Episode Transcript
[00:00:02] Speaker A: 20 in the city.
[00:00:03] Speaker B: Aloha.
[00:00:05] Speaker A: What did you. Welcome to Twitty in the City. I'm Twitty. That.
[00:00:08] Speaker B: That's my co host, thc, the Hawaiian comedian. Hey, man, we appreciate for all you guys tuning in right now. For everybody that's been with us from the beginning and still with us and watching, we appreciate you.
[00:00:18] Speaker A: We love you.
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[00:00:47] Speaker A: So.
[00:00:47] Speaker B: Hey, Twitty.
[00:00:48] Speaker A: Yo.
[00:00:48] Speaker B: Got on the docket today.
[00:00:49] Speaker A: All right, bro. I saw a video.
[00:00:51] Speaker B: Okay.
[00:00:52] Speaker A: We're going back to school on this one.
You ever. You remember popcorn reading?
[00:00:57] Speaker B: Is that when they make you read?
[00:00:59] Speaker A: Yeah, you know, they.
[00:00:59] Speaker B: You pop.
[00:01:00] Speaker A: They call it popcorn. You bounce to individuals in school.
We need to bring that back. I think these kids these days is soft and they can't get into the world because they don't let the schools and the teachers embarrass them.
[00:01:13] Speaker B: Like, you think they need a little bit of embarrassment?
[00:01:16] Speaker A: I don't think. I know they do. Popcorn reading created my exterior skin that we've handled.
[00:01:23] Speaker B: Okay, now explain to me this exactly, because when you say popcorn reading, I don't think we've ever called it that. When I went to school, like, what is that? What are you saying? Popcorn reading.
[00:01:31] Speaker A: So, you know, you had to read, like, in the classroom. And instead of the teacher just reading, she would read like a paragraph and then she'd say, twitty, you're next.
[00:01:39] Speaker B: Okay.
[00:01:40] Speaker A: Our teacher, though, would allow me to then pass it to another friend of mine, and I was a savage. So I get done reading, right? I'mma pass it to the kid that I know probably has a stuttering issue or probably is struggling with saying certain words, and you make them stand up and read it. And the teacher, she was not your get out of get out of jail card. You had to finish reading whether you struggled or. For me, I read slow.
[00:02:06] Speaker B: Gotcha.
[00:02:06] Speaker A: She wouldn't do the whole no thc, don't call on Twitter, skip him. There. There was none of that. You got no buffer.
[00:02:13] Speaker B: Right, Right.
[00:02:13] Speaker A: And I think kids these days, they get in that. In school, or they're not being told, you don't have to read out loud. Well, that's what you got to do out in the real world. You got to read out loud. I'd rather get embarrassed in elementary school than doing a presentation in front of people where my job is on the line.
[00:02:31] Speaker B: You know, the way you. The way you put it, too, is kind of like it was. It sounds like. To me, it sounds like it's like you being judged by your own peer. What is it when you get. When you get a peer pressure. A jury. Right though. A jury is.
[00:02:42] Speaker A: You're picking my own trial. Yeah. Yes.
[00:02:44] Speaker B: But it's picked from your own peers. It's your own peers.
[00:02:47] Speaker A: Yeah.
[00:02:47] Speaker B: So you actually are picking the next student to read. But you know that. That student has a problem with reading, and that's. And that's why you purposely pick them.
We had the same thing, but we just didn't get to pick any. Our teachers would be like, you know, sean, next, then, boom, next, then.
[00:03:05] Speaker A: That's still bad because everybody got to get it. Everybody gotta get it.
[00:03:08] Speaker B: They picked. She picked she or he. My teacher, whoever it was, would pick folks that were struggling with reading.
[00:03:15] Speaker A: Yeah.
[00:03:15] Speaker B: And that's the way it was. It wasn't hide behind your feelings. No. You don't have to sit there. You ain't got. You ain't got to read today, you ain't got to read tomorrow.
