S3E1: Leaders Wanted - Rethinking the Teacher's Role in Supporting Dyslexia

Have you ever heard these myths about advocating for dyslexic students in school? Myth 1: Dyslexic students should just work harder to keep up with their peers. Myth 2: Dyslexic students always struggle in school and can't excel academically. Myth 3: Dyslexic students don't need any special support, they just need to try harder. Want to know the truth behind these myths? Stay tuned as I reveal the strategies to support dyslexic students to thrive in school.

In this episode, you will be able to:

• Learn how to effectively advocate for your dyslexic child in school.
• Discover empowering strategies for your dyslexic child to self-advocate in educational settings.
• Understand the crucial role teachers play in supporting dyslexic learners.
• Explore the profound impact of teacher understanding on dyslexic students' academic success.
• Uncover the significance of parental involvement in your dyslexic child's education journey.

Transcript:

00:00:02
Welcome back to word blindness, dyslexia exposed. This is Juliet Hahn here with my co host, Brett Sopol, who has got a giggly face on.

00:00:12
It's Monday. It is Monday. It is Monday. And so we're going to preface. We're.

00:00:18
And I said we weren't going to do this. For now. I'm going to do this. This is going to be going out in the new year. And.

00:00:25
And. And so hope you guys at all had wonderful holidays. Thanksgiving as well as Hanukkah as well. Holidays suck, so it doesn't matter. Oh, oh, we got that guy.

00:00:40
Yeah. I hate holidays. Okay, well, remember, my birthday's on Christmas, so mine's on Ukrainian Christmas. So what do you want? You want your cookie or what?

00:00:49
I do, actually. No. I love my birthday. You want your hat and I want attention. Hat.

00:00:55
I like attention. Okay. Not. I want. I know how to get attention.

00:01:01
Anyways, that's not what we're starting. Hope everyone had a wonderful holiday. Whatever you celebrate. And Mr. Baham bug over here, I'm sure he's gonna have a nice one.

00:01:11
Can you spell that for us, please? No, I went to. I was like, no, I can do that. No, I can't. So what we wanted to talk about a little bit today is a couple different things.

00:01:22
Checking in with your students. Most schools are like mid year, it's in the new year. Checking to see if they're comfortable, dyslexic or not with their teachers. Because we have a couple of scenarios that we're going to talk about right now. Some kids don't want to be, you know.

00:01:38
No, I don't. That teacher is not aligning with me. And I don't want you talking to them because it doesn't matter. We have, you know, we can run the gamut on all of these, but some kids do. Sometimes we really talk about that.

00:01:52
Advocating for themselves. And this is where I want to really start. Like, I am a huge. I was gonna say component, but I don't think that's the correct word. I am a huge.

00:02:01
Oh, you were. You know, you were both. That component can work in this. You know, in this scenario too. But giving the kids that kind of.

00:02:11
And death. Dyslexic or not. Being their own advocate and many different things. Speaking up for themselves if they don't understand. Going to the teacher after if they don't want to raise their hand in class, but being able to say, this is how I learn.

00:02:23
I'm not understanding. I need help. And having the kids start doing it that way. At a certain age. Yeah.

00:02:29
We get. People always talk about, you know, we need kids to advocate for themselves. Nobody could advocate if they don't understand. Right. Or they're not comfortable with themselves.

00:02:38
Right. And, you know, so it doesn't matter if you're dyslexic or not or, you know, I see posts all the time, different foundations, and your kid has to advocate. You know, I didn't learn. I'm still trying to figure myself out. I'm 47.

00:02:54
Right. So that word for me is kind of, you know, between a rock. No, no, that's a hard rock and a hard place. Because I couldn't advocate for myself in school because I didn't know what that was. I didn't know what I was advocating for.

00:03:09
I didn't know my, you know, I didn't know what I needed. I didn't know everything that comes with it. So it's great when you can advocate for stuff 100 million percent, but, you know, it takes time to understand what that means. And that's where that component comes into play here for you. Like, you, your kids know because you're a key component to that now.

