Speaker 1: A man.
Speaker 2: We are.
Speaker 1: We are, y'all.
Speaker 3: We are joined for our Level Us Up segment by
Speaker 3: Latasha mar Sean and Latasha. I came across natashaw on
Speaker 3: the interwebs, okay, because she has an organization called Jump
Speaker 3: Up Books. It's all about children's literacy and when we
Speaker 3: find ourselves in a nation that is championing ignorance, not
Speaker 3: just in culture but in policy. For instance, the Department
Speaker 3: of Education, as we know, has now been dismantled.
Speaker 2: And children K through twelve.
Speaker 3: Education has now been moved to the Labor Department. And
Speaker 3: I'm just gonna read what it says, just to lead
Speaker 3: us into your segment. I'm just gonna read with the
Speaker 3: Labor Department says that they're gonna do.
Speaker 2: This is from the White House. This is from the
Speaker 2: government's website.
Speaker 3: The Labor Department is committed to working with the Department
Speaker 3: of Education to ensure our K through twelve and post
Speaker 3: secondary education programs prepare students for today and tomorrow's workforce demands.
Speaker 3: I don't even need to read the rest because that
Speaker 3: is a very thinly veiled language for We're just gonna
Speaker 3: teach you how to be used.
Speaker 1: That's all.
Speaker 3: We're teaching you, and we know that literacy is a
Speaker 3: key component to being able to move outside of the
Speaker 3: realms of control. So hello, Ms Marsham, thank you for
Speaker 3: joining us, and so talk to us about Jump Up Books.
Speaker 3: What made you start Jump Up Books, how you got
Speaker 3: involved in children's literacy, all the things.
Speaker 4: Okay, all right, So lots to unpack because this administration.
Speaker 1: Oh my god, oh my god.
Speaker 4: Yes, but I've been basically a community organizer, I would say,
Speaker 4: but I throw my own events.
Speaker 5: You know, I where are you based?
Speaker 4: I'm based in I'm in Inland Empire, Sanburgadino.
Speaker 5: Okay, yeah, but I've lived in Redlands before.
Speaker 4: It's kind of adjacent to here, but it's basically in
Speaker 4: London Empire, that whole thing.
Speaker 1: And there's a lot of for those who don't know.
Speaker 4: California, Yeah, California and the I e all day shout
Speaker 4: out to all of us.
Speaker 5: Lord knows, you know, we get forgotten. They only about.
Speaker 4: LA and yeah, it's real here. We basically move here
Speaker 4: for all different reasons. But point is, we'll get there.
Speaker 4: But I have been doing community organization pretty much on
Speaker 4: my own here in San Bernardino for over I mean,
Speaker 4: I was doing things back with the public Access channel
Speaker 4: and that had to be like that was like two
Speaker 4: thousand and nine.
Speaker 5: So yeah, And I would my own money.
Speaker 4: You know, go out and give backpacks and books and
Speaker 4: I would just you know, I would talk to the
Speaker 4: you know how people say, oh, you don't know your
Speaker 4: you know your who your mayor is or who your
Speaker 4: you know the coroner or whoever.
Speaker 5: I'm in their office. I was in the co partner's office.
Speaker 4: I've been writing for the newspaper, trying to ring the alarm, like, hey, guys,
Speaker 4: something bad is happening. And then you know, I find
Speaker 4: out certain things about them as well.
Speaker 5: Been to the city council meetings.
Speaker 4: I can tell you guys, it's it's a mess.
Speaker 5: You know how you're dismissed.
Speaker 4: And not only I know that there is yes, absolutely
Speaker 4: being black, yes, but they dismiss anybody that's not going
Speaker 4: with it. You really get dismissed, you know, of course
Speaker 4: if you're a black person. But I'm saying like, if
Speaker 4: you're not going with whatever the agenda is, no, they
Speaker 4: don't have no time for you. And then a lot
Speaker 4: of the organizations you have to be very careful, very
Speaker 4: clique ish for whatever reason, just being honest, that's from
Speaker 4: a person on the ground. I don't consider myself an
Speaker 4: activist because I feel like when you take on that
Speaker 4: role as I'm an activist.
Speaker 5: That's a lot, you know.
Speaker 4: I I've done things, try to, you know, help, But
Speaker 4: I do feel like, in my opinion, you're an activist.
Speaker 5: Are for me.
Speaker 4: I feel like I'm a person that just wants to help,
Speaker 4: but I really want to genuinely help.
Speaker 3: Yeah, the term activist makes it seem like there's a
Speaker 3: job for it makes it seem like.
Speaker 5: That is true. It's supposed to be a part of
Speaker 5: your walk. Yeah, I get that.
Speaker 2: Yeah, Okay, Okay, they're not You're okay, the activists.
Speaker 4: And that's what I've really been saying, like and honestly,
Speaker 4: I don't and I will get the jump.
Speaker 5: I'm sorry you guys.
Speaker 4: I'm talking all over the place, but I wanted to
Speaker 4: just land this really quickly. I think that that's the
Speaker 4: problem that we do think that it is something big
Speaker 4: or huge that everybody you know, But also I don't understand,
Speaker 4: even before all the drama and the mess that we
Speaker 4: are in, how people cannot care. There's lots of people
Speaker 4: sleeping outside, but anyway.
Speaker 5: We'll we'll, we'll get there.
Speaker 4: But how I came up with jump Up for School,
Speaker 4: Actually it was inspired by my daughter.
Speaker 5: I have. I have two daughters.
Speaker 4: My oldest daughter she was really struggling and just wasn't
Speaker 4: finding her place. And then my younger daughter just full
Speaker 4: speed head right, it's always and I was and I
Speaker 4: was wondering, like what is going on? And they said
Speaker 4: that there's a few types of kids, but you either
Speaker 4: have a really good test taker or you have a
Speaker 4: child that's really afraid to you.
Speaker 1: Know, just.
Speaker 5: They don't really know where they're going wrong.
Speaker 4: But something's missing foundationally, and so we had to get
Speaker 4: to the bottom of that. Found out really quickly, like
Speaker 4: a lot of people get a little offended about how.
Speaker 5: They get offended about.
Speaker 4: Things that they feel that they should know, especially and
Speaker 4: you can be talking to anyone of any age.
Speaker 5: I'll and I'll just give you guys some stats.
Speaker 4: So they according to the National Education it's like a
Speaker 4: report card that comes out, it's the National Educational Literacy Program,
Speaker 4: and they tell you of fourth graders are not reading
Speaker 4: they're reading on.
Speaker 5: Like a uh, they're not reading on.
Speaker 4: Level right, and then the proficient children they're reading on
Speaker 4: like a they're not proficient. It's just they they've lowered
Speaker 4: the bar so low that proficiency.
Speaker 5: Actually isn't what it's supposed to be.
Speaker 4: And the crisis that we're all in that they keep
Speaker 4: calling a literary crisis, we're all in it, and this
Speaker 4: is a very few people.
Speaker 5: It takes critical thinking, memory and.
Speaker 4: Those foundational skills to build a really strong reader, right
Speaker 4: and practice. You have to read all the time. Many
Speaker 4: people we just don't, and a lot of.
Speaker 5: It is time. But yeah, that's that's what's going on.
Speaker 3: So tell us about how jump Up, Jump Up Bose works.
