Andrea: Hello and welcome to Those Who Can't Do. I am your host, Andrea Forkham, and today we have an absolutely hilarious guest. But before we get to that, I have to tell you about the foulest thing I have ever seen my child do. And any parents know that that, that, that just. Could be any number of things, cause kids are, as much as we love them, disgusting human beings.

And, um, my son, who is almost four, he'll be four, uh, later this month, I took him to swim lessons, right? Because I am trying to be responsible and make sure that my child is water safe. And so while my daughter's in her swim lesson, I take my son in to the locker room and get him changed, get him a shower, clean off all that chlorine.

Because responsible momhood, right? And, uh, so I, I'm so mortified. So he is taking his shower. He's enjoying. I told him not, don't sit on the floor. I have water shoes for him that he refused to wear. And I was like, you know, I'm picking my battles. That's gross, but okay. It's fine. So he's like standing in the shower and I'm like, okay, buddy, it's time to be done.

I turn off the water and I turned to grab the towel. And I look back and my son has crouched on the floor. of the gym shower and has scooped up some of the shower water that was above the drain and brought it to his mouth and drank it and I, oh, the look on my face of sheer disgust and horror and trauma where I'm like trying not to traumatize him and be like Uh, uh, no, uh, like, my brain short circuited, I was like, no, no, no, no, no, no, no, no, no, no, no, don't do that, never do that, don't ever do, don't never, never ever do that.

And he just kind of looked at me like, what? And I was like, that water is, is so gross. It's so, so gross and he just kind of looked at me like, It tasted good mama. And I'm like, Alright. Okay. So and it also, it reminded me at the same time of that, that moment in um, Chevy Chase's Christmas Vacation where he's like, Um, Uncle Eddie has his daughter and he's like, no, I wouldn't, I wouldn't do that, Clark.

She's got a lip fungus we ain't identified yet. Like, that's what I remember. Like, I'm going to be that parent that's like, sorry about my kid's lip fungus. He licks water off of gym. shower drains. Anyways, parent of the year for me. Um, you know, we learn lessons sometimes in ways we don't necessarily want to learn them.

And that is actually something that I discuss a little bit with my wonderful guest, Rebecca Rogers. Um, we discussed quite a bit about our first year's teaching and the lessons we learned sometimes through, uh, making a few mistakes. So without further ado, let's get right to it.

I am so excited to be here today with Rebecca Rogers. Rebecca, thank you so much for coming. Thank you so much for having me. I'm so excited. Yeah, this is so fun because I feel like I've been following you since like mid pandemic because that's when you started doing the whole TikTok and YouTube and Instagram stuff, right?

Rebecca: Yeah. Yeah. At first it was supposed to just be an inside joke with my students and it ended up. Not being that for very long. I started one first and then all the rest kind of followed, but it's fine I'm just rambling ADHD man, but I feel like I've also followed you for the longest time too Oh my that's the funny thing about internet friends is like You feel

Andrea: like you know each other?

But really, because like, we, like, I've, I've followed you, like, seriously, so I remember mid pandemic, I think you were one of the first people I followed, because it was so fun to see a fellow secondary teacher out there on the platforms, because a lot of the content, and I was, at that point, primarily on Instagram and had just, like, dipped my toe in the TikTok pond.

Yeah, yeah, yeah. And it felt like, on Instagram especially, it's a lot of elementary. And we love elementary. We love them. But the energy is different. It's so different.

Rebecca: Sure. One hundred percent. And it's so funny because, like, everyone always assumes they teach elementary. And I get it. I do get it. Yeah. But you could not pay me enough.

Yeah. Absolutely not. No. We, like, you get me. I like being able to tell my students. I don't want to see your face. Bye. And they know that I don't actually mean it.

Andrea: Yeah.

Rebecca: And not like, if they cried in front of me, I don't know

Andrea: what I would do. No, exactly. And that, that's, that's definitely the thing for me where like, the sarcasm just doesn't translate to kids as much.

Unless it's like my kid, my kid's like five and she can dish it out and take it and she's got like, like inherited. My, my poor child, my dry wit. And so she's probably making, you know, her teacher cry sometimes. Poor child, your poor husband, man. He said that to me the other day. I can't remember what she came out of her room and said something like so sassy to us.

And my husband just looked at me and he's like, that was you. That is your fault. I don't know why I'm having to deal with this now. And I'm like, all right, but she's also like a compulsive planner, like my husband, where she. We've had some minor flooding at our house. Uh, and my daughter had heard at school like, Oh, there's going to be a lot of rain tonight.

And she came home and she's like, mom, there's going to be a lot of rain. And I was like, yeah, there is. And she's like, what are we going to do about the water in the office? And I'm like, You're five. Why are you worried about that? Like, who worries about the structural integrity of your home when you're five?

Like, ma'am. See, that's, that's

Rebecca: like another component to elementary, though. All the questions. Like, because, like, when they're little, you're supposed to, like, spark their interest in things, but sometimes I just want to be like, that's enough questions, man, and you can't do that for the little sometimes.

Yeah. Don't have all the answers. I

Andrea: don't have any of the answers, but sorry, go ahead. That's okay. So you were a social studies teacher, right? A high school teacher. Yes. What did you teach? English.

Rebecca: Okay. Yeah, I'll take it over science and math. Yeah,

Andrea: yeah, yeah. Like the humanities. Yeah, they're on the right side of the road.

Yeah. Agreed. Now, what grades did you mostly teach?

Rebecca: Which grade did I mostly teach? Which grades did I love to teach? Those are very different. They kept sticking me with the seniors, man. I was 22. Why are you still What? They're over here, like, inviting me to Taco Tuesdays. I'm like, I know that I'm not much I'm not taller than you and I look like we're the same age.

But we're not. Yeah. I'm an adult. I promise I am. Yeah. Um, so seniors are my least favorite to teach. They just are. My favorite teacher freshmen. And they would, they, I was really split between the two groups. Freshmen are like still young enough where they're a little bit afraid of you. Yeah. And I, not all of them have gone through puberty yet, so I look like an adult compared to them, and it just worked out, and I loved my freshman.

I still love freshman age. It's a good age.

Andrea: So I, it's so funny because most of my teaching years I was either teaching seniors or freshmen, so I also had a lot of time with those two ages, and I've had people ask me so much like, what is the, what is your favorite grade to teach? And I've always said, That it's freshmen in spring or seniors in fall, because freshmen in spring, you have the relationships.

They've started to like vibe with you. They listen to you like they're just starting to mature and are such different humans from like the unbridled humanity that is like fall freshmen. And then seniors, spring is garbage because they're checked out. They've got senioritis really bad. But like. Fall, I really like fall seniors because they are really mature generally at that age and you can talk to them about things a lot easier than you can with, with the freshmen.

