Latest / Reverse Jackass / Ep47: Nick lost faith in the school system; Evelyn lost control of the metaphor.

Transcript

Ep47: Nick lost faith in the school system; Evelyn lost control of the metaphor. · Reverse Jackass

• 0:00
  SPEAKER_02: It's remote child.
• 0:07
  SPEAKER_01: Should we get cracking?
• 0:08
  SPEAKER_01: Should we do this?
• 0:09
  SPEAKER_01: Yes.
• 0:10
  SPEAKER_00: Okay.
• 0:10
  SPEAKER_00: Because I need a moment of peace because I've had so much coffee today.
• 0:13
  SPEAKER_00: I'm a human and I just need I need the serenity that the podcast brings.
• 0:18
  SPEAKER_01: Well, you get no peace and no serenity today, Evelyn.
• 0:20
  SPEAKER_00: It's go time.
• 0:21
  SPEAKER_01: And I'm going to start it like this.
• 0:22
  SPEAKER_01: Folks, welcome back to the Reverse Jackass Podcast.
• 0:25
  SPEAKER_01: I'm Nick.
• 0:26
  SPEAKER_01: With me as always is Evelyn Big Syrup Flanagan.
• 0:29
  SPEAKER_01: We're here bridging the gap between the United States and Canada, bringing peace.
• 0:34
  SPEAKER_01: And Evelyn, following up on a theme for this season's talking so far, I want to talk to you about education.
• 0:41
  SPEAKER_01: Oh, wow.
• 0:42
  SPEAKER_01: Okay.
• 0:42
  SPEAKER_01: You're really taking it to task here.
• 0:45
  SPEAKER_01: Well, I've really learned a lot talking to you, both in our podcast and outside our podcast capacities, learning about your career and education, the things you've learned from it.
• 0:52
  SPEAKER_01: And I've also enjoyed sharing with you some of my experiences in the American in the American school system.
• 0:57
  SPEAKER_01: I shared with you that I can sing all 50 United States in in uh alphabetical order.
• 1:04
  SPEAKER_01: Yes.
• 1:04
  SPEAKER_01: Have I shared with you that I can sing all of the prepositions in alphabetical order?
• 1:09
  SPEAKER_00: Like just in prepositions in the like which is words?
• 1:12
  SPEAKER_01: Like all of the prepositions in the English language are written into a song that I learned in the fifth grade, and I can sing them all in alphabetical order.
• 1:18
  SPEAKER_01: Would you like to hear it?
• 1:19
  SPEAKER_01: Yes, I would.
• 1:20
  SPEAKER_01: This is to the tune of twinkle, twinkle little star, so I know we're not gonna have to make any pay any money for it.
• 1:24
  SPEAKER_01: Okay.
• 1:25
  SPEAKER_01: About above, across after against a long among around, at before, behind, below, beneath beside, between beyond, but by down during four from in inside and to like near, off on on to and out, outside over, pass and through, two, two, ward under underneath, until up a pond with without and within.
• 1:42
  SPEAKER_01: That was given to me on a mimeographed sheet of my teacher's handwriting.
• 1:48
  SPEAKER_01: She wrote them out in cursive and then they copied it and gave it to all of us.
• 1:53
  SPEAKER_01: That's how we did it back then in the Middle Ages.
• 1:55
  SPEAKER_01: We our teacher wrote all of the prepositions in alphabetical order in cursive, and then we learned them to the tune of a public domain lullaby.
• 2:03
  SPEAKER_00: Okay.
• 2:04
  SPEAKER_00: Yeah, okay.
• 2:05
  SPEAKER_00: That's, I mean, it's a that's a lot to unpack, but I'm trying to stay with you here.
• 2:09
  SPEAKER_00: Like it's yeah.
• 2:12
  SPEAKER_00: It's a lot to unpack.
• 2:13
  SPEAKER_01: It's a lot to unpack.
• 2:15
  SPEAKER_01: And yet, you know, I learned that the same year that I learned the 1550 United States, and I learned that the same year I went to that horrible jingoistic school where we had to do all the like this is actually kind of almost all the same teacher working the strings, right?
• 2:28
  SPEAKER_01: She had an agenda.
• 2:29
  SPEAKER_01: She had an agenda, yeah.
• 2:31
  SPEAKER_01: She had an agenda, and so we you learn things, and what you learn is highly subjective based on the instructor that you draw almost out of a hat, right?
• 2:41
  SPEAKER_01: As you said, you taught a million different subjects, right?
• 2:46
  SPEAKER_01: Yeah.
• 2:46
  SPEAKER_01: And I think that we can all speak to that one teacher who really taught us something that we're never gonna forget.
• 2:52
  SPEAKER_01: And then we might also be able to point if our memory is good enough to the teacher who didn't teach us anything where our time was wasted in that.
• 2:58
  SPEAKER_01: And that's real.
• 3:01
  SPEAKER_01: But I'll never forget the 10th grade teacher that I had who taught us that the Civil War was not about slavery.
• 3:08
  SPEAKER_00: Oh, I'm gonna have so much editing to do.
• 3:11
  SPEAKER_01: It's fucking what I don't know what's gonna have to leave.
• 3:14
  SPEAKER_01: Are you gonna cut out some of the things?
• 3:15
  SPEAKER_01: I don't know.
• 3:16
  SPEAKER_00: I'm just scared.
• 3:17
  SPEAKER_00: You're gonna cut out all your prepositions.
• 3:18
  SPEAKER_00: I'm gonna cut them out from the song and I'm gonna put them in a different order.
• 3:22
  SPEAKER_00: You're gonna write, in quotes, all the prepositions, Nick, question marks.
• 3:26
  SPEAKER_01: Yeah, that's right.
• 3:26
  SPEAKER_01: I'm gonna leave one out and everyone has to fight it.
• 3:29
  SPEAKER_01: Right?
• 3:29
  SPEAKER_01: And they're gonna be like, yeah, uh, don't forget about like anyway.
• 3:33
  SPEAKER_01: Yeah.
