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What is Happening in our Schools with Dr Jerri Johnson · Inspiring Stories

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Thank you for listening to de Pictures Media Radio. You rat you readything to
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me? Oh well, jus well not a bad stop alone, I see
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so, supernass along is it as a mean sup our? Next guest.
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Doctor Jerry Johnson has served twenty plus years in the field of education. She
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has had the honor of serving this school district of district as English Language art
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Supervisor, principal, Assistant principal, instructional coach, reading specialists, and classroom
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teacher at various grade levels. She is a consultant author. Previously assumed the
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role of assistant professor for the Teacher's College at Columbia University and founding principal of
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a pre K to second grade school in Texas. Before this, she was
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the director of Education for the Community Impact Network, a place based on a
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nonprofit organization in Saint Louis, Missouri. In addition to that, doctor Johnson
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has taught at post secondary level as an adjunct professor at the University of Missouri.
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She has earned a bachelor's degree in elementary education at Harristowe State University,
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equentially earning advanced degrees at the University of Missouri, Master's education specialist degrees in
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education administration, then a Doctor of Philosophy in education with an emphasis on teaching
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and learning. Hey, Jerry is a member of the Association of Supervision and
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Curriculum Development, the International Literacy Association and A, and the National Council of
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Social Studies. Let's put it this way, in a nutshell, Jerry loves
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to teach and she loves watching people learn. And the reason why we're bringing
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her on also is to speak on some of the topics that are happening in
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our schools, such as bullying and not just people not treating people the way
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they should in a place of learning. So why don't we welcome her to
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the show and let's get let's get to know Jerry a little bit first,
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and then we'll find out how she's going to help our school systems. Should
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I call you Jerry or doctor Jerry? Welcome to the show, Doctor j
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dtor Ja. Other people call me Darry, some people call me to day.
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Just as long as you don't call me out of my name, we're
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good, right. Well, I know you you have you have a wonderful
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story about about school and some of the some of the work that you've actually
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done for schools and everything. When got you started? Did did it start
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when you were a kid or did it start asn't it? Uh? Where
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where did this love of school start? Mm hmm. That's a great question
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because it might have started when I was a kid, but it was kind
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of dropped in my lap in high school. I didn't have what people might
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say was a bad schooling experience. I must I have a twin sister.
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We enjoyed going into school even though we were you know, African American young
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ladies and predominantly black I'm sorry, predominantly white neighborhood at the time, growing
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up in the seventies, right the late seventies, so we were one of
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few, you know, people of color in our elementary school. But as
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we grew older and matriculated through the system in middle and high school, it
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flipped and it came predominantly a district of students of color, and so our
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school and experience we enjoyed. We had great teachers, we had a diverse
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we had diverse staff in our schools that we were in. For the most
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part, elementary was not as diverse as the middle and high school. But
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great schooling experience maybe have started it for me and then in high school.
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So funny story, my sister and I were in advanced place, spent classes
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AP classes all throughout middle and high school. Actually started in elementary, went
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through middle and high school, and so by the time senior year came,
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I had gotten all of my credits, like you know, for all of
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my for all of my core subjects. Right, But our counselor wouldn't let
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us graduate early, like just not have a full load of classes, so
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we had to take I had to take electives, and so I chose something
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that I thought was going to be really easy, which was working in the
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early childhood center that was attached to our high school. We actually had an
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early childhood center for staff in the district as well as girls who may have
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had a baby right in the high school, so they give them discount on
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childcare and so in like the this was in nineteen ninety three, nineteen ninety
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three, Saint Louis, Missouri, Yes, and so so it also served
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as like a training type for early childhood educators, you know in the area,
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which was very advanced for this time in this area of Saint Louis.
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But I thought it's gonna be easy just to do an elective course, you
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know, being a teacher assistant in the early childhood center with these little two,
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three, four year olds, five year olds. It was crazy,
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but it's far to my love of working with tiny humans. And I ended
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up that year my sister and I went on this radio show as some of
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the students from Normandy High School. You know, they asked us to come.
