Episode 1171 - “My” vs “Our” Martial Arts Students
In this episode Jeremy and Andrew tackle the question: Are they “My” students or are they “Our” students? Check it out to find out their thoughts!
“My” vs “Our” Martial Arts Students - Episode 1171
SUMMARY
In this episode, Jeremy and Andrew explore the nuanced language of referring to students in martial arts as 'my students' versus 'our students.' They discuss the implications of these terms on identity, responsibility, and ego within the teaching dynamic. The conversation delves into how language shapes perceptions in martial arts, the importance of recognizing collective contributions to student success, and the need for instructors to reflect on their language and its impact on their students' learning environment.
TAKEAWAYS
The distinction between 'my students' and 'our students' reflects different teaching philosophies.
Using 'our students' promotes a sense of community and shared responsibility.
Ego can influence how instructors refer to their students, impacting their teaching approach.
Context matters when choosing between 'my' and 'our' in discussions about students.
Instructors should be mindful of the language they use to foster a positive learning environment.
Pride in student success is natural, but it should not overshadow their individual achievements.
Claiming credit for student success can be problematic if it diminishes their efforts.
Creating an inclusive environment encourages collaboration among students and instructors.
The relationship between instructor and student is inherently hierarchical, which can affect language use.
Reflecting on language can lead to more effective teaching and student engagement.
CHAPTERS
00:00 Introduction
01:25 The Importance of Language in Martial Arts
04:28 Ego and Identity in Teaching
07:33 Context Matters: My vs. Our
10:31 The Role of Responsibility in Student Success
13:35 Pride vs. Ego in Martial Arts
16:32 Creating a Learning Environment
19:15 The Hierarchy of Teaching
22:22 Claiming Success: The Instructor's Role
25:43 Final Thoughts on Student Ownership
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After listening to the episode, it would be exciting for us to know your thoughts about it.
SHOW TRANSCRIPT
Jeremy (01:26.29)
What's going on, everybody? Welcome back, or maybe for the first time, to Whistlekick Martial Arts Radio. And on today's episode, Andrew and I are going to talk about the line between the statements my students versus our students. There's a few different ways we can take this, and we're going to take them every direction imaginable. If you're new to what we do, thank you for being here. My name is Jeremy Lesniak. I'm the founder here at Whistlekick, joined by my great friend, Andrew Adams. Andrew.
You do a thousand one things for and with whistle kick, including produce this show.
Andrew Adams (02:01.933)
That is true. That's one of the thousand and one things I do.
Jeremy (02:05.562)
And because we're we're nice over here, we let you come out of the dungeon and and come on camera. Every once in a while. I don't know if it's once in a while. It's it's been it's been frequent for for a little while. And thank you for that. And to all of you out there, thanks for spending some time with us. Our goal here at Whistlekick is to get everybody to train for six months. We believe traditional martial arts has massive inherent benefit.
Andrew Adams (02:14.145)
Every once in while.
Jeremy (02:33.634)
And if you check out all the things that we do at whistlekick.com, you'll see all of the the the ways that we're trying to get people to train and keep them training. And of course, if you want show notes for this or any other episode, Whistlekick MartialartsRadio.com is the place to go for that. All right, Andrew, this this episode I'm I'm appreciative of because you and I didn't come up with the topic.
Andrew Adams (02:55.425)
No, nope, not at all. This was given to us by by a former guest on the show for came on for an interview, from Mark Giordano, who is the chief instructor at Steve Damasco School here in Keene, New Hampshire. And he wrote me a message, and that's what we're gonna talk about today.
Jeremy (03:13.59)
Yeah. Should should we should we kick off with that message? Okay, all right. I don't think so.
Andrew Adams (03:16.449)
I th I think so. I think it I mean unless there's other stuff to chat about. Is anything else? How's the weather? What's it like up there? Yeah, okay. it's chilly today. Down here it is. I don't know if it's cold, but it's chilly.
Jeremy (03:23.34)
It's cold. It's actually not cold right now, but it's cold.
Yeah.
Hm fall fall appropriate for New England.
