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Should marks be private or shared with the class? · Anele and the Club on 947

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  Speaker 1: Wake up with a playing wake and the club on
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  Speaker 1: nine four seventh.
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  Speaker 2: No, I didn't know this was happening.
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  Speaker 3: There are some schools who read out kids' marks out loud.
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  Speaker 2: So you guys write a cycle taste.
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  Speaker 3: I mean, my child's got exam week this week, and
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  Speaker 3: when that comes out.
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  Speaker 2: They read it out for the entire class.
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  Speaker 4: So yeah, yes, that used to happen when I was
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  Speaker 4: in school. What would happen is so you'd all so
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  Speaker 4: you're right, and then you get your scripts back right, yeah, so,
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  Speaker 4: but for the capturing of the marks of your your script,
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  Speaker 4: so you then have to sort of say an elm
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  Speaker 4: Couza eight out of ten, thank you, de tooy seven
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  Speaker 4: out of ten or whatever, and you read out loud.
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  Speaker 4: I quite loved it, but it was if you didn't
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  Speaker 4: do well.
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  Speaker 3: I don't think that's the thing that should be happening.
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  Speaker 2: Why not, No, guys, some people.
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  Speaker 3: Don't want their marks to be read out, whether they
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  Speaker 3: did well or not. And this is the thing, is
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  Speaker 3: that you automatically assume that the person who doesn't want
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  Speaker 3: their marks read out is somebody who got three out
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  Speaker 3: of twenty, but even the goal sometimes or the guy
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  Speaker 3: who got twenty or twenties, just like I don't like
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  Speaker 3: the attention.
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  Speaker 2: Don't bring me in with that.
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  Speaker 1: He We had a very similar situation, timikil. I remember this.
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  Speaker 1: The teacher would hand out she'd stand with the pack
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  Speaker 1: of exams. She handed out Frankie a B. And then
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  Speaker 1: you know, so we'd go down as speeds.
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  Speaker 4: The process up. Can you imagine being a teacher who
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  Speaker 4: has got grade eighth too metric and you have to
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  Speaker 4: capture the marks of each child, but one by one.
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  Speaker 3: But then it's easy give us our scrips and then
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  Speaker 3: have us come to your desk.
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  Speaker 2: Well you write it down.
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  Speaker 4: No, that's too much traffic. It's easy if you read
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  Speaker 4: it out from your desk. I think you've all become
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  Speaker 4: too sensitive.
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  Speaker 5: I understand why you're just not writing it down before
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  Speaker 5: you give it back to the kids. I would never
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  Speaker 5: have gone to school if they were marks and it's
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  Speaker 5: so bad in high school, I would have been like,
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  Speaker 5: I'm just going to.
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  Speaker 2: Stay at home.
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  Speaker 5: Why because we're getting our tests back today. I don't
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  Speaker 5: think it's I don't think it's necessary. And the same
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  Speaker 5: with academic awards at school. I think only the top
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  Speaker 5: ten should be recognized. Like I don't believe that you
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  Speaker 5: should be calling out like an entire grades achievements.
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  Speaker 4: Well that's different, But I don't see a problem with
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  Speaker 4: the marks being read out.
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  Speaker 6: Guys.
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  Speaker 4: Even advarsity, our marks used to be on a war
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  Speaker 4: hay and it was adversity.
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  Speaker 3: It's your student number. Hey, it's not your name or
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  Speaker 3: your surname.
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  Speaker 5: But also you're walking past the pin board and you're
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  Speaker 5: reading right, so in class everybody can look at you.
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  Speaker 5: Cindy twenty one percent the whole class.
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  Speaker 2: Ooh that guys, if Cindy's not gonna make it.
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  Speaker 4: If Cindy's a twenty one percent, we all know in
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  Speaker 4: the class Sindy's are twenty one percent. Hey, no, it
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  Speaker 4: doesn't happen overnight.
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  Speaker 2: We all know.
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  Speaker 7: No.
