Latest / Voices for Voices® / Timed Tests Taught Me I Was Broken | I Was Just Different | Episode 502

Transcript

Timed Tests Taught Me I Was Broken | I Was Just Different | Episode 502 · Voices for Voices®

• 0:01
  Justin Alan Hayes, Voices for Voices: Hi everyone, it's Justin here, Voices for Voices.
• 0:04
  Justin Alan Hayes, Voices for Voices: Thank you so much for joining.
• 0:06
  Justin Alan Hayes, Voices for Voices: Whether you're watching, listening here in the United States or abroad, thank you so much.
• 0:11
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• 0:13
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• 0:18
  Justin Alan Hayes, Voices for Voices: Uh, all those things are free to do, and we would greatly appreciate that.
• 0:23
  Justin Alan Hayes, Voices for Voices: And last but not least, if you could reach out to 25 or 50 uh contacts in your phone and let them know about voices for voices and our voices for voices, TV strong podcast, wherever you get your podcast.
• 0:42
  Justin Alan Hayes, Voices for Voices: Uh we are well on our way to reaching and helping three billion people over the course of my lifetime and beyond.
• 0:52
  Justin Alan Hayes, Voices for Voices: And it's because of you.
• 0:53
  Justin Alan Hayes, Voices for Voices: Uh, you're helping spread the good news, and we greatly appreciate that.
• 1:02
  Justin Alan Hayes, Voices for Voices: Absolutely.
• 1:03
  Justin Alan Hayes, Voices for Voices: Uh so with that being said, uh, this episode is gonna talk about me being a little bit backwards.
• 1:16
  Justin Alan Hayes, Voices for Voices: Um I guess is the the as the term I'm gonna use.
• 1:22
  Justin Alan Hayes, Voices for Voices: I I I I don't know.
• 1:24
  Justin Alan Hayes, Voices for Voices: Um I'm not I I'm not big on names or like groupings of uh of people.
• 1:35
  Justin Alan Hayes, Voices for Voices: It's all about you know the human uh culture and not the politics.
• 1:41
  Justin Alan Hayes, Voices for Voices: Um but as someone who could be looked at as backwards uh with some of the things that I do and I've done uh with mental health, mental illness, all of that, mental challenges, that I think there will probably be at least one at least one person that will um will get what it uh I'm laying down.
• 2:13
  Justin Alan Hayes, Voices for Voices: So being backwards, what what do I consider that uh and again I'm talking about me, I'm not talking about anybody else.
• 2:23
  Justin Alan Hayes, Voices for Voices: Um if you relate, great, if you don't, that's great too.
• 2:29
  Justin Alan Hayes, Voices for Voices: Uh, but this is how I perceive myself.
• 2:35
  Justin Alan Hayes, Voices for Voices: So during school, um I I can't remember which grade it was.
• 2:46
  Justin Alan Hayes, Voices for Voices: If it was the first or just second or the third grade, uh I'm not quite sure.
• 2:54
  Justin Alan Hayes, Voices for Voices: But I remember having like these math quizzes, and I think they were just called like timed quiz, timed quiz.
• 3:09
  Justin Alan Hayes, Voices for Voices: I I can't think of the name that our teacher called them, but they were timed quizzes where there were questions that we had to answer, and they were timed.
• 3:31
  Justin Alan Hayes, Voices for Voices: Now, I look at that now.
• 3:36
  Justin Alan Hayes, Voices for Voices: I'll look we'll talk about the flip side of where we're at now versus how I feel now about what was occurring.
• 3:50
  Justin Alan Hayes, Voices for Voices: So we would have these time quizzes, okay?
• 3:52
  Justin Alan Hayes, Voices for Voices: So there'd be maybe five, ten questions, and I believe they were math.
• 4:00
  Justin Alan Hayes, Voices for Voices: I could be wrong, I think they were math questions, and they were a time, quite literally, where all of the students, including myself, were passed out a quiz on a piece of paper face down, so that we we couldn't look at we couldn't get a head start.
• 4:28
  Justin Alan Hayes, Voices for Voices: So it looked like I mean it was blank paper, right?
