Jennifer Dees' Story: Passion, Dedication, and Educational Impact

What does it take to transition from the role of a stay-at-home mom to a celebrated fifth-grade teacher? Join us as we uncover the inspiring journey of Jennifer Dees—a passionate educator from Texas who overcame significant challenges, including those posed by the COVID-19 pandemic. From her initial steps as a special education aide to graduating with honors and achieving her dream of teaching, Jennifer's story is a testimony to resilience and dedication. She shares personal anecdotes about her love for working with children and the joy of witnessing their learning moments, giving a heartfelt glimpse into her fulfilling career.

In this episode, Jennifer opens up about the realities of teaching language arts in a lower-income school district and her proactive efforts to make a difference. She discusses the importance of critical skills like reading comprehension and grammar, and how her personal investments in new curriculum materials led to unprecedented improvements in her students' writing scores. Listen as she details the financial challenges faced by teachers, how she inspired her peers, and the eventual support from the PTA for a school-wide curriculum adoption. Jennifer's Amazon wishlist, aimed at enhancing her students' learning experience, underscores her commitment to education. Don't miss this compelling conversation that highlights both the struggles and triumphs of a dedicated teacher.

Chapters

• 0:00 Patrick Bass Show With Jennifer Dees
• 13:41 Teaching Language Arts in Elementary
• 21:32 Improving Student Writing Through Personal Effort

Transcript

Speaker 1: 0:00

Okay, everybody, we're going live in 5, 4, 3, 2, 1. And now live from Fort Smith, arkansas. This is a Planet Wide Broadcast courtesy of the World Wide Web and affiliate radio stations across the globe. It's the Patrick Bass Show with your host, Patrick Bass, good Monday morning. It's the Patrick Bass show on the Vanguard Radio Network Unscheduled special broadcast. Thanks for joining and thanks for taking this incredible journey with us as we explore the unknown and tap into some of the greatest conversations the radio and podcast networks have to offer.

Speaker 1: 0:51

We're going to get into our guest this morning, but I've got to remind you about a couple of things. First and foremost, don't forget this is a live show and so, after all, having call-in guests is really cool. Our toll-free number is 855-605-8255. That number again, 855-605-talk. If you've got a question for me or for our guest and just want to be Internet famous for like 10 seconds, then give us a call Asking if you can log into your computer on Facebook and YouTube at RealPatrickBass and give us a like.

Speaker 1: 1:24

We're trying to hit a certain number of likes, so Mark Zuckerberg will let us go live on the Meta platform. He's got a pretty high bar to set, but we're chipping away at it a little at a time, so I sure would appreciate your support there. Also, we've got a new feature on our website called Get a Shout Out. Now, if you want to be internet famous, this is a great way to do it and support your favorite talk show. For three bucks a month, you can show your support and get a shout out on the show. So check that out at PW Bass dot com. We're going to check in with our guest here in just a few minutes, but first we've got to pay a couple of bills, so we'll be right back after this quick break.

Speaker 2: 2:01

Don't forget to hit our Web site, wwwpwbasscom. More of the Patrick Bass Show coming up. Oh, brad's buzzed, oh yeah. Yeah, he's starting with the woots, woot, woot, and now a speech. I just want to say that friendship is about heart, heart and brain.

Speaker 3: 2:24

Who's with me. Good thing is he knows when he's buzzed.

Speaker 2: 2:27

And my brain is saying, when it's time to go home, somebody call me a ride. Love that guy, me too.

Speaker 3: 2:33

Know your buzzed warning signs. Call for a ride when it's time to go home. Buzz driving is drunk driving. A message from NHTSA and the Ad Council.