[00:03:24] Speaker A: Well, because I feel like that.
I don't think that's trying to embarrass us. I think nowadays, because some people got in the comments of this video that like, oh, this is why teachers are so, like, harsh on kids. It's like, well, that's their job, is to get us ready for the real world. Because guess what? If I got embarrassed that day.
[00:03:40] Speaker B: Yeah.
[00:03:41] Speaker A: I went home, and guess what I did. I read to practice so I would be ready the next time we go read. I'm not stuttering, right? So because I didn't get let off the hook, it got me better because I wasn't trying to be every day after class being like, hey, Tutu Twitty, how you doing? It's like, I'm getting tired of y' all making fun of me for that. So I'm gonna go fix that so when Ms. Johnson do call me, I can be on my A game, and I'm a popcorn read yo ass and see how embarrassing you gonna get.
[00:04:10] Speaker B: Correct. Correct. And it's. It's really just it's more of an accountability thing. Like, it is, you, you, you hold an accountability for who you are, what you got. And if that's, if this is what, what you got, then you got to either improve that or you got to step up or you got to do something. I, I, I mean, I agree with you like this. How would you call that? What was that for us? Was that like some type of bullying?
[00:04:31] Speaker A: No, I, it wasn't even bullying. I think it was just. Well, the way your teacher did it was, was, was nice because she at least was going through the line. Our teacher was like, I'm gonna let y' all just battle it out. And so if, if Twitty and Tac Popcorn read each other five times, then let y' all have at it. Y' all just gonna embarrass yourself.
[00:04:47] Speaker B: Yeah, but I mean, we still got to spread it to spread the love around equal.
[00:04:50] Speaker A: Like, yeah, she was sometimes same.
[00:04:51] Speaker B: I'm gon.
It was the same person reading every day or like, the same person. I used to get mad cuz, like, I like to read. I like to read out loud with my. When my, I was waiting for my teacher to call on.
[00:05:00] Speaker A: Yeah. Nah, I, I hated reading. So I tried, I either tried to avoid.
[00:05:04] Speaker B: Yeah.
[00:05:05] Speaker A: Getting picked on or I volunteered so I could be the first to read and get it over with because it was not my strong suit.
[00:05:11] Speaker B: I knew that there was certain words I couldn't pronounce. I knew there were certain things I couldn't do. Like, there was certain things. But, but I used that to my, like, if somebody was going to make fun of me nowadays, your words ain't going to hurt me. Like, words don't hurt me. No, you can say whatever you want to say. I mean, shit, we get comments on here about my teeth, me missing teeth. Teeth and stuff.
[00:05:28] Speaker A: Like, you just laughing and I'm like, bro, taking it to the shit.
[00:05:31] Speaker B: I'm just saying, like, they, it's, you can't bully somebody who's been bullied since he says day one.
[00:05:37] Speaker A: Like, so I guess, Yeah, I think, I guess to answer your question, yes, you want to call that bullying, but I feel like if it wasn't the kind of bullying that hurt us, it was bullying weirdly out of love.
[00:05:48] Speaker B: Like, let's call it, let's call it a social, A social tolerance. Yeah, I guess we're tolerating certain social activities in order to hold you accountable. Right. To see what you learned, what you did and what you can do well.
[00:06:01] Speaker A: And I feel like somebody got in the comments of this video too, that stated, you're gonna always have to read at some point, whether it's out loud or to yourself. You got to know how to read regardless. So popcorn reading is still doing a job of getting you to know how to read, whether it's in your brain or not. Because believe it or not, if I don't know how to say the word out loud, I dang sure you ain't gonna know how to say it in my head. It don't matter if it's in or out loud.
[00:06:25] Speaker B: Today, like, everything, right? You got menus from restaurants, you read out loud. You got signs that are outside the doors that you got to read out loud or you got to know out loud or you have to read it in order to tell the person who's with you. That's why we're not walking that way. Because it's closed.