• 4:33
  Justin Alan Hayes, Voices for Voices: You know, on the front there was something printed, on the back there wasn't.
• 4:38
  Justin Alan Hayes, Voices for Voices: And so we all, as in all of us students, were getting ready to take these timed quizzes or a timed quiz, because we're just gonna talk about like one, but because the rest of them were the exact same, not the exact same questions, same process is what I was getting at.
• 5:04
  Justin Alan Hayes, Voices for Voices: Hopefully that cleared that up.
• 5:06
  Justin Alan Hayes, Voices for Voices: So once all of us students had our quiz lying face down, then our teacher would have again it's been a ton of years.
• 5:29
  Justin Alan Hayes, Voices for Voices: I believe she literally had, and I use literally way too much, I I realize that.
• 5:36
  Justin Alan Hayes, Voices for Voices: I am sorry for that, that's just me.
• 5:39
  Justin Alan Hayes, Voices for Voices: She had a stopwatch, because we didn't have we didn't have droids or androids or iPhones or anything like that.
• 5:57
  Justin Alan Hayes, Voices for Voices: So if you wanted the time, for example, in sports, the uh National Football League here in the United States has a combine where the athletes that want to play professional football, the real football is soccer.
• 6:32
  Justin Alan Hayes, Voices for Voices: I get it, I know that I'm just speaking in terms of the American terminology for right now.
• 6:41
  Justin Alan Hayes, Voices for Voices: They all gather for I think it's a weekend or maybe it's a week, and they go through all kinds of testing.
• 6:48
  Justin Alan Hayes, Voices for Voices: How high you can jump, how much can how much weight can you lift, and how fast you can run in the old fashioned stopwatch is uh is used.
• 7:10
  Justin Alan Hayes, Voices for Voices: And and so it's duty is of being a stopwatch is that just that start button, stop button, and then you know start over, and there might be an on-off switch, obviously.
• 7:29
  Justin Alan Hayes, Voices for Voices: But that's what it what it was.
• 7:32
  Justin Alan Hayes, Voices for Voices: Same thing for American baseball.
• 7:37
  Justin Alan Hayes, Voices for Voices: If a member of the team batting gets a hit, walk, gets to first base somehow.
• 7:50
  Justin Alan Hayes, Voices for Voices: They can lead off the base, meaning they don't have to stand on first base while the pitcher pitches, uh they're able to get a lead off, so three, four, five, six, seven feet.
• 8:06
  Justin Alan Hayes, Voices for Voices: And the first base coach, because right, we're talking about first base, has a stopwatch.
• 8:15
  Justin Alan Hayes, Voices for Voices: Because they're not I don't believe they're allowed you using you know technology like we have, so they go back to the old fashioned and they have the how fast it is for the pitcher to throw over the first base, so then the first base coach can relay that information to the person on their team that is on first base and on the offense team, so they're batting the other teams in the field trying to get three outs.
• 8:59
  Justin Alan Hayes, Voices for Voices: The team batting is trying to get as many runs.
• 9:03
  Justin Alan Hayes, Voices for Voices: First, second, third, and then touching home plate as possible.
• 9:09
  Justin Alan Hayes, Voices for Voices: I know these are things a lot of a lot of you already know, but I'm just trying to share a couple different ways so where the stopwatch would be used still today.
• 9:23
  Justin Alan Hayes, Voices for Voices: So it could be like a 40-yard dash and the football combine, and it could be how how many seconds or milliseconds it it takes for the pitcher uh to throw over the first base.
• 9:39
  Justin Alan Hayes, Voices for Voices: So if it takes a long time, then the person on the team that is on offense, they might try to steal second base, not literally steal the actual base, but run to second base before the pitcher, and or the catcher would throw the ball to second base, and one of their teammates would be there, and they would try to catch the ball and tag the person from the other team that was running from first base to second base.
• 10:20
  Justin Alan Hayes, Voices for Voices: So rewind many years.
• 10:26
  Justin Alan Hayes, Voices for Voices: That's done.
