October 25, 2024 • 24 mins
Is the 9-5 workday dead? Dive into a world where remote work is revolutionizing the way we live, and discover why experts are predicting a monumental shift in the workforce. In our latest episode, we have an engaging conversation with two returning guests who bring their unique insights to the table as we compare musical giants like Tupac, Biggie, Drake, J. Cole, and Kendrick Lamar. The discussion doesn't stop at music; we switch gears to explore our guests' passion for football, including their NFL favorites and college team loyalties, while also reflecting on the nostalgic allure of youth sports in community building.
As the conversation unfolds, we turn our attention to the often-debated role of cell phones in schools. Our guests weigh in with personal experiences and opinions on the pros and cons of phone usage in classrooms, shedding light on the power dynamics between students and teachers. We tackle pressing topics like restroom access, the value of dynamic teaching strategies, and the influence of music in educational settings, with Killer Mike’s album serving as a cultural touchstone. These discussions reveal the intricate ways in which education policies impact student experiences and shape community dynamics.
Wrapping up, we delve into the significance of student voice in school board decisions. Our guests emphasize the need for progressive changes in traditional educational methods, arguing for more engaging approaches that resonate with today’s learners. We face the challenges of locker assignments and wonder if the school board will listen to those on the brink of graduation. The episode underscores a call to action for ongoing advocacy, aiming to enhance the educational landscape for future generations. Join us as we navigate these compelling topics with passion and insight, highlighting the profound connection between culture, education, and community.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:05):
We are back out of the mouth of babes, our future
leaders.
We are here with two gentlementhat we've had on the show
before and today we're talkingabout in this part of the
episode.
We're talking about music,we're talking about sports,
we're talking about school.
(00:25):
We're talking about it all.
Greatest, greatest, greatest,greatest rapper of all time Hit
me, Hit me, Hit me Tink.
Speaker 2 (00:33):
Kevin goes first.
No, it goes down the line.
Speaker 1 (00:40):
I mean of all time, the greatest rapper of all time.
Speaker 3 (00:47):
All time, or bro?
I got different categories bro.
Speaker 1 (00:51):
All time.
Speaker 3 (00:54):
I mean statistically, it's Tupac or Biggie, All right
.
Speaker 1 (00:58):
What about you?
Speaker 2 (01:00):
I wasn't alive back then, back in the 90s and 80s,
so all that really came.
Oh, you going to cop out, soyou don't know anybody from.
Speaker 1 (01:06):
I wasn't alive back then Back in the 90s and 80s, so
I really can't you going to copout.
So you don't know anybody.
So what about the greatest?
Speaker 2 (01:15):
rapper alive right now.
You could say Jay-Z.
You could say Ye.
I want you to pick someone.
Speaker 1 (01:20):
Stand on something.
My goat.
Speaker 3 (01:22):
Who is your goat Aubrey Graham.
Drake, drake, drake, drake,drake Of course, is Drake not
the greatest?
No, drake is the greatest,drake is for softies.
Speaker 2 (01:35):
What.
Speaker 1 (01:36):
Drake got it all.
Speaker 2 (01:37):
Drake J Cole.
No, Drake J Cole is not thegreatest of our generation.
Speaker 1 (01:43):
What would you say, Kevin?
Speaker 3 (01:45):
Of our generation, it's got to be Kendrick.
Speaker 1 (01:49):
You know, kendrick.
Speaker 2 (01:50):
Yeah.
Speaker 1 (01:51):
Lyrics.
Speaker 3 (01:52):
Bars, he got double entendres on top of double
entendres, but he's not Drake.
How many double entendres Drakedid?
Drake still flows, that's mygoat.
Speaker 1 (02:06):
Everybody has their own goat.
I respect that.
So I'm shocked that you guysaren't mentioning Hov, because
Hov is a great.
We get a weakness.
You got to see this, yeah, yeah, we just had a little bit in
our ear going on a little music,but I'm surprised you guys
(02:28):
aren't mentioning Hov.
Did you see what he did to thatDJ Khaled song?
God did, oh yeah, tore thatsong up.
Speaker 3 (02:36):
God did, they ain't believing us.
Speaker 2 (02:41):
God did.
I like that song for real, theyain't believing us.
Speaker 1 (02:45):
We should get some shirts for real, they ain't
believing us.
We should get some shirts andsay they ain't believing us.
Speaker 2 (02:49):
I'll wear it.
You will.
Yeah what you wearing Kev.
You know Kev will.
Speaker 3 (02:53):
Kev always walks around Saying God damn All day
long, alright.
Speaker 1 (03:02):
Here it is, it's coming, it's coming, it's coming
, it's that heat.
Speaker 2 (03:10):
I don't really care who I believe, because I'm
playing.
Speaker 1 (03:20):
Yes, yes, yes, that guy did.
You guys are all footballplayers.
Right, tell me about yourfavorite football team college
or NFL NFL team go first.
Speaker 3 (03:36):
I'll go first.
Speaker 2 (03:37):
Jacksonville Jaguars.
Speaker 1 (03:38):
Jacksonville Jaguars.
Speaker 2 (03:41):
Man, that's a mean day didn't y'all pass on jaylen
carter?
Speaker 1 (03:47):
yeah we didn't need him y'all didn't need him no,
what we did?
Did you hear me?
Speaker 2 (03:55):
we did not need him we didn't need, you didn't need
the best defensive player in thedraft we didn't need him.
Wow, man, that's that's, that'sjust disrespectful.
We didn't need him we got.
Speaker 1 (04:05):
That's just Disrespectful.
We didn't need him.
We got who we got.
Speaker 2 (04:07):
He would've came out and started.
Speaker 1 (04:10):
We got who, we got what about you, kevin?
Speaker 3 (04:15):
I don't know.
I'm playing.
I'm playing.
See his face.
I'm playing.
Go Bears.
Speaker 1 (04:20):
Go Bears, cause he was about to stay In the studio
tonight.
He's gonna be.
He's gonna stay in the studiotonight.
He's going to be.
He's going to be on the.
His bed was going to be thepodcast table.
Oh, wow, yeah, he was going toleave me here.
I was going to leave you in thestudio.
The Bears, the Bears and theBears the best college team.
(04:40):
What's the best college team?
Speaker 3 (04:43):
Go Irish, notre Dame.
Speaker 2 (04:45):
Okay, I can't say nothing.
I'm in Indiana right now, can'tmake no faces right now.
Speaker 1 (04:51):
You can't, yeah, I can't do it.
