Dayna Owen and Kelsey Golz sit down with FHS's beloved Assistant Principal Paul Tucker and substitute Milton Brock to discuss life and their servant's hearts. Your heart will be full listening to these incredible men tell stories, give advice and share hope for students' futures.
Dayna Owen and Kelsey Golz sit down with FHS's beloved Assistant Principal Paul Tucker and substitute Milton Brock to discuss life and their servant's hearts. Your heart will be full listening to these incredible men tell stories, give advice and share hope for students' futures.
Speaker 1 Championship game last night. Speaker 2 I watched it. I sure did. Did you. Speaker 1 Want. Did you want to win? You want to win. Oh, so you were a happy man and. Speaker 2 Lived in Kansas. Speaker 1 For a while? Oh, I did. How about you? Speaker 3 I did, but I only watched the second half. The most exciting. Speaker 1 Did you watch the second half? Speaker 3 Yeah. Speaker 1 Because to me, no matter what happens in the first half, it's only. It only matters what happens in the second half. Speaker 2 Well, that big guy for Kansas said that though he was smiling in the locker room, They said, What are you smiling about? He said, We got this. And then it broke the ice and they said, Let's go after. Speaker 1 You mean at the half? He said that. And then they went out and, well, manic, which I didn't know who I love for North Carolina because I only watched the second half of basketball games. Typically, he was like knocked out like he was hit really hard in the first half. Speaker 3 Oh, I didn't know that. I watched the first half. Speaker 1 Yeah. So that's why they said, Did you watch the last play? Speaker 3 I did. Speaker 1 What's your take on him going down? Speaker 3 I thought it was just out of sadness. I thought he was not. I thought he felt bad about the loss. Was there something different. Speaker 1 The way he tripped across the court? He never gained control of his body. And then it's like he stayed down. It's like this sounds negative. This is bad that I'm saying this. I felt like he didn't want to take the last shot, so he stayed down. Speaker 3 Really? Speaker 2 I didn't notice that at all. Speaker 1 He didn't. Speaker 2 I did. Speaker 1 You need to go back and watch the last night. You didn't notice me? No. Never came up. Speaker 3 And I probably won't go back and watch you. Speaker 1 But. Speaker 2 I'm going to take your word for it. Speaker 1 Well, so, Paul Tucker, Milton brought two lovely gentlemen here today. Paul Tucker, currently serving as assistant principal at Friendswood High School, Milton currently serving as the most popular substitute of Friendswood High School and as serving as because you two gentlemen have a servant heart and that's why so many people love talking to you and visiting with you. And so one thing you don't know is this entire fake is actually I mean, this entire set is actually fake. Speaker 1 It's now plugged in. But we just Kelsey and I just wanted to actually just talk to you do that. Speaker 3 It's also. Speaker 1 Just getting. Well, welcome. Speaker 3 Oh, you are kidding. Speaker 1 Okay. Oh, yeah, sure. Okay. Well, this is actually a podcast and we're glad that you're here and we can't wait to talk to you, too, guys. Speaker 2 I'm glad to be here. Yes. Speaker 3 Thank you for. Speaker 1 Having. Speaker 4 Hoping for the most lessons ever, considering your legacy story and your chicken soup. I think we're our most engaged with stories this year. Wow. So I know MVP sitting right here in the room. Speaker 3 Oh, well, that would be Mr. Barak. Speaker 2 Mr. Tucker. Speaker 1 Well, both of you are outstanding all star. So we're just glad that we're glad that you're here. So. So, Mr. Tucker, you're actually kind of known for your voice a little bit. Whether you're announcing basketball games. You announce baseball games, too. Speaker 3 I do not used to. Speaker 1 LONG okay. So just basketball. Speaker 3 Just basketball. Speaker 1 Okay. And you've never done softball like Yes. Speaker 3 Yes, yes, I did do softball. Speaker 1 Okay. I knew there was another sport that you were doing or singing in the hallway. Singing in the hallway. That's that's that's another place where it is for voice. Speaker 2 You will not catch me singing in the hall. Speaker 1 Never participate with the singing in the hallway. No, no, no, no, no, no. You just hold the can. Speaker 2 So I just put money in it. Speaker 1 You put money in it. Okay, so let's start off talking about since both of you spend a lot of time with students connecting with students, what is your thought? I guess one is your heart lead you there? Why? Why have you spent so many years in so much time in schools just being with students and I see serving students. Speaker 1 Why is that important to both of you? Speaker 2 Well, first of all, Mr. Tucker, is the one that got me to start subbing. Speaker 1 Okay. Speaker 2 He did. And he can tell that story probably better than I can, but he did get me here. Speaker 1 So how long ago are we talking? 12 years. Okay. Okay. Speaker 3 That is true. Mr. Brok, I actually heard his testimony one morning and in turn, K and I said something about Mr. Brok. He would be good to lead this organization. I was starting at the high school as coaches outreach, and so I reached out to him to see if he'd be willing to learn, I mean, to lead it. Speaker 3 And he came back to me. Let me think about it. And 5 minutes later he said, yes. So anyway, that went on for about a year, year and a half or so. And we talked about subbing. And then I actually asked him too, Are you sure you want to do this? Speaker 1 Yeah. Speaker 3 And I'm glad I did. He has become one of the most beloved substitute teachers that we had. He builds relationships with students just like a regular teacher does. It's been great. Speaker 2 Well, the first job I had was actually in his classroom. Speaker 1 That's right. You were an economics teacher. Okay. Okay. That's right. Yeah. So that's a that's a good way to start when you know the teacher. And so. Yeah. Speaker 2 And I just after a couple of times, I knew that's where I was supposed to be. I just knew I was supposed to be a sub. And that's been the most meaningful thing in my life. It really has. Speaker 1 That's wonderful. Speaker 3 And he still serves a lot in the econ classes. Sure, I'll be more than others. Speaker 1 Yes. Yeah, that's right. That's what cook. Yeah. Yeah. He right. And so when he's gone for tennis coaching, you will sub there a lot. Yeah. Speaker 4 So why would you consider it to be the most meaningful thing of your life? Speaker 2 Because I love the kids so much. I never come to school that I don't leave them or join my heart than what I gain. And the other reason is my wife took me for better or for worse, but not for lunch. Speaker 3 So have you missed any meals? Speaker 2 No, no, but I can kind of be tired or something. You know, it doesn't take long for these kids to lift you up, and it's just. They're just great kids. I just love them a lot. I really do. Speaker 1 So your first day coming into Sub, were you nervous? Like, were you terrified? Were you? What's going to happen? What do you remember? Like, what were those thoughts and feelings that you had coming? Speaker 2 I had no clue what it was about. Yeah, I just showed it like, say, show up on time, dress to play. And so I came in there and it went, I don't know, just really good. I enjoyed talking to the kids and visiting with the kids. And so then I started serving more and I started at the first I started subbing in different schools, even aimed at kindergarten one time. Speaker 2 But after about two, yes. Speaker 1 Oh, me and I have love to see me. That's a story. Speaker 2 That's a story. Speaker 1 That's a story. Speaker 2 I walked into that kindergarten. Speaker 1 Room. Speaker 2 And six four and they were big. Speaker 3 And they were two for that one. Yeah. Yeah. Speaker 1 Hey, Mr.. Speaker 2 Brock, can you sit down this chair by me? There is no way I'm getting that chair. Let's say you want to hear a neat story about it. Speaker 1 Yes. Speaker 2 So the teacher left me a note, said, if you have a question, ask Elise. And so I said, Who's Elise? So she came up