Latest / Aired Out / LOUDON GRANGER - Sweethearts & Heroes - Powerful impacts in schools, What's real, Bullying, Game Theory, Flipflops

Transcript

LOUDON GRANGER - Sweethearts & Heroes - Powerful impacts in schools, What's real, Bullying, Game Theory, Flipflops · Aired Out

• 0:35
  Speaker 1: At at.
• 2:03
  Speaker 2: All.
• 2:03
  Speaker 3: Right, Good morning, gang, Holy Molly, I just realized the hair.
• 2:11
  Speaker 3: What can you do other than maybe take some time
• 2:17
  Speaker 3: to do some grooming, I guess. Oh my god, good morning.
• 2:24
  Speaker 3: We have so much to talk about this morning. We're
• 2:27
  Speaker 3: gonna be getting into this subject in a little bit.
• 2:31
  Speaker 3: We're gonna be talking about this fantastic book Boredom School. Yes,
• 2:39
  Speaker 3: not pet Fish this morning. Loudon is gonna be with
• 2:43
  Speaker 3: me in just a little bit. It is Wednesday, October first,
• 2:49
  Speaker 3: my favorite day of the week. A lot of people
• 2:51
  Speaker 3: look forward to Fridays. I look forward to Wednesdays. I
• 2:55
  Speaker 3: love hump Day, Man Sweethearts, and Hero's Day. Superhero Auten
• 3:00
  Speaker 3: Granger is going to be our futured guest this morning.
• 3:04
  Speaker 3: In a few minutes. As we talk about a lot
• 3:08
  Speaker 3: of things, National Bullying Prevention Month is going to be
• 3:14
  Speaker 3: one of them. Also, Breast Cancer Awareness Month. Being that
• 3:19
  Speaker 3: it is now October. Wow Breweries in Denver are hosting
• 3:28
  Speaker 3: something that I'll tell you a little bit about. It
• 3:31
  Speaker 3: was actually the featured daily dose of Feel Good this morning.
• 3:37
  Speaker 3: If you haven't seen that, have a look. But welcome
• 3:41
  Speaker 3: to a new day. Flying the Wall Productions bringing it
• 3:46
  Speaker 3: to you on Facebook and YouTube Live. We're streamed everywhere
• 3:51
  Speaker 3: you get your podcasts, and yes we're on the web
• 3:55
  Speaker 3: aired out VT dot com. Good morning to some new followers.
• 4:01
  Speaker 3: We have Tim in Louisiana and Anne in Fort Taekwonder
• 4:07
  Speaker 3: Roca tuning in this morning, so that's really cool. I
• 4:10
  Speaker 3: love it. Wednesdays is the day not only do we
• 4:17
  Speaker 3: talk about sweethearts and heroes and all the good stuff
• 4:19
  Speaker 3: they're up to, but we also dive into the world
• 4:22
  Speaker 3: newspaper with Deb Phillips on the line with us. Come
• 4:25
  Speaker 3: on to Depth.
• 4:26
  Speaker 2: Good morning, JD.
• 4:28
  Speaker 3: How the heck are you?
• 4:29
  Speaker 2: It's good?
• 4:31
  Speaker 3: What's happening?
• 4:32
  Speaker 2: Nice day today?
• 4:33
  Speaker 3: Yes it is. It's beautiful. It couldn't be It couldn't
• 4:36
  Speaker 3: possibly be any better, A little cooler. We had some
• 4:39
  Speaker 3: I think some frost this.
• 4:41
  Speaker 2: Morning, Yes, yes, we did. Farmers of October Yeah.
• 4:47
  Speaker 3: Oh yeah, Farmers Almanac is predicting early winter temperatures for
• 4:53
  Speaker 3: the Northeast. But I think we can handle it.
• 4:57
  Speaker 2: Yeah, yeah, we can handle it.
• 4:58
  Speaker 3: What's in the world today? Depth?
• 5:01
  Speaker 2: This week we have lots of autumn outings for your
• 5:06
  Speaker 2: favorite chicken pice, suppers and crack bears. One of the
• 5:10
  Speaker 2: main focuses and I know I heard you talking about
• 5:12
  Speaker 2: this earlier. This week is the Mount Peelier Fall Festival
• 5:17
  Speaker 2: is this Saturday on the Statehouse lawn from twelve to four.
• 5:22
  Speaker 2: Plus we have money saving coupons so you can save
• 5:26
  Speaker 2: on tire changes or oil changes and a lot more.
• 5:31
  Speaker 2: And as usual, we have lots of good stuff going
• 5:35
  Speaker 2: on where you even have a recipe this week for
• 5:38
  Speaker 2: the humble cauliflower.
• 5:40
  Speaker 3: Oh my gosh, it sounds so good. Yeah, sounds amazing. Yeah,
• 5:46
  Speaker 3: anything else you want to shine the shine the light on.
• 5:50
  Speaker 2: No, it's you know, lots full, full of lots of
• 5:56
  Speaker 2: good stuff. We have the Community National Bank sponsoring the Breakers.
• 6:02
  Speaker 2: It's a tribute to Tom Petty and the Heartbreakers on Saturday,
• 6:07
  Speaker 2: October eighteenth at the very Opera House.
• 6:09
  Speaker 3: Oh wow, I know you guys always put those those
• 6:14
  Speaker 3: events at the Opera House right on the front page,
• 6:16
  Speaker 3: and as you should. I mean, look at that. What
• 6:19
  Speaker 3: a gem we have right here in our backyard.
• 6:23
  Speaker 2: Yes, definitely, and they have a great lineup of stuff
• 6:27
  Speaker 2: this year. People want to check that out, you know,
• 6:31
  Speaker 2: get your tickets ahead of time because they do sell out.
• 6:35
  Speaker 3: All right. We're looking forward to Chris coming by sales
• 6:39
  Speaker 3: at vtdashworld dot com if you want to learn about
• 6:43
  Speaker 3: getting some advertising going with the world, and of course
• 6:47
  Speaker 3: check out the digital version vtdashworld dot com.
• 6:50
  Speaker 2: Great, thank you so much, Dadie.
• 6:52
  Speaker 3: Thanks Deb We appreciate you. Have a great rest of
• 6:54
  Speaker 3: your day. Also, don't forget Wing Wednesday. Wing a Ding
• 7:01
  Speaker 3: with Donna thunder over at the VFW Post seven to
• 7:05
  Speaker 3: ninety and Barry starts at five o'clock. Wellness Wednesday is
• 7:09
  Speaker 3: going to be served up today at the well Space
• 7:11
  Speaker 3: building right here in Barry twenty three. Summer Street started
• 7:15
  Speaker 3: a couple of years ago and from oters freak out
• 7:19
  Speaker 3: about this stuff. They love it. It's a free service
• 7:23
  Speaker 3: to our community from Washington County Mental Health. So you
• 7:26
  Speaker 3: get to come out, relax, enjoy some peace, maybe a massage,
• 7:33
  Speaker 3: a table massage, a chair massage. It starts at four
• 7:36
  Speaker 3: point thirty goes till seven o'clock right at the well
• 7:40
  Speaker 3: Space building here in the Granite City. And it's Wednesdays,
• 7:44
  Speaker 3: not every single Wednesday, but when it happens, not only
• 7:49
  Speaker 3: do we tell you a day of, but we tell
• 7:50
  Speaker 3: you a week of usually Mondays and Tuesdays. We're talking
• 7:54
  Speaker 3: about it. So that you know about it, And as
• 7:58
  Speaker 3: Deb just said, it's going to be a busy weekend
• 8:02
  Speaker 3: and we're gonna be talking more about it as we
• 8:04
  Speaker 3: get closer Thursday and Friday, we really start pulling out
• 8:07
  Speaker 3: the stops for what's happening on the weekend schedules. So
• 8:12
  Speaker 3: but tomorrow are not Tomorrow Friday, the Freezing Fun for
• 8:16
  Speaker 3: Families golf tournament at the Country Club of Barry. We've
• 8:20
  Speaker 3: been talking about that a lot. Saturday, of course, again
• 8:23
  Speaker 3: just to echo what Deb was saying, at the Montpelier
• 8:26
  Speaker 3: Fall Festival in the State House Lawn from noon to
• 8:28
  Speaker 3: fourth it's gonna be huge. Thousands of people are going
• 8:30
  Speaker 3: to be there Montpilierfallfestival dot com. And the weather is
• 8:35
  Speaker 3: going to be just stellar here. It is sunny and
• 8:38
  Speaker 3: cooler today, lower sixties tonight, clear in thirty three, maybe
• 8:44
  Speaker 3: some more frost. Tomorrow sunny and sixty five. Friday sunny
• 8:49
  Speaker 3: and seventy three. Boy, I hope the milk at the
• 8:52
  Speaker 3: Milk Bowl is gonna be cold this weekend because the
• 8:56
  Speaker 3: temperatures are going to be hot Saturdays and seventy eight
• 9:03
  Speaker 3: and Sunday for the actual milk Bowl Sonny and eighty
• 9:07
  Speaker 3: three degrees, so got a little heat wave. Yeah. Wednesday,
• 9:11
  Speaker 3: October first, Carol Chase on the birthday list today along
• 9:14
  Speaker 3: with Sam Jackman, Shirley Houghton, Cody Laplant, Dave Hurley, Chris Hood,
• 9:22
  Speaker 3: Linda Kelly, Philip Hyde, and Jeff Shannon. Happy Birthday. Red
• 9:27
  Speaker 3: Sox beat the Yankees by the way three to one
• 9:29
  Speaker 3: last night. Back out of Tonight six oh eight Sweethearts
• 9:33
  Speaker 3: in Heroes Day. He's right next to me, Loudon Granger. Man,
• 9:36
  Speaker 3: I'm so excited last night. My wife was like, seriously,
• 9:41
  Speaker 3: ain't really that excited about this guy? And I'm like,
• 9:45
  Speaker 3: have you met Louden's And she said no, no, it's
• 9:48
  Speaker 3: too bad.
• 9:49
  Speaker 4: Well, we were excited to come down here too. I
• 9:51
  Speaker 4: always love coming down here, especially in person, Like it's
• 9:53
  Speaker 4: an hour plus drive like with traffic, you know, but
• 9:56
  Speaker 4: it's like, no, man, I love coming down here to
• 9:58
  Speaker 4: hang out here.
• 9:59
  Speaker 3: So a little uh snacked up this morning coming out
• 10:02
  Speaker 3: of Burlington.
• 10:03
  Speaker 4: Rice, Yeah, it's coming out of Burlington. It's just it's
• 10:05
  Speaker 4: insane to me. And when you're when you're talking about
• 10:08
  Speaker 4: you know, like the Fall festival and stuff, and how
• 10:10
  Speaker 4: many people are you're expecting to attend that, Like, I mean,
• 10:13
  Speaker 4: thinking is like there's just so many There's just feel
• 10:16
  Speaker 4: like there's a lot of people around here around here nowadays,
• 10:19
  Speaker 4: you know.
• 10:19
  Speaker 3: It's it's uh, it's overwhelming man. This time of or
• 10:23
  Speaker 3: everything's bottleneck and you're you're trying to stack the wood
• 10:26
  Speaker 3: and do the home projects and and then the weather
• 10:29
  Speaker 3: gets set up perfectly. You got to figure out what
• 10:31
  Speaker 3: you're doing for the weekend, and it's it's a busy time. Man,
• 10:35
  Speaker 3: it's a busy time. We all need to just slow
• 10:39
  Speaker 3: the hell down and take a breath here.
• 10:40
  Speaker 4: Yeah, that'd be nice. Huh right, I like this weather.
• 10:43
  Speaker 4: I like this cooler kind of slower weather. But you
• 10:46
  Speaker 4: are you are right, it's busy too. We were looking up.
• 10:48
  Speaker 4: Uh it's almost peak season for foliage too.
• 10:51
  Speaker 3: Yeah, yeah, I know.
• 10:52
  Speaker 4: There it's beautiful. I mean, it's like the best thing
• 10:54
  Speaker 4: about Vermont is like this beauty. But we do need
• 10:56
  Speaker 4: to slow down. Yeah, maybe that'd be even cool to
• 10:58
  Speaker 4: go out there and just look at some or something.
• 11:00
  Speaker 3: I know, peak folio. It's just Saturday at two o'clock.
