November 29, 2025 • 40 mins
Rich Korb is an author and educator with 34 years of experience working with youth in traditional and alternative schools, residential facilities, and juvenile detention centers. Rich is known as the "Behavior Answer Man". He shares his strategies through his consulting agency - Pioneer Education Consulting. Rich operates by the motto "creativity is necessary for success". He says there is no youngster he can't reach and no situation he won't take on. This belief system has led to his success with youth and is the foundation for his six step approach to youth engagement outlined in his book - Motivating Defiant and Disruptive Students to Learn.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:02):
The Xzone Radio Show with Rob McConnell is largely an
opinion talk show. All opinions, comments, or statements of fact
expressed by Rob McConnell's guests are strictly their own and
are not to be construed as those of The X
Zone Radio Show or endorsed in any manner by Rob McConnell,
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(00:25):
employees or advertisers.
Speaker 2 (00:35):
All hit.
Speaker 3 (00:46):
Welcome to the X Zone, a place where fact is
fiction and fiction is reality. Now here's your host, Rob McConnell,
and welcome to the X One everyone. My name is
Rob McConnell, and for the next four hours, I'm your
host and your guide. Dis Together we cross the time
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(01:07):
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(01:55):
radio TV dot com.
Speaker 4 (01:58):
X O Nation. My first guest to night is Rich Korb.
He is an author and educator with thirty four years
of experience working with youth in traditional and alternative schools,
residential facilities, and juvenile detention centers. Rich is known as
the behavior answer Man. He shares his struggles through his
consulting agency, Pioneer Education Consulting. Rich operates by the motto
(02:23):
creativity is necessary for success. He says there is no
youngster he can't reach and no situation he won't take on.
This belief system has led to his success with youth
and is the foundation for his six step approach to
youth engagement, outlined in his new book entitled Motivating Defiant
and Disruptive Students to Learn. Joining me Now from the
(02:46):
State of Washington, is Rich KORbin Rich. Welcome to the Exone.
Speaker 5 (02:50):
Thanks for having me, Rob Rich.
Speaker 4 (02:52):
How did you get started as an educator?
Speaker 6 (02:56):
I began as a youngster. I was in first grade,
believe it or not. That's where the journey began. We
were doing the show and tel thing. I taught a
class and I thought, this is where I'm headed. So
I pursued that goal the rest of my life, and
here I am.
Speaker 4 (03:12):
You must have seen many changes over the years. I
know as a parent and as our grandparent, the changes
are ongoing within the educational system. When I was a kid,
there was a lot of respect that was given in
the classroom, and it seems that over the years respect
has well, it's just not there anymore.
Speaker 5 (03:32):
Well, you know that's really true.
Speaker 6 (03:34):
And the problem we have is we're losing the connection
between the parent, the adults world, and the child's world.
And a lot of parents are looking to get their
children to grow up a little bit too quickly. We
heard about the latchkey kids back in the eighties and
the seventies, and a lot of kids now aren't latchkey kids.
They're just computer locked in and they're picking up all
(03:54):
their information off of computers.
Speaker 5 (03:56):
And so forth.
Speaker 6 (03:57):
So we're seeing a lot of real change in the
response sability between adults, surrogate parents as well as parents.
I'm thinking about coaches, I'm thinking about you know, those
folks that are involved, you know, your home care people,
daycare people, those kinds of folks. These are all influencing
our children. And as I'm speaking as a global community,
(04:20):
so as we're talking about this, I'm thinking about all
those that are listening out there. They're saying, Hey, what
do we do about this this respect problem? Yeah, And
when I first wrote the book, you know, I wrote,
what have any defiant and in rept of students to learn?
I had to ask myself the question after I was
done writing a book, Wait a minute, You've got the
solutions going here, but what about the problem? Where does
(04:40):
it really root itself? And I really believe that it
roots it self the adult world, and we need to
start stepping up as adults and do something about that
or it's not.
Speaker 5 (04:49):
Going to change. All right?
Speaker 4 (04:50):
Stand by Rich, You and I have to take a
commercial break. Ex oanation. My guest this hour is Rich
Korber talking about motivating defiant and disruptive student to learn
a great topic for today as we get ready to
go back into the new school year twenty twelve, twenty thirteen.
My name is Rob McConnell. This is the x oone,
a place where people dare to believe and dare to
(05:12):
be heard, and we're coming to you from our studios
in Hamilton, Ontario, Canada. Rich Korb is my guest, and
Rich and I will be back on the other side
of this two minute commercial break as we continue worldwide.
If you'd like to send us an email. Xon at
Xzonradio TV dot com is the email address, and see
you back here in two minutes. Don't go away. Did
(05:44):
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(06:34):
Welcome back everyone. Rich Korb is our special guest. His
website is www Dot Pioneer Educationconsulting dot com. That's www.
Dot Pioneer Educationconsulting dot com.
Speaker 5 (06:48):
Rich.
Speaker 4 (06:48):
Let me ask you this, what is causing youngsters to
act out in defiant and destructive ways these days?
Speaker 6 (06:54):
I think a large part of the problem is looking
at the adult influence in young people's lives, and we
talked about that in the last segment for a few
seconds there. But that thing that I'm seeing is a
lot of parents are sending their kids back to school,
and they're expecting the schools to manage their kids and
fix their student And I know that there are a
lot of parents listening right now who have youngsters going
(07:17):
to kindergarten for the first time. They're going back into
elementary schools, and you're hearing a lot of about, you know,
teacher abuse in the classroom. And when I'm hearing about
teacher abuse in the classroom, I'm hearing about just harassment.
It doesn't have to be a sexual context or touching
or anything like that. It could be just you know,
sarcasm and harassment and when children see that behavior. In
(07:38):
the book, we have a section called the child development Chart,
and in there it breaks down the development of the
young people and how they grow and develop. And so
if we're not cognizant of what that chart looks like
and the different levels of development, we're going to run
into some serious problems with managing those kids, and they're
going to start to respond to adults the way that
(08:00):
the adults are responding to them. And remember, now children
adults are in two different realms, and so this is
this is a problem. And so what's causing that problem
is that very mismatch in understanding, you know, where these
children are coming from and how they grow and develop.
Sidmund Freud, you know, when he came out with a
blank slave theory, he was talking about the fact that
(08:21):
we as adults are imprinting upon children ideas and ideologies
that they are going to somehow figure out. Well, if
they're two, their minds are so little they can't pick
up everything an adult's throwing at them. The adult needs
to think in the child's realm and present things to
a child so that the child could understand it and
then take it to the next level as they grow
(08:43):
through pre adolescents and adolescents and so forth, and they
become an adult that understands how they're supposed to go.
But when we start getting the cart before the horse,
so to speak, that becomes a serious, serious problem. And
so the steps that we need to be watching for,
especially with the abuse in the classroom. The piece I'm
concerned about is that parents, when you're sending your children
(09:04):
back to school and you see these kinds of things occurring,
you might start to ask the question, what's really taking
place in that classroom? One are the teachers covering the
windows up And some teachers will do that. They'll say
it's because they don't want the children distracted by people
in the hallway. They're used to being around people. They're
not gonna be distracted by people in the hallway.
Speaker 5 (09:26):
What they're usually.
Speaker 6 (09:26):
Trying to do. And this has been my experience. I've
been in eight different schools, and six of those a schools,
we've had sexual offenders that have been either asked to
resign or they've been expelled from the program from the
schools are some of gone to jail. So I think
that's a high number.
Speaker 5 (09:44):
Eight schools.
Speaker 6 (09:45):
You got six of you know, and there's been multiple
people in those schools that sometimes have been the problem.
So when you see youngsters idolizing these people, which are
usually coaches, music teachers, pe people, and it's across the spectrum,
you can't just say it's one group of people that's
a problem. And so what we need to do is
make sure that parents if you see teachers that are
(10:09):
high profile people that like to take kids alan and
work with them one on one, asking them to stay
behind to do some extra work, things like that. The
antenna needs to go up today, it needs to go up,
and you need to be asking why are they wanting
my child alone? Why are they closing off the windows
so people can't look inside. Oftentimes these people are very
(10:30):
aggressive when they're questioned about their instructional style and how
they're doing certain things. So we need to be really
aware of those kinds of issues. And so there you are,
all right.
Speaker 4 (10:41):
But when I look back through the wayback machine that
I have here on my desk, and I see my
own schooling going back to elementary school in Saint Stephen's School,
and then high school and Mondeeberville High and Longle and
even to my college days. None of the stuff that
(11:02):
is going on today was happening back then. For example,
we had to wear school uniforms. We had to call
our teacher by his proper name, mister, miss or missus.
