Out of the Mouth of Babes "Our Future Leaders"
Welcome to "Out of the Mouth of Babes: Our Future Leaders" with Kevin Handley Sr.!
In this enlightening and empowering podcast, we delve into the minds of the next generation—the brilliant and dynamic youth who hold the keys to our collective future. Join our host, Kevin Handley Sr., as he takes us on an inspiring journey through conversations with young visionaries, activists, innovators, and changemakers from around the world.
Each episode of "Out of the Mouth of Babes" brings you candid and thought-provoking interviews with these remarkable young individuals who are making a significant impact in their communities and beyond. From tackling pressing global issues to spearheading innovative projects, these youth leaders are reshaping the world as we know it.
Kevin Handley Sr., a seasoned and compassionate host, skillfully uncovers the stories behind these young achievers, delving into their motivations, challenges, and the transformative experiences that have shaped their journeys. Listeners will be inspired by the depth of insight and wisdom these young guests possess, proving that age is no barrier to effecting meaningful change.
Whether you're a parent, educator, community member, or simply passionate about youth-driven initiatives, "Out of the Mouth of Babes: Our Future Leaders" offers a unique platform to learn, engage, and celebrate the voices of the youth. Together, we can gain valuable perspectives and support the aspirations of these incredible young leaders, nurturing a brighter and more inclusive tomorrow.
Join us as we amplify the voices of the youth and discover the extraordinary potential that lies within "Out of the Mouth of Babes: Our Future Leaders" with Kevin Handley Sr. Be ready to be moved, motivated, and inspired!
Out of the Mouth of Babes "Our Future Leaders"
S1 EP5 pt4 - Navigating Change: Music, Sports, and Student Voices in Education
Is the 9-5 workday dead? Dive into a world where remote work is revolutionizing the way we live, and discover why experts are predicting a monumental shift in the workforce. In our latest episode, we have an engaging conversation with two returning guests who bring their unique insights to the table as we compare musical giants like Tupac, Biggie, Drake, J. Cole, and Kendrick Lamar. The discussion doesn't stop at music; we switch gears to explore our guests' passion for football, including their NFL favorites and college team loyalties, while also reflecting on the nostalgic allure of youth sports in community building.
As the conversation unfolds, we turn our attention to the often-debated role of cell phones in schools. Our guests weigh in with personal experiences and opinions on the pros and cons of phone usage in classrooms, shedding light on the power dynamics between students and teachers. We tackle pressing topics like restroom access, the value of dynamic teaching strategies, and the influence of music in educational settings, with Killer Mike’s album serving as a cultural touchstone. These discussions reveal the intricate ways in which education policies impact student experiences and shape community dynamics.
Wrapping up, we delve into the significance of student voice in school board decisions. Our guests emphasize the need for progressive changes in traditional educational methods, arguing for more engaging approaches that resonate with today’s learners. We face the challenges of locker assignments and wonder if the school board will listen to those on the brink of graduation. The episode underscores a call to action for ongoing advocacy, aiming to enhance the educational landscape for future generations. Join us as we navigate these compelling topics with passion and insight, highlighting the profound connection between culture, education, and community.
We are back out of the mouth of babes, our future leaders. We are here with two gentlemen that we've had on the show before and today we're talking about in this part of the episode. We're talking about music, we're talking about sports, we're talking about school. We're talking about it all. Greatest, greatest, greatest, greatest rapper of all time Hit me, Hit me, Hit me Tink.
Speaker 2:Kevin goes first. No, it goes down the line.
Speaker 1:I mean of all time, the greatest rapper of all time.
Speaker 3:All time, or bro? I got different categories bro.
Speaker 1:All time.
Speaker 3:I mean statistically, it's Tupac or Biggie, All right.
Speaker 1:What about you?
Speaker 2:I wasn't alive back then, back in the 90s and 80s, so all that really came. Oh, you going to cop out, so you don't know anybody from.
Speaker 1:I wasn't alive back then Back in the 90s and 80s, so I really can't you going to cop out. So you don't know anybody. So what about the greatest?
