October 26, 2024 • 22 mins
Can rigid school policies truly strike a balance between focus and freedom? Richmond High School students Xavier and join us for a lively debate that explores their school's cell phone policy. Xavier shares his first-hand experiences of how the policy aids his concentration but questions its impact on teachers. Meanwhile, Uvra offers a more nuanced perspective, suggesting a flexible approach that incorporates personal responsibility. Together, we dive into the intricacies of school rules and their real-world implications for both students and educators.
Our episode takes a thoughtful turn as we ponder the dance between student accountability and teacher responsibility. School policies often press teachers to maintain order, but where should the line be drawn when students are non-compliant? We thoughtfully discuss the realities of enforcing these rules and the importance of personal choice, especially in high-pressure environments like AP classes. Listeners will appreciate our balanced dialogue that recognizes the challenges teachers face and the role of personal responsibility in creating a productive learning atmosphere.
Beyond the classroom, the conversation shifts to the vibrant lives of our guests, offering a glimpse into their extracurricular passions. Youvraj and Xavier open up about their interests, from sports and music to school clubs, painting a picture of well-rounded students navigating both academic and personal growth. We also touch on the complexities of dress code policies, balancing self-expression with a respectful learning environment. This episode promises a captivating exploration of the multifaceted student experience, blending policy discussions with personal insights and anecdotes.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:06):
Welcome back to Out of the Mouth of Babes.
We are here.
I got two students in the houseand they came in here
specifically to debate with me.
I'm going to let them introducethemselves and then we're
getting right into it.
Speaker 2 (00:21):
I'm Xavier.
I go to Richmond.
I'm a junior now.
That's weird.
Speaker 3 (00:27):
I'm in Uvra.
I'm Uvra.
I also go to Richmond HighSchool and I'm a 10th grader,
all right.
Speaker 1 (00:33):
So I you know, when I first start the conversation
with kids, I always ask themwhat do they want to talk about,
what do they want to come hereand express?
The first thing they said to methey wanted to have a
conversation about the dress.
I mean, I'm sorry about thecell phone policy.
Now I told them first up,straight up, we're going to have
(00:54):
a debate because I agree withit.
But they got some points thatthey want to make, so I'm going
to turn it over to them, I'mgoing to let them go.
Then I'm going to debate withthem.
I'm going to let them go.
Speaker 2 (01:03):
Then I'm going to debate with them.
Well, my own thoughts on thecell phone policy.
I think it's like I think it'sa good thing, but I think it's
like overdone is my opinion onit.
Because I think that there'sthings that are good, because I
think there was definitely a bigproblem with phones at schools
and I think that they were areally big distractor.
But I think that they kind ofwent a little too far, like you
(01:26):
know, threatening the teachersand like um, like with their
jobs, like I think like that'skind of pushing it, because I
understand that some teacherslike to really get teachers and
force that.
Maybe that was their likemotivator, but I think that it's
also sometimes it's like that'sa lot for a teacher to have to
control on top of everythingshe's already, or not she, but
they are already doing, likewhether that's, you know, giving
(01:47):
kids homework or making surethey're on task, and then you
have to add on, like the phone,and now it's like if someone
comes in and you know they justdidn't see someone was on their
phone and then now they're introuble and they got like
insubordination and things likethat.
So it sounds like you all forcell phone policy kind of I'm
(02:07):
not gonna lie, I mean I was alittle like hesitant going into
it, but I think, at least for mepersonally, it's helped me get
more work done because I'm notso focused like I'll put my
phone up, oh shoot, I'm notsupposed to have to stop because
I care about my teachers, youknow.
So I'm not trying to get theirjob in jeopardy over me.
Just, oh, we can't do thisclass right now.
Like, like I want to.
I'm trying to, you know, helpmy teachers out, and they don't
want to have to keep tellingeverybody to put their phone
(02:29):
away, as much as I don't want tohave to keep getting yelled at
for it.
So that's why I'm like well ifI just keep it away or keep it
upside down, like where I'm noteven looking at it, like it's
always in my phone case, like ifI'm a senior working on my work
.
So I mean I am kind of for it,I guess.
Speaker 1 (02:43):
What's up, UV?
I hear UV got some opposingarguments.
Let me hear them.
Speaker 3 (02:48):
I'd say it's kind of 50-50.
When it comes to the schoolthing, I believe that phones are
like a bit of a distraction,but to some extent it's okay.
Like, for example, it's notfair for me because I mostly do
all my classwork inside schooland I'm usually done and stuff
and I want a break and stuff.
So, like teachers, don't let medo that.
(03:08):
I don't think that's fair.
I think there should be likesome like limits or stuff like
that, so that students can stilluse their phone even if they
have like their basic stuff done.
Speaker 1 (03:21):
So what I hear from both of you is that number one
you realize that the cell phoneswere a distraction.
Would you guys agree with that?
Yeah, 100% you realize thatsome of your peers abused the
cell phone policy.
Is that correct?
Speaker 2 (03:37):
yeah so and you realize that technically, if it
was a distraction, it washindering academic progress yes,
yeah, but I also agree with himon the thing that's like I mean
, we're both like higher, likewe both take honors classes and
I'm taking ab classes and solike even in my resource I'm not
allowed to have it out, even ifI had all my work done.
(03:57):
So it's like that's where it'slike really hard because, like
you have everything done andthere's a resource, so it's like
I'm not like I have like anyclasswork in that class.
So that's where it's like man,it's so hard.
Speaker 1 (04:07):
I just don't even know how y'all do it.
I mean back in the day, and Iknow y'all get tired of saying
that, but we just had to get abook and read it right, we just
had to get a book yeah, I meanmaybe I need to go check that
out, go get a little book fromthe library so what?
Speaker 3 (04:23):
I hear you saying is, but I also believe that you
know phones, like last yearduring class, like whenever I
had a question I could alwayslook it up on google and like
get quick knowledge on it.
Speaker 1 (04:33):
So so let me ask you this question like do they also?
You know again, it's myunderstanding that they provide
you guys these little blackthings that flip up with a
keyboard on it.
Is that accurate still?
Speaker 2 (04:47):
Yeah, and what is that called A Chromebook?
Speaker 1 (04:50):
A Chromebook.
So to your point, uv you.
Speaker 3 (04:55):
Raj.