Um, that's true. Although I also started my first year teaching, I was also teaching seniors. Right, why do they do that? I feel like that's so irresponsible. Well, and I was teaching remedial seniors, too. So that meant some of these seniors had also failed several years. So I'm teaching 20 year olds. Because in Virginia At 22.

Right, like Who comes up with these good ideas? These are terrible. This is terrible planning. So bad. And my classroom management was non existent. It was so Right,

Rebecca: because we're first year teachers. Yeah. We don't know what we're doing.

Andrea: And I I recently, uh, told a story on TikTok about this kid who threw raisins at me, and he, like, jumped on his desk and called himself Raisin Man, and then, like, chucked a handful of raisins across the classroom.

Like, I was, like, trying to rotate and work with kids on their essays, and that was the chicanery that was going on around me, right? And, uh, Like now this was, gosh, it was such a long time ago because it was a decade ago. So now he is 28, has a baby, has a fiance. And so it's so weird. And he, you know, when I posted that, everyone was just so hyped about Raisinman.

Cause that's what he called himself. Like, you can't stop Raisinman. And there were just so many comments. And I saw that his fiance commented and was like, Oh my gosh, Raisinman lives again. Cause I've told the story before, like a couple years back. And I wrote her and I was like, Hey, Like, how is, how is he?

His name's Chris. I was like, how is Chris? How's Raisin Man? She's like, he's so good. And I was like, how's the baby? She's like, not a baby anymore. He's two. We're getting married in the spring. And I'm like, oh my gosh. And like, I wanted so bad to like post an update about Raisin Man and everything, but like, yeah.

All the family photos she has, unsurprisingly, Raisinman is making a really weird face and I don't want to post it and be like, here's Raisinman and all in his glory and his beautiful family because he's making a weird face in all of them. But I'm hoping I can get like an update thing for, because a lot of times when it's crazy stories like that, people are like, You, uh, are making this up.

For sure. There's no way a kid did that.

Rebecca: People don't understand that when it comes to teaching, like, we don't have to make anything up. Like, we don't have to exaggerate. We don't have to make anything up. Like, some of these things are just so Crazy. Yeah. And like the audacity that some kids have when they think there are no consequences.

Like, when I was 22 teaching seniors, um, literally, I'll never forget. I was also teaching, they put me on an elective. That was a teacher made exam. I'll never forget. So these kids like signed up for this class at study hall and that teacher left and then I came in and was like, let's learn. And they were not interested at all.

Um, what did you try and have them learn? It was world religions. And when I, and like, I thought it was so fascinating. Cause I, I really am like a history lover, a history nerd, a history geek, like all the things. Um, I, I'm that friend that you don't want to take to a museum because I will read every single written down thing in description and everything.

Um, so like literally on the first day of school I showed up. There also was no state curriculum posted. Like we used to have our curriculum stuff posted on this, uh, database called CMAP and every time I would go to the world religions page, if you clicked on unit one, it would go to geometry. And then if you clicked on unit two, it would go to physics.

I'm like, I'm not doing that. No. Um, so I literally showed up on the first day of school. And I was hired two days before the first day of school, like the Friday before the first day of school. Nice. And I just said, Hey guys! And I was the only teacher teaching this class also. Like, I had no help. And there was no standards, there was no state test.

So I just said, Hey, what do you guys want to learn about? And I just had the kids like walk up to the whiteboard and start writing down different types of cultures that they were interested in. And then I just kind of grouped similar ideas and made like a whole curriculum out of that. So like we started with ancient mythologies.

Peace! And then we moved on to tribal religions in both, like, throughout Africa and, uh, North and South America. And then we did a unit on Asian culture, like Jainism, Zoroastrianism, things like that. Um, and then we did the major five, and like, that was our year long unit.

Andrea: That's so cool, though. I would have loved a class like that.

I was, yeah, I was put in a similar situation and did not handle it as gracefully as you because my first year I was given, so I had like one, that remedial English 12 class, and then they gave me a, like, you know how when kids fail, they put them all into like a computer lab and then they all cheat their way through whatever units there are to get credit recovery, right?

Um, I was in charge of babysitting that class and then I had a journalism class and there was no existing Like, there was nothing for the journalism class at all, and so I, my first year, it, I would love to say it went as smoothly as your world religion class. It did not. It was like, uh, we're gonna start with Oh, it didn't

Rebecca: go smoothly.

No. No. But it sounded great. No, no, no, no, no, no. It, it, on pa like, ideally, it sounded like a really good idea at the time. Yeah. Remember, these kids thought they were signing up for study hall. Yeah, yeah, yeah, no. No. And then, well, I'll never forget, like, these one kids, there was one kid who wouldn't do anything, like, and he was someone that he was gonna have, like, I think he had a full ride to state or something, and he just did not care.

And I'll, like, he didn't even open his backpack the entire semester. And so his friends would always troll him about it, about how, like, he literally doesn't even open his backpack. And so one day they, like, he went to the bathroom, and I saw them messing around about how they were gonna move his backpack to the other side of the table and just see how long it was gonna take for him to notice, because he doesn't even look at it during our class.

And so he got back and like he did immediately notice it was gone and just started freaking out about where's his backpack, where's his backpack, where's his backpack to the point that he snapped one of the girl's phones out of her hand and started running out of the classroom as in like, I'm going to steal your phone because you took my backpack.

And then I stood up and I was like, you can't leave this room with someone's phone. Like, am I going to get in trouble for that? I don't know. Probably. Yeah. That's theft on my watch, I guess. I was like, you can't do that, and he literally turned around, looked me dead in the eye, and said, I graduate in two months, man, what are you gonna do about it?

And just left.

Andrea: And I was like You're like, nothing. I guess nothing. Turns out nothing. I'm just gonna sit here and take that. I guess.

Speaker 4: Oh my god, I was so annoyed. I was so annoyed. That's so brutal. I hate seniors.

Andrea: I can't

Speaker 4: stand

Andrea: them. And that attitude is like pretty prevalent with seniors too. The what are you going to do about it thing.

The only card you have to play is graduation. But the problem is, is that the pressure to get them to graduate is almost more on the teacher sometimes than the kid. Like, If you have a class of seniors and you are sitting there and you have three kids who are failing, I remember that year specifically, I had to turn in a list of interventions that I had done, a list of communication, like a communication log between myself and the parents with like dates, what was said, all of that in order to demonstrate that I did enough.

to help that kid pass. Now, this kid had to demonstrate literally nothing, right? Because he was failing and he wouldn't, or she, um, because I had both. Yeah, yeah, yeah. We don't know. It's anonymous. Right, exactly. Yeah, yeah, yeah. Like, they would fail and then I would be, they'd be like, well, why did this kid fail?