Speaker 2:rapper alive right now. You could say Jay-Z. You could say Ye. I want you to pick someone.
Speaker 1:Stand on something. My goat.
Speaker 3:Who is your goat Aubrey Graham. Drake, drake, drake, drake, drake Of course, is Drake not the greatest? No, drake is the greatest, drake is for softies.
Speaker 2:What.
Speaker 1:Drake got it all.
Speaker 2:Drake J Cole. No, Drake J Cole is not the greatest of our generation.
Speaker 1:What would you say, Kevin?
Speaker 3:Of our generation, it's got to be Kendrick.
Speaker 1:You know, kendrick.
Speaker 2:Yeah.
Speaker 1:Lyrics.
Speaker 3:Bars, he got double entendres on top of double entendres, but he's not Drake. How many double entendres Drake did? Drake still flows, that's my goat.
Speaker 1:Everybody has their own goat. I respect that. So I'm shocked that you guys aren't mentioning Hov, because Hov is a great. We get a weakness. You got to see this, yeah, yeah, we just had a little bit in our ear going on a little music, but I'm surprised you guys aren't mentioning Hov. Did you see what he did to that DJ Khaled song? God did, oh yeah, tore that song up.
Speaker 3:God did, they ain't believing us.
Speaker 2:God did. I like that song for real, they ain't believing us.
Speaker 1:We should get some shirts for real, they ain't believing us. We should get some shirts and say they ain't believing us.
Speaker 2:I'll wear it. You will. Yeah what you wearing Kev. You know Kev will.
Speaker 3:Kev always walks around Saying God damn All day long, alright.
Speaker 1:Here it is, it's coming, it's coming, it's coming, it's that heat.
Speaker 2:I don't really care who I believe, because I'm playing.
Speaker 1:Yes, yes, yes, that guy did. You guys are all football players. Right, tell me about your favorite football team college or NFL NFL team go first.
Speaker 3:I'll go first.
Speaker 2:Jacksonville Jaguars.
Speaker 1:Jacksonville Jaguars.
Speaker 2:Man, that's a mean day didn't y'all pass on jaylen carter?
Speaker 1:yeah we didn't need him y'all didn't need him no, what we did? Did you hear me?
Speaker 2:we did not need him we didn't need, you didn't need the best defensive player in the draft we didn't need him. Wow, man, that's that's, that's just disrespectful. We didn't need him we got.
Speaker 1:That's just Disrespectful. We didn't need him. We got who we got.
Speaker 2:He would've came out and started.
Speaker 1:We got who, we got what about you, kevin?
Speaker 3:I don't know. I'm playing. I'm playing. See his face. I'm playing. Go Bears.
Speaker 1:Go Bears, cause he was about to stay In the studio tonight. He's gonna be. He's gonna stay in the studio tonight. He's going to be. He's going to be on the. His bed was going to be the podcast table. Oh, wow, yeah, he was going to leave me here. I was going to leave you in the studio. The Bears, the Bears and the Bears the best college team. What's the best college team?
Speaker 3:Go Irish, notre Dame.
Speaker 2:Okay, I can't say nothing. I'm in Indiana right now, can't make no faces right now.
Speaker 1:You can't, yeah, I can't do it.
Speaker 2:Yeah, go Irish, I got to be on my best behavior Go Irish, but the best college team.
Speaker 3:Oh, the best is always Georgia.
Speaker 2:Georgia, Alabama.
Speaker 1:Have you been to a Notre Dame football game? No, oh, we got to go do it. It's hype. Have you been to a Notre Dame football game, have you guys? Oh man, we got to go do it.
Speaker 3:It's so hype.
Speaker 1:It is the greatest experience ever.
Speaker 3:Just walking around the campus is a game changer.
