Tyrus on the Teaching Job That Changed His Life | Planet Tyrus

Summary

Planet Tyrus – Tyrus on the Teaching Job That Changed His Life
Podcast: Planet Tyrus | Host: Outkick
Episode Date: June 18, 2026

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Episode Overview

In this episode, Tyrus, former pro wrestler, comedian, and Fox News contributor, shares an unvarnished look at his years as a teacher and recreation therapist. Breaking away from his better-known roles in entertainment and sports, Tyrus offers deeply personal stories about working in group homes and with at-risk youth, revealing how teaching shaped his perspective on life, success, and human connection. The conversation, guided by his co-host Gary, covers everything from the value of play, unconventional teaching strategies, the challenges of the education system, to the unforgettable moments and relationships formed with troubled kids.

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Key Discussion Points & Insights

1. Why Tyrus Chose Teaching (04:12)

• Tyrus admits teaching was never his plan; his original dreams centered on pro sports and TV.
  • "Nothing I ever, like, considered. And I think a lot of young men... don't always think about the backup plan." (04:15)
• He credits influential coaches and teachers with exposing him to the value of education and mentorship.
• Teaching became a lifeline as his athletic career waned and he looked for a way to make a living and a difference.

Notable Quote:

"You want to transfer knowledge, but you need to transfer it to success. And when you're experiencing success, there's no paycheck that can match that." — Tyrus (00:56, 24:01, recurring theme)

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2. Journey into Physical Education (07:30)

• College wasn’t first a passion, but football kept him motivated in school. Ultimately he majored in Physical Education with a focus on motor skills development.
• Teaching PE became a gateway to creative, hands-on learning.
• The rigorous curriculum weeded out those not committed; Tyrus notes today's standards seem lower, which concerns him.

Memorable Anecdote:

"The PE teacher got a bad rap as just some guy in a bad marriage...but the way they approached it, especially with motor development, I didn’t know how valuable that would be." — Tyrus (09:00)

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3. Working in Group Homes: Hardship, Creativity, and Purpose (14:35)

• Tyrus recounts starting as a counselor in California group homes, often dealing with kids facing abuse, trauma, and neglect.
• He took initiative, turning disciplinary time into outdoor activities and new games, channeling kids' energy positively.
• Eventually, he became a recreation therapist, designing leagues, activities, and learning opportunities for groups as young as first-graders.

Notable Moments:

• Tyrus describes creating custom games like "hide the bacon" and buying Star Wars lightsabers (at personal expense) to motivate and connect.
• He details working with kids of varying ages, emphasizing the importance of structure, consistency, and compassion.

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4. Success Stories & Life Lessons (22:18)

• Tyrus shares the story of "Daryl," a nonverbal, deeply traumatized boy, whom he reached through consistent play, patience, and small victories—culminating in Daryl catching a football for the first time to the cheers of classmates.
• Importance of building confidence and self-esteem through physical and academic success; small wins in the yard translate to effort in the classroom.

Standout Quote:

"I have more fond memories of throwing and him finally catching the ball than any joke I ever cracked on TV." — Tyrus (24:03)

• Teachers often go beyond their job descriptions, paying out-of-pocket for supplies, activities, and rewards to create opportunities for their students.

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5. The Philosophy of Play & Connection (31:42)

• Play is presented not just as recreation but as transformative therapy—vital for emotional regulation, learning, and building life skills.
• Tyrus argues that, especially for troubled youth, play often succeeds where medication and strict discipline fail.
• Gary and Tyrus riff on how these principles hold for adults and all walks of life.

Key Idea:

"Try play first...to reach kids, to get that—not just to get the energy out...make it fun, challenge them, explore, show success." — Tyrus (32:02)

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6. Integrating Sports, Academics, and Real-Life Skills (34:53)

• Tyrus describes weaving math, reading, and budgeting into sports and daily activities.
  • Example: Positions on a basketball team become a numbers lesson; shopping trips teach budgeting.
• Building competition in positive ways—personal records over peer comparison—helps nurture drive without demoralizing.
• Key frustration: seeing the education system’s limitations (large class sizes, reliance on medication, lack of funding, shifting parental dynamics).

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7. Bonds, Goodbyes, and Ambivalent Success (43:05)

• The hardest aspect of teaching in group homes: becoming attached, only to see kids abruptly relocated or returned to dysfunctional homes.
  • "You love them. They’re not yours, but you love them." (45:29)
• Tyrus tells of a former student reconnecting as an adult—struggling, then later writing to thank Tyrus for his uncompromising care and “never giving up.”
  • "There's no check that can ever duplicate that feeling." (50:54)

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8. Respecting Boundaries and Teacher Influence (53:37)

• Tyrus and Gary reflect on how teachers walk a line between professional distance and profound impact; students often don’t know what their teachers carry or how much they care.
• The loss Tyrus feels around the blurring of teacher-student boundaries in today’s world.
  • "Once you’re a teacher, you’re always kind of a teacher." — Tyrus (52:10)
  • "They are trusting you with who they are." — Tyrus (52:57)
• The value of letting students discover themselves and the world, rather than preaching dogma; life and learning require experience.

Classic Tyrus Moment:

“You shouldn't know how your teacher feels about you...but you, if you do right, they're going to do right by you.” (56:05)

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9. Closing Reflections & Lessons for Life (Throughout)

• Tyrus credits teaching (and the hard choices it demanded) with shaping his later career in entertainment, fatherhood, and his philosophy of self-esteem and resilience.
• The episode closes with jokes, gratitude, and a reminder of the adults (and teachers) who see more in us than we ever know.

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Notable Quotes & Timestamps

• On fulfillment in teaching:
  "There's no paycheck that can match that." — Tyrus (24:01)
• On essential life skills:
  "Life is about choices. And the older you get, the harder they get." — Tyrus (52:11)
• On the legacy of good teaching:
  "Once you’re a teacher, you’re always a teacher." — Tyrus (52:10)

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Important Segments & Timestamps

• [04:12] – Tyrus' entry into teaching
• [09:00] – The undervalued role of PE teachers and physical education's importance
• [14:35] – First experiences in group homes and working with high-risk kids
• [22:18] – The story of Daryl and the power of small victories
• [24:01] – The lasting rewards of teaching vs. public recognition
• [31:42] – The philosophy and therapeutic value of play
• [34:53] – Blending academic and real-life lessons through activities
• [43:05] – Emotional challenges of attachment and transition
• [45:29] – The painful reality of letting go and hope for students' futures
• [52:10] – The lifelong imprint of teaching
• [56:03] – Teachers seeing hidden potential in students

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Tone & Style

• Straight-talking, candid, and humorous.
  Tyrus blends sharp wit with genuine vulnerability, discussing heavy topics without sentimentality, but always with heart and a dash of irreverent humor.
• Reflective and encouraging.
  The episode balances critical perspective on systemic issues with practical hope about the power of adult mentors and creative teaching.