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  Speaker 5: What if a child is usually getting nineteen out of
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  Speaker 5: twenty and suddenly they get like seven because they had
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  Speaker 5: a bad like TESTE or they did understand a something
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  Speaker 5: in the whole class.
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  Speaker 4: Goes oo, Well, we weren't allowed to do that. One
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  Speaker 4: of the things you weren't allowed to do, specifically, was
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  Speaker 4: you weren't allowed to react to people reading out the
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  Speaker 4: marks someone that was reading in class.
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  Speaker 6: You are never allowed to react.
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  Speaker 2: Why should there be a rule.
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  Speaker 3: The fact that there is a rule that is you
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  Speaker 3: guys are not allowed to react to kids marks means
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  Speaker 3: that you guys know what you're doing.
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  Speaker 4: Guys read out the marks or homeschool your children because
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  Speaker 4: we're keeping them from everything.
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  Speaker 3: Now on one one eight thirty eight nine four seven.
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  Speaker 3: How do you feel about marks being made public?
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  Speaker 2: Marks being read out to the entire class?
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  Speaker 3: Should marks be private or shared with the class?
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  Speaker 6: Is it an issue?
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  Speaker 1: Do you think, I mean with your kids now, if
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  Speaker 1: they were reading at the marks with that worry you?
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  Speaker 1: Or do you think it would maybe be good for
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  Speaker 1: them to work harder if there is fear pressure.
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  Speaker 3: Oh, I'm trying to assess what type of child my
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  Speaker 3: child is.
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  Speaker 6: He's take it to strike. He's very clever, he do well.
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  Speaker 2: No, I like it's not clever.
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  Speaker 3: I like it works hard.
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  Speaker 2: He gets good clas because he works hard.
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  Speaker 3: If he didn't work hard, trust me, would be setting
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  Speaker 3: at three out of twenty.
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  Speaker 2: I think it's different.
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  Speaker 6: It's not your term mark.
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  Speaker 4: It's like one test, so it's not a sum of
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  Speaker 4: how you've done for the full three months. What do
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  Speaker 4: you guys think is the problem? What happens if your
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  Speaker 4: termmark is read out.
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  Speaker 2: Okay. So if your test mark, I don't think none of.
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  Speaker 3: Yours, no result of your ever be read out in
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  Speaker 3: public anyway.
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  Speaker 4: Read it out?
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  Speaker 3: Okay, that's how I feel. If you want to change
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  Speaker 3: my mind, knock yourself out. Oh one one eighty eight
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  Speaker 3: thirty eight nine four seven. You can send us a
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  Speaker 3: voice on zero eight four double zero double zero nine
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  Speaker 3: four seven.
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  Speaker 2: I'm willing to be swayed, but.
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  Speaker 3: You you you have to come with with a conclusive
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  Speaker 3: argument here.
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  Speaker 1: And kids, if you're listening, yeah, tell us do they
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  Speaker 1: read out your marks like that?
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  Speaker 6: For myself and Timkuelay, I remember lokayah.
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  Speaker 4: He used to raise hell in grade ten until the
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  Speaker 4: scripts are coming back fourteen out of one hundred, will
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  Speaker 4: humble you.
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  Speaker 2: Put money, Auntie Anna Land that club. Don't believe our
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  Speaker 2: marks because you delete you.
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  Speaker 7: Right. I think we've just become all very sensitive.
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  Speaker 6: My teacher used to do that.
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  Speaker 7: My teachers used to do that and not and especially
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  Speaker 7: if we make them mad.
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  Speaker 2: You just hear Cedelia and you're like you guys the
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  Speaker 2: mox thing. It reminds me of a men's teacher. I
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  Speaker 2: had this friend that.
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  Speaker 3: I really really loved, who do well at all in month,
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  Speaker 3: and he would use that always as an opportunity to
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  Speaker 3: scold her.