But you can use your phone forlike a quick lookup or something
Chromebooks are like.
You have to open it up, type inthe password and stuff.
That's real hard so we'retalking convenience.
Speaker 2 (05:05):
Yeah, convenience, I mean I don't know, it is more
convenient.
I have to give them that it'squicker.
Speaker 1 (05:13):
Quicker, quicker.
So I hear you guys saying thatyou guys are in a lot more
academic courses and it couldhelp you in some of your
research.
Is that what I hear you saying?
Yeah, yeah.
But I also hear that you know,you realize that it is a
distraction for some of yourpeers.
Speaker 3 (05:35):
A lot of them.
It's a distraction for me aswell, yeah.
Speaker 1 (05:38):
Oh, you are.
What Did I get?
An omission of guilt.
Speaker 2 (05:42):
Maybe a slight one.
Speaker 1 (05:43):
A slight one.
Speaker 2 (05:45):
Something like that.
Speaker 1 (05:47):
So what I think I should be hearing from the two
of you?
It sounds like maybe you shouldgo to your administrators and
tell them you appreciate themcreating a cell phone policy.
Speaker 2 (06:00):
Yeah, I actually do.
I've actually talked to them Meand my mom have had this
conversation before that like Ido like that they enforce it.
I just don't necessarily likethe way they're enforcing it.
Like I just don't like thatthey're putting the teachers'
whole jobs in jeopardy.
Like I really am appreciativefor my teachers that are there,
and so a lot of these teachershave already been really
stressed, and then now they havethis new dress code that
they're already having to dealwith, like, and then add on more
(06:23):
stuff.
Speaker 1 (06:23):
So what it sounds like to me you know, I've worked
in schools for a couple yearsat least it sounds like the way
that the teachers are convincingyou guys to do what they're
supposed to do.
They're saying to you all andagain, not all teachers, but it
sounds like maybe one person,maybe two, maybe three have
communicated to you all thattheir jobs are in jeopardy if
(06:45):
you don't put your cell phonesaway.
Is that?
Speaker 2 (06:53):
Well, not necessarily in jeopardy, but they said that
they could get in trouble ifthere was an administrator, for
example, that was to come in andlet's say that the teacher had
not either enforced it or hadsaid something about them having
a phone out.
There's something along thoselines that they could have been
in, maybe trouble or somethinglike that.
Speaker 3 (07:06):
I don't feel like the teacher should be held
accountable for something thatthe student is responsible for.
Like that's not fair.
What if a student just beingreckless and ignorant and just
surfing their phone withoutcaring about what the teacher
has to say?
Speaker 2 (07:20):
but then at the end of the day to it is their
classroom.
That's where it's hard for me,because it's one of those
policies where it's like onpaper it sounds really nice, but
then sometimes in practice it'sa little difficult because it's
the teacher's classroom, sothey should be responsible for
what happens in it.
But then it's like I mean, yes,you want to hold them
accountable for holding thestudents accountable, but then
(07:41):
how do you do that if, let's say, the student?
I mean you can't make anybodydo anything.
So if the student's reallyrefusing, I mean they're gonna
have to send them to that theadministrative office.
And then they do.
You have the whole classroomrefusing.
Then you have to send the wholeclass, like you know, I mean
it's.
I feel like to an extent italso might just overwhelm, like
even the administrative office,like in, like our front of the
(08:02):
school yeah.
Speaker 1 (08:03):
So let me just give you my opinion on this.
So I don't think a teacher if ateacher has said that, I don't
think it's fair for them to sayyou need to comply or we're
going to get in trouble.
I mean, there are expectationsand guidelines in schools and
sometimes it's all it.
It's a board policy probablythat has been disseminated down
to the administration.
(08:24):
So and then which from theadministration down to the
teachers.
But there's also a process,right?
So if an administrator walksinto a classroom and sees Johnny
on the phone, the teacher's notgoing to immediately get in
trouble.
What most administrators willdo is that they'll say hey, put
your phone away, and then theymay have a conversation with the
(08:44):
teacher late, and they probablywon't even the first couple of
times.
Now if they go into the sameclassroom and the same?
Speaker 2 (08:50):
kids five or six times.
Speaker 1 (08:53):
Then, yeah, they're gonna tell, then they're gonna
have a conversation with theteacher.
So I don't, I don't think thata student shouldn't be held like
feeling you know, like I needto comply, because I don't want
miss so-and-so or mr so-and-soto get in trouble.
That's not how you changebehavior.
That's to me, to me.
If that's what's happening,it's manipulation.
That's just my ten cents.
Speaker 2 (09:11):
So I mean I don't know, but for me, at least
personally, it's a reinforce forme, because I mean I understand
that it is maybe in some othereyes it's like manipulation, but
at the same time it's like forme, even if it was granted you'd
also take that up with thestudent, for you know, having
the phone out multiple times,Like then, it's kind of less on
the teacher and on the studentfor being a repeat offender at
(09:33):
that point.
But like I think that for me,like I don't want to have to
even be putting my teachers in asituation where they could be
getting in trouble to start with, or even myself, I mean I don't
want to get in trouble either.
So it's like I don't know,maybe just making those
(09:54):
decisions which maybe there's agood thing for kids our age to
be making decisions, whetherthey want to choose to follow
the rule or you know get introuble for it.
Speaker 3 (09:57):
Me personally, I just don't want to lose my phone, so
that's why I don't get on soyou're gonna keep it real, huh
yeah, yeah you don't want tolose it, right?
Speaker 2 (10:04):
yeah, I'm keeping because, like first time they
give you a warning, second timethey take it away but like,
sometimes, like, even if it'slike music, like I feel like if
I just have my headphones in andlike it's not like I'm on my
phone, like picking songs, likeyou know these kids that do that
like they're in chains.
Speaker 3 (10:17):
They also do like a headphone policy and something
yeah like they.
Speaker 2 (10:20):
They make three wires , so it's have headphones or
your phone drink I still havemine in, I think.
Speaker 1 (10:25):
Oh, so that's some defiance.
Is that what I hear you?
Speaker 2 (10:28):
Raj I, I ain't gonna lie, I've had mine in a couple
times.
Oh, no but it's only when I'mnot like during like class time,
like I actually I've beentrying to follow as closely as I
could Like.