Speaker 1:Hey, I'm telling you it will blow your mind. We need to figure it out. We need to figure it out. We need to figure that out. And the first game they play in HBCU school I think it's Tennessee State, or Tennessee State, I think. So that's going to be packed, but anyway, we need to check that out. You guys had the opportunity we all have had the opportunity of seeing Deion Sanders and what he's done for Jackson State University, the home of the Sonic Boom of the South. You guys don't know much about the band, but Jackson State is well known for its band and they call themselves the Sonic Boom of the South, but he's been able to turn the football program around. You guys have seen TikToks and videos of Deion. Is there something that he said or you've seen that caught your attention, or something that you're like man, this dude's alright or this dude's crazy, or he remind me of somebody I know.
Speaker 3:Yeah, he said look good, play good, look good, play good. He was at a go-tang on.
Speaker 2:I like that. He believes in like everything he does. He just believes Like when he transferred from Jackson State to Colorado, that was big because they had like the number one. It was like number one in the transfer portal with a lot of athletes going in to Colorado. But yeah, I like what he's doing. He's a big inspiration in the college football community right now.
Speaker 1:You talk about big inspirations in the college football community or even the football community. Is there anybody else out there that are big inspirations, people that you guys admire or respect on what they've done for football in general? Uh, at the college or the high school or even at the professional level?
Speaker 3:there are dude in this room, so every dude in this room.
Speaker 2:I said there's a dude in this room yeah, I like what coach kev has done In the community. Bubble dog face. Since Hub League. Oh, since Hub League, since.
Speaker 3:Hub League, when the great Rice, the Indy you brought, Every kid from Richmond To come play football.
Speaker 2:And then Most of us stuck with it. A lot of us, or a lot of them, hard headed, but Most of us stuck with it.
Speaker 1:So, man, we had some fun back in the day taking those early Saturday and Sunday morning trips to Indianapolis, competing against some of the best across the state. I remember that. I remember we went to Ohio. Remember we played over in Ohio and I don't know where we were, but I know we had to be there at like 7.30 in the morning and, man, we carpooled up. Usually at that time in the fall, 7.30 in the morning, it's like 50 degrees outside. We'd be out there, the dude's on the field, we're out there freezing. We had a lot of folks that put a lot of work in with the league. I know that they're working right now to get third and fourth grade tackle back, because that's something that most places do. What do you guys think about that? I know that they stopped it and they moved it to flag, but you know what are your thoughts on third and fourth grade tackle?
Speaker 3:I got a pretty based opinion here. Flag, I mean, it just ruins the fundamentals of the game.
Speaker 1:Flag does. Yeah, oh wow, it's because it's not very real. What about you, Tink?
Speaker 2:Oh yeah, of course you can see how the Richmond community has changed over the time since they changed that. You can see like we used to be so good and physical and now it's like kids just stop playing football. I feel like they don't really like hitting Like I just they don't really love it no more. They grew out of it. They don't just want to go play basketball on something that's really not as hard, hard felt.
Speaker 1:So we talked to. I talked to the other group about some things that were some new changes in the school. I heard about them. They just told me, I just learned about them. Where have I been? Like I didn't know. Nobody told me. I just learned about them. Where have I been? Like I didn't know, nobody told me. I'm excited for them. I'm excited for cell phone policy. I don't think kids have phones in schools. I'm sorry. What are your thoughts?
Speaker 1:what happens in an emergency ah, here you go with that. You know I got an answer for everything. What's?
Speaker 3:the answer? What's the answer?
Speaker 1:so what happens in an emergency situation, if it's an emergency school shooter emergency so then, what they will do is they will put the school on lockdown, and then there's people in the office that will notify the appropriate people what are you going to do?
Speaker 1:statistically speaking, lockdown systems don't work statistically, and again, I'm not going to argue that because I don't have the data in front of me. But what I will tell you is that I do know that the system of lockdowns has worked, particularly in this community, a once, once, and that was because of a premature call.
Speaker 1:Yeah, but that was a situation. You're right, it was a premature call, but you were able to lock the school down and transition from that. But what I'm saying is, what are you going to do if somebody came into school? Who are you going to call your parents?
Speaker 3:What are your parents going to do? I mean, there can be more calls made to 911.
Speaker 1:More calls to 9-1-1 is not gonna get anybody there faster.
