S3E21: At What Cost? Questioning the True Impact of Tutoring on Dyslexia

If you're feeling overwhelmed by the constant struggle to help your dyslexic child succeed in school, constantly pushing them through tutoring and extra support, only to see their self-esteem and mental health suffer, then you are not alone! The traditional approach to addressing dyslexia in schools may not be working as expected, and the impact on your child's well-being can be deeply concerning. It's time to rethink the approach and find a better way to support your child's unique needs. Let's explore a new perspective together!

The key moments in this episode are:

00:00:02 - Introductions and Weather 

00:02:20 - Impact of Lack of Understanding 

00:05:11 - Impact on Advocacy 

00:09:59 - The Cost of Tutoring and Weaknesses 

00:13:53 - The Importance of Mental Health and Education 

00:15:11 - The Cost of Education 

00:17:38 - Impact of Teaching Methods 

00:21:56 - Limited Flexibility in Education 

00:25:50 - Communication Challenges 

00:26:15 - Communication Challenges 

00:27:35 - Misunderstanding and Clarity 

00:28:29 - Hard Work and Smart Work 

00:29:35 - Workaholism and Work Ethic 

00:31:12 - Self-Esteem and Overworking

Transcript:

00:00:02
Welcome back to Word Blindness, Dyslexia exposed. This is Juliet Hahn here with my co host, Brent Sopol. How are you? Beautiful day in the neighborhood. In the neighborhood.

00:00:13
What is the weather? Oh, it's. When I walked outside, it felt like it was 38. Oh, wow. Yeah, it's supposed to be all week.

00:00:22
Rain, mid-50s, but there's like 20 mile an hour winds. So a big adjustment from the 95 we had right before you came in the dust storm and such crazy weather. Yeah. All right, well, we're just going to jump right into this because I think we, we got into a really great conversation when I was in Chicago and I was like, oh, I wish that we could be recording this right now. I was like tweaking, but it's at what cost?

00:00:51
And so we were talking about like tutoring and so I want to kind of jump into this and it's really around the self esteem, which is, is so essential. Yeah, everybody. Oh, you know, with, with me, everybody, you know, you know, when I talk about having, you know, four of the five Ds and addiction and all these things, but, oh, you, you, you made it. You know, you were a professional athlete. You know, you made millions of dollars.

00:01:19
You, you got to live, you know, live this amazing life. And then they go on and on. You know, then I get into obviously not finding out I was dyslexic. So I was 32, you know, reading a grade four level in high school and getting into, you know, my traumas and my mental health and, you know, my depression and, you know, anxiety and suicidal, you know, like, but you made it. And then I think that's where we got into is at what cost, yo, would I have given up my NHL career for more understanding, for understanding dyslexia, understanding my life, understand what I am and relatability.

00:02:20
All those things that came, you know, come with this portion of dyslexia. And you know, obviously talk about dyslexia being no self esteem, you know, number one contributor to mental health, learning disorders. Would I have given up my, you know, 18 year pro career to have more understanding at a younger age and have less trauma and mental health? Absolutely.

00:02:43
Yo, there's an 18 year window where I played pro hockey, but I had to live the rest of my life.

00:02:54
So would I have given up 100% because do you also. And I think if someone's listening just to put context to it, really what you're saying is that you, because of where you were there, was not your trajectory. Right. School was like, oh, he's just gonna play hockey. So we're just gonna not care about him.

00:03:13
Right. So you didn't feel seen and heard. And the fact that back, you know, 30 years ago, whatever it is now, they didn't understand, you know, it wasn't talked about. Right. So I'm not going to just throw it on the fact that just hockey, I was Canada.

00:03:25
Yeah, that was a big portion of it. But the other big portion of it back then was didn't talk about it. They, you know, that's why we do what we do every day. And so I'm going to say how I think you're saying this, and then you can tell me if I'm correct or I'm not correct. So there was not a lot of understanding and relatability, right.

00:03:44
As they just pushed you through and as you said. And, you know, I've seen it with my oldest, you know, when he was like, oh, this is what I used to do. And I was like, those motherfuckers, they just pushed him through. Right. I could talk to so many kids that I went to school with that they just pushed through.

00:03:59
And as a kid, when, you know, someone's just pushing you through, you know, it's because they don't care or they are like, I don't understand. So I'm just going to. And that think about what as a kid, as a human, right? If, you know, someone's just being like, okay, kind of brushing you off, that feels shit. So what you're saying is if you were able to also being then a professional athlete, you focused on that, right?

