May 13, 2025 • 27 mins
Coach Michael P. Dressler, inducted into the Wisconsin Football Coaches Association Hall of Fame in 2006, has built a remarkable career grounded in a set of five non-negotiable life rules:
Be on Time. Pay Attention. Do Your Best. Do What is Right. Don’t Lie.
More than slogans, these values became the foundation for how he led his teams, taught his students, and influenced generations of young people across Wisconsin. From Pulaski High School to Fond du Lac and beyond, Coach Dressler’s legacy is one of integrity, consistency, and transformational leadership.
Join Bryan Wright and Mark McBeth as Coach Dressler shares how he developed and lived by this code—and how he inspired others to do the same.
For more information about the the topics discussed, contact us at
Bryan Wright: brwright44@gmail.com
Mark McBeth: mark@educationalrelevance.org
If you found value in today’s episode, share it with a colleague, subscribe, and leave us a review. It helps us keep bringing you conversations that matter.
Thanks for listening. Until next time, keep leading with heart—and stay educationally relevant.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
bryan_6_05-07-2025_124441 (00:00):
okay.
Welcome to EducationalRelevance, a podcast by
educators for educators.
I am Bryan Wright.
I'm adjunct professor atConcordia University, right now.
With me by my side, it's gonnabe Mike Dressler.
Mike Dressler's, our guesttoday.
But I also have to introduce mypartner in crime, Mark Macbeth,
(00:20):
acclaimed author, Mark.
Good to see you again, sir.
mark-guest147_3_05-07-2025 (00:23):
Good to see you.
bryan_6_05-07-2025_124441 (00:24):
Our guest today is Mike Dressler,
the coach, Mike Dressler hasbeen inducted into the Wisconsin
Hall of Fame in 2006 and hasbuilt a remarkable career
grounded in the set of fivenon-negotiable rules.
One's be on time.
Second is pay attention.
Third is do your best.
(00:44):
Fourth is do what is right, Thefifth is, don't lie.
More than slogans, these valuesbecame the foundation of how he
led his teams, taught hisstudents, and influenced
generations of young peopleacross Wisconsin.
From Pulaski High School to FondLac and beyond, Coach Dressler's
(01:04):
legacy is one of integrity,consistency and transformational
leadership.
This interview explores how hedeveloped and lived by his code.
You know, we talk about codequite often here.
Now, he inspired others to dothe same.
I've known Mike for thirty plusyears, and make sure I say this
to you clearly, there has neverbeen a man who's had such a
(01:26):
profound impact when it comes tocode and educational philosophy.
Not only that, but he has beensuccessful in every venue that
he's been to in every aspect ofhis life because the one thing
he believes, he believe inasking why, and he gets students
and staff, to believe what hebelieves.
(01:47):
Mike, thank you for being heretoday.
Thank you, Bryan for having me.
Mark, you ready to go?
mark-guest147_3_05-07-202 (01:52):
Yeah, I'm ready.
Here's one of the things thatreally comes to mind for me,
Mike, when I, I read your codesand listen to you, your code
doesn't say anything aboutsports.
Could you talk a little bitabout why you have these five
codes and, why they'reimportant, even though you're
not saying football, basketball,or whatever.
bryan_6_05-07-2025_124441 (02:15):
Uh, there, I think it's not only
just a, a series of rules that,uh, apply to athletics or
sports, but there are a seriesof rules that can apply to life.
If you can follow those rules,those five rules, and understand
them and, and the purpose ofthem, I.
I think it gives you anopportunity to be able to, to
lead a life of, uh, happinessand joy and responsibility.
mark-guest147_3_05-07-202 (02:38):
Yeah.
Where did these come about?
I mean, when did you decide tocreate five rules?
bryan_6_05-07-2025_124441 (02:44):
The rules kind of evolved over the
years.
Uh, the, the first one was, uh,the beyond Time was the, the
old, as Bryan keeps saying, theold Vince Lombardi concept of,
if I say eight o'clock, I wantyou here at 7 45.
And I remember just.
When I was teaching inMilwaukee, getting kids to be on
time sometimes could be achallenge.
(03:04):
And so we, we talked about thatand we talked about how being on
time has nothing to do with justfootball.
It has to do with what you'regonna do in life because people
are expecting you and sometimesthey may need your help and you
can't be 10 minutes that youhave to be there ready to go.
And if you wanna be ready to go,that means you gotta be there
before they want you.
(03:25):
Because you just can't show upand all of a sudden expect that
you're gonna be able to dosomething that's gonna impact
that person's life.
mark-guest147_3_05-07-202 (03:32):
Yeah, I just want everybody to know
that I actually showed up lateto this interview today.
here we're talking about, uh, beon time and I'm the one that was
late.
Sorry about that, coach.
Yeah.
bryan_6_05-07-2025_124441 (03:45):
Lemme add this one question if I may.
Mike, how'd you prepare studentathletes to carry onto this code
into their academic, personal,and professional lives?
I, I think if you want people tofollow what I call my five
rules, then I think you have tofollow'em.
(04:05):
You have to be that role modelthat's going to, to do that.
One of the things I've noticedover the years, as coaches say
they want this from a kid andthey want that from a kid and
they want'em to do this, theywant'em to do that, but they
don't do it.
And I remember talking to agentleman that had me come in
and I said, well, if you expectthem to do it, but you, you
won't do it, then why shouldthey?
(04:26):
Well, I don't have the time.
And I said, well, you can't tella kid to do something if you're
not willing to be there.
If you're not willing to do whathe's going to do, then why
should they?
And I think that's the one thingthat you have to understand.
No matter what your conceptsare, your rules are or whatever,
you have to be willing to do'emalso, and you have to be willing
(04:47):
to demonstrate that to the kidson a daily basis.
mark-guest147_3_05-07-2025_1 (04:52):
So how did the coach react to that
when you tried to hold themaccountable to those codes?
bryan_6_05-07-2025_124441 (04:58):
He was angry.
He was not happy about thatbecause he said, you know,
that's, you know, I have afamily and I have this, and I
have that, and, I said, Iunderstand that.
But then don't they have family?
Don't they have otheropportunities too?
And so if you're having thoseexpectations, I think you should
also be willing to follow'em.
(05:19):
If not, then you shouldn'texpect that from a student.
And I, I firmly believe that.
mark-guest147_3_05-07-2025_ (05:24):
You know, Bryan talks about this
occasionally, uh, when he'sreferring to code.
I keep referring to code versusrules.
I apologize, but that's.
bryan_6_05-07-2025_124441 (05:32):
Not a problem.
mark-guest147_3_05-07-2025_1 (05:35):
He talks about non-negotiables
sometimes.
