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Speaker 3: All right, guys, welcome back, Welcome back.
Speaker 4: We have another monumental episode in store for you, guys,
Speaker 4: Episode fourteen, Week fourteen.
Speaker 5: We made it.
Speaker 4: It's crazy time Fly Soundfly. So before we start. Before
Speaker 4: we start, we have to thank you guys for your support,
Speaker 4: for your continued support. You know, when we started this podcast,
Speaker 4: we don't really have any expectations on how far we
Speaker 4: wanted to go, and we didn't really we just wanted
Speaker 4: to reach the people. And in fourteen weeks we are
Speaker 4: in the top twenty five of iTunes business charts.
Speaker 3: We had a Bloomberg Wall Street Journeys. It's crazy, and
Speaker 3: we're almost in the time one hundred for all podcasts,
Speaker 3: so all categories.
Speaker 4: Now, it's encouraging a lot of different levels to see
Speaker 4: that the culture so engaged in financial literacy. It's not
Speaker 4: like we're talking about sports and we are talking about
Speaker 4: sports entertainment, but the financial side of it, right, So
Speaker 4: it's just encouraging to see that and we're not you know,
Speaker 4: we don't have any ads, we didn't have any training,
Speaker 4: we didn't have any publication that wrote about.
Speaker 5: Us go to school for this na.
Speaker 3: We just started. We just started it. That's it. So yes.
Speaker 4: And also, you know, if you guys can use that
Speaker 4: as some inspiration too, if you think about just starting anything,
Speaker 4: you know, just start, You're gonna figure it out as
Speaker 4: you go, right, You're going to figure it out as
Speaker 4: you go. But also I wanted to think the people
Speaker 4: that you don't see that make this possible.
Speaker 3: So we have Larry, we have said, we have Mike,
Speaker 3: we have Bam.
Speaker 4: Thank you gentlemen, and you know, like I said, you
Speaker 4: see me and Joy a lot, but you might necessarily
Speaker 4: see the other gentlemen.
Speaker 6: They make sure the visuals are good. They make sure
Speaker 6: our sound is on point.
Speaker 5: So thank you, thank you.
Speaker 4: We appreciate you for sure. So we're gonna jump right
Speaker 4: into it today. We have a very special guest. So
Speaker 4: today's the education episode, so we try to do different
Speaker 4: you know topics.
Speaker 7: Homecoming.
Speaker 4: Yeah, yeah, so it's education, but it's so part of
Speaker 4: the education if you go to any school is homecoming, right,
Speaker 4: That's like the biggest thing.
Speaker 3: That's like the biggest thing. So it's the homecoming edition.
Speaker 4: Actually, as we said before, our Baltimore tides run deep,
Speaker 4: but this is actually a Greenberg thing.
Speaker 5: To the town, to the town, shout out to the town.
Speaker 4: So we all are from Greenberg. We have special guests. Valencia.
Speaker 5: Let's just call you a member, family member.
Speaker 4: Family member of founder Valencia Clay.
Speaker 3: I call her Valve, So I'll be calling her valve
Speaker 3: throughout the interview. It's just a habit of mine, but
Speaker 3: the world.
Speaker 4: She's Valencia Dclay and she's about to be doctor Clay,
Speaker 4: so she really needs no introduction, but I'll just give
Speaker 4: one anyway.
Speaker 3: She's a rock star teacher.
Speaker 4: She has changed the Court of education, how teachers teach
Speaker 4: their classroom. She's given inspirations to millions of people. And
Speaker 4: above all that, Rihanna follows her. That's like the highest
Speaker 4: level of the only thing that is Beyonce.
Speaker 6: So that's that's your biggest was like, I mean, Rihanna
Speaker 6: was crazy like she like, but when Jada follows you,
Speaker 6: you were.
Speaker 7: Like, oh my god, was like amazing, Oh my god,
Speaker 7: I died.
Speaker 4: Yeah, Rihanna, Jada Holly Berry, she was in Vogue, she's
Speaker 4: been on ABC News, NBC, she's working with National Geographics.
Speaker 4: She's lit all the way around. So we are honored
Speaker 4: to have her. And as I said, it's a Greenberg thing.
Speaker 4: She's from Harlem too. But it's a long story. But
Speaker 4: for this one, for this purpose is we're just gonna
Speaker 4: claim Greenberg. So we're gonna jump right into it. We
Speaker 4: got a lot of information to cover on education. A
Speaker 4: money play he's behind education how it all talks, because
Speaker 4: it all comes back to money. Everything in this society
Speaker 4: comes back to money. So yeah, we're gonna we're gonna
Speaker 4: jump right into it and let's get it gone.
Speaker 7: He val.
Speaker 6: I'm just gonna touch on the tutoring thing because that's
Speaker 6: like a billion dollar business. I don't think people really understand,
Speaker 6: especially when when we were talking about the college scandal,
Speaker 6: like parents trying to get their kids into schools. It's
Speaker 6: a thirteen billion dollar business. But people are paying for
Speaker 6: the preparation for the SAT prep for the counseling. Now
Speaker 6: that's a new thing in counseling because the pressure of
Speaker 6: trying to.
Speaker 8: Take essays right, just that like counseling, that's social emotional.
Speaker 8: So people are making money off the social emotional warfare
Speaker 8: that is played on us, right, you know, and that
Speaker 8: I mean us as everybody, because yeah, let's talk about
Speaker 8: test anxiety, school anxiety period. I realized that my students,
Speaker 8: they always do my projects late unless we do every
Speaker 8: single piece of it together. If I give them something
Speaker 8: to do independently this school year, and I'm not gonna
Speaker 8: say that I can't fix this because we're gonna keep trying.
Speaker 7: I got a whole.
Speaker 8: Quarter left, but so far the school year they haven't
Speaker 8: been able to turn anything in on time.
Speaker 7: Why because it's hard, and that anxiety of feeling like
Speaker 7: you can't even do it is so real. It's learned helplessness,
Speaker 7: but it's still real. It's still real.
Speaker 8: And that all comes from postal radislation syndrome, which is
Speaker 8: which is financial literacy that we don't even learn about.
Speaker 8: We don't learn about those aspects of what slavery did.
Speaker 7: We don't learn about the financial aspects of it. We
Speaker 7: don't learn who we were before brown versus bored as cities.
Speaker 8: We don't learn these things in school. So it all
Speaker 8: goes to curriculum cases.
Speaker 5: That's what we start.
Speaker 8: But none of our schools are teaching these kinds of
Speaker 8: curriculums because that's not on the standardized test. So you
Speaker 8: give people a standardized test and you say this is
Speaker 8: what you need to do in order to say.
Speaker 7: That you are intelligent.
Speaker 8: So then you get schools looking at that test saying
Speaker 8: I need to teach these things Y and Z only
Speaker 8: so that my students will do well in this test.
Speaker 7: So that our school can keep its money.
Speaker 8: I just read an article in the Post this morning
Speaker 8: about a mother in the Bronx she can't get her
Speaker 8: five kids into any charter schools in the city. And
Speaker 8: then that same publication rode a post that was in
Speaker 8: favor in favor of charter schools. So I'm looking at
Speaker 8: this post and I'm realizing they're using their platform right now,
Speaker 8: in my opinion, to say, look, we need more charter schools.
Speaker 8: See how these parents can't get their kids into charter schools.