00:04:23
You weren't able to focus on what really made you tick. So you weren't able to kind of understand yourself also, because it was like, no, I just have to be in survival mode and, you know, keep my job because I don't want to go out in the real world because I don't know what I'm going to do because I don't have that understanding relatability. I don't know so much about myself. And so you. We're basically just living in that world and surviving in that world.

00:04:45
But it really, if you put it in layman's terms, it hindered your growth as a human emotionally in, in, in, in different ways. Am I correct? Oh, yeah, 100%. You know, somebody say to me, why don't you tell me what, what you see? So now that's what every kid in grade one, grade two, grade three, high school are feeling right now.

00:05:11
There a. We feel things, but we don't Understand them. We don't know what that means. Right, because now you've got all the non dyslexic people telling us what that is or what that feeling is or no, you don't feel different or you'll work harder or the non relatability. That's why when I get my hands on a dyslexic, I can change them very quickly.

00:05:39
You know, a lot of times, you know, you, obviously, when you get older, you get wiser. They always say, right, you can look back and understand why. You can understand what was going on. You know, if we could, if we were able to do that at an earlier age.

00:05:56
You know, you always talk about, you know, getting kids to advocate for themselves. Nobody can advocate for themselves if they don't have the understanding. And when you have superintendents, principals telling, telling you how to feel or what you should be feeling, and it's not that way, and it's the opposite. And why am I that kid? Or why am I leaving or why can't I do this?

00:06:26
When you start, why can I at a young age, over and over and over again, it has a major effect and impact, you know, on your life. You know, this weekend, you see in Louisiana, some inmates broke out prison. And I was reading an article and CBS was making fun of one of the prisoners who spelled one of the words wrong. Stop. Mm.

00:06:56
Mm. I don't even know what to say. Mm.

00:07:01
And. And, you know, so up. Right. You know, and then they're making fun of the prisoners, right? So you wonder why and how different.

00:07:16
So much wrong. How different we are. You know, my, you know, our brains are wired differently. You know, how I get to this end of this problem is so different. Right.

00:07:28
You know, take a look, you know, at the event, like all these details and that I did, nobody understood until the end.

00:07:38
We may not go. We get to the, you know, same results, you know, in a different way. But when you've got to go through mountains and valleys and forests and, you know, weeds and poison ivy to, to get there and nobody else does, it's. It's hard. And you know, you know, the ven.

00:07:58
I end up doing, you know, a lot of it, you know, that's part of the foundation. That's what I got to do. But it's. It's hard to sometimes to get people to do certain things because they don't, you know, they don't see it. Right.

00:08:12
They don't understand what I'm asking them to do. Now, as a kid in second grade or fifth grade, or high school, you know, you know, you go to the teacher or you go, you know, and they don't understand and look at you like you have 10, 10 heads. You don't tilt the head. It sucks. And then we got to be in school for those eight hours, you know, so it's.

00:08:36
At what cost do I put my kid in extra tutoring? At what cost am I gonna make sure my dyslexic kid goes to, you know, reading tutoring, you know, 10 hours a week? I'm just, you know, at what cost is, you know, dysgraphia, that I'm going to push my kid so hard so that he can gain, you know, a 5% gain? Is that 5% gain worth, you know, X percentage of mental health, you know, at what cost does it end up costing you to get to what that end goal is in a person's mind? You know, was it worth it to, you know, climb the mountain and lose your leg?

00:09:24
Right?

00:09:27
So I'm. I want to look and read this, this quote that I posted the other day, because one of the things that you said, and that's what I really want parents to listen to right now. Like, if you're a parent listening, I want you to, like, open your ears. But if you're doing something else and you're not focus, not focusing, I really want to challenge you here. There is such a fine line with tutoring and talking about the weaknesses, and we need to strengthen these weaknesses.

00:09:59
We need strengthen weaknesses because this is what the school, right? This is how the school. It's about the weaknesses. Like, we need to get the. The weaknesses stronger.

00:10:08
When you have any of the five Ds, you're going to hit a ceiling at a certain point. Is there a certain amount of. How do you say it? Remediation. There we go.

00:10:20
That can happen. But at what cost? As Brent just said, at what fucking cost? So I remember when we lived, and I will throw it out. Darien, Connecticut, which is a very intense place.

