Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
So something I stumbled on yesterday, and it is a
measurement of what could be your ability to succeed in life.
And so I think Elliott, for as much as we
played a handful of stuttering clips, I think you'd actually
(00:20):
outscore all of us on this. Yeah, buddy, Now, do
you know what growth mindset is?
Speaker 2 (00:25):
Actually? I don't. I have zero. I have zero clue
what that is? What is growth mindset?
Speaker 1 (00:30):
Because if you had a preconceived idea of it, or
even a definition of it, it could maybe help you
in the evaluation.
Speaker 2 (00:37):
I've never even heard of it. Do you know what
it is?
Speaker 3 (00:39):
Now?
Speaker 2 (00:40):
Do you know what it is?
Speaker 1 (00:42):
It means that you can, through effort and learning, make
yourself better versus someone who views traits as being more
fixed and static, like intelligence and that, Oh, this is
my ceiling. I can't go any further.
Speaker 2 (01:00):
Oh, so this is what you get and that's it.
Speaker 1 (01:02):
Like Diane tends to be that way sometimes with like
math and science.
Speaker 2 (01:06):
Yeah, but you can be better at math bowling.
Speaker 1 (01:11):
We don't know yet. We're gonna find out.
Speaker 2 (01:13):
What if bowling turns out to be your thing? You
don't know.
Speaker 4 (01:16):
By the way, we go bowling one week from today,
one week from today, we're bowling.
Speaker 1 (01:20):
People with a better growth mindset believe their talents and
abilities can be developed through persistence and good teaching, Yes,
of course, and fixed mind I think about how go
Ahead tends to believe that traits can't be changed significantly.
Speaker 4 (01:35):
Of course they can significantly, Yes, significantly.
Speaker 2 (01:43):
You couldn't do math when you were born.
Speaker 3 (01:45):
Okay, that's fair.
Speaker 2 (01:47):
Now.
Speaker 3 (01:49):
Addition, most days.
Speaker 2 (01:55):
The can I pop Christian? Christian?
Speaker 1 (02:01):
How would she say, without hearing any of the questions that,
how would she say her growth mindset is?
Speaker 5 (02:07):
Uh average average?
Speaker 2 (02:10):
Oh?
Speaker 5 (02:10):
No, probably way behind.
Speaker 2 (02:14):
You think you're behind.
Speaker 5 (02:15):
I don't like I mean I like to learn.
Speaker 1 (02:18):
Yeah, so I bet she's up there with you. Elliott.
Speaker 2 (02:20):
Yeah, I love to learn. I love what I.
Speaker 5 (02:23):
Have to be in the same math category as Diane
because I do not like math.
Speaker 2 (02:28):
Well, there are things that I don't like, but you
still excel.
Speaker 5 (02:32):
At math is not one.
Speaker 1 (02:34):
But you'd be willing to sit down if somebody would
teach you how to do something. Yeah, Diane wouldn't. Oh
there's the difference. Okay, that's not true.
Speaker 6 (02:43):
Yes, in some cases I would be if somebody said, Diane,
let's sit for the next six weeks, I'm going to
teach you calculus. I would go, no waste of time?
Speaker 2 (02:53):
No, no, But what if you what if? What if it?
Speaker 3 (02:55):
I don't care. How how's that an answer?
Speaker 2 (03:00):
What about cooking? Like, that's not that's not intelligence, that's
a skill.
Speaker 3 (03:04):
I someday I plan on learning how to cook.
Speaker 2 (03:07):
Okay, I will bet my life that doesn't.
Speaker 5 (03:10):
Happen, Diane. What about bowling?
Speaker 2 (03:12):
Yeah, you're you're bowling in a week.
Speaker 4 (03:15):
You won't even go with Mike Jones, who, by the way,
I'm not even accusing of being a teacher, but you
won't even go one day with him to pick up
go ahead.
Speaker 5 (03:24):
He wants to help you and help you get that
first strike.
Speaker 1 (03:28):
But the listeners have said that training maybe cheating.
Speaker 4 (03:32):
Yeah, oh, don't buy into that just because you don't
want to do it.
Speaker 2 (03:38):
I can understand that argument. I could wrap my head
around that argument. Listen. It's also not gonna happen.
Speaker 4 (03:44):
She could train all she wants, is but I mean
she could, but she is not going to.
