Latest / The Steve Harvey Morning Show / Making A Difference: Prepares students for PSAT, SAT, and ACT exams and scholarship opportunities.

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Making A Difference: Prepares students for PSAT, SAT, and ACT exams and scholarship opportunities. · The Steve Harvey Morning Show

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  Speaker 1: Welcome to the show. I'm Rashan McDonald, the host of
• 0:08
  Speaker 1: Money Making Conversations Masterclass, where we encourage people to stop
• 0:12
  Speaker 1: reading other people's success stories and start planning their own.
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  Speaker 1: Listen up as I interview entrepreneurs from around the country,
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  Speaker 1: talk to celebrities and ask them how they are running
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  Speaker 1: their companies, and speak with nod profits who are making
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  Speaker 1: a difference in their local communities. Now, sit back and
• 0:28
  Speaker 1: listen as we unlock the secrets to their success on
• 0:31
  Speaker 1: Money Making Conversations Masterclass. Hi, I'm Rashan McDonald, our host
• 0:36
  Speaker 1: this weekly Money Making Conversation Masterclass show. The interviews and
• 0:40
  Speaker 1: information that this show provides off for everyone. It's time
• 0:43
  Speaker 1: to start reading other people's success stories and start living
• 0:46
  Speaker 1: your own. I'm here to help you reach your American dream.
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  Speaker 1: If you want to be a guest on my show,
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  Speaker 1: please visit Moneymakingconversations dot com and click the be a
• 0:56
  Speaker 1: Guest button. Let's get ready here. My next guest has
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  Speaker 1: a business degree from the Universal of Oklahoma. She's as
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  Speaker 1: soon as y'all. She is the owner of scholar Ready
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  Speaker 1: and the educational services company she meets with the client's
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  Speaker 1: online and the company Scholar Ready tutors, math conducts personal
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  Speaker 1: essay writing workshops, and prepares students for PSAT, SAT and
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  Speaker 1: ACT exams. Please welcome the Money Making Conversations Masterclass. Jennifer
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  Speaker 1: led with how you doing.
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  Speaker 2: Jennifer, I'm doing well. Over Shaun, how are you doing today?
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  Speaker 1: Scholar Ready tell us about the name of your business
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  Speaker 1: and why that means. It should resonate to any parent
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  Speaker 1: or any young person who's about to go to college
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  Speaker 1: in general, not just hph used, but as one would
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  Speaker 1: call predominant white institutions to pwi's is the phrase is
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  Speaker 1: used a lot when you're talking about I graduate graduating
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  Speaker 1: from the University of Houston. You graduated from the University
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  Speaker 1: of Oklahoma. They're called pwi's.
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  Speaker 2: So scholar Ready is important because there are so many
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  Speaker 2: opportunities available to our students, whether they choose a predominant
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  Speaker 2: White institution or PWI or historically black college or university
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  Speaker 2: or an HBCU. We just have to be ready for
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  Speaker 2: the opportunities. And I named the company scholar Ready because
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  Speaker 2: I was inspired by my first client, who is me
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  Speaker 2: and I graduated from k I'm from Houston, Texas, and
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  Speaker 2: I graduated from North Shore senior high school, and I
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  Speaker 2: was tired of going to school with the same people
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  Speaker 2: for twelve years. As an adult, I can appreciate that
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  Speaker 2: stability that allowed me to do that, but as a
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  Speaker 2: sixteen or seventeen year old, I did not appreciate that. Therefore,
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  Speaker 2: from the time I was a junior in high school
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  Speaker 2: to the time I was a junior in college, I
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  Speaker 2: applied for over thirty scholarships and I want enough to
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  Speaker 2: where I only had to take out one thousand dollars
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  Speaker 2: in student loans and rashan, I didn't even need the
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  Speaker 2: loans for I didn't even use the loans for academic purposes.
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  Speaker 2: I used the loans and go buy plane tickets because
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  Speaker 2: I had a boyfriend in Houston. I didn't. But the
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  Speaker 2: key is you have to. And when I was in
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  Speaker 2: college and I didn't, my parents couldn't pay for me
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  Speaker 2: to go to school because we made My family made
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  Speaker 2: too much to qualify for financial aid, but not enough
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  Speaker 2: to write a check. Times too, because I have a
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  Speaker 2: twin sister to go to college and I was able
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  Speaker 2: to receive that money because I was ready. I was prepared.
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  Speaker 2: My test scores were really good, my essay writing abilities
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  Speaker 2: were good, and I was. Another thing that made me
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  Speaker 2: ready is that I was always seeking a new opportunity
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  Speaker 2: because I am incredibly persistent, and that's what scholar ready
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  Speaker 2: is about. I thought that what I did was normal.