there. Speaker 1 And she was a kindergartner. She was going to go, okay. Speaker 2 So I'm up there announcing, said Mr. Brock. That's not the way we do it. Can I do it? And I said, Sure, come on up here. So she announced the stuff and she said, Any questions? Students And they said, No. Elise And I'm like, What's going on here? She was. Speaker 1 So cute. Speaker 2 I got ready for lunch. This went on all day, by the way. Got ready for lunch. Mr. BROCK That's not how we line them up. And a lot of. Yeah, I'm serious. So I went home and I told Sandra, I said, I think I would have adopted that little girl. I was Elise. So and three years ago I was in the ninth grade and I was subbing in their biology and somebody said, Mr. Brock, have you any unusual serves? Speaker 2 I said, Yes, I have. And they said, Well, tell us one. So I tell him about Elise. This little girl stood up and said, Mr. Brok, I'm Elise. Speaker 1 Oh, you're kidding. Speaker 2 I'm not kidding. Speaker 1 As Elise already graduated. Speaker 2 She's a senior this year. Speaker 1 She's a senior this year. Oh, that's one of the best stories I've ever. Speaker 2 Heard in that is. Speaker 1 To Brock. We got to get a story. I mean, we got to get a picture of you two together. Speaker 2 Yes, it is. It's just precious. And she said, Well, I'll remember you, Mr. Brock, because you were so tall, you know? So we just we have a good relationship. We really. Speaker 1 Oh, man, I love that. Speaker 4 See, these are the stories we need. Speaker 1 Yes. Speaker 3 Oh, yeah. Mr. Barkley's. He's fixing to choke up over there, so. Speaker 2 Yeah, I'm good. Oh, well, that. Speaker 1 You do have a lot of those stories, though, you know? Speaker 2 Yeah, but, you know, it's about them, not me. Speaker 1 Oh, that's great. I was the kid's name. The teacher would say, Don't ask Dana. Poets any questions. Watch out for Dana. Voice as Kelsey Purcell got us data for Jiggy. Speaker 2 Hey, listen, when I was kindergarten, I could never do anything because the teacher was so cute. I just kept looking at her, You know, I. Speaker 1 Okay, let's keep this appropriate. Mr. Broccoli. Okay. So what makes what makes a Well, let's go back to the first question. I don't know that we ever got there. So talking about students and your beliefs about the importance of connecting with students, why is it important for educators to connect with their students? Speaker 3 Yes. You know, one of the things that was important to me was to get to know those students names as quick as possible. They loved to hear their name. I never attended. What's the program? Capturing kids hearts. I never actually attended it. I know that came before I was there. So anyway, I knew that it was a good idea to stand out in the halls. Speaker 3 Great kids. Speaker 1 Right? Speaker 3 If you stand out in the hall and you shake their hands, fist bump or whatever, or say, Hey, how's it going, get to know their names, learn one thing about them, they're going to work for. Speaker 1 You. Speaker 3 And they're going to they're going to have your back is you have their back. They will. Speaker 1 Yeah. Speaker 3 They're going to care about you and you're going to care about them matters. Speaker 1 And even thing is someone who is an assistant principal for a while at the high school, I would even think then when it comes time to having serious conversations with them, they know you're for them. Yes. It's not just the only time you're talking to them is to discipline them or, you know, kind of give consequences. And they're like, you don't care about me sort of thing. Speaker 3 No, I absolutely agree. I just had that very conversation yesterday with the student that won't be in the classroom for a few days. They'll be visiting somewhere else for a little bit. And, you know, it was almost a thank you because you take the time to listen to them and know what's going on in their life and. Right. Speaker 3 Offer some advice and hope it sticks and laugh with them a little bit and cry with them a little bit. Speaker 1 Well, that's what I've always liked about you, that I wish looking back I would have done a better job of is consequences are just consequences don't mean they don't mean you don't care there are going to be consequences and whether whether we're friends or not friends in quotes, you know what I'm saying? Like whether they think you have their back or not, doesn't mean that there still aren't going to be consequences. Speaker 1 And they know that. And they know that. Yeah, they know what they did. Speaker 3 They know they did wrong. Right? They know right. And but that's okay. It doesn't mean your relationship with them has to be destroyed. Speaker 1 Exactly. Speaker 3 You actually build on it. Yeah. Speaker 1 Yeah. And I could see today in this changing time of if you're not in agreement with things, it feels like. Anyway, we hear that if you're nodding in agreement with this generation, then they don't want any part of you like they don't like you. If you don't think exactly the way that they think in terms of a lot of different things and just being grown ups and kids, oh, you're against me if if you don't think the way I think and that's not the case, we can still have this mutual partnership and relationship. Speaker 1 But I'm the assistant principal and you're the student. And there are consequences whenever you make the choices and you just hope that they do better later on. Do you ever have to deal with that? Speaker 2 Well, let me tell you something that Mr. Tucker, you know, the kids talk to subs when they won't talk to the teachers, they tell me the reason they love Mr. Tucker is very simple. They said he corrects them and makes them do the right thing, but he does it with love, right? Not commanding them to do something. And they said his heart is so big that we know he loves us and so therefore we don't mind doing what he asks us to do is what they told me. Speaker 2 And all of them tell me that. Speaker 1 Yeah, if you could see Mr. Tucker's eyes right now, he can't. He does not like to be talked about. So this may be a painful podcast. That is. Speaker 3 Correct. Speaker 1 I know both of you just keep complimenting you. Let me talk about the other. Hey, that's a good friendship. Oh, yeah, that's what's so great. And so what may and we kind of hit on it a little bit. You kind of talked about it, but what makes a good educator, because there's got to be more than just having a relationship with them, right? Speaker 1 What makes a good educator? Speaker 2 Well, I told Mr. Tucker, I said one of the things I believe is people don't care how much you know, till they know how much you care. And so if you're an educator, you've got to care about them. You've got to walk around the classroom. You got to ask them, like, seniors, where are you going to school? You know, what are you going to major in? Speaker 2 And you know, you have conversations with them and you just don't sit behind a desk or stand up there. You need to walk around and talk to them and find out who they are as people. And and they will come then and tell you what their issues are. They really? Well. Speaker 3 Yeah, and I agree with that. Of course, you have to know your content. You have to have a passion about your content and you have to show that passion to your students. But absolutely, the relationship piece is the number one piece. You can know the content you can have all the greatest technology, all the greatest projects, but the caring part is absolutely the biggest piece in my mind. Speaker 3 Talking to those students on a daily basis, just mentioning their name, going around, seeing how they're doing, you know, just checking on them. Speaker 1 And is that stayed consistent for you from the beginning of working with students? You always see that students just need a relationship. Have you seen that changed over time or are students different today than what they were when you first got into education? Speaker 3 Yes, much different. You know, unfortunately, we see more broken homes now than we did back in the day. You know, we know the students have issues at home. Sometimes we got to play the role of parent to the role of counselor, the role of disciplinarian, the role of the