October 26, 2024 • 12 mins
What happens when school policies clash with the everyday realities of student life? Join us as we unpack personal stories with our guests about favorite teachers and the ups and downs of classroom dynamics. From the thrill of learning new languages to navigating the complex social web of peer interactions and seating arrangements, we paint a vivid picture of how these elements shape the educational journey. Our conversation doesn't shy away from the struggles and triumphs that come with student life, offering an authentic look at the joys and challenges of learning.
The heart of our discussion beats around the controversial issues of dress codes and cell phone policies. We question the fairness of these rules, particularly their disproportionate impact on certain groups, and challenge the notion of collective punishment. Through a lively exchange, our guests and we seek a middle ground that honors personal expression while respecting the school environment. Can schools strike the right balance? Tune in to hear our perspectives on crafting policies that are both equitable and empowering for all students.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:16):
Okay, well, there's two different answers for that.
Okay, we're live now.
Speaker 2 (00:19):
Okay, so ask that one more time what's your favorite
teacher?
Speaker 1 (00:22):
Okay, my favorite teacher is Msussie, I think.
So far what does she?
Speaker 2 (00:26):
teach.
Speaker 1 (00:28):
ACP, apush or APUSH.
Speaker 2 (00:30):
Okay, and your favorite class is that class.
Speaker 1 (00:32):
No, it's probably like I like that class, but
maybe my engineering probablyinterests me the most, or like
ACP Bio, which is probably notwhat a lot of people would say,
but, um, engineering has justalways been kind of fun to me.
So, yeah, I'd say that'sprobably my favorite okay, what
(00:55):
about you?
Speaker 3 (00:56):
my favorite would be spanish, just because learning
something new is always fun whatabout you?
Speaker 2 (01:01):
mine is definitely french, because number one, that
teacher is late and also likelike.
Aaliyah's in there, but I thinkif that's not my favorite class
, I'd say Nutrition and Wellness.
I don't really like the teacherbut like the environment in
there I'm like, oh yeah.
Speaker 1 (01:14):
Who teaches that?
Speaker 2 (01:15):
Miss Siders.
Speaker 1 (01:17):
Is it, miss Siders?
Speaker 3 (01:18):
Yeah.
Speaker 2 (01:26):
We're not going to talk crap on here, but but yeah,
but she's all right.
Speaker 1 (01:28):
I can just tell she's definitely, like you know,
she's just tired of everybody.
She's done.
Yeah, she's old.
I do have a question for you.
Uh, do you really get begin anywork done in French without?
I mean without?
We don't sit by each other,okay, yeah, that's probably the
best.
Speaker 2 (01:36):
I know it's actually terrible.
Aaliyah's table's dead and mytable there's like these two
kids across from me.
I was like how's your day,avril?
And the girl next to me, she'scool.
Speaker 1 (01:44):
But one of them, he tried to get my cell phone
number and my snapchat and I waslike shut it down so is it like
a bad thing that he's like orlike your like?
Peers are like caring for youoh no, that's a great thing.
It's just there's a certainextent, you know, I definitely I
was just saying it's great, butI'd rather sit by leah and have
leah care.
You know that's bad, though,though I'm going to try to write
this next to my best friend too.
Speaker 2 (02:02):
So because literally like in the last episode of the
podcast we were talking about,this is redemption year.
Like last year, that was alearning process and this year
we can take a step back and likeself-reflect.
Speaker 1 (02:13):
Hey, Angeline, have fun.
Freshman and sophomore year.
Speaker 2 (02:17):
Buckle down.
Speaker 1 (02:18):
Junior year is like a punch in the throat.
Speaker 2 (02:19):
Buckle down.
Speaker 1 (02:20):
Like in the stomach.
Speaker 2 (02:21):
Yeah, buckle down.
Speaker 1 (02:22):
It's like the first day you get like, I got like.
Oh my God, my first day wastrash.
Speaker 2 (02:26):
I got a project.
Speaker 1 (02:26):
I got freaking papers .
Speaker 2 (02:28):
I had a three-page essay in geometry.
Words in geometry, not letters,I mean, not numbers.
Speaker 1 (02:35):
Who do you have Words ?
Speaker 2 (02:36):
Hits in.
Speaker 1 (02:38):
Okay, that's kind of crazy.
