October 22, 2025 • 13 mins
Sky was at her daugher's back to school night and in one specific class the topic of AI came up. The things the teacher was saying regarding to AI was not what Sky expected and made her upset...
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Today's a big day. Today is Sky's birthday. Look at her,
look at her glowing. Doesn't look a day over forty seven.
Speaker 2 (00:07):
Okay wait, I'm turning forty eight.
Speaker 1 (00:09):
So okay, I mean, well then there you go. That's
a compliment. Well, i'd be that's a huge compliment. So yes,
Sky is in a good mood. But yet there is
something bruin over here on the back burner, which is
not great. Sky is not very happy with something that
has been going on at her daughter's school.
Speaker 3 (00:29):
Yeah, and this is, uh, this has been a little
bit of a puzzle I have put together, and the
puzzle is now complete, and I'm seeing the whole picture,
not quite liking what I'm seeing, but don't know what
to do or if I should do anything about it.
So it kind of started at back to school night.
My daughter is a sophomore in high school, and back
(00:51):
to school night, the topic of AI came up in
every classroom, like.
Speaker 1 (00:57):
Because the kids are using it right, just.
Speaker 3 (01:00):
Like the teachers stance on it, How do we feel
like can they use it? Is it good for certain
things like thought starters, but not good for clearly complete plagiarism.
Speaker 4 (01:12):
As a kid obviously I'd want to use it, but
as a parent, I wouldn't want my kid using it.
Speaker 1 (01:16):
No, you don't.
Speaker 4 (01:18):
You got to figure this out yourself as a kid.
As a kid, I love it. Notes Cliff notes.
Speaker 1 (01:25):
Kid is embarrassing. When I was growing up, it was
just when the Internet was starting, when I was in
high school, and so I may or may not have
done some copy and pasting because nobody was using the internet.
And when I we had the Internet, I would turn
in these papers and they were like, this is the
most incredible work I've ever seen. And I'm literally going
(01:45):
on like encyclopedia dot com, you know, which was barely
a thing. You know, it was great.
Speaker 4 (01:51):
The thing is, though, how do you because you got
to yell at the kid using the internet to do research? Yeah,
but how do you do research?
Speaker 1 (01:57):
Now?
Speaker 4 (01:57):
All you got to do is go to AI and
type in exactly what you want to tell you.
Speaker 2 (02:01):
And now the search is just AI.
Speaker 1 (02:02):
Yeah.
Speaker 4 (02:03):
So it's just like, how do you do It's making
to make the society a lot stupider.
Speaker 1 (02:06):
Yeah, it's not great, not great.
Speaker 5 (02:08):
Yeah, they all do. Every every kid gets a chromebook.
When you go to class, every kid has a Chrome.
So they're sitting in front of a computer the entire day.
Speaker 1 (02:15):
I'm I gotta imagine these teachers probably know like the
voice of your student and can go, well, clearly you
know read.
Speaker 4 (02:23):
Didn't Also, it's going to put out a very similar thing.
I'm assuming sure you're a teacher, Yeah, wouldn't you just
type in well?
Speaker 1 (02:31):
And kids are stupid too, Yeah, because like we're all
going to do the same thing instead of like, hey,
put this in the voice of like a whatever fourteen
year old kid and.
Speaker 3 (02:39):
Yeah, because you could put a detailed prompt and they're
not going to know, but most of them are literally
going to probably put the same question that the teacher
gave them. So yeah, So this was a topic that
came up in every single class. And then, uh, you know,
my daughter has six classes and I'm in one of them.
Who will remain nameless, I mean one of the classes
and these objective AI hasn't come up yet, which I
(03:02):
was surprised because like every other teacher, it was part
of like the plan to discuss. But I'm like, okay, whatever,
I don't care. And that's when towards the end, we're
opening it up to parents to ask questions. And I
did not ask a question. Sure, I can't, thank you
very much, sat on my hands. Oh my god, okay,
shut up. But one mom raises her hand and she said, oh,
(03:26):
excuse me. You know, what is your take on the
use of AI in this class? And the teacher paused,
like a weird pause to the point where like I
noticed it, and I'm like thinking, dude, it's not prepared
for this question, like literally every class has covered this question.