• 11:03
  Speaker 3: By the way, I don't know if you knew that
• 11:04
  Speaker 3: that's the exact time when it's going to be at
• 11:06
  Speaker 3: the peak. Dude, I'm looking down at the at the
• 11:11
  Speaker 3: flip flops here this morning and I see that. Yeah,
• 11:14
  Speaker 3: that's like wow.
• 11:16
  Speaker 4: Yeah.
• 11:17
  Speaker 3: So what's your wife say about stuff like this? Is
• 11:19
  Speaker 3: she like you can go out and public.
• 11:23
  Speaker 4: You want to hear something. So this is a little
• 11:25
  Speaker 4: go inside scoop here for you. We went to a beautiful,
• 11:31
  Speaker 4: beautiful wedding of mister pat fish stop. Beautiful like textbook wedding,
• 11:37
  Speaker 4: like like immaculate, like fairytale wedding. You did not, Yeah,
• 11:41
  Speaker 4: And I was worrying these flip flops bro the whole time,
• 11:44
  Speaker 4: and I it was, it was a nightmare. My fashion
• 11:48
  Speaker 4: sense is like not my top priority. And we get
• 11:51
  Speaker 4: down there. It was in Long Island, very like nice,
• 11:55
  Speaker 4: very nice.
• 11:56
  Speaker 3: Were you in the tucks?
• 11:57
  Speaker 1: No?
• 11:58
  Speaker 4: I was in like shorts like basketball shorts and probably
• 12:01
  Speaker 4: flip flops.
• 12:02
  Speaker 3: Wow.
• 12:02
  Speaker 4: And I felt very self conscious about it.
• 12:04
  Speaker 3: Now, I was there not even like nice shorts.
• 12:07
  Speaker 4: No, they were not. They weren't nice shorts, were they?
• 12:09
  Speaker 4: There were semi nice shorts? Apparently they had pockets. And
• 12:12
  Speaker 4: I was doing some filming and stuff. Abby and I
• 12:13
  Speaker 4: were but but I I kind of had this like
• 12:17
  Speaker 4: moment of realization like I only have flip flops with me. Yeah,
• 12:21
  Speaker 4: I'm definitely out of place here. So I kind of
• 12:24
  Speaker 4: tried to.
• 12:25
  Speaker 3: At any point. Do you think Abby was like dumb ass?
• 12:29
  Speaker 4: Yeah, but no, yes, I would assume she would think that.
• 12:33
  Speaker 4: I mean, but she's very encouraging and they're like, you know,
• 12:36
  Speaker 4: just let it go, like that's how good it is.
• 12:38
  Speaker 3: Nobody's going to recognize you that you look like a
• 12:41
  Speaker 3: complete ah whatever. Yeah, so so yeah, did Pat recognize
• 12:48
  Speaker 3: He probably did.
• 12:49
  Speaker 4: He probably just didn't mention it.
• 12:52
  Speaker 3: Is he still talking to you?
• 12:53
  Speaker 4: No, he's not. Okay, I'm hoping this podcast will rejoin
• 12:57
  Speaker 4: our rekindle our. I him three times in a row.
• 13:01
  Speaker 3: Was was King Tom there?
• 13:03
  Speaker 4: Yes?
• 13:03
  Speaker 3: He was.
• 13:04
  Speaker 4: He was wearing a pink tuxiedo of course, well pink
• 13:09
  Speaker 4: jacket with free hugs under it. Uh, he's gonna rock
• 13:13
  Speaker 4: the brand, dude.
• 13:15
  Speaker 3: And yeah, I wonder about the folks that were there
• 13:18
  Speaker 3: that aren't familiar with King Tom and what they were thinking,
• 13:22
  Speaker 3: who the well is this guy?
• 13:24
  Speaker 4: Yeah, they were probably wondering, Wow.
• 13:27
  Speaker 3: How was how was that whole that whole wedding?
• 13:30
  Speaker 4: Though it was a great time, It was a really
• 13:31
  Speaker 4: really good time. I was very happy for Pat and
• 13:33
  Speaker 4: Alyssa his wife. Yeah, and it was just really neat
• 13:36
  Speaker 4: to see them kind of you know, with everything, all
• 13:38
  Speaker 4: the planning that went into it and everything was really neat.
• 13:41
  Speaker 3: Yeah.
• 13:41
  Speaker 4: And yeah, we got some good some good footage of
• 13:43
  Speaker 4: it too. We filmed the whole thing and we got
• 13:46
  Speaker 4: some pretty cool footage of it.
• 13:48
  Speaker 3: That's great.
• 13:48
  Speaker 4: Cat catch that stuff.
• 13:50
  Speaker 3: I will, I will, you're you're. You guys have so
• 13:54
  Speaker 3: much that's on your Instagram and on your social media everywhere.
• 13:58
  Speaker 3: It's it's just there's so much going on that you
• 14:02
  Speaker 3: guys are up to and doing and filming and editing
• 14:05
  Speaker 3: and producing and behind the scenes in front of the scenes.
• 14:09
  Speaker 3: I mean, it's really impressive what Sweethearts and Heroes is doing.
• 14:14
  Speaker 4: Yeah, it's it's it's interesting and also, like you know,
• 14:17
  Speaker 4: the content just streams in. You know. Obviously I'm not
• 14:21
  Speaker 4: sure if you've talked to Tom or anyone since, but
• 14:24
  Speaker 4: a lot of schools are cell phone free, especially in
• 14:25
  Speaker 4: New York. Oh yeah, so even Tom's doing no cell
• 14:28
  Speaker 4: phone so you can't document like you normally do on
• 14:32
  Speaker 4: a cell phone. So he specifically went out and got
• 14:34
  Speaker 4: a like a like a vlog camera, like a little
• 14:37
  Speaker 4: mini like stick camera.
• 14:38
  Speaker 3: Bro, he's had it in here, Oh he has, he
• 14:40
  Speaker 3: had it set up on that table the last time
• 14:43
  Speaker 3: he was sitting here.
• 14:43
  Speaker 4: Yeah, so that camera like he's recording everything from presentations
• 14:48
  Speaker 4: to everything and yeah, which is which is kind of
• 14:52
  Speaker 4: cool but overwhelming in a sense as well. It can
• 14:55
  Speaker 4: be the amount of like you're basically giving someone your
• 15:00
  Speaker 4: entire day, yeah, to go through and find gems out
• 15:02
  Speaker 4: of right, you know or abby Yeah, Oh it's it's yeah,
• 15:07
  Speaker 4: I know, but it's really neat because like I don't
• 15:10
  Speaker 4: know it just that content can could build and you know, it's.
• 15:13
  Speaker 3: Really yeah, real, it's real, genuine yeah, you know. Yeah.
• 15:17
  Speaker 3: And he's trying to sell me on this thing because
• 15:19
  Speaker 3: he was demo in and off the air like how
• 15:22
  Speaker 3: it moves.
• 15:22
  Speaker 4: I'll, yeah, think about getting one for myself.
• 15:26
  Speaker 3: Yeah, how much?
• 15:27
  Speaker 4: I think they're like a thousand dollars for the full
• 15:29
  Speaker 4: package though you don't need the full package, but if
• 15:33
  Speaker 4: you want it, you can get it all right.
• 15:36
  Speaker 3: Wow, man, I don't even know where to start with you.
• 15:41
  Speaker 3: First of all, Loud and Granger is our guest. If
• 15:45
  Speaker 3: you're just tuning in, he's with Sweethearts and Heroes, has
• 15:48
  Speaker 3: been on the podcast. I don't know how many times
• 15:50
  Speaker 3: I've lost track. The world's number one youth leadership team
• 15:57
  Speaker 3: and you guys are doing so much. I don't know
• 16:00
  Speaker 3: if you've got a chance to hear Adam Harrith, the
• 16:03
  Speaker 3: superintendent over at the OEESJ School in the schools I
• 16:09
  Speaker 3: should say in Saint Johnsville, New York. But he was.
• 16:13
  Speaker 3: He was just amazing and he had his resource for
• 16:17
  Speaker 3: Sir Mike with us as well, Mike Lewis, And for
• 16:23
  Speaker 3: the entire school year. I think it's Josiah that's going
• 16:27
  Speaker 3: to be over there. Yeah, man, they as I said
• 16:30
  Speaker 3: to Adam Jealous.
• 16:33
  Speaker 4: Yeah, he's a fun guy to hang out with.
• 16:34
  Speaker 3: He really is.
• 16:35
  Speaker 4: He's a cool dude, and he's very positive and he's
• 16:38
  Speaker 4: up to some really cool stuff this year, like like
• 16:41
  Speaker 4: you said, with OEESJ as well, But like just's he's
• 16:44
  Speaker 4: presenting the message. He's the first like Sweethearts and Heroes
• 16:47
  Speaker 4: staff member to present the message. It's kind of bizarre
• 16:50
  Speaker 4: that students learned and presented the message before one of
• 16:53
  Speaker 4: our own staff members. Yeah, I mean we all know
• 16:55
  Speaker 4: the message, but we haven't like presented at other than
• 16:58
  Speaker 4: Tom and Rick. So just I was like kind of
• 17:01
  Speaker 4: making history doing that himself. And so he's doing that
• 17:03
  Speaker 4: and he's he's he's playing his character of like he's
• 17:06
  Speaker 4: like this Spider Man dude, and it's just it's just
• 17:09
  Speaker 4: really interesting. And we, I mean, I and Rick and
• 17:11
  Speaker 4: Tom put together these like these kind of sneaky video
• 17:15
  Speaker 4: assets that are like it almost seems as if you're
• 17:18
  Speaker 4: facetiming Rerick and it's, uh, it's yeah, but it's it's
• 17:22
  Speaker 4: it's a pre recorded thing. It's like if you're waiting
• 17:24
  Speaker 4: in line at like a at like a Universal theme
• 17:27
  Speaker 4: park or something. You know how they have like the
• 17:28
  Speaker 4: pre ride like kind of like to foresell like the
• 17:33
  Speaker 4: ride and kind of get you into the the spirit
• 17:35
  Speaker 4: of it. So we kind of made our own to
• 17:36
  Speaker 4: ones of those. It's very kind of it's fun. And
• 17:39
  Speaker 4: there's a couple little Easter eggs we put in there,
• 17:41
  Speaker 4: and so he's doing that.
• 17:43
  Speaker 3: Yeah, hopefully this kid's great.
• 17:45
  Speaker 4: Yeah, hopefully the kids don't know it's pre recorded. Hopefully
• 17:47
  Speaker 4: they feel like it's actually happening, you know.
• 17:50
  Speaker 3: But uh, tell me about some of the projects and
• 17:55
  Speaker 3: some of the things that you have upcoming. I know
• 17:57
  Speaker 3: you're gonna be you are. But you're going to be
• 18:00
  Speaker 3: now that the school year is is well underway here,
• 18:06
  Speaker 3: you're going to be really shifting gears. You're going to
• 18:08
  Speaker 3: be a busy, busy boy.
• 18:10
  Speaker 4: Yeah, oh yeah, I know for the first time in
• 18:15
  Speaker 4: my working Swearts and Heroes. Here I am going to
• 18:18
  Speaker 4: be in schools, but not with the camera. I'm going
• 18:22
  Speaker 4: to be actually taking two different schools through two different programs.
• 18:27
  Speaker 4: We're going to be doing one. I'll be kind of
• 18:30
  Speaker 4: shepherding them through the STEP program, which is like our
• 18:33
  Speaker 4: kind of like our our premium in my opinion, program,
• 18:37
  Speaker 4: that's like a very very effective program. It carries a
• 18:40
  Speaker 4: lot of weight in capability and it's a pretty big
• 18:44
  Speaker 4: commitment on the student's part.
• 18:46
  Speaker 3: Step is the one of the men Tom's thousands of
• 18:52
  Speaker 3: acronyms Student Teacher Empathy program.
• 18:55
  Speaker 4: Yeah, okay, and this is you know, these students have
• 18:58
  Speaker 4: never learned the real understanding of this message. They might
• 19:04
  Speaker 4: have seen Tom and Rick or now even just Siah present,
• 19:08
  Speaker 4: but but this is them actually seeing the presentation, the
• 19:13
  Speaker 4: course work, learning the actual components of it, practicing it, developing,
• 19:19
  Speaker 4: kind of searching a little bit of their self a
• 19:21
  Speaker 4: little bit in terms of how do I want my
• 19:26
  Speaker 4: presentation persona to kind of come across to to achieve
• 19:31
  Speaker 4: what the what the presentation needs to accomplish is really
• 19:34
  Speaker 4: kind of how it works, and it's actually kind of
• 19:35
  Speaker 4: neat and it's kind of deep because it gets these
• 19:37
  Speaker 4: students thinking critically and it's kind of almost even like
• 19:41
  Speaker 4: a like a public speaking like like pre course almost
• 19:45
  Speaker 4: if you will, like learning how to talk to and
• 19:49
  Speaker 4: present to audiences. It's it's really interesting.