Yeah, I never had no three-pageessay in geometry.
Speaker 2 (02:42):
And it was like get to know you.
Speaker 3 (02:46):
Okay, guys rate your first week from 1 to 10.
Four.
Speaker 1 (02:50):
Honestly, I don't remember it.
Speaker 3 (02:51):
Four, I would say about a five.
Okay, out of the mouth withbabes.
Speaker 1 (02:56):
So I would say my week was probably a cool one Out
of the mouth with babes Out ofthe mouth with babes, guys, what
if I'm not done talking?
Speaker 2 (03:02):
Okay, well, you're good, wrap it up, wind it up.
Okay, one more last comment I'mgetting hungry and tired.
Speaker 1 (03:11):
All right, all right, all right.
Last thing I want to talk about, though I just want to hear you
guys' opinion on the new dresscode and the cell phone policy.
Speaker 2 (03:18):
Cell phone policy sucks, I think, and same thing
with the dress code code sucks,I think.
They're punishing everyone whenthey should just be punishing
separate individuals for peoplewho are abusing it, not everyone
.
Don't think it's fair?
Speaker 1 (03:30):
for like the dress code, because I know the phone
one, I can understand that yeahfully and completely, but I
still kind of feel the same way.
Speaker 2 (03:41):
I feel like everyone is not abusing it.
Yeah, the majority but somepeople are not, I don't think
everyone should be punished.
Same thing for the dress code.
Some people are definitely themajority, are definitely abusing
it, but some people aren't, andthat's not fair For both sides.
I think it's not fair, yeah.
Speaker 1 (03:56):
For one part I mean I don't okay, life's not fair,
that's.
But also I think it's a lotharsher on women than it is men,
and so it's kind of hard no,that's for me to speak.
Oh, he has his hands, like Icould say Okay, anyway.
But I was saying, though, forthe midriffs, like the you know
shirts, so it's like how do you,where do you like put the line?
(04:19):
Because I feel like that'ssomething that's like really
hard.
Because like that's somethingthat's like really hard, because
if you say, if you say thatcertain midgets are like allowed
, then how do you say certainones aren't, even if they're the
same, like there's other onesthat have like cuts in them and
things like that also, peoplehave different body types, but I
don't think that should matter.
Speaker 2 (04:33):
Like either.
Speaker 1 (04:33):
Yeah, I agree, I agree, I'm not some people.
Speaker 2 (04:37):
This is when I saw people abusing it.
Some multiple girls werewearing bras to school.
That's highly and completelyinappropriate, but like I
literally know back in the 70s,80s and 90s y'all was wearing
them crop tops to school, like Ijust know you were, and I
understand from a parental viewand an adult view.
I can understand bothperspectives, but like it's not
(04:57):
fair.
To an extent, like I said, Ifeel like everyone is getting
punished.
I don't abuse the dress codebecause my dad get back in the
house, but I know some parentsaren't like that, so some kids
can just walk out in a bra andtheir parents won't say anything
.
But it's like you can't punisheveryone.
Speaker 1 (05:12):
Yeah, I agree, my only thing like I've never was
really like I don't getdistracted by that.
Speaker 2 (05:19):
Your stomach, yeah, or like some shoulders.
Speaker 1 (05:24):
Like, come on, bro, like if I said this to kevin
earlier, I was like, if that'sreally what's distracting you,
like maybe y'all say, maybe youfigure your priorities out like
exactly if.
Speaker 2 (05:29):
But if my stomach is not letting me learn something
math class, that's a problem forthe teacher and the school.
Speaker 1 (05:35):
But I can understand if it was someone's private
parts, but like we're notallowed to do that and some real
stuff, like some of the shortsdo below, like sure, like things
like that, like maybe pushingit, but like definitely there's
definitely like a limit, likethat, I feel like isn't
distracting, like for half themidget.
I mean be noticing, so likethey really.
Speaker 2 (05:55):
Everyone's wearing it , so not like to hear like a
little brawl.
Speaker 1 (06:00):
If you wear the sports bra, then even then I'm
not gonna see that as different,because I mean I run cross
country and like I do, I'mphysical and I'm active.
So it's like you see that, likeyou see that just in general,
you have to get.