And he goes, well, you know, he like starts and
(03:46):
he goes on like a five minute rant, and he
starts saying, well, you know, I only use it sometimes
and it's really just to give me a base on
your child's work. And then after I will review every
AI comment. And then you see like all the parents
looking confused, and then we realize what's happening. He's telling
(04:08):
us about his use of AI in the classroom.
Speaker 1 (04:14):
Not the students.
Speaker 2 (04:14):
No, which was the question.
Speaker 3 (04:16):
Which I but I guess he didn't get or maybe
it's something that's weighing on his mind because he goes
into this almost defensive five minute rant about how he
uses it. But when he uses it to review all
the students' work, he does go back in and check
every single thing AI says and review everything and blah
(04:39):
blah blah, okay whatever. I thought it was weird, but
didn't give it a second thought until the other day.
My daughter's working on a paper. She's revising it, and
she's not understanding the feedback that her teacher has given
her to fix the paper. And so finally I'm thinking, oh,
you know, she's just being a lazy, she's being a kid.
She doesn't want to do whatever. Dragon her feet. And
(05:02):
then I look at it and I go, well, what
are these comments that are so confusing? And they were
they didn't make sense. They didn't like some of them,
did you know, like oh, expand this idea and maybe
reference blah.
Speaker 2 (05:14):
Blah blah blah blah.
Speaker 3 (05:16):
But one thing would just be like question and then
it would say have like question mark like things that
just didn't make sense.
Speaker 2 (05:24):
And then it.
Speaker 3 (05:24):
Finally clicks and I go, all of these comments on
this page, right here on your report, these were all
done by AI and I have now put together and
it is my lead theory that.
Speaker 1 (05:37):
This sky is a lead theory. I mean, what do
you mean you're not a detective?
Speaker 2 (05:41):
This teacher, Sorry, thank you for.
Speaker 3 (05:45):
This teacher is not actually reviewing or correcting any of
the work. He is putting the student's work into an
AI program and having AI grade their work, review their work,
and give them feedback on their work.
Speaker 2 (06:01):
And I don't care for it.
Speaker 1 (06:02):
Okay, wait, like like no, you know what you mean?
Like no, I.
Speaker 2 (06:10):
Mean just the fact.
Speaker 3 (06:11):
That I can tell it's AI doing this and it's
not making sense if it's confusing to me. Of course,
it's confusing the kids, like they don't know what you're
asking of them when it's a yellow highlighted box that
just says question with the question mark. It's like that's AI,
like being confused, not knowing or misinterpreting or whatever. Yeah,
(06:32):
and so I don't know is the school aware of this?
Speaker 1 (06:38):
You're doing a whole bust.
Speaker 3 (06:39):
Teachers allowed to like legit, let AI now do all
their work, and that's all all their well, I mean,
he shows up, but they basically teaching anything. They write
all day in class. All their lessons are like video
lessons on Chromebook. And now this dude is grading all
of their work with AI.
Speaker 2 (07:01):
What are we doing here?
Speaker 4 (07:03):
How do you know he's grading all of it? Is
it just the papers?
Speaker 3 (07:06):
I mean I mean that's the class is basically like
the class where you're always writings like a lot of stuff.
So basically when you're getting feedback on how to make
your work better, it's not coming from him, it's coming from.
Speaker 1 (07:21):
A Why does this bother you so much? Like welcome
to the new world? Like this isn't you know back
in the day when you you know, you would carry
your school books on a strap to school and you
know all the like this is it's the new World's guy,
We we didn't have chrome books in our you know, classrooms.
(07:41):
He's different.
Speaker 2 (07:41):
It's just it's kind of like do as I say,
not as I do.
Speaker 1 (07:46):
So he's saying I don't believe in technology.
Speaker 3 (07:48):
No, he's the teachers are like telling the class like
you need to do your own work. You can't let
AI do the work for you. But here is the
teacher having AI do the.