The school principle was respected. The you know, schoolyard bullying
was next to none. The violence that we're seeing in
(11:23):
schools today did not exist. How can we put all
this blame onto the teacher. Shouldn't the blame be looked
at the family unit because mom and dad these days
are too damn busy paying their bills that little Johnny
and little Sally have to rely on electronic babysitters, and
the family unit and the family values that were so
important in yesteryear have gone out the window.
Speaker 6 (11:48):
Well, that's right, And the thing that we need to
do is understand that we live in a society today
where everybody needs to be responsible. Even when we were kids,
our parents knew what was going on.
Speaker 5 (11:59):
Before we even got home.
Speaker 6 (12:00):
We were probably going to have more problems at home
than we did at school, and vice versa. You can
get to school and you would get some tender level care,
perhaps because they knew that your grandparent had passed away
or your favorite dog had died something like that. So
there was this communication going back and forth.
Speaker 5 (12:15):
We have no excuse. Today.
Speaker 6 (12:17):
We have the internet, we have cell phones, we have email,
we can communicate with parents, and we're not taking that responsibility.
Speaker 4 (12:24):
So what's wrong with picking up the phone and talking
to missus Jones? You know, why do we depend so
much on the electronic media. If I had my way,
no school in Candor or the United States would have
access to the internet during school hours.
Speaker 5 (12:40):
Yeah, well, you.
Speaker 6 (12:41):
Know that's a good point to go ahead and call people.
We do know that it's tough sometimes of people working
schedules and things like that. I've had parents tell me please,
you know, send me an email. I mean, as soon
as you see the problem surface.
Speaker 5 (12:54):
Send me an email. And I do.
Speaker 6 (12:56):
I'll call the kid up to the computer. I'll say, hey,
this is what I saw a happy I mean, you know,
your parent wants me to send them a notice what's
going on in the classroom. As soon as it's happening,
I need you to send it. Now, there's a thing
that we know. You know, confession is the first stage
and healing a relationship, and that kid's got to confess.
They've got to make a take ownership to that problem.
I tell them, is that what happened or not? And
(13:17):
then we'd go over together. If you had to change it, fine,
and it said, then you send it And they look
at you like, you want me to send this information
to my parent? Yes, because you're the one that did it.
Speaker 5 (13:27):
You own this.
Speaker 6 (13:27):
You have to take responsibility. So when we're doing things
like that, Yeah, phone calls great. I used to do
conference calls and that worked out pretty good. Sometimes you'd
hear some things from a parent going towards the kid.
That kid was embarrassed about because your parents are using
some language and things like that. But again there's that
piece of getting that connectedness going back to the home.
(13:49):
You know, in our classrooms, you know, we need to
put up on the wall which I have in my room,
this is the schoolhouse, not your house. Leave your personal
concerns in the hallway so they know that when they're
coming into the room. First of all, it's mister Korp,
this is what we're learning in here today. This is
what we're doing. If I hear about you know, your
(14:10):
date last night.
Speaker 5 (14:11):
I hear about the.
Speaker 6 (14:12):
Fight that happened out in the street. That's not going
to happen in here. Save that for another place, another time.
And we just need to retrain young people. And we've
dropped the ball. And you know, the numbers I gave
you are.
Speaker 5 (14:26):
Are very true.
Speaker 6 (14:27):
I mean, it's huge, the amount of people that are
they're abusing kids. We're seeing fourteen out of one hundred
kids are going to get abused in the classroom sometime
this year. Seventeen million according to the PPSs report from
the Department of Education that they put out in two
thousand and four.
Speaker 5 (14:44):
That's huge.
Speaker 6 (14:45):
I mean, you've got a big that's seven million kids
are going to be abused by a teacher in the
classroom somewhere this year.
Speaker 4 (14:52):
Why, why are the why are these numbers happening? What
is wrong with the school system and that this is
being and that this is being permitted to have and
within the system. You know, it's nice to look at
the family, it's nice to look at the kids. But apparently,
from what I'm hearing, there's a lot of problems within
the scholastic system that need to be addressed.
Speaker 6 (15:10):
Well, there is, and I think it starts at the top. Okay,
we talk about the home, we talk about the parents
be responsible for the kids.
Speaker 5 (15:16):
In the school.
Speaker 6 (15:16):
System, it's got to be the administration is taking responsibility
for what's going on in those schools. For example, I
worked for nine years in a junior high school with
an individual. We talked physical education together, and this individual
had girlfriends in out of our locker room during lunchtime,
(15:37):
and you prayed them out through the young boys. We're
talking twelve to fourteen, fifteen year olds waiting out there
for the class to begin. So he would pray this
girl out through the group. And I went to the
administration and I said, hey, we've got a problem down there.
The answer was here it is Rob.
Speaker 5 (15:57):
You ready for this, Hold on, folks, Okay, I'm ready.
This is what he said.
Speaker 6 (16:02):
The administration told me, this is our most honored and
revered and winning his basketball coach in junior high school.
What do you think it would look like for me
to be on the witness stand accusing him of these things?
Speaker 4 (16:16):
Well, in my book, that would make him a professional.
Speaker 6 (16:20):
Well, he didn't do it, and and that was the
answer he had Playboy pin up pictures on his bullets
on board. I said, you know, these these are little
kids here. What do we do in having these up
on the board. So I told the administration. They came down,
they said, hey, that's really good taste.
Speaker 4 (16:36):
I like you listen, let me ask you, this is
too much emphasis put on sports in school.
Speaker 6 (16:43):
It depends on the program and the school that you're
involved in. You know, some schools do put a high
emphasis on sports, others don't. Some put more emphasis on academics.
That kind of depends on the environment and the socioeconomic
area that you're living in. So, uh, that's that's that's
a tough question. I don't think you could say that
(17:05):
across the board, but you know, you brought the question up,
so I just did.
Speaker 4 (17:09):
Do you think what has happened at Penn State is
going to have any any repercussions on these uh, on
the elementary and secondary school systems?
Speaker 5 (17:19):
Well?
Speaker 6 (17:19):
I think so.
Speaker 5 (17:20):
But here's the problem.
Speaker 6 (17:22):
I don't know if you saw in the news a
couple of months ago about the bus driver the bus
monitor teacher back in uh New York and and what
she was harassed by a bunch of kids on the
bus and they had it on video. Kids put it
on YouTube, went out to the globe, and everybody got
mad about it. And uh, what happened in that situation
is the boys were put on suspension.
Speaker 5 (17:42):
For a year from the school.
Speaker 6 (17:43):
Uh. These were not consistent problem kids. These are kids
just being middle school goopy kids and doing something dumb
and nobody was holding them accountable, and so she Uh,
they ended up getting suspended for a year. They have
to go to counseling, all this kind of thing. And
but see, the administration would not have responded had this
not gone global. Once it went global, now they were
(18:06):
forced into the spotlight. They had to do something about it.
I've seen situations like that where they just kind of
blew it off.
Speaker 4 (18:12):
Sir Rich, I hate to do this, but I've got
to take my news break at the bottom of the hour.
Explanation great conversation with Rich Korb. He's the author of Motifying,
Defined and Disruptive Students to Learn and his website. You
ready for this because I want you to write this
down and I want you to go there and buy
this book www. Dot Pioneer Educationconsulting dot com. Rich and
(18:34):
I will be back on the other side of this
commercial break as the xone continues from our studios in Hamilton, Ontario, Canada.
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Speaker 2 (18:44):
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(20:06):
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The explanation of Rich Korb is my special guest to
this hour www dot Pioneer Educationconsulting dot com, and he's
known as behavior answer Man. First of all, Rich, I
(20:28):
want to thank you so much for being with us today.
I think that your topic is very important and you
know I've gone through the notes side you were kind
enough to send me. And in your book you talk
about parents and surrogate parents. Now, I think we all
know what parents are, but what do you mean by
a surrogate parent.
Speaker 6 (20:48):
Yes, surrogate parents, Rob are you and me. We are this,
you know, societal people that are around kids. But more specifically,
we're talking about the coaches out there that work with
Little League kids. We're talking about youth group leaders. We're
talking about you know, daycare people. We're talking about parents
that are not the biological parent that you know children
(21:10):
are living with perhaps uh And so when we have
boyfriend girlfriend living there, those are the surrogate people as well.
So you know a lot of times young people don't
respond real well to those individuals. But you know, we
have tools and we have we have strategies we can
use and I have a three plus six equals one
strategy that I'm willing to give to anybody who sends
(21:32):
in to my email address today. It's uh. That email
address is k O R B R I at gmail
dot com. And basically it's it's being firm, fair and
having a purpose. And and that's what the surrogate people
have to learn to.