good guy, the bad guy. We play all those hats. Speaker 3 But yes, I definitely see a difference in students from 15 years ago, even till today, for sure. Speaker 2 One of the differences I see is they need the caring more today than they did 12 years ago because they've got all kinds of issues going on and we don't know what's going on at their home. And so they want somebody to care about them. And when you care about them, they will share with you and sometimes share issues that they have. Speaker 2 And I think that's more important today than it was 12 years ago. Speaker 1 And that kind of leads into the next my next thought of what attributes or characteristics do you think it's vital for students to have. Speaker 3 Or the student to have. Speaker 1 Had? Like what do you. Speaker 3 Make them a good student or. Speaker 1 Just a productive human being? Like, what if you could give them three characteristics walking out the door? What three would you give them to be successful in life? Speaker 3 Really, I would say the first word that comes to my mind is respect. And in both ways, respect certainly learn to listen more than they speak, because that's kind of a big issue these days. And I would say because I tell students this all the time, own it. If you did something right, you know, don't you know, a lot of times I'll have a student, I'll tell them, go back to the teacher. Speaker 3 I expect you to go to that teacher and have a conversation with them. They know what that means. And I always tell them, have a meaningful relationship. Don't go in there and try to defend yourself. Own it. If you did something wrong, own it. Talk to the teacher. And I always tell them, you know, I'm going to check and see if you had that conversation and if they felt it was sincere. Speaker 3 So I think those three things are important to own it and to have respect and to be a good listener. Speaker 2 I usually tell them they need to have goals, enthusiasm and motivation. They really need to have goals. And the other thing I tell them is everybody has done things in the past that they shouldn't have done, but you can't drive a car looking through the rearview mirror. You got to forget all of that and forgive if you need to forgive somebody, but move ahead and don't always be looking back because you can't change the past. Speaker 2 You can control your future. And they need to be able to do that. And it's it's just amazing. I've seen kids that have gotten out of high school that you would think, man, you know, I can't do much. I know some that are done that are doing great things right now and they just they move forward, always move forward. Speaker 2 Don't don't look back. Speaker 3 Yeah, that's something that we deal with a lot. They they mature from a freshman to a senior. And and I tell students that and parents that a lot that hey things are going to get better. Let's keep working through it. And just like Mr. Barak said, let's move forward. Forget about yesterday's a closed door. We don't live there anymore. Speaker 1 Right? I like that. Speaker 3 You should write a song. Speaker 1 Yeah, you should. You want to write one right now? Yeah, absolutely. Well. Speaker 3 I'm about to tell you that right now. I want to call Philips, Greg and Dean and see if they can write a song about that. Speaker 1 A band? Speaker 3 Yeah. It's three. Oh, it's Philips, Craig and Dean. Speaker 1 Oh, okay. Speaker 3 You would know the music, and I played it. Speaker 1 Oh, okay. Speaker 2 If it's an Elvis Presley, I don't know who it is, really. Speaker 3 In fact, Danny Gokey sings one of their songs, too. What is it? Speaker 1 It's a let's see if I know it. I got it. Speaker 3 Done. It's got those words in it. It's a my heart, my let my heart beat again. Speaker 1 Can you sing a phrase? We know you can sing, Mr. Tucker. Speaker 3 I've got I've got to get it in my head here. Yesterdays are closed door. We don't live there anymore. Bah bah bah bah bah. It'll come to. Speaker 1 Me. Okay? It'll come to just. Speaker 4 Just break out in song. Speaker 1 You wrote a song, and then I will. Speaker 2 Be going back to school and he'll sing it to me. Speaker 3 What do will? I will let your heart beat again. I think it's a song. Speaker 1 Yeah. Okay. Yeah. Do you want me to look it up and go ahead. Okay, Let me see. Speaker 3 Wow. I think they sing it. Danny Gokey. They wrote it saying it, Then he sang it afterwards. Speaker 1 Danny Gokey. Yeah. Here we go. Well, that's. Speaker 3 Probably, though. Yeah, yeah, yeah. Speaker 1 Of course. We have an ad, you know, it's like, Oh. Speaker 3 We don't know. We can have no ads. Unknown Scheduled like you never did before. Life. You knew in a thousand pieces on the show first. I think I know this on times like this will change. Unknown You never gonna get to the TV or something. Kids tell you what to do. Yes. Oh, stick out of my shoes today. See? You know, people say you can tell your. Speaker 1 Heart to beat again. Yes. Oh, I like that song. From Thank you to adults. Speaker 3 Anybody? Great song. Speaker 1 That is that. Speaker 4 Yes, it's perfect. Yeah, I haven't heard that in forever, but yeah, I remember. Yeah, I remember that song. Speaker 3 Also. Speaker 2 One of the things that I do is that I'm not talking about accomplishments necessarily, but I tell them about my life. It has not been perfect by any stretch of the imagination and shocked. Tell them some some some of the things that I went through and I tell them that you will get through it. You will. You will move forward. Speaker 2 You know? And once you do, you the only thing you can do about the past is is go to somebody you hurt, forgive them, ask for their forgiveness. They forgive you and. Speaker 3 Really, that's why you're here today. Because I heard a story from you one Sunday, and that's when I turned to my wife and said, maybe I need to ask him if he wants to lead that group at school, which led to him being a substitute teacher. Yeah, absolutely. Speaker 1 So it really goes back to a lot of times doing those things. I'm sure getting up and sharing your testimony was something that you were nervous about or that you could have come up with an excuse of not to do, but you just felt called to do it. So you were faithful and you did it. I just then made a difference. Speaker 1 Yeah, I saw you in others. Speaker 2 I was an alcoholic till age 30. Yeah. And then I turned to Faith and found the answer. Speaker 1 But what a great story of you took a step out in faith and said, I'm going to share my story is embarrassing or hard or difficult as it was, and people may judge me for this. I'm going to do it because it could help someone else. And then you've been with hundreds and hundreds and touched hundreds of, you know, students today and made a difference in their life. Speaker 2 And I think Mr. Tucker would agree with this. Not only did we touch them, they touched us. They really did. We have great memories about a lot of a lot of kids. No, it's. Speaker 3 Stuck. Absolutely. You know, I want to go back a second. I think one of the things that you can't be afraid to do and I've done this as an AP, I've done it as a teacher, I've been wrong and I've been wrong with a student before. And you have to be willing to go to that student and say, hey, look, I messed up. Speaker 3 I'm sorry. I apologize for what I said what I did. I can't tell you how far that goes with a student. You're still the authority, right? You're still they understand that, but they also know you're human, right? And you're not somebody that's not approachable. That's that's a big thing. I've had to do that many times. I've made my share of mistakes and bad choices in life. Speaker 3 And I make I make a differentiation between a mistake and a choice. A choice is something you didn't have to do. You knew you were going to do it. You chose to do. The mistake is I use the wrong formula in a math problem or to push the gas pedal on meth pushed brakes and that's a mistake. But yeah, you got to be willing to and you can't do that. Speaker 2 I'm sorry. You can't talk about forgiveness and you're not willing to go ask them to forgive you for what you did. Because, you know, in 12 years I've said some things to kids, a