Speaker 1 (03:49):
Also, good luck recreating the moment that'll be next Friday
night with everybody yelling and screaming.
Speaker 2 (03:58):
Got her.
Speaker 4 (04:04):
By the way I saw the mock up yesterday of
the bowling shirts.
Speaker 3 (04:08):
Oh hot hot, Okay.
Speaker 2 (04:11):
No, they look good, they look real good. They look
damn good. Next Friday night, uptown Alley in mid Lothian.
All right, can we do the test? Do I need paper?
Speaker 4 (04:23):
No?
Speaker 2 (04:23):
Okay, wait, how do I answer? Wait? What Chris did?
Speaker 5 (04:27):
I was just moving my mic.
Speaker 2 (04:28):
Oh further away. I don't plan on talking.
Speaker 1 (04:33):
So again, it can be shown through at least this
research that grit and passion is linked to future success,
and those with the better growth mindset do consistently uperform
their peers. Is growth mindset what I've defined for the
last five minutes.
Speaker 2 (04:51):
I don't feel like you have though? Is it?
Speaker 3 (04:53):
Is it?
Speaker 2 (04:54):
Do you have it? Or do you do? You do?
You have to work it?
Speaker 5 (05:00):
Oh?
Speaker 1 (05:00):
Mindset means you're you're capable of understanding that through work
and efforts.
Speaker 2 (05:07):
Yeah, you can change absolutely absolutely, I change anything.
Speaker 1 (05:10):
Mind never matter. Absolutely so on a scale from one
to five.
Speaker 5 (05:14):
Oh boy, is this a test like where No, it's
you know, competing. I don't know if we need to
keep track of.
Speaker 4 (05:22):
Yes, right down your score? Well no, just write down
it's where you are on the scale.
Speaker 1 (05:27):
So we're not like, oh, Elliott's of one, they're upsecond,
there's some there might be some math involved. It's simple.
I was going to keep track for you, but if
you want to keep track of your own score, that's
even easier. And I'll divide at the end. You Ready, Yes,
one means not like me at all?
Speaker 2 (05:44):
Hold on, not go ahead?
Speaker 1 (05:47):
Five means very much like me.
Speaker 3 (05:50):
We're writing him down.
Speaker 1 (05:52):
Okay, go ahead? Okay, there are eight so and no
half scores. Let's be efficient. No half scores. Come on, Okay,
here we go. I know that with effort, I can
improve my skills and knowledge. Ready, I can influence and
change my development in general.
Speaker 5 (06:11):
Can you repeat that? Please?
Speaker 1 (06:13):
I can influence and change my development in general? I
can change my skills.
Speaker 2 (06:23):
Wait, hold on, what number is this?
Speaker 1 (06:25):
Three?
Speaker 2 (06:25):
I need two again?
Speaker 1 (06:28):
You realize we've done too.
Speaker 4 (06:30):
I know, but I haven't answered it yet. I'm overthinking.
Speaker 1 (06:34):
I can influence and change my development in general. Number three,
I can change my skills and knowledge through practice.
Speaker 2 (06:42):
Ready.
Speaker 1 (06:43):
Number four. I like to take challenges and try new things.
Speaker 2 (06:48):
Ready.
Speaker 1 (06:50):
I see learning as my goal. Ready, effort makes me stronger. Ready,
I want to spend more time and work more on
an area, theme or skill to develop my skills and knowledge.
Speaker 2 (07:08):
Repeat.
Speaker 1 (07:13):
I want to spend more time and work more on
an area, theme or skill to develop my skills and knowledge.
Speaker 3 (07:20):
All right, now we'll just add these up.
Speaker 1 (07:23):
We're not done yet.
Speaker 2 (07:25):
There's eight. If you got to eight, you're right?
Speaker 3 (07:29):
That was seven?
Speaker 5 (07:30):
Okay?
Speaker 1 (07:31):
And number eight?
Speaker 2 (07:32):
Crazy?
Speaker 1 (07:32):
Number eight. I have faith in my own skills and
my possibilities.
Speaker 2 (07:39):
Mike drop. Now what do we do? Now?
Speaker 1 (07:44):
Give me your scores and I'll tell you how you
fared with the national averages, and then break it down
by gender. You want my total, I want Kristens first.
Speaker 5 (07:55):
I got my calculator out.
Speaker 2 (07:57):
Wait, no, no, no, is it is it?
