Subscribe
Share
Share
Embed
Let us know what's up The episode features a discussion with Gina Volstorff about her transition from general education to special education. She shares insights into the importance of collaboration, communication, and understanding the diverse needs of her students, showcasing how this transformative journey enriches her teaching experience. • Gina's transition from Gen Ed to SPED • Understanding specific needs of students with IEPs • Enhancing collaboration with general educat...
The episode features a discussion with Gina Volstorff about her transition from general education to special education. She shares insights into the importance of collaboration, communication, and understanding the diverse needs of her students, showcasing how this transformative journey enriches her teaching experience.
• Gina's transition from Gen Ed to SPED
• Understanding specific needs of students with IEPs
• Enhancing collaboration with general education teachers
• Benefits of a diverse classroom environment
• The impact of communication on student success
• Recognizing and addressing behavioral challenges
• Personal growth and joy in teaching special education
Join us as we dive into the world of special education with two educators who have walked the same path as many of you. In addition to teaching in self-contained and collaborative settings, our hosts bring a unique perspective to the challenges and triumphs of raising a special needs child. From classroom strategies to heartfelt family moments, they offer practical advice, empathy, and a community of support. Discover how their personal experiences can shed light on your journey and gain valuable insights into navigating the complexities of special education both in and out of the classroom. Welcome to the tribe!
Speaker 1: hello, okay.
No, we won't do it that way,
that's just, it's like what is
up, like have you heard?
So let me ask you this have you
heard the video of
jacksonville's new coach saying
do?
Speaker 3: I don't think I have
no.
Speaker 1: Yeah, so if you spend
any time at all around
Jacksonville football, it is not
odd to hear people like I mean,
it could be back when people
went to the mall.
You could hear people from the
other end of the mall screaming
Duval, right, so Jacksonville
gets a new coach.
The guy steps up and this is
you can look this up on YouTube.
And and this is, you can look
this up on YouTube and he says,
like the creepy guy that drives
around in the van with no
windows, right, he's like Duval
and it's like now.
I got to go take a shower now
because I feel gross listening
to you say that.
But we are going to jump into
yet another episode and I know
I've said this like over the
last three, but I'm super
excited about this one too,
because we have another special
guest Guest.
Not plural, yeah, I'm a school
teacher Guest, it's just Anyway,
Laura.
Speaker 2: Was that whole thing
recording?
When you're talking about the
Duval, absolutely.
Speaker 3: I thought we were
riffing about like, like
Jacksonville Jaguars.
I was like, oh yeah, no.
Speaker 2: but it's true.
Okay, all right, I didn't know
you would push the button.
Speaker 1: Football is real in
this house.
Speaker 2: Yeah, that's true,
all right.
So today, tonight, whatever it
is when you're listening to it,
we have yet another coworker
become friend on with us, or
former coworker, I guess.
Okay, and I'm going to say your
name wrong.
This is Gina Volstorf.
You did great, all right, we
always call her.
Miss V, so I don't get much
practice with it.
So when we worked with Miss V
she was a general education
first grade teacher and she has
made the leap from that to a
special education collaborative
teacher.
Say hey, gina.
Speaker 1: Hey, gina, hi, oh, I
misunderstood.
Speaker 2: So I guess we'll just
jump right in.
Why don't you tell us one?
Why the change?
Speaker 3: So I've well, not
always my first year I didn't
have the inclusion class, but
every year following I did have
the inclusion class in gen ed
and I always clicked with those
students and you know, I really
enjoyed watching them grow and I
felt like that was kind of my
niche, was meeting their needs
and we've I mean, we've shared
students in the past and I
enjoyed the experience with
those students in particular.
So you know, when the opening
happened I was like, oh, I would
really love to try doing that
exclusively, and I'm glad that I
did.
I love it.
I love it more than I thought
that I would.
Honestly.