Speaker 2 (06:11):
You have to get uncomfortable and comfortable,
you have to be able to get outof your comfort zone with stuff.
But also it's very case by case.
Like a girl could wear a bra toschool, I didn't me personally,
I didn't see her get dresscoded.
It was a sports bra.
I feel like if I were to wearsomething or someone who had a
different body type, they wouldget just put it immediately.
I think that's not fair.
Speaker 1 (06:29):
I think that's the thing, though, too, is like it's
not necessarily like I've seenless, not really anything about
race is more a lot of like bodytypes because, like I'm not
gonna say which body types,because I'm not trying to call
nobody out or anything like that, but like I say, like I see a
lot of my friends that'll golike women or I mean there's
some men too that I've heard gotin trouble too with it but like
wearing certain stuff, likesome kids, like they're like
(06:50):
kind of popular, like good withlike the administrative, like
they won't really hear none it'svery kids, but then you'll hear
some kid that's like you know.
I mean, everybody knows them.
But like you know, like like me, for example, I'm not real like
popular, but like everybodyknows me, like I'd probably get
dress coded, but like some kidthat like you know, like I don't
know, some varsity basketballplayer or something like that,
like they probably won't.
Speaker 3 (07:09):
Yeah, I didn't get it , but it's very biased, that's
what I'm saying like.
Speaker 1 (07:14):
But then, like there's a girl that like she was
in my math class I'm not gonnasay her name on here, but she
literally like when I say her,she got called for a midriff but
it was like you couldn't evensay her.
She got called for a midriffbut it was like you couldn't
even see her belly button ornothing.
There was literally like awhole gap.
Speaker 2 (07:25):
Right, but why is my belly button offending you?
You know what I'm saying.
Speaker 1 (07:27):
I was like I didn't even realize you had a midriff
until they said something.
Speaker 2 (07:31):
Exactly.
Speaker 1 (07:31):
I was like what?
And so then that's why I waslike, but then I literally
walked past a girl thatliterally had to like hear and
they pick and choose.
She walk around like she madconfident.
So I'm like what's.
Speaker 2 (07:42):
So I and I'm not saying I was okay I will say
this I was disrespecting thedress code or not following the
dress code, I wore a crop top.
I think, like you said, itdepends on who you are.
My mom will call that schooland I will call that school.
I will most definitely speak upfor myself If my grades are
good.
I'm not messing on my educationif someone's not staring at my
(08:03):
stomach, you know but even then,why are they staring at you?
Speaker 1 (08:06):
like that, anyway, like it's not their business.
Speaker 2 (08:07):
If how I'm dressing is genuinely affecting my
education or someone else's, youcan sit down with me and talk
to me about it, not punisheveryone else yeah, and, like I
said, it'd be one thing if soeverybody's out there dressing
indecent, like, granted, there'ssome people that really do be
pushing it?
Yeah, I know for sure.
Speaker 1 (08:23):
But like, at the same time, I feel like if you're
just wearing something thatyou're comfortable in, like
you're just in there, you'recoming to school to learn,
you're not coming here to pickup nobody.
Speaker 2 (08:30):
Yeah, like, and I told mr hamley I said um, some
people they don't have theresources or tools to get
different clothes, like they maybe getting hand-me-downs, or
maybe they might not have enoughmoney to put it, put it towards
longer shirts, or maybe they'reshopping at a thrift store.
Speaker 1 (08:45):
You know, they might not have certain resources so
it's like it's case by case Ifeel like I mean to that case.
I'm not gonna lie.
I feel like it'd be a loteasier to get some regular
shirts compared to midgers, butlike true, but I mean, that's
not me, I've never.
I'm not in that situation, soit's not really for me to speak
on.
But yeah it's I don't know.
I feel like it's that one ofthem like weird topics, because
(09:05):
I talked to a teacher about ittoo and they were saying that
they don't necessarily agreewith it.
But they're saying like, yes, Iagree that kids take like
advantage of it, but like, howdo you enforce it?
Speaker 2 (09:17):
that's the thing, that's the big thing after this,
I just want to end it realquick.
I just think like, oh, he doeswant to end it.
Speaker 1 (09:21):
Yeah, I just want to keep it short though but I just
want to say, like, how do you,how do you enforce it?
Like, yeah, like you're like,oh, is it like over the belly
button, I think?