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For Listeners

If you want unfiltered, experience-driven insights on the realities of teaching, especially with marginalized youth, and how the lessons of the classroom shape a life far beyond school, this is an essential listen. Tyrus may have left the gym for the stage, but his stories make it clear: you never leave the classroom behind.

Transcript

[Tyrus]

The 2026 Chevy Equinox is more than an SUV. It's your Sunday tailgate and your parking lot snack bar. Your lucky jersey, your chairs, and your big cooler fit perfectly in your even bigger cargo space. And when it's go time, your 11.3-inch diagonal touchscreen's got the playbook, the playlist, and the tech to stay a step ahead. It's more than an suv. It's your Equinox Chevrolet. Together, let's drive. I started substitute teaching at the facility and became a recreation therapist, which is basically a glorified PE teacher with a really cool name. I started being like, well, let's have a class outside. It would be a game, but it would be a math game. Because the biggest thing about a teacher is you have to education. You want to transfer knowledge, but you need to transfer it to success. And when you're experiencing success, there's no paycheck that can match that.

[Gary]

Tyrus. I got you a gift.

[Tyrus]

You got me a gift?

[Gary]

Yes. I wanted to thank you for. For giving me the opportunity to be a part of this podcast, get on camera, talk to some amazing people, and I got you something that.

[Tyrus]

Gary, I didn't give you anything. All I did was open the door. I just said, here, you could have sucked and been a one off. You know, like, you're. You've kind of found, like, you have a. A niche that is not here or anywhere on podcast. Dude, you're fun, you're intelligent, you're serious, you're an athlete, and you're not afraid to make fun of yourself. So all your early success is you. I don't take any credit for that. All I did was just say, hey, I think this dude's funny. Let's bring him on one. And it could have been a one off, you know, so no gift is needed. And, you know, it's been. I think the success of this podcast has a lot to do with the. You and Ryan and the B team and the young guys on the other side of this wall. I think that's what makes it different. It makes us different. So I appreciate the gift, but it's all good, bro.

[Gary]

Well, I did. I. I know how much you love putting things up in the studio.

[Tyrus]

Yeah.

[Gary]

And I got you something that. That I think you would love.

[Tyrus]

Okay, now I'm getting worried. It's upside. This. I'm touched. You very. This is. I don't know if I can accept this. This is special. Like, this is like, I'm gonna. MB Crimson. Is that like your elementary school Middle school. Middle. Middle school. Oh, sorry. Crimson Athletics Character award. Harry Gregory, you have two first names. Okay. Middle school flag football, 2014. I don't. This. Where are we going to put this?

[Gary]

I was thinking, like, right there.

[Tyrus]

Ah, well, that's a marketing licensing issue. Oh, I. You know what? It could. We'll just. For. For today. We'll just. We'll. We'll put it right here for today and then we'll have our guy put it up somewhere in here. But I am. Are you sure? That's a lot to give up. That's like me giving up, you know? Well, a championship or something, you know. Are you sure?

[Gary]

Yeah, I earned that. I earned every bit of that thing.

[Tyrus]

I bet you were a fun student.

[Gary]

Yes. And that brings us into our episode today. We've done my story.

[Tyrus]

Yep.

[Gary]

Your story. Tyrus story.

[Tyrus]

Yep.

[Gary]

We've talked about the wwe.

[Tyrus]

Yep.

[Gary]

We've talked about Fox News.

[Tyrus]

Yep.

[Gary]

We talked about being a bodyguard for Snoop.

[Tyrus]

Yep.

[Gary]

And today we're going to talk about part of your life that isn't very public.

[Tyrus]

No, it's you being a teacher. Yes.

[Gary]

What got you into teaching?

[Tyrus]

It was nothing I ever, like, considered. And I think a lot of young men, you're. When you're chasing your dreams, you don't always think about the backup plan or, you know, and I had some pretty lofty goals. You know, I wanted to play professional football, I wanted to wrestle. I wanted to do TV and stuff. So I had all these things that I wanted to do, and a lot of that has to do with like that rocket on your back, kind of a mindset to where if you could get one of those things, your life will change. And it's a very unrealistic goal like it. And unfortunately, I was one of millions of kids who had the same dream. You know, it's just kind of the way our media is and society is. And I think a lot of young men set some pretty ridiculous goals. And a few of us catch lightning in a bottle and a few in its circumstances and, you know, you could even be the best athlete and never get it a shot. You know, it's just the way, you know, life works. So it wasn't until I real. I basically went to college to play football and, and continue to be an athlete like I did track and basketball. But it was just. I needed school to stay eligible to play football, and I wanted to play football for the rest of my life. I didn't want to do anything else. And when I got to high school, I had okay grades not great grades, and I would have to take a lot of different college core classes to get to go off to college. So the opportunity came to go to Antelope Valley Junior College, and it was their football program. I had two opportunities. I could have went to Bakersfield, which was like the Notre Dame of junior colleges at the time. That's where you went. You were trying to get that D1 ride. Bakersfield had a stadium that would. That would rival any college stadium. I mean, Bakersfield, California, their football program was all they had. It was the biggest show in town. Antelope Valley was not as known, but they had produced a lot of athletes and guys who went on to college, and a couple guys got opportunities in the league, so. And it was not that far from my high school. And at that particular time in my life, I was living on couches, basically, so I didn't have a lot of options. I graduated. I got through graduation. I think my buddy's parents paid for my cap and gown. And I was just like. Didn't know what my next move was going to be. And then I just got the office of line coach Coach Martinez, who was. Was on the show. I met. He came to my school and I had a meeting with him, and he brought like, the classes and stuff like that. And. And. And so I was like, yeah, cool, you know, I'm gonna be able to play ball and train. The summer, it wasn't that far. I procured a bike and I was riding from my friend's house about four miles there and back to go work out and train, and still wasn't really thinking about school other than I got to take classes. When they asked me what my major was, I think at first, I think I went with communications or some. Some again, I didn't really think much of it. And then the more time I spent with Coach Martinez and his coaching and teaching style and how he would not just teach us about football, he would teach us about life. And my. My offensive line coach in. In high school, Coach Remy, he was very similar. It's just. I don't think I was. My head was still in the clouds, you know, at that point. So I started really connecting with him. And I liked his patience and how he explained everything and taught everything, and not just football, but, you know, classes and approach and things like that. And he kind of inspired me. And then when the time came and I still had a lot of knucklehead tendencies and a lot of dumb stuff and fighting and just putting myself in bad situations to where he was like, whatever college can take you now go. And I had Quite a few D1 offers on the table, but I would have to sit out a year, red shirt, take the classes I needed to transfer over. And he was terrified that I wouldn't make it through that process because I wouldn't have practice. I wouldn't have the camaraderie of the team. I wouldn't have the fear of the coaches keeping me in line. And so he was like, you need to go. There was a school, University of Nebraska at Kearney, which could. Because of the rules of. The rules were a little different in Nebraska. I could go to spring ball and I wouldn't need to have those court. They could take the classes I had now, and I could work on my higher education stuff when I got there. So for me, that was three hots and a cot, a chance to get out of California, get away from the bad elements. And so I did it. And it was a teacher's college, and it's. And it's also famous for Terms of Endearment. So now it's famous for two things, which is hilarious. Terms of Endearment and Tyrus. So take that Ballin, as MVP would say. And there it was. There wasn't a really a communications thing. So for a while, I switched to history. I was going to be a history major. That's right up there with gender studies. Just so you know. It's like, you know, and. But you can't do anything with a history thing unless you're going to work as a. At a museum. Unless you have a teaching credential to go with it.