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  Speaker 2: And then when I graduated and I realized so many
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  Speaker 2: of my family members and my classmates were graduating with
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  Speaker 2: all this student loan dead, I wanted to start a
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  Speaker 2: company to make sure that we were ready to take
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  Speaker 2: care to take advantage of all of the opportunities already.
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  Speaker 1: Now they're difford Like I, I was horrible on my
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  Speaker 1: SAT horrible as Smith. I went to the University Houston,
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  Speaker 1: had an opportunity to go to Southern University. At the
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  Speaker 1: last minute, opted to go to the University Houston. My
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  Speaker 1: degree is in mathematics minor in sociology. But I graduated
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  Speaker 1: the top ten percent of my class, which enabled me
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  Speaker 1: to attend the Universe Houston. How will you academically at
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  Speaker 1: your class because there are options there, Like, you scored
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  Speaker 1: very well on your test scores. How were you academically
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  Speaker 1: in school? High school?
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  Speaker 2: Oh? High school? Oh wow, I wasn't in the I
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  Speaker 2: may have been in the top fifteen percent. I definitely
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  Speaker 2: wasn't in the top ten percent of my class. But
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  Speaker 2: what helped me were my test scores. My test scores
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  Speaker 2: and my essay. I'm an incredibly good writer, and those
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  Speaker 2: things helped me to do well to get to be
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  Speaker 2: able to number one, get into college, and then number
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  Speaker 2: two be able to get those scholarships.
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  Speaker 1: Wow. Now there's the question here when should your child
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  Speaker 1: or any child start preparing for college?
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  Speaker 2: When you want to start So there's kind of the
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  Speaker 2: so preparing for college as early as possible, and you
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  Speaker 2: really want to start with just setting expectations. For example,
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  Speaker 2: when I was a little kid, my aunt, you know,
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  Speaker 2: no one ever sat down and told me, my brother
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  Speaker 2: and my sister that we're going to go to college.
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  Speaker 2: There was never like this kitchen table discussion of you're
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  Speaker 2: going to go to college and that's the way it's
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  Speaker 2: going to be. It was little things like my aunt saying, oh,
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  Speaker 2: you know, when you go to college, you have to
• 5:40
  Speaker 2: make sure that you keep a clean room. Because when
• 5:44
  Speaker 2: I went to Prayer of You, we used to talk
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  Speaker 2: about the girls who were nasty like it was it
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  Speaker 2: was it was.
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  Speaker 1: It was things like that, you want to be a
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  Speaker 1: nasty girl in college. A nasty dude come on with that.
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  Speaker 2: No, no, and it was.
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  Speaker 1: But now case they call us a funky the funky dude,
• 6:00
  Speaker 1: you know, they lay into a dude who had a
• 6:04
  Speaker 1: couple of dudes. I remember right now you flashing some
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  Speaker 1: memories on some funky dude room walking there, going do
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  Speaker 1: what any of you're eating toes up in there? Do
• 6:11
  Speaker 1: what's going up in there. But the interesting thing about
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  Speaker 1: your interview that I wanted to bring on the show
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  Speaker 1: because I'm an HbCO advocate, Jenifer and I talk a
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  Speaker 1: lot about the opportunities the HBCU college fairs and I'm
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  Speaker 1: aware of but I've never had an individual that talked
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  Speaker 1: about predominant white institutions and the opportunities, the scholar opportunities.
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  Speaker 1: They say, opportunities they are available for their children because
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  Speaker 1: not everybody and have the right to choose where they
• 6:40
  Speaker 1: want to go. And I try to bring a balance
• 6:42
  Speaker 1: to money making conversations. Massic Lass. I say, look, you
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  Speaker 1: come to my show and you can hear opportunities if
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  Speaker 1: your child wants to go to the University of Texas,
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  Speaker 1: University of Nebraska LSU, because like you said, you were
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  Speaker 1: born and raised in Houston, but you went out of
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  Speaker 1: state to University Oklahoma, and you had out of they
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  Speaker 1: feased you had to pay. And like she said, when
• 7:02
  Speaker 1: she graduated, she didn't owe anything but that little loan
• 7:05
  Speaker 1: that she used to go see her board friend in Houston,
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  Speaker 1: Okay on Southwest Airlines. Because I know what airlines she
• 7:11
  Speaker 1: was flying. I know only Win airlines she was flying.
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  Speaker 1: Back in that day that she said she went back
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  Speaker 1: and forth a lot on the thousand dollars. I do it,
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  Speaker 1: I know it, bug so, but you know the whole thing.
