SEASON 3 EPISODE 1- IS THAT HOW YALL (TEACHERS) FEEL PART 1....

WELCOME BACK!!!!! SEASON 3 IS BACK! JOIN THE TEACHERS AS WE GIVE YOU A PART 1 OF HOW TO START YOUR SCHOOL YEAR OFF GREAT WITH YOUR CHILD, SCHOOL FAMILY, AND COMMUNITY!!!! WHEW THE TEACHERS GOING IN...-MRS. WILSON

Episode Transcript

Speaker 1 (00:00):
I just see it play just speaking a microphone, bad
nerves and out, y'all, don't start, don't start.

Speaker 2 (00:26):
Sang it in the background.

Speaker 3 (00:28):
Hi, world, Welcome back to the spiel Podcast. Your favorite
podcast feature, your favorite podcast toast.

Speaker 1 (00:36):
Me your girl, Hei Speelers. Welcome back to season three.
Bel Bel Bel pill film. We're not new to this?

Speaker 4 (00:47):
Baby, were true to this?

Speaker 1 (00:49):
Okay?

Speaker 3 (00:50):
Welcome back to season three of the spiel Podcast. This
is our very first episode of season three.

Speaker 1 (00:57):
Girls like y'all are set. Two of my most.

Speaker 3 (01:01):
Favorite people are well, four of my most favorite people
are in the building, but only two are talking and
wants to be seen the other team two are in
the background, Simmy and Bumbun.

Speaker 1 (01:11):
Y'all. Can y'all at least say hey, say it.

Speaker 3 (01:14):
Loud so we can hear you. Oh lord, what I'll
be talking about? But baby, when the cameras and the
microphones I own.

Speaker 1 (01:24):
Simmy is a whole nutcase. That's all right.

Speaker 3 (01:28):
I'm gonna start recording you. I'm just gonna start every
time you're around. I'm just gonna put your own record.

Speaker 1 (01:33):
I have evon the Twin and I have t we
call Yvonne Mac and I call Tish Smith with the
FH but s in my ff. My girls, my fellow
veteran educators are in the building. Hey, y'all, I am
excited to be back.

Speaker 4 (01:54):
I'm excited.

Speaker 1 (01:55):
Okay, I can't hear y'all. Okay, yeah talking, I was
talking at the restaurant, baby looking back.

Speaker 3 (02:05):
A laugh, like I was at the restaurant. Good nas, Well,
welcome back. I'm super excited to have you all back.
We'll do a reminder of introduction when we get into
our topic. This is our smith ahole crazy, this is
our back to school episode. So we're talking all things school, students, parents, staff, learns.

Speaker 1 (02:27):
We I don't know we're talking about learns. We're talking
about it for five seconds.

Speaker 3 (02:31):
But we're gonna talk all things education today from the
educator's perspective. These are from our personal experiences and our opinions. Okay,
but before we move on, spillers, you know what time
it is. It is our spill mental check in time.
This is the time of the episode where we stop

(02:52):
pause for the cause and we are intentional about doing
a self love, a self mental check. Okay, So when
we do this part of the episode, I like for
us to use feeling words. I don't like just to
say we're okay, I'm good. What is okay and what
is good okay? So check in with yourself, dig deep

(03:13):
and try to identify what your emotions are, what your
feelings are at the moment.

Speaker 1 (03:18):
So we will start with simmy little head shot up.
On a serious note, we're gonna start our mental check
in with Evon. Hi, mag y'all, how are you I am?
I'm well, okay. You know, there's life is out here life,

(03:41):
and yeah, I got some stuff going on, but all
in all, I'm well. I try to keep my spiritual attacking.
It helps you with everything else. Right now, I'm well.
I feel well, rested and ready for ready. So well,
life is life, and but God is good and so yeah, okay.

Speaker 3 (04:02):
I love to hear that. I'm so glad you're well.
I do know some of the stuff that you have
going on, and I feel like you're wearing.

Speaker 1 (04:08):
It very well. Thank you. I appreciate that. No problem Smith.
What we got going on? How we feeling this day?

Speaker 2 (04:14):
You know, I'm I'm taking it day by day. In June,
toward the latter part of June, I had two major losses.
So I lost a really good friend that Friday of
that weekend, and then a first cousin the Sunday that
Sunday of the weekend. So I'm just kind of for

(04:36):
the circumstances, I guess, I'm I'm well, but you know,
it's it's just a.

Speaker 4 (04:42):
You know, life is butter vapor baby short.

Speaker 2 (04:47):
We are on bar time.

Speaker 3 (04:48):
I'm talking about bar road, and I think at this
age we realize that more and more. Yeah, we are,
and we're not even like big, big, big big ages
for real, for real, We're just realizing the impoorardance of
life and loving on those that love on you or
those you see your family important like just living. You
know what I'm saying and not taking it for granted,

(05:09):
and when I say not taking it for granted, being foolish,
making excuse excuses, and I holding ourselves accountable, blaming others,
like sit back, always do self reflection and identify with
you so that you can determine what is it that
I could have done or should have done, or what
is it that I can do because you don't want.

Speaker 1 (05:27):
To wait twist too late.

Speaker 3 (05:28):
So grief is definitely grief is baby grief is you
be fine one minute and just Adam nowhere. And it
could be a song, it can be a scent, it
can be just a thought, something can come flash by
on the TV.

Speaker 1 (05:46):
But grief is real.

Speaker 3 (05:47):
And I've been experiencing your firsthand since my father in
twenty twelve, and then I'm like Smith, I've had some
major losses to me prior, I mean since then, and
then at the beginning of the summer June. Second, my
first cousin, who was one of my favorite cousins, like
a big brother, who thought he was my daddy because
he was my daddy's nephew. So when my daddy died,

(06:09):
I guess he thought he was my daddy, but he
unexpectedly died, I mean just dropped.

Speaker 1 (06:15):
So I know all about that grief, bang baby and who.

Speaker 3 (06:19):
But I'm like, y'all, life has definitely been lifing in
all aspects. But God is good and God is gotten,
So I'm truly grateful for that. I'm grateful that I really,
really really get to see and feel the importance of
living and enjoying your life and loving people and kind
of putting petty stuff, you know what I'm saying to
the side. Some stuff, some people you just gotta leave

(06:42):
them what they all leaving for what it is? What
it is, you know, with no hard feelings though you
know what I'm saying, because it's not worth your breath.
That's energy and time you cannot get back, and all
that stress causes sicknesses.

Speaker 1 (06:56):
So who has time?

Speaker 3 (06:57):
Why ain't somebody to play with shaman and sayd me?
Did y'all want to do a mental check in?

Speaker 1 (07:01):
Are y'all good? I cannot say, send me y'all, I
cannot excuse me.

Speaker 3 (07:10):
Well, I'm glad Ali is well, ladies, spillers, I pray
all is well with you. If all is not well,
say something so that we can do something. Smith says
something that I think I put it on one of
my Facebook posts a couple of days one of my
devotional messages, life is but a vapor, Life is short.
Say something so that we can do something.

Speaker 1 (07:31):
God really did. He did his big one with his world.