[00:06:38] Speaker A: Yeah. No, you. You have to read. That's. And even if it's just to your spouse, if it's like, well, I never have to read out loud. You got to read to somebody. You got to. You got to share something with somebody.
[00:06:48] Speaker B: Are you driving? Are you.
[00:06:49] Speaker A: Are you going somewhere? Are you giving direction?
[00:06:52] Speaker B: Yeah.
[00:06:52] Speaker A: Yeah.
[00:06:52] Speaker B: Well, you got to be able to read at some point. I think that calling them out like, and they. And you're telling me now that they don't do popcorn anymore.
[00:07:00] Speaker A: They do, but it's so, So a lot of people, A lot of people in the comments were saying like, this got taken away because teachers were peer pressuring certain kids to read. And so now it's more of a.
You would hate it. The people that can read, they get to read all the time. They just get to read every day. Nobody else gets a chance to butt in. There is no, no, you're gonna get that one kid that might take 20 minutes to read a paragraph. But.
[00:07:24] Speaker B: And that was one thing like our teacher had, was they had a thing where if, if, you know, if Lisa read today at, at this time and she started the chain for people to read, because how our teacher used to do it was once one person was done reading a paragraph, the. The kid that was sitting behind that
[00:07:38] Speaker A: person and then she would.
[00:07:41] Speaker B: Our teacher would, would.
So that when we started again next day, she made through. She made sure I like that class was.
[00:07:49] Speaker A: It was reading.
[00:07:50] Speaker B: Yeah, everybody in the class, I do like that.
[00:07:52] Speaker A: But no, it ain't that anymore. If it's Lisa, John and Tim, they're the best readers. It's Lisa, John and Tim every day now.
They get to read because they're the most confident, they smooth, they know how to say every word. And it's like, what about the other people, right? And you got to get them in on the action.
[00:08:07] Speaker B: And that's the thing, though, now, Now I think. I think on. On. On that side, on my side, where we knew we were going to read. I think that's where anxiety came from. Because if we stop reading, if the person behind me stopped reading, and I was. Because what you do is if you know you're going to read a paragraph, you skip down to the paragraph.
[00:08:24] Speaker A: Oh, you free read.
[00:08:25] Speaker B: Always.
[00:08:25] Speaker A: You gotta.
[00:08:27] Speaker B: And then you look at the words and you like, man, I hope we stop reading before we get to that part. And I could go home and ask my mom and my dad how I'm supposed to pronounce these words. Words.
[00:08:37] Speaker A: You over there.
[00:08:38] Speaker B: Cuz I know when I come in the next day, the teacher just gonna look at me and be like, sean, start us off. Paragraph, blah, blah, blah. And I'm gonna be like, man, did
[00:08:45] Speaker A: you ever have this? This would. This would kill my whole game. Did you used to ever be counting and you sometimes would have a short paragraph and you. No, no, no. You thought you were done. And the teacher would say, you know what? Read another one. And you wasn't ready for that paragraph.
[00:09:01] Speaker B: It was like your first one was like two sentences, and then the next one was like five. And you was like, all I got to do is read this little thing here.
[00:09:08] Speaker A: So you read it and you're like, I'm waiting on you, John. And Ms. Johnson. Be like, you know what? That was a short one, Sean. You read another one, you're like, damn it.
[00:09:16] Speaker B: I hated that one because I knew it was short, and I damn near had it already memorized by the time she got to me. By the time she got to me, I was always like. And then birds had to come out and they're like, keep reading. Oh, damn it. I gotta open the book now. I gotta open the book now. I had that memorized because it was only seven words.
[00:09:31] Speaker A: Yeah, duh. I used to hate that. It would. It killed my whole momentum. You look at the teacher too. You're like, wait, like, keep. Yeah, keep going. Like, but like, a few lines.