• 11:11
  Justin Alan Hayes, Voices for Voices: So, right, so all the quizzes are passed out.
• 11:14
  Justin Alan Hayes, Voices for Voices: Teacher would basically say, ready, set, go.
• 11:19
  Justin Alan Hayes, Voices for Voices: Start the stopwatch.
• 11:22
  Justin Alan Hayes, Voices for Voices: Uh, and we flip over the the quiz and we go through the questions, and then we got to walk it up, literally quite walk it up, or if somebody's on wheels and in a wheelchair, you know, they would wheel themselves up, and we would turn in the quiz, and then the teacher would write how long it took us to take those quizzes.
• 11:58
  Justin Alan Hayes, Voices for Voices: I think you can all see where I'm going with this.
• 12:04
  Justin Alan Hayes, Voices for Voices: And so when we talk about stress, when we talk about anxiety, as a child, that's probably and I just thought about this this morning.
• 12:17
  Justin Alan Hayes, Voices for Voices: I woke up and and I was thinking, it's like I'm backwards, and so I'll get to how I think that I'm backwards and why I'm calling myself backwards, not anybody else, nobody else myself.
• 12:37
  Justin Alan Hayes, Voices for Voices: And I'm obviously okay with it because I'm talking about it.
• 12:41
  Justin Alan Hayes, Voices for Voices: So right, we get the quiz, answer the questions, take it up to the teacher, teacher writes down how many seconds or minutes it takes.
• 12:57
  Justin Alan Hayes, Voices for Voices: And these are meant to be rather these weren't meant to take like an hour to to to take, or a half hour, or twenty minutes.
• 13:12
  Justin Alan Hayes, Voices for Voices: That's not how they were designed.
• 13:15
  Justin Alan Hayes, Voices for Voices: They were designed to take not a whole lot of time.
• 13:24
  Justin Alan Hayes, Voices for Voices: So I remember I d and I don't know where it came from.
• 13:33
  Justin Alan Hayes, Voices for Voices: I I do not know.
• 13:35
  Justin Alan Hayes, Voices for Voices: And I didn't a I I didn't ask other students how they felt about it.
• 13:44
  Justin Alan Hayes, Voices for Voices: But quite literally that the the timed quizzes put added stress on students, myself included.
• 13:57
  Justin Alan Hayes, Voices for Voices: Because let's say I had we had 15 students in class.
• 14:05
  Justin Alan Hayes, Voices for Voices: I I don't know, I don't remember.
• 14:07
  Justin Alan Hayes, Voices for Voices: So let's just say we had 10 students.
• 14:09
  Justin Alan Hayes, Voices for Voices: Once these quizzes got introduced and we started taking them on a quote like a regular basis, I think it might have been like every Friday or every Monday or something like that.
• 14:23
  Justin Alan Hayes, Voices for Voices: And it would be a review of what we learned over the previous days.
• 14:33
  Justin Alan Hayes, Voices for Voices: And I'm laughing at myself.
• 14:42
  Justin Alan Hayes, Voices for Voices: I've gotten used to that and gotten to be much better about that, to be able to laugh at myself.
• 14:53
  Justin Alan Hayes, Voices for Voices: Uh but it wasn't really a laughing in the joking manner matter.
• 15:00
  Justin Alan Hayes, Voices for Voices: It was quite literally, here's your quiz, ready to go, fill them out, answer the questions, turn them in.
• 15:11
  Justin Alan Hayes, Voices for Voices: Teacher puts the time that it took 49 seconds, a minute and 15 seconds, two minutes, well whatever the whatever the time was that it took us each to fill out the quiz and then turn it in.
• 15:36
  Justin Alan Hayes, Voices for Voices: And I don't know where it came from.
• 15:39
  Justin Alan Hayes, Voices for Voices: As I mentioned, I'm sure other students felt the same way.
• 15:44
  Justin Alan Hayes, Voices for Voices: But again, we were like super young, so we weren't in that.
• 15:50
  Justin Alan Hayes, Voices for Voices: Like, how does that feel?
• 15:52
  Justin Alan Hayes, Voices for Voices: Like, we didn't those those types of things weren't really addressed when I was growing up.
