Latest / Aired Out / Sweethearts & Heroes - Loudon Granger & Brian McKeon

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Sweethearts & Heroes - Loudon Granger & Brian McKeon · Aired Out

• 0:15
  Speaker 1: All right, Top in the morning to you. Either sides
• 1:43
  Speaker 1: of sixty degrees today with lots of sun to start,
• 1:48
  Speaker 1: clouds coming in with maybe some rain showers later on.
• 1:52
  Speaker 1: Today going to be warming up, not much more than
• 1:54
  Speaker 1: where we are mid sixties. Welcome to a brand new day.
• 1:58
  Speaker 1: Is Wednesday, everyone, Wednesday with chat with dep Over at
• 2:01
  Speaker 1: the World.
• 2:02
  Speaker 2: Good morning Depth, Good morning JD.
• 2:04
  Speaker 1: Top of the morning to you. What can we expect
• 2:06
  Speaker 1: in the World newspaper today.
• 2:08
  Speaker 2: Well, we have our Shop where You Live promotion featuring
• 2:12
  Speaker 2: this week Barry Tile. And then we're reminding people that
• 2:16
  Speaker 2: Mother's Day is this Sunday, so you're running out of time.
• 2:19
  Speaker 3: Yeah, don't forget about that. Yes, uh.
• 2:21
  Speaker 1: And they're saying Sonny and sixty five on Mother's Day,
• 2:24
  Speaker 1: by the way, but go ahead.
• 2:25
  Speaker 2: Perfect mothers deserve that.
• 2:27
  Speaker 3: Yes.
• 2:28
  Speaker 2: Check this Week's World for unique gift ideas from all
• 2:31
  Speaker 2: your favorite local businesses. And also if you're looking to
• 2:35
  Speaker 2: adopt a dog, cat, rabbit, or a guinea pig, check
• 2:38
  Speaker 2: out our adopt a pet page adoptor pet page in
• 2:41
  Speaker 2: this Week's World.
• 2:42
  Speaker 1: I love it. And is that what the central from
• 2:46
  Speaker 1: Humane Society?
• 2:48
  Speaker 2: Yes, yes, all of the all of the animals are
• 2:51
  Speaker 2: from are now at the Central mon Humane Society looking
• 2:54
  Speaker 2: for new homes.
• 2:55
  Speaker 1: No more bunnies at my house. Depth already have four.
• 3:00
  Speaker 1: That's plenty two cats, thousands of chickens.
• 3:03
  Speaker 2: We're good, Yeah, I understand, but I know these animals
• 3:09
  Speaker 2: are looking forward to having a new home.
• 3:11
  Speaker 1: We've we've been talking and sharing a lot of information
• 3:15
  Speaker 1: about your partnership with the Time Sargus And just one
• 3:20
  Speaker 1: more time, when can people and I know that we've
• 3:24
  Speaker 1: talked about this in past Wednesdays, but when can people
• 3:26
  Speaker 1: start expecting to see the world in their mailboxes?
• 3:31
  Speaker 2: So right now it's delivered to the households in the
• 3:35
  Speaker 2: five six o two zip code every Thursday they receive it.
• 3:40
  Speaker 2: We're still working on getting the ones for the five
• 3:43
  Speaker 2: six four to one so very Berlin so were. I
• 3:48
  Speaker 2: don't have a date yet. We are working on it.
• 3:51
  Speaker 2: We just have to have enough inserts. It's in order
• 3:55
  Speaker 2: to pay for the postage.
• 3:56
  Speaker 1: Sure sure VT Dashworld dot for the digital version, right,
• 4:02
  Speaker 1: deb Yes, yes, all right. We love you, We love Gary,
• 4:06
  Speaker 1: we love your whole team. Everything that you guys do
• 4:09
  Speaker 1: for us every single day. It takes you a full
• 4:13
  Speaker 1: week just to get ready for Wednesdays, and this is it.
• 4:17
  Speaker 1: The world is out today.
• 4:18
  Speaker 2: Thank you so much, Step, Thank you jitdyr By.
• 4:22
  Speaker 3: Hey, don't forget.
• 4:24
  Speaker 1: Like I said, mid sixties today going to be warming
• 4:27
  Speaker 1: up just a little bit. Clouds, rain showers coming in
• 4:31
  Speaker 1: and cloudy and upper forties tonight. I know the school
• 4:34
  Speaker 1: front is just hanging out on top of us here
• 4:36
  Speaker 1: in New England Tomorrow, cloudy, upper fifties. Friday, cloudy and
• 4:41
  Speaker 1: rainy fifty three only for the daytime high on Friday. Weekend.
• 4:47
  Speaker 1: Front side of it not so great, steady rain on
• 4:50
  Speaker 1: Saturday about sixty degrees, and then again on Mother's Day
• 4:53
  Speaker 1: sunny and sixty five. Do something with mom. Get outdoors,
• 4:58
  Speaker 1: wash your car, take her to break make her breakfast
• 5:01
  Speaker 1: if you can't afford to take her off for bread.
• 5:03
  Speaker 1: Just do something with your mom. Red Sox lost six
• 5:06
  Speaker 1: to one to the Rangers last night. Back at it
• 5:09
  Speaker 1: for Game two tonight. Yankees destroyed the Padres Celtics Game
• 5:14
  Speaker 1: two twelve to three. By the way, for that Yankees
• 5:17
  Speaker 1: game last night, Game two of the Conference Semis with
• 5:21
  Speaker 1: the Knicks tonight for the Celtics road construction. Do you
• 5:25
  Speaker 1: expect delays today no matter where you are there's something
• 5:29
  Speaker 1: that's going on, and I know Root three to h
• 5:31
  Speaker 1: two the milling work that's going on at the bottom
• 5:34
  Speaker 1: of the Heights and frankly up the Orange Heights is
• 5:38
  Speaker 1: really causing some delays. So just allow some extra time
• 5:42
  Speaker 1: and allow some patience to all right, wellness Wednesday. It
• 5:46
  Speaker 1: is today. Back at it at the well Space building
• 5:49
  Speaker 1: on Summer Street right here in the Granite City, hosted
• 5:53
  Speaker 1: by Washington County Mental Health. It is always free. It
• 5:56
  Speaker 1: is always open to the public. Starts at four point thirty,
• 6:00
  Speaker 1: goes till seven o'clock. You can try out maybe a
• 6:03
  Speaker 1: Swedish massage or chair massage or what have you. But
• 6:08
  Speaker 1: sound healing they do reichi, they do it all and
• 6:11
  Speaker 1: walkins are welcome again.
• 6:13
  Speaker 3: It is free.
• 6:15
  Speaker 1: Get to wellness Wednesday today four seven nine, four zero
• 6:20
  Speaker 1: five five to set up an appointment if you'd like
• 6:23
  Speaker 1: to come at a certain time today, because well, frankly,
• 6:27
  Speaker 1: you deserve it. National Barrier Awareness Day today May seventh.
• 6:32
  Speaker 1: Every year we are well. We're charged with breaking down
• 6:38
  Speaker 1: obstacles for National Barrier Awareness Day today, and I have
• 6:43
  Speaker 1: a good number of friends with disabilities. We're always speaking
• 6:46
  Speaker 1: up and out about this. If there's ever been a
• 6:51
  Speaker 1: day to talk about the questionable treatment of human beings.
• 6:58
  Speaker 1: It is, it is today, it should be every day.
• 7:02
  Speaker 1: So do all you can always to help give opportunities
• 7:06
  Speaker 1: to folks with any kind of disability to to change
• 7:11
  Speaker 1: and to succeed and to be better. So good day
• 7:15
  Speaker 1: for that. I have two guests with me that I
• 7:18
  Speaker 1: am thrilled to announce every Wednesday, Sweethearts and Heroes is
• 7:24
  Speaker 1: on the air with me. And what exactly is that
• 7:28
  Speaker 1: while we got Brian with us this morning and Louden, Louden,
• 7:32
  Speaker 1: you were just here last Wednesday.
• 7:34
  Speaker 3: Welcome back to the mics.
• 7:35
  Speaker 4: Man, Hey, thank you very much, thanks for having us.
• 7:37
  Speaker 4: And I'm I'm stoked we got Brian down here.
• 7:39
  Speaker 3: Yeah, thanks for this guys.
• 7:40
  Speaker 1: An animal he just did the tell me about Killington.
• 7:44
  Speaker 3: What was that? What was it called? The oh the
• 7:46
  Speaker 3: Beast at Killington?
• 7:48
  Speaker 2: Yeah?
• 7:48
  Speaker 3: Would you do that? Man? The Spartan race. Yeah, it's
• 7:51
  Speaker 3: a it's a test, it's a test of it was
• 7:53
  Speaker 3: really mental you know. Uh, you you train, but you
• 7:57
  Speaker 3: can't train for it, you know. Yeah, So was this
• 8:01
  Speaker 3: your first one? It was not my first Spartan race,
• 8:04
  Speaker 3: but it was the first Killington beast I had done.
• 8:07
  Speaker 3: We did Spartan races all last summer, but loud and
• 8:10
  Speaker 3: you did not do it.
• 8:11
  Speaker 4: No, I did not do it. I did not.
• 8:14
  Speaker 3: He did not.
• 8:14
  Speaker 1: But the reason why, the reason why, reason why, well, uh.
• 8:21
  Speaker 4: Some people like it. Some people like it. It was intense.
• 8:24
  Speaker 4: I ran I didn't run it. I walked up the
• 8:26
  Speaker 4: hill a few times with the camera the day before
• 8:28
  Speaker 4: and I was like, yeah, no, no, no, I used
• 8:30
  Speaker 4: to It's brutal. I used to work for Spartan. I
• 8:33
  Speaker 4: used to sell merch for them. I used to travel
• 8:35
  Speaker 4: around and we would go all over Montana, California, Florida,
• 8:42
  Speaker 4: and basically, uh, they have this thing called the Mountain Series,
• 8:45
  Speaker 4: and Killington is the Mountain Series, and the mount Series
• 8:47
  Speaker 4: that's always longer than they advertise, so you get more
• 8:51
  Speaker 4: miles and they trick you. Yeah, and the incline the
• 8:54
  Speaker 4: altitude is, uh is a whole nother feet in the
• 8:57
  Speaker 4: mount Series. So he did it. I'm shocked.