Speaker 5 (21:48):
Do is we have to be firm.
Speaker 6 (21:49):
We have to be authoritative with any youngster that we
see maybe at the mall or on a bus it's
acting up. We just need to be going to go
up to them very firmly, not not aggressively, but just
not be afraid to go and talk to those young
people because they want a leader.
Speaker 5 (22:04):
They're looking for a leader.
Speaker 6 (22:06):
And so the surrogate parents I'm talking about are are
all of us. But we can't drop the ball. We
have to step up and say, youngster, this is not
the appropriate behavior. And I've done that even with UH
parents on a ferry UH that were the kid was
out of control. I could see. Oh. It just took
a simple little you know, talking to the kid. And
(22:29):
I've gone over and said can I talk to you?
You know for a second, can I talk to you?
I'm a child specialist, you know, behavior specialist, and let's
say you have a little problem. I don't mean to
interrupt or be rude, you know, I think he just
needs to build to have some We talked to him
for a second, would your mind They go, please, please
talk to them, you know, and we just go and
sit in the parent's view because you don't want them
(22:51):
thinking that you're predator. And you go, you go over
to the side and you sit down with him, and
you just talk to him for a couple of seconds
and say, hey, you know, you know, you're kind of making.
Speaker 5 (23:00):
A real big scene here, and is.
Speaker 6 (23:02):
That the kind of attitude you want people to think
about you? You want them to have this kind of
an attitude about young people because you're kind of speaking
for everybody in your age group. And they kind of
look at you like okay. And then you say, you know,
I think a better way to have approached that would
have been this. And I give them an idea and
I said, try that and see if your parents don't
respond a little bit differently, and says screaming and yelling
(23:24):
and lo and behold. They go back over and they
sit down and they don't try the strategy because obviously
they're probably maybe six, seven, eight, nine years old something
like that. But what will happen is somebody took the
time to another adult, a surrogate adult took at the
time to talk to them. And that's what I think
we need to start doing. We need to stand up.
(23:46):
If we're going to get back to square one, where
you know, kids are respecting adults, we need to earn
that respect.
Speaker 4 (23:53):
Yes, yeah, I agree with you that respect is not
should not be regarded as something that one has to get,
but respect has to be earned, whether or not it's
your child or a neighbor.
Speaker 6 (24:05):
You.
Speaker 4 (24:05):
You know, I've always believed that. Yeah, And I also
believe that we have to get back to the core
family values. We you know, we don't sit together and
have supper anymore and talk about the day. Well you've gone,
you know, put the iPhones and the texting away for
an hour and and and just get back to basics.
(24:27):
And and I really think that this is a major
problem that we're facing today. And it seems that parents
want to buy their their their their children. Then that's
too many parents look at their kids as their friends
instead of their children.
Speaker 6 (24:43):
Yeah, yeah, you can't be the buddy, that's sure. They don't.
They don't. They have plenty of buddies, you know, and
they can and they talk to their buddies in a
certain sort of way. And you know when school, school's
going to start here, it's already started for some different places.
And you know when we get back to that class
and what's going to have to happen is they have
to understand that we are the surrogate parent. We are
(25:04):
the locals parentis we are in place of their father
their mother while they're in the classroom. They need to
know that. And in this schoolhouse, these are the things
that we do. And you've got to be upfront with
them the way you talk to your friends, the way
you talk to your buddies in the hall or out
in the playground or this last three months of summer
you've been out there, you know, swearing, drinking, carrying on.
(25:28):
Those things are out the door in here. This is
what needs to happen. This is what's going to happen.
Speaker 5 (25:35):
Now.
Speaker 6 (25:35):
They're going to challenge that because a lot of these
kids come from homes where they're not challenged and they're
allowed to do what they want to do, and they
have to be told no, this is not going to
happen here. There has to be firm consequences. And so
in that three plus six equals one formula, the final
the one everyone knows in math three plus six doesn't
equal one, you know, it's nine. But one is when
(25:58):
do we discuss our personal concern? And if people are
looking for some help and shutting down misbehavior in a youngster,
whether they see it, you know, in the out in
the public, or they see it in their own family,
or they see it in a classroom or wherever it is,
the kid starts to spin out of control a little bit.
If they're taught that there is a place to discuss
(26:20):
your concern, they're going to be okay because they know
there's a place coming where they can discuss their concern.
But it's not now, it doesn't happen. You're interrupting the lecture,
you're interrupting my driving, you're interrupting whatever it is we're.
Speaker 5 (26:37):
Trying to do.
Speaker 6 (26:37):
Having a meal at a restaurant. This is not the
time to discuss your personal concern. When is the personal concern?
Where can you discuss that? And they should be able
to come back with at home, you know, and say
right at home, you know, that's where we discuss it.
If you're on a trip somewhere, say, you know, back
at our hotel or wherever you're staying, they need to
know that there's a safe place to discuss it. And
(27:00):
that's why this formula is so important. And it's one page.
It's the whole book in a nutshell. And if people
want to buy the book after they've read that, then
that would give them more information and to move them forward.
So the second book I'm putting out right now is Drugs,
Sex and Incompetent Teachers. And that's where our problem lies,
(27:23):
is people not stepping up and doing the right thing.
Societal issues will continue to spin out of control. Deleting
song by Alice Cooper. You know, one of the lines
in that song says my school has been blown to pieces.
He's talking about blowing up the school. These are subliminal messages.
They're being placed into kids' heads. That well, Alice Cooper said,
it's okay, it was played on the radio, must be okay.
(27:46):
So we need to really you know, I'm not picking
on your rob it's okay. I'm just saying we got
to be really cautious about everything that we do, because kids,
you know, like it says in the book, in that chart,
they pick up on that, and when they pick up
on that, there's going to be a problem.
Speaker 4 (28:01):
Well, well, you know, let's let's just not look at
the radio. How many video games teach kids to be violent?
You know, you know, you kill somebody, you get so
such and such a score. If you smash this, you
get such and such a score. If you destroy this.
So you know, where does it stop. Look at the
violence on television, look at the violence in the movies. Yeah, yeah,
(28:24):
So so how do you how do you control this?
Speaker 5 (28:25):
And how do you Well, here's.
Speaker 6 (28:28):
Here, here's what you do here. This is this is
a good one, you know, for for parents and uh,
you know, school administrators, anybody out there who's listening. Uh,
we had this that happened in our school. It was
a great example. We had a police officer come in,
not in uniform. He came in just you know, looking
like a regular guy with khaki's on a casual shirt,
and they put on a video of gunshot wounds and
(28:50):
they told the kids, this is going to be graphic,
it's going to be very difficult to watch, but you
need to understand that what happens in the movies is
not what really happens in the real world. This is
my job, this is what I do. Let me show
you what really takes place. Because in the in the videos,
you get killed, you get back up, and you go again.
Speaker 5 (29:09):
Uh in the movies.
Speaker 6 (29:11):
There how many fights have we seen in the movies
where guys have been literally pummelted and they're getting right
back up and going again. I mean, the human body
can't resist those kinds of that that treatment. So when
he showed this to the school, uh, yeah, there were
some parents that were upset. Well I think they were
upset because first of all, one it was graphic, but
number two, it was running in the competition with their
(29:35):
kids video games and they were having a hard time
separating reality from from from fiction. And when you know,
the space Shuttle, the Challenger blew up. I was teaching
eighth grade math class and the kid comes running in
and go, the Challenger blew up, The Challenger blew up.
You know, I'm like really because they were watching it,
you know, through Circus TV in their in their science classroom,
(29:58):
and I said, wow, that's that's horrible, and go, no,
it's really cool. Oh for god, Actually, I said, I said,
wait a second, there were seven people that died.
Speaker 5 (30:07):
How can that be cool? And they go, well, it
looked cool.
Speaker 6 (30:11):
I said, it's not fireworks. There were people on that
and now they're dead. And see that's the problem. We're
separating reality from fiction. And it's just we need to
kids need to understand that there is there.
Speaker 5 (30:24):
Is a reality here and it really.
Speaker 6 (30:27):
Isn't a game.
Speaker 5 (30:28):
It's real.
Speaker 1 (30:29):
Uh.
Speaker 6 (30:29):
People's emotions are at stake, and so yeah, we need
to be always stepping up.
Speaker 4 (30:36):
Tell me rich or, is the is the I don't
know how to quite phrase this, but is the push
still on within the educational system to get kids to
go on red ling?
Speaker 6 (30:50):
Well it used to be, but then they found out
that kids were bringing dal into school, insulting it.
Speaker 4 (30:54):
Oh you know it's it's the same pharmacological family as speed.