Speaker 2: 2:40

Are you on a journey of professional and personal transformation? We all are, or we should be Patrick Bass. He's the author of Burn your Ships how to Conquer Doubt and Live Without Limits. The book dives deep into understanding the roots of your fears and to learn not just how to face them, but how to conquer them permanently. You'll learn how to embrace commitment and dismantle the option of failure. You'll get practical advice backed by psychological research, strategic planning tools and inspiring success stories from people who've truly embodied the burn your ships philosophy in their own lives. Burn your Ships how to Conquer Doubt and Live Without Limits, available at pwbasscom or on Amazon. In your face, unfiltered and raw. We're back to it on the Patrick Bass Show.

Speaker 1: 3:51

All right, welcome back to the program Vanguard Radio Network. You know I've often said, and I often also often say, that we've got the best guest of any radio program, any podcast network out there. That's absolutely true. But one of the things I haven't talked about is we've got the best listeners. The demographics show that our listeners are the most educated upper middle class folks into self-improvement and just making themselves in the world a better place, and so today's show is going to present a really unique opportunity. So I want to bring out my guest.

Speaker 1: 4:33

Her name is Jennifer Dees. She's a fifth grade teacher from the middle of Texas, of all places, and she's got an incredible story to tell. I'm going to let her tell it. I don't want to steal any of her thunder, but join me in welcoming Jennifer Dees. Jenny, how are you doing? I'm doing well. How are you doing where we're at? And we don't normally do a show this early, but when I heard your story I felt really compelled to make an exception and to do this show with you and to tell your story. But I want you to be the one to tell it. So let's just start out with the basics. You're a teacher. Tell us that journey that brought you into becoming a teacher there in Texas.

Speaker 3: 5:28

Okay, well, first I was a stay-at-home mom. I raised four kids, and when my last child was in high school, I decided that I better do something about what I'm going to do with the rest of my life, because that part of my journey was almost over. Back in 2012, I took a job as a special education aid in a junior high, and while I was on that journey, I discovered how much I really loved on that journey. I discovered how much I really loved working with kids, watching their eyes light up when they understood something that they hadn't before, and just really I was drawn to being compassionate towards them and making them feel comfortable and safe in their environment. And I did that job for about 10 years.

Speaker 3: 6:29

And when COVID hit just before COVID hit I had decided that I really wanted to go back to school to fulfill my dream of being a teacher, and so in 2019, in the fall I did start back to school. When COVID hit, I wavered a little bit and thought, oh, this may never be the same again. What if we don't ever get to go back to regular school again? But, with the encouragement of my advisors at the college I was attending, I stuck it out and I was really glad I did. In 2022, I graduated Phi Theta Kappa and I was just so excited to begin finally teaching and having my own group of students. I ended up in fifth grade teaching language arts and social studies and I just completed my second year, so I love doing what I'm doing.

Speaker 1: 7:35

You know people will listen to that story and they'll say what's special about that? But here's why I think it's special. You know, I'm 55 something years old, Like yeah, I'm 55. And I had a teacher in my life that took a particular interest in me Because she taught junior and senior level English and I had her for both of those years and for whatever reason. And I'll never forget her name and in fact I spoke to her about four months ago Her name's Judy Burge, John Marshall High School and I'll never forget her because that poor woman we tortured her with gags and just being idiots.

Speaker 1: 8:56

But the thing that made her very endearing was that she took an interest personally in me and others I wasn't the only one, but she took an interest in me and believed in me, probably when I really didn't even believe in myself. And I'll never forget what she told me. And having a teacher that actually cared made a huge impact in my life and that's why I dedicated one of my books to her that I wrote, which is why I called her. I wanted to get her permission first, because even after all these years I was still afraid of Dirty Birch. But what surprised me is she actually remembered me. But this is not my story, this is your story. But the reason I bring that out is because for a lot of these kids, you're that teacher. From what I understand, You're making an impact in a lot of young lives which, literally, our greatest asset, our future, are these kids, right?

Speaker 3: 9:41

That's true.