If a teacher's teaching me orif they're doing anything like
that, then I'm trying to like,if I'm like writing an essay, or
if I'm like, you know, readingnot reading, but like doing some
(10:50):
notes, just like some likehomework, like during my AP
resource, I feel like what's theharm of me listening to music
if I'm not bothering nobody?
It's not like nobody's teachingme at the moment.
Speaker 1 (10:58):
Did I hear you say what's the harm?
Yeah, what's the harm?
Speaker 3 (11:03):
The harm is that there only use music in my ears
when the teacher's not teaching.
Oh okay.
Speaker 2 (11:11):
See, that's what I'm saying, I mean, but who am I
hurting?
Speaker 3 (11:14):
Not myself, Not hurting anybody else except for
the school policy.
Speaker 1 (11:21):
So you guys are in a lot of ACP classes, AP classes.
Speaker 3 (11:26):
Me too.
Speaker 1 (11:27):
I said both of you guys are in there, right?
Yeah, yeah so I said you guysare in there, right, yeah, yeah.
So I said you guys are both inthose classes and so, um, we get
to get a little hecticsometimes.
There's a lot of course work,um, and are you telling me that
you will still sit there withyour headphones in and listen to
music?
Speaker 2 (11:44):
but it's like my free period I mean not free period,
it's an AP resource to work onwork, and that's what I'm doing
I'm working on work.
Speaker 3 (11:51):
I don't have no AP resource, but I can have them in
when nobody's talking to me andstuff.
Speaker 1 (11:56):
So you're going to do what you want to do.
Speaker 3 (11:59):
To some extent yes.
Speaker 1 (12:03):
Okay, so I'm just going to you know their names.
Speaker 2 (12:07):
You're looking out administrators because they're
going to do what they want to do.
I mean, I always comply.
If they tell me to take myheadphones out or put my phone
away, I'm going to do that.
Speaker 3 (12:14):
I haven't been told to take out my headphones.
I'm going to put out my phone.
Speaker 2 (12:18):
What class are you doing this in again?
Speaker 1 (12:22):
Don't start putting people out there.
We're not trying to talk aboutanybody.
I'm talking about me.
Speaker 3 (12:30):
I know trying to talk about anybody, I'm talking
about me.
Speaker 2 (12:32):
No, I'm saying he asked for the class and the
teacher.
Speaker 1 (12:33):
I don't want to put them out there.
Anything else you guys want todiscuss?
About what's going on?
Speaker 2 (12:39):
How do you feel about the new policy?
Like the dress code, they'redisenforcing it more.
How do you feel about that?
Speaker 3 (12:46):
It hasn't affected me yet, so I don't feel anything
about it.
Speaker 2 (12:49):
To an extent.
Extent I kind of agree withthat too, but I mean, honestly,
it's expected.
I'm not expected, but it's in.
It's kind of affected morepeople like outside of me, like
it's affected a lot of, you know, women, and I mean some men too
, but some people that, justlike, are choosing to express
themselves through clothing andthey're wearing like I mean
there's a lot of people thatwould over, are choosing to
express themselves throughclothing and they're wearing
like I mean there's a lot ofpeople that would overdo it,
(13:12):
like they'd wear what's called amidriff, I guess, and they'd
wear, like, basically, a bra,like I don't think that should
be allowed, but I think if it'slike not even showing their
belly button, it's like I mean,I guess it's short but like I
don't know.
I feel like, to an extent, ifyou're that worried about what
somebody else is wearing, thenmaybe you need to focus more on
yourself.
I don't agree with that.
Speaker 3 (13:32):
I mean like if the clothing is not offending any
other, like group of people andstuff, and if it's like somewhat
tolerable, I guess it's okay.
Speaker 2 (13:40):
Well, but no, but I mean like I don't know, Like I
definitely my own big thingabout it is like I kind of get
spaghetti strapped stuff, causelike I mean, I personally I'm
always like, well, what areshoulders Like?
I'm not looking to know.
What are shoulders Like?
Oh my god, they have theirshoulders out.
But at the same time it's likeI don't really want anybody you
know stretching like the rulesTo like, you know, cause kids
(14:01):
will do that, they'll takesomething and make it Be like
well, I, you, you know what Imean.
Speaker 1 (14:07):
So let's just throw some examples out.
Right, you know again, I'vebeen in a school once or twice
in my time.
You get a kid who's walkingaround with a hat on some dark
shades.
Speaker 2 (14:19):
It's scary, and I agree with you on that, and I'm
not saying that.
Why is?
Speaker 1 (14:24):
it scary.
Speaker 2 (14:26):
Well, let's be honest , oh, just keep it real, just
because at Dennis I mean noteven that a couple years ago,
like there was just thatshooting there and then it was
like also just all over America.
Speaker 3 (14:35):
And so with that all happening.
Speaker 2 (14:36):
I think that's not necessarily something you want
just freely around the school.
Speaker 3 (14:40):
Hats is not that big of a problem, but like
sunglasses like you can'tidentify a person's face if
they've got sunglasses on sothat can be like a safety issue.
Speaker 1 (14:49):
Absolutely so safety.
So what about these young menthat tend to walk around with
their pants sagging?
Speaker 2 (14:55):
Yeah, I never really got that one.
I don't do that, yeah, but I'veheard like they got something
against chains or something yeah.
I've heard that there's a newchain policy.
Wasn't there?
Speaker 3 (15:04):
Yeah well, I wear too many chains at school, chains
like necklaces I don't know,necklaces, or it's like the.
Speaker 1 (15:10):
The chains that hang from your hands.
Speaker 2 (15:13):
I don't know.
I mean, I get it.
Maybe if it got caught onsomething or something like that
.
Speaker 3 (15:17):
I wear too many chains.
I wear like two chains.
Speaker 2 (15:21):
Two chains.
Speaker 1 (15:22):
On your neck, yeah, so you walk around like Mr T you
know, he say so, we show himoff real quick.
Speaker 3 (15:28):
I don't have any on right now.
Speaker 2 (15:29):
Yeah, I don't either.
I don't.
I don't wear chains.
I mean, I want one, but I don'treally think if a chain does
have nothing like Derogatory oranything like messages on them
like that, like if, like as ifit's tucked in or something like
that, like what, what's theHarm in it?
Speaker 3 (15:42):
Well, what if you want to show it off?