And I'm like, well, he comes once a week on a good week. How am I, You want a list of accommodations? I, uh, tried. Like, when I saw him, I would be like, hey. Like,

Rebecca: you, you know he has to be in the room to receive the accommodations, correct? Like, are we on the same page here?

Andrea: Exactly. Well, and we're not, I'm not even talking about kids with IEPs, because that's like a whole different system, but I would try and accommodate for, you know, whatever the needs of the kid were, and it Absolutely.

It was just wild to me that, and I remember sitting with an administrator and they were like, you need to have this documented. Um, just CYA all the time. Like that was everything. Like I heard over and over, like cover your ass because if you don't, they're going to come to you and they're going to be like, why do you have these kids failing?

And I'm so relieved that post COVID I didn't teach seniors. because that I felt like would have been such a completely different beast than teaching the other grades where it's like, okay, well, we need to try and get them to where they need to be. But I had so many kids failing when we came back from the pandemic.

It was like, like nothing I had ever seen where it's like, Oh, it's like 40 percent of the class is failing right now. And the bar is on the floor to pass.

Rebecca: Did you teach seniors like March 2020 when everything shut down? Did you have seniors? I had juniors.

Andrea: I had seniors. Those poor babies. I do feel bad for them.

The seniors who didn't get to walk. Oh, I don't.

Rebecca: Oh, well for, okay, for the not walking, yes. Yeah. But for what I'm about to tell, I don't feel bad at all. Like. So this was our school's policy. And like, yes, okay, I will say I feel bad for the things that they missed out on. I don't want that to be misconstrued.

Right. But like, the policy that our kids got was that like, March 2020, we locked down. We basically like, didn't have school for a few days while the school figured out what we were gonna do. And then all of a sudden, they got back to us. They're like, you know what? Seniors are good, man. Seniors are good. If they're, if they're fine, we're fine.

If they want to increase whatever grade they have currently, they can come to your little virtual class and do whatever to increase whatever.

Andrea: So, like,

Rebecca: they basically got whatever grade they wanted. Oh

Andrea: my gosh. Yeah. That is wild.

Rebecca: I don't feel bad. Like, they got

Andrea: whatever grade they wanted. They just got, and they also got to do class optionally, which is wild.

You want to know what's more

Rebecca: wild? What? After, like, two weeks, that's what they decided for everybody. No way.

Andrea: Yeah, that is insane. And especially like in different districts and like I, the districts around me, they were very flexible and they really, really put the standards on the floor. And you know, there were no hard deadlines and we had to be very flexible and all of that.

But I, I think that there, like there was still an expectation for kids to show up because There were still attendance policies in place, and right to education laws still existed, so I don't know how your district got away with that.

Rebecca: I Well, because they still had the option, like, we still had optional class.

Like, they could come if they wanted to. It was just Did they have to?

Andrea: No. Truancy just did not exist at that point.

Rebecca: Oh, truancy, like, never Do y'all, like, follow through on that in your district? Yes. Yes. I'm telling you, I had a kid who was absent more than 50 days in a row. Like, they don't do anything here.

Andrea: That is wild. Can we out the state? What state is it? I won't make you say the district. I

Rebecca: think it was Carolina. Yeah.

Andrea: That is wild. I, so I taught Virginia and California and They were really strict. Like, if you were gone, I, that's probably an exaggeration. I wouldn't say they're really strict. If teachers have been doing what they're supposed to do with documenting absences, which is not always because there's a lot of teachers like me that forget to do attendance.

Rebecca: I forget to do it all the time, man.

Andrea: But

Rebecca: I

Andrea: would always like follow up on it. Yeah, yeah, yeah. Oh, I wouldn't. At the end of this number, I got a stack of like, and I'm not exaggerating, like a hundred pages where they printed out each class. and had dates listed. So it was, it was like an attendance roster. And they were like, here you go, Andrea.

These are all the days that you forgot to submit attendance legally. We have to have this submitted. And they looked at me and expect me to go back and be like, ah, yes, I remember. On February 12th, Billy was gone and Jimmy was late by five minutes. Like, are we, they, I mean, they knew that. No, I'm not. They knew it was going to be BS.

I don't know if there's a statute of limitations on this, but if somebody wanted to do a crime during my class, like that was a safe bet that I probably.

Rebecca: You know what used to always annoy me is, um, and this is just like a petty pet peeve. Like, Literally, I know there's going to be so many teachers that hear this and they're going to be like, Shut up, newbie teacher.

Like, because I was, I was a newbie teacher. But so, you know, like, during the 10 day count, that's when everyone is figuring out, like, who's really in your class. And if they're not there for those 10 days, they get dropped from your roster. Yeah. Right? I would get so annoyed. When, like, I, maybe it wasn't even just during the 10 day count, it's been so long now, I've been out of the classroom for 3 years and it feels like 10.

Maybe

it was also during, like, regular times, if they were gone for, like, 10 days. If they were marked absent 10 days in a row, they would be dropped from the class. But they had to be marked absent in every class. Sorry, it wasn't the 10 day count. I'm losing it. So, I would take meticulous attendance of like, because, you know, it gets, when I have 42 kids on my roster, and I have 5 that are continuously just not ever showing up, I would like to whittle down my list a little bit.

It just feels more manageable to me. But then I would go and like, I would mark, okay, here are the 30 days in a row that this, these kids aren't here. But then like every other day, a teacher would forget to do attendance and just mark everybody else. There. And so I didn't get to, I didn't get to nick them.

It was me. I'm so sorry. I'm

Andrea: so

sorry.

Rebecca: I'd

be like, come on, Ms. Smith, you know it wasn't their stuff. It was, it was me. It just

felt like, it feels more overwhelming, you know what I mean? Oh, 100%, yeah. Like, to see 42 names. Yeah. Like I didn't have enough desks for all my kids at some point in my teaching career.

Andrea: I think people think we're exaggerating when we're saying 42. Like my biggest ever was 43 and, and it was exactly that. I did not have enough chairs. I had to call the custodian and they had to find more chairs because you know, budget cuts happened and all of that. And so they just, instead of hiring more teachers or keeping the amount of teachers, they allowed attrition to happen.

And then they would just increase the class sizes. Cause it's much. More economical to do it that way, despite the fact that class sizes are one of the biggest predictors to student success. Um, and so the class sizes would just get bigger and bigger. And I remember vividly my first year teaching at the school I was last at.

So I was there for three years. In my first year there, I had a sixth period class that had 43 freshmen in it. And that is an unholy amount of freshmen to have in one room. Um, I vividly remember, I think I had 25 boys in that class too, which is a lot. When

Rebecca: I had 42 freshmen in a room, I don't remember the exact number of boys, but I know it was mostly boys.