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  Speaker 1: I remember, I remember a good friend of mine called
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  Speaker 1: a good friend of mine marry him, like she knew
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  Speaker 1: she was going to be valedictorian. I mean that girl
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  Speaker 1: from the ninth grade, tenth grade, eleventh grade, wasn't nobody
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  Speaker 1: going to beat her. She had a four point on
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  Speaker 1: when she graduate. That was a focus. And that sounds
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  Speaker 1: like a focus that you had. I was exactly the opposite.
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  Speaker 1: I just wanted to get out of high school. But
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  Speaker 1: I was. I was. Teachers mentioned me, they so value
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  Speaker 1: in me. Now, people like me tend to not prepare
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  Speaker 1: well for SATs P, s A t's acts. Now we
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  Speaker 1: can say you can start in kindergarten and prepping yourself
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  Speaker 1: we can say you start in tenth grade, but your
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  Speaker 1: course is on exactly that long, and you can prepare
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  Speaker 1: students a lot faster for SATs, ACTS and PSATs. Tell
• 8:13
  Speaker 1: us how your class the class length for some of
• 8:15
  Speaker 1: these courses, so we can talk. And I also gonna
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  Speaker 1: let everybody know she's say in Houston, Texas, but she's
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  Speaker 1: available nationwide. She can do everything virtual, because I want
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  Speaker 1: to bring everybody into this conversation and don't shut down.
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  Speaker 1: Because Jennifer got her act together, she's preparing students, they're
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  Speaker 1: getting scholarships through essay writing, and more importantly, they scoring
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  Speaker 1: strong on their PSATs, SATs acts. Talk about the courses
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  Speaker 1: that you make available through your online courses, all right, So, as.
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  Speaker 2: You said, Rashan, courses are online. People can take classes
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  Speaker 2: from anywhere, and we have courses where you prepare students
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  Speaker 2: for PSAT, SAT and ACT and those courses can be
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  Speaker 2: around eight weeks. And you know, we really what makes
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  Speaker 2: us different is that we are really thinking about what's
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  Speaker 2: happening with the student in the times of now. And
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  Speaker 2: you know, most parents will tell people now, will say, well,
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  Speaker 2: my student isn't good at exams, and I've been doing
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  Speaker 2: this for twenty years, and that's what I hear over
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  Speaker 2: and over again. My student isn't good at taking tests,
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  Speaker 2: especially since the pandemic, And I just get that out
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  Speaker 2: of the way because I know that's an objection to
• 9:26
  Speaker 2: hold people back from wanting to actually prepare for the exams.
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  Speaker 2: And we can and again, we can all agree that
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  Speaker 2: the students have gaps, especially because of the time that
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  Speaker 2: they spend during the pandemic outside of an in person classroom.
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  Speaker 2: And what I do is I review the fundamentals that
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  Speaker 2: they need to do well in the exam to help
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  Speaker 2: them get that confidence to move forward. Another thing that
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  Speaker 2: we do is we address that issue of test anxiety,
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  Speaker 2: because some people will say, oh, no, we're not going
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  Speaker 2: to you know, we're not going to take the test
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  Speaker 2: because we're not gonna have the student take the test
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  Speaker 2: because the student has text anxiety, and consequently they leave
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  Speaker 2: all these opportunities behind. And I mean, look, Rashan, I
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  Speaker 2: would be nervous if you ask me to do something
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  Speaker 2: I haven't trained for. So some of my best favorite
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  Speaker 2: students are athletes. And you know, let's just take basketball players.
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  Speaker 2: If you said, if you are my coach, and you said,
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  Speaker 2: all right, Jennifer Wance, you go take this basketball and
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  Speaker 2: run out on the court and go and win. And
• 10:35
  Speaker 2: not only are you asking me to win, it's a
• 10:38
  Speaker 2: playoff game, and you know I'm starting and everybody, you know,
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  Speaker 2: people are depending on me. I can't tell you the
• 10:46
  Speaker 2: last time I touched the basketball. I have never mastered dribbling, passing,
• 10:51
  Speaker 2: or shooting. So if I get on that court and
• 10:54
  Speaker 2: try to play basketball, I am going to be incredibly anxious.
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  Speaker 2: I'm going to be incredibly nervous. And while test anxiety
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  Speaker 2: is a real thing, I do believe that we can
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  Speaker 2: help students because often, like that whole basketball analogy, that's
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  Speaker 2: what we do to kids all the time. We throw
• 11:13
  Speaker 2: them into situations for which they are not prepared and
• 11:17
  Speaker 2: then expect them to perform. And we really just in
• 11:21
  Speaker 2: order to combat that test anxiety, we help them to
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  Speaker 2: We teach them strategies and help them to figure out
• 11:27
  Speaker 2: their own You know, I'm very open minded with my students.