Are these rules negotiable?
Can I, negotiate them with youor not?
bryan_6_05-07-2025_124441 (05:43):
No.
We can talk about the the, I'msure there's always gonna be
instances, a situation orwhatever.
To me, these are a consistentapproach to how I believe you
should approach not justathletics, but even your daily
living.
If I can, Mike, do me a favor.
We spoke about be on time.
(06:05):
Mm-hmm.
You gave us some, an exampleabout be on time.
Why's so important.
talk about the other four, ifyou don't mind.
about the other four and whythey're as important as that
one.
uh, Pay attention when someone'stalking to you.
Look at'em.
Listen to them and understandthat they're trying to get their
point of view across.
And you have to acknowledge thefact that sometimes maybe that
(06:28):
person's saying something youdon't believe in, but at the
same time, you need to listen.
And that's the one skill thatwe're losing today in America,
is the opportunity to listen andreally hear what people are
saying.
And, and, and in that essence,being able to accept the fact
that there's many different waysto do things and it just can't
(06:48):
be your way.
Uh, Do your best, do your best.
A lot of that has to do withpreparation.
You can't do your best if youdon't take the time to prepare,
and you need to spend that timein preparation to be able to do
the best you can.
Now, does that mean you're gonnawin every game?
Does that mean you're gonna,you're gonna sell every
contract?
(07:08):
Does that mean you're gonna No.
but at the same time, if you'vedone the best you can, nobody
can expect more.
But as I've told kids at thesame time, if in fact you don't
get that a on that test or wedon't win that game, why.
Was it something that we couldget better at?
Or was it the fact that maybethat other team was just that
(07:29):
good.
Uh, Do what's right.
That's, that's huge because, youknow, I, I always thought of
when I came up with that, uh,John f Kennedy's book, Profiles
in Courage, and the people inthere who stood up for what they
believed was right andsacrificed their career, their
(07:50):
integrity, what, what peoplethought was their integrity and
everything else at that time inorder to stick to their guns.
And, you know, we need some ofthat today.
And then finally, Don't lie.
Just be honest with people.
You know, that's important.
try to be a, you know, you maybe gonna say something to people
that they don't want to hear,but at the same time you gotta
(08:13):
be honest with them.
Because this way, as one personsaid to me one day, I wanna ask
you this question'cause I knowyou won't lie to me.
mark-guest147_3_05-07-2025 (08:20):
Let, let me ask you a couple
questions to challenge you justa little bit, Mike,'cause I like
what you're saying, but I gotsome thoughts going through my
head that I think maybe otherpeople are thinking.
Okay.
So for an example, payattention.
Coach, you're, I mean, did youreally have to pay attention to
(08:41):
the kid or does the kid payattention to you?
I mean, isn't.
bryan_6_05-07-2025_124441 (08:46):
Oh, no.
Oh, no.
Some of my best ideas have comefrom kids, from athletes, from
students, because I, I, I waslistening to what they had to
say.
You just can't simply, oh, it'sso and so talking to me.
What do they know?
Sometimes some of the best ideasI've gotten were from my
athletes, were from my students,or in some cases even our
(09:07):
student managers.
And you have you.
You have to take that intoconsideration.
You just don't be very blunt,blow somebody off because
they're so-and-so.
You have to listen to whatthey're saying because that's
important because you never knowwhen somebody is going to be
able to give you that gem orthat idea or that different way
(09:28):
of looking at something.
mark-guest147_3_05-07-2025_ (09:32):
All right.
I like that response.
Um, now my next one is, do yourbest.
Hey coach, I did my best.
bryan_6_05-07-2025_1244 (09:41):
Mm-hmm.
mark-guest147_3_05-07-2025_1 (09:42):
Do you know whether that's true or
not?
bryan_6_05-07-2025_124441 (09:45):
Yes, I do with, uh, coaching today.
And the way we have film, Imean, you can take it clip by
clip and that's what I was doingat at my last stop is I would
look at my positions and what Iwas coaching and then break it
down and then look at where thefundamental breakdown was, if
there was a fundamentalbreakdown.
(10:06):
And then on Mondays we wouldshow them each one of the
athletes.
I'd give'em a little series ofclips that for themselves to
take a look at with comments onthis is why we do this drill,
this is why we do this.
Kids need to know why we'redoing the drill and not just to
do the drill, because it's adrill.
(10:26):
It's, it's what it does to makethem better.
And then all of a sudden thelight bulb starts to go on.
Sometimes yes, the, the athletemaybe got, you know, didn't beat
the double team or whatever.
And sometimes that happensbecause we have to understand
the other team has good kidstoo, and they're being coached
also.
mark-guest147_3_05-07-202 (10:45):
Yeah, but coach, I'm just not an
athlete.
I'm not good at math.
I'm not good at writing.
Um, you know, so it is my best.
How do we talk about that insidethe classroom as well?
bryan_6_05-07-2025_124441 (10:59):
Well, you know, with regards to inside
the classroom, you have tounderstand the fact that I.
That's a whole different arenain some respects, and you have
to keep on working with thatindividual.
And it all starts with thefundamentals.
It starts with just going withone plus, one is two, and and
taking it from there.
You can't just simply expect akid to overnight.
(11:22):
You know, like on a TV showwhere all of a sudden the
teacher says something andeverybody in the classroom
lights up, that doesn't happen.
And so you have to be veryfundamentally sound and you have
to start slow and you have to besupportive and you have to
encourage.
If I may, I think I have twoquestions, one to ask Coach.
Mm-hmm.
Alright.
(11:42):
First one.
Uh, how does a lot of that playinto how you earn students
respect?
mark-guest147_3_05-07-2025 (11:49):
Hmm.
bryan_6_05-07-2025_124441 (11:50):
If I can ask that first question.
Yeah.
No respect is something that'searned by a person over a period
of time by their actions.
I hear that word all the timefrom people where they say, I,
you know, I want your respect.
my response to them is, you'llhave my undivided attention.
But respect is something that isearned by you over a period of
time by what you do and how youconduct yourself.
(12:11):
Hey, it sound like my, uh, mycode doesn't it there,
mark-guest147_3_05-07-202 (12:14):
Yeah, it sure does.
Yeah.
bryan_6_05-07-2025_124441 (12:16):
Uh,
mark-guest147_3_05-07-2 (12:17):
What's, what's, that's that code.
bryan_6_05-07-2025_124441 (12:18):
huh?
mark-guest147_3_05-07-20 (12:19):
Repeat that code for everybody.
bryan_6_05-07-2025_124441 (12:21):
My code is Respect is earned not
just given, but common courtesyis demanded by all.