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I think it was homecoming or something, and we were talking and they
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asked us what we were going to college to be, and I said I
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wanted to be a PE teacher. And Everybody's like what. But I loved
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PE, Like health and fitness was my thing, and we were in all
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types of sports growing up. I just and I loved the kids. So
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I was like, I want to be a teacher. And I just dropped
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that on the spot. I hadn't thought about it nothing. And it came
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to fruition. Like I went to college, I switched up and I was
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going to go into physical therapy. I got into a physical therapy program at
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Saint Louis University and after the first year, I was like, this is
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not for me. I'm going to go down the street to the HBCU Pristo
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State college and be a teacher. So that's what I did. Wowow,
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No, granted I was in high school about ten years before you, and
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it was an all boys' school and the girls' school that was up the street.
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You were invited not to continue going to school if you if you fathered
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or mothered a child. That's why I asked you when it was because I'm
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like, wow, that's that's that. It was very, very very advanced.
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Yes, it was very progressive at the time. It was. It
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was an interesting site to see once I learned that. Because I didn't know,
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I didn't know all those things about the center, the history of it
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and all of that until I started working there. I just knew it existed
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on the other side of campus, away from everybody, right because you had
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to have the kids. There's certain regulations and all that type of stuff.
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You had they had the kids in a certain area. But yeah, when
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I learned about the history of it and what the purpose of it was,
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I was like, wow, this is this is pretty cool. So I
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was excited to go to my class three times a week, you know what
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I'm saying. It wasn't every day, but it was awesome. Yeah,
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Well, what other things excited you about just being able to go to school,
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because I mean that would that may have been revealed, but there was
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probably some other things. Teachers that we had were extremely supportive. Like I
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said, we had a diverse staff of teachers, and we had our ap
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teachers were very interesting. They all have very interesting personalities, which I think
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a lot of them will probably narrow diverse. And then I mean, now
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that I look at it, but then we were involved in so much stuff.
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My sister and I were involved in extracurricular activities cheerleading, no track.
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My sister was on student it was on the board, you know, like
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student council. So we were involved in so much stuff that and we cheerleaded
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for all three sports, so we had cheerleading all year round for three sports.
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And then we I mean, we had a host of friends that were
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involved in things. So it was just it was it went by like that,
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like our four years went by like that. My mom gave us the
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choice. My mom and dad gave us the choice to either go to private
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school for high school because we were being recruited to go to some private schools
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there for high school and we wanted to stay with our friends. So we
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went from middle school to high school with our friends, public high school with
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our friends, and it was great. It was a great choice for us.
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The private schools were not for us. We both decided neither one of
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us wanted to go to prigh school. Like that was that was what was
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the decide. Like usually you'll have one kid that wants to go on one
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kid that doesn't. But my sister and I both looked at each other and
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we were like, yeah, this thing for us, right, we want
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to be with our fresh well yeah, high school, Yeah, you're right
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about that, with the average family that we always have. Well, my
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sister went to public school and me and my brother, we both went to
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the private, uh, the private Catholic school. And the interesting part about
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that is I actually paid my own tuition. What I worked with part time
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job paid my own tuition. Plus i've I wound up. I took advanced
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advanced classes, UH, much to my advisors dislike. I took advanced place
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in classes and I ran track and UH and also was was in on a
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volunteer search and rescue team and I jumped off of clips for as a teenager.
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I was fully packed. But but the idea was was I didn't want
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to get into any kind of trouble. So if I had no moments where
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I could or or I filled up my my my life with with things that
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they kept me moving in a positive direction. Because like you said, when
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you wait, when we look at the statistics of of people of color,
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the average male of color has had been arrested by time, yeah, the
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first time, by the time he was fourteen or fifteen. So yeah,
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hey, keep keep myself full of positive stuff. I stay out of trouble.
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And and that's how also how I got got into it, got into
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uh, universities and stuff like that. I had my pick because yeah,
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you know I can see that, right. So so school was a very
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positive thing for me that way, right, And the fact that I actually
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had to work to be able to go to school also added to that positive
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that positivity. So it was pretty cool though. Yeah, that's pretty cool.
