
00:50:46,719 --> 00:50:48,640
Speaker 3: What do you do it? What do you do? You know?

875
00:50:48,640 --> 00:50:50,720
Speaker 3: What are you doing? Not that that's old?

876
00:50:51,320 --> 00:50:53,240
Speaker 2: No, Brad Pitt is sixty.

877
00:50:53,880 --> 00:50:56,880
Speaker 3: It will get it a little bit better than us.

878
00:51:00,120 --> 00:51:01,960
Speaker 2: You still got a whole life out of.

879
00:51:03,400 --> 00:51:06,480
Speaker 3: But I completely feel the way that you just said,

880
00:51:06,640 --> 00:51:09,960
Speaker 3: I know, what's my freaking purpose that freaking sixty come out?

881
00:51:10,680 --> 00:51:13,959
Speaker 2: You'll find it. You'll find it. I mean you probably

882
00:51:14,080 --> 00:51:15,839
Speaker 2: have to open up your mind a little bit, move

883
00:51:15,840 --> 00:51:19,040
Speaker 2: outside of this your educ your your your teacher mind

884
00:51:19,080 --> 00:51:22,480
Speaker 2: and figure figure something out. If finances aren't really an issue,

885
00:51:23,160 --> 00:51:26,680
Speaker 2: you know, then your your sky's a limit. You know.

886
00:51:26,760 --> 00:51:31,640
Speaker 2: It could be something I don't know. Let me know.

887
00:51:31,680 --> 00:51:36,359
Speaker 2: If you figure it out, maybe I'll join you. Well,

888
00:51:36,400 --> 00:51:39,000
Speaker 2: this has been fun. We got a roll and uh,

889
00:51:39,160 --> 00:51:43,680
Speaker 2: I appreciate you coming on. It's just you know, you

890
00:51:43,760 --> 00:51:47,200
Speaker 2: read about education. You know obviously in this election cycle

891
00:51:47,360 --> 00:51:52,000
Speaker 2: it's always being talked about, uh, And it's just fun

892
00:51:52,080 --> 00:51:58,120
Speaker 2: to sort of hear someone's opinion who is not necessarily

893
00:51:59,280 --> 00:52:02,399
Speaker 2: in the in the world that I'm living in now

894
00:52:02,480 --> 00:52:05,120
Speaker 2: with sort of this coddling and how you feel, and

895
00:52:05,239 --> 00:52:08,920
Speaker 2: it's like, no, I couldn't do this anymore. Parents need

896
00:52:08,960 --> 00:52:11,759
Speaker 2: to get their shit together. Parents need to understand that

897
00:52:11,760 --> 00:52:14,120
Speaker 2: their kids are better off when they when they are

898
00:52:14,160 --> 00:52:18,040
Speaker 2: given the opportunity to be independent and figure their own

899
00:52:18,040 --> 00:52:21,040
Speaker 2: shit out. So I appreciate you coming on.

900
00:52:22,040 --> 00:52:23,839
Speaker 3: Thank you for having me. I really enjoyed this.

901
00:52:24,000 --> 00:52:27,759
Speaker 2: Yeah, this was fun. And uh, let me know, let

902
00:52:27,840 --> 00:52:30,719
Speaker 2: me know when you figure out the next path. I'm curious.

903
00:52:32,680 --> 00:52:34,319
Speaker 2: You got a lot of fire, you know what I mean?

904
00:52:34,400 --> 00:52:38,719
Speaker 2: So they use that whatever it is. Yeah, you know,

905
00:52:38,840 --> 00:52:45,319
Speaker 2: maybe you should just be a TikTok sensation. Yeah, all

906
00:52:45,360 --> 00:52:48,719
Speaker 2: the kids want and want followers, and look their teach

907
00:52:48,840 --> 00:52:51,360
Speaker 2: got as more followers than they do now. So maybe

908
00:52:51,360 --> 00:52:52,320
Speaker 2: this is your new path.

909
00:52:52,920 --> 00:52:55,960
Speaker 3: I don't know, man, Well, I just it will happen

910
00:52:56,280 --> 00:52:58,440
Speaker 3: because I'm not you know, I'm going to keep pushing forward.

911
00:52:58,520 --> 00:53:01,759
Speaker 2: So a right, good, All right, cool, we'll talk to you.

912
00:53:02,040 --> 00:53:04,960
Speaker 2: I'll talk to you again, hopefully. Good luck with nice

913
00:53:05,000 --> 00:53:05,480
Speaker 2: to meet.

914
00:53:05,320 --> 00:53:08,680
Speaker 3: You, take ease you bye.

915
00:53:09,000 --> 00:53:13,319
Speaker 2: Well, there you have it. I think i'd like her.

916
00:53:13,320 --> 00:53:16,680
Speaker 2: I think i'd like her as my teacher. She's awesome anyway,

917
00:53:16,719 --> 00:53:20,160
Speaker 2: all Right, I'm out. Peace a