Speaker 1: 9:44

And so you know, here you are. You know, started out 2012, teacher's aid, and you say big deal. Well, it's learning disability, learning disabled children, and you did that for 10 years. And then, from what I understand, you're realizing, you're like you know what? I could have a better impact if I go to college Because you were working as an uncertified teacher, as a teacher's aide something that's allowed, you know, certainly allowed and needed, but you realizing, you know, if I was, if I was a certified teacher, I could have an even even greater impact, right?

Speaker 3: 10:18

That's true. That's exactly how I felt.

Speaker 1: 10:21

Okay, so, uh, here, here's the thing, jennifer, and uh again, I want you to be the one to tell this story. You, you've uh graduated. Now. This is, uh, what did you say? You're going on your third year as a teacher. How many students do you teach?

Speaker 3: 10:39

48. I have two separate classes of 24.

Speaker 1: 10:44

Okay, and, and you were talking about preVID, so now everybody's back in class. It's, like you know, regular in class in school.

Speaker 3: 10:53

Yes, yes, and just to make the world aware, our kids really suffered during COVID. Educationally, all of the students are behind and it's a serious problem. I'm teaching some fifth graders who don't remember to put a period at the end of a sentence, don't remember to capitalize a letter, and it's not just being an ornery fifth grader, it's literally that they haven't been in school and they are behind by two grade levels easily.

Speaker 1: 11:34

And you're attributing that to the time during COVID, when they were taken out of school and had to do instruction over the internet, or perhaps, maybe not at all.

Speaker 3: 11:44

Correct.

Speaker 1: 11:49

Okay, um, instruction over the internet, or perhaps, maybe not at all correct. Okay, and so you got fifth grade students which, in some cases, are learning at the rate of what a third grade student exactly okay, and and then, on top of it all, your particular school district, I understand, is what's called tier one. Explain to us what that is.

Speaker 3: 12:05

Yes, that means that our district has low-income families, which means that COVID struck them even harder, because when kids were taken out of school, there was nobody home to make sure that they were doing their schoolwork. They were home alone, or home with grandma, or home in a group of children. Nobody was having school during this time. Parents were working. It's tier one, meaning that these people are struggling financially.

Speaker 1: 12:39

And we're withholding intentionally the name of the school district and the name of the school because, while this story is very common, we don't want to draw attention to any particular school or school district or family, because we don't want to create any situation where somebody might feel embarrassed or, you know, in some way draw negative attention to them, right, correct. Negative attention to them, right, correct. But this, this is really. I mean, this is a story that could be told about a lot, of, a lot of schools, a lot of school districts and probably even a lot of teachers all across this nation.

Speaker 3: 13:12

That's true.

Speaker 1: 13:14

Yeah, and you know that's a real shame because, as I said, and, and, and here's, here's how I feel about it, because I teach at a higher level. I don't know if you know this, but I'm a university professor, so I get the students years after you.

Speaker 3: 13:30

Correct.

Speaker 1: 13:32

Sadly, some of their writing hasn't improved too much between the time you have them and the time I get them, but I guess that's a different show. But anyway, we're dealing with the future of our world. This is really. You know, everybody says that children are our greatest asset, they're our future, and I believe that I mean that just makes common sense. We're not going to live forever. Somebody's got to replace us, that's right, and it's going to be these kids. And so here we are, in with the school district and and you've got 48 kids in your class, I think you said yes.

Speaker 1: 14:19

Tier one district. So you, how does that work at the beginning of the year? I mean, they give you a, they give you a classroom, they give you a desk, they give you some chairs, what, what are you? How are you equipped to do your job?

Speaker 3: 14:30

OK, so basically my classroom is is provided minimally. I have desk for my students, chairs for my students and a desk for myself, and and then I have access to the Internet to project a screen from the computer that they give me. On the computer I have curriculum for language arts and also for social studies, as well as hard copies of paper books for my students. In language arts, the students, it's not just reading, it's writing and it's also learning the process of writing and how to make sentences complete. So grammar no-transcript, it has some left to be desired in ability.