[Gary]

Or be barista.

[Tyrus]

Or barista. Yeah. Which big hands. Don't like tight spaces. Don't really like coffee. That would have been a huge, huge problem. And not a big guy wearing an apron just wasn't my thing. So that was out. But. And then you start meeting great teachers. Dr. Bishop Greg Harper. There were so many teachers that just kind of. I like their style and their patience, you know? And so then I ended up switching to going into physical education with an emphasis on motor skill development. So I was learning and I had to take science and anatomy classes. And. And it was. It was. It was intriguing and tough at the same time, but I was just really interested in. In the coaching aspect of things and playing games, and it just like, I got to play games all day. It was like learning different. This is back when PE was fun, you know, it was like, you're learning dodgeball, this ball, wiffle ball, different ways to play basketball. Nerf ball stuff, all kinds of muscular stuff, coordination cones and making drills fun. And I was like, this is great, you know, and you don't really think of a. The PE teacher kind of got a bad rap of was just some guy who has in a bad marriage. And, you know, it was like Al Bundy, and you know, he's just blows a whistle and like do jumping jacks. But it was the way that they approached it, especially with the motor development stuff. I didn't know how valuable that was going to be for me in terms of life in between an athletic career. So I got hooked on it. It wasn't easy. The classes were hard. PT 200 and 300. I had to take PT 200 twice. And then you have to take your teaching exam and you got to pass. I mean, it was. It was. It was tough and it was. And it was rightfully so, because. And I think that's one of the problems today with teaching is they've lightened up a lot of the requirements. And it used to be you had to have your. You had to have your shit together to be an educator, and you should. And you. I saw people weed it out and cut it out, you know, that weren't able to make the cut. And I really had an affinity for biology and history, and it just kind of evolved. And then next thing you know, I graduated with my bachelor's of science in. In physical education with an emphasis on motor skills development. And I was like, I have my degree, so, you know, my career, football didn't work out or whatever else I was trying to do at that time, I had something to fall back on, and I didn't understand the value of that until you get injured, you get cut, and the phone's not ringing, your agent forgets your number, and you're just kind of there and you're like. And a buddy's like, well, hey, I'm going to go substitute teach. Because a lot of. Especially offensive lineman for some, had a lot of teaching degrees. So I was in Texas. And he was like, yeah, I'm gonna. And his mother was a teacher. So it was like, hey, you can substitute teach here and there. And was like. And then I got a call to go play arena football. So I, you know, went off and did that. I did arena for a couple years, and then eventually, finally I got to the point where football was over and I was kind of like, trying to figure out my next move. And. And so I went to group homes. It was the Sycamores, and I was there as A counselor. But they liked the fact that I had a teaching. And I was having a hard time getting, like, a teaching job, job tenure, and it was just not a lot of opportunities. And so I started doing that there and working there. And then it started out kind of simple. I was just playing pickup basketball with the kids and then teaching them different ways, make them shoot with their left hand, the right hand, and then when. And I was working with predominantly boys, but they had a lot of emotional issues, a lot of abandonment issues, anger issues. They would act out in the classroom, and I would usually assist with the team that would. They would take the kids out. And before. What they used to do is they would take the kids out and the kids would go sit in a quiet room where they, you know, it was a padded room where they beat, scream, spit, piss on. I mean, it was just wild. And then I came up with the idea with, like, let's just throw the football around. Let's just go bounce the ball around. You know, let's just get outside and get some of this energy out. And it was a kind of a group think tank where a lot of the guys who were the crisis counselors, like, this is a good idea. So we started doing it a lot. And then I was implementing games that they had never heard of that were safe, like hide the bacon is where they. You take the eraser, the chalkboard eraser. This is old school chalkboard, dry board eraser. And the thing. And you have to. You have to run, and. And if you get tagged, you have to drop the eraser. And then the other. The other team picks it up. And whoever gets the. The eraser in the bucket, the trash can wins. And it didn't cost much. So it was little things like that that I just kind of figured out. And then an opportunity came about to. It was basically about pay. That's the. That's the downside of teaching is it's. You put your heart and soul into it and your pocketbook into it and your wallet into it. And financially, it's. It's tough, especially living in California. You think California was bad now? It was always bad, you know, and a teacher's salary and a group home salary, I think I was making like I was on the higher end because I had a college degree. I think I was making 14 bucks an hour, which was pretty damn good money back then, but after taxes and stuff, and I would always have to work overtime. And we didn't have, you know, no tips, no tax on tips and overtime. So it was like you had to supplement. So I bounce clubs at night. And then the opportunity came where I was just kind of picking up a part time job at 5 acres which was the big facility. And they had about, I think 10 cottages with groups of kids who either wards of the state or their severe abuse, neglect, their parents were in jail. The delayed, the. I hate the term but the, the generation of crack babies. So it was, it was like, it was like kid prison. I mean it had bob wire fences. It was wild, right? And they had anywhere from little, little guys all the way up to, I think it was 13. And then that was, and then they would.

[Gary]

Little guy like, like how old are the youngest kids?

[Tyrus]

We had the youngest. I think we. There was times they had babies and then they would go to a special placeholding. But we had first and second graders.

[Gary]

Oh my gosh.

[Tyrus]

