Transcript
Alison : Yes… Look at that, it’s working.
Jean: Good job.
Alison : Thank you. How you doing?
Jean: I’m good. I feel a little tired today.
Alison : Do you?
Jean: Yeah. How about you?
Alison : Um. Yeah. I mean, it’s been a busy time.
Jean: Mhm.
Alison : It feels like there’s been a lot going on.
Jean: Yeah.
Alison : And I don’t know if it’s like in the world or what. I don’t know, but I do feel like wow I got.
Jean: Yeah. You know I feel like um exactly like you….like there’s a lot going on…. So, um, but I am so happy that we get to interview Audrey Graves.
Alison : Oh, she sounds wonderful. You you met her. You saw her give a speech?
Jean: Yes. At the Braille Institute. Um, they were having their, um, Braille Challenge award dinner, and I was invited by a fellow board member from the Helen Keller International. Uh, Don Winfrey. He invited me and Allison, i was blown away and totally inspired by these children. Um, yeah, I mean, it’s it’s so interesting to see how beautiful other people help other people. And, um, so Audrey really pulled at my heart, and I was so grateful that she said, yes, I’ll be on your podcast.
Alison : Well she won Teacher of the year and the things I read about her. And plus it took I took a deep dive about Braille now.
Jean: Yeah.
Alison : And it’s fascinating.
Jean: Like, it is fascinating. Listen to this statistic. 90% of employed adults who are blind read Braille. It’s such an important skill to have.
Alison : Yeah. it’s six dots… It’s just like you’d go, wow…. Like it’s just amazing. And I can’t wait to meet her.
Jean: Yeah,
Alison : Yeah, it’s going to be great. Should we do it?
Jean: Let’s do it.
Alison : Okay. Here’s Audrey.
Jean: Audrey, this is so great. Thank you for doing this.
Audrey : I’m just thrilled when That when that message was forwarded to me, I just went, oh, my gosh. What? I was just, I was just thrilled and oh, and just so you know, it it was Husker Nebraska Cornhuskers… It was the tailgate party today. So that’s why I’m wearing..
Alison : I love it. So I love that.
Audrey : Yeah. Yeah. So we had a party today I.
Jean: Well this is Alison.
Alison : I’m Alison.
Audrey : Hi. Nice to meet you.
Jean: And I’m, Jean and I’m the one that was at the, um, the Braille award dinner that night that you won–
Audrey : Yes.
Jean: Um, the teacher of the year award, which was a national award given by the Braille Institute. And Audrey, your speech– our table was was in awe, as was the room. But moreover you so deservedly.
Audrey : Thank you.
Jean: Um. you were the perfect person for this award. I know there are other amazing people out there, but we’re focusing on you. Congratulations. Um. And I just knew I wanted to introduce you to my dear friend Allison and have you on our show.
Alison : It’s exciting to meet you. I read all about you, and, um. Thank you. It’s, um. It’s so interesting because I feel like right now, with all the technology, um, it’s still existing Braille, it’s still so important.
Audrey : It it is, um, a lot of people with technology and technology is wonderful, but we all know that technology can fail.
Alison : Yes.
Audrey : Um, and we always say that Braille never fails. It is there for you. So when you have it on the elevator, when you, um, need to take a note or whatever it is, if, um, you are, um, an individual who is blind and uses Braille, you know, you can count on that. So it looks complicated. But if you are an individual who learns braille, it’s just like when we’re learning to read and you’re learning your letters and putting those together as words. An individual who is blind is learning that in that dot configuration instead.
Jean: And that dot configuration, that is that was really interesting. So it’s, do you want, can you explain?
Alison : It’s like six dots in a row, right? .
Audrey : So if you think of, um, if you’re playing a game and you have a dice, you have six dots and so on the left side, top dot would be an A. And then so if you think of the dice on the left side, you’d have one, two, three. And on the right side you have four five, six. So the top one is on the left side is an A – 1, 2 would be a B and then 1, 4, across would be a C. So it continues this pattern as you go through. But then you have to go beyond the alphabet. So then an A is also a one. But you have to have a number indicator in front of it to make it a one. So you also have the math code that you learn. And then um, to read a book just letter by letter. You know, when we see a word, we kind of, you know, we don’t just look at your name and look at every letter. That would take, you know, forever. You kind of put it together into one word. It’s the same way with with Braille. They have contractions. So they have a contraction for EA, or they have a contraction for and or the that forms into one single cell. So after the letters you learn contractions and short form words and and so on. So there’s more than just the letters.
