in olden times when sailors would go out and they would cast their fate on the
and they would cast their fate on the
and they would cast their fate on the sea they had nothing to look to with the
sea they had nothing to look to with the
sea they had nothing to look to with the Stars to guide them safely home can you
Stars to guide them safely home can you
Stars to guide them safely home can you imagine for a moment what they must have
imagine for a moment what they must have
imagine for a moment what they must have felt on a dark night out on the ocean as
felt on a dark night out on the ocean as
felt on a dark night out on the ocean as they watched a storm gather and they
they watched a storm gather and they
they watched a storm gather and they watched the stars one-by-one become
watched the stars one-by-one become
watched the stars one-by-one become obscured by clouds and they saw the
obscured by clouds and they saw the
obscured by clouds and they saw the ocean become less and less familiar and
ocean become less and less familiar and
ocean become less and less familiar and more and more disorienting as the waves
more and more disorienting as the waves
more and more disorienting as the waves began to pitch and the clouds begin to
began to pitch and the clouds begin to
began to pitch and the clouds begin to thunder and lightning around them and
thunder and lightning around them and
thunder and lightning around them and they knew that this storm could blow
they knew that this storm could blow
they knew that this storm could blow them far off course if you understand
them far off course if you understand
them far off course if you understand that you understand what it’s like for
that you understand what it’s like for
that you understand what it’s like for every school teacher in every school
every school teacher in every school
every school teacher in every school principal the day test scores come out
principal the day test scores come out
principal the day test scores come out because that’s very much how we feel you
because that’s very much how we feel you
because that’s very much how we feel you see our storms aren’t storms of wind and
see our storms aren’t storms of wind and
see our storms aren’t storms of wind and waves our storms or storms of numbers
waves our storms or storms of numbers
waves our storms or storms of numbers and we face these storms very uncertain
and we face these storms very uncertain
and we face these storms very uncertain sometimes at my background being a high
sometimes at my background being a high
sometimes at my background being a high school English teacher then a principal
school English teacher then a principal
school English teacher then a principal and now working in the test prep
and now working in the test prep
and now working in the test prep industry I understand how these storms
industry I understand how these storms
industry I understand how these storms can affect the lives of both our
can affect the lives of both our
can affect the lives of both our students and our teachers varying
students and our teachers varying
students and our teachers varying results are the theme of our existence
results are the theme of our existence
results are the theme of our existence you see it’s really interesting because
you see it’s really interesting because
you see it’s really interesting because every election cycle every politician is
every election cycle every politician is
every election cycle every politician is going to reform education we’re finally
going to reform education we’re finally
going to reform education we’re finally going to pass legislation that will help
going to pass legislation that will help
going to pass legislation that will help hold teachers more accountable for their
hold teachers more accountable for their
hold teachers more accountable for their test results that will help hold failing
test results that will help hold failing
test results that will help hold failing schools more accountable to make changes
schools more accountable to make changes
schools more accountable to make changes and ultimately that will certainly turn
and ultimately that will certainly turn
and ultimately that will certainly turn things around and save the world
things around and save the world
things around and save the world interestingly we hear this every
interestingly we hear this every
interestingly we hear this every election cycle and every time we see
election cycle and every time we see
election cycle and every time we see test scores come out we’re faced with
test scores come out we’re faced with
test scores come out we’re faced with the same problems that the results still
the same problems that the results still
the same problems that the results still very just a few numbers for you if you
very just a few numbers for you if you
very just a few numbers for you if you look in Arkansas sixty-four percent of
look in Arkansas sixty-four percent of
look in Arkansas sixty-four percent of our students took the a.c.t last year
our students took the a.c.t last year
our students took the a.c.t last year but the average composite score was 20.2
but the average composite score was 20.2
but the average composite score was 20.2 just give you a frame of reference to
just give you a frame of reference to
just give you a frame of reference to get into Arkansas State with
get into Arkansas State with
get into Arkansas State with unconditional admission they need you to
unconditional admission they need you to
unconditional admission they need you to have a 21 that means that the majority
have a 21 that means that the majority
have a 21 that means that the majority of our students were not meeting the
of our students were not meeting the
of our students were not meeting the minimum admission score if you just take
minimum admission score if you just take
minimum admission score if you just take that a little bit further what does that
that a little bit further what does that
that a little bit further what does that mean about our test results in education
mean about our test results in education
mean about our test results in education what is that how do we interpret that
