Across Borders: Education and Culture with Rebecca Good

Get ready to embark on a fascinating journey, from Argentina to the Soviet Union, with our esteemed guest, Rebecca Good, a retired superintendent of Legacy Charter School. As an educator who's lived and worked in different countries, Rebecca brings a myriad of intriguing stories and insights. She shares her experiences on learning languages, adapting to diverse cultures, and navigating the challenges of the education system. Rebecca’s trip to the Soviet Union and the warning she received about typing in the mid-70s will definitely pique your curiosity. As we navigate through these stories, we also discuss the pressing issues in education today, chiefly teacher burnout and cultural shifts in school populations. Rebecca’s hands-on experiences tackling these problems, especially her introduction of mentorship programs, make for an enlightening discussion. The conversation takes an emotional turn as we dive into the profound impact teachers can have on troubled students. This episode is a testament to the powerful role education plays in transforming lives. Listen as Rebecca and we explore the changing dynamics of parenting and the resulting effects on teacher-parent relationships.

Byron Ricks, Brandon Ricks, Josh Warmbrodt and Dr. Rebecca Good

7/25/202323 min read

Byron: 0:02

Hello and welcome to our podcast series, the Father Factor Podcast. I'm your host, byron Ricks, and joining me is my co-host and good friend, josh Wombrod. The objective is to give a voice to fathers who are not able to be with their kids, mothers who are raising kids without fathers, and children who, unfortunately, are growing up without fathers in their lives.

JLove: 0:25

It take more than names to be a man oh yeah. It take more than sex to be a dad oh yeah. It take more than good to be the bad oh yeah, it take more. It take more, more, more, more, more.

Byron: 0:44

Oh, hello everyone. Good morning and welcome to the Father Factor. My name is Byron Ricks, I'm your host. My co-host this morning is Josh Wombrod, and Brandon is not here yet, but he will be here shortly. He's taking care of some dad things. His daughter made the FC Dallas soccer team and they're excited about that, so he's dropping her off and he'll be on the way. But we have a very special guest this morning, dr Rebecca Good, who is a retired superintendent of Legacy Charter School, but before that she has also been an educator and lived in several countries and has a plethora of experience in the subject matter and I'm honored to have her here. I was fortunate enough to work with her for about 10 years, I believe, and then she retired on me. But I'm just happy to have her here. She's been enjoying our vacation. I understand. Dr Good, how are you this morning?

Dr. Rebecca Good : 1:48

I'm fine, thank you. Thanks for that introduction. I do want the audience to know that even though I retired a couple of years ago, I have kept my hand in the game. I am not only an independent investigator for Title IX cases for schools and all the stories I can't tell you and. I am also a truancy prevention magistrate and I go to schools really around Texas and hold tribunal hearings to help support families into not being truant anymore. So I do feel like I still have credibility because I'm keeping my hand in the educational game as much as I can. Absolutely Well then. Still, the retirement for me is not having to be somewhere at 7.30 in the morning fighting traffic.

Byron: 2:42

I can appreciate that that means I'm not retired yet. Then I thought I was. You just brought me to reality. You know, Dr Good, you have such a rich, rich history. If you don't mind, I'd like to go back and delve into it a little bit, because I know you started DISD. I know you speak fluent Spanish. You lived in several countries. You bring a richness to this. So I want people to get the full, my audience to get the full not full, but a much better understanding of who you are, so that when you start talking about the subject matter later, they'll be able to say oh okay, she's not just not talking from the top of her head, she's talking from experience.

Dr. Rebecca Good : 3:29

Well, I've got to say I've been very blessed. My father wanted to live overseas and so when I was three, we landed in Argentina. He was a banker international division and back in 1961, nobody's spoken us, Okay. So the ladies that helped my mother cook and clean all spoke only Spanish, and so really, I started speaking Spanish almost immediately. My two-year-old sister stopped speaking for a year English or Spanish, and it took her that long to process. And so there's that ESL piece. Different brains use different processing time and ways to acquire new languages.