It's not a big deal if it's notoffending anybody.
Speaker 2 (15:47):
I what if I'm offended because you got chains
on and I?
Speaker 3 (15:50):
don't got one on.
That sounds like a you problem.
Speaker 2 (15:54):
I mean I get that, but there's not.
I mean not necessarily me, butthere's kids that can't
necessarily have and the intentis not to offend anybody.
I don't know, I mean you can'treally blame somebody for not
having it like that.
I mean they just don't got itlike that.
I don't know.
My whole thing is.
I mean I think change should beallowed.
(16:15):
Um, I'm like 50, 50 on, likethe midriff, I don't a lot of.
They always push the rules waytoo far on them, like well
they're like.
Well, because if you allow it,if you don't force it heavily,
then a lot of kids will push itand like wear things that
clearly are like.
You probably shouldn't bewearing, that, like you know,
you're in a setting where you'retrying to be sitting here to
learn and you're not sittinghere trying to.
(16:36):
You know, attract nobody Likeyou should be going to school,
ready to try and learn and go toschool and ready to try to, you
know, achieve these things.
And granted, it is a socialplace, but it doesn't mean you
should be sitting there, youknow, using it to your advantage
in that way.
You should place, but itdoesn't mean you should be
sitting there.
Speaker 3 (16:56):
You know using it to your advantage in that way.
You should use like a resourceout.
I feel that I feel that youknow me personally.
I don't feel like I should becommenting on like midriffs and
stuff, because I don't wear themand I'm like not of that person
type.
Speaker 1 (17:06):
Let me guys ask, let me ask you guys a question what
role do you all think studentvoices should play in shaping
school policies and procedures?
Speaker 2 (17:18):
I think that administrators should not take
the student voices with a grainof salt, but I think that they
should also as the adult in thissituation.
I think that they should reviewwhat makes sense and what
doesn't, because a lot ofstudents will.
For an example, let's just say,with this phone policy, there's
probably a lot of studentscomplaining like, oh, we should
have phones.
But as the adult in thesituation, they should also
(17:38):
understand that kids want theirphones, but they're not
necessarily looking for thesolution to make it, um, work
like within through the schoolday, like, and these
administrators are reallylooking out for what's best with
the students and I think that'skind of looked past by a lot of
students.
They think, oh, they just wantto take our phones away, but
(17:59):
they weren't really trying totake your phones away.
What they're trying to do isget you to focus more on your
classes and try to teach youbetter.
So I think that a lot of kidsare just looking at the
negatives and not what they'retrying to actually accomplish
with it.
So I think that the studentvoice should be heard, but as an
adult, you should decide andtake it into consideration.
Speaker 3 (18:21):
I think that the student body should have some
voice over some events, but noteverything.
For example, maybe the studentvoice should have voice over
homecoming games, events likethat, things that are related to
the student body, but importantsubjects that affect the entire
school, such as like the cellphone policy or like the dress
code, should not be fully put onthe responsibility of the
(18:44):
student body so like maybe likethe fifth row or the sixth row,
all right.
Speaker 1 (18:49):
Well, gentlemen, I appreciate this conversation.
I appreciate the fact that youguys have been very candid.
I'd like for us to spend acouple of minutes talking about
some of the things that we'reinvolved in.
You, Raj, I know that you are avery talented young man, as
well as Xavier.
I think you guys both have alot of things that you do
outside of poetry.
(19:11):
So you, Raj, tell us a littlebit about what you're involved
in and then.
Xavier, you tell us what you'reinvolved in.
Speaker 3 (19:17):
Oh boy, I have a lot of things that I'm involved in.
Let's get started.
I like playing the piano, theviolin.
I've been playing those since,like I was five.
I started the piano when I wasfive, Started the violin like
seventh, sixth grade.
I'm a part of many clubs at myschool.
I do green club, I do poetryclub, which is not at the high
(19:39):
school but like it's kind ofthere.
Yeah, I also take part in BPA.
I'm also in HOSA.
I'm in all the clubs.
I'm a very busy guy.
I love to bike.
I love to very busy guy.
I love to bike, I love to ridemy bike, I like to run and I
also play golf.
That's me.
Speaker 2 (20:01):
So I run cross country, I play basketball, I
run track, I do the Wind CountyRiders with him.
Speaker 1 (20:11):
And him, and him.
Speaker 2 (20:18):
Yeah, and all my other fellow riders.
I do like basketball outside ofthe school, which is AU, and
then like summer training andthings like that I like to be
involved with like the school.
So I do like things like RDMs,which is Red Devil Mentors,
where we go and like help show,like the freshmen around on
freshman orientation or we helpwith like the blood drive and
like things with that.
(20:39):
And then I'm also part of thewhat's it called Bleacher
Creatures.
I'm one of the leaders of that,which is pretty, I like to say
I'm pretty proud of.
So we go and like we help withthe school events, like we help
set up and we help like findideas for like the game, like
theme, like the themes for games, like we help with that and we
(21:00):
help like all those type ofthings, so something that's
pretty fun.
So there's that.
Speaker 1 (21:07):
All right, anything else you guys want to share?
I know you, raj.
You've just gotten into chessright?
Speaker 3 (21:14):
I dropped it.
You dropped chess.
You don't play anymore.
I'm no longer interested.
Speaker 2 (21:18):
What happened?
I play chess every now and then.
It's fun.
Speaker 3 (21:21):
I guess.
Well, my personality I'm moreof like an obsessive kind of
person, so I stick to one thing.
Speaker 1 (21:27):
Then I eventually get bored of it and then I drop it,
and then I found another thingto stick with.
All right, did you master chess?
Um, no, nowhere close.
All right now.
You heard you say you play golf.
Speaker 2 (21:42):
Yeah, I was on the golf course this morning with uh
, kiera, really she's on thegolf team now she is.
Yeah, I know that I want tolearn how to golf, yeah you need
to both of you guys.
Speaker 1 (21:47):
Are you on the golf team?
You've run.
Speaker 3 (21:48):
Yeah, I'm on the golf team all right.
Speaker 1 (21:49):
So yeah, xavier, I think it'll be fun.
It's a, it's a really uh sportthat.
Yeah, I'm on the golf team, allright.
So yeah, xavier, I think it'llbe fun.
It's a really sport that reallyNetworking?