00:03:32
They gravitate for themselves. Yo, I couldn't with my kids because I didn't understand. Right. And you also didn't want. I mean, there's times where it's very annoying.

00:03:42
Like I'm like, like I actually kind of teach my kids also to advocate for themselves so I don't have to get involved. I mean, there's, there's reason for it. You've given the tool like they have the understanding to that 100%. You know, it's pain in the ass when it's great when they do it. It's like when the kids get their license, they can drive.

00:04:01
Right. You don't have to get up early, you have to do it. But you've given them the tools to get there. But it's. You had the understanding to be able to teach that and.

00:04:09
Right. I think that's. I've never thought about that way. You know, we're always talking about dyslexic. Obviously, that's what we.

00:04:15
You don't understand us, how you're going to teach us.

00:04:20
And we have to understand how we learn before we can advocate for ourselves. Right. And. And so I think it can start, though. And this is when it's like a parent is listening to this.

00:04:30
I, I would love. This is where kid, diagnosed or not kid, you know, struggling in school or not having parents, it's the new year let's, let's do something a little different, right? Let's do something a little different. Check in with your kid and just say, hey, how are you learn? Like, how is every class?

00:04:49
Now you might not want to do that because you're like, I don't really want to dive into that because I hate school. But if we can start early and really giving the kids like, okay, let's have a conversation. No, this teacher is not. How can I help you get what you need from that teacher right now? I know what you're going to say if the teacher doesn't understand that they don't know how to switch.

00:05:07
No, but you can be a pain in the ass that that teacher is going to be like, okay, this, like, whatever, I have to figure it out and try to help a little bit more. Yes. It could stir feathers. It could. How many parents don't even know what that means?

00:05:20
Oh, so many. Right? I mean, I wouldn't. That's where I was going with it. They've got to learn themselves.

00:05:25
And here's that trickle down effect, right? And I wouldn't have if I didn't have Montgomery. I, I mean my other two kids, I really actually have been very hands off, truth be told, because I'm like, oh, I'm just exhausted. Right? And but when they have ever had and they.

00:05:41
So they're very good at advocating for themselves or going to an adult. And I always say to them, like, if you don't understand, it's you never be. They're not rude kids, so they're not going to be. But like never be disrespectful, Ruben. If you're having a hard time, you have to just suck it up and go talk to the teacher.

00:05:56
And I know it's uncomfortable, especially when you're little, to be like, I don't agree with something and so I need you to help. So like sending an email, but then you know, showing your parent having it being like, okay, so it's not like harsh. Like we're having a situation where a teacher, someone in my family has gone multiple times to say, okay, we've had four tests. I have it. They're even having to get a tutor because they're like, okay, this teacher's not teaching to the way I want.

00:06:21
And academics is very important to them. And they at time, it's now been four. I was like, okay. And they've said, I've asked a million times. Yes, okay, yeah, we'll do that.

00:06:33
You're right. That wasn't on the Test. And I did put it on there. Cause I wanted to see what you. What, you know.

00:06:38
And that's tweaking my child. Because it's like, okay, it's tanking my grade. So how is it. So I. I'm.

00:06:44
She's trying to understand how this teacher teaches so then she can adjust herself. Which, yes, we're gonna have to do that in life, right? You're gonna have a boss that you don't, you know, that doesn't work. You're gonna have. There are things that you have to adjust yourself.

00:06:55
But in the same breath, I also believe that this teacher is responsible for adjusting or helping this child adjust. So it's time and time again, nothing has happened. And I said, okay, here I come. Here I come. Very nice.

00:07:14
Very nice email. We went back and forth. We have a meeting. And I'm gonna say, this is the notes that. I mean, there's a whole thing.

00:07:22
However, what it does for my child is it sees that, okay, I need. I also need to ask for help from some ways. Instead of just shutting down and being like, I'm just gonna fail the class because I don't feel like dealing with it. Because I have some. Some of those as well.

00:07:36
That would be like, they don't get it. Them. I'm just going to fail. Who cares? Right?