Speaker 3 (07:35):
He did his big one with people too, because he
really created some magnificent people in a beautiful world. And
if you're okay, you'll really be able to experience that.
So check in, make sure that you're good. If you're
not good, say something so that we can do something.

Speaker 1 (07:49):
We are moving on. It is now our social media
shout out time.

Speaker 3 (07:53):
If you are not following the Spill podcast on social media,
what you're waiting on? Follow the Spill podcast that's at
the Spill Podcast twenty one Instagram, the Spill Podcast TikTok,
and the Spill Podcast YouTube.

Speaker 1 (08:09):
I am on TikTok. You're on TikTok. No, yeah, that's
why you can't get the videos. Get your TikTok so
you can get thee for the videos. Did y'all want
to shout out y'all's social media? Y'all good? But if
they got these big old smalls, which great, man, if

(08:30):
you acting like sending out see been around, send me
too long? Been around too long? All right, So don't
forget to follow us, subscribe like yeah, check in with
the spill.

Speaker 3 (08:42):
Normally we do a spill trend, but we skipping the
trend today because we can straight to our topic town.

Speaker 1 (08:48):
Okay, so let's get ready and move on. Okay.

Speaker 3 (08:55):
Music, i'ma I'm gonna put cheven and uh Simmy, I'm
gonna make them. We're gonna pass them the microphone and
put that camera on them, because baby, they are talking.

Speaker 1 (09:11):
You're gonna okay.

Speaker 3 (09:15):
I hope you guys enjoy those fine jazz tunes from
Philip Mouton and Quincy Q.

Speaker 1 (09:22):
Note Watson free.

Speaker 3 (09:24):
You fixed it, lord, your throat of here. We're gonna
have to get you something to drink. I offered them
as well, y'all they declined. So I'm I'm a good host.
I feel like you get okay when you ready tell us,
but this is not gonna be long.

Speaker 1 (09:39):
Okay, all right, here we go. Let's get right into it.

Speaker 3 (09:41):
Listen, this is our back to school episode again. These
are perspectives coming from teachers. I have two veteran teachers
in the building. We have something in common for the
first time in a very long time.

Speaker 1 (10:01):
Yea, we have our newest reading interventions, y'all.

Speaker 3 (10:12):
Just girl in the classroom for eighteen years and the classroom, baby.

Speaker 1 (10:16):
Girl, if you don't get your team from all the
cheering COVID coles, get you a small group chair.

Speaker 3 (10:27):
Anyway, we have finally gotten her on board. Since I'm
still considered novice compared to these two ladies. Again, y'all know,
missus Wilson, I am going into my eleventh year in education.

Speaker 1 (10:40):
This is that's it.

Speaker 3 (10:42):
This is my fourth year as a reading interventionist. I
am a reading and dyslexia specialist at a middle school
in the city of Littron.

Speaker 1 (10:52):
So we'll go from youngest to oldest. So Smith, you and.

Speaker 3 (10:56):
Now I need to what year you going in to
U in your position?

Speaker 2 (11:01):
Okay, reading interventionists as well. I'm going into my nineteenth nineteen.

Speaker 1 (11:08):
Wow, y'all old.

Speaker 4 (11:12):
After when it's air, she never would we have joined and.

Speaker 1 (11:17):
Yeah, that's most heaven can coming. We'll all be intervention
at our forties.

Speaker 3 (11:29):
Ain't Man is nineteen years in this thing and she's
a reading interventionist. So eleven nineteen, y'all, it's almost fifty
years of experience.

Speaker 1 (11:37):
Ago. I am McDaniel and I'm going into my twenty
first year. This will be my first year as a
reading specialist.

Speaker 4 (11:49):
Uh a ka school in Little Yay. So we're excited
about to drop that night.

Speaker 1 (11:56):
Yeah, we dropping on names and no names. We pulled
on We pulled her in, y'all.

Speaker 3 (12:01):
We've been trying to get her out of the classroom
for like three years, but she's she's loved it.

Speaker 1 (12:06):
She's never complained about it, really really, but this year
Miss Smith was on her work her nerves.

Speaker 3 (12:11):
Girl, it's a job opening, and I remember seending you
that job opening. I said, mag, this is a new school. Apply,
they gonna they're gonna hire you.

Speaker 1 (12:20):
And I was one of her people to do one
of the little recommendations, one of the little forms, and
to live did. So our girl is in there. She liked.
She didn't use you as a reference. She ain't use
you as a reference. Twin No, I think it's good

(12:42):
for other fellow teachers or something that they do the
references with. But anyway, she's here, she's with us, So
we're excited. So we're gonna get right into it. We're
gonna spend We're just gonna talk briefly on I'm sorry, y'all,
I turned it down. I think it's like on seventy one,
seventy two, y'all just going through now. It's small room.

Speaker 3 (13:01):
But anyway, we are going to just talk just briefly,
just about some expectations you all should have as parents,
as students, and then expectations we have for you. We're
also gonna talk about boundaries with coworkers. I think that's
very important, even when it comes to your administration, your bosses.

(13:21):
And then we're just gonna hit a little bit on
forty seven. Forty seven learns at and forty seven is
the governor of Arkansas.

Speaker 1 (13:30):
Look her up.

Speaker 3 (13:31):
Just type in Arkansas forty seventh governor if you want
to know what.

Speaker 1 (13:35):
But we're just.

Speaker 3 (13:35):
Gonna talk about a lot that she had, you know,
that she put in place. I was gonna say, but anyway,
it's it's there and done. And then we're also going
to talk about if forty five becomes forty seven, the
dissolution of the Department of Education with Project twenty five
that they are trying to enforce. Okay, so first XS

(14:01):
for parents, Can y'all tell me some of the expectations
you have for your students' parents, Like, what are some
things that you expect from parents when their child enter
your classroom?

Speaker 1 (14:16):
Where do we start?

Speaker 4 (14:18):
I was like, it's gonna be different for me. Yeah,
I'm coming out of a traditional classroom.

Speaker 1 (14:22):
Yeah, you know what I'm saying. So I don't know
what to expect right now, but I know I want
you to be accountable. Yeah, absolutely no, not a lot
of excuses because of where I am located. I hope
that's not the case, but I feel like that will
be the case your child is capable of doing much
more than you give them credit for and hold them
accountable for that part.

Speaker 3 (14:42):
And I love that word accountability. I think that it's
not we don't put a lot of emphasis on it anymore.
I feel like we have so many excuses that we're
really not holding ourselves accountable, and that becomes problematic, especially
when it's some things that you know you can correct,
for example learning. We were i an academy this week
and one of my peers said something we did this

(15:04):
or that we did this or that game and one
of the questions were would you rather be really smart
or would you rather have power? And so one of
the girls went to the power part, and so I
was like, well, explain to me, why would you rather be,
you know, have power and I be really smart. She's like,
because everybody has the opportunity to become smart. So if

(15:26):
I'm powerful, if I want to learn more, if I
want to become smart, I'll have access to that because
I have the power to do so, you know. So,
and I was like, that was really really good. And
I said that to say, it doesn't matter how behind
you may be, how challenging you may think something is,
you're capable of learning it. You just have to put
in the works right and apply yourself. All right, Smith,

(15:48):
what are some expectations for you?