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  Speaker 2: As long as your strategy gives you the correct answer,
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  Speaker 2: you are consistent in being able to use that strategy
• 11:37
  Speaker 2: to get the correct answer, and you are comfortable with it,
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  Speaker 2: we can roll with it. And another thing that we
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  Speaker 2: do in our courses is we we know that people
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  Speaker 2: have had these unfavorable let's just say, unfavorable experiences in
• 11:54
  Speaker 2: online learning. But the thing about us which is different
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  Speaker 2: about us is that it is it's me live and
• 12:02
  Speaker 2: in living color, teaching every bit, and I have my
• 12:05
  Speaker 2: students play games. I have students, we've done escape rooms before.
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  Speaker 2: There are different ways that you can mix it up
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  Speaker 2: online to keep the students get engaged. Yes, sir, so
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  Speaker 2: that's how our classes work.
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  Speaker 1: Well, it's important that you outline that because a lot
• 12:21
  Speaker 1: of people what the beauty of life now since COVID
• 12:25
  Speaker 1: is that doing studies doing lessons online is not a
• 12:29
  Speaker 1: foreign thing to parents and it is much more accepting now.
• 12:34
  Speaker 1: But the thing I liked about the fact that is
• 12:36
  Speaker 1: that somebody can be watching this show or listening to
• 12:38
  Speaker 1: this show from Chicago or Los Angeles or Seattle, Washington,
• 12:43
  Speaker 1: or New York City or Kansas City, Missouri, and they
• 12:46
  Speaker 1: can use your services. So tell us how that works.
• 12:49
  Speaker 1: How does one listening to this show, Jennifer get in
• 12:52
  Speaker 1: touch with you, and then steps step by step, how
• 12:56
  Speaker 1: we can get them a register and once they register,
• 12:59
  Speaker 1: how do you reach back at them?
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  Speaker 3: All?
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  Speaker 2: Right? So they can visit www dot scholar ready dot
• 13:06
  Speaker 2: com and they can they can there's a there'll be
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  Speaker 2: a special link for the listeners of this show to
• 13:14
  Speaker 2: visit the website. They can share their their their email address,
• 13:20
  Speaker 2: and in exchange for sharing their email address, they will
• 13:25
  Speaker 2: receive more information about the class. And what we'll do
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  Speaker 2: is what I like to do with people is I
• 13:31
  Speaker 2: like to I like to have them set an appointment
• 13:34
  Speaker 2: so I can have an understanding of what their thoughts
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  Speaker 2: are behind taking the class, because I believe that people
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  Speaker 2: need to be very strategic when it comes to preparing
• 13:43
  Speaker 2: for exams. Because yes, the classes are about eight weeks.
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  Speaker 2: They are eight weeks and they at the same time,
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  Speaker 2: they are very intensive. It requires you know, coming to
• 13:52
  Speaker 2: class consistently, putting in the work, participating, and we need
• 13:58
  Speaker 2: to know, we need to have a plan to make
• 14:01
  Speaker 2: sure that everybody's using their resources properly. So once we
• 14:05
  Speaker 2: have a plan in place, I'll send people an invoice
• 14:08
  Speaker 2: so they can pay, and then once they pay, they'll
• 14:10
  Speaker 2: be registered for the class, and then they'll receive two
• 14:14
  Speaker 2: books for two textbooks for the subject matter, whether it's SAT,
• 14:20
  Speaker 2: PSAT or ACT, and we have a start date for
• 14:24
  Speaker 2: the class. I send them a link to join the
• 14:26
  Speaker 2: class and we go from there.
• 14:31
  Speaker 3: Please don't go anywhere. We'll be right back with more
• 14:34
  Speaker 3: money Making Conversations Masterclass. Welcome back to the Money Making
• 14:43
  Speaker 3: Conversations Masterclass hosted by Rashaan McDonald. Money Making Conversations Masterclass
• 14:48
  Speaker 3: continues online at Moneymakingconversations dot com and follow money Making
• 14:53
  Speaker 3: Conversations Masterclass on Facebook, Twitter and Instagram.
• 14:57
  Speaker 1: Now here's the cool thing about hearing what you're saying
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  Speaker 1: and this is that being prepped and ready. That's the
• 15:03
  Speaker 1: key part of this conversation. And can a young person
• 15:08
  Speaker 1: eighteen seventeen do it? Have to get permissions they're under
• 15:11
  Speaker 1: eighteen to go to your website and contact you, or
• 15:14
  Speaker 1: they have to be over the age of eighteen.
