September 2, 2025 • 29 mins
On this very special episode of Clint Coley’s Rent’s Due Podcast, Clint brings on his 10-year-old daughter for a heart-to-heart. As she heads into 5th grade and her 6th season of cheer, she shares what “rent’s due” means to her, how she balances school and sports, and her own plans for paying the rent in life. A mix of father-daughter laughs, lessons, and motivation—this one shows how early the grind and mindset start.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
All right, ladies and gentlemen, we hear a new episode
Rents Do podcast host Clint Coley. I'm gonna be honest.
My special guest today is my daughter and Naya. I
just had to get in her ass real quick pause
because she likes to talk to the camera instead of
talk having a conversation. She trying to perform. I asked
her what the rent do mean her? She's sitting there
with you. Yeah, you do?
Speaker 2 (00:21):
You looking at the camera. You ain't a rapper, You're
not a rapper?
Speaker 1 (00:25):
Dog?
Speaker 2 (00:25):
Why we just ain't a music video?
Speaker 1 (00:28):
You know what I mean? Yeah, you look you're still
doing it. But anyway, all right, but let's start. First
of all, thank you for coming on. Glad you made
time out of your day to do this podcast with
with with with with your dad. Now you were here
for the first episode where you the world recording the
first like rents Do podcast? Right, okay, okay, so let's
(00:53):
talk about this every episode. I started off the same way.
What does it mean to you when I say the
rent is due? Now, before you answer this question, right,
I want to know what does it mean to you?
Don't tell me what it means to me. Don't tell
me how it started. How it started with when somebody
(01:13):
says to you, like if somebody else that you don't
even know, like anay it the rent is due? What
does that mean to you at cheer?
Speaker 3 (01:23):
Like when I'm doing cheering my mom on the stage,
if somebody were to tell me that on stage the
rent is due, I would have went out there and
I would have gave it my all and I would
have tried my hardest and gave one hundred and ten percent.
And you know, yeah, like I do.
Speaker 2 (01:40):
No, but keep going. I want to hear your opinion.
Ain't this ain't about me?
Speaker 3 (01:45):
To give your best, never give up. Actually try put
in the work at home, at the gym and practice
how you perform. The rent is due? Pay your rent, pay.
Speaker 1 (01:57):
It, pay the rent? I agree, so to you that means,
so do you the rents do? Means you're giving one
hundred and ten percent. You are not slacking, Okay, So
I guess that. I guess. So. So with that being said,
so let's talk. Let's talk about cheer for a second, right,
So what season of this is your is? What? What
season of cheer is this for you?
Speaker 3 (02:18):
Like? How much cheers have done it?
Speaker 1 (02:20):
Like you did this is what you're So this is
your six This is your sixth cheer season. I think
it might be your fifth one.
Speaker 3 (02:30):
No, I started at four.
Speaker 2 (02:32):
You started at four. You started at five.
Speaker 3 (02:36):
When I was in like in the middle of four,
I stopped doing soccer and I started.
Speaker 1 (02:40):
Doing Okay, okay, okay.
Speaker 3 (02:43):
So I started off as tumbling lessons, but I considered
it cheer.
Speaker 1 (02:47):
Okay, Okay, Yeah, that's fair. Okay, So six seasons. It's
your sixth season. So how advanced do you believe you
are right now? As as as as now being your
sixth season.
Speaker 3 (02:58):
M M, I'm level too. I'm not really that event. Again,
I'm only level two. I'm not really that event.
Speaker 2 (03:05):
You're only level two. How many levels are there?
Speaker 3 (03:08):
I think throws up to level six?
Speaker 1 (03:11):
Okay, but you're also in elementary school. There's girls on
your team that's in high school. Yeah, so when you
say that you're not that advanced, it's not about how
advanced you believe. How My thing is is that you
know more Like I've watched you evolve as a cheerleader,
you know what I'm saying. Like I've watched you not
be able to do no type of backhand spring. I've
(03:32):
watched you not know how to do any type of flip,
and I've watched you also not know not know how
to do certain things that you know how to do.
Speaker 2 (03:40):
Now, cheer looks like.
Speaker 1 (03:41):
It has become a lot easier for you because you
know you know certain things right. So to me, when
I tell you all the time, I expect when I
see you guys performing, I expect you to win. It's
not because I expect you to win because I just
like winning. I expect you to win because in my mind,
I feel like you you you are right now, you
are at your your best your you are your best
(04:03):
self as a cheerleader.
Speaker 2 (04:04):
So I'm asking you. I'm asking you that for a reason.
You know what I'm saying.
Speaker 1 (04:08):
My thing is, you know, how do you feel about
yourself going into this cheer season.
Speaker 3 (04:14):
I feel like myself is really strong. But it doesn't
just take one person to you the team. I guessed you.
I had to really lead my team, and and yeah,
like I feel like it doesn't just take one person.
It takes your whole cheer team, right, it doesn't. So
it doesn't really take one person to make a change.
(04:35):
Because I realized that a lot with like last year.
In a couple of pastive years, I've realized that a
lot that I've just like I've been leading the team
and like me and myself were just leading the team,
Like you're the only team leader right now. Yeah, but
like it is kind of the beginning of the cheers.
Speaker 1 (04:55):
No, I understand it, but still you feel like you're
the leader of the cheer team.
Speaker 3 (04:59):
Not really anymore, but like last year, I.
Speaker 2 (05:01):
Feel like, why do you not feel like that anymore?
Speaker 3 (05:03):
Because I'm with older girls and it's a kind of
more easier.
Speaker 2 (05:07):
You're with older girls now, Yeah.
Speaker 3 (05:09):
So like you know, like they cooperate more.
Speaker 1 (05:11):
Okay, so you feel like you don't have to be
a leader. Why do you feel like you don't have
to be a.
Speaker 3 (05:15):
Leader because there's older girls?
Speaker 2 (05:17):
It doesn't matter.
Speaker 3 (05:18):
It's like they're more more sure.
Speaker 1 (05:21):
Let me tell you something something my dad taught me. Right,
age doesn't matter when it comes to maturity. There are
sixty year old men, right, who are I mean we're
talking about twenty two years older than me. Right, sixty
year old men who still think like a twenty one
year old man. True, you know what I'm saying, Like
there's sixty year old men who feel like or who
(05:44):
still think the same way they thought when they were
in their twenties. You see what I'm saying. It's not
about age. It's about attitude. It's about presence. It's about
your your bravado. You know what I'm saying. So you
know when we talk about the rent being do right,
you know as a headliner, like so for me as
a headliner, get ready to go on tour? Right, I
am the leader of this tour. People are following or
(06:07):
anybody on my team. That's mister Lou, that's mister Steph,
that's mister Moey. All these guys are falling in line
with what with what I'm saying, I'm setting the tone.
You see what I'm saying, even though its even though
even though this is my tours also right, it takes
a team around me to be successful. Just like even
though you know this isn't your necessarily team, it takes
(06:30):
a team around you to be successful. But you can
also be said leader of set team. I know, but
there's no butts.
Speaker 2 (06:37):
What's the butt? Why are you butting?
Speaker 1 (06:38):
What's the butt?
Speaker 3 (06:39):
I will step back because I feel like I'm listening,
Like I know it doesn't matter to age. But like
in some cases, like cheercases, when you're older, they teach
you at the gym to be more mature.
Speaker 2 (06:56):
Okay, but what does that have to do with you?
Speaker 3 (07:00):
I don't, like, I don't have to like do it
like I do, but like I don't because I alrea
in the team.
Speaker 1 (07:08):
Okay, I understand that, right, So I'm glad you said that.