• 3:34
  SPEAKER_01: So he taught us that the Civil War was not about slavery, which coming from the city that I did, which was the former capital of the Confederacy, I think is an extra, extra irresponsible lesson to learn.
• 3:47
  SPEAKER_01: And one that I regret to say that I parroted, as impressionable children do, for a few years afterwards, until I got enough substantive education that I was disabused of that notion.
• 3:58
  SPEAKER_01: And for any of you out there listening, going, well, the Civil War wasn't about slavery, wasn't it?
• 4:03
  SPEAKER_01: I want you to know that the Civil War was, in fact, actually about the topic of slavery.
• 4:08
  SPEAKER_01: And that in addition to whatever might have been at play, the biggest issue at uh at sort of conflict was slavery.
• 4:15
  SPEAKER_01: And that for some people, as you may imagine, even if you were not one of those people and even if you have not met one of those people, slavery would be the only germane issue at play in the Civil War.
• 4:25
  SPEAKER_01: Right.
• 4:25
  SPEAKER_01: For obvious reasons, right?
• 4:26
  SPEAKER_01: Yes.
• 4:27
  SPEAKER_01: It is the reason.
• 4:28
  SPEAKER_01: And I regret that this guy taught me this bullshit.
• 4:31
  SPEAKER_01: I think that's my biggest regret about this guy.
• 4:33
  SPEAKER_01: My second biggest regret about this guy was that he then subsequently married one of my classmates.
• 4:37
  SPEAKER_00: Oh-da! Yeah, that really, yeah.
• 4:41
  SPEAKER_00: Okay, two for two.
• 4:42
  SPEAKER_01: Two for two.
• 4:43
  SPEAKER_01: So, my question for you, Evelyn.
• 4:45
  SPEAKER_01: Oh, is that what is the most irresponsible thing that you either ever were taught, or or if you want bonus points, that you taught anybody else in your history of the school system, in your storied multi-decade experience in the Canadian school system?
• 5:00
  SPEAKER_01: What's the most in irresponsible thing that you either taught or were taught?
• 5:03
  SPEAKER_00: Oh, wow.
• 5:05
  SPEAKER_00: Okay.
• 5:05
  SPEAKER_00: In terms of being irresponsible, let's just kind of narrow in on that for a second.
• 5:10
  SPEAKER_00: Okay.
• 5:10
  SPEAKER_00: So your example Did I not hold on?
• 5:12
  SPEAKER_01: Did I not paint it good enough when I said my teacher taught me the civil war wasn't about fucking slavery?
• 5:16
  SPEAKER_01: Did we not feel like that painted a picture of what irresponsible is?
• 5:19
  SPEAKER_01: How can I classify this for you?
• 5:20
  SPEAKER_00: It did, but I can't, I can't like I just I can't, I'm gonna say right out of the gate that I cannot match that story or anything close to it.
• 5:28
  SPEAKER_00: Like in my own teaching career, uh-huh, I did not teach anybody something like that.
• 5:38
  SPEAKER_01: Okay.
• 5:39
  SPEAKER_01: You weren't like, ah, la colonialisme africaine.
• 5:45
  SPEAKER_00: That was really good.
• 5:47
  SPEAKER_00: That was really good.
• 5:48
  SPEAKER_00: Wow, very impressive.
• 5:49
  SPEAKER_00: The words that you just pulled out right there.
• 5:50
  SPEAKER_00: Those listen, man, I speak French.
• 5:52
  SPEAKER_00: Wow, but those are not everyday words.
• 5:54
  SPEAKER_01: Well, they're I'm hoping they're cognate.
• 5:56
  SPEAKER_01: Somebody's gonna come and go, you know, that's the word for colonialism, and I'm gonna go.
• 5:58
  SPEAKER_00: Yeah, no, yeah, I thought I heard the word maybe not.
• 6:01
  SPEAKER_00: Okay, so I I can't think of anything like that.
• 6:06
  SPEAKER_00: The most irresponsible thing someone else taught.
• 6:10
  SPEAKER_01: See how she, I'm just gonna point this out while she's thinking.
• 6:13
  SPEAKER_01: Do you see how she immediately pushes the blame off to somebody else?
• 6:16
  SPEAKER_00: Wasn't that part of the question?
• 6:18
  SPEAKER_01: No, I hear you.
• 6:19
  SPEAKER_01: I mean, I just I think it's a a little more introspective to look inward, but some people can't look inward.
• 6:24
  SPEAKER_01: As a therapist, I can say some people are not equipped to look inward and face their own impact on the world.
• 6:29
  SPEAKER_01: And so if that's how you want to take this, then keep that door open for you.
• 6:32
  SPEAKER_00: You do voice memo me at least twice a day, telling me you can't believe how much on that second access I'm on.
• 6:38
  SPEAKER_01: Oh, yes.
• 6:39
  SPEAKER_01: By the way, I know what access to means, but you know, they stopped using that, like did they?
• 6:44
  SPEAKER_01: Yeah, they stopped using the access system for diagnoses right after I graduated.
• 6:48
  SPEAKER_01: They were even like, yeah, you're gonna have to learn this now, but like we're not gonna do this after next semester.
• 6:53
  SPEAKER_00: And I only know about it because you explained what it was to me.
• 6:56
  SPEAKER_01: Yeah.
• 6:56
  SPEAKER_00: I thought it was I thought it was great.
• 6:58
  SPEAKER_00: So I like to pull it into conversation with you as much as possible.
• 7:01
  SPEAKER_00: But it seems, you know, it I know you don't like to diagnose people, but you do tend to label me that way.
• 7:08
  SPEAKER_01: Look, it's really a shoe fits situation.
• 7:12
  SPEAKER_00: Yeah.
• 7:12
  SPEAKER_00: If it quacks like a duck, sure.
• 7:14
  SPEAKER_01: Yeah, a duck quacking, yes.
• 7:16
  SPEAKER_00: A duck quack.
• 7:17
  SPEAKER_00: Yeah, okay.