• 9:01
  Speaker 1: And Brian, you were just telling me off the air
• 9:03
  Speaker 1: at the end was was pretty rough going for you there, pal.
• 9:06
  Speaker 3: Well, it so got to the top of what they
• 9:08
  Speaker 3: call the death March, which is you know, it's it's
• 9:13
  Speaker 3: fitting name sounds like a great day. It was. It
• 9:16
  Speaker 3: was a fantastic day. Fantastic day if you're looking to
• 9:18
  Speaker 3: push yourself. What happened at the death March? For for Brian,
• 9:22
  Speaker 3: so the Death March. I accomplished the Death March. But
• 9:25
  Speaker 3: once I got to the top of the Death March,
• 9:27
  Speaker 3: they told us on this thing that a couple of
• 9:30
  Speaker 3: different stations they'd be having bananas, you know, to just
• 9:32
  Speaker 3: keep you going. And you know, I didn't pack anything.
• 9:36
  Speaker 3: I didn't pack water, I didn't pack any what I know,
• 9:40
  Speaker 3: I know, but bad planning on my end. But I
• 9:42
  Speaker 3: get to the top of the death March and it's
• 9:44
  Speaker 3: like my blood sugar just next like a couple two
• 9:48
  Speaker 3: three miles. I'm just in a haze, like wandering forward.
• 9:52
  Speaker 3: Thank god the terrain like because some of the terrain
• 9:55
  Speaker 3: you twist your ankle, you're done and thankfully it was manager.
• 10:00
  Speaker 3: But you did it, man did it. My brother did
• 10:02
  Speaker 3: better than me. He killed me by about an hour.
• 10:05
  Speaker 1: Now, this was this was part of the youth, the
• 10:08
  Speaker 1: youth Leadership summit that you guys were doing. Yeah, tell
• 10:12
  Speaker 1: us about that. By the way, Brian, welcome to the podcast, Buddy.
• 10:16
  Speaker 3: Thank you for having me. There are no rules here,
• 10:18
  Speaker 3: no rule.
• 10:19
  Speaker 1: You cut him off, he cuts you off, I cut
• 10:22
  Speaker 1: both of you off. I mean, there's really this is
• 10:25
  Speaker 1: it's it's freestyle here. But but what what was that
• 10:28
  Speaker 1: youth summit?
• 10:30
  Speaker 3: Yeah? So, uh it kind of started back in January
• 10:34
  Speaker 3: of twenty four where we kind of, uh so, I
• 10:39
  Speaker 3: don't know if you've heard Spartan races, Yeah, I mean
• 10:41
  Speaker 3: so heard offul.
• 10:43
  Speaker 4: Yeah, you have a run one?
• 10:45
  Speaker 1: That's the million dollar question. And I know that you
• 10:47
  Speaker 1: guys are looking at me saying I'm sure you've done
• 10:49
  Speaker 1: one before, right, I mean you were when you saw me.
• 10:53
  Speaker 1: You're like, I wonder how many you should be on.
• 10:56
  Speaker 3: The beast burst? Yeah? Never never. Well, yeah, so it started.
• 11:01
  Speaker 3: It started planning back into January twenty four and we
• 11:05
  Speaker 3: basically had the idea of, you know, we're out traveling basically,
• 11:09
  Speaker 3: you know, every day of the school year, trying to
• 11:12
  Speaker 3: get to schools, but we're limited in our you know
• 11:15
  Speaker 3: people basically. Sure, So the idea was, how do we
• 11:19
  Speaker 3: bring a bunch of these youth influencers from different inner
• 11:22
  Speaker 3: groups within a school system and bring them together to
• 11:26
  Speaker 3: kind of, you know, empower them to go back to
• 11:30
  Speaker 3: their school and start bringing these axioms that we talk
• 11:33
  Speaker 3: about and incorporating them into their school culture. And so
• 11:38
  Speaker 3: we brought like six seven schools together. How'd you guys
• 11:43
  Speaker 3: do that? Though?
• 11:44
  Speaker 1: I mean, that's a job a lot.
• 11:46
  Speaker 4: Of people want to be around, especially when they hear
• 11:49
  Speaker 4: the Spartan two. Like the kids. Initially you put Spartan,
• 11:53
  Speaker 4: the brand of Spartan, the hype of Spartan, the intensity.
• 11:55
  Speaker 4: You know, they've got some pretty epic videos. So we
• 11:58
  Speaker 4: were able to kind of build some kind of recruitment tapes,
• 12:00
  Speaker 4: if you will. It gets hype exactly, some epic stuff,
• 12:04
  Speaker 4: and so initially that I think is what kind of
• 12:08
  Speaker 4: lures the kids in because a lot of the kids
• 12:11
  Speaker 4: this was their first time doing anything with sweethearts and
• 12:14
  Speaker 4: heroes in general. So there was something to it that
• 12:17
  Speaker 4: wasn't us that brought them there. But once they got there,
• 12:20
  Speaker 4: they got the juice, they got fired up, and it
• 12:24
  Speaker 4: became I interviewed a lot of the students all throughout
• 12:28
  Speaker 4: the whole time. When they first got there, all they
• 12:31
  Speaker 4: wanted to talk about was the race. We're looking forward
• 12:33
  Speaker 4: to the race. We're looking for the race. Second day,
• 12:35
  Speaker 4: we're looking forward to the race. Last name was fun,
• 12:36
  Speaker 4: but we're still looking forward to the race on race day.
• 12:39
  Speaker 4: After race day, they said the race was awesome, but
• 12:43
  Speaker 4: it was all the stuff prior to that was sick,
• 12:45
  Speaker 4: which was totally unexpected for them. So it was cool
• 12:48
  Speaker 4: and yeah. Yeah, So, like Brian was saying, like, it's
• 12:51
  Speaker 4: just about getting the kids there because we wanted them
• 12:54
  Speaker 4: to come there, get fired up, learn the stuff, but
• 12:57
  Speaker 4: then leave with the hype, go back to their communities
• 13:01
  Speaker 4: with the hype.
• 13:02
  Speaker 1: Take away what's all that stuff before beforehand?
• 13:05
  Speaker 3: The three days prior to like the race day, it
• 13:07
  Speaker 3: was a bunch of different things. One of the big
• 13:10
  Speaker 3: things we kind of did was we kind of as
• 13:12
  Speaker 3: soon as they got there, we took their phones away.
• 13:14
  Speaker 3: And it was a profound experience to witness these kids
• 13:21
  Speaker 3: who you know, just they just ran with it. And
• 13:25
  Speaker 3: the first night was like this massive pool party, like yeah, spontaneous,
• 13:30
  Speaker 3: like most of the thing was like yeah, really, it
• 13:31
  Speaker 3: was just unbelievable to see. And that was like one
• 13:34
  Speaker 3: of the number one things that kids took away was
• 13:37
  Speaker 3: like we didn't have our phones.
• 13:38
  Speaker 4: Yeah, like, are I have some theories on this actually
• 13:41
  Speaker 4: because we ripped it. We took their phones away they
• 13:44
  Speaker 4: weren't all to have it. They're playing games. They're lost
• 13:46
  Speaker 4: in the moment, kind of like what we were talking about,
• 13:48
  Speaker 4: kind of like kick the Can, Capture the Flag kind
• 13:51
  Speaker 4: of stuff.
• 13:51
  Speaker 3: Like this Love Capture the Flag. Yeah, we played that.
• 13:54
  Speaker 4: And then they realize, you know, I have them on video.
• 13:58
  Speaker 4: They're all tapping there, They're all tap They realized they
• 14:01
  Speaker 4: don't have this anymore. They don't have this, and then
• 14:03
  Speaker 4: that progressively decreases throughout the night. Throughout the first day,
• 14:07
  Speaker 4: they realized, oh, there's nothing here, there's nothing here. They're released,
• 14:10
  Speaker 4: and then by the end of the night, after we're
• 14:11
  Speaker 4: finished with our games, we're kind of just winding down.
• 14:14
  Speaker 4: They just start jumping into the pool like something out
• 14:16
  Speaker 4: of a movie, fully closed, not worried about any technology
• 14:20
  Speaker 4: like set your stuff. They didn't care. They just were.
• 14:22
  Speaker 4: It was nuts and we documented it all. It was
• 14:25
  Speaker 4: almost like it was almost literally like just like freedom
• 14:28
  Speaker 4: for them where they could just go anywhere they wanted
• 14:30
  Speaker 4: to without their devices. It was really interesting to kind
• 14:33
  Speaker 4: of witness and capture. We've got some six low motion
• 14:36
  Speaker 4: shots too.
• 14:37
  Speaker 1: Where where is can we see this on your YouTube channel?
• 14:40
  Speaker 1: Sweets and Heroes.
• 14:41
  Speaker 4: I think we've got some of this footage actually on
• 14:43
  Speaker 4: our website we heares dot com as just our splash
• 14:46
  Speaker 4: landing page video. It just rolls when you're get.
• 14:49
  Speaker 3: On the website home page it and then we also
• 14:51
  Speaker 3: have a page dedicated to the whole event and why
• 14:55
  Speaker 3: we put it on the screen time things. H it's
• 15:01
  Speaker 3: got a lot of the videos they put together on
• 15:04
  Speaker 3: the the race day. Yeah, and yeah, it's awesome.
• 15:08
  Speaker 1: How many kids are we talking about here?
• 15:10
  Speaker 3: We had what was like one hundred and twenty one
• 15:13
  Speaker 3: hundred and four hundred kids over one hundred, Yeah, it
• 15:16
  Speaker 3: was over one hundred. There was about seven seven or
• 15:19
  Speaker 3: eight different schools, probably twenty twenty five kids per school.
• 15:24
  Speaker 1: So, oh, you're getting one hundred plus teenagers to give
• 15:29
  Speaker 1: up their phones. I mean, did they know that they
• 15:31
  Speaker 1: would have to do that?
• 15:32
  Speaker 3: I think some of them did, but some of the
• 15:34
  Speaker 3: schools I do not think when we got there knew exactly.
• 15:38
  Speaker 3: We just yeah, I mean it was and you know,
• 15:41
  Speaker 3: at some points, like you know, if you can't force
• 15:43
  Speaker 3: them to, like, you know, give it up, But everybody
• 15:47
  Speaker 3: really just wanted to do it. They wanted to go
• 15:49
  Speaker 3: all in on it.