00:07:44
And so it's really just tapping in and also connecting with your child and understanding a little bit of how they get through school. Not being a helicopter, because there's a difference. You know, you've got all those conversations with, you know, teachers. You know, here in Chicago, we've got Chicago public schools and, you know, CEOs, they're leaders, right? I think, you know, there needs to be a more of a mentality of a teacher, you know, to be a leader.

00:08:24
They're not leaders. Yo, a leader. You have to understand, you know, understand your employees. Because that's what we talk about all the time. This is business, right?

00:08:38
They don't care about your kids, my kids, or anybody listening. They don't care about your kids, okay? So if you don't care about my kids. So now we've taken away that portion. So now we're in a business.

00:08:47
Okay, now you need to be your leader in that classroom, right? You're a leader in that office. You know, we can attach wherever other titles are. You know, you're the president of Great. Whatever that is.

00:09:00
I love that. Why don't you take care of. Why don't you do that? Now every leader has to understand who they're Talking to yo. They're trying to get somebody on board.

00:09:13
And that's where in this world right now you know what's that Diverse inclusion, diversity, all that. And it's all because you don't understand us. So you need to learn how to understand us to be a leader of that company. And I think schools at principal. No, you're a leader.

00:09:38
You know, I think if we kind of flip some of those name tags, you know, superintendent or you know, flip them, flip them as this is a business. No, if you. So if you go from, you know, based on Amazon. Right. You know how.

00:09:56
How's their structure broken up, you know, CEO, cfo. Right. And bring that to the school mentality. And teachers need to have that. You want to get paid that be a leader.

00:10:08
And a lot of them aren't, you know, and I reference, you know, parents. They're not leaders. You have to stay on them.

00:10:18
You got to learn how your kid learns and you have to teach them how your kid learns. Don't be okay with as you, you know, as you said, just okay, I'll try. You know, no, there's a couple of emails but you're at four now. It's skull crushing time. So a couple of different things.

00:10:39
As we have said, teachers also from the top, top, top, right. They're not getting the tools to be able to do what they need to do in the class. So again, this is not bashing on teachers. We're just using this as an example so someone can understand. Right.

00:10:52
And your point, you know, you know I don't mean this. This was brought point of non dyslexic. So let's cause a normal person. Right. So this isn't coming from the dyslexic side.

00:11:04
You know, this conversation started from a normal person. Not, you know, not somebody with five Ds. So. Right. This is a person that lives like learns.

00:11:12
Yeah. So that doesn't fall underneath them of what you just said. It is teacher bashing to me. I'll bash them all day long. When we're talking about a normal somebody with not 5Ds if they're, if you can't.

00:11:27
If they don't understand or not being taught. And it's a super smart kid. All right, now there's a problem. No, so it's not a dyslexic side here. You know, I want to preference that it gets.

00:11:37
We're taking, you know, we're on the other side of the lane right now talking about from that side. So you're clearly Taught, it's right, you know, you don't want to be a leader. Oh, okay, now I know. Yeah. No, and one of the things that I love and I think if any teachers are listening to this, that mentality is a really, really amazing one because we talk about leaders all day long in the business world, right?

00:12:00
We talk about it in the presidential world, in the, in corporate world, all of these different things. And if you think of a traditional leader, you know that there's. You could find so much stuff, right? Leaders aren't born, they're made. You know, all these different taglines and stuff like that.

00:12:15
But if you really think about, think about that. If a teacher can go in and find out, right, okay, this is how this person is. This is how person and get their class to be the top of the class. Instead of just going in and being like, well, this is what I have to do because this is what I was taught out of a book. But if you actually get to know your children.

00:12:35
Not saying this is easy because I know some teachers have 80, 90 kids, right? It's not an easy thing. But one of the things that I want to throw this. So one of my dear friends and I'm going to, she, I'm going to tell her she got to listen to this. Risa Cohen, she is a 8th grade English teacher.

00:12:51
And so my child and I went and asked her, hey, what would you do? Like, how would you like to be approached? Here's the situation and here's what we've done. I was like, because I know what I want to do. She just, she knows me pretty much my whole life.