00:10:31
Everyone tutored like you tutored, even if you had a straight A's because you needed to be the best of the best. And I will never forget when Montgomery was getting diagnosed and people were like, okay, so what tutor are you doing? And I'm like, he is not going to a tutor. And they're like, you just said, he's really struggling in school and he's having a hard time with this and having a hard time. And I'm like, when he comes home from school, he needs to go and let his team out.

00:10:53
He Needs to go run, he needs to go play. He needs to go play sports because that's what he's good at. And we will figure the school thing out. But I am not making that kid sit and tutor after school. I am not waking him up in the morning to get tutored before school.

00:11:08
The school should be doing it. And we're going to figure this out. No, you know, the public school, no offense. Well, offense, whatever, however you're going to take it, could not provide that. Right?

00:11:18
So he did go. We were very, very fortunate. But think about the people that cannot. Most people cannot. He went to a, you know, a dyslexic school where then he didn't have to get, you know, any of this.

00:11:28
And he was able to be remediated because it was thrown down his throat during the day. And that was. I was like, okay, I can't tell you how many parents were like, I don't understand. And I'm like, how do you not understand? They would take their K out of the things they were good at and make them do things on the weekends and after school.

00:11:47
And I tell you, I know some of those kids now and they do not have the self esteem that my child has. And I'm not saying it because I'm saying I'm better or I'm worse. That is not what I'm saying. But I want you to really think about your child. Really sit down and think, is it better for them to have to.

00:12:03
Because there's some kids that want to be tutored. They want to be tutored because they're like, I don't like that I'm this different in school and I want to do better. And that's their drive and they really want to do it. But it's really hard to find out, is it you want to do it? Do they want to do it?

00:12:17
How do you find that answer? It is like, I am not saying that. That is an easy thing. So do not take this for what that is. But you need to think about what it is doing to your child to continuously struggle at what they're doing.

00:12:30
When you struggle constantly at something in school all day and then you come home and you're struggling more, it fucks you up. Sorry. You know, no, no, it's, you know, you know, it's not fun to struggle. So you're struggling, you know, just think how many times you read a day. Try struggling every time, right?

00:12:56
You know, keep doing that over and over and falling and falling. Your face falling your face and falling your face at what costs is that cost? You know, so like I said, most people with self esteem don't have it just because you're. You got 16 degrees or two bachelors or two doctorates. Do you have self esteem?

00:13:20
Majority of them. No. No. They think that you put. Yeah, yeah, right.

00:13:26
You know, the education, you know, Dr. Jill Biden, you know, these kind of people like that, you know, they got no self esteem. They think that they're bigger and better than everybody because they have the doctor in front of their name. Ego, biggest ego. There's a difference between self esteem and ego.

00:13:53
You know, it's, you know, caring about somebody else or being, you know, selfless or selfish.

00:14:04
Yo, that's. Yeah, that it's huge. And that's. You can't. Your mental health.

00:14:13
And that's the biggest thing in world right now. You talk about mental health and yo, they're talking about, you know, you know, cell phones at a school and they're talking about how to keep kids in school. How about reliability? How about understanding? Nope.

00:14:29
You wonder why the world is getting the way it is, right? It's the people have, you know, the mental health. It's the people that have never been addicted telling us how to live. People with, you know, struggling in school or dyslexic. That's not dyslexic.

00:14:49
Telling us what to do. You know, when you push back on those people, they get angry, they get defensive, they get pissed off. Right. Well, it's okay for them to do a test, but when the roles reverse, so it's okay. You know, it's at the end of the day, at what cost does it add up to.

00:15:11
To get to where you want to go? You know, the example is college. You know, everybody talks about college right now I'm going to be a school teacher, but I'm going to go to Harvard. Okay, what's your student loans add up going to be. What are you making to get out?

00:15:29
You know, is it. Does that make sense? You know, not saying it's wrong or right. Does that make sense to. So it's at what cost in the.

00:15:39
What cost? And at a certain point in time on the mental health point, you, you never get it back online. It's a very fine line. There's a lot of messy parts in there. And then maybe later you kind of.