• 15:16
  Speaker 2: They ideally they would be. So there are some students
• 15:20
  Speaker 2: who are hungry enough to seek me out and pay
• 15:24
  Speaker 2: and come to class and participate. Most students need encouragement
• 15:31
  Speaker 2: from their parents, but if they but if a student
• 15:34
  Speaker 2: wants to do it on their own, absolutely absolutely.
• 15:37
  Speaker 1: Now you were talking about eight weeks and you said, Rashan,
• 15:40
  Speaker 1: they got to put in the work. What is that
• 15:42
  Speaker 1: is that an hour day during the week Monday through
• 15:44
  Speaker 1: Fridays that after school. Talk about that schedule and the
• 15:48
  Speaker 1: time commitment that a student has to have to go
• 15:52
  Speaker 1: experience your eight week court eight weeks course and then
• 15:55
  Speaker 1: be able to handle the testing of an act psat SAT.
• 16:01
  Speaker 2: Okay, So students may be in that's a really good question.
• 16:03
  Speaker 2: Students may be in class from anywhere from four to
• 16:06
  Speaker 2: six hours a week, and then they need to spend
• 16:10
  Speaker 2: about So if they're for every hour, you know, we
• 16:13
  Speaker 2: were in college, they would say for every hour in class,
• 16:15
  Speaker 2: you need to study this many hours. So I would
• 16:17
  Speaker 2: say for every hour they're in class, they need to spend.
• 16:21
  Speaker 2: If we're at six, I would say probably if it's
• 16:24
  Speaker 2: four to six hours, they need to plan to spend
• 16:27
  Speaker 2: about two to three hours outside of class preparing for
• 16:32
  Speaker 2: the test. So they have to do so there's attendance
• 16:36
  Speaker 2: and there's homework.
• 16:37
  Speaker 1: Well, the reason I'm bringing this up because my daughter,
• 16:39
  Speaker 1: I remember, she got into a university's and the engineering
• 16:44
  Speaker 1: program and they had SAT cutoffs scored this particular and
• 16:49
  Speaker 1: she had the grades and everything, but if she didn't score,
• 16:52
  Speaker 1: so she had to take an SAT. She did tutoring,
• 16:56
  Speaker 1: took an SAT again, scored a point and she got
• 16:59
  Speaker 1: an engineering Then, like she said, she was interested in
• 17:02
  Speaker 1: going to Georgia Tech. Their SAT score was higher than
• 17:05
  Speaker 1: the University of Houston's SAT, but she wanted to go
• 17:08
  Speaker 1: to the University of Houston because that's where her mom
• 17:10
  Speaker 1: and dad graduated from. When I'm just letting everybody know
• 17:13
  Speaker 1: that it's important to understand that SATs matter, especially in
• 17:19
  Speaker 1: the technical fields. They put an emphasis and put a
• 17:22
  Speaker 1: curved point on it. What you got to have to participate.
• 17:25
  Speaker 1: You may have the academic you might be valed victorian,
• 17:29
  Speaker 1: but if you don't have the SAT score as a
• 17:31
  Speaker 1: graduating vali Victoria, you might not get in that school. Correct.
• 17:36
  Speaker 2: That's correct. That's correct, and that and those are the opportunities.
• 17:39
  Speaker 2: That's why it's scholar ready, because you have to be
• 17:41
  Speaker 2: ready to take advantage of the opportunities. And you know,
• 17:44
  Speaker 2: sometimes it's not obvious, Like sometimes it's not obvious to
• 17:47
  Speaker 2: people that they have to have a certain test score
• 17:49
  Speaker 2: to pursue a major in a in a technical field.
• 17:53
  Speaker 2: But it's it's it is there.
• 17:56
  Speaker 1: Okay, let's talk about something you brought up earlier, because
• 17:58
  Speaker 1: I'm going to tell you something. When I got out
• 18:01
  Speaker 1: of high school, English was my thing, Okay. In fact,
• 18:04
  Speaker 1: when I enrolled at the University Houston, I had to
• 18:07
  Speaker 1: take remedial English, which means I had to go to
• 18:10
  Speaker 1: a community college to create qualifying English skills, to develop
• 18:15
  Speaker 1: qualifying English skills. Then I transferred those courses back to
• 18:19
  Speaker 1: University Houston, and that's how I was eventually be able
• 18:22
  Speaker 1: to stay at the school, and eventually I became a
• 18:25
  Speaker 1: Hollywood sitcom writer. So that talent and that skill set
• 18:28
  Speaker 1: paid off. But I'm pretty sure I wasn't as talented
• 18:30
  Speaker 1: as you. Essays you hear these essays become a part
• 18:34
  Speaker 1: of the story. Some of them say two hundred and
• 18:36
  Speaker 1: fifty words, five hundred words? What exactly do you train
• 18:40
  Speaker 1: when you talk to people or young people about the
• 18:43
  Speaker 1: perfect essay?