Speaker 8: They're not saying no, we need to figure out how
Speaker 8: to put public funding charter funding put.
Speaker 7: They're in the public buildings.
Speaker 8: Why are they charter schools because it's called that it's
Speaker 8: still a public school, but you're getting different money because
Speaker 8: somebody else is running it with the same kind of
Speaker 8: agenda to pass these standardized tests.
Speaker 6: The problem and the problem with the test is it's
Speaker 6: like a one size fit to one, but everybody learns different.
Speaker 4: So, yeah, it's a business show. So always like to
Speaker 4: tie it in the money, and education, like all things
Speaker 4: in society, is tied into money. Right, So we take
Speaker 4: these tests, like you said, the charter schools versus private schools,
Speaker 4: versus public schools, and these are things that the decisions
Speaker 4: that parents are making without actually really thinking about it.
Speaker 4: They're just doing it right. But ultimately it comes down
Speaker 4: to money.
Speaker 5: It's money. It's a money issue, right. The standardized test
Speaker 5: is a billion dollar issue, and they are.
Speaker 7: Thinking about it.
Speaker 8: That mother in that article, she said, I don't want
Speaker 8: to send my kids to the.
Speaker 7: Public schools because their test scores are terrible. Those were
Speaker 7: her words in the article. They are thinking about it.
Speaker 8: They're thinking about what the oppressor wants them to think about.
Speaker 7: They're thinking exactly about test scores. They're thinking about the
Speaker 7: stuff that.
Speaker 8: We want them to think about, financial literacy, we want
Speaker 8: them to think about their history. We want them to
Speaker 8: think about how to be innovative, how to become an
Speaker 8: entrepreneur when you grow up in some sort of way,
Speaker 8: how to become a leader, how to become you know
Speaker 8: something more than somebody tells you you have to do
Speaker 8: the same thing over and over nine to five robot.
Speaker 7: We are we want that.
Speaker 8: But these parents that are saying let's send us to
Speaker 8: a sent to a charter, they're not realizing that these
Speaker 8: test scores are showing everything but what we want.
Speaker 7: These test scores are not preparing right.
Speaker 6: It's preparing them to pass a test, which in life,
Speaker 6: right after you've left college and those SAT scores, it's.
Speaker 8: Supposed to prepare them to And if you look at
Speaker 8: our babies test scores, it's still shown that they're reading
Speaker 8: is at an all time love. And that's what I'm saying.
Speaker 8: That's the sense of urgency we have to have. If
Speaker 8: we're going to talk about business, then we need to
Speaker 8: think about how we rally businesses to make sure that
Speaker 8: kids have more.
Speaker 7: Of what they need.
Speaker 8: And I don't feel like enough businesses are talking about
Speaker 8: that are talking about children and schools and reading and
Speaker 8: writing and math and science school.
Speaker 6: It's like I said, I read an article from the
Speaker 6: Brickins Is too and it was just like schools become
Speaker 6: a product. It's actual product that they're selling.
Speaker 3: Right.
Speaker 6: So like when we sell a test to a school
Speaker 6: district or state and they buy it, it's like, all right,
Speaker 6: everybod he passed this. Now the educator has to kind
Speaker 6: of like curtall what they're doing. It's like, you know what,
Speaker 6: I have to have these kids pass or I'll be
Speaker 6: viewed as ineffective, you know what I mean?
Speaker 5: And right now.
Speaker 8: My data, my school as a whole our kids did
Speaker 8: not move. A lot of our teachers have to have
Speaker 8: I'm not going to talk for everybody. I'm telling aout
Speaker 8: myself because I know people are listening. I don't let
Speaker 8: anybody to feel away. But my data, my data was
Speaker 8: only effective, not highly effective. Why because only a certain
Speaker 8: amount of my kids grew this year a certain amount
Speaker 8: of points I have. We had a goal all kids
Speaker 8: had to move this many points by the end of
Speaker 8: the year, and if they didn't, we don't get our money.
Speaker 8: I don't get a raised next year. I work my
Speaker 8: ass off this year and I'm not going to get
Speaker 8: a raise because their test scores don't show their test
Speaker 8: score that's not the reading, not this, not these things
Speaker 8: that I got in this notebook that they know, not this,
Speaker 8: not these words. Their standardized test score shows that they
Speaker 8: didn't grow. So therefore I am I'm not I'm not
Speaker 8: highly effective.
Speaker 7: Nope, I'm not.
Speaker 8: Like that's that's the money play behind it, because you're
Speaker 8: you're you're not understanding. Curriculum dictates what our children learn,
Speaker 8: who they become. It dictates who we are, what we're doing.
Speaker 8: And this is not a wee as in just teachers.
Speaker 8: This is the world because education is the world. How
Speaker 8: are you gonna how else could you get here? And
Speaker 8: you I, all three of us at this table have
Speaker 8: totally different We went to the same schools, granted, but then.
Speaker 7: We have totally different educational narratives.
Speaker 3: But then also he still ended up in the same place.
Speaker 4: So for me, my personal perspective on education is, Okay,
Speaker 4: I'm outside because you guys work in schools. You're you
Speaker 4: don't like to teach this term teacher, You're an educator,
Speaker 4: right right?
Speaker 3: Teacher both? Okay, so you're both.
Speaker 5: I think the term is when he says you're a
Speaker 5: school teacher.
Speaker 3: I mean, so, all right, you're both.
Speaker 4: You're both educators, and I'm in business, right, I mean,
Speaker 4: you're both in business as well on a certain level.
Speaker 4: But so the thing about it is, I feel like
Speaker 4: my outside experiences have helped me more and even in
Speaker 4: sports have helped me more. So I don't feel like
Speaker 4: I don't think that what you learn in school is
Speaker 4: going to be the key to your success.
Speaker 5: Yeah, because let me learn, it doesn't stop in the classroom.
Speaker 4: It doesn't stop in the classroom, and you learn way
Speaker 4: more outside of the classroom than you ever learned inside.
Speaker 6: Of the classroom because life is a teacher twenty four
Speaker 6: hours a day, you know what I mean, So like
Speaker 6: that's important.
Speaker 5: Life is going to be your teacher.
Speaker 6: So like when I see Valencia post things, I'm like,
Speaker 6: I can see the passion in her.
Speaker 5: I know some of those things are not in the
Speaker 5: curriculum of Maryland.
Speaker 7: My thing is, why is that okay with you?
Speaker 4: No?
Speaker 3: No, it's not okay. It's not okay that what.
Speaker 8: You're saying is true, that we're not learning and what
Speaker 8: we need in schools.
Speaker 7: So you what's your platform?
Speaker 8: Has to keep doing this so that you can that
Speaker 8: was We can't sit here and be like, yeah, we
Speaker 8: not learning nothing in school. No, we have to knock
Speaker 8: the doors down and change that so that the bays
Speaker 8: are learning something in school. Because let me tell you
Speaker 8: what it looks like when they're wasting their time. It
Speaker 8: looks like then when I come in to try to
Speaker 8: give them as much as I can, they don't want
Speaker 8: it because they're so used wasting their time.
Speaker 7: That's what they think they should be doing. That's all
Speaker 7: they want to do. That's what they desiring. Now, not everybody,
Speaker 7: but this is what's happening to too.