Speaker 1 (07:58):
Work for You've also been this person your whole life
where you like to point out hypocrisy. Your mother had
to talk with you back in the day, and you
like to point out, well, did you ever have premaral sex?
Speaker 2 (08:10):
Right, she didn't.
Speaker 1 (08:11):
She had to talk with you saying you shouldn't have
sex until you're married.
Speaker 3 (08:14):
Right.
Speaker 1 (08:15):
The same thing with drugs. Yeah, did you ever do drugs?
You like to point these things out.
Speaker 2 (08:19):
The same thing with Santa.
Speaker 1 (08:20):
Okay, don't you dare? I don't care for your birthday.
You're going down. You're going down easy, easy. So this
is your thing is you do love to point out hypocrisy,
even though you are a walking hypocrisy.
Speaker 2 (08:36):
But I mean hypocrisy.
Speaker 3 (08:37):
That's rude hypocrisy coming from a teacher standing kind of
on a soapbox about how you should be original and
you write your own mind.
Speaker 4 (08:45):
My problem would be if they're too lazy to grade
the papers, are they not? They're not great teachers, So
like my problem would be what are they? How are
they teaching my kid? If they're not great in their
own papers? Like, are they not a good teacher? Because
I feel like as a teacher, if I'm grading papers,
I'm into what's going on, I'm learning the students. I
could help more. And Eddie sends me a paper he's
(09:07):
missing a couple of things. It's different than Emily's paper,
So now I could.
Speaker 1 (09:14):
Problem.
Speaker 4 (09:15):
I could teach you differently, But when AI is grading it,
I don't know.
Speaker 2 (09:19):
How do you know?
Speaker 4 (09:19):
What my kid needs exactly. That's the problem I have,
and that would piss me off.
Speaker 1 (09:24):
So if I saw this and this was my kid,
I would tell my child asked ask the teacher if
this just says question, and I don't understand why it's
saying that, you need to go to the teacher and say,
what is this? Like? I don't even understand what I'm
supposed to do with this, Like you have to understand
and if the if that they they have to understand
(09:46):
what they're doing isn't really working because that that has
to be pointed out, right, So she points.
Speaker 3 (09:52):
It out to him and then he makes an excuse
for it and then nothing else.
Speaker 1 (09:55):
Well, well you're again you always jump to conclusions that
we don't know that's what going to happen. We don't
know that's what's gonna be.
Speaker 2 (10:02):
In my mind, based on what I've seen.
Speaker 3 (10:05):
She's going to show it to him and he's not
going to have an answer because he doesn't even know
what her papers are, don't know that he's never even.
Speaker 2 (10:12):
Read it, so he doesn't even know what that means.
Speaker 5 (10:15):
That's the point, why don't you If it was me,
I would write the teacher an email.
Speaker 1 (10:19):
Because this is exactly what I'm trying to avoid.
Speaker 5 (10:23):
I would have said, hey, I said, I noticed on
read's paper that we were little confused with some of
the comments, wondering is there is this you grading this
or is it done an AIP.
Speaker 1 (10:34):
I want my kid to take charge. They need to
they need to handle this.
Speaker 4 (10:39):
Yeah, right, So like if my sister would get a
bad grade, my dad would make her ask to teach
your wife, yes, and she'd have to fight for the better.
Speaker 1 (10:45):
Right. Well, that's what I do with my kids. So
if there's a question or whatever, you got to talk
to your teacher. You got to handle this. I am
not I am not going to come in there and
fight your battles for you. And so if you don't
understand something, take it to the teacher and say what
is this? Yeah, there's nothing wrong with.
Speaker 2 (11:02):
You're right, And I would and I would do that personally.
Speaker 4 (11:04):
If your kick comes back with the answer they gave
doesn't really make sense.
Speaker 1 (11:08):
Yeah, if it does happen the way you plan out,
then maybe you could step in and sit and ask
what Emily was saying. But before that, we don't know.
I have no idea what he's gonna say, And you
don't either. You're jumping to conclusions like you like to do.
