This is Busted Pencils, fully-ledded education talk.
Here are your hosts, Dr. Tim Slecker and Dr. Johnny Lupinacci,
educated educators talking education.
There it is, Busted Pencils, fully-ledded education talk,
educated educators talking, education educators amplified
in the house teacher.
Halle is here.
That's right.
Dr. Halle, Johnny and I have been celebrating
and putting out lots of wishes of gratitude to all of the teachers
because this is teacher appreciation week.
We have been putting out there our favorite teachers and things
they've done for us.
And I just wanted to say, one of my favorite teachers
and teacher Halle, we're going to put you on the spot.
We've got to put out a little gratitude to 20 of your favorite teachers.
My favorite teacher was my kindergarten teacher.
Her name was Mrs. Slecker.
Yes, she was my aunt.
My aunt was my kindergarten teacher
and to make things even better when my aunt was sick.
Mrs. Slecker was the substitute that being my mom,
my mom and my aunt.
Yes, I grew up in a little town in an elementary school
that from kindergarten through 5th grade,
whenever my teachers were absent,
I had my mom as the substitute teacher.
And so my gratitude goes out to my mom
and to my aunt for being awesome teachers
when I was growing up in elementary school there.
So how's that for a little interesting tidbit of information?
Wow, that's really cute.
What did you like it?
Or were you like, mom?
Oh, it's a weird thing, right?
To have your mom show up as teach.
I mean, maybe nobody would really know
that if their mom has never showed up for teacher.
But yeah, when she shows up, you know,
and it's like, what do I call you?
Do I call you mom? Do I call you Mrs. Slecker?
And I remember one time we were having a discussion on
what foods taste sour.
And I had just tried cottage cheese.
And I thought that cottage cheese was sour.
And my mom told me that I had to quit participating
because nobody else wanted to hear about cottage cheese anymore.
So I know she shut me down.
She's like, she's like, now Timmy cottage cheese.
We do not need to talk about cottage cheese anymore.
Anyway, Mrs. Slecker, Mrs. Slecker,
gratitude, appreciation to those awesome teachers out there.
Teacher Halley, how about you?
And then we'll, we'll save Dr. Johnny Lupinati for last tonight.
Well, I have two.
Okay.
My first one would be, well, now she's my home girl.
Oh, my God, both of my, both of my teachers are home girls.
That's cool.
So one of them was legitimately my elementary.
So from kindergarten through fifth grade,
my art teacher, Mrs. McBride.
And I just, I think, well, one, it was art.
And I really connect with art and really enjoyed it.
Still do, you know, like the creativity, but I really,
like, there's just things that I remember from her class,
from like, itty bitty.
You know, and so that, to me, makes an impression.
And then two, now she's like my home girl.
Like, we both still live in the same town.
We're both fighting against these.
It's called gibbonies that are reward.
And so it's nice to be like in partnership with Mrs. McBride now.
And she actually teaches art.
She's retired, but she comes my house and teaches art to my children now.
So shout out to Mrs. McBride.
And then my second one, seriously, this is serious.
I'm not just like kissing, but it is Mrs. Rosado.
Oh, being able, yes.
And she's more from the lens of, as an educator myself,
being able to co-teach with her.
I just, it was the most like authentic, real training.
I guess I could have ever gotten teaching alongside someone for 10 plus years with her.
I mean, her ability to work with students, any student,
and her ability to talk with parents, her ability to like flex, adapt.
She's just so inspirational and know so much about education that,
I mean, I learned so much about the craft of teaching by being able to work with her.
So those are my two teacher shout outs teacher Joanna.
All right, Johnny Lupinachi.
Who you've been saving for today?
What, what's him?
You know what?
Actually, I, I, I'm kind of caught between because you know what?
Unfortunately, this is why teacher appreciation week is kind of important.
I'm glad we're doing this.
I'm trying to scroll through and I don't have a whole lot of teachers that were great.
That's kind of a problem too.