Andrew Adams (03:35.704)
Yeah. Yeah. Okay. So here's the message that that Mark sent. And and and I I was very clear, like I had permission to he said it's okay to use his name and to talk about this. So he said, Andrew, I had an idea for a talk that you and Jeremy could do sometime. My students versus our students. He goes on to say, I was at a martial arts event talking with another instructor about our school and our students. Throughout the conversation, I kept saying
Our students, while he kept referring to the people at his school as my students. Finally, he asked me, why do you keep saying our students? I told him, because they're not just mine. In our organization, we're taught to say our students because it's never just one person responsible for students' growth. Our students learn from other instructors, student leaders, helpers, and everyone else who contributes to their training. It also gives credit to my instructor, his instructor, and the instructors who came before us.
Jeremy (04:33.368)
Mm.
Andrew Adams (04:33.739)
Everything I know and everything I'm able to pass on to our students was taught to me by someone else. That's why to me, our students means something. It recognizes that we're all part of something bigger and that no one instructor gets all the credit. The other instructor kind of looked at me like what I was saying didn't make sense, but it really got me thinking about how differently martial arts instructors and organizations may look at this. I think it could make for an interesting discussion are they my students or are they our students?
Just an idea since I know you guys talk about different martial arts and instructor topics. So he sent that message to me and I was like, that's a great idea. Like we should we should definitely discuss it. And I said, Mark, we'd love to have you on to discuss it with us. And he was just really busy with things and and but but he wanted us to certainly discuss it without him and and give our feet thoughts and whatnot on it. So I brought it to you and you agreed this is a great topic.
Jeremy (05:12.278)
It it is a good topic.
Jeremy (05:30.669)
Yeah, yeah, th I th I th I think it's I think it's a good topic is I I appreciate the the semantic discussions because if you've been around a while, you know that my brain looks at a a a contrast like that, my students versus our students, and it starts to think of all the different interpretations. You know, what are all the different ways you can think of my in that context and our in that context?
Andrew Adams (05:40.193)
Mm.
Jeremy (05:58.359)
And then combining them and what are all the different permutations, if you want to be really nerdy about it. And that's where I I think it becomes interesting because when someone says my students are our students, which way do they mean?
The the you know, we anybody who's been around since the Clinton administration knows that very simple small words can have dramatically different interpretations at e for different people and at a very high level. And that's the closest politics I'll ever get on this show. and if you think it's political, it's 'cause you're missing the joke, and that's fine.
Andrew Adams (06:24.836)
For different people.
Jeremy (06:37.256)
You get the joke. I know you remember. Yeah. So I I think the two main ways that I'm looking at this, one is very ego forward and the other is not. The other is just
Andrew Adams (06:38.276)
Yeah.
Jeremy (06:57.366)
A semantic difference. So when when you when you look at these two words, what is your what's your first reaction?
Andrew Adams (07:07.972)
So my first reaction is our students definitely, as as Mark said in his in his message to me, includes my instructor and his instructor. And, you know, sometimes I might have another instructor come in and work with my students on something. You know, you're you're gonna be down in the area later on this week. You're gonna be there at my at the school that I teach at, or at the club that I work at, and you're gonna be presenting stuff. So
Those students will have learned things from you. Do they primarily learn things from me? Sure. But so I tend to, and I and I will admit that I hadn't thought of it much until he sent the message. And I may have used my students. yeah, my students, we're we're gonna work on this, but I tend to like our students better because of the inclusive nature.
Jeremy (08:05.154)
Yeah. And I think that this is one of those times when someone brings up a concept and it makes me start to think differently. And here we are, you know, episode 1100, whatever that this is going to be, 10 plus years in. And we don't have a whole lot of those where someone says something that makes me go, hmm. And now I'm thinking differently. Because
You know, again, semantic difference. I could use my students in a very ego-forward way or not. I could, you know, be out and about and and say, you know, well, at my school, my students work really hard, my students do this. I could be saying that in a way to place myself at the top of the hierarchy and feeding my own ego. But I could also be in a in a mix with students from
Our school, my school, your school, a handful of other schools. And I could say, you know, we have to separate for, okay, my students go over there. That's not necessarily ego. It's a quick way to define which could be faster than to say, all right, students from Central Vermont martial arts go over there. Which, especially if Tommy Givens students are there, Green Mountain Martial Arts Club. Right? So
Andrew Adams (09:18.564)
Sure.
Jeremy (09:31.606)
You know, you could have a variety of Vermont based martial artists all in a group, and we're trying to separate them out. And my students come over here. It's really easy to know who who my who those people are. We've got some students that might not even know the school that the name of the school they train at. They'd be like, I go here at this time. Right. so it could be
Andrew Adams (09:41.006)
Mm-hmm.