Speaker 2 (11:22):
But I'd like to do it based on evidence that
I have.
Speaker 1 (11:26):
Detective. You don't know that, sorry to.
Speaker 3 (11:29):
Say, Okay, don't tell me that, all RIGHTO?
Speaker 2 (11:32):
Okay, oh god, okay.
Speaker 3 (11:35):
I mean I definitely see what you're saying, and I
do make my daughter do that in other circumstances, like
if something's marked not turned in that she turned in,
or if something was marked wrong that she did right,
Definitely she needs to go talk to the teacher. She
needs to email the teacher, so that is the protocol.
It's just this, It just hits me so weird because
he was so defensive about it on back to school
(11:58):
night when we weren't even asking, and now this is happening.
Speaker 1 (12:01):
It's like I'm gonna point someone else out. I don't
think I have to I have to.
Speaker 2 (12:06):
I don't want you to know.
Speaker 1 (12:07):
But I mean, you're on the stand right now, and
you're the detective in the case. I sure am, and
I have to be the opposing side, okay, because I
know you and I know you are weirdly affected by AI.
Speaker 2 (12:24):
Well, just saying I robot has some truth, you have.
Speaker 1 (12:28):
Weird feelings robot. In our list of news stories every day,
there are multiple stories about AI and concerns. It's not
like just AI is cool because of this, it's we
have all these issues with AI, which I know that
means Sky's picking these stories because she's weirdly affected by AIA.
Speaker 4 (12:47):
The story is supposed to be what's what guy thinks
we'll talk about, but sometimes they lean Sky one hundred percent.
Speaker 2 (12:52):
Well, first of all, I lean everybody.
Speaker 1 (12:57):
Glad everybody sees what I see.
Speaker 3 (12:59):
And these are the top story glories out there. Oh,
I am not digging for these stories. This is just
our world, and I feel there's a lot of Skies.
Speaker 1 (13:07):
Out let the jury do what they want with that information,
but I.
Speaker 2 (13:11):
Like the jury's concerned as well.
Speaker 1 (13:12):
Okay, here you go.
Today's a big day. Today is Sky's birthday. Look at her,
look at her glowing. Doesn't look a day over forty seven.
Speaker 2 (00:07):
Okay wait, I'm turning forty eight.
Speaker 1 (00:09):
So okay, I mean, well then there you go. That's
a compliment. Well, i'd be that's a huge compliment. So yes,
Sky is in a good mood. But yet there is
something bruin over here on the back burner, which is
not great. Sky is not very happy with something that
has been going on at her daughter's school.
Speaker 3 (00:29):
Yeah, and this is, uh, this has been a little
bit of a puzzle I have put together, and the
puzzle is now complete, and I'm seeing the whole picture,
not quite liking what I'm seeing, but don't know what
to do or if I should do anything about it.
So it kind of started at back to school night.
My daughter is a sophomore in high school, and back
(00:51):
to school night, the topic of AI came up in
every classroom, like.
Speaker 1 (00:57):
Because the kids are using it right, just.
Speaker 3 (01:00):
Like the teachers stance on it, How do we feel
like can they use it? Is it good for certain
things like thought starters, but not good for clearly complete plagiarism.
Speaker 4 (01:12):
As a kid obviously I'd want to use it, but
as a parent, I wouldn't want my kid using it.
Speaker 1 (01:16):
No, you don't.
Speaker 4 (01:18):
You got to figure this out yourself as a kid.
As a kid, I love it. Notes Cliff notes.
Speaker 1 (01:25):
Kid is embarrassing. When I was growing up, it was
just when the Internet was starting, when I was in
high school, and so I may or may not have
done some copy and pasting because nobody was using the internet.
And when I we had the Internet, I would turn
in these papers and they were like, this is the
most incredible work I've ever seen. And I'm literally going
(01:45):
on like encyclopedia dot com, you know, which was barely
a thing. You know, it was great.
Speaker 4 (01:51):
The thing is, though, how do you because you got
to yell at the kid using the internet to do research? Yeah,
but how do you do research?