Byron: 4:19

Right. You say she stopped speaking for a couple years, a year, a year. Stopped speaking more. Yeah, stopped speaking English or stopped speaking.

Dr. Rebecca Good : 4:27

Yes, stopped speaking English.

Byron: 4:29

And you spoke Spanish.

Dr. Rebecca Good : 4:30

Yes, didn't speak English.

Byron: 4:32

Didn't speak at all, okay.

Dr. Rebecca Good : 4:34

Yeah, she didn't really worry about it. Yeah, that was her way of processing our being in a new language.

Byron: 4:40

Okay, so that was a little bit traumatic for her.

Dr. Rebecca Good : 4:43

Yes, it was, but interestingly enough, she didn't grow up bilingual and used it. She was a branch manager for many years and used it Most. Every job that we have gotten is because we speak Spanish, and so let me give a plug to parents if you can get your kids to speak Spanish, you will double their value when they graduate. So then we went to Mexico City for four years, and then went to Bolivia for two years, and then went to Hong Kong for two years, and finally our last stop was Singapore, and then my I would say my that's on my bucket list.

Byron: 5:21

That's on my bucket list.

Dr. Rebecca Good : 5:23

And it's changed. The movie that you know Rich Crazy Asians and that featured Singapore. That's not the Singapore I grew up in. It was Singapore had just gotten out of being a British Crown colony and Hong Kong still was a British Crown colony. So very interesting times to be living overseas in the 60s and early 70s Came back to the US in 1973 as a sophomore in high school. It was not a comfortable time for me. You know kids had gone to school with each other since Kinder, and here I come in 10th grade with a British accent and a bookworm. So I graduated after 11th grade and went straight down to UT Austin to be a Russian major Because I was taking several languages. I took Russian, italian and French at the language cluster in Dallas ISD and then was sort of bored of Spanish because I did been there, done that and used it as secret code with my sister to talk about people, and so then went to UT Austin to be a Russian major and, interestingly enough, 1975, the Russian teacher was a woman who said ladies, if any of you know how to type, I want you to forget it right now Because you will be put into secretarial jobs. And so, unfortunately, I had taken typing and I did listen, so I still don't type today. But it was empowerment time back in the mid-70s, so I always remembered that warning. But then I was supposed to go to Soviet Union to study at the end of my sophomore year. So I came home for the summer to prepare to go, but Jimmy Carter had been rallying up the Soviets with the human rights stuff and three days before I was supposed to leave I, the Soviet Union, canceled all visas, all incoming American visas. So there I was, stuck at the end of summer school and UT had started. But I called down there and they said sure you can, you can have a door, you can sleep in the Gym with the freshman until we find you a dorm room. Because I've been sleep. I had my own apartment for two years and I said, hmm, thanks, but no thanks, I'm up with a pleasure of sleeping with the freshman in the in the gym. And so I Then went to SMU and I did my last year at SMU and during that summer, interestingly enough, met my husband, which would be 44 years since September. So that was sort of a life-changing thing and changed my Major to Spanish because I could graduate and do college in three years. So I minored in the Russian instead, and so the rest is history. I was hired in 1979, I graduated in December 78 and I got a job in January of 79 at an oil and gas leasing company for their international department. So because I spoke Spanish and did that for several years and got laid off during there was an oil bust in 1983, I was laid off during maternity leave with Nick and I set out three more years at Austin and Dallas. I see you know we were poor. My husband coming out of College he was Ti waited for him. He had interned with him. Ti picked him up right out of college. He was making $16,900. That was professional and so with a wife and two children. That's right. So Well, by that time he was making a little bit more. That was 1978. I think that he got picked up. But In the 83 I got laid off, stayed off three years and then my mother showed me an article that Dallas ISD was hiring For their alternative certification program, year one. They had never done it before. This was 1986 and I applied. I was one of 1200 that applied. We had to take a test, we had to have a college degree it's show that we had Spanish proficiency and I was one of a hundred picked to to start. And back then in 1986 they paid us. Now you have the pleasure of paying for the alternative certification program, but back then they paid us to go to school and to do we. They brought the professors to Dallas ISD to do the college courses that we needed to to support our degree and our new Career and education. And then I had to pass certification. I passed a bilingual certification test, the general elementary test, and I think there's one other that you had to take. And Then I started my professional Teacher job in the fall of 1986. I was at Peabody, which was 30 miles from my house in Plano. Each way I did that for three years, and I asked then the bilingual district manager, who had a lot of influence, if I could be moved to school closer to my home. And so they moved me to Herbert Marcus, which is by LBJ and Josie, and that was only 17 miles from my house. But anyway, long story short. I was a teacher for 13 years. I went to Plano. After that I went to Plano ISD 1990. I was one of their first bilingual teachers. And then, in 1995, the middle school asked me to open up the ESL department at Armstrong, which I did because the teachers didn't want the ESL kids, so they needed somebody who could be in that environment. I loved it. I loved the kids, I loved the middle school, I loved the training that I had to do for them. And so then I decided that it wasn't enough to just affect change in my classroom. I needed, I wanted to affect change in a whole building. So I went back. I had gotten my bilingual masters from SMU while I was teaching in elementary. Then I went back and got the principal certificate. Is it was a 44 hour thing that you had? It wasn't a master's program, but it was 44 hours I had to take, and then you take the test. So then I was ready to be a principal, or at least assistant principal, starting out, and but Plano was only hiring males back then. That was 1998. And so that was-.