• 18:44
  Speaker 2: Okay, So I actually started my business to help students
• 18:48
  Speaker 2: write essays because so many people get intimidated by the
• 18:52
  Speaker 2: essay and they don't pursue different they don't complete applications
• 18:57
  Speaker 2: because they don't apply to things because they're afraid of
• 18:59
  Speaker 2: the essay. What I tell students with essays, I teach
• 19:03
  Speaker 2: my students how like you said, you're a Hollywood screenwriter.
• 19:06
  Speaker 2: I teach my students to write stories, and I actually
• 19:09
  Speaker 2: use I don't know if you've ever read this book.
• 19:11
  Speaker 2: I think his name is Robert McKee. He wrote this
• 19:13
  Speaker 2: book called Story and it's like this big dick and
• 19:16
  Speaker 2: and that's and that's what I use when I teach.
• 19:19
  Speaker 2: I don't well, I actually use other books that are
• 19:21
  Speaker 2: more appropriate for their you know, grade level. But my
• 19:25
  Speaker 2: but the way that I teach them about stories is
• 19:27
  Speaker 2: informed by a book written by Hollywood screenwriter. And we
• 19:30
  Speaker 2: always start with one of what I like to start with.
• 19:33
  Speaker 2: I want my students to focus on telling a story.
• 19:36
  Speaker 2: And when they tell a story, they have to focus
• 19:39
  Speaker 2: on they have to start with like an inciting incident.
• 19:42
  Speaker 2: So the inciting incident is the thing that puts the
• 19:45
  Speaker 2: story in motion. And it's and I mean and every
• 19:48
  Speaker 2: essay is going to ask for an inciting incident. They're
• 19:50
  Speaker 2: just going to ask for it in the form of
• 19:52
  Speaker 2: write about an opportunity, a challenge, an obstacle that you faced,
• 19:56
  Speaker 2: and how did you overcome it? And I have them,
• 19:59
  Speaker 2: I have them write in scenes. So I have them
• 20:02
  Speaker 2: to and I say, okay, scenes include action. I need
• 20:05
  Speaker 2: you to include action, I need you to include dialogue.
• 20:08
  Speaker 2: And I do that because and I tell them, hey,
• 20:11
  Speaker 2: whenever you are writing something for someone, they are reading
• 20:17
  Speaker 2: your work as a courtesy to you. And you want
• 20:21
  Speaker 2: to be memorable. You want to be entertaining for because
• 20:25
  Speaker 2: people remember stories. That's how you know. People will remember
• 20:28
  Speaker 2: if you can tell them a good story, and that's
• 20:31
  Speaker 2: what you want to do. So aside from telling them stories,
• 20:34
  Speaker 2: I also have them working on multiple ideas at the
• 20:36
  Speaker 2: same time because a few years ago I noticed that
• 20:40
  Speaker 2: all of my students would hold on to like their
• 20:43
  Speaker 2: first idea, and everybody's first idea is bad. Everybody's first
• 20:48
  Speaker 2: idea is bad. It's bad. And I would be like,
• 20:50
  Speaker 2: why are they holding on of these bad ideas? Like
• 20:53
  Speaker 2: you know, obviously it's terrible, Like why don't they know
• 20:57
  Speaker 2: it's terrible? But then but then I started thinking about it,
• 20:59
  Speaker 2: and I was like, Jennifer, if everybody is doing the
• 21:02
  Speaker 2: thing that you don't like, then what's the common denominator.
• 21:06
  Speaker 2: The common denominator is you, So why don't what are
• 21:09
  Speaker 2: you doing? Why don't your student what are you doing
• 21:13
  Speaker 2: to encourage them to hold on to this bad idea?
• 21:15
  Speaker 2: So what I started to do was I started to
• 21:18
  Speaker 2: have my students working on like three different ideas at
• 21:21
  Speaker 2: the same time, and that way they would it was
• 21:25
  Speaker 2: easier for them to let go of the bad idea.
• 21:28
  Speaker 2: So that's something that we do. So I have them
• 21:30
  Speaker 2: working on multiple ideas at the same time. I have
• 21:33
  Speaker 2: them to tell stories. I also have them research the
• 21:37
  Speaker 2: organization that is offering the scholarship or the college admission
• 21:43
  Speaker 2: if you are applying to. I had a student a
• 21:47
  Speaker 2: few weeks ago who was applying to the University of
• 21:50
  Speaker 2: Texas at Austin. And yes, we are in Texas, but
• 21:52
  Speaker 2: Austin is a very liberal place, and especially a university
• 21:57
  Speaker 2: of a public university in Austin will be a liberal place.