• 16:01
  Justin Alan Hayes, Voices for Voices: So that when people say to me about, well, if you weren't diagnosed with autism when you were growing up, then you couldn't be diagnosed when you're in your thirties exhibiting autistic properties or areas.
• 16:28
  Justin Alan Hayes, Voices for Voices: So that's as I think today, where some of my anxiety, stress, wanting to be the first in the class to turn my quiz in.
• 16:52
  Justin Alan Hayes, Voices for Voices: And if I wasn't, I was, you know, kind of upset at myself.
• 16:58
  Justin Alan Hayes, Voices for Voices: And I guess I want to say to I'll get to that in a second.
• 17:10
  Justin Alan Hayes, Voices for Voices: Uh so how am I how how do I think I was backwards?
• 17:15
  Justin Alan Hayes, Voices for Voices: It by being competitive?
• 17:17
  Justin Alan Hayes, Voices for Voices: No.
• 17:18
  Justin Alan Hayes, Voices for Voices: Uh in the world, most people are right-handed, even though it looks like it's left-handed the way that most people write with their right hand.
• 17:35
  Justin Alan Hayes, Voices for Voices: Uh they kick a kickball or a football with their right foot, usually the the stronger of the two feet.
• 17:49
  Justin Alan Hayes, Voices for Voices: Uh anyway, so I'm left-handed.
• 17:56
  Justin Alan Hayes, Voices for Voices: So that's this hand, even though it's mirrored the way it looks, so it looks like it's my right hand, but it's actually my left hand.
• 18:06
  Justin Alan Hayes, Voices for Voices: So I'm left-handed.
• 18:11
  Justin Alan Hayes, Voices for Voices: So right there, you know, my I asked my mom and dad how they knew I was left-handed, like at the very beginning, like growing up.
• 18:21
  Justin Alan Hayes, Voices for Voices: And they said that, you know, when we were eating, they put this utensils on the right hand, the right side of the plate, the dish, the bowl, and I would move it to the left side, and then it just went from there.
• 18:41
  Justin Alan Hayes, Voices for Voices: Now, in baseball, I I can't remember if I started batting left-handed only, or if I batted left and right.
• 19:02
  Justin Alan Hayes, Voices for Voices: Because generally, again, and and if we look at like a total population, most people would would if they're playing American baseball, they would they would bat left-handed or right-handed, one or the other.
• 19:19
  Justin Alan Hayes, Voices for Voices: Very few bat both ways, like right and left.
• 19:29
  Justin Alan Hayes, Voices for Voices: And I kick myself.
• 19:33
  Justin Alan Hayes, Voices for Voices: Because I am left predominantly left-handed, that I probably should have stayed batting left-handed.
• 19:42
  Justin Alan Hayes, Voices for Voices: Or at the very least, switch you know, right or left, depending on like if the pitcher's pitching left-handed, I would bat right.
• 19:53
  Justin Alan Hayes, Voices for Voices: And if they're the pitcher was pitching with their right hand, uh, I would would bat left.
• 20:01
  Justin Alan Hayes, Voices for Voices: Uh so I'm a little bit backwards, so I'm a little bit.
• 20:08
  Justin Alan Hayes, Voices for Voices: And again, this is not, I'm not grouping anybody except myself right now.
• 20:15
  Justin Alan Hayes, Voices for Voices: Nobody except myself.
• 20:18
  Justin Alan Hayes, Voices for Voices: So during these time quizzes, that's what I would do.
• 20:25
  Justin Alan Hayes, Voices for Voices: I mean, I was left-handed, so that's what I wrote with, and I write with still to this day.
• 20:30
  Justin Alan Hayes, Voices for Voices: My left hand.
• 20:32
  Justin Alan Hayes, Voices for Voices: And so that's how I would take the quizzes with my left hand.
• 20:43
  Justin Alan Hayes, Voices for Voices: Other students, majority of students with their right hand.
• 20:47
  Justin Alan Hayes, Voices for Voices: But not only not only that their ten questions, right?