I mean, I have some that stood out and I've named them and I can think like,
oh, I'd like to acknowledge, you know, Mr. Nasbit.
He was a really cool teacher I had in his art, art class and, you know,
helped me identify as an artist in, you know, my high school years.
But, but nothing against that.
But his style of teaching really wasn't influential or impact really just kind of was.
They're helping support me in an identity moment in my life.
Other than that, I had a lot of bad teachers.
So, yeah, I don't want to draw this.
I'm like scrolling through.
And I did.
Sometimes I, and I taught, I, I want to say I acknowledge all of these people that I get to teach right now,
especially this current group of MIT masters and teaching students that are all
inspiring because they're, they were working through today the tensions they have in the way
that their classrooms they were in were run, not that they were bad,
but like how they want to run their classroom.
Like how they, like how we're going to develop their unique teacher identity.
And so they were really inspiring today because I think we know a lot more about
what it takes to become a good teacher.
And some of us we didn't have teachers who have that background.
Who had that time and intentionality to understand behavior was a form of communication.
And that you can be disciplinary without being punishing.
I had a lot of punishment.
I mean, I was thinking, Tim, man, my mom was, my mom was in school almost every day,
but it wasn't because she was volunteering or the teacher.
Because we were like, this voice allowed back in the building has moms got to be with them.
So I didn't have the greatest experience with classrooms,
but acknowledging that there are people who are really putting in work
because like teacher Halley said, it's a craft.
And you know, you got to really learn it and you got to feel it
and you got to kind of find your groove in it.
And there's a science to it too.
So there's like any good art and craft that are skills you learn.
And I wish that I had had teachers like the teachers I get to teach.
And I won't take credit for them being who they are.
And I really, as a particular disposition that I feel like for a while,
you became a teacher because you wanted to control kids.
And I hope that that era is gone because really, you know, the gig's out of the bag.
You can't win that battle.
So hopefully you figure out a way to to vibe with.
And you know, I was just thinking about all these educators who find patients
and you know, bring discipline to their, to their teaching around acknowledging children
as, as human beings as having children's rights as having, you know, voice and agency
also needing guidance.
But you know, I come back to that thinking about it.
So I acknowledge all your teachers out there and appreciate you who are doing that work
because I know it's hard because trust me, I saw the, the short end of patience
from a lot of teachers in my, in my comb.
So I'll be a little better about thinking of teachers I want to acknowledge.
But in general, if you're out there and you care about children and you really care about children,
not just your own or the ones that are brave and nicely in their seat, but all of them.
And I appreciate you.
And I hope more folks out there can, can come to that for the, for the children of this,
this, their state, this country, you know, and ultimately our world.
Teacher Appreciation Week Busted Pencils Fully Let It Education Talk.
The numbers 8557524842 Teacher Halle in the House.
Teacher Joanna, often I do in that union work that is so important.
And hey, Halle, it was so good to see you last week in Madison, Wisconsin at the
Monaco Brewery. You know what's so cool about the Monaco Brewery?
Busted Pencils is sponsored by the Monaco Brewing Company who sued the state of Wisconsin
to end its parasitic voucher system that hurts public schools.
Monaco Brewing Company is making Wisconsin great again.
One beer at a time.
Check out Monaco Brewing Company dot com to see where you can buy their progressive beer.
And yeah, there it is, Johnny Lupinacci.
If you're watching on the YouTube, the Facebook, or actually watching the feed on Twitter,
well, or X, X, I hate that X.
You just saw one of those awesome beer glasses.
But yeah, hanging out in Madison, Wisconsin last week, it was great to see Teacher Halle,
great to see Teacher Joanna, Johnny Lupinacci, Tim Slecker, all four of us together in the
same space.
And yeah, so it is though, it's teacher appreciation week.
And we say, make sure that everybody out there, you have some teacher out there.
Even though Johnny Lupinacci doesn't remember that many, everybody has at least one teacher that deserves
appreciation, gratitude.
So put it out there, make sure that they understand that.
And again, too, don't send them like an apple or something like that.
