Episode Transcript
[00:00:00] Speaker A: The. The thing that mainly scares me is dying by a gun.
[00:00:03] Speaker B: Like.
[00:00:04] Speaker C: Yeah, they're always having meetings about us and how we don't behave, but they need to have meetings about this, like, this stuff and how to control it better.
Welcome to the VSC Panthers Perspective. My name is Victoria.
[00:00:31] Speaker A: My name is Tiana.
[00:00:33] Speaker B: My name is Madison.
[00:00:34] Speaker D: My name is Michelle. My name is Elsie.
[00:00:37] Speaker C: Today we're going to be talking about active shooter school drills. The questions we are going to be asking is, what is your school curtain drill? Do you think it works or not? Why do you think the curtain drill was designed that way? How do you envision the drill? Why would your vision work better?
So the first question we're going to be answering is, what is your school's curtain drill? Does anybody have any answers for that?
[00:01:05] Speaker A: Yeah, our current drill is like, teachers gotta close the door over a door. Mind you, it's like one. One classroom per two doors. No, two doors per one classroom. And they put papers over the classroom. And we go on one side of the classroom and they block the other side. They lock both of the doors. Well, back door is already locked, so.
[00:01:27] Speaker C: Not always only.
[00:01:31] Speaker D: It's only sometimes out there. Locked.
[00:01:34] Speaker A: Missy's back door always locked.
[00:01:36] Speaker C: We're not always in Missy's class for the lockdown.
[00:01:39] Speaker B: I know.
[00:01:39] Speaker A: That's what I'm saying. The doors be locked.
[00:01:41] Speaker D: One moment.
[00:01:43] Speaker A: Well, they lock both of the doors. And when they lock both of the doors, you go on one side of the classroom and then we still stand.
[00:01:49] Speaker C: There until the bell rings again. And then we have to wait.
[00:01:53] Speaker A: The bell?
[00:01:54] Speaker C: The bell.
[00:01:56] Speaker A: Yeah, Announcement.
[00:01:58] Speaker C: The bell. That is the bell.
[00:02:04] Speaker A: It's a certain bell that rings. And then that's when, like when the bell rings, that's when the announcement comes on saying that the heart. Exactly.
[00:02:11] Speaker C: So the bell rings.
So.
[00:02:17] Speaker A: It'S not really about like a siren. Like, it's.
[00:02:21] Speaker C: It's.
[00:02:21] Speaker D: It's more. It's more like a baliana.
[00:02:24] Speaker C: Yes.
Okay, so.
Yeah, but I don't really like it because we have to be in, like, so squished. And then. And then. What's it called?
[00:02:39] Speaker D: We have to. Oh, I'm sorry for cutting off, but we have to, like, go against a wall and.
[00:02:46] Speaker A: Michelle, what is you talking about? We only want to do one piece of the classroom.
[00:02:50] Speaker C: Yeah.
[00:02:50] Speaker D: We have to hide. We have to hide against the wall.
[00:02:55] Speaker A: It's only one piece of the classroom. Guy.
[00:02:58] Speaker C: She means against the wall where we're sitting. That little corner.
[00:03:02] Speaker D: Because we have to sit in a little corner.
[00:03:05] Speaker C: Exactly. The wall. We're laying on the wall and a.
[00:03:10] Speaker A: Lockdown, A lockdown right now. It will have to go against this.
[00:03:15] Speaker D: Against the wall? Yeah, against the wall.
Okay.
[00:03:20] Speaker A: I don't be against no wall.
[00:03:22] Speaker C: I'll be trying to hide under the desk. And then the teacher said for real.
Okay, so the next question is, do you think it will work? No. And if, and if. Why?
Why and if what? If you don't think so, why or why not?
[00:03:41] Speaker A: I don't think so because, like, it's actually. Don't claim to be mad loud. And if I die, I'm just knowing my parents want everybody up in this.
[00:03:50] Speaker D: School suing or blowing.
[00:03:53] Speaker C: I, I also think the same thing because the teachers, like, they like, they don't say anything during the lockdown because they say they don't want to like, make more noise, but you have to tell them to like be quiet or something. And then those little kids be making noise and thinking it's like, it's like essentially if it's an active shooter and they don't know it and they think it's fake and we could literally die.