Speaker 2 (15:51):
Do your part at home?

Speaker 1 (15:53):
Fixed?

Speaker 2 (15:54):
I can't say that enough. It's not just the school
and the teachers job to teach your child. Your child
should come with something from the house.

Speaker 4 (16:07):
It starts at.

Speaker 1 (16:07):
Home, that's it.

Speaker 2 (16:08):
So should be reading get home every night. I encourage
my reading group students to read. I send home, you know,
things for them to read. I send home word lists
for them to practice because they don't some of them
don't know basic pite words. That's something that the parent
can be working on with them every single night at home,
going through those checklists, making flash cards. It don't take

(16:31):
but ten to fifteen minutes to just, you know, go through,
have them read for thirty minutes, read a book, ask
them some questions, tell them to retell you what they
read it. Set a timer, let's see it. Take thirty
minutes out of your evening and do that. Do it
at the dinner table. Let's see, I'll eat you know whatever,
Just do something.

Speaker 3 (16:49):
And then you have your on those phones and laptops,
so put those down for thirty minutes and pick up
a book. I was like that with my baby even
and she had every form of technology. But we have
the whole library with tangible books because we're not going
to weep. The phones and the iPads may not always
be here. So yeah, you have audiobooks in those type
of books, but you still need to be able to

(17:10):
articulate a sentence from your mouth. So that's important to
go ahead make it. I was like, I don't want
to pay Devil's advocate, but I am a little bit.

Speaker 1 (17:18):
But because some of these parents don't know some of
the stuff we sent home, you know, so that yeah, level,
So you find everything else out It's groups on Facebook,
it's everywhere, but we can't hold it do that part
at home if they're not capable of doing that.

Speaker 4 (17:39):
Yeah, you know what I'm saying.

Speaker 1 (17:40):
So I would like even the schools to open up
some stuff to do some adult education things, and that
would be awesome as well.

Speaker 2 (17:47):
With that, And I'm sorry viewers, I'm usually very brutally honest,
pretty honest. How do I play? How do I put this?

Speaker 1 (18:01):
Say it?

Speaker 2 (18:03):
When it's not accepted sometimes because parents view it as
you thinking that they're stupid or they trying to teach me.
You know that, you know, it's that can be kind
of that that can be kind of touchy if it's
not presented a certain way, because when you have parents

(18:23):
in classes or when you have adult education, they're viewing
it as those folks at the school trying to you know,
trying to act like we don't know and trying to
teach us, and you know, we ain't the kids. And
then just you know, it's a whole different generation of parents.

Speaker 1 (18:39):
Is that it is?

Speaker 2 (18:41):
And I would love in a perfect world that we
could set up those types of resources and classes and
have the room full you see what I'm saying, with
just opportunities that they're willing to but.

Speaker 3 (18:52):
You'll know who wants to be a part or involved
because they're actively engaged, they're proactive about it. They won't
be offensive about it. And as an interventionist, I've learned
that too, because I've had parents and say, hey, I just.

Speaker 1 (19:04):
Want my baby to know how to read.

Speaker 3 (19:06):
I don't know none of this stuff, and you know
what I'm saying, But the ones that really want their
child to to grow and to be successful, they're gonna
do whatever it is we have there are several parents
that do say that's the teacher's job. I've had a
family member to say it to me, now what time
while we got a girl, But the conversation was different.

Speaker 1 (19:29):
It wasn't a professional one.

Speaker 3 (19:30):
It was like from family to family because first of all,
you know, but I feel like for parents not to
be offended or feel a way, then that's something that
they would want to have, they want to be a
part of as well.

Speaker 1 (19:42):
And that's also like you established relationship with your kids,
you have to do that same thing with the parents.
Just say, little Johnny got in my troubles with my
classroom eighty times.

Speaker 4 (19:52):
Right, building those relationships with them, you.

Speaker 1 (19:57):
Know, that's important.

Speaker 3 (19:58):
Well, that will definitely and I feel like too when
it comes to some parents and not all parents, but
once they see that you truly care about their child,
then they'll come in you know what I'm saying the
way that they're supposed to. They'll approach you totally different
versus being defensive. The only time I've had issues like
that is when a parent knew.

Speaker 1 (20:17):
Their baby was bad as hell.

Speaker 3 (20:18):
And I'm just gonna say they knew their child was
a little challenging, but instead of them coming and saying, hey,
my child is this. They come defensive because they know
we probably gonna have a relationship, but not the type
of relationship that they want, you know what I'm saying
to have. So I feel like with that, it's definitely
all on the parents. My only expectation for a parents
is kind of like what both of y'all said, is

(20:40):
that everybody holds everybody accountable. I feel like the parent
plus the teacher is a team that's going to create
a successful child. If the child know that my parent,
my mom my dad is on this teacher side, they're
going to do whatever is possible to make sure that
they're working hard, that they're putting their beast foot for it.

Speaker 1 (20:58):
Every time.

Speaker 3 (20:59):
I feel like as parents we have to get off
that my baby is my baby that or I know
my baby, or feeling offended when your child is redirected
or corrected or and it's kind of hard because I
don't feel like we really do consequences, and you know,
I don't feel like we really do a lot of

(21:20):
that anymore. I think we're kind of shying away from
that because our kids lack a lot of emotional intelligence.

Speaker 1 (21:27):
Families due too so.

Speaker 3 (21:28):
I feel like we've kind of strayed away from harsh
punishment and consequences and all of that. But parents, we
need help, Like, if you know little Johnny got certain issues,
it won't let us know. If you know little Johnny's
on med at least put that in his filess Little
Johnny or little Jenny takes medications, and days that they

(21:49):
come in they may be a little throwed off. We'll
have some alternative methods in dealing with them or teaching them.

Speaker 1 (21:56):
But sending your kids to school and they all over
the place.

Speaker 3 (21:58):
And we don't know what, We don't know what going on,
and then we call you and ask you got an
attitude and then little Johnny tell us I ain't taking
my minutes. Well, if you just want to tell us that,
you know what I'm saying, we would have been been
more understanding. So help us out that part. Yeah, I'm
just saying I feel like we got We have so

(22:18):
many parents. And my pastor said it at our back
to school message last year. He said, you know, y'all
know y'all kids better than the teacher.

Speaker 1 (22:26):
The only difference between the teacher and y'all is y'all
can knock them upside there the teacher can't.

Speaker 3 (22:31):
But instead of y'all doing that, the teacher tell you
something about your child, you're going up there trying to
jump on the teacher all he went in and that
is so true, Like that's it's a hurtful feeling.

Speaker 1 (22:41):
But it makes me.

Speaker 3 (22:42):
Embarrassed for the parent because it's like you really doing
all this, Like do you you know your baby?

Speaker 1 (22:48):
Because if you knew new your baby, you wouldn't be
doing all this.

Speaker 4 (22:50):
And kids are different creatures at school.

Speaker 1 (22:52):
I'm talking about totally different.

Speaker 2 (22:54):
Yeah.

Speaker 1 (22:54):
I had a whole little conversation with my seventeen year
old couple days ago.