Yeah, networking, but also itchallenges you.
Speaker 3 (21:57):
Mentally.
Speaker 1 (21:58):
Yeah, because even today, this morning, I hit a
couple balls and they were likemew, mew.
And I'm like man, I know I canhit a ball.
Speaker 2 (22:06):
Before we end it, I just want to say I did not know
you played the piano and whatdid you say the violin?
Speaker 1 (22:17):
Yeah, that's crazy.
You might need to show me howto work it real quick.
Next time you come up here,bring the violin.
I want to hear you on theviolin Like this.
Okay, all right, hey,appreciate you.
Session one Get out of themouth of babes the voice for our
youth.
Welcome back to Out of the Mouth of Babes.
We are here.
I got two students in the houseand they came in here
specifically to debate with me.
I'm going to let them introducethemselves and then we're
getting right into it.
Speaker 2 (00:21):
I'm Xavier.
I go to Richmond.
I'm a junior now.
That's weird.
Speaker 3 (00:27):
I'm in Uvra.
I'm Uvra.
I also go to Richmond HighSchool and I'm a 10th grader,
all right.
Speaker 1 (00:33):
So I you know, when I first start the conversation
with kids, I always ask themwhat do they want to talk about,
what do they want to come hereand express?
The first thing they said to methey wanted to have a
conversation about the dress.
I mean, I'm sorry about thecell phone policy.
Now I told them first up,straight up, we're going to have
(00:54):
a debate because I agree withit.
But they got some points thatthey want to make, so I'm going
to turn it over to them, I'mgoing to let them go.
Then I'm going to debate withthem.
I'm going to let them go.
Speaker 2 (01:03):
Then I'm going to debate with them.
Well, my own thoughts on thecell phone policy.
I think it's like I think it'sa good thing, but I think it's
like overdone is my opinion onit.
Because I think that there'sthings that are good, because I
think there was definitely a bigproblem with phones at schools
and I think that they were areally big distractor.
But I think that they kind ofwent a little too far, like you
(01:26):
know, threatening the teachersand like um, like with their
jobs, like I think like that'skind of pushing it, because I
understand that some teacherslike to really get teachers and
force that.
Maybe that was their likemotivator, but I think that it's
also sometimes it's like that'sa lot for a teacher to have to
control on top of everythingshe's already, or not she, but
they are already doing, likewhether that's, you know, giving
(01:47):
kids homework or making surethey're on task, and then you
have to add on, like the phone,and now it's like if someone
comes in and you know they justdidn't see someone was on their
phone and then now they're introuble and they got like
insubordination and things likethat.
So it sounds like you all forcell phone policy kind of I'm
(02:07):
not gonna lie, I mean I was alittle like hesitant going into
it, but I think, at least for mepersonally, it's helped me get
more work done because I'm notso focused like I'll put my
phone up, oh shoot, I'm notsupposed to have to stop because
I care about my teachers, youknow.
So I'm not trying to get theirjob in jeopardy over me.
Just, oh, we can't do thisclass right now.
Like, like I want to.
I'm trying to, you know, helpmy teachers out, and they don't
want to have to keep tellingeverybody to put their phone
(02:29):
away, as much as I don't want tohave to keep getting yelled at
for it.
So that's why I'm like well ifI just keep it away or keep it
upside down, like where I'm noteven looking at it, like it's
always in my phone case, like ifI'm a senior working on my work
.
So I mean I am kind of for it,I guess.
Speaker 1 (02:43):
What's up, UV?
I hear UV got some opposingarguments.
Let me hear them.
Speaker 3 (02:48):
I'd say it's kind of 50-50.
When it comes to the schoolthing, I believe that phones are
like a bit of a distraction,but to some extent it's okay.
Like, for example, it's notfair for me because I mostly do
all my classwork inside schooland I'm usually done and stuff
and I want a break and stuff.
So, like teachers, don't let medo that.
(03:08):
I don't think that's fair.
I think there should be likesome like limits or stuff like
that, so that students can stilluse their phone even if they
have like their basic stuff done.
Speaker 1 (03:21):
So what I hear from both of you is that number one
you realize that the cell phoneswere a distraction.
Would you guys agree with that?
Yeah, 100% you realize thatsome of your peers abused the
cell phone policy.
Is that correct?
Speaker 2 (03:37):
yeah so and you realize that technically, if it
was a distraction, it washindering academic progress yes,
yeah, but I also agree with himon the thing that's like I mean
, we're both like higher, likewe both take honors classes and
I'm taking ab classes and solike even in my resource I'm not
allowed to have it out, even ifI had all my work done.
(03:57):
So it's like that's where it'slike really hard because, like
you have everything done andthere's a resource, so it's like
I'm not like I have like anyclasswork in that class.
So that's where it's like man,it's so hard.
Speaker 1 (04:07):
I just don't even know how y'all do it.
I mean back in the day, and Iknow y'all get tired of saying
that, but we just had to get abook and read it right, we just
had to get a book yeah, I meanmaybe I need to go check that
out, go get a little book fromthe library so what?
Speaker 3 (04:23):
I hear you saying is, but I also believe that you
know phones, like last yearduring class, like whenever I
had a question I could alwayslook it up on google and like
get quick knowledge on it.
Speaker 1 (04:33):
So so let me ask you this question like do they also?
You know again, it's myunderstanding that they provide
you guys these little blackthings that flip up with a
keyboard on it.
Is that accurate still?
Speaker 2 (04:47):
Yeah, and what is that called A Chromebook?
Speaker 1 (04:50):
A Chromebook.
So to your point, uv you.
Speaker 3 (04:55):
Raj.
But you can use your phone forlike a quick lookup or something
Chromebooks are like.
You have to open it up, type inthe password and stuff.
That's real hard so we'retalking convenience.
Speaker 2 (05:05):
Yeah, convenience, I mean I don't know, it is more
convenient.
I have to give them that it'squicker.
Speaker 1 (05:13):
Quicker, quicker.
So I hear you guys saying thatyou guys are in a lot more
academic courses and it couldhelp you in some of your
research.
Is that what I hear you saying?
Yeah, yeah.
But I also hear that you know,you realize that it is a
distraction for some of yourpeers.
Speaker 3 (05:35):
A lot of them.
It's a distraction for me aswell, yeah.