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So we all all have our reasons. And I and like you,
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I loved school. It's like you know, I love the idea of learning
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new learning stuff every day, right, And I there's a question for you
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that with that, for you, is it do you still continue that you
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you still look for something new to learn every day detriment because I don't have
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the time to do it all the time like I want to. But I
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am constantly learning about different things, whether it's finances, whether it's you know,
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stuff for my co parenting, you know course that I want to do,
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just different research things. For my job. I'm constantly learning things because
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I'm working with school districts across the country, so the contexts are different but
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same issues. And then just problem solving and thought partnership with them keeps my
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mind going and creative and innovative ways, because even though school districts across the
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country have pretty much the same problems, the context makes you think about or
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try to create something different to solve for what it is they mean. So
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it's if my job keeps me on that journey of learning as well, which
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is why I tell people I'm I'm living my dream job right now because I
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always feel like I'm growing in something, no matter if someone else is helping
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me with it or not. But I always need to be in a position.
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I've always needed to be in a position where I can grow. And
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if I felt like I was stagnant, it was time for me to go
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right, yeah, well that that makes sense too. So okay, fast
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forward you you you got your your your teaching credentials and you're walking into walking
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into the classroom for that for that first year. What was that like?
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It was? Okay. So my first year teaching was very unconventional because I
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moved to Indianapolis, Indiana after I graduated. So part of my first year,
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the first half of my first year, was actually permanent subbing in a
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middle school special education classroom. So I was working with students with behavioral disorders,
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emotional disorders, things like that, and I never thought I would work
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in middle school, but once again, it was a challenge, it was
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growth experience, and I was only there for half of the year, and
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then I ended up moving back to Saint Louis and starting as a kindergarten teacher
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in a brand new kindergarten center in the district that I graduated from. So
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I went back to teaching the district that I actually graduated from, in a
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new configuration of a building all kindergarten classrooms. We didn't have a principal,
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We just had two lead teachers, so it was the teachers basically leading the
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building. U and it was a it was a great experience. It was
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a really great experience, uh to see all five and six year olds in
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one building. And it also was a little bit chaotic because it was a
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new, you know, new building, no principal per se, but two
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lead teachers that were very seasoned teachers and knew how to you know, like
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run the building. So and it was all women. It was all women,
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and that brought another part of the context to it. And we were
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all young teachers, like we the half of the building was new teachers and
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the other half were seasoned teachers. So it kind of balanced out. But
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then also it created you know, some tips at some times. But my
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experience, my first year of teaching was very unconventional because I started out somewhere
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else in another state, and then I came back. Wow. So you
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you you have a lot of diversity in your life with that one. Very
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cool. So I have a lot of diversity in the field of education,
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period. So let's get down to the two because Okay, you've been you've
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been in school most of your life one way or another. Right, and
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I know for for those two of us who who eventually did did leave school,
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and everything right that's my my act, my last my last uh my
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last time in actually in a classroom. I was actually teaching math to five
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year olds. What yeah, no, this was right. I turned it
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into a game because the way I was taught math. I was taught math
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as a language, especially when I got to university level. It's a language,
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it's a way of describing things, right, And that's why I was
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teaching these five year olds and were amazed the the parents was. I actually
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taught them to subtract. I always I was heading them towards long division at
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five Oh wow. Because it was a description of of how of how these
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sets and numbers came together. And I used like toys, marbles, all
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sorts of stuff. Yea, as manipul they can touch it. I was
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because it because of the type school it was, I was completely isolated from
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like seeing some of what was going on in terms of bullying and stuff like
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that. Okay, now you've been in school most of your life. You've
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watched you've watched some of the issues that that that I may have seen in
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like my early days in school and everything. You know. Yeah, So
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I went to the to the Catholic private parochial school. But we had weapons
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violations and some kids did did manage to walk in the door with a revolver,
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and you know there was other things like blade stuff like that whatever,
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Right, but no one really ever got hurt or because there was a line.
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There was a line that wasn't wasn't to be crossed. But nowadays when
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we're looking when from the outside looking in at these schools, and we're seeing
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a lot more of violence, and that's something you actually helped the schools try
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to get rid of, right, Yeah, I mean especially the schools I
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was then. Yeah, I mean it's really evolved though, hasn't it.