Speaker 1 (07:59):
I can do it for you. What is your total?
Speaker 5 (08:01):
I got to total them up?
Speaker 2 (08:03):
Oh, that's what we're adding up.
Speaker 5 (08:04):
I did one through eight with my scores.
Speaker 2 (08:07):
Right, okay, so I ad no, just add them. Just
what's the total?
Speaker 5 (08:13):
Come back?
Speaker 2 (08:14):
You're still adding up eight numbers.
Speaker 5 (08:16):
No, I was going along. I just got started counting,
not adding counting.
Speaker 3 (08:23):
Right, I told you I was killing addition?
Speaker 2 (08:27):
Was what's your number?
Speaker 3 (08:28):
Nineteen?
Speaker 2 (08:30):
Alright?
Speaker 1 (08:31):
So Dane, you had a two point three seven? What
do you get?
Speaker 3 (08:33):
What do I get? Side eye for?
Speaker 1 (08:35):
Oh? We knew she'd score on this y. What was
your total?
Speaker 2 (08:38):
Thirty eight?
Speaker 1 (08:39):
Okay? Oh okay, you had a four to seven, five,
thirty six? No way, dude, check him out.
Speaker 2 (08:49):
You ate a thirty six? Did you carry it two
instead of a one?
Speaker 5 (08:53):
I used to calculator.
Speaker 4 (08:56):
You scored yourself at thirty six and five more than mine.
Speaker 3 (09:00):
I like to learn new things out of a possible forty.
Speaker 5 (09:05):
Yeah, Elliott was thirty eight.
Speaker 4 (09:07):
Yeah, yeah, but that thirty eight makes sense. I had
all fives in one? Three?
Speaker 5 (09:13):
What do you want mine to be? Two?
Speaker 2 (09:19):
Oh?
Speaker 1 (09:19):
That was Diane's, So let's be careful. Someone's living in
the glasshouse. Wait, did you give yourself a five and anything?
Speaker 3 (09:27):
No?
Speaker 4 (09:27):
No, Diane, No, you're five's.
Speaker 6 (09:30):
And a lot of those two number question four? I
rated a four.
Speaker 2 (09:35):
That was your highest score? Yeah, I get my one, two, three.
I don't know what it was myself.
Speaker 1 (09:40):
I like to take challenges and try new things.
Speaker 5 (09:42):
Yeah, five, five, five, Diane? Come on?
Speaker 2 (09:46):
What was one? Two, three, four, five, six? Seven? What
was question seven?
Speaker 1 (09:50):
Question seven was I want to spend more time and
work more on an area, theme or skill to develop
my skills and knowledge?
Speaker 2 (09:56):
What did you put down for that? I put three?
What'd you put?
Speaker 5 (10:03):
Five?
Speaker 6 (10:04):
Five?
Speaker 3 (10:05):
Kristin, get out of here.
Speaker 5 (10:08):
I like to do things learning. What was the question?
Come on, I'm still doing duo lingo from over a
year ago.
Speaker 4 (10:16):
Every day, and you're not just doing one language? Aren't
you doing multiple?
Speaker 2 (10:21):
Yeah?
Speaker 5 (10:21):
Yeah, I like to challenge myself.
Speaker 2 (10:23):
Oh my god, every day?
Speaker 1 (10:24):
So are we? Are we gonna interpret the results or
just the discount? Elliott was a four to seven five
counting Kristens, it feels like you want to rip.
Speaker 5 (10:33):
It up the Yeah, what's so bad about my thirty six?
Speaker 2 (10:36):
Where did you score yourself? Low?
Speaker 5 (10:39):
One, two, five, six? Whatever? Those questions were?
Speaker 2 (10:43):
No, but what what score did you give yourself?
Speaker 5 (10:45):
Four? I did fours and fives, right, I try to
be positive about myself.
Speaker 2 (10:49):
Right, Diane gave herself one.
Speaker 5 (10:51):
That makes me really sad.
Speaker 3 (10:55):
For Diane.
Speaker 5 (10:57):
None of it should be a one?
Speaker 1 (10:58):
Okay?
Speaker 3 (10:59):
I wrote down one twice?
Speaker 1 (11:01):
Sounds like we the ones.
Speaker 2 (11:05):
What did you write down a one? Four?