Correct.
And we wanted to make surethat's my code, which I live by.
And Mark, I think you know italready, and I think, uh, number
of things we're talking aboutrefers right back into your
code.
And I wanna make sure peopleknow your code right now as
well.
mark-guest147_3_05-07-2 (12:38):
Student learning, rigor, relevance,
relationships, generatesresults.
So as long as we're generatingthose relationships, we're,
we're creating rigor, like yousaid, the practice and and
rigor, going over and overagain, making sure we're getting
it.
And then they have relevance.
They understand the outcome.
What that value is gonna be,then we'll have results.
bryan_6_05-07-2025_ (12:59):
Absolutely.
Now there's a second question.
I wanna make sure I bring thisup to Mike.
I think this is so important towhat he's discussing today.
You know, we have the 5C's: Code, Climate, Culture, (13:06):
undefined
Curriculum, and Connections.
Now, make sure I say this, Mikewas a teacher of the year in one
of the districts he was in.
So he was recognized for histeaching ability in the
classroom, but he was also, atNicolet High School and won the
State Track championship as thehead coach in track, which means
(13:30):
he had to deal with a wholebunch of different type of kids
and type of students and how tomotivate them.
I'm gonna ask you two questions.
All right, Mike, about that.
The question is, you had to talkabout building a climate and
then a culture and the placesyou've been in.
How did you build those things?
I think if you wanna build, youknow, a culture and if you want
(13:52):
to build something that's gonnahave a foundation, the only way
it's going to be done is over aperiod of time by how you
conduct yourself as a person onand off the field.
And that's important and, andyou have to, and how you conduct
yourself has to haveconsistency.
cannot be something today andthen something tomorrow.
It has to be consistent.
(14:14):
I know at at Nicolet with withthe track program, you know, I
was fortunate, I'm not gonna lieto you.
We had a lot of talent, but thewhole thing was getting that
talent to be on the same pageand getting them to understand
and work together.
But at the same time, I realizedthat I needed to communicate
with those kids.
Those kids had their ideas onwhat, and I wanted to hear what
(14:37):
they had to say.
And in some cases they were verygood ideas and we, and we
incorporated them into ourphilosophy.
I think probably the, the, theone I'm really happy about is,
and I think you remember BrianJones.
Okay.
He didn't finish the footballseason with us, and him and I
were at loggerheads and by theend of the year, Brian and I
(14:59):
were.
We got along great.
And, and we even said to, I evensaid to him, maybe Brian, I was
a little bit explosive thatnight with your actions, and he
said, no, coach.
I deserved it.
And we kept in communicationafter that for many, many years.
Mm-hmm.
Absolutely.
And the reason I me that up,mark, and this is something I
(15:20):
wanna make sure I let you loadthis question up.
He used connections piece, theconnections part to create an
instant climate change, what wasgoing on in the school.
So, he went and made sureathletes who probably didn't go
out the year before on our trackteam came out because he had
built a connection with thosekids throughout the school year,
(15:41):
and they realized what he was.
Next thing you know, they'recoming out for the track team.
The best athletes, which, I'llbe honest with you, some of
those athletes sat out the yearbefore, but they came out
because Coach Drexel was there.
So the climate change wasimmediate, and he was the change
agent.
mark-guest147_3_05-07-202 (15:55):
Well, you know, I, I, I find that
fascinating.
So you got a formal position asa football coach or a track
coach, but you don't have aformal position of empowerment
like a high school principal orwhatever over the entire school.
I.
Tell us a little bit about howyou think that shapes what you,
your, your rules and how you'regoing in with climate culture
(16:18):
for your athletic team and howyou treat kids shapes the entire
school.
bryan_6_05-07-2025_124441 (16:26):
I don't know how much it impacts
the school.
Um, I can't speak to that, but,do know that the rules
themselves and my expectationsdid have an impact.
I remember when I left Nicoletand I went to Wausau trying to
get a, a program there goingthat had the ability to have an
(16:47):
a, a strength program where wewould participate.
I heard everything from I liftat the Y, I lift with my dad in
the garage.
And I kept on saying, uh, the Ydoesn't have a football team and
you're gonna need 10 more guysif you're gonna be in your dad's
garage.
I said, I'm gonna be here everyday.
I'm, I expect you to be hereevery day.
All I'm asking is one hour ofyour time.
(17:08):
And that's all I ask.
And if you can't sacrifice thatone hour, then what else are you
not willing to sacrifice?
And I think that that comes downto it.
But before you can do that, youhave to show that you're willing
to sacrifice too.
And that means that you're goingto give time and take time to be
with them if and when they call,and they need you to see them,
(17:32):
that you're there for them.
It's just not, well, I'm, I'mbusy right now and I have to
tell you, sometimes I did somethings and, you know, my wife's
listening to this right now and,you know, I would actually leave
and go and with, to be with ayoung person just because they
need me at that time.
mark-guest147_3_05-07-2025_ (17:52):
Did you get kickback from these
rules or was it pretty muchbecause of the respect they,
they stuck with it?
bryan_6_05-07-2025_124441 (17:59):
I didn't have too much kickback at
all from the athletes and ortheir parents.
I think that, you know, one ofthe things that helped was the
fact that we were fortunateenough in most situations to be
successful.
And they saw the success was apart of, that code that we had.
uh, and as a result it became alot easier.
(18:21):
I know when I've interviewed,uh, in my last job, I talked to
them about that and, what myexpectations were.
Their big thing was what happensif a kid doesn't wanna do it?
And I said, that doesn't happen.
Usually, if I can talk to'em andI can explain it to'em.
They're gonna, be there andthey'll, do what our
expectations are because it'snot what they're going to do,
(18:42):
it's what we're going to do.
You know, Mark, I think CoachDresler is being a bit, modest.
I was an assistant principalwhen he was there at Nicolet
High School.
He was there for one year.
The year before we were four andfive and we were in football,
and we did pretty well.
We did pretty well for us, fourand five was a successful season
(19:06):
for years.
We had crowds maybe four, 500,come to our games and we were
happy.
That was great.
Coach Dresser came.
All of a sudden, the wholetenor, the whole climate, we had
the same head coach, assistantcoaches.
I was one of them, but he camein with a whole different type
of attitude and the beliefsystem.
(19:26):
started believing what hebelieved.
Our last homecoming year when wewe won the conference
championship that year.
Please understand that.
In football, we had well over2000 people at our game.