Speaker 1 (01:57):
Now?
Speaker 4 (01:57):
All you got to do is go to AI and
type in exactly what you want to tell you.
Speaker 2 (02:01):
And now the search is just AI.
Speaker 1 (02:02):
Yeah.
Speaker 4 (02:03):
So it's just like, how do you do It's making
to make the society a lot stupider.
Speaker 1 (02:06):
Yeah, it's not great, not great.
Speaker 5 (02:08):
Yeah, they all do. Every every kid gets a chromebook.
When you go to class, every kid has a Chrome.
So they're sitting in front of a computer the entire day.
Speaker 1 (02:15):
I'm I gotta imagine these teachers probably know like the
voice of your student and can go, well, clearly you
know read.
Speaker 4 (02:23):
Didn't Also, it's going to put out a very similar thing.
I'm assuming sure you're a teacher, Yeah, wouldn't you just
type in well?
Speaker 1 (02:31):
And kids are stupid too, Yeah, because like we're all
going to do the same thing instead of like, hey,
put this in the voice of like a whatever fourteen
year old kid and.
Speaker 3 (02:39):
Yeah, because you could put a detailed prompt and they're
not going to know, but most of them are literally
going to probably put the same question that the teacher
gave them. So yeah, So this was a topic that
came up in every single class. And then, uh, you know,
my daughter has six classes and I'm in one of them.
Who will remain nameless, I mean one of the classes
and these objective AI hasn't come up yet, which I
(03:02):
was surprised because like every other teacher, it was part
of like the plan to discuss. But I'm like, okay, whatever,
I don't care. And that's when towards the end, we're
opening it up to parents to ask questions. And I
did not ask a question. Sure, I can't, thank you
very much, sat on my hands. Oh my god, okay,
shut up. But one mom raises her hand and she said, oh,
(03:26):
excuse me. You know, what is your take on the
use of AI in this class? And the teacher paused,
like a weird pause to the point where like I
noticed it, and I'm like thinking, dude, it's not prepared
for this question, like literally every class has covered this question.
And he goes, well, you know, he like starts and
(03:46):
he goes on like a five minute rant, and he
starts saying, well, you know, I only use it sometimes
and it's really just to give me a base on
your child's work. And then after I will review every
AI comment. And then you see like all the parents
looking confused, and then we realize what's happening. He's telling
(04:08):
us about his use of AI in the classroom.
Speaker 1 (04:14):
Not the students.
Speaker 2 (04:14):
No, which was the question.
Speaker 3 (04:16):
Which I but I guess he didn't get or maybe
it's something that's weighing on his mind because he goes
into this almost defensive five minute rant about how he
uses it. But when he uses it to review all
the students' work, he does go back in and check
every single thing AI says and review everything and blah
(04:39):
blah blah, okay whatever. I thought it was weird, but
didn't give it a second thought until the other day.
My daughter's working on a paper. She's revising it, and
she's not understanding the feedback that her teacher has given
her to fix the paper. And so finally I'm thinking, oh,
you know, she's just being a lazy, she's being a kid.
She doesn't want to do whatever. Dragon her feet. And
(05:02):
then I look at it and I go, well, what
are these comments that are so confusing? And they were
they didn't make sense. They didn't like some of them,
did you know, like oh, expand this idea and maybe
reference blah.
Speaker 2 (05:14):
Blah blah blah blah.
Speaker 3 (05:16):
But one thing would just be like question and then
it would say have like question mark like things that
just didn't make sense.
Speaker 2 (05:24):
And then it.
Speaker 3 (05:24):
Finally clicks and I go, all of these comments on
this page, right here on your report, these were all
done by AI and I have now put together and
it is my lead theory that.
Speaker 1 (05:37):
This sky is a lead theory. I mean, what do
you mean you're not a detective?
Speaker 2 (05:41):
This teacher, Sorry, thank you for.
Speaker 3 (05:45):
This teacher is not actually reviewing or correcting any of
the work. He is putting the student's work into an
AI program and having AI grade their work, review their work,
and give them feedback on their work.