little snappy. So, you know, you got to do it yourself. Speaker 3 Yeah. Mr. Brock. Speaker 1 On this essential thing you've said. Yeah. When I think of. Speaker 2 Anything, I'm not talking about that. Oh, come on, sit. Speaker 1 Down, sir. Yeah. Speaker 3 That's probably batteries. He got. I have made a few guys. I will admit. Speaker 2 I raise my voice. And Angela. Speaker 3 Not not teachers. I may well think I made teachers cry. Speaker 2 But it made me crack up. Speaker 3 That some students cry. Speaker 1 But, you know, a lot of times we tend to think maybe educators, maybe I shouldn't speak for all of them, but a lot of times we almost compartmentalize like this is school. And when a teacher or an administrator says something, do it sort of thing in a relationship sort of way. But if you think about it, what you're saying is life in general. Speaker 1 It's a skill you need to learn. If you mess up, own it. Go talk to that person. It's not just like this doesn't just apply to school. This applies to the rest of your life. And if these kids can get it now, how much easier and more successful their life will be from here on out? Because high school isn't what it's all about. Speaker 1 No, I mean, I know you'll know that I was. Speaker 2 Doing sixth grade and this kid was there and he was not wanting to do what he supposed to, and he was talking too much. So about three times I walked over there and, you know, I'm pretty tall and I you know, I won't raise my voice, but I raise my voice. And I said, I want to tell you. Speaker 2 So this is the last time I'm going to tell you to be quiet. And he started crying. Well, freshman year, he walks through one of my classroom doors and I went out and said, Hey, I am really sorry. And he said, Oh, it's okay. Mr. Barak. He's a senior now. And when I pass him in the hall, he pretends to cry. Speaker 1 Oh, you kids have a great sense of humor. Speaker 3 Oh, yeah, Yeah. Speaker 1 I appreciate adults and have a great sense of humor. Speaker 3 That's one of my favorite parts is joking around with the kids, right? Speaker 4 Oh, yeah. Well, and I think like what you are talking about with with sharing when you're wrong, admitting when you're wrong or sharing your testimony of a time when when you maybe weren't where you are now, it humanizes you in so many ways. Because I think like when you're a student, you know, there was this joke I remember it was like when you see your teacher at the grocery store and it's weird. Speaker 4 You're like, Wait, you have a life outside of school. Speaker 1 You start to whisper, I know Mr.. Speaker 4 Because it's like you don't picture them outside of that role of teacher. So I think whenever you can have those opportunities to humanize yourself and kind of put yourself on a similar playing field of I've been where you are, it just helps out relationships. Speaker 3 Yes, it was. Speaker 2 One of the neatest things about subbing, and I think teaching is that is seeing kids out somewhere that have been gone eight or nine years. I saw a girl the other day and she's a nurse practitioner, and I almost fell out because, you know, I didn't know that that's what was going to happen. And it's just so neat for them to come up and tell you what they're doing. Speaker 2 You asked them what they're doing now and they tell you. And it's just it's so rewarding to see these kids out in the world doing great things. You know? Speaker 1 It really is. That's your gift. As an educator, I've always felt like, you know, you don't know it just when you see kids doing successful things, you don't know that you're necessarily a part of it, but you can just believe that you are, you know, whether you know, you hopefully that that's why you're there. You're there to because you love. Speaker 1 That's what I always used to tell students in room office teachers are in this profession because they love you. You don't think you can go talk to them, But I'm telling you, you can. They they have a heart for you. That's why they're there in this, you know, profession and so it's fun getting to see the rewards of as they grow up. Speaker 1 And do you personally like. Speaker 3 Yes. Speaker 1 So what would be one thing that you want kids students to know? I keep calling them kids, but you're at a high school level, so it's more students, but young adults. What's one thing that you want them to know? Speaker 3 I would like for them to know that regardless of what they think or hear sometimes or whatever, that I really do care what happens in their life. I really do care that they're a successful citizen, successful citizen in life, whatever that means, doesn't mean they have to be rich, whatever makes them happy, whatever makes them content, whatever it is, I want to see them succeed. Speaker 3 It's. It's about them. Speaker 1 Yeah. What about you, Mr. Rock? Speaker 2 I agree with that. Like the girl I saw that was a nurse practitioner and everything. I see a lot of that, you know, and I don't know whether I had an influence, but, you know, if I did, I'm glad I'm a part of their life and what they say. Speaker 3 Okay. Oh, my gosh. Well, she graduated. Speaker 2 I know. We have a. Speaker 3 Is that okay? Speaker 2 No, something. Speaker 3 Else. Another one. Speaker 1 Okay, but that's. Are you talking about your wife? Okay. No. Speaker 3 It's a student. That was a student. We both know that went on to be. I thought she was a nurse practitioner as well. Speaker 2 Oh, she's going to be a nurse. Monotonous, practically. Speaker 1 They got a shout out. All right, Well, okay. Where to go? Speaker 2 Okay. Okay. Proud of you. Speaker 3 All. Mention your last name. Speaker 1 What's one thing you want? Sure. Speaker 3 Yeah, but I call her Golden holding Kate Holden. Speaker 1 Yeah, okay. Speaker 2 And good. And we both worked with her. Did we miss yet? Okay. Speaker 3 Did dead? Sure. Speaker 1 Or did You don't want Mr. Tucker to get all the limelight. You want to make sure that everyone knows that you both gorgeous cats. Speaker 3 Everybody knows this. Speaker 1 Way. Speaker 3 About even being an administrator or somebody has to do with a foundation over here. Foundation program. Name Ashley. Speaker 1 Yes, Ashley there. Yeah. Speaker 3 She you know. Speaker 1 She had also had a show. Speaker 3 Who her favorite sub was. Yeah. Oh. Speaker 1 Yeah. Speaker 3 I know who her favorite teacher was. Speaker 1 Oh, yeah. Speaker 3 But he. Speaker 2 He was a favorite teacher. Speaker 3 No, no. You've heard the story. She tells it differently. But I know the truth. Yes. Speaker 1 Do you want to share with the audience? Yeah. Speaker 3 She came to me one day and had a paper that she had written. It was supposed to be a teacher that had made an influence in our lives. Speaker 2 She had to write. She does remember. Speaker 3 It this way, but I remember distinctively not sitting at my desk in my room, and she comes in there with another student as the paper. Now she admits she has a paper, but her story differs a little bit from mine. She's. Mr. Tucker, would you read this? This is supposed to be about a teacher that's made an influence or an impact on my life. Speaker 3 So I start reading it, I pick it up and I'm thinking, Oh, man, yeah, I am just smiling. Speaker 1 Oh, you know. Speaker 3 And I start reading about Mr. Brock. I'm thinking he's not even a regular teacher. He's a substitute in a That's a true story, the way I remember it. And she is she was talking about Mr. Brock the whole time. Yeah, I thought it was me because you said. Speaker 1 Did you pay her to do that, Mr. Brock? She really. Speaker 2 That's a confidential agreement. Speaker 1 Yeah. Yeah. Speaker 3 I don't know when you found out about that. When did you find out about that? Speaker 2 Quickly after it happened. Speaker 3 Okay. Okay. Speaker 1 She said. Speaker 2 Mr. Tucker shared that at church one time. Speaker 3 Well, you know, people need to know good things. Speaker 2 It was funny. Speaker 1 So we've talked about what you want students to know. What's one thing you want parents to know? Speaker 3 Teaching is a difficult job. You might have 120 students you're responsible for. You pour your heart into it. You don't come to school in the morning and saying, Hey, I'm