Speaker 1: So when I started
teaching, my first three years
was doing the co-teach thing and
I got to tell you it was a
great place for me to start,
because it allowed me to have
some experiences with some
really great teachers and to
learn students.
And then I realized, you know
what?
I don't know that I want to be
around gen ed kids anymore.
They're weird, so let me go
ahead and go.
Okay, that isn't totally how it
went, but much like you, you
know, I've been able to see that
side and it really is a
different world, because what we
find with students that have
IEPs is that, you know, it's
definitely not every kid with an
IEP is not going to be even
close to the same.
You know what I'm saying.
So it's not like well, I'm a
special education teacher, so
I'll know exactly what to do
with any student that shows up
with an IEP.
But no, it's way different than
that.
Speaker 3: It is and I think
that it's.
I mean, and you guys have
talked about this, like you you
don't unless you have a child in
it or unless you are in it,
like it's hard to kind of
picture, but like every kid is
so different in ability and in
like the experience that I have
with them, like gen ed or
otherwise, they're just it's
there's a very wide range of
abilities and like needs and, um
, honestly, I think that that's
what I like about it is that
it's so different kid to kid,
like it's just it's exciting to
get to know them and figure them
out, I guess is the way to put
it right that makes sense.
It sounds more like scientific.
And be be like I really want to
pick their brains, but no, but
I mean like it's.
You know, it's exciting to get
to figure out.
And be like oh, this really
works for that kid.
And like, oh, if I present it
this way, like he's really
really getting it and it's.
I feel like there's more of
that in the sped side than there
is anywhere else.
Speaker 2: Really, so what did
you find?
When you like, making the
transition, what um was?
Speaker 3: some things harder,
some things easier I um, I think
on it, for me the hardest part
is like so, for I mean, you guys
know this, but like for
listeners, like collaborative
would be.
Like I've come into somebody
else's space and I'm sharing
miss such and such's classroom
and I've kind of like that was
the biggest thing for me.
I'm like I really don't want to
step on anyone's toes, like I
mean, because you know they
there's.
There's a portion of the day
before I come in where they're
like morning routines.
These are the expectations,
like this is what we're doing.
And then I pop in and I'm loud
and obnoxious and I'm like hey,
how's everybody doing and
they're like we don't do that in
here.
I have not experienced, but I
thought would be the experience
that I would have.
So that was I think my biggest
like roadblock was like oh, I'm
coming into somebody's space and
like what if you?
You know, I approach things in
a way that they don't appreciate
.
Or like what if I?
What if I get mom and popped by
one of the kids and then
they're mad at me for it, like
um, that was one of the biggest
challenges was being like okay,
this space is not mine and I
don't want to upset anybody, and
I think I mean, I think I've
adjusted, but like initially,
that's scary because you don't
know.
You don't know know what
everybody's standards are, room
to room.
Everybody's adults are so
different.
Speaker 1: You know what I mean.
Speaker 3: Right, how many
different only do a reading
service in first grade?
So three different teachers,
and then I have my planning, so
like a six-segment day, and I
really two of the teachers that
I'm working with this year I
have worked with in the past and
I think you guys know who I am
referring to yeah, we do.
And then the third teacher I've
never met before, like brand
new to me.
So that was kind of my
nervousness was stemming from I
don't really know her and I
haven't built a relationship
with her, and I'm just kind of
like coming into her house
basically and like sharing these
kids.
But I mean it has been a really
positive experience, kind of
like coming into her house
basically and like sharing these
kids.
But I mean it has been a really
positive experience.
Like all three of them are
wonderful.
They've been very open and
wonderful, great to work with,
very accepting of me and my
oddities all three of them,
which I'm very blessed for that.
Honestly, I mean it's been a
very good experience overall.
Speaker 2: Very cool, yeah, and
I know that that's one of the
things I think Jared found a
little unnerving when he first
started too, because he's like,
okay, I'm here in somebody
else's room and I'm not quite
sure one, but I'm supposed to do
, and two, what do they want me
to do and what do they not want
me to do?