Andrew Adams (09:51.416)
Yeah, yeah, yeah.
Jeremy (09:58.681)
Just logistic.
Andrew Adams (10:02.35)
Yeah. I and I think logistics like that makes it an easy thing. I also think it depends. I could make an argument that it depends on who you're talking to. if I was talking to Mark Giordano, right? Martial artist, experienced martial artist, someone I've known for for years now, like, yeah, I'm gonna use our students. you know, our school, our students do this, blah, blah, blah, blah. But if I'm talking to someone that
has never done martial arts before and is like, you you run a martial arts school? Yeah. Well, what do your students do? my students, we do this. Like they're not going to necessarily understand the nuance between my and our. And so I could see and they are going to see me as, you're the teacher of the school. They're not going to understand that I've got other student instructors that help out or whatever. and so I could see my being used in that sense.
Jeremy (11:00.622)
Here here's another, I would say, not necessarily ego forward way of saying my versus our. And this happens often. You've got someone who's had a school for a long time and they have some black belts that move on and they open their own schools. And those black belts are whether officially or just kind of unofficially under reporting to, still learning from that original instructor.
Andrew Adams (11:15.748)
Mm-hmm.
Jeremy (11:29.666)
And that original instructor having a conversation. My students in that case would likely be the ones that train directly with him or her, you know, them, week to week, whereas the larger grouping could be our. Right? Our our students, meaning the organization will say, versus my students of the direct reports.
Andrew Adams (11:45.74)
Mm. Yeah. And and I'm in
Andrew Adams (11:53.337)
Yeah. And I'm in that exact situation. You know, my my instructor still goes to his instructor on a weekly basis, but I almost never see his instructor. So I wouldn't imagine his instructor would consider me one of his students, but my instructor is definitely one of his students, right?
Jeremy (12:01.774)
Mm.
Jeremy (12:17.078)
And and if and if instructor's instructor is speaking to your instructor and thinking of the the the extended family, our students, because now it's collective, becomes relevant. Right? Now I I pe people people in the audience might might wonder why is it why is it so important to have this discussion? Why are we talking about this? And and honestly, beating up the word meanings ad nauseum here. It's because we're
Andrew Adams (12:28.068)
Correct. Absolutely. Yep.
Jeremy (12:45.44)
We want to give people the benefit of the doubt. Because anytime we're going to shift into a conversation where we point to someone's ego and say, you should not do this. We want to make sure that we're not painting with an overly broad brush. We don't want the people who hear what we're about to say, because we're we're if we're not there yet, we're very quickly going to get to the point where we say, This is where the ego is coming through. We hinted at it earlier. We wanna make sure that people listening or watching, we hope that you're watching.
Don't feel called out unnecessarily. Now, if you are in the group that we're calling out, we want you to think, right? And as a a reminder, because we haven't mentioned this lately, all we ever try to do in these episodes is get you to think. If you check out this episode and you get to the end and you put your beliefs on the shelf for a moment and truly think through the subject and come to the exact same conclusion when you're finished, awesome. At least you considered it. But if you turn it off halfway through,
probably not part of our audience anyway, but if you turn it off halfway through and you're unwilling to consider your opinion as potentially adjustable, then I would argue you you don't have the right to that opinion.
Andrew Adams (14:06.372)
Yeah, you have to at least be willing to
Andrew Adams (14:11.03)
Open your mind and consider things. And I and I've always said that you're allowed to think what you want to think, but as long like feel the way you're you feel about a certain topic, regardless of what the topic is. But as long as you're willing to at least listen and and think and have an open mind about is there another way to do it? And you think about it, you know, you know, you know what? I like the way I do it better for XYZ reasons. Awesome. Awesome.
Jeremy (14:37.23)
Opinions, and and and maybe this is not the the the actual dictionary definition, but I've always felt like opinions are rooted in evidence and beliefs are not necessarily. I believe this thing to be true. Why do you believe that? I don't know, I just do. I I my opinion is this. Well, why do you think that? Because I've seen this, I've read that, right? And and opinions can and should evolve when confronted with additional information.
Andrew Adams (14:48.098)
Mm.
Jeremy (15:05.07)
And I'm not gonna mention any of them, but when people think when we think about the the beliefs that we tend to hold most dear,
Culturally, I I
I don't think there those are they could be adjustable based on on information, but to me the two are different. All right, so we've got this this whole group of reasons why someone would say my students and it makes sense in certain contexts. But if we take the example that Mark wrote in.