what is that how do we interpret that
what is that how do we interpret that maybe we need to look beyond how things
maybe we need to look beyond how things
maybe we need to look beyond how things are when a student is preparing for
are when a student is preparing for
are when a student is preparing for college maybe we need to look past that
college maybe we need to look past that
college maybe we need to look past that and look at the ultimate outcome let’s
and look at the ultimate outcome let’s
and look at the ultimate outcome let’s see if they graduate well we see that
see if they graduate well we see that
see if they graduate well we see that the college completion rate six years
the college completion rate six years
the college completion rate six years after high school for low income
after high school for low income
after high school for low income students it’s only fifty two percent of
students it’s only fifty two percent of
students it’s only fifty two percent of the students who start college so we
the students who start college so we
the students who start college so we Satan the results aren’t what we want
Satan the results aren’t what we want
Satan the results aren’t what we want the results not only may vary but
the results not only may vary but
the results not only may vary but apparently have ferried so then we start
apparently have ferried so then we start
apparently have ferried so then we start to ask ourselves the question well what
to ask ourselves the question well what
to ask ourselves the question well what do these varying results mean because
do these varying results mean because
do these varying results mean because surely we have to do something in
surely we have to do something in
surely we have to do something in response when results vary if you look
response when results vary if you look
response when results vary if you look people are really interesting because
people are really interesting because
people are really interesting because people’s reactions to varying results
people’s reactions to varying results
people’s reactions to varying results are very predictable they’ll usually
are very predictable they’ll usually
are very predictable they’ll usually take one of two possible approaches one
take one of two possible approaches one
take one of two possible approaches one group or what I call your hunker in the
group or what I call your hunker in the
group or what I call your hunker in the bunker type people these are the ones
bunker type people these are the ones
bunker type people these are the ones who say when the results vary we need to
who say when the results vary we need to
who say when the results vary we need to not change anything we have never done
not change anything we have never done
not change anything we have never done it that way before we don’t need any new
it that way before we don’t need any new
it that way before we don’t need any new programs we need to lock down we need to
programs we need to lock down we need to
programs we need to lock down we need to prevent any change you can really pick
prevent any change you can really pick
prevent any change you can really pick out these folks by their language
out these folks by their language
out these folks by their language they’re not going to change us we’re not
they’re not going to change us we’re not
they’re not going to change us we’re not going to let the consultants come in
going to let the consultants come in
going to let the consultants come in we’re not going to to be change from
we’re not going to to be change from
we’re not going to to be change from what we want to do and and that’s the
what we want to do and and that’s the
what we want to do and and that’s the mentality they want to close down and
mentality they want to close down and
mentality they want to close down and protect the other group tends to be a
protect the other group tends to be a
protect the other group tends to be a little bit of your skys falling we’ve
little bit of your skys falling we’ve
little bit of your skys falling we’ve got to do something we’ve got to try a
got to do something we’ve got to try a
got to do something we’ve got to try a new program we have to try a new
new program we have to try a new
new program we have to try a new curriculum we have to get into
curriculum we have to get into
curriculum we have to get into administrator whatever it is whether
administrator whatever it is whether
administrator whatever it is whether it’s good bad we’ve got to do something
it’s good bad we’ve got to do something
it’s good bad we’ve got to do something and what you find is that no matter what
and what you find is that no matter what
and what you find is that no matter what you do the results still very so we’ve
you do the results still very so we’ve
you do the results still very so we’ve tried changing the rules we tried
tried changing the rules we tried
tried changing the rules we tried changing the law
changing the law
changing the law also we tried changing the
also we tried changing the
also we tried changing the accountability we’ve even tried all
accountability we’ve even tried all
accountability we’ve even tried all these different strategies and we find
these different strategies and we find
these different strategies and we find that still the results vary but then I
that still the results vary but then I
that still the results vary but then I have to ask a question is it really that
have to ask a question is it really that
have to ask a question is it really that bad as the test scores and the
bad as the test scores and the
bad as the test scores and the politicians would make it seem somehow
politicians would make it seem somehow
politicians would make it seem somehow despite all the numbers that are thrown
despite all the numbers that are thrown
despite all the numbers that are thrown at us in the newspapers despite all the
at us in the newspapers despite all the
at us in the newspapers despite all the numbers that we see on Excel
numbers that we see on Excel
numbers that we see on Excel spreadsheets and school reports somehow
spreadsheets and school reports somehow