We had so many people that ourhome, our home crowd filled,
filled up the visitor side aswell as the home side.
It was an amazing thing in aschool that was well known for
(19:48):
track and swimming, but not wellknown for football.
I can tell you.
And then sure enough, the samething we talk about him as a
teacher.
That's why I'm gonna make sureI'm going give that one right
there.
Coach.
We talking about rules in theclassroom, how these rules
manifested themselves in theclassroom, but I also say we won
the track title that year, statetrack.
Hey, that gave us kids who werenever recognized as champions
(20:11):
before.
They were champions in twodifferent sports that were never
known as before, previously.
And you could see a whole lot ofkids having their chest out in,
uh, in that time.
What, how did these rulesmanifest themselves in the
classroom?
Because you were successful inthe classroom as well.
I loved teaching.
In my last couple of years, Iwas at Fon du lac.
taught LD world Studies and Iworked with another lady and she
(20:36):
was the LD teacher, and I wasthe content teacher.
And we just talked about how.
We need to listen to these kids.
Most of the kids in our classdid not speak English, I had
translators going on but at thesame time, I tried to learn
words in Hmong, Spanish,Russian, and German to be able
(20:59):
to say to them, Hey, good job.
Nice to see you.
Have a good day.
Because I felt that wasimportant.
That I could speak to them, eventhese little phrases in their
language to let them know thatI'm, I care about you so much
that I'm gonna learn a littlebit of your language so I can
convey to you that I believe inyou and I believe that we're
gonna make a success this year.
(21:19):
And I think that's important.
I think you've gotta go beyondthe, uh, curriculum itself and
put yourself out there sometimesto let kids know that you care.
to me, was one of the ways I didit.
mark-guest147_3_05-07-2025 (21:32):
That was your last year of teaching,
you said.
bryan_6_05-07-2025_124441 (21:35):
No, I, it was my, like my last eight
or nine years I did that.
mark-guest147_3_05-07-2025_ (21:39):
You did that.
How do you keep that, this isoff the topic slightly, but how
do you keep that passion forkids over a longevity of a
career?
I've had teachers sometimes losethat, that oomph that they had
when they were younger.
How did you keep that?
bryan_6_05-07-2025_124441 (21:57):
I just enjoyed what I was doing.
I love teaching and I lovecoaching.
It's, it's who I am.
I, you know, realized I was veryfortunate to find that
immediately in my life.
That's something that I reallyenjoyed doing, and that was
teaching and coaching.
Um, you know, as a teacher andeven as a coach, you evolve.
(22:18):
You know, think about your firsttime when you're in the
classroom and, and then 10 yearslater it's, it's, you kind of
look back and go, oh my God, didI really do that?
Or did I, do you know, whydidn't I?
Because we, you, you just keepon working and building, and I
realized when I was a youngteacher and a young coach, that
I needed what we call mentorstoday.
(22:40):
My mentor in education was awoman by name, Henrique Schick,
and she took me under her wingand she helped me a great deal,
become a better teacher and abetter person.
At the same time, I had thesecoaches, Bill Bartholomew, Phil
Dobbs, uh, Ron Davies, CharlieMcDonald, who I just followed
like a puppy because they werenot only just good coaches, they
(23:03):
were good people, and I wantedto learn from them because I
realized that they were doingthey were doing and impacting
people's lives in a, in a, in aparticularly positive way.
And in some cases, yes, theyweren't winning a lot of games,
but, the way they dealt withkids was so very important to
me.
mark-guest147_3_05-07-2025_1 (23:25):
So people say education's harder
than it ever has been in thehistory of the United States.
What's your final words, thatyou can summarize your five
rules and tell this youngergeneration how to be successful
when they, they feel like itmight be harder than ever.
bryan_6_05-07-2025_124441 (23:46):
You know, it is tough and it, and it
isn't easy, but at the sametime, it's gonna be a growing
and a learning process.
You have to understand that, andyou have to realize that each
day is another opportunity.
I always say, tomorrow is justanother day to get better.
People today, they go intosituations, be it in coaching
and or teaching who expectinstant success, and that's not
(24:10):
going to happen.
It takes time and, and, and ittakes you to build what you feel
comfortable with and how you areas a teacher.
You can't simply say, I'm goingto be like, as an example,
Henika, schwa.
I couldn't be like her becausethat's who she was and how she
dealt with her class.
And so you have to realize thatsometimes.
(24:31):
How you are going to evolve hasa lot to do with where you came
from and where you want andwhere, where you want to go, and
how bad are you willing to learnto become that, that better
person.
And that's important.
You just can't simply sit backand hope it happens.
It's not going to.
You need to have a plan and youneed to find people who are
(24:53):
willing to give you theopportunity to be able to start
understanding that plan and howto implement it.
mark-guest147_3_05-07-2025_1 (24:59):
So what I hear Bryan, is he's
saying that uh, there was someessential people in his life
that helped create his code andthen he chose to live that code
and that's how he is able tomaintain it for so long.
bryan_6_05-07-2025_124441 (25:12):
Not only did he maintain the code he
had, but people, he shared thatcode.
People believed in that code.
People still believe in thatcode.
And there are those out thereright now.
Coach, I'll say that needs.
The code that you have.
I'm gonna end this session withone more question coach, do you
define honor and how do youthink these days people can
(25:35):
live, uh, as an honorable lifein your opinion?
Oh boy.
Which you asked me that beforeI, I had, and I stopped'cause I
thought, whoa, that's a, that'sa tough word.
And I forgot how I answered itbefore.
Wait, an what do you see fit?
Honor, is the ability to be ableto look back look forward at the
(25:58):
same time and accept the factthat you're trying to get better
to help other people.
And in doing that, you are, youare actually honoring, not so
much you as an individual, butyou're honoring the people who
gave you the opportunity.
To do that.
I think that is a fantasticanswer.
(26:20):
Coach.
mark-guest147_3_05-07 (26:21):
Powerful.
bryan_6_05-07-2025_124441 (26:21):
Uh, mark, how'd that sound to you?
mark-guest147_3_05-07-2025 (26:24):
That was powerful.
Right?
Way to,
bryan_6_05-07-2025_1244 (26:26):
thought so as well.
Well, here's what we're gonna doat this point in time.
We're gonna wrap this up.
I to thank Mike Dressel forcoming on and joining us today.
Mike.
Thank you.
Yeah.
You know how much I, I love you,man.
You know that, you know that.
Appreciate you, dude.
Appreciate you.
Mark, if you were here, I'd begiving you a hug as well.
The party, you know, you've beenhere before, so you know you
already got those hugspreviously.