on. Make some as life miserable. They come there with caring hearts. They come there wanting to do something good for the world. This is something they've been wanting to do most of their lives. Speaker 3 They worked hard to do this and they really care. They're passionate and they want your student to be successful and they need your support too. They love your kids and they won't stop loving them. They're there for them. Speaker 1 And that goes a long way mentally. I think when a kid comes home and shares something is difficult going on with a teacher mentally, it can work for or against the student. If the family becomes anti teacher, then that kid going back into that classroom every day thinking mentally, you know, brain is a powerful tool. Walking in that classroom thinking, this teacher's against me, the teacher's against me. Speaker 1 You know, what you're saying is exactly right. I mean, not that a conversation doesn't maybe need to be had if you're if there is a, you know, concern or a problem with the parent and the teacher. But yeah, just knowing when you think that people are for you, life is so much easier. Speaker 3 Yeah, it makes everybody's life. Student The parent. Speaker 1 Teacher. Speaker 3 Everybody's life easier. Nobody wants to have conflict right? So when guidelines are followed and we're all working together for the same goal, it's so much easier. Speaker 1 Right? Speaker 2 Well, I put myself in this category. I think parents need to listen more. They need to have their ears attuned to what's going on with their child and listen because they want to talk to you, tell you things. And sometimes we cut that off. And I read a book one time called The Awesome Power of the Listening Ear, a Dr. Drake. Speaker 2 And it made me realize that you need to listen more to what's going on, and they will tell you what's going on and the underlying cause for it. Speaker 1 Sometimes Mm hmm. Speaker 3 Was he like an EMT, ear, nose and throat nail? Speaker 2 He was a preacher. Speaker 3 Oh, Okay. Okay. Well, he wrote a book about listening, so. Speaker 1 What would you say is the biggest difference in schools today than when you were a student? Speaker 2 I got paddled. Speaker 3 I was. You know, that's funny. And I actually did, too. In high school. I was I got pops twice on my coach and one by an assistant principal, and they hurt. But that was good. I would say that teachers probably feel as though they don't have the opportunity to discipline like they used to because teachers could. Back in the day, my wife took a couple out and all that was back in the day when you had to paddle, got a teacher witness and students were well behaved and for the most part they are. Speaker 3 But students said, you know, I've got some issues going on. You know, again, you know, from home, broken homes and whatnot. The respect probably doesn't show as much as it could. And I would say that's probably a big difference. I think there was a little bit more fear of discipline back in the day than there is now. That's probably the big thing for me. Speaker 1 Yeah, I've told this story before on the podcast, but I was actually taken down to the principal's office when I was in the fifth grade by my ponytail. Oh yeah. And I received a paddle. I got to paddle in the principal's office and she was a good friend of my parents and my pet. My parents always told me, if you get a paddle when you get home, yeah, just wait. Speaker 1 It's going to be even worse, right? So I knew whatever was going to happen in a principal's. I also was paddle by coach and multiple other times, so I. Speaker 3 Will witness all of it as well. Yeah. Speaker 1 Well, hold on though. You have the beauty of that though, is, you know, my mind's going in a lot of different directions. We weren't bad people. We needed to be corrected. Speaker 3 Absolutely. Speaker 1 And yes, there are times that kids need to be corrected and put on a different path, no doubt. And that's what that's when you grow. However, I have to say, imagining schools today still paddling is somewhat upsetting to me. Like I think of I know the benefit of that, but the thought of that still happening in schools today, I feel like we've kind of moved past that. Speaker 1 And now don't get me wrong, I think some kids would have benefited from that early on. But. Speaker 2 Well, let me tell you another big difference. If I got in trouble at school, it was worse at home. Speaker 1 Exactly right. Speaker 2 And the discipline in the household, I don't think is as much as it needs to be sometimes. Speaker 1 Yeah. Speaker 2 And so I knew that if I went home and told my dad, I never did happen, but if I had been dismissed from school, it would not have been good. Speaker 1 Right? Speaker 4 So what about just like technology changes? Speaker 3 Yeah, Yeah. There you're talking to the most advanced. Speaker 1 It says the young into the season. Speaker 3 Yeah. You're are talking to the least technological person on campus. I highly admit that I'm still trying to use my phone. Speaker 1 That you don't have a flip phone anymore though. I don't change that a couple. Well, let me. Speaker 3 Tell you what. Speaker 1 Happened. Okay. Speaker 3 So they made me take her case. My wife, for 42 years, I think. Speaker 1 Oh, no, you should've left it up to my wife. Oh, I should have. Speaker 3 Pulled out of the mess. Yeah, I'm going to have to cook supper, and I. So she made me take her old phone. It was no iPod or Net or iPad or even a lot of other things. Speaker 1 I, I, I don't know what you just call the iPhone. Speaker 3 So about a month ago, my phone story, Mr. Brown wants me to wear them, wear them pouches on my thigh because I never carry my phone. I don't have it on me right now. I've tried to call every minute. I got it. Yeah, that's. Speaker 1 Nice. I have to say, there's something really nice about it all. Me So yeah. Speaker 3 She, she gave me her old phone. Well, about a month ago. My phone just quit working. It wouldn't work anymore because of that new 5G 3G thing or whatever it is. You don't wanna talk about some new. Speaker 1 The new update? Speaker 3 Yes, Well, my phone will work anymore. Speaker 1 Oh, it just. It would. It would not work. Speaker 3 It didn't go. They didn't die. It just wouldn't. Speaker 1 Work. Speaker 3 Because of this new thing they got going. Speaker 1 So we don't have a box connected to it and you put it around your shoulder and carried it around. Speaker 3 Oh, so you got to picture that. Speaker 1 Okay. Speaker 2 Of course it wasn't. Speaker 3 So we had to go down again. So we had to go get a new phone for me, which I have now. Yes. Oh, I don't really know how to use it, but I do have it. And that that free phone calls me $87, by the way. But that's nothing, because the pair behind me in line with her two daughters, we're getting a loan to buy two phones. Speaker 1 You got to get a loan, Tabatha. Oh, this is a whole different this is an economics teacher. My goodness. Yeah, well, I have a it's crazy. Speaker 3 I have this list. I keep this my technology. Speaker 2 Sort of the worst phone people I know. And Mr. Tucker is in the top, I'll tell you that. Right. Speaker 3 That was number one. Well, you make a nice today. Speaker 2 Well, let me tell you about the technology we had when I was a kid. Well, I was at Mississippi State. Here's the technology. We had to do things where it was a manual typewriter that you had type and then, you know, push it over and I hit that. Anyway, that was our technology, right? That was. Speaker 1 It. Yeah, I know. We actually have a typewriter in our work room. And Kelsey, what was it? You didn't know what it was? Speaker 4 No, no, I knew what it was. So this was whenever when I first started working, there was a typewriter sitting out, and I was like, I was in disbelief. I'm like, we, I, I got typewriters. We're in museums. Speaker 1 They are they all that. Speaker 2 They were like, Oh, I'm so proud of that. Speaker 1 But you think they. Speaker 4 Were like, so old from the early, like 19. Speaker 1 Hundreds. Speaker 2 So I thought this was this was so 1961. Speaker 4 So I thought it was like like we had an artifact on our hands. Like, I truly. Speaker 1 Truly it probably