I was going to say, I was going to say, I have a love hate with teacher appreciation week.
Like, I'm happy to participate.
I'm happy to do a shout out for teachers.
But I am like, really, really.
And maybe I sound like, I don't mean to sound like, I don't want to be appreciated.
But I am like, the working conditions are so bad.
You know what will change that would be if people were different in our government.
And so I need people to go out and vote for pro public school, you know, like policies and legislation.
And that, to me, shows me appreciation.
There we go.
Right there.
You want to appreciate teachers right there.
Yeah, politicians.
Make sure they hear your voices out there.
And actually, too, make things better for teachers for both schools.
We do.
We talk about that, you know, it's those who can they actually teach those who can't pass laws about teaching.
And we need that to stop.
But, you know, no more people making laws about teaching who don't know what they're doing.
Or maybe actually do know what they're doing and making the lives of teachers miserable.
Yeah, I know how that kind of love hate with the teacher appreciation.
You're like, okay, really one week of the year, people are going to just send me candy and apples.
Yeah, what do I do?
I didn't get none of this.
What?
Well, I mean, you're correct.
And high as a high school teacher, like, not get much.
But the elementary schools that my kids go to, I'm like, dang, you would think like, you know, I don't know.
I just, I think it's your birthday open up in them schools.
Right.
But I'm like a free lunch and all these gifts did not change that the teacher hasn't had a party break.
That the teacher has been.
Show of time and energy into letting people know what's up and get them to vote for something better.
We teach your appreciation, showing up with a port of John to put in that in their classroom so they can get quickly.
Oh, yeah.
Oh, my God.
We busted pencils.
We are busting pencils, though.
It's fully let it education talk 857524842 is the number to give us a call.
Yeah, moving on to teacher appreciation week.
And next, we're going to go into where, you know, sometimes we don't like to go, but it happened again.
School shooting a little bit different this time.
And in the state of Wisconsin last week, lots of details we're going to go over.
Try to make sense of this busted pencils.
Check you out next.
I hate when pollution burns my tongue.
It's busted pencils fully let it education talk educated educators talking education.
Well, it happened again this time Wisconsin.
Little town called Mount Horib actually to about 10 miles outside of the town.
I lived there for the nine years when I was living in Wisconsin.
I used to go up to Mount Horib quite often because it's a great little quaint town, small town, and awesome schools.
And I had no work with some teachers.
In fact, some of the students that graduated from Edgewood College when I was there actually ended up working at Mount Horib.
So, but Halle, you know, the details and Johnny of this one is that so it wasn't really a school shooting that occurred.
Because what happened was a middle school student showed up with what appeared to be at the time a rifle with a scope on it.
The authorities were called police came and according to the reports, the student potentially pointed that gun at the officers and the officers shot and killed the student.
It ended up being an eighth grade student from Mount Horib middle school who brought the what it was, at least looked at like a firearm.
Later found out was a pellet gun that could be purchased easily on Amazon.
The perspective, though, too, what we've said, you know, there's there's always somebody who has, you know, what was happening.
And I put out there for the promotion like, yes, it's the guns. Maybe it's the guns. We know this problem.
But Halle was thinking about this, you know, from the teacher standpoint, how, how do you react or how did you react when you saw this news?
Right. You know, I don't even know where to start with all my thoughts. They're kind of like really jumbled and all over because I do, you know, respect or like I want to offer respect to the people who went through this.
That family of a boy who's dead right now in as an eighth grader, you know, that entire community.
And like, but my first thing I do think about is how easily I can actually comprehend in eighth grader, bringing like a pellet gun that looks like a rifle to school.
Like, and I know that sounds really bizarre, but I'm like, I've had students who have brought things that they're not supposed to bring to school, you know, maybe it's a pocket knife.
Maybe it's a, you know, you know what I mean? Like, maybe they carved out like a really sharp, you know, weapon out of a stick or like log that they found.
That has happened. I feel like my entire career. And to me, that's not like see kids are bad. That's more like to me, it's a cry for attention.