[00:04:19] Speaker A: Okay, but what like, like let's say you go to the bathroom before the, the lockdown happens. You have to get out that bathroom no matter if you're using the bathroom or not.
[00:04:28] Speaker C: I always thought about that. Like if I'm ever using the bathroom.
[00:04:31] Speaker A: No, let me tell. You have to get out of the bathroom and run to a classroom, any classroom. It don't matter what classroom you run to, you going to go in. Have to go in that classroom. They going to lock the classroom.
[00:04:40] Speaker D: You have to go inside the closest classroom out there because all the teachers are going to check outside.
[00:04:45] Speaker B: No, but that's not going to happen because they're going to lock the bathrooms. So when they lock the bathrooms, you're going to be locked in there?
[00:04:51] Speaker A: No, the same thing if you go out the bill.
[00:04:55] Speaker C: In my old school, they didn't used to lock the bathrooms.
[00:04:57] Speaker D: Exactly. Not all schools do that.
[00:05:00] Speaker A: Listen, when the teachers go in the classroom, they just lock the doors. No matter what classroom they in, you have to go to the nearest classroom.
[00:05:06] Speaker C: Exactly. Some people, they hide in the stalls in the bathroom. But I think that's dumb because if they obviously come in the bathroom, right, and they see the door is locked, they're obviously gonna know somebody's in there because how is the door locked when nobody in there?
[00:05:19] Speaker A: And mind you, we don't have no vent in our school bathroom. So like.
[00:05:23] Speaker D: And before they even lock the door, they, the teachers check outside to see if there's any kids.
[00:05:30] Speaker A: But I feel like if I was a teacher, I would go in the bathroom just to make sure there's no kids in the bathroom. Then I would run in the classroom and lock the door.
[00:05:38] Speaker C: That's how it's.
But the teachers, they'd be like. It's supposed to be like we're supposed to be their main priority. But they don't be caring. They've just been going.
[00:05:46] Speaker D: Exactly.
[00:05:47] Speaker A: The teachers don't put no effort into silencing the kids. They just like, they don't.
[00:05:51] Speaker C: They just say, oh, yeah, I did a bad job. But that's after they be like, oh, you did a bad job. Yeah, I was gonna get in trouble. Blah, blah, blah.
[00:05:58] Speaker A: But if it was. If it was down to like us actually losing our life, then it like they can't say, oh, because they.
[00:06:05] Speaker C: So you. They're so used to talking during lockdowns, they won't.
[00:06:08] Speaker D: They won't listen.
[00:06:10] Speaker C: Yeah.
[00:06:10] Speaker D: Because they're gonna think that it's fake.
[00:06:11] Speaker A: Okay. I'd rather be in a quiet classroom than being allowed classroom where I could lose my life.
[00:06:15] Speaker D: So for real, I'd rather. I. I still have. Still. I still have years to end up ending.
[00:06:19] Speaker A: The. The. The thing that mainly scares me is dying by a gun.
[00:06:24] Speaker D: Like for real.
[00:06:28] Speaker A: That's my fear. A gun.
[00:06:30] Speaker C: Okay, the next question is why do you think the curtain drill was designed that way? I think it was designed that way because it's like. I think it just made it like the easiest. Cuz it's very simple. All you have to do is lock the door and put the thing and then just put the kids in the corner. I think that was like the first thing that came up to their head.
[00:06:49] Speaker A: Honestly. They be having these first eight kids in these classrooms. Like something will actually help that.
[00:06:54] Speaker C: Like, like, like a band is going to help you from a shoot a shot bullet.
[00:06:59] Speaker D: For real.
[00:07:00] Speaker A: Now if that bullet touch your vein, you're automatically.
[00:07:04] Speaker D: You're automatically dead.
[00:07:05] Speaker A: Yeah.
[00:07:07] Speaker B: I. I think that the current Joe was assigned that way because just as Victoria said it was the easiest way. And like you can't get out the classroom and stuff like that to.
To like, like evacuate because the active shooter is there. So there's no way to.
[00:07:23] Speaker A: I'd rather make a plan for like evacuation.