Speaker 1: 15:46

And then in Texas, fifth grade that's still considered elementary school right. Yes, it is All right, and then they go into middle school which is like what is it? Sixth, seventh and eighth, or how does it work?

Speaker 3: 15:58

Yes, it's sixth, seventh and eighth for middle school.

Speaker 1: 16:01

And then high schoolth 10th, 11th and 12th grade, correct. So this is their last year of elementary school. You're getting them ready for middle school. Someone in your graduating 5th grade I guess they call it graduating, we used to call it promotion Somebody at the 5th grade level. When you're done with them, you know intellectually what should they be able to do from a language arts perspective, what's expected of them?

Speaker 3: 16:26

They should be able to respond to questions with detail. They should be able to read and understand what they have read. They should know things like what the theme, what the central idea is. There's so many language arts pieces that they should know, but intertwined in, that would be how to write about what they know, and intertwined in how to write would be how to write correctly about what they know, with complete sentences and so forth.

Speaker 1: 17:06

That's a pretty tall order when you think about it, because fifth grade, what age person?

Speaker 3: 17:10

is that in fifth grade they're 10. Turning 11 in the year.

Speaker 1: 17:15

So I mean, that's a pretty tall order for a 10-year-old, 11-year-old, and they evaluate their performance at times throughout the year with, I guess, a standardized test right, they do. What is it called there?

Speaker 3: 17:30

Star.

Speaker 1: 17:32

Star. Okay, how many times do they take that while you have them?

Speaker 3: 17:38

They have their final star at the end of the year. So we give them practice star tests throughout the year. I think we have two, sometimes three, practice star test and then they take the one that counts at the end of the year.

Speaker 1: 17:56

Okay, so do they take them at fourth grade and then at the end of fourth grade and then at the end of fifth grade, or how does that normally work?

Speaker 3: 18:03

Yes, the students in elementary school begin taking these tests in third grade. So third, fourth and fifth grades at the end of the year are the ones that count.

Speaker 1: 18:14

Okay, and this is like the standardized test that you often hear so many things about good or bad, or indifferent. That's the system. That's what you have to work with.

Speaker 3: 18:26

That's true.

Speaker 1: 18:28

Okay, and so I remember when I was in school, at the beginning of every year they normally would send a school supply list. It would be like notebook paper, pens papers, uh, just you know all kinds of stuff like that. Do they still do that?

Speaker 3: 18:44

They do. Yes, Um, they send a list with basic needs pencils, uh, paper, spiral notebooks, couple of folders, markers and things like that.

Speaker 1: 18:58

I, I was, I remember um this, this more. This is like a mind trip really going back in time. I remember, you know, at the beginning of every year, back in the day. I don't know, Do they still issue books? Do they still have textbooks?

Speaker 3: 19:10

They have, they have. They call them consumables. So, yes, they do. They usually stay in the classroom so that the students don't lose them. Everybody has one.

Speaker 1: 19:23

Yes, so I I remember being issued textbooks and, and you know, you were always responsible for the textbook. And what the thing that strikes me is this memory going way back now is that we would cover the books we would get like paper grocery bags. Or in the town that I lived, there was a bread maker called Buttercrust and they made book covers and we would get quite elaborate at learning how to fold these book covers onto our books every year, because if we tore them up then our parents would have to pay for them or replace them or something like that, and every year somebody you know would lose a book or whatever, and those things were not cheap.

Speaker 3: 20:08

They were not.

Speaker 1: 20:10

No, I remember half the fun of starting the new year was getting your new books, covering them and then decorating your book covers. But I guess in this new age of everything's digital or consumable, as you said, I guess things change. But here we have these kids, and you said it's a tier one lower income, and you mentioned some things that they give you. It's very, very minimal, basically the absolute minimum of things a chair, a desk, a computer, internet access, stuff like that, and then I guess whatever else is needed the kids are expected to provide.

Speaker 3: 20:50

That's true.