It's a cry for something's not right. I don't feel connected, but like in eighth graders, literal brain doesn't have that prefrontal cortex, that logic to be like, this might be a bad idea.
You know, like, it doesn't exist. And I feel like in our society, we're so gone happy that like, then it just becomes into like, this is cool in their non logical mind.
So I start off there where I'm like, oh my gosh, I can think of students who I've had to have those conversations or even down to like bringing drugs to school, like kids do that.
And the way that this child was approached is to be shot and killed.
Like I, that part to me, I just, I think we need to give space for that situation, that family, like, I can't believe they've released his name.
I mean, he's an eighth grade. That's like, what, 14 years old.
Like to me, I just, that there's a sadness in that, like as much as I can order like a fly off outfit from Amazon, he can order a pellet gun that looks like an AR 15 rifle.
You know what I mean? Like, like, that just blows my mind that I'm like, and yes, of course, I would be like, yep, this could happen.
What could happen? We heard this, too, a couple of the, you know, little comments from the teachers that I've read in the press was, is that kind of like you said, alley, not surprising.
Which I wonder with that, though, too, not surprising if this is where we are with the whole guns and schools, school shootings is that, yeah, it's sadly not surprising.
School shooting, again, the details of this are troubling because it is, it's an eighth grader who brought what was probably a non lethal fire arm to school.
We don't know why, but the ability to get something like that and then show up.
And then again, yeah, the potential of saying, you know, was deadly forced the absolute necessary means to create, you know, a safer situation.
How do students go back to school after this? How do eighth graders adjust Johnny Lupinaccia just, you know, thinking about this, how do you, you know, think when you're working with future teachers, do you talk to them about the whole idea of school shootings and what they might want to do and how they might want to, or do we just kind of leave that alone until, you know, we have to talk about it.
I think it's changed to him. I think when I was becoming a teacher, then for a really long time in the beginning of teaching teachers, it was probably more or less, well, depends on what course I was working on with teachers, you know, some of the like socioeconomic factors and the more political context of teaching.
The Columbine had just happened. And so there was a lot of discussion around like, are we paying attention to kids or are we just, you know, like hold on and hoping they don't, they don't do these kinds of things. And maybe this is an anomaly.
Here we are, you know, several decades later. And it's, and it is something we have to teach about, but you also have to really understand that it shouldn't be like this. And it is 100% legislative irresponsibility.
That we're in this, we're in this context. So we teach about that. But, but the reality is, it's no longer hoping that there isn't a school shooting in your school or district, especially for admins.
It's about like when it's, when it happens in your school or district, especially lockdowns. And so this is a, this is a tough one. I know when I started hearing about it after we were there.
Right when it happened to him and then, then some of the details unfold. You know, I just, I just feel like it's never good and easy to, it's never an easy topic to talk about school shootings.
But yeah, we have to talk about it. We have to teach about it. And, and I also think within the broader context and similar to how teacher Halley framed teacher appreciation week.
I mean, if we really don't, we don't want this to happen, there are all kinds of preventative ways, because I really feel like I, I want to say 30, 40 years ago, a kid doing what this eighth grader did probably wouldn't have ended up dead.
Now, sadly, I got to say, it depends on the color of that kid's skin, because black and brown kids been getting shot by the police, especially for, you know, pulling their cell phone on their pocket,
or looking suspicious, right in a park, not even at a school. So the gather in the facts around this, I don't want to say, oh, well, I can see how this happened, but I can 100% see how this could happen at any school.
You're listening out there, this can happen at any neighborhood. And we've gotten to this point where we're literally, and I know, no pun intended and it's sick to even say this, we're sugar happy around guns and shootings.
And, and I'm shocked. I got to do some research, because I'm not a gun nut. I don't know. I'm not an enthusiast. I don't know. I mean, can't we tell what's a fake gun and not a real gun?
I don't know. I don't know. Hey, can we tell? Give us a call 8557524842. Let us know can guns be distinguished between fake and real?