• 19:53
  Speaker 3: Bro. I love having you on the air man. You
• 19:56
  Speaker 3: just you bring such positivity. I just love I love
• 20:00
  Speaker 3: hearing what you have to say, all of you, I mean,
• 20:02
  Speaker 3: Brian and Joe, I mean everyone. Let's give a shout
• 20:06
  Speaker 3: out to these Chevy dealers that are really making all
• 20:13
  Speaker 3: of this happen.
• 20:15
  Speaker 4: Yeah, no, exactly like that. And I don't know if
• 20:18
  Speaker 4: a ton of people know this, but this is exactly
• 20:19
  Speaker 4: what you're talking about. Is these Chevy Dealers. They sponsor
• 20:24
  Speaker 4: these communities and these schools, and it is their initiative
• 20:30
  Speaker 4: to kind of get sweethearts and heroes in there and
• 20:33
  Speaker 4: get us working with their youth in their community, you know,
• 20:38
  Speaker 4: in turn like giving back to like trying to build stable, healthy,
• 20:43
  Speaker 4: good relationships amongst everyone, so as they grow up, they're
• 20:46
  Speaker 4: just an asset to that community kind of. And I
• 20:48
  Speaker 4: just think it's a great idea, especially these communities where
• 20:51
  Speaker 4: I'm from, Like I'm from, you know, Franklin County. I
• 20:54
  Speaker 4: mean everywhere there's a Chevy desert, but specifically Franklin County.
• 20:57
  Speaker 4: Like some of these communities where you drive through and
• 21:00
  Speaker 4: you might think, wow, like like this is maybe a
• 21:03
  Speaker 4: little left in time or a little slightly neglected, or
• 21:07
  Speaker 4: you might see a bunch of you might see people
• 21:10
  Speaker 4: on the like like sidewalks and corners and stuff, and
• 21:13
  Speaker 4: like we're having hard times, you know, and people, but.
• 21:18
  Speaker 3: There's a Chevy dealer that's within reach, that's not forgetting
• 21:25
  Speaker 3: about that particular school and making sure that they're getting
• 21:31
  Speaker 3: you guys there.
• 21:32
  Speaker 4: Yeah, which is so awesome and out of all the
• 21:34
  Speaker 4: things that this is another thing that always kind of
• 21:36
  Speaker 4: blown me away. So this is they've got there, This
• 21:39
  Speaker 4: is there. You're spending their money, right, they're spending their
• 21:41
  Speaker 4: money on this. It's not like it's not like it's
• 21:43
  Speaker 4: like like a resource as if it's kind of willy nilly,
• 21:47
  Speaker 4: like we kind of value money as a society, like
• 21:50
  Speaker 4: we want, you know, change we want. We want to
• 21:53
  Speaker 4: whenever we're spending something, we want to see like something,
• 21:56
  Speaker 4: you know what I'm saying, kind of like we want
• 21:57
  Speaker 4: to achieve something with it. And and these Chevy dealers
• 22:01
  Speaker 4: are sitting there and they have a decision to make
• 22:03
  Speaker 4: of how they can help the community, and they're choosing
• 22:06
  Speaker 4: sweearts and heroes.
• 22:07
  Speaker 3: They believe they're putting their money where your mouth is. Yeah,
• 22:11
  Speaker 3: that's so cool, that's cool.
• 22:13
  Speaker 4: You know, they're they're betting that this work and what
• 22:17
  Speaker 4: we work and how much we care about this stuff,
• 22:20
  Speaker 4: will you know, change in the positive way that they
• 22:23
  Speaker 4: want to and they're willing to exchange for it.
• 22:25
  Speaker 3: You guys are and they get it. I mean, that's
• 22:28
  Speaker 3: that's the whole thing is they really understand that what
• 22:31
  Speaker 3: you're doing is you're setting a foundation with youth in
• 22:36
  Speaker 3: a school setting where they're supposed to be learning about
• 22:38
  Speaker 3: all the other stuff, but also getting them to learn
• 22:42
  Speaker 3: about real life and becoming a great human being who's
• 22:49
  Speaker 3: dialed into what it means to be better, do better.
• 22:55
  Speaker 4: Yeah that's exactly true. Yeah, that's exactly true. We were
• 22:58
  Speaker 4: just putting together some kind of little snippets and Rick
• 23:02
  Speaker 4: had had a line where it's like, you know, school,
• 23:05
  Speaker 4: like it's not about what you know anymore. And this
• 23:08
  Speaker 4: is kind of something that's been you know, it's a
• 23:09
  Speaker 4: technology like technology kind of pattern. You know, it's not
• 23:13
  Speaker 4: about what you know anymore. The Dictionary turned into the
• 23:15
  Speaker 4: Wikipedia turned into the CHAGYBT you know, So it's really
• 23:19
  Speaker 4: not about what you know anymore. It's about how you
• 23:22
  Speaker 4: can kind.
• 23:22
  Speaker 3: Of work together, cooperate, sure.
• 23:26
  Speaker 4: And you know, kind of form relationships. Yeah, in that
• 23:30
  Speaker 4: teamwork aspect and a lot of our activators and circle alone,
• 23:36
  Speaker 4: it really fosters teamwork and kind of sharing and all
• 23:41
  Speaker 4: this stuff. And that's kind of where we try to
• 23:43
  Speaker 4: ground it, like the truth of like human connection.
• 23:46
  Speaker 3: Yeah, you know, I know I've told you in the
• 23:50
  Speaker 3: past that when I was a kid back in the
• 23:54
  Speaker 3: eighties that you know, pre cell phone, that Mom used
• 23:58
  Speaker 3: to unplug the phone out of the wall at six
• 24:01
  Speaker 3: o'clock every night, and that as a family, my brother
• 24:06
  Speaker 3: and I and mom and dad would sit around the
• 24:08
  Speaker 3: table and have dinner together, no interruptions. TV if it
• 24:13
  Speaker 3: was in the other room, was off and it was
• 24:17
  Speaker 3: silent in our house. That was our circle. Yeah, And
• 24:24
  Speaker 3: so it's just I'm not saying that it's totally lost today,
• 24:28
  Speaker 3: but it's it's not common every day practice of families.
• 24:33
  Speaker 4: No, I definitely, you're totally right. And I don't think
• 24:36
  Speaker 4: at any point is it going to go back to that.
• 24:39
  Speaker 4: I just don't think it can go back to that.
• 24:41
  Speaker 4: Like we don't walk around with candles anymore. We just don't,
• 24:44
  Speaker 4: like we have to incorporate what we do have in
• 24:49
  Speaker 4: a place where it can work. And that's actually interesting
• 24:51
  Speaker 4: you brought this up because so, like I've been experimenting
• 24:55
  Speaker 4: both of my grandmothers. They're getting older, you know, and
• 25:00
  Speaker 4: and I want to ask them questions while they're alive,
• 25:06
  Speaker 4: and and you know, so I I kind of I've
• 25:10
  Speaker 4: been trying to utilize some of the cool perks of
• 25:13
  Speaker 4: CHAGYBT and stuff to like come up with like interesting questions.
• 25:17
  Speaker 4: And it's and it's not like a cop out, like
• 25:20
  Speaker 4: because you might ask, well, isn't that kind of disingenuous
• 25:23
  Speaker 4: if the computer's coming up with these questions? No, Like
• 25:26
  Speaker 4: they're great questions that you know, from a perspective, like
• 25:29
  Speaker 4: I might not think of a great question, you know,
• 25:31
  Speaker 4: to ask like an elder or something. But it's really
• 25:34
  Speaker 4: interesting to utilize, like chaggybt because it'll kind of it'll
• 25:39
  Speaker 4: kind of give you like like a whole spectrum of
• 25:43
  Speaker 4: different questions you can ask about, like like lessons they've
• 25:46
  Speaker 4: learned and ask about, you know, things that they wish
• 25:49
  Speaker 4: they would change or just and these are just examples.
• 25:52
  Speaker 4: They're coming on the top of my head. But that's
• 25:54
  Speaker 4: an interesting way to kind of merge the two and
• 25:57
  Speaker 4: still have those table side talks like you're referring too, yeah,
• 26:00
  Speaker 4: but also being like remained in a reality where we
• 26:05
  Speaker 4: have these tools.
• 26:06
  Speaker 3: Oh sure, you know. Yeah. I had a conversation with
• 26:10
  Speaker 3: Lily the other day about how I had to walk
• 26:15
  Speaker 3: to school and that when I was in high school
• 26:19
  Speaker 3: is a little embarrassing. You had to ride the bicycle.
• 26:23
  Speaker 3: You graduated from walking to riding the bicycle and that.
• 26:28
  Speaker 3: And she was asking about, you know, how old was
• 26:30
  Speaker 3: I when I got my first car, and you know,
• 26:33
  Speaker 3: once I was sixteen, it got the first car and
• 26:35
  Speaker 3: I was driving to school. But it was like that's
• 26:38
  Speaker 3: the And I told her, I'm like, that's the only
• 26:40
  Speaker 3: place I was allowed to drive. Mom and dad said
• 26:45
  Speaker 3: you can drive to school and you can drive back.
• 26:48
  Speaker 3: That's it. You know, there was and she was She
• 26:52
  Speaker 3: was blown away by this. She was blown away that
• 26:54
  Speaker 3: I had that I was allowed to walk to school,
• 26:55
  Speaker 3: and she said, well, were you ever worried about the
• 26:58
  Speaker 3: bad guys when you're walking to school? And uh, you know,
• 27:04
  Speaker 3: we had that conversation, which was a whole different rabbit hole.
• 27:07
  Speaker 3: But anyway, yeah, man, And it's like, and I've been
• 27:10
  Speaker 3: I've been criticized in the past for banging the drum
• 27:16
  Speaker 3: on the good old days here on on aired out,
• 27:19
  Speaker 3: but I think there's something to be said about it,
• 27:21
  Speaker 3: and I think there's there's something to to also recognize
• 27:25
  Speaker 3: that today is what it is, and we have to
• 27:30
  Speaker 3: remember the past and maybe learn how we can live
• 27:34
  Speaker 3: in the present, but all never forgetting how it was,
• 27:39
  Speaker 3: and never forgetting what's important, you know. And I've I've
• 27:42
  Speaker 3: explained and I will again that there were rules. Man.
• 27:47
  Speaker 3: It was like you didn't just hop on your tablet
• 27:51
  Speaker 3: or your your cell phone and scroll through reels. There
• 27:56
  Speaker 3: was structure, you know, there was time for homework. You
• 28:01
  Speaker 3: had thirty minutes for TV practice, the piano, brush, the
• 28:05
  Speaker 3: teeth bed. I mean, it's it, you know. And kids
• 28:09
  Speaker 3: today are just kind of left to create their own routines.
• 28:15
  Speaker 3: And I think more of a The word parent is
• 28:21
  Speaker 3: is a noun, but it's also a verb, and we
• 28:24
  Speaker 3: need to do a better job parenting our kids and
• 28:27
  Speaker 3: just giving them. We don't have to be yelling and
• 28:30
  Speaker 3: screaming at them all the time, but we need to
• 28:32
  Speaker 3: give them some structure, and we need to teach them
• 28:36
  Speaker 3: how to be better that way. I think, I don't know,
• 28:38
  Speaker 3: be more organized.
• 28:40
  Speaker 4: Yeah, I mean that sounds great. I know, more organized
• 28:44
  Speaker 4: and all that stuff. I'm not a parent. I don't
• 28:47
  Speaker 4: know really anything about parenting. I watch so many parenting styles.