Speaker 6: Many because it's like year one grade, right, So by
Speaker 6: the time they've gotten to you, they've had years of
Speaker 6: people who probably have not reached them. In a sense,
Speaker 6: it's like you only can be what you see, right,
Speaker 6: So like when they see somebody like you, it's like, wow,
Speaker 6: I can imagine the eighth pen that.
Speaker 8: Yes, But also you don't understand what it looks like
Speaker 8: when you have.
Speaker 7: Hard working teachers, well meaning.
Speaker 8: That's why I love Cardigi was in chapter three, The
Speaker 8: Miseducation of the Ney World, he talks about the well
Speaker 8: meaning missionaries that went down south when we were well,
Speaker 8: when our ancestors were finally given the right to learn
Speaker 8: how to read them write. These well meaning missionaries went
Speaker 8: down and they opened the Freedman schools. But they taught them.
Speaker 8: What they taught them was not true history true. They
Speaker 8: taught them a whitewashed education. This is the same thing
Speaker 8: that's happening right now in our schools. You have these
Speaker 8: well meaning educators, no matter what color, ethnic background, doesn't matter.
Speaker 8: We are all well meaning doing what we are told.
Speaker 8: You're right, But as a whole, yet, thank you. That's
Speaker 8: why as a whole it looks like this. It looks
Speaker 8: like this on purpose though it looks like this on purpose,
Speaker 8: and it's scary because if we don't continue to have
Speaker 8: these conversations in a way that has a solution for
Speaker 8: the children, it's gonna stay the same and the money plays,
Speaker 8: these financial podcasts won't mean a thing because if the
Speaker 8: babies are not learning, they're gonna keep growing up.
Speaker 7: You're gonna keep having the same podcast.
Speaker 8: We got to make sure that this is a seed,
Speaker 8: but not the end all be all, because the goal
Speaker 8: is for us to not need The goal is for
Speaker 8: it to be a norm, that financial literacy being your
Speaker 8: healthiest money self.
Speaker 7: Like you know what I'm saying, You're understanding.
Speaker 8: It from a healthy perspective. If you can understand money
Speaker 8: from in the same way we understand food in a
Speaker 8: nutrition way, nutritious way. If we if we understood our
Speaker 8: money in our bank accounts and our finances, we understood
Speaker 8: the difference between saving right, if we understood the difference
Speaker 8: between spending and investing and the difference between those two words.
Speaker 8: If we teach the babies that and it's normal in
Speaker 8: their minds, that's that's.
Speaker 7: Where we have to go.
Speaker 4: Well, it's interested that you said the nutrition thing, because
Speaker 4: we don't understand nutrition. No, going back to some of
Speaker 4: us majority going back into school, right, like with the
Speaker 4: pizza and milk at the lunch and it's like this
Speaker 4: is terrible, right, And I was fortunate enough to never
Speaker 4: eat school lunch, like my mom packed me lunch every day.
Speaker 3: That was very rare.
Speaker 5: I remember that.
Speaker 4: It's like, looking back on it now, that was such
Speaker 4: a blessing that she even took the time because she
Speaker 4: knew because it's like everybody else was eating pizza and
Speaker 4: and so what if.
Speaker 7: We have the moms like your mom who you know,
Speaker 7: his mom was his mom?
Speaker 8: What if we had more moms going into the community
Speaker 8: saying we can't let them feed our babies this, Like
Speaker 8: we just there's so much that we have accepted that
Speaker 8: we didn't know that we were accepting, or that we
Speaker 8: didn't know that there were more options for because there's
Speaker 8: so many other priorities that we have.
Speaker 7: It's like we can't think about we just have got
Speaker 7: school lunch.
Speaker 8: Like we don't realize that they're feeding us.
Speaker 3: Yeah.
Speaker 4: But then once again going back to the money, right,
Speaker 4: so these schools have contracts with food vendors, right, with
Speaker 4: dairy companies with so it's not like they're not just
Speaker 4: getting this food out the star.
Speaker 3: It's a million million billion dollar.
Speaker 6: Contracts doesn't if we talk about real estate, if we
Speaker 6: talk about banking, we talk about school, it all comes
Speaker 6: back to money man everything.
Speaker 4: And that's the that's the beauty of the podcast because
Speaker 4: it's so broad ranging that we can talk about so
Speaker 4: many different things. But education is you know, like you
Speaker 4: said that, that's like the ground rule of the kids beginning, right,
Speaker 4: they go to preschool, they go to kindergarten, they go
Speaker 4: to you go to school. And school is is a business, right,
Speaker 4: it's a business. College college is a bit business.
Speaker 5: We know that. We cover that, so so.
Speaker 4: All right, so we talked about some problems, but we're
Speaker 4: not this podcast is not a great a cloud or
Speaker 4: you know, we're not going to just leave you in gloom.
Speaker 4: We're gonna now talk about some solutions and how we
Speaker 4: can hopefully change the world. That's what we had to do,
Speaker 4: all right, So once again, we're not going to leave
Speaker 4: you guys, you know, feeling like there's no hope, because
Speaker 4: there's always hope, there's always hoping. That's why we started
Speaker 4: this podcast is to inspire people, right and to give inspiration.
Speaker 4: That's the most valuable thing. That's the most important thing
Speaker 4: that you can ever give some So all right, now
Speaker 4: we talked about what's wrong in the education system. But
Speaker 4: I know one of your goals now is to one
Speaker 4: day be the secretary of Education.
Speaker 5: I wrote that down. I have the text.
Speaker 6: I was like, wow, like that's super ambitious, Like, let's
Speaker 6: do it.
Speaker 3: So you heard it here first, ladies and gentlemen, the pressure.
Speaker 4: So all right, so that's one of your goals. And short,
Speaker 4: like I said, you're you're an educator as well. You
Speaker 4: both educated. So we know that money is and it's
Speaker 4: a lot of times people say, you know what the
Speaker 4: average this is the average person. I'm just gonnakeep it real.
Speaker 4: I can't fix it, so I even worry about it. Right, Like,
Speaker 4: this thing has been going on for so long. The
Speaker 4: school systems are failed. The kids in poor neighborhoods are
Speaker 4: not going to get the same education as kids that
Speaker 4: go to private schools that live in rich neighborhoods.
Speaker 3: It's never going to be equal.
Speaker 4: It's like almost like the marching syndrome, Like while we're
Speaker 4: gonna keep trying to march one This is why the
Speaker 4: entrepreneur thing comes into play with people like myself, not
Speaker 4: to say like when we tipped in, we used to
Speaker 4: that white think that's okay. I don't think it's okay.
Speaker 4: But I feel like I'm not expecting anybody to do
Speaker 4: something for me that they haven't done for four hundred years.
Speaker 4: Like know what I'm saying. So now let's do our own thing.
Speaker 4: We can start teaching ourselves. We can have different platforms.
Speaker 4: This is what this platform is. It's like a college
Speaker 4: course pretty much every single week, right, So if you
Speaker 4: can do something to school, great, I'm not holding my breath.
Speaker 3: That's my personal thing. And there's a lot of people that
Speaker 3: feel like me.
Speaker 4: So I want to get you guys's thoughts on how
Speaker 4: you think why it's important to change it from the inside,
Speaker 4: because you are inside, You're inside of the building literally,
Speaker 4: and you know.
Speaker 3: Just your thoughts on that I'll start.