• 22:01
  Speaker 2: And this student wrote this essay and he quoted this
• 22:05
  Speaker 2: scientist in the essay and I was like, who is
• 22:08
  Speaker 2: this scientist? Oh, miss Jennifer. He believed in eugenics. I said, baby,
• 22:14
  Speaker 2: what's eugenics? And he gave me the scientific term of eugenics,
• 22:19
  Speaker 2: and I was like, all right, I need you to
• 22:21
  Speaker 2: read about this. And you know, basically, eugenics is the
• 22:25
  Speaker 2: idea of creating this super master smart human race, right,
• 22:30
  Speaker 2: that's the scientific idea behind it. But it is rooted
• 22:35
  Speaker 2: in racism and sexism. And I told and I had
• 22:40
  Speaker 2: him look him up and I was like, this man
• 22:42
  Speaker 2: you're quoting, his name has been removed from things in
• 22:46
  Speaker 2: his home country because of this. I said, if you do,
• 22:51
  Speaker 2: I said, you cannot write to the University of Texas
• 22:55
  Speaker 2: Austin about this scientist. They will not select you for
• 22:59
  Speaker 2: what you were, what you are pursuing. So we have
• 23:02
  Speaker 2: to look at You need to research the organization, like
• 23:06
  Speaker 2: in my service organization on a scholarship chair of a
• 23:10
  Speaker 2: local scholarship organization, and our scholarship is all about service.
• 23:15
  Speaker 2: It's about community service and leadership. So when you're writing
• 23:18
  Speaker 2: your essay, it needs to be about your community service
• 23:21
  Speaker 2: and your leadership. You have to research the organizations and
• 23:25
  Speaker 2: tailor your message to that organization.
• 23:28
  Speaker 1: I'm talking to Jennifer led With of scholar Ready. Whether
• 23:33
  Speaker 1: students select an HBCU or PWI, it's important for them
• 23:37
  Speaker 1: to have charges, especially with their test scores Psat sat ACT,
• 23:43
  Speaker 1: here's a little note. They open opportunities for scholarships and
• 23:46
  Speaker 1: academic programs like I spoke of earlier. Often African Americans
• 23:51
  Speaker 1: are locked out of these opportunities. On average, African American
• 23:54
  Speaker 1: score a nine oh eight out of sixteen hundred on
• 23:58
  Speaker 1: an SAT or a sixteen out of thirty six on
• 24:02
  Speaker 1: the ACT. Coming to her program, Jennifer has developed an
• 24:06
  Speaker 1: eighth week course. It's an eighth week course, but you
• 24:09
  Speaker 1: have to be committed if you a student who wants
• 24:11
  Speaker 1: to walk in that life. If you're a parent who
• 24:13
  Speaker 1: wants you or your child have an opportunity as an
• 24:16
  Speaker 1: HBCU or a PWI in university, it's important that you
• 24:21
  Speaker 1: may seek training. And Jennifer is on this call with
• 24:25
  Speaker 1: me today to discuss her business model. Her business model
• 24:29
  Speaker 1: is to academically prepare your child to be ready for college,
• 24:35
  Speaker 1: to be ready for programs that are asking for particular
• 24:38
  Speaker 1: SAT scores ACT scores. That is important to know. You
• 24:44
  Speaker 1: can be tops in your class in high school and
• 24:46
  Speaker 1: you might be rejected for the degree plan you want
• 24:50
  Speaker 1: at the college that you're choosing to attend, and that
• 24:52
  Speaker 1: could be frustrating, but you can knock that out right
• 24:55
  Speaker 1: now because doing her preliminary test, she will ask you
• 25:00
  Speaker 1: or curriculum where you want to go, what degree you
• 25:03
  Speaker 1: want to go, and she will tell you, well, if
• 25:04
  Speaker 1: you go to Georgia Tech, I believe engineering is like
• 25:07
  Speaker 1: thirteen fifty for SATs. Oh I didn't know that. Okay, well,
• 25:12
  Speaker 1: we got to get you there, and that's the purpose
• 25:14
  Speaker 1: of your course that you're delivered for eight weeks, caressing Jennifer.
• 25:18
  Speaker 2: Correct, that's the purpose. The purpose is and that's what
• 25:21
  Speaker 2: happens when people do test prep. They need to have
• 25:23
  Speaker 2: a goal, they need to have a reason for what
• 25:25
  Speaker 2: they're doing. So, whether it's at thirteen fifty at Georgia Tech,
• 25:29
  Speaker 2: that's what we're pursuing. That, that's what we're committing to
• 25:31
  Speaker 2: pursue as we close out.