Speaker 5 (31:00):
Yeah.
Speaker 6 (31:01):
Yeah, And you know what I've said, you know, in
my write up about all this is that there has
to be, you know, an addressing of the moral values.
And I have had students in my classes over the
years that they were on riddling different drugs like that,
and I told them, I said, you know, I think
(31:21):
this comes down more to.
Speaker 5 (31:23):
This a choice. You're choosing this behavior.
Speaker 6 (31:26):
Now, there's gonna be people out there going to take
objection to that. But if you'll stop and challenge the
student on their behavior, you're going to find out more
times than not that they're going to respond appropriately. And
it's not because they're being medicated. They're being challenged on
the moral side of what is right, what is wrong,
what's acceptable.
Speaker 5 (31:46):
There are moral absolutes.
Speaker 6 (31:48):
You put that stuff into your body, something's going to happen,
you know. And so if you work with the mind
and teach the young person how to respond differently. I've
had many students that have turned things around in mid
classroom where they didn't turn it around in another classroom
because the other classroom wasn't calling them out on it
and calling their bluff and saying you can't behave that
(32:10):
way in here, where in my classes they're acting fine.
Speaker 4 (32:13):
Well, we know that as parents that mom and dad
have to be on the same wavelength when it comes
to discipline. If mom and dad are not, there's going
to be problems. So, yeah, hasn't this been transferred over
into the school where there should be a unified way
of handling things and if there wasn't, or if there isn't,
(32:36):
how come.
Speaker 6 (32:38):
I think because what happens is what my experience has
been over thirty four years is as an assistant principle,
we had a chart and we put this chart together
so all the students saw what was going to happen
on certain offenses.
Speaker 4 (32:51):
Offense say cause and effect.
Speaker 6 (32:55):
There you go exactly. And so that way the student knew, okay,
if if I, if I do this, this is going
to happen. And when they came to the office, that's
what happened.
Speaker 5 (33:06):
Right, even if even.
Speaker 6 (33:08):
If we thought, ah, it wasn't really that way it was,
you know, But then we didn't have a we had
no out.
Speaker 5 (33:15):
We said, look, that's what it says.
Speaker 6 (33:17):
That's what we're going to do. You want to challenge it,
you know, take it to the district level. Fine, you
can do that. We respect that. But you did do this,
and this is the cause and this is the effect
of what's going to happen. So I think that until
we do that, uh, we're going to have a chaotic
moral base of whatever works for you. It is fine.
(33:40):
And the school I'm in right now, I was on
the discipline committee and I said we should put a
chart together like this. We did it for a year
and then another administrator came in and they wiped it out.
And I said, why did you get rid of the chart?
He says, it's too restrictive. We don't have enough leniency
to make decisions on our own. I said, well, then
(34:01):
it's gonna be hodgepodge.
Speaker 5 (34:02):
It's gonna be people.
Speaker 6 (34:03):
They're not going to they won't know what to do.
And you can ask the kids and the parents and
say it's inconsistent. My kid got kicked out for three days.
This kid just got a lunch attention.
Speaker 4 (34:13):
That's not fair.
Speaker 5 (34:14):
I well, I.
Speaker 6 (34:15):
Had a kid chewing tobacco in my class and you
got a lunch attention chewing tobacco.
Speaker 1 (34:19):
How old?
Speaker 6 (34:21):
Oh, he's sixteen, seventeen years old. He was supposed to
be suspended. He didn't get suspended. He just got a
lunch attention.
Speaker 4 (34:28):
Tell me, is the drug problem on the increase in schools?
Speaker 6 (34:33):
It depends again on the socio economic area that you're in,
because it's driven by money. So if you're in a
drug cultured area, you're going to have some problems because
they're going to filter it into the system. I don't,
you know, really believe that it is. I've seen lots
of different things going on. The nature of the drugs
(34:53):
has changed some. I think marijuana has always been a standard,
so that's kind of a gateway. But as far as
some of the other hardcore drugs, I'm not seeing from
my perspective. And again, you're just talking to one person
sitting out here, and I don't track the numbers at
the federal level or anything like that, but I do
know that as we're seeing a separation from home, kids
(35:14):
are looking for something else and they're going to pick
a substance or in a group of friends something like that.
And uh, you know, we address that in the book
as well. So yeah, that's that's my take on that.
Speaker 5 (35:26):
Rob. I'm not you know, I hearing that.
Speaker 4 (35:30):
All right, stand by, Richie and I have to take
our final break Exxonation. Rich Korb is our special guest.
His website is www dot Pioneer Education Consulting dot com.
And rich and I will be back on the other
side of this commercial break as the ex Zone continues
from our studios in Hamilton, Ontario, Canada. Don't go away.
Speaker 2 (35:53):
This is the exone Broadcast Network broadcasting worldwide on broadcast
affiliates and Savoy program providers including CNN Broadcast Network, Serious
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(36:14):
information on the his own Broadcast Network, visit us at
www dot x ZBM dot net.
Speaker 4 (36:28):
And welcome back every one. Rich Korba is our special
guest and Rich's website at www dot Pioneer Education Consulting
dot com. And we've been talking about motivating, motivating, defiant
and disrupted students to learn. How how do you deal
with the bullying situation in school? When I was in
(36:50):
school and the bully was well, you know, he was
a rarity. But now I understand there's even electronic bullying
and how do you cope with that? As an educator?
Speaker 6 (37:04):
You have to address it head on as soon as
you see it starting to surface. And once you've worked
with young people long enough, whether you're raising a young family,
you see siblings starting to pick on one another, that
has to be addressed and it has to be nipped
in the bud, so to speak. And you can't let
it just continue to go on because it will fester.
(37:25):
It becomes like a weed, and then it spreads out
into other kids, and pretty soon you've got a big
time problem. So as far as cyber bullying, you address
it all the same as soon as you see it surface.
You've got to do the things I'm talking about here
and the desired behavior changing formula. And again people can
ask for it, but the three things are you have
(37:47):
to be firm.
Speaker 5 (37:48):
They have to know that you're the authority figure. It's wrong.
Speaker 6 (37:51):
They're looking for leadership, They're wanting somebody to set a
moral standard. The problem with the US today is you
don't have a moral standard. Everything is is shifting, it's
not it's not a set standard anymore. The Supreme Court,
you know, makes decisions. You think, how the world did
that ever happen? These are the highest court in the land,
(38:11):
and they allowed that to happen. It was a violation
of the Constitution exactly.
Speaker 4 (38:15):
I think that I think that there's too much political
correctedness going on in the world today. You know when
I found it, when I found out that the Bible
and the Bible class was getting tossed out of the
school and you know, saying the morning prayer was now
not permitted, I was floored.
Speaker 6 (38:33):
M I just want to encourage all the parents and
the teachers that are out there that the Supreme Court
made a decision that you couldn't promote a certain religion
and wouldn't I would not ever advocate, you know, violation
of the First Amendment rights. But you do present your
values in the classroom and in your home to your kids.
(38:54):
Whether they're going to accept it or not, it's another issue,
but you can still present those in the classroom, teach
through your subject matter, through your home lessons and things
like that. You can still present your faith and your
belief system to your kids, and that can go on
in the classroom, believe it or not.
Speaker 5 (39:14):
You just can't.
Speaker 6 (39:14):
Say this is a way you needed to say, this
is anyway.
Speaker 2 (39:18):
You know.
Speaker 4 (39:19):
It's funny because you've got the freedom of speech, and
yet there are certain things that freedom does not apply to.
Speaker 6 (39:26):
Well yeah, I mean, especially in the captive audience situations.
You're talking about a school, you know, in a classroom,
and I could appreciate that. I wouldn't want my child
sitting there listening to somebody, you know, propose some concept
that I didn't believe in and telling my kids.
Speaker 4 (39:43):
Yeah, but yet it was those concepts that these free
nations are based on.
Speaker 5 (39:49):
Yeah, you know so.
Speaker 4 (39:50):
In my books, if you want to bring the Bible
back to school, you should have every damn right to
do so. If you want to talk about God, if
you want to talk about Jesus, if you want to
talk about whatever, it's your god given right. And I
think too much, too much, way too much latitude has
been given to political correctedness than ever should have been
(40:10):
done in the first place. And with that you and
I have to say so long, Rich, thanks very much
for joining us, A great pleasure talking to you, and
I wish you.
Speaker 5 (40:18):
Much successor thank you so much.
Speaker 4 (40:20):
A right rich x oonation. I guess this hour has
been a Rich Korb www dot Pioneer Educationconsulting dot com.