Alison : So that’s similar to sort of sign language where they might have um, like as opposed to spelling every single letter out, you would be able out– but just out of those six dots, you would have a contraction or symbol for a word.
Audrey : Yep. Out of those six dots. Yep. you would um, you would make that into something else.
Alison : That’s that’s to me, I think English is a challenging language to learn anyway.
Audrey : Yes,
Alison : You know and this sounds like like, how do you know if something’s capital?
Audrey : So you have a capital sign indicator. So you would have a dot six which is a capital sign. Or if you have all caps and then you would have two capital signs. So there there is punctuation. Um, there’s uh there’s all of that… They’ve had to create more, so as you would get the At symbol, or if you would have, you know, as more things are created with, um, texting or with, um, I don’t know, all, all the cool things that are happening.
Alison : Right. right…
Audrey : They have to create that to keep up with any codes that are happening now. Um, there’s coding in braille coding classes for that. Um, they just keep up with everything that that their sighted peers are keeping up with as well.
Alison : What inspired you to begin this? Like what was your journey like to get here?
Audrey : Well it’s interesting. So education in general. My my parents are both teachers. I grew up in a small town, um, less than 2000 people. Small town. Fullerton, Nebraska. And my parents were both my teachers. I had them as my teachers. And I have family members who are teachers as well. And and I guess it was just kind of the way I was going with things. And, um, ended up going into teaching special education, and I taught in a public school. Um, I taught high school special education for about six years. And then, um, and I was just commuting just about a half hour to work. And then after having my son, I just thought, I just don’t know if I want to commute. Not that it was that far. And just look to see… Are there jobs in Nebraska City? That’s just where we happen to live. And, um, and the Nebraska Center for the Education of Children who are blind or visually impaired is just literally five blocks from my house.
Alison : Wow.
Audrey : And I went, well, well, I don’t know what about that. And I looked at it before, but I wasn’t sure. And they happened to have a teacher opening, and I’d also gone back and got my administrative degree. Did I really want to be a principal? I’m like, ah, I don’t know. But you know, you kind of work on your master’s degree and you’re looking for leadership and and so, I don’t know, I kind of I went into that– loved students and started doing that and then went back to school to get my visual impairments degree. And then I’ve been there ever since. This is my 21st year. And I’ve worked as a teacher. Um, I’ve worked as, um, a principal and then went back to working in outreach as a consultant because my, my, my favorite thing are the students. So, um, so I’ve worked in a variety of roles here, and, I don’t know, maybe the job kind of chose me. Um, I just, I just, I love it. I love working with the students.
Jean: Yeah. I mean, everything I’ve read about you emphasizes that how much you love the students and how much they love you.
Alison : Yeah.
Jean: That you make the learning fun and interactive. It’s just not a cardboard or whatever. And I, I yeah, I love that. So so you had to learn, did you learn Braille?
Audrey : Yes.
Jean: Yes. so you learned Braille?
Audrey : I don’t read it with my fingers.
Jean: Okay.
Audrey : Um, I read it with my eyes, So I learned the dock configuration so I know what the dots look like. If I were to look at the dots, you know, outside the elevator, I can read that or to create Braille… So you take the six dots, you know, vertically and then you turn it horizontally to Braille. So then I can Braille that way. Um, but then there’s also programs that you use to take print and um, create Braille to be embossed. So, um, I took a semester of literary braille and then a semester of, um, um, numerical braille, you know, for math. Um, so you take that and, and then you use that to, to teach. And so then you also, you know, gain experience with the more students that you work with.
Alison : Just as a teacher, like, don’t you? I think teachers are facing such a challenging time right now.
Audrey : Yes.
Alison : And like, what do you see as the biggest challenges for teachers now? Because I have a lot of friends that are teachers. I think teachers are like miracle workers and like golden saviors.