Speaker 3 (11:06):
The other one was uh so for seven and five?
Speaker 2 (11:11):
Well?
Speaker 1 (11:11):
My question five, question five was I see learning as
my goal?
Speaker 2 (11:15):
Oh? Yeah?
Speaker 3 (11:17):
The average?
Speaker 5 (11:18):
Sure?
Speaker 1 (11:18):
The average score for men for men? So remember Elliott
scored a four to seven five right. The average male
scores a four three six.
Speaker 4 (11:30):
Yeah.
Speaker 1 (11:31):
Yeah, Now I'll tell you what about the girls. Men
score higher than women. Yeah, more motivated, more driven. But Kristen,
don't worry. You still beat out. The average women are
a four to two seven, and Kristen was a four
or five. Diana was a two point three seven five Kristen,
(11:58):
so they found the gender interesting. I'm concerned about the
Diane gap. I'm not sad for you because clearly you
don't want that from us. You don't want the child
I love Diane. I want the pity now, but you
I don't want.
Speaker 2 (12:13):
A good principal. I want principal Cark.
Speaker 1 (12:15):
But you should want at some point in your life
a passion for achievement, which you have is very little love.
Speaker 6 (12:23):
Yeah, it's not top of mind for me. I'm not
I'm not in a I don't feel like I'm in
a race for achievement with people.
Speaker 2 (12:32):
The No, but you're a highly achieved person.
Speaker 1 (12:35):
But growth mindset, it says can show up in school, workplaces, sports, family.
Speaker 2 (12:42):
Okay, Well Dian doesn't do any sports.
Speaker 5 (12:44):
No, she works out, that's true, yo, go.
Speaker 2 (12:54):
No, but Diane is a highly achieved person.
Speaker 3 (12:58):
Well, thank you, what do you owe it to?
Speaker 2 (13:00):
Then that's you know what. You can't teach that natural.
Speaker 1 (13:04):
You can't teach you were you punched in the face
like John Stamos because you were really into magic puppetry
and marching band.
Speaker 3 (13:11):
Yeah.
Speaker 2 (13:17):
Yeah, so it's just natural. This is without drive.
Speaker 6 (13:21):
It's I always joke I'm the least educated of all
of all my friends, like high school friends all have
master's degrees.
Speaker 3 (13:28):
Doctor.
Speaker 1 (13:28):
This isn't this isn't about intelligence.
Speaker 2 (13:31):
I'm the least educated in this building.
Speaker 3 (13:34):
That's true.
Speaker 1 (13:37):
Yeah, because if there are freshmen intern out there at
this point, they've been in school longer there is.
Speaker 2 (13:43):
There's a whole table of them in college out there.
They're smarter than me. But no, they're not. They're more
educating than I am, being of.
Speaker 3 (13:51):
Course seventy five, right, they're book smart.
Speaker 2 (13:52):
Absolutely, eat it, eat it.
Speaker 1 (13:55):
And it's important, I guess to point out. Whenever research
is conducted, they do disclaim study limitations. Ours is Diane,
who really messed up our data?
Speaker 2 (14:08):
You brought the female brought the dog down.
Speaker 5 (14:14):
Sorry, ladies, you asked me questions the other day about
trucks and I gave you information, So that means.
Speaker 3 (14:23):
You were in.
Speaker 2 (14:25):
Yeah, was I and your skill set will be driving them.
Speaker 1 (14:31):
God three five six is the female average?
Speaker 3 (14:37):
Three five? These were honest answer.
Speaker 1 (14:40):
Hold on the female average I gave you earlier was
a four to seven. I'm saying in this office because
of our outlier of our study limitation, we're down at
that three five six.
Speaker 3 (14:53):
I'm just here to limit, y'all.
Speaker 1 (14:57):
No limit. Come on, Master P.
Speaker 2 (15:00):
Yes, but you are. You're very highly achieved.
Speaker 3 (15:02):
Master D. Can you quit flexings?
Speaker 1 (15:13):
What is that?
Speaker 2 (15:16):
I give myself one? Three? Yeah? And other than that, Dianea, three.
Speaker 3 (15:21):
Was the lowest that you scored yourself.
Speaker 2 (15:23):
I didn't even give myself a four.
Speaker 3 (15:26):
You were either all fives and a three?
Speaker 1 (15:28):
Yes, okay, Yeah, it's that growth mindset.