I'll be back on the other side of this commercial
break with the news at six and a half minutes
past the hour, as the xone continues with here as
truly Rob McConnell, don't go away.
The Xzone Radio Show with Rob McConnell is largely an
opinion talk show. All opinions, comments, or statements of fact
expressed by Rob McConnell's guests are strictly their own and
are not to be construed as those of The X
Zone Radio Show or endorsed in any manner by Rob McConnell,
Realmar McConnell Media Company, the Exzone Broadcast Network, It's affiliated networks, stations,
(00:25):
employees or advertisers.
Speaker 2 (00:35):
All hit.
Speaker 3 (00:46):
Welcome to the X Zone, a place where fact is
fiction and fiction is reality. Now here's your host, Rob McConnell,
and welcome to the X One everyone. My name is
Rob McConnell, and for the next four hours, I'm your
host and your guide. Dis Together we cross the time
space continuum to this place that I call the X Zone.
(01:07):
It's a place where people dare to believe and dare
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(01:55):
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Speaker 4 (01:58):
X O Nation. My first guest to night is Rich Korb.
He is an author and educator with thirty four years
of experience working with youth in traditional and alternative schools,
residential facilities, and juvenile detention centers. Rich is known as
the behavior answer Man. He shares his struggles through his
consulting agency, Pioneer Education Consulting. Rich operates by the motto
(02:23):
creativity is necessary for success. He says there is no
youngster he can't reach and no situation he won't take on.
This belief system has led to his success with youth
and is the foundation for his six step approach to
youth engagement, outlined in his new book entitled Motivating Defiant
and Disruptive Students to Learn. Joining me Now from the
(02:46):
State of Washington, is Rich KORbin Rich. Welcome to the Exone.
Speaker 5 (02:50):
Thanks for having me, Rob Rich.
Speaker 4 (02:52):
How did you get started as an educator?
Speaker 6 (02:56):
I began as a youngster. I was in first grade,
believe it or not. That's where the journey began. We
were doing the show and tel thing. I taught a
class and I thought, this is where I'm headed. So
I pursued that goal the rest of my life, and
here I am.
Speaker 4 (03:12):
You must have seen many changes over the years. I
know as a parent and as our grandparent, the changes
are ongoing within the educational system. When I was a kid,
there was a lot of respect that was given in
the classroom, and it seems that over the years respect
has well, it's just not there anymore.
Speaker 5 (03:32):
Well, you know that's really true.
Speaker 6 (03:34):
And the problem we have is we're losing the connection
between the parent, the adults world, and the child's world.
And a lot of parents are looking to get their
children to grow up a little bit too quickly. We
heard about the latchkey kids back in the eighties and
the seventies, and a lot of kids now aren't latchkey kids.
They're just computer locked in and they're picking up all
(03:54):
their information off of computers.
Speaker 5 (03:56):
And so forth.
Speaker 6 (03:57):
So we're seeing a lot of real change in the
response sability between adults, surrogate parents as well as parents.
I'm thinking about coaches, I'm thinking about you know, those
folks that are involved, you know, your home care people,
daycare people, those kinds of folks. These are all influencing
our children. And as I'm speaking as a global community,
(04:20):
so as we're talking about this, I'm thinking about all
those that are listening out there. They're saying, Hey, what
do we do about this this respect problem? Yeah, And
when I first wrote the book, you know, I wrote,
what have any defiant and in rept of students to learn?
I had to ask myself the question after I was
done writing a book, Wait a minute, You've got the
solutions going here, but what about the problem? Where does
(04:40):
it really root itself? And I really believe that it
roots it self the adult world, and we need to
start stepping up as adults and do something about that
or it's not.
Speaker 5 (04:49):
Going to change. All right?
Speaker 4 (04:50):
Stand by Rich, You and I have to take a
commercial break. Ex oanation. My guest this hour is Rich
Korber talking about motivating defiant and disruptive student to learn
a great topic for today as we get ready to
go back into the new school year twenty twelve, twenty thirteen.
My name is Rob McConnell. This is the x oone,
a place where people dare to believe and dare to
(05:12):
be heard, and we're coming to you from our studios
in Hamilton, Ontario, Canada. Rich Korb is my guest, and
Rich and I will be back on the other side
of this two minute commercial break as we continue worldwide.
If you'd like to send us an email. Xon at
Xzonradio TV dot com is the email address, and see
you back here in two minutes. Don't go away. Did
(05:44):
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(06:34):
Welcome back everyone. Rich Korb is our special guest. His
website is www Dot Pioneer Educationconsulting dot com. That's www.
Dot Pioneer Educationconsulting dot com.
Speaker 5 (06:48):
Rich.
Speaker 4 (06:48):
Let me ask you this, what is causing youngsters to
act out in defiant and destructive ways these days?
Speaker 6 (06:54):
I think a large part of the problem is looking
at the adult influence in young people's lives, and we
talked about that in the last segment for a few
seconds there. But that thing that I'm seeing is a
lot of parents are sending their kids back to school,
and they're expecting the schools to manage their kids and
fix their student And I know that there are a
lot of parents listening right now who have youngsters going
(07:17):
to kindergarten for the first time. They're going back into
elementary schools, and you're hearing a lot of about, you know,
teacher abuse in the classroom. And when I'm hearing about
teacher abuse in the classroom, I'm hearing about just harassment.
It doesn't have to be a sexual context or touching
or anything like that. It could be just you know,
sarcasm and harassment and when children see that behavior. In
(07:38):
the book, we have a section called the child development Chart,
and in there it breaks down the development of the
young people and how they grow and develop. And so
if we're not cognizant of what that chart looks like
and the different levels of development, we're going to run
into some serious problems with managing those kids, and they're
going to start to respond to adults the way that
(08:00):
the adults are responding to them. And remember, now children
adults are in two different realms, and so this is
this is a problem. And so what's causing that problem
is that very mismatch in understanding, you know, where these
children are coming from and how they grow and develop.
Sidmund Freud, you know, when he came out with a
blank slave theory, he was talking about the fact that
(08:21):
we as adults are imprinting upon children ideas and ideologies
that they are going to somehow figure out. Well, if
they're two, their minds are so little they can't pick
up everything an adult's throwing at them. The adult needs
to think in the child's realm and present things to
a child so that the child could understand it and
then take it to the next level as they grow
(08:43):
through pre adolescents and adolescents and so forth, and they
become an adult that understands how they're supposed to go.
But when we start getting the cart before the horse,
so to speak, that becomes a serious, serious problem. And
so the steps that we need to be watching for,
especially with the abuse in the classroom. The piece I'm
concerned about is that parents, when you're sending your children
(09:04):
back to school and you see these kinds of things occurring,
you might start to ask the question, what's really taking
place in that classroom? One are the teachers covering the
windows up And some teachers will do that. They'll say
it's because they don't want the children distracted by people
in the hallway. They're used to being around people. They're
not gonna be distracted by people in the hallway.
Speaker 5 (09:26):
What they're usually.
Speaker 6 (09:26):
Trying to do. And this has been my experience. I've
been in eight different schools, and six of those a schools,
we've had sexual offenders that have been either asked to
resign or they've been expelled from the program from the
schools are some of gone to jail. So I think
that's a high number.
Speaker 5 (09:44):
Eight schools.
Speaker 6 (09:45):
You got six of you know, and there's been multiple
people in those schools that sometimes have been the problem.
So when you see youngsters idolizing these people, which are
usually coaches, music teachers, pe people, and it's across the spectrum,
you can't just say it's one group of people that's
a problem. And so what we need to do is
make sure that parents if you see teachers that are
(10:09):
high profile people that like to take kids alan and
work with them one on one, asking them to stay
behind to do some extra work, things like that. The
antenna needs to go up today, it needs to go up,
and you need to be asking why are they wanting
my child alone? Why are they closing off the windows
so people can't look inside. Oftentimes these people are very
(10:30):
aggressive when they're questioned about their instructional style and how
they're doing certain things. So we need to be really
aware of those kinds of issues. And so there you are,
all right.
Speaker 4 (10:41):
But when I look back through the wayback machine that
I have here on my desk, and I see my
own schooling going back to elementary school in Saint Stephen's School,
and then high school and Mondeeberville High and Longle and
even to my college days. None of the stuff that
(11:02):
is going on today was happening back then. For example,
we had to wear school uniforms. We had to call
our teacher by his proper name, mister, miss or missus.
The school principle was respected. The you know, schoolyard bullying
was next to none. The violence that we're seeing in
(11:23):
schools today did not exist. How can we put all
this blame onto the teacher. Shouldn't the blame be looked
at the family unit because mom and dad these days
are too damn busy paying their bills that little Johnny
and little Sally have to rely on electronic babysitters, and
the family unit and the family values that were so
important in yesteryear have gone out the window.