Speaker 2 (04:54):
Yeah, go Irish, I got to be on my best behavior Go
Irish, but the best college team.
Speaker 3 (05:00):
Oh, the best is always Georgia.
Speaker 2 (05:02):
Georgia, Alabama.
Speaker 1 (05:07):
Have you been to a Notre Dame football game?
No, oh, we got to go do it.
It's hype.
Have you been to a Notre Damefootball game, have you guys?
Oh man, we got to go do it.
Speaker 3 (05:15):
It's so hype.
Speaker 1 (05:16):
It is the greatest experience ever.
Speaker 3 (05:19):
Just walking around the campus is a game changer.
Speaker 1 (05:21):
Hey, I'm telling you it will blow your mind.
We need to figure it out.
We need to figure it out.
We need to figure that out.
And the first game they play inHBCU school I think it's
Tennessee State, or TennesseeState, I think.
So that's going to be packed,but anyway, we need to check
that out.
You guys had the opportunity weall have had the opportunity of
(05:43):
seeing Deion Sanders and whathe's done for Jackson State
University, the home of theSonic Boom of the South.
You guys don't know much aboutthe band, but Jackson State is
well known for its band and theycall themselves the Sonic Boom
of the South, but he's been ableto turn the football program
(06:04):
around.
You guys have seen TikToks andvideos of Deion.
Is there something that he saidor you've seen that caught your
attention, or something thatyou're like man, this dude's
alright or this dude's crazy, orhe remind me of somebody I know
.
Speaker 3 (06:19):
Yeah, he said look good, play good, look good, play
good.
He was at a go-tang on.
Speaker 2 (06:26):
I like that.
He believes in like everythinghe does.
He just believes Like when hetransferred from Jackson State
to Colorado, that was bigbecause they had like the number
one.
It was like number one in thetransfer portal with a lot of
athletes going in to Colorado.
But yeah, I like what he'sdoing.
(06:49):
He's a big inspiration in thecollege football community right
now.
Speaker 1 (06:53):
You talk about big inspirations in the college
football community or even thefootball community.
Is there anybody else out therethat are big inspirations,
people that you guys admire orrespect on what they've done for
football in general?
Uh, at the college or the highschool or even at the
professional level?
Speaker 3 (07:14):
there are dude in this room, so every dude in this
room.
Speaker 2 (07:18):
I said there's a dude in this room yeah, I like what
coach kev has done In thecommunity.
Bubble dog face.
Since Hub League.
Oh, since Hub League, since.
Speaker 3 (07:31):
Hub League, when the great Rice, the Indy you brought
, Every kid from Richmond Tocome play football.
Speaker 2 (07:37):
And then Most of us stuck with it.
A lot of us, or a lot of them,hard headed, but Most of us
stuck with it.
Speaker 1 (07:43):
So, man, we had some fun back in the day taking those
early Saturday and Sundaymorning trips to Indianapolis,
competing against some of thebest across the state.
I remember that.
I remember we went to Ohio.
Remember we played over in Ohioand I don't know where we were,
but I know we had to be thereat like 7.30 in the morning and,
(08:04):
man, we carpooled up.
Usually at that time in thefall, 7.30 in the morning, it's
like 50 degrees outside.
We'd be out there, the dude'son the field, we're out there
freezing.
We had a lot of folks that puta lot of work in with the league
.
I know that they're workingright now to get third and
(08:27):
fourth grade tackle back,because that's something that
most places do.
What do you guys think aboutthat?
I know that they stopped it andthey moved it to flag, but you
know what are your thoughts onthird and fourth grade tackle?
Speaker 3 (08:43):
I got a pretty based opinion here.
Flag, I mean, it just ruins thefundamentals of the game.
Speaker 1 (08:50):
Flag does.
Yeah, oh wow, it's because it'snot very real.
What about you, Tink?
Speaker 2 (08:57):
Oh yeah, of course you can see how the Richmond
community has changed over thetime since they changed that.
You can see like we used to beso good and physical and now
it's like kids just stop playingfootball.
I feel like they don't reallylike hitting Like I just they
(09:21):
don't really love it no more.
They grew out of it.
They don't just want to go playbasketball on something that's
really not as hard, hard felt.
Speaker 1 (09:30):
So we talked to.
I talked to the other groupabout some things that were some
new changes in the school.
I heard about them.
They just told me, I justlearned about them.
Where have I been?
Like I didn't know.
Nobody told me.
I just learned about them.
Where have I been?
Like I didn't know, nobody toldme.
I'm excited for them.
I'm excited for cell phonepolicy.
I don't think kids have phonesin schools.
(09:52):
I'm sorry.
What are your thoughts?
what happens in an emergency ah,here you go with that.
You know I got an answer foreverything.
What's?
Speaker 3 (10:00):
the answer?
What's the answer?
Speaker 1 (10:01):
so what happens in an emergency situation, if it's an
emergency school shooteremergency so then, what they
will do is they will put theschool on lockdown, and then
there's people in the officethat will notify the appropriate
people what are you going to do?
statistically speaking, lockdownsystems don't work
statistically, and again, I'mnot going to argue that because
I don't have the data in frontof me.
(10:22):
But what I will tell you isthat I do know that the system
of lockdowns has worked,particularly in this community,
a once, once, and that wasbecause of a premature call.
Yeah, but that was a situation.
You're right, it was apremature call, but you were
able to lock the school down andtransition from that.
(10:45):
But what I'm saying is, whatare you going to do if somebody
came into school?
Who are you going to call yourparents?
Speaker 3 (10:51):
What are your parents going to do?
I mean, there can be more callsmade to 911.
Speaker 1 (10:57):
More calls to 9-1-1 is not gonna get anybody there
faster.
Speaker 3 (10:59):
You don't know that.
What if?
What if?
What if a kid has moreinformation than the person up
front?
Does that's just what, it's all.
Speaker 1 (11:06):
What if it's all it's , it's all happenstance, but
still yeah, but the reality ofit is that's a very weak
argument to keep your phone sogive me another one, one.
Speaker 3 (11:15):
I mean, I don't really care to keep the phone,
it's not an issue for me, I know.
Speaker 1 (11:18):
Give me another one.
I want to hear why you thinkkids should have their phone in
the classroom.
Oh, I don't hear anything.
Can you give me that silentsound?
Speaker 2 (11:30):
Wah, wah, wah wah whatever that is.
What's that?
We about to get it, whateverthat is.
Speaker 3 (11:39):
I mean cuz, who pays for it?