00:13:10
So Risa was like, oh, okay, yeah, well, let's, let's talk this out. And so she then gave us an example which we, I thought was so cool. And this doesn't have to do with. She gave us the advice what to do in that situation with, with this, this particular teacher and my child. But she was saying that in her class this year she wanted to try something different with the essay writings.

00:13:32
And of course I had to ask her so many. Okay, like, what about the kids with the five Ds and all these different things? She's like, you know, they have their special ed teacher and all these things. But she realized that the last couple essays, kids weren't really learning. They didn't seem like they were into it.

00:13:47
She's like, I get it, right? It's eighth grade and things. And she's a writer. She loves, right? Like, she's a amazing writer and she's been a teacher 25 years, whatever.

00:13:58
And so she did the. What she gave the assignment. She did it backwards than what she normally does. And I talked to her the other day on my dog walk, and she's like, it. Actually, the kids learned, and it was a really cool assignment.

00:14:14
They basically kind of were getting graded on how they, like, they did a first, and she's probably gonna listen back and be like, that's not what I did at all. But this is how I understood it. They basically did their creative essay, their creative narrative, and then they were not graded on like that. They were graded on how they made it better or what they changed with, like, it, like different tools and skills that maybe the first edit got right. So, like, hey, maybe you want to change it here?

00:14:42
Or maybe if you talk about this a little bit more, or what if. What about this? And how they. It kind of intertwined some of the constructive criticism, and that's what they were going to get graded on. And she said kids that really struggle in this were actually able to get, like, solid grades because they.

00:15:00
They understood the assignment. They understood it wasn't about, like, how creative they were or what they're writing, you know, with sentence structure and all these different things. So she said as a whole, her whole group of 80 kids actually got into it. She's like, I saw kids that were like, I hate. That's right, because not everyone, like, you have to take eighth grade English.

00:15:20
So she gets kids that don't want to, obviously. She gets kids that really struggle in school, so kind of encompassing all of them. And I said to her, what made you decide you wanted to change that? Like you want. You did something different?

00:15:34
She's like, I'm always trying to do something different because I love writing and I want, you know, one or two kids, right? You're going to get 80. You might get one or two that actually really like it. The other ones have to do it. So how can I make it where they can learn something that they're going to take with them?

00:15:49
Because when you go to college, which we know, my oldest was like, oh, this is how I've always done it. And they're like, yeah, that's not correct. And this is how you have to do it. You know, a little bit of tools on how to get to that next kind of thing, whether you're going to college or not, how to write that corporate email, how to write, you know, these different things that you have to kind of do in most fields. So I thought that was really cool that she Decided I want to switch it up.

00:16:14
And I said to her, I'm really actually proud of you because that's kind of cool. And that is like, you're thinking, this group needs something different than other groups that she's had for 25 years. That sounds awful. And then she has. She has to grade all 80, like, read them.

00:16:31
I was like, oh, ask her, yo, has she ever done that in a voice recording? Yeah. So, you know, do that. Have you. You know, get somebody to.

00:16:45
Instead of write their. Or write their essay, tell their essay well, and I will. So she. I'd like to see the difference. Right.

00:16:52
You know. Right, right, right. Yeah. Kind of, you know, kind of matching them. You know, matching them up to me.

00:17:00
Could tell a lot. A hundred percent because of our learning disabilities. Now, here's the thing is. And I could be totally wrong. So if anyone's listening to this and is like, I want it.

00:17:10
I mean, that's one of the things that I fought and fought and lost every time about. If he can do it orally, why are we having him do this way he should be doing. My mom fought and fought with my sister and I and lost. And so I don't think in a traditional school setting, if it's not a special. At like a special school, a private special school or maybe even a private school.

00:17:38
I don't think public schools allow you to do that. But I don't know. I could be wrong. I will ask her how can she change her. What she processed in.

00:17:51
Oh, how. For the kids. You mean like on their. Their tradition. Traditional.

00:17:57
What you said. How can. How can she go and change how. The process of what. What she was doing to what she did before.