would be considered an artifact. I mean, I've had her think about she writes so much to sit down and have to put a piece of paper in and to type out everything she writes and to correct, you know, I can't even imagine having to do it that way anymore. Speaker 4 I really. On the typewriter. Speaker 1 Oh, really? Exactly. Speaker 2 Let me tell you something. When I was in the military I had to check in 200 men one time and using a manual typewriter. And if you made three errors, you had to start over. Speaker 1 Oh, now, that's exactly what I'm talking about. That it's crazy. Speaker 2 It was not a prayer going on the last few. You know. Speaker 4 Know in the fax machine. That was another thing. Well, that's a shame to tell you. Speaker 1 In a word, famously, we still have it. That's embarrassing. We saw the. Speaker 3 Fax. But I will say. This. Yes, it's come a long way. And in many ways it's great in it. I have to throw this in here, though, as far as phones is a major, major, major issue in school. And we are making new policies for next year because of it. Speaker 1 Oh, I haven't heard that. Speaker 3 Well, we're doing it at a high school, so. Speaker 1 Right. Speaker 3 We won't tell anybody. Speaker 1 Oh, okay. That'll come out next year. Speaker 3 It'll Come out next year. But it is a real issue. And if a student's got a phone on their person, they can't stop from answering that text. Speaker 1 And wherever. Speaker 3 It's from. And so it's in that sense, it's been it's been rough. But the technology for teaching curriculum and all that, it's great. I mean, that's just makes such improvements. It really has. Speaker 2 That's one reason I walk around a classroom because they can they can put their phones in so many places that you're not real sure you're doing. And I'm not going to be a phone policeman, but I just say, Hey, you need to put your phone up, right? Speaker 1 It is such a distraction. Oh, yes, it is. If that is one thing, we are not teaching kids today is they can disconnect from their phones for periods of time and they don't think they can. Mm hmm. Like, if you go around and ask students questions, how long can you be without your phone? I think I don't think they can. Speaker 1 Mm. We know they can. Speaker 2 And it's starting in grammar school now. It's now starting at early age. Speaker 1 I know, I know. Speaker 4 Well I think we used to call it in college I had a professor he would say unplug. That was. Yeah. That was a plug. Yeah. Speaker 3 Yeah. Speaker 4 But it's, it's an addiction. Speaker 1 It's not something we deal with, you know. I know that's something that high school teachers and junior high teachers and the junior high especially. Oh my goodness. Came to imagine. They're just it's a it's a it's different. It makes. Yes learning difficult, you know, so. Speaker 2 Well, I'll tell you something else that's changed is the curriculum for the high school. You know, they have calculus and all of that and they ask Mr. Brock, what was the highest math you had in high school? I said, Algebra two, that's as high as we went. And now they're they're so far out there. What they're learning. And, you know, going to college with all of the math that they need, it's amazing. Speaker 2 Really. Speaker 3 Well, that's wonderful. Speaker 1 There would be math teachers angry at me, but I still don't think every kid should take the levels of math that they have to take or the subject matter that they have to take. But that's just my personal opinion. Speaker 3 Yeah, but you have that opinion on this podcast. Speaker 1 I am not superintendent of a school for a reason, obviously, but yeah, it just it. Speaker 2 I'm sorry I brought that up. Speaker 1 Yeah, that's next question. Speaker 4 Next question. Speaker 1 Yeah. So I know Mr. Tucker, one of the things that I always loved hearing about is you taught seniors. Yeah. And you would take the seniors not take, but you would you believe every senior needed to graduate knowing several things. And one of the things you would do is actually take them out in the parking lot and teach them how to change a tire. Speaker 3 Well, we checked all we checked batteries. We checked what your tire pressure supposed to be, where to look for that? You still do all the basing? Speaker 1 Well, I. Speaker 3 Don't teach your car, you know. Speaker 1 But could you go in every just say, come on, class. Yeah, Yeah. Speaker 3 Let's. Speaker 1 Go. Let's do that. This year. Speaker 4 You go by the communications department, Show me or. Speaker 1 We just need to know what day you're going to do it. And we'll get that on. Speaker 3 We'll do it before the end of the school year. Okay? Speaker 4 Because I agree. Speaker 1 With you completely. Yes. Speaker 2 Let me know. I want to go see it, too. Yeah. Speaker 1 What do you what? When you're subbing in economics, he could come in and there we go. You two could both teach that lesson. Speaker 3 But here's a guy. Speaker 2 Who's a better teacher at that than. Speaker 3 I am. So you got a few guys in there that will know some of this stuff and maybe even a girl. Sure. And you get them to help you. So you pull a few cars up. Yes. Right. You open the hood and you get you have one student do one. I'm doing one and the other students do in another. Speaker 3 So you're getting the students that already know it, teaching the other ones, helping them out. So going over the basic skills are so important for students and. Speaker 1 This is so important. Speaker 3 And how to reconcile a checkbook and write all that good stuff. Speaker 2 You know, one of the things I teach in economics when I'm in there is how to start a small business. And I'm amazed if I ask these kids, How many of you have a small business? And it's amazing how many do have a small business. Speaker 1 You have an utter you know, like they they want to be entrepreneurs and make money on the side. And this is how they're doing it, which social media has helped with that? I will say I don't know if they share that with you, but getting spreading the word and, you know, trying to get advertisements for what they do has helps with that also. Speaker 1 So in your opinion, so you said other than CAR, what else does a senior need to know? Graduating. You said knowing how to balance your checkbook. What else? Speaker 3 I think they need to know that they don't get a second chance to make a first impression. So when they're going to talk to people, whether it's a job or to get a customer or whatever, how to present themselves to other people. Speaker 1 Which includes the way they dress, absolutely. Use you. Two gentlemen look very dapper today. Thank you. I would like to say what else? Very dapper. What else do you teach? Handshake. So, yes. Speaker 3 We actually do teach. Speaker 1 Handshake. Our idea that's important to point. Yeah, Yeah. Anything else? Speaker 3 All the postures and whatnot and the body language. We actually went over all this. You're perking up old stuff. That's great. Speaker 1 Well, I love it. Speaker 3 I'm going back to teaching next year. That's what I'm going to do. Speaker 1 That brings up. Yes. So we. Oh, does that. Speaker 2 Know how. Speaker 1 You're going to sub together? Not in the same classroom, but that would not work so. Speaker 3 Well because he's he is telling the truth. He's I've never seen him yellow student and he's yelled at me a few times but not a student So that wouldn't work. Speaker 1 Is that in your future of subbing, do you think, or do you think you will take some time off from education and then maybe go back? Or have you thought about. Speaker 3 That may go in a sub marine, but probably you're not going to suddenly around there? You know, I never say never right? Speaker 1 Yeah. Speaker 2 And one of the skills they need to know is how to interview him, because that is a big how to dress for the interview, how to interview. And that's not taught very much, really. Speaker 1 I agree. Speaker 2 And it needs to be taught for seniors, particularly. Speaker 1 There are some school districts that actually have a school wide interview process where community members come in, they set up tables, seniors come in, they rotate around and they teach them all of those sort of