(26:48):
So with that being said, I'mgonna say thank to both of you,
gentlemen.
This was a a tremendous sessionand we gonna say, as always, if
you need anything fromeducational relevance from both
Mark or I, you can get theinformation down at the bottom
of this podcast.
Let us know.
We'll be glad to send youanything you wish to have.
In the meantime, we'll say thankyou all greatly appreciate it,
and thank you for joining ustoday on educational relevance.
(27:10):
Thank you so much.
Thanks, Bye-bye.
mark-guest147_3_05-07-2025 (27:12):
bye.
okay.
Welcome to EducationalRelevance, a podcast by
educators for educators.
I am Bryan Wright.
I'm adjunct professor atConcordia University, right now.
With me by my side, it's gonnabe Mike Dressler.
Mike Dressler's, our guesttoday.
But I also have to introduce mypartner in crime, Mark Macbeth,
(00:20):
acclaimed author, Mark.
Good to see you again, sir.
mark-guest147_3_05-07-2025 (00:23):
Good to see you.
bryan_6_05-07-2025_124441 (00:24):
Our guest today is Mike Dressler,
the coach, Mike Dressler hasbeen inducted into the Wisconsin
Hall of Fame in 2006 and hasbuilt a remarkable career
grounded in the set of fivenon-negotiable rules.
One's be on time.
Second is pay attention.
Third is do your best.
(00:44):
Fourth is do what is right, Thefifth is, don't lie.
More than slogans, these valuesbecame the foundation of how he
led his teams, taught hisstudents, and influenced
generations of young peopleacross Wisconsin.
From Pulaski High School to FondLac and beyond, Coach Dressler's
(01:04):
legacy is one of integrity,consistency and transformational
leadership.
This interview explores how hedeveloped and lived by his code.
You know, we talk about codequite often here.
Now, he inspired others to dothe same.
I've known Mike for thirty plusyears, and make sure I say this
to you clearly, there has neverbeen a man who's had such a
(01:26):
profound impact when it comes tocode and educational philosophy.
Not only that, but he has beensuccessful in every venue that
he's been to in every aspect ofhis life because the one thing
he believes, he believe inasking why, and he gets students
and staff, to believe what hebelieves.
(01:47):
Mike, thank you for being heretoday.
Thank you, Bryan for having me.
Mark, you ready to go?
mark-guest147_3_05-07-202 (01:52):
Yeah, I'm ready.
Here's one of the things thatreally comes to mind for me,
Mike, when I, I read your codesand listen to you, your code
doesn't say anything aboutsports.
Could you talk a little bitabout why you have these five
codes and, why they'reimportant, even though you're
not saying football, basketball,or whatever.
bryan_6_05-07-2025_124441 (02:15):
Uh, there, I think it's not only
just a, a series of rules that,uh, apply to athletics or
sports, but there are a seriesof rules that can apply to life.
If you can follow those rules,those five rules, and understand
them and, and the purpose ofthem, I.
I think it gives you anopportunity to be able to, to
lead a life of, uh, happinessand joy and responsibility.
mark-guest147_3_05-07-202 (02:38):
Yeah.
Where did these come about?
I mean, when did you decide tocreate five rules?
bryan_6_05-07-2025_124441 (02:44):
The rules kind of evolved over the
years.
Uh, the, the first one was, uh,the beyond Time was the, the
old, as Bryan keeps saying, theold Vince Lombardi concept of,
if I say eight o'clock, I wantyou here at 7 45.
And I remember just.
When I was teaching inMilwaukee, getting kids to be on
time sometimes could be achallenge.
(03:04):
And so we, we talked about thatand we talked about how being on
time has nothing to do with justfootball.
It has to do with what you'regonna do in life because people
are expecting you and sometimesthey may need your help and you
can't be 10 minutes that youhave to be there ready to go.
And if you wanna be ready to go,that means you gotta be there
before they want you.
(03:25):
Because you just can't show upand all of a sudden expect that
you're gonna be able to dosomething that's gonna impact
that person's life.
mark-guest147_3_05-07-202 (03:32):
Yeah, I just want everybody to know
that I actually showed up lateto this interview today.
here we're talking about, uh, beon time and I'm the one that was
late.
Sorry about that, coach.
Yeah.
bryan_6_05-07-2025_124441 (03:45):
Lemme add this one question if I may.
Mike, how'd you prepare studentathletes to carry onto this code
into their academic, personal,and professional lives?
I, I think if you want people tofollow what I call my five
rules, then I think you have tofollow'em.
(04:05):
You have to be that role modelthat's going to, to do that.
One of the things I've noticedover the years, as coaches say
they want this from a kid andthey want that from a kid and
they want'em to do this, theywant'em to do that, but they
don't do it.
And I remember talking to agentleman that had me come in
and I said, well, if you expectthem to do it, but you, you
won't do it, then why shouldthey?
(04:26):
Well, I don't have the time.
And I said, well, you can't tella kid to do something if you're
not willing to be there.
If you're not willing to do whathe's going to do, then why
should they?
And I think that's the one thingthat you have to understand.
No matter what your conceptsare, your rules are or whatever,
you have to be willing to do'emalso, and you have to be willing
(04:47):
to demonstrate that to the kidson a daily basis.
mark-guest147_3_05-07-2025_1 (04:52):
So how did the coach react to that
when you tried to hold themaccountable to those codes?
bryan_6_05-07-2025_124441 (04:58):
He was angry.
He was not happy about thatbecause he said, you know,
that's, you know, I have afamily and I have this, and I
have that, and, I said, Iunderstand that.
But then don't they have family?
Don't they have otheropportunities too?
And so if you're having thoseexpectations, I think you should
also be willing to follow'em.
(05:19):
If not, then you shouldn'texpect that from a student.
And I, I firmly believe that.
mark-guest147_3_05-07-2025_ (05:24):
You know, Bryan talks about this
occasionally, uh, when he'sreferring to code.
I keep referring to code versusrules.
I apologize, but that's.
bryan_6_05-07-2025_124441 (05:32):
Not a problem.
mark-guest147_3_05-07-2025_1 (05:35):
He talks about non-negotiables
sometimes.
Are these rules negotiable?
Can I, negotiate them with youor not?
bryan_6_05-07-2025_124441 (05:43):
No.
We can talk about the the, I'msure there's always gonna be
instances, a situation orwhatever.
To me, these are a consistentapproach to how I believe you
should approach not justathletics, but even your daily
living.
If I can, Mike, do me a favor.
We spoke about be on time.
(06:05):
Mm-hmm.
You gave us some, an exampleabout be on time.