Andrew Adams (15:30.584)
Yeah, yeah, that makes sense.
Andrew Adams (15:42.49)
Mm-hmm.
Jeremy (15:49.281)
There likely would not have been confusion in the two of them. I got the sense we're they were not part of the same organization. So if either of them said our students, it wouldn't be unclear because the two don't have students together. So it's obviously, you know, the in that case, the my versus our doesn't create a logical confusion for which we need to use.
Andrew Adams (16:04.666)
Correct. Yeah.
Jeremy (16:18.306)
different words. It simply becomes about how the speakers are referring to students for which they have some responsibility of.
Andrew Adams (16:19.226)
Mm-hmm.
Andrew Adams (16:30.914)
Mm-hmm. Yep, I would agree.
Jeremy (16:33.228)
Good okay.
Jeremy (16:40.332)
And this becomes really interesting to me because
Jeremy (16:48.61)
I I know I've been guilty of this. You know, not to say that that I'm guilty of doing something necessarily bad. But I am not the only instructor in our school. And I'm really darn proud of the students at our school. And sometimes it feels really good to say my because it it makes me feel like.
Andrew Adams (17:02.286)
Mm-hmm.
Jeremy (17:19.798)
I get to claim a piece of their success and their skill and their dedication. And especially on a day that it might not be going well, life might be tough, I can point to that and say, my students are awesome.
Andrew Adams (17:35.215)
Yeah. No, I I get it. I get it. Yeah, I I think and and I was I've been thinking about this through the context of my drum lessons that I teach as well. and I definitely call them my students, but I think it is slightly different because martial arts classes are generally done as a group, though not always.
Jeremy (17:37.122)
Right.
Jeremy (17:46.326)
Mm.
Jeremy (18:02.51)
Mm-hmm.
Andrew Adams (18:04.618)
And my drum lessons that I teach, it's just me and one student, and that's it. And I'm teaching them for a half hour or an hour or whatever, and then they leave. Now, they certainly could be working with someone else that I don't know about, but I'm working with them one on one, so that to me they're my student. But there's not other there isn't a known other person helping them along with their journey.
Jeremy (18:25.366)
Right.
Jeremy (18:31.064)
Right. Y you are not collaborating with that person to to educate them in drumming. Whereas Yeah, so
Andrew Adams (18:34.394)
Correct. Correct.
Andrew Adams (18:45.902)
Where whereas like my sch the school that I currently train at and I go to my instructor to see, he is the instructor. But I'm also helping out. I I mean, I don't have an official title. There's we're such a small school, it's not that big of a deal that there is or isn't a a but like I'm always helping out in class and helping stuff go on. He's on vacation this week. I'm teaching classes for him. So all of those students are also learning from me. So there is a
more than one person working with the students in the school.
Jeremy (19:19.214)
Right. Now
Think one of the interesting mental exercises we can we can take here is if it's our students, should it be our instructor? You refer to your instructor as my instructor. Should it be our instructor? Right. And again, I think it comes down to context, right? If if you said to me in conversation, our instructor, if there's only one of you there, logically, the hour, it's pluralized, you're trying, you're bringing me into it.
Andrew Adams (19:35.565)
Yeah, good.
Andrew Adams (19:46.841)
Yes.
Andrew Adams (19:52.506)
Correct. If I were to say our instructor, people are gonna think I'm talking about you and I together. But you don't train with
Jeremy (19:57.089)
Right, right. You you and I have have one instructor in common though, however. That is true. but our the the people that we look to kind of day to day, we do not share them. And so that would that would be a weird a weird s way to present it.
Andrew Adams (20:01.774)
That is true, we do.
Jeremy (20:16.904)
But of course I I I think in the context that that Mark wrote this in, and of course if the person that Mark was speaking to happens to be in the audience here, we're we're we're not calling out, we don't know who you are. anybody, please do not feel slighted here because that's not our effort.
Jeremy (20:37.58)
I think Mark's presentation suggests he perceived it to be ego driven.
Andrew Adams (20:43.652)
That was the im that was the implication given.
Jeremy (20:45.716)
Yeah, yeah, that's that's how it that's how it reads. And I think that that is a place that needs to be watched carefully. You you and I have had many, many conversations about ego in the martial arts. It's it's probably the most recurring subtopic that comes up here because almost everything we talk about, that is the line. When we when we talk about rank or how to train or or why people do or don't, ego
enters into the conversation darn near every time. And if I'm out and about and I am I'm at a competition
And a student that I train or am partially responsible for or know or whatever achieves some manner of success and I point to that person. That's my student.