Remember yesterday, yesterday we were sitting on the couch, right
and we were talking to Braiden about college, right, yeah,
And one of the things that we said we asked
him was do you you know, are you taking the
SAT and the caat because you know, even though he
has a decent grade poor average, you can ensure that
(07:30):
you are going to college, you know with you know,
because they give you multiple they give you multiple situations
in where you can get admitted to a college right
or get money to go to college. And he said
he didn't need to do it right, and him and
me and my mom, me, your mom and his mom
all said, that's bullshit, right, because at the end of
(07:50):
the day, you want to give yourself the best opportunity
to win.
Speaker 2 (07:53):
So yes, you do need to do that. I say that.
Speaker 1 (07:55):
To say is that also leading is not just by
talking by action.
Speaker 2 (08:01):
It's by action. So here's the thing.
Speaker 1 (08:03):
If you the one that's putting in one hundred and
ten percent in practice, they see you out there doing
what you're supposed to be doing, you can continue to
be that kind of leader.
Speaker 2 (08:10):
You don't have to be the raw raw rock. What
are you about to say?
Speaker 3 (08:13):
I am, I am the type of leader I do
give on the floor, like I already like just as
I said, I already see it in the team.
Speaker 1 (08:21):
Okay, so that's a good thing, But that doesn't mean
that you don't have to continue to do it. Right,
you can already see it in the team. What's what's
excuse me? What's wrong with one more leader?
Speaker 3 (08:31):
Nothing?
Speaker 2 (08:32):
You see what I'm saying.
Speaker 1 (08:35):
You said that when we say the rent is due, right,
the rent is due by any means necessary, the rents
do act like it. Right. You you already see it
in the team. Let's see some more. Let's see some more.
Let's see some more. You can't have too much maturity, order,
I've never heard that. There's no such thing as too
(08:57):
much maturity.
Speaker 3 (08:58):
You're not saying too much matur I.
Speaker 1 (09:01):
Didn't say you said that, but you're insinuating that by
saying that, I already see it in the team, So
I don't have to like unless i'm unless I'm taking
it wrong way.
Speaker 3 (09:11):
It sounds like I'm saying I don't want to put
into work because they're already doing it.
Speaker 1 (09:16):
I didn't say no, no, no, no no no. I disagree
with that. Yeah, you know, I'm not saying you're saying.
Speaker 3 (09:19):
You're saying, yeah, it's how I said it. No, I
do put in the work. I do, like I do
lead Sometimes she sometimes I step back because I like,
as I said, I step back.
Speaker 1 (09:33):
Sometimes you step back sometimes. Okay, now you know what,
I'm gonna be honest with you. That's actually that's actually,
now that I understand what you're saying, that that that's
actually a great quality to have. Sometimes there is there
is there is there is leadership and knowing when to
shut the fuck up right. Sometimes you don't always have
to be that person. I can respect that. I see
(09:54):
what you're saying. Now, I see what you're saying.
Speaker 2 (09:55):
Now, see how that works, See how that works. Communication.
Speaker 3 (10:00):
Look at us, Look at us, Look at us.
Speaker 1 (10:03):
Look at us, look at us. Who would have thought
not me anyway. Real quick, let me give a time stamp.
Today is Sunday, August twenty fourth. I was here last
night doing a podcast with mister lou and mister Will Farrow.
We were talking about, you know, the tour and everything
like that. But when I'm talking about rent to do
(10:25):
with you, I think it's more. It's more than the
tour with me, right because you are a part of
my home life. You are a part of what I
need to do to make sure that the rent is paid.
Speaker 2 (10:37):
You see what I'm saying.
Speaker 1 (10:38):
If I don't pay the rent, if me and your
mom don't pay the rent, you or already don't have
a place to stay. You see what I'm saying. And
for me, selling tickets is not an option this year.
So with that said, though, I'm going into this tour
like the rents do. I'm angry. I want to win.
Blah blah blah blah blah. School starts for you in
two days. You start this Tuesday. Yeah, I know, I
(10:59):
know starts. So before we start about how you feel
about going into fifth grade, I want to feel. I
want to hear your your your take on how you
feel fourth grade went for you. How do you feel.
Speaker 3 (11:10):
How do you feel it was interesting?
Speaker 1 (11:14):
Okay, explained it. It was.
Speaker 3 (11:18):
It was. It was interesting because like you're in the middle,
Like you're in the middle grade. So my school goes
you already know.
Speaker 1 (11:25):
This well that the audience doesn't notice.
Speaker 3 (11:27):
It goes to third grade, fourth grade, and fifth grade.
So when you're in fourth grade, you're just in the middle.
So like there's nothing really special about you because you're
just in the middle.
Speaker 2 (11:38):
But I was that's an interesting take.
Speaker 3 (11:41):
But continue, Yeah, like nobody does look up to you
because you're just in the middle. Okay, but yeah, it's
it was very fun. I made some new friends, and
I really liked I really liked it. My teacher. I
feel like my teacher pepped me a lot for fifth grade.
Speaker 1 (11:58):
Actually, I love my teacher.
Speaker 3 (12:00):
Oh my god, I love my teacher so much. She's
one of my best teachers. But we'll see about my
fifth grade year.
Speaker 1 (12:07):
So how do you feel you performed academically though, Like
we're talking, you know, you're giving me social stats, and
you know, first of all, having a great teacher is
very important. My you know, elementary school teachers you really
don't forget, right, Like my third grade teacher, Miss Devoor
and my fifth grade teacher, Miss Anita Hamilton. She these
are some of the best teachers I've had in my life.
And I, you know, think about that, right, Like my third, fourth, third,
(12:28):
and fifth grade teacher. I remember them to this day, right.
I don't remember every teacher I had in high school.
I don't remember every teacher I had in middle school.
I really don't remember every other teacher, you know, for
the most part, but those two women stuck out to
me because of how they prepped me for life. You know,
Like my fifth grade teacher really showed me how life
(12:49):
was going to be like for me if I continued
on this path or that path. So I want to
know about how do you feel like you did with
your grades? How do you feel like I want to
know that, Like, how did fourth grade year go for
you as far as school work is concerned?
Speaker 3 (13:03):
So how I feel like it was? It was interesting
because like so if you guys don't know, I have
agg and we were like figuring it out really during
fourth grade year, I mean third grade year it was fine,
but like we were really figuring out the right medicine
for me in fifth grade year, fourth grade year. Sorry,
(13:24):
So that really took a pause in like my focus
because we were trying to like, we're switching medicines a lot,
and it was really hard sometimes for me to focus
in class. So I feel like that I really told
on my on my schoolwork and things because we were
switching medicines a lot.
Speaker 1 (13:45):
Okay outside of the ADHD though, And I appreciate you
sharing that with the audience. That takes a lot. You know,
a lot of people don't share that kind of stuff
with people. I think that you know, uh, you know,
I've taught you to be jokingly real quick. Every morning
before me and it before now goes to school, I
always say, yo, did you take your crazy pills? Because
(14:05):
I take crazy, I take I take my bipolar midsh
just because I don't want you feeling bad about taking medicine. Right.
Doesn't mean that you're you're stupid, doesn't mean you're dumb,
it doesn't mean anything. We all just have things that's
wrong with us. Then we gotta get we gotta we
gotta get, we gotta get, we gotta get right. So
I appreciate you sharing that that is that takes a
lot to be transparent about that. I applaud you, And
also that that means that I'm doing a good thing
(14:28):
raising you because you are. You are very brave in
sharing that, you know what I'm saying, So that that
takes a lot.
Speaker 2 (14:33):
You know what I'm saying.
Speaker 1 (14:34):
Stop looking at me taking my socks off for.
Speaker 3 (14:38):
A second, because I was like, why are you leading
the dogs?
Speaker 1 (14:42):
Cause man, it's a little hot in here. Man, I'm taking,
I'm taking, but I'm not taking the dogs out. I'm
just taking the socks off and then I'm putting them
in the crocks that I'm out on. All right, Respect
my feet, man, chill dog, Respect my feet.