So it was.
I think it had a little bit of
a learning curve and but similar
to what you're saying.
Speaker 1: Uh, miss v, the
teachers that I was able to
spend time with and learn from,
I mean there were, they were
amazing teachers, and so I
couldn't help but pick up you
know a thing here or there from
them and how they interacted
with students, and I mean I
could go down the list.
But I remember walking into one
classroom and it was a veteran
teacher and this student would
just not listen to her.
He was acting the fool.
So she called him up right, not
like in front of the, but she
called him up right, not like in
front of the, but she called
him up to her desk and I was
standing next to the desk so I
heard it and she chewed him out,
like it was.
It was like, but it was like so
low like no other kids could
hear it.
And then when she got done, she
said okay, now give me a hug.
And the kid did.
The kid hugged her.
So it was.
I was just like that is what
kind of like?
What kind of witchcraft is this
?
Speaker 3: They give you
whiplash to be like oh wait,
you're like bad cop.
Two seconds ago.
Speaker 1: How did that happen?
But but there's just it's great
to be able to have those do
like you're saying that really
care about every kid that walks
through that door.
Gen ed teachers and and sped
co-lab teachers come together
and and work for the betterment
of the entire child.
It's it's really exciting and
it's fun to watch.
Um, and wish we could see it
more often definitely.
Speaker 2: Um, so you touched a
little bit on what you do,
saying that you go into the
general education classroom and
you're there for certain blocks.
What does a typical collab
block look like?
For those that don't understand
what it is, give us a day in
the life of a day in the life.
Speaker 3: So I wake up, I have
oatmeal, no, so, like, I will go
in um during each classroom's
small group instruction.
That is that's the way that my
day is structured.
So, like for for anybody who
doesn't know like, even though
it is a kindergarten classroom,
we're still doing small groups
and I will come in and run a
group.
And there are some times where,
like you know, the teacher
already has the activity for my
group out and says can you
facilitate this?
You know when your specific
kids come, can you adjust it
accordingly?
And then there's other times
where I'll come in and I'll say,
okay, like, this is the skill
we're working on and reading, I
will do such and such, I'll come
in, I'll run my group.
It's a 45 minute block.
Me personally, I try to get to a
point where I can kind of let
go of the group before I leave
the room because I don't want to
leave it in.
You know what I mean.
Like I don't want to leave the
group in chaos and just be like
okay, 45 minutes is up, bye, bye
, yep, but I, and then I'll go
it's on to the next one, like
immediately afterwards.
So my day is reading, reading,
reading, math, math.
And then my planning is at the
end of the day, so it's just,
it's each room boom, boom, boom.
Um, before I get that time
where I kind of like come back
and find my resources and
decompress and eat my lunch, you
sit in the dark for a little
bit.
Speaker 2: Right, just kind of.
Speaker 3: It's like man, I just
need like 10 minutes.
But I mean I love those days
when I'm, when I have to sit in
the car with no music on the
triangle.
They're wonderful days.
A lot happened like that.
That tells me that a lot has
happened and I've done a lot.
As exhausting as it can be.
Speaker 1: Is there anything
that you really lean on that
maybe you learned when you were
running your own gen ed
classroom that you have brought
with you into this new role that
you have found to To really
make the transition easier?
Anything specific?
Speaker 3: I mean and this is me
as a person I can talk to a
brick wall.
And in the gen ed side, when I
had the inclusion class,
communication with the teacher
that was coming in or that was
for a time taking my students to
another classroom was the
biggest thing for me.
It was just to say like hey,
I've noticed such and such isn't
working, or like I've noticed
that you know so-and-so will
really work for this.
So that communication piece, I
think, is the I mean really is
the biggest thing that's helped
me is being able to talk to
people.
Going back to the like
discussion about like one of the
teachers I've never worked with
and that was foreign to me at
the beginning of the year, like
that, that, I think, was my
biggest fear was that we
wouldn't communicate in the same
way or we wouldn't.
