POSITIVE PEOPLE MATTER

Mr. Postive, M.A., MAPL — Graduate Student, M.S. Education
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Order My Book at www.weusoursluckybooks.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. To be a guest on the podcast email: educatorsocialscience@gmail.com or call 773-809-8594

  1. 1d ago

    Attention Licensed Realtors: 5.0 CE Hours

    Attention Licensed Realtors 5.0 CE Hours Email: radiotalklr@gmail.com

    Attention Licensed Realtors: 5.0 CE Hours

  2. 4d ago

    Dr. Megan Johnston: Critiquing Racism in Art

    Dr. Megan Johnston: Critiquing Racism in Art Lesson Plan: Power, Identity, and Bias in Art & Museum Studies Lesson Focus Listeners examine how race, gender, disability, theory, and curatorial practice shape artistic meaning, institutional power, and public interpretation. Objectives (2) Objective 1: Listeners will analyze how visual, curatorial, and institutional choices reinforce or disrupt racial, gender, and disability hierarchies. Example: A listener explains how Western art centers whiteness through composition, symbolism, or narrative framing.Objective 2: Listeners will evaluate how theory (CRT, feminist theory, postcolonial theory) informs contemporary artistic practice and museum ethics. Example: A listener identifies how feminist or postcolonial artists challenge traditional norms through material, performance, or spatial intervention.Outcomes (2) Outcome 1: Listeners produce evidence‑based critiques of museum practices. Example: A listener cites how curation or acquisition histories exclude disabled or non‑Western artists.Outcome 2: Listeners propose strategies for more equitable artistic and curatorial approaches. Example: A listener recommends contextual labels or redesigned displays that address racial or gender bias.5E Learning Model Engage: Present artworks showing racial, gender, or disability bias.Explore: Listeners analyze museum labels, placement, omissions, and narrative framing.Explain: Instructor connects observations to theory and historical patterns.Elaborate: Listeners redesign a display or reinterpret an artwork using theory.Evaluate: Listeners justify their redesign using ethical and theoretical reasoning.Formative Assessment Listeners submit a short critique answering one of the provided questions, demonstrating: identification of biasuse of theoryproposed corrective strategyContact Mr. Lucky: 773-809-8594 or radiotaklr@gmail.com

    Dr. Megan Johnston: Critiquing Racism in Art

  3. Aug 4

    Mayor Her: If Any Man, Even Mayor Carter, Were Accused of Her Conduct

    Win $200: Mayor Her & Double Standards- Email Your Essay To: radiotalklr@gmail.com RUBRIC (100 Points Total) Clarity of Argument – 25 points Clear thesis addressing the double standardFocuses specifically on the female‑chief/male‑mayor scenarioEvidence & Reasoning – 25 points Uses social‑science reasoning and real‑world patternsSupports claims with logical analysisDepth of Insight – 20 points Goes beyond surface observationsIncludes racial dynamics when relevantOrganization & Structure – 15 points Strong introduction, body, and conclusionLogical flow and transitionsWriting Quality – 15 points Professional toneClear, persuasive, and grammatically strongComments call: 773-809-8594

    Mayor Her: If Any Man, Even Mayor Carter, Were Accused of Her Conduct

  4. Jul 26

    Black Women: Untold Power

    Order My Book: www.weusoursluckybooks.com Lesson Plan Segment: The Truth Liberal Faculty Hide About Black Women Learning Objectives (with examples) Students will analyze how academia sanitizes Black women’s histories Example: Students compare the textbook version of Rosa Parks (“tired seamstress”) with her actual work investigating the gang rape of Recy Taylor.Students will evaluate the impact of omitted violence on historical understanding Example: Students examine how removing Fannie Lou Hamer’s forced sterilization changes the meaning of her political activism.Learning Outcomes (with examples) Students will identify at least three ways institutions distort Black women’s stories Example: A student explains how Wangari Maathai’s beatings are erased, how Althea Gibson’s poverty is hidden, and how Miriam Makeba’s exile is reframed as a “career move.”Students will produce a written or verbal critique demonstrating the need for "unsanitized" history Example: A student writes a paragraph arguing that Wilma Rudolph’s fight against segregation is more historically significant than her Olympic medals.Four Questions Students May Ask Faculty Why are Black women’s experiences with state violence, sexual assault, and medical racism rarely included in our curriculum?Who decides which parts of Black women’s history are “appropriate” for classrooms — and why?Why do textbooks highlight Black women’s achievements but erase the brutality they survived to reach them?How does faculty discomfort shape what we learn about women like Daisy Bates, Fannie Lou Hamer, and Miriam Makeba?Contact: radiotalklr@gmail.com

    Black Women: Untold Power

  5. Jul 19

    I am Stupid — Please Help Me

    Group Mini‑Lesson: “We Don’t Quit Here” Learning Objective Group members will identify one shared “quit message” and replace it with a collective resilience statement. Example: Quit message: “We always struggle with this.” Resilience statement: “We grow stronger together every time we try.” Learning Outcome Participants will demonstrate the ability to support one another by reframing negative group self‑talk into positive, action‑based language. Example: Negative: “We’re not good at finishing things.” Reframed: “We finish more when we help each other stay accountable.” 5E Learning Model (Group Version) Engage (2 minutes) Place the phrase in the center: “I Am Stupid — Can’t Learn — Please Help.” Ask the group: How does this statement feel when someone in the group says it? This opens empathy and connection. Explore (3 minutes) Each person shares one “quit message” they’ve heard in the group. Examples: “We’re not smart enough.”“We always mess things up.”“We never get things right.” This builds honesty and trust.Explain (4 minutes) Facilitator teaches: Groups often pass down quit habits without noticing.Failure is information, not identity.Groups grow stronger when they reframe together.Elaborate (5 minutes) As a group, pick one quit message and rewrite it into a group resilience statement. Example: Quit: “We give up too fast.” Resilience: “We stay in the fight because we don’t struggle alone.” Have each person say the new statement aloud. Evaluate (3 minutes) Group members share one way they will help someone else not quit this week. This shifts the lesson from individual to collective responsibility. Formative Assessment Group Reflection Card: Each person completes the sentence: “Today I learned our group becomes stronger when we…” Collected responses show: Understanding of resilienceAbility to reframeCommitment to supporting one another