Speaker 3 (14:57):
Ship I need I need it.
Speaker 1 (14:58):
I need to take a No, you don't need to
take a picture. And it's not that funny. You act
like you've never seen feet before, Like I walk around
the house with my feet out.
Speaker 3 (15:05):
I know because interesting because I could see your veins.
Speaker 1 (15:09):
All right?
Speaker 3 (15:10):
Man?
Speaker 2 (15:10):
Can you let's okay? Outside of a d h d.
Speaker 1 (15:14):
Academic school work wise, grades wise, you're reading, you're writing,
your math, you're all of that.
Speaker 2 (15:20):
Take me in. How do you feel you did this year?
Speaker 3 (15:23):
Mid?
Speaker 2 (15:24):
Mid mid? What is mid to?
Speaker 1 (15:27):
You?
Speaker 3 (15:28):
Like you get b averages?
Speaker 2 (15:32):
B is mid to you?
Speaker 1 (15:34):
Okay? Do you so Okay, okay, you yes, you do
have a B average. We agree with that. So are
you do you? What?
Speaker 2 (15:43):
What?
Speaker 1 (15:44):
So? Why do you feel like being a B is mid?
Why do you why is that? Why is that mid
to you?
Speaker 3 (15:50):
Because it's not?
Speaker 1 (15:55):
Okay? Uh, you know, okay, ship, I don't even know
what to say to that. Do what what? What do
you think prevented you from getting a's besides ADHD, let's
take that out. Let's take that off the table.
Speaker 3 (16:09):
That's really the reason you think.
Speaker 1 (16:11):
So, okay, do you want to do you want to
hear from somebody from the outside looking in who watches
your study habits and sees how you move. Sure, okay.
The reason why you don't get a's, if I'm going
to be completely honest, you don't do the work. Simple
as that you put in more work to be a
cheerleader than you do to be to be a student.
(16:32):
And what I need to remind you this year is
the rent is fucking due. And you are a student first,
and you're a cheerleader second. And I want to see
the same amount of effort that you put in the
cheer that you do into your school work. Again, you
said you have a BE average most parents that are
parents and kids would be would love a be average,
and I do too. I don't. I don't mind to
(16:53):
be average if that's your best. But you don't seem
like you're happy with a be average. As a matter
of fact, you want to have an honest conversation. At
the end of year on your report card. You came
home and I showed you. You showed your report card
and you were crying. You were pissed because you had
no a's, all b's in the c You were pissed.
I wasn't even me and your mother was like, because
(17:16):
we know what you've been through. We know how hard
it took for you to get eighty. You know how
hard you do, how hard you work through ady h D.
But here's some of the things that you gotta remember, yo, Right,
Math reading, writing, all of that takes practice. All of
that takes practice. Chair takes practice. Math reading, all of
that stuff, it takes practice. You want a's, you need to.
(17:38):
You need to be you need to. You need to
get a's on your homework. You get a's on your homework,
you get a's on the test. What what do you
mean you don't read it? Does it that's the point.
That's the point. That's part about that's part that's not
the point. The point is is that you're doing the
(17:58):
work the right way and practice. How you practice is
how you perform. So if you're doing homework and you're
getting the answers correctly, well, guess what, when it's time
to take a test, you're gonna do what. You're gonna
get their answers correctly. You your only issue is you
just need at home.
Speaker 2 (18:19):
You have to do a better job. That's it. You don't,
you don't. You don't.
Speaker 1 (18:24):
You don't do the math that they were that you're
required to do most of the time, you don't do
the reading that you're required to do most of the time,
and then you get mad because you're not performing well.
You gotta perform well in practice. Chief gotta perform. You
gotta perform well in practice. Practice, not a test, not
a test, practice.
Speaker 2 (18:47):
Practice.
Speaker 1 (18:48):
You did you know, so I wouldn't say you did
ad mid this year. I would say, hey, first of all,
you took leaps, So let's let's let's go through.
Speaker 2 (18:58):
Your school in history too.
Speaker 1 (18:59):
You were in First of all, you were in kindergarten,
first and second grade at at a Catholic school that
didn't really do well with teaching you certain certain basic
things right, and we didn't And I understand that, but
I'm I'm, I'm just we're talking facts here, all right. Yes,
we didn't know you had ADHD. But others other than that,
they also didn't teach you. They didn't prepare you well either.
When you got the third grade, you were academically behind
(19:22):
right by the time you got the fourth grade.
Speaker 2 (19:25):
And now that going into fifth grade, you're no longer behind.
Speaker 1 (19:28):
You are you are reading and you're doing math at
a at a at the level you're supposed to be at.
Speaker 2 (19:33):
Yeah, you are not with math?
Speaker 1 (19:36):
Is what?
Speaker 2 (19:38):
What do you mean?
Speaker 1 (19:39):
Not with math?
Speaker 3 (19:40):
I'm not at the level that I'm supposed to be.
Speaker 1 (19:42):
How how far behind are you?
Speaker 2 (19:45):
You're at the second grade level of math?
Speaker 1 (19:47):
Why is that?
Speaker 3 (19:50):
Because?
Speaker 2 (19:51):
But why why are you behind?
Speaker 3 (19:54):
You?
Speaker 1 (19:54):
Ain't gotta be ashamed to talk about this, man, I
was giving you props.
Speaker 2 (19:57):
You the one that open your mouth and said it.
Speaker 3 (20:02):
I'm behind and second grade math because I don't really
like pay attention really in math. And I'm sa.
Speaker 1 (20:10):
Mass okay, see that's and you know what though, this
is where I'm proud of you. Right, this is where
I'm proud of you. Taking accountability. That's taking accountability. You
could have easily let the audience know, Hey man, it's
shit shit shit shit. Yeah I'm I'm I'm I'm I'm better.
No you said no, I'm not, which means you want
to get better. Yeah you are, yes, but you're doing
(20:35):
the work. But you gotta do the work at home
this school year. You see what I'm saying, I'm not
I'm not like, don't think this is us Like, I'm
not picking on you. I'm not. I'm not. You you
you you you you. You are ten times better than
most other people because you actually identify the problem and
you know you want to get better. There's a lot
(20:57):
of people who don't know that they the problem. You
are taking.
Speaker 2 (21:02):
You are.
Speaker 1 (21:02):
That is the first step to doing well in life
is taken accountability. Look at you, Look at you, Look
at you. I'm proud of you. I'm proud of you.
All right, So next we're gonna talk about I want
to know. So next, I want to know what are
your expectations this year for fifth grade and how are
(21:25):
you going to perform? Like the rent is due in
fifth grade? So yeah, for fifth grade? How what what
what are some things you you plan to do to
to perform like the rent is due?
Speaker 3 (21:40):
Uh, don't forget to take my medicine and to take
my environment and my medicine, and to not forget about
that and for me to actually like, I know we're
talking about academically, but can we do like the whole
thing about.
Speaker 1 (21:56):
Fifth Let's start with academics first and then you can
you can move.
Speaker 2 (21:59):
Into whatever you want to talk about socially, okay, because
that's I mean, that's important.
Speaker 4 (22:03):
Academics is important, just like doing as you said, do
the work and like actually put it in because last year,
last year is pretty lazy and just you know, so
this year for me to just like actually put in
the work.
Speaker 2 (22:20):
You should put in the work. But what work or
what do you mean put in?
Speaker 1 (22:23):
What this?
Speaker 2 (22:24):
What does what does putting in the work.
Speaker 3 (22:25):
Look like doing homework?