Jean: Heroes.
Alison : Yes, a lot of them really feel so, you know, AI and texting and all these things that are happening like, what are you what are you feeling about everything? Like some challenges.
Audrey : A lot of the challenges are, you know, you go into teaching because you you love what you do. You love the students. And then, but there’s so many expectations on top of that. There’s some there’s a lot of there’s a lot of paperwork that goes along with it. And then you need to prove this and prove this and then state testing. So for example, I had a district, um, that I just went to yesterday, and they were already doing maps, testing. You know, kids have been in school for a few days and they’re already testing the kids. Mhm. Um, and then trying to get teachers is difficult. Um, people don’t, aren’t always wanting to go into teaching anymore because, um, the salaries are not the greatest. People don’t go into teaching for the money. Um, and then sometimes the support, you may have large class sizes and not have the support that you need. And, and there’s, there can be challenging students and challenging parents, just as many as the wonderful students and the wonderful parents.
Jean: Right.
Audrey : Um, and then you’re thrown in so many directions. The technology is always changing. Um, the rules are always changing. The expectations are always changing. Um. Safety. We saw that in the news.
Alison : Yeah.
Audrey : Recently. Um, it’s there’s a lot of difficult jobs out there, and and teaching is one of them. And we just we need the the understanding and support. And sometimes the fun is lost because you get overwhelmed. And there’s so many expectations that you have a hard time having fun with the students.
Jean: Yeah.
Audrey : So.
Alison : Right. Definitely. And then on the flip side, why do you love it?
Audrey : Why do I love it? I, I guess I, I love it just because every, every student comes with their, just their unique abilities, um, and personalities and, and it just every kid brings…. So much joy and potential into this world. I mean, I was working with a student today and we were doing this story on apples. And, um, and the student has no vision. And we were, um, doing things with, um, counting apples and the concept of them. And, and it was just this book on it, and he was kind of tapping each of the apples, and then the wind blew the apple, and then he decided he wanted to throw that apple. He thought that was hilarious. It was just like. And then he would hear it bounce, and he just thought it was the funniest thing ever. But then we had something on the iPad with the story that went with it, and just as soon as we went, he, um, learned how to touch the iPad to advance the story, and then he could do it on his own. So he gained a skill that made him more independent on turning that page. So he learned that skill. Um, or in another school district, i have a student who is a senior, and she lost vision in her high school years, and she’s college bound and going in this year. She came in, you know, ready to utilize technology that she has and think about those next steps and and and go from there. And just seeing her- the challenges that she faces, yet looking towards the future…. You know she inspires me to want to do more. So I think it’s just you never have two days that are the same, and it keeps my brain flowing. And I think that’s what I love about it is that I’m never bored…i’m always looking to be creative. And how can I help this student learn? And that’s that’s what I love about it.
Alison : Oh, I think I love that.
Jean: Yeah. That’s so beautiful. And and that’s what you spoke about when you received your award and how fulfilling it is to be in service, of service to another human being.
Jean: And. Children that come in with these personalities… there are no filters, i got to see some of them at the award evening and it is, you know, really a beautiful thing when you are inspired by another person going like, and I don’t have to I know you understand what I’m saying, but very similar to, to what you were sharing with the student. You know, you get inspired by wow, you’re moving through that? Okay. Then That will help me be inspired and i love that. Do you, um, how many like, how many students do you teach in one semester?
Audrey : Oh, it varies. It varies. So, last year I would see students in, i had around 25 students that I would see in different areas. So I would go to this school and I had six different students that I would see on this day. And then I would go to this school and I would see five here, and then I’d go to this school and maybe have 1 or 2, uh, so it depended on each school. But when you would travel, you know, it’d be an hour there and back. So you have to travel time as well. Um, each year is is different. And the students, some students I see once a week, some students I see twice a month. It just depends on the need. So, um, so this year, I, you know, there’s some students that I see, um, weekly and I’ll see them for 30 minutes a week to catch up. And then I have another one I see for an hour and a half a week, just because of the amount of items that she’s working on. And then I’m also working with some students on campus here at our center for the blind. So it truly changes. And then sometimes it’s the students having some concerns with their vision, so they’ll reach out to us and then we’ll go out and do an assessment. Um, some students come on campus and we’ll do, um, some work with them in an apartment in our residential area to work on cooking skills, cleaning skills.