Oh, now we go try to, so I'mjust saying but like you're a
thing they didn't take it big.
But they're saying they will,yeah, but you can't.
I mean I you can't, you can'tjust okay handing over
properties because you said so.
It doesn't really.
Speaker 1 (11:59):
It's probably a little different for high
schoolers who have jobs and payfor their phone, but, as I
described to them in middleschool, what we did was first
time we tell you to put it away.
Second time we take it and youpick it up at the end of the day
.
The third time your parents gotto come get it.
The third time your parents gotto come get it.
The fourth time your parentsgot to come get it and there's
another consequence.
But then the next time afterthat you turn your phone in when
(12:22):
you get to school in themorning, to the office, and the
office holds your phone For therest of the year.
Speaker 2 (12:29):
No for the day.
They do that for the rest ofthe year.
Yeah, wow, yeah, seriousbusiness, okay.
But here's what I would do, orhere's my thoughts on the whole
phone situation, though I thinkme personally if you got your
(12:50):
work, class work done, yourclass work done, I think you
should be able to go on yourphone.
That's what I think, yeah, butyou have to.
Speaker 3 (12:56):
You you have to like, have enough respect for the
young adults that they're gonnamake their own choices.
And middle school is differentbecause you need to progress
them through, but once you getto high school it's a whole
different ball game, because nowit's every.
Every action and choice youmake affects you.
Speaker 1 (13:16):
So let me ask you this question, and let's just
keep it real.
I want you all to just be real,real, real.
How many people do you see inyour classrooms not doing what
they're supposed to do and onthe phone?
Speaker 3 (13:29):
Well, for me personally it's not that many,
because I'm in acceleratedcourses.
Okay, I mean, most times, ifyou do see him there, II mean
they finished her before class.
I mean that's just, that's justthe reality for me.
I don't know about, I mean,some regular classic.
I've had probably one regularclass in gym and a few people
would be not working out, butokay, so what about?
Speaker 1 (13:51):
so what about the people?
So have you heard of stories ofpeople being disruptive in
their in classrooms by being ontheir phone?
Speaker 3 (13:58):
Not disruptive by being on their phone Playing
music Playing music.
Yeah, that's different.
I mean like if you don't gotheadphones, don't do it.
Speaker 1 (14:07):
So what I hear you doing arguing me is that kids
should be allowed to have theirphones in school out to have
their phones in school.
Speaker 3 (14:16):
I mean, yeah, you can't just put the power in the
teacher's hand every single timethat they decide to make a call
.
Because what if my phone's onthe desk like this, and it's out
so you guys can see it, andthey're like, oh, put the phone
away.
No one's even touched, it's noteven out.
Oh, give me the phone now,because you're going to be
disrespectful.
So now you're putting all thepower in the teacher's hand.
And what if they have a powertrip and make the call
(14:36):
themselves?
Speaker 1 (14:37):
So you said teachers have power trips.
Speaker 3 (14:39):
Some do so.
How do you deal with that?
You can't deal with it becausethey hold the power.
Now, If you give them the power, they have to decide what to do
with it.
So when you basically give themownership of every single kid
in the classroom's phone, that'swhat you're doing.
You're giving each teacher theright to possess each student's
phone in that classroom.
Speaker 1 (14:58):
But I don't think, from what I heard from the other
group, that that's what theywere saying.
They were just saying they wereasking people to put the phone
away, and if they didn't put itaway, then they were going to
send them to the office and letthe office deal with them.
Speaker 3 (15:11):
They say put it away.
Okay, now give it to me.
Speaker 1 (15:14):
I've never heard at high school they were going to
take them.
Speaker 3 (15:17):
Yes, they're going to take them.
Speaker 1 (15:18):
Okay, so maybe you guys may have more information
than me.
Then they should.
Speaker 3 (15:22):
I'm all for taking them.
Speaker 1 (15:23):
Take the phone.
Kids don't need phones in theschool because they're
disruptive and it stops themfrom doing what they want to do.
Speaker 3 (15:29):
You know how many calls they get from this guy
while I'm in school.
Speaker 1 (15:32):
I mean, hey, you guys have been able To have your
phones In school.
He called me Multiple timesEach day.
You guys have been able To.
Hey, look, you guys have beenable To have.
You guys have been able To havephones, that's just like Asking
the teacher.
Speaker 2 (15:46):
Can I use the restroom?
Speaker 3 (15:48):
No.
Speaker 2 (15:49):
And they say no, like what are you supposed?
What would you say, coach K?
Speaker 1 (15:53):
Well, I don't.
I mean in my experience beingin schools, I don't just
necessarily say no right.
Speaker 3 (15:59):
But he's saying if you were the student and you had
to pee real bad and you said,can I use the bathroom, they'd
just say no, for no reason.
Speaker 1 (16:04):
Yeah, I mean, but I wouldn't do that.
So he asked me what I would sayI wouldn't do that.
Speaker 3 (16:07):
If you were a student , not if you were the teacher.
Speaker 1 (16:17):
If you react?
Oh, how would I react as astudent?
Which phase?
Of my life, you talking aboutmy high school phase, or my
college phase, or now I know so.
So the high school phase I wasvery militant, and so it would
probably have been a challengebut, we also had teachers when I
was in high school that allowedfor folks to go to the restroom
.
Now, if you were abusing, ifyou're abusing the opportunity
(16:41):
of going to the restroom, then Ican see it being a problem.
But like, yeah, like I wouldlet them go to answer your
question.
So it sounds like you guysaren't happy about this phone
thing but, like I said, it's notreally a problem for me.
Speaker 3 (16:55):
but I know it's going to be a't happy about this
phone thing but, like I said,it's not really a problem for me
, but I know it's going to be aproblem for a lot of people.
Speaker 2 (17:00):
Are we allowed to have AirPods in?
Speaker 1 (17:02):
Ooh, somebody asked earlier today.
They said what about theAirPods?
I don't know, but if it was meI would say take them all out
Earphones, airpods, headphones,you don't need them Study.
Speaker 3 (17:14):
Now back to this.
He always got his AirPods in,though.
Speaker 1 (17:17):
Hey, I am not 24-7 AirPods in his ear.
I'm not a 17-year-old highschool student either.
Speaker 3 (17:22):
Just saying we all got stuff to learn.
You're absolutely right.
Speaker 1 (17:28):
And you can't learn it and you can't hear nothing
with them AirPods in, hey.
So let me explain something toyou.
Most of to an audiobook, oh wow.