• 28:53
  Speaker 4: I see so many, sure, especially because I teach, like
• 28:58
  Speaker 4: this isn't Sweethearts and Heroes a phillid necessarily, but I
• 29:02
  Speaker 4: teach children's jiu jitsu, so and I encourage parents to
• 29:06
  Speaker 4: be there. And I was kind of advised against that
• 29:09
  Speaker 4: by a few different people, saying, you don't want them there,
• 29:11
  Speaker 4: you don't want them there to But I actually kind
• 29:13
  Speaker 4: of like them there because personally, well you know, I
• 29:17
  Speaker 4: don't know, it's just calling for the kid, but also
• 29:20
  Speaker 4: they can kind of see how their child behaves in
• 29:23
  Speaker 4: a in a class setting, and I think that's a
• 29:25
  Speaker 4: good little peak, you know, to see how your child
• 29:28
  Speaker 4: behaves a little bit. You might think your child's a
• 29:32
  Speaker 4: great listener, but compared to all the other children, perhaps
• 29:36
  Speaker 4: they're not the great listener, you know, So I do
• 29:40
  Speaker 4: encourage them there, But I see a very huge range
• 29:43
  Speaker 4: of different parenting styles and philosophies, and I have no
• 29:47
  Speaker 4: idea what's gonna work, what's not gonna work, what's you know.
• 29:51
  Speaker 4: I can tell you what seems to work at the moment,
• 29:55
  Speaker 4: but you never know across time how that plays out.
• 29:59
  Speaker 3: What's I heard you mentioned earlier chat GBT and we're
• 30:04
  Speaker 3: talking a little bit of AI. I want to ask
• 30:06
  Speaker 3: you if and you're talking about the positive things of
• 30:12
  Speaker 3: of AI, and of which there are plenty. But this
• 30:16
  Speaker 3: is a question that I'm anxious to ask Tom about
• 30:21
  Speaker 3: at some point, and we all know that it'll have
• 30:24
  Speaker 3: a big answer. But it's about what's real these days
• 30:34
  Speaker 3: and what's what's not real. You know, Lily is seeing things.
• 30:45
  Speaker 3: She's not only seeing commercials during Netflix, but she's also
• 30:50
  Speaker 3: seen stuff on her tablet that's just not real. It's
• 30:56
  Speaker 3: people jumping off bridges and it's it's not real. It's
• 31:00
  Speaker 3: Ai kats surfing on the backs of alligators. It's just
• 31:08
  Speaker 3: not it's not real stuff and sometimes I will show
• 31:13
  Speaker 3: her something, Lily, look at this. This guy is base
• 31:18
  Speaker 3: jumping in Switzerland. Watch this between you and I loud
• 31:23
  Speaker 3: and it's real. But she's like, oh Dad, that's so AI.
• 31:27
  Speaker 3: That's disappointing to me.
• 31:29
  Speaker 4: Man.
• 31:29
  Speaker 3: And it's like kids are trying to decipher what's real
• 31:34
  Speaker 3: and what's not real. And unfortunately a lot of the
• 31:38
  Speaker 3: ship that they're seeing that's not real, they're thinking it's real.
• 31:41
  Speaker 4: I know, I know, there's that's there's so many things,
• 31:46
  Speaker 4: and like that is tough. This feels like it's the
• 31:48
  Speaker 4: wild West in regards to that. And there's even been
• 31:51
  Speaker 4: moments personally where I'm like is this real? Is this
• 31:54
  Speaker 4: not real? And I'm literally looking for their fingers, like
• 31:56
  Speaker 4: is there a glitch in their finger? Is there? Like
• 31:58
  Speaker 4: I'm because it's gotten good good right. I truly have
• 32:02
  Speaker 4: no idea how this will play out. And I mean,
• 32:08
  Speaker 4: I feel like the right answer is it needs to
• 32:11
  Speaker 4: be like like it needs to play out, it just
• 32:15
  Speaker 4: needs to be treated safely. Now I don't know what
• 32:17
  Speaker 4: that means. Like, you know, what's a fun conversation is
• 32:19
  Speaker 4: you can ask CHATGBT what it thinks about AI and
• 32:21
  Speaker 4: ethics in regards to in regards to asking its own
• 32:26
  Speaker 4: opinion about what it thinks, like how it should treat
• 32:30
  Speaker 4: humans and how its relationships should be with humans. Wow,
• 32:34
  Speaker 4: it talks all about it. Just similar to like how
• 32:37
  Speaker 4: I was kind of asking Tom the other night. He's
• 32:39
  Speaker 4: going around asking students do they think they should have
• 32:43
  Speaker 4: their cell phones or not have their cell phones? And
• 32:44
  Speaker 4: I was kind of like, why why are you even
• 32:46
  Speaker 4: asking him that? Just I was just kind of asking
• 32:48
  Speaker 4: him why he's even doing that. And it's kind of
• 32:50
  Speaker 4: like the same thing. It's like, that's what I did
• 32:52
  Speaker 4: to Ai one time, and it's just fascinating. But I
• 32:55
  Speaker 4: don't think anyone really knows I think this is. And
• 32:58
  Speaker 4: that's kind of scary, yep, because nobody knows.
• 33:01
  Speaker 3: No one knows what the right.
• 33:03
  Speaker 4: But but I can also say, like, are you training
• 33:08
  Speaker 4: a group of humans to now think extra critically by
• 33:13
  Speaker 4: wondering is this real or not?
• 33:15
  Speaker 3: Is that a poor.
• 33:16
  Speaker 4: Skill at the end of the day that they take
• 33:18
  Speaker 4: two seconds and really contemplate and wonder. I mean, that's
• 33:22
  Speaker 4: essentially what I was taught when I was maybe in
• 33:25
  Speaker 4: the third grade or fourth grade, when we had computer
• 33:27
  Speaker 4: lab class. We had computer lab class where we'd go
• 33:30
  Speaker 4: and we'd go to websites and we'd our teacher would
• 33:33
  Speaker 4: give us a list of websites, we typed the URLs
• 33:35
  Speaker 4: in we'd hit enter. We'd have to analyze the entire page,
• 33:39
  Speaker 4: scroll all the way down, look for copyrights, scroll for here,
• 33:42
  Speaker 4: scroll for here, look at analyze the how the you
• 33:46
  Speaker 4: are all ended? Was it dot com, dot org, dot net,
• 33:49
  Speaker 4: dot gov like? And we had to make an educated
• 33:52
  Speaker 4: decision or guess on if this was a credible, legitiable source.
• 33:58
  Speaker 4: I mean, it's kind of the same thing if you
• 34:00
  Speaker 4: really think about it. It's just a different like mode.
• 34:02
  Speaker 3: But being taught anymore.
• 34:04
  Speaker 4: I mean, I have no idea.
• 34:05
  Speaker 3: You're not that old. I mean, this wasn't that long ago.
• 34:08
  Speaker 4: Yeah, so this was probably like two thousand and four threeish,
• 34:12
  Speaker 4: And I don't know if it's being taught anymore. But
• 34:15
  Speaker 4: I think that's a responsible researcher like. It's a researcher skill.
• 34:18
  Speaker 4: It's kind of like, you know, it's like you can't
• 34:20
  Speaker 4: just believe absolutely everything. You do have to kind of
• 34:23
  Speaker 4: dig into it. And I think analyzing is this real
• 34:26
  Speaker 4: or not? I don't think the question is inherently bad.
• 34:29
  Speaker 4: I think that's probably a good question. I think we
• 34:30
  Speaker 4: should probably be asking that more often.
• 34:33
  Speaker 3: Yeah.
• 34:33
  Speaker 4: Right, And it almost reminds me of that.
• 34:36
  Speaker 3: I mean, now we're going to the movies and we're
• 34:38
  Speaker 3: seeing entire movies, right that is not real people, right,
• 34:45
  Speaker 3: and there's look at what's brought into it, emotion and
• 34:47
  Speaker 3: hardship and arguing and love and everything else. You're crying
• 34:55
  Speaker 3: and you're not even looking at it at a real person.
• 34:59
  Speaker 4: Yeah, it's amazing, and it's kind of a little eerie
• 35:04
  Speaker 4: to know that, yes, we're that predictable, like this is
• 35:08
  Speaker 4: going to make write something, write a song that's going
• 35:11
  Speaker 4: to make me cry. Yeah, okay, analyzing things that make
• 35:15
  Speaker 4: human cry.
• 35:16
  Speaker 3: I know. Here it is, here it is.
• 35:18
  Speaker 4: That's a little strange too.
• 35:20
  Speaker 3: Very very you know, Lily is uh funny. We were
• 35:25
  Speaker 3: just talking about it this morning, that in the news
• 35:29
  Speaker 3: this morning that there's going to be a robot uh
• 35:36
  Speaker 3: uh door dash Okay, people, Yeah, people that are not people. Robots,
• 35:43
  Speaker 3: door dash robots. They know your address that they're showing up.
• 35:47
  Speaker 3: They're five feet tall, not five to one, exactly five
• 35:51
  Speaker 3: feet tall. They're all five feet tall. They all are
• 35:54
  Speaker 3: look identical and they do they are they I don't know.
• 35:57
  Speaker 4: Or are they four legged? I don't pedal?
• 36:01
  Speaker 3: I don't know, man, But dude, now you you can
• 36:05
  Speaker 3: pretty soon, I think I think it's already started in California.
• 36:08
  Speaker 3: But now you can, of course. But now you can
• 36:13
  Speaker 3: order a pizza and you've got a robot delivering it
• 36:15
  Speaker 3: to you. Do you have to tip him? I don't
• 36:17
  Speaker 3: know him or her. I don't know them.
• 36:21
  Speaker 4: Who knows?
• 36:22
  Speaker 3: Crazy stuff? Dude? We're here in this this, We're here
• 36:25
  Speaker 3: in this this morning. And then and then she's like, Dad,
• 36:29
  Speaker 3: I heard you. Oh my god. This stuff that she
• 36:32
  Speaker 3: overhears me talking about really crazy. She'll be in the
• 36:36
  Speaker 3: other room, seemingly totally distracted, but one hundred percent tuned
• 36:40
  Speaker 3: into what I'm talking about. I was talking about the
• 36:42
  Speaker 3: the robot umpires that are going to be in Major
• 36:45
  Speaker 3: League Baseball thanks year. Now she's concerned that that there's
• 36:49
  Speaker 3: going to be robot umpires at her softball? Right?
• 36:58
  Speaker 4: How did that work? You throw the ball and and
• 37:02
  Speaker 4: it just it just analyzes where it goes. Is it
• 37:05
  Speaker 4: more fair?
• 37:07
  Speaker 3: This is this is the million dollar question. Man, It's
• 37:10
  Speaker 3: going to be robots out on the out on the
• 37:12
  Speaker 3: football field.
• 37:13
  Speaker 4: Now that if robots can't be like have biases like that,
• 37:20
  Speaker 4: like you know, and be suayed through the back end
• 37:24
  Speaker 4: or something. Yeah, like that might not be a bad idea.
• 37:27
  Speaker 4: It's still a little strange. But imagine having like a
• 37:30
  Speaker 4: totally like straight lined right wrong boom.
• 37:34
  Speaker 3: I want to see you. I want to see someone
• 37:36
  Speaker 3: fight with a robot.
• 37:38
  Speaker 4: Fist fight or what are you going to argue?
• 37:41
  Speaker 3: Just an argument with an an umpire an umpire robot.
• 37:44
  Speaker 3: I want to see some dirt getting kicked onder the.
• 37:46
  Speaker 4: Yeah, yeah, you're out of here and needs have arms?
• 37:53
  Speaker 3: Crazy stuff, man, I want to I also want to
• 37:57
  Speaker 3: ask you, being that it is October first, this is
• 38:02
  Speaker 3: National Bullying Prevention Month, we should put the word awareness
• 38:11
  Speaker 3: in there too. Bullying. When I back in the old days,
• 38:17
  Speaker 3: when I was bullied, it was, you know, it was
• 38:21
  Speaker 3: what it was. I mean, we were you know, somebody
• 38:24
  Speaker 3: was a punk and you got tired of it. Maybe
• 38:28
  Speaker 3: you talked with your parents about it, but you know,
• 38:31
  Speaker 3: back in the old days, it was my dad would
• 38:36
  Speaker 3: just be like sometimes wouldn't even look up at me
• 38:39
  Speaker 3: and just be like, well, just take care of it yourself. Yeah,
• 38:43
  Speaker 3: and I would, and it was it was okay. I
• 38:50
  Speaker 3: still remember that the kid's name was hockey player. And
• 38:54
  Speaker 3: I had no business, no business punching a hockey player,
• 39:00
  Speaker 3: but I did. And I don't think it even hurt him.