• 7:17
  SPEAKER_00: I'm I'm floating between two different worlds here.
• 7:20
  SPEAKER_00: I'm thinking of my own teachers, okay, my own past teachers, but I'm also thinking of colleagues that I would have had.
• 7:26
  SPEAKER_00: Oh, baby.
• 7:27
  SPEAKER_01: I know good stuff happens.
• 7:28
  SPEAKER_01: Give us that gossip.
• 7:29
  SPEAKER_00: I know, but I but I'm having trouble thinking of, you know, the the the colleagues piece because I wasn't in other people's classrooms all the time.
• 7:38
  SPEAKER_01: Okay.
• 7:38
  SPEAKER_01: Right.
• 7:39
  SPEAKER_01: But let's just say my high school teacher rolled in and you were like, hey, so and so, how's it going?
• 7:42
  SPEAKER_01: He was like, good, just spent another day uh opening kids' eyes to the fact that the Civil War wasn't about slavery.
• 7:49
  SPEAKER_01: By the way, I think one of them's into me.
• 7:51
  SPEAKER_00: Yeah, yeah.
• 7:53
  SPEAKER_01: I I can't wait till I'm done coaching her in basketball in three years, and then I can uh put a ring on it, which also happened.
• 8:00
  SPEAKER_00: Yeah, and then climb that like a tree.
• 8:02
  SPEAKER_00: I feel like I wow, I did not associate with people like that.
• 8:10
  SPEAKER_00: I can be so honest.
• 8:12
  SPEAKER_00: I did, I was known for having an open classroom door where people did come in, like colleagues did come in and would sometimes unload, or it did turn into a bit of a therapy session.
• 8:22
  SPEAKER_00: So I was basically you, but with a baton.
• 8:27
  SPEAKER_00: Just kidding.
• 8:28
  SPEAKER_00: Um, how else?
• 8:31
  SPEAKER_01: You don't know me at all.
• 8:32
  SPEAKER_00: Do you well when you're teaching clients the prepositions?
• 8:37
  SPEAKER_00: I know.
• 8:39
  SPEAKER_01: Go sit on the couch, genius.
• 8:42
  SPEAKER_00: Yeah, don't close your damn case until I say so.
• 8:47
  SPEAKER_00: This takes me a bit to the world of French immersion.
• 8:49
  SPEAKER_00: So I was in French immersion.
• 8:51
  SPEAKER_00: Do y'all have that there?
• 8:52
  SPEAKER_00: Is that like a thing?
• 8:53
  SPEAKER_01: Uh, we didn't have that at my school, but practically we did because she absolutely insisted from French too on that literally every word we speak was in French.
• 9:00
  SPEAKER_01: So functional, yes.
• 9:02
  SPEAKER_00: Did you have different subjects in French?
• 9:04
  SPEAKER_01: No, no, no, no.
• 9:05
  SPEAKER_01: Okay, absolutely not.
• 9:06
  SPEAKER_00: So that would that's part of the immersion program here is that just a French class once a day would be our core French program, is what it's called.
• 9:14
  SPEAKER_00: So everyone gets that, and then it's mandatory in grade nine, and after that it's all elective.
• 9:18
  SPEAKER_00: But the French immersion program is you have a certain amount of credits that you have to get in French.
• 9:24
  SPEAKER_00: So, for example, I didn't take math in English until grade 11 for the first time.
• 9:29
  SPEAKER_00: Oh god.
• 9:30
  SPEAKER_00: Yeah, it was yeah, you want to talk about why I have such a chip on my shoulder about les mathématiques?
• 9:35
  SPEAKER_00: That would tell you why.
• 9:37
  SPEAKER_00: And then it really is jarring because I did geography in French, I did les sciences in French, I did that course I told you about a long time ago that you you were like, I can't believe you have that.
• 9:46
  SPEAKER_00: It was called Society Challenge and Change, and it was basically just one of those societal like the opposite of irresponsible was like actually the most responsible thing.
• 9:55
  SPEAKER_00: It just happened to be in French, it just happened to be en français, which kind of makes it a little more irresponsible.
• 10:02
  SPEAKER_00: You know what I'm saying?
• 10:03
  SPEAKER_00: And then all of a sudden you get to a point like I had drama in French as well.
• 10:07
  SPEAKER_00: Like these kinds of things where all of a sudden you're learning and it's French from bell to bell.
• 10:13
  SPEAKER_00: So all of a sudden there comes a year when you're like, Oh, you don't have to take this anymore, and you're just going right into mainstream, and you're like, I don't, I don't know these words.
• 10:20
  SPEAKER_00: Like, I didn't know that the mitochondria was the powerhouse of the cell in English.
• 10:26
  SPEAKER_00: I just knew that kind of stuff in French.
• 10:27
  SPEAKER_00: So, anyway, all of this to say, French immersion at my school felt like a whole different world because the other part of this is that you're in a cohort with the same kids from grade one, basically, I was all the way till grade 13.
• 10:43
  SPEAKER_00: Because so hold up, you had French immersion from first grade.
• 10:46
  SPEAKER_00: Oh no, second.
• 10:47
  SPEAKER_00: I started it in second grade.
• 10:48
  SPEAKER_00: Yeah, that's weird.
• 10:49
  SPEAKER_00: Does your family speak French?
• 10:51
  SPEAKER_00: No, actually, my mom asked me if I wanted to learn French, and I said yes, because it must have been on TV.
• 10:57
  SPEAKER_00: I must have been watching something on TV because, like, you know, growing up in Canada, like and then I did, and I really loved it.
• 11:03
  SPEAKER_00: Like, I picked it up very quickly.
• 11:05
  SPEAKER_00: Oh, oh my gosh, I loved it.
• 11:06
  SPEAKER_00: I loved every minute of it.
• 11:08
  SPEAKER_00: And it's a really special thing because again, it it's the same people, so you make some really good friendships, it's a different world.
• 11:14
  SPEAKER_00: So, where I'm going with this is that you also have the same teachers for everything.