Speaker 6: I just think representation number one is extremely important. Like
Speaker 6: I work in elementary school. I don't know if I've ever,
Speaker 6: I don't know how many black males or males of
Speaker 6: color are in elementary school. So having representation, seeing something
Speaker 6: that you can aspire to be. I would say that
Speaker 6: everything I do is super intentional from the way I talk,
Speaker 6: to the way I dress, to the music I listen to.
Speaker 5: I want to stay in.
Speaker 6: Tune with what the future generation is listening to so
Speaker 6: that we can always be engaged. I also think being
Speaker 6: culturally responsive is key, and I think that's one of
Speaker 6: the things that Val does to her post.
Speaker 5: Her education is so responsive.
Speaker 6: And people used to say, we need to be relevant,
Speaker 6: and I'm like, relevancy can change over time, you know
Speaker 6: what I'm saying. Every ten years, culture changes. Right if
Speaker 6: I'm from Jamaica, Right, if I went back to Jamaica,
Speaker 6: the culture is completely different from the one that my
Speaker 6: parents grew up in, right, So that we have to
Speaker 6: be responsive because culture is always changing. Things are always changing.
Speaker 6: We need to keep up with that. Like, that's a
Speaker 6: job in itself, and I don't think a lot of
Speaker 6: my you know, educators take that job.
Speaker 5: As seriously as as they should.
Speaker 7: Right.
Speaker 6: They get their curriculum, they say, this is what I
Speaker 6: have to teach. If they don't learn it, you know what,
Speaker 6: that's on them. But in the end it'll end up
Speaker 6: being on the educator themselves, right, because the test scores
Speaker 6: will dictate how effective the teacher is. So I think
Speaker 6: representation and being responsive to what's happening in culture.
Speaker 8: Everybody doesn't have the same values at this point, so
Speaker 8: we need to start there. We need to start first
Speaker 8: with identifying the values in the community. We have to
Speaker 8: come together as a full community first. Right now, everybody's
Speaker 8: working in silos. People need to come together as one community.
Speaker 8: Community means whatever whoever you are, don't matter what you work.
Speaker 7: What you look like, you live in that community. That's
Speaker 7: your community. Cool, everybody come together, everybody.
Speaker 8: Then we identify the values, and for me, my number
Speaker 8: one value is education. Somebody else number one value might
Speaker 8: be something else. We don't know right now. But once
Speaker 8: we tally up the values, then we work from making
Speaker 8: a plan. Right now, we can't say what works, how
Speaker 8: are we going to fix it? We gotta implement a plan.
Speaker 8: That's what action research is. That's why I'm going back
Speaker 8: to school. That's why I gotta get my doctorate.
Speaker 4: So what plan or what would you what would your
Speaker 4: plan specifically, what would your plan look like?
Speaker 6: You're going back to Johns Hopkins, right, so you're gonna
Speaker 6: be what are you gonna be studying there?
Speaker 7: My brain and teaching.
Speaker 8: So I'm looking at things from a neurologist's perspective, which
Speaker 8: is very scary for me because I am not good
Speaker 8: at science and math. Right now, I'm getting better, but
Speaker 8: that's not my strong suit. So being a researchers always
Speaker 8: terrified the heck out of me, but I don't care.
Speaker 8: I have to get over that, which is another reason
Speaker 8: why I'm like, I cannot be on social media right now.
Speaker 8: I can't create right now. I have to study and
Speaker 8: become a better learner. Right now, my learning.
Speaker 7: Habits are just really trash, Like I feel like I
Speaker 7: have ADHD.
Speaker 8: I know I'm going on a tangent, but I do.
Speaker 8: Sometimes I just can't even focus, like look.
Speaker 7: At my book.
Speaker 8: I have to make myself a little daily monitor for
Speaker 8: my own behaviors because I feel like I'm like connected
Speaker 8: to everything else. Then, you know, anyway back to this,
Speaker 8: what we need to do. We need to do what
Speaker 8: I'm doing and self assess because it starts with you.
Speaker 8: But the other thing we need to do, which is
Speaker 8: why I'm going back to school, is we have to
Speaker 8: go into our classrooms with a researcher's lens. So what
Speaker 8: I want to look at is specifically the child who
Speaker 8: has been neglected, and I want to see how the
Speaker 8: habits of the neglected child play out in their educational abilities.
Speaker 7: And that's all I know right.
Speaker 5: Now from the start.
Speaker 7: That's just my little like, this is what I want.
Speaker 8: I want to look at anger and I want to
Speaker 8: look at love from the teacher's perspective. So I want
Speaker 8: to look at a love based education. What does that
Speaker 8: look like? How do you gather data to assess the
Speaker 8: effectiveness of a love based education?
Speaker 7: I don't know these things yet, so I can't say
Speaker 7: this is the solution.
Speaker 8: Love is a solution until I do my research, until
Speaker 8: I gather the data, until I do it again with
Speaker 8: a bigger pool, until I have to keep going.
Speaker 7: I have to, I have to test this out. So
Speaker 7: right now, I'm a student.
Speaker 8: I'm a student right now, and I feel like that
Speaker 8: is one of the solutions I would give y'all or
Speaker 8: the US. So the community is become a student and
Speaker 8: be okay with being a learner at whatever place you
Speaker 8: are in right now, because no matter how many accolades
Speaker 8: you have, titles, or followers or friends or whatever the
Speaker 8: fuck you got, I don't know, excuse my language, but
Speaker 8: it doesn't matter if you don't know how to get
Speaker 8: where you want to go next, or how to get
Speaker 8: to the place that needs you next. The Instagram pages
Speaker 8: right now, no disrespect, no shade. Everybody is doing their
Speaker 8: work in their way. But I don't see enough of us.
Speaker 7: I don't see myself personally doing enough work that says
Speaker 7: teach reading period, and I don't mean physically reading. Rashad
Speaker 7: is my number.
Speaker 8: One example when I tell people about non readers. Shad
Speaker 8: knows everything.
Speaker 7: Like if a shot doesn't read, for Shad reads non print,
Speaker 7: non print. That is the type of reader that our
Speaker 7: kids are.
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Speaker 1: An illegal alien from Guatemala charged with raping a child
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Speaker 2: Sponsored by the United States Department of Homeland Security.
Speaker 8: See more teachers like you, and there are more teachers
Speaker 8: like you in the world than us.
Speaker 7: The teachers need.
Speaker 3: You now, that's a fact.
Speaker 4: They do need me first and form you can I just.
Speaker 5: Touch on something really quickly.
Speaker 6: I just thought really quickly because what you said is
Speaker 6: very interesting, Like if you asked me to throughout high
Speaker 6: school and even in college in post school, how many
Speaker 6: books I read, I probably could count on my hands,
Speaker 6: and I know I don't read enough.
Speaker 5: And then I started. I read an article and I
Speaker 5: was like, wait, I do read a lot.
Speaker 3: I read.
Speaker 6: I read the Wall Street Journal every day. I read
Speaker 6: the Daily News with my dad would bring home every day.
Speaker 5: I was reading print.
Speaker 6: I just wasn't reading books, but I was the magazines
Speaker 6: when I was younger. I read cards like I always read,
Speaker 6: just not in the way that we would taught, Like, hey,
Speaker 6: you're not reading this literature book, so you're not a
Speaker 6: reader because.
Speaker 7: You were taught to read for a grade grade right.
Speaker 5: And I'm doing it for my own joy. I've always
Speaker 5: done it. That's good that you said that.
Speaker 7: And they didn't. No one taught us to read. No
Speaker 7: one taught us how to love learning.