Or killer mike oh yeah, he putme on in the car, hey, killer
mike album is one of the bestalbums out this year.
Who wants to?
Speaker 3 (17:44):
debate me on that one .
He forgot who is.
He dropped, and travis droppedwho.
Who is uh travis?
Speaker 2 (17:49):
is terrible.
Okay, I didn't like eitheralbums.
Speaker 3 (17:51):
I'm just trying.
I'm giving him grief who is uzilouis?
Speaker 1 (17:55):
I don't even like either album.
I'm just trying.
I'm giving him grief.
Who is Uzi Uzi Vert?
I don't even like the name.
They were terrible albums.
You can hang it up.
He cannot, I mean, listen tothe actual content.
Speaker 2 (18:05):
Yeah, I don't like the name.
Yeah, listen to the actualcontent of.
Speaker 1 (18:09):
Killer Mike.
Listen to the actual content.
You've got to know the content.
I mean it's speaking knowledge,knowledge of self, into you,
yeah I still got that.
Speaker 2 (18:26):
He talked about the uh, what the police did back in
the 80s.
We kill a mic.
Speaker 1 (18:32):
Yeah, yeah, man, that really hit me.
We listened to that On the rideup to Indy.
Yeah, so If you guys had thechance To speak to the school
board or any other schoolcorporation About things that
you would want changed In theschool, what would it be?
Speaker 2 (18:51):
You can't really change the graduation rate.
I mean you can.
But removing cell phones Is notgoing to help.
It's going to aggravate thestudents.
It's going to cause more issues.
I just don't think it's a goodidea.
They don't do that in college,do they?
Some professors?
Speaker 3 (19:07):
might say no phones in my classroom.
Speaker 1 (19:08):
And what are you going to tell them?
No, oh no.
You know why?
Because they're going to tellyou no, oh, no, oh.
You know why?
Because they're going to tellyou you can't come.
You can't come here, I can'tget your grade.
Speaker 2 (19:17):
Yeah.
Speaker 1 (19:18):
You know it's a process.
We're teaching you for reallife.
Richmond is teaching you forreal life right now College life
.
Speaker 3 (19:24):
Well, it depends, though, because a lot of
colleges are having issues whereeven getting students to come
realizing they're not eventhinking that college is worth
it at this point.
It's always gonna be apush-pull with this conversation
yeah.
I think that rich we need tounderstand that the power of the
(19:47):
cell phone is only limited tohow much access you give to it,
and that's what they're tryingto fight for.
That's why they're taking themaway.
But if you don't put the powerin the hands of the students,
then you strip them of thatpower.
Then how are they really goingto feel?
Speaker 1 (20:08):
Man, let me tell you something.
What I'm saying to you isstudents should have cell phones
.
In there, you're talking aboutthe power structure.
Students shouldn't have cellphones.
You know why?
Because it prohibitsprogression in learning.
Speaker 3 (20:23):
It can't, though, if it can be used as a learning
device.
Speaker 1 (20:26):
It can be Absolutely.
Speaker 3 (20:27):
So then you prohibit a learning device, but are
students using it as a learningdevice.
Speaker 1 (20:32):
Some do.
Speaker 3 (20:32):
I know I've used it to turn.
A lot of teachers have used itto turn assignments in.
Take a picture on your phone,turn, upload this assignment.
So now what do those teachersdo?
Speaker 1 (20:44):
because I mean the laptops we don't, or they're
garbage.
So that's absolute garbage.
So that's one thing you got toask for is new technology.
Speaker 3 (20:48):
So if they're going to strip us of the advanced
technology and they're going togive us prehistoric dinosaur
stuff, how are we going to?
How are we?
We gonna function in a schoolor in life where technology
continues to advance if we don'thave access to it?
Speaker 1 (21:04):
I can't speak for those folks, but what I'm gonna
say to you is I just said to youhey, if there was something you
want to change?
If there's something you wantto change, what would you say to
them?
I want them to?
Speaker 3 (21:19):
How do I say this?
They need to consult withstudents.
They need to bring students inConsult with students.
Yes, they need to consult withstudents If they want it to be a
community school Make it acommunity.
Let every member of thecommunity, every member of the
community, speak for what theywant, instead of just having
(21:40):
those meetings when they'resecluded in the room and nobody
else is allowed.
Speaker 2 (21:46):
That doesn't happen often.
It doesn't happen often.
Speaker 3 (21:50):
I've only been invited once and I wasn't able
to share my opinions.
I was able to share what theyasked me to share, which is a
porn, exactly.
Speaker 1 (21:57):
But let's be clear School board meetings are public
meetings that happen everyother Wednesday and you can go
and you can.
There's a comment portion ofthere, so you can go and you can
provide commentary for three tofive minutes.
Speaker 3 (22:13):
Everything I just said is in three to five minutes
length.
So now I got to go every otherWednesday to every single
meeting with a docket.
Speaker 1 (22:20):
Until something gets accomplished apparently.
Speaker 3 (22:23):
Nah, man, if they want a community school, then
they need to console thecommunity.
Speaker 1 (22:29):
What do you think about that?
De'arian Hicks?
Speaker 2 (22:34):
I think school boards should.
They should like think, notthink like a student, but bring
some students in and get theinside scoop on what the school
really needs from a learningstandpoint, because they're
teaching they don't really knowwhat we like, what we want and
how learning can make.
(22:55):
They can make learning fun.
They don't have to just putyour head in the textbook.
You know what I'm saying.
They could use different waysand different skills to learn.
And seating charts gotta go.
I don't know, unless you'reJavon or Mizell.
You know what I'm saying.
Speaker 1 (23:17):
He called him out on public.
He called him out in the air.
Had to.
Speaker 2 (23:23):
But unless you're two knuckleheads seeding from other
sides of the room.
But yeah, I think seedingcharts are terrible and I think
seniors should be able to picktheir own locker.
Speaker 1 (23:34):
By the way, that's a, so just know that process is so
difficult.
The locker process.
Speaker 3 (23:42):
I mean, yeah, you should have seen it on.
Was it Monday?
I was in there.
All of the lockers were jackedup right now.
Speaker 1 (23:48):
Yeah, it's like five, six, seven, 800 lockers.
I mean they can't just say gopick a locker, because then now
they got to give you thecombination.
Speaker 3 (23:55):
Then they got to tally it off, so nobody can have
that locker.
Speaker 1 (23:58):
Yeah, that's right.