Evacuate. However you say that.
[00:07:29] Speaker D: Evacuation.
[00:07:30] Speaker C: You said it right.
[00:07:31] Speaker A: I'd rather make a plan for evacuation because like if it comes down to some. A kid actually dying.
If it comes down to a kid actually dying, then it's like you Made the easiest plan for a kid to die. So it's like you wanted that to.
[00:07:48] Speaker C: Happen and I think they just did it because it's like the fastest way for the them to get the kids like sitting down and like hiding. Okay, the next question is, how do you envision the drill?
Like, how would you want to any. How would you want like the drill to be?
[00:08:07] Speaker A: I want the drill to be like, okay, you could cover the doors mainly.
[00:08:11] Speaker C: Yeah, that's the main thing.
[00:08:12] Speaker A: I want you. I want you to barricade the doors. Like put something there where it can make it hard for the shooter to come in. And then like if, like, let's say you want a first floor and like by the closest, like let's say you. You outside coming in from the thing and all you hear is active shooter in the building, just run the other way instead of going back inside the building. And in fact, and then putting yourself in the building, in the classroom and locking the doors, I feel like if they just gonna shoot the door open and then that door will unlock and then they in here blasting everybody.
[00:08:47] Speaker D: Exactly. And they put like a little towel under the door because they have like a little peek. You can like peek through it.
[00:08:53] Speaker A: People is not stupid. Like, you could just.
[00:08:56] Speaker C: If you like, especially if you're smart enough to like, like come to a school, like do all that stuff.
[00:09:02] Speaker A: If you. If you have a. Okay, let's say you have a door knob. You shoot the door knob, it's going to unlock it and you'll be able to come inside the classroom basically.
[00:09:12] Speaker C: Okay, so anybody has any like other.
[00:09:16] Speaker B: Answers for how vision and vision is real is like as K said to like and Victoria said, like, at least like put the like paper or something like over and at least something that's very big and something that is very like, like a dresser or something like that's very hard to like push open the door or something like that.
[00:09:38] Speaker A: Isn't that the type of door that you could just put a chair under it and you can't open up the door?
[00:09:42] Speaker D: That's the type of door that you could put a chair and they don't open.
[00:09:48] Speaker C: You haven't talked at all? You haven't talked at all. A.
I feel like this talk put it closer.
[00:09:56] Speaker A: The way that they do the drills.
[00:09:58] Speaker C: Is not very good because most time.
[00:10:00] Speaker A: People is very talking and they don't listen. Especially my class. My class.
[00:10:05] Speaker C: Oh my God, they do not listen at all.
[00:10:07] Speaker A: I feel like if I like our class like together, our class is already a bad class.
[00:10:14] Speaker C: And Then they never stop talking. So imagine during a lockdown where we have to actually be quiet.
[00:10:19] Speaker A: Like it's not really bad. It's like we have our certain days where we want to talk and just.
[00:10:23] Speaker D: Me crazy and then certain days calm and. Yeah, but I.
[00:10:29] Speaker A: Me personally, I feel scared to be in the classroom.
[00:10:32] Speaker C: I talk a lot, but I know when to be quiet.
[00:10:36] Speaker A: I don't know when to be quiet.
But like it's like I know when, like when I know when it's like.
[00:10:41] Speaker C: Like if I know it's life and.
[00:10:42] Speaker A: Death like situation then like oh, stop.
[00:10:44] Speaker D: Yeah, I'mma stop.
[00:10:46] Speaker A: But if that teacher ain't doing nothing and just letting them kids talk, talk.
[00:10:49] Speaker C: Like that, I'm going to run out the window.
[00:10:52] Speaker D: How? Because you can't. They have like little fence.
[00:10:55] Speaker C: I forgot about that.
[00:10:56] Speaker A: You can unlock that part right there.
[00:10:58] Speaker E: It's not locked. It's just.
[00:11:00] Speaker C: Yeah, you can pull it. It's not. I don't know.
[00:11:02] Speaker A: Well, but in my old school, I don't know. Like we're not going to call it out. Their names, but used to be KZ and K. They used to. When it used to be active shooting, like an actual person in the building, they would run out, talk about they beating up the person, knowing they could actually get hurt like that. They will run out the building.
