Positive People USA

Mr. Positive, M.A., B.Soc.Sci., CIT, PEL, A.A.S. – Paralegal

Order My Book at https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930 email educatorsocialscience@gmail.com Mr. Positive is an award‑winning educator, curriculum designer, and transformative leader with more than 15 years of experience across secondary education, juvenile justice, and strategic community engagement. He has developed culturally responsive curricula, mentored educators, and led initiatives that drive systemic change across schools and civic institutions. He has designed and taught more than eight elective courses—including Leadership, Race in America, and Community Organizing—while increasing student achievement and reducing disciplinary incidents through trauma‑informed, inclusive instruction. His legislative advocacy has contributed to the introduction of House Files and secured more than $355,000 in funding for student‑centered programs. he's rebranded school identity, built strategic partnerships, and led restorative practice training for staff. He served as a Juvenile Probation Officer and Paralegal, earning multiple awards for innovation and service. His professional background as Legal Clinic Manager, Veterans Case Manager, Urban Elder Teacher Coach, Park Police, Military Police Officer and Correctional Officer. . Mr. Positive is the author of two books available at major retailers including Amazon and Barnes & Noble. His gospel album, Keep Your Faith in God, was reissued by Numero Records. His leadership has been recognized through induction into the National Society of Leadership and Success, the Pillsbury United Communities Service Award, and multiple commendations from Ramsey County Corrections, the U.S. Army, and Minnesota civic institutions. He also chaired the Governor’s Legacy Committee, overseeing $240,000 in arts grants with a perfect audit and leading youth civic engagement projects that resulted in legislative wins. Mr. Positive holds a Master of Advocacy and Leadership, a bachelor’s degree in social sciences and counseling psychology, an Associate of Applied Science in Paralegal Studies and Law Enforcement, and Secondary Education Licensure. He is currently completing his second master’s degree in education, His work reflects a lifelong commitment to equity, justice, and the empowerment of marginalized communities. Mr. Positive has developed comprehensive scope and sequence frameworks for a wide range of Social Studies courses, His curriculum design process emphasizes both vertical and horizontal alignment, allowing students to build skills progressively while making meaningful interdisciplinary connections. He integrates critical thinking, research, public speaking, and policy analysis into each unit, ensuring that students develop the academic and civic competencies needed for real‑world engagement. Each course includes embedded formative and summative assessments tied directly to learning objectives and growth targets, allowing for continuous monitoring of student progress. His instructional design incorporates differentiated strategies tailored to diverse learning needs, ensuring that all students—regardless of background or ability—can access rigorous content. Culturally responsive pedagogy is woven throughout every unit, reflecting his commitment to honoring students’ identities and lived experiences. Finally, his curricula emphasize real‑world application, connecting classroom learning to civic engagement, legislative advocacy, and community leadership.

  1. Living the Past-Like Licking Your Vomit-Cleaned Back To Mud

    4h ago

    Living the Past-Like Licking Your Vomit-Cleaned Back To Mud

    PERSONAL CHANGE WORKSHEET 1. What Part of My Past Keeps Pulling Me Back? Describe the habit, mindset, or behavior you keep returning to. 2. What Does “My Mud” Look Like? Identify the specific behavior that keeps you stuck. Example: snapping in anger, shutting down, avoiding responsibility. 3. What Is “My Vomit”? What harmful action or pattern do you keep returning to even though it hurts you? 4. What Trigger Pulls Me Back Into It? List the situations, people, or emotions that send you into the old cycle. 5. What New Behavior Will Replace the Old One? Be specific and realistic. Reality Therapy (WDEP) Self‑Assessment W – WANT: What do I truly want to change in my life? D – DOING: What am I doing right now that keeps me stuck? E – EVALUATE: Is what I’m doing helping me get what I want? □ Yes  □ No Explain: P – PLAN: What is my next clean step forward TODAY? Comments: radiotalklr@gmail.com Order My Book: radiotalklr@gmail.com

    39 min
  2. Tia and Yolonda-Top 2 Bottom Fashions

    6d ago

    Tia and Yolonda-Top 2 Bottom Fashions

    For A Copy of My Book: www.weusoursluckybooks.com Top To Bottom Fashions - 763-951-2857 Visit the Location 3310 Brookdale Dr. N. Brooklyn Park MN 55433 763-951-2857 To be a guest on the podcast and share what you are doing call: 773-809-8594

    15 min
  3. 507-593-9775 Call and Listen Now

    Jun 2

    507-593-9775 Call and Listen Now

    Tell Another Positive Person About This Message Line Black History Is American History — No Permission Required Black People do not need consent to learn the truth about their own history. Learning about Black Patriots, Black brilliance, and Black resistance is not optional — it is essential to understanding America itself. Asking for “permission” to teach Black history sends the wrong message. It suggests that truth needs approval. It suggests that identity must be softened. It suggests that pride must be negotiated. We reject that. Stand tall. Stand informed. Stand honorable. Black USA, your history is not a side note — it is a foundation of this nation. Say it with your chest: “I’m Black and I’m proud.” And mean it every day. Tell Another Black American About This Podcast and Message Line. Comments: radiotalklr@gmail.com