Speaker 1 (22:28):
Doing homework? Is that it? Yes, I think putting in
the work is more than that. I think putting in
the work is also for you. It needs to be
a mindset. It needs to be a thing where you know,
you want to focus. Uh, it needs to be more
than just actually doing homework. It's it's also paying attention
(22:48):
in class. It's also you know when when things get
hard or you know what I'm saying, like you're not
you're not, You're not frustrated or overwhelming yourself, right, because
that's one thing I think you do a lot, is
you overwhelm yourself with everything that you feel like has
you gotta do or things that have to be done,
blah blah blah blah blah. And at the end of
the day, right like it's it's you know, it's it's
(23:09):
you know what I mean, it's it's. It's it's you know,
it's it's you know, at the end of the day,
it's it's. You know, school is an attitude. You know
what I'm saying, Like, it's an attitude. It's it's, it's
it's because here's the thing, it's a long school year, right,
you know, September or August to I don't know how
(23:31):
many days is in the school year, it's more than
a hundred days. But nonetheless, like can we stay like
to see what I'm saying, like, stay focused, stay on task,
you know what I'm saying, Like we're talking about school work,
we're talking about what you need to be doing. You
know what I'm saying. How many numbers in the school
year don't matter. You know what matters you actually doing
the work. And here's the last thing I'm gonna ask
you know about grades. You know what I'm saying. So
you had to be average. So now your your goal
(23:54):
is this year? You want an A average is what
you're saying. You want all a's.
Speaker 3 (23:58):
I would go on that if you've seen it. I
have posted of all my goals and I didn't get
through some of my goals that year.
Speaker 1 (24:06):
Okay, so you want to make sure you do it
this year.
Speaker 3 (24:09):
I made a fifth grade year goal okay.
Speaker 2 (24:11):
And what's the fifth grade year goal where.
Speaker 3 (24:13):
I can't remember after the top of my head because
I just made it.
Speaker 1 (24:16):
Okay, But you wrote it down and you put it
up on your wall. Congratulations. I like to hear that. Okay,
that's good. I like to hear that. I like to
hear that. No, I'm not saying you don't. I'm just
saying I'm I'm proud that you did that. You wrote
your goals down on the sheet, and you know what
I'm saying, you know, okay, So uh uh, now we
(24:37):
talk about you know, the other stuff?
Speaker 2 (24:38):
What are the other stuff?
Speaker 1 (24:40):
When you say we got to talk about the whole thing, Yeah,
what is the other stuff?
Speaker 3 (24:44):
So some things that like just disgusted me about. Scroll
is basically like kids who like have the dirty's hands ever,
and then they want to touch your hair. It's like
your first of all, your hands are dirty, and go
touch your own hair because I don't want you touching
my hair because my hair is gonna get frizzy. And
(25:05):
everybody asks you just to touch your braids and braid
your braids. And sometimes when I say no, they get
like they take it as offense and they get mad
at me.
Speaker 1 (25:14):
So so so I'm confused. So you are you? So
are you saying people get upset with you because you
you don't want them touching your hair? And so so
how do you? So how do you say it?
Speaker 3 (25:26):
I'm like, no, I don't want you touching.
Speaker 1 (25:29):
My hair like respectfully, okay, And who are these kids
that do that? Are they your friends?
Speaker 3 (25:34):
No?
Speaker 1 (25:35):
Yeah, so if they're not your friends, it's like you know,
just be like, hey, like touching my hair is not
is not touching my hair? I just don't Yeah, you
just don't like it. You have a but you have
a boundary. There's nothing wrong with that. Your boundary is
don't touch my hair. That's it, you know what I mean?
You know? And and how would they like it if
you touch their hair?
Speaker 3 (25:55):
They probably like they want to like it. Even though
I'm good at me gene my hair, Like I know
how to manage my hair straight, I know to manage
it curly with my reg Yeah, I just know how
to manage it right. If I go to touch their hair,
they'll probably get mad at me. And for me personally,
(26:16):
I'm really cleansycho like I tried to like wash my
hands because some people are really crusty and meat and
they're they're freaking elbows are so ashy. Like I tell them, hey,
do you want some motion?
Speaker 1 (26:27):
They're like no, I like, you can't be worried about
other people's hygiene though.
Speaker 3 (26:30):
I know, but like it's so disgusting, like put some
emotion on your own bows and your knees. And I'm like,
do you want some motion? And then they're like no,
I like it, Ashley, And like.
Speaker 1 (26:42):
No, I get it. I get it. You have, but
you are only in charge of yourself. So how people
people haven't been ashy people, other people's you know, that's
a life thing, right. Everybody doesn't have the same cleaning habits.
Everybody doesn't have the same hygiene habits that you're going
to have. Unfortunately, that's just life. There's nothing you can
do about that.
Speaker 3 (27:02):
But there's a christy kids, and then they come and
like touch other things and then they pick their notes
and then.
Speaker 2 (27:08):
No, I get it, due, but you can't be worried
about other people.
Speaker 4 (27:11):
I know.
Speaker 3 (27:11):
It's just disgusting. I see what they do, and like
they go to their friends and they touch their friends.
Speaker 1 (27:16):
Okay, So is that all you're worried about in fifth grade?
Is people being nasty?
Speaker 3 (27:19):
Yeah?
Speaker 1 (27:20):
All right, man, I'm moving on to the next and.
Speaker 3 (27:22):
Then also, please make an emergency kick guys, because y'all
y'all nasty.
Speaker 1 (27:27):
All right, man, that's it. That's it. No, okay, breath
all right, all right, all right, all right, all right,
that's it because you just you just you're just talking. Yeah.
Speaker 3 (27:35):
I know, that's the whole point of a podcast, yo.
Speaker 1 (27:39):
All right, No, the whole point of a podcast is
not to just talk. And it ain't funny, right he
ha ha Yo, you gotta be talking about having some substance.
You over here talking about some goddamn about people breath
stink and shit like that. Man, what if your breath.
Speaker 3 (27:54):
Stink, I'll take a minut out of my back. And
I'm I don't want to say this because you're gonna
pause me for you guys.
Speaker 1 (28:05):
Know all right? Man, all right, listen, rents do because
the school, the school. This fifth grade is your last
year of elementary school. You get ready to become You're
getting older, You're going into middle school. Things are going
to start changing for you, stuff like that. So I'm
gonna I'm gonna turn twelve.
Speaker 3 (28:24):
I mean in middle school.
Speaker 2 (28:25):
You're turning eleven. You're not what you know.
Speaker 3 (28:27):
I'm turning twelve in middle school.
Speaker 2 (28:29):
But why are you?
Speaker 1 (28:30):
We're not even there yet, You're you gotta get past.
Let's get through fifth grade, all right. We're gonna have
a great fifth grade. You're gonna get to a average
that you want and you're gonna do. You're gonna do well.
And also on top of that, you're gonna do well
at your cheerleading competitions.
Speaker 2 (28:44):
You are going to have a great fifth grade year.
Speaker 3 (28:46):
Yeah, and I'm gonna be getting my fits off.
Speaker 1 (28:50):
Yes, you are Okay, all right, go ahead, like why
are you clucky? All right, y'all, That's what I'm going
through right now with my child, right I have a
fifth grader on my hands and school starts this week,
and I have to deal with being a father on
top of working out new jokes, etc. Etc. Clearly the
(29:14):
jokes right themselves. So but yeah, no, this is just
this is again y'all getting everything. This is a part
of my life, is a big part of my life,
and this is something that I take seriously. Fatherhood is
very important to me. Fatherhood is something that I want
to be good at. Fatherhood to me, to me as
a father, of the rent is due. And I don't
mean that as money. I don't mean that as performing.
(29:36):
I mean I want to be the best father that
I know I can be and that my parents know
that I can be.
Speaker 2 (29:43):
Bottom line, that's amazing.
Speaker 1 (29:45):
All right, man, Thank y'all for listening, Thank y'all for laughing.
This podcast is over.
All right, ladies and gentlemen, we hear a new episode
Rents Do podcast host Clint Coley. I'm gonna be honest.