• 11:20
  SPEAKER_00: So, say if I was the teacher, for example, I might teach French immersion drama, languages, and the society challenge and change course.
• 11:31
  SPEAKER_00: So, like if Evelyn the student had all those on her timetable, guess who I'm hanging out with three times a day?
• 11:38
  SPEAKER_00: Evelyn the student.
• 11:38
  SPEAKER_00: That's who.
• 11:39
  SPEAKER_00: Evelyn the student meet Evelyn the teacher.
• 11:41
  SPEAKER_00: And so I just can't say the name.
• 11:44
  SPEAKER_00: I cannot say a name on here because you just Yeah, of course.
• 11:47
  SPEAKER_00: I didn't say a name either.
• 11:48
  SPEAKER_01: I remember the guy's name.
• 11:50
  SPEAKER_00: Yeah, yeah.
• 11:51
  SPEAKER_01: This, so this and somewhere he's going, he's going, I'm telling you, it was about economics.
• 11:56
  SPEAKER_00: I swear she looked older.
• 11:58
  SPEAKER_01: Like this.
• 11:59
  SPEAKER_01: I s I mean the funny thing is this, yeah.
• 12:02
  SPEAKER_01: He's like, I swear on my now less inappropriately aged wife.
• 12:06
  SPEAKER_00: Yeah, yeah, right.
• 12:08
  SPEAKER_00: This is not good.
• 12:09
  SPEAKER_00: So this this teacher, I can look back now and think she was good.
• 12:14
  SPEAKER_00: Like, oh yeah, that was convincing, I'm sure.
• 12:17
  SPEAKER_02: Oh, yeah.
• 12:18
  SPEAKER_00: I'm gonna watch this back and be like, wow, liar, liar, liar.
• 12:23
  SPEAKER_00: The teachers in French immersion, I'm just gonna say were in a league of their own.
• 12:27
  SPEAKER_00: Okay, and I can't say it's that they taught us anything irresponsible, but they taught us things that I I don't know, I didn't know at the time.
• 12:37
  SPEAKER_00: You know, as a kid, like you said, you just kind of there's blind trust.
• 12:41
  SPEAKER_00: Sure.
• 12:41
  SPEAKER_00: Um, and you just kind of go with it.
• 12:43
  SPEAKER_00: So this one teacher, like we were reading novels, I think we were doing a novel study, which I didn't realize till later that that was a lot.
• 12:51
  SPEAKER_00: Like I was just, I'm like, I guess I'm just reading them.
• 12:53
  SPEAKER_00: And like you would read in grade 12 English, right?
• 12:55
  SPEAKER_00: You're reading a hefty-I mean, where I was assigned to read in grade French 12 English.
• 13:00
  SPEAKER_01: I don't know that I read any of them at all.
• 13:02
  SPEAKER_00: Fair enough.
• 13:03
  SPEAKER_01: Sure, as shit didn't read the ones in French for you, you you wouldn't have.
• 13:09
  SPEAKER_00: And French novels are very different.
• 13:12
  SPEAKER_00: Like, again, they're they're it's literary, so they're very not straightforward.
• 13:16
  SPEAKER_00: So you're there's a lot of nuance, there's a lot of imagery, and you're reading stuff, and I still don't think I understood most of what I read.
• 13:22
  SPEAKER_00: Like it was pretty advanced.
• 13:23
  SPEAKER_00: But this teacher was so she was the quintessential French teacher, and she was so animated, and we were translating verbs until our fingers bled, like doing the worksheets.
• 13:36
  SPEAKER_00: But we also had to do like the drama stuff and reenact.
• 13:39
  SPEAKER_00: Anyway, she was known for, and it was never admitted, but there was a rumor going around that she was your face.
• 13:47
  SPEAKER_00: I I'm gonna take a snapshot of this.
• 13:49
  SPEAKER_00: I'm gonna take a screenshot of this face because the look on your face is like a five-year-old on Christmas morning.
• 13:56
  SPEAKER_01: Yes.
• 13:56
  SPEAKER_00: There was a rumor going around that she was a nudist.
• 14:00
  SPEAKER_00: Oh.
• 14:01
  SPEAKER_00: And okay, and in a small town, this town had less than 5,000 people.
• 14:06
  SPEAKER_00: In a small, cold town.
• 14:10
  SPEAKER_01: Oh, yeah, we were growing up in Orlando, you know, sometimes we had our clothes off.
• 14:13
  SPEAKER_01: You're like, uh, yeah, it's just it's just north of Toronto, uh, snow on the ground, fucking ice chipping out of the sky.
• 14:19
  SPEAKER_01: And yeah, yeah, there she is, allegedly naked as a J Bird.
• 14:23
  SPEAKER_01: There she is, just from the cold, just her body that's desperately trying to stay alive.
• 14:28
  SPEAKER_00: Yeah.
• 14:28
  SPEAKER_00: That's the Canadian human form.
• 14:30
  SPEAKER_00: That's right.
• 14:31
  SPEAKER_00: That's what we are.
• 14:32
  SPEAKER_00: That's what we all become when the weather drops.
• 14:34
  SPEAKER_00: When the when the mercury drops, thanks.
• 14:38
  SPEAKER_00: Yeah.
• 14:38
  SPEAKER_00: When the mercury drops and the denim hits the floor.
• 14:40
  SPEAKER_00: You guys think you know shrinkage, you don't know anything until you talk to a Canadian.
• 14:45
  SPEAKER_00: So there was this rumor going around.
• 14:47
  SPEAKER_00: It never came from her mouth, it was never verified.
• 14:50
  SPEAKER_00: However, she was a fan of the concept of the slideshow, the slide deck.
• 14:55
  SPEAKER_00: And we would see pictures, and I don't remember why.
• 14:58
  SPEAKER_00: I don't remember why we would see she would show us things like maybe it was from a trip to France or Quebec or something like that.
• 15:04
  SPEAKER_00: Yeah.