spreadsheets and school reports somehow the world has managed to move on we
the world has managed to move on we
the world has managed to move on we still have jobs we still get married and
still have jobs we still get married and
still have jobs we still get married and have children we still have lives and
have children we still have lives and
have children we still have lives and thus far we’ve managed not to bring
thus far we’ve managed not to bring
thus far we’ve managed not to bring about the end of the world no promises
about the end of the world no promises
about the end of the world no promises for later but up to this point we’ve
for later but up to this point we’ve
for later but up to this point we’ve done okay so we have to say well if the
done okay so we have to say well if the
done okay so we have to say well if the results are going to vary and we accept
results are going to vary and we accept
results are going to vary and we accept that as a reality what’s the problem
that as a reality what’s the problem
that as a reality what’s the problem behind the way we’ve looked at varying
behind the way we’ve looked at varying
behind the way we’ve looked at varying results up to this point I think there
results up to this point I think there
results up to this point I think there are two premises behind the arguments
are two premises behind the arguments
are two premises behind the arguments that we really need to look deeper at
that we really need to look deeper at
that we really need to look deeper at and examine when we begin to think about
and examine when we begin to think about
and examine when we begin to think about addressing varying results the first
addressing varying results the first
addressing varying results the first premise is how do we define success can
premise is how do we define success can
premise is how do we define success can success be encapsulated by one test
success be encapsulated by one test
success be encapsulated by one test score by one grade report is there a
score by one grade report is there a
score by one grade report is there a narrow definition of success the premise
narrow definition of success the premise
narrow definition of success the premise behind this argument that you see is the
behind this argument that you see is the
behind this argument that you see is the success is based on doing a specific
success is based on doing a specific
success is based on doing a specific thing in a specific amount of time and
thing in a specific amount of time and
thing in a specific amount of time and if you fail to complete the tasks that
if you fail to complete the tasks that
if you fail to complete the tasks that we give you in the time that we give you
we give you in the time that we give you
we give you in the time that we give you to do it then you are most obviously a
to do it then you are most obviously a
to do it then you are most obviously a failure because you didn’t do what we
failure because you didn’t do what we
failure because you didn’t do what we said you should do in the time we said
said you should do in the time we said
said you should do in the time we said you should do it in this definition of
you should do it in this definition of
you should do it in this definition of success raises a really interesting
success raises a really interesting
success raises a really interesting question for me about who is the we and
question for me about who is the we and
question for me about who is the we and the VAE determining what success is for
the VAE determining what success is for
the VAE determining what success is for our students the other question that I
our students the other question that I
our students the other question that I think are the premise that I think we
think are the premise that I think we
think are the premise that I think we have to examine is the idea that success
have to examine is the idea that success
have to examine is the idea that success has a very clear-cut definition and that
has a very clear-cut definition and that
has a very clear-cut definition and that that definition comes from outside the
that definition comes from outside the
that definition comes from outside the individual that some state agency that
individual that some state agency that
individual that some state agency that some test that some curriculum sets the
some test that some curriculum sets the
some test that some curriculum sets the bar for success and that the only way to
bar for success and that the only way to
bar for success and that the only way to be successful is to meet whatever
be successful is to meet whatever
be successful is to meet whatever external requirements are set forth
external requirements are set forth
external requirements are set forth that organization the again the hidden
that organization the again the hidden
that organization the again the hidden premise behind that is anyone who does
premise behind that is anyone who does
premise behind that is anyone who does not meet this external definition must
not meet this external definition must
not meet this external definition must obviously be a failure I think the
obviously be a failure I think the
obviously be a failure I think the problem that we have is that we have
problem that we have is that we have
problem that we have is that we have tried to fight varying results we’ve
tried to fight varying results we’ve
tried to fight varying results we’ve tried to fight the fact that people are
tried to fight the fact that people are
tried to fight the fact that people are all different we tried to fight the fact
all different we tried to fight the fact
all different we tried to fight the fact that people learn in different ways and
that people learn in different ways and
that people learn in different ways and I think what we’re dealing with is a
I think what we’re dealing with is a
I think what we’re dealing with is a broken paradigm if you think about this
broken paradigm if you think about this
broken paradigm if you think about this from our first day of school we’re told
from our first day of school we’re told
from our first day of school we’re told that you either pass a class or you fail