My special guest today is my daughter and Naya. I
just had to get in her ass real quick pause
because she likes to talk to the camera instead of
talk having a conversation. She trying to perform. I asked
her what the rent do mean her? She's sitting there
with you. Yeah, you do?
Speaker 2 (00:21):
You looking at the camera. You ain't a rapper, You're
not a rapper?
Speaker 1 (00:25):
Dog?
Speaker 2 (00:25):
Why we just ain't a music video?
Speaker 1 (00:28):
You know what I mean? Yeah, you look you're still
doing it. But anyway, all right, but let's start. First
of all, thank you for coming on. Glad you made
time out of your day to do this podcast with
with with with with your dad. Now you were here
for the first episode where you the world recording the
first like rents Do podcast? Right, okay, okay, so let's
(00:53):
talk about this every episode. I started off the same way.
What does it mean to you when I say the
rent is due? Now, before you answer this question, right,
I want to know what does it mean to you?
Don't tell me what it means to me. Don't tell
me how it started. How it started with when somebody
(01:13):
says to you, like if somebody else that you don't
even know, like anay it the rent is due? What
does that mean to you at cheer?
Speaker 3 (01:23):
Like when I'm doing cheering my mom on the stage,
if somebody were to tell me that on stage the
rent is due, I would have went out there and
I would have gave it my all and I would
have tried my hardest and gave one hundred and ten percent.
And you know, yeah, like I do.
Speaker 2 (01:40):
No, but keep going. I want to hear your opinion.
Ain't this ain't about me?
Speaker 3 (01:45):
To give your best, never give up. Actually try put
in the work at home, at the gym and practice
how you perform. The rent is due? Pay your rent, pay.
Speaker 1 (01:57):
It, pay the rent? I agree, so to you that means,
so do you the rents do? Means you're giving one
hundred and ten percent. You are not slacking, Okay, So
I guess that. I guess. So. So with that being said,
so let's talk. Let's talk about cheer for a second, right,
So what season of this is your is? What? What
season of cheer is this for you?
Speaker 3 (02:18):
Like? How much cheers have done it?
Speaker 1 (02:20):
Like you did this is what you're So this is
your six This is your sixth cheer season. I think
it might be your fifth one.
Speaker 3 (02:30):
No, I started at four.
Speaker 2 (02:32):
You started at four. You started at five.
Speaker 3 (02:36):
When I was in like in the middle of four,
I stopped doing soccer and I started.
Speaker 1 (02:40):
Doing Okay, okay, okay.
Speaker 3 (02:43):
So I started off as tumbling lessons, but I considered
it cheer.
Speaker 1 (02:47):
Okay, Okay, Yeah, that's fair. Okay, So six seasons. It's
your sixth season. So how advanced do you believe you
are right now? As as as as now being your
sixth season.
Speaker 3 (02:58):
M M, I'm level too. I'm not really that event. Again,
I'm only level two. I'm not really that event.
Speaker 2 (03:05):
You're only level two. How many levels are there?
Speaker 3 (03:08):
I think throws up to level six?
Speaker 1 (03:11):
Okay, but you're also in elementary school. There's girls on
your team that's in high school. Yeah, so when you
say that you're not that advanced, it's not about how
advanced you believe. How My thing is is that you
know more Like I've watched you evolve as a cheerleader,
you know what I'm saying. Like I've watched you not
be able to do no type of backhand spring. I've
(03:32):
watched you not know how to do any type of flip,
and I've watched you also not know not know how
to do certain things that you know how to do.
Speaker 2 (03:40):
Now, cheer looks like.
Speaker 1 (03:41):
It has become a lot easier for you because you
know you know certain things right. So to me, when
I tell you all the time, I expect when I
see you guys performing, I expect you to win. It's
not because I expect you to win because I just
like winning. I expect you to win because in my mind,
I feel like you you you are right now, you
are at your your best your you are your best
(04:03):
self as a cheerleader.
Speaker 2 (04:04):
So I'm asking you. I'm asking you that for a reason.
You know what I'm saying.
Speaker 1 (04:08):
My thing is, you know, how do you feel about
yourself going into this cheer season.
Speaker 3 (04:14):
I feel like myself is really strong. But it doesn't
just take one person to you the team. I guessed you.
I had to really lead my team, and and yeah,
like I feel like it doesn't just take one person.
It takes your whole cheer team, right, it doesn't. So
it doesn't really take one person to make a change.
(04:35):
Because I realized that a lot with like last year.
In a couple of pastive years, I've realized that a
lot that I've just like I've been leading the team
and like me and myself were just leading the team,
Like you're the only team leader right now. Yeah, but
like it is kind of the beginning of the cheers.
Speaker 1 (04:55):
No, I understand it, but still you feel like you're
the leader of the cheer team.
Speaker 3 (04:59):
Not really anymore, but like last year, I.
Speaker 2 (05:01):
Feel like, why do you not feel like that anymore?
Speaker 3 (05:03):
Because I'm with older girls and it's a kind of
more easier.
Speaker 2 (05:07):
You're with older girls now, Yeah.
Speaker 3 (05:09):
So like you know, like they cooperate more.
Speaker 1 (05:11):
Okay, so you feel like you don't have to be
a leader. Why do you feel like you don't have
to be a.
Speaker 3 (05:15):
Leader because there's older girls?
Speaker 2 (05:17):
It doesn't matter.
Speaker 3 (05:18):
It's like they're more more sure.
Speaker 1 (05:21):
Let me tell you something something my dad taught me. Right,
age doesn't matter when it comes to maturity. There are
sixty year old men, right, who are I mean we're
talking about twenty two years older than me. Right, sixty
year old men who still think like a twenty one
year old man. True, you know what I'm saying, Like
there's sixty year old men who feel like or who
(05:44):
still think the same way they thought when they were
in their twenties. You see what I'm saying. It's not
about age. It's about attitude. It's about presence. It's about
your your bravado. You know what I'm saying. So you
know when we talk about the rent being do right,
you know as a headliner, like so for me as
a headliner, get ready to go on tour? Right, I
am the leader of this tour. People are following or
(06:07):
anybody on my team. That's mister Lou, that's mister Steph,
that's mister Moey. All these guys are falling in line
with what with what I'm saying, I'm setting the tone.
You see what I'm saying, even though its even though
even though this is my tours also right, it takes
a team around me to be successful. Just like even
though you know this isn't your necessarily team, it takes
(06:30):
a team around you to be successful. But you can
also be said leader of set team. I know, but
there's no butts.
Speaker 2 (06:37):
What's the butt? Why are you butting?
Speaker 1 (06:38):
What's the butt?
Speaker 3 (06:39):
I will step back because I feel like I'm listening,
Like I know it doesn't matter to age. But like
in some cases, like cheercases, when you're older, they teach
you at the gym to be more mature.
Speaker 2 (06:56):
Okay, but what does that have to do with you?
Speaker 3 (07:00):
I don't, like, I don't have to like do it
like I do, but like I don't because I alrea
in the team.
Speaker 1 (07:08):
Okay, I understand that, right, So I'm glad you said that.
Remember yesterday, yesterday we were sitting on the couch, right
and we were talking to Braiden about college, right, yeah,
And one of the things that we said we asked
him was do you you know, are you taking the
SAT and the caat because you know, even though he
has a decent grade poor average, you can ensure that
(07:30):
you are going to college, you know with you know,
because they give you multiple they give you multiple situations
in where you can get admitted to a college right
or get money to go to college. And he said
he didn't need to do it right, and him and
me and my mom, me, your mom and his mom
all said, that's bullshit, right, because at the end of
(07:50):
the day, you want to give yourself the best opportunity
to win.
Speaker 2 (07:53):
So yes, you do need to do that. I say that.
Speaker 1 (07:55):
To say is that also leading is not just by
talking by action.
Speaker 2 (08:01):
It's by action. So here's the thing.