Speaker 4: Yes, okay, so so jump up for school. It basically
Speaker 4: is a book club. But the difference between our book
Speaker 4: club and everybody else's is you have to unlock the
Speaker 4: next class for our book club, and you do that
Speaker 4: by reading and we in within the text. You will
Speaker 4: get different keywords and different clues and it will tell you,
Speaker 4: but you have to read the whole text and then
Speaker 4: you unlock the next.
Speaker 5: Class to go to the book club.
Speaker 4: And it just keeps going on, and it takes a
Speaker 4: child from where they are, you know, wherever they are
Speaker 4: when it comes to like their learning. You know, I'm
Speaker 4: sorry I'm getting, but yeah, where they are with reading
Speaker 4: and understanding, comprehension all those things.
Speaker 5: And I do partner with other educators and things like.
Speaker 4: That because for me, you know, I'm coming more from
Speaker 4: a space of I know that we need this program.
Speaker 5: I know we need good teachers.
Speaker 4: I know tons of teachers and tutors and everything, and
Speaker 4: I was so I bring them together and they will
Speaker 4: come up with different prompts and they'll come in and
Speaker 4: talk about whatever their favorite book is when they were kids,
Speaker 4: when they were their ages, different things like that, and
Speaker 4: then they'll just you know, present it to the child
Speaker 4: and when the kids read it and things like that,
Speaker 4: they basically are able to unlock the next course.
Speaker 5: They can move on.
Speaker 4: But we all move on as a course together, so
Speaker 4: no child is like, you know, sitting back there.
Speaker 3: So who do you feel is utilizing Jump up for
Speaker 3: School Book Club the most?
Speaker 1: Is it homeschool parents?
Speaker 3: Is it just parents in general who are trying to
Speaker 3: supplement the literacy teaching that school is not necessarily providing.
Speaker 5: Usually it's kind of an array of all those parents.
Speaker 4: We really do try to focus on the homeschool parents though,
Speaker 4: because they need it the most, and they especially need
Speaker 4: the engagement because a lot of kids they lack social skills.
Speaker 4: And I know probably listen this, you'll think I do too.
Speaker 4: Mine is more of I'm out of my comfort zone
Speaker 4: because I plan on being at home.
Speaker 3: Well, you're definitely in a car and you're holding a phone,
Speaker 3: so that doesn't make this easy.
Speaker 2: And now you have no service, So there's that. The service.
Speaker 4: Does not.
Speaker 2: I don't know why what.
Speaker 3: Happened, but just so y'all know, I really don't like
Speaker 3: any of you inn folk when they sit in their car,
Speaker 3: just so y'all know, because it's too many distractions.
Speaker 1: It looks crazy. I don't know what's going on.
Speaker 3: And then this happens because we're on the freaking cell
Speaker 3: These cell phones they're not you know, they're not it.
Speaker 1: I I wait for her to come back.
Speaker 3: But you know this, this is so necessary because I
Speaker 3: don't think enough of you all. Understable Brandon, I could
Speaker 3: not find that word. I was looking for stable, and
Speaker 3: it was just eluding.
Speaker 1: Me what I think.
Speaker 3: Y'all also need to understand parents who may not and
Speaker 3: I know you might be like you're not a parent,
Speaker 3: don't say anything.
Speaker 2: I'm gonna say what I want.
Speaker 3: School is not enough school is not doing enough. That's
Speaker 3: not a shade to the parents, that's not a shade
Speaker 3: to the teachers. The school is literally not designed to
Speaker 3: do enough. So you end up having to actually have
Speaker 3: a curriculum mind around the child. That's not just an
Speaker 3: extracurricular activities. That's also in how you exist, how like
Speaker 3: you're raising your home. I will say that I was
Speaker 3: raised in a home that had a curriculum.
Speaker 2: I wasn't just going to school when I was home.
Speaker 3: There was always education present in my zeitgeist.
Speaker 1: My room always had books.
Speaker 3: I was always given toys that had.
Speaker 1: Education aspects to them.
Speaker 3: I always had Sesame Street or picture pages. No, I
Speaker 3: mean shade, but I always had Zubalie Zoo. There was
Speaker 3: always educational programming present for me. And I was also
Speaker 3: given access to listen to adults speak. So I was
Speaker 3: also not simply just around students or kids, right, So
Speaker 3: I was able to also hear like adult conversation and
Speaker 3: not adult conversation like you know, things that are that
Speaker 3: are inappropriate, but simply just mature learned like learned people talking.
Speaker 3: And I know that that is a huge reason to
Speaker 3: why I also developed the way that I am my
Speaker 3: mom never spoke to me like a kid. It's not
Speaker 3: to say that she didn't have a softness, but she
Speaker 3: never spoke to me like budget. Like she would ask
Speaker 3: me like what do you want? So yes, and why
Speaker 3: it's free? Like I heard more words, and I was
Speaker 3: always being challenged to think, like I remember, because my
Speaker 3: mom is a nurse, Like I couldn't say someone has
Speaker 3: a baby in their belly. I had to say they
Speaker 3: have a baby in their womb. I remember always being
Speaker 3: corrected with and uh, saying I couldn't say uh Nikia
Speaker 3: and me it's Nickkia, and I it's Nikkia.
Speaker 1: And I you know. And then I was also.
Speaker 3: Along with being read to every single name, I was
Speaker 3: also tested. I don't know test is the right word,
Speaker 3: but my mom had this book called The Student's Companion,
Speaker 3: and so you know, she made the concept of learning interesting.
Speaker 3: So whether it was about learning like types of geography
Speaker 3: and names of animals, et cetera, et cetera, like that
Speaker 3: was always present in my zeitgeist. And then I was
Speaker 3: always reading at a higher level than the class I
Speaker 3: was in because my mom was also always doing additional reading.
Speaker 3: There was always work books, there was always something else
Speaker 3: and let me tell you something.
Speaker 1: If you got to bribe your children, then bribe your children.
Speaker 2: Do this work.
Speaker 3: But and I'm gonna give you some ice cream. Fine,
Speaker 3: people be acting like, no, they have to want to
Speaker 3: do it. No they don't, No, they don't. You don't
Speaker 3: want to go to work.
Speaker 1: You go to work because there's a check on.
Speaker 2: The other side.
Speaker 1: Now, Latasha, why.
Speaker 2: Are you in the car?
Speaker 4: I am in the car because I have a husky
Speaker 4: that is seventy pounds and it's the holidays, so usually
Speaker 4: super quiet, right, but my neighbors are having people over
Speaker 4: and he's flipping out. So and look, and I went
Speaker 4: to the library. I tried to get a private room.
Speaker 4: It's booked, and I'm like.
Speaker 1: This is what it's gonna get me, Like, this is
Speaker 1: what we're doing.
Speaker 4: Why? And then what's worse is I stayed up like
Speaker 4: for days.
Speaker 1: I know exactly. You know how Jumble for school works.
Speaker 4: We help kids write their own books, that's the goal,
Speaker 4: and basically they unlock chapters as we go. Okay, so
Speaker 4: we write all together, all in the same room. Even
Speaker 4: the parents get involved with this.
Speaker 3: So this is not simply about reading. It's the fact
Speaker 3: that literacy is also about writing.