So something I stumbled on yesterday, and it is a
measurement of what could be your ability to succeed in life.
And so I think Elliott, for as much as we
played a handful of stuttering clips, I think you'd actually
(00:20):
outscore all of us on this. Yeah, buddy, Now, do
you know what growth mindset is?
Speaker 2 (00:25):
Actually? I don't. I have zero. I have zero clue
what that is? What is growth mindset?
Speaker 1 (00:30):
Because if you had a preconceived idea of it, or
even a definition of it, it could maybe help you
in the evaluation.
Speaker 2 (00:37):
I've never even heard of it. Do you know what
it is?
Speaker 3 (00:39):
Now?
Speaker 2 (00:40):
Do you know what it is?
Speaker 1 (00:42):
It means that you can, through effort and learning, make
yourself better versus someone who views traits as being more
fixed and static, like intelligence and that, Oh, this is
my ceiling. I can't go any further.
Speaker 2 (01:00):
Oh, so this is what you get and that's it.
Speaker 1 (01:02):
Like Diane tends to be that way sometimes with like
math and science.
Speaker 2 (01:06):
Yeah, but you can be better at math bowling.
Speaker 1 (01:11):
We don't know yet. We're gonna find out.
Speaker 2 (01:13):
What if bowling turns out to be your thing? You
don't know.
Speaker 4 (01:16):
By the way, we go bowling one week from today,
one week from today, we're bowling.
Speaker 1 (01:20):
People with a better growth mindset believe their talents and
abilities can be developed through persistence and good teaching, Yes,
of course, and fixed mind I think about how go
Ahead tends to believe that traits can't be changed significantly.
Speaker 4 (01:35):
Of course they can significantly, Yes, significantly.
Speaker 2 (01:43):
You couldn't do math when you were born.
Speaker 3 (01:45):
Okay, that's fair.
Speaker 2 (01:47):
Now.
Speaker 3 (01:49):
Addition, most days.
Speaker 2 (01:55):
The can I pop Christian? Christian?
Speaker 1 (02:01):
How would she say, without hearing any of the questions that,
how would she say her growth mindset is?
Speaker 5 (02:07):
Uh average average?
Speaker 2 (02:10):
Oh?
Speaker 5 (02:10):
No, probably way behind.
Speaker 2 (02:14):
You think you're behind.
Speaker 5 (02:15):
I don't like I mean I like to learn.
Speaker 1 (02:18):
Yeah, so I bet she's up there with you. Elliott.
Speaker 2 (02:20):
Yeah, I love to learn. I love what I.
Speaker 5 (02:23):
Have to be in the same math category as Diane
because I do not like math.
Speaker 2 (02:28):
Well, there are things that I don't like, but you
still excel.
Speaker 5 (02:32):
At math is not one.
Speaker 1 (02:34):
But you'd be willing to sit down if somebody would
teach you how to do something. Yeah, Diane wouldn't. Oh
there's the difference. Okay, that's not true.
Speaker 6 (02:43):
Yes, in some cases I would be if somebody said, Diane,
let's sit for the next six weeks, I'm going to
teach you calculus. I would go, no waste of time?
Speaker 2 (02:53):
No, no, But what if you what if? What if it?
Speaker 3 (02:55):
I don't care. How how's that an answer?
Speaker 2 (03:00):
What about cooking? Like, that's not that's not intelligence, that's
a skill.
Speaker 3 (03:04):
I someday I plan on learning how to cook.
Speaker 2 (03:07):
Okay, I will bet my life that doesn't.
Speaker 5 (03:10):
Happen, Diane. What about bowling?
Speaker 2 (03:12):
Yeah, you're you're bowling in a week.
Speaker 4 (03:15):
You won't even go with Mike Jones, who, by the way,
I'm not even accusing of being a teacher, but you
won't even go one day with him to pick up
go ahead.
Speaker 5 (03:24):
He wants to help you and help you get that
first strike.
Speaker 1 (03:28):
But the listeners have said that training maybe cheating.
Speaker 4 (03:32):
Yeah, oh, don't buy into that just because you don't
want to do it.
Speaker 2 (03:38):
I can understand that argument. I could wrap my head
around that argument. Listen. It's also not gonna happen.
Speaker 4 (03:44):
She could train all she wants, is but I mean
she could, but she is not going to.