Speaker 3:You don't know that. What if? What if? What if a kid has more information than the person up front? Does that's just what, it's all.
Speaker 1:What if it's all it's, it's all happenstance, but still yeah, but the reality of it is that's a very weak argument to keep your phone so give me another one, one.
Speaker 3:I mean, I don't really care to keep the phone, it's not an issue for me, I know.
Speaker 1:Give me another one. I want to hear why you think kids should have their phone in the classroom. Oh, I don't hear anything. Can you give me that silent sound?
Speaker 2:Wah, wah, wah wah whatever that is. What's that? We about to get it, whatever that is.
Speaker 3:I mean cuz, who pays for it? Oh, now we go try to, so I'm just saying but like you're a thing they didn't take it big. But they're saying they will, yeah, but you can't. I mean I you can't, you can't just okay handing over properties because you said so. It doesn't really.
Speaker 1:It's probably a little different for high schoolers who have jobs and pay for their phone, but, as I described to them in middle school, what we did was first time we tell you to put it away. Second time we take it and you pick it up at the end of the day. The third time your parents got to come get it. The third time your parents got to come get it. The fourth time your parents got to come get it and there's another consequence. But then the next time after that you turn your phone in when you get to school in the morning, to the office, and the office holds your phone For the rest of the year.
Speaker 2:No for the day. They do that for the rest of the year. Yeah, wow, yeah, serious business, okay. But here's what I would do, or here's my thoughts on the whole phone situation, though I think me personally if you got your work, class work done, your class work done, I think you should be able to go on your phone. That's what I think, yeah, but you have to.
Speaker 3:You you have to like, have enough respect for the young adults that they're gonna make their own choices. And middle school is different because you need to progress them through, but once you get to high school it's a whole different ball game, because now it's every. Every action and choice you make affects you.
Speaker 1:So let me ask you this question, and let's just keep it real. I want you all to just be real, real, real. How many people do you see in your classrooms not doing what they're supposed to do and on the phone?
Speaker 3:Well, for me personally it's not that many, because I'm in accelerated courses. Okay, I mean, most times, if you do see him there, II mean they finished her before class. I mean that's just, that's just the reality for me. I don't know about, I mean, some regular classic. I've had probably one regular class in gym and a few people would be not working out, but okay, so what about?
Speaker 1:so what about the people? So have you heard of stories of people being disruptive in their in classrooms by being on their phone?
Speaker 3:Not disruptive by being on their phone Playing music Playing music. Yeah, that's different. I mean like if you don't got headphones, don't do it.
Speaker 1:So what I hear you doing arguing me is that kids should be allowed to have their phones in school out to have their phones in school.
Speaker 3:I mean, yeah, you can't just put the power in the teacher's hand every single time that they decide to make a call. Because what if my phone's on the desk like this, and it's out so you guys can see it, and they're like, oh, put the phone away. No one's even touched, it's not even out. Oh, give me the phone now, because you're going to be disrespectful. So now you're putting all the power in the teacher's hand. And what if they have a power trip and make the call themselves?
Speaker 1:So you said teachers have power trips.
Speaker 3:Some do so. How do you deal with that? You can't deal with it because they hold the power. Now, If you give them the power, they have to decide what to do with it. So when you basically give them ownership of every single kid in the classroom's phone, that's what you're doing. You're giving each teacher the right to possess each student's phone in that classroom.
Speaker 1:But I don't think, from what I heard from the other group, that that's what they were saying. They were just saying they were asking people to put the phone away, and if they didn't put it away, then they were going to send them to the office and let the office deal with them.
Speaker 3:They say put it away. Okay, now give it to me.
Speaker 1:I've never heard at high school they were going to take them.
Speaker 3:Yes, they're going to take them.
Speaker 1:Okay, so maybe you guys may have more information than me. Then they should.
Speaker 3:I'm all for taking them.
Speaker 1:Take the phone. Kids don't need phones in the school because they're disruptive and it stops them from doing what they want to do.
Speaker 3:You know how many calls they get from this guy while I'm in school.