Not that that's a teacher's responsibility, but now I'm pointing towards law enforcement that shot this young person.
Yep, let me get back.
Oh, that was amazing.
Oh, well, you hear the anger there. And it's like, I think that's kind of the scream that we're talking about here, eighth grader, Mounthor, Wisconsin, shows up to school with what ended up being a pellet gun.
Very much with the scope on looking like a high powered type of rifle.
According to what the stories are that we see right now is is that made some kind of move and the police.
As we heard very quickly, the first stories were neutralized the threat. And we now know that what neutralized means is was shot and killed.
So lots of ways to discuss this school shooting too much gun gun culture police should they have shot.
I did see a perspective though that is really said, when the police, whoever the police officer was that fired those shots, the reality of knowing afterwards that it was a pellet gun is going to be incredibly hard for this officer to continue, you know, going forward with thinking about this.
So there's nothing good about this story.
You know, again, the prevalence of guns, the ability to get such a gun from Amazon, the ability to for the police in that situation to see that their lives potentially were threatened and or the ability that they know that they're there thinking that they're stopping a school shooting.
Right. And then the other part is all of the students inside of that building that had to wait. I mean, I think it was like until like six to seven o'clock that evening or they were finally released to their parents.
So, so you know, one of the articles that I saw from the department of public instruction were, you know, here are the resources that are going to be made available to students, teachers and parents in the community.
And I was like, what a sad commentary that we actually have resources available for situations like this and eight five five seven five four eight four two.
I know, I know what we have.
Okay, I think this highlights a good example of the flaws in the system where like right.
So this school is claiming to, you know, have all of the measures needed right that they had the right doors. They had the right locks like everyone's really focused right now on like the trauma of what this community has experience, but all of it is very reactive.
Because where I'm like, if we were proactive, how do we help a student, you know, like not get the thought to have the pelican to bring it to school, like everyone's trying to control these external things in an uncontrollable situation.
Instead of looking at from like the psychological like avenues of what's going on, we're just so focused on like, but now we've got locks and now we've got school resource officers and now we have, we're arming teachers in Tennessee, but like it doesn't prevent somebody from coming, which I get, you know, you can 100% control that.
But you like the statistics show a lot of times it's a student that either attended there or a student that does attend there. So how do we actually meet the needs of children, developmentally, social, emotional, physically, not just academically, so that they don't get the thought, or if they do get the thought, they have a trusted adult to talk to about how they're feeling.
You know, like I just in like, this is why I'm not surprised because we're not addressing the actual problems. We're just adding stuff. And so, yeah, well, you put that out there, right, say it's like, you know, is school meeting the social emotional.
No, children and I say teacher Halle, yeah, you know, teacher Joanna, we're educators, amplified you guys are on here and in law, you know, coming around and saying, no, that is typically not where we are going to, you know, put this forward, it's just no, can't Johnny Lupinacci thought.
Well, I mean, just to me, this is really it's it's almost cognitive distance because it's jumping around to a lot of factors.
And again, I mean, this this whole incident is incredibly preventable in terms of I come back to it and I don't want to sound like I always want solutions from legislation, but it is about gun control and regulation.
And sadly, we are in this state of like we're in this moment, where as soon as anything happens, this is this is tragic and this is one not a school shooter.
Like, this is not what we consider school shooting. This isn't a mass attempt to do to do a mass shooting, but I can understand why now we're in this because we do go through active shooter drills, we go through trainings, we go through certain protocols that all of our school buildings have to have.
You know, locking doors, lockdowns, all of these things. And so the immediate responses, we did all the right things. Look, we did it. Well, couple of couple of like after facts is like, that shouldn't be really great.
Like we shouldn't be celebrating that. And then too, also you didn't have an active shooter, you had a kid who brought a pellet gun to school. And I mean, I have no an idea. I looked these up today and like, I say I said, I've tried to minimize how much gun search I'm doing at school.