Speaker 2 (09:29):
for the same thing for the cell phones and same
thing for the midriff.
If you see someone abusing, Ican understand that, but the
reason why they're implementingthe rule is because people were
abusing it, but it wasn'teveryone you know you have.
You have to just talk to yourstudents and communicate and
(09:52):
make it fair.
I feel like I know.
Speaker 1 (09:53):
But then if they say midriffs are allowed, but don't
abuse it, like where's the line,that's I just want to know
where the line is.
I'm not, that's when they wouldhave to communicate that.
Speaker 2 (10:02):
You know, I know where my line is at, I know how
I'm supposed to dress, butthat's something that you would
have to discuss with otherstudents.
You know you would have to letthem know.
Hey, this is the limit, youknow, not to.
You know, don't have too much,whatever the case may be,
whatever they want it to be,because I know what I'm
comfortable with.
Speaker 3 (10:28):
But you just have to communicate that with your
students and make it fairinstead of implementing a rule
that is not necessarily fair toeverybody.
This rule has been a rule sincelike 2000 yeah, since like no
in the high school.
It's been a rule since like2000, like 17, 18 and now
they're just they're just nowactually implementing it.
Speaker 2 (10:39):
They did not care about the phones and they did
not care about midriffs and, yes, people did abuse it and that's
why they're starting to carenow.
I completely get that,completely understand it and
respect that and I'm all forthat, but you can't punish.
It feels like a punishment,like they're punishing everybody
you know like and Mina Leahwe're talking about if you're
wearing something like a bra toschool, you need to get sent
(11:00):
home, you need to change intosomething more appropriate for
school and we we were talkingabout I feel like I'm kind of
dragging it.
But, just basically, you knowwhat is right to wear to school.
You know and we were talkingabout how you should always be
free to express yourself to anextent, like some jobs, you have
to dress a certain way for yourjob, like business casual.
Speaker 1 (11:22):
You can't go in any PJs.
You know what I'm saying.
Speaker 2 (11:24):
But there's a certain point where someone shouldn't
be telling you what to wear, youknow.
You should just know, like Ican and can't wear this to
school, and if it's a problemthen you need to speak to that
individual.
You don't need to punisheverybody who's still doing what
they're supposed to do.
Yeah, I think as long as it'snot distracting, then why does
(11:51):
it matter?
Speaker 3 (11:51):
But matter.
But I I thought I think weshould um yeah, uh, let's wrap
it up boys and all this chitchat, see you next time on.
Speaker 2 (11:55):
This is out of the mouth of babes.
Okay, well, there's two different answers for that.
Okay, we're live now.
Speaker 2 (00:19):
Okay, so ask that one more time what's your favorite
teacher?
Speaker 1 (00:22):
Okay, my favorite teacher is Msussie, I think.
So far what does she?
Speaker 2 (00:26):
teach.
Speaker 1 (00:28):
ACP, apush or APUSH.
Speaker 2 (00:30):
Okay, and your favorite class is that class.
Speaker 1 (00:32):
No, it's probably like I like that class, but
maybe my engineering probablyinterests me the most, or like
ACP Bio, which is probably notwhat a lot of people would say,
but, um, engineering has justalways been kind of fun to me.
So, yeah, I'd say that'sprobably my favorite okay, what
(00:55):
about you?
Speaker 3 (00:56):
my favorite would be spanish, just because learning
something new is always fun whatabout you?
Speaker 2 (01:01):
mine is definitely french, because number one, that
teacher is late and also likelike.
Aaliyah's in there, but I thinkif that's not my favorite class
, I'd say Nutrition and Wellness.
I don't really like the teacherbut like the environment in
there I'm like, oh yeah.
Speaker 1 (01:14):
Who teaches that?
Speaker 2 (01:15):
Miss Siders.
Speaker 1 (01:17):
Is it, miss Siders?
Speaker 3 (01:18):
Yeah.
Speaker 2 (01:26):
We're not going to talk crap on here, but but yeah,
but she's all right.
Speaker 1 (01:28):
I can just tell she's definitely, like you know,
she's just tired of everybody.
She's done.
Yeah, she's old.
I do have a question for you.
Uh, do you really get begin anywork done in French without?
I mean without?