• 25:33
  Speaker 1: You've been wonderful, easy to talk to, which is great.
• 25:37
  Speaker 1: You know you're articulate. I'm watching you on the screen
• 25:39
  Speaker 1: doing this podcast interview. You know, she's easy on their
• 25:44
  Speaker 1: eyes as they say, guys and ladies and parents. You know,
• 25:48
  Speaker 1: she's not over there looking like you know, one hundred
• 25:50
  Speaker 1: year old teacher. She's not looking like she's got a
• 25:53
  Speaker 1: great smile. I'm just letting y'all know this is a
• 25:55
  Speaker 1: visual of course she's teaching. Now, your child's not gonna
• 25:58
  Speaker 1: be afraid of her. Okay, that's a saying they're not
• 26:00
  Speaker 1: gonna be scared to death like they're talking to their
• 26:03
  Speaker 1: grandmama across the across the screen, they're gonna be engaged
• 26:07
  Speaker 1: with her. She has a brilliant smile and she has
• 26:09
  Speaker 1: a sense of humor. But more importantly, how do we
• 26:12
  Speaker 1: reach out to you and tell us the process as
• 26:14
  Speaker 1: we close out this interview.
• 26:15
  Speaker 2: All right, so to reach me, visit www dot scholar
• 26:19
  Speaker 2: ready dot com. There's also gonna be a special page
• 26:23
  Speaker 2: for people who listen to Money Making Conversations Masterclass. There's
• 26:27
  Speaker 2: also a page that allows you to contact us and
• 26:31
  Speaker 2: we'll get your will gather your information, your first name
• 26:34
  Speaker 2: and your email address, and we will go from there
• 26:37
  Speaker 2: and helping you to reach your goals. No, as one
• 26:40
  Speaker 2: of my parents told me, you know, she really was
• 26:44
  Speaker 2: unfamiliar with the college going process. Things that you know,
• 26:47
  Speaker 2: things change and so on, and she was afraid of
• 26:50
  Speaker 2: asking questions. And one of her regrets is that she
• 26:52
  Speaker 2: didn't ask more questions. So call me, email me, ask
• 26:57
  Speaker 2: me questions and we'll get and we'll get started.
• 27:01
  Speaker 1: Well, guess what we got started today, Jennifer. She reached
• 27:04
  Speaker 1: out to me, Ladies and gentlemen, filled out my b
• 27:07
  Speaker 1: a gas form. That's how she got on the show
• 27:10
  Speaker 1: Money Making Conversations Master Class. So you could reach out
• 27:13
  Speaker 1: to her because She's reached out to me, so let's
• 27:15
  Speaker 1: make a relationship and get your child focused and ready.
• 27:18
  Speaker 1: I'm very adapt at this conversation because my daughter, we
• 27:22
  Speaker 1: experienced this type of training for her and I know
• 27:24
  Speaker 1: it changed her life. And now she works at our
• 27:27
  Speaker 1: company with us, and she was an undergraduate from University
• 27:30
  Speaker 1: of Houston, and I appreciate you being able to offer
• 27:34
  Speaker 1: this opportunity throughout the country. She had to go to
• 27:37
  Speaker 1: a brick and mortar for her training, but you're offering
• 27:39
  Speaker 1: it no matter where your child lives. A student, you
• 27:42
  Speaker 1: are in college right now, I want to learn about SSATS.
• 27:45
  Speaker 1: Like you said, it's not just required. She was doing
• 27:48
  Speaker 1: this from a junior in housing year to a junior
• 27:50
  Speaker 1: year in college. I listen everything she say now, I
• 27:53
  Speaker 1: really do. Thank you Jennifer coming on Money Making Conversations Masterclass.
• 27:57
  Speaker 2: Thank you Rashaun, thank you for this opportunity.
• 28:00
  Speaker 1: This has been another edition of Moneymaking Conversation Masterclass hosted
• 28:03
  Speaker 1: by me Rushaun McDonald. Thank you to our guests on
• 28:06
  Speaker 1: the show today and thank you our listening to the
• 28:09
  Speaker 1: audience now if you want to listen to any episode,
• 28:11
  Speaker 1: I want to be a guest on the show. Visit
• 28:14
  Speaker 1: Moneymakingconversations dot com. Our social media handle is money Making Conversation.
• 28:19
  Speaker 1: Join us next week and remember to always leave with
• 28:21
  Speaker 1: your gifts. Keep winning.