Speaker 2 (06:01):
And I don't care for it.
Speaker 1 (06:02):
Okay, wait, like like no, you know what you mean?
Like no, I.
Speaker 2 (06:10):
Mean just the fact.
Speaker 3 (06:11):
That I can tell it's AI doing this and it's
not making sense if it's confusing to me. Of course,
it's confusing the kids, like they don't know what you're
asking of them when it's a yellow highlighted box that
just says question with the question mark. It's like that's AI,
like being confused, not knowing or misinterpreting or whatever. Yeah,
(06:32):
and so I don't know is the school aware of this?
Speaker 1 (06:38):
You're doing a whole bust.
Speaker 3 (06:39):
Teachers allowed to like legit, let AI now do all
their work, and that's all all their well, I mean,
he shows up, but they basically teaching anything. They write
all day in class. All their lessons are like video
lessons on Chromebook. And now this dude is grading all
of their work with AI.
Speaker 2 (07:01):
What are we doing here?
Speaker 4 (07:03):
How do you know he's grading all of it? Is
it just the papers?
Speaker 3 (07:06):
I mean I mean that's the class is basically like
the class where you're always writings like a lot of stuff.
So basically when you're getting feedback on how to make
your work better, it's not coming from him, it's coming from.
Speaker 1 (07:21):
A Why does this bother you so much? Like welcome
to the new world? Like this isn't you know back
in the day when you you know, you would carry
your school books on a strap to school and you
know all the like this is it's the new World's guy,
We we didn't have chrome books in our you know, classrooms.
(07:41):
He's different.
Speaker 2 (07:41):
It's just it's kind of like do as I say,
not as I do.
Speaker 1 (07:46):
So he's saying I don't believe in technology.
Speaker 3 (07:48):
No, he's the teachers are like telling the class like
you need to do your own work. You can't let
AI do the work for you. But here is the
teacher having AI do the.
Speaker 1 (07:58):
Work for You've also been this person your whole life
where you like to point out hypocrisy. Your mother had
to talk with you back in the day, and you
like to point out, well, did you ever have premaral sex?
Speaker 2 (08:10):
Right, she didn't.
Speaker 1 (08:11):
She had to talk with you saying you shouldn't have
sex until you're married.
Speaker 3 (08:14):
Right.
Speaker 1 (08:15):
The same thing with drugs. Yeah, did you ever do drugs?
You like to point these things out.
Speaker 2 (08:19):
The same thing with Santa.
Speaker 1 (08:20):
Okay, don't you dare? I don't care for your birthday.
You're going down. You're going down easy, easy. So this
is your thing is you do love to point out hypocrisy,
even though you are a walking hypocrisy.
Speaker 2 (08:36):
But I mean hypocrisy.
Speaker 3 (08:37):
That's rude hypocrisy coming from a teacher standing kind of
on a soapbox about how you should be original and
you write your own mind.
Speaker 4 (08:45):
My problem would be if they're too lazy to grade
the papers, are they not? They're not great teachers, So
like my problem would be what are they? How are
they teaching my kid? If they're not great in their
own papers? Like, are they not a good teacher? Because
I feel like as a teacher, if I'm grading papers,
I'm into what's going on, I'm learning the students. I
could help more. And Eddie sends me a paper he's
(09:07):
missing a couple of things. It's different than Emily's paper,
So now I could.
Speaker 1 (09:14):
Problem.
Speaker 4 (09:15):
I could teach you differently, But when AI is grading it,
I don't know.
Speaker 2 (09:19):
How do you know?
Speaker 4 (09:19):
What my kid needs exactly. That's the problem I have,
and that would piss me off.
Speaker 1 (09:24):
So if I saw this and this was my kid,
I would tell my child asked ask the teacher if
this just says question, and I don't understand why it's
saying that, you need to go to the teacher and say,
what is this? Like? I don't even understand what I'm
supposed to do with this, Like you have to understand
and if the if that they they have to understand
(09:46):
what they're doing isn't really working because that that has
to be pointed out, right, So she points.