Speaker 3 (23:59):
They just put it into a system and it just
automatically aligns by names.
It's hard.
Speaker 1 (24:06):
Anything else you, gentlemen, want to share with us
.
Speaker 3 (24:13):
I said all there is to say what's the best now?
Speaker 1 (24:16):
So what's the next move?
You going to go talk to theschool board, the four of you?
Speaker 3 (24:19):
They should come talk to us.
Speaker 2 (24:23):
Nah, they're not gonna listen.
There's no point.
I'm a senior, I'm about tograduate.
Speaker 1 (24:27):
So what about your brothers and people coming
behind you?
Speaker 2 (24:31):
D Street.
I don't know you gonna have tolive how I live, I guess.
Speaker 1 (24:39):
Alright, out of the mouth of Bay.
We are back out of the mouth of babes, our future
leaders.
We are here with two gentlementhat we've had on the show
before and today we're talkingabout in this part of the
episode.
We're talking about music,we're talking about sports,
we're talking about school.
(00:25):
We're talking about it all.
Greatest, greatest, greatest,greatest rapper of all time Hit
me, Hit me, Hit me Tink.
Speaker 2 (00:33):
Kevin goes first.
No, it goes down the line.
Speaker 1 (00:40):
I mean of all time, the greatest rapper of all time.
Speaker 3 (00:47):
All time, or bro?
I got different categories bro.
Speaker 1 (00:51):
All time.
Speaker 3 (00:54):
I mean statistically, it's Tupac or Biggie, All right
.
Speaker 1 (00:58):
What about you?
Speaker 2 (01:00):
I wasn't alive back then, back in the 90s and 80s,
so all that really came.
Oh, you going to cop out, soyou don't know anybody from.
Speaker 1 (01:06):
I wasn't alive back then Back in the 90s and 80s, so
I really can't you going to copout.
So you don't know anybody.
So what about the greatest?
Speaker 2 (01:15):
rapper alive right now.
You could say Jay-Z.
You could say Ye.
I want you to pick someone.
Speaker 1 (01:20):
Stand on something.
My goat.
Speaker 3 (01:22):
Who is your goat Aubrey Graham.
Drake, drake, drake, drake,drake Of course, is Drake not
the greatest?
No, drake is the greatest,drake is for softies.
Speaker 2 (01:35):
What.
Speaker 1 (01:36):
Drake got it all.
Speaker 2 (01:37):
Drake J Cole.
No, Drake J Cole is not thegreatest of our generation.
Speaker 1 (01:43):
What would you say, Kevin?
Speaker 3 (01:45):
Of our generation, it's got to be Kendrick.
Speaker 1 (01:49):
You know, kendrick.
Speaker 2 (01:50):
Yeah.
Speaker 1 (01:51):
Lyrics.
Speaker 3 (01:52):
Bars, he got double entendres on top of double
entendres, but he's not Drake.
How many double entendres Drakedid?
Drake still flows, that's mygoat.
Speaker 1 (02:06):
Everybody has their own goat.
I respect that.
So I'm shocked that you guysaren't mentioning Hov, because
Hov is a great.
We get a weakness.
You got to see this, yeah, yeah, we just had a little bit in
our ear going on a little music,but I'm surprised you guys
(02:28):
aren't mentioning Hov.
Did you see what he did to thatDJ Khaled song?
God did, oh yeah, tore thatsong up.
Speaker 3 (02:36):
God did, they ain't believing us.
Speaker 2 (02:41):
God did.
I like that song for real, theyain't believing us.
Speaker 1 (02:45):
We should get some shirts for real, they ain't
believing us.
We should get some shirts andsay they ain't believing us.
Speaker 2 (02:49):
I'll wear it.
You will.
Yeah what you wearing Kev.
You know Kev will.
Speaker 3 (02:53):
Kev always walks around Saying God damn All day
long, alright.
Speaker 1 (03:02):
Here it is, it's coming, it's coming, it's coming
, it's that heat.
Speaker 2 (03:10):
I don't really care who I believe, because I'm
playing.
Speaker 1 (03:20):
Yes, yes, yes, that guy did.
You guys are all footballplayers.
Right, tell me about yourfavorite football team college
or NFL NFL team go first.
Speaker 3 (03:36):
I'll go first.
Speaker 2 (03:37):
Jacksonville Jaguars.
Speaker 1 (03:38):
Jacksonville Jaguars.
Speaker 2 (03:41):
Man, that's a mean day didn't y'all pass on jaylen
carter?
Speaker 1 (03:47):
yeah we didn't need him y'all didn't need him no,
what we did?
Did you hear me?
Speaker 2 (03:55):
we did not need him we didn't need, you didn't need
the best defensive player in thedraft we didn't need him.
Wow, man, that's that's, that'sjust disrespectful.
We didn't need him we got.
Speaker 1 (04:05):
That's just Disrespectful.
We didn't need him.
We got who we got.
Speaker 2 (04:07):
He would've came out and started.
Speaker 1 (04:10):
We got who, we got what about you, kevin?
Speaker 3 (04:15):
I don't know.
I'm playing.
I'm playing.
See his face.
I'm playing.
Go Bears.
Speaker 1 (04:20):
Go Bears, cause he was about to stay In the studio
tonight.
He's gonna be.
He's gonna stay in the studiotonight.
He's going to be.
He's going to be on the.
His bed was going to be thepodcast table.
Oh, wow, yeah, he was going toleave me here.
I was going to leave you in thestudio.
The Bears, the Bears and theBears the best college team.
(04:40):
What's the best college team?
Speaker 3 (04:43):
Go Irish, notre Dame.
Speaker 2 (04:45):
Okay, I can't say nothing.
I'm in Indiana right now, can'tmake no faces right now.
Speaker 1 (04:51):
You can't, yeah, I can't do it.
Speaker 2 (04:54):
Yeah, go Irish, I got to be on my best behavior Go
Irish, but the best college team.
Speaker 3 (05:00):
Oh, the best is always Georgia.
Speaker 2 (05:02):
Georgia, Alabama.
Speaker 1 (05:07):
Have you been to a Notre Dame football game?
No, oh, we got to go do it.
It's hype.
Have you been to a Notre Damefootball game, have you guys?
Oh man, we got to go do it.
Speaker 3 (05:15):
It's so hype.
Speaker 1 (05:16):
It is the greatest experience ever.
Speaker 3 (05:19):
Just walking around the campus is a game changer.
Speaker 1 (05:21):
Hey, I'm telling you it will blow your mind.
We need to figure it out.