• 20:57
  Justin Alan Hayes, Voices for Voices: Most people start at one and then two, and then three, and then four, and five.
• 21:05
  Justin Alan Hayes, Voices for Voices: Somehow, somehow, I got it in my head.
• 21:09
  Justin Alan Hayes, Voices for Voices: And as the years went on, some of it played out like this.
• 21:15
  Justin Alan Hayes, Voices for Voices: And so, somewhere in my mind, I don't know why, I don't know how.
• 21:27
  Justin Alan Hayes, Voices for Voices: Start the bottom for a couple questions and then go to the top.
• 21:42
  Justin Alan Hayes, Voices for Voices: And and so I'm calling myself backwards.
• 21:46
  Justin Alan Hayes, Voices for Voices: Nobody else, I'm calling myself because I was going backwards on these quizzes, which were timed, so there's a whole lot going on there.
• 21:59
  Justin Alan Hayes, Voices for Voices: Right.
• 22:02
  Justin Alan Hayes, Voices for Voices: So it's not just did I answer the questions right?
• 22:07
  Justin Alan Hayes, Voices for Voices: Did the other students answer the questions right?
• 22:09
  Justin Alan Hayes, Voices for Voices: It was that, and then it was timed as well.
• 22:13
  Justin Alan Hayes, Voices for Voices: And then it was announced, you know, at the end of the quizzes.
• 22:20
  Justin Alan Hayes, Voices for Voices: Who was first?
• 22:22
  Justin Alan Hayes, Voices for Voices: So right there's competition.
• 22:25
  Justin Alan Hayes, Voices for Voices: And so that's kind of how I'm backwards.
• 22:33
  Justin Alan Hayes, Voices for Voices: And I still do things like that to this day.
• 22:36
  Justin Alan Hayes, Voices for Voices: I remember high school, college, I'll look at the last question.
• 22:48
  Justin Alan Hayes, Voices for Voices: Because a lot of times, not all the time, not every time, but sometimes one of the toughest questions will be at the end.
• 23:04
  Justin Alan Hayes, Voices for Voices: Right?
• 23:05
  Justin Alan Hayes, Voices for Voices: So it would start with like maybe like an easier, like a multiple choice, like A, B, C, or D.
• 23:13
  Justin Alan Hayes, Voices for Voices: And then it might go to true false, the question type.
• 23:17
  Justin Alan Hayes, Voices for Voices: And then it might go to an essay question.
• 23:20
  Justin Alan Hayes, Voices for Voices: An essay question may be the last question on said quiz or said test.
• 23:27
  Justin Alan Hayes, Voices for Voices: And so for whatever reason, that's why that's what I've done a lot over the course of my life.
• 23:39
  Justin Alan Hayes, Voices for Voices: And so I look at myself as me being backwards.
• 23:46
  Justin Alan Hayes, Voices for Voices: Not in a bad way.
• 23:50
  Justin Alan Hayes, Voices for Voices: And then I remember at least a teacher or two throughout all my education, would you know, would have directions.
• 24:19
  Justin Alan Hayes, Voices for Voices: Like, please answer the question fully.
• 24:29
  Justin Alan Hayes, Voices for Voices: Make sure to show all your work.
• 24:31
  Justin Alan Hayes, Voices for Voices: I'm sure we're you know turning the clock back if you're around my age or or so.
• 24:38
  Justin Alan Hayes, Voices for Voices: Um and then there might be some additional sentence in there saying, write the number four at the top right of your quiz or your test.
• 24:54
  Justin Alan Hayes, Voices for Voices: Because for people like me, I was going from the bottom to the top, and sometimes I wouldn't read the directions because I had I still had a little bit of that timed feeling in me.
• 25:11
  Justin Alan Hayes, Voices for Voices: And then I felt like, and feel like still to this day, if there are things like that, sometimes I do the same exact thing that I did 40 years ago.
• 25:28
  Justin Alan Hayes, Voices for Voices: Oh my gosh, I'm so old.
• 25:32
  Justin Alan Hayes, Voices for Voices: It's all good.
• 25:35
  Justin Alan Hayes, Voices for Voices: So now let's look at kind of the current state of what I experienced in others.