Speaker 8: They didn't explicitly say this is what learning feels like.
Speaker 7: Don't you feel good?
Speaker 8: No one gave us those And I think I can't
Speaker 8: say no one because we did have good teachers, but
Speaker 8: I never got someone to say This feels good, doesn't it?
Speaker 7: Girl? No one said that when I was learning.
Speaker 8: I'm going if somebody would have helped me name that high,
Speaker 8: the natural high that comes from learning, how many more
Speaker 8: people would getting high of learning every day?
Speaker 4: But also I think that you know, from the education standpoint, See,
Speaker 4: one of my problems with education is that. And I'm
Speaker 4: not anti education, I'm not anti school, but I just
Speaker 4: feel like I don't have faith in school because I've
Speaker 4: seen it fail too many times. Right, And one of
Speaker 4: the one of the main issues that I have with
Speaker 4: school is that everybody learns differently. I think I read
Speaker 4: somewhere it's where it's like just seven different learning styles, right,
Speaker 4: But school only teaches one way.
Speaker 5: To learn to industrial styles.
Speaker 4: So now you have thirty kids that's all learning the
Speaker 4: same way. So, like you said, I don't read books.
Speaker 4: I'm an audio learner, so I can hear something that
Speaker 4: I can process it much faster than if I read it.
Speaker 4: I know how to read, but my attention span is
Speaker 4: very short, right exactly, So I like to do audio books.
Speaker 4: So it's just it's not it doesn't discount my learning.
Speaker 8: But back in the day, that's what even what am
Speaker 8: I saying back in the day, right now, our teachers
Speaker 8: have not been given the freedom to say, you know,
Speaker 8: your babies don't want to read that boring book? What
Speaker 8: else do you think they should do in order to
Speaker 8: get what you want?
Speaker 7: You know, I know they come in my room all
Speaker 7: the time.
Speaker 8: What lesson plan are you on in the lesson planned book?
Speaker 8: I'm like, seveneen, I don't know, but I have the data.
Speaker 8: Sorry for hitting table. I have the data. I have
Speaker 8: the data that shows these are the essays like look
Speaker 8: at I've got to keep.
Speaker 6: I mean when we visited your classroom, I was like,
Speaker 6: this is the type of literature that our kids.
Speaker 8: But no, no, no, no no, I'm talking about the data of
Speaker 8: the essays that say this is their first essay, this
Speaker 8: is their second, this is their third, and you see
Speaker 8: these grades going up. I'm not trying to stay on
Speaker 8: a lesson plan that's not teaching them how to get
Speaker 8: from A to B.
Speaker 4: But then, this is the problem with education, even when
Speaker 4: we just posted on Instagram where a lot of people
Speaker 4: are saying it's college worth it right because they go
Speaker 4: to college and they get these degrees and they have
Speaker 4: a bunch of student loan debt and they can't get
Speaker 4: a job because they're not they don't they going without
Speaker 4: really knowing what they want to do. They're getting a
Speaker 4: general degree in something and it's not specialized, and they're
Speaker 4: just going out in the world, and it's like, what
Speaker 4: do I do now, because they don't teach you. This
Speaker 4: is life skills, this is how you survive in the
Speaker 4: real world. Right, And I said this before. I feel
Speaker 4: like school kind of prepares you for that nine to
Speaker 4: five mentality, right, because you have a lunch break, you
Speaker 4: get the school early. Like I'm not an early white
Speaker 4: rise of I don't get up to eight o'clock, sometimes
Speaker 4: nine o'clock.
Speaker 5: Right.
Speaker 3: I work at night.
Speaker 4: I might stay up to four o'clock in the morning,
Speaker 4: so I don't feel like I have to get up
Speaker 4: at six thirty in order to feel good about myself.
Speaker 3: Like you know, everybody's different.
Speaker 4: But I think that that's because I was never really
Speaker 4: that great as a student. Decent student, but I was
Speaker 4: never really great, right, And I think one.
Speaker 8: Terms of what was defined as greatness, because great is relative.
Speaker 3: Well, what I'm saying in school, I was never a.
Speaker 7: Great student's relative though as far as grades, grades and stuff.
Speaker 8: In test school, I don't want you to a lot
Speaker 8: of times our babies, people come, we had all of
Speaker 8: us have these stories. Like me personally, I would tell
Speaker 8: my story of how terrible I was in high school.
Speaker 8: I was this, I was that, But the reality was
Speaker 8: I really wasn't that bad. I just thought I was
Speaker 8: that bad. There were so many other things, And there
Speaker 8: are the kids. There are kids who are not bad
Speaker 8: at all, who don't get to interact with our blanket
Speaker 8: statement of being not great.
Speaker 4: And well, yeah, because I always like to tie in
Speaker 4: personal stories. So it's crazy now because it's like on Instagram,
Speaker 4: people will hit me all the time and it's flyering.
Speaker 4: I appreciate, but they're like, yo, you're so smart, You're
Speaker 4: a genius. Da da da da. But it's crazy because hey,
Speaker 4: nobody looks themselves like that. Right, we just reading information
Speaker 4: and we're just giving it back to the public. But
Speaker 4: so in school, I had an IEP. Right this, things
Speaker 4: are not familiar with IEP. That's like a learning disability.
Speaker 5: It's an individual education plan.
Speaker 4: Yeah, so pretty much the said I had a learned disability,
Speaker 4: but I didn't. I don't think I had a learning disability.
Speaker 4: I just wasn't interested in learning. The way that I
Speaker 4: was being taught. Obviously I'm intelligent, like you know what
Speaker 4: I'm saying. So, but it's how many kids take that
Speaker 4: label and now their self esteem drops and now going forward,
Speaker 4: they don't feel good about themselves.
Speaker 7: It's not the label because me, I feel like, give
Speaker 7: them a label if you're going to educate them on
Speaker 7: what that label is and not make.
Speaker 8: It seem like that, you know what, Like, let's because
Speaker 8: I'm speaking for myself personally. When I got diagnosed, that
Speaker 8: freed the heck out of me. It made me feel
Speaker 8: like I am this is I'm normal. There are things
Speaker 8: to help me with how I feel right now. And
Speaker 8: this is because science. To that it was scary for
Speaker 8: me to not be like everybody else. Once I understood,
Speaker 8: and then I could and then once I educated myself
Speaker 8: on my label or my label, I could say this.
Speaker 7: Is not actually my label.
Speaker 8: I was showing signs of this, but I'm a little
Speaker 8: bit different than this and that because I was able
Speaker 8: to educate it myself with it.
Speaker 7: Now with our babies, you have children who.
Speaker 8: Don't even know what it means, what it means to
Speaker 8: be ADHD, but their IP says they have ADHD.
Speaker 7: I have a little boy, I asked him. He said no.
Speaker 7: He said, Miss Clay, am I bad? And I said, no,
Speaker 7: you're not bad.
Speaker 8: I said, we were talking about his thing, and I said,
Speaker 8: you just have ADHD.
Speaker 7: He said, why would you say that?
Speaker 8: Like he got really angry, and I'm like, so you
Speaker 8: would rather be labeled bad than to have ADHD.
Speaker 7: He was like, yes, like that's that's not okay.
Speaker 4: But what is Are we even showing that these labels
Speaker 4: of ADHD are even appropriate right?
Speaker 3: Because he not?