that you either pass a class or you fail
that you either pass a class or you fail you either pass a grade or you fail it’s
you either pass a grade or you fail it’s
you either pass a grade or you fail it’s an interesting paradigm because it gives
an interesting paradigm because it gives
an interesting paradigm because it gives you the idea that if you do something
you the idea that if you do something
you the idea that if you do something more than once or if you need to do
more than once or if you need to do
more than once or if you need to do something again you failed at it it’s an
something again you failed at it it’s an
something again you failed at it it’s an odd lesson that we teach children
odd lesson that we teach children
odd lesson that we teach children because when we enter into the real
because when we enter into the real
because when we enter into the real world we know that the real world
world we know that the real world
world we know that the real world rewards perseverance and tenacity and an
rewards perseverance and tenacity and an
rewards perseverance and tenacity and an ability to approach a problem again from
ability to approach a problem again from
ability to approach a problem again from a different angle but as we educate
a different angle but as we educate
a different angle but as we educate students we say if you didn’t get it
students we say if you didn’t get it
students we say if you didn’t get it right the first time you must have
right the first time you must have
right the first time you must have failed the question I would ask is could
failed the question I would ask is could
failed the question I would ask is could we shift that paradigm just a little bit
we shift that paradigm just a little bit
we shift that paradigm just a little bit could we say that the person who has to
could we say that the person who has to
could we say that the person who has to take a test more than once to pass it
take a test more than once to pass it
take a test more than once to pass it might be more successful because they
might be more successful because they
might be more successful because they were determined enough to approach it
were determined enough to approach it
were determined enough to approach it again could we say that the child who
again could we say that the child who
again could we say that the child who needs to go through a grade twice who
needs to go through a grade twice who
needs to go through a grade twice who may need to get extra help who may need
may need to get extra help who may need
may need to get extra help who may need to get supplemental services could we
to get supplemental services could we
to get supplemental services could we say that child is more successful than
say that child is more successful than
say that child is more successful than the person who achieved without any
the person who achieved without any
the person who achieved without any effort because they put in the effort
effort because they put in the effort
effort because they put in the effort that it took could we say that defining
that it took could we say that defining
that it took could we say that defining all of our actions in terms of success
all of our actions in terms of success
all of our actions in terms of success or failure might be a false dichotomy
or failure might be a false dichotomy
or failure might be a false dichotomy and that we might need to ask the
and that we might need to ask the
and that we might need to ask the question who’s defining the success or
question who’s defining the success or
question who’s defining the success or failure anyway you see the problem with
failure anyway you see the problem with
failure anyway you see the problem with defining every action every class every
defining every action every class every
defining every action every class every test is a success or a failure is that
test is a success or a failure is that
test is a success or a failure is that we create a strong bias and our students
we create a strong bias and our students
we create a strong bias and our students toward in action if the only option is
toward in action if the only option is
toward in action if the only option is to succeed and be perfect the first time
to succeed and be perfect the first time
to succeed and be perfect the first time you do something or to be deemed a
you do something or to be deemed a
you do something or to be deemed a failure
failure
failure we’re creating people who are afraid to
we’re creating people who are afraid to
we’re creating people who are afraid to act because we’re creating people who
act because we’re creating people who
act because we’re creating people who are afraid to fail as someone who’s had
are afraid to fail as someone who’s had
are afraid to fail as someone who’s had a very diverse career I understand that
a very diverse career I understand that
a very diverse career I understand that failure is an important part of the
failure is an important part of the
failure is an important part of the process see I started my career as a
process see I started my career as a
process see I started my career as a high school English teacher and very
high school English teacher and very
high school English teacher and very much like most high school English
much like most high school English
much like most high school English teachers I had the mindset that if you
teachers I had the mindset that if you
teachers I had the mindset that if you made a 59.5 one you at least pass the
made a 59.5 one you at least pass the
made a 59.5 one you at least pass the class because that would round up and we
class because that would round up and we
class because that would round up and we could get you the d4 diploma and get you
could get you the d4 diploma and get you
could get you the d4 diploma and get you out the door so you had passed and if
out the door so you had passed and if
out the door so you had passed and if you made a 59.4 one and we couldn’t
you made a 59.4 one and we couldn’t
you made a 59.4 one and we couldn’t round you up then you had failed and
round you up then you had failed and
round you up then you had failed and that there was a very clear cut line in