Speaker 1: 20:52

So here's the thing. So your second year as a teacher, they tasked you with teaching grammar, I guess as part of what you do, right? Yes, it is Okay. So tell us about that story.

Speaker 3: 21:07

Okay, so on the STAR test we were going to have grammar obviously, and we had some availability of grammar instruction intertwined within our language arts, but it was not something that the kids were learning from. They were confused by it and it just didn't seem to be working. About three or four months into the year I was like I thought, if they are going to be successful in this area on STAR, I'm going to have to do something to help them get better at what they're doing. And so I started to search around and I found some curriculum and I decided to go ahead and buy it for my classroom and make copies of what I needed to give them and we started daily practice using that new curriculum and it really, really helped my students that everything started to click. I started to see a lot of improvement in their structure during their writing and it was pretty exciting.

Speaker 1: 22:17

Wow. So you went out and you found this curriculum and I guess the school district was okay with this, or was it one of those things? I'll ask for forgiveness rather than permission.

Speaker 3: 22:28

Yeah, it was kind of that. I looked at what the school had offered in grammar and I looked for something that would just elaborate on what they said they needed to know. So I wasn't far off from teaching what they wanted us to teach. It was just a different approach to teaching it.

Speaker 1: 22:48

So you didn't go rogue on this thing, but you, you said, all right, I'm going to, I you just found a better way. Frankly, it's, it's not not that you were okay. So what was the result for these? What was the outcome for these students, as evidenced by the star result?

Speaker 3: 23:03

So my students from my class scored the highest in the fifth grade class in this area and I truly believe that it was it was that extra little bit that I did that that helped them to achieve those goals.

Speaker 1: 23:24

In fact, the school district didn't actually recognize this, but your peers, the other teachers, recognize this and they're like Jennifer, what in the heck, how did you achieve this? What's going on?

Speaker 3: 23:36

Correct, and so they also were very excited about it. And this practice star before the actual star, my peers began to use some of the curriculum that I had purchased on their own students, but I had been using it quite a bit longer than they had, so I'm sure that everybody would have scored higher had they been using it, the amount of time that I had been using it as well.

Speaker 1: 24:08

So, as I understand it, once the star results came back in and the other teachers saw the great success that it brought in terms of star results, they wanted in on this action, didn't?

Speaker 3: 24:25

they, they did. And what happened there set of that curriculum with the teacher additions so that the teachers would be able to use it throughout the fifth grade. There's three language arts teachers in that school for fifth grade, and so PTA helped us to gather what we needed to supply for the other two.

Speaker 1: 24:58

Yeah. And just to reiterate, the PTA is Parent Teachers Association, right, yeah, so and so these are the moms and dads of the kids of this tier one district.

Speaker 3: 25:08

That's right.

Speaker 1: 25:09

And they were able to then equip the other three or other four language arts teachers with the same curriculum Right.

Speaker 3: 25:16

Yes, yes, there were two others. They equipped the other two.

Speaker 1: 25:20

OK that you know. That's a great because and here's what I love about it this is not something that you had to do. I think a lot of teachers might get into the rut of saying this is what they give me to use, I'm not going to put any more effort into it. If they don't give it to me, it's not important. But you really saw an opportunity here to make a difference in these kids' lives, didn't you?

Speaker 3: 25:50

I did, and that's that's my complete mission in being a teacher. I want to make a difference in the lives of students.

Speaker 1: 25:58

Yeah, and so you went out and you bought this. Now teachers don't make that much, comparatively speaking. I mean you had to go to four years of college. You have now over a decade what we're going on, with 13, 14 years experience in the classroom and you know the average salary for a teacher is right at, you know, at $52,000, right, that's correct.