It would be hard to kind of
like make that connection with
her quickly so that we can
communicate.
I mean, I mean like like I
never felt, example, I never
felt afraid to go to you guys
when we were sharing students
and be like hey, so I won't be
here on this day, will this work
out for this student?
Um, while I'm not here, you know
what I mean, Right Um I think
that if I didn't do that and I
think that if I didn't do that,
it would have been much more
difficult to feel like I was
being successful and doing right
by those kids If I didn't like
go to you and say, look, I need
help, I need guidance.
You know what I mean.
I mean that's I don't think
that there's like a tangible
thing that helps you to be
successful.
Me personally, I don't think
that there's a tangible thing
that helps me.
It's just talking to people.
Speaker 1: Right, yeah, and I
agree, communication is huge.
The more that you, the more
that you talk about what it is
that you want to accomplish, the
better shot that the student
has.
You know, because you're
aligning your vision, you're
aligning your goal and, yeah, so
it makes a huge difference.
Speaker 2: Well, and like
talking about that, you know the
effect of communication and
collaboration and you're sharing
that.
Your schedule is boom, boom,
boom, boom, boom and you have
the one planning time.
So how easy or difficult is it
for you to collaborate with your
teachers?
Speaker 3: easy or difficult is
it for you to collaborate with
your teachers?
It's, um, it's okay.
It's both easy and difficult.
I feel like that's a silly
answer, but it's, it's both at
the same time because, um, my
planning block doesn't always
align with every teacher's, and
so there's I mean, there's some
times where that communication
is happening while I'm doing the
service time.
And you know, do you ever have
that like outsider looking in
moment, where you're kind of
like removed and you're like,
why am I doing this?
Um, sometimes, when I have that
during the service time, I'm
like I feel like I'm wasting
their time talking about this
now, but we might not have the
same time to talk about it later
.
So it's, I mean, it's both easy
and difficult to like do that,
because then one of the teachers
does have the same planning
time, so it's very easy for me
to walk right into a room and be
like, hey, all right.
So this is what I was thinking,
um, and I don't have as many of
those moments where I'm like
serving kids and also being like
, hey, I was thinking maybe we
can do this, this, or like, hey,
so tomorrow I'm gonna bring
such and such so there's not
really a.
Speaker 2: If you don't have
that planning time together,
it's difficult to ensure that
you have that collaboration is
it is because it's I mean it's
we're in an elementary school,
like there's things happening
constantly.
Speaker 3: Um, am I allowed to
ask you guys questions?
Absolutely just don't expect us
to give you the right answer
all the time well, I just, I
mean, I'm curious, but like I
know that in your guys's setting
you you don't have, or don't
always have, a specific time for
planning, how have you guys
navigated that?
Because you guys have been
doing your roles for as long as
I've known you, how does that
affect your day to not have that
blocked off time?
Speaker 2: So, as you know, we
kind of have started that
different model last year which
has actually helped us to be a
little more protective of that
time, and so we are fortunate to
have a team that can work
independently when needed and
help support the kids and their
goals, and so we can step out a
little bit and have some time.
However, like you said, there's
always things going on.
There's, you know, kids got to
get to the bus and then we've
got.
Well, this one doesn't want to
do this and so we need support
here.
And, like yours, ours is at the
end of the day, and so then, by
the time we get there, we're
like what were we supposed to do
?
Because before we were running
the model that is generally what
a lot of schools run where they
have either like a K-2 with-5
or a K-1, 2-3, 4-5.
When you do that, you have to
try to send all your students to
one grade level resource so you
can have that time.
There's been years where I've
had a separation where that
wouldn't work.
I had kindergartners and second
graders and it was just too
many to go together, and so
during our center time, because
there were some younger ones, I
could have my planning time then
, but I was still in the room
while they were in the room.
So we got know kind of get
creative yeah, it stays pretty
fluid.