that there was a very clear cut line in
that there was a very clear cut line in the sand about what passing and failing
the sand about what passing and failing
the sand about what passing and failing was then I became a principal and those
was then I became a principal and those
was then I became a principal and those lines started to get a little bit grayer
lines started to get a little bit grayer
lines started to get a little bit grayer because I started to realize that the
because I started to realize that the
because I started to realize that the world is more complex than what I could
world is more complex than what I could
world is more complex than what I could put in my grade book then I became a
put in my grade book then I became a
put in my grade book then I became a business person and I opened a company
business person and I opened a company
business person and I opened a company that does tutoring and consulting in a
that does tutoring and consulting in a
that does tutoring and consulting in a lot of other things and then that
lot of other things and then that
lot of other things and then that totally blew my mind because the
totally blew my mind because the
totally blew my mind because the paradigm that I had worked from that
paradigm that I had worked from that
paradigm that I had worked from that everything was either a success or a
everything was either a success or a
everything was either a success or a failure had to totally shift because as
failure had to totally shift because as
failure had to totally shift because as a business person I came to understand
a business person I came to understand
a business person I came to understand that in business every day is trial and
that in business every day is trial and
that in business every day is trial and error you try something you see if it
error you try something you see if it
error you try something you see if it works you adjust that you tweak it if it
works you adjust that you tweak it if it
works you adjust that you tweak it if it doesn’t work you try something different
doesn’t work you try something different
doesn’t work you try something different but there’s no such thing as success or
but there’s no such thing as success or
but there’s no such thing as success or failure there’s just continued effort to
failure there’s just continued effort to
failure there’s just continued effort to reach a goal the most important thing we
reach a goal the most important thing we
reach a goal the most important thing we can ever learn is that there is no
can ever learn is that there is no
can ever learn is that there is no failure there’s only feedback a few
failure there’s only feedback a few
failure there’s only feedback a few famous examples and they certainly
famous examples and they certainly
famous examples and they certainly aren’t unique but if you think about
aren’t unique but if you think about
aren’t unique but if you think about some famous people Winston Churchill
some famous people Winston Churchill
some famous people Winston Churchill failed his admissions test to get into
failed his admissions test to get into
failed his admissions test to get into the military academy was defeated in his
the military academy was defeated in his
the military academy was defeated in his run for Parliament suffered from severe
run for Parliament suffered from severe
run for Parliament suffered from severe depression all very well known facts but
depression all very well known facts but
depression all very well known facts but you know what Churchill said he said
you know what Churchill said he said
you know what Churchill said he said never give in never never in nothing
never give in never never in nothing
never give in never never in nothing great or small Churchill if you just
great or small Churchill if you just
great or small Churchill if you just looked at his resume without his name
looked at his resume without his name
looked at his resume without his name would not look like a successful person
would not look like a successful person
would not look like a successful person but when you look at what he achieved I
but when you look at what he achieved I
but when you look at what he achieved I think you can’t really argue with his
think you can’t really argue with his
think you can’t really argue with his results Babe Ruth who
results Babe Ruth who
results Babe Ruth who I had one of the best records in
I had one of the best records in
I had one of the best records in baseball also had the highest strikeout
baseball also had the highest strikeout
baseball also had the highest strikeout record Thomas Edison probably one of my
record Thomas Edison probably one of my
record Thomas Edison probably one of my favorite examples as he was trying to
favorite examples as he was trying to
favorite examples as he was trying to develop the light bulb tested filament
develop the light bulb tested filament
develop the light bulb tested filament after filament and found himself with
after filament and found himself with
after filament and found himself with failed result after failed result and
failed result after failed result and
failed result after failed result and one of the famous stories about Edison a
one of the famous stories about Edison a
one of the famous stories about Edison a reporter once asked him how did it feel
reporter once asked him how did it feel
reporter once asked him how did it feel to fail a thousand times before you got
to fail a thousand times before you got
to fail a thousand times before you got this right and Edison’s answer is quite
this right and Edison’s answer is quite
this right and Edison’s answer is quite revealing because what Edison said was
revealing because what Edison said was
revealing because what Edison said was he didn’t fail a thousand times he
he didn’t fail a thousand times he
he didn’t fail a thousand times he eliminated 999 things that he knew
eliminated 999 things that he knew
eliminated 999 things that he knew wouldn’t work when I left the
wouldn’t work when I left the
wouldn’t work when I left the principal’s office I learned that in
principal’s office I learned that in