Speaker 1: Yes, that's what I do.
Speaker 4: I wrote my first book in twenty ten, self published,
Speaker 4: and I learned very quickly that writing is rewriting. You
Speaker 4: have to like, no matter how much you think you're
Speaker 4: paying attention to detail, get those extra people in the room,
Speaker 4: have focused groups, all that stuff, and we do all
Speaker 4: of that with the kids, all of that editing, writing.
Speaker 4: They go through the whole process, and we partner with
Speaker 4: local book clubs take the kids so they can get
Speaker 4: you know, sign books and do all get the whole
Speaker 4: author experience.
Speaker 1: Yeah, that's that's the goal.
Speaker 3: I mean, I think it's so necessary to point out that, y'all,
Speaker 3: literacy is also writing because that's the element I think
Speaker 3: so much in the US people are missing right that
Speaker 3: you can read, but you can't write, so you can't
Speaker 3: even understand what you're reading.
Speaker 1: And that's what it's about.
Speaker 4: It's the comprehension part and and and also memory with
Speaker 4: because you can read all day, but if you're not
Speaker 4: retaining that, that memory has to be sharped. So the
Speaker 4: more you do it, it's like a muscle, you exercise it.
Speaker 4: That's the main thing. And having educators in the room
Speaker 4: with the kids helping them step by step like, you know,
Speaker 4: whatever they're uh, whatever they're missing. And then there's also kids.
Speaker 4: I'm like, we have an eleven year old and she's
Speaker 4: I tell you, the toughest interview I've ever been on
Speaker 4: was with the eleven year old because she's like did
Speaker 4: you read this? And have you read this?
Speaker 1: And did you you know?
Speaker 4: And she's on it and she's and she's like, you know,
Speaker 4: I really I don't mind helping other kids, but hey,
Speaker 4: you know, basically I do this. So and she ran
Speaker 4: her own book club in her school, so you have
Speaker 4: to meet and and and her parents. Her mom's watching,
Speaker 4: So hi, Jazzy and Josie.
Speaker 1: Are you do you have the criteria? Yeah? Yeah, for real.
Speaker 4: And I tell everybody that her. And then we have
Speaker 4: a little two year old. He's not in the book
Speaker 4: club yet, he's two years old. But this little boy
Speaker 4: is so smart. His name is Oakland. Shout out to
Speaker 4: him and his mom, so sweet, super smart. This his well,
Speaker 4: his mom is an educator and so. But but I
Speaker 4: also want people to know we have kids that struggle
Speaker 4: to so don't think that you know, oh my gosh,
Speaker 4: because I just don't put a lot on Oh my
Speaker 4: kid is so smart.
Speaker 1: It's like, are they a good test taker.
Speaker 4: Or you know, are they really enjoying what they're doing,
Speaker 4: because you know that's the main thing.
Speaker 3: I mean, I was a good short answer test taker. However,
Speaker 3: once you give me multiple choices, I'm like, what.
Speaker 2: Are we doing?
Speaker 1: What are we doing?
Speaker 5: If you can see and getting out of there?
Speaker 4: Yeah, let me write an essay now, look that's me.
Speaker 1: That's me all day. If I can write an essay
Speaker 1: and another thing.
Speaker 4: I know you may not think that today, but you
Speaker 4: know usually if I get an interview, I got it.
Speaker 1: No matter what it is, no matter what it is
Speaker 1: you're sitting in.
Speaker 3: We're fascinating that you're sitting in a car that's not moving,
Speaker 3: but you have a seatbelt on.
Speaker 2: That's what we're fascinating about.
Speaker 4: Of course, you know what. I love it and listen
Speaker 4: you up every day.
Speaker 3: If that is to hold you right, like the seatbelt
Speaker 3: is just to hold you like a weighted blanket, we
Speaker 3: respect it.
Speaker 1: Let me tell you.
Speaker 5: Let me tell you.
Speaker 4: Okay, I have a friend and she was in a
Speaker 4: park car and somebody just came by and hit her,
Speaker 4: and the guy flew through the window, but her window
Speaker 4: but not her I'm telling you keep.
Speaker 1: Your seatbelt on. What are saying?
Speaker 4: It's the law and it's a good idea, yo.
Speaker 1: Like I'm my g I re mm, I'm completely.
Speaker 2: Tanked on the mask. But that was allays gonna happen.
Speaker 2: But I got it perfect on.
Speaker 4: The essay, right, And you know what, I rarely meet
Speaker 4: people that are great at both.
Speaker 1: Rarely it's either one or the other.
Speaker 4: But I think and another thing that we do, we
Speaker 4: talk about our toolbox.
Speaker 1: You reading is not just I read this type.
Speaker 4: Of book, I read this thing, I you know, whatever
Speaker 4: it is. It is literally everything that you're put in
Speaker 4: your toolkit like anything else. If you want to lose weight,
Speaker 4: if you want to whatever it may be, whatever your
Speaker 4: goal is, you're gonna have a toolkit. Even in therapy,
Speaker 4: when I went through therapy, my therapist was like, Uh,
Speaker 4: you're gonna need your toolkit. You know, are you doing
Speaker 4: all the things? Are you drinking the water or you
Speaker 4: you know, all of those things.
Speaker 3: So what would you say are some of the toolkits
Speaker 3: that you're putting together for the kids in terms of literacy.
Speaker 1: That we do.
Speaker 4: The first thing that I do is I tell them
Speaker 4: that this is a living, moving organism, right, because I
Speaker 4: think that you gotta try. It is a multi pronged undertaking. Okay,
Speaker 4: so you got to try a lot of things because
Speaker 4: everything does not work on the same child. Everybody's going
Speaker 4: to get a syllabus of course and just kind of
Speaker 4: tell them, you know, these are some of the topics
Speaker 4: that I would like to get to and talk about.
Speaker 4: But individually, I'm getting to know the child is so
Speaker 4: every child is going to want it to need to
Speaker 4: know a different thing, so the prompts are going to
Speaker 4: be different. But I also tell the other kids that
Speaker 4: are in there, hey, we got to make space for
Speaker 4: this person, because I think that we really get caught
Speaker 4: up in I did this before, I've done that before.
Speaker 1: So I do a lot of unlearning with my program.
Speaker 4: It's a whole lot of unlearning because if you come
Speaker 4: in there with an attitude of well, I already know this,
Speaker 4: so why am I doing this. I do have an
Speaker 4: exercise where I have them tie their shoe, no matter
Speaker 4: who they are, even if they're learning to do it,
Speaker 4: and the reason that I do that. And then after
Speaker 4: I have them ti a shoe, I teach them something
Speaker 4: new that they don't know. They will have the same reaction,
Speaker 4: same frustration, same anger everything with both tasks. And I'm like,
Speaker 4: so you're mad about something that you've mastered and you're
Speaker 4: mad about something you don't know. And it really is
Speaker 4: a very EQO, you know, leveling. Yeah, yeah, but we
Speaker 4: need programs that are out of the box that change,
Speaker 4: that are not so stringent, because our children aren't stringent,
Speaker 4: you know, they're they're human beings and and they're just
Speaker 4: trying to figure this stuff out and you know, they're
Speaker 4: just not.
Speaker 1: Where we are.