[00:09:43] Speaker B: I hate when they don't, like, tell you. They just look at you and they, like, nod your head. Like, you supposed to understand that. I'm supposed to keep reading.
[00:09:49] Speaker A: It's like, it's called. You see, you said per.
[00:09:52] Speaker B: That used to happen in church. In church. That happened More than it did in school, where they was like, no, go ahead, go ahead, read another verse. Go ahead, read it. Read.
Read down to chapter, to chapter, to the end of the chapter.
[00:10:04] Speaker A: You told me one through six. Now I'm committed to one through. I ain't going seven to ten, bro.
[00:10:08] Speaker B: You memorize one through three. So that way four, five, and six would be easy.
[00:10:11] Speaker A: But again, that. You just had to deal with that. There was no, like, you know what? I can't.
[00:10:17] Speaker B: I can't get it.
[00:10:17] Speaker A: I can't do it, Ms. Johnson. It's like, oh, okay. So I was like, no, I. I gave you the nod. I pointed at you, and I said, continue.
So you better get the reading.
[00:10:26] Speaker B: I mean, if you take that out, how. How are this. If you take that type of stuff out to where a kid can opt out of doing that, I mean, at some point. I mean, not. We don't even have to go as far as life, but at some point in his educational career, all the way up to high school, he's gonna have to give an oral report. He or she is gonna have to give an oral report. And how are they gonna be ready for that if they ain't already spoke in front of the class?
[00:10:50] Speaker A: I can tell you right now whether somebody else wrote it or even if I wrote it. My dog on self.
[00:10:55] Speaker B: Yeah.
[00:10:56] Speaker A: I can sometimes stutter on my own writing.
[00:10:58] Speaker B: Yeah.
[00:10:58] Speaker A: Like, I do it now as a grown man. I'll be reading. I'll be like, what was I writing?
But you gotta know how to read in general, bro. Like, it's. I was blown away when I. When I saw that. I was like, man, back in the day, it's. I think it's what, like, you said, helped me and made me go home and read.
Especially the way your teacher had it, you could at least know and, like, all right, Susie. Susie left off today. So I'm gonna probably have paragraph two, maybe three.
[00:11:23] Speaker B: Probably you gonna have paragraph two.
[00:11:25] Speaker A: So it's like, I'm gonna go home tonight. And when mom says, what homework you got? I got none. But I'm about to go read this page. I'm gonna have to read tomorrow.
So if I got any, like, you say any words, I don't know, you gonna help me?
[00:11:36] Speaker B: I can. I can still remember. I can still remember.
[00:11:39] Speaker A: I had.
[00:11:39] Speaker B: I had a friend. His name was Donald. Donald Bryant was in school with me. And anytime we was doing the reading stuff, Donald was sitting in front of me or. Or, yeah, he was always sitting in front of me. So when it got to Me and I was reading, and he would look. He would always be. He would look at me and be like, yo, when it gets to you, can you read slower? Because we got about three minutes until the bell's gonna ring. And. And I remember. I remember watching them going, hey, you know, hold it, hold it.
Cuz it's like. Cuz we knew it. How many. How many clock watchers were in school at that time? How many people in there was. Was watching the clock?
[00:12:17] Speaker A: We got three.
[00:12:18] Speaker B: I swear to God, I used to look at Donald and be like, dude, this is the only time when you actually ever do math. Like, this is when your math only works, is when you.
How much time we got before you got to start reading?
[00:12:29] Speaker A: Your parents said if you can hold.
[00:12:32] Speaker B: Slow it down, they got to read, like, everything.
Just take the first two sentences.
[00:12:37] Speaker A: Oh, man, he's look. Oh, yeah. He like, look, P. I already pre. I already checked out your paragraph. She kind of short. She got some easy words. Slow that bad boy down, dog. I gotta go home. And I got some questions about my paragraph.
[00:12:50] Speaker B: And you know that clock. As soon as that clock rings, that's when. That's when it stops.