Speaker 7: And but the point is to still be. He doesn't
Speaker 7: even know what that means.
Speaker 8: He doesn't know that it simply means that sitting still
Speaker 8: and learning is not the way for him.
Speaker 7: He doesn't know what it means. He should be outdoors
Speaker 7: canoeing and putting up tents and learning project based learning.
Speaker 7: He doesn't know these things about himself because he doesn't
Speaker 7: even know what his label means.
Speaker 8: He ain't seed on me dumb. It means I can't
Speaker 8: system This is me. I knew I needed my book
Speaker 8: because I get overstimulated. So I can't listen to you
Speaker 8: for a long period of time without moving and I
Speaker 8: don't want to say He start fidgeting, so I have
Speaker 8: to start writing.
Speaker 7: That's how my learning style is. How many children don't
Speaker 7: know that about themselves.
Speaker 8: They get in trouble because they can't sit still like
Speaker 8: this for the whole time.
Speaker 6: Like it's it's like the industrialized way of teaching or
Speaker 6: building schools. Right in the Industrial Revolution, it was like, hey,
Speaker 6: everybody shows up at this time.
Speaker 5: We go into this building.
Speaker 6: A bell rings, We go to this room, another bell rings,
Speaker 6: we have lunch, another bell rings, we go home. It's
Speaker 6: the same thing that they've created with schools. It's like,
Speaker 6: all right, we go in first period, there's a belt,
Speaker 6: second period, there's a bell, third period, there's lunch. It's
Speaker 6: the same format. Everybody's supposed to learn the same. When
Speaker 6: everybody doesn't, everybody learns differently, and like when kids feel comfortable,
Speaker 6: like knowing that it's okay. Like I've seen schools that
Speaker 6: thrive with project based learning because it's a different way
Speaker 6: to teach, and the teachers educators love it because it's like, Wow,
Speaker 6: I'm learning too as we're doing this.
Speaker 5: This is amazing.
Speaker 6: But you know, we have to get away from that
Speaker 6: industrialized year of teaching.
Speaker 8: And I think teachers need the permission and schools need
Speaker 8: the funding to get training, training on how to differentiate.
Speaker 7: In your classroom, because don't get it twisted.
Speaker 8: We're saying people are not doing but people are doing
Speaker 8: it really well, and there are so many studies like
Speaker 8: differentiation in the classroom should be happening every single day.
Speaker 8: You should be creating lesson plans, develop developing these lesson
Speaker 8: plans directly for your kids, tailor directly.
Speaker 7: For your kids.
Speaker 8: All of those kids, like this is data right now.
Speaker 8: These are my kids that got a failing grade on
Speaker 8: my essay. These are the kids that moved up. These
Speaker 8: have a bod. Now when I go in on Tuesday,
Speaker 8: I'm not going to give them all the same exact lesson. Yeah,
Speaker 8: they failed, so they need something else. They are moving on,
Speaker 8: They're gonna And then the kids right here that are
Speaker 8: moving on into purple, they don't learn the way the
Speaker 8: ones in the red dude, So I have to make
Speaker 8: sure even though they're all moving on, this group has
Speaker 8: something different.
Speaker 7: This group has something different. While I'm over here specifically
Speaker 7: with this little group, how many teachers are doing that
Speaker 7: a lot, a lot. But the thing is, the thing
Speaker 7: is not enough art well.
Speaker 4: Because yeah, I was gonna say I've actually never seen
Speaker 4: a teacher do that, right, I'm just being honest. And
Speaker 4: I went to school, public school and private school, and
Speaker 4: most especially in public school, most of the teachers were
Speaker 4: just getting trying and get through the day.
Speaker 3: And if you didn't curse them out, you gotta be.
Speaker 5: Today.
Speaker 8: I can tell you that happens. I can tell you
Speaker 8: that happens. I promise you, I can tell you that happens.
Speaker 8: And I'm not even going to talk about the negative.
Speaker 8: I'm going to stay in this zone right here.
Speaker 5: A lot of people I want.
Speaker 7: I want.
Speaker 8: What I want to say is that I want any
Speaker 8: business person that's listening to this, if you got some bread,
Speaker 8: you go to your local school and you say, hello, principal,
Speaker 8: I'm giving you this donation to pay for a differentiation PD,
Speaker 8: a professional development for your teachers on differentiation and if
Speaker 8: they need somebody to run that.
Speaker 7: PD, google it or come find us. Meet my peers,
Speaker 7: my principal.
Speaker 8: I have people in DC Extraditionary Learning, but Baltimore Design
Speaker 8: School has, like, we have a lot of people out here,
Speaker 8: Gina Procter, one of my favorites, Like, we have some
Speaker 8: good teachers out here who can help you learn how
Speaker 8: to attend to every child in your classroom. The problem
Speaker 8: is not that teachers don't want it. Sometimes the problem
Speaker 8: is that that curriculum has a chain, you know what
Speaker 8: I'm saying.
Speaker 5: It goes back to the test, to the.
Speaker 8: Money, goes back to the test, because everybody is studying
Speaker 8: us but us, and creating more to keep us in
Speaker 8: this box that we are in.
Speaker 5: Get out of Third grade is a critical year.
Speaker 6: It's actually the first year that they actually start taking
Speaker 6: state tests.
Speaker 5: And even in New York, a lot.
Speaker 6: Of people they have the option to opt out of
Speaker 6: the test because really, the anxiety is a real thing
Speaker 6: now and I'm not sure what it really proves in
Speaker 6: third grade. Eighth grade is another critical year, but the
Speaker 6: test show like if a kid has a low reading
Speaker 6: score at third chances are they going to follow him
Speaker 6: to eighth Eighth They're going to follow him.
Speaker 7: Because they know that that kid is likely to.
Speaker 5: Drop out of school because now he has a low literacy.
Speaker 7: Rate and teachers don't know.
Speaker 8: Teachers have said to me, I don't know how to
Speaker 8: teach kids that are a low grade level. I've only
Speaker 8: been trained to teach my grade level. So you mean
Speaker 8: to tell me you are a sixth grade teacher, and
Speaker 8: you have kids that are reading on third, fourth, fifth
Speaker 8: grade levels and you don't know how to bring them up.
Speaker 7: What happens when that kid get to eight, gets to ten,
Speaker 7: they're lower?
Speaker 3: Now was your job?
Speaker 5: It is?
Speaker 8: But a lot of teachers don't see it is that
Speaker 8: because they don't even know how to do it. We
Speaker 8: need to make sure that this money, there's so much money,
Speaker 8: give your schools money to get the teachers training. Don't
Speaker 8: just buy us books, teach us how to teach those books,
Speaker 8: because a lot of teachers.
Speaker 7: Need help learning how to teach. And that's just the
Speaker 7: name of the game.
Speaker 8: Like I should be using iPads instead of these My
Speaker 8: baby should all have iPads in their hands. But not
Speaker 8: efficient enough on an iPad yet. So I'm doing this
Speaker 8: and they're doing this. Everybody has a notebook just.
Speaker 7: Like mine, and we're working.
Speaker 8: But they feel good carrying their little little notebook pad.
Speaker 8: But when do I get that iPad training? When when
Speaker 8: does every school say it is a requirement that every
Speaker 8: kid has an iPad instead of having a pen or
Speaker 8: a pencil. Because at this point, teach them how to
Speaker 8: use their iPhones instead of making them lock them in
Speaker 8: their lockers.