Yeah,

Andrea: you do. You know quick when you go into a room. And people,

Rebecca: like, the people who aren't teachers, like, they don't get it. But the teachers who are teachers, or the people who are teachers, they get it. Yeah. It is, it

Andrea: is a wild thing to have that many, because like, and you, you try your best to like move students around and get them engaged in doing all these things.

But if you have 40, 42, 43 kids in a classroom, there is no room. You can't be like, okay, get into groups. Like, okay, let's turn slightly. It's like, yeah, it's painful, painful. Now I don't know about you, but when I was in school, I, my class sizes were pretty small. Like 25 to 30, I think, was pretty standard.

What was your high school experience like? Were you in class sizes that were about like that as well?

Rebecca: Well, so I, I went to school in the same county that I taught in. Um, so, and we, I think we have the largest county in North Carolina. Charlotte might, might be slightly bigger. But in Raleigh, we had, what, 17 high schools?

So like I went to one high school. And then, uh, my first year teaching, I taught at one of the rival schools and then my set, then I got displaced. So for those who don't know, um, the 10 day count is important because it's when the schools figure out exactly how many students are actually in the school who are not just enrolled but like physically present and it's how the schools can determine how many staff they're allowed to house at that school because teachers aren't employed by the school, they're employed by the county and then the county will move teachers around based off of what school has Um, needs less teachers, need more teachers, whatever.

So, my, uh, the school that I first year taught at was predicted to have less students because a new high school was opening up down the road. So half their student population was going to be leaving. And so technically they had to displace two teachers from every single department. And, um, it was funny because there were four or five BTs in our department, beginning teachers.

Um, and I was one of the first in, so I was the one that got displaced. Um, so I went to a different school, um, that was also down the road. And these are all, like, I taught at some of the, like, score wise and socio economic wise, like, some of the higher end high schools. And it was just fascinating. It was, it was the most, interesting experience, like even just seeing how different those two high schools were.

So like to give you an idea, my, the school that I first taught in, um, I would teach blended world history, which is both honors and academic together. At my first school, Blended world history meant I would have all honors kids except for five, and that was pretty standard across the board. Wow. Whereas at the next school, it was very much half and half.

Yeah. Of 42 kids. Um, but then again, at my second school, the range of students there, it was wild. I had some students who went home to houses with three, four car garages, And then I had some students who were homeless and it was just, the cultures were so different of the two schools, literally night and day.

You would have no idea that they were 15 minutes down the road from each other.

Andrea: Yeah.

Rebecca: Crazy. Absolutely crazy.

Andrea: That's, that's exactly why when someone tells me they're having a really hard time at the school that they're at, you know, they're really unhappy with, you know, the admin or the school culture or anything like that.

One of the first things I recommend is always like try and see if there's another school, even within your district, that might be a better fit because I've heard, I've heard from so many people that they had a really hard time and then they switched to a different school and they were like, Oh, I love teaching again, which is Again, shows the power of like a culture at a specific school and the way that admin kind of decides to do their job and You know, I honestly think a big part of it too is like the more senior teachers and the way that they view education and the way they view their students can massively change the, the community and the culture at a school.

Rebecca: Yes, 100%. And I think it's so interesting because my first school, again, like this was a very high achieving kind of environment. And I'm talking, these kids were competing so hard to be valedictorian and to be top of the class. Like these kids were applying to go to. Ivy Leagues, and I think a lot of that competitive nature also kind of bled into the staff, if that makes sense, and I hated it.

I kid you not, And this like as once I moved on and became like, I never really became veteran teacher. I only stayed in teaching for five years. I will never call myself a veteran teacher. I was forever a baby. Like even as a fourth, fifth year teacher looking back on how they did this, I'm like, that was a stupid idea.

I don't know who thought of that. Like this school had so many kids. They had the main building and then they had the pods, right?

Andrea: Yeah. And

Rebecca: the pods, for those that don't know a pod is basically like a little mini, mini building that has eight classrooms in it. And they would stick, in our department, they just stuck all of the BTs in the pod to figure out, to teach them themselves.

Just figure it out! You got it? And like, looking back, I'm like, that was such a bad idea. Like, I didn't know what I was doing.

Andrea: Yeah.

Rebecca: Why would you ever stick all the newbies together where they only have their Oh my gosh. What? Like, made absolutely no sense, and like, God, I'm just, I'm so happy that I left that.

Andrea: Oh my gosh.

Rebecca: I still, you know, my mentor though, from that school, still checks up on me sometimes. Aww, I love that. Like, to this day. That's so great. He's really sweet. I taught his son. It was like a really good experience for me, too. His son was really cool

Andrea: That's so cool. Yeah, I think we all have some stories like that of our early years and the shenanigans We get ourselves into as beginning teachers Which is what we are going to jump into as soon as we come back from our break.

So be right back and

Welcome back. So Rebecca I had So many moments, especially with that journalism class where I just totally put my foot in my mouth and came wildly unprepared to class. Um, and you, it sounds like were put into a pod with a bunch of other beginning teachers. So were there any moments that stand out to you as a new teacher where you were like, Oh, that, that was not it.

That was not good.

Rebecca: Yeah, there were, there's so many. I need to preface this with like, I didn't really have the most productive student teaching experience either, like My CT I'm going to the YMCA. I'm gonna go work out. Bye. Like, I'm not kidding. Or she'd just like, go sit in her friend's class down the hall.

And she was like, experience is the best teacher. Bye. Literally, I would like, come in with like, I need you to fill out a form that like, tells me how I'm doing. And she's like, you're doing great. And would sign off. And then my professors would come in and be like, you're not where we need you to be. And I'm like, I don't know what to fix.

No one is Giving me direc I don't know. Oh no. Anyways, so like, going from that to first year teaching by yourself in a pod with only newbie teachers.

Andrea: Yeah. Was

Rebecca: it was not it.

Andrea: Really the blind leading the blind. And I'll never

Rebecca: forget, like, I was teaching freshman boys, and we were playing this review game for a test, and it was, So much fun.

Like, I lo I came up with some of the coolest games, man. So much fun. And I remember I One team got a point, and I turned around to write a little, little tally on the board, and I turned back around, and I don't know how they did this in the five seconds that I turned around, but when I turned around, one of my boys was on the desk in a full on handstand.

Like, Feet on the ceiling. And literally, I was a cheerleader for 15 years. So my first reaction was That is really good form. And then all of a sudden I was like, oh, I'm the adult here. Crap. Oh no. You need to get down. And I was like, wait. And I was like, don't, don't try to come down because you're going to fall.

And so I made all the boys like carefully try to pick him up. Oh

Andrea: my gosh.