Speaker 1: Um.
So we, we of course have the I
don't know if it's a privilege
or curse, but we'll come home
and talk about stuff, I know
between us and uh, but as far as
working with other teachers and
you know, we we don't really
get that opportunity a whole lot
Um.
So all of our conversations
because what we try to do in our
setting is, is we work with the
, the co-lab teachers and and
try to kind of um just the word
I'm looking for kind of
mainstream everything so that
it's not, you know, the
self-contained kids over here
and then the kids that just need
some support in the gen ed
setting over here.
But what is a way that we can
streamline it to really assist
the student?
Because it's real easy to get
lost in the numbers, it's real
easy to get lost in the busyness
in the numbers.
It's real easy to get lost in
the busyness.
But to be intentional about how
to serve each kid individually,
while it is incredibly hard,
it's what's necessary to see the
growth.
And so there's a lot of times
where we kind of just have to
make decisions on the fly, and
that even comes with instruction
.
Sometimes, too, that you hit
these snags where all right.
Well, this is not going in the
direction that I need it to.
With my group Now we got to
shift and go with it, and so I
think one of the things that has
helped me the most and even
when I was doing the co-teach
model, like you do, well, I just
I did a lot of listening I
would watch these teachers and
see what I could pull from them
as far as the way they
interacted with kids, because
what I found is that, regardless
of gen ed, special education,
whatever the label is great
teachers are great teachers.
I mean, that's all there is to
it.
I've never met a teacher that
was a Gen Ed teacher, that was a
great Gen Ed teacher and was
horrible with the SPED
population.
What I have seen is the
complete opposite that the ones
that are great in the Gen Ed
classroom are great with all the
students because they care
about this, they love the
students, and I'm not saying
that people in Gen Ed classes
hate special education students.
That's not what I'm suggesting.
However, there's compassion
that you see in the lives of
teachers that really are there
for the kids, regardless of what
their hangups are.
So that would be that's my
answer as far as protecting time
, that's hard.
So whenever I get the chance to
watch somebody else, listen to
somebody else and kind of take
mental notes, that's what I've
been doing over the last eight
years, I guess.
Speaker 3: Yeah, I mean, you
guys are doing it really well.
Speaker 1: Well, that's kind of
you to say Some days, I mean,
you guys are doing it really
well.
Speaker 3: Well, that's kind of
you to say Some days no, I'm
serious.
Like I feel like my experience
with you guys is kind of gold
standard as far as inclusion and
mainstreaming these kids.
Like I really take my
experiences with both of you and
with any students that I came
in contact from you guys and
carry that over into what I'm
doing now really Well, thank you
Not to gas you up up, but I
mean I do think very highly of
both of you well, thank you well
, listen, there's a, you know,
definitely a lot of time, well,
you know, maybe.
Speaker 2: Well, this is miss.
You know, in my experience with
this student, miss v did this,
or my experience with this
student, yeah, this one did this
, and so well, true, because
yeah, so like both ways.
Speaker 1: Yeah, what, like what
laura's saying is you know, I'm
telling you listen to other
teachers, but at the same time,
it's it's like we that we still
do that.
You know, I I mean, I think
we're probably old enough to be
your parents, but but we still
pay attention, right, and we and
we want to learn from people
that have decided to make this
their mission in life.
It's like one of our guest
couple that was just last week.
We sat in a professional
learning weather and she said I
want to change the world.
Well, that's a boat that I can
get on right.
I want to be a part of that.
I want to be a part of changing
.
And it starts with each kid's
life, and so, if I can learn
from somebody who's only you
know, who's been teaching maybe
a couple of years, or somebody
that's been teaching a couple
decades, everybody has something
to offer, and I think that we
owe it to the kids to take in as
much as we can from each other.
But that's just me.
What do I know?
Speaker 3: I completely agree
Everything's a process.
It's a learning process.
I'm learning new things every
day.
Speaker 1: So do you see?
