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Transcript
00:01read that in this card for me she wore a suit clothes that were
00:10who's this for extra ordinary but somewhat
00:17gertrude no explain what that means i don't know she wore a sahalat of clothes that were
00:26extra during me whatever bro but somewhat what does that mean she wore a lot wait she wore
00:34bro i don't know bro if you take the card back please she wore a oh baby she wore a
00:42silhouette
00:42of clothes that were
00:47bitch i don't know that word i don't even know how to read i don't know why i didn't shoot
00:50wore a silhouette of clothes that were extraordinary but somewhat
00:57gosh all right now what does that mean i have no idea she wore a i don't know what
01:06that shit say i don't know what that shit say i can't read it can't read it can't read it
01:15what the that said why am i reading this no i'm not reading this this is a whole bunch of
01:22the colonel asked a choir to accommodate the governor's schedule does that mean he's asking
01:29the choir to accommodate to the governor's schedule right yeah in your own words there's a governor's
01:34schedule and so the the colonel is asking the girl is asking the choir to accommodate to it
01:40In your own words
01:42I don't know
01:43The governor asked the choir to
01:46Accommodate the governor's schedule
01:48What does that mean?
01:49They asked the people to sing
01:51For the governor's schedule
01:52I don't know what this means
01:54The governor asked the choir to accommodate the governor's schedule
01:58What does that mean?
02:00He asked the choir to accomplish
02:02I don't know
02:02I don't know
02:04Now
02:06The first girl just couldn't read
02:08Okay
02:10The other three, the people in the comments are asking, what it is is what it is, right?
02:21Why is he asking them to say it in their own words?
02:24This is why synonyms are important, right?
02:29Accommodate means to work with.
02:32We need to, okay, it's not looking good.
02:38But it's not looking good for the children.
02:46That might be an understatement.
02:53And, you know, I told you guys that I was going to start incorporating, you know, different types of things.
02:58Like the other day, you know, I incorporated a video about, you know, police interactions that were positive and good.
03:05Because obviously all you see is, oh, bad police, bad police.
03:10And, you know, talking about politics all the time.
03:12So, here is another topic of discussion that is a little bit different.
03:19And that is our education system.
03:21And I've talked about this once before, probably a few months ago now.
03:25Some of you might remember that video as well.
03:28But we're back.
03:30We're back.
03:30And as you guys saw, it is, we're in a dire situation.
03:36Okay.
03:37That is not me trying to fearmonger you all.
03:42That is me warning you that we've got some major issues going on here.
03:48There is a teacher who has a video that has gone viral online.
03:56And I want to talk about it a little bit and get into some more things.
04:00Because this is serious, man.
04:02This is serious.
04:03It's not just him.
04:04This is a real thing that is happening amongst our children.
04:08Check it out.
04:10So, I am on my lunch break.
04:13It is, I don't know, 1130 or something like that.
04:15And I just finished a three-hour class.
04:24We have what's called block.
04:26And block is where first and second periods are combined for subjects that need it.
04:34And so, I literally broke down in the middle of class.
04:40Yes, because I'm teaching seniors.
04:47These kids are leaving high school and going to college, hopefully, after they finish.
04:56We had two paragraphs to read.
05:02One sentence, complete to write.
05:08I gave them the sentence stems.
05:13I basically completed the sentence for them in the model.
05:21These are 17 and 18-year-old kids.
05:28And they couldn't fill in four words.
05:33Four words.
05:39I gave them the scenario.
05:41We annotated together.
05:44I gave them the answers before we even had the problem.
05:52And they couldn't do it.
05:56I don't know.
05:59I simply don't know where the problem is.
06:04This is only day two.
06:07And I have seniors who simply cannot read and seniors who cannot write.
06:20They cannot write.
06:23They can reason.
06:24They have the ability to defend their reasoning.
06:27If it's talking to their homeboy.
06:30But applying that to a written text.
06:33Two paragraphs.
06:36And they couldn't do it.
06:40Our young black men.
06:43Our young brown men.
06:45Our young black girls.
06:48And our young brown girls.
06:55Oh God.
06:58They're as dumb as a box of rocks.
07:00I mean that.
07:01There's no other way to put it.
07:03Gotta give it to them straight.
07:04No chaser.
07:05Right?
07:06They are not.
07:07And here's the thing.
07:10Let me know.
07:11If you think I'm crazy.
07:12Let me know.
07:13If you think I'm crazy.
07:15A lot of us learned how to write in cursive.
07:19Right?
07:20A lot of us know how to write in cursive.
07:22Now some of us maybe.