Rebecca: position him back because I was like if you fall and I get in trouble like I don't have time for this man I can't deal with that yeah um and so it was that that was a day oh my god that was definitely a day yeah

Andrea: those moments where you're like oh I'm the I'm the adult Time the adult, like we feel like someone should there, there should be an adult here.

Is there

Rebecca: a more adult, adult here that would Yeah, an adult here would be so great. Mm-Hmm? . Yeah. Yeah.

Andrea: There were so many times that I had experiences like that. I, the worst part would be when I would do like the online games like Cahoot or Quizlet or one of those, and I would just not recognize some of the foul names that they were putting in and.

I would just be like, that's a weird name. And I would stare at it, because I let them choose whatever name they wanted. And I learned my lesson quite quickly, that when they did that, that meant it was going to be like, you know, Ben, space. Dover. Dover, yeah. Or Amanda Hug and Kiss. Yeah, yeah, yeah. Exactly.

Yeah. But usually it would be like, really foul, or it would be using, like, slang terminology that I was not even familiar with. And they, I would, Like, I just, I don't know. I was about to say something really foul and I was like, I don't know if that, we can bleep it out. It would be stuff like referencing Bukkake and stuff like that.

But I'm like, and I would just have, it would be like Buck and then Aki, you know, like separate. And I would be like, that's a fine, that's not a bad thing. And then afterwards, like a really sweet girl would come up and be like, um, miss, that was a reference to, and I'm like, It was a reference to what? Or it'd be like a post it note they like slid onto my desk like Google, Google this next time.

Don't put that up there. Because of course kids are like taking pictures, cracking up, and I'd be like, all right, Buck Aki, amazing job. Lead in the pack today. What a winner, Buck. Way to go.

Rebecca: See, I don't trust nobody. I went in knowing these kids not to be trusted. Absolutely not. Not in a million years. I, I really struggled with, especially again, being in the pods with newbie teachers only.

Um, my first year, like, my big scary trauma from that year was from this one parent. And I have, I could write a book with each chapter being a different situation from this lady. But I'll tell you the first one that started it. And this set the tone for the entire year. So this woman contacted me. So like, did you guys have Remind?

You know what Remind is? Okay. So we had Remind. For those that don't know, it's like a, um, an application where teachers can like, quote, quote, text kids and parents about actually giving their personal information. And I had my hours set to weekdays from 7. 30 to 3, and that's when they could send me a Remind message.

And I remember getting an email from this parent that said, Hey, um, Connor needs, uh, a better way to get in touch with you. And I said, Oh, well, Connor has my remind. No, no, no, no. There are some times where he sends you remind messages where you don't respond. And I said, Yeah, are you referring to when he, like, sends me messages at 8 p.

m. or like on Saturdays? Yeah, I don't have office hours during those times. So he's not going to get a response from me at those times. Well, he needs your phone number so that if he needs to get in touch with you and you're not on Remind, he can.

Speaker 5: And I

Rebecca: said, I'm sorry, I don't feel comfortable giving you my phone number.

And she goes, I didn't ask you for your phone number. And I like, went back in my email and looked. Did you cite her to herself? No, no, no, it's right there! Quote. And I said, sorry, maybe we misunderstood each other. Um, bottom line is these are my hours for Remind. Remind. He can get in touch with me during those hours.

Um, if he messages me outside of those hours, I will, when I come back to office hours, I will see it whenever I come back. And she, again, Okay, but can you get your number for when you are unavailable, when he, like, needs, like, ask me an additional time, and use the word phone number.

Andrea: Like, ma'am. And

Rebecca: I said, Once again, I don't give out my phone number.

I'm not comfortable with that. And she like snapped. She's like, you're making me out to be some kind of creep. Okay. I never even asked you for your phone number. You need to stop with these accusations. Like it's not cute.

Andrea: And I was trying to be cute. So that's unfortunate to hear.

Rebecca: I was stunned. And then like two hours later, I get a call from the front office.

Oh my god. And apparently she called the secretary and asked them for my phone number. And I was like, what? And they're like, we didn't give it to her obviously, but like you might just need to check in and see if she needs something. Oh my gosh. So I sent her a third email and I was like, hey Miss Smith, um.

Again. I just got a call from the office. They said you were looking for my phone number to get in contact with me. I just wanted to check in and see if there was anything I could do for you. And she, again, I don't know why you keep accusing me of these creepy things. I'm not a stalker.

Andrea: And I'm like Oh my gosh.

Okay! You know what I would do? I would just start full on trolling her and be like, I am so sorry I'm not, um, approachable enough. The way I actually prefer to be, uh, communicated with is via carrier pigeon. So if you could train a carrier pigeon.

Rebecca: One time I did stand up for myself, like during another issue, it was when she told me that I was not being proactive enough in helping her child deal with his severe medical condition.

Which was ADHD, that I also have, that I was fulfilling all accommodations for. Right. But it was because she wanted me to walk him to lunch and steer him away from the red Gatorade and she was very upset I would not do that. I digress. I once told her, I no longer feel comfortable, like, communicating with you one on one and I would prefer if you go through my administrator, like, please contact the administrator because I no longer feel very comfortable in these one on ones.

And then my principal told me I wasn't allowed to do that. What?

Speaker 5: Why? She's like, you're not

Rebecca: allowed to tell a parent that you're not going to communicate with them. That's not like, she's, she's calling me stupid. Like, I don't, like, she's telling me that I had no right to, like, tell her kid he can't plagiarize his project.

She's like telling me I have to leave my third period class to walk her kid to lunch and make sure and watch him. A high schooler. Because it's my response. Yeah, a 14

Andrea: year old boy. Like we're not talking about a six year old. We're talking about a high schooler who. At this point, ma'am, if you, like, that is, that's, that's on you, like, how you choose to parent your child, and if it is that important to you that they don't get red dye number four or whatever it is you're concerned about in their system, like, have that conversation.

Have, like, we are not, like, a pur We're not therapy dogs,

Rebecca: like we could only do so much. They had the conversation, but he just didn't listen. Right, shocking.

Andrea: You know? Shocking that the 14 year old boy doesn't listen. Yeah, 14 year old boys, why would

Rebecca: they, you know? But you know, don't you know it was my fault?

Yeah,

Andrea: you should have gone to the lunchroom and said, Smacked the Gatorade out of his hand every time he tried to drink it. Yeah, 100%. No, no, no,

Rebecca: because then I would be in trouble for hurting him.

Andrea: Right, his feelings and embarrassing him. In front of In front of his

Rebecca: friends. And telling him no. Don't you know you can't tell them no?

Yeah. Come on, Andrea.

Andrea: damaging for their self esteem to hear that. Oh my gosh. Or like

Rebecca: the time that he like wouldn't stop like on the desk and I was like hey Connor, there's some people trying to take a quiz, like can we not? But then I was telling him he would not make, that, that meant I was telling him he couldn't be a drummer when he grew up.