    I am Stupid — Please Help Me

  6. Jul 18

    Receive Up to $110,000 Toward a Home

    To Be a Guest on This Podcast Call 773-809-8594 Dreaming of owning a home in St. Paul but worried about the upfront costs? This episode is for you! Join Estrella Carter, The House Lady with The Stellar One Group at Coldwell Banker Realty, as she sits down with Kevin Murray, Mortgage Loan Originator with Planet Home Lending, to discuss the newly released St. Paul Down Payment Assistance Program and what it could mean for aspiring homeowners. In this episode, we cover: What the new program is and why it was createdWho may qualifyHow much assistance may be available (up to $110,000)Down payment and closing cost assistanceHome inspection reimbursementWhether first-time homebuyer status is requiredHow this program can be combined with other assistance programsThe application process and important timelinesCommon myths about down payment assistanceSteps buyers should take now before funding is exhaustedIf you’ve been waiting for the right opportunity to purchase a home or know someone who has - this conversation is one you won’t want to miss. For more information call 651.338.4207 estrella.carter@cbrealty.com http://estrellacarter.com/

    Receive Up to $110,000 Toward a Home

  7. Jul 2

    Treatment: Alcoholism/Drugs & Personal Power

    Share This Episode with People That Need To Listen. 11 Ways to Choose God Instead of Relapse When You’re Alone 1. Remember God’s Love in the Moment of Temptation (John 3:16) When the urge hits, pause and remind yourself: God still loves me right now. Temptation grows strongest when a person forgets they are loved. Recalling God’s love interrupts the separation that leads to relapse. 2. Tell the Truth About the Struggle Instead of Hiding It (Romans 3:23) “All have sinned…” means you don’t have to pretend. Admitting the struggle out loud — even if only to God — breaks the secrecy that fuels relapse. Honesty is the doorway back to connection. 3. Use the Authority God Already Gave You (John 1:12) You have the right to choose differently. Speak it: I have authority to walk away from this. Authority unused becomes relapse; authority exercised becomes recovery. 4. Replace the Escape With a Scripture You Can Say Out Loud When the group show is gone, your voice becomes your weapon. Speak one line: “God so loved the world…”“All have sinned…”“By His wounds I am healed…”“He gave the right…” Speaking Scripture disrupts the mental pattern that leads to relapse.5. Change Your Physical Position Immediately Relapse often begins with stillness. Stand up. Walk. Step outside. Move your body. Movement breaks the chain between thought and action. 6. Call One Person Who Knows the Real You Not the group version. Not the testimony version. The real you. Connection kills isolation, and isolation is where relapse grows. 7. Pray a Short, Honest Prayer Instead of a Long Religious One God doesn’t need performance. Say: God, I’m struggling. I need You right now. Honesty reconnects you faster than religious language. 8. Identify the Lie Behind the Temptation Every relapse begins with a lie: “I need this.” “I can handle this.” “No one will know.” Name the lie. Naming it breaks its power. 9. Choose a Healing Action That Matches 1 Peter 2:24 “By His wounds you were healed.” Healing requires action: Drink waterTake a showerRead one verseStep outsideWrite one sentence Small healing actions reinforce the larger spiritual healing Christ already provided.10. Remove the Object of Temptation From Your Immediate Reach Relapse is often proximity-based. If it’s near you, it owns you. Distance creates clarity. Clarity creates strength. Strength creates obedience. 11. Ask Yourself the Question That Defines Your Essay “The group show is gone. What are you going to do?” This question forces the person to confront the truth: Recovery is not what they say in the group. Recovery is what they choose when they are alone. John 3:16 — Remember God’s loveRomans 3:23 — Tell the truth about the struggle1 Peter 2:24 — Walk in healingJohn 1:12 — Use your authorityContact: radiotalklr@gmail.com

    Treatment: Alcoholism/Drugs & Personal Power

  8. Jun 28

    Elizabeth Brown is a Financial Educator and Pre-Planning Specialist

    See My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930 To be a guest on the podcast call 773-809-8594 Elizabeth Brown is a Financial Educator and Pre-Planning Specialist who has worked with families across the United States to help them achieve financial security and peace of mind. Her primary base is Minnesota. As a financial educator and pre-planning specialist, Elizabeth works closely with individuals and families who are interested in learning more about financial protection, including the “new” life insurance, health insurance, pre-planning, retirement, and more—for both the present and the future. Elizabeth guides clients through the process, explains the short- and long-term benefits of strategic planning, and helps identify the best path forward for each unique situation. Please don’t hesitate to contact Elizabeth with any additional questions! https://clients.firstfinancialsecurity.com/JW1714 https://calendly.com/elizabethbrownffs/30min To be a guest on the podcast and share what you are doing call Mr. Positive- 773-809-8594

    Elizabeth Brown is a Financial Educator and Pre-Planning Specialist
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About

Order My Book at www.weusoursluckybooks.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. To be a guest on the podcast email: educatorsocialscience@gmail.com or call 773-809-8594

Information

  • Creator
    Mr. Postive, M.A., MAPL — Graduate Student, M.S. Education
  • Years Active
    2025 - 2026
  • Episodes
    94
  • Rating
    Explicit
  • Show Website
    POSITIVE PEOPLE MATTER