Latest / Brooke and Jeffrey: Phone Taps / Phone Tap PODCAST: School for Extraordinary Children

Transcript

Phone Tap PODCAST: School for Extraordinary Children · Brooke and Jeffrey: Phone Taps

• 0:00
  Speaker 1: I'm Bradley Johnson with one eight hundred duy away. Not
• 0:03
  Speaker 1: getting behind the wheel after drinking is the best choice,
• 0:07
  Speaker 1: but if you're pulled over, the next best choice is
• 0:09
  Speaker 1: to call one eight hundred duy away on the twenties,
• 0:16
  Speaker 1: I'm hello, Well, hello, I was looking for Ronda. Oh, yeah,
• 0:23
  Speaker 1: this is she. Who is this? Oh? Ronda? How are you?
• 0:26
  Speaker 1: My name is Philip Tanner, and I'm an administrator at
• 0:28
  Speaker 1: your son's school. How are you doing today? Oh? I'm
• 0:31
  Speaker 1: doing very well, thank you. How are you well? Honestly
• 0:35
  Speaker 1: I wish I was doing better? Uh m, I'm sorry
• 0:39
  Speaker 1: to here that. Did something happen? Well, something's been happening. Yes,
• 0:42
  Speaker 1: I don't know if miss b has spoken with you
• 0:45
  Speaker 1: about your son Benjamin or not. Has she? No, she
• 0:49
  Speaker 1: hasn't spoken me at all. Is there a problem? Yes,
• 0:52
  Speaker 1: there is a problem. It's just not working out, and
• 0:55
  Speaker 1: I think we're going to be asking him to leave.
• 1:00
  Speaker 1: I'm sorry. Are you sure you have the right person
• 1:03
  Speaker 1: my son Benjamin? Well? Do you have a son named Benjamin? Yes?
• 1:08
  Speaker 1: And does he go to elementary school? Yes? Well, then
• 1:12
  Speaker 1: I think if we put two and two together, I
• 1:13
  Speaker 1: have the right person. Hey, maybe this is where he
• 1:16
  Speaker 1: gets it from. I'm sorry, what's this about? And that's
• 1:19
  Speaker 1: where I was trying to go. I was trying to
• 1:21
  Speaker 1: tell you what it's about. Okay, I'm listening. You can
• 1:25
  Speaker 1: get to it then, Okay, wonderful. Thank you for finally
• 1:27
  Speaker 1: following along in the conversation. I have spoken with his teacher,
• 1:31
  Speaker 1: and I observed his behavior myself, and I think he
• 1:33
  Speaker 1: would do better in a different school. All Right, First off,
• 1:37
  Speaker 1: I feel like you're being incredibly rude to me right now.
• 1:40
  Speaker 1: You're picking up on that good You can't talk to
• 1:43
  Speaker 1: me like this. First of all, you are being incredibly
• 1:46
  Speaker 1: rude right now, and I still have absolutely no idea
• 1:48
  Speaker 1: what is going on? Then? Why don't I tell you? Please? Do?
• 1:51
  Speaker 1: I'm waiting. Well, your son Benjamin in the classroom just
• 1:56
  Speaker 1: sort of sits there and laughs and paints and draws.
• 1:59
  Speaker 1: But thing extraordinary coming from him. Nothing. He's four years old, Yes,
• 2:06
  Speaker 1: extraordinary exactly. He's four years old, and I think it's
• 2:08
  Speaker 1: high time that he show off some of his extraordinary skills.
• 2:11
  Speaker 1: Our school prides itself on having extraordinary students, and we
• 2:15
  Speaker 1: haven't seen anything extraordinary from Benjamin. Are you for real? Like?
• 2:19
  Speaker 1: Is this a real phone call right now? My son
• 2:21
  Speaker 1: is four years old. Let me ask you this. Are
• 2:23
  Speaker 1: you on the phone and we're talking about your son? Yes,
• 2:27
  Speaker 1: then this would be a real phone call. Oh wow, wow,
• 2:31
  Speaker 1: thank you? Something else? This is really something else, Yes,
• 2:34
  Speaker 1: it is. I'd never had to explain so much to
• 2:37
  Speaker 1: somebody before. Listen, we have many extraordinary four year olds
• 2:40
  Speaker 1: in our school. Do you know about Sasha? I don't
• 2:42
  Speaker 1: give a about Sasha. Who the hell are you to
• 2:45
  Speaker 1: call me and not only talk about my son like this,