Speaker 1 (08:03):
If you the one that's putting in one hundred and
ten percent in practice, they see you out there doing
what you're supposed to be doing, you can continue to
be that kind of leader.
Speaker 2 (08:10):
You don't have to be the raw raw rock. What
are you about to say?
Speaker 3 (08:13):
I am, I am the type of leader I do
give on the floor, like I already like just as
I said, I already see it in the team.
Speaker 1 (08:21):
Okay, so that's a good thing, But that doesn't mean
that you don't have to continue to do it. Right,
you can already see it in the team. What's what's
excuse me? What's wrong with one more leader?
Speaker 3 (08:31):
Nothing?
Speaker 2 (08:32):
You see what I'm saying.
Speaker 1 (08:35):
You said that when we say the rent is due, right,
the rent is due by any means necessary, the rents
do act like it. Right. You you already see it
in the team. Let's see some more. Let's see some more.
Let's see some more. You can't have too much maturity, order,
I've never heard that. There's no such thing as too
(08:57):
much maturity.
Speaker 3 (08:58):
You're not saying too much matur I.
Speaker 1 (09:01):
Didn't say you said that, but you're insinuating that by
saying that, I already see it in the team, So
I don't have to like unless i'm unless I'm taking
it wrong way.
Speaker 3 (09:11):
It sounds like I'm saying I don't want to put
into work because they're already doing it.
Speaker 1 (09:16):
I didn't say no, no, no, no no no. I disagree
with that. Yeah, you know, I'm not saying you're saying.
Speaker 3 (09:19):
You're saying, yeah, it's how I said it. No, I
do put in the work. I do, like I do
lead Sometimes she sometimes I step back because I like,
as I said, I step back.
Speaker 1 (09:33):
Sometimes you step back sometimes. Okay, now you know what,
I'm gonna be honest with you. That's actually that's actually,
now that I understand what you're saying, that that that's
actually a great quality to have. Sometimes there is there
is there is there is leadership and knowing when to
shut the fuck up right. Sometimes you don't always have
to be that person. I can respect that. I see
(09:54):
what you're saying. Now, I see what you're saying.
Speaker 2 (09:55):
Now, see how that works, See how that works. Communication.
Speaker 3 (10:00):
Look at us, Look at us, Look at us.
Speaker 1 (10:03):
Look at us, look at us. Who would have thought
not me anyway. Real quick, let me give a time stamp.
Today is Sunday, August twenty fourth. I was here last
night doing a podcast with mister lou and mister Will Farrow.
We were talking about, you know, the tour and everything
like that. But when I'm talking about rent to do
(10:25):
with you, I think it's more. It's more than the
tour with me, right because you are a part of
my home life. You are a part of what I
need to do to make sure that the rent is paid.
Speaker 2 (10:37):
You see what I'm saying.
Speaker 1 (10:38):
If I don't pay the rent, if me and your
mom don't pay the rent, you or already don't have
a place to stay. You see what I'm saying. And
for me, selling tickets is not an option this year.
So with that said, though, I'm going into this tour
like the rents do. I'm angry. I want to win.
Blah blah blah blah blah. School starts for you in
two days. You start this Tuesday. Yeah, I know, I
(10:59):
know starts. So before we start about how you feel
about going into fifth grade, I want to feel. I
want to hear your your your take on how you
feel fourth grade went for you. How do you feel.
Speaker 3 (11:10):
How do you feel it was interesting?
Speaker 1 (11:14):
Okay, explained it. It was.
Speaker 3 (11:18):
It was. It was interesting because like you're in the middle,
Like you're in the middle grade. So my school goes
you already know.
Speaker 1 (11:25):
This well that the audience doesn't notice.
Speaker 3 (11:27):
It goes to third grade, fourth grade, and fifth grade.
So when you're in fourth grade, you're just in the middle.
So like there's nothing really special about you because you're
just in the middle.
Speaker 2 (11:38):
But I was that's an interesting take.
Speaker 3 (11:41):
But continue, Yeah, like nobody does look up to you
because you're just in the middle. Okay, but yeah, it's
it was very fun. I made some new friends, and
I really liked I really liked it. My teacher. I
feel like my teacher pepped me a lot for fifth grade.
Speaker 1 (11:58):
Actually, I love my teacher.
Speaker 3 (12:00):
Oh my god, I love my teacher so much. She's
one of my best teachers. But we'll see about my
fifth grade year.
Speaker 1 (12:07):
So how do you feel you performed academically though, Like
we're talking, you know, you're giving me social stats, and
you know, first of all, having a great teacher is
very important. My you know, elementary school teachers you really
don't forget, right, Like my third grade teacher, Miss Devoor
and my fifth grade teacher, Miss Anita Hamilton. She these
are some of the best teachers I've had in my life.
And I, you know, think about that, right, Like my third, fourth, third,
(12:28):
and fifth grade teacher. I remember them to this day, right.
I don't remember every teacher I had in high school.
I don't remember every teacher I had in middle school.
I really don't remember every other teacher, you know, for
the most part, but those two women stuck out to
me because of how they prepped me for life. You know,
Like my fifth grade teacher really showed me how life
(12:49):
was going to be like for me if I continued
on this path or that path. So I want to
know about how do you feel like you did with
your grades? How do you feel like I want to
know that, Like, how did fourth grade year go for
you as far as school work is concerned?
Speaker 3 (13:03):
So how I feel like it was? It was interesting
because like so if you guys don't know, I have
agg and we were like figuring it out really during
fourth grade year, I mean third grade year it was fine,
but like we were really figuring out the right medicine
for me in fifth grade year, fourth grade year. Sorry,
(13:24):
So that really took a pause in like my focus
because we were trying to like, we're switching medicines a lot,
and it was really hard sometimes for me to focus
in class. So I feel like that I really told
on my on my schoolwork and things because we were
switching medicines a lot.
Speaker 1 (13:45):
Okay outside of the ADHD though, And I appreciate you
sharing that with the audience. That takes a lot. You know,
a lot of people don't share that kind of stuff
with people. I think that you know, uh, you know,
I've taught you to be jokingly real quick. Every morning
before me and it before now goes to school, I
always say, yo, did you take your crazy pills? Because
(14:05):
I take crazy, I take I take my bipolar midsh
just because I don't want you feeling bad about taking medicine. Right.
Doesn't mean that you're you're stupid, doesn't mean you're dumb,
it doesn't mean anything. We all just have things that's
wrong with us. Then we gotta get we gotta we
gotta get, we gotta get, we gotta get right. So
I appreciate you sharing that that is that takes a
lot to be transparent about that. I applaud you, And
also that that means that I'm doing a good thing
(14:28):
raising you because you are. You are very brave in
sharing that, you know what I'm saying, So that that
takes a lot.
Speaker 2 (14:33):
You know what I'm saying.
Speaker 1 (14:34):
Stop looking at me taking my socks off for.
Speaker 3 (14:38):
A second, because I was like, why are you leading
the dogs?
Speaker 1 (14:42):
Cause man, it's a little hot in here. Man, I'm taking,
I'm taking, but I'm not taking the dogs out. I'm
just taking the socks off and then I'm putting them
in the crocks that I'm out on. All right, Respect
my feet, man, chill dog, Respect my feet.
Speaker 3 (14:57):
Ship I need I need it.
Speaker 1 (14:58):
I need to take a No, you don't need to
take a picture. And it's not that funny. You act
like you've never seen feet before, Like I walk around
the house with my feet out.
Speaker 3 (15:05):
I know because interesting because I could see your veins.
Speaker 1 (15:09):
All right?
Speaker 3 (15:10):
Man?
Speaker 2 (15:10):
Can you let's okay? Outside of a d h d.
Speaker 1 (15:14):
Academic school work wise, grades wise, you're reading, you're writing,
your math, you're all of that.
Speaker 2 (15:20):
Take me in. How do you feel you did this year?
Speaker 3 (15:23):
Mid?