00:15:56
So I, the reason why I looked distracted is because I wanted to find this and I wanted, I read this and I was like, oh my God, this is what I've been saying for my entire life. And it Is like, okay, so just imagine if schools actually helped kids identify strengths by exploring their talents from a young age and growing their skills over the 12 years instead of letting them follow all the same routine like sheep and leaving them confused in life after graduation. So the first part and then the second part, yes, I agree, but it's also like, if we could find their strengths early and teach off of it instead of education. And I know, because you're like it, no one has the understanding, but school is to find where you struggle and then try to strengthen that. Right?

00:16:45
But when you struggle because of, of a learning disability, it's very different than, oh, I'm just a little behind or oh, I need to like strengthen that. And so when you have a learning disability and they constantly IP meetings all, oh, this needs to be strengthened. This. And I, I mean, you guys have heard me talk about this so many times, but it's like you keep just telling this kid, these are all the things that you suck at. Let's just think about human nature.

00:17:10
Like, let's just think about who. How can educators sit there and be like, okay, yes, but that, like, how can they think that this is okay, this is a human being with a heart. A little kindergartner walking in and right away, oh, there. This is what they suck at. This is what they suck at.

00:17:23
This is what they have to. It is so detrimental for mental health and it is so fucking backwards. It is, it blows my mind. I mean, it still blows my mind. And we, we do it, you know, we've been doing it forever, right?

00:17:38
Third grade. You suck at reading. You have to go off and, and, and read more, you know, you know, doctors, you know, oh, this is how, this is how it's supposed to be. You know, why am I, I've helped so many people because I've been in that bed. You know, they've never had it, They've never had this surgery.

00:17:58
They've never had this. You know, teachers, this is way, this is the way it's supposed to be. You know, they're, they're very close minded.

00:18:10
And that's the problem is that you always talk about the can. They don't find the strengths. They don't know what those strengths are, you know, because they don't have that. They don't have the awareness to look outside. Right?

00:18:20
They're solely focused, you know, one way. And how many times have I, I say certain things and you know, how. What are you talking about? How'd you get there? How did you see that?

00:18:35
How did you see what was going to happen. I told you five months ago, this is going to happen. Right. You know how they don't see any of that and they think they know it all. So I have a question for you.

00:18:49
Do you think it's. I also think, because the way that, Listen, I didn't go through education program, so someone that maybe went through is going to say, that's not it at all. But what they're taught is this is how you have to teach, right? This is the curriculum. This is what you have to do every day.

00:19:10
This is how you have to do it. So they're in a box because it's like they're taught not to go outside the box. And then a personality goes into teaching because it's like, oh, and then you do have the, you know, the people that are like, I struggled in school. I want to make a difference. I want to.

00:19:24
And then I've interviewed a lot of those people that have gotten out of it because they're like, I can't make a difference in a kid's life because you have to follow the sheep. You have to do it a certain way. Because this is the education system in New York. We have to teach for the regions. It doesn't matter if this, If a kid finds this interesting.

00:19:40
Nope, sorry, we can't go there. We have to bring you back because this is our timeline. This is how we have to do it. This is it. A, B, C, D.

00:19:48
There's no going off of that because that's the education system. Or do you think it's something different?

00:19:55
That's them, you know, coming from the top. Is that like. Well, yeah, well, that's part of, you know, education system. But that's. That's who they are, right?

00:20:07
That's who. That's. They can only do one thing right, and that's, yo, we can keep all the same timelines. I can get the same answer by asking that question a different way. And they don't have that ability.

00:20:25
The problem that I find is that if you ask them a question, they get so defensive right away. I'm the teacher. I know best. Right? I know, I know, right?

00:20:40
You know, it's very. Well, you know, rarely is it the willingness to listen, listening what the kids says. So how many times do I talk about I can get an answer from somebody? That's why I asked a certain question, you know, how many times in a group test I started, you know, as you think, you guys say a fight. No, but I got my answer right by wording.

00:21:07
A question a certain way and how they answer it tells me everything.

00:21:13
So it's. You can stay on timelines. I understand. What timelines. You know, you've only got so many hours, and you got this and that, but they.

00:21:23
They don't have the awareness to ask that question. You know, Was it that one teacher was an. We were talking about an essay. What about a verbal essay? I think you told her.

00:21:39
And you think, I've never thought about that. You know, it's so it's. And then they. But then they went to the school and they were like, they can't do it because it's not. It's not in our primers.

00:21:49
It has to be done this way. Well, you know. And that's the difference, right? I would say there's. There's gray and there.