• 25:48
  Justin Alan Hayes, Voices for Voices: These time tests, these time quizzes, putting little hidden ways to get extra points in the directions for those of us that don't always and haven't always read the directions.
• 26:06
  Justin Alan Hayes, Voices for Voices: And I think that might be some of where my creative spirit comes from, where I do things outside the box a lot, I guess is the best way I can think of saying it.
• 26:28
  Justin Alan Hayes, Voices for Voices: So, right, a majority of people are gonna read the directions and start on question one and then two.
• 26:37
  Justin Alan Hayes, Voices for Voices: Me, not so much.
• 26:40
  Justin Alan Hayes, Voices for Voices: Do we get to the same ending where we have answered all the questions?
• 26:46
  Justin Alan Hayes, Voices for Voices: Yeah, unless it's timed.
• 26:50
  Justin Alan Hayes, Voices for Voices: But when I say timed for college, because I've taught over ten years, undergrad, masters, in-class, remote, created courses, I've done it all.
• 27:11
  Justin Alan Hayes, Voices for Voices: And so sometimes there's a time limit of like two hours or you know, something like that, or an hour and a half, and whatever that may be, but nothing to the extent that I experienced being a young boy with these time quizzes because it ended up bringing again this competitive spirit, and while that's all well and good, yeah, we like to do things fast.
• 27:57
  Justin Alan Hayes, Voices for Voices: We got AI, we have all kinds of tools, the you know, power tools to help us do things faster and faster and faster and faster and faster.
• 28:09
  Justin Alan Hayes, Voices for Voices: But when it comes to you know these quizzes, you know, where everybody better be done, you know, or you know, the quiz is gonna close in two minutes.
• 28:27
  Justin Alan Hayes, Voices for Voices: Well, some people might not be able to do that.
• 28:34
  Justin Alan Hayes, Voices for Voices: And so that's when I talk about you know, being a human being and and being on the side of humans and human culture, that sometimes for a lot of reasons, we could we we we could maybe just not finish that exam, that quiz in time.
• 29:10
  Justin Alan Hayes, Voices for Voices: And so do we want to be teaching our children that even even if the teacher didn't say, oh, the first person, the first student finished in whatever, so many seconds or minutes, whatever.
• 29:41
  Justin Alan Hayes, Voices for Voices: Then everybody hears it and goes, Oh, um I didn't do I didn't make it first.
• 29:51
  Justin Alan Hayes, Voices for Voices: I didn't hear my name until almost the end.
• 29:56
  Justin Alan Hayes, Voices for Voices: So it took me longer time.
• 30:00
  Justin Alan Hayes, Voices for Voices: That must mean I'm not as smart.
• 30:03
  Justin Alan Hayes, Voices for Voices: And that's that's not the message we should be sending anybody, especially children.
• 30:14
  Justin Alan Hayes, Voices for Voices: It's one thing to be competitive as you get older in sports in in other other ways.
• 30:32
  Justin Alan Hayes, Voices for Voices: But we don't need to be and I and I hope that there's not many, if any, at all, that has their first graders competing against other first graders and then sharing that with the whole class, like going up to the we had blackboards or green boards, and then chalk, and this, and then a teacher would you know put names.
• 31:13
  Justin Alan Hayes, Voices for Voices: From what I remember, that's what what occurred would put the names in order of who got finished first.
• 31:24
  Justin Alan Hayes, Voices for Voices: I'd rather have a student take their time to finish whatever they're doing than for right, because I mean if we're all about competition, it's like well I I I need to be the first one done.
• 31:49
  Justin Alan Hayes, Voices for Voices: I gotta be the I gotta get all the most points, I gotta do this and that.
• 31:54
  Justin Alan Hayes, Voices for Voices: It shouldn't be like it was for me.
• 32:02
  Justin Alan Hayes, Voices for Voices: And as I look back, I again I can't help but think competition is good, but when we're talking about learning, we all learn at our own pace.
• 32:21
  Justin Alan Hayes, Voices for Voices: Just the way it is.