07:24Might need a little polish it up on it.
07:26But a lot of folks knew how to write in cursive.
07:29Why'd they take that away?
07:30Why don't kids learn how to write in cursive anymore?
07:33In a lot of our original founding documents.
07:36Aren't a lot of them in cursive?
07:37Here's another thing.
07:39Let me know if I'm crazy.
07:41Let me know.
07:42I'm serious.
07:42Why would this now be the thing?
07:46You have 12th graders.
07:48Seniors.
07:49Who are going out into the real world.
07:51Right?
07:52You're an adult.
07:53Once you're 18.
07:54You're an adult.
07:55You're going out into the real world.
07:56You can't read.
07:58And you can't write.
07:59And so now you're going to a college university.
08:03Where you can't read.
08:04And you can't write.
08:06And you're getting.
08:07Matter of fact.
08:07I have a video.
08:09Let me see if I can find that joint real quick.
08:12I have a video.
08:14On this very topic.
08:17And I want to show it to you all.
08:18Because this.
08:20I mean it perfectly fits.
08:23Exactly what I'm getting at.
08:24If you don't watch my YouTube shorts.
08:26Definitely check them out.
08:27Because I'm about to show you.
08:29A YouTube short of mine.
08:31Here in just a second.
08:32Here it is.
08:34Here it is.
08:39What do y'all think?
08:41Let me know.
08:42It's crazy.
08:43I'm actually doing WGSS.
08:44It's my major.
08:45So it's like.
08:46What does that mean?
08:46What's W?
08:47Women's Gender and Sexuality Studies.
08:49So like this is.
08:51So like.
08:51This is literally.
08:52What kind of job are you going to get with that degree?
08:54Yeah like.
08:54Literally.
08:55I mean like.
08:56I mean but for real.
08:57Like I literally.
08:57That's like.
08:58I mean.
08:59I don't honestly know.
09:00I mean.
09:00I just know.
09:01Anybody else remember going to.
09:08I feel like an educated person wouldn't have fallen for that.
09:18Someone who.
09:20Let me take that back.
09:21I feel like an intelligent person.
09:24Wouldn't have fallen for that.
09:25Because.
09:26I feel like educated.
09:28Doesn't mean that you're intelligent now.
09:30Unfortunately.
09:33Because a lot of these folks.
09:35Especially on the left.
09:36They always say.
09:37Well I'm educated.
09:37I went to.
09:38I went to college.
09:38I went to six years.
09:39I got my doctorate.
09:40And blah blah blah blah blah blah blah.
09:42But as they're talking.
09:43You realize that.
09:45They're not very intelligent.
09:48They might be educated.
09:50But they're not intelligent.
09:52And I think those are two different things.
09:54Maybe I'm tweaking.
09:55Maybe I'm tripping.
09:55Y'all let me know in the comments.
09:56But let's hop into this topic of discussion.
10:01Because this.
10:03This is crazy man.
10:04This is absolutely crazy.
10:06But also.
10:07And to reiterate my point.
10:08Because I.
10:09I got a little sidetracked.
10:10I didn't even finish my whole point there.
10:13A lot of these folks that you just saw.
10:14Like the guy in the pink shirt.
10:17They're all like that.
10:20Those people are the folks who are voting for.
10:23Or some of the folks that are voting for.
10:25For these communist candidates.
10:27And who.
10:28Which party does that benefit?
10:31Democrats.
10:33Let me know if I'm crazy.
10:35The class divide of the future is going to be.
10:37Who can read and critically think.
10:38And who cannot.
10:39Let me explain.
10:40What every educator on this app is talking about.
10:42And what every educator in the field is noticing.
10:44Is a dramatic decline in basic critical reasoning skills.
10:48And basic literacy skills among students.
10:51This is particularly pronounced among high school age students.
10:54Where they're engaging with more complex material.
10:56And can't grasp basic concepts.
10:59Or manage basic memory about those concepts.
11:02And what this is creating.
11:03Is a generation entering the workforce.
11:05Without basic comprehension skills.
11:07That is going to make it very hard for them.
11:09To keep and maintain any form of employment.
11:12On the inverse of this.
11:13We're seeing kids in more affluent families.
11:15Being not only pulled out of the public school system.
11:17And sent to things like Montessori schools.
11:19But being pulled away from technology.
11:22Not given access to anything more than say.
11:24A TV or a video game station.
11:26Until they're a teenager.
11:27No tablets.
11:28No phones.
11:28Things like that.
11:29And what they're doing to fill their time instead.
11:30Is the normal childhood stuff.
11:32Of playing outside.