[00:12:53] Speaker A: In fact, that's when math was working. Only when you had to read, you
[00:12:57] Speaker B: had to calculate how much time was left and how much thing you was always on. He never got that question wrong.
[00:13:01] Speaker A: There we go.
[00:13:03] Speaker B: Got that question wrong.
[00:13:04] Speaker A: But he. He was right, though. Cause there's a certain time where you knew, like, tisha ain't gonna make me read. If we got like a minute left, she ain't gonna let me start.
[00:13:11] Speaker B: Oh, yeah.
[00:13:12] Speaker A: I had a teacher one time, though, that did have me start. And I was so thankful I only had to read the first line. Cause the sentence after that used the word abstract, right? And I struggled knowing how to pronounce that. And I said, I can't pronounce that right now. I need. I need this bell to ring.
[00:13:30] Speaker B: Yeah, I need to get out.
[00:13:31] Speaker A: And she was like, all right, Tweety, we're gonna start. And I did it. I was like.
So in the beginning, in 1975, when Thomason went on the trail.
Keep going.
Oh, thank God.
[00:13:48] Speaker B: See, now, some of my teachers would tell us those, even with that one. And sometimes we thought we were safe. It depended on the teacher, because the teacher would say that. That line, the bell don't dismiss you.
[00:13:58] Speaker A: Oh, gosh.
[00:13:59] Speaker B: The bell don't dismiss you. I dismiss you. All right, finish yourself.
[00:14:04] Speaker A: Rip that. That phrase, boy.
[00:14:07] Speaker B: Finish your sentence.
[00:14:08] Speaker A: That. That was like the ace of all
[00:14:10] Speaker B: oh, you know what's funny is if it was said in the middle of what you was reading.
[00:14:15] Speaker A: Oh, you for sure got finished.
[00:14:16] Speaker B: Yeah.
[00:14:17] Speaker A: You for sure.
[00:14:17] Speaker B: If all of us would look at you like, okay, now we're waiting for you to finish this thing.
[00:14:22] Speaker A: The pressure is not. I need you to speed it up, bro.
[00:14:24] Speaker B: The pressure is because now you look around before you even start reading, and you notice everybody.
[00:14:29] Speaker A: I forgot about that phrase.
[00:14:30] Speaker B: That one kid loading up his backpack, staring at you, putting his keys and stuff, everything inside his backpack. Like, all you got to do is finish that sentence.
[00:14:37] Speaker A: All you got to do is finish. No, I forgot about that phrase, though. He said the bell don't dismiss you.
[00:14:43] Speaker B: How many times. How many times have you been trying to read and you can't get that word? But your friends around you, you know, they always. They try to. They abstract, like.
[00:14:52] Speaker A: Oh, they. Yep, yep. Oh, I had one time my teacher shut it down.
I even. I like, looked, and I didn't realize she was looking at me. She was like, don't look at. I forgot his name was like, don't look at thc. He can't help you.
[00:15:04] Speaker B: Right? Damn it.
[00:15:05] Speaker A: She's like, I need to see your eyes in that book.
[00:15:07] Speaker B: And if they do help you and she hears it, she goes, fine, continue. Next paragraph.
You stuck. Everybody's sitting there, and you like, man, look, I'm trying to stop reading.
[00:15:18] Speaker A: Well, and for you, like you said, that's how you get messed up. Because if somebody helped out and you read an extra paragraph.
[00:15:25] Speaker B: Yeah.
[00:15:25] Speaker A: Now it's like, he didn't took my paragraph. Now I gotta read it.
[00:15:28] Speaker B: Now I gotta go down one more. Yeah, I gotta go down.
[00:15:31] Speaker A: So everything you want, but.
[00:15:33] Speaker B: Because I didn't want. Because it's got words in it, like specific and establishments and.
[00:15:40] Speaker A: Yeah.
[00:15:41] Speaker B: Endoplasmic reticulum.
[00:15:43] Speaker A: Yeah.