Byron: 12:03

So Plano was only hiring males as assistant principals. That's right, wow.

Dr. Rebecca Good : 12:09

Yeah, and so within I waited for them one more year and I was over, I was doing I mean I was doing so much parenting. I was, I had united the elementary, middle and high school feeder pattern and we would have parenting meetings and I would drive, pick up the van from the middle school and I would go pick up parents and bring them to the meeting. And I was really doing all that, plus teaching, plus being the lead ESL person at the middle school, and they still, they just wouldn't even look at me.

Byron: 12:42

So so you suffered discrimination.

JLove: 12:47

Sex discrimination.

Byron: 12:49

Gender discrimination, gender discrimination, wow.

Dr. Rebecca Good : 12:53

I Okay, I've had enough. So I reached out to somebody I knew in Dallas ISD and said hey, can you use an administrator to speak Spanish? And they said well, most everybody's going north. Why do you want to come south? And I said because they won't hire me. We've been a very short period of time. I was in the wrong. Yeah, I was in. They made me assistant principal that within within a week I was hired and I was assistant principal.

Byron: 13:22

You know I'm cutting you off and I apologize, but but this, this is so timely, with the Supreme Court's ruling just a couple of days ago and Experiencing what you have experienced in higher education and education being a female, what's your take on that? Well, I know I brought that question from nowhere so I don't want to put well, but it's like the nursing program.

Dr. Rebecca Good : 13:49

It's in the nursing programs is predominantly female, and Teaching was predominantly female because it was considered Sort of a spouse job. Right, the man made the money and the teacher the female was the teacher. She didn't need as much money, and so legislators who legislate how much money with the, what the range is at the legislative level, decided that we were gonna be paid much, and so Over time a lot has shifted, in that we have a lot more male teachers, which is good we want. I always I had so many males and I Hired very diverse Staff because I knew how important it was for kids to see people that look like them. Right. But the pay is still an issue and that's not about the pay. But we still, with that, with our surplus in Texas, we still did not get a bump for our educators. So the the lack of value that our legislators are putting on our teaching profession is Telling, and so that's something that I Also work as an advocate for public education and I Train other schools.

Byron: 15:01

What do you think some of a fallout might be? Well, I know what our fallout I might.