We need to figure it out.
We need to figure that out.
And the first game they play inHBCU school I think it's
Tennessee State, or TennesseeState, I think.
So that's going to be packed,but anyway, we need to check
that out.
You guys had the opportunity weall have had the opportunity of
(05:43):
seeing Deion Sanders and whathe's done for Jackson State
University, the home of theSonic Boom of the South.
You guys don't know much aboutthe band, but Jackson State is
well known for its band and theycall themselves the Sonic Boom
of the South, but he's been ableto turn the football program
(06:04):
around.
You guys have seen TikToks andvideos of Deion.
Is there something that he saidor you've seen that caught your
attention, or something thatyou're like man, this dude's
alright or this dude's crazy, orhe remind me of somebody I know
.
Speaker 3 (06:19):
Yeah, he said look good, play good, look good, play
good.
He was at a go-tang on.
Speaker 2 (06:26):
I like that.
He believes in like everythinghe does.
He just believes Like when hetransferred from Jackson State
to Colorado, that was bigbecause they had like the number
one.
It was like number one in thetransfer portal with a lot of
athletes going in to Colorado.
But yeah, I like what he'sdoing.
(06:49):
He's a big inspiration in thecollege football community right
now.
Speaker 1 (06:53):
You talk about big inspirations in the college
football community or even thefootball community.
Is there anybody else out therethat are big inspirations,
people that you guys admire orrespect on what they've done for
football in general?
Uh, at the college or the highschool or even at the
professional level?
Speaker 3 (07:14):
there are dude in this room, so every dude in this
room.
Speaker 2 (07:18):
I said there's a dude in this room yeah, I like what
coach kev has done In thecommunity.
Bubble dog face.
Since Hub League.
Oh, since Hub League, since.
Speaker 3 (07:31):
Hub League, when the great Rice, the Indy you brought
, Every kid from Richmond Tocome play football.
Speaker 2 (07:37):
And then Most of us stuck with it.
A lot of us, or a lot of them,hard headed, but Most of us
stuck with it.
Speaker 1 (07:43):
So, man, we had some fun back in the day taking those
early Saturday and Sundaymorning trips to Indianapolis,
competing against some of thebest across the state.
I remember that.
I remember we went to Ohio.
Remember we played over in Ohioand I don't know where we were,
but I know we had to be thereat like 7.30 in the morning and,
(08:04):
man, we carpooled up.
Usually at that time in thefall, 7.30 in the morning, it's
like 50 degrees outside.
We'd be out there, the dude'son the field, we're out there
freezing.
We had a lot of folks that puta lot of work in with the league
.
I know that they're workingright now to get third and
(08:27):
fourth grade tackle back,because that's something that
most places do.
What do you guys think aboutthat?
I know that they stopped it andthey moved it to flag, but you
know what are your thoughts onthird and fourth grade tackle?
Speaker 3 (08:43):
I got a pretty based opinion here.
Flag, I mean, it just ruins thefundamentals of the game.
Speaker 1 (08:50):
Flag does.
Yeah, oh wow, it's because it'snot very real.
What about you, Tink?
Speaker 2 (08:57):
Oh yeah, of course you can see how the Richmond
community has changed over thetime since they changed that.
You can see like we used to beso good and physical and now
it's like kids just stop playingfootball.
I feel like they don't reallylike hitting Like I just they
(09:21):
don't really love it no more.
They grew out of it.
They don't just want to go playbasketball on something that's
really not as hard, hard felt.
Speaker 1 (09:30):
So we talked to.
I talked to the other groupabout some things that were some
new changes in the school.
I heard about them.
They just told me, I justlearned about them.
Where have I been?
Like I didn't know.
Nobody told me.
I just learned about them.
Where have I been?
Like I didn't know, nobody toldme.
I'm excited for them.
I'm excited for cell phonepolicy.
I don't think kids have phonesin schools.
(09:52):
I'm sorry.
What are your thoughts?
what happens in an emergency ah,here you go with that.
You know I got an answer foreverything.
What's?
Speaker 3 (10:00):
the answer?
What's the answer?
Speaker 1 (10:01):
so what happens in an emergency situation, if it's an
emergency school shooteremergency so then, what they
will do is they will put theschool on lockdown, and then
there's people in the officethat will notify the appropriate
people what are you going to do?
statistically speaking, lockdownsystems don't work
statistically, and again, I'mnot going to argue that because
I don't have the data in frontof me.
(10:22):
But what I will tell you isthat I do know that the system
of lockdowns has worked,particularly in this community,
a once, once, and that wasbecause of a premature call.
Yeah, but that was a situation.
You're right, it was apremature call, but you were
able to lock the school down andtransition from that.
(10:45):
But what I'm saying is, whatare you going to do if somebody
came into school?
Who are you going to call yourparents?
Speaker 3 (10:51):
What are your parents going to do?
I mean, there can be more callsmade to 911.
Speaker 1 (10:57):
More calls to 9-1-1 is not gonna get anybody there
faster.
Speaker 3 (10:59):
You don't know that.
What if?
What if?
What if a kid has moreinformation than the person up
front?
Does that's just what, it's all.
Speaker 1 (11:06):
What if it's all it's , it's all happenstance, but
still yeah, but the reality ofit is that's a very weak
argument to keep your phone sogive me another one, one.
Speaker 3 (11:15):
I mean, I don't really care to keep the phone,
it's not an issue for me, I know.
Speaker 1 (11:18):
Give me another one.
I want to hear why you thinkkids should have their phone in
the classroom.
Oh, I don't hear anything.
Can you give me that silentsound?
Speaker 2 (11:30):
Wah, wah, wah wah whatever that is.
What's that?
We about to get it, whateverthat is.
Speaker 3 (11:39):
I mean cuz, who pays for it?
Oh, now we go try to, so I'mjust saying but like you're a
thing they didn't take it big.
But they're saying they will,yeah, but you can't.
I mean I you can't, you can'tjust okay handing over
properties because you said so.
It doesn't really.
Speaker 1 (11:59):
It's probably a little different for high
schoolers who have jobs and payfor their phone, but, as I
described to them in middleschool, what we did was first
time we tell you to put it away.
Second time we take it and youpick it up at the end of the day
.
The third time your parents gotto come get it.
The third time your parents gotto come get it.
The fourth time your parentsgot to come get it and there's
another consequence.
But then the next time afterthat you turn your phone in when
(12:22):
you get to school in themorning, to the office, and the
office holds your phone For therest of the year.