Like run out.
[00:11:24] Speaker C: They wouldn't get in trouble.
[00:11:25] Speaker A: They wouldn't get in trouble. They was in third grade. They would run out the classroom, go down to wherever they went. Mind you, it was a hard lockdown that day. Didn't kiss. Ain't nothing.
[00:11:37] Speaker C: They survived, huh? They survived.
[00:11:40] Speaker A: Yeah. Because the cops came already. The cops was open. They came back up. Oh yeah. I beat. I beat the person up.
Did you really? Or the cops came?
[00:11:51] Speaker C: Okay, okay. The next question is why would. Why would your vision work better? Honestly? It will work. I think mine will work better. Cuz the. If the. What's it called, if the shooter is smart enough, first of all, they can unlock that door if they really want to. Like it's not that hard to unlock the door like that. Like pick a lock or something and you can. I can like I know how to like do it with the credit card. Like that's easy.
[00:12:19] Speaker A: But like yes, honestly, they could find the, the closest fire thing and then smash open and unlockless. Like that.
[00:12:28] Speaker C: Exactly. But I don't like that they have the glass like that. I just. It is easier because then you don't have to shake the thing. They should just have a regular door. They don't have to have the glass.
[00:12:39] Speaker B: I feel like my vision will work because like I feel like the teachers need to like talk like have plans and sometimes in their meetings and I feel like something like that they, they can like have plans for whenever like the drill happens. A drill happen and stuff like that to make it more like harder and less than easier for us kids.
[00:12:56] Speaker C: Yeah, they're always having meetings about us and how we don't behave. But they need to have meetings about things this, like this stuff and how to control it better.
[00:13:04] Speaker A: I feel like my vision work better cuz it will keep people that I'm supposed to. Supposedly supposed to be taken care for. It will help them have a life still and live their dream. If the, the. The teaching basically be like, oh, I really want you to move on to your next grade, but cannot keep me safe for real. I want you to. I want you to assist.
[00:13:25] Speaker C: They be wor so worried about grades.
[00:13:26] Speaker A: But they can't even like worry about our safety. And it's like you're. You're so worried about my grade and what, how I'm doing and what I'm doing, but you're not worried about them. Group of kids that's talking that could actually make us. It's not even one. It's. It got to be that one person that, that. It's like one apple. One apple spoiled, the rest spoiled too. And it's like that one kid do a mistake, everybody out, game over.
[00:13:53] Speaker C: Yeah. In my old school when it was literally that same time I said there was an active shooter one time everybody was talking and then one of my friends, they was like, they told, they told like them like the people that was talking to shut up. And she got in trouble because they was trying to. She was trying to help and silence them because she was talking but literally everybody else was literally talking. But since she said shut up, she got in trouble.
Yeah, My old school people will talk most of the time and then when I try to quiet them down, I'll get or like say sh. And they will be like, why are you talking? Like I'm not the only one talking.
[00:14:34] Speaker A: Okay, Michelle, you haven't talked at all. You gotta talk.
[00:14:38] Speaker D: Oh, it's the same thing for my old school.
[00:14:40] Speaker A: Yeah.
[00:14:41] Speaker D: In my old school my. We had like a fake fire drill. Weird that we. When we were practicing in fifth grade and then everybody was talking and I try to tell them to be quiet and then I'm the one that's getting in trouble. And then I got lunch detention with the teacher for telling them to Be quiet.
[00:14:58] Speaker A: I mean if you, if you tell them to be quiet, it's like you're not trying to lose your life because everybody want to keep talking.
[00:15:04] Speaker C: Exactly.
[00:15:05] Speaker A: But like it's, it's like if I'm like if I know it's a, A fake, like a fake lockdown.
[00:15:12] Speaker C: But you don't. That's what I'm saying. You have to be quiet every time because like unless they tell you, unless they say no, not always.
[00:15:19] Speaker A: Or soft lockdown.
[00:15:21] Speaker D: Yeah.
[00:15:22] Speaker C: But sometimes, you know, you can't hear them fully too. It'd be like mumbly.