Speaker 6 (11:48):
Well, that's right, And the thing that we need to
do is understand that we live in a society today
where everybody needs to be responsible. Even when we were kids,
our parents knew what was going on.
Speaker 5 (11:59):
Before we even got home.
Speaker 6 (12:00):
We were probably going to have more problems at home
than we did at school, and vice versa. You can
get to school and you would get some tender level care,
perhaps because they knew that your grandparent had passed away
or your favorite dog had died something like that. So
there was this communication going back and forth.
Speaker 5 (12:15):
We have no excuse. Today.
Speaker 6 (12:17):
We have the internet, we have cell phones, we have email,
we can communicate with parents, and we're not taking that responsibility.
Speaker 4 (12:24):
So what's wrong with picking up the phone and talking
to missus Jones? You know, why do we depend so
much on the electronic media. If I had my way,
no school in Candor or the United States would have
access to the internet during school hours.
Speaker 5 (12:40):
Yeah, well, you.
Speaker 6 (12:41):
Know that's a good point to go ahead and call people.
We do know that it's tough sometimes of people working
schedules and things like that. I've had parents tell me please,
you know, send me an email. I mean, as soon
as you see the problem surface.
Speaker 5 (12:54):
Send me an email. And I do.
Speaker 6 (12:56):
I'll call the kid up to the computer. I'll say, hey,
this is what I saw a happy I mean, you know,
your parent wants me to send them a notice what's
going on in the classroom. As soon as it's happening,
I need you to send it. Now, there's a thing
that we know. You know, confession is the first stage
and healing a relationship, and that kid's got to confess.
They've got to make a take ownership to that problem.
I tell them, is that what happened or not? And
(13:17):
then we'd go over together. If you had to change it, fine,
and it said, then you send it And they look
at you like, you want me to send this information
to my parent? Yes, because you're the one that did it.
Speaker 5 (13:27):
You own this.
Speaker 6 (13:27):
You have to take responsibility. So when we're doing things
like that, Yeah, phone calls great. I used to do
conference calls and that worked out pretty good. Sometimes you'd
hear some things from a parent going towards the kid.
That kid was embarrassed about because your parents are using
some language and things like that. But again there's that
piece of getting that connectedness going back to the home.
(13:49):
You know, in our classrooms, you know, we need to
put up on the wall which I have in my room,
this is the schoolhouse, not your house. Leave your personal
concerns in the hallway so they know that when they're
coming into the room. First of all, it's mister Korp,
this is what we're learning in here today. This is
what we're doing. If I hear about you know, your
(14:10):
date last night.
Speaker 5 (14:11):
I hear about the.
Speaker 6 (14:12):
Fight that happened out in the street. That's not going
to happen in here. Save that for another place, another time.
And we just need to retrain young people. And we've
dropped the ball. And you know, the numbers I gave
you are.
Speaker 5 (14:26):
Are very true.
Speaker 6 (14:27):
I mean, it's huge, the amount of people that are
they're abusing kids. We're seeing fourteen out of one hundred
kids are going to get abused in the classroom sometime
this year. Seventeen million according to the PPSs report from
the Department of Education that they put out in two
thousand and four.
Speaker 5 (14:44):
That's huge.
Speaker 6 (14:45):
I mean, you've got a big that's seven million kids
are going to be abused by a teacher in the
classroom somewhere this year.
Speaker 4 (14:52):
Why, why are the why are these numbers happening? What
is wrong with the school system and that this is
being and that this is being permitted to have and
within the system. You know, it's nice to look at
the family, it's nice to look at the kids. But apparently,
from what I'm hearing, there's a lot of problems within
the scholastic system that need to be addressed.
Speaker 6 (15:10):
Well, there is, and I think it starts at the top. Okay,
we talk about the home, we talk about the parents
be responsible for the kids.
Speaker 5 (15:16):
In the school.
Speaker 6 (15:16):
System, it's got to be the administration is taking responsibility
for what's going on in those schools. For example, I
worked for nine years in a junior high school with
an individual. We talked physical education together, and this individual
had girlfriends in out of our locker room during lunchtime,
(15:37):
and you prayed them out through the young boys. We're
talking twelve to fourteen, fifteen year olds waiting out there
for the class to begin. So he would pray this
girl out through the group. And I went to the
administration and I said, hey, we've got a problem down there.
The answer was here it is Rob.
Speaker 5 (15:57):
You ready for this, Hold on, folks, Okay, I'm ready.
This is what he said.
Speaker 6 (16:02):
The administration told me, this is our most honored and
revered and winning his basketball coach in junior high school.
What do you think it would look like for me
to be on the witness stand accusing him of these things?
Speaker 4 (16:16):
Well, in my book, that would make him a professional.
Speaker 6 (16:20):
Well, he didn't do it, and and that was the
answer he had Playboy pin up pictures on his bullets
on board. I said, you know, these these are little
kids here. What do we do in having these up
on the board. So I told the administration. They came down,
they said, hey, that's really good taste.
Speaker 4 (16:36):
I like you listen, let me ask you, this is
too much emphasis put on sports in school.
Speaker 6 (16:43):
It depends on the program and the school that you're
involved in. You know, some schools do put a high
emphasis on sports, others don't. Some put more emphasis on academics.
That kind of depends on the environment and the socioeconomic
area that you're living in. So, uh, that's that's that's
a tough question. I don't think you could say that
(17:05):
across the board, but you know, you brought the question up,
so I just did.
Speaker 4 (17:09):
Do you think what has happened at Penn State is
going to have any any repercussions on these uh, on
the elementary and secondary school systems?
Speaker 5 (17:19):
Well?
Speaker 6 (17:19):
I think so.
Speaker 5 (17:20):
But here's the problem.
Speaker 6 (17:22):
I don't know if you saw in the news a
couple of months ago about the bus driver the bus
monitor teacher back in uh New York and and what
she was harassed by a bunch of kids on the
bus and they had it on video. Kids put it
on YouTube, went out to the globe, and everybody got
mad about it. And uh, what happened in that situation
is the boys were put on suspension.
Speaker 5 (17:42):
For a year from the school.
Speaker 6 (17:43):
Uh. These were not consistent problem kids. These are kids
just being middle school goopy kids and doing something dumb
and nobody was holding them accountable, and so she Uh,
they ended up getting suspended for a year. They have
to go to counseling, all this kind of thing. And
but see, the administration would not have responded had this
not gone global. Once it went global, now they were
(18:06):
forced into the spotlight. They had to do something about it.
I've seen situations like that where they just kind of
blew it off.
Speaker 4 (18:12):
Sir Rich, I hate to do this, but I've got
to take my news break at the bottom of the hour.
Explanation great conversation with Rich Korb. He's the author of Motifying,
Defined and Disruptive Students to Learn and his website. You
ready for this because I want you to write this
down and I want you to go there and buy
this book www. Dot Pioneer Educationconsulting dot com. Rich and
(18:34):
I will be back on the other side of this
commercial break as the xone continues from our studios in Hamilton, Ontario, Canada.
Don't go away.
Speaker 2 (18:44):
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(19:07):
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Speaker 4 (19:25):
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The explanation of Rich Korb is my special guest to
this hour www dot Pioneer Educationconsulting dot com, and he's
known as behavior answer Man. First of all, Rich, I
(20:28):
want to thank you so much for being with us today.
I think that your topic is very important and you
know I've gone through the notes side you were kind
enough to send me. And in your book you talk
about parents and surrogate parents. Now, I think we all
know what parents are, but what do you mean by
a surrogate parent.
Speaker 6 (20:48):
Yes, surrogate parents, Rob are you and me. We are this,
you know, societal people that are around kids. But more specifically,
we're talking about the coaches out there that work with
Little League kids. We're talking about youth group leaders. We're
talking about you know, daycare people. We're talking about parents
that are not the biological parent that you know children
(21:10):
are living with perhaps uh And so when we have
boyfriend girlfriend living there, those are the surrogate people as well.
So you know a lot of times young people don't
respond real well to those individuals. But you know, we
have tools and we have we have strategies we can
use and I have a three plus six equals one
strategy that I'm willing to give to anybody who sends
(21:32):
in to my email address today. It's uh. That email
address is k O R B R I at gmail
dot com. And basically it's it's being firm, fair and
having a purpose. And and that's what the surrogate people
have to learn to.
Speaker 5 (21:48):
Do is we have to be firm.
Speaker 6 (21:49):
We have to be authoritative with any youngster that we
see maybe at the mall or on a bus it's
acting up. We just need to be going to go
up to them very firmly, not not aggressively, but just
not be afraid to go and talk to those young
people because they want a leader.