11:33Reading a book.
11:34Coloring coloring sheets.
11:35All of these things that seem like play.
11:38But are actually building soft skills.
11:40That make someone much better able to navigate the world around them.
11:43As they get older.
11:43The gap is not going to be.
11:46Who can use AI and who cannot.
11:47The gap is not going to be.
11:49Who is an all-star on the ACT.
11:51With a full ride.
11:52And who is not.
11:53The gap is going to be.
11:54Who can reason in a basic way.
11:56And who cannot.
11:57And those that cannot.
11:58Will probably be left behind.
12:01This situation is so sad man.
12:03It really is.
12:05These kids are just being pushed along.
12:07Grade after grade after grade.
12:09And they can't freaking read.
12:11They can't read.
12:12Here's another example.
12:17Can you read this?
12:20Can I read it?
12:21Yeah.
12:22Yeah.
12:23Can.
12:24Huh?
12:25Yeah, can.
12:26Read it?
12:27Yeah.
12:29Like out loud?
12:30Yeah.
12:31Uh...
12:32I don't know.
12:35I can't.
12:35What's that second word?
12:37I'm asking you.
12:39I don't know.
12:40No, I can't read it.
12:41What is second?
12:42I'm asking you?
12:43No, I can't.
12:44Those are big words.
12:46I was never a school fan.
12:47Got you, got you, got you, got you, got you, got you.
12:50So try to read the rest of what you can read.
12:51The project requires meticulous planning and substitutical funding.
12:58Say it again?
12:59Yeah.
13:00Project requires meticulous planning and substitutical funding.
13:10Okay.
13:11So clearly by this, it's very obvious that our education system is failing us in America.
13:16But how much is it failing us when it comes to English proficiency?
13:20And here is a breakdown for elementary, middle school, and high school students.
13:25This is a breakdown for white students versus black students.
13:28So in grade school, which is elementary, you're looking at a 40% versus 20%.
13:33On middle school, you're looking for about a 35% versus an 18%.
13:37This is best case.
13:38And in high school, it's back to 40% versus a 20%.
13:42So one of the things to call out here is a white student is twice as likely to be proficient
13:48compared to a black student.
13:49But that's not really the point here.
13:51The point is, if the best we can do is 40% all around for white and black students, that
13:57means that less than half of our kids are graduating high school and are not even proficient at reading.
14:02This is a failure.
14:04And we're doing this with spending record amounts of money.
14:09Yeah.
14:10We're spending more and more money.
14:11These teacher unions are requiring and asking for more and more money while our test scores
14:16are getting worse.
14:17Half.
14:18Half, less than half of these kids can actually read and write on grade level.
14:26I'm going to go back to that card there.
14:29Where was that clip?
14:30Let me find that again.
14:32Let me throw this back up on the screen.
14:34She couldn't read this note card.
14:37The architectural preservation project required meticulous planning and substantial funding.
14:45That is easy.
14:46That is easy.
14:48I could read that.
14:52I could read that after a full night of downing, you know, I don't know, 24 locos.
15:01I don't know.
15:05My eyesight could be blurry, you know, head spinning.
15:08I could still read that.
15:10She couldn't read it.
15:11And she looked like an adult.
15:13That wasn't like a student.
15:14That was an adult.
15:16Couldn't read it.
15:17And as you saw, it ain't just black folks.
15:20It's all of our students.
15:21Some may be better than others, but still the overall number is less than half, less than half.
15:29We got a major problem because as you saw, those kids are going out into the real world to be
15:35adults.
15:36Those kids are going to be the AOCs of the world, thinking that they're actually smart, but in reality, they're
15:46not at all.
15:46They're going to be the ones trying to run the show here soon.
15:49Is that what you want running the show?
15:51Somebody who can't even read or write, can't comprehend, damn sure can't read anything in cursive.
15:58You write it in cursive and it's, you can hide a secret from them in plain sight.
16:04Just write it in cursive.
16:05They wouldn't have a clue how to read it.
16:09I'm laughing, but I know it's not funny, right?
16:13But it's, I'm laughing because of how crazy that is.
16:17That is mind boggling.
16:19And obviously I've got more clips.
16:21I've seen others, but it's just like, bro, what the F is going on here?
16:27And what I, what I talked about, matter of fact, let me see.
16:29I had a clip.
16:31Yeah, actually here it is.
16:34Yeah, sadly, even describing it as a failing grade seems generous.
16:37When last year, only one out of every four Chicago public school students could read at grade level.
16:43And only 17% were proficient in math.
16:46The Chicago Teachers Union argues it's a funding problem and that more money would lead to better results.