[00:15:43] Speaker B: And all these. And you're like, man, I don't want to read that one. And then you see him reading that one, you like. Damn it.
[00:15:48] Speaker A: Yeah.
[00:15:48] Speaker B: You sitting at it.
[00:15:50] Speaker A: It was a team. That's the other thing I feel like with popcorn reading. It's a team effort. Cause you sometimes be.
The way we would do it, like you said before class would start. Be like, all right, look, you know, Ms. Johnson gonna pick such and so. Be like, hey, Tim, look, pass it to me, right? I'm gonna pass it to such and so. We're gonna pass it to such and so. And then we. We can get through this thing together, dog.
[00:16:12] Speaker B: But you.
[00:16:12] Speaker A: You gotta set the tone.
[00:16:13] Speaker B: It was like a tag Team wrestling match.
[00:16:15] Speaker A: And it'd be like, tim, are you in? Tim, like, don't. And of course, Tim was the nerd. So you always had to try to help. Like Tim, like, be. Be with us, dog.
[00:16:23] Speaker B: Let me ask you something, since you guys can jump around and pick anybody. Did you.
Where did you ever look at somebody and when you looked at them, they had already pre read ahead and knew that if you picked them for this one, they was gonna have to. When they look at you and they're
[00:16:39] Speaker A: like, yo, yo, yo, yo, yo, yo, yo, yo. Yeah.
[00:16:41] Speaker B: No.
[00:16:42] Speaker A: Well, because third word in. Oh, yeah.
[00:16:45] Speaker B: I can't do this.
[00:16:46] Speaker A: You had a certain amount of time, too, before the teacher would jump in.
[00:16:50] Speaker B: Oh, yeah.
[00:16:50] Speaker A: So you get done reading, and you kind of gotta do the quick, like. She'd be like, popcorn, read. So you try to play it. I was like, you gonna pick somebody new? Can I?
And if you gave me the nod, I'd be like, Sean. And be like, okay. But if I went, let me go, Kevin.
[00:17:07] Speaker B: Or if you looked and I was looking at. This is how I used to tell people. I didn't want to get picked for something. For anything. Whether it be for anything. If I know you look at. Let me pick you look at me. I look over here. I look real quick like I don't even know you.
[00:17:19] Speaker A: Don't pass that, dog. Don't do that. Look at me. Yeah. No, But I also had to have a back. Say my name. I do one of them. Huh?
[00:17:27] Speaker B: Who, me?
[00:17:28] Speaker A: Where we at?
[00:17:29] Speaker B: Yes. What we doing?
[00:17:31] Speaker A: What line we.
[00:17:31] Speaker B: What we doing?
[00:17:33] Speaker A: No, I shout out to the homie Michael, though. Michael, in our class, he was the assassin. He was. Mr. If you need somebody, I got you. Okay, so if you. If it was ever like. Like you said, that situation. My paragraph was short. She said, continue, and I done threw you off. And you gimme the. Nah.
[00:17:50] Speaker B: Yeah.
[00:17:50] Speaker A: She'd be like, pick somebody Twitty.
Michael. Michael's like, I ain't scared. I got you. You always had. You always had to have a backup. That's because you never want to put nobody under the bus. Yeah, that's. That's the last thing you wanted to do was throw somebody under the bus for reading.
[00:18:06] Speaker B: That's true.
[00:18:06] Speaker A: That's true. But Pop, get in the comments.
Popcorn, reading or teacher just picked the line.
Did you have that growing up? And don't lie. Was it beneficial? And what were you? Were you Mr. Set the tone. Were you Mr. Looking around, don't look at me.
[00:18:24] Speaker B: Also. Also to. Don't put in the Comments, too. Do you guys agree with not having that? Do you think that kids should opt out to not have read and play,
[00:18:31] Speaker A: or can I do that?
[00:18:32] Speaker B: They should. They shouldn't take accountability.