    3 min
  4. 250 YEARS: BLACK PATRIOTS MATTER

    May 29

    250 YEARS: BLACK PATRIOTS MATTER

    Order My Book: www.weusoursluckybooks.com Contact; radiotalklr@gmail.com Lesson Plan: 250 Years of Black Military Service Objective 1: Students will explain how Black Americans have served in every U.S. war from the Revolution to today. Example: A student identifies the 54th Massachusetts, the Harlem Hellfighters, and the 6888th Battalion and states how each advanced American democracy. Objective 2: Students will evaluate how racism shaped Black veterans’ experiences during and after service. Example: A student explains how Vietnam veterans returned to racial covenants, GI Bill discrimination, and unequal access to housing and education. Learning Outcomes Outcome 1: Students will produce a short written or verbal explanation of how Black service members showed patriotism despite barriers. Example: A student describes how the 54th fought for a nation that denied them equal pay. Outcome 2: Students will connect past discrimination to modern debates about equity and national memory. Example: A student explains how GI Bill exclusion contributed to the racial wealth gap still visible today. Student Challenge (Instructor Must Complete) Students challenge the instructor to identify one overlooked Black military figure or unit not covered in class and explain their contribution in under 60 seconds. If the instructor cannot answer, students choose the next figure or topic for class exploration. 5E Learning Model Engage: Students examine images of Black soldiers from the Revolution, Civil War, WWI, WWII, Vietnam, and modern conflicts. Prompt: “What patterns do you see across time?” Explore: Students rotate through stations on the 54th Massachusetts, Harlem Hellfighters, Tuskegee Airmen, the 6888th, and Vietnam veterans facing discrimination. Explain: Students share findings. Instructor clarifies themes: service in every war, racism in the ranks, denied benefits, and the contradiction between service and citizenship. Elaborate: Students respond to: “How does recognizing 250 years of Black service change our understanding of American democracy?” They must use two historical examples. Evaluate (Formative Assessment): Exit Ticket: Name one Black military unit or figure and explain their contribution.Describe one form of discrimination Black veterans faced and its impact.

    28 min
  5. Breaking News: WHITE FRAGILITY ALLOWED FRAUD

    May 25

    Breaking News: WHITE FRAGILITY ALLOWED FRAUD

    Comments: radiotalklr@gmail.com

    19 min
  6. Aimee as Shirley Temple: Mr. T, Batman and Tap-Dancing Men

    May 22

    Aimee as Shirley Temple: Mr. T, Batman and Tap-Dancing Men

    Aimee Bock today's Shirley Temple Aimee Bock (aka Shirley Temple) didn’t just walk into Minnesota’s nonprofit world — she twirled in like a tap‑dancing prodigy from a 1930s movie reel. With a smile sweet enough to charm a courtroom and an innocence polished to a Hollywood shine, she projected the kind of “golly‑gee” wholesomeness that made people believe every grant, every meal count, every signature was pure as sugar. But behind the curls‑and‑dimples routine was a performance far more elaborate than any Shirley Temple musical. While the public saw a benevolent leader feeding children, the backstage reality was a choreography of paperwork, partnerships, and meal claims that didn’t always match the script. The spotlight she sought for her organization slowly shifted, revealing shadows where the applause used to be. As the allegations grew louder, the contrast sharpened: the child‑star innocence she projected versus the federal‑investigation gravity surrounding her. It wasn’t just a fall from grace — it was a tap‑dance routine gone off‑beat, a show where the props didn’t match the story, and the audience suddenly realized the orchestra had stopped playing. In the world of MinneFrauda, where trust is currency and oversight is the stage manager, her act became a cautionary tale: a reminder that even the brightest smile can hide the most complicated script, and even the sweetest persona can lead an entire cast into chaos when the performance collapses.

    18 min
  7. $$$ MinneFrauda $$$ -

    May 21

    $$$ MinneFrauda $$$ -

    My Cool Term "MinneFrauda" LOL The new "MinneFrauda" Task‑Force is a specialized, rapid‑response investigative unit established to identify, analyze, and disrupt patterns of financial misconduct affecting Minnesota’s public programs, nonprofit sectors, and community‑based service networks. The task‑force operates with a dual mandate: protect taxpayer resources and restore public trust through transparent, data‑driven accountability. Core Functions Fraud Detection & Analysis — Conducts targeted audits, cross‑agency data reviews, and pattern‑tracking to identify irregularities in funding streams, grant usage, and program reporting.Field Investigations — Deploys investigators to conduct interviews, site visits, and compliance checks across agencies, nonprofits, and contracted service providers.Community Impact Assessment — Evaluates how fraud schemes harm vulnerable populations, disrupt service delivery, or distort public narratives about need, equity, and resource allocation.Public Reporting — Produces clear, accessible summaries of findings to ensure Minnesotans understand how public dollars are being used — or misused.Policy Recommendations — Issues corrective guidance, structural reforms, and legislative recommendations to prevent future fraud and strengthen oversight systems.Guiding Principles Transparency — Every finding is documented, traceable, and publicly reportable.Equity — Investigations consider the disproportionate impact fraud has on marginalized communities.Accountability — No agency, organization, or individual is exempt from review.Integrity — Evidence‑based decision‑making drives every action.Operational Motto “Protecting Minnesota’s Resources. Exposing Minnesota’s Frauda.”