Dr. Rebecca Good : 15:06

I have my daughter here vacationing for the fourth and she brought her teacher buddy and her teacher buddy told me I'm going to school so that I can get out of the classroom. She said it's ridiculous. She said I'm. They give me the worst kids because I'm so good at handling them. But it's a it's a burnout situation and so I will be in a structural coach. I'm, you know, or they leave, right, they figure out ways to leave the classroom and stay in education. Because the one there is a redeeming factor if you stay in long enough and that is that you get 70% of your last five years and so if you can last out and Even as teacher pay, you can make close to 80, 90, a hundred thousand. If you are good, solid teacher and you are bringing Value to your students, that you it. Texas has a system to reward that. It's called a teacher incentive allotment and it's it's very data-oriented, but teachers can make up to thirty thousand extra a year when they qualify and meet the metrics. So the governor have it, did put that in several years ago and our teachers are starting to benefit. But it's a very small percentage of teachers are qualifying to reach it because the metrics are so fierce. So they're leaving. Teachers are leaving. You know that, I know that we're reading about it in the paper. But our legislators, even though they had a Committee you know a year-long committee to figure out what to do about teacher retention and recruitment, I talked, I was on a Put Zoom call with one of the teachers from there. There are a bunch of leaders school leaders on there and he said absolutely nothing's been done. It was a wasted year. Okay so, and that's the pattern you know we talk, talk, talk, talk, talk and then we do something and then we don't follow through. So but anyway, to just finish up, I was Became principal within two years of landing in Dallas. I got Cesar Chavez learning center, which was a learning center back in the barefoot Sanders the judge. But their standards had made Dallas have learning centers in the worst parts of the district to Pay teachers more, to pay principals more and to have more resources for kids in the lowest economic areas. And so I had the honor of being at Cesar Chavez and I was a thousand kids, a hundred and five staff, and we were predominantly Hispanic until a two, two years into they opened up HUD housing project and so our African-American population zoomed to 10% overnight, you know, within from from the end of school year during the summer. Then they, they opened it up and that fall we had 10% African-American. So there was some some adjusting because the African-American community had been used to a predominantly African-American school system that they were going to in their part of them. Right now they're, they're brought over into this in the new housing, which is great, except now they're having to attend a predominantly Hispanic school. So that was some juggling that we had to all work together with, and and so forth. That's where I learned that African-American parents did not want to go to our meetings if I was going to translate them. They wanted a separate meeting, and so there was a lot of negotiating that we had to do To make them feel comfortable and in welcome.

Byron: 18:31

So it was interesting times. So in that environment, with the Hispanic and African-American population you call them in the, in the social economic level they were on is Is is that when you first began to experience Young boys and girls who didn't have fathers in the home?

Dr. Rebecca Good : 18:55

Oh, no question about it. Yes, and interestingly enough we also had some I don't remember how, what the percentage points was, but we had an Asian population, we had Cambodians, and so we had poor Cambodians, poor African Americans and poor Hispanic. And so with poverty oftentimes come single parenting, and so we had we were fortunate being a large school and a learning center. We had two counselors, and so we could devote our counseling to having different type of groups. You would have one on divorce, you'd have one on single parenting, and so forth. So we were able to meet the needs because they gave us so much more money than the other schools.

Byron: 19:42

Did the ethnic groups, young kids, act out any differently without fathers?