Speaker 1 (03:49):
Also, good luck recreating the moment that'll be next Friday
night with everybody yelling and screaming.
Speaker 2 (03:58):
Got her.
Speaker 4 (04:04):
By the way I saw the mock up yesterday of
the bowling shirts.
Speaker 3 (04:08):
Oh hot hot, Okay.
Speaker 2 (04:11):
No, they look good, they look real good. They look
damn good. Next Friday night, uptown Alley in mid Lothian.
All right, can we do the test? Do I need paper?
Speaker 4 (04:23):
No?
Speaker 2 (04:23):
Okay, wait, how do I answer? Wait? What Chris did?
Speaker 5 (04:27):
I was just moving my mic.
Speaker 2 (04:28):
Oh further away. I don't plan on talking.
Speaker 1 (04:33):
So again, it can be shown through at least this
research that grit and passion is linked to future success,
and those with the better growth mindset do consistently uperform
their peers. Is growth mindset what I've defined for the
last five minutes.
Speaker 2 (04:51):
I don't feel like you have though? Is it?
Speaker 3 (04:53):
Is it?
Speaker 2 (04:54):
Do you have it? Or do you do? You do?
You have to work it?
Speaker 5 (05:00):
Oh?
Speaker 1 (05:00):
Mindset means you're you're capable of understanding that through work
and efforts.
Speaker 2 (05:07):
Yeah, you can change absolutely absolutely, I change anything.
Speaker 1 (05:10):
Mind never matter. Absolutely so on a scale from one
to five.
Speaker 5 (05:14):
Oh boy, is this a test like where No, it's
you know, competing. I don't know if we need to
keep track of.
Speaker 4 (05:22):
Yes, right down your score? Well no, just write down
it's where you are on the scale.
Speaker 1 (05:27):
So we're not like, oh, Elliott's of one, they're upsecond,
there's some there might be some math involved. It's simple.
I was going to keep track for you, but if
you want to keep track of your own score, that's
even easier. And I'll divide at the end. You Ready, Yes,
one means not like me at all?
Speaker 2 (05:44):
Hold on, not go ahead?
Speaker 1 (05:47):
Five means very much like me.
Speaker 3 (05:50):
We're writing him down.
Speaker 1 (05:52):
Okay, go ahead? Okay, there are eight so and no
half scores. Let's be efficient. No half scores. Come on, Okay,
here we go. I know that with effort, I can
improve my skills and knowledge. Ready, I can influence and
change my development in general.
Speaker 5 (06:11):
Can you repeat that? Please?
Speaker 1 (06:13):
I can influence and change my development in general? I
can change my skills.
Speaker 2 (06:23):
Wait, hold on, what number is this?
Speaker 1 (06:25):
Three?
Speaker 2 (06:25):
I need two again?
Speaker 1 (06:28):
You realize we've done too.
Speaker 4 (06:30):
I know, but I haven't answered it yet. I'm overthinking.
Speaker 1 (06:34):
I can influence and change my development in general. Number three,
I can change my skills and knowledge through practice.
Speaker 2 (06:42):
Ready.
Speaker 1 (06:43):
Number four. I like to take challenges and try new things.
Speaker 2 (06:48):
Ready.
Speaker 1 (06:50):
I see learning as my goal. Ready, effort makes me stronger. Ready,
I want to spend more time and work more on
an area, theme or skill to develop my skills and knowledge.
Speaker 2 (07:08):
Repeat.
Speaker 1 (07:13):
I want to spend more time and work more on
an area, theme or skill to develop my skills and knowledge.
Speaker 3 (07:20):
All right, now we'll just add these up.
Speaker 1 (07:23):
We're not done yet.
Speaker 2 (07:25):
There's eight. If you got to eight, you're right?
Speaker 3 (07:29):
That was seven?
Speaker 5 (07:30):
Okay?
Speaker 1 (07:31):
And number eight?
Speaker 2 (07:32):
Crazy?
Speaker 1 (07:32):
Number eight. I have faith in my own skills and
my possibilities.
Speaker 2 (07:39):
Mike drop. Now what do we do? Now?
Speaker 1 (07:44):
Give me your scores and I'll tell you how you
fared with the national averages, and then break it down
by gender. You want my total, I want Kristens first.
Speaker 5 (07:55):
I got my calculator out.
Speaker 2 (07:57):
Wait, no, no, no, is it is it?