Speaker 1 (05:38):
Oh, you are.
What Did I get?
An omission of guilt.
Speaker 2 (05:42):
Maybe a slight one.
Speaker 1 (05:43):
A slight one.
Speaker 2 (05:45):
Something like that.
Speaker 1 (05:47):
So what I think I should be hearing from the two
of you?
It sounds like maybe you shouldgo to your administrators and
tell them you appreciate themcreating a cell phone policy.
Speaker 2 (06:00):
Yeah, I actually do.
I've actually talked to them Meand my mom have had this
conversation before that like Ido like that they enforce it.
I just don't necessarily likethe way they're enforcing it.
Like I just don't like thatthey're putting the teachers'
whole jobs in jeopardy.
Like I really am appreciativefor my teachers that are there,
and so a lot of these teachershave already been really
stressed, and then now they havethis new dress code that
they're already having to dealwith, like, and then add on more
(06:23):
stuff.
Speaker 1 (06:23):
So what it sounds like to me you know, I've worked
in schools for a couple yearsat least it sounds like the way
that the teachers are convincingyou guys to do what they're
supposed to do.
They're saying to you all andagain, not all teachers, but it
sounds like maybe one person,maybe two, maybe three have
communicated to you all thattheir jobs are in jeopardy if
(06:45):
you don't put your cell phonesaway.
Is that?
Speaker 2 (06:53):
Well, not necessarily in jeopardy, but they said that
they could get in trouble ifthere was an administrator, for
example, that was to come in andlet's say that the teacher had
not either enforced it or hadsaid something about them having
a phone out.
There's something along thoselines that they could have been
in, maybe trouble or somethinglike that.
Speaker 3 (07:06):
I don't feel like the teacher should be held
accountable for something thatthe student is responsible for.
Like that's not fair.
What if a student just beingreckless and ignorant and just
surfing their phone withoutcaring about what the teacher
has to say?
Speaker 2 (07:20):
but then at the end of the day to it is their
classroom.
That's where it's hard for me,because it's one of those
policies where it's like onpaper it sounds really nice, but
then sometimes in practice it'sa little difficult because it's
the teacher's classroom, sothey should be responsible for
what happens in it.
But then it's like I mean, yes,you want to hold them
accountable for holding thestudents accountable, but then
(07:41):
how do you do that if, let's say, the student?
I mean you can't make anybodydo anything.
So if the student's reallyrefusing, I mean they're gonna
have to send them to that theadministrative office.
And then they do.
You have the whole classroomrefusing.
Then you have to send the wholeclass, like you know, I mean
it's.
I feel like to an extent italso might just overwhelm, like
even the administrative office,like in, like our front of the
(08:02):
school yeah.
Speaker 1 (08:03):
So let me just give you my opinion on this.
So I don't think a teacher if ateacher has said that, I don't
think it's fair for them to sayyou need to comply or we're
going to get in trouble.
I mean, there are expectationsand guidelines in schools and
sometimes it's all it.
It's a board policy probablythat has been disseminated down
to the administration.
(08:24):
So and then which from theadministration down to the
teachers.
But there's also a process,right?
So if an administrator walksinto a classroom and sees Johnny
on the phone, the teacher's notgoing to immediately get in
trouble.
What most administrators willdo is that they'll say hey, put
your phone away, and then theymay have a conversation with the
(08:44):
teacher late, and they probablywon't even the first couple of
times.
Now if they go into the sameclassroom and the same?
Speaker 2 (08:50):
kids five or six times.
Speaker 1 (08:53):
Then, yeah, they're gonna tell, then they're gonna
have a conversation with theteacher.
So I don't, I don't think thata student shouldn't be held like
feeling you know, like I needto comply, because I don't want
miss so-and-so or mr so-and-soto get in trouble.
That's not how you changebehavior.
That's to me, to me.
If that's what's happening,it's manipulation.
That's just my ten cents.
Speaker 2 (09:11):
So I mean I don't know, but for me, at least
personally, it's a reinforce forme, because I mean I understand
that it is maybe in some othereyes it's like manipulation, but
at the same time it's like forme, even if it was granted you'd
also take that up with thestudent, for you know, having
the phone out multiple times,Like then, it's kind of less on
the teacher and on the studentfor being a repeat offender at
(09:33):
that point.
But like I think that for me,like I don't want to have to
even be putting my teachers in asituation where they could be
getting in trouble to start with, or even myself, I mean I don't
want to get in trouble either.
So it's like I don't know,maybe just making those
(09:54):
decisions which maybe there's agood thing for kids our age to
be making decisions, whetherthey want to choose to follow
the rule or you know get introuble for it.
Speaker 3 (09:57):
Me personally, I just don't want to lose my phone, so
that's why I don't get on soyou're gonna keep it real, huh
yeah, yeah you don't want tolose it, right?
Speaker 2 (10:04):
yeah, I'm keeping because, like first time they
give you a warning, second timethey take it away but like,
sometimes, like, even if it'slike music, like I feel like if
I just have my headphones in andlike it's not like I'm on my
phone, like picking songs, likeyou know these kids that do that
like they're in chains.
Speaker 3 (10:17):
They also do like a headphone policy and something
yeah like they.
Speaker 2 (10:20):
They make three wires , so it's have headphones or
your phone drink I still havemine in, I think.
Speaker 1 (10:25):
Oh, so that's some defiance.
Is that what I hear you?
Speaker 2 (10:28):
Raj I, I ain't gonna lie, I've had mine in a couple
times.
Oh, no but it's only when I'mnot like during like class time,
like I actually I've beentrying to follow as closely as I
could Like.
If a teacher's teaching me orif they're doing anything like
that, then I'm trying to like,if I'm like writing an essay, or
if I'm like, you know, readingnot reading, but like doing some
(10:50):
notes, just like some likehomework, like during my AP
resource, I feel like what's theharm of me listening to music
if I'm not bothering nobody?
It's not like nobody's teachingme at the moment.
Speaker 1 (10:58):
Did I hear you say what's the harm?
Yeah, what's the harm?
Speaker 3 (11:03):
The harm is that there only use music in my ears
when the teacher's not teaching.
Oh okay.
Speaker 2 (11:11):
See, that's what I'm saying, I mean, but who am I
hurting?