Dr. Rebecca Good : 19:49

Well, you know, I saw that very definitely, not only in that school setting but in the charter world setting. When I started the three charter worlds, I had to be principal of two of them. The year we opened three, I was principal of two and I immediately saw that we had what I've been reading in journal articles I had playing out with the little black boys who were being sent to my office, you know, predominantly by the teachers who were not, who were oftentimes not black. Right, I had mostly Hispanic, because I was a dual language school and so we taught Spanish every day and so we needed people who could speak Spanish. Now, I did have everyone's. When I was, I looked out and got an African American who spoke Spanish, but that was where. So that's when I called Clarence Glover, professor Freedon, that by second year, at Mesquite, I had him there and I said no, we need to start mentoring programs. We need to have, you know, you bonding with these kids so that they see a man there and an African American man who can relate to them, and they can relate, you know. And so that's how we started. We started mentoring by year two with Clarence Glover, and he would do parent groups and he would be at every event. He would not only he did events with kids. Every summer he would do events with kids. He would take them to SMU, he would take them to the art museums with their parents. He was a very clever guy. He had an association with Dart and Dart said as long as your group, which with parents and kids, listen to our training person, you can have the bus for free for the day and it will take you places. So he had free busing and they would go to different museums and just bring experiences to these kids. And they weren't all black. He had as many Hispanic kids and occasionally white kids as part of his groups, because he wanted to. You know, when he said take the chains off the brains to make them work, he meant everybody and he was very inclusive. So we did that.

Byron: 22:11

Well, I know the gentleman well. I've met him many, many times. He's called him Dr. What was his nickname?

Dr. Rebecca Good : 22:19

Professor Freedom. Professor Freedom.

Byron: 22:21

Professor Freedom, but I want to go back a little bit, because you said something about the African American. Boys were sent to your office and these were boys that were fatherless homes.

Dr. Rebecca Good : 22:38

Yeah, they tended to wiggle more they tended to talk, and so that was also my clue that I needed to train my teachers better. We started restorative practice.

Byron: 22:51

So I'm sorry, I'm trying to get, because you also had Hispanic and Asian fatherless kids. Were they not sent to you as frequently as the black kids?

Dr. Rebecca Good : 23:02

No, and that's when I said that is the research playing out, that is a staff problem. I immediately knew I had a staff problem, because when you have kids who are predominantly black being sent to the principal at that time me and you're not seeing the others as much, you know you have a staff problem. And so I brought Professor Freedom on. He started doing training. I started doing training because we needed to let our teachers know that we noticed that they were treating these kids differently. They weren't tolerant as tolerant of behaviors, and so that's an American issue. You see that in every state where our teachers, with their unconscious biases, tended to be less tolerant of our little, especially black boys, Okay. I want to break a minute here.

Byron: 23:55

We got. Brandon has arrived doing his fatherly duties. Welcome, brandon.

Dr. Rebecca Good : 24:01

Hi Brandon.

Brandon: 24:02

Hello, dr Good, how are you doing?

Dr. Rebecca Good : 24:05

I'm doing great. I'm very fortunate, I live a very blessed life and I'm still able to help in the education world while being retired, and so I really feel blessed. So thank you for asking how about yourself? How are you?

Brandon: 24:24

I've been running around with little ones this morning, and then I left my phone and my wallet on the soccer field.

Dr. Rebecca Good : 24:32

Oh, no, oh, I hate that. Sorry, well, right now, but you got him down.

Byron: 24:39

You know right now.

Brandon: 24:40

I had to go back and get it. I got it oh by the grace of God.

Byron: 24:44

You know it was at a, at an area where it was untouched and there was no one on the field, so you know it was exactly where I left it, praise God you know, but you know that's what happens in parenting and when you, when you juggling kids and this and that and you leave stuff and you forget stuff and it you know two times that happens in life, doing parenting and doing aging.

Brandon: 25:11

And I had the dog with me, you know. So I'm getting, I'm getting water bowls in the car, I'm trying to load the dog. The dog is trying to escape the sun. He's hiding in the car. You know, it was just, it was a mess.