• 15:05
  SPEAKER_00: And there was a slide in there that was of nature, but there was a sign on there, like a very rustic wooden sign that welcomed you to a certain establishment that none of us were familiar with, but we could read the sign and it said the name of the town, which was not our town.
• 15:26
  SPEAKER_00: You can name the town for God's sakes.
• 15:28
  SPEAKER_00: You're not gonna ruin anybody's privacy here.
• 15:30
  SPEAKER_00: I can't.
• 15:31
  SPEAKER_00: I absolutely cannot.
• 15:32
  SPEAKER_00: Fucking Canadian Privacy.
• 15:34
  SPEAKER_00: It said, yeah, the Canadian Privacy Act is way different than yours, just so you know.
• 15:38
  SPEAKER_00: It's an unspoken code, but it said something, something, nudist park, and it was very small.
• 15:44
  SPEAKER_00: Like if the screen you're looking at right now is the whole size of the sign, it said the town, and then this big nudest park.
• 15:51
  SPEAKER_00: That's not okay.
• 15:52
  SPEAKER_00: Nudest Park.
• 15:53
  SPEAKER_00: Like it was very small, and and she was at the back of the room.
• 15:58
  SPEAKER_00: This is how I remember it.
• 15:59
  SPEAKER_00: I don't actually know if now this is how I've curated this moment or if it actually is true.
• 16:04
  SPEAKER_01: I think I think the key is to treat it like it's a real memory because no one will ever be able to verify or deny.
• 16:09
  SPEAKER_01: All of these could be made up.
• 16:11
  SPEAKER_00: That's true, that's true.
• 16:12
  SPEAKER_00: These could we could not even be using our real names, and no one would know.
• 16:15
  SPEAKER_00: I think people would know, Phyllis.
• 16:18
  SPEAKER_00: Listen, Alphonse, you need to shut your shut your mouth.
• 16:22
  SPEAKER_01: So I was trying to think of a funny name.
• 16:25
  SPEAKER_01: That was good.
• 16:25
  SPEAKER_01: It's about a five out of ten.
• 16:26
  SPEAKER_00: You'll do better next time.
• 16:27
  SPEAKER_00: So she was at the back of the classroom, and this picture comes up, and this was in the day of the projector being attached with a long string to the to the clicker, right?
• 16:37
  SPEAKER_00: Uh-huh.
• 16:38
  SPEAKER_00: So she had some, she had a bit of a like a a good tether going on, but this picture came up and she was friggin' forest gumping it up the aisles of the classroom, tripped over backpacks, face planted, oh, got up and still kept going.
• 16:58
  SPEAKER_00: And we didn't understand at the beginning something like that.
• 17:01
  SPEAKER_00: Was weird.
• 17:01
  SPEAKER_00: If she had just passed it off and gone boop boop to the next one, no one would have known.
• 17:06
  SPEAKER_00: That was like she didn't play it close to the best.
• 17:08
  SPEAKER_00: She didn't play it, she made the first mistake, and it was being too she was shown her cards, too reactive.
• 17:14
  SPEAKER_00: So from then on, um, a friend of mine, Carolyn, I will name her because she deserves credit for this song.
• 17:20
  SPEAKER_00: When she and I would enter that classroom every day for the rest of the semester, whether the teacher was in there or not, she and I would walk and to the tune of Oliver's Consider Yourself Our Guest, Carolyn would sing, start thinking about the nude, start thinking about parts of the body every day.
• 17:45
  SPEAKER_00: Every day.
• 17:45
  SPEAKER_00: And that teacher, how did she respond to it?
• 17:48
  SPEAKER_00: Oh, I don't remember.
• 17:49
  SPEAKER_00: I don't know if she's like, she might have been in the room, she might have not.
• 17:51
  SPEAKER_00: She actually, knowing this teacher, probably wasn't even aware.
• 17:54
  SPEAKER_00: Probably wasn't even aware.
• 17:55
  SPEAKER_00: So this doesn't really answer your question.
• 17:58
  SPEAKER_00: Like, there was nothing, it was an irresponsible.
• 18:00
  SPEAKER_01: It's not irresponsible.
• 18:01
  SPEAKER_01: It's not, it's not sinful, but it's right.
• 18:04
  SPEAKER_01: It's irresponsible to not remove your nudistry from the thing you're showing your kids.
• 18:09
  SPEAKER_00: See, here's the thing you want to be a nudist?
• 18:11
  SPEAKER_00: I've no problem with that.
• 18:12
  SPEAKER_00: You do your thing, right?
• 18:13
  SPEAKER_00: It's a risky, it's a risky pastime for a teacher.
• 18:18
  SPEAKER_00: Like anyone, right?
• 18:19
  SPEAKER_01: Anyone well it sounds like slideshows were the really risky behavior.
• 18:22
  SPEAKER_01: It sounds like that's true.
• 18:23
  SPEAKER_01: She got away with nudity with impunity.
• 18:25
  SPEAKER_01: It sounds like the moment she tried to bring tech into the classroom, everything fell apart for her.
• 18:28
  SPEAKER_00: Yeah, I think that's it, actually.
• 18:30
  SPEAKER_00: And luckily there were no cell phone, like obviously we didn't have cell phones.
• 18:34
  SPEAKER_00: This would have been like what 97, 98, sometime around then.
• 18:38
  SPEAKER_00: Um, so like she's it's fine.
• 18:40
  SPEAKER_00: She's not she's retired now, she's a minister, like it's totally fine.
• 18:44
  SPEAKER_00: So minister?
• 18:45
  SPEAKER_00: Yes.
• 18:46
  SPEAKER_00: In what church?
• 18:47
  SPEAKER_00: I want to say Methodist.
• 18:50
  SPEAKER_00: Huh.
• 18:51
  SPEAKER_00: And what high school did you go to?
• 18:52
  unknown: Nope.
• 18:53
  SPEAKER_00: Do you want to know do you want to know my mom's middle name too and my um dead cat's first name?
• 18:58
  SPEAKER_00: No, I don't need to steal money from you.
• 19:01
  SPEAKER_01: I just want to make this available for anybody who is online who wants to put in the legwork to figure out who this teacher is.