Yeah. Very delayed, very angry, very confused, afraid. And I started out there as a, just a counselor and then I became, and I was working with the rec guys and the rec guys would come in and there's a guy named Joe, Joe Gray. Awesome dude. Joe Ray. Awesome dude. I mean he was like the ultimate surfer. The blonde hair, you know, loved life. He was in agriculture and, and he was playing games with the kids and they would play a game called Touch where you'd have to pass the ball, pass the ball. If you drop the ball, you're out, you know. And, and we would sit around, we'd do all these games and I, I just observed that the boys particular, whenever they had activity were able to kind of deal with some of the stresses of being in school, following rules and, and group homes that were very structured so you had to earn a certain amount of points. And if you were a red card, you couldn't stay up, watch TV or the movie or you couldn't get the sweet snack. Like there was all kinds of pressure to fall in line. And a lot of the kids, once they would go red card, there was nothing in it for them anymore. So they would be completely just out of control. And again, it's not their choice. I mean they were just, they came into the world in horrible situations and I mean everything from molestation to abuse to starvation to trafficking, like just the worst life can throw at you. And you're, you know, you, you're a child, it's heartbreaking. So you kind of form a connection and an affection for them in a way like you want to help. And I was still a big kid mentally too, so I'm kind of relatable and I had gone through some stuff. So I kind of understood a different perspective and it served me well. And then the opportunity came where someone was watching. One of the head ladies was watching me with the kids outside. And she was like, you know, we're creating a recreation therapist position. And I think with your teaching background and you could also substitute so you could, you know, hop into classes. And so I started substitute teaching at the facility and to supplement income and became a recreation therapist, which is basically a glorified PE teacher with a really cool name. And that was like, what do you got? What do you want to do? And that's where Joseph and I, we came up with leagues. We had a basketball league, we had a two hand touch football league. And. And we did. And baseball. And we were teaching them all this stuff. They're like, you're crazy. These kids are never going to do that stuff. And it's like, no, we're just going to change the rules a little bit. Like, we didn't have double dribble. We didn't in the beginning, you know, when we ran drills. But they didn't realize they were drills because they were having fun. Like, you teach them how to take a handoff, you hand them the ball. Then everyone has the, you know, the swimming pool tubes and everyone's hitting them, they're running through the thing, you know, but like they're. And they make it through without fumbling. And you go, oh, he did it. You know, and then. And then you always kind of get connected. And then the classes got longer and longer. And then it was started out as an experiment at one cottage, and then I was doing another college. We had a whole team and I would be putting lesson plans together. And certain kids at certain times, we knew like, bedtime was always a particularly tough time because that's when most of the abuse would happen. So, you know, and there would always be a counselor in the hallway and the kids would be in the rooms and they'd be afraid of the dark. So I would always think, like, let's get the energy out before they go to bed. And you try to think of creative things. And at the time, I think it was the Clone wars, maybe. Was it the Clone Wars? Anyway, Star wars was back. The lightsabers were back. They were crazy expensive. And this is what I'm talking about where teachers pay for so much for their classrooms. And so I went out and bought like 80. They were like 125 bucks.

[Gary]

Yeah.

[Tyrus]

Again, 16 bucks an hour. Okay. Plus rent, plus even up with like sith and Jedi was like, we were. Well, I. The. The. I was always the sith.

[Gary]

Right.

[Tyrus]

But I had the red lightsaber, but. Right. I also. I bought the windows. Purple one, the blue one, and the green one. I went out of Best Buy, and it was like a grand. And I think after I bought everything with batteries and stuff, and what ended up happening was we were playing hide and seek with the. You know, I take four guys out, and it'd be like, they'd have to hide. And we had this giant quad, and it would be like. And they would hide, basically, hide and seek. And when they'd see, you know, I'd turn my lightsaber off, and then I would do the thing where this. The light would come on and the kids would. All of a sudden, they jump out, you know. And, like, the boys are, like, inward, and they're pretty good, you know. And I got cracked a few times, you know, but, like, the other staff were doing it, and it was like. It just became a thing where, like, they were so exhausted at bedtime. The only problem was they usually had always showered. So I'd be like, hey, these kids are sweaty. I'm like, but they're sleeping like babies, you know? And so we would do things like that. And it was just kind of like. And I'm learning to where. I'm trying to hopefully implement this stuff to where it would show up in the classroom. And so then it would be because certain. And it was always certain things were hard. Spelling, math, basic core things. And they would usually get frustrated and then act out, and then they would get moved. And then the thing. So when I started being like, well, let's have class outside. So it would be a game, but it would be a math game, and it would be a reading game, and it would be awards. And I figured out, like, Pokemon was like gold coins. So again, spending money on Pokemon and having. Having the coolest Pokemon, you know. And a lot of times these. These kids don't have home visits. No one's coming to visit them. So you have to have stuff to look forward to. And it was just using all the things I learned at unk. And it was kind of a coaching, teachings, hands on kind of a thing. And it just kind of grew. And then you get. You have certain kids that. Then I got stuck to, like, hard cases. And I had two hard cases, and I'll use different names just to protect them, but there was Daryl and James. Okay. And the first time I saw Daryl, I immediately went back through my Rolodex of every person I had ever dated to make sure that, you know, because I was like, looking at the. Like, this dude had the same color eyes as me. I was like. First time I saw him, I was like, holy. Like, nah. Like, this is crazy, you know? But like, it's a small. But luckily, no. And he only said one word. That's it. That's all he said. He actually. He had one of the most craziest, horriblest upbringings. He was pulled from the home. He was on the roof pushing tiles off on people.

[Gary]

Oh my gosh.

[Tyrus]

Practically killed one of his. Almost killed his. One of his siblings, I think. And his family, to punish him, would tie him up to the doghouse. So he basically lived in the doghouse and never went to school or anything. And it was. And he sounded like Frog from. And I'm. You know, you probably don't. Little Rascals. But there was this character named Frog who talk like this. So you just hear, you know. And you'd be like. And I was like, if that's the only word that he knows right now, then we don't necessarily know he understands the word. So there was like different variations of if he was happy, he was. If he was mad, it was. So I would say it back to him. Like, instead of good morning, I'd be like you. And he'd be like you. And completely do not. But it was trying to get a connection because you knew that if you

[Gary]

told him, like, you can't say that. It, like, wouldn't help.

[Tyrus]