Speaker 7: We used them how to Google.
Speaker 6: We have actually some school districts here in westtern so
Speaker 6: where they've allowed that, that has been implemented and starting kindergarten.
Speaker 7: Where is it where city? No?
Speaker 6: No, no, I'm just saying that because it's an initiative,
Speaker 6: but it starts.
Speaker 8: To Then Westchester's job is to make sure that they
Speaker 8: publicize that nationwide so people can see this is working
Speaker 8: in this district. Really well, everybody else needs to start
Speaker 8: doing it. They need to use their power, use that power.
Speaker 8: This is now we could get on the conversation of like,
Speaker 8: you know, black power versus white influence and all these
Speaker 8: different we could talk about, you know, allies versus co conspirators.
Speaker 7: I need Wesester to be a co conspirator in.
Speaker 8: This moment, and I need them to say this works
Speaker 8: with our children, specifically our children who are black and
Speaker 8: brown in this district. This works if they take that
Speaker 8: data and they show it. My principle reads everything. This
Speaker 8: is where she gets her brain skills ideas from. She
Speaker 8: gets these brands banking ideas every now and then, and
Speaker 8: they come from an article she references.
Speaker 7: She's reading. She reads that and sees that it works
Speaker 7: guess what. We get the permission to do, We get
Speaker 7: the permission to try it. I should have been to
Speaker 7: about this, you know what I'm saying. So that's my
Speaker 7: thing is like we're doing a lot of great work,
Speaker 7: but we're still in a silo.
Speaker 8: Community needs to come together and decide what are our
Speaker 8: values and then make a bucket for every value. These
Speaker 8: are the tools that work to get us toward that
Speaker 8: value because some people are really doing the work for
Speaker 8: those values.
Speaker 7: We don't know. We don't know.
Speaker 5: That should be on a shave room.
Speaker 8: I want to see that on the shaved room, like
Speaker 8: I want to see I love seeing myself on places
Speaker 8: that I when you never guess, like Vogue crazy, I'll
Speaker 8: never guess. But I want to see the literacy deficit
Speaker 8: in those same spaces. I want to see more urgency
Speaker 8: around teaching people how to love learning their own individual
Speaker 8: paths of learning. Don't you love what you're doing right now?
Speaker 8: You love this and you're learning as you go. Absolutely,
Speaker 8: you're loving this learning process.
Speaker 3: This is what it is.
Speaker 4: That's one of the best things about being the teachers
Speaker 4: that helps you learn, right. So, like even when we
Speaker 4: post on Instagram, like I got to research the stories
Speaker 4: because I got to make sure you faction.
Speaker 8: If you are a highly qualified right he sounds like
Speaker 8: what a highly effective teacher does. They research, they're continuing
Speaker 8: to look for more to gauge their their students, their audience.
Speaker 7: So I don't know, you know what it is that.
Speaker 8: We together can continue to do to make sure that
Speaker 8: this is happening, because now I feel like it's our
Speaker 8: duty since we've said this, to make sure that we
Speaker 8: check in.
Speaker 7: But maybe that's what we can do. We can plan
Speaker 7: to have like some sort.
Speaker 8: Of monthly community check in, maybe here or in different cities,
Speaker 8: I don't know. Then we can think about an initiative
Speaker 8: where we're just hearing or even just in your life.
Speaker 7: Like you guys, I want you to continue this part
Speaker 7: of the conversation where you're really calling people to say,
Speaker 7: this is what we're doing in my community.
Speaker 8: To keep this conversation being stake wide holders wide, stakeholders wide.
Speaker 8: You know what I'm trying to say, everybody had the table.
Speaker 6: Everybody's stake holding in it, right, because I mean, if
Speaker 6: you you've come through education and if you have kids,
Speaker 6: they're going to go through everybody, he's a stake in.
Speaker 3: This, Yes, Wow. That was powerful. That was powerful. Yeah.
Speaker 4: Man, that was just very eye opening for a lot
Speaker 4: of different levels. Because you know, we go through the
Speaker 4: educations everybody, that's one thing by education.
Speaker 3: Everybody goes through.
Speaker 5: Everybody has to do it.
Speaker 4: No, it's no opting out. Even if you're homeschool, you're
Speaker 4: still taught something like you can.
Speaker 8: Opt out of the state test. Yeah, and not enough
Speaker 8: of us know that either. And it won't hurt you
Speaker 8: if you if parents opt a child out of a test,
Speaker 8: the standardized test, it doesn't hurt them their future.
Speaker 3: And what would be the benefit of opting out of
Speaker 3: a state test?
Speaker 6: You don't have to take it, yeah, because like I said,
Speaker 6: like we haven't figured out the purpose of it, right.
Speaker 6: It says that it's supposed to send us. It's supposed
Speaker 6: to have kids focusing more. They're supposed to work harder,
Speaker 6: to try for achievement. And it doesn't show that like.
Speaker 3: Any state that you're in you can opt out.
Speaker 5: Well, I know New York State, you can't.
Speaker 3: That's the region any state.
Speaker 5: No, No, no region is high school.
Speaker 7: But we're talking about I'm talking about parks specifically, Like
Speaker 7: you can opt out of standardized tests like that, But.
Speaker 6: The regions is another thing. I'm glad you said that
Speaker 6: because York that's just a New York, but some other
Speaker 6: states have regions exams. But like if I've passed, if
Speaker 6: I passed a region's exam, right, and I have a
Speaker 6: region's diploma, that's only good if I'm in New York.
Speaker 6: If I go to Connecticut, it means nothing. Or if
Speaker 6: I go to New Jersey that New York regions means nothing.
Speaker 6: So why are we mandating that our kids in New
Speaker 6: York have a region's diploma If they want to go
Speaker 6: to school somewhere else it means zero?
Speaker 5: You know what I mean?
Speaker 6: Like if I'm in California and I passed California money,
Speaker 6: Well it comes back to it again, right, So.
Speaker 7: Just like why do you have to pay money to
Speaker 7: take the certification test?
Speaker 5: Right?
Speaker 7: And that every time you take it and you fail,
Speaker 7: you got to keep paying.
Speaker 6: And now that you can take it more times, it
Speaker 6: used to be like four times a year. Now it's
Speaker 6: like every three weeks you can take it because it's
Speaker 6: more money.
Speaker 7: Yeah, exactly, Keep making it harder so they.
Speaker 5: Can't they can't pass it.
Speaker 7: So they can't pass it, and put.
Speaker 6: More in so that they people that look like you
Speaker 6: and I will tear us away from it, you know
Speaker 6: what I mean. That's why I said representation is key.
Speaker 6: We need to see more educators of color in all school.
Speaker 7: Districts, you know what.
Speaker 8: I feel like we're saying a lot without allowing people
Speaker 8: to understand where we're getting this information from.
Speaker 4: But this is the thing about this show too, because
Speaker 4: we don't just me and Troy just don't give our
Speaker 4: opinions on things.
Speaker 3: We bring.
Speaker 4: We bring experts in the field than that are knowledgeable.
Speaker 4: So Troy is an expert in this because he's a teacher.
Speaker 4: But that's why we brought you in and talk about educated.
Speaker 7: This is an edu I just wanted to go back
Speaker 7: to the text. That's all I'm saying.