[00:15:26] Speaker D: Yeah.
[00:15:27] Speaker A: Because when it will only be mumbling if the class is talking.
[00:15:30] Speaker D: When they be making, when they be making the announcements and the cloud says mad loud. You were not going to be able to hear if it's actual lockdown or just a soft lockdown.
[00:15:42] Speaker A: The blue thing, it should be a lockdown. Like the blue, blue coat is. Should be a lockdown. The red one should be a hard lockdown.
[00:15:49] Speaker C: They do have that.
[00:15:50] Speaker D: They do.
[00:15:50] Speaker A: And then the green one should be a soft lock. No, it should be locked in. Like what? Like if something outside is going, happening and that you need to stay in the building. Like.
[00:16:03] Speaker C: A shelter.
[00:16:04] Speaker B: Yeah, shelter in it.
[00:16:07] Speaker A: And there's like a green one. Exactly.
And then it's a black one called like a bomb next to the school.
It's a green one that's evac. Like evacuate and it's a yellow one. Shelter and it's a black one. It's a bomb next to the school or in the school. But we never. I never had the black.
[00:16:27] Speaker C: I never met.
[00:16:27] Speaker D: Yeah, I never felt I had the black one.
[00:16:31] Speaker A: I never had a black one or I never drilled the black one. So like.
[00:16:33] Speaker C: Yeah. Cuz the black one is probably the most rarest one.
[00:16:37] Speaker A: Yeah, rare is scariest.
[00:16:39] Speaker C: Rarest and scariest. Cuz bomb, like they could kill everybody literally like just in one class.
[00:16:45] Speaker A: But if I don't make it out that building by the time that thing explode is that it's like. Oh it would.
[00:16:56] Speaker C: Like one time, one time I seen like a movie and like some kid law like died from a shooting. And then the parents came to pick her up and then the school didn't even tell them that she died.
[00:17:06] Speaker A: But then like if we ever had a cold black, the bomb would destroy everything in its path. Like.
[00:17:13] Speaker C: Exactly.
[00:17:14] Speaker A: Buildings. Buildings. It would actually destroy the buildings over there. That bond is the bomb is really strong.
[00:17:20] Speaker C: Okay, has anybody ever had like an actual active shooter school drill?
[00:17:26] Speaker A: No, but I had a helicopter come to my School.
[00:17:31] Speaker C: Kiana. Have you.
[00:17:32] Speaker A: Yes, it was.
[00:17:33] Speaker C: Talk about it. Like, what happened?
[00:17:35] Speaker A: It was like.
It was like a Friday. Like, literally right before the weekend. And then it was me's.
[00:17:45] Speaker C: Oh, you and your friend. Me just say you and your friends.
[00:17:51] Speaker A: Me, my associate and my other friends.
And then they were talking so that the announcement come on. All you hear is the bell ring, ding. The announcement, come on. She said something about hard lockdown.
All I saw was the teacher locking.
[00:18:11] Speaker C: The door, then putting the feet on the window.
[00:18:13] Speaker A: And then we went to one side of the building. All we hear is right across from down the street. And then he knocking on the door. Like. Like, let him in. Mind you, our dumb. A teacher gonna put the. The TV thing was still on, playing the video. So I'm like, oh, my God.
And then.
Then the announcement come back on the police coming down the hallway. And then he started running. But, like, if I would have lost my life because she, like, kept that TV on, I would have sued. I would have sued. That's when the. The kids. He unlocked the door. It ran out.
[00:18:52] Speaker D: I have a question for you, Kiana. Why didn't the teacher turn off the.
[00:18:57] Speaker A: Because she was so busy worrying about the kids keep talking and then trying to go.
[00:19:00] Speaker C: And they're trying to lock the door.
[00:19:02] Speaker A: Mind you, I only had one teacher. And then we, like. It was like this. I was like, fifth grade. I only have one teacher, though, so we'll move on to another class.
They'll prep us for middle school. So it was, like, only one teacher. I didn't have two. I only had one.
[00:19:16] Speaker D: So why didn't you go turn it off?
[00:19:19] Speaker A: Me?
[00:19:20] Speaker D: Yes, you.