It wouldn't help. At the same time, it was like, if he can pronounce the F sound and the U sound, then he can pronounce other things. And I was not a linguist, but I was English class and all core classes. And that's why PT200, 300 are so important, because you learn to teach the core classes. And so I was. He was my project. And we went from you to. Then that transformed to fun to saying fancy, like just using. And then it was saying names. His name was David, and he would always call me George. And it was George, you know, but it was like slowly incoming. And it turns out he had a little sense of humor. And it was like. The funny thing is, like. And it was. Whenever he would get upset and lose his things, it was. One thing was. Compared to other kids, he was really delayed. Like, if you threw a football to him, he would bounce all off him. He just couldn't. His hand. Eye coordination was horrible. And kids are still kids. If I don't catch Very good. But I can catch sometimes. I'm definitely going to tease the kid who can't catch at all, right. So he would be at the bottom of the thing. So then I came up with this idea to where I took some of the air out of the football so it was a lot easier to catch. So we were playing two hand touch, and I would. And it was trial and error, but I threw it. He was just sitting in the end zone. No one ever covered him. And we were always the court, Joe and myself and Phil and a lot of the other staff. We were always the quarterbacks so we could manage the games and make sure everyone got a pass, you know, and whatnot. And he's sitting in the end zone and I just zipped it and he caught it. And the whole. He just. And even the kids that teased him cheered for him. And he wouldn't let the ball go. Like, he would not let the ball go. And I remember Claudette, we had these wonderful older women who ran the house. Like, they would check me. Claudette would check me like, hey, did you eat today? No, ma'. Am. Like, we didn't, like, mess around with her. And she was like, he'll remember that the rest of his life. And I don't know whether he did or not, but I certainly did because it was like, as an educator and a teacher, all you really want to see is progression and success. And then he was having fun on the field. And then I noticed he's now coming in the door excited to do his homework. Because when I finish my homework, I can go out and play, right? So. And that's when I started doing more education stuff and then teaching his core group. You know, they're basically second to third graders about history and teaching history classes and having tests and. And seeing them invest. And it's a. It's a long process. There's a lot of drawbacks. There's a lot of days where you're like, what am I doing? It consumes you. You take it home, you know, trying to find the right lesson plan, taking other class. I was taking classes, working with clinicians, finding ways to reach these young men in a way that would translate to them. Because the biggest thing about a teacher is you have to education. You want to transfer knowledge, but you need to transfer it to success. And when you're experiencing success, there's no paycheck that can match that. I can tell you right now, I have more fond memories of throwing and him finally catching the ball than any joke I ever cracked on tv, you know what I'm saying? And so at my core, teaching was something that I never thought I'd be interested in. And it just kind of kept growing and growing. Then I pretty much had my own classroom, and I would have the worst of the worst. They would start out that way and each. And. But I was lucky. I had anywhere from seven to 11 kids in the classroom. And I think that's really the fifth with that group. It really should be three or four. It's difficult. And if they transition to public school, especially in California, you'd have 30 kids in a classroom. There's just no way you can reach that many. So then teachers have to make tough calls. They have to, you know, focus on the ones that are excelling and the ones that fall to the wayside. You really. Other than send them to detention or failing them, there's not. And again, people who don't teach or don't have to deal with that, they don't understand that. They're like, well, I don't understand, like, you know. And sometimes parents aren't helpful because at least when I was teaching, parents were still an ally. Now today, it's changed because the. The parents. When I. When I was a kid, when I did something wrong at school, my mother's first thing was, what did you do? You know, it was never. And I'd be like, well, the teacher. I didn't ask you what the teacher did. I asked what you did. And they would always be united. So I knew that I couldn't manipulate and I had to own. When I was talking in class, or believe it or not, apparently I made a lot of jokes in class. And so I was not able to ever get away with it. It wasn't. We call it splitting is what we always. Because the kids would always try to split staff. Just like kids try to, like, split mom and dad. Like, you know, mom's gonna say no, so you go ask dad, and dad says yes. And then mom and dad fight. But you got to do what you want to do. Well, in. In the. In the group home settings, it's even more so where they split, manipulate, because that's the only way they know how to get attention. So you have to break them from that. So I'm sitting there, I'm doing lesson plans. I'm teaching history, simple math, English, and then recreation therapy. And I would probably. I think I was working probably 60, 70 hours a week. And it was just. It was just immersed in it. And then I started building relationships with the kids who didn't have home visits. Who didn't have social workers, just came to check on them. And, you know, I started bringing field trips, you know, and. And before field trips were like, you have to take an entire staff, two vans, you know, because kids would run. And then it was, I'm gonna take my guys to the movies, you know, and we went to see Harry Potter, which I don't think I stayed awake. I was fighting staying awake, because they're just God awful. I'm sorry. Not a Harry Potter.

[Gary]

Whoa.

[Tyrus]

I just can't get behind a guy with a little stick. I just can't. You know, I. I grew up with lightsabers. I'm just saying that's a tough. That's a tough. You know, so it'd be better if

[Gary]

it was like a lightsaber.

[Tyrus]

Yeah, there was a lightsaber. I've been all in it.

[Gary]

Right, right.

[Tyrus]

If they dropped some electricity through your fingers, I'd be like, oh, this is cool. You know, but. And taking them shows. Show. And what they had to, like, one of the things just do is staff used to go out and always buy the clothes for them. And I was like, but how are they gonna learn anything? So you give them a budget. You have. You have $110. Today, we're going to Target. You need socks, underwear, one pair of jeans, a shirt. And if you have something left over, if you budget it right, you have $5 where you get a toy. Like, that's kind of how I worked it. And if they were close, I would just. Again, going broke. And all teachers, all good teachers go broke in their classroom. Ask any teacher. There will be like, all the posters you see in the wall, all the fun things that's out the teacher's pocket. And so you would do that, and you build a rapport with these kids. And again, I had two that were supposedly unfixable, and a little. Little guy started really talking to the point we never shut up. He always had something to say. You know, he's never lost the frog voice. But, like, it was adorable because it went from the fu. Like, it wasn't George. It was George. Like, Mr. George. Mr. George. And I'd be like, what, bro? You know, and, you know, and at bedtime, good night, I love you. You know, but it was like we. And he became. The hardest part of that job was you would get the kids to a certain point, and then their parents would come take them and all the work or their social workers would move them or something would happen. And it was very painful. Because you. You put your heart and soul in it, and you see all this growth. And then the clinician comes in and says, well, we found another group home. We can move him to him where it's closer, where his deadbeat dad may or may not visit him. And you're like, no, he's thriving here. Like, he's good here. Like, he needs to continue this program. And then you sound like, well, you think you're the only one who can fix him? No, but I'm the only one who sacrificed. You know, the team was. And it was like, that was one of the hardest parts of the job. It doesn't typically happen in regular school. If a kid moves, he moves, but, like, not in the middle of. It's very rare, you know, so that part was very frustrating. And always trying to fight against the state of California. Always wanted to medicate. And you'd be like, yo, he doesn't need Depakote. He needs grass. He needs to be outside in the yard. He needs to run around. He's a boy, you know, he needs to get it out. Girls, too.

[Gary]

You've been talking a lot about play and, like, the importance of play. And I don't think that even just applies to kids.

[Tyrus]

No.

[Gary]

And everything could be the solution before you go to prescription drugs or therapy. Those could be all good, like, good things that you need.

[Tyrus]

Yeah. I'm not discounting it in some situations. But try play first.

[Gary]

But, yeah, that's like. That seems like you're saying that's the. That's the first stop.

[Tyrus]

It's like, I think to reach kids, to get that. Not just to get the energy out. You don't tell them to run in place for 20 minutes. You know, it's make it. Making their minds, challenging them, explore them, you know, show success. Like, getting it out in. In fun ways. And then, you know, can I keep my ball in my room so I can bounce it when I get angry? Yeah, that's better than tearing your room up and throwing chairs at people. Thousand percent. It's a nerf ball. It's not gonna hurt anybody. And, you know, you'll hear it bouncing against the wall, you know, and then, you know, sometimes, you know, adults are control freaks. You know, you have to deal with all that kind of stuff. But play was, I think, in all classrooms, that's something. Especially when they're young and developing. It shouldn't just be a period. You know, it just needs to be something that. And teachers want to do those things. They do. It's just, you Know it, you get limited on time and effort and of course money. But that was my thing. And plus I was a glorified PE teacher. And that's what physical education through motor. Because motor. When you have good motor skills, confidence is one of the things that comes with it. If you can do a obstacle course where you hop one foot through the ladder and you can run around the cone and then you can do a somersault.

[Gary]

So I'm good at this.

[Tyrus]

Yeah, I'm like, I'm successful at this. So math five plus five she it. No problem.

[Gary]

Yeah.