Alison : Wow.
Audrey : And and we’re even this year we’re going out to different areas and inviting students to come to local educational service units to, um, work on social skills and cooking. You know, we’re coming to them to help provide services.
Alison : That’s fantastic. Yeah.
Jean: So you do more than just teach Braille?
Audrey : Yes. So, yeah. And it all depends on the student’s needs. So. So I teach braille. Um, I teach, um, technology. So let’s say a student needs to use a Braille device… I may have never used it, so, girl, you better learn how to do that.
Alison : That’s right.
Audrey : Um. So, uh. Yeah. So you get you you have to learn it. You can’t just say, I don’t know how to use this. You have to learn.
Alison : Wow.
Audrey : Expanded core curriculum, that’s another area where all the different skills that that we would learn… If you are someone who has has vision, if you heard your mom or dad in the kitchen doing something, you might go in and go, oh, they’re putting toast or putting toast. haha they’re putting bread in the toaster. If you’re blind, you don’t know what’s going on unless someone tells you or shows you. So expanded core curriculum has to do with all that incidental learning that you don’t you don’t know. So it’s all these areas that you have to explicitly teach to students. So I have students that I’m working with on laundry skills or independent living skills or social skills or literacy or math. It’s just all dependent on their individualized education plan.
Alison : That’s huge. It’s huge to me.
Jean: I don’t know how you had time to to go and take a shower.
Alison : that’s kind of incredible. That’s a lot.
Audrey : It it can be. But this is why, you know, we have our team, and we can go… Okay, what are you doing about this? And how are you doing this? … And we have a great team nationwide. It’s a low incidence disability, but it allows all of us to really know each other nationwide.
Alison : And you had mentioned one child earlier, that was had sight and then lost it, and then one child that never had sight. have to address that differently? Like is there an a an emotional. ,I mean I’m wondering that must be an incredible life change that person’s going through?
Audrey : It can be. Yes, it can be a huge difference because you could have a student, a child that has been blind since birth. So there’s never been that concept. And sometimes they may wonder what that would be like? But it hasn’t been there. Or they may have some faint memories or may just see color and light, but it hasn’t been there. And then you have someone who has been in an accident and lost their sight suddenly, or a genetic condition, and is gradually losing vision, so it changes monthly. There is such an emotional impact that goes with that. You think about someone who is turning 16 and their peers are all getting their driver’s license. And then you were expecting that, and now you’re not.
Alison : Yeah.
Audrey : How does that not affect you or all of your life? You’ve read print and now it’s blurry. How do you access the print? You’re not a Braille reader, right? Are you going to pick that up right now? Um, you may learn some of that, but maybe that’s not your primary. So you’ve got to look at other tools to to be able to keep up. So you have to factor that into, um, the lessons as well.
Jean: You wear so many hats, Audrey
Audrey : There are a lot of parts to it, but I think it all comes down to communication. You talk to the parents and you talk to the team, and you just look at the student and you just try to think of that student. If this was your own child and what would you want for them, and what would you want them to access and the opportunities that you would want for that child? And I think that is what makes the difference, um, for that student. And that’s, that’s what I try to look at.
Alison : You must have you just must be a fountain of love or something because, like, that’s kind of amazing. And could you tell me, I keep picking your brain because my eldest child just has a job as a teacher right now, and just new and starting… How do you keep your kids motivated?
Audrey : Well, it can be hard some days because you will have you will have students that no matter what you do, they’re not motivated, right? And you can try as much as you can and they won’t be motivated. And and you just sometimes have to get to the end of the day and realize you did the best that you could. You put the effort together, you put forth the effort, and you did what you could, and you have to stop there because otherwise you’re going to take that all on yourself and it’s going to bring you down. Um, it you want to have success, but you can create the opportunity, but they’re not always going to take it. Um.
Jean: But that’s a great way for life.