Speaker 5 (22:04):
They're looking for a leader.
Speaker 6 (22:06):
And so the surrogate parents I'm talking about are are
all of us. But we can't drop the ball. We
have to step up and say, youngster, this is not
the appropriate behavior. And I've done that even with UH
parents on a ferry UH that were the kid was
out of control. I could see. Oh. It just took
a simple little you know, talking to the kid. And
(22:29):
I've gone over and said can I talk to you?
You know for a second, can I talk to you?
I'm a child specialist, you know, behavior specialist, and let's
say you have a little problem. I don't mean to
interrupt or be rude, you know, I think he just
needs to build to have some We talked to him
for a second, would your mind They go, please, please
talk to them, you know, and we just go and
sit in the parent's view because you don't want them
(22:51):
thinking that you're predator. And you go, you go over
to the side and you sit down with him, and
you just talk to him for a couple of seconds
and say, hey, you know, you know, you're kind of making.
Speaker 5 (23:00):
A real big scene here, and is.
Speaker 6 (23:02):
That the kind of attitude you want people to think
about you? You want them to have this kind of
an attitude about young people because you're kind of speaking
for everybody in your age group. And they kind of
look at you like okay. And then you say, you know,
I think a better way to have approached that would
have been this. And I give them an idea and
I said, try that and see if your parents don't
respond a little bit differently, and says screaming and yelling
(23:24):
and lo and behold. They go back over and they
sit down and they don't try the strategy because obviously
they're probably maybe six, seven, eight, nine years old something
like that. But what will happen is somebody took the
time to another adult, a surrogate adult took at the
time to talk to them. And that's what I think
we need to start doing. We need to stand up.
(23:46):
If we're going to get back to square one, where
you know, kids are respecting adults, we need to earn
that respect.
Speaker 4 (23:53):
Yes, yeah, I agree with you that respect is not
should not be regarded as something that one has to get,
but respect has to be earned, whether or not it's
your child or a neighbor.
Speaker 6 (24:05):
You.
Speaker 4 (24:05):
You know, I've always believed that. Yeah, And I also
believe that we have to get back to the core
family values. We you know, we don't sit together and
have supper anymore and talk about the day. Well you've gone,
you know, put the iPhones and the texting away for
an hour and and and just get back to basics.
(24:27):
And and I really think that this is a major
problem that we're facing today. And it seems that parents
want to buy their their their their children. Then that's
too many parents look at their kids as their friends
instead of their children.
Speaker 6 (24:43):
Yeah, yeah, you can't be the buddy, that's sure. They don't.
They don't. They have plenty of buddies, you know, and
they can and they talk to their buddies in a
certain sort of way. And you know when school, school's
going to start here, it's already started for some different places.
And you know when we get back to that class
and what's going to have to happen is they have
to understand that we are the surrogate parent. We are
(25:04):
the locals parentis we are in place of their father
their mother while they're in the classroom. They need to
know that. And in this schoolhouse, these are the things
that we do. And you've got to be upfront with
them the way you talk to your friends, the way
you talk to your buddies in the hall or out
in the playground or this last three months of summer
you've been out there, you know, swearing, drinking, carrying on.
(25:28):
Those things are out the door in here. This is
what needs to happen. This is what's going to happen.
Speaker 5 (25:35):
Now.
Speaker 6 (25:35):
They're going to challenge that because a lot of these
kids come from homes where they're not challenged and they're
allowed to do what they want to do, and they
have to be told no, this is not going to
happen here. There has to be firm consequences. And so
in that three plus six equals one formula, the final
the one everyone knows in math three plus six doesn't
equal one, you know, it's nine. But one is when
(25:58):
do we discuss our personal concern? And if people are
looking for some help and shutting down misbehavior in a youngster,
whether they see it, you know, in the out in
the public, or they see it in their own family,
or they see it in a classroom or wherever it is,
the kid starts to spin out of control a little bit.
If they're taught that there is a place to discuss
(26:20):
your concern, they're going to be okay because they know
there's a place coming where they can discuss their concern.
But it's not now, it doesn't happen. You're interrupting the lecture,
you're interrupting my driving, you're interrupting whatever it is we're.
Speaker 5 (26:37):
Trying to do.
Speaker 6 (26:37):
Having a meal at a restaurant. This is not the
time to discuss your personal concern. When is the personal concern?
Where can you discuss that? And they should be able
to come back with at home, you know, and say
right at home, you know, that's where we discuss it.
If you're on a trip somewhere, say, you know, back
at our hotel or wherever you're staying, they need to
know that there's a safe place to discuss it. And
(27:00):
that's why this formula is so important. And it's one page.
It's the whole book in a nutshell. And if people
want to buy the book after they've read that, then
that would give them more information and to move them forward.
So the second book I'm putting out right now is Drugs,
Sex and Incompetent Teachers. And that's where our problem lies,
(27:23):
is people not stepping up and doing the right thing.
Societal issues will continue to spin out of control. Deleting
song by Alice Cooper. You know, one of the lines
in that song says my school has been blown to pieces.
He's talking about blowing up the school. These are subliminal messages.
They're being placed into kids' heads. That well, Alice Cooper said,
it's okay, it was played on the radio, must be okay.
(27:46):
So we need to really you know, I'm not picking
on your rob it's okay. I'm just saying we got
to be really cautious about everything that we do, because kids,
you know, like it says in the book, in that chart,
they pick up on that, and when they pick up
on that, there's going to be a problem.
Speaker 4 (28:01):
Well, well, you know, let's let's just not look at
the radio. How many video games teach kids to be violent?
You know, you know, you kill somebody, you get so
such and such a score. If you smash this, you
get such and such a score. If you destroy this.
So you know, where does it stop. Look at the
violence on television, look at the violence in the movies. Yeah, yeah,
(28:24):
So so how do you how do you control this?
Speaker 5 (28:25):
And how do you Well, here's.
Speaker 6 (28:28):
Here, here's what you do here. This is this is
a good one, you know, for for parents and uh,
you know, school administrators, anybody out there who's listening. Uh,
we had this that happened in our school. It was
a great example. We had a police officer come in,
not in uniform. He came in just you know, looking
like a regular guy with khaki's on a casual shirt,
and they put on a video of gunshot wounds and
(28:50):
they told the kids, this is going to be graphic,
it's going to be very difficult to watch, but you
need to understand that what happens in the movies is
not what really happens in the real world. This is
my job, this is what I do. Let me show
you what really takes place. Because in the in the videos,
you get killed, you get back up, and you go again.
Speaker 5 (29:09):
Uh in the movies.
Speaker 6 (29:11):
There how many fights have we seen in the movies
where guys have been literally pummelted and they're getting right
back up and going again. I mean, the human body
can't resist those kinds of that that treatment. So when
he showed this to the school, uh, yeah, there were
some parents that were upset. Well I think they were
upset because first of all, one it was graphic, but
number two, it was running in the competition with their
(29:35):
kids video games and they were having a hard time
separating reality from from from fiction. And when you know,
the space Shuttle, the Challenger blew up. I was teaching
eighth grade math class and the kid comes running in
and go, the Challenger blew up, The Challenger blew up.
You know, I'm like really because they were watching it,
you know, through Circus TV in their in their science classroom,
(29:58):
and I said, wow, that's that's horrible, and go, no,
it's really cool. Oh for god, Actually, I said, I said,
wait a second, there were seven people that died.
Speaker 5 (30:07):
How can that be cool? And they go, well, it
looked cool.
Speaker 6 (30:11):
I said, it's not fireworks. There were people on that
and now they're dead. And see that's the problem. We're
separating reality from fiction. And it's just we need to
kids need to understand that there is there.
Speaker 5 (30:24):
Is a reality here and it really.
Speaker 6 (30:27):
Isn't a game.
Speaker 5 (30:28):
It's real.
Speaker 1 (30:29):
Uh.
Speaker 6 (30:29):
People's emotions are at stake, and so yeah, we need
to be always stepping up.
Speaker 4 (30:36):
Tell me rich or, is the is the I don't
know how to quite phrase this, but is the push
still on within the educational system to get kids to
go on red ling?
Speaker 6 (30:50):
Well it used to be, but then they found out
that kids were bringing dal into school, insulting it.
Speaker 4 (30:54):
Oh you know it's it's the same pharmacological family as speed.
Speaker 5 (31:00):
Yeah.
Speaker 6 (31:01):
Yeah, And you know what I've said, you know, in
my write up about all this is that there has
to be, you know, an addressing of the moral values.