Byron: 25:21

Okay, but you're here. You're here and we're glad you're here. We were just talking to dr Good Um. She's agreed to come back for another session because we're getting close to the end of this one. But she was telling us her history about how she got started and you came in on when she was At just beginning to start the charter school. I didn't want her to go too far into that because I wanted that for our next segment, because she and I had some battles that we fought together doing that. But she had a rich history prior to in disd and could see the differences in how teachers Responded to, uh, ethnic kids ie Asian, hispanic and black kids versus others. And she then detected well, I mean, there's a problem, this is a teacher problem, because we have these kids in these same environments with these same challenges, but yet I'm getting this group of kids A lot more than I'm getting any of these other groups of kids. And then her astuteness of that Caused her to put together the counseling programs that she put together. Is that that sum that up quickly?

Dr. Rebecca Good : 26:33

It, is it? Yes, I mean I certainly it led me to lots of action pieces.

Byron: 26:39

Yeah, okay, so with that, because we've got about five minutes on this segment. Brennan, is that something you want to chime in on? Are you Questions you have, or anything?

Brandon: 26:49

No, I think I'll. I think I think I'll just listen and wait till the next go around.

Byron: 26:52

Okay, josh, you've been awful quiet. No, no, you know, I got some. Josh was listening very intently for some reason, I don't know. Well, he still has young kids. I mean, it's uh.

Josh: 27:03

I was that kid that got sent to the office I was a kid, that I mean I was close with our dean like close hugs, you know. You know I was in high school. I was, uh, go to the ISS teacher's house and help her with a garden. You know I was that kid.

Brandon: 27:18

That's how bad you know I was, or labeled or for those that don't know what ISS that's in school suspension.

Josh: 27:25

Right, they figure they'd be safe, for you know what that is. I do I know what ISS is yeah, absolutely.

Brandon: 27:30

I spent some time in ISS but in it's uh.

Dr. Rebecca Good : 27:34

She mentored you In a sense, by hope, in a sense.

Josh: 27:38

I think that there was always that one teacher per year that recognized me. They saw me. There's always one teacher, um, because I could see that I was sharp, I was attentive. But Don't screw with me, right, or I come in with a completely different demeanor, because I was usually happy, go lucky, bouncy, talking all of that um. But then I'd come in with a completely different um Demeanor certain days and certain teachers would pick up on that and want to pull and extract Um, others wouldn't, others would just like I get a day off right, like I'm gonna let him lay down and sleep, but uh, but that was the teacher that mentored you.

Byron: 28:23

What was she? Was it he or she? What ethnicity? All different races Um, but I'm talking about that one special one you went home with what I mean I I wouldn't even call her the special one, honestly.

Josh: 28:34

She was just, she was. Oh, she needed some help. She saw we was cool and I'm like, yeah, I got you.

Byron: 28:40

You know, she knows she needs some help. She brought mother badass.

Josh: 28:43

Oh yeah, she's like. You know, it was one of those things. Well, I was only allowed. I was the only kid allowed to talk in ISS. Because I talked with her, I said at her dad's, not draw. I mean, this is even. That was high school.

Byron: 28:53

I mean was is like Something I thought it was.

Josh: 28:57

It's like time period was all day. It's you, you suspended, so you locked in the. Basically imagine detention for eight hours, but that's one day, though right, oh, I'd get them for days weeks. Oh yeah, I was a good kid. No See, I was too. I was just misunderstood.

Dr. Rebecca Good : 29:16

I was not All those adults influenced you to become a good adult over time. No, that's why you ended up. It is not unusual to hear kids who are coming out of tough backgrounds, whether poverty, single parent and so forth. They talked about the adult, or adults that made a difference in their life and made sure that they broke the cycle.

Josh: 29:39

Right, and it's rare, it's, it's unfortunate, it's rare, you know, you think I can name, because I went to 12 or 13 different schools in my k through 12 education and um, so I've had a lot of teachers and on you know, three or four or five max, I can say, oh yeah, they looked out, you know, and they're they, they have that special place. There's certain ones that I'm like, oh yeah, you know, it's on site for some of them, right, but for the most part it came down to Recognizing what's going on and the behavior culturally shows itself differently, right? So young black kids, we, they, we are perceived as aggressive because we, we talk, you know noise, we are loud, we were Um, what's the word with that? We use a lot of, we're animated with, we act it out, we act it out, and so there's, you see that, because there's a cultural thing, you know, and let me ask you this, dr Goodman, maybe you can help.