• 15:50
  Speaker 4: And yeah, yeah, that's another interesting thing. He did say
• 15:54
  Speaker 4: the students. As soon as one of them gave it up,
• 15:58
  Speaker 4: they were all cool with doing it. Yeah, like like
• 16:00
  Speaker 4: they're like, we're all gonna do this together. Like you know,
• 16:03
  Speaker 4: these kids they're very interested in experiencing life without this stuff. Yes,
• 16:08
  Speaker 4: they are actually interested. They just want the opportunity. If
• 16:11
  Speaker 4: they don't have the opportunity where everyone's doing it, then
• 16:13
  Speaker 4: they feel like they're gonna be behind. They're gonna be
• 16:15
  Speaker 4: in kind of like the deficit of like staying up
• 16:17
  Speaker 4: to date. And you know what I mean. I do
• 16:20
  Speaker 4: so so once we had an environment where everyone was
• 16:23
  Speaker 4: willing to kind of do it, everyone did it and
• 16:28
  Speaker 4: it was really sick.
• 16:30
  Speaker 3: Yeah. It just kind of like sets that healthy adaptive
• 16:32
  Speaker 3: social norm which is something we talk about.
• 16:34
  Speaker 1: Did you guys have to give your cell phones up
• 16:36
  Speaker 1: to I bet you.
• 16:36
  Speaker 4: Brian wishes he did. He was probably on that thing
• 16:39
  Speaker 4: all day.
• 16:39
  Speaker 3: No, actually I was walking around I had it.
• 16:41
  Speaker 1: But yeah, was Brian's wife calling him every five minutes.
• 16:46
  Speaker 4: He was on the radio. We had we did we
• 16:48
  Speaker 4: rent or buy walkie talkies? We had a production.
• 16:50
  Speaker 3: Yeah, we had like real sick Oh yeah, it was
• 16:52
  Speaker 3: in Milwaukee.
• 16:53
  Speaker 4: Talkie the walkie talkies were like doing radio chatter. Hey
• 16:57
  Speaker 4: I need you over here, and it was it was
• 16:59
  Speaker 4: a good time.
• 17:00
  Speaker 1: You know what's amazing is in in you know. I
• 17:02
  Speaker 1: mean I've got a ten year old little girl. I mean,
• 17:06
  Speaker 1: kids are so tethered, man, It's like they're just that's
• 17:10
  Speaker 1: their lifeline. And one of these days I'm gonna put
• 17:14
  Speaker 1: King Tom in a choke hold because he and I
• 17:17
  Speaker 1: are going to hash this out because he goes both
• 17:20
  Speaker 1: ways on this. He's like very important that we cut
• 17:25
  Speaker 1: that tether line, okay, but also he is a proponent
• 17:30
  Speaker 1: for that, and like, think twice before you discipline your
• 17:35
  Speaker 1: kid and punish them by taking their phone away.
• 17:39
  Speaker 3: Yeah.
• 17:39
  Speaker 1: So I mean he's he's all about it, but I
• 17:42
  Speaker 1: think you know, he's also a guy of limitations too.
• 17:46
  Speaker 3: Well, it's about, I think too much of a good thing,
• 17:48
  Speaker 3: meeting the kids where they're at. I mean, we put
• 17:51
  Speaker 3: the phones in their hands, you know, the older generations,
• 17:53
  Speaker 3: we are the ones they've given it to them, and
• 17:55
  Speaker 3: so spot on right ripping it away from him, you know,
• 17:59
  Speaker 3: after we've done that is kind of unfair because, like
• 18:01
  Speaker 3: you said, it's their lifeline, that's how they socialize. Sure,
• 18:04
  Speaker 3: everything is on their phone, sure.
• 18:06
  Speaker 4: But also ripping it away when they're alone in the
• 18:10
  Speaker 4: real world that's literally their only connection. So that's I
• 18:14
  Speaker 4: think where that kind of duality of this having tech
• 18:17
  Speaker 4: not having tech kind of comes into play. What we
• 18:19
  Speaker 4: were doing when they were all together, and just as
• 18:21
  Speaker 4: a lot of schools do, they say, while you're here,
• 18:24
  Speaker 4: while you have each other, let's put the phones down, right,
• 18:28
  Speaker 4: you know. So I think there is a difference because
• 18:30
  Speaker 4: if I'm alone in my room or going through COVID
• 18:33
  Speaker 4: or something like back at a lot of these kids
• 18:34
  Speaker 4: were at a very developmental age, I mean, through this
• 18:37
  Speaker 4: pandemic where they're isolated at home alone. This is a
• 18:39
  Speaker 4: big part of their lives. This is like a large
• 18:41
  Speaker 4: fraction of the years they've been alive, they've experienced this.
• 18:44
  Speaker 4: And then you take their phone away. There, that's a
• 18:46
  Speaker 4: little different. That's much more isolating than it probably would
• 18:49
  Speaker 4: have been for us or you definitely, you know what
• 18:51
  Speaker 4: I mean. So I think that's kind of where we
• 18:54
  Speaker 4: get that back and forth thing.
• 18:56
  Speaker 1: Absolutely, you know, and and Tom and I are are living,
• 19:00
  Speaker 1: breathing examples of how well we survived without devices like
• 19:07
  Speaker 1: that because we didn't have them.
• 19:08
  Speaker 3: Man, you know, I know, that's I can't even imagine
• 19:11
  Speaker 3: what that is.
• 19:11
  Speaker 1: Like, you know how how old you guys are. But
• 19:15
  Speaker 1: Tom and I got a few years on you. And
• 19:17
  Speaker 1: it's like, you know, we were out doing doing other things.
• 19:20
  Speaker 1: And I've said this before in the air, We're climbing trees,
• 19:22
  Speaker 1: digging holes, playing, riding bicycles, getting in trouble. We weren't
• 19:26
  Speaker 1: just walking around tethered to our phones looking down and
• 19:30
  Speaker 1: just constantly texting. There were no cell phones.
• 19:33
  Speaker 3: Yeah, there were no cell phones. And you know, growing up,
• 19:38
  Speaker 3: my me and my brothers, we were out playing all
• 19:40
  Speaker 3: the time. Yeah right, yeah, yeah, and we would watch
• 19:43
  Speaker 3: you know, we'd have movies and stuff, and we'd even
• 19:45
  Speaker 3: have our phones, but we we like to get out
• 19:47
  Speaker 3: and go to the creek or you know, whag each
• 19:50
  Speaker 3: other with the.
• 19:50
  Speaker 1: Word what was that was just you guys or was
• 19:52
  Speaker 1: that a reflection of the parenting from from your mom
• 19:56
  Speaker 1: and dad.
• 19:58
  Speaker 3: I definitely think it was the parenting. But I mean
• 20:02
  Speaker 3: it's not like we were cut off from technology. We
• 20:04
  Speaker 3: weren't like, you know, uh, you know, isolated from that,
• 20:07
  Speaker 3: but you know, they encourage us to to get out
• 20:09
  Speaker 3: and do fun things. And yeah, so that definitely was
• 20:14
  Speaker 3: a heavy contributor. Yeah.
• 20:15
  Speaker 1: Yeah, some of these kids, Man, they freak out if
• 20:19
  Speaker 1: they don't have five G or or Wi Fi.
• 20:21
  Speaker 3: So, I know, I freak out something. It's like driving
• 20:24
  Speaker 3: down and you're like, why don't I have freaking service
• 20:26
  Speaker 3: right now? Understand?
• 20:28
  Speaker 1: But so so this this summit that you guys did,
• 20:32
  Speaker 1: uh September twenty twenty four.
• 20:34
  Speaker 3: Yeah, we're going to do another one. We want to,
• 20:38
  Speaker 3: we plan to. Everybody wants to. September is like tomorrow. Yeah,
• 20:43
  Speaker 3: I know, September is right around the corner.
• 20:45
  Speaker 4: I don't think we're we're fully doing it this year.
• 20:48
  Speaker 3: Right, but we don't have any current plans to do one's.
• 20:52
  Speaker 3: It was such a success beyond what we thought it
• 20:54
  Speaker 3: was going to be that you know, we had the
• 20:56
  Speaker 3: blueprint now, so sure putting one of these on is
• 21:01
  Speaker 3: definitely going to be a lot easier in the future.
• 21:03
  Speaker 4: But yeah, definitely, And the students want to do it. Oh,
• 21:06
  Speaker 4: my students would love doing it.
• 21:07
  Speaker 3: They're asking them to do it, you know, before they
• 21:09
  Speaker 3: even finished the first one, they're like, let's go back.
• 21:12
  Speaker 1: Obviously we want to talk about thirteen Pillows for Effective Teachers,
• 21:17
  Speaker 1: but before we get there, to introduce yourselves to our audience.
• 21:21
  Speaker 1: What is Sweethearts and Heroes? Let's go up forty thousand
• 21:26
  Speaker 1: feet here?
• 21:26
  Speaker 3: What is it? Yeah? Well, I mean the tagline we
• 21:28
  Speaker 3: have on the thing is the number one youth leadership
• 21:31
  Speaker 3: team in the world. And we just we truly believe
• 21:34
  Speaker 3: that we just have been you know, Tom and Rick
• 21:40
  Speaker 3: starring this thing fifteen sixteen years ago. Now it's really
• 21:44
  Speaker 3: snowballed into really about humanity, I mean really in just
• 21:51
  Speaker 3: in in a word, you know, you got two sides
• 21:55
  Speaker 3: to this coin where it's like you got, you know,
• 21:58
  Speaker 3: the advancement of civilization through achnology and things like that,
• 22:03
  Speaker 3: but you have to you have to work on the
• 22:06
  Speaker 3: humans that are. But you know, who are the ones
• 22:08
  Speaker 3: we sending up in the spacecraft? You know, uh, you
• 22:11
  Speaker 3: need those people in the rocket ship to be capable
• 22:15
  Speaker 3: to be you know, competent, emotionally, socially with each other, autonomy.
• 22:20
  Speaker 3: So it's it's really like, this is the fight on
• 22:24
  Speaker 3: the front lines of humanity. I don't know, I don't
• 22:27
  Speaker 3: know how to say it. Yeah it is.
• 22:28
  Speaker 1: It is the front line, man, and you guys are
• 22:31
  Speaker 1: you guys aren't starting at the top and trying to
• 22:35
  Speaker 1: work your way down with with older folks going backwards,
• 22:39
  Speaker 1: because wow, but you're starting at the bottom and going up.