• 19:08
  SPEAKER_01: Yeah.
• 19:08
  SPEAKER_00: Well, they can, you know what?
• 19:10
  SPEAKER_00: I want to make them work a little bit because I think if you listen to the previous episodes, you'll be able to figure out where I went to high school.
• 19:17
  SPEAKER_00: Oh, okay.
• 19:18
  SPEAKER_01: So, folks, if you're listening to this, if you can figure out where Evelyn went to high school, yeah, and you don't know her, this is gonna be on the honor system.
• 19:26
  SPEAKER_00: Yeah, yeah.
• 19:27
  SPEAKER_00: Well, I'll be able to tell if they know me or not.
• 19:30
  SPEAKER_01: Send us an email at whatever the email is, and then I will send you a Canadian loony as a prize.
• 19:37
  SPEAKER_01: If you can figure out where Evelyn went to high school and you don't know her personally, then I will send you a Canadian loony as a prize and you will have that to brag to your friends for the rest of your life.
• 19:45
  SPEAKER_00: I think this is actually really scary if we get an email that says, I know where you went to high school, and it's literally someone I don't know.
• 19:51
  SPEAKER_00: Like that's a literally Well, you said they could figure it out.
• 19:53
  SPEAKER_00: I I know, but I've but like I'm I say things without thinking all the time.
• 19:57
  SPEAKER_00: Don't you know that by now?
• 19:59
  SPEAKER_00: Like I I hadn't really thought that's gonna require some doxing.
• 20:02
  SPEAKER_00: And I mean, I guess we open ourselves up to that.
• 20:04
  SPEAKER_00: That's just me.
• 20:05
  SPEAKER_00: That's me being irresponsible.
• 20:07
  SPEAKER_01: Doxing, Evelyn.
• 20:08
  SPEAKER_01: No one's gonna have to dox you for this.
• 20:10
  SPEAKER_00: I don't know.
• 20:11
  SPEAKER_00: I'm online everywhere at Flanagan Content.
• 20:13
  SPEAKER_01: At Flanagan, yeah, Flanagan Content.
• 20:16
  SPEAKER_00: In case you want to check it out, if it just to give you a little head start, add Flanagan content on all social platforms.
• 20:21
  SPEAKER_01: I think in keeping with this, the the theme for next season might be consequences.
• 20:25
  SPEAKER_00: Oh, yeah, yeah.
• 20:26
  SPEAKER_00: I think that's a good, that's a good thing.
• 20:29
  SPEAKER_00: Do you want to hear?
• 20:29
  SPEAKER_00: Um, do we have time for an irresponsible moment I had in my classroom?
• 20:34
  SPEAKER_01: Yeah, we set the timer.
• 20:35
  SPEAKER_01: It's nobody else's business.
• 20:36
  SPEAKER_01: Yeah, tell the story.
• 20:36
  SPEAKER_00: Oh, I just want to make sure.
• 20:37
  SPEAKER_00: Y'all can tune out if you're tired of this.
• 20:39
  SPEAKER_00: This is a you know what?
• 20:40
  SPEAKER_00: I'm gonna give you three seconds to turn this thing off if you want.
• 20:43
  SPEAKER_00: Just shut her down.
• 20:44
  SPEAKER_00: Yeah, exactly.
• 20:46
  SPEAKER_01: Good night.
• 20:48
  SPEAKER_00: All right.
• 20:49
  SPEAKER_00: So I was teaching something responsible, and it was part of the curriculum.
• 20:53
  SPEAKER_00: The manner in which I was delivering this information was not responsible.
• 20:58
  SPEAKER_00: Okay.
• 20:59
  SPEAKER_00: So it's the opposite of your teacher's story.
• 21:02
  SPEAKER_00: Okay.
• 21:03
  SPEAKER_00: Because I was teaching something that I actually should have been teaching, and I got too carried away.
• 21:08
  SPEAKER_00: Okay.
• 21:08
  SPEAKER_00: I was it was one of my first years at this school, a school that I was at for about 15 years.
• 21:14
  SPEAKER_00: And probably in the first couple of years, I was teaching a grade 11, 12 guitar class, and it was so seniors, mostly male identifying students.
• 21:24
  SPEAKER_00: And I would say it would be a class of about 20, let's say.
• 21:27
  SPEAKER_00: And all of you who are listening out there, and you too, Nick, I want you to picture being a student in this scenario.
• 21:33
  SPEAKER_00: So just picture you're, you know, you're in a music room, you're sitting there, you're playing guitar, and it's time for the music theory lesson.
• 21:40
  SPEAKER_01: Okay.
• 21:40
  SPEAKER_00: I get up there, I have my whiteboards at the front, and I'm and I'm like, you know what, we're talking about scales today.
• 21:46
  SPEAKER_00: So by the time you get into grade 11, you should know scales, but this was probably early enough that I just needed a review.
• 21:53
  SPEAKER_00: So we're talking about minor scales today in this grade 11 12 guitar class.
• 21:58
  SPEAKER_00: I will explain this in a very Very basic way.
• 22:00
  SPEAKER_00: There are three kinds of minor scales.
• 22:02
  SPEAKER_00: There's the natural minor, the harmonic minor, and the melodic minor.
• 22:05
  SPEAKER_01: Okay.
• 22:06
  SPEAKER_00: Okay.
• 22:06
  SPEAKER_00: Are you familiar with that?
• 22:07
  SPEAKER_01: I've I've heard those terms before.
• 22:09
  SPEAKER_01: I would have been able to differentiate.
• 22:10
  SPEAKER_00: Okay.
• 22:11
  SPEAKER_00: They start and end on the same note, right?
• 22:14
  SPEAKER_00: If you start on G, you go up to the next G and you come back down to the next G.
• 22:19
  SPEAKER_00: Yeah.
• 22:20
  SPEAKER_00: But there to make these scales different from each other, there are different, there are little tweaks you have to make in each scale in order to make them what they are.