And I have had students in my classes over the
years that they were on riddling different drugs like that,
and I told them, I said, you know, I think
(31:21):
this comes down more to.
Speaker 5 (31:23):
This a choice. You're choosing this behavior.
Speaker 6 (31:26):
Now, there's gonna be people out there going to take
objection to that. But if you'll stop and challenge the
student on their behavior, you're going to find out more
times than not that they're going to respond appropriately. And
it's not because they're being medicated. They're being challenged on
the moral side of what is right, what is wrong,
what's acceptable.
Speaker 5 (31:46):
There are moral absolutes.
Speaker 6 (31:48):
You put that stuff into your body, something's going to happen,
you know. And so if you work with the mind
and teach the young person how to respond differently. I've
had many students that have turned things around in mid
classroom where they didn't turn it around in another classroom
because the other classroom wasn't calling them out on it
and calling their bluff and saying you can't behave that
(32:10):
way in here, where in my classes they're acting fine.
Speaker 4 (32:13):
Well, we know that as parents that mom and dad
have to be on the same wavelength when it comes
to discipline. If mom and dad are not, there's going
to be problems. So, yeah, hasn't this been transferred over
into the school where there should be a unified way
of handling things and if there wasn't, or if there isn't,
(32:36):
how come.
Speaker 6 (32:38):
I think because what happens is what my experience has
been over thirty four years is as an assistant principle,
we had a chart and we put this chart together
so all the students saw what was going to happen
on certain offenses.
Speaker 4 (32:51):
Offense say cause and effect.
Speaker 6 (32:55):
There you go exactly. And so that way the student knew, okay,
if if I, if I do this, this is going
to happen. And when they came to the office, that's
what happened.
Speaker 5 (33:06):
Right, even if even.
Speaker 6 (33:08):
If we thought, ah, it wasn't really that way it was,
you know, But then we didn't have a we had
no out.
Speaker 5 (33:15):
We said, look, that's what it says.
Speaker 6 (33:17):
That's what we're going to do. You want to challenge it,
you know, take it to the district level. Fine, you
can do that. We respect that. But you did do this,
and this is the cause and this is the effect
of what's going to happen. So I think that until
we do that, uh, we're going to have a chaotic
moral base of whatever works for you. It is fine.
(33:40):
And the school I'm in right now, I was on
the discipline committee and I said we should put a
chart together like this. We did it for a year
and then another administrator came in and they wiped it out.
And I said, why did you get rid of the chart?
He says, it's too restrictive. We don't have enough leniency
to make decisions on our own. I said, well, then
(34:01):
it's gonna be hodgepodge.
Speaker 5 (34:02):
It's gonna be people.
Speaker 6 (34:03):
They're not going to they won't know what to do.
And you can ask the kids and the parents and
say it's inconsistent. My kid got kicked out for three days.
This kid just got a lunch attention.
Speaker 4 (34:13):
That's not fair.
Speaker 5 (34:14):
I well, I.
Speaker 6 (34:15):
Had a kid chewing tobacco in my class and you
got a lunch attention chewing tobacco.
Speaker 1 (34:19):
How old?
Speaker 6 (34:21):
Oh, he's sixteen, seventeen years old. He was supposed to
be suspended. He didn't get suspended. He just got a
lunch attention.
Speaker 4 (34:28):
Tell me, is the drug problem on the increase in schools?
Speaker 6 (34:33):
It depends again on the socio economic area that you're in,
because it's driven by money. So if you're in a
drug cultured area, you're going to have some problems because
they're going to filter it into the system. I don't,
you know, really believe that it is. I've seen lots
of different things going on. The nature of the drugs
(34:53):
has changed some. I think marijuana has always been a standard,
so that's kind of a gateway. But as far as
some of the other hardcore drugs, I'm not seeing from
my perspective. And again, you're just talking to one person
sitting out here, and I don't track the numbers at
the federal level or anything like that, but I do
know that as we're seeing a separation from home, kids
(35:14):
are looking for something else and they're going to pick
a substance or in a group of friends something like that.
And uh, you know, we address that in the book
as well. So yeah, that's that's my take on that.
Speaker 5 (35:26):
Rob. I'm not you know, I hearing that.
Speaker 4 (35:30):
All right, stand by, Richie and I have to take
our final break Exxonation. Rich Korb is our special guest.
His website is www dot Pioneer Education Consulting dot com.
And rich and I will be back on the other
side of this commercial break as the ex Zone continues
from our studios in Hamilton, Ontario, Canada. Don't go away.
Speaker 2 (35:53):
This is the exone Broadcast Network broadcasting worldwide on broadcast
affiliates and Savoy program providers including CNN Broadcast Network, Serious
sid Like Network, Star Media, Good News Radio Network, Angel
Broadcast Network, Wiki Broadcast Network, and wpbn TV. For more
(36:14):
information on the his own Broadcast Network, visit us at
www dot x ZBM dot net.
Speaker 4 (36:28):
And welcome back every one. Rich Korba is our special
guest and Rich's website at www dot Pioneer Education Consulting
dot com. And we've been talking about motivating, motivating, defiant
and disrupted students to learn. How how do you deal
with the bullying situation in school? When I was in
(36:50):
school and the bully was well, you know, he was
a rarity. But now I understand there's even electronic bullying
and how do you cope with that? As an educator?
Speaker 6 (37:04):
You have to address it head on as soon as
you see it starting to surface. And once you've worked
with young people long enough, whether you're raising a young family,
you see siblings starting to pick on one another, that
has to be addressed and it has to be nipped
in the bud, so to speak. And you can't let
it just continue to go on because it will fester.
(37:25):
It becomes like a weed, and then it spreads out
into other kids, and pretty soon you've got a big
time problem. So as far as cyber bullying, you address
it all the same as soon as you see it surface.
You've got to do the things I'm talking about here
and the desired behavior changing formula. And again people can
ask for it, but the three things are you have
(37:47):
to be firm.
Speaker 5 (37:48):
They have to know that you're the authority figure. It's wrong.
Speaker 6 (37:51):
They're looking for leadership, They're wanting somebody to set a
moral standard. The problem with the US today is you
don't have a moral standard. Everything is is shifting, it's
not it's not a set standard anymore. The Supreme Court,
you know, makes decisions. You think, how the world did
that ever happen? These are the highest court in the land,
(38:11):
and they allowed that to happen. It was a violation
of the Constitution exactly.
Speaker 4 (38:15):
I think that I think that there's too much political
correctedness going on in the world today. You know when
I found it, when I found out that the Bible
and the Bible class was getting tossed out of the
school and you know, saying the morning prayer was now
not permitted, I was floored.
Speaker 6 (38:33):
M I just want to encourage all the parents and
the teachers that are out there that the Supreme Court
made a decision that you couldn't promote a certain religion
and wouldn't I would not ever advocate, you know, violation
of the First Amendment rights. But you do present your
values in the classroom and in your home to your kids.
(38:54):
Whether they're going to accept it or not, it's another issue,
but you can still present those in the classroom, teach
through your subject matter, through your home lessons and things
like that. You can still present your faith and your
belief system to your kids, and that can go on
in the classroom, believe it or not.
Speaker 5 (39:14):
You just can't.
Speaker 6 (39:14):
Say this is a way you needed to say, this
is anyway.
Speaker 2 (39:18):
You know.
Speaker 4 (39:19):
It's funny because you've got the freedom of speech, and
yet there are certain things that freedom does not apply to.
Speaker 6 (39:26):
Well yeah, I mean, especially in the captive audience situations.
You're talking about a school, you know, in a classroom,
and I could appreciate that. I wouldn't want my child
sitting there listening to somebody, you know, propose some concept
that I didn't believe in and telling my kids.
Speaker 4 (39:43):
Yeah, but yet it was those concepts that these free
nations are based on.
Speaker 5 (39:49):
Yeah, you know so.
Speaker 4 (39:50):
In my books, if you want to bring the Bible
back to school, you should have every damn right to
do so. If you want to talk about God, if
you want to talk about Jesus, if you want to
talk about whatever, it's your god given right. And I
think too much, too much, way too much latitude has
been given to political correctedness than ever should have been
(40:10):
done in the first place. And with that you and
I have to say so long, Rich, thanks very much
for joining us, A great pleasure talking to you, and
I wish you.
Speaker 5 (40:18):
Much successor thank you so much.
Speaker 4 (40:20):
A right rich x oonation. I guess this hour has
been a Rich Korb www dot Pioneer Educationconsulting dot com.
I'll be back on the other side of this commercial
break with the news at six and a half minutes
past the hour, as the xone continues with here as
truly Rob McConnell, don't go away.
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