We don't sit by each other,okay, yeah, that's probably the
best.
Speaker 2 (01:36):
I know it's actually terrible.
Aaliyah's table's dead and mytable there's like these two
kids across from me.
I was like how's your day,avril?
And the girl next to me, she'scool.
Speaker 1 (01:44):
But one of them, he tried to get my cell phone
number and my snapchat and I waslike shut it down so is it like
a bad thing that he's like orlike your like?
Peers are like caring for youoh no, that's a great thing.
It's just there's a certainextent, you know, I definitely I
was just saying it's great, butI'd rather sit by leah and have
leah care.
You know that's bad, though,though I'm going to try to write
this next to my best friend too.
Speaker 2 (02:02):
So because literally like in the last episode of the
podcast we were talking about,this is redemption year.
Like last year, that was alearning process and this year
we can take a step back and likeself-reflect.
Speaker 1 (02:13):
Hey, Angeline, have fun.
Freshman and sophomore year.
Speaker 2 (02:17):
Buckle down.
Speaker 1 (02:18):
Junior year is like a punch in the throat.
Speaker 2 (02:19):
Buckle down.
Speaker 1 (02:20):
Like in the stomach.
Speaker 2 (02:21):
Yeah, buckle down.
Speaker 1 (02:22):
It's like the first day you get like, I got like.
Oh my God, my first day wastrash.
Speaker 2 (02:26):
I got a project.
Speaker 1 (02:26):
I got freaking papers .
Speaker 2 (02:28):
I had a three-page essay in geometry.
Words in geometry, not letters,I mean, not numbers.
Speaker 1 (02:35):
Who do you have Words ?
Speaker 2 (02:36):
Hits in.
Speaker 1 (02:38):
Okay, that's kind of crazy.
Yeah, I never had no three-pageessay in geometry.
Speaker 2 (02:42):
And it was like get to know you.
Speaker 3 (02:46):
Okay, guys rate your first week from 1 to 10.
Four.
Speaker 1 (02:50):
Honestly, I don't remember it.
Speaker 3 (02:51):
Four, I would say about a five.
Okay, out of the mouth withbabes.
Speaker 1 (02:56):
So I would say my week was probably a cool one Out
of the mouth with babes Out ofthe mouth with babes, guys, what
if I'm not done talking?
Speaker 2 (03:02):
Okay, well, you're good, wrap it up, wind it up.
Okay, one more last comment I'mgetting hungry and tired.
Speaker 1 (03:11):
All right, all right, all right.
Last thing I want to talk about, though I just want to hear you
guys' opinion on the new dresscode and the cell phone policy.
Speaker 2 (03:18):
Cell phone policy sucks, I think, and same thing
with the dress code code sucks,I think.
They're punishing everyone whenthey should just be punishing
separate individuals for peoplewho are abusing it, not everyone
.
Don't think it's fair?
Speaker 1 (03:30):
for like the dress code, because I know the phone
one, I can understand that yeahfully and completely, but I
still kind of feel the same way.
Speaker 2 (03:41):
I feel like everyone is not abusing it.
Yeah, the majority but somepeople are not, I don't think
everyone should be punished.
Same thing for the dress code.
Some people are definitely themajority, are definitely abusing
it, but some people aren't, andthat's not fair For both sides.
I think it's not fair, yeah.
Speaker 1 (03:56):
For one part I mean I don't okay, life's not fair,
that's.
But also I think it's a lotharsher on women than it is men,
and so it's kind of hard no,that's for me to speak.
Oh, he has his hands, like Icould say Okay, anyway.
But I was saying, though, forthe midriffs, like the you know
shirts, so it's like how do you,where do you like put the line?
(04:19):
Because I feel like that'ssomething that's like really
hard.
Because like that's somethingthat's like really hard, because
if you say, if you say thatcertain midgets are like allowed
, then how do you say certainones aren't, even if they're the
same, like there's other onesthat have like cuts in them and
things like that also, peoplehave different body types, but I
don't think that should matter.
Speaker 2 (04:33):
Like either.
Speaker 1 (04:33):
Yeah, I agree, I agree, I'm not some people.
Speaker 2 (04:37):
This is when I saw people abusing it.
Some multiple girls werewearing bras to school.