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Yes, it has. I mean the technology itself has changed the game on
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bullying, you know, just having the platforms that we have with Facebook,
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Instagram, you know, TikTok, all these other ways to get at people
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and not necessarily physically, but mentally and emotionally. It's typically what the easier
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route for a lot of people to be behind the veil basically and bullied people.
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And it's harder to prove those things. You know that someone it's this
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person was actually bullying this person and that's why they hurt themselves or harm themselves
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or you know, committed suicide or what have you. So the ways that
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kids can actually bully people now is totally different. It used to be that
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you actually had to do it physically in their face or through someone and somebody
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tell on you or what have you, and you actually have witnesses. But
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nowadays they can easily do it, you know, behind a screen, which
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makes it very difficult also for schools to be able to stop it or deter
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it, because they're constantly on technology in schools, whether it's the school computer
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you know, or their home computer, or their cell phones. A lot
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of schools now, well some schools now have them put their phones in pouches
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and leave them, you know, somewhere for the day because they don't want
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kids distracted by phones. That brings in a whole other you know, process
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procedures, systems that schools have to put in place, consequences that they have
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to put in place for that. So it's like a lot of the responsibility
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is on the school in the school district to have policies in place for all
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these different types of bullying that go on. It's very difficult unless you are
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standing there and you see it, or you see it in the text or
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from that person or you know someone you have witnesses to it. It's very
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difficult to prove and it's very difficult to provide consequences for because especially parents will
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you know, they'll support their Well, how do you know it was my
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kid? That's the first thing, you know, how do you know it
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was my kid? And even if you provide proof that then no, you
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know, what did the kid do to my kid? You know? So
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then you got all these things that you're combating just to protect the students that
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are actually being bullied. The students that are being bullied as well need help.
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They need support because something is not right, something emotionally mentally is going
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on with them that they feel like it's okay to treat another person this way.
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So we need support for the bullies as well. But a lot of
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people don't think about that side. Yeah, most people don't don't want to
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think, they don't want to think about it, or they don't They most
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certainly don't want to hear that maybe the bully also needs needs some help,
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counseling and things like that. I mean, when you think about it,
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though, when we do root cause analysis on anything, you're trying to get
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to the root of the problem to solve the rest of it. Right,
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if the bully is the root something started in that bully to think that it's
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okay to treat another person this way. If you don't get to the root
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of the problem and take care of it in that person, all they're gonna
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do is go to another person and do it. Once they know that we
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know that you're messing with this person. Oh okay, I'll stop messing with
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that person. I'm just gonna move on to the next one. So that
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bully, it is, that bully needs help, right, I mean,
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you know, it's just like a serial killer life. I mean, I
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don't I don't want to go down there. I don't want to go down
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that that particular road. But thank you, but but you you you,
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let's cut it off here. It's like you might have a valid point.
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Let's talk about that point in another interview, because you might think, okay,
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let's leave that off here. But I'm sure people don't want to talk
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about that. So yeah, well, so what are the things? So
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what are some of the things? Do you try to find them? Like
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cognitive care some sort of I mean, how do you how do you try
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to help them and get to that route and them that's causing them to act
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the way they are. Well. Typically there should be some words provided what's
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called like multi tiered supports in a school. There's usually three tiers to that.
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The third one is usually your super like intensive supports for students. Most
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of the time MTSS or multit supports are geared towards academics, but you also
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need that SEO, that social emotional side, because if you can't get the
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behaviors, the emotions, the mental space cleared or at least stabilized, students
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are not gonna learn. So it's all brain development. Like if you can't
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get that the student that's being bullied, if you can't get them out of
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that safety part of their brain and their wiring, they don't feel safe,
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they're not going to be able to learn optimally. So there should be supports
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in place. You have a counselor some let's just say you're supposed to have
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a counselor in schools. Some schools don't because of funding your money or what
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however, they allocate their money to what they think is most important. But
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you should have a counselor. You should have outside social workers or school psychologists
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that come into your schools. Those three people should help you with creating groups
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for students you know, who are dealing with divorce, students who are the
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bullies, students who may be bullied, you know. So if you have
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groups for your counselor your school psychologists, for your social worker created that they
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can work with and that's their case loan, then those students are getting one,
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two or three touches a week at least from those staff members. And
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then in one of the schools that I led, we also had staff members
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teachers in the school that were assigned to some of our what we might call
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high flyers. You know, students who constantly get suspended, or students who
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have attendance issues and things like that. Most of the time, those are
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your bullies. You know, they have other things going on as well,
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other than just the behavior. So staff members teachers in the school every day
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had check in and check out with students. Checking in on them at the
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beginning of the day, see where they are they report back to the counsel
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or the social work or the school psychologists, and then checking out at the
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end of the day, you know, see where they are before they get
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on the bus or you know, where their mental state is before they go
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home, and all this type of stuff, and they check in with the
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council or the social order. So these are systems in schools that people can
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create to try to head off some of you know, the bullying that goes
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on. Once again, it's easier when it's just physical than there right in
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the person's face or what have you. But now we got these cell phones
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in these computers where you have to do investigations if somebody's seeing they're bullied.