But, you know, I looked at it. It looks to me an untrained eye. And I would hope our law enforcement had more training than I do around guns, but the idea being that this you should be pretty easily able to tell this is one young person with a rifle.
And we shouldn't even be having to qualify this, but like in the shooter situations, we know there are more like there is there is like arsenal of weaponry.
And so I can understand that they were probably lockdowns that lasted for a while because we don't know yet if there were like more students or more shooters or more things or if this was a distraction for a threat on the building.
So we have to protect the safety of the school first and foremost, sadly in this current current time that we're in. But then I'm on the flip side thinking like really this is this is this is not unimaginable.
Kids bring things to school. The people do these kinds of things, especially young people. And I just I'm sad that this person's life is lost in this.
And I'm sure there are lessons to be learned or a lot of people who are talking about like don't have a toy gun. Don't bring it like even if you're, you know, like other ways to communicate what you need.
Because you will end up dead and what's one of the things even if you have a real gun, the presence of guns increases your likelihood of being killed.
Like even if you're trained good like you got a shot or something. I mean that you really just know more guns means more deaths.
And so I'm I'm just a little bit in shock to like as I go through it. I just can't imagine and that's the separate we have to not only imagine but prepare for because of how frequent.
These things are in our school communities around this country.
You know, you mentioned to Johnny the active shooter training or drills that we do and it triggers memories in my mind of getting those trainings and two things.
I always would be very frustrated during those trainings because again, I know a lot about neuroscience. I am not a neuroscientist. I don't claim to be.
But I do know when your mind is in stress, when your body is in stress, you go into fight, light or freeze and our training would always be like just block that off.
Either like make sure everybody gets to a room or make sure everybody gets underneath a desk or make sure you're first, you know, like these very logical ways of thinking.
And I'd be like, there's no way there's absolutely no way my mind, you know, in Joanna and I teacher Joanna and I, because we talked together, we would always talk like we knew because I'm a group of one time did like get a little flame inside.
We learned from that that her stress responses fight like she went towards the microwave and my words flee. I ran away. I was like, if this thing goes up in flight, you know, like it was just out of stress, you know, and so then we were talking about like if there was really an active shooter.
Holy cow, what would that be like, you know, like your brain just shuts down and you're in pure survival.
So I think about that like these active shooter trainings, you know, I've always thought like maybe it could work in some people's classroom. If it matches the way that they are they have a stress response.
But my second thing is from reading articles, it doesn't sound like or it just sound like it was mass chaos, which I 100% understand like it sounded like like kids were running outside to other school buildings to other places.
Like, and I have no judgment of that. I'm like, yeah, people were in stress, like get me out. Like, you know, it's just what happened. So I'm like, again, like all this time we're spending on like and here's the protocol. I'm like, it don't matter.
It don't matter because we're not getting to the root of the issues. And so then, okay, ready, follow me on my next thought.
We're with you. We're with you.
Is that then I think about, okay, and all these babies coming back to school.
How are they doing? Did they have to go back to academics to quote unquote, go back to normal.
If you active shooter drill, you know, wasn't really based on neuroscience. Well, they really know how to support these babies and their families.
Well, that was one of the, you know, and it was put forward in the press release from the Department of Public Instruction. I think that, yeah, I mean, the getting back to normal, though is best practice in this sense.
I agree. I'm not against the concept of like, they do say that, though, like when a tragic thing happens, try to go to normalcy.
But I worry about, you know, like to me, there's nuance, like so is normal, just like, all right, math, unit two, you know, or is it more like you're going to come back to the school.
And we're actually going to teach around this.
You know what I mean? Cause right now it's just based on like, if a kid is crying, they'll be like, go talk to the counselor.
You know, but what about the kid who keeps it in? What about the kid who's like, hmm, that was an interesting idea.
I just, I just imagine teacher Halle, you and I, and tell me probably had to miss two, but like, you're teaching in the era of shooters, right?
Yeah.
And like, and had students sadly had this kind of violence around schools, we're in.