• 22:44
  Speaker 3: Yeah, that's the root of it.
• 22:46
  Speaker 4: That's the root. That's the way those younger people are
• 22:49
  Speaker 4: going to be older people, you know, So we get them,
• 22:51
  Speaker 4: get them ready to rock. And a lot of these
• 22:53
  Speaker 4: students who are kind of in that high school age
• 22:57
  Speaker 4: bracket now they've heard the present day when they were younger,
• 23:01
  Speaker 4: they remember it, they recall the stuff, and they almost
• 23:04
  Speaker 4: feel like they are recontributing to an element of their
• 23:08
  Speaker 4: own childhood by delivering it down to these younger kids
• 23:11
  Speaker 4: in a weird, kind of full circle way. It's like
• 23:14
  Speaker 4: very much. I know. I just interviewed some of these students,
• 23:19
  Speaker 4: these high school students, and they're so passionate because it
• 23:22
  Speaker 4: resonates with them on such a deep level. They you know,
• 23:26
  Speaker 4: jumping back to kind of even summit a little bit.
• 23:29
  Speaker 4: On the last day, one of the girls that I
• 23:32
  Speaker 4: was interviewing said, I almost want to fail my senior
• 23:35
  Speaker 4: year just so I can do this again, which is
• 23:39
  Speaker 4: kind of bizarre because when you were a senior, you're
• 23:41
  Speaker 4: ready to get out of there, You're ready to go
• 23:43
  Speaker 4: to college or whatever you want to You're like, dude,
• 23:44
  Speaker 4: I am done with this, this is the old me.
• 23:46
  Speaker 4: I'm ready to go the real world. But she really
• 23:50
  Speaker 4: like so there's something that just kind of resonates with them.
• 23:53
  Speaker 1: Well, that's so when you want to grab and keep
• 23:55
  Speaker 1: his is maybe part of Sweethearts and heroes.
• 23:57
  Speaker 3: Man, exactly, they get it. They get it, and.
• 24:00
  Speaker 4: That's it, and it's just about kind of harnessing that passion.
• 24:03
  Speaker 4: And because it is true, like Brian was saying, the
• 24:07
  Speaker 4: people in the Astronauts is a great example. Everyone's so
• 24:09
  Speaker 4: worried about engineering. The better technology, the better ship, the
• 24:12
  Speaker 4: better Sure, you know autopilot, but when the autopilot fails
• 24:16
  Speaker 4: or there's something there, you need someone who's competent and
• 24:19
  Speaker 4: what they're doing. But a lot of the times that
• 24:23
  Speaker 4: competency arises from being competent as a human being, able
• 24:26
  Speaker 4: to communicate, being able to think things through and like
• 24:29
  Speaker 4: re evaluate you know what I mean, that's how that's
• 24:32
  Speaker 4: how it goes, like looking back on what you've done,
• 24:34
  Speaker 4: what could you do better? Perhaps, And it's just interesting.
• 24:37
  Speaker 4: It's just interesting because a lot of the times we
• 24:40
  Speaker 4: over we overlook that it's challenging for anyone to look
• 24:43
  Speaker 4: within themselves and kind of say, hey, how could I
• 24:45
  Speaker 4: maybe make myself a little bit better or a little
• 24:48
  Speaker 4: bit more, or be a little nicer perhaps, you know.
• 24:52
  Speaker 1: My god, we all we all have a lot of
• 24:54
  Speaker 1: work to do.
• 24:54
  Speaker 3: Yeah. Yeah, both of you guys are Vermontors. I am.
• 24:59
  Speaker 3: He's a Vermonter.
• 25:00
  Speaker 1: Where are you?
• 25:01
  Speaker 3: I grew up mainly in uh, Pennsylvania, mid North Williamsport,
• 25:06
  Speaker 3: the Little League Baseball Hall of Fame.
• 25:08
  Speaker 1: Williams Williams Fort. Yeah right, I thought you were for honor.
• 25:12
  Speaker 3: No. No, yeah, I've lived up here a couple of times,
• 25:15
  Speaker 3: lived here a number of years ago, and then just
• 25:18
  Speaker 3: got back here in August. For that we were in
• 25:21
  Speaker 3: New York.
• 25:23
  Speaker 4: This is interesting to me. You grew up in a
• 25:26
  Speaker 4: little league Baseball Hall of Fame. Yeah, okay, when he
• 25:30
  Speaker 4: lived in New York.
• 25:31
  Speaker 3: Yeah, he lives by the Cooperstown Baseball Hall of Fame.
• 25:34
  Speaker 3: Really yeah, it's kind of weird. And I'm not like
• 25:37
  Speaker 3: into baseball though that much.
• 25:38
  Speaker 4: So strange the universe watch you by these hall of
• 25:41
  Speaker 4: fame you know what? Okay, yeah, baseball, No, actually this
• 25:48
  Speaker 4: is I'm just gonna throw this in there because we're
• 25:50
  Speaker 4: on baseball. I actually have a relative who's in the
• 25:52
  Speaker 4: Cooperstown Baseball Hall of Fame. Yeah, Rabbit Moranville. It was
• 26:00
  Speaker 4: a quick one short stop rabbit. I think Rabbit was
• 26:04
  Speaker 4: a nickname. I don't know. It was a long time ago.
• 26:07
  Speaker 4: It was really long time ago. I had not Moranville.
• 26:13
  Speaker 4: It's on my father's mom's side, father's mom's side.
• 26:16
  Speaker 1: How many how many schools? Is Sweethearts and Heroes getting into?
• 26:22
  Speaker 3: Oh, hundreds this year? I don't know. I would say
• 26:26
  Speaker 3: it's probably close to one hundred that we've been in
• 26:28
  Speaker 3: this year. We got you know, we got Tom and Rick.
• 26:31
  Speaker 3: We also got Joe and Pat out there consistently. So
• 26:37
  Speaker 3: we've been getting into more and more each year in
• 26:39
  Speaker 3: the last few years. So, yeah, it's snowball, but you
• 26:43
  Speaker 3: know it's we'll never get to enough of them.
• 26:44
  Speaker 1: Sure, this, this Hope Classroom is something that is a
• 26:50
  Speaker 1: big deal right now.
• 26:51
  Speaker 3: Yeah, what is that Hope Classroom? So it started as
• 26:54
  Speaker 3: an idea to get all of our stuff into one
• 26:58
  Speaker 3: of the things that I've been working on. I've been
• 27:00
  Speaker 3: on board now for about six seven years. Has been
• 27:03
  Speaker 3: figuring out how to take a lot of this stuff
• 27:06
  Speaker 3: we talk about and this content that we have and
• 27:08
  Speaker 3: putting it on an online platform that's you know, helpful
• 27:12
  Speaker 3: to the educators, and you know, educators are just over
• 27:17
  Speaker 3: platformed out the wazoo, and so we kind of built
• 27:21
  Speaker 3: our own Hope classroom to kind of house all this material.
• 27:24
  Speaker 3: But we've recently teamed up with this organization called Thrively,
• 27:28
  Speaker 3: which their online platform is much different than just this
• 27:33
  Speaker 3: content resource center. It's best described as the way they
• 27:37
  Speaker 3: use Ternament is like a learner centered ecosystem, and it's
• 27:43
  Speaker 3: really about kind of merging education and student well being
• 27:48
  Speaker 3: into technology and focusing on strength based education. And so
• 27:54
  Speaker 3: we're adding we have a whole slew of courses and
• 28:00
  Speaker 3: programs that we're currently getting into their system. So it's
• 28:03
  Speaker 3: going to be combining this this, like I said, learner
• 28:06
  Speaker 3: centered ecosystem that uh talk that you know, they have
• 28:10
  Speaker 3: this thing called the Strength Index where students will take
• 28:13
  Speaker 3: a strength assessment test and it tells them like their
• 28:16
  Speaker 3: strengths and and starts helping them go down learning paths, yeah,
• 28:22
  Speaker 3: and career learning paths, and so they just have a
• 28:25
  Speaker 3: tremendous amount of resources, and getting our stuff in there
• 28:28
  Speaker 3: and combining it is just going to be unbelievably.
• 28:31
  Speaker 1: This isn't anything that's been created by this, by a
• 28:34
  Speaker 1: a state. This is something that's created by you guys.
• 28:38
  Speaker 3: Yeah, the kind of the yeah, the content, yeah.
• 28:40
  Speaker 4: All the content curriculum.
• 28:42
  Speaker 3: Uh, fantastic.
• 28:43
  Speaker 4: Brian and Tom they they build it, they work on it,
• 28:45
  Speaker 4: and then Abby and I we shoot it and edit
• 28:48
  Speaker 4: it and kind of piece it together. So we kind
• 28:50
  Speaker 4: of have like kind of like putting them together there
• 28:53
  Speaker 4: in that regard. And then yeah, like you said, we're
• 28:55
  Speaker 4: kind of working with Thrively now, which is kind of
• 28:58
  Speaker 4: built by on its own too that we've just kind
• 29:01
  Speaker 4: of seen some sweet similarities that we want to kind
• 29:03
  Speaker 4: of join up with them. And it's uh, yeah, it's
• 29:06
  Speaker 4: actually really neat because I look back on some of
• 29:09
  Speaker 4: the times when I was in middle school or something,
• 29:12
  Speaker 4: and I remember like always having to sign up for
• 29:15
  Speaker 4: the new moodle. We're doing moodle now. That was a
• 29:17
  Speaker 4: big thing we were I don't even know if it's
• 29:19
  Speaker 4: around still, but we have to make all these little
• 29:20
  Speaker 4: platforms to make your profib to this stuff. And it
• 29:23
  Speaker 4: was all kind of like very much the same thing,
• 29:26
  Speaker 4: you know. I mean, it's just, uh, it is what
• 29:30
  Speaker 4: it is. And and but with Thrivingly, it's a little
• 29:32
  Speaker 4: different because the student almost gets to kind of find
• 29:35
  Speaker 4: out who they are, like they it's like personality quiz,
• 29:38
  Speaker 4: if you will, exactly. Questions are like how do you
• 29:40
  Speaker 4: like to learn? Who do you? How are you like?