00:18:04
If you can't. Like, so they go and do this next assignment. It's not like they upload this whole assignment. You know, Juliet Hahn got, you know, the federal government sitting with a album of Juliet Hahn work. They don't send it in.

00:18:24
Right. You can. You can do those things. Why can't you? So different taking a paper home.

00:18:31
Yeah, right. Am I wrong? You know, you're not taking to the principal. Hi, Mr. Principal.

00:18:37
Hi. Hi, boss. Here's my 82 essays. Okay, now I'm going to read him. No, you don't.

00:18:44
He just walks around the hallway looking like an idiot and getting paid stupid money. You know, that's not how it goes. So can you be creative? Absolutely. Do you have to teach certain things?

00:18:55
Million percent. But what would stop you and to me would be a clearer understanding of how your Students learn. Like some are going to learn better the other way. You're going to have. I think you'd probably have pretty good gaps of how it was broken up if you were able to, you know, to do that.

00:19:15
Yes. And maybe the special ed teacher, because she's got a special. Because I asked her a couple things, like, okay, well, what about the dyslexic or dysgraphic kid? And she said, I have, you know, they have their special ed teacher that takes her assignment and then works with them. So she doesn't.

00:19:29
She does not work. Yeah. And do that, you know, and then they. And they get those, you know, again, that'd be a teaching point for her. Right.

00:19:37
You'll be able to see, you know, you always want to find out people learn. Right. And that's, that's what this is about. So she good on her by adjusting. But nobody's ever adjusted like that like this, you know, instead of writing an essay, speak an essay.

00:19:56
Yeah. How many people can't speak in front of a crowd of people?

00:20:05
Okay, so I want to throw it back on you for a second. So, okay, so say a teacher is like, okay, I'll let you do that. But you have to present it in front of the class. Is that the same thing as reading out loud? Or they do.

00:20:18
They just get to do it with that teacher. So would it be like they basically tell their essay or like do it into like a voice recording and that's how they turn it in? That's what you're saying. That's what I'm saying for sure. Because as you just said presenting it, that adds a different element.

00:20:33
Now you're, you know, you're. You're trying to understand if they're learning. Right. How they learn. Keep the parameters in the same kind of area.

00:20:42
Like the hand essays handed in, the voice essay, you know, the written essay is handed in. You know, the voice essays handed in then can be a third component and take it. And you know, if you want to do a presentation or whatever off that, sure. You know, maybe, maybe it's three step. But she'd be marking them and listening to them.

00:21:04
Right? Yeah, well, but it's going to be spelling and commas and which, which some people get their spellings off. Right. They don't have to do spelling. Right.

00:21:13
Is it capitalization on certain things? Some kids don't have to like, don't get that their IEPs. They don't have to do it. Yeah. So no, it's.

00:21:20
That's a very interesting thought because what I Could see a teacher saying, well, no, there's things that I need to see. Sentence structure. I just said the sense of structure, right? These are words, right? Yeah.

00:21:33
No, that'd be interesting. Well, then maybe if you want. Al, if you want to talk about commas. Okay. Yo, Jillian and Brent, you know, went to the comma.

00:21:43
You know what make them use that, you know, period. Yeah. Speak to it. Right. But you're gonna really see different learning styles.

00:22:00
No, I want to throw it back on you, though. Like, if you're. If you're speaking, I mean, I can. Because when I do text, I will. If I'm doing a text to, like, someone that I need to add punctuation, right.

00:22:13
I will say period, and. And let it go. Right. And so I can do that flowing. But if.

00:22:21
Have you ever. If you have, like, a creative thought in your head, I know you're like, no, I've never used. No, I don't know where comma goes. I don't know where period goes. I've got 1700 run on sentences.

00:22:32
I have no clue what that is. Or, you know, somebody's. Or somebody use the word. Like, what's a noun? I'm like, know what those words are.

00:22:39
So verb, adjective, and all that, right? I don't know any of that. Yo, there's only one there. There's, you know, so I don't do that again. Could you put that in?