• 39:05
  Speaker 3: Hurt my hand a lot, but I remember it well
• 39:10
  Speaker 3: freshman year and I punched him and he kind of
• 39:15
  Speaker 3: smiled a little bit. He could have crushed me, should.
• 39:18
  Speaker 4: Have, did he not?
• 39:19
  Speaker 3: It didn't. But like within a week or so, there
• 39:25
  Speaker 3: was the head nod of hey, how you doing in
• 39:29
  Speaker 3: the hallway, And then a week or two later he
• 39:33
  Speaker 3: would say something to me, I'd say something back to him,
• 39:36
  Speaker 3: and there was this gradual growth of respect, and I
• 39:43
  Speaker 3: think by senior year, I don't know if we were
• 39:46
  Speaker 3: buddies to the point where we were going out having
• 39:49
  Speaker 3: lunch together, but we were definitely friendly to each other.
• 39:55
  Speaker 3: It happened kind of organically. Today is a shit show
• 40:01
  Speaker 3: with bullying, the way kids are getting bullied, dealing with it,
• 40:08
  Speaker 3: not dealing with it, how it's festering, how it comes out,
• 40:14
  Speaker 3: how it explodes, the online stuff. I mean, this is
• 40:20
  Speaker 3: it's really intense, man. I mean, it's we've got issues
• 40:24
  Speaker 3: right down the road here, right down the road in
• 40:28
  Speaker 3: our surrounding schools here. I was just looking at some
• 40:32
  Speaker 3: new stats here, thirty four percent of US teenagers bullied
• 40:38
  Speaker 3: in the past twelve months. Yeah, so, and this has
• 40:48
  Speaker 3: a direct correlation, as I know Sweethearts and Heroes has
• 40:53
  Speaker 3: said many times, with mental health, with self confidence, depression, suicide,
• 41:03
  Speaker 3: there's a million tentacles that can come off of bullying.
• 41:07
  Speaker 4: Yeah. There, truly is there, truly is. There's a couple
• 41:12
  Speaker 4: of ways. I will even start with this is I'm
• 41:15
  Speaker 4: first of all, I'm fascinated with your personal history on this.
• 41:20
  Speaker 4: That was not common when I grew up, that type
• 41:23
  Speaker 4: of settling of dispute. I was too young for that,
• 41:27
  Speaker 4: no one really. I don't ever remember there being like
• 41:31
  Speaker 4: even a fistfight in my high school or any part.
• 41:37
  Speaker 4: Maybe a tiny bit, but I don't, I don't necessarily.
• 41:39
  Speaker 4: I think it was two tough kids rather than a
• 41:41
  Speaker 4: bullying situation. So I don't personally, that's I'm just saying that.
• 41:44
  Speaker 4: So I find just side not. I find your thing
• 41:47
  Speaker 4: fascinating how that was a catalyst for respect building at
• 41:50
  Speaker 4: that time. I don't think that's a wise thing to
• 41:53
  Speaker 4: strike anyone, And I don't think that's a great way
• 41:55
  Speaker 4: to settle disputes now at any time, And it's and
• 41:59
  Speaker 4: it must have been I'm pretty scary for you to
• 42:01
  Speaker 4: go up, and I would assume, like, today's day, I'm
• 42:04
  Speaker 4: going to do it. Today's day, I'm going to do it.
• 42:05
  Speaker 4: I would assume that that would be a little.
• 42:07
  Speaker 3: Like, well, sketchy Dad gave me the green light, you.
• 42:11
  Speaker 4: Still weren't, I know, even with his blessing, were you
• 42:15
  Speaker 4: still like oh like or were you like like, I
• 42:17
  Speaker 4: don't know, I just could imagine I would be I
• 42:19
  Speaker 4: would be like, you know.
• 42:20
  Speaker 3: I would be, yeah, today, I'd be petrified because I'd
• 42:25
  Speaker 3: go down and I'd stayed down forever though, But back then,
• 42:29
  Speaker 3: you know, yeah, what I don't know. Seventeen yeah, sixteen, seventeen,
• 42:36
  Speaker 3: eighteen years old, somewhere in there.
• 42:38
  Speaker 4: And also kind of along that whole those whole lines
• 42:42
  Speaker 4: is like, I think for those who haven't seen Tom's presentation,
• 42:46
  Speaker 4: Tom and Rick's presentation, you might be a little surprised
• 42:48
  Speaker 4: on how the first act it goes. The first act,
• 42:54
  Speaker 4: it's like, you know, there's all this bullying, there's all
• 42:58
  Speaker 4: this bullying. What even is bullying? Because what you think
• 43:03
  Speaker 4: bullying is might not be what so and so thinks
• 43:05
  Speaker 4: bullying is. It might not be what so and so
• 43:06
  Speaker 4: thinks bullying is. But you know, they're all saying they're
• 43:10
  Speaker 4: getting bullied. Now, they're not downplaying bullying, but they're just
• 43:13
  Speaker 4: trying to caliber everyone and get everyone's perspectives on the
• 43:16
  Speaker 4: same track, Like are you actually being bullied? Or is
• 43:19
  Speaker 4: there just a conflict between these two? There's certain criteria
• 43:24
  Speaker 4: that literally means bullying. Now I don't know, great, yeah,
• 43:27
  Speaker 4: I don't know what those statistics are drawn off from.
• 43:30
  Speaker 4: But it's just very interesting when you when you frame
• 43:32
  Speaker 4: it through that lens, it's like, okay, all right, do
• 43:35
  Speaker 4: we have a bullying issue or are these two just
• 43:38
  Speaker 4: having moments of conflict. Maybe it's personality conflict. Maybe they're
• 43:42
  Speaker 4: not like true intent to bully and belittle each other,
• 43:45
  Speaker 4: sure maliciously. Maybe they're just trying to figure each other
• 43:48
  Speaker 4: out and settle, you know, trying to understand each other.
• 43:53
  Speaker 3: My good friends make fun of me constantly, brutally slay
• 44:05
  Speaker 3: me to pieces, and I love it. We have fun.
• 44:11
  Speaker 3: I try to swing back, usually fail, and I mean
• 44:16
  Speaker 3: they've got so much on me. I'm only five to four,
• 44:18
  Speaker 3: I'm five hundred pounds. Yeah, you know, it's like I
• 44:23
  Speaker 3: got flip flops on I have no business wearing shorts.
• 44:27
  Speaker 3: I mean, my hair, my eyebrows, the list goes on
• 44:31
  Speaker 3: and on. And my good friends and Charlyn will take
• 44:36
  Speaker 3: digs at me and make fun of me all the time,
• 44:39
  Speaker 3: and it's we love it. It's it's a laughable thing.
• 44:45
  Speaker 3: Lily hears this and ten years old, and she has
• 44:52
  Speaker 3: asked me, I mean, we're all laughing hard. We're having
• 44:56
  Speaker 3: a couple of good digs here. But she'll ask me afterwards, Dad,
• 45:00
  Speaker 3: you okay, yeah, okay, Well, you know, Chuck was saying
• 45:03
  Speaker 3: that you're three hundred pounds and in short and and
• 45:10
  Speaker 3: it's it's been challenging for me to try to put
• 45:14
  Speaker 3: into context and explain to her that when you have
• 45:17
  Speaker 3: friends that are like your family or family that that
• 45:26
  Speaker 3: you love, that you can you can do stuff like
• 45:33
  Speaker 3: this and get away with it. And sometimes it can
• 45:36
  Speaker 3: go too far, but for the most part, it's it's
• 45:41
  Speaker 3: just having fun out of out of love. And you
• 45:45
  Speaker 3: also have to be you have to have the right mindset,
• 45:48
  Speaker 3: you have to be the right person to be on
• 45:50
  Speaker 3: the receiving end of this. Not everyone can do that,
• 45:54
  Speaker 3: so there's some factors that come into play here. But
• 45:58
  Speaker 3: I've had to explain this to her that they're not.
• 46:03
  Speaker 3: I don't. It's the way I feel. I'm okay, I'm
• 46:07
  Speaker 3: not bothered. This is not bullying to me. But when
• 46:13
  Speaker 3: you're at school and someone is doing that that usually
• 46:19
  Speaker 3: this comes with adulthood that you can kind of you know,
• 46:24
  Speaker 3: who's who's your who's your brother? Who can say things
• 46:28
  Speaker 3: like that? But at school it's it's a little different,
• 46:32
  Speaker 3: and we talk about the word unwanted. You know, how
• 46:37
  Speaker 3: does it make you feel? Is it unwanted that someone is,
• 46:45
  Speaker 3: you know, poking fun at the the lunch that you
• 46:51
  Speaker 3: brought to school instead of having the school lunch, or
• 46:54
  Speaker 3: what you're wearing or your your winter hat is this?
• 46:59
  Speaker 3: How does it make you feel? Is it unwanted? Yeah?
• 47:04
  Speaker 4: I mean even I would say it's less about being
• 47:08
  Speaker 4: unwanted And does it make me feel inferior via being
• 47:13
  Speaker 4: like smaller or weaker? Aka an element of my reality
• 47:17
  Speaker 4: that I see myself at that I haven't accepted yet
• 47:21
  Speaker 4: that I am hung up on. Okay, So, and I
• 47:25
  Speaker 4: don't think that's something that comes with aging. I think
• 47:27
  Speaker 4: naturally it comes with I think it goes along with
• 47:30
  Speaker 4: the aging, But I don't think it's aging's the variable.
• 47:33
  Speaker 4: I think it's just coincidental that it comes with aging.
• 47:37
  Speaker 4: It's this element of accepting this is who I am.
• 47:43
  Speaker 4: Like as a child, you don't really know that. I
• 47:45
  Speaker 4: think you're being judged, and I think it's it's I
• 47:48
  Speaker 4: would argue it's probably even more magnified. Instead of being
• 47:52
  Speaker 4: judged amongst your classmates and your pure you're being judged
• 47:55
  Speaker 4: by your followers, your your feed, your home feed, on
• 47:59
  Speaker 4: your instagtrand and stuff. I think maybe the pool of
• 48:02
  Speaker 4: what you're judging yourself against is larger, and I think
• 48:06
  Speaker 4: that could probably spark some more insecurities. And then therefore,
• 48:09
  Speaker 4: when someone says something that kind of triggers that, it'll
• 48:13
  Speaker 4: make you feel inferior, I think that's kind of it.
• 48:16
  Speaker 4: And I think as you age, you say, ah, that's fake,
• 48:21
  Speaker 4: that's less realistic.
• 48:23
  Speaker 3: You can accept that, Yeah, you can accept that there's
• 48:26
  Speaker 3: a power imbalance here.
• 48:28
  Speaker 4: Yeah, and you just kind of and then eventually the
• 48:31
  Speaker 4: comment about whatever, hair flip flops, what way, anything, eventually
• 48:37
  Speaker 4: doesn't really carry as much impact, not because the comment changed,
• 48:43
  Speaker 4: but because you know that just doesn't bother you as
• 48:46
  Speaker 4: much anymore. That's not a soft spot anymore. Yes, right,
• 48:49
  Speaker 4: because you're cool with yourself. Yeah, right, But that's tricky
• 48:53
  Speaker 4: And I think there's also the way you're talking about
• 48:56
  Speaker 4: this conversation. It's uh, it kind of like reminds me
• 49:03
  Speaker 4: of like the trope of like or like if you
• 49:06
  Speaker 4: could imagine this like like a foreigner coming over, Like
• 49:09
  Speaker 4: you have a foreign exchange student and you're trying to
• 49:10
  Speaker 4: teach them. No, no, no, see, like it's cool if
• 49:12
  Speaker 4: you say it like that. Yeah, like what are some
• 49:15
  Speaker 4: what are some ones? But I guarantee you could think
• 49:17
  Speaker 4: of a few, Like sure, you know, but did you.
• 49:20
  Speaker 3: Just say petrol? Over here? We call it gas gat?
• 49:24
  Speaker 4: You farted? No, not that gas gas for a car?
• 49:28
  Speaker 4: Like like you see what I'm saying, Like I am, Like,
• 49:30
  Speaker 4: so it's kind of like you have to catch them
• 49:32
  Speaker 4: up to speed, like but it's not a territorial uh distance,
• 49:37
  Speaker 4: it's an age distance. It's a it's a generational distance.