That he was not, yeah, stifling his dreams. This mom literally was like, I still have dreams about her. That is

Andrea: wild behavior. I had only one parent that behaved even remotely close to that. And even that, like, I feel like I was pretty well shielded from it. But she came for me and like screamed about me and like the, like, They're in the lunchroom.

She, she came to the school to find me, but didn't know where my classroom was and was like screaming at lunch where the entire high school was there because we had one lunchtime, she was screaming about me and like, my principal is wonderful and like got her calm down and got her like out of the public eye and all of that.

But the worst part was is she started going to my church. After that, and so I would see her and she had, she was very distinctive because she had, um, her hair, like, so she, she was very unwell. Like, she had a lot of health issues and stuff like that. And so I, I really tried to have a lot of empathy of like, listen, like if I was in pain all the time, and I also thought that I wasn't going to be around for my kids.

Graduation or something. I could see myself not probably thinking very clearly and taking it out on people, right? Like, hopefully we don't do that, but like, I, I tried to have a lot of empathy with that. And so To understand,

Rebecca: yeah, yeah.

Andrea: Right. And so she, so, and she, she had her hair in a lot of different colors because I think she was just very much in the, like, I'm going to live life to the fullest energy.

Yeah. She's just trying to live it up. Right. We love that. But that also meant that I could recognize her from a mile away because she had a very distinctive, like, hairstyle and all of that. Um, which by the way was actually really cute. But it, to me, it was like that Jaws theme music every time I saw it because I was terrified of her because my principal is not at my church, and so I would see her from like across the congregation and I would be like, and I'm like, all right, guys, like it's time to go.

Like telling my husband, like, let's wrap this up. Let's put a button on this. Get on with our day. Cause I was, I lived in fear because she knew who I was and she knew what I looked like. And her daughter also went to church with her, who we had the interaction that we had. And I'm just like living in constant fear of this person.

But now I live several states away, but I still think if I saw that same like pattern of hair coloring, I would just start feeling anxious again, just because I'm like, Oh no, please don't. Please don't come yell at me.

Rebecca: People don't realize that when it comes to parents with their kids and when they get unjustifiably mama bear on people, like, once you move on from that class, like, these parents don't really think about us anymore.

Speaker 5: Yeah.

Rebecca: You know, like, that's old news. On to the new teachers. Right. But, like, they and their crazy stays and haunts our dreams. For like the next decade. Oh yeah.

Andrea: It never fully goes away. Although I will say like as a parent, I don't think that I would probably hold a grudge with like the teachers themselves.

I think I would hold a grudge for the kids in my daughter's class that are mean to her, like mean girls. I don't know if like my daughter was like, Hey, can this girl come over and spend the night? I'm like, Oh, the girl who said that to you three months ago. No, she's not welcome at our home.

Rebecca: I, I only had one incident where I like, I had to really step in with bullying.

And I had a girl come up to me and tell me that in her chorus class, she had a lot of girls being very mean to her and belittling her, picking on her and bullying her. And I was like, okay. I will loop in your chorus teacher immediately and we'll figure something out. She's like, no, you can't do that. And I'm like, why?

And she's like, cause he loves those girls. And I'm like, okay. Well, then I'll go ahead and I'll loop in an administrator. No. Well, I don't want anyone to know. And I don't want anyone to talk to them. And I'm like, so what do you want me to do? And she's like, well, I just want them to stop. And I'm like, so you want them to stop.

Yeah. But you don't want me to tell them to stop. Right. She's like, yeah, I guess so. And I'm like, She's like, I

Andrea: hear it

Rebecca: now. Girl, I'm like, I want to help you.

Andrea: It's so hard. But I don't

Speaker 4: know

Rebecca: how. Yeah.

Andrea: Yeah. It's super hard, too. I just did, um, a video and I taught, I like, talked about some of the mean girl things I was hearing at the middle schools that I've been at, because I've, you know, going through and have my early field experience teachers are rotating through, so I'm in middle schools.

And my greatest bullying experiences, being bullied, were all in middle school. Like in high school, things got a lot better, but middle school was really rough for me. And so I shared some of the things I was hearing at the middle school. The way, and I, uh, girls are so much sneakier with their bullying in my, in my experience than boys are.

Like boys, like, I remember vividly there was a boy who called me rolls of power. It's so mean. He called me rolls of power because I was strong, but I was chubby. It was so mean. And like, I slapped him. Um. Anytime he called, like, I lit physically slapped him, right? Um, and one time he slapped me back. And I remember that vividly as well.

And I never told the teacher. It always happened in passing periods. It was always one of those things. Like, boys are so much more direct with their cruelty, in my experience. Whereas girls, there were these girls in, uh, in my grade who were so And I still remember thinking they were the prettiest girls, because this was, like, early 2000s, right?

So Britney Spears, Christina Aguilera, like teeny tiny, teeny, teeny, tiny, skinny, thin was very in. And I was never that. And I remember changing in the locker room one day and I remember I was very self conscious. So it was like seventh grade. I was like facing the wall and we had these stalls, but the stalls didn't have doors on them.

And I remember hearing these girls like giggling and I turned back and look, and they're both kind of looking at me and like doing like that little whisper thing. And I was like, Oh, like, Oh, is it like, cause I have like I think I had like a purple bra on that was like holding nothing because I was in seventh grade, but I had one.

And I was like, oh, is it because I've got like a purple bra? And they're like, yeah, that's what we were laughing at. And like that moment stayed with me. Like I am 37 and still I remember the feeling of like the gut punch that that was and this deep shame that that gave me. And so it's so awful, right? But whoa.

But like, how do you even tell on a girl for sa like, oh they were laughing. Well, what were they laughing at? I, I don't know. But it was how they said it. Like, and they, it's so easy for them to be like, oh, I was, we were laughing about something else. Like, we weren't even talking about her. You know, it's so hard to pin down that kind of insidious bullying.

And so the video I did was all like clips like that, where I was sitting in a classroom and there were these two girls sitting in front and one girl sitting behind. And the two girls in the classroom kind of looked back, and And talked to the girls sitting behind them and they were like, did you take a shower today?

And the girl sitting in the back was like, yes. And the girls up there looked at each other, she's like, I told you. And they both kind of like giggled. And it's so hard to put my finger on why that was so mean. Right. Cause they just said, no, it's

Rebecca: mean.

Andrea: It's so mean. You just

Rebecca: like girls. No,

Andrea: women. No, they do.

And it's so funny. Cause in my comments of that video, it was a bunch of, a bunch of comments like that, that I've overheard at the schools. And there were so many guys being like, I don't get, like, how is that mean? Like, they legit, and they're not being facetious, like, they're like, how is that mean? They just asked if she had a shower.