things. That's great. I think it's very important. Speaker 3 And we do that in some classes. Speaker 1 Yeah, we do. Speaker 4 Because we've talked about this before, but I mean, they're learning a lot of I think I think they're the hard skills is what they're called. So like taking those advanced classes and you're learning a lot about certain material, but they're losing soft skills, especially with the introduction of social media. It's like students a lot of times have a hard time having a face to face conversation, even because it's so it's so often done online. Speaker 4 So I think that that definitely is something that can lack in the in the workforce, especially too. I think since COVID and working from home has been a big thing too. So you just losing a lot of those social skills. Speaker 2 Yes. But one of the things I see now that I didn't see 12 years ago and seniors is that before everybody wanted to go to college and now I'm seeing people want to go into welding pipeline, all of these things, and they're excited about it. You know, they love to weld or they love to do these things. And it used to be almost I don't want to say this, but kind of a stigma on that, you know? Speaker 2 But it's not anymore. It really is. And I see more kids, students wanting to go do that type of thing than I've seen before. Speaker 1 I mean, college is it for everyone. Let's think about all the professions out there. You don't have to have a college degree to go into all professions. So it would be a waste of money. Speaker 4 Absolutely. Well, we've we've talked about that so many times, about we're both big believers that you don't have to have a college degree to be successful. It definitely helps in certain professions, but. Speaker 1 We have to have it. You have to have it in certain professions. Speaker 4 But not the only measure of success. Speaker 3 And our CTE programs are expanding in that area. And I think that's great because, you know, we need good mechanics, we need good air. We don't want some guy practicing on our car, right? We don't want somebody practicing on our air conditioner. Yeah, we want someone knows what they're doing. Speaker 2 And, you know, we have a program in Medical up there that when they get through, they come. Paramedics and a paramedic will get a job about as quickly as they can write out the application. You know, because medical is expanding so much. And I see a lot of more people going into nursing. And, you know, as a profession. Speaker 1 Mm hmm. Yeah, we have some we have some great CTE programs that are that are really capturing kids passions and kind of sending them that direction quickly. Speaker 2 So and that's expanding to, you know, every year. Speaker 1 Yep. So we did get a couple of questions from from our fans. We pushed it out on social media yesterday that y'all would be coming. Did you. Speaker 4 Want to show them the picture you. Speaker 1 Created? Oh, yeah. Show them the picture. I thought it was rather a cute picture of you, too. Speaker 4 We loved it, and it just worked out perfectly that I had a picture of you from your chicken soup story and a picture of you from your legacy story. Speaker 3 I'm sure you all do love it. Speaker 1 Oh, yeah, it's good. Speaker 4 It's actually super, super fun. Speaker 1 Kelsey is for those of you that can't see this on broadcast on YouTube, because we don't have a camera in here, Mr. Tucker is getting his readers out, looking at the adorable picture of him and his BFF. Speaker 3 Oh, Mr. Photoshop him better than me. He looks younger than I do. Speaker 1 Well, he's really good. Speaker 4 You took me into your office with very orange lights. Speaker 1 Let's try him. Speaker 4 In natural light in front of the sweet Christmas. Speaker 1 Tree. Speaker 3 Oh, look at that smile. Speaker 1 Because the picture of you just like y'all want a copy of that so you can frame it and put it up in your house or get a picture. Speaker 2 Or I can use it for other things in my garage. But anyway. Speaker 1 I said we could put it on a dartboard. Yeah. Speaker 2 I just let my grandkids throw it at you. Speaker 1 So one of the questions that was sent out asked what you looking forward to in retirement? Speaker 3 Okay, well, I have some exciting news because I did ask yesterday if I could say this. I currently have seven grandkids in the area. So they keep you pretty busy. Speaker 1 Yes. Speaker 3 I now have eight grandkids in the area. Oh, one still in the womb. Speaker 1 Oh, yeah. Yeah, yeah. Speaker 3 So everybody keeps asking, are you going to go down live in Rockport? And we have a vacation rental down there now. We're going to go down there often, but we can't go because we have a grandkids around now. And so you've got to do things with grandkids. Just had camp out in my backyard last week or sometime with a few of them, and that was fun. Speaker 1 What do they call you? Speaker 3 Grandpa? Speaker 1 Okay, Grandpa. Yeah, okay. Speaker 3 Just plain old, plain old Rand Paul. That's all I. Speaker 1 Want. Okay? No nonsense. I know we will be fishing, but. Speaker 3 Well, yeah, we. There's some fish in the air whenever Mark lets me use my boat. Yeah. Mark Tucker? Yeah. It's at his house most of the time. So whenever he lets me use my boat, go fishing. Speaker 1 Smart. Yeah. Yeah. Dad, Our host. Your bell. Yeah. Oh, that. Speaker 3 You have to call Orca. Hey, Mark. Tomorrow, my boat. Speaker 1 Take it out just to make sure. Speaker 3 I tell you, that's all. Motorboat. Okay. Speaker 1 Oh. Speaker 3 And here is some money to fix it. Then you can borrow your boat after you fix it. Speaker 1 Kids, You know. Speaker 3 There are always kids. Speaker 1 So. And then the other question we got is, Oh, I am retired. I know you. Speaker 2 Subbing for in my. Speaker 1 Class. And will you continue to sub next year when Mr. Tucker is no longer there. Speaker 3 Here we go. Speaker 2 We will decide that in the next 30 days. Speaker 1 In the next 30 days. Wow. Speaker 3 Okay. What's significant? 30 days? Speaker 2 I can't tell you. Speaker 3 Oh, well, he'll start crying if we talk about it too much. Speaker 2 So there's a good chance I will. Speaker 1 Okay. Oh, there's a lot of people hope so. Speaker 3 Mr. Brown is to me. Speaker 1 I have a feeling Mr. Tucker may make an appearance. I just can't imagine. Speaker 4 Least around Christmas time, we should catch in. Always. Yeah. Speaker 1 Yeah. Way to go. That's a good. Speaker 3 Idea. That's a great idea. Speaker 1 And the second question we got, we had just a list of questions, but these were our two favorites. And the other question was, who's your favorite drill team? That was the other question that. Speaker 4 They wanted to know. Speaker 3 So I think I know who this came from. Speaker 1 And I promise you that they asked the question that we would say it on the podcast. Speaker 3 So the little matadors from far high school, that's where they went to high school. Oh, she was a drill team member. Speaker 1 Oh, okay. Speaker 3 Oh, oh, oh, my favorite. Speaker 1 Now, currently, yes. Speaker 3 Oh, okay. Okay. Yeah. That was like ten years ago when she was a drill team member. Yeah. Yeah. Speaker 1 But now it's the Wrangler, and. Speaker 3 Now it's the Wrangler house. Yeah, of. Speaker 1 Course. Speaker 3 Absolutely. Speaker 1 Good answer. So we're going to move into. Speaker 2 This is I'll say ditto on that move. Yeah. Yeah. Speaker 1 I knew you would. Of course. So we're going to move into this last section of the podcast and it's called The Random Questions. And I would say that normally when I'm interviewing someone, you don't know these questions. I have not shared these questions with you, even though I don't. Thank you. I got the first question. So, yeah, we go for the random questions as well. Speaker 4 Maybe some confusion that this was even happening today. Speaker 1 From Mr. Dugger. Speaker 3 Oh yeah. I have a good memory. Is just short. Yeah. Speaker 2 Yeah, I know about it. Yeah. Speaker 1 Okay, so we're just going to answer these. Just like you've been doing. You've been doing so great. Just answer them as you fill LED. So let would you rather go into the past and meet your ancestors or go into the future and meet your great great grandchildren? Speaker 