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That takes time because then you've got to go through technology in district office and
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somebody in technology has to check IP addresses and check the email and you know,
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there's a whole process if the district has something in place if for that,
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and it takes time, once again, time in which the student could
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still be getting bullied in all of that. Now, what I found was
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most of what I found is what did it off, Like, what deterred
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them a little bit while investigation was going on, is if I, as
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the principal, addressed the so called bully and had a conversation with them about
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you know, I'm hearing this someone is telling me or staff is telling me
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that I don't want to name the student who you know might have come to
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me or what have you. But I'm just letting you know that this is
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on my radar and I'm going to have people watching you to see what's going
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on or if anything is going on. Not accusing you of anything, I'm
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just letting you know. You know, a word on the street, this
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is what's going on. So many times when an administrator gets involved, whether
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it's a principle of vice principal, assistant principal pbis a positive behavior support person
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or whoever, if it's a leader in the school that is addressing this student,
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they know we're watching for it like so that deters them a little bit
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on the behavior too, And a lot of times they might just start with
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another student, but at least they know that you're still watching them no matter
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what student it is, right, and then that helps the bullied person feel
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a little bit safer too, because you know, word gets to write on
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will the principal talk to so and so today? Did you know that stuff?
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So you know, it helps at least tell the bullied student we're supporting,
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we are aware, and we're doing something about it. Many times administrators
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don't do that. They don't talk to the bully person and say, you
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know, the conversation was had. I'm not telling you who I talk to,
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but a conversation was had. We are supporting you. If anything happens
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again, please let us know, you know, or we might need to
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call your parents or what have you. And the students think they're out there
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by themselves. That's when the other problems come in. Okay, I'm going
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to say this having been the parent in some of the schools, that you
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are not the norm. A lot of times, the the the the principal,
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yeah he's the administrator, but he's like, oh, that's out of
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my hands. I'm just the administrator. You have to you have to deal
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with the teacher on that, and they do, and they pushed it off
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back to the teacher. But yeah, I have seen this where the teacher
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was also being bullied by the bully. Absolutely. That's why it's on the
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administrators to do to do something because that is exactly what will happen, especially
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in high schools and middle schools. They will bully teachers just like parents will
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try to bully teachers. But that's another story. That's where the kids get
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it from most of the time. So they will bully teachers, and then
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teachers don't really say anything, or teachers might say something, but administrators don't
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take it serious. Don't get me wrong, because I understand in large high
36:38
schools, you got thirteen hundreds. I've been in a KA school with thirteen
36:43
hundred kids before. I understand the demand. I understand the need. I
36:52
also understand that systems and processes that are put in place can also help with
37:04
that demand and that need. Everybody in that school needs to understand that bullying
37:09
is not tolerated. And a lot of us don't want to have that open
37:15
conversation with the entire student body that it will not be tolerated. And if
37:23
we hear about it, this is what's going to happen. You know,
37:29
this is the process. Look in your student handbook. Those are your consequences.
37:35
Most people don't even read the student handbooks. The parents don't read them.