And I can just, I can just imagine I was almost like, I only not at what Halle sang, but remembering like, it was like, oh, if you need help, you can go to this room.
Or if you need to talk after school, we'll have these resources available for you, like Tim, I understand the resources are there.
But everyone was looking around like, one, I'm not okay to know, like, what, what are those resources going to do?
Like, I'm not going to that.
Like, and then all parties are kind of like, well, let's just kind of do what we're supposed to.
And like, like, do math or do our lesson or do our activity.
But, but like teacher Halle said, what we know about our own bodies are, you know, our nervous systems and our own development that pushed it way down that came, came out in other ways, or it comes out in other ways.
And so it doesn't address the need.
It's not responsive. It's not responsible. It's just simply like meeting a legality like, well, if you need it.
And of course, maybe there were people who were like, yeah, I'm going to take, I'm going to take you up on this. And as a teacher, like, I'm not okay.
I'm going to go, you know, talk to somebody after school, but, but I can't say I utilize those resources.
And I probably really needed them as a teacher, but I also know my students, like, after there was some big, you know, tragedies in our school community needed that too.
Well, sort of in a state of shock, just normal, quote, unquote, normal.
And, and then thinking back on it, it normalizes these activities.
It's telling this generation of young people that this is the world. This is what this is what the world is like, and they just need to deal with it.
And it absolutely ought not to be what it's like for any young person or any one working in a school or community.
Right. So I just worry about that too. I know that propensity to be normal.
And then the normalize what's against what we need right now.
Well, that's the part too. You say, you know, getting back to normal or coming to some form of a conclusion that this is the new normal.
We don't want this to be the new normal 8557524842.
Last last segment coming up, give us a call.
What happened? Mount Horib to early to shoot or please doing their job.
Yeah, give us a call 8557524842.
I think I'm ready to fall. I think I'm ready to, yeah, it's not what I could be wrong.
I'm standing on the road. I'm ready to fall.
Oh, no.
Oh, no. Not yet, though.
One more segment. Plus the pencils fully let it education talk 8557524842.
Educators amplified teacher Halle in the house.
Sadly, though, school shootings. And again, this happened in Wisconsin last week.
Eighth grader shows up to middle school outside the school. I guess people called brought a pellet gun to school.
Police were called something happened in an encounter.
And you know, the first word was the situation was neutralized.
And what we now know is is that the eighth grader who brought the pellet gun to school was shot and killed by the police.
And now we are doing everything we can to say, you know, so where do you go from here?
What do you do next? What does what does the eighth grade?
What do the eighth graders? I think about this right?
Who's like, wait.
He, you know, he was just with us in class yesterday.
You know, like what are the resources available for those students who.
Just you point out how like eighth grade the development, right?
You almost think that well, you know, they should have known better.
Well, they didn't know better. And now how do they make sense of this situation?
How does any community make sense of this situation to think about this, right?
It just, and I put out, you know, for the, for the show today, though, you know, maybe it's the guns.
And the reality here of going, how do we stop this?
Maybe you can't, maybe somebody says, Tim, you just can't stop it.
If a kid wanted to bring a pellet gun to school and that pellet gun was available,
and they got it and they brought it to school, well, you're just not going to stop that.
Yeah, I don't know, maybe, but man, we could do better with controlling guns.
We know we can do better than with controlling guns.
Think about this too. This story comes out as we said,
Ali, Johnny, last week, when Tennessee now has legally created the ability for teachers
to carry concealed weapons to school to protect against an active shooting.
And now I'm thinking about this situation of an eighth grade teacher
and the student came in with this gun, has the teacher been trained and also
and now the teacher shoots their student.
And whoa, I know that thought too.
Yeah.
Such an ugly thought. That sounds awful.
So because we mentioned too, we have empathy towards a police officer.
Once they realize they killed the 14 year old of the pellet gun,
can you imagine a teacher doing that?
Nonetheless, if anybody saw it happen, whatever.
It's just so layered. That's, that's, that's a lot.
Go ahead, go ahead, teacher.
No, you go.