Speaker 3 (11:14):
Not myself, Not hurting anybody else except for
the school policy.
Speaker 1 (11:21):
So you guys are in a lot of ACP classes, AP classes.
Speaker 3 (11:26):
Me too.
Speaker 1 (11:27):
I said both of you guys are in there, right?
Yeah, yeah so I said you guysare in there, right, yeah, yeah.
So I said you guys are both inthose classes and so, um, we get
to get a little hecticsometimes.
There's a lot of course work,um, and are you telling me that
you will still sit there withyour headphones in and listen to
music?
Speaker 2 (11:44):
but it's like my free period I mean not free period,
it's an AP resource to work onwork, and that's what I'm doing
I'm working on work.
Speaker 3 (11:51):
I don't have no AP resource, but I can have them in
when nobody's talking to me andstuff.
Speaker 1 (11:56):
So you're going to do what you want to do.
Speaker 3 (11:59):
To some extent yes.
Speaker 1 (12:03):
Okay, so I'm just going to you know their names.
Speaker 2 (12:07):
You're looking out administrators because they're
going to do what they want to do.
I mean, I always comply.
If they tell me to take myheadphones out or put my phone
away, I'm going to do that.
Speaker 3 (12:14):
I haven't been told to take out my headphones.
I'm going to put out my phone.
Speaker 2 (12:18):
What class are you doing this in again?
Speaker 1 (12:22):
Don't start putting people out there.
We're not trying to talk aboutanybody.
I'm talking about me.
Speaker 3 (12:30):
I know trying to talk about anybody, I'm talking
about me.
Speaker 2 (12:32):
No, I'm saying he asked for the class and the
teacher.
Speaker 1 (12:33):
I don't want to put them out there.
Anything else you guys want todiscuss?
About what's going on?
Speaker 2 (12:39):
How do you feel about the new policy?
Like the dress code, they'redisenforcing it more.
How do you feel about that?
Speaker 3 (12:46):
It hasn't affected me yet, so I don't feel anything
about it.
Speaker 2 (12:49):
To an extent.
Extent I kind of agree withthat too, but I mean, honestly,
it's expected.
I'm not expected, but it's in.
It's kind of affected morepeople like outside of me, like
it's affected a lot of, you know, women, and I mean some men too
, but some people that, justlike, are choosing to express
themselves through clothing andthey're wearing like I mean
there's a lot of people thatwould over, are choosing to
express themselves throughclothing and they're wearing
like I mean there's a lot ofpeople that would overdo it,
(13:12):
like they'd wear what's called amidriff, I guess, and they'd
wear, like, basically, a bra,like I don't think that should
be allowed, but I think if it'slike not even showing their
belly button, it's like I mean,I guess it's short but like I
don't know.
I feel like, to an extent, ifyou're that worried about what
somebody else is wearing, thenmaybe you need to focus more on
yourself.
I don't agree with that.
Speaker 3 (13:32):
I mean like if the clothing is not offending any
other, like group of people andstuff, and if it's like somewhat
tolerable, I guess it's okay.
Speaker 2 (13:40):
Well, but no, but I mean like I don't know, Like I
definitely my own big thingabout it is like I kind of get
spaghetti strapped stuff, causelike I mean, I personally I'm
always like, well, what areshoulders Like?
I'm not looking to know.
What are shoulders Like?
Oh my god, they have theirshoulders out.
But at the same time it's likeI don't really want anybody you
know stretching like the rulesTo like, you know, cause kids
(14:01):
will do that, they'll takesomething and make it Be like
well, I, you, you know what Imean.
Speaker 1 (14:07):
So let's just throw some examples out.
Right, you know again, I'vebeen in a school once or twice
in my time.
You get a kid who's walkingaround with a hat on some dark
shades.
Speaker 2 (14:19):
It's scary, and I agree with you on that, and I'm
not saying that.
Why is?
Speaker 1 (14:24):
it scary.
Speaker 2 (14:26):
Well, let's be honest , oh, just keep it real, just
because at Dennis I mean noteven that a couple years ago,
like there was just thatshooting there and then it was
like also just all over America.
Speaker 3 (14:35):
And so with that all happening.
Speaker 2 (14:36):
I think that's not necessarily something you want
just freely around the school.
Speaker 3 (14:40):
Hats is not that big of a problem, but like
sunglasses like you can'tidentify a person's face if
they've got sunglasses on sothat can be like a safety issue.
Speaker 1 (14:49):
Absolutely so safety.
So what about these young menthat tend to walk around with
their pants sagging?
Speaker 2 (14:55):
Yeah, I never really got that one.
I don't do that, yeah, but I'veheard like they got something
against chains or something yeah.
I've heard that there's a newchain policy.
Wasn't there?
Speaker 3 (15:04):
Yeah well, I wear too many chains at school, chains
like necklaces I don't know,necklaces, or it's like the.
Speaker 1 (15:10):
The chains that hang from your hands.
Speaker 2 (15:13):
I don't know.
I mean, I get it.
Maybe if it got caught onsomething or something like that
.
Speaker 3 (15:17):
I wear too many chains.
I wear like two chains.
Speaker 2 (15:21):
Two chains.
Speaker 1 (15:22):
On your neck, yeah, so you walk around like Mr T you
know, he say so, we show himoff real quick.
Speaker 3 (15:28):
I don't have any on right now.
Speaker 2 (15:29):
Yeah, I don't either.
I don't.
I don't wear chains.
I mean, I want one, but I don'treally think if a chain does
have nothing like Derogatory oranything like messages on them
like that, like if, like as ifit's tucked in or something like
that, like what, what's theHarm in it?
Speaker 3 (15:42):
Well, what if you want to show it off?
It's not a big deal if it's notoffending anybody.
Speaker 2 (15:47):
I what if I'm offended because you got chains
on and I?
Speaker 3 (15:50):
don't got one on.
That sounds like a you problem.
Speaker 2 (15:54):
I mean I get that, but there's not.
I mean not necessarily me, butthere's kids that can't
necessarily have and the intentis not to offend anybody.
I don't know, I mean you can'treally blame somebody for not
having it like that.
I mean they just don't got itlike that.
I don't know.
My whole thing is.
I mean I think change should beallowed.
(16:15):
Um, I'm like 50, 50 on, likethe midriff, I don't a lot of.