Why's so important.
talk about the other four, ifyou don't mind.
about the other four and whythey're as important as that
one.
uh, Pay attention when someone'stalking to you.
Look at'em.
Listen to them and understandthat they're trying to get their
point of view across.
And you have to acknowledge thefact that sometimes maybe that
(06:28):
person's saying something youdon't believe in, but at the
same time, you need to listen.
And that's the one skill thatwe're losing today in America,
is the opportunity to listen andreally hear what people are
saying.
And, and, and in that essence,being able to accept the fact
that there's many different waysto do things and it just can't
(06:48):
be your way.
Uh, Do your best, do your best.
A lot of that has to do withpreparation.
You can't do your best if youdon't take the time to prepare,
and you need to spend that timein preparation to be able to do
the best you can.
Now, does that mean you're gonnawin every game?
Does that mean you're gonna,you're gonna sell every
contract?
(07:08):
Does that mean you're gonna No.
but at the same time, if you'vedone the best you can, nobody
can expect more.
But as I've told kids at thesame time, if in fact you don't
get that a on that test or wedon't win that game, why.
Was it something that we couldget better at?
Or was it the fact that maybethat other team was just that
(07:29):
good.
Uh, Do what's right.
That's, that's huge because, youknow, I, I always thought of
when I came up with that, uh,John f Kennedy's book, Profiles
in Courage, and the people inthere who stood up for what they
believed was right andsacrificed their career, their
(07:50):
integrity, what, what peoplethought was their integrity and
everything else at that time inorder to stick to their guns.
And, you know, we need some ofthat today.
And then finally, Don't lie.
Just be honest with people.
You know, that's important.
try to be a, you know, you maybe gonna say something to people
that they don't want to hear,but at the same time you gotta
(08:13):
be honest with them.
Because this way, as one personsaid to me one day, I wanna ask
you this question'cause I knowyou won't lie to me.
mark-guest147_3_05-07-2025 (08:20):
Let, let me ask you a couple
questions to challenge you justa little bit, Mike,'cause I like
what you're saying, but I gotsome thoughts going through my
head that I think maybe otherpeople are thinking.
Okay.
So for an example, payattention.
Coach, you're, I mean, did youreally have to pay attention to
(08:41):
the kid or does the kid payattention to you?
I mean, isn't.
bryan_6_05-07-2025_124441 (08:46):
Oh, no.
Oh, no.
Some of my best ideas have comefrom kids, from athletes, from
students, because I, I, I waslistening to what they had to
say.
You just can't simply, oh, it'sso and so talking to me.
What do they know?
Sometimes some of the best ideasI've gotten were from my
athletes, were from my students,or in some cases even our
(09:07):
student managers.
And you have you.
You have to take that intoconsideration.
You just don't be very blunt,blow somebody off because
they're so-and-so.
You have to listen to whatthey're saying because that's
important because you never knowwhen somebody is going to be
able to give you that gem orthat idea or that different way
(09:28):
of looking at something.
mark-guest147_3_05-07-2025_ (09:32):
All right.
I like that response.
Um, now my next one is, do yourbest.
Hey coach, I did my best.
bryan_6_05-07-2025_1244 (09:41):
Mm-hmm.
mark-guest147_3_05-07-2025_1 (09:42):
Do you know whether that's true or
not?
bryan_6_05-07-2025_124441 (09:45):
Yes, I do with, uh, coaching today.
And the way we have film, Imean, you can take it clip by
clip and that's what I was doingat at my last stop is I would
look at my positions and what Iwas coaching and then break it
down and then look at where thefundamental breakdown was, if
there was a fundamentalbreakdown.
(10:06):
And then on Mondays we wouldshow them each one of the
athletes.
I'd give'em a little series ofclips that for themselves to
take a look at with comments onthis is why we do this drill,
this is why we do this.
Kids need to know why we'redoing the drill and not just to
do the drill, because it's adrill.
(10:26):
It's, it's what it does to makethem better.
And then all of a sudden thelight bulb starts to go on.
Sometimes yes, the, the athletemaybe got, you know, didn't beat
the double team or whatever.
And sometimes that happensbecause we have to understand
the other team has good kidstoo, and they're being coached
also.
mark-guest147_3_05-07-202 (10:45):
Yeah, but coach, I'm just not an
athlete.
I'm not good at math.
I'm not good at writing.
Um, you know, so it is my best.
How do we talk about that insidethe classroom as well?
bryan_6_05-07-2025_124441 (10:59):
Well, you know, with regards to inside
the classroom, you have tounderstand the fact that I.
That's a whole different arenain some respects, and you have
to keep on working with thatindividual.
And it all starts with thefundamentals.
It starts with just going withone plus, one is two, and and
taking it from there.
You can't just simply expect akid to overnight.
(11:22):
You know, like on a TV showwhere all of a sudden the
teacher says something andeverybody in the classroom
lights up, that doesn't happen.
And so you have to be veryfundamentally sound and you have
to start slow and you have to besupportive and you have to
encourage.
If I may, I think I have twoquestions, one to ask Coach.
Mm-hmm.
Alright.
(11:42):
First one.
Uh, how does a lot of that playinto how you earn students
respect?
mark-guest147_3_05-07-2025 (11:49):
Hmm.
bryan_6_05-07-2025_124441 (11:50):
If I can ask that first question.
Yeah.
No respect is something that'searned by a person over a period
of time by their actions.
I hear that word all the timefrom people where they say, I,
you know, I want your respect.
my response to them is, you'llhave my undivided attention.
But respect is something that isearned by you over a period of
time by what you do and how youconduct yourself.
(12:11):
Hey, it sound like my, uh, mycode doesn't it there,
mark-guest147_3_05-07-202 (12:14):
Yeah, it sure does.
Yeah.
bryan_6_05-07-2025_124441 (12:16):
Uh,
mark-guest147_3_05-07-2 (12:17):
What's, what's, that's that code.
bryan_6_05-07-2025_124441 (12:18):
huh?
mark-guest147_3_05-07-20 (12:19):
Repeat that code for everybody.
bryan_6_05-07-2025_124441 (12:21):
My code is Respect is earned not
just given, but common courtesyis demanded by all.
Correct.
And we wanted to make surethat's my code, which I live by.
And Mark, I think you know italready, and I think, uh, number
of things we're talking aboutrefers right back into your
code.
And I wanna make sure peopleknow your code right now as
well.
mark-guest147_3_05-07-2 (12:38):
Student learning, rigor, relevance,
relationships, generatesresults.