Alison : I was just going to say.
Jean: Just just showing up, doing your best and then letting it go. And some days it’s going to be, wow, I, I nailed it. And other days is like, get me through this.
Alison : Yeah, exactly.
Audrey : And and I’ll tell you, I have my days. You know, I have way more good days than bad days. Um, I have days where I come in, I’m like, oh my gosh, how am I going to get this done? And I have all these reports, and it’s been a late night doing this, and I’m going, I’m not even prepared for tomorrow.
Alison : Yeah.
Audrey : I am very much human. And there’s days I’m like, oh, what is going on here? But I, I have to allow myself those moments and then do, do what I need to do.
Alison : Right.
Audrey : Ice cream, this, that… Whatever. Vent to my friends. Um, I have my key colleagues. Whatever you need to do… But then you have to, you can’t dwell on it. You have to find your spot to move forward.
Alison : …Right. And now, if you were going to talk to the parents that are listening or the grandparents that are listening… How can you really be the best family ally for a teacher?
Audrey : I think the best thing is, of course, you want to be a team player. And that’s easier said than done, because sometimes you are a part of a team where you maybe don’t have someone who’s listening very well on the team or, um, or just doesn’t mesh very well. Um, you have to look at all the viewpoints, because there might be times that your, your child may not be working as hard as you think they are or vice versa or whatever it is. I, I think in every situation it comes back to communication. Don’t don’t go in just ready to fight, you know, go in with your points, you know, go in with your information, go in with a conversation and a plan and then and then if things don’t go where you need it to go, then move on to those next steps. Take things one step at a time, but be be the best advocate you can for your child, but also make sure your child’s taking responsibility for what they’re doing as well. don’t save them on everything. They need to take some responsibility too.
Alison : Yeah.
Jean: That’s challenging.
Alison : That kind of hit home. Yeah. Yeah.
Jean: Because we all, you know, most parents want to be very supportive and helpful, and it’s hard to see someone you love struggle, but there’s growth in the struggle. And like you spoke about, the self empowerment that comes, which is…. That’s something you have to build on your own, and, the fact that you’re giving that, you know, to, to these young people who are…
Audrey : Yeah.
Alison : So yeah, I do have to ask you, though, did you say your parents were your teachers?
Audrey : My mom was my third grade teacher, and that’s always awkward. I’m like, do I call her this, or… And then my dad, i had him in some middle school English and history classes and yeah, he was the stricter teacher and my, my classmates…. They’d be like, why didn’t you tell us he was having a pop quiz? I’d say, Because he didn’t tell me. So, yes, it was a very small town, it was interesting.
Alison : Wow. And I know my kids, when they were in middle school, wanted not as much to do with me. And there’s your dad in the class.
Audrey : Well, but my dad also his room also, um, had all the concession stand candy in it. So that was always nice, because if they wanted a snack, they’re like, hey, hey, can we go in here? So that was always popular too.
Alison : That’s so that’s so funny. So it was a good side.
Audrey : It was a good, there was a good side.
Alison : That’s right. That’s right. What would be your like your wish, um, for where education could go? Or do you have any ideas of how we can make it better? Do you know?
Audrey : that’s a big question.
Alison : Yeah, because it feels like right now there is so much like, um, there’s so much happening on you know, US government level, and then like, even between the states and the event that just happened in Michigan, (school shooting) it just is a lot…
Audrey : It is. And, you know, I think back to when I was a child, uh, you know, I think back then and how things are now, I just don’t remember as a child having so many, you know, statewide tests. And I get that we need to make sure that the kids are learning. I understand all of that, but it feels like a lot of times, we are teaching to the test. Teaching to the test. And then you have so many extra things you have to get in, that we’re losing time on recess and we’re losing.
Alison : Yeah.
Audrey : Um, the importance for music and arts and all these other things that develop what a child needs that’s where kids are getting upset or angry because they’re not getting these other outlets. Right. Um, and then things are too hard where kids are getting frustrated. And this is where behaviors come out, because it is just too hard. You try to stick me in a in a class for upper physics and see how I’m going to do in there, and I’m going to get frustrated. Um, I wish that we could put some funding into education that would provide the assistance that our students need. Um, The materials, the assistance that they need that is supporting other areas. You know, everyone needs a good education in this world to get to whatever job we are in this world. Why? Why don’t we focus more importance on it than what we are?