Speaker 3 (22:57):
Ahead tell y'all, I'm a little hard. I just jeded
the tear. I said, Lord, I thought you was angelic.
I just thought she was my angel baby. She's my
angel's But kids are totally different away from them when
they're especially when they're with their peers. They're different. But
they need to know that the tea their parents. They
need to know they rhying with their teachers.

Speaker 1 (23:19):
Like that's that's why I feel I agree with you.

Speaker 3 (23:23):
You want to add some Okay, you with me? You agree, okay, Okay,
you're keeping up on the thank you.

Speaker 1 (23:31):
Okay, I got my time keeper.

Speaker 3 (23:32):
Okay, So did y'all want to add any expectations for parents, Oh,
communicate with all of your child's teachers if whenever. This year,
we're doing a different method of communication, so we'll be
able to know if you've seen it or not. And
then we're only using that rooms and we're only using
it if you give so whatever email you give us,

(23:52):
that's what we're gonna be communicating with or whatever phone number,
and so that to me, I feel like that's a
good thing because that's the bab the whole them accountable too,
because we won't have so much.

Speaker 1 (24:02):
I didn't see I didn't they said things. Check your
kids' grades. Most teachers don't like yeah, want to be mad.

Speaker 3 (24:15):
Most teachers post. We're in a tech savvy world. It's
twenty twenty four. Most teachers post grades. If not every week,
every other week, we're gonna post some grades at least
every ten days.

Speaker 1 (24:27):
Check your baby's grades.

Speaker 3 (24:28):
Don't wait till those interims or those report cards come
and say, ain't nobody told me nothing? At some point
you got to help us out too. I had so
many parents, y'all. I'm middle school. I promise. I had
so many parents that you're asking about report cards.

Speaker 1 (24:42):
I had one parent.

Speaker 3 (24:43):
I had a conversation with her son because I'm like,
and I told her about the grade. She had no
idea about the when report cards coming. I said, ma'am,
we're in teching. We're literally almost in thirty nine weeks.
He's about to get a second report card. So I'm
just saying that stuff that yoahn need to know because
at the end of the year, if we're trying to
request the conference for remediation or retention.

Speaker 1 (25:08):
I've always been elementary, so I was like, it looks
different in middle school and high school. And I do
I do think parents back up, you know, try to
get kid. It was more independence, but on grades and
stuff like that, you need to check that work. Check it.

Speaker 3 (25:21):
Mine' about to be a senior, honey, and I can
tell you every grade every nine weeks. I got for
that part, like what's going And then even though I'm
a teacher, I would randomly send emails to her teachers, Hey,
doing an update? Is everything going on? Is there anything
you think we can work on? Any deficits? Where do
you think we need to focus on? I you know,

(25:42):
because I was. I want to be proactive in her
life because I want to be able to hold her
accountable as well.

Speaker 1 (25:46):
I don't need her coming home saying Mama, I'm struggler,
I got this? Why? Why the hell? Well? Why so?
And I feel like.

Speaker 3 (25:54):
Getting your kids business like them? Y'all kids, what there's
is you probably bought it. You know, their business is
your business. So when it comes to academic get in it.
You want a social media beef and foolishness that got
going on getting at east school and home and.

Speaker 1 (26:12):
Yeah, definitely that's another story for another day. Fool lord
fix it.

Speaker 3 (26:18):
So those are some expectations for parents, and it kind
of coincides with the expectations for students too. Parents this ting,
I do want to say, y'all can piggyback. The energy
that you project on your children is going to be
the energy that they project on their peers and sometimes
their teachers. Fortunately, we are adults, so we know how

(26:39):
to approach situations. We don't how to respond. We know
how to react. However, you know the preachers say, shouldn't
nobody have to prime your praise? I don't like having
a prime cheering happiness. I feel like y'all. Just these
little young lives, y'all need to just kind of be
a little happy, be excited. So with that saying, at
night time, before they go to sleep or when they
wake up in the morning, don't be doing all that

(27:01):
hollering their foolishness.

Speaker 1 (27:02):
If you hollering, they need.

Speaker 3 (27:03):
To be shall like me chall I'll be pulling up
in my baby parking lot praying, and shall she'd be like, Okay, mama,
we've had to turn on jump barrow. You can turn
it down and be like whatever, it's this, But try
to be the positive light that your kids go to
sleep to every night and that they wake up to
every morning, because they really has an effect on their academics.

(27:26):
It has an effect on the way that they respond
and react to their peers, their teachers, and then their
personality even in the future. If you wake up nagging
and fussing all the time, guess what.

Speaker 1 (27:37):
You're You're growing.

Speaker 3 (27:38):
You're creating a little nagging and fussing all the time
grouchy monster.

Speaker 1 (27:42):
We don't want to do that, okay.

Speaker 3 (27:43):
So try to start your baby's day off as positive
as excited.

Speaker 1 (27:49):
You know.

Speaker 3 (27:50):
Hell, if they ain't no morning people make them go
to sleep at night. No, nobody really wanting to get
up in the morning. But if they've up all night
and you're not saying nothing, hang you up cussing them out,
or they don't hit the snooze, or they don't want
to get up, you ain't make them go to bed, right,
I'm just saying.

Speaker 2 (28:07):
It's there, there, there. There's not enough. You know how
we starting our school years off. We always talk about
routines and procedures. There are not enough of those.

Speaker 1 (28:17):
Homes at home, baby.

Speaker 2 (28:20):
There are not enough routines and procedures at home, come home, homework, smack,
you know, it's just not enough. Take a bath, it's
not enough for that. And it's not I have students
who come in and this is in the summertime and

(28:40):
during the school year. Oh listen, I'm so tired. What
you're doing tired? I was up at well when your
bed time? Sometimes this one shouting out. I would live
on the clock. I don't have a bed time this
mornen I was up playing and gain okay.

Speaker 1 (28:53):
Well where was your mom? Not Bible?

Speaker 2 (28:56):
And sometimes you have to be careful with that because
I was in a PD yes day actually, and the lady.
You know, one of the one of my peers, we
were talking. It was an aware training, but anyway, she mentioned,
you have to be careful with that because you know,
you have some students who don't have the traditional home
life they may have. They may be in a foster siblings,

(29:17):
raised by grandparents, you know, just non traditional situations them.
I won't but you know, it's just not enough. There
are not enough routines and procedures at home so parents,
and I know that's easier said than done, too, because
you know, we have a different generation of parents for
the most part, and it's just you know, it's just

(29:37):
not like it was when we was coming up.

Speaker 1 (29:40):
It's not because, like you said, a lot of these
kids come from unstructured homes. So when they get to
class or get to school, we have to be destruction.
Like every day in my classroom, I made it a practice.
They come in, they write for a minute, or get
themselves together, if they need to stop and talk or
need a hug, I'm right there. And then every time
before I even start teaching, I was like, if nobody
told you today, I love you. Yeah, yeah, like that's amazing. Yeah,

(30:06):
I feel the same way you feel person to. Yeah,
but we just got to give them that structure.