• 29:43
  Speaker 4: And then the algorithm or whatever connects the students with
• 29:47
  Speaker 4: maybe trusted adults who are similar to the student, so
• 29:51
  Speaker 4: it pairs them up like, hey, if you need something,
• 29:55
  Speaker 4: talk to them or or teacher. This kid seems to
• 29:58
  Speaker 4: be having a tough time today because Thrively asks like,
• 30:01
  Speaker 4: how are you feeling today? How is your weekend? How
• 30:03
  Speaker 4: was this? And you kind of it's like a sliding scale,
• 30:05
  Speaker 4: like you know when you like leave Walmart? How they
• 30:07
  Speaker 4: have like a how is your visit survey? It's the
• 30:09
  Speaker 4: same thing, but just a whole like range of different
• 30:13
  Speaker 4: things that children might be dealing with, and they can
• 30:15
  Speaker 4: kind of answer without someone like judging them because they're sharing,
• 30:19
  Speaker 4: you know what I'm saying, without kind of getting rid.
• 30:22
  Speaker 3: Like tapping into their world, you know, with the technology
• 30:24
  Speaker 3: side of it.
• 30:25
  Speaker 4: Sure, yeah, and then if like something registers like maybe
• 30:28
  Speaker 4: Brian's having an off day, He's he's kind of been
• 30:31
  Speaker 4: having like the last couple of days. We've done this
• 30:33
  Speaker 4: check he's been kind of down in the dumps. Yeah,
• 30:35
  Speaker 4: you perhaps as like the trusted teacher or adult who's
• 30:39
  Speaker 4: like pretty close and similar to Brian might be able
• 30:41
  Speaker 4: to say, Yo, what's up. Like, So it's just kind
• 30:43
  Speaker 4: of interesting because you take this network that fosters this
• 30:46
  Speaker 4: kind of stuff plus what we're doing in terms of
• 30:48
  Speaker 4: the course and like kind of pushing the ball forward,
• 30:51
  Speaker 4: and it's just gonna be a pretty sweet combination.
• 30:53
  Speaker 3: Yeah, just both that.
• 30:54
  Speaker 1: I mean, I don't need to tell you guys. You
• 30:57
  Speaker 1: all know, we all know that everyone learns differently. And
• 31:02
  Speaker 1: I say literally everyone, and especially kids. I mean, there's
• 31:07
  Speaker 1: just and I've said this to Tom before and I
• 31:10
  Speaker 1: can't remember loud and if I said this when you're
• 31:13
  Speaker 1: on with us as well, But that listen, no disrespect
• 31:19
  Speaker 1: to the core curriculum, math, science, social studies, English, you know,
• 31:24
  Speaker 1: we all need to learn those things. But man, there
• 31:26
  Speaker 1: is some foundational stuff that kids are just not learning
• 31:31
  Speaker 1: in schools, you know. I mean, my little girl was
• 31:34
  Speaker 1: all concerned over the last couple of weeks about state
• 31:38
  Speaker 1: testing and would wake up first thing in the morning,
• 31:42
  Speaker 1: Oh my god, stay testing today, dad, And if I
• 31:46
  Speaker 1: don't do well, I'm doomed, like it's over. Like if
• 31:54
  Speaker 1: I don't do well on this test, what's.
• 31:59
  Speaker 3: Going to happen to me? Yeah? The pressure is just
• 32:02
  Speaker 3: crazy that we put on kids today. It's it's really
• 32:05
  Speaker 3: quite nuts.
• 32:05
  Speaker 1: Like you're gonna be okay. Yeah, it's fine, you do
• 32:08
  Speaker 1: your best. Yeah, and that's it. Well, what if I
• 32:12
  Speaker 1: don't know the answers? You know, you're gonna be okay.
• 32:15
  Speaker 1: But even kids are they're starting to get programmed about stigma, stamping,
• 32:22
  Speaker 1: labeling this person sucks in math, you know, it's that's
• 32:31
  Speaker 1: that's a stamp. Yeah, will your life and that failure
• 32:35
  Speaker 1: if you suck in math?
• 32:36
  Speaker 3: Right, does that play any you know, relevance to the
• 32:38
  Speaker 3: rest of your entire life and everything else that you
• 32:42
  Speaker 3: can do. What you guys are doing is kick ass.
• 32:44
  Speaker 4: Thank you.
• 32:45
  Speaker 3: We're trying to you know, we're focusing on those human skills,
• 32:49
  Speaker 3: you know, like like Lone talks about a lot is
• 32:51
  Speaker 3: like in self awareness, you know, is often like the
• 32:53
  Speaker 3: foundation of that. But we're going into stuff, you know.
• 32:58
  Speaker 3: I mean, you can you can get on rock or
• 33:01
  Speaker 3: chat GPT right now and pretty much get any content
• 33:04
  Speaker 3: factual answer that you're looking for. Anybody can do it.
• 33:07
  Speaker 3: It's it's right in your pocket. Like you know, back
• 33:09
  Speaker 3: then when you know, we we we didn't have access
• 33:12
  Speaker 3: to that knowledge right there in front of us all
• 33:14
  Speaker 3: the time. Yeah, so I had to remember that. Yeah, right,
• 33:17
  Speaker 3: but it's different today. Every kid has got all that
• 33:19
  Speaker 3: information right in their front. So what should we be
• 33:22
  Speaker 3: focusing on rather than this content that we've taught in
• 33:26
  Speaker 3: you know, a similar way for the last fifty six ers.
• 33:29
  Speaker 4: Right, Yeah, that's interesting too.
• 33:31
  Speaker 3: The important things to learn one.
• 33:33
  Speaker 4: Hundred percent that is, that's it, that's it. When you
• 33:36
  Speaker 4: were talking about looking up right, like the essence of
• 33:39
  Speaker 4: Wikipedia or anything, like, I didn't even have that. When
• 33:42
  Speaker 4: I'm thinking like fourth graders, like if I didn't know
• 33:44
  Speaker 4: a word, I'm horrible speller. By the way, I never
• 33:47
  Speaker 4: was a very good speller, nor did I really care to,
• 33:50
  Speaker 4: And looks like I don't need to anymore, to be
• 33:52
  Speaker 4: honest with you. Sure, so it actually worked out well
• 33:54
  Speaker 4: for me. But I didn't plan on that. But right
• 33:58
  Speaker 4: but anyways, like even like IL remember I'd always be
• 34:01
  Speaker 4: told look it up in the dictionary, look it up
• 34:03
  Speaker 4: in the dictionary. And the act of me looking up
• 34:05
  Speaker 4: in the dictionary was like, dude, I'm not doing that.
• 34:07
  Speaker 4: I'm just going to go without and I'll see how
• 34:09
  Speaker 4: far it gets me. It worked out all right, But
• 34:12
  Speaker 4: like kids these days don't even have the you know,
• 34:15
  Speaker 4: the need to look it up in the dictionary.
• 34:17
  Speaker 1: They don't even know what addictionary is now.
• 34:22
  Speaker 4: And like when you're talking about state testing and the
• 34:24
  Speaker 4: pressures of this one thing that I thought was I
• 34:26
  Speaker 4: was kind of, I guess, in a weird way, envious
• 34:29
  Speaker 4: of I was a public school student the whole way.
• 34:33
  Speaker 4: Brian and all of his brothers and Abby, Tom's daughter
• 34:38
  Speaker 4: and all of their siblings were all homeschooled. All of
• 34:41
  Speaker 4: my cousins were homeschooled. So I always kind of viewed
• 34:46
  Speaker 4: that when I was growing up as kind of like strange,
• 34:50
  Speaker 4: weird from my perspective, weird homeschoolers, different, different, you know.
• 34:54
  Speaker 4: But in reflecting now, the homeschoolers were able to explore
• 35:00
  Speaker 4: things that they were interested in naturally, things that like
• 35:03
  Speaker 4: like Abby, for example, worked at a restaurant. She learned
• 35:06
  Speaker 4: business firsthand by working and running a very successful restaurant
• 35:10
  Speaker 4: and contributing to the success of that restaurant. Brian got
• 35:14
  Speaker 4: to mess around and kind of experiment with writing plays.
• 35:18
  Speaker 3: And writing I just wrote, pretty much wrote.
• 35:22
  Speaker 4: That's his whole high school, which look what he's doing now,
• 35:24
  Speaker 4: so you see how that kind of works.
• 35:25
  Speaker 3: Still writing, still writing, exactly, still writing.
• 35:29
  Speaker 4: When I was in school, I was doing state tests.
• 35:32
  Speaker 4: I remember the parent teacher conferences. My I would get
• 35:35
  Speaker 4: scolded and punished in terms of grades because I didn't
• 35:40
  Speaker 4: do my homework like I understood the material. I didn't
• 35:44
  Speaker 4: do my homework, but on my transcript it looked as
• 35:46
  Speaker 4: if I was a poor student because I didn't turn
• 35:49
  Speaker 4: in my homework. And I remember my parent teacher conferences.
• 35:53
  Speaker 4: My parents would come in and they'd meet with the teacher,
• 35:55
  Speaker 4: and the teachers would always say, like unanimously, the same thing. Ah,
• 35:59
  Speaker 4: A Loud's very nice person. He's very he's very he
• 36:02
  Speaker 4: jokes around all he's very fun to have in class.
• 36:04
  Speaker 4: But I can't get him to do his homework. So
• 36:06
  Speaker 4: I'm gonna have to put a C there instead of
• 36:08
  Speaker 4: an A. Do you know what I'm saying? It's just
• 36:10
  Speaker 4: a touch unfair, because have you given me a camera
• 36:14
  Speaker 4: like I liked to do back when I was a kid, skateboarding, snowboarding,
• 36:18
  Speaker 4: filming my friends, joking around, documenting it. Perhaps my grades
• 36:22
  Speaker 4: might have reflected something different than they yet, right, you know,
• 36:26
  Speaker 4: and then that kind of sets up your path. Like
• 36:28
  Speaker 4: if I think, then I'm a B student, a C student,
• 36:31
  Speaker 4: I'm probably gonna like perform like.
• 36:33
  Speaker 3: A beset that put you in.
• 36:36
  Speaker 1: But you need, hopefully you've got some adults who can
• 36:41
  Speaker 1: guide you onto the path or the roadway. Then you
• 36:44
  Speaker 1: need to get on where you're tapping into the stuff
• 36:46
  Speaker 1: that not only are you inertly interested in, but you're
• 36:51
  Speaker 1: gonna succeed in and you're gonna do You're gonna do well.