Well, I was going to say to something that keeps kind of going through my mind.
Is this like, you know, I just, I read these articles and a lot of the words
where I just am like, you know, we just have different definitions about like really what could happen.
You know, I read an article that they were saying that, you know,
these kids learned a lesson in resilience or like we're coming together as a community.
And I just am like, okay, well, if I really think about this really,
this is, this is, this is the thing we're going to, you know,
put a pin in our cap or whatever the thing is about these kids learned resilience through this.
And then like, I'm willing to bet to like, was there any processing of what was brought on?
You know, like that's not the resilience that I'm talking about when I talk about socially and emotional learning.
And then two of the concepts of community where I'm like,
this is a small community, like literally like population wise,
they might have been in these schools since kindergarten.
So here's kindergarten through eighth grade, this child.
And like, if this child is feeling a particular way,
was there really a true sense of community?
Or they say like, the community is coming together.
How do you really bring a community together?
You know what I mean?
More than just like a tragedy.
And then, you know, it goes away in six months.
So I think like, that's the things I want schools to really start focusing on.
Not just because of a tragedy, but like, how do we really make these spaces where children feel seen, heard and valued?
You know, that's exactly it.
That's what I'm, I'm trying to think about and trying to land on teacher hallies.
Why should we even be surprised?
But this kind of violence is normalized.
I mean, how many thousands and thousands have to die of violent death for us to even be talking about something?
Right?
These young people have come up in an era where there's active suited drills, there's school shootings.
You know, they're the parkland era like there, like not even as eighth grade or like he was probably just a tiny little kid during that for this generation.
And I'm going to say it because I'm going to go there.
The kids voting for the first time in this election this year.
Nothing but a consistent message that they don't give their lives don't matter.
Their peers, lives are in jeopardy.
Their lives are in jeopardy.
They've been through drill after drill.
A failure of legislators and adults in our community to show that they're cared for, to show that they're valued.
We're seeing it in the form of young people.
The student protests are the age group of primarily age group of young people who have said enough consistently over these years.
I'm just sad because you know what we should be able to do more adults.
Like legislators, policymakers, leaders have done nothing to show children that they're cared for and that they're safe.
And we keep saying like, oh, it's really sad.
Oh, it's really bad.
And I don't mean we like Tim, Halley and Johnny here.
Right.
I mean like as people in positions of power have continued to say, oh, it's complicated.
It's very complex.
Well, we'll see, you know, this is this is something for the grownups to discuss when you know what young people have said enough.
What's up, grownups?
Let's lighten it a little bit.
Get out and discuss with one another.
Maybe have a brew.
Yeah.
There you go, Bruce.
Well, what's the segment like?
Contact, Bruce.
Boy, where are the boys?
No, anyways, little no effects there for folks.
But if you can, we were just in Madison and we got to drink beer at the Monaco Brewing Company.
Right, Tim?
And what's so great about the Monaco Brewing Company, Tim?
But the pencil is sponsored by the Monaco.
Yeah, we are.
Who's the state of Wisconsin to end its parasitic voucher system that hurts public schools?
Monaco Brewing Company is making Wisconsin great again, one beer at a time.
Check out Monaco Brewing Company dot com to see where you can buy their progressive beer.
And we do appreciate that sponsorship because, you know, with this is what allows us to continue having the shows to have these deep discussions.
And sadly to have the discussion, sometimes we never want to have, though.
And so, yeah, it might have been a hard pivot to that, but we really want to say, you know, thanks to Monaco Brewing Company for sponsoring.
Because, you know, busted pencils on the air now every day of the week.
Because, you know, people like Kirk out there at Monaco Brewing Company busted pencils.
Check us out.
Thanks for appreciation week.
Thank you teacher Halley for being a bus.
Thank you.
You're an educator.
Yeah, thank you teacher Halley and teacher Joanna.
You're texting us to one the show.
Thank you to teacher Joanna.
We had to give it out there.
Lots of appreciation.
See y'all tomorrow.
Yeah.