Speaker 3 (30:10):
Yeah yeah, and we and we And that's the best
part about our our fields. I feel like we show
so much grace because we know, you know what I'm
saying that our kids are in situations that they didn't
choose to be in. You know what I'm saying. They
can't help the situations that they're in. But when we
know better as adults, we do better. So it has

(30:30):
to start somewhere, you know what I'm saying. So and
I'm that light. Baby, I'm gonna be loud. You're gonna
come in my room. I'm gonna listen to some music.
If you call, I'm gonna ask you do you got
this stuff?

Speaker 2 (30:40):
Is?

Speaker 4 (30:41):
What did you do?

Speaker 1 (30:42):
What's going on? Because you'll go get it together, go
to the bathroom, wash that elbow. Like I'm one of
those out of love. It's all love.

Speaker 3 (30:49):
But just kind of be a light for the appearance
of the kids that are are in traditional homes. Be
be be with your your baby's need for the kids
that are not. If you know that that they're not
you know, or or are in unfortunate situations, then let's
go above and be on to be those lights for them. Okay, educators,
did y'all want to add something to that? No, parents,

(31:13):
parents and teachers, I mean parenting students. Oh, I did
want to spend just a couple of seconds talking about
boundaries with coworkers. I feel like, especially for novice teachers,
for new new teachers to come in. I feel like
I kind of like my first building, I was kind
of like over friendly. So I was like super cool

(31:37):
with everybody and go starting, and I thought everybody was
my friend. And I thought everybody, like you know, was
my friend. And I feel like when I moved on
out of like twelve people.

Speaker 1 (31:55):
I was talking about then not talking to me, I
was like, what the you know? But anyway you live
and your learn. I don't really know what.

Speaker 3 (32:03):
To say when it comes to boundaries. I feel like
everybody definitely have your boundaries. Yeah, there needs to be
a respect level period with any and everybody when it
comes to like your administration, your boss and all this stuff.
I feel like, as adults, it's our duty to not
be insubordinate, to be respectful.

Speaker 1 (32:23):
I don't like saying.

Speaker 3 (32:24):
Obey, but follow the rules, as the Bible say, follow
the laws of the land.

Speaker 1 (32:29):
We have to do that.

Speaker 3 (32:30):
You know what I'm saying, because that's what Jesus is
gonna ask you about now. When that lady told you
to do this, and you knew good and will you
were supposed to do it, you had to Why you
get marvel? You know you don't want that question on
judgment that you don't want to be standing in a
chair for that. But create boundaries with your peers you're
gonna have. I feel like working in schools, it's a
lot of grown it's her.

Speaker 1 (32:51):
Adults, and I have learned that I'm talking about grown
in old season. This is hell. Like you almost a
biscuit out here.

Speaker 3 (33:00):
Baby, You've been in the in a long time and
you're still acting like this. What advice would y'all give
to the novice teachers coming in as far as creating
boundaries with their peers even if they feel like they've
met somebody that they can like, really grow to like,
and then as soon as they feelings hurt.

Speaker 1 (33:19):
I don't know, because these young kids are different. And
then when they feelings hurt, they up and ready to leave.
I like that, and I don't like that at the
same time, because you don't get established. But companies these
days don't care if you're established or not. They're gonna
let you go.

Speaker 4 (33:31):
Registration starts right, okay. She would have called like five times,
like my husband, why is your calling me?

Speaker 1 (33:39):
District? Okay?

Speaker 4 (33:40):
And for me, discernment is a great thing.

Speaker 1 (33:44):
Yes, thank you God, Wanta bless you with it.

Speaker 4 (33:48):
I feel like I'm a friendly person. People tend to
like me, but up.

Speaker 1 (33:51):
Front, over hunt the camera on her, like, just get it,
glimpse to her. She's a whole nutcase in here, y'all,
a whole mess. Okay, keep going mad. Oh God, that's
your sorrow. Even if not people tend to like me.

(34:15):
But even in that, I still I gotta feel you
buy Yeah, you know what I mean. I don't.

Speaker 4 (34:22):
And the people I do are good people.

Speaker 1 (34:24):
You know what I'm saying. When we first started, you know,
the people they used to come to me like is
she can? I say so, I'm like, yeah, she just
gotta get to know you. But that thing in front
of you, smith, babe, that thing right there, baby, can
you say hey to the camera from that's our twin y'all.
I would say I fell in love with Mac when
she first came. She had one of the mothers praying

(34:46):
and blessing her room, and I was like, she gotta
bless my wonm Mac was Mac was even like at first,
but she you know, she came once she saw that
me and Bristol prayed and stuff.

Speaker 3 (34:55):
She's like, okay, I like them they pray. But her
twin came to the building. I think I told you
this story before, but her twin came to the building
and I was so excited to meet her.

Speaker 1 (35:06):
I was like, oh my god, y'all look just alike.
It was like aesthetically pleasing because I'm like real twins
and baby Chamon was looking at me like if you
get out listen, It's like, I don't know you back up.
Like she literally was like okay, okay, but she loves me.
Now my mother to school for school.

Speaker 3 (35:30):
Okay, Smith, what advice would you give maybe novice teachers
or teachers going to a new building about boundaries with peers.

Speaker 2 (35:39):
Keep your mouth closed, listen, yeah, mind.

Speaker 4 (35:45):
Your business definitely business, yes, and handle.

Speaker 1 (35:50):
Your handle handle him right there.

Speaker 2 (35:54):
That's it, because it's you know, who wants a messy
work environment that you spend a majority of your literary
day of your life? Who wants to be uncomfortable in
a place where you have to. You're expected to put
your best foot forward for students, and you can't do
that in an environment that is uncomfortable for you because

(36:15):
you've made it that way because you didn't mind your business,
or you're telling your business, or you know, you see
what I'm saying, or you're not handling your business.

Speaker 3 (36:23):
That's my advice, and that's good advice because how you
telling your business or telling somebody else's business and you're
not handling your business, right, Because that'll get around quick too,
that you're not handling your business.

Speaker 1 (36:35):
Oh that's the teacher that don't be doing it. Oh
that's the one that. Yeah.

Speaker 2 (36:38):
Attention to yourself, yes, because of the way you carry.

Speaker 3 (36:41):
Yourself and new spread fast. I don't care how much
you feel like you can trust a person. I've been around,
even in the new building that I'm in, which is
absolutely amazing, and it's not much of it, but it's
it's everywhere. And I've seen someone say, well, such and
such when she told me, she said nobody knew and
such and such as like, well, she told me, but

(37:03):
she didn't tell me nobody knew.

Speaker 1 (37:05):
So stuff like that.

Speaker 3 (37:06):
When I say the importance of keeping your mouth closed,
keeping your business to yourself. If you got your pictures
up and somebody say, hey, who is that, that's it.

Speaker 1 (37:14):
We don't even know nothing about your honeymoon with your cheering.

Speaker 3 (37:16):
If it's not anybody, I feel like that you've known
you tr you trust to really have their relationship with
outside of work, And that's my thing. If y'all have
a relationship outside of work, cool, yeah, But if y'all
just friends at work. And when I when your friends
at work, they mean when you don't break, you don't
talk to each other. Uh, the weekends, you don't text, summertime,
you don't t your friend your work friends.