Speaker 1:I mean, hey, you guys have been able To have your phones In school. He called me Multiple times Each day. You guys have been able To. Hey, look, you guys have been able To have. You guys have been able To have phones, that's just like Asking the teacher.
Speaker 2:Can I use the restroom?
Speaker 3:No.
Speaker 2:And they say no, like what are you supposed? What would you say, coach K?
Speaker 1:Well, I don't. I mean in my experience being in schools, I don't just necessarily say no right.
Speaker 3:But he's saying if you were the student and you had to pee real bad and you said, can I use the bathroom, they'd just say no, for no reason.
Speaker 1:Yeah, I mean, but I wouldn't do that. So he asked me what I would say I wouldn't do that.
Speaker 3:If you were a student, not if you were the teacher.
Speaker 1:If you react? Oh, how would I react as a student? Which phase? Of my life, you talking about my high school phase, or my college phase, or now I know so. So the high school phase I was very militant, and so it would probably have been a challenge but, we also had teachers when I was in high school that allowed for folks to go to the restroom.
Speaker 1:Now, if you were abusing, if you're abusing the opportunity of going to the restroom, then I can see it being a problem. But like, yeah, like I would let them go to answer your question. So it sounds like you guys aren't happy about this phone thing but, like I said, it's not really a problem for me.
Speaker 3:but I know it's going to be a't happy about this phone thing but, like I said, it's not really a problem for me, but I know it's going to be a problem for a lot of people.
Speaker 2:Are we allowed to have AirPods in?
Speaker 1:Ooh, somebody asked earlier today. They said what about the AirPods? I don't know, but if it was me I would say take them all out Earphones, airpods, headphones, you don't need them Study.
Speaker 3:Now back to this. He always got his AirPods in, though.
Speaker 1:Hey, I am not 24-7 AirPods in his ear. I'm not a 17-year-old high school student either.
Speaker 3:Just saying we all got stuff to learn. You're absolutely right.
Speaker 1:And you can't learn it and you can't hear nothing with them AirPods in, hey. So let me explain something to you. Most of to an audiobook, oh wow. Or killer mike oh yeah, he put me on in the car, hey, killer mike album is one of the best albums out this year. Who wants to?
Speaker 3:debate me on that one. He forgot who is. He dropped, and travis dropped who. Who is uh travis?
Speaker 2:is terrible. Okay, I didn't like either albums.
Speaker 3:I'm just trying. I'm giving him grief who is uzi louis?
Speaker 1:I don't even like either album. I'm just trying. I'm giving him grief. Who is Uzi Uzi Vert? I don't even like the name. They were terrible albums. You can hang it up. He cannot, I mean, listen to the actual content.
Speaker 2:Yeah, I don't like the name. Yeah, listen to the actual content of.
Speaker 1:Killer Mike. Listen to the actual content. You've got to know the content. I mean it's speaking knowledge, knowledge of self, into you, yeah I still got that.
Speaker 2:He talked about the uh, what the police did back in the 80s. We kill a mic.
Speaker 1:Yeah, yeah, man, that really hit me. We listened to that On the ride up to Indy. Yeah, so If you guys had the chance To speak to the school board or any other school corporation About things that you would want changed In the school, what would it be?
Speaker 2:You can't really change the graduation rate. I mean you can. But removing cell phones Is not going to help. It's going to aggravate the students. It's going to cause more issues. I just don't think it's a good idea. They don't do that in college, do they? Some professors?
Speaker 3:might say no phones in my classroom.
Speaker 1:And what are you going to tell them? No, oh no. You know why? Because they're going to tell you no, oh, no, oh. You know why? Because they're going to tell you you can't come. You can't come here, I can't get your grade.
Speaker 2:Yeah.
Speaker 1:You know it's a process. We're teaching you for real life. Richmond is teaching you for real life right now College life.
Speaker 3:Well, it depends, though, because a lot of colleges are having issues where even getting students to come realizing they're not even thinking that college is worth it at this point. It's always gonna be a push-pull with this conversation yeah.