37:38
But if you are, if you are an administrator that goes with district
37:44
policy and what's in that handbook, you are able to give consequences for these
37:50
things when you can prove that it's done. And I'm telling you if you
37:54
are consistent with that behavior of kind consequences for these types of infractions, Even
38:02
if you want to call them small, even though they can lead to somebody
38:06
killing themselves, they're not small. They may start what you think is small,
38:13
but they blow up real quick. So even if you are consistent with
38:19
your consequences for these types of behaviors, students will understand that and it will
38:27
drop, like those behaviors will drop and decrease in your school. But it's
38:32
about us as the adults, being consistent with our behavior and consequences that we
38:40
provide, not being extreme with the consequences, but putting consequences and supports in
38:49
for students. The offended as well as the offender. Both of them need
38:58
some support. Even though you may not want healthy offend nerd. I get
39:02
it because I've been in those situations where I was the principal. I who
39:06
want to health this kid. You've just done this to my other students,
39:08
you know. But if I don't take care of that that issue with him
39:14
and his behavior, modify, modify it, at least help to modify it
39:20
at least, I mean, then it's gonna continue with somebody else. Right
39:28
That that that makes sense, So we we need to to work to get
39:36
the right systems in place in the schools as because I was a very very
39:42
involved parent, okay, and you'd like to involve parent to it in stead.
39:53
Uh, As an involved parent parent, we're supposed to advocate, right,
40:00
what should we be advocating for the I think the first thing that you
40:07
that parents should be advocating for is a communication surrounding this particular topic. Because
40:21
if you are a parent who's ever been involved with your child being bullied or
40:24
what have you, that is something that can consistently be communicated in a school
40:31
newsletter or something like that if they really are focused on deterring this type of
40:39
behavior. So some type of communication on this topic should be something that parents
40:46
are definitely asking for. Parents need to look at the school policy, school
40:53
district policy on bullying, look at the consequences, and look at the scription
41:00
for what bullying is and if that policy does not align with or it's not
41:08
comprehensive of what parents think it should be. There's board meetings every month where
41:16
you can speak up, so and people just walk up to the mic a
41:22
lot of times, you know, in different board meetings or you need to
41:27
tell them, called the district office and say you would like to speak at
41:30
the board meeting. How do you do that? Because the school board makes
41:36
the policy, but the school board is not enforcing anything. All they do
41:42
is write it and they approve it, but they have no idea how it's
41:45
working in the system in schools. They don't know how people are implementing it
41:52
or anything. They don't even know if it's being done or if it's being
41:55
done correctly. They don't know. Boards are oblivious to what's going on in
42:01
schools. Most of the time. They just write the policy and they send
42:06
it out. So if you are really an advocate about this bullying piece,
42:12
you need to attend the board meetings and you need to talk about it consistently
42:15
and as much as you can. That's the only way something's gonna get done
42:21
about it is because the school board writes the policy, not the principles.
42:25
So they need to hear what's going on. Yeah, they need to hear
42:30
what's going on. Another thing, as far as bullying and advocating for your
42:35
child is the first time your child said something about someone is bullying them,
42:43
you need to contact the school administration. You need to document how many times
42:50
you have to contact them and all of that, contact them by phone and
42:53
by email. And you need to make them aware of this situation and that
43:00
you will follow up on what's going on with it because you are very concerned
43:07
about your child being bullied. And that's the first time. Don't wait until
43:12
five or six times in when your child comes you with bruises or something on
43:16
it. The first time you hear about it is when it's the first time
43:22
they need to hear. So I think those are the top three things that
43:27
parents need to do. You got to be informed about what the policy is
43:31
on bullying and the consequences that go along with it. You got to be
43:36
informed about what's going on in the school as far as this topic. That
43:42
means they should be communicating something about it. And you need to make sure
43:45
the first time you hear something about the safety of your child, you need
43:52
to contact the school and do not be embarrassed about it. That's your child,
43:57
right, You know what, We are starting to run out of time.
44:02
It's like every time I talk to you, it's like it seems like
44:07
time disappears. Right, let me ask you this and then we're gonna then
44:17
then we'll get into how people can connect with you and work with you and
44:22
help help their child or help their school. Right if somebody was to give
44:30
you the funding to build your own school where it was it was it was
44:37
doctor Jerry's Dreams School, what kind of systems would you have in place to
44:45
help the kids just so much? Well you may not know this about me,
44:54
but as you can see from my background, I'm kind of a hippie,
44:58
so of love to have. One thing that I would love to have
45:07
is definitely a mental health strand in the school. And when I say mental
45:13
health, I mean meditation in the morning, you know, when the students
45:17
come in. Not necessarily chanting or anything like that, because that may go
45:24
against people's you know, religious beliefs, but meditation and calming the mind,
45:30
there's nothing wrong with that, and that gets kids centered for their day.