Speaker 4: So and even oh and I wanted to share this
Speaker 4: as well, also all of us depending because there's a
Speaker 4: few types of learning systems that they tried. The first
Speaker 4: one was it's called structural or standard right, And that's
Speaker 4: the one that is where they'll show you the first
Speaker 4: letter of every word and the last letter of every
Speaker 4: word and in a text, right, and then they want
Speaker 4: you to look at the look at the picture and
Speaker 4: assume what that word is. Don't worry about the middle.
Speaker 1: Right.
Speaker 4: And they taught people to read based on that, and
Speaker 4: that's insane to me. That's like teaching on vibes. In
Speaker 4: my opinions, that's not helpful. And they did, and they
Speaker 4: instead of teaching phonics you know how we learned to read.
Speaker 1: There you go. They they don't.
Speaker 4: They stopped teaching phonics and started teaching that way because
Speaker 4: the guy said, oh, the kids just need to be
Speaker 4: around reading and they'll pick it up and they'll get it.
Speaker 4: And so when you're looking around and I'm not talking
Speaker 4: about in a few cities or states, I'm sorry, a
Speaker 4: few states.
Speaker 1: No, no, no, this was done.
Speaker 5: Now.
Speaker 4: I we had phonics and we had all that.
Speaker 1: But I do know.
Speaker 4: When my when my uh my daughter was was young,
Speaker 4: they were talking about site works and I was like, what, I.
Speaker 1: Don't do that, not a fan, No, I don't do that.
Speaker 4: They were reading Cat in the Hattan. They were like,
Speaker 4: you know two and four, you know what I mean?
Speaker 4: And and I do think that, yeah, I mean, I
Speaker 4: can't even say I think they did a disservice to
Speaker 4: so many people, so many.
Speaker 3: I'm learning Arabic right now on dual lingo, and I
Speaker 3: do need to advance to like an actual teacher. However,
Speaker 3: I can absolutely say that the reason I'm picking it
Speaker 3: up is because it's a phonetic language, and I.
Speaker 2: Learned how to read via phonetics pnics.
Speaker 4: There you go, there you go, And that's the thing like,
Speaker 4: you're not you're not messing with those building blocks.
Speaker 1: Phonics is just.
Speaker 2: To not learn phonics, That's.
Speaker 1: What I'm saying.
Speaker 4: And words are just just the fact that he said
Speaker 4: that that you can basically just be around books and.
Speaker 1: People that read and don't worry about.
Speaker 4: The words in the middle. It'll just put whatever word
Speaker 4: you want in there and it's done some detriment. And
Speaker 4: also just sharing same statistics, same you know, same studies.
Speaker 4: They're saying that people that are in college getting masters
Speaker 4: degrees and beyond, they're saying that they don't they can't
Speaker 4: read either.
Speaker 1: They're not proficient either.
Speaker 4: And I'm like, what, let me tell you what.
Speaker 5: Work this is.
Speaker 3: Also, you can't write, and now we have texting and
Speaker 3: chat GBT, et cetera, et cetera, and so, and I
Speaker 3: think a lot of people are missing about not being
Speaker 3: able to write is you cannot tell your own story,
Speaker 3: you cannot speak your own experience. You don't have the
Speaker 3: language to be able to communicate, right. So, like I
Speaker 3: was teaching our class at a community center and I
Speaker 3: was speaking to the one who the little girls next
Speaker 3: to me, and she was like, you know, I don't
Speaker 3: like emotions.
Speaker 2: I don't like emotions.
Speaker 3: And I was like, well, I'm aware of this because
Speaker 3: someone in the class got emotional and you ridiculed them.
Speaker 2: And she was like.
Speaker 3: And I was like, so, what is a better way
Speaker 3: that you could have managed that next time? Where you
Speaker 3: may feel uncomfortable by someone else being emotional?
Speaker 1: And she was like, tell them to stop.
Speaker 3: And I know that is not the correct answer. However,
Speaker 3: I was like, I think the reason why you may
Speaker 3: be uncomfortable with their emotions is because you can't figure.
Speaker 3: You can't understand them. You don't have a take for them,
Speaker 3: have a language for your own emotions. And so I
Speaker 3: was like, you know, that's something that you have to understand,
Speaker 3: is that we're losing communication and the ability to communicate
Speaker 3: is so imperative to our capacity to exist in our fullness.
Speaker 2: Right, So you're teaching the aduildren. You're giving these.
Speaker 3: Children an opportunity to have a full, a full existence
Speaker 3: by even giving them the ability to communicate. Now, how
Speaker 3: are the parents to this, because I know they learning
Speaker 3: at the same time.
Speaker 4: You know, I've had so many parents come to me
Speaker 4: and share some things and I'm like, wait, literacy again
Speaker 4: about their own literacy about things like I didn't really
Speaker 4: know how to read, but I pretended. And my mom
Speaker 4: couldn't read, so she didn't know, and so I would
Speaker 4: just be saying words and she's like, oh.
Speaker 1: Yep, sounds good. And I would get a whooping if.
Speaker 5: I didn't read.
Speaker 4: So there's that a lot of trauma around reading, a
Speaker 4: lot of teacher a lot of teacher hurt.
Speaker 5: Yeah, and but also.
Speaker 1: People that haven't really really yeah.
Speaker 4: And that's what that's what I call it, because it
Speaker 4: took me so long to I always wrote poems and everything.
Speaker 4: I'm one of those one.
Speaker 1: Of those kids, you know, right, really sad, you know,
Speaker 1: I know.
Speaker 4: You see you feel me, and that's why I'm over
Speaker 4: shared and all this. But yeah, so words are very
Speaker 4: important to me. And so yeah, when I got in
Speaker 4: high school, I finally met a teacher and literally she
Speaker 4: was awesome.
Speaker 1: She lived down in the mountains, didn't have a TV,
Speaker 1: and she was just so and I was like, Okay,
Speaker 1: I gotta do this.
Speaker 4: Yeah that's what I you know, what saying.
Speaker 1: I gotta do this.
Speaker 4: So yeah, and I and I think that with the parents,
Speaker 4: I just hate to hear the word and they all
Speaker 4: say it. I just don't want them to be bored.
Speaker 4: I don't want them to be bored.
Speaker 1: They say that, they'll tell me about oh my god,
Speaker 1: like I do I do in depth.
Speaker 4: Surveys, okay, yeah, And they'll tell me about all the
Speaker 4: behavioral problems, how they're you know, not paying attention in school,
Speaker 4: how they're upset or or you know, oh they're so
Speaker 4: bad or whatever the case may be. And then the
Speaker 4: men and I tell them, well, I have this great
Speaker 4: program and this is what we do and literally, you know,
Speaker 4: we help kids do this.
Speaker 1: And they will be like, well are they I'll be bored.
Speaker 1: Let me tell you something.
Speaker 3: My class the other day said he was bored, and
Speaker 3: I said.
Speaker 1: Maybe it's because you're boring.
Speaker 4: And you know, and I think, and we got a
Speaker 4: whole class or our supplies and you guess what, you
Speaker 4: got it together, got it together, right, And and I
Speaker 4: do think that that's like that word has been used
Speaker 4: so much, that word is used back at our day,
Speaker 4: you know what I mean, like, oh, you know I'm
Speaker 4: bored or you know, as if it's just this horrible thing.