Speaker 1 (37:38):
My other dyslexia intervention is her daughter called me and
her mom work besties, cause we gonna talk all dad work,
but baby them breaks and I probably won't hear from
each other unless we're talking about some queenage.

Speaker 3 (37:49):
Just know who to talk to and who not to
talk to. Matthew is gonna say something to I don't know.

Speaker 2 (37:56):
God, don't let me add this because this is so important.
Form your own opinion. Don't walk into no environment where
your brand new and judge people based off some crap
somebody else saying that that's so toxic.

Speaker 1 (38:18):
It is.

Speaker 2 (38:18):
It is so toxic it is.

Speaker 1 (38:20):
We dealt with that.

Speaker 4 (38:23):
Literally when we when we flew out.

Speaker 2 (38:25):
Yeah, you don't know, it's just it just makes for
such a ugh Like the toxicity is at an all
time when you do that, because you're coming in new especially,
you're coming in and you're expecting support from people around you,
but you're judging people or you have already judged them
based on some stuff that someone else has said.

Speaker 3 (38:46):
And then don't tens it's lies, it's not true, right,
or it's coming from somebody that's hat here lyne musty
and hating.

Speaker 1 (38:53):
Y'all know what I mean.

Speaker 3 (38:55):
Get your own opinion, because people be out here lying,
musty and hate and that is true, and it's true
with adults. We experienced it first hand literally and it's
not a good feeling and it's not smart because it's
a backfire on you. It will backfire when I say,
karma is real. What goes around comes around. So you
having those pre uh, you know whatever, get cut it

(39:17):
out and get to know people for yourself. I don't
care if they said she was nice and funny, gets
annoy because she might be mean it thinking if they
stay she funny up. You know, just get to know
people for real. That's important.

Speaker 1 (39:28):
And I said, we got to watch it too, because
you're missing this can split over to the kids. Yeah,
oh my goodness, one bad as the whole bunch.

Speaker 4 (39:36):
One kids herself can spread through the bicket.

Speaker 1 (39:38):
Y'all.

Speaker 4 (39:39):
You gotta be careful with this.

Speaker 1 (39:40):
Watch who you hanging with, watch what you're saying, and
watch yourselves, and especially around these students.

Speaker 3 (39:45):
We're in a generation now where you know, back in
the day, our mamas used to say stay in the
child's place, or get out of here while gone folks talking,
or grab your lip when you talk.

Speaker 1 (39:53):
Baby. These are loose little kids.

Speaker 3 (39:56):
So if your friend come in to class and you're
putting your mouth on somebody, just have some integrity.

Speaker 4 (40:02):
You're already wrong for doing it here.

Speaker 3 (40:03):
At least you can do it and not do it
around the kids because they we don't say something, they're
going to say, Miss Wilson, They're going to say something,
please believe, and.

Speaker 1 (40:12):
They can definitely keep energy. Yeah, these kids they different.

Speaker 3 (40:16):
Yeah I'm talking about hard because they want to know
the tea too, believe it or not. Kids literally growing
up in a social media age, got accounts or that
they want to know what the.

Speaker 1 (40:30):
Tea is to So yeah, that was good Smith. Form
your own opinion, baby, because.

Speaker 3 (40:36):
And then just because you're peer or somebody on your
team or somebody in your area may not like administration,
don't jump on their being wagon because you don't know
what you're gonna need administration for later.

Speaker 4 (40:47):
And your experience are different from.

Speaker 1 (40:49):
Are totally different, and then their experience makes to that. Yeah,
literally all of.

Speaker 4 (40:57):
Us in the same place.

Speaker 1 (40:59):
Our experience with totally different because you were the angel,
were the means, we were merlands. She was a light
until she left. And then you can get your stuff too.
But yeah, so yeah, get your own opinion.

Speaker 3 (41:18):
And yeah, especially like I said, with the administration too,
because everybody experiences would be different. But definitely tapp into
your discernment too. Don't be no fool, Like I don't
care who it is. Don't be no fool. You want
to thank you my timekeeper. Okay, we have a couple
more minutes, I like. So we've talked about the students,

(41:40):
expectations for students and parents expectations, about boundaries with coworkers,
which is important. And then last we're gonna talk about
forty seven. Forty seven is the governor of Arkansas. She
created a Learned Act, which I feel like, at the
end of the day, has a negative effect on public
schools and public school educators. And then I feel like,

(42:03):
if forty five is elected again, which is very important,
that you.

Speaker 1 (42:07):
All go vote in know them bird vote vote vote
vote vote. Okay.

Speaker 3 (42:12):
At the end of the day, there's so many different
videos and lives out here. I feel like about Kamala Harris,
I feel like people have pulled different words or messages
that she shared, but they pulled them, not pulling the
entire message. They pulled only the negative ones. And they're
putting all this negative imagery and videos out about her,

(42:33):
saying things about her as a prosecutor that are not true.
They're not saying everything that she did and why she
did it. They're just saying what they feel like she
did negative parts. But learn Martama used to say all
the time, learn folk on your own, learn on your
own research. Look up that ladies background, look up everything that.

Speaker 1 (42:54):
She has done.

Speaker 3 (42:55):
Even when she was the Department of Justice Prosecuting Attorney
General for the State of California.

Speaker 1 (43:01):
Look it up for yourself.

Speaker 3 (43:02):
Quent looking at these little thirty teken videos and thinking
that's all of Kamala because it's not okay, we are in.

Speaker 1 (43:11):
Dictatorship.

Speaker 3 (43:12):
Have to be real, yo'all. Don't get to the post.
That's all I'm gonna say. Period, dictator it's no longer
going to be democracy, is literally going to be a dictatorship.
And he done said so much stuff the last couple
of weeks that made me seek racing peace. Sony and Massy,
the black girl that was killed, point blank, period murdered.

Speaker 1 (43:34):
He the forty five.

Speaker 3 (43:35):
Then said we're gonna give police immunity to just do
their jobs. He just made this come in a couple
of week, couple of days ago. So that really touched
me because I had been sad from the son vote.

Speaker 1 (43:46):
Y'all. That's all I'm gonna say. Vote the stuff that
they're coming up with the vote and with the conservative vote,
how you want to vote. I don't care both for
him vothe for her. It doesn't matter as long as
you were down a vote. But this conservative Supreme yes
has already given president's immunity everything. Yeah, it's pro it's
gonna be detrimental to a certain groups of people and

(44:08):
his all go out and vote.

Speaker 3 (44:10):
And his record is gonna be cleared, and we we
have to hold him accountable because the stuff that he's done.
No mm mmm, it's not it's not right. So make
sure you all vote, do your research. Vote people that
you know, if they're eighteen, this is the time to
make sure that they are registered. I think they have
until that, is it the beginning of October? Yeah, so

(44:32):
it's right at October before voting registration can stop. But
please do your due diligence. Our ancestors. Y'all know what
they went through. Y'all know what they went through, and
y know we gonna be going through if exactly we
gonna be going through. If we don't, we gonna be
little help us anyway. So let's talk about that just

(44:52):
for a little sex. Second, project twenty five is this
foolishness at forty five. They're saying that forty five is
not on it. But this is something that his part
of his administration, people from his administration are pushing to enforce.
And it's a whole list of things. It's a wholes,

(45:14):
it's a whole. It's like a lot of serious stuff,
y'all need to look at It's social Security. That means
if you have parents or grandparents, older family members that
are receiving Social Security. They're trying to stop that. That
is a part of a tax that one of the
state of Arkansas. We can receive at a certain age
where we'll pay We pay for it now, but we'll
just get it back once we get like sixty five,

(45:36):
I think, and it'll pay for our medical insurance and
all of that. He's trying to Oh, our age is
how you see.