Speaker 1: 26:27

And you're spending part of that on student loan repayments, you've got living expenses and stuff like that, but you're putting a substantial amount of your own money back into this, uh, classroom, aren't you? I am Wow, um, you know, here, here, here's the thing. And and um, my, my show, my show has a pretty good reach and we're we're not an, we're not a revenue platform. You know, we're not a, a show that is used to to collect funds for different things. But the reason I, the reason I wanted to bring this to your attention and and and I said at the beginning of the program, we, we have some of the best listeners out there and you have put together, like so many other teachers, you have put together a list of things that would really help your kids for the coming year. And you, you put together an Amazon wishlist, right?

Speaker 1: 27:35

I did yeah, and you know it's stuff like it's your kids for the coming year and you, you put together an amazon wish list, right, I did yeah, and you know it's stuff like it's.

Speaker 3: 27:40

It's basic stuff like note cards and paper and what kind of stuff is on there um I, my big push this year was three ring binders and um note index card boxes and file systems for those boxes. Um, my goal this year is to increase vocabulary of my students and I want them to each have their own personal box. Um, the three ring binders are, those are very expensive in the store and they have not been asked for from the parents at all. So I've put those on my wish list. And then I've put quite a few library books, because every language arts teacher has a personal classroom library and trying to reach those kids and help them to love to read.

Speaker 1: 28:36

What happens if you aren't able to get this stuff? Do they just go without, then?

Speaker 3: 28:40

They do, we'll just have to figure out a different way.

Speaker 1: 28:43

Yeah, and last year you told me one of the biggest needs you had was just like notebook paper.

Speaker 3: 28:49

Yes, it was. I needed notebook paper. I was always running out of notebook paper. I needed notebook paper. I was always running out of notebook paper. Luckily, I had one parent that really took to that and would buy me notebook paper when I asked Something simple.

Speaker 1: 29:07

And you told me that recently they were they being the school was limiting how many copies you could even make.

Speaker 3: 29:16

Yes, they were at about the second or third month into school last year. They put a lock on how many copies we could make and required us to sign into the printer every time we used it so that they could calculate who was printing and how much they were printing.

Speaker 1: 29:38

How do they expect you to do your job? And I'm not trying to stir the pot or be facetious, but it sounds like you're barely getting the minimal supplies you need to do your job. I mean, what are people doing? What are people doing?

Speaker 3: 29:53

I think that where the printer is concerned and the use of paper and ink is concerned, the world wants us to push kids onto computers, but the truth is that kids don't learn on computers. They're distracted by computers and it's obvious my students I refrained from using the computers as much as I could last year and I feel like my star results show that as well Old fashioned is better. Don't always have to change something you know when you know that something else works.

Speaker 1: 30:30

You know there's a lot of and I'm sure you're probably aware of this, but there's a lot of studies that indicate that children at those developmental ages who spend a lot of time on computers end up with shortened attention spans.

Speaker 1: 30:45

Um it can contribute to disorders like adhd yes um, and, and it's because you know, as you said, uh, new isn't know if there's. I don't know if there's some correlation because of the device or because of the blue light, or I don't know what the situation is, but, and I don't know what the correlation is, but the result is, you know, students who are on the screen all the time have a higher rate of, you know, shortened attention span, as I said, or you know just other other things that don't make Learning very conducive, and yet this is your one of the primary tools that they want you to use for teaching.

Speaker 3: 31:30

That's correct. I think it's important that they know how to work on a computer. But my students didn't know how to write legibly because they were told type it all the time. So you know, I used a lot of notebook paper because we wrote and we learned how to write where I could read it. Kind of a big deal. We need to know how to write.