• 22:28
  SPEAKER_00: So the natural, you know, has a different fret pattern than the minor, than the or then the harmonic, than the melodic.
• 22:35
  SPEAKER_00: So I, in my untethered desire to be creative and gain their attention and really get them to understand these scales, I said, let's give these scales personalities.
• 22:49
  SPEAKER_00: Let's think of them as family members.
• 22:51
  SPEAKER_00: Oh, okay.
• 22:52
  SPEAKER_00: This is where it all goes wrong.
• 22:53
  SPEAKER_01: Oh, this is you're already teetering in this story.
• 22:57
  SPEAKER_01: Did you know you were on the precipice of the abyss when you started making this analogy?
• 23:01
  SPEAKER_00: No.
• 23:01
  SPEAKER_00: Okay.
• 23:02
  SPEAKER_00: I didn't, because I I didn't know where this was going.
• 23:05
  unknown: Okay.
• 23:06
  SPEAKER_00: And so I said, let's talk about the natural minor.
• 23:10
  SPEAKER_00: Let's talk about the natural minor.
• 23:11
  SPEAKER_00: This guy, this guy, there's no changes that need to be made.
• 23:14
  SPEAKER_00: Like going up, ascending is the exact same as going down, right?
• 23:17
  SPEAKER_00: So you learn a pattern and then you do that pattern in reverse, and we're totally fine.
• 23:21
  SPEAKER_00: That's the natural minor scale.
• 23:22
  SPEAKER_00: You know, think of it as that family member that's just chill all the time.
• 23:25
  SPEAKER_00: Uncle Dave, right?
• 23:26
  SPEAKER_00: That guy's just really, really chill.
• 23:28
  SPEAKER_00: Like he's he's chill all the time.
• 23:30
  SPEAKER_00: He doesn't do anything to please anybody.
• 23:32
  SPEAKER_00: Like he's just himself.
• 23:33
  SPEAKER_00: Okay.
• 23:34
  SPEAKER_00: But then we have then we have the harmonic minor.
• 23:36
  SPEAKER_00: So when you go up, you're changing the seventh note.
• 23:39
  SPEAKER_00: It's been a long time since I thought of this stuff.
• 23:42
  SPEAKER_00: I'm gonna be editing that's listening to you at this point.
• 23:45
  SPEAKER_00: Yeah.
• 23:45
  SPEAKER_00: Oh yeah, because I was ramping up, Nick.
• 23:48
  SPEAKER_00: I was ramping up because I had stuff on the board, right?
• 23:51
  SPEAKER_00: I had all these scales written out and I was talking and I was animated.
• 23:54
  SPEAKER_00: I was explaining.
• 23:55
  SPEAKER_00: Hey, so this scale right here, this guy, this is the harmonic minor.
• 23:58
  SPEAKER_00: This guy is like, you know what?
• 24:00
  SPEAKER_00: He's the same thing going up as he is going down.
• 24:02
  SPEAKER_00: This is not a big deal, right?
• 24:03
  SPEAKER_00: This guy, he's like blah blah blah.
• 24:05
  SPEAKER_00: Like I was, I don't know, I was giving it a personality.
• 24:07
  SPEAKER_00: Going down, yeah.
• 24:08
  SPEAKER_00: Don't give away everything I'm about to say.
• 24:12
  SPEAKER_00: Then I get to the melodic scale, which is different ascending than it is descending.
• 24:17
  SPEAKER_00: And I was talking about how there are some similarities between scales.
• 24:20
  SPEAKER_00: And so I was like, you know what?
• 24:22
  SPEAKER_00: The melodic scale, you know, this isn't so bad.
• 24:24
  SPEAKER_00: He's a little bit different going up than he is going down.
• 24:27
  SPEAKER_00: But for the most part, he's like really similar to the harmonic scale.
• 24:30
  SPEAKER_00: He's like, hey, like I'm a copycat.
• 24:32
  SPEAKER_00: Like I copy other things.
• 24:33
  SPEAKER_00: So I'm like, I copy other things.
• 24:35
  SPEAKER_00: I just like suck ideas off this and I suck ideas off.
• 24:38
  SPEAKER_00: And then I said, and I couldn't stop saying, like this guy right here, he's just like, I'm just gonna suck off.
• 24:46
  SPEAKER_00: I'm just gonna suck off this guy over here.
• 24:48
  SPEAKER_00: Like I'm just gonna suck off like a sucker fish, you know, like a sucker fish sucks to the wall, like sucking like a like I like I just suck like a fish.
• 24:57
  SPEAKER_00: Like and I'm like, stop saying the word suck.
• 25:01
  SPEAKER_00: And I couldn't, and I kept saying, suck off this guy over here.
• 25:05
  SPEAKER_00: Suck off this guy, yeah, over here.
• 25:07
  SPEAKER_01: You know, like families do.
• 25:08
  SPEAKER_01: Why are you all not getting this?
• 25:10
  SPEAKER_01: Why okay?
• 25:11
  SPEAKER_01: Let's start with this.
• 25:12
  SPEAKER_01: They're all minors, okay?
• 25:13
  SPEAKER_01: They're obviously all minors, but this one's sucking off this one, but it's okay because they're family.
• 25:18
  SPEAKER_01: This one doesn't have to change.
• 25:19
  SPEAKER_01: He's fine, but this one has to suck off the other minor in his family.
• 25:24
  SPEAKER_00: Best part, Nick, what does that have to do with scales?
• 25:27
  SPEAKER_00: The answer is nothing.
• 25:29
  SPEAKER_01: Nothing.
• 25:29
  SPEAKER_01: It's just a it's just an analogy that took off like a comet.
• 25:34
  SPEAKER_00: It took off like an absolutely unbridled, untrained horse.
• 25:42
  SPEAKER_00: But like just went.
• 25:44
  SPEAKER_01: And as a result, those kids, those kids still get aroused whenever they hear a sad song to this day.
• 25:51
  SPEAKER_01: To this day, that E minor chord comes down.