• 49:39
  Speaker 4: You're trying to like, Yeah, but which one's right?
• 49:43
  Speaker 3: You know?
• 49:44
  Speaker 4: Like are you guys right for digging on each other
• 49:47
  Speaker 4: a little bit? Like I don't know, maybe that's a
• 49:49
  Speaker 4: very subjective term. You better walk a nice line, you
• 49:52
  Speaker 4: better have a good impulse on an instinct on who's
• 49:55
  Speaker 4: your buddy.
• 49:55
  Speaker 3: It's very subjective. Yeah, I mean if you're if you're
• 49:58
  Speaker 3: good enough friends first, then you can you can get
• 50:03
  Speaker 3: away with some of this stuff. And it's not it's
• 50:07
  Speaker 3: not causing any inferiority or or pain.
• 50:11
  Speaker 4: I've had it though before where I think where.
• 50:14
  Speaker 3: I I was just making fun of you for your
• 50:15
  Speaker 3: flip flops.
• 50:16
  Speaker 4: You're not making fun of me. No, I love you man,
• 50:19
  Speaker 4: You're you're You're good, and I I it is something
• 50:22
  Speaker 4: I say, I'm going to stop wearing flipops and here
• 50:24
  Speaker 4: I am just throwing. I think it's because I'm because
• 50:26
  Speaker 4: they're quick and easy to put on.
• 50:28
  Speaker 3: You got a problem, bro, I am a flip So.
• 50:30
  Speaker 4: I was gonna lie to you when I came down here,
• 50:32
  Speaker 4: and I was going to tell you I was doing
• 50:33
  Speaker 4: flip flop through sixty five. It's a new challenge. I'm
• 50:37
  Speaker 4: starting today for three hundred and sixty five days straight,
• 50:41
  Speaker 4: it's flip flop time. And Abby's like, even when it's
• 50:45
  Speaker 4: thirty degrees out, and I'm like, yes.
• 50:48
  Speaker 3: I've said it before, I'll say it again. Poor appy,
• 50:52
  Speaker 3: Yeah wow yeah, Well, and you'll slip and fall in
• 50:57
  Speaker 3: your ass a few times too.
• 50:59
  Speaker 4: That flipflops. That's how it's going to turn into.
• 51:02
  Speaker 3: I saw Tom's post this morning, or it could have
• 51:07
  Speaker 3: been yours or abbys about National Bullying Prevention Month, and
• 51:12
  Speaker 3: it says not in our schools, not at work nowhere.
• 51:18
  Speaker 3: That says to me that this is like no tolerance. Yeah,
• 51:27
  Speaker 3: just just oh yeah. And a lot of these schools,
• 51:33
  Speaker 3: you know, are saying, hey, we have a no tolerance
• 51:37
  Speaker 3: bullying policy here. But man, it is invisible so much
• 51:43
  Speaker 3: it slips through the cracks. Man. Of course, of course
• 51:46
  Speaker 3: everywhere everywhere.
• 51:48
  Speaker 4: I mean this, I feel like goes right back to
• 51:51
  Speaker 4: what Adam was saying when he was one, and what
• 51:55
  Speaker 4: you can that's our morning routine on Wednesdays. Due we
• 52:00
  Speaker 4: come in, we we we are usually get we usually
• 52:03
  Speaker 4: wake up and I'm forced to go for a five
• 52:05
  Speaker 4: mile run in the flip flops. Maybe that's how I
• 52:08
  Speaker 4: get out of it next time. And then after that
• 52:11
  Speaker 4: and then after that we tune in serious and coffee.
• 52:13
  Speaker 4: Oh yeah, for real, dude, Adam, Oh yeah, go ahead.
• 52:17
  Speaker 4: So what he said was and I because you were
• 52:19
  Speaker 4: asking about budget or something, and he's like, listen, the
• 52:24
  Speaker 4: way I view it is there's an endless amount of
• 52:27
  Speaker 4: budget for this. Why not because we're careless with spending money.
• 52:33
  Speaker 4: It's because this is a safety issue. Okay, this exactly parallels.
• 52:37
  Speaker 4: This exactly parallels some of the work that you talk
• 52:41
  Speaker 4: about or that you'd see when you're talking to the lineman,
• 52:43
  Speaker 4: when you had the line guy on, it's the exact
• 52:45
  Speaker 4: same thing. It's like, like there's money that you're spending, uh,
• 52:51
  Speaker 4: you know it should be spent on safety stuff like
• 52:55
  Speaker 4: it should be. It should be like a very firm no.
• 52:58
  Speaker 4: Would you say, no, no, no tolerance. It should be
• 53:01
  Speaker 4: no tolerance, like like it should not be up to interpretation. Okay,
• 53:07
  Speaker 4: because it's a safety issue, right, Okay. And when you
• 53:10
  Speaker 4: say when, when I hear even myself initially here no
• 53:15
  Speaker 4: tolerance on bullying. This is no party. It's kind of like,
• 53:17
  Speaker 4: come on, the kids are gonna be kids. Like you
• 53:20
  Speaker 4: don't understand the magnitude of it, or maybe some people
• 53:22
  Speaker 4: try to downplay it. But if it's like we have
• 53:28
  Speaker 4: a zero tolerance on assaulting each other like physically or
• 53:32
  Speaker 4: stealing from teachers or something else that makes someone feel
• 53:36
  Speaker 4: unsafe or that is unsafe, like I think you would
• 53:39
  Speaker 4: agree and not combat that it would be shouldn't be
• 53:42
  Speaker 4: zero tolerance? You know what I'm saying, Like.
• 53:46
  Speaker 3: Kids are brutal, man, It's like that's just part of
• 53:50
  Speaker 3: a lot of a lot of this is it's part
• 53:52
  Speaker 3: of their their age. They're they're developing their minds, their personalities,
• 53:59
  Speaker 3: their their characters are coming into play here. They can
• 54:03
  Speaker 3: be brutal to each other with their words. Can be
• 54:07
  Speaker 3: so hurtful. And you were just talking about you just
• 54:10
  Speaker 3: said the word interpretation. Sometimes not only the kid on
• 54:16
  Speaker 3: the receiving end is interpreting. Was you know, how was
• 54:21
  Speaker 3: that comment meant? How did I? How do I feel?
• 54:27
  Speaker 3: And it maybe could be something that they're carrying for
• 54:32
  Speaker 3: the rest of the day or the week, and if
• 54:36
  Speaker 3: they're lucky enough to have a good enough relationship with
• 54:42
  Speaker 3: their parent or someone at home that they can say,
• 54:49
  Speaker 3: Joey said this to me and it or has been
• 54:53
  Speaker 3: saying this to me, making fun of my backpack whatever
• 54:58
  Speaker 3: for the last couple of weeks, and it's really starting
• 55:00
  Speaker 3: to get under my skin. Thank God that a kid
• 55:04
  Speaker 3: can get to that point where they can verbalize that,
• 55:07
  Speaker 3: then it's falling on the ears of that parent or
• 55:11
  Speaker 3: whoever who has who will interpret Like you said, interpretation.
• 55:17
  Speaker 3: They're deciding for the kid whether or not that was
• 55:24
  Speaker 3: defined as bullying or not, and it's like, that's not.
• 55:31
  Speaker 3: I don't know if that should be up to them
• 55:33
  Speaker 3: to say, well, based on what you've said to me,
• 55:36
  Speaker 3: that sounds I'll stamp that with that's a bully or not. Man,
• 55:42
  Speaker 3: It's about how the kid feels, not about your adult
• 55:47
  Speaker 3: interpretation of whether or not there was bullying that was
• 55:52
  Speaker 3: insinuated here. You know what I'm saying.
• 55:54
  Speaker 4: I totally understand what you're saying. And there's a lot
• 55:56
  Speaker 4: in there. Once you start introducing this parent into this relationship,
• 56:00
  Speaker 4: you're talking about all these things that are shaping kids.
• 56:04
  Speaker 3: Dude.
• 56:04
  Speaker 4: The parent and the parents behaviors good or bad, also
• 56:10
  Speaker 4: shape that kid. Like your parent can basically stamp some
• 56:17
  Speaker 4: of their trauma or some of their unhealthy relationship tendencies
• 56:23
  Speaker 4: onto you as a child, and it happens in those moments.
• 56:27
  Speaker 4: It happens in those moments, and the kid is interpreting,
• 56:30
  Speaker 4: is this how I behave? They're my parents, This is
• 56:32
  Speaker 4: kind and they don't even realize they're doing it, and
• 56:34
  Speaker 4: then they therefore carry you know, residual or their own
• 56:42
  Speaker 4: strand of that that exact same like trauma or behavior patterns.
• 56:50
  Speaker 3: They're they're deciding, and they might say, they might react, oh,
• 56:55
  Speaker 3: that's that guy's not bullying. You stop being so sensitive.
• 57:01
  Speaker 4: There it is.
• 57:02
  Speaker 3: Or or they're gonna say, oh that that guy's bullying,
• 57:08
  Speaker 3: you punch him right in the face.
• 57:09
  Speaker 4: And then from that point on, both those children's lives
• 57:12
  Speaker 4: are drastically different. In both those options, that kid's not blowing,
• 57:16
  Speaker 4: you toughen it up or or up or or just
• 57:19
  Speaker 4: suppress it. Suppress he's not bulowing you suppress it. You've
• 57:22
  Speaker 4: just changed that kid life. Now his whole life is
• 57:24
  Speaker 4: going to be What do you think he's gonna tell
• 57:26
  Speaker 4: his children? Yeah, for the most part, unless he breaks
• 57:28
  Speaker 4: out of it and vice versa. How do you think
• 57:29
  Speaker 4: the second kid's gonna resolve conflict? Maybe with physical physical things.
• 57:34
  Speaker 4: Maybe his future intimate relationships are so healthy. Sure, And
• 57:38
  Speaker 4: it's you know another thing I want to say.
• 57:40
  Speaker 3: This is just the teachers are doing this too.
• 57:43
  Speaker 4: Of course, everyone's doing it. Man, It's it's kind of inevitable.
• 57:46
  Speaker 4: It's kind of inevitable except for unless AI steers everyone straight. No,
• 57:49
  Speaker 4: I'm just kidding, but this is reminding me of Also
• 57:54
  Speaker 4: this situation that I had when I was in school,
• 57:56
  Speaker 4: and I didn't see it at the time, but I
• 57:58
  Speaker 4: had one of my close friends and he eventually shared
• 58:00
  Speaker 4: this to me. He eventually shared this to me down
• 58:02
  Speaker 4: the road, and he said, you know, when I went home,
• 58:04
  Speaker 4: I hated being at home in terms of his mom,
• 58:09
  Speaker 4: his dad. They ended up getting divorced, but just was
• 58:14
  Speaker 4: not a very good home life, abusive, probably a little
• 58:19
  Speaker 4: bit even to the children. He had a couple older brothers.
• 58:25
  Speaker 4: Just really tough time. He said, I couldn't wait for
• 58:28
  Speaker 4: Monday to come back where I could see my friends again,
• 58:32
  Speaker 4: be away from school. But at school, even me, to
• 58:37
  Speaker 4: be honest with you, I wasn't as nice to him
• 58:39
  Speaker 4: as I could have been. I was a child as well,
• 58:40
  Speaker 4: and he was my friend and my friend, but I
• 58:43
  Speaker 4: picked on him. I was kind of rough for them.
• 58:45
  Speaker 4: Other kids were rough on him. They kind of picked
• 58:47
  Speaker 4: on him a little bit. He was still one of
• 58:49
  Speaker 4: our group, right, And that's it's such a weird like paradox.
• 58:51
  Speaker 4: It's like I would never look at that guy and say,
• 58:53
  Speaker 4: you've never not been my friend. But when he would
• 58:57
  Speaker 4: come to school, this was his saving grace getting way
• 59:00
  Speaker 4: from school. This is where he was able to eat
• 59:01
  Speaker 4: real meals. This is where he was able to feel
• 59:04
  Speaker 4: safe and not be physically attacked. And then he told
• 59:09
  Speaker 4: me and confessed to He said, you know, and and
• 59:11
  Speaker 4: to be honest with your school, wasn't that much better?
• 59:15
  Speaker 4: And I want to tie this all back. I'm just
• 59:18
  Speaker 4: kind of painting the scene here. It's like, I want
• 59:21
  Speaker 4: to tie this all back to your statistics. When you
• 59:23
  Speaker 4: say thirty four kids feel that they have been bullied.