Do you see more behavior issues
in the classrooms that you work
with now?
Speaker 3: Are we talking just
in general, or from students
that I would technically call
like mine?
Speaker 1: Like students with an
IEP right.
Speaker 3: I don't think that
I'm seeing more.
I'm seeing more specific
behaviors.
I would say Specific behaviors.
I would say Like there's, I mean
the students that I have on my
caseload, that have an IEP.
When I see certain behaviors,
there's an intention behind it.
That being said, some of what
I'm seeing is still five and
six-year-olds being five and
six-year-olds.
You know what I mean.
They're learning how to
socialize and how to talk to
people and how to problem solve
and uphill battle some days, and
so I don't think that it's more
.
I almost this is going to sound
strange, but I almost feel like
it's it's easier to come to the
root cause.
With the kids that I'm serving.
You know what I mean To be like
okay, the reason why we hit
that person was because there
was a need you know that wasn't
being met.
I feel like in my experience
with my gen ed kids, when I was
doing, you know, gen ed first
grade, I would be like okay,
look, why are we?
Why are we hitting each other?
And there's it's so much harder
to come to the like root reason
for that Does every once in a
while, we'll just hit these
spots.
Speaker 1: I'm like all right,
um, your turn, because here's
the problem, you know you talk.
You say that you could just
talk to a brick wall.
This I can talk forever, like
that's just what I do,
especially if, um, I don't do
well, like there's just a couple
people hanging out, because I'm
not really good at small talk.
However, stuff like this I can
just talk, talk, talk, talk,
talk and we'll be done.
I'm like so, laura, what did
you think?
She's got like three words in.
So that's why I got to look at
her and be like hey, I need to
learn Listen, I'm the son of a
preacher, so it's in my blood.
I mean.
Speaker 3: I mean, it's true,
that is true.
Go ahead, Mrs Curtis.
Speaker 2: I'm not good at small
talk but like we'll start the
conversation and be like why'd
you make your career?
Let's just get right to it.
Speaker 3: So is this something
that you foresee yourself
continuing with?
I've already I mean, I've
already sent in my intentions to
continue doing this and I
really like it.
I don't miss not having a home
room as much as I thought that I
would.
I feel like I tell everybody
this that I start talking about
my job with, but I don't miss.
I thought that I would really
miss having my like nest of kids
you know what I?
mean and be like this is my room
, this is my class, this is like
we are a class family and I
don't think that I do as much.
I like to go every like the
movement and I like being able
to see so many people at in one
day.
It's, it's enjoyable to me, but
again I could talk to a brick
wall.
Speaker 2: I know we had one of
the co-teachers that you worked
with and I worked with.
She kind of said the same thing
.
So, wow, I don't miss
decorating the walls and doing,
you know, the extras and doing
this because I just want to
teach these kids how to you know
read.
I said, do you read?
And math, you know, and so, and
that's because it takes all of
us that have these desires or
have these, you know this pull
towards that, because there's
people that I'm sure would tell
you oh no, I couldn't do that, I
couldn't have someone come in
my room or, you know, I couldn't
go into everybody else's room.
I've got to be in my space.
And so, you know, luckily, we
all have different things that
we want to do and together we
can all hopefully serve these
kiddos in the way they need to
be served and meet their needs.
Speaker 3: Yeah, and I don't
think that the this is the other
thing, like on the subject of
oh, I want to like kind of have
my own space.
I don't even think that that's
a negative.
I feel like it's a very
positive thing to know that
that's what you need.
You know what I mean.
Know that that's what you need.
You know what I mean.
If you kid yourself and you're
like, no, I would push into
somebody's room and you're not
comfortable with that, then
you're not happy, the kids
aren't happy, it's difficult.
You know what I mean, they know
when we're not happy and when
we're pretending they know I'm
not happy before I know I'm not
happy.
They're like are you bothered?
The five-year-old.
Speaker 2: Are you frustrated?