00:21:56
It's always black and white in school. No, it has to be done this way, really. Okay. So that's why we are where we are, you know, and it's the same people that are, you know, get, you know, getting paychecks, doing the same thing over and over, and we failed over and over for how many years? You know, what's the old saying?

00:22:18
You're doing the same thing over and over, and it's not working. So keep doing its insanity. Yeah, well, I know. Here's because, again, I know. So I know so many teachers, and they're, you know, brilliant, wonderful, creative humans that have gone into teaching for a reason.

00:22:36
And I have talked to them as the years, and they're, like, so burned out because you can't do it the way that they want to, because it has to fit into this. But the other thing is that I think is really interesting is just put yourself as a kindergarten teacher, right? Think of all those curious minds. I mean, I know I drove my kindergarten teacher crazy because I'd be like, oh, wait, what about this? What about that?

00:23:00
But that's the way I learned, right? So you think that you have. And this is where the whole thing needs to revamped. Because think about one teacher, right, that wants to be there to help and make a difference. And then you have all of these little people asking all different questions.

00:23:12
It's like, no, everyone has to stop. We have to do this in order, because then it's chaos, right? So then. But you think about the kids. I mean, my sister told a story when we were all together that she had a question about cells or atoms or something.

00:23:24
And she asked. Now, this is when she was older, but she asked the biology teacher, oh, yeah, yeah. And the biology teacher, she's like, now I know she didn't know the answer. She's like, but she made me feel dumb. She's like, I never asked a question again.

00:23:36
And then failed biology. Well, yeah. And we have to now remember this. No, but I don't think she didn't know the answer. She maybe just didn't want to answer it the way.

00:23:44
I don't know how many questions have I asked you or Elizabeth, you know, asked the question. You didn't understand what I was asking. Right. Or they. Right, right.

00:23:53
So I don't yo. And not necessarily that, you know, she probably knew the answer, but she didn't understand what she was asking. And that's a prime example of us how, you know, how different, you know, different we are, right? How different our brains are, you know. You know, the.

00:24:08
That, you know, all my patents, like, you know, showing one of the guys, pro guys on Saturdays, like, how do you see that? How did you do that? You know? And, you know, Oz is like, oh, this. Yeah.

00:24:18
Right. So it's worse than ever. Elizabeth's like, what? Like, I don't know. I don't know what you're asking me.

00:24:25
So it's. It's. It's. We're wired, so. We're wired very differently.

00:24:31
Right? So it's. It's not, you know, I wouldn't. You know, it's. Sometimes you don't even understand what we're trying to say.

00:24:37
Right. Because it's almost like we're speaking a different language. No. And you're so right. And I have to say, I think that there's more.

00:24:44
I mean, I think one of the reasons why, when we connected, like, I didn't. I don't think there's really. I think maybe one or two times I've been like, wait, I don't get it. And I've had. Had you, like, re.

00:24:54
But not mo. Like, most of the time. I totally understand what you're saying, but I've been in. We've talked about this. Most people are like, have no idea what.

00:25:02
What you just said, what you're talking about, and then you have to rephrase it. And it's so frustrating. I mean, I've been in those situations a lot. There's been times where I've talked to Hahn about something, and he's like, I don't. What.

00:25:13
It's like, I don't get it. And I'm like, what do you mean you don't get it? How can I rephrase this? And then I have to think about. I'm like, I don't know.

00:25:19
When we question ourselves, right. And what's wrong with us, Right? Right. Well, why. Maybe I said it wrong.

00:25:24
Right. Maybe I didn't explain myself. Correct. How many times do you say. There's so many times where I've been like, I'm sorry, maybe I wasn't clear.

00:25:31
Right. And that's, you know, that's the other side of this that, you know, how many times would we do that? A day or a week or a year. Right. That the other side doesn't.

00:25:42
So take a look at all those hits that we take. Right. Compared to them. Right. So it's.

00:25:50
Those things add up, right? And that's quickly. And what is the cost? Because it is. We talked about this way back when, where I will.

00:26:01
In like emails, does this make sense? Or I've said, does this make sense? And I've, I've stopped saying it because it was. I used to say it too much all the time, right. And I said to you, wait, do you say because you don't think someone is understate, like it was.

00:26:15
Actually we kind of both realized that we both did it and there. I think we did it a little different. But I, I even in emails now, I love chat GBT because I can tell chat BGD what I want to say and they'll move my, my words around so it flows better when I speak. It's not as much, but definitely when I write, I'll be like. And there's so many times someone will say, I don't.