Speaker 3 (09:52):
It out to him and then he makes an excuse
for it and then nothing else.
Speaker 1 (09:55):
Well, well you're again you always jump to conclusions that
we don't know that's what going to happen. We don't
know that's what's gonna be.
Speaker 2 (10:02):
In my mind, based on what I've seen.
Speaker 3 (10:05):
She's going to show it to him and he's not
going to have an answer because he doesn't even know
what her papers are, don't know that he's never even.
Speaker 2 (10:12):
Read it, so he doesn't even know what that means.
Speaker 5 (10:15):
That's the point, why don't you If it was me,
I would write the teacher an email.
Speaker 1 (10:19):
Because this is exactly what I'm trying to avoid.
Speaker 5 (10:23):
I would have said, hey, I said, I noticed on
read's paper that we were little confused with some of
the comments, wondering is there is this you grading this
or is it done an AIP.
Speaker 1 (10:34):
I want my kid to take charge. They need to
they need to handle this.
Speaker 4 (10:39):
Yeah, right, So like if my sister would get a
bad grade, my dad would make her ask to teach
your wife, yes, and she'd have to fight for the better.
Speaker 1 (10:45):
Right. Well, that's what I do with my kids. So
if there's a question or whatever, you got to talk
to your teacher. You got to handle this. I am
not I am not going to come in there and
fight your battles for you. And so if you don't
understand something, take it to the teacher and say what
is this? Yeah, there's nothing wrong with.
Speaker 2 (11:02):
You're right, And I would and I would do that personally.
Speaker 4 (11:04):
If your kick comes back with the answer they gave
doesn't really make sense.
Speaker 1 (11:08):
Yeah, if it does happen the way you plan out,
then maybe you could step in and sit and ask
what Emily was saying. But before that, we don't know.
I have no idea what he's gonna say, And you
don't either. You're jumping to conclusions like you like to do.
Speaker 2 (11:22):
But I'd like to do it based on evidence that
I have.
Speaker 1 (11:26):
Detective. You don't know that, sorry to.
Speaker 3 (11:29):
Say, Okay, don't tell me that, all RIGHTO?
Speaker 2 (11:32):
Okay, oh god, okay.
Speaker 3 (11:35):
I mean I definitely see what you're saying, and I
do make my daughter do that in other circumstances, like
if something's marked not turned in that she turned in,
or if something was marked wrong that she did right,
Definitely she needs to go talk to the teacher. She
needs to email the teacher, so that is the protocol.
It's just this, It just hits me so weird because
he was so defensive about it on back to school
(11:58):
night when we weren't even asking, and now this is happening.
Speaker 1 (12:01):
It's like I'm gonna point someone else out. I don't
think I have to I have to.
Speaker 2 (12:06):
I don't want you to know.
Speaker 1 (12:07):
But I mean, you're on the stand right now, and
you're the detective in the case. I sure am, and
I have to be the opposing side, okay, because I
know you and I know you are weirdly affected by AI.
Speaker 2 (12:24):
Well, just saying I robot has some truth, you have.
Speaker 1 (12:28):
Weird feelings robot. In our list of news stories every day,
there are multiple stories about AI and concerns. It's not
like just AI is cool because of this, it's we
have all these issues with AI, which I know that
means Sky's picking these stories because she's weirdly affected by AIA.
Speaker 4 (12:47):
The story is supposed to be what's what guy thinks
we'll talk about, but sometimes they lean Sky one hundred percent.
Speaker 2 (12:52):
Well, first of all, I lean everybody.
Speaker 1 (12:57):
Glad everybody sees what I see.
Speaker 3 (12:59):
And these are the top story glories out there. Oh,
I am not digging for these stories. This is just
our world, and I feel there's a lot of Skies.
Speaker 1 (13:07):
Out let the jury do what they want with that information,
but I.
Speaker 2 (13:11):
Like the jury's concerned as well.
Speaker 1 (13:12):
Okay, here you go.
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