Speaker 2 (12:29):
No for the day.
They do that for the rest ofthe year.
Yeah, wow, yeah, seriousbusiness, okay.
But here's what I would do, orhere's my thoughts on the whole
phone situation, though I thinkme personally if you got your
(12:50):
work, class work done, yourclass work done, I think you
should be able to go on yourphone.
That's what I think, yeah, butyou have to.
Speaker 3 (12:56):
You you have to like, have enough respect for the
young adults that they're gonnamake their own choices.
And middle school is differentbecause you need to progress
them through, but once you getto high school it's a whole
different ball game, because nowit's every.
Every action and choice youmake affects you.
Speaker 1 (13:16):
So let me ask you this question, and let's just
keep it real.
I want you all to just be real,real, real.
How many people do you see inyour classrooms not doing what
they're supposed to do and onthe phone?
Speaker 3 (13:29):
Well, for me personally it's not that many,
because I'm in acceleratedcourses.
Okay, I mean, most times, ifyou do see him there, II mean
they finished her before class.
I mean that's just, that's justthe reality for me.
I don't know about, I mean,some regular classic.
I've had probably one regularclass in gym and a few people
would be not working out, butokay, so what about?
Speaker 1 (13:51):
so what about the people?
So have you heard of stories ofpeople being disruptive in
their in classrooms by being ontheir phone?
Speaker 3 (13:58):
Not disruptive by being on their phone Playing
music Playing music.
Yeah, that's different.
I mean like if you don't gotheadphones, don't do it.
Speaker 1 (14:07):
So what I hear you doing arguing me is that kids
should be allowed to have theirphones in school out to have
their phones in school.
Speaker 3 (14:16):
I mean, yeah, you can't just put the power in the
teacher's hand every single timethat they decide to make a call
.
Because what if my phone's onthe desk like this, and it's out
so you guys can see it, andthey're like, oh, put the phone
away.
No one's even touched, it's noteven out.
Oh, give me the phone now,because you're going to be
disrespectful.
So now you're putting all thepower in the teacher's hand.
And what if they have a powertrip and make the call
(14:36):
themselves?
Speaker 1 (14:37):
So you said teachers have power trips.
Speaker 3 (14:39):
Some do so.
How do you deal with that?
You can't deal with it becausethey hold the power.
Now, If you give them the power, they have to decide what to do
with it.
So when you basically give themownership of every single kid
in the classroom's phone, that'swhat you're doing.
You're giving each teacher theright to possess each student's
phone in that classroom.
Speaker 1 (14:58):
But I don't think, from what I heard from the other
group, that that's what theywere saying.
They were just saying they wereasking people to put the phone
away, and if they didn't put itaway, then they were going to
send them to the office and letthe office deal with them.
Speaker 3 (15:11):
They say put it away.
Okay, now give it to me.
Speaker 1 (15:14):
I've never heard at high school they were going to
take them.
Speaker 3 (15:17):
Yes, they're going to take them.
Speaker 1 (15:18):
Okay, so maybe you guys may have more information
than me.
Then they should.
Speaker 3 (15:22):
I'm all for taking them.
Speaker 1 (15:23):
Take the phone.
Kids don't need phones in theschool because they're
disruptive and it stops themfrom doing what they want to do.
Speaker 3 (15:29):
You know how many calls they get from this guy
while I'm in school.
Speaker 1 (15:32):
I mean, hey, you guys have been able To have your
phones In school.
He called me Multiple timesEach day.
You guys have been able To.
Hey, look, you guys have beenable To have.
You guys have been able To havephones, that's just like Asking
the teacher.
Speaker 2 (15:46):
Can I use the restroom?
Speaker 3 (15:48):
No.
Speaker 2 (15:49):
And they say no, like what are you supposed?
What would you say, coach K?
Speaker 1 (15:53):
Well, I don't.
I mean in my experience beingin schools, I don't just
necessarily say no right.
Speaker 3 (15:59):
But he's saying if you were the student and you had
to pee real bad and you said,can I use the bathroom, they'd
just say no, for no reason.
Speaker 1 (16:04):
Yeah, I mean, but I wouldn't do that.
So he asked me what I would sayI wouldn't do that.
Speaker 3 (16:07):
If you were a student , not if you were the teacher.
Speaker 1 (16:17):
If you react?
Oh, how would I react as astudent?
Which phase?
Of my life, you talking aboutmy high school phase, or my
college phase, or now I know so.
So the high school phase I wasvery militant, and so it would
probably have been a challengebut, we also had teachers when I
was in high school that allowedfor folks to go to the restroom
.
Now, if you were abusing, ifyou're abusing the opportunity
(16:41):
of going to the restroom, then Ican see it being a problem.
But like, yeah, like I wouldlet them go to answer your
question.
So it sounds like you guysaren't happy about this phone
thing but, like I said, it's notreally a problem for me.
Speaker 3 (16:55):
but I know it's going to be a't happy about this
phone thing but, like I said,it's not really a problem for me
, but I know it's going to be aproblem for a lot of people.
Speaker 2 (17:00):
Are we allowed to have AirPods in?
Speaker 1 (17:02):
Ooh, somebody asked earlier today.
They said what about theAirPods?
I don't know, but if it was meI would say take them all out
Earphones, airpods, headphones,you don't need them Study.
Speaker 3 (17:14):
Now back to this.
He always got his AirPods in,though.
Speaker 1 (17:17):
Hey, I am not 24-7 AirPods in his ear.
I'm not a 17-year-old highschool student either.
Speaker 3 (17:22):
Just saying we all got stuff to learn.
You're absolutely right.
Speaker 1 (17:28):
And you can't learn it and you can't hear nothing
with them AirPods in, hey.
So let me explain something toyou.
Most of to an audiobook, oh wow.
Or killer mike oh yeah, he putme on in the car, hey, killer
mike album is one of the bestalbums out this year.
Who wants to?
Speaker 3 (17:44):
debate me on that one .
He forgot who is.
He dropped, and travis droppedwho.
Who is uh travis?
Speaker 2 (17:49):
is terrible.
Okay, I didn't like eitheralbums.
Speaker 3 (17:51):
I'm just trying.
I'm giving him grief who is uzilouis?
Speaker 1 (17:55):
I don't even like either album.
I'm just trying.
I'm giving him grief.
Who is Uzi Uzi Vert?
I don't even like the name.
They were terrible albums.
You can hang it up.
He cannot, I mean, listen tothe actual content.