[00:19:21] Speaker A: Because she was telling me she was. All right, this is over here. The screen board's right here. And then the doors right here. She was telling the kids to go be quiet and go in the corner. She forgot about the paper. Did she put the paper up last minute? Didn't. Didn't turn on video off. So I was just. I'm not about to go in that window and let somebody see me, so.
Not me. And I feel like if they put the paper on the window, it's like they know you're in there. So, like.
[00:19:47] Speaker C: But no, everybody sometimes. But everybody has the paper on the window.
[00:19:51] Speaker D: Yeah.
[00:19:52] Speaker C: So it don't. They don't really know the difference, and they don't have enough bullets to kill everybody in the school unless, like, a.
[00:20:00] Speaker B: Group of people from my active, like, school experience.
I was in, like, fourth or third grade, and my, like. And my fourth grade class day was like all bad. So like they just never listened and they the bell had came on and no one had heard the bell except for the teacher. And then the teacher had like was like running around like putting the paper up on the door on both of the doors because he had two doors for like up class. And we we were all. We were all still talking and I just watched these just running around confused like I was just confused like why she running around. And then I just noticed that since the papers is on the door like you know when that papers on the papers on the door that it means that there's a lockdown or after active shooters. After active shooter at the school. So then we went to the. We went went to the.
We went to the the wall and right after that the the teacher forgot to put the paper on the other other door. So the door that the the wall that we was at the wall that we was at the like the shooter could still see it. So the shooter had came like it was in the hallway around in the hallway and there are there all the other classes walk around all past the classes. And then he had I guess the person had saw like the door like the window open. And then like that was like. Then the cops came and that was it.
[00:21:40] Speaker E: But also if it's a kid shooting up the school they would.
And also if there's a kid, if it's a kid that goes to the school shooting the school, they would know that they only put the paper on the door when they know it's a school shooter. So they would know somebody in the classroom.
[00:22:00] Speaker C: But all classes do that.
[00:22:03] Speaker E: Exactly. But if it's a kid they know they don't regularly just have it there and they usually have it on the back and not the front window. So they would know that it's people in there.
[00:22:13] Speaker C: But they put it for my old school they will put it on both.
[00:22:17] Speaker E: I know but.
[00:22:18] Speaker C: But no in the back window. They will always have the paper there. They would just have to put it in the front one.
[00:22:23] Speaker A: You're supposed to only put it on one so like it won't look like oh it's somebody it's. It's on two. So like I mean if I like not saying that I will ever but like if I was a school a school shoot or something like that I would know that the kids in the thing cuz like the shoot the shooter did go to school before.
[00:22:42] Speaker C: I got a question. Why do people even shoot up schools.
[00:22:45] Speaker A: For it's it's only for like that one specific person or that they don't like or they just do it for fun.
[00:22:50] Speaker C: Cuz people was crazy cuz like they actually like can go to like who wants like what's the purpose?
[00:22:56] Speaker D: I mean you have to be actually cuckoo to.
[00:22:59] Speaker B: I watched a video about school.
[00:23:01] Speaker D: I watched start shooting.
[00:23:02] Speaker B: I watched a video about that when time and they just said it was like for fun because like they're important or something. And then I watched another video about it and it was like they was going to get like trying to get revenge because their people were like bullying them and stuff like that.
[00:23:15] Speaker C: Hi, my name is Hel. And about like when they sh. When they go to school, school kids, it's like they can make money out of people's body. Like they can make million thousand million of dollars. A lot of money.
[00:23:30] Speaker B: Just like how they kidnap kids and make money out of them. Oh, just like how they kidnap kids and like make money out. And you can like make money out like people.
[00:23:38] Speaker D: Yeah. That's why sometimes they go to and shoot this.
[00:23:41] Speaker C: But I don't get it because you can risk your whole life like going.
[00:23:43] Speaker A: But like it's like it could be a one single person or it could be a whole group just coming from different sides. They come from that way, this way, that way, this way.
[00:23:53] Speaker C: But it's mostly that's why they say they don't want us to evacuate because they could be like oh, other shooters outside. That's why they want us to stay in school.