45:35
I had a couple of teachers in the early Childhood center that I led that
45:38
did it with three and four year olds, so I know that elementary,
45:43
middle and high schools can do it. So meditation a mental health strand definitely
45:50
and supports within there with health and wellness type activities throughout the day for them,
45:58
whether it's affirmation, whether it's you know, physical movement. Definitely,
46:05
there's no taking out physical education in this school. They would have more than
46:10
one recess today, probably two or three. And then also the second strand,
46:19
of course, is the academic piece, where we would offer individualized plans
46:25
of education for all students. I think that would be so cool because then
46:35
it would go along with you know, their interests or if they have a
46:40
diversity, you know, just different things that different things within that academic strand
46:45
that they can actually access. So they would have a certain track that they
46:52
would go on based on every year. It could change, you know,
46:57
but we would individualize their education for academics, so we would have our mental
47:02
health strand, our academics strand, and then we would have are what I
47:07
call fitness health wellness strand, So definitely recess you know, two or three
47:14
times a day. But then also there would be other things offered like jiu
47:19
jitsu, like CrossFit, like you know, things like have a rock climbing
47:24
wall, stuff like that, so different. I would partner with different organizations,
47:30
you know, health and wellness organizations to bring those that type of stuff
47:34
in for students to be able to do. So yeah, I think that
47:39
would be. That would be my school. I also, oh, one
47:44
more thing, Yes, I would love to have if we could do like
47:49
a garden, like a school garden, you know, fruits and vegetables,
47:53
all that type of stuff, where the cafeteria would cook dishes or food every
48:00
day that would come from mainly from our garden. Yeah. So yeah,
48:07
that would be my thing. Damn where I need to send my kids to
48:12
your school? I mean no, it's it sounds wonderful and I hey,
48:22
one hippie to another hippie. It's like, yes, the whole food thing
48:27
that becomes important. Also, it's very and it's very well rounded what you're
48:30
talking about. It isn't just pointed in one direction. It covers all of
48:37
the points of the emotional, the mental, and the physical wellbeing of our
48:43
children. Yep. So the best way is to get a hold of you
48:46
as a consultant. Well, that's an interesting question because I'm still getting my
48:52
stuff together. I the best way to get in touch with me typically is
48:57
LinkedIn. I do have a website it's called from the Desk of the Doctor
49:02
dot com, but LinkedIn is usually what I check the most. You can
49:07
get in touch with me off of the website though, and schedule a discovery
49:13
meeting, you know, a thirty minute discovery meeting with me. If you
49:16
would like to talk to me, that's a good way too. But for
49:20
the most part, LinkedIn is where I stay and I answer messages regularly on
49:28
there, all right, So everybody, if you look in the show notes,
49:31
you will see a link to doctor Jerry Johnson's LinkedIn profile. And I
49:39
know for a fact that she does actually answering messages because we talk back and
49:44
forth a lot. So and if you don't, I will also put a
49:51
LinkedIn a link in there in the show notes for the website so that hey
50:00
get a hold of her find out because it's important to know. This is
50:05
our children we're talking about. It's like, okay, I'm gonna sound like
50:08
Joe Biden for a second. This is our children. For Christ's sake,
50:12
we gotta do something too. It's going to save our children and keep our
50:17
children safe mm hm, because they need to learn right exactly exactly. So
50:27
thank you everybody for listening today. Find it subscribe button and wherever it may
50:30
be. And if you have a kid in school, connect with Jerry and
50:36
and she's got some great advice for you. Thank you so much for having
50:39
me. All right, I don't know so I waz s your phone action.
51:14
So why say this, he says, I reason to shak Cho SHOs.
51:43
We can't try s wait so past ye see. She goes to start
52:30
stop stuff I know MS starts. The show has been produced by Depictions Media.
53:08
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