Are you angry?
Speaker 3: Are you hungry?
You know, now that you mention
it, I am, I kind of am.
Speaker 1: I mean just.
I think it was.
Was it today?
No, not today, cause we didn't
go outside for recess because of
all the waters.
But yesterday I'm standing over
there watching the kids play
and had a student mr garris,
what's up, buddy, are you okay?
Yeah, yeah, I'm good, okay, and
then he went back to playing.
So apparently I'm not wearing.
Like something about my face is
making this.
This poor child think that I'm
about to like eat myself or
something.
Speaker 3: He's having a tough
day.
Speaker 1: Yeah, man.
Speaker 3: I get to tell.
Speaker 1: Oh goodness, so are
you willing to say that you are
done with the gen ed side?
Speaker 3: I mean, I feel like
this is a trick question.
I don't.
I don't think that I would
completely throw in the towel
and be like, oh, I'll never do
gen ed again.
That being said, like I would
follow my kindergarten group
until they were done with
elementary.
I love that group of kids.
So I feel like I'm saying a lot
of yes but no.
Yeah, well, you are In this
conversation, but that's okay.
Speaker 2: I'm not going to
commit Like right now.
Speaker 3: Right now you see
yourself staying in this, but if
the right situation came up, I
mean possibly, but I think that
generally I surprised myself
with how much I enjoyed it.
I figured I was like, oh, I'll
take a crack at this.
Like I've always liked these
kids, I really do enjoy what I'm
doing, though.
Speaker 1: Well, that's one of
the things that in the co-teach
model and then what we do now
that we've really enjoyed is
that you get to spend that time
with the students.
Where I was teaching co-teach, I
had it was just fourth and
fifth grade, but I'd get my
students in fourth grade and I'd
get to know them and we would,
you know, grow this relationship
, and then fifth grade, I have
them again, right, and so we get
to keep continuing that versus
you know, I'm going to spend 180
days and then now I got to
start the next, you know the
next slew of them, and so that
was, that was a really great
experience.
And then in our setting, too,
we get to do the same thing and
in that, to watch them grow and
to watch them progress as as not
just students but as people,
and learning how to take care of
each other and learning how to
work with each other, and to
watch them progress as not just
students but as people, and
learning how to take care of
each other and learning how to
work with each other.
And, yeah, so that, I agree, is
one of those aspects.
That's just very cool.
Speaker 3: Yeah.
Speaker 1: So, Mrs Curtis, you
got any more questions for Miss
E?
Speaker 2: I don't think so.
Speaker 1: Because we've hit our
half hour.
Yeah, yes, sir, you got any
more questions for Missy?
I don't think so, because we've
hit our half hour, yeah.
So see, we try to keep this
thing right around a half hour
because, while I may really
enjoy running my mouth, people
don't necessarily want to listen
to it for an hour.
So we try to keep this thing
short, and sweet and somewhat to
a point, probably not the point
but a point, kind of figure it
out as we go.
But, ms V, thank you for
hanging out with us.
Speaker 3: Thank you so much for
having me.
This has been very fun, and
thank you for asking us the
question.
Speaker 1: I don't know, I'm
still trying to figure it out,
because you're just going to
make me talk more, and that's
never good question.
I don't know, I'm still trying
to figure it out, because you're
just going to make me talk more
, and that's never good.
So, oh, I shouldn't say never,
but it's usually not good,
because the more I talk, the
more opportunity I have to say
something dumb.
Speaker 3: And I've done that
like once or twice, If it's any
consolation haven't noticed it's
fine.
And that's why you're my
favorite.
Oh okay, we have to end it now.
Speaker 1: We ended on, right,
okay, okay, so with all of that
said, again, thank you for
hanging out with us and uh, so,
uh, anybody that's checking this
out, we do like social media
stuff.
Check it out facebook and all
that other things and uh, I
think that'll do it.
All right, see you later.
Thank you so much, bye.