So as long as we're generatingthose relationships, we're,
we're creating rigor, like yousaid, the practice and and
rigor, going over and overagain, making sure we're getting
it.
And then they have relevance.
They understand the outcome.
What that value is gonna be,then we'll have results.
bryan_6_05-07-2025_ (12:59):
Absolutely.
Now there's a second question.
I wanna make sure I bring thisup to Mike.
I think this is so important towhat he's discussing today.
You know, we have the 5C's: Code, Climate, Culture, (13:06):
undefined
Curriculum, and Connections.
Now, make sure I say this, Mikewas a teacher of the year in one
of the districts he was in.
So he was recognized for histeaching ability in the
classroom, but he was also, atNicolet High School and won the
State Track championship as thehead coach in track, which means
(13:30):
he had to deal with a wholebunch of different type of kids
and type of students and how tomotivate them.
I'm gonna ask you two questions.
All right, Mike, about that.
The question is, you had to talkabout building a climate and
then a culture and the placesyou've been in.
How did you build those things?
I think if you wanna build, youknow, a culture and if you want
(13:52):
to build something that's gonnahave a foundation, the only way
it's going to be done is over aperiod of time by how you
conduct yourself as a person onand off the field.
And that's important and, andyou have to, and how you conduct
yourself has to haveconsistency.
cannot be something today andthen something tomorrow.
It has to be consistent.
(14:14):
I know at at Nicolet with withthe track program, you know, I
was fortunate, I'm not gonna lieto you.
We had a lot of talent, but thewhole thing was getting that
talent to be on the same pageand getting them to understand
and work together.
But at the same time, I realizedthat I needed to communicate
with those kids.
Those kids had their ideas onwhat, and I wanted to hear what
(14:37):
they had to say.
And in some cases they were verygood ideas and we, and we
incorporated them into ourphilosophy.
I think probably the, the, theone I'm really happy about is,
and I think you remember BrianJones.
Okay.
He didn't finish the footballseason with us, and him and I
were at loggerheads and by theend of the year, Brian and I
(14:59):
were.
We got along great.
And, and we even said to, I evensaid to him, maybe Brian, I was
a little bit explosive thatnight with your actions, and he
said, no, coach.
I deserved it.
And we kept in communicationafter that for many, many years.
Mm-hmm.
Absolutely.
And the reason I me that up,mark, and this is something I
(15:20):
wanna make sure I let you loadthis question up.
He used connections piece, theconnections part to create an
instant climate change, what wasgoing on in the school.
So, he went and made sureathletes who probably didn't go
out the year before on our trackteam came out because he had
built a connection with thosekids throughout the school year,
(15:41):
and they realized what he was.
Next thing you know, they'recoming out for the track team.
The best athletes, which, I'llbe honest with you, some of
those athletes sat out the yearbefore, but they came out
because Coach Drexel was there.
So the climate change wasimmediate, and he was the change
agent.
mark-guest147_3_05-07-202 (15:55):
Well, you know, I, I, I find that
fascinating.
So you got a formal position asa football coach or a track
coach, but you don't have aformal position of empowerment
like a high school principal orwhatever over the entire school.
I.
Tell us a little bit about howyou think that shapes what you,
your, your rules and how you'regoing in with climate culture
(16:18):
for your athletic team and howyou treat kids shapes the entire
school.
bryan_6_05-07-2025_124441 (16:26):
I don't know how much it impacts
the school.
Um, I can't speak to that, but,do know that the rules
themselves and my expectationsdid have an impact.
I remember when I left Nicoletand I went to Wausau trying to
get a, a program there goingthat had the ability to have an
(16:47):
a, a strength program where wewould participate.
I heard everything from I liftat the Y, I lift with my dad in
the garage.
And I kept on saying, uh, the Ydoesn't have a football team and
you're gonna need 10 more guysif you're gonna be in your dad's
garage.
I said, I'm gonna be here everyday.
I'm, I expect you to be hereevery day.
All I'm asking is one hour ofyour time.
(17:08):
And that's all I ask.
And if you can't sacrifice thatone hour, then what else are you
not willing to sacrifice?
And I think that that comes downto it.
But before you can do that, youhave to show that you're willing
to sacrifice too.
And that means that you're goingto give time and take time to be
with them if and when they call,and they need you to see them,
(17:32):
that you're there for them.
It's just not, well, I'm, I'mbusy right now and I have to
tell you, sometimes I did somethings and, you know, my wife's
listening to this right now and,you know, I would actually leave
and go and with, to be with ayoung person just because they
need me at that time.
mark-guest147_3_05-07-2025_ (17:52):
Did you get kickback from these
rules or was it pretty muchbecause of the respect they,
they stuck with it?
bryan_6_05-07-2025_124441 (17:59):
I didn't have too much kickback at
all from the athletes and ortheir parents.
I think that, you know, one ofthe things that helped was the
fact that we were fortunateenough in most situations to be
successful.
And they saw the success was apart of, that code that we had.
uh, and as a result it became alot easier.
(18:21):
I know when I've interviewed,uh, in my last job, I talked to
them about that and, what myexpectations were.
Their big thing was what happensif a kid doesn't wanna do it?
And I said, that doesn't happen.
Usually, if I can talk to'em andI can explain it to'em.
They're gonna, be there andthey'll, do what our
expectations are because it'snot what they're going to do,
(18:42):
it's what we're going to do.
You know, Mark, I think CoachDresler is being a bit, modest.
I was an assistant principalwhen he was there at Nicolet
High School.
He was there for one year.
The year before we were four andfive and we were in football,
and we did pretty well.
We did pretty well for us, fourand five was a successful season
(19:06):
for years.
We had crowds maybe four, 500,come to our games and we were
happy.
That was great.
Coach Dresser came.
All of a sudden, the wholetenor, the whole climate, we had
the same head coach, assistantcoaches.
I was one of them, but he camein with a whole different type
of attitude and the beliefsystem.
(19:26):
started believing what hebelieved.
Our last homecoming year when wewe won the conference
championship that year.
Please understand that.
In football, we had well over2000 people at our game.
We had so many people that ourhome, our home crowd filled,
filled up the visitor side aswell as the home side.
It was an amazing thing in aschool that was well known for
(19:48):
track and swimming, but not wellknown for football.
I can tell you.
And then sure enough, the samething we talk about him as a
teacher.
That's why I'm gonna make sureI'm going give that one right
there.
Coach.
We talking about rules in theclassroom, how these rules
manifested themselves in theclassroom, but I also say we won
the track title that year, statetrack.
Hey, that gave us kids who werenever recognized as champions
(20:11):
before.
They were champions in twodifferent sports that were never
known as before, previously.