Alison : Yeah, that’s a great answer. That’s a great answer.
Jean: Yeah.
Audrey : Let’s prioritize it more, because every single person in this world needs a good education. So we need to prioritize that.
Jean: Yeah. And it’s just not factual education. I think education really helps one develop their own inner way of being. What resonates with them… And, um, yeah, and I think that, um, to your point before, communication is so important and education really helps expand the way we communicate, you know, and move in the world.
Audrey : also, we have different routes, you know, not every student is college bound, and that’s okay. Right. And I know a lot of schools do that already, but everyone has a different path. And and you want to go the path that’s best for you.
Alison : I know, I just totally agree. I don’t think education is cookie cutter. Um, and I, just the volunteering in the schools where my, where my kids went and you go, wow. Like the teachers that seem to facilitate and get the most done are the ones that actually are looking at each kid individually and allowing a child to explore their own personality a little bit more. You know, and it sounds like from all the reading we did about you, that you actually you actually do do that. Like you, you bring in a lot of other modalities. And I think that’s exciting. Kids must really look forward to you.
Audrey : That’s what I hope.
Alison : Yeah.
Audrey : That’s always my hope, is that they that they do want to to have that time with me. So even if there’s something that they’re really not excited to work on that they’re willing to because they, they have enough of a relationship with me that, okay, I’m willing to work on the harder things because I know this is something that I should work on and it’s important. And then we’ll get to these other things as well. Um, if you if you build that relationship and that mutual respect, then they’re willing to do to do more. And and then we, you know, then we do the goofy things too. You know, there’s times I’ve broken out in song and this and that, and then I go, what? Oh, God, what did I just do? I don’t even know. And I try to be, you know, have some of my personal items, like I talk about my son Ethan, and he is, you know, and he’s met some of the students at different things. So they know there’s more to my life than, you know… Sometimes we thought our teachers never left. We’re like… our teachers use the bathroom. haha Do they do anything? So they know I have a life outside of school, too.
Alison : I remember seeing a teacher once outside of the class and I was like, oh….Like, is something wrong ..I’m like… Like I couldn’t picture that they went home somewhere and they.
Audrey : I Know.
Alison : I was so little it didn’t make sense. It was such a funny thing to see them in the world.
Audrey : Yes.
Alison : I love it when teachers are vulnerable and bring a little bit of their.. Um, my kids third grade teacher had pictures on there, like, around their desk of their family.
Audrey : Mhm.
Alison : And it made them just realize, oh, you have a kid that’s sort of my age.
Audrey : Yeah.
Alison : you know, I kind of, I really kind of love that. I think that’s great. You seem like a lot of fun too. You seem you seem kind of goofy and fun.
Audrey : I, I should have brought– if my son was not at school right now, he would tell you that…. Yes. You would not believe that in elementary school, I was very shy. I was very quiet. I don’t know what happened. Um, but, yes, i’m goofy. I like to be goofy. I like to have fun. Um, yeah. We’re we’re always joking. My friends and I, and my family, we’re always fun. They’re always like, you’re kind of loud. I’m like, yeah, sometimes. But I think some of the struggles in my life have helped me bring out some of that as well, because, I mean, I’ve had a lot of struggles, um, health wise that, you know, I’ve had my moments where I could just let it really knock me down and just go, what’s the point? And, and, um, but I, you know, I allow myself to have those rough moments and then I go, okay, I can either let this be the bully and let it take this day, these days away from me. Or I can go, nope, nope, I’ve got today and I’m going to, um, and I’m going to have a great one. So I think that’s helped me turn things around too.
Alison : I love that you call it a bully.
Audrey : It is.
Jean: Because it’s so, so true. That voice that is, is taking our joy away. It’s it’s a bully.
Audrey : Yeah.
Jean: That’s what bullies do.
Audrey : Yeah.
Jean: They make us feel less than wonderful.
Audrey : Yeah.