Even if I'm saying it with pride, there's also a claim there. I am establishing a claim and I am delineating the hierarchy. I am not saying I I could say I know them.
That's a great person. I'm proud of you. We train together. But I'm saying you are subordinate to me. Because that's what a teacher-student relationship is. It is a hierarchical definition. And if I'm saying you are my student, you are subordinate to me, I am claiming some manner of authority.
Andrew Adams (22:29.498)
Mm-hmm.
Jeremy (22:29.868)
And some manner of responsibility for your achievement. And I think that that is where it starts to become problematic.
Andrew Adams (22:32.846)
Yeah. Yep.
Andrew Adams (22:38.616)
Yeah. Yep, I would agree. And, you know, I could see that type of thing happening at a tournament. Let's say that your student, Joe Schmoe, who by the way, I saw him training last week, he looked great. Joe Schmoe's really coming along. He you know, he he's at a tournament and he you're there to help him out and he wins first place and you're like, Yeah, it was my student. my student won and you're talking to somebody else later in the day. You know, how did your how did your students do today?
Jeremy (22:51.374)
Fired up.
Andrew Adams (23:07.308)
My my student Joe Schmoe, he took first and and won grands. Like I I get that. I can totally see that.
Jeremy (23:14.286)
It's natural, it is human.
But
Andrew Adams (23:21.89)
Yeah. But it is definitely so some of that is ego driven that you're like, I want to claim this person as mine because I'm proud of them, which is a good thing, right? I mean, we want you to be proud of the students that you have when they do good things. but you're right, that there's that little bit of ego, like I want to claim them as mine so everybody knows what I did. I didn't do it per se, they were the ones on the floor, but they did it because of me.
And I want to claim that for myself.
Jeremy (23:52.569)
Yeah. And and I think that that is likely the cleanest line to draw between pride and ego in this case is when the person, when the instructor makes the claim and uses the word my and does so in a way so that the pe so that an audience.
Places the student success as a direct result that could only have occurred because of something or things that the instructor has done. Here's a good one. You know what? Good job. You won. You did it exactly how I taught you. You did that thing that I taught you. Good job. We've been working hard together. Good work. Right.
Andrew Adams (24:43.599)
Yeah. Yep.
Jeremy (24:48.012)
And you know why why I think that's a problem? Because as the instructor, you're doing your damn job.
You don't get h you don't get bonus points for doing your job. You chose to be a martial arts instructor. You chose to show up. Let them have their let them have their flowers, so to speak. Let them have their their win. You don't need to take credit for it. In fact, the more you do, the tackier it looks.
Andrew Adams (25:15.023)
Yeah. Yep. Yep. Joe Schmoe did a great job.
Jeremy (25:20.663)
Yep. It's
Jeremy (25:28.446)
If you feel the need to take credit for the success, then you also have to take responsibility for the loss.
If you take credit for them showing up and doing their putting in the hard work and achieving that success, you have to take responsibility when they don't show up and they don't achieve and they don't see success.
Jeremy (26:00.543)
Rather it's not one or the other, it's both or none. Right? It it's
Andrew Adams (26:02.853)
Yeah, yeah.
Jeremy (26:08.574)
And Yeah, y y you go, you go. I'm I'm getting riled up, I need to calm down.
Andrew Adams (26:13.563)
You go. No, no, no, no. I I I get it. I get it. I I think I I see the use of both, and I think context matters. I think intent matters and a lot of things as well. I just think people need to think about it a little bit and you know, see if what makes sense for you. I think our makes more sense for most I would let me back up.
I would think that our students makes more sense for most schools. but I could definitely see some ex I could see examples of there's a school and there's only one instructor, and that the school is very isolated and doesn't ever allow anyone else to come in. And sure, that person could certainly say my students, but I think there it's still gonna be a little ego driven.
Jeremy (27:13.038)
One of the things we've talked about on the show a few times was through the MATIC work, my realization that I can't make someone learn. I can only provide an environment for them to learn.
Andrew Adams (27:28.313)
Yep. And for those that don't know, Matic is the martial art teacher training certification course.
Jeremy (27:36.34)
If if I can't make them learn, yes, I'm their instructor, but I am I am creating an environment.