3 Go into the future and meet my great, great grandchildren? That's it. Speaker 2 I would say the same thing because I go back a lot of years in my age and I knew all my grandparents have great grandparents. So I would I look forward to the future to see where my kids are going to do it. My grandkids well, my kids particularly, I know what they're doing, but my grandkids, what they're going to do, how are they going to turn out? Speaker 2 I would love to do that. I like to see where they are, you know, 15 years. Speaker 3 Yeah, I guess I was supposed to say, well, if they're as great as my grandkids now, I can't believe what they're going to be like. So, see, that's why. Speaker 1 That's a hard. Yeah, I think that's a hard question for me, just because I would love to have a conversation with my great grandmother as an adult. I was always a young child when she was a great grandmother, so we didn't have the conversations that I would really love to have with her Now about just about her life and and everything. Speaker 1 That would be fascinating to me. Speaker 2 See, when I was growing up, we spent a lot of time. We didn't have TV or any of that stuff. We spent a lot of time out on the porch with my grandparents and even great grandparents, and they told us all about their what they'd done. And it was just neat. And we sat there night after night. Speaker 3 She saw you changing your answer? No. Okay. Okay. Speaker 4 I think I would have to agree with Dana, too. I think I would go to the past and meet ancestors. But, you know, I'm very big on somebody learning, someone's story, how they ended up as who they are. And I think it'd be pretty fascinating to find out a little bit of that for myself. Speaker 1 Mm hmm. What's your favorite book or movie of all time if you don't have a favorite book? Speaker 3 Well, the Bible is the favorite book by far. I just finished reading James this morning. I've been reading it online with a few guys are actually through texting. One of them's over in Hungary right now, so we just finished that of my favorite movie of all time is probably the Green Berets. Speaker 2 Okay well mine is. I haven't read the Bible through that. I do every day. And that's very important to me. And I also have a devotional book, and I love this movie so much, To Kill a mockingbird. I just really like that movie. I really do. Speaker 1 Okay. What's one thing people would never guess about you? Speaker 3 They're worth anything. Give us some. Speaker 1 Time. Give us time to talk some of these. Yeah. They don't just come to you. Speaker 3 Yeah, probably two things. Probably. I wasn't a great high school student. The. Actually, this has already come out anyway, so it doesn't matter. They probably wouldn't guess that I did not graduate high school. And probably the second thing that I play piano now used to. Well, I'm playing for two years. I'm learning still. Speaker 4 That's one thing I would love to learn is to play the piano, do it. Speaker 3 I started two years ago and regret I didn't start early. I'm very oldest student. My teacher, my teacher is 82 years old and I'm by far her older student. When I leave, there's a little kid from Clan I think that comes in that. Speaker 1 I know the source and. Speaker 3 If I. Speaker 1 Leave, it's awesome. Speaker 4 I have heard is I don't know if this is true but that it's it's much harder to land. Speaker 3 Oh my goodness. Speaker 4 When you get. Speaker 1 Older it is I would think with anything a foreign language or, you know, a new skill. Speaker 3 It is very difficult. If you're going to learn an instrument, you need to start young. Speaker 1 Yes, good to know. Speaker 3 But it's fun. Speaker 2 Well, I was not a very good student in high school. This is a story I don't tell a lot, but I got a call. I'd come to the principal's office one day and my mother and father were in there and I'm like, What have I done? I don't think I've done anything. And he said, Well, I just wanted to meet with you all and talk to you about your son. Speaker 2 And I said, Well, is it a problem? He said, No. But he said, I want to give you some advice. Let the man let this boy go in the army. Do not send him to college because he'll never make it. He is lazy, he doesn't study and he just gave it pretty good there. My dad stood up and said the principal's name was J.D. He said, J.D., I'll tell you what, that's my. Speaker 2 And they walked out and I went to college and graduated with quite good grades. The other thing that nobody knows about me, when I was in the military, I got serious. I got struck by lightning and knocked out for about 3 minutes. Speaker 1 Oh, my God. He said, Don't send your son to college. You went to college and did very well, but you went. Speaker 2 And then I went into the military and I was struck by lightning, knocked out for about 3 minutes. Speaker 4 Oh, my goodness. Speaker 3 And he's been getting a word ever since. Speaker 1 I've always heard you can't wear a watch if you've been struck by lightning. Can you wear watch? Speaker 2 Yeah, It was just 3 minutes. Speaker 3 Now we just dropped it. Yeah, well, let me get you. Speaker 1 I also have heard you're more likely to be struck again. Hmm. Speaker 2 Well, let's see. That was a 1963, so it's okay. So far, so good. Speaker 1 This is not a lot of stuff. Speaker 3 Back in 1963, what. Speaker 4 Did you think when. Speaker 1 You woke up? Speaker 2 I thought somebody had hit me with a brick or something. I wasn't sure what went on because you your brain kind of explodes and you're just out like that. I mean you just. Speaker 1 Did you have any burns on you or anything? Speaker 2 No, it was not a direct hit. Again, it came down a telephone line in a tree and knocked me out. Speaker 3 I didn't know this then. Speaker 1 That's. That's pretty fascinating. Speaker 2 And you know what's wrong? Speaker 1 Yes. Speaker 3 That's exactly an excuse for this. When he goes off on me next time, I know what's going on. Speaker 1 So this might be hard for both of you, but what what makes your blood boil? What? Just. Oh, this makes you so mad. You just want to hurt somebody. Oh. Speaker 3 Really? You want us to answer this question? Speaker 2 We can't put our wife in this, right? Speaker 1 No. Oh, yeah. Oh, that was. That was this fellow. She's been married long enough to know that. That she knows that that's wrong. I have a husband like Joe. Speaker 3 That was. Mr. Brock. Speaker 1 Was it. Speaker 3 Me? Speaker 1 What's something that just makes you angry? Speaker 3 Common sense isn't all that common. And when you see things that the majority of the world sees one way and. And you just can't get others to see it, it drives me crazy sometimes. I'll leave it at that. Speaker 1 Okay, Mr. Brock. Speaker 2 I just. It really bothers me when people are in a classroom. It doesn't happen too much, but just completely disrespect it. They don't. They really don't care what you think or what you say. And they just. Speaker 1 They just. It's all about them. It's all about. Speaker 2 Them. Yeah. That really gets me some. Really does. Yeah. Speaker 1 My latest one is that people won't use their blinker. Have you noticed people have stopped using their blinker? It makes me so mad. Speaker 3 Oh, I could use some easy answer like that. Speaker 1 That's just reset. Speaker 2 Well, a police officer told me that on the frontage roads, people are driving 70 miles an hour. And he said there's so many accidents from that that it's unbelievable. Speaker 1 Okay, last question. Last question. This is it. Speaker 3 Yeah. Speaker 1 I'll finish this. It it's one thing I know for sure is this is what you're going to leave the audience with. One thing I know for sure is. Speaker 3 I don't know what tomorrow holds, but I know who holds tomorrow. Speaker 2 One thing I know for sure that when I pass away, I will be in heaven with my savior. Speaker 1 Ooh. Mm hmm. We've gotten through this far without crying. Mr. Brock, Don't make me tear up right now. You guys are awesome. You're so knowledgeable. And your heart for kids and just human beings in general means so much to so many people. So thank you. Speaker 3 All for being here. Been us. Speaker 1 Okay. Unknown You have a good day.