• 36:55
  Speaker 3: Yeah, And that's what we're trying to tap into, especially
• 36:57
  Speaker 3: with this whole classroom and thrively, we're trying to tap
• 36:59
  Speaker 3: into interest base, curiosity based learning. That's it. Yeah, right there,
• 37:03
  Speaker 3: So that's leadershipt. Yeah.
• 37:05
  Speaker 1: I wish I wish more schools were doing this. I
• 37:09
  Speaker 1: wish Sweethearts and Heroes is huge. I wish it was
• 37:14
  Speaker 1: even bigger.
• 37:15
  Speaker 3: And it's coming along. I mean, you know, I just
• 37:17
  Speaker 3: read something about this whole concept that New York State
• 37:21
  Speaker 3: is working on, and it's not a new concept, this
• 37:24
  Speaker 3: portrait of a graduate type thing where it's taking more
• 37:27
  Speaker 3: of the whole student into account for the graduation rather
• 37:30
  Speaker 3: than just you know, there's age or testing.
• 37:33
  Speaker 4: Well, this is so true because if you ask employers
• 37:36
  Speaker 4: or even colleges when you're applying, they like, dude, if
• 37:40
  Speaker 4: it was just about handing your grades over, that's one thing.
• 37:45
  Speaker 4: It's not, though, It's about what other stuff did you do?
• 37:48
  Speaker 4: Did you do any clubs? Did you do? Any sports?
• 37:50
  Speaker 4: Did you do? And then and then for employers it's
• 37:54
  Speaker 4: like what are your skill sets? Like, that's great, you're
• 37:57
  Speaker 4: good at math, that's awesome, we will use that. But
• 37:59
  Speaker 4: can you work with a team? Can you do this
• 38:01
  Speaker 4: kind of stuff? Can you learn how to like troubleshoot
• 38:03
  Speaker 4: on your own? Are you self sustainable? Are you autonomous?
• 38:06
  Speaker 1: Resolve conflict? Real life skills?
• 38:09
  Speaker 3: Yeah, all those soft teams. It's like, you know, I
• 38:11
  Speaker 3: went to college and did four years and got like
• 38:15
  Speaker 3: a GPA of a three point ninety six. Yeah, nobody
• 38:18
  Speaker 3: cares like it's just a number, it's just a I
• 38:21
  Speaker 3: don't even use the degree I got, you know, it's
• 38:25
  Speaker 3: about the things I learned in there that aren't quantifiable.
• 38:28
  Speaker 1: Really Yeah, wow, well said amazing, amazing. What I love
• 38:33
  Speaker 1: so much about you guys and this monster that that
• 38:39
  Speaker 1: Tom and Rick have have created. Is that this is
• 38:43
  Speaker 1: something now that is creating its own momentum. This is
• 38:48
  Speaker 1: this is something that is sustaining itself.
• 38:51
  Speaker 3: Now.
• 38:51
  Speaker 1: You guys are giving schools, you're giving students the tools
• 38:58
  Speaker 1: to carry on the same messaging that you guys are
• 39:03
  Speaker 1: infiltrating into these schools and having them do it on
• 39:06
  Speaker 1: their own and affect their younger scholars in their schools. Yeah,
• 39:13
  Speaker 1: that's amazing.
• 39:14
  Speaker 4: Yeah, dude, that's spot on. That is spot on, and
• 39:17
  Speaker 4: that's kind of the whole cycle that we're trying to use.
• 39:20
  Speaker 4: And it's bigger than just the schools, because as you're
• 39:23
  Speaker 4: seeing with Vermont and these New York dealerships, these Chevy dealerships,
• 39:27
  Speaker 4: it's the community who's investing in dumping their literal you know,
• 39:33
  Speaker 4: energy and finances into these communities, into these schools for
• 39:37
  Speaker 4: us to keep this going and to keep recycling and
• 39:41
  Speaker 4: giving back. And then those those students grow up and
• 39:44
  Speaker 4: become community members themselves, and then it repeats and it's
• 39:48
  Speaker 4: just like an endless supply of just positivity and growth
• 39:51
  Speaker 4: and it's just the important stuff. It's a tighter knit
• 39:53
  Speaker 4: community as well. Yeah, you know, so that's pretty sick.
• 39:56
  Speaker 1: We're going to talk Thirteen Pillows, but before we do, Uh, Brian,
• 40:01
  Speaker 1: how did you how did you meet Tom? How did
• 40:04
  Speaker 1: what was the inception of your involvement with sweethearts and heroes?
• 40:07
  Speaker 1: How did this all come to be?
• 40:10
  Speaker 3: So my involvement with Sweethearts Heroes really does go back
• 40:12
  Speaker 3: to Thirteen Pillows, Tom, who as a writer and was
• 40:16
  Speaker 3: that's actually the very first project I worked on with him. Uh.
• 40:21
  Speaker 3: We kind of went to a studio one day and
• 40:24
  Speaker 3: he sat down with an educator and they talked through
• 40:26
  Speaker 3: these things and I just sat in the shadows and listened.
• 40:29
  Speaker 3: And the original uh, I mean it kind of leads
• 40:32
  Speaker 3: into thirteen Pillows, the original Thirteen Pillows book. We uh,
• 40:36
  Speaker 3: We're going to write like this series of anecdotal stories
• 40:41
  Speaker 3: that we had experienced or that you know, Tom and
• 40:45
  Speaker 3: Rick had gone through and the stories they got from students,
• 40:48
  Speaker 3: and we kind of we're kind of getting a little
• 40:52
  Speaker 3: we got in the weeds with some of it, and
• 40:54
  Speaker 3: so we decided to be like, what if we take
• 40:55
  Speaker 3: this and and made it like a novel and like
• 40:59
  Speaker 3: an arc, like a story and interjected these I mean,
• 41:01
  Speaker 3: time will tell you he can talk about it much
• 41:03
  Speaker 3: more than I can, because I I helped him on
• 41:06
  Speaker 3: the project. We were basically together on it, and he
• 41:11
  Speaker 3: can point to anything in that book on any page
• 41:13
  Speaker 3: and be like, Yeah, this is where that story came from.
• 41:15
  Speaker 3: This is where that story came Yeah, I'm not surprised. Yeah,
• 41:18
  Speaker 3: So that's kind of where I started with this thing.
• 41:19
  Speaker 1: About So so I'm confused here about a couple of things.
• 41:25
  Speaker 1: First of all, thirteen pillows. What does that mean? And
• 41:32
  Speaker 1: why is it effective? Spelt with an e? Yeah, so
• 41:38
  Speaker 1: the pill Yeah, the pillows.
• 41:40
  Speaker 3: The pillows concept comes from this thing I wish I
• 41:45
  Speaker 3: had When you lay down the pillow lay down in
• 41:48
  Speaker 3: the bed at night and before you go to sleep,
• 41:51
  Speaker 3: there's this little statement process I wish I had or
• 41:55
  Speaker 3: I'm glad I did, I'm glad I did, or something
• 41:57
  Speaker 3: like that, and if you had I have more more
• 42:00
  Speaker 3: I'm glad I did. It's called the pillow test, but
• 42:03
  Speaker 3: more glad I'm did than you know, if you've had
• 42:04
  Speaker 3: a successful day versus that I wish I had. So
• 42:08
  Speaker 3: that's where that kind of comes from. And you know,
• 42:12
  Speaker 3: do you feel like you've done what you needed to
• 42:17
  Speaker 3: do today? I guess in a way. And then the
• 42:20
  Speaker 3: effective versus effective I don't remember exactly, but it was
• 42:25
  Speaker 3: something about teachers, and it was a evaluation of some
• 42:31
  Speaker 3: kind of New York state about teachers and their effectiveness
• 42:34
  Speaker 3: with the e Well we we you know, are on
• 42:38
  Speaker 3: the effective human skill side, and so that's where we
• 42:44
  Speaker 3: kind of swapped it and we're like, you know, it's
• 42:46
  Speaker 3: not about being effective, it's about being effective as an educator,
• 42:50
  Speaker 3: so that that's where those comes from. So it's it's
• 42:53
  Speaker 3: so it's it's turned into a novel. Yes, it's a
• 42:57
  Speaker 3: it's like a one storyline an arc. It's about this
• 43:01
  Speaker 3: guy named Bruce who's a phys ed teacher and he
• 43:07
  Speaker 3: just lost a student to their own hands and he's
• 43:10
  Speaker 3: just trying to he's gonna quit. In the beginning of
• 43:13
  Speaker 3: the book, he's got like his resignation letter ready and
• 43:16
  Speaker 3: he's reading out loud. But then this janitor kind of
• 43:20
  Speaker 3: steps out of the shadows. That's why we call it
• 43:22
  Speaker 3: Part one of the Custodian Chronicles. Part two is in
• 43:25
  Speaker 3: the works. We'll see when it gets there. But this
• 43:28
  Speaker 3: janitor kind of steps out of the shadows, and he's
• 43:30
  Speaker 3: kind of an old season, gritty educator who's you know,
• 43:34
  Speaker 3: kind of worked in the inner city. And but now
• 43:37
  Speaker 3: he's retired, he just lost his wife, and so he
• 43:39
  Speaker 3: was just kind of trying to get back into things
• 43:42
  Speaker 3: and helping people, and he kind of just takes Bruce
• 43:46
  Speaker 3: under his wing and gives him these thirteen pillows or
• 43:50
  Speaker 3: effective principles or lessons that really can just act as
• 43:54
  Speaker 3: a guiding creed almost in a way for teachers. So yeah, yeah,
• 44:01
  Speaker 3: but like I said, time to point to any any
• 44:03
  Speaker 3: page in that book and pull the true story out
• 44:06
  Speaker 3: of it that that's en wrapped.
• 44:07
  Speaker 1: And I'm the least bit surprised. You know, this is uh,
• 44:14
  Speaker 1: this is something that is really not easy for many
• 44:19
  Speaker 1: of us to do before we close our eyes and
• 44:22
  Speaker 1: fall asleep, is to sit, to lay down, lights out,
• 44:26
  Speaker 1: phone off, and to have that be one of our
• 44:31
  Speaker 1: last thoughts before we fall asleep.
• 44:34
  Speaker 3: It's so much easier to fall.