Speaker 2 (15:24):
Mid mid? What is mid to?
Speaker 1 (15:27):
You?
Speaker 3 (15:28):
Like you get b averages?
Speaker 2 (15:32):
B is mid to you?
Speaker 1 (15:34):
Okay? Do you so Okay, okay, you yes, you do
have a B average. We agree with that. So are
you do you? What?
Speaker 2 (15:43):
What?
Speaker 1 (15:44):
So? Why do you feel like being a B is mid?
Why do you why is that? Why is that mid
to you?
Speaker 3 (15:50):
Because it's not?
Speaker 1 (15:55):
Okay? Uh, you know, okay, ship, I don't even know
what to say to that. Do what what? What do
you think prevented you from getting a's besides ADHD, let's
take that out. Let's take that off the table.
Speaker 3 (16:09):
That's really the reason you think.
Speaker 1 (16:11):
So, okay, do you want to do you want to
hear from somebody from the outside looking in who watches
your study habits and sees how you move. Sure, okay.
The reason why you don't get a's, if I'm going
to be completely honest, you don't do the work. Simple
as that you put in more work to be a
cheerleader than you do to be to be a student.
(16:32):
And what I need to remind you this year is
the rent is fucking due. And you are a student first,
and you're a cheerleader second. And I want to see
the same amount of effort that you put in the
cheer that you do into your school work. Again, you
said you have a BE average most parents that are
parents and kids would be would love a be average,
and I do too. I don't. I don't mind to
(16:53):
be average if that's your best. But you don't seem
like you're happy with a be average. As a matter
of fact, you want to have an honest conversation. At
the end of year on your report card. You came
home and I showed you. You showed your report card
and you were crying. You were pissed because you had
no a's, all b's in the c You were pissed.
I wasn't even me and your mother was like, because
(17:16):
we know what you've been through. We know how hard
it took for you to get eighty. You know how
hard you do, how hard you work through ady h D.
But here's some of the things that you gotta remember, yo, Right,
Math reading, writing, all of that takes practice. All of
that takes practice. Chair takes practice. Math reading, all of
that stuff, it takes practice. You want a's, you need to.
(17:38):
You need to be you need to. You need to
get a's on your homework. You get a's on your homework,
you get a's on the test. What what do you
mean you don't read it? Does it that's the point.
That's the point. That's part about that's part that's not
the point. The point is is that you're doing the
(17:58):
work the right way and practice. How you practice is
how you perform. So if you're doing homework and you're
getting the answers correctly, well, guess what, when it's time
to take a test, you're gonna do what. You're gonna
get their answers correctly. You your only issue is you
just need at home.
Speaker 2 (18:19):
You have to do a better job. That's it. You don't,
you don't. You don't.
Speaker 1 (18:24):
You don't do the math that they were that you're
required to do most of the time, you don't do
the reading that you're required to do most of the time,
and then you get mad because you're not performing well.
You gotta perform well in practice. Chief gotta perform. You
gotta perform well in practice. Practice, not a test, not
a test, practice.
Speaker 2 (18:47):
Practice.
Speaker 1 (18:48):
You did you know, so I wouldn't say you did
ad mid this year. I would say, hey, first of all,
you took leaps, So let's let's let's go through.
Speaker 2 (18:58):
Your school in history too.
Speaker 1 (18:59):
You were in First of all, you were in kindergarten,
first and second grade at at a Catholic school that
didn't really do well with teaching you certain certain basic
things right, and we didn't And I understand that, but
I'm I'm, I'm just we're talking facts here, all right. Yes,
we didn't know you had ADHD. But others other than that,
they also didn't teach you. They didn't prepare you well either.
When you got the third grade, you were academically behind
(19:22):
right by the time you got the fourth grade.
Speaker 2 (19:25):
And now that going into fifth grade, you're no longer behind.
Speaker 1 (19:28):
You are you are reading and you're doing math at
a at a at the level you're supposed to be at.
Speaker 2 (19:33):
Yeah, you are not with math?
Speaker 1 (19:36):
Is what?
Speaker 2 (19:38):
What do you mean?
Speaker 1 (19:39):
Not with math?
Speaker 3 (19:40):
I'm not at the level that I'm supposed to be.
Speaker 1 (19:42):
How how far behind are you?
Speaker 2 (19:45):
You're at the second grade level of math?
Speaker 1 (19:47):
Why is that?
Speaker 3 (19:50):
Because?
Speaker 2 (19:51):
But why why are you behind?
Speaker 3 (19:54):
You?
Speaker 1 (19:54):
Ain't gotta be ashamed to talk about this, man, I
was giving you props.
Speaker 2 (19:57):
You the one that open your mouth and said it.
Speaker 3 (20:02):
I'm behind and second grade math because I don't really
like pay attention really in math. And I'm sa.
Speaker 1 (20:10):
Mass okay, see that's and you know what though, this
is where I'm proud of you. Right, this is where
I'm proud of you. Taking accountability. That's taking accountability. You
could have easily let the audience know, Hey man, it's
shit shit shit shit. Yeah I'm I'm I'm I'm I'm better.
No you said no, I'm not, which means you want
to get better. Yeah you are, yes, but you're doing
(20:35):
the work. But you gotta do the work at home
this school year. You see what I'm saying, I'm not
I'm not like, don't think this is us Like, I'm
not picking on you. I'm not. I'm not. You you
you you you you. You are ten times better than
most other people because you actually identify the problem and
you know you want to get better. There's a lot
(20:57):
of people who don't know that they the problem. You
are taking.
Speaker 2 (21:02):
You are.
Speaker 1 (21:02):
That is the first step to doing well in life
is taken accountability. Look at you, Look at you, Look
at you. I'm proud of you. I'm proud of you.
All right, So next we're gonna talk about I want
to know. So next, I want to know what are
your expectations this year for fifth grade and how are
(21:25):
you going to perform? Like the rent is due in
fifth grade? So yeah, for fifth grade? How what what
what are some things you you plan to do to
to perform like the rent is due?
Speaker 3 (21:40):
Uh, don't forget to take my medicine and to take
my environment and my medicine, and to not forget about
that and for me to actually like, I know we're
talking about academically, but can we do like the whole
thing about.
Speaker 1 (21:56):
Fifth Let's start with academics first and then you can
you can move.
Speaker 2 (21:59):
Into whatever you want to talk about socially, okay, because
that's I mean, that's important.
Speaker 4 (22:03):
Academics is important, just like doing as you said, do
the work and like actually put it in because last year,
last year is pretty lazy and just you know, so
this year for me to just like actually put in
the work.
Speaker 2 (22:20):
You should put in the work. But what work or
what do you mean put in?
Speaker 1 (22:23):
What this?
Speaker 2 (22:24):
What does what does putting in the work.
Speaker 3 (22:25):
Look like doing homework?
Speaker 1 (22:28):
Doing homework? Is that it? Yes, I think putting in
the work is more than that. I think putting in
the work is also for you. It needs to be
a mindset. It needs to be a thing where you know,
you want to focus. Uh, it needs to be more
than just actually doing homework. It's it's also paying attention
(22:48):
in class. It's also you know when when things get
hard or you know what I'm saying, like you're not
you're not, You're not frustrated or overwhelming yourself, right, because
that's one thing I think you do a lot, is
you overwhelm yourself with everything that you feel like has
you gotta do or things that have to be done,
blah blah blah blah blah. And at the end of
the day, right like it's it's you know, it's it's
(23:09):
you know what I mean, it's it's. It's it's you know,
it's it's you know, at the end of the day,
it's it's. You know, school is an attitude. You know
what I'm saying, Like, it's an attitude. It's it's, it's
it's because here's the thing, it's a long school year, right,
you know, September or August to I don't know how
(23:31):
many days is in the school year, it's more than
a hundred days. But nonetheless, like can we stay like
to see what I'm saying, like, stay focused, stay on task,
you know what I'm saying, Like we're talking about school work,
we're talking about what you need to be doing. You
know what I'm saying. How many numbers in the school
year don't matter. You know what matters you actually doing
the work. And here's the last thing I'm gonna ask
you know about grades. You know what I'm saying. So
you had to be average. So now your your goal
(23:54):
is this year? You want an A average is what
you're saying. You want all a's.