Like, and all of the comments from a lot of guys were like, wow. Or a lot of, a lot of people that were like, I'm just now realizing that people were a lot meaner to me than I realized. Like, completely destroying childhoods because they didn't realize they were being bullied. Um, a lot of people that are neurodivergent.

who take things very directly. A lot of them were like, Oh, I'm autistic. And I did not realize until this moment I was being bullied. I'm like, I'm so sorry. I suppose that is not the purpose of this. This was meant to discourage bullying and all of that. But it's been fascinating to see how many people like it's it there get like, just like me in that locker room situation, like it brought them right back there.

And they were like, Oh, this was deeply upsetting for me to hear because I, I remember that feeling of being a middle school girl. And you always kind of hope like, well, it's a new. A new era of like, raising kids and maybe they're better now. They are not.

Rebecca: No. I, uh, The time that really stuck with me when I got picked on was in high school.

I was actually about to graduate. And, um, I had just gotten out of like, you know, everyone has their toxic high school relationship with that

Andrea: Yeah.

Rebecca: Sleazeball of a guy. Right. And I actually had just met like my now husband and There was this girl that I thought she was my friend. Like I thought we were best friends Um, but apparently she was just a mean girl.

I had no idea. I had no idea She was like covering for my ex when he was cheating on me had no clue. Oh my gosh Was he hooking up with her? No, she she was You Dating his best friend. So she was just like a pick me for the group, you know Yeah, she just like wanted to be like she's one of the guys like not a girl's girl.

Whatever. Yeah. No, so, um But like I just kind of cut that group out of my life and just started moving on and she did not like that That like bothered her. She had no more control over me, right? So she And the friends of the girl that my ex cheated on me with went to Harris Teeter, which is a grocery store, and they ordered a cookie cake that said the words prom, question mark, and they put it on my car.

And I had TA with her boyfriend, so she had her boyfriend tell me, Hey, someone's messing with your car, you should go see what it is. And so I went to my car, and there was this cookie cake. And she just happened to be there, you know, getting something out of her car. And she goes, Oh, look, you must have a secret admirer.

That's so sweet. And he goes to this school. So I guess you don't need to talk to that older guy because he doesn't even go to school here. So like, wouldn't it make so much more sense? to like, see who your secret admirer is here, you should definitely, like, was trying to gaslight me into like, not speaking to my now husband anymore.

Oh my gosh. Yeah, and I literally, in that moment, I realized how much of a snake she was and like all, so many other experiences and interactions between the two of us just like all of a sudden made sense. Yeah. And it felt so bad because this was like my friend of a year. Yeah. And I will never get over that.

It's such a

Andrea: Carrie level thing to do, like that's so insidious to buy, like go through that effort and like do a cookie. Oh,

Rebecca: that's so much effort. That's right.

Andrea: Cookie cakes are not cheap, like no form of cake is cheap to do. And Oh, and also like, you have that moment of being like, aw, like somebody wants to take me to prom and then that moment of like, oh, that's like the never been kissed, like, prom scenario.

Like, see, as

Rebecca: soon as I, like, it was, it was like a split second thing. I saw the cake. I got confused. And the moment I saw her. with the girl's friends. Because again, this was the, she was with the friends of the girl that my ex cheated on me with. Gosh. As soon as I saw them, it just, I was like, no. Oh, I mean.

How

Andrea: stupid do they think I am? I would be that stupid. I'd be so trusting. I'd be like, oh my gosh, a secret admirer? I'm so popular. Like I just, I truly, it's so funny because I really do like, And my husband always roasts me for this. I believe the best intentions of people. And I'm just like, Oh yeah, like, they're so nice.

And then I get invited to like, Hey, do you want to come over and hang out? And like, Oh, it's a pyramid scheme. Like it. See,

Rebecca: okay. You are like, you are a total golden retriever. I'm not a total black cat. Like I think I'm a mix, you know, because I have gold. I definitely have golden retriever moments. Yeah. But internally.

100 percent black cat mentality.

Andrea: Yeah, that's how my husband is, where he'll be like, no, they're like, they're some off. And I'm like, no, they're so nice. Would you like to buy these oils? And I'm like, Oh, I thought I thought this was friendship. I guess not. Oh my God. I love that so much. So one of the things that we do on the podcast is I get questions from the audience and then I have you give your take and I give my take on So, um, the question that was submitted was, uh, how do you stay positive around really negative coworkers who love to complain and gossip?

I've been setting boundaries for a couple of months and it's so awkward.

Rebecca: I guess for me, I always looked at it as a choice. And, you know, if, If they want, if they are choosing the victim mentality of, woe is me, I'm stuck in this classroom, I'm so miserable. Cause like, we can acknowledge what's wrong with the public education system and still enjoy teaching.

Like I did.

Andrea: Yeah.

Rebecca: I did for a while. Yeah. The reason that I left had nothing, like I genuinely enjoyed being in my classroom teaching kids about social studies. I loved that.

Andrea: Yeah.

Rebecca: So if, if you choose. To go into that classroom every day. Woe is me. I'm so miserable. The sky is falling. I hate my life. That's your choice and you can do that, but I'm not going to choose that.

That sounds like a terrible choice

Andrea: to me.

Rebecca: I'm going to make a fool of myself in the classroom trying to get these kids to like history. Um, I remember, like, one time, to get the kids excited to learn about the, um, Revolutionary War, I literally walked into the classroom, and, like, guys, I gotta vent to you about my friends, like, I have this one friend who's just so controlling, and blah, blah, blah, like, Went on and like, was basically describing Great Britain and America.

They had no idea. They got so invested in this drama, and like That's so good! I was like, I guess we're write up letters! Yes! I choose to be just like, like, I don't know if you need to beep this out or not, but like, whenever I, now I choose to be that dumbass with a camera, I chose to be that dumbass in the classroom.

Like, I chose to have fun.

Andrea: Yeah. And

Rebecca: just because other people don't want to have fun, that doesn't mean that I can't have fun.

Andrea: Yeah. I, I think that's exactly it, where, and it can be hard depending on the size of the school you're at and the amount of people you're working with, because it's a lot easier, you to like set boundaries when you do have at least one other person who's on the same page as you.

And I've had people reach out and be like, there's nobody here who loves teaching. And to me, it's like, okay, well, it sounds like maybe it's time to find a school where maybe there's a little bit more of that happy, loving, teaching, loving the kids energy. Um, and you know, it's, it's, Interesting too, because I think that there is some real value to having people that you trust and that are encouraging that you can vent to.