[Tyrus]

You know, but like it's that self esteem that you build from the ground up. And I think that's what's so important about physical education that people miss. They get it caught up in the testing. And the testing is important because the work you did to that point, I can tell you when you have it like, and we used to have testing like, hey, our football test. We had to pick all kinds of sports, whether it was basketball, tennis, baseball. Those sports we would make up dodgeball, lightsaber, hide and seek, you know, capture the flag, whatever it was. Then there would be a skills test at the end of it. And it got to the point where they'd be on their calendar and they'd be like five days till testing and I'm gonna smoke it. And they never. And as a teacher, this is where you gotta be clever. They're never competing against their peers. They're competing against their original time at the beginning. But you still need to celebrate first place and second place because that's the real world, right? So. But you would see a guy be like, man, I finished fifth, but I had my, my pr, right? So there's ways to do it to where. And it became less about, I didn't get it. So everybody, it was, I didn't get it, but I got better. And he's the champ for a reason and I'm going to get him. It was building positive competition because that's something that you can't. And that's one of the things I think has hurt the education process and has hurt kids in school, especially during the pandemic. And the participation error is taking away something to strive for, taking away goals. You know, you can improve, but that doesn't necessarily mean it's good enough to be the best.

[Gary]

Right.

[Tyrus]

And telling somebody they're fine because they're just passing by is a death sentence. And I think that especially in a place like that where those kids are forgotten, they're there for a reason. You know, they're either. It's not safe for them to be around their parents or they've been abandoned. So they've started out less and at a young age knowing that I'm not good enough and nobody wants me. And as a teacher, and you'll see it in classroom, in your classroom, too, and it's hard not to get attached. And it got to the point where, especially with the. The older one liked to play basketball. Like, he really wanted to play basketball, but he sucked. And every time he missed a shot, it was a foul, it was somebody else, the ball sucked, the hoop was this. He had all these issues coming out. And I was like. And he was tall and long and should have been good, but he was delayed. He was. At 11 years old, he had about the motor skills of a 4, 4 year old. He just, you know, was. And that led to all the. And I was like, I think that's what's leading to the behaviors. So then it's just teaching little skills here, little skills here. But you have to let them think that you're not. It's not, it's not a. You're not teaching them. Because if you're teaching them, they want to rebel. You know, like, I don't need this. I'm. I'm going to be Allen Iverson. Like, no Allen Iverson could dribble a basketball in a, in a plastic bag. Can you, you know, and then you put them in the bag and eventually. And then finally get two. And you act like it's the greatest thing ever. And, and you build slowly, but at the same time, you have to implement educational things.

[Gary]

But how do you do that? Because there's two sides of the spectrum. There's explicit instruction, which is like you're saying, like, you're over teaching. And then there's like that approach of, like, let them figure it out. Like, they're going to come up, they're going to figure it out.

[Tyrus]

I think you have to first instill, like, anything else. You have to give the ingredients. You can't make a pie without knowing the recipe. And if they don't have the recipe, then you have to introduce each ingredient individual. Like, what makes an apple pie taste great? Well, the apples, the sugar, the flour. I think it's salt. I'm not a baker. But the point is, the point is, is like you take the little. And then you get a little victory. Once they figure out what a lead step is, you've accomplished that text. Now we have to take that lead step and turn into A pivot. Right, Right. And then you take that and then you go into the classroom. Okay, we need to figure out what does two plus two mean? Well, we know two is two, and it's as simple as this is one and this is two. But you have to understand what two is first, right? So then once they understand that two is two separate objects that are one by themselves, and when you put them together, they become two, then you go over and you take one other object, which is one, another object, and those are two and two. So if these two different objects come together, how many are they now? And as dumb as simple.

[Gary]

This is good. This is helpful for me right now,

[Tyrus]

actually, I don't know how to take that. And 1, 2, 3, 4. Okay, so now we have four. So we know. And again. And then that four. Then the next week it then becomes eight and eight, it's 10. And then you go from, well, we take eight of these, and we take eight of these and we put on. We got. And then the kid's like 16, right? It's like, how do you not know that, teacher? I'm like, you know, and it's there. Then. Then applying it, you have to repetition, repetition, and it's frustrating. And at first they're going to try to manipulate and they'll be like, I remember, I was like, okay, I got two plus two. What is two plus two? And then they'll be like, you. That's what it is. And everyone laughs. And you're like, okay, so how many consonants are in you? How many ones are in there? You have to take what they throw at you and turn it around in. In these settings. Now, if you did that in public school, your ass would be out. But here, there was nowhere for them. They're in kitty jail. I'm the warden, executioner, lawyer, and I'm also the one who brings you the bread with the saw in it. So you have to really work on those basic things. But they all are connected. Because then all of a sudden, let's say with older kid, when we got to playing our. We had leagues. Each cottage has their own league, right? And the winning team got to sign up for park and rec basketball. So that was the.

[Gary]

The thing, the incentive.

[Tyrus]

The incentive, yeah. And at the same time, I was using basketball to work on math skills and comprehension. Because by the end of it, it was like, you just. There's five guys on the court, so how many we got? We got five, and we each won. So if. And the center's the biggest one, so he's the five is the most value, so that's why the center is the five. The power four is a little smaller. He's a four. And then we would go down the line and then be like, okay, you're this tall. Which one are you? Well, I'm a one. I'm a guard. And then we would. And then would. And once they figured out their numbers were who they were, then I'd be like, okay, so let's try this. We're gonna run 1, 2 at the top, 3, 4, 5 at the bottom. And they will run to their position. Now they're running, playing basketball.

[Gary]

Yeah.

[Tyrus]