[00:24:01] Speaker A: But I feel like my parents forced me to go to school. So it would kind of be on dumb if I was to lose my life at school. But they wouldn't know that I'm at, I'm at school over here getting threatened.
[00:24:14] Speaker B: But they will know that you have.
[00:24:16] Speaker A: But if my school don't tell my parents that pass I passed away, they gonna have some rude awakening coming for them because my mom, she would actually go crazy.
[00:24:31] Speaker C: If we, if we have to tell.
[00:24:32] Speaker D: Our parents that we're about to die.
[00:24:33] Speaker C: How are we gonna do it?
[00:24:34] Speaker D: We have yonder pouches.
[00:24:36] Speaker C: I said, I said.
[00:24:38] Speaker A: You didn't hear me?
[00:24:38] Speaker C: The movie that I said. I said, I said I move. I watched the movie and then like the kid died during a shooting, right? And then the parents, the parents came to pick her up and then she was just waiting for that long time and then. But the school didn't call to say that the. The student died and there was waiting and then they went inside the school and asked and it was like they checked and then they told her, oh, your Child, your child died at a school shooting. But they should have been called.
[00:25:10] Speaker A: But this can't it also like. It also could be like let's say you go on a trip and that place that or whatever they trying to do, they could rob it anything. And you go on a trip and you come back from that trip and they think you still on a trip but you actually passed away.
[00:25:26] Speaker C: But they, that's what I'm saying. They should call as soon as like as soon as like you're done and like not wow it happening cuz you don't want to die.
[00:25:33] Speaker A: Our phone should be out of the Y pouch.
[00:25:36] Speaker C: We don't have, we don't have the Yander pouch on the ships. I. We have our phones out.
[00:25:40] Speaker A: No, I'm so like in school.
[00:25:42] Speaker C: You just said on the trip.
[00:25:43] Speaker D: I feel like at this point when, I feel at this point when we have a school shooter and then like for an example, one of us dies.
[00:25:54] Speaker C: I feel like each teacher, I feel like each teacher should have a mean pouch in the room. So like during the lockdown we could all open our phones and like text our parents.
[00:26:03] Speaker B: And this is why I use. I have theory so I can call my mother while my phone, my wife phone is my yarn couch.
[00:26:08] Speaker D: I feel, I feel like at this point an example, if one of us.
[00:26:14] Speaker C: Dies, God forbids.
[00:26:18] Speaker D: They should just call our parents right after we die instead of just waiting 2:30 to tell them honestly that your child died honestly.
[00:26:26] Speaker A: I feel like at the school, at like literally at the start of the school game, we didn't have to put our phones in no pouch. But like now if they, if they really wanted us off their phone, we could have just turned it off, put in our backpack and just stuff like that.
[00:26:38] Speaker C: And then we used to have that old school in the room. But I think they don't have it because most people don't do it.
[00:26:43] Speaker D: In my old school, what we used to do when we brought our phones to school, we used to put them.
[00:26:48] Speaker C: Like in a little bucket and they.
[00:26:49] Speaker D: Used to give it to us to. At the end of the day.
[00:26:53] Speaker A: I used to have like. They used to just let us rock out with our phones. If they, if they saw us on the phone, they would just take it. So I was like, okay, catch me on my phone. Take our phone.
[00:27:02] Speaker C: They would just tell us to put it away. They, they used to tell us to put it away too. And some people, some people had it out and they were getting trouble but a lot of people didn't have it out cuz I used to be in a charter school so they would we.
[00:27:15] Speaker A: Get like at the start of the school year we could.
[00:27:19] Speaker C: I think they should only take our phones like during.
[00:27:22] Speaker A: Test like at the start of the school year we could just like we could have our phones and then at the editor school you have to take it out edit leave it like that.
[00:27:32] Speaker B: I feel like they just tried to use their own pouch because they like saw any every other school like doing the yarn pouches and putting on a patches in the phone because I feel like they just gave it to us just like because we have our phones out so much.
[00:27:44] Speaker C: That's a wrap for today. We talked about active school shooters and what is your school's curtain drill and do you think it works? Why do you think the curtain drills was designed that way? How do you envision the drills? Why do you think your vision works better so thank you for listening to our podcast. Bye bye bye.