    41 min
  8. Using Opposition to Succeed

    May 19

    Using Opposition to Succeed

    Order My Book: weusoursluckybooks.com LOGIC MODEL: Using Opposition as Motivation Program Goal: Equip students, graduates, and emerging leaders to convert opposition—negative people, “isms,” doubt, and resistance—into motivation, strategy, and personal advancement. Inputs Personal experiences with oppositionSupportive peers and mentorsLeadership frameworks (task, transformational, servant, adaptive)Historical examples (Tubman, Hamer, Malcolm X, Dr. King)Self‑reflection and disciplineAwareness of haters, prejudices, and systemic barriersActivities Identify sources of opposition and categorize them (ignore vs. use)Reframe negative messages into action questions (“What CAN I do?”)Practice leadership strategies that anticipate resistanceStudy historical leaders who turned pressure into purposeConvert critics’ words, jealousy, and actions into strategic fuelTeach students to transform discouragement into momentumOutputs Examples showing how opposition becomes usableStudent‑created strategies for responding to haters and “isms”Leadership plans built around resistanceReflection statements on how opposition reveals potentialTools for turning negativity into progressShort‑Term Outcomes Students recognize opposition as material, not a barrierIncreased confidence when facing discouragementAbility to ignore unproductive criticsAbility to convert negative messages into strategic actionLong‑Term Outcomes Stronger leadership identityGreater resilience in college, career, and entrepreneurshipAbility to build more from opposition than from agreementStrategic use of resistance to amplify goals and messageTransformation of opposers into unintentional contributors to successImpact Learners adopt the mindset that opposition is not the enemy—it is the material. Motivation is the builder. Strategy is the result. They grow from supporters but rise by converting resistance into power. Assumption This model assumes that students and leaders are willing to reflect honestly, confront discomfort, and apply disciplined action. It also assumes that opposition—whether rooted in jealousy, prejudice, or fear—can be reframed and repurposed into constructive energy when guided by intentional leadership. Contact: radiotalklr@gmail.com

    24 min
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About

Order My Book at https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930 email educatorsocialscience@gmail.com Mr. Positive is an award‑winning educator, curriculum designer, and transformative leader with more than 15 years of experience across secondary education, juvenile justice, and strategic community engagement. He has developed culturally responsive curricula, mentored educators, and led initiatives that drive systemic change across schools and civic institutions. He has designed and taught more than eight elective courses—including Leadership, Race in America, and Community Organizing—while increasing student achievement and reducing disciplinary incidents through trauma‑informed, inclusive instruction. His legislative advocacy has contributed to the introduction of House Files and secured more than $355,000 in funding for student‑centered programs. he's rebranded school identity, built strategic partnerships, and led restorative practice training for staff. He served as a Juvenile Probation Officer and Paralegal, earning multiple awards for innovation and service. His professional background as Legal Clinic Manager, Veterans Case Manager, Urban Elder Teacher Coach, Park Police, Military Police Officer and Correctional Officer. . Mr. Positive is the author of two books available at major retailers including Amazon and Barnes & Noble. His gospel album, Keep Your Faith in God, was reissued by Numero Records. His leadership has been recognized through induction into the National Society of Leadership and Success, the Pillsbury United Communities Service Award, and multiple commendations from Ramsey County Corrections, the U.S. Army, and Minnesota civic institutions. He also chaired the Governor’s Legacy Committee, overseeing $240,000 in arts grants with a perfect audit and leading youth civic engagement projects that resulted in legislative wins. Mr. Positive holds a Master of Advocacy and Leadership, a bachelor’s degree in social sciences and counseling psychology, an Associate of Applied Science in Paralegal Studies and Law Enforcement, and Secondary Education Licensure. He is currently completing his second master’s degree in education, His work reflects a lifelong commitment to equity, justice, and the empowerment of marginalized communities. Mr. Positive has developed comprehensive scope and sequence frameworks for a wide range of Social Studies courses, His curriculum design process emphasizes both vertical and horizontal alignment, allowing students to build skills progressively while making meaningful interdisciplinary connections. He integrates critical thinking, research, public speaking, and policy analysis into each unit, ensuring that students develop the academic and civic competencies needed for real‑world engagement. Each course includes embedded formative and summative assessments tied directly to learning objectives and growth targets, allowing for continuous monitoring of student progress. His instructional design incorporates differentiated strategies tailored to diverse learning needs, ensuring that all students—regardless of background or ability—can access rigorous content. Culturally responsive pedagogy is woven throughout every unit, reflecting his commitment to honoring students’ identities and lived experiences. Finally, his curricula emphasize real‑world application, connecting classroom learning to civic engagement, legislative advocacy, and community leadership.

Information

  • Creator
    Mr. Positive, M.A., B.Soc.Sci., CIT, PEL, A.A.S. – Paralegal
  • Years Active
    2025 - 2026
  • Episodes
    84
  • Rating
    Explicit
  • Show Website
    Positive People USA