That's highly and completelyinappropriate, but like I
literally know back in the 70s,80s and 90s y'all was wearing
them crop tops to school, like Ijust know you were, and I
understand from a parental viewand an adult view.
I can understand bothperspectives, but like it's not
(04:57):
fair.
To an extent, like I said, Ifeel like everyone is getting
punished.
I don't abuse the dress codebecause my dad get back in the
house, but I know some parentsaren't like that, so some kids
can just walk out in a bra andtheir parents won't say anything
.
But it's like you can't punisheveryone.
Speaker 1 (05:12):
Yeah, I agree, my only thing like I've never was
really like I don't getdistracted by that.
Speaker 2 (05:19):
Your stomach, yeah, or like some shoulders.
Speaker 1 (05:24):
Like, come on, bro, like if I said this to kevin
earlier, I was like, if that'sreally what's distracting you,
like maybe y'all say, maybe youfigure your priorities out like
exactly if.
Speaker 2 (05:29):
But if my stomach is not letting me learn something
math class, that's a problem forthe teacher and the school.
Speaker 1 (05:35):
But I can understand if it was someone's private
parts, but like we're notallowed to do that and some real
stuff, like some of the shortsdo below, like sure, like things
like that, like maybe pushingit, but like definitely there's
definitely like a limit, likethat, I feel like isn't
distracting, like for half themidget.
I mean be noticing, so likethey really.
Speaker 2 (05:55):
Everyone's wearing it , so not like to hear like a
little brawl.
Speaker 1 (06:00):
If you wear the sports bra, then even then I'm
not gonna see that as different,because I mean I run cross
country and like I do, I'mphysical and I'm active.
So it's like you see that, likeyou see that just in general,
you have to get.
Speaker 2 (06:11):
You have to get uncomfortable and comfortable,
you have to be able to get outof your comfort zone with stuff.
But also it's very case by case.
Like a girl could wear a bra toschool, I didn't me personally,
I didn't see her get dresscoded.
It was a sports bra.
I feel like if I were to wearsomething or someone who had a
different body type, they wouldget just put it immediately.
I think that's not fair.
Speaker 1 (06:29):
I think that's the thing, though, too, is like it's
not necessarily like I've seenless, not really anything about
race is more a lot of like bodytypes because, like I'm not
gonna say which body types,because I'm not trying to call
nobody out or anything like that, but like I say, like I see a
lot of my friends that'll golike women or I mean there's
some men too that I've heard gotin trouble too with it but like
wearing certain stuff, likesome kids, like they're like
(06:50):
kind of popular, like good withlike the administrative, like
they won't really hear none it'svery kids, but then you'll hear
some kid that's like you know.
I mean, everybody knows them.
But like you know, like like me, for example, I'm not real like
popular, but like everybodyknows me, like I'd probably get
dress coded, but like some kidthat like you know, like I don't
know, some varsity basketballplayer or something like that,
like they probably won't.
Speaker 3 (07:09):
Yeah, I didn't get it , but it's very biased, that's
what I'm saying like.
Speaker 1 (07:14):
But then, like there's a girl that like she was
in my math class I'm not gonnasay her name on here, but she
literally like when I say her,she got called for a midriff but
it was like you couldn't evensay her.
She got called for a midriffbut it was like you couldn't
even see her belly button ornothing.
There was literally like awhole gap.
Speaker 2 (07:25):
Right, but why is my belly button offending you?
You know what I'm saying.
Speaker 1 (07:27):
I was like I didn't even realize you had a midriff
until they said something.
Speaker 2 (07:31):
Exactly.
Speaker 1 (07:31):
I was like what?
And so then that's why I waslike, but then I literally
walked past a girl thatliterally had to like hear and
they pick and choose.
She walk around like she madconfident.
So I'm like what's.
Speaker 2 (07:42):
So I and I'm not saying I was okay I will say
this I was disrespecting thedress code or not following the
dress code, I wore a crop top.
I think, like you said, itdepends on who you are.
My mom will call that schooland I will call that school.
I will most definitely speak upfor myself If my grades are
good.
I'm not messing on my educationif someone's not staring at my
(08:03):
stomach, you know but even then,why are they staring at you?
Speaker 1 (08:06):
like that, anyway, like it's not their business.