And they'll be like, okay, five to the front, one to the back. And they will go to this. Meanwhile, then we go into the math class. Now we're working on fractions and stuff. It like, it's all right. I get pumped up because you. There's nothing better when you're seeing the success. And then we'll play in a game, and the other team will score, and we'll have a timeout, and we'll sit down, and they'll be like, I was supposed to be at the top. I was five at the top, but I would stay at the bottom because the four was. And then we were like, okay, I'm the coach. So then. Okay, and it would be number. You'd be a number. Four is here, this, that, whatever. And then you make jokes because, you know, we had. One of the kids was super small, so I'd be like, he's half, like, coming off the bench, you know, and the kids, they. They drew to that. And I did. None of this came from, like. I didn't invent any of this stuff. I'm just using simple things that work for me with my stuff. And I think that's a lot. And at the same time, applying the skills that I was taught at the University of Kearney. So that was probably the most rewarding. And it was nothing better than my guy going to play for Organized Basketball park and rec. And he knew the defense is better than the other kids did. And watching the first game, it wasn't. It wasn't great. He got on the court, he didn't start. He was a little frustrated. I said, hey, it's not how you start. It's how you finish. And then he got a couple blocks, and then, you know, he came up to the court, and he was, like, calling. Calling for a screen. He's like, one, one, one. And, you know, the. The point guard comes, he sets the screen, he rolls the Guy dunks, he gets. He gets a layup, he makes his first points. You go crazy. And at the end of the game, I was like, what happened? And he's like, well, they kept running a 2, 3, set. And. Which is zone. Because the 5 didn't go with me. He stayed. So I knew that, like, I could just keep moving around because they were in, man. And you're sitting there like, yeah. You know what I'm saying? Then you go, okay, let's go over to. Let's take our math test now. And then, because he gets a. He aces his math test and he's. I'm like, you see how you take. You take the physical energy, the knowledge that you're teaching them transfers over to other things. Now it doesn't always work. And it's none of. Again, understand, this was a year, year and a half. I mean, it's a hard process. Baseball is the same thing, is like 2, 3, 6, double play, 6, 1. You know, and they're all. And you're using the mathematics of the sp. They don't realize they're what they're learning because they're in their playing, you know, and you play with a tennis ball instead of a baseball. So when, you know, they. And I was the pitcher and there was a pitcher and amazing how, you know, the. And I didn't always take. We didn't take it easy on. But at the same time, we also knew when to let them have success, you know, and then we switched over to like, we went from sports to gardening. We're going to grow sunflowers, you know, and we're in. There's science in there. And like, how much water do we add? And how much this and this? Enough light. How's our soil? And it's all. And next thing you know, these kids that were completely lost, they're caught up. You still have the emotional scars are still going to be there, but you're giving them cognitive coping skills and at the same time hoping the clinicians and they'll be like, hey, you know what? Maybe we don't use so much debit coat and we just try this. And then ultimately, when I got to the point, I was so close to the other ones. I remember one day that my boss, Veronica, said, why don't you just take them for the weekend? Like, just. Just take them for the weekend. At that point, staff never did that. And he was like, you know what? Fill out the forms. You already passed a live scan.

[Gary]

Where'd you guys go?

[Tyrus]

We went to the movies. We Went to my favorite, it was a place called Joe's Eats and had the best chili cheese fries on the planet. I took him shopping because I'm wearing Jordans. So I'm like, I can't have my guys not wearing Jordans. And then we were, we watched. And then my wife, at the time we had dinner with her, didn't go great. And they got to the point where they're like, you know, you keep doing these visits, you might as well foster these guys. And I was, I was about, I was, you know, unfortunately, my excitement wasn't shared. And, and which I get it, like, if you don't work with these kids, you're like, you know, and it didn't work. And then at the same time, I get a call to go to the WWE for a huge contract. And that was one of the toughest decisions that I had ever made because I had worked, I loved my job, but I also had to work a bouncing job, a bodyguard job at night just to be able to keep food and pay bills. And I was investing so much into my, my students. No different than any other teacher. But there is a practicality to it. It was like. And the, the, the way I was teaching didn't translate into public schools at all. So I would have to be just a history teacher or a PE teacher. And, but in this system, I was able to teach and do recreation therapy, motor skill development. And they're like, hey, you should go private sector. Like, you should just open your own, like, thing. And I was like, that takes money and I don't have it. So then the WWE called and I went down, I did the try out, and when they called and offered me a contract, you know, my wife was like, you're an idiot if you don't take it. You know, like, there'll be other teaching jobs. And you.

[Gary]

Do you feel like that's the cool thing about this kind of series that we're doing is there's not. Like it's not really chronological.

[Tyrus]

Yeah.

[Gary]

Like, there is. There's a lot of overlap in layers.

[Tyrus]

That's life.

[Gary]

And it sounds like there's so much that you took from this specific one that you've taken into fatherhood.

[Tyrus]

Yep.

[Gary]

Working at Fox, like, even like yourself today, it's like, I know I'm not going to be myself if I don't get to the gym that day.

[Tyrus]

Yeah, exactly.

[Gary]

And it's like, maybe you learn that from teaching. These kids aren't themselves if they don't get to go outside for a bit.

[Tyrus]