principal’s office I learned that in business we may create a hundred ads and
business we may create a hundred ads and
business we may create a hundred ads and put out some will get hits some won’t I
put out some will get hits some won’t I
put out some will get hits some won’t I don’t decide that advertising is a
don’t decide that advertising is a
don’t decide that advertising is a failure so I shouldn’t advertise anymore
failure so I shouldn’t advertise anymore
failure so I shouldn’t advertise anymore I’ve done I’ve been through three
I’ve done I’ve been through three
I’ve done I’ve been through three bookkeeping programs in two years trying
bookkeeping programs in two years trying
bookkeeping programs in two years trying to find the one that works best for our
to find the one that works best for our
to find the one that works best for our company and everyone has been better but
company and everyone has been better but
company and everyone has been better but I don’t decide we need to quit doing
I don’t decide we need to quit doing
I don’t decide we need to quit doing bookkeeping guys let’s let’s give up on
bookkeeping guys let’s let’s give up on
bookkeeping guys let’s let’s give up on that I just try to improve it we’ve been
that I just try to improve it we’ve been
that I just try to improve it we’ve been through two curriculums that we’ve had
through two curriculums that we’ve had
through two curriculums that we’ve had to do for our math each one producing
to do for our math each one producing
to do for our math each one producing better test scores but I don’t decide we
better test scores but I don’t decide we
better test scores but I don’t decide we need to give up on writing curriculum
need to give up on writing curriculum
need to give up on writing curriculum but yet somehow we’ve gotten an idea
but yet somehow we’ve gotten an idea
but yet somehow we’ve gotten an idea that we can look at a child and say
that we can look at a child and say
that we can look at a child and say because you didn’t make a hundred on the
because you didn’t make a hundred on the
because you didn’t make a hundred on the test the first time because you didn’t
test the first time because you didn’t
test the first time because you didn’t pass the grade the first time through
pass the grade the first time through
pass the grade the first time through you failed I think we need to shift the
you failed I think we need to shift the
you failed I think we need to shift the paradigm to say you took one more step
paradigm to say you took one more step
paradigm to say you took one more step towards success now let’s take the next
towards success now let’s take the next
towards success now let’s take the next one when results vary the key trait that
one when results vary the key trait that
one when results vary the key trait that will determine your success or failure
will determine your success or failure
will determine your success or failure is really two things number one it’s
is really two things number one it’s
is really two things number one it’s your sense of efficacy in the face of
your sense of efficacy in the face of
your sense of efficacy in the face of varying results do I still feel like I’m
varying results do I still feel like I’m
varying results do I still feel like I’m in control of the situation and like I
in control of the situation and like I
in control of the situation and like I can affect change a belief that you can
can affect change a belief that you can
can affect change a belief that you can affect change in your circumstances is
affect change in your circumstances is
affect change in your circumstances is one of the most important things in
one of the most important things in
one of the most important things in building success in any career whether
building success in any career whether
building success in any career whether it’s an education or in business the
it’s an education or in business the
it’s an education or in business the second one is where is your locus of
second one is where is your locus of
second one is where is your locus of control the idea of having an internal
control the idea of having an internal
control the idea of having an internal locus
locus
locus control from the psychology of
control from the psychology of
control from the psychology of personality study says that I believe
personality study says that I believe
personality study says that I believe that I’m not a passive recipient of
that I’m not a passive recipient of
that I’m not a passive recipient of events but that I’m a catalyst that
events but that I’m a catalyst that
events but that I’m a catalyst that things don’t just happen to me but that
things don’t just happen to me but that
things don’t just happen to me but that I can have an effect on what’s happening
I can have an effect on what’s happening
I can have an effect on what’s happening around me as a good friend of mine who’s
around me as a good friend of mine who’s
around me as a good friend of mine who’s a pastor always says take one deep
a pastor always says take one deep
a pastor always says take one deep breath as long as you can do that your
breath as long as you can do that your
breath as long as you can do that your story isn’t over and your book is still
story isn’t over and your book is still
story isn’t over and your book is still being written so I would just offer you
being written so I would just offer you
being written so I would just offer you a word of encouragement today when you
a word of encouragement today when you
a word of encouragement today when you face varying results when things may not
face varying results when things may not
face varying results when things may not have worked out just the way you thought
have worked out just the way you thought
have worked out just the way you thought remember you may be it attempt 999 your
remember you may be it attempt 999 your
remember you may be it attempt 999 your next attempt maybe the one that lights
next attempt maybe the one that lights
next attempt maybe the one that lights the whole world
the whole world
the whole world [Applause]
”
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