• 32:23
  Justin Alan Hayes, Voices for Voices: Some things come easier, some things are harder.
• 32:28
  Justin Alan Hayes, Voices for Voices: All things could be hard.
• 32:34
  Justin Alan Hayes, Voices for Voices: Or there could be a lot of easy easy parts.
• 32:45
  Justin Alan Hayes, Voices for Voices: So that's how I'm back, where's how I feel?
• 32:50
  Justin Alan Hayes, Voices for Voices: I'm left-handed and not right-handed.
• 32:54
  Justin Alan Hayes, Voices for Voices: I do questions from the bottom to the top.
• 33:00
  Justin Alan Hayes, Voices for Voices: I worried too much about, you know, back in you know, 40 years ago, worried too much about trying to be always the first one done.
• 33:16
  Justin Alan Hayes, Voices for Voices: And there were times where I was, and yeah, it made me feel good, but it only see the times didn't get entered into the grade book, the grades got entered into the grade book.
• 33:33
  Justin Alan Hayes, Voices for Voices: I mean, yeah, you could probably put some you could you could utilize the time into the grade if you really wanted to, as an instructor, as a teacher, as a professor.
• 33:51
  Justin Alan Hayes, Voices for Voices: You could.
• 33:53
  Justin Alan Hayes, Voices for Voices: I don't recommend that.
• 34:00
  Justin Alan Hayes, Voices for Voices: Because we need students, we need people, we need humans.
• 34:10
  Justin Alan Hayes, Voices for Voices: That yeah, it would be great to have everything done so fast.
• 34:17
  Justin Alan Hayes, Voices for Voices: But we're not humans aren't machines.
• 34:21
  Justin Alan Hayes, Voices for Voices: So they say, oh a machine can do ten times the work that one person, one human can do.
• 34:33
  Justin Alan Hayes, Voices for Voices: Well, it's because we're not machines, we're human beings, and so we're in first grade or whatever, and we're going on like we're celebrating who got done first.
• 34:53
  Justin Alan Hayes, Voices for Voices: Doesn't mean that I got all the questions, right?
• 34:57
  Justin Alan Hayes, Voices for Voices: Doesn't mean that at all.
• 35:01
  Justin Alan Hayes, Voices for Voices: It just means, oh wow, I could have just randomly gone through, put my name on it, and turned it in.
• 35:08
  Justin Alan Hayes, Voices for Voices: Be like Justin, Justin got it his uh his quiz in first, but he got zero points, he got zero questions correct.
• 35:19
  Justin Alan Hayes, Voices for Voices: See what I'm getting at?
• 35:24
  Justin Alan Hayes, Voices for Voices: We all do things in our own time.
• 35:28
  Justin Alan Hayes, Voices for Voices: And me as a believer, it would do things in God's time, not my time, not your time, not it's and you don't have to be a believer to watch or listen to our show at all.
• 35:46
  Justin Alan Hayes, Voices for Voices: I'm just giving my my side of the story and my experiences.
• 35:51
  Justin Alan Hayes, Voices for Voices: And when we have guests on, they give theirs.
• 35:55
  Justin Alan Hayes, Voices for Voices: Who knows?
• 35:58
  Justin Alan Hayes, Voices for Voices: Maybe you'll be a guest.
• 36:00
  Justin Alan Hayes, Voices for Voices: So thank you for joining us on this episode of the Voices for Voices TV show and podcast.
• 36:08
  Justin Alan Hayes, Voices for Voices: If you could give us a big thumbs up, like, follow, subscribe, share, repost, follow us on social media, Instagram, Facebook, or the the key profiles uh or key plat key platforms that you can find us on.
• 36:28
  Justin Alan Hayes, Voices for Voices: And if you could reach out to 25 or 50 contacts and share voices for voices with them.
• 36:36
  Justin Alan Hayes, Voices for Voices: So until next time, I'm Justin Alan Hayes.
• 36:39
  Justin Alan Hayes, Voices for Voices: Hope you have a great rest of your day, and we will talk to you and um see you very soon.
• 36:48
  Justin Alan Hayes, Voices for Voices: Bye bye.