Speaker 3:I think that rich we need to understand that the power of the cell phone is only limited to how much access you give to it, and that's what they're trying to fight for. That's why they're taking them away. But if you don't put the power in the hands of the students, then you strip them of that power. Then how are they really going to feel?
Speaker 1:Man, let me tell you something. What I'm saying to you is students should have cell phones. In there, you're talking about the power structure. Students shouldn't have cell phones. You know why? Because it prohibits progression in learning.
Speaker 3:It can't, though, if it can be used as a learning device.
Speaker 1:It can be Absolutely.
Speaker 3:So then you prohibit a learning device, but are students using it as a learning device.
Speaker 1:Some do.
Speaker 3:I know I've used it to turn. A lot of teachers have used it to turn assignments in. Take a picture on your phone, turn, upload this assignment. So now what do those teachers do?
Speaker 1:because I mean the laptops we don't, or they're garbage. So that's absolute garbage. So that's one thing you got to ask for is new technology.
Speaker 3:So if they're going to strip us of the advanced technology and they're going to give us prehistoric dinosaur stuff, how are we going to? How are we? We gonna function in a school or in life where technology continues to advance if we don't have access to it?
Speaker 1:I can't speak for those folks, but what I'm gonna say to you is I just said to you hey, if there was something you want to change? If there's something you want to change, what would you say to them? I want them to?
Speaker 3:How do I say this? They need to consult with students. They need to bring students in Consult with students. Yes, they need to consult with students If they want it to be a community school Make it a community. Let every member of the community, every member of the community, speak for what they want, instead of just having those meetings when they're secluded in the room and nobody else is allowed.
Speaker 2:That doesn't happen often. It doesn't happen often.
Speaker 3:I've only been invited once and I wasn't able to share my opinions. I was able to share what they asked me to share, which is a porn, exactly.
Speaker 1:But let's be clear School board meetings are public meetings that happen every other Wednesday and you can go and you can. There's a comment portion of there, so you can go and you can provide commentary for three to five minutes.
Speaker 3:Everything I just said is in three to five minutes length. So now I got to go every other Wednesday to every single meeting with a docket.
Speaker 1:Until something gets accomplished apparently.
Speaker 3:Nah, man, if they want a community school, then they need to console the community.
Speaker 1:What do you think about that? De'arian Hicks?
Speaker 2:I think school boards should. They should like think, not think like a student, but bring some students in and get the inside scoop on what the school really needs from a learning standpoint, because they're teaching they don't really know what we like, what we want and how learning can make. They can make learning fun. They don't have to just put your head in the textbook. You know what I'm saying. They could use different ways and different skills to learn. And seating charts gotta go. I don't know, unless you're Javon or Mizell. You know what I'm saying.
Speaker 1:He called him out on public. He called him out in the air. Had to.
Speaker 2:But unless you're two knuckleheads seeding from other sides of the room. But yeah, I think seeding charts are terrible and I think seniors should be able to pick their own locker.
Speaker 1:By the way, that's a, so just know that process is so difficult. The locker process.
Speaker 3:I mean, yeah, you should have seen it on. Was it Monday? I was in there. All of the lockers were jacked up right now.
Speaker 1:Yeah, it's like five, six, seven, 800 lockers. I mean they can't just say go pick a locker, because then now they got to give you the combination.
Speaker 3:Then they got to tally it off, so nobody can have that locker.
Speaker 1:Yeah, that's right.
Speaker 3:They just put it into a system and it just automatically aligns by names. It's hard.
Speaker 1:Anything else you, gentlemen, want to share with us.
Speaker 3:I said all there is to say what's the best now?
Speaker 1:So what's the next move? You going to go talk to the school board, the four of you?
Speaker 3:They should come talk to us.
Speaker 2:Nah, they're not gonna listen. There's no point. I'm a senior, I'm about to graduate.
Speaker 1:So what about your brothers and people coming behind you?
Speaker 2:D Street. I don't know you gonna have to live how I live, I guess.
Speaker 1:Alright, out of the mouth of Bay.