• 44:37
  Speaker 1: Asleep thinking about what happened today that was a paint
• 44:43
  Speaker 1: in the ass, what we're worried about tomorrow, or what
• 44:49
  Speaker 1: we need to do tomorrow, what's got to be done.
• 44:52
  Speaker 1: And it's not just bills that have to be paid
• 44:54
  Speaker 1: and stuff, but it's it's all the other things.
• 44:58
  Speaker 4: Yeah, yeah, perhaps it's a it's it's almost like you're
• 45:01
  Speaker 4: ending your day with like a touch of gratitude at least. Yeah,
• 45:04
  Speaker 4: and kind of championing and celebrating a little self appreciation,
• 45:07
  Speaker 4: which is not a bad thing. You know, you should
• 45:10
  Speaker 4: be happy at what you've accomplished.
• 45:12
  Speaker 3: Yeah, uh, maybe haven't. You haven't accomplished that much.
• 45:15
  Speaker 4: And maybe you haven't accomplished that much. Maybe you haven't
• 45:18
  Speaker 4: accomplished that much.
• 45:20
  Speaker 3: Yeah, And being honest with yourself about that is, you know, tough.
• 45:23
  Speaker 4: But you know you did have a bad day, well
• 45:26
  Speaker 4: bad days, yeah, yeah, bad weeks yeah.
• 45:28
  Speaker 3: Oh for sure, for sure. Yeah. But but taking that time,
• 45:32
  Speaker 3: like you said, to have that moment of self reflection
• 45:35
  Speaker 3: and again self awareness. It's it's the foundation of really everything.
• 45:40
  Speaker 3: Where do we get this book? Uh, you can get
• 45:43
  Speaker 3: on Amazon. You can go to our website squares Andheroes
• 45:45
  Speaker 3: dot com. Uh slash thirteen pillars. I believe we have
• 45:49
  Speaker 3: the audiobook version as well, right by a guy. Uh, great,
• 45:53
  Speaker 3: you did a great job.
• 45:55
  Speaker 4: You get an audible too, right yeah, audible and audible.
• 45:58
  Speaker 3: We also have a full and curriculum that we're actually
• 46:01
  Speaker 3: working on getting into the Hope classroom and stuff that's
• 46:03
  Speaker 3: going to be available to work through the Yeah, we
• 46:06
  Speaker 3: had an educator. A number of educators go through it
• 46:10
  Speaker 3: and contribute to it, adding all these questions and exercises
• 46:16
  Speaker 3: and discussion topics for both students and educators. Yeah.
• 46:21
  Speaker 4: Yeah, And there's just something poetic to me about the
• 46:24
  Speaker 4: kind of this janitor, this custodian who actually ends up
• 46:30
  Speaker 4: being like the Yoda character, you know what I mean,
• 46:32
  Speaker 4: and kind of mentoring someone along. Because when you really
• 46:35
  Speaker 4: break it down and think about it, like the janitor,
• 46:38
  Speaker 4: the custodian, they see the school from a way different lens.
• 46:41
  Speaker 4: They probably see the real school. They see the writing
• 46:44
  Speaker 4: on the walls in the bathroom, they see the scribbling
• 46:47
  Speaker 4: on the desk. They scrape the gum off the desk,
• 46:49
  Speaker 4: They clean the stuff, they hear the stuff, They clean
• 46:52
  Speaker 4: up the messes, right, and sometimes you know, like they
• 46:56
  Speaker 4: are kind of like the fly on the wall, if
• 46:58
  Speaker 4: you will, in a lot of scenarios. And it's just
• 47:01
  Speaker 4: really interesting. I the custodial arts. I used to call
• 47:04
  Speaker 4: it the custodial arts, right, I was. I was a jannar.
• 47:07
  Speaker 4: That was one of my first jobs. Yeah, and I
• 47:09
  Speaker 4: called it the custodial arts.
• 47:10
  Speaker 3: Was a floor guy.
• 47:12
  Speaker 4: Yeah, and uh, and just some of the stuff. It's
• 47:15
  Speaker 4: like I can't believe, like some of these these kids
• 47:18
  Speaker 4: would do this, Why would they do this? They punched
• 47:20
  Speaker 4: a hole to the while, they drew a something here,
• 47:22
  Speaker 4: you know, fill in the blank. And and it's like
• 47:25
  Speaker 4: there's an element of patients that come along with that
• 47:27
  Speaker 4: job from the day in and day out, like the repeating, repeating, and.
• 47:32
  Speaker 1: Why would you not flush the toilet right?
• 47:35
  Speaker 4: Or why would you put everything in the toilet and
• 47:37
  Speaker 4: then try to flush it? Like things like this, you know.
• 47:40
  Speaker 4: So it's just like this this kind of the essence
• 47:44
  Speaker 4: of this book, and like using the perspective of the
• 47:47
  Speaker 4: custodian to kind of mentor this teacher or should have
• 47:50
  Speaker 4: it all figured out? Who feels like a failure perhaps
• 47:53
  Speaker 4: because something went off the rails that he couldnt account for.
• 47:58
  Speaker 1: You know, I'm wondering if if you guys, how forgiving
• 48:03
  Speaker 1: uh Leon is? And maybe you can you can talk
• 48:05
  Speaker 1: a little bit about Leon and what a great guy
• 48:08
  Speaker 1: is because I feel like a giant ass. Here's why
• 48:14
  Speaker 1: we're looking at the the the the the press release.
• 48:20
  Speaker 1: I'm becoming more and more familiar with you guys every
• 48:24
  Speaker 1: every week. But I'm like, lean, yeah, I made a
• 48:27
  Speaker 1: couple uh you know changes here to the press release,
• 48:31
  Speaker 1: effective is misspelled and he sends me an no back,
• 48:38
  Speaker 1: it's misspelled purposely, bub And I'm like, you know, I
• 48:45
  Speaker 1: know I would have known. And he's like, the boys
• 48:51
  Speaker 1: are gonna explain it to Yeah. You don't think he's
• 48:56
  Speaker 1: gonna tell anyone that I that I did that, that
• 48:59
  Speaker 1: I sent down that that email. Is he a good dude,
• 49:04
  Speaker 1: he's a great Should I be embarrassed in front of him?
• 49:07
  Speaker 1: Oh definitely, not for saying, hey man, you word effective.
• 49:11
  Speaker 4: Miss I'm surprised you didn't see him at that concert
• 49:14
  Speaker 4: he went to be honest, I don't know. I don't know.
• 49:17
  Speaker 4: But he's a good dude.
• 49:18
  Speaker 3: He's a good guy.
• 49:19
  Speaker 4: Yeah, he's a he's a character. He's fun to hang
• 49:22
  Speaker 4: out with. I'm excited for him to come on the show.
• 49:24
  Speaker 1: That should be sweet, ye Tom kind of Maybe it
• 49:26
  Speaker 1: was Abby, I don't know.
• 49:27
  Speaker 3: Somebody said Buckle, Yeah, oh yeah.
• 49:31
  Speaker 4: I think when Abby and I don't know, when Abby
• 49:35
  Speaker 4: and Leon have their episode where they're sitting down and
• 49:37
  Speaker 4: on the show, I think that'll be a sick.
• 49:39
  Speaker 3: Is that going to be is both of them?
• 49:41
  Speaker 1: I think that would be fun all right, all right, Uh,
• 49:45
  Speaker 1: and he's a he's a he's a media guys, the
• 49:48
  Speaker 1: media journalist.
• 49:50
  Speaker 4: Dude, Yeah, old school talk about technology with him. Yeah right,
• 49:54
  Speaker 4: I mean that's a paradigm shift.
• 49:56
  Speaker 3: Dude, old school journalists are a little he's got a Yeah,
• 50:00
  Speaker 3: he's got a great perspective of what I'm saying.
• 50:04
  Speaker 1: Anyway, So you know what's next for you guys? Where
• 50:09
  Speaker 1: are we going next?
• 50:11
  Speaker 3: Where are we going?
• 50:12
  Speaker 4: I know for a fact. Next trip for me is
• 50:15
  Speaker 4: I am going to make a little tour, a community
• 50:19
  Speaker 4: day tour where I travel around and I'm documenting and
• 50:22
  Speaker 4: filming basically the final fruit. Well I will say final fruit,
• 50:27
  Speaker 4: but it's going to continue to give the final fruit
• 50:30
  Speaker 4: of our our Spartan event. So the whole the whole
• 50:35
  Speaker 4: product of the Spartan event was we get them there,
• 50:38
  Speaker 4: we fire them up, as we discussed, right, we send
• 50:40
  Speaker 4: them home empowered to teach exactly to teach the mension.
• 50:45
  Speaker 4: But their essential, I guess you could call it like
• 50:49
  Speaker 4: their version of their Super Bowl for this program is
• 50:53
  Speaker 4: they host their own Spartan race at their schools for
• 50:57
  Speaker 4: their community where the kids, the student who came to
• 51:00
  Speaker 4: our event are like the administrators of their event, and
• 51:04
  Speaker 4: they've done everything from building their obstacle course kind of
• 51:07
  Speaker 4: like almost like a tech program kind of style thing
• 51:09
  Speaker 4: where they actually get hands on, use some tools, build
• 51:12
  Speaker 4: some stuff, get creative with how they're going to set
• 51:15
  Speaker 4: up their course, and then also kind of put it
• 51:17
  Speaker 4: on as like the production team. So my next step
• 51:22
  Speaker 4: in the weeks to come as I will be kind
• 51:24
  Speaker 4: of making my rounds documenting that, seeing how it goes,
• 51:28
  Speaker 4: and just kind of putting a closing chapter on what
• 51:32
  Speaker 4: we did last September.
• 51:33
  Speaker 1: Essentially, this idea was to bring it to each school.
• 51:38
  Speaker 3: It kind of just snowballed when we're during the discussions
• 51:41
  Speaker 3: of the whole summit thing. The whole thing was these
• 51:44
  Speaker 3: kids have taken this we would call our STEP program
• 51:46
  Speaker 3: or Student teacher Empathy program where they've been We created
• 51:51
  Speaker 3: a program that they went through that taught them how
• 51:54
  Speaker 3: to deliver our foundational message of hope, action and bullying,
• 52:00
  Speaker 3: and they've been delivering those presentations to their elementary students,
• 52:04
  Speaker 3: which is the students they're going to put the race
• 52:06
  Speaker 3: on four. So yeah, it's been a great culmination of
• 52:10
  Speaker 3: all this stuff we started back in September.