Speaker 4: I'm like, you can be bored for a minute, because
Speaker 4: if you're waiting for somebody else to learn whatever it
Speaker 4: may be, I'm not saying the whole thing. Like, trust me,
Speaker 4: we do karaoke. We have so much because remember karaoke,
Speaker 4: you're reading, you're reading the.
Speaker 1: Words, you know, and you're seeing the words.
Speaker 4: Yeah, there's so many different ways to teach kids how
Speaker 4: to read, you guys, like yeah, and so yeah, but
Speaker 4: I'm bored.
Speaker 1: You know what I mean, Like I don't want to.
Speaker 3: Like Okay, also like you're not bored, you're just not
Speaker 3: stimulated right now.
Speaker 2: And that's very true, like provides that language.
Speaker 1: I mean, kids are also feeling.
Speaker 3: You know, these kids are also dealing with a lot
Speaker 3: more stimulants and distractions, et cetera than us. So what
Speaker 3: are some ways that you've had to adjust in how
Speaker 3: to meet those differences?
Speaker 1: Okay, So we have a lot of kids that have
Speaker 1: some some serious things.
Speaker 4: Going on at home, right And for me, I make
Speaker 4: sure that every single time we have any type of meatup,
Speaker 4: we have food, I do food, and then we talk
Speaker 4: and we do this thing and it's basically it's called
Speaker 4: pontificate pontificating.
Speaker 1: And it's just a big thing.
Speaker 5: You know.
Speaker 1: We just sit there and we just think and we
Speaker 1: think of ideas, and they.
Speaker 4: Don't, you know, they don't necessarily want to talk about
Speaker 4: what's going on at home.
Speaker 1: Sometimes sometimes they do, sometimes they don't.
Speaker 4: So we do this thing and and I you know,
Speaker 4: it sounds real and they get all excited, you know,
Speaker 4: they think, oh, what is that?
Speaker 1: And where we're.
Speaker 4: Gonna think people need to pontificate.
Speaker 1: This is a pontificating.
Speaker 5: That. Yeah.
Speaker 4: So there's so many ways you can teach kids like
Speaker 4: get out there, you know. And it's the thing we're
Speaker 4: called jump up for school, not because we think that
Speaker 4: we like, I never want to be a school. I
Speaker 4: don't ever want to be dealing with the rules. And
Speaker 4: you can't teach this because you're teaching that, or or
Speaker 4: who you can teach me. That's not what it should be. No, No,
Speaker 4: you the minute you get caught up in the oh,
Speaker 4: I'm gonna go whatever, you know what I mean, nonprofit
Speaker 4: or whatever you're gonna do. The minute you do that,
Speaker 4: you're literally just subject to Okay, well, only these kids
Speaker 4: get to go here, you know, and only they get
Speaker 4: to do this. And it's just like, Okay, if I'm
Speaker 4: frustrated because I'm not doing good in a class, and
Speaker 4: you know, maybe I don't like who I'm sitting next
Speaker 4: to or whatever. The last thing that I need to
Speaker 4: do is to come home or whatever or go to
Speaker 4: a program. If be told Nope, you can't do it, Nope,
Speaker 4: you can't participate. You don't have the grades of you
Speaker 4: don't know, you don't know why. We need more people
Speaker 4: to focus on the people that need the help.
Speaker 1: No matter what.
Speaker 3: You guys, So address your questions to Ms Marshan.
Speaker 1: You know how we do in this classroom.
Speaker 3: You know how we do in this class We say
Speaker 3: Ms Marshman, et cetera, et cetera.
Speaker 2: While you're doing that.
Speaker 1: So I'm in the process.
Speaker 3: Of developing this character and a project called Radical Readers,
Speaker 3: and I'm trying to figure out So the idea is
Speaker 3: that every other know, she'll do a book report about
Speaker 3: a radical children's book, and she'll always do a song
Speaker 3: and this is this is.
Speaker 1: Oh she's so cute, rah rah.
Speaker 3: And so I'm I'm still like figuring it out and
Speaker 3: what I want yeah to consist of. So my choice
Speaker 3: you is in a space of literacy.
Speaker 1: So I love that you said antificate.
Speaker 2: So one, I love that it was just like the
Speaker 2: kids are thinking.
Speaker 3: But two, I have to have every episode a segment
Speaker 3: we do a word of the week episode segment.
Speaker 1: Here, but there always has to be a word of
Speaker 1: the show segment.
Speaker 3: Yes, you know where we're using the word and I
Speaker 3: mean on Sesame Street. There used to be like the
Speaker 3: word of the day. I mean, sorry, the letter K
Speaker 3: or whatever would be filtered the show. So I want
Speaker 3: to do that with a word. But I want to
Speaker 3: put together any other tips that you feel like should
Speaker 3: be included in my little crow that you think is
Speaker 3: really helpful to kids and parents.
Speaker 4: Yes, okay, around literacy. Okay, I'll make it about literacy
Speaker 4: because I had a tip for them that it was
Speaker 4: really good that I think and this just goes to
Speaker 4: this just goes to how kids think. Okay, So if
Speaker 4: you have a small kid, and I got this from
Speaker 4: super Nanny years and years ago, Okay, if you have
Speaker 4: a small child and you take them outside, well before
Speaker 4: you know, you go outside, it's cold outside whatever, and you.
Speaker 1: Want to put on their jacket.
Speaker 4: Take that child outside because when they're in the house
Speaker 4: it's warm, so they don't understand why you're putting a
Speaker 4: jacket on them. Take them outside, let them feel a
Speaker 4: little bit of a cold. They'll know they'll need a jacket.
Speaker 1: That's the tip.
Speaker 4: Because they don't understand why are you putting a jacket
Speaker 4: on me and I'm warm.
Speaker 1: They don't do.
Speaker 3: So translate that to me in this context. Okay, I
Speaker 3: gotta make a kid understand.
Speaker 1: I gotta put them.
Speaker 3: I got to create the scenario for them to understand
Speaker 3: the point.
Speaker 4: Yes, yes, yes, really curious minds, adults and children. They
Speaker 4: need to know the why I'm a person. I need
Speaker 4: to know the why. Some kids they're just do it.
Speaker 4: Do eman.
Speaker 1: Let me tell you.
Speaker 4: That's why when I when I wrote under your comment,
Speaker 4: I said, you need your flowers, girl, you need your flowers,
Speaker 4: because people don't understand, like I feel like, in a way,
Speaker 4: we're not the you know, we're not the same, but
Speaker 4: we have so many similarities in the facts of when
Speaker 4: I tell you, like I am always the one that's
Speaker 4: standing up or saying something out of turn.
Speaker 1: I'm the person that's always like, no, we can't do that.
Speaker 4: Yeah, They're like, oh, here's you come, Oh she gonna
Speaker 4: tell us that.
Speaker 5: I don't.
Speaker 4: I don't like the way you do that. I don't know,
Speaker 4: especially when it comes to kids. I'm the first one
Speaker 4: to be like, no advocate advocate.
Speaker 1: For almost I'm not.
Speaker 3: Store over somebody's Yes, why are you talking to a
Speaker 3: baby like that?
Speaker 1: The bad too? You want to make your map?
Speaker 3: No, your business is happened in front of my face.