And you could see a whole lot ofkids having their chest out in,
uh, in that time.
What, how did these rulesmanifest themselves in the
classroom?
Because you were successful inthe classroom as well.
I loved teaching.
In my last couple of years, Iwas at Fon du lac.
taught LD world Studies and Iworked with another lady and she
(20:36):
was the LD teacher, and I wasthe content teacher.
And we just talked about how.
We need to listen to these kids.
Most of the kids in our classdid not speak English, I had
translators going on but at thesame time, I tried to learn
words in Hmong, Spanish,Russian, and German to be able
(20:59):
to say to them, Hey, good job.
Nice to see you.
Have a good day.
Because I felt that wasimportant.
That I could speak to them, eventhese little phrases in their
language to let them know thatI'm, I care about you so much
that I'm gonna learn a littlebit of your language so I can
convey to you that I believe inyou and I believe that we're
gonna make a success this year.
(21:19):
And I think that's important.
I think you've gotta go beyondthe, uh, curriculum itself and
put yourself out there sometimesto let kids know that you care.
to me, was one of the ways I didit.
mark-guest147_3_05-07-2025 (21:32):
That was your last year of teaching,
you said.
bryan_6_05-07-2025_124441 (21:35):
No, I, it was my, like my last eight
or nine years I did that.
mark-guest147_3_05-07-2025_ (21:39):
You did that.
How do you keep that, this isoff the topic slightly, but how
do you keep that passion forkids over a longevity of a
career?
I've had teachers sometimes losethat, that oomph that they had
when they were younger.
How did you keep that?
bryan_6_05-07-2025_124441 (21:57):
I just enjoyed what I was doing.
I love teaching and I lovecoaching.
It's, it's who I am.
I, you know, realized I was veryfortunate to find that
immediately in my life.
That's something that I reallyenjoyed doing, and that was
teaching and coaching.
Um, you know, as a teacher andeven as a coach, you evolve.
(22:18):
You know, think about your firsttime when you're in the
classroom and, and then 10 yearslater it's, it's, you kind of
look back and go, oh my God, didI really do that?
Or did I, do you know, whydidn't I?
Because we, you, you just keepon working and building, and I
realized when I was a youngteacher and a young coach, that
I needed what we call mentorstoday.
(22:40):
My mentor in education was awoman by name, Henrique Schick,
and she took me under her wingand she helped me a great deal,
become a better teacher and abetter person.
At the same time, I had thesecoaches, Bill Bartholomew, Phil
Dobbs, uh, Ron Davies, CharlieMcDonald, who I just followed
like a puppy because they werenot only just good coaches, they
(23:03):
were good people, and I wantedto learn from them because I
realized that they were doingthey were doing and impacting
people's lives in a, in a, in aparticularly positive way.
And in some cases, yes, theyweren't winning a lot of games,
but, the way they dealt withkids was so very important to
me.
mark-guest147_3_05-07-2025_1 (23:25):
So people say education's harder
than it ever has been in thehistory of the United States.
What's your final words, thatyou can summarize your five
rules and tell this youngergeneration how to be successful
when they, they feel like itmight be harder than ever.
bryan_6_05-07-2025_124441 (23:46):
You know, it is tough and it, and it
isn't easy, but at the sametime, it's gonna be a growing
and a learning process.
You have to understand that, andyou have to realize that each
day is another opportunity.
I always say, tomorrow is justanother day to get better.
People today, they go intosituations, be it in coaching
and or teaching who expectinstant success, and that's not
(24:10):
going to happen.
It takes time and, and, and ittakes you to build what you feel
comfortable with and how you areas a teacher.
You can't simply say, I'm goingto be like, as an example,
Henika, schwa.
I couldn't be like her becausethat's who she was and how she
dealt with her class.
And so you have to realize thatsometimes.
(24:31):
How you are going to evolve hasa lot to do with where you came
from and where you want andwhere, where you want to go, and
how bad are you willing to learnto become that, that better
person.
And that's important.
You just can't simply sit backand hope it happens.
It's not going to.
You need to have a plan and youneed to find people who are
(24:53):
willing to give you theopportunity to be able to start
understanding that plan and howto implement it.
mark-guest147_3_05-07-2025_1 (24:59):
So what I hear Bryan, is he's
saying that uh, there was someessential people in his life
that helped create his code andthen he chose to live that code
and that's how he is able tomaintain it for so long.
bryan_6_05-07-2025_124441 (25:12):
Not only did he maintain the code he
had, but people, he shared thatcode.
People believed in that code.
People still believe in thatcode.
And there are those out thereright now.
Coach, I'll say that needs.
The code that you have.
I'm gonna end this session withone more question coach, do you
define honor and how do youthink these days people can
(25:35):
live, uh, as an honorable lifein your opinion?
Oh boy.
Which you asked me that beforeI, I had, and I stopped'cause I
thought, whoa, that's a, that'sa tough word.
And I forgot how I answered itbefore.
Wait, an what do you see fit?
Honor, is the ability to be ableto look back look forward at the
(25:58):
same time and accept the factthat you're trying to get better
to help other people.
And in doing that, you are, youare actually honoring, not so
much you as an individual, butyou're honoring the people who
gave you the opportunity.
To do that.
I think that is a fantasticanswer.
(26:20):
Coach.
mark-guest147_3_05-07 (26:21):
Powerful.
bryan_6_05-07-2025_124441 (26:21):
Uh, mark, how'd that sound to you?
mark-guest147_3_05-07-2025 (26:24):
That was powerful.
Right?
Way to,
bryan_6_05-07-2025_1244 (26:26):
thought so as well.
Well, here's what we're gonna doat this point in time.
We're gonna wrap this up.
I to thank Mike Dressel forcoming on and joining us today.
Mike.
Thank you.
Yeah.
You know how much I, I love you,man.
You know that, you know that.
Appreciate you, dude.
Appreciate you.
Mark, if you were here, I'd begiving you a hug as well.
The party, you know, you've beenhere before, so you know you
already got those hugspreviously.
(26:48):
So with that being said, I'mgonna say thank to both of you,
gentlemen.
This was a a tremendous sessionand we gonna say, as always, if
you need anything fromeducational relevance from both
Mark or I, you can get theinformation down at the bottom
of this podcast.
Let us know.
We'll be glad to send youanything you wish to have.
In the meantime, we'll say thankyou all greatly appreciate it,
and thank you for joining ustoday on educational relevance.
(27:10):
Thank you so much.
Thanks, Bye-bye.
mark-guest147_3_05-07-2025 (27:12):
bye.
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