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  Speaker 8: When I was in matric what the school used to
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  Speaker 8: do is once a term they will actually print out
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  Speaker 8: the completeness of over matrics and they will put them
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  Speaker 8: on a bulletin board and then you can see academically
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  Speaker 8: where you lie. Good morning, one hundred percent behind him
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  Speaker 8: bikini this morning.
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  Speaker 4: We are raising kids that are too soft, that are
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  Speaker 4: not ready for this world.
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  Speaker 3: But do you realize that everybody who said that the
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  Speaker 3: marks were read out, it was always weaponized.
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  Speaker 6: Yeah.
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  Speaker 3: Yeah, the teachers them out to put you in your place.
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  Speaker 3: The teacher reads them out to do this people. That's
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  Speaker 3: when you know that it shouldn't be happening.
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  Speaker 1: You could go the other way as well, Yeah, to
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  Speaker 1: be like, look at Johnny. Look how good Johnny's doing.
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  Speaker 1: He's getting twenty out of ten.
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  Speaker 3: But I'm saying that then we assume that Johnny wants.
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  Speaker 2: His great, great marks to be great out.
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  Speaker 3: Even kids who are doing exceptionally well. It's just like,
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  Speaker 3: just don't read people's marks out loud.
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  Speaker 8: Man.
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  Speaker 6: If you're doing well, why would you not want your
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  Speaker 6: marks read out?
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  Speaker 3: Sometimes, Frank, when you used to excellence. You just don't
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  Speaker 3: want it any more of the attention.
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  Speaker 6: You don't want the attention for doing wallet.
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  Speaker 2: You can't tend too much. You can't be in the
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  Speaker 2: sun a little bit too long.
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  Speaker 6: We are at school, hey, like we're talking in school. School.
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  Speaker 6: The reason you are there is for the marks.
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  Speaker 3: Yes, but your marks do not have to be public.
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  Speaker 2: Because, guys, if we're.
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  Speaker 3: Going to crowd announce my marks, then let's also crowdfund
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  Speaker 3: my my, my, my, my finances, my my.
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  Speaker 2: My school fees.
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  Speaker 3: It's an individual thing, and I think that people's marks
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  Speaker 3: should be kept too good to the person. So much tender,
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  Speaker 3: that is that your name is so much tender. The
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  Speaker 3: one of the tenders.
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  Speaker 7: Were coming.
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  Speaker 3: I'm playing my face, I'm playing my faith, playing my face.
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  Speaker 2: All right, so much tender? What do you think? What
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  Speaker 2: do you think the correct way is?
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  Speaker 7: Yes, guys out, But after they they might be to say, okay,
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  Speaker 7: so much tender, kid got for out of based so
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  Speaker 7: much tender.
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  Speaker 6: Lady.
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  Speaker 7: If ever a quodnne of where she musk tend to
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  Speaker 7: say okay in this particular subject, you don't get dwelling
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  Speaker 7: triconometer or don't know this part then she spied this
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  Speaker 7: she needs to share the information or try to chill
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  Speaker 7: them to say how to absolve x oh, okay.
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  Speaker 3: Okay, I can be conversed. So you're saying an LA
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  Speaker 3: two out of twenty? What where is ann l getting
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  Speaker 3: things wrong everywhere? So let's go through her paper this
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  Speaker 3: is where she's getting wrong, so that you kind of
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  Speaker 3: look to see where the whole class is losing out
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  Speaker 3: on marks, and then that's how you correct the marks, right, okay?
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  Speaker 1: Or if you're like anel is getting to out attained,
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  Speaker 1: Jessica's getting ten out of ten, Jessica, you and ANALYSTA
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  Speaker 1: together because you guys know what you know what's happening.
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  Speaker 3: No, why a miss Jessica and why amss Jessica?
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  Speaker 2: I have to hold analys.
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  Speaker 6: We're going to get to know we can all get
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  Speaker 6: there together.