Speaker 1 (45:41):
It sucks.

Speaker 3 (45:41):
He's trying to do way with that, do way with
the Department of Education. He feels like the Department of
Education is a waste of money and time basically because
it's for public school education. And what that'll mean is
there won't be as many taxes or will they do
away with the taxes for public school education.

Speaker 4 (46:01):
I'm not sure.

Speaker 1 (46:02):
I just downloaded the document yesterday and I started reading here. Okay,
so I haven't got your education yet. But there is
so many things, yeah, in this project twenty twenty five.
This document is over nine hundred page literally, and.

Speaker 3 (46:14):
There's a list of like fifty to sixty things for
the first page just telling you what some of the
things are, but.

Speaker 4 (46:21):
So much stuff that it is going to be affected
in this project.

Speaker 1 (46:24):
And mainly it's going to affect black and brown people. Period.

Speaker 3 (46:27):
It's gonna affect black and brown people, So do your research.
My concern was with the Department of Education and public
school education. I was kind of, I guess, became familiar
with this becoming an issue when forty seven she created
a Learns Act in a state of Arkansas.

Speaker 1 (46:46):
You all needs to google the Learns Act and the
Larens Act.

Speaker 3 (46:50):
One of the rights were for public school students and
parents and families to be able to receive a voucher,
and the val voucher would allow their child to go
to a private or a charter school, any private or
charter school that accepted them. And I feel like this crap,

(47:10):
But the best thing that makes me laugh about it is, yeah,
y'all can go get a voucher if you want to.
But a lot of these private schools are gonna take
you out because they want the kids with the money,
money and with the brains. So just because you get
the voucher doesn't mean they're gonna say yeespecially if they
see you got czzse fs, any deficits or media courses.

Speaker 1 (47:26):
They're not going.

Speaker 3 (47:29):
And that makes me sad because the state that we
live in is one of the poorest states. Right We're
the highest, I think for lack of like our education,
our reading deficits and all that stuff. Fifty states, we're
like forty eight, forty seven, forty eight, and poverty. We
just struggle in our state. I think we struggle a lot.

(47:51):
And we have educators like us that are public school educators.

Speaker 1 (47:55):
That are veterans that love the children.

Speaker 3 (47:57):
We have a heart for education, and that everybody can't
afford the charter or the private route, and so for
the kids that need public education, they need educators like
us that are there to provide it for them. And
that's something that I really I just can't stand. I

(48:18):
just that's another reason why I feel like we need
to vote. I feel like we should have been voting
for our local governments. Had we voted for Christopher Jones,
we wouldn't be going through this and so much more
that we're going through under that Act. I felt bad
for a lot of educators because of the Learn to Act.
If a teacher is displaced, meaning their job, their school

(48:44):
has too many teachers, so they has to cut the
teachers or get rid of some positions. Those teachers are
no longer the district is not required to give them
a job anywhere else. Their contracts are not renewed, meaning
that they basically fired. And I literally saw two or
three teams that I worked close with this year to
not receive a job with the district. One went to

(49:05):
Charter and two went to one went to another like
a country town, and then one went to a different district.
But because we are not using our just you know,
our rights and our votes, you know, voting, these are
things that we're dealing with, and it's affecting y'all kids, y'all.

Speaker 2 (49:22):
And local local government, and voting is just as important,
if not more important than you voting for the president
of the you know, the United States, because it directly
affects you where you live.

Speaker 1 (49:36):
Yep.

Speaker 2 (49:37):
So you need to get out and vote then as well,
and then you're important and.

Speaker 3 (49:42):
Your concerns that we can't fix here the local voting,
they take that to their house or they're seeing it,
and then they take those to the floor in DC.
So it's important, it's very important that we're voting. It's
important that we are using or being proactive when it
comes to our children and their education because at any

(50:04):
time this can change. They're one to remove black history.
We know American history is black history. They're trying to
remove that. We have a couple teachers. I think this
teacher from a central I think she won that lawsuit
against forty seven. I think I read somewhere when she
wanted but she was suing her for one to remove

(50:25):
black history from the subject areas in the schools. That's
something that they're and y'all know that can't erase our history,
but for it to become illegal for us to discuss it,
Like if they remove it and a student asked us a.

Speaker 1 (50:39):
Question and answer the question, we can answer the question.
But if it gets backs to edmin or get back
to whomever, we can be reprimanded. Yes, this baffles me.
I mean it doesn't baffle me because we who we have. Yeah,
we're leading the way, but being culturally aware, it's not

(51:02):
the same thing as this a critical see you. Definitely
they need to know because African American, Hispanics, Native Americans,
Pacific Islanders play a great part in making United States
what it is you can't say, you can't whitewash what
we've done, because you won't have half the things you
hear period the White House, their black backs of slaves.

(51:27):
You know what I'm saying.

Speaker 3 (51:28):
The slaves built that, you know what I'm saying. So,
and then what makes me sad about this? And I
feel like it's important because unfortunately, with the generation that
we're in now, sometimes those conversations in the classrooms are
the first time that these black and brown children are
hearing about their history. Because families really don't take the
time to sit back and tell their kids to struggle.

(51:49):
They don't talk to their kids about the struggle. These
kids are just growing up on police brutality. We've been
dealing with that forever, you know what I'm saying. We've
known about that forever. But they don't know about the
scrutiny and the violence that our ancestors went through.

Speaker 1 (52:03):
Just the vote, you know what I'm saying.

Speaker 3 (52:04):
They don't know about the violence that our ancestors went
through just so that we can be able to eat
anywhere that we wanted to, or use public race rooms.

Speaker 1 (52:12):
The first time that they hear about this.

Speaker 3 (52:14):
Half the times are in classrooms because families are really
not talking to their kids about them, making them watch
move Maybe Mcki's will watch so many black kids through
movies to this day. She'll walk by if I'm watching
Martin Luther King movie, She's singing one of the background songs.

Speaker 1 (52:27):
I problem is like, you don't know this, You're gonna
know it. You know what I'm saying. And so I think.

Speaker 3 (52:34):
It's important that we know what's going on, because if
you don't know what's going on, then everything, anything on,
anything can happen and the ain't gonna be looking complaining.

Speaker 2 (52:45):
Then you repeat history when you are not aware the
mind shift. Yeah, these kids feel like they have no struggle. Everybody,
but there is.

Speaker 4 (52:55):
We're fighting for the same things we're fighting for now.

Speaker 1 (52:57):
We talt for.

Speaker 4 (53:00):
Rights and literally, yeah, it is exactly the same true.