They always push the rules waytoo far on them, like well
they're like.
Well, because if you allow it,if you don't force it heavily,
then a lot of kids will push itand like wear things that
clearly are like.
You probably shouldn't bewearing, that, like you know,
you're in a setting where you'retrying to be sitting here to
learn and you're not sittinghere trying to.
(16:36):
You know, attract nobody Likeyou should be going to school,
ready to try and learn and go toschool and ready to try to, you
know, achieve these things.
And granted, it is a socialplace, but it doesn't mean you
should be sitting there, youknow, using it to your advantage
in that way.
You should place, but itdoesn't mean you should be
sitting there.
Speaker 3 (16:56):
You know using it to your advantage in that way.
You should use like a resourceout.
I feel that I feel that youknow me personally.
I don't feel like I should becommenting on like midriffs and
stuff, because I don't wear themand I'm like not of that person
type.
Speaker 1 (17:06):
Let me guys ask, let me ask you guys a question what
role do you all think studentvoices should play in shaping
school policies and procedures?
Speaker 2 (17:18):
I think that administrators should not take
the student voices with a grainof salt, but I think that they
should also as the adult in thissituation.
I think that they should reviewwhat makes sense and what
doesn't, because a lot ofstudents will.
For an example, let's just say,with this phone policy, there's
probably a lot of studentscomplaining like, oh, we should
have phones.
But as the adult in thesituation, they should also
(17:38):
understand that kids want theirphones, but they're not
necessarily looking for thesolution to make it, um, work
like within through the schoolday, like, and these
administrators are reallylooking out for what's best with
the students and I think that'skind of looked past by a lot of
students.
They think, oh, they just wantto take our phones away, but
(17:59):
they weren't really trying totake your phones away.
What they're trying to do isget you to focus more on your
classes and try to teach youbetter.
So I think that a lot of kidsare just looking at the
negatives and not what they'retrying to actually accomplish
with it.
So I think that the studentvoice should be heard, but as an
adult, you should decide andtake it into consideration.
Speaker 3 (18:21):
I think that the student body should have some
voice over some events, but noteverything.
For example, maybe the studentvoice should have voice over
homecoming games, events likethat, things that are related to
the student body, but importantsubjects that affect the entire
school, such as like the cellphone policy or like the dress
code, should not be fully put onthe responsibility of the
(18:44):
student body so like maybe likethe fifth row or the sixth row,
all right.
Speaker 1 (18:49):
Well, gentlemen, I appreciate this conversation.
I appreciate the fact that youguys have been very candid.
I'd like for us to spend acouple of minutes talking about
some of the things that we'reinvolved in.
You, Raj, I know that you are avery talented young man, as
well as Xavier.
I think you guys both have alot of things that you do
outside of poetry.
(19:11):
So you, Raj, tell us a littlebit about what you're involved
in and then.
Xavier, you tell us what you'reinvolved in.
Speaker 3 (19:17):
Oh boy, I have a lot of things that I'm involved in.
Let's get started.
I like playing the piano, theviolin.
I've been playing those since,like I was five.
I started the piano when I wasfive, Started the violin like
seventh, sixth grade.
I'm a part of many clubs at myschool.
I do green club, I do poetryclub, which is not at the high
(19:39):
school but like it's kind ofthere.
Yeah, I also take part in BPA.
I'm also in HOSA.
I'm in all the clubs.
I'm a very busy guy.
I love to bike.
I love to very busy guy.
I love to bike, I love to ridemy bike, I like to run and I
also play golf.
That's me.
Speaker 2 (20:01):
So I run cross country, I play basketball, I
run track, I do the Wind CountyRiders with him.
Speaker 1 (20:11):
And him, and him.
Speaker 2 (20:18):
Yeah, and all my other fellow riders.
I do like basketball outside ofthe school, which is AU, and
then like summer training andthings like that I like to be
involved with like the school.
So I do like things like RDMs,which is Red Devil Mentors,
where we go and like help show,like the freshmen around on
freshman orientation or we helpwith like the blood drive and
like things with that.
(20:39):
And then I'm also part of thewhat's it called Bleacher
Creatures.
I'm one of the leaders of that,which is pretty, I like to say
I'm pretty proud of.
So we go and like we help withthe school events, like we help
set up and we help like findideas for like the game, like
theme, like the themes for games, like we help with that and we
(21:00):
help like all those type ofthings, so something that's
pretty fun.
So there's that.
Speaker 1 (21:07):
All right, anything else you guys want to share?
I know you, raj.
You've just gotten into chessright?
Speaker 3 (21:14):
I dropped it.
You dropped chess.
You don't play anymore.
I'm no longer interested.
Speaker 2 (21:18):
What happened?
I play chess every now and then.
It's fun.
Speaker 3 (21:21):
I guess.
Well, my personality I'm moreof like an obsessive kind of
person, so I stick to one thing.
Speaker 1 (21:27):
Then I eventually get bored of it and then I drop it,
and then I found another thingto stick with.
All right, did you master chess?
Um, no, nowhere close.
All right now.
You heard you say you play golf.
Speaker 2 (21:42):
Yeah, I was on the golf course this morning with uh
, kiera, really she's on thegolf team now she is.
Yeah, I know that I want tolearn how to golf, yeah you need
to both of you guys.
Speaker 1 (21:47):
Are you on the golf team?
You've run.
Speaker 3 (21:48):
Yeah, I'm on the golf team all right.
Speaker 1 (21:49):
So yeah, xavier, I think it'll be fun.
It's a, it's a really uh sportthat.
Yeah, I'm on the golf team, allright.
So yeah, xavier, I think it'llbe fun.
It's a really sport that reallyNetworking?
Yeah, networking, but also itchallenges you.
Speaker 3 (21:57):
Mentally.
Speaker 1 (21:58):
Yeah, because even today, this morning, I hit a
couple balls and they were likemew, mew.
And I'm like man, I know I canhit a ball.
Speaker 2 (22:06):
Before we end it, I just want to say I did not know
you played the piano and whatdid you say the violin?
Speaker 1 (22:17):
Yeah, that's crazy.
You might need to show me howto work it real quick.
Next time you come up here,bring the violin.
I want to hear you on theviolin Like this.
Okay, all right, hey,appreciate you.
Session one Get out of themouth of babes the voice for our
youth.
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