Which puts me in less of a hierarchical advantage. I am more of a maybe not peer, but I'm closer to that relationship. And that's what I aim for. I try to create an environment where my students want to learn and can't help but learn based on the material that we review. And that means we are all beholden to the school. The school is the instructor, the school is in charge, the school is the organizational unit.
That we are part of. So when I say our school, and when I say our school moving forward, that's what I mean and will mean. We are part of this group together. We are a group of martial artists coming together to learn. I happen to have been at this a little bit longer than the people others in the school. So my job is to share what I know and create that environment. But I'm still learning there. And so it is.
our school because I've invited them to be part of it and take some responsibility over.
Andrew Adams (28:50.339)
Yeah, that's a great point. Yeah.
Jeremy (28:55.36)
It sounds like y this is this conversation, Mark's email has you thinking as well and and maybe you're gonna pay more attention to the language you use too.
Andrew Adams (29:06.671)
Yeah, absolutely. Absolutely. Which is what we hope the audience does too.
Jeremy (29:09.954)
Yeah. Yeah. And so to all of you out there would love to hear your feedback. Now, when we post episodes, you can leave comments in a few different places. The our favorite place, because it's the one that the most people will see, is the martial arts radio page on Facebook. And we post every episode there, you know, Monday, Thursday. This will be a Thursday episode. And go on there and find the episode and leave a comment because other people will want to chime in.
It's hard getting that conversation going sometimes, but you know, you can all contribute to that. And then Spotify is the other place. People don't tend to reply to other people's comments on Spotify, but it's another place you could leave a comment. And of course, if you ever want to email Andrew or I, if you have private feedback, Jeremy at Andrew at Whistlekick.com. That's how you reach us there. yeah, I forgot about YouTube. You can leave comments on YouTube as well.
Andrew Adams (29:56.741)
And you can also leave coverage on YouTube as well.
Andrew Adams (30:02.361)
And you can watch us there, you can see what sweatshirts we both happen to be wearing today.
Jeremy (30:05.71)
Yeah, it's it's all almost always a whistle cake sweatshirt. It's usually a whistle cake sweatshirt. We appreciate all of you coming out and and truly do look forward to your feedback. And if you have other topic suggestions, you know, let's let's hear them. Let's let's tackle this stuff. We've been at this long enough. We do want to include more and more of you. And you don't have to come on, but if you want to, we could do that too. So what
Andrew Adams (30:31.131)
And I wanna throw a I wanna throw a thank you out to Mark for for shooting us a message and and giving us a topic and letting us use use his name and and talk about it and and give us something to to gibber jabber about for a bit.
Jeremy (30:34.11)
Yeah. Yeah, thanks, Mark. And a good topic too. Mm-hmm.
Jeremy (30:46.71)
And we haven't said this for a while, but if somebody has a subject that they need anonymized because you're dealing with something really specific, we can do that too. You know, if if you email Andrew or I and you say, you know, this thing is happening and please don't just put this on the air, you know, we can we can work it out. We can find a way to to adjust nitty-gritty details so nobody knows we're talking about you, and then we can talk about it and you can hear our thoughts and advice and
Not get in trouble.
Andrew Adams (31:17.443)
Yeah. I mean I w I was really clear with Mark. He sent the message and I said, We'll definitely talk about it. Would you like to come on? And he's like, I'm too busy. and I said, Do I have permission to read your email in its entirety? And can I use your name? And he's like, Yep, absolutely you can use my name, no problem. So thank you, Mark.
Jeremy (31:25.634)
Yeah, it's all good. Hmm.
Jeremy (31:33.666)
Rocco. Yeah, thanks, Mark. And to thank you to all of you out there. We hope this was helpful. And we're gonna close it. Andrew, until next time, train hard, smile, and have a great day.
Andrew Adams (31:46.629)
Train hard, smile, and have a great day.
Andrew Adams (01:00.57)
Okay, my versus our martial arts students. Got it. All right, I'm hitting record.
Jeremy (01:05.39)
I already hit record.
Andrew Adams (01:06.776)
Hey, you hit record, look that.
Jeremy (01:11.34)
I told you I was hitting records.
Andrew Adams (01:12.73)
Yeah, I was do something else.
Jeremy (01:15.616)
Amateur hour over here. Look at the two of us.
Andrew Adams (01:16.9)
Yeah. Don't tell anybody.
Jeremy (01:20.366)
All right. Are we ready?