• 52:13
  Speaker 1: There's there's hope there's empathy, and there's also action.
• 52:18
  Speaker 4: Action and activity.
• 52:20
  Speaker 3: Man.
• 52:21
  Speaker 4: Yeah, you know, because like you got to get off
• 52:24
  Speaker 4: the couch. You gotta do something. Take the VR headset off.
• 52:27
  Speaker 4: Play in the real world, right.
• 52:29
  Speaker 3: Number one brain rule is motion. According to John Medena,
• 52:32
  Speaker 3: brain scientists say it one more time. Number one brain
• 52:34
  Speaker 3: rule is motion. Our brain lights up like a Christmas tree.
• 52:38
  Speaker 3: We were, you know, we as you know, older ancient
• 52:41
  Speaker 3: humans walk up to what ten miles a day or
• 52:44
  Speaker 3: something like that.
• 52:45
  Speaker 4: I heard something about that.
• 52:47
  Speaker 1: All the things they're they're seeing, yeah while walking.
• 52:50
  Speaker 3: Yeah, the interaction with the world, like you know, instead
• 52:52
  Speaker 3: of just being in front of Yeah, all the senses
• 52:55
  Speaker 3: incredibly are in there. Yeah.
• 52:57
  Speaker 1: Uh, sight and sound and touch and the wind and
• 53:00
  Speaker 1: the rain and whatever it is.
• 53:02
  Speaker 3: Yeah.
• 53:02
  Speaker 4: Yeah, yeah, the concept of observing something, right, sure, like
• 53:07
  Speaker 4: that's innovation so important, you know. So so yeah, it's
• 53:12
  Speaker 4: just really cool to kind of put a put boots
• 53:14
  Speaker 4: on the ground and let the students kind of run wild,
• 53:17
  Speaker 4: if you will. And and then we even have some
• 53:19
  Speaker 4: I don't know if we can say this, but we
• 53:22
  Speaker 4: do have some some swag for them when they finish.
• 53:25
  Speaker 3: Up their things.
• 53:27
  Speaker 4: Just to kind of put the seal on the envelope
• 53:31
  Speaker 4: for them.
• 53:31
  Speaker 1: So, I uh, I want to make sure that we
• 53:35
  Speaker 1: are covering all of the bases while you guys are here.
• 53:40
  Speaker 3: I don't want to close.
• 53:41
  Speaker 1: Out with with something else that you guys wanted to
• 53:44
  Speaker 1: bring to the microphones or something that Leon has told you.
• 53:48
  Speaker 3: Make sure you push this. No, I mean, we were
• 53:51
  Speaker 3: totally coming in here just freestyle.
• 53:53
  Speaker 4: We love your format, we love your show. We're so
• 53:56
  Speaker 4: happy that we're a part of it, honestly, and the
• 53:58
  Speaker 4: fact that you can kind of get us in here
• 54:00
  Speaker 4: and chat with us, and I love it too, in
• 54:03
  Speaker 4: a kind of in a natural chill vibe like I
• 54:06
  Speaker 4: don't know, I just think that will resonate with a
• 54:07
  Speaker 4: lot more people who are maybe on the fence about
• 54:09
  Speaker 4: the kind of work we do. Just give us a
• 54:12
  Speaker 4: chance to hear us out, and you'll you'll understand how
• 54:15
  Speaker 4: important it is.
• 54:15
  Speaker 1: You know, how do folks listening watching say I gotta
• 54:21
  Speaker 1: get them in my local school.
• 54:24
  Speaker 3: How do they how do they do that? Yeah? Fin
• 54:27
  Speaker 3: Us at Swears Andheroes dot com. We have a contact
• 54:30
  Speaker 3: form on there. We also have a bunch of information
• 54:34
  Speaker 3: on our presentations other work we do involving circle circle training.
• 54:42
  Speaker 4: Yeah, but also I would think you if you really
• 54:46
  Speaker 4: want us in your school, your local school, your kids school,
• 54:49
  Speaker 4: your grandkids school, perhaps I think what you should do
• 54:53
  Speaker 4: is contact a school and say, we need to get
• 54:55
  Speaker 4: these people in here. Yeah, you know, contact us. We
• 54:57
  Speaker 4: wish we could be in every school. Ever, that's like
• 55:00
  Speaker 4: our goal, you know, but we need your help as well.
• 55:03
  Speaker 4: It's like, get us there, help us get there. Talk
• 55:06
  Speaker 4: to the people at the school who make the decisions,
• 55:08
  Speaker 4: say this is very important. We need these people here.
• 55:11
  Speaker 3: We're in the mouth in this uh. In the school
• 55:15
  Speaker 3: education system in particular is just the most powerful way
• 55:18
  Speaker 3: that we usually get in what.
• 55:21
  Speaker 1: What in should I put Tom's email and phone?
• 55:27
  Speaker 3: Yeah? Tom? Or info at swears andeeros dot com works too, all.
• 55:30
  Speaker 1: Right, Yeah, I'll put that in the comments right now.
• 55:34
  Speaker 4: And for people who have a tough time with spelling,
• 55:37
  Speaker 4: there isn't heroes. How do you spell that?
• 55:40
  Speaker 3: How do you r O E S?
• 55:43
  Speaker 4: I've been sending emails to the wrong emails because I've
• 55:45
  Speaker 4: been forgetting how to make that plural. So that is
• 55:48
  Speaker 4: a it's a long email.
• 55:49
  Speaker 3: It is a long We did not pick a good domain.
• 55:52
  Speaker 1: What's what's worse doing that? Or or misspelling effective?
• 55:55
  Speaker 4: Yeah, right, exactly, once again.
• 55:57
  Speaker 1: I would know, can you spell necessary?
• 56:02
  Speaker 4: Definitely not.
• 56:04
  Speaker 3: The jes Man.
• 56:08
  Speaker 1: Listen, you guys are absolutely amazing. I love what you do.
• 56:13
  Speaker 1: Uh that's a huge understatement. I can't wait to have
• 56:17
  Speaker 1: you back. I don't even know who's coming in next Wednesday. Frankly,
• 56:21
  Speaker 1: I don't care because I know it's going to be awesome, right,
• 56:25
  Speaker 1: and we gotta do some some testimony stuff. I'm going
• 56:28
  Speaker 1: to be going to Peru, New York with you guys
• 56:31
  Speaker 1: and sitting in on a local high school that's got
• 56:34
  Speaker 1: a podcast there.
• 56:35
  Speaker 3: Which is actually sprouted from the summit event this year.
• 56:38
  Speaker 3: That's what they took back and did with it. Yeah,
• 56:43
  Speaker 3: that is so badass. I just love that. Yeah, I
• 56:46
  Speaker 3: love that.
• 56:47
  Speaker 1: I can't wait to, you know, and I want to
• 56:50
  Speaker 1: experience out of school the Assembly.
• 56:53
  Speaker 3: I want to.
• 56:54
  Speaker 1: I want to experience what you guys have not only done,
• 56:59
  Speaker 1: but continue to do and frankly, have have mastered. And
• 57:03
  Speaker 1: it's it's it's not just Tom and Rick. And I
• 57:06
  Speaker 1: know love King Tom loves to get the kudosh, but
• 57:11
  Speaker 1: it's it's Rick too, man. I mean, these guys are animals.
• 57:16
  Speaker 1: What they're what they're doing what you all are doing,
• 57:19
  Speaker 1: chipping away every hour of every day is remarkable. It
• 57:25
  Speaker 1: really is so impressive, and I am so honored to uh,
• 57:30
  Speaker 1: to be part of of what what you guys are
• 57:33
  Speaker 1: doing in any capacity, even if it's just echoing what
• 57:36
  Speaker 1: you're doing and sharing it on on my airwaves.
• 57:39
  Speaker 3: Which is important important, It's.
• 57:41
  Speaker 1: So so incredible. I have a final question here this morning.
• 57:48
  Speaker 1: In the Spartan Race, I have heard that King Tom,
• 57:55
  Speaker 1: mister UFC, that he's packed on a few over the
• 58:00
  Speaker 1: years and has uh you know that is Abby saying
• 58:05
  Speaker 1: his frankly, you know his his cardio is really at
• 58:09
  Speaker 1: an all time love.
• 58:10
  Speaker 3: Oh no, and he needs.
• 58:13
  Speaker 1: He needs a lot of work. Is there any is
• 58:16
  Speaker 1: there any truth to that? Did he do the Spartan Race? Brian?
• 58:20
  Speaker 3: I will say he did not do the Spartan Raise,
• 58:22
  Speaker 3: But I'm that's as far as Tom could you know,
• 58:24
  Speaker 3: take it.
• 58:25
  Speaker 4: He might be fired now.
• 58:27
  Speaker 1: Just what I heard is that he got like five
• 58:31
  Speaker 1: minutes into it and was pulkin and had to be
• 58:35
  Speaker 1: airlifted out of there.
• 58:36
  Speaker 3: Well, I might have blown by him in the beginning.
• 58:39
  Speaker 3: It might have happened. Yeah, did you see I.
• 58:42
  Speaker 4: Just have footage of him going over the finish line
• 58:44
  Speaker 4: over and over again. I don't know why he was
• 58:46
  Speaker 4: doing that.
• 58:47
  Speaker 3: Just for the he was going on the metal.
• 58:49
  Speaker 1: Really see he wanted you to get foot footage of this.
• 58:56
  Speaker 4: Try this one in slow motion.
• 58:57
  Speaker 1: Oh my god, love you guys, man, thanks for coming in.
• 59:02
  Speaker 3: Let's do it again soon.
• 59:03
  Speaker 1: Man, Sweethearts and Heroes live with us this morning on
• 59:08
  Speaker 1: the Aired out Podcast. Have a fantastic rest of you day,
• 59:12
  Speaker 1: don't forget g and tomorrow Rex on Friday. Close out
• 59:16
  Speaker 1: the week. It is going to be a wild one.
• 59:17
  Speaker 1: We got a lot to talk about. Stick around. Thanks
• 59:21
  Speaker 1: for following, thanks for liking, subscribe it, thanks for YouTube,
• 59:25
  Speaker 1: and appreciate your ice and ears. Over and now for now,
• 1:00:11
  Speaker 1: Shasta