Alison : Yeah, and I love that you’re vulnerable. You know, we we I think that’s the biggest thing that we talk to a lot of people and the people that really open up and just are really truthfully themselves as opposed to what I think a persona of what they think. And you definitely are totally authentic and wonderful.
Audrey : Yeah.
Alison : So I think your students must definitely pick up on that.
Audrey : I hope so.
Jean: I’m sure, everything I’ve read about you supports that. You are really wonderful. Yeah.
Audrey : thank you.
Alison : Do you want to ask our two final questions?
Jean: Okay. So, Audrey, as you know, we wrap up with two questions. And the first one is what does the term or word (because Allison thought of it this word) insidewink mean to you?
Audrey : I had to think about this, which I’m sure everyone says that. So when I thought of inside wink, I thought this meant, you’re kind of your true inner self. Kind of that part of you that no one else will ever really know. You know, we all have those inside Side thoughts, memories, unique things that we carry with us. And that wink part is kind of the knowledge that, hey, I don’t have to share that and I can share parts, or I can choose who knows that part of me and the inside wink is kind of knowing your inner self and being in control of what you want to share with others. So kind of like the wink is like, oh, I can share that or I don’t have to.
Alison : I love that, that that gives you a lot of power.
Audrey : It does. It does.
Alison : We hadn’t heard something like that. So that’s.
Audrey : oh, really?
Alison : That’s a good one, Audrey.
Jean: And there’s no right or wrong.
Alison : Yeah. We just love the fact that people… And it really reflects a lot of who they are.
Audrey : yeah
Alison : i love that— that you don’t, you know, I feel comfortable with you, i’m going to give you a little more, maybe not. Yeah, I kind of love that. But now here’s like the best question because you mentioned it, you mentioned something earlier. What do you prefer, pie, cake or ice cream?
Audrey : Well, you know, of course you gotta love all three…but…
Jean: of course.
Audrey : If I had to choose, I would say cake.
Alison : Really?
Audrey : Yes,
Alison : Because, I thought you were going to sayIce cream?
Audrey : No, I love ice cream. I love it, and I’ve had way too much of it lately. Way too much. But I love it. But there is something about white cake with buttercream frosting that I, i can’t turn down. I don’t know, I don’t know what it is, or like when you have the layer with that middle layer…Or I don’t know what it is, and I don’t know if it’s because it comes with like joyful things such as weddings, baby showers. Yeah. All that. It’s always that white cake with the buttercream frosting. Yeah, there is something about that cake that I love it more than anything, I love it.
Audrey : And you don’t always get it.. Like I go to the store and get ice cream and this and that. But to get a really good piece of white cake with buttercream frosting, that’s my favorite.
Jean: Oh, Julie, if you were here, I would totally bake that for you.
Alison : Audrey.
Jean: I mean Audrey. Sorry. I’m so sorry.
Audrey : Oh. You talked to a lot of people.
Alison : Yeah.
Jean: actually, you were my sister’s name, and I i wasn’t even looking at your name for a long, long time. Oh, Audrey. That’s my sister’s name.
Audrey : Oh. That’s okay.
Jean: So sorry about that.
Audrey : No. That’s okay.
Jean: But do you bake? I don’t know how you would have time.
Audrey : I do actually…i’m known for, um, my chocolate chip cookies.
Alison : Oh.
Audrey : I, I don’t know why they turn out really well. And everyone’s like, oh, gosh, will you bake those? But yeah, I do like to bake.
Alison : That’s fantastic. Well, you know, you got my mouth watering… It’s it’s we we celebrated our birthdays with our friends. We have close birthdays, and we had a piece of that, like not a white, but like a chocolate with the cream in like, you know, with the big. And man..
Jean: It was delicious.
Audrey : Oh I would. Yeah, that would be good…They area all good. My mom makes, um, really good homemade pie.
Alison : Oh.
Audrey : Um, and my dad has made pie as well, so I guess I’m spoiled. I always have good pie, too, but they’re all good… You can’t go wrong.
Alison : Yeah. Thank you so much. And I just can’t even tell you how much we appreciate what you’re doing in the world.