• 2:48
  Speaker 1: but talk to me the way you were talking to
• 2:50
  Speaker 1: me right now. This is incredibly rude. Do you not?
• 2:53
  Speaker 1: Do you not understand how inappropriate this is? Right now,
• 2:56
  Speaker 1: let me give you a little background on Sasha. Okay,
• 2:58
  Speaker 1: she loves playing the piano and she can play Mozart's
• 3:01
  Speaker 1: entire ninth Symphony with her hands and her feet already
• 3:04
  Speaker 1: at age four? What can your son do? I don't
• 3:06
  Speaker 1: give a about a kid named Sasha. All right, Oh well,
• 3:10
  Speaker 1: then let me tell you about Corbyn's another one of
• 3:13
  Speaker 1: our extraordinary four year olds. I don't give a about
• 3:15
  Speaker 1: Corbin or any other kid that you're going to talk
• 3:17
  Speaker 1: to me about. I'm just trying to let you understand,
• 3:19
  Speaker 1: Corbyn is our little stand up comedian. Every day before
• 3:23
  Speaker 1: class starts, we give him a little microphone and put
• 3:24
  Speaker 1: him in front of the class and he does ten
• 3:26
  Speaker 1: minutes of stand up material every morning. Meanwhile, meanwhile, Benjamin,
• 3:30
  Speaker 1: your son is doing nothing, just sitting there, not doing
• 3:34
  Speaker 1: anything extraordinary. I don't know. I can't say that word enough.
• 3:38
  Speaker 1: Apparently it's your favorite word right now, Are you kidding?
• 3:42
  Speaker 1: We're talking about four year olds right now. We are
• 3:44
  Speaker 1: talking about four year olds right now. We're talking about
• 3:46
  Speaker 1: the difference between an average four year old, which would
• 3:48
  Speaker 1: be your son, and our other extraordinary students, which is
• 3:52
  Speaker 1: why I don't think he belongs in our school. Then
• 3:54
  Speaker 1: maybe we don't want him at your school. Do you
• 3:56
  Speaker 1: know what the word extraordinary means? Do not talk down
• 3:59
  Speaker 1: to me right now. I am already so pissed off
• 4:02
  Speaker 1: at this, and I am expecting an apology before we
• 4:06
  Speaker 1: go any further with this. Okay, well, I just didn't know.
• 4:08
  Speaker 1: If you're understanding what I was saying, you can definitely
• 4:10
  Speaker 1: go to dictionary dot com and write the word extraordinary
• 4:13
  Speaker 1: in there. It'll tell you you can go off. I
• 4:16
  Speaker 1: am coming down to the school later today. I am
• 4:19
  Speaker 1: taking Benjamin out because if all like you are the
• 4:23
  Speaker 1: ones in charge, I don't want my child anywhere near
• 4:26
  Speaker 1: that place. Did you hear me? Thank you so much
• 4:29
  Speaker 1: for taking him off of our hands. You finally realize
• 4:31
  Speaker 1: how unextraordinary he is? Oh yourself? Yourself? At this point,
• 4:36
  Speaker 1: I'd like to tell you that this is a prank
• 4:37
  Speaker 1: phone call. If I can do that. I have no
• 4:40
  Speaker 1: idea what you're talking about, but you better be at
• 4:41
  Speaker 1: the school today. I'm not at the school because this
• 4:44
  Speaker 1: is actually Jewil from brook and Jewil in the morning
• 4:46
  Speaker 1: doing a phone tap on you. What. It's a prank
• 4:50
  Speaker 1: phone call. Your brother Matt set you up. No, it's not. Yes,
• 4:54
  Speaker 1: it's a joke. Your brother told us that you were
• 4:56
  Speaker 1: complaining about how hard the parents have been pushing their
• 4:58
  Speaker 1: kids at school. I'm wanted me to mess with you.
• 5:01
  Speaker 1: Oh I thought this was real. I thought I was
• 5:06
  Speaker 1: talking to the world's biggest Oh my god, technically you are.
• 5:11
  Speaker 1: It's just I'm not a teacher at your kids' school.
• 5:17
  Speaker 1: Wake up every morning with Jubil Funk tab weekday mornings
• 5:20
  Speaker 1: on the twenties two point five