00:26:37
If I don't, like, use that. I don't understand what your question. It's funny, when I'm sending an email, whatever, I don't say that. I'll always follow up with it, you know, did you get that email? Did you get it?

00:26:49
But when I'm Speaking to somebody, 8 out of 10 times I will ask, does that make sense? Right? Does that make sense? Yeah. Our approach is so different, right?

00:26:59
My approach is so different. What we're trying to do is so different. It's not like anything else. It's like something that's never been done before. So, um, eight out of ten people will say they, they don't.

00:27:10
Right? Because it's. What are we trying to get to? That email is a prime example, right. Of coming in there and not seeing, you know, what we're, you know, for me, it's.

00:27:21
They never understand what I'm trying to do ever. Right. Once they see it, right. Once they come to the event or once they come and see it happen or. Or once this is corrected or done, they're like, oh, okay, okay.

00:27:35
But to get into that point. Exactly, you know? You know, never, you know, so for me is. I'm always saying, because it's a true question, did that make sense to you? Did you get it?

00:27:51
But there. But think about how many people also don't say they don't get it. Like, there's. So I can. I usually can see.

00:27:59
I can totally tell, right? I usually could tell. They're like. They have no idea what I'm talking about. They get a little shoulder.

00:28:05
They kind of, you know. Yeah, yeah, totally. You can see. You know, and that's where my wording comes into play for me, is I can say certain things and I understand if they, you know, if they really mean it. I can say how they react or, you know, there's so many times.

00:28:21
It's like they didn't get what I said. Yeah. What I'm trying to do, you know, it's. I need this done. And I got to tell it 16 different ways.

00:28:29
And that's why they always say it's so tiring. Got to work triple the heart. Triple. As hard as a normal person. Just to get to that, you know, to.

00:28:37
To get to that. And that's. And that's the thing is how hard we've got to work all the time, you know, and. And all the time, people. There's a difference between working hard and working smart.

00:29:01
And people always say, oh, they work. They've got a good work ethic. They work hard.

00:29:08
That's a very fine line and very slippery slope to being Hahngerous. A billion percent. I could not agree with you more. And we've talked about this. Maybe has to be another episode, but, like, with my kids seeing study habits and seeing one that I'm like, wait a second, you're studying a really long time.

00:29:35
Like, I need to understand why you're studying. Like, what class is this? Is this because. Well, no, I need to write everything down, and then I need to do this and I need to do that, and we're. I have actually, I have that appointment today, by the way, the first intake.

00:29:50
Um, because it is very different. Because there is, like, yes, you could be. There's. Well, there's the people that write their workaholics because they're hiding. There's a.

00:30:02
Again, mental health. Right. There's a real workaholics. There's. Okay, what are they getting away from?

00:30:08
Right, Right. Then there's also the. The people that do have just strong work ethic, you know? Right. I mean, I think I.

00:30:16
I look back at some of the stuff and I'm like, you know what? I. I know, like, if I say I'm going to do something, I will get it done. Like, that's like a work ethic. But I don't.

00:30:23
I. If something is. I don't take 30 hours to do it. Like, if it's not something that. Yeah.

00:30:29
I mean, we can really. We. We're gonna, we're gonna close this out. Because. What.

00:30:34
I don't want to go down a different rabbit hole. Yeah. Which I, you know, I could do with you all day. But. But, you know, and you remember I said, you know, before you even jump in there, remember I said that?

00:30:45
Certain person in your family, right. You know, you're like, oh. And so I started unpacking things. Oh. You know, that goes.

00:30:56
You don't have a kid and, you know, two days you're in a boardroom.

00:31:04
Yes, it will be. It's gonna be interesting. But I want you guys listening to Ask yourself at what cost? Seriously? Because it is.

00:31:12
And it's a huge fine line. I don't know the answer for your child. Yeah. Every person's different, right? It's, you know, you can't quantify it with X, Y and z.

00:31:20
Every. Every person is different.

00:31:26
But the one thing most of this world don't have is self esteem.

00:31:33
And that's what makes the world go around. Thank you for listening to another episode of Word Blindness. Dyslexia exposed. You know what I say every single time, like, rate, review, and share. But you don't know who is sitting there tutoring their kid to fucking death.

00:31:48
And the kid maybe needs to go run and play. And that's like, what it is. And it's really important to think about that. So thank you.