Speaker 1 (53:03):
But the mindset of these parents and these young young yeah,
I'm sorry, it's yea. They want to be TikTok famous
that they're not worried about what happened before digital.

Speaker 3 (53:14):
Content creators, digital creators. Digitally you're telling.

Speaker 1 (53:17):
Them with a book with the baby that it's not
a prior anymore. It's like that part for real and
so that's so, that's all.

Speaker 3 (53:35):
I just kind of wanted to talk about that they're
literally trying to remove something that is critical for us
and something.

Speaker 1 (53:42):
That we really need.

Speaker 3 (53:45):
I don't have no issues with charters or private schools.
I'm a product of public schools and I know so
many successful people that are products of public schools. But
for us, this is a problem, and in order for
us to address the problem and effectively fix the problem,

(54:06):
we have to do our part.

Speaker 1 (54:08):
Okay, did y'all want to add anything to that? I
think you did it. Yeah, are you all ready for.

Speaker 3 (54:17):
I'm just saying we need the people to thank you.

Speaker 1 (54:20):
An advocate for your student before they get in trouble,
but be an advocate for them before they get into
a classroom.

Speaker 4 (54:27):
I'm sorry, go to board meeting some of the last.

Speaker 1 (54:31):
Play it on your phone, on your phone anyway, exactly,
be an advocate and you will be surprised. Like if
y'all watch those board means, and I know our board
means be a bit long, but you will be surprised
about the foolishness and the things that goes on in
those board means. Even people from the community, a lot

(54:51):
of them are really really real and serious issues, you
know what I'm saying, and then some of the stuff
that people are fighting for talking about it's foolishness, but
it's important, you know, Like she said, be active parent
teacher conferences, when the school have community meetings. We have
second of second cup of coffee and that's twice a
month where our administrator that we call it second cup

(55:13):
because you have your first cup early in the morning
and then at nine thirty. It's the community is for
the parents, grandparents, anybody in the school who has questions
about anything that's going on in the district, anything going
on within our schools. If they need to have conversations
with the teachers, have those be a part of that stuff.
Like literally be engaged so that you can be aware

(55:36):
and you can stay informed. Because when it's too late,
it's too late. I ain't know, nobody gonna be able
to do. And that's it, period. Yes, that's it, and.

Speaker 2 (55:46):
I'm sorry, no, go b don't trip. If you ain't
playing a role, just like they say, if you don't vote,
shut up you. If you not getting out there, if
you're not in four or if you're not including yourself
and being aware, don't be mad.

Speaker 1 (56:05):
Later.

Speaker 3 (56:05):
Yeah, yeah, that's don't don't do that. No, don't, because
I'm the teacher. That'll be like, did you.

Speaker 1 (56:11):
Were you at the Oh? Okay, I just thought maybe
you were there. I shouldn't be meet you the first
time literally literally meet you the first time at a
Christmas or the.

Speaker 2 (56:21):
First time when or doesn't get his or her way
or can't go on this field trip or can't be
involved in this. Now you're mad, you're up at the
school and that's the first time I never s in
your face or heard your voice.

Speaker 3 (56:32):
And if you feel like there's something going and we're
back to the expectations for parents, But if you feel
like there may be something going on with little Johnny
or little Jenny, you're not quite sure, say can y'all
test my baby? I'm a little concerned. I promise you
if you tell us to test them, we'll get It'll
be quick. It'll be a quicker process. If we have
to go through the process that we have to go through,

(56:54):
which is normally as bit to start it. It takes
months for us to get assessment exams. Diagnosis takes a
long time. But if you feel like that there's something
going on, be okay, with getting your baby evaluated.

Speaker 1 (57:07):
Don't make your child suffer.

Speaker 3 (57:10):
When they have issues beyond their control and you know
it's something going on, but you're in denial or not sure.
It ain't about your baby. It's about the success of
the child. So make sure that you are doing whatever
it is to make sure that you have a successful child.

Speaker 1 (57:24):
That's right, Okay.

Speaker 3 (57:25):
Don't be going up there fighting them kids. You know
your child got a smart math everyone naker at the
card baby. Don't get smart with the cheering with the
teachers today, yes, ma'am, No, ma'am, Yes, sir, no, sir.
Just mannerism, just little things, you know. Just yeah, yeah,
adults respect the back in the day.

Speaker 1 (57:43):
Respect. Now, legally you can't come up there and put.

Speaker 3 (57:46):
Your paws on them, but you can check them out
and bring them back. I mean, that's always, you know,
an option. So that's crazy, right, Like girl, my grandma
wrap it up, Chavin telling me it's trying to wrap
it up.

Speaker 1 (58:01):
Okay, did y'all want to add.

Speaker 3 (58:02):
Anything to our This is what the parents and the
people are going to listen to the first week of
school back, So did y'all want to add anything same
or chevn y'all want to add anything, y'all like them
students that be talking in the class when the teacher talking.

Speaker 1 (58:17):
Y'all good, Smith and Yvonneul y'all like to add anything. No,
I'm just excited about this year. I'm ready for new place,
new culture, new team. Yes, I'm excited.

Speaker 3 (58:28):
I'm so excited for you because I told you I've
been looking at y'all Facebook. I'll be liking stuff like
this in my building now. But ain't nobody got nothing
on you know what I'm saying.

Speaker 1 (58:39):
They can't travel potition. But I'm super excited for you.

Speaker 3 (58:47):
Congratulations again, you are going to be in heaven. You
It's different, it's different, it's so different. So I'm happy
for you. Smith, is there anything you want to add?
And that's the love and lights. Listen, y'all, let's have
an amazing twenty four to twenty five school year. Make

(59:10):
sure you cover your kids, says something that's very important
to me. This is my still encouragement of the episode.
Make sure you cover your kids. Whatever's going on. Binded
the negative. The Bible says whatever you bind on earth,
he'll bind it in heaven. I feel like that's very
important plead the blood of Jesus over your children. Pray
for your children's teachers, okay, Pray for the staff, the custodians,

(59:34):
the lunch of ladies, administration.

Speaker 4 (59:36):
We are all locial workers.

Speaker 1 (59:38):
Social workers, police officers, the resource workers.

Speaker 3 (59:42):
We are all one entity, and we are all one team.
So I promise you whatever contact your child has with one,
they're gonna have it with the other. Okay, And do
your part as appearing, be positive, be the inspiration and
the motivation and encouragement your child needs before they come
to the school.

Speaker 1 (01:00:01):
Okay, all right, Well, I love y'all, Thank y'all for
tuning in. Thank y'all, my faves. We gonna do a
check in.

Speaker 3 (01:00:07):
We always, you know, we do the teacher episode like
every year, but I want us to do a check
in by Christmas, and hopefully.

Speaker 1 (01:00:14):
Wheezy is with us. Shoutout Weezy. I miss you.

Speaker 3 (01:00:17):
They had lunch without me today, y'all. It was it
was my pout. Okay, it was my fault. Okay, it
was my fault. Okay, okay, okay, all right, Stiller.

Speaker 1 (01:00:27):
Thank you for tuning in. This is your girl, Missus Wilson,
and I am signing out.