Speaker 1: 31:55

It is a big deal. We need to know how to write. It is a big deal, wow. So I know that our listener base has the ability to do something great. And here's the thing. And just so you know, I found out about this story and asked Jennifer to come on the show. She did not come to me. I found out about this story and asked Jennifer to come on the show. She did not come to me. I found out about this story and said you know what? We've got this platform and this is not what we use this show for. But I think in this case, I think in this case, this is something that we can do, that can be great. We've got amazing listeners, we've got great reach and there are some people out there who have been tremendously blessed with resources. And so here's the ask we've put together a gofundme page and, uh, she's asking to try and raise thirty five,500. And every bit of that will go back into this classroom. Now a couple of things. One you're saying, patrick, we feel her plight, but that's the responsibility of the parents, that's the responsibility of the school district. Listen, nobody's arguing that. What I'm saying is we have the power of the internet, has given us a unique opportunity. We can't help everybody in every school district or every teacher, but through the power, the reach of this show and through the power of the internet, we have the ability to reach into this one classroom, through this one teacher, to touch these 48 lives and to help her reach this funding goal of $3,500 to get these basic supplies off her Amazon wish list. Every penny that we can collect for this effort will go to that purpose.

Speaker 1: 33:49

I am unaffiliated with the GoFundMe campaign. I get nothing out of this, but here's what I'm asking and we have thousands of listeners, I've got thousands of followers. We're going to put the GoFundMe link on my website, pwbasscom. We're going to prominently put it somewhere on the front page so that it can be quickly and easily found. If you're listening to this show, please $5, $10, $25, whatever.

Speaker 1: 34:24

If you're in a situation where you can just write a check for $3,500, and I know that there are some people out there that could it would not impact them at all because, as I said, we've got some of the best listeners anywhere I'm asking you to do that today. Go onto my website, pwbasscom, get the GoFundMe link and let's help this teacher out. Let's through the power of the internet. Do something good, do something positive, do something amazing. And let positive Do something amazing and let's help these 48 kids. And here's the thing Like I said, this is a story that could be told about many teachers across this nation, many school districts, many students, and we can't help them all, sadly.

Speaker 1: 35:14

I wish we could, but we can help this teacher in this school district with these 48 kids, and you can do this. I know you can and I'm asking you to do it. So go on pwbasscom, find the GoFundMe page and let's help Jennifer Dees and her students out this year let's be awesome and her students out this year let's be awesome. Guys, I know that you get hit up all the time for causes, many of them very, very good, but let's think of this as a social experiment and do something for the good. You know it's time, and here's the thing.

Speaker 1: 35:53

We're at a very tumultuous point in our history as a country, as a race of humans. It's time for right now, let's put aside politics, let's put aside left, right, let's put aside black, white, and let's just do something that's good and decent and improve the lives of these kids that, frankly, their parents don't have the means to do this or they would have done it. They're doing everything they can. It's a Tier 1 school. That means it's lower income. She could have got a job at a higher income district, but she chose this because this is where she can make the greatest impact. So, friends of the Patrick Bass show, let's come together, let's be awesome. Okay, I'm not going to browbeat you anymore, but I want to. I want to thank you in advance because I know that this is something that we can do. Uh, jennifer, uh. Closing comments.

Speaker 3: 36:51

I'm very overwhelmed and I I I'm super excited um to see what comes from this and I really appreciate your allowing me on your show. Thank you very much.

Speaker 1: 37:04

We wish you the very best. I'm going to kick off the giving in the GoFundMe. The Patrick Bass show is going to make a donation, but I really want folks to come on there please. I'm going to be posting this on all of our socials, including in LinkedIn. It's going across all the channels. The GoFundMe link will be on our website pwbasscom. One buck, two bucks, five bucks, 10, 25, whatever it is that you can do, let's equip this teacher to make a difference in these lives, and I thank you so much. Whatever it is that you can do, let's equip this teacher to make a difference in these lives, and I thank you so much. And again, I really want to see something awesome happen here and I know that together we can do it. Thank you for listening. We'll catch you next time on the Patrick Bass Show.

Speaker 2: 37:49

Take care. Thanks for listening to the Patrick Bass Show on the Vanguard Radio Network. The Patrick Bass Show is copyrighted 2023, all rights reserved and is produced and distributed by Vanguard Radio LLC, fort Smith, arkansas. For more information, visit us on the web at wwwvanguardradionet.