Yeah. And you're also going to have people that. It's new, it's different. Maybe it was controversial. That don't like it, that didn't like me. They didn't. They thought, well, he's just a big kid. And like, I'm like, I'm telling you, sports saved my life. Maybe it's not every other. It's not every. We had kids who just wanted to read and do Dungeons. I was a Dungeon Dragons. You know, I found. You know, I did. For the kids that were more into. They were a little more intellectually ahead that like to read and they like to do their Pokemon cards. I also. That was. Did that as well. You know, not every formula works, but you have to try different formulas to reach them. You know, there's always that I gotta reach those kids, you know, Cartman. But. Which is from a movie where the teacher was teaching gangsters how to do algebra and stuff. But you get. There's that moment when you have to make adult decisions. And, you know, I made the decision to go and I. Saying goodbye was. Man, that. That was hard because you. You love them. They're not yours, but you love them. You spend so much time with them and then you worry about them. Is someone going to. You know, because people are people. And some people, it's just a job. Some people teaching is just a job. And they don't care about the kids who fall behind, you know, and they don't. They don't see things. They come from a very different background and they grew up with strong families and their attitude is if, hey, here's the work, and if you don't cut it, you don't cut it. And that's a part of life. And you. You worry about that stuff. And I was probably way too close to it. But I don't know anyone who works with. With kids that you know and puts their heart and soul that doesn't. You know, and we had a great day. And they were like, hey, you know, you can. And we tried keeping in touch. And the good. Like both my guys that I was that remind. They both went back to their homes. And the family immediately was like, we need to focus on. They don't need to be calling you every time they don't like something. Which was something that I experienced when I left my foster home and went back with my mom. She cut it off too. Because I would call them. I would call people that I called mom and dad for three and a half years when I didn't like something or I was upset or I was homesick and she was like, I can't have you. I'm your family. That's not your family. Like, they, you know, and they cut it off and the same thing happened and, And I regret that I didn't fight more. But also at the same time, I'm trying to make a roster, I'm trying to save my. Like, there's so many other things that come into it, and then you forget. Time goes on and you end up in your own thing. And then it was a few years later, it was very. It was later when I was in the WWE that I got a. A letter from the oldest one and he was just. He was homeless in California and he didn't know what he was going to do. And so I got him a ticket and I brought him to stay with me for a while and why. He tried to figure it out. And even though the teachings and stuff that, know, we had worked on when he was young, he had forgotten most of it and he wasn't a good. And I had to give him some tough love after he never got a job and all these other things. And I finally said, I'm going to do for you what was done for me. Where do you want to go? I'll get you a ticket because you can't stay here. This isn't. This isn't a. A place for you to drink and go to clubs all day. Like, you need to get. You need to grow up and you're healthy, you're young. I'll. Here's. I'll give you some. A place, you know, I got some buddies in LA that can help you get a job at a club or whatever, and you figure it out, but you can't stay here. And if you blow through all that, I can't, you know, and it was. It was tough. And he was like, you know, I never should have came and like all that. And then a couple years go by and I get a DM saying like, a bus driver in San Francisco, I'm married, we're having our first kid. And I want to thank you, you know, for never giving up on me, even though you kicked me out. I understand why you did, you know, and as a. As a teacher and I guess as kind of like a pseudo parent, that's the most rewarding thing is, is. Is seeing your Every once in a while and a few other kids that I taught. Out of the blue, I get a message on Twitter going, hey, I went to college and I still remember still the bacon or whatever the hell we call that. And like, do you realize that those trash cans were dirty? And I was like, we had no budget, you know, but like, you, you, you think, like, as a teacher, there's. And that's why the pay for all the, all the teachers out there who sacrifice and, and, and they, they put so much into it. The reward of, of seeing a little bit of time you have in their life, it. When you see that it stuck with them, there's. There's no check that can ever duplicate that feeling, you know? And like I said, I got chances in the WWE to do the BSR program where I went to schools and spoke. And they're like, you're, this is your thing. I'm like, if, if it was up to me, if there was a way that I could have be a horse dad and a baseball dad and, and my children, you know, a bassoon player and choir and all the things, and, and all the nice things they have, if I could have done that and been in a classroom, I don't think I would ever have done the camera stuff. But life's about, and that's one thing as a teacher, that if anything, no matter what the curriculum is or the class is, is that life is about choices. And the older you get, the harder they get. And what seems like a tough choice in the short term, sometimes in the long term, because. And who knows, maybe when all this camera TV fame shits over that I'll find a little classroom in the Midwest or South somewhere and, and teach PE and just, you know, I think you all, once you're a teacher, you always kind of a teacher. It's tough to teach your kids, though. I found that out in the pandemic, the pain in the asses they were. But you're always, You're. Once you're a teacher, you're always a teacher. That's a, That's a thing. And I think that the ugly thing is today's age is that we. We're seeing less teachers and more activists in the classroom. And I really hope that that changes because let them find out on their own. And, and we all did. I remember I was. I saw Malcolm X in high school. The next day I had the thing on, and I was militant and white man this, that, and whatever. And then I got to college and when Nebraska was like, these white girls are pretty as hell. I don't know what the hell I was thinking. You know what I'm saying? Like, life kind of teaches you. Like, my best friends were white and black and, and all different walks of this. And you realize that like that one track mind of thinking is stupid. But I had to go through that and experience it. But I don't know how it would have been if a teacher would have put it on me. You know what I mean? Like, that's what scares me. That's what worries me about the classroom. Because they are trusting you with who they are. Like their parents. You have them in more, in some cases longer than their parents do each day. So I think there's a responsibility there. And it's. I never, like, I never told. Like I would never come to school. Like, you vote your dad. Vote for Trump. No get my class. Like that to me is. That's blasphemy. Like, I never knew any of my teachers personal lives. My kids knew that I was married because I was always getting yelled at at my lunch break. So you know, kids. And I remember one time I was. I just. She liked to leave a lot. And eventually she did. But she called me while I was at lunch. Saint called me to tell me that she was leaving, she was leaving me. And I was like, you could have just left the note. Like, I'm at lunch break and I'm sitting there and I ate my lunch at a picnic table, you know, not too far from the kids. And it's a flip. You can't, you know, and it was just like, okay, thanks. And then I hung up the phone. And I just remember David walked by and be like. I was like, he's right, bro. You know, and it's just they, they learn, you know, they. But it didn't go into it. I didn't go like, well, hey, let me, you know, it was. Go focus on yourself, man. Yeah, stay on my business.

[Gary]

When you're a kid, like, you think that the, the teacher holds all the knowledge.

[Tyrus]

Yeah.

[Gary]

You're like this. Like you don't really see them as human. In a weird way, like, you're like this person just knows everything.

[Tyrus]

No. You know, I look at the most influential teachers in my life. I feared.

[Gary]

Yeah.

[Tyrus]

Or I adored. It was one Mr. Ray, my history teacher, adored him. Mrs. Mole, my English and drama teacher, feared her. And Mole, just so you know, she was English, she was shaped like a pumpkin, and she had she ginger red hair cut in a bowl and her lips were always like this. And she would always look at me. She was like that captain like mutiny. Mr. Kristen.

[Gary]

Yeah.

[Tyrus]

And she'd be like, Mr. Door. And I'd be like, yeah, just Patrick, just don't call on me. Just don't call on me. And she was like, you're going to be doing this. The. The monologue from Macbeth. I'm already underwhelmed. Yeah, you have the weekend.

[Gary]

Oh, my gosh.

[Tyrus]

And knock it out of the park. And she sat there and she was like, I've heard worse.

[Gary]

And you're like, yes.

[Tyrus]

And I just sat there and I was like, that's it. She's like, that's it. You know, and never ever praised me in the classroom. You know, she said, you're a court jester. You know, she's very English, and she's like, you know what happens to courts? Gestures. Their heads get cut off. So. And I was like, got it. And I ended up that year, and that was a rough year of school. I was basically homeless and I got invited, so I thought I was up for, like, an athletic award, and turns out I got drama student of the year, Ms. My. Ms. Mole, an English student, and she had nominated me for it. So you never really know. Like, you shouldn't know how your teacher feels about you other than. Because they. It's. But you. If you do right, they're going to do right by you. And it is important that you're. You don't know. I don't know what Mrs. Mole's personal life was. I mean, she been rocking leather and doing weird. I have no idea. And you should know. You know, you really should know. And every teacher you had a crush on, you shouldn't be able to go up on their Tinder. You know what I mean? Like, it's just there was a line there that I think is the reason why you didn't know about them. And you always think the best. You know, I just thought that she sat at home all day and read English novels.

[Gary]

And sometimes they surprise you.

[Tyrus]

Yeah.

[Gary]

You know, and.

[Tyrus]

Yeah.

[Gary]

And they end up. You're capable of tremendous things, ultimately. And you may not know that at the time.

[Tyrus]

No, I didn't know I was going to be into Shakespeare, but they see something in you.

[Gary]

They see character in you.

[Tyrus]

Okay.

[Gary]

And it's not about your athletic. Your athleticism on the flag football field. Okay.

[Tyrus]

Is that even a thing?

[Gary]

It is about your character on the flag football field when you pull the flag. Did you do a spin? Did you do a spin? That's what matters. Thank you all for tuning in to this episode of my story, Tyrus Story. His story. Next we're going to talk about animals is fish, and that's going to be with Ryan.

[Tyrus]

Does Ryan have a plaque?

[Gary]

Well, I don't know if he earned one of these. They don't just hand these out.

[Tyrus]

You know what? That's really small, given the age.

[Gary]

Catch that.

[Tyrus]

I've coached the game, I've played the game. So when I break it down, I don't me. You're getting more than opinions. You're getting experience. We've put really dumb, racist people on the air. That's the ESPN model. Right now, the show is about winning, accountability and truth. Not the usual nonsensical soft takes. You want real analysis from someone who's been there?

[Gary]

Join me. Search.

[Tyrus]

Don't me on Spotify or Apple Podcasts. Subscribe right now. It's free, it's portable, and most importantly, it's as real as it gets.