16:53But since 2019, CPS's budget has grown by more than 57% to more than $9 billion.
16:59And there has been almost no significant change in those test scores.
17:03And a lot of families here are stuck without options to get their kids out of a failing school.
17:10Students at an eighth grade proficiency, 21% of the students in Chicago can read at a eighth grade proficiency
17:17level, do math at that level.
17:19This is the plan.
17:20This is how it works.
17:22This is what happens in J.B. Pritzker's Progressive Illinois.
17:26Now, Mayor Brandon Johnson and the Teachers Union want to spend billions more to invest in schools that arguably should
17:32be closed.
17:33One glaring example is Douglas Academy High School, which could hold more than 900 students.
17:39But last year had an enrollment of just 34, meaning there was one teacher for every five students compared to
17:46the rest of the district that averages one teacher for every 19 students.
17:49And when it comes to funding, Douglas spent more than three times the district average with $68,000 per student.
17:57Despite all of that, last year, Douglas failed to produce a single student who could do either math or English
18:04at grade level.
18:05In fact, according to the Illinois Policy Institute, the last time Douglas had a single student proficient in math or
18:11reading was seven years ago.
18:16$70,000 per high school student, this ain't college, per high school student in none of them, not a single
18:25one at grade level, proficient at grade level, not a single one, $70,000.
18:32And these teacher unions are telling you, we need more money.
18:36Listen, I would have no problem.
18:38I had some phenomenal teachers growing up, some phenomenal teachers that I absolutely love.
18:43They made learning fun.
18:45You know what I mean?
18:45Not to say that that's what it's all about, but there were some teachers where like I was looking forward
18:51to going to their classroom.
18:52Like I wanted to go to class.
18:54And I wasn't like, I wasn't one of these people who loved school, right?
18:58I wasn't a teacher's pad.
19:00I wasn't a bookworm or anything like that.
19:02Trust me.
19:02I was a sports guy.
19:03I wanted to go play some sports, go hop on a video game, go work out.
19:08Like that was me.
19:09But I still had teachers who I wanted to go to their class because they always made it interesting and
19:17fun, right?
19:18But that is just crazy.
19:1970K and nothing.
19:21Nothing to show for.
19:22Nothing.
19:23And that is why I've said before, I think teachers pay should be based on their students proficiency.
19:29I wouldn't mind paying teachers six figures.
19:32Oh, X, Y, and Z teacher, you want $150,000 a year?
19:37Okay.
19:37Make sure every single one of your students are proficient and you can have $150,000.
19:41Your pay is based on your students' performance from the previous year.
19:46If all of your students were proficient, bing, cha-ching, $150,000.
19:51$200,000, I don't care.
19:53Now, you might run into a funding issue, but we can figure that out.
19:57And I think it's worth figuring that out.
19:59But the students got to be proficient.
20:01And of course, if you have a problem, because I know somebody's going to say,
20:04well, it's the problem kids, the problem kids.
20:06Kick them out.
20:08Zero tolerance.
20:09Zero tolerance.
20:10If a kid is causing you problems in the classroom, being loud, being obnoxious, being the class clown,
20:16kick them out.
20:17Zero tolerance.
20:18Now, you better not kick out a kid simply because they're having a hard time grasping
20:23concepts or whatnot.
20:24You better figure out a way to make sure that they grasp it.
20:26Because some teachers might try to get around it by, you know, any kid that isn't, that they
20:32realize isn't going to be proficient at grade level.
20:35They'll just wait until they do something even a little bit suspicious and kick them out.
20:40Oh, you're done.
20:41You know, just to try to up their proficiency average in the classroom.
20:46It's like, no, no, no, no, these kids really have to do something bad.
20:49We know, but, you know, that kid's not bad.
20:52You were just waiting for something just to kick them out so you can up your average.
20:56No, no, no, no, no.
20:57Figure out a way to teach them.
20:58That's your job.
20:59It's your job.
21:00You're a teacher.
21:01Figure it out.
21:02You wanted this job.
21:03Teach them.
21:04Not everybody learns in the exact same way.
21:06Some people, you're going to have to jump through a couple of hoops to try to get them
21:09to understand.
21:10Some people, you may have to keep them after class.
21:12But if you want this cash, teach them.
21:14How do y'all feel about that?
21:16Let me know.
21:16Let me know.
21:17But I've kept y'all here long enough.
21:21Let me know your thoughts, your opinions in the comment section below.
21:24Like, share a comment.
21:25Hit that subscribe button before you go.
21:26Peace and love.
21:27I'm out.
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