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  Speaker 7: You know, not to say Anaema just on like on
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  Speaker 7: on on one test, but you know this one, this
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  Speaker 7: one when it comes to this question, and must be
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  Speaker 7: the one to tell us where how did she solved
• 8:27
  Speaker 7: the eggs and so much tender? How did he came
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  Speaker 7: out to solve this question? And we're all on the
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  Speaker 7: same page, then we know where so much it's not
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  Speaker 7: coming to the party, and then you will always getting
• 8:44
  Speaker 7: the who so not coming to the party because it's.
• 8:47
  Speaker 2: Visit going to parties. That's why it's getting to entertained.
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  Speaker 6: My favorite thing is so much Tender's from the Free Style.
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  Speaker 2: Yes he called us some broom guys.
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  Speaker 3: Is that I need to weigh in and there's a
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  Speaker 3: conversation happening in job and it needs me.
• 9:01
  Speaker 2: Thank you so much, Tender. We're going to Randburg. Peter,
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  Speaker 2: good morning, Good morning morning, Peter.
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  Speaker 9: No Peter the et a or Peter.
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  Speaker 3: Peter, Yes like that, Yes, okay, hey today games, oh
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  Speaker 3: the Hunger Games.
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  Speaker 9: Actually not unfortunately, because I.
• 9:26
  Speaker 2: Think you're a lot You're a lot older than the
• 9:28
  Speaker 2: Hanger games.
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  Speaker 3: Right, it sounds like I mfortunately am yes, unfortunately fortunately Okay, Peter,
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  Speaker 3: talk to us.
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  Speaker 2: What do you think?
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  Speaker 9: So so, I'm a grade one teacher. I used to
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  Speaker 9: teach grade three for a very long time. It is
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  Speaker 9: actually against the law, realistically to readmarks out to a class,
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  Speaker 9: thank you, against because of the bell Act. The Bella
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  Speaker 9: Act made it so that your children cannot be embarrassed
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  Speaker 9: anymore or have any punishment that will individually embarrass them
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  Speaker 9: in front of the cast really is that a thing?
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  Speaker 1: Yes, yes, okay, the law of Education the Act.
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  Speaker 9: Yeah, so it's the Bela Act is part of the
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  Speaker 9: Children's Act and Education Act, and they implemented it I
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  Speaker 9: think two three years ago effectively, and it says that
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  Speaker 9: children are our love to be individually embarrassed. And I
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  Speaker 9: understand that because I was also one of those children
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  Speaker 9: who didn't like to read my marks in front of
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  Speaker 9: the class because I had huge test anxiety.
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  Speaker 3: So yeah, outside of the Beta Act or you yourself
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  Speaker 3: believed that actually kids marks should not be read out,
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  Speaker 3: even if it was the law or not that in
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  Speaker 3: your class, that's something that you would never do.
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  Speaker 9: Yeah, I don't do it, but it's purely because of I,
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  Speaker 9: you know, because we're inclusive education, which means we have
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  Speaker 9: all different types of children in our classrooms. We have
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  Speaker 9: children who succeed in some things but don't succeed in
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  Speaker 9: other others. So sometimes children are trying their best but
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  Speaker 9: they're not it kep it, So why must I now
• 11:02
  Speaker 9: go and try and embarrass them because they don't get
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  Speaker 9: the twenty out of twenty that another child got.
• 11:09
  Speaker 1: So but Peter, I just want to text, So you're
• 11:10
  Speaker 1: not allowed to say anything with the bad act.
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  Speaker 6: But can you quiet eyes? Can you make you? Can you?
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  Speaker 6: Can you Jessica?
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  Speaker 9: So what I do if I know that they can
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  Speaker 9: do better? I will, I will go and I'll hand
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  Speaker 9: over the test and I'll be like, I'm disappointed in you.
• 11:30
  Speaker 2: Oh that's why. No, just read my mother out, read
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  Speaker 2: my no.
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  Speaker 3: No that my dad go back to making your morning
• 11:41
  Speaker 3: and the club on ninety four seven,