Stand up. You got reading.
[00:18:38] Speaker A: You got to. You have to. I will say it was always 5050.
Did you ever. You have to get up in front of the class and read sometimes. Oh, you were popcorn read, but you got to read. That's. That's when I really could get a lay of the land. I like doing it in front of the class.
[00:18:52] Speaker B: What led me to my stand up comedy career?
[00:18:54] Speaker A: Because of Popcor?
[00:18:56] Speaker B: Yeah, because it's standing up in front. Because of standing out in front of the classroom. Because I always took it, like, instead of me being embarrassed, I'm gonna turn it into something that's gonna make everybody.
[00:19:03] Speaker A: Oh, yeah.
[00:19:04] Speaker B: So I think that's where my stand up actually started was in elementary.
[00:19:07] Speaker A: Popcorn rings would set you off.
[00:19:09] Speaker B: Yeah. Like, say something where I didn't know what it meant, and then people would laugh. And then I would just use that jokingly.
[00:19:14] Speaker A: Right.
[00:19:14] Speaker B: Because you can't embarrass me. Like, I know people out there would always say, some people already had to,
[00:19:18] Speaker A: like, it don't matter.
[00:19:19] Speaker B: It don't matter to me. Yeah, see, don't hurt.
[00:19:21] Speaker A: I like being up at the front because in the classroom, we sat by last name. I'm a T.
So I'm in the back. So I can't see people's faces sometimes. So people had to turn to me so I could figure it out. And sometimes I would get hoes because I can't see somebody face.
[00:19:38] Speaker B: Right.
[00:19:38] Speaker A: Cause sometimes Ms. White would be like, look straight ahead. I'm like, damn it. I was like, I need to see their eyes. I need to know if they ready for my popcorn. So I used to like being up in the front. Cause as I'm walking back, she'd be like, pick somebody.
[00:19:49] Speaker B: I'm like, let me ask you this, though. When you did have to go home, even though if you knew you was gonna. Like, we knew we were gonna pick up from the next day to start reading. And I had to. I had these. Take the boat, the book home.
[00:19:59] Speaker A: Oh. Oh, yeah. You. When I.
[00:20:00] Speaker B: When I learned a word that day, it actually made me more excited to go to school and say it correctly. Because I knew when I first looked at. I was like, there's no way I'm saying this.
[00:20:11] Speaker A: Yeah.
[00:20:12] Speaker B: And I go home and my mom's like, no, this is how you pronounce it. And then I'd Ask my dad, and my dad would say, this is how you pronounce. Because I always wanted to get the both opinions of how you would say that word. Because sometimes some people would say one word differently than somebody else. You know, like. Like how we had that one episode we were talking about caramel or caramel. Yes. You know, and it was. It's a whole. It's a whole big thing. So everybody says it differently. So I always liked having the two. Two separate things on it. But then when I got it right, I go to school with the book. Like, man, like, I'm. I'm sitting up in the. In my chair. I'm like. We go start reading. And open up. I open the book. It goes right to the page. It's already, like, creased.
[00:20:46] Speaker A: Oh, you had it creased and everything. Everything.
[00:20:48] Speaker B: I got. I got the. My ruler. Because, you know, he had a bookmark. I got the room turned sideways.
[00:20:52] Speaker A: You ready for that first line?
[00:20:53] Speaker B: That way I could. I can move the ruler down as I'm reading line by line to that word. And look at him. I'll be like, endoplasmic reticulum.
That's right.
[00:21:04] Speaker A: And you pause, too. Oh, yeah, yeah.
[00:21:07] Speaker B: Because I know there was other kids that go, is that how you supposed to say, like.
[00:21:10] Speaker A: Yes, it is exactly how you say.
[00:21:12] Speaker B: The teacher goes, very good, Sean. You said that, right? I was like, I know. I did. I practice it. Because I know I knew it was my time today.
[00:21:17] Speaker A: So that's the one thing about random popcorn reading.