Audrey : Well, I appreciate you guys doing this and sharing. So I think a dog just walked in.
Jean: Hi, buddy. Say hi to Audrey. Buddy’s here.
Audrey : I appreciate you guys. Um, I looked up, I looked up, um, inside wink. And I’m going to be following your guys’s stories and so on, that you you’re focusing on positive stories and sharing the good in the world. Um, because it seems like so much that’s reported is so negative anymore that it’s nice to hear, um, positive things.
Jean: And that’s why we wanted you on the show, audrey.
Alison : Thank you really are just so great. And please stay in touch with us.
Audrey : I will, yes, I would love, I would love to stay in touch. That would be great.
Alison : If anything occurs to you or you want to share any thoughts in the future or something good that occurs to you, please, please contact us.
Audrey : Yeah, if you ever want anything shared, um, like in the cancer realm too, I don’t know if you ever do anything with that. I know I didn’t share a lot about that in my speech, but, um, I know that’s near and dear to your heart, Jean. Um, but, um, I’m six years into metastatic breast cancer survivor, and that was my health struggle, that I talked to you about, um, I was first diagnosed at age 29 with breast cancer when Ethan was one.
Alison : Wow.
Audrey : And then was diagnosed with metastatic breast cancer, um, six years ago. And it spread to my bones. And then just actually on Thursday, on Thursday, they found, uh, um, a few small spots on my lungs. So coming off of that, but you know, a bit rough over the weekend, but they’re very, very small, so I’m having to change the medication tonight actually. , that’s where I take every day, to just because you just don’t know, you just don’t know on all these things. So, um, but I have a lot of good mentors and support, and I overall feel, you know, I feel great. I don’t.
Alison : Uh-uh.
Audrey : You have to focus on every day. But if you ever, If you ever want to talk anything about anything with the journey in that aspect, I’m happy to do that.
Alison : Thank you,
Jean: Thank you.
Alison : Yeah. I have to say, you you, uh, we will send you so much love and support and please stay, please stay in touch.
Audrey : Yes, yes.
Jean: You’re so special.
Alison : You are. You really are.
Audrey : Thank you.
Alison : And you, and I feel your strength.
Audrey : Thank you.
Jean: Absolutely.
Alison : Yeah.
Jean: And your joy, audrey, is infectious.
Alison : Yeah.
Audrey : Thank you. I appreciate you guys. You guys have made me feel so special through all of this. I was telling everyone, I’m like, I’m doing a podcast tonight. ..I’ve been talking back and forth with Jean… I said, she’s that’s why I feel like I already know you. I said, you’ve been so nice and so sweet.
Jean: I feel the same way..
Audrey : Okay. All right.
Alison : Okay. give our love to your family and have a great day.
Audrey : Thank you. All right.
Alison : Bye.
Alison : She was wonderful, wasn’t she?
Jean: She was I, I just loved her, from the minute i heard her speak at the award ceremony, and she really proved to be someone, uh, so special. And talk about having her own challenge and still choosing to be of service and be inspiring and inspired by life.
Alison : Oh, you put that so well. Because when she talked at the end there about her cancer journey, I thought, and you’re and you’re still giving all this to everybody, right? And, um, what a blessing she is. What an amazing and a teacher of the year… I mean, and being a teacher right now is so complicated. Do you know?
Jean: That’s so true. But like she said, she takes every day, right? And I think that’s. That is the ticket. It’s just to stay present, do your best.
Alison : One step in front of the other and then all of us for her and anyone can send love and kindness and support in any way that we can.
Jean: Yeah. And also I also was thinking that it is having compassion for ourselves and other people because we don’t know what others are going through, and a lot of us keep a lot inside. So, you know, just honoring everyone’s path. And, boy, she’s really doing it.
Jean: Yeah. That was so beautifully put. Thank you. Thank you for that. And thank you so much, Audrey. You are a hero. And, uh.
Jean: And a great spirit and a beautiful woman.
Alison : An inspiration and fun and a cake eater.
Jean: Go cake eater! I love cake also. Okay.
Alison : That’s right. Well, have a great day. And, uh, we’ll talk to you soon.
Jean: Bye.
Alison : Bye.