Speaker 2 (18:05):
Yeah, I don't like the name.
Yeah, listen to the actualcontent of.
Speaker 1 (18:09):
Killer Mike.
Listen to the actual content.
You've got to know the content.
I mean it's speaking knowledge,knowledge of self, into you,
yeah I still got that.
Speaker 2 (18:26):
He talked about the uh, what the police did back in
the 80s.
We kill a mic.
Speaker 1 (18:32):
Yeah, yeah, man, that really hit me.
We listened to that On the rideup to Indy.
Yeah, so If you guys had thechance To speak to the school
board or any other schoolcorporation About things that
you would want changed In theschool, what would it be?
Speaker 2 (18:51):
You can't really change the graduation rate.
I mean you can.
But removing cell phones Is notgoing to help.
It's going to aggravate thestudents.
It's going to cause more issues.
I just don't think it's a goodidea.
They don't do that in college,do they?
Some professors?
Speaker 3 (19:07):
might say no phones in my classroom.
Speaker 1 (19:08):
And what are you going to tell them?
No, oh no.
You know why?
Because they're going to tellyou no, oh, no, oh.
You know why?
Because they're going to tellyou you can't come.
You can't come here, I can'tget your grade.
Speaker 2 (19:17):
Yeah.
Speaker 1 (19:18):
You know it's a process.
We're teaching you for reallife.
Richmond is teaching you forreal life right now College life
.
Speaker 3 (19:24):
Well, it depends, though, because a lot of
colleges are having issues whereeven getting students to come
realizing they're not eventhinking that college is worth
it at this point.
It's always gonna be apush-pull with this conversation
yeah.
I think that rich we need tounderstand that the power of the
(19:47):
cell phone is only limited tohow much access you give to it,
and that's what they're tryingto fight for.
That's why they're taking themaway.
But if you don't put the powerin the hands of the students,
then you strip them of thatpower.
Then how are they really goingto feel?
Speaker 1 (20:08):
Man, let me tell you something.
What I'm saying to you isstudents should have cell phones
.
In there, you're talking aboutthe power structure.
Students shouldn't have cellphones.
You know why?
Because it prohibitsprogression in learning.
Speaker 3 (20:23):
It can't, though, if it can be used as a learning
device.
Speaker 1 (20:26):
It can be Absolutely.
Speaker 3 (20:27):
So then you prohibit a learning device, but are
students using it as a learningdevice.
Speaker 1 (20:32):
Some do.
Speaker 3 (20:32):
I know I've used it to turn.
A lot of teachers have used itto turn assignments in.
Take a picture on your phone,turn, upload this assignment.
So now what do those teachersdo?
Speaker 1 (20:44):
because I mean the laptops we don't, or they're
garbage.
So that's absolute garbage.
So that's one thing you got toask for is new technology.
Speaker 3 (20:48):
So if they're going to strip us of the advanced
technology and they're going togive us prehistoric dinosaur
stuff, how are we going to?
How are we?
We gonna function in a schoolor in life where technology
continues to advance if we don'thave access to it?
Speaker 1 (21:04):
I can't speak for those folks, but what I'm gonna
say to you is I just said to youhey, if there was something you
want to change?
If there's something you wantto change, what would you say to
them?
I want them to?
Speaker 3 (21:19):
How do I say this?
They need to consult withstudents.
They need to bring students inConsult with students.
Yes, they need to consult withstudents If they want it to be a
community school Make it acommunity.
Let every member of thecommunity, every member of the
community, speak for what theywant, instead of just having
(21:40):
those meetings when they'resecluded in the room and nobody
else is allowed.
Speaker 2 (21:46):
That doesn't happen often.
It doesn't happen often.
Speaker 3 (21:50):
I've only been invited once and I wasn't able
to share my opinions.
I was able to share what theyasked me to share, which is a
porn, exactly.
Speaker 1 (21:57):
But let's be clear School board meetings are public
meetings that happen everyother Wednesday and you can go
and you can.
There's a comment portion ofthere, so you can go and you can
provide commentary for three tofive minutes.
Speaker 3 (22:13):
Everything I just said is in three to five minutes
length.
So now I got to go every otherWednesday to every single
meeting with a docket.
Speaker 1 (22:20):
Until something gets accomplished apparently.
Speaker 3 (22:23):
Nah, man, if they want a community school, then
they need to console thecommunity.
Speaker 1 (22:29):
What do you think about that?
De'arian Hicks?
Speaker 2 (22:34):
I think school boards should.
They should like think, notthink like a student, but bring
some students in and get theinside scoop on what the school
really needs from a learningstandpoint, because they're
teaching they don't really knowwhat we like, what we want and
how learning can make.
(22:55):
They can make learning fun.
They don't have to just putyour head in the textbook.
You know what I'm saying.
They could use different waysand different skills to learn.
And seating charts gotta go.
I don't know, unless you'reJavon or Mizell.
You know what I'm saying.
Speaker 1 (23:17):
He called him out on public.
He called him out in the air.
Had to.
Speaker 2 (23:23):
But unless you're two knuckleheads seeding from other
sides of the room.
But yeah, I think seedingcharts are terrible and I think
seniors should be able to picktheir own locker.
Speaker 1 (23:34):
By the way, that's a, so just know that process is so
difficult.
The locker process.
Speaker 3 (23:42):
I mean, yeah, you should have seen it on.
Was it Monday?
I was in there.
All of the lockers were jackedup right now.
Speaker 1 (23:48):
Yeah, it's like five, six, seven, 800 lockers.
I mean they can't just say gopick a locker, because then now
they got to give you thecombination.
Speaker 3 (23:55):
Then they got to tally it off, so nobody can have
that locker.
Speaker 1 (23:58):
Yeah, that's right.
Speaker 3 (23:59):
They just put it into a system and it just
automatically aligns by names.
It's hard.
Speaker 1 (24:06):
Anything else you, gentlemen, want to share with us
.
Speaker 3 (24:13):
I said all there is to say what's the best now?
Speaker 1 (24:16):
So what's the next move?
You going to go talk to theschool board, the four of you?
Speaker 3 (24:19):
They should come talk to us.
Speaker 2 (24:23):
Nah, they're not gonna listen.
There's no point.
I'm a senior, I'm about tograduate.
Speaker 1 (24:27):
So what about your brothers and people coming
behind you?
Speaker 2 (24:31):
D Street.
I don't know you gonna have tolive how I live, I guess.
Speaker 1 (24:39):
Alright, out of the mouth of Bay.
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