And it is a balance between venting versus complaining and gossiping. Yes. Um, the energy is different. Like the, the feeling of like, if you have a really rough day with a student and you know, you go and you tell one of your peers like, oh my gosh, like this kid, like, this is what happened. I'm really frustrated.

And the person you're talking to saying like, that's really rough. I'm so sorry. Like it's, it's going to be better tomorrow, blah, blah, blah. Or that person being like, yeah, that kid sucks. You know, like that's a completely different energy. Um, and I, I sometimes think that the situations where people are complaining and gossiping, maybe they're not, they're not, you know, always intending for it to come across like that.

I'm sure there have been times where I was really frustrated and it came across as like complaining and gossiping to my peers, as opposed to being like venting and just needing to like verbally process. Like I'm such a verbal processor where I'm like, this is what happened. This is what I did. Uh, you know, I'm really upset about this and I just need to process it.

Um, and I think that I, I for sure had to be intentional about maintaining positivity sometimes and being like, no, like I love these kids. I love that kid in particular. Like, I need to figure out a way to get to them, you know, and to get them, like, pulled back in to what we're doing in class and all of that.

But I think it is Kind of a hard balance sometimes, especially when you're tired and feeling burned out and, and all of that. So before we let you go, can you update us on all of the amazing things you're doing, where people can find you, and all of that? Yeah, I'm in the middle of

Rebecca: changing some of my handles, so some of them are a little all over the place.

They're not, they're not all the same right now. I'm so sorry. Sorry. I'm a tornado person. It's okay. Um, I'm, Honestly, if you just look up Rebecca Rogers, you'll find me. Yeah, that's just the easy way to do it. Yeah, yeah, I'm verified everywhere, so if there's not a checkmark, it's not me. Don't trust these scammers.

They're dangerous out there. Asking people for money and their addresses, don't do it. Um, Other than that, I just have my podcast called Would You Believe, that when I travel to Indiana, I'm gonna make Andrea do with me. Can't wait. And we're gonna have so much fun doing that, and yeah, it's on all, all platforms, everything.

All the listening platforms on YouTube, Facebook, everywhere.

Andrea: Awesome. Thank you so much. Rebecca, I had so much fun chatting with you today. I really appreciate you taking the time. Of course.

Speaker 4: I had so much fun with you. Yeah.

Andrea: All right, guys. Uh, when we get back, we're going to find out what your students are doing in the classroom.

We'll be right back.

Welcome back to Those Who Can't Do. I had so much fun hanging out with Rebecca and sharing stories about the mean girls that we experienced in our own lives and also some of our own, uh, moments where we lacked a little bit of, I'm not going to say critical thinking, that seems a little harsh, but that's probably also accurate.

So maybe just, we lacked critical thinking as early teachers in our careers. You know, we do the best we can with the resources we're given. And we just kind of try and do our best, right? And I think that's something that Rebecca and I definitely shared. Um, speaking of doing our best, you guys sent me some phenomenal things for what are those kids doing.

And one of the things the kids are doing in your classroom is referring to each other as butt plugs. And I, I kind of enjoy this in particular because it very much reminds me of when I was in school and we called each other like butt munches, or like we would get like real specific on the butt and then just add something on the end.

So it feels like a natural progression of the English language that we then are moving into now a butt plug. It is just unfortunate that a butt plug is also a instrument for other things. That's, that's less of an issue. But apparently it is also what is occurring in your classrooms. So I am sorry about that.

Um, something else that a student apparently did is they airdropped the entirety of the Bee Movie to their entire class. And number one, I don't think, I did not know you could airdrop something, a file that large. Like I can't even send videos via email that are like a minute, minute and a half. to for like advertisers like it always tells me i have to upload to the drive so i'm just wondering like how did they do that number one and also of all of the movies we went with the b movie i think that was a bold choice i feel like if i were going to airdrop something i don't know what it would be maybe probably not the b movie it's not my favorite To be honest, no disrespect to anyone involved in that movie.

It was a lovely movie. Um, but I feel like Shrek would probably be the one I do. Not because of what I've discussed about, um, Shrek on many of my channels and the horrifying YouTube video, um, regarding Shrek that I was shown in my class. But, um, just because I love the movie Shrek. Like the, the actual Mike Myers one.

Michael Myers. That's right, right? That's right. Okay. Yeah, we're gonna go with it if you have thoughts about whether or not it's Michael Myers because I think that's the serial killer or Mike Myers the Comic who also did the Austin Powers movies. I'm feeling more confident now as I go into this So we're gonna lean harder into it if you have thoughts about that or about anything else that we discussed today I would love to hear from you.

You can hit me up on social media on at educator Andrea on TikTok or Instagram, or you can email us at Andrea at human dash content. com or you can contact the human content podcast family at human content pods. And this is still a new podcast. Thank you guys so much for tuning in and leaving your reviews.

And because this stuff is pre recorded, I know I keep saying, I'm going to give you a shout out. And you're like, where's the shout outs, Andrea? And I'm, they're coming. They're coming. I'm not just making that up and just trying to like, tease you and say, we're going to do shout outs. It's that, um, well, I, we are recording this.

It has not been released yet. So I don't have shout outs. Actually. No, I do. My dad, my dad, that is a lie. So before I even launched my dear sweet father went in and gave me a five star review. And I have to like, I have to tell you that I was told by some of my friends like, Oh, you already have a review.

And they read it. It's a like smart, witty, insightful, insightful. And before they even said the name of who it was, I was like, that's for sure my dad. And they read the name and it was my dad, because my dad is a ride or die like that. So shout out to my dad, Bill, thank you so much for your never ending support.

It is a wonderful thing to have a dad that is just there. Like, he's just immediately like, it's going to be witty and insightful. Andrea did it. So thank you, dad. I appreciate that. Um, yeah. And on there it says, Bulla Pratt said, witty, sincere and thoughtful. So thank you. If you want to check out full episodes on YouTube, they're going to be up every single week at Educator Andrea.

Thank you guys so much for listening. I really appreciate it. I am your host, Andrea Forkham. A very special thank you to our wonderful guest, Rebecca Rogers. Our executive producers are Andrea Forkham, Aaron Korney, Rob Goldman, and Shahnti Brooke. Our editor is Andrew Sims. Our engineer is Jason Portizzo.

Our music is by Omer Ben Zvi. Our recording location is the Indiana State Bi College of Education. To learn more about our Those Who Can't Do's program disclaimer and ethics policy and submission verifications and licensing terms, you can go to podcasterandrea. com. Those Who Can't Do is a human content production.

Thank you so much for watching. If you're like me and you're thinking, gosh, I really need more of those who can't do in my life, you can start your binging right now by clicking on that playlist button right over there. New episodes are out every Thursday, so please subscribe and join us each week on YouTube and wherever you get your podcasts.