Speaker 3: If you didn't want it, you wanted me to mind
Speaker 3: my business, to made.
Speaker 2: It my business.
Speaker 3: That's a two year old that you're yelling to stop
Speaker 3: touching things anything it can.
Speaker 4: I'm telling you, at my at my at my job
Speaker 4: I used to be at I'm telling you it would
Speaker 4: be like I don't know, we would get like fourteen
Speaker 4: hundred parents a week, every single day.
Speaker 1: We would get like tons, tons of people.
Speaker 4: And I can count on the on one hand who
Speaker 4: I would let and not like not to be that
Speaker 4: Like it's not abuse, it's just it's like they almost
Speaker 4: something something going on. Yeah, yeah, what were you talking to?
Speaker 5: Yeah?
Speaker 1: And kids they need, you know, they need to feel.
Speaker 4: A sense of respect to and I doesn't it never
Speaker 4: happens just that sense alone.
Speaker 1: People are what are you talking about?
Speaker 4: Like, no, they really do you guys, we have to
Speaker 4: you know, they need their sense of person.
Speaker 1: There's still a person.
Speaker 3: And I'm going to give a homework assignment at that
Speaker 3: episode for the parents to do.
Speaker 1: With their kids.
Speaker 3: A writing assignment because I feel like I forgot about
Speaker 3: the writing element. That it's not just about I forgotten
Speaker 3: writing elements.
Speaker 4: No, and especially if you get them, especially if you
Speaker 4: get them to write about something they're interested in, like
Speaker 4: themselves or whatever, because a lot of time we want.
Speaker 1: To shove a book in their faith.
Speaker 4: I'm telling you, they want to talk about them most
Speaker 4: of the time, or they absolutely don't let me say something.
Speaker 3: I've had a point in my life where I really
Speaker 3: just want to tell my mom about what I'm doing,
Speaker 3: and she wanted to talk about politics. I'm like, I
Speaker 3: called you to talk about myself.
Speaker 4: Oh yeah, yeah, yeah, So I'm not absolutely I feel
Speaker 4: the same way.
Speaker 1: I'm like, I don't want Yeah. Colin Harris, etcetera. Said,
Speaker 1: I'm talking about that.
Speaker 5: What you do all day? No?
Speaker 1: Yeah, yeah, I tell.
Speaker 3: You to tell you about what I got going on.
Speaker 3: That's what the conversation. That's kind of yeah, accept it
Speaker 3: and off.
Speaker 1: I'm like, no, I literally I was putting together.
Speaker 4: I don't know why I keep saying literally when I said,
Speaker 4: I need to take that out of my vocabulary.
Speaker 1: But here we go. I don't have my crutches. We
Speaker 1: know we do.
Speaker 3: Yeah, Like, oh, my gosh, I'm a value girl. And
Speaker 3: then she was like and then I was like, and
Speaker 3: it was like, what is.
Speaker 1: That California thing? It's the California It gets to you.
Speaker 4: Yeah, but I was gonna tell you.
Speaker 1: And then I forget it. No, you just opened up
Speaker 1: the whole world for me.
Speaker 3: Because when I'm gonna talk while you remember because it'll
Speaker 3: come since you.
Speaker 1: Okay.
Speaker 3: So when I was looking at when I was researching
Speaker 3: for this show, I was looking up like book report assignments, right,
Speaker 3: so just like what they would ask for kids and
Speaker 3: the book.
Speaker 1: Oh my god, my dog is just all the time.
Speaker 4: That's why I'm not at home right now because that's
Speaker 4: what my dog is doing constantly.
Speaker 1: I'm like, what is going on?
Speaker 3: So I'm like, okay, I'm looking at these book report
Speaker 3: assignments and they're all super dup basic, right, They're just
Speaker 3: like setting characters.
Speaker 2: Like what happens in the book.
Speaker 1: And I'm like, that's.
Speaker 2: Not a book report. That's just like the I don't
Speaker 2: even know what to call that.
Speaker 3: But it made me say, like, I want to design
Speaker 3: one that is actually more involved because what I'm what
Speaker 3: I really am starting to realize is that so much
Speaker 3: of our learning in terms of academia and intellectualism is
Speaker 3: very disaligned and disconnected from morality, from ethics, from principle,
Speaker 3: yes values right, And we only see that thinking in
Speaker 3: like religious schools, so to speak.
Speaker 2: But even that is just a very very narrow mindset.
Speaker 1: It is it is. I think I think I was
Speaker 1: very more.
Speaker 3: Kid to have teachers who would be like, this was
Speaker 3: the right thing to do, like for a character, right,
Speaker 3: Like they would actually like attach morality and attach like
Speaker 3: ethics and life lessons. And so when we're reading these
Speaker 3: books with our kids, it's not just about being able
Speaker 3: to read. It's about reading between the lines and also
Speaker 3: being able to understand the allegory.
Speaker 1: Absolutely absolutely, And that's the thing.
Speaker 4: They had college professors that were saying, these kids don't
Speaker 4: know compare and contrast, and you want me to try
Speaker 4: to teach them, you know, about world history or anything
Speaker 4: like that. And also he's you know a lot of
Speaker 4: people they lead they say, oh, well, present the information
Speaker 4: and let them make the own decision. He says, no,
Speaker 4: somebody needs to guide them because when they see actual facts,
Speaker 4: they're like no, because they think that facts are up
Speaker 4: to their interpretation and they're not. And then what's even worse,
Speaker 4: they think that's what critical.
Speaker 1: Thinking is.
Speaker 4: If it's up to their interpretation, and that we have
Speaker 4: a lot of cracks, a lot of cracks.
Speaker 3: This is so you know, like you're you're a blessing
Speaker 3: in many ways, but me selfishly, I'm gonna say you're
Speaker 3: a blessing for this project I'm working on because I know.
Speaker 2: That I have to approach I have to like fill
Speaker 2: a gap.
Speaker 1: Hmm.
Speaker 3: I've decided that I'm gonna save the world, so I
Speaker 3: have to feel it. So I have to fill a
Speaker 3: gap with this that that is missing. So like you
Speaker 3: have like miss Rachel who really gets to the kids.
Speaker 1: In terms of yes, like provides a disciplinary.
Speaker 3: Element to it, but she also provides like social skills,
Speaker 3: but she also provides like just like an entry way
Speaker 3: into understanding what is what right. However, the beautiful thinking
Speaker 3: aspect is not that's not necessarily like her jam, but
Speaker 3: that is something that I'm trying to figure out how
Speaker 3: to implement because I want this show to be multi generational.
Speaker 3: I want you as a parent who want to watch
Speaker 3: because you also.
Speaker 2: Like, let me hone my little skills.
Speaker 1: And so when you talk.
Speaker 3: About comparing with crass it's like my character, Rah Rah
Speaker 3: needs to not just be talking about characters, as this
Speaker 3: is the character she needs to implement compare and contrasts.
Speaker 1: She is the protagonist.
Speaker 3: She is the antagonist, right, Like these types of things
Speaker 3: absolutely her opinion.
Speaker 2: Name three facts from this book.
Speaker 3: Name an opinion from this book, like the things and
Speaker 3: these are so these are things that you're pointing out
Speaker 3: to me that I just do by rote because I'm trained,
Speaker 3: but that you're right in the breakdown.