You had to play it cool. Cause if the teacher knew you was excited, that meant she knew you probably went in pre read. So she wasn't gonna get you to start it off.
[00:21:31] Speaker B: Oh, yeah.
[00:21:32] Speaker A: So you had to sometimes play it off cool. Where it was like, who wants to read? And I was always Mr. I was always like, the casual lean.
[00:21:38] Speaker B: Yeah.
[00:21:39] Speaker A: But if I was like, who wants to read? I'm not gonna get picked. Because she's like, I already know you pre read. If I did, like the.
[00:21:46] Speaker B: Or you be the last one to
[00:21:47] Speaker A: put your hand up. Twitter, you read.
[00:21:49] Speaker B: The last one always gets picked the last one.
[00:21:51] Speaker A: So I learned that. So I always learned if I put my head down, it makes it seem like, yeah, I kind of don't want to read.
[00:21:56] Speaker B: Right.
[00:21:56] Speaker A: Plot twist. Went home, and I read it. Ms. White. Gotcha. Yep. So, yeah, bro, it was a strategy to it.
[00:22:03] Speaker B: And I'm gonna tell you something from my friend Donald. And I know. And I know Donald watches it, but my friend Donald, he was. When he would look at me and tell me to slow down so we can make the bell. He knows. That's when I learned how to speed read.
That's exactly what I learned, how to speed read. He just. And he'd look at me too, as I was reading. I'd be like. And then George Washington came over to the thing and he got off the boat and he was over there. Your turn, Donald. And he'd be like, really? Like, it's now. We got two minutes left. I read that whole.
[00:22:26] Speaker A: Yeah, I'm good. I know you're gonna read it now. Got it now. But, yeah, get in the comments. Popcorn reading. Did you have it? Do you think it should still be a thing?
What did you call it? It's not bullying. Social.
[00:22:36] Speaker B: Social tolerance.
[00:22:37] Speaker A: Social tolerance. Are we helping the future generation by not popcorn reading? Or is it something that it's just bullying and it's bad for them?
I don't think so. Also, then you get some good friends with popcorn reading. You figure out who got your back. Because popcorn reading, you got to know who out there in the streets with your dog.
[00:22:53] Speaker B: Correct? Correct. And if you in there, you're going to drop a comment. Don't forget, if you drop a comment, if you haven't liked it already, please like it. Help the algorithm out. And if you haven't subscribed, please subscribe.
[00:23:04] Speaker A: What you doing?
[00:23:05] Speaker B: The rest of the people that have there, we. We are so thankful to the domo. We are almost close to 10,000 subscribers.
[00:23:10] Speaker A: 10 kizz close to it.
[00:23:12] Speaker B: And we appreciate each and every single one of y'.
[00:23:14] Speaker A: All.
[00:23:14] Speaker B: So we appreciate the ones that we got that joins us every week on. On our episodes and to the new ones that are coming in, please come in, like, subscribe. Hit the notification bell, too, to make sure that you get it whenever our new videos hit. And don't forget to visit twitty in the city.com is now.
[00:23:31] Speaker A: Because I was. I was dropping the ball on forgetting about the website. I was so excited about it. Yeah. And after every episode, be like, you didn't forget to mention it. I think that's what it was.
[00:23:41] Speaker B: We was excited. We finally got it launched and everything.
[00:23:43] Speaker A: And then we were just like, all right, yeah, people can figure it out themselves now. But yeah, twitterinthecity.com and get up on that thing. And again, appreciate all y'. All. We're going for the 10 Kizzy, which, by the way, when we get to 10,000, we gonna do a live on whatever day. Y' all pick and choose. So when you're in the comments. Just start putting random days. You can just say, Thursday. I like. I like popcorn reading. That way we can figure out what's the best day we can go live. Because again, without y', all, we won't get to the 10. Kizzy, I'm Twitty. That's THC. Mahalo.