• 59:25
  Speaker 4: Another thing that a lot of people don't understand about
• 59:27
  Speaker 4: Swearts and Heroes is, you know, we talk about bullying.
• 59:29
  Speaker 4: Therefore we're dealing with the bully and we're dealing with
• 59:32
  Speaker 4: the bullied. Okay, that's not true. I mean, yes, we
• 59:36
  Speaker 4: will talk to them.
• 59:37
  Speaker 3: We will.
• 59:38
  Speaker 4: We will, you know, settle that we will. Tom and
• 59:41
  Speaker 4: Rick will always sit down and talk to individuals. They'll,
• 59:44
  Speaker 4: you know, anytime someone needs it.
• 59:45
  Speaker 3: They will.
• 59:47
  Speaker 4: But everybody, everyone else gets ignored when you talk about bullying,
• 59:51
  Speaker 4: so specifically, that's statistic right there. We I mean, we'd
• 59:54
  Speaker 4: love to talk to those thirty four people who got bullied,
• 59:57
  Speaker 4: and we will, but we really want to talk to
• 59:59
  Speaker 4: the seven something or whatever, eighty something whatever, the other
• 1:00:04
  Speaker 4: ones Why why would you do that? Because they're the
• 1:00:08
  Speaker 4: ones who have the power to sway and to say,
• 1:00:12
  Speaker 4: you know, this is not cool. We won't tolerate this.
• 1:00:16
  Speaker 4: We don't like when people treat other people like that. Yeah,
• 1:00:19
  Speaker 4: and humans are interesting because they need little social packs. Okay,
• 1:00:23
  Speaker 4: So if I'm bullying someone and I'm isolating myself by
• 1:00:29
  Speaker 4: doing it, just from a logical standpoint, I will not
• 1:00:32
  Speaker 4: bully anyone anymore because by doing this, I'm casting myself
• 1:00:35
  Speaker 4: to exile socially. Do you know what I'm saying? So
• 1:00:40
  Speaker 4: the power of the masses and that one you're educating
• 1:00:42
  Speaker 4: everyone in two, it just changes the culture. It changes
• 1:00:47
  Speaker 4: the culture. You have to change the daily climate. This
• 1:00:49
  Speaker 4: is kind of like a business philosophy. You have to
• 1:00:51
  Speaker 4: change the daily climate of like the weather and how
• 1:00:55
  Speaker 4: people interact to change the long term culture of the school.
• 1:00:57
  Speaker 4: And eventually you've run into a situation where we just
• 1:01:00
  Speaker 4: don't believe this school. We have zero tolerance for it.
• 1:01:02
  Speaker 3: I am still begging Tom to let me into one
• 1:01:06
  Speaker 3: of the schools so that I can see and experience
• 1:01:09
  Speaker 3: his bullying presentation. I still haven't.
• 1:01:11
  Speaker 4: Dude, Dude, you know what you should? You might actually
• 1:01:14
  Speaker 4: get a kick out of this. The bullying one would
• 1:01:15
  Speaker 4: be really cool for you to see, but you'd also
• 1:01:17
  Speaker 4: get a real kick out of the fifth Wire one
• 1:01:20
  Speaker 4: that we're doing, which is the line of the one.
• 1:01:22
  Speaker 3: Yeah, I love that one. Oh the fifth Wires? Whoever
• 1:01:26
  Speaker 3: did Tom write that? Whoever wrote that? It's amazing.
• 1:01:28
  Speaker 4: Brian and Tom kind of collaborated, but I think Brian
• 1:01:31
  Speaker 4: came up with the name of the fifth Wire. But
• 1:01:32
  Speaker 4: it really it's really I don't know, it's just it's
• 1:01:34
  Speaker 4: goal so much to it.
• 1:01:36
  Speaker 3: I heard that. I was listening to that in my
• 1:01:38
  Speaker 3: car and I was lost. Fantastic, Yeah it is. What
• 1:01:45
  Speaker 3: do you what do you say to a parent listening
• 1:01:50
  Speaker 3: right now whose kid they suspect could possibly be bully
• 1:02:01
  Speaker 3: or being is being bullied right now, but you're not
• 1:02:06
  Speaker 3: you're not sure. A lot of kids don't come home
• 1:02:08
  Speaker 3: wearing the T shirt saying, Hey, Dad, I've been bullied,
• 1:02:11
  Speaker 3: or Mom, hey I've been bullied today. We need to
• 1:02:14
  Speaker 3: have better conversations with our kids. But what do you
• 1:02:18
  Speaker 3: say to a parent that is that is questioning the possibility.
• 1:02:23
  Speaker 3: I don't want to make a big deal out of
• 1:02:25
  Speaker 3: something that's really not that big of a deal. This
• 1:02:27
  Speaker 3: seems childish. You know, what do you say to that mindset?
• 1:02:32
  Speaker 4: Listen? I first of all, I'm not a parent as well,
• 1:02:35
  Speaker 4: so I mean and I don't know exactly what to say.
• 1:02:38
  Speaker 4: But in my opinion, based on how I would think
• 1:02:41
  Speaker 4: about this is I would say that before you push
• 1:02:48
  Speaker 4: too hard or anything on this kid, right, because like
• 1:02:50
  Speaker 4: you don't want to like make it more tense, but
• 1:02:54
  Speaker 4: I think you should, you know, be always developing some
• 1:02:57
  Speaker 4: type of conversation, some type of network where they feel
• 1:03:00
  Speaker 4: safe to chat with you and stuff, and encourage them,
• 1:03:05
  Speaker 4: you know, to talk to their friends and stuff, because
• 1:03:08
  Speaker 4: you don't want this child to be like like my friend,
• 1:03:11
  Speaker 4: like the example that I had with my friend where
• 1:03:13
  Speaker 4: he didn't feel safe at home and he didn't feel
• 1:03:15
  Speaker 4: safe at school. Like you just basically want someone to
• 1:03:18
  Speaker 4: have like a lot of outlets they can go to. Sure,
• 1:03:22
  Speaker 4: I would say, you know, talk to them, but don't
• 1:03:24
  Speaker 4: push too hard because I feel like that would drive
• 1:03:26
  Speaker 4: someone away. You could maybe even like try to do
• 1:03:31
  Speaker 4: something that your child really enjoys, like take them to
• 1:03:34
  Speaker 4: the skate park with their friends or something. I'm just
• 1:03:36
  Speaker 4: thinking something when I was a kid, yeah, like like
• 1:03:39
  Speaker 4: like if my parents sensed that I was down or something.
• 1:03:41
  Speaker 4: Perhaps they would say, do you want to you want
• 1:03:44
  Speaker 4: to go to Colchester Mouths Bay and go skateboarding or something?
• 1:03:47
  Speaker 4: This weekends can be nice weather, Oh sure, and like
• 1:03:50
  Speaker 4: kind of like headfake them into socializing with their friends,
• 1:03:53
  Speaker 4: maybe staying off their phones, but without punishing them, you
• 1:03:56
  Speaker 4: know what I'm saying, kind of like like kind of
• 1:03:58
  Speaker 4: like a head fair way. I just I just think,
• 1:04:00
  Speaker 4: you know, if you're outside, you're doing something active, you're
• 1:04:05
  Speaker 4: communing with people who care about you, who you have
• 1:04:07
  Speaker 4: connections with. I think you can kind of put into
• 1:04:10
  Speaker 4: a perspective of like, you know, what's what's kind of
• 1:04:14
  Speaker 4: important now kind of thing, you know what I mean?
• 1:04:17
  Speaker 4: So I would kind of try to lean that way.
• 1:04:18
  Speaker 4: Once again, I'm not like necessarily professional. I'm sure Tom
• 1:04:21
  Speaker 4: would have a ton more to say, and I'm sure
• 1:04:22
  Speaker 4: he's given so much more advice to parents, But that's
• 1:04:26
  Speaker 4: just kind of what I from things that I've seen
• 1:04:28
  Speaker 4: and noticed, that's kind of how I would navigate that
• 1:04:30
  Speaker 4: because it's very tricky, especially if you don't have that
• 1:04:33
  Speaker 4: Like I was very open with my parents. I felt
• 1:04:36
  Speaker 4: like my parents and I established I was able to
• 1:04:39
  Speaker 4: share them about anything, right that I wanted to if
• 1:04:41
  Speaker 4: I needed to, if I was scared and I didn't
• 1:04:44
  Speaker 4: know who to ask about something, Yeah, I would ask
• 1:04:49
  Speaker 4: my mom, Yeah, or my dad.
• 1:04:51
  Speaker 3: That's great, But.
• 1:04:52
  Speaker 4: That's not something you can just turn on because you
• 1:04:54
  Speaker 4: think your kid's being bullied today. It's not like, oh,
• 1:04:57
  Speaker 4: we're just going to start something new. That's a relationship,
• 1:04:59
  Speaker 4: that's a trust really and ship. So sure, I don't
• 1:05:02
  Speaker 4: know that's how I would kind of handle it.
• 1:05:05
  Speaker 3: Finally, final question this morning, what do you say to
• 1:05:09
  Speaker 3: a school an administrator that doesn't have sweethearts and heroes
• 1:05:18
  Speaker 3: on board? Yeah, well, or a parent of a child
• 1:05:23
  Speaker 3: in a local school that doesn't have sweethearts and heroes
• 1:05:27
  Speaker 3: is part of their.
• 1:05:31
  Speaker 4: Their their whole their resources like immediately Yeah, yeah, well,
• 1:05:36
  Speaker 4: you know this is this is interesting since COVID, right
• 1:05:41
  Speaker 4: that was a time where sweethearts and heroes had to
• 1:05:43
  Speaker 4: flip the script. They couldn't be in schools anymore. They
• 1:05:45
  Speaker 4: had to do something that was kind of like hard
• 1:05:48
  Speaker 4: assets out there.
• 1:05:49
  Speaker 3: Yeah.
• 1:05:50
  Speaker 4: Uh so right around that times when we started kind
• 1:05:52
  Speaker 4: of making these courses just because that's the way the
• 1:05:55
  Speaker 4: world's going. Things are going online to access, you know,
• 1:06:00
  Speaker 4: and that gives a lot of power to people who
• 1:06:02
  Speaker 4: don't necessarily have sweearts and heroes at their fingertips, but
• 1:06:06
  Speaker 4: now you do because it's on thrively or the Hope
• 1:06:09
  Speaker 4: Classroom dot com or the Circle Classrooms and other website
• 1:06:12
  Speaker 4: we have. There's there's a few of them, and and
• 1:06:15
  Speaker 4: there's the Hope Classroom dot com. And then there's the
• 1:06:17
  Speaker 4: Circle Classroom dot Com. That's where all of our coursework is.
• 1:06:20
  Speaker 4: And basically why am I saying this, It's like if
• 1:06:22
  Speaker 4: your school doesn't have them on board, which they should
• 1:06:24
  Speaker 4: put them on board, because, like I said, and like
• 1:06:27
  Speaker 4: Adam said, and like Tom said, this is a safety
• 1:06:29
  Speaker 4: issue and that's not something you should kind of dilly
• 1:06:33
  Speaker 4: dally around with. That's and this is not a scare tactic.