Speaker 1 (07:59):
I can do it for you. What is your total?
Speaker 5 (08:01):
I got to total them up?
Speaker 2 (08:03):
Oh, that's what we're adding up.
Speaker 5 (08:04):
I did one through eight with my scores.
Speaker 2 (08:07):
Right, okay, so I ad no, just add them. Just
what's the total?
Speaker 5 (08:13):
Come back?
Speaker 2 (08:14):
You're still adding up eight numbers.
Speaker 5 (08:16):
No, I was going along. I just got started counting,
not adding counting.
Speaker 3 (08:23):
Right, I told you I was killing addition?
Speaker 2 (08:27):
Was what's your number?
Speaker 3 (08:28):
Nineteen?
Speaker 2 (08:30):
Alright?
Speaker 1 (08:31):
So Dane, you had a two point three seven? What
do you get?
Speaker 3 (08:33):
What do I get? Side eye for?
Speaker 1 (08:35):
Oh? We knew she'd score on this y. What was
your total?
Speaker 2 (08:38):
Thirty eight?
Speaker 1 (08:39):
Okay? Oh okay, you had a four to seven, five,
thirty six? No way, dude, check him out.
Speaker 2 (08:49):
You ate a thirty six? Did you carry it two
instead of a one?
Speaker 5 (08:53):
I used to calculator.
Speaker 4 (08:56):
You scored yourself at thirty six and five more than mine.
Speaker 3 (09:00):
I like to learn new things out of a possible forty.
Speaker 5 (09:05):
Yeah, Elliott was thirty eight.
Speaker 4 (09:07):
Yeah, yeah, but that thirty eight makes sense. I had
all fives in one? Three?
Speaker 5 (09:13):
What do you want mine to be? Two?
Speaker 2 (09:19):
Oh?
Speaker 1 (09:19):
That was Diane's, So let's be careful. Someone's living in
the glasshouse. Wait, did you give yourself a five and anything?
Speaker 3 (09:27):
No?
Speaker 4 (09:27):
No, Diane, No, you're five's.
Speaker 6 (09:30):
And a lot of those two number question four? I
rated a four.
Speaker 2 (09:35):
That was your highest score? Yeah, I get my one, two, three.
I don't know what it was myself.
Speaker 1 (09:40):
I like to take challenges and try new things.
Speaker 5 (09:42):
Yeah, five, five, five, Diane? Come on?
Speaker 2 (09:46):
What was one? Two, three, four, five, six? Seven? What
was question seven?
Speaker 1 (09:50):
Question seven was I want to spend more time and
work more on an area, theme or skill to develop
my skills and knowledge?
Speaker 2 (09:56):
What did you put down for that? I put three?
What'd you put?
Speaker 5 (10:03):
Five?
Speaker 6 (10:04):
Five?
Speaker 3 (10:05):
Kristin, get out of here.
Speaker 5 (10:08):
I like to do things learning. What was the question?
Come on, I'm still doing duo lingo from over a
year ago.
Speaker 4 (10:16):
Every day, and you're not just doing one language? Aren't
you doing multiple?
Speaker 2 (10:21):
Yeah?
Speaker 5 (10:21):
Yeah, I like to challenge myself.
Speaker 2 (10:23):
Oh my god, every day?
Speaker 1 (10:24):
So are we? Are we gonna interpret the results or
just the discount? Elliott was a four to seven five
counting Kristens, it feels like you want to rip.
Speaker 5 (10:33):
It up the Yeah, what's so bad about my thirty six?
Speaker 2 (10:36):
Where did you score yourself? Low?
Speaker 5 (10:39):
One, two, five, six? Whatever? Those questions were?
Speaker 2 (10:43):
No, but what what score did you give yourself?
Speaker 5 (10:45):
Four? I did fours and fives, right, I try to
be positive about myself.
Speaker 2 (10:49):
Right, Diane gave herself one.
Speaker 5 (10:51):
That makes me really sad.
Speaker 3 (10:55):
For Diane.
Speaker 5 (10:57):
None of it should be a one?
Speaker 1 (10:58):
Okay?
Speaker 3 (10:59):
I wrote down one twice?
Speaker 1 (11:01):
Sounds like we the ones.
Speaker 2 (11:05):
What did you write down a one? Four?
Speaker 3 (11:06):
The other one was uh so for seven and five?