Speaker 2: It's like, we got to break it down back to fundamentals.
Speaker 4: Yes, yes, everything everything, because you will already said it
Speaker 4: a million times, but it's the fundamentals. Okay, so you
Speaker 4: tie your shoe. Just always remember the anger and frustration
Speaker 4: that people feel with very basic things. It's why we
Speaker 4: have the explosions of the you know, the parents and
Speaker 4: the magazine, the whole she bang, and even you know,
Speaker 4: like people in our own lives. You know, some people
Speaker 4: you can't tell them like, hey, you know you're driving
Speaker 4: a little fast. They just what what are you talking about?
Speaker 4: Snap your you know, ready to snap. We got to
Speaker 4: deal with that. And a lot of it is that
Speaker 4: I know, I call it the I know disease. I know,
Speaker 4: I know I have the disease.
Speaker 1: We all just.
Speaker 4: You know, it's it's the I want to call it.
Speaker 4: I wanted to call it first world, but I've been
Speaker 4: calling this place.
Speaker 5: You know world.
Speaker 1: Yeah, we're in a whole different dimension. We're not even
Speaker 1: in the galaxy right now.
Speaker 3: I made a whole other version of wakness, you know,
Speaker 3: which is really infting for a lot of people, like
Speaker 3: because they're realizing like, oh it is bad, like I didn't.
Speaker 1: Just make it. Yeah yeah, yeah, yeah.
Speaker 3: So you have a question from the Great Kagman who
Speaker 3: says Ms Marshan is teaching who, by the way, is
Speaker 3: demonstrating to you all exactly how I want questions to
Speaker 3: be written.
Speaker 1: Ms Marshan Comma is teaching.
Speaker 3: The story graph, important characters, plot, conflict, climass resolution to
Speaker 3: help with critical thinking.
Speaker 2: I believe it is.
Speaker 4: Absolutely even when we're not only just talking about, you know,
Speaker 4: teaching the to build a story or anything like that.
Speaker 4: Everything that you do we talk about character building and
Speaker 4: world building and doesn't make sense. And it has to
Speaker 4: have a conflict. You have to have a character that
Speaker 4: you know before it was just like oh you got
Speaker 4: to have the boy that likes the girl and the
Speaker 4: whole she bank. But I'm trying to get kids away
Speaker 4: from that. I think that and don't I'm not like
Speaker 4: a brooded like old kids should be. I'm just saying
Speaker 4: there's other stuff, like there's so many things to write about,
Speaker 4: and why do we got to go back to that?
Speaker 4: So yeah, I'm telling you guys, like I feel personally
Speaker 4: just with the people that I've partnered with, and you know,
Speaker 4: the development of this, you know, it's it's a really
Speaker 4: really good thing. And I tell people and they also say,
Speaker 4: if your child is not reading, you know, to the
Speaker 4: level that they're supposed to by fourth grade, do you
Speaker 4: know that, they say that it's pretty much done. And
Speaker 4: I'm like, absolutely no, it's not. They say, it's extremely
Speaker 4: difficult to teach.
Speaker 5: You.
Speaker 4: Well, we got a lot of teaching to do, and
Speaker 4: we want to get those first through force in there
Speaker 4: as well, because look at what we're I mean, if
Speaker 4: this is what's the roots are one of the roots
Speaker 4: of all this, let's get it out now. I've been
Speaker 4: one and two for so long and I called so
Speaker 4: many preschools and if I would have recorded it, you know,
Speaker 4: like the like the lady who recorded when she was
Speaker 4: calling the church. If I were have recorded me calling
Speaker 4: these preschools, schools, all this stuff.
Speaker 1: They basically told me we have our own program. No
Speaker 1: we don't need it.
Speaker 4: Heard the whole skill and it wasn't all you know
Speaker 4: how it's been here, you know, heard the whole thing,
Speaker 4: and they said, we do our own thing. And I
Speaker 4: was literally floored. I was like, I'm looking at your statistics.
Speaker 4: You don't what you're doing is not working, but you
Speaker 4: want to keep doing it, and then you just have
Speaker 4: kids to show up. The teachers are bankrupt because they're
Speaker 4: like depleted because they're trying to teach. Think about all
Speaker 4: the things that I broke down today. They're teaching, you know,
Speaker 4: piece by piece to thirty something kids either a class
Speaker 4: or you know, if they're changing.
Speaker 1: It's just a lot and you have a lot of challenges.
Speaker 1: If your damn you.
Speaker 3: Don't write, like so you'll have a class and like
Speaker 3: some of those kids in that class, they may not
Speaker 3: be as advanced, so you're leaving them behind. But then
Speaker 3: you have to who are more advanced, and you're also
Speaker 3: leaving them behind.
Speaker 1: You are then you have the kids who.
Speaker 3: Are limited by other things, whether it's neurodivergence or ADHD
Speaker 3: or what's going on at home, et cetera, et cetera.
Speaker 3: Like everybody gets left behind because there just isn't enough. Yeah,
Speaker 3: and I find that there's there's like you said that
Speaker 3: I know is so often attached to capitalism too, right,
Speaker 3: because it's like if we if we take on another program,
Speaker 3: then it makes us look like we're not effective, and like, yes,
Speaker 3: it's like a weird skew ego.
Speaker 1: Ego, ego.
Speaker 4: I'm telling the best thing I ever did for myself
Speaker 4: is to drown, like seriously drown the ego. Yeah, we
Speaker 4: have to because I'm telling you, and yeah, you know,
Speaker 4: it stems from being highly criticized.
Speaker 1: One of the reasons. Of course I'm not a psychologist,
Speaker 1: but that's what I've.
Speaker 4: Heard you guys, stems from being constantly criticized. You get
Speaker 4: to where you have a hyper like inflated sense because
Speaker 4: you're protecting yourself. You know, I see you protecting yourself
Speaker 4: all day, all day, Yes, all day, And that's but
Speaker 4: it always takes one to know. I get it because
Speaker 4: I used to. I used to do a radio show
Speaker 4: and you know, of course I didn't have any type
Speaker 4: of audience how you do. But I'm saying I used
Speaker 4: to do a radio show for like ten years I did.
Speaker 4: I did ASMR before people were even doing it, and
Speaker 4: now look at it, it's just exploded, right. But I
Speaker 4: like the calmness of it. That's I had to you know,
Speaker 4: I was trying to tame the beast because I can
Speaker 4: be a mess. You know, not so much anymore.
Speaker 1: But back in the day.
Speaker 3: You gots listen, I mean, but that's bro especial maturation,
Speaker 3: you know. Like I was talked about that this morning
Speaker 3: on Patreon, just about how in the past there would
Speaker 3: be things that I felt that I didn't have the
Speaker 3: language for, which brings us back to communication, right, And
Speaker 3: so I would end up still going forth with a
Speaker 3: red flag because I didn't trust my feeling and I
Speaker 3: also didn't have language, so I would just doubt that
Speaker 3: I had a real reason to not go forth. But
Speaker 3: then the red flag would with blossom.
Speaker 1: Yeah, okay, and that's what right was. All right. Let's
Speaker 1: take another question.
Speaker 3: Okay, Olivia says, what are your thoughts with children who
Speaker 3: are dyslexic?
Speaker 1: Are their tool kits for them?