Byron: 30:38

I know that as, as a black boy growing up, we were taught to be seen and not heard. You know, in my generation, and we weren't allowed to express ourselves like kids are today Not not even my son, because he expressed himself differently than I could. A lot of the things my kids said to me I'd have lost some teeth, you know so. So I'm wondering Is when we in our generation and, dr Good, maybe some of the kids you saw, maybe those kids when they got out from under that parent, who was probably a single parent, could have been a dad there, but they raised them with I don't want to say iron fist, but they were a lot more strict or and not allowing the kid to articulate and and and and Express him or herself. So when they got in that environment with the other's kids and excitement and the teachers, maybe some of that acting out was a result of that pent up emotion, that pent up creativity that they weren't allowed to express at home. That's just a hypothesis.

Dr. Rebecca Good : 31:44

So I will tell you that parenting has changed from the big from when you and I were in school to now. The teachers back when we went to school could rely on the parents supporting the teacher. Teachers don't have that support anymore. Yes, true parents believe the child first, even when there's video confirmation of the the event or act or whatever. Parenting has changed to the point where teachers are questioned. They are disbelieved, they're disrespected. In some cases you've read this and they're spat out you know they did spit out one attack, yes, and so parenting has changed to where the kids don't feel that iron fist or any velvet fist at home. They know that they, their parent, is going to back them up, and so that that has added to the teacher burnout and the teacher fear of parents. Now they don't, they won't call when the kids are bad.

Josh: 32:47

They're not calling because they won't be believed anyway so I guess my what I'll say or ask as we wrap up the question I'll ask as we wrap up right, is With that, a lot of times what we see from generation to generation is an overcorrection, right. So how many times were a lot of these parents were maybe didn't have the that support right, maybe they were wrongfully Handled or wherever the case is, and so now it's a while. I'm never going to let my child go through that right, that overcorrection that we see so often, that oh, I don't want to spank my kid and then now the kid wallowing out. You know there's, there's a balance, and that's one of the questions I see you think it's the overcorrection from generation to generation. Is it a like, I guess I Don't know what when.

Byron: 33:41

What role does society play in today? Right, I mean, like what? What? They have kids. They have a lot more exposure To a lot more diverse things, and we did.

Josh: 33:54

Yes, true.

Dr. Rebecca Good : 33:54

So I'll end with a reminder that that and I had this conversation with somebody thinking an Uber driver about education, because they wanted to bring paddling back, and I told them I said you know what paddling was supported by society Back then? Yes, but now it would never be. There is no way. No, and so there's. There's a huge thing right there that that's society's is involved in. Society will no longer tolerate kids being spanked, paddle in in schools, so hands off, and so, unfortunately, we're seeing some of the Remifications of that now. In the next segment I'll talk a little bit about what what schools have done, those successful schools that Aren't out of control. There are things that can be done and haven't done, and we'll talk about that next time.

Byron: 34:53

Okay, okay, okay, dr. Good, we thank you for joining us today. You have agreed to come back for next segment. We're looking forward to that so we can unpack this a little bit more. You have been listening to the father factor. Why? Because fathers count. I'm your host, byron ricks, my co-host, josh warb right and and daddy of the day finally made it.

Brandon: 35:15

What's going on? Brandon ricks here.

Byron: 35:16

Okay, until next time. Remember Fathers. All your children are equally yours. Hey, thank you. This is Byron the father factor podcast. Thank you for listening. If you'd like what you heard, subscribe and share and tell us your thoughts. We'd like to hear from you. Perhaps you can be on our show. And to the fathers out there remember all your children are equally yours.

JLove: 36:05