• 1:06:36
  Speaker 4: This is just the truth. Like it's a safety issue,
• 1:06:38
  Speaker 4: So get them in there. But if for whatever reason
• 1:06:41
  Speaker 4: you can't, or you're not able to, or you're an
• 1:06:44
  Speaker 4: individual and you want to kind of get up to
• 1:06:46
  Speaker 4: speed with this stuff, there's like we have like like
• 1:06:50
  Speaker 4: two and we're about to put out a third master
• 1:06:54
  Speaker 4: class on this culture building circle formula. We also have
• 1:07:01
  Speaker 4: Circle seminars that you can sign up for on our
• 1:07:03
  Speaker 4: circle training and you can come in person and we'll
• 1:07:06
  Speaker 4: even teach you how to run this stuff. And now
• 1:07:09
  Speaker 4: you say, like, why are we running this? Why should
• 1:07:11
  Speaker 4: we put our eggs in this circle basket with you guys? Well,
• 1:07:14
  Speaker 4: because this is that relationship building I'm talking about, to
• 1:07:19
  Speaker 4: establish a social network where you can share these hardships
• 1:07:22
  Speaker 4: and seek advice. And you've already kind of laid the
• 1:07:26
  Speaker 4: groundwork down of like this trusting environment. So pretty much
• 1:07:30
  Speaker 4: any problem, any issue or fish as we call it,
• 1:07:33
  Speaker 4: or even like I don't know, just it's just anything
• 1:07:37
  Speaker 4: can kind of be talked about in those things. I mean,
• 1:07:39
  Speaker 4: you know firsthand you've been into some circles, but for
• 1:07:42
  Speaker 4: parents and stuff, I'm just kind of trying to give
• 1:07:44
  Speaker 4: you the rundown. That's where I would go. Even on
• 1:07:48
  Speaker 4: the first episodes of Love Your Lawn I used to
• 1:07:50
  Speaker 4: drop like these little tips under a weaver section, which
• 1:07:53
  Speaker 4: was Love Your Lawns, a podcast that we do on
• 1:07:55
  Speaker 4: our YouTube channel. We've been we haven't done a few
• 1:07:59
  Speaker 4: for a few weeks now, but I always try to
• 1:08:01
  Speaker 4: give a little nugget for parents or students or people
• 1:08:03
  Speaker 4: who don't necessarily have access to sweethearts and heroes firsthand.
• 1:08:08
  Speaker 4: And it's kind of like collect all the little nuggets
• 1:08:12
  Speaker 4: I drop and you kind of understand how to do it.
• 1:08:14
  Speaker 4: And if you start implementing it and using the tools
• 1:08:17
  Speaker 4: at your disposal such as CHATBT to come up with
• 1:08:19
  Speaker 4: different questions that you might not have right the out
• 1:08:22
  Speaker 4: of the gate, Like I don't know, that's how I
• 1:08:24
  Speaker 4: would get into it, because it can be achieved today,
• 1:08:26
  Speaker 4: Like you can literally start this to day just by
• 1:08:31
  Speaker 4: talking to someone and connecting with them and listening actually
• 1:08:34
  Speaker 4: is the biggest ingredient of that rescu Yeah, it is
• 1:08:36
  Speaker 4: the listening part.
• 1:08:37
  Speaker 3: This in nineteen Pillows is such an incredible book. Tom's
• 1:08:45
  Speaker 3: given free audio versions of it.
• 1:08:49
  Speaker 4: Oh yeah, that's a great story. That's a great story.
• 1:08:52
  Speaker 3: Amaze. Thirteen Pillows for Effective Teachers. Yes, my god, we're
• 1:08:57
  Speaker 3: all teachers, man, we don't have to be in the classroom.
• 1:08:59
  Speaker 3: There it is. We're all teachers.
• 1:09:01
  Speaker 4: How interesting is that. And we're all students.
• 1:09:04
  Speaker 3: They don't have to be a parent either to be
• 1:09:07
  Speaker 3: a teacher. We're all teachers and you're all students though,
• 1:09:11
  Speaker 3: well that's true too. You should be if you're not
• 1:09:13
  Speaker 3: teaching someone else, you should be teaching yourself.
• 1:09:17
  Speaker 4: Or just learning from someone. Right, It's like as soon
• 1:09:19
  Speaker 4: as you shut it off and stop learning, right, like,
• 1:09:23
  Speaker 4: you're not growing, man, you're not growing, you're not shifting,
• 1:09:25
  Speaker 4: you're adapting.
• 1:09:27
  Speaker 3: And then there's this, and then there's this one here
• 1:09:29
  Speaker 3: one boredom school, pat fish, guys an animal.
• 1:09:34
  Speaker 4: Great lessons in there, there's great lessons in there, you know,
• 1:09:38
  Speaker 4: pick them up, get them pick them up, don't wait
• 1:09:42
  Speaker 4: Bridge name amos. Check that one out too while you're there.
• 1:09:45
  Speaker 3: That's ricks right around here somewhere.
• 1:09:47
  Speaker 4: That's a good one.
• 1:09:48
  Speaker 3: I've got it here in my desk somewhere. It's a
• 1:09:49
  Speaker 3: little messy, but what a.
• 1:09:51
  Speaker 4: Good lesson in that one too. Sure for younger audiences,
• 1:09:55
  Speaker 4: it's fun. You can read these and it's just all
• 1:09:57
  Speaker 4: the stuff like go to the websites. Just tell these
• 1:10:00
  Speaker 4: parents or schools to go to the websites. It's so bizarre.
• 1:10:05
  Speaker 4: This is one thing I don't understand. I didn't understand
• 1:10:07
  Speaker 4: this at first, and I was talking to Rick about this.
• 1:10:09
  Speaker 4: It's like, what company do you know? Right? I'm not
• 1:10:13
  Speaker 4: trying to get corporate here, but like SOTS, I guess
• 1:10:16
  Speaker 4: technically is a business. It's a company, right, right?
• 1:10:19
  Speaker 3: You know?
• 1:10:20
  Speaker 4: We what company do you know says we have all
• 1:10:23
  Speaker 4: these things and then just basically throw them at you
• 1:10:28
  Speaker 4: for free. If you look on YouTube, if you look
• 1:10:30
  Speaker 4: on on Hope Classroom, if you look on all these
• 1:10:34
  Speaker 4: social media sites everything, like watch them of our reels,
• 1:10:37
  Speaker 4: like like you can basically get this stuff for free,
• 1:10:40
  Speaker 4: and then our model is this is something another thing
• 1:10:42
  Speaker 4: that blew me away. It is like our model is
• 1:10:44
  Speaker 4: not to not to continue to string you along and
• 1:10:48
  Speaker 4: keep having you by and by and by. That's not
• 1:10:51
  Speaker 4: And I don't even like talking those words, yeah, in
• 1:10:54
  Speaker 4: the same relationship with wearts and yours because it's not
• 1:10:58
  Speaker 4: what it is. Yeah, our model, once again it's a
• 1:11:01
  Speaker 4: kind of a nasty business word, but it's just the
• 1:11:03
  Speaker 4: word that fits here, is to you bring us into
• 1:11:07
  Speaker 4: the school. We teach you absolutely every single thing we know,
• 1:11:13
  Speaker 4: and we structure your staff and your leaders and your
• 1:11:17
  Speaker 4: student body to run it on their own. And guess
• 1:11:21
  Speaker 4: what we leave. That's like like any business person or
• 1:11:26
  Speaker 4: business major be like that's crazy. You're you're basically making
• 1:11:30
  Speaker 4: yourself extinct in those schools. It's like, you know that's
• 1:11:33
  Speaker 4: what we want or you don't want us, Like like
• 1:11:35
  Speaker 4: we're going to come in and present once, or you
• 1:11:37
  Speaker 4: can we can teach all of your students how to
• 1:11:39
  Speaker 4: present and then just you can have it and just
• 1:11:42
  Speaker 4: keep the ball rolling and like let them take over
• 1:11:46
  Speaker 4: your community in school.
• 1:11:47
  Speaker 3: That's where sweethearts and heroes shifted gears and that's where
• 1:11:52
  Speaker 3: things turned into an empire. It's just at least I
• 1:11:56
  Speaker 3: think so, because once you're doing that, yeah, it's it's sustained,
• 1:12:02
  Speaker 3: it is, it's spread everywhere.
• 1:12:04
  Speaker 4: And that's what you want if you're trying to change
• 1:12:06
  Speaker 4: the world and be if you're the number one, you know,
• 1:12:09
  Speaker 4: student leadership group in the world, right, that's what you want.
• 1:12:13
  Speaker 4: That's what you need, and it's and that's what they need, man.
• 1:12:16
  Speaker 4: That's what the schools and the youth needs.
• 1:12:19
  Speaker 3: Our kids, man, it's it's where it is. It's what's
• 1:12:26
  Speaker 3: behind us that's so so important. It's that foundation they've
• 1:12:30
  Speaker 3: got to. They've got to They've got a crazy ass
• 1:12:34
  Speaker 3: world in front of them, dude, yeah crazy.
• 1:12:38
  Speaker 4: Are you into game theory at all? Do you know
• 1:12:39
  Speaker 4: about game theory?
• 1:12:40
  Speaker 1: No?
• 1:12:40
  Speaker 3: Talk to me.
• 1:12:41
  Speaker 4: No, I don't know much about it. I'm not. It's
• 1:12:43
  Speaker 4: a it's a mathematical formula that someone wrote. I think
• 1:12:46
  Speaker 4: it was to originally win at poker. Okay, but basically
• 1:12:49
  Speaker 4: the laws are scaring me. The no. It can be
• 1:12:52
  Speaker 4: applied to a lot of things, but it's basically like,
• 1:12:55
  Speaker 4: there's three variables that you know, how you win the
• 1:12:58
  Speaker 4: game in their way to differently. It's one how many
• 1:13:01
  Speaker 4: people are on the team. Is it a one person
• 1:13:04
  Speaker 4: team or is it a ton of people an army
• 1:13:07
  Speaker 4: of people? Okay, that's the lowest weighted category, but it's
• 1:13:12
  Speaker 4: still one of the variables that matters. The second one
• 1:13:15
  Speaker 4: is slightly weighted a little bit more is how ambitious?
• 1:13:18
  Speaker 4: How motivated is the team? Are they very motivated or
• 1:13:22
  Speaker 4: they just kind of the content with just chillin'? Okay,
• 1:13:25
  Speaker 4: wait a little bit more so, you could have one
• 1:13:27
  Speaker 4: individual who's slightly more ambitious than ten individuals who aren't
• 1:13:30
  Speaker 4: ambitious at all, and the one individual win the game. Okay,
• 1:13:32
  Speaker 4: do you understand how The first thing, the final most
• 1:13:36
  Speaker 4: highly weighted tier of game theory is called cooperation Okay,
• 1:13:44
  Speaker 4: and it's the most it's the most heavily weighted tier,
• 1:13:51
  Speaker 4: and it's just what that?
• 1:13:52
  Speaker 3: What that?
• 1:13:53
  Speaker 4: The reason why that's ranked so much is it's just
• 1:13:56
  Speaker 4: this emphasis of teamwork and this emphasis emphasis of cooperation.
• 1:14:00
  Speaker 4: Why in this mathematic this is a mathematical formula, this
• 1:14:04
  Speaker 4: is invented by a very smart mathematician. Why is that
• 1:14:08
  Speaker 4: ranked so high? But it's everything Swearts and Heroes is doing. Man, Wow,
• 1:14:15
  Speaker 4: you know what I'm saying, Because to to win the game.
• 1:14:18
  Speaker 4: And it's not about winning losing, but it's about like,
• 1:14:21
  Speaker 4: it's about like succeeding and living like a successful, healthy, responsible, cooperative,
• 1:14:28
  Speaker 4: motivated life with hopefully a large peer network of people
• 1:14:34
  Speaker 4: you can get along with and even you can't get
• 1:14:36
  Speaker 4: along with the cooperation. It's weighted so high learning how
• 1:14:40
  Speaker 4: to cooperate with people. So it's just it's just fascinating
• 1:14:43
  Speaker 4: because it applies to this in so many ways.
• 1:14:44
  Speaker 3: Has Tom heard this from you?
• 1:14:46
  Speaker 4: I don't think so. I don't think so yet, but wow.
• 1:14:51
  Speaker 3: I hope he will now I'll make sure of it.
• 1:14:55
  Speaker 4: Thank you, brother, Thank you man.
• 1:14:56
  Speaker 3: I appreciated love having you in here. Man, what do
• 1:14:59
  Speaker 3: you teach the kids?
• 1:15:00
  Speaker 4: Shoot? Jus So when I got I got a little
• 1:15:03
  Speaker 4: after school school program going on at two o'clock today,
• 1:15:06
  Speaker 4: and then I got a couple more. Man, I've got
• 1:15:08
  Speaker 4: like like fifteen classes a week I teach or a
• 1:15:12
  Speaker 4: ten Wow, dude, it's a lot. Yeah, but I love
• 1:15:14
  Speaker 4: it so much. Fun.
• 1:15:16
  Speaker 3: Battle and Bury December sixth, Burry Auditorium. You better be there.
• 1:15:22
  Speaker 3: I'm threatening you right now.
• 1:15:24
  Speaker 4: Bring you come on. I'll bring the foot flops you bet,
• 1:15:26
  Speaker 4: as long as you wear them with me.
• 1:15:29
  Speaker 3: You better be there. Thanks, brother, Yeah, thank you,