Speaker 3 (23:58):
I would go on that if you've seen it. I
have posted of all my goals and I didn't get
through some of my goals that year.
Speaker 1 (24:06):
Okay, so you want to make sure you do it
this year.
Speaker 3 (24:09):
I made a fifth grade year goal okay.
Speaker 2 (24:11):
And what's the fifth grade year goal where.
Speaker 3 (24:13):
I can't remember after the top of my head because
I just made it.
Speaker 1 (24:16):
Okay, But you wrote it down and you put it
up on your wall. Congratulations. I like to hear that. Okay,
that's good. I like to hear that. I like to
hear that. No, I'm not saying you don't. I'm just
saying I'm I'm proud that you did that. You wrote
your goals down on the sheet, and you know what
I'm saying, you know, okay, So uh uh, now we
(24:37):
talk about you know, the other stuff?
Speaker 2 (24:38):
What are the other stuff?
Speaker 1 (24:40):
When you say we got to talk about the whole thing, Yeah,
what is the other stuff?
Speaker 3 (24:44):
So some things that like just disgusted me about. Scroll
is basically like kids who like have the dirty's hands ever,
and then they want to touch your hair. It's like
your first of all, your hands are dirty, and go
touch your own hair because I don't want you touching
my hair because my hair is gonna get frizzy. And
(25:05):
everybody asks you just to touch your braids and braid
your braids. And sometimes when I say no, they get
like they take it as offense and they get mad
at me.
Speaker 1 (25:14):
So so so I'm confused. So you are you? So
are you saying people get upset with you because you
you don't want them touching your hair? And so so
how do you? So how do you say it?
Speaker 3 (25:26):
I'm like, no, I don't want you touching.
Speaker 1 (25:29):
My hair like respectfully, okay, And who are these kids
that do that? Are they your friends?
Speaker 3 (25:34):
No?
Speaker 1 (25:35):
Yeah, so if they're not your friends, it's like you know,
just be like, hey, like touching my hair is not
is not touching my hair? I just don't Yeah, you
just don't like it. You have a but you have
a boundary. There's nothing wrong with that. Your boundary is
don't touch my hair. That's it, you know what I mean?
You know? And and how would they like it if
you touch their hair?
Speaker 3 (25:55):
They probably like they want to like it. Even though
I'm good at me gene my hair, Like I know
how to manage my hair straight, I know to manage
it curly with my reg Yeah, I just know how
to manage it right. If I go to touch their hair,
they'll probably get mad at me. And for me personally,
(26:16):
I'm really cleansycho like I tried to like wash my
hands because some people are really crusty and meat and
they're they're freaking elbows are so ashy. Like I tell them, hey,
do you want some motion?
Speaker 1 (26:27):
They're like no, I like, you can't be worried about
other people's hygiene though.
Speaker 3 (26:30):
I know, but like it's so disgusting, like put some
emotion on your own bows and your knees. And I'm like,
do you want some motion? And then they're like no,
I like it, Ashley, And like.
Speaker 1 (26:42):
No, I get it. I get it. You have, but
you are only in charge of yourself. So how people
people haven't been ashy people, other people's you know, that's
a life thing, right. Everybody doesn't have the same cleaning habits.
Everybody doesn't have the same hygiene habits that you're going
to have. Unfortunately, that's just life. There's nothing you can
do about that.
Speaker 3 (27:02):
But there's a christy kids, and then they come and
like touch other things and then they pick their notes
and then.
Speaker 2 (27:08):
No, I get it, due, but you can't be worried
about other people.
Speaker 4 (27:11):
I know.
Speaker 3 (27:11):
It's just disgusting. I see what they do, and like
they go to their friends and they touch their friends.
Speaker 1 (27:16):
Okay, So is that all you're worried about in fifth grade?
Is people being nasty?
Speaker 3 (27:19):
Yeah?
Speaker 1 (27:20):
All right, man, I'm moving on to the next and.
Speaker 3 (27:22):
Then also, please make an emergency kick guys, because y'all
y'all nasty.
Speaker 1 (27:27):
All right, man, that's it. That's it. No, okay, breath
all right, all right, all right, all right, all right,
that's it because you just you just you're just talking. Yeah.
Speaker 3 (27:35):
I know, that's the whole point of a podcast, yo.
Speaker 1 (27:39):
All right, No, the whole point of a podcast is
not to just talk. And it ain't funny, right he
ha ha Yo, you gotta be talking about having some substance.
You over here talking about some goddamn about people breath
stink and shit like that. Man, what if your breath.
Speaker 3 (27:54):
Stink, I'll take a minut out of my back. And
I'm I don't want to say this because you're gonna
pause me for you guys.
Speaker 1 (28:05):
Know all right? Man, all right, listen, rents do because
the school, the school. This fifth grade is your last
year of elementary school. You get ready to become You're
getting older, You're going into middle school. Things are going
to start changing for you, stuff like that. So I'm
gonna I'm gonna turn twelve.
Speaker 3 (28:24):
I mean in middle school.
Speaker 2 (28:25):
You're turning eleven. You're not what you know.
Speaker 3 (28:27):
I'm turning twelve in middle school.
Speaker 2 (28:29):
But why are you?
Speaker 1 (28:30):
We're not even there yet, You're you gotta get past.
Let's get through fifth grade, all right. We're gonna have
a great fifth grade. You're gonna get to a average
that you want and you're gonna do. You're gonna do well.
And also on top of that, you're gonna do well
at your cheerleading competitions.
Speaker 2 (28:44):
You are going to have a great fifth grade year.
Speaker 3 (28:46):
Yeah, and I'm gonna be getting my fits off.
Speaker 1 (28:50):
Yes, you are Okay, all right, go ahead, like why
are you clucky? All right, y'all, That's what I'm going
through right now with my child, right I have a
fifth grader on my hands and school starts this week,
and I have to deal with being a father on
top of working out new jokes, etc. Etc. Clearly the
(29:14):
jokes right themselves. So but yeah, no, this is just
this is again y'all getting everything. This is a part
of my life, is a big part of my life,
and this is something that I take seriously. Fatherhood is
very important to me. Fatherhood is something that I want
to be good at. Fatherhood to me, to me as
a father, of the rent is due. And I don't
mean that as money. I don't mean that as performing.
(29:36):
I mean I want to be the best father that
I know I can be and that my parents know
that I can be.
Speaker 2 (29:43):
Bottom line, that's amazing.
Speaker 1 (29:45):
All right, man, Thank y'all for listening, Thank y'all for laughing.
This podcast is over.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Cardiac Cowboys
The heart was always off-limits to surgeons. Cutting into it spelled instant death for the patient. That is, until a ragtag group of doctors scattered across the Midwest and Texas decided to throw out the rule book. Working in makeshift laboratories and home garages, using medical devices made from scavenged machine parts and beer tubes, these men and women invented the field of open heart surgery. Odds are, someone you know is alive because of them. So why has history left them behind? Presented by Chris Pine, CARDIAC COWBOYS tells the gripping true story behind the birth of heart surgery, and the young, Greatest Generation doctors who made it happen. For years, they competed and feuded, racing to be the first, the best, and the most prolific. Some appeared on the cover of Time Magazine, operated on kings and advised presidents. Others ended up disgraced, penniless, and convicted of felonies. Together, they ignited a revolution in medicine, and changed the world.
The Joe Rogan Experience
The official podcast of comedian Joe Rogan.