00:22:50
As a teacher, they. You have to end your sentences with it, period. Yet you have to, you know, you give them those details or, you know, you know, comma. You have to say comma. You have to say period.

00:23:03
You know, the kids, they'll do that, right? Do I. God, no. Do. Are my emails.

00:23:08
Is there a period? No. Is there wrong sentences? That's all I do, right? Yeah.

00:23:13
Which is. And then sometimes the emails will correct it. But one of the things that I always found interesting is because people will say to me, why don't you just like. If you have something to say, you just spoke it now pick it up in, like, if. If I did it in, like, a voice text, right?

00:23:29
Or like, I did it in a voice and, like, say. The teacher's like, okay, but you need to have it where it's written, like, whatever. But you can. You can orally dictate, but you can't use chap. Tpt, whatever that's called, because that is, like, a huge problem.

00:23:43
Right? So that's what they think a lot of the kids are doing. So if they could just say, like, the voice memo. I use the voice memo a lot. And I'll just leave it.

00:23:52
Voice memo. I don't know that that transcribes. But there's so many different transcribing things. Right. So can you as a kid.

00:24:00
Is that one of the things that can now be an ieps because that wasn't like when we were younger. Even if that was. I mean that they didn't have anything like that. Right. Can you do that?

00:24:11
So I find when. If I ever have to voice something and then it transcribes it. There's always so many mistakes. I'm like, that's not what I said. What the fuck, man?

00:24:22
Like, you know, and. And so there's parts if you could just voice it and not have it ever transcribed. What does that look like old school. You don't just got a tape recorder. Yeah, right.

00:24:33
Get those little. That's I had when I was in college. Yeah. Again outside the box thinking yo, yeah, Siri's racist. So she never listens to me.

00:24:45
She's racist to Canadian. She doesn't ever type what I tell her to type. But again, it's just another way of learning your kids.

00:24:58
No. Is it more work? Yes. 100 as a. How's it more work?

00:25:04
Well, I'm saying for a break she's got to go and grade those anyways. The teacher. Right. She's great. She could be creating as she's driving.

00:25:12
Yes. No, I think those I'm right. And it's. I'm definitely going to ask her about it because I think that is an interesting thing. And again, those were things that I fought and fought and fought with our district and it was.

00:25:26
They would get. I forget what they said. Whatever they said, it was always like whatever. It's the dumbest thing ever. You know, two plus two is four.

00:25:36
You run out to show up. You have to show your work. How'd you get the answer? Yeah, you know, you got to show your work. So you're mark me off because I don't know how to show it because I can't.

00:25:46
You know, that's just a typical reason of all the brains are different. Right. And now here's just a different way of approaching it and seeing. You know, she's been doing it for a long time. So it'd be interesting to see what those results were.

00:26:01
What Maybe it's do a case study of court of kids or I don't know. Yeah, I'm gonna ask her. I'm gonna ask her all about it and she'll. And she'll tell Me, I mean, she's. She's a.

00:26:13
You know, she's been doing it for a long time. She's a good teacher. She always will tell me, like, I had this kid and I did this. Like, so she's not one that just. It's like, nope, this is how it has to be, you know, and all of that.

00:26:24
But on. On the flip side, also bringing it back to the parent, having the parent have these conversations with your child just to check in IEP or not IP504, not 504. Just like, hey, how are you doing? I also think for so many different things, mental health, whatever. Like a parent just to give five, ten minutes.

00:26:44
We're all busy. Life is busy. We're, you know, everyone has. Everyone has just. Are you, you know, you getting your stuff done?

00:26:51
Is there anything I can help you with? Right. Like, how is it. I mean, because I have a lot of friends that will, like, check. You know, there's like different software or whatever.

00:26:59
Our. Our school has databases that you can check all your stuff. I know. I'm. I mean, I don't have.

00:27:07
My kids don't have life360. Everyone's like, what? You don't track? No, I don't do any of that. No, that thing's not true.

00:27:12
Life360. It runs off WI fi, right? So it may, you know, it doesn't go off through. It go through off WI fi. So that's a.