Speaker 2 (11:11):
Well?
Speaker 1 (11:11):
My question five, question five was I see learning as
my goal?
Speaker 2 (11:15):
Oh? Yeah?
Speaker 3 (11:17):
The average?
Speaker 5 (11:18):
Sure?
Speaker 1 (11:18):
The average score for men for men? So remember Elliott
scored a four to seven five right. The average male
scores a four three six.
Speaker 4 (11:30):
Yeah.
Speaker 1 (11:31):
Yeah, Now I'll tell you what about the girls. Men
score higher than women. Yeah, more motivated, more driven. But Kristen,
don't worry. You still beat out. The average women are
a four to two seven, and Kristen was a four
or five. Diana was a two point three seven five Kristen,
(11:58):
so they found the gender interesting. I'm concerned about the
Diane gap. I'm not sad for you because clearly you
don't want that from us. You don't want the child
I love Diane. I want the pity now, but you
I don't want.
Speaker 2 (12:13):
A good principal. I want principal Cark.
Speaker 1 (12:15):
But you should want at some point in your life
a passion for achievement, which you have is very little love.
Speaker 6 (12:23):
Yeah, it's not top of mind for me. I'm not
I'm not in a I don't feel like I'm in
a race for achievement with people.
Speaker 2 (12:32):
The No, but you're a highly achieved person.
Speaker 1 (12:35):
But growth mindset, it says can show up in school, workplaces, sports, family.
Speaker 2 (12:42):
Okay, Well Dian doesn't do any sports.
Speaker 5 (12:44):
No, she works out, that's true, yo, go.
Speaker 2 (12:54):
No, but Diane is a highly achieved person.
Speaker 3 (12:58):
Well, thank you, what do you owe it to?
Speaker 2 (13:00):
Then that's you know what. You can't teach that natural.
Speaker 1 (13:04):
You can't teach you were you punched in the face
like John Stamos because you were really into magic puppetry
and marching band.
Speaker 3 (13:11):
Yeah.
Speaker 2 (13:17):
Yeah, so it's just natural. This is without drive.
Speaker 6 (13:21):
It's I always joke I'm the least educated of all
of all my friends, like high school friends all have
master's degrees.
Speaker 3 (13:28):
Doctor.
Speaker 1 (13:28):
This isn't this isn't about intelligence.
Speaker 2 (13:31):
I'm the least educated in this building.
Speaker 3 (13:34):
That's true.
Speaker 1 (13:37):
Yeah, because if there are freshmen intern out there at
this point, they've been in school longer there is.
Speaker 2 (13:43):
There's a whole table of them in college out there.
They're smarter than me. But no, they're not. They're more
educating than I am, being of.
Speaker 3 (13:51):
Course seventy five, right, they're book smart.
Speaker 2 (13:52):
Absolutely, eat it, eat it.
Speaker 1 (13:55):
And it's important, I guess to point out. Whenever research
is conducted, they do disclaim study limitations. Ours is Diane,
who really messed up our data?
Speaker 2 (14:08):
You brought the female brought the dog down.
Speaker 5 (14:14):
Sorry, ladies, you asked me questions the other day about
trucks and I gave you information, So that means.
Speaker 3 (14:23):
You were in.
Speaker 2 (14:25):
Yeah, was I and your skill set will be driving them.
Speaker 1 (14:31):
God three five six is the female average?
Speaker 3 (14:37):
Three five? These were honest answer.
Speaker 1 (14:40):
Hold on the female average I gave you earlier was
a four to seven. I'm saying in this office because
of our outlier of our study limitation, we're down at
that three five six.
Speaker 3 (14:53):
I'm just here to limit, y'all.
Speaker 1 (14:57):
No limit. Come on, Master P.
Speaker 2 (15:00):
Yes, but you are. You're very highly achieved.
Speaker 3 (15:02):
Master D. Can you quit flexings?
Speaker 1 (15:13):
What is that?
Speaker 2 (15:16):
I give myself one? Three? Yeah? And other than that, Dianea, three.
Speaker 3 (15:21):
Was the lowest that you scored yourself.
Speaker 2 (15:23):
I didn't even give myself a four.
Speaker 3 (15:26):
You were either all fives and a three?
Speaker 1 (15:28):
Yes, okay, Yeah, it's that growth mindset.
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