Speaker 4: You know what I'm saying, so but but yeah, so,
Speaker 4: but that brings me into what I was saying. As
Speaker 4: far as you know, we're talking about taxes. This isn't
Speaker 4: just we're just making this up, right. We're bringing in
Speaker 4: an account we had, you know, a lawyer, and we're
Speaker 4: not just going off. No, she knows and this is
Speaker 4: important too to highlight different people in our community that
Speaker 4: may not be highlighted. And you know, we have professionals
Speaker 4: that are highly educated, highly trained, very efficient people that
Speaker 4: come from our community, right, and they need to be highlighted.
Speaker 4: So that's one of the platforms one of the things
Speaker 4: that we're using our platform too as well, and that
Speaker 4: hopefully that might inspire somebody.
Speaker 3: Right. So she's a cool lawyer, she's a cool teacher.
Speaker 3: You know.
Speaker 4: Oh he talks like me, but he's a mortgage broker.
Speaker 4: I can do that, you know what I mean, Like,
Speaker 4: it's not that it can't be that difficult. So yeah,
Speaker 4: So man, we can stay on this topic. We can
Speaker 4: stay on this education for so long because there's so
Speaker 4: much to talk about. But we want to just first
Speaker 4: and foremost, thank you for coming in. We appreciate it.
Speaker 4: It's very valuable. I hope you guys really you know,
Speaker 4: thought about a lot of things that were said, because,
Speaker 4: as I said, everybody comes through education one way or
Speaker 4: and others. So it's important for yourself, for your children,
Speaker 4: for your grandchildren, for all of our community. As you said,
Speaker 4: you know, it's a community effort. Whether you're in school,
Speaker 4: out of school, whatever. Everybody you know, need needs to
Speaker 4: be aware of an education system. Everybody needs to self
Speaker 4: educate and everybody needs to hold our institutions accountable as well, right,
Speaker 4: and do what you can do too. But one thing
Speaker 4: about complaining, That's how I got into financial literacy, right
Speaker 4: because I used to complain a lot, and then when
Speaker 4: you gave me an opportunity to teach a class, I
Speaker 4: started teaching, and then from teaching, I developed kind of
Speaker 4: a passion for it. So everybody can bring value one
Speaker 4: way or the other, whether it's after school program, whether
Speaker 4: it's the community. Doesn't have to be in a set school,
Speaker 4: your religious organization, whatever you know.
Speaker 3: Teach whatever you do for a living.
Speaker 4: You might you know, you might be an account and
Speaker 4: teach the kids about how to do taxi or go.
Speaker 5: Back, go back to your school.
Speaker 6: So if you're in your neighborhood and that's one of
Speaker 6: the things that you know, the first thing I had
Speaker 6: you do was like we had a career day.
Speaker 5: I'm like, oh, come.
Speaker 6: Back and speak to these kids because you are from
Speaker 6: our neighborhood. Come back and speak If whatever profession you're in,
Speaker 6: go back and find out what your school's doing, if
Speaker 6: they offer a career day or if they don't start one,
Speaker 6: and go back and talk to kids.
Speaker 5: Man, because it's valuable.
Speaker 3: No, it's important. It's important. Valve.
Speaker 4: Do you have any initiatives or things coming up that
Speaker 4: you want to make the people aware of or can
Speaker 4: they support your I know you have a nonprofit organization.
Speaker 7: Do you have any people can be aware of?
Speaker 8: Me being in a purposeful silence on sabbatical from all speeches.
Speaker 7: This is like my last public speaking thing. Mm hmm oh.
Speaker 7: I am going to be at the Dominican.
Speaker 8: Writers I'm like, that's the panel, but that's it. After that,
Speaker 8: we're taking the Blossom Girls to Cuba this year, so
Speaker 8: you'll see some stuff coming out to donate to that.
Speaker 4: Yeah, and before we go, once again, thank you God.
Speaker 4: But we will make you aware of something. Also, Choy,
Speaker 4: you want to talk about Patreon.
Speaker 5: Yeah, Patreon.
Speaker 6: I want to just give it a quick second to
Speaker 6: shout out our two newest members of Patreon. Cody he
Speaker 6: actually joined at our legacy Yeah, so Cody He Our
Speaker 6: legacy tear involves us having a three hour three one
Speaker 6: hour conversations a month, so we're going to be starting
Speaker 6: that this week. And I want to shout out Terry
Speaker 6: who joined it at the Blueprint here, so Terry's gonna
Speaker 6: get half an hour live stream with us to talk
Speaker 6: about the episode that you know, we debut that week.
Speaker 6: So shout out to those two and everybody who's been
Speaker 6: joined on Patreon. We we had some people who said,
Speaker 6: you know what, I felt like y'all giving so much
Speaker 6: away for free. I just had to donate something so
Speaker 6: that Proud to Pay campaign.
Speaker 4: And like I said, we appreciate that the marathon continues,
Speaker 4: you know, and as we said before, you know Nimsey
Speaker 4: he was our guy and that's one of the things
Speaker 4: that he really champion and Proud to Pay campaign. We're
Speaker 4: gonna give you the information for free, but you know,
Speaker 4: if you want to financially support the podcast and you know,
Speaker 4: allow like what I just said, you know, go to
Speaker 4: different cities, and we just want to keep spreading the
Speaker 4: good word of financial literacy so that helps. You know,
Speaker 4: everything in this world, you know, takes money to fund it.
Speaker 4: So we are thankful for the people that have come
Speaker 4: aboard as patrons, and we look forward to other people
Speaker 4: and continue to give.
Speaker 3: Us your feedback. We also have merch The merch is up.
Speaker 4: The merch shop is doing well, and once again we
Speaker 4: make statements with our clothes and our culture and we
Speaker 4: complain about designers that we know don't care about us. Right,
Speaker 4: So all of the clothes have financial literacy kind of
Speaker 4: woven in. We have a hustle for your last name,
Speaker 4: asked us old reliability, a lot of different stuff. So
Speaker 4: you know, it's important to to make statements on what you're.
Speaker 5: Doing very intentional. Everything we're doing is very intentional.
Speaker 4: Yeah, So before I go, always say a book that
Speaker 4: I've read or that i'm reading. So my book tip
Speaker 4: of the week is soundless Cries don't lead to healing.
Speaker 4: And who is the author of this book? None other
Speaker 4: than our guests Valencia.
Speaker 3: What is that?
Speaker 5: What is that?
Speaker 7: The book? Alsope mixtape coming.
Speaker 4: It's not a mixtape like you think it is. Just
Speaker 4: just don't just buy it. She says, to do whatever
Speaker 4: she says to do, just do it.
Speaker 6: Especially if you're in education. We talk about being responsive
Speaker 6: and that is really a guide. I remember you were
Speaker 6: coming up with the ideas for the book. You were
Speaker 6: just reaching out and I'm like, oh, this is dope.
Speaker 5: I love this.
Speaker 6: So like when I heard you then, I'm like, you
Speaker 6: know what, give me five copies. I just want five.
Speaker 6: We'll take it. So, if you're in education, definitely look
Speaker 6: into it and try to implement some of the ideas
Speaker 6: in it. It's very responsive to yeah, I need to
Speaker 6: buy twenty.
Speaker 3: He's like jay Z when he brought a hundred mixtapes from.
Speaker 5: Support the thing. Consume it.
Speaker 4: There you go copy. Thank you guys for rocking with us.
Speaker 4: We will see you next week.
Speaker 3: Peace.
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