00:27:20
You know, be careful with that one. No. Right. Well, I don't. We don't do that.

00:27:24
I just. And so I know I am not the typical parent. I'm not the typical person, period. But I'm just saying, like, it is good to kind of check in. See, hey, is there something I can do?

00:27:35
Something I can help with? Because I don't check that stuff. I don't look in to see, oh, their grades are here. That we get emails every once in a while. I'll be like, hey, you good?

00:27:44
I'm good. Because my kids know that they need to. They need to go first, right? If they have a problem, they have to try to figure it out themselves. If they can't figure out themselves, they can come to me.

00:27:55
You know, it's even when they're studying, like, ask a friend, ask the teacher, ask the. Don't ask me if I'm the last resort problem, but go and try to do different things to see what you can come up with. It's just life skills that I'm not doing because I'm like, oh, I'm trying to educate. No, it's life skills. Because.

00:28:15
No, it's, you know. Right. You know, and that's, that's what it is. You know, it is a life skill. But if you're coming to me at the end, we got problems.

00:28:26
Right. Either it's the. There's a very weird answer to this or you didn't put enough effort into try to find it. But I think that is like, again, it's the new year, I think for any teacher, any parents, any kid that's listening to this, what are they going to change up? Everyone does their New Year's resolutions.

00:28:46
Everyone, you know, tries to, okay, I'm going to be better this year. I'm going to do this. What about trying something really, really different? Like, you know, with school, how you approach it, what you're doing, how you're teaching it, can you make an adjustment where you're not going to get, you know, I mean, I know parents can be annoying. Teachers, I get it.

00:29:06
I know there's not all teachers that love me, but if they were just doing what they were meant to do, I wouldn't be in their face. Now, I know that there's parents, though, that are out there that like to complain. They complain about things. Maybe sometimes they don't need to, whatever it is. So like sometimes teachers, which I've heard, they're like, you change things up, you get five parents and then complain and then you're in trouble.

00:29:29
It's not worth it. Right, I get that. And today's with coaches and all of that, parents get involved. There's a number. They're either involved, not involved.

00:29:38
Right. So I get all that. But can you do something a little different that can make things more fun? Can make things, you know, a kid seen, feel or heard that maybe has never felt, seen or heard in school. You know, again, this, you know, I think you'd get rave reviews and kids would be excited to do it again.

00:30:06
You've got to keep. You've got to have. Get the kids engaged. You got to keep, you know, keep them engaged and sir, you know, in different ways. Right.

00:30:14
You'll get the dopamine and work. What's that? Get the dopamine up. I know how to get it up.

00:30:26
Talking about school. School sucks.

00:30:33
Yes, I'm very aware of that. But there's a lot of people that have to go and deal and they cannot do an eight ball to get their dopamine up. Wouldn't that be so good, though? Not for the teacher. I miss those days.

00:30:49
I'm sure you do.

00:30:52
There's been many days I can look back on it and say I missed. I don't know if those were those, those days, but it is like, we can do better. We've talked about it I don't know how many times. I mean, we talk about it all the time. School was made for, you know, industrial whatever, to work in factories.

00:31:15
Like things are still being done. The same thing. Kids are still reading things that we read there. There needs to be something that is done. And so if it's not going to be happening at the top, why don't you as a teacher, change it up a little bit.

00:31:28
You as a principal, you as administrator, change it up a little and think of, you know, all different kind of learning styles, how you can incorporate it. You know, the old cell phone, you know, look where, where we, how far we've come, right? But so don't tell me. Yeah, this is how it has to be done. Sex doesn't have to be done like that all the time in a lot of different ways.

00:31:52
So is teaching. We're just gonna leave it at that. 32 minutes. Look at that. You guys, you know what to do, like rate, review and share.

00:32:03
And this year is going to be a huge year. Huge potter for the Sopal Foundation.

00:32:19
Just ignore that. But you guys know what to do, like rate, review and share. And we'll see you for another episode of Word Blindness, Dyslexia Exposed.