Speaker 2 (08:07):
If how I'm dressing is genuinely affecting my
education or someone else's, youcan sit down with me and talk
to me about it, not punisheveryone else yeah, and, like I
said, it'd be one thing if soeverybody's out there dressing
indecent, like, granted, there'ssome people that really do be
pushing it?
Yeah, I know for sure.
Speaker 1 (08:23):
But like, at the same time, I feel like if you're
just wearing something thatyou're comfortable in, like
you're just in there, you'recoming to school to learn,
you're not coming here to pickup nobody.
Speaker 2 (08:30):
Yeah, like, and I told mr hamley I said um, some
people they don't have theresources or tools to get
different clothes, like they maybe getting hand-me-downs, or
maybe they might not have enoughmoney to put it, put it towards
longer shirts, or maybe they'reshopping at a thrift store.
Speaker 1 (08:45):
You know, they might not have certain resources so
it's like it's case by case Ifeel like I mean to that case.
I'm not gonna lie.
I feel like it'd be a loteasier to get some regular
shirts compared to midgers, butlike true, but I mean, that's
not me, I've never.
I'm not in that situation, soit's not really for me to speak
on.
But yeah it's I don't know.
I feel like it's that one ofthem like weird topics, because
(09:05):
I talked to a teacher about ittoo and they were saying that
they don't necessarily agreewith it.
But they're saying like, yes, Iagree that kids take like
advantage of it, but like, howdo you enforce it?
Speaker 2 (09:17):
that's the thing, that's the big thing after this,
I just want to end it realquick.
I just think like, oh, he doeswant to end it.
Speaker 1 (09:21):
Yeah, I just want to keep it short though but I just
want to say, like, how do you,how do you enforce it?
Like, yeah, like you're like,oh, is it like over the belly
button, I think?
Speaker 2 (09:29):
for the same thing for the cell phones and same
thing for the midriff.
If you see someone abusing, Ican understand that, but the
reason why they're implementingthe rule is because people were
abusing it, but it wasn'teveryone you know you have.
You have to just talk to yourstudents and communicate and
(09:52):
make it fair.
I feel like I know.
Speaker 1 (09:53):
But then if they say midriffs are allowed, but don't
abuse it, like where's the line,that's I just want to know
where the line is.
I'm not, that's when they wouldhave to communicate that.
Speaker 2 (10:02):
You know, I know where my line is at, I know how
I'm supposed to dress, butthat's something that you would
have to discuss with otherstudents.
You know you would have to letthem know.
Hey, this is the limit, youknow, not to.
You know, don't have too much,whatever the case may be,
whatever they want it to be,because I know what I'm
comfortable with.
Speaker 3 (10:28):
But you just have to communicate that with your
students and make it fairinstead of implementing a rule
that is not necessarily fair toeverybody.
This rule has been a rule sincelike 2000 yeah, since like no
in the high school.
It's been a rule since like2000, like 17, 18 and now
they're just they're just nowactually implementing it.
Speaker 2 (10:39):
They did not care about the phones and they did
not care about midriffs and, yes, people did abuse it and that's
why they're starting to carenow.
I completely get that,completely understand it and
respect that and I'm all forthat, but you can't punish.
It feels like a punishment,like they're punishing everybody
you know like and Mina Leahwe're talking about if you're
wearing something like a bra toschool, you need to get sent
(11:00):
home, you need to change intosomething more appropriate for
school and we we were talkingabout I feel like I'm kind of
dragging it.
But, just basically, you knowwhat is right to wear to school.
You know and we were talkingabout how you should always be
free to express yourself to anextent, like some jobs, you have
to dress a certain way for yourjob, like business casual.
Speaker 1 (11:22):
You can't go in any PJs.
You know what I'm saying.
Speaker 2 (11:24):
But there's a certain point where someone shouldn't
be telling you what to wear, youknow.
You should just know, like Ican and can't wear this to
school, and if it's a problemthen you need to speak to that
individual.
You don't need to punisheverybody who's still doing what
they're supposed to do.
Yeah, I think as long as it'snot distracting, then why does
(11:51):
it matter?
Speaker 3 (11:51):
But matter.
But I I thought I think weshould um yeah, uh, let's wrap
it up boys and all this chitchat, see you next time on.
Speaker 2 (11:55):
This is out of the mouth of babes.
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