• 25:54
  SPEAKER_01: Ah the first quarter chord of About a Girl by Nirvana comes out, and it's just like and they're like, uh oh.
• 26:00
  unknown: Uh oh.
• 26:01
  SPEAKER_01: It's like I feel like I'm also having an illicit affair with my family at the same time.
• 26:05
  SPEAKER_01: It's got so much going on.
• 26:07
  unknown: Like, what?
• 26:08
  SPEAKER_00: What?
• 26:09
  SPEAKER_00: What was that?
• 26:10
  SPEAKER_00: And I'm saying, and in my head, I'm desperately like, F, stop, like, stop talking, stop talking.
• 26:15
  SPEAKER_00: And I kept saying sucker fish to make sure that they knew I meant suck off this guy as in borrow all his ideas because I'm a sucker fish that sucks on this guy right here and these boys.
• 26:29
  SPEAKER_00: Because again, 20 boys.
• 26:31
  SPEAKER_00: Yeah, what are you gonna?
• 26:32
  SPEAKER_01: You can't ask that much of them.
• 26:34
  SPEAKER_01: The most heroic high school boy is not gonna be able to withstand that.
• 26:37
  SPEAKER_00: The best part though is not a peep.
• 26:41
  SPEAKER_00: Oh, no kidding.
• 26:43
  SPEAKER_00: Not a peep, just a lot of widening of eyes.
• 26:50
  SPEAKER_00: Horror.
• 26:52
  SPEAKER_00: Horror.
• 26:53
  SPEAKER_00: And a little bit of eye darting around.
• 26:58
  SPEAKER_00: Like, and so I like to call that moment the moment when everyone was scared into learning scales.
• 27:07
  SPEAKER_00: Yeah.
• 27:08
  SPEAKER_00: Because no one wanted me to review them.
• 27:10
  SPEAKER_00: Yeah.
• 27:11
  SPEAKER_00: And maybe, maybe I didn't even continue to cover that topic.
• 27:15
  SPEAKER_00: Maybe we just skipped over it.
• 27:17
  SPEAKER_01: Like it's all major chords, just all pop punk from that point on.
• 27:20
  SPEAKER_01: Like no major chords at all.
• 27:21
  SPEAKER_00: Mrs.
• 27:22
  SPEAKER_00: Flanagan, this doesn't sound like all the happy songs we've been listening to.
• 27:25
  SPEAKER_00: It is, it is.
• 27:26
  SPEAKER_00: It's a major scale.
• 27:27
  SPEAKER_00: Bring your horns next week.
• 27:28
  SPEAKER_00: We're gonna, I'm gonna teach you how to blow.
• 27:30
  SPEAKER_00: Like, yeah, that's the thing, right?
• 27:32
  SPEAKER_00: Music, like guitar is almost in a way, one of the least offensive instruments, except for like me saying, Well, yeah, finger the G string.
• 27:40
  SPEAKER_00: Shut up, right?
• 27:41
  SPEAKER_01: Tortured our guitar.
• 27:42
  SPEAKER_01: He was so mad, he hated it.
• 27:44
  SPEAKER_00: Oh, come on, finger the G string.
• 27:46
  SPEAKER_00: Like he could have nipped that in the bud by just saying it at the beginning, and then no one would find it cool.
• 27:51
  SPEAKER_01: Yep.
• 27:52
  SPEAKER_01: And it, yep, but he wasn't that skilled.
• 27:54
  SPEAKER_01: And so then he'd say, Rookie mistake.
• 27:56
  SPEAKER_01: Somebody give us a note.
• 27:57
  SPEAKER_01: And because we knew it upset him, we'd all go, G, and he'd be like, You guys, I know what you're doing, and it's not funny.
• 28:03
  SPEAKER_01: And I would think it's we don't understand how funny this truly is.
• 28:07
  SPEAKER_01: And also that this guitar class feels like an elective for me, but I need a lifeline because I'm this fucking close to wrapping this G string around my neck and calling it a life, dude.
• 28:17
  SPEAKER_01: You don't even know.
• 28:18
  SPEAKER_00: Yes, like, yeah.
• 28:20
  SPEAKER_00: You know what though?
• 28:20
  SPEAKER_00: On a scale of nudest camp to sucking off this guy, I still think yours is the yours is the the third most irresponsible of the ones we've talked to today.
• 28:30
  SPEAKER_01: Mine was for sure the worst, and the newest thing was for sure, because that was evident.
• 28:34
  SPEAKER_01: Yours is a a mistake.
• 28:36
  SPEAKER_01: I was just trying to be cool.
• 28:37
  SPEAKER_01: I'd like to close a little message in French to our listeners, which is Oh no.
• 28:41
  SPEAKER_01: Kids kids teachers are human.
• 28:46
  SPEAKER_01: Com toi.
• 28:47
  SPEAKER_01: Like you.
• 28:50
  SPEAKER_00: They also make mistakes.
• 28:55
  SPEAKER_01: It's not a reason for se terminer.
• 28:59
  SPEAKER_01: It's not a reason to kill yourself.
• 29:02
  SPEAKER_01: Au revoir.
• 29:04
  SPEAKER_01: That's it.
• 29:04
  SPEAKER_01: That's it for the reverse jackass podcast.
• 29:07
  SPEAKER_01: Remember, if you hear something that's questionable from a teacher, you don't need to accept it.
• 29:13
  SPEAKER_01: You you can question it.
• 29:14
  SPEAKER_01: Otherwise, be good to yourself, be good to one another.
• 29:16
  SPEAKER_01: I'm Nick.
• 29:17
  SPEAKER_01: With me as always, is Evelyn, and we'll see you next time.
• 29:20
  SPEAKER_00: Wow.
• 29:21
  SPEAKER_00: Some neighbors are besties, others quarrel bitterly.
• 29:25
  SPEAKER_00: Stuck together through geography.
• 29:29
  SPEAKER_01: One of us has nukes, and the other has tokes.
• 29:33
  SPEAKER_00: It's American Canadian diplomacy.
• 29:38
  SPEAKER_02: It's reverse.