Speaker 4: There are toolkits for everybody and all any type of dyslexia,
Speaker 4: any of those challenges are well, let me not say
Speaker 4: all to it, because there's there's there's definitely things I
Speaker 4: don't like.
Speaker 1: To make things seem so easy, you need to take
Speaker 1: a little bit more time with them.
Speaker 4: And that's why what I call like the bonus program
Speaker 4: like mine or something like that is so important because
Speaker 4: they have to take their time. And also just because
Speaker 4: you're giving space with as far as the other kids
Speaker 4: being bored, just because you're giving space to someone who's
Speaker 4: struggling doesn't mean you have to do nothing. That's that's
Speaker 4: not what I'm saying, like they're waiting for this person
Speaker 4: or anything like that.
Speaker 1: We have other activities that they can be and give though.
Speaker 4: That's what I want to teach, and compassion so much
Speaker 4: because it's so lacking.
Speaker 1: It's so lacked passion and teaches consideration, you.
Speaker 4: Know, yeah, like yeah, go ahead, yeah.
Speaker 1: And kids are rushed all day.
Speaker 4: Keep in mind they said years ago kitchendn't be starting
Speaker 4: school before like all this up at the crack of
Speaker 4: dawn at five am. Kids are not wired that way.
Speaker 4: So a lot of times your kids are tired, you know,
Speaker 4: like you got them in this and this and they're tired, y'all.
Speaker 2: Your girl used to be school.
Speaker 4: Yeah, I'm telling you yeah, and and and I'm an insomniac.
Speaker 1: I've always been my whole life. So I'm like going.
Speaker 4: To and and literally because I have a like it's
Speaker 4: anybody can tell you guys know, I.
Speaker 1: Got you know and like everybody like everybody.
Speaker 4: But I'm telling you, like staying up all night and
Speaker 4: all that stuff, and then you gotta go to school,
Speaker 4: and you're like, what, I gotta I gotta be a.
Speaker 5: Person, right right, you know.
Speaker 1: And then on the weekend.
Speaker 4: And then if you get a parent that's churched and
Speaker 4: they want to church, you not churchy, I've they want
Speaker 4: to church because I told you we're unlearning a lot
Speaker 4: of things we are.
Speaker 3: Do you have another question from at the eighty eight
Speaker 3: Ms Marshan, Do you have to be in San Bernardino
Speaker 3: to volunteer or participate with your literacy program?
Speaker 1: Absolutely not.
Speaker 4: We we actually are virtual right now, so you don't
Speaker 4: have to be in sam Bernardino at all.
Speaker 1: But I do ask that anybody that comes to volunteers.
Speaker 4: One thing with everything with me is joy, no matter
Speaker 4: what's going on. If you have that joy and you
Speaker 4: love kids and not in you know, the creepy way, because.
Speaker 1: You know, we do get there. There's stuff going on. Yeah,
Speaker 1: please contact me.
Speaker 4: And one thing I want to also say before I leave,
Speaker 4: I really am probably gonna have to do a go
Speaker 4: fund me because I want to install these cameras that
Speaker 4: you can watch your child at any time any parent
Speaker 4: like it's you know, not in the restroom or something
Speaker 4: like that, but you can watch your child and know
Speaker 4: that your child is okay and safe. And that's for
Speaker 4: the people that are going to be in person with
Speaker 4: anybody that's with Jump Up for School.
Speaker 1: Got it that? Yeah, well, miss Marshaon, thank you so much. People.
Speaker 3: If you want to get involved with Jump Up for School,
Speaker 3: you can go to jump Up for School book club
Speaker 3: dot com.
Speaker 1: Is that accurate? You know what?
Speaker 4: I want to just tell them go to Jump Up
Speaker 4: book Club at Gmail because we're redoing our website Jump
Speaker 4: Up book Club and just and just send me one
Speaker 4: and you'll you'll have it. Yeah, you'll have it too.
Speaker 4: So yeah, so Jump Up book Club you guys. My
Speaker 4: Oh that's another thing. My prices are very affordable. So yeah,
Speaker 4: And people were mad at me about that because it's
Speaker 4: not a come up for me.
Speaker 1: They were.
Speaker 4: So they okay, so where I worked it was out
Speaker 4: you know, docs and mass.
Speaker 1: They had that's what they did.
Speaker 4: They actually provide the funding for childcares and things like that. Right,
Speaker 4: So that's why I was able to survey so many
Speaker 4: kids and stuff like that and parents.
Speaker 5: And so.
Speaker 4: They when I came up with my program, they were like,
Speaker 4: why is it so cheap? And I was like, well,
Speaker 4: because they were affecting you know, these high end.
Speaker 1: High end prices.
Speaker 4: And I said, well, I have always everything I've ever
Speaker 4: made has been for working what I you know, working
Speaker 4: for or you know under you know what I mean,
Speaker 4: That's what it's always been about for me.
Speaker 1: And they had a huge problem with that.
Speaker 4: And I think that's because maybe they thought I was
Speaker 4: gonna impede on what they had going on. Maybe they
Speaker 4: thought I should go and compete with higher you know,
Speaker 4: in places I have no idea.
Speaker 2: So they were upset with me.
Speaker 1: They you weren't charging anymore?
Speaker 5: Yeah, yeah, not my job.
Speaker 4: I don't I don't want to say that, but with
Speaker 4: wh're not interacted with parents?
Speaker 1: Not my job. My job was just so happy that
Speaker 1: it for me pretty much.
Speaker 4: Yeah, But no people that I and a lot of
Speaker 4: the daycare, Yeah, because they think that it should be
Speaker 4: like six and seven hundred dollars a week like daycare.
Speaker 1: And I'm like, we only meet like once a week.
Speaker 1: It's not it's a it's an hour.
Speaker 2: It's already overpriced exactly.
Speaker 1: Way overpriced, way overpriced.
Speaker 4: Way but you know, it's like all the prices have
Speaker 4: to come down, like everything, everything, I mean everything, it's
Speaker 4: just crazy. Yeah, but no, I try to make it
Speaker 4: super affordable.
Speaker 3: Well, we appreciate you. Shout out to your dog. What's
Speaker 3: your dog's name.
Speaker 4: MASKI, his name is Van Helsing, shout report out here
Speaker 4: killing the deal is doing what.
Speaker 3: And thank you for being on a mission not a
Speaker 3: come up? So you all you know this is but
Speaker 3: this is what it needs to happen. And it's and
Speaker 3: I think a lot of people also feel like, oh,
Speaker 3: like you have to have some big organization to be
Speaker 3: able to make an impact, to be able to create
Speaker 3: these programs.
Speaker 2: But that's what it's gonna be. This is also a part.
Speaker 3: Of community building. It's not just it's not just housing people.
Speaker 3: We also have to be teaching each other.
Speaker 1: Yeah, we gotta we're in charge of the next generation.
Speaker 1: You guys. So it's just us.
Speaker 4: We always got we all, we got well.
Speaker 3: So much Latasha and shout out to keeping us a breast,
Speaker 3: that we should have the seat belt across our breasts
Speaker 3: even if we are in a vcationary car.
Speaker 2: All right, that's right.
Speaker 1: Things happen, Say safe, she says. They they got there. Man,
Speaker 1: that was awesome. Start finding yet,